CURRICULUM  

LEVELS AND NUMBERING OF COURSES

The definitions of levels and numbering of courses at UAS are intended to provide a clear understanding of the criteria that are used as guidelines to distinguish among pre-college, lower division, upper division, and graduate and professional development courses as well as to explain the numbering sequence of those courses. In general, levels of courses differ with regard to the breadth and depth of their content, the perspective from which the subject is viewed, the degree to which particular intellectual skills are emphasized, and the degree of responsibility expected of students as they study the subject. Course numbers usually correspond to the classification of students as freshmen, sophomores, juniors, seniors, and/or graduate students. The following descriptions of course levels serve as guidelines for course development at UAS.

Pre-College Level Courses are offered to assist under-prepared and at-risk students to develop the necessary background, particularly in written communications and mathematics, to meet the skill and knowledge requirements for college-level work. Courses are numbered 050-099 and cannot be applied to degree programs.

Lower Division Courses: The primary function of lower division courses is to help students become independent learners. Lower division courses increase student knowledge on familiar subjects, introduce them to new subjects, and/or establish a foundation for them to study a major subject in depth.

Lower division courses are usually tightly structured with the expectation that students are to receive considerable instructional guidance in the learning process. As with all courses, the structure of lower division courses is reflected in the course syllabus. Instruction at the lower division level normally is informational and emphasizes learning skills; it usually entails the use of text materials or resources provided by the instructor. The intellectual skills emphasized in lower division courses include comprehension, analysis, synthesis, evaluation, and application of knowledge, but these competencies are not stressed to the same degree they are in upper division courses. Evaluation of student performance at this level tests information, concepts, synthesis, and skills. Lower division courses are numbered 100 and 200. Typically they require no prerequisite background in the discipline. They may have one or more of the following characteristics:

1. They are introductory courses or part of a series of basic courses in the discipline.

2. In some professional fields, they may build on the foundations of prerequisite courses.

3. They are courses that may be counted toward majors, electives, and/or the general education core requirements.

Upper Division Courses: The primary function of upper division courses is to refine students’ abilities as independent learners. Upper division courses enable students to study a major field in depth by building upon and integrating the knowledge they have gained in lower division courses. Upper division courses also help students integrate the knowledge they have acquired in the general education curriculum.

Upper division courses are characterized by a flexible structure that allows for a variety of approaches to the subject matter, a wide range of course material, and an emphasis on independent study and/or research in the laboratory, library, studio, or community. Students are expected to accept increasing responsibility for their own learning both inside and outside the classroom. Upper division courses strongly emphasize comprehension, analysis, synthesis, evaluation, and application of knowledge. Evaluation of student performance at this level stresses such outcomes as comprehension of concepts and the ability to solve problems and to integrate knowledge.

Upper division courses are numbered 300 and 400. Typically, they build on the prerequisite background of the lower division. They also may have one or more of the following characteristics:

1.  They are built on a foundation of prerequisite lower division courses in a discipline or related field of study.

2. They synthesize knowledge from several specific areas in a discipline or from related disciplines.

3. They are courses designed to integrate knowledge and skills from different areas of a discipline and incorporate tasks that develop critical thinking skills.

All undergraduate curriculum proposals require recommendations of the Faculty Senate Curriculum Committee, and the Provost except in the case of special topics (noncatalog) courses, which may be approved for one year by the Department Chair and the appropriate Dean.

Graduate Courses: The primary function of graduate courses is to broaden the perspective and deepen the advanced knowledge students require in a particular discipline or professional field of study, or to provide initial preparation in an advanced professional field that requires foundation knowledge and experience in a related discipline or field of study.

Graduate courses are characterized by a high level of complexity in the study of a particular subject. They are structured in a manner that allows for a variety of approaches to the subject matter, a wide range of source material, considerable student interaction, and a significant emphasis on independent study and/or research in the library, laboratory, studio, or community. They are designed to extend the knowledge and intellectual maturity of students beyond the baccalaureate level. They are intended for students who are capable of analyzing, exploring, questioning, evaluating, and synthesizing knowledge. Evaluation of student performance in graduate courses entails a variety of means and is commensurate with the level of complexity of these courses.

Graduate courses are numbered 600. Graduate courses also may have one or more of the following characteristics:

1.  They build upon a foundation of prerequisite undergraduate courses in a single or related discipline.

2.  They require intellectual maturity and stress independent learning.

3.  They emphasize the use of library, studio, laboratory, community, and field-based facilities and resources in ways commensurate with the level of learning. All graduate course proposals must be reviewed by the Graduate Committee including special topic courses. These proposals also require recommendations of the Faculty Senate and Provost except in the case of special topics (noncatalog) courses, which may be approved for one year by the Department Chair and the appropriate Dean.

ACADEMIC POLICY FORMULATION

Academic departments have the primary role in the curriculum development process and are responsible for the development and maintenance of curricula and instructional programs. In terms of the curricular responsibilities, faculty members in association with their academic departments are charged with:

Developing and maintaining current curricula, instructional programs, and course syllabi.

Encouraging appropriate curriculum modifications, changes, and innovations in programs.

Approving internal modifications and soliciting input from other academic departments that might be affected by changes in programs and offerings.

Establishing and utilizing procedures for reviewing and evaluating existing and new courses, programs, and curricula.

Maintaining strong academic, instructional, and grading standards. Selecting library and other material related to curricula and establishing internal procedures for effective and appropriate use of instructional media and other instructional resources.

Fostering the development of undergraduate and graduate programs.

09/07