Curriculum Planning

Proposals to create or revise courses, degrees, certificates, and minors are developed and approved online through the Curriculum Inventory Management software (CIM). In CIM, dynamic forms solicit the information required for each type of proposal and route proposals through the appropriate workflow. Approved information automatically populates the University Catalog, which provides the authoritative record of approved curricula.  

For academic programs (plans of study), CIM will be newly implemented in AY 2024-2025.

Details

Proposals to create or revise courses are submitted through CIM Courses. Graduate course proposals require review and approval at the department/program and college/school levels but do not require review by the Graduate Assembly. Undergraduate course proposals require review and approval by the department/program, college/school, Undergraduate Curriculum Committee and Undergraduate Assembly

Note that once workflow has been started in CIM Courses, the software provides a different interface for review and approval.

Proposals to create and revise degrees, certificates, and minors are submitted through CIM Programs. Different kinds of proposals require different approval steps.

Note that once workflow has been started in CIM Programs, the software provides a different interface for review and approval.

In general, CIM guides proposals through three phases:

  1. Planning: faculty proponents work with department/program leadership, college/school leadership,, and the Provost’s Office to ensure that the proposal aligns with institutional priorities and follows necessary guidelines. For certain program changes, the planning process may be minimal. For new degrees, it will be extensive, involving detailed financial planning and market analysis.  
  2. Proposing: the completed proposal is reviewed through the shared-governance process, this will include committees at the department/program and college/school levels (if not already engaged in planning) as well as chairs and deans. New programs and significant changes require review by the Undergraduate and Graduate Assemblies and their subcommittees. Approvals by the Dean of the Graduate School (for Graduate proposals) and the Provost are required. Several types of proposals require approval by the UT System, Texas Higher Education Coordinating Board (THECB), and the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). From the end of planning to final approval the process may take as long as a year, depending on the nature and number of approvals required.
  3. Implementing: after all necessary approvals, there are still steps to follow including publication in the catalog and, for new programs, notifying Enrollment Management (Admissions), Student Success (Advising), Marketing Messaging and Engagement, and other University offices.

How-To Guides

Anyone with access to CIM (including all faculty) may initiate a proposal. The software will guide proponents to enter required information and direct the proposal to the appropriate reviewer(s) who may either pass it along to the next step or return it for revisions. Form fields that connect directly to the catalog require special attention; please follow formatting guidelines to ensure that information is conveyed clearly and consistently. 

When asked to approve course or program actions in CIM, you’ll receive an email link to the approval interface. Select the role in which you will approve from the dropdown menu at the top of the page. Only roles having pending approvals with which you are associated will appear.

Screenshot of pending approval page

Select an item to approve from the list. Use the buttons at the top right of the Page Review window to edit, rollback, or approve the proposal. You may edit and then rollback or approve (if you are sure that upstream approvers support your changes). If you rollback, you’ll be asked to determine which approver to rollback to. You’ll also need to enter a comment explaining why you are sending the proposal back.

The entire chain of revisions can be seen using the “View Changes by” dropdown.

Academic programs may be offered in more than one mode of delivery or in a different mode of delivery than originally offered. Review and approval to offer academic programs in a hybrid/blended (>50% & <100% online) or 100% online mode is required at the department/program, school/college, and provost levels; external agency notification or approval may also be required. Complete the UTA New Delivery Mode Program Request Form and attach it to the CIM Programs form where indicated.

For new degree programs, THECB requires us to document evidence of demonstrated need with respect to employment, student demand, and competing programs (all three). 

  • For employment, consider, in addition to THECB-provided data, sources such as Bureau of Labor Statistics, Texas Workforce Development Toolkit, and Texas Workforce Commission.  
  • For student demand, consider enrollment trends, Seek UT, results of student/recruitment surveys, and other documented expressions of student interest. 
  • For competing programs, indicate how the proposed program will distinguish itself or meet demand for qualified applicants that cannot be met by competitors (e.g., no comparable programs; or identified programs unable to expand capacity for qualified applicants).

If you are new to creating a course list, this introductory video will help.

Use the “Formatted Table” tool to place a course list table in Program Curriculum box.

Screenshot of a tool

In addition to creating a course list, you may optionally create a plan of study grid using this menu. Use the course list to indicate minimum requirements. Use the plan of study grid to recommend course selections in semester-by-semester order.

To edit an existing course list, double-click the inside the blue box

Screenshot of a tool

When building course lists:

  • Be concise. Avoid words like “student” “course” and “required” in headings/comments (it should be clear from context that these are course requirements for students). Avoid verbose footnotes.
  • Be consistent. Students and advisors greatly appreciate consistency in how we represent programs. This is particularly the case with respect to general education core requirements.
  • Check the “Sum Hours” box. This not only does the math for you but also encourages clarity and consistency with respect to the formatting of electives and required courses.

When listing general education core requirements:

  • Watch this video for help.
  • Check the box to include the link to the general core requirements.
  • Use “Foundations” as a header to group the core with specific requirements considered foundational for the major.
  • If the program requires specific courses to satisfy the core, insert under “Foundations” the comment “Students must complete specific courses in certain core areas” (yes, this is an exception to the avoid “students” and “courses” rule). Then, name the core area(s) using the following format: “For [core area, e.g., Life & Physical Science] select:” List the course(s).
  • Indent all courses under the core. Their hours will not be calculated in the total; the state- mandated 42 core hours will be added via the link. Students will be able to see the course hours with the description when hovering over each course link.
  • Do not list core component areas in which specific selections are not required of students—these are handled by the general education core link.
  • Do not list recommended core courses, only requirements. Recommendations may be given in the plan of study grid.

To indicate lower-division course work required for the major but not part of the core (e.g., the student success course, language requirement, other preparatory work) use the subheading “[Program Name] Foundations” (ex. “Chemistry BS Foundations”). If the program requires core hours exceeding the 42-hour minimum, these can be added here with the comment, “Additional hours in core lab courses,” entering the appropriate number of total additional hours (e.g., 2).

To indicate coursework required by the major “Specialization” is a suitable heading; some programs may prefer an alternative such as “Professional Program.”

For prescribed electives (choose from a list) create a comment like “Select [number] from the following:” then list possible courses satisfying the requirement and indent them. List the total number of prescribed elective hours in the comment.

For general or open electives (choose from a category) include a comment such as “Select 18 hours of 3000 or 4000-level coursework” and indicate the total hours in the comment.

Program-level student competencies are succinct statements of broad knowledge, skills, attitudes, or behaviors that students should be able to demonstrate upon completion of the plan of study. In cases where a program does not have prescribed learning objectives (such as those from a disciplinary accreditor), program faculty should come to consensus on approximately 3-5 student competencies from which more specific, measurable student learning outcomes can be derived for the program as well as its courses.

Example competency statement:
Upon graduation, students will be able to identify, formulate, and solve engineering problems. 

For additional information and examples, please see the Unit Effectiveness Process Assessment Handbook (student competency and learning outcome information begins on page 19). Inquiries about competency statements and their role in assessment may be directed to uep@uta.edu.