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Course Changes

What must be submitted to create a new course?

College/School Processing

Step 1:    Chair and Dean would meet to discuss any proposed changes.

Step 2:    Consult the WECM or ACGM course listing for lower-division courses.  Only courses that appear in the WECM or ACGM may be offered on our campus.  For upper-division courses, review course offerings from similar programs of study offered by other institutions. Upper-division rubrics are not set; therefore, the prefix and number may be selected by the department.  However, the prefix and numbers should be consistent with other like programs offered in the state.

Step 3:    Complete the CAR form.  Attach the proposed syllabus (HOOP 7.4.3) complete with student learning outcomes.  Attach a cover memo outlining the resource impact and providing justification for the course. 

Step 4:    If the course is to be included on an existing Program of Study, submit a PAR for the program revision.

Step 5:    Present proposed changes to the department and school/college curriculum committees. 

Step 6:    Obtain appropriate signatures.

Step 7:    Submit curriculum packet to the VPAA’s office on or before the posted docketing date.
Should you have any questions, consult your school or college representative for assistance. 

UUCC Meeting

Step 8:    Present changes to the UUCC. 

Step 9:    Obtain final signatures from UUCC Committee Chairperson and VPAA.

 

What must be submitted to revise an existing course?

Step 1:    Chair and Dean would meet to discuss any proposed changes.

Step 2:    Consult the WECM or ACGM course listing for lower-division courses.  Only courses that appear in the WECM or ACGM may be offered on our campus.  For upper-division courses, review course offerings from similar programs of study offered by other institutions. Upper-division rubrics are not set; therefore, the prefix and number may be selected by the department.  However, the prefix and numbers should be consistent with other like programs offered in the state.

Step 3:    Complete the CAR form along with a copy of the current CAR form (if available).  Attach the proposed syllabus (HOOP 7.4.3) complete with student learning outcomes.  Attach a cover memo outlining the resource impact and providing justification for the course. 

Step 4:    If the course is to be included on an existing Program of Study, submit a PAR for the program revision.

Step 5:    Present proposed changes to the department and school/college curriculum committees. 

Step 6:    Obtain appropriate signatures.

Step 7:    Submit curriculum packet to the VPAA’s office on or before the posted docketing date.
Should you have any questions, consult your school or college representative for assistance. 

UUCC Meeting

Step 8:    Present changes to the UUCC. 

Step 9:    Obtain final signatures from UUCC Committee Chairperson and VPAA.

What must be submitted to deactivate an existing course?

College/School Processing

Step 1:    Chair and Dean would meet to discuss any proposed changes.

Step 2:    Complete the CAR form along with a copy of the current CAR form (if available). 

Step 3:    If the course is to be included on an existing Program of Study, submit a PAR for the program revision.

Step 4:    Present proposed changes to the department and school/college curriculum committees. 

Step 5:    Obtain appropriate signatures.

Step 6:    Submit curriculum packet to the VPAA’s office on or before the posted docketing date.
Should you have any questions, consult your school or college representative for assistance. 

UUCC Meeting

Step 7:    Present changes to the UUCC. 

Step 8:    Obtain final signatures from UUCC Committee Chairperson and VPAA.

WECM Information 

What are WECM courses

The Workforce Education Course Manual (WECM) is a web-based inventory of current workforce education courses available for use by public two-year colleges (Search WECM).

How do I know if my WECM courses have changed?

WECM Course Review Workshops are held throughout the year.  The changes that may result are as follows and can be found by searching http://www.thecb.state.tx.us/AAR/UndergraduateEd/WorkforceEd/wecm2000/aboutnew.htm.  Select new, revised, and archive pending from the Summary of Workshop Results column to find changes to courses in your program.  THIS MUST BE DONE NO LATER THAN EVERY OCTOBER TO PREPARE FOR UPCOMING CHANGES.  You may also use the Search WECM tool to search for changes.  In the first row, select the Course Category to narrow your search. 

For more information on WECM courses, review the WECM Nuts and Bolts presentation.

NEW WECM courses – these are courses that are recommended and approved by the statewide Curriculum Consortium. 

REVISED WECM courses – these are courses have been modified since September of the current year to enhance course title, level, description, learning outcomes, reference information, recommended lab, and/or contact hours for increased usability.

ARCHIVE PENDING WECM courses – these are courses that are identified as unused, obsolete, inadequate, or duplicated and have been recommended to be removed from the WECM database to an archive database for future reference.  These are only available for funding until the indicated archive date.  Courses archived this fiscal year are available for funding until August 31 of the following year. 

ARCHIVED WECM Courses – these are courses that have already been removed from the WECM database.  These are no longer available for funding so can no longer be offered by our institution.

Where can I find courses and programs of study offered by our institution and others in Texas?

The Texas Higher Education Inventory Browse Portal can be used to browse all of the courses offered by our institution:  two-year colleges and university.

Two-Year College Information

For WECM courses, search one of the following:

WECM (Technical) Courses

Search WECM

The Guidelines for Instructional Programs in Workforce Education (GIPWE) is the Coordinating Board’s official policy manual for both credit and non-credit workforce education programs offered at public higher education institutions and degree-granting career schools and colleges in Texas that offer certificate and/or applied associate degree programs. WECM – GIPWE Manual

For lower-division university courses, search one of the following:g:g:g:

ACGM (Academic) Courses

Search ACGM

Lower-Division Academic Unique Need Courses

For technical programs of study, search the following: 

CTC Program Inventory Browse

University Related Information

University Courses (search the THECB’s current inventory of courses for every state institution including UTB/TSC)

University Programs (search the THECB’s current inventory of programs for every state institution including UTB/TSC)

SACS Information on Curriculum (Source:  Office of Institutional Effectiveness)

Federal Requirement 4.2

The institution maintains a curriculum that is directly related and appropriate to its purpose and goals and to diplomas, certificates, or degree awarded.

Federal Requirement 4.4

The institution demonstrates that program length is appropriate for each educational program.

SACS Core Requirement 2.7.1

The institution offers one or more degree programs based on

(1) at least 60 semester credit hours or equivalent at the associate level;

(2) at least 120 semester credit hours or the equivalent at the baccalaureate level; or

(3) at least 30 semester credit hours or equivalent at the post-baccalaureate, graduate, or professional level.

SACS Core Requirement 2.7.3

The institution requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. 

For degree completion in associate degree programs, the component constitutes a minimum of 15 semester credit hours or the equivalent;

for baccalaureate programs, a minimum of 30 semester hours or the equivalent.

These credits hours are to be drawn from and include at least one course from each of the following areas:

(1)  Humanities*/fine arts;

(2)  social/behavioral sciences; and

(3)  natural science/mathematics.

* Humanities must be literature courses (not ENGL 1301 or 1302) or foreign language literature   courses (not Introductory Courses).

SACS Comprehensive Standard 3.3.1.1

The Institution identifies expected outcomes, assesses whether it achieves these outcomes, and provides evidence of improvement based on analysis of these results in educational programs, to include student learning outcomes at a program level and the individual level.

SACS Comprehensive Standard 3.4.1

The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and administration.

SACS Comprehensive Standard 3.4.7

The institution ensures the quality of educational programs/courses offered through consortial relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution.

What is an educational consortial relationship or a contractual agreement?

Definition of Educational Consortial Relationships and Contractual Agreements

Consortial Relationship is one in which two or more institutions share in the responsibility to develop courses and programs that meet mutually agreed-upon standards of academic quality.

Example:   UT- Telecampus;  Online Criminal Justice Program

Contractual Agreement is one in which an institution enters an agreement for receipt of courses/programs or portions of courses or programs (i.e., clinical training, internships, etc.) delivered by another institution or service provider.

Example:   3+3 Dual Degree and Physician Assistant Studies Early Acceptance Program

Joint Agreement  (UTB/TSC and UTHSC-San Antonio)

Note:  All educational consortial relationships or contractual agreements must be reported to SACS as substantive change (see definition and procedures below).

What is the procedure for developing and educational consortial relationship or contractual agreement?

University Procedure for Development of Educational Program Consortial Relationships or Contractual Agreements

Step 1:    Agreements* are received / developed by the UTB/TSC academic department or component, or from the external facilities requesting collaboration.  The documents will be evaluated by initial completion of the components:

A clear indication of the responsibilities of all parties to the agreement.

A clear provision for ensuring the quality of the programs and courses offered.

A clear provision for evaluating the agreement in relationship to the purposes of the institution (including process and parties ensuring the quality of program or courses.)

(The academic components of the involved facilities work out any initial issues regarding the documents as they would contain all the components required by SACS Standard 3.4.7.  It is imperative that they would agree on a timetable of document review and program evaluation to assure the quality of the program and courses offered through the agreement.)

Step 2:    The academic department or component sends the original and any modified agreements with the completed “Checklist” to the Dean of the School/College for a second-level review. 

(The final documents of agreements/contract will be accompanied by a written statement of the need for and/or impact of the agreement on the department, school and university, and the active authors of all the institutions engaged in the process of agreement.  A timetable and process of appropriate review of the program to assure quality of the program/courses and document evaluation against the mission of the institutions involved must  be defined. The Presidents, CEOs, or other confirming agents of all the institutions involved will be identified as approving agents within the documents of agreement/contract.)

Step 3:    Following concurrence by the Dean of the School/College (working with the Office of Institutional Effectiveness), the document will be forwarded to the University Legal Officer for review and recommendations.  The Dean will alert the VPAA as to the impending academic agreement with external facilities.

(Any modifications required by the Legal Officer will be shared with all facilities involved and all modifications will be resolved through mutual agreement among the facilities.  The final revision must be approved by the legal officers of each institution.)

Step 4:    Following final approval of the document by the legal officers of each facility, the Dean of the School/College will forward a completed “Information Submission Form for Contracts and Grants” with the affiliation documents (first signed by the CEO of the other facilities, when possible). Legal personnel will review documents prior to approval and signature by the UTB/TSC President/Provost.  The signed document will be returned to the Dean of the School or College for direct mail to the partner facility(s) for their signature as needed.

(The Dean will ask that sufficient number of original documents be signed such that each facility will have at least one document of agreement originally signed by all institutions involved.)

The facilities will be asked to return the signed documents to the Dean of the School/College.   If UTB/TSC is the final facility to sign the agreement, the Dean of the School/ College will make certain that at least one fully-signed original is sent to each facility for their official files.

Step 5:    Originals or copies of all completed and signed documents of each academic program consortial agreement or contract will be maintained at UTB/TSC by the Dean of the School of College involved, the VPAA and the Provost or President.  A copy of each completed document will be sent to the Office of Institutional Effectiveness.

Step 6:    The Office of Institutional Effectiveness will assure that the program reviews and assessments will be conducted as defined by the program agreements/contracts.

SACS Comprehensive Standard 3.4.10

 The institution places primary responsibility for the content, quality, and effectiveness of its curriculum with its faculty.

 SACS Comprehensive Standard 3.4.11

For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. 

 SACS Comprehensive Standard 3.5.1

The institution identifies college-level general education competencies and uses best practices in assessment to provide evidence that graduates have attained them.

SACS Comprehensive Standard 3.5.3

The institution defines and publishes requirements for its undergraduate programs, including its general education components.  These requirements conform to commonly accepted standards and practices for degree programs.

SACS Comprehensive Standard 3.6.1

The institution’s post-baccalaureate professional degree programs, and its master’s and doctoral degree programs, are progressively more advanced in academic content than undergraduate programs.

SACS Comprehensive Standard 3.12.1

The institution notifies the Commission of changes in accordance with the substantive change policy and, when required, seeks approval prior to the initiation of changes.   

What is a substantive change?

Definition of substantive change

Substantive change is a significant modification or expansion of the nature and scope of an accredited institution.  Notification to the Southern Association of Colleges and Schools (SACS) constitutes a letter from the chief executive office to the President of the SACS Commission on Colleges (COC) summarizing the proposed changes, providing the intended implementation date, and listing the street address, if the change involves the initiation of an off-campus site.

What is the procedure for processing a substantive change?

Procedure for processing substantive changes

To determine if a proposed change meets the criteria for a substantive change, the office of the Vice President for Academic Affairs (VPAA) in partnership with the school/college curriculum representatives and deans will review the types of substantive changes defined by SACS.

If the proposed change meets the criteria for a substantive change, the office of the VPAA will coordinate with the department and the appropriate dean(s) proposing a substantive change regarding the substantive change procedure(s) and timeline that must be followed for notification to SACS COC.

The Office of the Institutional Effectiveness will assist with the submission of appropriate substantive change documentation required by SACS COC. 

The Office of the President will notify the President of the SACS COC of the substantive change modifications or expansions.

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