Graduate Curriculum Handbook | Chapman University

Graduate Curriculum Handbook | Chapman University
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Graduate Curriculum Handbook 2025-2026
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New Graduate Degree Program
New Graduate Degree Program Proposal Process 2025-2026.pdf
The review and approval of new graduate degree is a comprehensive process requiring
extensive documentation, appropriate consultation recommendations within academic
units, review by the university Councils, concurrence by the Senate Executive Board,
a recommendation regarding approval by the Faculty Senate, and approval by the Provost
and the Board of Trustees. All required consultations and recommendations for approvals
are to be documented using the New Degree Program Form found in the Appendix-Forms
section of this Handbook.
IMPORTANT. Proposed new graduate degrees may require submission of a substantive change
proposal to the Western Association of Schools and Colleges (WASC), who serve as the
regional accrediting body for Chapman. Academic units considering a new graduate degree
program proposal must consult with the Office of Accreditation and Assessment before
submitting a new program proposal. If WASC’s substantive change policies and procedures
require the submission of information about new programs, the Office of Accreditation
and Assessment will provide the current information on the process.
If the New graduate degree program being proposed also includes a New Integrated Undergraduate/Graduate
Degree Program, please refer to that section of the Handbook for specific information
to be provided for the Integrated programs.
The University's academic requirements for graduate degree programs are provided in
the graduate catalog, which should be consulted when designing any new graduate degree
program. A summary is also provided in the Degree Requirements section of this Handbook.
General Guidelines for the New Degree Program Proposal
Preparation
A proposed new graduate degree program will be evaluated based on the following criteria:
The demonstrated need and demand for the proposed new degree
Its alignment with the university’s mission and the academic strategic plan
The benefits of offering the degree at the University
The academic quality of the proposed degree program, including delivery, outcomes,
and assessment
The cost of the degree and the use of institutional resources
Originator(s)
: Proposals for new graduate degree programs generally originate from the academic
unit that will offer the new degree program. Proposals also may originate from other
academic units or administrators. However, all such programs require the support of
program faculty when such faculty are in place and will be contributing to the program.
Documentation
: All new degree program proposal information must be placed in the file-sharing folder
created by the Office of the Associate Vice Provost for Graduate Education for the
specific new degree program proposal. Contact Lonnise Magallanez at GradEd@chapman.edu,
and the folder will be established for the proposal. Links to the documents in the
file folder can then be shared with all parties needing review access. The New Proposal
form found in the Appendix-Forms is included in this file sharing folder, to be signed
by each required person representing the consultative office, faculty councils, and
senate.
Consultation
: should occur with the following offices and individuals, as appropriate, during
the proposal preparation stage:
Associate Vice President for Graduate Education to ensure that academic policies are
being followed in degree design
Office of Strategic Marketing and Communication for information on the marketing potential
of the new degree program (addressed in Executive Summary, Appendices A, I)
Assistant Provost for Operations and Finance regarding budget (addressed in Appendices
C-I)
Vice President for Institutional Effectiveness and Faculty Advancement and the Director
of Accreditation and Assessment regarding accreditation and assessment (determination
of whether or not substantive change filing with WASC is required and addressed in
Appendices A and B)
Vice President for Enrollment Management regarding projected enrollments and financial
aid/scholarships (addressed in Appendices A and H)
Office of Graduate Admission regarding recruitment and enrollments (addressed in Appendices
A, H, and I)
Library Liaison regarding information resources (addressed in Appendix D)
Vice President for IS&T regarding computing and technology needs (addressed in Appendix
E)
Office of the EVP/COO (if new proposal is a new international or joint program with
another institution). Note that any such program requires a substantive change application
to WASC and should follow the WASC Substantive Change: New Degree Program process.
Office of Legal Affairs (if new proposal is a new international or joint program with
another institution).
Each office listed above must provide documentation that the consultation occurred,
and such documentation should be filed in the appropriate Appendix folder in the shared
folder assigned by the Office of the Associate Vice President for Graduate Education
for the New Degree Program Proposal.
The consultation
is an opportunity to gain input from relevant offices and personnel and make appropriate
adjustments to the proposal before the academic unit considers the final proposal
for
recommendation.
Academic Unit decisions
: The recommendations on approval by the academic unit is required by the following
parties and individuals:
Representative of program/department faculty
Academic unit curriculum committee
Dean
Each party listed above can submit a position memorandum for their recommendation
on approval. These memoranda are to be filed in the New Program file sharing folder
set up for this purpose, to which all reviewing parties will have access. The memorandum
is required from a party in case of recommendation to reject the proposal. Recommendations
and memoranda are required by the standard deadline, April 1.
Reviews
After April 1, the original New Program shared folder will be available for review
only. Any subsequent recommendations, responses, and changes should be submitted to
a separate shared folder, New Program proposal review, linked to the New Program proposal’s
folder.
University Councils
: Subsequent reviews and recommendations on approval are required from the following:
Graduate Academic Council (and, if necessary, Undergraduate Academic Council)
Long Range Planning Council
The Councils will identify relevant academic, strategic, and budgetary issues and
will prepare summative reports detailing:
the alignment of the proposed degree program with the Academic Strategic Plan
analysis of the resources requested
the Council’s recommendations
Councils may request feedback from the program/department and/or academic unit involved
in the proposal process before submitting the council’s recommendations.
Following the review, each council submits its report to the New Program proposal
review shared folder and documents the recommendation on the New Proposal form.
Upon completion of their reviews, the Councils:
forward all relevant information and recommendation reports to Senate Executive Board;
inform the following parties of their recommendations:
Program/department faculty
Academic Unit Curriculum Committee
Dean
Associate Vice President for Graduate Education
Provost
Senate
: The Senate Executive Board will then submit, with their own recommendation (optional),
all information to the Faculty Senate. Faculty Senate members will be provided access
to the shared folders with the New Program proposal and reviews.
Upon vote of the Faculty Senate, the Faculty Senate President will forward the recommendation
for approval or disapproval to the Provost and notify all prior parties of the decision.
The Provost reviews the recommendations by the faculty senate, and if the Provost
recommends the new degree program for approval, further reviews will be arranged by
the following:
Academic Committee of the Board of Trustees
Finance Committee of the Board of Trustees
Full Board of Trustees
While specific steps in the curriculum proposal process for new academic programs
may be undertaken simultaneously, curriculum proposals for new degree programs will
not
be presented to the relevant Board of Trustees committees and the entire Board of
Trustees until all required previous steps have been taken, consultations verified,
and recommendations for approval or disapproval are made.
The Board of Trustees provides final approval on all new degree programs.
New Degree Program Proposal Content Guidelines
The proposal should consist of a 2 to 3 page executive summary that explains the high
points of the proposed degree program and appendices that explain the details. Each
appendix should begin with a brief narrative summary of the contents of the appendix.
The proposal should also include a table of contents corresponding to the requirements
below.
Electronic copies of all required documents in the proposal sections (including all
supporting documents in electronic format) are placed in a file sharing system folder
created for the New
Program proposal.
Special requirements for Joint and Interdisciplinary programs and degrees require
additional review and recommendations for approval by all programs and academic units
involved. In order to provide for the appropriate approvers to be included in the
proposal process and on the proposal form for signature, please work with the Office
of the Associate Vice President for Graduate Education to set up the appropriate customized
form for acknowledgment of consultation and recommendations for approval from all
parties for these proposals.
The detailed proposal should include the following sections addressing the questions
below. The New Program proposal folder in the file-sharing system has subfolders for
each category in which information should be uploaded:
Executive Summary
Appendix A: Description
Narrative
Required Assessment Information (PLOs, ALOAR/Sec. 1, Curriculum Map)
Required analysis of Gainful Employment Rule
Appendix B: Curriculum
General Curriculum Information
New Course Syllabi (separate file for each course)
Existing/Revised Course Syllabi (separate file for each course)
Appendix C: Faculty
General Faculty Information
Faculty Curriculum Vitae (separate file for each faculty member)
Appendix D: Library Information
Appendix E: Information and Computing Resources
Appendix F: Facilities Needs
Appendix G: Staff and Administrative Support Needs
Appendix H: Student Support Needs
Appendix I: Projected 5-Year Budget
Memoranda regarding recommendations from:
Program/Department Faculty Representative
Curriculum Committee(s) governing academic unit
Dean for the academic unit
Graduate Academic Council and, if necessary, Undergraduate Academic Council
Long Range Planning Council
Senate Executive Board (not required)
Faculty Senate President representing Faculty Senate
Below is detailed information regarding what is required in each section and the Appendix
of the proposal. If [WASC] is indicated, it refers to information required by the
WASC Senior Colleges and Universities Commission for accreditation purposes.
Executive Summary (2-3 pages):
Name of the proposed degree
Rationale for why the degree is being proposed. Specifically, what need or purpose
does the degree fill for the University, the academic unit, the discipline/field,
and/or the student body?
Explanation of how the proposed degree fits the needs of the University and how this
program connects with the mission, purpose, and strategic plan of the University and
with the strategic plan of the academic unit. [WASC]
Summary of the reputational and financial impact of the proposed program on the University
(Detailed information is to be provided in Appendices A and I)
Name/position of the primary person overseeing the new program or degree. This includes
the person or persons responsible for:
annual accreditation reports,
program reviews, and
contact the Office of the University Registrar and the Office of Graduate Education
for other program- and degree-related questions.
If this is a joint or interdisciplinary degree:
identify which program/department will be responsible for annual accreditation reports
and program reviews.
address how courses and programmatic changes are to be reviewed and approved. Unless
special conditions exist, both academic units and programs/departments should be required
to approve programmatic changes, both simple and complex, and this should be noted
in this summary. It is possible that a separate Curriculum Committee should be established
specific to this degree. If this is needed, explain why this is needed, and who will
serve on this new Curriculum Committee.
Summarize the demand for this degree, how the demand was determined and what methods
were used to collect evidence to support demand. The originator and program/department
faculty and/or academic unit should conduct a needs assessment that supports the new
degree program proposal to address these questions and provide a summary here. Add
a summary explanation of how the program will fit into the revised Financial Value
Transparency and Gainful Employment regulations. (Detailed information is to be provided
in Appendix A.) Program faculty and/or administrators should consult with the Vice
President and Dean for Enrollment Management for assistance in providing evidence
and justifications for the demand for the degree. [WASC]
Describe the targeted recruitment audience and processes for advertising and recruiting
students. (Financial resources committed to marketing the program should be clearly
explained in the budget in Appendix I). Program faculty should consult with the Vice
President for Strategic Marketing and Communications on these matters and web site
design and maintenance. [WASC]
Describe the admissions criteria and processes for admitting students. Program faculty
should consult with the Vice President and Dean for Enrollment Management and appropriate
Graduate Admission staff.
Discuss the planning process for the proposed degree, including who was involved–
faculty, staff, students, alumni, community members, and others—in planning the new
degree. Describe all of the constituents involved in the planning process.
Discuss how the degree fits within the academic unit’s current degrees. How will the
proposed degree impact other degrees within the academic unit? (Detailed information
is to be provided in Appendix C.) Does the degree replace other degrees offered by
the academic unit? If so, the program/department and the academic unit must submit
a concurrent proposal for the closure of the degrees being replaced.
Discuss how the
proposed degree
compares to other degrees identified by the
academic unit
and/or program/department
in the
discipline
or field
and how the
proposed degree compares to the
standards and guidelines (if any) of disciplinary/professional associations
in the
field. If the
proposed degree
responds to recommendations and concerns identified in the
program/department’s last program review, identify the
recommendation made.
If applicable, explain the academic unit and/or program/department’s plan for meeting
professional accreditation and/or certification requirements and indicate the anticipated
date of the accreditation request and approval.
Discuss whether or not this New Program will result in a substantive change to WASC
accreditation based on consultation with the Vice President of Institutional Effectiveness
and Faculty Advancement and/or the Director of Accreditation & Assessment.
If necessary (e.g., when the program is international or requires collaborating with
other institutions), the originator and/or the program/department faculty must consult
with the Office of the Executive Vice President/Chief Operating Officer and the Office
of Legal Affairs to identify and resolve any potential legal issues, which should
be discussed here.
Note:
The information requested in the Executive Summary is to be provided in one file,
and the information required in Appendices A through I, as described below, should
be in separate files. In some cases (i.e., Appendix C, Faculty), the Appendix may
be a folder containing separate files. Please review the file sharing system template
and use appropriate naming conventions for any files created.
Appendices
Appendix A. Detailed Description of the Proposed Degree and Need for Program
Appendix B. Curriculum
Appendix C. Faculty
Appendix D. Library Resources
Appendix E. Information and Computing Resources
Appendix F. Instructional and Research Facilities and Equipment
Appendix G. Staff and Administrative Support
Appendix H. Student Support/Resources
Appendix I. Projected Five-Year Budget
Board of Trustees New Program Proposal Presentation
Academic units submitting new program proposals that are recommended by approval by
the Senate and the Provost are advised to prepare a presentation (e.g., using PowerPoint)
for the Board of Trustees that summarizes the following points:
The name and type of proposed degree.
The academic unit and/or program/department offering the degree
A rationale for offering the program or degree, including the projected demand/enrollments
and the planning process that went into developing the new degree.
A description of how the degree fits into the missions and strategic plans of the
university, the academic unit, and/or the program/department
A brief description of the degree, including its curriculum, faculty, and required
resources.
A summary of how the degree compares with existing relevant degrees at Chapman University
or competing universities.
Plans/timelines for implementation and for meeting any accreditation requirements.
A summary of the five-year budget, including projected enrollments, revenues, and
expenditures. The budget must be reviewed by the Long Range Planning Council, the
Executive Vice President/Chief Operating Officer, and the Provost.
On occasion, the Board of Trustees may be informed of degree proposals in development
prior to receiving Graduate Academic Council, Long Range Planning Council, Senate
Executive Board, or Senate approval. Presenters must be clear about the status of
each degree proposal when making their presentations. That is, only proposals that
have received recommendations for approval from the Faculty Senate and the Provost
should be presented to the Board of Trustees for a vote.
New Joint Degree Program
New Joint Degree Proposal Process 2024-2025.pdf
Joint degree programs are shared programs between or among more than one academic
unit.
The proposals for new joint degree programs should follow the guidelines for new program
proposals described above and include the same additional information required for
the interdisciplinary degree (Appendix C, Curriculum).
Any joint degree program with another institution requires a substantive change filing
with WASC and input from the Vice President/Chief Operations Officer and the Office
of Legal Affairs.
Contact the Office of the Associate Vice President for Graduate Education at
GradEd@chapman.edu
for any special instructions regarding the proposal of a new joint degree.
New Integrated Undergraduate/Graduate Program
New Integrated Undergraduate/Graduate Program Process 2025-2026.pdf
An integrated program combines undergraduate and graduate education by allowing the
undergraduate student to be conditionally admitted into the graduate program while
still completing all undergraduate degree requirements. The application process, admission
prerequisites and requirements, and graduate program requirements are as specified
for each graduate program. However, a GPA minimum of 3.0 is required for acceptance
into an integrated program, even in cases where a Master’s programn considers lower
GPA requirements for admission. Students will receive conditional admission to the
graduate program, pending completion of their bachelor’s degree as stipulated in the
Graduate
Catalog
While still enrolled as undergraduates, students may take and share up to 15 credits.
However, some programs may permit to share less than 15 credits.
In the term after receiving the undergraduate degree, students who satisfy the requirements
of conditional acceptance matriculate into the Graduate program and complete the remaining
credit hours of graduate coursework.
At a minimum, 15 credits must be earned at the graduate, post-baccalaureate level.
The minimum number of 135 combined undergraduate and graduate credits is required
for any integrated bachelor's/master's program.
Integrated Program Proposal Content and approval process
Proposal for a New Integrated Program should use the New Integrated Undergraduate/Graduate
Program Form found in the
Appendix-Forms
section of this Handbook. The information required for the proposals is listed in
the form.
Required recommendations on approval of integrated programs should be completed by
the deadline for submission of the proposal, November 15:
Graduate and undergraduate program/department faculty representative (both program/department
faculty if programs/departments differ)
Academic unit curriculum committee chair (both academic unit curriculum committees
if academic units differ)
Dean (both academic unit deans if academic units differ)
Integrated Undergraduate/Graduate Programs require review and approval by both the
GAC and the UAC, as well as final approval by the Provost. The deadline for submission
of the catalog entry for the newly approved program is February 1.
If an integrated program is being proposed as part of a new degree program under the
new
degree program
roposal process, it may be submitted along with the new degree program. The approval
process for the Integrated Program may begin in fall, and “provisional approval,”
if given, will be provided pending the final result of the New Degree Program approval
process by the Board of Trustees.
New Emphasis or Credential
New Emphasis or Credential Process 2025-2026.pdf
A new emphasis, or credential may be added to an existing degree program. Chapman
University policy regarding Graduate Program Emphasis:
All organized subsections of a graduate program shall be named emphases. The number
of credits in the new courses specific for the emphasis must not exceed 40 percent
of the program requirement. There must be a minimum of 12 credits in the emphasis.
The completed proposal should be uploaded to the shared folder created for the proposal
by the Office of Associate Vice President for Graduate Education. The proposal documentation
includes a completed New Graduate Emphasis or Specialization Form (in the
Appendix-Forms
section of this Handbook) and accompanying documents described below.
The information required for the proposals is listed in the form.
The deadline for filing a proposal for a new emphasis or credential to be added to
an existing degree program is November 15.
The submission process requires consultation completed before the submission deadline
(and documented on the proposal form) with the following:
Associate Vice President for Graduate Education to ensure that academic policies are
being followed in degree design
Director of Accreditation and Assessment regarding accreditation and assessment issues
Recommendations on approval are required by the following before the submission deadline:
Program/department faculty representative
Academic Unit Curriculum Committee
Dean
Proposals for new emphasis or credential are reviewed by the Graduate Academic Council.
The final decision on approval is given by the Provost.
New Certificate for Academic Credit
New Certificate for Academic Credit 2025-2026.pdf
A certificate program that enrolls students for academic credit can originate with
faculty members or administrators and must be reviewed and a recommendation on approval
provided by the appropriate academic unit curriculum committee, the program/unit faculty,
and the dean of the unit. The proposal for the certificate is then submitted to the
Graduate Academic Council, accompanied by position memos from the program/department
faculty, the academic unit curriculum committee (required), and the Dean (optional).
The deadline for filing a new Certificate for Academic Credit proposal is November
15.
Timely consultation and supporting documentation will ensure the curriculum proposal
is reviewed expeditiously. Consultation should occur with the following, as appropriate:
Associate Vice President for Graduate Education to ensure that academic policies are
being followed in certificate design
Vice Provost of Operations and Finance
Director of Accreditation and Assessment regarding accreditation and assessment issues
specific to certificates
Review for recommendation on the proposal is required by the following:
Representative of program/department faculty
Academic unit curriculum committee
Dean
Graduate Academic Council
The final approval decision is given by the Provost.
New certificates for academic credit are filed using the New Certificate for Academic
Credit Proposal form found in the
Appendix-Forms
section of this Handbook.
The information required for the proposals is listed in the form and should be attached
to the proposal form.
New Extended Education Certificates (Not for Academic Credit)
New Extended Education Certificates (Not for Academic Credit) 2025-2026.pdf
Note: this section is provided for informational purposes only. Faculty councils,
faculty senate, or the provost do not review non-credited programs.
Extended Education programs that result in non-academic certificates of completion
are operated within individual schools and colleges. The Office of Provost supports
quality and compliance in extended education programs and courses.
Any school or college seeking a new extended education course or program must have
the course/program reviewed by the Office of the Provost. Please contact the Vice
Provost of Operations and Finance, who will provide details on the approval process.
Extended Education programs are not listed in the catalog, nor are the courses recorded
on a student’s undergraduate or graduate academic transcript.
As non-academic programs, Extended Education programs do not require review from the
Graduate Academic Council.
Revisions of Existing Programs
Revisions of Existing Programs Process 2025-2026.pdf
The revision of academic programs is handled entirely through the
Curriculog
program proposal revision process. Should assistance be required, please contact the
Office of the Associate Vice President for Graduate Education
GradEd@chapman.edu
prior to submission
Program revision in brief
Program revisions are of two distinct types:
Complex revisions
are the change(s) that include any of the following:
change in core courses (more than 25% overall of core course credits),
addition or removal of a program requirement,
change in the core structure of the degree,
change in total number of credits,
change in a current program requirement (for entry or completion) that lowers the
requirement below the university-wide standard
change in the name of a program,
change in the CIP code of a program,
changes that are significant and may have implications for accreditation.
Proposals for complex revisions must be reviewed by the Director of Accreditation
& Assessment, and the Vice President for Enrollment Management. A substantive change
impacting more than 25% (by the number of credits) of the entire curriculum must be
reported to WASC and may require additional filing. A substantive change in a program
may require to go through the new program approval process, including reviews and
recommendations by Senate Executive Board and Faculty Senate and approval by Board
of Trustees.
Simple revisions
include changes only in the following:
change in program description,
changes in electives only, or changes in less than 25% (by the number of credits)
of core courses with no substantive structure change to the core curriculum,
change in degree catalog information, including admission information, grade requirements,
course sequencing, suggested plans for degree completion,
minor changes in program requirements that do not lower the requirement below the
university-wide standard.
Proposals for simple revisions in existing programs are routinely reviewed by the
Associate Vice President for Graduate Education for clarity and to ensure that academic
policies are followed. The academic unit of the program makes actual approval of the
simple revision
proposals.
The Revision Process
Proposals for revising existing programs may originate with faculty or administrators.
If there are questions about whether a revision is simple or complex, please consult
the Associate Vice President for Graduate Education
GradEd@chapman.edu.
The program/department should notify Associate Vice President for Graduate Education
by October 15, 2025, of plans to submit the revision proposal and provide a short
description of the changes. The Associate Vice President for Graduate Education will
assess the changes and notify the program/department if additional consultations are
necessary.
Any question as to whether a program revision is a substantive change should be brought
to the Director of Accreditation and Assessment for review by either the originator
of the proposal or the Associate Vice President for Graduate Education providing a
preliminary review of the proposal. The originator must work with the Director for
Accreditation and Assessment for programs with substantive changes on appropriate
submissions to WASC.
Proposals are submitted by the originator through the
Curriculog proposal system
, choosing one of the forms:
2025-2026 Grad Complex Revisions to Existing Degrees and Programs
2025-2026 Grad Simple Revisions to Existing Degrees and Programs
Submitting the proposals before the deadlines is encouraged, particularly for complex
changes. The individuals providing documentation of consultation or recommendations
on approval are notified through the
Curriculog
process, and comments be sent to the originators and others in the approval process
through that system.
Proposals for all program revisions must include the following:
Rationale for the proposed changes
Discussion of the impact on schedules, space and funding, and faculty allocations
because of this revision
Discussion explaining changes (if any) to:
the PLO curricular map,
learning outcomes assessment, and,
Attachments are required for new learning outcomes, PLO maps, and Learning Outcomes
Assessment plan changes.
(Note that these items are required for all complex changes)
Complex Revisions:
Complex change proposals require consultations that should be completed by November
15:
Associate Vice President for Graduate Education for review regarding policy and procedure
compliance of program revisions and to determine if any additional consultations are
necessary.
Vice President for Institutional Effectiveness, Faculty Affairs and Accreditation
and/or Director of Accreditation and Assessment to consult on matters pertaining to
potential WASC “substantive change” requirements and on matters about program learning
outcomes and assessment
Vice President of Enrollment Management of any complex program revisions to notify
of any changes that might affect recruitment and enrollment.
Following the above consultation and proposal submission to the Curriculog, the proposal
is reviewed by:
Representative of program/department faculty
Academic Unit Curriculum Committee
Dean
These parties will provide recommendations on approval within 15 calendar days of
the proposal submission, but not later than November 30, 2025. The recommendations
on approval may include memoranda from the program/department faculty, curriculum
committee, and/or dean, clarifying the reason for their position on approval.
Following the academic unit recommendations and no later than December 1, the Associate
Vice President for Graduate Education advances the proposal to the GAC, which reviews
and approves complex revisions to existing programs that do not involve accreditation
changes.
Complex revisions that have implications for WASC accreditation must go through the
same approval process as new program proposals, including review and recommendations
from GAC, LRPC, Senate Executive Board, and Faculty Senate and approval by the Board
of Trustees.
Simple Revisions:
Simple revision change proposals are to be filed no later than December 1 to be reviewed
by the following:
Representative of program/department faculty
Academic Unit Curriculum Committee
Dean
These parties will submit a recommendation on approval within one week (7 days) after
submission of the proposal to Curriculog, but not later than December 7, 2025. The
recommendations on approval may include memoranda from the program/department faculty,
curriculum committee, and/or dean stating the reason for their position on approval.
Following the academic unit recommendations, the proposal advances to the Associate
Vice President for Graduate Education for review regarding policy and procedure compliance
of program revisions. If the academic unit approval recommendations are unanimous,
final approval is given by the Associate Vice President for Graduate Education. If
the academic unit approval recommendations are not unanimous, the proposal will be
forwarded to GAC for review and approval.
Closing a Program
Closing a Program Process 2025-2026.pdf
The closure of a program does not happen often. It is recommended that a program/department
or academic unit work closely with the Office of the Associate Vice President for
Graduate Education to ensure that all steps are followed and documented. Use the forms
provided in the
Appendix-Forms
for each type of program closure to document the process.
WASC Policy for Program Closure Teach-out Plans
Chapman University adheres to the WASC policy for program closures in case of program
discontinuance. The home department must make best efforts to ensure that all matriculated
students have a pathway to graduation. Details and templates can be found in the
WASC Teach-
Out Plans and Agreements Guide
Closure of an Existing Degree Program
The closure of an existing degree program is a serious matter that requires careful
deliberation, informed by the alignment of resource allocations with the Chapman Strategic
Plan’s stated goals and aims and those of the university.
Closure may be prompted by
the program review process
a change in University or academic unit goals and operations
an issue tied to accreditation
a significant change in enrollment or enrollment prospects
a significant change in the program/department faculty needed to provide the program
or
another situation that may arise.
In some cases, the decision to recommend program closure is unanimous on the part
of the provost, dean, and program/department unit faculty. In other situations, there
may not be a unanimous decision from all parties concerned or affected by the closure
and/or members of the university at large.
A pending decision to close a program creates potential problems for current applicants.
A decision to halt applications or suspend admissions should be taken in consultation
with the
Provost
Office of Admissions
Director of Accreditation and Assessment
Program/department faculty
Dean
Such consultation should happen immediately upon consideration of program closure
so that appropriate action can be taken as quickly as possible to provide the least
disruption to the current program applicants and students.
The information regarding the Proposal to Close Program and all comments made should
be available to the parties engaged in the decision-making process. The process should
be straightforward and allow for faculty consultation. All information for the specific
proposal must be placed in the file sharing folder created by the Office of the Associate
Vice President for Graduate Education. Contact Lonnise Magallanez at
GradEd@chapman.edu
to establish the folder for the proposal and the review documents. Links to the folder
can then be shared with all parties who need access for the comments and review.
The process below addresses two situations:
Alternative 1
is the pathway if there is full agreement on a recommendation to close a program between
involved parties in the academic unit and the provost.
Alternative 2
provides a pathway if concerns or disagreements about the recommendation to close
the program are expressed by parties in the academic unit and/or others in the University
and documented during the process.
Closure process in detail
A proposal to terminate an existing program or degree may originate from the
Provost
Dean
Program/department faculty
Step 1
: No matter where the proposal originates, the originator drafts a Preliminary Rationale
to Close Degree Program and is immediately provided to the program/department faculty,
academic unit curriculum committee, dean, and provost for discussion and consideration.
The Office of Admissions, the Vice President of Institutional Effectiveness and Faculty
Advancement, and the Associate Vice President for Graduate Education are notified
of the proposed closure and consulted in the preparation of the
Preliminary Rationale for Program
Closure
so that they may provide the originator with information about the closure process
and potential issues that should be addressed in the
Preliminary Rationale
The following parties should be notified in writing of the
Preliminary Rationale
for informational purposes and to assist as needed in preparation for the Proposal
to Close Degree Program:
Enrollment Services/Registrar
Strategic Marketing & Communication
Vice Provost for Undergraduate Education (Closure of an Integrated Program)
EVP/COO (if the proposal is an international or joint program with another school)
Legal Affairs (if the proposal is an international or joint program with another school)
This
Preliminary Rationale to Close Degree Program
must include:
An explanation of the reasoning or situation that has initiated the proposal to close
the program
A brief impact analysis of the effect of the proposed closure, including:
Expected impact on current students
Expected impact on current applicants
Accreditation issues that will arise from program closure
Expected impact on all faculty, with specific attention to how current tenured faculty
will be affected
Preliminary plans to address each of the situations above
Discussion of economic factors that either are a part of the decision for closure
or will be created by the program closure
Discussion of how closure aligns with the university's strategic plan
A clear timeline for program closure addressing deadlines for each step in the process,
including any steps that need to be immediately taken depending on when the closure
process is initiated, such as suspension of the admission process.
In a situation in which the timeline for the decision on closure needs to be expedited
for a legitimate and agreed-upon reason, the proposer may ask the program/department
faculty, curriculum committee, councils, and SEB to reduce the timeline for the process
as much as possible and still allow enough time for faculty consultation
No form is provided to prepare the
Preliminary Rationale to Close Program
, however, the proposer should follow the outline above.
Step 2:
A meeting is called by the proposal originator with program/department faculty, the
academic unit curriculum committee, the dean, and the provost to allow for open discussion
by these parties regarding the Preliminary Rationale. Questions, concerns, objections
to, and support for the closure of the program should be brought to this discussion
and recorded so that information will be available in the Proposal to Close Degree
Program. At this meeting, a timeline is established for the development of the Proposal
to Close the Degree Program and to collect the response to the proposal from the program/department
faculty, academic unit curriculum committee, and dean. (Note: this is not an open
meeting. The meeting is designed to facilitate the process and provide important information
in the Proposal).
Step 3:
Following the Preliminary Rationale meeting, if the proposal originator wishes to
continue with the closure proposal, a complete Proposal to Close Degree Program is
prepared and submitted to the program/department faculty, academic curriculum committee,
and dean. This full proposal becomes the primary document reviewed by members of the
academic unit and all subsequent reviewers. The Proposal to Close Degree Program (form
can be found in the Appendix-Forms found at the end of this Handbook) must contain,
at a minimum, all the information listed in the form.
Step 4:
Upon receipt of the full
Proposal to Degree Close Program
, and within the time agreed upon in Step 2, but not less than 30 calendar days, the
program/department faculty, the curriculum committee, and the dean provide a written
response to the proposal with a recommendation for or against closing the program.
It is recommended that each party provide a rationale for the recommendation.
Any party may request information from students and alumni and incorporate it into
the recommendation. If such parties have a strong opinion on the proposed closure,
it is recommended that parties with a stake in the decision be provided an avenue
to express their concerns, whether in a public meeting or in writing. All such concerns
should be documented with the Proposal to Close Degree Program. At the end of step
4, all recommendations and other documents created are collected and posted. While
it is recommended that the program/department faculty and college/school curriculum
committee each provide a separate group response, any individual in the academic unit
may submit a separate individual response to the recommendation for approval/non-approval
of the Proposal to Close Degree Program.
Step 5
: All recommendations and other documents created in Step 4 are available for review
by the program/department faculty, academic unit curriculum committee, dean, and the
originator (if outside the academic unit) during the subsequent one week (7 calendar
days) or within the time agreed upon in Step 2. Comments and responses may be posted
and should be limited primarily to omissions or corrections to statements of fact.
ALTERNATIVE ONE
If at the end of the academic unit review period (Steps 4-5), all of the recommendations
and comments from the program/department faculty, academic unit curriculum committee,
and dean are
unanimously in support of closure
Step 6/Alternative 1
: the recommendations and proposal are sent to the GAC (and UAC, if necessary) and
LRPC. GAC (and UAC, if necessary) review the proposal to ensure the closure process
meets all academic policies and procedures, does not have an undue impact on other
programs, and provides for a reasonable teach-out plan for the current students. LRPC
reviews the long-range impact of the closure. Comments from the Councils are then
sent to the SEB.
Step 7/Alternative 1
: The SEB reviews the Proposal and all recommendations for adherence to process and
policy. Should there be no issues, the Proposal and all recommendations are sent to
the Provost for final action. Should any issues arise, the SEB places the Proposal
to Close Program on the Senate agenda for review and recommendation (see Step 8 /
Alternative 2).
ALTERNATIVE TWO
If the recommendations from the program/department faculty, academic unit curriculum
committee, and dean are not unanimous
Step 6/Alternative 2
: the
Proposal to Close a Degree Program,
recommendations, and other comments are forwarded concurrently to the GAC (and UAC,
if necessary), LRPC, and SEB for review and recommendation. The SEB is placing the
Proposal to Close Degree Program
on the Faculty Senate agenda. The second Senate reading is scheduled to occur after
the senators receive information from the councils and SEB.
Step 7/Alternative 2
: The GAC/UAC, LRPC, and SEB review the
Proposal to Close Degree
Program
, all recommendations and comments, and any other information obtained in the process.
Based on the information provided, each council and the SEB make a recommendation
for
approval.
Step 8/Alternative 2
: The SEB provides the Faculty Senate with the Proposal to Close Degree Program and
all recommendations and comments to date. The Faculty Senate votes to recommend or
not recommend closure, and the result is sent to the Provost for action.
Final Decision
: The Provost has final authority to decide whether to approve or not approve the
program closure.
Upon determination by the Provost to close or not to close a program, notification
of the decision is sent by the Office of the Provost to:
President, Faculty Senate
Dean, academic unit curriculum committee, and program/department faculty
Associate Vice President for Graduate Education
Vice President of Institutional Effectiveness and Faculty Advancement, and the Director
of Accreditation & Assessment, who will notify WASC of the closure
Vice Provost for Undergraduate Education (for an Integrated Program only)
Office of Enrollment Management Services and Admissions Office
Enrollment Services/Registrar (upon approval only)
Strategic Marketing & Communication (upon approval only)
EVP/COO (upon approval only)
Legal Affairs (upon approval only)
Board of Trustees (upon approval only)
Process following approval of closure:
The following communication is required once the degree program closure is approved:
An official notice of program closure to all active and inactive students, including
the following details of the program closure:
A timeline for the closure: we have not accepted any students for fall and are no
longer accepting applications for future terms.
A timeline and a specific course plan will be provided to help students complete their
program in a timely way, including what courses will be offered and in which terms
so that the students can appropriately plan for the completion of their degrees.
Notice to offer advising sessions to any student who has questions or concerns about
their ability to finish within the provided timeframe with the assurance that the
program will do its best to help every student finish.
If a student cannot finish within that time frame, the program will do its best to
help them finish at another program/institution.
The tuition and fees and pricing structure for the remaining terms.
An official notice of program closure to all faculty and staff in the program.
An update of the program website with program closure information.
Closing a Graduate Emphasis or Credential, or Certificate for Academic Credit
Closing a Graduate Emphasis or Credential, or Certificate for Academic Credit 2025-2026.pdf
The faculty body is responsible for maintaining the integrity of academic offerings
in the catalog. The academic integrity of the catalog is undermined when emphases,
and courses listed in the catalog are not offered on a regular basis. If a graduate
emphasis or credential, or certificate for academic credit has had no students for
three years or more, the program/department faculty must make a case for its continuation
or the Graduate Academic Council may recommend its elimination in the program review
process.
The Faculty Senate recommends to all academic units and programs/departments that
they drop from the catalog any emphases, credentials, or other programs in which core
courses have not been offered and taught with the minimum enrollment requirement within
the last four years as established by the Provost.
The closure of a Certificate for Academic Credit program must be reported to WASC.
Please notify the Director of Accreditation & Assessment of a certificate program
closure to ensure all required steps are taken and reports are made.
Process for Closing a Graduate Emphasis or Credential in a Program or
a Certificate for Academic Credit Program
A proposal to terminate a Graduate Emphasis, or Credential, or Certificate for Academic
Credit may originate with an academic unit, dean, the Provost, or the GAC.
The proposal for closing a graduate emphasis or credential in a program; or academic
certificate program must be submitted to the Associate Vice President for Graduate
Education, accompanied by the Closing an Emphasis, Credential, or Certificate for
Academic Credit Program Form, which can be found in the Appendix-Forms at the end
of this Handbook. Closure of an emphasis or credential in a program, or academic certificate
for credit program can take place at any time, but to be removed from the following
year's academic catalog the proposal must be submitted by December 1, 2025.
A proposal to close a graduate emphasis or credential in a program or a certificate
program should present a written explanation of the reasons for closing it and include
all information required in the form.
A rationale for the proposed closure is reviewed, and a recommendation on approval
is made by the:
Dean. Written response sent to the academic unit curriculum committee.
Academic unit curriculum committee. Written response sent to the program/department
faculty.
Program/department faculty.
Each party listed above may provide a position memorandum on their decision.
The proposal originator must notify the Vice President for Enrollment Management,
the Associate Vice President for Graduate Education, and the Director of Accreditation
& Assessment of the proposed change.
Proposals with optional written responses are sent to the Associate Vice President
for Graduate Education, who forwards the proposals to the Chair of GAC.
The GAC reviews the proposal and provides recommendations. If the closure impacts
the program budget and/or faculty teaching, the proposal is sent to LRPC for review
and recommendation. The Provost makes the final decision on the closure after reviewing
the proposal and obtaining recommendations from GAC and LRPC (if appropriate).
How To (Courses)...
Toggle Section
New Courses
New Courses Process 2025-2026.pdf
New Course Proposal forms may be submitted anytime during the academic year. The proposal
originator should indicate the first term the course will be offered, which cannot
be the current term and cannot start in less than 3 months. After all approvals are
received, new courses are entered into the course master by the Office of the Registrar,
and then they become active. Once active, a course may be offered. New course listings
and descriptions will appear in the following year’s catalog.
The approval of New Course Proposal forms is the responsibility of the faculty of
each respective academic unit. A faculty member who develops a course prepares all
required information for a New Course Proposal form in
Curriculog
The
Curriculog
form can be completed by a faculty, program staff, or an administrative assistant.
New Course Proposal approval workflow in
Curriculog
is as follows:
The Originator
Academic unit’s designated approver
Associate Vice President for Graduate Education
Vice Provost for Operations and Finance
Associate Registrar for Catalog and Degree Audit
Changes to Existing Courses
Changes to Existing Courses Process 2025-2026.pdf
All changes to existing course (including changes in course description, title, grade
option, prerequisites, fees, faculty load, number of credits, course component, etc.)
will be submitted through a Modify Course form in
Curriculog
Course changes must be submitted by February 15 to be included in the following year’s
catalog.
When revising a course, it is crucial to pay attention to the Impact Statement, which
is a part of
the
Curriculog
input process. If a course being revised is used in any other program, it is the
responsibility of the program changing the course to notify the other impacted programs.
Modify course form workflow approvals in
Curriculog
The Originator
The program/department curriculum committee
Academic unit’s designated approver
Associate Vice President for Graduate Education
Associate Registrar for Catalog and Degree Audit
After approval of the proposal, a change of an existing course will be updated in
the University catalog. The course criteria remain on students’ academic records according
to the catalog year when the course was taken. Previous course forms remain as a record
in
Curriculog
Inactivating Courses
Inactivating Courses Process 2025-2026.pdf
Academic units may submit an Inactivate Course Proposal Form in
Curriculog
Inactivate Course Proposals must be submitted by February 15 to be
removed from the following year’s catalog.
When inactivating a course, it is crucial to pay attention to the Impact Statement,
which is a part
of the
Curriculog
process. If a course being inactivated is used in any other program, it is the
responsibility of the program inactivating the course to notify the other impacted
programs.
Academic units should also consult with any programs/departments whose degree requirements
are affected by the proposed course deletions.
After approval, an inactive course will be removed from the University catalog. The
course will remain on students’ academic records and as a record in
Curriculog
and the Office of the University Registrar.
Inactivate course proposal form approval workflow in
Curriculog
The Originator
Academic unit’s designated approver
Associate Vice President for Graduate Education
Associate Registrar for Catalog and Degree Audit
Academic units should monitor their curriculum to avoid a proliferation of courses
without regard to their utilization. Courses that are no longer an essential part
of the curriculum should be considered for inactivation. A course should be inactivated
for the following reasons:
The course number has been changed.
The course will no longer be offered.
The entire content of the course has changed.
The course has not been taught for four (4) years or more.
Note:
The Office of Associate Vice President for Graduate Education will notify units about
courses not taught in the past four (4) years that must be removed from the subsequent
catalog. These courses must be made inactive or a rationale for keeping the course
active in the catalog must be provided.
Cross-Listed Courses
Cross-Listed Courses Process 2025-2026.pdf
1.
General
The request for cross-listing should be submitted as a course modification (or a new
course) in Curriculog (see Requirements below) with the exception of Experimental
courses (see Crosslisting of experimental courses).
The authority to approve or deny the cross-listing requests lies with the Graduate
Academic Council. The Graduate Academic Council may choose to delegate approval authority
to the Associate Vice President for Graduate Education.
2. Requests for Cross-listing:
2.1.
Between graduate courses
Cross-listed graduate courses must have the rigor, expectations, content, and methodologies
that are appropriate for the courses respective levels of credit and discipline(s).
The Curriculum Committee of a particular academic unit may be charged with determining
the appropriateness of cross-listing courses by subject area(s).
Academic units may seek approval for cross-listing under certain circumstances. Specifically,
the Graduate Academic Council may support the cross-listing of interdisciplinary or
multi-disciplinary courses across academic units and departments, providing that the
criteria listed below are met. In general, to be considered by GAC for cross-listing,
a course must:
Demonstrate consistent occurrence of topics from more than one discipline.
Demonstrate using primary and/or secondary sources from multiple disciplines.
Demonstrate the use of methodologies from more than one discipline if the methodologies
are different.
Encourage students to think critically regarding the relationship among the disciplines,
their subject matter, and methodologies.
Courses should not be cross-listed for the sole purpose of increasing potential enrollments.
2.2.
Between graduate and undergraduate courses
The Graduate Academic Council generally discourages cross-listing between graduate
and undergraduate courses. Exceptions can be made for cross-listing:
500-level graduate courses with 400-level undergraduate courses.
500-level graduate travel courses with 300-level undergraduate travel courses.
A justification with a clear basis for cross-listing, such as an external accreditation
requirement and/or major academic reason, must be presented.
The Graduate Academic Council will not consider cross-listing of:
graduate courses higher than 500-level with undergraduate courses.
a graduate course with undergraduate course below 400-level (with the exception of
300-level travel courses).
2.3.
Experimental courses
A temporary (one term only) cross-listing of experimental courses is allowed with
the restrictions outlined above.
A temporary (one term only) cross-listing of experimental courses does not require
approval of Graduate Academic Council or Associate Vice President for Graduate Education.
Cross-listing of experimental courses outside of the restrictions outlined in this
Handbook or for the period longer than one term or repeated requests for cross-listing
for one term requires approval as described above.
3.
Requirements
Faculty or administrators wishing to cross-list courses in different graduate programs
must submit a New or Modify Course Proposal form in Curriculog with the following
documentation:
Request for Cross-listed Course Form, which can be found through the link provided
in the Appendix-Forms at the end of this Handbook. The Form should include full names
of the programs and must be signed by the relevant program approvers.
Detailed rationale for cross-listing. Relevant program approvers must indicate their
approval of the course and their agreement that the course is multi-disciplinary and
interdisciplinary in nature or provide a rationale if another type of cross-listing
is requested.
Course syllabus. For cross-listing of graduate and undergraduate courses the expectations
and requirements must be explicitly distinguished. The requirements for graduate students
must be commensurate with other graduate coursework in the field, including additional
assignments and a comprehensive evaluation process based on graduate-level performance
expectations.
Cross-listed courses must have the same course description, course learning outcomes,
syllabus, and other appropriate information. The originators need to make required
changes on course proposal forms and submit them in Curriculog to align the criteria
of cross-listed courses.
4.
Cross-listed courses
Cross-listing of Graduate courses: if approved for cross-listing, the cross-listed
graduate courses must use the same course number in each of the academic units in
which they are listed. After completing the course, students who have enrolled in
a course under one program/department code may not change and may not petition the
change of the offering program/department name.
Cross-listed courses are considered equivalent courses for students. Thus, students
should not repeat the same course cross-listed in another discipline/program.
If two courses are cross-listed, the enrollments are allocated to the home department/academic
unit, regardless of who is teaching the course and regardless of whether the students
are enrolled under a specific code. The home department is designated in the initial
request for cross-listing. The home department/academic unit is responsible for scheduling
of the cross-listed course; the “primary” section of the course is assigned to the
home department/academic unit.
The revenues are allocated to the department/academic unit of the faculty member teaching
the course.
A note on cross-listing and interdisciplinary programs: A program that includes courses
from more than one department/academic unit should list all of the approved courses
by subject code of the academic unit offering the course under the program’s catalog
description and with the Office of the University Registrar’s degree audit program.
Programs should only cross-list individual courses that are themselves inherently
inter- or multidisciplinary, not the entire array of courses within the program.
Policies For...
Toggle Section
Policies for the Catalog Process
General Instructions
The deadlines for proposals and other changes in the catalog and the proposal submission
information are given in
the calendar section at the beginning of this Handbook
The graduate catalog applies to students matriculating that catalog year and thereafter.
All catalog materials should be reviewed at least annually by academic units and program
departments to remove inconsistencies and errors and further accuracy, clarity and
uniformity. If an update is required, submit a corresponding proposal form in
Curriculog
Academic units are encouraged to take a hard look at programs, degrees, emphases,
and courses that are unrealistic regarding faculty resources or student demand. Thorough
self-appraisal is asked of all course-offering units. Program changes and course changes
should be submitted as needed to initiate these catalog changes.
The proposal originator should monitor the approval process of the program revisions
and all course proposals to ensure timely processing at the academic unit level.
The academic unit should provide the information to
GradEd@chapman.edu
about all changes in the list of their designated approvers before
August 1, 2025
. If any changes in the list of approvers are required after this date, the academic
unit should immediately notify the Associate Registrar.
Any course proposal not approved by the Academic Unit's Graduate Course Approver
within a week after the proposal submission deadline
may not be included in the new catalog.
Any program revision proposals not approved at the Academic Unit's level
within two weeks after the proposal submission deadline
may not be included in the new catalog.
New programs, revisions, and/or closing of programs
All program proposals must follow the
Curriculum Process for Programs
and the appropriate
calendar deadlines
for filing.
Any new program not approved by all appropriate approvers, as specified below, will
not be included in the catalog.
All new program proposals require documented consultation with all relevant offices
and administrators prior to being submitted to the GAC, so it is required that the
consultation process begin earlier, at least two months before the submission deadline.
Course numbers and titles for the courses listed in the degree requirements section
of the program form should be identical to those approved in
Curriculog
for the upcoming year.
New, revised, or inactivated courses
All course changes are made through the
Curriculum Process for Courses,
and changes must adhere to
course proposal deadlines
for inclusion in the catalog for the following academic year.
Course description information submitted to the Curriculog with the proposal is imported
directly to the Catalog. Please make sure that the course description is accurate
and satisfies the requirements listed in the Curriculog form.
When making changes to courses, be sure to review the impact such changes will have
on programs in which those courses are included.
The following should be done annually to ensure accuracy in Catalog course listings:
The course numbers, titles, and descriptions in the catalog and class schedules reflect
the course numbers, titles, and descriptions stated in the most recent forms submitted
through
Curriculog
The inclusion of new courses and the removal of courses that have been inactivated.
Courses not offered for three or more years and not scheduled for the upcoming year
should be made inactive and removed from the catalog. Inactivate the course proposal
form in
Curriculog
Course offering frequency, as listed in the catalog, should correspond with the program’s
proposed study plan and course offering schedule. Modify the existing course proposal
form in Curriculog.
Revisions in college/school or department descriptions
Each unit is responsible for updating college/school or department description narratives.
A copy of the previous year’s description with the highlighted changes for the new
catalog should be provided to the Associate Registrar for Catalog and Degree Audit,
Stephen Hall,
by the stated deadline.
All catalog materials will be reviewed by the Associate Vice President for Graduate
Education and the Associate Registrar for Catalogs & Degree Audit prior to publication
in the interest of removing inconsistencies and errors and furthering accuracy, clarity,
and uniformity in presenting university information to the public.
See the
Graduate Academic Councils Calendar: 2025-2026
for more detailed information and the deadlines.
Policies for CIP Codes & Academic Programs
The selection of the appropriate CIP code for a new program or the changing of a CIP
code for an existing program must be done in consultation with the Director of Accreditation
& Assessment and the Office of the University Registrar. The number must be included
in all new program proposals. Changing a CIP code for an existing program also requires
consultation with the Director of Accreditation & Assessment and the Office of the
University Registrar. A request to change a CIP Code is considered a complex program
revision and should follow the complex revision process.
The Classification of Instructional Programs (CIP) provides a taxonomic scheme that
supports the accurate tracking and reporting of fields of study and program completion
activity. CIP was originally developed by the U.S. Department of Education's National
Center for Education Statistics (NCES) in 1980 and revised several times thereafter.
The CIP titles and program descriptions are intended to be generic categories into
which program completion data can be placed, not exact duplicates of a specific major
or field of study titles used by individual institutions. CIP codes are standard statistical
coding tools that reflect current practice and are not a prescriptive list of officially
recognized or permitted programs. The CIP is not intended to be a regulatory device.
For the most part, CIP codes are not intended to correspond exclusively to any specific
degree or program level. In most cases, any given instructional program may be offered
at various levels, and CIP codes are intended to capture all such data.
Most CIP titles correspond to academic and occupational instructional programs offered
for credit at the postsecondary level. These programs result in recognized completion
points and awards, including degrees, certificates, and other formal awards. The CIP
also includes other instructional programs, such as residency programs in various
dental, medical, podiatric, and veterinary specialties that may lead to advanced professional
certification, personal improvement, and leisure programs; and instructional programs
that lead to diplomas and certificates at the secondary level only.
The CIP is the accepted federal government statistical standard on instructional program
classifications and is used in various education information surveys and databases.
Since it was first published in 1980, the CIP has been used by NCES in the Integrated
Postsecondary Education Data System (IPEDS) and its predecessor, the Higher Education
General Information Survey (HEGIS), to code degree completions. It is also used by
other Department of Education offices, such as the Office for Civil Rights, the Office
of Vocational and Adult Education, and the Office of Special Education, and serves
as the standard on instructional programs for other federal agencies, including the
National Science Foundation (NSF), the Department of Commerce (Bureau of the Census),
the Department of Labor (Bureau of Labor Statistics), and others. The CIP is used
by state agencies, national associations, academic institutions, and employment counseling
services to collect, report, and analyze instructional program data.
Detailed information on CIP codes can be found at the
National Center for Educational Statistics website on CIP Codes
. Information on the current CIP code for a Chapman academic program can be obtained
from the
Office of the University Registrar
Policies for Course Numbering
001–099: Remedial courses and courses are not appropriate for college degree credit, however,
are designed to meet the specific needs of individuals or groups where degree credit
is not required. Remedial courses are non–credit courses.
100–499: Undergraduate courses. See details in the Undergraduate Curriculum Handbook and
the Undergraduate Catalog.
500–699: Graduate courses for graduate students and, by permission, for senior undergraduate
students meeting specific guidelines.
700–799: Post-master’s and doctoral courses.
Special Courses
The course numbers listed below are reserved for the accompanying subjects:
529/629/729 Experimental courses
590/690/790 Independent internship
599/699/799 Individual study
698 Master’s Thesis/continuous enrollment
798 Doctoral Dissertation/continuous enrollment
Policies for Credit Hours
All Chapman University courses are offered on the basis of credit hours or credits.
One credit hour of coursework requires one face-to-face contact hour (one contact
hour = 50 minutes) per week between an instructor and a student and two hours of assigned
coursework per week on the part of the student outside of the classroom for a regular
term (15 weeks including the final exam period). Some classes meet beyond the scheduled
class times based on the credits listed. The number of contact hours and assigned
coursework in lab courses, research courses, self-directed courses, non-traditional
media-based courses, and travel courses are tailored to the type of course and/or
course objectives.
Lab courses
have a strong skill component and typically require a special room, equipment, or
fieldwork experience for students to utilize to enhance their learning. One credit
of a lab course requires a minimum of three contact hours, which may include:
A minimum of three hours of face-to-face contact hour per week between an instructor,
and a student OR
A combination of face-to-face contact hours and assigned coursework will result in
a total of three contact hours of engagement per week of instruction for a regular
term.
Individually
directed courses
provide a more in-depth interaction between student, faculty member and course materials
or research project. Since, typically, a student works one-on-one with a faculty member
and receives an intensified experience of personalized education, the contact hours
and amount of assigned coursework are tailored to the nature of the coursework and
may exceed the minimum requirements given below.
Reading and Conference, Individual Study and Research, and Thesis courses require
a minimum of five hours of instructor-student contact per credit hour and a minimum
of 30 hours of outside work per credit hour per term.
Travel courses
are measured in weeks, with each week garnering a maximum of one credit. Travel courses
require a minimum of 15 hours of contact and 30 hours of assigned coursework or experience
per credit hour. For courses with two weeks of travel, additional 15 contact hours
are required before and/or after travel.
Nontraditional Courses (Distance Education Courses)
follow the same contact-hour and assigned coursework requirements as the regular in-person
courses.
Courses Governed by Accrediting Agencies
Accrediting agencies may require different standards for specific courses in the accredited
programs. If the agency’s requirements are different from the University’s requirements
or policies, the programs should follow the agency’s requirements and add a note explaining
the differences in all forms for a new course or modification of a course.
Policies for Curriculum Process
Overview
The curriculum process consists of two types of curriculum proposals:
Program proposals
for new programs, revisions of existing programs, and closing of programs.
Course proposals
for new courses, changes to existing courses, and inactivation of courses.
The terms “program”, “academic unit,” “program department,” “program department faculty,”
“program department faculty representative,” and “academic unit curriculum committee”
are used as defined in the
Definition of Terms
section at the beginning of this Handbook.
A list of all graduate academic programs can be found in the
graduate catalog
Graduate Academic Council Calendar 2025-2026,
at the beginning of this document, defines submission deadlines for all types of program
and course proposals.
Consultations
Academic units and program/department faculty preparing curricular proposals are responsible
for consultation with other academic programs/departments whose academic programs
and courses may be impacted by the curricular proposal being submitted.
Consultations are also required with appropriate administrative units to discuss the
impact of the proposed changes and ensure that all policies and procedures are followed.
The required consultations are listed for every type of proposal in the sections below.
All such consultations must be documented. GAC will not review the proposals that
do not document the required consultation process.
The consultation process must be completed for any of the following proposals:
New program proposal
Program complex revision
Program closure
The following actions, even if they do not require any of the proposal types listed
above, also require consultations:
Addition to and/or deletion from the program curriculum of a course that is offered
in another program or by another academic unit/department*
Deletion of and/or changes to a course, which is also used another program*
Addition of a new course that may converge with the curricular offerings of another
program/department
*The
Curriculog
course proposal system provides for and requires that an impact statement be run on
revised and inactivated courses. The course proposal initiator is responsible for
notifying other impacted programs of the change to or inactivation of a course. Notifications
and consultations must be made in advance so that the impacted programs have time
to reflect the changes in their curricula.
The programs and units are welcome to request a consultation with Graduate Education
or other University offices if necessary.
Observing Deadlines
All participants in the curriculum process need sufficient time to plan, consult,
and finish their work so that the implementation of programs will not be delayed and
essential information will be available in the catalog when students need it.
Programs/departments, academic units, and other consultative bodies must adhere to
the stated deadlines on the
Graduate Academic Council Calendar 2025-2026
contained in this document.
Proposals that require consultation should be provided to those offices, which should
be consulted for a minimum of two weeks for review and an opportunity to provide comments
before submitting the finalized proposal to the academic units, curriculum committees,
and deans.
Academic units, curriculum committees, and deans need sufficient time to review the
proposals. Proposal originators should schedule the review process within their academic
unit and program/department in advance to provide sufficient time to those reviewers
adhering to the deadlines for submission of the final proposals to the university
for review.
If deadlines are missed, proposals may not be reviewed in time to be included in the
catalog.
Administrative Offices need accurate and up-to-date information provided by timely
consultation and review so that the following can be accomplished:
The Graduate Admission Office must inform prospective students of program changes.
The Office of the University Registrar has to verify and evaluate student records
to ensure timely graduation.
Reviews of the new degree programs must be added to the Faculty Senate and Board of
Trustee calendars to move forward in a timely way.
Finally, the
university catalogs
must be published and delivered on schedule.
Budgetary and Resource Considerations
Curricular changes may incur both costs and benefits, whether involving an addition,
deletion, or modification of programs or courses. All curricular changes need to be
analyzed in terms of their impact on resources, including FTE generation by/in the
academic unit and by other programs that these changes may impact.
Changes that reduce FTE generation or require new resources must be carefully justified.
Any net gain or loss in academic units or courses is subject to monitoring by the
Office of the Provost, in consultation with the academic deans.
Academic units are strongly recommended to avoid a proliferation of courses without
regard to their utility and fit within the program. Academic units must be mindful
of resource implications and balance between additions and deletions of courses.
Policies for the Curriculum Process for Courses
Each academic unit determines its approval process for course proposals prior to the
point of proposal submission in
Curriculog
. Each year the Associate Registrar performs the Catalog and Degree Audit and requests
an update of course approvers in each program/department and for each subject code/program
so that the appropriate individuals are contacted during the proposal review process.
Any changes to the persons holding that roles need to be timely communicated to the
Associate Registrar for Catalog and Degree Audit.
The Graduate Academic Council reviews all course syllabi only when submitted in new
program proposals or if the course is part of a complex change in a program. GAC does
not review new or revised course proposals.
Overview
The curriculum process for courses requires submission of course proposals to
Curriculog
using one of the following forms:
New Course Proposal
Change in Existing Course Proposal
Inactivate Course Proposal
These course proposals may also include requests for:
Travel Course
Cross-listed Course
The course proposal process and workflow are as follows:
Course proposals are submitted using
Curriculog
. The submission process includes cross- check the proposal for completion and correctness.
Curriculog
forwards each course proposal to the designated approvers according to the set workflow.
Guidelines for the Various Criteria Required for Course Proposals in
Curriculog
Curriculog
(https://chapman.curriculog.com/) is an online curriculum management system that
collects new, revised, or inactivated course information and provides an environment
for proposal review and comments request approvals from the appropriate individuals
in a defined workflow. The information
Curriculog
collects and provides to the Registrar’s office is used directly in the Graduate
course catalog. The information following will also be transferred to next year’s
graduate course catalog.
Questions regarding
Curriculog
course proposals or requests for training should be sent to
Associate Registrar, Catalog & Degree Audit, Stephen Hall
Below is a list of information required to be input into the
Curriculog
course approval system*.
Impact report
(only in a modify or inactivate course form)
Fill in information from the report to the proposal form. Review the report and notify
other programs if the change or inactivation affects their program listings.
Has this update been approved by the Curriculum Committee of the School?
(only in a modify course form; the approval must be completed prior to the launch
of the proposal form)
Respond as appropriate
First term to be offered
(or
first term impacted
Fill in the term as appropriate.
Course status
"Active-Visible" - for all courses that will appear in the catalog.
"Inactive-Hidden" – for Inactivated courses
Faculty members
Fill in name(s) as appropriate.
Academic unit approver
Select from the dropdown menu. (Choose the academic unit required for this course
approval.)
Acalog hierarchy
Select from dropdown menu. This determines where the course is listed in the University
catalog (Acalog system) - either a school or department/program page.
Subject code description
Select from dropdown menu. (Example: the subject code description is English; the
subject code is ENG.)
Subject code
Select from drop down menu.
Course number
Curriculog
does not show all course numbers open to an academic unit or department. Please refer
to the Course master of active courses sent annually to each College and School. If
you wish a copy or have any questions, please consult Associate Registrar for Catalog
& Degree Audit, Stephen Hall. Course numbers must reflect the academic level and requirements.
* Please do NOT change the Subject Code Description, Subject Code, or Course Number
in the Modify course form. If you wish to change any of these fields, submit a New
course proposal form.
Course title
(no abbreviations)
Fill in the title or revise it as determined.
Course Description
A course description as it will appear in the catalog
In writing the course description, please follow the guidelines below:
A description should describe the course goals and material to be covered. The style
of the description should conform to the following:
Use nouns and verbs and complete sentences.
Use active verbs.
Write in the third person and do not change.
Avoid using a series of questions to introduce the course descriptions.
While there is no word count limit, please keep the course description brief and to
the point.
All course descriptions will be listed in one paragraph in the catalog. Additional
paragraphs, or bullets/numbering will be combined into one paragraph.
For questions on style, please consult the
Chapman University Communications Style
Guide
The course description must include language addressing teaching methodology if a
course or some sections of a course include distance education components. Permission
to use the distance learning modality should be obtained before submitting the course
proposal form. Please contact
Melissa Samaniego
, Assistant Director of Center for Excellence in Teaching and Learning.
If appropriate and approved by program/department faculty, the description may include
a “combined course” statement, such as “Some sections of XXX 500 are held with YYY
500”. This is not the cross-listing.
Descriptions must be given not only for new or revised courses, but also for specific
topics or seminar courses that are offered under generic syllabi.
Credit(s)
Provide the minimum, maximum, and incremental number of credits that may be earned
for this course. If the minimum and maximum are the same, the increment should be
set to 0. Refer to the Policy on Credit Hours in this document if there are any questions.
Travel courses are limited to a maximum of 1 credit per week of full-time travel/study,
with one (1) additional credit for additional readings, papers, and class meetings
required before or after the course. A travel course can have no more than one week
(to consist of at least 15 contact hours) of non-travel study before and/or after
the travel, except in rare cases (see additional information on Travel Courses below).
Course typically offered
Please select from the dropdown menu one of the standard offerings. Students use this
information in planning their schedules. While some instances, such as sabbaticals
or changes in faculty may throw the schedule of course offerings off for a term, the
frequency should be listed as to when a course is expected to regularly be offered.
The “as needed” designation should be avoided whenever possible.
Prerequisite(s) and Restrictions
The data entered in this field will be displayed as written and as part of the course
description in the catalog.
Please address the following, if applicable:
If Prerequisite courses are required, list them using the following format: the word
Prerequisite(s), subject code, and course number, e.g., "Prerequisite, XXX500"
If Instructor Consent is required: "instructor consent required"
If there are any Degree(s) Restrictions: i.e., "film studies only"
List any additional restrictions, e.g., "advancement to candidacy" or "this course
may not be taken concurrently with...". .
In cases when a graduate course does not carry course prerequisites, other non-course
prerequisites must be specified, indicating the appropriate academic maturity required
for a student to take the course. Also include all other restrictions on an academic
level required.
Corequisite Courses
List any course that must be taken at the same time as the course.
Grading basis
Grading options to select from the drop-down menu include:
Letter Grade.
Numerical grading.
Pass/No Pass. (Note: Pass/No Pass requires a C+ to pass unless otherwise stated in
a program section of the catalog.)
Repeatability
Academic units/departments may limit how many times a course may be repeated for credit
and how many total credits a student can earn. Most courses are only taken once, but
some courses, such as internships, individual studies, research/creative activity
courses, may be repeated more than once. Some courses may be repeated only when content
varies.
Select the repeatable option that applies:
Repeatable for credit if the topic is different.
This course may be repeated for credit.
With consent, this course may be repeated for credit.
If repeatable, enter the total credits allowed
Enter the total limit on the credits a student can earn in the course. If there is
no limit, leave the field empty.
Course Fee Information
Minimum allowable fee is $75. Input the fee amount and include a fee justification.
Course Learning Outcomes
Specify the intended learning outcomes of the course. The outcomes are brief statements
of student abilities or behaviors that can be observed or demonstrated as a result
of the course.
Program Learning Outcomes
This section should specify the learning outcomes for the degree program that the
course supports and, if not apparent, describe how course outcomes support the program
outcomes.
Course Component
Select from the list:
ACT = Activity (physical-based course only)
EI = Electronic Instruction
FW = Field Work
HY = Hybrid
IS = Individual Study
IT = Internship
LAB = Lab
LEC = Lecture/Seminar (note that most courses receive this designation even if not
held in traditional lecture or seminar formats)
PI = Private Instruction (music only)
PW = Performance Workshop (used by performing arts only)
RC = Reading and Conference
RS = Research and Creative Activity (must have permission to use this designation)
THE = Thesis
Instruction Mode
Select from the following list:
HY = Hybrid (
must have permission
to use this designation)
IT = Internships
ON = Online (
must have permission
to use this designation)
P = in Person
RC = Reading and Conference
SA = Study Abroad
SU = Supervision
TL = Travel
Will some sections of the course be offered as distance learning?
If yes, select the distance learning modality that will be used and provide justification.
Permission to use the distance education should be obtained before submitting the
course proposal form. Please contact
Melissa Samaniego
, Assistant Director of Center for Excellence in Teaching and Learning.
Can this course be Audited?
Faculty and academic unit/department should indicate if auditing the course is allowed.
Will this course equate to another course?
If 'yes', course(s) should be equated; please provide equated course(s). If courses
are equated, they will substitute for one another and credit will only be earned for
one.
Faculty Load credit(s)
List credits allocated towards faculty load. Indicate the minimum and maximum credits.
If faculty load credit(s) differ from students, a justification must be submitted
on the Course Proposal form.
Cross-listing
If you wish to cross-list courses, each academic unit head must sign the Cross-listed
Form and attach it to each course proposal. Indicate all academic units cross-listing
and which academic unit will be credited as the home/primary course. Courses cross-listed
with this course are noted in the catalog as "Same as" in a parenthesis. Example:
(Same as XX 500.)
Requesting Travel Approval?
Selecting yes requires attaching the travel course syllabus to the Curriculog new
course proposal form. Please note that a travel course syllabus must include content,
required text(s), instructional strategies, methods of evaluation, itinerary, schedule
of lectures, and detailed assignments during the trip. Additional information may
be requested separately.
Attachments and Check:
Attach: any required forms or syllabi by navigating to the proposal toolbox on the
right- hand side and selecting the paper clip, "Files" icon.
Check: “I have completed all relevant parts of this form.” and “IF APPLICABLE, I have
submitted a signed cross-listed form and/or syllabus for a travel course as requested
within this proposal form.”
Validate and Launch
Select this option to begin the course approval workflow. (The first approver is the
originator of the form.)
For questions about course submissions and approvals, email
CourseInfo@chapman.edu
or the
Associate Registrar for Catalog and Degree Audit.
Travel Courses
Travel courses offer a unique experiential dimension and play an important role in
exposing students to the world and its various cultures.
Just as all new courses, first-time travel course criteria should be input online
in a New Course Proposal Form in
Curriculog
. Within the
Curriculog
workflow, the course form is forwarded to the appropriate academic unit head/designated
approver for review. Approved course forms are then submitted to the Associate Registrar
for Catalog and Degree Audit. From there, the new travel course form will be directed
for approval to the Director of the Center for Global Education, the Associate Vice
President for Graduate Education, and the Vice Provost of Operations and Finance,
if applicable.
The specific learning outcomes and course plan of the travel course should be laid
out in the course syllabus with attention to the experiential aspects of learning.
Travel course guidelines may be found in the
Faculty Travel Course Handbook.
Faculty travel leaders in travel courses must provide appropriate and consistent intellectual
requirements for the students, the activities and travel experience must be oriented
toward specific learning goals, while taking into consideration students’ need for
some diversion in such an intensive learning experience. The following requirements
should be addressed in the course proposal:
The specific learning objectives and course plan should be clarified in a syllabus,
the course requirements should be oriented to the travel and experiential plans.
The travel course syllabus demonstrates appropriate academic rigor, and the travel
experience is clearly distinct from simple tourism. The syllabus should include a
clear pedagogical rationale for what might be called the "tourist" component of each
course (tours to famous sites) in relation to the academic component and a description
of use of specific assignments to integrate the academic and travel aspects.
Each credit
requires at least 15 contact hours per week between faculty and students. Total contact
hours should be
spread out over the
duration of the
travel course. While some
reading should be
encouraged during travel, the
intensive
nature
of such an experience
precludes heavy reading requirements at that time.
Nevertheless, some assessment of the
learning acquired by the
experience
itself must be
required,
generally through a
paper written upon the
students’ return, for which notes (such as a
journal) should be
kept during the
trip and/or some
combination of the
two.
Number of credits in a travel course
is limited to a maximum of one credit per week of full-time travel/study, with one
additional credit for required additional readings, papers, and class meetings before
or after the course. A travel course can have no more than one week (to consist of
at least 15 contact hours) of non-travel study before and/or after the travel, except
in rare cases.
It is recommended that most of the credit-bearing reading and discussion designed
to illuminate the experience be completed prior to the trip, along with pre-trip testing
or other appropriate evaluations. Pre-trip meetings with students should provide appropriate
time for discussion and evaluation of the preparatory learning.
The learning that builds upon the experience after the course is over can be evaluated
during additional post-travel meetings. The complementary learning may be split, some
occurring before and some after the travel experience. The same criterion for the
total number of credits granted be held.
Travel courses in the Interterm are limited to a maximum of four (4) credits.
Travel course credit can only be applied for work or travel undertaken during the
specified dates of the respective term (Academic Committee, Oct. 1, 1996).
Travel courses must follow all relevant WASC guidelines for travel courses.
Faculty members are required to complete the
faculty evaluation form
A faculty member may not conduct two travel courses concurrently.
No student may take two travel courses simultaneously.
All travel courses will be reviewed by the Graduate Academic Council for re-approval
every three years, beginning in the academic year 2009–2010, and all travel courses
will be included on record in the 2009–2010 graduate catalog.
Policies for the Curriculum Process for Programs
The curriculum process for programs includes proposals for:
New programs
Revisions of existing programs
Closing of programs
All curricular proposals for new programs, revisions of existing programs, and closures
of programs must be reviewed by the academic unit curriculum committee, the program/department
faculty, and the academic unit dean. Each review must provide a recommendation on
approval or rejection of the program proposal. Interdisciplinary and Joint program
proposals require decisions from program/department faculty, academic unit curriculum
committees, and deans from all academic units involved in the interdisciplinary or
Joint program being submitted.
Only academic units may propose new programs at the graduate level. These academic
units are:
Argyros College of Business and Economics
Attallah College of Educational Studies
Crean College of Health and Behavioral Sciences
Dodge College of Film and Media Arts
Fowler School of Engineering
Fowler School of Law
Schmid College of Science and Technology
Wilkinson College of Arts, Humanities and Social Sciences
School of Communication
College of Performing Arts
School of Pharmacy
Institutes and centers may not offer programs but work with programs/departments or
academic units to develop and propose new programs.
All proposals for
new programs
and
programs closing
at the time of publication of this Handbook must be submitted using the forms listed
in the
Appendix-Forms
section of this Handbook.
Proposals for revision of existing programs must be submitted through the online
Curriculog
proposal management system, unless advised otherwise. The
Curriculog
proposal management system will route the proposal to the academic unit approval
groups, the Associate Vice President for Graduate Education, and the Graduate Academic
Council as needed. Once approved, the proposal information is transferred to the catalog
for the next academic year.
Academic unit administrators and/or program/department heads submitting program proposals
may request to appear before the Graduate Academic Council and/or the Long Range Planning
Council to present the proposal and/or answer any questions. Before any decision-making
body makes its decision, Council faculty may invite any appropriate faculty members
or administrators to appear and present positions or answer any questions.
Policies for Distance Education Programs & Courses
Under Review by Senate Executive Board Fall 2025
Please contact
Melissa Samaniego
, Assistant Director of CETL with any questions.
Policies for Experimental Courses
Experimental courses may be offered by a department or academic unit. They are designed
to offer additional opportunities to explore experimental areas and subjects of special
interest. They may be repeated for credit if the course content is different. The
course title will be Experimental Course, but subtitles vary. Experimental courses
are approved for one year. If an Experimental Course is to be offered for more than
one year, the course must be approved as a new regular course with the new course
number.
Policies for Faculty Governance & Curriculum
Changes to Organizational Architecture
Pursuant to the faculty’s advisory role as specified in the Faculty Constitution (section
II.B), all proposed changes to the organizational architecture of the university should
be brought to the Faculty Senate for evaluation. Such changes include, but are not
limited to, the creation, closing, merging, or reorganization of colleges, schools,
academic units, departments, programs, institutes, or centers. The Senate Executive
Board may refer such proposals to the Faculty Councils for review of any curricular,
budgetary, or strategic implications of the proposed change. The Councils will submit
a written evaluation of the proposed change to the Senate Executive Board. The Senate
Executive Board will forward the evaluations and recommendations to the Faculty Senate
for review. A majority vote is required to support any advisory statement issued by
the Faculty Senate.
Faculty Senate Councils
The Graduate Academic Council and the Undergraduate Academic Council oversee the curriculum
at Chapman, ensuring that all academic programs meet high-quality standards consistent
and aligned with Chapman’s mission, long-term plans, and goals.
Graduate Academic Council
The Graduate Academic Council is responsible for supporting and assisting individual
academic units with developing and upholding academic policies related to graduate
education and programs at Chapman University to ensure that all graduate programs
meet high-quality standards that are consistent and aligned with Chapman’s mission,
long-term plans and goals. Specifically, the Graduate Academic Council shall work
with the individual units and across units to
Advise and assist in determining policies concerning academic standards for graduate
programs;
Advise and assist in determining academic policies for graduate students as stipulated
within the graduate catalog;
Review and make decisions regarding graduate petitions and appeals;
Review New Graduate Program Proposal submissions with a focus on curriculum and resources;
Review Complex Program Revisions with a focus on curriculum and
resources;
Reviews program review documents from both the reviewers and the programs and writes
recommendations to the Provost.
Advise the Associate Vice President for Graduate Education on graduate scholarly-
creative activities and grants;
Review and select the Chapman University outstanding graduate student awards;
Review and make decisions regarding posthumous graduate degrees and certificates;
and
Encourage innovation, integration, and interdisciplinarity in curricular and program
offerings.
Faculty membership: The GAC consists of one faculty-rank librarian and one faculty
member from each academic unit containing a graduate program. All members serve two-year,
staggered terms.
Chair: The GAC Chair is elected by the corporate faculty, not the Council members,
to a one- year term and serves as a SEB member. The candidates for Chair of the GAC
shall normally be those GAC members continuing in their elected posts for a second
(or later) academic year.
Ex-officio members: The Associate Vice President for Graduate Education, University
Registrar, and Dean of Enrollment Services or their designees each serve as ex-officio
members of the Council. The Council Chair will also appoint a liaison from each of
the following to serve as ex- officio members:
the Undergraduate Academic Council,
the Assessment Committee,
the Academic Integrity Committee.
Student member: The Graduate Student Association shall appoint one graduate student
to serve on the Council each academic year.
Voting privileges: Only faculty members of the GAC may vote on Council business. (Faculty
Bylaws IV.B.6, as amended 3/18/2022)
Undergraduate Academic Council (UAC)
The primary purpose of the Undergraduate Academic Council is to oversee the university's
undergraduate academic program, including general education requirements, long-range
undergraduate academic planning, and undergraduate library resources and programs.
The UAC shall work with the Office of the Provost and other administrative offices
to fulfill this responsibility. The UAC consists of nine faculty members: (1) the
Chair of the Undergraduate Student Standards Committee, (2) the Chair of the General
Education Committee, (3) five additional faculty members with teaching responsibilities
in the undergraduate program, (4) a faculty-rank librarian, plus (5) the Undergraduate
Academic Council Chair. Ex Officio members include a member from the following offices:
Provost, Registrar, Academic Advising, and a student representative appointed by the
Student Government Association. Only faculty members may vote on Council business.
(Faculty Bylaws IV.B.4, as amended 3/18/22)
Faculty Committees and Related University-wide Governance Groups
Specific to this Curriculum Handbook and the information in the
Faculty Bylaws
, additional committees in charge of curricular issues. Note that the link above will
take you to the CANVAS LMS and the Faculty Governance Den, which requires a login.
The most current version of the Faculty By-Laws, dated 3/18/2022, at the time of publication
of this Handbook, can be found there.
The following committees also work on issues related to curriculum:
Assessment Committee
is responsible for developing and implementing an assessment plan for the university,
reviewing annual assessment reports from units, and program review. The Committee
will work with the Vice Provost of Institutional Effectiveness and Accreditation Liaison
Officer (ALO) and the Director of Accreditation and Assessment and will also liaise
with the Undergraduate Academic Council and the Graduate Academic Councils.
Academic Unit Curriculum Committees
The Graduate Academic Council relies heavily on the standing Curriculum Committees
of the academic units for vetting, peer review, and advice on curricular proposals.
These Curriculum Committees review and approve new and revised course syllabi, review
and provide their recommendations on all curricular proposals to the unit faculty:
proposals for new programs, revisions of existing programs and program closures, proposals
for new courses, changes in existing courses, or inactivation of a course. The unit's
faculty makes the decisions regarding the new programs, revisions of existing programs,
and program closures, which are then sent to the Graduate Academic Council for approval.
The Graduate Academic Council will only consider curricular proposals that the unit’s
curriculum committee has reviewed and, if required, by the faculty of the unit.
Formation of Curriculum Committees.
The unit's Curriculum Committee represents each academic unit/department or freestanding
program. Each Curriculum Committee shall consist of at least three faculty members.
Only faculty (including chairs/program directors) may serve as voting members. Deans
may not serve on Curriculum Committees. Associate deans may serve as ex-officio members.
Members of Curriculum Committees are elected by the faculty. The chair of the Curriculum
Committee may be chosen by faculty or by those elected to serve on it. The chair should
preferably be tenured. In the absence of a governing document from the school or college,
each school or college forms curriculum committees that consist of one elected representative
from each academic unit/department and free-standing program.
(Curriculum Committee language adopted by the Faculty Academic Council 4/12/2011,
Language updated to reflect division of Faculty Academic Council to Graduate and Undergraduate
Academic Councils)
Policies for Graduate Degree Requirements
Please see the
graduate catalog
for the degree requirements.
Policies for Independent Internships
Policies for graduate internship courses for academic credit are the responsibility
of the Graduate Academic Council. Internships give students the opportunity to earn
academic credit while gaining practical work experience in the field of their choice.
A specific number of hours for each credit earned plus regular contact with an internship
faculty advisor are required. Up to three credits per employer per term may be earned
through internship courses 590/690/790. Graduate independent internship courses are
graded on a Pass/No Pass basis.
To register for internships, students must submit a registration form and learning
agreement to the Career Development Center. More information is available with the
Career and Professional Development Center
. Credit is not awarded retroactively for internships. The student must complete all
appropriate forms before starting the independent internship class.
Policies for Individual Study and Research
An Individual Study and Research course (599/699/799) is offered to students to study
topics not provided for by regular curriculum offerings. The Individual Study and
Research course is also different from the regular Research course in the research-based
programs. Students should spend between 40 to 50 hours in instruction and research
per semester for each credit of individual study.
Enrollment in individual study and research courses should be approved by the course
instructor and the department chair/program director of the academic program offering
the course. Then students must complete the
individual study and research form
available from the Office of the University Registrar obtain the required signatures
and submit the form to the Office of the University Registrar.
Policies for Learning Outcomes Assessment
The assessment of learning outcomes at Chapman occurs on a 3-year cycle. At the beginning
of the assessment cycle, each program submits a schedule indicating which PLO(s) they
will assess during which academic years. Every year, the faculty of all degree program
at Chapman are responsible for completing an annual learning outcomes assessment report
(ALOAR) for the PLO(s) scheduled for assessment in that academic year. ALOARs, which
are submitted in Nuventive, ask faculty to describe performance benchmarks, their
methods for assessing student learning, the results and an analysis of assessment,
and plans for improving student learning. The reports are due June 30, following the
conclusion of the academic year in all Semester-based programs. The due dates for
the Trimester-based programs may differ.
The Assessment Committee, composed of faculty members appointed from various Colleges
and Schools, conducts peer review of each degree program’s annual learning outcomes
assessment report and provides recommendations and feedback. The Assessment Committee’s
peer review is submitted in Nuventive and is available during the fall following the
submission of ALOARs. Programs incorporate Assessment Committee recommendations into
their assessment plan to enhance learning and close the loop.
For more information about assessment of learning outcomes, contact the
Office of Accreditation and
Assessment
or visit the
Learning @ Chapman
website.
Policies for Program Review
Program review represents Chapman’s commitment to excellence
in academic
programs through cyclical and comprehensive
review of educational effectiveness. Program review provides an opportunity for each
program to reflect on its contribution to the
university and its strategic
plan and to have
an external review team provide
insight and recommendations through an analysis of the
program’s self-study and a
site
visit. The
results of program review guide
institutional planning, budgeting, and decision-making.
Program review occurs on a pre-determined
schedule
at least once every seven years. Programs with external accreditation whose review
cycle is longer than seven years may be asked to complete a mid-cycle review at the
five-year mark. The Office of Accreditation and Assessment works in conjunction with
the program to provide advisement, coordinate with external reviewers, and facilitate
a smooth review process.
The program review process includes the following:
Data analysis and review by the program/department
Self-study report from the program/department
Site visit and written report by an external review team
Program response to the external reviewers’ report
Advisory report to the Provost from a subcommittee composed of the representatives
of:
Assessment Committee
Long Range Planning Council
Graduate Academic Council (both Graduate and Undergraduate Academic Councils for Integrated
programs review).
Response and recommendations from the Office of the Provost
Program Review for Accredited Degree Programs
Recognizing the generally significant efforts at the program/department level to prepare
documents to meet an accreditation review, and to minimize the duplication of efforts
involved, the University’s program review process for the Accredited Degree Programs
has been modified as follows:
Accredited programs will follow the process for conducting a self-study and planning
and hosting a site visit in accordance with their accrediting body’s requirement
Accredited programs will submit their self-study and other accreditation documents
to the Director of Accreditation & Assessment
The external agency’s accreditation report(s) will be submitted to the Director of
Accreditation and Assessment who will provide the materials to a subcommittee composed
of representatives from:
Assessment Committee
Long Range Planning Council
Graduate Academic Council and/or Undergraduate Academic Council
A response from the subcommittee and the Office of the Provost will be provided to
the program.
Program Review Timeline
The Office of Accreditation and assessment launches the planning process for program
review in the spring the year prior to the review. During the spring and summer, the
program submits potential external reviewer candidates, reviews data, and drafts their
self-study. Site visits are scheduled for the fall with the external review team submitting
their report shortly afterward.
The program is provided an opportunity to submit a response to the external reviewers’
report. The subcommittee’s report and the official response from the Office of the
Provost are issued in the spring.
Externally accredited programs should follow the schedule set forth by their accreditor
which may deviate from Chapman’s timeline.
Faculty, chairs and deans may use the
program review website
to find information on program review, including the schedule, guides, expectations,
and templates for the self-study and site visit schedule. For additional assistance,
deans, program chairs/directors, and other faculty directly involved with the planning
and execution of program review may contact the
Office of
Accreditation and Assessment
Policies for Reading & Conference Courses
Reading and conference courses are offered only when the course is not being offered
in the current term, but a student must complete degree requirements.
To enroll in reading and conference courses, students must submit a completed
reading and
conference form
, available from the Office of the University Registrar, with the signatures of their
academic advisor, department chair/program director, and course instructor.
After receiving approval, the student must submit a copy of the form to the Office
of the University Registrar. A minimum of five hours of instruction for each credit
is required for reading and conference courses.
Before signing the form for a reading & conference course, please make sure that the
student satisfies the minimum requirements for the course, including the prerequisites.
In special cases, a reading and conference designation may be used when a specific
course does not meet the minimum enrollment and the instructor and the program/department
head agree to offer it as a reading and conference course in order for students to
stay on track in completing degree requirements. In such special cases, the students
will be enrolled by the Registrar Office.
Policies for Self-Directed Courses & Faculty Compensation
Independent internships (590/690/790), independent research and individual study (599/699/799),
and courses taught as reading and conference (including the courses offered as reading
and conference due to low enrollment) are considered self-directed courses and do
not count towards a full-time faculty member’s teaching load. Instead, the faculty
member is paid a supplemental payment. The schedule of supplemental pay rates is maintained
by the Provost’s office. The payment is processed once the faculty member assigns
a grade for the self-directed course, generally within one month after the end of
the term.
Part-time faculty members are not permitted to teach independent internship and individual
study. Part-time faculty may teach a reading and conference course only with the approval
of the department chair/program director or associate dean and the Vice Provost of
Operations and Finance. Any request for full-time staff to teach independent internship,
independent research and study courses must receive the approval of the staff member’s
supervisor and the Vice Provost of Operations and Finance.
Special Notes
Toggle Section
A Note of the Definition of Terms
Academic Unit
: College or school
Academic Unit Curriculum Committee:
An academic unit curriculum committee operates at the school or college level. An
academic unit may have a single curriculum committee, a separate graduate curriculum
committee, or curriculum committees that are organized by types of programs, such
as professional and graduate. For the purpose of approving program proposals, the
academic unit determines the appropriate curriculum committee for each degree program.
Area of Study:
An area of study within a graduate program is a portion of the graduate degree program
that includes a subset of courses in a specific subject area or subfield used to complete
the graduate degree. The area of study does not appear on the transcript.
Bridge Program
: A “bridge program” is not a degree-granting program. It is an agreement between
the faculty of an undergraduate major program and a graduate degree program that gives
preference for admission to students in the undergraduate major program based on criteria
determined by the graduate program. A bridge program does not require approval from
either the Graduate or Undergraduate Academic Councils, nor are such programs listed
in the Graduate or Undergraduate catalogs as degree programs, although they may be
described in the college/school and/or department narrative sections of the Catalog.
Certificate for Academic Credit:
A sequence of courses identified in a subject area that leads to a specific skill
acquisition. Such a certificate program is approved by appropriate program faculty
and Graduate Academic Council, and it is listed on a transcript upon completion.
Credential:
A graduate credential is a certificate program recognized by an outside agency. Upon
competition, the graduate credential provides evidence that the requirements of an
outside agency have been met. Graduate credentials are offered in the Graduate Programs
in Education and Speech Pathology at Chapman University.
Degree Program:
A sequence of courses and requirements that lead to the awarding of an academic degree.
Graduate Degrees at Chapman consist of Ph.D., D.Sc., Pharm.D., D.P.T., J.D., M.M.S.,
M.F.A, M.B.A., M.S., M.M., M.A.
Emphasis:
An emphasis within a graduate degree is an identified subfield within the subject
area of the graduate degree. The emphasis includes a distinct subset of courses within
a degree subject area that are specific to the emphasis and used to complete the graduate
degree. An emphasis appears on the transcript.
Integrated Undergraduate/Graduate Program:
An Integrated Undergraduate/Graduate Program is a program that allows undergraduate
students to be conditionally accepted into a graduate degree program while still completing
undergraduate requirements. Up to 15 credits of graduate courses may be shared between
the undergraduate degree program and the specific graduate program. Integrated programs
require the approval of both Graduate and Undergraduate Academic Councils for new
programs, revisions, and closures.
Program:
An overarching term that refers to all types of academic graduate programs, including
graduate degrees
graduate certificates for academic credit
graduate emphases
graduate areas of study
graduate specializations
graduate credentials
graduate joint programs
integrated undergraduate/graduate programs
Program/Department:
Academic units may include subunits that form the organizational structure of the
academic unit. The reference to Program/Department is specifically to subunits responsible
for particular programs. These subunits may be called divisions, departments, programs,
or some combination of such organizational subunits. Each Program/Department is comprised
of full-time faculty, usually organized by a specific academic discipline or group
of disciplines and/or program offering. Each Program/Department is responsible for
one or more degree programs within the academic unit. The academic unit determines
the organization of faculty into Program/Department groupings.
Program/Department Faculty
: For curriculum, Program/Department faculty are full-time academic unit faculty appointed
to a Program/Department responsible for graduate programs.
Program/Department Faculty Representative:
The program/department faculty representative represents all faculty in a program/department
and has the authority to sign off on program approvals for new programs, revisions,
or closures on behalf of the program/department faculty responsible for an academic
program. The program/department faculty determine the program/department faculty representative
and may be a faculty member in the program/department, a chair or division head, or
an associate dean.
Specialization:
A specialization is an optional subset of courses offered by a graduate degree program
that may be included in the overall degree.
Term
: Refers to semester, trimester or interterm. When distinctions need to be made as
to type of term, the specific word will be used.
A Note on Syllabus Guidelines for Department Chairs / Program Heads & Faculty
It is the department chair/academic program head’s responsibility to ensure the following:
all academic unit/department syllabi meet the Chapman syllabus requirements
syllabi for all sections of the same course are consistent with respect to
the course/catalog description
the course and program learning outcomes
all syllabi are posted to the Online Syllabi System each term
Requirement to Upload Syllabus to Online Syllabi System
Maintaining syllabi, each term is required for several purposes, including transfer
and articulation of Chapman courses for students who transfer from Chapman or who
require information about past courses, as well as for the university and programs
accreditation. With the Faculty Senate approval, the syllabi are provided to the student
body at the request of the Student Government Association.
The Online Syllabus Bank is a homegrown Chapman System updated every term to list
all courses offered at Chapman. It consists of the following:
Syllabus Upload Page
(Secure: Available to faculty teaching the course/section and administrative staff
given appropriate permission)
Online Syllabus System Documentation and Instructions
(Also available from Syllabus Upload Page)
Syllabus View Page
(Secure: Available to all faculty, staff, and students with Chapman login)
Law School Syllabus View Page
(Not Secure: Available to the general public per accreditation standards requirements)
Syllabi should be posted no later than the end of the fourth week of classes. Department
chairs/academic program heads may ask the academic unit/department assistant to collect
and post syllabi or ask faculty to do so themselves.
Should syllabi for an instructor in a program/unit not be posted or made available
through the online syllabus system as required, the program/department head must have
paper or digital copies on file for use.
Required Syllabus Content
While the format of the syllabus is not proscribed, all Chapman syllabi must contain,
at a minimum, the items listed below:
Course designation, number, and title
The exact title, designation and number of the course as listed in the catalog.
Contact information and office hours for all instructors in the course
Contact information should include office location, phone, and email address for all
instructors in the course.
Catalog Description
The exact wording of the course description in the catalog, including prerequisites.
The last part of the description regarding the grading method, when a course is offered,
the course fee, if applicable, and the number of credits should also be included.
For courses that have a generic catalog description but a unique course topic, a syllabus
should include a separate course topic description.
Course Learning Outcomes
Specify the intended learning outcomes of the course. The outcomes are brief statements
of student abilities or behaviors that can be observed or demonstrated as a result
of the course.
Program Learning Outcomes
Specify the learning outcomes for the degree program that the course supports and,
if not apparent, describe how course outcomes support the program outcomes.
Content
Provide a comprehensive sketch of the course content so that another scholar in the
same field could readily judge the topics being covered.
Current Required Text(s) and Reading(s)
Typically, all courses should have a required text that is current to the field, except
for the use of primary sources.
If supplementary or recommended texts are provided, those should be listed in a separate
category.
Publisher and date of publication should be indicated for each book, and appropriate
bibliographic citation forms should be followed consistently.
Required reading must be challenging for the course level, both in content and amount.
Instructional Strategies
A variety of instructional strategies should be specified. These may include lectures,
written assignments, oral presentations by students, and exercises in critical thinking.
If a class is approved to be taught utilizing online teaching strategies in whole
or in part, the information about distance education modality must be provided in
the syllabus.
Regular writing that reflects all aspects of the writing process is expected in all
classes where it is an effective means of learning. If writing assignments are not
included, this section should explicitly explain their absence.
Graduate courses should require students to use a significant number of learning resources
other than textbooks, such as primary sources, monographs, and journals, in research
projects/papers, etc.
Methods of Evaluation
List all exams, papers, and other graded requirements with grade weights for each
requirement
Grade scale for the final course letter or numerical grades
Dates of exams and due dates for other requirements (to the extent possible)
Attendance policy guidelines and impact of attendance on the grade
For courses that do not require regular evaluation, such as in-class examinations,
syllabi must provide a rationale for such an exception. These syllabi, including the
rationale, must be submitted to the academic unit/department for review.
Graduate courses that are cross-listed with undergraduate courses must require additional
assignments and a comprehensive evaluation process based on graduate-level performance
expectations.
Other Requirements
Students should be provided with dates of examinations and other important due dates.
A weekly calendar showing topics covered by date/week, exams, and all other due dates
could be beneficial for students in planning their studies. It is always a good policy
to indicate that such a calendar is subject to change.
The course syllabus must include the following statements:
Chapman University’s Academic Integrity Policy
“Chapman University is a community of scholars that emphasizes the mutual responsibility
of all members to seek knowledge honestly and in good faith. Students are responsible
for doing their own work and academic dishonesty of any kind will be subject to sanction
by the instructor/administrator and referral to the university Academic Integrity
Committee, which may impose additional sanctions including expulsion. Please review
the full description of Chapman University's policy on
Academic Integrity
Chapman University’s Students with Disabilities Policy
“In compliance with ADA guidelines, students who have any condition, either permanent
or temporary, that might affect their ability to perform in this class are encouraged
to contact the Office of Disability Services. If you will need to utilize your approved
accommodations in this class, please follow the proper notification procedure for
informing your professor(s). This notification process must occur more than a week
before any accommodation can be utilized. Please contact Disability Services at (714)
516–4520 if you have questions regarding this procedure or for information or to make
an appointment to discuss and/or request potential accommodations based on documentation
of your disability. Once formal approval of your need for an accommodation has been
granted, you are encouraged to talk with your professor(s) about your accommodation
options. The granting of any accommodation will not be retroactive and cannot jeopardize
the academic standards or integrity of the course.”
Chapman University’s Anti-Discrimination Policy
“Chapman University is committed to ensuring equality and valuing diversity, including
of backgrounds, experiences and viewpoints. Students and professors are reminded to
show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy.
Please review the full description of
Harassment and Discrimination Policy
. Please review the full description of the Harssment and Discrimination Policy. Any
violations of this policy should be discussed with the professor, the Dean of Students
and/or otherwise reported in accordance with this policy.”
Optional Statements that may be included:
Chapman University Statement on Student Support at Chapman University
Chapman University Statement on Religious Accommodation
Bibliography
It is strongly recommended that faculty members consult with their subject liaison
librarian or university librarian when developing the course bibliography. The librarian
could help to identify current holdings and electronic resources available for the
course. Contacting the librarian in advance will allow the library to ensure that
all necessary information resources are available on time for the course.
Based on the nature of the courses and the relevance, currency and accessibility of
the materials, the bibliography for graduate courses should normally include monographs,
journal articles, etc. and other resources in addition to textbook type materials.
Format may vary by discipline (MLA, APA, etc.), but should be consistent and include
all information according to the chosen format to identify and retrieve the publication
or the source.
Travel Courses – Special Requirements Related to the Trip
Provide the following:
Itinerary: destination, length of the trip, sites to be visited, and how these visits
connect to what is covered in the course
Schedule of lectures before, during, and after the trip
Detailed assignments during the trip
A Sample Syllabus is provided in the
Appendix
at the end of this document.
A Note on the Graduate Academic Council Calendar: 2025-2026
Graduate Academic Council Calendar: 2025-2026
Key:
GAC is Graduate Academic Council
LRPC is Long Range Planning Council
UAC is Undergraduate Academic Council
SEB is Senate Executive Board
New Degree Programs only
The planning and submission process begins a year and a half before a program can
be listed in the catalog.
For new degree programs to be included in the 2028-2029 catalog:
Planning and submission process begins a year and a half before program can be listed
in catalog.
February 1, 2026: Deadline to:
Notify the Vice Provost for Graduate/Undergraduate Education of intention to file
Begin consultation process with university offices/administrators
Obtain recommendations on approval from academic unit dean, curriculum committee and
program/department faculty
April 1, 2026: Deadline to file final new degree program proposal for review by:
Faculty Senate Councils
UAC/GAC in April-May 2026
LPRC in June-September 2026
SEB in September 2026
Leading to Senate recommendations on approvals (October-November 2026)
Provost recommendation on approval (December 2026), and
Submission to Board of Trustees (March 2027)
All other course/curricular changes (except new degree programs) are due in the fall
and early spring of the academic year prior to the publication of a new catalog, as
listed below.
For inclusion in the
2027-2028
catalog:
February 1, 2026
Deadline to submit Intention to file a New Degree Program Proposal to the Associate
Vice President for Graduate Education
February - March, 2026
Complete consultation process with university offices/administrators
Obtain recommendations on approval from the academic unit dean, curriculum committee,
and program/department faculty
April 1, 2026
Deadline to file final new degree program proposal for review:
Faculty Senate Councils
GAC/UAC in April-May
LPRC in June-September
SEB in September
Senate recommendations on approval (October-November 2025)
Provost recommendation on approval (December 2025)
Decision by the Board of Trustees (March 2026)
February 1, 2026
Deadline to submit the Catalog information for New Degree Program (if submitted to
BoT for approval).
All other curricular changes for inclusion in the
2026-2027
catalog:
[email] by August 1, 2025
Provide the list of the designated approvers
August 1, 2025
Submissions
may begin
eadlines:
November 15, 2025
[PDF form] New graduate certificate for academic credit
[PDF form] New graduate emphasis, area of study, specialization, or credential (based
on an existing graduate degree program)
[PDF form] New integrated program (based on an existing graduate degree program)
[Curriculog form] Complex program revisions
December 1, 2025
[Curriculog form] Simple program revisions
[PDF form] Program closures
February 1, 2026
[Curriculog form] Changes to the school/college/department narrative section in Catalog
[Curriculog form] Catalog information on new graduate degree programs (for proposals
submitted by April 1, 2026, reviewed by the Faculty Senate and presented to the Board
of Trustees)
[Curriculog form] Catalog information on new graduate certificate for academic credit,
new graduate emphasis, area of study, specialization, or credential, new integrated
program (for approved proposals)
February 15, 2026
[Curriculog form] New courses (except the travel courses)
[Curriculog form] Changes to existing courses
[Curriculog form] Inactivated courses
Important information about the proposal submission process:
The following proposals are submitted using standard [PDF] forms to document approval
recommendations
unless otherwise notified
New degree program proposals
New graduate certificate for academic credit
New graduate emphasis, area of study, specialization, or credential
New integrated program
Program closures
See
Appendix-Forms
for links to these forms.
In addition, Catalog information is submitted through the
Curriculog
management system for:
New degree program proposals (already reviewed by the Faculty Senate and presented
to the Board of Trustees)
Approved:
New graduate certificate for academic credit
New graduate emphasis, area of study, specialization, or credential
New integrated program
The following proposals/forms are submitted
only through the
Curriculog
management system:
All
course
proposals
Simple and complex
program
revision proposals
For further information on course and program proposal processes, please see the instructions
provided in this handbook. Questions can be directed to the following:
Course Proposals: Stephen Hall, Associate Registrar,
sdhall@chapman.edu
Graduate Program Proposals:
GradEd@chapman.edu
Note:
if you find any errors or have any questions about this handbook, please contact The
Office of the Associate Vice President for Graduate Education at
GradEd@chapman.edu
Forms
Toggle Section
All Curricular Forms
Program Proposal Forms
Revisions
to all academic programs are done through
Curriculog
the Use forms below for new program proposals, closures, and cross-listed courses.
If you have difficulty downloading and saving the forms below to your computer desktop
or files, please contact at
magallan@chapman.edu.
Please do not make edits directly onto the original forms.
Budget Template for New Graduate Degree Program Proposals
New Undergraduate Major/Graduate Degree Program Form
New Integrated Undergraduate/Graduate Degree Form
New Graduate Emphasis, Area of Study, Credential, Specialization Form
New Certificate for Academic Credit Form
Closing an Undergraduate Major/Graduate Degree Program Form
Closing a Minor, Emphasis, Area of Study or Certificate Program Form
Cross-listed Course Form
(to be attached to Curriculog Course Proposal)
Shared Courses Approval Form
NOTE: all forms should be fillable PDFs. If you are having difficulty, contact Lonnise
Magallanez
magallan@chapman.edu
for the latest version of the form needed.
Graduate Education
Graduate Education
Prospective Students
Current Graduate Students
Graduate Student Academic Supports & Events
Helpful Links
Graduate Curriculum Handbook
Graduate Education SharePoint