Graduate work at the university shall be governed by the Graduate Council of the Faculty Senate. The primary function of the Graduate Council, along with the academic deans, shall be to promote the development and maintenance of high quality educational programs at the graduate level at RIT and to see that the policies and procedures of the university as they relate to graduate programs are carried out effectively. The Graduate Council shall study graduate curricular proposals from a university-wide perspective, maintain appropriate intercollege relationships with regard to curriculum, define the essential character of graduate study at the university, and continuously review existing graduate programs. The Graduate Council shall consist of the following representatives: one faculty member per college or degree-granting unit not residing within a college which offers a graduate program, each to be elected by their collegial faculty; three members at large elected by the Faculty Senate and who are members of a college offering a graduate program; the associate provost and dean of Graduate Education (ex-officio, voting); the provost or their delegate (ex-officio, voting); and a graduate senator from Student Government serving as a graduate student representative. Each college representative shall be a voting member of the curriculum committee or committees of that college. The graduate student representative shall serve for a term of no longer than one year.
Charges for AY2023-24
Support ICC in developing policies needed to support effective curriculum management in the context of ABB budgeting at RIT. Report to the Senate with policy changes as needed.
Work with Deja Campbell, Assistant Registrar for Degree Audit and Course Planning to provide a structure for programs to use on tables regarding the term and usage of “electives” that is clear for reviewers, students, and can be implemented in Degree Audit.
Review Policy D1.0 Curriculum for Advanced Certificates (Graduate Certificates), to determine whether it should be comparable to the policy on undergraduate certificates.
Propose guidance for the development of Advanced Certificates. In developing this guidance, refer to the policy in place for the development of UG certificates to determine whether the principles for developing Advanced Certificates should mirror the principles already in place for UG certificates.