The University of Louisiana at Lafayette subscribes to the joint “1940 Statement of Principles of Academic Freedom of the AAUP.” The faculty of UL Lafayette has primary responsibility for the content, quality, and effectiveness of the curriculum.
The fundamental importance of the faculty’s role in determining course content and curriculum is underscored by the Louisiana Board of Regents’ “Statement on Academic Freedom, Tenure and Responsibility,” reprinted in the University’s Faculty Handbook. Likewise, the Louisiana Board of Supervisors for the UL System states, "The University of Louisiana System is committed to the principle of academic freedom." The UL System Board also outlines the duties of the academic staff. Each faculty member is expected to be devoted to the accomplishment of the purposes for which the System exists: instruction, research, and public service. Further, the University’s Faculty Handbook states each faculty is to “seek to improve undergraduate and graduate curricula and course, and that faculty are to “actively engage in the operation of the institution and department.”
The faculty’s responsibility in matters of course content and curriculum is manifested in the University’s process for establishing new courses and programs, which typically begins in the departments, with faculty proposals and input. Curriculum changes are proposed by the faculty of the department offering the degree program and are approved by the dean of the college and the Provost or his/her designee. While outside professional or state-governing board reviews motivate changes in curriculum, final responsibility for their implementation rests with the faculty. Ongoing evaluation of the content, quality, and effectiveness of the curriculum is also the responsibility of the faculty. All academic programs are reviewed periodically at the departmental, college, university, and BOR levels to evaluate their quality and their effectiveness in supporting the University’s mission. In addition, the faculty evaluates the effectiveness of the curriculum through formal and informal evaluation of student learning outcomes associated with each degree program.
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