Competency Measurement Instrument Instructions: Competencies should be observable and measurable, and stated in of student performance. In some cases it might be valuable to complete the sentence “Students will be able to. . .” If the competencies are primarily cognitive, consider using Bloom’s Taxonomy to evaluate whether the competencies are at an appropriate level for the course. In the more rare instances where affective or psychomotor competencies are used, give careful attention to measurement techniques. Instructions: Detail the instrument that will be used to gather the measurement. Examples include: written papers, quizzes, tests, verbal presentations, video, audio, portfolio artifacts, demonstrations, performances, etc. This column should indicate you will look for evidence of the type of student work that you expect. Note that this is distinct from the Measurement Standard which provides some detail about what constitutes valid and acceptable student performance. Ex. 1 Defend dietary in light of current research. Weekly Reading Journal, Research Paper Ex. 2 Examine personal values, attitudes and expectations to enhance self-awareness for greater effectiveness as a social work professional. . . Field Instructor Evaluation Ex. 3 Integrate terminology from literary history into writing Research Paper Schedule Type definitions Traditional Lecture Traditionally formatted course that may include a variety of teaching methods. Traditional Lab Usually affiliated with lecture course. Provides application of knowledge and learning experiences related to lecture content. Traditional Lecture/Lab Traditionally formatted course that may include a variety of teaching methods, and for which a lab experience is included and graded with the lecture portion of the course. One grade for both. Experiential Learning Application of knowledge or a learning experience not typically connected to a lecture course, examples include PEAC, theatre workshop, field experience, practicum, internship and active research courses. Seminar Course in which a topic is discussed by a teacher and a small group of students. Examples include colloquia and workshops, Studio Application of knowledge or a learning experience that combines lecture, active learning and discussion among the teacher and students in a studio environment. Examples include art, design and music. Thesis Required course for students working on graduate thesis. Dissertation Required course for students working on doctoral dissertation.
A course cannot be deleted when it is a requirement in a degree plan in any department. 25 Is this course required for a degree/s? If “Yes,” attach a revised degree plan(s) reflecting the placement of the new course. ___No ___Yes 26 Should the addition of this course be retroactively applied to the degree plan it supports? ___No ___Yes Explanation: 27 Has this course been offered as a Special Topics course? ___No ___Yes If “Yes,” specify the Course ID and enrollment for each term it was taught. (Note: New courses are NOT required to be taught as Special Topics courses prior to being approved. However, a course may be taught once as Special Topics before it is proposed. See the Course Descriptions section of the Catalog for details.) 28 List any courses in the content overlaps the proposed course. (Course ID and Name) Attach a statement from the instructor/dept of the existing course justifying the new offering in Section IV-D. II. Curriculum 1 Degree Plan Explanation of how this course affects degree requirements. 2 Justification the justification for adding this course to the current curriculum. Represent the need.
IV. Supporting Documentation Supporting documents must accompany proposal prior to preliminary approval by chair and dean. 1 Library — Submit new course application and syllabus to the Dean of the Library. Consult with the director and establish a deadline for completion of the library report. Attach the signed copy of the Library report. 2 Instructional Design — The application and syllabus must be reviewed by the Adams Center. Attach a copy of the Adams Center Review Letter. 3 Content Overlap — Include one document for each course you listed in Section I-I. Attach statement from instructor/dept chair of existing course justifying the new offering. 4 Departmental Resources — List the resources that support the course and are available only through the department, if applicable. Attach the list of the holdings and the location/s. 5 Resources — List resources (other than library or departmental resources) that are needed to support this course (computers, lab equipment, other technology, etc.). Attach a complete list of all items and indicate possible sources or estimated cost of each. List the sources of any needed funds. 6 Expenses — List additional expenses needed to implement this course (full-time or part-time faculty, graduate or lab assistants, student employees, travel, special student costs, room renovation, storage facility, etc.). Attach a complete list of all items, the estimated cost of each and the source of the funds. 7 Justification — Attach all documents referred to in Section II-2 8 Syllabus — Attach the syllabus for the course based upon the anticipated offering. 9 Provide documentation for all additional attachments here