GENS Course Proposals
How to Propose New General Studies' Courses /5-Year Review of Existing General Studies' Courses
Brief guidelines for proposing a new General Studies course and for 5-year review of existing General Studies courses can be accessed here. An overview of General Studies teaching goals/learning objectives as well as links to other materials you might find useful when writing up your course proposal/5-year review can be accessed here. Those proposing new General Studies courses should complete the New Course Proposal form (revised 7/2015); those whose General Studies courses are up for 5-year review should complete the 5-Year Review form.
These forms include:
- Agreement Form
- New Course Review Form
- Proposal Narrative Form
For Q1 Course Designation
In a Q1 course, mathematical thinking is the primary focus of study. Q1 courses should share an emphasis on the underlying structures of mathematics, communicating the importance of identifying patterns and regularities (e.g., one might demonstrate how the same mathematical principle can be used to solve problems in biology and in finance). Q1 courses, while focusing on mathematics, should emphasize the importance of mathematical modeling of realistic situations by providing ample opportunities for investigating diverse applications of the concepts discussed. Finally, such courses should draw rich connections among different areas of mathematics (e.g., one might point to the connections between algebra and geometry when discussing the topic of graphing equations).
In a Q1 course, the majority of class time is spent on mathematical concepts and procedures. Students work on mathematics during virtually every class session. The quality of mathematics is used as the major criterion for evaluating student performance in the course. Examples of Q1 courses are: MATH 2215 -- Calculus I, GNM 1125 -- Algebraic Problem Solving, CSIS 1206 -- Statistics I, and PHIL 1204 -- Introduction to Symbolic Logic.
For Q2 Course Designations:
In a Q2 course, the focus is on disciplinary or interdisciplinary content outside of mathematics. Mathematics is used as a tool for understanding this content. Q2 courses should feature applications that utilize real-world data and situations. Data collection and analysis may be a component of such work. Explicit connections should be made between mathematical ideas and disciplinary content. In a Q2 course, applying a mathematical perspective to certain concepts in content areas can result in a more robust understanding of these disciplinary concepts (e.g., using graphs and equations in an Economics course may bring increased understanding of demand functions). Conversely, experience with disciplinary situations that embody mathematical concepts can result in increased understanding of these mathematical ideas (e.g., solving for the landing coordinates of a projectile may bring new meaning to the zero of a function).
In a Q2 course, at least 20% of class time involves mathematical ideas. Students are expected to demonstrate their ability to apply mathematical ideas to the course content. Those having difficulty with the mathematics utilized in class may gain assistance through the tutorial services provided by the Math Center. Both mastery of disciplinary content and mathematical proficiency are used to evaluate student performance. Examples of Q2 courses include: CSIS 2210 -- Systems Analysis and Design, GNM 2182 -- Atom, Man, Universe, and CHEM 2110 -- Chemistry I.
For Q courses, see the Quad website and the form for faculty or contact Betsy McShea, QUAD Coordinator, at Betsy.McShea@stockton.edu.
W1 Course Designation
For W1 Course Designation, note that writing should be the primary subject of the course. The majority of classtime should be spent on writing, rather than another subject like literature or biology. Writing courses include Rhetoric and Composition, Personal Essay, Writing about Nature, Professional Writing and Design, Writing Tutor Practicum, and Creative Nonfiction, among many others.
Instructors seeking W1 designation for their program or General Studies courses should contact the Writing Minor Coordinator, Judy Copeland.
Once approval has been granted for a W1 course, it travels with the course as writing and instruction in writing are considered intrinsic to W1 courses. Unless you are radically changing the course, you and others can teach it in the future as a W1 without reapplying for approval. This is the same as with Q1 courses.
For questions about W1 designation, please contact Judy Copeland, Writing Minor Coordinator,
at email@example.com or 609-652-4862 or in C105.
W2 Course Designation
In a Writing Across the Curriculum (W2) course, writing is a focus of study, but not the primary focus. Instead, the primary focus of the course is another subject like history, algebra, or marketing, while students demonstrate their learning through writing and receive instruction in writing. Instructors of a W2 course should spend about 15-20% of the time for the class (in class or online) engaged in activities should help students become better writers, such as assigning focused writing activities in class and/or as homework, offering direct instruction in writing, assigning reading about writing in a textbook, handout, or online reference, distributing models of assigned writing assignments, providing feedback on student drafts, and meeting in conferences with students. A minimum of 30% of a student final grade should reflect the quality of his/her writing in the class.
In 2018 Writing Accross the Curriculum is piloting a new, streamlined application form that is aligned with ELOs. A Youtube video provides an introduction to proposing a W2 course. Sample applications are also found below, with thanks to the authors.
Deanna Button, CRIM 2140 : application
Marc Richards, CHEM 3420: application
Deb Figart: ECON 1120: application
Judith Turk ENVL 3432 application
Heather McGovern GSS 2358 application
You need to apply for W2 approval if:
- you are offering a new class and think it would qualify as a W2
- you are offering a class you've offered before but have decided to modify it to be a W2 or to formalize its W2 status
- you are offering a class someone else has offered as a W2 (including courses like Experimental Psychology or Microeconomics or Algebraic Problem Solving as well as any other W2 courses) but that you have not been approved to offer as a W2
- you are significantly revising a course you have previously offered as a W2
- your W2 for a course was originally approved before 2007
W2 status travels with the course and instructor, and the Writing Advisory Council does not grant "blanket" W2s. This is because a W2 is not considered intrinsic to classes and therefore depends on an individual's approach to a class. Once you have been approved to teach a course as a W2, you can opt in and out of the W2 on a semester-by-semester basis to manage your own work load.
Instructors seeking W2 designation for their program or General Studies courses must apply to the Writing Advisory Committee for course approval using the Writing Program's W2 Application.
In support of your application, you should provide a syllabus and other documents that specifically illustrate how you plan to teach writing in the class. For your application, you should think about what kind of writing instruction you plan to focus on: Writing for a discpline? Argumentative writing? Personal writing? Will you help students attend to their form? Organization? Incorporation of sources? Development of argument? Writing process? Style?
How will you help students? For instance, What opportunities for feedback and revision
will you offer students?
Also think about how this might affect you: How much time out of class are you prepared to devote to student conferences about papers and to writing comments on papers? How many writing assignments are you prepared to make? What kind? How long?
For questions about W2 matters or to submit your application for W2 course designation, please contact Geoffrey Gust, W2 Coordinator, at firstname.lastname@example.org or 609-652-4491 or in H219.
General Studies Convenors
Convenors coordinate the meetings for people proposing new courses or reviewing existing courses in each G category. They also lead and moderate the meetings and complete and file paperwork related to proposed or reviewed courses. In addition, they provide guidance and assistance for faculty members thinking about developing new courses in each G category. Furthermore, all G convenors serve on the G committee which helps make decisions about the G curriculum at Stockton.
GAH – Marcy Isabella (Gens) ext 4412
GEN - John O'Hara (GENS) ext. 4249
GIS – Judith Vogel (NAMS) ext. (626) 5548
GNM – Wondi Geremew (Gens) ext (626) 3520
GSS – Manish Madan (SOBL) ext (626) 3530
A (Arts)– Cailin Pittenger (ARHU) ext. (626) 5512
H (Historical Consciousness)– Bill Lubenow (ARHU) ext. 4436
I (International/Multicultural)- Reza Ghorashi (SOBL) ext. 4307
V (Values)– Rodger Jackson (ARHU) ext. 6016
If you would like to see a sample of a completed GEN new course proposal form, please click here. If you would like to see a sample of a completed GAH new course proposal form, please click here. If you would like to see a mapping of General Studies Objectives to ELO click here
Any adjunct who would like to teach a General Studies course may meet with Dean Gregg, Dean of the School of General Studies, and should provide the General Studies office with his or her CV/resume. All adjuncts should have a Master’s degree in a field related to the disciplines they plan to teach.
All adjuncts should complete the New Course Proposal Form and should have a full-time faculty sponsor; the sponsor should complete the sponsor form. Sponsor forms must be approved by the sponsor's home School prior submission of the course for review. The sponsor should be available to the adjunct as a mentor. All completed forms should be sent to Dean Gregg, Dean of the School of General Studies one month prior to a scheduled New Course Proposal Meeting. An adjunct’s General Studies course will be scheduled by the Assistant Dean in the faculty sponsor’s School.
Adjuncts who have taught Program courses should follow the procedures described above for all adjuncts, including submitting their CV/resume to the Dean of the School of General Studies, completing New Course Proposal and Sponsor Forms, and scheduling through the Assistant Dean in the faculty sponsor’s School.
Staff adjuncts (those who work full or part-time at Stockton in non-teaching positions) should follow the procedures described above for all adjuncts, including submitting their CV/resume to the Dean of the School of General Studies, completing New Course Proposal and Sponsor Forms, and scheduling through the Assistant Dean in the faculty sponsor’s School.
Adjuncts teaching one/two sections of an existing multi-section course do not need to propose a new course; however, they should submit their CV/resume to the General Studies office.
Please read through the following text for a full description of the procedures for General Studies' new course proposal/5-year review of existing courses.
There are three ways to get involved with General Studies teaching.
1. Offer one of the existing courses typically offered in multiple sections. It’s important that a curriculum vitae be submitted so that the appropriate General Studies subcommittee can determine the faculty member’s suitability to teach the course (though on rare occasions, the faculty member may be asked to attend a committee meeting).
2. Propose to offer another section of a course previously developed or on our books. If the proposed section narrowly dovetails with the existing course, common courtesy makes it requisite to discuss the matter with the faculty member whose course one wants to emulate—and also to avoid scheduling overlap. Here again, the aforementioned process will generally suffice. If, however, the course focus is on the same topic but its design, content, goals and expectations are at variance from the existing course, the new course approval process should be undertaken (see below).
3. Propose a new course. This is the most common avenue, and outlined below is a guideline on how to do so.
- Examine the University Bulletin to determine whether the course is new or falls into one of the other two categories noted above.
- Generate an idea based on your academic or vocational interests, your confidence that the idea is worthy of a semester long course, and the confidence in your own ability to offer the course.
- In the design phase of your course you need to decide which of the five General Studies course categories is the most appropriate fit and why. The general intent of courses in each category is available on the University website or from the School of General Studies. During this phase the shaping of the course should be informed by the Primary Goals, General Competencies and General Content Experiences of General Studies (c.f. University Bulletin) and your course objectives should meet at least two of the goals, competencies and/or content experiences. In turn, your design should incorporate student learning outcomes established for each course category. Outcome measures exist for each General Studies course category and you are expected to apply within the framework of the student evaluations administered in each course. You may add other outcomes and associated measurements as appropriate.
- If you are an adjunct faculty member, find a full-time faculty member/Univesity Program to sponsor you and your course proposal (there is a form to do so). Additionally, all part-time instructors need to have a post-secondary degree, at least a Master’s degree, from an accredited university.
- In terms of timing, the University course scheduling process, in general, and the approval process for General Studies courses, in particular, make it requisite that you propose a course a full year before it is taught.
Finally, you need to determine the level at which you want to teach this course (first
year, et. seq.) and why.
Instructions for Completing the Course Proposal Application
Please describe the new course. This description should be 250-300 words long and should explain the overall focus of the course and the academic rationale for creating the new course.
Course Proposal Narrative:
The following criteria should be discussed thoroughly in narrative form.
- Explain how the course offers learning opportunities not provided in other General Studies or Program courses; demonstrate the importance of the new course in relation to others already offered; and elaborate on how the course will prepare students for effective citizenship, personal growth, and/or workplace success.
- Discuss the interdisciplinary nature of the new course; and, identify the two or more disciplines that the course encompasses as well as the ways in which students will learn to use the theoretical/practical/reflective tools of those disciplines to answer questions, create written/digital/material products, and/or gain a new perspective about a current/historical issue.
- Explain the ways in which the course meets goals of the relevant General Studies category and at least two of the General Studies Primary Goals, General Competencies, and General Content Experiences. Beyond the standard learning outcomes measurements for General Studies courses and for the respective General Studies category, please include additional learning outcomes and assessment measures as appropriate.
Applications should also include:
- A draft of your course syllabus consistent with the requirements for a course proposal as outlined above. In other words, the syllabus should demonstrate the criteria discussed in the Course Proposal Narrative. Please also include a thoughtful presentation of course readings, assignments, teaching goals, student learning objectives, and a brief overview of the semester plan.
- Course titles should be brief, 30 characters or less. Be mindful of the fact that titles will remain on a student’s transcripts forever: a title too closely related to a brief fashion or temporal topic may appear incomprehensible decades later.
- Those who seek General Studies course approval (or renewal of an existing course every five years) in all General Studies categories should submit completed course proposal applications (General Studies Agreement Form, General Studies Course Review Form, Course Proposal Form narrative, syllabus, and, if necessary, Sponsor Form and two-page C.V.) to the Dean of the School of General Studies at least one month prior to the scheduled review committee meeting.
- The Dean of the School of General Studies will perform an initial vetting of each proposal to determine whether it meets General Studies objectives, fits the goals of the General Studies category identified on the course proposal, has an appropriate title, aims to produce interdisciplinary learning opportunities for students, and demonstrates sufficient course development. Course proposals that do not adequately meet such standards will be returned for further development.
- The Dean of the School of General Studies will forward course proposals that are ready for review committee attention to the appropriate Convenor who will then read each proposal to make sure that it meets all the necessary criteria and includes all the necessary materials. If it does, the Convenor will put the course proposal on the review committee agenda.
- The Convenor may also make helpful comments/suggestions to the instructor about ways to strengthen the proposal prior to the review committee meeting.
- A Convenor will not deny approval before a proposal has been presented to the relevant General Studies review committee.
- If the course is approved at a course review committee meeting (all faculty and staff, including the Convenor and instructors proposing courses, present at the review committee meeting can vote on proposals), the Convenor will forward proposal materials to the Assistant Dean of the School of General Studies who will assign a course number and work with BANNER to get the course in the Catalogue. The process involves several steps and takes time, so instructors should not plan to teach approved courses for two semesters. Please note: course scheduling of G-courses is done by individual schools.
- Convenors will not offer provisional course approvals.
- Those proposing to teach an existing General Studies course or a section of a General Studies course with multiple sections, should submit a standard syllabus to the Dean of the School of General Studies. The Dean of the School of General Studies will perform an initial vetting. If the Dean of the School of General Studies approves the syllabus, those proposing to teach an existing course or a section of a multiple-section General Studies course will not be required to complete a Proposal Application or to present their course at a review committee meeting. However, faculty proposing to teach a course that is part of the University’s course inventory but may have fallen into disuse because a faculty member either departed or no longer teaches the course, must submit a complete Proposal Application as if the course were new.
The institution will publicize the dates/times and places for the review committee meetings that will take place during the academic year well in advance. Two weeks prior to a review committee meeting, the Convenor will send an email reminder to the full faculty and staff.
Courses approved at the General Studies course review meetings in the fall of one academic year will be processed for teaching the following fall; similarly, courses approved in the spring of one academic year will be processed for teaching the following spring .
Provisional approval, a frequent occurrence in the past, will not be granted by Convenors. This type of approval will only be granted in extraordinary circumstances, with approval from the Dean of the School of General Studies. The Dean may request written rationale for provisional course approval.
All approved courses taught by full-time faculty are to be reviewed every five years (i.e., five years from the first academic year the course is taught). Adjunct faculty is also required to have their General Studies courses reviewed by the appropriate committee; however this review should occur every two years. Refer to the previous section of this document entitled “The Review Process” for a fuller description of five-year/two-year review process and procedures. Courses that are not reviewed when they are up for review will be tagged for, potentially, elimination from the General Studies curriculum. Convenors will inform instructors who teach courses that are up for five-year review of this fact at the end of the fourth academic year allowing adequate course review preparation for faculty during the fifth year. Since the practice has not been rigorously enforced in the past, a large number of General Studies courses may be scheduled for review in the next few years.
As noted, adjunct faculty, staff members, and those from outside Stockton who propose General Studies courses will need to have a Master’s degree from an accredited university and a faculty sponsor. The faculty sponsor should be a full-time Stockton faculty member. The sponsor will need to complete a Sponsor Form, which should be returned to the instructor proposing the course. The instructor proposing the course will submit the Sponsor Form to the Dean of General Studies with the other course proposal materials. A sponsor is expected to attend the review committee meeting with the instructor proposing the course.
Those proposing courses should be aware that review committees may recommend significant revisions to course proposals, rethinking of course design, or reworking of assignments/other aspects of the course. When this is the case, a review committee may decide not to approve the course and request that the instructor present a revised course proposal at a subsequent course review meeting.
A minimum of 6 committee members must be present at each review committee meeting, including the Convenor, instructors presenting courses, and if necessary, sponsors. If there is not a quorum, instructors proposing courses will need to attend the next scheduled review committee meeting. If it seems that there will not be a quorum, the Convenor can ask additional faculty members to attend the course review committee meeting. Those presenting courses can also invite faculty to join the review committee.
If a course receives a split vote (for instance, 4 yes to 3 no, or 5 yes to 5 no) by the course review committee, the proposal will be reviewed and voted on at the next scheduled General Studies Committee meeting. This Committee consists of the Dean of the School of General Studies, the Committee Chair, the Committee Vice-Chair, Convenors for all the General Studies Course Review Committees, the Provost, and the SFT Representative to the General Studies Committee. The Chair of the General Studies Committee will decide whether or not to invite the instructor proposing the course to the Committee meeting; if the instructor is invited, he/she should be prepared to answer questions from the Committee members about the course proposal. In this situation, only General Studies Committee members can vote to approve/not approve a course proposal. A negative decision by the Committee may be appealed to the Faculty Senate.
GEN General Interdisciplinary Skills & Topics
GIS General Integration & Synthesis
GNM General Natural Sciences & Mathematics
GSS General Social & Behavioral Sciences
Click on each link for a description of each category. If you are unsure of which category of your course will fit in, contact several convenors. They can provide you with specific information about each category and help you decide which category is best for your course. They can also help you
understand the difference between a program course and a General Studies course.
(Subscript and Attribute approval is separate from the new/revised/adapted course approval process. Once a General Studies course is approved, those courses with W1 or W2 attributes should be submitted to the Writing Program; courses with Q1 or Q2 attributes should be submitted to the QUAD Committee. Courses with A, H, V, or I subscripts should be submitted to the appropriate Chair. The faculty member proposing the new/revised/adapted course is responsible for seeking attribute and subscript approvals.)