All new student-facing course attributes require significant cost (vendor(s), implementation, assignment to courses by the departments, application to program requirements in DARS/GSTS, etc.), thus considerations for new attributes are extremely rare. They must first be vetted by the Vice Provost for Data, Academic Planning & Institutional Research, the Director of Academic Planning, and the Vice Provost for Teaching and Learning, in consultation with the Provost where necessary, prior to proposal submission. If a proposal is deemed necessary, the academic planning team in Data, Academic Planning & Institutional Research (DAPIR) will advise on the proposal process based on the scope.

Governance includes review and consideration by the University Curriculum Committee (UCC).. Additional governance bodies may require approval/sign-off depending on the nature of the course attribute.

1. Attributes are added or removed from courses individually through the course approval process (supported by the Lumen Course proposal).
2. Courses proposals must be approved by the subject, cross-listed subject(s) (if applicable), schools/colleges, attribute/designation review groups (if applicable), and the University Curriculum Committee.
3. Once approved and implemented in the Student Information System (SIS), the course attribute will show up in Guide, Course Search and Enroll, and the Degree Audit Reporting System (DARS).
   1. While separate table in SIS determines what courses are used in awarding retro-credits, a business practice that the retro-credit table will be updated concert with foreign language attributes in the course catalog have been agreed upon, and auditing to assure that the two data sources remain in sync will be done.

How it works

Recommended best practices:

The University of Wisconsin-Madison is a national leader in foreign language instruction and offers instruction in more than 40 languages. Given the expansive offerings it is not always easy for students to understand what languages are offered, or which courses are at the introductory and sequentially higher levels. This attribute provides a transparent means to identify language courses where the primary focus of the course is teaching students a method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way and to differentiate them from courses that focus on the culture, literature, history and polity or other aspects of language learning.

These courses, excluding level 1, are eligible to award retroactive credits (“retro-credits”) that grant credit for previous language study when students complete an appropriate course at the University with a grade of B or higher.

• Level 1: First-semester language course. Course in a language other than English for students with no prior experience in the language. These courses are not retro-credit eligible.
• Level 2: Second-semester language course. Course in a language other than English that requires a Level 1 course a requisite. These courses are retro-credit eligible.
• Level 3: Third-semester language course. Course in a language other than English that requires a Level 2 course a requisite. These courses are retro-credit eligible.
• Level 4: Fourth-semester language course. Course in a language other than English that requires a Level 3 course a requisite. These courses are retro-credit eligible.
• Level 5+: Fifth-semester and above language course. Course in a language other than English that requires a Level 4 or Level 5 course a requisite. These courses are retro-credit eligible. Courses with a 5+ designation could be sequenced or non-sequenced language courses beyond the fourth semester, or literature or culture courses taught in the language that require a Level 4 or Level 5 course requisite. Because these are language courses, they are retro-credit eligible.

SIS Attribute Values (Course Attribute = FLNG)

• FL 1 = first semester language (1st)
• FL 2 = second semester language (2nd)
• FL 3 = third semester language (3rd)
• FL 4 = fourth semester language (4th)
• FL 5 = fifth semester language or above (5th+)

This attribute is used to provide programs and students alike a way to identify the courses eligible to meet this requirement (not only with courses in one’s unit, but with any course on campus) and to facilitate the advising of enrolled students as well as degree audits at the time of graduation.

Standards for Graduate Course Work

To develop and safeguard standards of graduate course work, below is a checklist of criteria for designation of a graduate course work attribute. The checklist is minimal and not intended to be exhaustive. The diversity of programs and courses may necessitate judgments outside of listed criteria due to the unique standards of a specific discipline. However, course proposers are encouraged to offer explanations where their courses deviate from general criteria.

Graduate Course Work Rigor

Graduate course work content should be intellectually challenging to graduate students. Course work which establishes a high standard of learning may be evidenced by:

• requiring students to demonstrate advanced methodology/application of new skills and information to significant tasks or issues in the discipline;
• requiring students to demonstrate an increased depth of knowledge beyond that normally attained by a typical bachelor degree holder in the discipline; 
• requiring students to demonstrate higher-order synthesis and analysis in the discipline; 
• a strong emphasis on the literature of the discipline and/or active engagement with the latest research and scholarly activity of the discipline.

Graduate course work content should generally build on knowledge or experience previously gained and is mindful of program admission prerequisites. The higher standards set for graduate students are generally reflective of the advanced level of instruction in a graduate course.

Graduate Course Work Requirements and Assessment

Graduate course work numbered 300-699:

• must show evidence of meeting the above criteria by assessing graduate students through examinations, assignments, and the use of grading rubrics and the like which clearly establish a higher standard of performance for graduate students versus undergraduates for the same grade. The additional graduate student work will generally occur outside the common class time. These courses must also have at least one graduate learning outcome that is linked to this higher standard.
• grading graduate students using a narrower scale and/or requiring graduate students to produce lengthier assignments without requiring advanced synthesis or demonstration of knowledge, would not be considered adequate for assignment of the graduate attribute.
• must include at least one learning outcome that is distinct for graduate/professional students

A course that has the graduate attribute must have requisites that would allow a graduate student to enroll without special permission. For example, the requisite can not require undergraduate courses without adding a provision such as "or graduate/professional standing" as a graduate student's undergraduate work is not part of their UW-Madison student record.

Workplace experience can be a valuable way to help undergraduate students take the theories and concepts learned in the classroom and apply them in professional settings. The “Workplace Experience” attribute for undergraduate courses makes it easier for students to identify courses that structure meaningful workplace experiences to enhance their education. It provides a consistent messaging by faculty, advisors, deans’ offices, and other academic administrators about the value of and expectations for workplace experiences. It also allows the University to better meet demands for evaluating, tracking, and reporting on these kinds of experiences. 

The National Association of Colleges & Employers (NACE) definition of internships (or, more broadly, workplace experiences) was used in the development of this proposal:

• A form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional [workplace] setting. Internships [and other immersive workplace experiences] give students the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths; and give employers the opportunity to guide and evaluate talent. http://www.naceweb.org/internships/

Evidence of the criteria listed above must be included and explained in any proposal for a course requesting or having this attribute. 

Impact and Benefits

• The attribute is used in the Guide and other systems that may be used for the purpose of searching for and identifying specific courses. 
• A common identifier for workplace experience courses aids in the efficient and consistent reporting of workplace experiences.
• While addressing the criteria above does not necessarily mean that a proposed workplace experience meets all of the conditions required to be an approved course, it does provide a framework that can be used to design a quality workplace experience course that will be useful when designing and proposing courses.
• By creating an easy, defined way of identifying workplace experience courses, a course attribute specifically designed for workplace experience will replace the use of directed/independent study courses for this type of activity.

The Practical Experience (PRAC) administrative course attribute allows for comprehensive labeling of courses that represent for-credit activity in a workplace including practica and clinical placements. This attribute is not public facing and is used exclusively for reporting needs, including the Wisconsin Experience report, the legislated Act 32 accountability reporting, and mandated national State Authorization Reciprocity Agreement (SARA) reporting, all of which require information about a similar type of course.

The University Curriculum Committee approved a discontinuation proposal from the Office of Sustainability for the public, academic attribute and policy related to Sustainability at the 23 September 2022 meeting. An administrative attribute replaced the academic course attribute for sustainability, to be managed by the Office of Sustainability for STARS tracking.