Graduate Faculty

Graduate Course Review Committee (CRC)

Operating Papers

1. Functions of the Committee
   This committee advises the Graduate School on program modifications that  involve adding, dropping, and modifying courses.  It shall provide a report to the Graduate Council on its activities.
2. Membership and Number
   The Graduate School Dean appoints five graduate faculty as voting members.  One will serve as the Chair.

Considerations for Course Modifications and Additions

See the Provost Office’s course changes website for the process, forms, and checklist (under Forms heading) to use in addition to the considerations listed below.

1. Review process

• 400-level courses designated for graduate credit are reviewed by the Curriculum Council of the Faculty Senate and the Graduate Course Review Committee.
• 500-level courses are reviewed by only the Graduate Course Review Committee.
• A course that overlaps with an existing course requires an explanation and, if with another program’s course, a letter of support.
• If the new course replaces an existing course, also submit a drop form (Form 90B) for the latter.       

2. The CRC Best Practices document outlines some minimum expectations for syllabi.

• See the IDLT syllabus template also.

3. Graduate faculty must teach the course. See Graduate Faculty Status if needed.

4. Is there a good rationale for a new course? Why this course? Why now? How does it fit into the program and its learning outcomes?

5. If the course can be taken for either undergraduate or graduate credit, what additional work is required of graduate students?

•  Note that there must be cognitive differences between the undergraduate and graduate student work.
• See the Principles of Graduate Education for the goals of graduate learning and a description of quality graduate education.

6. Is the course of sufficient rigor for graduate credit?

7. Does the syllabus have sufficient detail (outline of topics, week by week; list of course materials [textbooks, bibliography, computer resources, etc.]; description of assignments as well as weighting of these and exams; grading scale, etc.)?

8. Are the title and course description clear and appropriate?

9. Are prerequisites, grade type, etc. clearly designated on the Form 90A and syllabus?

10. Is the number of credits appropriate for the amount of work involved?

11. Is this a generic course? If so, what is the limit on repeat hours?

12. What is the credit-hour limit or maximum credit accumulation?

13. Is this a variable or multiple-segment course?

14. Note that a flipped course is not necessarily a blended/hybrid course. The latter uses the online component to meet fewer times face-to-face.