FR: University Curriculum Committee




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Potter College of Arts and Letters

Department of Music

Department of Folk Studies and Anthropology

Proposal to Cross-List a Course

(Consent Item)


Contact Person: Michael Ann Williams, michael.williams@wku.edu, 5-5898

Mark Berry, mark.berry@wku.edu, 5-5894


1. Identification of existing course:


    1. Current course prefix (subject area) and number: ANTH/FLK 277

    2. Course title: Introduction to World Music

    3. Credit hours: 3


2. Identification of proposed course prefix(es) and numbers MUS 277


3. Rationale for each cross-listing: The course spans interests and areas of expertise in both the Folk Studies and Anthropology and the Music departments. Cross-listing eliminates unnecessary duplication of course offerings within the college.


4. Effective Catalog Year: Summer 2008


5. Dates of prior committee approvals:


Music Department: _January 25, 2008___


Folk Studies and Anthropology Department: _February 4, 2008___


Potter College Curriculum Committee February 7, 2008


University Curriculum Committee ___2/28/08________________


University Senate ___________________


Attachment: Course Inventory Form

Proposal date: January 25, 2008


Ogden College of Science and Engineering

Department of Mathematics

Proposal to Revise Course Prerequisites/Co-requisites

(Consent Item)


Contact Person: Linda Pulsinelli (745-6232) linda.pulsinelli@wku.edu


1. Identification of course:

    1. Course prefix: MATH 116 (116E)

    2. Course title: College Algebra

    3. Credit hours: 3


2. Current prerequisites/co-requisites/special requirements:


Prerequisites: High school Algebra I and II and a satisfactory score on Math Placement Exam; or DMA 096C with a grade of C or better. Student must enroll in MATH 116E if his/her DMA 096C grade was C, or previous MATH 116 grade was D, F or W, or Math ACT and MPE scores indicate need for enhanced version.


3. Proposed prerequisites/co-requisites/special requirements:

Prerequisites: High school Algebra I and II and a satisfactory score on Math Placement Exam; or DMA 096C with a grade of C or better. Student must enroll in MATH 116E if his/her DMA 096C grade was C, or previous MATH 116 grade was D, F or W, or Math ACT and MPE scores indicate need for enhanced version.

Co-requisite for MATH 116E: MATH 106, Academic Support for Math 116E

Special requirement: Students who withdraw from MATH 106 must also withdraw from MATH 116E.


4. Rationale for the revision of prerequisites/co-requisites:

The academic support portion of MATH 116E, which has always been incorporated into the enhanced version of College Algebra, is now being identified separately as Math 106. It continues to be an integral part of the enhancement structure and must, therefore, be a co-requisite for Math 116E.


5. Effect on completion of major/minor sequence: None


6. Effective Catalog Year: Fall 2008


7. Dates of prior committee approvals:

Department of Mathematics January 31, 2008

OCSE Curriculum Committee February 7, 2008

Professional Education Council February 13, 2008

General Education Committee February 15, 2008

University Curriculum Committee ____2/28/08_______________

University Senate ___________________


Attachment: Course Inventory Form

Proposal Date: 12/07/2007


Ogden College of Science and Engineering

Department of Engineering

Proposal to Revise Course Title

(Consent Item)


Contact Person: Shane Palmquist, shane.palmquist@wku.edu, 745-2919


1. Identification of course:


1.1 Current course prefix (subject area) and number: CE 382

1.2 Current course title: Structural Analysis

1.3 Credit hours: 3


2. Proposed course title:

WKU-Structural Analysis


3. Proposed abbreviated course title:

(max. of 30 characters including spaces)

WKU-Structural Analysis


4. Rationale for the revision of course title:


Students in the civil engineering program are required to obtain 16 credit hours in the major from University of Kentucky (UK) faculty members via ITV courses. For the new iCAP system used by the Office of the Registrar for verification of degree completion, each UK ITV course must have a unique course number so that the system can track the total number of ITV credits obtained.


5. Effective Catalog Year:


Fall 2008


6. Dates of prior committee approvals:


Engineering Department: _____12/07/2007____


Ogden College Curriculum Committee: _____2/07/2007_____


University Curriculum Committee: ____2/28/08______________


University Senate: __________________


Attachment: Course Inventory Form

Proposal Date: 12/07/2007


Ogden College of Science and Engineering

Department of Engineering

Proposal to Revise Course Title

(Consent Item)


Contact Person: Shane Palmquist, shane.palmquist@wku.edu, 745-2919


1. Identification of course:


    1. Current course prefix (subject area) and number: CE 482

    2. Current course title: Elementary Structural Design

    3. Credit hours: 3


2. Proposed course title:

WKU-Elementary Structural Design


3. Proposed abbreviated course title:

(max. of 30 characters including spaces)

WKU-Elem. Structural Design


4. Rationale for the revision of course title:


Students in the civil engineering program are required to obtain 16 credit hours in the major from University of Kentucky (UK) faculty members via ITV courses. For the new iCAP system used by the Office of the Registrar for verification of degree completion, each UK ITV course must have a unique course number so that the system can track the total number of ITV credits obtained.


5. Effective Catalog Year:


Fall 2008


6. Dates of prior committee approvals:


Engineering Department: _____12/07/2007____


Ogden College Curriculum Committee: _____2/07/2007_____


University Curriculum Committee: ____2/28/08______________


University Senate: __________________


Attachment: Course Inventory Form


Proposal Date: 10-01-07


College of Health and Human Services

Department of Communication Disorders

Proposal to Revise Course Credit Hours

(Action Item)


Contact Person: Mary Lloyd Moore, 745-2183, Mary.lloyd.moore@wku.edu


1. Identification of course:

    1. Current course prefix (subject area) and number: CD 495

    2. Course title: Clinical Internship

    3. Credit hours: 2


2. Proposed course credit hours: 2-3


3. Rationale for the revision of course credit hours:

CD 495 can average approximately 8 hours of class/preparation/therapy time per client, per week. To have adequate documentation for families, instructors, and governing agencies, a great deal of student generated and faculty monitored paperwork (diagnostic reports, treatment plans, progress notes, summaries) is needed. Given the range of disorders that the students are treating and the increased need for supervision that is commensurate with the limited amount of undergraduate clinical experience, revision from a 2 hour credit load to a 3 hour credit load will more accurately reflect the amount of student effort involved. CD 495 should be a variable hour course (2 or 3 credits) until all students who have to take CD 495 for 2 hours have completed their programs. At that time, a proposal will be made to offer CD 495 solely for 3 hours.


4. Effective Catalog Year: Summer 2008



5. Dates of prior committee approvals:


Department of Communication Disorders ___10/19/07 ______


CHHS Curriculum Committee 1/03/08


Professional Education Council 2/13/2008


University Curriculum Committee ___2/28/08________________


University Senate ___________________


Attachment: Course Inventory Form

Proposal Date: 12/12/2007


College of Education and Behavioral Sciences

Department of Special Instructional Programs

Proposal to Create a New Course

(Action Item)


Contact Person: Janice Ferguson janice.ferguson@wku.edu 56123


1. Identification of proposed course:


    1. Course prefix (subject area) and number: EXED 200

    2. Course title: The Culture of Disability

    3. Abbreviated course title: Culture of Disability

1.4 Credit hours and contact hours: 3

1.5 Type of course: Lecture

1.6 Prerequisites/corequisites: None

1.7 Course catalog listing:

Social and cultural perspectives on disabilities. Covers major types of disabilities, disability as a socially-constructed concept, images and stereotypes of disabilities within various cultures, and cultural norms that create barriers to individuals’ participation in society.


2. Rationale:


    1. Reason for developing the proposed course:

Unlike other courses in the EXED program, the emphasis of the proposed course is on the diversity of cultural perceptions of disability rather than the diversity of learning. As Western Kentucky University students interact with students from other cultures in a global society, awareness of how that society perceives and treats disability becomes a part of their becoming informed world citizens. Increased demand by non-teacher education majors and members of the community for a course in understanding the needs of individuals with disabilities across the life span prompted the development of a course that would also address the global outreach of Western Kentucky University. Anticipated enrollment includes parents, other family members, and students planning careers in which they will be interacting with individuals with disabilities in a variety of contexts.


    1. Projected enrollment in the proposed course:

Based on informal conversations with faculty and students from other programs, the faculty estimates that eventual course enrollment will be 20 students per offering.


    1. Relationship of the proposed course to courses now offered by the department:

Unlike the proposed course, the focus of EXED 330 Introduction to Exceptional Education: Diversity in Learning is on the education of students with disabilities. The proposed course focuses on how the culture of disability interacts with/impacts the individual’s culture. The General Education components for diversity with the framework of disability (identifies differences and similarities among the world's cultural traditions and social organization) are specifically addressed.



    1. Relationship of the proposed course to courses offered in other departments:

The proposed course is most similar to COMM 263 Fundamentals of Communication and Culture and FLK 280 Cultural Diversity in the United States. Both of these courses are offered without prerequisites in Category E World Cultures and American Cultural Diversity of the General Education Requirements. CFS 292 Diversity in Early Childhood Programs, designed for Child Studies majors in Family and Consumer Sciences focuses on the diversity with Early Childhood programs and has minimal to no overlap with the content of the proposed course.


    1. Relationship of the proposed course to courses offered in other institutions:

The University of Kentucky offers a graduate level two hour course, RC 530 Cultural Diversity in Rehabilitation Counseling that requires instructor permission. Lakehead University in Ontario, Canada offers a different perspective in SOC 4511 Sociology of Disability. Illinois State University has a similar course, Beyond Diversity: Teacher Education for Social Justice for majors in an area of teacher education. The content of the New York City’s School for Social Research online course, “Celebrating Differences: Disability and Culture” http://www.disabilityculture.org/course/guide.htm has the greatest similarity to the proposed course.


3. Discussion of proposed course:


    1. Course objectives:

Upon completion of this course students will

  • identify the major types of disabilities and how each is perceived by a culture

  • demonstrate understanding of how diverse cultures value

individuals with disabilities across the life span

  • identify cultural norms that are barriers to individuals’ participation in that society

  • have an awareness of the impact of a culture’s legal system on the education and assimilation of its individuals with disabilities; and

  • have examined attitudes and beliefs of families and professionals within a culture




    1. Content outline:

  • differences and similarities between cultural and social perceptions and values of individuals with disabilities

  • disability as a socially constructed concept

  • languages and images; handicap vs disability

  • culture of disability within the diverse cultures

  • images and stereotypes across cultures

  • disability and history – a timeline of treatment




    1. Student expectations and requirements:

Assignments and requirements may include but are not limited to:

  • Discussions (either on Blackboard or in class)

  • Reading and response to provided materials

  • Research on aspects of disability within a culture

  • Group/Individual presentations

  • Exams in open-response/application format


3.4 Tentative texts and course materials:

Priestley, M. (Ed). (2001). Disability and the life course: Global perspectives.

Cambridge, UK: Cambridge University Press.

Redman, G.L. (2007). A casebook for exploring diversity (3rd ed). Columbus, OH:

Pearson.

Winzer, M., & Kasper, M. (1998). Special education in multicultural contexts.

Columbus, OH: Prentice-Hall.

What We Mean by Disability Culture http://hometown.aol.com/sbrown8912/
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