Course Submission Process (2019-2020)
The University has created a special process for submitting existing courses to be reviewed for the IDEAs in Action General Education curriculum. These instructions provide information on how to revise course syllabi to reflect the student learning outcomes (SLO) and overall goals of the new Gen Ed curriculum. Syllabi will be reviewed by faculty committees during the 2019-2020 academic year, with a fall 2021 effective date. This process is for requesting IDEAs in Action Gen Ed tags for existing courses only. All other course transactions should use the CIM system: https://nextcatalog.unc.edu/courseadmin/. Note: in CIM, please submit only essential course requests so that faculty committees can focus on reviewing IDEAs in Action Gen Ed requests during the 2019-2020 academic year.
- Phase #1: October 15, 2019 (effective Fall 2021)
- Phase #2 (optional): February 1, 2020 (effective Fall 2021)
*A course may be submitted in either Phase #1 or Phase #2, but not both.
Step 1: Access Microsoft OneDrive Folder and Review Additional Resources
Chairs and directors of undergraduate studies (DUS) have access to a OneDrive folder. This folder will be used to upload updated syllabi for review. The folder also contains the following items:
- A course spreadsheet to use for requesting General Education requirements for existing courses.
- Syllabus Checklist
- Student Learning Outcomes (SLO) for each Gen Ed (to copy & paste in syllabi)
- Gen Ed Conversion Chart (suggestions)
- Sample Syllabus Template
- IDEAs in Action curriculum (for distribution to all faculty in your unit)
Use the following directions to access the OneDrive folder:
- Visit https://office365.unc.edu/
- Select the orange Log In button and enter your username (firstname.lastname@example.org) and password.
- If you have not already done so, you will need to set up Office 365 2-step authentication in advance (https://its.unc.edu/2-step). This is separate from Duo authenticator you use for ConnectCarolina.
- Select the OneDrive icon
- Select Shared
- Find the folder labeled “IDEAs in Action” with your department name.
For additional help, view: https://help.unc.edu/help/office-365-user-guide/
Step 2: Identify Faculty Liaison and Complete Survey
Identify a faculty liaison who will manage the course submission process for your department/school (e.g., DUS). This person will be the point of contact during the submission and review process, so they must be available during the 2019-2020 academic year (i.e., September 1, 2019 – May 1, 2020).
Complete Survey by Friday, May 10, 2019: Provide the name and email address for your department’s faculty liaison as well as anyone else who will need access to the OneDrive folder: https://unc.az1.qualtrics.com/jfe/form/SV_2mWTIPsqvXU804J
Step 3: Meet With Your UGRD Curriculum/Instructional Committee (if exists)
Determine an internal process for selecting new Gen Eds and updating syllabi. This will vary by department. Here are a few options to consider:
- Have instructors submit Gen Ed requests and updated syllabi to a department committee or the faculty liaison for review.
- Instructors can submit a brief justification statement at the top of the syllabus describing how their course meets the requested Gen Ed(s) by highlighting key assignments, activities, or readings. This would be helpful for both the department-level and University-level review.
- Have a departmental committee or faculty liaison make Gen Ed recommendations and share information with instructors for review and feedback.
- If multiple instructors teach the same course, encourage instructors to collaborate on revising the syllabus to reflect new Gen Eds.
- If your faculty are more familiar with using Sakai than OneDrive, you might consider creating a Sakai site for instructors to upload syllabi for the department-level review.
Step 4: Prioritize Courses
The Gen Ed Implementation Team has created two deadlines for the 2019-2020 academic year. See dates above. Determine which courses you wish to prioritize for each deadline (a course may be submitted in either Phase #1 or Phase #2, but not both). Please consider the following suggestions for prioritizing courses for Phase #1:
- Required courses in the major/minor
- Courses for first-year students to be offered in the 2021-22 academic year
- Courses numbered below 400 (e.g., first-year seminar, introductory courses)
Step 5: Share Information With Your Faculty
Communicate your department’s internal process, key information about the new curriculum, and instructions for revising syllabi with your faculty. Please include:
- Syllabus Checklist
- Student Learning Outcomes (to copy & paste in syllabi)
- Sample Syllabus Template
- IDEAs in Action curriculum
- Internal deadline for submitting Gen Ed requests and updated syllabi (e.g., September 15, 2019).
Step 6: Review Syllabi for Uploading to OneDrive
- After syllabi are reviewed and approved by your department, double check syllabi to make sure they have all required elements (see Syllabus Checklist).
- In addition to having the exact language of the SLO(s) included on the syllabus, it might also be helpful to include a brief justification statement at the top of the syllabus indicating how the requested Gen Ed(s) are reflected in the syllabus.
- Incomplete syllabi will be returned to the department, which will slow down the review process.
- Save syllabi to your OneDrive folder. Use the file naming convention “SUBJECT + NUMBER” for all syllabi (e.g., POLI 100, WGST 300).
Step 7: Update Spreadsheet
For each course being submitted, mark the Gen Ed requirement(s) being requested. As a reminder, the spreadsheet includes all active courses in your department. You are not required to, nor is it recommended that you, submit Gen Ed requests for all courses. See step #4 above.
Step 8: Contact the Office of Undergraduate Curricula
The department liaison should email the Office of Undergraduate Curricula (email@example.com) when your spreadsheet is completed for Phase #1 (October 15, 2019) and all syllabi for the requested courses have been reviewed and saved to your OneDrive folder.
What Happens Next?
- The Office of Undergraduate Curricula (OUC) will review your department’s course spreadsheet, Gen Ed requests, and check syllabi for all requested courses.
- If incomplete, OUC will contact the faculty liaison.
- By November 1, 2019, OUC will provide all departments/schools with a summary of course submissions and Gen Ed requests, by division. This information may be helpful in selecting courses and Gen Ed requests for Phase 2.
- The IDEAs in Action Course Review Committee will review syllabi. If additional information is needed, the faculty liaison will be contacted.
When will we be notified of decisions?
This is hard to predict because we don’t know how many courses will be submitted, but it’s very unlikely you will receive notification about decisions for Phase 1 submissions before the Phase 2 deadline. The goal is to complete the reviews of both Phase 1 and Phase 2 by May 1, 2020.
Can we submit new courses with Ideas in Action Gen Ed tags?
Not at this time. In fall 2020, departments will have the opportunity to submit new course proposals with Ideas in Action Gen Ed tags. At this time, only requests to add Ideas in Action Gen Ed tags to existing courses will be accepted.
How do we give other people in our department access to the OneDrive folder?
- Select the radio button for the folder and then select the “Share”
- You will see a new pop up screen. You need to take 2 actions:
- Enter the name of the person you wish to choose from. As you type, the interface will show you people in the campus directory. (Note – sharing with people external to the University is not currently permitted but is on the roadmap for the service.)
- Choose either “Can Edit” or “Can View” from the dropdown.
- An email invite will go out to the user you selected. You have the option of adding a custom message but it is not mandatory.
Can we submit other types of course requests by the October 15, 2019 deadline?
Yes, but please be aware that the OUC, GEOC, and members from the College’s Administrative Boards will be engaging most of their time on IDEAs in Action course proposals, so please do your part to submit only urgent requests. The CIM system can be used to submit deletion requests, new course requests, and course revisions to existing courses.
For courses seeking a focus capacity requirement, should the syllabi include the 1) focus capacity description, 2) questions for students, and 3) learning outcomes…all 3 items?
Yes. The syllabi should include all 3 items using the exact language from the proposal (also available in your OneDrive folder). Syllabi can include additional learning outcomes specific to the content of the course.
Do we need to submit an Honors syllabus in addition to the non-Honors syllabus?
No. For Honors and non-Honors course pairs (e.g., HIST 101 & HIST 101H), you are not required to submit an Honors syllabus for review. The Honors version will receive the same Gen Eds as the non-Honors version.
A course can fulfill two focus capacity (FC) requirements, correct?
Yes. A course may be submitted and approved for two focus capacity requirements. But students are only allowed to use one of the two focus capacities to fulfill a General Education requirement in the new curriculum.
Do recurring capacities have to be graded?
Can one type of activity hit all three recurring capacities?
How do we show that our course is meeting the recurring capacity requirements?
You can write a justification attached to the syllabus for faculty committee review.
You can be transparent with students in your syllabus about how you are meeting these requirements in the context of your course.
DATE: October 23, 2019
TIME: 3:00 – 5:00PM
LOCATION: University Room, Hyde Hall
How do innovative ideas in teaching and learning become part of the fabric of an institution? The UNC-Chapel Hill Quality Enhancement Plan (QEP) is one engine that has been driving change the past few years. Midway through the five-year plan, we now see how curricula initiated through the QEP will be sustained through the new general education curriculum, IDEAS in Action.
- How might a department bring a Research and Discovery experience to all their majors? The course-based undergraduate research experiences we will highlight provide one solution.
- How does a faculty member in any discipline add a Creative Expression, Practice, and Production Focus Capacity to their course? We’ll highlight courses that have added maker projects to enhance disciplinary learning.
- What can we expect students to learn from integrating two or more disciplines in the Ideas, Information and Inquiry (Triple-I) first year courses? Faculty in the QEP’s Integrated Curricula program are leaders in this area.
Come learn from students and faculty in this dynamic summit that will include lightning talks, poster presentations, and maker space object samples.
Please RSVP here.
Questions? Please email Kelly Hogan, Associate Dean of Instructional Innovation, College of Arts and Sciences
Abigail Panter and Nick Siedentop provided an update on the IDEAs in Action Curriculum implementation and and overview with tips and pointers for the course submission process in the current academic year. Click here to access the DUS webpage with meeting minutes.
The Center for Faculty Excellence (CFE) and the Office of Instructional Innovation are offering two workshops focused on teaching recurring capacities in the new curriculum. In the workshop, faculty will become familiar with, select, and customize methods for their class (large or small) that will allow students to:
- Collaborate in small pairs or groups
- Present material to others
- Write more using activities that are low-stakes
If you are the IDEAs in Action faculty liaison for your department, we highly encourage you to attend one of these workshops and then share the information with your instructors at a faculty and/or undergraduate instructional meeting in your department. Please use the links below to register for either date.
Friday, Aug. 30 (2:30-3:30 pm)
304 Wilson Library
Tuesday, Sept 10 (9:30-10:30 am)
304 Wilson Library
Syllabus Review Rubric
Institutional Research and Assessment created syllabus review rubrics for the faculty committees to use when evaluating syllabi for the IDEAs in Action curriculum. We are posting the Aesthetic and Interpretive Analysis rubric (see link below) as an example. The other IDEAs in Action requirements will have identically formatted rubrics with their specific Student Learning Outcomes (SLO) included. Recurring Capacities will only be included on the rubrics for Focus Capacity requirements.
Please note: the above rubric may be revised after the faculty committees are formed and begin reviewing syllabi.
Some departments have developed a model syllabus to share with instructors/faculty in their department/school (using the standard template as a guide). Below are a few examples.
|Curriculum Revision Type||Process||Deadline||Effective date|
|Requesting IDEAs in Action Gen Eds for existing courses (Phase #1)||Spreadsheet/One Drive||October 15, 2019||Fall 2021|
|Requesting IDEAs in Action Gen Eds for existing courses (Phase #2)||Spreadsheet/One Drive||February 1, 2020||Fall 2021|
|Inactivate/delete course||CIM-Course Form||October 15, 2019||Fall 2020|
|Revise course (e.g., title, description, requisite)||CIM-Course Form||October 15, 2019||Fall 2020|
Cannot submit for IDEAs in Action Gen Eds
|CIM-Course Form||October 15, 2019||Fall 2020|
|Revise major/minor requirements||Department Memo and Catalog Text||October 15, 2019||Fall 2020|
|Requesting new courses for IDEAs in Action curriculum||CIM-Course Form||October 15, 2020||Fall 2021|
|Aerospace Studies||Kendrick Fitzgerald|
|African, African American, and Diaspora Studies||Kenneth Janken|
|American Studies (including FOLK)||Michelle Robinson|
|Applied Physical Sciences||Richard Goldberg|
|Art and Art History||Eduardo Douglas
|Asian Studies||Robin Visser
|Biomedical Engineering||Lianne Cartee|
|City and Regional Planning||Andrew Whittemore
|Computer Science||Ketan Mayer-Patel|
|Dramatic Art||David Navalinsky
|English and Comparative Literature||Jennifer Larson|
|Environment, Ecology, and Energy Program||Amy Cooke|
|European Studies||John D Stephens
|Exercise and Sport Science||Sherry Salyer|
|Geological Sciences||Kevin Stewart
|Germanic and Slavic Languages and Literatures||Hana Pichova
|Global Studies||Jonathan Weiler
|Latin American Studies||n/a|
|Marine Sciences||Marc Alperin|
|Military Science||Daniel Snow|
|Naval Science||LT David Heider
|Peace, War, and Defense||Navin Bapat
|Physics and Astronomy||Frank Tsui|
|Political Science||Matt Weidenfeld|
|Psychology and Neuroscience||Jeannie Loeb, Psychology
Kelly Giovanello, Neuroscience
|Public Policy||Anna Krome-Lukens
|Religious Studies||David Lambert|
|Romance Studies||Amy Chambless
|School of Business (Kenan-Flagler)||Wendell Gilland|
|School of Education||Anne Bryan|
|School of Information and Library Science||Ryan Shaw
|School of Media and Journalism||Charlie Tuggle|
|School of Medicine/Allied Health Sciences||Susan Beck|
|School of Nursing||Anita Tesh|
|School of Public Health||Laura Linnan|
|Statistics and Operations Research||Serhan Ziya
|Womens and Gender Studies||Tanya Shields|