Resources on Creating, Revising and Inactivating Courses and Upcoming Deadlines

Upcoming Deadlines:

  • NEW Course Proposals and Course CHANGE Proposals with an effective term of Fall 2025 should start workflow on or before February 5, 2025.
  • NEW Course Proposals and Course CHANGE Proposals with an effective term of Spring/Summer 2026 should start workflow on or before September 10, 2025.

*Please note the published deadline on the registrar’s site is March 1. The Humanities SCRC runs their review intentionally ahead of this, hence the earlier deadline.

Creating, Revision and Inactivating Courses:

The Registrar’s Office provides the following useful guides and resources:

  • For instructions on how to create a new course see the registrar’s guidelines here
  • To revise a course that is currently active, you must submit a change form through CourseLeaf CIM. Courseleaf CIM can be accessed at courseleaf.rice.edu/courseadmin
  • Regarding inactivating a course - Courses that have not been offered for several semesters or will not be offered in the future should be inactivated. To inactivate a course that is currently active, a course inactivation request should be submitted in CIM. Inactivating a course allows the course number to be reused after seven years since the last enrollment in that course number. If needed, OTR may inactivate numbers not used in the past seven years if they exist, thus freeing additional numbers for departments to use for new courses.

See the Registrar’s page for more information regarding these processes here: School Course Review >.

A Note Regarding Drafting Student Learning Outcomes:

For a successful new course proposal, keep in mind the SCRC looks for Student Learning Outcomes in a specific format. SLOs should identify the skills that will be learned upon completion of the course, instead of the content being taught. Here is an example:

Upon successful completion of this course students will:

  • have an understanding of major ethical theories and their application in practical contexts
  • have learned to communicate ethical views clearly and offer effective arguments for them
  • have the ability to develop original ethical perspectives in written work and in dialogue with peers