MCS Considerations

MCS Considerations for Curriculum Committees

I. Bulletin Description
  • Cross-listed Courses: Cross-listed courses must add “Identical to XXX123. Credit may not be earned in more than one of these courses”
  • Online Courses: Must include the following language: “This course may be offered in an online format”
    • NOTE: if the course may be offered online, you must ensure the proposal meets the criteria in Section V. Other Requirements and/or Materials for the Course.

II. Prerequisites, Pre/Co-requisites, Co-requisites, Recommended

  • Consistency: Requisite information MUST MATCH what is listed in the proposal form.
  • Deleted Requisites: If these items are removed from an MCS and/or bulletin description, the Initiator must provide a clear rationale explaining the removal of the requisites.
  • Added Requisites: Adding new requisites to a course may impact time to graduation. Good practice may include addressing such issues in the curriculum proposal rationale.
  • Recommended Requirements: If any courses or requirements are recommended, the Initiator must include the word “Recommended” in the bulletin description.

III. Rationale for the Course Level

  • Course Level: The rationale must explain the reasoning for the course level and why it is not at a lower/higher level.
  • Supporting Student Learning Objectives (SLOs): The rationale should begin to provide support for the SLOs by stating whether the course is an introduction to a content area, assumes past knowledge (reinforcement), or expects upper-level rigor (emphasis).
Example Rationale: This is an advanced level course on the biological basis of Acquired Immune Deficiency Syndrome (AIDS). It encompasses a deeper reflection of the psychosocial aspects and implications to society in general. Student research will be completed on topics that may include immunology of AIDS, how the human immune system works, opportunistic infections, etc. The course is at a 500 level since students are required to use higher cognitive learning domains such as synthesizing information gathered during their research as well as analyzing and constructing theories based on deeper reflection of psychosocial aspects and implications to society.

IV. Suggested Textbooks

  • If a text is older than 5 years, a rationale for use must be included.
    • NOTE: Text(s) may be used as a reference for faculty members new to this course.

V. Other Requirements and /or Materials for the Course

  • Special Course Requirements: Review this section for evidence that suggests there are special requirements such as certifications, performance levels, concert attendance, and exceptional time requirements.
  • Online Courses:
    • A full description of requirements and/or expectations must be presented (this may include access to technology, specialized software, computer programs).
    • A full description of methods for interacting and expectations for communicating and engaging with students must be included.

VI. Student Learning Course Objectives

  • Significance: This critical section of the MCS defines the nature and scope of the course. It must also support the overall program student learning outcomes. All instructors must address these outcomes.
  • Learner-Centered: Objectives must articulate what students will gain with respect to knowledge, skills, beliefs, and values.
  • Appropriateness of Wording: The objectives should be written in a manner that reflects the course level. For instance, a 400-level course should have objectives that reflect higher cognitive order, such as analysis, synthesis, and evaluation while a 100-level course may reflect lower cognitive order such as comprehension, recall, etc.
  • Observable Evidence: Avoid objectives that are written in a non-measurable manner such as appreciation, understanding, knowing, becoming, expanding, increasing, etc.

VII. Suggested Course Outline

  • Alignment: Ensure the scope of the topics align with the Student Learning Objectives (SLOs).
  • Sequence: Ensure the sequence of topics shows a logical progression.
  • Frequency of Evaluations: The outline should provide a logical presentation of when and where the evaluations occur for the duration of the course (typically in weeks of the semester).

VIII. Suggested Course Evaluation

  • Support of Student Learning Objectives (SLOs): Ensure the evaluations appropriately support the learning objectives. For instance, if the course is a 400-level course and is focused on the integration of theories and concepts, one may expect to see an evaluation such as a project where the student is analyzing, synthesizing, and constructing arguments based on theories and concepts.