Curricular Development
In This Section
Curricular development is a faculty-driven process that begins at the program and department or school level. Department or school faculty have primary responsibility for the development and improvement of the programs they offer.
Curriculum change requires coordinated efforts of individuals and units across the university. Faculty develop and deliver the curriculum while governance bodies and academic administrators review and approve (or disapprove) proposals. Consultations occur among departments or schools whose programs might be affected by a proposed change and with deans and others responsible for managing budgets, personnel and other resources.
Developmental Resources
When developing new programs or making significant modifications to programs, a variety of information sources are available to guide the process, including the following:
Specialty Accreditation Standards
For programs that are currently accredited or working toward specialty accreditation, attention to those standards of the accrediting body and organization is paramount. Programs must ensure adherence to accreditation standards when new courses are introduced, plans of study are updated or other substantive changes are made.
Curriculum Mapping
One of the most helpful tools in curriculum review and development is curriculum mapping. Curriculum mapping is a method used to align instruction with desired goals and program outcomes. It can also be used to explore what is taught and how.
Results of Institutional Program Review, Specialty Accreditation Review, Advisory Boards and Other Reviews
The results of institutional program review, specialty accreditation review, advisory boards and other related review processes are used to inform curriculum change.
Program Assessment and Assessment of Student Learning
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Program assessment is a critical piece of the overall function of the university. The South Dakota Board of Regents and the Higher Learning Commission value both institutional and program-level assessment.
South Dakota Board of Regents Policy 2:11 states, “The assessment of student learning enhances the overall quality of academic and cocurricular programs.” The policy makes it clear that “at minimum, each institution’s assessment structure and processes shall a) support institutional program review or specialty accreditation for each academic program/department … b) include program-level (undergraduate, graduate and cocurricular) assessment plans and processes.” For more information, see South Dakota Board of Regents Policy 2:11.
As part of Higher Learning Commission criteria for accreditation, criteria 4B indicates that the institution must demonstrate “a commitment to educational achievement and improvement through ongoing assessment of student learning.” For more information, see the Higher Learning Commission Criteria and Requirements – .
In support of the university’s mission and vision, South Dakota State University has a strong history of conducting meaningful academic and cocurricular assessment. Each academic program and cocurricular unit is expected to actively participate in assessment activity in order to ensure high-quality programs and student experiences. The assessment handbook provides faculty, staff and administration with a resource to understand expectations related to assessment practices.
Assessment Philosophy Statement
SDSU values the assessment and evaluation of its educational programs and services demonstrating SDSU’s commitment to academic excellence, quality programs and experiences. Assessment is foundational to effective teaching, instructional design and student learning. When done well over time, assessment processes lead to improvement in student achievement and high-quality academic and cocurricular programs.
The South Dakota Board of Regents staff maintains an interactive table that summarizes the current status of all known program proposals currently in some stage of formal development in the South Dakota university system. The South Dakota Board of Regents Proposed Program Tracker includes current new program, new site, new certificate, new minor and new specialization proposals and their status within the approval process.
Using a variety of available parameters, the list can easily be filtered to show recent progress, show new listings, stage in the review process, notes and so on. Data is updated by South Dakota Board of Regents staff on a regular basis. It is recommended to utilize Chrome, Firefox or Safari to view the site.
Programs listed as new are those appearing on the list for the first time at a system Academic Affairs Council meeting (program proposals should appear on this list at least one Academic Affairs Council meeting prior to their appearance on an Academic Affairs Council agenda). The university must submit a request to the South Dakota Board of Regents staff to include any potential programs to the program tracking dashboard.
The shall include:
- A description of the proposed program and, if applicable, the proposed site(s), including the general nature and purpose of the program and a brief one- to two-sentence description of the academic field.
- An explanation of any exceptions to Board of Regents policy for the program being requested.
- A description of how the program or site aligns with the institutional mission, strategic plan, existing program array and academic priorities.
- A justification for the program and, if applicable, the proposed site(s), including how the proposal meets current student, state and workforce demands. Please cite sources.
- Anticipated enrollment projections for the first six fiscal years and a description of the methodology used to develop those estimates.
- A description of all new and existing resources (financial, personnel, facilities, curriculum, etc.) needed to launch and sustain the program or site.
- A description of any identified opportunities for collaboration within the institution, across the system, with other institutions or with private partners (e.g., articulation agreements, course sharing or research collaboration).
- Information on whether the program, or a similar program, is offered at any of the six regental universities and, if so, a justification for the proposed program or site.
- An explanation of the potential impact the proposed program or site will have on other programs at SDSU.
The South Dakota Board of Regents executive director grants formal approval to move forward with the proposed request and for posting on the Academic Affairs Council program tracking dashboard. The dean or associate dean of the college should submit the email request to the Office of Academic Affairs.
Departments and schools consult their dean’s office regarding budget and staffing implications of their proposals and the availability of resources to support them. These include course fees, space, equipment, materials, etc. For major proposals, both new and modified, resource planning is linked to staffing plans. Staffing plans include consideration of faculty qualifications to offer the proposed program and may have implications for future faculty hires or retirements.
Departments and schools should consider resources to support development and delivery of instruction via distance and other methods. Departments and schools planning program changes or proposing new programs or courses should consult with the library, Center for Online and Professional Education and Information Technology offices regarding resources for program enhancement.
The curriculum development process requires consultation with departments, schools or other university groups that may be affected by the proposed change. Departments or schools wishing to propose changes consult other affected departments and schools for purposes of notification, and to identify and resolve of problems that might arise from the change. When departments or schools submit proposals for approval, this consultation process is documented on the proposal form, including notations of how any concerns were addressed. Deans’ offices can assist departments or schools in consultation and resolution of issues.
When a course or program undergoes substantial revision or is inactivated or terminated, departments and schools must develop transition plans. The goals of the transition plan are to minimize impact on students, clearly communicate the timeframe to complete the old, inactivated or terminated course or program to students and others, and minimize the need to offer courses required by the old, inactivated or terminated program. The transition plan should include:
- Schedule of course phase out for the inactive or terminated programs and courses.
- Timeline for changes and deadlines for students to complete the old program.
- Plans for moving students into active programs.
- Plans for notifying and advising students.
- Proposed blanket course substitutions that can be implemented.
Course Development and Change
This section provides guidance on identifying which of the required forms are needed for course-level curriculum requests.
Minor Curriculum Requests – Courses
Minor Course Modifications
Unique Courses
Minor course modifications of existing unique courses include the following:
- Change in course numbering (a unique course number cannot be the same as a unique course number currently in use as a unique course number with an active status at another university)
- Change in course title
- Change in course prerequisites, corequisites or registration restriction
- Change in course description (minor changes in course description include cosmetic, typographical and technical revisions that do not change course content)
- Change in course hours of credit
- Cross-listing a course (this results in the creation of a new course)
- Dual-listing a course at the 400/500 level (this results in the creation of a new course)
- Change in course enrollment limitation
- Change in university department code
- Making a course repeatable for additional credit
- Change a course prefix
- Change in grading option (S/U or A, B, C, D, F)
- Add x9x series
Common Courses
Minor course modifications of existing common courses include the following:
- Change in credit hours within the approved variable credit guidelines
- Cross-listing a course (this results in the creation of a new course)
X9X Series Courses
The X9X series includes an array of generic courses. Each is designed for a highly specific, carefully defined purpose. By default, every X9X course is considered common, regardless of the number of institutions authorized to teach or utilize its prefix.
Approval to teach is accomplished through submission of minor modification requests. X9X courses are not equated to others in the Student Information System.
The X9X series is highly structured. Each course of the series corresponds to a defined title, description and instructional method. The expectation is precise adherence. In context of title, specificity may be added at the section level in certain situations.
However, the integrity of the established X9X title must be maintained. Truncations must align with approved stipulations.
- X90 = Seminar
- X91 = Independent Study (limited use)
- X92 = Topics
- X92L = Topics Lab
- 393 through 893 = Workshop
- X94 = Internship
- X95 = Practicum
- X96 = Field Experience
- X97 = Cooperative Education
- 498 = Research
- 788 = Research Problems/Projects
- 798 = Thesis
- 898D, 898S = Dissertation
Most Course Deletions
To delete a course, use a minor course modification form.
Substantive Curriculum Modifications – Course(s)
Authority to Offer an Existing Course
New Course Request
Request a new course. If the course contains a lecture and laboratory component, identify both the lecture and laboratory numbers (XXX and XXXL) and credit hours associated with each. Provide the complete description as it will appear in the system common or unique database, including prerequisites, corequisites and registration restrictions.
Revised Existing Course Request – Common
A common course is a course offered by one regental institution that has essentially the same content (subjects or breadth) and level of instruction (depth) as a course offered by at least one other regental university. Common courses shall have common CIP codes, prefixes, course numbers, course titles, course descriptions and prerequisite requirements; common courses are equated (considered the same course for degree completion) in the Student Information System (SIS). Common courses also include courses cross-listed with a common course and 500-level courses dual-listed with a common course. Courses approved as meeting system general education requirements are not necessarily considered common courses. Common courses are not necessarily offered at all regental universities.
Representatives from all institutions offering the common course must participate in developing the proposed revisions to a common course. Signatures from all institutions offering the common course must be included on the final form submitted to the Academic Affairs Council. Attach to the modification request a copy of the email communications with the other universities with their approval. Revisions of existing common courses may include changes in one or more of the following:
Substantive revisions of existing common courses will include changes in one or more of the following:
- Prefix
- Course number
- Course title
- Credit hours
- Course content/description
- Prerequisites (approval of a university-specific prerequisite for a common course requires explanation and rationale with the Revised Course Request for Common Courses Form and are approved only in rare circumstances)
- Corequisites
- CIP code
- Instructional method
- Equate codes
- Registration restriction
Revised Existing Course Request – Unique
A unique course is a course that does not have an equivalent at another regental university. A course may be unique due to differences in level of instruction, accreditation standards, or level of the degree program. Unique courses shall not have the same course number or title as courses considered either common or unique.
Substantive revisions of existing unique courses include changes in one or more of the following:
- A change in course description/subject matter content
- Addition of a lab or lecture component
- Change in CIP code
New Prefix Request
All courses, whether unique or common, must use an approved prefix. A course prefix need not reflect the name of the department offering the course. Academic Affairs Council (AAC) guidelines include a set of approved prefixes that are updated as curricular changes are made.
Curricular changes that involve a common course will retain the common prefix. Common courses shall have common prefixes, CIP codes, course numbers, course titles, course descriptions and prerequisite requirements. While on occasion common courses may be cross-listed with another prefix, this should happen only rarely and requires approval by the Academic Affairs Council, the system chief academic officer and executive director of the Board of Regents.
Any curricular change proposals that involve the creation of a new prefix for courses that represent a discipline or program unique to a single institution should address the issues driving the proposal.
All proposed curricular changes involving the creation of a new prefix for courses representing a discipline or program offered by multiple institutions should be reviewed by those institutions prior to submission to the Academic Affairs Council.
Requests for a new prefix must include a minimum of six courses attached to the prefix request. Courses using x9x numbering are excluded from this requirement. Those prefixes that drop below the required six course threshold shall be eliminated or merged with existing prefixes at the institution.
Program Development and Change
This section provides guidance on identifying which of the required forms are needed for program-level changes.
Minor Curriculum Requests – Programs
Minor Program Modification
Minor program modifications approved by the Office of Academic Affairs include:
- Course deletions or additions that do not change the nature of the program
- Course deletions or additions that do not change the distribution of courses in the program
- Course deletions or additions that do not change total credit hours required
- Revised courses in the program
Department, School or College Consultation: Yes
Library Consultation: Yes
Substantive Curriculum Requests – Programs
Substantive Program Modification
Substantive program modifications include the following changes in:
- Changes in the total credits required within a discipline
- Changes to the total credits of supportive course work within a program
- Changes to the total credits of elective course work within a program
- Changes to the total credits required for the program
- Changes to a program name
- Changes to an existing specialization
- Changes to the program CIP code
- Other related changes
Substantive program modifications that change the nature of a program, where there is no or modest change to the curriculum, may be permitted with approval from the executive director or designee in rare circumstances. These changes require Board of Regents approval. Examples include:
- Changes to degree awarded (B.A. to B.S.)
- Changes to a program name where the new name is not synonymous with the current name
New Academic Degree Program
An academic major or primary area of study within a degree program enables students to make in-depth inquiry into a discipline or a professional field of study. Majors consist of a specific set of goals and objectives achieved through a series of courses whose connections define an internal structure and whose sequence advances levels of knowledge and understanding. A major introduces students to a discipline or field of study and related areas through a foundation of theory and method. A major that focuses on a specific discipline draws its courses predominantly from one department. A major that is interdisciplinary or encompasses a professional field of study usually obtains its courses from more than one department.
The number of credit hours required for a major and its organizational structure will vary, depending on whether it aims at disciplinary or professional preparation. Variations are due to the demands of accrediting agencies, certification requirements, professional competence and expectations. Undergraduate majors require both discipline specific and support courses. Credits required for the major combine with general education core and electives to meet the total degree requirement.
New Baccalaureate Minor
An academic minor enables a student to make an inquiry into a discipline or field of study beyond the major or to investigate a particular content theme. Minors provide a broad introduction to a subject and therefore develop only limited competency. Minors consist of a specific set of objectives achieved through a series of courses. Course offerings occur in a specific department or may draw from several departments (as in the case of a topical or thematic focus). In some cases, all coursework within a minor is proscribed. In other cases, a few courses may form the basis for a wide range of choices. Regental undergraduate minors typically consist of 18 credit hours.
Minors are only awarded in conjunction with completion of a degree program and the awarding of a bachelor’s degree. Completion of the minor shall be indicated on the student’s transcript.
New Certificate
A certificate program is a sequence, pattern or group of courses that focus upon an area of specialized knowledge or information with defined outcomes. In the regental system certificates typically consist of nine to 12 credit hours including prerequisites. Completion of a certificate appears on the student’s transcripts.
Typically includes only previously approved courses. Any exceptions must be justified.
May include courses offered through a collaborative arrangement with another regental university.
New Specialization
A specialization is a designated plan of study within an existing degree program. It provides a student an alternative to the primary format of the major or it may be one of several tracks within a broad major. Specializations contain courses within the discipline(s) of the existing program. Specializations appear in the institutional catalog and on the student’s transcript. Majors that offer specializations typically have one-third to two-thirds of the credits in common with the remaining course work fulfilling the requirements of the specializations offered.
Accelerated Program Requests
Undergraduate students who have completed a minimum of 90 credit hours may request to enroll in 500- and 600-level courses. Students will pay graduate tuition and the courses will be recorded on a graduate transcript. A maximum of 12 graduate credits may apply to an undergraduate degree. SDSU Policy 2:22 Use of Graduate Credit for Undergraduate Degree Requirements designates standards concerning the use of graduate credit to fulfill undergraduate degree requirements as allowed by South Dakota Board of Regents Policy 2.4.2.
An accelerated graduate program for the purposes of this guideline is a graduate program at a regental institution that allows a student to count courses for undergraduate and graduate credit simultaneously. Board Policy 2.4.2 – Course Level, Numbering and Enrollment in Courses governs the transfer of courses between the undergraduate and graduate program.
Board of Regents Policy 2.2.2.1 – Seamless Transfer of Credit requires the Board of Regents to approve accelerated programs involving the transfer of 13 or more credits up to a total of 25 total transfer credit hours at the accepting institution. In other words, an institution may create an accelerated program of one to 12 hours without board approval. However, an accelerated program requires the creation of coding by the Enrollment Services Center regardless of whether or not the accelerated program is accepting more than 12 credit hours.
Program Termination and Inactive Status
An inactive program is a program a university has authority to offer, but the program is not admitting new students and has not formally terminated. A presumption exists that inactive status is a temporary status. Universities review inactive programs periodically to determine the feasibility of reactivating or terminating the program. A university must terminate a program that has been inactive for five consecutive years without a request for activation.
A terminated program is a program for which a university ceases to have authority to offer. Universities proposing the termination of a program with actively enrolled students need to provide a detailed phase-out plan including the specific date of termination, last date a student may enroll in the program, potential cost savings, potential employee terminations and impact on other programs.
New Site Request
A new site request is a request to offer an existing graduate program or undergraduate program (including degrees, majors, minors, specializations and certificates) at a new location. Examples of a new location include offering the program online through distance education, at an off-campus location, at the Capital City Campus in Pierre or Black Hills State University – Rapid City.
Site Termination
Universities periodically offer existing undergraduate program or graduate program (including degrees, majors, minors, specializations, and certificates) at sites other than their main campus locations, including, but not limited to, programs offered online through distance education, at an off-campus location or at a university center such as those in Sioux Falls, Pierre or Rapid City.
Universities proposing the termination of a program site with actively enrolled students need to provide a detailed phase-out plan including the specific date of termination, last date a student may enroll in the program, potential cost savings, potential employee terminations and impact on other programs.
General Education Curriculum Development and Change
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The general education component of all associate and baccalaureate degree programs shall consist of the System General Education Requirements.
- Goal No. 1: Students will write effectively and responsibly and will understand and interpret the written expression of others.
- Goal No. 2: Students will communicate effectively and responsibly through listening and speaking.
- Goal No. 3: Students will understand the organization, potential and variability of the human community through study of the social sciences.
- Goal No. 4: Students will understand the variability and complexity of the human experience through the study of the arts and humanities.
- Goal No. 5: Students will understand and apply fundamental mathematical processes and reasoning.
- Goal No. 6: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.
General Education Requirements
General Education Requirements for Associate Degree
System General Education Requirements shall include 24 credits of coursework. At least three credit hours shall be earned from each of six goals (total of 18 credits) set out in the System General Education Goals and Requirements. Each institution shall identify six credit hours of additional coursework from the six goals. The distribution of courses and credits will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs.
| Goal | South Dakota Board of Regents Requirement: 18 Credits | SDSU Requirement: Six Credits |
|---|---|---|
| SGR Goal No. 1 | Three credits | Three credits |
| SGR Goal No. 2 | Three credits | -- |
| SGR Goal No. 3 | Three credits | Three credits * |
| SGR Goal No. 4 | Three credits | Three credits * |
| SGR Goal No. 5 | Three credits | -- |
| SGR Goal No. 6 | Three credits | Three credits * |
*Three additional credits selected from approved list of courses from different disciplinary prefixes for goals No. 3, No. 4 or No. 6.
General Education Requirements for Baccalaureate Degree
System General Education Requirements shall include 30 credits of coursework. At least three credit hours shall be earned from each of six goals (total of 18 credits) set out in the System General Education Goals and Requirements below. Each institution shall identify 12 credit hours of additional coursework from the six goals. The distribution of courses and credits will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs.
| Goal | South Dakota Board of Regents Requirement: 18 Credits | SDSU Requirements: 12 Credits |
|---|---|---|
| SGR Goal No. 1 | Three credits | Three credits |
| SGR Goal No. 2 | Three credits | -- |
| SGR Goal No. 3 | Three credits | Three credits |
| SGR Goal No. 4 | Three credits | Three credits |
| SGR Goal No. 5 | Three credits | -- |
| SGR Goal No. 6 | Three credits | Three credits |
The policies identify the course/credit distribution, goals and requirements, transfer of System General Education Requirements, the System General Education Committee, assessment and student completion of System General Education Requirements.
The limited list of courses approved to meet each of the established system goals will be maintained as guidelines managed by the System General Education Committee and Academic Affairs Council. Students may only select general education courses from the approved list. Board action is required to implement any changes. This includes adding or deleting courses as well as any revisions to a course already included in the list of courses which fulfill the established requirement.
The General Education subcommittee reviews requests for new and revised general education course each year in the fall as needed due to special circumstances. Courses will need to be submitted to the Academic Affairs Committee prior to the start of the fall semester.
Completion of the General Education Revision form allows the revision of an approved course, addition of a course to the approved course list or deletion from the list of approved courses. The South Dakota Board of Regents accepts revisions to the general education course list at its yearly March meeting. This process does not include approval for the development of a new course. If the proposal includes the development of a new course, the new course process must be completed before the course will be considered for being included in any set of the general education requirements.
Each interdisciplinary program will follow the same process used for other curriculum development and requests. One common question related to interdisciplinary programs is the determination of the home department, school or college. The program home will be determined in consultation with the affected faculty, department heads or directors and deans, with the final decision made by the provost and vice president for academic affairs.
