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New Undergraduate Modules

The introduction of standalone modules for registration follows a similar approval process to that of new course proposals but one that terminates at the USC stage rather than going forward to Council. Proposing schools should contact the Senior Lecturer/Dean of Undergraduate Studies (, copying the e-mail to Academic Affairs (, and demonstrate a significant strategic need for the standalone module. Information regarding proposals for Trinity Electives and Open Modules should be directed to

Schools introducing new modules to existing undergraduate courses should follow the following procedure:

  1. The need for a new module and its descriptor should be discussed at the appropriate designated course committee(s) for the course(s) to which the module ‘belongs’.  This includes identifying the need for a service teaching module from another school.
  2. The module descriptor template (Template C) should be completed for all new proposed modules. There are a number of embedded links within the document to support the development of the new module.
  3. The new module should be developed in the context of the course(s) to which it belong(s).  It should contribute to the overall aims of the course and its learning outcomes should map to the overall programme learning outcomes. (See Template E here for the mapping tool) Due regard should be given to existing modules to ensure cohesion and to avoid duplication.
  4. The new module should adhere to the College Module Size Regulations and Progression and Award Regulations.
  5. If a new module is identified as being potentially appropriate for delivery in another course, the designated course committee for that course should consider the new module, via its descriptor, in terms of its suitability and level of curriculum integration.  The new module should contribute to the overall aims, and map to the programme learning outcomes, of each course to which it is shared.
  6. Where there are staffing, space and/or other resource implications, new modules should also be discussed and approved at the School Executive Committee of the owning school.

Significant changes to existing modules

As with new undergraduate modules, changes to an existing module can have a significant impact on the overall balance of the course(s) in which it is delivered, with the potential to disrupt curriculum coherence and prevent the attainment of programme learning outcomes and the attainment of the Trinity graduate attributes. Therefore:

  1. Significant changes to an existing module should not be implemented without reference to the overall programme learning outcomes of the course(s) to which it belongs or without taking cognisance of the other modules within the same course(s).  To do otherwise can lead to curriculum drift or duplication.
  2. Such changes to a module should be discussed at the designated course committee(s) of the course(s) to which the module belongs.
  3. Where a module is shared with other courses, planned module changes should be communicated to those responsible for those other courses.  Such changes should be discussed by the relevant designated course committee(s) to ensure the continued fit with the course(s) concerned. 
  4. Schools involved in courses, as partners or through the provision of service teaching modules or by otherwise sharing modules, should have due regard to any existing agreements they have in place with other schools or institutions in relation to delivering specific module content and enabling approved learning outcomes.