2014-2015 Curriculum Handbook

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M IAMI U NIVERSITY CURRICULUMANDASSESSMENTHANDBOOK
2014‐2015
CreatedbytheOfficeoftheProvost&theUniversityRegistrar
CurriculumOverview............................................................................................................................................................................................5 MiamiUniversityMission...............................................................................................................................................................................5 CurricularVision.................................................................................................................................................................................................5 DefinitionsandTermsRelatedtoCurriculumandCourses.............................................................................................................6 PrinciplesofCurricularDesign...................................................................................................................................................................10 CurriculumGovernance&Support................................................................................................................................................................12 AcademicPolicyCommittee....................................................................................................................................................................12 CouncilfortheUndergraduateCurriculum......................................................................................................................................12 GlobalInitiatives..........................................................................................................................................................................................12 GraduateCouncil..........................................................................................................................................................................................12 LiberalEducationCouncil........................................................................................................................................................................12 MiamiUniversityDoliboisEuropeanCenter(MUDEC)Committee.......................................................................................12 UniversityHonorsProgramAdvisoryCommittee.........................................................................................................................13 UniversityRegistrar...................................................................................................................................................................................13 UniversitySenateandSecretary...........................................................................................................................................................13 AcademicOrganization&Programs.............................................................................................................................................................13 AcademicDivisions..........................................................................................................................................................................................13 ListofAcademicDivisions.......................................................................................................................................................................13 Consolidation,Partition,TransferorEliminationofAcademicDivisions...........................................................................13 AcademicDepartments,Programs,andCenters.................................................................................................................................15 CurrentOrganizationofAcademicDepartmentsandPrograms.............................................................................................15 EstablishmentofanAcademicDepartmentorProgram.............................................................................................................17 AcademicUnitNameChange..................................................................................................................................................................17 Consolidation,Partition,Transfer,orEliminationofAcademicDepartmentsandPrograms.....................................17 AcademicDegreePrograms.........................................................................................................................................................................17 DefinitionofanAcademicDegree.........................................................................................................................................................17 GuidelinesforSubmissionofDegreeProgramProposals..........................................................................................................19 CombinedDegreePrograms...................................................................................................................................................................19 OhioBoardofRegentsGuidelinesforApprovalofDegreePrograms...................................................................................20 2
HigherLearningCommissionGuidelinesforApprovalofNewDegreeprograms...........................................................22 FlowchartforNewDegreePrograms..................................................................................................................................................23 Departmental Approval
Divisional Approval
Letter of Intent to Ohio Board of Regents; Contact Higher Learning Commission (if applicable)
Council for Undergraduate Curriculum OR Graduate Council Approval
Council of Academic Deans
University Senate Consent Calendar whereby Registrar is notified
Presidential Approval
Board of Trustees Approval
Ohio Board of Regents Proposal & Approval
Report to Higher Learning Commission
................................23 ChangestoanExistingDegreeProgramorMajor.........................................................................................................................23 WithdrawalorDeactivationofanExistingAcademicDegree..................................................................................................26 UndergraduateMajor.....................................................................................................................................................................................26 GuidelinesforSubmissionofanUndergraduateMajor...............................................................................................................26 ChangestoanExistingMajor..................................................................................................................................................................26 WithdrawalorDeactivationofanExistingMajor..........................................................................................................................27 OhioBoardofRegentsGuidelinesforApprovalofNewMajorsWithinApprovedDegrees........................................27 HigherLearningCommissionGuidelinesforApprovalofNewmajors................................................................................27 FlowChartforNewUndergraduateMajor.......................................................................................................................................27 3
UndergraduateMinor,Concentration,Focus,orEmphasis............................................................................................................28 GuidelinesforSubmissionofanUndergraduateMinor..............................................................................................................28 ChangestoanExistingMinor.................................................................................................................................................................29 WithdrawalorDeactivationofanExistingMinor.........................................................................................................................29 FlowChartforNewUndergraduateMinor.......................................................................................................................................29 CertificateofStudy...........................................................................................................................................................................................29 DefinitionofaCertificateofStudy........................................................................................................................................................29 GuidelinesforProposingaCertificateofStudy..............................................................................................................................30 ChangestoanExistingCertificateofStudy.......................................................................................................................................31 OhioBoardofRegentsGuidelinesforCertificatePrograms......................................................................................................31 HigherLearningCommissionGuidelinesforaCertificateofStudy.......................................................................................31 Honors&ScholarsPrograms.......................................................................................................................................................................31 AcademicScholarsProgram...................................................................................................................................................................31 UniversityHonorsProgram....................................................................................................................................................................31 DivisionalandDepartmentalHonorsPrograms.............................................................................................................................32 LiberalEducation.............................................................................................................................................................................................33 Global Miami Plan Courses (for Students Who Enter Fall 2015 & Thereafter)...........................................................33 Global Miami Plan Courses (for Students Who Enter Prior to Fall 2015)......................................................................39 HonorsAcademicPlan...............................................................................................................................................................................43 CoursesandScheduling......................................................................................................................................................................................44 TypesofCourses...............................................................................................................................................................................................44 MiamiPlanCourses....................................................................................................................................................................................44 IndependentWork......................................................................................................................................................................................44 Special Topics Courses.......................................................................................................................................................................45 CreditWorkshops........................................................................................................................................................................................46 MUDEC(Luxembourg)Courses.............................................................................................................................................................46 StudyAbroad.................................................................................................................................................................................................47 HonorsCourses............................................................................................................................................................................................48 CourseswithPrefixesfromOneDivisionOfferedbyFacultyinAnotherDivision..........................................................48 Service‐LearningCourses.........................................................................................................................................................................49 Cross‐ListedCourses..................................................................................................................................................................................50 DistanceLearningCourses......................................................................................................................................................................50 DualEnrollmentCourses..........................................................................................................................................................................50 GraduateLevelCoursesforUndergraduateStudents..................................................................................................................56 CoursesMeetingOhioBoardofRegentsRequirements(TAGsandOTMs)........................................................................56 4
CourseDesignandApproval........................................................................................................................................................................57 PrinciplesofCourseDesign.....................................................................................................................................................................57 CourseApprovalProcesses.....................................................................................................................................................................58 ProposalForms.............................................................................................................................................................................................59 AcademicCalendar......................................................................................................................................................................................59 CourseNumbering......................................................................................................................................................................................59 DeletingCourses..........................................................................................................................................................................................60 FacultyandInstructionalStaff...............................................................................................................................................................61 UseofUndergraduatesasTeachers.....................................................................................................................................................61 GradesandGradingOptions...................................................................................................................................................................63 ClassSize.........................................................................................................................................................................................................66 AttendanceandAbsenceofStudents..................................................................................................................................................66 AuditingCourses..........................................................................................................................................................................................67 TextbookPolicy............................................................................................................................................................................................67 Mid‐TermGrades.........................................................................................................................................................................................68 Examinations.................................................................................................................................................................................................68 Pre‐Requisites,Co‐Requisites,andConcurrencies........................................................................................................................70 CourseChanges.................................................................................................................................................................................................70 GuidelinesforSubmissionofaCourseChange...............................................................................................................................70 ProcedureforDeletionofCoursesfromListofCourses.............................................................................................................70 CourseScheduling............................................................................................................................................................................................71 GuidelinesforCourseScheduling.........................................................................................................................................................71 SchedulingProcess.....................................................................................................................................................................................72 CurricularEvaluationandAssessment........................................................................................................................................................72 UniversityAssessmentExpectations&Guidelines............................................................................................................................72 AssessmentPlanTemplate...........................................................................................................................................................................73 AssessmentReportTemplate......................................................................................................................................................................75 TeachingEvaluationPlan..............................................................................................................................................................................76 CourseEvaluations..........................................................................................................................................................................................77 Mid‐TermEvaluation.................................................................................................................................................................................77 EndofTermEvaluation............................................................................................................................................................................77 5
CURRICULUMOVERVIEW
MIAMIUNIVERSITYMISSION
Miami University, a student-centered public university founded in 1809, has built its success through an
unwavering commitment to liberal arts undergraduate education and the active engagement of its students in
both curricular and co-curricular life. It is deeply committed to student success, builds great student and alumni
loyalty, and empowers its students, faculty, and staff to become engaged citizens who use their knowledge and
skills with integrity and compassion to improve the future of our global society.
Miami provides the opportunities of a major university while offering the personalized attention found in the
best small colleges. It values teaching and intense engagement of faculty with students through its teacherscholar model, by inviting students into the excitement of research and discovery. Miami's faculty are nationally
prominent scholars and artists who contribute to Miami, their own disciplines and to society by the creation of
new knowledge and art. The University supports students in a highly involving residential experience on the
Oxford campus and provides access to students, including those who are time and place bound, on its regional
campuses. Miami provides a strong foundation in the traditional liberal arts for all students, and it offers
nationally recognized majors in arts and sciences, business, education, engineering, and fine arts, as well as
select graduate programs of excellence. As an inclusive community, Miami strives to cultivate an environment
where diversity and difference are appreciated and respected.
Miami instills in its students intellectual depth and curiosity, the importance of personal values as a measure of
character, and a commitment to life-long learning. Miami emphasizes critical thinking and independent thought,
an appreciation of diverse views, and a sense of responsibility to our global future.
CURRICULARVISION
TheoverallcurricularvisionforMiamiUniversitywasarticulatedwellinPresidentDavidC.Hodge’s2008Annual
Address,“TheEngagedUniversityandStudentSuccess”:
Fornearly200yearswehaveproducedgraduatesofuncommonqualitybecauseofthededicationofour
facultyandstaffandtheirdeepengagementwithourstudents.Wehaveaccomplishedthissuccessbecausewe
haveunderstoodtheimportanceofdevelopingthewholeperson,ofstrengtheningbothintellectandcharacter.
Wehaveembracedandencouragedthetotalstudentexperience,includingbothcurricularandco‐curricular
activities,becausewehaveintuitivelyunderstoodtheimportanceofintangibleslikeworkethic,initiative,
socialskills,leadership,andpersonalvaluestothelifelongprofessionalandpersonalsuccessofourgraduates.
Thisapproachtothestudentexperienceisasrelevanttodayasithaseverbeen,infact,evenmoreso.However,
toachievehigherlevelsofexcellence,itiscriticalthatweapproachourcoremissionwithgreaterclarityand
withanunderstandingofthepossibilitiesofcontemporaryeducation.Attheheartofthisapproachisa
reconceptualizationofwhatweexpectofourstudents‐thehistoricviewofastudentasareceiverofknowledge
cannowbereplacedbyaviewofthestudentasacreatorofknowledge,aviewthatfundamentallychangeshow
wethinkaboutstudentsand,moreimportantly,howtheythinkaboutthemselves.Itchangeshowweapproach
teachingandlearning.
Developingstudentsascreatorsofknowledgemustbedonepurposefullyandincrementally.Asstudentssteadily
develop,theirpersonaltraitsandcapacitiesimprove,andtheroleofthefaculty,learninggoalsandassignments
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andactivitiesshift.Thetablebelowsummarizestheshiftsthatstudentsandfacultymaketosteadilydevelop
studentsaslearners.
Stage
Student Traits
Foundations
Reliant upon external
formulas
Faculty Role
Key Goals
Reflective Scholar
 Ask relevant questions
 Identify multiple
perspectives
 Gain foundational
knowledge
Sample
Assignments &
Activities
 Simulations
 Role-playing different
perspectives
 Structured reflections
 Case studies, authentic
scenarios
 Multidisciplinary
panels
Intermediate
Questioning external
authorities; developing own
voice
Reciprocal Scholar
 Practice authentic tasks &
methods
 Collaborate on diverse
teams
 Connect inquiries to
personal beliefs
 Service learning projects
 Student-led classes
 Faculty-student research
teams
 Internships with ongoing
reflection
 Faculty-student teamtaught courses
Capstone
Using internal voice to guide
actions
Colleague, Mentor
 Design and reflect on own
inquiries
 Integrate learning from multiple
domains
 Apply lessons learned to future
goals
 Student-designed inquiries &
initiatives
 Portfolios
 Art exhibitions, solo
performances
 Conference presentations
 Publications
TheMiamiUniversitymissionandcurriculumvisionshouldguidethedevelopmentofalloftheMiamicurriculum.
DEFINITIONSANDTERMSRELATEDTOCURRICULUMANDCOURSES
Terminology
Academic
Program
Curriculum
Degree
Schoolor
College
Academic
Department
Definition
Example
Anycombinationofcoursesand/orrequirements
leadingtoadegreeorcertificate,ortoamajor,co‐
major,minororconcentration
FilmStudiesminor,China
BusinessProgram,
Mathematicsmajor,
Gerontologydoctoraldegree
“Acoherentprogramofstudythatisresponsiveto
Allofthecourseandother
theneedsandcircumstancesofthepedagogical
requirementsleadingtoa
contextandiscarefullydesignedtodevelopstudents’ particulardegree
knowledge,abilitiesandskillsthroughmultiple
integratedandprogressivelychallengingcourse
learningexperiences”(HubballandGold,2007,p.7)1
AnawardbytheOhioBoardofRegentsandthe
DoctorofPhilosophy,
MiamiBoardofTrusteesasofficialrecognitionofthe BachelorofArts
completionofaprescribedcourseofstudyfollowing
matriculation.
Academicorganizationaldivisionoftheuniversity
CollegeofArts&Science,
offeringcurricularprogramsleadingtoassociate,
SchoolofCreativeArts
baccalaureate,andadvanceddegrees
Administrativeunitwithinacollegeorschoolthat
DepartmentofPolitical
dealswithparticulardisciplinesorfieldsof
Science;AmericanStudies
knowledge(e.g.,theDepartmentofEnglish;the
Program
1Hubball,H.andGold,N.(2007,Winter).“TheScholarshipofCurriculumPracticeandUndergraduateProgramReform:
IntegratingTheoryandPractice.”INWolf,P.andHughes,J.C.Eds.CurriculumDevelopmentinHigherEducation:Faculty‐Driven
ProcessesandPractices.NewDirectionsforTeachingandLearning,no.112,SanFrancisco:Jossey‐Bass,5‐15.
7
DepartmentofMathematics).Somedepartments
administermorethanonemajor(e.g.,the
DepartmentofFrenchandItalian;theDepartmentof
ManufacturingandMechanicalEngineering).Insome
casesprograms(suchastheAmericanStudies
Program)functionlikedepartments;inthismanual,
"department"referstobothkindsofunits.
Major
Cohesivecombinationofcoursesincluding
introductory,intermediate,andadvanced
courseworkthatdesignatesastudent’sprimaryarea
ofundergraduatestudy.Majorscanbeestablished
orrestructuredtoincluderequiredoroptional
concentrations.Amajoristypically36‐76credit
hours.MajorsaredesignatedonUniversity
transcriptsatthetimethedegreeisawarded.
Concentration
Coordinatedgroupingofcourses,typicallyone‐third
(withinamajor) ofamajor,representingasub‐specializationor
emphasiswithinamajorfieldavailableforstudents
majoringinthatdiscipline.Concentrationsmaybe
offeredattheundergraduate,graduate,or
professionallevel.Majorswithaconcentrationare
designatedonUniversitytranscriptswhenthe
degreeisawarded.Note:Concentrationistheonly
approvedtermfortranscriptingasub‐specialization
orsequencewithinamajor.Termssuchas“option,”
“sequence,”“track,”or“specialization”shouldno
longerbeused(evenforacademicadvisingor
marketingpurposes)todenotespecializationswithin
amajor.
Divisional
Asetofcoursesorspecificrequirementsasdefined
Requirements
bytheindividualschoolorcollegethatarearequired
componentofastudent’sacademicprogram.
Course
Acourseisauniquecombinationoftitle,course
number,credithours,andothercourseattributes
thatmayincludetermsoffered,crosslistedcourses,
contacthours,pre‐orco‐requisites,credittype,level.
Academic
Recognitionofoutstandingachievementbyadegree
Honors
recipient,accordingtostandardsestablishedbythe
(Distinctionor
BoardofTrusteesandasnotedonthediplomaand
LatinHonors)
transcript
ProgramHonors Recognitionofoutstandingachievementbyadegree
recipient,accordingtoestablishedstandardsandas
notedonlyonthetranscript
Certificate
Academicprograminwhichthestudentcompletesa
prescribedcourseofstudy,typically12‐20
credits.Likeaminor,itisofferedtostudentsoutside
MusicPerformanceMajor
GlobalCulturalRelations
Concentrationinthe
InternationalStudiesMajor;
Cross‐CulturalLeadership
Concentrationinthe
BachelorofIntegrative
Studiesmajor;
EnvironmentalTechnology
intheMasterof
EnvironmentalScience
program
CASrequiredcourses,such
as:CAS‐A:Foreignlanguage
CAS‐B:Humanities
CAS‐B‐LIT:Literature
requirementofCAS‐B.
CAS‐C:Socialscience
CAS‐D:Naturalscience
CAS‐D/LAB:Laboratory
requirementofCAS‐D
CAS‐E:Formalreasoning.
ENG111,“Compositionand
Rhetoric”
Summacumlaude
Universityhonors,
departmenthonors
CertificateinGerontology
(offeredtodegree‐seeking
ornon‐degree‐seeking
8
ofthemajor.Itmayalsobeofferedtonon‐degree
seekingstudents.Thismaybeattheundergraduate,
graduateorprofessionallevel.Formatriculated
students,thistypeofcertificateisdesignatedon
Universitytranscriptswhenthecertificateis
awarded.Fornon‐matriculatedstudentsthe
certificateisdesignatedonUniversitytranscripts
uponcompletion.
students);
ChinaBusinessCertificate
(offeredonlytodegree‐
seekingstudentsinthe
FarmerSchoolofBusiness)
Certificate of
Completion
(non-credit)
A certificate offered by the University or by the
University in partnership with another
organization. These students are not currently
recorded in the official student information systems
and all records are kept by the offering unit. These
programs do not involve credit courses.
Get Lean Certification
Program
Co‐Major
Whentheprimarymajorrequiresdeclarationofa
secondmajor.Astudenttakingaco‐majormustalso
completeaprimarymajorinoneoftheacademic
divisionsatMiami.Completionoftheco‐major
satisfiestheMiamiPlanthematicsequence
requirement.
Sustainability Co-Major +
Primary Major in Any Field
or Discipline;
Co‐requisite
Coursesthatmustbetakenduringthesame
semesterbecausetheirsubjectmatterissimilaror
complementary.Co‐requisitesaregivenattheendof
coursedescriptions
Theco‐requisiteofMIS235,
“InformationTechnology&
theIntelligentEnterpriseis
BUS101,“Foundationsof
BusinessDecisionMaking.”
Coursesections
Courseswithlargeenrollmentsaredividedinto
sections.Sectionsareidentifiedbyletters.Afive‐digit
CRN(CourseReferenceNumber)alsoidentifiesa
coursesection.
Nogradeisreceivedforthiscourse.Studentsreceive
creditforaCorbetter;theydonotgetcreditifthe
gradeisC‐orlower.Acredit/no‐creditcourseisnot
figuredinthestudent’sGPA.Studentscanonlytake
one‐fourthoftheircourseworkoncredit/no‐credit
basis,andusuallycannottakecoursesinthemajor
thisway.First‐yearstudentsmustregisterforat
least12hoursforagradebeforetakingacredit/no‐
creditcourse.After20percentoftheclassmeetings,
studentscannotchangefromcredit/no‐credittoa
lettergradeorfromalettergradetocredit/no‐
credit.Somecoursesareonlyofferedascredit/no‐
credit.
Unitusedtomeasurecoursework.Thenumberof
credithoursisusuallybasedonthenumberofhours
perweektheclassmeets;forexample,athree‐hour
coursetypicallymeetsthreetimesaweekfor50
minuteseachtime.Onecredithourisusually
assignedfortwoorthreehoursinlaboratoryand
studiocourses.
Coursewherematerialtaughtcrossesmultiple
disciplinesorinwhichfacultymembersfromtwoor
Credit/no-credit
course
Credit hour
Cross-listed
course
Interactive Media Studies
Co-Major + Primary Major
in Any Field/Discipline
EDL110,“TheUniversity
andtheStudent”isa
credit/nocreditcourse.
HST111,Surveyof
AmericanHistory,isathree‐
creditcourse.
ImagesofAmericaisa
cross‐listedcoursewith
9
DoubleMajor
DualDegree
Joint Degree
Lec./Lab
moredepartmentsareeligibletoteach.Thecourse
mayormaynotbeofferedbytwoormore
departmentsduringthesameterm.
Astudentwhomeetsthemajorrequirementsoftwo
departmentsmaydeclare,andhaverecordedonthe
transcript,adoublemajor.Thestudentsmustobtain
priorapprovalfrombothdepartments(aswellasthe
appropriateschool(s)andcollege,ifthemajorsare
housedinseparatedivisions).Onemajormustbe
declaredtheprimarymajor.Studentswhograduate
withadoublemajorordegreeacrosstwoacademic
divisionsarerequiredtocompleteallUniversity
requirementsandtherequirementsofbothmajors
andacademicdivisions.
Designatedprogramsarrangedbetween
undergraduateandgraduate/professional
programs.Studentscanbeadmittedonaprovisional
basistothecombinedprogramanytimeduringtheir
academiccareeratMiami,fromthetimetheyapply
forundergraduateadmission.Uponearninga
minimumof64hoursandhavingaGPAof3.25or
greater,studentsmayapplytoacombinedprogram
bycompletingtheGraduateSchoolapplicationand
submittingmaterialsasrequiredbytheprogramto
whichtheyareapplying.Departmentsorprograms
withacombineddegreemayallowstudentsto
double‐countupto12hoursofgraduatecoursework
towardtheirundergraduatedegree.Aminimumof
150hoursisrequiredforthecombinedprogram,of
which30mustbegraduatecoursework.Studentsin
acombinedprogramwillremainundergraduates
untiltheyapplyforgraduationorsubmitarequestto
theGraduateSchooltohavetheirclassification
changedfromundergraduatetograduate.Students
musthavecompletedaminimumof128hourstobe
classifiedasagraduatestudent.Studentsmay
receivetheirbachelor’sdegreepriortocompleting
theirmaster’sdegree.Uponreceivingthebachelor’s
degree,studentswillautomaticallybeclassifiedas
graduatestudents.Studentsreceivingthebachelor’s
degreepriortocompletingthemaster’sdegreecan
countupto12hoursofgraduatecoursework
towardtheirbachelor’sdegree.Thosehousecanalso
counttowardthecompletionoftheirmaster’s
degree.
Aprogramestablished,coordinated,andawarded
jointlybetweentwohighereducationinstitutions.
Lectureandlaboratory;usedtoindicatehowmany
credithoursareearnedinlectureand/orin
laboratory.
AmericanStudiesandArt
(ART/AMS183)
Major:Journalism
Major:PoliticalScience
B.S./M.S.(3+2)
B.S./M.Ed.(4+1)
B.S./MAcc(4+2)
Master’sdegreein
populationandsocial
gerontology(MPSG)
betweenMiamiUniversity
andMahidolUniversity
Example:3Lec.1Lab.
10
Minor
Designatedsequenceofcoursesinadisciplineor
areaofundergraduatestudy.Likethemajor,itis
expectedtohavecoherenceandincreasing
sophistication.Aminoristypically18‐24credit
hours(orapproximatelyhalfofthemajor)andis
independentofthestudent’smajor.Minorsare
designatedonUniversitytranscripts.
Major:History
Minor:English
MPF
Global Miami Plan for Liberal Education
Foundation Course fulfills a part of the liberal
education requirement
MPT or MPC
MiamiPlanThematicSequencecourse
MiamiPlanCapstoneExperiencecourse
TheserefertotheMPF
courses:
I:Englishcomposition
IIA:FineArts
IIB:Humanities
IIC:SocialScience
III:GlobalPerspectives
IVA:Biologicalscience
IVB:Physicalscience
V:Mathematics,formal
reasoning,technology
H:Fulfillshistorical
perspectiverequirement
LAB:Fulfillslaboratory
courserequirementforthe
MiamiPlan;LABmustbe
precededbyIVAorIVBto
fulfilltheMPnaturalscience
laboratoryrequirement.
ThematicSequenceCourses
inPHL2EthicsinHealth
Care,”include:PHL131plus
twofromthefollowing:PHL
360A,“ConfrontingDeath,”
PHL375,“MoralIssuesin
HealthCare,”andPHL475,
“JusticeinHealthCare.”Not
opentomajorsin
DepartmentofPhilosophy.
Capstones:GTY440G:Field
ExperienceinGerontology
orHST400:SeniorCapstone
inHistory
Offered
infrequently
Prerequisite
Coursesmaybeofferedeverytwoorthreeyears
Sprint course
Course(s)thatmustbetakentoprovidebackground
forthecourserequiringtheprerequisite.Sometimes
permissionoftheinstructororanotherrequirement
(suchasgraduatestanding)maybeaprerequisiteto
acourse.
Coursethatmeetsforlessthanthefull14‐weekterm
orsemester,usuallyindurationsoffour,six,eight,or
twelveweeks.
PRINCIPLESOFCURRICULARDESIGN
TheprerequisitesforFIN
301,Introductionto
BusinessFinance,areECO
201and202andACC221
and222.
ART149,BeginningDigital
Photography,isasprint
course.
11
OneofthemostrespectedframeworksforcurriculardesignisthatofferedinUnderstandingbyDesignbyGrant
WigginsandJayMcTighe. Wiggins and McTighe advancea“backward”designprocessthatbeginswith
identifyingtheenduringunderstandingsthatstudentsshouldcarryfromthecourseormajor.Whatisitthata
facultymemberwantsstudentstorememberandbeabletoapplyasemesteraftertheyleaveacourse?Whatare
thebigideasthattranscendthecourse?
Specifically,thebackwardsdesignprocessemphasizestheteacher'scriticalroleasanassessoranddesignerof
studentlearningandinvolvesthefollowingthree‐stagebackwardplanningcurriculumdesignprocess.
Stage1:Identifydesiredresultsfocusesonidentifyingtheenduringconceptsanddesiredstudentoutcomes
beforeoutliningspecificsofthelessonplan.Enduringconceptsareimportantideasorcoreprocessesthatare
transferabletonewsituations,havelastingvaluebeyondtheclassroom,areattheheartofthediscipline,andare
oftenabstract,counterintuitive,andmisunderstood.Whatshouldstudentsknow,understand,andbeabletodo?
Whatisworthyofunderstanding?Thisapproachavoidstwocriticalerrorsinteaching:textbookcoverageor
teachingforrotememorizationandactivity‐basedteachingthatmaybeengagingbuthasnoclearpriorities.Ideas
areprovidedfordifferentiatingenduringunderstandingsfromtheknowledgeandskillssupportingthose
understandingsandfromsecond‐levelskillsorfactualknowledge.
Stage2:Determineacceptableevidenceconcentratesonthevarietyanddepthofassessmenttasksthat
areneededtovalidatethatthestudenthasachievedthedesiredenduringunderstanding.Studentsreveal
understandingwhentheyparticipateincomplex,authenticopportunitiestoengageinthesixfacetsof
understandingidentifiedbyWigginsandMcTighe:






Explanationprovidesthorough,supported,andjustifiedaccountsofphenomena,facts,anddata.
Interpretationisdesignedtopersonalizeinformation,contributingtorelevancyandlong‐termretention.
Applicationprovidesopportunitiestoutilizeandapplyunderstandingindiversecontexts.
Perspectiveseespointsofviewthroughcriticaleyesandears,thebigpicture.
Empathyfindsvalueinwhatothersmightfindodd,alien,orimplausible;i.e.,toperceivesensitivelyonthe
basisofpriordirectexperience.
Self‐knowledgerecognizesthatpersonalstyle,prejudices,projections,andhabitsofmindshapeand
impedeone'sownunderstanding.
Meaningfulassessmentrequiresavarietyoftools,includinginformalchecksinclass,observationandstudent
dialogue,formalquizzesandtests,academicprompts,andopen‐endedassessmenttasks.Scoringrubricscanalso
beusefulinassessingstudentlearning.
Stage3:Planlearningexperiencesandinstructionoccurswhenenduringunderstandingsand
appropriateevidenceofunderstandingculminateinaneffectiveinstructionalactivity.Thebackwarddesign
processflipsfromstartingatstage3tobeginningatstage1andmovingtostage3.Thedrivingfactoristhe
enduringconcept,nottheactivity.Stage3essentiallyasks,“Whatactivitieswillequipstudentswiththedesired
knowledgeandskills?”Thisrequirestheteachertoconsidertheintersectionofengagingtasksandeffectivetasks.
Activitiesatthisintersectionmotivatestudentstoexploreunderstandingsandmisconceptions.
ThesieveforactivitydesigniscalledWHERE.Howwillyouhelpstudentsknow?Wherearestudentsheadedand
Why?HowwillyouHookstudentsthroughengagingandthought‐provokingexperiences?Whatevents,realor
simulated,canstudentsExperiencetomaketheideasandissuesreal?Whatlearningactivitieswillhelpstudentsto
Explorethebigideasandessentialquestions?WhatinstructionisneededtoEquipstudentsforthefinal
performance?HowwillyoucausestudentstoReflectandRethinktodigdeeperintothecoreideas?Howwillyou
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guidestudentsinRehearsing,Revising,andRefiningtheirworkbasedonfeedbackandself‐assessment?Howwill
studentsExhibittheirunderstandingabouttheirfinalperformancesandproducts?Howwillyouguidethemin
self‐Evaluationtoidentifythestrengthsandweaknessesintheirownworkandsetfuturegoals?
CURRICULUMGOVERNANCE&SUPPORT
ACADEMICPOLICYCOMMITTEE
TheAcademicPolicyCommitteeadvisestheProvostandmakesrecommendationstoUniversitySenateonpolicy
relatedtoeducationalprograms,requirements,andstandards‐suchasgradingpolicyforundergraduates,
methodsofinstruction,evaluationofinstruction,advisingandcounselingforundergraduatestudentsand
programs,admissions,retention,andfinancialaid.ItconsultswithandadvisestheProvostaboutallothermatters
ofacademicpolicyaffectingtheUniversity.
COUNCILFORTHEUNDERGRADUATECURRICULUM
TheCouncilforUndergraduateCurriculumreviews,inlightofestablishedacademicpoliciesoftheUniversity,all
changesincurricula,degreerequirements,andnewmajorsandnewdegreesproposedbyacademicdivisionsand
forwardedtoUniversitySenatebytheacademicdeans,andrecommendstoUniversitySenatetheapprovalor
rejectionofthosechanges.TheCouncilforUndergraduateCurriculum,alongwiththeAcademicPolicyCommittee,
advisestheProvostoncriteriafortheestablishmentofnewmajorsandnewdegrees.
GLOBALINITIATIVES
Globalinitiativesoverseescontinuingeducationcourses,includingworkshops(internationalanddomestic).
Contact:CherylYoung,AssistantProvost,[email protected]
GRADUATECOUNCIL
TheGraduateCouncilreviewsallchangesingraduatecoursesproposedbyacademicunitsandrecommendstheir
approvalorrejectiontoUniversitySenate.TheCouncilconsultswiththeProvostandmakesrecommendationsto
Senateontheestablishmentofgraduateprograms,andonpoliciespertainingtomethodsofinstruction,evaluation
ofinstruction,advisingandcounseling,admissionsandretentionofgraduatestudents,andonotherpolicies
pertainingtotheadministrationofgraduateprograms.
Contact:JimOris,DeanoftheGraduateSchool([email protected])
LIBERALEDUCATIONCOUNCIL
TheLiberalEducationCouncilapprovestheinclusionofcoursesintheUniversityLiberalEducationcurriculum.
CoursessubmittedtotheCouncilshallalreadyhavebeenapprovedbyallotherappropriateacademicunits.
Contact:RichTaylor,DirectorofLiberalEducation([email protected])
MIAMIUNIVERSITYDOLIBOISEUROPEANCENTER(MUDEC)COMMITTEE
TheMUDECCommitteeadvisestheProvost,theDeanoftheJohnE.DoliboisEuropeanCenter,andthe
InternationalEducationCommitteeonmattersoftheCenter'scurriculum,ontheappointmentofBaseCourseand
visitingfaculty,andonsuchothermattersasdeemedappropriate.TheCommitteeservesastheCurriculum
CommitteefortheCenter.InconsultationwiththeDeanoftheJohnE.DoliboisEuropeanCenterandtheEuropean
faculty,itproposesrevisionstocurricularrequirements;proposes,develops,andrevisescoursesasappropriate;
andreviewscoursesproposedbyEuropeanfaculty.
13
Contact:TerriBarr,Chair([email protected])
UNIVERSITYHONORSPROGRAMADVISORYCOMMITTEE
TheUniversityHonorsProgramAdvisoryCommitteeadvisestheDirectoroftheUniversityHonorsProgramon
curricularandadministrativeissuesinvolvingtheprogramandapprovestheinclusionofcoursesintheUniversity
HonorsProgramcurriculum.
Contact:LindaMarchant,DirectoroftheUniversityHonorsProgram([email protected])
UNIVERSITYREGISTRAR
TheOffice of the University Registrarprovidesconsultationandadvisingpriortoandduringthecourseand
curriculumapprovalprocess.Italsotracksthecourseandcurriculumapprovalprocess.Divisionsreportapproval
ofnewcourses,changestocourses,newcurriculum(majors,degrees,certificates,etc.),orchangestoexisting
curriculumtotheOffice(viatheappropriateapprovalform),whereupontheOfficereportstheseapprovalstothe
OfficeoftheUniversitySecretary.Finally,theOfficeoftheRegistrarprovidesapermanentrepositoryforall
curricularandcourseapprovals.
See:MUPIM11.1.J.
UNIVERSITYSENATEANDSECRETARY
TheOffice of the University SecretaryreportsallcourseandcurriculumchangestoUniversitySenate.TheUniversity
Senateexplicitlyapprovesanewmajororanewdegree.Anewminor,anewcertificate,anewcourse,oranew
concentration(andrevisions,includingnamechangestothesame)appearsontheSenateconsentcalendar.
FollowingfinalactionbyUniversitySenate,theOfficeoftheUniversitySecretaryreportsallchangesincurriculum
totheOfficeoftheRegistrarforinclusioninthepermanentrepositoryforallcurricularandcourseapprovals.See:
MUPIM11.1.K.
ACADEMICORGANIZATION&PROGRAMS
ACADEMICDIVISIONS
LISTOFACADEMICDIVISIONS
MiamiUniversityhassevenacademicdivisions:
1.
2.
3.
4.
5.
6.
7.
CollegeofArtsandScience
FarmerSchoolofBusiness
CollegeofCreativeArts
CollegeofEducation,Health,andSociety
CollegeofEngineeringandComputing
CollegeofProfessionalStudiesandAppliedSciences
GraduateSchool.
ItalsohastheMiamiUniversityDoliboisEuropeanCenter(MUDEC),whichislocatedinLuxembourg.
CONSOLIDATION,PARTITION,TRANSFERORELIMINATIONOFACADEMICDIVISIONS
Resolution08‐09ofUniversitySenate,“GuidefortheConsolidation,Partition,Transfer,orEliminationofAcademic
Divisions,Departments,orPrograms”articulatestheprocessandguidelinesforalteringoreliminatingan
academicdivision.Thatresolutionreads:
14
Thepurposeofthisresolutionistoguidethedecision‐makingprocesswhenconsolidation,partition,transfer,or
eliminationofacademicdivisions,departments,orprogramsisunderconsideration.“Programs”inthisdocument
isdefinedasinterdisciplinaryprogramsanddegreeprograms.Fundamentaltoallthatfollowsistheprinciplethat
ordinaryadministrativechainsofcommandshouldalwaysbeobservedinthedecision‐makingand
implementationprocess;thatis,discussion,consultation,andfact‐findingwillnormallybeginattheprogrammatic
ordepartmentallevel,withrecommendationspassingthroughdivisionalchannelsbeforereachingtheProvost’s
office.Thisdoesnotprecludeinitiativeforsuchadecision‐makingprocesscomingfromahigherlevel,butitis
meanttoestablishtheprincipleofinvolving,inasubstantialway,thosewhoareclosesttotheareasunder
consideration.
Atalltimesintheprocessoutlinedbelow,everyeffortshouldbemadetokeeptheProvost,otherappropriate
Universityofficers,andthefaculty,staff,andstudentsinaffecteddivisions,departments,andprogramsinformed
oftheprogressofsuchdiscussionsastheytakeplace.Inordertofacilitatethiscommunicationandinkeepingwith
UniversitySenate’sprimaryresponsibilityforcurriculum,programsandcourseofferings,aprocesscoordinator
mustbedesignatedbytheProvostinconsultationwiththeExecutiveCommitteeofUniversitySenateatthepoint
whenaprogram,department,ordivisioninitiatesformaldiscussioninvolvingconsolidation,partition,transfer,or
elimination.
InconsultationwiththeProvost,theProcessCoordinatorischargedwith:(1)ensuringthatthedecision‐making
processisfairandempowersallconstituents;(2)ensuringthattheprocessnotonlyallowsadequatetimetohear
anddebateallconcerns,butalsoisasefficientaspossible;(3)actingasasoundingboardandmediator,as
required,throughoutthedecision‐makingprocess;and(4)actingasaliaisonbetweentheaffectedunitsand
UniversitySenate(notethattheProcessCoordinatordoesnotneedtobeamemberofUniversitySenate).
Thefollowingactionsshouldguidealladministratorsandkeystakeholderswheneverconsolidation,partition,
transfer,oreliminationisbeingformallyconsidered.Relevantcommunicationshouldoccuratatimethatwould
allowforsubstantivefeedbackfromaffectedparties.
Step1.
Arequestwitharationaleforconsolidation,partition,transfer,oreliminationofanacademic
degreeprogram,adepartment,program,ordivisionissubmittedtotheProvost.Thisrequestmay
bemadebythechairordirectoroftheunitinvolvedoritmaycomefromahigherlevel.
Step2
WhentheProvostdeemstherequestviable,theProvostshallnameaprocesscoordinatoratsuch
timethatformaldiscussioninvolvingconsolidation,partition,transfer,oreliminationbegins.In
consultationwiththepersonwhoinitiatedtherequestandtheDean,theProvostmayconstitutean
adhocprocesscommittee.
Step3.
InconsultationwiththeProvostandDean,theProcessCoordinatorshallensurethatinformationis
sharedwidelywithdivisions,departments,andprograms;andwithallinterestedpartieswithin
andexternaltoMiami.
Step4.
Thepersonsinvolvedininstitutingtherequest(alongwiththeadhoccommitteewhererequired)
willworkwiththeaffecteddepartment(s)orprogram(s)todevelopaspecificproposalthat
includescourseandtimelineofaction,andimpactanalysis.Theanalysisshouldassessbenefitsand
impactsontheUniversitymission,onallconstituentsandaffectedunits,andonbudget.Where
diverseperspectivesexist,theprocesscoordinatorwillensurethattheyareincludedintheimpact
analysis.IfdeemednecessarybytheProvostinconsultationwiththeDeanandchairordirector,a
formalorinformalAcademicProgramReviewmaybeincludedintheanalysis.
15
Step5.
InconsultationwiththeProvostandtheappropriatedean,andattheearliesttimepossibleinthe
process,theProcessCoordinatorwillensurethattheproposalispresentedanddiscussedata
regularlyscheduledmeetingofUniversitySenate.MultipleSenatevisitsmaybenecessary.
Step6.
InconsultationwiththeProvost,theProcessCoordinatorshallensurethattheCouncilofAcademic
Deansandallaffectedadministratorsanddepartmentsandprogramsareconsultedoncethe
proposalisinplace.
Step7.
TheProcessCoordinatorshallensurethattheproposalispresentedtoUniversitySenatefor
consideration.
Step8.
TheProcessCoordinatorandtheUniversitySenateshallmakerecommendationstotheProvost.
ACADEMICDEPARTMENTS,PROGRAMS,ANDCENTERS
CURRENTORGANIZATIONOFACADEMICDEPARTMENTSANDPROGRAMS
CollegeofArtsandScience
AirForceandNavalROTC
Anthropology(ATH)
Biology(BIO)
Chemistry&Biochemistry(CHM)
Classics(CLS)
ComparativeReligion(REL)
Economics(ECO)
English(ENG)
French&Italian(FREandITL)
Geography(GEO)
Geology(GLG)
German,Russian&EastAsianLanguages(GER)
History(HST)
Mathematics(MTH)
Media,Journalism,andFilm(MJF)
Microbiology(MBI)
Philosophy(PHL)
Physics(PHY)
PoliticalScience(POL)
Psychology(PSY)
Sociology&Gerontology(SOCandGTY)
Spanish&Portuguese(SPN)
SpeechPathology&Audiology(SPA)
Statistics(STA)
InterdisciplinaryPrograms
 AmericanCultureandEnglish(ACE)
 AmericanStudies(AMS)
 Asian/Asian‐AmericanStudies(AAS)
 BlackWorldStudies(BWS)
 IndividualizedStudies(WesternProgram)(WST)
 InternationalStudies(ITS)
 LatinAmerican,Latino/a&CaribbeanStudies(LAS)
 UniversityStudies
16

Women’s,Gender&SexualityStudies(WGS)
CentersandInstitutes:
 ArmstrongInstituteforInteractiveMediaStudies
 CenterforAmerican&WorldCultures
 CenterforAnimalBehavior
 CenterforAquatic&WatershedSciences
 CenterforBioinformaticsandFunctionalGenomics
 CenterforAdvancedMicroscopyandImaging
 CenterforEnvironmentalEducation
 CenterforNeuroscience&Behavior
 CenterforPublicManagementandRegionalAffairs
 CenterforChemistryEducation
 EcologyResearchCenter
 InstitutefortheEnvironmentandSustainability
 ScrippsGerontologyCenter
 HavighurstCenterforRussianandPost‐SovietStudies
 Mallory‐WilsonCenterforHealthcareEducation
 InteractiveLanguageResourceCenter
 StatisticalConsultingCenter
 SummerUndergraduateMathematicalSciencesResearchInstitute
FarmerSchoolofBusiness
Accountancy(ACC)
Economics(ECO)
Finance(FIN)
InformationSystems&Analytics
Management(MGT)
Marketing(MKT)
Centers&Institutes:
 InstituteforEntrepreneurship
 CenterforSocialEntrepreneurship
 CenterforBusinessExcellence
CollegeofCreativeArts
Architecture&InteriorDesign(ARC)
Art(ART)
Music(MUS)
Theatre(THE)
Centers&Institutes:
 ArtMuseum
CollegeofEducation,Health,andSociety
EducationalLeadership(EDL)
EducationalPsychology(EDP)
FamilyStudiesandSocialWork(FSW)
KinesiologyandHealth(KNH)
TeacherEducation(EDT)
Centers:
17







DiscoveryCenter
Ohio’sEvaluationandAssessmentCenterforMathematicsandScienceEducation
HeckertCenterforChildren’sReadingandWriting
CenterforHumanDevelopment,Learning,andTechnology
CenterforEducationandCulturalStudies
CenterforHealthEnhancement
Questionnaire&TestDesign‐AnalysisLaboratory
CollegeofEngineering&Computing
Chemical,Paper,andBiomedicalEngineering
MechanicalandManufacturingEngineering
ElectricalandComputerEngineering
ComputerScienceandSoftwareEngineering
Centers&Institutes:
 AugmentedRealityCenter
 LockheedMartinLeadershipInstitute
 MobileLearningCenter
CollegeofProfessionalStudiesandAppliedSciences
IntegrativeStudies(BIS)
BusinessTechnology(BTE)
ComputerandInformationTechnology(CIT)
JusticeandCommunityStudies(JCS)
EngineeringTechnology(ENT)
Nursing(NSG)
GraduateSchool
ESTABLISHMENTOFANACADEMICDEPARTMENTORPROGRAM
AccordingtoArticleII,Section5ofthe“RegulationsoftheBoardofTrustees,”“Anacademicdepartmentisan
administrativeunitestablishedtocombinethevariousofferingsofaparticularacademicdisciplineorareaof
knowledge.ThenumberanddesignationofsuchdepartmentsshallbedeterminedbythePresident,subjectto
approvalbytheBoard.”
ACADEMICUNITNAMECHANGE
Requests for name changes to academic departments (programs, if appropriate) and/or divisions, after consultation with
the relevant parties, are reported on the University Senate consent calendar and require the approval of the following
bodies: department chair (program director, if appropriate), academic dean of the division, Provost, and the Board of
Trustees. For more information, please see MUPIM 2.9.B.
Once the name change has been approved by all of the necessary Miami bodies or persons, a change request must also be
submitted to the Ohio Board of Regents.
CONSOLIDATION,PARTITION,TRANSFER,ORELIMINATIONOFACADEMICDEPARTMENTSANDPROGRAMS
Theguidelinesfortheconsolidation,partition,transfer,oreliminationofacademicdivisions(describedabove)
alsoapplytoacademicdepartmentsandprograms.
ACADEMICDEGREEPROGRAMS
DEFINITIONOFANACADEMICDEGREE
18
AccordingtotheOhioBoardofRegents,anacademicdegreeisdefinedas“anyrecognitionorawardforcompletion
ofaprescribedcourseofstudyinaninstitutionofhighereducationdesignatedbythecustomarytitlesofassociate,
bachelor,master,specialistordoctor.“
MiamiUniversityoffersassociate,bachelor’s,master’s,anddoctoraldegrees.
Associate’sDegree:Anawardthatrequirescompletionofatleast64semestercredithourswithacertain
numbercomingfromMiamiUniversity.SixteencredithoursmustcomefromtheMiamiregionaldivisionforall
associate’sdegrees,exceptfortheAssociateinArtswhichrequires32ofthe64hoursfromanyMiamidivision.All
associatedegreesmusthavestudentlearningoutcomesandanongoingplanforassessingthem.



AssociateofArtsandAssociateofSciencedegreesaredesignedforstudentswishingtocompletethefirst
twoyearsofabachelor’sdegree,aswellasthosedesiringtwoyearsofaliberalartseducation.
AssociateofAppliedBusinessandAssociateofAppliedSciencedegreesareawardedinrecognitionof
successfulcompletionofcareertechnicaleducationprogramsandpreparestudentforimmediate
employmentupongraduation.Thecurriculaforappliedassociate’sdegreeprogramsaredescribedin
termsoftechnicalandnon‐technicalstudies.Non‐technicalstudiesincludegeneraleducationandcourses
thatserveasabaseforthetechnicalfield(sometimesreferredtoas“appliedgeneraleducation”or“basic”
coursework).Non‐technicalstudiesshouldmakeupapproximately50%ofthecurriculum.
AssociateofTechnicalStudydegreesareawardedforsuccessfulcompletionofanindividuallyplanned
programofstudydesignedtorespondtotheneedforspecializedtechnicaleducationnotcurrently
availableintheformaldegreeprogramsavailableonaparticularcampus.Theprogrammusthaveanarea
ofconcentrationwhichisequivalenttoatleast30semestercredithoursintechnicalstudiesandaclearly
identifiablecareerobjective.
Bachelor’sDegree:Anawardthatrequirescompletionofatleast128semestercredithours;bachelor’sdegree
programsdonotnormallyexceed146semestercredithoursunlesstheadditionalcourseworkisrequiredtomeet
professionalaccreditationorlicensingrequirements.Thedegreeincludesfulfillmentofliberaleducation,
divisionalandmajorrequirements.Atleast32ofthecredithoursmustbefromMiamiUniversity,including12of
thefinal20hoursrequiredforthebachelor’sdegree.Ifstudentsareenrolledinanarts‐professionalarrangement
program,inwhichtheytransfertoanotheruniversityafterthreeyears,youmustearn96Miamicredithoursinthe
collegeofArtsandScienceofMiamiUniversity.Bachelor’sdegreesmaybeawardedforgeneralareasofstudy,
suchasthoserecognizedbytheBachelorofArtsandtheBachelorofSciencedegreesorinspecializedprofessional
andtechnicalfieldssuchastheserecognizedbytheBachelorofFineArts.Althoughbachelor’sdegreesrequire
completionofaspecifiednumberofcredithours,thelengthoftheprogramcanvary.Allbachelor’sdegreesmust
havestudentlearningoutcomesandanongoingplanforassessingthem.
Master’sDegree:Anawardthatrequiresthesuccessfulcompletionatleast30semestercredithours.Master’s
degreessuchastheMasterofArtsandtheMasterofSciencearetypicallyconsideredresearchgraduatedegrees,
andinvolvesixto12credithoursofresearchtodiscovernewknowledge.Somedepartmentsofferathesis‐type
master’sprogram,whileothersofferacourse‐typeprogram.Master’sdegreesmayalsorecognizepreparationfor
professionalpractice.Examplesofprofessionalpracticemaster’sdegreesincludetheMasterofBusiness
Administration(MBA)andtheMasterofSocialWork(MSW).Allmaster’sdegreesmusthavestudentlearning
outcomesandanongoingplanforassessingthem.
DoctoralDegree:Thehighestawardastudentcanearnforgraduatestudy.TheDoctorofPhilosophy(PhD)is
typicallyconsideredaresearchdegreeandinvolvespreparationfortheconductofindependentresearchandthe
discoveryofnewknowledge.Doctoraldegreesmayalsorecognizepreparationforprofessionalpractice.
19
ExamplesofprofessionalpracticedoctoraldegreesincludetheDoctorofEducation(Ed.D.).MiamiUniversity
offerstheDoctorofPhilosophyinthedepartmentsofBiologicalSciences,ChemistryandBiochemistry,Education,
EducationalLeadership,English,Geology&EnvironmentalEarthScience,Gerontology,History,Microbiology,and
Psychology.TheDoctorofEducationisawardedintheDepartmentofEducationalLeadership.Eachdoctoral
degreeprogramhasdifferentrequirements.
GUIDELINESFORSUBMISSIONOFDEGREEPROGRAMPROPOSALS
Theinternalinstitutionalprocessforproposinganycurriculumleadingtoanewundergraduateorgraduate
degree,includingnamechangestothesame,beginswithapprovalbythedepartmentorprogram,after
consultationwithotherdepartmentsorprograms(whereappropriate).
Pleasenote:NewdegreesmustbeapprovedbyMiamiUniversityaswellasbytheOhioBoardofTrusteesandthe
OhioBoardofRegents.Toexpeditetheprocess,departmentsandprogramsareencouragedtoworkwiththeOffice
oftheProvosttosubmitanInitialInquirytotheOhioBoardofRegentsearlyintheinternalinstitutionalapproval
process.ContacttheOfficeoftheProvostfortheInitialInquiryform.
ProposalformsfornewdegreeprogramscanbefoundontheOffice of the Registrar website.
Theproposalmustbesubmittedforapprovalbythefollowingbodies:
Approving Body or Person
Undergraduate
Graduate
Department or Program
*
*
Division
*
*
Council for Undergraduate Curriculum
*
Graduate Council
*
Council of Academic Deans
*
*
University Senate
*
*
President
*
*
Board of Trustees
*
*
Ohio Board of Regents
*
*
Higher Learning Commission Notification
*
*
*Note: Upon approval by the Board of Trustees, the Office of the University Secretary, in consultation with the academic
division and department or program, shall submit proposals for new undergraduate degrees to the Ohio Board of Regents
(OBOR) and Higher Learning Commission. The Graduate School reports proposals for new graduate degrees to the
Regents Advisory Committee on Graduate Study (RACGS) and Higher Learning Commission.
For more information, see: MUPIM 11.1.E.
COMBINEDDEGREEPROGRAMS
Thecombined bachelor’s-master’s programallowshighlyqualifiedstudentstosimultaneouslypursuebotha
bachelor’sandmaster’sdegree.Currently,Miamioffersover20programsthatcanbecompletedinthecombined
format.
AdmissionRequirements:Studentscandeclaretheirinterestinthecombinedprogramanytimeduringtheir
academiccareeratMiami,fromthetimetheyapplyforundergraduateadmission.Uponearningaminimumof64
hoursandhavingaGPAof3.25orgreater,studentsmayapplytoacombinedprogrambycompletingtheGraduate
Schoolapplicationandsubmittingmaterialsasrequiredbytheprogramtowhichtheyareapplying.Standard
applicationandadmissionproceduresshallbeused.Bothfull‐andpart‐timestudentsmayparticipateinthe
combinedprogramatadepartment’sdiscretion.Regulartime‐limitsforcompletingthemaster’sdegreeapplyto
studentsinacombinedprogram.
20
DoubleCountingGraduateHours:Departmentsorprogramswithacombineddegreemayallowstudentstodouble‐
countupto12hoursofgraduatecourseworktowardtheirundergraduatedegree.Withpermissionofthe
appropriateadvisor(s)anddean(s)ortheirdesignee(s),thesestudentsmaycountthegraduatecoursestoward
theirmajor,minor,electives,anduniversityrequirements.Aminimumof150hoursisrequiredforthecombined
programwhichincludesaminimumof120semesterhoursforthebachelor’sdegreeandaminimumof30hours
ofgraduatework(500levelandabove)foramaster’sdegree.
StudentClassificationandGraduation:Studentsinacombinedprogramwillremainundergraduatesuntilthey
applyforgraduationorsubmitarequesttotheGraduateSchooltohavetheirclassificationchangedfrom
undergraduatetograduate.Studentsmusthavecompletedaminimumof128hourstobeclassifiedasagraduate
student.Studentsmayreceivetheirbachelor’sdegreepriortocompletingtheirmaster’sdegree.Uponreceiving
thebachelor’sdegree,studentswillautomaticallybeclassifiedasgraduatestudents.Studentsreceivingthe
bachelor’sdegreepriortocompletingthemaster’sdegreecancountupto12hoursofgraduatecoursework
towardtheirbachelor’sdegree.Thosehourscanalsocounttowardthecompletionoftheirmaster’sdegreeas
indicatedabove.Undergraduatehourscannotcounttowardthegraduatedegree.
StudentsmaywithdrawfromthecombinedprogrambycompletingawithdrawalformattheGraduateSchool.The
studentmustnoteonthewithdrawalformthathe/sheiswithdrawingonlyfromthecombinedprogramand
wishestoretaintheirstatusintheundergraduateprogram.Thestudentmustalsonotifytheirdepartmentoftheir
decisiontowithdrawfromthecombinedprogram.
GuidelinesforProposingaCombinedProgram
Eachofthetwodegreesmustundergotheapprovalprocessforanynewdegreeprogram.Onceapproved,the
chairordirectorofthecombinedprogramshouldcontacttheGraduateSchoolsothatitislistedamongtheoptions
ofcombineddegreeprogramsatMiami.Thedepartment(s)orprogram(s)hostingthecombineddegreeisalso
encouragedtomarketitontheirdepartmentalwebsites.
OHIOBOARDOFREGENTSGUIDELINESFORAPPROVALOFDEGREEPROGRAMS
UndergraduateDegrees
BothMiamiUniversityaswellastheOhioBoardofRegentsmustapproveallnewacademicdegrees.Belowarethe
stepsneededforapprovalofanewundergraduatedegreebytheOhioBoardofRegents:
1. InitialInquiry:TheProvostsubmitsanInitialInquiryatleastsixmonthspriortotheplanned
implementationofthenewdegree.TheInquirymaybesubmittedpriortothecompletionofinternal
institutionalapprovalprocessesandwillbesharedwithindividualschargedwithoversightoftheOhio
BoardofRegentsCourseandProgramSharingNetwork.
2. PostingofRequest:OncetheInquiryisreceived,theinstitutionandnameofproposeddegreeisposted
ontheOhioBoardofRegents’website:http://regents.ohio.gov/programapproval/pending.php.
3. Proposal:Afterthenewdegreehasreceivedalloftherequiredinternalapprovals,theinstitution’s
presidentorchiefacademicofficersubmitsaProposalatleastthreemonthspriortotheplanned
implementationofthenewdegree.TheProposalprovidesinformationtodemonstratethattheprogram
meetstheGeneralStandardsforAcademicPrograms.
 ThelinktotheProposaltemplatecanbefoundontheOhioBoardofRegentswebsite.
 Ifthenewdegreecontainsaprogramthatleadstoeducationlicensureorendorsement,theeducator
preparationprogramreviewwillproceedconcurrently.
 AProposalmustbesubmittedwithinoneyearofsubmissionoftheInitialInquiryoranewInitial
Inquiryisrequired.
4. StaffReviewofProposal:Chancellor’sstaffmembersreviewtheproposalforcompletenesspriorto
presentationforexpertcommentfrompeerinstitutions.
21
5. PeerReviewofProposal:
 Theproposaliscirculatedtoalistservofcampuscontactstosolicitcommentsfromexpertswithinthe
discipline
 Thepeerreviewfocusesonthequalifications,experienceandsufficiencyoffaculty,thecurriculumand
itsalignmentwithexpectationsforthediscipline,theneedforthedegreeandtheresources(e.g.,
classrooms,libraries,technology,laboratory,equipment)availabletosupportthedegree.
 PeerinstitutionsandtheChancellor’sstaffwillhave30daystosubmitcommentstothelistserv.
6. InstitutionalResponseDocument:Proposinginstitutionswillhaveanopportunitytoprovideawritten
responsetothepeercomments.ThisresponsedocumentwillbesubmittedtotheChancellor’sstaffatleast
twomonthspriortotheplannedimplementationofthenewdegree.
7. ResolutionofConcerns:TheChancellor’sstaffmembersworkwiththeinstitutionproposingthe
programtoaddressquestionsorconcernsraisedduringthepeercommentperiod.
8. PublicCommentPeriod:IftheprogramisrecommendedtotheChancellorforapproval,abackground
summarywillbepostedontheOhioBoardofRegents’websiteforaten‐daypubliccommentperiod.
9. Chancellor’sApproval:TherequestandpubliccommentsareforwardedtotheChancellorforfinal
approval.
GraduateDegrees
TheOhioBoardofRegents’AdvisoryCommitteeonGraduateStudies(RACGS)overseesthepeerreviewofnew
graduatedegreerequests.ThemembersofRACGSarethegraduatedeans(ordesignees)ofeachofOhio’spublic
researchinstitutionsandtheUniversityofDaytonandCaseWesternReserveUniversity.
1. ProgramDevelopmentPlan(PDP):Theinstitution’sRACGSrepresentativesubmitsaPDPatleast12
monthspriortotheplannedimplementationofthenewdegree.ThePDPmaybesubmittedpriortothe
completionofinternalinstitutionalapprovalprocesses
 TheformatforthePDPisintheRACGSGuidelinesandProceduresforReviewandApprovalofGraduate
DegreePrograms.
 ThePDPissubmittedelectronicallytotheRACGSlistserv([email protected])forcirculation
amongtheRACGSmembersandtheChancellor’sstaff.
 Ifthenewdegreecontainsaprogramthatleadstoaneducationlicenseorendorsement,thePDPmust
indicatethespecificlicenseorendorsementthattheinstitutionintendstooffer.Eachareawillrequire
thesubmissionofaneducationsupplementtotheinternalBoardofRegentsteamresponsibleforthe
approvalofeducatorpreparationlicensesandendorsementsandmayrequireasitevisit.TheRACGS
administrator(AssociateDeanoftheGraduateSchool)willfacilitatecoordinationofthereviewofthe
degreebyRACGSandtheeducatorpreparationreviewofthelicenseorendorsementcomponent.
 IncaseswheregraduatedegreesarepreparingP‐12educatorsforworkinschools,additionalforms
mayneedtobecompletedeveniftheprogramdoesnotleadtoaneducationlicenseorendorsement.
TheRACGSadministratorwillcoordinatethereviewbyRACGSandthereviewoftheP‐12education
component.
2. PostingofRequest:OncethePDPisreceived,theinstitutionandnameofproposeddegreeispostedon
theOhioBoardofRegents’website:(http://regents.ohio.gov/programapproval/pending.php).
3. PeerReview:ThegraduatedeanssharethePDPwithexpertswithinthedisciplineattheirinstitutions,
whothenprovidesuggestionsforimprovements(graduatedeanshavesixweekstosubmitcommentsto
theRACGSlistserv).TheChancellor’sstaffmembersmayalsochoosetoprovidecommentsonthePDP.
BasedontheRACGSreviews,thereviewoftheeducationlicenseandendorsementcomponents(when
applicable)anditsownassessment,theproposinginstitutionwilldecidewhetherthePDPshouldbe
expandedtoaFullProposalandbesubmittedforRACGSreview.
22
4. FullProposal:Afterthenewdegreehasreceivedalloftherequiredinternalapprovals,theinstitution’s
RACGSrepresentativesubmitstheFullProposalelectronicallytotheRACGSlistservandrequestsresponses
fromdisciplinaryexpertsandtheChancellor’sstaffwithin6weeks.
 TheformatfortheFullProposalisintheRACGSmanual.
 Ifthenewdegreecontainsaprogramthatleadstoaneducationlicenseorendorsement,thefull
proposalwillbeforwardedtotheinternalBoardofRegentsteamresponsiblefortheapprovalof
educatorpreparationlicensesandendorsements.TheRACGSadministratorwillfacilitatecoordination
ofthereviewofthefullproposalbyRACGSandthelicenseorendorsementcomponent.
 TheFullProposalissubmittedelectronicallytotheRACGSlistserv([email protected])for
circulationamongtheRACGSmembersandChancellor’sstaff.
 AFullProposalmustbesubmittedwithin2yearsoranewPDPisrequired.
5. PeerandChancellor’sStaffReviewoftheFullProposal:ThegraduatedeanssharetheFullProposal
withexpertswithinthedisciplineattheirinstitutions,whothenprovidetheirwrittencommentstothe
graduatedeanviathelistservwithin6weeks.TheChancellor’sstaffmembersmayalsochoosetoprovide
commentsonthefullproposal.
6. ResponseDocumentandRACGSPresentation:
 BasedonthecommentsreceivedontheFullProposal(includinganycommentsmaderegardingthe
educatorpreparationportionoftheprogram),theproposinginstitutionpreparesaResponseDocument.
TheformatfortheResponseDocumentisintheRACGSmanual;alinktothatmanualcanbefoundin
AppendixI.
 ThechairofRACGSschedulesaformalpresentationoftheproposalatanupcomingRACGSmeeting.
 TheinstitutionpoststheResponseDocumenttotheRACGSlistservatleast10dayspriortotheformal
presentation.
 FacultymembersfromtheproposinginstitutionpresenttheproposaltoRACGSmembersand
Chancellor’sstaff.
7. RACGSRecommendation:Followingthepresentation,eachRACGSmembervoteseithertorecommend
ornotrecommendthenewdegreetotheChancellor.Atwo‐thirdsaffirmativevoteofthosepresent(witha
minimumofeightaffirmativevotes)isrequiredforapositiverecommendation.
8. PublicCommentPeriod:IftheprogramisrecommendedtotheChancellorforapproval,abackground
summarywillbepostedontheOhioBoardofRegents’website
(http://regents.ohio.gov/programapproval/pending.php)fora10‐daypubliccommentperiod.
9. Chancellor’sApproval:TherequestandpubliccommentsareforwardedtotheChancellorforfinal
considerationandapproval.
HIGHERLEARNINGCOMMISSIONGUIDELINESFORAPPROVALOFNEWDEGREEPROGRAMS
TheHigherLearningCommissionrequiresthatMiamiUniversitynotifytheCommissionwhenitcreates,cancelsor
suspendsanacademicdegreeprogram.Inmostcases,thisnotificationcanoccurafterthedegreeprogramhas
beenfullyapproved.
However,ifthedegreeprogramhasanyofthefollowingcharacteristics,thecommissionrequiresthatMiamiseek
approvalpriortoundergoingtheentireapprovalprocess:



Thedegreeprogramrequiresallocationofsubstantialfinancialinvestmentorresources;
ThedegreeisatacredentiallevelnotincludedinMiami’saccreditation;
ThedegreeprogramofferscoursesoutsidetherangeofMiamiprogramscurrentlyapprovedbythe
Commission;
23

50%ormoreofthecoursesorcreditsinthedegreeprogramareprovidedthroughalternatedelivery.
ToseekapprovalornotifytheHigherLearningCommission,pleasecontactMiami’sOfficeofInstitutional
Research.
ForinformationaboutchangeapprovalsfromtheHigherLearningCommission,see:
http://www.ncahlc.org/Information‐for‐Institutions/institutional‐change.html.
FLOWCHARTFORNEWDEGREEPROGRAMS
Departmental Approval
Divisional Approval
Letter of Intent to Ohio Board of Regents; Contact Higher Learning Commission (if applicable)
Council for Undergraduate Curriculum OR Graduate Council Approval
Council of Academic Deans
University Senate Consent Calendar whereby Registrar is notified
Presidential Approval
Board of Trustees Approval
Ohio Board of Regents Proposal & Approval
Report to Higher Learning Commission
CHANGESTOANEXISTINGDEGREEPROGRAMORMAJOR
InternalApprovalProcess
Changestoanexistingdegreeprogramormajorrequirebothinternalandexternalformsofapproval.Changes
comeintwoforms:
24
1) Additionalorminorchangewhichconsistsofaddingacoursetoanexistingmenuofcourseoptionsforthe
degreeormajorwithoutincreasingthenumberofcredithoursrequiredforthedegree;
2) Significantormajorchangewhichincludesanyofthefollowing:
 Changeintitle(e.g.ClinicalLaboratorySciencetoMedicalLaboratoryScience);
 Changeintotalhoursforthemajor;
 Changeinrequirements,suchas:
a. Addingarequirementthathasneverbeenapproved,
b. Deletingarequirementthatwaspreviouslyapproved,or
c. Changingthenumberofcoursesorhoursneededtocompleteanarea(e.g.,reducingthenumberof
relatedhoursfrom15to12).
Anadditionalorminorchangerequiresapprovalfromtheappropriatedeanorhisorherdesigneesenttothe
OfficeoftheUniversityRegistrarsothatthechangecanbemadetotheGeneralBulletinandDegreeAuditReport.
Significantchangesneedtoundergothefullprocessofinternalapproval,usingtheformavailableontheOfficeof
Registrarwebsite.Theprocessincludesapprovalsfromtheentitiesarticulatedbelow.
Pleasenote:Ifthechangeinvolvesthemodificationof50%ormoreoftherequirementsofthedegreeormajor,a
changetothenameofthedegreeormajor,orthecreationofaseparatedegreedesignationforaspecialization
currentlyofferedwithintheexistingdegree,thenapprovalfromtheOhioBoardofRegentsisnecessary.
Approving Body or Person
Department or Program
Division
Graduate Council (graduate degrees only)
Council of Academic Deans
University Senate
Ohio Board of Regents (if the change involves 50% or
more of the degree requirements, name change or
separate designation)
Higher Learning Commission Notification
Undergraduate
*
*
*
*
*
Graduate
*
*
*
*
*
*
*
*
OhioBoardofRegentsApprovalProcess
UndergraduateDegrees
Ifthedegreeprogramchangeinvolvesthemodificationof50%ormoreoftherequirementsforthedegreeor
major,thenthedepartmentorprogrammustseekapprovalfromtheOhioBoardofRegents.
Thestepsneededforapprovalaredescribedbelow:



ChangeRequest:TheOfficeoftheProvostsubmitstheappropriateChangeRequestatleastthreemonths
priortotheplannedimplementationthechange.ThelinktotheChangeRequesttemplatescanbefoundon
theOhioBoardofRegentswebsite.PleasecontacttheOfficeoftheProvostforassistanceinsubmittingthe
changerequest.
StaffReviewofRequestandResolutionofConcerns:TheChancellor’sstaffmembersreviewthe
requestforchangetoensurethattheproposedchangesareinlinewiththeGeneralStandardsforAcademic
Programsandworkwiththeinstitutiontoresolveanyconcerns.
LetterofAcknowledgement:Aletteracknowledgingtheapprovalofthechangeissenttothepresident
orchiefacademicofficeroftheinstitution.
25
GraduateDegrees
TheproceduresforRACGSinstitutionsmakingchangestopreviouslyapprovedprogramsfallintotwocategories—
thoserequiringRACGSnotificationonlyandthosethatrequireRACGSapproval.Theprocessesforeachare
outlinedbelow.
ChangesRequiringNotificationOnly:Changestoapreviouslyapprovedprogramthatinvolve:a)program
deliveryatanoff‐campussite;b)programdeliveryinanonline,blendedorflexiblydeliveredform;orc)degree
titlesarenormallyhandledthroughanotificationprocess.




TheGraduateSchoolwhichisMiami’sRACGSrepresentativesubmitstheappropriateChangeRequest
electronicallytotheRACGSlistserv([email protected])atleastthreemonthspriortotheplanned
implementationthechange.ThelinktotheChangeRequesttemplatescanbefoundontheOhioBoardof
Regentswebsite.
Iftheprogramleadstoaneducationlicenseorendorsement,aseparatereviewisneeded.Coordinationof
thenotificationrequestandthereviewofthechangetotheeducationlicenseorendorsementcomponent
willbecoordinatedbytheRACGSadministrator.RACGSmemberswillbenotifiedoftheoutcomeofthe
educationreviewwithin30days.
IfaRACGSmemberdoesnotraiseanobjectionwithin45daysofnotification,itisassumedthatthereisno
objectiontotheproposedchange,andtheproposedchangeisrecommendedforapprovalasan
“informationitem”intheminutesofthenextRACGSmeeting.
IfaRACGSmemberdoesrespondwithanobjection,theproposingRACGSmemberwillbenotifiedand
askedtorespondtotheobjection.Ifnoresolutionisreachedviaemail,theitemwillbediscussedatthe
nextRACGSmeeting,andaformalvoteforapprovalwillbetaken.IfamajorityofRACGSmemberspresent
approvetheproposedchange,theproposedchangeisrecommendedforapprovalintheminutesofthe
RACGSmeeting.
ChangesRequiringRACGSReviewandApproval:Changestopreviouslyapprovedprogramsthatinvolve:a)
changestomorethan50%oftheapprovedprogram;b)changestothedegreenameordegreedesignation;orc)
requeststocreateaseparatedegreedesignationforaspecializationcurrentlyofferedwithinanexistingdegree
mustbereviewedandformallyrecommendedforapprovalbyRACGS.



Arequesttochangegreaterthan50%ofthecurriculumwithinaparticulardegreedesignationrequires
thataFullProposalbesubmittedandapprovedthroughthenormalRACGSprocessfortheapprovalofnew
graduatemajorsordegreeprograms.Notethattheprocessisabbreviated,beginningwithaFullProposal
ratherthanwithaPDP.
ArequesttochangethedegreenameorthedegreedesignationrequiresaformalRACGSreview.Ifthe
changeinthedegreenameisachangefromaresearchdegreetoaprofessionaldegree,aFullProposalmay
besubmittedtoRACGSwithoutsubmissionofthePDP.Iftheproposedchangeisfromamaster’sdegreeor
aprofessionaldegreetothePhD,theprocessforapprovinganewgraduatemajorordegreeprogram,
beginningwiththePDP,mustbefollowed.
Arequesttocreateaseparatedegreedesignationforaspecializationcurrentlyofferedwithinanexisting
degreerequiresthataFullProposalbesubmittedandapprovedthroughthenormalRACGSprocessforthe
approvalofnewgraduatemajorsordegreeprograms.Notethattheprocessisabbreviated,beginningwith
aFullProposalratherthanwithaPDP.
ProgramsthatLeadtoEducationLicensesandEndorsements
TheOhioRevisedCoderequirestheChancelloroftheOhioBoardofRegentstoapprovechangestoprogramsthat
leadtoeducationlicensesandendorsements.Forthepurposesofreview,changeisdefinedasamodificationof
26
50%ormoretoanycourse,fieldexperienceorassessmentwithinaprogramthatleadstoaneducationlicenseor
endorsement.
Thefollowingprocessisusedwhenchangestoeducationprogramsdonotmeetthethresholdforchangetoa
degreeordegreeprogram(e.g.,a50%changetotherequirementsordelivery),butdomeetthethresholdfor
changetoaprogramleadingtoaneducationlicenseorendorsement.



SubmissionoftheChangeRequest:TheProvostOfficesubmitstheappropriateEducationChange
Requestatleastthreemonthspriortotheplannedimplementationthechange.ThelinktotheEducation
ChangeRequesttemplatescanbefoundontheOhioBoardofRegentswebsite.
StaffReviewofRequestandResolutionofConcerns:TheChancellor’sstaffmembersreviewthe
requestforchangetoensurethattheproposedchangesareinlinewiththeGeneralStandardsforAcademic
ProgramsandthestandardssetbytheOhioDepartmentofEducation.Staffmemberswillworkwiththe
institutiontoresolveanyconcerns.
LetterofAcknowledgement:Aletteracknowledgingtheapprovalofthechangeissenttothepresident
orchiefacademicofficeroftheinstitution.
WITHDRAWALORDEACTIVATIONOFANEXISTINGACADEMICDEGREE
Theguidelinesfortheconsolidation,partition,transfer,oreliminationofacademicdivisions(describedabove)
alsoapplytoacademicdegreeprograms.
UNDERGRADUATEMAJOR
GUIDELINESFORSUBMISSIONOFANUNDERGRADUATEMAJOR
Theinternalinstitutionalprocessforproposinganycurriculumleadingtoanewundergraduatemajoristhesame
asproposinganewdegreeprogram,anditbeginswithapprovalbythedepartmentafterconsultationwithother
departments(whereappropriate).
Pleasenote:NewmajorsmustbeapprovedbyMiamiUniversityaswellasbytheOhioBoardofRegents.To
expeditetheprocess,departmentsareencouragedtoworkwiththeOfficeoftheProvosttosubmitanInitial
InquirytotheOhioBoardofRegentsearlyintheinternalinstitutionalapprovalprocess.Formoreinformationon
theOhioBoardofRegents’processofapproval,seethe“OhioBoardofRegentsGuidelinesforApprovalofNew
Majors”inthismanual.
The internal Miami proposal forms for new majors and degree programs can be found on the Office of the Registrar
website.
The proposal must also be approved by the following bodies.
ApprovingBody
DepartmentorProgram
Division
CouncilforUndergraduateCurriculum
CouncilofAcademicDeans
UniversitySenate
OhioBoardofRegents
For more information, see MUPIM 11.1.F.
CHANGESTOANEXISTINGMAJOR
NewUndergraduateMajor
*
*
*
*
*
*
27
Followtheguidelinesarticulatedinthesection,“ChangestoanExistingDegreeProgramorMajor”inthismanual.
WITHDRAWALORDEACTIVATIONOFANEXISTINGMAJOR
TheHigherLearningCommissionrequiresthatMiamiUniversitynotifytheCommissionwhenitcancelsor
suspendsanacademicmajor.Inmostcases,thisnotificationcanoccurafterthedegreeprogramhasbeenfully
approvedforcancellationordeactivation.
ToseekapprovalornotifytheHigherLearningCommission,pleasecontactDeniseKrallman,DirectorofMiami’s
OfficeofInstitutionalResearch.
ForinformationaboutchangeapprovalsfromtheHigherLearningCommission,see:
http://www.ncahlc.org/Information‐for‐Institutions/institutional‐change.html.
OHIOBOARDOFREGENTSGUIDELINESFORAPPROVALOFNEWMAJORSWITHINAPPROVEDDEGREES
AccordingtotheOhioBoardofRegents,majorsaredefinedasacourseofstudywithinadisciplineor
interdisciplinaryfield,whichcontainmorethan30semesterhours.ThestepsforapprovalbytheOhioBoardof
Regentsarethesameasthatforapprovalofnewdegreeprograms(otherthantheydonotneedBoardofTrustees
approval).See“OhioBoardofRegentsGuidelinesforApprovalofNewDegreePrograms”inthismanual.
HIGHERLEARNINGCOMMISSIONGUIDELINESFORAPPROVALOFNEWMAJORS
TheHigherLearningCommissionrequiresthatMiamiUniversitynotifytheCommissionwhenitcreates,cancelsor
suspendsanacademicmajor.Inmostcases,thisnotificationcanoccurafterthemajor(oritscancellationor
suspension)hasbeenfullyapproved.
However,ifthemajorhasanyofthefollowingcharacteristics,thecommissionrequiresthatMiamiseekapproval
priortoundergoingtheentireapprovalprocess:






Themajorrequiresallocationofsubstantialfinancialinvestmentorresources;
ThemajorinvolvesacredentialnotincludedinMiami’saccreditation;
ThemajorofferscoursesoutsidetherangeofMiamiprogramscurrentlyapprovedbytheCommission;
50%ormoreofthecoursesorcreditsinthemajorareprovidedthroughalternatedelivery.
CourseswillbeofferedataninternationallocationoroutsideofOhio.
25%ormoreofthedegreeprogramisoutsourcedtoanotheraccreditedornon‐accreditedinstitutionor
consortium.
ToseekapprovalornotifytheHigherLearningCommission,pleasecontactDeniseKrallman,DirectorofMiami’s
OfficeofInstitutionalResearch.
ForinformationaboutchangeapprovalsfromtheHigherLearningCommission,see:
http://www.ncahlc.org/Information‐for‐Institutions/institutional‐change.html.
FLOWCHARTFORNEWUNDERGRADUATEMAJOR
28
Departmental Approval
Divisional Approval
Letter of Intent to Ohio Board of Regents; notification to Higher Learning Commission (if applicable)
Council for Undergraduate Curriculum Approval
Council of Academic Deans Approval
University Senate Consent Calendar whereby Registrar is notified
Ohio Board of Regents Proposal & Approval
Report to Higher Learning Commission
UNDERGRADUATEMINOR,CONCENTRATION,FOCUS,OREMPHASIS
GUIDELINESFORSUBMISSIONOFANUNDERGRADUATEMINOR
Any new minor shall first be approved by the department or program, after consultation with other departments or
programs (where appropriate).
Proposal forms for new minors can be found on the Office of the Registrar website.
The proposal must also be submitted for approval by the following bodies.
ApprovingBody
Undergraduate
Graduate
DepartmentorProgram
*
*
Division
*
*
GraduateCouncil
*
CouncilofAcademicDeans
*
*
UniversitySenateConsentCalendar
*
*
*Only those that require approval by the Regents’ Advisory Committee on Graduate Study (RACGS)
SeeMUPIM11.1.G
29
CHANGESTOANEXISTINGMINOR
Changestoanexistingminorrequiresaninternalprocessofapproval.Theinternalproceduresforchangingan
existingminorareidenticaltothoseformakingchangestoanexistingmajor.
WITHDRAWALORDEACTIVATIONOFANEXISTINGMINOR
Any revision to a major, minor, certificate, emphasis, concentration, track, or focus, including name changes to the same,
at either the undergraduate or graduate level shall first be approved by the department or program, after consultation with
other departments or programs (where appropriate).
The proposed revision must also be submitted for approval by the following bodies.
ApprovingBody
Undergraduate
Graduate
DepartmentorProgram
*
*
Division
*
*
GraduateCouncil
*
CouncilofAcademicDeans
*
*
UniversitySenateConsentCalendar
*
*
*Only those that require approval by the Regents’ Advisory Committee on Graduate Study (RACGS)
SeeMUPIM11.1.H
FLOWCHARTFORNEWUNDERGRADUATEMINOR
Departmental Approval
Divisional Approval
Graduate Council Approval (for graduate concentrations only)
Council of Academic Deans Approval
University Senate Consent Calendar whereby Registrar is notified
CERTIFICATEOFSTUDY
DEFINITIONOFACERTIFICATEOFSTUDY
Acertificateisaformalawardcertifyingthesatisfactorycompletionofanorganizedprogramofstudyatthe
postsecondarylevel.Therearedifferenttypesofcertificates:
 OneYearTechnicalCertificate:Certificatesawardedbytwo‐yearcollegesforthecompletionofa
minimumof30andamaximumof37semestercredithoursofcoursework,withthemajorityofthe
courseworkcompletedinaprescribedtechnicalarea.Thesecertificatesshouldbeapplicabletoan
associatedegree,eitheratthestudent’s“home”campus,atanothercommunitycollegewithincommuting
distance,orthroughadistanceeducationpartnershipwithanothercampus.
 ShortTermTechnicalCertificate:Certificatesawardedbytwo‐yearcollegesforthecompletionofless
than30semestercredithoursthataredesignedforaspecificemploymentsituation.
30



UndergraduateCertificate:Anawardthatrequirescompletionofanorganizedprogramofstudyatthe
postsecondarylevel(belowthebaccalaureatedegree)thatdoesnotmeettherequirementsforabachelor’s
degree.ThesecertificatesareclassifiedbyIPEDsaseither“atleast1butlessthan2academicyears”or“at
leasttwobutlessthan4academicyears.”
Post‐BaccalaureateCertificate:Anawardthatrequirescompletionofanorganizedprogramofstudy
beyondthebachelor’sdegree(typicallyatleast18semestercredithours);designedforindividualswho
havecompletedabachelor’sdegreebutdonotmeettherequirementsforamaster’sdegree.
Post‐Master’sCertificate:Anawardthatrequirescompletionofanorganizedprogramofstudybeyond
themaster’sdegree(typicallyatleast24semestercredithoursor36quartercredithours)designedfor
individualswhohavecompletedamaster’sdegreebutdonotmeettherequirementsforadoctoraldegree.
Thepurposeofacertificateprogramistoservetheneedsofbothmatriculatedandnon‐degreestudentsinterested
indevelopingspecificskillsandknowledgeforpersonaland/orprofessionaldevelopment.Thecertificatealoneis
notintendedtoprepareastudentforgainfulemploymentinarecognizedoccupation.Programsshouldcarefully
considerthegainfulemploymentimplicationsoftheirprogrampriortodevelopment.Thefollowingresourcesmay
behelpfulinmakinggainfulemploymentdeterminationsoftheproposedprogram:
http://www.ifap.ed.gov/GainfulEmploymentInfo/
ProgramsareencouragedtocontacttheGeneralCounseltodeterminewhetherornottheirproposedprogramwill
requireGainfulEmploymentreporting.
Eventhoughcertificateprogramsarenotdegree‐bearing,theyareusuallydesignatedonastudent’sofficial
transcriptandareasmuchareflectiononMiami’squalityofeducationasanyotherassemblageofcourses.Asa
result,carefulconsiderationshouldbegiventothecreationofanewcertificateprogrambasednotonlyuponneed
andinterest,butalsouponhowtheprogramfitsintoMiamiUniversity’seducationalportfolio.
GUIDELINESFORPROPOSINGACERTIFICATEOFSTUDY
Proposal forms for new certificate programs can be found on the Office of the Registrar website.
Any new minor, new certificate, new emphasis, concentration, track, or focus at either the undergraduate or graduate level
shall first be approved by the department or program, after consultation with other departments or programs (where
appropriate).
Note: Some certificates require approval by the Ohio Board of Regents and the Higher Learning Commission. See “Ohio
Board of Regents Guidelines for Certificate Programs’ and “Higher Learning Commission Guidelines for a Certificate of
Study” in this manual for more information.
Certificate proposals must be approved by the following bodies:
ApprovingBody
DepartmentorProgram
Division
GraduateCouncil
CouncilofAcademicDeans
UniversitySenateConsentCalendar
OhioBoardofRegentsChangeRequest(forfree‐
standingcertificateprogramsonly)
HigherLearningCommissionChangeRequestProposal
Undergraduate
*
*
*
*
*
Graduate
*
*
*
*
*
*
31
Formoreinformation,seeMUPIM11.1.G
CHANGESTOANEXISTINGCERTIFICATEOFSTUDY
Changestoanexistingcertificaterequireaninternalprocessofapproval.Theinternalproceduresforchangingan
existingcertificateareidenticaltothoseformakingchangestoanexistingmajor.
OHIOBOARDOFREGENTSGUIDELINESFORCERTIFICATEPROGRAMS
Ifthenewcertificateprogrambeingproposedisfreestanding,doesnotrequireenrollmentinaconcurrentdegree
program,ordoesnotleadtoaneducationlicenseorendorsement,thenachangerequestwiththeOhioBoardof
Regentsmustbesubmitted.
SeetheOfficeoftheProvostforinformationaboutsubmittingachangerequesttotheOhioBoardofRegents.
HIGHERLEARNINGCOMMISSIONGUIDELINESFORACERTIFICATEOFSTUDY
SometypesofcertificatesmustbeapprovedbytheHigherLearningCommission.Certificatesrequiringapproval
fromHLChavethefollowingcharacteristics:





thecoursesarecredit‐bearing;
thecoursesmaybeatanydegreeleveloratthepre‐associate’slevel;
thecoursesarenotasubsetofcoursesextractedfromexistingdegree
programswith50%ormorebeingcoursesdevelopedfortheCertificateprogram;and
theCertificateprogramisTitleIVeligible.*
*CheckwithMiami’sOfficeofStudentFinancialAssistancetodeterminewhethersuchCertificatesareTitleIV
Eligible.
ToseekapprovalfromtheHigherLearningCommission,pleasecontactMiami’sOfficeofInstitutionalResearch.
Theonlineformisavailableat:http://www.ncahlc.org/Information‐for‐Institutions/institutional‐
change.html
CertificatesnothavingtheabovecharacteristicsdonotrequireseparateapprovalfromtheCommissionandare
includedinaninstitution’saccreditationfromTheHigherLearningCommission.
HONORS&SCHOLARSPROGRAMS
ACADEMICSCHOLARSPROGRAM
TheAcademicScholarsProgramsarehousedwithineachoftheacademicdivisions.Eachoffersunique
opportunities for academically talented students to enhance their undergraduate experience. Scholars are
selected from among Miami University’s most outstanding applicants to be a part of this premier program and
are seen as the academic leaders on campus. Each of the seven distinct programs offers an array of academic
and co-curricular opportunities guaranteed only to these select students.
UNIVERSITYHONORSPROGRAM
TheUniversityHonorsProgramisaselectiveacademicprogramforstudentsofallmajors.TheUniversityHonors
Programoffersstudentstheopportunityto:


Meetsomegeneraleducation(MiamiPlan)requirementsthroughintroductory,intermediateandadvanced
honorsseminars
Takeadvantageofindividualizedadvisingandacademicsupport
32


Resideinoneoftheoptionallivinglearningcommunities
Applyforfundingforsummerstudy,undergraduateresearchandotherstudent‐initiatedprojects.
DIVISIONALANDDEPARTMENTALHONORSPROGRAMS
ListofDivisionalandDepartmentalHonorsPrograms
Departmental and divisional honors programs are designed for students seeking additional challenge in their
major or academic interest area. Students can participate in both the University Honors Program and these other
honors programs. For more information, contact the department or visit the links below.





FarmerSchoolofBusiness
CollegeofArts&Science
o AmericanStudies
o Anthropology
o English
o French
o History
o Philosophy
o PoliticalScience
o Psychology
o Sociology
o Statistics
CollegeofProfessionalStudiesandAppliedSciences
CollegeofCreativeArts
o Architecture
o ArtHistory
CollegeofEngineering&Computing
o Manufacturing&MechanicalEngineering
GuidelinesforCreatingaDepartmentalorDivisionalHonorsProgram
Whycreateadepartmentordivision‐basedhonorsprogram?
UnliketheUniversityHonorsProgram,whichmustmeettheneedsofadiversearrayofstudentspursuingawide
rangeofmajors,division‐anddepartment‐basedhonorsprogramsaretailoredtomeettheneedsofhigh‐achieving
studentsinthemajor.Thus,theycanbetailoredmorespecificallyforyourstudentstoadvancethemtoward
successinthemajororfieldandpromotetheintellectualandlearningenvironmentforyourunit.
Whatprocessshouldthedepartmentusetocreateadepartmentordivision‐basedhonorsprogram?
Althoughhonorsprogramshavebeencreatedinmanydifferentways,themostsuccessfulonesareusually
generatedbykeystakeholders(e.g.,thosefacultymembers,students,administrators,employers,alumni,and
otherswhowouldbemostaffectedby,involvedorinterestedinsuchaprogram).Inshort,theyarecreatedina
"bottom‐up"fashion.Anadhoccommitteecomposedofdedicatedfacultyandstudentsaswellasinterestedothers
suchasoutstandingalumniorprospectiveemployersofgraduateswouldbeidealforcreatingtheprogram's
design.Iftherearemultiplemajorsofferedinthedepartmentordivision,facultywhoteachineachmajorwould
bevaluablecommitteememberssothattheinterestsofeachmajorareconsidered.Ideally,theadhoccommittee
wouldeventuallyseekinputandapprovalfromtheentirefaculty,relevantstudents,andadministrators.
Thecommitteewillwanttospendtimearticulatingthepurposeandobjectivesofsuchaprogramaswellas
makingrecommendationsconcerningthecomponentsoftheprogram:itsselectionandadmissionprocess,its
curricularandco‐curricularofferingsandrequirements;itsneedsintermsofbudgetandresources;itsadvising
needs;anditsmeansofassessment.
33
Whatwillbetheprogram'scurricularrequirements?
Thenumber,types,andtimingofcurricularrequirementsvaryconsiderablyamonghonorsprograms.Although
honorsprogramscomeinmanydifferentforms,mostrequirestudentstomeettheircurricularrequirementsin
theirfinaloneortwoyearsofstudy.Aprogramwithampleresourcesandwithapolicyforadmittingstudents
beforetheymatriculate,however,willgenerallyhaverequirementsacrossallfouryears.
Curricularrequirementscomeinavarietyofforms:
 Specialseminarsorcoursessolelydevotedtohonorsstudents
 Capstonecoursesorindependentstudyexperiencesinwhichstudentsundergoextensiveresearch,
fieldwork,writingorcreativework
 Enrichedassignmentsoropportunitiesinregularlyofferedcourses
 Enrichedlabordiscussionsectionsofregularlyofferedcourses
 Internshipsorotherexperientialopportunities
 Studyabroadexperiences
 Graduateseminars
 Undergraduateresearchorteachingassistantships
 Participationandattendanceatprofessionalconferences
 Collaborationwithfacultyonspecialprojects.
Somehonorsprogramsalsoofferspecialco‐curricularrequirementsoropportunities,suchascommunityservice
hours,eveningworkshopsorprograms,requiredadvisementsessions,orfieldexcursions.
Therequirementsthatyouselectshouldbecongruentwithyourdepartmentalresources,withanydivisional
expectations,andwiththemissionofthehonorsprogramyoucreate.Generallyspeaking,senior‐levelhonors
coursesinthedepartmentscarrya480number.Specialattentionshouldbegiventoensuringthatthe
requirementsarereadilyavailabletostudents,cost‐effectiveandsustainableovertime.FortheCollegeofArtsand
Science,seetheMiamiBulletinforbasicguidelines.
Whatrewardswillstudentsreceiveforbeinginandcompletingthehonorsprogram?
Rewardsandincentivescanbeofferedatoneormoreofthefollowingtimes:uponenteringtheprogram,whilein
theprogram,anduponcompletionoftheprogram.Theycancomeinavarietyofforms:





Specialcurricularopportunities(courses,projectswithinregularcourses,graduateseminars)
Specialco‐curricularandexperientialopportunities(teachingandresearchassistantships,internships,
collaborativeprojectswithfaculty,personalmeetingswithdignitaries)
ParticipationintheUndergraduateAssociatesProgram(wherestudentsreceivetranscriptnotationfor
helpingafacultymemberteachacourseorforprovidingsupplementalinstructionorpeertutoring.
ThisprogramisadministeredbytheUniversityHonorsProgram,butopentoanystudent)
Transcriptnotation
Certificates
LIBERALEDUCATION
GLOBAL MIAMI PLAN COURSES (FOR STUDENTS WHO ENTER FALL 2015 & THEREAFTER)
TheLiberalEducationCouncilreviewsandapprovesalloftheGlobalMiamiPlancoursesintheGlobalMiamiPlan
thatwillexistforincomingstudentsbeginningfall2015.
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TherevisedGlobalMiamiPlanwilladvancethefollowingcompetencies4whichtheAssociationofAmerican
Colleges&Universitiesdefinesasfollows:
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CivicKnowledgeandEngagement:encompassesactionswhereinindividualsparticipateinactivitiesof
personal and public concern that are both individually life enriching and socially beneficial to the
community.
CreativeThinking:thecapacitytocombineorsynthesizeexistingideas,images,orexpertiseinoriginal
waysandtheexperienceofthinking,reacting,andworkinginanimaginativewaycharacterizedbyahigh
degreeofinnovation,divergentthinking,andrisktaking.
Critical Thinking: the habit of mind characterized by the comprehensive exploration of issues, ideas,
artifacts,andeventsbeforeacceptingorformulatinganopinionorconclusion.
EthicalReasoning:reasoningaboutappropriateandinappropriatehumanconduct.Itrequiresstudents
tobeabletoassesstheirownethicalvaluesandthesocialcontextofproblems,recognizeethicalissuesina
varietyofsettings,thinkabouthowdifferentethicalperspectivesmightbeappliedtoethicaldilemmasand
considertheramificationsofalternativeactions.
GlobalLearning:criticalanalysisofandanengagementwithcomplex,interdependentglobalsystemsand
legacies (such as natural, physical, social, cultural, economic, and political) and their implications for
people’slivesandtheearth’ssustainability
Intercultural Knowledge & Competence: a set of cognitive, affective, and behavioral skills and
characteristicsthatsupporteffectiveandappropriateinteractioninavarietyofculturalcontexts.
IntegrativeLearning:anunderstandingandadispositionthatastudentbuildsacrossthecurriculumand
co‐curriculum, from making simple connections among ideas and experiences to synthesizing and
transferringlearningtonew,complexsituationswithinandbeyondthecampus.
Information Literacy: the ability to know when there is a need for information, to be able to identify,
locate,evaluate,andeffectivelyandresponsiblyuseandsharethatinformationfortheproblemathand.
Inquiry&Analysis:systematicprocessofexploringissues,objectsorworksthroughthecollectionand
analysisofevidencethatresultsininformedconclusionsorjudgments.Analysisistheprocessofbreaking
complextopicsorissuesintopartstogainabetterunderstandingofthem.
Lifelong Learning: all purposeful learning activity, undertaken on an ongoing basis with the aim of
improvingknowledge,skillsandcompetence.
Oral Communication: a prepared, purposeful presentation designed to increase knowledge, to foster
understanding,ortopromotechangeinthelisteners'attitudes,values,beliefs,orbehaviors.
Problem‐Solving:theprocessofdesigning,evaluating,andimplementingastrategytoansweranopen‐
endedquestionorachieveadesiredgoal.
Reading: "the process of simultaneously extracting and constructing meaning through interaction and
involvement
with
written
language"
(Snow
et
al.,
2002).
(From
www.rand.org/pubs/research_briefs/RB8024/index1.html)
QuantitativeLiteracy:a"habitofmind,"competency,andcomfortinworkingwithnumericaldata.
Teamwork:behaviorsunderthecontrolofindividualteammembers(efforttheyputintoteamtasks,their
mannerofinteractingwithothersonteam,andthequantityandqualityofcontributionstheymaketoteam
discussions.)
Written Communication: development and expression of ideas in writing. Written communication
involves learning to work in many genres and styles. It can involve working with many different writing
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See Association of American Colleges & Universities’ VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics of essential learning outcomes at: https://www.aacu.org/value/rubrics/index_p.cfm?CFID=2321177&CFTOKEN=95069281 35
technologies,andmixingwords,texts,data,andimages.Writtencommunicationabilitiesdevelopthrough
iterativeexperiencesacrossthecurriculum.
AlthoughalloftheabovecompetencieswillbepromotedintherevisedGlobalMiamiPlan,criticalthinkingand
writtencommunicationarethesignaturecompetencieswillbeincorporatedinallcomponentsoftheplanand
formallyassessedatthebeginningandtowardtheendofthestudents’undergraduateexperience.
KeyComponentsoftheRevisedGlobalMiamiPlan
AcademicFoundation(27‐28credits)
EachFoundationcoursewillincorporatewrittencommunication,advancecriticalthinking,andadvanceatleast
twoadditionalcompetencieslistedabove.TheFoundationcomponentenablesstudentstogainabreadthof
knowledgeacrosssevendomainsoflearning:
Domain Composition Humanities Art Social Science Global Perspectives Physical Science* Biological Science* Mathematics, Formal Reasoning, Technology Minimum Credits 3 3 3 3 6 3 3 3 *Note:Atleastoneofthesciencecoursesmustincludealaboratoryexperience,whichistypicallyone
additionalcredit.
AdvancedWritingCourse(3credits)
Advancedwritingcourses(200or300level)areofferedbyinstructorsindisciplines,departments,andprograms
acrosstheuniversity.Thesecoursesfocusonwritinginstruction.Somepossiblecoursesincludebutarenot
limitedto:WritingandDiversity;TechnicalCommunication;AdvancedWritingandCriticalReading;Professional
CommunicationforBusiness;ScientificCommunication;WritingforTeachersandAdministrators;WritinginSocial
Sciences;andWritingandtheArts.AtleastoneoftheAdvancedWritingcoursesofferedtostudentsuniversity‐
wideshouldfocusoninterculturalcommunication.
AdvancedWritingCourseCriteria
Advancedwritingcoursesfeature:
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Student writing as the central focus (with the majority of class time dedicated to instruction on and
activitiesaboutwriting)
Frequentopportunitiestowritewithongoinginstructorfeedbackonmultipledraftsofmajorprojects
Multiple,substantialwritingprojects(atleast7500wordsoverthecourseoftheterm).
Thesecoursesareideallycappedat20studentstofacilitateinstructorfeedback.
Coursesthatmeetdivisionalwritingrequirementsmayalsocountforthisrequirementiftheyadheretothe
advancedwritingcoursecriteria(listedabove).Scaffoldedcoursesdevelopedtomeetdivisionalwriting
requirementsmightalsocountiftheycollectivelyamountto3‐creditsworthofcurriculaadheringtothecriteria
listedabove.
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Seeplanfortraininganddevelopmentoffacultyinthesectionon“RevisionoftheLiberalEducationCouncil”in
thisproposal.
Studentswillbeadvisedtotakeanadvancedwritingcourseintheirsecondorthirdyear.
ThematicSequence(9credits,but3canbedrawnfromtheFoundationcategory)
ThiscomponentisidenticaltothecurrentThematicSequencerequirementwiththefollowingchanges:
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Oneormorecoursesamongtheoptionslistedinanythematicsequenceownedbyadepartmentmaybea
Foundation course. Students may choose to complete a thematic sequence using course options, where
available,thatarenotFoundations.
Each sequence will collectively include opportunities for written communication & critical thinking plus
advance at least three other competencies. The department(s) that propose and offer the Thematic
Sequence may select those outcomes that best advance the objectives of the Thematic Sequence. Over a
period of three years (following implementation of the new plan), every current thematic sequence will
undergoLECreviewfortheiraddresstocompetencyrequirementslistedabove.
Thefollowingcurrentpolicieswillstillbeineffect:
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ThematicSequencemustbeoutsidethestudent’sdepartmentofmajor(althoughsomeexceptionswillbe
madeincaseswheredepartmentshousedifferentdisciplines).
A second major, co‐major, or minor outside of the student’s department of first major can count for the
ThematicSequence.
Studentsmayproposeself‐designedsequences.
Allthematicsequencesmustcompriseatleasttwocoursesatthe200‐levelorabove.
CapstoneCourse(3credits)
Thiscomponentisidenticaltothecurrentcapstonerequirementwiththefollowingchanges:
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Eachcapstonecourseincludesasubstantialwrittenstudent‐initiatedprojectthatencouragesstudentsto
integrateknowledgegainedthroughouttheirundergraduateexperience.
The capstone course project involves written communication and critical thinking. It may also advance
othercompetencies.
Awrittencapstoneproject(awrittenfinalproject,orreflectiononthatproject,orideally,awrittenproject
thatreflectsconcernsofthebaselineassessment)issubmittedforassessmentoftheGlobalMiamiPlan.
AdditionalExperiences(e.g.,canbe“double‐counted”—thatis,canbemetthroughaGlobalMiamiPlan
coursethatalsomeetsanotherGMPrequirement)
InterculturalPerspectives(minimum3credits)
InterculturalPerspectivescoursespreparestudentsforeffectivecitizenshipinadiversemulticulturalsocietyin
theUSorbeyond.
CriteriaforInterculturalPerspectivesCourses
Inthesecourses,studentswillrecognizenewperspectivesabouttheirownculturalrulesandbiasesby:
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Demonstrating an understanding of the ways marginalized and dominant groups define and express
themselves,andthecontextsinwhichthesedefinitionsareconstructed;and/or
Demonstrating an understanding of how such global forces as imperialism, colonialism, religion,
globalization, capitalism, and socialism have shaped ideas, groups, institutions, and/or the natural
environment;and/or
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Demonstratinganunderstandingoftheoriesaddressingnotionsofrace,gender,sexuality,class,disability,
ethnicity,nationalism,and/orothersociallyconstructedcategories.
ExperientialLearning(EL)Requirement(0ormorecredits)
Experientiallearningistheprocessofmakingmeaningfromdirectexperienceinarealworldoran“outofthe
traditionalclassroom”context.Itoffersstudentstheopportunitytoinitiatelifelonglearningthroughthe
developmentandapplicationofacademicknowledgeandskillsinnewordifferentsettings.
Inexperientiallearning,educatorspurposefullyengagewithlearnersindirectexperienceandwrittenreflectionin
ordertoincreaseknowledge,developskillsandclarifyperspectivesorvalues.
Experientiallearningmayfallintooneormoreofthefollowingcategories:
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Undergraduate Research enables students to engage in systematic inquiry that contributes to the
discovery or interpretation of knowledge significant to their field of study. Research can be applied,
descriptive,experimental,creative,inferential,observational,ortheoretical.Examplescaninclude:course
thatinvolvesclient‐basedproject,UndergraduateSummerScholarsProgram,FYREProgram,honorsthesis,
or significant independent work focusing on research and including a presentation, lab, or archive
component.
Creative and Artistic Activities enable students to engage in various forms of creative expression to
produceworksthatreflectasynthesisofknowledgeandskills.Examplesincluderecitals,exhibitions,or
othersignificantartisticprojectsthatwouldtakesignificanttrainingaswellastheequivalentofatleasta
semestertoprepare.
Community/Civic Engagement enables students to interact with people from diverse backgrounds, to
challenge their understanding of community needs, and to explore ways of partnering with community
members to address problems or improve community life. Examples include: Service‐Learning courses,
semester‐longcommunityengagementorcivicprojects.
Career&PracticalExperiencesenablestudentstouseskillsandconceptslearnedintheclassroomwhile
engaginginwork‐likesettingsthatrelatetotheirfieldofstudyorpossiblecareerpath.Examplesinclude:
internship,co‐ops,studentteaching,UndergraduateAssociatesProgram,tutoringexperience,practica,or
clinicalexperiences.
CriteriaforExperientialLearning
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Connectionofacademicideas,concepts,andskillstoanewanddifferentcontext
Facilitatedandguidedpractice
Sustained duration or immersion (the amount of time engaged should be the equivalent of at least one
creditforatleastoneacademicterm)
Opportunity for reflection on the learning goals and relation of experience to relevant liberal education
competencies.
AdditionalGuidelinesforExperientialLearning
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Theacademicrigorandeducationaleffectivenessoftheexperienceshouldbecomparabletothoseofother
institutionalofferings.
Itcanbemetthrougha GlobalMiamiPlancourseorcourseinthe major (atthelowerorupper‐division
level)thatmeetsthecriterialistedabove.
Thecoursesthatwillautomaticallycountinclude(butarenotlimited)tothefollowing:
o DesignatedService‐Learningcourses
o Credit‐bearingornon‐credit‐bearinginternships(numbered340)
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Credit‐bearing or non‐credit‐bearing independent studies (numbered 177, 277, 377 or 477) that
involve significant independent work focusing on research and including a presentation, lab, or
archivecomponent(carryingthe“R”modifier)
o UndergraduateSummerScholars
o UndergraduateAssociatesProgramwithonecreditindependentstudy
o Seniorrecitalcourses
o Professionalportfoliocourses
o HighwireBrandStudioandotherclient‐basedpractica
o Studentteaching
o Tutortrainingcoursesandexperiences
o Clinicalandpracticacourses
StudentsmayalsopetitionforotherlearningexperiencesandcoursestomeettheE.L.requirement.
Therequirementmaybefulfilledindividuallyorcollaboratively.
ExperientiallearningopportunitiesmustbecompletedwhileenrolledatMiamiUniversity.
Experiential learning opportunities must meet existing university regulations and guidelines (e.g.,
institutional review board approval for research with animals or human subjects; memoranda of
understandingwithcommunitypartners).
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Datashowthatover2,500sectionsperyearoftheaboveexperienceswithanaverageenrollmentof3studentsin
eacharecurrentlybeingoffered.Thesenumberssuggestthatsufficientresourcesexisttoofferthisrequirement.
AssessmentoftheNewGlobalMiamiPlan
InkeepingwiththerequirementoftheHigherLearningCommissionthatassessmentofstudentlearningoutcomes
isconductedonallgeneraleducationprograms,thetwosignaturecompetenciesofwrittencommunicationand
criticalthinkingwillbeformallyassessedusingtheAAC&UVALUErubricsonceeverytwoyears.Thesetwo
competencieswereselectedfortworeasons:
(1) Critical thinking is one of the four principles in the current Global Miami Plan. Thus, faculty members are
alreadywellversedinhowtopromoteitintheirteaching.
(2) Writtencommunicationisakeycompetencycitedbyemployersasessentialforprofessionalsuccess.
ThebaselineassessmentwillbedoneeveryotheryearviaawritingassignmentinEnglish111sections.Students
willbegivenawritingpromptfocusingontheirbackgroundsandgoalsaswritersandcriticalthinkersandtheir
workwillbepostedtoanonlinesurveysystem.
Instructorsofcapstonecourseswillrequireawritten,student‐initiatedprojectthatincorporatesanopportunity
forcriticalthinking.Instructorswillberesponsibleforensuringthatstudents’assignmentsarepostedviaMiami’s
LearningManagementSystem,whichwillbeintegratedwithanappropriateassessmentplatform.Ideally,this
writtenprojectwillreflecttheprompttheguidesthebaselineassessment.
Arandomsample(350‐400)ofthefirst‐yearassignmentsandarandomsample(350‐400)ofcapstone
assignments(foratotalof700‐800artifacts)willbescoredeveryotheryearbytheGMPAssessmentTeam
(trainedinstructors,librarians,andgraduatestudents)usingthetwoAAC&UVALUErubricsfocusedoncritical
thinkingandwrittencommunication.
Assessmentdatawillnotbetiedtoindividualinstructorsorindividualstudents.Instead,datawillbeanalyzedand
usedtobetterunderstandstudentlearningforcurricularrevisionandimprovement.
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Thisroutineassessmentofthetwosignaturecompetenciescanbeenhancedthroughadditionalassessment
projectsonthecriticalthinking,writtencommunication,orothercompetenciesdevelopedandimplementedbythe
LiberalEducationCouncilinpartnershipandwithapprovalfromappropriatedepartments,programs,and
divisions.
GLOBAL MIAMI PLAN COURSES (FOR STUDENTS WHO ENTER PRIOR TO FALL 2015)
Liberaleducationcomplementsspecializedstudiesinthestudent’smajorandprovidesabroadenedcontextfor
exploringsocial,academic,politicalandprofessionalchoices.Otherthanhonorsstudents,allMiamistudents,
regardlessofmajor,arerequiredtoparticipateintheGlobalMiamiPlanforLiberalEducation.Liberaleducation
courseworkandco‐curricularprogrammingemphasizefourbasicgoals:
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ThinkingCritically.Studentslearnhowtodevelopcriticalthinkingskillsthatenablethemtocarefully
identifyproblemsworthstudying;toexamineprosandconsaboutissues;todevelopskillsforexamining
evidenceandcounter‐arguments;toanalyzeresearchandotherinformation;toexploreunderlying
assumptionsaboutmultiplepositionsandarguments;andtodrawsolidconclusionsafterexaminingall
sidesofanissueorproblem.
UnderstandingContexts.Studentslearnhowtounderstandcontextsthatinformhowwemakemeaning
outofissuesandevents.Theymayexplorepolitical,social,economic,historical,orothercontextsthat
surroundproblemsorissuesconfronted.Theylearnthatcontextualanalysisandunderstandingopensup
newwaysofknowingnotonlyabouttheworldinwhichonelives,butalsoaboutoneself.
EngagingwithOtherLearners.TheGlobalMiamiPlanisbasedonthefirmbeliefthatwelearnfromone
another,frompeopledifferentthanourselves,andfromawidevarietyofothers.Ahealthyexchangeof
differentideasandviewpointsencouragesrethinkingofacceptedperspectives.Thus,studentslearnto
thinkcriticallyandtounderstandcontextsthroughin‐andout‐of‐classactivitiesdesignedtoengagethem
withotherlearners:otherstudents,otherfacultyorstaff,andotherlearnersoutsideoftheuniversity.
Studentslearnhowtoworkeffectivelyingroupsettings,howtolistenactivelytotheideasofothers,and
howtonegotiateasharedunderstandingofcomplexissuesandtasks.
ReflectingandActing.Finally,theGlobalMiamiPlanencouragesstudentstobothreflectuponandacton
thenewknowledge,understanding,andcommitmentsmade.Studentslearnhowtomakedecisionsabout
complexintellectual,ethicalandpersonalissues;tothinkaboutthemeaningofcoursework,andtocommit
toinformedactionasglobalcitizens.
TheLiberalEducationCouncilreviewsandapprovesalloftheGlobalMiamiPlancoursesintheGlobalMiamiPlan
thatwillexistforincomingstudentspriortofall2015.TherearedifferenttypesofMiamiPlancourseofferingsin
thisplan:foundationcourses,thematicsequences,andseniorcapstones.Eachofthesetypesisdescribedbelow.
First-Year Seminars
First‐YearSeminarsarespeciallydesignedforfirstyearstudentsandfocusonanintellectualtheme,problemor
issuebasedonthepassionandexpertiseofthefacultymember.EachcoursefulfillsoneoftheMiamiPlan
Foundationareasandislimitedto20students.
Proposalformsforfirst‐yearseminarscanbefoundonthe Liberal Education website andaretypicallydueattheend
oftheNovemberforseminarsofferedduringthefollowingacademicyear.
Facultyareencouragedintheproposaltodescribethe student learning outcomes foreachofthefour Miami Plan
principlesyouexpectstudentstoaccomplishbycompletingtheseminar.Foreachoutcome,giveoneexampleofan
assignment,classactivity,orothermethodthatyouusetohelpstudentsmeetthespecifiedoutcome.
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The Foundation (MP) requirement is met by taking a minimum of 36 semester hours (33 hours with Study
Abroad) of Foundation courses across five specific areas:
I.
II.
III.
IV.
V.
EnglishComposition(6hours)
FineArts,Humanities,SocialScience(9hours)
A. FineArts(3hours)
B. Humanities(3hours)
C. SocialScience(3hours)
GlobalPerspectives(6to9hours)
A. StudyAbroad(6hoursfulfillsrequirement),or
B. G‐Courses(9hours),or
C. G‐Cluster(9hours)
NaturalScience(9hours,mustincludeonelaboratorycourse)
A. BiologicalScience(3hoursminimum)
B. PhysicalScience(3hoursminimum)
Mathematics,FormalReasoning,Technology(3hours)
Additionally, to complete the Foundation area requirements, students must complete the following:
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Cultures (Cul) requirement - All students must take at least one Foundation course that presents a
cultural perspective. Students satisfy this requirement by taking an appropriately designated course in
any foundation area. The same course may meet both a Foundation areas requirement and the cultural
and/or historical perspective requirement.
Historical (H) requirement - All students must take at least one Foundation course that presents a
historical perspective (H). Students satisfy this requirement by taking an appropriately designated course
in any Foundation area. The same course may meet both a Foundation area requirement and the
historical and/or the cultural perspective requirement.
TherearefivecategoriesofMiamiPlanFoundationCourses:
1. MPF I – Composition
College Composition focuses especially on helping students learn and apply rhetorical knowledge,
methods, and strategies. Students analyze and construct arguments using rhetorical inquiry; understand,
refine, and improve their composing practices; develop critically aware strategies for reading and
interpretation; and explore and use alternative modes of exploration and expression. A key purpose of
this foundation is to teach students to deliver writing in a variety of contexts, including digitally
networked environments. The essential skills students develop in composition courses help them in their
academic work at the university but also in their civic, social, and professional endeavors.
2. MPF IIA – Fine Arts
Offerings in this section prepare students for global engagement as practitioners, creators, advocates,
and patrons of the arts. The courses foster the pursuit of creative and scholarly inquiry by extending
artistic traditions, while embracing a culture of innovation and change.
MPF IIB – Humanities
Courses in the humanities contribute to the advancement of cultures. These courses engage students
through scholarly investigation of ideas, texts, and people who shape or have been seen to shape human
cultures. Students develop skills in literary, historical, cinematic, philosophical, and linguistic analyses
while exploring their own place and potential influence in the world. Promoting creative thinking,
critical reasoning, and ethical understanding, humanities courses enable students to interpret local and
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global issues from diverse perspectives and develop respectful and effective ways they might respond to
these issues.
MPF IIC – Social Science
Courses categorized as social science investigate human behavior, social relationships, and/or the
interactions of people with their cultural, social and political environments. Students in social science
courses examine a variety of social phenomena including specialized human communities, political
processes and structures, interpersonal and intercultural relationships, economic behaviors,
psychological phenomena, and the relationships that discrete human populations have with other
subnational, national, or international entities.
3. MPF IIIB & C - Global Courses and Clusters
These categories comprise courses or a series of courses focused on themes or issues relevant to the
globalized society in which we all live, asking us to situate subject matter and skills relevant that subject
in terms of their global implications. Through their work in G-Courses or G-Clusters, students develop
and exercise the ability to communicate and act respectfully across linguistic and cultural differences;
explore and understand their place and influence in the changing world; determine and assess
relationships among societies, institutions, and systems in terms of reciprocal – though not necessarily
symmetrical – interactions, benefits, and costs; describe the development and construction of differences
and similarities among contemporary groups and regions; and identify and analyze the origins and
influences of global forces.
All MPF IIIB Global Perspectives courses must meet the goal to develop and exercise the ability to
communicate and act respectfully across linguistic and cultural differences (the A-goal), and at least 2 of
the following goals:
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Explore and understand place and influence in the changing world.
Determine and assess relationships among societies, institutions, and systems in terms of
reciprocal – though not necessarily symmetrical – interactions, benefits, and costs.
Describe the development and construction of differences and similarities among contemporary
groups and regions.
Identify and analyze the origins and influences of global forces.
4. MPF IVA – Biological Science
Biological sciences involve the study of living organisms, including their origin, compostiion, function
(molecular, cellular, and organismal) diversity, classification, ecology, evolution, and behavior.
MPF IVB – Physical Science
Physical Science comprise the disciplines that study the nature of energy and the inorganic world. It is
traditionally subdivided into four general areas: chemistry, physics, astronomy, and earth sciences.
5. MPF V – Mathematics, Formal Reasoning, Technology
Courses in this area involve mathematical reasoning. This reasoning could either be problem solving and
pattern finding at the inductive level, or formal and abstract reasoning at the deductive level, or a
combination of both forms of arguments. In all courses, students’ abilities to develop logical arguments
are strengthened and improved. The courses may also provide opportunities for the students to explore
the role of formal reasoning in history, society, and the modern world, and to reflect upon its use in
formulating well-founded, ethical decisions.
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TechnologyRequirement:Coursesinthetechnologygroupshouldintroducethetechnical
professional’smethodology,includingtheevaluationofempiricaldata,problemrecognitionand
definition,andtheapplicationofscientificprinciples.Althoughskillsareincluded,theprimary
emphasisshouldbeondevelopinganawarenessoftechnology’simpactonsociety.
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MathematicsRequirement:Coursesinthisgroupshouldintroducelogicalandsystemic
methodologyusedbymathematicianstoexamineandexploreconcepts,suchasquantity,space,
probability,structure,andthestudyofmotionsandshapesofphysicalobjects.Coursesmayinclude
theoreticalorappliedstudiesofstatistics,calculus,arithmetic,algebra,geometry,andtrigonometry.
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FormalReasoningRequirement:Coursesinthisgroupshouldprovideaformalintroductiontologic
andmethodologiesusedinderivingconclusions.Studentswillexploreconceptsoftruth,proof,
meaning,andtheirroleininformingandinfluencingourperceptions,imagination,thoughtprocesses,
andlearnedexperience.Coursesmayalsoincludestudiesoftheuseoflanguageandreasoningto
developthe“what”and“how”ofartificialintelligence.
Cultures Requirement
These courses use the United States and/or other regions of the world as points of departure to
encourage students to view the diversity of societies and the issues raised by their diversity. Diversity is
broadly defined and may include disability, sexual orientation, race, ethnicity, religion, language or
class, but is certainly not limited to these groups. In addition to acquiring knowledge about cultural
diversity, students will examine the nature of societies’ ideas concerning others, how ideas about others
are developed, the significance of these ideas when interacting with others, and the importance of
analysis and evidence when making judgments.
Historical Perspective
Courses that meet this requirement explore particular historical contexts to help students expand their
understanding of how we humans have acted and could act, of how we made decisions in different
situations, and how we can interpret the same event in different ways.
The Thematic Sequence (MPT) requirement is met by completing three related courses (usually nine hours) in
an approved Thematic Sequence outside the student's department of major.
Athematicsequenceisaseriesofrelatedcourses(usuallythree)thatfocusonathemeorsubjectina
developmentalway.Eachcoursebuildsorexpandsupontheknowledgeorperspectivegainedfrompreceding
courses,andsomesequencespreparestudentsforcapstoneexperiences.ThefirstcoursemaybeaFoundation
courseandmaycountashoursinbothFoundationandThematicSequencerequirements.Advancedplacement
creditmaybeusedforthefirstFoundationcourseinasequenceandtransfercreditmaybeappliedtoonecourse
inasequence.IninterdepartmentalThematicSequences,studentsmustselectthosecoursesthatareoffered
outsidetheirdepartmentofmajor.
StudentswhoarefollowingtheGlobalMiamiPlanmustcompleteatleastoneThematicSequenceoutsidethe
departmentoftheirmajor.Exceptionstothisrequirementincludeeitherstudentswithmajorsintwodifferent
academicdepartmentsorstudentswithminorsoutsidetheirdepartmentofmajor.Studentsareencouragedto
completetheFoundationcoursesbeforebeginningaThematicSequence.
The Capstone Course (MPC) requirement is met by completing three hours in an approved Capstone course
during a student's senior year.
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MiamiUniversitycapstonecoursesaredesignedtoculminatealiberaleducationcurriculum(asdistinct,for
example,fromculminatingamajor)andpromoteintegrationandsynthesis.ItshouldalsoaddressMiami’s
broadergoalsforliberallearning,includingreflection,informedaction,thoughtfuldecisions,personalmoral
commitment,ethicalunderstanding,andcivicparticipation.Specialemphasisshouldbeplacedonstudents
sharingofideasforcriticalreview,evaluationandrecognition.Finally,animportantcharacteristicofaGlobal
MiamiPlancapstoneisstudentinitiative.Studentsshouldbepromptedtotakeinitiativeindefiningproblemsand
carryingthroughsystematicinvestigationinthiscapstoneexperience.
Capstonesmaybecompletedinoroutsidestudents'majors;insomedepartments,theCapstoneExperiencemay
bearequirementofthemajor.AllCapstonespresumeasignificantscholarlybackgroundofspecializedstudyina
majoraswellasinliberaleducationcoursework.Inotherwords,aCapstonedoesmorethanculminateyearsof
baccalaureatestudy:itculminatesastudent'sliberaleducation.
Ordinarily,aCapstoneExperienceistakenatMiamiandcompletedinthesenioryear(minimumof96hours
concurrentlyregisteredorearned).StudentswhoplantotransferanycoursetomeettheCapstonerequirement
mustobtainpermissionfromtheOfficeofLiberalEducationbeforetheytakethecourse.
ProposalformsforallthreetypesofcourseofferingscanbefoundontheLiberalEducationwebsite.
StudentsmayproposetheirownSeniorCapstoneExperience.SeetheOfficeofLiberalEducation’sCurrent
Students pagefordetails.
HONORSACADEMICPLAN
Overview
WhilemostMiamistudentsdevelopliberaleducationskillsandabilitiesbycompletingtheGlobalMiamiPlan,
studentsintheUniversityHonorsProgramwhoenteredtheUHPpriorto2013developthesekeyskillsandabilities
inanalternativeway,whichisknownastheHonorsPlanforLiberalEducation.Ratherthanfulfillingrequirements
inspecificsubjectareas(e.g.,English),honorsstudentsmeetthreesetsor"tiers"ofincreasinglychallenging
studentlearningoutcomes.Theseoutcomesarecategorizedintosevenkeycompetencyareas,whichincludethe
following:WrittenCommunication,Inquiry,CriticalandIntegrativeThinking,InterculturalUnderstanding,
Collaboration,Reflection,andBreadthofLearning.Theseareasofcompetencearealignedwiththeessential
learningoutcomesofliberaleducationthatseveralrecentnationalstudieshaveidentified.Eachcompetencyarea
includesafoundational,intermediate,andadvancedstudentlearningoutcome.
Studentscanmeetthehonorsstudentlearningoutcomesthroughanysubstantiveandsustainedexperiencethey
haveduringcollege(e.g.,honorscoursesandco‐curricularexperiences,non‐honorscoursesandnon‐honorsco‐
curricularexperiences,coursesformajorrequirements,coursesfordivisionalrequirements,electivecourses,
academicresearch,studyabroad,studentteachingexperiences,andcommunityengagementexperiences).
Requirements
TheHonorsPlanisanintegralpartofastudent’scurriculum.Honorsstudentsmeetthefollowingsetof
requirements:




MajorRequirements
School/DivisionalRequirements(ArtsandSciences;Business;Education,Health&Society;Engineering
andAppliedSciences;orFineArts)
LiberalEducationRequirements(i.e.,HonorsPlan,whichisinlieuoftheGlobalMiamiPlan)
128credithourstograduate
44
TocompletetheUniversityHonorsProgramandgraduatefromtheUniversityHonorsProgram,studentsmust:
1. SuccessfullycompleteanHonorsFoundationcourse(i.e.,AMS180Y,AMS180Z,orHON181).These
coursesaredesignedtoorientstudentstotheUniversityHonorsProgramrequirementsandphilosophy.
2. Writereflectivenarrativesinanelectronicportfoliotoaddressthethreetiersofhonorsstudentlearning
outcomes.Tier1consistsofintroductoryoutcomes,tier2isdedicatedtointermediateleveloutcomes,and
tier3includesadvancedoutcomes.
3. Completeaminimumof9approvedhonorsexperiences.*Honorsexperiencesarelearningopportunities
thathavegonethroughanapprovalprocessthatensurestheyarealignedwiththeHonorsstudentlearning
outcomes.Likeoutcomes,honorsexperiencesarecategorizedinthreetiers(introductory,intermediate
andadvanced).
4. Submitthehonorselectronicportfolioforreviewandmeetwithanhonorsadvisereachyear.
AllstudentswhomeettheaboverequirementswillgraduatefromtheUniversityHonorsProgram.Studentswho
meettheaboverequirementsandalsoattainacumulativegradepointaverageof3.50orhigherwhenthey
graduatewillalsoreceivea"UniversityHonors"transcriptnotation.
COURSESANDSCHEDULING
TYPESOFCOURSES
MIAMIPLANCOURSES
TheLiberalEducationCouncilreviewsandapprovesallMiamiPlancourses.Seethedescriptionsfortheoldand
newGlobalMiamiPlaninthismanualformoreinformation.
INDEPENDENTWORK
Independentworkreferstoalearningexperiencethatallowsastudentopportunityforself‐directedlearning
relatingtoanareaofacademicand/orprofessionalinterestthatisnotcoveredinaregularcourse.The
independentstudywillinvolve,inabroadsense,criticalanalysisandapplicationordevelopmentoftheoriesand
conceptsrelatingtotheareaofinquirychosenbythestudent.Althoughthestudentmayengageincreative
projectsorfieldresearch,suchendeavorsmustbeaccompaniedbythepreviouslydescribedacademicapproaches
andwrittenassignments.
Independentworkisnotintendedtobeamechanismforremedyingadeficiencyincredithoursnoradevicefor
bringingascheduleuptotheminimumcredit‐hourloadrequiredbytheUniversity.Accordingly,thefollowing
guidelinesforindependentstudyapply:




theproposedstudymustnotduplicateanycourseavailabletothestudent;
theproposalmustpresentaconvincingrationalefortheintendedproject;
theproposalmustprovideevidenceofagenuinedesiretoworkindependently:
theproposedstudymaynotnormallybeusedtomeetaMiamiPlan,divisional,majororminor
requirement.
Independentworkcomesintwoforms:(1)internshiporco‐operativeeducation,and(2)independentstudy.
Internshipsand“co‐ops”areapartnershipbetweenthestudent,theUniversity,andemployersthatformally
integratestudents’academicstudywithworkorcommunityserviceexperience.Internshipsaretypicallyofa
45
specifiedanddefiniteduration,mayormaynotinvolvecredithours,andmayormaynotincludecompensationin
theformsofwages,salaries,stipendsorscholarships.Co‐opsmayprovidestudentswithcompensationfromthe
cooperativeemployerintheformofwagesorsalariesforworkperformedaswellasacademiccredit;typically
studentsalternateorcombineperiodsofacademicstudyandworkexperience.
Anindependentstudyisacoursetakenwithongoingsupervisionbytheinstructorforrigorouslearningand
knowledgeenhancementinaparticularareaofinterestbeyondthecoursesoffered.Thecontentofan
independentstudycourseshouldnotduplicateanycourseavailabletothestudent.
InordertoregisterforanIndependentStudy,facultymustprintanIndependentStudyPermitavailableonthe
UniversityRegistrarwebsite,completetheform,sign,andsendtothedepartmentchairorregionalcampus
coordinatorbeforeitissubmittedtotheOfficeoftheRegistrar.
Enrollmentinanindependentstudybecomespartofthestudent’sacademicload.Proceduresforwithdrawalfrom
suchcoursesarethesameasforregularlyscheduledcourses.
IndependentStudycoursesdonotcarryoverfromonesemesterortermtoanother;anewpermitmustbe
completedandsubmittedeachtermorsemester.
Withthepermissionoftheinstructor,studentsmayregisterforzerotofivecredithoursofindependentstudyeach
semesterorterm(withnomorethanatotalof10credithoursperacademicyear).
Independentstudycoursesshouldbenumbered177,277,377or477inaccordancewiththecourse’sclasslevel
(e.g.,177forfirst‐yearmaterialand277forsecond‐yearmaterial).
The340numbershouldbeonlyusedforinternships.
IndependentStudyPermitsshouldbesubmittedduringthefirst20%ofthesemesterorterm.
Thepermitsmust:


Includeapprovalsofboththeinstructoranddepartmentchair;
Indicatethecoursenumberfortranscriptpurposes.
Permitsmaynotbeprocessediftheyareincomplete,incorrect,late,ordenied.
SPECIAL TOPICS COURSES
Departmentsandprogramsareencouragedtotryoutnewcoursematerialonanexperimentalbasisthroughthe
useofaspecialtopicscoursenumberbeforeformallyproposingasanewcoursewithapermanentnumber.The
designatedcoursenumberapprovedforofferinganexperimentalcourseis300,anditnormallycarriesoneto
threecredits.Astudentcannotreceivemorethansixsemesterhoursofcreditforthistypeofcourse.
Proliferationofcourseswithoutconsiderationforstudentdemandorstrengthofcourseofferingsinrelatedareas
shouldbeavoided.
Theuseofspecialtopicsnumber(300)fortheexperimentalintroductionofnewcoursesisencouragedundertwo
conditions:


thecontentofthecourseismanifestlyappropriatetothedepartmentorprogramofferingit;and
theexperimentalcoursebeproposedasanew permanent coursewithapermanentnumberandapproved
throughregularUniversityprocedurespriortoitsbeingscheduledforathirdtime.
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Aspecialtopicisonlypermittedtobeofferedtwotimes.Athirdofferingasaspecialtopicmaybepermitted
uponapprovalbytheDeanoftheappropriatedivision.Anypermanentlyapprovedtopicscoursemayhave
modifierstoallowstudentstoregisterforthecoursemorethanonceortofocusonspecificcontent(hence,
differenttitles)withinaverylargebodyofmaterial.
CREDITWORKSHOPS
AMiamiUniversitycreditworkshopincludesoneorseveralMiamiUniversitycourses,buttheyareflexibly
scheduledandofferedinvariouslocations:oncampus,online,intheUS,orabroad.Thecoursesvaryinlengthand
content.Belowaresomekeyfeaturesofcreditworkshops:



WorkshopsofferMiamicredit–exactlythesamecreditastudentreceivesinatraditionalcourseon
campus.
Afacultymembermayofferarelatedgroupofexistingcoursesornewlydevelopedcoursesandteachthem
atanabroadlocation.
CreditmayfulfillMiamimajororminorrequirementsandsomeworkshopsmeetcapstone,thematic
sequence,orindependentstudyandresearchprogramrequirements.Forexample,astudentcanreceive
sixcreditsofalanguageinaboutfourweeksofintensiveculturalstudyabroad,allowingfortimeduringthe
standardfallorspringtermtoenrollinothercoursesandstayontracktowarddegreerequirements.
Formoreinformationoncreatingandofferinganinternationalworkshop,pleasereviewtheGlobalInitiatives
website.
MUDEC(LUXEMBOURG)COURSES
MUDECoffersfacultyauniqueopportunitytoofferhighlyinteractivecoursesinLuxembourg.
Full‐timeMUDECprofessorsalsoplayanimportantroleinstudentadvising,counseling,andguidance.Theyliveat
theCenterinDifferdange,Luxembourgandhaveavarietyofopportunitiestointeractwiththestudents.Theyalso
participateinthevariousextracurricularactivitiessponsoredbyMUDECandinacademicandsocialfunctionsin
theLuxembourgcommunity.
Eligibility:Alltenured,tenure‐track,clinicalfaculty,aswellaslecturers,mayapply.AdjunctsandVisitingAssistant
professorsarenoteligible.InterestedfacultyshouldpossesssufficientfamiliaritywithEuropeandbeableto
incorporatetopicsdealingwithmodernEuropeintotheirproposedcourses.Theyshouldexpectandwelcomea
highlevelofcontactwiththeirstudents.FacultyapplyingforpositionsatMUDECmustbefull‐timeemployeesof
theUniversity.Facultymembersemployedunderthe“Retire‐Rehire”Programarenoteligibleforthesepositions.
SemesterStudyTourCourseProfessorProgram
Thisisafull‐yearappointment,andfacultymayapplyforoneortwoyears.Eachsemester,thefacultymember
teachestwocourses:a3+1hoursemesterstudytourcourseandathree‐hoursprintstudytourcourse.Professors
arerequiredtoofferthesamesetofcoursesinthefallandspringterms.Specificcomponentsofeachofthetwo
typesareasfollows:

Semesterstudytourcourse‐Thisisathree‐credithourEurope‐focusedcourse(withminimum
prerequisites)inthefacultymember’sdisciplinelinkedtoa1‐creditstudytour.Thetypicalclasssizeis25‐
30students.Semesterstudytourcoursesincludeasix‐day(five‐night)studytourinwhichtheprofessor
andstudentstraveltogethertoenhanceandillustratethematerialspresentedintheclassroom.Thestudy
tourincludestheequivalentof12.5hoursofvisits,tours,lecturesorotherexperiencesdirectlyrelatedto
47

thecourse.Duringthatweek,thestudytoursreplacetheusualclassmeetings.Semesterstudytourcourse
facultymembersassumetheacademicleadershipofthetourwhilelogisticsareprovidedduringthetour
byanaccompanyingMUDECstaffmember.AssistancewithtravelarrangementsisprovidedbytheCenter
staff.
Sprintstudytourcourse–Offeredasasprintcourse,thethree‐hourcoursemustincludeafive‐day(four‐
night)studytoursimilarinnaturetothesemestercoursestudytour.Allstudentsarerequiredtotakeone
ofthesprintstudytourcourses.Thestudytourshouldbeanintegralcomponentofthecourse,designedto
illustrateandenhancethetopicsandissuesdiscussedintheclassroom.Basedoncontacthoursandthe
depthoftheacademicexperience,theactualstudytourwillbeconsideredequivalenttoonecredithour.
Thesprintstudy‐tourcoursemeetsthreehoursperweekbutmeetsintheclassroomforonlythefirst
sevenweeksofthesemester.Thesprintstudytourtypicallyoccursinthefourth,fifth,orsixthweekofthe
fallorspringterm,followedbyoneortwoweekstowrapupthecourse.
SprintStudyTourCourseProfessorProgram
TwoSprintCourseProfessorpositionsareofferedeachsemester.Thesprintcourseisasinglethree‐hourcourse
thatwillhaveabuilt‐in,five‐day(four‐night)studytour.Thestudytourtypicallyoccursinthefourthorfifthweek
ofthesemester.EveryMUDECstudentisrequiredtotakeoneofthesprintstudytourcourses.Classsizeis25
students.
Thesprintstudytourcourseprofessor’sstudytourshouldbeanintegralcomponentofthecourse,designedto
illustrateandenhancethetopicsandissuesdiscussedintheclassroom.Awell‐designedstudytourhasamixof
academic,topicalandculturalvisits,tours,lecturesorotherexperiences.Basedoncontacthoursandthedepthof
theacademicexperience,theactualstudytourisconsideredequivalenttoonecredithour.SprintCoursefaculty
assumetheacademicleadershipofthetourwhilelogisticswillbeprovidedduringthetourbyanaccompanying
MUDECstaffmember.
SummerWorkshopProfessorProgram
Facultymayofferworkshopcoursesduringthesummerandwinterterms.Threeseven‐weekcoursesaretaught
duringthesummerterm.Classsizesarebetween35‐40students.Applicantsshouldsubmitaproposalforone
three‐hourEurope‐focusedcourseinthefacultymember’sdiscipline.Thiscourseshouldfallintooneoftwo
categories:
1. Twoofthecourseseachincludeasix‐day(five‐night)studytour,whichtypicallyoccursduringthesecond,
fourthorfifthweekofthesession.Duringthatweek,thestudytourreplacestheusualclassmeetings.The
studytourshouldbeanintegralcomponentofthecourse,designedtoillustrateandenhancethetopicsand
issuesdiscussedintheclassroom.Basedoncontacthoursandthedepthoftheacademicexperience,thestudy
tourisconsideredequivalenttotwocredithours.Fortherestofthesession,theclassmeetsthreedaysper
week(55minutesperclass).Summerworkshopfacultymembersassumetheacademicleadershipofthetour
whilelogisticsareprovidedduringthetourbyanaccompanyingMUDECstaffmember.
2. Thethirdcourseisaconventionalthree‐hourEurope‐focusedcoursewithnostudytour.Itmeetsthreedays
perweek(90minutesperclass)forfiveweeks.Inaddition,therearetwoweek‐longbreakscorrespondingto
theothercourses'studytours.
STUDYABROAD
MiamiUniversityhastwoofficesoncampusofferingstudyabroadopportunities.
48
MiamiUniversityDoliboisEuropeanCenter(MUDEC)‐‐TheMiamiUniversitycampusinLuxembourgofferinga
widevarietyofcourseseachsemestertaughtbyMiamifacultyaswellasEuropeanfaculty.Studentsmayapplyfor
springorfallsemester,ortheacademicyear.(MacMillanHall)
GlobalInitiatives–Thisextendededucationofficeadministersandsupportsstudyabroadcreditworkshopsinthe
fallandspringsemester,aswellasduringwinter,spring,andsummerbreaks.Workshopsvaryinlengthfroma
fewweekstoafullsemester.Someservicelearning,notforcredit,programsarealsooffered.Allprogramsareled
byMiamifaculty.Thisofficealsoprovidesglobalassistance,passportguidance,riskmanagement,amongother
services.ItislocatedinMacMillanHall.
HONORSCOURSES
UniversityHonorsProgramcourseofferingscomeintwoformats:
1. Anhonors‐onlyseminar,courseorco‐curricularexperience(newlydesignedoranenhancedversionofan
existingcourseorprogram).
2. Anhonors"contract"courseorco‐curricularexperiencewhichisaregularcourseorco‐curricular
experienceinwhichthehonorsstudentsinthatcourseorexperiencecompleteadditionalassignment(s)
forhonorscredit.
Note:Bothoptionslistedabovecanbeattheintroductoryorintermediatelevels.
ProposalformsandinformationcanbefoundontheUniversityHonorsProgramwebsite.
COURSESWITHPREFIXESFROMONEDIVISIONOFFEREDBYFACULTYINANOTHERDIVISION
Onoccasion,acoursewhichcarriestheprefix(knownasa“subjectcode”)fromadepartmentorprograminone
divisionmaybeofferedbyfacultywhoseappointmentresidesinanotherdivision.Thissituationcanoccurwhen:
1) Aqualifiedfacultymemberwhoseappointmentresidesinonedivisionoffersacoursethatwascreatedand
approvedbyfacultyinadepartmentorprograminanotheracademicdivision(e.g.,SchoolofCreativeArts
facultymemberwantstoteachaCollegeofArts&Sciencecourse);or
2) Aqualifiedfacultymemberwhoseappointmentresidesinonedivisionwantstodesignandofferanew
coursecarryingtheprefixorsubjectcodeofadepartmentorprogramhousedinanotherdivision(e.g.,a
regionaldivisionfacultymemberwithaPhDinEnglishwantstoofferanewENGcoursethathasnever
beenofferedbefore).
Inbothsituations,thefollowingguidelinesmustbefollowed:



InstructorsmustnotifyandrequestpermissionfromtheMiamiUniversitydepartmentorprogramthat
ownsthecourseprefixorsubjectcode.
Instructorswhoarenotmembersoftheunitthatownsthecourseprefixorsubjectcodemustholdsimilar
qualificationsasthefacultywithintheunitholdingthecourseprefix.
Thecourseofferedbythenewfacultymemberwithanappointmentinanotherdivisionmustfollowsimilar
content,outcomes,pace,rigor,andpre‐requisitesasthesamecoursetaughtbyfacultyinthehost
departmentorprogram.
Whenafacultymemberwithanappointmentinonedivisionwishestoofferanexistingcoursewithaprefixfroma
departmentorprograminanotherdivision,specialeffortsmustbemadetomaintainacademiccontinuityand
49
qualityofthecourse.Thefacultymemberandhostacademicdepartmentorprogramshouldengageinthe
followingactivitiesthefirsttimethefacultymemberteachesthecourse5:



participationinacourse‐specificmeetingfacilitatedbytherelevantMiamiacademicdepartment;
syllabireviewbypermanentMiamifacultyfromthehostacademicdepartmentorprogram;
regularcommunicationbetweentheinstructorandafacultyliaisonintheacademicdepartmentor
programwhichdevelopedthecourse.
Afterteachingthecoursetheinitialtime,continuingconversationsbetweenthefacultymemberandtheacademic
departmentorprogramwhichdevelopedthecourseareexpected.
Whenafacultymemberwhoseappointmentresidesinonedivisionwantstodesignandofferanewcourse
carryingtheprefixorsubjectcodeofadepartmentorprogramhousedinanotherdivision,heorsheshould
proposethecoursetothehostdepartment.Thecourseshouldundergothesameuniversityapprovalprocessesas
anynewcourseofferedwithinthehostdepartmentanddivision.
Inrarecases,aconflictmayarisebetweentheinstructorandthehostdepartment.Inthissituation,theinstructor
andthechairordirectorofthehostdepartmentorprogramshouldapproacheachoftheirdivisionaldeans,and
thedeansshouldattempttoresolvetheconflict.Ifthedivisionaldeansareunabletoresolvetheconflict,thedeans
shouldapproachtheProvostwhowillmakeafinaldecision.
SERVICE‐LEARNINGCOURSES
MiamiUniversitydefinesService‐Learningas“anexperientialpedagogicalpracticethatusesactionandreflection
tomeetneedsandenhancelearningthroughmutuallybeneficial,reciprocalpartnerships.”
FacultymayapplyfortheService‐Learning(SL)DesignationbysubmittingtheirsyllabustotheOfficeof
CommunityEngagementandService(HannaHouse).Thecoursemustmeetthefollowingbroadcriteria:






Thecoursehasaformal,academiccurriculumthatisrootedinthedisciplineinwhichthecourseisoffered;
Thecourseprovidesstructuredopportunities,inandoutofclass,forstudentstoconnecttheirservice
activitiestothecoursecurriculum;
Thecoursecontainsacademicallyrelevantandwellorganizedcommunitybasedlearningprojects,
developedinauthenticpartnershipwithcommunityleadership,throughwhichstudentsdirectlyservea
constituency;
Assessmentisdefinedincoursegradingandlearningobjectives;
Communitybasedlearningisincorporatedintothecourse’slearningobjectives.
Facultyseekingthe“SL”DesignationforacoursewillsubmitthesyllabusandMemorandumof
Understanding(MOU)andServicePlantotheOfficeofCommunityEngagementandService.Pleaseemail
thatofficetobegintheprocessoftheMOU.
FacultywhochoosenottoembedService‐Learningintothecourseforallstudentsmaychoosetheoptionofa‘plus
one’creditforstudentswhowishtoparticipateinservicethatisrelatedtothecoursecontent.
5
Note: This policy only applies to faculty members who have not previously taught a given course with a prefix from another division. It does not apply to courses that have already been taught by current faculty housed in another division. For example, a regional faculty member who has taught COM 135 on the regional campuses for many years does not need to undergo the course‐
specific meeting or syllabi review. 50
ProposalformstoapplyfortheService‐LearningdesignationforyourcoursecanbefoundontheOfficeof
CommunityEngagement&Servicewebsite.
CROSS‐LISTEDCOURSES
Across‐listedcourseisthesamecoursecataloguedundertwoormoreprefixes(alsoknownassubjectcodes).
Cross‐listingofcoursescanprovidefacultyanopportunitytocollaborateacrossdisciplinaryanddepartmental
lines,anditoffersstudentstheopportunitytoengageinmultidisciplinary,cross‐disciplinaryandinterdisciplinary
learning.Cross‐listingmayalsobenefitdepartmentsandprogramsthroughthesharingofresourcesandideas.
Cross‐listingshouldbedonemorepurposefullyandsparinglytoindicateatrueoverlapofdisciplinaryfoundations.
Belowaresomegeneralcross‐listingguidelinesproposedbytheAcademicPolicyCommittee:
1. Studentsmayonlyearncreditforthesamecourseunderoneprefix.Ifthecourseisrepeatableforcredit,
studentsmayonlyretakethecourseunderthesameprefixasthepreviousattempt.Studentsmaysignup
underanyprefixofacross‐listedcourse(exceptifitisbeingrepeatedforcredit),buttheymaybeadvised
accordingtoacademicprogramrequirements(whereapplicable).
2. Cross‐listed courses and proposals must be identical in title, prerequisites, description, credits, grading
practice,meetingtimesanddays,andnumberoftimesacoursemaybetakenforcredit.Whenpossiblethe
cross‐listedcoursesshouldcarrythesamecoursenumber.
3. Permanent courses should not be cross‐listed with special topics or temporary courses under other
prefixes.
4. Cross‐listed courses should only be cross‐listed with courses at the same level. For example, MTH 2XX
shouldnotbecross‐listedwithPHY3XX.Thecross‐listingof400/500coursesisanobviousexception.
5. EachcoursedescriptionintheBulletinandonu.Directshouldendwith:"Cross‐listedwith[prefix]."
6. Thereisarecommendedlimitofthreeorfewerprefixesforcross‐listedcourses.
DISTANCELEARNINGCOURSES
MiamiUniversityoffersbothonlineandhybridcourses.Onlineworkshopsaretaught100%online,whereas
hybridworkshopscombinethetraditionalfacetofaceclassroomexperiencewiththeflexibilityofonline.Online
coursesarerequiredtopromotelearningthatiscomparableinqualitytoface‐to‐facecourses.
Forbestpracticesindistancelearningcoursedesign,seetheQualityMattersrubric.Formoreinformationonbest
practiceinprocessvariable,consulttheSloanFramework.
TheE‐LearningOfficeprovidesinstructionaltechnologysupporttofacultyandspecializesinintegrating
technologycomponentswithteachingpractices.Specialtiesinclude;instructionaldesign,technology,multimedia,
andcourseassessment.Staffmembersareavailabletohelpinonline/hybridcoursedesign,Niihkasupport,and
otherformsoftechnologyenhancement.Weprovidetheexpertisethatcanenableinstructorstosuccessfully
integratenecessarytechnologyintotheclassroomtobetterthelearningprocess.ELOislocatedin307LawsHall.
Phone:513.529.6068.
Foradditionalinformationondesigningdistancelearningcourses,pleaseconsulttheCELTUAwebsiteresources:
http://www.units.muohio.edu/celt/resources/strategies.php#DistanceLearningElectronic
DUALENROLLMENTCOURSES
51
DualEnrollmentallowsStateofOhiohighschoolstudentsenrolledinStateofOhiopublic,communityand
nonpublichighschoolstoearncollegecreditand/orhighschoolgraduationcreditthroughsuccessfulcompletion
ofcollegecourses.
OhiolawmakersoriginallyenactedthePSEOPin1989for11thand12thgradestudents;itwasexpandedin1997
toincludestudentsin9thand10thgrades.In1999,additionallegislationrestrictedeligibilitytostudentscarrying
atleasta3.0grade‐pointaverageinthesubjecttheywishtopursueatthepostsecondarylevel.Publicand
nonpublichighschoolstudentsmayenrollinnonsectarian,college‐levelcoursesandreceivecollegecreditand/or
credittowardgraduationfromhighschool.
DualEnrollmentCourseQualifications





PSEOPcoursesmustbeopentoanystudent,notjustthosepursuingthePSEOprogram.
DualenrollmentcourseofferingsshouldpreferablybeexistingTransferAssuranceGuidelines(TAG)
coursesapprovedbytheOhioBoardofRegents.UsingTAGcoursesguaranteesthetransferofcredits
amongOhiopubliccollegesanduniversities.
Dualenrollmentoptionsmustfollowthesamecollegecontent,pace,rigor,andpre‐requisites(syllabi,
assessmentandtextbooks)asthecoursestaughttotraditionalMiamistudents.
DualenrollmentcourseshaveundergonetheapprovalprocessesforallMiamicoursesasarticulatedin
MUPIM,section11,andareincludedintheMiamiBulletin.
Dualenrollmentcoursesthathaveastudyabroadcomponentcannotenrollstudentswhoareundertheage
of18years.Highschoolstudentsundertheageof18mayenrollincourseswithastudyabroad
componentthatarespecificallydesignedforhighschoolstudentsandonlyenrollhighschoolstudents.
DualEnrollmentInstructorQualifications





InstructorsmustbeapprovedbytheMiamiUniversitydepartmentorprogramofferingthecourse.
InstructorswhoarenotmembersoftheMiamifacultymustholdthesamequalificationsasMiami
Universityinstructorsforthecoursetaught.
InstructorsmustholdadegreefromanationallyaccreditedinstitutionrecognizedbytheUSDepartmentof
EducationortheCouncilforHigherEducationAccreditationorequivalentasverifiedbyamemberofthe
NationalAssociationofCredentialEvaluationServices.Thedegreemustbeatleastonelevelabovethatof
theprograminwhichtheyareteachingwithdemonstratedexpertiseinthatarea.Atleastamaster’s
degreeisrequiredforinstructorsofgeneraleducation(MiamiPlan)courses.
Forprogramsinvolvingclinicalfaculty,thecredentialsandinvolvementofclinicalfacultymeetapplicable
professionalstandardsforthedeliveryoftheeducationalexperience.
Specialeffortsmustbemadetomaintainacademiccontinuityandqualityifinstructorsteachataschool
districtsite.Theeffortsincludeparticipationinacourse‐specificorientationsessionfacilitatedbythe
relevantMiamiacademicdepartment;classroomobservationsandsyllabireviewbypermanentMiami
facultyfromthehostacademicdepartmentorprogram;regularcommunicationbetweenthedual
enrollmentinstructorandaMiamiUniversityfacultyliaisonintheacademicdepartmentofferingthe
course;andperiodicdiscipline‐specificprofessionaldevelopment.
DualEnrollmentStudentQualifications
Ohiohighschoolstudentsenrolledinapublic,community,ornonpublichighschool,maybeeligible.
HomeschooledstudentswhoareenrolledinanOhiopublichighschoolareeligible.Studentsmusthavea
minimumofa3.00highschoolgradepointaverageinthesubjecttheywishtostudyatthepostsecondary
institution.
52
YearsofeligibilityisbasedonthefirstyearofentryintotheDualEnrollmentProgram:





9thgradersmayenrollforupto12quarters,eightsemesters,ortheequivalentoffouracademicyears.
10thgradersmayenrollforuptoninequarters,sixsemestersortheequivalentofthreeacademicyears.
11thgradersmayenrollforuptosixquarters,foursemestersortheequivalentoftwoacademicyears.
12thgradersmayenrollforuptothreequarters,twosemestersortheequivalentofoneacademicyear.
Studentsenrollinginmid‐yearinanygradewillhavetheireligibilityprorated.
ParticipationinanyMiamiUniversitydualenrollmentprogramdoesnotimplyorguaranteeadmissiontothe
OxfordcampusofMiamiUniversityasadegree‐seekingstudent.StudentswhodesireadmissiontoMiami
University,Oxfordcampus,asdegree‐seekingstudentsmustcompleteseparateapplicationsandparticipateina
competitiveadmissionprocess.AdmissiontoMiamiUniversity’sregionalcampusesremainsopenadmission.
AllgradesearnedincoursestakenatMiamiUniversitywillbecomepartoftheacademicrecordandwillbe
permanentlymaintainedatMiamiUniversity.
ForOhioPublicHighSchoolStudents
StudentswhoparticipateinthePSEOPoption(i.e.,enrollinaMiamicourseofferedonaMiamicampusoronahigh
schoolcampusinthefallorspringterm)maychoosefromthefollowingtwooptions:


OptionAallowsthepublic,communityornonpublichighschoolstudenttochoose,uponenrollment,
collegecreditorbothhighschoolandcollegecredit.Studentpaysallfeesandexpenses.
OptionBallowsthestudenttoreceivebothhighschoolandcollegecredit.Forpublichighschooland
communityschoolstudents,thereisnotransferoftuitionbetweenstudentandcollege.Thehighschool’s
statefoundationwillpaythecollegedirectly.Ifthestudentisenrolledinanonpublichighschool,thecostis
subsidizedbyfundssetasidebytheOhioGeneralAssemblyineachbienniumandawardedonagrade‐level
rotation.Public,communityandnonpublichighschoolstudentselectingthisoptionwillnotberequiredto
payfortuition,books,materialsorfeesthataredirectlyrelatedtoacourse.However,parentsshould
inquiretoensurethattheyarefullyinformedaboutanygeneralfeesthatmaybechargedbythecollegeor
universitythatwouldbetheresponsibilityofthefamily.
StudentswhoenrollintheAdvancedHighSchooloption(i.e.,enrollinaMiamicourseofferedonaMiamicampus
orahighschoolcampusinthesummerorwinterterm)receiveonlycollegecreditandareresponsibleforcovering
allfeesandexpenses.
ForNonpublicOhiohighschoolstudents:
NonpublicOhiohighschoolstudentsmayenrollinaMiamicourseofferedonaMiamicampus.However,the
nonpublichighschoolstudentsareresponsibleforallfeesandexpenses.
NonpublicOhiostudentsmaybeeligibleforsomesupport.Fornonpublicstudents,thecostofthePSEOPprogram
(i.e.,enrollinginMiamicoursesduringthefallandspringterms)iscoveredbyaspecifiedamountdeterminedby
theOhioLegislature.OnceacceptedbyanOhiocollegeoruniversity,eachyearthenon‐publicstudentmustsubmit
anapplicationform,alongwithacopyofthecollege'sletterofacceptanceandsignaturesfromthestudent,parent,
guidancecounselorandcollegeadministrator.Thismustbedonebeforesubmittingtheapplicationforapprovalby
theOhioDepartmentofEducation'sCenterforSchoolOptionsandFinance.Theapplicationformwillnotbe
processedwithouttherequiredsignaturesandletterofacceptance.(Therequirementtoattachtheletterof
acceptancewillbewaivediftheofficialsealorstampofthepost‐secondaryinstitutionisaffixedtotheapplication.)
53
Studentapplicantswillbeawardedoneallocationunitbasedonagrade‐levelrotation,startingwiththeseniors,
andcontinuingwithjuniors,sophomoresandfreshman,respectively,untilalltheallocationunitshavebeen
allotted.Anallocationunitequalseither6quarterhoursor4semesterhoursinthestudent'schosencollege.This
processwillcontinueuntilthereisnotsufficientappropriationtoawardallapplicantsinagradelevelwithone
additionalallocationunit.
Ifthereisnotsufficientappropriationtoawardallapplicantsinagradelevelwithoneadditionallocationunit,the
departmentwillconductalotterytodeterminewhichstudentswithintheaffectedgradelevelreceivethe
additionalallocationunitsremaining.
DualEnrollmentAdmission
Allstudentsmustsubmitcompletedapplicationpackets,indicatingtheirchoiceofcourseandcampus,tothe
RegionalAdmissionOfficebyMay1forconsiderationforthefalltermandNovember1forthespringandwinter
terms.Forstudentsingoodstandingwhowereacceptedforprevioustermsduringthesameacademicyear,the
applicationpacketfortheprevioustermpluscurrentclassschedule,courseandcampusselectionwillsufficefor
subsequenttermsduringthatacademicyear.Noapplicationwillbeconsidereduntiltheapplicationpacketis
completed..
Theapplicationpacketmustcontain:





Completed dual enrollment application (Parts 1, 2, and 3) with original signatures
Non-refundable application fee
Official high school transcript and current class schedule. A middle school grade report is required in
lieu of the high school transcript for applicants entering their first semester of 9th grade. These must be
sent to Miami directly from the high school.
Official ACT or SAT test scores are highly recommended. These must be sent to Miami directly from
the testing service and should be received by the University either before or soon after the application is
submitted.
Written recommendation from a teacher in the subject area in which the student is requesting course
placement. The letter should address the student's academic ability and emotional maturity to
successfully participate in college classes. Recommendations are required only of applicants in the 9th
grade or first time applicants in the 10th grade
Ifthestudentdoesnotattendafterbeingacceptedandenrolledforthefallterm,theapplicationwillbeinactivated
andthestudentmustreapplyinordertoparticipateinthespringterm.
Studentsmustmaintainthefollowingcriteriainordertocontinueintheprogramfromtermtoterm:


Minimum2.00cumulativeGPAatMiamiUniversity;
Continuetomeetthehighschoolrequirementsfortheirgradelevel.
Studentsmustcommutefromthehomeoftheirparent/legalguardian.
ResidencyisestablishedfortheDualEnrollmentProgrambasedonenrollmentinaqualifyingOhiohighschool.
Therefore,anexchangestudentenrolledinaqualifyingOhiohighschool(regardlessofthevisatype)qualifiesasa
stateresidentandiseligibletoparticipateintheprogram.
Participationduring9thgrade
54



The8thgradeperformancereportmustshowsuperiorperformanceinallacademicareas.
Studentsmustplace"collegeready"inatleasttwooutofthreeareas(onebeingreading)oftheCOMPASS
English,MathandReadingassessmentprogram.CollegereadymathplacementisdefinedatMTH125—pre
calculusorhigher.
o Optional:IfastudenthastakentheACTorSATtestandscoresatorabovea21ACTcompositeor
1000SAT(criticalreading/math)onlythemathportionoftheCOMPASSassessmentwillbe
required.
Awrittenrecommendationfromthesendingschoolindicatingthestudentdemonstratestheacademic
abilityandemotionalmaturitytosuccessfullyparticipateincollegeclasses.Thelettershouldbewrittenby
ateacherinthesubjectareainwhichtheapplicantisrequestingcourseplacement.LimitedtoonePSEOP
courseperterm.
Participation during 10th grade




Completeaminimumof5unitsoftheminimumcoreof16collegepreparatoryunits
StudentsmusthaveaminimumcumulativeGPAof3.25ona4.0scale.
Studentsmustplace"collegeready"inatleasttwooutofthreeareas(onebeingreading)oftheCOMPASS
English,MathandReadingassessmentprogram.CollegereadymathplacementisdefinedatMTH125—pre
calculusorhigher.
o Optional:IfastudenthastakentheACTorSATtestandscoresatorabovea21ACTcompositeor
1000SAT(criticalreading/math)onlythemathportionoftheCOMPASSassessmentwillbe
required.
First‐timeapplicantsmustsubmitawrittenrecommendationfromthesendinghighschoolindicatingthe
studentdemonstratestheacademicabilityandemotionalmaturitytosuccessfullyparticipateincollege
classes.Thelettershouldbewrittenbyateacherinthesubjectareainwhichtheapplicantisrequesting
courseplacement.LimitedtoonePSEOPcourseperterm.
Participation during 11th grade



Completeaminimumof9unitsoftheminimumcoreof16collegepreparatoryunits
StudentsmusthaveaminimumcumulativeGPAof3.25ona4.0scale.
Studentsmustplace"collegeready"inatleasttwooutofthreeareas(onebeingreading)oftheCOMPASS
English,MathandReadingassessmentprogram.CollegereadymathplacementisdefinedatMTH125—pre
calculusorhigher.
1. Optional:IfastudenthastakentheACTorSATtestandscoresatorabovea21ACTcompositeor
1000SAT(criticalreading/math)onlythemathportionoftheCOMPASSassessmentwillbe
required.
Participation during 12th grade



Completeaminimumof13unitsoftheminimumcoreof16collegepreparatoryunits
StudentsmusthaveaminimumcumulativeGPAof3.25ona4.0scale
Studentsmustplace"collegeready"inatleasttwooutofthreeareas(onebeingreading)oftheCOMPASS
English,MathandReadingassessmentprogram.CollegereadymathplacementisdefinedatMTH125—pre
calculusorhigher.
o Optional:IfastudenthastakentheACTorSATtestandscoresatorabovea21ACTcompositeor
1000SAT(criticalreading/math)onlythemathportionoftheCOMPASSassessmentwillbe
required.
DualEnrollmentApplicationInformation
Theprimarypointofcontactforstudentspursuingdualenrollmentoptionsisthehighschoolguidancecounselor.
55
Studentsconsideringdualenrollmentoptionsshouldcheckwiththecounselorformoreinformation.Dual
enrollmentrequiresthatthehighschoolprovidecounselingtostudentsandparentstoinformthemofpossible
risksandconsequencesoftakingpartintheprogram,suchas:



Limitedfundingthatmayresultintherejectionofsomestudentsfromtheprogram
Possibleinabilitytocompletethepublic,communityornonpublicschool'sgraduationrequirements
Obligationofthestudent/familytoreimbursethestatefortheamountoffundspaidtothecollegeforany
uncompletedorfailedcourse.
Studentsandparentsmustsignaformindicatingthatappropriatecounselingwasprovidedandallresponsibilities
forparticipationareunderstood.
DualEnrollmentWithdrawal,Retention,andContinuation
Ifastudentwantstodropacourse,students/parentsmayhavetoreimbursethehighschool,dependingonthe
schooldistrictpolicy.Ifthestudentreceivesagrade(includingW)theUniversitywillclaimreimbursementfrom
thestate.
Astudentmaydropacourseduringthefirst20percentofthecourse,inwhichcasenogradeorotherdesignation
willappearonthestudent'sofficialrecord.StudentsshouldrefertotheAcademicCalendarontheOfficeofthe
Registrarwebsite(http://www.units.muohio.edu/reg/calendars/)forspecificacademicdeadlinedates.

Astudentmaydropacourseafterthefirst20percentiscompletedbutbefore60percentofthecourseis
completedwithasignatureofacknowledgementfromtheinstructorandCASAdvisingOffice.AgradeofW
willberecorded.
 After60percentofthecourseiscomplete,astudentmaynolongerwithdrawfromacourse,unlessa
petitionisapprovedbytheInterdivisionalCommitteeofAdvisers.Thepetitionmustincludethesignatures
ofthecourseinstructorandthestudent'sacademicordivisionaladviser.Thepetitionmustalsodescribe
anddocumenttheextenuatingcircumstances(extraordinarycircumstancesusuallybeyondthestudent's
control)thatformthegroundsofthepetition.Ifthepetitionforwithdrawalisapproved,thestudentwillbe
withdrawnfromthecoursewithagradeofW.Onlyinrarecircumstanceswillapetitiontowithdrawfrom
acourseafter60percentofthecourseiscompletebeapprovedforreasonsofacademicperformance
alone.Whenpossible,astudentshouldcontinuetoattendclassuntiltheInterdivisionalCommitteeof
Advisershasactedonhisorherpetition.Non‐attendancedoesnotvoidfinancialresponsibilityoragrade
ofF.
Ifastudentdoesnotmaintaina2.00orbettercumulativeGPAinMiamiUniversitycoursework,heorshewillnot
beabletocontinueintheprogram.Aletterwillbesenttothestudentwithcopiestothehighschool,informing
themofthisaction.
Forregistrationpurposes,PSEOPstudentsarenotconsideredtobe"continuingstudents",thatis,theymust
continuetoregisteronaspaceavailablebasisafterallregularMiamiUniversitystudentshavehadanopportunity
toregister.
IfastudentfailsacourseORwithdrawsfromacourseafterthedeadline,thehighschoolmayopttocollectthecost
ofthecoursefromthestudent/parent.TheStateofOhiohasaformulathatthehighschoolsuseforcalculatingthe
amountthestudentwouldowe.
DualEnrollmentAcademicSupport
StudentsintheMiamidualenrollmentprogramshaveaccesstoacademicsupportservicesandresourcesthat
enablethemtosucceedincollege‐levelcourses.Supportservicesincludeanassignedacademicadvisorandan
orientationsessionthatincludesinformationabouttheprogram.
56
GRADUATELEVELCOURSESFORUNDERGRADUATESTUDENTS
Undergraduatestudentswhohaveearned64ormorecredithoursandhaveaGPAof3.00orgreatermayrequest
permissiontoenrollin500or600levelgraduatecourses.Studentsmustobtainpermissionfromtheinstructor,
thedepartmentchair,andtheDeanoftheGraduateSchool.Studentsmaydouble‐countupto12hoursofgraduate
courseworktowardtheirundergraduatedegree.Withpermissionoftheappropriateadvisor(s)anddean(s)or
theirdesignee(s),thesestudentsmaycountthegraduatecoursestowardtheirmajor,minor,electives,and
universityrequirements.Graduatecoursestakeninthismannerwillbetreatedasgraduatelevelnon‐degree
courses.Amaximumof12hoursofgraduatenon‐degreecoursesmaycounttowardagraduatedegreeprogramat
Miami(seeMiamiBulletin).
Non‐DegreeStatus
Ifundergraduatestudentswouldliketotakegraduate‐levelcourses,butdonotintendtopursueagraduatedegree,
theycanapplyforadmissionwith“continuingnon‐degreegraduatestatus.”Afterthestudentisadmitted,heorshe
canearnanunlimitednumberofgraduatehourswithinanindefiniteperiodoftime;howeveronly12hoursmay
beappliedtoadegreeprogram.
Ifstudentsareadmittedasanon‐degreestudent,theywillnotbeabletoenrollincertaincoursesifthedepartment
orprogramhaslimitedenrollment;studentswhohavebeenadmittedtoadegree‐grantingprogramhavefirst
priority.Studentsshouldcheckwiththedepartmentaboutenrollmentrestrictions.Ifastudenthasbeendenied
regularorconditionaladmissiontoadegreeprogram,sheorhecanenrollincoursesinthatdepartmentasanon‐
degreestudentonlyifthedepartmentgrantspermission.Ifthestudenttakescoursesasanon‐degreestudentafter
heorshehasbeendeniedadmissionasadegreestudent,thesecoursescannotbeappliedtoafuturedegree
program.
COURSESMEETINGOHIOBOARDOFREGENTSREQUIREMENTS(TAGSANDOTMS)
TransferAssuranceGuides
H.B.95mandatedthattheOhioBoardofRegentsestablishpoliciesandproceduresapplicabletoallstate
institutionsofhighereducationtoensurethatstudentscanbeginhighereducationatanystateinstitutionof
highereducationandtransfercourseworkanddegreestoanyotherstateinstitutionofhighereducationwithout
unnecessaryduplicationorinstitutionalbarriers.Thepolicyprovidedameanstoensurethattransferand“native”
studentswouldbetreatedequitably,withthesameabilitytocompeteforadmissionstospecificprograms.The
essentialcomponentsofH.B.95mandatedthefollowing:




Assuretransferofcourseworkanddegreeswithoutunnecessaryduplication;
Modifycourses,asneeded,tostrengthencontentandensureequivalencies;
Useauniversalcourseequivalencyclassificationsystemtoeliminateinconsistentjudgmentintransfer
creditapplication;
Admitstudentswithassociatedegreestostateinstitutionsonanequallycompetitivebasiswithnative
studentsforspecificprograms,andwithpriorityoverout‐of‐stateassociatedegreegraduatesandout‐of‐
statetransferstudents.
Ohio’sArticulationandTransferPolicy(1990)wasdesignedtoimprovethemobilityofstudentsamongcolleges
anduniversitieswithinthestate.AcentralfeatureoftheenhancedpolicyisthedevelopmentofTransferAssurance
Guides(TAG).TAGsaregroupsoffoundationalcoursesthatrepresentacommonlyacceptedpathwaytothe
Bachelor’sdegree.CoursesorcoursesequencesidentifiedasbeingapartoftheTAGmaybeofferedatanypublic
highereducationinstitutioninOhio.
57


ThegoalofaTAGistorecognizecomparable,compatibleandequivalentcoursesatorabovethe70%
standardofequivalencyadoptedbytheArticulationandTransferAdvisoryCouncil.TAGsapplyacross,at
least,allpublichighereducationinstitutionsinOhioandembodycommonlyacceptedpathwaystomajors
withintheBachelor’sdegree.Thisdoesnotalterthemissionordegreeauthorityofanyinstitution;itdoes
provideguaranteedpathwaysthatenablestudentstoreachtheirbachelor’sdegreegoalsinthemost
efficientmanner.
TheTAGsarecomposedofcoursesandlearningoutcomes.Consensusoncoursescommonlyincludedin
particularBachelor’sdegreedisciplinepathwaysarebasedontheevaluationofthecontentand
performanceexpectationsonacourse‐by‐coursebasiswithineachTAG.Whenconsensusisestablished,
studentsareassurednotonlyoftheequivalencyofthecourses,butoftheirapplicationtothedegree
objective.
The TAGs are divided into various subgroups and given an Ohio Articulation Number (OAN). For more
information on the different categories and OANs, consult the Ohio Board of Regents website.
OhioTransferModules
TheOhioTransferModuleisasubsetofgeneraleducationcoursesthat,whentakeninitsentirety,isguaranteedto
transferfromcampustocampusandprovidesastudentthemeanstomakesubstantialprogressongeneral
educationrequirements.
AcopyofMiami’sOTMisavailableontheOhioBoardofRegentswebsite.
COURSEDESIGNANDAPPROVAL
PRINCIPLESOFCOURSEDESIGN
Manyofthedecisionsaffectingthesuccessofacoursetakeplacewellbeforethefirstdayofclass.Carefulplanning
atthecoursedesignstagenotonlymakesteachingeasierandmoreenjoyable,italsofacilitatesstudentlearning.
Onceyourcourseisplanned,teachinginvolvesimplementingyourcoursedesignonaday‐to‐daylevel.
Todesignaneffectivecourse,youneedto:
1. Considerbasiclogisticalissues,suchashowyourcoursefitsintothemajorordepartment’scurricular
goals,howmanyclassmeetingstimesandhourstherewillbe,andwhattypeofclassroomspaceis
available.Howlargeisyourclass?Howmanycredithours?Whattimeofdaywillyoubeteaching?What
technologyisinstalledintheroom?Whatothertechnologiesareavailableforyouruse?Istherecertain
materialyoumustaddress?
2. Understandyourstudents.Whatpriorknowledgeorpreparationmighttheyhaveforyourcourse?
Whatistheirpersonalandintellectuallevelofdevelopmentormaturity?Howmightthecultural
differencesamongyourstudentsimpactyourteaching?Whatgenerationalexperiencesandexpectations
mightyourstudentshave?
3. Identifyyourlearningobjectivesoroutcomes.Whatknowledgeandskillsdoyouwantyourstudents
toacquirebytheendofthecourse?Phraseyourobjectivesusingactionverbs,suchas“Applytheoremsto
solveproblems.”Makesuretheobjectivesaremeasurablesothatyouwillknowwhetherstudents
accomplishedwhatyouhoped.
4. Alignyourassessmentswithyourobjectives.Examinations,papers,projects,homework
assignments,andclassroomactivitiesshouldbecraftedtoadvanceandmeasuretheobjectives.
5. Identifyappropriateteachingapproaches,suchaslectures,discussions,casestudies,service‐learning,
writing,grouporindividualprojectswhichwillpromotethecourselearningobjectives.
58
6. Planyourcoursecontentandschedule,andwritethesyllabus.Syllabicommunicatethedesignof
thecourse—itsgoals,organization,expectations,andrequirements—tostudents.Keycomponentsofthe
syllabusinclude:








Coursenumber,title,term,year,meetingtimes,location,officehours,contactinformation
Coursedescription
Prerequisitesandco‐requisites
Learningobjectivesoroutcomes,includingtherolethecourseplaysintheMiamiPlan
Materialsneeded
Courserequirements
Evaluation,assessmentandgradingpolicy
Otherpoliciesandexpectations(attendance,academichonesty,disabilityaccommodations,foodin
class,laptopuse,studentbehavior,etc.)
Organizationandschedule.

Forassistanceoncoursedesignandteaching,pleaseconsulttheCenterfortheEnhancementofLearning,Teaching
andUniversityAssessment.
COURSEAPPROVALPROCESSES
Therearetwotypesofcourseapprovalprocesses:onefornewcoursesthatwillbeofferedonapermanentbasis
(i.e.,morethanthreetimes)andanotherfornewcoursesthatwillonlybeofferednomorethantwotimes.The
coursemustbeapprovedasapermanentcoursebeforeitisofferedforathirdtime.
NewPermanentCourses
Aproposalforanewpermanentcourseshallfirstbeapprovedbythedepartmentorprogram,afterconsultation
withotherdepartmentsorprogramswhereappropriate.Theproposalmustalsobesubmittedforapprovalbythe
followingbodies.
ApprovingBody
DepartmentorProgram
Division
CouncilofAcademicDeans
UniversitySenateConsentCalendar
Undergraduate
*
*
*
*
Graduate
*
*
*
*
Anypermanentlyapprovedcoursemayhavemodifierstoallowstudentstoregisterforthecoursemorethanonce
ortofocusonspecificcontent(hence,differenttitles)withinaverylargebodyofmaterial.
SeeMUPIM11.1.A.1.
NewTemporaryCourses
Whenspecialcourseofferingsaredemandedbycircumstancessuchaschangesinstaff,thedivisionaldeanmay
granttemporaryapproval.Thedeanmayalsogranttemporaryapprovaltoanewcoursethatadepartmentor
programwishestotestbeforeseekingpermanentapproval.Onceacourseisofferedunderthistemporary
provision,itmaybeofferedanynumberoftimesduringthenextfourconsecutiveterms.Allrequestsfor
temporarycourseapprovalmustincludelearningoutcomesandshallbeforwarded,witharecommendation,by
theappropriatedeantotheOfficeoftheRegistrar.Ifthetemporarycourserequestinvolvesagraduate‐level
course,theDeanoftheGraduateSchoolmustalsoapproveit.
SeeMUPIM11.1.A.2.
59
PROPOSALFORMS
FormsareavailableontheOfficeoftheRegistrarwebsite.Questionsrelatedtocourseapprovalsmaybedirected
to:[email protected]
ACADEMICCALENDAR
Facultymembersareencouragedtoconsulttheacademiccalendarwhendevelopingtheirsyllabi.Noteespecially
thefollowingitems:




Startandenddatesoftheterm
Religiousholidaysandmid‐termbreakdates
Mid‐termgrades:Facultyareencouragedtoscheduleasignificantassignmentpriortothemid‐term
gradingdateinordertohaveenoughinformationtocompletethemid‐termgradeandtoenablethe
studenttounderstandtheirprogressinthecoursethusfar.
Finalexaminationscheduletime.
COURSENUMBERING
Coursenumbersaredesignedtoinformthestudentandpublicaboutthecourselevelandaudience.Thefollowing
guidelinesareusedbytheUniversityRegistrartoassignMiamicoursenumbers.
000‐099:Developmentalcourses,generallynotcreditabletowardadegree.
100‐199:Introductorycourses,usuallywithnoprerequisites.
200‐299:Sophomorelevelcourses.
300‐399:Juniorlevelcourses.
400‐499:Seniorlevelcourses.
500‐850:Graduatelevelcourses.Underparticularconditions,ajuniorintheUniversityHonorsProgramora
Miamiseniormaytake500‐and600‐levelcoursesforgraduatecreditwithpermission.Seniorswhowishtoearn
undergraduatecreditina600‐levelcoursemusthaveapprovalofthecourseinstructor,departmentchair,and
deanoftheGraduateSchool.
599and699:Workshopsorsimilarofferings.Workshopsmustgothroughanapprovalprocesseachyear.
700andabove:Restrictedtograduatestudents.
Coursenumbersattwolevels(suchas433/533)maybetakeneitherforundergraduateorgraduatecredit.
Graduatestudentsmustcompleteadditionalworktoreceivegraduatecredit.
Coursenumbersseparatedbyacomma(suchas233,234)arerelated.Youmaytakeoneoftheseriesandthey
maybetakeninanyorder(unlessotherwiseindicatedinthecoursedescription).
Coursenumbersseparatedbyahyphen(suchas233‐234)mustbetakeninnumericalorderandbothmustbe
takentoreceivecreditforgraduation.
SpecialCourseNumbers
100:EachdepartmentintheCollegeofArtsandSciencecanofferaseminarnumbered100,cross‐listedwithat
leasttwodepartments.Thiscoursenumberisreservedespeciallytoallowstudentsandfacultyachancetolearn
howdifferentdisciplinesdealwiththesameproblem.The100coursehasoneortwohoursofcredit;astudent
60
cannotreceivemorethanfourhourscreditforallcoursesnumbered100.Thesecoursesmaynotbeofferedevery
year.
177,277,377,and477:Thesecoursesaredesignatedforindependentstudy.Youcanregisterforzerotofive
hoursofindependentstudyeachsemester(nomorethan10peryear).Registrationforeachcourseisin
accordancewiththecourse’sclasslevel(177forfirst‐yearmaterial,277forsecond‐yearmaterial,etc.).
Independentstudyprojectsmustbeapprovedbytheinstructorandthedepartmentchair.Studentscompleting
researchforindependentstudypurposeswillregisterwithanRmodifierintheappropriate177R,277R,377Ror
477R.StudentscompletingExtendedStudyorServiceLearninginassociationwithaGlobalMiamiPlancoursewill
registerforonecredithourwithanXmodifiertheappropriate177X,277X,377Xor477X.Whentakingthiscourse
forzerocredits,thestudentmustenrollineither177,277,377,or477,ratherthanmodifiedversionsofthe
courses.
300:Thiscourse,SpecialTopics,isofferedaccordingtostudentrequesttogetherwithinstructorpermission.It
carriesonetothreesemesterhoursofcredit;studentscannotreceivemorethansixhoursofcreditforthiscourse.
340:Thiscourseisextendedindependentstudyand/orinternship.Itcanbeworthupto20hoursofcredit
dependingontheagreementbetweenstudentandinstructor.Allextendedindependentstudiesmustbeapproved
bytheinstructor,departmentchairanddean.
199,299,399,499/599and699:Thesenumbersareusedforworkshopsorsimilarofferings.Workshopsmust
gothroughanapprovalprocesseachyear.Somedepartments/programsutilizeworkshopnumbersendingin97,
98or99baseduponvolumeandfrequencyofworkshopofferings.
677:Thiscourseisusedfordepartments/programswithoutanestablishedIndependentStudycoursenumber.
Youcanregisterfor1‐5credithoursofindependentstudyeachsemester(nomorethan10peryear).Registration
foreachcourseisinaccordancewiththelevelofinstruction.Independentstudyprojectsmustbeapprovedbythe
instructorandthedepartmentchair/programdirector.
700:ThisnumberisusedforMaster'sthesisresearchcredit.
790:ThisnumberisusedforPre‐candidacydoctoralresearch.
850:ThisnumberisusedforDoctoralDissertationcredit.
AssigningaCourseNumber
CoursenumbersareassignedbytheUniversityRegistrarusingtheguidelinesdescribedintheprevioussection.
DELETINGCOURSES
ByJanuary1ofeachacademicyear,theOfficeoftheRegistrarwillnotifyviaanelectronicreporttheappropriate
chairordirectoranddeanofanycourses,withcross‐listingnotations,thathavenotbeenofferedforthepastthree
andone‐halfyears.Noactionwillbetakenonthesecoursesatthispointintime.Ifthecoursesonthislistarenot
offeredbythefollowingJanuary1,atthefourandone‐halfyearsmark,theywillberemovedfromtheBulletin
listingofcourses.ByMarch1ofthisfifthyear,thechairordirectorwiththeapprovaloftheappropriateacademic
deanmaynotifytheOfficeoftheRegistrarofadecisiontoretainthecourseonthelistofactiveUniversitycourses
foroneadditionalyear.Thecoursewillremainactiveforanadditional(sixth)yearandbedeletedduringthe
followingyear,ifnotoffered.FailuretosupplysuchnotificationbyMarch1ofthefifthyearofacoursenotbeing
offeredwillresultinthedeletionofthecoursefromtheBulletinlistofactiveUniversitycourses.Adepartmentor
programwishingtoofferacoursethathasbeendeletedmustfollowtheproceduresforapprovalofanewcourse
beforethecoursemaybeofferedagain.
61
FACULTYANDINSTRUCTIONALSTAFF
CriteriaforQuality
Thefollowingaretheminimumexpectationsthatapplytoallfull‐timeandpart‐timeinstructorsatMiami
University,includinggraduateteachingassistantsoradjunctfacultymembersemployedatsecondaryinstitution:









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FacultymembersholdadegreefromaregionallyornationallyaccreditedinstitutionrecognizedbytheU.S.
DepartmentofEducationortheCouncilforHigherEducationAccreditationorequivalentasverifiedbya
memberoftheNationalAssociationofCredentialEvaluationServices;
Facultymembersholdaterminaldegreeoradegreeatleastonelevelabovethedegreelevelinwhichthey
areteaching
o Atleastabachelor’sdegreeifteachinginanassociatedegreeprogram,
o Atleastamaster’sdegreeifteachinginabachelor’sdegreeprogram,
o Aterminaldegreeifteachinginagraduateprogram;
FacultymembersteachingMiamiPlancoursesholdamaster’sdegreeinthedisciplinetaughtoramaster’s
degreeandacohesivesetofgraduatecourseworkandgraduateexperiencesequivalenttoagraduate
degreeinthediscipline;
Graduateteachingassistantswhodonotmeetminimumfacultycredentialingrequirementsare
appropriatelymentoredbyafacultymemberofrecordwhodoesmeettheminimumcredentialing
requirements;
Inadditiontomeetingdegreelevelrequirements,facultymembersteachingtechnicallyorpractice‐
orientedcoursesdemonstrateevidenceofpracticalexperienceinthefieldandholdapplicablelicenses
and/orcertifications;
Forprogramsinvolvingclinicalfaculty(e.g.,studentteachingsupervisors,clinicalpracticumsupervisors),
thecredentialsandinvolvementofclinicalfacultyaredescribedandmeetapplicableprofessional
standardsforthedeliveryoftheeducationalexperiences;
Whereprofessionalaccreditationstandardsforfacultymembersexceedthesestandards,facultymembers
areexpectedtomeettheprofessionalaccreditationstandards;
Facultymembersshowevidenceofprofessionaldevelopmentinthediscipline;
Facultymemberswhoteachonlinecoursesareappropriatelypreparedforteachinginanonline
environment;
Facultymemberswhoreceivedtheirdegreesfromasingleinstitutiondonotconstitutethemajorityofthe
program’sfaculty.
USEOFUNDERGRADUATESASTEACHERS
UndergraduateAssociatesProgram
UndergraduatesmaybeusedasteachersthroughtheUndergraduateAssociatesProgram,whichisUniversity‐
wide,administeredbytheBernardB.Rinella,Jr.LearningCenter(RLC),andapprovedbytherelevantdepartment
chairorprogramdirector(whenappropriate).Requirementsaredescribedbelow.
RequirementsforParticipationintheUndergraduateAssociatesProgram
1. OrdinarilyanUndergraduateAssociate(UA)willserveasajuniorassistantforinstructioninaspecific
courseorasaresearchassistantforafacultymember’sproject.Facultymayalsosuggestothercreative
waysthatastudentcanserveasanUndergraduateAssociate.
2. Facultymaynominateseniors,juniors,orsophomorestoserveasUndergraduateAssociatesunderhisor
hersupervisionforaterm.Thenominatedundergraduatesmustbeingoodacademicstanding(i.e.,
attainedacumulativegradepointaverageof2.5orhigher);
62
3. Allportionsoftheapplicationformmustbecompletedbythenominatedstudentand/orthefaculty
nominator.Theapplicationshouldinclude:
a. astatementdescribingtheobjectivesandanticipatedoutcomesoftheexperienceforthestudentand
therelationofthisexperiencetothestudent’slearning;
b. anexplanationoftherolesandresponsibilitiesofthestudentandfacultymember;
c. arationaleforthestudent’sreadinessforthisresponsibility(includingpastcoursework,experiences,
andpersonalattributes)andtheplanforpreparingthestudenttoassumetherequiredresponsibilities;
d. astatementfromthefacultymemberexplainingtheeducationalvalueoftheuseoftheUndergraduate
Associate,notonlytothestudentbutalsotothefacultymemberandthestudentsenrolledinthe
course;and
e. aplanforassessingwhethertheuseoftheUndergraduateAssociateadvancedlearningandthecourse
objectives.
4. NostudentmayserveasanUndergraduateAssociateinacourseinwhichthatstudentiscurrently
enrolled.
5. AstudentservingasanUndergraduateAssociateinacourseisresponsibleforacquiringanadequate
knowledgeofallrelevantcoursematerials.
6. AstudentparticipatingintheUndergraduateAssociatesProgrammayteachaverylimitednumberofclass
sessions.WhenanUndergraduateAssociateteachesallorpartofaclasssession,theAssociate'sfaculty
sponsorwillbepresent.
7. IndischarginghisorherdutiesasanUndergraduateAssociate,astudentwillnothavesoleresponsibility
forgradinganyassignmentorinstructingaspecificclasswithoutsupervision.AnUndergraduateAssociate
mayreadotherstudents’assignmentsandexaminations,writecommentsonthem,andadvisethefaculty
memberaboutthegrades.
8. AnUndergraduateAssociateisexpectedtoworkaminimumofthirty(30)hourspersemester.
9. ThefacultysponsorandtheUndergraduateAssociateshouldmeetatleastmonthlyandmoreoftenas
desiredanduseful.
10. Attheconclusionoftheundergraduateassociateship,thestudentshallsubmittotheUniversityHonors
Programofficeafinalreflectionofwhatwaslearnedbytheundergraduateassociateshipexperience.The
reflectionshouldbesubmittedontheappropriateformobtainedfromtheUniversityHonorsProgram
officeandshouldincludebutnotbelimitedto:
a. acommentaryonhowtheuseoftheundergraduateassociateshipadvancedlearningonthepartofthe
UndergraduateAssociate,thefacultysponsor,andstudentsintheclass;
b. adescriptionoftheUndergraduateAssociate’sandfacultysponsor’sroleswithintheundergraduate
associateshipandtheoutcomesachieved;
c. anexplanationoftheways,ifany,theroles,responsibilities,andoutcomesdifferedfromtheoriginal
objectivesandwhy;
d. areflectiononhowtheundergraduateassociateshipexperienceadvancedtheUndergraduate
Associate’slearning.
UponacceptanceoftheUndergraduateAssociate’sfinalreflection,theRinellaLearningCenterinconjunctionwith
theacademicdepartmentshallnotifytheOfficeoftheUniversityRegistrartoawardthestudentanappropriate
transcriptnotation.Astudentmayreceiveonecredithourthroughindependentstudyintheappropriate
departmentorprogramforhisorherparticipationintheUndergraduateAssociatesProgram.Thefinalgradewill
bedeterminedbythefacultysponsoronthebasisofthestudent’sworkandonthequalityofthestudent’sfinal
reflection.Astudentmaynotreceivepayforthisexperience.
63
ExceptionstotheserequirementsmaybemadeinextremecircumstancesifpermissionisgrantedbytheDirector
oftheRinellaLearningCenterbasedupontherecommendationofthefacultysponsoranddepartmentchairor
programdirector(whenappropriate).
UndergraduatesAssistinginLaboratoryClassesandDrillSessions
Withtheapprovalofthedepartmentchairorprogramdirector(whenappropriate),facultymembersmayhire
undergraduatestoassistinlaboratoryclassesanddrillsessions.Thestudentsshallnotpresentnewmaterialor
answerquestionsthatgobeyondthematerialpresentedbyfacultymembers.Thedepartmentorprogramshall
determinethemethodsforselection,training,supervision,andevaluationofstudents.Studentsassistingin
laboratoryclassesanddrillsessionsshallbepaidbutcannotreceiveacademiccreditfortheirwork.
GradingbyUndergraduateStudents
Withtheapprovalofthedepartmentchairorprogramdirector(whenappropriate),facultymembersmayhire
undergraduatestoscoreworkbyotherstudentswhenthescoringiscompletelymechanical,aswithmultiple
choicetests.Thefacultymember,notthestudent,assignstheactualgrades.Undergraduatescannotbehiredto
gradefinalexaminationsoranyquizzes,tests,orassignmentswheregradingrequiresaqualitativeevaluation.
However,homework(problem)assignmentsmaybegradedbyundergraduatesprovidedthefacultymemberis
responsibleforthecoursegradeandisavailabletorespondtoastudent’sappealofagradegivenonahomework
(problem)assignment.Thedepartmentorprogramshalldeterminethemethodsforselection,training,
supervision,andevaluationofstudents.Studentshiredtogradetheworkofstudentsshallbepaidbutcannot
receiveacademiccreditfortheirwork.
See MUPIM 10.5.
GRADESANDGRADINGOPTIONS
Grades
GradesforallstudentsarereportedtotheOfficeoftheRegistrar.Gradesubmissiondeadlinesanddatesbywhich
gradesareviewablearelistedontheacademiccalendar(http://www.units.muohio.edu/reg/calendars/).Miami
usesthefollowinggradingstructureona4.00scale.
Grade
A+
A
A‐
B+
B
B‐
C+
C
C‐
D+
D
D‐
F
PointsPer
SemesterHour
4.00
Excellent
4.00
3.70
3.30
Good
3.00
2.70
2.30
Satisfactory
2.00
1.70
1.30
Poor
1.00
0.70
Failure
0.00
64
Other grade symbols include:
I
= Incomplete;calculatesasanFingradepointaverage(retired).
IGorIGY = Incomplete;workatthegraduatelevel;notincludedinthecalculationofgrade
pointaverage.Thestudenthasoneacademicsemesterfollowingtherecording
tocompletetheacademicwork.ChecktheAcademicCalendarforthedeadlines
perterm.Afterthedeadlinehaspassedwithnogradechangebeingrecorded,
the"IG"willconverttoagradeofF.The"IGY"willconverttoY(nocredit).
IUorIUY = Incompleteworkattheundergraduatelevel;notincludedinthecalculationof
gradepointaverage.Thestudenthasoneacademicsemesterfollowingthe
recordingtocompletetheacademicwork.ChecktheAcademicCalendarforthe
deadlinesperterm.Afterthedeadlinehaspassedwithnogradechangebeing
recorded,the"IU"willconverttoagradeofF.The"IUY"willconverttoY(no
credit).
L
= Audit;notincludedinenrollmentstatushours;notincludedincalculationof
gradepointaverage.
N
= Nogradesubmittedbytheinstructor;notincludedinthecalculationofgrade
pointaverage.
P
= Passing;carriesnocreditpoints(usedforstudentteaching,thesishours,
dissertationhours).
S
= Satisfactoryprogress;carriesnocreditpointsandnotincludedinthe
calculationofgradepointaverage;(usedforcoursesinresearch,independent
reading,specialtopicscourses,thesishours,dissertationhours,and
undergraduatehonors);changestoafinalgradewhentheprojectiscompleted.
U
= Unsatisfactoryprogress;carriesnocreditpoints;notincludedinthecalculation
ofgradepointaverage;(alsousedforspecialprojectsasabove);changestoa
finalgradewhentheprojectiscompleted.
W
= Withdrawal;assignedtoastudentwhoofficiallywithdrawsfromtheUniversity
orfromacourse;carriesnocreditpoints;isnotincludedinthecalculationof
gradepointaverage.
WP
= Withdrawalpassing;(retired).
WF
= Withdrawalfailing;(retired).
X
= Creditinacoursetakencredit/no‐creditinwhichagradeofCorbetteris
earnedinanundergraduatecourseorinwhichagradeofBisearnedina
graduatecourse;carriesnocreditpoints;notincludedinthecalculationof
gradepointaverage.
65
Y
Z
= Nocreditinacoursetakencredit/no‐creditcourseinwhichagradeofC‐orless
isearnedinanundergraduatecourseorinwhichaB‐orlesswasearnedina
graduatecourse;carriesnocreditpoints;notincludedinthecalculationof
gradepointaverage.
= CoursegradesprecededbyZindicatetheFreshStartpolicyhasbeenapplied.
Credit/NoCredit
Allstudentsnotonacademicprobationmayregisterforcoursesonacredit/no‐creditbasis,exceptasnotedbelow.
Eligiblestudentsmayenrollinanycourseonacredit/no‐creditbasisexceptingcoursesusedtomeetdepartment
fieldofconcentrationandmajorrequirementsandthecorecoursesattheDoliboisEuropeanCenter.However,
departmentsmayspecifyfieldofconcentrationandmajorrequirementsthatcanbemetwith"credit"inaspecified
course.Registrationinacourseonacredit/no‐creditbasisrequiresthepermissionoftheinstructorexceptin
MiamiPlancourses.
Nomorethan25percentofthetotalhoursearnedatMiamimaybeearnedincoursestakenonacredit/no‐credit
basis.First‐yearstudentsmayregisterforcoursesonacredit/no‐creditbasisprovidingtheyareconcurrently
enrolledfor12hoursforgrades.Duringthesummerterm,first‐yearstudentsmayregisterforcoursesona
credit/no‐creditbasisprovidingtheyareconcurrentlyenrolledforfoursemesterhoursforgrades.Ifatanytime
duringthesemester,astudentdropsbelow12hoursforgrades(fourhoursforthesummerterm),thecredit/no‐
creditstatuswillberemoved.Coursesofferedonlyonacredit/no‐creditbasisarenotfactoredin.Sophomores,
juniors,andseniorsmayregisterforoneormorecoursespersemesteronacredit/no‐creditbasis.Studentsmay
notenrollonacredit/no‐creditbasisinanycourseinwhichtheyhavepreviouslyearnedcredit.Astudentmaynot
enrollforgradeinanycourseforwhichtheyhavereceived"credit"onacredit/no‐creditbasis."Credit"(X)willbe
grantedforgradesofCorbetter;"no‐credit"(Y)willbegrantedforgradesofC‐orless.Theinstructorwillrecord
thenormallettergrade,whichtheOfficeoftheRegistrarwillconverttotherespectivecredit/no‐creditsymbol.
Coursestakenonacredit/no‐creditbasisaredisregardedinthecomputationofgradepointaverages.Acoursecan
bechangedfromcredit/no‐credittolettergradeorfromlettergradetocredit/no‐creditduringthefirst20percent
ofthecourse(seetheacademiccalendarforspecificdates).
IncompleteGrades
Ifastudentcannotfinishtheworkforacoursebytheendofaterm,withtheinstructor’spermissionthestudent
maytakeanincomplete.Thisisanagreementbetweenthestudentandtheinstructorthatthestudentwillfinish
theremainingunfinishedcoursework.
Gradesofincompleteforagraduatingstudentmustberemovedbytheconclusionofend‐of‐termprocessingfor
thestudent'sgraduationterm,approximately30daysafterthedateofgraduation.
AgradeofIncompletemaybeassignedonlyincaseswhereaformalarrangementhasbeenmadewiththestudent
forcompletionofthework.
Formoreinformation,see:StudentHandbook1.3;GeneralBulletin.
Non‐Attendance
Anylistedstudentwhostoppedattendingorneverattendedandwasnotpre‐assignedaWmustbeassignedafinal
gradeforthecourse.Ifthestudent'sworkduetonon‐attendanceorstoppedattendanceisinsufficienttowarrant
creditforthecourse,afailinggrade(F)mustbesubmittedtopreventthestudentfromreceivingcreditforthe
course.
66
CLASSSIZE
Themaximumsizeofeachclasssectionisfixedbythedepartmentchairorprogramdirectorwiththeapprovalof
thedeanoftheappropriateacademicdivisionandProvostandisbasedontheoptimumsizeforeffectiveteaching
andthecapacityofavailableclassrooms.Afterasectionorcourseisclosed,onlythedepartmentchairorprogram
directorhastheauthoritytoaddstudentstoit,andonlyafterheorshehasfirstascertainedfromtheOfficeofthe
Registrarthataclassroomisavailable.
See: MUPIM 10.2
ATTENDANCEANDABSENCEOFSTUDENTS
Everystudentisexpectedtoattendeveryclasssessionforwhichthestudentisdulyregistered.
Itistheprerogativeoftheindividualfacultymembertosetattendancepolicyforeachindividualcourse,anditis
theresponsibilityoftheindividualfacultymembertoinformstudentsofthatpolicyinthecoursesyllabusorother
writtendocumentwithinthefirstweekofthesemester.
TherearenoUniversity‐recognizedexcusedabsencesexceptforreligiousobservancesthatrequireabsencefroma
classsessionandotherrequiredclassactivities.Studentsmustgivewrittennotificationtotheirinstructorwithin
thefirsttwoweeksofclassofthereligiouseventthatprohibitsclassattendanceandthedatethatwillbemissed,if
officiallyknown.Instructorswill,withoutprejudice,providesuchstudentswithreasonableaccommodationsfor
completingmissedwork.However,studentsareultimatelyresponsibleformaterialcoveredinclass,regardlessof
whetherthestudentisabsentorpresent.
Ingeneral,classabsenceshouldbeavoidedunlessabsolutelynecessary.Ifastudentisinvolvedinactivitiesthat
resultinclassabsence(suchasintercollegiateathletics,band,debate,otherclassactivities,etc.),itisthestudent’s
responsibilitytonegotiatespecificarrangementswithindividualinstructorsaboutanyabsences.TheSenatealso
recognizesthefundamentalvalueofextra‐andco‐curricularactivitiesandtheirsignificanceinstudents’overall
educationalexperience.Instructorsshouldrecognizethatparticipationinsuchactivitiesisanintegralpartof
students’educationandhelpstofulfillthecomprehensivemissionoftheUniversity.Therefore,instructorsare
urgedtoaccommodatestudentrequirements.
Wheneverastudentisabsentfromclasstosuchanextentastomakethestudent’sworkinefficientortoimpairthe
moraleoftheclass,theinstructormaydirecttheOfficeoftheRegistrartodropthestudent.Duringthefirst20
percentofthecoursenogradewillberecorded;afterthefirst20percentiscompletedbutbefore60percentofthe
courseiscompleted,agradeofWwillberecorded.After60percentofthecourseiscompleted,agradeofFwillbe
recorded.TheinstructorshallnotifythestudentofthisactionnolaterthanthetimeheorshenotifiestheOfficeof
theRegistrar(seeacademiccalendarforspecificdates).
Adepartmentmay,atitsdiscretion,dropfromacourseanystudentwhoisabsentfromthefirstclassmeetingofa
semesterorterm,unlessbytheendoftheday(11:59p.m.)ofthefirstclassmeetingthestudentnotifiesthe
departmentorinstructorofhisorherintentiontotakethecourse.Whenpossible,departmentsandinstructors
shouldreinstateastudentwho,forreasonsbeyondhisorhercontrol,wasunabletocontactthedepartmentor
instructorbythisdeadline.
ThedeterminationofindividualclassattendancerequirementsandtheirenforcementattheDoliboisEuropean
CenterisgovernedbytheattendancepolicyoftheCenter.
Formoreinformation,see:MUPIM10.1;StudentHandbook1.9;Bulletin.
67
AUDITINGCOURSES
Coursesmaybeauditedwithoutcreditwiththeconsentoftheinstructorandwillnotbecountedunderanyrules
establishedbytheinstructorandmayincludeactiveregistrationorenrollmentstatus.Therequirementsfor
auditingacourseareestablishedbytheinstructorandmayincludeactiveparticipationbythestudent.Any
instructormaydropanauditingstudentatanytimeduringthesemesterifthestudentisnotfulfillingtheaudit
requirements.Fullfeesareassessedforauditingacourse.Wheneverastudentisnotfulfillingtheaudit
requirementsforacoursetheinstructormaydirecttheOfficeoftheRegistrartodropthestudent.Duringthefirst
20percentofthecoursenogradewillberecorded;afterthefirst20percentiscompletedbutbefore60percentof
thecourseiscompleted,agradeofWwillberecorded.See:MUPIM10.6;StudentHandbook1.5.
TEXTBOOKPOLICY
Thedisseminationoftimely,accurate,andcompleteinformationaboutrequiredtextbooksandsupplemental
materialsisimportanttoensurethatsufficientquantitiesoftextbooksandsupplementalmaterialsareavailableto
meettheneedsofstudentsandtoassiststudentsinbeingresponsibleconsumers.
Beforeeachupcomingacademicterm,theOfficeoftheProvostshallpartnerwiththeUniversityBookstoretomake
publiclyaccessiblethefollowinginformationforeachupcomingacademicterm:
1. TheInternationalStandardBookNumber(ISBN)andretailpriceinformationofrequiredand
recommendedtextbooksandsupplementalmaterialsforeachcourselistedinthecourseschedule;and
numberofstudentsenrolledineachcourseandthemaximumstudentenrollmentforthecourse.
2. TheOfficeoftheProvost,inconsultationwiththeUniversityBookstore,shallcommunicatetothedeans,
departmentchairs,programdirectors,andregionalcampuscoordinatorsthedatebywhichtheirtextbook
informationistobeprovidedtotheUniversityBookstore.
ThetextbookinformationprovidedtotheUniversityBookstoreshallbepublishedontheUniversityBookstore
websiteandshallbemadereadilyaccessiblethroughalinkfromtheUniversity’son‐linecourseregistration
system.
IftheISBNisnotavailable,thentheauthor,title,publisher,andcopyrightdateforsuchcollegetextbookor
supplementalmaterialwillbepublished.IftheUniversityBookstoredeterminesthatthedisclosureofthe
informationrequiredbythispolicyisnotpracticableforacollegetextbookorsupplementalmaterial,thenitwill
placethedesignation‘ToBeDetermined’inlieuoftheinformationrequired.
UseofSelf‐AuthoredMaterial
Intheeventthataninstructorwishestoutilizeatextbook(s)orothermaterialwhichisauthoredbytheinstructor
andthesaleofwhichresultsinaroyaltybeingpaidtotheinstructor,thensuchtextbook/materialmayonlybe
requiredbytheinstructorif:(1)theinstructor’schairorprogramdirectoranddeanhaveconsentedtotheuseof
thetextbook/material;or(2)themajorityoffacultywithintheinstructor’sdepartmenthasvotedtopermitthe
instructor’suseofthetextbook/materialintheinstructor’sclass.Salesofsuchitemscannotbeconducteddirectly
betweenafacultymemberandastudent.
DepartmentalResponsibilities
1. Theinformationreferencedabovewillbemadeavailablebyacademicdepartmentsandprogramseach
academictermtotheUniversityBookstoreonorbeforeadatespecifiedbytheOfficeoftheProvost.The
academicdepartmentsandprogramswillendeavortoensurethattheinformationprovidedtothe
UniversityBookstoreisinanacceptableformatsoastoavoidunnecessaryordersandreturnsbythe
UniversityBookstore.
68
2. Unlesstheacademicdepartmenthasmadeotherarrangements,itistheresponsibilityofeachindividual
instructortosecurehisorherowndeskcopiesoftextbooks.
3. Eachacademicdepartmentorprogramandregionalcampuscoordinatorshoulddesignateapersontoact
asitsrepresentativewiththeUniversityBookstoreandshouldinformtheBookstoreofthenameofthe
designatedperson.
4. Totheextentpossible,theUniversityBookstoreshouldbenotifiedofincreasedenrollmentsofscheduled
coursesectionsand/orofadditionalcoursesectionstobeoffered.
5. FollowingthesubmissiontotheUniversityBookstoreoftextbooklistsfortheupcomingacademicterm,
instructorsareexpectedtousethetextbooksspecifiedforthatterm.
For more information on textbooks, see MUPIM 10.4
MID‐TERMGRADES
Bytheendoftheeighthweekofclassesinthefallandspringsemesters,instructorsarerequiredtosubmit
midtermgradesforallundergraduatestudentswhohave45orfewerearnedcreditsatMiamiUniversity.
Instructorsareencouragedtosubmitmidtermgradesforallotherstudents.Thisrequirementappliestoallfull‐
termclassesandtwelve‐week“Q”springclassesduringthefallandspringsemesters.Midtermgradesarenot
requiredduringotherfallandspringsemestersprintclassesorforanywinterandsummerterms.Midtermgrades
areavailabletostudentsonlinethroughBannerWeb.Midtermgradesprovidestudentstheopportunitytoassess
theiracademicperformancewhilethereisstilltimetoimprovebeforereceivingofficialgrades.Midtermgrades
arenotrecordedonstudent'sacademicrecords.Academicadvisersalsohaveaccesstostudents'midtermgrades,
andtheywillmeetwithallstudentswhoarestrugglingtodiscussstrategiesforimprovingacademicperformance.
PleaseseetheappropriateAcademicCalendarforgradesubmissiondates.
EXAMINATIONS
Finalexaminationsareexpectedinallundergraduatecoursesunlessotherevaluativesubstituteprocedureshave
beenapprovedbythedepartmentchairordeanofthedivision.Finalexaminationsordulyapprovedsubstitutions
maybecompletedduringthefinalexaminationweek.Neitherfinalexaminationsnortestsoffifty(50)minutesor
ofgreaterlengthshallbegivenduringtheseven(7)calendardaysprecedingthefirststudydayofthefinal
examinationperiod.Theaboveregulationsdonotapplytolaboratoryfinalexaminations.Nofinalexamination,
includingalaboratoryfinalexamination,maybegivenduringstudydays.Finalexaminationsinacceleratedor
sprintcoursesthatendwiththelastweekofclassesmustbegivenduringthefinalexaminationweek.Exceptions
totheserulesrequiretheapprovalofthedepartmentchair,academicdean,andtheProvost.
ExaminationSchedule
TheOfficeoftheRegistrardevelopsthefinalexaminationschedulefortheOxfordcampus.
ThefinalexaminationscheduleisavailableontheOfficeoftheRegistrarwebsite.Exceptforgroupexaminations,
finalexaminationsaregenerallyheldintheroomwheretheclassregularlymeets.
Inorderforclassestobeeligibleforagroupfinalexaminationduringoneofthedesignatedgroupexamination
timeblocks,thefollowingcriteriamustbemet:


Threeorfoursectionsofthesamecourseexistwithatotalenrollmentof200ormorestudents;
Fiveormoresectionsofthesamecourseexist,regardlessoftheirenrollmentsize.
Roomassignmentsforgroupexaminationsarepostedontheexaminationscheduleapproximatelyonemonth
priortothefinalexaminationweek.
69
ScheduleChangesforFinalExaminationsorOtherEvaluativeSubstitution
Nostudentshallberequiredtotakemorethanthree(3)scheduledfinalexaminationsinany24‐hourperiod.Ifa
studenthasfour(4)ormorefinalexaminationsinany24‐hourperiod,thenoneofthoseexaminationsmaybe
changedtoalatertimewiththeconsentoftheinstructor,ortoanearliertimewiththeconsentofboththe
instructorandthedeanoftheacademicdivisioninwhichthecourseisgiven.Incaseswhereastudentisscheduled
forfour(4)ormorefinalexaminationsinany24‐hourperiodandnoagreementasstatedabovecanbereached,
theProvostshallbeempoweredtomakenecessaryadjustments.
Anindividualstudent’sfinalexaminationmaynototherwiseberescheduledexceptinextraordinarycircumstances
beyondthestudent’scontrol,inwhichcaseanattemptshouldbemadetorescheduletheexaminationatalater
timeratherthananearliertimeifpossible.Reschedulinganexaminationinsuchcasestoalatertimerequiresthe
consentoftheinstructor;advancingtoanearliertimerequirestheconsentoftheinstructor,thedepartment
chair/programdirector,andthedeanoftheacademicdivisioninwhichthecourseisgiven.
Duringfinalexaminationsweek,aninstructormaynotreschedulearegularlyscheduledclassexaminationexcept
inextraordinarycircumstances,inwhichcaseanattemptshouldbemadetorescheduletheexaminationatalater
timeratherthananearliertimeifpossible.Reschedulinganyclassfinalexaminationrequirestheinstructorto
obtaintheconsentofthedepartmentchair/programdirectorandthedeanoftheacademicdivisioninwhichthe
courseisgiven.
Torequestachangeinfinalexaminationtime,completetheappropriateformwhichisavailableontheOfficeof
Registrarwebsite.Thisformmustincludeasignaturefromtheappropriatedepartmentchair/programdirector
andacademicdean.
ExaminationsandAdditionalClassRequirementsduringtheSemester
Examinationsandadditionalclassrequirementsgivenotherthanduringscheduledclassmeetingsandthefinal
examinationperiodsdonottakeprecedenceoverregularlyscheduledclassesorfinalexaminations.
Inorderthatstudentsmightavoidschedulingconflicts,suchexaminationsandadditionalclassrequirements
shouldbescheduledonacoursemanagementsystempriortothebeginningofasemester.Ifitbecomesnecessary
duringthesemestertoholdanexaminationorclassrequirementotherthanduringthescheduledclassmeeting,
theinstructorshouldsearchforatimewhichdoesnotconflictwithotherscheduledcoursesinwhichanyofhisor
herstudentsareenrolled.Forstudentswhoseparticipationinregularlyscheduledclassesprecludesattendanceat
theadditionalexaminationorclassrequirementtime,itistheresponsibilityoftheinstructorrequiringthe
examinationand/oradditionalclassrequirementtoprovideanalternativemeetingtime.
PreparationofExaminations
Examinationsshouldnotberepeatedfromyeartoyearinidenticalform.Noundergraduatestudentshallbe
employedtotypeorreproduceanyexaminationquestions.Afteranexaminationhasbeenreproduced,the
instructormustmakesurethatthereproductionofficehasreturnedallcopiesandotherevidence.
AdministeringExaminations
Wheneverthereiscongestioninaclassroomduringhourexaminations,thechairofthedepartmentshould,if
possible,assignmorethanoneproctor.Wheneverfeasibleeachstudentshouldbeseatedsothatvacantchairs
surroundhimorheroralternateexaminationsshouldbegiventostudentssittingsidebyside.Wheneverpossible,
theOfficeoftheRegistrarwillassignlargerroomsuponrequest.
ProctoringofExaminations
70
Everytest,quiz,andexaminationshallbecarefullyproctored.Aproctormayconsiderithisorherrighttorequire
studentstodepositalltextbooks,notebooks,andloosepaperofanysortinthefrontoftheroomwheneverthefull
periodisdevotedtoatest.
See MUPIM 10.3; Student Handbook 1.4.
PRE‐REQUISITES,CO‐REQUISITES,ANDCONCURRENCIES
ThefollowingrestrictionsmaybeplacedonMiamicourses:


Prerequisitesareapproximationsofthenecessaryspecificorgeneralacademicknowledge,background,or
semesterclassificationrequiredtosucceedacademicallyinaspecificcourse.
Co‐requisitesindicatethecoursesrequiredtobetakeninthesamesemesterasthecourseinquestion.
Allsectionsofagivencoursemustcarrythesameprerequisiteand/orco‐requisiteenrollmentrestrictions.The
curriculumapprovalprocessmustbeusedtoaddorchangeaprerequisiteandco‐requisiteenrollmentrestriction
foragivencourse.Prerequisiteandco‐requisiteenrollmentrestrictionsthatarerequiredbytheOhioBoardof
Regentsfortransferassurancemaynotberemovedoraltered.
Theabovelistedrestrictionsshouldnotbeconfusedwith“recommendedpreparation”specifications.
“Recommendedpreparation”indicatescourseworkorspecificbackgroundthatisadvisablebutnotmandatoryin
preparingstudentsforadesignatedcourse.The“recommendedpreparation”guidelinesaredeterminedbythe
instructorandnotincorporatedintotheregistrationsystem.
COURSECHANGES
GUIDELINESFORSUBMISSIONOFACOURSECHANGE
Aproposalforrevisionsofanexistingcourseshallfirstbeapprovedbythedepartmentorprogram,after
consultationwithotherdepartmentsorprogramswhereappropriate.Thesecoursechangesmustbesubmittedto
thedivisionforapproval.Uponapprovalbythedivision,thesecoursechangeswillappearontheUniversitySenate
ConsentCalendarandbecomeofficialatthecloseoftheSenatemeetinginwhichthecoursechangeisreceived.
DivisionsareresponsibleforreviewingallSenateconsentcalendaritemspriortotheUniversitySenatemeeting.
SignificantCourseChanges
Thefollowingrevisionstoanexistingcourseareconsideredsignificant:
•
•
•
changeinstudentlearningoutcomesorothersignificantcoursecontentchange;
anychangeincredithours;
permanentlydeletingacourse(seealso“DeletingaCourse”).
Significantcoursechangesmustbesubmittedforapprovalbythefollowingbodies.
ApprovingBody
DepartmentorProgram
Division
CouncilofAcademicDeans
UniversitySenate
Undergraduate
*
*
*
*
See MUPIM 11.1.B.
PROCEDUREFORDELETIONOFCOURSESFROMLISTOFCOURSES
Graduate
*
*
*
*
71
ByJanuary1ofeachacademicyear,theOfficeoftheRegistrarwillnotifyviaanelectronicreporttheappropriate
chairordirectoranddeanofanycoursesthathavenotbeenofferedforthepastthreeandone‐halfyears.No
actionwillbetakenonthesecoursesatthispointintime.Ifthecoursesonthislistarenotofferedbythefollowing
January1,atthefourandone‐halfyearsmark,theywillberemovedfromtheBulletinlistingofcourses.ByMarch
1ofthisfifthyear,thechairordirectorwiththeapprovaloftheappropriateacademicdeanmaysubmittothe
OfficeoftheRegistrarawrittenjustificationforretainingthecourseonthelistofactiveUniversitycoursesforone
additionalyear.Thecoursewillremainactiveforanadditional(sixth)yearandbedeletedduringthefollowing
year,ifnotoffered.FailuretosupplysuchjustificationbyMarch1ofthefifthyearofacoursenotbeingoffered
willresultinthedeletionofthecoursefromtheBulletinlistofactiveUniversitycourses.Adepartmentorprogram
wishingtoofferacoursethathasbeendeletedmustfollowtheproceduresforapprovalofanewcoursebeforethe
coursemaybeofferedagain.
See MUPIM 11.1.D.
COURSESCHEDULING
GUIDELINESFORCOURSESCHEDULING
Theprimaryobjectiveofclassschedulingisstudentaccesstorequiredclassesbyoptimizingspaceutilization
throughouttheweek.Equallycriticalisaschedulingplansofacultycanremainvibrant,current,andactiveintheir
researchpursuits.
Towardtheseends,thefollowingguidelinesareusedbytheUniversityforscheduling:
•
Spreadutilizationthroughouttheweekandacrossalltimesoftheday;
•
Matchsectionenrollmenttoroomcapacity;
•
Utilizestandardtimeblockmeetingpatterns;
•
Matchfacultyneedswithclassroomtechnology.
SchedulingPolicies
1. TimeblockAdherence:MiamiUniversityclassesshouldmeetinanapprovedschedulingtimeblockbased
uponthe“StandardTimeblockModel.”Thetimeblockformandatemplatefordevelopingadepartmental
scheduleareavailableontheOfficeoftheRegistrarwebsite.
2. SpreadofClassesacrossTimeblocks.Departmentsmustdistributefulltermandsprintclassesutilizingall
timeblocksthroughoutthedayasmuchaspossiblewithoutreusingpreviouslyscheduleddaytimeblocks.
3. FinalExaminationWeek.PleaseconferthesectiononExaminationsinthismanualaswellastheOfficeof
theRegistrarwebsiteforfinalexamweekinformationincludingGroupExamguidelines,movingexam
times,andstudentexamtimeconflicts.AllMiamicampusesutilizethesamefinalexamgrid.
GeneralProcedures
1. ApprovingtheClassSchedule.Approvalrestswitheachdivisionthroughoutallstepsoftheprocess,
includingaftereachterm’sschedulehasbeendevelopedandregistrationhasbegun.Consultthe
appropriatedivisionforspecificguidelines.
2. CoordinatingOfferings.Departmentsshouldconsultwithoneanotherandacrossdivisionstocoordinate
theschedulingofclassessharedbetweenandamongvariousstudentmajors.A“CommonCoursesReport”
servesasareferencedocumentandisavailableuponrequestfromtheOfficeoftheRegistrar.
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3. Reports.VariousreportswillbegeneratedbytheOfficeoftheRegistrartoprovidedataregardingissues‐
suchasthespreadofclassesacrossdays–anddistributedtothedepartments,divisions,andProvost
throughouttheprocessinsupportoftheMiamiUniversityClassSchedulingPolicy–OxfordCampus.
SCHEDULINGPROCESS
Allcourserequestsandchangesmustbemadetotheregistrationofficesviaemailfromthedepartmentalsecretary
orschedulingcoordinator,withtheapprovalofthedivision.Theprocessincludestermschedulingandregistration
timelineswhichoutlinedatesanddeadlinesforscheduledevelopmentandregistrationdeadlinesbasedupon
approvedtimeblocksandpartofterm(sprint)dates.
AllcoursechangesmustberequestedtotheOfficeoftheRegistrarviaemailfromthedepartmentalsecretaryor
schedulingcoordinator.
RoomScheduling
Academicclassroomroomscheduling,whichisaunitintheOfficeoftheRegistrarhandlestheschedulingofall
roomsacrosstheUniversityforclasses,examinations,finalexaminations,reviewsessions,workshops,orientation,
meetings,conferences,andspecialevents.Recordsandregistrationofficesontheregionalcampusesschedules
thoselocations.
Forschedulingofcourses,pleasereviewtheguidelinesforschedulinginthismanual.
Roomrequestsaremadeonlineonthe Office of Registrar’s website.Emergencyandsamedayrequestsmustalsobe
requestedviatheonlineroomrequestform.
CURRICULAREVALUATIONANDASSESSMENT
UNIVERSITYASSESSMENTEXPECTATIONS&GUIDELINES
BecauseoftheaccreditationstandardsoftheHigherLearningCommission,eachdepartmentandprogramat
MiamiUniversityisrequiredtoimplementafullcycleassessmentprogramforeachofitsundergraduatemajors,
generaleducation,free‐standingcertificates,andallgraduateprograms.Fullcycleassessmentisanongoing,
iterativeprocessthatusesresultstoinformdecisionsandmakeimprovements.Inordertoimprove,careful
planningisnecessary.Learninggoalsandoutcomesmustbeclearlyspecified,appropriatemeasuresmustbe
selected,datacollectionmustbecarefullyexecuted,andmostimportantlyresultsmustbesharedfor
improvementstooccur.
Eachmajorordegreeprogramshouldspecifyatleastthreelearningoutcomestoassess.Eachyear,datashouldbe
collectedandanalyzedrelatedtotheoutcomesandusedforprogramimprovement.
Whenbeginningtheprocessofassessmentforthefirsttime,departmentsandprogramsshouldcreatean
assessmentplanforeachdegreeprogramormajor.Atemplatefortheassessmentplanisavailableinthismanual.
AnewAssessmentPlanshouldbecreatedwhenaprogramchangesoraddslearningoutcomesoritsmethod(s)of
assessingthem.
Onceeachyear,theassessmentdataforthethreeormorelearningoutcomesshouldbeanalyzedanddiscussed
andplansforimprovingteachingandlearningbaseduponthosefindingsshouldbeputinplace.Thesummaryof
thedatacollected,theanalysisandthestepsforimprovementarerecordedinanassessmentreport.Anew
assessmentreportshouldbecreatedeachyearanduploadedintotheAccreditation(ComplianceAssist)Template.
73
AtemplatefortheAssessmentReportcanbefoundinthismanual.
Belowisachecklistofstepsforbeginningtheprocessofassessinglearningoutcomesinthemajorordegree:
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Nameacontactorpointpersonforassessmentofeachdegreeprogramormajorinyourunit.
Createatimelineforassessmentactivities.Besuretoincludethestepsbelow.
Createorreviewtheeducationalmissionstatementforthedegreeprogramormajor.
Developatleastthreestudentlearningoutcomesfortheprogramormajorthatarealignedwiththe
educationalmissionstatement.
Createatargetgoalforoutcomes(i.e.,percentofstudentsachievingthembygraduation),andidentify
courses(andassignmentsandactivitieswithinthem)whereoutcomesarelearnedbymoststudentsinthe
program.
Identifyhowyouwillscoreordirectlymeasurestudents’levelofmasteryoftheseoutcomes(e.g.,rubric,
answerkey).
Identifyhowyouwillmeasureperceptionsofstudents’masteryofoutcomes(e.g.,courseevaluations,
alumnisurvey,focusgroups,employersurvey).
Collect,analyzeandinterpretdata.
Discussresultswithfacultyandotherstakeholders.Identifychangesneededtoimprovestudentlearning.
Actonresults,andmaintainfeedbackloops.
Createassessmentreport;re‐evaluateandreviseassessmentplanasneeded.
AdditionalinformationaboutassessmentcanbefoundontheCELTUAwebsite.
ASSESSMENTPLANTEMPLATE
ProgramInformation
AcademicProgram(Major,Degree
Name)
Degree
DepartmentorProgram
Division
AcademicYear(whentheplanwill
begin,or“alreadyinprogress”)
ContactPerson
Name
Title
Department
EmailAddress
Phone
ProgramMissionStatement
Thisisaneducationalmissionstatementfocusedonthemajor,notanorganizationalmissionstatement
foryourdepartmentordivision.
Example:Themissionof[insertnameofmajorordegreeprogram]isto[inserttheprogram’sprimary
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educationalpurpose]byprovidingmajors[inserttheprogram’sprimaryfunctionsandactivities]in
orderto[insertdescriptionofhowthemajorordegreeprogramcontributestothedevelopmentand
careersofitsstudents].
StudentLearningOutcomes
Eachprogramormajorshouldhaveatleastthreemeasurableoutcomes. Ifyouhavemorethan4,please
listthemanddescribemeansofassessmentinanattachment.Outcomesdescribetheknowledge,skills,
andabilitiesthatastudentshouldattainbycompletingthedegreeprogram.Eachstatementshouldbe
specific,well‐defined,simple(notcompound),andalignedwiththeprogram’smission.
Mathematicsexample:Studentswillbeabletodrawcorrectinferencesusingquantitativeanalysis.
1.
2.
3.
4.
MeansofAssessment
DataCollection
Foreachlearningoutcome,state whereandwhendatawillbecollected,whowillbe
responsible,howandifstudentworkwillbesampled,andestimatedsamplesize.
Pleaseindicatehowyouwillassurethatthedataarerepresentative.
Direct,Course‐
Embedded
Assessment
Foreachlearningoutcome,listthecourseorcourseswherestudentswillbe
demonstratingtheoutcomesandtheassignment(s)inthemthatyouwillusefor
assessmentpurposes(e.g.,capstoneproject,finalexamination,researchpaper,
portfolio,etc.).
Foreachlearningoutcome,describehowyouwillscorestudents’levelofmasteryof
theoutcomes.Forexample,willyouusearubricoranswerkey,orwillitbescored
byatestingcompany?Ifyourplanhasarubric,besuretoincludetherubricasan
appendix.Whowilldothescoring?Oneormorepersons?Howwillscoresbe
reported(e.g.,totalscalesorsubscores)?
Foreachlearningoutcome,describehowyouwillindirectlyassessstudents’and
otherstakeholders’perceptionsoftheirlearninginrelationtotheseoutcomes(e.g.,
courseevaluations,focusgroupswithgraduatingstudents,alumnisurvey,employer
survey,etc.).
Attachrelevantquestionsononlinecourseevaluations,alumnisurvey,employer
survey,focussession,etc.inanappendix.
Scoring
Indirect
Assessment
(Perceptionsof
Student
Learning)
CompletingthePackage
FeedbackLoop
Timetable
Describehowandwhenyouplantosharethefindingsoftheassessmentofthese
outcomeswithfacultyandotherstakeholders.Explainbrieflyhowyouwillensure
thatyourunitmakesimprovementsbasedupontheassessmentfindingsandrevises
theassessmentplanasneeded.
Attachatimelineofmajorassessmentactivitiestofulfilltheassessmentplan.
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ASSESSMENTREPORTTEMPLATE
ProgramInformation
AcademicProgram(Major,Degree
Name)
Degree
DepartmentorProgram
(e.g.,BAorBS)
Pleasecompletethisonlyiftherehasbeenachange
Pleasecompletethisonlyiftherehasbeenachange
Division
Pleasecompletethisonlyiftherehasbeenachange
AcademicYear(s)coveredbythis
report
Whenweretheassessmentactivitiesinthisreportconducted?
ContactPerson
Name
Personresponsibleforcoordinatingtheassessmenteffort
Title
Pleasecompletethisonlyiftherehasbeenachange
Department
Pleasecompletethisonlyiftherehasbeenachange
EmailAddress
Pleasecompletethisonlyiftherehasbeenachange
Phone
Pleasecompletethisonlyifthere hasbeenachange
ProgramMissionStatement
Thisistheeducationalmissionstatementfocusedonthemajor,notanorganizationalmissionstatement
foryourdepartmentordivision.(Note:MostcanbefoundintheMiamiBulletin.)
Pleasecompletethisonlyiftherehasbeenachange.
StudentLearningOutcomes:Pleasecompletethisonlyiftherehasbeenachange
Eachprogramormajorshouldhaveatleastthreemeasurableoutcomes.Ifyouhavemorethan4,please
listthemanddescribemeansofassessmentinanattachment.Outcomesdescribetheknowledge,skills,
andabilitiesthatastudentshouldattainbycompletingthedegreeprogram.
1. Insertoutcome#1.Pleasecompletethisonlyiftherehasbeenachange
2. Insertoutcome#2.Pleasecompletethisonlyiftherehasbeenachange
3. Insertoutcome#3Pleasecompletethisonlyiftherehasbeenachange
4. Insertoutcome#4(optional)Pleasecompletethisonlyiftherehasbeenachange
MeansofAssessmentPleasecompletethisonlyiftherehasbeenachange
DataCollection
Foreachlearningoutcome,state whereandwhendatawillbecollected,whowillbe
responsible,howandifstudentworkwillbesampled,andestimatedsamplesize.
Pleaseindicatehowyouwillassurethatthedataarerepresentative.
Pleasecompletethisonlyiftherehasbeenachange
76
Direct,Course‐
Embedded
Assessment
Scoring
Indirect
Assessment
(Perceptionsof
Student
Learning)
Foreachlearningoutcome,listthecourseorcourseswherestudentswillbe
demonstratingtheoutcomesandtheassignment(s)inthemthatyouwillusefor
assessmentpurposes(e.g.,capstoneproject,finalexamination,researchpaper,
portfolio,etc.).
Pleasecompletethisonlyiftherehasbeenachange
Foreachlearningoutcome,describehowyouwillscorestudents’levelofmasteryof
theoutcomes.Forexample,willyouusearubricoranswerkey,orwillitbescored
byatestingcompany?Ifyourplanhasarubric,besuretoincludetherubricasan
appendix.Whowilldothescoring?Oneormorepersons?Howwillscoresbe
reported(e.g.,totalscalesorsubscores)?
Pleasecompletethisonlyiftherehasbeenachange
Foreachlearningoutcome,describehowyouwillindirectlyassessstudents’and
otherstakeholders’perceptionsoftheirlearninginrelationtotheseoutcomes(e.g.,
courseevaluations,focusgroupswithgraduatingstudents,alumnisurvey,employer
survey,etc.).
Attachrelevantquestionsononlinecourseevaluations,alumnisurvey,employer
survey,focussession,etc.inanappendix.
Pleasecompletethisonlyiftherehasbeenachange
AssessmentResultsandClosingtheLoop
Assessment
Results
Afteranalyzingyournumericaldata,presentthesummarydatainatableortables,
andattachitorthem.
FeedbackLoop
Describehowyousharedtheresultswithfacultyandotherstakeholders.Explain
brieflyhowyouwillmakeimprovementsbasedupontheassessmentfindings(e.g.,
changestotheassessmentplan,changestothecurriculum,otherchangestothe
programorunit,suchaschangesintechnology,personnel,admissioncriteria,
frequencyofcourseofferings,advisement).
TEACHINGEVALUATIONPLAN
Section7.2.BoftheMiamiUniversityPolicy&InformationManualspecifiesthateachdepartmentcreateateaching
evaluationplan.AccordingtoMUPIM,“Themajorpurposeofthisplanistoprovideaprocesstoenhancethe
qualityofinstructionand,subsequently,studentlearningatMiami.Whenimplemented,eachplanshouldprovide
facultywithinformationusefulinimprovingtheirteaching(formative)andfordocumentingteachingeffectiveness
forpromotion,tenureand/orannualperformanceappraisals(summative).Accordingly,candidatesseeking
promotionand/ortenureareurgedtosubmittotheirdepartments/divisionsavarietyofevaluationresults.”
Section7.2.Carticulatesguidelinesfortheplan:
1. Theteachingevaluationplanistheresponsibilityofthedepartmentintermsofinitialdevelopment,
implementation,andongoingrevision.
2. Thedepartment'splanshallreflectthecomplexityoftheteaching/learningprocessbyincludingmultiple
sourcesofevaluationdata,includingbothquantitativeandqualitativeassessmentmethods.Theplanshallalso
addressbothformativeandsummativeactivities.Inadditiontoend‐of‐semesterstudentevaluations,
summativeandformativeactivitiescouldinclude,butarenotlimitedto:ongoingclassroomassessment,peer
evaluations,studentportfolios,chairorprogramdirector(whenappropriate)evaluations,teaching(faculty)
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3.
4.
5.
6.
7.
portfolios,classroommaterials,samplesofexemplaryclassroomlessonsorassignments,seniorexitsurveys,
andalumnisurveys.
Departmentalteachingevaluationplansshallreflectmultiplemodelsofteachingandstudentlearning.For
example,plansshouldbesensitivetolecture,discussion,inquiry,orsmallgroupinstruction.
Formativeevaluationsaredesignedtoaidinthecourseandteachingdevelopmentbytheinstructorandhisor
hermentorsandpeers.Theseevaluationswillnotbeusedforsummativepurposes,suchaspromotionand
tenuredecisionsormeritsalaryincreases.Rather,formativeevaluationsaredesignedtoprovidevaluable
feedbackfortheimprovementofcoursedesignandinstruction,andtheymaybeconductedbytheinstructor.
Summativeevaluationsconductedattheendofatermwillberetainedandusedasapartoftheevaluation
processfortenure,promotion,post‐tenurereview,andmeritsalaryincreases.
Unofficialandunregulatedstudentevaluations(e.g.,internetevaluations)maynotbeusedforpromotionand
tenurepurposesoranyotherpersonnelconsideration.
Allfacultyarerequiredtohaveallclasses*evaluatedbystudentsinsomeformalmannerthatisappropriateto
thespecifictypeofcourse.Theseevaluationswillconstituteaconcreterecordofteachingeffectivenessthat
canbeusedforbothself‐improvementandsummativeevaluation,andshallbeconstructedinsuchamanner
astoensurecredibilityandintegrity:
a. Thefacultymembershallnotadministerhisorherownevaluation.Inaccordwith
departmental/divisionalprocedures,athirdpartyshallannouncetheevaluation,distributethe
evaluationforms,andsubmittheformsforprocessing.
b. Thefacultymembershallnotreceiveanyevaluationresultsuntilfinalgradesforthesemesterhave
beensubmitted.
c. Ifadditionalevaluationsusedexclusivelyforfacultyself‐improvementareadministered,theabove
twoconditionsdonotapply.
*Independentstudiesandothersuchcourses,aswellasclasseswithenrollmentsoffewerthanfive(5),are
generallyexempt.
COURSEEVALUATIONS
MID‐TERMEVALUATION
TheAdvancedLearningTechnologiesOffice(ALT)andtheCenterfortheEnhancementofLearning,Teachingand
UniversityAssessmentconductformativecourseassessments,suchastheSmallGroupInstructional
Diagnosis(SGID).TheSGIDprovidesfeedbacktoaninstructorthroughsmallgroupdiscussionsintheclassroom.
Formoreinformationandtorequestthisassessment,consulttheCELTUAwebsite.
ENDOFTERMEVALUATION
MiamiUniversityrequiresthatstudentsareprovidedtheopportunitytoevaluateallcourses.Beginninginfall
2013,allMiamicourseswillbeevaluatedusinganonlineformat.Theonlineevaluationformincludessixcommon
questionsthatwillbeincorporatedintoallevaluations.
ThescaleforALLquestionsis0‐4,withhighernumbersbeingbetter.Thesixuniversity‐sidequestionsare:
ClassroomClimate
Myinstructorwelcomedstudents’questions.
Myinstructorofferedopportunitiesforactiveparticipationtounderstandcoursecontent.
Myinstructordemonstratedconcernforstudentlearning.
StudentLearning
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InthiscourseIlearnedtoanalyzecomplexproblemsorthinkaboutcomplexissues.
Myappreciationforthistopichasincreasedasaresultofthiscourse.
Ihavegainedanunderstandingofthiscoursematerial.
Ineachevaluationsessionthereisashortwindowforindividualfacultytoaddupto5oftheirownquestions.
Forfulltermcourses,theevaluationperiodwillbegintheSundaynightbeforethelastweekofclass,andendat
5pmontheFridayoffinalsweek.Theevaluationperiodforpartialtermcourseswillessentiallybethelastweekof
classes,plustwodays.
StudentswillseethecoursestheyneedtoevaluateontheMUportal(i.e.,MyMiami);inaddition,studentswill
receiveane‐mailinvitationandaseriesofremindersduringtheevaluationperiod.Faculty are encouraged to
provide regular reminders to students, both in class and via e-mail,about the importance of the evaluation process.
Faculty will be able to see aggregate, real time response rates forthe evaluations.
Full results will be available within 48 hours of the due date for final grades. Reports can be accessed via myMiami/My
Courses/Course Evaluations (or via the link above, through myMiami) StudentsandfacultycanreportproblemstotheIThelpdesk,9‐7900,[email protected]
Formoreinformation,see:http://www.units.muohio.edu/uit/sites/edu.uit/files/faq_fin.pdf
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