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Preparing Strong Curricular Requests Tips

Courses

  • Build the justification for deleting, adding or changing courses on how the change will impact student learning.
  • Avoid using individual faculty names in the justification section which goes to the SDBOR.
  • Avoid being very specific with course descriptions which will become outdated quickly. Course descriptions are short, concise summaries that typically do not exceed 75 words.
    • Do: Address the content of the course and write descriptions using active verbs (e.g., explore, learn, develop, etc.).
    • Do not: Repeat the title of the course, layout the syllabus, use pronouns such as “we” and “you,” or rely on specialized jargon, vague phrases or clichés.
  • Prerequisites can only be specific courses and cannot use any words as part of the prerequisite other than and, or.
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  • Verify on the SDBOR if the new course exists within the database. Ƶ can request to offer the same course authorized for another university. The course would become a common course.
  • If the course contains a lecture and laboratory component, identify both the lecture and laboratory numbers (xxx and xxxL), credit hours, description and requisites associated with each.
  • The SDBOR Enrollment Services Center assigns the short, abbreviated course title that appears on transcripts. The short title is limited to 30 characters (including spaces); meaningful but concise titles are encouraged due to space limitations in Banner.
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Program Modifications

  • Reference the online catalog to review the current program requirements.
  • Minor and substantive program modifications need to include all program requirements on the form. In the first column list the current courses as reflected in the catalog. If a course is being removed include that course in the proposed column highlighted in yellow and use the strikeout feature to cross it off.
  • Have a strong basis for the proposed change. Rationale for substantive changes include:
    • To insure the program offered aligns with (referenced) national standards.
    • To address weaknesses identified through program assessment and review.
    • To address weaknesses identified by external advisory committees, employer feedback and/or alumni/graduate surveys.
  • Courses that may fulfill multiple requirements cannot have the credit hours count twice.  For example, if the course meets a college and a major requirement the hours can only be applied in one category. 
  • Check the math – all credits and totals should add up.
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Intent to Plan, New Minor and New Degree/Program Requests

  • Answer all parts of each question. Use sub-headings within sections which ask more than one question. For example, for the Intent to Plan form, question one, three separate questions are posed. Use sub-headings of “nature of the proposed request”, “expected demand” and “need for the proposal”.
  • Avoid the use of personal pronouns (“we”, “us”, “our”) in the request. Instead use “South Dakota State University”, “Ƶ”, “the university”, “the department of …”
  • Each of these types of requests must include a curriculum map outlining the student learning outcomes and where in the curriculum the outcomes are addressed.
  • Include numerical data to support the request and quantify the need for the new program. A good resource is the Bureau of Labor Statistics.
  • Include citations when applicable.
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Checklist

  • Have the correct Ƶ and SDBOR forms been used to prepare the request?
  • Does the curriculum proposal reflect findings from other planning processes such as academic program reviews, student outcomes assessment, strategic planning and/or licensure, accreditation and reaccreditation requirements?
  • Have the appropriate and required consultations been completed?
  • Have all consultation forms been included in the curriculum request submission packet of information?
  • Have any unresolved objections been identified?
  • Have all budgetary needs been identified and estimated?
  • For a new undergraduate or graduate program has the SDBOR , and been completed? For a new undergraduate or graduate program has the SDBOR , and been completed?
  • Have the required electronic signatures been obtained for all proposals?