PRELIMINARY
SPRING 2005 CURRICULUM REPORT
PLEASE BRING THIS REPORT OF THE UO COMMITTEE ON
COURSES
TO THE UNIVERSITY SENATE MEETING ON MAY 11, 2005
OVERVIEW
The body of this report consists of two major sections: Course Proposals reviewed spring 2005
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 University
Committee on Courses (UOCC) and the University Senate are effective fall term
2005, unless a specific term is requested by an academic department and stated
otherwise in this report.
The UOCC will consider new proposals during fall
term and will submit a fall quarterly report to the University Senate in November
2005.
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
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).
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 proposes to change the policy of dropping
courses not taught within the past three years from the fall curriculum report
to the spring curriculum report. This would allow correct listing of courses in
catalog for the following curricular year. The intention for this change is
better curriculum planning and allows departments a chance to reply earlier and
provide a better, more thoughtful response. Departments are involved in
curricular planning and staffing for the next academic year and have a better
perspective on which courses they are able to offer.
LOOKING
AHEAD
May 11,
2005: University
Senate considers spring 2005 preliminary report of the
July 2005: Publication
of 2005–6
September
14, 2005: Curricular proposals for consideration in the fall round must be
submitted to the provost’s office.
November
30, 2005: University
Senate considers fall 2005 preliminary report of the
December 26, 2005: Curricular
proposals for consideration in the winter round must be submitted to the
provost’s office.
March 8,
2006: University
Senate considers winter 2006 preliminary report of the
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
Members,
Voting:
David
Boush
Student: None Staff: Linda Adkins
Gayle
Freeman
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
COURSE
CHANGES
ANTH 280
Introduction to Language and Culture (4)
(Add
group satisfying status)
ANTH 280 Introduction to Language and
Culture (4) Approved to satisfy Group II: Social Science general education
requirement.
Asian Studies Program
NEW
COURSES
ASIA
350 What is Asia: Theoretical Debates (4) [Graded only
for majors] An interdisciplinary seminar designed to introduce students to
current theoretical debates about
Comparative Literature Program
COURSE
CHANGES
COLT 101
Literature, Language, Culture (4)
(Changed
title, description)
COLT 101 Introduction to Comparative Literature (4)
Introduction to the comparative study of literature. Emphasis on literary
genre, world literature, historical period. Approved
to satisfy Group I: Arts and Letters general education requirement and Category
B; Identity, Pluralism and Tolerance multicultural requirement.
NEW
COURSES
COLT
102 Introduction to Comparative Literature (4)
[Graded only for majors] Introduction to the comparative study of
literature. World literature in its social and political contexts. Approved to satisfy Group I: Arts and
Letters general education requirement and Category B; Identity, Pluralism and
Tolerance multicultural requirement.
East asian Languages & Literature
COURSE
CHANGES
EALL 209
Language and Society in
(Change
effective term)
EALL 209 Language and Society in
INTERNATIONAL
STUDIES
COURSE
CHANGES
INTL
433/533 Childhood and Cross-Cultural Perspective
(Corrected
title)
INTL 433/533 Childhood in
Cross-Cultural Perspective
PHYSICS
DROPPED
COURSES
PHYS 602 Supervised College
Teaching (1-16R)
(UOCC
Administrative action)
COURSE
CHANGES
PHYS 290
Introductory Physics Lab (1R)
(Changed
title)
PHYS 290 Foundations of Physics Laboratory (1R)
NEW
COURSES
PHYS
355 Introduction to Optics (4) Topics include
geometric optics, imaging with lenses, reflection, refraction, interference and
wave superposition. Prereq: PHYS 351.
REINSTATED
COURSES
PHYS
103 Essentials of Physics (4) Approved to satisfy
Group III, Science general education requirement.
Political Science
NEW
COURSES
PS
448/548 Racial Politics in the
PS
449/549 Racial Politics in the United States II (4)
[Graded only for majors] This course considers how race has interacted
with political development in the
Psychology
NEW
COURSES
(Subject
previously taught as HC 211H)
PSY 201H
Honors Mind and Brain (4) Graded only. Introduction
to psychology for prospective honors students in psychology or students in the
(Subject
previously taught as HC 212H)
PSY
202H Honors Mind and Society (4) Graded only. Introduction
to psychology for prospective honors students in psychology or students in the
Architecture
COURSE
CHANGES
ARCH 434
Vernacular Building (3)
(Changed
general education requirements)
ARCH 434
ARCH 661
Teaching Technical Subjects in Architecture (3R)
(Changed
credits)
ARCH 661 Teaching Technical
Subjects in Architecture (1-3R) R thrice for a maximum of 12 credits.
NEW
COURSES
(Previously
taught as 4/507)
ARCH
435/535 Principles of Urban Design (4) Introduction to
theory and practice of urban design, comparative studies of neighborhood
conservation, central city regeneration, growth policies and prospects for
restructuring cities, metropolitan regions.
Art
OLD
COURSES DROPPED
ARTD
381 Letterpress (4R)
COURSE
CHANGES
ARTP 281
Painting (4R)
(Changed
Title)
ARTP 281 Introductory Painting (4R)
ARTP 390
Painting (4R)
(Changed
Title)
ARTP 390 Intermediate and Advanced Painting (4R)
ARTP 391
Drawing (4R)
(Changed
Title)
ARTP 391 Intermediate and Advanced Drawing (4R)
NEW
COURSES
(Approved
as ARTD 381 by UOCC in fall 2004)
ART
381 Letterpress (4R) Experiments with lead and wooden type as
related to graphic composition and communication.
Landscape Architecture
COURSE
CHANGE
LA 260
Understanding Landscapes (2-4)
(Changed
credits; UOCC action)
LA 260 Understanding Landscapes (4)
NEW
COURSES
LA
196 Field Studies: [Topic] (1-5R) R twice for a
maximum of 6 credits.
Counseling Psychology and Human Services
COURSE
CHANGES
CPSY 615 Counseling Diverse Populations (3)
(Changed credits)
CPSY 615 Counseling Diverse
Populations (4)
FHS 328
Healthy Families (4)
(Changed
title)
FHS 328 Theory of Family
Systems (4)
FHS 491, 492, 493 Junior
Professional Practices and Issues I, II, III (3,3,3)
(Changed grading options)
FHS 491, 492, 493 Junior
Professional Practices and Issues I, II, III (3, 3, 3) Pass/No Pass only.
FHS 494, 495, 496 Senior Professional Practices and Issues (2,2)
(Changed
credits)
FHS 494, 495 Senior Professional
Practices and Issues (3,3)
FHS 497
Senior Project (2)
(Changed
credits)
FHS 497 Senior Project (1-4)
CONFLICT AND DISPUTE RESOLUTION (CRES)
NEW
COURSES
CRES
601 Research: [Topic] (1-9) Pass/No Pass only.
CRES
605
CRES
607 Seminar: [Topic] (1-5R)
CRES
608 Workshop: [Topic] (1-5R)
CRES
609 Practicum: [Topic] (1-8R)
CRES
610 Experimental Course: [Topic] (1-5R)
CRES
611 Terminal Project (1-9R)
CRES
612 Philosophy of Conflict Resolution (4) Graded
only. A study of how philosophical and theoretical frameworks influence
current views and practices of conflict resolution.
CRES
613 Perspectives on Conflict Resolution (4) Graded
only. Introduction to interdisciplinary perspectives on conflict and
conflict resolution. Various disciplines' (including economics, psychology, and
communication) views of conflict and conflict resolution.
CRES
614 Negotiation, Bargaining and Persuasion (4)
Graded only. Examines issues that pervade negotiations, including
framing arguments, analyzing bargaining conditions, and crafting deals. Basic
skills in negotiation, bargaining and persuasion developed though simulated
negotiations.
CRES
615 Cross-Cultural Dynamics in Conflict Resolution (4)
Graded only. Provides students with an opportunity to build or
enhance necessary theoretical knowledge, awareness, understanding, practical
skills, and strategies for effectiveness in cross-cultural conflict resolution.
CRES
616 Mediation Skills (4) Graded only. Develop
mediation skills such as problem framing, listening, and issue identification
and sequencing. Learn to diagnose problems, clarify facts and craft
interventions.
CRES
617 Professionalism in Practice (4) Graded only. Students
will examine the legal and professional ethical constraints on the practice of
conflict resolution.
CRES
618 Adjudication and Courts (2) Graded only. Designed
to familiarize students with litigation and formal legal alternatives such as
arbitration. Court processes and regulations are explained.
CRES
619 Reflective Practice (2) P/NP only. Students will
take a personal look at their strengths and weaknesses and will evaluate their
communication skills through self-reflection.
CRES
630 Arbitration and Hybrid Processes (2) Graded only. This
course provides students with a survey of arbitration, its hybrid forms, and
other important mechanisms of adjudicative alternatives to litigation.
CRES
631 Research Methodology (3) Graded only. Prepares
student for professional project. Provides guidance in framing a suitable topic
and conducting preliminary research and research methodology.
CRES
650 Capstone Seminar (2) P/NP only. Provides
student with opportunities to systemically consider lessons from their
practicum experiences. Class sessions based on student fieldwork.
Music
COURSE
CHANGES
MUE 326 Foundations of Music Education (3)
(Remove
prerequisite.)
MUE 326 Foundations of Music
Education (3)
MUE 386,
387, 388 Teaching Laboratory (1,1,1) Graded only
(Changed
description, grading options)
MUE 386, 387, 388 Teaching Laboratory (1,1,1) Optional
grading. Practice in teaching using microteaching techniques and music
education methods in a laboratory setting. Students must be accepted
into the Music Education Professional Sequence. Prereq: instructor consent.
MUE
411/511 Band Methods (3)
(Changed
repeatability, description)
MUE 411/511 Band Methods (3R)
Concerns of band teachers in secondary and elementary schools. Observations,
procedures, and instructional materials; planning and teaching lessons for
analysis and criticism. Instrumental technique classes recommended. Students
must be accepted into the Music Education Professional Sequence. Prereq: MUE
392, MUS 486; coreq: MUE 409, 487; MUS 395 or 695. R once for a maximum of 6
credits.
MUE
412/512 Elementary Music Methods (3)
(Changed
description)
MUE 412/512 Elementary Music
Methods (3) Introduction to a variety of skills and techniques necessary
for successful music teaching in elementary school settings. Laboratory fee.
Students must be accepted into the Music Education Professional Sequence.
Coreq: MUE 409, 486.
MUE
428/528 Music for Early Childhood (3)
(Changed
repeatability)
MUE 428/528 Music for Early
Childhood (3R) R once for a maximum of 6 credits.
MUE
430/530 Music Classroom Management (3)
(Changed
repeatability)
MUE 430/530 Music Classroom
Management (3R) R twice for a maximum of 9 credits.
MUE 486,
487, 488 Teaching Laboratory (1,1,1)
Graded only
(Changed
description, grading options)
MUE 486, 487, 488 Teaching
Laboratory (1,1,1) Optional grading. Practice in teaching using
microteaching techniques and music education methods in a laboratory setting.
Students must be accepted into the Music Education Professional
Sequence. Prereq: instructor consent.
MUS
438/538 Composers' Forum (3R)
(Changed
title, repeatability, credits, Description)
MUS 438/538 Composers Forum (1R) Formulation and implementation of a two- or
three-concert series of student compositions; sessions with visiting composers
and UO performers and listening projects related to these residencies. Prereq:
instructor's consent. R eleven times for a maximum of 12 credits.
MUS 486
Advanced Instrumental Conducting (3)
(Changed
title, repeatability, prerequisite)
MUS 486 Instrumental Conducting (3R) R once for a maximum of 6 credits. Prereq: major standing.
MUS 640,
641, 642 Advanced Composition Studies (2,2,2)
(Changed
repeatability, credits)
MUS 640 Advanced Composition
Studies (3,3,3R) R twice for a maximum of 9 credits with instructor
consent.
REINSTATED
COURSES
MUE
461/561 Violin Pedagogy II: Suzuki Method (3R) R once for a maximum of 6
credits.
MUS
644 Notation of Medieval and Renaissance Music (3)
Unclassified Programs
COURSES
DROPPED
HC 211H, 212H
HUMAN
DEVELOPMENT
COURSES
DROPPED
HDEV 405
HDEV 409 Practicum: [Topic] (1-6R)
HDEV 605
HDEV 609 Practicum: [Topic] (1-6R)
Physical Activity and Recreation Services
Physical Education
COURSE
CHANGES
PEAE 340
Cross Training (2R)
(Changed
title)
PEAE 340 Cross Training I (2R)
PEAS 368
Basic SCUBA (2R)
(Changed
title)
PEAS 368 SCUBA: Basic (2R)
PEAS 369
Adv SCUBA (1R)
(Changed
title)
PEAS 369 SCUBA: Advanced (1R)
(Changed
credits)
(Changed
credits)
PEMA 213
Fencing III (1R)
(Changed
credits)
PEMA 213 Fencing III (1-2R)
PEMA 311
Jeet Kune Do (1R)
(Changed
title)
PEMA 311 Jeet Kune Do I (1R)
PEMA 321
Jiu-Jitsu (1R)
(Changed
title)
PEMA 321 Jiu Jitsu I (1R)
PEOL 251
Rockclimbing I (1R)
(Changed
title)
PEOL 251 Rock Climbing I (1R)
(Changed
title)
NEW
COURSES
(Previously
taught as PEF 199)
PEF
241 Group Cycling I (1R) P/NP only. This high
intensity training course includes: equipment care, muscular activation
patterns, muscular and cardio-vascular endurance, riding techniques, and
workout formats. R once for max of 2 credits.
(Previously
taught as PEF 199)
PEF
242 Group Cycling II (1R) P/NP only. This high
intensity training course reviews the material learned in Group Cycling I and
emphasizes improvement in fitness, endurance, and understanding of training
patterns. Prereq: PEF 241 or equivalent.
R once for a maximum of 2 credits.
REINSTATED
COURSES
PEOL
294 Ski Touring Prep (1R)
PEOL 381 Ski Touring Outing (1R)
PERS 243 Racquetball III (1-1R)
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 spring 2005.
A new subject code of CRES
was approved for Conflict and Dispute Resolution,
ARTP
490/590 Advanced Painting (5R)
(Changed
Title)
ARTP 490/590 BFA/MFA Painting (5R)
Cannot have two different titles for a cross-listed course.
BI
492/592 Molecular Phylogenetics (4)
Request
for a new course. Requires additional information regarding undergraduate-graduate
differential for demonstrating mastery. No response from
department.
None.
ANTH 321
Peoples of
(Change
title)
ANTH 321
Cultures of
DROPPED COURSES
The University Senate agreed in 1998 that the report of the Committee
on Courses should include those permanently numbered courses that are being
dropped because (1) they have not been taught for three or more years, and (2)
the department can provide no reasonable explanation why they have not been
taught or whether they will be in the future. The faculty requires that general
education–satisfying courses be offered each year. Other courses should be
offered at least every other year to avoid misrepresentation of course offerings
to prospective students, and ensure that required courses are readily available
to current students.
Courses may be reinstated within a period of three years, conditional
upon the following: (a) there has been no change made to the course, (b) the
department provides the term the course will be taught, (c) the department
provides the name of the faculty member who will be responsible for teaching,
and (d) the department provides a course syllabus with information regarding
undergraduate-graduate differential for demonstrating mastery if the course is
numbered 4xx/5xx.
By action of the Committee on Courses, the following courses are
removed from the curriculum:
COLLEGE OF
ARTS AND SCIENCES
ANTH 422/522 Gender
in
ANTH 424/524 Feminist
Methods in Anthropology; last taught Spring 2002
ANTH 432 Latin
American Society and Development; never taught
ANTH 464/564 Methods
and Perspectives in Human Biology; last taught Spring 2000
ANTH 533 Native
Center Americans; last taught Winter 2001
ANTH 695 Cultural
Ecology; last taught Winter 2001
BI 123 Biology
of Cancer; last taught Spring 2002
BI 340 Plant
Diversity and Physiology; last taught Spring 2002
BI 486/586 Population
Genetics; last taught Winter 2002
CH 101 Science
& Society; last taught Summer 2002
CH 634 Physical
Methods of NMR Spectroscopy; last taught Winter 2002
CHN 433/533 Advanced
Chinese; last taught Spring 2002
CHN 451/551 Post-Mao
Fiction and Debate; last taught Spring 2002
CHN 456/556 Traditional
Chinese Law and Literature; last taught Spring 2002
CHN 461/561 The
Confucian Canon; last taught Winter 2002
COLT 413/513 Early
Modern Literature in Context: [Topic]; last taught Spring 2002
COLT 416/516 Revaluations
of the 19th Century: [Topic]; last taught Spring 2002
EC 451/551 Topic
in Labor Economics; last taught Spring 2002
ENG 422/522 History
of the English Language; last taught Winter 2002
FR 362 French
Film; last taught Fall 2001
FR 435 Autobiographical
Writings by Women; last taught Spring 2002
FR 451/551 Baroque
Theater: [Topic]; last taught Fall 1999
FR 597 Francophone
Women’s Writing; last taught Winter 2002
FR 641 Medieval
French Narrative; last taught Winter 2001
FR 683 Mallarme’;
last taught Winter 2002
GEOL 640 Topics
in Global Stratigraphy: [Topic]; last taught Spring 2002
GRK 347, 348, 349 Greek
Prose Composition; last taught 2001-2002
GRK 447/547, 448/548 Greek
Prose Composition: [Topic]; last taught 2002
HBRW 101,102, 103 First-Year
Modern Hebrew I; last taught 2001-2002
HIST 332 British
History: [Topic]; last taught Fall 2001
HIST 353 American
Foreign Relations Since 1933; last taught Winter 2001
HIST 436/536 Society
& Culture of
INTL 657 Ethical
Issues in International Research; last taught Spring 2002
ITAL 431/531 Baroque
and Neo-Baroque in Italian Literature; last taught Fall 2000
ITAL 498/598 Italian
Women’s Writing; last taught Winter 2002
JDST 414 Judaic
Studies Capstone; last taught Winter 2002
LAT 447/547, 448/548, 449/549 Latin Prose Composition: [Topic]; last taught 2001-2002
OMSE 513 Professional
Communication Skill SE; last taught Winter 2002
PHIL 415/515 Continental
Philosophy; last taught Fall 2000
PHIL 417/517 Topics
in Critical Theory; last taught Winter 2002
PHIL 450/550 African
American Philosophy; last taught Fall 2001
PHIL 451/551 Native
American Philosophy; last taught Spring 2000
PHIL 455/555 Philosophy
of Logic; last taught Spring 2002
PHIL 461/561 Symbolic
Logic; last taught Spring 2001
PHYS 302 Physicists’
View of Nature; last taught Spring 2002
PHYS 531 Analog
Electronics; last taught Fall 2000
PS 317 Coastal
Resources Management Policy; last taught Spring 2002
REL 314 Greek
and Roman Religions; last taught Fall 2001
RL 641 Medieval
French Narrative; last taught Fall 1999
SOC 661 Cultural,
Educational, and Religious Issues: [Topic]; last taught Spring 2002
SPAN 211, 212 Intensive
Intermediate Spanish; last taught 2001
SPAN 552 Renaissance
and Baroque Poetry; last taught Winter 2002
SPAN 470 Latino
Cultures: [Topic]; last taught Spring 2002
SPAN 497/597 Spanish
Women Writers; last taught Winter 2002
SPAN 498.598 Spanish
Women Writers; last taught Winter 2000
WGS 351 Women’s
Literature, Art, and Society; never taught
WGS 432/532 Postcolonial
Women Writers; never taught
WR 49 Developmental
Composition; last taught Summer 2002
ARH 437/537 Romanesque
Architecture; last taught Fall 2001
ARTC 455/555 Intermediate
and Advanced Ceramics; last taught Spring 2001
ARTP 294 Watercolor;
last taught Summer 2002
ARTS 487/587 Figure
Studies; last taught Summer 2002
ARTS 496/596 Ceramic
Sculpture; last taught Spring 2002
LA 482/582 National
Parks; last taught Winter 2002
PPPM 627 Energy
Policy and Planning; last taught Spring 2002
PPPM 645 Leader
and Facilitation Methods; last taught Winter 2002
CDS 664 Service
Delivery Issues; last taught Fall 2001
CPSY 644 Group
Counseling; last taught Winter 2002
EDLD 631 Professional
Development of Teachers; never taught
EDLD 656 Experimental
Research Designs; never taught
FHS 520 Research
in Human Services; never taught
HC 311H Honors
College Arts and Letters; last taught Summer 2002
J 433/533 Advanced
Radio News; last taught Winter 2002
ACTG 635 Accounting
for Multinational Corporations; last taught Spring 2002
FIN 688 Investment
Administration; last taught Winter 2002
MUS 546 Computer
Music Applications: [Topic]; last taught Winter 2001
PHYSICAL
ACTIVITY AND RECREATION SERVICES
PEAE 242 Aerobic
Funk II; last taught Spring 2002
PEAE 252 Aerobic
Kick Box II; last taught Winter 2002
PEAQ 111 Learn
to Swim; last taught Spring 2002
PEAS 373 SCUBA:
Search and Recovery; last taught Spring 2002
PEF 115 Flexibility
and Relaxation; last taught Fall 2001
To be determined in the fall 2005 curriculum cycle:
ARTM 459/559 Advanced
Metalsmithing and Jewelry; never taught
Dept
teach fall 2005?
LA 484/584 Landscape
Perception; last taught fall 2001;
Dept
teach fall 2005?
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.
ü
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. Departments in the arts and sciences should consult the college
for deadline dates.
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
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.