ࡱ> #` Pibjbj .`z  8 &vH ̘LߚN-!|uuuuuuuwh4zu @ߚu uTTT  uTuTTzyB EMx FhҵeFjN&u0&vFvzҼzEMEMz Mtq.T+L uud&v d DX \t  X \  Minutes of the Ģtv University Senate  September 11, 2007 Chairperson Broad called the September 11, 2007, meeting of the University Senate to order at 3:32 p.m., in Eberly Auditorium. The following Senators informed the Senate Leadership that they could not attend: Baker, Baum, Bowers, Cowles, Dugan, Hannibal, Hood, Hulings, Kuffner-Hirt, Norwood, Schwietz, Scott, Sweeny, Trimarchi, Zoni The following Senators were absent from the meeting: Baumer, Beck, Beisel, Cekada, Davies, Ezekiel, Hull, Janicak, Lipsky, McDevitt, Montgomery J., Montgomery W., Moorhead, Rivosecchi, Rogers, Schroeder, Sink, Stoudt, Sullivan, Thibadeau, Van Wieren, Wheeler, Wibowo, Wisnieski, Zorich The minutes of the May 1, 2007 meeting were APPROVED. Agenda items for the September 11, 2007, meeting were APPROVED as amended. The election of Tressa Wright as Senate Secretary was APPROVED. The election of Brendan Markham as Vice Chairperson was APPROVED. REPORTS AND ANNOUNCEMENTS Presidents Report Good afternoon. For those of us in academia, the fall is always an exciting time, a time of beginnings and new opportunities. I was pleased to officially begin our new year with the State of the University Address, and the unveiling and distribution of the Universitys printed Five-Year Strategic Plan, Advancing A Legacy of Excellence. This publication has been widely distributed across campus and to community leaders. The University Strategic Plan gives Ģtv a refined mission statement, a new vision statement, a set of core values and (most importantly) eight major strategic goals. It will chart the course for Ģtvs academic and institutional priorities. Copies are available here today. At this time, I want to welcome a new member of our Ģtv community, Dr. John Kilmarx, who joined the Ģtv community as our Associate Vice President for Academic Administration in June. Dr. Kilmarx will play an important role in the administration of academic units with regard to budgeting and planning. Welcome, Dr. Kilmarx. I also want to welcome our 39 new tenure track faculty who join us this semester. All of these new faculty members are well credentialed and skilled teacher-scholars in their respective disciplines. As we welcome new faculty to our ranks, I want to recognize those 15 faculty who we will honor on September 13th on the occasion of their promotion to full professor. All of these faculty members epitomize the best in teaching and scholarship at Ģtv. I also congratulate those 22 new faculty members who received tenure this fall. I also want to acknowledge two members of the Ģtv community who serve in the University Senate and who have been selected to fill their positions on a permanent basis. Mr. Terry Appolonia has been appointed Dean of Students and Mrs. Helen Kennedy has been named to the permanent position of associate vice president for human resources. I was very pleased to reinstate the University Professor Award this year, with plans to have this prestigious recognition program continue for years to come. I want to congratulate Dr. Steve Hovan, a member of our Geoscience faculty, who has been selected as the 2007 University Professor, reflecting his outstanding record of teaching, research and scholarly activity and service. I also want to congratulate the five outstanding faculty members who have been selected for Ģtvs new Academic Excellence and Innovation grants: Dr. R. Scott Moore and Dr. Beverly Chiarulli, departments of history and anthropology, Dr. RaymondPavloski, department of psychology; Dr. StuartChandler, Department of Religious Studies, and Dr. KeithKyler, department of chemistry. I am pleased to inform you that Dr. Calvin Masilela, director of Ģtvs McNair Scholars Program, and Ms. Hilary Staples, assistant director of the program, were successful in securing $250,000 through the efforts of Congressman Murtha for an Upward Bound Math and Science Program grant. Ģtv is one of only five universities in Pennsylvania and one of only 130 in the nation to be funded for this program. The project is designed to strengthen the math and science skills of high school students and to encourage them to pursue postsecondary education programs that lead to careers in these fields. Ģtv has the opportunity for $1.25 million in continued funding for this program over the next five years. I was very pleased to recognize our friends at First Commonwealth during the State of the University address for the support of our educational mission through the establishment of the First Commonwealth Bank Endowed Lecture Series. This is the Universitys first comprehensive endowed lecture series. It will begin in the fall of 2008. The most visible and high-impact physical plant project on campus is Ģtvs Residential Revival Initiative. This 270 million dollar project, a partnership with the Foundation for Ģtv, is on schedule. We will celebrate the opening of the Suites on Grant, Phase One of the project, with a ribbon cutting ceremony on September 21st. Phase Two of the project, which began in May, will be completed for fall 2008. In the wake of the tragedy at Virginia Tech, university safety and security continues to be a top priority at Ģtv. This fall, Ģtv has rolled out a new emergency notification system know as Reverse 9-1-1. This new service permits us to send instant text messages, voice mail, and email in the event of a campus emergency. Ģtv will continue its emergency response efforts to insure the safety of the university community. I want to invite your participation in our Common Freshman Reader program again this year. Our freshman will be reading Field Notes from a Catastrophe by Elizabeth Kolbert, and this thought-provoking book will be the subject of discussion groups, classroom activities, research projects and other related programming throughout the year. The author will join us in March for a lecture and book signing event. Our Citizenship and Civic Engagement Initiative events begin this year with the celebration of Constitution Day. Nationally known law professor Dr. Stanley Fish will discuss "Why the Constitution Means What Its Authors Intended it to Mean," on September 19th at 7 p.m. in Gorell Recital Hall. I hope you will attend this event, and that you will encourage your students to be part of this programming. Dr. Veronica Watson has been extraordinary in her leadership for the CCEI, and I thank her for her service. Dr. Caleb Finegan, a member of our History Department, will take over direction of the program this year. In closing, I would like to take this time to thank all members of the Ģtv community who joined together this morning for a thoughtful ceremony to mark the sixth anniversary of this horrific attack on our country. While it was a somber occasion, it reinforces to me that we ARE a community that supports one another. Thank you for your time. I look forward to a successful and productive year for us all. Provosts Report In regard to action taken at the May 1, 2007 Senate meeting, I approve the following: University-Wide Undergraduate Curriculum Committee New Courses HIST 312 Europe, 1914 1945: The Age of Dictators and Imperiled Democracies HIST 313 Europe Since 1945: Division, Revolution, and Unity ECON 365 Economics of Tourism HRIM 343 Fund-Raising for Special Events JRNL 466 Community Journalism FSMR 262 Fashion Forecasting EDEX 323 Instruction of English Language Learners with Special Needs Approval of these courses is effective immediately. Program Titles The new titles of three of the sociology minors Minor - Sociology/ General Sociology Minor Minor - Sociology/Applied Social Research Minor - Sociology/ Human Services Minor Approval of these new titles is effective immediately. New minor where majors exist Pre-Law Interdisciplinary Minor Approval of this program is effective immediately and has already been reported to the Council of Trustees and the Chancellors Office as an information item. University-Wide Graduate Committee New Program Graduate Certificate of Recognition Criminology/Law Enforcement Leadership in Weapons of Mass Destruction I agree with the approval of this program for one cohort, and expect that the full proposal will be approved shortly. It will be reported to the Council of Trustees and the Chancellors Office as an information item. Chairpersons Report Hello and welcome back. I want to thank you (I think) for electing me chair of the Senate. It was a hard fought election, but my campaign message prevailed: i.e. Im the only one foolish enough to run right now. In reality I ran because we have extremely important work to perform this year. Last year showed us just how hard it can be to change the basic curriculum at Ģtv, specifically that part of it now called Liberal Studies. We have an impressive number of faculty members, and a few others, working on the changes. That is a blessing, but it can also be a curse when so many are involved. I truly hope that we can all work together to finish this revision by the end of the academic year. I trust that by the time we are ready to submit concrete proposals the process for doing so can be back on course. We are all aware of the tensions currently existing between APSCUF and the Senate regarding the approval of curricular proposals before they are forwarded to the Provost and thence to the Council of Trustees. In the interest of supporting the faculty in its work to improve and renew the curriculum without unnecessary interruptions, I and the chair of the Rules Committee have reached the following agreement with the President and Vice President of Ģtv-APSCUF: We all agree that it is crucial for the faculty to be in charge of the curriculum. Any move that would alter that in any way would be unacceptable to all of us. The Senate recognizes that APSCUF asserts its right to withdraw or suspend its delegation of curricular responsibilities to the Senate. The Senate does not necessarily accept the validity of that assertion, but recognizes the reality of its consequences. The Senate must continue to follow the provisions of its Bylaws, at least until they are changed. Therefore, the University Wide Undergraduate Curriculum Committee and the University Wide Graduate Committee, which are committees of the Senate, will bring their decisions to the Senate for action. While APSCUF is maintaining its assertion of control over the curriculum, votes on curricular issues by the Senate will have the effect of supporting or not supporting the decisions of APSCUFS Representative Council, a fact that will be noted in the minutes of the Senate. Furthermore, APSCUF commits itself to returning curricular responsibilities to the Senate as soon as the Collective Bargaining Agreement has been ratified. At that time, a committee made up of faculty representing APSCUF and the Senate will be formed to explore ways to improve both the curricular process and the relationship between APSCUF and the Senate. There is a lot of other work to do this year as well. The visible changes in the real estate infrastructure are not the only ones going on. There are major changes happening in technology and in the libraries, which we will doubtless be hearing about from the LESC. The Research Committee will continue to throw money around wildly to deserving projects. The University Development and Finance Committee will continue to dazzle and baffle us with lists of projects and unreal numbers. Student Affairs (and affairs are had in all sectors) always has a tremendous amount of work, not made less by the rapid changes in forces affecting student life, the Academic Committees work is never done, Awards must be awarded and non-credit programs must be programmed. So there is lots for us all to do. Ģtvs University Senate is a unique body in American higher education, as far as I know. At the very least it is most unusual. Most schools have faculty senates, but here we have a body that represents the entire community. All of us have a say in the policies and programs of the university. All of us also have a stake in those policies and programs. Were all in this together: faculty, students, administrators, staff, alumni. Lets show how well this system can work. Vice-Chairpersons Report The SGA had its first meeting last week and had a great turn out. I am glad to say that we had new faces at the meeting and SGA is moving in the right direction. We are all excited to start the new academic year and the number of students joining SGA is growing. Next month I will have a full report about what is to come with SGA over the next few months. STANDING COMMITTEE REPORTS Rules Committee (Senator Soni) 1) Rules Committee elected the following for 2007-08 ChairRamesh Soni Vice ChairLynanne Black SecretaryTressa Wright 2) The Rules Committee approved the following motion at itsSep 4, 2007 meeting: Senate Curriculum Committees (2007/2008) should continue to function according the Senate constitution & by-laws and should continue in the duly established chain of approval to the Trustees and Governors. To do otherwise would violate due process. 3) Next meeting of the Rules Committee will be held a week after the October Senate Meeting. University-Wide Undergraduate Curriculum Committee (Senator Sechrist) FOR INFORMATION: Date: August 22, 2007 To: University Community From: Liberal Studies Revision Steering Committee (LSRSC) Sadler, M.(chair), Asamoah, Y., Carranza, C., Numan, M., Scandrett, J., Sechrist, G., Wilson, B.G, Woodland, D. Subject: Subcommittee appointments (see attached lists) In April, the LSRSC issued a university-wide call for volunteers to serve on one of 11 subcommittees to develop criteria for the proposed Liberal Studies curriculum. Volunteers ranked their preferences for subcommittee work and submitted their request. With a few exceptions, academic departments responded with at least one volunteer and in many cases more than one. Chairs of five departments that were under-represented were notified and provided with an extension to solicit volunteers. Representatives from Student Affairs Division, staff, and administration also volunteered. In cases where particular disciplinary expertise seemed weak or absent, specific people were identified and asked to serve. This process resulted in three additional volunteers. A total of 130 people volunteered to serve on the 11 subcommittees. Subcommittee membership was compiled by the LSRSC on the basis of identified preference, disciplinary expertise, and disciplinary diversity. In addition, there was an effort to limit the membership of each subcommittee to three people from the same department; smaller subcommittees were held to two from the same department. In all but two instances, first and second choices for subcommittee assignments were honored, while two people had to be assigned their third choice. In situations where the subcommittee size exceeds twelve people, it is recommended that the group form smaller work units to accomplish the tasks so efficiency is not hindered by a group too large to find common meeting and work times. The role of the subcommittee is to draft inclusion criteria for Level I and Level II for each proposed category and competency-across-the-curriculum, identify the primary and secondary Student Learning Outcomes that relate to the category and competency, and recommend rules for curriculum requirements. Work from the subcommittees will be subject to review and approval by the Liberal Studies Committee, UWUCC, APSCUF Representative Council, and University Senate as appropriate. Subcommittees will recruit one or two student representatives to participate. Several students who attended the Town Meeting in April and demonstrated an interest in the revision process will be invited to serve on a subcommittee. In addition, a call for student participation will also be announced at the first University Senate meeting. A member of the LSRSC will serve on each subcommittee as a general education resource and a liaison to the LSRSC. This person will not chair the subcommittee. The LSRSC liaison for each subcommittee will call the first organizational meeting of the group early in the fall semester. The charge for the subcommittee will be distributed at this meeting. The LSRSC appreciates the overwhelming interest in assisting with the revision work. Thank you. Liberal Studies Review Steering Committee The Examined Life* SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressAnthonyMarkAdminCareer Serivces HYPERLINK "mailto:anthony@iup.edu" anthony@iup.eduBakerJohnFacultyMATH HYPERLINK "mailto:jdbaker@iup.edu" jdbaker@iup.eduBeckJackie FacultyCHHS HYPERLINK "mailto:jbeck@iup.edu" jbeck@iup.eduBoserSusanFacultySOC HYPERLINK "mailto:sboser@iup.edu" sboser@iup.eduCarranzaCarmyFacultyDVST/LSRC HYPERLINK "mailto:carmycgc@iup.edu" carmycgc@iup.eduChuntaKristyFacultyNURS HYPERLINK "mailto:kchunta@iup.edu" kchunta@iup.eduGibsonJamesFacultyRLST HYPERLINK "mailto:jgibson@iup.edu" jgibson@iup.eduHrabovskyPaulFacultyDVST HYPERLINK "mailto:paulhrab@iup.edu" paulhrab@iup.eduJanickiSandraFacultyLIBR HYPERLINK "mailto:cspslj@iup.edu" cspslj@iup.eduJenkinsMelvinFacultyDVST HYPERLINK "mailto:mjenkins@iup.edu" mjenkins@iup.eduKnuppBlaineFacultyLIBR HYPERLINK "mailto:beknupp@iup.edu" beknupp@iup.eduMacLeodMaryFacultyPHIL HYPERLINK "mailto:mmacleod@iup.edu" mmacleod@iup.eduMakaraJackAdminResidence Life HYPERLINK "mailto:jgmakara@iup.edu" jgmakara@iup.eduMartinJamieFacultyCRIM HYPERLINK "mailto:jmartin@iup.edu" jmartin@iup.eduMartynuikDavidFacultyMUSC HYPERLINK "mailto:dmartynu@iup.edu" dmartynu@iup.eduMcCombieSallyFacultyHDES HYPERLINK "mailto:smccomb@iup.edu" smccomb@iup.eduMcKeeKevinFacultyHPED HYPERLINK "mailto:kmckee@iup.edu" kmckee@iup.eduPalmerElizabethFacultyNURS HYPERLINK "mailto:lpalmer@iup.edu" lpalmer@iup.eduRiegSueFacultyPSE HYPERLINK "mailto:srieg@iup.edu" srieg@iup.eduWatsonVeronicaFacultyENGL HYPERLINK "mailto:maat@iup.edu" maat@iup.eduWeinerKimFacultyCounseling Services HYPERLINK "mailto:kweiner@iup.edu" kweiner@iup.eduWilsonB. GailFacultyCOMM/LSRC HYPERLINK "mailto:bgwilson@iup.edu" bgwilson@iup.eduWoodlandDawnFacultyTST/LSRC HYPERLINK "mailto:woodland@iup.edu" woodland@iup.eduWoolcockJohnFacultyCHEM HYPERLINK "mailto:woolcock@iup.edu" woolcock@iup.edu* First-Year Experience, Wellness, & Senior CapstoneCount = 24 Liberal Studies Review Steering Committee The Natural World & Scientific Literacy SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressAdkinsFrederickFacultyMATH HYPERLINK "mailto:fadkins@iup.edu" fadkins@iup.eduAllardFrancisFacultyANTH HYPERLINK "mailto:allard@iup.edu" allard@iup.eduBencloskiJosephFacultyGEOG & RGPL HYPERLINK "mailto:joeben@iup.edu" joeben@iup.eduBriggsMikeFacultyCHEM HYPERLINK "mailto:m.w.briggs@iup.edu" m.w.briggs@iup.eduCerconeKaren RoseFacultyGEOS HYPERLINK "mailto:kcercone@iup.edu" kcercone@iup.eduHinrichsenRobertFacultyBIOL HYPERLINK "mailto:allard@iup.edu" bhinrich@iup.eduLucianoCarlFacultyBIOL HYPERLINK "mailto:luciano@iup.edu" luciano@iup.eduOkeyBrianFacultyGEOG & RGPL HYPERLINK "mailto:bokey@iup.edu" bokey@iup.eduSadlerMaryFacultyNURS/LSRC HYPERLINK "mailto:msadler@iup.edu" msadler@iup.eduShubraCharlesFacultyCOSC HYPERLINK "mailto:cjshubra@iup.edu" cjshubra@iup.eduSobolewskiStanFacultyPHYS HYPERLINK "mailto:sobolews@iup.edu" sobolews@iup.eduCount=11 Liberal Studies Review Steering Committee Creative Arts & Literature SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressBlackledgeBarbFacultyTHTR & DANCbblackle@iup.edu HYPERLINK "mailto:bblackle@iup.edu" bblackle@iup.eduCaulderStephanieFacultyMUSC HYPERLINK "mailto:scaulder@iup.edu" scaulder@iup.eduCraigChaunaFacultyENGL HYPERLINK "mailto:ccraig@iup.edu" ccraig@iup.eduJonesBrianFacultyTHTR & DANC HYPERLINK "mailto:brjones@iup.edu" brjones@iup.eduMoranKelli Jo KerryFacultyPSE HYPERLINK "mailto:kjkmoran@iup.edu" kjkmoran@iup.eduO'NeilTessFacultyCOSC HYPERLINK "mailto:therese.oneil@iup.edu" therese.oneil@iup.eduRahkonenCarlFacultyLIBR/MUSC HYPERLINK "mailto:carl.rahkonen@iup.edu" carl.rahkonen@iup.eduScandrettJackFacultyMUSC/LSRC HYPERLINK "mailto:jscandt@iup.edu" jscandt@iup.eduSweenyRobertFacultyART HYPERLINK "mailto:sweeny@iup.edu" sweeny@iup.eduWilsonCherylFacultyENGL HYPERLINK "mailto:cheryl.wilson@iup.edu" cheryl.wilson@iup.eduCount = 10 Liberal Studies Review Steering Committee Global & Multicultural Perspectives and Foreign Language SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressAsamoahYawAdminHum & Soc Sci/LSRC HYPERLINK "mailto:osebo@iup.edu" osebo@iup.eduBartonKathyFacultySPAN HYPERLINK "mailto:kpbarton@iup.edu" kpbarton@iup.eduBaumlerAlanFacultyHIST HYPERLINK "mailto:baumler@iup.edu" baumler@iup.eduBenhartJohn, Jr.FacultyGEOG & RGPL HYPERLINK "mailto:jbenhart@iup.edu" jbenhart@iup.eduBrzyckiDoloresAdminHealth & Human Services HYPERLINK "mailto:dbrzycki@iup.edu" dbrzycki@iup.eduCarseWendyFacultyENGL HYPERLINK "mailto:wcarse@iup.edu" wcarse@iup.eduChandlerStuartFacultyRLST HYPERLINK "mailto:chandler@iup.edu" chandler@iup.eduDassierJean-LouisFacultyFRNC & GRMN HYPERLINK "mailto:dassier@iup.edu" dassier@iup.eduDelbruggeLauraFaculty HYPERLINK "mailto:lauradel@iup.edu" SPAN HYPERLINK "mailto:lauradel@iup.edu" lauradel@iup.eduDubeReenaFacultyENGL HYPERLINK "mailto:reena.dube@iup.edu" reena.dube@iup.eduEzekielSoundararajanFacultyCOSC HYPERLINK "mailto:sezekiel@iup.edu" sezekiel@iup.eduFiddnerMacFacultyPLSC HYPERLINK "mailto:fiddner@iup.edu" fiddner@iup.eduJacksonSteveFacultyPLSC HYPERLINK "mailto:sjackson@iup.edu" sjackson@iup.eduJohnsonCrawfordFacultyDVST HYPERLINK "mailto:cjohnson@iup.edu" cjohnson@iup.eduKruckmanLaurenceFacultyANTH HYPERLINK "mailto:kruckman@iup.edu" kruckman@iup.eduPetrucciMicheleAdminInternational Affairs Office HYPERLINK "mailto:michelep@iup.edu" michelep@iup.eduShottsMargaretStaff/Undergrad StudentGrad Studies & Research HYPERLINK "mailto:mjshotts@iup.edu" mjshotts@iup.eduWitthoeftHeideFacultyFRNC & GRMN HYPERLINK "mailto:heide@iup.edu" heide@iup.eduCount = 18 Liberal Studies Review Steering Committee Intellectual Heritage of Modern Societies SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressBigriggMichaelFacultyCOSC HYPERLINK "mailto:bigrigg@iup.edu" bigrigg@iup.eduFranklin-RahkonenSharonFacultyHIST HYPERLINK "mailto:franklin@iup.edu" franklin@iup.eduLeeDanielFacultyCRIM HYPERLINK "mailto:danlee@iup.edu" danlee@iup.eduNeusiusSarahFacultyANTH HYPERLINK "mailto:sawn@iup.edu" sawn@iup.eduRadellWillardFacultyECON HYPERLINK "mailto:willard.radell@iup.edu" willard.radell@iup.eduRivesBradFacultyPHIL HYPERLINK "mailto:rives@iup.edu" rives@iup.eduSechristGailFacultyGEOG/LSRC HYPERLINK "mailto:gailsech@iup.edu" gailsech@iup.eduSlaterTomFacultyENGL HYPERLINK "mailto:tslater@iup.edu" tslater@iup.eduSmithTheresaFacultyRLST HYPERLINK "mailto:tsmith@iup.edu" tsmith@iup.eduYangLingyanFacultyENGL HYPERLINK "mailto:lingyan@iup.edu" lingyan@iup.eduCount = 10Liberal Studies Review Steering Committee Human Behavior & Social Institutions SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressAndersonFredFacultyMGMT HYPERLINK "mailto:anderson@iup.edu" anderson@iup.eduBeggBobFacultyGEOG & RGPL HYPERLINK "mailto:bobbegg@iup.edu" bobbegg@iup.eduBowersFredaleneFacultyHDES HYPERLINK "mailto:fbowers@iup.edu" fbowers@iup.eduCekadaTraceyFacultySAFE HYPERLINK "mailto:cekadat@iup.edu" cekadat@iup.eduChaikenMiriamFacultyANTH HYPERLINK "mailto:chaiken@iup.edu" chaiken@iup.eduGossettJenniferFacultyCRIM HYPERLINK "mailto:jgossett@iup.edu" jgossett@iup.eduHannibalMary AnneFacultyPSE HYPERLINK "mailto:hannibal@iup.edu" hannibal@iup.eduHanrahanKateFacultyCRIM HYPERLINK "mailto:hanrahan@iup.edu" hanrahan@iup.eduKaratjasNicholasFacultyECON HYPERLINK "mailto:karatjas@iup.edu" karatjas@iup.eduRickettsElizabethFacultyHIST/WMST HYPERLINK "mailto:Elizabeth.Ricketts@iup.edu" Elizabeth.Ricketts@iup.eduSechristGailFacultyGEOG/LSRC HYPERLINK "mailto:gailsech@iup.edu" gailsech@iup.eduWangDanhuaFacultyDVST HYPERLINK "mailto:dwang@iup.edu" dwang@iup.eduYergerDavidFacultyECON HYPERLINK "mailto:yerger@iup.edu" yerger@iup.eduZanichMary LouFacultyPSYC HYPERLINK "mailto:mlzanich@iup.edu" mlzanich@iup.eduCount = 14 Liberal Studies Review Steering Committee Information Literacy & Technological Literacy SubcommitteeLast NameFirst NameRole at ĢtvDepartmentEmailAliAzadFacultyTST HYPERLINK "mailto:azad.ali@iup.edu" azad.ali@iup.eduDiazPortiaFacultyLIBR HYPERLINK "mailto:portia@iup.edu" portia@iup.eduDrummondSusanFacultyLIBR HYPERLINK "mailto:drummond@iup.edu" drummond@iup.eduFaragWaleedFacultyCOSC HYPERLINK "mailto:farag@iup.edu" farag@iup.eduLoomisDavidFacultyJRNL HYPERLINK "mailto:doloomis@iup.edu" doloomis@iup.eduNahouraiiAtaollahFacultyMIS HYPERLINK "mailto:mfbb@iup.edu" mfbb@iup.eduObliteyWilliamFacultyCOSC HYPERLINK "mailto:oblitey@iup.edu" oblitey@iup.eduSechristRobertFacultyGEOG & RGPL HYPERLINK "mailto:rpsecrst@iup.edu" rpsecrst@iup.eduShortTomFacultyMATH HYPERLINK "mailto:tshort@iup.edu" tshort@iup.eduSouthardJonathanFacultyCHEM/BIOC HYPERLINK "mailto:southard@iup.edu" southard@iup.eduSzulLindaFacultyTST HYPERLINK "mailto:lfszul@iup.edu" lfszul@iup.eduWibowoKustimFacultyMIS HYPERLINK "mailto:kwibowo@iup.edu" kwibowo@iup.eduWoodlandDawnFacultyTST/LSRC HYPERLINK "mailto:woodland@iup.edu" woodland@iup.eduCount = 13 Liberal Studies Review Steering Committee English Composition & Writing-Across-The-Curriculum SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressBuckwalterDonaldFacultyGEOG & RGPL HYPERLINK "mailto:donaldb@iup.edu" donaldb@iup.eduElcesserWendyFacultyCHEM HYPERLINK "mailto:endyw@iup.edu" endyw@iup.eduGraceyDorothy M.Faculty & Grad StudentTST HYPERLINK "mailto:vtjl@iup.edu" vtjl@iup.eduMabryBethFacultySOC HYPERLINK "mailto:mabry@iup.edu" mabry@iup.eduMasielloLeaFacultyENGL HYPERLINK "mailto:lmsiell@iup.edu" lmsiell@iup.eduMcPhersonWilliamFacultyTST HYPERLINK "mailto:mcpherso@iup.edu" mcpherso@iup.eduMenschScottFacultyTST HYPERLINK "mailto:s.mensch@iup.edu" s.mensch@iup.eduNeusiusPhilFacultyANTH HYPERLINK "mailto:phun@iup.edu" phun@iup.eduRolesLoriStaffTransfer Advising HYPERLINK "mailto:lroles@iup.edu" lroles@iup.eduSadlerMaryFacultyNURS/LSRC HYPERLINK "mailto:msadler@iup.edu" msadler@iup.eduSitlerHelenFacultyENGL HYPERLINK "mailto:hcs@iup.edu" hcs@iup.eduStoudtGaryFacultyMATH HYPERLINK "mailto:gsstoudt@iup.edu" gsstoudt@iup.eduWelshSusanFacultyENGL HYPERLINK "mailto:sbwelsh@iup.edu" sbwelsh@iup.eduCount = 13 Liberal Studies Review Steering Committee Oral Communication SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressBroadPeterFacultySPAN HYPERLINK "mailto:pbroad@iup.edu" pbroad@iup.eduHenryAnitaFacultyFRNC/GRMN HYPERLINK "mailto:ahenry@iup.edu" ahenry@iup.eduKondoAnneFacultyCHEM HYPERLINK "mailto:akondo@iup.edu" akondo@iup.eduLiedmanMary BethFacultyCOMM HYPERLINK "mailto:mbleid@iup.edu" mbleid@iup.eduMooreWayneFacultyTST HYPERLINK "mailto:moore@iup.edu" moore@iup.eduNienkampJeanFacultyENGL HYPERLINK "mailto:nienkamp@iup.edu" nienkamp@iup.eduShumbaRoseFacultyCOSC HYPERLINK "mailto:shumba@iup.edu" shumba@iup.eduWheelerSarahFacultyPLSC HYPERLINK "mailto:wheeler@iup.edu" wheeler@iup.eduWilkieLeAnnFacultyTST HYPERLINK "mailto:wilkie@iup.edu" wilkie@iup.eduWilsonB. GailFacultyCOMM/LSRC HYPERLINK "mailto:bgwilson@iup.edu" bgwilson@iup.eduCount = 10 Liberal Studies Review Steering Committee Mathematics & Quantitative Reasoning SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressBurkettDanFacultyMATH HYPERLINK "mailto:dburkett@iup.edu" dburkett@iup.eduColenYongFacultyMATH HYPERLINK "mailto:yscolen@iup.edu" yscolen@iup.eduLewisJohnFacultyCRIM HYPERLINK "mailto:j.a.lewis@iup.edu" j.a.lewis@iup.eduLookDanielFacultyMATH HYPERLINK "mailto:lookd@iup.edu" lookd@iup.eduNumanMuhammadFacultyPHYS/LSRC HYPERLINK "mailto:mznuman@iup.edu" mznuman@iup.eduPoageMichaelFacultyGEOS HYPERLINK "mailto:mpoage@iup.edu" mpoage@iup.eduPottsToddFacultyECON HYPERLINK "mailto:potts@iup.edu" potts@iup.eduSeeRonaldFacultyCHEM HYPERLINK "mailto:rfsee@iup.edu" rfsee@iup.eduWolfeJimFacultyCOSC HYPERLINK "mailto:jlwolfe@iup.edu" jlwolfe@iup.eduCount = 9 Liberal Studies Review Steering Committee Critical Reading & Critical Thinking SubcommitteeLast NameFirst NameRole at ĢtvDepartmentE-mail AddressBurchKimberlyFacultyMATH HYPERLINK "mailto:kjburch@iup.edu" kjburch@iup.eduCarawayCarolFacultyPHIL HYPERLINK "mailto:caraway@iup.edu" caraway@iup.eduCarranzaCarmyFacultyDVST/LSRC HYPERLINK "mailto:carmycgc@iup.edu" carmycgc@iup.eduFrenzelErikaFacultyCRIM HYPERLINK "mailto:e.frenzel@iup.edu" e.frenzel@iup.eduGropelliTheresaFacultyNURS HYPERLINK "mailto:tgropell@iup.edu" tgropell@iup.eduHamerArdenFacultyDVST HYPERLINK "mailto:ahamer@iup.edu" ahamer@iup.eduJulianJack, Jr.FacultyECON HYPERLINK "mailto:jjulian@iup.edu" jjulian@iup.eduKnickelbeinBeckyFacultyEDSP HYPERLINK "mailto:bknick@iup.edu" bknick@iup.eduLaverickDeAnnaFacultyPSE HYPERLINK "mailto:d.m.laverick@iup.edu" d.m.laverick@iup.eduMooreScottFacultyHIST HYPERLINK "mailto:rsmoore@iup.edu" rsmoore@iup.eduPowersHeatherFacultyENGL HYPERLINK "mailto:hjh@iup.edu" hjh@iup.eduStephensonCathyFacultyDVST HYPERLINK "mailto:cstephen@iup.edu" cstephen@iup.eduWilliamsonMichael T.FacultyENGL HYPERLINK "mailto:mtwill@iup.edu" mtwill@iup.eduCount = 13 FOR INFORMATION: 1. Liberal Studies Committee Report: Approved the revisions to the LS section of B.A. Economics/Mathematics 2. Department of MusicCatalog Description Revision Current 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. 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 education majors. Rationale: When this course was revised at the May Senate the word education in the last sentence should have been included for clarity since this course does not double count for non-education music majors. 3. Department of Health and Physical EducationCatalog Description Changes a. Current Catalog Description: HPED 214 Teaching Health Fitness and Gymnastics 1c-2l-1cr Corequisite: HPED 200 Provides the health and physical educator with an overview of the fundamentals and techniques of instructing personal fitness and gymnastics. Includes opportunities for skill development, analysis, and strategies for incorporating fitness and gymnastics into the physical education curriculum. Proposed Catalog Description: HPED 214 Teaching Health Fitness and Gymnastics 1c-2l-1cr Prerequisite: HPED 209 Provides the health and physical educator with an overview of the fundamentals and techniques of instructing personal fitness and gymnastics. Includes opportunities for skill development, analysis, and strategies for incorporating fitness and gymnastics into the physical education curriculum. Current Catalog Description: HPED 215 Teaching Rhythmic Activities and Dance 1c-2l-1cr Corequisite: HPED 200 Provides an aesthetic and kinesthetic movement experience that prepares the student to be a teacher of basic movement in a variety of situations. Includes creative movement, rhythms, and square, folk, and contemporary dance. Proposed Catalog Description: HPED 215 Teaching Rhythmic Activities and Dance 1c-2l-1cr Prerequisite: HPED 209 Provides an aesthetic and kinesthetic movement experience that prepares the student to be a teacher of basic movement in a variety of situations. Includes creative movement, rhythms, and square, folk, and contemporary dance. Rationale: HPED 200, Fundamentals of Physical Activity, is no longer offered in the core HPED curriculum. This course has been replaced by HPED 209, Motor Behavior, which is now the required prerequisite for HPED Pedagogy classes. Current Catalog Description: HPED 242 Emergency Health Care 1c-2l-1cr American Red Cross Standard, Advanced and Instructors certification and Multimedia Instructors certification awarded upon successful completion of this course. Proposed Catalog Description: HPED 242 Emergency Health Care 1c-2l-1cr Prerequisite: Admission to teacher education program and junior standing American Red Cross Standard, Advanced and Instructors certification and Multimedia Instructors certification awarded upon successful completion of this course. Rationale: While this is a 200 level course, the HPE Department would like to offer this course during the last three to four semesters of study to ensure that students will possess current certification at the end of their program of study. Current Catalog Description: HPED 279 Swimming Pool Maintenance and Chemistry 2c-0l-2cr Prerequisite: HPED 264 A lecture-discussion course to teach fundamental water chemistry, filtration, treatment of water problems, winterization of outdoor pools, and pool management. Emphasizes water testing and analysis of chemicals and bacteria. Taught in the Summer only. Proposed Catalog Description: HPED 279 Swimming Pool Maintenance and Chemistry 2c-0l-2cr A lecture-discussion course to teach fundamental water chemistry, filtration, treatment of water problems, winterization of outdoor pools, and pool management. Emphasizes water testing and analysis of chemicals and bacteria. Taught in the Summer only. Rationale: The HPE Department believes there is no longer a need for any prerequisite content for this course. e. Current Catalog Description: HPED 411 Physical Fitness Appraisal 3c-0l-3cr Involves the selection, administration, and interpretation of various tests for appraising the physical fitness levels of individuals. Information given concerning the various fitness components, and discussions held so that each student gains an understanding of the variables to be tested. HPED 411 Physical Fitness Appraisal 3c-0l-3cr Prerequisite: HPED 343 Involves the selection, administration, and interpretation of various tests for appraising the physical fitness levels of individuals. Information given concerning the various fitness components, and discussions held so that each student gains an understanding of the variables to be tested. Rationale: Faculty teaching this course believe that students who have taken HPED 343 perform better in the course. FOR ACTION APPROVED 1. Department of Mathematics and Department of Economics Program Revision Current Program: Bachelor of ArtsEconomics/Mathematics Proposed Program: Bachelor of ArtsEconomics/Mathematics Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 123 Social Science: ECON 121 Liberal Studies Electives: 9cr, no courses with ECON or MATH prefix  54 Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 125 Social Science: ECON 121 Liberal Studies Electives: 9cr, no courses with ECON or MATH prefix  53 Major: Core: ECON 122 Principles of Microeconomics ECON 421 Macroeconomic Analysis ECON 422 Microeconomic Analysis MATH 124 Calculus II for Physics, Chemistry, and Mathematics MATH 171 Introduction to Linear Algebra MATH 216 Probability and Statistics for Natural Sciences or ECON 355 Statistics for Economists Economics Electives: (1, 2) Students are especially encouraged to take ECON 334 and 356, but any course except ECON 101 may be used. Mathematics Electives: At least one of the following two-semester sequences: MATH 241 and 371, MATH 363 and 364, or MATH 445 and 446 Three additional courses either from the above or from the following: MATH 271, 272, 342, 417 or 418, 421, 422, 423, 425, 427, 451, 465, 476, 477  46-48 3cr 3cr 3cr 4cr 3cr 3-4cr 12cr 15-16cr Major: Core: ECON 122 Principles of Microeconomics ECON 421 Macroeconomic Analysis ECON 422 Microeconomic Analysis MATH 126 Calculus II/Physics, Chemistry, and Mathematics MATH 171 Introduction to Linear Algebra MATH 216 Probability and Statistics for Natural Sciences or ECON 355 Statistics for Economists MATH 225 Calculus III/Physics, Chemistry, and Mathematics Economics Electives: (1, 2) Students are especially encouraged to take ECON 334 and 356, but any course except ECON 101 may be used. Mathematics Electives: At least one of the following two-semester sequences: MATH 241 and 371, MATH 363 and 364, or MATH 445 and 446 Three additional courses either from the above or from the following: MATH 271, 272, 342, 417 or 418 (but not both), 421, 422, 423, 427, 451, 465, 476, 477  48-49 3cr 3cr 3cr 3cr 3cr 3cr 3cr 12cr 15-16cr Other Requirements: College: Foreign Language Intermediate Level (3) 0-6 Other Requirements: College: Foreign Language Intermediate Level (3) 0-6  Free Electives: Total Degree Requirements: 12-20 120  Free Electives: Total Degree Requirements: 12-19 120 (1) No more than 6cr of internship credit may be applied toward major. (2) No more than one ECON Controlled Elective may be a 200-level course. (3) Intermediate-level Foreign Language may be included in Liberal Studies electives.(1) No more than 6cr of internship credit may be applied toward major. (2) No more than one ECON Controlled Elective may be a 200-level course. (3) Intermediate-level Foreign Language may be included in Liberal Studies electives. Rationale: The Mathematics Department has eliminated the two-course, 8 credit calculus sequence MATH 123 and MATH 124 and replaced it with a three-course, 9 credit calculus sequence MATH 125, 126, 225. The Mathematics Department also revised the MATH 216 course from 4 credits to 3. MATH 425 is also being deleted because the course is no longer offered. The approval of these programs supports their approval by the Representative Council of Ģtv-APSCUF. University-Wide Graduate Committee (Senators LaPorte and Williamson) FOR ACTION APPROVED 1. Name of New Program: MA in Applied Archaeology Sponsoring Department: Anthropology Catalog Start Term: Fall 2008 Summary and Rationale: The Master of Arts in Applied Archaeology, developed by the Anthropology Department of the College of Social Sciences and Humanities at Ģtv, is an applied program designed to meet industry and government needs for professional archaeologists specializing in Cultural Resource Management (CRM). Students specializing in this field will be employed in the fields of historic preservation, cultural resource management and heritage planning and tourism. Graduates will work in firms that conduct archaeological investigations on every PennDOT, U.S. Army Corps of Engineers, Allegheny National Forest and National Park Service construction projects. By law, they will be involved in local borough or township projects such as wastewater treatment, Federal Energy Regulatory Commission regulated Natural Gas pipeline construction, and cell-tower constructions to name a few. Several recent studies by the Society for American Archaeology have found that there is a continuing and increasing need for archaeologists with applied M.A. degrees and there are very few programs in the United States that offer such training. The goal of the in Applied Archaeology program is to produce graduates who are trained in the subjects required for professional archaeologists, including preservation law, ethics, business, archaeology, and have the writing skills to prepare technical reports as well as publications for the general public, meet the U.S. Secretary of the Interiors Standards (36CFR61) for professional archaeologists upon graduation (an option for individuals already employed in the field of CRM) or meet all the requirements except for a full year of experience as a project supervisor (an option for students who enter the program immediately after graduation with a B.A. degree), and have specialized training in technical skills such as human osteology, faunal analysis, artifact analysis and geophysical surveys such as the use of electrical resistivity, magnetometers and ground penetrating radar. In other words, our objective is to produce graduates who have the discipline specific knowledge, technical training, and experience to be employed as professional archaeologists in a variety of settings including private environmental consulting and engineering firms, national and state agencies, museums, and the historic preservation and heritage tourism industries. The proposed MA in Applied Archaeology requires a minimum of 36 semester hours of credit including the thesis credits. The program will include five core courses: ANTH 610, ANTH 612, ANTH 616 ANTH 618, and ANTH 714 in addition to 15 semester hours of electives, an optional internship and required thesis. At least 9 credits of electives will be from courses with Anthropology prefixes; the remaining credits may be from related departments. Students may arrange an internship as part of their degree for up to three credits. All students will be required to complete a thesis which may be in the form of a cultural resource management report or policy study of a cultural resource issue. The internship may be used as preparation for the thesis. The program will admit 15 students per year and can be completed in two years or four semesters plus a summer for field work or the internship. The program will be overseen by a department graduate committee selected from the entire Anthropology Department faculty to ensure continuity in the program. Because of the involvement of professional archaeologists in developing the program and providing opportunities for internships, we would create a five member advisory committee drawn from the public and private sectors to assist in the evaluation of the program. CATALOG DESCRIPTION: The Ģtv Department of Anthropology offers a graduate program leading to a degree of Master of Arts in Applied Archaeology The M.A. program in applied archaeology is designed to meet a need for increased training of professional archaeologists employed in the fields of historic preservation, cultural resource management and heritage planning and tourism. The program is designed to prepare students to meet the US Secretary of the Interiors Standards for professional archaeologists upon graduation (an option for individuals already employed in the field of CRM) or meet all the requirements except for a full year of experience as a project supervisor (an option for students who enter the program immediately after graduation with a BA degree). Students are trained in the current relevant subjects for professional archaeologists including preservation law, ethics, business, and archaeology, have the writing skills to prepare technical reports as well as publications for the general public, and have specialized training in technical skills such as human osteology, faunal analysis, and geophysical surveys, which are critical to professionals in this field. Students who enter the program usually hold a bachelors degree in anthropology, history, geography or a related field. Depending on their undergraduate coursework, students may be required to take courses as a condition of their admission to prepare for the program, especially courses in archaeological theory, artifact analysis and an archaeological field school. Applicants must meet all the requirements of the Graduate School and must take the General Test of the Graduate Record Exam before admission. Department resources include faculty members who are experienced teachers and active researchers in different aspects of cultural resource management and applied archaeology. They have held leadership positions in state and national professional organizations. Archaeological Services, an externally funded research center associated with the Anthropology Department, may provide funding and professional experience for students prior to graduation. The degree program requires a minimum of 36 semester hours of credit including the thesis credits. The program includes five core courses: ANTH 610, ANTH 612, ANTH 616 ANTH 618, and ANTH 714 in addition to 15 semester hours of electives, an optional internship and required thesis. At least 9 credits of electives must be from courses with Anthropology prefixes; the remaining credits may be from related departments. Students may arrange an internship as part of their degree for up to three credits. All students will be required to complete a thesis which may be in the form of a cultural resource management report or policy study of a cultural resource issue. The internship may be used as preparation for the thesis. Six credits of the electives may be taken from the Geography Departments Geographic Information System (GIS) courses. Students may elect to take an additional four courses which are not part of the Applied Archaeology degree in order to receive a certificate in Geographic Information Science and Geospatial Techniques from the Geography Department. The Applied Archaeology program advisor will work with students to arrange their schedules to meet the requirements of the GIS certificate program expeditiously; however, we can not guarantee that both programs can be completed within two academic years. Master of Arts in Applied Archaeology I. Core Program 15 cr. ANTH 610 Archaeological Laws and Ethics 3 cr. ANTH 612 Seminar in Cultural Resource Management I: Method and Theory 3 cr. ANTH 616 Pre-Columbian North American Archaeology (1) 3 cr. ANTH 618 Historical Archaeology (1) 3 cr. ANTH 714 Seminar in Cultural Resource Management II: Analysis and Interpretation 3 cr. (1) Students who have taken North American Archaeology or Historical Archaeology as undergraduates and received a grade of al least a B may petition to have other electives substituted for one or both of these courses. II. Electives 15 cr. (At least 9 credits must have ANTH prefix, at least one of the ANTH courses should be a non-archaeology elective) ACCT 502 Foundations of Financial Accounting 3 cr. ACCT 607 Management Accounting 3 cr. ANTH 514 Native Americans 3cr. ANTH 556 Ethnographic Research Methods 3 cr. ANTH 560 Ethnographic Field School 6 cr. ANTH 581 Special Topics 3 cr. ANTH 584 Specialized Methods in Archaeology 3 cr. ANTH 625 Public Archaeology 3 cr. ANTH 694 Anthropology Seminar 3 cr. ANTH 699 Independent Study 3 cr. ANTH 720 Issues in Historic Preservation 3 cr. ANTH 730 Archaeology of Pennsylvania 3 cr. ANTH 740 Advanced Archaeological Field Methods 3-6 cr. ANTH 745 Seminar in Archaeological Interpretation 3 cr. GEOG 516 Introduction to Geographic Information Systems 3 cr. GEOG 517 Technical Issues in GIS 3 cr. GEOG 625 Environmental Planning 3 cr. HIST 605 Introduction to Public History 3 cr. HIST 606 Topics in Public History 3 cr. HIST 614 Research Methods 3 cr. Other elective courses may be approved by the faculty on an individual basis. III. Internship and Thesis 6 cr. ANTH 698 Internship. 3 cr. Students may elect to take a faculty-supervised internship either on or off campus with organizations utilizing archaeological skills in non-academic settings. Off campus internships may include cultural resource management companies, government agencies, private non-profit organizations, tribal governments, and museums. Only 3 credits of internship can count toward the internship and thesis 6 credit requirement. Students who do not elect to take an internship will be required to take 6 Thesis credits. ANTH 795 Thesis 3-6 cr. All students will be required to write a thesis either in the form of a cultural resource management project report or a policy paper on a cultural resource issue. Course Descriptions: New Courses: ANTH 610 Archaeological Laws and Ethics 3cr. Intensive examination of current legal and ethical issues involved in the practice of archaeology including an examination of laws affecting the excavation and study of archaeological sites and historic properties. ANTH 612 Seminar in Cultural Resource Management I: Method and Theory 3cr. Discussion of the theory and methods involved in the current practice of cultural resource management and how these relate to the development of research designs, proposal writing, field strategies for archaeological survey and testing and development of project budgets. Prerequisite: ANTH 610 or Instructor permission ANTH 616 Pre-Columbian North American Archaeology 3cr. This course covers the body of knowledge archaeologists have generated about the Pre-Columbian past of North America north of Mexico with emphasis on the Eastern Woodlands and explores significant substantive, theoretical and methodological debates among archaeological scholars working in North America. ANTH 618 Historical Archaeology 3cr. This course provides an overview of historical archaeology, a discipline that combines the study of material culture with that of written documents as a means to gain an understanding of peoples and cultures who lived during periods of recorded history. The course focuses on the United States since the sixteenth century, paying special attention to the contributions that historical archaeology has made to our understanding of EuroAmerican, Native American and African American peoples. ANTH 625 Public Archaeology 3cr. Course focuses on methods and theory of presenting archaeology to the public with special emphasis on recent scholarship and on national and regional styles of doing public archaeology. Students learn skills for designing and presenting programs about archaeology to a variety of audiences. ANTH 698 Internship 3cr. This course involves a supervised experience, either on or off campus, in organizations utilizing archaeological skills in public or private settings. These settings include cultural resource management companies, government agencies, private non-profit organizations, tribal governments, and museums, but may not be taken at a students normal place of employment as the internship is an opportunity to expand experience in the field of applied archaeology. Prerequisite: 18 hours of graduate credit and permission of the graduate coordinator ANTH 714 Seminar in Cultural Resource Management II: Analysis and Interpretation 3cr. Discussion of the theory and methods involved in the current practice of cultural resource management and how these relate to data analysis and interpretation of survey and testing projects, assessment of site significance, development of research strategies for excavation projects, and report writing. Prerequisite: ANTH 612 or Instructor permission ANTH 720 Issues in Historic Preservation 3cr. This course is designed to examine the history, theory, and current issues of preservation practice in the U.S. We will discuss theories of what, how, and why we preserve, within the context of the evolution of the field of historic preservation. The focus will be on exploring current issues in the field of Historic Preservation and the role of applied archaeology. Prerequisite: ANTH 612 or Instructor permission ANTH 730 Archaeology of Pennsylvania 3cr. A detailed examination of the archaeology of Pennsylvania and surrounding states from the initial colonization by humans through the nineteenth century, with special emphasis on the culture history, cultural ecology, and ethnohistory as well as vernacular and industrial sites archaeology. Prerequisite: ANTH 616 and ANTH 618 or Instructor permission ANTH 740 Advanced Archaeological Field Methods 3-6cr. Advanced instruction in survey and excavation field methods and technology with an emphasis on the application of research designs to field settings, and the logistics of supervising field projects. Prerequisite: Undergraduate field school and ANTH 612 or Instructor permission ANTH 745 Seminar in Archaeological Interpretation 3cr. This course focuses on the quantitative and qualitative interpretation of an archaeological projects often varied data for the purpose of generating higher level interpretations of past lifeways, sociopolitical processes and culture change. Although the course includes a consideration and critique of the methods used to generate the data sets themselves, the emphasis is on how such data is used and its potential for misuse - in interpretation. Prerequisite: ANTH 612, ANTH 714, or Instructor permission ANTH 795 Thesis 3-6cr. All students will be required to complete a thesis which can be either in the form of a policy paper or a comprehensive report on an archaeological project. The policy paper would be developed during an internship at a state or federal agency. The report would result from a project conducted as part of an advanced field project. Prerequisite: Permission of the Department Graduate Committee. Revised as Dual Listed Anthropology Department Courses: ANTH 560 Ethnographic Field School 6cr. Ethnographic research training in the field. Emphasizes the application of qualitative research methods, the recording of data in research journals and the maintaining of field diaries, the categorizing and organizing of data, and the writing of research reports. Prerequisite: Permission of the Instructor ANTH 584 Specialized Methods in Archaeology 3cr. Provides an opportunity to learn specialized techniques and approaches presently in use in archaeology. In any one semester, will concentrate on one of a range of possible themes,. The specific topic varies but focuses on instructing in the mechanics of the selected technique, its application to real archaeological problems, and the interpretation of the results. Current Graduate Courses: ANTH 514 Native Americans 3cr. A survey of culture history and culture area characteristics of the Indians of North America. Detailed study of representative groups related to historical, functional, and ecological concepts. ANTH 556 Ethnographic Research Methods 3cr. Provides a background in qualitative and quantitative techniques used in anthropological research. Concentrates on the ethics of research with people, formulation of hypotheses, design and use of appropriate research techniques, and data analysis. Emphasizes development of field notes, interviewing techniques, developing genealogies, and participant observation. ANTH 581 Special Topics 3cr. ANTH 694 Anthropology Seminar 3cr. Considers conceptual problems and definitions in anthropology. Formulations of a variety of research problems central in anthropology emphasized. ANTH 699 Independent Study 2. Name of New Program: Ph.D. in Communications Media and Instructional Technology APPROVED Sponsoring Department: Communications Media Catalog Start Term: Fall 2008 Summary & Rationale: This program is designed to prepare individuals to produce new media, impact culture in a positive way, and generate research driven by existing theory and scholarship within the field of communications media & instructional technology. Its curriculum is similar to many Ph.D. programs across the country offering coursework in communication theory, cultural seminars, and rigorous training in quantitative and qualitative research. It is the added emphasis and expertise within Ģtvs Communications Media department in media production that differentiates and enhances the program, going beyond the study of media impact to the generation of research and production of new media. The Communications Media Department at the Ģtv is uniquely qualified to develop a Ph.D. program that can produce individuals capable of researching cultural forces, developing new theories of communication, and producing new media that both react to needs and desires and help transform society for the better. The department has a long standing cultural focus with undergraduate courses in African American film, women and media, international communications, and emerging trends. We have a faculty with a strong production background, teaching courses in video production, animation, audio, web, games, and simulations. Instructional technology, a significant arena within communications media, has been a major focus of the department at both the undergraduate and graduate level. The faculty actively conducts research and currently 10 out of 13 members of the department have doctoral faculty status at Ģtv. The state system mandates that Ph.D.s offered by the system be applied in nature. Not only is the departments strength the application and production of media, but the need, according to our needs assessment, is for an applied doctorate that produces researchers with both an understanding of the cultural forces within our society and the ability to actually produce current media and develop new media. If we do not prepare those who can address, study and respond to the interaction between culture and media and their associated issues in the workplace, society and the academic community then Pennsylvania will miss a critical opportunity, not only for our current citizens and economy, but for future growth. The program will target four audiences: individuals seeking careers as communication researchers for business, industry and government; community college faculty under pressure to earn doctoral credentials; individuals seeking careers in higher education especially as professors of communications media and instructional technology; and military officers wishing to advance their careers and prepare for new careers outside of the military. The need for professionals with doctoral qualifications is increasingly apparent in business, and government. The Bureau of Labor and Statistics states that government and business employ individuals with advanced degrees in business administration, marketing, statistics, communications, or some closely related discipline. They predict that the job outlook for researchers in business, industry, and with the government is expected to grow faster than average and remain strong. Opportunities for individuals with Ph.D.s abound in higher education. Community Colleges are encouraging their faculty to seek Ph.D. degrees as those institutions develop four year programs. According to the Bureau of Labor and Statistics, employment of post-secondary teachers is expected to grow much faster than average for all occupations through 2014. They go on to say that Ph.D. recipients seeking jobs as postsecondary teachers will experience favorable job prospects over the next decade. It is our contention that this degree is ideal for an individual with a bachelors and masters in a different field who wishes to pursue a faculty position in higher education based on statements such as Postsecondary teaching requires the ability to communicate ideas well, motivate students, and be creative. A mathematics instructor at a community college would benefit greatly from our proposed program, gaining the necessary communication skills along with the credential of an earned Ph.D. Our own experience in recruiting faculty demonstrates that there is a lack of faculty candidates with a background to conduct research and the necessary practical skills to teach communications media classes effectively. Only the Ph.D. degree allows us to prepare professionals for these areas. Such needs can only be truly addressed in the context of a comprehensive, doctoral level program. The Communications Media faculty, several of which have military and military related backgrounds, are especially interested in designing a program that would be attractive members of the armed services. Rodney Ruddock, an Indiana County Commissioner and retired U.S. General confirmed that it would be an advantage to have a Ph.D. and would increase the opportunity for an officer to be promoted. Additionally, Major Chris McDevitt of Ģtvs ROTC program confirmed that a Ph.D. is a benefit when applying for promotion. So too, it is essential in mass communication and instructional technologies where the speed of technological change is even greater. This is the arena that will keep our current workers and businesses competitive and shape the future generations of Pennsylvania citizens and workers. Since graduates of this program must be able to conduct communications research, both within business and academic arenas, it is imperative that this degree be a doctorate of philosophy. The program has no relation to K-12 preparation and none of the National Communication Associations top 27 programs in Communication and Culture are Ed.D. programs. The Ed.D. would be an anomaly within our field. The proposed program will initially consist of the equivalent of 15 full-time students with Ģtv courses to begin Fall 2008. The 60 credit program will encompass doctoral level course work focusing on theory and culture coursework (18 credits), communication research core courses (12 credits), media production courses (13-18 credits), dissertation (12 credits), and electives as needed to complete the 60 credits required for program completion. The program will culminate with 12 credits of dissertation that generates research relevant to the field of Communications Media and Instructional Technology. It is anticipated that in the initial year of Fall 2008 enrollment would be opened to full and part time students at a rate which would allow for class sizes of no more than 15. A doctoral co-coordinator, in collaboration with the department chairperson, will be responsible for program oversight. The proposed program is supported by the Department of Communications Media, the Dean of Education and Educational Technology, Dr. Mary Ann Rafoth, and the President of Ģtv, Dr. Tony Atwater. In accordance with curriculum development guidelines for a new graduate degree program, a Notification of Intent to Develop a New Major was prepared and submitted for review in May 2006. Approval to develop a preliminary proposal was given by the PASSHE system in June 2006. Catalog Description: The Ph.D. in Communications Media and Instructional Technology is designed to develop scholars who are prepared to conduct advanced research, and are experts in the following areas: communications theory; the impact of media on culture; and the design, development, implementation, and evaluation of training. Graduates will synthesize knowledge from domains within the communication field and related disciplines as they assume leadership roles in diverse professional, business, and military environments. The sixty-credit program, designed for individuals interested in pursuing a career in academia, business, or the military with a research focus on Communications Media and Instructional Technology, provides students with culture and theory courses, research courses, and production of media courses with an emphasis on current and emerging technologies. Upon completion of the Ph.D. in Communications Media and Instructional Technology program, the graduate is prepared to: Conduct research that enables organizations to effectively use communications and media in meeting goals; apply research, an understanding of culture, and production skills to the development of new media; interpret cultural forces upon communications and media; provide leadership to positively impact culture with communications and media; design, produce, and utilize media within a variety of cultural and professional contexts; synthesize existing media and emerging technologies; and develop new media. Curriculum Overview: I. Research Courses 12 cr. EDSP 817 Doctoral Seminar in Applied Educational Research or equivalent) 3 cr. COMM 825 Quantitative Methods in Communications Research 3 cr. COMM 828 Qualitative Methods in Communications Research 3 cr. COMM 910 Advanced Doctoral Research in Communications 3 cr. II. Theory and Culture Core Courses 12 cr. COMM 801 Ideas that Shape Media 3 cr. COMM 812 Media Ethics 3 cr. COMM 857 Doctoral Seminar in Communications Culture & Technology 3 cr. COMM 900 Culture of Cyberspace 3 cr. III. Theory and Culture Elective Courses 6 cr. COMM 822 Children & Media 3 cr. COMM 853 Corporate Communications 3 cr. COMM 881 Special Topics 3 cr. IV. Production Core Courses 7-12 cr. COMM 832 Media Production Variable 1-6 cr. COMM 846 Instructional Media Solutions 3 cr. COMM 860 Media Preproduction 3 cr. V. Production Elective Courses 6 cr. COMM 876 Online Media 3 cr. COMM 881 Special Topics 3 cr. COMM 882 Simulations and Games 3 cr. VI. Elective Courses 0-9 cr. Taken in place of COMM 832 credits waived by admission committee. COMM courses, listed below, may only be taken if not taken as theory and culture electives or production electives. COMM 822 Children & Media 3 cr. COMM 853 Corporate Communications 3 cr. COMM 876 Online Media 3 cr. COMM 881 Special Topics 3 cr. COMM 882 Simulations and Games 3 cr. CURR 915 Writing for Professional Publication 3 cr. ECON 820 Managerial Economics for Decision making and Leadership 3 cr. ENGL 808 Technology and Literacy 3 cr. ENGL 956 Literary Theory for the Teacher and Scholarly Writer 3 cr. SOC 803 Social and Organizational Theory 3 cr. SOC 862 Analysis of Social Data 3 cr. VII. Dissertation 12 cr. COMM 995 Dissertation 12 cr. Total 60 Credits Beyond a Masters or masters equivalency New Courses: COMM 801 Ideas That Shape Media 3cr. Course Description This course provides a detailed analysis of prevailing theories of media, cultural influences, and communication. Students read milestone research, discuss the impact that culture and media have on each other, and analyze how technology, technique, and culture collide to create various forms of communication. The course also focuses on trends in Communications Media and Instructional Technology. Rationale This course provides a detailed analysis of prevailing theories of media and communication. Students read milestone research, discuss the impact that culture and media have on each other, and write an extensive analysis of how technology, technique, and culture collide to create various forms of communication. The course also focuses on trends in Communications Media and Instructional Technology. It is expected that this will be one of the first courses completed within the program by Ph.D. students but this course may be taken any time in the program and is not a prerequisite for any other course. COMM 812 Media Ethics 3cr. Course Description This course analyzes ethical problems using established theories, research and personal insights. Discussions focus on ethics within the communications media and instructional technology field. Students will complete research and case study activities that require them to provide possible solutions to ethical problems in the field. Rationale This course provides communications scholars with knowledge of the role of ethics in interpersonal and mass communication. A major emphasis of this course will be on developing an ethic that strives to positively impact culture using communications and media. There are no prerequisites to this course. It is important that Ph.D. students in communications understand their role in establishing, obeying, and in some cases, enforcing a set of ethics in the field. COMM 822 Children & Media 3cr. Course Description This course analyzes the scope of media in relationship to children. It also examines the impact that media has on children in terms of behavior and culture, as well as, the influence children have in shaping the media. Students will read and analyze current literature pertaining to the theoretical cause and effect patterns of communications and media on socialization patterns, overall growth and development, as well as changing learning, performance and enhancement trends among children and adolescents. Rationale This course provides communications scholars with knowledge of the relationship between media and children. There are no prerequisites to this course. It is important that Ph.D. students in communications understand how media impacts children, as well as, how children impact media. COMM 825 Quantitative Methods in Communication Research 3cr. Course Description This course presents students with methods to conduct quantitative research in the communications theoretical and applied domains. This course provides students with the necessary skills to plan for and interpret quantitative data. Students will learn the fundamentals of quantitative modeling and statistical analysis to develop and answer communication problems. Students become familiar with principles for formulating hypotheses, selecting experimental and quasi-experimental designs, and using statistical software and other resources to conduct and interpret quantitative findings. Rationale This course provides communications scholars knowledge of how to use varying strategies in conducting quantitative research in the field of communications media and instructional technology. Emphasis will be placed on how quantitative research can be used to assist organizations in meeting goals. There are no prerequisites to this course. COMM 828 Qualitative Methods in Communications Research follows this course in the course sequence. COMM 828 Qualitative Methods in Communications Research 3cr. Course Description Students will examine the theoretical basis and history of qualitative methods within the field of communications media and instructional technology. They will become familiar with primary qualitative methods and then apply that knowledge to important studies within the field. They will also design and implement qualitative research strategies in research exercises. Rationale This course provides communications scholars knowledge of how to use varying strategies in conducting qualitative research. This course will emphasize the use of qualitative research in assisting organizations in meeting goals. EDSP 817 is a prerequisite to this course. It is important that Ph.D. students in communications can conduct research, therefore there will be a course provided to teach qualitative research. COMM 832 Media Production 3cr. Course Description This production course may be taken for variable credit between 1 and six credits. It provides students with an array of media production skills related to audio, video, photographic, typographic, two-dimensional design, and web related production skills. The course is presented in modular form with each module equaling one credit. A student may test out of any or all of the modules but must substitute the credits with an elective approved by the students advisor. Rationale This course provides communications scholars knowledge of how to use varying types of media production. This course focuses primarily on traditional media. A grasp of traditional media production skills is necessary to the goal of developing new media. There are no prerequisites to this course. It is important that Ph.D. students in communications have an array of media production skills related to audio, video, photographic, typographic, 3 dimensional graphic, and web related production skills. COMM 846 Instructional Media Solutions 3cr. Course Description This course analyzes the varied theoretical approaches to the design, development, implementation, and evaluation of media solutions to human competency problems. Students discuss models of performance analysis and policies, strategies, and tactics for developing competence including instructional design. Students are required to analyze existing instructional systems and present recommendations for improving those systems based on models and strategies discussed in class. Rationale This course provides the knowledge and skills necessary for communications scholars to use media in instruction. The course will focus primarily on performance technology and examining problems that may, or may not have media based solutions. Cultural issues will be examined as well as research into causes of current affairs and desired outcomes. There are no prerequisites to this course. The field of communications offers many solutions in media and students should have a course specific to using those solutions in instruction. COMM 853 Corporate Communications 3cr. Course Description This course provides students with the necessary skills to design, inform, and implement communications media strategies within the corporate environment. Students will learn the importance of communication and its impact on the affected publics. Through developing written, oral, and managerial communication students will be able to execute multidirectional communication within a corporate setting. Students will explore corporate communication functions including internal communication, corporate promotions, and marketing communications. Rationale This course will focus on the use of media within corporations. This will encompass a broad range of media purposes including training, interpersonal communication, external communication, formal and informal media. Current literature will be examined and a variety of corporate cultures will be considered. There are no prerequisites to this course. The field of communications requires that Ph.D. graduates communicate successfully in professional environments; therefore, students should have a course specific to creating effective multidirectional communication systems within office environments. COMM 857 Doctoral Seminar in Communications Culture & Technology 3cr. Course Description This course, by providing an advanced forum in which to research, discuss, and document current and emerging topics, issues, and applications in communication technology, serves to offer students the opportunity to conceptualize and develop models and strategies for group problem solving. Emphasis will be placed on students applying this knowledge to in-class group problem solving. Students will work in a group(s) to formulate and implement a detailed plan for solving an organizational problem. Rationale This course provides the knowledge and skills necessary for communications scholars to conceptualize and develop models and strategies for the integrated application of theory and practice. Students will begin synthesizing their understanding of research, culture, and production and consider ways that those variables can combine to create new media. COMM 801 is a prerequisite to this course. The field of communications requires that Ph.D. graduates communicate successfully in professional environments; therefore, students should have a course specific to research and discussion of emerging topics in communications. COMM 860 Media Preproduction 3cr. Course Description This production course focuses on preproduction activities such as script treatments, storyboarding, scriptwriting, editing, and production management. Students analyze case studies and real world situations to better understand the planning of media development. Students also develop a preproduction plan for a substantial media production in the areas of audio, video, film, photography, animation, games, simulation and educational media. Rationale This course provides the knowledge and skills necessary for communications scholars to conduct preproduction activities such as script treatments, storyboarding, scriptwriting, editing, and production management. Students will be asked to consider how culture and research impact the design of communications and media. There are no prerequisites to this course. The field of communications requires that Ph.D. graduates understand the planning of media development; therefore, students should have a course specific to this topic. COMM 876 Online Media Course Description 3cr. This production course introduces students to the development and distribution of media via satellite, broadband, and other digital delivery systems. Students will discuss production, fiscal, ethical, and technological issues surrounding streaming, file sharing, wireless connectivity, and pod-casting. In the majority of the course students will develop a production with audio and video components for online distribution and give justification for the selected strategies. Rationale This course provides the knowledge and skills necessary for the development and distribution of communications via satellite, broadband, and other digital delivery systems. Emphasis will be placed on the impact of culture in the creation and adoption of new electronic media. There are no prerequisites to this course. The field of communications requires that Ph.D. graduates understand production, fiscal, ethical, and technological issues surrounding streaming, file sharing, wireless connectivity, and pod-casting.; therefore, students should have a course specific to this topic. COMM 881 Special Topics 3cr. Rationale The course will allow the department to develop and formatively evaluate potential new courses, especially electives, within the program. It will also allow the department to develop and deliver courses that are reactive to events and circumstances within our field that may lead us to desire a one or two time offering of a course. COMM 882 Simulations and Games 3cr. Course Description This production course focuses on the design, development, distribution of electronic games and simulations. Discussions will focus on ethics, controversies, and economics of the gaming industry. The role of instructional, promotional, and entertainment based simulations will be discussed. Students will learn to use advanced multimedia production tools to create simulations and games for varied purposes accompanied by a written explanation of selected strategies. Rationale This course provides the knowledge and skills necessary for the design, development, distribution of electronic games and simulations. It will also address the ways culture impacts and is impacted by games and simulated environments. Additionally, it will examine how cultures are created by games and simulations, such as Second Life. There are no prerequisites to this course. The field of communications requires that Ph.D. graduates understand ethics, controversies, and economics of the gaming industry as well as the use of computer generated animations in motion pictures; therefore, students should have a course specific to this topic. COMM 900 Culture of Cyberspace 3cr. Course Description This production course presents both the business and production of multimedia development and the development of interactive multimedia environments including kiosks, commercial web sites, educational software, and games. Students complete case studies including needs assessment, audience analysis, cost analysis, goal analysis, and evaluation and then develop an interactive multimedia solution to a complex communication problem. Rationale This course will examine the unique cultures that are created by new media. For example, students will study the creation and evolution of sub-cultures that grow from media like television programs and simulation software. Discussions will center on how the media affects and is affected by these cultures. There are no prerequisites to this course. The field of communications uses multimedia extensively; therefore, it is necessary that Ph.D. scholars take a course dedicated to this topic. COMM 910 Advanced Doctoral Research in Communications 3cr. Course Description This course will serve as an advanced experience to assure student are prepared to do professional research in communications. Students will design a complete communications research project suitable for professional presentation and publication. Their work will encompass research design, measurement techniques, statistical procedures, and philosophies of research. Quantitative and qualitative approaches will be considered. Also covered are practical points such as data collection and generation strategies, concept definitions, database structure and report design. Prerequisites: EDSP 817 or equivalent, COMM 825, and COMM 828. Rationale This course provides the advanced knowledge and skills necessary for communications scholars to conduct original research efforts. It incorporates their prior studies in research and theory into the design of an original research project to assure they are prepared to conduct professional research. Prerequisites to this course are EDSP 817: Doctoral Seminar in Applied Educational Research or equivalent, COMM 825: Quantitative Methods in Communications Research, COMM 828: Qualitative Methods in Communications Research. This course is designed to guide Ph.D. students in communications and instructional technology through the dissertation process. COMM 995 Dissertation 1-12cr. Rationale This required course provides the student with an opportunity to complete and defend the dissertation. The completion of a dissertation is the culmination of this entire program of study. All coursework must be completed before the student can register for dissertation credits; therefore all courses in the program are prerequisites. Additionally, the student must have successfully completed the proposal defense. . 3. Proposed Policy Change APPROVED Summary and Rationale: The current Graduate School Internship Policy (see below) specifies that to qualify for a graduate internship appointment, students must have been in full-time enrollment (nine graduate credits or more) during the semester or summer sessions (the latter taken as a whole) immediately preceding the academic period for which the internship is requested. Many programs that offer internships as part of their curriculum are part-time oriented and routinely request exceptions to this policy. It is recommended that the requirement for full-time enrollment be deleted from the Internship Policy. Current Internship Policy: To qualify for a graduate internship appointment, the graduate student must have a minimum of twelve Ģtv graduate credits earned and a minimum 3.0 grade point average; must have been in full-time enrollment (nine graduate credits or more) during the semester or summer sessions (the latter taken as a whole) immediately preceding the academic period for which internship is requested;* and must meet departmental internship criteria. No more than six internship credits may apply to a graduate degree unless written approval of the students department chair or graduate coordinator and the dean of the School of Graduate Studies and Research (in that order) is obtained. Continuation in an internship experience by a given graduate student is contingent upon the students maintenance of satisfactory performance in all aspects of his/her degree program. Programmatic exceptions to the foregoing policy can be made only with the approval of the Graduate Committee. * For graduate students active during summers only, or during fall-spring semesters only, the phrase immediately preceding the academic period, etc., refers to the students last preceding active semester or summer session. Proposed Changes: To qualify for a graduate internship appointment, the graduate student must have a minimum of twelve Ģtv graduate credits earned and a minimum 3.0 grade point average; must have been in full-time enrollment (nine graduate credits or more) during the semester or summer sessions (the latter taken as a whole) immediately preceding the academic period for which internship is requested;* and must meet departmental internship criteria. No more than six internship credits may apply to a graduate degree unless written approval of the students department chair or graduate coordinator and the dean of the School of Graduate Studies and Research (in that order) is obtained. Continuation in an internship experience by a given graduate student is contingent upon the students maintenance of satisfactory performance in all aspects of his/her degree program. Programmatic exceptions to the foregoing policy can be made only with the approval of the Graduate Committee. * For graduate students active during summers only, or during fall-spring semesters only, the phrase immediately preceding the academic period, etc., refers to the students last preceding active semester or summer session. Revised Policy: To qualify for a graduate internship appointment, the graduate student must have a minimum of twelve Ģtv graduate credits earned and a minimum 3.0 grade point average, and must meet departmental internship criteria. No more than six internship credits may apply to a graduate degree unless written approval of the students department chair or graduate coordinator and the dean of the School of Graduate Studies and Research (in that order) is obtained. Continuation in an internship experience by a given graduate student is contingent upon the students maintenance of satisfactory performance in all aspects of his/her degree program. Programmatic exceptions to the foregoing policy can be made only with the approval of the Graduate Committee. The approval of these programs supports their approval by the Representative Council of Ģtv-APSCUF. Library and Educational Committee (Senator Jozefowicz) Next meeting on September 18 in 203 Stabley Research Committee (Senator Sciulli) Awarded $19,352 to 16 individuals; next meeting on October 2 in 235 Stright University Development and Finance Committee (Senator Domaracki) Next meeting on September 18 in University Towers Conference Room Student Affairs Committee (Senator Beisel) Next meeting on September 18 in HUB Conemaugh Academic Committee (Senator Dugan/Novels) Next meeting on September 18 in 201 McElhaney Awards Committee (Senator Hernandez/Ritchey) Met last week; next meeting on September 18 in Stabley 201 Noncredit Committee (Senator ONeil) Next meeting on September 18 at 4:15pm in Keith 100 SENATE REPRESENTATIVE REPORTS University Planning Council (Senator Wright) No report Presidential Athletic Advisory Committee (Senator Domaracki) No report Academic Computing Policy Advisory Committee (Senator Weiner) No report NEW BUSINESS none ADJOURNMENT The meeting was adjourned at 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" # $ % & ' ( ) * + , - . / 0 1 Root Entry F=: Data 1TableT{WordDocument.՜.+,D՜.+,l(  !` MINUTES OF THE TitleAx; ;(;LA0;8; > D; L; X; d;;;; the September 11, 2007, meeting of the University Senate to order at 3:32 p.m., in Eberly Auditorium.The following Senators informed the Senate Leadership that they could not attend: Baker, Baum, Bowers, Cowles, Dugan, Hannibal, Hood, Hulin&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateSeptember 11, 2007Chairperson Broad called the September 11, 2007, meeting of the University Senate to order at 3:32 p.m., in Eberly Auditorium.The following Senators informed the Senate Leadership that they could not attend: Baker, Baum, Bowers, Cowles, Dugan, Hannibal, Hood, Hulin&lt;/p&gt;EktTaxCategory MINUTES OF THE TitleX?::::,<4< @< L< T< `< l<<<<ould not attend: Baker, Baum, Bowers, Cowles, Dugan, Hannibal, Hood, Hulin&lt;/p&gt;DownloadAsset.aspx?id=79167EktTaxCategory 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}mailto:lookd@iup.edu9zmailto:j.a.lewis@iup.eduLswmailto:yscolen@iup.edu7tmailto:dburkett@iup.edu% qmailto:bgwilson@iup.eduQonmailto:wilkie@iup.edu]gkmailto:wheeler@iup.eduRyhmailto:shumba@iup.edu emailto:nienkamp@iup.edu( bmailto:moore@iup.eduUu_mailto:mbleid@iup.edu\w\mailto:akondo@iup.eduIkYmailto:ahenry@iup.edu_~Vmailto:pbroad@iup.eduAkSmailto:sbwelsh@iup.edu0Pmailto:gsstoudt@iup.eduVpMmailto:hcs@iup.eduGyJmailto:msadler@iup.edu[{Gmailto:lroles@iup.edu0Dmailto:phun@iup.edufAmailto:s.mensch@iup.edu >mailto:mcpherso@iup.edu]};mailto:lmsiell@iup.edu&8mailto:mabry@iup.edu.5mailto:vtjl@iup.edu"2mailto:endyw@iup.edu_o/mailto:donaldb@iup.edu8,mailto:woodland@iup.eduWi)mailto:kwibowo@iup.eduFw&mailto:lfszul@iup.edu(#mailto:southard@iup.edu^s mailto:tshort@iup.edu% mailto:rpsecrst@iup.edu[emailto:oblitey@iup.edu2mailto:mfbb@iup.edu(mailto:doloomis@iup.edu5mailto:farag@iup.edu"mailto:drummond@iup.eduLv mailto:portia@iup.edu _mailto:azad.ali@iup.edu:mailto:mlzanich@iup.eduFsmailto:yerger@iup.edu, mailto:dwang@iup.edu6mailto:gailsech@iup.edu}"mailto:Elizabeth.Ricketts@iup.edu/mailto:karatjas@iup.edu#mailto:hanrahan@iup.edu7mailto:hannibal@iup.edu3mailto:jgossett@iup.eduQlmailto:chaiken@iup.eduPsmailto:cekadat@iup.eduRtmailto:fbowers@iup.edu_imailto:bobbegg@iup.edu mailto:anderson@iup.eduZ~mailto:lingyan@iup.eduDpmailto:tsmith@iup.eduBumailto:tslater@iup.edu6mailto:gailsech@iup.edu9mailto:rives@iup.eduymailto:willard.radell@iup.edu9mailto:sawn@iup.edu^rmailto:danlee@iup.edu(mailto:franklin@iup.eduI`mailto:bigrigg@iup.edu4mailto:heide@iup.edu3mailto:mjshotts@iup.edu+mailto:michelep@iup.edu$ mailto:kruckman@iup.edu)mailto:cjohnson@iup.edu" mailto:sjackson@iup.edu]umailto:fiddner@iup.edu3mailto:sezekiel@iup.edummailto:reena.dube@iup.edu-mailto:lauradel@iup.edu-mailto:lauradel@iup.eduBgmailto:dassier@iup.edu.mailto:chandler@iup.eduBxmailto:wcarse@iup.edu$mailto:dbrzycki@iup.edu/mailto:jbenhart@iup.edu\bmailto:baumler@iup.edu= mailto:kpbarton@iup.edu$mailto:osebo@iup.edu7Nmailto:cheryl.wilson@iup.edu]emailto:sweeny@iup.eduCx~mailto:jscandt@iup.edu(^{mailto:carl.rahkonen@iup.eduuxmailto:therese.oneil@iup.edu-umailto:kjkmoran@iup.eduM~rmailto:brjones@iup.eduSeomailto:ccraig@iup.edu6lmailto:scaulder@iup.edu;imailto:bblackle@iup.edu fmailto:sobolews@iup.edu7 cmailto:cjshubra@iup.eduGy`mailto:msadler@iup.edu?]mailto:bokey@iup.eduGjZmailto:luciano@iup.edu_bWmailto:allard@iup.edu-Tmailto:kcercone@iup.eduPkQmailto:m.w.briggs@iup.eduUwNmailto:joeben@iup.edu_bKmailto:allard@iup.eduQsHmailto:fadkins@iup.edu1Emailto:woolcock@iup.edu8Bmailto:woodland@iup.edu% ?mailto:bgwilson@iup.eduNy<mailto:kweiner@iup.edu#9mailto:maat@iup.edu"6mailto:srieg@iup.eduLy3mailto:lpalmer@iup.eduUp0mailto:kmckee@iup.eduVv-mailto:smccomb@iup.edu%*mailto:dmartynu@iup.eduCz'mailto:jmartin@iup.edu0$mailto:jgmakara@iup.edu9!mailto:mmacleod@iup.eduNgmailto:beknupp@iup.edu(mailto:mjenkins@iup.edu\bmailto:cspslj@iup.edu+mailto:paulhrab@iup.edu_umailto:jgibson@iup.eduWgmailto:kchunta@iup.edu: mailto:carmycgc@iup.eduUd mailto:sboser@iup.edu4mailto:jbeck@iup.eduUzmailto:jdbaker@iup.edu]hmailto:anthony@iup.edu?5 =0e@\@$$$$$$\$ \$ \$ \$ \$ \$  ?5=0\Summary &lt;p&gt;Minutes of theIUP University SenateSeptember 11, 2007Chairperson Broad called  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ the September 11, 2007, meeting of the University Senate to order at 3:32 p.m., in Eberly Auditorium.The following Senators informed the Senate Leadership that they could not attend: Baker, Baum, Bowers, Cowles, Dugan, Hannibal, Hood, Hulin&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateSeptember 11, 2007Chairperson Broad called the September 11, 2007, meeting of the University Senate to order at 3:32 p.m., in Eberly Auditorium.The following Senators informed the Senate Leadership that they cSummaryInformation(tDocumentSummaryInformation8CCompObjqBagaaqy23kudbhchAaq5u2chNd8  !"#  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usOh+'0DL\ CONTENTS 8@JX@@ph4,,MINUTES 09 11 2007Mr. Bruce V. Dries bvdriesMr. Bruce V. Dries bvdriesT&lt;p&gt;Minutes of theIUP University SenateSeptember 11, 2007Chairperson Broad called