College Curriculum Committees
Key Responsibilities:
The responsibilities and duties of the college-level curriculum committees are unique to each college at the undergraduate and graduate level. Proposers should consult with the appropriate representatives from their respective colleges to understand how to best prepare proposals for review by these committees. The responsibilities listed here are general and meant to serve as a baseline understanding of how college-level curriculum committees serve the curriculum process.
- Ensure that proposals align with college-level strategic priorities.
- Provide feedback to improve proposals before they move to Undergraduate Council and Graduate Council.
- Evaluate learning outcomes to ensure appropriate expectations of student learning and success.
- Identify potential areas across the college that may be impacted by curriculum proposals.
Guiding Questions:
As in the case of responsibilities, the types of questions that guide curriculum committees at this level vary by college. The questions listed here represent the types of questions these committees could consider that provide important information and feedback to reviewers at subsequent steps in the process.
- Does this proposal impact other units in the college? In what way(s)? Are the impacted units in support of this proposal?
- Does the proposal have learning outcomes aligned with the college’s strategic goals? Are the learning outcomes LOs measurable, drawing upon BGSU’s Bloom’s Revised Taxonomy chart, and reflecting the range of cognitive levels that a student is expected to develop over the course of the degree program?
- Is the proposal’s justification clear, acceptable, and student-centered?
- Does the proposal align with college strategic priorities?
- Does this proposal impact other units in the college? In what way(s)? Are the impacted units in support of this proposal?
- Does the proposal have learning outcomes aligned with college’s strategic goals? Are the learning outcomes LOs measurable, drawing upon BGSU’s Bloom’s Revised Taxonomy chart, and reflecting the range of cognitive levels that a student is expected to develop by taking the course?
- Is the proposal’s justification clear, acceptable, and student-centered?
- Does the proposal align with college and institutional strategic priorities?
In many cases, program and course modifications, when they are limited in scope and impact, may not be reviewed by college-level curriculum committees. Modifications that are reviewed by these committees are those that have a significant impact on other units across the college. An example of this would be a change to a course that is required by multiple degree programs across a college. In these instances, college-level curriculum committees could consider the same questions as listed above.
Updated: 09/07/2023 10:51AM