SEHD Curriculum Committee Recommendations for an Efficient Course Review Process

Based on the reviews the SEHD Curriculum Committee has completed during the AY 2014-15, the Committee has the following recommendations for efficiently presenting course materials to the Committee. Please remember that there are many new legalities around syllabi.

To ensure that you are as protected as possible by setting consistent, university-supported expectations for your courses, please copy exact text from the University syllabus policy (Click Here to View) and SEHD Incomplete policy (provided below). Your specific program area may have additional requirements to include (e.g., Teacher Education Support Plan Protocol, provided below).

Our intent is that this document is a helpful resource as you prepare your proposal and syllabus for review.

If you are submitting a title change only:
1.If the course has gone through a SEHD Curriculum Committee review in the last two academic years, then you only need to submit the form. Otherwise, the Committee will also need to review a syllabus; follow the guidelines of the CU Denver Syllabus Policy (effective January 1, 2015), see here for the policy and associated syllabus template with all required syllabus components, links, and boilerplate text. Adhering to university guidelines and recommendations ensures that expectations are clear and consistent across courses and that you have addressed the issues in your syllabus that are most likely to create conflicts between student and instructor. Be sure to include all required university policies (e.g., Student Code of Conduct, Accommodations, Academic Freedom), copying the exact text.

2. In the syllabus also include the SEHD Incomplete Policy (see bottom of this document for policy and associated boilerplate text).

If you are submitting a cross-listed course (A class that has different course numbers for different degree levels):
1. Submit a syllabus that presents the specific differentiation in course work for undergraduate/Master’s or for Master’s/PhD (e.g., differentiation in terms of readings, activities, projects, and assessments).

2. Follow the guidelines of the most current CU Denver Syllabus Policy (as of this writing, effective January 1, 2015), see here for the policy and associated syllabus template with all required syllabus components, links, and boilerplate text. Adhering to university guidelines and recommendations ensures that expectations are clear and consistent across courses and that you have addressed the issues in your syllabus that are most likely to create conflicts between student and instructor. Be sure to include all required university policies (e.g., Student Code of Conduct, Accommodations, Academic Freedom), copying the exact text.

3. In the syllabus also include the SEHD Incomplete Policy (see bottom of this document for policy and associated boilerplate text).

If you are submitting a new course:
1. Submit a syllabus that follows the guidelines of the most current CU Denver Syllabus Policy (as of this writing, effective January 1, 2015), see here for the policy and associated syllabus template with all required syllabus components, links, and boilerplate text. Adhering to university guidelines and recommendations ensures that expectations are clear and consistent across courses and that you have addressed the issues in your syllabus that are most likely to create conflicts between student and instructor. Be sure to include all required university policies (e.g., Student Code of Conduct, Accommodations, Academic Freedom), copying the exact text.

2. In the syllabus also include the SEHD Incomplete Policy (see bottom of this document for policy and associated boilerplate text).

General suggestions:
1. Please be sure you abbreviate the University’s name to CU Denver (no dash or comma), not UCD or UC-Denver. For more information, please see http://ucommunications.colorado.edu/services/style-guide/cu-names.

2. For grading, consider awarding more than 100 points total in the class. Often, limiting course point totals to 100 points results in problems differentiating between quality of assignments and constrains instructors in providing accurate assessments of student work.

3. If you are awarding points for Participation as part of your grading framework, be clear about how the points are determined based on your instructional objectives for the participation.

4. If you awarding points for Discussion as part of your grading framework, be clear about how students’ participation and contribution are assessed based on your instructional objectives for the discussion.

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SCHOOL OF EDUCATION & HUMAN DEVELOPMENT INCOMPLETE POLICY
Incomplete grades (I) are not given to replace low grades. To be eligible for an incomplete grade, students must (1) successfully completed at least 75% of the course requirements, (2) have special circumstances (verification required) that preclude the student from attending classes and/or completing graded assignments, and (3) make arrangements to complete missing assignments with the original instructor before more than one year has elapsed since the end of the semester in which the course was taken.

SEHD Incomplete Process
Students must be in close communication with the instructor PRIOR to the end of the semester regarding special circumstances precluding them from successfully completing the remainder of the course. Faculty may assign students an incomplete grade of “I” to signify that special circumstances beyond the student’s control prevented the student from completing a small portion of the course (no more than 25%) and that a final grade cannot yet be assigned.

IT IS THE STUDENT’S RESPONSIBILITY TO COLLABORATE WITH THE INSTRUCTOR TO COMPLETE AN INCOMPLETE AGREEMENT FORM (found at www.ucdenver.edu/education under Current Students/Current Student Resources) prior to the end of the semester for which the incomplete is given. A copy of the form, signed by both the student and the instructor should be submitted to the SEHD Student Services Center (LSC 701). Both the student and instructor should also keep a copy. The instructor sets the conditions under which the course work can be completed and the time limit for completion. The student is expected to complete the requirements within the established deadline. If the missing assignments are not completed within the allotted time, the “I” converts to an F on the student’s transcript. Students making up an incomplete should not re-register for the course.

Upon completion of the missing course work, a Change of Record Form is completed by the original instructor to change the “I” to a letter grade. Faculty should work with the Faculty Services Center to complete the Change of Record Form.

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TEACHER EDUCATION STUDENT SUPPORT PLAN PROTOCOL
The CU Denver teacher education program has embedded multiple proactive measures within the program to create a supportive environment for Teacher Candidates (TCs) to develop the knowledge, skills and dispositions necessary to be an effective urban teacher including high admission standards, closely aligned course and internship experiences, numerous opportunities for coaching and gaining feedback from instructors, site professors, site coordinators, and clinical teachers, as well as problem-solving protocols for individuals to try and address early concerns. If a TC is struggling to further develop the professional knowledge, skills, and dispositions necessary for effective urban teaching despite the proactive embedded support provided, university and PDS faculty working with the TC collaborate to try and better understand the TC’s performance. This model is reflective of similar processes in K-12 schools (e.g., Student Study Team; Child Support Team, etc.) as they work together to problem-solve and meet the needs of students.

Often this inquiry results in the collaborative development of a Professional Action Plan with the TC and the appropriate university and/or PDS individuals that clearly identifies key areas for improvement of performance by the TC as well as a timeline for improvement. Most often this provides the needed scaffolding and targeted direction for a teacher candidate to improve towards meeting the expected performance standards outlined by the program and the State of Colorado for teacher licensure. In other cases, it doesn’t, objectively indicating to the teacher candidate and the faculty working with the teacher candidate that this program and/or teaching may not be suitable for the teacher candidate. In this case, the teacher candidate is counseled out of the program. Specific details regarding the Student Support Plan Protocol can be found on the SEHD website, www.ucdenver.edu/education under Current Students/Current Student Forms along with the electronic form for the Professional Action Plan.