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Graduate Studies and Research

Questions to Consider When Critically Evaluating Curricular Proposals


1. What will be the name of the proposed program or course?

2. Are the courses in the proposed program considered master's level, post-bac or undergraduate?

Does the level of the courses match the degree that a student would receive from the proposed program?  
Do the numbers of the courses match the level?

3. If the course(s) already exist and are put into the proposal, do these courses fit the proposal and is the submitted proposal correctly underlined, and or bracketed according to the changes made.

4. In order to be admitted into the proposed program or course, will students need to have met any departmental prerequisites? 

5. Will the students have to fulfill any pre-requisites in other departments in order to be accepted into the proposed program? If there are outside pre-requisites, what are they? 

6. If the proposed program involves departments outside of the department proposing this program, are the other departments aware of the licensure requirements and their role in the preparation of students for certification?

7.  If the proposed program is collaborative and involves students taking coursework in another department, have the authors of the proposal met with members of that department to determine the benefits of the program to departments, as well as any potential problems or concerns that might arise for students?

8. Is there a developmental sequence in which the courses will be taken? If yes, what is it?

9. Does the proposed program compete with any existing QC programs, CUNY programs, or programs at other institutions in the NY metropolitan area?

If so, what is the rationale for establishing a competing program?
Do the authors of the proposal have data that support the need for the proposed program?  

10. Are there any licensure requirements and/or issues relevant  to proposed program?

11. If the program leads to certification or licensure, does the state require students to take particular courses, concentrations, etc. in order to obtain their certification?

If so, are these required elements in the proposed program?

12. Does the state or the professional organization associated with this proposal have preferred courses that they recommend?  

If so, are these preferred elements in the proposed program?

13. If there are exams that students will need to pass for their certification, which courses in the proposed program will prepare students for the exam and why?

14. Does the proposed program lead students to gainful future employment? What data do the authors of the proposal have that indicate this?



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