Your syllabus must be sufficiently detailed to allow EPC to understand the topics to be covered, their likely order and weighting, and the likely teaching methods and materials. It should include an outline of the schedule of subject matter, readings, activities and assignments. The syllabus should contain a clearly stated course purpose, a description of learning outcomes, and the means of assessing whether those outcomes have been met. Learning goals for the course should be contextualized in relation to the broader college curriculum. For example, explicit mention could be made of the college Student Learning Outcomes, Idea Form learning objectives, or learning perspectives and suffixes attached to the course. In preparing the syllabus, give attention to the appropriateness of the course expectations in relation to the level of the course. Please make the job of GenEd and EPC members easier; the more information you give us, the more likely your submission will be successful. A terse and incomplete syllabus is the most common reason for a delay in obtaining EPC approval. Note: Additional items are typically found on syllabi that are not directly required for curricular decisions, including attendance and grading policies, credit hour policy, and a description of the honor code.
Submit AGES courses (via augustana.edu/academics/AGES webpage) by noon on Monday of the first week and non-AGES courses by noon on Friday of the first week of the term preceding the term the course will be offered.
Master Schedule & Transcript Title (limited to 21 characters including spaces):
Number of Credits:
Perspectives on the Arts (PA) Perspectives on the Past (PP) Perspectives on Individuals and Society (PS) Perspectives on the Natural World (PN) Perspectives on Literature and Texts (PL) Perspectives on Human Values and Existence (PH)
Suffix: Quantitative Reasoning (Q) Cultural Diversity (D) Global Diversity (G)
NOTE: If you are seeking a Learning Perspective and/or Suffix, you must complete additional forms for each designation (follow the guidelines on the AGES web page). Your submissions will first be reviewed by the General Education Committee prior to EPC review.
Is this course: Required for Majors Required for Minors Elective for Majors
Description of course for catalog copy (indicate if class will be taught only in foreign study or summer school):
Would any course be dropped if this course were added? Yes No
If yes, what course:
If no, why not?
Are there prerequisites for this course? Yes No
If yes, what are the prerequisite course codes/numbers?
Have both the Library and ITS directors vetted this proposal? Yes No
Would the Library or ITS need to make significant additions to support this course? Yes No
If yes, what is the nature and size of the anticipated expense?
Has your Department or Program approved this proposal? Yes No
Has your Division approved this proposal? Yes No
If you answered NO to either of the preceding questions, then STOP; obtain approvals before submitting this form or your submission will be delayed.
Explain ways the proposed course contributes to the department, program, or foreign term curriculum (i.e., what is the rationale for adding this course).
EPC may need to see how the changes you propose will affect existing course offerings, so unless you are proposing simple one-for-one course substitution(s), please append an appropriate two- or three-year rotation which gives your best estimate of department or program offerings with these changes given the current staffing level.
What staffing implications does the addition of this course carry?
If the course has significance beyond its potential contribution to departments or special programs, please explain.
State the ways the existing department, program, or foreign study assessment plan takes measure of the learning you expect with the new course. If necessary, state the changes to be made in the plan to take measure of the learning outcomes of the course.
Provide your rationale for the course level (100 – 400) you propose to assign to the course. Course Numbering System:
100- level: Introductory courses open to first-year students
200- level: Sophomore-level courses, some of which are open to first-year students
300- and 400- level: Advanced courses intended primarily for juniors and seniors
Please upload your proposed syllabus
REMEMBER: If you are seeking a Learning Perspective and/or Suffix, you must complete and submit additional forms for each designation (follow the guidelines on the AGES web page).