FR: University Curriculum Committee




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4. Resources:

    1. Library resources: See attached selected bibliography and library resource sheet

    2. Computer resources: Blackboard, Internet Access


5. Budget implications:

    1. Proposed method of staffing: Current Faculty

    2. Special equipment needed: None

    3. Expendable materials needed: None

    4. Laboratory materials needed: None


6. Effective Catalog Year: Winter, 2009


7. Dates of prior committee approvals:


Department of Special Instructional Programs: __12/12/07_________


CEBS Curriculum Committee ___2/5/08___________


University Curriculum Committee ___2/28/08________________


University Senate ___________________


Attachment: Bibliography, Library Resources Form, Course Inventory Form


Bibliography for EXED 200

  • Barnes, C., Oliver, M., & Barton, L. (2002). Disability studies today. Cambridge, UK: Polity Press.

  • Crutchfield, S., & Epstein, M. (2000). Points of contact disability, art, and culture. Corporealities. Ann Arbor: University of Michigan Press.

  • Davis, L. J. (2006). The disability studies reader. New York: Routledge.

  • Devlieger PJ, Albrecht GL, & Hertz M. (2007). The production of disability culture among young African-American men. Social Science & Medicine (1982). 64 (9), 1948-59.

  • Hagner, D., & DiLeo, D. (1993). Working together workplace culture, supported employment, and persons with disabilities. Cambridge, MA: Brookline Books.

  • Ladd, P. (2003). Understanding deaf culture in search of deafhood. Clevedon: Multilingual Matters.

  • Olkin, R. (1999). What psychotherapists should know about disability. New York: Guilford Press.

  • Priestley, M. (2001). Disability and the life course global perspectives. Cambridge: Cambridge University Press.

  • Redman, G. (2007). A casebook for exploring diversity. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

  • Riddell, S., & Watson, N. (2003). Disability, culture and identity. Harlow: Pearson/Prentice Hall.

  • Riley, C. A. (2005). Disability and the media prescriptions for change. Hanover, NH: University Press of New England.

  • Schwarz, P. (2006). From disability to possibility the power of inclusive classrooms. Portsmouth, NH: Heinemann.

  • Seligman, M., & Darling, R. B. (2007). Ordinary families, special children a systems approach to childhood disability. New York: Guilford Press.

  • Shapiro, A. H. (1999). Everybody Belongs: Changing Negative Attitudes toward Classmates with Disabilities. Garland Reference Library of Social Science. Critical Education Practice. RoutledgeFalmer, 29 West 35th Street, New York, NY 10001-2200 ($95). Tel: 212-216-7800; Fax: 212-643-1430; Web site: http://www.routledge-ny.com.

  • Shapiro, J. P. (1993). No pity people with disabilities forging a new civil rights movement. New York: Times Books.

  • Stone, J. H. (2005). Culture and disability providing culturally competent services. Thousand Oaks: SAGE Publications.

  • Winzer, M. A., & Mazurek, K. (1998). Special education in multicultural contexts. Upper Saddle River, N.J.: Merrill.

  • World Health Organization. (2001). International classification of functioning, disability and health ICF. Geneva: World Health Organization.

  • Zola, I. K. (1982). Ordinary lives voices of disability & disease. Cambridge [Mass.]: Apple-wood Books.

  • Zola, I. K. (1997). Meaningful relationships moments in time. Boston, Mass: [The Author].

  • Zola, I. K. (2004). Missing pieces a chronicle of living with a disability. Philadelphia: Temple University Press.

Proposal Date: 18 December 2007


Potter College

Department of English

Proposal to Make Multiple Revisions to a Course

(Action Item)


Contact Person: Dale Rigby, dale.rigby@wku.edu 745-5781


1. Identification of course:

    1. Current course prefix (subject area) and number: ENG 309

    2. Course title: WRITING FOR DOCUMENTARY

    3. Credit hours: 3


2. Revise course title:

2.1 Current course title: WRITING FOR DOCUMENTARY

2.2 Proposed course title: DOCUMENTARY FILM

2.3 Proposed abbreviated title: DOC FILM

2.4 Rationale for revision of course title: To remove the overlap between ENG 309 and ENG 311 Creative Nonfiction as well as BCOM 350 Scriptwriting; to clarify the course’s emphasis on documentary films and theory; to reflect that ENG 309 is inappropriate as an option within our Writing major/minor.


3. Revise course number:

3.1 Current course number: n/a

3.2 Proposed course number: n/a

3.3 Rationale for revision of course number: n/a


4. Revise course prerequisites:

4.1 Current prerequisites: ENG 200 and 203 or permission of the instructor

4.2 Proposed prerequisites: ENG 200

4.3 Rationale for revision of course prerequisites:

The 203 Creative Writing prerequisite is inappropriate because the course will no longer be offered within our Writing track; the ENG 200 prerequisite is the same as for our other film courses.

4.4 Effect on completion of major/minor sequence:

The change in emphasis adds depth to the film minor sequence; since the addition last year of ENG 311 Creative Nonfiction our Writing track already has a strong range of upper-division courses, and the Writing students will not be adversely affected by the shift in emphasis.


5. Revise course catalog listing:

    1. Current course catalog listing:

A course introducing the student to non-fiction film and television as the means of literary or artistic expression. Emphasis will be placed on the writer’s role in the research, preparation and composition of non-fiction work, culminating in assignments dealing with proposals, treatments, and completed scripts.

5.2 Proposed course catalog listing:

Introductory study of Documentary film and theory with special attention to the genre’s complex reception as “non-fiction” in diverse social and cultural contexts. Among the forms to be studied are the essay-film, cinema verite, reportage, and mockumentary. Will

include a film viewing lab.


    1. Rationale for revision of course catalog listing:

This revision removes the unnecessary overlap between this course and ENG 311 Creative Nonfiction and does away with a split focus that does not well serve either the writing or the film student. The revised emphasis will better serve the Film minor and reflects the balance between primary text and theory that we offer in all our film courses.


6. Revise course credit hours:

    1. Current course credit hours: n/a

    2. Proposed course credit hours: n/a

    3. Rationale for revision of course credit hours: n/a




  1. Effective Catalog Year : 200830


8. Dates of prior committee approvals:


English Department: ___1/25/08_________


PCAL Curriculum Committee ____2/7/08__________


University Curriculum Committee _____2/28/08______________


University Senate ___________________


Attachment: Course Inventory Form

Proposal Date: 12 November 2007


Potter College of Arts & Letters

Department of English

Proposal to Make Multiple Revisions to a Course

(Action Item)

Contact Person: Tom C. Hunley tom.hunley@wku.edu x5769


1. Identification of course:

    1. Current course prefix (subject area) and number: ENG 493

    2. Course title: Major American Poets

    3. Credit hours: 03


2. Revise course title:

2.1 Current course title: Major American Poets

2.2 Proposed course title: American Poetry

2.3 Proposed abbreviated title: American Poetry

2.4 Rationale for revision of course title: It allows greater flexibility in subject matter and a broadening of the scope of the course.


3. Revise course number:

3.1 Current course number: N/A

3.2 Proposed course number: N/A

3.3 Rationale for revision of course number: N/A


4. Revise course prerequisites/corequisites/special requirements:

4.1 Current prerequisites: N/A

4.2 Proposed prerequisites: N/A

4.3 Rationale for revision of course prerequisites: N/A

4.4 Effect on completion of major/minor sequence: N/A


5. Revise course catalog listing:

    1. Current course catalog listing: The course is a careful study of the

major poems, the styles, and the poetic intent of the most important

American poets from Poe to the present.

    1. Proposed course catalog listing: The course examines, in addition to major writers, selected major movements and schools in American poetry, paying special attention to influences, techniques, and styles.

5.3 Rationale for revision of course catalog listing: It allows for greater flexibility in subject matter and a broadening of the scope of the course.


6. Revise course credit hours:

    1. Current course credit hours: N/A

    2. Proposed course credit hours: N/A

    3. Rationale for revision of course credit hours: N/A


7. Effective Catalog Year: Fall 2008


8. Dates of prior committee approvals:


English Department: ___1/25/08_________

PCAL Curriculum Committee ____2/7/08__________

University Curriculum Committee ___2/28/08________________

University Senate ___________________


Attachment: Course Inventory Form

Proposal Date: 1/28/08


Potter College of Arts and Letters

Department of Folk Studies and Anthropology

Proposal to Create a New Course

(Action Item)


Contact Person: Dr. Kristin Dowell Kristin.Dowell@wku.edu 745-5903


1. Identification of proposed course:


    1. Course prefix and number: ANTH 449




    1. Course title: Ethnographic Video Production




    1. Abbreviated Course Title: Ethnographic Video Prod




    1. Credit hours and contact hours: 3




    1. Type of course: A




    1. Prerequisites: ANTH 448 or permission of instructor




    1. Course catalog listing:

Video production as a research methodology in anthropology. Practical exercises and collaborative student projects. Students will produce their own short ethnographic videos. Explores practices of representing cultures through video. This course will have a lab fee.


2. Rationale:


2.1 This course will be part of a two part sequence on visual anthropology. While the first course (ANTH 448) focuses on the history and theory of visual anthropology, the emphasis of ANTH 449 will be on video production as ethnographic research methodology. As this is an increasingly common methodology within anthropological research, this sequence will better prepare our students for careers in anthropology and other ethnographic fields.


2.2 Projected enrollment: 10 undergraduate students


2.3 Relationship of the proposed course to courses now offered by the department: ANTH 449 is part of a two course sequence in visual anthropology. While ANTH 448 focuses on the history and theory of visual anthropology, ANTH 449 focuses on video production as a research methodology. ANTH 449 will also complement ANTH/FLK 399 Field Methods in Ethnography, which teaches students how to design and use ethnographic research methods.


2.4 Relationship of the proposed course to courses offered in other departments: BCOM 264 Digital Video Production and Distribution offers basic video production to non-broadcast majors, but does not teach video as a methodology in ethnographic research. BCOM 366 Studio and Post-Production Techniques, BCOM 368 News Videography and Editing, address pre-production, production, and post-productions skills, but through the perspective of journalism and broadcasting.


2.5 Relationship of the proposed course to courses offered in other institutions: Visual anthropology is a growing field within anthropology. None of our benchmark institutions offers courses like ANTH 449. At the undergraduate level there are only a handful of institutions, including Harvard University and Temple University, offering a course in ethnographic video production. This is an opportunity for WKU to develop a unique curriculum that will enhance the educational opportunities for our anthropology majors and folklore minors while making them more competitive in graduate school applications and on the job market.


3. Discussion of proposed course:


3.1 Course objectives:

This course fulfills a requirement for the anthropology major and film studies minor. In taking this course students will


  • analyze the role of video production as an ethnographic research method

  • learn basic technical skills of video production from an ethnographic perspective

  • develop visual storytelling techniques

  • learn how to work together in crews to create a short ethnographic video

  • develop a greater appreciation of global cultural diversity

  • develop collaborative relationships with community organizations during the video production process


3.2 Content outline:

Week One: Introduction to course—What is ethnographic video production?

Week Two: Visual Storytelling for Ethnographic Video

Week Three: Planning and Developing Ethnographic Video Projects

Week Four: Shooting Styles and Camera Techniques for Ethnographic Video

Week Five: Camera Techniques and Coverage for Ethnographic Video

Week Six: Audio Techniques for Ethnographic Video

Week Seven: Lighting Techniques and Strategies for Ethnographic Video

Week Eight: Interviews in an Ethnographic and Cross-Cultural Perspective

Week Nine: Basic Editing for Ethnographic Video

Week Ten: Audio Editing Techniques for Ethnographic Video

Week Eleven: Editing Scenes in Ethnographic Video
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