ࡱ> #` bjbj5G5G 4W-W-bX  MMM8MO zSp2T4fTfTfTV ZlZ8$hv o@V@Voo fTfTͷzzzo< fT fTzozz& zfTS >{M>s4n$0*Pkykhzzk Zz>azeipZZZ`zdZZZoooo D D. 2q . 2  University Senate Agenda EBERLY AUDITORIUM May 1, 2007 3:15 5:00 p.m.Approval of OrderA.Approval of minutes of the meeting of March 27, 2007B.Approval of current agenda items and orderReports and AnnouncementsA.President AtwaterB.Provost SamuelsC.Chairperson SmithD.Vice Chairperson CoccarelliStanding Committee ReportsChairpersonAppendixPage(s)A.Rules CommitteeSoniB.University-Wide Undergraduate Curriculum CommitteeSechrist / NumanA2-22C.University-Wide Graduate CommitteeLaPorte/WilliamsonB23-35D.Research CommitteeSciulliE.University Development and Finance CommitteeDomarackiC36F.Student Affairs CommitteeBeiselG.Academic CommitteeAndrewD37H.Awards CommitteeBaker E38I.Noncredit CommitteeONeilJ.Library and Educational CommitteeJozefowiczSenate Representative ReportsRepresentativeA.University Planning CouncilFederoffB.Presidential Athletic Advisory CommitteeDomarackiF39-41C.Academic Computing Policy Advisory CommitteeWeiner New Business Adjournment APPENDIX A University-Wide Undergraduate Curriculum Committee Co-Chairs Sechrist and Numan FOR INFORMATION 1. UWUCC has approved the following courses to be offered as distance education: PSYC 310 Developmental PsychologyFor one semester only PSYC 374 Stress and CopingFor one semester only JRNL 466 Community Journalism HPED 412 Physical Activity and Stress Management FNLG 121 Humanities Literature ECON 121 Principles of Macroeconomics ECON 122 Principles of Microeconomics 2. Liberal Studies Committee Report: Agreed to allow students who enroll in CHSS 281 The World You Inherit: Power, Privilege and Purpose in the Modern Human Experience during the 07-08 AY to count the course as a Liberal Studies Elective by completing a Petition for Exception to an LS Requirement form. Approved prerequisite change for MATH 241 Differential Equations Approved LS changes to BS in Education- Mathematics Education Approved LBST 499 Africa: Bridging the Cultural Divide, Dr. Charles Kanyarusoke, Department of Communications Media Agreed to allow students enrolled in MUHI/ THTR/ ARHI 281 Introduction to the Arts to count this course as meeting the Fine Arts requirement. Students will need to complete the Petition for Exception to LS Requirement form. Approved Type II Writing Status, Department Course, for THTR 347 Playwriting Approved MUHI 102 Music and Literature Survey for the Humanities Literature category for Music Education students only. 3. Liberal Studies Revision Revised Timeline Written report to be distributed at Senate meeting. 4. Department of MIS and Decision SciencesCatalog Description Changes Catalog Description Change Current Catalog Description: IFMG 230 Introduction to Back-End Business Applications 3c-0l-3cr Prerequisites: ACCT 201 and IFMG 210 Introduces the back-end business programming language as it applies to business organizations and their applications. Structured back-end business concepts and methods are taught as the student learns how to solve business problems using computers. Involves using files, reports, and tables to produce a variety of outputs utilized in operating and managing business activities. Proposed Catalog Description: IFMG 230 Introduction to Back-End Business Applications 3c-0l-3cr Prerequisites: IFMG 210 Introduces the back-end business programming language as it applies to business organizations and their applications. Structured back-end business concepts and methods are taught as the student learns how to solve business problems using computers. Involves using files, reports, and tables to produce a variety of outputs utilized in operating and managing business activities. Catalog Description Change Current Catalog Description: IFMG 251 Business Systems Analysis and Design 3c-0l-3cr Prerequisites: ACCT 201 and IFMG 210 Involves teaching the tools and techniques required for the analysis and the design of business systems. The major steps in the systems development life cycle are presented along with practical applications from the major subsystems of typical business organizations. Issues related to personnel, hardware, software, and procedures are explored as students work individually and in project teams to solve typical business application problems. MIS majors may count this course towards their graduation requirements. Proposed Catalog Description: IFMG 251 Business Systems Analysis and Design 3c-0l-3cr Prerequisites: IFMG 210 Involves teaching the tools and techniques required for the analysis and the design of business systems. The major steps in the systems development life cycle are presented along with practical applications from the major subsystems of typical business organizations. Issues related to personnel, hardware, software, and procedures are explored as students work individually and in project teams to solve typical business application problems. MIS majors may count this course towards their graduation requirements. Catalog Description Change Current Catalog Description: IFMG 255 Business Applications in COBOL 3c-0l-3cr Prerequisites: ACCT 201 and IFMG 205 Introduces the COBOL programming language as it applies to business organizations and their applications. Structured COBOL concepts and methods are taught as the student learns how to solve business problems using computers. Involves using files, reports, and tables to produce a variety of outputs utilized in operating and managing business activities. Proposed Catalog Description: IFMG 255 Business Applications in COBOL 3c-0l-3cr Prerequisites: IFMG 205 Introduces the COBOL programming language as it applies to business organizations and their applications. Structured COBOL concepts and methods are taught as the student learns how to solve business problems using computers. Involves using files, reports, and tables to produce a variety of outputs utilized in operating and managing business activities. Catalog Description and Title Change Current Catalog Description: IFMG 300 Information Systems: Theory and Practice 3c-0l-3cr Prerequisites: ACCT 202, COSC/BTED/IFMG 101 Includes basic MIS concepts, fundamentals, and practices. Broad areas of coverage are principles, the computer as a problem-solving tool, computer-based information systems (CBIS), organizational information systems, and Information Systems management. Proposed Catalog Description: IFMG 300 Management Information Systems: Theory and Practice 3c-0l-3cr Prerequisites: COSC/BTED/IFMG 101 Includes basic MIS concepts, fundamentals, and practices. Broad areas of coverage are principles, the computer as a problem-solving tool, computer-based information systems (CBIS), organizational information systems, and Information Systems management. Rationale: The current prerequisite of Accounting 201 or 202 is not necessary to the content of these courses. The current Syllabi of Record make no mention of Accounting practices or theory and therefore, this is simply a catalog change. These prerequisites place an unnecessary constraint on the students enrollment in these classes and the knowledge learned in Accounting 201 or 202 is not applied directly and is not necessary for the students completion of the class assignments or overall objectives in these classes. 5. Department of MathematicsCatalog Description Revisions Current Catalog Descriptions:Proposed Catalog Descriptions:MATH 219 Discrete Mathematics 3c-0l-3cr Prerequisite: COSC 110 and MATH 122 or 123 Topics include set algebra, mappings, relations, semigroups, groups, directed and undirected graphs, Boolean algebra, and propositional logic, with examples and applications of these to various areas of computer science. Emphasizes developing an intuitive understanding of basic structures rather than formal theories and influence of these topics on theory and practice of computing. MATH 219 Discrete Mathematics 3c-0l-3cr Prerequisite: COSC 110 and MATH 122 or 125 Topics include set algebra, mappings, relations, semigroups, groups, directed and undirected graphs, Boolean algebra, and propositional logic, with examples and applications of these to various areas of computer science. Emphasizes developing an intuitive understanding of basic structures rather than formal theories and influence of these topics on theory and practice of computing. MATH 241 Differential Equations 3c-0l-3cr Prerequisites: MATH 122 or 124 Emphasizes techniques of solution and applications of differential equations. Topics include first order equations, second order linear equations, systems of linear equations, and series solutions of differential equations.MATH 241 Differential Equations 3c-0l-3cr Prerequisites: MATH 122 or 126 Emphasizes techniques of solution and applications of differential equations. Topics include first order equations, second order linear equations, systems of linear equations, and series solutions of differential equations. MATH 271 Introduction to Mathematical Proofs I 3c-0l-3cr Prerequisites: MATH 123 and 171 Gives basic ideas necessary to prove results in mathematics. Includes but is not limited to logic of mathematics, basic methods of proof, algebra of sets, equivalence relations and partitions of sets, functions, and mathematical induction. MATH 271 Introduction to Mathematical Proofs I 3c-0l-3cr Prerequisites: MATH 121 or 125; 171 Gives basic ideas necessary to prove results in mathematics. Includes but is not limited to logic of mathematics, basic methods of proof, algebra of sets, equivalence relations and partitions of sets, functions, and mathematical induction. MATH 272 Introduction to Mathematical Proofs II 3c-0l-3cr Prerequisites: MATH 124 and 271 with a grade of C or better A further study of the basic ideas of contemporary mathematics. Topics include but are not limited to mathematical induction, cardinality of sets, relations, methods of proof in number theory, analysis, and algebra. MATH 272 Introduction to Mathematical Proofs II 3c-0l-3cr Prerequisites: MATH 126 and 271 with a grade of C or better A further study of the basic ideas of contemporary mathematics. Topics include but are not limited to mathematical induction, cardinality of sets, relations, methods of proof in number theory, analysis, and algebra. MATH 342 Advanced Mathematics for Applications 4c-0l-4cr Prerequisite: MATH 241 Deals with the application of mathematics to problems of science. Emphasizes the three phases of such an application and the development of skills necessary to carry out each step: 1) translation of the given physical information to a mathematical model; 2) treatment of the model by mathematical methods; 3) interpretation of the mathematical result in physical terms. Topics include vector calculus, integral theorems, Fourier series, partial differential equations, and the Laplace transformation. MATH 342 Advanced Mathematics for Applications 4c-0l-4cr Prerequisite: MATH 122 or 225; 241 Deals with the application of mathematics to problems of science. Emphasizes the three phases of such an application and the development of skills necessary to carry out each step: 1) translation of the given physical information to a mathematical model; 2) treatment of the model by mathematical methods; 3) interpretation of the mathematical result in physical terms. Topics include vector calculus, integral theorems, Fourier series, partial differential equations, and the Laplace transformation. MATH 350 History of Mathematics 3c-0l-3cr Prerequisite: MATH 122 or 124 or instructor permission Development of the central concepts of mathematics from ancient times up to the development of calculus in the seventeenth century. Mathematical concepts are placed in historical perspective. The use of the history of mathematics as a pedagogical tool and its relationship to other sciences will be addressed. MATH 350 History of Mathematics 3c-0l-3cr Prerequisite: MATH 122 or 126 or instructor permission Development of the central concepts of mathematics from ancient times up to the development of calculus in the seventeenth century. Mathematical concepts are placed in historical perspective. The use of the history of mathematics as a pedagogical tool and its relationship to other sciences will be addressed. MATH 363 Mathematical Statistics I 3c-0l-3cr Prerequisites: MATH 122 or 124; 216 Probability theory necessary for an understanding of mathematical statistics is developed. Applications of set theory to models, combinations and permutations, binomial, Poisson and normal distributions, expected values, and moment generating functions. MATH 363 Mathematical Statistics I 3c-0l-3cr Prerequisite: MATH 216; MATH 225 (may be taken concurrently) Probability theory necessary for an understanding of mathematical statistics is developed. Applications of set theory to models, combinations and permutations, binomial, Poisson and normal distributions, expected values, and moment generating functions. MATH 421 Advanced Calculus I 3c-0l-3cr Prerequisites: MATH 124 and 272 with a grade of C or better A study of set theory, real number system, functions, topology of Cartesian space, sequences, convergence and uniform convergence, continuity, and uniform continuity. MATH 421 Advanced Calculus I 3c-0l-3cr Prerequisites: MATH 272 with a grade of C or better A study of set theory, real number system, functions, topology of Cartesian space, sequences, convergence and uniform convergence, continuity, and uniform continuity. MATH 423 Complex Variables 3c-0l-3cr Prerequisite: MATH 124 An introduction to the theory of functions of a complex variable: topics included are elementary functions, analytic functions, conformal mapping, integration, series, and application. MATH 423 Complex Variables 3c-0l-3cr Prerequisite: MATH 225 An introduction to the theory of functions of a complex variable: topics included are elementary functions, analytic functions, conformal mapping, integration, series, and application. MATH 445 Deterministic Models in Operations Research 3c-0l-3cr Prerequisites: MATH 122 or 124; 171 An introduction to using the basic tools of solving deterministic models in operations research. Includes optimization techniques and applications such as linear programming, nonlinear and dynamic programming, transportation models, and network models. In addition, sensitivity analysis, duality, simplex methods, and integer programming are discussed. Uses technology to solve problems and interpret the results.  MATH 445 Deterministic Models in Operations Research 3c-0l-3cr Prerequisites: MATH 122 or 225; 171 An introduction to using the basic tools of solving deterministic models in operations research. Includes optimization techniques and applications such as linear programming, nonlinear and dynamic programming, transportation models, and network models. In addition, sensitivity analysis, duality, simplex methods, and integer programming are discussed. Uses technology to solve problems and interpret the results. MATH 446 Probabilistic Models in Operations Research 3c-0l-3cr Prerequisites: MATH 122 or 124; 171; 216 A survey of probabilistic methods for solving decision problems under uncertainty. Probability review, decision theory, queuing theory, inventory models, and Markov chains are covered. Uses technology to solve problems and interpret the results. MATH 446 Probabilistic Models in Operations Research 3c-0l-3cr Prerequisites: MATH 122 or 225; 171; 216 A survey of probabilistic methods for solving decision problems under uncertainty. Probability review, decision theory, queuing theory, inventory models, and Markov chains are covered. Uses technology to solve problems and interpret the results. MATH 447 Modeling and Simulation 3c-0l-3cr Prerequisites: MATH 122 or 124; 171; 216 Construction and solution of mathematical models. Emphasizes applications in areas such as logistics, natural and social sciences, and manufacturing. Discrete and continuous system models are analyzed using mathematical and computer-based methods. An introduction to computer simulation. An introductory course in differential equations is recommended but not required.  MATH 447 Modeling and Simulation 3c-0l-3cr Prerequisites: MATH 122 or 126; 171; 216 Construction and solution of mathematical models. Emphasizes applications in areas such as logistics, natural and social sciences, and manufacturing. Discrete and continuous system models are analyzed using mathematical and computer-based methods. An introduction to computer simulation. An introductory course in differential equations is recommended but not required. MATH 451 Numerical Methods for Supercomputers 3c-0l-3cr Prerequisites: MATH 121 and 122, or MATH 123 or 127, MATH 171, COSC 250 Supercomputers make use of special computer architecturesvector and parallel processorsin order to achieve the fastest processing speed currently available. Students are introduced to these features and learn how numerical algorithms can be constructed to exploit supercomputers capabilities. They gain practical experience in programming for the Cray, YMP, in incorporating existing scientific software packages into user-written programs, in submitting remote jobs to the Pittsburgh Supercomputer Center, and in producing animated graphical output to summarize the typically large volume of output data generated by large scientific programs. (Also offered as COSC 451; may not register for duplicate credit)MATH 451 Numerical Methods for Supercomputers 3c-0l-3cr Prerequisites: MATH 121 or 125; 171, COSC 250/MATH 250 Supercomputers make use of special computer architecturesvector and parallel processorsin order to achieve the fastest processing speed currently available. Students are introduced to these features and learn how numerical algorithms can be constructed to exploit supercomputers capabilities. They gain practical experience in programming for the Cray, YMP, in incorporating existing scientific software packages into user-written programs, in submitting remote jobs to the Pittsburgh Supercomputer Center, and in producing animated graphical output to summarize the typically large volume of output data generated by large scientific programs. (Also offered as COSC 451; may not register for duplicate credit) Rationale: The Mathematics Department has submitted a new calculus sequence MATH 125, 126, 225 to replace the calculus sequence MATH 123, 124. Calculus is a foundational course and hence a prerequisite for many of our courses. This means we need to change the prerequisites on many of our courses. In the transition years, overrides will be given for students who meet the old prerequisites. 6. Department of EnglishCatalog Description Revision Current Catalog Description: ENGL 387 Irish Literature 3c-0l-3cr Prerequisites: ENGL 221 or instructor permission An introduction to Irish literature since 1800, with particular emphasis on the Literary Revival in the early twentieth century. Key authors include Yeats, Joyce, Synge, OCasey, Edgeworth, Somerville and Ross, Gregory, Beckett, and Heaney. The development of Irish writing is examined within the contexts of Irish history, language, culture, and politics. Proposed Catalog Description: ENGL 387 Irish Literature 3c-0l-3cr Prerequisites: ENGL 121 or 122 Additional Prerequisite for B.A. English majors: ENGL 213 An introduction to Irish literature since 1800, with particular emphasis on the Literary Revival in the early twentieth century. Key authors include Yeats, Joyce, Synge, OCasey, Edgeworth, Somerville and Ross, Gregory, Beckett, and Heaney. The development of Irish writing is examined within the contexts of Irish history, language, culture, and politics. Rationale: When this catalog description was revised at the Feb. 28th Senate meeting the wrong prerequisite was accidentally listed. 7. Department of SociologyCourse Title, Course Number and Catalog Description Changes a. Course Title and Catalog Description Change Current Catalog Description: SOC 427 Spouse Abuse 3c-0l-3cr Prerequisite:  HYPERLINK "http://www.iup.edu/registrar/catalog/course/soc.shtm" \l "SOC 151 Principles of Sociology#SOC 151 Principles of Sociology" SOC 151 Considers the range of theoretical explanations for the pervasive violence between husband and wife. Particularly examines the research on wife battering and the implications of this research for programs and policies assisting both the victim and the abuser. Proposed Catalog Description: SOC 427 Social Perspectives on Intimate Partner Violence 3c-0l-3cr Prerequisite:  HYPERLINK "http://www.iup.edu/registrar/catalog/course/soc.shtm" \l "SOC 151 Principles of Sociology#SOC 151 Principles of Sociology" SOC 151 Considers the range of theoretical explanations from a social perspective for the pervasive violence between intimate partners. Particularly examines the research on intimate partner violence and the implications of this research for programs and policies assisting both the victim and the abuser. Rationale: Spouse Abuse has a focus only on pervasive violence between husband and wife while Social Perspectives on Intimate Partner Violence is a more inclusive term that reflects current day intimate relationships such as, married couples, same-sex couples, unmarried couples, or ex-partners. b. Course Number Change Current Catalog Description: SOC 303 Social and Cultural Change 3c-0l-3cr Prerequisite: SOC 151 An exploration of current theoretical perspectives on social and cultural change. Special attention given to planned change at the local or regional level. Proposed Catalog Description: SOC 387 Social and Cultural Change 3c-0l-3cr Prerequisite: SOC 151 An exploration of current theoretical perspectives on social and cultural change. Special attention given to planned change at the local or regional level. Rationale: SOC 303 is not part of the SOC 301/302 Foundations of Sociological Practice/Clinical Sociological Practice clinical sequence; however, the number 303 and the fact that it is a required course for the human services track major is confusing to students and academic advisors. FOR ACTION 1. UWUCC and Academic Committee--Placement Test Policy Entering students are required to complete placement tests prior to course registration. Based on their placement results, students may be required by departments to take one or more additional courses in preparation for their courses. These courses may be in addition to course prerequisites and the minimum requirements for the students program of study. Students who believe their test scores do not accurately reflect their abilities should appeal their placement by contacting the Advising and Testing Center. Rationale: Although entering freshmen have been given placement tests for many years, there has been no official policy in place that addresses Placement. FOR ACTION 2. UWUCCSyllabus of Amnesty Policy Extension The UWUCC has voted to extend the Syllabus of Record Amnesty Policy (passed at the March 28, 2006 Senate Meeting for another year. Below are is the core of the policy with the revised deadline. During the announced period (March 2006-May 2008), the syllabus of record will contain the following elements: a. Catalog Description. This includes the course title, number of class hours, number of lab hours and number of credits (i.e. 3c-0l-3cr), prerequisites and an appropriately written course description. This cannot normally be changed without a course description revision submitted to the UWUCC, if you wish to change it along with your course revision please check catalog description change on the cover sheet and include the current catalog description along with the proposed catalog description. b. Course Outcomes (formerly called objectives). What is it that students will achieve as a result of taking this course? These should be measurable and student centered. Normally, if the course outcomes change the course needs to be revised. (Refer to taxonomies in Appendix C of the UWUCC Handbook (http://www.iup.edu/liberal/uwucc/uwucc-toc.shtm) for assistance with course objectives.) c. Basic Course Outline. This should be an outline of the primary topics examined in the course or a narrative description of the scope of the course content. A narrative description might be more appropriate for a course that addresses a particular topic, but whose specific content might vary from instructor to instructor or semester to semester. It is to be expected that individual instructors may emphasize various topics to particular degrees, but at this point this is the basic outline (or scope) of the content of the course as agreed to by the department. The other items that are in the UWUCC handbook as required in a syllabus of record (evaluation methods, example grading scale, attendance policy, textbooks, special resource requirements, and a bibliography), as well as the old syllabus of record, do not have to be included during this period, but may be included if departments or colleges wish to include any of these items or other items. FOR ACTION 3. Department of Safety SciencesCourse Revisions Course Revision, Number Change, and Catalog Description Revision Current Catalog Description: SAFE 370 Fleet Safety 3c-0l-3cr Prerequisites: SAFE 101, Junior Standing Includes topics involved with the development and operation of motor fleet safety programs: driver selection and training, accident investigation and recordkeeping, equipment safety features, preventative maintenance, and driver incentive programs. Proposed Catalog Description: SAFE 470 Fleet Safety 3c-0l-3cr Prerequisites: SAFE 220 and Junior Standing Includes topics involved with the development and operation of fleet safety programs: driver selection and training, accident investigation and recordkeeping, equipment safety features, preventative maintenance, and driver incentive programs. Although all modes of transportation will initially be discussed the focus will be on motor fleet operations. Rationale: The original course Syllabus of Record was written in the early 1980s and it needed to be updated to reflect current practices. We also wanted to make this class dual level so that we could draw both baccalaureate and masters students creating solid enrollment numbers. This is important for a class like SAFE 470 which will be a free elective for baccalaureate students and a safety science elective for masters students. Course Revision, Catalog Description and Title Change Current Catalog Description: SAFE 111 Principles of Industrial Safety 3c-0l-3cr Prerequisites: SAFE 101 Stresses an understanding of the complexity of the industrial hazard control problem by thoroughly examining elements of safety and health enumerated in the OSHA promulgated standards and various consensus standards. Emphasizes plant layout and design, powered industrial vehicles, boilers and unfired pressure vessels, machine guarding, robotics safety, and an introduction to industrial processes. Proposed Catalog Description: SAFE 111 Principles of Safety I General Industry 3c-0l-3cr Prerequisites: SAFE 101 Stresses an understanding of the complexity of the industrial hazard control problem by thoroughly examining elements of safety and health enumerated in the OSHA promulgated general industry standards and various consensus standards. Emphasis given to plant layout and design, powered industrial vehicles, boilers and unfired pressure vessels, working and walking surfaces, machine guarding, and an introduction to industrial processes. Rationale: The slight changes to this course were necessary because we are also revising SAFE 211 Principles of Industrial Safety II which was at one time a companion course. Over the past ten years the department has been responding to Alumni and our Advisory Committee suggestions that we cover construction safety topics and gradually that has happened in SAFE 211. We are now at the point where the majority of SAFE 211 is construction safety and based on recommendations from our Advisory Committee we have decided to change SAFE 211 so that it focuses primarily on construction. Because of this change we needed to make slight changes to SAFE 111. c. Course Revision, Catalog Description and Title Change Current Catalog Description: SAFE 211 Principles of Industrial Safety II 3c-3l-4cr Prerequisites: SAFE 111 Stresses an understanding of the complexity of the industrial hazard control problem by thoroughly examining elements of safety and health enumerated in the Occupational Safety and Health Administration promulgated standards and in various consensus standards. Emphasizes welding and cutting, walking and working surfaces, materials handling and storage, electrical safe work practices, construction safety, and personal protective equipment. The application of hazard control strategies is accomplished in laboratory sessions. Proposed Catalog Description: SAFE 211 Principles of Safety II Construction Industry 3c-3l-4cr Prerequisites: SAFE 101 Stresses an understanding of the complexity of the construction industry and the hazards common to construction. The course will focus on the recognition, evaluation and control of these hazards with an emphasis on welding and cutting, fall prevention, confined space, materials handling, electrical safe work practices, scaffolding, and trenching. Application of hazard control strategies is accomplished in laboratory sessions. Rationale: Changes reflect the resolutions made at a day-long faculty retreat held in May 2006, as well as results of alumni surveys and advisory committee recommendations that identified the need to provide students additional coverage of construction safety. It should also be noted that our accreditation body, the Applied Science Accreditation Commission of the Accreditation Board for Engineering and Technology, is in the process of changing their criteria to include the topic area of construction safety. FOR ACTION 4. Department of HistoryNew Courses HIST 312 Europe, 1914-1945: The Age of Dictators and Imperiled Democracies 3c-0l-3cr Prerequisites: Sophomore standing (majors); sophomore standing and HIST195 (non-majors) Surveys the principal themes in the transformation of Europe from 1914 to 1945. Topics include World War I and the Paris Peace settlement; developments in conservatism, liberalism and socialism; colonial empires; the emergence of communism, fascism and nazism; artistic, musical and literary movements between the two World Wars; the Great Depression and responses to it; antisemitism and the Shoah; the Spanish Civil War, appeasement and World War II; and the seeds of decolonization and the Cold War. HIST 313 Europe Since 1945: Division, Revolution, and Unity 3c-0l-3cr Prerequisites: Sophomore standing (majors); sophomore standing and HIST 195 (non-majors) Surveys the principal themes in European history since 1945. Topics include postwar reconstruction, the origins of the Cold War in Europe, the long years of economic growth followed by stagnation, decolonization of the British and French empires, the events of 1968 and their consequences, the experience of communism in the East Bloc, the revolutions of 1989, and progress toward European integration. Rationale: These courses are electives for students in the BA in History and BS in Education--Social Studies Education. These courses are not intended to be Liberal Studies courses. These courses being proposed divide the history of Europe in the 20th century into two parts, separated by World War II. The new courses proposed here cover the period from 1914-1945 and 1945 to Present. This division corresponds better with the earlier course in European history (HIST 307 Europe, 1815-1914); the complexity of the twentieth century; and the recognized division of European history into two distinct periods divided by the end of World War II. The division also parallels the periodization that the department has already established in United States history. FOR ACTION 5. Department of Mathematics Program Revision Current Program: Bachelor of Science in EducationMathematics Education (*)Proposed Program: Bachelor of Science in EducationMathematics Education (*)Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 123 Social Science: PSYC 101 Liberal Studies Electives: 3cr, no courses with MATH prefix  48 Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 125 Social Science: PSYC 101 Liberal Studies Electives: 3cr, no courses with MATH prefix  48 College: Preprofessional Education Sequence: COMM 103 Digital Instruction Technology EDSP 102 Educational Psychology Professional Education Sequence: EDEX 301 Education of Students with Disabilities in Inclusive Secondary Settings EDSP 477 Assessment of Student Learning: Design and Interpretation of Educational Measures EDUC 242 Pre-student Teaching Clinical Experiences I EDUC 342 Pre-student Teaching Clinical Experiences II EDUC 441 Student Teaching EDUC 442 School Law EDUC 456 Teaching Math in the Secondary Schools Major: Required Courses: MATH 124 Calculus II for Physics, Chemistry, and Mathematics MATH 171 Introduction to Linear Algebra MATH 216 Probability and Statistics for Natural Sciences MATH 271 Introduction to Mathematical Proofs I MATH 272 Introduction to Mathematical Proofs II MATH 340 Principles of Secondary School Mathematics MATH 350 History of Mathematics MATH 353 Theory of Numbers MATH 355 Foundations of Geometry I MATH 430 Seminar in Teaching Secondary School Mathematics MATH 460 Technology in Mathematics Instruction  29 3cr 3cr 2cr 3cr 1cr 1cr 12cr 1cr 3cr 35 4cr 3cr 4cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr College: Preprofessional Education Sequence: COMM 103 Digital Instruction Technology EDSP 102 Educational Psychology Professional Education Sequence: EDEX 301 Education of Students with Disabilities in Inclusive Secondary Settings EDSP 477 Assessment of Student Learning: Design and Interpretation of Educational Measures EDUC 242 Pre-student Teaching Clinical Experiences I EDUC 342 Pre-student Teaching Clinical Experiences II EDUC 441 Student Teaching EDUC 442 School Law EDUC 456 Teaching Math in the Secondary Schools Major: Required Courses: MATH 126 Calculus II for Physics, Chemistry, and Mathematics MATH 171 Introduction to Linear Algebra MATH 216 Probability and Statistics for Natural Sciences MATH 225 Calculus III for Physics, Chemistry, Mathematics MATH 271 Introduction to Mathematical Proofs I MATH 272 Introduction to Mathematical Proofs II MATH 340 Principles of Secondary School Mathematics MATH 350 History of Mathematics MATH 353 Theory of Numbers MATH 355 Foundations of Geometry I MATH 430 Seminar in Teaching Secondary School Mathematics MATH 460 Technology in Mathematics Instruction  29 3cr 3cr 2cr 3cr 1cr 1cr 12cr 1cr 3cr 36 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr Other Requirements: COSC 110 Problem Solving and Structured Programming  3 3cr Other Requirements: COSC 110 Problem Solving and Structured Programming  3 3crFree Electives: Total Degree Requirements: 5 120 Free Electives: Total Degree Requirements: 4 120 (*) See requirements leading to teacher certification, titled 3-Step Process for Teacher Education, in the College of Education and Educational Technology section of this catalog.(*) See requirements leading to teacher certification, titled 3-Step Process for Teacher Education, in the College of Education and Educational Technology section of this catalog. Rationale: The two-course, 8 credit calculus sequence is being replaced with the three-course, 9 credit calculus sequence. This changes the Liberal Studies Mathematics requirement to MATH 125. MATH 126 and 225 are added as requirements and the course MATH 216 is reduced from 4 to 3 credits. FOR ACTION 6. Department of EconomicsNew Course ECON 365 Economics of Tourism 3c-0l-3cr Prerequisites: ECON 101, 121, or 122; or permission of instructor Examines the importance of tourism and the travel industry. Examines economic applications to tourism and each of the segments of the travel industry, including transportation, accommodations, food, and attractions and entertainment from both a domestic and international perspective. Rationale: This course is an elective for students majoring in economics (BA in Economics, Math/Econ, Social Science EducationEconomics). It would also be an attractive elective for any student in the Hospitality program. There is too much material to include in any other course. FOR ACTION 7. Department of Hospitality ManagementNew Course HRIM 343 Fund-Raising for Special Events 3c-0l-3cr Relevant management tools, techniques, and strategies used for acquiring event revenue through fund- raising and special event management are explored. Evolving legislation affecting sponsor and donor relationships will be examined. The contemporary concept of sponsorship will be benchmarked against a historical review to frame an understanding of how sponsor and organizational needs change. Rationale: HRIM 343 Fund-Raising for Special Events will strategically complement the Hospitality Management curriculum as a junior-level course. The course will be a department elective. The course is not for inclusion in the Liberal Studies Program. The content of this course is specialized and cannot be incorporated into an existing course. FOR ACTION 8. Department of Art Program Revision of Minor Current Minor Description: An Art Minor is available to interested majors from other university disciplines. The Art Minor consists of at least 18 credits in art courses approved by the Art Department chairperson. Proposed Minor Description: A Minor in Art Studio is available to majors within the Department of Art whose major area of study is Art Education or Art History; this provides further exploration in the various studio disciplines. Additionally, the Minor in Art Studio provides majors from other disciplines the opportunity to experience the visual arts in greater depth. Minor Art Studio 18 Three courses from the following: 9 ART 111 Figure Drawing 3cr ART 112 Fundamentals of Drawing 3cr ART 113 Three-Dimensional Design 3cr ART 114 Color and Two-Dimensional Design 3cr ART 211 Painting 3cr ART 213 Woodworking: Function and Form 3cr ART 214 Ceramics 3cr ART 215 Sculpture 3cr ART 216 Jewelry and Metals* 3cr ART 217 Print Media 3cr ART 218 Graphic Design* 3cr ART 219 Fibers 3cr ART 281 Special Topics 3cr * Courses with an asterisk have prerequisites. Check the catalogue for details and discuss your course of study with your Minor Advisor. The instructor may choose to waive the prerequisite for Art Studio Minors. Three courses from the following: 9 ART 316 Intermediate Jewelry and Metals 3cr ART 355 Intermediate Graphic Design I 3cr ART 356 Intermediate Graphic Design II 3cr ART 421 Advanced Drawing 3cr ART 451 Advanced Woodworking: Function and Form 3cr ART 452 Advanced Ceramics 3cr ART 453 Advanced Sculpture 3cr ART 454 Advanced Painting 3cr ART 455 Advanced Graphic Design I 3cr ART 456 Advanced Graphic Design II 3cr ART 457 Advanced Print Media 3cr ART 459 Advanced Fibers 3cr ART 460 Advanced Jewelry and Metals 3cr ART 481 Special Topics 3cr Rationale: To further define our Art Studio Minor. FOR ACTION 9. Department of SpanishCourse Revision, Number and Catalog Description Change Current Catalog Description: SPAN 353 Spanish Phonetics and Phonemics 3c-01-3cr An introduction to the phonological study of the sounds and training in pronunciation. Teaches the theoretical basis for understanding the Spanish sound system and perfects pronunciation through classroom practice and tapings. Taught in Spanish. Required for Spanish Education majors; highly suggested for Spanish majors. Proposed Catalog Description: SPAN 453 Spanish Phonetics and Phonemics 3c-01-3cr Prerequisite: SPAN 230 An introduction to the study of the phonological system of Spanish and emphasis on improving pronunciation. Includes a theoretical basis for understanding the Spanish sound system, pronunciation practice and recordings, study of Spanish dialects, and linguistic analyses. Taught in Spanish. Required for Spanish Education majors; highly suggested for Spanish majors. Rationale: The revision is being proposed in order to reflect changes made in course outcomes and content in recent years. The revised course now addresses higher levels of Blooms Taxonomy of Thinking Processes. FOR ACTION 10. Department of SociologyCatalog Description Change and Program Title Changes a. Program Catalog Description Change: Current Last Paragraph of the Catalog Description: The department also prepares teachers for secondary school social studies with a concentration in sociology. The program leads to the degree Bachelor of Science in Education. With its emphasis on patterns of social organization in modern industrialized societies, sociology provides a solid foundation for teaching social science at the secondary level. Minors are available in general sociology, human services, sociology of disability services and in applied social research. Proposed Last Paragraph of the Catalog Description: The department also prepares teachers for secondary school social studies with a concentration in sociology. The program leads to the degree Bachelor of Science in Education. With its emphasis on patterns of social organization in modern industrialized societies, sociology provides a solid foundation for teaching social science at the secondary level. Minors in sociology are available in the following tracks: general sociology, human services, sociology of disability services and in applied social research. b. Minor Title Changes Current Titles: Proposed Titles: Minor General Sociology Minor Sociology/ General Sociology Minor Minor Applied Social Research Minor Sociology/ Applied Social Research Minor Human Services Minor Sociology/ Human Services Minor Rationale: Sociology currently has four specific and focused majors with parallel minors. When the Minor Proposals were submitted last academic year three of the minors inadvertently did not include the discipline of Sociology as the term preceding the minor track name. In order for consistency and to keep track of Sociology minors in the different tracks within the system, we are requesting that Sociology be added in front of the minor track name. FOR ACTION 11. Eberly College of Business and Information Technology; College of Humanities and Social Sciences; and College of Health and Human Services New Minor Where Majors Exist a. Pre-Law Interdisciplinary Minor 21 Seven courses, including at least one from each of the seven areas: (no courses with students major prefix): Business: ACCT 201, ACCT 202, BLAW 235 Criminology: CRIM 210, 215, 225 Economics: ECON 121, 122, 332 English: ENGL 212, 220, 310 History: HIST 320, 321, 346 Philosophy: PHIL 101, 222, 450 Political Science: PLSC 358, 359, 361 Catalog Descriptions Catalog Description to be listed under the College of Humanities and Social Sciences: Pre-Law Interdisciplinary Minor__________________________________________________ Successful lawyers possess excellent skills in writing and speaking and can analyze a problem and explain its solution in clear, logical terms. The Pre-Law Interdisciplinary Minor prepares the student especially well in these areas and provides the skills and knowledge needed to do well in the law school admissions examination. This minor may be taken with any major other than those with Pre-Law Tracks. Although a pre-law minor is not required for law school admission, this interdisciplinary minor will provide students with the prerequisite skills for law school. Catalog Description to be listed under the Eberly College of Business and Information Technology: Pre-Law Interdisciplinary Minor__________________________________________________ Successful lawyers possess excellent skills in writing and speaking and can analyze a problem and explain its solution in clear, logical terms. The Pre-Law Interdisciplinary Minor prepares the student especially well in these areas and provides the skills and knowledge needed to do well in the law school admissions examination. This minor may be taken with any major in the Eberly College of Business and Information Technology. Although a pre-law minor is not required for law school admission, this interdisciplinary minor will provide students with the prerequisite skills for law school. Catalog Description to be listed under the College of Health and Human Services: Pre-Law Interdisciplinary Minor__________________________________________________ Successful lawyers possess excellent skills in writing and speaking and can analyze a problem and explain its solution in clear, logical terms. The Pre-Law Interdisciplinary Minor prepares the student especially well in these areas and provides the skills and knowledge needed to do well in the law school admissions examination. This minor may be taken with any major other than those with a Pre-Law Track. Although a pre-law minor is not required for law school admission, this interdisciplinary minor will provide students with the prerequisite skills for law school. Rationale: The current Pre-Law Tracks in Criminology, Economics, English, History, Philosophy, and Political Science will remain. The Pre-Law Interdisciplinary minor is being introduced so that students in the Eberly College of Business may again take pre-law courses. The Pre-Law Business Tracks could not be reconfigured to keep it under 120 credits and has been inactive. By creating a separate Pre-Law Interdisciplinary Minor it will open up opportunities for students in other majors besides the above seven disciplines to take a pre-law minor in combination with any major in the university. FOR ACTION 12. Department of JournalismNew Course JOUR 466 Community Journalism 3c-0l-3cr Prerequisites: Junior standing, permission Emphasizes practical knowledge and skills in identifying, covering, and writing professionally about community issues and events including local government, public affairs, the courts and breaking news. Students will also learn how to interview community leaders and use a variety of sources to access relevant information. Rationale: Community Journalism is an advanced upper level course. It will add a practical dimension to journalism education with a focus mostly on public affairs reporting. Existing courses do not cover in-depth local government, news analysis and public affairs. FOR ACTION 13. Department of MusicCourse Revision Current Catalog Description: MUHI 102 Survey of Music Literature 3c-0l-3cr Prerequisite: Music major or permission from instructor Surveys a broad spectrum of music literature and analysis. An introduction to a listening knowledge of a select body of music for diverse performing media, representing the historical time period of western art music as well as many nonwestern musical traditions including jazz and world music. For music majors and others who have a substantial knowledge of music. Proposed Catalog Description: MUHI 102 Music and Literature Survey 3c-0l-3cr Prerequisite: Music major or permission from instructor Introduces students to a broad spectrum of music and literature of various genres through a careful analysis of poetry, fiction, and drama, both in the original format and in a variety of musical settings. Includes music and literature of various time periods, nationalities, and minorities, including non-western musical traditions. Designed for music majors and others who have a substantial knowledge of music, this course fulfills both the liberal studies fine arts and humanities literature requirements for music majors. Rationale: This course originated in the need to shrink the B.S. in Music Education from 146 hours to 126 hours. It was necessary to compromise in a number of areas in order to fulfill the requirements for teacher certification and the demands of various accrediting bodies such as NCATE and the National Association of Schools of Music (NASM). The original objective was to provide a survey of music literature for majors, and since music history shares a great deal of common ground with humanities literature, we have decided to structure MUHI 102 so that it also fulfills the objectives of ENGL 121. To facilitate this dual mission, the class will be team-taught by music history faculty and a faculty member from the English Department, who will equally share the load credit for the course. Faculty members in both departments who have taught the course in its special topics form have been extremely pleased by the interdisciplinary nature of the course, and have found it a stimulating and groundbreaking way to teach music history and literature. FOR ACTION 14. Department of Human Development and Environmental StudiesNew Course FSMR 262 Fashion Forecasting 3c-0l-3cr Prerequisite: FSMR 110 Study and analysis of the global fashion society and the trends that emerge. Evolving styles, changes in buying habits and economic conditions are assessed to predict fashion consumer behavior. There is an emphasis on the interrelationships among apparel industry segments and the application of fashion theories to the forecasting process. Rationale: Fashion Forecasting will be an elective. The course is designed to complement existing coursework for Fashion Merchandising majors. The content of this course focuses on knowledge, tools, and skills needed by apparel industry professionals to make informed short and long term predictions that are presented in a professional manner. Because of the focused content, this information cannot be incorporated into an existing course. FOR ACTION 15. Department of Special Education and Clinical Services-- New Course, Course Revisions New Course EDEX 323 Instruction of English Language Learners with Special Needs 2c-0l-2cr Prerequisites: EDEX 111, 112 or by department permission Designed to provide future teachers with the necessary methods to meet the needs of English Language Learners (ELL) in the classroom. Based upon knowledge of the behaviors, beliefs, and attitudes of a multicultural approach to learning, instructional methods, appropriate assessment and language acquisition techniques, and use of varied resources will be included. Rationale: This course provides new content for future teachers in order to prepare them to meet the needs of English language learners who are also in the special education system. English language learners are among the most academically at-risk groups in our schools today, and their numbers will rise in the future. Required study in this area is expected in the near future for all training programs for teachers in Pennsylvania. Addition of this course at this time would be a proactive preparatory step. Course Revisions, Catalog Descriptions Change Current Catalog Description: EDEX 222 Methods of Teaching Reading to Persons with Disabilities 3c-01- 3cr Prerequisite: Sophomore status or above Presents basic concepts of developmental reading instruction and systematic coverage of methods of teaching reading from readiness stages through eighth grade. Diagnosticprescriptive techniques are included. Proposed Catalog Description: EDEX 222 Methods of Teaching Reading to Persons with Disabilities 3c-0l-3cr Prerequisite: Sophomore status or above Focuses on basic concepts of developmental reading instruction and systematic coverage of methods of teaching reading from readiness stages through eighth grade. The course will review research in the field, including current issues, trends, practices, and services. Additionally, issues and practices related to students who are English language learners will be examined. Throughout the course, a variety of instructional approaches (e.g., cooperative learning, simulations, role-playing, co-teaching and whole group instruction) will be used to facilitate the acquisition of new skills. Students will also become familiar with software useful for reading instruction. Current Catalog Description: EDEX 321 Methods of Teaching Language Arts to Persons with Disabilities 3c-0l-3cr. Prerequisites: EDEX 111, 222, SPLP 254, 3.0 GPA A review of typical and atypical characteristics of the handicapped in relationship to the language arts. Deals with preparation and execution of units of instruction in language arts for mentally and/or physically handicapped persons. Diagnostic and prescriptive approaches are included; integration of language arts throughout the curriculum is stressed. Proposed Catalog Description: EDEX 321 Methods of Teaching Language Arts to Persons with Disabilities 3c-0l-3cr Prerequisites:  HYPERLINK "http://www.iup.edu/registrar/catalog/course/edex.shtm" \l "EDEX 111 Introduction to Exceptional Persons#EDEX 111 Introduction to Exceptional Persons" EDEX 111,  HYPERLINK "http://www.iup.edu/registrar/catalog/course/edex.shtm" \l "EDEX 222 Methods of Teaching Reading to Persons with Disabilities#EDEX 222 Methods of Teaching Reading to Persons with Disabilities" 222,  HYPERLINK "http://www.iup.edu/registrar/catalog/course/splp.shtm" \l "SPLP 254 Classroom Management of Language Disorders" SPLP 254, 3.0 GPA A review of typical and atypical characteristics of learners with disabilities in relationship to the language arts. Examine issues related to the preparation and execution of units of instruction in language arts for persons with mental and/or physical disabilities as well as issues and practices related to students who are English language learners. Stresses the use of diagnostic and prescriptive approaches to the integration of language arts across the curriculum with an emphasis on reading. Rationale: Changes in the content of EDEX 222 Methods of Teaching Reading to Persons with Disabilities and EDEX 321 Methods of Teaching Language Arts to Persons with Disabilities are being made to address impending Pennsylvania Department of Education changes in teacher certification requirements. Specifically, all teachers in Pennsylvania beginning in 2010 will be required to have three (3) credits of course work in Teaching English language learners. In order to be proactive to this requirement we are adding the three credits of English Language learning into the current curriculum. However, realizing that a stand alone course in English language learning would not be sufficient in adequately preparing our teacher education candidates to address the needs of English language learners an integrated curriculum approach is being used to best prepare our candidates. Therefore, one credit of content related to instruction of English language learners will be infused into EDEX 222- Methods of Teaching Reading in to Persons with Disabilities and EDEX 321-Methods of Teaching Language to Persons with Disabilities FOR ACTION 16. Department of Health and Physical Education Program Revision Current Program: Bachelor of Science Physical Education and Sport Athletic Training TrackProposed Program: Bachelor of Science Physical Education and Sport Athletic Training TrackLiberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101and FDNT 145, no course with HPED prefix 51 Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101and FDNT 145, no course with HPED prefix 51 Major: Required Courses: HPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport Athletic Training Track Requirements: BIOL 151 Human Physiology HPED 315 Biomechanics HPED 344 Adapted Physical Activity and Sport HPED 345 Athletic Training HPED 346 Athletic Training Lab HPED 365 Advanced Athletic Training HPED 375 Physiological Basis of Strength Training HPED 376 Athletic Training Clinical Practicum I HPED 377 Athletic Training Clinical Practicum II HPED 380 Seminar in Sports Medicine HPED 411 Physical Fitness Appraisal HPED 446 Therapeutic Modalities HPED 448 Therapeutic Exercise for Athletic Injury Management HPED 476 Athletic Training Clinical Practicum III HPED 477 Athletic Training Clinical Practicum IV PHYS 151 Medical Physics Lecture Controlled Electives: one course from the following: FDNT 245, HPED 410, 492, SAFE 347 23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3cr 44 4cr 3cr 3cr 3cr 1cr 4cr 3cr 1cr 1cr 2cr 3cr 4cr 4cr 1cr 1cr 3cr 3cr Major: Required Courses: HPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport Athletic Training Track Requirements: BIOL 151 Human Physiology HPED 315 Biomechanics HPED 344 Adapted Physical Activity and Sport HPED 345 Athletic Training HPED 346 Athletic Training Lab HPED 365 Advanced Athletic Training HPED 375 Physiological Basis of Strength Training HPED 376 Athletic Training Clinical Practicum I HPED 377 Athletic Training Clinical Practicum II HPED 380 Seminar in Sports Medicine HPED 385 General Medical Conditions in Athletic Training HPED 411 Physical Fitness Appraisal HPED 446 Therapeutic Modalities HPED 448 Therapeutic Exercise for Athletic Injury Management HPED 476 Athletic Training Clinical Practicum III HPED 477 Athletic Training Clinical Practicum IV PHYS 151 Medical Physics Lecture Controlled Electives: one course from the following: FDNT 245, HPED 410, 492, SAFE 347 23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3cr 46 4cr 3cr 3cr 3cr 1cr 4cr 3cr 1cr 1cr 2cr 2cr 3cr 4cr 4cr 1cr 1cr 3cr 3cr Free Electives: Total Degree Requirements: 2 120  Total Degree Requirements: 120 Note: The office of the Athletic Training Curriculum Coordinator can provide additional information related to specific requirements regarding initial health screening, criminal record checks, and liability insurance needs.Note: The office of the Athletic Training Curriculum Coordinator can provide additional information related to specific requirements regarding initial health screening, criminal record checks, and liability insurance needs. Rationale: The HPED 385 course was approved last year (2005-2006) in order to fulfill updated competencies required for accreditation by the Commission on Accreditation of Athletic Training Education. However, a curriculum revision proposal was not submitted at that time. This proposal will make the course a requirement rather than an elective, as required by accreditation standards. Appendix B University Wide Graduate Curriculum Committee Co-Chairs: LaPorte and Williamson FOR INFORMATION The following courses were approved for distance education: EDSP 523 Educational Programming for Gifted Learners COMM 614 Instructional Computing Basics FOR ACTION 1. Revisions to the Graduate Curriculum Handbook Rationale: As Ģtv is increasingly moving toward collaborative arrangements with other institutions, the UWGC wishes to promoting flexibility and innovation while assuring academic integrity. To guide program proposers, two additions are proposed to the Graduate Curriculum Handbook: i) an additional paragraph will be added to the Introduction to articulate the UWGCCs position on innovative courses and programs, and ii) Chapter 7 Variability in Delivery of Graduate Programs has been modified to provide guidance in the framing and evaluation of programs offered through collaborative arrangements. Proposed language is in bold; language to be deleted is in strikethrough format. i) To be added to the Purpose of the Handbook section of the Graduate Handbook introduction. This handbook provides the Ģtv Senate approved format for creating or changing graduate programs or courses. The handbook cannot anticipate innovative changes in graduate programs or in the methods in which graduate courses are delivered. Therefore, the handbook should be viewed as providing guidance. It should not be viewed as restricting proposers from developing innovative programs/courses. Should the proposer find that a planned program/course or elements thereof do not fit with the models articulated in this document, they should contact the graduate committee co-chairs and/or the deans associate for the Graduate School for help in putting together the proposal for the committee. ii) Proposed revisions to Chapter 7: Chapter 7 VARIABILITY IN DELIVERY OF GRADUATE PROGRAMS Contents: A: Policy B: Proposal Format and Content C: Memorandum of Understanding A. Policy The Graduate Committee encourages and supports innovation in the delivery of graduate programs. A wealth of scholarship and practice exists at Ģtv in the area of graduate program delivery methods, including distance education, off-campus education, external degree programs, extension programs, non-traditional programs, programs serving special graduate populations, and inter-institutional offerings or agreements. The purpose of this policy on variability in delivery is to ensure that proposed new methods of delivery are consistent both in quality and content with their original programs. A proposal must be submitted to the Graduate Committee detailing the plans to modify the mode of delivery when the change affects 30 % or more of: a program, as measured relative to total degree credits a course, as measured relative to the number of hours a COR, as measured relative to total COR credits. When 50% or more of a graduate program is to be delivered by Distance Education, advance permission from the Commission on Higher Education is required for the program to be part of the Ģtvs graduate accreditation. Cooperative Agreements (Doctoral) Ģtv welcomes collaborative programs with other institutions that support the mission of Ģtv, especially those within PASSHE. At the doctoral level such programs may follow one of three models: The collaborative program would ideally be developed and offered jointly. Instruction could take place at Ģtv, the collaborating institution or an alternative site (e.g., Dixon Center in Harrisburg). Alternatively, doctoral programs developed by Ģtv could be implemented at other institutions. In such cases Ģtv faculty might be involved in teaching courses or courses may be taught entirely by faculty from that campus. All faculty teaching in the program, regardless of institution, must be approved by Ģtvs Graduate Dean to teach doctoral level courses, in accordance with Ģtvs policy regarding graduate eligibility. A final arrangement could be so-called feeder programs in which basic (masters level) courses are taught at one institution and students then come to Ģtv to complete the doctoral level courses. This is not an exhaustive list of possible arrangements and innovative collaborative arrangements are encouraged. Ģtv does not enter into collaborative arrangements for doctoral degrees when there is no expertise in that subject area represented at Ģtv. Proposals for collaborative doctoral programs should follow the format provided below which is a modification of the procedures in Chapter 2 for New Graduate Degree Programs. The approval process for Variability in Delivery follows the procedure given for all graduate curricular changes (see Chapter 1, Section B). For inter-institutional agreements, a Memorandum of Understanding, or MOU, (see Section C below), should accompany the proposal. B. Proposal Format and Content In an effort to be as clear as possible, the expected proposal content is explained in detail below. However, it is expected that completed proposals under this category will be only two to three pages in length. 1. Graduate Curriculum Authorization Form (Appendix D) Indicate Variability in Program Delivery on the form. This becomes the cover sheet of the proposal. 2. Introduction Provide a short introduction, including definitions of key concepts or terms. Include a summary of any changes to the program that occur because of the change in the method of delivery. For inter-institutional agreements, show which components of the existing program will be offered by the alternative method of delivery and which components will remain unchanged. 3. Method of Delivery Discuss the method of delivery and its consequences, including the following components: Faculty: Identify how faculty will be selected, and appointed, and evaluated in a manner that assures maintenance of the academic quality of the program and its goals and objectives, including the proportion of tenure-track faculty involved in the delivery and, their eligibility to teach Ģtv graduate courses, and compliance with the CBA. Facilities/Location: Describe the location and nature of facility requirements and availability. Learning Resources/Equipment: List any needed additional resources or equipment (books, films, periodicals, computer equipment), stating the manner in which these needs will be addressed or met. Attach letters of notification and response from the University Library and, if relevant, the Instructional Design Center, regarding adequacy of resources. (d) Course Schedule: Indicate when classes will be scheduled to meet (weekends, intensive workshop, self-paced) and for how long (4 hours per day for six weeks, 8 hours per weekend for a semester, etc.). Outcomes Assessment: Describe the methodologies to be used to assess whether or not student learning has been achieved and if it has been achieved at a comparable level to the traditional method of delivery Statement of Compliance: The proposal should comply with all the relevant guidelines enumerated in the Collective Bargaining Agreement, Meet and Discuss Agreements, the PASSHE and Ģtv mission statements, and the Graduate Curriculum Handbook. Please also include relevant local Meet and Discuss agreements. Programs that are found to be not in compliance, even after formal approval, will require the prompt submission of a new proposal containing the necessary modifications. Typical issues of concern are faculty workload, dependence on temporary faculty, and sufficiency of resources. 4. Impact of Program Provide information relative to the intellectual values and community enhancement of the program in each of the following areas: Demand--Cite an appropriate needs assessment, or professional publications or other sources (include a bibliography) to show that demand exists and that students who complete the program can enhance their career opportunities in a national or regional market. Impact on existing programs--How will the change in the method of delivery affect the existing program at Ģtv (enrollment, reputation, etc.)? For inter-institutional agreements, discuss the benefits to Ģtv of the cooperative arrangement. Senate Agenda Item After notification of approval by the Graduate Committee, please submit to the recording secretary of the Graduate Committee: Three hard copies of the fully revised proposal Three hard copies of the Senate agenda item (see below) One disk copy of both the fully revised proposal and the Senate agenda item. The Senate agenda item should include the title of the program and the sponsoring department, a brief summary, and rational for change(s). The hard and disk copies must be submitted to the recording secretary of the Graduate Committee 14 days before the next Senate meeting. C. Memorandum of Understanding For an inter-institutional agreement, the letter of agreement, known as a memorandum of understanding (MOU), should include five six major components: The institution accepting transfer credit (Ģtv) must establish equivalencies between specified courses in its catalog and specified courses offered by the cooperating institution. Course syllabi or catalog descriptions for the Ģtv courses and their proposed equivalents should be provided. A statement of conditions under which a student can use the agreement as a basis for transferring credits, including the maximum number of credits transferable. Faculty who teach specified courses at the cooperating institution must meet the standards for teaching graduate level courses as applied to faculty at Ģtv. An expiry date for the agreement. The MOU should demonstrate explicitly how the proposed program will clearly benefit both institutions. A general statement concerning how the cooperative program will be evaluated. Evaluation Eight to twelve months prior to the expiry date for the agreement, the program shall provide the following materials to the Deans Associate of the Graduate School for distribution and review by the Graduate Curriculum Committee: Narrative describing the changes have been made to the program since it has been implemented and the rationale Any changes to the budget being proposed Statistics on the number of students enrolled, continuing, and graduated to date Syllabi for all courses Copies of the annual reports provided to the Graduate Dean Any other information proposers feel is important (e.g., resource changes, changes in accreditation standards, etc.) Once approved by the Graduate Curriculum Committee, the Co-Chairs will notify the program coordinator and Provost. FOR ACTION 2. Master of Science in Sport Science Minor Program Change Catalog Start 2007-08 Current Catalog Description Requirements for Admission To be admitted to the Health and Physical Education Department, the applicant must have completed the requirements for a bachelors degree from an accredited college or university and fulfill the general requirements for admission to the School of Graduate Studies and Research for a masters degree. Proposed Catalog Description Requirements for Admission To be admitted to the Health and Physical Education Department, the applicant must have completed the requirements for a bachelors degree from an accredited college or university and fulfill the general requirements for admission to the School of Graduate Studies and Research for a masters degree. A TOEFL score of 525 (paper-based) which converts to a computer-based score of 193 is necessary for international students. Rationale: The change will occur in the catalog description to indicate that a TOEFL score of 525 is required for admission into the program instead of the current score of 500. Fluency in the English language is necessary to interpret and analyze professional literature in the disciplines of Sport and Exercise Science. Student success in the Master of Science degree program demands thorough understanding of the principles of Exercise Physiology and necessary language skills to read and analyze research in this domain. Keeping pace with course material is difficult for students who lack strong fluency in English. FOR ACTION 3. Department of Counseling - Minor Course Revision COUN 626 Career Education M.A. Community Counseling; M.Ed. School Counseling Catalog Start Fall 2007 Current Title: Career Education Proposed Title: Career Education in Prerequisite: COUN 624 the Schools Rationale: The Department of Counseling is in the process of completing its self study for accreditation by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). As part of this process the department has undertaken an extensive examination of its curriculum to ensure that consistency exists between the course title, catalog description, approved course objectives and professional accreditation standards. Consequently it believes that this minor course revision is needed to bring each of these elements into alignment. The overall nature and objectives of the course are not being changed. The old description is not aligned with current terminology and this title reflects the CACREP accreditation standards. The content of COUN 624 is not necessary in order for students to successfully achieve the course objectives for COUN 626. FOR ACTION 4. Department of Health and Physical Education - Major Course Revision HPED 641 Administration of Aquatic Programs Aquatic Administration/Facilities Management Track Catalog Term Summer 2007 Catalog Description HPED 641 Administration of Aquatic Programs Examines the organizational procedures, administrative techniques, and practices employed in aquatics with special emphasis on adapted, competitive, instructional, recreational, social, and water safety programs. Rationale: The syllabus of record was established in 1983 and most of the swimming pool-related regulations and procedures have been updated since then. The improvement of program design and development has also become more diverse and creative nowadays. Operation management and administration issues are important concerns for aquatic management. It is necessary to provide students with more in-depth and updated information and more standardardized procedures within the aquatic administration track. This is the major reason for the change of the course. FOR ACTION 5. Department of Educational and School Psychology New Course /Dual Level EDSP 423/523 Educational Programming for Gifted Learners Catalog start date 2007/2008 Catalog Description To familiarize educators with various service delivery options in K-12 gifted education programs and to assist them in determining which options are best for which types of gifted learners. Participants will explore methods for interpreting educational assessments, modifying classroom instruction, and assessing effectiveness of interventions for high ability students. Rationale: Giftedness is a formal exceptionality in the state of Pennsylvania as outlined in Chapter 16: Special Education for Gifted Students, of the Pennsylvania code. Pennsylvania Department of Education Gifted Guidelines (2004) state that, it is necessary for both gifted education teachers and regular education teachers to be knowledgeable about gifted education (p. 32). Also, To have an effective program for gifted students, administrators, counselors, librarians, psychologists and other support personnel mustreceive training in gifted education (p. 32). With the only university based gifted education center in the state, Ģtv is in a unique position to offer training to educators working or planning to work with high ability students. It is hoped that this course will become part of a four course University Certificate of Recognition that would be a collaborative effort between the departments of Educational and School Psychology and Special Education and Clinical Services. FOR ACTION 6. Department of Art Minor Revision to Existing Program M.F.A Master of Fine Arts Catalog start date: Fall 2007 Proposal Description. The Art Department is requesting a minor revision to its Master of Fine Arts (M.F.A.) program to begin Fall 2007. This revision proposal requests a change of allowable transfer credits for our graduate students in Studio Art (ART-MFA) in the semester international exchange program specifically with the University of Zagreb. We are requesting a specific exemption from the 6 credit transfer limit to allow M.F.A. students enrolled in the exchange program with the Art Academy of the University of Zagreb to receive 9 credits. Transfer credits will satisfy the M.F.A. Graduate-Level Electives (6 credits) and ART 680 Graduate Studio Critique (3 credits) course requirements. Side-by-side comparison: Master of Fine Arts (M.F.A.) Current ProgramProposed ProgramMaster of Fine Arts (M.F.A.)Master of Fine Arts (M.F.A.). I. Required Courses 45 cr. Major Studio Concentration (Dual Level)* 21cr. Minor Studio Concentration (Dual Level)* 9 cr. ART 680 Graduate Studio Critique (counted toward major credits) 9 cr. ART 680 Graduate Studio Critique (counted toward minor credits) 3 cr. ART 615 Art Seminar 3 cr. II. Art History 6 cr. ARHI 682 Graduate Seminar in Art History 3 cr. ARHI 683 Graduate Seminar in Theory and Criticism 3 cr. III. Graduate-Level Electives 6 cr. IV. Thesis Requirements 3 cr. ART 795 M.F.A. Thesis/Exhibition 3 cr. ________________________ Total 60 cr. *Graduate Studio Courses (Dual Level) that can count towards the major and minor studio concentration are: ART 557 Graduate Studio in Print Media ART 559 Graduate Studio in Fibers ART 560 Graduate Studio in Jewelry and Metal Work ART 572 Graduate Studio in Ceramics ART 573 Graduate Studio in Sculpture ART 574 Graduate Studio in Oil Painting ART 575 Graduate Studio in Drawing ART 576 Graduate Studio in Woodworking . I. Required Courses 45 cr. Major Studio Concentration (Dual Level)1 21cr. Minor Studio Concentration (Dual Level)1 9 cr. ART 680 Graduate Studio Critique2 (counted toward major credits) 9 cr. ART 680 Graduate Studio Critique2 (counted toward minor credits) 3 cr. ART 615 Art Seminar 3 cr. II. Art History 6 cr. ARHI 682 Graduate Seminar in Art History 3 cr. ARHI 683 Graduate Seminar in Theory and Criticism 3 cr. III. Graduate-Level Electives 2 6 cr. IV. Thesis Requirements 3 cr. ART 795 M.F.A. Thesis/Exhibition 3 cr. ________________________ Total 60 cr. (1) Graduate Studio Courses (Dual Level) that can count towards the major and minor studio concentration are: ART 557 Graduate Studio in Print Media ART 559 Graduate Studio in Fibers ART 560 Graduate Studio in Jewelry and Metal Work ART 572 Graduate Studio in Ceramics ART 573 Graduate Studio in Sculpture ART 574 Graduate Studio in Oil Painting ART 575 Graduate Studio in Drawing ART 576 Graduate Studio in Woodworking (2) 9 transfer credits will be accepted from the Academy of Fine Arts, University of Zagreb successfully earned as part of the College of Fine Arts specific international exchange program and will be applied to Graduate-Level Electives (6 cr.) and ART 680 Graduate Studio Critique (3 cr.) course requirements.  Rationale. The Department of Art is requesting a change to the limit of transfer credits from the current 6 credits to 9 credits for M.F.A. students, to reflect both the economic full term status of the students and to reflect the appropriate amount of credit equivalence while studying at the Academy of Art of the University of Zagreb. Catalog Description: The 60-credit M.F.A. signals the highest level of professional competence in the Fine Arts. It requires the development of a verbally and visually articulate argument in a chosen medium such as Painting, Drawing, Sculpture, Print Media, Metals, Woodworking, Ceramics, Fibers and trans-media collaborations. The Art students research and development culminates in a written thesis and a mature and relevant body of artwork presented in a thesis exhibition. Art students who desire professional practice or university/college teaching upon graduation should choose the M.F.A. program. Preparation for professional practice and teaching in higher education is exercised through rigorous diverse components of the program such as critiques, studies in contemporary culture in the contexts of art history, art theory and criticism, writing and exhibition. The M.A. and the M.F.A degree programs at Ģtv are accredited by the National Association of Schools of Art and Design and conform to the guidelines and standards of the College Art Association. FOR ACTION 7. Department of Professional Studies in Education Minor Course Revision Current Catalog Description CURR 950 Issues and Processes in Curricular Change Proposed Catalog Description CURR 951 Issues and Processes in Curricular Change Rationale: The purpose of this Minor Course Revision is to change the course number CURR 950 Issues and Processes in Curricular Change to CURR 951 Issues and Processes in Curricular Change. This change is made at the request of the Registrars Office, and will eliminate the conflict with CURR 950 as it was once used as the number for dissertation credits and is not currently available for use with this course. FOR ACTION: Provisional Approval for one cohort (2007) 8. Department of Criminology Certificate of Recognition and Variability of Program Delivery Site Certificate of Recognition Law Enforcement Leadership in WMD Catalog Start Term 2007-2008 Description and Rationale: The goal of the Certificate of Recognition (COR) Law Enforcement Leadership in WMD is to provide a program of study specifically suited for field agents with the Federal Bureau of Investigation (FBI). The program is designed to meet the specific needs of this organization, while at the same time satisfying a number of the core requirements in our existing Master of Arts in Criminology. The department of Criminology is utilizing its existing masters curriculum in the design of this COR in an effort to allow agents who have completed this program (if they choose and meet graduate school and departmental requirements) to continue their education toward a Master of Arts in Criminology. Two courses make up the core and the remaining credits will be chosen from a list of approved electives. All fifteen credit hours from the COR will be transferable to the existing Master of Arts program in Criminology. The department of Criminology offers a program of study leading to a Certificate of Recognition Law Enforcement Leadership in WMD. The Certificate of Recognition Law Enforcement Leadership in WMD is designed for those individuals who already have a bachelors degree and have experience in the criminal justice system. Professionals who would benefit from this certificate are individuals who are working closely with both the private and public sector to secure our nations critical infrastructure. Only existing courses in CRIM, SAFE and SDR will be utilized for this COR, as such no new courses or course deletions will occur. Catalog Description: The department of Criminology offers a program of study leading to a Certificate of Recognition Law Enforcement Leadership in WMD. The Certificate of Recognition- Law Enforcement Leadership in WMD is designed for those individuals who already have a bachelors degree and have experience in the criminal justice system. Professionals who would benefit from this certificate are individuals who are working closely with both the private and public sector to secure our nations critical infrastructure. Admission Requirements: An applicant must have a bachelors degree from a regionally accredited college or university. The applicants cumulative undergraduate grade point average must be at least a 2.6 if the bachelors degree was earned within the past five years. If the bachelors degree is older than five years, the minimum cumulative grade point average required is 2.4. Applicants whose cumulative undergraduate grade point averages do not meet minimum standards will be required to submit a Miller Analogies Test (MAT) score. The MAT score must be a 395 or higher in order to be considered for admission. All applicants must have the following items submitted to the SGSR prior to the department reviewing and recommending for admission into the certificate program: $30 Non-refundable Application Fee (check payable to Ģtv or via credit card by calling 724-357-6461). Paid by applicant or contract. Application Paper or online. ( HYPERLINK "http://www.iup.edu/graduate/assets/instructions.htm#" http://www.iup.edu/graduate/assets/instructions.htm#) Goal Statement. Official Transcripts from All Institutions Attended (includes those where a degree was not earned). Admission requirements for students wishing to pursue a Master of Arts in Criminology: In addition to meeting the requirements for admission to the School of Graduate Studies and Research, a student intending to work toward a Master of Arts in Criminology will be required to have the following prerequisite academic and/or professional preparation: A. Students should be able to demonstrate a sound understanding of criminological theory and the criminal justice system (generally satisfied by a bachelors degree in criminology, criminal justice, or related field); or, B. Students should have knowledge gained through experience within the justice system, by specialized training, or completed graduate or undergraduate studies in a related field.* *All applicants for the Master of Arts degree in Criminology must possess the essence of knowledge offered in the undergraduate (B.A.) program core courses. These courses are: CRIM 102 Survey of Criminology CRIM 210 Criminal Law CRIM 300 Theory of Complex Criminal Justice Organizations CRIM 306 Criminological Research Methods CRIM 400 Theoretical Criminology CRIM 401 Contemporary Issues in Criminology If, upon the consideration of the department of Criminology Graduate Committee, an applicant is deemed to be deficient, the department, through the masters coordinator, will require appropriate undergraduate courses to remove these deficiencies. Students may begin masters studies in either semester or in the summer. Program Objectives: After completing the Certificate of Recognition Law Enforcement Leadership in WMD the students will be able to: Design a methodology to assess the effectiveness of an existing protection system. Critically assess the threats to an organization or facility utilizing existing research on criminal offenders and criminal behavior. Provide leadership to their organization or unit in the area of WMD preparedness and law enforcements response to WMD threats. Utilize research and problem solving skills to address new and emerging threats to our nations critical infrastructure. Variability in Delivery of Graduate Programs - Law Enforcement Leadership in WMD Summary: Faculty within the departments of Criminology, and Safety Science will teach in the COR Law Enforcement Leadership in WMD program. This COR program will be presented for agents at the FBI through a series of one week intensive instruction courses, some of which may be offered on-site at Quantico and the FBIs west coast facility. Only faculty approved to teach at the graduate level at Ģtv will teach these courses. The majority of the coursework for this COR will be taught by the same faculty members who teach these courses in our existing graduate programs. As mentioned above, the contract hours for each 3 credit course will be a minimum of 35 hours. In some cases, and at the discretion of the faculty member of record, final papers, research projects, or take home final exams might be required to be turned in one to two weeks after the week long intense instruction period has been completed. This will allow the students to conduct outside research on these written assignments. All faculty salaries and fringe benefits will be paid by the contract, either by replacement or through overload contracts. Rationale: The goal of the Certificate of Recognition (COR) Law Enforcement Leadership in WMD is to provide a program of study specifically suited for field agents with the Federal Bureau of Investigation (FBI). The program is designed to meet the specific needs of this organization, while at the same time satisfying a number of the core requirements in our existing Master of Arts in Criminology. As the premier federal law enforcement agency in the United States, the FBI is requesting that we provide a specialized educational program to supplement their existing training and educational programs. Ģtv and the department of Criminology are in a unique position to offer such specialized education by utilizing existing graduate level coursework, and to provide specialized coursework within a number of existing courses. The purpose of offering the COR Law Enforcement Leadership in WMD to this unique audience is to provide graduate level coursework tailored to specific needs within this federal law enforcement agency. Appendix C Development and Finance Committee Chair: Domaracki FOR INFORMATION Development and Finance Committee Report to Senate April 2007 Committee Reports Parking Committee Report No report Budget Report No report Old Business Student Housing Phase II Demolition Impact and Space Moves Grant Street Commons will be completed for fall occupancy. Grant Street is scheduled to open June 1, 2007. Maple Street will be closing as Grant Street opens. Phase II will begin on May 14th with the demolition of Mack Stewart Turnbull and Gordon halls. Fisher Auditorium Construction fences have been erected in preparation for construction. The renovated of the Fisher-Waller facility is scheduled to begin on May 14th. This will include the installation of new steam/chiller lines. Wilson Hall Renovation Contract award is underway in Harrisburg. Contractors are currently finalizing the necessary paperwork in preparation for construction. The estimated completion date of the Wilson Renovation is January, 2008. Steam Line Repairs Steam Line replacement and chilled water line installation work will take place over the summer. New chilled water lines will be installed between the Boiler Plant and Keith Hall and between Clark Hall and the Fisher Waller complex. Steam lines and chilled water lines will be installed between Keith and Walsh Halls and Keith and Wilson Halls. New steam lines will be installed between Weyandt and Johnson Halls. As a part of the Residential Revival Phase II new steam lines and chilled water lines will be installed between Walsh Hall along Weyandt Hall to the Elkin Hall area beginning in May of 2008. Post Office Renovation Work will be done this summer on renovating the campus post office in Folger Hall Video of Leonard and Keith Halls The committee viewed the documentary video regarding the conditions of Keith and Leonard Halls. The video is intended for presentation to the Board of Trustees. The intent of the video is to persuade the board to consider an internal renovation plan for Leonard and Keith halls that would utilize student fee and Operations and Engineering monies. Respectfully Submitted Joseph Domaracki April, 2007 Appendix D Academic Committee Chair: Senator Andrew FOR ACTION Senate Academic Committee moves that the following language be added to the Academic Integrity Policy. The language would be added to G. Operational Notes as a new number 3. The other notes will be renumbered. (Page 38, 2006-2007 catalog) Conversion of a Withdrawal: Individual course withdrawals initiated by a student prior to resolution of an academic integrity referral will not remain on the transcript if the student is found to have violated the policy and the resolution of the referral is the assignment of a grade. If the student has withdrawn and has been found to violate the policy, another grade, including an F, may be placed on the transcript. If the student has withdrawn and has not been found to violate the policy, the W will remain on the transcript. Appendix E Awards Committee Chair: Baker FOR INFORMATION Awards Process Revision -------------------------- The Awards Committee is seeking guidance on possible changes to the process in selecting awards winners. Although the full committee has not yet decided on a formal proposal, the committee has discussed ideas on streamlining the process to make it more like the promotion and tenure process. Under consideration by the committee are the following ideas: 1. For all applicants, to require letters from their chair or dean. 2. For Research, Service, and Creative Arts Awards, limit the applicants to their top 5 (ranked) products or themes (themes include more than one product on the same topical idea). 3. For the Teaching Award, to require student and peer evaluations (up to 5 years), and to limit applicants to their top 5 (ranked) indications of excellent teaching, including innovative courses, interdisciplinary teaching, and classroom activities (or multiple activities that fit within a theme). 4. To provide each applicant with a checklist of required materials, including permission to verify Ģtv service. 5. For all applicants - to alter the schedule so that the committee has more time to evaluate applications: (a) nominations to be due around the Thanksgiving recess and (b) full submission of materials to be due about the time that spring classes begin. 6. For all applications - to revise the minimum Ģtv service before nomination to 5 years, rather than 3 years (as is the current requirement). FYI - The committee has varying opinions on this point. Rationale - Many applicants have indicated that more guidelines would be helpful in preparing their materials. The truncated schedule between the end of the fall semester and Honors Day has created an environment that committee members would like to see changed. Appendix F Presidential Athletic Advisory Committee Representative: Senator Domaracki FOR INFORMATION Ģtv Presidential Athletic Advisory Committee MINUTES Friday, November 3, 2006 7:30 a.m. 9:00 a.m. Members present: Tony Atwater, Christine Black, Frank Condino, Joe Domaracki, Caleb Finegan, Rhonda Luckey, Fran Nee, Larry Panaia, Rod Ruddock, Sean Strauman Call to Order: Dr. Joseph Domaracki called the meeting to order at 7:30 a.m. Dr. Domaracki announced there was a great turnout by students at the game televised on November 2nd. Dr. Luckey suggested that a letter be sent from PAAC to the Coop for their great support to build spirit. Student Athletic Advisory Council Update: Strauman stated that SAAC is very active and is participating in community service Strauman has been a great leader for the SAAC teams are supporting each other SAAC had the opportunity to share their perspectives on the mascot/nickname issue Presidents Remarks: the game last night was great exposure nationally and the student response was great the California University of Pennsylvania football game would also be televised nationally on Fox Sports Channel 32 next week scholarships need to be more competitive mascot/nickname that are the top 3 at this time are: crimson hawks, crimson thunder, gray wolves Ģtv has been removed from NCAA sanction list Athletic Program marketing needs greater exposure in all media formats and showcasing of student-athlete scholars by featuring in recruitment materials Old Business: Minutes from April 26, 2006 meeting were approved. Subcommittee Updates: Academic Support Services for Student-Athletes (Black, Benhart, Domaracki, Finegan) Finegan mentioned that some athletes in history arent academically engaged. Condino said that faculty should call the coach and that Fran Nee shares mid-term grades with coaches. Faculty have impression that all student-athletes are poor students. This is not the norm. How do we change that perception? A campaign is needed to emphasize performance of student-athletes. Panaia suggested a letter from Dr. Atwater to faculty about student-athletes achievements. Domaracki should report out at University Senate that: faculty should call the coach or a Athletic director share the 45 % on deans list, 15% with 4.0 President Atwater suggested a letter come from the Provost-a more generic type letter to ask faculty to pay attention to who arent coming to class and ask why they are not coming to class? Black stated that this is a retention issue Finegan suggested adding class attendance to the Academic Support Committee Domaracki will schedule a meeting to follow up with the group Scholarship Support for Student-Athletes (Panaia, Ruddock) Panaia suggested sending letter from student-athletes to donor to say thank you. Domaracki will send letter to Bob Davies, VP for Institutional Advancement. Atwater suggested inviting endowed scholarship donors to a reception and have student-athletes meet and greet Panaia suggested also having photographs taken and put in sports program booklets President Atwater: Joe Massaro will endorse the quarterback with a scholarship Ruddock asked to meet with Bob Davies to find out if we have identified staff to do fundraising for athletics as there is a need to raise visibility of a development officer with corporate giving this is an area to talk with Bob Davies about Ruddock suggested also that there is a need to increase scholarship limits for PSAC. Is PSAC looking at a two-tiered system? There is legislation at the NCAA on this. Intercollegiate Athletic Director Update: Condino expressed thanks to Drs. Atwater and Luckey and the Coop for the great support for the game. He also complemented his staff, Ryan Smith and Mike Hoffman, on a great job. Condino said that the Gender Equity plan was under development regarding participation, staffing, financials, and scholarship EADA was completed 10/31/06 Fran Nee and Rhonda Luckey will be attending the PASSHE workshop on Gender Equity on 11-15-06 Drug Testing, Substance Abuse Policy, Student Behavior Adjudication, Education and Accountability coaches are taking this seriously and studentathletes are being educated about expectations Womens Basketball team is going to Disney in Fall 2007; these pre-season games will provide national exposure. Cindy Martin works hard to develop her team members as citizens Scholarships in PSAC top three (3) in number of scholarships in all sports CBA and FLSA are limiting factors from a financial standpoint Other Business: NCAA -- investigation is on-going. President Atwater stated that it is our hope to manage the consequences so that it not injurious to the program Cheerleaders -- Luckey stated that the Cheerleaders coach was certified on 0/26/06 so spirit squad could participate Marching Band -- Panaia remarked that Marching Band needs to play tunes that are more football game oriented. Ice Hockey -- Division I or II program? Yes, there are Division I and II programs, but adding an additional male collegiate sport at Ģtv has financial and gender equity concerns Division I Strategic Planning Committee Committee is scheduled to meet on December 4th with Gene Taylor from North Dakota State making a presentation Rankings -- how are the rankings determined? Condino stated that competition of schedule affected our ranking. Mascot: Panaia suggested that input from PAAC be submitted as a group on the mascot/nickname issue, that it should be a unique name/mascot and there is a national camp for university mascots Ruddock suggested that it would be good to have a reference to our heritage. He agrees that all three suggestions do have this connection. The meeting adjourned at 9:00 a.m. Respectfully submitted, Rhonda H. Luckey Secretary, PAAC Ģtv Presidential Athletic Advisory Committee MINUTES Friday, March 2, 2007 7:30 a.m. 9:00 a.m. Members present: Tony Atwater, John Benhart, Frank Condino, Joe Domarackie, Rhonda Luckey, Brian Sharp Call to Order: Dr. Joseph Domaracki called the meeting to order at 7:30 a.m. Dr. Domaracki introduced Mr. Brian Sharp, a faculty member from the Mathematics Department as the new APSCUF representative to PAAC. Presidents Remarks: Dr. Atwater summarized his trip to Naples, Florida and announced the possibility of a Cignetti Scholarship, and the Ģtv President's Golf Invitational Tournament Old Business: Subcommittees for Academic Support and Scholarship Support for Student-athletes - Dr. Damaracki to send out memos to deans requesting membership Faculty Athletic Representative Update: Dr. Benhart indicated that more must be done to integrate athletic and academic achievement within the university's communications and marketing Other Business: Dr. Sharp made recommendations to improve spirit at athletic contests/games: HoopTroop is a great idea - consider promoting Kids Clubs among all sports Recognize a specific student organization at a game/contest Students are hungry for stakeholdership Use Channel 20 to build spirit and recognition The meeting adjourned at 9:00 a.m. Respectfully submitted, Rhonda H. 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