1. Graduate Course Characteristics When is it a graduate class?

2. Presentation Goals At the end of the presentation you will At the end of the presentation you will Understand the process utilized by the GAC Curriculum subcommittee Understand the process utilized by the GAC Curriculum subcommittee Distinguish between graduate and undergraduate course objectives. Distinguish between graduate and undergraduate course objectives. Facilitate the course approval process Facilitate the course approval process

3. GAC Curriculum Committee Evaluates the following: Evaluates the following: Course justification and memoranda associated with the course Course justification and memoranda associated with the course Course objectives Course objectives Proposed student activities Proposed student activities Technical aspects of the submission Technical aspects of the submission

4. Why is this course a graduate course? What is the level of knowledge required for admission? What is the level of knowledge required for admission? What are the characteristics of graduate courses in the field under consideration? What are the characteristics of graduate courses in the field under consideration? How does the proposed course meet these criteria? How does the proposed course meet these criteria? E. Kintgen, Associate Dean for Research and University Graduate School, Indiana University, Memorandum 1993 E. Kintgen, Associate Dean for Research and University Graduate School, Indiana University, Memorandum 1993

5. Where to answer the Question-- Why is this course a graduate course? Why is this course a graduate course? In the Justification section of the application for new course approval In the Justification section of the application for new course approval In an accompanying letter or memo In an accompanying letter or memo Demonstrate the graduate level of the course in the accompanying syllabus Demonstrate the graduate level of the course in the accompanying syllabus

6. Characteristics of a Graduate Course

7. A Graduate Course -- Course description and syllabus will include prerequisite courses which demonstrate advanced nature of class or advanced standing Course description and syllabus will include prerequisite courses which demonstrate advanced nature of class or advanced standing Course objectives require a higher order level of abstract thought Course objectives require a higher order level of abstract thought Performance expectations of students are graduate level Performance expectations of students are graduate level

8. Characteristics of Graduate Level Course Objectives Higher order level of abstract thought Higher order level of abstract thought Blooms Taxonomy is a reasonable guide Blooms Taxonomy is a reasonable guide Provides verb choices associated with the various levels of cognitive learning, affective and psychomotor activities Provides verb choices associated with the various levels of cognitive learning, affective and psychomotor activities

9. Taxonomy levels most often associated with Undergraduate Course Objectives Knowledge Knowledge Defines, describes, identifies, labels, lists Defines, describes, identifies, labels, lists Understanding Understanding Describe, discuss, estimate, explain, understands Describe, discuss, estimate, explain, understands Application Application Apply, assess, develop, implement, participate, uses Apply, assess, develop, implement, participate, uses

10. Types of Undergraduate Objectives Knowledge of specific facts, trends, sequences, classifications, categories, principles and generalizations, theories Knowledge of specific facts, trends, sequences, classifications, categories, principles and generalizations, theories Demonstrates understanding of information by stating a problem in own words or presenting information in another format. Demonstrates understanding of information by stating a problem in own words or presenting information in another format. Application of previously learned information in new and concrete situations to solve problems that have single or best answers Application of previously learned information in new and concrete situations to solve problems that have single or best answers

11. Examples of Undergraduate Objectives To introduce the basic concepts of domestic and international policy To introduce the basic concepts of domestic and international policy To describe the growth and expansion of initiatives To describe the growth and expansion of initiatives To discuss how the participation of all the players will reduce costs To discuss how the participation of all the players will reduce costs To identify sources of information To identify sources of information

12. Taxonomy levels most often associated with Graduate Course Objectives Analyze Analyze Compares, contrasts, correlates, discriminates, differentiates Compares, contrasts, correlates, discriminates, differentiates Evaluate Evaluate Criticizes, defends, interprets, justifies, reframes, supports Criticizes, defends, interprets, justifies, reframes, supports Create Create Collaborates, develops, individualizes, initiates, integrates Collaborates, develops, individualizes, initiates, integrates

13. Types of Graduate Objectives Analyze or break down information or concepts into component parts. Each component is identified and understood as is the relationship of these components to the whole. Distinguishes between facts and inferences. Analyze or break down information or concepts into component parts. Each component is identified and understood as is the relationship of these components to the whole. Distinguishes between facts and inferences. Make judgments about the value of ideas or materials. Select the most effective solution and justify Make judgments about the value of ideas or materials. Select the most effective solution and justify Creatively apply prior knowledge and skills to produce a new or original whole Creatively apply prior knowledge and skills to produce a new or original whole

14. Examples of Graduate Objectives Analyze and articulate the competing interests and actors as well as historical factors which created and perpetuated the health system in the US. ( NURS D743 ) Analyze and articulate the competing interests and actors as well as historical factors which created and perpetuated the health system in the US. ( NURS D743 ) Define, differentiate and critique major types of study designs relevant to implementation research. (GRAD G610) Define, differentiate and critique major types of study designs relevant to implementation research. (GRAD G610) To develop appropriate epidemiological research hypotheses and study designs applicable to cancer prevention, screening and control interventions. To develop appropriate epidemiological research hypotheses and study designs applicable to cancer prevention, screening and control interventions. (PBHL P505)

15. Questions?