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Course Proposals

The instructions below describe the procedure for permission to create a new course (updated 11/13/23). Please read below for specific details regarding graduate-level and undergraduate-level course creation.

Proposing a New Graduate-Level Course

A faculty member interested in creating a new graduate-level course, either as a special topics course or with a permanent number, should prepare a proposal that includes: 1) a course description and key deliverables (e.g., research proposal); 2) a statement about why the course is needed in addition to existing courses offered at UNC-Chapel (i.e., the student benefit); 3) a discussion of the potential student demand for this course (e.g., Ph.D. students in the communication subfield of this proposed course, students interested in the methodological approach of this proposed course, etc.), and 4) a statement about how this course fits into the Envisioning Tomorrow strategic plan.

The proposal should be submitted to the chair of the Ph.D. advisory committee by the second Friday in September to be considered for the subsequent academic year at the earliest. The Ph.D. advisory committee will review the request and make a recommendation to the associate dean for graduate studies and research about the course and scheduling with the goals of offering students a robust curriculum and achieving sufficient headcount across course offerings. The senior associate dean for graduate studies will make the recommendation to the larger curriculum committee.

Once approved by the committee the instructor who has submitted the request must submit the course in the Curriculum Inventory Management (CIM) system. Guidance is provided by the Undergraduate Advisory Committee.

 

Proposing a New Undergraduate Course

A faculty member interested in creating a new undergraduate course, either as a special topics course or with a permanent number, should prepare a proposal that includes: 1) a course description and key deliverables (e.g., campaign, paper, media products); 2) a statement about why the course is needed in addition to existing courses (i.e., the student benefit); 3) a discussion of the potential student demand for this course, 4) where the course fits on the curriculum worksheets (i.e., journalism and Ad/PR), and 5) a statement about how this course fits into the Envisioning Tomorrow strategic plan. Faculty interested in creating a new capstone course should also include a description of how the deliverables and evaluation of those deliverables (e.g., evaluation by a panel of professionals) qualify the course as a capstone.

The proposal should be submitted to the chair of the curriculum committee by the second Friday in September to be considered for the subsequent academic year at the earliest. The curriculum committee will review the request and make a recommendation to the associate dean for undergraduate studies and curriculum about the course and scheduling with the goals of offering students a robust curriculum, achieving sufficient headcount across course offerings, and aligning with budgeted resources.

Once approved by the committee the instructor who has submitted the request must submit the course in the Curriculum Inventory Management (CIM). Guidance is provided by the Undergraduate Advisory Committee.

 

ACEJMC Competencies

When proposing a new undergraduate, please explain how this course will address at least one of the five ACEJMC competencies we currently assess to compare students entering our major with students ready to exit our major (below). This is especially important for capstone proposals.

  • (1) Understand and apply the principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances.
  • (7) Think critically, creatively and independently.
  • (8) Conduct research and evaluate information by methods appropriate to the communications professions in which they work (undergraduate only).
  • (9) Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve.
  • (12) Apply tools and technologies appropriate for the communications professions in which they work.
  • (13) Contribute to knowledge appropriate to the communications professions in which they work (graduate only).