ROCHESTER INSTITUTE OF TECHNOLOGYNAME OF COLLEGE

NAME OF ACADEMIC UNIT

ABC-ABCD-123*Title of course

1.0 Course Information

a) Catalog Listing (click HERE for credit hour assignment guidance)Course title (100 characters)Transcript title (30 Characters)Credit hoursPrerequisite(s)**Co-requisite(s)

b) Terms(s) offered (check at least one)

FallSpringSummerOtherOffered biannually

If “Other” is checked, explain:

c) Instructional Modes (click HERE for guidance regarding credit hour assignment)

Contact hours Maximum students/sectionClassroomLabStudioOther (specify, i.e. online, workshop seminar, etc.)

2.0 Course Description (as it will appear in the bulletin)

3.0 Goals of the Course

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4.0 Intended course learning outcomes and associated assessment methods Include as many course-specific outcomes as appropriate, one outcome and assessment method per row. Click HERE for guidance on developing course learning outcomes and associated assessment techniques.

Course Learning Outcome Assessment Method

5.0 Topics (should be in outline format)

6.0 Possible Resources (should be in outline format)

7.0 Program outcomes and/or goals supported by this course (if applicable)

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8.0 Administrative Information

a) Proposal and Approval

Course proposed byEffective term

Required approval Approval granted dateAcademic Unit Curriculum CommitteeDepartment Chair/Director/HeadCollege Curriculum CommitteeCollege Dean

b) Special designation for undergraduate courses The appropriate Appendix must be completed for each designation requested.

Check Optional Designations *** Approval date (by GEC, IWC or Honors)General EducationWriting IntensiveHonors

c) This outline is for a…New courseRevised courseDeactivated course

If revised course, check all that have changedCourse title Mode of DeliveryCredit hour Course DescriptionPrerequisites Special DesignationContact hourOther (explain briefly):

d) Additional course information (check all that apply)

Schedule Final ExamRepeatable for Credit | How many times:Allow Multiple Enrollments in a TermRequired course | For which programs:Elective course | For which programs:

e) Other relevant scheduling information (e.g., special classroom, studio, or lab needs, special scheduling, media requirements)

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9.0 Colleges may add additional boxes here for other relevant information if necessary (e.g., information required by accrediting bodies)

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Footnotes:

* College-Alpha-Number-Name: As in the file name in the Further Instructions, below. Note: the suffix ‘-X’ is used for cross-listed courses only and, if appropriate, must appear in this place on the form, but only in this place. The ‘-X’ must be included in the course outline forms for both courses in such cases. (LINK TO REGISTRAR’s SUBJECT CODE LIST WHEN AVAILABLE)

** Prerequisites: These may be: major, year within major, and/or completion of specific courses. Note that these are system-enforceable prerequisites, and a student will not be able to register for the course without meeting this exact prerequisite course or an equivalent that can be detected by the system. To list course prerequisites, use CourseAlpha-Number (as in ISTE-101). If more general skill-based prerequisites are needed, they should be listed at the end of section 2, such as, “Note: One year of programming is helpful” or “Note: One semester of descriptive Statistics is recommended”

*** Optional course designation; approval granted date: This is the date the optional course designation curriculum committee approves a course for the requested optional course designation. The chair of the appropriate optional course designation curriculum committee is responsible to fill in this date.

Further Instructions:The file that contains this form should be named using the following convention:

COLLEGE-ALPHA-NUM-NAME College is the Alpha College Designation (e.g., GCCIS) NUM is the course number including the 4 letter text code and course number

(e.g., HCIN-744) NAME is the course name, no spaces, each word beginning with an upper case

letter. EXT is the extension (doc or docx). These are the only acceptable extensions

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Appendix A: General Education

Information provided here will also be used by the office of Student Learning Outcomes Assessment to identify appropriate courses for inclusion in RIT’s General Education Outcomes assessment cycle.

I. Course Category: Check one

HumanitiesSocial ScienceNatural ScienceMathematicsOther

If “Other” is marked, briefly explain in the space below:

II. Nature of the Course: After reviewing the NYSED web site and the RIT description of general education (links below), describe how this course fits the definition of general education.http://www.highered.nysed.gov/ocue/lrp/liberalartshttp://www.rit.edu/academicaffairs/generaleducation/

III. Essential Outcomes:The Academic Senate approved the following proposal at the meeting of 16 April, 2015.

Communication and critical thinking are essential to the general education of every student at RIT. Going forward, every course designated as general education by GEC will provide learning experiences designed to achieve at least one student learning outcome from each of these domains (Communication, and Critical Thinking).

The suites of approved learning outcomes are listed below.

a. Communicationa.1 Check at least one of the following outcomes.

Express oneself effectively in common college-level written forms using standard American EnglishRevise and improve written productsExpress oneself effectively in presentations, either in American English or American Sign LanguageDemonstrate comprehension of information and ideas accessed through reading

a.2 In the space below, explain which aspects of this course lend themselves to the Communications outcome(s) indicated above, and how student achievement will be assessed.

b. Critical Thinkingb.1 Check at least one of the following outcomes.

Use relevant evidence gathered through accepted scholarly methods and properly

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acknowledge sources of informationAnalyze or construct arguments considering their premises, assumptions, contexts, and conclusions, and anticipating counterargumentsReach sound conclusions based on logical analysis of evidenceDemonstrate creative and/or innovative approaches to assignments or projects

b.2 In the space below, explain which aspects of this course lend themselves to the Critical Thinking outcome(s) indicated above, and how student achievement will be assessed.

IV. Additional OutcomesIndicate which (if any) of these additional student learning outcomes that this course meets and assesses.

(Check)

Student Learning Outcome

Interpret and evaluate artistic expression considering the cultural context in which it was createdIdentify contemporary ethical questions and relevant stakeholder positionsExamine connections among the world’s populationsAnalyze similarities and differences in human experiences and consequent perspectivesExplain basic principles and concepts of one of the natural sciencesApply methods of scientific inquiry and problem solving to contemporary issuesComprehend and evaluate mathematical and statistical informationPerform college-level mathematical operations on quantitative data

V. Perspectives Indicate which Perspectives (if any) this course is intended to fulfill. Keep in mind that perspectives courses are meant to be introductory in nature.Descriptions of the General Education Perspectives and their associated outcomes can be found at http://www.rit.edu/academicaffairs/generaleducation/

Date Requested GE Perspectives Date GrantedArtisticEthicalGlobalSocialNatural Science InquiryScientific PrinciplesMathematical

a. Learning Outcomes for Perspective CoursesPerspectives are mapped to specific learning outcomes (see below).

a.1 In the appropriate table below, clearly mark which of the learning objectives is supported by this course, and indicate how student achievement will be assessed.

Outcomes Student Learning Outcome AssessmentArtistic: Interpret and evaluate artistic expression considering the cultural context in which it was createdEthical: Identify contemporary ethical questions and relevant

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stakeholder positionsGlobal: Examine connections among the world’s populationsSocial: Analyze similarities and differences in human experiences and consequent perspectivesScience Principles/Inquiry: Explain basic principles and concepts of one of the natural sciencesScience Principles/Inquiry: Apply methods of scientific inquiry and problem solving to contemporary issuesMathematical: Comprehend and evaluate mathematical and statistical informationMathematical: Perform college-level mathematical operations on quantitative data

a.2 Clearly describe the way that this course will help students to achieve the outcomes indicated above.

Vi. Notes About This Appendix

1. The content of this appendix should be consistent with, and reflected in the course description, course goals, and course learning outcomes as they appear in sections 2, 3, and 4 of the course outline.

2. The appendix is meant to highlight those facets of a course that are directly relevant to its General Education status, and if applicable, to provide course authors with an opportunity to elaborate on aspects of the course that locate it in one or more of the Perspective domains.

3. General Education status is awarded to neither course authors nor particular instructors, but to courses themselves.

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Appendix B: Writing Intensive Courses

Requirements for "Writing-Intensive” (WI) Course Designation:

1. Instructors must provide at least one writing-related learning outcome.

Outcomes should state what the student will be able to do (i.e. writing skills learned in the course), rather than what students will do in the course (i.e. activities performed in the course).

2. Students must complete informal and formal writing assignments sequenced during the course intended as "writing to learn" and "learning to write" assignments.

Examples of informal "writing-to-learn" writing assignments include brainstorming, free writing, journals, reaction-response essays. Examples of formal "learning to write" assignments include discipline-related genres such as critiques, reviews, laboratory reports, case studies, observations, essays, and proposals.

3. Students must receive feedback from instructors. The feedback should facilitate the composing process but give the primary responsibility for revision to the student.

Instructor feedback should be aligned with instruction. For example, if instruction as included attention to specific genre expectations, feedback should speak to how well the writing matches those expectations. Feedback is different from grading, and often offers suggestions for how students can improve the specific piece of writing. Feedback can be supplemented by peer mentors, writing fellows, and writing center instructors.

4. Students must have an opportunity to incorporate feedback from instructors (as well as from peer mentors, writing fellows, and writing center instructors) and complete substantive revision of written work.

Revision helps students improve a piece of writing, but also helps them develop strong practices for future writing tasks. Revision is made possible when comments rather than markings are provided and when it is part of a sequence activities that includes pre-writing, multiple drafts, and proofreading.

5. The course must include classroom discussion of particular writing conventions—vocabulary, organization, evidence, citation—specific to the discipline or profession.

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A simple exercise is to address the assignment prompt and the difference between using a thesis and hypothesis, or using primary texts or field research.

6. A minimum of 20% of the grade for the course must be based on the extent to which students display program writing criteria (i.e., as evaluated by rubrics) in the revision and editing processes of formal writing.

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Submission Process

The process for submission and designation of Writing Intensive (WI) courses in the first year, in general education, and in programs is articulated below and in the Institute Writing Policy.

Courses proposed to meet the WI criteria must first be submitted for review to the appropriate curriculum review bodies using the "New Course Proposal" form. College and department curriculum committees are not expected to review course proposals to determine if they meet WI criteria.

Once a course has been approved by the CCC of the college in which it will be offered, a request for WI course designation is made to the Institute Writing Committee by the CCC.

Review Process

Review of courses to determine if they meet the WI criteria will be conducted by the IWC. The WI designation decision is then reported by the IWC back to the requesting CCC. In the case where a WI designation is not recommended, the IWC will provide suggested modifications to the appropriate CCC, at which point a revised form may be submitted to the IWC.

The IWC will inform the ICC of their recommendations and the Registrar's Office of the final decision regarding the course proposal.

Approved WI courses

For the most up-to-date WI-course offerings, please search for the "WRTG" attribute in SIS. A dated list of approved WI courses can be found on the Institute Writing Committee website: http://www.rit.edu/academicaffairs/academicsenate/iwc.

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College-Department-Name of Course and Course Number:

Credits:Status: First Year Writing General Education Program

Please provide concrete explanations for how the requirements are met in the course, and/or quote from relevant sections of the course outline.

Criterion Guideline How requirement will be met

WI Courses have writing-related learning outcomes.

One or more learning outcomes addressing students’ development of writing skills relevant to the field and how students will use writing to learn in the course.

First Year Writing courses will include a learning outcome related to awareness of the social and intellectual aspects of writing in the university.

After the course, students will be able to:

1. (outcome 1)2. (outcome 2, etc.)

Informal Writing Assignments

Distributed through the course as appropriate to learning outcomes.

Formal Writing Assignments

Single document sequenced and due at the end of the semester and/or multiple documents due during the semester.

Revision Policy

Students must receive feedback from instructors and have an opportunity to incorporate feedback from instructors and complete substantive revision of written work.

Classroom Discussion

Class lessons on particular writing strategies

First Year Writing Courses include discussion of critical reading, writing, research and reflective practice.

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Writing portion of the grade

At least 20% of the overall course grade must be based on writing assignments.

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Appendix C. Honors Courses

Honors Core Curriculum Course Development

Types of Courses:

1. First Year Honors Seminar: Explorations of Space and Place (3 credits)Specific sections of the First-Year Honors Seminar can be developed by faculty in any college, pending approval by chair/department and HCC. If the course “Shell” or course template has already been approved by the college, then a section can be customized by faculty wishing to teach a section relevant to their area(s) of expertise. The proposal process requires faculty to complete an “Honors First Year Seminar Subtopic Proposal Form” and a course description that will upon approval be entered into SIS.

All iterations of FY Honors Seminar include Year-One curriculum, and therefore are only offered in fall semester. They also must fulfill Foundational Elective and General Education course requirements, and cannot be considered “Perspective” courses.

2. Honors Electives Honors electives can be either new courses or honors versions of existing non-honors courses. They can be either general education or discipline specific, and are part of a two 3-credit course requirement that Honors students must complete by the end of their third year. They can be developed and taught by faculty in any college as part of course load or as an overload. New courses require approval by chair, department, HCC review and recommendation, then college unit, and GEC approval if the general education designation is desired. Honors courses created as a section of an existing non-honors course are considered ‘minor modifications’ by institute policy and only require chair/department approval and HCC review. Honors electives can be offered in any semester or intersession.

3. Research Seminar (3 credits) o Requirement for third-year Honors students.o Honors research seminars can be developed by faculty in any college, pending

approval by chair, department, and/or college unit.o Honors research seminars can be taught by faculty in any college as part of

course load or overload, pending approval by chair, department, and/or college unit.

o Honors research seminars can be Honors or non-Honors seminar (if non-honors, students complete additional components approved by faculty instructor).

4. Senior thesis/capstone experience (1 credit)Requirement for fourth/fifth-year students.

5. Contract Course ArrangementsContract course arrangements involve a student agreeing to complete additional academic course components by contract agreement with faculty teaching the course in order for the student to earn Honors points. Such arrangements can be made with any non-honors course open to select honors students by faculty instructor’s approval.

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Honors Course Approval Process:

Proposals for Section Versions of First Year Honors Seminar: Explorations of Space and PlaceFaculty proposing to offer a new version of the First Year Honors Seminar course template will first complete an “Honors First Year Seminar Proposal Form” and provide a course description. After completing this form, the faculty member secures the approval and signature of the Administrative Chair and department approval. The next step is HCC review and recommendation, which will be conveyed to the Chair. If approval is granted, the registrar can then enter the course section into SIS.

If the template or ‘shell’ of the First Year Honors Seminar has not yet been approved in a specific college, the course ‘shell’/template needs to be submitted as any other new course to the chair/department, then the College Curriculum Committee. Since the course ‘shell’ has already been approved by GEC for general education designation, the chair of the college curriculum committee, upon approval, can send the course template to the registrar to be listed in SIS.

Proposals for New Honors Courses Proposals for new honors courses require review and approval by the following entities in this order:

1. Faculty member’s home department chair and curriculum committee2. RIT Honors Curriculum Committee3. Faculty’s College Curriculum Committee4. RIT General Education Committee (if general education designation is desired)

Upon gaining the approvals above, the chair of the CCC or GEC notifies the Registrar for listing in SIS

Honors Sections of Existing Non-Honors Courses Faculty may redesign an existing course as an honors course. The adding of an “Honors” designation to a course is considered a “minor modification” of a course ‘shell’. Therefore, the process for gaining approval of such courses is as follows:

Such courses require review and approval by the following entities in this order:1. Faculty member’s home department chair and curriculum committee2. RIT Honors Curriculum Committee

Upon gaining the approvals above, the department chair notifies the Registrar for listing in SIS.

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Honors Course Development Guidelines:Honors courses are distinguished from non-honors courses by the mode of content delivery, based on innovative and creative teaching methods. Courses designated to meet honors requirements include the following characteristics on this Honors Course Content Checklist:

o Are capped at 20 students o Are discussion-based; content delivery in seminar styleo Promote active student learning through focus on exploration, innovation and

creativity o Integrate experiential learning components (conferences, study abroad, field

trips, off-campus events, lecture series, etc.)o Include student independent research/creative worko Include student presentation of research project/creative worko Integrate interdisciplinary components

Please use the matrix below to map your course content to Honors Curricular requirements.

Criterion Guideline How requirement will be met

1. Honors Courses have experiential learning outcomes.

Honors courses will include an experiential learning outcome related to at least one of RIT’s general education outcomes.

2. Honors Courses have individual research outcomes.

Research project can integrate field based research, site visits and course readings.

3. Honors Courses have research presentation outcomes.

Oral presentation of research at the end of the semester.

4. Classroom Discussion

Honors courses emphasize discussion in a seminar learning environment. Final course grade should include assessment of discussion of critical course readings and student research.

5. Research portion At least 20% of the final

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of the grade course grade should be based on research project.

6. Interdisciplinary teaching

Team-teaching, guest speakers from other disciplines, assignments that include other disciplinary approaches.

7. Global education Study abroad.

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