• 400/500 courses must be clearly distinct. Courses must demonstrate a distinguishable difference between undergraduate and graduate components (e.g., expectations, assignments, evaluation details). Review the 400-500 Parallel Courses page for more information on these requirements.

• Course titles should be concise and not contain too much course information.
• Course titles should contain no program branding, no idioms, and no popular culture references.
• Typically, the name of the program is not included in the title.
• Do not include an acronym of the title in the title. For example: “Leadership and Practice Experience (LPE)” should not include “(LPE)” in the title.
• It appears that courses numbered 700 must be titled “Master’s Thesis”; there appears to be some leeway for courses numbered 701 (e.g., “Master’s Capstone” and “Master’s Practicum”).
• Titles with a roman numeral must follow a pattern of established courses (e.g., College of Education Seminar I and College of Education Seminar II).

• Also known as the transcript title (or the short title), the abbreviated title should align to the course title and sufficiently represent course content in a way understandable by another institution or outside agency.
• Abbreviated titles should contain no program branding, no idioms, and no popular culture references.
• Ensure abbreviated course titles sufficiently represent course content. For example, Introduction to Geographic Information Systems for the Earth Sciences – INTRO GIS EARTH SCI.
• Be sure the abbreviated title does not include words that are not in the long title.

• Ensure you are not submitting a proposal too close to the effective quarter. Be sure to allow for unit/college review time in advance of the UCCA deadlines posted on the UWCO site.

• Course descriptions should be written in active tense (catalog style), explaining what the student can expect to learn in the course.
• Course descriptions should contain no program branding, no idioms, and no popular culture references.
• Avoid second person references such as ‘you’ or ‘your’; revise “you will learn” to “students learn.”
• Avoid using abbreviations other than for extremely common geographical names (for example, US).
• Phrases such as “in this course” should be avoided.
• Information that will publish to the catalog listing based on the completed form fields in Kuali (e.g., credits, grading system, prerequisites) should not be included in the description.

• Content for requested General Education Requirements designation(s) needs to be apparent, especially in the course description.

• Adhere to catalog style; do not include information not typically found in a prerequisite. Refer to the Curriculum Office prerequisite website or FAQ website for guidance on acceptable prerequisite verbiage.
• Each course must be listed, you cannot list a range. For example: PHI 123, PHI 124, PHI 125, not PHI 123-125.
• Note that commas separating course numbers mean “or”; recommend adding the word “either” at the beginning. For example: either BIOST 513, 515, 518, or permission of instructor.
• If you are proposing a prerequisite course that is offered by another unit then you must add their unit as a potentially affected unit.
• To list more than one course, separate with the word “and” or list in a single column. For example: PHI 123 and PHI 124 and PHI 125. Or:

PHI 123

PHI 124

PHI 125

• This is required. Ensure this explanatory text synchs with other elements in the proposal.

• The total at the bottom of the In-classroom Instructional and Additional Hours table is the total number of hours per week.
• Typically, 1 credit represents a total student time commitment of 3 hours each week in a 10-week quarter, or a total of 30 hours in a quarter. For example: Lecture: 1 credit = 1 hour in class + 2 hours outside of class (total 3 hours per credit); Lab 1 credit = 2 hours in lab + 1 hour outside of lab (total 3 hours per credit).
• If hours are categorized as “other” you must complete the Explanation and Justification for “Other” Instructional Hours field to explain.
• Variable credit courses (multiple or range) must include a repeatable credit amount in Kuali. The maximum repeatable credit amount must be equal to or greater than the maximum multiple credit or range amount.
• See Registrar’s FAQ on How do I fill in hours for different credit types (multiple, range, fixed)?

• No percentage of the grade can be based on behavior (i.e., attendance, tardiness).
• Participation can count for no more than 15% of the grade. More may be allowed but proposal must include a detailed rubric outlining how participation will be assessed.
• Evaluation details can be in percentages and the total of all assessment areas must add up to 100%. If listing points, a total amount of points must be provided.
• For parallel courses, have a clear demonstration of how students will be evaluated differently at the graduate and undergraduate levels.
• Second person references like “you will/your” should not be included.
• If “peer evaluation” is used please include an explanation of how a student’s grade is determined (e.g., if the instructor decides the final grade)

• Complete only if proposing to add DL to the course.
• In addition to adding this designation in the DL section of the proposal, it must also be explicitly stated in the justification.
• Include both DL and in-person syllabi if both are offered, or if they differ from one another.
• The proposal and syllabi must indicate if the learning outcomes and evaluation details are the same for both in-person and distance learning modes if both are offered.
• See UW CM Distance Learning Quick Guide.

Grading System

• If the course proposal indicates that grading can be either standard grading OR credit/no credit, the syllabus must provide evaluation details for standard grading. A syllabus with credit/no credit grading details will not be accepted unless the proposal shows credit/no credit grading only.

• Quarters Offered & Odd or Even Years: If you fill out either or both of these fields, it will show in the course catalog. Recommend only doing this if you are certain of the course offering moving forward. Otherwise, it is very misleading for students as they plan.

• Should be phrased using outcome statement and should be Specific, Measurable, Attainable, Relevant, and Targeted (SMART) to the learner and level.
• Reference Teaching@UW and Bloom’s Taxonomy.
• Must match verbatim the learning objectives included in the attached syllabi.

Curricular Relationship

• Joint, overlapping, and equivalent course proposals should be submitted as one proposal.
• Parallel course proposals (400/500 level) should be submitted as two separate proposals.

• Potentially Affected Colleges, Schools, or Departments: Be sure to include all potentially affected units so that the workflow and acknowledgements are correct.
• If this course may include content that exists in another department’s courses, then that department should be included as a potentially affected unit to review the proposal.
• Important: Please reach out to potentially affected units outside of UW CM before submitting a proposal.

• See the College’s Syllabus Guidelines for more information and sample syllabus statements.
• See the Registrar’s Office Syllabus Guidelines and Resources.
• The Religious Accommodations Policy statement is a required element that must be included in every syllabus; ensure the language matches verbatim the statement provided by the Reghttps://registrar.washington.edu/curriculum/syllabus-guidelines/istrar, which cannot be amended; ensure the two complete website link addresses are included (not just hyperlinked).
• Attach a syllabus, even for course changes: course description; adding a General Education Requirement designation; drastically changing course numbers such as 100 to 400; any credit change; distance learning; grading system; or adding or removing hyphenation.
• Course title, abbreviated title, description, and title in the syllabus should align to what is provided in the proposal. All other information in the syllabus must align with the information in the proposal. A common place that trips up proposals is when the learning objectives and the evaluation details entered in the proposal do not match what is in the syllabus. (e.g., evaluation details in percentages on the proposal should be listed in percentages in the syllabus).
• Do not include information about individual TAs. This is not necessary and could result in your course proposal being sent back.
• If a syllabus notes that a student will be dropped from a course if they do not attend the first X number of sessions, the justification section of the proposal must also note that the time schedule listing for the course will notify students of this requirement before they register.