Appendix I

Annual Reports

The Curriculum Committee and its subcommittees are charged with making reports of activity during the year. The Curriculum Committee reports to the Rhode Island College Council and the format for its annual report must follow the reporting requirements for that parent body as well as provide a detailed record of all actions taken by the Curriculum Committee so that a record is available for the future. The items required for the report are listed in Appendix A-1. The subcommittees of the Curriculum Committee report to the Curriculum all action taken during the year. The format for this report is in Appendix A-2.

Appendix I-A
the content of curriculum committee annual reports

                The Curriculum Committee report should conform to information requirements of the Council of Rhode Island College. (See below.)

1.         Membership (names, terms, department, constituency).

2.         Officers.

3.         Membership of the Executive Committee of the Curriculum Committee.

4.         Meeting dates of the Curriculum Committee and the Executive Committee of the Curriculum Committee.

5.         Dates of any special meetings and purpose of such.

6.         Subcommittee’s membership and terms.

7.         Annual reports of subcommittees attached to the annual report.

8.         All ad hoc committees, their charges, memberships, reports, if any, and dates of task completion (refer to the minutes of the meeting in which the report was made).

9,         All special task force(s) formed, membership copies of the charge(s) of the task force(s), and progress reports and/or final reports.

10.       All special policy actions taken by the Curriculum Committee summarized with date of appropriate minutes.

11.       All actions taken by the Curriculum Committee classified by origination source (departments), with indication of action by the President.

12.       All other information required by the Council of Rhode Island College.

a.         Specific recommendations to the Council from the Committee in the form of resolutions to the Council.

b.         Specific recommendations to new communities.

c.         Self-evaluation with recommendation for alterations in structure and duties for the By-Law Committee.

d.         Implications of current fiscal or personnel agreements relative to program, personnel, curriculum facilities, etc. as they impinge on the work of the Committee.


Appendix I-B

the curriculum committee subcommittee’s annual report

1.         Committee Title:                   

2.         Submitted to:            

                                    Chair of Rhode Island College Curriculum Committee

3.         Prepared by:             


4.         Members of the Committee:

5.         Meeting Dates:

6.         Review of Committee Activities:

7.         Decisions Approved:

            When appropriate list the student’s names, programs, or major titles, and advisors for individualized programs/majors approved.

            Include the number of students who have graduated with these majors or programs and/or the degree granted during the academic year.

8.         Include descriptions of the significant and critical events in the life of the committee which may or may not have precipitated committee action, but of which future committees and the Curriculum Committee should be informed.

9.         Include any suggestions for changes or additions in Curriculum Committee policy or committee structure which should be considered by the Curriculum Committee; such as changes in the responsibilities, membership, and/or procedures of the committee.


Appendix II

forms for transmitting proposals to the curriculum committee*

On the following pages are copies of forms adopted for use by the Curriculum Committee for all course and program proposals. The first form is a proposal transmittal sheet. It is to be used for any and all proposals which come to the Curriculum Committee. As you will note it also has spaces for the appropriate approval signatures as the proposal makes its way through the College. Persons preparing proposals for the Curriculum Committee see Chapter IV of this manual.

In the case where a proposal involves a new degree, a new major, a new program which is not a revision of an existing program or is essentially a new element in the College curriculum (as a new degree program), it is necessary to seek off-campus approval through the Office of Higher Education and the Board of Governors. Such proposals are reviewed in accord with the document entitled "Policy and Procedures for the Review of Instructional Program Developments and Organizational Development in Public Institutions of Higher Education." Departments must cast such proposals in the form required by the Office of Higher Education and the Board of Governors. Directions for the correct form for such proposals are available in Office of the Vice President for Academic Affairs.

Appendix III
report of curriculum committee action to the vice president for
academic affairs and to the president (action form*)

The report of recommendations to the Vice President for Academic Affairs and to the President are prepared by the Chair of the Curriculum Committee. The form used for this report is on the following page. The recommendations must include

(1)       all revisions,

(2)       all deletions,

(3)       all additions,

(4)       all editing and/or corrections,

(5)       accurate catalog copy,

(6)       accurate catalog citations, and

(7)       explanatory comments, if necessary.

When and if the Vice President for Academic Affairs and the President approves the action of the Curriculum Committee by affixing their signatures, dates of approval, and date effective to the form, the form is returned to the Office of the Vice President for Academic Affairs. Signed copies of this form are sent to the appropriate dean or director and to the originator of the proposal, the Vice President for Academic Affairs, the Director of the Records Office (three copies), the Director of Publications in charge of catalog revisions, and the Chair of the Curriculum Committee. Originals are kept by the Curriculum Committee in the Office of the Vice President for Academic Affairs.

Appendix III A
form for report of curriculum committee action

Date of Action:         
Originated by:                        Recommended

            (Department, Person, or Group)     effective date:           
Catalog citations:

Chair, Curriculum Committee:                    
VP for Academic Affairs:                


Copies to: originator, to Chair of Curriculum Committee, to appropriate Dean or Director, to the Vice President for Academic Affairs, to the Office of News and Publications, and to the Records Office (three copies).

Appendix IV
subcommittees of the curriculum committee

There are 4 subcommittees of the Curriculum Committee: The Committee on Individualized Graduate Programs, the Committee on Student-Designed Majors, the Committee on General Education, and the Writing Board. The purpose, structure, and policies of these committees are described in this Appendix. All of these committees report to the Curriculum Committee.


Appendix IV-A
the individualized graduate program committee

I.          Purpose

            The Individualized Graduate Program Committee is a subcommittee of the Curriculum Committee of Rhode Island College. Its purpose is to provide graduate students with an opportunity to design unique programs that satisfy particular interests or needs or to pursue graduate work in an area in which the College has no existing graduate program. The structure of this committee is described in section 2.5.2 of this manual.

II.         Responsibilities

            The Individualized Graduate Program Committee is empowered to receive and act upon proposals submitted for individually designed graduate programs that lead to one of the four individualized graduate degrees—I.M.E.D., I.M.A.T., I.M.A., or I.C.A.G.S. granted by Rhode Island College. Actions on proposals submitted shall be taken by the Individualized Graduate Program Committee consistent within guidelines approved by the Curriculum Committee. Approval (or disapproval) of proposals shall be given according to policies established by the Individualized Graduate Program Committee and signed by three members of the committee. In the case of disapproval of a proposal, a description of the reasons for disapproval shall be sent to the student and to the advisor(s) with suggestions for revisions in case the proposal may be resubmitted as revised. Probationary approval pending revision shall not be granted. The committee is responsible for assuring that the proposal contains a coherent plan of study with courses clearly related to the future goals of the student and consistent with the mission of the College.

            Assurances of quality control are the responsibility of the Individualized Graduate Program Committee and such assurances shall be included in annual reports to the Curriculum Committee. The Individualized Graduate Program Committee is responsible for arranging for the administration and grading of the comprehensive examination and reporting the results of such examination to the dean of the School of Graduate Studies. In cases where a student fails the comprehensive examination, it is the responsibility of the committee to see that an analysis of the inadequacy of the response(s) is available to the student.

            In cases where an individualized graduate program includes a thesis or performance/production, it is the responsibility of the Individualized Graduate Program Committee to arrange for evaluation of these products/performances by a committee of appropriate faculty in concurrence with the department chair(s) and for communicating the results of such evaluation to the Dean of the School of Graduate Studies.

            The chair of the Individualized Graduate Program Committee shall report to the Curriculum Committee annually. Reports should include (at least) membership, number of meetings, and information describing the number and nature of individualized programs approved and disapproved, number of graduates, current status of graduates relative to completion of their programs, and suggestions for revisions of policy or procedure where appropriate.

            Information about these programs and forms for applying to the I.M.A., I.M.A.T., I.M.E.D., I.C.A.G.S. are available in the Office of the Dean of the School of Graduate Studies.

Appendix IVB

the committee on student-designed majors

(rev. 5/93)

I.          Purpose

            The Committee for Student-Designed Majors is a subcommittee of the Curriculum Committee of Rhode Island College. Its purpose is to provide undergraduate degree candidates who have earned at least 40 credits and who have a cumulative grade point average of at least 2.5 with an opportunity to design unique program that satisfy particular interests or needs or to pursue undergraduate work in an area in which the College has no existing undergraduate program. The structure of this committee is described in section 2.5.3 of this manual.

II.         Proposals for Student-Designed Majors

            1.         Proposals from students with more than 75 credits normally will not be accepted.

2.         Proposal forms may be obtained from the offices of the academic deans (Faculty of Arts and Sciences, Feinstein School of Education and Human Development, Center for Management and Technology, or from the Academic Advisement Information Center.

3.         The proposal must include at the minimum eight to 10 courses in the major and any essential cognates. Courses in the major should be primarily upper-level Rhode Island College courses. The proposal should also include and describe some means for integration or focus such as a research project, directed study, or field placement.

4.         The proposal must be approved by a faculty member or members who agree to serve as advisor(s) to the student and by the chair(s) of the department(s) involved. The chair(s’) signature(s) indicate that courses on the proposal will be offered in the near future. Any proposal for a student-designed major resulting in a professional program also must be approved by the appropriate academic dean.

5.         The completed proposal must be submitted to the Committee for Student-Designed Majors no later than October 1 (fall) or March 1 (spring) for action that same semester. Incomplete proposals will be returned. The student may meet with the Committee to discuss the proposal.

6.         The Committee’s action (approval, request for revision, disapproval) will be communicated in writing to the student and advisor(s) before the beginning of registration for the following semester. The Records Office will be sent a copy of each approved proposal, to be used in monitoring completion of degree requirements. Students whose proposals are approved will be required to complete all courses listed on the approved proposal. Any requests for substitutions must be approved in advance by the Committee for Student-Designed Majors.

            Forms for applying for a Student-Designed Major are available in the Office of the Dean of the Faculty of Arts and Sciences.

Appendix IV-C

the committee on general education (coge)

(rev. 4/19/79, 2/1/81, 3/1/91, 5/3/93, 4/17/95, 4/21/95, 11/17/95)

I.          Purpose

            The administration of General Education will be the responsibility of the Committee on General Education (COGE), its chair, and the Associate Dean of the Faculty of Arts and Sciences. The structure of COGE is described in Section 2.5.4 of this manual.

II.         Duties and Responsibilities of COGE

            Responsibilities of COGE and its Chair shall include, but not be limited to, the following:

1.         Administer General Education 2000 in a manner consistent with the philosophy and programmatic requirements established by the Curriculum Committee.

2.         Undertake a comprehensive ongoing review of all General Education 2000 offerings to determine that they meet the category definition and requirements.

3.         Organize and direct General Education 2000 faculty development programs to be related, first to the creation of core Courses I, II, III, and IV but ultimately to encompass all aspects of General

4.         Evaluate and approve syllabi and course proposals for core I, core II, core III, and core IV.

5.         Review and approve the suitability and content of courses proposed for inclusion in all distribution areas.

6.         Forward proposals for courses to be included in General Education 2000 to the Curriculum Committee for approval in a timely fashion.

7.         The Chair of COGE and the Associate Dean of the Faculty of Arts and Sciences will work cooperatively with department chairs to schedule appropriate numbers and sufficient sections of general education courses (core and distribution) and to assure necessary and appropriate participation of full time faculty to support the core courses and distribution courses. This arrangement will be consistent with all details of the contractual agreement.

8.         All COGE meetings shall be open and an agenda shall be published in the Briefs one week in advance, notifying faculty, staff, and students of time, place, and agenda.

9.         Hold an annual meeting open to all faculty, staff, and students for the purpose of reporting on and discussing issues related to General Education 2000. This meeting should be publicized in a timely fashion.

10.       Organize, direct, and execute an assessment of General Education 2000 on a three-year cycle to include, but not be limited to, an assessment of the extent to which the goals and purposes of General Education 2000 are realized by the structure of the program, the content of the program, the schedule and timeliness of course offerings, enrollments, the sequencing of courses, the administration of the pro;ram and its ancillary components as well as faculty, staff and student satisfaction with the program.

11.       The Associate Dean of the Faculty of Arts and Sciences shall have the responsibility of determining and signing approval of special accommodations which may be required on a day to day basis. The Office of the Dean of the Faculty of Arts and Sciences will provide necessary clerical support to expedite such special accommodations for students.

12.       The Chair of COGE will submit a monthly report to the Curriculum Committee regarding the activities of the committee and a written annual report to the President, Vice President for Academic Affairs and the Curriculum Committee.

13.       The Chair of COGE will prepare descriptions of the General Education Enrichment Programs and Faculty Development Programs sufficiently and appropriately in advance of these events to allow for preparation and participation.

III.        Philosophy of Education at Rhode Island College

            Learning is a life-long activity which begins with birth and continues throughout the life of the individual. In the most fundamental sense, education is a process of discovery and development of selfhood in the context of the multiple environments that we as individuals inherit, inhabit and create. Learning, thus, is both an individual and a social activity: self and other, personal and social consciousness, are necessarily intertwined. Just as the personal and the social aspects of education are inseparable as means, so are they intimately associated as ends. From the standpoint of achievement, education is at once a private and a public asset. As a personal endeavor, the purpose of education is to serve the interests of the individual: the development of one's aptitudes and capabilities; the desire for self-understanding; the acquisition of knowledge about the external world; the facility to express oneself and to communicate with others; and the necessity to provide for one's own happiness and welfare. As a social endeavor, the purpose of education is to further the public interest: to preserve, transmit and advance the culture of the society; to equip the individual to participate in and contribute to the public life of the community; and to enable persons, as citizens, to make intelligent responses to the complex issues and problems of our times. Public education values both the personal and the social purposes of education and extends its resources to the achievement of these intrinsically related ends.

IV.       Purposes of General Education 2000 at Rhode Island College

            General Education 2000 at Rhode Island College performs several functions. Its primary purpose is to promote active and thoughtful citizenship and individual growth by providing all students with certain common intellectual experiences and with a fund of general knowledge. As specified below in the statement of goals, General Education 2000 seeks to develop or enhance students' abilities to analyze, synthesize, evaluate, and communicate information in various academic discourses. It seeks to promote students' understanding and appreciation of cultural and multicultural, of social and political, of scientific and technological, of aesthetic and philosophical contents and issues important to life-long learning and successful citizenship in a changing America and a shrinking world at the turn of the Twenty-First Century. In addition to its primary purpose, GE may contribute both directly and indirectly to students' study in their majors by offering required, recommended, and cognate courses at the introductory level. General Education 2000 at Rhode Island College is collaborative. Students and faculty work together so that students graduate with basic skills and knowledge and with a foundation for more specialized learning.

V.        Goals of General Education 2000 at Rhode Island College

            General Education 2000 develops or enhances the following communication and learning skills of:

            ·           Persuasive speaking
·           Critical analysis and synthesis
·           Receptive listening.
·           Clear and rhetorically informed writing
·           Critical and engaged reading
·           Applications of technology

            These skills are exercised to varying degrees in different courses throughout General Education 2000 as students develop or expand their understanding of:

            · quantitative concepts and methods
            mathematical reasoning
            quantitative analysis
work in: laboratory science, mathematics, sciences, selected courses in the social and behavioral sciences

            · global historical perspectives
            Western civilization and its cultural expressions
            Non-Western civilizations and their cultural expressions
            comparisons and linkages among diverse societies
            processes of historical continuity and change
work in: the core courses.

            · cultural diversity
            differences among and within societies and cultures
            experience of groups historically suppressed or marginalized
            languages and cultures as mirrors of diversity
work in: the core courses, selected courses in the social and behavioral sciences, and selected courses in the visual and performing arts

            · philosophical ethical and moral issues
            ideas and beliefs
            ideals and values
            practical applications
work in: the core courses and selected courses in the visual and performing arts

            · society
            the nature of social scientific inquiry
            social, political, and economic systems
            social implications of technology
            individual behavior
work in: the core courses and courses in the social and behavioral sciences

            · literary and artistic thought and expression
            awareness of aesthetic perspectives
            appreciation and response to visual, literary, and performing arts
            participation as creator, performer, involved observer
work in: the core courses, courses in the visual and performing arts, and in selected courses in the social and behavioral sciences

            · scientific understanding
            observation and experimentation
            data collection and analysis
            concepts in the physical and life sciences
            behavior of natural ad artificial systems
work in: sciences and mathematics, social and behavioral sciences, selected core courses

VI.       Statement on Competencies

1.         COGE believes that students must have certain basic intellectual skills to do college-level work. Among the most important of these is the ability to write coherently and perform fundamental mathematical operations. Without these intellectual skills, assignments necessary for effective or even successful learning, not only in General Education 2000, but in all other majors or programs could not be carried out. (See the current catalog for methods of meeting writing and mathematics competencies.)

2.         COGE believes that students should gain the ability to communicate in a language other than English. We believe this takes place best within the framework of a competency requirement similar to the mathematics and writing competency requirements, which all students must complete before graduation from the College. (The foreign language requirement has not been approved as of 6/96.)

3.         We also consider the use of computer-based technology to enhance learning an important skill. As is the case with modem language study, we believe that basic skills in using the rapidly multiplying variety of computer-based technology can best be acquired outside General Education 2000 through a competency requirement. COGE recommends that the Curriculum Committee appoint a committee to make recommendations on the issue of computer and/or technological literacy as a competency. (No methods have been specified for a way to meet such a competency.)

VII.      Structure and Description of General Education 2000

The Core Curriculum: (four courses of 4 credits each):

            Core 1:           English 161 Western Literature
Core 2:           History 161 Western History
Core 3:           Department 16x Non-Western Worlds
Core 4:           General Education or Department 26x Critical Inquiry into Cultural Issues

            The Distribution Requirement: six courses from the following categories

            1.         Two courses from the social and behavioral sciences (6 semester hours)
2.         One course form the visual and performing arts (3 semester hours)
3.         One laboratory science course (4 semester hours)
4.         One mathematics course (3 semester hours)
5.         One additional science or mathematics course (either 3 or 4 semester hours),

The Program = ten courses, a minimum of 35 semester hours

            The Core Curriculum

Cultural Legacies and Critical Thinking

            The core curriculum consists of a group of four related courses. Within the overall framework of the Purpose and Goals of General Education 2000, its purpose is to provide students with an understanding of cultural and historical traditions which have shaped the world in which we live, and a critical appreciation of values, ideas, and practices, which have emerged from these traditions. To this end, the core explores practices, values, and ideas in both Western and non-Western contexts.

            Each of the courses offered in the four categories of the Cultural Legacies and Critical Thinking core is similar, providing perspectives on the human experience in different cultural contexts and across centuries. The Non Western Worlds core course represents one of the most significant changes in General Education 2000. In our increasingly diverse society and global world it is important to include a course on Non-Western cultures in the core, expanding the notion of significant cultures to those of the non-Western World placement of non-Western cultures alongside Western cultures in the core highlights their importance in the world. The non-Western worlds course will help students appreciate both the values and importance of cultures different from their own and help students evaluate ethnocentric perspectives developed by living in a predominately Western culture. core four differs from the present capstone course in that it serves to integrate the core experience, the foundation of which is laid in the first three core courses. As a group the core courses in their organization and content are to be designed so as to implement the learning skills]s and, in particular, the goals of understanding historical perspective, literary thought and artistic expression, philosophical, ethical and moral issues, cultural diversity, and societal phenomena as these are expressed in different historical and cultural contexts.

            The 4-credit structure for courses in the core was adopted for several reasons: because of the range and amount of material core courses are asked to address; because of the attention they are to give to analysis and to conceptualizing the content that is covered; and because they are to be writing intensive. In keeping with the overall purposes of the core, in order to provide for adequate depth of coverage in a single course and to ensure a balance of coverage of Western and non-Western traditions, 4 credits are recommended for the Western literature, history, and non-Western courses. The Critical Inquiry course also requires 4 credits because of its role in the core as an integrating course, its particular emphasis on analysis and synthesis, depth of coverage, and the fact that it is intended to be a seminar-like experience demanding a substantial amount of clear and coherent writing. The 4-credit structure assumes that most sections of the core will be taught by full-time faculty.

            To the extent feasible, students will take core 1–3 in their freshman and sophomore years. Core 1–3 are prerequisite to core 4. Credit for General Education core courses will count for general education credit only. (4/19/96). All core courses shall be listed together at the beginning of the Course Bulletin. Each core course shall be titled and listed as one of the following:



            Core 1: English 161: Western Literature
Core 2: History 161: Western History
Core 3: Departments 16x Non-Western Worlds
Core 4: General Education or Department 26x Critical Inquiry into Cultural Issues

            Core One: English 16l Western Literature provides students with the opportunity to examine the culture and heritage of the Western world as reflected in literature. Students will learn about and be required to comment critically, orally and in writing, upon traditions, values, ideas, movements, and issues that define Western culture and are exemplified in selected literary texts. To the extent possible the texts should reflect selected aspects of Western culture from the Ancient World through the 20th century. All sections of the course will have a single common syllabus to be prepared by the English Department and will be taught primarily by full-time members of that department. Faculty from other departments may teach the course with the approval of the chairperson of the English Department.

            Core Two: History 161 Western History provides students with an opportunity to examine the culture and heritage of the Western World as reflected in history. Students will learn about and be required to comment critically, in writing and orally, upon the traditions, values, ideas, movements, and/or issues that define Western history and are exemplified in documents, topics, or periods. To the extent possible, these documents, topics, and periods should reflect selected aspects of Western culture from the ancient world through the 20th century. All sections of this course also will have a single common syllabus prepared by the Department of History and will be taught primarily by full-time members of that department. Faculty from other departments may teach the course with the approval of the chairperson of the Department of History.

            The English and history departments will coordinate their respective syllabi as much as possible to provide students with an integrated learning experience. To the extent feasible there should be clear historical and thematic connections between the content emphasized in the literature course and the content emphasized in the history course.

            Core Three: Departments 16x: Non-Western Worlds introduces students to selected cultures and historical traditions that arose outside the Western experience. Students will learn about and be expected to comment critically, in writing and orally, upon traditions, values, and ideas of cultures that are different from Western culture.

            Courses in core Three will be developed by departments currently offering courses in the present (1994–1995) non-Western distribution category and by other departments or programs that can or wish to do so. These courses will not have a common syllabus but each of them must respond to the common purposes of this core category which is to introduce students to historical and cultural traditions, values and ideas fundamentally different from their own, and to the different ways in which e non-Western, societies and cultures have understood and responded to many of the same issues and challenges confronting Western societies and cultures. These courses will be department-based, carry department designation and be taught primarily by full-time faculty members of the proposing departments.

            Core Four: General Education 26x or Department 26x: Critical Inquiry into Cultural Issues
Whereas the study of Western and non-Western cultural and historical traditions are the focus of the first three core courses, Core Four: General Education 26x: or Departments 26x: Critical Inquiry into Cultural Issues allows students to analyze, integrate and comment critically, in writing and orally, upon a particular issue, practice, tradition, or value of general cultural significance as reflected in social, moral, philosophical, or scientific issues confronting citizens of the contemporary world. core Four courses study a specific topic of general importance in human culture that reflects upon connections, comparisons, and/or contrasts between different, especially Western and non-Western, traditions, values, and practices. These courses examine a specific issue by comparing, contrasting, and integrating knowledge of cultural traditions gained in the other three core courses. Issues that relate to Western and non-Western ideas, practices, and traditions and impinge on our global inter relatedness typically will be the focus of courses offered in core Four.

            Core Four courses build upon knowledge gained in the first three courses while seeking to develop further students' ability to analyze, interpret, synthesize, question, and argue in ways similar to the way these skills are fostered in the senior seminars in many disciplinary majors. They focus attention on an issue of general importance and require that the student explore that topic in depth and with critical rigor. core Four is not to be taken until the first three core courses have been completed successfully. Courses offered in core four will be proposed and taught primarily by full-time faculty from across the College so long as these-proposals meet the overall purpose and requirement of the Cultural Legacies and Critical Thinking core. Interdisciplinary courses and approaches are to be encouraged. What gives each approach a common framework and basis is that each must respond to the definition and purposes of core four.

Appendix IV-D

the general education honors program

(rev. 2/20/82 #5)

I.          The Structure of General Education Honors

            The program will be a General Education Honors program corresponding to the General Education program approved by the Curriculum Committee in May 1981 and instituted by the College in the fall of 1981. It will be, by definition, a lower-division honors sequence, the majority of honors work to be completed normally in the freshman and sophomore years. Students will be expected to fulfill a certain number (see below) of their General Education requirements in designated honors classes.

II.         Courses for General Education Honors

            The General Education Honors program shall consist of eight courses taken for honors credit and structured as follows:

1.         The four General Education core courses—English 101–102 and History 110–111—normally taken in the freshman year.

2.         Three courses chosen from the various General Education distribution categories, omitting the Contemporary Issues category, normally taken during the freshman and sophomore years.

3.         One course in the Contemporary Values, Issues, and Perspectives category to be taken normally in the junior or senior years.

            Exceptions to this structure may be made by the Director of General Education Honors for students who enter the program after the first semester of the freshman year. (See The Honors Student.)

III.        The Honors Class

            The precise nature of a General Education honors class will vary from discipline to discipline. Individual departments, in concert with the Honors Committee, will develop appropriate honors courses for possible inclusion in the program. The following are offered as general guidelines:

1.         There are two basic categories of honors classes: special sections of already existing courses and new courses created especially for the honors program. The General Education Honors program will be an appropriate mixture of these two categories. For example, the "special section" format seems appropriate to the "core" courses, while the various distribution categories would allow for newly designed offerings. Interdisciplinary approaches and/or particular attention to the underlying theory, philosophy, or methodology of a field of study might be emphasized in honors courses of both kinds. In appropriate fields, emphasis might also be placed on primary rather than secondary materials of study.

2.         Whether a special section of an existing course or a newly designed offering, the honors class will normally have the following characteristics:

a.         It will be small (10 to 15 students, if possible).

b.         It will have a seminar atmosphere in which students take responsibility for class presentations and are expected to participate meaningfully in class discussion.

c.         It will emphasize, to whatever extent, individual research and creativity as opposed to the acquisition of basic learning.

d.         It will require greater amounts and/or more intensive kinds of reading and writing than regular General Education courses. Analytical writing should constitute a part of all honors classes.

e.         It will require frequent out-of-class conferences between students and the instructor in order to give individual and continuing direction to student projects.

IV.       The Honors Student

            Students will be invited to join the General Education Honors program on the basis of high school class rankings, high school grades, SAT scores, recommendations, and personal interviews.

            Students who are not identified in high school may join the program on the basis of grades earned at Rhode Island College (normally A’s or A-’s in whatever General Education course is taken and a 3.25 cumulative average), recommendations by Rhode Island College faculty, and interviews. Such students would be allowed to substitute retroactively a maximum of two regular General Education courses in which A’s were received for honors courses.

V.        Retention in the Program

            Admission to the General Education Honors program will constitute candidacy for a General Education Honors degree. The degree itself will be awarded normally to those students who complete the program with a 3.17 grade point average or above.

            A student receiving two or more grades in the C range in honors work will be subject to review and possible dismissal from the program.

VI.       Non-Honors Students in Honors Classes

            Students not in the honors program but with a demonstrable proficiency and interest in a given area are allowed to take individual honors classes. They will not, however, preempt any student in the honors program who wishes to take a given class or cause the class size to be increased above 15. Admission of such students will be by permission of the instructor and the Director of General Education Honors.

VII.      The Honors Faculty

            Faculty participating in the program should normally combine strong credentials as in-class teachers with a demonstrated and on-going commitment to scholarly and/or creative productivity in their respective disciplines.

VIII.     Administration

            The General Education Honors program will be administered by the Director of Honors, advised by the Honors Committee, and report to the Dean of the Faculty of Arts and Sciences. The Director of General Education Honors, working closely with appropriate members of the faculty and administration, will supervise the development, coordination, review, and publicizing of the program. Ultimate responsibility for the quality and the operation of the program shall rest jointly with the Director of General Education Honors Program, the department chair, and the Dean of the Faculty of Arts and Sciences. Scheduling of, staffing of, and assignment of departmental staff to honors classes shall rest with department chairs. Assignment and scheduling of honors sections shall be the responsibility of the department chair with final review and approval resting with the appropriate academic dean.

Appendix IV-E

the writing board

(4/19/96, item 6a)

I.          Purpose

            The purpose of the Writing Board is to act as an advisory body, helping to provide materials, suggestions, and support to individual departments and faculty members. It helps to share information among programs and to sponsor faculty development relevent to writing. The structure of this Board is described in section 2.5.5 of this manual



II.         Responsibilities

            The Writing Board will

1.         Report to the Curriculum Committee annually in May.

2.         Make such curricula recommendations as deemed appropriate and connected with its purpose to the Curriculum Committee.

3.         Create a forum for cooperation between the Writing Center, the Department of English (which administers Writing 100 and English 010), and all other academic units on campus, including ESL programs and OASIS.

4.         Advise Curriculum Committee, departments, programs (COGE), and others about writing and writing-intensive courses.

5.         Produce issue statements and working papers about writing

6.         Serve as an outreach liaison between the College and the larger community (high schools, CCRI, and the work force) on issues of writing.


Appendix V
policy on college courses


At its meeting on November 15, 1985, the Curriculum Committee voted to delete the section of the College Catalog relating to College Courses. This vote was made on a motion from the ad hoc Committee on College Courses.

            John Salesses, Chair
M. Frances Taylor
Lenore Olsen

(11/15/86, item 5. Report of the ad hoc Committee on College Courses)

On January 17, 1986, the Curriculum Committee approved a proposal from the Office of the Dean of the Faculty of Arts and Sciences to delete all College Courses and to delete the section on College Courses from the catalog. Document 85-86 #11 (1/17/86). President’s approval dated 2/3/86.

The section of the catalog relating to College courses was re-instituted by administrative fiat in 1990 with the approval of College Course 125 by the Curriculum Committee. (Document 89–90 # )

Appendix VI

policy on credit by proficiency examination

(as approved by curriculum committee may 28, 1974)

As used herein, external proficiency examination refers to the establishment of proficiency through the use of a standardized examination, such as a CLEP test; internal proficiency examination refers to the establishment of proficiency through the use of an examination prepared by a member of the College faculty.

Credit towards a baccalaureate degree at Rhode Island College can be earned by proficiency examinations in accordance with the policies outlined below:

A.        Credit for Individual Existing Rhode Island College Courses Other Than General Studies

1.         Authorization. The decision on offeringcredit for an individual course through a proficiency examination shall rest with the department sponsoring such a course or with a quasi-departmental director or committee for interdepartmental courses; shall include discussion with any other departments concerned; shall require in the case of courses which are part of a professional sequence the approval of the department responsible for that sequence; and shall be subject to the approval of the appropriate divisional dean(s). Approval of a proficiency examination shall rest with the department as a whole or a committee of the department appointed for this purpose.

2.         Process. The process involved shall be as follows: Each department shall examine course offerings, and within the overall limits specified below, will recommend to the appropriate divisional dean(s) what, if any, courses shall be offered for credit through internal or external proficiency examinations or a combination thereof. Recommendations for external proficiency shall include specifications of the appropriate test and qualifying score. Recommendations for internal proficiency examinations shall include a description of the general features of the examination to be used and specification of the qualifying criteria. The qualifying score on a proficiency examination shall be at least equivalent to a grade of "C." A departmental examination (as distinguished from an individual instructor’s examination) shall be used for each course.

3.         Limits on Amount of Credit. The maximum amount of credit earned through proficiency examination shall be 60 credit hours. (The requirement that at least 25 percent of a baccalaureate degree must be earned through course work done in residence at Rhode Island College continues in effect.) The proportion of a particular major or teaching concentration earned through proficiency examination shall not exceed one-half of the total number of courses in that major or concentration.

4.         Eligibility. Only Rhode Island College undergraduate students shall be eligible to attempt credit through internal proficiency examination. Additional eligibility requirements related to the appropriate prerequisites may be established by each department. A student will not receive credit for a proficiency examination that is taken a second time.

            If a student has failed a course at Rhode Island College for which a proficiency examination has been previously approved the grade of F may be removed in accord with existing policy by taking and passing that proficiency examination.

            These regulations do not prohibit an instructor from allowing a student to complete a course in which he received an Incomplete, for which a proficiency examination is available by taking and passing such an examination within the time period established for conversion of an Incomplete to a letter grade.

            A student may transfer credits earned by proficiency examination from another accredited institution in accordance with general policies governing transfer credit, subject to the limitations in Section 3 above. However, nonstandardized internal proficiency examinations may not be taken at another institution for Rhode Island College credit after admission to Rhode Island College.

            A person with a baccalaureate degree will be permitted to use proficiency examinations in working for a second undergraduate degree.

5.         Records. A record of all proficiency examinations attempted at Rhode Island College will be recorded in a student’s file in the Records Office. Proficiency examinations that are passed shall, upon a student’s request, be recorded on his official transcript. The actual raw score of an external proficiency examination shall be recorded so that an institution to which a student transfers will be able to assign an equivalent grade if it so desires.

6.         Administrative and Financial Provisions. The Curriculum Committee notes that administrative and financial aspects of a proficiency program are outside the Committee’s jurisdiction. It recommends to the appropriate authorities that fees for taking the examinations be based on costs of administering the examinations, including preparation and overhead and a share of College development costs, rather than on fees for taking instruction in the course, and that the magnitude of the effort contemplated will probably require compensation (in money or load credit) for faculty involved if the program is to have reasonable chance of success.

7.         Scheduling of Proficiency Examinations. Normally proficiency examinations shall be offered in September, January, and June.

B.        General Studies

            The formulation of recommendations on credit by proficiency examinations for General Studies shall rest with the General Studies Committee, subject to action of the Curriculum Committee.

C.        Policy Review

            At the end of each academic year the Curriculum Committee shall review the proficiency policies and practices in effect at the time and shall make whatever recommendations for revisions it considers desirable.

D.        Procedures

            It is recommended that the Committee of Deans in concert with appropriate College offices develop procedures necessary for the implementation of the policies stated above. These shall include procedures by which a student may request a proficiency examination, procedures involved in recording proficiency efforts, and the like.

Appendix VII

policies governing off-campus and special-format courses

(Report of the ad hoc Committee on Off-Campus and Special-Format courses: Dr. Mary A. Hawkes, Dr. Maureen T. Lapan, Professor Myrl Herman, Dr. Henry Guillotte, Dr. Nelson Wood (chairman), as amended and approved by the Curriculum Committee, May 28, 1974.)

The Committee on Off-Campus and Special-Format Courses was established by the Curriculum Committee in February, 1974 (Minutes of 2/20/74, item 6.3).

The committee reviewed the existing policies and procedures regulating the decision-making process regarding off-campus and special-format course proposals and focused on the premise that the purpose of a policy structure is the protection of the academic integrity of Rhode Island College.

With this purpose in mind, the following major readings, along with the related recommendations, identified what the committee felt should be emphasized in a policy structure regarding off-campus courses.

A.        Control of Off-Campus and Special-Format Courses:

1.         It is recommended that full control of off-campus courses continue to reside in the academic departments and utilize the defined existing processes for such decisions that:

a.         pertain to initiation of courses and their validity,

b.         approve course descriptions,

c.         determine the amount of credit to be granted,

d.         approve the course for program credit,

e.         establish course requirements,

f.          determine the scheduling of the course, and

g.         determine the assignment of teaching personnel.

2.         It is further recommended that the departmental control of courses reside with the most appropriate and proper department related to the course offerings.

3.         It is also recommended that the off-campus course proposals be approved by the appropriate dean or deans.

4.         "Off-campus courses" in this sense are not intended to include practica and other classes with an off-campus component.

B.        Need for an Efficient, Qualitative Mechanism to Respond to All Outside Requests for Workshops, both Graduate and Undergraduate

            It is recommended that the College:

1.         Maintain the present procedure whereby all sources of course proposals are introduced to the College community. These are identified as:

· Appropriate Academic Dean’s Office

· Graduate Dean’s Office

· Appropriate Department Head

· Bureau of Social and Educational Services

2.         Disseminate among members of the faculty and department chairs identifying all elements in the approval process.

3.         Clearly indicate the role of the graduate dean in approving the course proposals for graduate credit.

4.         Maintain the procedure that utilizes the form entitled Graduate Proposal for Off-Campus Course for all off-campus courses offering graduate credit (Appendix VII-B).

C.        Time Needed to Study Requests and Render a Decision:

            Emergency approval of off-campus courses should be avoided.

1.         It is recommended that all approvals should be obtained under conditions that permit adequate time for consideration of proposed off-campus courses.

            For extreme situations: the committee considered the necessity of establishing a mechanism that permits the consideration of course proposals when the College is not in session or the appropriate department chair and/or personnel are not available.

2.         It is recommended that an ad hoc committee be appointed by the appropriate academic dean for consideration of off-campus courses.

3.         It is further recommended that when approval is granted by the ad hoc committee, that it be for one semester only and be subject to review when the usual department personnel become available.

D.        Staff Qualifications and Availability

            To obtain the most qualified personnel to instruct the off-campus offering, it is recommended that

1.         Instructors for said courses be regular, full-time faculty of the College except where departments shall explicitly approve special instructors for specific courses.

2.         Instructors, other than full-time College faculty, shall be approved each and every time they receive an assignment for teaching off-campus offerings.

3.         The existing policy whereby instructors teaching graduate courses have a minimum of a masters degree shall be continued.

E.        Appropriate Rigor of Offerings Along with Necessary Support Systems

            To insure the integrity of the off-campus course offerings it is recommended that

1.         When on-campus courses are to be taught off-campus the necessary resources be made available.

2.         All requests for courses already taught on campus shall be subject to the approval process already identified for off-campus course approval.

3.         The college policy whereby the maximum student load is one graduate credit per week for summer courses shall also be applied for all workshops and off-campus course offerings.

Appendix VII-A

Graduate Proposal for Off-Campus Course

click here to download the form*

Policy:           Normally courses carrying graduate credit shall be taught on campus where the full resources of the institution are available. In certain circumstances, however, courses such as workshops, seminars, or institutes may be offered off-campus where the objectives or content of the course or the particular needs of students may be more appropriately met. In these circumstances, the proposal to off the course off-campus must be approved by the appropriate Department Chairman, the appropriate Academic Dean, and the Dean of Graduate Studies.


Appendix VII-B

Undergraduate Proposal for Off-Campus Course

click here to download the form*

Policy:           Normally, courses carrying college credit shall be taught on campus where the full resources of the institution are available. In certain circumstances, however, courses such as workshops, seminars, or institutes may be offered off-campus where the objectives or the content of the course or the particular needs of students may be more appropriately met. In these circumstances, the proposal to offer the course off-campus must be approved by the appropriate Department Chairman and the appropriate Academic Dean.

Appendix VIII

policy on the administration of interdisciplinary courses (rev. 7/95)

1.         Urban education and bilingual-bicultural programs are to be administered by the Department of Educational Studies and the Dean of the Feinstein School of Education and Human Development.

2.         International education programs are to be administered by the President’s Office.

3.         Social science programs are to be administered by a director responsible to the Dean of the Faculty of Arts and Sciences. The Chairs of the social science and history departments or their designees will serve as an advisory committee to the director.

4.         All other existing programs are to be coordinated by the Assistant or Associate Dean of the Faculty of Arts and Sciences.

5.         The assistant or associate dean will cooperate with the coordinator of programs or teachers (of courses) to work out a mode of evaluation for programs or courses; copies of reports of results of the use of any mode of evaluation will be sent to the secretary of the Curriculum Committee.

6.         New student or faculty designed programs involving a limited number of students are to go through the Committee on Student Designed Majors (May 1993). Formalization of these programs requires submission to the Office of the Dean, the Vice President for Academic Affairs, the Curriculum Committee, and the President (and may need to be approved by the Board of Governors).

7.         A committee of deans or other appropriate committees shall study the possibility of standardization of load credit for directions or for coordinating a program.

            (3/19/75 #9 and 4/30/75 #3)

Appendix IX

policy on limits on the number of credits for undergraduate majors (4-21-95, item 5b, substitute proposal for document 94-95 #50)

Definitions: A liberal arts major may be as any program offering the B.A. degree that does not lead to teaching certification. A professional program is any other undergraduate program.

1.         General Education Program: maximum of 36 credits.

2.         Liberal arts major: 30 to 60 credits, including all major courses and cognates. (Normally a major consists of 30-36 credits, cognates up to 24.) This limit may be exceeded by double counting the excess number of credits within General Education 2000.

3.         Professional program: 30 to 72 credits, including all major courses, cognates, and professional courses. This limit may be exceeded by double counting the excess number of credits within General Education 2000.

4.         Academic minor: 18 to 21 credits.

5.         Free electives: minimum of 20 credits for liberal arts majors and 8 credits for professional programs.

6.         Currently (1995) most students enroll in Writing 100, 4 credits, to fulfill the College Writing Requirement.

7.         Summary of the distribution of credits:

a.         Liberal Arts Major:

            Major and Cognate Courses:          60 maximum
General Education Program:           36 maximum
Writing Requirement:            4 maximum
Free Electives:          20 minimum

            Total: 120 credits

b.         Professional Program:

            Major, Cognates, and Professional Courses:       72 maximum
General Education Program:           36 maximum
Writing Requirement:            4 maximum
Free Electives:          8 minimum

            Total:   120 credits

8.         All undergraduate programs must meet these requirements by fall 1998, or must justify to the Curriculum Committee why these requirement are not feasible. The catalog statement for any program failing to meet these requirements for any reason must include the sentence: This program will usually not be completed within four years."


Appendix X

policy on mathematics competency requirement

curriculum committee       date: 2/22/84
                        document: 83-84 #25

The College adopt a Mathematics Competency Requirement, which students are to meet prior to completing 49 semester hours at Rhode Island College. The requirement can be met in any one of the following ways:

1.         Achieve a score of 450 or higher on the SATM,

2.         Achieve a score of 70 percent or higher on the Rhode Island College Basic Math Skills Test, or

3.         Successfully complete Mathematics 020, Mathematics 120, or Mathematics 181.


(Revised 3/27/87).

Recommendation: Revise the Mathematical Competency Requirement. Paragraph and boldface heading to appear following the Writing Competency Requirement and above the Special Admission and Retention Policies in the College catalog.

            Mathematics Competency Requirement

            Prior to the completion of 48 semester hours of course work at Rhode Island College, students must satisfy the Mathematics Competency Requirement in one of the following ways:

1.         Achieve a score of 450 or higher on the Scholastic Aptitude Test—Mathematics (SATM),

2.         Achieve a score of 70 percent or higher on the Rhode Island College Basic Mathematics Skills Test. This test may be taken more than once, or

3.         Successfully complete Mathematics 020, 120, or 181.

            **Failure to satisfy the Mathematics Competency Requirement before completing 48 semester hours of course work at Rhode Island College or prior to completion of graduation course requirements, whichever comes first, will result in dismissal from the College. For more information about this requirement, consult the Department of Mathematics and Computer Science.


Appendix X-A

Council of Rhode Island College

To:      All Academic Units, Departments, and Advising Units

From: Richard Olmsted, Secretary, Council of Rhode Island College

Subject:        This memo is directed to you in accordance with a resolution passed at the December 11, 1987, Meeting of the Council of Rhode Island College. What follows is the text of that resolution.

BE IT RESOLVED: that the Council of Rhode Island College accepts the following policy concerning the mathematics and writing requirements. This policy clarifies these requirements and stipulates that students should only be dismissed for failure to complete these requirements after receiving adequate warning and after completing 60 attempted credits at the College.

The Policy

1.         Warning Letters. Each semester all matriculated students who have completed a minimum of 15 attempted credits at Rhode Island College and have not completed one or both of the writing and mathematics requirements will be sent a warning letter. In this letter the student will be advised of the requirement(s), the goals, and the deadlines and sanctions for nonfulfillment.

            Continuing Education students are expected to fulfill the writing and mathematics requirements before their admission to degree status. At the discretion of the dean of admissions, they may be matriculated with the condition that they take the appropriate courses or test to satisfy these requirements in their first semester of degree status at Rhode Island College.

2.         Probation. Each matriculated student who has not completed one or both of the requirements by the time 40 Rhode Island College attempted credits have been completed will be placed on academic probation. This probationary status will remain in effect until 59 attempted credits have been completed. In the letter informing the student of the probationary status, the Records Office will advise each student of the objectives of the requirement, warn him/her of the dismissal sanction which takes effect after 60 attempted credits, and refer the student to the respective center for advisement.

3.         Academic Dismissal. After completion of 60 attempted credits at the College, students will be dismissed for nonfulfillment of the mathematics and/or writing requirement. The Records Office will send the dismissal letter and refer each student to the Mathematics and/or Writing Center.

4.         Advisement. All advising units that deal with new or transfer students should strongly urge students to take appropriate steps toward fulfilling the writing and mathematics requirements as soon as possible.

BE IT FURTHER RESOLVED: that the Secretary of Council send copies of this resolution to all academic units, departments, and to all advising units on campus.



Signature       Date


Date of Implementation


Appendix X-B

·           This policy revised the Mathematics Competency description in the 1988–89 catalog and read accordingly.

·           The Mathematics Competency Policy was revised again (by Council) in 1992 with the new version appearing in the 1993–94 catalog.

            If transfer and re-admitted students begin their studies at Rhode Island College with less than 60 earned credits they will be expected to adhere to all of the criteria listed above for probation and dismissal. In any event, all other transfer and re-admitted students must satisfy the Mathematics Competency Requirement before achieving senior status at the College (greater than or equal to 90 credits) or they will be dismissed. The Director of the Mathematics Learning Center will be given the power to delay dismissal if the student is making effort toward meeting the requirement.

·           The Mathematics Competency Requirement was revised again by the administration to read in the 95–95 catalog: 3. Complete Mathematics 020 or 120 with a minimum grade of C-.

            (See the current catalog for the statement on the Mathematics Competency Requirement.)




Appendix X-C

Rhode Island College Mathematics Competency (REVISED MAY 16, 1997 TO BE IMPLEMENTED FALL 1998)

  • All entering non-transfer students who did not score at least 480 on the Mathematics Quantitative portion of the SAT I will be required to take the Rhode Island College Mathematics placement examination prior to or during freshmen orientation.
  • Those who pass the mathematics placement examination during orientation shall be deemed to have met the requirement.
  • Those who do not pass the mathematics placement test during orientation shall be required to enroll in Mathematics 010 prior to or during their first semester at Rhode Island College. Should such a student fail to earn a satisfactory grade during that semester, he/she shall be required to retake Mathematics 010.
  • Transfer students have the following options:

1. Have earned a 480 or better on the Mathematics Quantitative portion of the SAT I.

2. Have passed a course deemed equivalent of Mathematics 010 or Mathematics 177 or higher/

3. Submitted documentation of course equivalence to Mathematics 010.

4. Take and pass the Rhode Island College Mathematics Placement Test.

5. Enroll in Mathematics 010 prior to or during their first se,ester at Rhode Island College. Should such a student fail to earn a satisfactory grade during that semester, he/she shall be required to retake Mathematics 010.

Appendix XI

policy on course credit/meeting time

1.         In general courses will meet for lecture or discussion one period per week for one semester for one semester hour of credit. For non-lecture experiences, such as clinic, field experience, or laboratory session, two or three contact hours will be equivalent to one semester hour of credit.

            Departments proposing courses that do not conform to these guidelines should include an explanation and justification for the exception with the policy.

2.         The Curriculum Committee should survey all departments to identify scheduling formats used in each course offered by the department. Courses that do not comply should be adjusted accordingly or justification should be submitted to the Curriculum Committee.

3.         A subcommittee of the Curriculum Committee should screen responses and be empowered to grant or deny exceptions, subject to appeal by the Curriculum Committee. (John Salesses was appointed as a committee of one to do this. Feb. 1, 1978)

(See also Policy on Department Handbooks for Extra Class Experiences, Appendix XIV of this manual.)

Appendix xii

guidelines for certificate programs


Below are the criteria for proposals of specific sequences of courses taken at Rhode Island College or the Urban Educational Center. Completion of these courses will culminate in the award of a certificate. These are collectively designated as certificate programs and are to be distinguished from the four post-master’s Certificate of Advanced Graduate Study (CAGS) programs.

In order to insure that certificate programs have academic integrity, are not used as substitutes for a major, and still serve the professional needs of students, the following guidelines were adopted by the Curriculum Committee. (5/14/80 #5)

1.         A certificate program is designed primarily to serve the specialized and/or professional needs of particular groups of students, usually in continuing education, at either the bachelor’s or post-bachelor’s level.

2.         Normally a certificate program shall be made up of a foundation of existing courses.

3.         Normally a certificate program shall not exceed the usual limits for a minor, which is 18 semester hours.

4.         A certificate program may not serve as a substitute for a major nor may it be a "major by another name." However, a minor may simultaneously serve as a certificate program.

5.         The development of a certificate program is subject to Curriculum Committee and administrative review. If it involves more than the combining of existing courses (a prerogative within the jurisdiction of the College), it may be subject to review of the Board of Governors for Higher Education. That review process requires that "reasonable and moderate extensions of existing programs do not require board approval but should come to the attention of the board as an item of information."

Appendix XIII

policy on college honors program

curriculum committee       date: Nov. 21, 1986
                        document: 86-87 #25


1.         Structure a four-year College Honors Program by adding a six-credit-hour honors project to General Education Honors. The project could be double-counted for Departmental Honors.

2.         Change the name of the General Education Honors Committee to the College Honors Committee.


Originated by:         General Education Honors Committee (Dr. Spencer Hall)

            (Department, Person or Group)

Catalog Citations:

The following should replace what appears under General Education Honors Program on p. 22 of the catalog. There should be listings in the Index (p. 245) for College Honors Program, Departmental Honors, General Education Honors, and Honors.

General Education and College Honors Program

The College Honors Program offers academically superior students the opportunity to participate in a four-year honors experience. This experience has two parts, each of which may be taken separately from the other. The first part is General Education Honors. The second part is a six-hour individual research project. Both parts must be completed to receive College Honors.

General Education Honors allows students to fulfill a portion of their General Education requirement in specially designed honors classes. These classes are intended to be more intellectually challenging than regular classes, and because of their limited size, encourage students to work closely with each other and with the instructor.

General Education honors students have the use of an honors lounge; participate in cultural and recreational activities sponsored by the program; and may reserve "quiet" suites in the dormitories.

In addition, the college awards a number of merit-based scholarships each year to students participating in the program. These include 10 Martha Bacon–Ronald Ballinger Honors Scholarships and 10 Faculty Honors Scholarships of half-tuition each. Both scholarships are renewable for four years. Recipients are selected on the basis of academic records, test scores, and personal interviews.

Successful completion of General Education Honors requires a minimum grade point average of 3.0 both in honors classes and in overall course work and is noted on the student's transcript. Students may withdraw from the program at any time without prejudice to their academic standing and will retain the "Honors" designation on their transcripts for any honors classes taken.

Admission to the program is by invitation of the director and the General Education Honors Committee. Students are expected to rank in the top 10 percent of their high school class and to have appropriately strong SAT scores.

The six-hour honors project, which may be begun in the second semester of the junior year or done entirely in the senior year, involves individual research supervised by a faculty mentor of the student's choice. The student will normally take two consecutive semesters of independent study (390 or its equivalent), culminating in an honors thesis, performance, or project.

This project may be double counted for Departmental Honors in the department in which the student takes the independent study. It is also possible to take Departmental Honors alone, without participating in the College Honors Program or General Education Honors. (See Departmental Honors.)

For more information, write or call the Director of General Education Honors and see General Education Program in the program/course section of this catalog.


Appendix XIV

policy on x50 and x80 courses

Topics courses and workshop courses, X50 and X80 sequences, may be listed for each department. Topics courses and workshops may be repeated with a change in content and credits may vary. (10/16/74 #9)

Within the general category of "Courses with Variable Content," no department may offer any X50 topics courses or X80 workshop courses with the same content more than three times. After three offerings, the course in question must either be approved by the College Curriculum Committee as a regular catalog course or the sponsoring department must receive in advance the written approval of the appropriate academic dean for exception to this policy. The Dean of the Faculty of Arts and Sciences, the Dean of theFeinstein School of Education and Human Development, the Dean of the School of Social Work, and the Director of the Center for Management and Technology shall report to the Curriculum Committee in April each year on any exceptions given. (11/19/81 #1, Rev. 6/94).

Appendix XV

field experience, internship, practicum policy

(4/19/83 #5)

Field experience, internships, practica, etc. are important methods of learning for students. Classroom content can be enhanced by a planned program that allows students to put theory and skill into practice. The use of this educational tool should be purposeful and planned: such experiential learning will supplement and reinforce classroom learning in actual life situations. In such learning experiences, students should be involved directly in the work of the agency and not merely be there as an observer with only vicarious involvement. Student tasks should be consistent with the educational goals of the student and the school.

All such experiences should be treated as a course, ranking it necessary for curriculum committee action. The proposal should include

1.         Clearly stated objectives.

2.         Method of instruction.

3.         Method of evaluation.

4.         Procedure for placement by the department/school offering the experience.

5.         A plan for coordination with learning site.

1.         The objectives should be related to the experience the student will have. This permits a learning contract to be developed, which provides a basis for evaluation. It also provides for a link with theoretical knowledge already learned.

2.         Commitments with outside agencies shall not be made by students.

3.         Each program should develop a field manual that must be approved by the appropriate dean and that spells out

a.         specific learning objectives;

b.         procedures for placement of students;

c.         procedures for on-site supervision;

d.         responsibility of all parties involved: college faculty, students, agency personnel;

e.         process of evaluation;

f.          process of coordination between faculty and agency based supervisors; and

g.         method of grading.

4.         Credit for field work associated with courses that are principally theory and/or method in content should be given on a formula basis of two (2) hours per week equals one (1) semester hour credit. Credit for field work with courses that are practice in content (e.g. student teaching, internship) should be given on the formula basis of approximately four (4) hours per week equals one (1) credit.

Appendix XVI

policy on general criteria for departmental honors programs

The Curriculum Committee of Rhode Island College has been charged by the Rhode Island College Council with responsibility in matters pertaining to departmental Honors Programs. (See By-Laws for the Curriculum Committee.) Proposals for the initiation and/or revision of departmental Honors Programs should be submitted to the Curriculum Committee on Transmittal Forms (See Appendix I) for approval. Approval will be contingent upon the proposed Honors Program meeting the following minimum criteria. (9/20/83 #5)

A.        Admissions

1.         An applicant must have a minimum overall grade point average of at least 2.75 and a grade point average in the major of at least 3.25. Departments may set higher minimum standards and/or additional criteria for entrance into the Honors Programs. Departments may make exceptions to their minimum requirements to admit an individual student but each student admitted as an exception shall be considered to be on probationary status.

2.         Each department offering an Honors Program must establish a departmental honors committee of at least three members, one of whom shall serve as chair. This may be a committee of the whole or a sub-group of another standing committee.

3.         Applications for admission to the Honors Program within a department must be submitted in writing to the chair of the department who shall forward them to the chair of the Honors Program.

4.         Application for admission shall occur between the fourth and sixth semester.

B.        Program

1.         All departmental Honors Programs shall require a substantial piece of directed or independent research in the major field.

2.         All academic work in an Honors Program shall be in some way awarded credit. All "extra work" in regular courses that could previously be countable toward an Honors Program shall be eliminated and the honors project or thesis be substituted in its place.

3.         All honors independent research projects must be evaluated by the Departmental Honors Committee as a whole in the presence of the honors candidate. This may take the form of a public presentation of the work followed by a question and answer period.

4.         Departments offering Honors Programs shall make use of the 390 course descriptions as honors-directed study or independent study unless other directed study experiences can serve as acceptable substitutes.

5.         All departmental Honors Programs shall have a written statement available concerning expectations and grading policies for honors work. This may in some cases be subsumed by the normal departmental policies regarding the requirements for course syllabi for 390 courses.

C.        Dismissal/Credits

1.         Each Honors Program must have a written policy stating the conditions of dismissal from the program and a statement on the procedures available to students who may wish to appeal an honors grade or dismissal from the program.

2.         Honors Programs shall have a statement, in writing, indicating the departments’ policy for students who do not perform honors quality work in the Program. In such cases, the statement might be to give the student elective credit in the major for such course work completed.


Appendix XVII

policy on remedial or college preparatory courses

curriculum committee       date: 3/24/84
                        document: N/A


Approve a policy on remedial or college-preparatory course:

1.         Any course that carries credit toward the 120 hours required for graduation shall be numbered 100 or above.

2.         Any course that is in the nature of a basic skills remedial course or preparatory course for college entrance shall not carry any credit toward graduation and should be numbered below 100. These courses, however, shall count toward determining full-time status.

3.         Courses of a remedial nature of special interest to specific populations may be offered by the College from time to time which shall carry no credit and shall be numbered below 10.

4.         If the Office of Continuing Education sees the need for a course not currently offered by the College, it shall send a proposed course title and description to the appropriate department for development and written approval to offer the course. Normal Curriculum Committee course approval procedures shall apply.


The establishment of a limit on the number of remedial/preparatory courses appears irrelevant in light of recommendations 1, 2, and 3 above. However, it implies that the Curriculum Committee must give careful consideration to the nature of the content of those courses offered for approval at the 100-level and above. They should be at a level of work demonstratively worthy of credit. (3/20/84 #1)

Appendix XVIII

policy on the renumbering of courses (3/6/86)

On November 21, 1997, the Curriculum Committee adopted the following revision of the course numbering system, which the President approved in March 1998:

Courses Numbered 000-099 - Non-credit courses.

Courses Numbered 100-199 – Introductory and General Education courses normally taken during the freshman and sophomore years.

Courses Numbered 200-299 – other lower-division courses and General Education 2000 courses.

Courses Numbered 300-399 – courses taken by undergraduates students who have met the prerequisite(s); not accepted for credit toward graduate degrees.

Courses Numbered 400-499 – courses normally taken in the junior and senior years; open to graduate students for credit toward graduate degrees. The number of credits acceptable in a graduate program is limited by graduate program policies.

Courses Numbered 500-599 – courses open to graduate students. Normally these courses require a bachelor’s degree as a prerequisite. In certain circumstances, qualified undergraduate students who have earned at least 90 credit hours may be admitted, with documented consent of the instructor and the appropriate dean.

Courses Numbered 600-699 – courses open to graduate and doctoral students only

Courses Numbered 700-799 – courses open to graduate and doctoral students only

In general, when the middle digit of a course number is 6, the course is a seminar or a general education core course; 8, a workshop; 9, directed study

Appendix XIX

policy on continuing education units (ceu)

(5/8/75, 12/15/89) verified (11/12/94)


1.         The College sponsor noncredit continuing education experience in which participants may earn Continuing Education Units (CEUs).

2.         The College endorse noncredit continuing education experience offered by groups and institutions other than Rhode Island College in which participants may earn Continuing Education Units (CEUs).

3.         In order to insure professionalism and the high quality of instruction, the following standards be applied by the College in the development of learning experience for which CEUs are awarded:

a.         Noncredit programs will be developed and approved by an appropriate department chair and dean, following an assessment of educational needs of a specific target population.

b.         A statement of objectives and rationale for the instructional activity must be developed.

c.         Content must be arranged in an organized and sequential manner.

d.         Preplanning should include input from a representative of the target group to be served.

e.         Participants must be registered in the program so that adequate data for records and reporting are maintained.

f.          Appropriate evaluation methods must be used and evaluation criteria established prior to the beginning of the activity.

4.         Only persons identified as members of the target population are eligible to enroll in these experiences.

Note:  The CEU is not a "quasi-credit" to be given for noncredit continuing education experiences. Very few if any of the present noncredit College offerings would or should qualify for the CEU. The integrity of the CEU must be as carefully guarded as the integrity of the "college credit."

            "One CEU is earned through ten contact hours of participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction." The National Task Force on the Continuing Education Unit, representing a cross-section of interests and organizations in continuing education, has developed this definition along with criteria and operational guidelines for institutions that offer these learning experiences for adults.

            In order to meet the educational needs of the community, the College should be willing to assume the responsibility for offering educational experiences to specific target populations on a noncredit basis. CEUs provide a way for adults, especially those in the professional and technical occupations, to accumulate, to update, and to transfer a record of their educational experiences in noncredit activities. Students who wish to enroll in an educational experience offering CEUs may range from a high school dropout to someone who has a master's degree.

Originated by: The Coordinating Committee on Continuing Education
Director of Part-Time Programs and Continuing Education: Approved 4/24/75 Thomas F. Lavery
Dean of Graduate Studies: Approved 5/8/75 Lon Weber

Administrative Procedures for the Continuing Education Unit

1.         The Director of Continuing Education will be responsible for the operation, coordination, and development of instructional programs for which CEUs are awarded.

2.         The director, in consultation with the appropriate department chair and dean, will certify and approve the awarding of a specific number of CEUs for all sponsored and endorsed programs prior to the program offering.

3.         The director will certify program attendance and completion.

4.         The Records Office will establish and maintain permanent records of CEUs awarded for each enrollee including

a.         name and social security number;

b.         course title, description, and comparative level;

c.         beginning and ending dates for the course; and

  1. program format and number of CEUs awarded.
  2. Note: The third page in the original document was deleted as of 12/15/89, detailing fees and salary structure, as a result of the continuing changes in fees and salaries.