University Requirements Curriculum Committee
Meeting Friday, September 14, 2012, 2:30-4:00, Room 62 Johnson
Agenda
1.
Call to Order
2.
Minutes of the May meeting
Attachment 1
3.
Election of a Co-Chair (faculty) and Chair of the Subcommittee on Diversity
4.
Curricular Proposals*
a.
Kent Core Requirements
COMM 15000, Introduction to Human Communication, 3hrs.
Kent Core Assessment Plan
COMM 26000, Criticism of Public Discourse, 3hrs.
Kent Core Assessment Plan
JMC 20001, Media, Power, and Culture, 3hrs.
Kent Core Assessment Plan
Requesting Substitution in the Basic Sciences category
ATTR 25057/25058 Anatomy and Physiology I/II
BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health
BSCI 20020 Biological Structure and Function
EXSC 25057/25058 Anatomy and Physiology I/II
b.
Writing Intensive Course Requirement
none
c.
Diversity Requirement
none
d.
Experiential Learning Requirement
none
5.
Subcommittee reports
a. ELR –
 ELR Approval Form
 Syllabus Statement
b. WIC –
 WIC review update
c. DIV –
d. Kent Core –
6.
Other items
a.
Kent Core program assessment development
THANK YOU!
Next meeting:
Friday, October 12
URCC Minutes
May 11, 2012
Present: J. Arhar, K. Burhanna, P. Evans, F. Haldar, T. Motter, I. R. Nettey, D. Williams, D. Coombs, S. Rilling, R.
Lorenz, L. Hanson, R. Duncan, A. Jacobson, V. Perera, M. Fisch, M.A. Haley, J. Folk, V. Perera C. Uher, N. CaineBish
Not Present: P. Buntin, T, Brewer, A. Burns, , T. Janson, B. Jermon, T. Kandakai, D. Knapp, P. Lieske, , E.
Robison, M. Rooks, S. Stocker, C. Uher, J. VanGeest, R. Walker
Call to Order. Meeting started at 2:33 by D. Williams
2. Minutes of the April meeting. Approved with no corrections.
3. Curricular Proposals*
a. Kent Core: For the interest of time and the number of courses being proposed at the meeting, each grouping was
introduced by the appropriate college and individually moved for approval.
BSCI 10001, Human Biology, 3 cr.
BSCI 10002, Life on Planet Earth, 3 cr.
BSCI 10003, Laboratory Experience in Biology, 1 cr
BSCI 20020, Structure and Function, 5 cr.
All BSCI Kent Core assessment plans were approved unanimously.
PHIL 11001, Introduction to Philosophy, 3 cr.
PHIL 11009, Principles of Thinking, 3 cr.
PHIL 21001, Introduction to Ethics, 3 cr.
PHIL 21002, Introduction to Formal Logic, 3 cr.
PHIL 21020, Comparative Religious Thought, 3 cr.
PHIL 21021 Comparative Religious Thought II, 3 cr.
All PHIL Kent Core assessment plans were approved unanimously.
PSYC 11762, General Psychology, 3 cr.
PSYC 20651, Child Psychology, 3 cr.
PSYC 21211, Psychology of Adjustment, 3 cr.
PSYC 22221, Multicultural Psychology, 3 cr.
All PSYC Kent Core assessment plans were approved unanimously.
Basic Science Requirements -- Course Combinations.
M.A. Haley introduced the proposal that would establish restrictions for the basic science courses in the Kent Core
for the Bachelor of Arts degree program. Motion was approved.
EXSC 45080, Physiology of Exercise, 3 cr.
E. Glickman introduced the proposal for establishing WIC status to the course. There was currently no WIC course
in the Exercise Physiology program because of changes to the program and removal of WIC status of another course.
Motion was approved.
c. Diversity Requirement
NO proposals
d. Experiential Learning Requirement
Experiential Learning for Medical Technology program: Request for clinical year experience of the program
considered experiential learning. Motion was approved.
4. Subcommittee reports
a. ELR – The subcommittee had completed all the forms to move forward the degree requirements for experiential
learning.
b. WIC – The committee has been working on compiling information from the WIC review process. The data has
almost been completely collected.
c. DIV – No report given.
d. Kent Core –Met to consider what areas of the Kent Core proposal have been met. As a university, we have moved
forward in a number of the initiatives and the subcommittee will meet in fall 2012 to determine the next steps.
5. Other items
a. Faculty Members completing terms:
Jill Folk
Deborah Knapp
Natalie Caine-Bish
Vic Perera
Ken Burhanna
Don Williams thanked these individuals for their service to URCC.
Next meeting: tba
Meeting Adjourned: 4:20pm.
*Note: the co-chairs have approved proposed changes for the following previously approved Kent Core, Diversity
and Writing Intensive courses (see Course Catalog Update workflow for materials):
ARTE 41003, Art Education: Field Experiences, 3 cr. (WIC)
Change in prerequisite
CACM 11001, Introduction to Conflict Management, 3 cr. (DIV-D, CORE)
Revision to course description
CACM 21010, Cross-cultural Conflict Resolution, 3 cr. (DIV-G)
Revision to course description
CACM 22020, International Conflict Resolution, 3 cr. (DIV-G)
Revision to course description
CACM 42020, Qualitative Research in Conflict Management, 3 cr. (WIC)
Revision to course description
HIST 11050, World History: Ancient and Medieval, 3 cr. (DIV-G, CORE)
Revision to course title
HIST 11051, World History: Modern, 3 cr. (DIV-G, CORE)
Revision to course title and description
HIST 31143, The African-Brazilian Experience in Culture and Literature, (DIV-G)
Inactivation
PEP 25059, Sport in Society, 3 cr. (DIV-D)
Change subject and course number, to SPAD 25000
RPTM 36092, Practicum in Therapeutic Recreation, 3 cr. (DIV-D)
Inactivation
Committee members may request that any of these changes be reviewed by the URCC under agenda item 3.
Request for Substitution
The request is for the members of the URCC to approve courses ATTR 25057, ATTR 25058, EXSC 25057 and EXSC
25058 to be included in the list of substitutes in the Basic Sciences category of the Kent Core.
Background:
Kent State has the unique situation of offering four different set of courses that cover anatomy and physiology. They are:
ATTR 25057/25058 Anatomy and Physiology I/II
BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health
BSCI 20020 Biological Structure and Function
EXSC 25057/25058 Anatomy and Physiology I/II
These courses were created for different programs (e.g., the ATTR courses for the Athletic Training major; the EXSC
courses for the Exercise Science major, the biology courses for health-related majors). However, they have a high rate of
exceptions and substitutions given in programs as well as poor-fitting transfer equivalencies. Part of the problem is with
curriculum, which we are working to fix. The other part is that the three biology courses are in the Kent Core Basic
Sciences category. The ATTR and EXSC courses are not. Therefore, many anatomy and physiology transfer courses are
equated to BSCI 20020 Biological Structure and Function because that course is a Kent Core/Ohio Transfer Module. If all
the courses were in the Kent Core, transfer courses would be more correctly articulated.
Therefore, I would like the URCC to consider granting the Kent Core Basic Sciences designation upon the courses
Anatomy and Physiology I and II (ATTR 25057/25058 and EXSC 25057/25058) similar to what the members did last year
with BSCI 11010/11020. Please see attached memo approving that distinction.
The reasons for this request are the following:




Kent Core course BSCI 20020 Biological Structure and Function is considered relatively equivalent to the university’s
offerings of Anatomy and Physiology I (per Jim Blank, chair of the Department of Biological Sciences).
Kent Core courses BSCI 10110/10120 Anatomy Physiology I/II for Allied Health were recently approved by the URCC
to be in the Kent Core due to its equivalency to Biological Structure and Function and because the courses are
beginning major courses in the health-related programs. See attached approval memo.
Many Anatomy and Physiology transfer courses are equated to Biological Structure and Function because Biological
Structure and Function is in the Kent Core/Ohio Transfer Module, which makes it a priority when articulating. If all of
Kent State’s Anatomy and Physiology courses are in the Kent Core, it would level the playing field to determine
correct equivalencies.
Both ATTR 25057/25058 and EXSC 25057/25058 contain a lab component, which is considered an exception to the
current moratorium placed on any new Kent Core courses.
Experiential Learning Section Proposal Cover Sheet
(Only for approval of a course section that contains experiential learning)
Program/Department/School Submitting Proposal: _______________ Date Submitted: _______________
Faculty Member of Record: _____________________ Contact Person (if different): __________________
Kent State E-mail: _________________@kent.edu
Phone: ___________________________________
Course Department/Number/Title:
CRN:
Section Number:
Semester/Year:
Check one:  New Proposal
 Resubmission with Revision
Number of Credit Hours:
Select Appropriate Experiential Learning Category/Categories: (Choose one or more categories as
appropriate): Civic Engagement, 0Creative/Artistic Activities, Practical Experiences, Research,
Study Abroad/Away.
0
0
Approval Routing:
0
If Kent campus course, overseen by Kent department/school:
0
0
Chair/Director Signature
Approved
Denied
Date:
Denied
Date:
Approved
Denied
Date:
Approved
Denied
Date:
Approved
Denied
Date:
Approved
Denied
Date:
Approved
Denied
Date:
(In KC unit overseeing the course)
Approved
College URCC Representative Signature
If Regional campus course, overseen by Kent department/school:
RC Assistant or Associate Dean Signature
Chair/Director Signature (Kent campus)
College URCC Representative Signature
(Kent campus)
If Regional College course:
Assistant or Associate Dean Signature
(Regional campus)
Associate Provost for Kent State System Integration/University Regional College Dean Signature
Approved
Denied
Date:
URCC Regional Campus Representative Signature
All approved applications should be forwarded to the Office of Experiential Education and Civic Engagement (OEECE) for
processing: experiential@kent.edu, Kent State University, Moulton Hall Room 203, Kent OH 44242-0001.
For College/Campus use only:
Final Decision:
Approved
(Date)
Withdrawn by Submitter
(Date)
Minor Revision – Resubmit
(Date)
Major Revision – Resubmit
(Date)
Denied
(Date)
Experiential Learning Section Proposal Form
(If the course has been approved as a University ELR, a section proposal is not required.)
Please consult the Experiential Learning Guidelines that are housed on the Curriculum Services website,
http://www.kent.edu/provost/curriculum/forms/index.cfm. See the cover sheet for required levels of
approval. The attached “ELR Designation Rubric” is included as an aid in determining whether a course
section meets the criteria for ELR designation.
(Note: For course sections that are approved for ELR credit, the course scheduler from the unit should
apply the special course designation of ELR in the Schedule of Classes. Any course requiring activities
outside the classroom location must note specific requirements in the Schedule of Classes.)
Course Department/Number/Title:
CRN:
Section Number:
Semester/Year:
Number of Credit Hours:
Prerequisite(s):
Please attach a syllabus for this course section.
The course objectives section of the syllabus must include the goals of the experiential learning component.
Please provide the following information:
1. Describe how this section of the course provides opportunities for students to:



Connect ideas, concepts, and skills developed at the university with their applications to new and different
contexts;
Demonstrate how this experience has broadened their understanding of the discipline, the world, or
themselves as learners; and
Reflect on the meaning of the experience for their current and future learning.
2. Explain how the three learning outcomes will be assessed:



Connect ideas, concepts, and skills developed at the university with their applications to new and different
contexts;
Demonstrate how this experience has broadened their understanding of the discipline, the world, or
themselves as learners; and
Reflect on the meaning of the experience for their current and future learning.
ELR Designation Rubric
Learning Outcomes
Not clearly described
1a. The course provides opportunities for
students to connect ideas, concepts, and skills
developed at the university with their applications
to new and different contexts.
The proposal provides a general overview of
the course; however, it does not clearly
describe how the ELR activity(s) will:
1b. The course provides opportunities for
students to demonstrate how this experience
broadens their understanding of the discipline, the
world, or themselves as learners.
The proposal provides a general overview of
course assignments; however, it does not
clearly describe:
 the connection between assignments and
the ELR activity(s)
 how students will demonstrate an
understanding of the connection between the
ELR activity(s), their discipline, the world, or
themselves as learners.
1c. The course provides opportunities for students
to reflect on the meaning of the experience for
their current and future learning.
The proposal suggests reflection will occur;
however, it does not include a clear
description of:
 the reflective assignments
 how reflective assignments will facilitate
student meaning of the ELR activity and their
current and future learning
2a. The three learning outcomes will be assessed.
The proposal suggests assessment will occur;
however, it does not include a clear
description of:
 assessment assignments specific to the
learning outcomes identified in items 1a.-1c.
Self-assessment totals
(write the number of check marks in each column)
Reflective comments:
 facilitate an understanding of course
ideas, concepts, and skills
 allow for the application of knowledge in a
new and different context
Somewhat described
Clearly described
The proposal provides a good overview of the
course and the ELR activity(s); however, ideas of
how the activity will:
 facilitate an understanding of course ideas,
concepts, and skills
 allow for the application of knowledge in a
new and different context appear sparingly
throughout the proposal and/or syllabus
The proposal provides a solid overview of the
course, the ELR activity(s), and clearly describes
how course ideas, concepts, and skills will be
applied in a new and different context.
The proposal provides a good overview of
course assignments; however, descriptions of:
 the connection between assignments and the
ELR activity(s)
 how student will demonstrate an
understanding of the connection between the
ELR activity(s), their discipline, the world, or
themselves as learners appear sparingly
throughout the proposal and
/or syllabus
The proposal provides a good overview of
reflective assignments; however, descriptions of:
 how reflective assignments will facilitate
student meaning of the ELR activity and their
current and future learning appear sparingly
throughout the proposal and/or syllabus
The proposal provides a solid overview of course
assignments, their connection to the ELR
activity(s), and how students will demonstrate an
understanding of the connection between the ELR
activity(s), their discipline, the world, or
themselves as learners.
The proposal provides a good overview of
assessment assignments; however, descriptions:
 are underdeveloped for one or more of the
learning outcomes identified in items 1a.-1c.
above.
above.
 appear sparingly throughout the
proposal and/or syllabus
The proposal provides a solid overview of
assessment assignments and clearly describes
standards to assess student learning for each
outcome identified in items 1a.-1c. above.
The proposal provides a solid overview of
reflective assignments and clearly describes how
reflection will facilitate student meaning of the
ELR activity(s) and their current and future
learning
Background on the Experiential Learning Requirement:
The Experiential Learning Requirement was approved by Faculty Senate on 14 February 2011,
to be in effect Fall semester 2012. The following information from the document approved by
Faculty Senate is provided for additional guidance about the nature of the requirement.
Definition:
Experiential learning at Kent State University is defined as “direct engagement in learning
experiences that promote academic relevance, meaning, and an understanding of real-world
issues.” Experiential learning opportunities exist in a variety of academic and non-academic
forms at this University and may include community service, service-learning, undergraduate
research, and culminating experiences such as internships and capstone projects, to name a few.
Since diversity in student needs exists, Experiential learning may utilize deliberate and
purposeful engagement outside the typical classroom environment to influence student
knowledge, skills, and values, and to promote the public good.
Kent State recognizes five general categories of ELR: civic engagement, creative/artistic
activities, practical experiences, undergraduate research, and study abroad/away. Approved
activities might fit one or more of these categories. These categories are provided as a guide to
consider what types of activities meet the requirement.
1. Civic Engagement
Civic engagement enables Kent State students to interact with people from diverse
backgrounds; to challenge their understanding of community needs and the systems
addressing those needs; and to explore ways of improving community life. The primary
purpose for activities that fall into this category encompasses community involvement,
awareness, learning, or reflection.
2. Creative/Artistic Activities
Creative/artistic activities enable Kent State students to engage in various forms of
creative expression to produce works that reflect a synthesis of knowledge and skills.
These works may be original or interpretative and may be expressed through
performances, portfolios, exhibits, pieces of work, or other significant projects.
3. Practical Experiences
Practical experiences enable Kent State students to actively use the skills and concepts
related to their career path while engaging in work-like settings that are common to their
field of study, such as internships.
4. Undergraduate Research
Undergraduate research activities enable Kent State students to engage in substantial
systematic inquiry that contributes to the discovery or interpretation of knowledge
significant to their field of study. This research can be applied, creative/artistic,
descriptive, experimental, historical, inferential, observational, or theoretical. Research
must be at the upper-division level and must be done as an individual investigation,
senior honors thesis/project, or grant-related research. Research must be engaged with
the external community, either through the research itself or in the dissemination of the
research through publications or presentations.
5. Study Abroad/Away
Study abroad/away activities enable Kent State students to be immersed in an offcampus environment. These experiences contribute to a student’s understanding of
culture, customs, diversity, history, language, politics, religion, society, and/or
traditions.
Examples of Experiential Learning Activities
These examples are not restrictive but are meant to give a general idea about possibilities within the five
categories of ELR.
Civic Engagement Examples
Community Development
Community-Based Action Research
Community-Based Research
Service-Learning
Creative Activities Examples
Architecture
Exhibits
Original Designs
Art
Creative Projects
Exhibits
Dance
Internship
Major Dance Performance
Original Choreography
Student Direction
English/Writing
Creative Projects
Oral Interpretation
Original Poetry
Original Writing Project
Fashion
Original Design Portfolio
Original Designs
Runway Show
Show
Journalism and Mass
Communication
Editorial Writing
General Editing
Publisher
Music
Compositions
Concertos
Major Roles
Recitals
Theatre
Directing
Major Role
Playwright
Principal Costume Designer
Principal Lighting Designer
Principal Set Designer
Visual Communication Design
Original Design Portfolio
Generalized Discipline Creative
Projects:
Discipline-Specific Exhibits
Discipline-Specific Portfolios
Practical Experiences Examples
Applied Workshops
Apprenticeships
Career/Professional Internship
Clerkship
Clinical Fieldwork/Practicum
Clinical Research
Coaching
Cooperative Education/Experience
Counseling Practicum
Curricular Practical Training (CPT) (per U.S. Citizenship and Immigration Services)
Experiential/Lab Experience
Exploratory Courses
Entrepreneurships
Fellowships
Field Experience
Freshman Interest Groups (FIGs)
Geology Field Camp
Independent Study
Internships
Leadership/Management Experience
Learning Communities
Optional Practical Training (OPT) (per U.S. Citizenship and Immigration Services)
Politics/Public Policy Experience
Practica
Practicum-Oriented Thesis Project
Practicum-Oriented Research
Residency Experience
Service-Learning
Student Teaching
Substantial Research Laboratory Experience (collaboration with faculty and/or graduate student
research: e.g., psychology, animal, or human subjects research; sociology survey study;
oceanographic or limnologic field work; ecological field work; chemical synthesis in the lab; or
particle
physics work)
Teaching Practicum
Training Program
Tutoring
Volunteer Work in Discipline/Area of Study
Work Experience
Work in Clinical Settings
Work Study (related to course of study)
Research Examples
Community-Based Research
Creative Activities
Field Research
Oral History Research
Substantial Lab-Based Research (e.g., off-campus work, working as part of grant in the
Study Abroad/Away Examples
Columbus program each fall
Faculty-led short-term programs
Fashion Design Studio in NYC
Chemistry lab)
Internships abroad or beyond Northeast Ohio: CAPA program in Sydney; VCD internships at places
such as Discovery Channel, MTV, Smithsonian, etc.… (Numerous programs at Kent State either require
or encourage an internship for their students.)
National Student Exchange
Overseas student teaching through COST
Semester, year-long, and summer programs: Florence, Geneva, Dresden Summer Language Program,
Leicester, Ulster, Uganda, China, Quebec, Mexico, etc.
Semester at Sea
Summer Intensive Study in Dance
WPNI program each spring
ELR Syllabus Statement
For ELR courses: This course may be used to fulfill the university’s Experiential
Learning Requirement (ELR) which provides students with the opportunity to initiate
lifelong learning through the development and application of academic knowledge and
skills in new or different settings. Experiential Learning can occur through civic
engagement, creative and artistic activities, practical experiences, research, and study
abroad/away.