UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: BUS 449C
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
University College
1
4. Academic Unit:
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
I.
II.
III.
IV.
V.
Demonstrate the intellectual and practical skills of written/oral communication
a. Construct persuasive arguments in increasingly complex contexts
b. Articulate and comprehend effectively, using verbal or non-verbal communication
suitable to topic, purpose and audience
c. Use writing effectively to discover and develop ideas and to articulate positions
in contexts of increasing complexity.
Demonstrate analytic reasoning/critical thinking and quantitative reasoning.
a. Recognize, differentiate and effectively employ appropriate and increasingly
sophisticated strategies to interpret information
b. Successfully integrate disparate concepts and information when interpreting,
solving problems, evaluating, creating and making decisions.
Apply knowledge of human cultures, diversity and global issues to intra/interpersonal
situations.
a. Examine and evaluate how your own personal, historical and cultural
perspectives affect the discovery and generation of knowledge.
b. Demonstrate the ability to think critically and creatively about the relationship
between local regions and global issues, processes, trends and systems.
Apply knowledge of the physical/natural world and scientific literary in appropriate
contexts and to situations involving the interaction of any environment.
a. Relate theories from a variety of disciplines and advance convincing reasons to
connect as well as differentiate theories from different domains of knowledge
b. Determine the scope of information needed in specific research contexts and
successfully identify, locate, evaluate, use and communicate information from
various media.
Demonstrate the problem solving and project management in a real world setting.
a. Select and use hardware, software applications, databases and other
technologies effectively for both inquiry and communication.
b. Develop and timeline for your project or internship.
c. Collaborate effectively with others in shared processes of inquiry and problemsolving.
Effective Fall 2013
VI.
Synthesize the skills and objectives from the breadth of liberal studies, diversity and
two disciplines to apply to novel situations specific to career goals.
a. Demonstrate understanding of core concepts within your two minors.
b. Articulate how you have met all liberal studies goals in your college experience.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
This course change proposal is part of the larger BUS degree change proposal that includes
the following:
1. Requiring 3 credits of BUS capstone of all BUS degree candidates.
2. New course proposal – BUS 449C Capstone Proposal (1 credit)
3. Course change proposal – BUS 450C Capstone on Integrative Learning (reduced from 3 to
2 credits).
The new proposed BUS 449C is a 5-week 1 credit course during which the instructor facilitates
student design of a capstone experience. Capstone proposals may be projects or internships,
and students, with course instructor guidance, are responsible for designing their own
capstone experience. Capstone projects must be designed so that students can demonstrate
the six BUS program outcomes. Student capstone proposals will be presented through an
ePortfolio that is assessed based on the extent to which the experience can allow students to
apply and demonstrate mastery of the BUS program outcomes.
Students must pass BUS 449C with a C or higher in order to enroll in BUS 450C.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2014
8. Long course title:
BACHELOR OF UNIVERSITY STUDIES CAPSTONE PROPOSAL
DEVELOPMENT
(max 100 characters including spaces)
9. Short course title: BUS CAPSTONE PROPOSAL DEVLPMNT
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This five week, one credit course requires you to prepare a capstone project proposal.
Capstone proposals can be either an internship or project. The capstone proposal shall be
centered around personal career aspirations and how the project/internship allows you to
demonstrate achievement of BUS program outcomes. Specific capstone goals and how those
align with BUS program outcomes will provide the framework of an ePortfolio to be completed
in 450c. A passing grade in this course indicates your capstone proposal has been approved
and that you are eligible for BUS 450c.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
Bachelor of University Studies; BUS
Effective Fall 2013
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
Junior-level writing course
(prerequisite or co requisite) and
admission to BUS degree with
18. Prerequisites:
instructor approval.
If prerequisites, include the rationale for the prerequisites.
Only students admitted to the BUS degree with an approved plan of study are eligible to take
BUS 449c. Secondly, students are expected to write effectively thus making a junior level
writing course a necessary prerequisite or co requisite.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Becky Butcher
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Effective Fall 2013
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
1/23/2014
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
1/22/14
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Effective Fall 2013
Date
No
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2013
BUS 449C: Bachelor of University Studies Capstone Proposal Development
Semester
1 Credit/Five Weeks
Instructor
Office address
Office hours
Course prerequisites
Junior-level writing course (prerequisite or corequisite) and admission to BUS degree with instructor
approval.
Course description
This five week, one credit course requires you to prepare a capstone project proposal. Capstone
proposals can be either an internship or project. The capstone proposal shall be centered around
personal career aspirations and how the project/internship allows you to demonstrate achievement of
BUS program outcomes. Specific capstone goals and how those align with BUS program outcomes
will provide the framework of an ePortfolio to be completed in 450c. A passing grade in this course
indicates your capstone proposal has been approved and that you are eligible for BUS 450c.
Student Learning Expectations/Outcomes for this Course
Design an ePortfolio that presents your senior capstone project/internship proposal. The proposal will
describe how the experience/project will facilitate your mastery and demonstration of the following
student learning outcomes:
I.
Demonstrate the intellectual and practical skills of written/oral communication
a. Construct persuasive arguments in increasingly complex contexts
b. Articulate and comprehend effectively, using verbal or non-verbal communication suitable
to topic, purpose and audience
c. Use writing effectively to discover and develop ideas and to articulate positions in contexts
of increasing complexity.
II.
Demonstrate analytic reasoning/critical thinking and quantitative reasoning.
a. Recognize, differentiate and effectively employ appropriate and increasingly sophisticated
strategies to interpret information
b. Successfully integrate disparate concepts and information when interpreting, solving
problems, evaluating, creating and making decisions.
III.
Apply knowledge of human cultures, diversity and global issues to intra/interpersonal situations.
Effective Fall 2013
a. Examine and evaluate how your own personal, historical and cultural perspectives affect
the discovery and generation of knowledge.
b. Demonstrate the ability to think critically and creatively about the relationship between local
regions and global issues, processes, trends and systems.
IV.
Apply knowledge of the physical/natural world and scientific literary in appropriate contexts and to
situations involving the interaction of any environment.
a. Relate theories from a variety of disciplines and advance convincing reasons to connect as
well as differentiate theories from different domains of knowledge
b. Determine the scope of information needed in specific research contexts and successfully
identify, locate, evaluate, use and communicate information from various media.
V.
Demonstrate the problem solving and project management in a real world setting.
a. Select and use hardware, software applications, databases and other technologies
effectively for both inquiry and communication.
b. Develop and timeline for your project or internship.
c. Collaborate effectively with others in shared processes of inquiry and problem-solving.
VI.
Synthesize the skills and objectives from the breadth of liberal studies, diversity and two
disciplines to apply to novel situations specific to career goals.
a. Demonstrate understanding of core concepts within your two minors.
b. Articulate how you have met all liberal studies goals in your college experience.
Course Structure/Approach
Class meetings and activities (lectures, group work) are designed to facilitate your development of a
capstone proposal. Lectures and readings provide an overview of interdisciplinary learning and the
BUS program outcomes. Peer discussions and review will take place helping you refine your proposal
outline. The final product will be an electronic portfolio that outlines the proposal and how it will allow
you to demonstrate achievement or mastery of BUS program outcomes.
If you plan an internship for this capstone course, the following is expected:
 Completion of Internship Form and establish a timeline (8-10 hours/wk)
 Develop an ePortfolio to contain the following:
o Literature Review
o Intellectual Autobiography
o Reflection connecting proposed internship with BUS 449c and BUS 450c student
learning outcomes.
If you plan a project for this capstone course, the following is expected:
 Scholar Project
 ePortfolio that will contain the following:
o Literature Review
o Intellectual Autobiography
o Reflection connecting proposed capstone project with BUS 449c and BUS 450c student
learning outcomes.
Textbook and required materials
Effective Fall 2013
Repko, Allen F. (2014). Introduction to Interdisciplinary Studies, Sage, Thousand Oaks, CA
ISBN: 978-1-4522-5660-3.
Course Outline and Timeline for Assigned Work
Part I: Understanding Interdisciplinary Studies
Week
In Class
Week #1
Review capstone proposals,
developing a capstone proposal.
Introduce ePortfolio shell. Review
and definition of program
outcomes.
Week #2
Week #3
Week #4
Readings
Overview of Part 1 in
Repko with emphasis on:
 Definition
 Application
 Rubrics for
ePortfolio and
intellectual
autobiography
Intellectual autobiography design
and purpose. Capstone proposal
development and proposal
expectations.
Assigned Work
Create ePortfolio shell
using rubric (Appendix B)
provided in course text.
Develop timeline and
project management
strategies
Reflection Paper #1 (see
writing rubric)
10% of grade
Intellectual autobiography
using rubric (Appendix A)
provided in course text.
Overview of Part 2 in
Repko with emphasis on:
 Thinking critically
about disciplinary
perspectives
Supporting literature for your
capstone proposal.
Designing/Selecting evidence of
meeting student learning
outcomes.
Reflection Paper #2 (see
writing rubric)
10% of grade
Literature review, capstone
proposal outline.
Overview of Part 3 in
Repko with emphasis on:
 The Broad Model
of
Interdisciplinary
Research
Process
Read rubric for The Broad
Model (Appendix D)
provided in course text.
15% of grade
Peer Evaluation Form
Systematic peer review of
capstone proposals
Reflection Paper #3 (see
writing rubric)
Week #5
5% of grade
Final Capstone Proposal
due
Capstone proposal
presentations/overview.
60% of grade
Assessment of Student Learning Outcomes
Assessment of Student Learning Outcomes
Course Topics & Learning
Activities
Students will
Demonstrate the intellectual and practical skills
of written/oral communication in a final project
report.
Demonstrate analytic reasoning/critical
thinking, and quantitative reasoning
Effective Fall 2013

Design ePortfolio

The Broad Model of the
Interdisciplinary Research
Process
Assessment Activities



ePortfolio Rubric
Reflection Paper #1 using
writing rubric
Design research project
and concepts to be
examined using The
Broad Model rubric
Apply knowledge of human cultures, diversity,
and global issues to intra/interpersonal
situations


Intellectual Autobiography
Apply knowledge of the physical/natural world
and scientific literacy in appropriate contexts
and to situations involving the interaction of
any environment.

Readings in
understanding
interdisciplinary studies
Literature
Review/Annotated
Bibliography
Demonstrate problem solving and application
of skills in a real world setting



Synthesize the skills and objectives from the
breadth of liberal studies, diversity, and two
disciplines to apply to novel situations specific
to career goals

Project management
strategies
Developing research
questions and identifying
relevant collaborations.


Appropriate discipline
citation

Project timeline and
identified groups to
engage (if relevant)
Research question(s)
identified, defined and
measured
Peer/Instructor Evaluation
Form
Reflection Paper #3 using
writing rubric


Present final capstone
project
Intellectual Autobiography
Rubric
Reflection Paper #2 using
writing rubric

Grading System
This is a pass/fail course. All class activities are designed to help you develop a successful capstone
proposal. You must meet proficient or advanced criteria in all six expectations listed on the Capstone
Proposal rubric in order to pass the course and for capstone project approval. See attached BUS
449c Capstone Proposal Rubric.
Assignment
Reflection #1
Reflection #2
Literature Review & Capstone
Proposal Outline
Reflection #3 (peer evaluation)
Capstone Proposal*
Total
Value
10%
10%
15%
5%
60%
100%
*Note that you must score at proficient or advanced for all rubric rows in order to pass this course.
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = <60%
Course policy
 Attendance is expected at all scheduled meetings. Attendance is considered one measure of
professional conduct and demonstrates the behavior expected of an NAU students.
 Please refer to the university policy on academic integrity.
University policies
Effective Fall 2013
Attach the Safe Working and Learning Environment, Students with Disabilities, Institutional Review
Board, and Academic Integrity policies or reference them on the syllabus. See the following
document for policy statements: http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html
Effective Fall 2013