GCE Academic Policy and Curriculum Committee

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Committee Members | Functions | Meeting Dates | FAQ | Guidelines

Committee Members

The current Faculty Handbook (as of March 2022) refers to The Wescoe School; what is stated here aligns with the structure of Wescoe APCC described in the handbook, but is updated to reflect the changes that have occurred since the last time the Handbook was updated.

Membership includes four faculty elected by the faculty, up to three department chairs appointed by the Provost, and two students enrolled in one of the Division of Graduate and Continuing Education (one of whom must be from an undergraduate degree completion program and the other from a graduate program). The Provost, Vice President and Executive Director, Registrar, Dean of Graduate Studies, and Dean of Continuing Studies are ex officio members of the committee. Department chairs must be chosen from departments that contribute to degrees offered through the Division of Graduate and Continuing Education and elected faculty must have taught a course through the Division of Graduate and Continuing Education within the last two years. Elected faculty will serve staggered three-year terms. The chair of the committee will be chosen by the committee from among the elected faculty members of the committee at its first meeting of the academic year.

Faculty serving for the current academic year are listed below.

Allison Davidson (s), Co-chair

Sally Richwine (ss)

Roger Slane (ss)

Karen Tuerk (s), Co-chair

Committee Secretary:

Allison Cramer, committee secretary

Functions

The Division of Graduate and Continuing Education has several programs. The GCE programs that are under GCE APCC include:

Accelerated Degree Completion Program (ADCP)
Graduate Programs
Non-credit certificates

The GCE programs that are under APC include:

Continuing Education in the day program
Summer Study

To make recommendations to the faculty about the Accelerated Degree Completion Program, Graduate Programs, and Non-credit certificates, and to exercise primary responsibility for long-range planning in those academic areas. The committee is responsible for recommending modifications to the academic policies of these programs based on the results of academic and administrative assessments.
To make recommendations to the faculty for the structure, formation, and organization of GCE programs, and majors and minors available to GCE students.
To recommend faculty action on such matters pertaining to teaching and study in the GCE programs under GCE APCC, including matters related to GCE curriculum.
To explore possibilities for inter-institutional cooperation in academic areas and to recommend programs involving inter-institutional cooperation to the faculty.
To act in an advisory capacity to the President, Provost, and GCE Leadership in all matters related directly to the responsibilities of this committee.
To receive suggestions and proposals for new GCE courses or cross-listed courses in the programs under GCE APCC, GCE course changes in those programs, significant changes in the requirements or structure of those GCE programs, and make appropriate recommendations for faculty action.

The chair(s) of the GCE APCC, APC, and CC will meet with the Provost at least once per semester to communicate across committees.

Meeting Dates

The GCE APCC meets biweekly during the fall and spring semesters. Guest faculty or members from other committees are welcome to attend by contacting the committee co-chairs or the committee secretary.

Frequently Asked Questions

What is the history of the GCE APCC and when was it created?

The GCE APCC was established as a College committee approximately 25 years ago by the faculty. As the Muhlenberg Evening College programs and enrollments expanded in the 1980’s, placing increased demands on the Curriculum Committee (CC) and Academic Policy Committee (APC), the Evening College Academic Council (ECAC) was formed in the mid 1990’s. The ECAC “...provided a place for thorough discussion of Evening College proposals and activities between the College’s faculty and administration and the Evening College. New proposals would have to pass faculty approval in the ECAC before they were brought to the floor of faculty meetings. The committee played a critical role in the inclusion of the Evening College under the umbrella of faculty governance. The first faculty members on the Council were Dr. George Heitmann, Dr. David Nelson, Dr. Franz Birgel, Dr. Donald Shive, and Dr. Alton Slane. The ECAC was an important addition to the College; over the years the membership of the ECAC changed, but it has remained a pillar of support and a place of debate and discussion about the adult student.” (100 Years of Adult Education at Muhlenberg College, 2009). Through several years of debate and refinement the ECAC was established and in 1999 renamed the Evening College Academic Policy and Curriculum Committee, in 2002 renamed the Wescoe School Academic Policy and Curriculum Committee, and most recently in 2020 renamed the Graduate and Continuing Education Academic Policy and Curriculum Committee (GCE APCC).

How are new programs or curricular changes reviewed and approved?

New programs, courses, or other curricular changes follow the committee’s guidelines for proposal. The faculty, program director, Dean or Department Chair will notify the GCE APCC of their intent at their earliest convenience. Periodic updates are encouraged to keep the committee informed and allow the committee to provide advice as a proposal is being developed. A proposal is presented to the GCE APCC for review and discussion. Revisions may be requested. Following a favorable vote of the committee, the GCE APCC will present the petition with their recommendation to the faculty at the next full faculty meeting.

Why is there a requirement to have recent teaching experience in GCE programs to serve on the GCE APCC?

Since establishing the ECAC (now GCE APCC) as a College committee it became increasingly evident to effectively serve the adult student first-hand experience and deep understanding of the adult student would be necessary. Understanding the nontraditional student is important to being able to effectively evaluate and advise in policy and curricular decisions that affect the programs designed to include them. Being a nontraditional student is not just about age but also their life circumstances. These circumstances may include any combination of being out of high school for more than 5 years, veteran or active duty service member, having a full- time career or other significant responsibilities such as supporting or having financial dependents, or they may already have a bachelor’s degree and now pursue additional education for career advancement or change. These life circumstances shape how they return to the classroom, bringing greater depth of lived experience, high motivation for learning, limited interest engaging in traditional campus co-curricular activities, extremely pragmatic and strategic in their approach to learning, expectations for responsive College services, support and knowledgeable career advising to name a few.

Guidelines for Proposing New Programs and Courses

All new and revised courses within GCE or cross-listed with GCE require a submission of a New Course Proposal form. Please complete a Course Update Form for minor course revisions (e.g., name change, updated description, added syllabus).

For new program proposals, please refer to this sample graduate program proposal and sample accelerated concentration proposal for best practices and guidelines.