13.01   Introduction

Western Carolina University has a tradition of constant and dynamic curriculum revision and a growing practice of outcomes assessment and program evaluation which provides the essential feedback to revise the curriculum.  The purpose of this section of the Faculty Handbook is to promote understanding of the elements of the curriculum and to summarize the processes of curriculum revision, assessment, and program review at Western Carolina University.

13.02   Curricular Definitions

13.02.01 Bachelor's Degrees

The bachelor's degree is the first academic degree conferred upon students by Western Carolina University upon successful completion of an academic program. Each bachelor's degree requires the completion of a minimum of 120 semester hours to a maximum of 128 semester hours, including (1) a general education component, (2) a major as prescribed by one of the departments, (3) a minor, second major, concentration, or other approved program as specified by the appropriate college and department, and (4) elective courses (See definition of major below for exceptions). Unless specifically provided for in the catalog description, credit for any course may be applied only once toward the required hours for graduation.

WCU requires the following elements be included in the total hours of academic work:

30-32 hours must be taken at or above the 300 course level

50% of the major must be at or above the 300 course level

Western Carolina University is authorized to offer seven different bachelor's degrees: Bachelor of Arts (BA), Bachelor of Fine Arts (BFA), Bachelor of Music (BM), Bachelor of Science (BS), Bachelor of Science in Business Administration (BSBA), Bachelor of Science in Education (BSEd), and the Bachelor of Science in Nursing (BSN). Students may obtain from the university a second bachelor's degree provided it is a different degree or the degree is in a different major (students may not earn a second degree in the same major).

Bachelor of Arts degrees are designed to encourage liberal learning. They emphasize qualitative approaches of scholarship and usually include a foreign language requirement.

Bachelor of Fine Arts degrees generally are liberal arts degrees that require intensive practice and evidence of mastery of an area in the fine arts.

Bachelor of Music degree is designed to focus on musical performance, and commercial and electronic music as concentration areas. Substantial curriculum time will be required in applied music study, ensemble performance (in music performance), and in related technology, experiences for commercial and electronic music.

Bachelor of Science degrees are usually designed to stress professional preparation. They tend to stress quantitative methods, often including practical or applied experience.

Bachelor of Science in Business Administration degrees require mastery of a common body of knowledge plus additional hours in a major field. They are designed to develop prospective managers, specialists, service-industry professionals, and entrepreneurs.

Bachelor of Science in Education degrees require the completion of the major and the professional education sequence, as well as practical experience in school settings. Some programs (elementary education, middle grades education, special education, communication disorders, physical education, business education) also require a second academic concentration. The programs are designed to prepare professional personnel for the schools and colleges of the state and region and for other educational and service agencies.

Bachelor of Science in Nursing degrees involve the students in a series of clinical experiences in which they apply their learning in the sciences in a variety of health care settings at progressively more complex levels. These degrees are designed to prepare nurses for entry level practice in the field and for continuing education across their lifetimes.

13.02.02 Master's Degree

The Master’s degree represents a level of higher education and academic achievement beyond the baccalaureate level.  The Master’s degree reflects significant and advanced training, preparation, and research in academic and professional areas. In some professional fields, the master's degree is accepted as the first level of individual practice of a discipline. Master’s degrees consist of between 30 and 83 semester hours; many also include comprehensive examinations, theses, portfolios, and/or other advanced requirements.

Western Carolina University is authorized to offer seventeen different masters' degrees: Master of Accountancy, Master of Arts, Master of Arts in Education, Master of Arts in Teaching, Master of Business Administration, Master of Construction Management, Master of Education, Master of Entrepreneurship, Master of Fine Arts, Master of Health Sciences, Master of Music, Master of Physical Therapy, Master of Project Management, Master of Public Affairs, Master of School Administration, Master of Science, and Master of Social Work.

The Master of Fine Arts degree represents the highest level of academic achievement in the studio arts and is recognized as the terminal degree in those fields.

13.02.03 Doctoral and Advanced Graduate Degrees

Western Carolina University offers two degrees beyond the master's level: the Education Specialist degree and the Doctoral degree in Education.

The Education Specialist degree represents academic achievement beyond the level of the Master’s degree. The degree is awarded for professionally oriented studies that prepare the candidate to assume leadership and management roles in primary and secondary education. The program leads to advanced licensure in education administration (Superintendent Licensure) and requires a minimum of 36 semester hours of course work beyond the Master's degree.

The Doctoral degree is the highest earned academic degree in U.S. postsecondary education. It is always awarded for independent research at a professional level in academic disciplines or in professional fields.  The Doctoral degree is recognized as the terminal degree in most academic and professional fields.

The Ed.D. degree in Educational Leadership prepares senior-level administrators as school leaders in rural communities for service in Pre-K through 12 school systems and community college administration. The program requires 60 semester hours beyond the master’s degree; a core of coursework in leadership, research, and a concentration area; an extensive internship; a written comprehensive examination and a dissertation.

13.02.04          Academic Major

A major consists of a group of prescribed and elective courses totaling at least 27 semester hours.  Majors include a logically ordered core of required courses, which provides general direction for students’ study, and a series of electives, which gives a degree of flexibility to the program.  In degree programs that include a major of 27 to 45 hours, a minor, second major, concentration, or other approved program is specified by the appropriate college or department.  In degree programs that do not require a minor or second major, 46-64 hours are required in the major, including any concentrations, emphases, or specialization options that may be part of the major.  Fifty percent of the work in the major must be at the upper division level (300 or above).

Departments have the responsibility for administering all majors within their unit and for approving particular programs of study and appropriate course substitutions for students.  Those departments involved with interdisciplinary majors perform the same functions as individual departments.  Courses taken to fulfill other academic requirements, e.g., minors and areas of specialization, may be used in the major without reducing the minimum number of hours required for a degree.  However, no student may declare a major and a minor in the same discipline or field of study.

The most important feature of a major is in-depth study.  A major introduces students to a discipline or field of study through a foundation of theory and method which serves as a basis for further study.  It exposes them to a wide range of topics examined and the analytical devices used in the study of the subject.  It contains a series of courses that presumes advancing levels of knowledge and understanding.  At its completion, it has a means of assessing students’ mastery of the subject such as, a project, an internship, a thesis, or a comprehensive examination.  In-depth study provides students with an understanding of the fundamental problems and arguments of a discipline or field of study, as well as its limits.  It affords them practice with the tools of the subject, introduces them to its historical and philosophical foundations, and gives them a clear sense of its boundaries and its effectiveness as a means for understanding or serving human society.

13.02.05          Academic Minor

An academic minor is a curricular component that enables a student to gain core information in a discipline or field of study, or to investigate a particular theme within a discipline.  The importance of the minor to the university curriculum is recognized by noting it on a student’s transcript.

Organized around a specific set of objectives or questions, the minor consists of a group of prescribed and elective courses in an academic discipline, two or more closely related disciplines, an interdisciplinary field of study, or a specially designed individual program.  The objectives of a minor are achieved through an ordered series of courses, whose connections are defined to indicate an internal structure.  The minor differs from the major primarily in requiring fewer hours and providing less depth.

A minor consists of 15-26 semester hours and generally requires a core of courses which provides general direction for the student’s study plus electives to ensure flexibility.  Departments have the responsibility to administer all minors within their unit and to approve appropriate substitutions for students.  Those units involved with interdepartmental minors perform the same function as departments.  No student may declare a major and a minor in the same discipline.

The integrity of a minor is measured by the degree to which the structure and content meet stated objectives and, thereby, serve the student.  It is also determined by its relationship to the curricular goals and objectives of the department.  Regular evaluation of a minor to ensure its integrity is recommended.

13.02.06 Second Academic Concentration 

A second academic concentration is an eighteen hour course of study in an academic discipline required of education students enrolled in a B.S.Ed. program in elementary, middle grades, or physical education. The second academic concentrations available are the following: anthropology, art, biology, Cherokee, communication training and development, English, health promotion and wellness, history, mathematics, natural science, philosophy, political science, psychology, social sciences, sociology, Spanish, and theatre. A second academic concentration declaration form must be completed and filed in the dean’s office.

13.02.07          Concentrations

Concentrations are options within a major.  They consist of a group of prescribed courses designed to provide preparation in a specialty within the major discipline.  Ordinarily, degree programs in which the major includes a concentration do not require a minor or second major.  Concentrations are required in some majors and must contain no more than twenty-six semester hours.

13.02.08          Second Majors

A second major, sometimes called a double major, is completed at the student’s option by taking the course requirements specified in the major component of the applicable degree program.  The hours earned in completing a second major apply to the minimum 120 to 128 hours required for any bachelor’s degree and do not lead to the award of a second degree.

13.02.09          General Electives

Unless a program has been specifically exempted, each degree plan includes a minimum of 12 hours of general (free) electives.  These electives are exclusive of (1) hours earned in meeting the requirements of the other components of a degree program, (2) any remedial or developmental work a student may take, and (3) elective hours that may become available to a student through application of the general education waiver policy.

13.02.10          Levels and Numbering of Courses

The definition of levels and numbering of courses at Western Carolina University is intended to provide students with a clear understanding of the criteria that are used as guidelines to distinguish among lower division, upper division, and graduate courses, as well as to explain the sequence of numbering those courses.  The numbering system also permits course-level differentiation required by the UNC formula funding model.  In general, levels of courses differ with regard to the breadth and depth of their content, the perspective from which the subject is viewed, the degree to which particular intellectual skills are emphasized, and the degree of responsibility expected of students as they study the subject.  Course numbers usually correspond to the classification of students as freshmen, sophomores, juniors, seniors, and graduate students.  The following descriptions of course levels serve as guidelines for course development throughout the university.

13.02.11          Lower Division

The primary function of lower division courses is to create independent student learners.  Lower division courses increase the knowledge students have of subjects with which they are already familiar, introduce them to new subjects, and/or establish a foundation for them to study a major subject in depth.

Lower division courses usually are tightly structured with the expectation that students are to receive considerable instructional guidance in the learning process.  As with all courses, the structure of lower division courses is reflected in the course syllabus.  Instruction at the lower division level normally is informational and emphasizes learning skills; it usually entails the use of text materials or resources provided by the instructor and may often require the student to employ active learning strategies both in and out of class.  Evaluation of student performance at this level generally tests information, concepts, and skills.

Lower division courses are numbered 100 and 200.  Typically they require no prerequisite background in the discipline.  Many lower division courses are introductory courses or part of a series of basic courses in a discipline.

13.02.12          Upper Division

The primary function of upper division courses is to refine students’ abilities as independent learners.  Upper division courses enable students to study a major field in depth by building upon and integrating the knowledge they have gained in lower division courses.

Upper division courses are characterized by requirements which place increasing responsibility on students for their own learning both within and outside of the classroom.  These courses are expected to stress comprehension, analysis, synthesis, evaluation, and application of knowledge.  Students are expected to employ the skills they have acquired in the general education curriculum.  Evaluation of student performance at this level stresses such outcomes as comprehension and understanding of concepts, the ability to solve problems, and the ability to integrate knowledge.

Upper division courses are numbered at the 300 and 400 level.  Occasionally, students within a few hours of graduation may seek permission to enroll in 500-level courses with appropriate permission.  These courses typically build on the prerequisite background of the lower division and may also require that students synthesize knowledge from several specific areas in a discipline or from related disciplines.

13.02.13          Graduate Courses 

The primary function of graduate courses is to broaden the perspective and deepen the advanced knowledge students have of a particular discipline or professional field of study, or to provide students initial preparation in an advanced professional field that requires foundational knowledge and experience in a related discipline or field of study.

Graduate courses are characterized by a high level of complexity and generalization in the study of a particular subject.  They are structured in a manner that allows for a variety of approaches to the subject matter, a wide range of source material, considerable student interaction, and a significant emphasis on independent study and/or research in the library, laboratory, studio or community.  They are designed to extend the knowledge and intellectual maturity of students beyond the baccalaureate level and are intended for students who are capable of analyzing, exploring, questioning, evaluating, and synthesizing knowledge.  Evaluation of student performance in graduate courses entails a variety of means and is commensurate with the level or complexity of these courses.

Graduate courses are numbered 500 and above, and are generally restricted to students who have successfully completed a bachelor’s degree.  They generally build upon a foundation of prerequisite undergraduate courses in single or related disciplines, require intellectual maturity of students, and stress independent studies.

13.02.14          Numbering System 

Each course is identified by a means of a course prefix and a three-digit number.  The first digit of the number designates the level of the course and indicates the minimum class rank a student should have achieved to enroll in the course.

        01-100                       Noncredit courses which are not applicable to degrees

      101-189                       Courses for Freshmen

      190-199                       First-Year Seminar courses

      200-299                       Courses for Sophomores

      300-399                       Courses for Juniors

      400-499                       Courses for Seniors

      500-799                       Masters-level courses

      800-999                       Doctoral-level courses

The numbers 389 and 589 are reserved for cooperative education courses.

Courses numbered 293, 294, 393, 394, 493, 494, 593, 594, 693 or 694 are for special topics that reflect a student’s or faculty member’s special interest not covered by regular departmental curriculum offerings.  Credit in these courses varies from one to four credit hours, to be determined by the department for each offering.  Students may take up to 12 hours of special topic credit in a single department/program.  A particular topic course can be taught at most two times in a five-year period.  If a department/program wishes to teach a particular topic course more than twice in a five year period, it must propose the course as a regular course, subject to the curriculum review process.

Within the sequences 480-499, 580-599, 680-699, 780-799, 880-899, and 980-999, the second and third digits of the numbers are assigned to special types of courses:

      80-82         Independent study and directed readings courses

      83-89         Internships, practicams, co-ops, and special applied field projects

      90-92         Student teaching

      93-94         Special topics courses

      95-98         Seminars

      699            Thesis

      779            Continuing Research – Non-Thesis Option

      799            Continuing Research – Thesis Option

      999            Continuing Research - Dissertation

Course numbers, once used, cannot be used again for a period of ten years after the course is deleted.  This ensures that few students will take two different courses having the same number.

Section Number

The section numbers designate specific classes of courses within a center as follows:

      01-49   Regular on-campus day classes

      20-49   Lab sections

      50-59   Extension classes

      60-69   Cherokee resident credit classes

      70-79   On-campus Evening/Saturday resident credit classes

      80-89   WCU classes in Asheville

      97-99   Credit by Exam classes

13.03   The Curricular Process 

13.03.01          Course Development

The primary responsibility for course development rests with individual faculty working within the departments.  Proposed courses are, however, reviewed by the entire departmental faculty, the curriculum committee of the college and other affected approving bodies.  Review committees such as the Liberal Studies Committee, the Teacher Education Council, and the Graduate Council may be involved in the review process.  (See curriculum revision process).  All new course proposals must be accompanied by a syllabus and a course description of no more than 25 words.

13.03.02          Course Syllabi For Course Proposals

All faculty are expected to develop and update each syllabi for their courses.  Copies of syllabi must be on file in the department office.

Students should receive a course syllabus at the beginning of each course.  At a minimum, syllabi should include the following:

1.   Course purposes and content should be clearly stated.  Course goals and objectives should be listed as well as Liberal Studies objectives for the specific liberal studies requirement as appropriate

2.   Course requirements should be clearly stated.  These typically include such things as assignments, exams, projects, attendance policies, and deadlines if possible.

3.   Procedures used to evaluate student work should be delineated.  Descriptions of the frequency and format of evaluations are helpful.

4.   Calendars or schedules of course activities/topics are also recommended, but these should be followed flexibly.

5.         Accommodations for Students with Disabilities:

Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require disability services or reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability Services for more information at (828) 227-2716 or 144 Killian Annex.

Grading and Quality  Point  System*

Grade    Interpretation       Quality Points per                Grade                Interpretation         Quality Points per   
                                              Semester Hour                                                                                    Semester Hour

A-                                                      3.67                                      IP                    In Progress                             --            

B+                                                      3.33                                      S                      Satisfactory                            --

B                        Good                       3.0                                        U                      Unsatisfactory                        --

B-                                                       2.67                                      W                   Withdrawal                              --

C+                                                      2.33                                      AU                  Audit                                       --            

C                        Satisfactory              2.0                                        NC                  No Credit                                 --

C-                                                       1.67     

D+                                                      1.33                                   

D                        Poor                        1.0                                     

D-                                                        .67

F                         Failure                    0

*See Graduate Catalog for the graduate level grading system.

The grades of A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D- and F indicate gradations in quality from Excellent to Failure.  Please note that a C- grade is less than satisfactory and may not meet particular program and/or course requirements.

Students must be familiar with the class attendance, withdrawal, and drop-add policies and procedures. 

Grade Replacement and Course Repeat Policy.

A maximum of 15 credit hours may be repeated. When a student repeats a course, only the most recent grade will be used in calculation of the student's grade point average and counted in the hours toward graduation. However, all grades shall remain on the student's transcript.

Exceptions:

1. The First Year Seminar may not be repeated.

2. Courses available for re-enrollment for additional credit are not counted as repeats unless the student declares a repeat or exceeds the number of times for which credit can be earned in the course.

3. Some academic programs may have policies that further regulate the number of repeats. Check with your advisor.

The 15 credit hour limit of the repeat/grade replacement policy may be appealed by the student in writing to the student's adviser, department head or program director, and Dean.

Note:

1. All course repeats, except courses available for re-enrollment for additional credit, require a permit for enrollment. If a faculty advisor approves the repeat permit, he/she can call or email the department head to have the permit entered in Banner so the student can enroll.  DO NOT SEND STUDENTS TO THE ONESTOP FOR REPEAT PERMITS.  ONESTOP PERSONNEL DO NOT HAVE THE AUTHORITY TO GRANT REPEAT PERMITS.

2.  All repeats, except for re-enrollment for additional credit courses, result in a mandatory grade replacement.  (The last course taken replaces the grade of the previous course.)

Note: Pursuant to actions of the North Carolina General Assembly and policy adopted by the Board of Governors of the University of North Carolina, a twenty-five percent tuition surcharge applies to students who take more than 140 semester hours and more than eight regular semesters (i.e., fall and spring) to complete a baccalaureate degree. The semester hours used to calculate the total of 140 hours include repeated, failed, dropped (i.e., Ws) and transferred credit courses.

Composition-Condition Marks. A student whose written work in any course fails to meet acceptable standards will be assigned a composition-condition (CC) mark by the instructor on the final grade report. All undergraduates who receive two CC grades prior to the semester in which they complete 110 hours at Western Carolina University are so notified by the registrar and are required to pass English 300 or English 401 before they will be eligible for graduation. This course must be taken within two semesters of receiving the second CC and must be passed with a grade of C (2.0) or better.