Forms & FAQ’s
Forms:
THERE IS A NEW PROCESS COMING over the summer of 2021, a software called Curriculog, which will handle these governance matters Univeristy-wide. Please refer to the information on the Provost website.
In the fall of 2021, we will be using the Curriculog software, for all things previously handled by both the OneFrom (course matters which were directed to the CLA Academic Affairs Committee) and the Program Change Form (program matters which are directed to the CLA Senate Majors, Honors, Individual Majors, and Special Programs Committee).
More information will follow along with training and support from the CLA Dean's Office. In the interim, please feel free to contact Louise, who will be happy to field your questions and comments.
ONE FORM
ONE FORM Instructions
Syllabus Template
FAQ's:
1. What should I do to prepare for proposing a new course?
4. What is the difference between Distribution I and Distribution II designations?
5. Why should I consider creating a First Year Seminar (FYS) or Intermediate Seminar (IS)?
7. What is the difference between cross-listing a course and creating an interdisciplinary course?
8. Why does the evaluation process take so long?
9. What can I do to help make the evaluation process smoother?
10. Who keeps track of changes to the university's curriculum?
1. What should I do to prepare for proposing a new course?
Read this guide and examine the relevant forms to gain understanding of what is involved in the process and a realistic time frame. To help envision how the new course idea could enrich the existing curriculum, skim the roster of courses for the department in the most recent university catalogue and review with the major and minor requirements of the department as well as the general education requirements set by the university. Consider the idea of offering a trial version of the course idea under the rubric of a 'special topic' course. Discuss the idea with another member of the department who has recently taken a proposal through the approvals process.
2. Why should I consider submitting my undergraduate course for General Education Diversity approval?
UMass Boston believes that explicit study of the diversity of the world's peoples is an essential component of an undergraduate education. The university defines diversity broadly to include race, gender, culture (national origin, ethnicity, religion), social class, age, sexual origin, and disability. All undergraduate students in the CLA at UMass Boston, whatever their chosen major / minor, must take courses that address human diversity as a major theme. Innovating courses or amending courses to fulfill these requirements can boost enrollment, enable students to meet university requirements, and ensure that students pursuing a major/minor in your department are not at a disadvantage in their efforts to graduate.
3. Why should I consider submitting my undergraduate course for General Education Distribution II approval?
UMass Boston believes that exposure to four principal approaches to knowledge is an essential foundation for undergraduate general education: I. Natural Sciences and Mathematics / Technology, 2. Social and Behavioral Sciences, 3. Arts and Humanities, and 4. World Languages and Cultures. All undergraduate students in the CLA at UMass Boston, whatever their chosen major / minor, must take courses fulfilling Division II requirements before graduating. Innovating courses or amending courses to fulfill these requirements can boost enrollment, enable students to meet university requirements, and ensure that students pursuing a major/minor in your department are not at a disadvantage in their efforts to graduate.
Consider submitting your course for Distribution II approval if it is a 100-, 200-, or 300-level course that provides important mastery in one of the following areas: Arts (AR), Humanities (HU), Social and Behavioral Sciences (SB), Natural Sciences (NS), Mathematics/Technology (MT), World Languages (WL) and World Cultures (WC). For more extensive description of these areas and for the explanation required to appear on the syllabus of a course fulfilling the distribution, consult the "Distribution Area Descriptions and Criteria for Course Content in Distribution Courses." Your course is appropriate for one of these divisions if it devotes attention to developing at least two of the following skill areas: (1) Verbal Reasoning/Critical Thinking, (2) Quantitative Reasoning, (3) Critical Reading and Analysis, (4) Effective Communication, (5) Use of Technology to Further Learning, and (6) Collaborative Work.
4. What is the difference between Distribution I and Distribution II designations?
The designation of ‘Distribution I’ represents an earlier phase of the General Education Distribution requirements that applies only to students who matriculated prior to Fall 2002. The categories and course levels differ slightly from the current General Education Distribution requirements, designated as ‘Distribution II’ for clarity.
5. Why should I consider creating a First Year Seminar (FYS) or Intermediate Seminar (IS)?
UMass Boston believes that all undergraduates should learn procedures of critical analysis and logical thought, with emphasis on disciplined inquiry, including the development of appropriate questions, the evaluation of evidence, and the formation of a reasoned conclusion or judgment. FYS and IS courses (also known as G100s and G200s) are designed to ensure that students develop skills in critical analysis early in their college careers. All undergraduate students in the CLA at UMass Boston, whatever their chosen major / minor, are required to take a seminar before graduating. Innovating courses or amending courses to fulfill this requirement can boost enrollment, enable students to meet university requirements, and ensure that students pursuing a major / minor in your department are not at a disadvantage in their efforts to graduate.
6. Why should I consider creating a course that fulfills the Quantitative Reasoning requirement (QRR)?
UMass Boston believes that all undergraduates should develop the ability to reason quantitatively and to use formal systems to solve problems of quantitative relationships involving numbers, formal symbols, patterns, data, and graphs. QRR courses are designed to enable students develop these skills. All undergraduate students in the CLA at UMass Boston, whatever their chosen major / minor, are required to pass the QRR before graduating. Innovating courses or amending courses to fulfill this requirement can boost enrollment, enable students to meet university requirements, and ensure that students pursuing a major / minor in your department are not at a disadvantage in their efforts to graduate.
7. What is the difference between cross-listing a course and creating an interdisciplinary course?
A course cross-listed in different departments can count for credit in any of the specified departments each time it is offered; there are number of cross-listed courses currently offered by the CLA. An interdisciplinary course is one that can count for credit in different departments but does not count for credit in all departments each time it is offered; there are currently no interdisciplinary courses in the CLA’s offerings although the CSM does offer such courses. CLA faculty interested in proposing an interdisciplinary course should contact the associate vp for undergraduate studies to work out the correct procedure.
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8. Why does the evaluation process take so long?
Building a strong curriculum with standards that are consistent across the departments of the College of Liberal Arts and the University as a whole requires the time and effort of many participants. Most of those involved are faculty members who must balance this effort with the time needed for research, teaching, and other forms of service. Nearly 100 new courses and course changes passed through the Academic Affairs Committee in the academic year 08-09 alone – and course/course change proposals are not the only matter the AAC must review.
9. What can I do to help make the evaluation process smoother?
Prepare and proofread the One Form and attached materials carefully before initiating the review process. Serve on one of the committees involved in the process. Offer to create or to update a guide to the approvals process of your department.
10. Who keeps track of changes to the university's curriculum?
Officially, the registrar tracks the curriculum; most review bodies do not keep copies of proposals and materials after their receipt by the registrar. Nonetheless, keeping a copy of any course proposal you originate for a year after its approval can be useful in case any problems in interpretation arise.