Proposal for a New Non-Credit Course

The 2024 Course Catalog is now finalized. Please check back in early fall 2024 to submit a course proposal for 2025.
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Please refer to Propose a Course Pre-College webpage for details on 2024 programs and courses.

For Returning Instructors: This form should be used for new course proposals only. Changes to an existing course should be made using a course revision form. Please email with questions.

(ex: +14015551212)

(ex: +14015551212)

We will use your Brown email address for all communications.


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Colleague's Information

(ex: +14015551212)

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*Please note that we will do our best to accommodate your schedule, but limiting your availability in the summer may preclude you from teaching in our programs.  
What length do you envision for this course? 

Hybrid only applies to Summer@Brown: Course-Based Research Experience

*Please note that we will do our best to accommodate your schedule, but limiting your availability may preclude you from teaching on campus.  

What type of engagement do you envision for students who take this online course? All online classes will include asynchronous content and scheduled virtual office hours. Any live sessions will be recorded for students that cannot attend. Alternative assignments will be provided for students who are not able to attend due to scheduling conflicts or technical difficulties.

  • Asynchronous: The course will be offered entirely asynchronously.
  • Mostly asynchronous: The course will include asynchronous content and at least one live session (optional for students to attend) per week to supplement course material.
  • Blended Option: The course will include asynchronous content as well as 1-2 prescheduled, required live sessions per week (with alternative assignments for students who are not able to attend due to scheduling conflicts or technical difficulties).

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Please use the fields below to provide information on your course including title and course description. If approved, the text provided below will be published in the Pre-College course catalog that is available to the students, families, partner organizations and more. 

Students and parents choose courses based on a variety of reasons. Most commonly students take a course to explore a topic that they might consider as a major in college or choose a course in a topic that they already know they like. Occasionally students will take a course that just "sounds interesting.” In designing your course proposal, we encourage you to think about the type of course that you may have been interested in as a first year student, offering both breadth and depth.

Please provide a concise and engaging synopsis for your course (up to 500 characters maximum, roughly 75-100 words). This is the first thing students will read in the course catalog preview, but will not be included in your full course description. This description may also be used for marketing purposes and should serve as a tool to help students quickly understand your course and generate excitement for the course content. You can see examples of course synopses here.

In 500 words or less, please craft an engaging course description for display on the full course page of the catalog. You can see examples of course descriptions here. Your course description needs to contain the following information in this order:
  • Course Introduction (Overarching Theme and Main Objective)
  • Course Focus
    • What material will be covered (i.e., theories, principles, concepts, topics)?
    • What teaching methods and learning materials will you utilize to engage students? 
    • What about your course is compelling? 
  • Learning Outcomes: In a bulleted list form, outline 3-5 areas of knowledge, skills, and /or expertise the students will gain through completing this course successfully.
  • Conclusion: How does the course provide a foundation for further study?

Being clear on the academic background you expect your students to have is crucial to the success of your course. Indicate as clearly as you can your expectations of any prior knowledge, level of content proficiency, or maturity level your course will require (e.g., experience working with the scientific method, experience in differential and integral calculus, experience composing rhetorical arguments, understanding of primary source research, a strong foundation in computer programming that includes [insert any programs you may want students to be familiar with], experience safely conducting experiments in a laboratory, etc. Additionally, is the course designed for students with an experience level at beginner, intermediate, or advanced (in your subject area)? Is this class designed for a specific high school grade level and/or age of students? You can see examples of course prerequisites here.

Language in Context (English) is intended for English Language Learners

Identify 3 - 5 keywords that could be used by a student to effectively search and find your particular course within a catalog of over 300 courses. What terms are important to help articulate the main content of your course? If at all possible, choose terms that are overarching and likely not included in the above course description, title, subject, or department. This will provide students with an additional way to navigate the course selection process. For example, if you selected “computer science” as one of your subjects, you may want to use “programming” as a keyword; if you selected “legal studies” as one of your subjects, you may want to use “ethical dilemma” or “debate” as key words.