The curricular process can seem overwhelming; however, with proper planning and consultation, you can greatly reduce delays to final approval. So, what are the pitfalls to avoid in reaching the end goal of approval?
Tip #1: Avoid Ambiguous Language and Grammatical Errors:
Keep the end reader in mind. Do not use disciplinary-specific jargon in your proposal. If such technical language is critical to understanding the curriculum, then provide additional explanation of the terminology in “layman’s” terms. Those reviewing your proposal are not subject matter experts and using disciplinary-specific language may require the approvers to seek out clarification before approval can be provided. Secondly, ensure proposals are free of grammatical errors (e.g., misspelled words, subject-verb agreement errors, sentence fragments, vague pronoun references, wrong word usage, etc.). Grammatical errors while annoying can inadvertently change the premise of the statements made and/or cause further confusion and ultimately delay of approval. Lastly, ensure the required verbiage as outlined in the Curricular Authority Document (CAD) is used. Failure to do so can again delay the approval process.
Tip #2: Address the Three Assumptions of Course-Level Rationale
Adherence to these details can save valuable time in approval. The Quick Reference Table for Course-Level Rationale can be of assistance when thinking about and planning a course or program.
Assumption 1: Course-level rationale should include appropriate justification for the intended student target populations and list expectations of performance.
Assumption 2: Course-level rationale should articulate the intentions of the course as it relates to curriculum mapping and instruction. Course-level rationale statements should explain only the primary intentions of the course, to introduce, reinforce or emphasize the subject matter.
Assumption 3: Course-level rationale should begin to set the stage for course objectives while articulating connections to broader program learning outcomes.
Tip #3: Curricular Alignment
An important aspect of curriculum development is the process of curriculum mapping. When creating a new program or revising an existing program, initiators must consider the alignment of course learning outcomes with program learning outcomes. Curriculum maps help analyze alignment to standards and methodologies, consider coverage gaps and redundancies, and transparently document when, where, and how objectives are met both internally and externally. Once achieved, alignment across courses within the curriculum, particularly courses used to introduce, reinforce or emphasize content can ensure smooth approval.
Tip #4: Track the Progress and be a Champion
Initiators have the primary responsibility for developing curriculum proposals and ensuring timely approvals. Utilizing the curricular calendar shared on the Academic Senate website and following the curricular tracking system, can help one know where your request is in the process. Additionally, being available to answer questions in a timely manner and/or preparing committee members or senators to be your voice can help prevent delays and/or prevent items from being tabled until subsequent meetings as clarification is sought from you.
Tip #5: Ask for Help
Consultation upfront can streamline the process and prevent the majority of roadblocks. Although the full curricular process is very comprehensive, the Office of Curriculum and Instructional Support (CIS) is here to help. CIS can provide consultation to faculty and staff members interested in developing curriculum proposals, by utilizing the best design practices appropriate to the course/program in question and assisting in the navigation of the curriculum approval process. Reach out to the CIS staff by calling 989-774-3615 or email cis@cmich.edu.