Instructional Policies

Level of courses and numbering
Comparability and consistency of offerings
Frequency of offerings
The role of teaching assistants

Level of Courses and Numbering

GE CLAS Core courses are typically numbered below the 3000 level and often below 2000. Some courses approved for the program have prerequisites, but the prerequisites must also be approved GE Core courses. 1000-2000 level courses are generally appropriate for first-year students. 2000-2999 level courses are generally appropriate for second-year students. Because part of the program's goal is to help students transition to UI and "to learn how to learn," courses are not approved at the 3000 and above level; these courses are best suited for students well into the major.

Comparability and Consistency of Offerings

Courses in the program must offer consistency of instruction and focus. When a department or instructor substantially changes a course’s content, instructional design, size, or other central element, the course must be reviewed as a new offering by the General Education Curriculum Committee.

Departments only renumbering a CLAS Core course should discuss with the Associate Dean whether or not a new application for Core status is required.

A course may be offered in any mode, including fact-to-face large lecture or small discussions; online; or in a hybrid format. All modes however, must show that they are comparable and consistent to each other and fulfill the CLAS Core outcomes and policies as well as the content expected by the department or area offering the course.

Frequency of Course Offerings

Courses approved for the GE CLAS Core should be readily available to students and must be an integral part of course offerings. Ordinarily, courses offered less frequently than once every two years will be removed from the program.

The Role of Teaching Assistants

Ordinarily, teaching assistants are assigned to teach sections of courses when it is not only desirable but necessary to keep the class size small—for instance, in elementary language instruction classes and in Rhetoric, Interpretation of Literature, and Diversity and Inclusion.

When teaching assistants are used in these courses, the department has a special responsibility to ensure comparability of goals, substance, quality, and grading in all sections of the course. The efforts of all instructors in multiple-section courses must be coordinated by the faculty in charge to ensure outcomes are met.

When teaching assistants work with these courses, faculty supervisors must ensure that the teaching assistants are adequately trained and supervised. In assessing courses in which teaching assistants are used, a description of the methods used to select, train, and supervise the teaching assistants must be included with the assessment materials.