FINAL WINTER 2006 CURRICULUM REPORT
Passed, as amended, by the University
Senate on March 8, 2006
OVERVIEW
The body of this report consists
of two major sections: Course Proposals
reviewed winter 2006 and Other
Curricular Matters. Policies and definitions governing group and
multicultural general-education requirements are under Other Curricular Matters.
Course proposals approved by both the
The UOCC will consider new
proposals during spring term and will submit a spring quarterly report to the
University Senate in May 2006.
Routing
of Minor Changes: The UOCC has confirmed that the following minor
course changes may be made without review by the full committee: minor edits of
course description, pre- or corequisites, grading option, and conditions of
repeatability. Changes may be submitted in writing directly to the Office of
the Registrar and Creative Publishing, in care of Mike Jefferis (jefferis@uoregon.edu) and Scott Skelton
(sskelton@uoregon.edu). The memorandum
should indicate the effective term for the change(s). Note: extensive changes
may be referred to the UOCC for review.
Courses
Not Taught Report: The UOCC has changed the policy of dropping
courses not taught within the past three years from the fall curriculum report
to the spring curriculum report. This allows the correct listing of courses in
the catalog for the following curricular year. The intention for this change is
to allow departments a chance to reply earlier and provide a more thoughtful
response while still involved in curricular planning and staffing for the next
academic year and can best determine which courses they are able to offer.
LOOKING
AHEAD
March 22,
2006: Curricular proposals for consideration in
the spring round must be submitted to the provost’s office.
May 10,
2006: University
Senate considers spring 2006 preliminary report of the
July 2006: Publication
of 2006–7
September
13, 2006: Curricular proposals for
consideration in the fall round must be submitted to the provost’s office.
November
29, 2006: University
Senate considers fall 2006 preliminary report of the
December
20, 2006: Curricular proposals for
consideration in the winter round must be submitted to the provost’s office.
March 14,
2007: University
Senate considers winter 2007 preliminary report of the
March 21,
2007: Curricular proposals for consideration
in the spring round must be submitted to the provost’s office.
May 6,
2007: University
Senate considers spring 2007 preliminary report of the
Members,
Voting: Paul
Engelking, Chair Ex officio: Jack Bennett
Jack
Boss Herb
Chereck
David
Boush John
Crosiar
John
Nicols Scott
Skelton
Paul
Peppis
Robert
Ribe
Student: None Staff: Linda Adkins
Mike
Jefferis
Motion
The
Unless indicated otherwise, courses may be taken
either pass/no pass or for letter grades. “P/N only” or “Graded only” indicates
that all students must take the course as specified in the bold print. Separate
grading options for majors are bracketed in this report and appear in UO class
schedule notes; they are not printed in the UO
Catalog. R after course credits
means that the course number may be repeated for credit. “Sequence” after the
description means the courses must be taken in numerical order.
College of Arts and
Sciences
ANTHROPOLOGY
REINSTATED COURSES
ANTH
424/524 Feminist Methods in Anthropology (4) Effective winter term 2007.
ANTH
471/571 Zooarchaeology (4) Effective
fall term 2006.
Biology
REINSTATED COURSES
BI 123
Biology of Cancer (4) Effective
fall term 2006.
BI
471/571 Population Ecology (4) Effective fall term 2006.
NEW COURSES
BI 133
Sensation, Behavior, and Biology (4) An introduction to the
biological basis of perception and action in animals including humans, with an
emphasis on cellular and molecular mechanisms. Approved to satisfy Group
III: Science general-education requirement.
(Subject previously taught as BI 410/510)
BI 487/587
Molecular Phylogenetics (4) A critical introduction to the concepts and
techniques of modern molecular phylogenetic analysis—the inference of
evolutionary relationships from gene sequence data. Prereq: BI 380.
Computer and Information Science
EXISTING COURSE CHANGES
CIS 110 Concepts of Computing: Information Processing (4)
(Changed Title)
CIS 110
Digital Information Processing (4)
(UOCC Administrative Action)
CIS 111 Concepts of Computing: Computers and Computation
(4)
(Changed Title)
CIS 111
Web Programming (4)
(UOCC Administrative Action)
CIS 122 Concepts of Computing: Algorithms and Programming
(4)
(Changed Title)
CIS 122
Introduction to Programming and Algorithms (4)
CIS 490/590 Computer Ethics (2)
(Changed Credits)
CIS 490/590 Computer Ethics (4) Effective spring term 2006.
CIS 630 Advanced Operating Systems (4)
(Changed Title)
CIS 630 Distributed Systems (4)
European Studies Program
NEW COURSES
(Subject previously taught as EURO 410)
EURO
415/515 European Union History (4) History, institutions, and
policy landmarks of European integration since the end of World War II.
Introduction to documents and research on history of European communities.
History
EXISTING COURSE CHANGES
HIST 345
(Changed Title, Description, General-education
requirements)
HIST 345 Early
HIST 346
(Changed Title, Description, General-education
requirements)
HIST 346 Imperial Russia (4) Siberian and North American expansion; Peter
the Great; Catherine the Great; abolition of serfdom; industrialization; Silver
Age culture and revolution; World War I and collapse. Satisfies Category C: International Cultures multicultural requirement.
Approved to satisfy Group II: Social Science general-education requirement.
HIST 347
(Changed Title, Description, General-education
requirements)
HIST 347 Soviet Union and Contemporary
Linguistics
EXISTING COURSE CHANGES
(UOCC Administrative Action)
LING 602 Supervised College Teaching
(Changed Title)
LING 602
Supervised Teaching (1–5R)
LING 609 Teaching English as a Second Language Practicum
(3)
(Changed Title, Repeatability, Credits, Description,
Grading options)
LING 609 Practicum: [Topic] (1–8R) [P/NP only.] R thrice for a maximum of 9 credits. Pre- or coreq: LT 445/545 or
equivalent.
Philosophy
NEW COURSES
PHIL 120
Ethics of
Russian and
OLD COURSES DROPPED
RUSS
440/540 Russian Phonology and Morphology (4)
NEW COURSES
(Subject previously taught as RUSS 399)
RUSS 309
Russian through Theater (2–4R) [Graded only for majors]
Combined elements of Russian language, literature, and culture learned through
participation in a theater production. Credits vary with degree of involvement.
Prereq: RUSS 103. R when different
theater production is offered.
Architecture
EXISTING COURSE CHANGES
(UOCC Administrative Action)
ARCH 283 Introductory
Architectural Design I (6)
(Changed title)
ARCH 283 Architectural Design I (6) [P/NP only] Design studio projects and exercises
introducing fundamental concepts and considerations in environmental design.
Teaches knowledge and skills needed in subsequent studio and professional
course work.
(UOCC Administrative Action)
ARCH 284 Introductory
Architectural Design II (6)
(Changed title, prerequisite)
ARCH 284
Architectural Design II (6) [P/NP only] Design
studio projects and exercises introducing fundamental concepts and
considerations in environmental design. Teaches knowledge and skills needed in
subsequent studio and professional course work. Prereq: ARCH 283. Pre- or
coreq: ARCH 222.
(UOCC Administrative Action)
ARCH 383 Intermediate Architectural Design I (6)
(Changed title, prerequisite)
ARCH 383
Architectural Design III (6) [P/NP only] Studio projects for second-year undergraduates. Integration of
issues of context, activity support, spatial order, construction, structure,
and environmental control. Emphasis on schematic concept formation and
subsequent architectural development. Sequence with ARCH 384. Prereq: ARCH 284.
(UOCC Administrative Action)
ARCH 384 Intermediate Architectural Design II (6)
(Changed title, prerequisite)
ARCH 384
Architectural Design IV (6) [P/NP only] Studio
projects for second-year undergraduates. Integration of issues of context,
activity support, spatial order, construction, structure, and environmental
control. Emphasis on schematic concept formation and subsequent architectural
development. Prereq: ARCH 383.
Art History
OLD COURSES DROPPED
ARH 352
20th-Century Art (4) Previously satisfied
Group I: Arts and Letters general-education requirement.
NEW COURSES
(Subject previously taught as ARH 352)
ARH 353
Modern Art, 1880–1950 (4) [Graded only for majors] Modern art from
postimpressionism to abstract expressionism in relation to intellectual and
historical developments. Sequence with ARH 354. Approved to satisfy Group I: Arts and Letters general-education
requirement. Effective spring term
2006.
ARH 354
Art since 1945 (4) [Graded only for majors] Modern and postmodern art
from abstract expressionism to the present in relation to intellectual and
historical developments. Sequence with ARH 353. Approved to satisfy Group I: Arts and Letters general-education
requirement. Effective spring term 2006.
Planning, Public Policy and Management
EXISTING COURSE CHANGE
PPPM 608 Workshop: Topic (1–16R) [P/NP only.]
(Changed Grading Option)
PPPM 608
Workshop: Topic (1–16R)
NEW COURSE
PPPM
450/550 Race, Ethnicity, and Social Policy (4) Explores
racial and ethnic disparities in social sectors in the
Counseling Psychology and Human Services
NEW COURSES
CPSY 401
Research (1–5R)
Decision Sciences
EXISTING COURSE CHANGES
DSC 335 Information Technology and Operations Management
(4)
(Changed Title)
DSC 335 Operations Management (4)
DSC 335H Information Technology and Operations Management
(4)
(Changed Title)
DSC 335H Operations Management (4)
Military Science
Military Science
OLD COURSES DROPPED
MIL 411
Military Science IV (3)
MIL 412
Military Science IV (3)
MIL 413
Military Science IV (3)
EXISTING COURSE CHANGES
MIL 321 Military Science III (3)
(Changed Credits, Description)
MIL 321 Military Science III (4) Teaches the sixteen leadership dimensions
and application to infantry tactics, operation orders, and orienteering.
Lectures, laboratory, field training exercises. Pre- or coreq: MIL 223 or
equivalent.
MIL 322 Military Science III (3)
(Changed Credits, Description)
MIL 322 Military Science III (4) Strengthens
individual abilities with experience in marksmanship, drill, and tactics. Lectures,
laboratory, field training exercises. Prereq: MIL 223 or equivalent.
MIL 323 Military Science III (3)
(Changed Credits, Description)
MIL 323 Military Science III (4)
Evaluates leadership abilities in tactical and nontactical settings. Lectures,
laboratory, field training exercises. Prereq: MIL 223 or equivalent.
NEW COURSES
(Subject previously taught as MIL 199)
MIL 131
Physical Training (1–5R) [P/NP only.] Participatory physical training
program that follows the U.S. Army’s physical fitness program. Prepares
students for the rigors of military activities through a systematic physical
conditioning process.
(Subject previously taught as MIL 199)
MIL 141
Ranger Challenge (3R) Course training focuses on basic infantry
individual and team skills. Course culminates in squad-sized teams competing
against other schools in the region.
(Subject previously taught as MIL 199)
MIL 151
Marauders (3R) Designed to increase student proficiency in tactical
leadership skills as well as enhance performance potential at various
leadership levels in army operations.
(Subject previously taught as MIL 199)
MIL 331
Physical Training (1–5R) [P/NP only.] Emphasizes physical fitness and
overall good health. Focus is on the intensity, duration, and frequency of
fitness training, resulting in improved health and physical fitness.
(Subject previously taught as MIL 411)
MIL 421
Military Science IV (4) [Graded only.] Planning, evaluating, and conducting
unit training and practical exercises. Lectures, laboratory, and field training
exercises. Prereq: MIL 323 or equivalent.
(Subject previously taught as MIL 412)
MIL 422
Military Science IV (4) [Graded only.] Study of judicial and nonjudicial
proceedings and administrative actions available to commanders. Lectures,
laboratory, and field training exercises. Prereq: MIL 323 or equivalent.
(Subject previously taught as MIL 413)
MIL 423
Military Science IV (4) [Graded only.] Duties and responsibilities of a
lieutenant; ethical decision making, counseling subordinates, evaluation
reports, transition to active duty. Lectures, laboratory, and field training
exercises. Prereq: MIL 323 or equivalent.
Music
OLD COURSES DROPPED
MUS 167
On the Nature of Music (2)
(UOCC Administrative Action)
MUS 357 Celtic
Music (4)
EXISTING COURSE CHANGES
MUE 391 Choral Pedagogy (3R)
(Changed Repeatability, Description)
MUE 391 Choral Pedagogy (3) Introduction to choral music including group
vocal technique, fundamentals of choral conducting, ensemble intonation,
diction, blend and balance, rhythmic diction, choral score analysis and
teaching strategies for the choral conductor. Prereq: MUP 140, MUE 326; coreq:
MUS 397.
MUE 442/542 Teaching Singing in the Classroom (3)
(Changed Description)
MUE 442/542 Teaching Singing in the Classroom (3) Methods for teaching group
vocal technique in the classroom with emphasis on elementary, mid-level, and
emerging adult voices. Concentration on development of the adolescent changing
voice. Prereq: MUP 274, MUE 391, MUE 413/513, MUS 484/584; coreq: MUS 397/697.
MUE 455/555 Jazz and Marching Methods (3)
(Changed Title, Description)
MUE 455/555 Marching Band Methods (3) Teaching methods for secondary school
marching bands.
MUE 460/560 Violin Pedagogy I: Suzuki Method (3R)
(Changed Description)
MUE 460/560 Violin Pedagogy I: Suzuki
Method (3R) Development of skills for teaching beginning violin students
using the Suzuki method, its philosophies, and the beginning-book repertoire.
Required observation and teaching assignment with Community Music
Institute.
MUE 461/561 Violin Pedagogy II: Suzuki Method (3R)
(Changed Description)
MUE 461/561 Violin Pedagogy II: Suzuki Method (3R) Development of skills for
teaching violin students using the Suzuki method intermediate-book repertoire.
Required observation and teaching assignment with Community Music Institute.
Prereq: MUE 460/560.
MUE 462/562 Pedagogy Methods: Violin and Viola (2)
(Changed Title, Credits, Description, Repeatability)
MUE 462/562 Violin Pedagogy III: Suzuki Method (3R) Development of skills for
teaching violin students using the Suzuki method advanced-book repertoire.
Required observation and teaching assignment with Community Music Institute.
Prereq: MUE 461/561.
MUS 412 Music Theory Review (2-3)
(Changed Credits, Description)
MUS 412 Music Theory Review (2) Review
of tonal theory.
MUS 687 Performance Practices Before 1800 (3)
(Changed Title, Description)
MUS 687 Performance Practices before 1850 (3) Introduction to theory and
practice of sound production, phrasing, historical pronunciation,
instrumentation, improvisation, pitch and temperament, and ornamentation in
vocal and instrumental music. Sequence with MUS 688.
NEW COURSES
(Subject previously taught as MUS 407)
MUS 414
Aural Skills Review (2) [P/NP only.] Review of aural skills and sight
singing.
(Subject previously taught as MUS 407/507)
MUS
457/557 Native American Music (4) Survey of ceremonial, powwow,
folk, and contemporary music; women’s musical traditions; Native American film
music. Powwow drumming and singing in indigenous languages taught by a Native
American. Approved to satisfy Category B:
Identity, Pluralism and Tolerance multicultural requirement.
(Subject previously taught as MUS 357)
MUS
458/558 Celtic Music (4) Explores music and culture of
(Subject previously taught as MUS 407/507)
MUS
459/559 African Music (4) Authentic musical instruments, repertoire, and
recordings illustrate how different societies use music to express identity in
a contemporary and ever-changing
MUS
462/562 Popular Musics in the African Diaspora (4) Examines
social and historical contexts of popular musics in the African diaspora from
the 20th century on. Geographic focus is North America, the Caribbean, and
MUS 688
Performance Practices before 1850 (3) Introduction to theory and
practice of sound production, phrasing, historical pronunciation,
instrumentation, improvisation, pitch and temperament, and ornamentation in
vocal and instrumental music. Sequence with MUS 687.
Physical Activity and
Recreation Services
Physical Education
EXISTING COURSE CHANGES
PEAS 381 Scuba: Dive Master I (2)
(Changed Credits)
PEAS 381 Scuba: Dive Master I (1–2)
PEAS 382 Scuba: Dive Master II (2)
(Changed Credits)
PEAS 382 Scuba: Dive Master II (1–2)
NEW COURSES
(Subject previously taught as PEAS 399)
PEAS 380
Scuba: Underwater Photography (1R) [P/NP only.] Advanced diving
skills and photographic technique, planning, organization, procedures,
problems, hazards, and enjoyment of underwater still photography in a safe and
supervised environment. Prereq: PEAS 368.
(Subject previously taught as PEMA 199, 399)
PEMA 214
Italian Long Sword (1R) [P/NP only.] Skills, techniques, knowledge, and
history of 15th-century Italian sword play. Improve fitness, self-confidence,
discipline, and respect for others in a safe learning environment.
(Subject previously taught as
(Subject previously taught as PETS 199)
PETS 101
Bocce Ball (1R) [P/NP only.] Learn pointing, blocking, spocking;
offensive and defensive strategies; scoring, safety, rules, and etiquette that
combine for a fun environment for learning this ancient game.
(Subject previously taught as PETS 199)
PETS 111
Flag Football (1R) [P/NP only.] Throwing, catching, running, cutting,
pulling flags; strategies and techniques; offense, defense, game rules, and
ground rules that create a safe and fun playing experience.
Other Curricular Matters
The following information is not provided for approval by
the University Senate. It is to inform academic and administrative departments
about the status of proposals received but not approved by the UO Committee on
Courses during winter 2005.
The
Oregon University System has approved a Master of Laws (LL.M.) in Environmental
and Natural Resources Law. Effective
fall term 2006.
The Oregon University System has approved the request to
terminate the Early Intervention major in the
DENIED PROPOSALS
Theater Arts
NEW COURSE
TA 213
Theater Production III (2) Introduction to costume execution skills, including
basic hand and machine sewing techniques, measurements, and fabric
identification. The department will use
an experimental course number for this course until they hire a new faculty
member to teach both components of TA 212.
Speech, Language and Hearing Sciences
EXISTING COURSE CHANGES
CDS 609 Practicum Speech & Language (1-9)
(Changed Title)
CDS 609 Practicum Speech, Language, Hearing The UOCC determined the title change was unnecessary.
PENDING PROPOSALS
Music
NEW COURSE
(Subject previously taught as MUE 462/562 alternate years)
MUE
463/563 Pedagogy Methods: Violin and Viola (2)
Principles and techniques of violin and viola teaching selected from the
pedagogical approach of Flesch, Galamian, Dounis, Rolland. Straka, Lucktenberg.
Requires additional information regarding
undergraduate-graduate differential for demonstrating mastery.
WITHDRAWN PROPOSALS
Business Administration
EXISTING COURSE CHANGES
BA 352 Leadership and Communication (4)
(Changed Description)
BA 352 Leadership and Communication (4) Personal leadership and
communication skills. Course focuses on self-awareness for leading, persuading,
and working with others; effective business writing and speaking; and team
development. The changes to the
description were minor and did not need to be reviewed by the UOCC.
SUBMITTING COURSE PROPOSALS
The Committee on Courses offers
the following reminders:
ü
Proposals to the Committee on Courses must be
submitted on electronic forms, available on the CAS website, http://uocurriculum.uoregon.edu/.
Arrangements for access may be made by contacting the appropriate college
curriculum coordinator for each individual professional school or college.
Proposals submitted on old forms will be returned, without review, to academic
departments, schools, or colleges. Proposals must be submitted to the Committee
on Courses prior to the beginning of the term in which they are to be
considered. Proposals received after the beginning of the term will be deferred
to the following term. All
departments should consult their college curriculum coordinator for deadline dates or go to http://uocurriculum.uoregon.edu/ and click the “Important
Dates” link.
ü
The following minor course changes may be made
without review by the full committee: minor edits of course description, pre-
or co-requisites, grading option, and conditions of repeatability. Changes may
be submitted in writing directly to the Offices of the Registrar and Creative
Publishing, in care of Mike Jefferis (jefferis@uoregon.edu) and Scott Skelton
(sskelton@darkwing.uoregon.edu), respectively. The memorandum should indicate
the effective term for the change(s). Note: extensive changes may be referred
to the UOCC for review.
ü
If there is any question that a proposed new or
changed course might duplicate coverage in an existing course from another
department or school, the proposing department must gain written confirmation
that the other department has been consulted and does not object to the new or
changed course.
ü
Proposals for new courses must be accompanied by full
syllabi.
ü
For 4xx/5xx level courses, both proposal forms and
syllabi must state explicitly the substantive and measurable differences in
type and amount of work for the two levels.
ü
The minimal requirements for general-education
status of a course are regarded as necessary, but not always sufficient, for
inclusion of a course as part of a comprehensive general-education program at
the university.
Group
satisfying courses are intended to provide students with a cohesive
general-education program. Proposals for group-satisfying status of a course
should explain how the course enhances general education at the university,
explicitly stating how the course would complement other group-satisfying
courses, and which other courses would be especially suitable for students to
take in accompaniment. Approved March 10, 2004.
According to University Senate
legislation, courses submitted for group-satisfying status must be submitted to
the Intercollege General Education Review Committee.
Proposals for undergraduate group-satisfying
and multicultural courses must include written justification, regardless of
whether they are new or existing courses.
ü The
minimal requirements for multicultural status of a course are regarded as
sufficient for inclusion of a course as part of the multicultural course
requirements.
Any course that might appear to
satisfy the university multicultural requirements, either by title,
description, or content, is carefully examined to see if it should be listed as
a multicultural course. If a course might appear on its face eligible for
multicultural status, the committee needs clear explanation of why the course
does—or does not—satisfy multicultural course guidelines. Arbitrary exclusion
of courses from the list of multicultural satisfying courses can engender
student confusion or cynicism. Approved on March 10, 2004.
ü
The UO Committee on Courses has established the
policy that the phrase “or instructor’s consent” will not be stated along with
any other course prerequisites. The prerequisites of any course may be
overridden by instructor’s consent, and need not be stated explicitly for
individual courses. Academic departments are able to override any prerequisite
requirements in Banner should a student qualify to enroll.
“Instructor’s
consent” is reserved for use alone as a sole prerequisite to allow departments
to monitor suitability of enrollment in courses for individual students,
preventing enrollment without prior approval. Academic departments should be
aware they must code the courses correctly and assume enrollment management
responsibilities, preauthorizing each student individually, with this option.
Approved March 10, 2004.
CONTENTS
OF COURSE SYLLABUS
As the primary, commonly available summary of a course, the
syllabus serves several purposes. It outlines the course, it denotes what
students may expect from the course, and it locates the course in the
curriculum. The syllabus is the best, most concise description of a course by
its teacher available to both prospective students and colleagues. The
Committee on Courses uses syllabuses in its review of courses. To maximize the
usefulness of a syllabus to students and faculty, it should contain the
following contents:
1. Course Number
2. Title
3. Credits
4. Term, place, time, instructor
(For a new course proposal,
indicate when it is likely to be offered, and how frequently)
(For a new course proposal,
indicate who is likely to teach the course)
5. Position in the curriculum
• Satisfies group requirement?
Explain why
• Satisfies multicultural requirement?
Explain why
• Satisfies other
general-education requirement?
• Satisfies other major or
program requirement?
• Preparatory for other courses?
• List prerequisites or other
suggested preparation
6. Format (lecture, discussion, laboratory)
7. Outline of subject and topics explored
8. Course materials (texts, books, readings)
9. Instructor expectations of students
• Be explicit (by pages assigned,
lengths of assignments)
• Level of student engagement
expected (see suggested Student Engagement Inventory on following page)
•
• Problems
• Attendance
• Project
• Writing
• Laboratory
• Field work
• Work with electronic media,
network, online
• Performance
• Presentation
• Exams
• Differential expected for graduate work for joint 4xx/5xx-level
courses
10. Assessment
• Methods (testing, homework)
• Times or frequency
• Grading policy
[See Faculty Handbook for other recommendations regarding
university policies.]
STUDENT ENGAGEMENT INVENTORY
To aid in assigning student credit hours uniformly
to courses in the curriculum, the committee inventories the amount of student
engagement in a course. The committee has found the following tool to be
useful. Departments preparing course proposals are invited to use this form
when deciding how many SCH units to request for a proposed course. Departments
are encouraged to report to the committee how this tool may be improved for
their use.
Please identify the number of hours a typical or
average student would expect to spend in each of the following activities. The
general guideline is that each undergraduate credit should reflect thirty hours
of student engagement. Therefore, a 3-credit course would engage students for
ninety hours total among the activities listed below, whereas a 4-credit course
would list 120 hours of activities in which students are engaged over the
course of the term. (Graduate students are expected to perform work of higher
quality and quantity, typically with an additional 20–25 percent effort
expected.)
Educational activity |
Hours
student engaged |
Explanatory comments (if any): |
Course attendance |
|
|
Assigned readings |
|
|
Project |
|
|
Writing assignments |
|
|
Lab or workshop |
|
|
Field work, experience |
|
|
Online interaction |
|
|
Performances, creative activities |
|
|
Total hours: |
|
|
Definition of terms:
Course attendance |
Actual time student spends in class with instructor or
GTF |
Assigned readings |
Estimated time it takes for a student with average
reading ability to read all assigned readings |
Writing assignments |
Estimated time it takes for a student with average
writing ability to produce a final, acceptable written product as required by
the assignment |
Project |
Estimated time a student would be expected to spend
creating or contributing to a project that meets course requirements
(includes individual and group projects) |
Lab or workshop |
Actual time scheduled for any lab or workshop activities
that are required but are scheduled outside of class hours |
Field work, experience |
Actual or estimated time a student would spend or be
expected to spend engaged in required field work or other field-based
activities |
Online activities |
Actual or estimated time a student would spend or be
expected to spend engaged in online activities directly related to the
course, separate from online research required for projects or writing
assignments |
Performance, creative activities |
Actual or estimated time a student would spend or be
expected to spend outside of class hours engaged in preparing for required
performance or creative activity |
UNDERGRADUATE GENERAL-EDUCATION REQUIREMENTS
GROUP-REQUIREMENT POLICIES
The following criterions were
proposed by the Undergraduate Council and the
1. Group satisfying courses in Arts and
Letters, Social Science, and Science must meet the following general criteria:
1.1. Group satisfying courses in arts and letters must create
meaningful opportunities for students to engage actively in the modes of
inquiry that define a discipline. Proposed
courses must be broad in scope and demonstrably liberal in nature (that is,
courses that promote open inquiry from a variety of perspectives). Though
some courses may focus on specialized subjects or approaches, there must be a
substantial course content locating that subject in the broader context of the
major issues of the discipline. Qualifying courses will not focus on teaching
basic skills but will require the application or engagement of those skills
through analysis and interpretation.
1.2. Group satisfying courses in the social sciences must be
liberal in nature rather than being professionally oriented or limited to the
performance of professional skills. They must cover a representative
cross-section of key issues, perspectives, and modes of analysis employed by
scholars working on the subject matter addressed by the course. The subject
matter of the course will be relatively broad, e.g. involving more than one
issue, place, or time. Courses with an emphasis on methods and skills will
satisfy the requirement only if there is also a substantial and coherent theoretical
component.
1.3. Group satisfying courses in the sciences should introduce
students to the foundations of one or more scientific disciplines, or should
provide an introduction to fundamental methods (such as mathematics) that are
widely used in scientific disciplines. Courses should introduce students to the
process of scientific reasoning.
2.
Specific Criteria:
2.1. Group satisfying courses
must be numbered at the 100, 200, and 300 levels.
2.2. Lower division courses must
be offered annually, and upper division courses at least every other year.
2.3. Approved courses must be at
least 4 credits each.
2.4. Upper division group
satisfying courses must provide depth and rigor beyond that of typical
lower-division general education courses. Departments must justify, in terms of
content, workload, and method of instruction, the assignment of a course to the
upper level.
2.5. Courses that are offered for
majors only are excluded from group status, but courses that are designed for
both majors and other students may qualify.
2.6. Although laboratory courses
are not automatically excluded from group status in the sciences, to acquire
this status, the courses must not focus primarily on techniques or data
collection.
3.
Procedures governing the approval of all
courses designed to meet General-education requirements.:
3.1.
Before submission to the Senate, such courses proposed by departments must be
reviewed at several levels:
3.1.1. By
the curricular committees of the various colleges and schools
3.1.2. By
an inter-college committee including the members of the CAS Curricular
Committee and two representatives appointed by the deans of the others schools
and colleges. This second committee is also charged to review such courses as
do not meet the standards set in paragraph (2.) and to negotiate a solution
with the sponsoring department.
3.1.3. By
the University Committee on Courses.
3.2. The inter college committee is authorized to
establish procedures governing the review process.
4.
Completion of group requirements
(student progress):
4.1. Within the full set of
courses that fulfills all of the requirements, students may not count
4.1.1. more than one course that
has the subject code of the major, or
4.1.2. more than three courses
that have the same subject code.
4.2. Within the smaller set of
courses that fulfills the requirements of each group, students must complete at
least two courses that have the same subject code.
SUSTAINABLE COURSE DESCRIPTIONS
The 2000–2001 academic year was the first year that the Committee on
Courses systematically deleted from the university catalog courses that have
not been taught for three years or more.
In several cases, departments had
not offered a specialized course under a course number and title specified in
the catalog. Yet similar courses had been taught regularly in the department in
various formats, under experimental numbers (410, 510, 610), or under the
general designations for special topics seminars, workshops, or practicums (the
406/407/408/409, 506/507/508/509, 606/607/608/609 series). With time,
departments had discovered that a course description in the catalog was too
specialized to apply to any of their courses as actually being taught.
Unfortunately, removal of an
overly specialized course, although untaught, still might have consequences for
departments. Often that course had been the sole representative in the catalog
of subjects that are taught by a department and are part of the regular
curriculum. Dropping that course could make it appear that a department offered
no courses in that course’s subject area.
The committee has noted another,
companion problem. Over the years, the committee has observed that new courses
tailored to the particular research interests and instructional style of an
individual faculty member are likely to fall into disuse within a few years as
the person’s teaching assignments and interests change, or if the instructor
becomes unavailable for teaching that particular course.
The Committee on Courses
recommends that departments and programs develop more sustainable course
descriptions. A sustainable course description would identify a subject area
and general approach, but would not be so restrictive as to exclude different
perspectives or specializations also representative of that subject area.
The committee also recommends
that departments and programs be selective when proposing permanent course
status for specialized courses that can only be taught by one particular
instructor.
For example, a department with
several experts qualified to teach ceramics, but having only one instructor who
specializes in Ming porcelain per se,
might currently have a specialized course titled Ming Dynasty Porcelains in the
catalog. A more sustainable course title could be Chinese Porcelains or even Porcelains,
depending upon the range of expertise available to teach the course. Another
approach would use the topics course Ceramics, possibly repeatable as the exact
subject material—and transcript title—changes.
Departments following these recommendations could
then represent the full range of their curricular offerings and could maintain
a sustainable list of courses in the catalog.
MULTICULTURAL-CATEGORY
DEFINITIONS
Category A: American Cultures. The goal is to focus
on race and ethnicity in the
Category B: Identity, Pluralism, and Tolerance. The
goal is to gain scholarly insight into the construction of collective
identities, the emergence of representative voices from varying social and
cultural standpoints, and the effects of prejudice, intolerance, and
discrimination. The identities at issue may include ethnicities as in the
American Cultures category, as well as classes, genders, religions, sexual
orientations, or other groups whose experiences contribute to cultural
pluralism. This category includes courses that analyze the general principles
underlying tolerance, or the lack of it.
Category C: International Cultures. The goal is to
study world cultures in critical perspective. Approved courses either treat an
international culture in view of the issues raised in Categories A and B
(namely, race and ethnicity, pluralism and monoculturalism, prejudice and
tolerance) or explicitly describe and analyze a worldview (i.e., a system of
knowledge, feeling, and belief) that is substantially different from those
prevalent in the twentieth-century United States.
CRITERIA
FOR ADDING AN “H” SUFFIX TO A COURSE NUMBER
The
Committee on Courses has discussed the criteria for adding an “H” suffix to a
course number and recommends the following:
The “H” suffix is intended to advise students that a course
provides honors content of significant difficulty and requires honors effort
from students. The Committee on Courses will be looking for evidence of the
following in determining whether a course should hold an “H” suffix
designation:
1. Students enrolling should have a cumulative GPA of at least 3.30
in their major.
UNDERGRADUATE MAJORS, MINORS, CERTIFICATES
MAJOR
Definition
Courses in designated primary subject areas or
disciplines in which a student commits to gaining in-depth knowledge, skills,
competence, and attitudes through a coherent pattern of courses. A footnote
accompanies the major definition: Divisional major programs emphasize a general
and integrated approach to learning, with the student’s major program broadly
inclusive of work in several of the discipline or subject areas within the
specific division within which the student’s degree program lies (i.e.,
humanities, social science, science). For instance, a divisional major program
in the social sciences would call for the student to include within his or her
major work from several of the disciplines or subject areas in the social
sciences (such as sociology, political science, or economics). Because of the
breadth of disciplines or subjects included in the major, the student has less
opportunity to delve in depth into a single subject area such as sociology,
political science, or economics, than they would be able to do were they in a
“departmental major” program in a single one of these disciplines or subject
areas.
Minimal Requirements
36 credits, of which a minimum of 24 must be upper
division. Departments should consider setting minimum residency requirements.
MINOR
Definition
Courses in a designated secondary subject area or
discipline distinct from and usually outside the student’s degree major in
which knowledge is gained in a coherent pattern of courses.
Minimal Requirements
24 credits, of which a minimum of 12 must be upper
division. Should be within a discipline that already has a preexisting major or
is sponsored by a department.
CERTIFICATE
Definition
An approved academic award given in conjunction with the
satisfactory completion of a program of instruction requiring one year or more,
but less than four years, of full-time equivalent, postsecondary-level work.
The conditions and conferral of the award are governed by the faculty and
ratified by the governing board of the institution granting the certificate.
Minimal Requirements
36 credits—24 upper division with 12 minimum at 400 level.
The sponsoring department must provide guidance—a template or check list and
the name of an adviser, with notice that the student must consult an adviser to
apply for the certificate at least two terms prior to graduation.
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