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1. First semester (academic period) the department/program plans to offer the course.
2. How the course meets the criteria determined for submissions in the 24-25 academic year.
   • Please see the CIC’s website for more details about these temporary guidelines.
     • Course pre-tenure faculty needs to fill out slate of course offerings
     • Course new faculty (tenure track, VAP, CFD fellow) requires to have courses available to students
     • Course department/program needs to add due to program requirements or possible unforeseen circumstances
     • Course needed to coincide with special college-wide programming

3. The subject of the course (and the subject for any cross-listings).
4. The number of the course (and the number for any cross-listings).
   • Must enter a valid 4-digit number for originating and cross-listed subjects
5. A long course title
6. A short course title for the transcript (limited to 45 characters).
7. A course description written for a student audience, approximately 150-200 words.
   • See the course description guidelines.
8. A description of the intended learning outcomes and how they align with the department/program’s learning goals
9. Credits and grading basis
   • 0 credit and standard letter grading
   • 5 credit and credit/d/fail only grading)
10. Division designation, if any ().
11. Up to two distribution If you choose not to propose a distribution requirement, you will be asked to explain why. If you choose to propose a distribution, the form will prompt you to answer the faculty-approved questions to justify the distribution proposal ().
12. Frequency of course offering
    • Every fall, every spring, every semester, either fall or spring, other
13. Total enrollment capacity
    • 16 (standard for first-year writing seminars)
    • 18 (standard for language courses)
    • 35 (standard for 2000-level courses)
    • 50 (standard for 1000-level courses)
    • 3000-level courses (departmental discretion)
    • Non-standard limit (pedagogical reason required)
14. Are there additionally scheduled meetings such as labs or film viewings?
15. Student Eligibility Rules (everything about a student’s record that needs to be in placed before they can register for the course)
    • Courses/Placements
      • Clearly outlined sequence of courses required; if they can be taken concurrently; include placements if applicable.
    • Class standing restriction
      • Only first-year students
      • No students in their first semester
      • No students in their first or second semester
      • Only first-years or sophomores
      • Only juniors or seniors
      • Only seniors
      • Other
    • Program of study restriction
      • Only declared majors
      • Only declared minors
      • Only declared majors and minors
    • Only by permission of the instructor
      • Explain how students obtain the permission, e.g., audition
    • None (course is open to and appropriate for all students)
16. Should the course be included in the First-Year Course Schedule?
17. Registration preference order
    • If demand exceeds capacity during registration for spring 2025 only, seats are distributed at random unless there is a defined preference order based on class standing and major/minor declarations.
18. Explain how the course will count towards program of study (major/minor) requirements in the originating department
19. Explain how the course will count towards program of study (major/minor) requirements in the cross-listed department/program, if applicable
    • Please consult the other department/program before submitting the form
20. An optional draft syllabus
    • It will be used solely by CIC for course review and will be filed with the Office of the Registrar.
21. Form submitter/instructor names and email addresses
    • Confirmation emails will be sent to addresses entered
    • All academic department coordinators automatically receive a copy for department/program records. This is based on the course subject selections for the originating and any cross-listed departments/programs.
22. Any additional notes.

1. Next semester (academic period) the department/program plans to offer the course.
2. How the course meets the criteria determined for submissions in the 24-25 academic year.
   • Please see the CIC’s website for more details about these temporary guidelines.
     • Course pre-tenure faculty needs to fill out slate of course offerings
     • Course new faculty (tenure track, VAP, CFD fellow) requires to have courses available to students
     • Course department/program needs to add due to program requirements or possible unforeseen circumstances
     • Course needed to coincide with special college-wide programming

3. The current course subject
4. The current course number
5. The current course title (long or short)
6. If the course is currently cross-listed, the subjects and numbers of the cross-listings
   • Indicate changes to cross-listings, if any
7. If you want to add cross-listings, the subjects and numbers of the new cross-listings
   • Must enter a valid 4-digit number, so please consult with the cross-listed department/program prior to submitting the form
8. The course components you’re revising, select all that apply
   • Course number (originating)
   • Course title (long)
   • Course title (for transcript)
   • Course description
   • Course level, e.g., changing from 1000- to 2000-level
   • Enrollment limit
   • Course/placement prerequisites
   • Class standing registration restrictions
   • Major/minor (program of study) registration restrictions
   • Registration preference order (spring 2025 only)
   • Distribution designations
   • Changing from FYS to FYWS
   • Other
9. Provide the description and justification for the proposed revision for each component
10. Form submitter/instructor names and email addresses
    • Confirmation emails will be sent to addresses entered
    • All academic department coordinators automatically receive a copy for department/program records. This is based on the course subject selections for the originating and any cross-listed departments/programs.
11. Any additional notes.

1. What kinds of writing assignmentsdo you plan to do in class? Share the types and length of assignments that you are considering in the course.
   
   
2. What strategies will you use to engage with students in the writing and revision process? Will students compile a portfolio, share drafts with you or classmates, have opportunities to revise graded assignments?
   
   
3. How do you plan to work with information resources? Will your class visit the library, invite a librarian to your class, or will you integrate this information into the course?
   
   
4. In what ways will you engage students in thinking about academic integrity? Will you guide discussions around ethics in your field and/or teach citation expectations and guidelines? 

For departments/programs who categorize their courses according to area/concentration, you’ll need to identify which one(s) apply to the new or revised course. This information is vital to ensuring courses are counted appropriately towards program of study (major/minor) requirements.

Currently, the course subjects with curricular areas are:

• AFRS- Africana Studies
• ARCH- Archaeology
• ARTH- Art History
• BIOL- Biology
• CHEM- Chemistry
• CINE- Cinema Studies
• CLAS- Classics
• CSCI- Computer Science
• EOS- Earth and Oceanographic Science
• ENGL- English
• GSWS- Gender, Sexuality, and Women’s Studies
• GOV- Government and Legal Studies
• HIST- History
• MATH- Mathematics
• MUS- Music
• PHIL- Philosophy
• PSYC- Psychology
• REL- Religion
• RUS- Russian, East European, and Eurasian Studies
• THTR- Theater
• URBS- Urban Studies

Difference, Power, and Inequity (DPI)

These courses examine difference in terms of power and inequity. Students learn theories, methods, and skills to analyze structures of privilege and inequality. Students confront how such structures intersect with their own experiences. While DPI courses introduce students to a variety of pedagogical approaches, methodologies and theoretical perspectives, all courses fulfilling the DPI requirement have three main components at their core:

• the centrality of DPI themes and ideas throughout the course
• a critical balance of DPI-related content and DPI-related theories, methods, and skills
• an analysis of how a student’s own lived experience and subject positions intersect with structures of difference, power, and inequity

Please answer the following three questions, using language and level of detail that will inform colleagues from outside of your discipline.

DPI Question #1: Describe the course learning goals related to students’ examination of difference, power, and inequity.

DPI Question #2a: What are the principle theories, methods, and skills that your course will prepare students to apply in their analysis of difference, power, and inequity?

DPI Question #2b: Provide one or two specific examples of the types of assignments (e.g., papers, critiques, debates, discussions, journal writing, community service experience, etc.) students in the course will complete, briefly describing how those assignments will assist in students' acquisition of the terminology, approaches, and skills identified above.

DPI Question #3: How will students arrive at or reflect on dynamics of difference, power, and inequity that intersect with their own experiences? Provide one or two specific examples of learning activities and/or assignments (e.g., papers, critiques, debates, discussions, journal writing, community service experience, etc.) with which students in the course will engage.

Inquiry in the Natural Sciences (INS)

In these courses students engage in the practice and methods of inquiry-based learning in the natural sciences. This requirement is satisfied through courses that both fall within “Division A” (natural science and mathematics) and satisfy the INS learning goals.

INS Learning Goals:

1. Students will engage in the practice and methods of inquiry-based learning in the natural sciences, including hypothesis formation and testing and systematic observation.
2. Students will engage in data evaluation, analysis, and interpretation.
3. Students will develop essential skills for critically contextualizing and evaluating scientific information and sources.
4. Students will reflect on the practice of scientific inquiry as a tool to understand the natural world.

INS Question #1: Please describe how this course will satisfy the four INS learning goals listed above.

International Perspectives (IP)

The main goal of the International Perspectives requirement is to assist students in developing a critical understanding of the world beyond the United States. IP courses provide students with the tools necessary to analyze non-U.S. cultures, societies, and states (including indigenous societies and sovereign nations within the United States and its territories), either modern or historical. 

Please answer both of the following questions, using language and level of detail that will inform first-year students and advisors outside of your discipline.

IP Question #1: Which non-U.S. perspective(s) will be developed in this course? These perspectives may be cultural or social or focus on states or international institutions. Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., papers, critiques, debates, discussions, journal writing, community services experience, etc.).

IP Question #2: How will students learn to analyze or engage critically with social, cultural, institutional, or political dimensions of societies beyond the U.S.? Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., papers, critiques, debates, discussions, journal writing, community services experience, etc.).

Mathematical, Computational, or Statistical Reasoning (MCSR)

The main goal of the Mathematical, Computational, or Statistical Reasoning requirement is to enable students to use mathematics, statistics, or quantitative methods, models, and techniques to understand the world around them either by learning the general tools of mathematics and statistics or by applying them in a subject area.

Please answer two of the following three questions, using language and level of detail that will inform first-year students and advisors outside of your discipline.

MCSR Question #1: How will students interpret and draw appropriate inferences from mathematical, computational, or statistical constructs such as formulas, graphs, tables, and schematics? Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., exercises, lab projects, problem-solving or modeling activities, community service experience, etc.).

MCSR Question #2: How will students represent information, relationships, or data graphically, numerically, or symbolically? Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., exercises, lab projects, problem-solving or modeling activities, community service experience, etc.).

MCSR Question #3: How will students model and analyze real-world questions through the use of mathematical, algorithmic, or statistical methods? Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., exercises, lab projects, problem-solving or modeling activities, community service experience, etc.).

Visual and Performing Arts (VPA)

The main goal of the Visual and Performing Arts requirement is to help students expand their understanding of artistic expression and judgment through creation, performance, and analysis of artistic work in the areas of dance, film, music, theater, and visual art.

Please answer two of the following three questions, using language and level of detail that will inform first-year students and advisors outside of your discipline.

VPA Question #1: How will students be involved in the performance or creation of a work of art? Describe specific assignments, activities, or projects. Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., critiques, performances, journal writing, art/object viewing, etc.).

VPA Question #2: How will students be engaged in extended and detailed analysis of artistic work? Please provide an example. Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., critiques, performances, journal writing, art/object viewing, etc.).

VPA Question #3: How will students explore the cultural, social, historical, or economic context surrounding artistic expression? Please provide an example. Please focus on how course methodology will achieve particular goals, and use specific examples to elaborate (e.g., critiques, performances, journal writing, art/object viewing, etc.)