• Section 1 - About this Manual
• Introduction
• Purpose
• Scope
• Section 2 - Course Design Policies
• Part A - General Course Principles
• Student Workload
• Part B - Course Codes
• Academic Subject Code
• Part C - Course Structure
• Unit Value
• Level of Study
• Table 1 – Levels of Study
• Co-Badged Courses
• Multi-Term Sequence Courses
• Part D - Course Components
• Course Content
• Compulsory Course Requirements
• Compulsory Placement and WHS Requirements
• Table 2 – Types of Placement and WHS Requirements
• Compulsory Attendance
• Reporting Indicators
• Table 3 – Reporting Indicators
• Part E - Course Enrolment Attributes
• Course Enrolment Rules
• Table 4 – Course Enrolment Rule Types
• Course Enrolment Milestones
• Table 5 – Course Enrolment Milestones Types
• Assumed Knowledge and Other Enrolment Information
• Table 6 – Enrolment Information Fields
• Section 3 - Course Creation
• Part F - New Course Policies
• Part G - New Course Procedures
• Section 4 - Course Delivery Policies
• Part H - Modes of Delivery
• Table 7 – Modes of Delivery for Courses
• Part I - Course Availability
• Table 8 – Approval Authorities for Course Availability
• Part J - Course Resources 
• Course Outline 
• Learning Management System 
• Teaching Methods and Course Materials 
• Part K - Communication with Students
• Section 5 - Course Management
• Part L - Course Co-ordinators
• Course Co-ordinator Policy
• Course Co-ordinator Responsibilities
• Part M - Head of School Responsibilities
• Part N - Review of Courses Policies
• Section 6 - Course Revision and Discontinuation
• Part O - Course Revision Policy
• School Level Revisions
• Table 9 – School Level Revisions
• College Level Revisions
• Table 10 – College Level Revisions
• University Level Revisions
• Table 11 – University Level Revisions
• Part P - Course Discontinuation Procedure
• Table 12 – Approval Authorities for Course Discontinuation
• Section 7 - Relaxing Provision
• Section 8 - Appendices

Section 1 - About this Manual

Introduction

(1) This Manual supports Schedule 2 – Delegation of Academic Matters of the Governance Rule.

(2) For information on designing and implementing assessment items, and grading courses, please refer to the Course Assessment and Grading Manual.

Purpose

(3) This Manual is designed to provide clear and concise directions for staff of the University of Newcastle (University) when designing, managing, and reviewing courses, and to provide information to students.

(4) This Manual will be revised annually and published in the University's policy library.

(5) This Manual remains in effect for the calendar year (January to December) and will usually only be changed in that year where there are changes to external legislation or if urgent amendments are approved by the President Academic Senate.

Scope

(6) This Manual applies to enabling, undergraduate and postgraduate courses created and offered by the University, including those which students enrol in through a partner institution.

(7) This Manual applies to the Joint Medical Program (JMP). In the event of an inconsistency between this manual and the policies and procedures specific to the JMP, the policies and procedures of the JMP will prevail to the extent of the inconsistency, unless the matter relates to a delegation of authority.

(8) This Manual does not apply to Higher Degrees by Research (please see Higher Degree by Research Policy).

(9) This Manual makes references to College structures and positions. Equivalent structures and positions may exist in Pathways and Academic Learning Support Centre (PALSC) and are referenced where relevant.

Section 2 - Course Design Policies

Part A - General Course Principles

(10) The University utilises the following courses types:

1. core courses;
2. compulsory courses;
3. a course on a course list; and
4. electives.

(11) Within each course, the learning outcomes, assessment items, course content, learning activities and teaching methods must be aligned.

(12) Courses that are core, compulsory or on a course list within a program should be aligned to the relevant program learning outcomes.

(13) The learning outcomes, knowledge, skills and application of knowledge and skills for each course level will vary depending on the field of study.

(14) Learning outcomes in each course must be specific statements that are measurable, observable, attainable, and clearly indicate what a student should know and be able to do upon completion of the course. The learning outcomes, knowledge, skills and application of knowledge and skills for each course level will vary depending on the field of study.

(15) Course design should include careful consideration of appropriate assessment which reflects the principles and policies outlined in the Course Assessment and Grading Manual.

(16) Courses should be designed with appropriate consideration of the mode(s) in which they will be delivered.

Student Workload

(17) The total workload required per course must be commensurate with the unit value of the course.

(18) A student should expect to spend, on average, 120–140 hours of effort or total load (including contact and non- contact course requirements) per 10-unit course.

(19) This applies to all courses, for all fields of study and modes of delivery, excluding placement courses.

Part B - Course Codes

(20) Each course has a unique alphanumeric course code used to identify the course in the Curriculum Management System.

(21) The course code is comprised of the academic subject code appropriate for ;the course's primary area of study and a numerical value appropriate for the level of study for the course.

Academic Subject Code

(22) An academic subject code for an undergraduate or postgraduate course is the four-letter prefix at the beginning of a course code, for example: EDUC or MATH.

(23) For enabling courses, the academic subject code it is a six-letter prefix, for example: EPMATH.  

(24) New academic subject codes should broadly cover one of the narrow Field of Education codes listed in the Australia Standard Classification of Education.  

(25) New Academic Subject areas must be approved by the Deputy Vice-Chancellor (Academic) and Vice President on the recommendation of the Academic Division General Manager and Academic Registrar.  

(26) An academic subject code may be deleted by Student Central where the Academic Subject code is no longer required because it has been replaced by a more appropriate code or is no longer available at the University.  

Part C - Course Structure

Unit Value

(27) The standard unit value for courses is 10, 20, 30 or 40 units.

(28) The Program and Course Approval Committee (PCAC) may consider courses proposed to have a unit value other than a standard unit value.

(29) A course approved as a credit bearing micro-credential may have a lower unit value. Suggested unit values are 2 or 5 units. Refer to the Micro-credentials Policy and Micro-credentials Schedule.

Level of Study

(30) Table 1 outlines the numerical values for each level of study.

Table 1 – Levels of Study

(31) When approving course content, the relevant College Board or Pathways and Academic Learning Support Centre Board will be guided by the level of study to determine if content is appropriate.

Co-Badged Courses

(32) An undergraduate course cannot be co-badged with a higher-level undergraduate course.

(33) An undergraduate course may be co-badged with a postgraduate course and offered jointly to both undergraduate and postgraduate students.

(34) Where an undergraduate course has been co-badged with a postgraduate course, the postgraduate course will:

1. include unique course learning outcomes appropriate to the higher AQF level of the course;
2. include unique assessment item(s) appropriately aligned with, and providing opportunities for students to demonstrate attainment of, the higher-level learning outcomes; and
3. provide opportunities for students to engage with course content and targeted learning activities that are appropriately aligned to the postgraduate level learning outcomes. This may require additional learning activities to be offered on top of to those required for the undergraduate course.

(35) Common content may be made available to both postgraduate and undergraduate students through shared or common channels (e.g. in-person lectures, merged LMS course sites, etc).

(36) The course record in the Curriculum Management System must clearly identify if courses are co-badged so that students are not able to count both courses towards their program requirements.

Multi-Term Sequence Courses

(37) Single semester courses are the norm and the preferred option. Multi-term sequence courses are the exception.

(38) If a course is supervised (for example, WIL, a project, a thesis, fieldwork, or a practicum), it may be a multi-term sequence course. Justification must be provided for the creation of a multi-term supervised sequence course.

(39) Multi-term sequence courses will be identified by an alphabetical suffix following the alphanumeric course code e.g. ABCD1234A and ABCD1234B.

(40) Multi-term sequence courses will usually have a combined unit value of 20, 30 or 40 units. The unit value of a multi- term sequence course is the total value of the sequence and is not divisible.

(41) Multi-term sequence courses may only be offered in standard terms (semester or trimester).

(42) Multi-term sequence courses must have clearly identifiable components which align with the term of offer (semester or trimester).

(43) The preferred option for the offering of multi-term sequence courses is Part A in Semester 1 and Part B in Semester 2 of any particular year. Variations to this preferred option may be justified to facilitate mid-year commencement or where the multi-term sequence is comprised of more than two components. However, all components must be offered consecutively.

(44) The component courses within each multi-term sequence must be studied sequentially in consecutive terms.

(45) In extenuating circumstances, the Program Convenor may approve an exception to allow a student to complete the components of a multi-term sequence course concurrently or non-consecutively. This must be supported by the Course Co-ordinator for the multi-term sequence course, and only where the student has demonstrated an ability to succeed in the course.

Part D - Course Components

Course Content

(46) Course content must:

1. be appropriate for the field of study and the level at which it is being offered;
2. be current and of high quality;
3. be distinctive and avoid unnecessary duplication with other course offerings;
4. be delivered by those with appropriate expertise in the relevant field of study;
5. be equivalent across modes and locations in terms of the academic content and the number, weighting, and types of assessment items within a course;
6. comply with the Code for the Protection of Freedom of Speech and Academic Freedom;
7. be aligned with, and support student attainment of, course learning outcomes; and
8. comply with copyright legislation.

Compulsory Course Requirements

(47) A Compulsory Course Requirement is an element in a course which must be satisfactorily completed before a passing mark can be awarded for the course.

(48) Compulsory Course Requirements:

1. are approved:
   1. for new courses, by the College Board or Pathways and Academic Learning Support Centre Board as part of the academic content of the proposed course; or
   2. for existing courses, in accordance with the Course Revision policies and procedures set out in Section 6 of this Manual;
2. must be entered into the Curriculum Management System for inclusion in the Course Outline;
3. must be specifically linked to course learning outcomes; and
4. may or may not be awarded marks.

(49) Compulsory Course Requirements may include:

1. placement and WHS requirements (see clauses 50-52 below, and the Work Integrated Learning Policy and its associated procedures);
2. assessments requirements (refer to the Course Assessment and Grading Manual); or
3. compulsory attendance requirements (see clauses 53-58 below).

(50) Wherever possible, satisfactory completion of a Compulsory Course Requirement should not cause the student workload for the course to exceed 120-140 hours of effort per term for a 10-unit course. This may be relaxed for compulsory placement requirements.

Compulsory Placement and WHS Requirements

(51) Compulsory placement or WHS requirements must be met by students to enable them to proceed with a placement or other activity. Types of placement and WHS requirements are set out in Table 2.

(52) Compulsory placement or WHS requirements will not be awarded marks.

(53) Regardless of the final mark obtained for a course, failure to undertake or successfully complete any compulsory placement or WHS requirement will result in a CF grade for the course. Refer to the Course Assessment and Grading Manual.

Table 2 – Types of Placement and WHS Requirements

Compulsory Attendance

(54) Compulsory attendance is a requirement for all 1000-level courses. For these courses:

1. students must attend at least 80% of the sessions scheduled for each type of learning activity in the course, (excluding lectures); and
2. attendance must be recorded via the myUni app ‘Attendance Check-In’ system.

(55) A higher attendance requirement than outlined in clause 53(a) may be set for specific learning activities in a 1000-level course. The higher attendance requirement must be specified in the Curriculum Management System and included in the Course Outline.

(56) Compulsory attendance may be set for specific learning activities in 2000-level or higher courses. For these courses:

1. the attendance requirement must be specified in the Curriculum Management System and included in the Course Outline;
2. attendance records must be maintained for all compulsory learning activities, and must be stored in accordance with the University's Records Governance Policy; and
3. students must be advised in the Course Outline that attendance records are being kept, and the means by which they are being kept.

(57) For all courses, students who are unable to attend a compulsory learning activity due to adverse circumstances may submit an adverse circumstances application in accordance with the Adverse Circumstances Affecting Assessment Items Policy and Procedure.

(58) A student who has been unable to attend a compulsory learning activity due to approved adverse circumstances should be provided with an appropriate alternative option to gain the knowledge or skills they would otherwise miss due to their absence.

(59) Regardless of the final mark obtained for a course, where a student has not met the compulsory attendance requirement, and no exemption has been granted, a CF grade will be awarded for the course. Refer to the Course Assessment and Grading Manual

Reporting Indicators

(60) The following reporting indicators should be noted in the Curriculum Management System where applicable to a course:

Table 3 – Reporting Indicators

Part E - Course Enrolment Attributes

Course Enrolment Rules

(61) The Program and Course Approval Committee (PCAC) must approve all new Course Enrolment Rules as part of the creation of a new course or as a revision to an existing course.

(62) Course enrolment rules will only be used to limit enrolment where there is an evidence-based need such as:

1. for professional accreditation; or
2. to ensure the health, safety and wellbeing of students or the community.

(63) Course enrolment rules are systematised to either allow or restrict enrolment, and must be entered in the Curriculum Management System.

(64) The course enrolment rule types are outlined in Table 4.

Table 4 – Course Enrolment Rule Types

Course Enrolment Milestones

(65) Course enrolment milestones are systematised to prevent students who do not meet the milestone from enrolling into the course, and must be entered in the Curriculum Management System.

(66) The types of course enrolment milestones are outlined in Table 5.

Table 5 – Course Enrolment Milestones Types

Assumed Knowledge and Other Enrolment Information

(67) The inclusion of assumed knowledge in a course indicates that the course will be taught on the basis that students will already have a certain level of knowledge.

(68) Assumed knowledge may refer to specific courses or the general volume of learning that students should have completed.

(69) Assumed knowledge guidelines are not systematised, and students who do not have the recommended level of knowledge may still enrol into a course.

(70) Assumed knowledge and other information to guide student enrolment will be captured within the Curriculum Management System and will be published to the online course handbook.

Table 6 – Enrolment Information Fields

Section 3 - Course Creation

Part F - New Course Policies

(71) A new course may be created to:

1. offer new content;
2. replace an existing offering; or
3. consolidate two or more existing courses under a new course code.

(72) A new course may only be offered where:

1. the course meets at least one of the criteria (below) for creation of new courses;
2. the new course proposal has been submitted to the relevant College Board or Pathways and Academic Learning Support Centre Board for approval of the academic content; and
3. the Program and Course Approval Committee (PCAC) has approved the creation of the course, unless the course is a non-credit bearing micro-credential (refer to the Micro-credentials Policy).

(73) At least one of the following criteria must be demonstrated to justify the creation of a new course:

1. the course is:
   1. proposed as part of a revised program, balanced by the deletion of another course;
   2. proposed as part of a new program, balanced by the deletion of another course; or
   3. proposed as part of a new program, where the Portfolio Strategy Group has approved a net increase in course numbers;
2. the course is required for a revised program following an external program review, developed in response to an approved College Response and Action Plan;
3. the course is replacing another course with similar content; or
4. the course is otherwise appropriately justified.

Part G - New Course Procedures

(74) New course proposals will be considered by PCAC via the Curriculum Management System, and must include:

1. the criteria under which the new course is proposed;
2. the assessment item weightings for the proposed course; and
3. the formal examination duration (where appropriate).

(75) During the course approval process, there will be a quality assurance check for new courses, which must consider:

1. the content of the course in relation to existing bodies of knowledge and research;
2. the proposed academic level of the course;
3. the alignment of learning activities, teaching methods, assessment requirements and learning outcomes;
4. the appropriateness of the number, type, timing, level, and weighting of assessment items;
5. if the learning outcomes of the new course are valid, achievable, and at the appropriate level; and
6. the existence and clarity of the proposed Curriculum Management System entry; and.
7. the proposed mode(s) of delivery of the course.

Section 4 - Course Delivery Policies

Part H - Modes of Delivery

(76) Table 7 specifies the available modes of delivery for courses, as approved by Academic Senate.

(77) The mode of delivery chosen for any course must be appropriate to ensure that students can develop the skills and knowledge required to achieve the course learning outcomes, and must facilitate the approved mode of delivery of any relevant programs in which the course appears.

Table 7 – Modes of Delivery for Courses

Part I - Course Availability

(78) A course may be offered:

1. at one or more locations in the same term; and/or
2. using different modes of delivery during the same term.

(79) The course availability list (CAL) specifies the terms, locations and modes of delivery for all course offerings.

(80) To facilitate the production of the timetable (under the Timetabling Policy and Procedure), the CAL for all terms in a given academic year will be finalised by 31 May of the previous year.

(81) The authority to approve the CAL is outlined in Table 8 below.

(82) Table 8 also specifies the approval authority for late additions, amendments or removals of any course offerings.

Table 8 – Approval Authorities for Course Availability

(83) Late additions of face-to-face course offerings may not be guaranteed optimal timetabling. This means courses may not be timetabled clash-free and may not be allocated to preferred times or rooms.

Part J - Course Resources 

Course Outline 

(84) An approved Course Outline must be made available at least two weeks before the commencement of each term in which the course is offered.

(85) Where required by a Reasonable Adjustment Plan, the Course Co-ordinator must arrange for a Course Outline to be provided to a student in an appropriate alternate format, within an appropriate timeframe.

(86) The Course Outline must be produced from the course record in the Curriculum Management System.

(87) Course Outlines must include:  

1. course title, name, unit value, location of offer and term of offer;  
2. overview - course description;  
3. contact hours;  
4. contact details of the Course Co-ordinator, teaching staff and School details, including details of availability for consultations;  
5. summary of course content;  
6. course learning outcomes;  
7. a list of course materials;  
8. assessment item summary, including assessment name, due date and time, involvement (individual, group);  
9. assessment item details, type of assessment, assessment criteria, word limit or duration, weighting, alignment to learning outcomes, how feedback will be provided, if and how assessment items are returned or collected;  
10. any additional assessment details such as the requirement that students must pass a particular assessment to pass the course, or that marks will be deducted for not including a coversheet on hardcopy submissions;   
11. assessment item submission method, including any requirement that the assessment items must be submitted via text-matching system (e.g. Turnitin), or hand delivery of the assessment is required (e.g. a creative work submission on a weekday);  
12. grading scale (pre-populated in template); and 
13. relevant policy information (pre-populated in template).

(88) The approved Course Outline will be stored as a ‘read only’ document at the conclusion of the teaching period. Archived Course Outlines will be available to the Course Co-ordinator and the students who were enrolled.

(89) All students in a course must be notified of any changes to the Course Outline approved by the Head of School after the first week of term. The updated version will be provided via the Learning Management System.

Learning Management System 

(90) The University uses a Learning Management System (LMS), and every course offering, regardless of mode, has a site in that system.

(91) Combining of sites across locations and modes will be considered on a case-by-case basis on request to the Assistant Director, Learning Design and Teaching Innovation.

(92) Each course site must comply with the Learning Management System - Teaching Courses Minimum Presence requirements and reflect the University Course Site Quality Principles.

Teaching Methods and Course Materials 

(93) Learning activities and teaching methods must be appropriate to the content, field of study, level offered, and mode of delivery. Assistance and advice are available from Learning Design and Teaching Innovation. 

(94) Course materials must be aligned with the course learning outcomes.

(95) Course materials should: 

1. be current and/or appropriate,  
2. appropriately referenced;   
3. offer a variety of perspectives on the course content;
4. use a considered mix of media, appropriate to the mode of delivery; and
5. be copyright compliant (see Copyright Compliance Policy and Guidelines).

(96) The purpose of course materials, their use in learning activities and the distinction between required and optional material should be explained to students.

(97) All course materials and information are to be provided via the Learning Management System course site. The course site inclusions must comply with the standard LMS course site blueprint (See the Learning Management System - Teaching Courses Minimum Presence).

(98) When advised there is a need, Course Co-ordinators must provide accessible course materials to students with disability. See here for information on how to provide accessible resources. Course materials must be made available to the AccessAbility support service upon request. When appropriate, the Adaptive Technology Centre will adapt these materials.

Part K - Communication with Students

(99) The University's primary method of communication to students is to their University email account.

(100) All students are required to check their University student email account frequently.

(101) Regular communication with students must be provided, irrespective of the mode of delivery.

(102) Course Co-ordinators must document in the Course Outlines the communication/interaction mechanisms to be used. This may include group emails, discussion boards, and meetings.

(103) Staff must advise students of their availability for consultations in the Course Outline. Regular interaction is strongly encouraged.

(104) Student's queries should be addressed within an appropriate timeframe (usually three University working days).

Section 5 - Course Management

Part L - Course Co-ordinators

Course Co-ordinator Policy

(105) Each course is required to have a Course Co-ordinator who is appointed by the Head of School to oversee the course, including offerings on different sites, in different modes, and terms.

(106) A Head of School may appoint joint Course Co-ordinators for a course with multiple offerings or where there is need to have a Course Coordination team.

(107) The Course Co-ordinator will usually be a Level B academic or above but may be a Level A academic or a conjoint academic member of the University if suitably qualified and experienced.

(108) The Course Co-ordinator should be appointed at least four weeks prior to the start of a term in which the course is offered.

(109) The guidelines for teaching qualifications for course delivery and course coordination are outlined in the Coursework Program Teaching Qualification Guidelines.

Course Co-ordinator Responsibilities

(110) Course Co-ordinators are responsible for:

1. the delivery and management of a course with support from the relevant Head of School;
2. the planning of the course, assessing student learning outcomes in the course, ensuring students are given constructive and timely feedback, designing, and managing the course site, and managing course quality;
3. evaluating and making necessary adjustments to a course, considering staff and student feedback and student outcomes (pass and fail rates, withdrawals, and achievement levels) (see Teaching Staff Reflection on Course Offering);
4. approving late enrolments before the census date for the relevant term;
5. waiving course rules requisites for students on a case-by-case basis;
6. approving requests to audit their course;
7. ensuring that their course site and the course material provided complies with copyright legislation;
8. ensuring they understanding all relevant academic policies and procedures;
9. the preparation and provision of course materials including assessment items and assessment criteria;
10. planning teaching activities including lectures, tutorials, and online options;
11. managing the course site in the Learning Management System in accordance with the University's Course Site Quality Principles;
12. developing the Course Outline;
13. planning course assessments that are consistent with the course learning outcomes, course content, learning activities, teaching methods, and delivery mode;
14. organising resources including textbooks and reference materials, online materials and support, the availability of facilities or equipment, and inviting and scheduling any visiting lecturers;
15. ensuring student access to staff for regular consultations, either online or by direct meetings throughout the term;
16. providing responses to student enquiries within three University working days;
17. providing assessment feedback within 15 University working days from date of submission of the assessment item, or earlier if students need to incorporate this feedback for subsequent assessment items;
18. being available to consult with students and/or respond to requests to review their results during the three University working days following the publication of the final results;
19. obtaining approval, from the appropriate delegate, for any proposed course changes;
20. actively working with those delivering the course, including placement supervisors, by:
    1. communicating effectively with all teaching/tutoring staff to review notes for teaching sessions;
    2. discussing course details including learning outcomes, assessment, marking and student feedback;
    3. supporting new and casual teaching staff in their teaching roles; and
    4. working with joint Course Co-ordinators or Course Coordination team members;
21. coordinating responses to requests from students related to the course including:
    1. developing options for students who provide a Reasonable Adjustment Plan obtained from AccessAbility support service; and
    2. approval of adverse circumstances applications (refer to the Adverse Circumstances Affecting Assessement Items Policy and Procedure);
22. evaluating each offering of the course after considering formal and informal student feedback and student academic outcomes, including:
    1. the course evaluation to assist Schools, College Boards and Academic Senate with monitoring continuous improvement and the quality assurance of courses;
    2. liaising with all relevant Program Convenors to ensure that the needs of all participating student cohorts are considered when altering a course; and
    3. obtaining approvals for any necessary adjustments to the course learning outcomes, course content, learning activities, teaching methods, assessment items and delivery modes in response to the outcomes of post offering follow-ups; and
23. all other activities related to the course, as directed by the Head of School, or as required by the policies of the University.

(111) To assist Course Co-ordinators, a checklist has been developed (see Course Co-ordinator Checklist).

Part M - Head of School Responsibilities

(112) The Head of School is responsible for:

1. approving late enrolments after the relevant term's census date (refer to the Enrolment Manual);
2. appointment of Course Co-ordinators;
3. appointment of Honours supervisors;
4. provision of support to Course Co-ordinators; and
5. approval of Course Outlines.

Part N - Review of Courses Policies

(113) All courses are subject to regular interim monitoring that is overseen by the Pro Vice-Chancellor Education Innovation as prescribed by the Education Quality Assurance Policy and its procedures.

(114) Academic Senate and/or the Program and Course Approval Committee (PCAC) may request periodic reviews to ensure that all courses continue to offer distinct content and appropriate learning outcomes.

Section 6 - Course Revision and Discontinuation

Part O - Course Revision Policy

(115) Course revisions should not affect students currently enrolled in that course unless the revision is to correct an identified error.

(116) Corrections to typographical errors may be made at any point and do not require approval, providing the correction does not change the context.

(117) Course revisions are categorised as School-level, College-level or University-level revisions, depending on the level of approval required.

(118) All course revisions must be submitted through the curriculum management system.

School Level Revisions

(119) School level course revisions are approved by the Head of School or Deputy Dean (Education).

(120) The types of course revisions that constitute a School level revision are outlined in Table 9 below:

Table 9 – School Level Revisions

College Level Revisions

(121) College level course revisions are approved by the College Board or the Pathways and Academic Learning Support Centre Board.

(122) The types of course revisions that constitute a College Level revision are outlined in Table 10 below:

Table 10 – College Level Revisions

University Level Revisions

(123) University level course revisions are approved by the Program and Course Approval Committee (PCAC).

(124) The types of course revisions that constitute a University level revision are outlined in Table 11 below:

Table 11 – University Level Revisions

Part P - Course Discontinuation Procedure

(125) The approval authorities for course discontinuation are outlined in Table 12 below.

Table 12 – Approval Authorities for Course Discontinuation

(126) The Academic Governance and Compliance team will monitor courses to ensure that:

1. courses approved for discontinuation cease to be offered and are removed from the Course Availability List (CAL), in accordance with any teach-out or transition arrangements;
2. courses with zero enrolments for the most recent three years of offerings are discontinued following consultation with the appropriate School and College; and
3. courses that have not been offered for three consecutive years are discontinued following consultation with the appropriate School and College.

(127) If a course proposed for discontinuation is a core course or compulsory course within a program (including an enabling program), the relevant Head of School (or Head of Domestic Programs for PALS) must consult with the Associate Dean (Education) of the relevant College (or the Deputy Dean (Education) for PALS) to ensure that:

1. an appropriate replacement course is to be offered;
2. any necessary major program revisions are submitted to PCAC for approval; and
3. no students in the relevant program(s) will be disadvantaged.

(128) If the discontinued course is contained on a course list within a program (including an enabling program), the relevant Head of School (or Head of Domestic Programs for PALS) must provide notice of the intended discontinuation to the Associate Dean (Education) of the relevant College (or the Deputy Dean (Education) for PALS) to ensure that any necessary minor program revisions are submitted to the relevant College Board (or the Pathways and Academic Learning Support Centre Board).

Section 7 - Relaxing Provision

(129) To provide for exceptional circumstances arising in any particular case (for an individual student or student cohort), the Deputy Vice-Chancellor (Academic) and Vice President and President Academic Senate in a joint capacity and on the recommendation of a College Pro Vice-Chancellor, may relax any provision of this Manual.

Section 8 - Appendices

(130) Teaching Staff Reflection on Course Offering

(131) Learning Management System - Teaching Courses Minimum Presence

(132) Course Coordinator Checklist

(133) Coursework Program Teaching Qualification Guidelines