cim report nov 30, 2020 10:55am - facultysenate.uark.edu

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CIM Report Nov 30, 2020 10:55amCourse Changes Pending Approval from Faculty Senate

Code Field Old Value New ValueACCT2403

Added

AECT610V

Added

AECT620V

Added

AGEC2143

allcodes AGEC 2142 AGEC 2143

Proposed Effective Date Fall 2020 Spring 2021 Course Number 2142 2143 Typically Offered Fall and Spring Fall Credit Hours 2 3 Prerequisite(s) ASTM 2903 or ISYS 1120 or ISYS 1123 and

AGEC 1103 or ECON 2023 or ECON 2143.(ASTM 2903 or ISYS 1120 or ISYS 1123) and(AGEC 1103 or ECON 2023 or ECON 2143)

Corequisite(s) AGEC 2141L. Justification Updated subject code to ASTM 2903 in

requisite statement.We are eliminating the use of a lab sectionin this course. It has become increasinglydifficult to offer this course due to limitationson computer lab size and availability. Studentswill no longer be required to use the softwareQuickbooks to complete this course and will beable to use their own laptops or any computerin a UA campus lab to complete course work.This eliminates the need for a computer labwith specialized software installed.

Course Code AGEC 2142 AGEC 2143 Is course a General

Education Course?No

Syllabus AGEC 2143 Syllabus Spring 2020.docx Additional Notes Although we will offer the course in the spring

of 2021, the long-term plan at this point is tooffer the course regularly in the fall semesterand, pending availability of faculty, during thesummer session. Also part of our long-termplan is to develop this into an online course tosupport our Online Minor in Agribusiness andincrease our online offerings to both Major andMinor students.

Reviewer Comments ac087 - Tue, 29 Sep 2020 13:22:28 GMT -Rollback: Is the prerequisite to be read ASTM2903 or ISYS 1120 or (ISYS 1123 and AGEC1103) or ECON 2023 or ECON 2143... or ASTM2903 or ISYS 1120 or ISYS 1123 and (AGEC1103 or ECON 2023 or ECON 2143?

AGEC1103H

Proposed Effective Date Spring 2018 Fall 2021

Title/Description ChangeType

Minor (stylistic/editorial) Change

Justification Updated typically offered field. This course is cross-listed with AGEC 1103 andECON 2023. It was an oversight to not includethis along with the non-honors section. Thischange will make the honors section also partof the General Education Curriculum. Gen Edlearning indicators and Learning Outcomes arehighlighted in the attached syllabus on page 2.

Is course a GeneralEducation Course?

Yes

2

Choose the learningoutcome the courseaddresses:

Goal 3 – Learning Outcome 3.3

Do all instructors ofthis course agree toincorporate these learningindicators into theirsections – and includerelated information ontheir syllabus?

Yes

Do all instructors of thiscourse agree to develop,collect, and report(through Blackboard orother system as specified)direct evidence thatstudents have met thelearning outcomes?

Yes

To be certified as meetingthis outcome, a coursemust incorporate at leastthree of the five learningindicators. In an approvedcourse, students will(please select indicators)

a. articulate the key concepts, principles,and overarching themes to a social sciencediscipline.b. apply social scientific reasoning andtechniques.c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.

How does the coursemeet three of fivelearning indicators?Please describe (in 400words or less) how thecourse addresses 3 of 5indicators.

This course presents an introductionto agricultural economics, including asurvey of the role and characteristics ofagriculture businesses in our economicsystem.Basic economic concepts concerningprice determination, profit maximization,and resource use are emphasized. Theuse of economic principles as applied tothe production and marketing decisionsmade by managers of agricultural firms isdemonstrated. The course uses real data totackle real issues, helping students to takeeconomic s beyond the classroom. The courseprovides students with an understanding ofeconomics - both how to use it in everydaylife and how economists make use of themain principles to test theory, speak topolicymakers, and find facts.

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How would the courseinstructor collect datato demonstrate studentachievement of theLearning Outcome? (i.e.test questions; essays;homework assignments;presentations; etc.)

Generally speaking, evidence for completion oflearning goal 3.3 will come from the following:1. Learning Outcome 3.3 Indicator (a) - asection of multiple choice questions onthe comprehensive final exam will containquestions from all topics covered during thesemester. These questions are similar tothose found in many principles level courseson microeconomics and cover a breadth ofknowledge that would be expected of anystudent completing such a course. Thesequestions will cover the main themes from thecourse over the semester.2.Learning Outcome 3.3 Indicator (b d) -questions on the comprehensive final examwill require students to use critical thinkingskills and scientific reasoning techniques.These questions require students to applytechniques that allow them to explorerelationships between economic agents anddemonstrate their understanding by offeringexplanations for the behavior they observe.Students will use a scientific technique tomake a calculation then interpret the value.3.Learning Outcome 3.3 Indicator (c) - asection of multiple choice questions on thecomprehensive final exam will require studentsto apply their knowledge of economic theory touse data and appropriate methods to explainthe behavior of economic agents.

Syllabus AGEC1103H syllabus Fall 2020.docx Reviewer Comments ac087 - Mon, 03 Aug 2020 16:52:42 GMT

- adjusting workflow from minor to major.Addition to Gen Ed Core requires majorapproval process.

AGEC2103H

Proposed Effective Date Fall 2021


Yes




Yes


Yes

4


a. articulate the key concepts, principles,and overarching themes to a social sciencediscipline.b. apply social scientific reasoning andtechniques.c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.


This course covers applications ofmacroeconomic principles to problems ofagricultural production, trade, and income;including a study of the interrelationshipbetween agriculture and other segments ofthe economy—both domestic and international—and the dynamic forces in the national andworld economies which affect agriculture. Keyconcepts in macroeconomics are covered,including: the impact of technologicaladvances on production and consumptionand, thereby, individuals, firms, and financialinstitutions; the causes of inflation andrecession; factors important in a nation’slong term economic growth; expected effectsof changes in tax rates on the economy;expected effects of changes in interest rateson the economy; and understanding howmillions of people pursuing their self-interestcoordinate to provide and consume the goodsand services in a national economy. All of thetopics covered in the course are related to themodern agricultural sector, locally, nationallyand internationally.


Generally speaking, evidence for completion oflearning goal 3.3 will come from the following:1.Learning Outcome 3.3 Indicator (a) - asection of multiple choice questions onthe comprehensive final exam will containquestions from all topics covered during thesemester. These questions are similar tothose found in many principles level courseson macroeconomics and cover a breadth ofknowledge that would be expected of anystudent completing such a course. Thesequestions will cover the main themes from thecourse over the semester.2. Learning Outcome 3.3 Indicator (bd) -questions on the comprehensive final examwill require students to use critical thinkingskills and scientific reasoning techniques.These questions require students to applytechniques that allow them to explorerelationships between economic agents anddemonstrate their understanding by offeringexplanations for the behavior they observe.Students will use a scientific technique tomake a calculation then interpret the value.3. Learning Outcome 3.3 Indicator (c) - asection of multiple choice questions on thecomprehensive final exam will require studentsto apply their knowledge of economic theory touse data and appropriate methods to explainthe behavior of economic agents.

Course Delivery Method On campus

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Justification This course is cross-listed with AGEC 2103 andECON 2013. It was an oversight to not includethis along with the non-honors section. Thischange will make the honors section also partof the General Education Curriculum. Gen Edlearning indicators and Learning Outcomes arehighlighted in the attached syllabus on pages 1and 2.

Syllabus AGEC 2103H syllabus Fall 2020.docxAGEC2141L

Inactivated/Deleted

AGED5411

allcodes AGED 5563 AGED 5411

Proposed Effective Date Spring 2018 Fall 2021 Course Number 5563 5411 Component Type Seminar Lecture Credit Hours 3 1 Catalog Description The purpose of this course is to assist

graduate students in the preparation oftheir thesis research proposal. Students willproduce the first three chapters of their thesisby the end of the course.

The purpose of this course is to assistgraduate students in the preparation of theirthesis or dissertation research proposal.Students will produce the first three chaptersof their thesis by the end of the course.

Justification Updated typically offered field. This course has recently been revampedfrom a 3-credit course to a 1-credit courseand has been offered as a 1-hour seminarsection (AGED 5001). It is now the first in aseries of three 1-hour writing courses focusedon research proposal writing, grant writing,and technical communication. The AECTDepartment would like for these courses tohave their own permanent course numbers.

Course Code AGED 5563 AGED 5411 Title/Description Change

TypeMajor Content Change

Syllabus AGED 5411 Thesis Proposal DevelopmentSyllabus SP21.docx

Additional Notes 5401, 5411, 5421, 5431, 5451 are also availablenumbers

Reviewer Comments ac087 - Mon, 10 Aug 2020 15:20:52 GMT -Rollback: first three digits of course catalognumbers cannot repeat and 5463 is an activecourse. 5451 is available for use.

AGED5421

Added

AGED5431

allcodes AGED 5483 AGED 5431

Proposed Effective Date Spring 2018 Fall 2021 Course Number 5483 5431 Credit Hours 3 1 Catalog Description This course will provide students with

the basic principles and techniques incommunicating social science informationrelevant to human subject research inagriculture, natural resources, and lifesciences to the general public. Communicationprocesses covered in the course includeaudience identification, writing, editing, andproduction of social science-based materialsfor popular and refereed publications. Focuswill also be placed on thesis preparation andwriting and research manuscript developmentand dissemination of social science research.Web delivered course.

This course focuses on audience identification,writing, editing, formatting and production ofsocial science-based materials for publication.Much of the course content is in the contextof developing the findings, conclusions, andrecommendations of the master’s thesisor other research manuscript. Principlesinclude communicating information relevant tohuman subject research in agriculture, naturalresources, and life sciences to research peers.Course delivery is asynchronous.

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Minor (stylistic/editorial) Change Major Content Change

Justification Updated typically offered field. This course has recently been revampedfrom a 3-credit course to a 1-credit courseand has been offered as a 1-hour seminarsection (AGED 5001). It is now the third in aseries of three 1-hour writing courses focusedon research proposal writing, grant writing,and technical communication. The AECTDepartment would like for these courses tohave their own permanent course numbers.

Course Code AGED 5483 AGED 5431 Syllabus AGED 5431 – Technical Communication in

Social Sciences-4.docx Reviewer Comments ac087 - Mon, 17 Aug 2020 20:57:37 GMT -

Rollback: Per Jeff Miller to make correctionsARTS3143

Added

ARTS4993

Added

CDIS5391

Inactivated/Deleted

CDIS5511

Inactivated/Deleted

CDIS5521

Inactivated/Deleted

CDIS5531

Inactivated/Deleted

CDIS568V

Inactivated/Deleted

CDIS578V

Inactivated/Deleted

CDIS599V

Inactivated/Deleted

CHEG4443

Proposed Effective Date Fall 2020 Spring 2021



Justification The addition to the catalog description wasmade to reflect that there are multiple sectionsof the course, including project-based sections.Students request to be in these project-basedsections but are selected for participationaccording to the revised catalog description.This revised catalog description was approvedby a vote of the chemical engineering faculty.

Course was updated to be included as ageneral education course

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Reviewer Comments ac087 - Tue, 04 Feb 2020 21:20:03 GMT- admission to special section can bemaintained by consent at the section level.

ac087 - Fri, 07 Feb 2020 14:37:48 GMT- adjusted workflow, addition to gen edcurriculum requires major approval process.ndennis - Fri, 07 Feb 2020 15:52:16 GMT -Rollback: This outcome requires two reports.One a design report that includes what youdescribe and a second reflective reportdescribing how they used the three skills youselected to complete the first report. Rubricsfor the two reports will be different.agriffin - Mon, 04 May 2020 19:49:52 GMT -Changed effective date to spring 2021. It istoo late to complete approval before the fallsemester begins.agriffin - Mon, 04 May 2020 19:52:37 GMT- Rollback: Please work with the facultyto incorporate learning outcomes into thesyllabus as required by Faculty Senate.ndennis - Wed, 13 May 2020 18:52:24 GMT- Rollback: Need a syllabus that containsstudent learning outcomes, complete textcitation and and topical coverage indicatinghow much time will be spent on each topic.


Yes




Yes


Yes

To be certified asmeeting this outcome,an assignment mustrequire the student, aspart of a credit-bearingcourse, (a) to produce asignificant written paper,as defined by his or hermajor, or an equivalentproject incorporatingperformance and/or multi-modal text and/or images;and (b) to explain in anadditional documentof at least 1250 wordsthe degree to which thecompleted assignmentinvolves at least three ofthe following sets of skillsand abilities

a. Written, oral, and/or multimodalcommunication abilities.b. Quantitative literacy.e. Critical thinking and/or ethical reasoning.

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How does the courseor sequence of coursesmeet three of the five setsof skills and abilities?Please describe (in 400words or less) how thecourse addresses 3 of the5 indicators.

The student produces two work elements: acomprehensive design, and a reflective essay.The design incorporates a written report, theengineering design and specifications, and anoral presentation with visual aids. The 1250-word (minimum) reflective essay includes thestudent’s selfassessment concerninging three elements:(1) how communication skills are integralto the design process; (2) how technical(quantitative) knowledge allows the student tocomplete thedesign; (3) how critical thinking prepares thestudent to consider design constraints anddesign alternatives – so that, as an iterativeprocess – the final recommended solution isoptimized for the given circumstances.


Two scores will be recorded and reported foreach student: (1) from the project design,each student receives a score for “technicalmerit” of the design and for “communications”related to the design – these scores will becombined and reported on a 4.0 grade pointscale; (2) from the reflective essay, eachstudent receives a score – that score will bereported on a 4.0 grade point scale.

Syllabus CHEG 4443 syllabus gen ed.docxCHEG4443H




Justification The addition to the catalog description wasmade to reflect that there are multiple sectionsof the course, including project-based sections.Students request to be in these project-basedsections but are selected for participationaccording to the revised catalog description.This revised catalog description was approvedby a vote of the chemical engineering faculty.

Course was updated to be included as ageneral education course


Yes




Yes


Yes

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The student produces two work elements: acomprehensive design, and a reflective essay.The design incorporates a written report, theengineering design and specifications, and anoral presentation with visual aids. The 1250-word (minimum) reflective essay includes thestudent’s selfassessment concerninging three elements:(1) how communication skills are integralto the design process; (2) how technical(quantitative) knowledge allows the student tocomplete thedesign; (3) how critical thinking prepares thestudent to consider design constraints anddesign alternatives – so that, as an iterativeprocess – the final recommended solution isoptimized for the given circumstances.


Two scores will be recorded and reported foreach student: (1) from the project design, eachstudent receives a score for “technical merit”of the design and for “communications” relatedto the design– these scores will be combined and reportedon a 4.0 grade point scale; (2) from thereflective essay, each student receives a score– that score will be reported on a 4.0 gradepoint scale.

Syllabus CHEG 4443H syllabus gen ed.docx Reviewer Comments ac087 - Fri, 07 Feb 2020 16:59:44 GMT

- adjusting workflow, addition to gen edcurriculum is a major approval process.ndennis - Fri, 07 Feb 2020 19:58:07 GMT- Rollback: Same comment as the regularversion of this course.agriffin - Mon, 04 May 2020 19:53:11 GMT -Changed effective date to spring 2021. It istoo late to complete approval before the fallsemester begins.agriffin - Mon, 04 May 2020 19:55:07 GMT- Rollback: Please work with the facultyto incorporate learning outcomes into thesyllabus as required by Faculty Senate.ndennis - Wed, 13 May 2020 18:53:15 GMT -Rollback: Same syllabus requirements as forthe regular version of this course.ndennis - Tue, 21 Jul 2020 23:44:11 GMT -Replaced defective syllabus.

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CIED4143

Proposed Effective Date Spring 2018 Spring 2021

Justification Updated typically offered field. The ILPPA is an EPP-wide assessment used foraccreditation that also meets the criteria forLearning Outcome 6.1.


Yes




Yes


Yes


a. Written, oral, and/or multimodalcommunication abilities.b. Quantitative literacy.c. Characteristics of inquiry and action in themajor and in one of the Learning Outcomesunder Goal 3 besides the disciplinary area ofthe major.d. Diversity awareness and/or interculturalcompetency.e. Critical thinking and/or ethical reasoning.

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While completing the year-long internship in apartnership school, candidates complete thefollowing assignment that meets all 5 sets ofskills and abilities associated with LearningOutcome 6.1.The ILPPA consists of four sections:• Unit Context – description of contextualfactors of community, school, classroom, andlearners related to the content knowledge.(Diversity awareness and interculturalcompetency)• Design for Instruction – learning goals basedon state standards and the lesson plans basedupon research-based evidence. (Inquiry andAction in the discipline)• Assessment Plan Designed to MeasureStudent Performance – pre-assessment,formative assessment, and learning goal – intable form.• Analysis of Student Learning Over Time –analysis of assessment data and reflection andevaluation of teaching as related to studentlearning. (Quantitative literacy and criticalthinking)The written submission as well as theperformance of the assessment requireswritten, oral, and multimodal communicationabilities.


The 4 sections described above are submittedas an essay with supporting documentationincluding lesson plans and teaching artifacts.

Syllabus CIED 4143 Curriculum Design and Applicationsof Instructional Practice.pdf

Reviewer Comments ac087 - Mon, 27 Apr 2020 21:37:03 GMT- adjusting workflow from minor to major,addition to gen ed curriculum requires majorapproval process.ac087 - Tue, 12 May 2020 16:18:42 GMT -changing effective date from Fall 2020 toSpring 2021. Course will not complete approvalprocess in time.

CIED4285

allcodes CIED 4286 CIED 4285

Proposed Effective Date Fall 2018 Fall 2021 Course Number 4286 4285 Credit Hours 6 5 Justification Admin update from 428V to 4286, since

program intended all along for students to takethis for 6 credit hours.

As a new program faculty have assessed thatthe number of hours in the practicum andinternship to be adjusted. A proposal has beenmade to increase the number of course hoursby one in SEED 3282 to 3283 to reflect thenumber of hours students spend in their on-site school visits in the fall. In order to keepthe 120 hours and to reflect the five-day schoolinternship, we propose that this course bereduced by one hour to CIED 4285.

Course Code CIED 4286 CIED 4285 Is course a General

Education Course?No

Syllabus CIED 4285.docx

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Reviewer Comments ac087 - Thu, 15 Oct 2020 15:44:30 GMT -Rollback: please change credit hours to 5 asindicated per justification

CIED4403


Course Delivery Method On campus On campusOff campus

Justification This is a required course for the BAT: TeacherEducation degree, a new undergraduatedegree.

This course is a required course for the EGED,FRED, GERM, SSED, and SNED programs ofstudy. It is a perfect fit for the UA GeneralEducation Outcome 4.1

Syllabus CIED4403HowlettSyllabusFinalBB.pdf CIED 4403 Syllabus (1) gen ed outcomes.docx Is course a General

Education Course?Yes




Yes


Yes

To be certified as meetingthis outcome, a courseor approved sequence ofcourses must incorporateat least three of the fivelearning indicators. Inan approved course orapproved sequence ofcourses, students will(please select indicators)

a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesc. identify and participate in culturaldifferences in verbal and nonverbalcommunication.

How does the coursemeet three of the fivelearning indicators?Please describe (in 400words or less) how thecourse addresses 3 of the5 indicators.

Students will attend an event or gathering thatdiffers from their own cultural experiencesand write a reflective paper that articulatesthe similarities and differences between thetwo worldviews. Students will also interview aperson from a different culture and language todiscuss the differencesin communication in multiple languages.


Students are required to write discussionpapers (react, reflect, respond) to these topics.All students read the papers followed by classdiscussion.

Off Campus Delivery Online/Web-based Additional Notes Adding online delivery for this course.

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Reviewer Comments ac087 - Tue, 07 Apr 2020 14:39:08 GMT -adjusting workflow, addition to gen ed corerequires major approval process.ac087 - Tue, 07 Apr 2020 14:41:14 GMT -adjusting effective date from Fall 2020 toSpring 2021. Course unlikely to completeapproval process before the start of Fall term.ac087 - Wed, 05 Aug 2020 15:54:24 GMT -Rollback: per correspondence with department(Jan) and Gina.

CIED4533


Justification The changes to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field. This proposedcourse is the fifth in the new sequence ofliteracy courses created to address the aboverevisions.

The ILPPA is an EPP-wide assessment used foraccreditation that also meets the criteria forLearning Outcome 6.1.

Syllabus CIED 4533_Reading Comprehension_NEW.pdf CIED 4533 Reading Comprehension ThroughChildren's and Adolescent Literature Fall2019.pdf


Yes




Yes


Yes

14


a. Written, oral, and/or multimodalcommunication abilities.b. Quantitative literacy.c. Characteristics of inquiry and action in themajor and in one of the Learning Outcomesunder Goal 3 besides the disciplinary area ofthe major.d. Diversity awareness and/or interculturalcompetency.e. Critical thinking and/or ethical reasoning.


While completing clinical experiences in apartnership school, candidates complete thefollowing assignment that meets all 5 sets ofskills and abilities associated with LearningOutcome 6.1.The ILPPA consists of four sections:• Unit Context – description of contextualfactors of community, school, classroom, andlearners related to the content knowledge.(Diversity awareness and interculturalcompetency)• Design for Instruction – learning goals basedon state standards and the lesson plans basedupon research-based evidence. (Inquiry andAction in the discipline)• Assessment Plan Designed to MeasureStudent Performance – pre-assessment,formative assessment, and learning goal – intable form.• Analysis of Student Learning Over Time –analysis of assessment data and reflection andevaluation of teaching as related to studentlearning. (Quantitative literacy and criticalthinking)The written submission as well as theperformance of the assessment requireswritten, oral, and multimodal communicationabilities.


The 4 sections described above are submittedas an essay with supporting documentationincluding lesson plans and teaching artifacts.

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Reviewer Comments kmamisei - Thu, 16 Apr 2020 16:17:49 GMT -Rollback: Christine, please attach the Honorssyllabus to show what you would be requiringHonors students to complete. Also, did thecourse go through Honors Council approval?ac087 - Mon, 27 Apr 2020 21:47:32 GMT- adjusting workflow from minor to major,addition to gen ed curriculum requires majorapproval process.ac087 - Tue, 12 May 2020 16:20:00 GMT -changing effective date from Fall 2020 toSpring 2021. Course will not complete theapproval process in time for Fall 2020.

CLST4003H


Off Campus Delivery Distance Education Study Abroad Component Type Lecture Seminar Topics n/a Topics vary. Justification Updated typically offered field. CLST 4003 H fulfills General Education

Learning Outcomes 1.2 and 6.1, as justifiedabove.


Yes


Goal 1 – Learning Outcome 1.2Goal 6 – Learning Outcome 6.1


Yes


Yes

To be certified as meetingthis outcome, a courseor approved sequence ofcourses must accomplishall five of the followinglearning indicators. Inan approved course orapproved sequence ofcourses, students will(please select indicators)

a. engage primarily in learning how to generatewritten, spoken, or multi-media presentations,receiving explicit instruction in how to analyzeaudiences and rhetorical situations, how tofollow the example of model presentations, andhow to revise.b. complete at least 12 pages of prosecollected in at least three assignments or atleast three oral or multi-media presentationsthat last a total of at least 20 minutes or somecombination of written, oral, or multi-mediapresentations that constitute a commensurateamount of student work.c. integrate effective content to be presented ina written, oral, or multi-media presentation thatis appropriate to a specific context, audience,and purpose.d. incorporate specific feedback into written,oral, or multi-media presentations, revising andediting them for clarity, force, and correctness.e. incorporate and cite sources gatheredfrom primary (observational) or secondary(bibliographic) research in written, oral, ormulti-media presentations.

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How does the coursemeet all five learningindicators? Pleasedescribe (in 400 wordsor less) how the courseaddresses all 5 indicators.

According to syllabi for CLST 4003H, studentswill hand in numerous written assignments,in addition to a term paper. The students alsoare required to respond orally to questions inclass, and to present reports on the readingsand relevant materials. They are all requiredto read and write about both primary andsecondary sources, and to write questionsabout each. The questions they ask requirethem to attempt answers, and the questionsform the basis of more class discussion.If the course is part of study abroad, studentsare required not only to participate in dailydiscussions, but also to give oral site reports,including explanatory handouts.


The professor assesses the daily oralcontributions and/or oral reports of eachstudent and records them as grades for'participation' in the class. The syllabusstresses that the class is a "colloquium,"which by its original meaning stresses thatall the students must "speak together." Theprofessor assigns grades to every piece ofwriting (in 2020 it was over 20 pages), andwrites comments on each to let the studentknow if the work is adequate. This is asidefrom the term paper, which counts as a goodpercentage of the course grade, too.


a. Written, oral, and/or multimodalcommunication abilities.c. Characteristics of inquiry and action in themajor and in one of the Learning Outcomesunder Goal 3 besides the disciplinary area ofthe major.d. Diversity awareness and/or interculturalcompetency.e. Critical thinking and/or ethical reasoning.

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a. All students in CLST 4003H work closelywith the instructor to write a term paper thatuses primary and secondary sources, andconforms to the highest standards of researchand scholarly style.c. The term paper and other projects requirestudents to analyze texts and other createdartifacts and to explain them to the otherstudents and to the professor. They also mustmake connections between the ancient worldand the modern world, and explain how theseconnections are significant. For example,students in CLST 4003H in the summer of 2019(Classics in Greece) not only gave reports,but also in each report had to explain thesignificance of the artifacts that related to theirtopics.d. Students must be able to explain ow theancient topics they write and speak aboutrelate to modern examples in a differentculture. For example, in Greek comedy, theymust explain how the ancient humor andsocietal references compare with those ofmodern comedy. In addition, when they tookCLST 4003H as a study abroad option, theywere required to discuss their site reports aspart of a "perpetual palimpsest and the flowof identities," where they had to talk aboutthe places as important in Pagan, Christian,Moslem, and Modern times.e. Students must explain in their reports, dailydiscussion, and term papers not only facts,but the significance and deeper meaning ofthe subjects. For example, in the CLST 4003HSummer 2019 "Classics in Greece,"studentshad to read an article about what NikosKazantzakis thought was the most importantartifact in the British Museum, and why hewould choose to save it if all the rest were tobe lost. Our students were asked the samequestion about the artifacts they had seenduring their 4 weeks in Greece: what wouldthey save, and why?


Professors read and assess student journals(when applicable), homework assignments,and term papers. Professors also assessstudents' oral discussions, reports, andpresentations, and record grades for each.

Syllabus CLST 4003H Spring 2020 Syllabus DanielLevine.pdf

Additional Notes The attached syllabus is from the latestoffering of this course.Note that it is offered -- with different topics-- usually once in the spring, and once in thesummer, with a variety of CLST faculty asinstructors.

18

Reviewer Comments ac087 - Tue, 18 Aug 2020 21:39:13 GMT -adjusting effective date from Fall 2020 toSpring 2021. Course will not complete approvalprocess in time for Fall 2020.ac087 - Tue, 18 Aug 2020 21:40:10 GMT -adjusting workflow from minor to major.Addition of Gen Ed Curriculum requires majorapproval process.

CNED5352

allcodes CNED 5353 CNED 5352

Proposed Effective Date Spring 2018 Spring 2021 Course Number 5353 5352 Typically Offered Summer Spring and Summer Course Delivery Method On campus

Off campusOff campus

Credit Hours 3 2 Justification Updated typically offered field. This course is changing from a 3-credit hour

to a 2-credit hour course to make room foranother 1-credit hour course (tele mentalhealth counseling) which is a new licensurerequirement in the state.

Course Code CNED 5353 CNED 5352 Is course a General

Education Course?No

CNED5541

Added

CRIM3443

Added

CRIM3453

Added

CRIM4223

Added

CRIM4233

Added

CRIM4303

Added

CVEG4053

Inactivated/Deleted

CVEG4083

Inactivated/Deleted

DASC4993


Prerequisite(s) DASC 4892 with a grade of C or better. DASC 4892 with a grade of C or better and DataScience (DTSC) majors only.

Justification • This course provides for problem solving forexisting relevant problems to prepare studentsfor functioning as a data scientist.• This course provides for the applicationof data science techniques and appropriatesoftware which are used by a data scientist.• This course utilizes effective and efficientcommunication skills (listening, analysis,solution design, writing, and presentation) forthe application of data science techniques andfindings to multi-disciplinary audiences andstakeholders.

Restrict course to DTSCBS students only.Add the course to the approved list for GenEdLearning Outcome 6.1

Syllabus DASC 4993 - Data Science Practicum II -Syllabus v13.docx

DASC 4993 - Data Science Practicum II -Syllabus v14 - for GenEd 6-1.docx

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Additional Notes Learning objectivesStudents completing DASC 4993 should beable to:• Apply data science concepts and techniquesto solve a comprehensive problem• Utilize critical thinking and problem solvingskills to solve data science problems• Utilize appropriate software to solve datascience problem• Utilize effective and efficient communicationand presentation skills in the solution of acomprehensive problem.

Target audienceAll data science majors as well asundergraduates with primary interest inscience, engineering, or business dataanalytics. This is a senior level practicum;previous exposure to data science techniques,data science software, basic programming,statistics and mathematics is required.

Reviewer Comments ac087 - Fri, 12 Apr 2019 20:47:58 GMT -Rollback: department to make correctionsagriffin - Mon, 03 Jun 2019 20:55:00 GMT -Added last state to catalog description perrequest from the submitter.

ac087 - Thu, 11 Jun 2020 20:44:15 GMT- adjusting workflow, addition to gen edcurriculum requires major approval process.


Yes




Yes


Yes



20


Although every project is different andall projects have evolving requirements,the following outcomes describe generalexpectations for project milestones:1. Each team will understand the relevantsegment(s) of their industry partnerorganization, the system of interest, thekey measures of system performance, andthe concerns that their industry partnerorganization has about the data and need.(indicator a)2. Each team will apply data science toevaluate and analyze data and data systemsunder existing situations. (indicator b)3. Each team will apply data sciencetechniques to make draw inferences, interpret,and implicate and evaluate the potentialimpact of these. (indicators b, e)4. Each team will provide deliverablesthat facilitate the implementation ofrecommendations in achieving practicumoutcomes 1-4:5. Each team will apply the scrum frameworkto agile development in managing theiractivities and use project managementsoftware to track and document their activities.(indicators a, b)6. Each team will use stakeholder interviewsand background research. (indicators a, c)7. Each team will use data science skills andat least two of descriptive, predictive, andprescriptive analytics. (indicators b, c)8. Each team will apply data science skillsbeyond their data science coursework.(indicators b, c)9. Each team will hold at least bi-weeklymeetings to receive support and feedback fromtheir industry partner organization and thecoordinator. (indicator a)Throughout the practicum:10. Students will prioritize team goals, bereliable, have a positive attitude, demonstraterespect to teammates, be proactive about teamactivities, approach teamwork collaboratively,behave professionally, and think strategically.(indicators a, e)11. Students will demonstrate responsibility,respect, fairness, and honesty. (indicator e)Near the end of the semester:12. Each student will communicate theirfindings in a well-organized and well-writtenreport that is developed through a collaborativeprocess. (indicator a)13. Each team will communicate their findingsin a well-organized, well-rehearsed, andeffective presentation that is developedthrough a collaborative process. (indicator a)

index 21


The Data Science Program has identified aset of outcomes as part of the process forpreparing to accredit the Bachelor of Sciencein Data Science, if and when it becomesavailable, with ABET or other appropriateaccrediting organization. Students will beprepared for a successful career in datascience with an amalgamation of capabilities:1. an ability to use information systems,statistics, and computer science principlesand apply state-of-the-art technologies fordata representation, data retrieval, datamanipulation, data storage, data governance,data security, machine learning, computationalanalytics, and data analysis and visualization;2. an ability to develop descriptive, predictive,and prescriptive mathematical and statisticalmodels to provide abstractions of complexsystems and organizational problems andto apply computational methods to drawconclusions supported by data;3. an ability to use foundational knowledgeand apply critical thinking skills to problemidentification, problem solving, decisionmaking, visualization, and an awareness ofsocietal and ethical impacts;4. an ability to adapt analytics concepts tointerpret and communicate findings andimplications to senior decision makers;5. an ability to work effectively inmultidisciplinary teams and transfer findingsfrom one knowledge domain to another; and,6. an ability to communicate in written, verbal,technical, and non-technical forms.The faculty coordinator will apply rubrics tothese reflections, the final project report, andthe project final presentation that align withLearning Outcome 6.1.


Major Content Change

ECON3533




Justification Change offering to irregular. ECON 3533 satisfies the General EducationCurriculum with Learning Outcome 4.2.


Yes




Yes


Yes

22


c. describe the advantages of inclusion byidentifying and analyzing notions of inclusivityand pathways for cultivating inclusion atall levels of society, whether cultural, legal,political, or social.d. analyze the historical and/or contemporarydevelopment of group agency and assessits role in addressing discrimination andinequalities in the United States.e. demonstrate problem-solving and changemanagement skills for achieving social equity.


The goal of this course is to gain a clearerunderstanding of labor market and personneldecisions made by both firms and workers.In particular, the course will use the principal-agent framework to study issues of how firmschoose employees, how they can organizetheir workplace and compensation schemesto motivate workers, and how they can trainemployees. In doing so, the course examineshow historical, social and cultural factorshave shaped the construction of powerrelationships, contracts and incentives in firms.The course also examines how the preferencesand skills of (potential) employees shape thestrategies employed by the firm.The course will analyze issues relating toselection of employees by the firm, the benefitsof diversity for an organization, questions ofagency, the importance of bargaining powerand outside opportunities in determiningcompensation and contracts betweenfirms and workers. Issues relating to howorganizations can change these policies willalso be considered.


Generally, confirmation that Learning Goal 4.2is properly addressed will be evidenced in thefollowing manner:1. Selected essay questions included in themidterm and final exam. These questions willrequire students to analyze issues relatingto selection of employees by the firm, thebenefits of diversity for an organization,questions of agency, the importance ofbargaining power and outside opportunitiesin determining compensation and contractsbetween firms and workers. Issues relating tohow organizations can change these policieswill also be considered. Learning Indicator (c),(d) and (e).2. Selected questions included in homeworkassignments pertaining to solving problemspertaining to how workers and firms solveproblems relating to contracts, compensationand bargaining power. Learning Indicator (c),(d) and (e).

Syllabus ECON 3533 Labor Economics PJM SP20.docx

index 23

Reviewer Comments ac087 - Mon, 17 Feb 2020 17:14:09 GMT- adjusting workflow, addition to gen edcurriculum requires major approval process.agriffin - Thu, 07 May 2020 16:58:04 GMT- Rollback: Please work with the faculty toinclude student learning outcomes (specificallyfor Gen Ed) in the syllabus as directed byFaculty Senate.ac087 - Tue, 12 May 2020 22:16:13 GMT -changing effective date from Fall 2020 tospring 2021. course will not complete approvalprocess in time for fall 2020.

ECON3843


Catalog Title Economic Development, Poverty the Roleof the World Bank and IMF in Low-IncomeCountries

Economics of the Developing World

Short Course Title ECON DEVELOPMENT OF WORLD BANK ECON OF THE DEVELOPING WORLD Justification Updated typically offered field. ECON 3843 satisfies the General Education

Curriculum Learning Outcome 4.1. Submittinglearning indicators, justification, assessmentevidence, and syllabus.Minor course name change.


Yes




Yes


Yes


a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.d. identify and analyze significant globalchallenges and opportunities in the human andnatural world.e. identify and analyze the historical and/or contemporary interrelationships amongmultiple global cultures.

24


This course is an introduction to developmenteconomics, which is the branch of economicsthat study how living standards might improveand processes and policies could help bringthis about in low-income countries. The coursebuilds a rigorous theoretical framework tostudy this issue and examines the relevantempirical evidence. The empirical evidencethat is examined in the course comes fromdifferent countries in Africa, Asia and LatinAmerica. An integral part of the course iscomparative economic development, studyingthe differences and commonalities amongdeveloping countries. With this as the theme,the course includes issues relating to poverty,inequality, population growth, urbanization,migration, education and health in economicdevelopment as well as the relationshipbetween the environment and development.


1. Selected essay questions included in themidterm and final exam. These questionswill require students to analyze issuesrelating to the forces that drive differencesin poverty, inequality, health, education, andthe environment across different countries.Learning Indicator (a), (d) and (e).2. Selected questions included in homeworkassignments relating to the issues described inthe point above. Learning Indicator (a), (d) and(e).3. A group project due at the end of thesemester that requires each group to presentan empirical analysis of a problem pertainingto a particular country from the issuesdescribed above. In addition, the group projectinvolves critically analyzing the evidencepresented by another group on a different issueor topic. Learning Indicator (a), (d) and (e).



Syllabus SYL - 3843- S18.pdfSyllabus - ECON3843 - DevelopmentEconomics.pdf

Reviewer Comments ac087 - Mon, 17 Feb 2020 17:19:15 GMT -adjusting workflow, addition to workflowrequires major approval process.agriffin - Thu, 07 May 2020 17:01:19 GMT- Rollback: Please work with the faculty toinclude student learning outcomes (specificallyfor Gen Ed) in the syllabus as directed byFaculty Senate.ac087 - Tue, 12 May 2020 22:17:12 GMT -changing effective date from Fall 2020 tospring 2021. course will not complete approvalprocess in time for fall 2020.

ECON3853




Justification Updated typically offered field. ECON 3853 satisfies the General EducationCurriculum Learning Outcome 4.1. Submittinglearning indicators, justification, assessmentevidence, and syllabus.


Yes

index 25




Yes


Yes


a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.d. identify and analyze significant globalchallenges and opportunities in the human andnatural world.e. identify and analyze the historical and/or contemporary interrelationships amongmultiple global cultures.


The focus of this course is global, in particularto introduce students to the differences inhistory, political economy, and culture thatgive rise to the variation in the businessand economic environment in emergingmarkets. The first part of the course developsa framework based on the aforementionedfactors to understand the institutionalfoundations of economic prosperity. Thesecond part of the course then applies thisframework to the specific context of selectedemerging markets, focusing on Brazil, Russian,India and China, and Turkey. Inevitably anintegral component is to compare and contrastacross the different countries. This willfacilitate an assessment of their currenteconomic success, and potential problemsto their future growth and development.This course enables students to develop anappreciation of evolving market opportunitiesin these emerging markets.

26


Generally, confirmation that Learning Goal 4.1is properly addressed will be evidenced in thefollowing manner:1. Selected essay questions included in themidterm and final exam. These questionsrequire students to compare the cultural,political and economic factors that drivedifferences in the economic environment inemerging markets. Learning Indicator (a), (d)and (e).2. A term paper that is due at the end of thesemester. In the term paper students selectan emerging market that interests them and isdifferent from the ones covered in class. Forthis country students are expected to assessthe quality of its institutions and provide a briefcritical assessment of its growth prospectsand attractiveness to foreign investmentand capital using the analytical frameworkdeveloped in the course. Learning Indicator (d)and (e).

Syllabus Econ3853_EM.pdf Reviewer Comments ac087 - Mon, 17 Feb 2020 17:28:16 GMT

- adjusting workflow, addition to gen edcurriculum requires major approval process.agriffin - Thu, 07 May 2020 17:02:39 GMT- Rollback: Please work with the faculty toinclude student learning outcomes (specificallyfor Gen Ed) in the syllabus as directed byFaculty Senate.ac087 - Tue, 12 May 2020 22:17:51 GMT -changing effective date from Fall 2020 tospring 2021. course will not complete approvalprocess in time for fall 2020.

ENGL2023



Goal 3 – Learning Outcome 3.2 Goal 3 – Learning Outcome 3.1Goal 3 – Learning Outcome 3.2


See attached Core Assessment Doc. Student achievement may be measuredthrough:Annotated readings.Quizzes and exams on assigned reading tomeasure comprehension and critical skill.Written exercises in which students employmethods related to elements of the craft ofwriting fiction and poetry.Original works of fiction and poetry.Written and oral comments on the originalcreative work of their peers in a workshopsetting.Thorough revision of their own original workincorporating elements of the craft of writingfiction and poetry.And any other evaluative exercise instructorsmay design to measure student achievement.

Justification Course has also been approved for theHumanities domain in the state minimum core.Please add this domain to UAConnect to reflectboth Fine Arts and Humanities.

This course is being submitted for approval forLearning Outcome 3.1.

index 27

To be certified as meetingthis outcome, a coursemust incorporate at leastthree of five learningindicators. In an approvedcourse, students will(please select indicators)

a. synthesize the development over time of thefundamental concepts, principles, theories, andmethods, creative practices and techniques ofthe visual and/or performing arts.b. develop an understanding of how historical,social, cultural, and personal forces shapeartistic communication and how the arts inturn share the diverse cultures of past andpresent societies.c. respond critically to a variety of works inthe arts, connecting the individual work in thecreative discipline being introduced to otheraspects of human thought and endeavor.

28


a.This indicator is fulfilled through introduction,discussion, and assignments focused on thecraft of writing short fiction and poetry. Eachweek, a new element of the craft of writingis explored through close reading and classdiscussion of examples of the element at workin pieces of contemporary fiction and/or poetry,and an evaluative exercise in the form of awriting prompt is given to measure studentknowledge and competency in working withthese elements. Examples of such prompts areincluded in this document.b. This indicator is fulfilled through classdiscussion of contemporary short fiction andpoetry that address the stylistic and thematicconcerns of writers of diverse ethnic andreligious backgrounds, racial origin and/orsexual identities. Readings and assignmentsare carefully selected to represent creativewriting from multiple time periods, cultures,and contexts in an effort to promote criticalthinking, and a greater capacity to understandother people and perspectives. Examples ofwork that demonstrate this diversity in theprovided syllabus include: “Watermark” byEduardo C. Corral; “Orchids Are SproutingFrom the Floorboards” by Kaveh Akbar; “LowerNinth” by Saeed Jones; “Place” by DorothyAllison.c.This indicator is fulfilled through studentparticipation in workshop and peer critique.Throughout the semester, students produceoriginal works of fiction and poetry to submitto the workshop for critique by their instructorand peers. Composition of original work will beevaluated in terms of the writer’s successfuluse of the elements of craft discussed in class(demonstrated in assigned readings of poetryand fiction by contemporary authors, andpracticed by students in assigned exercisesspecifically designed to address each craftelement) to create vivid, polished stories andpoems. Students are given instruction ondelivering successful critique in class andin writing (see the portion of the syllabushighlighted below), and the feedback they offertheir peers is submitted for evaluation of theirability to identify and comment on elements ofcraft employed in their colleagues’ work.Successful critiques will offer observationand suggestion based on the elements of thecraft of fiction and poetry we will be studyingin class. An effective way to address yourcolleagues work in critique is to organize yourresponse using these elements as a guide.For instance, when critiquing a work of fiction,evaluate the draft in terms of the way in whichcharacter, setting/place, point of view, anddialogue are developed.

index 29


Student achievement may be measuredthrough:Annotated readings.Quizzes and exams on assigned reading tomeasure comprehension and critical skill.Written exercises in which students employmethods related to elements of the craft ofwriting fiction and poetry.Original works of fiction and poetry.Written and oral comments on the originalcreative work of their peers in a workshopsetting.Thorough revision of their own original workincorporating elements of the craft of writingfiction and poetry.And any other evaluative exercise instructorsmay design to measure student achievement.

Syllabus Creative Writing 1 Syllabus.docx Additional Notes Example exercises in fiction and poetry are

included in the attached syllabus. Reviewer Comments ac087 - Thu, 28 May 2020 20:12:21 GMT

- Rollback: Rollback per Alice Griffin anddepartment.ac087 - Mon, 08 Jun 2020 23:11:41 GMT -adjusted workflow from amended minor tomajor. Additional outcomes being addedrequire major approval process.

ENGL3633

Added

ENSC5033

allcodes ENSC 5034 ENSC 5033

Proposed Effective Date Fall 2019 Spring 2021 Course Number 5034 5033 Credit Hours 4 3 Catalog Description Methods of analysis for inorganic and organic

contaminants in soil and water. Qualityassurance and quality control, samplingprotocols, sample handling, instrumentationand data analysis. It is recommended thatstudents have taken (CHEM 2613 and CHEM2611L) or (CHEM 3603 and CHEM 3601L) or anequivalent chemistry course.

Methods of analysis for inorganic and organiccontaminants, and microorganisms in soiland water. Quality assurance and qualitycontrol, sampling protocols, sample handling,instrumentation and data analysis. Lecture 3hours.

Justification The lab component is being dropped and 1hour is being added to lecture. Laboratoryfacilities and equipment are not available toconduct the analyses covered in the course.Topics and concepts are thus better covered inexercises in lecture.

There is no longer a lab offered with thiscourse. (Lab was dropped last time the coursewas offered because of lack of instrumentationfor teaching purposes). Credit hours are beingadjusted to match 3-hour lecture content.

Syllabus syllabus ENSC5034_spr20.pdf syllabusENSC5033_spr22.docx Reviewer Comments ac087 - Tue, 05 Nov 2019 20:13:22 GMT - move

suggested prerequisite to suggestion field forSyncing purposes.

Course Code ENSC 5034 ENSC 5033 Is course a General

Education Course?No

EXSC2733


Justification Noting here that EXSCBS needs to be addedto the requisite (in addition to the remainingKINSBS-EXSC students) so that both groupscan register for this course.

General education learning outcome 4.1completed.


Yes

30




Yes


Yes


b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesc. identify and participate in culturaldifferences in verbal and nonverbalcommunication.d. identify and analyze significant globalchallenges and opportunities in the human andnatural world.


This course assists students in developing theknowledge and abilities aimed at interactingappropriately within intercultural contexts andengaging with complex global systems andissues.


Guest speaker connections and the EIMassignment.

Syllabus EXSC 2733 Syllabus.docx Reviewer Comments ac087 - Mon, 27 Apr 2020 21:53:58 GMT

- adjusting workflow from minor to major,addition to gen ed curriculum requires majorapproval process.

EXSC4903

Proposed Effective Date Summer 2018 Spring 2021

Justification Updated typically offered field. All items related to common core learningoutcomes 6.1 have been completed.


Yes



index 31


Yes


Yes


a. Written, oral, and/or multimodalcommunication abilities.c. Characteristics of inquiry and action in themajor and in one of the Learning Outcomesunder Goal 3 besides the disciplinary area ofthe major.e. Critical thinking and/or ethical reasoning.


Practical experience in using the academicskills developed in Exercise Science option.


Term paper, student evaluation of agency, andstudent evaluation of agency.

Syllabus EXSC 4903 Syllabus.docxEXSC 4903 Term Paper Outline.docx

Reviewer Comments ac087 - Tue, 07 Apr 2020 14:52:04 GMT -adjusted workflow, addition to gen ed corerequires major approval processac087 - Tue, 07 Apr 2020 14:52:48 GMT -changed effective date from fall 2020 to spring2021. Course unlikely to complete approvalprocess before start of term Fall 2020

EXSC405V


Justification Administratively adding to be offered thesummer as a Study Abroad course in Sweden.Topic: Health Teams in Sweden

All items related to common core learningoutcomes 6.1 have been completed.

32


Yes




Yes


Yes




To involve students in research. The studentwill learn and assist in all aspects of research.The student will be an active member of alaboratory group, assisting in the researchbeing conducted.


The student will be required to keep a journalthat will include a narrative, time log, labtechniques, research involvement description,and a general core reflection that will cover allelements to meet outcome 6.1.

Syllabus KINSEXSC 405V_syllabus template.doc Reviewer Comments ac087 - Tue, 07 Apr 2020 14:50:21 GMT -

adjusted workflow, addition to gen ed corerequires major approval process.ac087 - Tue, 07 Apr 2020 14:51:14 GMT -adjusted effective date from fall 2020 to spring2021. course unlikely to complete approvalprocess before start of term fall 2020

FDSC6513

Added

index 33

HDFS2603


Course Delivery Method On campus On campusOff campus

Justification Uploaded General Education submissioninformation.

The only change for this course is that itbe offered online as well as on-campus.The HDFS degree program was approvedlast year to be offered online and we aregoing through the process of developing ourcourses to be delivered online. This course hasbeen approved by Global Campus for onlinedevelopment and that process has alreadybegun. It is expected that this course will bedelivered online in the Spring of 2021.

Syllabus HDFS_2603_Syllabus_Spring_2019.pdf Off Campus Delivery Online/Web-basedHIST1113


a. identify fundamental concepts, structures,themes, and principles of the discipline beingintroduced.b. analyze texts and other created artifactsusing theories and methods of the discipline.c. produce a reasonable short essay about thematerial introduced in the course.d. interpret texts and other created artifactswithin multiple historical, intellectual, andcultural contexts.e. draw connections among culturalachievements of various groups of people ofdifferent ethnicities, religious backgrounds,racial origins, and sexual identities.

a. identify fundamental concepts, structures,themes, and principles of the discipline beingintroduced.c. produce a reasonable short essay about thematerial introduced in the course.d. interpret texts and other created artifactswithin multiple historical, intellectual, andcultural contexts.e. draw connections among culturalachievements of various groups of people ofdifferent ethnicities, religious backgrounds,racial origins, and sexual identities.


The course introduces the main worldcivilizations in a broad global context.Lectures focus on the cultural historiesof different societies, including analysisof politics, economics, religion, race, andgender. Students are introduced to historicalmethodology through the analysis of primaryand secondary sources, and the productionof analytical essays, in the form of in classessay tests and take home analytical essaysexamining especially primary documents, andcontextualizing them in the broad outlines ofthe main secondary sources on a given theme.Students will learn the basics of humanisticinquiry and historical methodology.

L.I. 1: The course introduces the main worldcivilizations in a broad global context.Students will learn the basics of humanisticinquiry and historical methodology.L.I. 3: Students are introduced on how tointerpret, connect, and contextualize primarysourcesL.I. 4: HIST 1113 examines multipleinterpretations and contexts, giving studentsan introduction to historical methods andtheir broad spectrum of analysis and criticalthinking.L.I. 5: By showing the historical connectionsamong world civilizations, the coursehelps students to properly highlight andcontextualize global trends in politics,economics, religion, race, and sexual identities.


In class essay tests and take home analyticalessays

L.I. 1, 4, and 5: Class essay tests and/or takehome analytical essays examining primary andsecondary documents, and contextualizingthem in the broad outlines of the mainsecondary sources on a given theme.L.I. 3: Interpretation of one or multiple primaryor secondary sources via short essay.

34


b. apply social scientific reasoning andtechniques.c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.e. integrate and use evidence-based theoriesto explain various types of human interactionthrough written and oral communication.

c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.e. integrate and use evidence-based theoriesto explain various types of human interactionthrough written and oral communication.


World Civilization I introduces students tothe application of social theories, using anintegral approach of critical thinking developedby the various methodological approachesto the crafts of historical analysis andnarrative. Students use scientific reasoning tounderstand what is general in the unique factsof history, acquiring an interpretive stanceon the development of political, economic,cultural, and ethnic history of early civilizationsto the dawn of the modern era, within a globalcontext. Through a set of critical writtenassignments, consisting of primary andsecondary sources analyses, mid-term andfinal exams which will have a combinationof identification questions and/or multiplechoice questions in addition to a broad essaytest, students demonstrate their knowledgeand application of theories. Regarding thesource analyses, the assignments will requirestudents to interrogate the documents’ majorpoints/arguments AND put the documents inthelarger political, social, and economic contexts.Class and online discussions will demonstratethe students’ comprehension and analysisof required readings and class lectures.In all tests and oral or online discussion,students are expected to develop an ability tointerweave primary and secondary sources.Students will be evaluated based on theirability to make a coherent argument, displayingcritical thinking, and supporting each pointwith evidence.

L.I. 3: HIST 1113 introduces students to theapplication of social theories, using an integralapproach of critical thinking developed by thevarious methodological approaches to thecrafts of historical analysis and narrative.L.I. 4 and 5: Students use scientific reasoningto understand what is general in the uniquefacts of history, acquiring an interpretivestance on the development of political,economic, cultural, and ethnic history of earlycivilizations to the dawn of the modern era,within a global context.


Written assignments, exams, and discussions. L.I. 3: Class or take home essay tests and/orcombination of identification questions.L.I. 4: Class essay tests and/or take homeanalytical essays examining primary and/orsecondary sources. Students are expected todevelop an ability to interweave primary andsecondary sources.L.I. 5: Class essay tests and/or take homeanalytical essays examining especially primarydocuments. Class or online discussion.

index 35


a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesc. identify and participate in culturaldifferences in verbal and nonverbalcommunication.d. identify and analyze significant globalchallenges and opportunities in the human andnatural world.

a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesd. identify and analyze significant globalchallenges and opportunities in the human andnatural world.e. identify and analyze the historical and/or contemporary interrelationships amongmultiple global cultures.

36


World Civilization I delivers content andanalysis on the major political, social, cultural,and international developments of the mainworld civilizations up until 1500. Through aset of critical written assignments, consistingof primary and secondary sources analyses,mid-term and final exams which will have acombination of identification questions and/or multiple choice questions in addition toa broad essay test, students demonstratean ability to comprehend and articulatethe main political, religious, cultural trends(broadly defined, including issues of race,gender, and diversity) that defined thesecivilizations. The oral assignments may includerole playing in which students, by way ofimpersonation, will enhance their empathicunderstanding of the past and its relevance tothe present. Regarding the source analyses,the assignments will require students tointerrogate the documents’ major points/arguments AND put the documents in thelarger political, social, and economic contexts.Class and online discussions will demonstratethe students’ comprehension and analysisof required readings and class lectures.In all tests and oral or online discussion,students are expected to develop an ability tointerweave primary and secondary sources.Students will be evaluated based on theirability to make a coherent argument, displayingcritical thinking, and supporting each pointwith evidence. All the evidence and analysiswill be geared to demonstrating the diversityof the human experience from its origins to thedawn of the modern era. Students will acquirea deliberative stance to explain elementsof continuity and change throughout thelong span of this history, including cultural,political, and social aspects that informed earlyand medieval civilizations until the 1500. Byboth contextualizing those experiences in aglobal context and explaining their diversepolitical interpretations, the course trainsstudents to comprehend and promote notionsof diversity and inclusion. In developingthese research and analytical skills, studentswill find them applicable to the explorationof the historical record as well as to otherprofessional endeavors. Problem-solvingbecomes an integral part of the analytical skillsacquired through the course. By learning toarticulate the similarities and differences overtime and across space, students will learn howto apply this critical as well as empatheticthinking to multiple contexts not just limitedto historical sources. Writing skills and theability to articulate and support an argumenteloquently will be integral to the take homeassessments – source analysis or criticalwritten assignments - in particular.

L.I. 1: HIST 1113 examines a long span ofhistory, including cultural, political, and socialaspects that informed early and medievalcivilizations until the 1500. In so doing, thecourse helps students comprehend andpromote notions of diversity and inclusion.L.I. 2: By both contextualizing thoseexperiences in a global context and explainingtheir diverse political interpretations, thecourse trains students to comprehend andpromote notions of diversity and inclusion.L.I. 4: Problem-solving becomes an integralpart of the analytical skills acquired throughthe course. By learning to articulate thesimilarities and differences over time andacross space, students will learn how to applythis critical as well as empathetic thinking tomultiple contexts not just limited to historicalsourcesL.I. 5: In developing these research andanalytical skills, students will find themapplicable to the exploration of the historicalrecord as well as to other professionalendeavors

index 37


Written assignments, exams, and discussions. L. I. 1: Class or take home essay tests and/orcombination of identification questions.L.I. 2: Class essay tests and/or take homeanalytical essays examining especially primarydocuments. Class or online discussion.L.I. 4: Class essay tests and/or take homeanalytical essays examining primary and/orsecondary sources. Students are expected todevelop an ability to interweave primary andsecondary sources.L.I. 5: Class essay tests and/or take homeanalytical essays examining especially primarydocuments. Class or online discussion.

Justification Course has also been approved for theHumanities domain in the state minimum core.Please add this domain to UAConnect to reflectboth Social Sciences and Humanities.

Modifying previously submitted version, addingspecific descriptions on how each LearningIndicator will be met.

Syllabus HIST 1113 Syllabus.pdfHIST1123


The course introduces the main worldcivilizations in a broad global context in themodern era since 1500. Lectures focus onthe cultural histories of different societies,including analysis of politics, economics,religion, race, and gender. Students areintroduced to historical methodology throughthe analysis of primary and secondary sources,and the production of analytical essays, in theform of in class essay tests and take homeanalytical essays examining especially primarydocuments, and contextualizing them in thebroad outlines of the main secondary sourceson a given theme. Students will learn thebasics of humanistic inquiry and historicalmethodology.

L.I. 1: HIST 1123 introduces the main worldcivilizations in a broad global context of themodern era since 1500. Focus on culturalhistories of different societies, includinganalysis of politics, economics, religion,race, and gender. Students are introduced tohistorical methodology through the analysis ofprimary and secondary sources.L.I. 3: Students are taught how to interpret,connect, and contextualize primary sources.L.I. 4: HIST 1123 examines multipleinterpretations and contexts, giving studentsan introduction to historical methods andtheir broad spectrum of analysis and criticalthinking.L.I. 5: By showing the historical connectionsamong world civilizations, the coursehelps students to properly highlight andcontextualize global trends in politics,economics, religion, race, and sexual identities.


In class essay tests and take home analyticalessays.


38


World Civilization II introduces students tothe application of social theories, using anintegral approach of critical thinking developedby the various methodological approachesto the crafts of historical analysis andnarrative. Students use scientific reasoning tounderstand what is general in the unique factsof history, acquiring an interpretive stanceon the development of political, economic,cultural, and ethnic history of civilizationsin the modern era, within a global context.Through a set of critical written assignments,consisting of primary and secondary sourcesanalyses, mid-term and final exams whichwill have a combination of identificationquestions and/or multiple choice questionsin addition to a broad essay test, studentsdemonstrate their knowledge and applicationof theories. Regarding the source analyses,the assignments will require students tointerrogate the documents’ major points/arguments AND put the documents in thelarger political, social, and economic contexts.Class and online discussions will demonstratethe students’ comprehension and analysisof required readings and class lectures.In all tests and oral or online discussion,students are expected to develop an ability tointerweave primary and secondary sources.Students will be evaluated based on theirability to make a coherent argument, displayingcritical thinking, and supporting each pointwith evidence.

L.I. 3: HIST 1123 introduces students to theapplication of social theories, using an integralapproach of critical thinking developed by thevarious methodological approaches to thecrafts of historical analysis and narrativeL.I. 4 and 5: Students use scientific reasoningto understand what is general in the uniquefacts of history, acquiring an interpretivestance on the development of political,economic, cultural, and ethnic history ofcivilizations since 1500, in a global context



index 39


World Civilization II delivers content andanalysis on the major political, social, cultural,and international developments of the mainworld civilizations since 1500. Through a setof critical written assignments, consistingof primary and secondary sources analyses,mid-term and final exams which will have acombination of identification questions and/or multiple choice questions in addition toa broad essay test, students demonstratean ability to comprehend and articulatethe main political, religious, cultural trends(broadly defined, including issues of race,gender, and diversity) that defined thesecivilizations. The oral assignments may includerole playing in which students, by way ofimpersonation, will enhance their empathicunderstanding of the past and its relevance tothe present. Regarding the source analyses,the assignments will require students tointerrogate the documents’ major points/arguments AND put the documents in thelarger political, social, and economic contexts.Class and online discussions will demonstratethe students’ comprehension and analysisof required readings and class lectures.In all tests and oral or online discussion,students are expected to develop an ability tointerweave primary and secondary sources.Students will be evaluated based on theirability to make a coherent argument, displayingcritical thinking, and supporting each pointwith evidence. All the evidence and analysiswill be geared to demonstrating the diversityof the human experience during the modernera since 1500. Students will acquire adeliberative stance to explain elements ofcontinuity and change throughout the longspan of this history, including cultural, political,and social aspects that informed early andmedieval civilizations until the 1500. Byboth contextualizing those experiences in aglobal context and explaining their diversepolitical interpretations, the course trainsstudents to comprehend and promote notionsof diversity and inclusion. In developingthese research and analytical skills, studentswill find them applicable to the explorationof the historical record as well as to otherprofessional endeavors. Problem-solvingbecomes an integral part of the analytical skillsacquired through the course. By learning toarticulate the similarities and differences overtime and across space, students will learn howto apply this critical as well as empatheticthinking to multiple contexts not just limitedto historical sources. Writing skills and theability to articulate and support an argumenteloquently will be integral to the take homeassessments – source analysis or criticalwritten assignments - in particular.

L.I. 1: HIST 1123 delivers content and analysison the major political, social, cultural, andinternational developments of the main worldcivilizations since 1500. In so doing, the coursehelps students comprehend and promotenotions of diversity and inclusion.L.I. 2: By both contextualizing thoseexperiences in a global context and explainingtheir diverse political interpretations, thecourse trains students to comprehend andpromote notions of diversity and inclusion.L.I. 4: Problem-solving becomes an integralpart of the analytical skills acquired throughthe course. By learning to articulate thesimilarities and differences over time andacross space, students will learn how to applythis critical as well as empathetic thinking tomultiple contexts not just limited to historicalsources.L.I. 5: In developing these research andanalytical skills, students will find themapplicable to the exploration of the historicalrecord as well as to other professionalendeavors.

40


Written assignments, exams, and discussions. L.I. 1: Class or take home essay tests and/orcombination of identification questions.L.I. 2 and 5: Class essay tests and/ortake home analytical essays examiningespecially primary documents. Class or onlinediscussion.L.I. 4: Class essay tests and/or take homeanalytical essays examining primary and/orsecondary sources. Students are expected todevelop an ability to interweave primary andsecondary sources.

Justification Course has also been approved for theHumanities domain in the state minimum core.Please add this domain to UAConnect to reflectboth Social Sciences and Humanities.

Modifying previously submitted version,providing specific explanations of how eachLearning Indicator will be met.

Syllabus HIST 1123 Syllabus.pdfHIST1223

Added

HIST1233

Added

HIST2003



a. identify fundamental concepts, structures,themes, and principles of the discipline beingintroduced.b. analyze texts and other created artifactsusing theories and methods of the discipline.c. produce a reasonable short essay about thematerial introduced in the course.d. interpret texts and other created artifactswithin multiple historical, intellectual, andcultural contexts.e. draw connections among culturalachievements of various groups of people ofdifferent ethnicities, religious backgrounds,racial origins, and sexual identities.

a. identify fundamental concepts, structures,themes, and principles of the discipline beingintroduced.c. produce a reasonable short essay about thematerial introduced in the course.d. interpret texts and other created artifactswithin multiple historical, intellectual, andcultural contexts.e. draw connections among culturalachievements of various groups of people ofdifferent ethnicities, religious backgrounds,racial origins, and sexual identities.


The course introduces US History, from thecolonial era to Reconstruction, in a broadglobal context. Lectures focus on the variousaspects of US society, including analysisof politics, economics, religion, race, andgender. Students are introduced to historicalmethodology through the analysis of primaryand secondary sources, and the productionof analytical essays, in the form of in classessay tests and take home analytical essaysexamining especially primary documents, andcontextualizing them in the broad outlines ofthe main secondary sources on a given theme.Students will learn the basics of humanisticinquiry and historical methodology.

L.I. 1: HIST 2003 introduces US History,from the Colonial era to Reconstruction.The evidence and analysis will be gearedto demonstrating the social, political, andconstitutional evolution of the United Statesin the broad global context Students areintroduced to historical methodology throughthe analysis of primary and secondary sources.L.I. 3: Students are taught how to interpret,connect, and contextualize primary sources.L.I. 4: HIST 2003 examines multipleinterpretations and contexts, giving studentsan introduction to historical methods andtheir broad spectrum of analysis and criticalthinking.L.I. 5: By casting a broad analysis of variousaspects of US society, students learn also howto properly highlight/ contextualize elementsof politics, economics, religion, race, andgender.


In class essay tests and take home analyticalessays.


index 41


b. apply social scientific reasoning andtechniques.c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.e. integrate and use evidence-based theoriesto explain various types of human interactionthrough written and oral communication.

c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.e. integrate and use evidence-based theoriesto explain various types of human interactionthrough written and oral communication.


History of the American People to 1877introduces students to the application ofsocial theories, using an integral approachof critical thinking developed by the variousmethodological approaches to the crafts ofhistorical analysis and narrative. Studentsuse scientific reasoning to understand what isgeneral in the unique facts of history, acquiringan interpretive stance on the development ofpolitical, cultural, ethnic, and gender relationsin the American experience, within a globalcontext. Through a set of critical writtenassignments, consisting of primary andsecondary sources analyses, mid-term andfinal exams which will have a combination ofidentification questions and/or multiple choicequestions in addition to a broad essay test,students demonstrate their knowledge andapplication of theories as well as ideologicalrepresentations of American history. Regardingthe source analyses, the assignmentswill require students to interrogate thedocuments’ major points/arguments AND putthe documents in the larger political, social,and economic contexts. Class and onlinediscussions will demonstrate the students’comprehension and analysis of requiredreadings and class lectures. In all testsand oral or online discussion, students areexpected to develop an ability to interweaveprimary and secondary sources. Students willbe evaluated based on their ability to make acoherent argument, displaying critical thinking,and supporting each point with evidence. Allthe evidence and analysis will be geared todemonstrating the constitutional evolution ofthe United States in the broad global context.

L.I. 3: HIST 2003 introduces students to theapplication of social theories, using an integralapproach of critical thinking developed by thevarious methodological approaches to thecrafts of historical analysis and narrative.L.I. 4 and 5: Students use scientific reasoningto understand what is general in the uniquefacts of history, acquiring an interpretivestance on the development of political,economic, and cultural relations in theAmerican experience, within a global context.



42


a. identify and describe examples of historicaland present day issues related to diversity andinclusion in the United States.b. explain the historical and/or contemporaryconstruction of difference through analysisof power structures, privilege, and explicit orimplicit prejudice, and their roles in fosteringdiscrimination and inequalities in the UnitedStates, whether cultural, legal, political, orsocial.c. describe the advantages of inclusion byidentifying and analyzing notions of inclusivityand pathways for cultivating inclusion atall levels of society, whether cultural, legal,political, or social.d. analyze the historical and/or contemporarydevelopment of group agency and assessits role in addressing discrimination andinequalities in the United States.e. demonstrate problem-solving and changemanagement skills for achieving social equity.

a. identify and describe examples of historicaland present day issues related to diversity andinclusion in the United States.b. explain the historical and/or contemporaryconstruction of difference through analysisof power structures, privilege, and explicit orimplicit prejudice, and their roles in fosteringdiscrimination and inequalities in the UnitedStates, whether cultural, legal, political, orsocial.c. describe the advantages of inclusion byidentifying and analyzing notions of inclusivityand pathways for cultivating inclusion atall levels of society, whether cultural, legal,political, or social.d. analyze the historical and/or contemporarydevelopment of group agency and assessits role in addressing discrimination andinequalities in the United States.

index 43


History of the American People to 1877delivers content and analysis on the majorpolitical, social, cultural, and internationaldevelopments of the country’s history untilthe end of the Reconstruction era. Through aset of critical written assignments, consistingof primary and secondary sources analyses,mid-term and final exams which will have acombination of identification questions and/or multiple choice questions in addition toa broad essay test, students demonstratean ability to comprehend and articulate thetrends of consensus or conflict during theages of revolution, continental expansion,secession, and consolidation of the UnitedStates. The oral assignments may includerole playing in which students, by way ofimpersonation, will enhance their empathicunderstanding of the past and its relevance tothe present. Regarding the source analyses,the assignments will require students tointerrogate the documents’ major points/arguments AND put the documents in thelarger political, social, and economic contexts.Class and online discussions will demonstratethe students’ comprehension and analysisof required readings and class lectures.In all tests and oral or online discussion,students are expected to develop an abilityto interweave primary and secondarysources. Students will be evaluated basedon their ability to make a coherent argument,displaying critical thinking, and supportingeach point with evidence. All the evidence andanalysis will be geared to demonstrating theconstitutional evolution of the United States inthe broad global context. Students will acquirea deliberative stance to explain elements ofcontinuity and change throughout the period,including cultural, legal, political, and socialaspects of inequality and justice. By bothcontextualizing the American experience ina global context and explaining its diversepolitical interpretations, the course trainsstudents to comprehend and promote notionsof diversity and inclusion. In developingthese research and analytical skills, studentswill find them applicable to the explorationof the historical record as well as to otherprofessional endeavors. Problem-solvingbecomes an integral part of the analyticalskills acquired through the course. With afuller understanding of how diversity hasevolved in the American historical experience,students may also apply those skills to thepromotion of social equity. Writing skillsand the ability to articulate and support anargument eloquently will be integral to thetake home assessments – source analysis orcritical written assignments - in particular.

L.I. 1: HIST 2003 delivers content andanalysis on the major political, social,cultural developments up to the end of theReconstruction Era. By examining the tensionbetween consensus and conflict, studentslearn to comprehend and articulate thehistorical trends leading to diversity andinclusion.L.I. 2: By both contextualizing thoseexperiences in a global context and explainingtheir diverse political interpretations, thecourse trains students to comprehend andpromote notions of diversity and inclusion.L.I. 3: Adopting a multidisciplinary approach,HIST 2003 trains students to address issuesof social inequality from all angles, providingthem with tools to exercise awareness,empathy, and analytical skills to understandfully the historical record and to utilize in otherprofessional endeavors as well.L.I. 4: By learning to articulate the similaritiesand differences over time and across space,students will learn how to apply this criticalas well as empathetic thinking to multiplecontexts not just limited to historical sources.

44


Written assignments, exams, and discussions. L.I. 1: Through a set of critical writtenassignments, consisting of primary andsecondary sources analyses, mid-term andfinal exams which will have a combination ofidentification questions and/or multiple choicequestions essay test, students demonstrate anability to comprehend and articulate the trendsof consensus or conflict during the ages ofrevolution, continental expansion, secession,and consolidation of the United States.L.I. 2: Class essay tests and/or take homeanalytical essays examining especially primarydocuments.L.I. 3: Class essay tests and/or take homeanalytical essays examining primary and/orsecondary sources. The oral assignments mayinclude role playing in which students, by wayof impersonation, will enhance their empathicunderstanding of the past and its relevance tothe present.L.I. 4: Class essay tests and/or take homeanalytical essays examining primary and/orsecondary sources. Students will be evaluatedbased on their ability to make a coherentargument, displaying critical thinking, andsupporting each point with evidence. Theevidence and analysis will be mainly geared todemonstrating the constitutional evolution ofthe United States in the broad global context.

Justification Course has also been approved for theHumanities domain in the state minimum core.Please add this domain to UAConnect to reflectboth History/Government and Humanities.

Modifying previously submitted version, addingspecifications for each learning indicator.

Additional Notes The course also needs to be denoted under theSocial Sciences domain in the State MinimumCore as well.

Syllabus HIST 2003 syllabus.pdf Reviewer Comments ac087 - Fri, 17 Jul 2020 20:14:38 GMT -

changed effective date from fall 2020 to spring2021. Course will not complete approvalprocess in time for Fall 2020.

HIST3363

allcodes HIST 4233 HIST 3363

Proposed Effective Date Summer 2018 Spring 2021 Course Number 4233 3363 Justification Updated typically offered field. Changing course level, to allow non-tenure

track and select GAs and Instructors (with ABDdegree) to teach the course - a relatively broadsurvey which can warrant a 3000 level.

Course Code HIST 4233 HIST 3363 Reviewer Comments ac087 - Wed, 07 Oct 2020 17:16:59 GMT -

spring 2021 effective date pending completionof approval process.

HIST398V

allcodes HIST 3983 HIST 398V

Proposed Effective Date Spring 2018 Spring 2021 Course Number 3983 398V Credit Hours 3 1 Total completions 3 9 Topics n/a Crusades

Epidemics and DiseasesGlobal History

Catalog Title Special Topics (Irregular) Special Topics

index 45

Justification Updated typically offered field, off campus >distance education.

Change to variable credit will allow thedepartment to offer a variety of general interesttopics at the 1-credit level as well as regular 3-credit level

Course Code HIST 3983 HIST 398V Is course a General

Education Course?No

Maximum Credit Hours 3 Title/Description Change

TypeMinor (stylistic/editorial) Change

HRWD3333


Justification Admin update to typically offered and deliverymethod.

Submitting the course for general educationapproval - general education outcomes 1.2 and5.1.


Yes




Yes


Yes


a. engage primarily in learning how to generatewritten, spoken, or multi-media presentations,receiving explicit instruction in how to analyzeaudiences and rhetorical situations, how tofollow the example of model presentations, andhow to revise.c. integrate effective content to be presented ina written, oral, or multi-media presentation thatis appropriate to a specific context, audience,and purpose.e. incorporate and cite sources gatheredfrom primary (observational) or secondary(bibliographic) research in written, oral, ormulti-media presentations.


This course requires the students togenerate written, spoken, and multi-mediapresentations. The students learn to analyzeand address the different audience members.Generating a paper or multi-media presentationis completed after an analysis of the concerns,purposes, and goals of the different audiencemembers. The students will use multiplesources gathered from scholarly web-sites andpersonal work experiences when developingwritten or multi-media presentation.

46


The course instructor will collect informationon student achievement via the assignmentsover the course of the semester. The finalassignment will require the students todemonstrate the application and synthesis ofthe class content during the semester by usingthe appropriate software to create a writtenand visual presentation to address the needsand concerns of the various stakeholders.

To be certified as meetingthis outcome, a courseor approved sequence ofcourses must incorporateat least three of thefollowing five learningindicators. In an approvedcourse or approvedsequence of courses,students will (pleaseselect indicators)

c. use recognized principles of critical thinkingor ethical reasoning to analyze, evaluate, andrespond to rational and moral argumentationpresented orally and/or in writing.d. describe key fallacies and identify them incontext.e. demonstrate the use of recognizedprinciples of critical thinking or ethicalreasoning to construct complex rational andmoral arguments orally and/or in writing.


The students will use their critical thinkingskills to analyze the audience and the needs ofthe audience to determine a communicationmethod to meet the purpose and needs ofthe audience. Through the completion andsubmission of assignments, students willdemonstrate the ability to analyze, evaluate,and construct complex rational and moralarguments orally and in writing to the variousorganization’s constituency.


The course instructor will collect informationon student achievement via the assignmentsover the course of the semester. The finalassignment will require the students todemonstrate the application and synthesis ofthe class content during the semester by usingthe appropriate software to create a writtenand visual presentation to address the needsand concerns of the various stakeholders.

Syllabus course syllabus HRWD 3333 summer 2020instructor samuels m g.docx

Reviewer Comments ac087 - Mon, 29 Jun 2020 21:06:46 GMT- adjusting workflow, addition to gen edcurriculum requires major approval process.ac087 - Mon, 29 Jun 2020 21:07:32 GMT -adjusting effective date from Fall 2020 toSpring 2021. Change requires major approvalprocess and course will not complete theapproval process in time for Fall 2020

HUMN2213


Typically Offered Spring Spring and Summer

index 47


Introduction to World Religions exploresfundamental concepts of humanistic inquiryby examining the history of religions incomparative context. Students read secondaryliterature and religious texts to experiencethe empirical and analytical methods ofhumanities scholarship. Special attention ispaid to having students learn to make culturalconnections and relate past history to presentday conversations about religion.

Introduction to World Religions exploresfundamental concepts of humanistic inquiryby examining the history of religions incomparative context. Students read secondaryliterature and examine multiple types ofprimary sources--textual, artistic, video, andmaterial--to experience both the empirical andqualitative methods of humanities scholarship.The course is designed to fulfill the religiousliteracy guidelines of the American Academy ofReligion (AAR), which develop the fundamentalcompetencies of religious studies scholarship.These competencies include distinguishingdescriptive and analytical statements aboutreligions from prescriptive and confessionalstatements, and recognizing the internaldiversity and historical transformations ofeach tradition.


The students take exams and produce an 800-word essay where they demonstrate theirlearning and knowledge.

Students respond to online discussion boardprompts as homework, take quizzes andexams, and produce a 1200-1500 word essayto demonstrate their learning and knowledge.


a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticese. identify and analyze the historical and/or contemporary interrelationships amongmultiple global cultures.

a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesd. identify and analyze significant globalchallenges and opportunities in the human andnatural world.e. identify and analyze the historical and/or contemporary interrelationships amongmultiple global cultures.


The course is a comparative religion course.Students examine major world religions andtheir cultural contexts to understand multipleworldview and perspectives. Lectures andtexts illustrate interrelationships, commonheritage and tenets of world religions.

Students examine major world religions andtheir cultural contexts to understand multipleworldviews and perspectives. Lectures, texts,and other media illustrate interrelationshipsand common heritage and tenets of worldreligions, as well as significant differencesamong the traditions covered. Specialattention is paid to having students connectpast history to present day conversationsabout religion, including the role of religioustraditions and communities in confrontingglobal challenges.


The 800 word essay demonstrates levels ofstudent learning.

Students respond to online discussion boardprompts as homework, take quizzes andexams, and produce a 1200-1500 word essayto demonstrate their learning and knowledge.

Catalog Description A survey of the major religions, including--butnot limited to--Hinduism, Buddhism, Judaism,Islam, and Christianity.

A survey of major religious traditions,including--but not limited to--Hinduism,Buddhism, Judaism, Christianity, and Islam.

48

Justification Admin update to add this course to stateminimum core; this was an oversight whenthe course was going through the approvalprocess for Gen Ed inclusion.

-Proposed updates bring course into cleareralignment with Learning Outcomes andLearning Indicators.-Minor stylistic change to catalog descriptionlists major traditions in chronologicalorder to reflect course's focus on historicaldevelopment.



Syllabus HUMN 2213 Sample Syllabus.pdf Reviewer Comments ac087 - Mon, 08 Jun 2020 22:48:17 GMT -

Rollback: department to make correctionsISYS5013

Added

ISYS5023

Added

ISYS6373

Added

ISYS6533


Catalog Title Macro- and Meso-level IS Research Information Systems for ManagingOrganizations and Platforms

Short Course Title MACRO MESO-LEVEL IS RESEARCH ISYS FOR MANAGING ORG/PLATFORM Catalog Description This course aims to expose students to

research at the macro- and meso-levels.For example, it could provide a windowinto major streams of organizational-levelresearch in IS and reference disciplines. Topicscould also include: change management,ERP research models, implementation,applications, and successes/failures, andERP simulation models. Other topics that fallwithin the purview of the course are: large-scale technology and process innovationsin organizations--e.g., software developmentprocess innovations and RFID will be examinedat various levels (e.g., organizational).

The goal of this seminar is to provide anunderstanding of the issues related tothe organizational impacts of informationtechnologies, the processes to create valueby using information technologies, and thestrategic and competitive dynamics relatedto information technologies in organizations.Students will read and discuss varioustheories, conceptual issues, and empiricalpapers pertaining to research on these topicsof inquiry.


Minor (stylistic/editorial) Change Major Content Change

Justification Updated typically offered field. Update to title and description to reflectchanges in research and industry.


No

Prerequisite(s) Graduate standing and permission of the ISYSPhD Coordinator.

Syllabus ISYS 6533 Information Systems forOrganizations and Platforms Syllabus.docx

JOUR4313

Added

MKTG3013

Added

MUED4743

Added

MUIN2011

Added

MUIN3403

Added

MUIN4103

Added

MUIN4553

Added

MUIN4563

Added

index 49

OCTH678V

allcodes OCTH 6782 OCTH 678V

Proposed Effective Date Fall 2019 Spring 2021 Course Number 6782 678V Typically Offered Summer Fall, Spring and Summer Credit Hours 2 1 Can this course be

repeated for degreecredit?

No Yes

Prerequisite(s) OCTH 5781. Departmental consent. Justification This course is required to meet new

accreditation standards related toprerequisites for participation in the CapstoneExperience and Project. This course facilitatessynthesis of all previous coursework andexperiences.

Minor changes to the pre-requisite, number ofhours, and typically offered sections.

Syllabus OCTH 6782 Occupational Therapy CapstoneIndependent Study Final.docx

Course Code OCTH 6782 OCTH 678V Is course a General

Education Course?No

Maximum Credit Hours 2 Total credits allowed 2 Total completions 2OMGT5733


Catalog Title Human Behavior Analysis Human Factors in Operations Management Short Course Title HUMAN BEHAVIOR ANALYSIS HUMAN FACTORS Catalog Description Examination of the principal drivers of

individual and group behavior in organizationswith coverage of practical applications ofconcepts in organizational behavior foroperations managers. In addition to groupbehavior and organizational processes,the course explores people managementchallenges that result from external pressureson stakeholders (e.g. competitive, economic,social, political, and regulatory impacts).

Introduces the interaction of humans withsystems, attempting to apply the same rigor ofpurpose and understanding to these systemsand interactions as with production planning,supply chain design, or other elementsof operations management. Emphasizesidentifying, diagnosing and finding solutionsfor perceptual, cognitive and organizationalerrors. The scientific method and variousquantitative and qualitative researchtechniques will be used to both evaluate andsolve problems as well as determine and frameoutcomes

Prerequisite(s) OMGT 4313 and must be admitted to theMaster of Science in Operations ManagementProgram, Project Management GraduateCertificate Program, be a Non-Degree SeekingGraduate Student, or have departmentalconsent.

Must be admitted to the Master of Science inOperations Management Program, GraduateCertificate Program, be a Non-Degree SeekingGraduate Student, or have departmentalconsent.

Justification Registration clarification. Update of behavior analysis to focus on humanfactors involved. Updated asynchronous onlineoffering.HUA


No


Major Content Change

Syllabus OMGT5733-HumanFactors_MASTER WITHHOURS.docx

50

Reviewer Comments ndennis - Fri, 24 Apr 2020 15:14:11 GMT- Rollback: Please change this to a majorchange and attach a syllabus.ndennis - Fri, 08 May 2020 19:00:52 GMT -Revised action verbs in learning outcomes.ac087 - Tue, 12 May 2020 16:26:33 GMT -changing effective date from Fall 2020 toSpring 2021. Course will not complete theapproval process in time for Fall 2020.

OMGT5943

Added

PHED3623


Justification Changing course offering to spring only to aidstudent degree planning.

General education learning outcome 4.1completed.


Yes




Yes


Yes


a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesd. identify and analyze significant globalchallenges and opportunities in the human andnatural world.

index 51


Course Objectives:1. Identify basic sociological paradigmsand their application to sport and physicaleducation.2. Locate the place of sport as an institution inAmerican society.3. Use functional, conflict, critical theories toexamine beliefs, practices, behaviors in sport.4. Justify opinions based on theory orphilosophical/sociological research withinclass discussion, debates, and papersconcerning ethical and sociological issues ofsport and play.5. Become familiar with the literature in sportsociology.6. Display an understanding of the impact ofsport on cultures throughout the world, pastand present.7. Demonstrate an in-depth understanding ofsociological or philosophical (ethical) issue insport.Course Content:1. Sport in Society: Background, Scope Effect2. Sport as an Institution in Our World3. Sport Culture I: Race, Gender, Social ClassSpecial Populations4. Sport Culture II: Religion, Politics, Deviance,Coaching Sport Trends


Exams and essays.

Syllabus Smithnix_PHED 3623-syllabus18.pdf Reviewer Comments ac087 - Mon, 20 Apr 2020 18:59:04 GMT -

adjusted effective date from Fall 2020 toSpring 2021. Course will not complete theapproval process before start of registrationfor fall 2020.ac087 - Mon, 20 Apr 2020 19:01:01 GMT- adjusted workflow, addition to gen edcurriculum requires major approval process.kmamisei - Mon, 20 Apr 2020 21:57:31 GMT- Rollback: This is a general education corecourse. I believe this should go through thefull curriculum approval, including the CoreCommittee.

PHED4733


Justification Removed PHED 4733 from corequisite. The items associated with the common corelearning outcome 6. 1 have been completed.


Yes




Yes

52


Yes




This course is designed to provide studentswith the knowledge to complete teacherlicensure in physical education in Arkansas,to have in hand the information regardingtheir skills and accomplishments to marketthemselves with potential employers and tocomplement the internship by providing anopportunity for students to share informationin a more formal setting.


Principal interview, cover letter and resumedevelopment, development of interviewquestions, teaching philosophy, case studies,and final portfolio.

Syllabus PHED 4733 Forbess.doc Reviewer Comments ac087 - Tue, 07 Apr 2020 15:17:02 GMT -

changed effective date from fall 2020 to spring2021, course unlikely to complete approvalprocess before start of term Fall 2020ac087 - Tue, 07 Apr 2020 15:17:25 GMT -adjusting workflow, addition to gen ed corerequires major approval process.

PLSC4143

Added

POSC402V

Added

PSYC2043

Added

RESM2853H

Reviewer Comments lkulcza - Wed, 02 May 2018 17:34:30 GMT -Rollback: Rolling back to submitter so that wecan process administratively.

ac087 - Thu, 10 Sep 2020 22:00:21 GMT- adjusting workflow. addition to gen edcurriculum requires major approval process.

Proposed Effective Date Summer 2018 Spring 2021 Title/Description Change

TypeMinor (stylistic/editorial) Change

index 53

Justification Need Off Campus Method for one of our StudyAbroad Programs.

Learning outcomes 3.3 and 4.1 were added tohonors section (RESM 2853H) to match RESM2853.

Additional Notes Admin update for OFF campus offering forStudy Abroad; update to Typically Offered.


Yes




Yes


Yes


a. articulate the key concepts, principles,and overarching themes to a social sciencediscipline.c. analyze theories, data, and methods of asocial science discipline to explain individual,group, and institutional interactions.d. apply critical thinking and use scientificreasoning to evaluate claims about the socialworld.


This course provides the basic informationneeded to understand the motivations behindleisure participation and the importance ofleisure in society. The content for this coursewill cover the theories and concepts of leisurebehaviors and how these apply to leisureservices.


Exams and journal/paper(s)


a. examine and interpret an interculturalexperience from both one’s own and another’sworldview.b. articulate the essential tenets of a culturalworldview other than one’s own through ananalysis of its components, including butnot limited to history, values, communicationstyles, politics, economy, and beliefs andpracticesc. identify and participate in culturaldifferences in verbal and nonverbalcommunication.

54


This course provides the basic informationneeded to understand the motivations behindleisure participation and the importance ofleisure in society. The content for this coursewill cover the theories and concepts of leisurebehaviors and how these apply to leisureservices.


Exams and papers

RESM440V


Justification Admin update to typically offered field. The items related to learning outcome 6.1 havebeen completed.


Yes




Yes


Yes



index 55


This course is designed to provide studentswith hands-on experience in a Recreationand Sport Management agency. The studentshould be aware that the nature of interactionmay vary from strictly observation to intensiveleadership and supervisory responsibilities.The exact nature of the experience will dependupon the capabilities of the student, the natureand needs of the agency and the agencysupervision.


Orientation, Midterm progress and finalreflection paper.

Syllabus RESM_Fall 2019 440V Syllabus.docx Reviewer Comments ac087 - Tue, 07 Apr 2020 21:30:19 GMT -

changing fall 2020 to spring 2021. Courseunlikely to complete approval process beforestart of Fall 2020 term.ac087 - Tue, 07 Apr 2020 21:31:47 GMT -adjusting workflow from minor to major,addition to Gen Ed Curriculum requires majorapproval process

SEED3283

allcodes SEED 3282 SEED 3283

Proposed Effective Date Fall 2018 Fall 2021 Course Number 3282 3283 Credit Hours 2 3 Justification Per conversation with program director and

dean's office, administratively adjusting thisto a fixed credit hour course. New BAT majorswill all require that students register for 2 credithours.

Proposal to change to a 3 hour credit dueto the number of hours required for the on-site school visits as well as the course work.In order to maintain the 120 hour programof study, a proposal will be submitted tochange the credit hours of CIED 4286 to 4285.This change also better reflects the courserequirement of a five-day school internship.

Course Code SEED 3282 SEED 3283 Is course a General

Education Course?No

Syllabus SEED 3283 Syllabus.docx Reviewer Comments ac087 - Wed, 14 Oct 2020 15:27:36 GMT -

Rollback: please change credit hours section tothree per justification.

SEED4003

Added

SEED4063


Justification This course is required for the B.A.T. programleading to licensure.

This course has been identified as onethat meets General Education LearningOutcomes 1.2 and 5.1. For that reason, specificinformation needed to be included on thesyllabus to reflect these changes.

Syllabus SEED 4063 Disciplinary and InterdisciplinaryLIteracies in Education.doc

SEED 4063 Disciplinary Literacies with Gen EdOutcomes 1_2 5_1.docx


Yes



56


Yes


Yes


a. engage primarily in learning how to generatewritten, spoken, or multi-media presentations,receiving explicit instruction in how to analyzeaudiences and rhetorical situations, how tofollow the example of model presentations, andhow to revise.b. complete at least 12 pages of prosecollected in at least three assignments or atleast three oral or multi-media presentationsthat last a total of at least 20 minutes or somecombination of written, oral, or multi-mediapresentations that constitute a commensurateamount of student work.c. integrate effective content to be presented ina written, oral, or multi-media presentation thatis appropriate to a specific context, audience,and purpose.d. incorporate specific feedback into written,oral, or multi-media presentations, revising andediting them for clarity, force, and correctness.e. incorporate and cite sources gatheredfrom primary (observational) or secondary(bibliographic) research in written, oral, ormulti-media presentations.


For this outcome, teacher candidates focuson the importance of digital texts andtechnologies to support student learning,engagement, and critical thinking. Teachercandidates will choose an open accessdigital tool and compose an oral presentationin a short video that introduces the tool,models its use, and evaluates the strengthsand limitations to support literacy learningfor secondary students. Candidates willdemonstrate how the tool supports theircontent areas of instruction and how itsupports the Arkansas Department ofEducation standards for their content areas.Candidates will receive feedback from theirpeers regarding their presentations and theefficacy of the digital tool for student learning.


Students produce a short-video to introducethe digital tool, model its use, and evaluate itsstrengths and limitations to support literacylearning.

index 57

To be certified as meetingthis outcome, a courseor approved sequence ofcourses must incorporateat least three of thefollowing five learningindicators. In an approvedcourse or approvedsequence of courses,students will (pleaseselect indicators)

a. identify and describe key concepts andprinciples related to critical thinking.c. use recognized principles of critical thinkingor ethical reasoning to analyze, evaluate, andrespond to rational and moral argumentationpresented orally and/or in writing.d. describe key fallacies and identify them incontext.


For this outcome, teacher candidates designa lesson plan for their content area (English,Foreign Languages, Social Studies) thatintegrates the state standards for secondarylearning, technology for student learning,and assessment of student learning bycreating learning objectives based on Bloom'sTaxonomy of Learning. Teacher candidatesreceive feedback on how the lesson engagestheir audience (secondary students) andsuggestions for improving the implementationof the lesson. Additionally, teacher candidatescompose an essay to “unpack” the lessondesign and how it functions to supportstudents’ disciplinary literacy using a criticallens to articulate any ethical considerationsand/or key fallacies and describe how theconcepts and principles of disciplinaryliteracies relate to critical thinking.


Students create and design an original lessonplan in their content areas including an essaythat "unpacks" the lesson plan design.

Reviewer Comments ac087 - Fri, 20 Mar 2020 22:41:09 GMT -changed effective from Summer 2020 to spring2021, addition of course to gen ed curriculumis a major approval process and this coursewill not complete that process in time tobe considered for summer and fall cycles.removed cross-listing, cross-listings must bethe same catalog number and level but in twodifferent subjects. courses can be combinedduring the scheduling process but are notcandidates for cross-listing.ac087 - Fri, 20 Mar 2020 22:42:17 GMT -adjusting workflow to major workflow withcollege curriculum committee, addition to gened curriculum requires major approval processfbowles - Tue, 31 Mar 2020 20:49:53 GMT -In reviewing this, I noticed that the incorrectsyllabus had been uploaded. I have the correctsyllabus, so please let me know how I shouldproceed. My apologies. Freddieagriffin - Thu, 07 May 2020 19:41:26 GMT -Uploaded correct syllabus for Freddie Bowles.agriffin - Fri, 26 Jun 2020 21:20:13 GMT -Rollback: Rolled back at request of the college.

SEED4303

Added

SEED4313

Added

58

SEED4523


Justification Enforcing requisites. Required for BAT programleading to licensure.

This course has been identified for meeting theGeneral Education Outcome 6.1.

Syllabus CIED 5523 Instructional Practices in TeachingForeign Languages.docSEED 4523 Instructional Practices in TeachingForeign Languages.doc

SEED 4523 Instructional Practices in TeachingForeign Languages Gen Ed 6_1.doc

Reviewer Comments lkulcza - Mon, 18 Sep 2017 16:22:06 GMT -Rollback: Per request of submitter--needs to beundergraduate credit only.lkulcza - Fri, 21 Feb 2020 23:40:14 GMT -Rollback: Testing rollback for syncing

ac087 - Tue, 07 Apr 2020 22:01:47 GMT -changing effective date from Summer 2020 toSpring 2021. Course will not complete approvalprocess before beginning of Summer 2020term.ac087 - Tue, 07 Apr 2020 22:02:45 GMT -adjusting from minor to major workflow,addition to gen ed curriculum requires majorapproval process.


Yes




Yes


Yes


a. Written, oral, and/or multimodalcommunication abilities.d. Diversity awareness and/or interculturalcompetency.e. Critical thinking and/or ethical reasoning.

index 59


The education profession emphasizes theability of teacher candidates to enhancestudent learning through instruction thatlinks standards and assessment with contentknowledge. The Unit Plan provides candidatesthe opportunity to plan, design, implement, andreflect on the complex relationship betweenstandards, assessment, and instruction. TheUnit Plan also provides evidence to support theGeneral Education Learning Outcome 6.1 1)by demonstrating your ability to communicateeffectively through writing, 2) by providingevidence of your intercultural competence,and 3) by incorporating your critical thinkingskills through reflection and application.The Unit Plan is also an importance sourceof evidence that you have met the programstandards for graduation and that you havegrown professionally from a novice learnerto an emerging professional by applying theknowledge and skills to promote studentlearning in the classroom setting.


The plan is assessed using a rubric.

SEVI3013

allcodes MGMT 3013 SEVI 3013

Proposed Effective Date Spring 2018 Fall 2021 Department Code Department of Management (MGMT) Department of Strategy, Entrepreneurship and

Venture Innovation (SEVI) Subject Code Management (MGMT) SEVI Justification Admin correction of prerequisite course -

changed WCOB 2053 to MGMT 2053.Modify course prefix to new Strategy,Entrepreneurship, Venture and Innovationcode/departmental prefix.Propose as a general education course.

Course Code MGMT 3013 SEVI 3013 Is course a General





Yes


Yes

60




Students complete a group projectrepresentative of their written, oral, and/or multimodal communication abilities,quantitative literacy, and critical thinkingabilities.Each group paper includes an executivesummary that summarizes the key pointsabout their paper and a main paper withreferences and an appendix. Each groupcompletes the project using the firm they wereassigned at the beginning of the semester.Each group must assume that they havebeen retained by a group of investors who areplanning to invest money in the firm that thestudent is researching. The executive summaryand paper includes:a) Defining the firm’s industry.b) Outlining the key trends in the firm’s industryenvironment that will provide opportunities andthreats for the firm in the future?c) Performing a detailed five forces modelanalysis for the firm’s industry that definesand predicts how each of the five forces willchange in the future.d) Researching the firm using the ResourceBased View and the VRIO Frameworkunderstanding what are the core competenciesand key competitors of the firm?e) Performing a competitor analysis byfocusing on two or three of the maincompetitors of the firm.


Group paper and executive summary.

index 61

Reviewer Comments ac087 - Fri, 17 Apr 2020 16:50:26 GMT -changed effective date from Fall 2020 to Fall2021. Coinciding program changes will notcomplete approval process in time for Fall2020.jonjohn - Mon, 20 Jul 2020 19:06:07 GMT -Rollback: Karen made meac087 - Mon, 20 Jul 2020 20:48:31 GMT -Rollback: roll back per email from KarenBoston to make additional changes.ac087 - Thu, 23 Jul 2020 21:52:23 GMT -adjusting workflow from minor to major,addition to Gen Ed Curriculum requires majorapproval process.

SEVI3013H

allcodes MGMT 3013H SEVI 3013H

Proposed Effective Date Spring 2018 Fall 2021 Department Code Department of Management (MGMT) Department of Strategy, Entrepreneurship and

Venture Innovation (SEVI) Subject Code Management (MGMT) SEVI Justification Admin correction for prerequisite course -

changed WCOB 2053 to MGMT 2053.Modify course prefix to new Strategy,Entrepreneurship, Venture and Innovationcode/departmental prefix.Propose course to meet general educationrequirements.

Course Code MGMT 3013H SEVI 3013H Is course a General





Yes


Yes

62




Students complete a group projectrepresentative of their written, oral, and/or multimodal communication abilities,quantitative literacy, and critical thinkingabilities.Each group paper includes an executivesummary that summarizes the key pointsabout their paper and a main paper withreferences and an appendix. Each groupcompletes the project using the firm they wereassigned at the beginning of the semester.Each group must assume that they havebeen retained by a group of investors who areplanning to invest money in the firm that thestudent is researching. The executive summaryand paper includes:a) Defining the firm’s industry.b) Outlining the key trends in the firm’s industryenvironment that will provide opportunities andthreats for the firm in the future?c) Performing a detailed five forces modelanalysis for the firm’s industry that definesand predicts how each of the five forces willchange in the future.d) Researching the firm using the ResourceBased View and the VRIO Frameworkunderstanding what are the core competenciesand key competitors of the firm?e) Performing a competitor analysis byfocusing on two or three of the maincompetitors of the firm.


Group paper and executive summary.

index 63

Reviewer Comments ac087 - Fri, 17 Apr 2020 16:51:56 GMT -changed effective date from Fall 2020 to Fall2021. Coinciding program changes will notcomplete approval process in time for Fall2020.jonjohn - Mon, 20 Jul 2020 19:06:28 GMT -Rollback: Per Karen Bostonac087 - Mon, 20 Jul 2020 20:48:57 GMT -Rollback: roll back per email from KarenBoston to make additional changesac087 - Thu, 23 Jul 2020 21:45:25 GMT -adjusting workflow from minor to major,addition to Gen Ed Curriculum requires majorapproval process.

SOCI3453

Added

SOCI4233

Added

STEM3203

allcodes STEM 2203 STEM 3203

Proposed Effective Date Spring 2018 Fall 2021 Course Number 2203 3203 Typically Offered Fall Spring Catalog Description This course examines the interplay between

teachers, students, and content, and how suchinteractions enable students to develop deepconceptual understanding of science andmathematics in secondary schools. Studentslearn a variety of instructional strategies toengage students of diverse backgrounds,acknowledging that quality instruction shouldreach all learners.

This course examines the interaction betweenteachers, students, and content, and howeffective communication and pedagogicalknowledge contribute to development ofconceptual understanding of STEM subjects.Students learn a variety of lesson planning andinstructional strategies to engage students ofdiverse backgrounds and implement in a highschool practicum.

Prerequisite(s) ARSC 1201 and ARSC 1221 (Step 1 and Step 2courses of the UTeach sequence) or instructorconsent.

STEM 2103.

Justification Admin update to typically offered. Changed the course number from 2203 to3203 to an upper level course to reflect theadvanced thinking and expectations of thecourse.

Course Code STEM 2203 STEM 3203 Is course a General

Education Course?No

STEM4506

allcodes STEM 4409 STEM 4506

Proposed Effective Date Spring 2018 Fall 2021 Course Number 4409 4506 Typically Offered Spring Fall and Spring Component Type Apprenticeship/Externship Internship Credit Hours 9 6 Catalog Title Supervised Clinical Teaching in Science and

Mathematics EducationSupervised Clinical Teaching Internship

Short Course Title SUPERVISED CLINICAL TEACHING TEACHING INTERNSHIP Catalog Description Supervised Clinical Teaching is the

apprenticeship experience for UTeach studentspreparing for careers as mathematics andscience teachers. Student interns will teach atthe secondary level with mentoring providedby university supervisors and experiencedclassroom educators. The required seminar willaddress experiences, questions and problemsencountered in the field.

Supervised Clinical Teaching is theapprenticeship experience for studentspreparing for careers as mathematics,science, and computer science teachers.Teacher interns will teach at the secondarylevel with mentoring provided by universitysupervisors and experienced classroomeducators. A required weekly seminar willaddress experiences, questions and problemsencountered in the field.

Prerequisite(s) ARSC 1201, ARSC 1221, STEM 2103, STEM2203 and STEM 3303.

SEED 4003 or SEED 4303 or CATE 4073.

64

Justification Admin correction to prerequisite course -changed STEM 2013 to STEM 2103.

Change the course number from 4409 to 4506to reflect that it is a 6 credit class to fall inline with the number of credits of most otherteacher education programs.

Course Code STEM 4409 STEM 4506 Is course a General

Education Course?No



Syllabus STEM 4506 Syllabus_Sp 2020.docx

cim report nov 30, 2020 10:55am - facultysenate.uark.edu

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