B. Course and Curricular Approval Process
The University is composed of individuals with various perspectives and of substructures that represent the diverse nature of its mission. The organizational structures at Southeast Missouri State University foster open communication and place specific responsibilities on individual members in their respective departments. The department has a primary role in the curriculum development process and is responsible for the development and maintenance of its curriculum and instructional programs. In terms of the curricular responsibilities, the department is charged to:
- Develop and maintain current curricula, instructional programs, and course syllabi.
- Encourage appropriate curriculum modifications, changes, and innovations in programs offered by the department.
- Approve internal modifications and solicit input from other departments where program changes and offerings may impact.
- Establish and utilize procedures for reviewing and evaluating existing and new courses, programs, and curricula.
- Maintain strong departmental academic, instructional, and grading standards. Select library and other materials related to its curriculum and establish internal procedures for effective and appropriate use of instructional media and other learning activities.
- Foster the development of undergraduate and graduate programs within University guidelines.
While the primary responsibility for course and curricular development and review rests with the department, the collegial process in the University ensures open discussion of and dialogue about instructional related questions. Beyond the department, there are five review committees that may be involved in one or more aspects of the review process.
The College Council serves as a review body for all course and curricular proposals generated by departments or interdisciplinary units in the college. These items should be acted upon in a timely fashion.
The College of Education, acting through its College Council, has primary responsibility for ensuring that teacher education programs provide a consistently organized, unified, and coordinated approach to teacher education as outlined in the following section entitled College Council: College of Education. All items involving professional teacher education are referred from the College of Education Council.
The Graduate Council reviews for approval proposals concerning graduate courses, graduate degrees, curriculum changes, new graduate programs and degrees, and instructionally related policies and procedures. Specific responsibilities of the council are outlined in the last section of this document. Items involving teacher education are submitted by the College of Education Council to the Graduate Council. All other graduate items move from the college/school directly to the Graduate Council.
University Studies Council
The University Studies Council reviews for approval proposed curricular changes, allocations for funding, review and assessment activities, and other programmatic policies and procedures related to the University Studies program.
The Academic Council serves as a clearinghouse, an appeals body, and a recommending body to the Provost for all curricular changes. Proposals involving undergraduate teacher education flow from the College of Education Council to the Provost; graduate proposals flow from the Graduate Council to the Provost; and University Studies recommendations flow from the University Studies Council to the Provost. All other significant curricular changes are submitted by the appropriate college directly to the Provost.
The Honors Council reviews, for approval, proposals for variable topic seminars and colloquia. It advises the Director of Honors on the appropriateness of proposed honors sections of existing courses and on policies and procedures for the program as a whole. Proposals for all honors courses flow from the college/school to the Honors Counci.
The course and curricular approval process maintains the responsibilities of the initiating unit and the collegial process inherent in the University structure. This process includes separate procedures for course approval and for curricular approval. Beyond the college/school level, the course approval procedure is normally one of notification unless questions arise about the course proposal. Graduate, University Studies, and teacher education courses follow the procedures as described in this document. The curricular approval process, on the other hand, requires specific action at various levels within the University.
Course Approval Process
After the College Council and the dean have endorsed new courses or significant changes in courses, the dean will submit the proposed courses or changes to be posted for a 30 day review. If questions arise about the proposals, deans or department chairperson(s) should meet to resolve the issue(s).
If questions are not resolved after consultation, the Registrar will refer undergraduate course proposals and objections to the Provost for consideration by the University Academic Council. Where appropriate, the Registrar will refer proposals and objections to the University Studies Council and to the Graduate Council. These items will be dealt with in a timely fashion by the appropriate review bodies.
If no objections are raised, the course proposals will be considered to be approved. Upon approval, the Registrar will inform the Registrar and affected units.
Curricular Approval Process
The programmatic approval process is similar to that for course approval. Prior to the initiation of the programmatic approval process, however, new degrees and majors will need preliminary endorsement by the Academic Council and the Provost. (See Guide to Institutional Planning)
After the College Council and the dean have endorsed new programs or changes in existing curricula, the dean will distribute the proposals to other academic deans and the Registrar for information. Significant programmatic revisions and new programs are forwarded to the Provost and, when appropriate, to the Graduate Council for review. These items also are reviewed by the Academic Council and must be approved by the Provost. In addition, new programs and program deletions must be approved by the President, the Board of Regents, and the Coordinating Board for Higher Education.
Course and Programmatic Flow Charts
In general terms, the review of all course and curricular items follows the flow charts illustrated by Figures 1-3.
Approved by the Academic Council - September 4, 1990
College Council: College of Education
The College Council is to serve on behalf of the College of Education as a coordinating and reviewing body for all teacher education programs. Under the leadership of the Dean of the College of Education, who serves as chairperson, the committee has primary responsibility for ensuring that programs offered on campus provide a consistently organized, unified, and coordinated approach to teacher education. Recognizing that teacher education, and particularly secondary and K-12 programs, are the joint responsibility of the academic departments, their respective colleges, and the College of Education, it is understood that there would be a dual approval process for curricular matters and there would be joint appointments for faculty who teach both professional education courses and courses in the academic major.
The Council, acting on behalf of the College of Education, is charged to:
- Review all existing and proposed teacher education programs, including majors, minors, specializations, and professional courses housed both within and out- side the College of Education for students in teacher education programs. After consultation with appropriate academic units, it should develop recommendations for Academic Council action.
- Initiate proposals and seek advice from other individuals or units in the University and relevant professional groups outside the University on proposals related to teacher education programs.
- Provide leadership and guidance in the establishment and implementation of follow-up studies and evaluations of teacher education programs.
- Review and recommend to the Provost policies and procedures regarding the advising, selection, admission, and retention of students; goals and implementation strategies; and program decision-making processes for teacher education programs.
- Establish policies to be carried out by the department and committee structure of the College of Education ensuring appropriate qualification and assignment of faculty, appropriate faculty load, faculty development and faculty evaluation for all professional education faculty (i.e., persons who teach one or more courses in professional education, provide professional services to education students such as advising or student teaching supervision, or administer some portion of the professional education unit).
- Establish and maintain clear channels of communication with the various constituencies involved in teacher education programs. See Figure 3.
The primary responsibility for the initiation, development, and implementation of teacher education programs lies with the faculty of the College of Education. The College of Education, acting through its College Council after referral from the appropriate department, is responsible for reviewing and approving such program changes and significant modifications as follows:
- Changes in courses or new courses required in undergraduate and graduate teaching curricula, majors, minors, specializations, and concentrations.
- Proposals for new degrees, curricula, majors, minors, specializations, and concentrations in teacher education.
- Proposals to alter degrees, curricula, majors, minors, specializations, and concentrations that would affect the design and content of the teacher education program.
- Changes in the list of approved majors, minors, specializations, or concentrations in teaching curricula.
- Changes in semester-hour requirements in teaching curricula, majors, minors, specializations, and concentrations. Approved by the Academic Council - February 7, 1989
Course and Programmatic Flow Chart for Teacher Education
The review of all curricular items for the College of Education follows the flow chart illustrated by Figure 3.
The Graduate Council has the primary monitoring and policy responsibility for graduate studies. Under the leadership of the Dean of the Graduate School, who serves as chairperson, the council has primary responsibility for initiating, reviewing, and coordinating policies which affect graduate education. While the council has a primary leadership function, the responsibility for the design and modification of graduate programs rests with the departments.
The council is charged to
- 1.Initiate and recommend policies and procedures for the administration of the graduate programs of the University on matters relating to admissions, retention, curricular requirements, residency requirements, research papers and theses, advanced standing, examination, and any other duties necessary for the successful operation of the graduate programs.
- 2.Approve or disapprove the recommendations originated within a college/school and considered by the College Council on the addition, deletion, or modification of graduate curricula and programs.
- 3.Carry on a continuous evaluation of the graduate programs of the University and recommend appropriate revisions and improvements.
- 4.Conduct studies and make recommendations on matters referred to the council by appropriate University bodies.
- 5.Confer with the Academic Council, college councils, and other appropriate committees on matters of mutual concern.
As representatives of the graduate faculty, members are expected to have sufficient knowledge of graduate studies to enable them to protect the autonomy of department offerings and provide responsible self-government within University-wide policies and procedures in graduate studies. Members must be regular appointees to the graduate faculty and be elected by the graduate faculty in their respective college/school to serve terms of three years. Membership on the council is composed as follows:
Designated Liaison Officers
The Provost and the chairperson of the Academic Affairs Committee of the Faculty Senate.
Graduate Student Representatives
Graduate students will have representation on the Graduate Council. Graduate student representatives will be invited to serve based on nominations by members of the Graduate Council.
There will be two members from each college/school elected by the graduate faculties of the respective colleges for three-year terms.
Additionally, any college/school accounting for more than twenty-five percent of the total graduate credit hours produced during the preceding calendar year will be entitled to elect two additional representatives to the Graduate Council for each twenty-five percent of total graduate hours produced.
The Graduate Council will be chaired by the Dean of the Graduate School and will elect a Vice Chairperson annually.
The primary responsibility for the initiation, development, and implementation of graduate programs lies with the faculty. The council is responsible for reviewing and approving such program changes and significant modifications as follows:
- Changes in courses or new courses for which graduate credit is awarded or pro- posed.
- Proposals for new degrees, curricula, and majors at the graduate level.
- Proposals to significantly alter degrees, curricula, and majors at the graduate level.
The council is responsible for fulfilling the charges as stated and effectively disseminating its actions. In fulfilling this leadership role, the chairperson will
- Distribute council minutes to members, department chairpersons, deans, and the Provost.
- Submit recommendations regarding non-curricular proposals to the Provost.
- Accept graduate curricular items from the College Councils for approval by the council.
- Submit for action to the Academic Council proposals for significant programmatic revisions and new degree programs. Academic Services, 1982