Academic Policies

Implementation and monitoring of this policy within each College is the responsibility of its Dean or designate.

• Advisors will have dedicated first-year advising FTE noted in their position descriptions when applicable.
• Advisors will utilize the first-year advising syllabus to guide and structure advising meetings with students.
• Advisors will use the notes function in MyDegrees to track student contacts.
• Advising frequency is set:
  • as once per term for new first-year students in the first three quarters at the University;
  • at a minimum of once per academic year thereafter. More frequent advising contact is encouraged when warranted and in alignment with a College’s advising policy.
• Colleges will utilize unique registration PINs that change annually or each term, dependent upon the frequency of advising meetings and student parameters.
• The University "change of major" process requires a meeting with an advisor from the new College or major. and that process promptly updates a student’s degree checklist in MyDegrees.

The Vision, Mission, Values, and Goals for academic advising at Oregon State University are detailed in the OSU General Catalog.

The University has admission and retention standards that apply to all undergraduates. The following policy pertains to any additional admission and retention standards proposed by academic units.

Proposals for the addition of admission or retention standards to existing major or college requirements require a "Change Major" or "Change College Requirements" proposal via the Curriculum Proposal System. Standards for a new instructional program are included in the new program proposal.

Curricular need should drive admission and retention standards. Ideally, lack of resources for a program should be addressed through regular budgetary procedures; however, if standards must be used to control the size of a program, then only changes to admission standards will be considered for approval. Any retention standards beyond those for the entire University must be justified based solely upon demonstrated academic and curricular necessity.

Proposals to change admissions or retention standards should be clearly justified through specific reference to one or more of the following criteria for evaluating curricular or academic necessity:

• A professional program that leads directly to employment, which often must have specialized criteria.
• A program accredited by an external professional accrediting organization with accreditation standards that bear upon the proposed admission/retention requirements.
• Practicums or internships that involve responsibilities requiring exceptional competence or level of performance.
• Demonstrated surplus of graduates relative to the demand for graduates.
• Demonstrated need for a high level of performance required to successfully complete a certain program or certain courses.
• Faculty Senate Curriculum Council policy, which dictates that students complete a course in the major with a passing grade of C or better.

Any new proposed admission or retention standards must discuss mechanisms designed to alert and assist students who are not on track to meet the new standards, and who may need to change to another major.

All new admission and retention standards will be implemented with a new catalog, allowing students to select their catalog year based on their pre-program status. Courses deemed equivalent to OSU courses that were taken at a community college or other four-year institution must be treated the same as OSU-equivalent courses.  The University does not discriminate against students who transfer equivalent courses to OSU.

The opportunities for students to petition for exceptions must be clearly stated.

Retention standards must allow for a period of probation during which a student who does not meet criteria for retention but who comes close may attempt to improve their academic performance to that level necessary for them to remain in the program.

This policy guides advertising of new academic programs that are still undergoing the review and approval process but are at a point when any content in the media would be literally accurate and not capable of being misinterpreted. This policy does not replace the curriculum approval process.

New programs may be advertised as "Submitted to NWCCU for review” after they are approved by the respective groups:

• New majors after approval by the Higher Education Coordinating Commission (HECC)
• New certificates after approval by the Faculty Senate
• New minors and options after approval by the Faculty Senate Curriculum Council
• Existing majors extended to a new location (e.g., Corvallis to Cascades) after approval by the Higher Education Coordinating Commission (HECC)

Effective Fall Term 2017 (Banner SIS: 201801), OSU will no longer pursue, approve or maintain formal Articulation Agreements with community colleges and other entities.  OSU will maintain an updated list of individual course articulations to aid in student transfer and advising.

OSU’s academic units are encouraged to work closely with its community college and other partners to:

1. develop and nurture Student Advising Guides; and
2. ensure frequent reviews of course articulations such that students are not adversely impacted should they choose to transfer to OSU for the purpose of completing a baccalaureate degree program.

Additional information: Course Articulations

Articulation is the process of comparing the content of courses that are transferred between higher education institutions such as community colleges and four-year colleges and universities. An articulated course is one that is taken at a college or university, transferred to OSU, and used to satisfy subject matter requirements (e.g., within the major, Baccalaureate Core, or general University requirements).  Course articulation is the process by which one institution matches its courses (content and requirements) to course work completed at another institution. Students use course articulations to assure that some or all of the courses that have been completed at another institution will not be lost or need to be repeated when they transfer to OSU.

Mismatched Credit Hours
Oregon State University will articulate transfer courses based on equivalency of transfer course content, level, and credit in comparison to an OSU course. If the transfer course differs in credit hours to the articulated equivalent course at OSU by one credit, the equivalency to clear the course content and/or requirement will be granted.

Example: When a transfer course taken at a regionally-accredited transfer institution for 3 credits is articulated as equivalent to an OSU course offered at 4 credits, the equivalent OSU course content and course requirement will be approved, but will clear the requirement as earned at 3 credits.

Second Example: When a transfer course taken at a regionally-accredited transfer institution for 4 credits is articulated as equivalent to an OSU course offered at 3 credits, the equivalent OSU course content and course requirement will be approved, and will clear the requirement as earned at 3 credits. The student will also earn an additional hour of credit shown as a course number of LDT or UDT (Lower or Upper Division Transfer).

Classes with Labs
When the transfer institution offers courses that have lab components and the individual courses are not directly equivalent to OSU courses, but the combined courses do equate to an individual course at OSU, the courses should have attributes added in the articulation tables which allow the degree audit system to utilize the combined equivalency to clear a Baccalaureate Core requirement.

Example: If an institution taught a 3-credit biology lecture course and a 1-credit biology lab as two distinct courses, the articulation table would not show an individual one to one equivalence with any OSU course, but an attribute could be attached to the courses to clear a Baccalaurete Core requirement for an OSU course with lab.

For more information see Transfer Credit.

Academic units decide whether to offer a Bachelor of Arts (B.A.) degree, a Bachelor of Science (B.S.) degree, or both. If both the B.A. and the B.S. are offered, then there should be clear and distinct requirements for each. Academic units may implement or elaborate on college-level requirements as well as formulate additional requirements that are consistent with those of the minimum requirements for a B.A. and B.S. degree from the University.

The B.A. degree is conferred for broad and liberal education in the humanities, arts, and social sciences. Specified B.A. degree requirements shall provide a breadth of preparation in the humanities, arts, and social sciences that is significantly greater in terms of credits and academic level than that which is required of all undergraduates through the Baccalaureate Core. All students receiving a B.A. degree shall have foreign language proficiency certified by the School of Language, Culture, and Society as equivalent to that attained at the end of the  second-year course in the language. Academic unit requirements for a B.A. will promote broad academic preparation within the major and among related fields.

The B.S. degree is conferred for focused curricula that emphasize scientific ways of knowing and quantitative approaches to understanding in the physical and social sciences, and for curricula in professional fields. B.S. degree requirements shall provide a depth of preparation in scientific and quantitative approaches to understanding information that is significantly greater in terms of credits and academic level than that which is required of all undergraduates through the Baccalaureate Core. Academic unit requirements for a B.S. degree will promote focused curricula with courses both within the major and among related fields to meet the needs for professional and technical problem solving in the field of study. Academic units offering the B.S. degree could consider the appropriateness of a language requirement as one of their requirements for the B.S. degree.

When both B.A. and B.S. degree types are proposed, an academic unit shall specify the requirements for each degree contrasting the intent of the curricula and addressing how each places comparable demands upon the time and effort of students.

Credits used to meet requirements distinct to the B.A. and B.S. may also be used, if otherwise appropriate, to meet departmental, school, college, and University requirements.

Changes to the requirements for existing B.A. and B.S. programs require a Change Major proposal via the Curriculum Proposal System.

This policy applies only to students who enroll at OSU before summer 2025.

The Oregon State University Baccalaureate Core is continually enriched. It emphasizes critical thinking, writing, world cultures, appreciation of differences, the arts, sciences, literature, lifelong fitness, and global awareness in 15 course categories. Nearly 1,000 courses are available to meet core requirements. Students must complete a total of 48 credits plus a Writing Intensive Course (WIC) of at least 3 credits.

The Faculty Senate Baccalaureate Core Committee determines which courses will satisfy each of the requirements above. WIC courses will be reviewed by the WIC Director and the Faculty Senate Baccalaureate Core Committee. The core is governed by the following rules: (1) No more than two courses from any one department may be used by a student to satisfy the Perspectives category of the core. (2) No single course may be used by a student to satisfy more than one subject area of the core even though some courses have been approved in more than one area. (3) Both Synthesis courses may not be taken in the same academic unit. 4) The WIC course must be taken in the student’s major. Each interdisciplinary major has a list of approved WIC courses for that major. (WIC Rationale) A current list of approved Baccalaureate Core courses can be found in the OSU Catalog.

To add or delete the Baccalaureate Core status from an existing course, submit a Change Course proposal via the Curriculum Proposal System.

Defining characteristics of Baccalaureate Core courses are available at http://apa.oregonstate.edu/assessment/baccalaureate-core-assessment. Additional information is available at https://apa.oregonstate.edu/bacc-core.

The purpose of the writing intensive requirement is to insure that each graduate is prepared to write in the discourse, conventions, and genres of his or her major field.

A student completing requirements for two majors, including double degrees as well as dual majors (one degree with two majors), may request that one WIC course satisfy the WIC requirement for graduation in both majors. This opportunity is available if and only if:

1. The discourse, written conventions, and genres of the two majors are closely related, and
2. The substitution of a WIC course from one major for that in another major is approved in writing by the chairs or heads of both academic units involved and the approval is placed in the student’s academic file.

Students and advisors should be aware that in some cases, the WIC course in a major is an integral part of the degree and substitution may not be appropriate. The final decision rests with the academic unit chair or head.

Baccalaureate Core Requirements

No single course may be used by a student to satisfy more than one area of the Baccalaureate Core even though some courses are approved for more than one area.

Skills Courses (lower division except WIC) (15)

To support students’ success in all courses, the following first-year Skills courses are to be taken and completed satisfactorily within the first 45 hours of OSU-generated credits:

• Mathematics: MTH 105, *Intro to Contemporary Mathematics, or higher level mathematics (3)
• Writing I (3) (WR 121, must earn at least a C–)
• Speech (3)

To prepare for the upper-division Writing Intensive Course (WIC) in the major, the following Skills course is to be taken and completed satisfactorily within the first 90 hours of OSU-generated credits:

• Writing II

For transfer students with sophomore standing or above, Writing II and Speech must be completed within the first 45 hours of OSU-generated credits. These requirements apply to all students, whether full time or part time.

Additional skill course category to be completed:

• Fitness (3)

Perspectives Courses (lower and upper division) (24)
No more than two courses from any one academic unit may be used by a student to satisfy the Perspectives category of the Core. GEO courses listed under Physical Science are considered to be from a different academic unit than GEO courses listed under any other Perspective category. Choose an additional course from either Physical Science or Biological Science.

• Biological Science (including lab) (4)
• Physical Science (including lab) (4)
• Plus choice of additional physical or biological science (including lab) (4)

Take a minimum of one course in each of the following areas:

• Cultural Diversity (3)
• Literature and the Arts (3)
• Social Processes and Institutions (3)
• Western Culture (3)

Difference, Power, and Discrimination Courses (3)

Synthesis Courses (upper division) (6)
Both synthesis courses may not be taken in the same department. One course is from each of the following areas:

• Contemporary Global Issues (3)
• Science, Technology, and Society (3)

WIC (Writing Intensive Course, upper division, included in credits for major) (3)
The WIC course must be taken in the student’s major. Each interdisciplinary major has a list of approved WIC courses for that major.

Total (48) + WIC (3) = 51

The Baccalaureate Core Committee (BCC) has the responsibility of reviewing, soliciting, and coordinating courses for the Baccalaureate Core. Procedures for creating or changing a Baccalaureate Core course are included in the Curriculum Proposal System for New and Change Course Proposals.

Blanket or reserved numbered courses use certain blocks of numbers and may be taken for more than one term and repeated for credit. The credits granted vary according to the amount of work completed. The standard range of credits for blanket courses is 1 to 16. For 503 (Thesis) and 603 (Dissertation) courses, the default maximum credits is 999.

Blanket courses have designated course titles. More specific titles can be assigned at the section level.

401/501/601: Research and Scholarship
402/502/602: Independent Study
403/503/603: Thesis/Dissertation
404/504/604: Writing and Conference
405/505/605: Reading and Conference
406/506/606: Special Problems/Special Projects
407/507/607: Seminar
408/508/608: Workshop
409/509/609: Practicum/Clinical Experience
410/510/610: Internship/Work Experience

An academic unit establishes a blanket course by submitting a New Course Proposal. Proposals to create a new or edit an existing blanket course go through the expedited review process and a syllabus is not required.

As the content and credits can change term to term, blanket courses are not eligible to be a prerequisite to another course or have a prerequisite. Departments can use registration restrictions to limit student enrollment. Blanket courses are not eligible to be crosslisted or slashlisted but sections with the same title and credits can be scheduled together.

For more information, see the OSU Catalog and the Blanket Course proposal page.

Course changes, program changes, and program terminations go into effect the following catalog year. May 1 is the deadline for final approvals for proposals to change courses or to alter or terminate academic programs. Those changes approved after the May 1 deadline become effective the catalog year following the upcoming catalog year.* New courses and programs become effective the first term following their approval for which the seventh week of the current term has not yet begun, unless the specified start date of the course/program is later than the subsequent term.+

If a program has a change in federal and state regulatory requirements, and/or professional accreditation requirements requiring changes to courses or programs outside of the timeline above, OSU will work with academic units or program heads to ensure changes are implemented in a manner to not negatively affect current or incoming students and compliance requirements are satisfied.

In circumstances where changes to existing courses and programs will not negatively affect current students, programs may request an exception to this policy by contacting the OSU Registrar or designee.

Note: Modality and location adjustments are not considered new or program changes for the purpose of this policy.

Examples:

*Changes approved before May 1, 2020 become effective in the 2020-2021 catalog year. Changes approved after May 1, 2020 become effective in the 2021-2022 catalog year.

+New courses or programs approved are implemented in the following manner:

A graduate certificate is defined in the OSU Catalog as "a structured progression of graduate-level courses that constitute a coherent body of study with a specifically defined focus within a single discipline or a logical combination of disciplines. It is designed for students who have completed a baccalaureate degree and are in pursuit of advanced-level learning." A graduate certificate requires a minimum of 18 graduate credits with a cumulative GPA of 3.00 or greater, and may include a final project, portfolio, or report for integration of the sequence of course materials. There is no formal committee requirement for graduate certificates. Certificate students are subject to all general policies governing the courses for the Master's degree. Up to 6 quarter credits may be transferred from an accredited institution toward an 18-credit graduate certificate program.

A designated graduate certificate program coordinator oversees each individual program. The program coordinator is responsible for all aspects of administration of the program—applicant screening, admissions recommendations, and biennial reporting to the Graduate School. The Graduate School is responsible for certification of program completion.

Students must be admitted to Oregon State University, either into a graduate degree program or into a graduate certificate program. This requires that the student hold a four-year baccalaureate degree from an accredited college or university. Individual certificate programs may specify additional requirements, including minimally acceptable grade point averages. Students may be reclassified as "advanced degree students" by following the procedure listed in the Graduate Student Information section of the OSU Catalog. Credit earned at OSU prior to admission to the certificate program may be applied toward a certificate as transfer credit, per current graduate credit transfer policy.

Courses and certificates completed will be transcripted by the OSU Registrar as a part of the student's permanent university record. The certificate is awarded when all course material is satisfactorily completed and a cumulative grade point average of 3.00 has been attained for all courses to be used toward the certificate. Award of a separate document suitable for framing will be at the discretion of (and will be the responsibility of) the unit administering the program.

Credits earned in fulfillment of a graduate certificate program may be applied to a graduate degree program at OSU, so long as they meet the appropriate standards for use in the degree and the transfer policy as defined in the Graduate Student Information section of the OSU Catalog. Courses completed for a degree program may likewise be applied toward a certificate program. Courses completed no more than 7 years prior to the certificate award date may be used to satisfy requirements.

Proposals to establish new undergraduate and graduate certificates can be created via the Curriculum Proposal System.

Additional Information: New Program Proposals

Non-credit certificates authenticate a learning experience that does not involve university credits that could be part of a degree. Non-credit certificates do not appear on a transcript. Non-credit certificates are of two overlapping kinds: those that testify merely to participation and those that are professional in nature.

Non-credit certificates must be reviewed unless excluded by the OSU Board of Trustees and the Oregon Higher Education Coordinating Commission.

Non-credit certificates are not transcript-visible, but will be reviewed if they require any credit courses (XX 001-899) or have other official OSU visibility.

Additional Information: OUS Outline for New Certificates; Curriculum Council minutes 2/19/04

Undergraduate, embedded and standalone, as well as post-baccalaureate certificates are defined by OSU as “a specified interdisciplinary program of study leading to an official certificate and notation on the transcript.” Undergraduate certificates require a minimum of 27 credits.

A certificate program is distinguished from an academic unit minor in that the courses are from more than one academic unit rather than from a single academic unit. It is distinguished from an option in that the certificate program is separate from, but complementary to, a specific major degree program rather than providing an alternative series of courses within the framework of a single degree program.

At the baccalaureate level, there are three ways to complete a certificate program: a student takes the certificate in conjunction with a formal degree program at the University, a student already has a baccalaureate degree and is earning a post-baccalaureate certificate, or a student is pursuing only an undergraduate certificate. A student not completing a certificate program by the time of conferral of the baccalaureate degree, but who does so at a later time, can receive a subsequent certificate from OSU. This same rule can be applied to someone who completes a certificate and not a degree program; they can receive a subsequent degree from OSU should they choose to continue later and pursue a degree.

Proposals to establish a new undergraduate or post-baccalaureate certificate follow the guidelines for a New Academic Program and are approved via the new program process in the curricular proposal system.

Additional Information: Academic Regulation #27 and Academic Regulation #32.

The Classification of Instructional Programs (CIP) code is a national classification system for all majors, minors, options, and courses. CIP codes are visible in Banner and are used for administrative purposes.

It is necessary to include a CIP code for new programs and new courses. The Office of Academic Programs and Assessment (now called Curriculum Management) will assign the CIP code.

Academic units should follow the Office of the Registrar's Zone Requirements to the extent possible when scheduling classes. In addition to helping students arrange their course schedules to best accommodate their required and desired courses, this policy also allows the University to use campus classroom space in the most efficient manner. Classes that do not conform to these guidelines will be given low priority in making room assignments.

Summary

• The primary purpose of the course description is to clarify course content.
• Course descriptions are used by students, prospective employers, accreditors and transfer articulators at other institutions.
• To ensure consistency, clarity, and succinctness, limit the course description to 50-80 words.
• All course descriptions are listed in the OSU Academic Catalog.
• Course descriptions in the syllabus must match the catalog description exactly.
• Course descriptions must be listed on every syllabus and must match for all sections of the course, regardless of location, modality, and instructor.

Special Cases

• Special topics courses do not include a course description because the content changes each term.
• Blanket courses do not include a course description because the course title indicates the nature of the content (e.g., thesis/dissertation, internship/work experience).
• Sequential courses may use the same description.
• Course descriptions for non-credit courses are determined by the type of experience and follow a standard format. Copy and paste the description from the Non-Credit Courses page.

What must be included in the course description:

• Statements that describe and clarify the content of the course.
  • Begin each statement with an active verb. (The understood subject of each statement should be "the course...".)
• Crosslisted courses should be indicated at the end of the description (e.g., CROSSLISTED as FE 307/FOR 307)

What may also be included in the course description:

• Clarification of language, if relevant for the content (e.g., “Taught in German")
• References to other courses if content will build upon them (e.g., "uses techniques learned in XXX to explore...").
  • Note: For slash-listed courses, do not reference prerequisite courses because students at a different academic level may not have completed them.

What not to include in the course description:

• “The course” or "Students will” at the beginning of statements
• Departmental jargon or university acronyms
• Personal pronouns such as, "I," "we," "you" or “he/she/they”
• Content for specific groups of students (e.g., "This course is for College of Liberal Arts students")
• Information related to admission, advising or programs (e.g., "Fulfills the foreign language admission requirement" or "Prepares students in the Biology major")
• Frequency of class offering (e.g., "offered every other year")
• Information that will already be listed with the course description in the Catalog or information that will be displayed in the Schedule of Classes

• See the Academic Catalog for additional information about what is included alongside the course description.
• Information for the Schedule of Classes should be added to the CRN at the time of scheduling.

Visit the Writing Course Descriptions page for examples of course descriptions that meet this criteria.

Minor changes, such as correcting typos, can be made to courses throughout the year, but all requests must be sent to the Catalog Coordinator in the Office of the Registrar for review.

A course designator (or subject code) is an administrative abbreviation representing the department, school, college, or program offering a course. For example, MB indicates that a course is offered through the Department of Microbiology. Creation or alteration of a course designator represents a significant change to existing curricular structure. It has implications for the catalog, schedule of classes, Student Information System, MyDegrees, and transfer articulation with dozens of collaborating institutions. Our ability to maintain consistent guidance to students affects their success and our accreditation. Furthermore, accreditation standards require that designators be “consistent with program content in recognized fields of study.”

Procedural Steps:

1. An academic unit initiates a course designator request via the curriculum request tool addressing the important questions listed below.
2. Availability of the proposed designator is determined. Previously used course designators are not available for re-use, nor are abbreviations that could be considered offensive or controversial.
3. The completed course designator request is then reviewed by the Faculty Senate Curriculum Council. This request shall be considered in tandem with current or proposed degree program proposals and new course proposals.
4. If approved by the Faculty Senate Curriculum Council, the new course designator is recorded and established in appropriate systems.

Course change proposals can include the migration of course designator once the new designator is approved. Multiple course migrations from one designator to another can be handled with a blanket proposal.

Rationale for New or Changed Course Designator

Course Designator requests must address the purpose, accountability, and impact of a proposed course designator. Responses to all questions below must be included in the request; the question text should be included in the response for clarity.
Purpose: The proposed course designator should have an identified purpose within the curricular structure of Oregon State University.

• What academic programs, including majors, certificates, options and minors will be served by courses within the proposed new course designator?
• In what ways will the content within the scope of the course designator constitute a coherent body of knowledge?
• Is the proposed usage of the course designator consistent with practices at OSU and other institutions? Give examples.

Accountability: Responsibility for the integrity and oversight of the proposed course designator should be clearly identified.

• What will be the academic home of the proposed course designator (College, School, Department, or Program)?
• Who will be responsible for administering the courses with the new designator, e.g. scheduling and catalog updates? Who will be the faculty contacts?
• Who will be responsible for consistency and outcome assessment for courses with the new course designator?
• Which units will receive credit for the Student Credit Hours generated by courses with the new subject code?
• Who will be responsible for communicating information about the new course designator to students, advisors, Admissions, and other stakeholders?

Impacts: Who will benefit from the new course designator, and what changes will result from its implementation.

• How will the new course designator benefit students?
• Will courses with the new course designator duplicate or compete with existing course designators?
• Will there be expected cross-listings or curricular equivalencies?
• How is the new course designator expected to affect transfer credits?
• Will any existing course designators expire when the new course designator is implemented, and who is impacted by that change?

Additional Information: List of Course Designators
 

Six Year Moratorium on the Reuse of Course Numbers: If a non-credit or academic credit bearing course is discontinued, that course number (per course designator) may not be reused within six years of the last time that course was offered by Oregon State University. Any exceptions to this rule are solely at the discretion of the University Registrar.

Course level

000-099

Noncredit courses or credit courses of a remedial, terminal, or semiprofessional nature not applicable toward degree requirements.

100-299

Undergraduate lower-division courses (Freshmen and Sophomore)

300-499 

Undergraduate upper-division courses (Junior and Senior)

400/500

Courses that may be taken either for upper-division or graduate credit, with specific course requirements for each.

5XX-level courses

Graduate courses offered primarily in support of a master's degree but which are also available for doctoral-level credit. Undergraduates of superior scholastic achievement may be admitted to these courses on the approval of the instructor and department head. An undergraduate student may apply to reserve these courses for later use on a graduate degree program.

These courses have one or more of the following characteristics:

• require prerequisites in the discipline;
• require an extensive theoretical base in the discipline;
• increase or re-examine the existing knowledge or database of the discipline; and
• present core components or important peripheral components of the discipline at an advanced level.

500-599 Master's Level Graduate Courses
501 Research
502 Independent Study
503 Thesis
505 Reading and Conference
506 Special Problems/Special Projects
507 Seminar
508 Workshop
509 Practicum/Clinical Experience
510 Internship/Work Experience

6XX-level courses

Graduate courses offered principally in support of doctoral-level instructional programs but are also available for master's program credit. In addition to exhibiting the characteristics of 5XX-level courses, these courses typically require 5XX-level prerequisites and they build on and increase the information presented in 5XX-level courses.

600-699 Doctoral Level Graduate Courses
601 Research
602 Independent Study
603 Dissertation
605 Reading and Conference
606 Special Problems/Special Projects
607 Seminar
608 Workshop
609 Practicum/Clinical Experience
610 Internship/Work Experience

700-799

Professional or technical courses which may be applied toward a professional degree (e.g. DVM, PharmD), but not toward an advanced academic degree (e.g. MS, PhD).

800-899

In-service courses aimed at practicing professionals in the discipline. These courses may not be applied toward graduate or professional degree programs. These courses have an in-service or retraining focus, and provide the professionals new ways to examine existing situations or new tools to treat existing problems.

Reserved Numbers

The following numbers have been reserved for specific courses or types of courses:

100-110 and 200-210 Survey or foundation courses in the liberal arts and sciences
401-410 Blanket numbered courses (see below)
501-510 Blanket numbered courses (see below)
601-610 Blanket numbered courses (see below)
701-710 Blanket numbered courses (see below)
X99 Special Topics courses

Blanket Numbered Courses: (reserved numbers 4xx-7xx level)

Reserved number courses such as 401/501/601/701, which have been assigned for specific courses that may be taken for more than one term. Credit is granted according to the amount of work done.

401 Research
402 Independent Study
403 Thesis/Dissertation
404 Writing and Conference
405 Reading and Conference
406 Special Problems/Special Projects
407 Seminar
408 Workshop
409 Practicum/Clinical Experience
410 Internship/Work Experience

Sequence Numbering

Two, three, or four closely related courses that are usually taken in numerical order and through more than one term. Courses comprising a sequence are numbered consecutively, for example, HST 101, 102, 103. History of Western Civilization.

X99 - Special Topics Courses

See Special Topics Courses.

Additional Information: Blanket Numbered Courses; OSU Catalog Definitions; Schedule Type

For catalog purposes, the title of a course should:

• indicate the content of the course without attempting to summarize the contents;
• not contain more than 60 characters (including spaces); and
• be consistent with academic practices in the disciplines.

Courses with sequential numbers and closely related subject matter may carry the same general title and sequence numbers, with the description indicating differences in content.

Courses that have had no student enrollment during the past three academic years are removed from OSU’s course inventory. Academic years run from Summer through Spring (e.g. AY 2015-2016, AY 2016-2017, AY 2017-2018). This policy does not apply to blanket-numbered courses (X01-X10), special topics courses (X99), and to experimental “X” courses.

Academic units responsible for a given course designator are informed of the course(s) that have not been taught in three years and are therefore subject to being dropped from the Catalog. If the academic unit wishes to retain one or more of the courses on the drop list, a rationale for a one-year extension must be submitted and approved by the Office of Academic Programs and Assessment (now called Curriculum Management). Up to three extensions are allowable. Any course not taught for six consecutive years will require a New Course proposal to reinstate it.

One credit represents 30 hours of the average student’s time that includes work in and out of class to meet the intended course learning outcomes and which are verified by evidence of student achievement in a course.

When a course is offered over a ten-week term, one term credit is assigned in the following ratio of component hours per week devoted to the course of study:

• lecture or seminar courses — one contact hour for each credit (two hours of outside work implied).
• recitation courses — either one contact hour (two hours of outside work implied) or two contact hours (one hour of outside work implied) for each credit. Courses with multiple sections must have uniform recitation contact hours. Any changes to the recitation contact hours must be approved through a course change proposal.
• laboratory or studio courses — two contact hours for each credit (one hour of outside work implied).
• field-based courses (e.g., practicum, clinical, internship, externship) and other schedule types that do not have structured in-class meeting time (e.g., research, independent study, activity, project, experiential, reading and conference, thesis, discussion, and workshop) — three hours of work per week for each credit.

Hybrid courses combine asynchronous online and traditional in-person classroom instruction. With a hybrid course, the in-person contact hours are reduced from the baseline listed above for its schedule type while the asynchronous online engagement is increased as appropriate to the instructional context.

Online courses are delivered asynchronously and expect approximately 30 hours of student engagement with instruction, activity, and assignment per term for each credit.

Courses that are predominantly field trip based expect approximately 30 hours of student academic engagement per credit. The engagement hours should count only the hours when students are actively engaged in learning and should not include the travel time to and from the field trip site. For field trip courses where the primary engagement happens over a few consecutive days, such as a week or weekend, the academic engagement must cover the entire length of the term for student financial aid purposes. This can be accomplished via, but not limited to, pre- and post- field trip activities at the start and end of the term.

This policy applies to all credit-bearing courses regardless of their campus location and/or modality. Non-traditional courses require the same amount of student work per credit hour as traditional ten-week term courses. Any exception to the above requires a course change proposal and is subject to approval by the Faculty Senate Curriculum Council which may consider factors such as professional accreditation body requirements, regulatory factors, and unique pedagogical needs. The request for the exception will be validated by administrative units prior to review by Faculty Senate Curriculum Council. Academic units that receive an exception are expected to inform students of their non-standard credit hours before students enroll in the course or program so students can make an informed decision.

The minimum number of credits required for each degree type are (quarter credits):

See the academic catalog for general requirements for graduate degree programs.

Crosslisting a course is a mechanism to facilitate multidisciplinary and interdisciplinary instruction.  Crosslisted courses are offered by more than one academic unit and:
a) contain the same title, credits, description, and prerequisites; and
b) include a distinctive statement at the end of the description to indicate that the course is crosslisted. Example: CROSSLISTED as FE 307/FOR 307.

Each participating academic unit must share in the development and teaching of the course.

Proposing or changing a crosslisted course requires a New Course or Change proposal and can be accomplished with a single proposal, but must include liaison with each participating academic unit’s department/school heads/chairs and colleges, and with other affected units (i.e., academic units that may use this course as a prerequisite).

Procedural Change:

When a proposal to create or change a crosslisted course reaches the Curriculum Coordinator, the academic unit will create an administrative record in the Curriculum Proposal System (CPS) for the other course(s). These additional proposals, in draft format, will be expedited through the CPS by the Curriculum Coordinator.

A four-year curriculum plan is required with new degree proposals and for Change in Major proposals.  This requirement applies to all undergraduate degree and certificate programs and is effective Summer Term 2016 (201700). This is not a requirement for graduate programs. A four year plan of courses, term-by-term must be attached to the proposal to facilitate MyDegrees template construction and updating.

Courses should be listed Alpha/Numeric per term and include all necessary Baccalaureate Core course work to complete the program. The credit total should equal 180 or more for certain engineering programs. 

Example:

Year 1

Fall Term (14) 

BI 204. *Introductory Biology I (4)
FOR 111. Introduction to Forestry (3)
MTH 111. *College Algebra (4)
WR 121. *English Composition (3)

and so forth.

Total = 180

Delivery of a program to a new location requires a Proposal to Extend to a New Location or Modality.

Each OSU department is responsible for the quality and health of its programs that are offered in Bend. In order to make an existing degree or certificate program available at OSU Cascades, a proposal to Extend an Existing Program to a New Location is required.

• Approval by the Corvallis-based unit leader and Dean, and the Cascades-based Program Leader, Dean, and the Vice President is required. Faculty from both campuses will be informed and given the opportunity to provide input on the proposal.
• A library resource review must be attached to the MOU.
• The proposal including the library review shall be submitted to the Office of Academic Programs and Assessment who will coordinate the approval process.
• The MOU requires approval by the Graduate Council and the Dean of the Graduate School, if the program is a graduate program.
• All MOUs require approval by the Curriculum Council.

The review is to ensure:

• Strength, viability, consistency of assessment, and quality;
• Adequacy of resources;
• Consistency with OSU policies and procedures.

Additional Information: Curriculum Council minutes 2/26/04

Electronically delivered instruction must be comparable in quality and content to the corresponding campus instruction. In order to ensure this objective, course and program proposals submitted for curriculum approval should demonstrate:

• Essential student services and course-related materials (books, journals, computer facilities, laboratories, and other resource material) are accessible at all receiving sites;
• Instruction will provide appropriate amounts and types of interaction between students and instructors;
• Appropriate methods will be used to assess students' achievement of the learning objectives;
• Fair and appropriate staffing policies have been adopted by the delivering unit as it relates to electronically delivered instruction;
• Instruction is making appropriate use of currently available technologies;
• Units proposing the electronically delivered instruction will describe a process for how and when the proposed courses and/or programs will be evaluated.

Electronically delivered courses and distance courses must be so identified within the OSU information database but will not be distinguished from normally delivered course work on a student's transcript.

Additional Information: OSU E-Campus

Programs:

1. Review by the Curriculum Council and the Office of Academic Programs and Assessment (now called Curriculum Management) should take place for all online Ecampus program proposals, including undergraduate and graduate majors, minors, and certificates as well as undergraduate major options. The review process will entail the following steps for existing, previously approved programs:
   1. Following submission to Ecampus by an academic unit, Ecampus evaluates the proposal to decide if the program should be offered online. This is part of the Ecampus review process. Ecampus evaluates a potential program based on the following criteria:
      • does the subject lend itself to online learning;
      • is there a market need;
      • what is the cost to develop;
      • does the program have potential for financial sustainability over time; and
      • does the program proposal include a description of the undergraduate or graduate program learning outcomes assessment plan that includes the following:
        • learning outcomes for the program (if a graduate program, it should address Graduate Council-approved overarching learning outcomes);
        • a description of the methods that will be used to assess each outcome;
        • a description of any measurement tools used, such as copies of surveys, rubrics, etc.; and
        • any other pertinent assessment-related information.
   2. If Ecampus approves the program for distance online delivery, the proposal is forwarded to the Office of Academic Programs and Assessment for review of the program requirements to determine equivalency with the campus-based program.
2. Review by the Office of Academic Programs and Assessment will include the following questions:
   1. For undergraduate majors, which options will be offered?  Or, for graduate majors, which options or areas of concentration will be offered?
   2. What are the curricular requirements for the proposed program?
   3. What courses will be offered through Ecampus to meet those requirements?
   4. Are the minimum requirements of the program complete?
3. As a result of the review by the Office of Academic Programs and Assessment, the following actions may be taken:
   1. If it is determined that there are discrepancies between the existing program as described in the OSU Catalog and the proposed Ecampus program, based on questions in “B” above, the proposal will be returned to Ecampus for resolution with the proposing academic department. 
   2. Once discrepancies are addressed, Ecampus will re-submit the proposal for review by the Office of Academic Programs and Assessment.
   3. If it is determined that the questions in “B,” above, are satisfactorily addressed, a summary evaluation statement will be prepared and forwarded to the Curriculum Council for its final review.
4. The Curriculum Council will review the proposal and suggest any needed changes/clarifications along with its acceptance.  Upon acceptance, the decision is entered into the minutes and posted on the web.
5. The Office of Academic Programs and Assessment notifies the academic unit and Ecampus of the proposal’s approval by the OSU Provost, or the Provost's designee.  In addition, a CPS (expedited) form is prepared and submitted to the Catalog and Registrar’s Office for implementation.
6. Ecampus and/or academic unit will notify the Office of Academic Programs and Assessment of any changes to the delivery of an approved program, including notification of its intent to terminate any previously approved online delivered program.
7. The Office of Academic Programs and Assessment will maintain a list of all approved Ecampus delivered programs (majors, minors, certificates, and options), and entered into the Curricular Database.  Ecampus programs will be placed on the Office of Academic Programs and Assessment home web page.

Courses:

1. Ecampus will not fund or develop any course that has not been approved through the Curricular Proposal System course approval process.  When a course proposal comes to Ecampus that has not been approved by the Curriculum Council, Ecampus will request that the proposer submit the course through the regular review process.  Ecampus will review the course for online delivery, but will fund the course for development only after it has received approval.
2. Ecampus will accept course proposals for online delivery only if the course appears in the OSU Catalog.
   1. Ecampus will not send course proposals for additional curricular review because they have already been reviewed and approved, and currently exist in the OSU Catalog. 
   2. Ecampus will copy the Curriculum Coordinator in the Office of Academic Programs and Assessment on the approved course proposals. 
   3. The Catalog Coordinator will implement course schedule-type coding.
3. To add the location and schedule type coding (Y&K) to the course, Ecampus will submit an email request to the Catalog Coordinator in the Registrar's Office.

This policy outlines transcription for coursework taken abroad in connection with OSU’s Global Opportunities (OSU GO) department.

General Transcription Protocol

Courses completed on an OSU GO program are transcripted as OSU resident credit and include a transcript notation, as appropriate.

Courses Taught by OSU Faculty

OSU Faculty-Led Programs

OSU faculty-led courses, including departmental courses or programs limited to a specific population of students (e.g., students in a particular major), are transcripted using the corresponding course number listed in OSU’s academic catalog. Registration and transcription protocols are identical to regular OSU courses except for the transcript notation referenced above.

Internships

Internships facilitated by OSU GO/IE3 Global – whether the instructor of record is departmental faculty or OSU GO - are transcripted using the corresponding course number listed in OSU’s academic catalog. Registration and transcription protocols are identical to regular OSU courses except for the transcript notation referenced above.

OSU GO Approved Programs Not Taught by OSU Faculty

Placeholder Credits

Students participating in approved programs not taught by OSU faculty register for OSAB 388 placeholder credits, which does not indicate the level at which courses will be transcripted by OSU. Placeholder credits are removed from the academic record once articulated education abroad courses are transcripted.

Course Articulation

The Office of the Registrar’s Course Articulation Team, along with appropriate OSU academic units, evaluate courses not taught by OSU faculty (e.g., university exchange, IE3 Global, and affiliate provider programs) to determine appropriate course transcription including any general education attributes.

Direct Articulations

When courses not taught by OSU faculty overlap with an OSU course number by 75% or more, and align with the OSU course’s level, an OSU course is transcripted for the education abroad course (i.e., it is a direct articulation). Direct articulations carry the same general education attributes - or lack thereof - as the OSU course to which it is articulated. Courses will not be directly articulated to OSU special or variable topics courses (e.g., 499).

Indirect Articulations

When there is no direct articulation to an OSU course, the transcription protocol is as follows:

• Course Number: OSU Subject Code* + LDEA/UDEA (Lower/Upper Division Education Abroad)
  • Language Courses (CEFR levels): OSU Subject Code* + A1EA, A2EA, B1EA, B2EA, C1EA, C2EA
• Course Title: Title from the university abroad or affiliate program
• Credits: Appropriate credit conversion**

Regardless of the transcripted course number, colleges and departments have the authority to place education abroad courses within the major, option, minor, or certificate program.

*If no OSU subject code exists for the subject/discipline of the education abroad course, ABRD will be used as the subject code. If the education abroad course is a language course not taught at OSU, WLC will be used as the subject code.

**Courses transcripted as regular OSU course numbers carry the same number of credits as the OSU course; any additional credits are transcripted as LDEA/UDEA credit. Non-direct articulations may carry fractional credit values (e.g., 3.75 credits).

An Expedited Category II Proposal (now called an Expedited Course Proposal) is an administrative record created by the academic unit for the Office of Academic Programs and Assessment (APA) (now called Curriculum Management). The administrative record bypasses Faculty Senate committees and councils. After the expedited proposal has been reviewed and approved by APA it is entered into the Online Catalog, Banner SIS and MyDegrees by the Registrar’s Office.

Expedited proposals are used to:

New Proposals

• Establish blanket numbered (X01-X10) or Special Topics (X99) courses
• Add elective courses to a program (if the elective courses are within the academic unit)
• Create a record of an approved new course designator
• Create a new cross-listed course, following approval of a course which proposes cross-listing with a new course

Change Proposals

• Add a Schedule Type to an existing course except Laboratory, Studio and Recitation (Contact APA Curriculum Coordinator)
• Create a record of changes (drops, name changes) within an approved Full and Abbreviated Category I proposal
• Change the course designators for an identified group of courses (once a new designator has been approved)
• Change the credits of a course if it is part of a mass conversion of courses within a program (syllabus is required)
• Change the repeatability of a course
• Reinstate a dropped course
• Decertify a Baccalaureate Core course when requested by the Bacc Core Committee
• Add Campus location if different than Corvallis Campus
• Minor change to the course description

Drop Proposals

• Drop courses through the Courses Not Taught in Three (3) Years process (These proposals will be completed by APA)
• Drop courses following change of course designator
• Drop Baccalaureate Core status at the joint request of the academic unit and the Bacc Core Committee

Policy

Academic Units are authorized to offer Experimental “X” courses for the purpose of introducing new learning materials and innovative teaching on a trial basis before seeking permanent approval for a course. A course syllabus, including course description and student learning outcomes, must be on file in the Academic Unit, and a new course proposal is required. Contact the Office of Academic Programs and Assessment (APA) (now called Curriculum Management) before submitting the proposal so the course can be administratively added.

Experimental courses can be offered a maximum of three times, after which the course must be reviewed by the Curriculum Council following the normal course approval process for permanent course status. The experimental “X” course must be approved as an equivalent course (same number, same title) to the permanent course in order to apply the course repeat policy.

When it is expected that a course will only be offered once, the “Special Topics” may be the desired method and can be established without a new course proposal. Please contact the Office of Academic Programs and Assessment to establish a "Special Topics" course. Special topic (X99) courses are not eligible for grade exclusion for repeated courses.

The Office of Academic Programs and Assessment will, in its annual review of ‘Courses Not Taught in Three Years’, include a review of Experimental “X” courses.

An Experimental “X” course cannot be a prerequisite for other courses.

Rationale

Experimental courses may be offered a maximum of three times over a period of five academic years.

Ease of tracking - each term, the Office of the Registrar - Scheduling will run a report of experimental courses offered three times. The report will be submitted to department schedulers to notify faculty.

Limited offering - Experimental courses allow department flexibility in developing curriculum without going through the formal review process. The course number should not take the place of a permanent offering to avoid faculty governance and administrative office review.

A maximum of three times allows faculty enough time to determine the influence of the new learning materials and if it should be submitted through the curriculum review process for approval as a permanent course.

Some examples include:

• Fall/Winter/Spring – one academic year; three (3) times
• Fall/Fall/Fall – over three academic years; three (3) times
• Fall/Winter/Fall – over two academic years; three (3) times

Proposals for new graduate degrees must undergo an external review prior to final approval by the Higher Education Coordinating Commission. The department or program proposing the new degree bears the cost of the review. The review committee typically consists of three disciplinary peers external to OSU, who review the new program proposal and all supporting documents, conduct a site visit (see the HECC guidelines for when virtual or hybrid reviews are allowed), and submit a report on the viability of the program.

Additional Information: HECC Guidelines for External Reviews

Proposals to request new course fees or modify existing fees are submitted through the OSU Fees Online system. Course fee proposals are submitted to the OSU Fee Committee for approval.

Once a new or revised course fee is approved, Department Schedulers should submit a request to make the updates to existing sections in CourseLeaf CLSS. The Academic Scheduling team in the Office of the Registrar will verify new fee information before attaching the new or revised fee to the appropriate course sections. Fees will typically appear in the Schedule of Classes within an hour of updates being approved in CLSS. Fees will not be added to course sections once students have enrolled.

Statuatory Authority: ORS 351

Additional Information: Fees and Tuition

Effective Fall Term 2005, all graduate student programs of study submitted to the Graduate School must consist of, at a minimum, 50% graduate stand-alone courses.

A course is assumed to be letter graded (A-F) unless otherwise indicated. Students may elect to take a letter graded course on an S/US (Satisfactory/Unsatisfactory) basis.

In addition to traditional letter grading (A–F), departments are authorized to designate Pass/No Credit (P/N) courses, subject to the following guidelines (Academic Regulation 18):

• The principal criterion for choice of grading system is enhancement of the educational experience for the student;
• The nature, structure, and/or objectives of a course may suggest that the Pass/No Credit grading system be adopted. It is anticipated that courses graded on this basis will generally fall into one of the following categories: skill-building courses or practicums, courses which stress orientation and awareness rather than academic preparation;
• The designation of Pass/No Credit grading for a course will follow the academic college’s recommendation and approval by the Curriculum Council of the Faculty Senate, and in the case of graduate courses, by the Graduate Council of the Faculty Senate.
• Changing a course from letter grading to P/N grading requires a Change Course  proposal.  However, no curriculum proposal is required to change a course from P/N to letter grading or to change the grading mode for undergraduate Special Topics (X99) courses and 401-410, 506, 1-cr 507, 510, 601, 606, 1-cr 607, 610, 701-710 and 800-level courses.

Grading mode must be identical for all cross-listings of a course.

Designation of courses for P/N grading must be completed prior to the opening of the term in which the course is offered and normally prior to preparation of the Schedule of Classes. Under normal circumstances, once students have enrolled in current term courses, changes in grading mode for that term will not be made.

With the exception of the blanket numbered and Special Topics courses listed above, courses graded on a P/N credit basis contain the statement, "Graded P/N" as part of the course description in the OSU Catalog. Courses that do not contain that statement are letter graded.

Departments must make the grading mode clear during initial class periods and in course syllabi or other materials.

Additional Information: Academic Regulation 18

An Area of Concentration is an informal focus of a program that is defined by the program and does not appear on a program of study or a transcript.

The following points are to be considered when determining the graduation requirements for a given student:

• The printed Catalog of record is the contract with the student.
• University graduation requirements are based on the student's matriculation date.
• College and major graduation requirements are based on the date of the major declaration.
• Unless on approved leave of absence, all graduate students in graduate degree programs must register continuously for a minimum of 3 graduate credits until their degree is granted or until their status as a credential-seeking graduate student is terminated. Summer term registration is not required.

Graduate students who fail to register continuously and do not receive an approved leave of absence must apply for readmission. If readmitted, the current Catalog of record for the resulting readmission/matriculation date will become the Catalog of record for graduation requirements.

Courses that may qualify to be Honors courses must be existing courses and then submitted to the Honors College Curriculum Committee for review. If the parent course is a Baccalaureate Core course, the Honors portion will be as well. The word "honors" is reserved for the Honors College for use in the title and description of the course.

A hybrid course includes both regularly scheduled on-site classroom meetings, and significant online out-of-classroom components, that replace regularly scheduled class meeting time.

Internships refer to work experiences, both with and without credit, which are part of curricular programs at the university. These work experiences may be referred to as cooperative education, internship, clerkship, externship, field experience, or practicum. The Curriculum Council and the Graduate Council endorse internships as an appropriate learning experience of academic value if properly planned, supervised, and assessed.

The course numbers 410, 510, and 610 are reserved for internship-type courses. Assigned credit must demonstrate that it is commensurate with the academic learning experience, rather than just on-the-job experience.

An internship course is recognized in the Banner Student Information System as a Schedule Type.

The proposed internship experience should not duplicate credit already awarded, either at OSU or at another institution.

Graduate-level Internships

To encourage educational quality in the use of internships carrying graduate credit, the Graduate Council endorses the following criteria:

• The academic unit plays an active and reasonable role in the course which could be provided through associated graded seminars, readings, papers, and/or examinations.
• A graduate faculty member is assigned to the course and provides a regular and workable supervision procedure.
• Appropriate evaluation and graduate procedures are employed.
• Credit earned is proportional to academic work involved.

Graduate-level internship courses may be offered on either a graded A-F or P/N basis (see policy on Grading Mode).

To activate an internship course number (510, 610), an expedited new course proposal is needed.

To register for an internship course, all students must have a syllabus or a learning agreement approved by the graduate faculty member assigned to the course that addresses issues such as:

• supervision;
• the content and clarity of contract or other agreement with the student and participating agency (including work description);
• the maximum number of credits;
• the relationship of credits to hours of work;
• the kind of academic performance expected (papers, seminars, reading and conference, examinations, or the like); and
• the evaluation of the student's performance.

I. Definitions

See Section VI at the end of the policy.

II. Purpose of the Liaison Process

Most curricular proposals require liaison with Academic Units outside of the unit originating the proposal. Liaisons provide valuable input on the academic merit of a proposal as well as provide guidance on curricular structure, format, and student or industry impact. In addition, the liaison process notifies academic units of impending changes that may impact them.

The liaison process serves a crucial role in supporting the University’s strategic plan by fostering collaboration and innovation while also reducing curricular duplication in courses and programs (majors, minors, options and certificates).

The Expedited Proposal Policy lists proposal exceptions for which the liaison process is not required.

III. Liaison Requirements

Selecting a minimum of three Academic Liaisons is required for all proposals.

Administrative units may be invited to participate in the liaison process but do not count toward the minimum liaison requirements.

Additional requirements for selecting liaisons are detailed below. For help with identifying liaisons, contact the CIM Help team.

Academic Liaisons must be manually added by the proposal originator the first time a course or program goes through the CIM system. In the future, those selections will prepopulate in the proposal but additional liaisons may also be added or existing liaisons removed.

For new and change program proposals:

• Academic Units with programs related to or similar to the program referenced in the proposal must be a liaison. For example, a program on business analytics must include Academic Liaisons from the College of Engineering and the Department of Statistics as those Academic Units may have programs and/or courses relevant to analytics.
• Academic Units that offer courses included in the program must be a liaison. This includes courses that are required for the program, meet an elective requirement, or are prerequisites for courses in the program.
• A minimum of two Academic Liaisons must be from outside the college associated with the Originating Academic Unit; the remaining liaisons can be from within the college but must be outside the Originating Academic Unit. If the Originating Academic Unit is the college, then all three liaisons must be from outside the college.

For new and change course proposals:

• Academic Units with a programmatic level of expertise related to the subject matter in the course proposal should be a liaison. For example, a proposed class on labor ethics should include an Academic Liaison from the School of History, Philosophy, and Religion as that Academic Unit has programmatic expertise in ethics.
• A minimum of one Academic Liaison must be from outside the college associated with the Originating Academic Unit; the remaining liaisons can be from within the college but must be outside the Originating Academic Unit. If the Originating Academic Unit is the college, then the remaining liaisons may come from within the college.

IV. Liaison Process

• Academic Liaisons are contacted through CIM and have 7 calendar days to respond.
• A Reviewer may request an additional Academic Liaison or Subject Matter Liaison if they believe that the additional liaison can provide significant and necessary input on the proposal.
• The Graduate Council and/or Curriculum Council may require additional liaisons if the council members feel the proposal has not received sufficient liaison responses or the proposal would benefit from a more comprehensive set of liaisons. Either council may also require the Originating Academic Unit address any concerns voiced by liaisons before moving the proposal forward in the curricular review process.
• Originators are expected to address all liaison feedback. The Curriculum Management office monitors feedback and ensures concerns are addressed by the originator prior to moving the proposal forward in workflow. Ultimately, the adequacy of the originator’s response to the liaison’s feedback is determined by the Faculty Senate Curriculum Council during their review step.

V. Liaison Responsibility

Liaison responses are encouraged in order to streamline the processing of proposals. 

A non-response from a liaison will be interpreted as the liaison had no issues with the proposal.

VI. Definitions

For purposes of this policy, the following definitions apply: 

• Academic Unit: A college, school, or department organized around a discipline or group of related disciplines and offers courses built upon the faculty expertise. For example, the College of Engineering includes six schools and has multiple programs situated within those schools (e.g., mechanical engineering, industrial engineering). The college, schools, and programs may each be considered an academic unit.
• Originating Academic Unit: The Academic Unit identified in the course or program proposal as having primary oversight and responsibility for the course or program.
• Academic Liaison: An Academic Unit whose primary function is teaching and research and which may be designated as a liaison in CIM. 
• Subject Matter Liaison: An individual invited to comment on a proposal and who has subject matter expertise relevant to the subject matter of the proposal.
• Administrative Unit: The University administrative divisions and offices (e.g., Office of Faculty Affairs, Office of Academic Affairs, Division of Enrollment Management, and Division of Educational Ventures); also includes any departments, offices, and units that are nested within the administrative divisions and offices (e.g., Office of the Registrar and Office of Admissions).
• Reviewer: An individual in one of the approval roles defined in the curricular review workflow process (e.g., Faculty Senate councils), designated as the liaison representative for an Academic Unit, or invited as a Subject Matter Liaison.

Resource

Liaison list--OSU faculty and staff assigned as liaisons for each department.

Upon final approval and campus notification of new academic programs (via the curriculum proposal process), the Office of Academic Planning and Assessment will notify the Office of Budget and Fiscal Planning of the amount specified in the proposal (one-time non-recurring or four-year annual transfer). The Office of Academic Planning and Assessment authorizes the Office of Budget and Fiscal Planning to initiate a voucher transfer from the academic unit(s) to the Valley Library.

The Office of Budget and Fiscal Planning will notify the academic unit(s) of the amount that is to be transferred (transfer voucher) to the Valley Library. If it is a recurring amount, the Office of Budget and Fiscal Planning will set up an annual transfer of the specified amount not to exceed four years of fund transfer.

Note: Although new programs may be approved several months before their date of implementation, the fund transfer will occur shortly after Board approval, in order to facilitate the Valley Library's acquisition of monographs and serials required for the new program.

The purpose of the Library Evaluation is to assess the library's collections and services to ensure that there will be adequate support for the proposed degree or certificate program. Preceding the preliminary review by the Academic Programs Committee of a full or abbreviated program proposal and/or a proposal to extend an existing program to a new location, the Originator will contact the Library to request a Library Evaluation. Once completed, the Library Evaluation will be attached to the proposal by the Originator. If new resources are required, the specific amount is entered into the OSU Budget pages of the proposal.

Undergraduate majors

The undergraduate major is an extensive program of study in a designated subject area. Undergraduate majors consist of a minimum of 36 credits, 24 of which must be upper-division courses. A formal aggregate of courses in designated primary subject areas/disciplines in which a student commits to gaining in-depth knowledge, skills, competence, and understanding through a coherent pattern of courses. Undergraduate majors are approved by the Oregon Higher Education Coordinating Commission (HECC).

Graduate majors

A graduate major is the area of academic specialization, approved by the Oregon Higher Education Coordinating Commission, in which the student chooses to qualify for a graduate degree. Upon completion of a graduate degree, the degree awarded and the graduate major are listed on the student's transcript. To create or change an undergraduate or graduate major or certificate, academic units must submit a Course or Program Proposal. A program proposal is necessary to do any of the following:

• Rename a major
• Move responsibility for an academic program
• Merge or split an academic unit
• Terminate a degree, certificate, or academic unit
• Suspend or reactivate a degree, certificate, or academic unit

Departments are authorized to cancel courses with enrollments below the following minimums (by level of instruction):

Lower Division:  25 students
Upper Division:  15 students (includes slash courses)
Graduate Level:  6 students

These minima do not apply to blanket number courses or to Honors College courses.The minima apply to the total number of students in combined sections taught concurrently; for example, cross-listed courses, a single course being simultaneously delivered to multiple sites, or separate courses or sections taught in the same classroom or laboratory by the same instructor at the same time.Compliance with this policy should ideally be achieved by studying historical enrollments and then making appropriate modifications (e.g. making scheduling decisions based on documented student needs). Every effort should be made to cancel underenrolled classes well before the start of classes; no classes should be canceled under the provisions of this policy after the day following the first meeting of class. The Office of the Registrar will not monitor section enrollment for compliance with this policy or automatically cancel sections with enrollment.

When a class is cancelled by the unit/department, students will receive an automated email from the Office of the Registrar announcing the cancellation after the student has been dropped. In addition, the department, college, or instructor must also notify students of the cancellation and include a list of available sections of the same course as well as information about course alternatives. Ideally this notification would be sent by the unit prior to the Office of the Registrar automated email.

The authority to make exceptions to minimum class sizes will rest with the deans; however, deans may choose to delegate such decisions to their department chairs. Colleges may establish minima that are larger than those established for the university by this policy. Grounds for exemptions to minima include, but are not limited to:

• The specific course is required for an academic major or minor and its cancellation would impede the timely progress of students toward completion of a degree.
• The course provides a valuable opportunity to experiment with the development of course content or pedagogical methods.
• The department has good reason to expect that in the last days of registration remaining, the course enrollment will meet or exceed minimum class size.
• The course has fees specifically associated with it that are sufficient, at the actual enrollment, to cover the costs of offering the course.

Undergraduate minors

An undergraduate minor is a formal aggregate of courses in a designated secondary subject area or discipline distinct from and usually outside the student's degree major, in which knowledge is gained in a coherent pattern of courses. Minors may be offered by an academic unit for its own majors and/or majors from other academic units.

Minors consist of a minimum of 27 designated quarter credits of related course work, at least 12 of which must be at the upper-division level.

For an undergraduate minor to appear on a student's academic transcript, the student must apply to the Registrar's Office at the same time formal application is made for a degree. The Graduation Audit from the Registrar's Office will list the minor as well as the major and degree. This form is sent to the student's dean for certification of the minor at the same time the student is cleared for graduation.

To create, change, or drop an undergraduate minor, departments submit a Curriculum Proposal. Proposals will contain a list of minor courses as they will appear in the OSU Catalog and documented liaison with all departments involved.

Graduate minors

A graduate minor is an academic area that clearly supports the major. Master's program minors must include a minimum of 15 quarter credits of graduate course work; doctoral minors require a minimum of 18 credits. On a master's or doctoral program, a minor may be:

1. an academic area available only as a minor,
2. a different major,
3. the same major with a different area of concentration, or
4. an integrated minor.

An integrated minor consists of a series of cognate courses from two or more areas. These courses must be outside the major area of concentration, with most of the courses being outside the major department. The graduate faculty member representing the integrated minor must be from outside the major department. Graduate minors are listed on the student's transcript.

To create, change, or drop a graduate minor, departments submit a New or Change Minor Proposal.

To propose a graduate minor, units without an approved graduate major must include in their proposal:

• Identification of the academic unit/program responsible for the minor.
• Listing of a sufficient number of approved and related graduate course offerings to support the minor, at least 15 credits. Please list courses as they will appear in the OSU Catalog.
• Identification of sufficient faculty expertise and facilities to support the minor.
• Liaison with other academic units must be addressed.

A modular course is defined as a part of the main course that can stand alone. The topics are related and when combined with all other parts, become the entire course. Modular courses may not exist without the main course. Some modules may be self-paced. Classes may be offered as faculty lectures, on Web, using CDs, on campus, off campus, or a combination of all of the above with an exam at the end of each module. Modular courses run full term; modules may or may not run full term.

Module course titles will be set up similar to Topics courses using the M/ in the title. An example would be ENVE 532. M/AQUEOUS ENVIRONMENTAL CHEMISTRY (the main course), ENVE 532. M/ACID/BASE CHEMISTRY (one of the modules). This will allow the student to have the particular topic of the module printed on the transcript, and will allow the department to keep track of which module a student has completed.

The main course description must include the statement, "Also offered in three 1-credit modules." Departments may list the topics, or they may just use the above statement.As determined by the department, students can receive credit for any module in any order, or the department may require completion of all modules before credit is awarded. Most courses are 3-credit courses offered in three 1-credit modules. Credit may vary, but no combination may exceed the total credits of the main course. Some departments may offer the main course as a 3-credit course and also offer the course in modules, but the student must choose between the modules and the main course.

Other notes:

• Modular courses (1, 2, or 3 credits) taught for 1 credit in three modules will be limited to a maximum of 3 credits total in Banner, and the main on-campus course is 3 credits with no repeats for credit towards graduation. The repeat value in SCACRSE refers to the number of credits for which the course can be repeated and not the number of times. These are marked in Banner.
• Courses may be graded A-F or Pass/No Credit as the department requests. If a student takes a module but does not receive a grade until the modular course is completed, a grade must be inserted for the student that reflects that the work is "in progress".
• Prerequisites may or may not be required for each module. These are determined by the department.
• Registration must take place within the guidelines for every course offered in that particular term. Extension will not be granted because the module does not start until later in the term.
• Students may audit modular courses at the same rate as any other audit and may not be charged special fees for auditing. Departments with existing courses, but with no modules, must submit a Curriculum Proposal for a new modular course.

Expedited review process for offering an existing academic degree or certificate program at a new location

Any academic degree program that exists in the OSU catalog must be aligned across all locations and modalities (i.e., existing curricular requirements and academic degree program outcomes). 

Proposals to extend an existing degree or certificate program to a new location must include, as applicable:

• Executive Summary (Ensure the following):
  • Alignment of curriculum;
  • Alignment with the OSU Catalog description of the existing program;
  • Alignment of the degree or certificate program learning outcomes and assessment plan, including direct measures of student learning;
  • Statement identifying the academic home, including the program director or coordinator;
  • Demonstration of adequate budget resources;
  • Library Evaluation; and
  • Proposed effective term.

• HECC New Location Template Form
• Curriculum Four-Year Plan (undergraduate programs only)

Proposal Workflows: New Location and New Location/Ecampus-Hybrid

New Location Proposals: Review Steps

Expedited proposals will follow a process consisting of:

1. Academic Unit: proposal preparation
2. Faculty Senate Graduate Council: review (graduate programs only)
3. Faculty Senate Curriculum Council: review
4. Faculty Senate Executive Committee: notification
5. Provost (or designee): review and approval
   [Note:  The Provost is the final review and approval step for certificate proposals.]
6. OSU’s Board of Trustees: notification
7. Higher Education Coordinating Commission (HECC): review and final approval for degree proposals
8. Northwest Commission on Colleges and Universities (NWCCU): approval

Proposals for any new academic degree program that does not exist in the OSU Catalog must use a full proposal (Full Category I Proposal) review and approval process.

Proposals for the creation of a fully online academic degree program of an existing academic program must use the existing Ecampus (Expedited Category II Proposal) review and approval process.

New Location/Ecampus-Hybrid Proposals: Review Steps (including the OSU Portland facility with courses offered in a hybrid format)

Expedited proposals will follow a process consisting of:

1. Academic Unit: proposal preparation
2. Ecampus: review (hybrid programs only)
3. Faculty Senate Graduate Council: review (graduate programs only)
4. Faculty Senate Curriculum Council: review
5. Faculty Senate Executive Committee: notification
6. Provost (or designee): review and final approval
   [Note: The Provost is the final review and approval step for both degree and certificate proposals.]

Standards for Non-Credit Academic Experiences

• A clear description of the course must be available via web and schedule of classes.
• Instruction shall be sufficient in breadth and length to meet the course objectives, proficiencies and competencies described.
• Course syllabus and objectives/outcomes shall be included in the curriculum system for record keeping.
• Curriculum Council approves non-credit offerings after they have the approval of the Office of the Registrar, if the intent is for them to be listed on the non-credit transcript.
• Coordination and support for these standards is provided by the Office of the Registrar.  
• Equitable reflection on the transcript among courses must demonstrate parity of the offering to ensure that the outcomes are met.
• Only academic units may originate courses and/or request course designators.

The Office of the Registrar has information about creating non-credit courses.

Options are for students of a specific major. An option is one of several distinct variants of course aggregations within a major that focus on an area of study designed to provide a student with specialized knowledge, competence, and skills while sharing a minimum core of courses.

Options consist of a minimum of 21 designated quarter credits of related course work, 15 of which must be at the upper-division level.

 A graduate option consists of a minimum of 12 designated quarter credits of related course work (excluding thesis credits), comprised of course work offered by the sponsoring unit as well as by other academic units. The option may be comprised of specific courses, completion of a designated number of credits from a longer list of alternative courses, or a combination of specific and alternative course lists. Approved options may be added to a graduate program of study, and approved by the faculty advisor(s) and the director of the sponsoring unit. On the program of study, there should be no overlap in course credits between options (the same course cannot be used to satisfy credit requirements in multiple options). When the unit submits the final examination card to validate awarding of the major to the Graduate School, the unit will also validate that the requirements of the option have been completed.

For an undergraduate option to appear on a student's official academic record and transcript, the student must make application to the Registrar's Office at the same time formal application is made for a degree. The Graduation Audit from the Registrar's Office will list the option as well as the major and degree. This audit is sent to the student's dean for certification of the option at the same time the student is cleared for graduation.

To create, change, or drop an option, departments submit a New or Change Option Proposal. Proposals must contain a list of courses as they will appear in the OSU Catalog and documented liaison with all departments involved.

• Courses required for an option may not count towards a minor in the same field of study. Students may not take an option and a minor from the same field of study.
• Options must be approved by all academic units involved.
• Courses may be selected from those offered by the sponsoring unit as well as by other academic units.
• Course substitutions must be approved by the dean of the sponsoring college, who must certify that all requirements are fulfilled.

Student learning outcomes are learner-focused statements reflecting what a student will be able to do as a result of an instructional activity. Each outcome statement should start with a measurable action verb that indicates the level of learning, followed by a precise description of the learned behavior, knowledge, or attitude. Bloom's Taxonomy is a useful tool for choosing action verbs that accurately describe a desired level of student learning.

For example, an OSU faculty member will be able to:

• Identify an appropriate action verb from Bloom's Taxonomy that describes a particular level of learning.
• Describe the desired behavior a student will be able to exhibit upon successful completion of a course.
• Assess students' performance for evidence of desired learning.

Slash (4xx/5xx) courses must have differentiated learning outcomes for undergraduate and graduate students (i.e. two separate sets of learning outcomes listed on the syllabus). See the Slash (4xx/5xx) courses policy.

Undergraduate, graduate, and certificate program requirements and learning outcomes are listed in the Academic Catalog and many programs also post student learning outcomes and/or program goals on their websites.

Undergraduate

Undergraduate degrees and certificates may be awarded posthumously in cases where the student officially had earned senior standing at the time of death. Senior standing must be verified by the academic unit.

Graduate

Graduate and professional degrees and certificates may be awarded posthumously in cases when the student would likely have completed the degree or certificate had it not been for the intervention of death. Generally, this means that all requirements would have been completed during the term when death occurred. Satisfactory completion of degree requirements must be verified by the signature of the student's graduate advisory committee.

A prerequisite is a course or other educational requirement, such as a placement test, that must be completed prior to registering for another course or before proceeding to more advanced study.  Prerequisites define the knowledge or skills for successful performance in a course and advise students of the minimum requirements in order to enroll.  Departments specify the minimum satisfactory grade or test score for completing the prerequisite. 

Students may attempt a course without having a prerequisite only if the instructor has consented to give an override. If consent is not obtained, students who have not fulfilled a prerequisite will be disenrolled from the course during end of term processing (usually the week following the release of grades).

A course that can only be taken at the same time as another course is considered a corequisite. Both prerequisites and corequisites display in the Academic Catalog.

Prerequisites/corequisites cannot be:

• Added or changed without an approved proposal, subject to the Office of the Registrar’s Prerequisite Policy
• Courses or test codes from other institutions
• Used to limit or control enrollment
• At a level more advanced than the course (e.g., a 100-level course cannot have a 300-level prerequisite)
• At an undergraduate level for a graduate level course (e.g., a 500-level course cannot have a 400-level prerequisite)
• Different for crosslisted courses
  • Slash-listed courses may have different prerequisites but they can only be enforced for courses at the same academic level. Graduate prerequisites for slash-listed courses are discouraged.
• Special Topics (x99) and Blanket Numbered Courses (reserved numbers x01 to x10).  Topics and content are variable and cannot be used to accurately assess knowledge or skill level.
• Experimental “X” courses. These courses can only be offered a maximum of three time for the purpose of introducing new learning materials and innovative teaching on a trial basis before seeking permanent approval.

Registration Restrictions

Some classes may be restricted by campus, degree, program or class standing, or require departmental approval. These are considered registration restrictions, not prerequisites, because they are added at section level by the Schedule Desk. Registration restrictions may apply to different sections while prerequisites apply to all sections of the same course. Registration restrictions are therefore indicated in the Schedule of Classes, not the Catalog.

A CPS Proposal is required to effect any of the modifications to previously approved academic programs or academic units. Examples include:

• Rename: Changing the name of an academic unit
• Reorganization: Moving responsibility for an academic program from one unit to another or merging or splitting academic units
• Suspension: Suspending or reactivating an academic program
• Termination: Terminating an academic program or academic unit

In some cases, students may earn credit for repeating a course with the same course number. The academic unit monitors the repeatability characteristic of the course to avoid abuse of this feature.

If the course may be repeated for credit, the total number of credits that will be counted toward the academic program must be stated in the curriculum proposal. This number will be displayed next to the course description as “This course is repeatable for XXX credits.” The most common maximum credits for blanket courses is 16. For 503 (Thesis) and 603 (Dissertation) courses, the default maximum credits has been established as 999.  This is to prevent graduate students being affected by Academic Regulation 20, Repeated Courses. 

Additional Information: Course Numbering Guidelines

All course proposals must include the schedule type and may include more than one type. If, for example, a course will have a lecture, separate discussion sections, and/or laboratory sections, all three schedule types should be indicated. If a course will be scheduled as a lecture-only section but there will be discussion or activity in that lecture, only the lecture schedule type should be indicated. 

A proposal must be submitted to change the schedule type. These are expedited proposals, unless Recitation, Laboratory, or Studio are being added or removed.

Requests to add the online schedule type to an existing course must come from Ecampus.

See Scheduling Protocols & Procedures for additional information.

Slashlisted courses are offered at both the undergraduate 400-level and graduate 500-level. Students wanting undergraduate credit register for the 400-level course and those wanting graduate credit register for the 500-level course. Undergraduate students can enroll in the 500-level course with permission from the instructor but only the 400-level course can be listed in undergraduate program requirements. Some graduate pathways, like the Accelerated Master’s Platform, allow 500-level courses to count towards undergraduate programs, though they cannot be formally listed in undergraduate program requirements.

Slashlisted courses must provide students who are enrolled in the 500-level course with education and training that satisfies all of the following conditions. Evidence of the following distinctions must be clearly stated in the syllabus:

• The 500-level course must include graduate-level work appropriate to the field (e.g., exams, papers, projects, problem sets, responsibility for lecturing or leading discussions, etc.),
• Students enrolled in the 500-level course must present work that is significantly more rigorous in both depth of study and methodology than students enrolled in the 400-level course,
• When making qualitative evaluations of students, the instructor must hold students enrolled in the 500-level course to a standard higher than those enrolled in 400-level course.

In addition, slashlisted courses must clearly articulate the graduate level learning outcomes expected of students in the 500-level course, as distinct from the outcomes expected of those registered in the 400-level course.

In most cases this distinction should include emphasis on developing skills in analysis, synthesis, and/or evaluation for the 500-level course, as opposed to, or in addition to, acquisition of knowledge, comprehension and application of information, which are more characteristic of undergraduate curricula.  In addition to different student learning outcomes, there should also be appropriate differences in instruction and evaluation procedures.

Slashlisted courses must contain the same title, credits, and course description. Academic units wanting to add the 500-level to a 400-level course or the 400-level to a 500-level course must submit a course proposal to the curriculum proposal system. Catalog Year policy applies. Blanket-numbered and special topics courses are not eligible for slashlisting.

Special topics courses (X99), like blanket-numbered courses (X01-X10), may be repeated without limit by students. This is an "automatic" feature for X99 courses. Further, it is implied, but not monitored centrally, that the course content is different each time the student takes the course (unless the student is retaking the course to replace a grade as specified under Academic Regulation 20). Each academic unit monitors the repeatability characteristic of X99 courses to avoid abuse of this feature by repeating the same course over and over again.

Unless there is a specific limit placed on the number of times an X99 course may be taken, special topics courses are encoded with "999" in the credit field of Banner, allowing for indefinite repeatability capacity of that particular topics course.

Special Topics (e.g., X99) courses require a New Course Proposal to become an established course but do not require a syllabus.

Additional Information: New Course Proposals

Oregon State University requires all courses and all undergraduate and graduate academic programs (majors, minors and certificates) to have established student learning outcomes. All student learning outcomes must be measurable and assessed in a systematic manner. For approved credentials, annual assessment must include direct measures of student learning. 

Each course and program must have an appropriate number of learning outcomes to clearly articulate what students should achieve. Student learning outcomes for all programs are published in the Academic Catalog. Course student learning outcomes must be listed on every syllabus and must match for all sections of the course, regardless of location, modality, and instructor. In addition, slash (4xx/5xx) courses must list differentiated learning outcomes for undergraduate and graduate students (per the Slash (4xx/5xx) courses policy).  

A successful change proposal is required before modifying program or course learning outcomes.

Procedures: The Office of Academic Affairs oversees this policy.

Resources: Student Learning Outcomes page

Federal regulations (34 CFR § 668.43) require universities to establish a policy for determining the location of students enrolled in programs that lead to licensure or certification. The state in which a student is located must be determined at the time of a student’s initial enrollment in a program leading to licensure and when a student notifies the university that their location has changed. This policy describes the process and procedures for determining student location at Oregon State University. 

Student location: For purposes of this policy, the enrolled student’s location is the State listed in the permanent home address in the Student Information System.   

For Prospective Students, this is the State of the Prospective Student’s residency at the time the student applied for admission as entered in the admissions management software.    

For Students whose permanent address does not include a U.S. State or territory (e.g., Students living outside the United States), their location will be considered the State of Oregon. The Student’s location designation will remain in effect until the Student changes the U.S. State or territory listed in the Student’s permanent address in the Student Information System. Once a Student enters a new U.S. State or territory, the university will consider that date of entry as the effective date of a Student’s revised location for the purposes of this policy.  

All other university policies that determine Oregon residency for the purpose of tuition assessment will not be superseded by this policy. 

Further, the federal regulations require that each institution has a policy that defines Student location for purposes of complying with the disclosure requirements. Any direct disclosures related to educational programs and professional licensure/certification education requirements will be based on the Student’s location as set forth above. 

Definitions (for the purpose of this policy): 

• Current students: Students who are currently registered or an active student in an Oregon State University educational program. 

• Enrollment: Registered for coursework.  

• Professional licensure program: A degree program (major or certificate) that can lead to professional licensure or certification. 

• Prospective students: Students who have applied for admission to an Oregon State University program but who have not yet enrolled. 

• Students: Students include current students and prospective students.

• State: The 50 United States, American Samoa, the Commonwealth of Puerto Rico, the District of Columbia, Guam, the U.S. Virgin Islands, and the Commonwealth of the Northern Mariana Islands.  

To suspend an existing program (degree, certificate, option, minor), submission of a Curriculum Proposal System (CPS) proposal form is required.

The proposal must be reviewed and approved by the academic unit and the college offering the program, faculty governance committees/councils, and by the administrative offices charged with maintaining the integrity of OSU's various programs in the online Catalog, Banner SIS, and MyDegrees.

Once approved, a program suspension is valid for up to three (3) years.  A suspended program can be listed in the online Catalog with a statement to the effect, "Suspended: Effective <Term, Year>, no new students are being admitted into the <title> program."

Students who matriculated into the program prior to the approved suspension, must be reasonably accommodated per the Catalog contract policies catalog year policy, including alternative courses.  No new students will be admitted once a program suspension has been approved.

After three years, (the actual year and term to be determined by the Office of Academic Programs and Assessment in consultation with the academic unit), the program (major, certificate, option, minor) will:

1. be reinstated (with evidence indicated in the reinstatement request proposal that there are adequate resources, faculty, facilities, program demand, etc. to once again offer the program),
2. be terminated, or
3. continue to be suspended for another academic year at the request of the academic unit or as a recommendation resulting from an undergraduate or graduate academic program review.  (Note: only one extension can be requested.)

A reinstated program will have the same courses and requirements at the time of suspension.  If changes to the program are warranted, these changes must come from subsequent CPS change proposals following reinstatement.

A unique syllabus is required for all locations (Corvallis, Cascades, Hatfield, La Grande, Portland) and all modalities (Ecampus, hybrid, lecture/lab) the course will be taught. However, only one syllabus needs to be attached in the course proposal with the exception as follow:

• For Core Education course proposals, a syllabus must be included for each location and each modality the course will be taught, including when only one version (location or modality) is being added or changed.
• For Special Topics (e.g., X99), Blanket Numbered (e.g. 401-410), and Experimental (X) courses, no syllabus is required in the proposal.

The Graduate Council and/or Curriculum Council may request additional information including but not limited to syllabi unique to specific locations and/or modalities if either Council feels they are needed before moving the proposal forward in the curricular review process.

Each syllabus must fulfill the Syllabus Minimum Requirements listed below. Courses in the following categories must meet additional requirements as indicated in the appropriate section(s):

1. Ecampus online or Hybrid course
2. Baccalaureate Core Category course
3. Writing Intensive Curriculum (WIC) Course
    

Syllabus Minimum Requirements

• Course Name
• Course Number
• Course Credits and Class Meeting Times. Include the number of credits and the course meetings times per week in lecture, recitation, laboratory, etc. The course credit numbers and class contact hours should match according to the course credits policy. For asynchronous learning in online and hybrid courses, omit the class meeting times.
• Prerequisites and/or Corequisites. Indicate ‘None’ if there is no prerequisite or corequisite. For additional information, see the prerequisites and corequisites policy. An Experimental “X” course cannot be a prerequisite for other courses. Baccalaureate core courses are generally not permitted to have or even suggest prerequisites as per the criteria and rationale for being in the Baccalaureate Core.
• Catalog Course Description. This should be 50-100 words. Sentences should start with action words like explores, examines, emphasizes, builds etc.  Avoid phrases such as "This course is designed to...", "Students will learn...". See course description guidelines for more information. Additional information beyond the catalog course description is optional to include. 
• Course Content. List weekly schedule. If it is not possible to list the weekly schedule, include a concise outline of topics and activities covered in the course.
• Course Specific Measurable Student Learning Outcomes.
  • What will students be able to do after completing this course? Avoid using non-measurable action word such as ‘Understand’ or “Demonstrate an understanding of..”. See Bloom’s Taxonomy and Action Verbs for more details. For Slashlisted 4XX/5XX courses, list additional learning outcome(s) for the graduate level course.
  • How will the students’ learning be verified? Ensure the learning outcomes are aligned with the assessment. See guidelines on students learning outcomes for more information.
• Evaluation of Student Performance. Describe how the learning outcomes will be measured through assessment. List the breakdown of the assessment (in either points or percentage) and the grading scale (Example: A+ = 95-100, A = 90-94, B+ = 85-89; etc)
• Learning Resources: List textbooks, reading materials, software, equipment, etc. For course cost transparency to students, it is compulsory to indicate if the learning resources listed are required or optional.
• Five compulsory University-wide course statements:
  1. Academic Calendar
     All students are subject to the registration and refund deadlines as stated in the Academic Calendar: https://registrar.oregonstate.edu/osu-academic-calendar
  • Statement Regarding Students with Disabilities
    Accommodations for students with disabilities are determined and approved by Disability Access Services (DAS). If you, as a student, believe you are eligible for accommodations but have not obtained approval please contact DAS immediately at 541-737-4098 or at http://ds.oregonstate.edu. DAS notifies students and faculty members of approved academic accommodations and coordinates implementation of those accommodations. While not required, students and faculty members are encouraged to discuss details of the implementation of individual accommodations.
  • Student Conduct Expectations link:  https://beav.es/codeofconduct
    (URL must be shown)
  • Student Bill of Rights
    OSU has twelve established student rights. They include due process in all university disciplinary processes, an equal opportunity to learn, and grading in accordance with the course syllabus: https://asosu.oregonstate.edu/advocacy/rights
  • Reach Out for Success*
    University students encounter setbacks from time to time. If you encounter difficulties and need assistance, it’s important to reach out. Consider discussing the situation with an instructor or academic advisor. Learn about resources that assist with wellness and academic success at oregonstate.edu/ReachOut. If you are in immediate crisis, please contact the Crisis Text Line by texting OREGON to 741-741 or call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255)

*For Ecampus online or hybrid courses, use the Ecampus Reach Out for Success statement instead.

• OPTIONAL to include in the syllabus:
  • Student Learning Experience Survey
    During Fall, Winter, and Spring term the online Student Learning Experience surveys open to students the Wednesday of week 9 and close the Sunday before Finals Week. Students will receive notification, instructions, and the link through their ONID email. They may also log into the survey via MyOregonState or directly at https://beav.es/Student-Learning-Survey. Survey results are extremely important and are used to help improve courses and the learning experience of future students. Responses are anonymous (unless a student chooses to “sign” their comments, agreeing to relinquish anonymity of written comments) and are not available to instructors until after grades have been posted. The results of scaled questions and signed comments go to both the instructor and their unit head/supervisor. Anonymous (unsigned) comments go to the instructor only.

Ecampus Online or Hybrid Course

In addition to the Syllabus Minimum Requirements, an Ecampus online or hybrid course must include:

• Under Course Credits, a statement on the number of hours on average that students will interact with course materials. For example, “This course combines approximately 90 hours of instruction, online activities, and assignments for 3 credits.”
• Ecampus Reach Out for Success
  University students encounter setbacks from time to time. If you encounter difficulties and need assistance, it’s important to reach out. Consider discussing the situation with an instructor or academic advisor.
  Learn about resources that assist with wellness and academic success. Ecampus students are always encouraged to discuss issues that impact your academic success with the Ecampus Success Team. Email [email protected] to identify strategies and resources that can support you in your educational goals. 
  If you feel comfortable sharing how a hardship may impact your performance in this course, please reach out to me as your instructor. (Instructors: consider tailoring this statement to your personal voice.)
  • For mental health:
    Learn about counseling and psychological resources for Ecampus students. If you are in immediate crisis, please contact the Crisis Text Line by texting OREGON to 741-741 or call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255).
  • For financial hardship:
    Any student whose academic performance is impacted due to financial stress or the inability to afford groceries, housing, and other necessities for any reason is urged to contact the Director of Care for support (541-737-8748).

Core Education Category Course

In addition to the Syllabus Minimum Requirements, a Core Education category course syllabus must:

• Include the appropriate verbatim statement based on the following:
  • For courses in Core Education and Baccalaureate Core: "This is a Core Education course that fulfills the requirements for the [category name] category. In addition, this course also fulfills the Baccalaureate Core requirements for the [category name] category."
  • For courses in Core Education only: "This is a Core Education course that fulfills the requirements for the [category name] category."
  • For courses in Baccalaureate Core only (no change from the current sentence): "This course fulfills the Baccalaureate Core requirement for the [category name] category."
• Include the 3 relevant category learning outcomes verbatim in an explicitly identified and labeled list which is located near the course fulfillment statement (see above).
• Make a direct, clearly stated connection between each listed Core Education category learning outcome and specific attributes of the course content. The level of detail used should make it evident to students how different aspects of the course fulfill the specific category learning outcomes.
• Include a clear description to students how the Core Education category learning outcomes will be assessed within the course. Assessments need to be described in enough detail that the connection between assessment method and learning outcome is apparent. (simply stating “exam, quizzes, homework, class discussion” will not provide enough detail)

Note: The Baccalaureate Core Committee strongly suggests that the requirements associated with the second, third, and fourth bullets be placed together within a matrix table.

Writing Intensive Curriculum (WIC) course

In addition to the Syllabus Minimum Requirement, a WIC course syllabus must:

• Include verbatim: “This course fulfills the Core Education requirement for the WIC category for students majoring in _________."
• Include the 3 WIC learning outcomes verbatim in an explicitly identified and labeled list which is located near the course fulfillment statement (see above).
• Make a direct, clearly stated connection between each listed WIC category learning outcome and specific attributes of the course content. The level of detail used should make it evident to students how different aspects of the course fulfill the specific category learning outcomes.
• Include a clear description to students how the WIC category learning outcomes will be assessed within the course. Assessments need to be described in enough detail that the connection between assessment method and learning outcome is apparent. (simply stating “exam, quizzes, homework, class discussion” will not provide enough detail)

Note: The Bacc Core Committee strongly suggests that the requirements associated with the second, third, and fourth bullets be placed together within a matrix table.

Under the Students Performance Evaluation, the syllabus must also make it clear that:

• Grades for writing making up at least 30% of the course grade
• Individual writing comprises at least 25% of the course grade
• Students individually write and revise (after feedback) at least 2,000 words in formal, graded writing - about 10 pages
• Revision of the 2,000-word formal writing is required, not optional
• The total word count for formal writing is at least 4,000 words (2,000 counted for the draft or drafts and 2,000 counted for the final copy)
• Informal, ungraded writing comprises about 1,000 words (or enough to make the total word count at least 5,000)

Resources

• Syllabus templates:
  • On campus
  • Core Education
  • Dual category Bacc Core/Core Education
  • Bacc Core
  • DPO
  • WIC
  • Non-credit
  • Ecampus online or Hybrid course
• How to create a syllabus that meets the syllabus minimum requirements

Lower-division courses (100- and 200-level) offer survey or introductory-level content intended to equip students with the fundamental theories, concepts, perspectives, principles, methods, and procedures of critical thinking needed to advance to upper-division courses. They may also broaden students’ interdisciplinary knowledge by exposing them to courses in a variety of disciplines. Lower-division courses have one or more of the following characteristics:

• Assume, in general, no college-level prerequisites aside from precedent in a sequential course.
• Course learning outcomes introduce students to fundamental theories, concepts, perspectives, and principles in preparation for more advanced coursework.
• Introduce essential language skills (oral communication and comprehension), data literacy (e.g., information gathering, reading, and writing), numeracy, and/or theories of metacognition to help students to become independent learners and receive the benefits of a well-rounded education.
• Introduce and expose students to principles and skills necessary for comprehension, analysis, synthesis, interpretation, and critical thinking. 

Upper-division courses (300- and 400-level) are specialized and advanced courses. They build upon and integrate knowledge and/or skills developed in lower division courses and general education curriculum.  They emphasize comprehension, analysis, synthesis, interpretation, and critical thinking. 

Upper-division courses have one or more of the following characteristics:

• Students are assessed on the ability to apply, integrate, and/or transfer knowledge or methods, rather than their comprehension and understanding of the subject.
• Course learning outcomes reflect mostly higher order cognitive processes that promote deeper understanding of concepts related to the discipline and/or field.  
• Presume greater responsibility and independence in students for their own learning.
• Develop specific intellectual and professional skills inherent in post-baccalaureate employment, graduate study, or professional school.

Upper division courses require specific background knowledge or skills as indicated by:

• Specifying OSU courses as prerequisites and/or corequisites
• Specifying course-level registration restriction (e.g., junior or senior class standing) 
• Specifying competencies or skills necessary for engagement with and success in the course content (e.g., critical thinking, problem-solving, analytical skills, synthesis skills, theoretical applications, advanced writing skills)
• Other individual experiences, upon approval of the instructor or academic advisor.

Resource: Bloom's taxonomy

The purpose of the Writing Intensive requirement is to ensure that each graduate is prepared to write in the discourse, conventions, and genres of his or her major field.

A student completing requirements for two majors including Double Degrees as well as dual majors (one degree with two majors) may request that one WIC course satisfy the WIC requirement for graduation in both majors.

This opportunity is available if and only if:

1. The discourse, written conventions, and genres of the two majors are closely related,

and

2. The substitution of a WIC course from one major for that in another major is approved in writing by the Chairs or Heads of both academic units involved and the approval is placed in the student's academic file.

Students and advisors should be aware that in some cases, the WIC course in a major is an integral part of the degree and substitution may not be appropriate. The final decision rests with the Academic Unit Chair or Head.