Procedures and Strategies for Adding or Subtracting Something to or from the Curriculum
Submitting a New Major or Minor
This is really important stuff! A new minor may have an impact on the frequency of course offerings, staffing, students’ abilities to complete their major programs of study and admissions/retention. A new major program will definitely affect all of those. Therefore, if you are thinking about a new minor or major it behooves you to work with all those people who might be significantly involved. Do this long before you submit anything to C&T. A good idea is to form your own set of expert consultants and collaborators among the faculty and develop drafts. Have the major issues addressed before you come to C&T. You may also wish to notify the faculty at large during the early stages of a project to solicit help and helpful criticism. An email to “faculty” would be a very good start. If you do not do this, C&T most likely will, so it’s best done early!
Anyone may submit a Core course to C&T via one of its members or may even ask the Chair for time during a meeting to make the presentation in person. To be approved, C&T must have a catalog description and a sample syllabus which contains clear goals and objectives for the students. If the Committee likes the proposal and is satisfied it fits where it is to be placed in the Core, then it is approved. It is then sent on to FC which will likely agree, but may send it back with further questions, suggestions, etc.
How can you best prepare a proposal for C&T?
Submitting a New Course Within a Major
Currently, C&T does not have to be consulted on courses within majors. These are the sole responsibility of the department(s) involved and, ultimately, the Vice President for Academic Affairs. If the course does not have a CORE catalog entry, it does not concern C&T.
This document serves as an introduction to new members of C&T or nonmembers who may be submitting a proposal for a new course or program of study. I welcome any comments that will improve this document.
 In the language current at King’s, an “objective” is just that, an objective measure of the student’s knowledge. That is, for a math course an objective might be “The student will learn to calculate the mean, variance and standard deviation for any set of data.” This, of course, can be unambiguously determined via an exam. A “goal” is a more subjective thing. For example, the same math course may have a goal the following: “The student will develop an awareness of the use of statistics in the world around them and the ability to understand its uses and misuses.” This is laudable, but hard to test conclusively. The thinking here is that we must tell the students, up front, what we expect of them, so that they may be in the best possible position to see the course in the context of our broader educational goals.