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蘑菇tv University Senate
April 26, 2005
Chairperson Smith called the April 26, 2005 meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium, Stouffer Hall.
The following Senators informed the Senate Leadership that they could not attend:
Senators Boser, Bowers, Butzow, Cherry, Ferro, Gazza, Hooks, Hulings, Kennedy, Lynch, Perdue, Piwinsky, Rivosecchi, Settlemyer, Weiner
The following Senators were absent from the meeting:
Senators Ames, Anthony, Antonucci, Appolonia, Ashamalla, Baginski, Beck, Bharadwaj, Camp, Carranza, Coccarelli, Faish, Fitting, Flickinger, Green, Halvorson, Hindman, Hughes, Hull, Joseph, Karimi, Kelly, LaFleur, LaPorte, Leeper, Mukasa, Newell, Orife, Peterson (Russell), Peterson (Caroline), Receski, Riesenman, Rozic, Sarvey, Schroeder, Shaposka, Strittmatter, Tannous, Traub, Wibowo, Wilson, Wisloski, Wolfe, Zanich
The minutes from the March 29 2005 meeting were APPROVED
Agenda items for the April 26, 2005 meeting were APPROVED, amended to reflect election of Lynda Federoff as the new Senate Secretary (effective May 1, 2005) to replace Capt. O扤eal (who reports to Washington, D.C. this summer).
REPORTS AND ANNOUNCEMENTS:
President抯 Report (Senator Atwater):
The revisions to the Policy on Certificates of Recognition have my approval and will be forwarded to the Council of Trustees at its May meeting.
Likewise, the Proposal for Changing Graduate Level Course Numbering has my approval and will be forwarded to the Council for approval.
Provost抯 Report (Senator Staszkiewicz):
Since this is the final Senate meeting of the 2004-05 academic year and because it is important that we get through all the curriculum items, I will limit my comments today to the approval of actions taken at the last meeting.
The course revisions, course deletion, new course and new minor in the Department of Special Education and Clinical Services have my approval. The course changes need no further approval and can be scheduled immediately, in needed. The new minor � a Minor in Deaf Studies � will be forwarded to the Council of Trustees at its May meeting.
The new Master of Science in Information Technology has my approval and will also be forwarded to the Council of Trustees for approval it is May meeting. It will then be forwarded to the PA State System of Higher Education for approval by the Board of Governors.
The new course in Science for Disaster Response also has my approval.
I抣l close by thanking each Senator and, in particular, the Senate leadership for a very productive year. I hope you have a successful conclusion to the semester and I look forward to seeing you at commencement.
Chairperson抯 Report (Senator Smith):
Senators, this will be quick because of our lengthy agenda. Please be advised that within 48 hours of the completion of the meeting, you will receive the minutes. Within 48 hours of that, if you have a correction, please respond by email to Captain O'Neal and myself. You will need a second with your corrections, so look to the left and right and have a person ready to second your corrections. If we do not hear from you, it means you accept the minutes.
If we need to re-submit the minutes, I will call a special meeting next Tuesday, we would need over 80 senators at that meeting, so we will do everything possible to avoid that, as you would expect.
(Motion was passed by acclimation to accept the Chair抯 recommended course of action, as described above, to approve the minutes from today抯 meeting).
Also, I have been asked to say the following by the Chair of the Rules Committee, Dr. Soni. He states, "With the proliferation of classroom technology, incidents of theft on campus have increased. I have heard some concerns about the security of classroom equipment from various segments of the campus and would like the senior administration to pay attention to this issue. Such incidents impact our ability to serve our students or function effectively."
Nikki, take it away. . .
Vice Chairperson抯 Report (Senator Norris):
-SGA Elections were held, and the winners are:
President � Nikki Norris
Vice President � Kyle Fraim
Secretary � Jason Bupp and Craig Faish
Treasurer � Patrick Barnacle
Rules Chair � Jamie Coccarelli
-Advocacy Day was cancelled due to caucus, but between 100-125 letters were sent to PA Representatives
-GSA Elections were held:
President � Cassandra Reyes
Vice President � Cari Velez
-Cassandra and I will work on cooperation between GSA and SGA for activities such as Homecoming
-GSA held their 3 on 3 basketball tournament, it was very successful and they donated numerous children抯 books to the Chevy Chase Center
-Will reschedule the Homerun for Charity for the fall semester
STANDING COMMITTEE REPORTS:
Rules Committee (Chair Soni):
See Appendix A (page 4)
Noncredit Committee (Chair O扤eil):
See Appendix B (page 5)
Research Committee (Chair Guth):
See Appendix C (page 6)
Student Affairs Committee (Chair Condino): No report
University Development and Finance Committee (Chair Domaracki):
See Appendix D (page 7)
Academic Committee (Chair Andrew): The revised Academic Integrity Policy has been reviewed by counsel. There are some minor adjustments to make. The policy will be sent out to senators this summer for information. The committee will bring it to the Senate early next academic year.
Awards Committee (Chair Baker): No report
University-Wide Undergraduate Curriculum Committee (Co-chairs Sechrist/Numan):
See Appendix E (pages 8-54)
University-wide Graduate Committee (Co-chairs Laporte/Chambers):
See Appendix F (pages 55-95)
Library and Educational Services Committee (Chair Johnson):
See Appendix G (page 96)
SENATE REPRESENTATIVE REPORTS:
None
NEW BUSINESS:
None
Next Senate meeting will be held September 2005 (date to be determined) at 3:15 p.m. (location to be determined). Locations/ dates will be posted on the Senate webpage (http://www.iup.edu/senate).
Adjournment
With no further business, the meeting was adjourned at 5:30 p.m.
Respectfully submitted,
Capt.(P) Chip O扤eal
Secretary, University Senate
APPENDIX A
Rules Committee Chair: Soni
FOR ACTION: APPROVED
1. Proposed bylaws change: (first reading was on March 29, 2005)
a. Proposed wording is:
I. University-Wide Awards Committee
2. Membership
d. Two Undergraduate students appointed by and from the Student Congress.
e. One Graduate student appointed by and from the Graduate Student Assembly.
b. The current wording on student representation is:
I. University-Wide Awards Committee
2. Membership
d. Three Undergraduate students appointed by and from the Student Congress.
Justification: The Awards Committee is enriched by student participation. Currently, graduate students may not serve. The Awards Committee believes that graduate students would provide a depth and perspective that would enhance that of undergraduate students. Additionally, according to the Senate Constitution, we have room to assign one more graduate student (voting member) available to be assigned to one of the committees.
FOR ACTION: APPROVED
2. Proposed bylaws change: (first reading was on March 29, 2005)
Section III.D, the first sentence to be modified as follows:
Proposed wording:
Committee reports shall be presented on a rotating basis, after reports by the Rules Committee, University-Wide Undergraduate Curriculum Committee, and University-Wide Graduate Committee.
b. Current wording:
Committee reports shall be presented on a rotating basis, following the Rules Committee report.
Justification: This order will ensure that enough time is available for the UWUCC and UWGC, who typically have more business to conduct at Senate meetings than the other standing committees do.
APPENDIX B
Noncredit Committee Chair: O扤eil
FOR INFORMATION:
The Non-Credit Committee met for its last meeting on April 12. The report from that meeting follows:
George Rogers, Assistant Dean of the School of Continuing Education, and Kathleen Evanko, Coordinator of Conference Services, provided an overview of the conference program at 蘑菇tv. They distributed a brochure, which lists the conference services available and explained that they have met with most department chairs to encourage them to invite professional groups to campus. Some examples of conferences and workshops planned for summer and fall include Students Working Against Tobacco, Mid-Atlantic Addiction Training Institute, and the Keystone Occupational Safety and Health seminars.
APPENDIX C
Research Committee Chair: Guth
FOR INFORMATION:
The USRC met on April 5, 2005. The meeting was devoted to reviewing the guidelines for the senate programs. In response to the increased funds provided by the President, a new category and application information for 揇omestic Presentations� was added to the small grants program guidelines. The category is designed for faculty who present papers at domestic conferences held within the United States. Applicants for this category are eligible for small grants up to $500 and require a 揹ollar-for-dollar� match from department, college, or university sources or from personal funds. The revised guidelines will be distributed to the colleges over the summer and will become effective during the beginning of the 2005-2006 academic year.
Our next meeting is May 3, 2005 at 3:15 p.m. in Clark 317.
APPENDIX D
University Development and Finance Committee Chair: Domaracki
FOR INFORMATION:
Committee Reports:
Parking Committee: There was no parking committee report because the parking committee has not met since their December meeting.
Budget Committee: There was no Budget Committee Report.
Old Business: Information presented regarding various capital budget and infrastructure projects.
Capital Budget/Spending Plan � The time frame for submission of the Capital Budget and Spending Plan have been changed. Historically, 蘑菇tv抯 submission was due by August 1st which meant our committee acted on this document in February/March to be approved by Senate in April. Starting with next academic year submission of the Capital Budget and Spending Plan will be due on April 1st. This will require Development and Finance to act on the plan in October/November to have the plan approved by Senate in November/December. Additionally, the only submission required will be the Five Year Priority Spending Plan.
Oakland Avenue � Contractor is looking to shorten the work period by one month by proposing a closure of Oakland Avenue for three weeks starting the Monday after graduation. The closure would be from the east side of the railroad tracks up to Grant Street.
Fisher-Waller � The bond issue to fund the project is expected to be approved by the Board of Governors at their meeting in the second week of April. Once the bond issue is approved the project will be reactivated for design, bidding and construction. The project will involve building a connector between Fisher and Waller halls as well as updating Fisher抯 seats, sound system and dressing room. The buildings will also be made ADA accessible. The project is scheduled to start in May of 06 and be completed in August of 07.
Wilson Hall � The Department of General Services has advertised the project and the selection of an architect to design the 2.5 million dollar project. The project will be delegated to 蘑菇tv to oversee the writing of the contract and to coordinate the design and administration of the project.
RobertShaw � This project is funded through two separate grants from HUD ($300,000) and the Department of Agriculture ($100,000) and matching Parking Fund monies. The project will involve three parts. Two interior projects include the Hot Arts Center, and a technological upgrade of the Small Business Incubator as well as a third exterior project restructuring the parking facilities to address a drainage problem.
Northpointe Campus� The 23,000 square foot building is scheduled to be completed in July for a fall 2005 opening.
Punxsutawney Campus� The student housing project will be completed in August for use in the fall. The academic building will be put out for bid on April 22. The pre-bid conference will be held on April 11.
APPENDIX E
University-Wide Undergraduate Curriculum Committee Co-Chairs: Sechrist / NumanFOR INFORMATION:
1. UWUCC has approved the following courses to be offered as distance education:
FIN 324 Principles of Investments by Robert Boldin.
FIN 324 Principles of Investments by Alan Eastman.
EDEX 417 Education of Persons with Mental Retardation or Developmental Disabilities by Joseph E. Nolan.
CDFR 224 Marriage and Family Relations by Brooke Judkins.
FIN 310 Fundamentals of Finance by Alan Eastman.
MUHI 101 Introduction to Music by Matthew Baumer.
CRIM 344 Terrorism by John Gibbs.
MGMT 400 Compensation Management by Fred Slack. MGMT 459 Seminar in International Management by Abbas Ali.
2. Liberal Studies Committee Report:
Approved the Liberal Studies component for:
BA- General Anthropology Track; BA- Anthropology/Archaeology Track;
BA- Anthropology/Applied Anthropology Track; BS- Safety Sciences.
Approved LBST 499 Great Lakes, Drs. Kevin Patrick and Whit Watts, Department of Geography and Regional
Planning.
Approved Dr. Jack Julian, Economics Department, Type I, Professor Commitment.
Approved IFMG 460 Analysis and Logical Design, Type II, Department Writing Course.
Approved Dr. Meghan Twiest, Professional Studies in Education Department, for existing LBST 499 Childhood in
America. Approved LBST 499 Regarding Animals, Dr. Rosalee Stillwell. Approved Type I Professor Commitment writing status for Dr. Heather Powers and Dr. Anthony Farrington, English
Department. Approved Type III writing status for PHIL 330 Philosophy of Science when taught by Dr. Mary MacLeod.
Approved ANTH 370/LAS 370 Latinos and Diasporas for Liberal Studies Elective and Non-Western categories. Approved LBST 499 Goddesses, Artists, and Women Warriors: Asian American and Asian
Diasporic Women抯 Literature, Dr. Lingyan Yang, Department of English.
Approved ASIA 200 Introduction to Asian Studies for Liberal Studies Elective and Non-western categories.
3. Honors College Committee Report:
Approved the following courses for /H/ credit:
EDSP 373 Psychology of Adolescent Education, EDSP 376 Behavior Problems, EDSP 378 Learning, EDSP 477
Assessment of Student Learning: Design and Interpretation of Educational Measures, and EDSP 493 Educational
Psychology Honors Internship.
4. Department of Physics桟ourse Number Change
PHYS 242 Optics to PHYS 345 Optics
Rationale: Presently offered in the fourth semester in our recommended sequence sheets, a good portion of our physics majors do not finish the prerequisites in a timely fashion and in practice take the course as juniors. Additionally most universities offer optics as a junior level course. The number change represents a more realistic sequence.
5. Department of Theater and Dance桟ourse Title and Catalog Description Changes
i. Current Catalog Description:
DANC 250 Contemporary Dance 3c-01-3cr
Contemporary dance techniques, improvisation and choreography. Examines the historic development and cultural influences on the changing philosophies of contemporary dance performance today. Performance of creative work required.
Proposed Catalog Description:
DANC 250 Beginning Modern Dance 3c-01-3cr
Beginning modern dance technique. Introduction to the beginning elements of the choreographic process. Examines the historical development and cultural influences on the changing philosophies of modern dance performance. Performance of creative work required.
ii. Current Catalog Description:
DANC 260 Jazz Dance 3c-01-3cr
Jazz techniques, dynamics and style for theater dance from the 1920抯 through the present. The emphasis will be on analysis of music for choreography.
Proposed Catalog Description:
DANC 260 Beginning Jazz Dance 3c-01-3cr
Beginning level jazz technique, dynamics and selected styles that reflect an era or culture characteristic of jazz movement and music from the 1920抯 through the present. Introduction to the beginning elements of the choreographic process. Performance of creative work required.
iii. Current Catalog Description:
DANC 270 Ballroom and Tap Dance 3c-01-3cr
A sequential development of tap and ballroom dance techniques in the context of historic development and period styles. Performance for an audience is required.
Proposed Catalog Description:
DANC 270 Beginning Ballroom and Tap Dance 3c-01-3cr
A sequential development of beginning tap and ballroom dance techniques in the context of the historical development and period styles. Performance of creative work is required.
iv. Current Catalog Description:
DANC 280 Ballet 3c-01-3cr
Sequential development of barre and center techniques that progress to linking moves, turning and jumps, to dance sequences and choreography. The historical periods of development and the status of the art today will be examined in a cultural context, which includes gender and minority influences.
Proposed Catalog Description:
DANC 280 Beginning Ballet 3c-01-3cr
Sequential development of beginning barre and center techniques that progress to link movement phrasing into dance sequences and choreography. The historical periods of development and the status of the art today will be examined in a cultural context, which includes gender and minority influences. Performance of creative work is required.
Rationale: The revised titles and descriptions more clearly define the course content and technique level. In the case of Contemporary Dance, the terminology of the former title is outdated and at this time incorrect.
6. Department of Professional Studies in Education桟ourse Catalog Description
Change and Course Title Change
Current Catalog Description:
ECED 180 Orientation to the ECED/ELED Program 1c-01-1cr Prerequisite: Declared Early Childhood Education/PreK-Grade 6 or Elementary Education major Familiarizes students with the professional development school communities in which they will become involved and to provide an overview of the Early Childhood Education/PreK-Grade 6/Elementary Education teacher certification program of study. Taught Spring semester only.�
Proposed Catalog Description:
ECED 180 Orientation to the ECED/PreK 朑rade 6 Program 1c-01-1cr Prerequisite: Declared Early Childhood Education/PreK-Grade 6 Major
Familiarizes students with the professional development school communities in which they will become actively involved throughout the program. Provides an overview of the Early Childhood Education/PreK.-6th Grade teacher certification program of study. Offered Spring semester only.�
Rationale: Elementary Education majors may not take this course as it is only for the ECED/PreK-Grade 6 majors. The listing of ELED major in the prerequisites is a printing error. The other changes are cut and paste errors and editorial changes.
FOR ACTION: APPROVED
1. Department of Accounting桸ew Course
ACCT 200 Foundations of Accounting 3c-01-3cr
Provides a framework in which non-business majors can see how accounting relates to and reports on business
activities. It introduces the basic financial accounting concepts, principles, and practices applied to the preparation and
interpretation of the major financial statements. It takes a business process approach to the information
requirements of external decision makers.
Rationale: This course will fill the needs of those non-business majors who either for personal or professional reasons require some exposure to basic accounting concepts and principles. This course will be required in the Minor for Entrepreneurship and is being recommended by the Safety Science Department for some of their majors. Those departments outside the College of Business who require ACCT 201 as part if their curriculum are encouraged to consider this course as a substitution.
FOR ACTION: APPROVED AS AMENDED
2. Department of Safety Sciences桸ew Courses, Course Revisions, Title Change,
Number Change, Program Revision, and Revision of Minor
a. New Courses
i. SAFE 212 Hazard Prevention Management I 3c-01-3cr
Prerequisite: SAFE 101
Designed to teach the fundamental concepts involved in the management of safety programs. Basic safety
management terminology, safety professional code of ethics, fleet safety and product safety are discussed. The
class will also discuss worker抯 compensation management as well as workplace violence. Development of safety
programs to meet applicable standards such as OSHA, ANSI and ISO 14000 and 18001 will be stressed.
Rationale: Adding SAFE 212 Hazard Prevention Management I will allow us to better cover safety management topics
such as: safety professional ethics, legal aspects of safety, Product Safety Management, Fleet Safety Management, and
OSHA Safety Management Program Elements. Many of these areas are required topics in our accreditation criteria and
have been recommended by our alumni and advisory committee for expanded coverage.
ii. SAFE 220 Hazardous Materials
Prerequisite: CHEM 102, SAFE 101 3c-01-3cr
Provides the student a basic understanding of the storage, transportation and use of hazardous materials in business.
This will include a discussion on hazardous materials, specifically the definitions, categories, regulations and
evaluation of hazardous materials. Emergency response planning will also be covered in this class.
Rationale: This course is designed as a sophomore level hazardous materials course for Safety Science Majors but it can also be taken as an elective for Safety Science Minors and Environmental Health Majors. A portion of the content of this course was briefly covered in SAFE 210 Environmental Safety & Health Regulations but the area of hazardous materials is much too broad to be covered in a unit of one course. In addition, we had previously attempted to cover emergency response in SAFE 210 as well but in light of September 11th the coverage of this area must also be expanded. Our advisory committee, alumni surveys and graduate exit surveys have identified the need to expand our coverage of hazardous materials and emergency response planning in our curriculum.
iii. SAFE 320 Recognition, Evaluation and Control of Occupational Health Hazards I 3c-31-4cr
Prerequisites: BIOL 155, CHEM 102, PHYS 112
Provides the students an understanding of selected chemical stressors in the workplace that may present occupational health hazards to workers. Student learn how to anticipate, identify, evaluate and control chemical stressors including dusts, mists, metal fumes, airborne fibers, inorganic and organic gases and vapors, and oxygen deficient atmospheres. Hazard classification systems, adverse health effects from excessive exposures, workplace standards, sampling and analytical methods, and control options are emphasized.
Rationale: This course is designed as a junior level industrial hygiene course for Safety Science Majors but it can also be taken as an elective for Safety Science Minors and Environmental Health Majors. The content of this course was previously covered in three SAFE courses (SAFE 301, 303 & 402) Specifically the recognition of health hazards was covered in SAFE 301, the control in SAFE 303 and the evaluation in SAFE 402. This three course sequence created overlap and department faculty believed it was more efficient to address the recognition, evaluation and control of health hazards together in two courses. The two courses were divided based on chemical, physical and biological hazards. This course will focus on the chemical hazards while SAFE 420 will focus on the physical and biological hazards.
iv. SAFE 420 Recognition, Evaluation and Control of Occupational Health Hazards II 3c-3l-4cr Prerequisites: BIOL 155, CHEM 102, PHYS 112
Provide the students an understanding of selected physical and biological stressors in the workplace that may
present occupational health hazards to workers. Students learn how to anticipate, identify, evaluate and control
physical and biological stressors in the workplace. Adverse health effects from excessive exposures, workplace
standards, sampling and analytical methods, and control options are emphasized. The course concludes with
discussions that focus on the effective development and implementation of a comprehensive safety and health
program.
Rationale: This course is designed as a senior level industrial hygiene course for Safety Science Majors but it can also be taken as an elective for Safety Science Minors and Environmental Health Majors. It will focus on the physical and biological hazards.
b. Course Revisions:
i. Current Catalog Description:
SAFE 311 Fire Protection 2c-3l-3cr
Prerequisites: CHEM 102, PHYS 112
Explores the principles involved in the protection of people and property from fire and explosion. Basic fire
safety terminology, fire chemistry and extinguishment, fire safety references and standards and fire program
management are discussed along with the properties of hazardous materials. Also discussed are control measures
for common fire and explosion hazards, and the design of buildings in terms of life safety and fire suppression
systems. Development of programs in fire safety as well as the evaluation and control of fire and explosion
hazards are studied in laboratory sessions. Practical application of fire principles will be completed in laboratory
sessions.
Proposed Catalog Description:
SAFE 311 Fire Protection 2c-3l-3cr
Prerequisites: CHEM 102, PHYS 112 and SAFE 211
Designed to teach the fundamental concepts involved in the protection of people and property from fire and
explosion. Basic fire safety terminology, fire chemistry and extinguishment, fire safety references and standards
and fire program management are discussed. The class will also discuss control measures for common fire and
explosion hazards, and the design of buildings in terms of life safety and fire suppression systems. Development
of programs in fire safety as well as the evaluation and control of fire and explosion hazards will be studied in
laboratory sessions. Practical application of fire principles will be completed in laboratory sessions.
Rationale: In general, these revisions were necessary to prevent the duplicate coverage of Hazardous Materials. When we revised SAFE 311 two years ago we added this new content but have discovered over the past two years that there is too much content to cover in this course over a semester especially now that we have only two hours of lecture each week.
Course Revision and Number Change:
ii. Current Catalog Description:
SAFE 210 Environmental Safety and Health Regulations 3c-01-3cr
Prerequisites: CHEM 102, SAFE 101, or instructor permission
Offers a practical approach to the understanding of, and compliance with, the various environmental regulations that impact on business. A thorough discussion of the definitions, categories, and evaluation of hazardous materials is included. Environmental laws covered include the Clean Water Act, the Clean Air Act, the Resource Conservation and Recovery Act, the Comprehensive Environmental Response, Compensation and Liability Act, the Occupational Safety and Health Act, and other related laws.
Proposed Catalog Description:
SAFE 410 Environmental Safety and Health Regulations 3c-01-3cr
Prerequisite: CHEM 102, SAFE 220
Provide a working knowledge of federal environmental legislation and their practical application in the work environment. Environmental laws covered include the Clean Water Act, the Clean Air Act, the Resource Conservation and Recovery Act, the Comprehensive Environmental Response, Compensation, and Liability Act and other related environmental laws.
Rationale: We had previously attempted to cover environmental safety and health regulations, emergency response and hazardous materials and control strategies in SAFE 210 Environmental Safety & Health Regulations but this has not worked. We were not able to adequately cover the regulations in the depth necessary to adequately prepare our students for their role as safety & health professionals. This was expressed by several students in graduate exit surveys who indicated that as sophomores they did not have a sufficient safety background to understand many of the requirements of the environmental regulations. Therefore, we split the content for the previous SAFE 210 course into two courses and expanded coverage into the much needed areas of hazardous materials and disaster response in the new course SAFE 220. We also revised the numbering of SAFE 210 to 410 so that senior level students would be taking this course. SAFE 220 would now be a required prerequisite for SAFE 410.
iii. Course Revision and Title Change:
Current Catalog Description:
SAFE 412 Hazard Prevention Management 3c-3l-4cr
Prerequisites: MATH 217 and MGMT 311
Examines various safety management techniques to identify and prevent the occurrence of hazardous behavior and conditions. Develops methods capable of extracting accurate, meaningful data, and of collecting, codifying, and processing hazard and loss incident information. Data retrieval systems are used in cost/benefit decision-making for hazard prevention and safety program and performance evaluation.
Proposed Catalog Description:
SAFE 412 Hazard Prevention Management II 2c-3l-3cr
Prerequisites: MATH 217 and MGMT 311
Examine various safety management techniques to identify and prevent the occurrence of hazardous behavior and conditions. Develop methods capable of extracting accurate, meaningful data, methods of collecting, codifying, and processing hazardous and loss incident information, and utilizing data retrieval systems to be used in cost/benefit decision-making for hazardous prevention, safety program and performance evaluation.
Rationale: The above changes were necessary because with the proposed revised B.S. in Safety Sciences Curriculum we have proposed there will now be two Hazard Prevention Management courses in the program rather than the one we had previously. Recommendations to add this second Hazard Prevention Management course were based on information from the department抯 advisory committee meeting and Department Faculty.
iv. Course Revision:
Current Catalog Description:
SAFE 488 Internship 12cr
Prerequisites: Senior standing, all required courses in major, minimum 2.8 cumulative GPA and 3.0 GPA in major, and consent.
A practicum conducted at an approved occupational setting up to 500 miles away from 蘑菇tv. Students are required to conduct four major projects. One project will be from each of the following areas: Safety Management, Industrial Safety, Industrial Hygiene, and Fire Protection. Students are accountable to an on-site supervisor and are required to remain in close contact with a Safety Sciences faculty coordinator.
Proposed Catalog Description:
SAFE 488 Internship 12cr
Prerequisites: Senior standing, all required courses in major, minimum 3.0 cumulative GPA and 3.2 GPA in major, and departmental consent.
Conduct a practicum at an approved occupational setting. Students are required to complete four major projects which will be developed in collaboration between the faculty supervisor and the internship supervisor. Students are accountable to an on-site supervisor and are required to remain in close contact with a Safety Sciences faculty coordinator.
Rationale: The primary reason for this revision was to revise course prerequisites. Specifically, to raise the minimum GPA requirements to 3.0 overall and 3.2 in SAFE major. Many of the major corporations (PPG, ALCOA, and GM) that support our full time internship program are now requiring students they hire for internships to have a minimum 3.0 GPA. This has made it increasingly difficult for students with an overall GPA below 3.0 to find internship companies that will hire them. We also updated the syllabus of record and course objectives to better reflect course outcomes. The department has had a few isolated cases of what we consider unprofessional behavior by students. It was believed by our Advisory Committee that we needed to make it more clear in the syllabus what was considered unprofessional student conduct.
c. Revision of the Minor:
Minor-Safety Sciences
Required Courses:
SAFE 101 Introduction to Occupational Safety
and Health
SAFE 111 Principles of Industrial Safety I
SAFE 301 Health Hazard Identification
Controlled Electives:
Three SAFE courses approved by department chair 18
3cr
3cr
3cr
9crMinor-Safety Sciences
Required Courses:
SAFE 101 Introduction to Occupational Safety
and Health
SAFE 111 Principles of Industrial Safety I
SAFE 220 Hazardous Materials
Controlled Electives:
Three SAFE courses approved by department chair 18
3cr
3cr
3cr
9cr
d. Revision of the Major:
Current Program: Proposed Program:
Bachelor of Science-Safety SciencesBachelor of Science-Safety SciencesLiberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217
Natural Sciences: CHEM 101 and 102
Social Science: PSYC 101, SOC 151, non-western culture required
Liberal Studies Electives: 7cr, ECON 122, MATH 121, no courses with SAFE prefix 52Liberal Studies: As outlined in Liberal Studies section with the following specifications:
Mathematics: MATH 105
Natural Sciences: CHEM 101-102
Social Science: PSYC 101, SOC 151, non western culture required
Liberal Studies Electives: 3cr, MATH 217 48
Major:
Required Courses:
SAFE 101 Introduction to Occupational Safety
and Health
SAFE 111 Principles of Industrial Safety I
SAFE 210 Environmental Safety and Health
Regulations
SAFE 211 Principles of Industrial Safety II
SAFE 301 Health Hazard Identification
SAFE 303 Control of Health Hazards
SAFE 311 Fire Protection
SAFE 345 Systems Safety Analysis
SAFE 347 Ergonomics
SAFE 402 Health Hazard Evaluation
SAFE 412 Hazard Prevention Management
SAFE 488/493 Internship
41
3cr
3cr
3cr
4cr
3cr
3cr
3cr
3cr
3cr
3cr
4cr
6cr
Major:
Required Courses:
SAFE 101 Introduction to Occupational Safety
and Health
SAFE 111 Principles of Industrial Safety I
SAFE 211 Principles of Industrial Safety II
SAFE 212 Hazard Prevention Management I
SAFE 220 Hazardous Materials
SAFE 311 Fire Protection
SAFE 320 Recognition/Evaluation/Control of
Health Hazards I
SAFE 345 Systems Safety Analysis
SAFE 347 Ergonomics
SAFE 410 Environmental Safety & Health
Regulations
SAFE 412 Hazard Prevention Management II
SAFE 420 Recognition/Evaluation/Control of
Health Hazards II
SAFE 488/493 Internship 45
3cr
3cr
4cr
3cr
3cr
3cr
4cr
3cr
3cr
3cr
3cr
4cr
6crOther Requirements:
Additional Science and Mathematics:
BIOL 155 Human Physiology and Anatomy
PHYS 111 Physics I Lecture
PHYS 112 Physics II Lecture
PHYS 121 Physics I Lab
PHYS 122 Physics II Lab
Professional Courses:
BTST 321 Business and Interpersonal
Communications
MGMT 311 Human Behavior in Organizations
Three courses that form a concentration in a professional area
Total Degree Requirements: 27
4cr
3cr
3cr
1cr
1cr
3cr
3cr
9cr
120
Other Requirements:
Additional Science and Mathematics:
BIOL 155 Human Physiology and Anatomy
PHYS 111 Physics I Lecture
PHYS 112 Physics II Lecture
PHYS 121 Physics I Lab
PHYS 122 Physics II Lab
Professional Courses:
ACCT 200 Foundations of Accounting
BTST 321 Business and Interpersonal
Communications
MGMT 311 Human Behavior in Organizations
Free Electives:
Total Degree Requirements:
21
4cr
3cr
3cr
1cr
1cr
3cr
3cr
3cr
6
120
Rationale: MATH 121 Calculus is being removed and replaced with MATH 105 College Algebra. In the past Calculus was required by our accrediting agency, two years ago the accreditation criteria were changed and the requirement is now College Algebra. ECON 122 is being removed and replaced with ACCT 200. Our advisory board has recommended this change and it is supported by department faculty. Increasingly, safety professionals are being asked to integrate safety into other business functions within the organization and no where is this more true than the financial side. It was believed that ACCT 200 would provide our students basic financial accounting principles.
Removal of the three professional elective courses that formed a concentration in a professional area and replacing with
two Free Elective Courses. A recent review during graduate checkout revealed a very liberal interpretation of
professional concentration area by department advisors with most allowing almost any course to fit into this area.
Therefore, it was decided to remove this section and replace with two free elective courses.
Addition of a course in Hazardous Materials (SAFE 220). For the past ten years the safety profession has been expanding
into the area of hazardous materials. SAFE 210 was created seven years ago with a portion of this course covering
hazardous materials. Our alumni as well as our Advisory Committee have recommended we expand our coverage of
hazardous materials. This is also a required topic of our accrediting agency.
Addition of a Safety Management Course for sophomore level students (SAFE 212) will allow us to better cover safety
management topics Many of these areas are required topics in our accreditation criteria and have been recommended by
our alumni and advisory committee. Lastly we are deleting three Industrial Hygiene Courses and replacing them with two
new industrial hygiene courses with laboratories (SAFE 320 & 420). The three course sequence created overlap and
department faculty believed it was more efficient to address the recognition, evaluation and control of health hazards
together in two courses. This change will also allow us to add a second industrial hygiene laboratory which will provide
our students with the much needed hands on use of industrial hygiene equipment.
FOR ACTION: APPROVED
3. Department of Geosciences桸ew Course
GEOS 333 Soils and Soil Geochemistry 2c-31-3cr
An introduction to the formation, classification and geochemistry of soils. Emphasizes geology, climate, hydrology, and plant-soil interactions to investigate soil evolution and fertility, nutrient dynamics and the role of soils in the global carbon cycle. Laboratory topics include assessment of soil structure, mineralogy, chemistry and fertility as well quantitative treatment of carbon cycling in soils. Includes field trips which may occur on weekends.
Rationale: This course is one of the controlled electives offered to students pursuing BS degrees in either Geoscience-Geology Track or Geoscience-Environmental Geoscience Track. This course is not a Liberal Studies course. The content of this course reflects growing recognition of the importance of soils within the greater geoscience community. The amount of material specific to soil science is far too extensive to be successfully incorporated into other Geoscience classes.
FOR ACTION: APPROVED AS AMENDED
4. College of Humanities and Social Sciences
a. Pan-African Studies Minor桸ew Course and Revision of Minor
i. New Course:
PNAF 493 Pan-African Studies Internship 3-12cr
Prerequisites: Permission of the instructor; 9 Completed hours and/or with coordinator抯 permission.
Offers students practical experience in a field where knowledge of and understanding of the Pan African world
and/or people of African descent is directly utilized. Only 3 credits can apply to the minor.
Rationale: The course is designed to allow students experiential learning opportunities that will complement and deepen their understanding and appreciation of the Pan-African world. It is meant to offer additional academic options for Pan-African Studies minors.
ii. Revision of the Minor:
Current Program: Proposed Program:
Minor桺an-African Studies 18 Minor桺an-African Studies18Required Courses: 6Required Courses: 6HIST 365 History of Black America Since
Emancipation
PNAF 131 Introduction to Pan-African Studies
3cr
3crHIST 365 History of Black America Since
Emancipation
PNAF 131 Introduction to Pan-African Studies
3cr
3crControlled Electives:
Four courses from the following:
ANTH/SOC 271 Cultural Area Studies: Africa
COMM 380 The History of African Americans in
Film
ECON 339 Economic Development I
ENGL 348 African-American Literature
GEOG 255 Geography of Africa
HIST 355 African History I: Antiquity to 1600
HIST 356 African History II: 1600 to Present
HIST 366 African-American Women
PLSC 382 Political Systems: Africa
PNAF 281 Special Topics in Pan-African Studies
PNAF 481 Special Topics in Pan-African Studies
PNAF 482 Independent Study
RLST 360 African Religions 12cr(1)
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3crControlled Electives:
Four courses from the following:
ANTH/SOC 271 Cultural Area Studies: Africa
ARHI 418 African Art
COMM 380 The History of African Americans in Film
ECON 339 Economic Development I
ENGL 348 African-American Literature
GEOG 255 Geography of Africa
HIST 355 African History I: Antiquity to 1600
HIST 356 African History II: 1600 to Present
HIST 366 African-American Women
MUSC 300 Black Music in America and Diaspora
PLSC 382 Political Systems: Africa
PNAF 281 Special Topics in Pan-African Studies
PNAF 481 Special Topics in Pan-African Studies
PNAF 482 Independent Study
PNAF 493 Pan-African Studies Internship
RLST 360 African Religions12
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr(1) With the program coordinator抯 approval, 3cr of an internship
may be counted towards the Pan-African Studies minor.
Rationale: A request for the Internship in Pan-African Studies program was inadvertently omitted from the original program proposal for the minor. Students should be able to complete internships in fields where their knowledge of the Pan-African world can be applied and further developed. The internship will allow students to take advantage of experiential learning opportunities related to Pan-African Studies. By offering PAS internships, we will provide an opportunity that will benefit the students as they explore unique learning environments. ARHI 418 African Art and MUSC 300 Black Music in America and Diaspora are recently approved appropriate courses that are also being added to the minor.
FOR ACTION: APPROVED
b. Women抯 Studies桸ew Course
WMST 400 Feminist Theory 3c-0l-3cr
Seminar which focuses on modern feminist theory. Explores feminist critiques of traditional knowledge, methods, and theories and examines theoretical debates within feminism with an emphasis on the shifting conceptualizations of gender, race, class and sexual orientation. Also considers the continuing development of distinctive feminist methodologies both inside and outside the academy.
Rationale: This course will complement the women抯 studies minor by providing a feminist theory course, which is frequently a part of women抯 studies minors, almost always a requirement for women抯 studies majors, and strongly encourages for students who plan to enter graduate programs in a variety of fields (e.g. philosophy, English, sociology, etc.). Though feminist theory is introduced in WMST 200, this 400-level class brings depth to the minor with intensive study of theories and theorists that can be applied to many interdisciplinary courses.
FOR ACTION: APPROVED
c. Asian Studies Minor--Program Revision, Catalog Description Change, and New
Course
i. Catalog Description Revision:
Current Catalog Description:
Asian Studies Minor____________________________________________________________________________
The Asian Studies Minor is designed to increase students� knowledge of the world抯 largest, most populous, and most diverse continent. Its purpose is to provide a focus area with liberal studies requirements of the 蘑菇tv curriculum. The minor provides an opportunity to increase awareness and understanding of Asian cultures, environments, and peoples. It adds depth to the liberal studies portion of the students� program, enhances job skills, and prepares students for postgraduate programs with area or regional themes. Students complete a minimum of 18 credits outside of their major. At least four courses (12 credits), including three different departmental prefixes, must come from Category A: Exclusively Asia-Focused. One Asian 揅ritical Language� course may apply to the Category A requirement. Other courses may come from either Category A or Category B: Substantially Asia-Focused. Special topics and independent study courses may be applied to either category with the approval of the Asian Studies Committee.
Category A: Exclusively Asia-Focused Courses are devoted to a combination or subset of the following topics: the continent of Asia (as defined by International Geographical Union convention), its physical environments, and the social systems and cultures indigenous to the region. Category B: Substantially Asia-Focused Courses are devoted to a combination or subset of the following topics: the continent of Asia, its physical environments, and the human systems and cultures indigenous to the region. The remainder of the course material establishes relevant comparisons and contexts for Asian themes.
Proposed Catalog Description:
Asian Studies Minor____________________________________________________________________________
The Asian Studies Minor is designed to increase students� knowledge of the world抯 largest, most populous, and most diverse continent. Its purpose is to provide a focus area within liberal studies requirements of the 蘑菇tv curriculum. The minor supplies an opportunity to increase students� understanding of Asian cultures, environments, and peoples. It adds depth to the liberal studies portion of the students� program, enhances job skills, and prepares students for postgraduate programs with area or regional themes. Students complete a minimum of 18 credits, at least 12 credits of which must be outside of their major. ASIA 200 is required of all Asian Studies minors. At least four courses (12 credits), including at least two different departmental prefixes, must come from Category A: Exclusively Asia-Focused. One Asian 揅ritical Language� course may apply to the Category A requirement. The remaining course may come from either Category A or Category B: Substantially Asia-Focused. Special topics and independent study courses may be applied to either category with the approval of the Asian Studies Committee. Students who complete courses through established study-abroad centers in an Asian country can apply for credit towards the Asian Studies Minor. Each request for transfer credit will be considered on a case-by-case basis by the Asian Studies Committee.
Required Course: ASIA 200 Introduction to Asian Studies
Category A: Exclusively Asia-Focused Courses are devoted to a combination or subset of the following topics: the continent of Asia (as defined by International Geographical Union convention), its physical environments, and the social systems and cultures indigenous to the region. Category B: Substantially Asia-Focused Courses have significant material specifically about the continent of Asia, its physical environments, and the social systems and cultures indigenous to the region. The remainder of the course material establishes relevant comparisons and contexts for Asian themes.
ii. New Course
ASIA 200 Introduction to Asian Studies 3c-0l-3cr
Focuses on the significance of interactions between Asian cultures. It does so in such a way that students will be able
to appreciate both the continuities that allow one to speak of Asia as a coherent region (not only geographically, but
also politically, economically, and culturally) and the very real differences that give the region its great variety. It also
stresses an in-depth understanding of subtle transformations in meaning as goods, ideas, and practices migrate from
one area within Asia to another.
-Continued-
Current Program:Proposed Program:Asian Studies--Minor
Category A: Exclusively Asia-Focused:
HYPERLINK "http://www.iup.edu/registrar/catalog/course/anth.shtm" \l "ANTH 273 Cultural Area Studies: Southeast Asia" ANTH/SOC 273 Cultural Area Studies: Southeast Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 256 Geography of East Asia" GEOG 256 Geography of East Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 257 Geography of South and Southeast Asia" GEOG 257 Geography of South and Southeast Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 206 History of East Asia" HIST 206 History of East Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 330 History of the Islamic Civilization" HIST 330 History of the Islamic Civilization
HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 321 History of England, 1688 to Present" HIST 331 Modern Middle East
HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 383 Political Systems: Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 384 Political Systems: Middle East
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 311 Eastern Philosophy" RLST 311 Eastern Philosophy
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 370 Religions of China and Japan" RLST 370 Religions of China and Japan
RLST 373 Advanced Studies in Buddhism
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 375 Religions of India" RLST 375 Religions of India
SOC 272 Cultural Area Studies: China
Asian Critical Languages:
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 101/151/201/251 Arabic I, II, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 102/152/202/252 Chinese I, II, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 105/155/205/255 Hindi I, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 108/158/208/258 Japanese I, II, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 109/159/209/259 Korean I, II, III, IV
Category B: Substantially Asia-Focused:
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 339 Economic Development I" ECON 339 Economic Development I
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 345 International Trade" ECON 345 International Trade (Asia case study)
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 346 International Payments" ECON 346 International Finance (Asia case study)
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 350 Comparative Economic Systems" ECON 350 Comparative Economic Systems
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 104 Geography of the Non-Western World" GEOG 104 Geography of the Non-Western World
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 254 Geography of Russia and the Soviet Sphere" GEOG 254 Geography of Russia and the Soviet Sphere
HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" LBST 499 Asian American Culture
PLSC 101 World Politics
PLSC 285 Comparative Government II: Non-Western
Political Systems
RLST 110 World Religions
__________________________________________
For further information on the Asian Studies Minor, contact the College of Humanities and Social Sciences, 201 McElhaney Hall, 724-357-2280.
18
12-20
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr each
0-6
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3crAsian Studies--Minor (1)(2)
Required Course:
ASIA 200 Introduction to Asian Studies
Category A: Exclusively Asia-Focused: (3)
ANTH/SOC 272 Cultural Area Studies: China
HYPERLINK "http://www.iup.edu/registrar/catalog/course/anth.shtm" \l "ANTH 273 Cultural Area Studies: Southeast Asia" ANTH/SOC 273 Cultural Area Studies: Southeast Asia
ARHI 224 Introduction to Asian Art
ARHI 423 Art of Japan
ARHI 425 Arts of China
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 256 Geography of East Asia" GEOG 256 Geography of East Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 257 Geography of South and Southeast Asia" GEOG 257 Geography of South and Southeast Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 206 History of East Asia" HIST 206 History of East Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 330 History of the Islamic Civilization" HIST 330 History of the Islamic Civilization
HYPERLINK "http://www.iup.edu/registrar/catalog/course/hist.shtm" \l "HIST 321 History of England, 1688 to Present" HIST 331 Modern Middle East
HIST 332 HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" History of Early China
HIST 334 History of Modern China
HIST 337 History of Modern Japan
HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 383 Political Systems: Asia
HYPERLINK "http://www.iup.edu/registrar/catalog/course/plsc.shtm" \l "PLSC 382-387 Political Systems" PLSC 384 Political Systems: Middle East
RLST 220 Buddhist Thought and Practice
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 311 Eastern Philosophy" RLST 311 Eastern Philosophy
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 370 Religions of China and Japan" RLST 370 Religions of China and Japan
RLST 373 Advanced Studies in Buddhism
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 375 Religions of India" RLST 375 Religions of India
HYPERLINK "http://www.iup.edu/registrar/catalog/course/rlst.shtm" \l "RLST 380 Islam" RLST 380 Islam
SOC 362 Racial and Ethnic Minorities
Asian Critical Languages:
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 101/151/201/251 Arabic I, II, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 102/152/202/252 Chinese I, II, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 105/155/205/255 Hindi I, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 108/158/208/258 Japanese I, II, III, IV
HYPERLINK "http://www.iup.edu/registrar/catalog/course/crlg.shtm" CRLG 109/159/209/259 Korean I, II, III, IV
Category B: Substantially Asia-Focused:
BTST 342 Intercultural Business Communication
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 339 Economic Development I" ECON 339 Economic Development I
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 345 International Trade" ECON 345 International Trade (Asia case study)
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 346 International Payments" ECON 346 International Finance (Asia case study)
HYPERLINK "http://www.iup.edu/registrar/catalog/course/econ.shtm" \l "ECON 350 Comparative Economic Systems" ECON 350 Comparative Economic Systems
ENGL 344 Ethnic American Literature
ENGL 396/FNLG 396 The Literature of Emerging Nations
ENGL 397 Global Literature
ENGL 398 Global Genres
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 104 Geography of the Non-Western World" GEOG 104 Geography of the Non-Western World
HYPERLINK "http://www.iup.edu/registrar/catalog/course/geog.shtm" \l "GEOG 254 Geography of Russia and the Soviet Sphere" GEOG 254 Geography of Russia and the Soviet Sphere
MGMT 452 Comparative Management
MGMT 452 International Competitiveness
MGMT 459 Seminar in International Management
MKTG 350 HYPERLINK "http://www.iup.edu/registrar/catalog/course/lbst.shtm" \l "LBST 499 Senior Synthesis" International Business
MKTG 430 International Marketing
PLSC 101 World Politics
PLSC 285 Comparative Government II: Non- Western
Political Systems
RLST 110 World Religions 18
3
3cr
12-15
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3 3cr each
0-3
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr�(1)牋 The topics in such courses as ENGL 399 揗ajor Global
Authors,� HIST 403 揟opics in Non-Western History,� and
ITST 281 揝pecial Topics in Non-Western Studies� vary (check
with instructor). When concerned with Asian Studies, these
courses can count towards the Asian Studies Minor with the
approval of the program coordinator.
(2)牋 With the program coordinator抯 approval, 3cr of an internship
(493) may be counted towards the Asian Studies Minor.
(3) Courses need to be in at least two different prefixes.
______________________________________________
For further information on the Asian Studies Minor, contact the College of Humanities and Social Sciences, 201 McElhaney Hall, 724-357-2280.Rationale: Under our current program, students can only count credits outside their major for our minor. We have become aware that we are the only program to have such an exclusionary requirement (for other minors, there can be overlap with courses taken in the student抯 major). To aide students in graduating in a timely fashion, we have now made it possible for students to count as many as 6 credits from their major toward their Asian Studies Minor as well.
Students will now have a wider selection of courses from which to choose to fulfill the requirements of the minor. Students will also benefit from a course that introduces them to Asian Studies as a discipline (in a similar way as do students who take LAS 480, 揕atin-American Studies Seminar� and PNAF 131 揑ntroduction to Pan-African Studies�). Since this introductory course will expose students to a wide variety of methodologies, we now think it sufficient to require students to take courses with at least two different prefixes (rather than three, as is currently the case).
FOR ACTION: APPROVED AS AMENDED
5. Department of Physics桺rogram Revisions
Current Program: Proposed Program:
Bachelor of Science桺hysicsBachelor of Science桺hysicsLiberal Studies: As outlined in the Liberal Studies 50
section with the following specifications:
Mathematics: MATH 123
Natural Science: PHYS 131-141 and 132-142
Liberal Studies Electives: 4cr, MATH 124, no courses with
PHYS prefixLiberal Studies: As outlined in the Liberal Studies 50
section with the following specifications:
Mathematics: MATH 123
Natural Science: PHYS 131-141 and PHYS 132-142
Liberal Studies Electives: 4cr. MATH 124, no courses with PHYS prefixMajor:
Required Courses:
PHYS 131 Physics I-C Lecture
PHYS 132 Physics II-C Lecture
PHYS 141 Physics I-C Lab
PHYS 142 Physics II-C Lab
PHYS 222 Mechanics I
PHYS 223 Mechanics II
PHYS 231 Electronics
PHYS 242 Optics
PHYS 322 Electricity and Magnetism I
PHYS 323 Electricity and Magnetism II
PHYS 331 Modern Physics
PHYS 342 Thermal and Statistical Physics
PHYS 350 Intermediate Experimental Physics I
PHYS 351 Intermediate Experimental Physics II
PHYS 473 Quantum Mechanics I 37
*cr(1)
*cr(1)
*cr(1)
*cr(1)
2cr
2cr
4cr
2cr
2cr
3cr
3cr
3cr
3cr
3cr
4crMajor:
Required Courses:
PHYS 131 Physics I-C Lecture
PHYS 132 Physics II-C Lecture
PHYS 141 Physics I-C Lab
PHYS 142 Physics II-C Lab
PHYS 222 Mechanics I
PHYS 223 Mechanics II
PHYS 231 Electronics
PHYS 322 Electricity and Magnetism I
PHYS 323 Electricity and Magnetism II
PHYS 331 Modern Physics
PHYS 342 Thermal and Statistical Physics
PHYS 345 Optics
PHYS 350 Intermediate Experimental Physics I
PHYS 351 Intermediate Experimental Physics II
PHYS 473 Quantum Mechanics I37
*cr(1)
*cr(1)
*cr(1)
*cr(1)
2cr
2cr
4cr
2cr
2cr
3cr
3cr
3cr
3cr
3cr
4crControlled Electives
One course from the following: PHYS 472, or 490
One additional PHYS majors course
3cr
3crControlled Electives
One course from the following: PHYS 472, or 490
One additional PHYS majors course
3cr
3crOther Requirements:
COSC 110 Problem Solving and
Structured Programming
MATH 241 Differential Equations
MATH 342 Advanced Mathematics for Applications
One course from the following:
COSC 250, MATH 171, 363, 421, 423
Foreign Language Intermediate Level (2) 13-19
3cr
3cr
4cr
3cr
0-6crOther Requirements:
COSC 110 Problem Solving and Structured
Programming
MATH 241 Differential Equations
MATH 342 Advanced Mathematics for Applications
One course from the following:
COSC 250, MATH 171, 363, 421, 423
Foreign Language Intermediate Level (2) (3) 13-19
3cr
3cr
4cr
3cr
0-6cr
Free Electives:
14-20
Free Electives:
14-20
Total Degree Requirements:
120
Total Degree Requirements:
120
(1) Credits are counted in the Liberal Studies Natural
Science requirement.
(2) Intermediate-Level Foreign Language may be included
in Liberal Studies electives.
(1) Credits are counted in the Liberal Studies Natural Science requirement.
(2) Intermediate-Level Foreign Language may be included in Liberal Studies
electives.
(3) 6cr of computer language may substitute for the foreign language
requirement: COSC 110; and COSC 210 or higher-level computer
science courses, (COSC 250 recommended) with department
permission.�
Current Program: Proposed Program:
Bachelor of Arts-PhysicsBachelor of Arts-Physics
Liberal Studies: As outlined in the Liberal Studies 50
section with the following specifications:
Mathematics: MATH 123
Natural Science: PHYS 131-141 and PHYS 132-142
Liberal Studies Electives: 4cr, MATH 124, no courses with PHYS prefix
Liberal Studies: As outlined in the Liberal Studies 50
section with the following specifications:
Mathematics: MATH 123
Natural Science: PHYS 131-141 and PHYS 132-142
Liberal Studies Electives: 4cr. MATH 124, no courses with PHYS prefixMajor:
Required Courses:
PHYS 131 Physics I-C Lecture
PHYS 132 Physics II-C Lecture
PHYS 141 Physics I-C Lab
PHYS 142 Physics II-C Lab
PHYS 222 Mechanics I
PHYS 223 Mechanics II
PHYS 231 Electronics
PHYS 322 Electricity and Magnetism I
PHYS 323 Electricity and Magnetism II
PHYS 331 Modern Physics
PHYS 350 Intermediate Experimental
Physics I
PHYS 351 Intermediate Experimental
Physics II
PHYS 473 Quantum Mechanics I
Controlled Electives
One additional PHYS majors course28
*cr(1)
*cr(1)
*cr(1)
*cr(1)
2cr
2cr
4cr
2cr
2cr
3cr
3cr
3cr
4cr
3crMajor:
Required Courses:
PHYS 131 Physics I-C Lecture
PHYS 132 Physics II-C Lecture
PHYS 141 Physics I-C Lab
PHYS 142 Physics II-C Lab
PHYS 222 Mechanics I
PHYS 223 Mechanics II
PHYS 231 Electronics
PHYS 322 Electricity and Magnetism I
PHYS 323 Electricity and Magnetism II
PHYS 331 Modern Physics
PHYS 350 Intermediate Experimental
Physics I
PHYS 351 Intermediate Experimental
Physics II
PHYS 473 Quantum Mechanics I
Controlled Electives
One additional PHYS majors course28
*cr(1)
*cr(1)
*cr(1)
*cr(1)
2cr
2cr
4cr
2cr
2cr
3cr
3cr
3cr
4cr
3crOther Requirements:
Additional Mathematics and Computer Science
COSC 110 Problem Solving and Structured
Programming
MATH 241 Differential Equations
MATH 342 Advance Mathematics for
Applications
Additional Natural Science Sequence
Additional Social or Natural Science Sequence (advanced)
Foreign Language Intermediate Level (2) 22-28
3cr
3cr
4cr
6cr
6cr
0-6crOther Requirements:
Additional Mathematics and Computer Science
COSC 110 Problem Solving and Structured
Programming
MATH 241 Differential Equations
MATH 342 Advance Mathematics for
Applications
Additional Natural Science Sequence
Additional Social or Natural Science Sequence (advanced)
Foreign Language Intermediate Level (2) (3) 22-28
3cr
3cr
4cr
6cr
6cr
0-6cr
Free Electives:
14-20
Free Electives:
14-20
Total Degree Requirements:
120
Total Degree Requirements:
120
(1) Credits are counted in the Liberal Studies Natural
Science requirement.
(2) Intermediate-Level Foreign Language may be included
in Liberal Studies
(1) Credits are counted in the Liberal Studies Natural
Science requirement.
(2) Intermediate-Level Foreign Language may be included
in Liberal Studies Elective.
(3) 6cr of computer language may substitute for the foreign
language requirement: COSC 110 and COSC 210 or
higher-level computer science courses (COSC 250
recommended) with department permission.
Current Program: Proposed Program:
Bachelor of Science--Applied Physics Bachelor of Science--Applied Physics Liberal Studies: As outlined in the Liberal Studies 50
section with the following specifications:
Mathematics: MATH 123
Natural Science: CHEM 111-112 (replaced by CHEM 113-114 for Chemistry track)
Liberal Studies Electives: 4cr, MATH 124, no courses with PHYS prefix
Liberal Studies: As outlined in the Liberal Studies 50
section with the following specifications:
Mathematics: MATH 123
Natural Science: CHEM 111-112 (replaced by CHEM 113-114 for Chemistry track)
Liberal Studies Electives: 4cr. MATH 124, no courses with PHYS prefixMajor:
Required Courses:
PHYS 131 Physics I-C Lecture
PHYS 132 Physics II-C Lecture
PHYS 141 Physics I-C Lab
PHYS 131 Physics II-C Lab
PHYS 222 Mechanics I
PHYS 231 Electronics
PHYS 242 Optics
PHYS 322 Electricity and Magnetism I
PHYS 331 Modern Physics
PHYS 352 Applied Physics Laboratory
PHYS 355 Computer Interfacing28
3cr
3cr
1cr
1cr
2cr
4cr
3cr
2cr
3cr
3cr
3crMajor:
Required Courses:
PHYS 131 Physics I-C Lecture
PHYS 132 Physics II-C Lecture
PHYS 141 Physics I-C Lab
PHYS 131 Physics II-C Lab
PHYS 222 Mechanics I
PHYS 231 Electronics
PHYS 345 Optics
PHYS 322 Electricity and Magnetism I
PHYS 331 Modern Physics
PHYS 352 Applied Physics Laboratory
PHYS 355 Computer Interfacing28
3cr
3cr
1cr
1cr
2cr
4cr
3cr
2cr
3cr
3cr
3crControlled Electives: According to track
Solid State Electronics Track: COSC 300,
MATH 342, PHYS 323, 342, 353, 432, 475, 476
Computer Science Track: COSC 300, 310, 410, 450,
PHYS 342, 353, 432, 475, 476
Chemistry Track: CHEM 231,232, 323, 341,342,343
MATH 342
Biology Track: BIOL 111, 120, CHEM 231, 323,351
Two biology electives from the following:
BIOL 250, 263, 350, 401, 472
Geology track: GEOS 121, 122, 131, 132,
Five Geoscience electives from the following:
GEOS 220, 325, 326, 362, 412, 440, 481 23-27
24cr
27cr
24cr
27cr
23crControlled Electives: According to track
Solid State Electronics Track: COSC 300,
MATH 342, PHYS 323, 342, 353, 432, 475, 476
Computer Science Track: COSC 300, 310, 410,450
PHYS 342, 353, 432, 475, 476
Chemistry Track: CHEM 231, 232, 323, 341, 342, 343
MATH 342
Biology Track: BIOL 111, 120, CHEM 231, 323,351
Two biology electives from the following:
BIOL 250, 263, 350, 401, 472
Geology track: GEOS 121, 122, 131, 132,
Five Geoscience electives from the following:
GEOS 220, 325, 326, 362, 412, 440, 481 23-27
24cr
27cr
24cr
27cr
23cr
Other Requirements:
COSC 110 Problem Solving and Structured
Programming
COSC 250 Introduction to Numerical Methods
MATH 241 Differential Equations
Foreign Language Intermediate Level (1) 9-15
3cr
3cr
3cr
0-6crOther Requirements:
COSC 110 Problem Solving and Structured
Programming
COSC 250 Introduction to Numerical Methods
MATH 241 Differential Equations
Foreign Language Intermediate Level (1) (2)
9-15
3cr
3cr
3cr
0-6cr
Free Electives:
0-10Free Electives: 0-10
Total Degree Requirements:
120Total Degree Requirements: 120
(1) Intermediate-Level Foreign Language may be included in
Liberal Studies electives.
(1) Intermediate-Level Foreign Language may be included in Liberal
Studies electives.
(2) 6cr of computer language may substitute for the foreign language
requirement: COSC 110 and COSC 210 or higher-level computer
science courses, (COSC 250 recommended) with department
permission.
Current Program: Proposed Program:
Bachelor of Science-Applied Physics/Electro Optics TrackBachelor of Science-Applied Physics/Electro Optics Track
Liberal Studies: As outlined in Liberal Studies section 50
with the following specifications:
Mathematics: MATH 121
Natural Science: CHEM 111-112
Liberal Studies Electives: 4cr, MATH 122, no courses with PHYS prefix
Liberal Studies: As outlined in Liberal Studies section 50
with the following specifications:
Mathematics: MATH 121
Natural Science: CHEM 111-112
Liberal Studies Electives: 4cr, MATH 122, no courses with PHYS prefixMajor:
Required Courses:
EOPT 105 Computer Interfacing in Electro-
Optics
EOPT 110 Geometric Optics
EOPT 120 Wave Optics
EOPT 125 Introduction to Electronics
PHYS 100 Prelude to Physics
PHYS 115 Physics I for Electro-Optics
PHYS 116 Physics II for Electro-Optics
PHYS 222 Mechanics I
PHYS 322 Electricity and Magnetism I
PHYS 331 Modern Physics
PHYS 350 Intermediate Experimental Physics I
Choose two of the following three courses:
EOPT 210 Detection and Measurement
EOPT 220 Introduction to Lasers
MGMT 234 Introduction to Quality Control
Choose two of the following three courses:
EOPT 240 Fiber Optics
EOPT 250 High-Vacuum Technology
EOPT 260 Industrial Applications of Lasers44
3cr
3cr
3cr
4cr
3cr
3cr
3cr
2cr
2cr
3cr
3cr
6cr
6crMajor:
Required Courses:
EOPT 105 Computer Interfacing in Electro-
Optics
EOPT 110 Geometric Optics
EOPT 120 Wave Optics
EOPT 125 Introduction to Electronics
PHYS 100 Prelude to Physics
PHYS 115 Physics I for Electro-Optics
PHYS 116 Physics II for Electro-Optics
PHYS 222 Mechanics I
PHYS 322 Electricity and Magnetism I
PHYS 331 Modern Physics
PHYS 350 Intermediate Experimental Physics I
Choose two of the following three courses:
EOPT 210 Detection and Measurement
EOPT 220 Introduction to Lasers
MGMT 234 Introduction to Quality Control
Choose two of the following three courses:
EOPT 240 Fiber Optics
EOPT 250 High-Vacuum Technology
EOPT 260 Industrial Applications of Lasers44
3cr
3cr
3cr
4cr
3cr
3cr
3cr
2cr
2cr
3cr
3cr
6cr
6crOther Requirements:
COSC/BTED/IFMG 101 or COSC/BTED/COMM/IFMG 201
COSC 110 Problem Solving and
Structured Programming
COSC 250 Introduction to Numerical
Methods
MATH 241 Differential Equations
SAFE 145 Workplace Safety Today and
Tomorrow
Foreign Language Intermediate Level 15-21
3cr
3cr
3cr
3cr
3cr
0-6crOther Requirements:
COSC/BTED/IFMG 101 or COSC/BTED/COMM/IFMG 201
COSC 110 Problem Solving and
Structured Programming
COSC 250 Introduction to Numerical
Methods
MATH 241 Differential Equations
SAFE 145 Workplace Safety Today and
Tomorrow
Foreign Language Intermediate Level (1) (2) 15-21
3cr
3cr
3cr
3cr
3cr
0-6cr
Free Electives:
5-11
Free Electives:
5-11
Total Degree Requirements:
120
Total Degree Requirements:
120
(1) Intermediate-level Foreign Language may be included in
Liberal Studies electives
(2) 6cr of computer language may substitute for the foreign
language requirement: COSC 110 and COSC 210 or
higher-level computer science courses (COSC 250
recommended) with department permission.
Rationale: As stated in the 蘑菇tv catalog description of 揟he Foreign Language Requirement� of the College of Natural Science and Mathematics: 揢nless otherwise indicated, each department adheres to the following foreign language requirement�.� By otherwise indicating, the College of Natural Science and Mathematics permits the departments to utilize appropriate computer science courses to substitute for the foreign language requirement.
The Physics Department has allowed the substitution of computer science coursework for the foreign language requirement in past practice and this revision makes this substitution legitimate.
FOR ACTION: APPROVED AS AMENDED
6. Department of Anthropology桺rogram Revisions, New Courses, Catalog Description Change, and Course
Deletion
a. Catalog Description Change:
Current Catalog Description:
The Anthropology Department promotes awareness of anthropological knowledge and methods and seeks to further the discipline and its applications to the problems of the contemporary world. Through teaching, research, and involvement in campus and community events and programs, the anthropology faculty members contribute to the liberal education of 蘑菇tv students. The anthropology major itself equips students with knowledge and skills needed for full participation in the global environment of the twenty-first century.
Anthropology emphasizes the study of human biological and cultural diversity within its four subfields: sociocultural anthropology, biological anthropology, linguistics, and archaeology. All students receive a solid foundation in the discipline of anthropology and tailor their major to specific interests by following one of the three tracks.
The General Anthropology Track ensures that students receive a strong foundation in all four sub-disciplines of Anthropology while simultaneously permitting them a great deal of freedom to explore a variety of issues in Anthropology and to tailor the curriculum to the students� own interests. The General Track is suitable for any Anthropology major or students seeking to double major in Anthropology.
The Archaeology track provides an emphasis on the study of culture through the material remains of human behavior. This track provides training for careers in the growing fields of cultural resource management and historic preservation, with opportunities for employment in both government and the private sector. A wide variety of internship opportunities provide hands-on training in these areas.
The Applied Anthropology track provides students with a background in anthropological method and theory, a cross-cultural perspective, and an avenue to translate this knowledge into action through internships and research. Examples of career opportunities include program design, implementation, and evaluation; policy analysis and administrative and managerial development; assessment of current and future human needs; and creation of strategies for social intervention and advocacy. In consultation with an advisor, each student will develop his or her own curriculum in order to build expertise in a specific topical area.
The department also offers preparation for teaching social studies with a concentration in anthropology. This program leads to a Bachelor of Science in Education degree. With its emphasis on cross-cultural comparisons, the realities of contemporary global cultures, and cultural resource management, anthropology provides a solid foundation for teaching social science at the secondary level. The department also offers a minor in anthropology.
Proposed Catalog Description:
The Anthropology Department promotes awareness of anthropological knowledge and methods and seeks to further the discipline and its applications to the problems of the contemporary world. Through teaching, research, and involvement in campus and community events and programs, the anthropology faculty members contribute to the liberal education of 蘑菇tv students. The anthropology major itself equips students with knowledge and skills needed for full participation in the global environment of the twenty-first century.
Anthropology emphasizes the study of human biological and cultural diversity within its four subfields: sociocultural anthropology, biological anthropology, linguistic (s) anthropology and archaeology. All students receive a solid foundation in the discipline of anthropology and tailor their major to specific interests by following one of the three tracks.
The General Anthropology Track ensures that students receive a strong foundation in all four sub-disciplines of Anthropology while simultaneously permitting them a great deal of freedom to explore a variety of issues in Anthropology and to tailor the curriculum to the students� own interests. The General Track is suitable for any Anthropology major or students seeking to double major in Anthropology.
The Archaeology Track provides an emphasis on the study of culture through the material remains of human behavior. This track provides training for careers in the growing fields of cultural resource management and historic preservation, with opportunities for employment in both government and the private sector. This track usually is the preferred option for students intending to pursue archaeology at the graduate level as well. Students in this track take archaeological methods, theory and area courses as well as Anthropology core courses and electives. A wide variety of internship opportunities provide hands-on training in these areas.
The Applied Anthropology Track provides students with a background in anthropological method and theory, a cross-cultural perspective, and an avenue to translate this knowledge into action through internships and research. Examples of career opportunities include program design, implementation, and evaluation; policy analysis and administrative and managerial development; assessment of current and future human needs; and creation of strategies for social intervention and advocacy. In consultation with an advisor, each student will develop his or her own curriculum in order to build expertise in a specific topical area.
The department also offers preparation to be certified in the teaching of social studies with a concentration in anthropology. This program leads to a Bachelor of Science in Education degree. With its emphasis on cross-cultural comparisons, the realities of contemporary global cultures, and cultural resource management, anthropology provides a solid foundation for teaching social science at the secondary level. The department also offers a minor in anthropology.
b. Course Deletion:
ANTH 317 Archaeology Research Design and Analysis
Rationale: The revisions to the Archaeology Track in Anthropology that are being proposed make this course obsolete. Its contents have been divided and augmented by the creation of two courses that will now be required: ANTH 325 Archaeological Lab Methods and ANTH 425 Archaeological Theory and Research Design.
c. New Courses:
i. ANTH 323 Mesoamerican Archaeology 3c-01-3cr
An introduction to the archaeology of Mesoamerica which explores the natural and cultural diversity of the area south
of the United States and north of lower Central America. Surveys the history of archaeological research in
Mesoamerica and examines some of the specific methods of archaeological research that are unique to Mesoamerican
archaeology. The focus is on three areas � The Gulf Coast and the Olmecs; The Valley of Mexico and its long history
of settlement from the Tehuacan Valley through the Aztecs, and the southern Highlands and Lowlands inhabited by the
Maya, although other regions of Mesoamerica will also be discussed.
Rationale: This course is designed for majors in the Anthropology Department as well as for non-majors. One of the concerns of the Archaeology faculty in the Anthropology Department has been to provide our students with basic archaeological knowledge on different areas of the world. Mesoamerica is one of the areas that is especially relevant for students in North America because of the close interaction between North America and Mesoamerica, because the area is such an important part of the heritage of Hispanic North Americans, and because of the importance of the area in current archaeological research. This course will expand the department抯 Latin American focus which includes ANTH 274 Culture Area Studies Latin America, ANTH 370 Latinos and Disaporas. In the future, we will seek to add this course to the Latin American Studies Minor.
ii. ANTH 325 Archaeological Lab Methods 3c-01-3cr
Prerequisite: ANTH 244
A hands-on introduction to the study of artifacts and other cultural materials recovered from archaeological
excavations. Experience in the specific methods of analysis in archaeological lab settings focusing on the analysis of
stone artifacts, pre-Columbian ceramics, and historic artifacts. Analytic techniques will include classification,
quantification of attributes and reporting of the results of the analyses.
Rationale: This course change is designed for majors in the Anthropology Department Archaeology Track. One of the concerns of the Archaeology faculty has been to provide our students with sufficient real world skills for either the job market or as they attend graduate school. In the past, we have incorporated some archaeological lab experience into two courses, Archaeological Field School and Archaeological Research Design and Lab Methods. However, in neither course is there sufficient time to provide students with intensive training in basic analytic techniques for archaeological materials and in the more sophisticated types of analysis that are currently required for the field. This new course ANTH 325 is a course in basic lab methods in archeology.
iii. ANTH 425 Archaeological Theory and Research Design 3c-01-3cr
Prerequisites: ANTH 244 and 325
Reviews the broad range of field, analytical and interpretive methods adopted by archaeologists over the past century
and guides students through the design and implementation of a research project of their own. Discussed against the
backdrop of the discipline抯 constantly shifting theoretical setting, this survey also prepares students for the task of
critically assessing published research conducted by other archaeologists and locating such research within this
dynamic theoretical landscape.
Rationale: This course is designed for majors in the Anthropology Department Archaeology Track. Archaeological research design has been taught alongside lab methods in ANTH 317 Archaeological Research Design and Lab Methods. In order to provide our majors with sufficient instruction in basic lab techniques and experience in designing a research project, we are proposing two new courses ANTH 325 Archaeological Lab Methods and ANTH 425 Archaeological Theory and Research Design, the latter of which will also incorporate archaeological theory as a context within which research design is introduced and discussed.
iv. ANTH 484 Specialized Methods in Archaeology 3c-01-3cr
Provides interested students with an opportunity to learn specialized techniques and approaches presently in use in
archaeology. In any one semester, the course will concentrate on one of a range of possible themes, including lab
methods, field methods, statistical methods, computer applications or text based approaches. The specific topic varies,
but this course focuses on instructing students in the mechanics of the selected technique, its application to real
archaeological problems, and the interpretation of the results. The course may appeal to students from other
disciplines who wish to gain applied expertise in a topic that is relevant to their own field of study. Interested students
should contact the instructor to find out which topic will be taught in any one semester.
Rationale: This course will be one of the options for additional courses under Controlled Electives in the Anthropology/Archaeology Track. It provides an opportunity for students who are serious about pursuing archaeology to take advantage of the specialty skills of our archaeology faculty. Depending on the specific method being explored students from other majors may find the course attractive. For example, a student majoring in Biology might be interested in taking a zooarchaeology section of ANTH 484 or a student majoring in History might be interested in taking a section of ANTH 484 focusing on historic material analysis. At present the only way we can teach courses such as these is as a Special Topics course.
v. ANTH 485 Anthropological Study Odyssey var � 3cr
Prerequisite: Instructor Permission is required
Involves exploration of an anthropological topic such as a culture or archaeological tradition through classroom and
field activities. Typically students are exposed to the topic during several days of intensive classwork and then pursue
greater understanding through travel and possibly limited fieldwork. Readings, site tours, on-site lectures by
specialists and field exercises give students a chance to develop understanding of anthropological perspectives on the
topic under study as well as to provide exposure to anthropological field and analytic methods. The odyssey also is
intended to allow students to experience other cultures, sites and/or locales first hand. This course may
be repeated for credit under a different odyssey title, but may be used only once to meet the requirements of an
anthropology track.
Rationale: This course is being proposed to increase our student抯 exposure to other cultures and to non-western history. We also believe that travel both within and outside the United States has great potential to broaden our students� perspectives on cultural variation. Finally, we have found that exposure to anthropological researchers outside of 蘑菇tv has greatly enhanced students� sense of their own career possibilities. This course is an additional Controlled Elective for students in the revised archaeology track and also might be used by Anthropology majors in other tracks as an elective within the major. Non-majors may also take this course in order to broaden their exposure to people of other times and places. A student may take this course more than once for different topics, but it may only be used once to meet track requirements in the major.
d. Program Revisions:
Current Program:
Bachelor of Arts � General Anthropology TrackProposed Program:
Bachelor of Arts � General Anthropology Track
Liberal Studies: As outlined in Liberal
Studies section with the following specifications: Mathematics: MATH 217 Social Science: GEOG 104 (recommended) Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101 (recommended), no courses with ANTH prefix
53
Liberal Studies: As outlined in Liberal Studies section with the following specifications:
Mathematics: MATH 217 Social Sciences: GEOG 104 (recommended) Liberal Studies Electives: 9cr, no courses with ANTH prefix
53 College:
Foreign Language Intermediate Level (1)
Major:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 222 Biological Anthropology ANTH 233 Language and Culture
ANTH 244 Basic Archaeology
ANTH 456 Ethnographic Research Methods or
ANTH 317 Archaeology Research Design
and Analysis
ANTH 480 Anthropology Seminar 0-6
36
3cr
3cr
3cr
3cr
3cr
3crCollege:
Foreign Language Intermediate Level (1)
Major:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 222 Biological Anthropology ANTH 233 Language and Culture
ANTH 244 Basic Archaeology
ANTH 456 Ethnographic Research Methods or
ANTH 421 Archaeological Theory and
Research Design
ANTH 480 Anthropology Seminar 0-6
36
3cr
3cr
3cr
3cr
3cr
3cr Controlled Electives: Two courses in Topical Area Ethnography such as
ANTH 271, 273, 274, 314
Three additional ANTH electives (300 or 400 level)
One additional ANTH elective (any level)
6cr
9cr
3cr Controlled Electives: Two courses in Topical Area Ethnography such as
ANTH 271, 272, 273, 274, 314, 370
Three additional ANTH electives (300 or 400 level) One additional ANTH elective (any level)
6cr
9cr
3crFree Electives: (2)
Total Degree Requirements: 25-31
120Free Electives: (2)
Total Degree Requirements:25-31
120
1 ( (1) Intermediate-level Foreign Language may be included
in Liberal Studies electives.
(2) State System Board of Governors� policy states that at
least 40 percent of the coursework in a degree must
consist of courses numbered 300 and above.(1) (1) Intermediate-level Foreign Language may be included in
Liberal Studies electives. (2) State System Board of Governors� policy states that at
least 40 percent of the coursework in a degree must
consist of courses numbered 300 or above.
Rationale: We have removed BTED/COSC/IFMG 101 Microbased Computer Literacy as a recommended course for Liberal Studies Electives. Our experience over the past few years has been that most of our majors already are computer literate. They acquire additional specialized computer skills through courses and extracurricular activities in our department. Advisors may still recommend this course for students not possessing basic computer literacy. The second option for a methods course is now the new ANTH 425 Theory and Research Design. ANTH 370 Latinos and Diasporas is a relatively new course that did not exist when we last revised this track so it has been added to the Ethnography course list. We have added ANTH 272 Culture Area Studies: China to the Topical Area Ethnography course list because we now have a China specialist again.
Current Program:
Bachelor of Arts � Anthropology/ Archaeology Track
Proposed Program:
Bachelor of Arts � Anthropology/ Archaeology Track
Liberal Studies: As outlined in Liberal
Studies section with the following specifications: Mathematics: MATH 217 Natural Science: GEOS 121-122 and 131-132 (recommended) Social Science: SOC 151 (recommended) Liberal Studies Electives: 9cr, no courses with ANTH prefix 54
Liberal Studies: As outlined in Liberal
Studies section with the following specifications: Mathematics: MATH 217 Natural Science: GEOS 121-122 and 131-132 (recommended) Social Sciences: ANTH 213, GEOG 104 (recommended) Liberal Studies Electives: 9cr, no courses with ANTH prefix 54
College:
Foreign Language Intermediate Level (1)
Major:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 222 Biological Anthropology ANTH 233 Language and Culture
ANTH 244 Basic Archaeology
Controlled Electives:
Three methods courses:
ANTH 317 Archaeology Research Design
and Analysis
ANTH 320 Archaeological Field School
ANTH 415 Cultural Resource
Management
One theory course: ANTH 480 or SOC 447 Two area courses, one in archaeology and one in ethnography, such as: ANTH 213 or 315 and ANTH 314 or ANTH 271/272/273/ 274
One topical course such as: ANTH 401 or 420
Free Electives: (4)
Total Degree Requirements:
(1) Intermediate-level Foreign Language
may be included in Liberal Studies
electives.
(2) For approval by advisor, an equivalent
field school of another university must
have a lab component.
(3) SOC 447 may be taken only with
approval of the advisor.
(4) A minor in Geoscience, Geography,
History, or other approved field is
recommended. An internship (ANTH
493) also is recommended. Your advisor
should be consulted.
0-6
36
3cr
3cr
3cr
3cr
3cr
6cr(2)
3cr
6cr(3)
3cr
24-30
120
College: Foreign Language Intermediate Level (1)
Major:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 222 Biological Anthropology
ANTH 233 Language and Culture
ANTH 244 Basic Archaeology
Controlled Electives: Three methods courses: ANTH 320 Archaeological Field School (2)(3)
ANTH 325 Archaeological Lab Methods ANTH 415 Cultural Resource Management Two theory courses: ANTH 425 and 480 One archaeology area course such as: ANTH 315 or 323
Any two of the following anthropology courses: ANTH 271/272/ 273/274, ANTH 314, 318, 370, 420, 484(3), or 485(3)
Free Electives: (4)
Total Degree Requirements:
(1) Intermediate-level Foreign Language may be
included in Liberal Studies electives.
(2) With departmental approval, an equivalent
field school with lab component from another
university may be used.
(3) May be repeated for credit with departmental
approval, but may only count once toward the
requirements of the Archaeology Track.
(4) A minor in Geoscience, Geography, History, or
other approved field is recommended. An
internship (ANTH 493) also is recommended.
Your advisor should be consulted.
(5) State System Board of Governors� policy states
that at least 40 percent of the coursework in a
degree must consists of courses numbered 300
and above.
0-6
39
3cr
3cr
3cr
3cr
6cr
3cr
3cr
6cr
3cr
6cr
21-27
120
Rationale: The Archaeology Track was created fifteen years ago in 1989, and has not been revised since that date. It is in need of revision to increase rigor in the program and to better provide archaeology students with the necessary training. In the period since we last revised this curriculum there has been extensive professional discussion both within the United States and internationally as to how to prepare both undergraduate and graduate students for the applied jobs most of them will eventually fill. Principles for curricular reform have been developed by the Society for American Archaeology, and we have taken these into account in revising our program. These principles have been incorporated in the justifications for the course revisions and course proposals included in this revision.
ANTH 213 World Archaeology is being required as a Liberal Studies Social Science rather than offering it as an archaeological area course option because it is not really an area archaeology course but a survey of world prehistory and archaeological methods. GEOG 104 Geography of the Non-Western World has a content better suited to the needs of archaeology students than SOC 151 Principles of Sociology. We have removed BTED/COSC/IFMG 101 Microbased Computer Literacy as a recommended course for Liberal Studies Electives for the reasons stated above. We have deleted ANTH 317 Archaeology Research Design and Analysis and replaced it with two new courses ANTH 325 Lab Methods in Archaeology and ANTH 425 Archaeological Theory and Research Design as described above. We have added the new course ANTH 325as a third required methods course and the new course ANTH 425 as a second required theory course. We have removed the SOC 447 option for a theory course since this course no longer exists.
We have added a new course ANTH 323 Mesoamerican Archaeology as an archaeological area course option to increase coverage of Latin America. We have created two new courses ANTH 484 Specialized Methods in Archaeology and ANTH 485 Anthropological Study Odysseys, which are designed so as to provide flexibility in offering advanced topics in archaeology or valuable study odysseys dependent on faculty expertise and student demand. We have removed the requirement for an area ethnography course because we are adding an additional three hours as well as additional specific course requirements to the track with this revision. We have dropped the explicit requirement for a topical course because we are adding an additional three hours as well as additional specific course requirements to the track with this revision. The new approach provides our students with flexibility to pursue their specific interests. The new list of courses from which the students must choose two courses or 6 hours of credit incorporates the area ethnography and one of the topical courses included under the old requirement. We also are adding several courses that we offer regularly to the list of possible appropriate courses.
Current Program: Proposed Program:
Bachelor of Arts 朅nthropology/Applied Anthropology Track
Bachelor of Arts � Anthropology/Applied Anthropology Track
Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Social Science: GEOG 104 (recommended)
Liberal Studies Electives: 9cr, BTED/COSC/
IFMG 101 (recommended), no courses with ANTH prefix 53Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Social Science: GEOG 104 (recommended) Liberal Studies Electives: 9cr, no courses with ANTH prefix 53
College:
Foreign Language Intermediate Level (1)
Major:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 222 Biological Anthropology
ANTH 233 Language and Culture
ANTH 244 Basic Archaeology
Two methods courses: ANTH 360, 456
One theory course: ANTH 480
0-6
36
3cr
3cr
3cr
3cr
6cr
3cr
College: Foreign Language Intermediate Level (1)
Major:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 222 Biological Anthropology
ANTH 233 Language and Culture
ANTH 244 Basic Archaeology
Two methods courses: ANTH 360, 456
One theory course: ANTH 480 0-6
36
3cr
3cr
3cr
3cr
6cr
3crControlled Electives: One area course: ANTH 271, 273, 274, 314 Two additional ANTH electives (300 or 400 level) ANTH 493 Internship in Anthropology
3cr
6cr
6cr
Controlled Electives: One area course: ANTH 271,272,273,274,314, 370
Two additional ANTH electives (300 or 400 level)
ANTH 493 Internship in Anthropology or
ANTH 460 Ethnographic Field School
3cr
6cr
6crFree Electives: (2)
Total Degree Requirements:
25-31
120Free Electives: (2)
Total Degree Requirements: 25-31
120
( (1) Intermediate-level Foreign Language may be included in
Liberal Studies electives.
(2) An internship is highly desirable but may be replaced by
6cr of pragmatic skill courses upon approval of the
advisor.
(3) State System Board of Governors� policy states that at
least 40 percent of the coursework in a degree must
consist of courses numbered 300 and above.
(1) Intermediate-level Foreign Language may be included in
Liberal Studies electives.
(2) An internship or ethnographic field school is highly
desirable but may be replaced by 6 credits of pragmatic
skill courses upon approval of the advisor.
(3) State System Board of Governors� policy states that
at least 40 percent of the coursework in a degree
must consist of courses numbered 300 or above.
Rationale: We have removed BTED/COSC/IFMG 101 Microbased Computer Literacy as a recommended course for Liberal Studies Electives for reasons as stated above. We have added ANTH 370 Latinos and Diasporas to the area course list under the Controlled Electives section of the required courses; it is a relatively new course that did not exist when the track was last revised. ANTH 272 Culture Area Studies: China is being added to the Topical Area Ethno- graphy course list because we now have a China specialist again. ANTH 460 Ethnographic Field School, a relatively new course, is being introduced as an alternative to the internship because both would be valid ways for a student to gain practical experience in the field.
Current Program:
Bachelor of Science in Education桽ocial Science Education/Anthropology Concentration (*)
Liberal Studies: As outlined in Liberal Studies section with the following specifications: Humanities/History: Fulfilled by required courses in major
Mathematics: 3cr
Natural Science: BIOL l 03-104 or two of the following:
GEOS 101-102, GEOS 103-104, GEOS 105-106
Social Science: ANTH 211, ECON 121, PSYC 101
Liberal Studies Electives: 6cr, PSYC 310 or 330, SOC 362 or 363, no courses with ANTH prefix
College:
3 additional cr of MATH 100 level or above
(in addition to Liberal Studies Mathematics) (1)
Preprofessional Education Sequence:
COMM 103 Digital Instructional Technology
EDSP 102 Educational Psychology
Professional Education Sequence:
EDEX 301 Education of Students with Disabilities in
Inclusive Secondary Programs
EDSP 477 Assessment of Student Learning: Design
and Interpretation of Educational Measures
EDUC 242 Pre-Student Teaching Clinical Experience I
EDUC 342 Pre-Student Teaching Clinical Experience II
EDUC 441 Student Teaching
EDUC 442 School Law
EDUC 455 Teaching of Social Studies in Secondary
Schools
48
32
3cr
3cr
3cr
2cr
3cr
1cr
1cr
12cr
1cr
3crProposed Program:
Bachelor of Science in Education桽ocial Science Education/Anthropology Concentration (*)
Liberal Studies: As outlined in Liberal Studies section with the following specifications: Humanities/History: Fulfilled by required courses in major
Mathematics: 3cr
Natural Science: BIOL l 03-104 or two of the following:
GEOS 101-102, GEOS 103-104, GEOS 105-106
Social Science: ANTH 211, ECON 121, PSYC 101
Liberal Studies Electives: 6cr, PSYC 310 or 330, SOC 362 or 363, no courses with ANTH prefix
College:
3 additional credits of MATH 100 level or above (in addition to Liberal Studies Mathematics) (1)
Preprofessional Education Sequence:
COMM 103 Digital Instructional Technology
EDSP 102 Educational Psychology
Professional Education Sequence:
EDEX 301 Education of Students with Disabilities in
Inclusive Secondary Programs
EDSP 477 Assessment of Student Learning: Design
and Interpretation of Educational Measures
EDUC 242 Pre-Student Teaching Clinical Experience I
EDUC 342 Pre-Student Teaching Clinical Experience II
EDUC 441 Student Teaching
EDUC 442 School Law
EDUC 455 Teaching of Social Studies in Secondary
Schools
48
32
3cr
3cr
3cr
2cr
3cr
1cr
1cr
12cr
1cr
3crMajor:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 213 World Archaeology
ANTH 222 Biological Anthropology
One additional subdisciplinary course:
ANTH 233 Language and Culture or
ANTH 244 Basic Archaeology
Two area ethnography courses: ANTH 271, 272, 273, or 314
Two additional Anthropology courses numbered 300 or above 21
*cr (2)
3cr
3cr
3cr
6cr
6crMajor:
Required Courses:
ANTH 211 Cultural Anthropology
ANTH 213 World Archaeology
ANTH 222 Biological Anthropology
One additional subdisciplinary course:
ANTH 233 Language and Culture or
ANTH 244 Basic Archaeology
Two area ethnography courses: ANTH 271, 272, 273,274, 314, or 370
Two additional Anthropology courses numbered 300 or above 21
*cr (2)
3cr
3cr
3cr
6cr
6crHistory Distributional Requirements:
HIST 202 Western Civilization Since 1600
HIST 204 United States History to 1877
HIST 205 United States History Since 1877
Required Social Science Distribution:
GEOG 230 Cultural Geography
PLSC 280 Comparative Government I: Western Political
PLSC 285 Systems or Comparative Government II:
Non-Western Political Systems
SOC 151 Principles of Sociology or
SOC 231 Contemporary Social Problems
9
3cr
3cr
3cr
9
3cr
3cr
3cr
History Distributional Requirements:
HIST 202 Western Civilization Since 1600
HIST 204 United States History to 1877
HIST 205 United States History Since 1877
Required Social Science Distribution:
GEOG 230 Cultural Geography
PLSC 280 Comparative Government I: Western Political
PLSC 285 Systems or Comparative Government II:
Non-Western Political Systems
SOC 151 Principles of Sociology or
SOC 231 Contemporary Social Problems
9
3cr
3cr
3cr
9
3cr
3cr
3cr
Free Electives:
Total Degree Requirements:
1
120Free Electives:
Total Degree Requirements:
1
120(*) See requirements leading to teacher certification, titled
揂dmission to Teacher Education,� in the College of Education
and Educational Technology section of this catalog.
(1) Students are required to take an additional 3cr of MATH beyond
the Liberal Studies requirements for a total of 6cr, all of which
must be 100 level or above.
(2) Courses counted toward Liberal Studies credits do not
receive duplicate credit in major. (*) See requirements leading to teacher certification, titled
揂dmission to Teacher Education,� in the College of Education
and Educational Technology section of this catalog.
(1) Students are required to take an additional 3cr of MATH beyond
the Liberal Studies requirements for a total of 6cr, all of which
must be 100 level or above.
(2) Courses counted toward Liberal Studies credits do not
receive duplicate credit in major.
Rationale: ANTH 274 and ANTH 370 are being added to the program. ANTH 274 was erroneously omitted from list of area ethnography courses when the Bachelor of Science in Education-Social Science Education/Anthropology Concentration was originally proposed. ANTH 370 Latinos and Diasporas is a relatively new course that did not exist when the concentration was originally proposed.
FOR ACTION: APPROVED AS AMENDED
7. Department of Special Education and Clinical Services桺rogram Revision, Course Revisions, Course Number Changes, Catalog Description Change and New Minor
a. Catalog Description Change:
Current Catalog Description:
Completion of this program leads to the Bachelor of Science with a specialization in rehabilitation. The program is designed for students seeking career opportunities with health and welfare agencies and institutions and also provides a foundation for pursuing additional work at the graduate level.
Proposed Catalog Description:
Disability Services________________________________________________________
Completion of this multidisciplinary curriculum in educational, social and natural sciences prepares graduates to work as professionals serving individuals with disabilities in a wide array of public and private sector agencies and service providers including adult MH/MR programs. Students who complete the program will earn a Bachelor of Science degree and will be prepared for employment as instructional assistants in public or private schools, Therapeutic Staff Support personnel, or in a wide variety of capacities in Mental Health/Mental Retardation programs, community based employment/living programs, early intervention programs, residential treatment programs, pre-school/day care programs and other agency service providers for individuals with disabilities. The minimum standard of eligibility for entrance into the revised program is a 2.75 grade point average.
b. Course Revisions:
i. Current Catalog Description:
EDEX 111 Introduction to Exceptional Persons 3c-0l-3cr
Prerequisites: Department majors and official incoming transfers only
Surveys characteristics, needs, problems, and behavior patterns of any person who deviates sufficiently from 搉ormal�
to be considered exceptional. Develops and understanding and knowledge of individuals with sensory, behavioral,
physical, cognitive, language, and learning disabilities. Acquaints students with history and legislative bases of special
education.
Proposed Catalog Description:
EDEX 111 Introduction to Exceptional Persons 3c-0l-3cr
Prerequisites: Department majors, dual majors, minors and official incoming transfers only
Surveys characteristics, needs, problems, and behavior patterns of individuals who have disabilities or who are gifted. Develops and understanding and knowledge of individuals with sensory, behavioral, physical, cognitive, language, and learning disabilities. Acquaints students with history and legislative bases of special education.
Rationale: EDEX 111 Introduction to Exceptional Persons is the foundation course of three programs in the department. It serves as the number one prerequisite for all other course in the department抯 three programs. This change in requirements is necessary to open this gatekeeper course to students who have selected a Dual major in Disability Services, a minor in Education of Exceptional Persons or a minor in Education of Persons who are Deaf and Hard of hearing Programs.
ii. Current Catalog Description:
EDEX 340 Introduction to Behavior Management in Special Education 3c-0l-3cr
Prerequisites: EDEX 111, 112, EDSP 102, 3.0 GPA
An overview of systematic behavioral change techniques for use with students in a variety of special education settings including integrated, resource, self-contained, special school, and residential. Emphasizes a case analysis approach to creating and evaluating behavioral changes for students with mild to severe disabilities.
Proposed Catalog Description:
EDEX 340 Introduction to Behavior Management in Special Education 3c-0l-3cr Prerequisites: EDEX 111, 112, and PSYC 101
An overview of systematic behavioral change techniques for use with students in a variety of special education settings, including integrated, resource, self-contained, special school, and residential. Emphasizes a case analysis approach to creating and evaluating behavioral changes for students with mild to severe disabilities.
Rationale: EDEX 340 is an elective in the EDEX proposed minor and a requirement the proposed Disability Services Program. Replacing EP 202 with PSYC 101 in the pre-requisites will open this course to students who are not in teacher education programs, and not required to take EDSP 102 (formerly EP 202 and have selected a Dual major in Disability Services, or a minor in Education of Exceptional Persons).
iii. Current Catalog Description:
EDEX 416 Education of Persons with Emotional or Behavioral Disorders 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process
Focuses on major theoretical positions regarding etiology of emotional and behavioral disorders, definition and identification of the population, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services.
Proposed Catalog Description:
EDEX 416 Education of Persons with Emotional or Behavioral Disorders 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process, a dual major in Disability Services/Sociology or a minor in EDEX.
Focuses on major theoretical positions regarding etiology of emotional and behavioral disorders, definition and identification of the population, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services.
Rationale: Adding the statements, a dual major in Disability Services, or a Minor in EDEX, will allow all Sociology
students selecting the dual major or minor option of their new curriculum as well as all students from other Colleges
selecting the EDEX minor to also gain admission to the course.
iv. Current Catalog Description:
EDEX 417 Education of Persons with Mental Retardation or Developmental Disabilities 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process
Focuses on major theoretical positions regarding etiology of mental retardation and developmental disabilities, including autism. Definition, identification, and educational approaches are discussed. Reviews research in the field, including current issues, trends, practices, and services.
Proposed Catalog Description:
EDEX 417 Education of Persons with Mental Retardation or Developmental Disabilities 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process, a dual major in Disability Services/Sociology or, a minor in EDEX.
Focuses on major theoretical positions regarding etiology of mental retardation and developmental disabilities, including autism. Definition, identification, and educational approaches are discussed. Reviews research in the field, including current issues, trends, practices, and services.
Rationale: Adding the statements, a dual major in Disability Services, or a Minor in EDEX, will allow all Sociology
students selecting the dual major or minor option of their new curriculum as well as all students from other Colleges
selecting the EDEX minor to also gain admission to the course.
v. Current Catalog Description:
EDEX 418 Education of Persons with Physical or Multiple Disabilities 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process
Focuses on major theoretical positions regarding etiology of a wide and diverse range of physical/multiple disabilities, the definition and identification of the population, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services.
Proposed Catalog Description:
EDEX 418 Education of Persons with Physical or Multiple Disabilities 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process, a dual major in Disability Services/Sociology or a minor in EDEX.
Focuses on major theoretical positions regarding etiology of a wide and diverse range of physical/multiple disabilities, the definition and identification of the population, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services.
Rationale: Adding the statements, a dual major in Disability Services, or a Minor in EDEX, will allow all Sociology
students selecting the dual major or minor option of their new curriculum as well as all students from other Colleges
selecting the EDEX minor to also gain admission to the course.
vi. Current Catalog Description:
EDEX 419 Education of Persons with Brain injuries or Learning Disabilities 3c-0l-3cr Prerequisites: Successful completion of Step 1 of the 3-Step Process
Focuses on major theoretical positions regarding etiology of neurological and learning disabilities, definition and identification of the population, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services.
Proposed Catalog Description:
EDEX 419 Education of Persons with Brain Injuries or Learning Disabilities 3c-0l-3cr
Prerequisites: Successful completion of Step 1 of the 3-Step Process, a dual major in Disability Services/Sociology, or a minor in EDEX.
Focuses on major theoretical positions regarding etiology of neurological and learning disabilities, definition and identification of the population, and educational approaches. Reviews research in the field, including current issues, trends, practices, and services.
Rationale: Adding the statements, a dual major in Disability Services, or a Minor in EDEX, will allow all Sociology
students selecting the dual major or minor option of their new curriculum as well as all students from other Colleges
selecting the EDEX minor to also gain admission to the course.
vii. Course Revision, Catalog Description Change and Prefix Change:
Current Catalog Descriptions:
RHAB 488 Field Training In Rehabilitation I var-6cr
Prerequisites: All major courses in program. Taken currently with RHAB 422 and 493.
Emphasizes development of the student rehabilitation coordinator by working with disabled clients in a public or private agency. Writing and analysis of case reports, counseling of clients, understanding of agency responsibilities and limitations, referral, follow-up, and final evaluation of the client抯 ability to function with various degrees of autonomy.
RHAB 493 Field Training in Rehabilitation II var-6cr
Prerequisites: All major courses in program. Taken currently with RHAB 422 and 488.
Provides a second field experience.
Proposed Catalog Description:
EDEX 493 Internship/Field Training var-12cr
Allows the intern to demonstrate competencies working in a public or private agency providing educational/rehabilitation services. This may include but not be limited to: writing and analyzing comprehensive evaluation reports, counseling individuals with disabilities, understanding agency and or service delivery responsibilities and limitations, referral and follow up processes, use of various assessment approaches in evaluating an individuals capacity to function independently in a broad range of community settings.
Rationale: This revision is needed to accommodate the changes in the major. A majority of the content of the old course will be utilized for procedure, monitoring and evaluation practice and format for the internship course in the revised program. Changes were not substantive in content, but rather, were substantive in language and vocabulary.
c. Program Revision:
Current Program: Proposed Program:
Bachelor of Science-Rehabilitation
Bachelor of Science-Disability Services
Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217
Natural Sciences: Laboratory science sequence required
Social Science: PSYC 101, SOC 151
Liberal Studies Electives: PSYC 321, no courses with RHAB prefixes 54-55Liberal Studies: As outlined in Liberal Studies section with the following specifications:
Mathematics: 3cr
Social Science: PSYC 101, SOC 151
Liberal Studies Electives: 3cr. No courses with ECED, EDEX, EDHL, SPLP, or ELED prefixes. 48
Major:
Required Courses:
RHAB 200 Introduction to Rehabilitation
RHAB 211 Medical Aspects of Rehabilitation
RHAB 220 Neurological Basis of Disability
RHAB 312 Psychological Basis of Disability
RHAB 321 Principles and Methods of Rehab
RHAB 322 Rehab Case Study and Interpretation
RHAB 360 Rehabilitation Counseling
RHAB 410 Vocational Assessment in Rehab
Counseling
RHAB 412 Occupational Aspects of
Rehabilitation
RHAB 422 Current Topics in Rehabilitation
RHAB 460 Advanced Rehabilitation Counseling
RHAB 484 Directed Rehabilitation Activities
RHAB 488 Field Training in Rehabilitation I
RHAB 493 Field Training in Rehabilitation II
Other Requirements:
Required Courses:
EDEX 111 Introduction to Exceptional Persons
Controlled Electives: (1)
BIOL 150, BIOL 151, BIOL 155, EDEX 340, EDEX 416, EDEX 417, EDEX 418, EDEX 419, EDHL 115, EDHL 244, EDHL 331, HPED 221, PSYC, 312, PSYC 378, SOC 251, SOC 355
48
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
3cr
6cr
6cr
6-7
3cr
3-4crMajor:
Required Courses:
EDEX 111 Introduction to Exceptional Persons
EDEX 112 Typical and Atypical Growth and
Development
EDEX 222 Methods of Teaching Reading to
Persons with Disabilities
EDEX 340 Introduction to Behavior
Management in Special Education
EDEX 415 Preschool Education for Children
with Disabilities
EDEX 460 Family Perspectives on Disability
EDEX 493 Internship/Field Training
EDHL 114 Introduction to Deaf and Hard-of-
hearing Persons
EDHL 115 Introduction to American Sign
Language
SPLP 254 Classroom Management of
Language Disorders
Two of the following four courses:
EDEX 416 Education of Persons with Emotional
or Behavioral Disorders
EDEX 417 Education of Persons with Mental
Retardation or Developmental
Disabilities
EDEX 418 Education of Persons with Physical
or Multiple Disabilities
EDEX 419 Education of Persons with Brain
Injuries or Learning Disabilities
43
3cr
3cr
3cr
3cr
3cr
3cr
12cr
3cr
1cr
3cr
3cr
3cr
3cr
3cr
Free Electives:
Total Degree Requirements:
(1) Some controlled elective choices have
prerequisites that may be used as free
electives.
14-16
124
Other Requirements:
Professional Sequence:
COMM 103 Digital Instructional Technology or
EDEX 103 Special Education Technology
EDSP 102 Educational Psychology
Free Electives: (1)
Students may use these credits toward study of a minor discipline or as free electives.
Total Degree Requirements:
(1) It is recommended that students pursue minor
studies in one of the following minor tracks:
Child Development/Family Relations, Deaf
Studies, Educational Psychology, Psychology,
or Sociology 29
3cr
3cr
23cr
120
Rationale: The Rehabilitation Program in the Department of Special Education and Clinical Services last underwent a curriculum revision in 1989. At that time the term Education was deleted from the program title and a variety of courses were added and/or deleted to more adequately prepare students for graduate study in Rehabilitation Counseling. Students exited the program either to pursue graduate study in Rehabilitation Counseling or to secure employment in a human service position for which they might be marginally qualified because of the 搑elated� nature of their degree.
Since 1989 much has changed. There has been significant new legislation and litigation related to school aged and adult services for individuals with disabilities. All of these pieces of legislation have had a tremendous impact on the Human Service sector of our society. What was once a rather narrow marketplace is now a market place with a demand for more varied and specialized areas of expertise.
The Rehabilitation Program, in its current curricular structure, is hard pressed to adequately prepare individuals for the rapidly changing demands of the human service sector. At best, it is designed to prepare students, in a rather narrow focus, for employment in programs limited to providing employment and/or residential programming for adults with disabilities. For this reason, the Department of Special Education and Clinical Services felt it time to repackage the existing Rehabilitation Program so that program graduates can have flexibility in designing a degree program to meet not only their interests but the demands of the marketplace.
The Disabilities Services Program is intended to provide a non-certification program of studies in disabilities that will lead toward employment in a broad range of human service programs. The revised program is more flexible in three respects. First, it allows students to pursue a program of studies similar to the old Rehabilitation Program by opting to include a dual major or controlled minor in Sociology in their program. In this way students can insure a solid knowledge base in the Human Service System and in working with persons within the system. Second, it allows students to prepare themselves for graduate study in fields such as: Counselor Education, Educational Psychology, Sociology, Child Development or Special Education. Third, it allows students flexibility to pursue a program of studies in education that will meet their needs and interests without certification.
There is, and will continue to be, a growing need for this type of a program for several reasons. First, there is a consistent pool of high school and college freshman and/or sophomore students who do not want to be teachers but are looking for a program that will prepare them to work with people with disabilities in some other capacity. Second, the revised program will allow students the flexibility to structure a program that will allow specialization/concentration to facilitate employment in a specific sector of the human services or in preparing for graduate studies. Third, teacher education requirements in the state of Pennsylvania have been dramatically changed requiring elevated grade point averages and standardized test scores. Students working toward teacher certification who are unsuccessful in obtaining the required grade point average or test scores are left without a viable program of studies. Many students will want to continue a plan of studies that can facilitate their goal of working with people in some teaching/helping capacity. The Rehabilitation Program has been that 搒afety net� program in the past. The revised program with its increased flexibility and multidisciplinary requirements can continue to provide an alternative path for such students and serve as a retention vehicle for the college.
d. New Minor
Addition to Catalog Description:
Completion of the minor in Education of Exceptional Persons will prepare students to have a better understanding of the social, emotional, and learning characteristics of individuals with mental retardation, autism, developmental disabilities, learning disabilities, brain injuries, emotional and behavioral disorders, physical disabilities and multiple disabilities. In addition, students taking this minor will develop a thorough understanding of PL 105-17, Individuals with Disabilities Education Act (IDEA), which addresses the rights of individuals and parents regarding inclusion in the regular classroom, delivery of services in inclusive settings and transition planning.
The minor in Education of Exceptional Persons is an 18-semester hour program with 3 required semester hours and 15 elective semester hours. The required semester hours are met through enrollment in EDEX 111 Introduction to Exceptional Children. This course will provide essential information regarding IDEA (PL 105-17) as well as an overview of the field of Special Education thus allowing the minor candidate to select a more focused area of concentration.
This minor would be of interest to Sociology, Psychology, Child Development and Family Relations, Criminology and Secondary Education majors who are interested in interacting or working with individuals with disabilities. This minor can also provide a foundation of study for the pursuit of teacher certification in Special Education at the post-baccalaureate or graduate levels. To be accepted into the minor a student must have a minimum 2.5 cumulative GPA.
Minor--Education of Exceptional Persons 18
Required Course: 3
EDEX 111 Introduction to Exceptional Persons 3cr
Controlled Electives: (Select five of the following courses) 15
EDEX 112 Typical and Atypical Growth and Development 3cr
EDEX 340 Behavior Management in Special Education 3cr
EDEX 415 Preschool Education for Children with Disabilities 3cr
EDEX 416 Education of Persons with Emotional or Behavioral Disorders 3cr
EDEX 417 Education of Persons with Mental Retardation and
Developmental Disabilities 3cr
EDEX 418 Education of Persons with Physical and/or Multiple Disabilities 3cr
EDEX 419 Educations of Persons with Brain Injury or Learning Disabilities 3cr
EDEX 460 Family Perspectives on Disability 3cr
Rationale: Professionals from disciplines other than education are in need of current information regarding individuals with disabilities and disabilities law to enable them to work more effectively with individuals with disabilities in a broad range of settings. Currently there is a dearth of courses within the university curricular offerings that facilitate the acquisition of skills and knowledge related to persons with disabilities. Students in disciplines such as Sociology, Psychology, Child Development and Family Relations, Criminology and Secondary Education who are interested in or may be required to interact/work with individuals experiencing disabilities would clearly benefit from the skills and knowledge gained from this minor track of studies. This minor can also provide a foundation of study for the pursuit of teacher certification in Special Education at the post baccalaureate or graduate levels.
FOR ACTION: APPROVED
8. Department of Sociology桸ew Track, New Minor, and Changes to Catalog Description
a. Catalog Description Changes:
Current Catalog Description:
The Department of Sociology seeks to develop both the scientific and humanistic foundations of sociology, to educate the wider community as to the significance of sociological knowledge, to apply sociological knowledge to current social problems, and to advance the profession by promoting the welfare of individuals and society. The discipline of sociology focuses primarily on the analysis of modern industrial societies by examining their basic patterns of social organization, the various changes that occur within these patterns, and the impact of the patterns on individual thought and action. Students are prepared for employment in human service fields or for graduate study in sociology or related fields. Students majoring in Sociology may select one of three tracks: General Sociology, Human Services, and Applied Social Research. The general track attempts to broadly educate those students who may wish to pursue graduate training in sociology and make sociology a career and profession. Because of its flexibility, it is also appropriate for students who want to pursue double majors that would include such fields as psychology or criminology. The general track gives students the broadest possible training in sociology. Students graduating with majors in general sociology often find employment in business, industry, and government. The Human Services track in sociology seeks to help students understand the causes of many of the problems that plague modern societies, such as poverty, racial discrimination, substance abuse, and domestic violence. It is designed to provide students with the knowledge and skills necessary to become practitioners in various human services areas (e.g., juvenile delinquency, medical sociology, gerontology, and interpersonal dynamics and family sociology).
The Applied Social Research track emphasizes the development of research and assessment skills in students. Such skills are important in carrying out program assessments, needs assessments, program development, and other activities that focus on gathering, analyzing, and interpreting data important for policymakers. The department also prepares teachers for secondary school social studies with a concentration in sociology. The program leads to the degree Bachelor of Science in Education. With its emphasis on patterns of social organization in modern industrialized societies, sociology provides a solid foundation for teaching social science at the secondary level. Minors are available in sociology and in applied social research.
Proposed Catalog Description:
The Department of Sociology seeks to develop both the scientific and humanistic foundations of sociology, to educate the wider community as to the significance of sociological knowledge, to apply sociological knowledge to current social problems, and to advance the profession by promoting the welfare of individuals and society. The discipline of sociology focuses primarily on the analysis of modern industrial societies by examining their basic patterns of social organization, the various changes that occur within these patterns, and the impact of the patterns on individual thought and action. Students are prepared for employment in human service fields or for graduate study in sociology or related fields. Students majoring in Sociology may select one of four tracks: General Sociology, Human Services, Sociology of Disability Services and Applied Social Research. The general track attempts to broadly educate those students who may wish to pursue graduate training in sociology and make sociology a career and profession. Because of its flexibility, it is also appropriate for students who want to pursue double majors that would include such fields as psychology or criminology. The general track gives students the broadest possible training in sociology. Students graduating with majors in general sociology often find employment in business, industry, and government. The Human Services track in sociology seeks to help students understand the causes of many of the problems that plague modern societies, such as poverty, racial discrimination, substance abuse, and domestic violence. It is designed to provide students with the knowledge and skills necessary to become practitioners in various human services areas (e.g., juvenile delinquency, medical sociology, gerontology, and interpersonal dynamics and family sociology).
Students who complete the specialized major track for Sociology of Disability Services will be prepared for employment in the human services/social services as Therapeutic Staff Support personnel, or in a wide variety of career services such as Mental Health/Mental Retardation programs, community based residential/employment/training programs, early intervention programs, residential treatment programs, aging programs and other agency service providers for individuals with disabilities. Additionally, students in this track are encouraged to complement their studies by adding a second major in Disability Services Program or a minor in Education of Exceptional Persons offered by the Special Education and Clinical Services Department to better prepare them in a multidisciplinary curriculum. Minors are also recommended in Psychology, Child Development and Family Relations.
The Applied Social Research track emphasizes the development of research and assessment skills in students. Such skills are important in carrying out program assessments, needs assessments, program development, and other activities that focus on gathering, analyzing, and interpreting data important for policymakers. The department also prepares teachers for secondary school social studies with a concentration in sociology. The program leads to the degree Bachelor of Science in Education. With its emphasis on patterns of social organization in modern industrialized societies, sociology provides a solid foundation for teaching social science at the secondary level. Minors are available in sociology, sociology of disability services and in applied social research.
b. New Track
Bachelor of Arts-Sociology/Sociology of Disability Services Track
Liberal Studies: As outlined in the Liberal Studies section 53
with the following specifications:
Mathematics: MATH 217 recommended
Social Science: SOC 151 and PSYC 101 required, ANTH 110 recommended
Liberal Studies Electives: 9cr, no courses with SOC prefix
College:
Foreign Language Intermediate Level (1) 0-6
Major: 45
Required Courses:
EDEX 111 Introduction to Exceptional Persons 3cr
EDEX 460 Family Perspectives on Disability 3cr
SOC 151 Principles of Sociology *cr (2)
SOC 301 Foundations of Sociological Practice 3cr
SOC 302 Clinical Sociological Practice 3cr
SOC 320 Sociological Theory 3cr
SOC 336 Sociology of the Family 3cr
SOC 342 Social and Cultural Aspects of Health and Medicine 3cr
SOC 357 Sociology of Aging 3cr
SOC 452 Disability and Society 3cr
SOC 460 Social Research Methods I 3cr
SOC 461 Social Research Methods II 3cr
Internship:
SOC 493 Internship in Sociology 12cr (3)
Suggested Minors or Free Electives: 16-22
Free elective credits may be used toward the study of a minor discipline.
A minor in one of the followings areas is recommended:
Child Development and Family Relations 18 credits
Education of Exceptional Persons 18 credits (4)
Psychology 18 credits
Total Degree Requirements: 120
(1) Intermediate-Foreign Language may be included in Liberal Studies electives.
(2) Credits counted in Liberal Studies, not in the major.
(3) SOC 301 and 302 must be taken before SOC 493. Generally, SOC 493 is taken in the
summer before the senior year.
(4) The minor in Education of Exceptional Persons is recommended for those students wanting a
more in-depth study of disability services from an educational perspective.
Rationale: The human services track currently offered in Sociology prepares students for a general career in human service. Students have the option of a combination of controlled electives to create a specialization; however, no current specialization solely emphasizes disability services. Because the need for training to work with disabilities is so specialized and also because this new track is a collaborative effort with the Department of Special Education and Clinical Services, a new track was the most appropriate method to offer the specialized training. The major has all the required courses that were specifically selected after careful consideration by the sociology department, in cooperation with the special education department, to develop a curriculum that would best prepare the student for working with individuals and families with disabilities from both a sociological and special education perspective. Sociology of Disability Services Track students will also have the additional option for further educational preparation for working with disabilities by opting for a dual major and adding the disability services program major in Special Education and Clinical Services or their minor in Education of Exceptional Persons. Additionally, students may opt to minor in psychology or child development and family relations.
c. New Minor:
Minor--Sociology of Disability Services 18
Required Courses:
SOC 151 Principles of Sociology 3cr
SOC 301 Foundations of Sociological Practice 3cr
SOC 302 Clinical Sociological Practice 3cr
SOC 342 Social and Cultural Aspects of Health and Medicine 3cr
SOC 452 Disability and Society 3cr
Controlled Electives: (1 of the following)
SOC 336 Sociology of the Family 3cr
SOC 357 Sociology of Aging 3cr
Rationale: This minor will be of interest to students in Special Education and Clinical Services, Child Development and Family Relations, Psychology, Education and Criminology students who wish to have an academic emphasis on disability services. The curriculum for this minor provides a strong knowledge base of the human services from a sociological perspective with an emphasis on a wide array of disabilities as well as the theoretical and clinical preparation for working with person/families within the social service system.
FOR ACTION: APPROVED
9. Department of Music桸ew Course
MUSC 124 Concert Band 0c-31-0/lcr
Provides a large ensemble experience for woodwind, brass and percussion performers.
Rationale: This course fits into all programs offered by the music department, either as an elective or required course. All music majors that are required to take applied instruction in a woodwind, brass or percussion instrument are required to play in an ensemble comprised of these instruments. This course is designed for music majors, music minors, and those university students desiring a large ensemble experience. All of these students are required to have an ensemble which existed Previously (University Wind Ensemble, Symphony Band, University Symphony Orchestra) are not large enough to accommodate all of these students.
FOR ACTION: APPROVED
10. Department of Health and Physical Education桸ew Course and Course Revision
a. New Course:
HPED 209 Motor Behavior 3c-0l-3cr
Study of the process of human motor behavior across the lifespan, specifically examining how development of mental and motor abilities affect human movement.
Rationale: This course is designed to be a core course for majors within the Health and Physical Education Department. The course is designed to meet accreditation standards for tracks within the department. The course will take the place of two other core courses within the department, HPED 200 Fundamentals of Physical Activity, and HPED 210 Motor Development. Both courses were developed when there was only one major emphasis within the department. Creating a new course will enable the content to be updated while addressing the aforementioned accreditation requirements.
b. Course Revision:
Current Catalog Description:
HPED 426 Health Science Instruction 3c-0l-3cr
Prerequisites: HPED 316
An overview of health curriculum K-12, with a focus on middle school and secondary health education teaching methods and media instruction. Includes unit development, opportunities for classroom instruction, and guidelines for maintaining professional growth.
Proposed Catalog Description:
HPED 426 Health Science Instruction 3c-0l-3cr
Prerequisites: HPED 316, EDUC 242, Admission to Teacher Education Program
An overview of health curriculum K-12, with a focus on middle school and secondary health education teaching methods and media of instruction. Includes unit development, opportunities for classroom instruction, and guidelines for maintaining professional growth. Explores current research in classroom techniques, motivational strategies, and assessment of student learning.
Rationale: Making the course a dual level offering allows graduate students an opportunity to study health education. Current health educators would benefit from this course by updating their knowledge and skills. This course would also allow individuals with nonteaching degrees an opportunity to work toward teaching certification. This course would become part of the required curriculum for the Masters in Education in Health and Physical Education currently being proposed by the Department of Health and Physical Education. Undergraduate students would benefit from class interaction with graduate students who would have had more experiences working with school age youth in a professional setting.
FOR ACTION: APPROVED
11. Department of Biology桸ew Courses
i. BIOL 405 Biology of the Cell 2c-3l-3cr
Prerequisites: BIOL 111, CHEM 231, or permission of the instructor
Introduces students to the cellular and modular mechanisms by which individual cells grow, receive and respond to internal and external signals, and move. The course will discuss the latest advances in the discipline and the students will be expected too utilize the current literature on their own as a means of building critical thinking skills. The student-centered laboratory portion of the course will emphasize individual and group activities.
Rationale: The course is designed to be a 3-credit course that is intended for students who are either Biology and Biology Education majors. Biology minors or students in the Biochemistry program. This course lends itself to those students who are interested in fields of cellular and molecular biology and wish to expand their knowledge of the field beyond what is offered in the core Biology courses. The course Cell Biology (BIOL 105) is for non-majors and will not overlap with this new course offering. The proposed course is designed to become a controlled elective in the planned Cell and Molecular Biology track that is currently being developed.
ii. BIOL 456 Ecological Toxicology 2c-3l-3cr
Prerequisites: BIOL 112, CHEM 112
A study of the impact of chemical pollutants and other stresses on non-human biological systems from the sub-cellular to ecosystem levels. An ecological risk assessment will be conducted in the field and laboratory settings. (Also offered as ENVH 456; may not be taken for duplicate credit).
ENVH 456 Ecological Toxicology 2c-3l-3cr
Prerequisites: BIOL 112, CHEM 112
A study of the impact of chemical pollutants and other stresses on non-human biological systems from the sub-cellular to ecosystem levels. An ecological risk assessment will be conducted in the field and laboratory settings. (Also offered as BIOL 456; may not be taken for duplicate credit).
Rationale: This course will be a controlled elective for biology (B.A., B.S. & M.S.), biology education and environmental health science majors (B.S.). It will be cross-listed as both a BIOL and ENVH course.
iii. BIOL 490 Field Studies in Biology var-var-1-4cr
Prerequisites: Specific prerequisites, as are appropriate to the course, will be set
by individual instructors, permission of instructor.
Various specialized field courses instructed by biologists from 蘑菇tv. In this course students will explore the rich diversity and ecology of the flora and fauna that inhabit specialized regions of Pennsylvania, the United States or other countries. Emphasis will be places on ecology, behavior and natural history of organisms in their natural surroundings. Students should be prepared to meet travel and living expenses. May be taken more than once for credit and grade if course content is different.
Rationale: This course may be taken as a biology elective(s) for biology majors. With the instructor抯 permission, non-majors may also enroll in the class(es) and the course will count as a free elective.
FOR ACTION: APPROVED
12. Department of Theater and Dance桸ew Course, Revision of Minor, Course Revisions, and Catalog
Description Change
a. Change in Catalog Description for Dance Minor
Current Catalog Description:
The Dance Minor program provides a foundation for those interested in teaching dance. Working with a dance company, managing a private dance studio, working with theater productions, or desiring a broad-based education within the dance discipline.
The Dance Minor is an 18 semester-hour program with 9 required semester hours and 9 elective semester hours. The required semester hours include pertinent foundation courses and advanced theory courses. The required courses also provide design elements of production, fundamental and historical theories of dance and dance choreographic and teaching theories that cannot be obtained in any of the elective courses. The elective semester hours include the technique courses.
The Dance Minor is based on the National Standards for the Arts Education dance requirements. Using this basis for the program ensures fundamental preparation for a number of students needs, for example: the dance teacher, the performer and/or dance studio owner.
The program is also designed to fulfill the needs of Liberal Arts minor in dance. Through advisement, the minor program can serve the individual student抯 needs. The program would be of interest to secondary and elementary education majors, small business majors, recreation and physical education majors, and anyone who has an interest in dance as a means to broaden his or her Liberal Arts education.
Proposed Catalog Description:
The Dance Minor program provides a foundation for those interested in teaching dance, working in administration with a dance company, managing a private dance studio, working with theater productions, or desiring a broad-based education within the dance discipline.
The Dance Minor is an 18 semester-hour program with 6 required semester hours and 12 advised elective semester hours. The required semester hours include pertinent foundation courses and advanced level theory courses. The required courses also provide a comprehensive study of production elements, fundamental and historical theories of dance, and dance choreographic and teaching theories that cannot be obtained in any of the elective courses. The advised elective semester hours include the technique courses.
The Dance Minor is based on the National Standards for Arts Education dance requirements. Using this basis for the program ensures fundamental preparation for a number of students needs, for example: the dance teacher, the performer and the dance studio owner.
Through advisement, the minor program can serve the individual student抯 needs. The program would be of interest to secondary and elementary education majors, small business majors, recreation and physical education majors, theater, music and interdisciplinary fine arts majors and anyone who has an interest in dance and wants to broaden his or her Liberal Arts education.
b. Course Revisions:
i. Current Catalog Description:
DANC 351 Choreography 3c-01-3cr
Prerequisite: One of the following introductory or advanced level dance classes: DANC 150, 250, 260, 270, 280,
290, 485, or by permission of the instructor.
Introduces the necessary choreographic tools needed to manipulate dance as a medium to create dance works. The
class will learn and use various approaches to the choreographic process to create dance works, one of which will
be presented in a public showing at the end of the semester.
Proposed Catalog Description:
DANC 351 Choreography 3c-01-3cr
Prerequisite: Three of the following introductory or advanced level dance classes: DANC 250, 260, 270, 280, 290, 485, or by permission of the instructor.
Introduces the necessary choreographic tools needed to manipulate dance as a medium to create dance works. The class will learn and use various approaches to the choreographic process to create dance works, one of which will be presented in a public showing at the end of the semester.
Rationale: As defined by the current prerequisites for this class, students taking this course with only one technique class in their background do not have sufficient knowledge, experience or dance vocabulary from which to draw in order to
successfully achieve the course objectives. Students who have had measurable dance training prior to entering the minor program are the exception.
ii. Current Catalog Description:
DANC 353 Dance Curriculum and Instruction 3c-01-3cr
Prerequisite: One of the following introductory or advanced level dance classes: DANC 250, 260, 270, 280,
290, 485, or by permission of the instructor.
Introduces the necessary teaching skills and curriculum development needed to understand the pedagogical
structure for teaching dance. The class will learn the approaches to teaching that are unique to dance and will
learn how to design dance curriculum.
Proposed Title, Prerequisite and Catalog Description:
DANC 353 Dance Curriculum and Instruction 3c-01-3cr
Prerequisite: Three of the following introductory or advanced level dance classes: DANC 250, 260, 270, 280,
290, 485, or by permission of the instructor.
Introduces the necessary teaching skills and curriculum development needed to understand the pedagogical
structure for teaching dance. The class will learn the approaches to teaching that are unique to dance and will
learn how to design dance curriculum.
Rationale: Students taking this course with only one technique class in their background do not have sufficient knowledge, experience, or dance vocabulary from which to draw in order to successfully achiever the course objectives. Students who have had measurable dance training prior to entering the minor program are the exception.
c. New Course:
DANC 355 Dance Production: Administration to Creation 3c-01-3cr
Prerequisite: Two of the following introductory or advanced level dance classes. DANC 250, 260, 270, 280, 290,
485, or by permission of the instructor.
A sequential development of the dance production process from audition to opening, focusing on the practical
application to private studio, and academic and professional settings. The course will explore the evolution of dance
production and the future of dance, from both administrative and artistic perspectives, taking into consideration
the constantly changing world of technology.
Current Program: Proposed Program:
Minor--Dance
Required Courses:
THTR 116 Fundamentals of Theatrical Design
One of the following:
DANC 102 Introduction to Dance
DANC 150 Fundamentals of Dance
One of the following:
DANC 351 Choreography
DANC 353 Dance Curriculum and Instruction
Any three of the following as advised:
DANC 150 Fundamentals of Dance (1)
DANC 250 Contemporary Dance
DANC 260 Jazz Dance
DANC 270 Ballroom and Tap Dance
DANC 280 Ballet
DANC 290 Ethnic Dance
DANC 485 Dance Studio
(1) Fundamentals of Dance cannot be counted twice.
18
9
3cr
3cr
3cr
3cr
3cr
9
3cr
3cr
3cr
3cr
3cr
3cr
3cr
Minor--Dance
Required Courses:
DANC 102 Introduction to Dance
One of the following:
DANC 351 Choreography
DANC 353 Dance Curriculum and Instruction
DANC 355 Dance Production
Any four of the following as advised:
DANC 150 Fundamentals of Dance
DANC 250 Beginning Modern Dance
DANC 260 Beginning Jazz Dance
DANC 270 Beginning Ballroom and Tap Dance
DANC 280 Beginning Ballet
DANC 290 Ethnic Dance
DANC 485 Dance Studio: Intermediate Modern,
Ballet, Jazz, or Ballroom/Tap
18
6
3cr
3cr
3cr
3cr
12
3cr
3cr
3cr
3cr
3cr
3cr
3cr
Rationale: These revisions and additions are recommended in order to better facilitate and serve our growing numbers of students enrolled in the minor program since its inception in 1995. The title and course revisions add clarity to the level of the classes and better represent the current content. Additionally the title changes were needed to prevent students from enrolling into courses that were at the wrong level for their technical ability. The catalog descriptions were also updated to reflect the title changes and to give better clarification of the course content. Language was also updated to verbiage that is currently used within the discipline. The Department of Theater and Dance recommends that the dance minors complete the program of study with at least four different technique classes in different dance genres and levels to provide them with a broader foundation of knowledge and ability in dance.
FOR ACTION: APPROVED
13. College of Education and Educational Technology桸ew Track and Course
a. New Course:
EDSP 493 Educational Psychology Honors Internship 1cr
Prerequisite: EDSP 102 and admission to Honors Track
Provides students direct experience in one of three Centers located in the Educational and School Psychology Department, which include The Child Study Center, The Center for Educational and Program Evaluation, and The Center for Rural Gifted Education. Other Centers located within the College of Education and Educational Technology or the Teacher Education Program may be considered if approved by the Honors Track Director. This course may be repeated.
b. New Track:
Honors Track College of Education and Education Technology____________________________________________
The College of Education and Educational Technology Honors Track will enable students to participate in advanced study in the areas of learning and instructional theory, motivation to learn, assessment of student learning, classroom management and the psychology of adolescent education. The honors track is encouraged for exceptional students in the field of education. Honors coursework is recorded on university transcripts and students completing the Education Honors Track will be recognized at departmental commencement ceremonies.
Eligibility and Requirements
The Honors Track will be open by permission to Education majors. To apply an application should be filed with the Chair of the Educational and School Psychology Department. Students may apply upon acceptance to 蘑菇tv, or current students may make application following completions of one semester of coursework. All applicants must have at least a 3.25 GPA in total university or high school coursework to apply. Students accepted prior to taking EDSP 102 complete EDSP 102/H Educational Psychology; EDSP 477/H Assessment of Student Learning; two of the following electives; EDSP 373/H Psychology of Adolescent Education, EDSP 376/H Behavior Problems, or EDSP 378/H Learning; and EDSP 494/H Honors Internship. Students accepted following their completion of a nonhonors section of EDSP 102 will be required to take all three of the courses offered (EDSP 373/H, EDSP 376/H and EDSP 378/H) in addition to EDSP 477/H and the Honors Internship. Students must earn at least a B in each course completed for the track to proceed and maintain a 3.25 GPA overall. To determine how Honors Track courses will be integrated into existing requirements for their major,
students should consult their advisors.
College of Education and Educational Technology Honors Track 13cr
Required Courses:
EDSP 102/H Educational Psychology 3cr
EDSP 477/H Assessment of Student Learning: Design and
Interpretation of Educational Measures 3cr
EDSP 493/H Educational Psychology Honors Internship 1cr
Two or three of following: (depending on EDSP 102)
EDSP 373/H Psychology of Adolescent Education 3cr
EDSP 376/H Behavior Problems 3cr
EDSP 378/H Learning 3cr
Rationale: By providing a unique opportunity, this track will help to recruit and retain academically talented applicants who otherwise might not attend or remain at 蘑菇tv, by providing a unique opportunity within the teacher preparation program.
FOR ACTION: APPROVED
14. Department of History桸ew Course
HIST 394 Introduction to Classical Archaeology 3c-0l-3cr
Prerequisite: Sophomore standing and HIST 195 (nonmajors)
An introduction to the archaeology of the Classical world. A variety of sites, artifacts and monuments will be examined with emphasis on archaeological problems such as the recording and interpretation of archaeological evidence, the relation between historical and archaeological events, and the use and misuse of ancient texts. Attention will be given to developments in theory and methodology and to the history of the discipline of Classical Archaeology from antiquity to the present day.
Rationale: This course is one of the electives for students in the BA in History and BS in Social Studies Education/History Track. This course is not intended to be a Liberal Studies course. This course can not be incorporated into another existing course because of the scope needed to properly introduce students to the use of archaeology as a tool for historians, particularly ancient historians.
FOR ACTION: APPROVED
15. Department of Management桸ew Course, New Minor, and Addition to Catalog Description
a. New Course:
MGMT 450 Case Studies in Arts Management 3c-0l-3cr
Prerequisite: Minimum of 60 credits, MKTG 311 or 320
A capstone case analysis course designed to give the student practice in applying business theories to the solution of
arts management problems. Utilizing the latest management theories, this course will look at the practical problems
of applying business principles to arts related businesses and organizations. Through case study analysis, the
students will focus on the everyday problems that managers face and help students discover solutions.
Rationale: This course will provide a culminating experience for fine arts students in the Entrepreneurship Minor for fine arts students. There are no courses in the college抯 curriculum that will do this. This course will allow them to apply the business principles they have been learning to real life arts management problems.
b. Addition to Catalog Description:
Minor in Entrepreneurship (for Fine Arts Students)________________________
The Minor in Entrepreneurship for non-business majors program will assume no prior knowledge of business. Fine arts students are usually involved in starting and running their own business, developing and starting small performing groups, developing and running nonprofit community theatres. Students would develop the skills necessary to evaluate opportunities within their industry. They would learn, among other things, to (1) analyze their competition, (2) develop marketing and financial plans, (3) explain intellectual property rights, (4) negotiate contracts, and (5) write a business plan that could be used to obtain financing from banks, investors, or other sources of funding. These skills are all central to the creation and development of new ventures. This is a joint effort of four departments and represents an, 18-credit minor for fine arts majors. The program is designed to give nonbusiness majors a general background in starting and running a small business.
c. New Minor:
Minor in Entrepreneurship (for Fine Arts Majors) 18 Required 燘usiness Courses:ACCT 200Foundations of Accounting I3crBTST 321Business and Interpersonal Communications3crMGMT 275Introduction to Entrepreneurship3crMGMT 325Small Business Management3crMGMT 450Case studies in Arts Management3crMKTG 311Arts Marketing3cr
Rationale: This will be an 18 credit minor aimed at fine arts majors. Almost every nascent professional artist, musician, or theatre professional is embarking on an entrepreneurial venture, but traditional fine arts education does not stress the entrepreneurial skills needed to parlay talent into a successful professional career. Fine arts students are usually involved in starting and running their own business, developing and starting small performing groups, developing and running nonprofit community theatres. Students would develop the skills necessary to evaluate opportunities within their industry. They would learn, among other things, to (1) analyze their competition, (2) develop marketing and financial plans, (3) explain intellectual property rights, (4) negotiate contracts, and (5) write a business plan that could be used to obtain financing from banks, investors, or other sources of funding. These skills are all central to the creation and development of new ventures. General business classes do not address the problems unique to entrepreneurs who must create a business with few or no guidelines, few resources, limited knowledge of available intellectual property protections, and the huge risks that accompany venture creation. While discussions with the Fine Arts faculty indicate this is a real need in their curriculum, they do not have the resources internally to teach these courses. A partnership with the business faculty would allow the two groups of faculty to work together to develop and adapt courses that will fit their student needs. These courses would then be taught by Eberly College of Business and Information Technology faculty and promoted by Fine Arts faculty.
FOR ACTION: APPROVED
16. Department of Professional Studies in Education桺rogram Revision and Catalog Description Change
a. Catalog Description Change:
Current Catalog Description:
Early Childhood Education/PreK 朑rade 6 Program__________________________________________________ The Early Childhood Education/PreK-Grade 6 Program is designed to assist students in becoming highly competent and effective teachers of children in Preschool-Grade 6. This program has a strong emphasis on early childhood education and the teaching of reading. Students in this program will meet the academic requirements for certification in both Early Childhood Education/PreK-Grade 6 and Elementary Education with an Academic Concentration in reading. This unique program, combining coursework, extensive field experiences, and community involvement, prepares students to be professional educators who are well-qualified to utilize appropriate techniques and strategies to expand children抯 cognitive, language, social, emotional, and physical development.
Admission to this program requires satisfactory completion of an interview in addition to the university general requirements. Detailed information will be sent to the applicant upon request. A minimum GPA, in accordance with Pennsylvania standards, is required to apply for teacher certification, to take major courses in the department, and to student teach. Students must meet the requirements leading to teacher certification as outlined in this catalog.
Proposed Catalog Description:
Early Childhood Education/ PreK 朑rade 6 Program__________________________________________________
The Early Childhood Education/PreK-Grade 6 Program is designed to assist students in becoming highly competent and effective teachers of children in Preschool through Grade 6. This program has an emphasis on early childhood education and the teaching of reading. Students in this program will meet the academic requirements for certification in both Early Childhood Education and Elementary Education with an Academic Concentration in the Teaching of Reading. This unique cohort program, combining course work, extensive field experiences and community involvement, prepares students to be professional educators who are well-qualified to utilize appropriate techniques and strategies to expand children抯 cognitive, language, social, emotional, and physical development. As all field experiences take place in specific school districts and communities in a collaborative professional development school model, student teaching abroad and the urban elementary education track are not options for students in this major. Twenty hours of service learning are a requirement of this program and are incorporated into major courses.
Admission to this selective program requires satisfactory completion of an interview in addition to the college requirements for Step I in the 3-Step Process for Teacher Education. Students interested in this program should enroll in the university as Elementary Education majors. Interviews and candidate screening will be held in Fall and Spring. Interview dates and relevant information are available on the ECED/PreK-Grade 6 website (www.coe.iup.edu/earlychildhood). A 3.0 GPA is required to apply for teacher certification, to take major courses in the department and to student teach. Students must meet the requirements leading to teacher certification as outlined in this catalog.
Current Program:
Bachelor of Science in Education桬arly Childhood Education/PreK-Grade 6 (*)
Proposed Program:
Bachelor of Science in Education桬arly Childhood Education/PreK-Grade 6 (*)
Liberal Studies: As outlined in Liberal Studies section with the following specification:
Mathematics: MATH 151
Natural Sciences: SCI 101, 102, 103, and 104
Social Science: GEOG 101, 102 or 104; PSYC 101
Liberal Studies Electives: 6cr, must include MATH 152, no courses with ECED prefix, not to include CDFR 218
College:
Preprofessional Education Sequence:
COMM 103 Digital Instructional Technology
ECED 180 Orientation to the Early Childhood Education Program EDSP 102 Educational Psychology
Professional Education Sequence:
EDSP 477 Assessment of Student Learning: Design and
Interpretation of Educational Measures
EDUC 242 Pre-student Teaching Clinical Experience I
EDUC 342 Pre-student Teaching Clinical Experience II
EDUC 441 Student Teaching
EDUC 442 School Law
Major:
Required Courses: (1)
CDFR 426 Techniques of Parent Education
ECED 200 Introduction to Early Childhood Education
ECED 220 Children抯 Literature to Enhance Emergent and
Beginning Reading
ECED 280 Maximizing Learning
ECED 310 Science and Health in the Literacy-based Early
Childhood Curriculum
ECED 314 Creative Experiences to Enhance Literacy Acquisition
ECED 451 Teaching Primary Reading
ECED 480 Professional Seminar: Teacher as Researcher and Advocate EDEX 300 Education of Students with Disabilities in Inclusive
Elementary Classrooms
EDEX 415 Preschool Education for Children with Disabilities
EDUC 408 Reading in the Content Areas
ELED 215 Child Development
ELED 422 Diagnostic and Remedial Reading
ELED 425 Language Arts Across the Curriculum
MATH 320 Mathematics for Early Childhood
Total Degree Requirements: 53
25
3cr
1cr
3cr
3cr
1cr
1cr
12cr
1cr
42
3cr
3cr
3cr
3cr
3cr
3cr
3cr
1cr
2cr
3cr
3cr
3cr
3cr
3cr
3cr
120Liberal Studies: As outlined in Liberal Studies section with the following specification:
Mathematics: MATH 151
Natural Sciences: SCI 101, 102, 103, and 104
Social Science: GEOG 101, 102 or 104; PSYC 101
Liberal Studies Electives: 6cr, must include MATH 152, no courses with ECED prefix, not to include CDFR 218
College:
Preprofessional Education Sequence:
COMM 103 Digital Instructional Technology
EDSP 102 Educational Psychology
Professional Education Sequence:
EDSP 477 Assessment of Student Learning: Design and
Interpretation of Educational Measures
EDUC 242 Pre-student Teaching Clinical Experience I
EDUC 342 Pre-student Teaching Clinical Experience II
EDUC 441 Student Teaching
EDUC 442 School Law
Major:
Required Courses: (1)
CDFR 426 Techniques of Parent Education
ECED 180 Orientation to the ECED/ PreK-Grade 6 Program
ECED 200 Introduction to Early Childhood Education
ECED 220 Children抯 Literature to Enhance Emergent and
Beginning Reading
ECED 280 Maximizing Learning
ECED 310 Science and Health in the Literacy-based Early
Childhood Curriculum
ECED 314 Creative Experiences to Enhance Literacy
Acquisition
ECED 451 Teaching Primary Reading
ECED 480 Professional Seminar: Teacher as Researcher and
Advocate
EDEX 300 Education of Students with Disabilities in
Inclusive Elementary Classrooms
EDEX 415 Preschool Education for Children with Disabilities
EDUC 408 Reading in the Content Areas
ELED 215 Child Development
ELED 313 Teaching Mathematics in the Elementary School
ELED 425 Language Arts Across the Curriculum
ELED 422 Diagnostic and Remedial Reading
Total Degree Requirements:
53
24
3
3
3
1
1
12
1
43
3cr
1cr
3cr
3cr
3cr
3cr
3cr
3cr
1cr
2cr
3cr
3cr
3cr
3cr
3cr
3cr
120
(*) See requirements leading to teacher certification, titled 揂dmission to Teacher
Education,� in the College of Education and Educational Technology section of
this catalog.
(1) A 3.0 cumulative GPA is required to register for major courses.
(*) See requirements leading to teacher certification, titled 揂dmission to
Teacher Education,� in the College of Education and Educational
Technology section of this catalog.
(1) A 3.0 cumulative GPA is required to register for major courses.
Rationale: We are proposing moving ECED 180 Orientation to the ECED/PreK-Grade 6 Program from freshman year to Professional Sequence I in the second semester of sophomore year. When combined with EDUC 242 Pre-student Teaching Clinical Experience I on the same day, the transportation to the PDS site is provided. We are requiring ELED 313 Teaching Mathematics in the Elementary School in place of MATH 320 Mathematics in Early Childhood. This change was suggested by the math dept. so students in this major will be better prepared to teach mathematics in the upper elementary grades. A letter of support from the math department is attached.
APPENDIX F
University-Wide Graduate Committee Co-Chairs: Myers / ChambersFOR INFORMATION:
The UWGC has approved graduate course renumbering requests from the following departments, under the graduate course renumbering plan previously approved by Senate on March 29, 2005.
Criminology
Educational and School Psychology
English
Professional Studies in Education
Psychology
School of Graduate Studies and Research
Sociology
Special Educational and Clinical Services
Student Affairs in Higher Education
FOR ACTION: APPROVED
Title of Program:
Doctor of Education (D.Ed.) in Curriculum and Instruction
Sponsoring Department:
Professional Studies in Education
Summary of Changes:
Approval of this proposal would change the D.Ed. in Curriculum Instruction to an annual cohort rather than a 2-year cycle. The site for the cohort would be Monroeville or main campus.
Both the title and the prefix of ALS 783 would change from ALS 783 Analysis of Qualitative Data in Leadership Studies to CURR 783 Qualitative Research Methods in Education; a new syllabus of record was supplied. The prefix (only) of ALS 782 Research Instrument Design would change to become CURR 782 Research Instrument Design.
Rationale:
The Doctoral Program in Curriculum and Instruction is offered as a cohort program that
admits a new cohort of approximately 20 doctoral students every two years on alternate years (2004-2006-2008, etc.). Approval of this proposal would change the D.Ed. in Curriculum Instruction to an annual cohort rather than a 2-year cycle. The site for the cohorts would be Monroeville and/or main campus, depending upon the outcome of recruitment efforts. The main reason for this variability in delivery request is the growing waiting list of students. Currently, there are 62 students waiting for a new cohort to assemble; most of these students are interested in the Monroeville site. A second impetus to expand the program is compelling evidence of program quality. For example, in 2003, an Educational Testing Service (ETS) Graduate Evaluation was distributed to 100 alumni and 44 students. Respondents evaluated the program on 10 different subscales, and the national average on a 4-point scale was 3.10. The average rating given to 蘑菇tv抯 Doctoral Program in Curriculum and Instruction by current students was 3.59 when 4 was defined as 揺xcellent, a model for others to follow.� Similarly, a survey of Cohort 2002 with a 100% return rate was conducted during their last required course. On a 4-point scale where 4.0=excellent, no major element of the program received less than a 3.3 rating. To further illustrate the quality work that students in the doctoral program achieve, an analysis of Cohort 2002抯 curriculum vitae revealed that, after 2.5 years in the program, this cohort of 19 students had published 31 professional journal articles and has made presentations at 17 regional conferences, 21 national conferences, and 5 international conferences. A third justification for expanding the D.Ed. in Curriculum and instruction is the change in the funding formula that would use a 5.4 multiplier for a Monroeville Cohort. The Professional Studies in Education Department experienced a decline in undergraduate enrollment when the entrance criteria were raised and the Department is now in a position to support expansion of graduate programs.
Additionally, the Doctoral Program in Curriculum and Instruction would like to change the prefix of the two Administration and Leadership Studies courses that we use, ALS 782 Research Instrument Design and ALS 783 Analysis of Qualitative Data in Leadership Studies, to a CURR prefix. ALS has already processed a proposal that would change the 6 CURR courses used in the ALS in COE & ET courses to an ALS prefix. In the interest of consistency, all of the required courses in the Doctoral Program in Curriculum and Instruction should bear the CURR prefix. The title of ALS 783 Analysis of Qualitative Data in Leadership Studies would be changed to ALS 783 Qualitative Research Methods in Education. New syllabi of record for both courses were submitted; no major changes were made to the course content, objectives, activities, or resources. There are NO changes to the curriculum, the method of delivery, or the methods of evaluation in the program.
From 2004 Graduate Catalog:
HYPERLINK "" ALS 782 - Research Instrument Design Credits: 3.00 Designed to prepare doctoral students in leadership studies to critique and develop research instruments for use in dissertation research. It will emphasize identifying the key issues associated with instrument design in leadership studies, critiquing the published instruments, writing instrument items, and conducting instrument reliability and validity analysis. Students will learn to evaluate and develop instruments through hands-on activities and individual projects.
Proposed New Course Catalog Description:
CURR 782 � Research Instrument Design
Credits: 3.00
Designed to prepare doctoral students to critique and develop research instruments for use in dissertation research. It will emphasize identifying the key issues associated with instrument design, critiquing the published instruments, writing instrument items, and conducting instrument reliability and validity analysis. Students will learn to evaluate and develop instruments through hands-on activities and individual projects.
From 2004 Graduate Catalog:
HYPERLINK "" ALS 783 - Analysis of Qualitative Data in Leadership Studies
Credits: 3.00 Designed to prepare doctoral students in leadership studies to conduct qualitative data analysis in dissertation research. It will emphasize identifying the key issues associated with qualitative research, critiquing the published qualitative research, transcribing qualitative data, interpreting and presenting patterns, and using computers to perform data analysis. Students will learn to analyze, present, and write qualitative research reports.
Proposed New Course Catalog Description
CURR 783 � Qualitative Research Methods in Education
Credits: 3.00
Designed to prepare doctoral students to conduct qualitative data analysis in dissertation research. It will emphasize identifying the key issues associated with qualitative research, critiquing the published qualitative research, transcribing qualitative data, interpreting and presenting patterns, and using computers to perform data analysis. Students will learn to analyze, present, and write qualitative research reports.
FOR ACTION: APPROVED
New Course BIOL 556
Sponsoring Department: Biology
Catalog Description:
BIOL 556 Ecological Toxicology 3 credits
A study of the impact of chemical pollutants and other stresses on non-human biological systems from the sub-cellular to ecosystem levels. An ecological risk assessment will be conducted in the field and laboratory settings. Prerequisites: One year biology, one year chemistry
FOR ACTION: APPROVED
New Course BIOL 577
Sponsoring Department: Biology
Catalog Description:
BIOL 577 Neurobiology 3 credits
This course presents the underlying mechanisms through which the nervous system mediates behavior, from the molecular to the organismal level. This course emphasizes two major themes: 1) the roles of synapses and neuronal excitability in shaping the input/output functions of neurons and neuronal networks, and 2) the role of neuronal development and neuronal experience upon resultant neuronal organization. Prerequisite: BIOL 111, or 105, or 151; or PSYC 350; or permission of instructor.
FOR ACTION: APPROVED
Administration and Leadership Studies
Professional Studies Department
Catalogue Start Term: Fall 2005
Summary and Rationale: Prefix, Number, and Prerequisite Changes; One New Elective Course.
All courses in the doctoral program in Administration and Leadership Studies will have a consistent ALS prefix and prerequisites. In addition, all doctoral courses will now have an 800 number. One new elective course has been added to the program: ALS 845: Administrative Procedures.
Catalog Descriptions
ALS 801 Leadership Theories 3 cr.
Focuses on several leadership theories related to administering social agencies, schools, business, and industry.
Prerequisite: Admission to the Program
ALS 802 Leadership: A Case Study Approach 3 cr. Acquaints students with the theory and application of the case study approach as related to theories of leadership. Designed to provide practice for future administrators in the following areas: group decision making, leadership, planning and organizing, sensitivity, judgment, and communication skills.
Prerequisite: Admission to the Program
ALS 803 Leadership: Applied Practice 3 cr.
Students must develop and implement field project that incorporates leadership and policy theories learned in previous courses.
Prerequisite: Admission to the Program
ALS 805 Curriculum Evaluation 3 cr.
Provides students with a framework for the systematic analysis of curriculum from the context of social, historical, and philosophical foundations and theory and research in the field. Emphasis will be on curricular evaluation in the context of theoretical foundations of curriculum.
Prerequisite: Admission to the Program
ALS 810 Advanced Topics in Human Development and Learning 3 cr.
Students will analyze, evaluate, and synthesize theories of human development and learning. Emphasis will be on learning and development throughout the life span.
Prerequisite: Admission to the Program
ALS 820 Doctoral Seminar in Research Methods 3 cr.
Provides students with the opportunity to acquire, refine, and apply the knowledge and skills to evaluate and design educationally relevant research. Emphasis in the course will be on quantitative and qualitative research approaches within educational settings.
Prerequisite: Admission to the Program
ALS 825 Critical Analysis of Issues in Education 3 cr.
Examines current issues and innovations which are influencing reform in basic and post-secondary education. Relationships between research, policy making, and implementation will be emphasized.
Prerequisite: Admission to the Program
ALS 830 Analysis of Effective Instruction 3 cr.
Explores reflective practice as it relates to the design, implementation, and evaluation of instruction at all educational levels, with particular emphasis on preparation for teaching and supervising in teacher education. Topics include contemporary models of supervision and research on teaching and learning
Prerequisite: Admission to the Program
ALS 845 Administrative Procedures 3cr.
Presents a series of administrative seminars that focus on testing, contract obligations, human relations, federal and state initiatives, and evaluation of the organization.
Prerequisite: Admission to the Program
ALS 850 School and Community 3 cr.
Development and maintenance of a purposeful program of communication between the school and the community through study of selection, organization, and functions of citizen advisory committees and cooperative use of various community services.
Prerequisite: Admission to the Program
ALS 852 School Evaluation 3cr.
Current models for both formative and summative evaluations are presented with emphasis on their application to school programs and other educational projects. Prior knowledge of curriculum development and/or project proposals is helpful by not required.
Prerequisite: Admission to the Program
ALS 856 School Administration 3cr.
Designed as a basic course in school administration, this course is intended to serve as an introduction to the principles and practices of school administration for students who aspire to a supervisory or administrative position in public schools. Human aspects of educational administration are emphasized.
Prerequisite: Admission to the Program
ALS 858 School Law and Negotiations 3 cr.
An understanding of legal principles as they pertain to functions of personnel in public school systems and to persons engaged in education. Study of statutory enactments, review of court actions through case studies, and analysis of collective negotiation law.
Prerequisite: Admission to the Program
ALS 860 School Finance 3 cr.
Budgeting procedures in school finances, facilities, and management are presented. School budgeting, accounting, bonding, and various monetary applications are presented as well as the various procedures for acquiring funds.
Prerequisite: Admission to the Program
ALS 882 Research Instrument Design for Leadership Studies 3 cr.
Designed to prepare doctoral students in leadership studies to critique and develop research instruments for use in dissertation research. It will emphasize identifying the key issues associated with instrument design in leadership studies, critiquing the published instruments, writing instrument items, and conducting instrument reliability and validity analysis. Students will learn to evaluate and develop instruments through hands-on activities and individual projects.
Prerequisite: Admission to the Program
ALS 883 Analysis of Qualitative Data in Leadership Studies 3 cr.
Designed to prepare doctoral students in leadership studies to conduct qualitative data analysis in dissertation research. Emphasizes identification of key issues associated with qualitative research, critique of the published qualitative research, transcription of qualitative data, interpretation and presentation of patterns, and use of computers to perform data analysis. Students will learn to analyze, present, and write qualitative research reports.
Prerequisite: Admission to the Program
ALS 898 Internship in Administration and Leadership Studies 3-6 cr.
A planned, field-based work experience proposed by the advanced graduate student to enhance professional competence, subject to approval by student抯 advisor and program director.
Prerequisite: Admission to the Program
Doctoral Program in Administration and Leadership Studies 60 Credit Hours
Current ProgramProposed ProgramCredit HoursYear 1Year 1 ALS 701 Leadership TheoriesALS 801 Leadership Theories3CURR 710 Advanced Topics in Human Development and LearningALS 810 Advanced Topics in Human Development and Learning 3CURR 725 Critical Analysis of Issues in EducationALS 825 Critical Analysis of Issues in Education3CURR 720 Doctoral Seminar in Research MethodsALS 820 Doctoral Seminar in Research Methods3ALS 782 Research Instrument Design for Leadership StudiesALS 882 Research Instrument Design for Leadership Studies3CURR 705 Curriculum EvaluationALS 805� 燙urriculum Evaluation 3 Year 2Year 2ALS 702 Leadership: A Case Study ApproachALS 802 Leadership: A Case Study Approach3CURR 730 Analysis of Effective InstructionALS 830 Analysis of Effective Instruction3ALS 783 Analysis of Qualitative Data in Leadership StudiesALS 883 Analysis of Qualitative Data in Leadership Studies3ILR 651 Conflict ResolutionILR 651 Conflict Resolution3EDUC 658 School Law and Negotiations ALS 858� School Law and Negotiations 3EDUC 650 School and CommunityALS 850 School and Community3Year 3Year 3ALS 703 Leadership: Applied PracticeALS 803 Leadership: Applied Practice3EDAD 660 School FinanceALS 860 School Finance3 Elective Elective 3ALS 798 Internship in Administration and Leadership Studies 6 credits ALS 898 Internship in Administration and Leadership Studies 6 credits6ALS 950 DissertationALS 950 Dissertation960 Hours FOR ACTION: APPROVED
Administration and Leadership Studies
Professional Studies Department
Catalogue Start Term: Fall 2005
Summary:
We intend to recruit a new Administration and Leadership doctoral cohort every year rather than every other year. There are no curricular changes in this program and we would use existing facilities in room 138 Stouffer Hall. We will not initiate this change until the Summer of 2007. During the summer of 2006 we will recruit a new cohort, but this new class of doctoral students will be within our two-year recruiting cycle.
FOR ACTION: APPROVED
Program: MS Degree in Safety Sciences
Sponsoring Department: Department of Safety Sciences
Proposal to Modify Graduate Program Delivery
Summary: The Department of Safety Sciences would like to modify the delivery of its Master of Science in Safety Sciences by forming a new cohort and offering the Technical Track of the Master of Science in Safety Sciences degree in a similar format as used with a cohort that will be finishing their degrees in Spring, 2006. This new cohort will begin in the Summer Semester, 2006 and students will be required to complete 9 credit hours in classroom based instruction and 27 credit hours in distance education courses. The classroom courses will be offered as one week summer courses over three summers in the same manner in which they are being offered currently at the Indiana Campus. The student progression through this cohort will be as follows:
Summer Session
2006
(3 Credits)Fall Semester 2006
(6 Credits)Spring Semester
2007
(6 Credits)Summer Session
2007
(6 Credits)Fall Semester 2007
(6 Credits)Spring Semester
2008
(6 Credits)Summer Session
2008
(3 Credits)Classroom
SAFE 647: Applied Ergonomics
Distance Education
SAFE 674 Fire Safety in Building Design
SAFE 602 Research Methods in Safety Management
Distance Education
SAFE 605: Advanced Principles of Safety Engineering
Elective Course
Classroom
SAFE 603 Human Relations in Safety Management
Distance Education
Elective Course
Distance Education
SAFE 644 Preventing Unsafe Acts
Elective Course
Distance Education
SAFE 610: Environmental Safety and Health Administration
Elective CourseClassroom
SAFE 660 Applied Industrial Hygiene
Elective course offerings include:
SAFE 643 Construction Safety�
SAFE 562 Radiological Health牋� 牋� 牋� �
SAFE 673 Disaster Preparedness牋牋牋牋�
SAFE 623 Advanced Safety Administration牋牋
SAFE 630 Pollution Control牋� 牋� 牋� 牋� 牋� 牋� 牋�
SAFE 664 Noise Control牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋牋
Rationale: Over the past six years, the Department of Safety Sciences has been heavily involved in distance education and one of the leading departments at the University in this area. The Department currently offers 12 distance education courses and received approval to provide over 33% of its Master of Science degree via distance education in 2002. Six of the seven total faculty members in the Department of Safety Sciences have taught at least one distance education course with some teaching as many as four different online courses in the Department. Approximately three distance education courses are offered each semester by the Department. It is the intent of the Department of Safety Sciences to meet a growing demand of the profession while maintaining a quality degree program.
The Department of Safety Sciences will be seeking approval from the Middle States Commission on Higher Education to offer more than 50% of the Master of Science degree in Safety Sciences via distance education. The distance education component of the program is vital because it makes the program accessible and more convenient for our graduate students, most of whom are working safety and health professionals. Over 80% of our current students are full-time working professionals. Typically, students on a national basis do not have the flexibility with their work schedule to take classes at local universities, and in many cases a University with applicable courses is not available. This proposed national cohort would continue to meet the approved delivery of courses via distance education.
Offering the Master of Science degree in this proposed format will not diminish the quality of degree. Some controls the Department already has in place involves a rigorous acceptance policy in which the students will be required to be practicing safety, environmental and health professionals with the appropriate undergraduate degree preparation in the field. All students entering the program must meet minimum competencies in occupational safety and health.
FOR ACTION: APPROVED AS AMENDED
Title of Program: Master of Science in Food and Nutrition
Department: Food and Nutrition
Catalog Start Term: Fall 2005.
Program Revision, Including New Courses and Course Revisions
Summary and Rationale
The MS in Nutrition was originally designed for students with an undergraduate degree in nutrition, and includes as admission requirements coursework unique to this population. With the increasing public interest in nutrition and the move to incorporate nutrition into other health care and educational disciplines, requests for a masters degree in nutrition from individuals in those professions has increased dramatically over the last several years; however, few meet the admission requirements from their undergraduate background. This proposal is designed to increase the flexibility of the MS in Nutrition to meet the needs of a more diverse population by expanding elective options and permitting courses currently required for admission to count for degree credit.
Current vs. Proposed Program, Department of Food and Nutrition (Thesis)
Current Program Proposed Program
Degree Requirements Degree Requirements
I. Professional Core Courses 12 cr. I. Professional Core Courses 9 cr.
BIOL 602 Biometry 3 cr. BIOL 602 Biometry 3 cr.
Or or
GSR 516 Statistics I 3 cr. GSR 516 Statistics I 3 cr.
GSR 615 Elements of Research 3 cr. GSR 615 Elements of Research 3 cr.
FDNT 713 Seminar (to be taken twice 1 cr. FDNT 650 Seminar in Food and 1.5 cr.
for a total of two credits Nutrition I
FDNT 660 Seminar in Food and 1.5 cr.
FDNT 850 Thesis 4 cr. Nutrition II
II. Department Core Courses 15 cr. II. Department Core Courses 18-21 cr.
Students must elect 15 semester hours (five courses) FDNT 544 and FDNT 558 are required for
from the following list. They may choose no more than students who have not completed equivalent
one 500-level course; course selection must include courses prior to admission; where these courses
FDNT 645 and FDNT 646 and must include one are required, core requirement is 21 credits.
course in life cycle nutrition such as FDNT 711.
FDNT 544 Food Composition and 3 cr. FDNT 544 Food Composition and 3 cr.
Biochemistry Biochemistry
FDNT 547 Nutritional Aspects of Food 3 cr. FDNT 547 Nutritional Aspects of 3 cr.
Technology Food Technology
FDNT 564 Food and Nutrition Research 3 cr. FDNT 558 Advanced Human 3 cr.
Methods Nutrition
FDNT 612 Administration of Food 3 cr. FDNT 564 Food and Nutrition 3 cr.
Service Systems Research Methods
FDNT 641 Eating Behaviors 3 cr. FDNT 601 Food Service 3 cr.
FDNT 642 Contemporary Issues in 3 cr. Management Theory
Food and Nutrition and Practicum
FDNT 645 Proteins, Carbohydrates and 3 cr. FDNT 602 Information Technology 1 cr.
Fats FDNT 603 Food and Nutrition 1 cr.
FDNT 646 Vitamins and Minerals 3 cr. Education
FDNT 711 Nutrition in the Life Cycle 3 cr. FDNT 604 Medical Nutrition 2 cr.
FDNT 743 Clinical Dietetics 3 cr. Therapy
FDNT 605 Nutrition Intervention 1 cr.
Strategies
FDNT 612 Administration of Food 3 cr.
Service Systems
FDNT 641 Eating Behaviors 3 cr.
FDNT 642 Contemporary Issues in 3 cr.
Food and Nutrition
FDNT 645 Proteins, Carbohydrates 3 cr.
and Fats
FDNT 646 Vitamins and Minerals 3 cr.
FDNT 651 Professional Dietetic 3 cr.
Practice
FDNT 652 Seminar in Institutional 1 cr.
Foodservice Management
FDNT 711 Nutrition in the Life Cycle 3 cr.
FDNT 743 Clinical Dietetics 3 cr.
FDNT 850 Thesis 4-6 cr.
III. Electives 6 cr. III. Electives 6-9 cr.
Students will elect additional courses from the 蘑菇tv Students will elect additional courses from the
Graduate Catalog with the approval of their advisor. 蘑菇tv Graduate Catalog (including FDNT courses)
that are appropriate for their needs and interests
as they work toward meeting the program
objectives. Advisors will approve elective
choices. Students may apply up to six credits
of FDNT 696 or 698 Internship toward program
electives.
Total Semester Hours 33 cr. Total Semester Hours 36 cr.
Current vs. Proposed Program, Department of Food and Nutrition (Non-Thesis)
Current Program Proposed Program
Degree Requirements Degree Requirements
I. Professional Core Courses 8 cr. I. Professional Core Courses 9 cr.
BIOL 602 Biometry 3 cr. BIOL 602 Biometry 3 cr.
Or or
GSR 516 Statistics I 3 cr. GSR 516 Statistics I 3 cr.
GSR 615 Elements of Research 3 cr. GSR 615 Elements of Research 3 cr.
FDNT 713 Seminar (to be taken twice 1 cr. FDNT 650 Seminar in Food and 1.5 cr.
for a total of two credits Nutrition I
FDNT 660 Seminar in Food and 1.5 cr.
Nutrition II
II. Department Core Courses 15 cr. II. Department Core Courses 18-21 cr.
Students must elect 15 semester hours (five courses) FDNT 544 and FDNT 558 are required for
from the following list. They may choose no more than students who have not completed equivalent
one 500-level course; course selection must include courses prior to admission; where these courses
FDNT 645 and FDNT 646 and must include one are required, core requirement is 21 credits.
course in life cycle nutrition such as FDNT 711.
FDNT 544 Food Composition and 3 cr. FDNT 544 Food Composition and 3 cr.
Biochemistry Biochemistry
FDNT 547 Nutritional Aspects of Food 3 cr. FDNT 547 Nutritional Aspects of 3 cr.
Technology Food Technology
FDNT 564 Food and Nutrition Research 3 cr. FDNT 558 Advanced Human 3 cr.
Methods Nutrition
FDNT 612 Administration of Food 3 cr. FDNT 564 Food and Nutrition 3 cr.
Service Systems Research Methods
FDNT 641 Eating Behaviors 3 cr. FDNT 601 Food Service 3 cr.
FDNT 642 Contemporary Issues in 3 cr. Management Theory
Food and Nutrition and Practicum
FDNT 645 Proteins, Carbohydrates and 3 cr. FDNT 602 Information Technology 1 cr.
Fats FDNT 603 Food and Nutrition 1 cr.
FDNT 646 Vitamins and Minerals 3 cr. Education
FDNT 711 Nutrition in the Life Cycle 3 cr. FDNT 604 Medical Nutrition 2 cr.
FDNT 743 Clinical Dietetics 3 cr. Therapy
FDNT 605 Nutrition Intervention 1 cr.
Strategies
FDNT 612 Administration of Food 3 cr.
Service Systems
FDNT 641 Eating Behaviors 3 cr.
FDNT 642 Contemporary Issues in 3 cr.
Food and Nutrition
FDNT 645 Proteins, Carbohydrates 3 cr.
and Fats
FDNT 646 Vitamins and Minerals 3 cr.
FDNT 651 Professional Dietetic 3 cr.
Practice
FDNT 652 Seminar in Institutional 1 cr.
Foodservice Management
FDNT 711 Nutrition in the Life Cycle 3 cr.
FDNT 743 Clinical Dietetics 3 cr.
III. Electives 12 cr. III. Electives 6-9 cr.
Students will elect additional courses from the 蘑菇tv Students will elect additional courses from the
Graduate Catalog with the approval of their advisor. 蘑菇tv Graduate Catalog (including FDNT courses)
that are appropriate for their needs and interests
as they work toward meeting the program
objectives. Advisors will approve elective choices.
Students may apply up to six credits of FDNT 696
or 698 Internship toward program electives.
Total Semester Hours 35 cr. Total Semester Hours 36 cr.
Catalog Description
The Master of Science degree program is designed to prepare individuals with baccalaureate education in food and nutrition, education or health related disciplines by increasing the depth of their knowledge with respect to food and nutrition, developing research skills, and enhancing their application skills by specializing in the area of applied human nutrition. Coursework in introductory nutrition (FDNT 212 Nutrition) is required for entrance into the program. FDNT 544 Food Composition and Biochemistry and FDNT 558 Advanced Human Nutrition are required as part of the department core for students who have not completed equivalent courses prior to admission.
Prospective students apply for admission through the Graduate School and Research. Applicants are then referred to the Food and Nutrition Department Graduate Studies Committee for review. All relevant official transcripts, Graduate Record Examination scores, and letters of recommendation must be on file with the Graduate School and Research prior to any department decision. After acceptance, a faculty advisor will be assigned to each student.
With the successful completion of 15 hours of graduate course work, students will qualify for degree candidacy.
An Accredited American Dietetic Association Dietetic Internship is available in conjunction with the master抯 program. Admission to this program requires a separate application. Information can be obtained by contacting the Food and Nutrition Dietetic Internship Program Director.
Students may choose to complete a 4-6 credit thesis (FDNT 850) as part of the department core requirement.
Program Requirements
I. Professional Core Courses 9 cr.
BIOL 602 Biometry 3 cr.
Or
GSR 516 Statistics I 3 cr.
GSR 615 Elements of Research 3 cr.
FDNT 650 Seminar in Food and Nutrition I 1.5 cr.
FDNT 660 Seminar in Food and Nutrition II 1.5 cr.
II. Department Core Courses 18-21 cr.
FDNT 544 and FDNT 558 are required for students who have not completed equivalent courses prior to admission; where these courses are required, core requirement is 21 credits.
FDNT 544 Food Composition and Biochemistry 3 cr.
FDNT 547 Nutritional Aspects of Food Technology 3 cr.
FDNT 558 Advanced Human Nutrition 3 cr.
FDNT 564 Food and Nutrition Research Methods 3 cr.
FDNT 601 Food Service Management Theory and Practicum 3 cr.
FDNT 602 Information Technology 1 cr.
FDNT 603 Food and Nutrition Education 1 cr.
FDNT 604 Medical Nutrition Therapy 2 cr.
FDNT 605 Nutrition Intervention Strategies 1 cr.
FDNT 612 Eating Behaviors 3 cr.
FDNT 641 Contemporary Issues in Food and Nutrition 3 cr.
FDNT 645 Proteins, Carbohydrates and Fats 3 cr.
FDNT 646 Vitamins and Minerals 3 cr.
FDNT 651 Professional Dietetic Practice 3 cr.
FDNT 652 Seminar in Food Institutional Foodservice
Management 3 cr.
FDNT 711 Nutrition in the Life Cycle 3 cr.
FDNT 743 Clinical Dietetics 3 cr.
FDNT 850 Thesis 4-6 cr.
III. Electives 6-9 cr.
Students will elect additional courses from the 蘑菇tv Graduate Catalog (including FDNT courses) that are appropriate for their needs and interests as they work toward meeting the program objectives. Advisors will approve elective choices. Students may apply up to six credits of FDNT 696 or 698 Internship toward program electives.
Total 36 cr.
Summary of Changes
1) Increase Professional Core requirements from 8 cr. to 9 cr. for non thesis students. This is accomplished by changing the requirement from two enrollments in FDNT 713 Seminar (1 cr.) to the requirement for FDNT 650 Seminar in Food and Nutrition I (1.5 cr.) and FDNT 660 Seminar in Food and Nutrition II (1.5 cr.)
Rationale: The increase in credits will allow additional time and instructional opportunities to enhance student understanding of research methods commonly used in the food and nutrition field.
2) Decrease Professional Core requirements from 12 cr. to 9 cr. for thesis students.
This is accomplished by changing the requirement from two enrollments in FDNT 713 Seminar (1 cr.) to the requirement for FDNT 650 Seminar in Food and Nutrition I (1.5 cr.) and FDNT 660 Seminar in Food and Nutrition II (1.5 cr.) and including thesis as part of Department Core Courses.
Rationale: The increase in seminar credits is explained above (1). The change in thesis is explained below (3).
3) Move thesis from Professional Core to Department Core.
Rationale: This change enables students to view the thesis as an elective within their course requirements as opposed to a separate track, and encourages faculty to designate credit allotment based on the size of the thesis project.
4) Increase the Department Core requirements from 15 cr. to18 cr. for students whose undergraduate background included course work in food science and biochemistry and advanced level course work in human nutrition.
Rationale: This will strengthen the content concentration of the master抯 degree.
5) Increase the Department Core requirements from 15 cr. to 21 cr. for students whose undergraduate background did not include course work in food science and biochemistry and advanced level course work in human nutrition
Rationale: This will enhance the content strength of the master抯 degree for students who enter the program without a strong undergraduate background in food and nutrition and will reduce the number of students who require additional preadmission work, thereby enabling them to enter and complete the program sooner. Extending the availability of this program to professionals in related disciplines is important to ensure the accuracy of nutrition information they provide to their clientele.
6) Decrease the electives from 12 cr. to 9 cr. for students whose undergraduate background included course work in food science and biochemistry and advanced level course work in human nutrition.
Rationale: This will strengthen the content concentration while still permitting students to pursue study in an ancillary area.
7) Decrease the electives from 12 cr. to 6 cr. for students whose undergraduate background did not include course work in food science and biochemistry and advanced level course work in human nutrition
Rationale: This will strengthen the content concentration while still permitting students to pursue study in an ancillary area.
8) Change the description for Department Core requirements to 揊DNT 544 and FDNT 558 are required for students who have not completed equivalent courses prior to admission�
Rationale: These courses form the essential foundation for graduate education in foods and nutrition. This change will reduce the number of students who require additional preadmission work, thereby enabling them to enter and complete the program sooner. Extending the availability of this program to professionals in related disciplines is important to ensure the accuracy of nutrition information they provide to their clientele.
9) Add to Department Core FDNT 558 (previously an admission requirement) for those students who did not complete the course prior to admission. (FDNT 458/558 was originally approved as a dual level course.)
Rationale: This change will reduce the number of students who require additional preadmission work, thereby enabling them to enter and complete the program sooner. Extending the availability of this program to professionals in related disciplines is important to ensure the accuracy of nutrition information they provide to their clientele.
10) Remove the requirement of a comprehensive examination for non-thesis students.
Rationale: Data collected over many years of administering the comprehensive exam indicate that performance on the exam was not an accurate prediction of students� knowledge or performance in course work. Removing this requirement is consistent with practices in both other departments at 蘑菇tv and other food and nutrition programs throughout the country.
New Courses
FDNT 601 Foodservice Management Theory and Practicum 3 cr.
Manage the production and delivery of high quality nutritious meals. Menus will reflect the current food and nutrition interests of healthy individuals as well as special diets prescribed in health care.
Prerequisites: graduate of Didactic Program in Dietetics or undergraduate course work in food service management.
Rationale: This course is for graduate students who completed undergraduate courses in quantity food service production and management. The focus is to provide an opportunity for the student to actively manage and direct a food service production operation. The content of this course includes foodservice management theory and skills that are applicable to the dietetic profession and serve to provide the student with advanced managerial concepts in theory and practice. The purpose of this course is to update and advance graduate level knowledge and performance in the area of food service management theory and practicum.
FDNT 602 Information Technology 1 cr.
Reviews, updates, and integrates knowledge and skills for the delivery of information and date for the dietetic professional. The content of this course is designed to introduce specialized technology, resources, instructional techniques, and SPSS that are applicable to the dietetic profession.
Prerequisites: graduate of Didactic Program in Dietetics or undergraduate course work in computer applications.
Rationale: The content of this course is designed to expand the application in the workplace of technological and instructional techniques that are applicable to the dietetic profession. The purpose of this course is to serve as a bridge for students entering the degree program in order to update and advance their undergraduate preparation to graduate level knowledge and performance in the area of food, nutrition, and dietetics practice Students enter the graduate program in Food and Nutrition with a variety of academic needs.
FDNT 603 Food and Nutrition Education 1 cr.
Focus on the development of effective educational plans to teach consumer audiences of all ages about food and nutrition through an examination of current pedagogy (theory and application) with emphasis on the learning paradigm.
Prerequisites: graduate of Didactic Program in Dietetics or completion of undergraduate course work in educational psychology and/or methods of teaching.
Rationale: This course will provide students with a strong theoretical basis upon which to make sound pedagogical decisions in design, delivery, and evaluation of nutrition education programs for diverse audiences. Teaching/learning strategies and styles will be explored through both discussion and simulation activities relevant to food and nutrition concepts. The content of this course is designed to further the student抯 knowledge in nutrition education as applied to educating the consumer/client regarding appropriate food consumption behaviors. The purpose of this course is to serve as a bridge for students entering the degree program in order to update and advance their undergraduate preparation to graduate level knowledge and performance.
FDNT 604 Medical Nutrition Therapy 2 cr.
Examines nutritional management of the acute-care patient with emphasis on the role of the dietitian. Students will complete an in-depth clinical case study.
Prerequisites: graduate of Didactic Program in Dietetics or undergraduate course work in clinical nutrition.
Rationale: The content of this course is designed to introduce advanced clinical theory and applications that are applicable to the dietetic profession. The in-depth study of clinical case studies with multiple diagnoses enables students to review and apply material from undergraduate prerequisite clinical courses, acquire advanced nutrition assessment skills, and prioritize nutrition care principles to medically complex cases.
The purpose of this course is to serve as a bridge for students entering the degree program in order to update and advance their undergraduate preparation to graduate level knowledge and performance.
FDNT 605 Nutrition Intervention Strategies 1 cr.
Theory and practice of nutrition intervention strategies in modifying the complexity of dietary behaviors. Application of intervention strategies with nutrition-specific examples.
Prerequisites: graduate of Didactic Program in Dietetics or undergraduate course work in counseling skills.
Rationale: The content of this course is designed to develop counseling skills that are applicable to the dietetic profession. Discussion of counseling theory and practice of effective counseling techniques, as applied to nutrition care, enable students to effectively promote behavior change. The purpose of this course is to serve as a bridge for students entering the degree program in order to update and advance their undergraduate preparation to graduate level knowledge and performance.
FDNT 651 Professional Dietetic Practice 3 cr.
Examines professional topics relevant to the dietetic professional. Provides a forum for clinical case study presentations and education about professional development opportunities and challenges.
Prerequisites: FDNT 604 or experience as a clinical dietitian.
Rationale: This course is intended for students who have either had undergraduate course work and post baccalaureate practice experience in clinical dietetics and the dietetic profession or who have completed entry graduate-level courses in clinical nutrition. The focus of this course is for students to integrate their knowledge with current practice and professional issues of dietetic practitioners. Emphasis is placed on developing life-long learning strategies for continuing professional involvement and growth.
FDNT 652 Seminar in Institutional Foodservice Management 1 cr.
Reviews and evaluates management aspects in institutional foodservice. Discusses field experiences and observations with experienced health care professionals to gain further insight with respect to management (labor, materials, finances, marketing, time and team management) and administrative issues. Evaluates student抯 personal performance related to management skills and prepares for future skill enhancement.
Prerequisite: FDNT 601 or food service management employment experience.
Rationale: This course is intended for students who have either had practice experience in foodservice management or who have completed entry graduate-level courses in foodservice management. The focus is to develop management strategies for continuing professional involvement and growth.
FDNT 660 Seminar in Food and Nutrition II 1.5 cr.
Addresses the depth and breadth of nutrition/dietetics as a field of inquiry and provides an understanding of the elements of the research process. The student will identify a research problem/question, design and conduct either a comprehensive literature review or small-scale research project, and analyze/interpret the information/data collected. A formal presentation of research will be professional presented in written (e.g. poster presentation, article formatted for publication, grant proposal) form.
Prerequisite: FDNT 650 or by permission.
Rationale: FDNT 660 is required of all graduate students in the Food and Nutrition Master抯 program. The decision to propose splitting FDNT713 into two 1.5 credit courses (FDNT650 and FDNT660) will allow additional time and instructional opportunities to enhance student understanding of research methods commonly used in the food and nutrition field. Distinct course numbers will focus opportunities to refine professional presentation skills to communicate advances in nutrition science using both oral (FDNT650) and in written (FDNT660) delivery formats. The amount of material covered in FDNT660 is commensurate with the 1.5 credit hour assignment. The deletion of the course pre-requisites will allow entering graduate students to develop the research and communication skills required in the discipline and to utilize these skills throughout their graduate program.
Course Revisions
Current Catalog Description:
FDNT 698 Internship 1-6 cr.
Supervised work experience for Food and Nutrition majors. Permission: Department chairperson.
Proposed Catalog Description:
FDNT 698 Internship 1-6 cr.
Supervised work experience for Food and Nutrition majors. Permission: Department chairperson.
FOR ACTION: APPROVED
FDNT 696 Internship (policy exception and pre-requisite change) 1-6 cr.
Supervised practice experience for students who have completed FDNT 601, 602, 603, 604, and 605 (8 credits) and are concurrently completing 蘑菇tv抯 dietetic internship.
Rationale: The Graduate School Internship Policy states:
揟o qualify for a graduate internship appointment, the graduate student must have a minimum of twelve 蘑菇tv graduate credits earned and a minimum 3.0 grade point average; must have been in full-time enrollment (nine graduate credits or more) during the semester or summer sessions (that latter taken as a whole) immediately preceding the academic period for which internship is requested; and must meet departmental internship criteria. No more than six internship credits may apply to a graduate degree unless written approval of the student抯 department chair or graduate coordinator and the dean of the Graduate School and Research (in that order) is obtained. Continuation in an internship experience by a given graduate student is contingent upon the student抯 maintenance of satisfactory performance in all aspects of his/her degree program. Programmatic exceptions to the fore going policy can be made only with the approval of the Graduate Committee�1
The following exception is being requested for FDNT 696:
搮, a minimum of eight 蘑菇tv graduate credits (FDNT 601,602,603, 604, and 605) earned and厖� part-time enrollment (eight graduate credits) during the semester or summer sessions�.�
Approval of this request for exception will permit graduate students who are concurrently completing supervised practice for the purpose of professional credentialing to earn six graduate internship credits that can be applied to degree requirements. For purposes of credentialing, The Commission on Accreditation of Dietetic Education for The American Dietetic Association requires the student to complete 1090 hours of supervised practice. These students are supervised by Department of Food and Nutrition faculty with one on-site visit per academic credit. Internship syllabi are on file with the Experiential Education Office and copies follow this request for a policy exception.
Current Catalog Description:
FDNT 713 Seminar in Food and Nutrition 1 cr.
Preparation and presentation of written scientific reports and/or current departmental research. Course to be taken twice.
Prerequisites: GSR 615, GSR 516, and two courses from the department requirements.
Proposed Catalog Description:
FDNT 650 Seminar in Food and Nutrition I 1.5 cr.
Addresses the depth and breadth of nutrition as a field of inquiry with understanding of the elements of the research process. Emphasis will be given to various designs (both quantitative and qualitative) and methodologies (e.g. principles, techniques, materials and procedures) that are used for research in nutrition and dietetics and to promote evidence-based practice. The student will examine, appraise and communicate nutrition research literature by giving a professional oral seminar utilizing effective presentation techniques.
Rationale: FDNT 650 is required of all graduate students in the Food and Nutrition Master抯 program. The decision to propose splitting FDNT713 into two 1.5 credit courses (FDNT650 and FDNT660) will allow additional time and instructional opportunities to enhance student understanding of research methods commonly used in the food and nutrition field. Distinct course numbers will focus opportunities to refine professional presentation skills to communicate advances in nutrition science using both oral (FDNT650) and in written (FDNT660) delivery formats. The amount of material covered in FDNT650 is commensurate with the 1.5 credit hour assignment. The deletion of the course pre-requisites will allow entering graduate students to develop the research and communication skills required in the discipline and to utilize these skills throughout their graduate program.
FOR ACTION: APPROVED
Eberly College of Business and Information Technology
ACCT/FIN/IFMG/MGMT/MKTG/BTST/BLAW 581桽pecial Topics
Request for change from 3 credits to variable credits: 1-3 credits for all Eberly College of Business & Information Technology 500-level special topic courses.
Justification/Rationale
This change is requested to allow the faculty to develop special electives in certain cutting-edge topics that may be more suitable to be offered in shorter units.
There is precedence to this--several departments at 蘑菇tv already have variable credit 581/681 special topics courses梕.g., Biology, Psychology, Political Science
All departments and prefixes in the College have variable-credit undergraduate Special Topics (481) courses in the books. The variable credit 581 course will provide the ability to offer appropriate dual-level courses with variable credits.
There are a number of 1- or even 2- credit business topics that may be of interest to not only business students but also to graduate students across the campus.
The current MBA program does not have any electives and students will take the 581 courses ONLY because of their interest in the topic. The 581 credits will be above and beyond the required credits for the MBA program.
As per university guidelines, these courses will not be offered for more than three times.
Catalog Description (Current)
ACCT/FIN/IFMG/MGMT/MKTG/BTST/BLAW 581 3 cr.
Special Topics in Accounting/ Finance /Information Systems/ Management/ Marketing/ Business Technology and Support/Business Law
Covers advanced or exploratory topics within the discipline. Specific content developed by instructor. Content will vary, depending upon the interests of instructor and student, with instructor choosing specific topics. May be repeated by specific approval. Prerequisite: Permission of instructor and College of Business and Information Technology graduate coordinator.
Catalog Description (Proposed)
ACCT/FIN/IFMG/MGMT/MKTG/BTST/BLAW 581 1-3 cr.
Special Topics in Accounting/ Finance /Information Systems/ Management/ Marketing/ Business Technology and Support/Business Law
Covers advanced or exploratory topics within the discipline. Specific content is developed by the instructor. Content will vary depending upon the interests of the instructor and the students� need and demand for the advanced or exploratory topic.
Prerequisite: Permission of instructor and College of Business and Information Technology graduate coordinator.
FOR ACTION: APPROVED
Eberly College of Business and Information Technology
Minor Change in Admissions Procedures
Memorandum of Understanding Between 蘑菇tv (蘑菇tv) & People抯 Educational Society (PES), Bangalore, India
Background:
The Memorandum of Understanding between 蘑菇tv and People抯 Educational Society-School of Management, Bangalore, India was signed in April 2003. The MoU was mainly to offer 蘑菇tv抯 MBA program on-site at Bangalore, currently renowned as the Information Technology hub of India. Scores of U.S. companies have significant presence in Bangalore. The first MBA cohort group is scheduled to start in August 2005. Based on the examination of the preliminary candidate pool and at the request of our partner institution (PES), we propose one change in the admission requirements for the program: eliminating the requirement of TOEFL scores.
Proposal: Elimination of the Test of English as a Foreign Language (TOEFL) requirement for MBA Students in this program.
Rationale:
Majority of the candidates are either past or current employees at U.S. Multinational Corporations such as Dell, Intel, etc. and would have made several business trips to the U.S. and they deal with colleagues from the U.S. on a regular basis.
The MoU is between 蘑菇tv and a university where the medium of instruction is English and all students being admitted to the program would have completed their primary, secondary and undergraduate education with English as the medium of instruction.
These students will not be serving as graduate assistants, student workers, etc. at 蘑菇tv.
Current Requirements
Admissions
蘑菇tv agrees to admit students to the MBA program using the same criteria which would be applied for admission to the MBA program which is delivered on campus at 蘑菇tv. To be considered for admission, students will need to submit an admissions application, official transcripts, and scores for the Graduate Management Admissions Test (GMAT) and the TOEFL.
Proposed Requirements
Admissions
蘑菇tv agrees to admit students to the MBA program using the same criteria which would be applied for admission to the MBA program which is delivered on campus at 蘑菇tv. To be considered for admission, students will need to submit an admissions application, official transcripts, and scores for the Graduate Management Admissions Test (GMAT). and the TOEFL.
FOR ACTION: APPROVED
Program: Ph.D. in Administration and Leadership Studies
Departments: Department of Sociology, in partnership with Department of Political Science and Department of Economics
Catalog start term: Fall 2005
Summary of the proposal
To accommodate the diversity of our applicant pool we are proposing to broaden the program focus from Human Services to Non-Profit and Public Sector. We consulted three key sources of evidence for determining the specific curriculum implications of this shift, while also being mindful of other indicators suggesting revisions.
First, we conducted an exhaustive qualitative study of the program in Spring 2002, examining the experience with and perceptions of the doctoral program by students, faculty and administration. In particular, we identified what participants saw as the strengths of the program and primary areas for growth or revision. We have also conducted an analysis of our applicant pool. We have supplemented this program study with a review of doctoral programs that are as comparable as possible. No doctoral programs exist that integrate administration and leadership for the human services or public sector. Most comparable are programs that focus just on public administration, and others programs addressing nonprofit management.
A review of the related graduate programs reveals that numerous doctoral programs exist that focuses specifically on Public Administration. These include Ph.D. programs at the Maxwell School at Syracuse University, the Robert F. Wagner Graduate School of Public Service at NYU and at Northern Illinois University. Several masters programs focus solely on non-profit management, some of which also include emphasis on leadership. These are the MS in Nonprofit Management from Milano Graduate School at New School University, the Masters in Nonprofit Leadership, Seattle University, and Masters in Nonprofit Management, Eastern University. Further, some programs at the master抯 level have integrated nonprofit and public administration into one program, such as a Masters in Public Administration and Public and Nonprofit Management and Policy at NYU, a Masters of Public Affairs & Nonprofit Management from Indiana University, and a Masters in Public Administration with a concentration in nonprofit management at George Mason University. Finally, University of Maryland Eastern Shore offers a PhD program in Organizational Leadership for those in government and health and human services. However, this program focuses specifically on leadership, and does not offer curriculum that addresses the social, regulatory or economic context in depth.
Thus, our research has not identified PhD programs that integrate emphasis on public administration, non-profit management, and leadership within the same program. However, our analysis of the theoretic and practice needs of our students has determined that, because of the integration of these areas in the field, segregating these areas academically does not serve students well. Specifically, the nonprofit and public sectors are inextricably intertwined through service, funding, policy and regulation, and often serve the same populations. A program that attends to these linkages will better prepare students for leadership in either of these areas. Therefore in making final decisions about our core requirements, we examined these two categories of graduate programs for commonalities, and supplemented this consideration with results from our program study and our experience in offering this program.
In light of these considerations, we propose to expand the substantive program requirements to include courses in Administration in the Public Sector, Managerial Economics for Decision-Making and Leadership, and Program Evaluation. Political Science currently offers PLSC 671 Public Administration as a Master抯 level course; the masters� level course will remain in the catalog, serving that program. However, to reflect increased rigor, a doctoral level version of this course has been created, LDRS 711 Administration in the Public Sector. The other two courses � ECON 720 Managerial Economics for Decision Making and Leadership and LDRS 761 Program Evaluation � have been newly created for this revision.
The decision to broaden the program抯 focus led to removing SOC 610 Sociology of Human Services from the required courses; it will continue to be available as an elective, however. Two other courses currently included in the core requirements will be kept, but modified to reflect the shift in program focus. The course 611 Human Service Administration will remain in the catalog as serving the Sociology Masters Program. However, a doctoral level version of this course, relevant to the fuller range of the nonprofit sector and with increased rigor will be created, LDRS 710 Nonprofit Management. And SOC 701 Social Policy in Organizations will be modified and renamed Social Policy. The original course focused on the implications of social policy on organizations; the course has been revised to include attention to the policy formulation process, past and present, in the United States as is consistent with comparable doctoral programs. In addition, the current HMSV 702 Leadership Case Studies and HMSV 703 Leadership: Applied Practice have been combined into one new course, LDRS 702 Leadership Applications.
We also are proposing to strengthen our academic preparation and research training. First, we wish to require students to take a 1 credit Proseminar in their first semester of studies. Our students are typically mid to late career administrators, who completed professional master抯 degrees early in their careers. As such, many find the doctoral-level expectations and technological advances in the academy to be quite foreign. Offered on two Saturdays in the first month of classes, the Proseminar will develop doctoral-level academic skills. It will include skill-building in academic writing, orientation to academic technologies, professional development in the academic culture and planning strategically for dissertation research from the first semester.
To further support students in their research, we propose adding a new course, SOC 702 Social and Organizational Theory, to our core requirements. With most students bringing professional masters degrees, many have limited prior exposure to using theory to guide research. This course will develop critical skills in locating and critiquing theory to support conceptualizing the dissertation, as well as provide an overview of key social theories. In addition we are modifying the research sequence. First, we are modifying the existing SOC 601 Analysis of Social Data to reflect a doctoral level class. The course will include a variety of statistical techniques that will form the basis for subsequent quantitative research courses and the Economics course. Further, we are reorienting and focusing the existing research courses (SOC 664 and SOC 764) more specifically to become a two course sequence in Quantitative Research Methods. In addition, we propose requiring an additional new course in Qualitative Research Methods.
These changes will expand the Core Requirements from 18 to 22 credits, and the Research Requirements from 18 to 24 credits. To accommodate these additional course requirements, we propose modifying the existing Field Experience Course from its current 6 credits to a 3 credit hour course, and removing it from the list of required courses but leaving as an elective. The rationale stems from the professional characteristics associated with our pool of students. Most of our students currently hold positions of administrative leadership, and many begin integrating their learning with their professional experience almost from the beginning of the program. Thus while we can certainly provide a focused elective that supervises the integration of new skills into a particular project, we felt that this course presented a lower priority than others.
Additionally, we have reduced the electives from 18 credits to 15. The program formerly required that specific numbers of courses had to be taken from a Group A and Group B listing of electives. We propose eliminating this distinction. Instead, we will require students take 9 credits in electives from among any of the graduate courses offered by either the Sociology or Political Science Departments. Students may take the remaining 6 credits from among any graduate courses offered in the university, as determined by relevance to their dissertation topic. As a result of these changes, the total credits required of the program will change from 60 credits to 61 credits.
Finally, we propose to eliminate the prefix HMSV, given that the scope of the program is no longer limited to human services. We would replace this with the prefix LDRS, allowing us to continue to reflect the interdisciplinary character of these courses.
All courses are 3 credits, with the exception of LDRS 601 Proseminar (1 credit) and LDRS 950 Dissertation (9 credits). The following table summarizes these proposed chances. Those courses undergoing major revisions are starred. Those underlined are being eliminated from the required courses; those in bold are new.
CURRENT PROGRAM 60 cr
PROPOSED PROGRAM 61 cr
Core Required 18 Cr
HMSV 701 Leadership Theories 3cr
*HMSV 702 Leadership: A Case Study 3cr
Approach
HMSV 703 Leadership: Applied Practice 3cr
SOC 610 Sociology of Human Services 3cr
*SOC 611 Human Service Administration 3cr
*SOC 701 Social Policy Issues in Organizations 3cr
Core Required 22 Cr
LDRS 601 Proseminar 1cr
LDRS 701 Leadership Theories 3cr
*LDRS 702 Leadership Applications 3cr
LDRS 710 Nonprofit Management 3cr
LDRS 711 Administration in the Public 3cr
Sector
*SOC 701 Social Policy 3cr
SOC 702 Social & Organizational Theory 3cr
ECON 720 Managerial Economics for 3cr
Decision Making & Leadership
Research Sequence 18 Cr
*HMSV 601 Analysis of Social Data 3cr
*SOC 664 Research Seminar in Sociology 3cr
*SOC 764 Seminar in Applied Human 3cr
Services Research
HMSV 950 Dissertation 9 cr
Research Sequence 24 Cr
*SOC 762 Analysis of Social Data 3cr
*SOC 763 Quantitative Research Methods I 3cr
*SOC 764 Quantitative Research Methods II 3cr
SOC 765 Qualitative Methods for the 3cr Social Sciences
LDRS 761 Program Evaluation 3cr
LDRS 950 Dissertation 9 cr
HMSV 798 Field Experience 3-6 Cr
Electives 18 Cr
9 Group A (selected Soc and Political Science)
9 Group A or Group B (other Soc/Pol Sc courses, plus others from the univ.)
Electives 15 Cr
9 credits from among any graduate-level courses offered by Sociology or Political Science
6 credits from among any relevant graduate courses.
Rationale
In spring 2002 the Program Coordinators conducted a qualitative study examining the experience with and perceptions of the doctoral program for key participants. We interviewed all current and many past students in the program, the program faculty, the leadership in the Department of Sociology and Department of Political Science, the College Dean, and the Dean of the Graduate School. The focus of the study was to identify what those involved with the program saw as the key strengths, as well as the priorities for change and program growth. The results of this study have been analyzed and assessed by the Doctoral Advisory Committee, ALS Student Advisory Council and the Department faculty. The faculty and college dean then met at a facilitated retreat in late 2002 to review findings, develop a vision for the program and key priorities for change, and generate a work plan. This proposal for curriculum revision is the culmination of that planning process, with specific components for revision being driven by the goals identified at that retreat and supplemented by analysis of additional evidence.
Another key source of evidence providing a rationale for these changes is analysis of the applicant pool. The original design of this program specifically targeted mid-career professionals administering human service programs. However, the applicant pool has proven to be somewhat different than initially anticipated. In Indiana we are attracting a more diverse range of applicants than anticipated, with approximately one-half coming from higher education (either in administration, or master抯 level faculty at branch campuses or private colleges) and from the non-profit and public sector other than human services. In Harrisburg, the pool also includes higher education administrators (about 1/3 of those admitted in first two cohorts) as well as individuals in state government and from statewide non-profit associations, only some of which involve the human service arena. Careful assessment of our students� needs revealed common interests related to administration and leadership that span the non-profit and public sectors, leading to the conclusion that a human service focus was more limiting than necessary or warranted. Thus, to accommodate this diversity in our applicant pool, we propose to broaden the program focus from Human Services to Non-Profit and Public Sector.
However, while our experience suggests that the target population for this program is a little different than originally envisioned, the growth in our applicant pool provides the argument that student demand for this program not only exists, but in fact is increasing from an average of 25 applicants over the first 5 cohorts, to over 65 in 2004. Our applicant pool is stronger as well as measured by mean GRE scores for the applicant pool over the past four years.
Thus we argue that demand for this program does indeed exist, but that the program needs to be revised to more responsively address the nuances of an emerging local market. Further, analysis of student performance on comprehensive examinations further provided clear evidence of student curriculum needs for students to successfully in meet targeted learning goals. Performance on comprehensive examinations and faculty experience in supervising dissertation research has also provided important evidence suggesting other modifications to our curriculum. Specifically, we found that students lacked adequate preparation in theory and research, affecting the length of time for dissertation completion and requiring a high level of mentoring. To respond to this need, we propose these program changes.
Catalog Description
Ph.D. in Administration and Leadership Studies, Nonprofit and Public Sector
The Ph.D. program in Administration and Leadership Studies, Nonprofit and Public Sector is designed to educate administrators in human services, health care, state and local government agencies, higher education, and other public and nonprofit organizations. This program is offered by the Sociology Department in collaboration with the Department of Political Science and Department of Economics. The ALS program抯 goals are to provide leadership development and enhanced administrative capacity through the application of theory and research in the public and non-profit services context. Student learning is constituted by the following objectives:
Thorough knowledge of the scholarship and research on leadership, and the ability to utilize this knowledge in an applied, professional context,
Knowledge and skills in non-profit and public sector program planning and administration that are reflective of a sociological perspective
The capacity to locate and critique research and evaluation studies, and to successfully design, conduct and defend an original research study,
As the majority of students are mid-career professionals with full time positions, required courses are offered in the evenings, two courses a semester. Courses are offered in fall, spring and an 11 week summer session.
Students are admitted in cohorts of between 15 and 20, and begin in the fall semester. New cohorts begin in even years at the Indiana campus, and odd years at the Harrisburg site. The admissions process involves a review of an assortment of materials including an application for admission form, transcripts, GRE test scores, three letters of recommendation from academic or professional references, a work experience statement (either a vita or a list of relevant professional work and volunteer experience in chronological order), a goal statement in which the applicant explains why she/he wishes to be admitted to the program, and a major writing sample such as a masters thesis, course paper, policy document, or program report. A personal interview may be required at the option of the Admissions Committee. A Masters degree is required.� Prospective students should be aware that this is a social science program, with most courses taught by professors of Sociology, Political Science and Economics, therefore some background in the Social Sciences is helpful. Applicants are screened by the Doctoral Coordinator, with recommended admissions subject to the approval of the Doctoral Advisory Committee.
Each student admitted to a doctoral program receives doctoral degree candidacy after completing fifteen graduate credits beyond the master抯 degree, with a GPA of 3.0. To be eligible for graduation, students must complete the 61 credit hours specified in the curriculum, successfully pass the comprehensive examinations, and successfully defend a dissertation proposal and completed dissertation. Program curriculum requirements are as follows:
Core (22 Credits)
LDRS 601 Proseminar 1 cr.
LDRS 701 Leadership Theories 3 cr.
LDRS 702 Leadership Applications 3 cr.
LDRS 710 Nonprofit Management 3 cr.
LDRS 711 Administration in the Public Sector 3 cr.
SOC 701 Social Policy 3 cr.
SOC 702 Social & Organizational Theory 3 cr.
ECON 720 Managerial Economics for Decision Making & Leadership 3 cr.
Research (24 Credits)
SOC 762 Analysis of Social Data 3 cr.
SOC 763 Quantitative Research Methods I 3 cr.
SOC 764 Quantitative Research Methods II 3 cr.
SOC 765 Qualitative Methods for the Social Sciences 3 cr.
LDRS 761 Program Evaluation 3 cr.
LDRS 950 Dissertation 9 cr.
Electives (15 Credits)
9 credits from among any graduate-level courses offered by Sociology or Political Science
6 credits from among any other relevant graduate courses.
Brief description of each new or revised graduate course:
Each of the new or revised courses required under the proposed curriculum changes are presented briefly below:
LDRS 601 Proseminar 1 cr.
Offered on two Saturdays in the first month of classes, the Proseminar will develop doctoral-level academic skills. It will include skills-building in academic writing, orientation to academic technologies, professional development in the academic culture and planning strategically for dissertation research from the first semester.
LDRS 702 Leadership Applications 3 cr.
This course builds on LDRS 701 and other ALS courses, synthesizing major ideas about leadership, organizations, resource constraints, organizational goals, and other germane topics. In addition, the course will emphasize the development of critical thinking skills, and the ability to synthesize materials from various sources into coherent arguments. It also stresses the importance of applying concepts from political science, sociology, and economics to better help us understand how organizations function, and how individuals within organizations function.
LDRS 710 Nonprofit Management 3 cr.
This course examines the administration and management of nonprofit organizations, including concrete aspects of program creation and operations such as boards, bylaws, 501(c) tax exempt status, mission statements, program development, personnel policies, budgeting, marketing, strategic planning, volunteers, fundraising, public relations, lobbying, program monitoring and evaluation.
LDRS 711 Administration in the Public Sector 3 cr.
This course is designed to introduce students to the study of public administration. It focuses primarily on the administrative structures and practices of American national government. The course is structured around four broad topics. First, to provide students with a necessary theoretical perspective on public bureaucracy, several major schools of thought regarding organizational structure and behavior are examined. Second, the role of bureaucracy in a constitutional democracy is explored. Third, the institutional environment in which bureaucracy must function in specified and relationships between bureaucracy and other government institutions is analyzed. Finally, the internal operation of a bureaucracy is discussed and specific functions and methods examined.
SOC 701 Social Policy 3 cr.
This course focuses on the development of social policy, first and foremost on the history and development of the social welfare system in the United States with particular attention to: the concepts used to discuss and explain social welfare institutions� policies and programs; the mechanisms and structures to deliver services; and the factors that have tended to constrain or facilitate the attainment of social justice. We will trace the development of social welfare policy within the context of the social and political economy of the period to gain an understanding of how political, economic, and social ideologies have shaped attitudes about social policy.
SOC 702 Social & Organizational Theory 3 cr.
This course will examine the use of theory for understanding social phenomenon. The primary focus of this course will be on developing understanding of the role of theory in the social sciences, and skills in accessing, critiquing, synthesizing and applying theory. Students will do this through study of a selection of primary sources of key classical and contemporary social theories, and the foundational theories underlying understandings of organizations. Students will be able to understand the contributions and limitations of these theories, and critically analyze theoretical perspectives. No prerequisites.
ECON 720 Managerial Economics for Decision Making & Leadership 3 cr.
The application of microeconomics to decision-making. Exploration of analytical tools for measuring and defining optimal policy decisions. Optimal polices are managerial decisions that either maximize, minimize or satisfy specified objectives of the organization. Includes building quantitative models to apply to plausible situations, using appropriate computer-assisted decision techniques.
SOC 762 Analysis of Social Data 3 cr.
This course is designed to introduce students to statistics and the use of statistics in analyzing and understanding social phenomena and social data. In particular, this course is designed to help students develop the skills and knowledge needed to conduct their own quantitative research, both as a graduate student and as a professional, and to better understand and critique research which students come across in their work. By the end of the course, students will have an understanding of the concepts underlying the use of statistics, the ability to critique and question statistics they encounter in daily life, the ability to use professional statistical software (such as SPSS) comfortably, and the ability to use many different statistical techniques in their own research. It will also provide a foundation for learning more advanced statistics.
SOC 763 Quantitative Research Methods I 3 cr.
Examination of diverse research designs in the social sciences, with a particular emphasis on quantitative research designs. The course will focus on understanding and critiquing quantitative research designs. Special attention will be given to the integration of theory and research. Specific content includes concepts such as causality, internal validity, external validity, reliability of measurement, operational validity, sampling, and specific research designs.
SOC 764 Quantitative Research Methods II 3 cr.
This course will emphasize advanced social science quantitative methods relevant to students in sociology, human services, and administration and leadership studies. Specific topics include multiple regression, reliability analysis, factor analysis, and logistic regression.
SOC 765 Qualitative Research Methods 3 cr.
Qualitative research represents one main branch of social inquiry into the human experience. This course will provide students with a solid understanding of the key principles associated with qualitative research, as well as a framework for understanding how this approach compares with quantitative research. Particular emphasis will be placed on the philosophical, social and ethical dimensions of assuring quality and credibility in social inquiry, and the resulting methodological implications. The course also offers an overview of the various types of qualitative research, such as case study, ethnography, phenomenological study, and grounded theory. Against this background, students will develop skills in the specific methods associated with qualitative research design, including sampling, data-gathering, data analysis, representation, and assurance of quality. Students will experience the range of skills involved through actually designing, conducting and reporting on a small qualitative study.
LDRS 761 Program Evaluation 3 cr.
This course is designed to cover major theoretical, methodological, and practical issues in program evaluation. An emphasis will be given to key elements for the study of evaluation including the history and modern concepts of evaluation; theoretical notions aligned with evaluation; design elements in evaluation studies; the setting and implementation of intervention programs; and the development, presentation, and use of evaluation results. This course will draw on previous course work in social theory, leadership, and methods. Students will use their collective knowledge to develop a synthesis of applied research geared toward assessing program processes, outcomes, impacts, and formulating actions for intervention improvements.
Brief description of course deletions
HMSF 703 Leadership Applied Practice 3 cr.
The current HMSV 702 Leadership Case Studies and HMSV 703 Leadership: Applied Practice have been combined into one new course, LDRS 702 Leadership Applications. This curriculum revision proposal presents this as a revision of HMSV 702, changing to LDRS 702; thus we are deleting HMSV 703. The rationale for this is that we wish to introduce more rigor into the program, aligning the required courses more closely with comparable doctoral courses in public administration and strengthening the research sequence. This necessitated adding some courses, thus others needed to be deleted. The instructors of the core sequence, including those teaching both HMSV 702 and HMSV 703, felt that these course could be combined effectively into one course.
FOR ACTION: APPROVED
Title of Program: Master of Education in Health and Physical Education
Sponsoring Department: Health and Physical Education
Catalog Start Term: Fall 2005
Summary:
The faculty of the Department of Health and Physical Education (HPE) have received a growing number of inquiries regarding teaching certification in the field of Health and Physical Education from individuals with a completed baccalaureate degree. Current health and physical educators are also seeking ways to remain current in a field that has made significant changes in theory and practice during the past decade. In response to these needs, the faculty is seeking approval for a Master of Education in Health and Physical Education that includes the opportunity for those completing the degree to become certified teachers in the state of Pennsylvania. It also provides currently certified health and physical educators to update their teaching skills and develop as leaders in the field. The proposal includes the following:
New degree program: M.Ed. in Health and Physical Education
Course revision:
HPED 631 Motor Learning
Change of course to a dual level offering:
HPED 426/526 Health Science Instruction
New course offerings:
HPED 640 Research Methods for Health, Sport, & Physical Activity
HPED 645 Advanced Teaching Techniques in Physical Education
HPED 655 Health and Fitness for Elementary School Children
Rationale:
The health of school age youth has become a national concern and is being addressed by various organizations and governmental agencies. Because of the increased focus on fitness and health among children and adolescents, the need for increased and improved health and physical education has been discussed and evaluated at various levels. One of the main targets identified to address this problem is the health and physical education programs in our schools. Evaluations of these programs conclude there needs to be more health and physical education classes provided for students in kindergarten through grade twelve, and these classes should be conducted by qualified personnel. The proposed program would provide a means to meet the demand for qualified professionals in the field of health and physical education.
The proposed program would also offer a means for area health and physical education teachers to comply with the Pennsylvania Department of Education抯 (PDE) mandate for continued professional growth as outlined in the Act 48 Professional Education Plan Guidelines. The following excerpt from PDE抯 Chapter 49 Teacher Certification Standards clarifies this mandate:
摟�49.17.牋Continuing professional development.
牋�(a)牋A school entity shall submit to the Secretary for approval a continuing professional development plan in accordance with section 1205.1 of the act (24 P.燬. 12-1205.1).
牋�(1)牋A school entity shall develop a continuing professional development plan which shall include options for professional development including, but not limited to, activities such as the following:
牋�(i)牋Graduate level coursework.
牋�(ii)牋Obtaining a professionally related master's degree.
Catalog Description:
The Master of Education in Health and Physical Education is a 36 credit program that serves the needs of three populations. They include current Health and Physical Educators who are certified teachers in the state of Pennsylvania. The program benefits these individuals through studying contemporary trends in teacher education, broadening their knowledge base in health and physical education, and enhancing their skills as educators with updated teaching methods. The second population consists of teachers who are certified in another area and wish to add health and physical education to their certificate. Students who hold only an elementary certification will be required to complete 6 semester hours of student teaching at the secondary level. Students who hold only a secondary certification will be required to complete 6 semester hours of student teaching at the elementary level. The third population includes those who currently have a non-teaching bachelor抯 degree and wish to become certified health and physical educators. In addition to completing the 36 credit hours of course work, students seeking initial certification must complete 12 hours of student teaching. The content and field experiences included in this program are based on the national standards of the American Association for Health Education and the National Association for Sport and Physical Education.
Admission Requirements
To be admitted to the Health and Physical Education Department, the applicant must have completed the requirements for a bachelor抯 degree from an accredited college or university and fulfill the general requirements for admission to the School of Graduate Studies and Research for a master抯 degree. Selection of students will be through a screening process conducted by the Graduate Pedagogy Committee of the department. Other admission requirements to be admitted to the M. Ed. in Health and Physical Education program include:
Completion of undergraduate degree with a GPA of 3.0 or higher
Passage of PRAXIS I exam for applicants not certified as teachers
Current and acceptable Act 34 and 151 clearances
Completion of TB test
Completion of Speech and Hearing Test
Current CPR Instructor Certificate
Completion of aquatics course or approved certification program
Completion of the following courses or approved course substitution:
Anatomy and Physiology
Exercise Physiology
Biomechanics or Kinesiology
6 credits of mathematics
3 credits of English composition
3 credits of English literature
Educational Psychology
Fulfillment of general requirements for admission to the School of Graduate Studies and Research for a master抯 degree
Fulfillment of requirements set by the College of Education
Program Proposal Outline
M.Ed. Health and Physical Education
A. Core Courses 9 cr.
HPED 601 Sport and Society 3 cr.
HPED 634 Current Literature in Sport 3 cr.
HPED 640 Research Methods for Health, Sport, & Physical Activity 3 cr.
B. Required Courses 24 cr.
HPED 526 Health Science Instruction 3 cr.
HPED 631 Motor Learning 3 cr.
HPED 632 Assessment of Human Physiological Functioning 3 cr.
HPED 645 Advanced Teaching Techniques in Physical Education 3 cr.
HPED 655 Health and Fitness for Elementary Children 3 cr.
HPED 680 Seminar 3 cr.
COMM 600 Instructional Design and Development 3 cr.
EDEX 650 Exceptional Children and Youth 3 cr.
*C. Elective Courses 3 cr.
HPED 512 Physical Activity and Stress Management 3 cr.
HPED 550 Curriculum and Programming in Sexuality Education 3 cr.
HPED 650 Wellness: A Classroom Approach 3 cr.
HPED 681 Special Topics 3 cr.
* Other electives may be used, based upon student抯 undergraduate course
record and permission of advisor.
D. Professional Practice 6-12 cr.
Students seeking initial certification as Health and Physical Education
teachers must also student teach as required by the Pennsylvania
Department of Education before the HPE Education Coordinator
will recommend approval for certification to the certifying officer at
蘑菇tv, the dean of the College of Education and Educational Technology.
Those who are certified as elementary teachers will complete
6 credits in secondary student teaching.
Those certified as a secondary teacher will complete 6 credits
of elementary student teaching.
Noncertified students must complete both the elementary
and secondary student teaching for a total of 12 credits.
A culminating activity is required.
___________________
Total Credit Hours 36 cr.
Total Credit Hours with Initial Certification 42-48
New Dual Level Course Offering
HPED 426/526 Health Science Instruction 3 cr.
An overview of health curriculum K-12, with a focus on middle school and secondary health education teaching methods and media of instruction. Includes unit development, opportunities for classroom instruction, and guidelines for maintaining professional growth.燛xplores current research in classroom techniques, motivational strategies, and assessment of student learning.
Prerequisite: HPED 316 (undergraduates) & Admission to Teacher Education Program or permission of instructor (undergraduate)
Rationale:
The proposed revisions change HPED 426 Health Science Instruction to a dual level course. The new course will be HPED 426/526 and will be offered to undergraduate health and physical education majors as well as graduate students in the M.Ed. in Health and Physical Education. The course objectives, content, and evaluation procedures are changed from the old syllabus of record in order to meet standards set by the National Council for Accreditation of Teacher Education (NCATE) as defined by the American Association of Health Education (AAHE). The new syllabus provides updated health education content, current theories of health behavior, recent changes in teaching methodology and assessment, and provides opportunities for field experience in the public and alternative school settings. Making the course a dual level offering allows graduate students an opportunity to study health education. Current health educators would benefit from this course by updating their knowledge and skills. This course would also allow individuals with nonteaching degrees an opportunity to work toward teaching certification. This course would become part of the required curriculum for the Masters in Education in Health and Physical Education currently being proposed by the Department of Health and Physical Education.
Course Revision
HPED 631 Motor Learning 3 cr.
Examines theories and concepts of motor control. Provides necessary skills and tools to evaluate performance, provide effective instruction, and create practice sessions that optimize acquisition and retention of movement skills. Requires a strong background in the areas of anatomical and mechanical kinesiology and basic understanding of the central nervous system operations.
Rationale: HPED 631 Motor Learning is being revised to update the course material and activities. This will be a required course in the newly proposed M.Ed. in Health and Physical Education. It will provide background information for future methods courses. It will also be available to interested students enrolled in the M.S. Exercise Science and Sport program.
New Course Proposals
HPED 640 Research Methods for Health, Sport, and Physical Activity 3 cr.
Provides a foundation for the research process in fields related to health and human performance. Types of research, writing a research report, and evaluation of commonly used techniques for data analysis are explored. Computer statistical programs and library resources are used to facilitate the student抯 development of reading and conducting research.
Prerequisite: HPED 634
Rationale: This course provides students with a background in research methodology. A prerequisite for the course, HPED 634 Current Literature in Sport, requires the students to identify, analyze, and discuss professional journals and contemporary research in areas related to health and physical education. HPED 634 also provides an understanding of research design and analysis. The course being proposed continues the process outlined in HPED 634 taking the concepts and methodology to a higher level of understanding. The two courses together provide a strong basis for students to develop their research and analysis skills while focusing on information relating to health and physical education. Therefore, students will be broadening their content knowledge base in health and physical education while learning the research process.
HPED 645 Advanced Teaching Techniques in Physical Education 3 cr.
Provides the tools necessary to effectively design and implement unit plans of instruction in physical education. Assists in developing teaching qualities that enhance participation and encourage lifetime activity. Provides an overview of the physical education curriculum, K-12, with an emphasis on middle and high school levels. Explores recent developments in the field of physical education with emphasis on instructional strategies, assessment procedures, and use of technology.
Rationale: This course provides an opportunity for students to develop as physical educators by providing current information and opportunities for practical experience in the gymnasium and playing fields. It adheres to the guidelines for teacher preparation as outlined by NASPE. The course provides updated information and material to help those currently teaching grow as professionals. It also provides a base for understanding and development of teaching skills for those beginning their careers.
HPED 655 Health and Fitness for Elementary School Children 3 cr.
Prepares students to teach health and fitness to grades K-6. Includes developmentally appropriate content and teaching strategies based on national and state standards with opportunities for teaching in peer laboratory and school settings. Reviews current issues and research on childhood health behaviors. Analyzes behavioral strategies for promoting lifetime physical activity.
Rationale: This course will provide graduate students in the M.Ed. program in Health and Physical Education with a background in working with elementary school children. Its contents focus on the current national and state standards for elementary health and physical education. It will provide students with the opportunity to create lesson and unit plans, develop teaching strategies, and address the overall fitness needs of the elementary school-aged child.
FOR ACTION: APPROVED AS AMENDED
Program Title: Master of Education in Elementary Education
Sponsoring Department: Professional Studies in Education
Catalogue Start Term: Fall 2005
Summary:
This proposal is a major revision to the existing Master of Education/Elementary Education that was approved in 1993. The proposal combines the M.Ed. with all of the criteria, courses and experiences necessary to apply for teacher certification in Pennsylvania. Through a two-track program, the Master of Education/Elementary Education meets the needs of two groups of students with 4-year baccalaureate degrees: 1) those new to the field of teaching seeking an Instructional I and 2) experienced teachers seeking the Instructional II Certificate. The field-based courses would be taught at an 蘑菇tv facility梕ither main campus or Monroeville梔epending on the outcome of recruitment efforts. The start date for each track would be determined by sufficient enrollment.
Option 1: M.Ed./Initial (Instructional I) Teacher Certification in Elementary Education This 36 credit, cohort program begins with one year of part-time study followed by a second year of full-time study in field-based courses that combine traditional instruction in methods courses with opportunities for candidates to teach children from kindergarten through 6th grade. With an additional 9 credits and a program total of 45 credits, these students earn the Master of Education in Elementary Education as well as meet the criteria for initial elementary teacher certification.
Option 2: M.Ed./Second (Instructional II) Certification in Elementary Education. This track of the program is for practicing teachers certified in elementary or another field. The 27 credits for certification are offered to a cohort of students in three consecutive summers of 9 credits each. Students pursue the remaining 9 credits required for the M.Ed. on an individual basis. Total program is 36 credits.
This proposal includes 6 new courses. The prefix suggested by the Registrar抯 Office for this program is ELTC (Elementary/Teacher Certification). All course numbers were reviewed and approved by the Registrar抯 office and CIP number of 13.1202 was assigned to the program.
Side by Side Comparison
1993 Graduate Catalog Proposed Program
Degree: Master of Education Degree: Master of Education
Program: Elementary Education Program: Elementary Education
Professional Development Area All courses are 3 credits
Humanistic Studies (3 s.h.) See Catalog Description below for
(one of the following) specific requirements for Option 1 and Option 2 discussed above.
FE 514 Comparative Foundations of Education
FE 611 Historical Foundations of Education
FE 612 Philosophical Foundations of Education
FE 613 Social Foundations of Education ELTC 660 History, Philosophy
and Ethics in Elementary
Behavioral Studies (3 s.h.)
(one of the following):
EX 631 Psychology of Exceptional Children & Youth EDEX 560 Family Perspectives
on Disabilities
EP 604 Advanced Educational Psychology
EP 576 Behavior Problems
CE 629 or 639 Group Procedures
ED 655 Recent Trends in Human Development and ELED 655 Developmental Influences Learning on Children抯 Learning
Research (3 s.h.)
GR 615 Elements of Research GSR 615 Elements of Research
Specialization Core (6 s.h.)
Required:
ED 631 Curriculum Development ELTC 661 Integrated Curriculum in the Elementary School
Choose one:
ED 651 Recent Issues and Innovations in ELTC 665 Issues in Elementary
Elementary Education Education and Pedagogy
Electives and/or Thesis (21 s.h.)
Subject Area
ED 600 Basic Foundations of Reading Instruction LTCY 600 Foundations of Literacy Instruction (option 1) or LTCY 648 Creativity and the
Elementary School Child (option 2)
ED 658 School Law and Negotiations ELTC 675 Professional Practicum II (School Law and Professional Practice)*
EL 641 Recent Trends in Social Studies ELTC 670 Professional Practicum I (Multicultural Education,
Citizenship, Social Studies and Diversity)*
EL 642 Mathematics in the Elementary School ELED 642 Mathematics in Elementary School
EL 643 Resource Materials in Elementary Science ELED 643 Resource Materials in Elementary Science*
EL 644 Recent Trends in Language Arts LTCY 644 Recent Trends in Language Arts
ELTC 664 Assessment of Student Learning and Elementary Curriculum
Elective 3 credits
Elective 3 credits
Research Courses for Thesis Option No Thesis Option
* required for Option 1only
Option 1 Total: 45 credits
Option 2 Total: 36 credits
Rationale
The opportunity to earn an initial elementary certificate at the graduate level has not existed in our Department for nearly 20 years. At one time, summer student teaching in the University School was used to meet the field component requirement but that no longer sufficed when the Pennsylvania Department of Education抯 minimum standards for a student teaching experience were increased to 12 weeks, 6 hours per day, and full-time. The challenge has been to devise a program provides field experiences for students new to the teaching field in a way that enables them to make a smooth career transition into teaching while they are earning the Master of Education/Elementary Education. Post-baccalaureate students seeking initial teacher certification in Elementary Education at 蘑菇tv have just one option: to go through Continuing Education. The students work with the various departments on an individual basis to piece together a sequence of courses and experiences that will meet Pennsylvania Department of Education standards. This approach has four major drawbacks:
Virtually all of the courses are offered during the day thereby excluding prospective students who are employed during the typical work hours.
The plans developed must be more than 30 credits. In the Professional Studies in Education Department, a post-baccalaureate initial certification plan is nearly 80 credits that do not lead to a degree.
Students have no assurances that courses will be available and if they can complete the program in a timely and efficient manner.
Mature, mid-career professionals are relegated to classes with undergraduates.
The purpose of this curriculum proposal is to conduct a major revision of the 1993 Master of Education in Elementary Education Program that would meet the needs of two distinctive groups of students in the region. For the first group of post-baccalaureate students, those without an education background or teacher certification, the proposed program enables them to pursue the Instructional I certificate in elementary and the M.Ed. simultaneously (Option 1). The Pennsylvania Department of Education requires initial certification students to have 2 mathematics content courses and 2 English courses (1 in writing, 1 in literature) prior to applying for an Instructional I. Initial certification students may use their 6 credits of graduate-level electives to meet this requirement. In addition, after Option I students will complete a master抯 degree, they have met the state of Pennsylvania抯 credit hour requirements for an Instructional II certificate and would be eligible to apply for an Instructional II after completing three years of successful teaching. This enables Option I students to make steady advancement in the field of elementary education.
For the second group, those who are practicing teachers in elementary or another educational field, the proposed program enables them to pursue the Instructional II and the M.Ed. simultaneously (Option 2). Both tracks take into account the needs and interests of adult learners, all of the certification requirements set by the Pennsylvania Department of Education, and all of the admission criteria set by the School of Graduate Studies and Research.
This proposal also offers an alternative for practicing teachers that accommodates to their schedules and provides them with a route to completing the 24 credits for an Instructional II while they are pursuing the Master of Education/Elementary Education.
Summary of Major Changes: Six New Course Proposals
ELTC 660 History, Philosophy, and Ethics in Elementary Education
ELTC 661 Integrated Curriculum in the Elementary School
ELTC 664 Assessment of Student Learning and Elementary Curriculum
ELTC 665 Issues in Elementary Education and Pedagogy
ELTC 670 Practicum I (Multicultural Education, Citizenship, Social Studies and Diversity)
ELTC 675 Practicum II (School Law and Professional Practice)
ELTC 660: History, Philosophy and Ethics in Elementary Education 3 cr.
Traces the purposes and impact of major educational philosophies on elementary education throughout history. Candidates for elementary teacher certification will examine personal assumptions about the process of education, develop understanding of the contributions and limitations of various educational philosophies, analyze values and practices in the field, and apply these insights as they fulfill the role of elementary school teacher.
Prerequisite: none
ELTC 661: Integrated Curriculum in the Elementary School 3 cr.
Study of educational programming and curricular initiatives designed to meet the learning needs of elementary school children, kindergarten through sixth grade. Candidates for elementary certification at the graduate level will examine principles of curriculum design and effective ways of integrating subject matter in the elementary school as well as compare/contrast elementary curriculum from various districts, states, and countries. Students are required to design a unit that emphasizes literacy and integrates the fine arts with the traditional content areas of the curriculum.
Prerequisite: none
ELTC 664: Assessment of Student Learning and Elementary Curriculum 3 cr.
Examines issues and strategies affecting the assessment of the 5-to 10-year-old child抯 physical, social, emotional, cognitive, and aesthetic development and the evaluation of elementary curriculum. Naturalistic observation, rating scales, standardized tests, state academic standards, teacher-constructed tests, portfolio assessment of children抯 work, and program evaluation will be emphasized.
Prerequisite: none
ELTC 665: Issues in Elementary Education and Pedagogy 3 cr.
Designed to orient graduate students seeking elementary teacher certification to general teaching methods, pedagogical perspectives, and instructional practices suitable for children in the elementary grades. Candidates will acquire skills in identifying significant issues in elementary education by using problem-solving strategies, communicating ideas, and functioning as change agents in educational institutions. Interpersonal skills and collaborative relationships with colleagues, families, communities, and agencies will be emphasized. Prerequisite: none
ELTC 670: Practicum I (Social Studies, Citizenship, Multicultural Education and Diversity) 3 cr.
A field-based course that examines the teaching of social studies from a multicultural education and diversity perspective. Students will demonstrate their understanding of these principles through the design and implementation of lessons that meet the standards of national professional organizations in social studies, citizenship, and multicultural education for elementary students.
Prerequisite: Permission
ELTC 675: Practicum II (School Law and Professional Practice) 3 cr.
A field-based course that focuses on legal issues in the elementary school context and supports the professional development of novice teachers. Students will demonstrate knowledge of school law precepts that govern professional practice and document their professional growth throughout the program in a teacher portfolio.
Prerequisite: Permission
CATALOG DESCRIPTION
HYPERLINK "http://www.coe.iup.edu/pse-iup/" \t "_blank" Department of Professional Studies in Education
The Professional Studies in Education Department offers the following graduate degrees: M.Ed. in Education, M.Ed. in Early Childhood Education, M.Ed. in Elementary Education, M.Ed. in Literacy, a doctorate in Administration and Leadership Studies, and a doctorate in Curriculum and Instruction. A brief description of each degree is presented below. Specific lists of courses and requirements can be obtained from the Professional Studies in Education Department in 303 Davis Hall.
HYPERLINK "http://www.coe.iup.edu/pse-iup/masters.htm" \t "_blank" Masters in Elementary Education
This program meets the needs of two groups of students with 4-year baccalaureate degrees: 1) those new to the field of teaching seeking an Instructional I Certificate in Elementary Education, and 2) experienced teachers seeking the Instructional II Certificate. Both options lead to the M.Ed. in Elementary Education. Option 1: M.Ed./Initial (Instructional I) Teacher Certification in Elementary Education. This cohort program begins with one year of part-time study in the fall, spring and summer. In the Fall and Spring of Year Two, students are enrolled full time in field-based courses that combine traditional instruction in methods courses with faculty supervised opportunities to teach children from kindergarten through 6th grade. Upon successful completion of the program, candidates are recommended for initial teacher certification in Elementary Education in Pennsylvania. With an additional 9 credits and a total program of 45 credits, students earn the M.Ed. in Elementary Education.
Option 2: M.Ed./Second (Instructional II) Certification in Elementary Education is for practicing teachers certified in elementary or another field. The 27 credits for certification are offered to a cohort of students in three consecutive summers of 9 credits each. Students pursue the remaining 9 credits required for the M.Ed. on an individual basis, but within 5 years of their start date. Total program is 36 credits.
Option I: M.Ed. in Elementary Education/Initial Elementary Certification
For post-baccalaureate students seeking an Instructional I Certificate
A. Elementary Core Courses 18 cr.
ELTC 660 History, Philosophy, and Ethics in Elementary Education 3 cr.
EDEX 560 Family Perspectives on Disabilities 3 cr.
ELTC 665 Issues in Elementary Education and Pedagogy 3 cr.
ELED 642 Mathematics in Elementary School 3 cr.
LTCY 600 Foundations of Literacy Instruction 3 cr.
ELED 655 Developmental Influences on Children抯 Learning 3 cr.
B. Field-Based Courses 18 cr.
Students follow school calendar and all 蘑菇tv/PDE requirements for certification.
LTCY 644 Recent Trends in Language Arts 3 cr.
ELTC 661 Integrated Curriculum in the Elementary School 3 cr.
ELTC 670 Practicum I (Social Studies, Citizenship, Multicultural Education and Diversity) 3 cr.
ELTC 664 Assessment of Student Learning and Elementary Curriculum 3 cr.
ELED 643 Resource Materials in Elementary Science 3 cr.
ELTC 675 Practicum II (School Law and Professional Practice) 3 cr.
Students complete the following 9 semester hours within 5 years of their enrollment date to complete the M.Ed. in Elementary Education.
C. Research Requirement 3 cr.
GSR 615 Elements of Research 3 cr.
D. Electives
2 Education Electives (500 level or higher) 6 cr.
Note: Pennsylvania Department of Education requires initial certification students to have 2 mathematics content courses and 2 English courses (1 in writing/composition, 1 in literature) prior to applying for an Instructional I. Option 1 students may use their 6 credits of graduate-level electives to meet this requirement.
Option 2: M.Ed. in Elementary Education/ Second Certification
Plan for Certified Teachers Seeking an Instructional II Certificate
A. Elementary Core 27 cr.
ELTC 660 History, Philosophy, and Ethics in Elementary Education 3 cr.
ELTC 661 Integrated Curriculum in the Elementary School 3 cr.
ELTC 664 Assessment of Student Learning and Elementary Curriculum 3 cr.
ELTC 665 Issues in Elementary Education and Pedagogy 3 cr.
ELED 655 Developmental Influences on Children抯 Learning 3 cr.
LTCY 644 Recent Trends in Language Arts 3 cr.
LTCY 648 Creativity and the Elementary School Child 3 cr.
EDEX 560 Family Perspectives on Disabilities 3 cr.
ELED 642 Mathematics in Elementary School 3 cr.
B. Research Requirement 3 cr.
GSR 615 Elements of Research (required of all graduate students) 3 cr.
C. Education Electives
2 Education Electives (500 level or higher) 6 cr.
FOR ACTION: MOTION TO SEND PROGRAM BACK TO COMMITTEE WAS PASSED (53 YAY, 36 NAY)
Title: Master of Arts in Integral Studies
Department: College of Health and Human Services
Catalogue Start Term: Fall 2005
Program Summary:
The proposed program will lead to a Master of Arts in Integral Studies, awarded by the College of Health and Human Services. The program requires 30 semester hours of completed credits, and will be delivered entirely online, in a part time format.
The program will be delivered using a cohort system. A group of students (usually 20-25) will begin at a given time and progress through the program at the same rate. The course offerings will be predetermined, but as much choice/flexibility will be incorporated as is possible during given cohort cycles. (Should student demand reach appropriate levels, as seems likely at this time, the feasibility of running multiple and overlapping cohorts will be considered.) The part time format with a cohort delivery system works well with students who have full time careers. Based on statistics from the fall 2004 course offered (GSR 681, Introduction to Integral Theory, Randy Martin, Instructor), it is expected that a sizeable proportion of the students for this program will have full time careers. The cohort system is well suited to the online delivery format, as courses are predetermined and course choices tend to be more limited. Also, as the online delivery format generally equates to 24-7 course access, it provides maximum scheduling flexibility for students.
Brief Rationale for the Program:
As specialization within disciplines/professions increases, the distance between disciplines grows and the chances of meaningful exchanges and useful collaborations between disciplines are diminished. At the same time, the complexity of human problems has grown, and it is more evident than ever that addressing some of our most refractory problems requires the integration and application of knowledge from a variety of disciplines and professions. Increasingly complex, multidimensional problems and issues that go beyond the purview of a single discipline require a broad framework that can be used by multiple disciplines.
One purpose of the Integral Studies Program is to provide students with the opportunity to learn integral analysis, which is an approach that uses a comprehensive framework to identify and integrate essential knowledge from a variety of domains or disciplines to enhance understanding, promote inquiry, and solve problems. The integral approach provides a common framework and language to communicate across disciplines and stimulate interdisciplinary collaborations for problem solving and the generation of new knowledge. Those who have the ability to think and analyze integrally and who are conversant in several academic disciplines or areas of professional study can facilitate the integration of knowledge from various areas and apply it to complex human problems.
An integral approach increases the chances that all relevant information will be applied in addressing problems at both individual and collective (worldwide to small group) levels and provides a way to frame problems that enhances creativity. Analyzing problems from an integral perspective can stimulate cross-disciplinary communication, which in turn can result in experts in a discipline seeing problems in new ways and developing new solutions. We emphasize that the application of an integral approach does not diminish the importance of specialization within disciplines. The objective of the integral approach is to encourage and accommodate growth of knowledge, including specialized methods and vocabularies, within disciplines and professions. It can enhance the value of such knowledge through integration, by placing it in a broad knowledge map.
Catalog Description
Master of Arts in Integral Studies
The Master of Arts in Integral Studies is designed to be truly interdisciplinary and to foster inclusive and innovative approaches to the generation of knowledge and to problem solving. It is open to students with baccalaureate (or higher) education in a wide range of disciplines. The program offers students the opportunity to develop a familiarity with and appreciation for knowledge and approaches to defining and solving problems from a variety of specific disciplines. It also provides students with an in depth understanding of a framework for integrating knowledge from different disciplines, areas, or domains. Students in the program are encouraged to explore and are provided opportunities to practice applications of the integrative model, ranging from developing more effective solutions to complex social and organizational problems to enhancing personal development.
The program utilizes a cohort system. A cohort is a group students who begin the program of study at the same time and progress through the program on the same schedule and at the same rate. The program is offered all online and in a part time format. The part time format entails students taking 6 hours of credit during each regular academic semester and 9 hours during the summer.
Program Objectives:
After completing the M.A. in Integral Studies, the students will have:
General
1. Acquired a conceptual model and analytic skills that will be broadly applicable across professions and career tracks, as well as in other aspects of their lives.
2. Acquired a recognition of and appreciation for the ever increasing levels of complexity that characterizes many of the problems facing human kind, and for the need for solutions commensurate with this complexity and multidimensionality.
3. Developed an appreciation for the value of both specialization of knowledge and integration of knowledge.
Specific
1. Acquired an in depth understanding of the Integral Approach.
2. Acquired a solid grounding in a new/different and unique orienting framework for interpreting and integrating material and information from a wide range of disciplines/areas of study.
3. Developed a recognition of and deeper appreciation for the various major domains/realms of knowledge, both theoretical and methodological.
4. Broadened their knowledge base through exposure to multiple disciplines.
5. Been presented with opportunities to apply the Integral Approach to aspects of their own disciplines/professions/lives. They will have developed the capacity to enhance their understanding of the Integral Approach throughout their lives and apply it to new situations.
Admission Requirements:
Admission requirements to the M.A. in Integral Studies are:
Hold a Bachelor's degree from a regionally accredited college or university.
Have a minimum GPA of 3.0 (on a 4.0 scale) in the most recent accredited degree program completed, whether Bachelor's or higher degree.
Applicants who do not meet the GPA criterion will not be admitted.
Applicant must submit three letters of recommendation, at least one of which must be an academic reference.
International applicants must comply with GSR requirements relating to individuals whose native language is not English (see Graduate Catalog for details). Requirements relating to the Foreign Student Financial Statement and immigration status will not be applicable as the students will not be in residence in the U.S.
Degree Candidacy:
Students are reviewed for Degree Candidacy the term following the completion of 12 hours of graduate credits. Students must be enrolled in course work to be considered for candidacy status. To be admitted to candidacy, students must have achieved a cumulative grade point average of no less than 3.2 in all graduate course work.
To be eligible for graduation students must have:
1. successfully completed 30 hours of graduate academic credit
2. earned at least a grade of B in each of the four core courses (INTG 700, INTG 705, GSR 615, INTG 670)
3. have a GPA of at least 3.2
Curriculum:
Required Core Courses (12 hrs)
INTG 700, Introduction to Integral Theory (3 hrs)
GSR 615, Elements of Research (3 hrs)
INTG 705, Intermediate/Advanced Integral Theory (3 hrs)
INTG 670, Integral Masters Project (3 hrs)
Additional Courses* (18 hours)
Interior Individual
SAFE 603, Human Relations in Safety Science
HPED 512, Physical Activity and Stress Management
Exterior Individual
CRIM 748, Criminal Violence: Theory, Research and Issues
SAFE 667, Principles of Occupational Health
Interior Collective
CRIM 730, Ethical Issues & Dilemmas in Criminology and Criminal Justice
FDNT 641, Eating Behaviors and Food Habits
Exterior Collective
MNGT 635, Seminar in Management and Organizational Leadership
ILR 610, Employee Rights Under the Law
ELR 612, Labor Relations: Practice and Administration
PLSC 554, Metropolitan Problems
SAFE 645, Principles of Occupational Safety
Restricted Elective Requirement (12 hrs)
Students must take at least one course that satisfies each of the four domain areas, identified above.
General Elective Requirement (6 hrs) Any approved graduate level courses.
* The list of "additional courses" reflects courses currently available to the program. This list is subject to change.
New Courses: Master of Arts in Integral Studies
INTG 700, Introduction to Integral Theory 3 cr.
Provides a basic introduction to the core concepts of Integral Theory, their interrelationships, and their potential applications, across a range of specific disciplines (e.g., business, criminology, ecology).
Prerequisites: None. Course is open only to students in the Master of Arts in Integral Studies Program.
INTG 705, Intermediate/Advanced Integral Theory 3 cr.
Provides an in-depth exploration of the core concepts of Integral Theory and the interrelationships. Also introduces more subtle aspects of the theory, and provides opportunities for more sophisticated and in-depth applications.
Prerequisites: INTG 700, GSR 615. Course is open only to students in the Master of Arts in Integral Studies Program.
INTG 670, Integral Masters Project 3 cr.
Serves as the capstone or culminating experience for the Integral Studies Program. Provides the student an opportunity to use the Integral Model to integrate and apply the theories, concepts, principles, and methodologies obtained from the various discipline-specific courses.
Prerequisites: INTG 700, INTG 705, GSR 615, 15 hours of other graduate course work.
Course is open only to students in the Master of Arts in Integral Studies Program.
APPENDIX G
Library and Educational Committee Chair: JohnsonFOR INFORMATION:
The LESC received a report about the Laser Printing Cost Recovery System. This is the cost of laser printing to students in the four University Computer Labs and at 14 other printers across campus. The LESC is responsible for reviewing this system annually. For the time period of April 1, 2003 until March 31, 2004 there was revenue of $42,352.86. After expenditures were subtracted, the net was $2,783.86.
To爉inimize the爏urplus, the LESC accepts the recommendation of the Academic Operations Group to decrease the cost of color printing from $0.50/page to $0.25/page (a 50% decrease). This爎eduction will be effective on May 9, 2005.
The current price for printing remains below off-campus prices for printing and below the cost of photocopy machines on campus. The revenue and expenditure table will be submitted to the Senate Secretary so that it can be printed in the minutes of this meeting. Any Senator can contact me for a copy of the full report.
FOR ACTION: APPROVED (2 opposed)
Policy Change: Use of 蘑菇tv e-mail
The LESC has approved the following policy that has been approved by legal counsel, and moves that the Senate forward this recommendation to the President:
撃⒐絫v provides e-mail services to all students and employees as an official method of communication. Students and employees (except those employees who do not normally have access to e-mail) have a responsibility to read their 蘑菇tv e-mail accounts and, if responding to or sending e-mail about 蘑菇tv business, use their 蘑菇tv e-mail accounts to do so.�
The rationale for this policy is that for爐hose faculty who wish to use only 蘑菇tv email for communication to and from students, now there is a policy that states that this is approved.� Faculty can put this policy in their syllabi and other documents.� Communicating via the 蘑菇tv e-mail system will ensure the identify of the sender.� This recommendation has been approved by the Technology Utilities Council (TUC) and the Academic Computing Policy Advisory Committee (ACPAC).� I, along with other members of the LESC, am happy to answer any questions that you have.
Senators may forward their questions regarding library and technology issues to Rita Johnson ( HYPERLINK "mailto:Rita.Johnson@iup.edu" Rita.Johnson@iup.edu) or members of the LESC.
There are no more LESC meetings this semester.
Minutes of University Senate Meeting, April 26, 2005
page PAGE 1 of NUMPAGES 96
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5C0 \Summary <p>Minutes of theIUP University SenateApril 26, 2005Chairperson Smith called the April 26, 2005 meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium, Stouffer Hall.The following Senators i nformed the Senate Leadership that they could not attend:Senators Boser, Bowers, Butzow, Cherry, Ferro, Gaz</p> T<p>Minutes of theIUP University SenateApril 26, 2005Chairperson Smith called the April 26, 2005 meeting of the UniversSummaryInformation(���������DocumentSummaryInformation8���������4CompObj������������qBagaaqy23kudbhchAaq5u2chNd8��������w述.~述