UOCC Final
Spring 2004 Curriculum Report. Request
additional copies from ladkins@uoregon. After 05/12/04, report errors in writing to ladkins@uoregon and gfreeman@uoregon.
FINAL
SPRING 2004 CURRICULUM REPORT
Passed, as amended, by the University Senate on May
12, 2004
OVERVIEW
The body of this report consists of two major
sections: Proposed Course Changes for Fall 2004 (unless stated otherwise) and
Other Curricular Matters. Policies and definitions governing group
and multicultural status are listed in the main body of this report. Policies and definitions governing group and
multicultural general-education requirements are under Other Curricular
Matters.
Changes in University Senate-approved UOCC reports take effect the
following fall term unless requested by a department and stated otherwise in
the report.
The committee will continue to consider new
proposals and those completed since publication of the Spring 2004 Final
Report. The committee will submit the
next quarterly report to the University in December 2004.
Grading,
repeatability, sequence. 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 UO catalogs. 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. Changes in grading
option, course description, pre- and co-requisites, conditions of
repeatability, and instruction type are not necessarily included here.
LOOKING
AHEAD
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 web site, http://uocurriculum.uoregon.edu/.
Arrangements for access may be made with Peter Campbell in the CAS office, knroc@cas or 6-3336. Proposals submitted on old
forms will be returned, without review, to academic departments, schools, or
colleges.
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 should be accompanied by full syllabi.
ü For
400-/500-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 At its
May 1998 meeting, the University Senate agreed that the University Committee on
Courses should include in its reports courses that should be dropped because
(1) they have not been taught for three years, and (2) the department provided
no reasonable explanation of why they have not been taught or whether they will
be in the future.
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 compliment other group satisfying courses, and which other
courses would be especially suitable for students to take in
accompaniment. Approved on March 10,
2004
According to University Senate legislation, courses
submitted for group-satisfying status must be submitted to the Inter-College
General Education Committee.
Proposals for undergraduate group-satisfying and
multicultural courses must include written justification, regardless of whether
they are new or existing courses.
Courses may not be both group
satisfying and repeatable for credit.
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 no longer 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 need to assume enrollment
management, and must preauthorize each student individually, with this
option. Approved on March 10, 2004.
May 12,
2004: University Senate
considers Spring 2004 preliminary report of the University Committee on
Courses.
July
2004: Publication of 2004-2005
University of Oregon Catalog. The
changes in this report will first appear in
the 2004-2005 catalog.
MOTION
The
University of Oregon Committee on Courses moves that Proposed Course Changes
for Fall 2004 (unless otherwise stated) and Other Curricular Matters be
approved. If approved, changes are
effective Fall 2004 unless stated otherwise.
Changes in this report will first appear in the 2005-2006 catalog.
Members,
University of Oregon Committee on Courses
Voting: Paul
Engelking, Chair Ex Officio: Jack Bennett
David
Boush Herb
Chereck
Virpi
Zuck Toby
Deemer
Frances
Milligan
Student: Cory
Portnuff Staff: Linda Adkins
Gayle
Freeman
NEW COURSES
(Subject previously taught as 407/507)
ANTH 445/545 Archaeology of Cultural Landscapes (4)
Archaeological and landscape concepts represented in the past and the present.
Site distributional, ecological, and socio-symbolic dimensions of landscapes
are examined. Prereq: ANTH 150, ANTH 250. Offered alternate years.
(Subject previously taught as 410/510)
ANTH 451/551 Ethnoarchaeology (4) Examines relationships
between archaeology and ethnography and how archaeologists study material
culture in a living context. Examples are from various world areas. Prereq: ANTH
150, ANTH 250. Offered alternate years.
(Subject previously taught as 607)
ANTH 615 Proseminar in Anthropology (2) Presents the
departments structure, program, and faculty; introduction to research, writing,
and funding resources.
ANTH 687 Approaches in Social Anthropology (5R) A critical and
thematically-guided review of influential concepts and authors in social
anthropology. R for
maximum of 10 credits. Offered alternate years.
Approved to satisfy Group III Science requirement.
(Change level; add graduate course)
CIS 429/529 Computer Architecture (4) RISC (reduced
instruction-set computer) and CISC (complex instruction-set computer) design,
storage hierarchies, high-performance processor design, pipelining, vector
processing, networks, performance analysis. Prereq: CIS 313, 314.
REINSTATED COURSES
CIS 413/513 Data Structures (4) Effective Fall 2004.
COURSE CHANGES
(Change level; add graduate course; change credits for undergraduate level)
EALL 407/507 Seminar: [Topic] (1-4R)
Economics
(EC)
NEW COURSES
(Subject previously taught as EC 410/510)
EC 418 Economic Analysis of Community Issues I (2) [Graded
only for majors] Hands-on experience applying economic analysis and
econometrics to problems that face local community nonprofits and government
agencies. Prereq: EC 311, 420.
(Subject previously taught as EC 410/510)
EC 419 Economic Analysis of Community Issues II (4) [Graded
only for majors] Hands-on experience applying economic analysis and
econometrics to problems that face local community non-profits and government
agencies. Prereq: EC 418.
(Subject previously taught as 410/510)
EC 443/543 Health Economics (4) [Graded only for majors]
Economic issues related to health insurance; includes moral hazard and adverse
selection. Incentives faced by health care providers through reimbursement,
managed care, and malpractice. Economic rationale for, and effects of, government
intervention in the health care sector. Prereq: EC 311.
NEW COURSES
(Subject previously taught as 410)
ENVS 345 Environmental Ethics (4) [Graded only for majors] Key
concepts and contemporary positions surveyed; includes anthropocentrism,
individualism, ecocentrism, deep ecology, and ecofeminism. Exploration includes
case studies and theory. Prereq: ENVS 201, 202, 203 or equivalent. Offered
alternate years.
Approved to satisfy Group I Arts & Letters requirement.
ENVS 440/540 Environmental Aesthetics (4) [Graded only for
majors] Explores aesthetic experience of nature through philosophical
perspective; emphasizes nature and art; beauty and the sublime; embodiment,
culture, and science; and ethics, conservation and preservation. Prereq: ENVS
345, PHIL 340. Offered alternate years.
(Subject previously taught as 410)
ENVS 465/565 Wetland Ecology and Management (4) [Graded only
for majors] Examines management, law, and policies related to wetlands in an
ecological framework; includes wetland type definitions, classification,
distribution, formation and development, and restoration. Prereq: BI 370, GEOG
322, or GEOG 360. Offered alternate years.
Geography (GEOG)
EXISTING COURSE CHANGES
GEOG 208 Geography of the United States and Canada (4)
(Changed General education requirements)
GEOG 208 Geography of United States and Canada (4)
Approved to satisfy Multicultural Requirement—American Cultures
NEW COURSES
GEOG 399 Special Studies (1-5R) P/N only
(Correction
from Winter 2004 Final Curriculum Report; course number recorded incorrectly)
GEOG
471/571 North American Cultural Landscapes (4).
GEOG 610 Experimental
Course (1-5R)
NEW COURSES
(Subject previously taught as 410/510)
GEOL 441/541 Hillslope Geomorphology (4) Hillslope processes
and landforms; includes: hillslope hydrology, overland flow erosion, weathering
and soil formation, soil creep, landslides and related hazards, glacial and
periglacial processes, effects of land-use practices and fire, and landscape
evolution. Offered alternate years.
REINSTATED COURSES
HIST 445/545 Tsarist and Imperial Russia: [Topic] (4R)
Effective Fall 2004
Department of Exercise Movement Science (EMS) has changed to the Department of Human Physiology (HPHY). The courses listed below have changed prefix from EMS to HPHY.
EXISTING COURSE CHANGES
HPHY 101 Exercise as
Medicine (4)
HPHY 102 Exercise and
Wellness Across the Life Span (4)
HPHY 103 Exercise and
Performance (4)
HPHY 333 Motor Control (4)
HPHY 335 Motor Development
(4)
HPHY 361 Sports Medicine
(4)
HPHY 371 Physiology of
Exercise (4)
HPHY 381 Biomechanics (4)
HPHY 401 Research: [Topic]
(1-15R) Changed
credits from (1-6) credits to (1-15) credits
HPHY 403 Thesis (1-4)
HPHY 404 Internship:
[Topic] (5-16R)
HPHY 405 Reading and
Conference: [Topic] (1-15R) Changed credits from (1-6) credits to (1-15) credits
HPHY 406 Special Problems:
[Topic] (1-15R) Changed credits from (1-6) credits to (1-15) credits
HPHY 408/508 Workshop:
[Topic] (1-15R) Changed credits from (1-6) credits to (1-15) credits
HPHY 409 Practicum:
[Topic] (1-15R) Changed credits from (1-6) credits to (1-15) credits
HPHY 463/563 Sports
Nutrition (4)
HPHY 470/570 Environmental
Physiology (4)
HPHY 471/571 Training in
Health and Performance (4)
HPHY 503 Thesis (1-16R)
HPHY 602 Supervised
College Teaching (1-5R)
HPHY 603 Dissertation
(1-16R)
HPHY 605 Reading and
Conference; [Topic] (1-15R) Changed credits from (1-6) credits to (1-15) credits
HPHY 608 Workshop: [Topic]
(1-15R) Changed
credits from (1-6) credits to (1-15) credits
HPHY 609 Practicum:
[Topic] (1-15R) Changed credits from (1-6) credits to (1-15) credits
HPHY 663, 664, 665 Sports
Medicine (4,4,4)
HPHY 674 Clinical and
Functional Anatomy (4)
HPHY 677 Biochemical
Principles of Exercise (4)
HPHY 678, 679 Systems of
Physiology I, II (4,4)
HPHY 681, 682, 683
Biomechanics (4,4,4)
NEW COURSES
HPHY 670 Advanced Respiratory Physiology (4) Graded
only. Explores advanced concepts in respiratory physiology; includes
exercise adaptations and examples of pathophysiology. Prereq: HPHY 470/570 or
equivalent. Offered alternate years.
EXISTING COURSES
(Correction of course title from Winter
2004 Final Curriculum Report)
LT
445/545 Second-Language Teaching (4)
(Correction of course title from Winter
2004 Final Curriculum Report)
LT 446/546 Second-Language Teaching Practice (4
NEW COURSES
LING 162 Nature versus Nurture in Language (4) [Graded only
for majors] Compares biological (nature) and social (nurture) factors in explaining
how language structure develops and is used by the individual and by language
communities. Approved to satisfy Group I Arts & Letters requirement.
OLD COURSES DROPPED
PHYS 532 Digital Electronics (4)
NEW COURSES
(Subject previously taught as 610)
PHYS 618 Advanced Analog Electronics (4) Graded only.
Topics include linear circuits, diodes, field effect transistors, signal
processing.
(Subject previously taught as 532)
PHYS 619 Advanced Digital Electronics (4) Topics include
sequential logic, amplifier noise, data conversions, computer interfacing.
NEW COURSES
(Subject previously taught as PS 399)
PS 346 Terrorism and Weapons Proliferation (4) [Graded only
for majors] Examines causes and control of terrorism, especially preventing
terrorist use of weapons of mass destruction; theories and policies of
nonproliferation and arms control.
(Subject previously taught as PS
410/510)
PS 479/579 United States Interventions in Developing Nations (4)
[Graded only for majors] Examines theories of intervention: security, economic
imperialism, humanitarian intervention, spreading democracy, domestic politics;
over thirty-seven U.S. interventions since 1898 are surveyed.
NEW COURSES
(Subject previously taught as 620 in 2003)
RL 623 Romance Languages Colloquium: [Topic] (2-4R) Seminar
organized around a series of speakers to expose students to critical and
theoretical issues central to the study of Romance languages and literatures. R for a maximum of 28 credits.
SOCIOLOGY
(SOC)
REINSTATED COURSE
SOC 550 Sociology of Developing Areas (4)
EXISTING COURSE CHANGES
(Changed General education requirements)
LA 375 Contemporary American Landscapes (4) Approved
to satisfy Group I Arts & Letters requirement.
EXISTING COURSE CHANGES
PPPM 413 Applied Social Research (5)
(Changed Credits)
PPPM 413 Applied Social Research (4)
PPPM 491 Senior Research Paper I (3)
(Changed Credits)
PPPM 491 Senior Research Paper I (4)
PPPM 628 Public Finance Administration (4)
(Changed Title)
PPPM 628 Public Sector Economy (4)
NEW COURSES
PPPM 202 Healthy Communities (4) Historical relationships of public
policy, planning, and public health; how public policies can promote health;
relationship of planning and policies to inequalities in health outcomes.
PPPM 203 Sustainable Environments (4) Overview
of theories and research on the nature and development of sustainable
environments; role of public policy, nonprofit organizations, and planning in
creating sustainable environments.
PPPM 280 Introduction to the Nonprofit Sector (4) Overview
of the nonprofit sector includes its origin, growth, oversight, and varied
elements. Examines theory and research into the effectiveness of nonprofit
strategies and structures. Approved to satisfy Group II Social Science
requirement.
NEW COURSES
(Subject previously taught as BA 399)
BA 361 Cross-Cultural Business Communication (4) Graded
only. Theoretical and practical approach to value dimensions across
cultures and their impact on communication in business and professional
contexts. Develops intercultural business communication skills. Prereq: WR 121
or equivalent.
(Subject previously taught as BA 399)
BA 362 Effective Business Writing (4) Graded only.
Theory and practice of writing effectively for U.S. and international business
audiences. Focuses on using rhetorical, cultural, and organizational analysis
to create persuasive business documents. Designed for nonnative speakers of
English. Prereq: WR 121 or equivalent.
(Subject previously taught as BA 399)
BA 363 Effective Business Presentations (4) Graded
only. Contrastive rhetoric approach to business presentations in U.S.
and international settings. Students research and learn to present effectively
for different purposes and global audiences. Designed for nonnative speakers of
English. Prereq: WR 121 or equivalent.
(Subject previously taught as BA 399)
BA 364 International Business Research (4) Graded
only. An international/cross-cultural perspective to “information”
across cultures. Focuses on the language, concepts, and strategies for conducting
international business research and guidelines for communicating research
findings. Designed for nonnative
speakers of English. Prereq: WR 121 or equivalent.
(Subject previously taught as BA 399)
BA 365 Cross-Cultural Negotiation (4) Graded only.
Theory and practice of negotiating effectively across cultures. Research and
analysis of culturally specific models for negotiating and experience using
those models in cross-cultural simulations. Prereq: WR 121 or equivalent.
OLD COURSES DROPPED
MKTG 360 Consumer Behavior (4)
MKTG 481 Developing Business Relationships (4)
MKTG 482 Advanced Sales Management (4)
NEW COURSES
(Subject previously taught as 410)
MKTG 425 Strategic Business-to-Business Relationships (4) Graded
only. Managing business-to-business relationships to deliver customer
value. Supply chain, distribution, consulting, service, sales relationships.
Integrating demand and supply within and across firms. Prereq: MKTG 311, MGMT 321, DSC 335.
(Subject previously taught as 360)
MKTG 435 Consumer Behavior (4) Graded only.
Applications of social science concepts to the understanding of consumers and
to the optimal delivery of products and services. Prereq: MKTG 311, MGMT 321,
DSC 335.
(Subject previously taught as 410)
SBUS 455 Financing Sports Business (4) [Graded only for
majors] Covers revenue sources available to sports organizations. Includes
conventional sources such as tax support, bonds, ticket, media, and concession
sales and more recent innovations including initial public offerings, seat
licenses, and naming rights. Prereq: SBUS 450 or equivalent
EXISTING COURSE CHANGES
SPSY 617 Tests and Measurement in Education (3)
(Changed Credits)
SPSY 617 Tests and Measurement in Education (4)
SPSY 620 Research Design in Education (3)
(Changed Title, Credits)
SPSY 620 Multivariate Statistics and Research Design
(4)
SPSY 650 Developmental Psychopathology (3)
(Changed Title, Credits, Description)
SPSY 650 Child Development and Psychopathology (4)
Overview of theories and models of normal child development and child
psychopathology. Etiology, development, course, and prevention of major
psychological disorders in childhood. Offered alternate years.
SPSY 672 Intellectual Assessment:
Theory and Practice (5)
(Changed Title, Credits)
SPSY 672 Intellectual Assessment (4)
SPSY 682 Behavioral Consultation (3)
(Changed Credits)
SPSY 682 Behavioral Consultation (4)
School
of Music
EXISTING COURSE CHANGES
(Change General Education requirement)
MUS 379 Music For Dancing (4) Approved to satisfy Group I Arts &
Letters requirement.
PHYSICAL ACTIVITY & RECREATION SERVICES
EXISTING COURSE CHANGES
PEIA 301 Lacrosse (Women)
(Change course title)
PEIA 301 Lacrosse (1R)
PEIA 311 Golf (Women’s Rules)
(Change course title)
PEIA 311 Women’s Golf (1R)
PEIA 312 Golf (Men’s Rules)
(Change course title)
PEIA 312 Men’s Golf (1R)
PEIA 317 Tennis (Women’s Rules)
(Change course title)
PEIA 317 Women’s Tennis (1R)
PEIA 318 Tennis (Men’s Rules)
(Change course title)
PEIA 318 Men’s Tennis (1R)
PEIA 323 Cross Country (Women’s Rules)
(Change course title)
PEIA 323 Women’s Cross-Country (1R)
PEIA 324 Cross Country (Men’s Rules)
(Change course title)
PEIA 324 Men’s Cross-Country (1R)
PEIA 328 Track (Women’s Rules)
(Change course title)
PEIA 329 Women’s Track (1R)
PEIA 330 Track (Men’s Rules)
(Change course title)
PEIA 330 Men’s Track (1R)
PEIA 336 Wrestling (Men’s Rules)
(Change course title)
PEIA 336 Wrestling (1R)
PEIA 341 Softball
(Women’s Rules)
(Change course title)
PEIA 341 Softball (1R)
PEIA 347 Volleyball (Women’s Rules)
(Change course title)
PEIA 347 Volleyball (1R)
PEIA 350 Soccer (Women’s Rules)
(Change course title)
PEIA 350 Soccer (1R)
PEIA 353 Basketball (Women’s Rules)
(Change course title)
PEIA 353 Women’s Basketball (1R)
PEIA 354 Basketball (Men’s Rules)
(Change course title)
PEIA 354 Men’s Basketball (1R)
PEIA 360 Football (Men’s Rules)
(Change course title)
PEIA 360 Football (1R)
Other Curricular Matters
The Oregon University System
has approved a proposal for an undergraduate major in Marine Biology, leading
to either a Bachelor of Arts or a Bachelor of Science degree, effective Fall
2004.
EXISTING COURSE CHANGES
FHS 405 Reading (1-5R)
(Changed Credits)
FHS 405 Reading (1-15R)
FHS 605 Reading (1-5R)
(Changed Credits)
FHS 605 Reading (1-12R)
PPPM 202 Healthy Communities (4) Proposal for course to satisfy Group II Social
Science requirement denied.
PPPM 203 Sustainable Environments (4) Proposal for course to satisfy Group II Social Science requirement denied.
MUE 442/542 Teaching Singing in
the Classroom
MUE 444/544 Choral Music
& Materials for Schools
All new course proposals
for the Robert H. Clark Honors College have been reviewed by the Committee on
Courses with the effective term of Winter 2005. Final approval will be given in Fall 2004.
OLD COURSES DROPPED
HC 412H Gender Studies: [Topic](4R)
HC 415H World Perspectives: [Topic] (4R)
NEW COURSES
(Previously taught as HC 412H)
HC 424H HC Identities Colloquium: [Topic] (4R) Graded
only. Topics focus on construction of collective identities (classes,
genders, religions, sexual orientations), the emergence of representative
voices, and the effects of prejudice, intolerance, and discrimination. Prereq:
HC 221,222,223 or HC 231,232,233. R for a maximum of 16
credits Approved to satisfy Identity, Pluralism. And Tolerance
multicultural requirement
(Previously taught as HC 415H)
HC 434H HC International Cultures Colloquium [Topic]
(4R) Graded only. Topics focus on
international cultures’ race, ethnicity, pluralism/monoculturalism, or
prejudice/tolerance, or may describe and analyze a world-view substantially
different from current U.S. views. Prereq: HC 221, 222, 223 or HC 231, 232,
233. R for a maximum of 16 credits Approved to
satisfy International Cultures multicultural requirement
HC 444H HC American Cultures Colloquium [Topic] (4R) Graded
only. Topics focus on multiple American racial and ethnic
groups--African American, Chicano or Latino, Native American, Asian American,
European American--from historical and comparative perspectives. Prereq: HC 221,
222, 223 or HC 231, 232, 233. R for a maximum of 16 credits
Approved to satisfy American Cultures multicultural requirement
(Subject previously taught as 407)
HC 477H Thesis Prospectus (2) P/N only.
Students polish prospectuses, exchange critiques and ideas, and present
research in mock defenses with thesis adviser present.
Interior Architecture
Program
EXISTING COURSE CHANGES
IARC 204 Survey of Interior Architecture (4)
(Changed General education requirements)
IARC 204 Survey of Interior Architecture (4) Pending Group I Arts & Letters
requirement.
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. Not only read by prospective students, it is the best, concise,
description of a course by those who teach it that is available to students and
colleagues. The University Committee on
Courses uses course syllabi in its review of courses. To maximize a course the usefulness of a syllabus to students and
faculty, it is suggested that it 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. Place in
Curriculum
• Group requirement satisfying? (Explain why)
• Multicultural requirement satisfying?
(Explain why)
• Other general education requirement
satisfying?
• Satisfying other major or program
requirement?
• Preparatory for other courses?
• Prerequisites or other suggested
preparation.
6. Format (Lecture,
Discussion, Lab, . . .)
7. Outline of
subject and topics explored
8. Course materials
(Texts, books, readings, . . .)
9. Expectations for
students
• Explicitly (by pages assigned, lengths of
assignments, etc.), or by
• Expected student engagement (see suggested
Student Engagement Inventory)
• Readings
• Problems
• Attendance
• Project
• Writing
• Laboratory
• Field work
• Electronic media/network/online
• Performance
• Presentation
• Tests
• Differential expected for graduate work for
joint 400/500 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, 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 be expected to spend in each of the following activities.
The general guideline is that each undergraduate credit should reflect 30 hours
of student engagement. Therefore, a 3-credit course would engage students for
90 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% 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 |
|
Performances/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 1998.
1. Group-satisfying courses proposed by departments or individual
faculty members must be reviewed by both the Inter-College General Education
Review Committee and the University Committee on Courses before submission to
the University Senate.
2. Group-satisfying courses must be numbered at
the 100, 200, and 300 levels.
Lower-division courses must be offered annually and upper division
courses at least biannually. Approved
courses must be at least 4 credits each [Senate Resolution US 9900-6, February
9, 2000].
3. No more than three courses with the same subject code may be
counted by a student as satisfying group requirements.
4. Group-satisfying courses in art and letters, social science, and
science must meet the following criteria:
b. Group-satisfying courses in the social sciences must be liberal in
nature rather than professionally oriented or devoted in substantial measure 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
emphasis on methods and skills will satisfy the requirement only if there is
also a substantial and coherent theoretical component.
c. Group-satisfying courses in the sciences should introduce students
to the foundations of one or more scientific disciplines, or provide a
scientific perspective on a major problem facing society, or provide an
introduction to scientific methods (including the use of mathematics and
computers) used within or among disciplines.
5. In
particular:
a.
Courses designed
primarily for majors are not excluded a priori from group status.
b. Courses in methods or statistical analysis are
excluded in the social sciences, but courses in theory construction are
acceptable.
c.
Laboratory courses are
not excluded from group-satisfying status in the sciences.
d. Qualifying courses in arts and letters cannot
focus on teaching basic skills, so first-year German, for example, could not
qualify for group status, but reading Goethe in German might.
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 4/5/6 06,07,08,09 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 representatives 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 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,
and/or prejudice and tolerance—or explicitly describe and analyze a
world-view—i.e., a system of knowledge, feeling, and belief—that is
substantially different from those prevalent in the 20th-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 University 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/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/her major work from several of the disciplines or subject areas in the
social sciences (e.g. sociology, political science, 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 discipline
that already has a pre-existing major or sponsored by 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 post-secondary 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. Sponsoring department must provide guidance – template/check list, name
of an advisor, with notice that student must consult an advisor to apply for
certificate at least two terms prior to graduation.