FALL 2009 CURRICULUM REPORT
OVERVIEW
The body of this report consists of two major sections: Course
Proposals reviewed
Fall 2009 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 of Oregon Committee on Courses (UOCC)
and the University Senate are effective Fall term 2010, unless a specific term
is requested by an academic department and stated otherwise in this report.
The UOCC will consider new proposals during winter term and
will submit a winter quarterly report to the University Senate in March 2010.
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 Design and
Editing Services, 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.
Multicultural
Courses Policy:
As part of general education, offerings of multicultural courses at the 100,
200, and 300 levels need to be available to a wide spectrum of students from
all across the university. Departments wishing to offer courses to satisfy the
multicultural requirement should make these courses available at the more
general 100, 200, or 300 levels whenever possible, rather than at the more
specialized 400 level.
Extended Course
Descriptions for Group-Satisfying Courses: All proposals for courses that
would satisfy a group requirement for general education must include a suitable
extended course description, for use with the course, as specified in senate
legislation:
ÒFor all
group-satisfying courses to be offered during a particular term, faculty
members or departments are asked to post electronically, in the Schedule of
Classes, course descriptions that are substantially expanded over those
provided in the catalog. The posted course information should be understandable
to someone unfamiliar with the field and should emphasize the questions or
issues that reveal, by their breadth and significance, why the course has
earned group-satisfying status.Ó (US03/04-8, May 12, 2004)
LOOKING AHEAD
Academic
Year 2009–2010
December
2, 2009: University Senate considers Fall
2009 preliminary report of the University of Oregon Committee on Courses.
December
16, 2009: Curricular
proposals for consideration in the winter 2009 round must be submitted to the
provostÕs office.
March
10, 2010: University Senate considers Winter
2010 preliminary report of the University of Oregon Committee on Courses.
March
17, 2010: Curricular
proposals for consideration in the Spring 2010 round must be submitted to the
provostÕs office.
May
12, 2010: University Senate considers Spring
2010 preliminary report of the University of Oregon Committee on Courses.
Members, University
of Oregon Committee on Courses
Voting: Paul Engelking, Chair Ex
officio: Sue
Eveland
Jack
Boss John
Crosiar
Paul
Peppis Marian
Friestad
Frances
White Scott
Skelton
Shlomo
Libeskind Andrew
Wahlstrom
Jens
Noeckel (absent for fall round)
Student: Alex McCafferty Staff: Tami Oar
Elizabeth
Aldrich Mike
Jefferis
Motion
The
University of Oregon Committee on Courses moves that the following course
proposals and other curricular matters be approved.
Unless
indicated otherwise, courses may be taken either pass/no pass or for letter
grades. ÒP/N onlyÓ or Ògraded onlyÓ 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. ÒSequenceÓ after the description means the courses must be taken in
numerical order.
College
of Arts and Sciences
BIOLOGY
NEW COURSES
BI 485/585 Techniques in Computational Neuroscience (4) Introduction to numerical techniques for modeling the nervous system from single neurons to neutral networks. Prereq: BI 360 or 461; MATH 241, 242 or higher.
(Course previously taught as 410/510 in fall 2008)
BI 490/590 Theoretical Ecology (4) Provides a novel and fun way of learning how to use simple mathematical methods to understand complex ecological systems. Prereq: BI 212, 213, 214; or BI 251, 252, 253.
EAST ASIAN LANGUAGES AND LITERATURE
NEW COURSE
(UOCC Administrative
Action)
EALL 510 Experimental
Course: [Topic] (1-5R) Effective winter 2010
ECONOMICS
NEW COURSES
(Course previously taught as 410/510 in winter 2010)
EC 422/522 Economic Forecasting (4) Basic techniques of economic forecasting that are
typically used in a business environment. Prereq: EC 420 Coreq: EC 421
ENGLISH
EXISTING
COURSE CHANGES
(UOCC
Administrative Action)
ENG 360:
African American Writers (4) Examines the origins and development of African American
writing in relevant cultural, social, and historical contexts.
(Change
Course Description)
ENG
360: African American Writers (4) Examines the origins and development of African American
literature and culture in relevant intellectual, social, and historical
contexts. Effective fall 2009.
(UOCC
Administrative Action)
ENG 361:
Native American Writers (4) Examines the origins and development of Native American
writing in relevant cultural, social, and historical contexts.
(Change
Course Description)
ENG
361: Native American Writers (4) Examines the origins and development of Native American
literature and culture in relevant intellectual, social, and historical
contexts. Effective fall 2009.
(UOCC
Administrative Action)
ENG 362:
Asian American Writers (4) Examines the origins and development of Asian American
writing in relevant cultural, social and historical contexts.
(Change
Course Description)
ENG
362: Asian American Writers (4) Examines the origins and development of Asian American
literature and culture in relevant intellectual, social, and historical
contexts. Effective fall 2009.
(UOCC
Administrative Action)
ENG 363:
Chicano and Latino Writers (4) Examines the origins and development of Chicano and Latino
writing in relevant cultural, social, and historical contexts.
(Change
Course Description)
ENG
363: Chicano and Latino Writers (4) Examines the origins and development of Chicano and Latino
literature and culture in relevant intellectual, social, and historical
contexts. Effective fall 2009.
(UOCC
Administrative Action)
(Add
Course Prerequisite)
ENG
222: Introduction to the English Major (4) Prereq: ENG 220 or 221. Effective 2010.
ENVIRONMENTAL STUDIES PROGRAM
NEW COURSES
(Course previously taught as ENVS 399 in (winter 2009)
ENVS 335 Allocating Scarce Environmental Resources (4) [Graded only for majors] Considerations for the design of environmental and natural resources policies and regulations: balancing societyÕs preferences and the costs of environmental protection and resource conservation Prereq: MATH 105 or higher.
Requesting that this course satisfy Social Science
group requirement.
GEOGRAPHY
REINSTATED COURSE
(UOCC
Administrative Action)
GEOG
204: Geography of Russia and Neighbors (4) Natural regions, major population groups, and the
economic development of the former Union of Soviet Socialist Republics. Satisfies
the social science group requirement and international cultures multicultural
requirement. Effective
spring 2010.
GEOLOGICAL SCIENCES
NEW COURSE
(UOCC
Administrative Action)
GEOL
399: Special Studies [Topic] (1-5R)
HISTORY
EXISTING COURSE CHANGE
(UOCC
Administrative Action)
HIST 409
Supervised Tutoring (1-2R)
(Change
Credits)
HIST
409 Supervised Tutoring (1-4R) Effective Fall 2009
LINGUISTICS
NEW COURSE
(UOCC
Administrative Action)
AEIS
610 Experimental Course: [Topic] (1-5R) Effective fall 2009
POLITICAL SCIENCE
EXISTING COURSE CHANGE
(UOCC
Administrative Action)
PS 470
Constitutional Law
(Drop the
prerequisite PS 275)
NEW COURSE
PS 378
Games in Politics (4) Politics viewed as strategic interactions among politicians, voters,
and countries; focuses on how to model these interactions using tools of game
theory.
PSYCHOLOGY
EXISTING COURSE CHANGES
PSY 302
Statistical Methods in Psychology (4) Prereq: MATH 111, PSY 201, 202, WR 121,
122.
(changed
pre-requisite)
PSY 302
Statistical Methods in Psychology (4) Prereq: MATH 111 or 243; WR 121. Sophomore
standing required. Effective winter 2010.
PSY 303
Research Methods in Psychology (4) Prereq: PSY 302, WR 121, 122.
(changed
pre-requisite)
PSY 303
Research Methods in Psychology (4) Prereq: PSY 201 or 202; PSY 302; WR 122 or 123.
Effective winter 2010.
PSY 412
through 480 Prereq: WR 121 and 122 or 123; PSY 303.
(changed
pre-requisite)
PSY 412
through 480
Prereq: PSY 201, PSY 202, PSY 302; WR 122 or 123. Effective winter
2010.
ROMANCE LANGUAGES
REINSTATED
COURSE
ITAL
461/561: Vico and Settecento (4) Prereq: ITAL 317, 318, and 319. Effective spring 2010.
EXISTING
COURSE CHANGE
(Add
Course Prerequisite)
FR 399:
Special Studies (1-5R) Prereq: FR 301, 303
SOCIOLOGY
EXISTING COURSE CHANGES
SOC 425/525 Issues in Family Sociology (4)
(Changed Course Title, Repeatability)
SOC 425/525 Issues in Sociology of Family: [Topic]
Repeatable
Repeatable 2 times.
Repeatable for a maximum of 12 credits.
Repeatable under the following conditions: when topic changes
PROFESSIONAL
SCHOOLS AND COLLEGES
School
of Architecture and Allied Arts
ART
EXISTING COURSE CHANGES
ART 115 Basic Design: Fundamentals (4) Intermedia laboratory for fundamentals of communication design.
Development of visual vocabularies.
(Changed Course Description, Course Title, Grading Options)
ART 115 Surface, Space, and Time (4) Graded only.
Introduces interdisciplinary media processes, critical theory, formal communication design, color theory, skills in objective evaluation and critique, and how materials, processes, and context establish meaning.
ART 116 Basic Design: 3D (4) Visual communication and critique. Development of visual vocabularies through investigation of space and structure.
(Changed Course Description, Course Title)
ART 116 Core Interdisciplinary Laboratory (4)
Rigorous studio projects in the core studio sequence stressing interdisciplinary media transitions and the interrelatedness of conceptual and formal concerns.
Pre- or coreq: ART 115.
ART 233 Drawing (4R)
(Changed Course Description, Course Title) Beginning course in observation, selection, and recording of significant elements in various drawing media.
ART 233 Drawing I (4R)
Introduction to basic drawing concepts and practices.
NEW COURSES
ARTD 256 Introduction to Production (4) Graded only. Traditional camera, sound, and lighting
techniques in production; nonlinear editing; and key theoretical, historical,
and aesthetic approaches to video art.
ARTF 268 Introduction to Fibers: Structures (4) Skills and conceptual concerns in structural textile construction. Introduces historical and contemporary work through slides and lectures. Prereq: ART 115, 116, 233
ARTF 269 Introduction to Fibers: Surfaces (4) Skills and conceptual concerns in the embellished or manipulated surfaces of textile forms. Introduces historical and contemporary work through slides and lectures. Prereq: ART 115, 116, 233
ARTF 368 Textile Printing (4R) Introduction to screen-printing process for fabric and alternative substrates. Textile history, the relevance of printing, and related ideas of decoration, repetition, and appropriation are explored. Prereq: ARTF 253 or 268 or 269. R until mastery of subject is achieved.
ARTF 369 Woven Structures (4R) Introduction to floor-loom hand weaving. Traditional and experimental use of materials, techniques, and structures are used to understand weaving as a cross-disciplinary practice. Prereq: ARTF 253 or 268 or 269. R until mastery of subject is achieved.
(Course previously taught as 410 in winter 2009)
ARTP 481 Advanced Painting Practice (4R) Pursuit of individual creative practice and forming the critical intelligence necessary to develop as an artist. Sequence: ARTP 281, 381, 390. Prereq: two terms ARTP 390. R until mastery of subject is achieved.
LANDSCAPE ARCHITECTURE
NEW COURSES
(Course previously taught as LA 4/508 in spring 2008)
LA 446/546 Landscape Urbanism (4) Landscape theory and practice as the foundation of urban design, synthesizing architecture, infrastructure, microclimate, and ecology across multiple scales and time frames.
(Course previously taught as 610 in fall 2007)
LA 617 Introduction to Landscape Architecture Theory (4) P/NP only. Survey and critique of the theoretical frameworks, prevalent ways of knowing, ways of expanding understanding, and argument in landscape architecture
PLANNING, PUBLIC POLICY AND MANAGEMENT
OLD COURSES DROPPED
PPPM 683 Professional Practice in Nonprofit Organizations (1)
Topic area covered in other nonprofit courses. Substituting the philanthropy seminar for this required course.
NEW COURSES
PPPM 623 Professional Development in Public Administration (1) P/NP Articulating preliminary career goals and mapping the necessary steps to accomplish these goals.
ARCHITECTURE AND ALLIED ARTS
OLD COURSE DROPPED
(UOCC Administrative Action)
AAA 409 Supervised Tutoring (1-12R)Effective winter 2010.
NEW COURSES
(UOCC Administrative Action)
AAA 404 Internship [Topic] (1-12R) Effective winter 2010.
(UOCC Administrative Action)
AAA 409 Practicum [Topic] (1-5R) Effective winter 2010.
(UOCC Administrative Action)
AAA 604 Internship [Topic} (1-12R) Effective winter 2010.
(UOCC Administrative Action)
AAA 609 Practicum [Topic] (1-12R) Effective winter 2010.
PRODUCT DESIGN
NEW COURSES
(UOCC Administrative Action)
PD 198 Workshop: [Topic] (1-12R) Effective fall 2009.
(UOCC Administrative Action)
PD 199 Special Studies: [Topic] (1-5R) Effective fall 2009.
(UOCC Administrative Action)
PD 399 Special Studies [Topic] (1-5R) Effective fall 2009.
Charles
H. Lundquist College of Business
FINANCE
NEW COURSE
(UOCC
Administrative Action)
FIN
609 Practicum [Topic]:
(1-9R)
Effective fall 2009.
MANAGEMENT
EXISTING COURSE CHANGE
(UOCC
Administrative Action)
MGMT
609 Practicum [Topic]
(1-16R) Pass/No
Pass
(change
grading option)
MGMT 609
Practicum [Topic] (1-16R) Optional Grading. Effective fall 2009.
SPORTS BUSINESS
EXISTING COURSE CHANGE
(UOCC
Administrative Action)
SBUS 609
Practicum: [Topic] (1-4R)
(variable
credit change)
SBUS
609 Practicum: [Topic] (1-9R) Effective winter 2010.
College
of Education
COUNSELING PSYCHOLOGY AND HUMAN SERVICES
EXISTING COURSE CHANGES
FHS 491 Junior Professional Practices and Issues I (3) Effective fall 2009.
(Changed Grading Options)
UO grading option: Graded Only
Majors grading option: Graded Only
FHS 492 Junior Professional Practices and Issues II (3) Effective fall 2009.
(Changed Grading Options)
UO grading option: Graded Only
Majors grading option: Graded Only
FHS 493 Junior Professional Practices and Issues III (3) Effective fall 2009.
(Changed Grading Options)
UO grading option: Graded Only
Majors grading option: Graded Only
SPECIAL EDUCATION AND CLINICAL SCIENCES
EXISTING COURSE CHANGES
SPED 488/588 Professional Practices (3)
(Changed Course Title)
SPED 488/588 Professional
Practices: [Topic]
COMMUNICATION DISORDERS and SCIENCES
EXISTING COURSE CHANGE
CDS 609 Practicum:
Speech-Language-Hearing
(Change from optional
grading to pass/no pass only)
Law
UOCC REINSTATED
COURSES
Law 670 Public Land
Law (3R) Effective fall semester 2009
Law 658 Local
Government Law (3) Effective fall
semester 2009
Physical
Education and Recreation
EXISTING COURSE CHANGE
PEL 409 Practicum:
[Topic] (1-3R)
(Change credits)
PEL 409 Practicum:
[Topic] (1-4R)
Effective summer 2009
Journalism
and Communication
EXISTING COURSE CHANGE
(change prerequisite)
J 464/564 Newspaper Design (4) Prereq: J 361
J 464/564 Newspaper
Design (4) Prereq: J 202, J 203, J
204; or J 205, J 206, J 207. Effective winter 2010.
OTHER CURRICULAR
MATTERS
COLLEGE OF ARTS AND SCIENCES
State BoardÕs approved
the Bachelors of Arts in Cinema Studies on September 17, 2009.Effective date of
Winter 2010. (State Board has delegated of final approval of the new program to
its Academic Strategies Committee).
COLLEGE
OF EDUCATION
In 1993,
the M.Ed. and D.Ed. degrees in Communication Disorders and Sciences were listed
as inactivated in the UO catalog, and were no longer offered by the
department. The seven-year sunset period has expired and no students are
enrolled in either of those degree programs. Communication Disorders and
Sciences offer the M.A., M.S., and Ph.D. only.
COLLEGE OF JOURNALISM AND
COMMUNICATION
Effective
fall term 2009 these majors will be dropped: Journalism: Electronic Media
(J&C) B.A., B.S., Journalism: Magazine (J&C) B.A., B.S., and
Journalism: News-Editorial (J&C) B.A., B.S.
PENDING
PROPOSALS
SCHOOL OF ARCHITECTURE AND ALLIED ARTS
(Moved to the Winter term, request for new syllabus)
ARTF 456/556 Advanced Fibers (3-5R)
(Changed Course Description, Course Title)
ARTF 456/556 Adv Fibers: Craft and Textile Construction
(Moved to the Winter term request for additional information)
ART 333 Drawing II (4) Building on previous drawing skills, course emphasizes synthesis of ideas and approaches, complex subjects, investigation and expression. Sequence: ART 233 Prereq: ART 233
Course emphasizes development of individual studio practice through an exploration of contemporary issues in textile-based processes and an expansion of the rhetoric of craft.
Course will be taught Once or more per academic year
Pre/corequisite(s): ARTF 368; and 267 or 369
(Moved to Winter term, request for revised syllabus)
(Course previously taught as 510 in 2006WI)
LA 619 Contemporary Landscape Architecture Theory (3) Critical survey of important landscape design ideas and examples from the last thirty years by examination of articles, texts, dialogues, sites, built works and personalities Prereq: ArH 578 Offered alternate years.
HONORS
COLLEGE
(Moved to Winter term,
waiting for revised syllabus).
HC 377 Thesis
Orientation (1) Sophomore/junior
year preparation for thesis project. Prereq: HC 223 or HC 233
WITHDRAWN
PROPOSALS
SUBMITTING COURSE PROPOSALS
The Committee on Courses offers the following reminders:
Ÿ
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 ÒImportant DatesÓ
link.
Ÿ
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 Office of the Registrar and to Design and Editing Services, 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.
Ÿ
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.
Ÿ
Proposals
for new courses must be accompanied by full syllabi.
Ÿ
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.
Ÿ
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.
Ÿ
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.
Ÿ
The
UO Committee on Courses has established the policy that the phrase Òor
instructorÕs consentÓ will not be stated along with any other course
prerequisites. The prerequisites of any course may be overridden by
instructorÕs 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.
ÒInstructorÕs consentÓ 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, and 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)
¥ Readings
¥ 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
¥ Incomplete 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
criteria were proposed by the Undergraduate Council and the College of Arts and
Sciences Curriculum Committee. The University Senate approved them in May 2001
by Motion US0001-3 Replacement Motion governing the approval of courses meeting
general-education requirements and the distribution of courses student must
complete within each group.
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 years 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
courseÕs 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 personÕs
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 United States by considering racial and ethnic
groups from historical and comparative perspectives. Five racial or ethnic
groups are identified: African American, Chicano or Latino, Native American,
Asian American, European American. Approved courses deal with at least two of
these groups in a comparative manner. They do not necessarily deal specifically
with discrimination or prejudice, although many do.
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 ÒHÓ SUFFIX TO A COURSE NUMBER
The Committee on Courses has discussed the
criteria for adding an ÒHÓ suffix to a course number and recommends the
following:
The ÒHÓ
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 ÒHÓ suffix designation:
1. Students
enrolling should have a cumulative GPA of at least 3.30 in their major.
SUGGESTIONS
FOR REVISING DEFINITIONS OF
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 studentÕs major program broadly
inclusive of work in several of the discipline or subject areas within the
specific division within which the studentÕs 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 Òdepartmental
majorÓ 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 studentÕs 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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