Received by Undergraduate Coordinating Council—May 5, 2011
COMMITTEE ON THE UNDERGRADUATE CURRICULUM (CUC)
Sixth Meeting/2010-11 Academic Year
April 14, 2011
SECTION A – Recorded for inclusion in the Undergraduate Catalog
p. 1 of 5
All University Sections
Other Catalog Change
2010-11 Undergraduate Catalog
Undergraduate Academic Programs
↓
The Baccalaureate Experience
Northern Illinois University is a large, complex institution with a mission that includes a strong
commitment to undergraduate education. Central to this commitment is the establishment of an intellectual
environment that encourages the formation of the essential habits of the educated person–curiosity,
rigorous observation, tolerant understanding, and informed judgment. The diverse academic programs in
each of the distinctive colleges are unified by common expectations for the achievement of the
baccalaureate degree.
Baccalaureate degree holders from NIU should be able not only to appreciate the intrinsic value of human
knowledge, but also to use it to engage in both scientific and philosophical inquiry, imaginative and
creative–as well as abstract and critical–thinking, the solving of problems, and integrative thinking
synthesizing knowledge derived from varied disciplines. The individual with a baccalaureate degree,
moreover, should possess intellectual curiosity, understanding of diverse cultural heritages, and a proper
regard for different values, ideas, and ways of life. All who aspire toward a baccalaureate degree from NIU
are expected to seek responsibility for self and others, to achieve a basis for moral integrity and a
philosophy of life, and to arrive at an appreciation of artistic and other creative endeavors, in addition to
achieving physical, emotional, and intellectual self-awareness with the ability for self-assessment, along
with an understanding of the potential for human freedom amidst global interdependence.
The baccalaureate degree includes general education requirements for all students and an in-depth study in
at least one major area as well as individual elective choices. These obligations are met simultaneously
and, together, fulfill the curricular intent of the degree.
Successful completion of the baccalaureate degree should mean that the student will have developed (a)
effective habits in logical thinking, (b) communication skills, (c) quantitative skills, (d) an understanding
of and ability to use modern technology, (e) sophisticated practices in using resources, (f) mature
interpersonal behavior in various settings, and (g) those unique skills necessary for one’s chosen area of indepth study.
The NIU baccalaureate degree experience enables graduates to think critically, create, and communicate by
participating in an engaged learning environment to prepare for success in a diverse, global society. This
learning environment emphasizes the importance of context. Graduates will be prepared to understand the
impact of history on modern society, the relationship between our society and others around the globe, and
the unity and diversity of the American experience. Students will be exposed to a broad range of
experiences and knowledge through the study of natural science, social science, the humanities, and the
^TOP
Received by Undergraduate Coordinating Council—May 5, 2011
COMMITTEE ON THE UNDERGRADUATE CURRICULUM (CUC)
Sixth Meeting/2010-11 Academic Year
April 14, 2011
SECTION A – Recorded for inclusion in the Undergraduate Catalog
p. 2 of 5
arts. Students will develop their knowledge, capacities, and abilities through an intentionally developed
curriculum that integrates general education, the students’ majors, and opportunities outside the classroom.
NIU graduates will become life-long learners who are empowered, informed, and responsible citizens.
Goal definitions—The “Three Cs”
Critical thinking—involves literacy, reflectivity, and understanding how to gather and make sense of
various forms of information before accepting or formulating an opinion or conclusion.
Creativity—uses a combination of imagination, intellect, insight, and emotion to solve problems and
transform existing ideas, images, or techniques in innovative and original ways.
Communication—includes the mastery of basic skills, such as language, technology, and collaboration.
Baccalaureate learning outcomes
The baccalaureate learning outcomes include:
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Integrate knowledge of global interconnections and interdependencies
Exhibit intercultural competencies with people of diverse backgrounds and perspectives
Analyze issues that interconnect human life and the natural world
Demonstrate critical, creative, and independent thought
Communicate clearly and effectively
Collaborate with others to achieve specific goals
Use and combine appropriate quantitative and qualitative reasoning skills to address questions and
solve problems
Synthesize knowledge and skills relevant to one’s major or particular fields of study and apply
them creatively to develop innovative outcomes
COLLEGE OF BUSINESS
Other catalog change: Page 71, 2010-11 Undergraduate Catalog
College Mission Statement
The College of Business provides higher education and professional outreach in northern Illinois,
participates in relevant activities at the national level, and is committed to raising students’ awareness
about the implications of international and global business operations. The college offers outstanding
educational programs and academic services to students, faculty, business, and other stakeholders. The
college endorses a balance between teaching and research while engaging in partnerships with the business
community. The college focuses its efforts to continually improve the quality of instruction and scholarship
to advance its disciplines and the success of all learners.
Received by Undergraduate Coordinating Council—May 5, 2011
COMMITTEE ON THE UNDERGRADUATE CURRICULUM (CUC)
Sixth Meeting/2010-11 Academic Year
April 14, 2011
SECTION A – Recorded for inclusion in the Undergraduate Catalog
p. 3 of 5
Create innovative academic and business experiences through partnerships among students, faculty, staff,
alumni, and the business community.
COLLEGE OF EDUCATION
Other Catalog Change
Page 92, 2010-11 Undergraduate Catalog
↓
ICTS Basic Skills Test State Requirements for Teacher Certification:
ICTS Basic Skills Test
↓
Grade Minimum
All professional education and content-area coursework that forms part of an application for certification,
endorsement, or approval must have been passed with a grade no lower than C or equivalent in order to be
counted towards fulfillment of the applicable ISBE requirements. Students must see individual program
advisors for list of courses.
APASC 4/13/11
COLLEGE OF ENGINEERING AND ENGINEERING TECHNOLOGY
[Note: These changes were approved by the CUC on March 10, 2011, but were inadvertently omitted from
the Section A attachment for that meeting.]
Department of Electrical Engineering
Course Revision
Page 120, 2009-10 Undergraduate Catalog
437. HYBRID CIRCUIT DESIGN (3). Lecture/laboratory course … … and trimming. PRQ: ELE 360
Senior standing.
Course Revision
Page 121, 2009-10 Undergraduate Catalog
491. ELECTRICAL ENGINEERING DESIGN PROPOSAL (1). Discussion of global impacts of
engineering designs including social, environmental, and ethical concerns as well as educational programs,
career opportunities, and modern topics in electrical engineering. Select and write Development of a
proposal for a senior design project that addresses these concepts. Educational programs and career
opportunities for electrical engineers are addressed. For electrical engineering students only. Team project
Received by Undergraduate Coordinating Council—May 5, 2011
COMMITTEE ON THE UNDERGRADUATE CURRICULUM (CUC)
Sixth Meeting/2010-11 Academic Year
April 14, 2011
SECTION A – Recorded for inclusion in the Undergraduate Catalog
p. 4 of 5
required. PRQ: Consent of department.
Course Revision
Page 121, 2009-10 Undergraduate Catalog
492. ELECTRICAL ENGINEERING DESIGN PROJECT (3). Students create a solution to the proposed
engineering design problem. The solution is to incorporate use their engineering design concepts,
including safety and cost effectiveness, as well as employ and analytical and computer tools, in
conjunction with their own ingenuity, to create a new solution to the proposed a specified engineering
design problem. Team project required. PRQ: ELE 491 and completion of all ELE 300-level courses
required by the major.
Other Catalog Change
Page 119, 2009-10 Undergraduate Catalog
Emphasis 2. Biomedical Engineering
Requirements in Department (40)
↓
Track 1
Requirements outside Department (49-51) (59-61)
↓
CSCI 240 – Computer Programming in C++ (4)
ISYE 220 – Engineering Economy (3)
↓
MATH 336 – Ordinary Differential Equations (3)
MEE 209 – Engineering Mechanics: Statics and Dynamics (4)
MEE 340 – Fluid Mechanics (3)
↓
Electives (18-19) (9-11)
Choose 12 9-11 credit hours from the following
↓
Choose 6 credit hours from any 400-level course from the Department of Electrical Engineering.
Track 2
↓
Total Hours for Biomedical Engineering Emphasis: 107-108 108-112
Department of Technology
Course Revision
Page 135, 2009-10 Undergraduate Catalog
345. PLASTIC MOLDING PROCESSES (4). Study of plastic … … and plastication theory. PRQ:
TECH 344 or MEE 330.
Received by Undergraduate Coordinating Council—May 5, 2011
COMMITTEE ON THE UNDERGRADUATE CURRICULUM (CUC)
Sixth Meeting/2010-11 Academic Year
April 14, 2011
SECTION A – Recorded for inclusion in the Undergraduate Catalog
Course Revision
p. 5 of 5
Page 137, 2009-10 Undergraduate Catalog
497. WORKSHOP IN TECHNOLOGY (1-6). Workshop designed … … and technology. May be
repeated to a maximum of 24 6 semester hours, but no more than 6 semester hours may be applied toward
the M.S. degree in technology. The 6 semester hours may be taken in the same semester if different topics.