graduate academic board - university of alaska anchorage · february 24, 2012 graduate academic...

Graduate Academic Board Agenda

ADM 204 March 9, 2012

9:30 – 11:30 am I. Roll Call

() Vacant () Peter Olsson () Zhaohui (Joey) Yang () FS at large vacancy (CAS) () Tim Hinterberger () Minnie Yen () Susan Garton Ex-Officio Members: () Patricia Sandberg () Mary Dallas Allen () Hsing-Wen Hu () Bart Quimby () Veronica Padula () Deb Russ () Arlene Schmuland () Shirlee Willis-Haslip () Yoshito Kanamori () Randy Magen () Scheduling & Publications

II. Approval of Agenda (pg. 1)

III. Approval of Meeting Summary (pg. 2-3)

IV. Administrative Reports A. Interim Vice Provost for Curriculum and Assessment Bart Quimby B. Associate Dean of the Graduate School David Yesner

C. Interim University Registrar Shirlee Willis-Haslip and Assistant Registrar Lora Volden

V. Chair’s Report

A. GAB Chair- Patricia Sandberg and Peter Olsson B. Faculty Alliance C. Graduate Council

VI. Program/Course Action Request – Second Reading Chg Master of Science, Project Management/MSPM (pg. 4-16)

VII. Program/Course Action Request - First Readings

Chg Master of Education, Counselor Education (pg. 17-24) Chg EDCN A616 Counseling Theories (3 cr)(3+0)(pg. 25-29) Chg EDCN A680 Counseling Practicum (3 cr)(1+15)(pg. 30-35) Add ME A608 Mechanical Vibrations (Stacked with ME A408)(3 cr)(3+0)(pg. 36-43) Add ME A615 Composite Materials (Stacked with ME A415)(3 cr)(3+0)(pg. 44-51) Add ME A642 Advanced Fluid Mechanics (Stacked with ME A442)(3 cr)(3+0)(pg. 52-59) Add ME A655 HVAC Systems Optimization (Stacked with ME A455)(3 cr)(2+2)(pg. 60-68)

VIII. Old Business A.

IX. New Business

A. X. Informational Items and Adjournment

A. Memo from the Provost (pg. 69-72) B. Outgoing GAB Members (pg. 73)

1

Graduate Academic Board Summary

ADM 204 February 24, 2012 9:30 – 11:30 am

I. Roll Call (x) Susan Modlin (e) Peter Olsson (x) Zhaohui (Joey) Yang () FS at large vacancy (CAS) (x) Tim Hinterberger (x) Minnie Yen (x) Susan Garton Ex-Officio Members: (e) Patricia Sandberg (x) Mary Dallas Allen (x) Hsing-Wen Hu (e) Bart Quimby () Veronica Padula (x) Deb Russ (x) Arlene Schmuland (x) Shirlee Willis-Haslip (x) Yoshito Kanamori (x) Randy Magen (x) Scheduling & Publications

II. Approval of Agenda (pg. 1) Add election of new chair under old business Approved

III. Approval of Meeting Summary (pg. 2) Add under Old Business that the board completed the BOR review and sent it to the FS E-Board

IV. Administrative Reports A. Interim Vice Provost for Curriculum and Assessment Bart Quimby B. Associate Dean of the Graduate School David Yesner

At the Graduate Council they had a discussion regarding second Master degrees Framework for attaining a second Master’s degree was discussed A joint committee will make a recommendation regarding second Master degrees Establishing policy on leave of absence and continuing registration Want to clarify policy for incomplete grades for teaching assistant Issues came up about workloads and requirements for teaching assistants in CAS; they want to creat uniformity and create a TA handbook Finalize issues with interdisciplinary degrees need individual thesis projects; moving interdisciplinary degrees under the Graduate School Working with Florida State on graduate student tracking Looking for data on resident vs. non-resident tuition for teaching assistants Graduate advisors are required to take FERPA training Several of these issues will be included in chapter 12 of the catalog

C. Interim University Registrar Shirlee Willis-Haslip and Assistant Registrar Lora Volden Registration for summer starts Monday Graduate Council will discuss using DegreeWorks for graduate students

V. Chair’s Report A. GAB Chair- Susan Modlin Pat Sandberg and Peter Olsson volunteered to co-chair the rest of the meetings Deb Russ will present curriculum and motions at Faculty Senate meetings B. Faculty Alliance C. Graduate Council

VI. Program/Course Action Request – Second Reading VII. Program/Course Action Request - First Readings

Add CE A652 Advanced Steel Design (Stacked with CE A452) (3 cr)(3+0)(pg. 3-8) Waive first, approve for second Add CE A679 Sediment Transport and Coastal Processes (Stacked with CE A479)

(3 cr)(3 + 0)(pg. 9-20) Waive first, approve for second

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February 24, 2012 Graduate Academic Board Page 2 Summary

Add BA A680 Social Media Strategies (3 cr)(3+0)(pg. 21-26) Waive first, approve for second Chg Master of Science, Project Management/MSPM (pg. 27-37) Tabled

VIII. Old Business

A. Purge Lists (pg. 38-42) The board reviewed the purge lists; all feedback must be received by the Governance office by March 14th B. Dean of the Graduate School discussion with Helena Wisniewski Chapter 12 discussion regarding thesis approval by the Graduate School Certain colleges have had problems with theses getting approved by the Graduate School, including feedback on theses concerning grammatical and formatting issues after the department and committee has approved it Students work intensely with their chair and their committee before getting committee approval; does the Graduate School need to be involved after that point? Is there an educational purpose for having the Graduate School review theses? Clarification is needed on what theses/final projects get reviewed by the Graduate School Possible solutions are:

having the Graduate School take a role earlier in the process (before the committee/department approves them) versus after

The Graduate School should provide feedback to departments if theses are grammatically incorrect to solve the problem in the long term

Offering thesis training/advising for graduate students Need to clarify advisor roles regarding theses Graduate School will look at UAF and other peer institutions regarding the Chapter 12 wording/Graduate School role

C. Curriculum Handbook Edits (pg. 43-139) Motion to form a subcommittee with UAB to review curriculum handbook edits Approved

IX. New Business

A. Posthumous Degrees (pg. 140-142) Motion to forward changes to the posthumous degree policy to OAA and the FS E-Board Approved

X. Informational Items and Adjournment

A.

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Provisional/Conditional Admission

Provisional/Conditional admission to the MSPM program in project management is offered to applicants who provide

sufficient evidence that they meet the requirements for study at an advanced level. Applicants must meet the minimum

admissions requirements of the University of Alaska Anchorage. In addition, an entering master’s degree student will

have:

1. Earned at least a bachelor’s degree in engineering, science, or equivalent areas (or as agreed to by the department

chairman), from an accredited university with a minimum of a 3.00 (B) GPA.

2. A grade of 3.00 (B) or higher in an undergraduate or equivalent research methods course and a statistics course that

covers descriptive and inferential statistics. ESM A620 may be taken in =lieu of to the statistics requirement.

3. Completed a minimum of two years of appropriate project management experience in a science or engineering

related field as shown by the applicant’s resume.

4. Obtained three letters of recommendation from professors, former or current employers, or supervisors who are

familiar with the candidate’s work experience.

5. Provided a statement of professional career objectives related to the study of project management.

Full Admission

Full admission to the MSPM program is offered to students who have:

1. Previously been admitted in Provisional/Conditional admission status.

2. Completed the first 9 credits of the core PM classes (PM A601, PM A602 and either PM A603 or PM A604) with a

minimum 3.00 (B) in each.

3. Undergone departmental review in Phase Gate 1 and have been successfully judged to have made satisfactory

progress, met performance standards and demonstrated aptitude in project management.

Note: The department retains the right to remove any student from the program who fails to maintain sufficient

academic performance and progress.

Phase Gate 1 (after completion of the first three core classes: PM A601, PM A602 and either PM A603 or PM A604)

Students will be admitted provisionally/conditionally to the program until this phase gate has been successfully

completed. Phase Gates are established in order to evaluate a student’s progress, performance, and their demonstrated

potential to be a successful project manager.

Thank you for your consideration on this matter and we look forward to your feedback. Sincerely, LuAnn Piccard, Interim Director Engineering, Science and Project Management Department Master of Science in Project Management (MSPM) Program 907‐786‐1924 [email protected]

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Thank you for your consideration on this matter and we look forward to your feedback. Sincerely, LuAnn Piccard, Interim Director Engineering, Science and Project Management Department Master of Science in Project Management (MSPM) Program 907‐786‐1924 [email protected]

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7

PROJECT MANAGEMENT

University Center (UC), Room 155, (907) 786‐1924

www.uaa.alaska.edu/pm

The Master of Science degree in Project Management (MSPM) is designed to provide a rigorous background in contemporary theory and practice in

project management, strengthened through the extensive application of tools, concepts and critical thinking in a case study environment. The MSPM

provides students with perspectives and skills to prepare them for increasingly significant and complex project leadership roles within a broad range of

public and private sector organizations: engineering, construction, oil and gas, natural resources, health care, information technology, communications,

utilities, education, financial services, government, military, transportation, and others.

The MSPM degree program is accredited by the Project Management Institute (PMI) Global Accreditation Center (GAC). The structure and content of

the curriculum is designed to enable students to learn, apply, and demonstrate mastery of project management theory and practice in the context of

hands‐on project case studies managed and integrated progressively over the end‐to‐end project lifecycle as well as electives that provide opportunities

for advanced study and application of project management in targeted industry sectors. Additionally, students will develop and strengthen leadership,

communication, teamwork, and professional responsibility traits necessary to lead and manage successful projects in a complex, global environment.

The MSPM degree requires a research or project oriented capstone.

The program serves full‐ and part‐time students. Classes are generally held during the evening and selectively on weekends. The program provides a

unique, real‐time distance educational environment where students from across the state and around the world can join local students and faculty in the

live classroom environment. This approach also accommodates students who may need to travel regularly for their employment.

Master of Science,

Project Management

Student Outcomes Student outcomes are based on the professional best practices of the Project Management Institute (PMI) Global Accreditation Center (GAC) standards

and guidelines, and UAA paradigms. Students who successfully complete this program will:

1. Demonstrate the capability to successfully manage projects across a broad range of scale, complexity, scope, environments and inherent risks.

2. Demonstrate the ability to employ the full range of project management tools and techniques to best satisfy industry and agency stakeholder

requirements.

3. Conduct research that significantly contributes to and expands the diverse project management body of knowledge and produces a final

project and product that demonstrates academic and project management success.

4. Demonstrate the ability to plan and execute project management activities across a broad range of industry sectors and organizations, and to

employ the appropriate project management tools and techniques across a wide spectrum of project types, technologies and requirements.

5. Have the skills to determine the needs and balance the interests of project stakeholders in any organizational context and within cross‐cultural

business environments.

6. Demonstrate effective project team leadership and team development throughout the project management life cycle.

7. Effectively apply the principles of scope management, risk management, cost planning and control, quality planning and management,

resource allocation and management, time management and project scheduling, and change management in the project environment.

8. Demonstrate a facility for comprehensive and objective analysis, structured decision‐making, process optimization, and problem solving in

the project management environment.

9. Understand and apply the principles of cost‐benefit analysis, strategic alignment, project portfolio management and project performance

analysis and metrics.

10. Understand and apply project planning and execution optimization and control in the context of the triple constraint; project scope, schedule,

and budget.

11. Act with integrity and fairness in an ethical manner, understanding and demonstrating adherence to the principles of the Project Management

Code of Ethics and Professional Conduct (http://www.pmi.org/en/About‐Us/Ethics/~/media/PDF/Ethics/ap_pmicodeofethics.ashx).

12. Demonstrate effective project management communications and problem‐solving techniques related to project team management, project

status reporting, conflict management and project stakeholder management.

Professional Program Fee

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DRAFT on 3/5/12 A professional program fee is required of all students in the MSPM program in addition to course tuition fees, fees, course material fees, and student

activity fees. The professional program fee is a sum equal to the current level of resident graduate level tuition. Therefore, this fee is applied to either

resident or non‐resident tuition equally and is charged upon enrollment in PM courses. The fee contributes directly to program support.

Admission Requirements

See the Admissions Requirements for Graduate Degree at the beginning of this chapter.


Provisional/Conditional admission to the MSPM program in project management is offered to applicants who provide sufficient evidence that they meet

the requirements for study at an advanced level. Applicants must meet the minimum admissions requirements of the University of Alaska Anchorage.

In addition, an entering master’s degree student will have:

1. Earned at least a bachelor’s degree in engineering, science, or equivalent areas (or as agreed to by the department chairman), from an accredited

university with a minimum of a 3.00 (B) GPA.

2. A grade of 3.00 (B) or higher in an undergraduate or equivalent research methods course and a statistics course that covers descriptive and

inferential statistics. ESM A620 may be taken in =lieu of to the statistics requirement.

3. Completed a minimum of two years of appropriate project management experience in a science or engineering related field as shown by the

applicant’s resume.

4. Obtained three letters of recommendation from professors, former or current employers, or supervisors who are familiar with the candidate’s work

experience.

5. Provided a statement of professional career objectives related to the study of project management.

Full Admission



2. Completed the first 9 credits of the core PM classes (PM A601, PM A602 and either PM A603 or PM A604) with a minimum 3.00 (B) in each.

3. Undergone departmental review in Phase Gate 1 and have been successfully judged to have made satisfactory progress, met performance

standards and demonstrated aptitude in project management by the MSPM Admissions Committee.

Note: The department retains the right to remove any student from the program who fails to maintain sufficient academic performance and

progress.

Additional Requirements

Enrolled students must have access to a personal computer and Internet connection speed the department finds acceptable. All students are expected to

have basic computer and keyboarding skills prior to entry into the program, for example:

• Word processing (preferably Microsoft Word), presentation software (preferably Microsoft PowerPoint) and spreadsheet software (preferably

Microsoft Excel)

• Sending and receiving e‐mail with attachments

• Accessing and navigating the Internet/World Wide Web

• Understanding how to use basic software, computer, and peripheral hardware.

Remote (distance) students in the program are additionally responsible for:

• Any incremental, individual long distance or high speed Internet connection costs

• Any additional hardware (such as webcams, headsets, etc.) necessary to facilitate class participation

• Contacting the distance learning coordinator before classes start to set up and arrange for distance delivery.

Academic Progress Students enrolled in the MSPM program must:

• Achieve at least a 3.00 (B) in each of the program’s required courses.

• Must receive a 3.00 (B) or better in all core classes.

• Receive no more than one 2.00 (C) grade in any elective course.

• Earn all credits, including transfer credits, within a consecutive seven‐year period prior to graduation. See University Requirement for Graduate

Degrees in this chapter for additional information.

• As a prerequisite for PM A686A registration, students must have a cumulative 3.00 GPA or better in courses listed on their official Graduate Studies

Plans.

The faculty reserves the right, where warranted by evaluation of a student’s progress and apparent knowledge, to require additional

9

DRAFT on 3/5/12 coursework or other preparation to ensure the degree candidate possesses adequate professional skills and capabilities. This includes the ability to

reason and communicate effectively orally, in writing, and quantitatively.

Noncompliance with academic progress expectations will result in probation and possible dismissal from the program. See the Academic

Good Standing Policy in this chapter for more information.

Course Delivery Students in the MSPM program can attend courses in the classroom and/or by state‐of‐the‐art, real‐time video capabilities. This format allows students

from across the state and around the world to join local students and faculty in real time, in the classroom as an active course participant using readily

available, off‐the‐shelf technology. This real‐time capability also enables students who must travel during the semester to join the class via ad hoc

connections from wherever they may be located (connection speed permitting). Additionally, all class sessions are recorded and posted to the UAA

Learning Management System after the class session is completed so that students can review the material in the event that a class session is missed.

This approach provides flexibility for students to begin and complete the program from wherever their work assignments or personal situations may

take them.

Graduation Requirements

Complete University Requirements for Graduate Degrees at the beginning of this chapter as well as the program requirements below.

Program Requirements

1. Complete the following requirements:

a. Core Requirements (21 Credits)

i. PM Overview (6 Credits)

PM A601 Project Management Fundamentals 3

PM A602 Application of Project Management Processes 3

ii. PM Process Series (9 Credits)

PM A603 Project Initiation and Planning 3

PM A604 Project Executing, Monitoring and Control 3

PM A605 Operational Integration and Project Closure 3

iii. Capstone Project Demonstration of PM Mastery (6 Credits)

PM A686A Capstone Project: Initiating and Planning 3

PM A686B Capstone Project: Executing, Controlling, and Closing 3

b. Electives (12 credits)

i. Complete an additional 12 credits of PM courses as electives.

ii. A student may petition for a single elective 3 credit graduate level course from outside the program.

c. Departmental Review/Phase Gates

i. Phase Gate 1 (after completion of the first three core classes: PM A601, PM A602 and either PM A603 or PM A604)




ii. Phase Gate 2 (after completion of PM A686A)

Students must receive departmental and advisory committee approval prior to enrollment in PM A686B after the

successful completion of an approved project management plan completed in PM A686A.

2. A total of 33 credits are required for degree completion

3. A total of 24 credits (21 core credits + 3 elective credits) are required for completion for students who have previously completed a master’s

degree.

4. An approved Graduate Studies Plan will be created, approved, and fulfilled for each student to define their individual program of study (per

the requirements set forth in this chapter).

5. Local classroom and/or real time distance participation is required.

Capstone Project Three credits of PM A686A and 3 credits of PM A686B, taken over two semesters, are required for the degree.

Students who are unable to complete the capstone project within two semesters may be given a grade of DF (in either PM A686A or PM A686B) and will

be required to complete the graduate continuous registration procedures as defined by the department and pay all fees.

10

DRAFT on 3/5/12 Students who receive a DF at any time during the completion of the capstone project due to issues with academic performance, timeliness or receiving a

“no‐go” from the committee may be subject to academic probation and subsequent removal from the degree program if probation criteria are not met.

All capstone project work must meet the following requirements:

• The work must contribute to the body of knowledge in the student’s graduate field of study.

• A literature search is required to demonstrate how the work is associated with the current state of the art in the student’s graduate field of study.

• The final capstone project report, as judged by the student’s graduate committee, must be of sufficient quality to justify publication in either a peer‐

reviewed technical conference proceeding or a peer‐reviewed journal. Publication of a manuscript in a journal or conference paper is not a requirement

for graduation, but submissions are encouraged.

• The work must demonstrate command of knowledge and skills associated with the student’s graduate program of study.

• The project must have sufficient scope to clearly demonstrate the student’s advanced expertise in and mastery of project management.

• The work must require a level of effort consistent with 6 graduate level credit hours (approximately 45 to 60 hours per credit hour, 270 hours to

360 hours total).

• The student must satisfactorily present their capstone project and be evaluated by a panel of faculty and project management practitioners.

Questions:

Project Management (PM) Department

(907) 786‐1924

(907) 786‐1935 fax

[email protected]

Mailing address:

University of Alaska Anchorage

3211 Providence Drive

University Center 155

Anchorage, AK 99508‐4614

FACULTY

Roger Hull, Instructor, [email protected]

Seong Dae Kim, Assistant Professor, [email protected]

LuAnn Piccard, Assistant Professor and ESPM Interim Director, [email protected]

11

PROJECT MANAGEMENT

University Center (UC), Room 155, (907) 786‐1924

www.uaa.alaska.edu/espmpm

Project management has become essential in virtually all areas of business The Master of Science degree in Project Management (MSPM) is designed to

provide a rigorous background in contemporary theory and industry, includingpractice in project management, strengthened through the extensive

application of tools, concepts and critical thinking in a case study environment. The MSPM provides students with perspectives and skills to prepare

them for increasingly significant and complex project leadership roles within a broad range of public and private sector organizations: engineering,

construction, oil and gas, mining, communications, natural resources, health care, information technology, communications, utilities, education, military,

financial services, government, military, transportation, retail and other sectors. While acknowledgingothers.

The MSPM degree program is accredited by the Project Management Institute (PMI) Global Accreditation Center (GAC). The structure and encouraging

the applicationcontent of the curriculum is designed to enable students to learn, apply, and demonstrate mastery of project management skills and

approaches in all these areas, the Master of Science in Project Management theory and practice in the context of hands‐on project case studies managed

and integrated progressively over the end‐to‐end project lifecycle as well as electives that provide opportunities for advanced study and application of

project management in targeted industry sectors. Additionally, students will concentrate on technology‐drivendevelop and strengthen leadership,

communication, teamwork, and professional responsibility traits necessary to lead and manage successful projects in a complex, global environment.

The MSPM degree requires a research or project oriented capstone.

The program is organized around the nine knowledge areas defined in the Project Management Body of Knowledge (PMBOK® Guide), a globally

recognized standard for managing projects in today’s marketplace. The PMBOK® Guide is approved as an American National Standard (ANS) by the

American National Standards Institute (ANSI). Students completing the program will be fully trained to plan and execute engineering and technology

projects and to meet user requirements.

The program serves full‐ and part‐time students. Classes are generally held during the evening and selectively on weekends. The program provides a

unique, real‐time distance educational environment where students from across the state and around the world can join local students and faculty in the

live classroom environment. This approach also accommodates students who may need to travel regularly for their employment.

Master of Science,

Project Management

Student Outcomes Student outcomes are based on the professional best practices of the Project Management Institute (PMI) Global Accreditation Center (GAC) standards

and guidelines, and UAA paradigms. Students who successfully complete this program will:

1. Demonstrate the capability to successfully manage projects across a broad range of scale, complexity, scope, environments and inherent risks.

2. Demonstrate the ability to employ the full range of project management tools and techniques to best satisfy industry and agency stakeholder

requirements.

3. Conduct research that significantly contributes to and expands the diverse project management body of knowledge and produces a final

project and product that demonstrates academic and project management success.

4. Demonstrate the ability to plan and execute project management activities across a broad range of industry sectors and organizations, and to

employ the appropriate project management tools and techniques across a wide spectrum of project types, technologies and requirements.

5. Have the skills to determine the needs and balance the interests of project stakeholders in any organizational context and within cross‐cultural

business environments.

6. Demonstrate effective project team leadership and team development throughout the project management life cycle.

7. Effectively apply the principles of scope management, risk management, cost planning and control, quality planning and management,

resource allocation and management, time management and project scheduling, and change management in the project environment.

8. Demonstrate a facility for comprehensive and objective analysis, structured decision‐making, process optimization, and problem solving in

the project management environment.

9. Understand and apply the principles of cost‐benefit analysis, strategic alignment, project portfolio management and project performance

analysis and metrics.

10. Understand and apply project planning and execution optimization and control in the context of the triple constraint; project scope, schedule,

and budget.

11. Act with integrity and fairness in an ethical manner, understanding and demonstrating adherence to the principles of the Project Management

Code of Ethics and Professional Conduct (http://www.pmi.org/en/About‐Us/Ethics/~/media/PDF/Ethics/ap_pmicodeofethics.ashx).

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12. Demonstrate effective project management communications and problem‐solving techniques related to project team management, project

status reporting, conflict management and project stakeholder management.

Professional Program Fee A professional program fee is required of all students in the MSPM program in addition to course tuition fees, fees, course material fees, and student

activity fees. The professional program fee is a sum equal to the current level of resident graduate level tuition. Therefore, this fee is applied to either

resident or non‐resident tuition equally and is charged upon enrollment in PM courses. The fee contributes directly to program support.

Admission Requirements

See the Admissions Requirements for Master’s DegreesGraduate Degree at the beginning of this chapter.


Provisional/Conditional admission to the graduateMSPM program in project management is offered to applicants who provide sufficient evidence that

they meet the requirements for study at an advanced level. Applicants must meet the minimum admissions requirements of the University of Alaska

Anchorage. In addition, an entering master’s degree student will normally have:

1. 1.Earned at least a bachelor’s degree in engineering, science, or equivalent areas (or as agreed to by the department chairman), from an accredited

university with a minimum of a 3.00 (B average in the last two years) GPA.

A grade of undergraduate work.

2. Completed 3.00 (B) or higher in an undergraduate or equivalent research methods course and a statistics course with a B or better.

2. 3.Become proficientthat covers descriptive and inferential statistics. ESM A620 may be taken in the use=lieu of computers for word processing and

spreadsheet analysisto the statistics requirement.

3. 4.Completed a minimum of two years of appropriate project management experience in a science or engineering related field as shown by the

applicant’s resume.

4. 5.Obtained three letters of recommendation from professors, former or current employers, or supervisors who are familiar with the

applicant’scandidate’s work experience.

5. 6.Provided a statement of professional career objectives related to the study of project management.


The University Requirements for Master’s Degrees must be met along with the program requirements that follow.

Program Requirements 1. Complete the following requirements (33 credits):


PM A610 Project Scope Management 3

PM A612 Project Time Management 3

PM A614 Project Cost Management 3

PM A616 Project Quality Management 3

PM A620 Project Human Resource Management 3

PM A622 Project Communications Management 3

PM A624 Project Risk Management 3

PM A626 Project Procurement Management 3

PM A685 Project Management Case Study

and Research 6

It is strongly recommended that PM A601 Project Management Fundamentals be taken in the student’s first semester.

Full Admission



2. Completed the first 9 credits of the core PM classes (PM A601, PM A602 and either PM A603 or PM A604) with a minimum 3.00 (B) in each.

3. Undergone departmental review in Phase Gate 1 and have been successfully judged to have made satisfactory progress, met performance

standards and demonstrated aptitude in project management by the MSPM Admissions Committee.


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13

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Note: The department retains the right to remove any student from the program who fails to maintain sufficient academic performance and

progress.

Additional Requirements

Enrolled students must have access to a personal computer and Internet connection speed the department finds acceptable. All students are expected to

have basic computer and keyboarding skills prior to entry into the program, for example:

• Word processing (preferably Microsoft Word), presentation software (preferably Microsoft PowerPoint) and spreadsheet software (preferably

Microsoft Excel)

• Sending and receiving e‐mail with attachments

• Accessing and navigating the Internet/World Wide Web

• Understanding how to use basic software, computer, and peripheral hardware.

Remote (distance) students in the program are additionally responsible for:

• Any incremental, individual long distance or high speed Internet connection costs

• Any additional hardware (such as webcams, headsets, etc.) necessary to facilitate class participation

• Contacting the distance learning coordinator before classes start to set up and arrange for distance delivery.

Academic Progress Students enrolled in the MSPM program must:

• Achieve at least a 3.00 (B) in each of the program’s required courses.

• Must receive a 3.00 (B) or better in all core classes.

• Receive no more than one 2.00 (C) grade in any elective course.

• Earn all credits, including transfer credits, within a consecutive seven‐year period prior to graduation. See University Requirement for Graduate

Degrees in this chapter for additional information.

• As a prerequisite for PM A685A686A registration, students must have a cumulative 3.00 GPA or better in courses listed on their official Graduate

Studies Plans.

The faculty reserves the right, where warranted by evaluation of a student’s progress and apparent knowledge, to require additional

coursework or other preparation to ensure the degree candidate possesses adequate professional skills and capabilities. This includes the ability to

reason and communicate effectively orally, in writing, and quantitatively.

Noncompliance with academic progress expectations will result in probation and possible dismissal from the program. See the Academic

Good Standing Policy in this chapter for more information.

Course Delivery Students in the MSPM program can attend courses in the classroom and/or by state‐of‐the‐art, real‐time video capabilities. This format allows students

from across the state and around the world to join local students and faculty in real time, in the classroom as an active course participant using readily

available, off‐the‐shelf technology. This real‐time capability also enables students who must travel during the semester to join the class via ad hoc

connections from wherever they may be located (connection speed permitting). Additionally, all class sessions are recorded and posted to the UAA

Learning Management System after the class session is completed so that students can review the material in the event that a class session is missed.

This approach provides flexibility for students to begin and complete the program from wherever their work assignments or personal situations may

take them.


Complete University Requirements for Graduate Degrees at the beginning of this chapter as well as the program requirements below.

Program Requirements

1. Complete the following requirements:

a. Core Requirements (21 Credits)

i. PM Overview (6 Credits)


PM A602 Application of Project Management Processes 3

ii. PM Process Series (9 Credits)

PM A603 Project Initiation and Planning 3

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PM A604 Project Executing, Monitoring and Control 3

PM A605 Operational Integration and Project Closure 3

iii. Capstone Project Demonstration of PM Mastery (6 Credits)

PM A686A Capstone Project: Initiating and Planning 3

PM A686B Capstone Project: Executing, Controlling, and Closing 3

b. Electives (12 credits)

i. Complete an additional 12 credits of PM courses as electives.

ii. A student may petition for a single elective 3 credit graduate level course from outside the program.

c. Departmental Review/Phase Gates

i. Phase Gate 1 (after completion of the first three core classes: PM A601, PM A602 and either PM A603 or PM A604)




ii. Phase Gate 2. (after completion of PM A686A)

Students must receive departmental and advisory committee approval prior to enrollment in PM A686B after the

successful completion of an approved project management plan completed in PM A686A.

2. A total of 33 credits isare required for the degree. completion

3. A total of 24 credits (21 core credits + 3 elective credits) are required for completion for students who have previously completed a master’s

degree.

4. An approved Graduate Studies Plan will be created, approved, and fulfilled for each student to define their individual program of study (per

the requirements set forth in this chapter).

5. Local classroom and/or real time distance participation is required.

Capstone Project Three credits of PM A686A and 3 credits of PM A686B, taken over two semesters, are required for the degree.

Students who are unable to complete the capstone project within two semesters may be given a grade of DF (in either PM A686A or PM A686B) and will

be required to complete the graduate continuous registration procedures as defined by the department and pay all fees.

Students who receive a DF at any time during the completion of the capstone project due to issues with academic performance, timeliness or receiving a

“no‐go” from the committee may be subject to academic probation and subsequent removal from the degree program if probation criteria are not met.

All capstone project work must meet the following requirements:

• The work must contribute to the body of knowledge in the student’s graduate field of study.

• A literature search is required to demonstrate how the work is associated with the current state of the art in the student’s graduate field of study.

• The final capstone project report, as judged by the student’s graduate committee, must be of sufficient quality to justify publication in either a peer‐

reviewed technical conference proceeding or a peer‐reviewed journal. Publication of a manuscript in a journal or conference paper is not a requirement

for graduation, but submissions are encouraged.

• The work must demonstrate command of knowledge and skills associated with the student’s graduate program of study.

• The project must have sufficient scope to clearly demonstrate the student’s advanced expertise in and mastery of project management.

• The work must require a level of effort consistent with 6 graduate level credit hours (approximately 45 to 60 hours per credit hour, 270 hours to

360 hours total).

• The student must satisfactorily present their capstone project and be evaluated by a panel of faculty and project management practitioners.

Questions:

Project Management (PM) Department

(907) 786‐1924

(907) 786‐1935 fax

[email protected]

Mailing address:

University of Alaska Anchorage

3211 Providence Drive

University Center 155

Anchorage, AK 99508‐4614

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FACULTY

Roger Hull, Instructor, [email protected]

Seong Dae Kim, Assistant Professor, [email protected]

LuAnn Piccard, InstructorAssistant Professor and ESPM Interim Director, [email protected]

Steve Wang, Assistant Professor, [email protected]



16

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18

A. Counselor Education http://www.uaa.alaska.edu/coe

The MEd in Counselor Education is designed for individuals who desire initial professional preparation as counselors in

public schools or community agencies. The program encompasses theory, technology, research, and practice relating to the

delivery of counseling services to children, adolescents or adults who require assistance with developmental, academic,

personal, social, or career issues.

Program Student Learning Outcomes Upon completion of this program, graduates will be able to:

1. Communicate essential knowledge and understandings of the profession of counseling including an ability to integrate

knowledge into personally meaningful frameworks.

2. Apply practical knowledge that is developmentally appropriate to individuals and groups in multicultural contexts.

3. Utilize individual and group approaches to assessment and evaluation to support and improve counseling practices in

multicultural contexts.

4. Show dispositions relating to effective counseling practices for a diverse client population.

5. Engage in work that meets ethical standards and legal mandates in the field of counseling.

6. Communicate essential knowledge and understanding of career development and related life issues.

7. Utilize professional literature, research methods, and program evaluation to support and improve counseling practices

8. Communicate essential knowledge of and skills in effective group counseling practice including theoretical and

experiential understanding of group approaches in a multicultural society.

9. Create a plan for continued professional development in a counseling specialty area.

Admission Requirements 1. See Admission Requirements for Master’s Degrees at the beginning of this chapter and Admission Requirements for

Master of Education degrees at the beginning of this section.

2. Complete the Counselor Education Application (application packet can be found on the program web site).

3. Submit three letters (or reference forms) of professional recommendation (see application packet for forms).

4. Provide a goal statement of approximately 500 words that contains an autobiography, career goals, and how the MEd

program relates to those goals.

5. Participate in an interview, if requested.

6. Provide an additional writing sample, if requested.

Background Check Requirements See Field Placements located at the beginning of the College of Education section of this chapter.

Program Requirements 1. Research Core (6 credits):

19

EDRS A660 Fundamentals of Research in Education 2

EDRS A664 Developing and Writing Literature Reviews* 2

EDRS A667 Program Evaluation 2

*Must be taken within the first 12 credits of program coursework.

2. Counselor Education Core (30 credits):

EDCN A610 Professional and Ethical Orientation to Counseling 3

EDCN A613 Human Development for Helping Professionals 3

EDCN A614 Counseling Diverse Populations 3

EDCN A616 Counseling Theories 3

EDCN A620 Assessment in Counseling 3

EDCN A623 Counseling Skills and Techniques 3

EDCN A624 Group Counseling 3

EDCN A632 Lifespan Career Development 3

EDCN A680 Counseling Practicum 3

EDSE A632 Special Education Law: Principles and Practices 3

3. Choose one of two options:

a. School Counseling

b. Community Agency Counseling.

The School Counseling and Community Agency Counseling options address the academic requirements for the credential of

National Certified Counselor (NCC). Additional requirements apply. See the National Board for Certified Counselor for more

information: www.nbcc.org. Both options also address partial academic requirements for the credential of Licensed

Professional Counselor (LPC) in Alaska. Candidates must have a total of 60 credits approved by the LPC Board. Additional

requirements apply. See the Alaska Board of Professional Counselors website for more information:

www.commerce.state.ak.us/occ/ppco.htm. Also see the Graduate Certificate in Counselor Education.

a. School Counseling (12 credits)

The School Counseling option is designed for individuals who want to work as counselors in public school settings.

EDCN A625 Administration and Practices in

School Counseling 3

EDCN A633 Counseling Children and

Adolescents 3

EDCN A695E* Counseling Internship:

Elementary School (3‐6) 3

or

EDCN A695S* Counseling Internship:

Secondary School (3‐6)

Electives by Advisement 3

*EDCN A695E Counseling Internship: Elementary School and EDCN A695S Counseling Internship: Secondary School cannot be used to

fulfill elective course requirements for the degree.

20

The School Counseling option may lead to an institutional recommendation for a Type C Special Services Certificate with an endorsement

in School Counseling from the State of Alaska Department of Education and Early Development (EED). Candidates will be considered for

endorsement at the elementary (K‐8) or secondary (7‐12) level upon completion of an internship at the appropriate level. Thus, candidates

seeking institutional recommendation for grades K‐12 must successfully complete internships at both elementary and secondary levels.

The School Counseling option addresses EED’s academic requirements for a Type C Special Services Certificate with an endorsement in

School Counseling. In addition to program completion and institution recommendation, EED requires approved coursework in

multicultural education/crosscultural communication and Alaska studies. The multicultural education/cross‐cultural communication

requirement is met through completion of EDCN A614 Counseling Diverse Populations if taken after May 2008. Candidates are

encouraged to complete an approved course in Alaska studies in addition to program coursework to qualify for a regular Type C certificate.

Candidates who do not complete an approved course in Alaska studies may qualify for an initial Type C certificate. For a list of all approved

courses, see the EED website: www.eed.state.ak.us.

b. Community Agency Counseling (12 credits)

The Community Agency Counseling option is designed for individuals who want to work as counselors in community agency

settings.

EDCN A627 Counseling in Community Agencies 3

EDCN A637 Treating Emotional and Mental Disorders 3

EDCN A695C* Counseling Internship:

Community Agency (3‐6) 3

Electives** by Advisement 3

*EDCN A695C Counseling Internship: Community Agency cannot be used to fulfill elective course requirements for the degree.

**Students seeking a concentration in career education counseling should choose CTE A611 Historical and Philosophical Foundations of

Career and Technical Education.

4. See College of Education Graduation Requirements at the beginning of this section.

5. Successful completion of a portfolio is required.

6. Successful completion of a case study analysis is required.

7. A minimum of 48 credits is required for the degree. Note: EDRS A660 is waived for candidates entering the program with a

master’s degree that included an equivalent research course. Candidates pursuing an additional master’s degree are required

to take a minimum of 21 credits not used for any other previous degree. EDCN A634 Counseling Practicum and an internship

(EDCN A695E/C/S) are required for all candidates seeking a master’s degree in Counselor Education. Also, coursework taken

at another institution to satisfy requirements for the master’s degree must be pre‐approved by an advisor in the counselor

education program in order to be accepted as part of the graduate studies plan.

21

A. Counselor Education http://www.uaa.alaska.edu/coe

The MEd in Counselor Education is designed for individuals who desire initial professional preparation as counselors in

public schools or community agencies. The program encompasses theory, technology, research, and practice relating to the

delivery of counseling services to children, adolescents or adults who require assistance with developmental, academic,

personal, social, or career issues.

Program Student Learning Outcomes

Upon completion of this program, graduates will be able to:

1. Communicate essential knowledge and understandings of the profession of counseling including an ability to integrate

knowledge into personally meaningful frameworks.

2. Apply practical knowledge that is developmentally appropriate to individuals and groups in multicultural contexts.

3. Utilize individual and group approaches to assessment and evaluation to support and improve counseling practices in

multicultural contexts. Utilize assessment, research, and technology to support and improve counseling practices.

4. Show characteristics dispositions relating to effective counseling practices for diverse populations.

5. Create positive therapeutic environments for all clients.

65. Engage in work that meets ethical standards and legal mandates in the field of counseling.

6. Communicate essential knowledge and understanding of career development and related life issues.

7. Utilize professional literature, research methods, and program evaluation to support and improve counseling practices.

8. Communicate essential knowledge of and skills in effective group counseling practice including theoretical and experiential

understanding of group approaches in a multicultural society.

9. Create a plan for continued professional development in a counseling specialty area.

Admission Requirements 1. See Admission Requirements for Master’s Degrees at the beginning of this chapter and Admission Requirements for

Master of Education degrees at the beginning of this section.

2. Complete the Counselor Education Application (application packet can be found on the program web site).

3. Submit three letters (or reference forms) of professional recommendation (see application packet for forms).

4. Provide a goal statement of approximately 500 words that contains an autobiography, career goals, and how the MEd

program relates to those goals.

5. Participate in an interview, if requested.

6. Provide an additional writing sample, if requested.

Background Check Requirements See Field Placements located at the beginning of the College of Education section of this chapter.

Program Requirements 1. Research Core (6 credits):

EDRS A660 Fundamentals of Research in

Education 2

EDRS A664 Developing and Writing Literature

Reviews* 2

EDRS A667 Program Evaluation 2

*Must be taken within the first 12 credits of program coursework.

2. Counselor Education Core (30 credits):

EDCN A610 Professional and Ethical Orientation

22

to Counseling 3

EDCN A613 Human Development for Helping

Professionals 3

EDCN A614 Counseling Diverse Populations 3

EDCN A616 Counseling Theories 3

EDCN A620 Assessment in Counseling 3

EDCN A623 Counseling Skills and Techniques 3

EDCN A624 Group Counseling 3

EDCN A632 Lifespan Career Development 3

EDCN A634 A680Counseling Practicum 3

EDSE A632 Special Education Law: Principles

and Practices 3

3. Choose one of two options:

a. School Counseling

b. Community Agency Counseling.

The School Counseling option addresses the State of Alaska Department of Education and Early Development (EED)

requirements for a Type C Special Services Certificate with an endorsement in School Counseling. The School Counseling and

Community Agency options Both options address the academic requirements for the credential of National Certified

Counselor (NCC). Additional requirements apply. See the National Board for Certified Counselor for more information:

www.nbcc.org. Both options also address partial academic requirements for the credential of Licensed Professional Counselor

(LPC) in Alaska. Candidates must have a total of 60 credits approved by the LPC Board. Additional requirements apply. See

the Alaska Board of Professional Counselors website for more information: www.commerce.state.ak.us/occ/ppco.htm. Also see

the Graduate Certificate in Counselor Education.

a. School Counseling (12 credits)

The School Counseling option is designed for individuals who want to work as counselors in public school settings.

EDCN A625 Administration and Practices in

School Counseling 3

EDCN A633 Counseling Children and

Adolescents 3

EDCN A695E* Counseling Internship:

Elementary School (3‐6) 3

or

EDCN A695S* Counseling Internship:

Secondary School (3‐6)

Electives by Advisement 3

*EDCN A695E Counseling Internship: Elementary School and EDCN A695S Counseling Internship: Secondary School cannot be

used to fulfill elective course requirements for the degree.

Alaska certification note: The School Counseling option may lead to an institutional recommendation for a Type C Special Services

Certificate with an endorsement in School Counseling. Candidates will be considered for endorsement at the elementary (K‐8) or

secondary (7‐12) level upon completion of an internship at the appropriate level. Thus, candidates seeking institutional

recommendation for grades K‐12 must successfully complete internships at both elementary and secondary levels. The School

Counseling option addresses EED’s for a Type C Special Services Certificate with an endorsement in School Counseling. Candidates

will need additional coursework not required for the degree. In addition to program completion and institution recommendation,

EED requires approved coursework in multicultural education/cross‐cultural communication and Alaska studies. The multicultural

education/cross‐cultural communication requirement is met through completion of EDCN A614 Counseling Diverse Populations if

taken after May 2008. Candidates are encouraged to complete an approved course in Alaska studies in addition to program

23

coursework to qualify for a regular Type Certificate. Candidates who do not complete an approved course in Alaska studies may

qualify for an initial Type C certificate. For a list of all approved courses, see the EED website: www.eed.state.ak.us.

b. Community Agency Counseling (12 credits)

The Community Agency Counseling option is designed for individuals who want to work as counselors in community

agency settings.

EDCN A627 Counseling in Community Agencies 3

EDCN A690 Current Topics in Counseling (1‐3) 3

EDCN A637 Treating Emotional and Mental Disorders 3

EDCN A695C* Counseling Internship:

Community Agency (3‐6) 3

Electives** by Advisement 3

*EDCN A695C Counseling Internship: Community Agency cannot be used to fulfill elective course requirements for the degree.

**Students seeking a concentration in career education counseling should choose CTE A611 Historical and Philosophical

Foundations of Career and Technical Education.

4. See College of Education Graduation Requirements at the beginning of this section.

5. Successful completion of a portfolio is required.

6. Successful completion of a case study analysis is required.

7. A minimum of 48 credits is required for the degree. Note: EDRS A660 is waived for candidates entering the program with

a master’s degree that included an equivalent research course. Candidates pursuing an additional master’s degree are

required to take a minimum of 21 credits not used for any other previous degree. EDCN A634 Counseling Practicum and

an internship (EDCN A695E/C/S) are required for all candidates seeking a master’s degree in Counselor Education. Also,

coursework taken at another institution to satisfy requirements for the master’s degree must be pre‐approved by an

advisor in the counselor education program in order to be accepted as part of the graduate studies plan.

24

1a. School or College EA COE

1b. Division choose one

1c. Department CASE

2. Course Prefix

EDCN

3. Course Number

A616

4. Previous Course Prefix & Number

N/A

5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course Title Counseling Theories Counseling Theories Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update Student Outcome Matrix,fees, & Suggested Texts (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2012 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance. Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted

1. M.Ed in Counselor Education 286, 382 2/9/12 Dean Konopasek 2. 3.

Initiator Name (typed): Debra Russ Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 2/9/12 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 2/9/12

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities

Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Examines counseling theories from the psychodynamic, humanistic, behavioral, cognitive, and systems perspectives.

16a. Course Prerequisite(s) (list prefix and number)

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required)

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) Graduate Standing

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Removing the prerequiste of EDCN A610 will allow students to progress through program in a timely manner. Students do not appear to be handicapped in taking the course without the current prequisite. Updating restriction level and Student Outcome Matrix to align with current CCG practices. Updating fee information and texts to reflect current practices.

__________________________________________________ ___________ Initiator (faculty only) Date Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

25

1

Course Content Guide University of Alaska Anchorage

College of Education

I. Date Initiated:

02/09/12

II. Information for the Course Action Request

College/School: College of Education

Department: CASE

Subject: EDCN

Course Number: A616

Title: Counseling Theories

Credits: 3

Grading Basis: A-F

Implementation Date: Fall 2012

Course Description: Examines counseling theories from the psychodynamic, humanistic, behavioral, cognitive, and systems perspectives.

Course Prerequisites(s): None

Test Scores(s): N/A

Corequisite(s) N/A

Registration Restrictions:

Graduate Standing

Course Fee: Yes No III. Instructional Goals, Student Outcomes, and Assessment Procedures

A. Instructional Goals The instructor will:

1. Explain terminology associated with counseling theory. 2. Facilitate understanding of the impact of counseling theories on

26

2

counseling diverse populations. 3. Explain theoretical concepts and techniques underpinning specific

counseling theories. 4. Supervise application of theoretical techniques. 5. Guide the continued development of a personal philosophy to

counseling that is supported by professional literature. B. Student Outcomes/Assessment Procedures Student Outcomes

Upon successful completion of the course, the student will be

able to do the following:

Assessment Procedures

This outcome will be

assessed by one or more

of the following:

Counselor Education Program

Standards Met

COE Core Values

(Intellectual Vitality,

Inclusiveness and Equity,

Collaborative Spirit,

Leadership) 1. Define terminology associated

with counseling theory. Final exam. 1-Essential

Knowledge Intellectual Vitality

2. Apply theories to diverse populations.

Final exam, Case study.

2-Practical Knowledge 5-Standards

Intellectual Vitality, Inclusiveness and Equity

3. Analyze theoretical concepts and their applications.

Independent exercises, Theoretical assessments.

1-Essential Knowledge

Intellectual Vitality

4. Utilize theoretical techniques. In-class role plays, Case study.

2-Practical Knowledge

Intellectual Vitality, Inclusiveness and Equity

5. Articulate personal theoretical orientation to counseling.

Independent exercises, Theoretical assessments, Counseling philosophy research paper.

1-Essential Knowledge 7-Research

Intellectual Vitality, Leadership

IV. Course Level Justification

National standards require that entry-level career preparation to the fields of school and community counseling be at the graduate level. This course is part of a graduate program. The program faculty expect students to have the basic knowledge and skills acquired through baccalaureate-level preparation.

27

3

V. Course Outline

1. Terminology 1.1 Definition of a sound theory 1.1a Clear 1.1b Concise 1.1c Generates research 1.1d Comprehensive 1.1e Predictive of behavior 1.2 Counseling 1.3 Guidance 1.4 Psychotherapy 2. Personal orientation to counseling 3. Facets of diversity 4. Counseling theories and techniques 4.1 Psychoanalytic 4.2 Adlerian 4.3 Time-limited Dynamic 4.4 Self-Psychology 4.5 Client-Centered 4.6 Existential 4.7 Gestalt 4.8 Behavioral 4.9 Cognitive 4.10 Rational Emotive Behavioral Therapy 4.11 Reality Therapy 4.12 Family Systems 4.13 Feminist 4.14 Constructionist 4.15 Solution-Focused VI. Suggested Text(s)

Halbur, D. A., & Halbur, K. V. (2011). Developing your theoretical orientation in counseling and psychotherapy. Upper Saddle River, NJ: Pearson. Murdock, N. L. (2009). Theories of counseling and psychotherapy: A case approach (2nd ed.). Upper Saddle River, NJ: Pearson.

28

4

VII. Bibliography

Archer, J. J., & McCarthy, C. J. (2007). Theories of counseling and

psychotherapy: Contemporary applications. Upper Saddle River, NJ:

Pearson.

Carkhuff, R. R. (2000). The art of helping (8th ed.). Amherst, MA: Human

Resource Development Press.

Clinton, T., & Ohlschager, G. W. (Eds.). (2002). Counseling: Theory and practice

(4th ed.). Boston, MA: Allyn & Bacon.

Corey, G. (2005). Theory and practice of counseling and psychotherapy. Pacific

Grove, CA: Brooks/Cole.

Cormier, W. H., & Cormier, L. S. (1998). Interviewing strategies for helpers (4th

ed.). Pacific Grove, CA: Brooks/Cole.

Council on Accreditation of Counseling and Related Education Programs. (2007).

CACREP standards: Third draft. Greensboro, NC: Author.

Giland, B. E., & James, R. K. (2003). Theories and strategies in counseling and

psychotherapy (5th ed.). Boston, MA: Allyn & Bacon.

Gladding, S. T. (2005). Counseling theories: Essential concepts and applications.

Upper Saddle River, NJ: Pearson.

Scharf, R. (2004). Theories of psychotherapy and counseling: Concepts and cases.

(3rd ed.). Pacific Grove, CA: Brooks/Cole.

Young, M. E. (2001). Learning the art of helping (3rd ed.). Upper Saddle River,

NJ: Merrill.

29

1a. School or College EA COE

1b. Division choose one

1c. Department CASE

2. Course Prefix

EDCN

3. Course Number

A680


EDCN A634

5a. Credits/CEUs

3


6. Complete Course Title Counseling Practicum Counseling Practicum Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update Student Outcome Matrix & Suggested Text (please specify)



11. Implementation Date semester/year From: Fall/2012 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature



1. M.Ed in Counselor Education 286, 383 2/9/12 Dean Konopasek 2. 3.

Initiator Name (typed): Debra Russ Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Provides students with an opportunity to bridge academic preparation with supervised practice in an approved setting. Involves seminar classes, direct and indirect counseling activities, and preparing for internship. Special Note: Students must apply for placement in advance. See advisor for deadlines and procedures.

16a. Course Prerequisite(s) (list prefix and number) EDCN A613, EDCN A614, EDCN A620, EDCN A623, EDCN A624, EDCN A632

16b. Test Score(s)




16e. Registration Restriction(s) (non-codable) Department approval required; Admission to practicum.


19. Justification for Action Renumbering the course to clarify that it is an advanced course. Updating restriction level and Student Outcome Matrix to align with current CCG practices. Update text publication to reflect current edition.

__________________________________________________ ___________ Initiator (faculty only) Date Debra Russ Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




30

1

Course Content Guide University of Alaska Anchorage

College of Education

I. Date Initiated:

02/09/12

II. Information for the Course Action Request

College/School: College of Education

Department: CASE

Subject: EDCN

Course Number: A680

Title: Counseling Practicum

Credits: 3

Grading Basis: P/NP

Implementation Date: Fall 2012

Course Description: Provides students with an opportunity to bridge academic preparation with supervised practice in an approved setting. Involves seminar classes, direct and indirect counseling activities, and preparing for internship. Special Note: Students must apply for placement in advance. See advisor for deadlines and procedures.

Course Prerequisites(s): EDCN A613, EDCN A614, EDCN A620, EDCN A623, EDCN A624, EDCN A632

Test Scores(s): N/A

Corequisite(s) N/A

Registration Restrictions:

Departmental approval required: admission to practicum

Course Fee: Yes No

31

2

III. Instructional Goals, Student Outcomes, and Assessment Procedures

A. Instructional Goals The instructor will:

1. Discuss guidelines for students regarding professional conduct in the workplace.

2. Monitor practical experience in counseling settings. 3. Facilitate peer discussion on topics related to beginning counseling

practice such as building a relationship with supervisors and coworkers, writing reports, case conceptualization.

4. Provide opportunities for practice of counseling skills through in-class and out-of-class exercises.

5. Evaluate accuracy of student self-critiques and plans for improvement. 6. Evaluate students’ progressive development of a personal philosophy to

counseling that is supported by professional literature.

B. Student Outcomes/Assessment Procedures

Student Outcomes Upon successful

completion of the course, the student will be able to

do the following:

Assessment Procedures

This outcome will be

assessed by one or more of the following:

Counselor Education Program

Standards Met

COE Core Values

(Intellectual Vitality,

Inclusiveness and Equity,

Collaborative Spirit,

Leadership) 1. Demonstrate effective

workplace skills. Site supervisor evaluation.

5-Standards Intellectual Vitality, Inclusiveness and Equity

2. Demonstrate effective counseling practice.

Self-critiques, site supervisor evaluation, exercises.

2-Practical Knowledge 3-Assessment 4-Dispositions 5-Standards

Inclusiveness and Equity

3. Communicate knowledge and skills on topics relating to beginning counseling practice.

Seminar leadership and participation.


Leadership, Collaborative Spirit

4. Evaluate skill level and make plans for improvement.

Self-critiques, internship goals.

9-Professional Development

Leadership

5. Observe and perform supervised counseling activities in practical settings.

Practicum contract, practicum goals, site supervisor

2-Practical Knowledge

Leadership, Collaborative Spirit

32

3

evaluation. 6. Articulate personal

philosophy of counseling. Counseling philosophy research paper.


Leadership

IV. Course Level Justification

National standards require that entry-level career preparation to the fields of school and community counseling be at the graduate level. This course is part of a graduate program. The program faculty expect students to have the basic knowledge and skills acquired through baccalaureate-level preparation.

V. Course Outline

1. Professional conduct 1.1 Personal appearance 1.2 Time management 1.3 Establishing relationships with supervisors and co-workers 1.4 Settling disputes 1.5 Role as intern 1.6 Record keeping 1.7 Confidentiality 1.8 Competence 1.9 Critical feedback 1.10 Planning for improvement 2. Practical experiences (Note: Specific activities will vary by student and site) 2.1 Observations/Co-facilitate/Lead 2.1a Intake 2.1b Guidance/educational groups 2.1c Record keeping 2.1d Individual planning 2.1e Curriculum development 2.1f Responsive services 2.1g System support 2.1h Registration 2.1i Advisement 2.1j Short-term counseling 2.1k Appraisal 2.1l Career guidance 2.1m Training 2.1n Work with special populations 3. Seminar activities 3.1 Gather information on professional topics 3.2 Lead discussions with peers 3.3 Role play scenarios 3.4 Report on practicum activities including challenges

33

4

3.5 Offer and accept feedback from instructor and peers 3.6 Complete independent, dyad, and group exercises outside of class VI. Suggested Text(s)

Baird, B. N. (2011). The internship, practicum, and field placement handbook: A

guide for the helping profession (6th ed.). Upper Saddle River, NJ:

Pearson.

VII. Bibliography

Cormier, S., & Hackney, H. (2008). Counseling strategies and interventions.

Boston, MA: Pearson.

Council on Accreditation of Counseling and Related Education Programs. (2007).

CACREP standards: Third draft. Greensboro, NC: Author.

Day, S. X., & Andersen, P. (2004). Acquiring clinical judgment. Boston, MA:

Lahaska Press.

Echterling, L. G., Cowan, E., Evans, W. F., Staton, A. R., McKee, J. E., &

Presbury, J. E. (2008). Thriving! A manual for candidates in the helping

professions. Boston, MA: Lahaska Press.

Gladding, S. T. (2005). Counseling theories: Essential concepts and applications.

Upper Saddle River, NJ: Pearson.

Hutchinson, D. (2007). The essential counselor: Process, skills, and techniques.

Boston, MA: Lahaska Press.

McGlothin, J. M. (2007). Developing clinical skills in suicide assessment,

prevention, and treatment. Alexandria, VA: American Counseling

Association.

34

5

McHenry, B., & McHenry, J. (2006). What therapists say and why they say it.

Boston, MA: Pearson.

Patrick, P. K. S. (2007). Contemporary issues in counseling. Boston, MA:

Pearson.

35

1a. School or College EN SOENGR

1b. Division No Division Code

1c. Department Mechanical Engineering

2. Course Prefix

ME

3. Course Number

A608


N/A

5a. Credits/CEUs

3


6. Complete Course Title Mechanical Vibrations Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)



11. Implementation Date semester/year From: Fall/2012 To: 99/9999

12. Cross Listed with Stacked with ME A408 Cross-Listed Coordination Signature



1. BS ME Courtesy coordination 1/31/2012 Jeff Hoffman 2. 3.

Initiator Name (typed): Nicolae Lobontiu Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Modeling of vibratory mechanical systems with single and multiple degrees of freedom. Study of free and forced vibrations with or without damping by lumped-parameter methods and finite element analysis. Vibrations of rotor systems and vibration monitoring.


16b. Test Score(s)




16e. Registration Restriction(s) (non-codable) Graduate standing or instructor permission


19. Justification for Action ME A608 will be stacked with the existing course ME A408. This course is being added to satisfy ME Program Constituents.

__________________________________________________ ___________ Initiator (faculty only) Date Nicolae Lobontiu Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




36

UNIVERSITY OF ALASKA ANCHORAGE COURSE CONTENT GUIDE

1. Change Date: February 2012 2. Course Information

A. College: School of Engineering B. Course Prefix: ME C. Course Number: A608 D. Number of Credits and Contact Hours Number of Credits: 3 Contact Hours: 3 + 0 E. Course Title: Mechanical Vibrations F. Grading Basis: A-F G. Implementation Date: Fall 2012 H. Course Description: Modeling of vibratory mechanical systems with

single and multiple degrees of freedom. Study of free and forced vibrations with or without damping by lumped-parameter methods and finite element analysis. Vibrations of rotor systems and vibration monitoring.

I. Registration Restrictions: Graduate standing or instructor permission J. Course Fee: Yes K. Stacked: Yes: ME A408

3. Course Level Justification

This course applies sophomore and junior level dynamics, and mechanics of materials, and mathematics course material to vibratory mechanical systems. Students in ME A608 will be required to complete additional or more in depth work compared with students in ME A408. This will be accomplished through various assessment methods that may include but are not limited to discussions, projects, presentations, homework, quizzes, exams, and/or a final exam.

4. Instructional Goals The instructor will:

1. Provide instruction in the main concepts governing the vibrations of mechanical systems.

2. Integrate the necessary notions of dynamics of rigid bodies and mechanics of materials into models of vibratory mechanical systems.

3. Present the types of vibratory systems, inputs, and outputs (responses), as well as the physical/mathematical procedures for modeling, analysis and design.

4. Provide instruction in the utilization and application of computational tools in the analysis of vibratory mechanical systems.

5. Encourage individual problem solving approaches as well as team approaches to projects involving mechanical vibrations.

37

5. Student Learning Outcomes and Assessment Methods

Students will be evaluated using a variety of tools at the instructor’s discretion which may include but are not limited to the following:

Student Learning Outcomes

Upon completion of this course, students should be able to:

Assessment Methods

1. Understand the simplified lumped-parameter modeling of vibratory mechanical systems consisting of springs, masses, and dampers.

Discussions, projects, presentations, homework, quizzes, exams, and a final exam.

2. Identify and characterize vibratory mechanical systems with one or with multiple degrees of freedom.


3. Analyze the natural response, the free damped response, and the forced response of vibratory mechanical systems by using lumped-parameter models.


4. Understand the basic principles of the dynamic finite element method and apply the related software to solve mechanical vibration problems.


5. Apply modern computational tools to model, analyze, and design mechanical systems undergoing vibrations.


6. Gain knowledge of the methods and instruments needed to sense, monitor and generate mechanical vibrations.


7. Acquire capabilities of working individually in problem solving and in a team to analyze and design a complex mechanical vibrations project.


8. Interact professionally with colleagues and the instructor in critical analyses of mechanical vibration problems.


9. Demonstrate familiarity with the literature on mechanical vibrations.


38

6. Topical Course Outline

A. Kinematics of mechanical vibrations 1. Harmonic motion and its qualifiers 2. Combination (addition) of harmonic motions 3. Fourier decomposition of non-harmonic motions 4. Degrees of freedom

B. Elements of vibratory mechanical systems 1. Springs 2. Inertia 3. Dampers C. Free vibrations 1. Free undamped response, natural frequencies, and eigenvectors 2. Free damped response D. Forced harmonic vibrations E. General forced vibrations F. Rotordynamics G. Finite element analysis of mechanical vibrations 1. Basics of finite element modeling 2. Finite element analysis by commercially-available software H. Mechanical vibration transduction 1. Sensing, monitoring 2. Actuation

7. Suggested Text Inman, D.J. Engineering Vibration, Third Edition. Prentice Hall, 2007. 8. Bibliography Thomson, W.T., Dillon-Dahler, M. Theory of Vibration with Applications, Fifth Edition. Prentice Hall, 1998. Den Hartog, J.P. Mechanical Vibrations. Dover, 1985. Rao, S.S. Mechanical Vibrations, Fourth Edition. Prentice Hall, 2004.

39




2. Course Prefix

ME

3. Course Number

A408


N/A

5a. Credits/CEUs

3


6. Complete Course Title Mechanical Vibrations Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Department (please specify)







1. BS ME 239 1/31/2012 Jeff Hoffman 2. ME Minor 243 1/31/2012 Jeff Hoffman 3.

Initiator Name (typed): Nicolae Lobontiu Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Modeling of vibratory mechanical systems with single and multiple degrees of freedom. Study of free and forced vibrations with or without damping by lumped-parameter methods and finite element analysis. Vibrations of rotor systems and vibration monitoring.

16a. Course Prerequisite(s) (list prefix and number) [ME A306 and ES A331] with a minimum grade of C

16b. Test Score(s)




16e. Registration Restriction(s) (non-codable)


19. Justification for Action ME A408 will be stacked with the new course ME A608. Stacking the courses will satisfy ME Program Constituents. Department changed since BSE Department does not exist anymore.

__________________________________________________ ___________ Initiator (faculty only) Date Nicolae Lobontiu Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




40

UNIVERSITY OF ALASKA ANCHORAGE COURSE CONTENT GUIDE

1. Change Date: February 2012 2. Course Information

A. College: School of Engineering B. Course Prefix: ME C. Course Number: A408 D. Number of Credits and Contact Hours Number of Credits: 3 Contact Hours: 3 + 0 E. Course Title: Mechanical Vibrations F. Grading Basis: A-F G. Implementation Date: Fall 2012 H. Course Description: Modeling of vibratory mechanical systems with

single and multiple degrees of freedom. Study of free and forced vibrations with or without damping by lumped-parameter methods and finite element analysis. Vibrations of rotor systems and vibration monitoring.

I. Course Prerequisites: [ME A306 andES A331] with minimum grade of C J. Course Fee: No K. Stacked: Yes: ME A608


This course applies sophomore and junior level dynamics, and mechanics of materials, and mathematics course material to vibratory mechanical systems.

4. Instructional Goals The instructor will:

1. Provide instruction in the main concepts governing the vibrations of mechanical systems.

2. Integrate the necessary notions of dynamics of rigid bodies and mechanics of materials into models of vibratory mechanical systems.

3. Present the types of vibratory systems, inputs, and outputs (responses), as well as the physical/mathematical procedures for modeling, analysis and design.

4. Provide instruction in the utilization and application of computational tools in the analysis of vibratory mechanical systems.

5. Encourage individual problem solving approaches as well as team approaches to projects involving mechanical vibrations.


41

Students will be evaluated using a variety of tools at the instructor’s discretion which may include but are not limited to the following:



Assessment Methods

1. Understand the simplified lumped-parameter modeling of vibratory mechanical systems consisting of springs, masses, and dampers.


2. Identify and characterize vibratory mechanical systems with one or with multiple degrees of freedom.


3. Analyze the natural response, the free damped response, and the forced response of vibratory mechanical systems by using lumped-parameter models.


4. Understand the basic principles of the dynamic finite element method and apply the related software to solve mechanical vibration problems.


5. Apply modern computational tools to model, analyze, and design mechanical systems undergoing vibrations.


6. Gain knowledge of the methods and instruments needed to sense, monitor and generate mechanical vibrations.


7. Acquire capabilities of working individually in problem solving and in a team to analyze and design a complex mechanical vibrations project.


8. Interact professionally with colleagues and the instructor in critical analyses of mechanical vibration problems.



A. Kinematics of mechanical vibrations

1. Harmonic motion and its qualifiers 2. Combination (addition) of harmonic motions 3. Fourier decomposition of non-harmonic motions

42

4. Degrees of freedom B. Elements of vibratory mechanical systems 1. Springs 2. Inertia 3. Dampers C. Free vibrations 1. Free undamped response, natural frequencies, and eigenvectors 2. Free damped response D. Forced harmonic vibrations E. General forced vibrations F. Rotordynamics G. Finite element analysis of mechanical vibrations 1. Basics of finite element modeling 2. Finite element analysis by commercially-available software H. Mechanical vibration transduction 1. Sensing, monitoring 2. Actuation

7. Suggested Text Inman, D.J. Engineering Vibration, Third Edition. Prentice Hall, 2007. 8. Bibliography Thomson, W.T., Dillon-Dahler, M. Theory of Vibration with Applications, Fifth Edition. Prentice Hall, 1998. Den Hartog, J.P. Mechanical Vibrations. Dover, 1985. Rao, S.S. Mechanical Vibrations, Fourth Edition. Prentice Hall, 2004.

43

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44

1

COURSE CONTENT GUIDE

University of Alaska Anchorage, School of Engineering

ME A615 Composite Materials

1. Change Date 17 January 2012

2. Course Information

A. College School of Engineering (EN)

B. Course Prefix ME

C. Course Number A615

D. Number of Credits and Contact Hours

Number of Credits: 3

Contact Hours: 3+0

E. Course Title Composite Materials

F. Grading Basis A-F

G. Implementation Date Fall 2012

H. Course Description This course presents the mechanics and manufacturing of composite materials and their applications. The analysis, design, processing/fabrication, repair, and evaluation of composite materials and structures are considered.

I. Registration Restrictions Graduate standing or instructor permission

J. Course Fee Yes

K. Stacked Yes: ME A415


This course applies the material developed in sophomore, junior, and senior level courses in mechanics, materials, and mechanical design to composite materials. Graduate-level students taking this course will be expected to complete extra work at a higher level, which may include but is not limited to projects, presentations, reports, assignments, or exam problems.

4. Instructional Goals

The instructor will

1. Present methods to understand the mechanics of composite materials at macro and micro scale.

45

2

2. Introduce basic techniques used in the fabrication and processing of composite materials and structures

3. Present methods for evaluating and repairing existing composite structures.


Students will be evaluated using a variety of tools at the instructor’s discretion including but not limited to the following:



Learning Assessment Methods

1. Perform stress, failure, and hygrothermal analysis and design of composite materials and structures

Projects, reports, presentations, homework, quizzes, midterm exams, and final exam

3. Demonstrate an understanding of the fabrication methods used to achieved desired geometry, properties and performance of composite materials and structures


4. Analyze and design test methods for composite materials and structures


5. Demonstrate an understanding of fastening techniques for composite materials and structures


5. Analyze and design repair techniques for damaged composite materials and structures


6. Demonstrate familiarity with the literature on composite materials



This course will cover a variety of topics related to composite materials, which may include but are not limited to:

1. Introduction, basic concepts, materials, processes, and characteristics of composite materials

2. Elastic behavior of composite lamina-micromechanics

3. Elastic behavior of composite lamina-macromechanics

4. Strength of unidirectional lamina-micromechanics

5. Strength of composite lamina-macromechanics

6. Elastic behavior of multidirectional laminates

46

3

7. Hygrothermal effects

8. Effects of Arctic conditions on composites

9. Stress and failure analysis of multidirectional laminates

10. Experimental methods for characterizing and testing of composite materials

11. Composite processing, fastening, machining, and evaluation

12. Repair of composite materials

7. Suggested Text

1. Isaac M. D., Ori I., Engineering Mechanics of Composite Materials, second edition, 2006.

8. Bibliography

1. Agarwal B. D., Broutman L. J., Chandrashekhara K., Analysis and Performance of Fiber Composites, 3rd edition, John Wiley and Sons, 2006

2. Jacobs J. A., Kilduff T. F., Engineering Materials Technology, 5th edition, Prentice-Hall, 2005.

3. Baralla J.G., Design for Manufacturability Handbook, McGraw Hill, 2006.

47

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48

1



ME A415 Composite Materials




B. Course Prefix ME




Contact Hours: 3+0

E. Course Title Composite Materials



H. Course Description This course presents the mechanics and manufacturing of composite materials and their applications. The analysis, design, processing/fabrication, repair, and evaluation of composite materials and structures are considered.

I. Course Prerequisites [ME 280 and ES 331 and ME 403] with a minimum grade of C

J. Course Fee Yes



This course applies the material developed in sophomore, junior, and senior level courses in mechanics, chemistry, materials, and mechanical design to composite materials.


The instructor will

1. Present methods to understand mechanics of composite materials at macro and micro scale.

2. Introduce basic skills needed in fabrication and processing of composite structures

3. Present methods for repairing and evaluating existing composite structures.

49

2


Students will be evaluated using a variety of tools at the instructor’s discretion including but not limited to the following:



Learning Assessment Methods

1. Perform stress, failure, and hygrothermal analysis and design of composite materials and structures


3. Demonstrate an understanding of the fabrication methods used to achieved desired geometry, properties and performance of composite materials and structures


4. Analyze and design test methods for composite materials and structures


5. Demonstrate an understanding of fastening techniques for composite materials


5. Analyze and design repair techniques for damaged composite materials and structures



This course will cover a variety of topics related to composite materials, which may include but are not limited to:

1. Introduction, basic concepts, materials, processes, and characteristics of composite materials

2. Elastic behavior of composite lamina-micromechanics

3. Elastic behavior of composite lamina-macromechanics

4. Strength of unidirectional lamina-micromechanics

5. Strength of composite lamina-macromechanics

6. Elastic behavior of multidirectional laminates

7. Hygrothermal effects

8. Effects of Arctic conditions on composites

9. Stress and failure analysis of multidirectional laminates

10. Experimental methods for characterizing and testing of composite materials

11. Composite processing, fastening, machining, and evaluation

50

3

12. Repair of composite materials

7. Suggested Text

1. Isaac M. D., Ori I., Engineering Mechanics of Composite Materials, second edition, 2006.

8. Bibliography

1. Agarwal B. D., Broutman L. J., Chandrashekhara K., Analysis and Performance of Fiber Composites, 3rd edition, John Wiley and Sons, 2006

2. Jacobs J. A., Kilduff T. F., Engineering Materials Technology, 5th edition, Prentice-Hall, 2005.

3. Baralla J.G., Design for Manufacturability Handbook, McGraw Hill, 2006.

51



1c. Department ME

2. Course Prefix

ME

3. Course Number

A642


N/A

5a. Credits/CEUs

3


6. Complete Course Title Advanced Fluid Mechanics Abbreviated Title for Transcript (30 character)










1. BS ME Courtesy Coordination 1/25/2012 Jeff Hoffman 2. MS CE Courtesy Coordination 1/31/2012 Osama Abaza 3.

Initiator Name (typed): Jennifer M. Brock Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Advanced topics in fluid mechanics, including derivation of flow equations, ideal fluid flows, incompressible viscous flows and compressible inviscid flows.


16b. Test Score(s)




16e. Registration Restriction(s) (non-codable) Graduate standing or instructor permission


19. Justification for Action This course is being added to satisfy Mechanical Engineering Program constituents.

__________________________________________________ ___________ Initiator (faculty only) Date Jennifer McFerran Brock Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




52

1



ME A642 Advanced Fluid Mechanics




B. Course Prefix ME




Contact Hours: 3+0

E. Course Title Advanced Fluid Mechanics



H. Course Description Advanced topics in fluid mechanics, including derivation of flow equations, ideal fluid flows, incompressible viscous flows and compressible inviscid flows.


J. Course Fee Yes



This course covers advanced topics in fluid mechanics and builds upon concepts developed a first course in fluid mechanics and differential equations. Students enrolled in this course will be expected to complete additional work at a higher level than students enrolled in ME A442, which may include but is not limited to research papers, projects, reports, presentations, assignments, or exam problems.


The instructor will present the following:

1. Methods for deriving flow equations using conservation laws and various forms of flow equations.

2. Examples of ideal fluid flow problems (i.e. flows that are inviscid and incompressible).

53

2

3. Techniques of solving incompressible viscous flows, including boundary layer, problems.

4. Examples of compressible inviscid flow, including shock wave, problems.


Students will be evaluated using a variety of tools at the instructor’s discretion which may include but are not limited to those listed below:



Assessment Methods

1. State the conservation laws and their importance to fluid mechanics.

Homework assignments, projects, quizzes, midterm exams, in-class presentations, and a final/comprehensive exam

2. Apply conservation laws in the derivation of the flow equations.


3. Solve problems relating to ideal fluid flows (i.e. flows that are inviscid and incompressible).


4. Find exact solutions to simple viscous, incompressible flows given the governing equations and boundary conditions.


5. Recognize the governing equations and their physical significance, boundary conditions and assumptions present in boundary layer problems.


6. Perform shock wave analysis, and solve for fluid properties upstream and downstream of a shock wave.


7. Demonstrate familiarity with the literature on fluid mechanics.



This course will cover a variety of topics related to fluid mechanics, which may include but are not limited to:

1. Conservation laws

a. Reynold’s Transport Theorem

b. Conservation of mass, momentum and energy

54

3

c. The Navier-Stokes equations

2. Flow kinematics

a. Flow lines

b. Circulation and vorticity

c. Stream tubes and vortex tubes

3. Ideal fluid flow

a. Uniform flows

b. Source, sink and vortex flows

4. Viscous, incompressible flows

a. Exact solutions (Couette flow, Poiseuille Flow, etc.)

b. Low-Reynold’s Number flows

c. Boundary layer problems

5. Compressible, inviscid flows

a. Propagation of disturbances

b. Normal shock wave problems

7. Suggested Text

Currie, I.G. Fundamental Mechanics of Fluids, 4th Ed., Boca Raton, FL: CRC Press, 2012.

8. Bibliography

Anderson J.D. Modern Compressible Flow with Historical Perspective, 3rd Ed., Boston, MA: McGraw-Hill Higher Education, 2003.

Fox R.W. and McDonald A.T. Introduction to Fluid Mechanics, 5th Ed., New York, NY: John Wiley & Sons, Inc., 1998.

Munson B.R., Young D.F. and Okiishi T.H. Fundamentals of Fluid Mechanics, 4th Ed., New York, NY: John Wiley & Sons, Inc., 2002.

55




2. Course Prefix

ME

3. Course Number

A442


N/A

5a. Credits/CEUs

3


6. Complete Course Title Advanced Fluid Mechanics Abbreviated Title for Transcript (30 character)










1. BS ME 239 1/25/2012 Jeff Hoffman 2. BS CE Courtesy Coordination 1/31/2012 Osama Abaza 3. BS ME Minor 243 1/25/2012 Jeff Hoffman

Initiator Name (typed): Jennifer M. Brock Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Advanced topics in fluid mechanics, including derivation of flow equations, ideal fluid flows, incompressible viscous flows and compressible inviscid flows.

16a. Course Prerequisite(s) (list prefix and number) [MATH A302 and ES A341] with a minimum grade of C

16b. Test Score(s)




16e. Registration Restriction(s) (non-codable)


19. Justification for Action This Mechanical Engineering Program Advanced Engineering Elective course is being added to satisfy Mechanical Engineering Program constituents.

__________________________________________________ ___________ Initiator (faculty only) Date Jennifer McFerran Brock Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




56

1



ME A442 Advanced Fluid Mechanics




B. Course Prefix ME




Contact Hours: 3+0

E. Course Title Advanced Fluid Mechanics



H. Course Description Advanced topics in fluid mechanics, including derivation of flow equations, ideal fluid flows, incompressible viscous flows and compressible inviscid flows.

I. Course Prerequisites [MATH A302 and ES A341] with a minimum grade of C

J. Course Fee Yes



This course covers advanced topics in fluid mechanics and builds upon concepts developed a first course in fluid mechanics and differential equations.


The instructor will present the following:

1. Methods for deriving flow equations using conservation laws and various forms of flow equations.

2. Examples of ideal fluid flow problems (i.e. flows that are inviscid and incompressible).

3. Techniques of solving incompressible viscous flows, including boundary layer, problems.

57

2

4. Examples of compressible inviscid flow, including shock wave, problems.


Students will be evaluated using a variety of tools at the instructor’s discretion which may include but are not limited to those listed below:



Assessment Methods

1. State the conservation laws and their importance to fluid mechanics.


2. Apply conservation laws in the derivation of the flow equations.


3. Solve problems relating to ideal fluid flows (i.e. flows that are inviscid and incompressible).


4. Find exact solutions to simple viscous, incompressible flows given the governing equations and boundary conditions.


5. Recognize the governing equations and their physical significance, boundary conditions and assumptions present in boundary layer problems.


6. Perform shock wave analysis, and solve for fluid properties upstream and downstream of a shock wave.



This course will cover a variety of topics related to fluid mechanics, which may include but are not limited to:

1. Conservation laws

a. Reynold’s Transport Theorem

b. Conservation of mass, momentum and energy

c. The Navier-Stokes equations

2. Flow kinematics

a. Flow lines

58

3

b. Circulation and vorticity

c. Stream tubes and vortex tubes

3. Ideal fluid flow

a. Uniform flows

b. Source, sink and vortex flows

4. Viscous, incompressible flows

a. Exact solutions (Couette flow, Poiseuille Flow, etc.)

b. Low-Reynold’s Number flows

c. Boundary layer problems

5. Compressible, inviscid flows

a. Propagation of disturbances

b. Normal shock wave problems

7. Suggested Text

Currie, I.G. Fundamental Mechanics of Fluids, 4th Ed., Boca Raton, FL: CRC Press, 2012.

8. Bibliography

Anderson J.D. Modern Compressible Flow with Historical Perspective, 3rd Ed., Boston, MA: McGraw-Hill Higher Education, 2003.

Fox R.W. and McDonald A.T. Introduction to Fluid Mechanics, 5th Ed., New York, NY: John Wiley & Sons, Inc., 1998.

Munson B.R., Young D.F. and Okiishi T.H. Fundamentals of Fluid Mechanics, 4th Ed., New York, NY: John Wiley & Sons, Inc., 2002.

59

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60

1



ME A655 HVAC Systems Optimization




B. Course Prefix ME




Contact Hours: 2+2

E. Course Title HVAC Systems Optimization



H. Course Description Design of thermal and heating, ventilation, and air-conditioning (HVAC) systems with emphasis on economic considerations and optimization. Concepts of thermodynamics, fluid mechanics and heat transfer will be integrated under a design framework. A semester long project is conducted to design a thermal system, perform system simulations, and to optimize the design based on economic and technical considerations.


J. Course Fee Yes



This course emphasizes economic considerations and optimization of thermal systems. The material presented will prepare the student to be able to model, analyze, design and optimize a variety of thermal systems. A semester long design project will give the students the opportunity to optimize their design by implementing theory learned in the lecture. The 600-level course appropriate for graduate-level students is stacked with the 400-level course appropriate for senior-level undergraduate students. Graduate-level students taking this course are

61

2

expected to complete extra work, including but not limited to research papers and projects.

4. Instructional Goals and Student Learning Outcomes

A. Instructional Goals

The instructor will

1. Direct, supervise, and provide guidance to students and student teams to successfully complete a semester long HVAC design project.

2. Provide an understanding that enables the student to choose appropriate tools, including computer-based models, to implement, solve, and optimize thermal system models.

3. Provide an understanding of how economic and technical considerations relate to the optimization of thermal system design.

4. Instill an applicable level of knowledge required for HVAC system simulation.

5. Instill the importance of professionalism in the students and in their interaction with others.

B. Student Learning Outcomes


1. Analyze and model thermal system components and complex thermal systems.

2. Understand the application and implications of engineering economics in thermal system design and operation.

3. Use standard computer simulation tools to implement thermal models and characterize system behavior.

4. Understand basic optimization methods and their application to thermal systems.

5. Develop simple HVAC system steady-state simulations.

6. Design and optimize a thermal system.

7. Work professionally on a team project.

8. Demonstrate familiarity with the literature in thermal systems design optimization.

5. Evaluation and Assessment Methods

Students will be evaluated using a variety of tools at the instructor’s discretion including but not limited to homework assignments, projects, midterm exams, laboratory reports, in-class activities and presentations, and a final/comprehensive exam.


1. Introduction to Thermal Systems Design Optimization

62

3

2. Economic Considerations in Thermal System Engineering Design

3. Heat Exchanger

a) Heat Exchanger Types

b) Log Mean Temperature Difference Method

c) NTU-Effectiveness Method

d) Design, Analysis, Optimization and Simulation

4. Pumps and Piping Systems

a) Pumps in Piping Systems

b) Net Positive Suction Head

c) Piping Networks


5. System Simulation Techniques

a) Successive Substitution

b) Newton Raphson

c) Complex Thermal Systems Simulations

6. Thermal Design Optimization

a) Adequate vs. Optimum Design

b) Sensitivity Analysis

c) Classifications of Optimization Problems

d) Lagrange Multipliers

e) Exhaustive Search Method

f) Uniform and Sequential Dichotomous Search Method

g) Fibonacci Search Method

h) Golden Section Search Method

i) Multivariable Optimization

7. Suggested Texts

1. Design and Optimization of Thermal Systems, Y. Jaluria, CRC Press, 2nd Edition, 2008

8. Bibliography

1. Heat and Mass Transfer, Cengel and Ghajar, , McGraw-Hill, 4th Edition, 2010 2. Thermodynamics: An Engineering Approach, Y.A. Cengel and M. A. Boles,

McGraw-Hill, 7th edition, 2011. 3. Fluid Mechanics, Frank White, 7th edition, McGraw-Hill, 2010 4. 2010 ASHRAE Handbook Refrigeration, American Society of Heating,

Refrigeration and Air-Conditioning Engineers, Inc.

63

4

5. 2009 ASHRAE Handbook Fundamentals, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

6. 2008 ASHRAE Handbook HVAC Systems and Equipment, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

7. 2007 ASHRAE Handbook HVAC Applications, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

64

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Course PrerequisES A341 and ES A

Other Restriction

College

Mark if cours

ustification for AcThe course CC

________________r (faculty only)

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65

1



ME A455 HVAC Systems Optimization




B. Course Prefix ME




Contact Hours: 2+2

E. Course Title HVAC Systems Optimization



H. Course Description Design of thermal and heating, ventilation, and air-conditioning (HVAC) systems with emphasis on economic considerations and optimization. Concepts of thermodynamics, fluid mechanics and heat transfer will be integrated under a design framework. A semester long project is conducted to design a thermal system, perform system simulations, and to optimize the design based on economic and technical considerations.

I. Course Prerequisites [ES A341 and ES A346] with a minimum grade of C

J. Course Fee Yes



This course is a senior level course in HVAC systems optimization that builds upon junior level fluid mechanics and thermodynamics course material and emphasizes economic considerations and optimization of thermal systems.

4. Instructional Goals and Student Learning Outcomes

66

2

A. Instructional Goals

The instructor will

1. Direct, supervise, and provide guidance to students and student teams to successfully complete a semester long HVAC design project.

2. Present criteria to choose appropriate tools, including computer-based models, to implement, solve, and optimize thermal system models.

3. Illustrate how economic and technical considerations relate to the optimization of thermal system design.

4. Present knowledge required for HVAC system simulation.

B. Student Learning Outcomes


1. Analyze and model thermal system components and complex thermal systems.

2. Demonstrate the application and implications of engineering economics in thermal system design and operation.

3. Use standard computer simulation tools to implement thermal models and characterize system behavior.

4. Apply basic optimization methods to thermal systems.

5. Develop simple HVAC system steady-state simulations.

6. Design and optimize a thermal system.

7. Work professionally on a team project.

5. Evaluation and Assessment Methods

Students will be evaluated using a variety of tools at the instructor’s discretion including but not limited to homework assignments, projects, midterm exams, laboratory reports, in-class activities and presentations, and a final/comprehensive exam.


1. Introduction to Thermal Systems Design Optimization

2. Economic Considerations in Thermal System Engineering Design

3. Heat Exchanger

a) Heat Exchanger Types

b) Log Mean Temperature Difference Method

c) Number of Transfer Units (NTU)-Effectiveness Method


4. Pumps and Piping Systems

a) Pumps in Piping Systems

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3

b) Net Positive Suction Head

c) Piping Networks


5. System Simulation Techniques

a) Successive Substitution

b) Newton-Raphson

c) Complex Thermal Systems Simulations

6. Thermal Design Optimization

a) Adequate vs. Optimum Design

b) Sensitivity Analysis

c) Classifications of Optimization Problems

d) Lagrange Multipliers

e) Exhaustive Search Method

f) Uniform and Sequential Dichotomous Search Method

g) Fibonacci Search Method

h) Golden Section Search Method

i) Multivariable Optimization

7. Suggested Texts

1. Heat and Mass Transfer, Y.A. Cengel and A.J. Ghajar, McGraw-Hill, 4th Edition, 2010.

8. Bibliography

1. 2007 ASHRAE Handbook HVAC Applications, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

2. 2008 ASHRAE Handbook HVAC Systems and Equipment, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

3. 2009 ASHRAE Handbook Fundamentals, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

4. 2010 ASHRAE Handbook Refrigeration, American Society of Heating, Refrigeration and Air-Conditioning Engineers, Inc.

5. Design and Optimization of Thermal Systems, Y. Jaluria, CRC Press, 2nd edition, 2008.

6. Fluid Mechanics, F. White, 7th edition, McGraw-Hill, 2010. 7. Thermodynamics: An Engineering Approach, Y.A. Cengel and M. A. Boles,

McGraw-Hill, 7th edition, 2011.

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Academ ic Affai rs UNIVERSITY of ALASKA ANCHORAGE

Memorandum

Date: 20 February 2012

To: Michael Driscoll, Provost and Executive Vice Chancellor

321 I Providence Drive Anchorage, AK 99508-4614

T 907.786.1050, F 907.786.1426 www.uaa.alaska.edu/academicaffairs/

From : Bart Quimby, Interim Vice Provost for Curriculum & Assessment Helena Wisniewski, Vice Provost for Research & Graduate Studies, Dean of the Graduate School Megan Carlson, Assistant Vice Provost/Accreditation liaison Officer David Yesner, Associate Dean of the Graduate School

RE: Curriculum, Academic Assessment, Program Review, Program Accreditation, and Academic Petition Responsibilities

The time is right to solidify the Graduate School's role in the curriculum, academic assessment, program review, and program accreditation processes. The intent of the memorandum is to summarize the principles, responsibilities, and processes which have been discussed at this point and to recommend that these be formalized .

In any of the responsibilities discussed below the mentioned Vice Provost may delegate to an appropriate alternate. For example, the Vice Provost for Research and Graduate Studies (VPRGS) frequently delegates some responsibilities to the Associate Dean of the Graduate School.

Principles

The basic principle guiding this document is that the Graduate School should have a hand in all issues which relate to the University's graduate programs. Separating the responsibilities along clearly identified graduate/undergraduate lines will clarify the various responsibilities and provide more focus in these areas of responsibility by the two offices involved.

A second principle guiding the discussion has been the need for consistency. The division of responsibilities increases the possibility of inconsistent advice, requirements, and assistance being given to undergraduate and graduate programs. With this principle in mind, processes are proposed which should enhance communication and consistency.

Finally, the proposed changes recognize that the Provost has the primary responsibility for the curriculum review and approval within OAA and delegates authority for that responsibility as needed. In certain cases the Provost may choose to assume direct responsibility for particular curricular proposals.

Curriculum Responsibilities

To date, curriculum (for both programs and courses) has followed a well-established process including review and approval by departments, college curriculum committees, deans/directors, academic boards, and the Faculty Senate. Once curriculum has been approved by the Faculty Senate, it goes to the Office

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of Academic Affairs (OAA) for Provost's review. This review for all curricular proposals has been delegated to the Vice Provost for Curriculum and Assessment (VPCA) who has the authority to approve or disapprove the proposed curricular actions.

If the curricular proposals require further review by the Regents (BoR) or NWCCU, prospectuses have been developed by the initiating faculty under the guidance of the VPCA and forwarded by OAA to the Statewide Academic Council (SAC) and the BoR. Prospectuses for new or significantly changed programs approved by the BoR are then finalized by the Assistant Vice Provost/Accreditation Liaison Officer (AVP/ALO), who submits the final packets to the NWCCU for review. Once all required approvals are obtained, the proposed curriculum actions are approved by OAA and are returned to the Governance Office to be forwarded to the Registrar's office for inclusion in Banner.

It is proposed that the established process for curriculum approval be changed after the step where the Faculty Senate approves the curriculum. Review and approval of all graduate curricular proposals are to be delegated to the VPRGS. Review and approval of undergraduate curricular proposals will continue to be delegated to the VPCA. The VPRGS may include input by the Graduate Council in the review of proposed graduate curriculum once the curriculum proposals reach OAA.

It is also proposed that the AVP/ALO and the office of VPRGS will take the lead in assisting departments with the development of the required documents for graduate programs (i.e. any degree, certificate, or workforce credential beyond the baccalaureate degree) seeking changes requiring SAC, BoR, and/or NWCCU approval. Similarly the AVP/ALO and the VPCA will take the lead in assisting undergraduate programs as they prepare their documents for the various approval bodies. To better ensure consistency and compliance with UA System and NWCCU approval processes and expectations, following the approval by the Faculty Senate, the AVP/ALO will take the lead, with input from the appropriate Vice Provost, in preparing and submitting all necessary documents to the Provost for submission to SAC and the BoR. The AVP/ALO will serve as the single point of contact for the Provost for curriculum reviewed by SAC and the BoR. Upon approval by SAC and the BoR, the AVP/ALO will prepare the prospectus for final submission to the NWCCU, with final review and comment by the appropriate VP prior to submission to the NWCCU. If communication with the Commission is necessary regarding a curriculum proposal, the AVP/ALO will initiate it in concert with the appropriate VP.

Academic Board Representation

The VPRGS will represent OAA on the Graduate Academic Board (GAB) and the VPCA will represent OAA on the Undergraduate Academic Board (UAB). By having ex-officio members on these boards OAA will remain informed on the current curricular issues and be able to take an active role in the discussion of these issues while they are still before the faculty. With such a process, OAA will understand the curricular proposals when they arrive and the appropriate actions can be taken.

Academic Assessment Responsibilities

The academic assessment processes are defined in the recently approved Academic Assessment Handbook. In these processes, guidance for program academic assessment is assigned to the Academic Assessment Committee (AAC) of the Faculty Senate. Currently, the VPCA serves as an ex-officio member of this committee. It is proposed that both the VPCA and VPRGS both sit on this committee to remain aware of assessment issues facing both undergraduate and graduate programs. The VPCA will assist

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with undergraduate programs and the VPRGS will assist with graduate programs. Having both VPs on the committee will keep them informed of the quality of programs within their realms of responsibility.

The VPCA will continue to take the lead on providing administrative support for the AAC and will collaborate with the VPRGS to produce the chapter on assessment required by the annual performance report.

Program Review Responsibilities

In keeping with the principle of division of responsibility along undergraduate/graduate lines, the VPCA will work with departments reviewing undergraduate programs and VPRGS will work with departments reviewing graduate programs. Both the VPCA and VPRGS will participate when departments present program reviews which include both undergraduate and graduate programs. The VPCA will continue to coordinate the process with the deans with input from the VPRGS.

Program Accreditation Responsibilities

The AVP/ALO will coordinate the OAA review of documents produced by programs seeking or reaffirming program accreditation. The AVP/ALO and VPCA will be responsible for reviewing accreditation documents for undergraduate programs and the AVP/ALO and VPRGS will be responsible for reviewing accreditation documents for graduate programs. When programs have accreditation for both undergraduate and graduate programs, both VPs and the AVP/ALO will work collaboratively on document review. The VPs will work in concert with the AVP/ALO to develop correspondence to Visiting teams when it affects their respective areas (Le. undergraduate, graduate, research, etc.). The VPCA, VPRGS, and AVP/ ALO will participate in program accreditation site visits as requested by the visiting teams and may represent the Provost during site visits as needed.

Academic Petition Responsibilities

Under the current process, the VPCA reviews and approves all petitions relating to General Education Requirements and for exceptions to academic policy. The VPRGS reviews petitions relative to graduate studies. It is proposed that this division be clarified with the VPCA being delegated responsibility for all academic petitions by undergraduate students and the VPRGS being responsible for all academic petitions by graduate students.

Processes for Consistency

In the interest of consistency, it is proposed that the VPCA and VPGRS meet at least monthly with the Registrar to consider issues relating to academic policy. The VPCA has been meeting with the Registrar's office for several years and has found it very useful to identify areas where academic policy may need to be revisited, as well as to develop a consistent approach to dealing with academic appeals. The addition of the VPRGS to the discussion will allow for discussion about unified approaches to dealing with academic issues.

The AVP/ALO will work in concert with the appropriate VP to ensure consistency in the development of documents necessary for program approval by SAC, BoR, and/or NWCCU. The AVP/ALO will maintain

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the necessary templates and participate in all preliminary discussions for proposed new and significantly changed programs along with the appropriate VP.

Another opportunity for collaboration is on the Provost's Policy Advisory Committee (PAC). Currently both the VPCA and VPRGS have seats on the PAC where policy issues of interest to the campus are discussed. The PAC meets at least once a month .

Implementation

On the approval authority of the Provost (signed below) the proposed processes can be implemented immediately. Upon the approval of the Provost, our offices will communicate these changes to the Full Council of Deans and Directors, the Office of the Registrar, and faculty governance leadership, and work with the academic boards to integr. te these changes into the Curriculum Handbook.

Approved by: Michael Driscoll, Provost and Executv e Vice Chancellor

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Graduate Academic Board 2011-2012

Membership List & Meeting Schedule

Graduate Academic Board Listserv: [email protected] Updated 3/6/2012 Revised by CL

Name Representing Phone Fax E-mail Term Susan Modlin FS – at Large 786-4876 786-4559 [email protected] 11-12 Randy Magen FS – at Large 786-6901 786-6912 [email protected] 11-12

Debra Russ FS – at Large 786-4418 786-4474 [email protected] 11-12

Susan Garton FS – at Large 786-4335 786-4313 [email protected] 11-12

Patricia Sandberg CAS 786-1636 786-4898 [email protected] 11-13

Tim Hinterberger CAS 786-4632 786-4700 [email protected] 11-13

Minnie Yen CBPP 786-4117 786-4115 [email protected] 11-12

Yoshito Kanamori CBPP 786-4168 786-4115 [email protected] 11-13

Mary Dallas Allen CHSW 786-6992 786-6912 [email protected] 11-13

Hsing-Wen Hu COE 786-4418 786-4474 [email protected] 11-13

Peter Olsson CTC 786-7234 786-7237 [email protected] 10-12

Arlene Schmuland Library 786-6046 786-1845 [email protected] 11-13

Zhaohui (Joey) Yang SOENGR 786-6431 786-1079 [email protected] 11-13

USUAA/GSA [email protected] 10-11

Ex-Officios

Bart Quimby Academic Affairs 786-1988 786-1426 [email protected] -- Shirlee Willis-Haslip

Office of the Registrar

786-6190 786-1581 [email protected] --

David Yesner Research & Graduate Studies

786-1098 786-1791 [email protected] --

Nalinaksha Bhattacharyya

Pres., Faculty Senate

786-1949 786-4115 [email protected] 11-12

Scheduled Meeting Dates Fridays, 9:30 – 11:30 a.m.

Fall 2011 Spring 2012 September 9, 23 January 13, 27 October 14, 28 February 10, 24 November 11 March 9, 23 December 9 April 13, 27

Governance Office Staff Phone Fax E-mail Kimberly Swiantek, Governance Coordinator 786-1994 786-6123 [email protected]

Vacant, Administrative Assistant 786-1945 786-6123 [email protected]

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graduate academic board - university of alaska anchorage · february 24, 2012 graduate academic...

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