[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-167932-en":3,"doc-seo-167932-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},167932,8796095462418,"Noah","https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780",1,17,"Forms","Guidelines for Completing the Course Proposal or Major Revision Form","Guidelines explain how to complete the Course Proposal or Major Revision Form for introducing new undergraduate or postgraduate courses and proposing major revisions. The document outlines revision rationale, timing expectations for review and feedback, and step-by-step completion instructions. It details key sections including course information, responsible staff roles, student projections, course rationale, research skills development checks, and assessment portfolio alignment linking CLOs precisely to appropriate assessment tasks and learning workload.","Guidelines for Completing the Course Proposal or Major Revision Form\nThese guidelines should be read in conjunction with the Course Proposal or Major Revision Form and will assist you to complete the form.\nRationale for Revision\nThe Course Proposal or Major Revision Form has been revised to recognise the implementation of a standardised course outline template and other institutional changes since its last modification. The institutional changes include revisions to policies, regulations, processes, structures and nomenclature. The revision of USP Graduate Outcomes (in 2017) and the approval of new USP Postgraduate Outcomes (in 2018) has also made revision of the form imperative. Additionally, the form has been modified to encourage a holistic approach to course development and revision, and for ease of use.\nWhen to use the Course Proposal or Major Revision Form\nThe Course Proposal or Major Revision Form should be used for the following:\nProposing a new course at the undergraduate and postgraduate levels.\nProposing major revisions to existing courses.  These revisions include:\nSubstantial changes to the design of the course such as new course learning outcomes (CLO) and assessment portfolio;\nSignificant changes to coursework and final examination ratio, for example, conversion from a 100% coursework only course to a combination of coursework and final examination and vice-versa (refer to Assessment and Associated Regulations); and\nChanges in mode of delivery.\nTimelines for Approval of Course Proposal or Major Revision Form\nPlease liaise with individual sections for their timeline to review and approve the form. You will need to allow a maximum of 4 working days for each section to give their feedback.\n\u000f\nHow to Complete the Course Proposal or Major Revision Form\nComplete the form by placing \u0013 FORMCHECKBOX \u0014\u0015 in the appropriate box.\nThe Course Proposal Form is divided into four sections and need to be completed as follows:\nDetailed guidelines for completing selected components of the form are provided below.\nCourse Proposal or Major Revision Form Phases at a Glance\nSection A: Course Information\nCourse Profile\nThe course profile has been set out in a manner that should facilitate entries into the USP Handbook and Calendar.\nResponsible Staff\nThis staff member may or may not be the course coordinator, but is the person responsible for completing the proposal form at that point in time.\nExpected number of students by mode for next 3 years\nIn the case of a new course, the number of students is an approximate of market analysis and an estimate based on existing number of students at the same level in the programme. The latter can be obtained from DIBS.\nCourse Rationale\nThe course rationale needs to set out a well-supported case for the proposal and should:\nExplain the need for the proposal of a new course or making substantial changes to an existing course.\nDescribe where the course fits into the overall programme/major and how it helps to build and progress the core content knowledge and competencies expected from graduates in the programme.\nNote: Please ensure that you fill in the appropriate section for either an Undergraduate or a Postgraduate course.\nResearch Skills Development (RSD)\nPlease consult with the RSD Coordinator to verify whether the proposed course will need to have an explicit RSD component.\nAssessment Portfolio and Alignment\nThe purpose of this section is to indicate exactly how the choice of assessment task is appropriate for a particular CLO. Assessment tasks cannot be aligned to a particular CLO if the assessment task is not assessing the CLO precisely. Additionally, an assessment task that assesses the development of functional knowledge and practical skills cannot be aligned with a CLO that requires the demonstration of declarative knowledge.\nFor example, if the CLO states that students need to explain an idea or concept, then the assessment task should not be requiring students to solve a problem or do a labor","cbCaidRDegGxPq0N","https://ap.wps.com/l/cbCaidRDegGxPq0N","docx",128547,7,"English","en",105,"# Rationale for Revision\n## When to Use the Course Proposal or Major Revision Form\n## Timelines for Approval of Course Proposal or Major Revision Form\n# How to Complete the Course Proposal or Major Revision Form\n## Course Proposal Form Structure\n## Course Proposal or Major Revision Form Phases at a Glance\n# Section A: Course Information\n## Course Profile\n## Responsible Staff\n## Expected Number of Students by Mode for Next 3 Years\n## Course Rationale\n## Research Skills Development (RSD)\n## Assessment Portfolio and Alignment\n## Student Workload\n## Learning Resources\n## Learning Outcomes and Alignment for Undergraduate Courses","[{\"question\":\"What are the main reasons for revising the Course Proposal or Major Revision Form?\",\"answer\":\"The form was revised to reflect implementation of a standardized course outline template and other institutional changes. Policy, regulation, process, structure, and naming updates, along with updates to USP Graduate Outcomes and postgraduate outcomes, also made revision necessary.\"},{\"question\":\"When should the Course Proposal or Major Revision Form be used?\",\"answer\":\"It should be used to propose a new course at undergraduate or postgraduate level, or to submit major revisions to existing courses. Major revisions include changes to course design (e.g., new CLOs and assessment portfolio), significant changes in coursework and final examination ratios, and changes in delivery mode.\"},{\"question\":\"How should assessment tasks align with course learning outcomes (CLOs)?\",\"answer\":\"Assessment tasks must align precisely with the specific CLO they assess. If an assessment task does not assess the CLO precisely, it cannot be aligned, and functional knowledge and practical skills requirements cannot be aligned with CLOs requiring declarative knowledge. Use the comments/rationale column to state the exact relationship between each CLO and the assessment task.\"}]","Guidelines for Completing the Course Proposal or Major Revision Form | DOCX",1788222081,3,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"guidelines-for-completing-the-course-proposal-or-major-revision-form","",{"@graph":36,"@context":86},[37,53,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,50],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":29},"https://docshare.wps.com/template/forms/",{"item":51,"name":14,"@type":43,"position":52},"https://docshare.wps.com/template/guidelines-for-completing-the-course-proposal-or-major-revision-form/167932/",4,{"url":51,"name":14,"@type":54,"author":55,"headline":14,"publisher":57,"fileFormat":60,"inLanguage":23,"description":15,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-09-01",true,{"@type":65,"interactionType":66,"userInteractionCount":68},"InteractionCounter",{"@type":67},"ViewAction",6,{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What are the main reasons for revising the Course Proposal or Major Revision Form?","Question",{"text":76,"@type":77},"The form was revised to reflect implementation of a standardized course outline template and other institutional changes. Policy, regulation, process, structure, and naming updates, along with updates to USP Graduate Outcomes and postgraduate outcomes, also made revision necessary.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"When should the Course Proposal or Major Revision Form be used?",{"text":81,"@type":77},"It should be used to propose a new course at undergraduate or postgraduate level, or to submit major revisions to existing courses. Major revisions include changes to course design (e.g., new CLOs and assessment portfolio), significant changes in coursework and final examination ratios, and changes in delivery mode.",{"name":83,"@type":74,"acceptedAnswer":84},"How should assessment tasks align with course learning outcomes (CLOs)?",{"text":85,"@type":77},"Assessment tasks must align precisely with the specific CLO they assess. If an assessment task does not assess the CLO precisely, it cannot be aligned, and functional knowledge and practical skills requirements cannot be aligned with CLOs requiring declarative knowledge. Use the comments/rationale column to state the exact relationship between each CLO and the assessment task.","https://schema.org",{"og:url":51,"og:type":88,"og:title":14,"og:site_name":58,"og:description":15},"article",{"robots":90,"canonical":51},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":93},[94,99,104,109,114,119,122,127,132],{"id":95,"doc_module":11,"doc_module_name":46,"category_name":96,"show_sort_weight":97,"slug":98},11,"Presentations",90,"presentations",{"id":100,"doc_module":11,"doc_module_name":46,"category_name":101,"show_sort_weight":102,"slug":103},12,"Resumes",80,"resumes",{"id":105,"doc_module":11,"doc_module_name":46,"category_name":106,"show_sort_weight":107,"slug":108},14,"Invoices",70,"invoices",{"id":110,"doc_module":11,"doc_module_name":46,"category_name":111,"show_sort_weight":112,"slug":113},15,"Posters",60,"posters",{"id":115,"doc_module":11,"doc_module_name":46,"category_name":116,"show_sort_weight":117,"slug":118},16,"Social Media",50,"social-media",{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":120,"slug":121},40,"forms",{"id":123,"doc_module":11,"doc_module_name":46,"category_name":124,"show_sort_weight":125,"slug":126},18,"Letters",30,"letters",{"id":128,"doc_module":11,"doc_module_name":46,"category_name":129,"show_sort_weight":130,"slug":131},21,"Paper Templates",5,"papers-templates",{"id":133,"doc_module":11,"doc_module_name":46,"category_name":134,"show_sort_weight":4,"slug":135},158,"General","general-158"]