PROCEDURAL GUIDELINES FOR APPROVAL OF ONE-WEEK COURSES
1. Introductory: An introductory statement is to be provided, justifying
the pedagogical viability of the one-week duration (i.e., how the content of
the course lends itself to the one-week format without losing a significant
part of its educational value). The
contents and description of the course, if normally offered, do not need to be
rejustified.
2. Departmental approval: The Chair or Program Director will submit the
relevant portion of the minutes of the departmental meeting is which the
appropriateness of offering the course in a one-week format was discussed to
the Chair of the College Curriculum Committee.
The minutes should provide sufficient detail to reflect the department’s
discussion.
3. Syllabi: If applicable, syllabi for a normal semester
and for the one-week format are to be attached.
Explanatory material discussing the differences and similarities must be
attached.
4. Appeal:
The professor proposing the course may appeal a negative decision of the
department to the College Curriculum Committee.
The Curriculum Committee shall limit consideration of the appeal to
procedural (that is, due process) issues.
5. Per professor: approval of a course is per professor
applying. Different sections by
different professors must be submitted separately.
(College of Arts and
Sciences, 2/24/1995)
The College Curriculum Committee, based on
issues raised by the faculty prior to the vote on the above guidelines, thinks
the following questions should be addressed in the introductory statement and
the department’s (or program’s) discussion.
1. Is the course offered in a one-week
format identical or equivalent to the same course (if there is one) offered in
the semester-long format? If they are
not equivalent, is there a need to specify these differences in the catalogue?
2. Do students have sufficient time to
read preliminary materials before the course begins?
3. Can the students grasp the materials
that they are reading in preparation for the course without proper guidance?
4. Is incremental instruction needed to
aid the students in their understanding of what they are reading?
5. Do the students have enough time to
complete out-of-class assignments (papers, problems, and so on) in addition to
doing the required reading?
6. Does the format of this one-week course
militate against a reflection process (or “incubation” period) needed by some
students?
7. Is there sufficient time for the
students to study for a final exam?
(Curriculum Committee
1/17/1996)