Curricula - Existing Degree Program: All Additions for Major, Minor, or Concentration

Initiate Request to Plan Proposal

  1. Include Rationale, projected headcount, draft of plan of study, effective term
  2. Enrollment Management Analysis & Reporting (EMAR) provide feedback on projected headcount

Department Head approval to proceed

  1. Approve - proceed
  2. Deny - send back to initiator

Dean of School/College approval to proceed

  1. Approve - proceed
  2. Deny - send back to initiator

Notify Office of the Registrar

Notify Provost Office and Associate Deans for review intent to propose

Provost Office discuss intent with UEAC

  1. Approve - proceed with request to submit proposal
  2. Deny - send back to initiator

Initiate formal proposal

  1. Include:
    1. Plan of Study (Plan of Study for majors or concentrations, list of courses for minors)
    2. 8-semester plan (degree requirement sheet)
    3. Brief rationale for addition or revision
    4. List of pre-requisites for required courses
    5. If courses are required from outside the proposing department or school, the departmental contact for use of those courses should be provided
    6. Total number of credit hours
  2. Are there currently enrolled students?
    1. Yes
      1. Are they staying under the existing?
      2. If no, have the students been notified?
        1. Will this change/delay their graduation?
  3. Include CIP code

Notify Department head for review

  1. Approve - Proceed
  2. Deny - Send back to initiator

Notify Dean of School/College

  1. Approve - Proceed
  2. Deny - Send back to initiator

Submission to Office of the Registrar for review and recommendation

  1. Review required courses and assess impact

Office of the Provost reviews formal proposal

Associate Deans review formal

  1. If discussion is needed: Provost Office reviews with UEAC; no vote required

Notify Office of the Registrar

  1. SIS systems updated accordingly
  2. Communicate to University stakeholders, including Admissions and Financial Aid, etc.

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