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Curriculum Conversion Process Committee

Determine and resolve the full scope of curriculum conversion procedural issues created as a result of RIT's conversion to semesters such as: Degree audit, program conversion, program assessment, course numbering and the development of forms, templates and processes that will improve the efficiency of the course outline and program review processes.

Committee Structure and Membership

The committee comprised of faculty from each of RIT's colleges, as well as the Office of the Registrar's, International Education Working Group and Graduate Council members will work collaboratively and quickly to resolve issue. The term is this committee will be for the duration of the semester conversion implementation project with the majority of work occurring in academic years 2010 and 2011.

Oversight will be provided by the Committee Chair and by the Semester Conversion Steering Committee. The committee Chair is also a member of the Semester Conversion Steering Committee.

Alignment with the work of the Curriculum Conversion Process Committee and the Scheduling Subcommittee is imperative. Recommendations from this group will also be critical to the work of the Advising committee and the Co-op /internship committee.

Members

  • Chandra McKenzie
    CHAIR
  • Stephen Aldersley
    Int. Associate Dean NTID
  • Wiley McKinzie
    Associate Dean GCCIS
  • Babak Elahi
    Associate Dean COLA
  • Linda Tolan
    Associate Dean CAST
  • Jacqueline Mozrall
    Associate Dean KGCOE
  • Donald Wilson
    Associate Dean SCB
  • Twyla Cummings
    Associate Dean CIAS
  • Laura Tubbs
    Associate Dean COS
  • Paul Tymann
    Academic Senate Rep.
  • Joe Lofreddo
    Registrar's or Designate
  • C. Licata
    ex officio - NYSED
  • Charlie Border
    Chair, ICC
  • Agememnon Crassadis
    Chair, Graduate Council
  • George Zion
    Chair, General Education Committee

Curriculum Conversion Process Committee

BROAD ISSUES

(other issues will emerge as a result of discussion)
  1. Create an automated process forProgram Review work flow - that will add to the efficiency of both course outline and program review approval within colleges, to ICC/Grad Council and to NYSED
  2. Determine the schedule for the Program Review process within the colleges - leading to delivery of all programs to ICC/Grad Council for approval
    1. Including a schedule of when new course outlines and programs masks are due at each stage of the process
  3. Develop related forms and templates for the Program Review process
  4. Determine how January term fit into teaching loads
  5. Determine whether graduate level teaching will be considered on par with undergraduate teaching in terms of work level?
  6. Examine Duplicate Courses offered by Multiple Colleges
    Multiple provider courses are “RIT courses,” not college specific courses.
    1. Determine opportunities in the Curricolum revision process to make seamless those similar courses taught in different colleges
    2. Determine the extent to which the same or similar courses are offered in different RIT colleges [example: Economics] by examining course outline requirements
    3. Recommend instances where specific courses/disciplines with multiple providers should be combined to create single courses that would satisfy college requirements
    4. Create a process that oversees future reoccurrence
    5. Create a standardized template so that in the future such courses are necessarily vetted in an approval process by the appropriate departments and colleges.
    6. Work with Scheduling team to Align course numbers for these courses
  7. Work with registrar to resolve any issues related to conversion of the degree audit process
  8. Determine the level of support service colleges need to provide on-line programs?  (math, physics, chemistry, liberal arts) –
    1. This remains a BIG question as there is a perception that RIT is cutting support services for online programs. 
    2. This remains a BIG issue as we have entire academic programs that are offered online and we currently must refer students to other universities to get courses to complete programs.
    3. What kind of instructional design and support services can we expect from the Wallace Center?