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Mandate from Policy B2.0:



The Inter-College Curriculum Committee shall study undergraduate curricular proposals from an institute-wide perspective, maintain appropriate inter-college relationships with regards to curriculum, assure that existing undergraduate curricula are periodically reviewed, and make proposals to the Academic Senate for undergraduate curriculum approval or discontinuance. The ICC shall consist of the following: one faculty member per college which offers an undergraduate program, each to be elected by his or her collegial faculty and a member of the college’s curriculum committee; one representative elected at large by the Academic Senate and who is a member of a college offering an undergraduate program; one representative from the academic deans; one representative from Student Government; and the provost or his or her delegate (ex-officio, voting). 

 

Inter-College Curriculum Committee's AY2016 Charges:

  1. Study undergraduate curricular proposals from an institute-wide perspective, maintain appropriate inter-college relationships with regards to curriculum, assure that existing undergraduate curricula are periodically reviewed, and make proposals to the Academic Senate for undergraduate curriculum approval or discontinuance.
  2. Revise Program Proposal Template – endorsed by Academic Senate in Spring 2015-16.
  3. Work with the Honor’s program to revise Policy D1 to clearly outline curricular processes with regards to the Honor’s program.
  4. Work with Faculty Affairs to revise policy on discontinuance of academic programs (E20.0).

General Education Subcommittee:

  1. Audit General Education courses campuswide, to assess whether i) Perspective courses include assignments/activities by which faculty can assess respective student learning outcomes, ii) whether General Education courses include assignments/activities by which faculty can assess student learning outcomes in Communication, and Critical Thinking, and iii) whether general education courses have registration restrictions.
  2. Revise the "Framework document" to reflect current practice (including the student learning outcomes formerly known as “orphans” that have been incorporated into the Essential Elements category).
  3. Determine whether it would be beneficial to have a protocol for awarding a variance to courses that are ill-suited to assessment of the student learning outcomes listed in the Essential Elements category (such courses might include large-enrollment courses in chemistry and biology), and if so, design and adopt such a protocol.

Institute Writing Subcommittee:

  1. Monitor and report to AS on the implementation of the Institute Writing Policy.
  2. Highlight RIT “best practices” for use of writing in course instruction, especially WI courses.
  3. Report to the Academic Senate and campus community progress on the assessment of WI courses.
  4. Develop and promote a resource which facilitates regular self-assessment for each program's Writing Intensive courses.