University Curriculum Committee

Overview

The University Curriculum Committee (UCC) serves as the institutional body responsible for ensuring the quality, coherence, and integrity of the academic curriculum across 正品蓝导航. Working in collaboration with school- and college-level curriculum committees, the UCC provides a final level of review for curricular actions—including new courses, course modifications, and course discontinuances—while respecting faculty governance within academic units. Through a structured review process, the committee evaluates proposals for disciplinary appropriateness, alignment of learning outcomes, and impact on student success and academic programs. As a subcommittee of the Educational Programs Committee, the UCC promotes consistency, transparency, and continuous improvement in the university’s academic offerings.

  1. Purpose and Authority

    The University Curriculum Committee (UCC) coordinates curricular quality and coherence across 正品蓝导航 University while respecting faculty authority within individual schools and colleges.

  2. Scope of Responsibilities

    The UCC reviews curriculum actions following school-level approval, including new courses, course modifications, course inactivation, and course offering frequency. The UCC will function as a standalone subcommittee of EPC (Educational Programs Committee).

    The committee will meet three times per semester.

    Scope of Approval

    • Disciplinary and Curricular Appropriateness

      1. At the first meeting each semester, each school will present the new courses approved by the school-level curriculum committees.
      2. UCC will review the courses for disciplinary appropriateness, appropriateness of learning outcomes, appropriateness of offering frequency, and appropriateness of pre-requisites.

    • Impact of Course Discontinuance

      1. At the second meeting each semester, each school will present the new courses approved for discontinuance by the school-level curriculum committees.
      2. UCC will review the impact of discontinuance on student success and other academic programs and will serve as the final approval.

    • Disciplinary Appropriateness

      1. At the second meeting each semester, each school will present any new articulation agreement proposals, and the committee will review and approve.

    • Course Modifications

      1. At the third meeting each semester, each school will present any courses with significant modifications, and the committee will review and approve.
        1. Significant modification include changes to content or level of course, changes to core learning outcomes, and changes to delivery modality or calendar.

  3. Membership

    Voting Members:

    • Academic Associate Deans from Each College or School
    • Faculty Senate representative
    • Faculty representative from Council on General Education
    • Optional faculty from Faculty Technology Committee or Education Abroad Council

    Ex-Officio Members:

    • Registrar’s Office
    • Institutional Effectiveness
    • Library
    • University Advising Center
    • Learning Management System / Educational Technology
    • Study Abroad
    • General Education staff
    • Representative from Moody School

  4. Review Workflow

    Curriculum proposals originate in academic departments, proceed through school-level governance, and are forwarded to the UCC for institutional review prior to final approval.

  5. Decision Criteria

    The UCC evaluates proposals based on alignment of learning outcomes, contact hours, credit assignment, disciplinary appropriateness, assessment practices, offering frequency, and institutional policies.

  6. Reporting and Accountability

    The UCC reports annually to the EPC, the Faculty Senate and the Provost on curricular trends, compliance, and recommendations.

  7. Definitions

    Credit Hour: A unit of academic credit representing approximately one hour of direct instruction and two hours of out-of-class work per week over a standard academic term.

    Contact Hour: A scheduled hour of direct faculty-student instructional interaction.

    Substantive Course Change: A modification that significantly alters course content, learning outcomes, credit hours, or instructional method.

    Minor Course Change: A change that does not substantially affect course learning outcomes or credit value.

    Learning Outcomes: Clear, measurable statements describing what students are expected to know or do upon course completion.

    Cross-Listed Course: A single course offered under multiple department or subject prefixes.

    Repeatability: The extent to which a course may be taken multiple times for credit.

    General Education Course: A course approved to fulfill institutional general education requirements.

    Instructional Capacity: The maximum number of students that can be effectively taught in a course based on pedagogy and room constraints.