This course is suitable for both graduate students and undergraduate students. Indeed, the usual instructor for the course (Professor Barry Markovsky) has generally offered the course to undergraduates via a selected topics course. Given that the course emphasizes critical thinking and evaluation skills, it would be very useful for a number of our undergraduates.
We need to have at least one separate learning outcome for graduate students (something they will do that undergraduates will not do) and at least one separate assignment for graduate students only. Without this, the proposal is going to kicked back.
SOCY 501 was deleted effective Fall 2014. Per policy ACAF 2.03, "Course numbers may not be reused for a period of seven years.". Please choose a different course number for this course and resubmit.
The grading scale for undergraduates list class particpation twice. As the theory paper is the key distinguishing work for graduate students--there should be soem explanation of the assignment to indicate that it is gradaute level work. The distinction in undergrad vs. grad work load needs to be clearer: "Reading assignments largely overlap for the undergraduate and graduate levels, however there are some added assignments for graduate students. Graduate students will be expected to prepare short presentations on these added assignments."
For eample (just a suggestion):
Undergrads Graduate Students
Mid term 20% Mid term 20%
Final 40% Final 40%
Assignments 20% Assignments 20%
Participation 20% Participation 10%
Class Presentations 10%
Now the grading scale is missing altogether. Stating that graduate students will be graded harder, with slight differences in the actual assignments (2-3 principles, vs. 4-6) is not sufficient. There needs to be a sufficient distinction to indicate that if a graduate student did not complete the "extra" work, the grade deficit would mean the student could not earn a grade of A in the course.