Academic Affairs Committee Meeting
Tuesday, December 10, 2013
10:00 a.m., Kearns Hall 205
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NOTE: The remarks of the Committee and others are summarized and not verbatim. The taped
recording of this meeting is available in the Office of the Provost.
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Attendees:
Brandon Palmer, Humanities, Chair
Dennis Rauch, Business
Richard Costner, Education
Brianne Parker, University College
David Evans for Teresa Burns, Science
Richard Aidoo, Humanities
Dustin Thorn, Science
Amy Fynn, Kimbel Library
Chris Dye for Dan Lawless, University Registrar
John Beard, Associate Provost
Absent:
Jamia Thomas-Richmond, Education
Greg Thornburg, Vice President, Enrollment Services
Guests:
Emma Savage-Davis, Education
Michael Latta, Business
Janet Buckenmeyer, Education
Brett Simpson, Science
Lisa Vernon-Dotson, Education
Karen Aguirre, Science
Susan Webb, Science
Nelljean Rice, University College
A. Call to Order
1. Approval of Minutes – November 5, 2013
A motion to approve the minutes, as written, was made by Richard Aidoo and seconded
by Richard Costner. The minutes were approved as written.
B. Chair Report
None given.
C. Consent Agenda
Form A: Proposal for Changes In, Restoration of, or Removal of an Undergraduate Course
College of Business - Department of Management / Decision Sciences
MGMT 440
Retaining Talent & Maximizing the Value of Human Capital
Proposed changes: Course change; Change in course description Proposed catalog description: The
course examines processes and practices associated with retaining employees in light of an
organization’s strategic goals and objectives, including development and implementation of a total
Academic Affairs Committee
December, 2014
Page 1
rewards system, ensuring workplace safety and managing employee rights. Topics addressed include
compensation, benefits, workplace safety, workplace violence, employee relations and labor relations.
Justification: In preparing to teach this new course, the instructor would like to be more specific in the
course description. Impact on existing academic programs: None Semesters offered: Spring Date
change is to be effective: Fall 2013
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
College of Education - Department of Leadership, Middle Level and MAT-Secondary Ed
EDML 417
Reading the Content Area – Middle Level
Proposed changes: Course change; Change in pre-requisites from: None to: EDUC 334; Change in corequisites from: None to: EDML 441; Change in course title from: Reading in the Content Area – Middle
Level to: Literacy Across Content Areas Proposed catalog description: EDML 417 - Literacy across
Content Areas in the Middle Level - A study of the reading and writing processes and readiness to read
and write as related to the teaching of academic content areas found in public middle schools.
Alternative methods of instruction and evaluation of concepts and skill development are presented. A
clincial field experience at a middle school site is required and included in this course. Justification: To
better aligned with current terminology as well as expectation in middle level teacher preparation and
licensure requirements. Impact on existing academic programs: None Semesters offered: Fall Date
change is to be effective: Fall 2013
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDML 445
Middle Level Instructional Theory and Practice
Proposed changes: Course change; Change in pre-requisites from: None to: EDML 441 and EDML 417;
Change in co-requisites from: None to: EDML 425 Proposed course description: Application of general
teaching models as they apply to subject matter in the middle school. The student will be expected to
demonstrate a variety of instructional competencies during supervised teaching situations in stimulated
situations as well as in school classrooms. A significant portion of the course will address proactive and
reactive classroom management strategies. A clinical field experience at a middle school site is required
and included in this course. Justification: Better communicates scope and sequence of courses within
the program. It also allows for a building of knowledge and skills to better prepare students for the
profession and licensure. Impact on existing academic programs: Better course sequencing and
scaffolding of knowledge. Semesters offered: Spring Date change is to be effective: Fall 2013
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDML 489
Methods for Teaching English/Language Arts at the Middle Level
Proposed changes: Course change; Change in pre-requisites from: None to: EDML 425 and EDML 445;
Change in co-requisites from: None to: EDML 490, EDML 491 or EDML 492 (choose 2 of 4) Proposed
catalog description: The development of knowledge, skills, and attitudes necessary for instruction in
English/Language Arts in the middle grades and for the integration of the areas of the curricular
concentration. Standards-based instructional planning, integration of concepts, developmentally
appropriate instructional strategies, appropriate assessment techniques, and implementation of
planned instructional units will be addressed. A clinical field experience at a middle school site is
required and included in this course. Justification: Better communicates scope and sequence of courses
within the program. It also allows for a building of knowledge and skills to better prepare students for
Academic Affairs Committee
December, 2014
Page 2
the profession and licensure. Impact on existing academic programs: Better course sequencing and
scaffolding of knowledge. Semesters offered: Fall Date change is to be effective: Fall 2013
Committee meeting: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDML 490
Methods for Teaching Social Studies at the Middle Level
Proposed changes: Course change; Change in pre-requisites from: None to: EDML 425 and EDML 445
Change in co-requisites from: None to: EDML 489, EDML 491, or EDML 492 (choose 2 of 4) Proposed
catalog description: Study of methods, techniques, and materials appropriate to the teaching of social
studies at the middle school level. Standards-based instructional planning and strategies for effective
teaching in the social studies will be analyzed and evaluated using current research. Emphasis will be
placed on but not limited to such topics as the cultural approach to the study of history, reciprocal
reinforcement among the disciplines, values classification, controversial issues, citizenship education,
and the roles of the social studies as a mirror of society or as a change agent for society. A clinical field
experience at a middle school site is required and included in this course. Justification: Better
communicates scope and sequence of courses within the program. It also allows for a building of
knowledge and skills to better prepare students for the profession and licensure. Impact on existing
academic programs: Better course sequencing and scaffolding of knowledge. Semesters offered: Fall
2013 Semesters offered: Fall
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDML 491
Methods for Teaching Science at the Middle Level
Proposed changes: course change; Change in pre-requisites from: None to: EDML 425 and EDML 445
Change in co-requisites from: None to: EDML 489, EDML 490 or EDML 492 (choose 2 of 4) Proposed
catalog description: Study of methods, techniques, and materials of instruction appropriate to science
teaching at the middle level. Students will be expected to plan and implement specific lessons utilizing
various resources and techniques. Standards-based instructional planning, integration of concepts,
developmentally appropriate instructional strategies, appropriate assessment techniques, and
implementation of planned instructional units will be addressed. A clinical field experience at a middle
school site is required and included in this course. Justification: Better communicates scope and
sequence of courses within the program. It also allows for a building of knowledge and skills to better
prepare students for the profession and licensure. Impact on existing academic programs: Better course
sequencing and scaffolding of knowledge. Semesters offered: Fall Date change is to be effective: Fall
2013
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDML 492
Methods of Teaching Mathematics at the Middle Level
Proposed changes: Course change; Change in pre-requisites from: None to: EDML 425 and EDML 445;
Change in co-requisites from: None to: EDML 489, EDML 490, or EDML 491 (choose 2 of 4) Proposed
catalog description: Study of methods, techniques, and materials of instruction appropriate to
mathematics education at the middle school level. The student will be expected to plan and implement
specific lessons utilizing various resources and techniques. Standards-based instructional planning,
integration of concepts, developmentally appropriate instructional strategies, appropriate assessment
techniques, and implementation of planned instructional units will be addressed. A clinical field
experience at a middle school site is required and included in this course. Justification: Better
communicates scope and sequence of courses within the program. It also allows for a building of
Academic Affairs Committee
December, 2014
Page 3
knowledge and skills to better prepare students for the profession and licensure. Impact on existing
academic programs: Better course sequencing and scaffolding of knowledge. Semesters offered: Fall
Date change is to be effective: Fall 2013
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 310
Theory to Practice: Field Exp II
Proposed changes: Course change; Change in pre-requisites from: EDSP 300 to: EDSP 200 Proposed
course catalog description: This course is a supervised field experience requiring two full school days
per week with students with mild to moderate disabilities at the elementary level. Related seminar
addresses the roles of special educators, organizational and legal contexts for special education
programs, models of service delivery, professional and ethical practice, collaboration skills, and
research/evidence-based practices. The link between theory and practice is emphasized. Justification:
Course has not yet been offered. Change in pre-requisite and course description to better align with
program goals and certification/accreditation standards. Impact on existing academic programs: None
Semesters offered: Fall Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 313
Materials and Adaptations for Teaching K-12
Proposed changes: Course change; Change in course number from: EDSP 313 to: EDSP 323
Proposed catalog description: (No change to current description): This course prepares candidates in
the area of reading development and effective instructional methodologies specific to students with
disabilities with an emphasis on reading practices as they relate to individual learners, readiness
activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and
comprehension. Justification: This course has not yet been offered. This proposal is to request a change
in the number from EDSP 313 to EDSP 323. This minor change is for consistency of numbering in our
Junior II block courses. Impact on existing academic programs: None Semesters offered: Spring Date
change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 320
Measuring Student Progress: Field Exp III
Proposed changes: Course change; Change in proposed course description: This course is a supervised
field experience requiring two full school days per week with students with mild to moderate disabilities
at the middle level. An in-depth study of single-subject research methods including data collection,
research designs, data display and analysis, and developing research proposals using single-subject
methodology is addressed. Knowledge and skills developed in the prior field experience and current
coursework are reinforced. Justification: Course has not yet been offered. Change course description to
better align with program goals and certification/accreditation standards. Impact on existing academic
programs: None Semesters offered: Spring 2014 Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 321
Educational Assessment of Exceptional Learners
Proposed changes: Course change; Change in title of course from: Educational Assessment of
Exceptional Learners to: Diagnostic Assessment in Special Education Proposed catalog description: (No
change to current description): This course provides an overview of assessment terminology, data
Academic Affairs Committee
December, 2014
Page 4
collection procedures, and the theoretical, legal, and ethical issues related to referral and educational
planning. Skills focus on application and interpretation of standardized and curriculum-based
assessment data for eligibility, program and progress monitoring decisions in service of individualized
education programs. Candidates write individual education programs, develop strategies to modify
assessments to accommodate the unique needs of students with disabilities, and communicate
assessment information to solicit parent understanding. Justification: This proposal is for the change in
title of the course only. This course has not yet been offered. New title "Diagnostic Assessment in
Special Education" more accurately matches the current description and more closely aligns with the
certification and accreditation standards. Impact on existing academic programs: None Semesters
offered: Spring Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 322
Managing the Learning Environment and Behavior
Proposed changes: Course change; Change in title of course from: Managing the Learning Environment
and Behavior to: Applied Behavior Analysis for Teachers Proposed catalog description: This course
equips candidates with the knowledge and skills of applied behavior analysis (ABA) as an approach for
programming effective interventions for children and youths with disabilities. It focuses specifically on
“positive behavior interventions and supports” (PBIS), a research-based approach to interventions
designed to prevent problem behavior, encourage environmental management, and promote students’
positive and appropriate behavior. This course also prepares candidates to conduct a functional
behavioral assessment (FBA) in order to more efficiently and effectively identify the interventions to
address the students’ behavioral needs. Justification: This course is part of a newly proposed program
and has not yet been offered. The proposed change includes a minor revision to the course description
and a new title "Applied Behavior Analysis for Teachers". These changes more closely align with new
certification and accreditation standards. Impact on existing academic programs: None Semesters
offered: Spring Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 410
Action Research: Field Exp IV
Proposed changes: Course change; Change in current course description Proposed course description:
This course is a supervised field experience requiring two full school days per week with students with
mild to moderate disabilities at the high school level. Candidates are given the opportunity to analyze
pedagogical competencies, build personal strategies for teaching, and well as complete an IEP on a
student with disabilities. Knowledge and skills developed in the prior field experience and current
coursework are reinforced. The research proposal developed in the prior field experience is used to
implement an intervention with a student in a classroom. Justification: Course has not yet been
offered. Change course description to better align with program goals and certification/accreditation
standards. Impact on existing academic programs: None Semesters offered: Fall Date change is to be
effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 412
Curriculum Adaptations K-12 and Transition
Proposed changes: Course change; Change in title of course from: Curriculum Adaptations K-12 and
Transition to: Secondary Practices and Transition Proposed catalog description: (No change to current
description): This course applies research on teacher effectiveness, teacher accountability, and
Academic Affairs Committee
December, 2014
Page 5
instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention,
memory, and motivation; curriculum adaptations, peer mediated instruction including cooperative
learning and peer tutoring; and self-advocacy and strategies for facilitating transition into the
community, workplace, and postsecondary environments are addressed. Field experiences required.
Justification: This course has not yet been offered. The proposed change is for the title to be changed to
"Secondary Practices and Transitions" which more closely aligns with the content of the course and the
certification/accreditation standards. Impact on existing academic programs: The proposed course title
aligns with the senior I block with emphasis on teaching at the secondary level. Semesters offered: Fall
Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
EDSP 413
Methods and Adaptations for Teaching Mathematics K-12
Proposed changes: Course change; Remove course from catalog Justification: This course has not yet
been offered. Due to a recent change in certification and accreditation standards, the content of this
course will be considerably altered and/or embedded into other courses (e.g., Instructional Planning and
Secondary Practices and Transition - both newly proposed courses). Impact on existing academic
programs: The new program will be better aligned with the curriculum standards. The concepts are still
addressed in other areas and content addressed in MATH 201 and MATH 202. Eliminating this course
will result in the development of a new course. This is a minor change to the proposed curriculum.
Semesters offered: Fall Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
College of Humanities and Fine Arts – Department of Politics and Geography
POLI 308
Introduction to Pre-Law
Proposed changes: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
Academic Affairs Committee
December, 2014
Page 6
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school.
Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 380
Criminal Procedure
Proposed change: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school. Date change is
to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 381
Evidence
Proposed changes: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
Academic Affairs Committee
December, 2014
Page 7
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school. Date change is
to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 382
Criminal Law
Proposed changes: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school. Date change is
to be effective: Fall 2014
Academic Affairs Committee
December, 2014
Page 8
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 383
Juvenile Law
Proposed changes: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school. Date change is
to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 384
Tort Law
Proposed changes: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
Academic Affairs Committee
December, 2014
Page 9
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school. Date change is
to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 431Q
The Model United Nations
Proposed changes: Course change: Other: Change number of times repeatable for credit from "up to
three times" to "up to eight times," but limit the number of credits that count toward major
requirements. Proposed catalog description: POLI 431Q The Model United Nations. (1) (Prereq: POLI
101 or permission of the instructor) A brief study of the history, mission, policies, and procedures of the
United Nations designed to prepare students for competitive participation in the annual Southern
Regional Model United Nations conference in Atlanta. May be repeated up to eight times for credit. May
be counted up to three credits for political science major or minor requirements. Justification:
Currently, students in our three major one-credit Q courses may take each course up to three times for
credit. However, these class activities thrive on experienced students and leadership, so we'd like to
provide students with the incentive to start early and take the course as many times as possible. As
such, when students reach the 3 credit limit, we've been signing them up for independent study credit
(which counts towards general electives). As you might imagine, this causes a lot of paperwork and
transcript confusion for the students. We are asking to change the number of times that the courses
may be repeated for credit, but limit the number of credits that can count towards major or minor
requirements. Impact on existing academic programs: None. Students are already repeating the course
more than three times, but are doing so independent study. Any impact will be positive in the area of
efficiency (i.e., elimination of paperwork) and clarity of transcripts. Semesters offered: F Date change is
to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 440Q
South Carolina State Legislature Process
Proposed changes: Course change: Other: Request to change repeatability from "up to three times for
elective credit only" to "up to eight times" with limits on the number of credits counted toward major
requirements. Proposed course description: POLI 440Q South Carolina State Legislative Process. (1)
(Prereq: POLI 201 or Permission of the Instructor) An introduction to the practice of state legislative
procedures. Students are required to participate in the South Carolina Student Legislature activity. May
be repeated up to eight times for credit. May be counted up to three times for political science major or
minor requirements. Justification: Currently, students in our three major Q courses (Model UN, Mock
Trial, and SCSL) may take each course up to three times for credit. However, these class activities thrive
on experienced students and leadership, so we'd like to provide students with the incentive to start
early and take the course as many times as possible. As such, when students reach the 3 credit limit,
Academic Affairs Committee
December, 2014
Page 10
we've been signing them up for independent study credit (which can count towards electives). As you
might imagine, this causes a lot of paperwork and transcript confusion for students. We are asking to
change the number of times that the courses may be repeated for credit, but limit the number of credits
that can count towards major requirements. Impact on existing academic programs: None. Students
are already repeating more than three times, but are doing so via independent study. Any impact will be
positive in the area of efficiency (i.e., elimination of paperwork) and clarity of transcripts. Semesters
offered: F, S Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 441
Legal Reasoning
Proposed changes: Change in pre-requisites from: 90 credit hours or permission of the instructor to:
None Proposed catalog description: POLI 441 Legal Reasoning. (1) A laboratory course on test taking
techniques and strategies for the Law School Admission Test (LSAT). Pass/Fail grading only. F, S.
Justification: Students who are juniors preparing for law/grad school applications in the Fall might want
to take this course early in order to prepare for the exam given in the summer between junior/senior
year or early in first semester senior year. Impact on existing academic programs: None Semesters
offered: F, S Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 446
The Essentials of Legal Studies
Proposed changes: Remove course from catalog Justification: There are two reasons for the request.
First, the faculty member who requested that these courses be added is no longer with our department.
Second, and more importantly, the American Bar Association advises undergraduates who are
considering a future legal education to take “a broad range of difficult courses from demanding
instructors.” Furthermore, “a sound legal education will build upon and refine the skills, values and
knowledge that you already possess.” The core skills and values that the ABA has identified are the
following:
1. Analytic/Problem Solving Skills
2. Critical Reading Abilities
3. Writing Skills
4. Oral Communication and Listening Abilities
5. General Research Skills
6. Task Organization and Management Skills
7. The Values of Serving Others and Promoting Justice
8. General Knowledge (History and Development of American Society, Political Thought, Mathematical
and Financial literacy, Human Behavior and Social Interaction, & Diverse Cultures and Global
Interdependence)
The goal is not for students to get a head start on law school by focusing on courses that are narrowly
focused on what the law is, but rather to expose them to classes that either further develops their skills
or increases their general knowledge of the world. The course(s) pegged for removal here are more
narrowly focused than they should be, and are not in line with the ABA recommendation or our
departmental idea of what a law and courts education should include. Impact on existing academic
programs: None, other than to clarify our position on pre-law education and bring our course offerings
into line with a liberal arts preparation for those students intending to pursue law school. Date change is
to be effective: Fall 2014
Academic Affairs Committee
December, 2014
Page 11
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 448Q
Mock Trial
Proposed changes: Course change: Other: POLI 448Q Mock Trial. (1) Mock Trial is an activity in which
students learn the principles of trial advocacy and then apply those principles as they try a fictitious
case. Mock Trial gives undergraduate students an opportunity to learn firsthand about the work of trial
attorneys, understand the judicial system, develop critical thinking, increase self-confidence, and
develop the ability to work well with others. May be repeated up to eight times for credit. May be
counted up to three credits for political science major or minor requirements. Justification: Currently,
students in our three major one-credit Q courses may take each course up to three times for credit.
However, these class activities thrive on experienced students and leadership, so we'd like to provide
students with the incentive to start early and take the course as many times as possible. As such, when
students reach the 3 credit limit, we've been signing them up for independent study credit (which
counts towards general electives). As you might imagine, this causes a lot of paperwork and transcript
confusion for the students. We are asking to change the number of times that the courses may be
repeated for credit, but limit the number of credits that can count towards major or minor
requirements. Impact on existing academic programs: None. Students are already repeating the course
more than three times, but are doing so independent study. Any impact will be positive in the area of
efficiency (i.e., elimination of paperwork) and clarity of transcripts. Semesters offered: F, S Date change
is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
POLI 497
The Discipline of Political Science
Proposed changes: Course change; Change in pre-requisites from: Completion of 75 credits or
permission of the instructor to: Completion of 90 credit hours or permission of the instructor Proposed
catalog description: POLI 497 The Discipline of Political Science. (3) (Prereq: completion of 90 credit
hours or permission of the instructor) Designed to be the capstone course for students majoring in
political science, this course focuses on the nature and development of the discipline of political science.
Particular attention is given to controversies concerning the scope and methods of conducting research
in political science. Political Science majors should take this course no earlier than the last semester of
their junior year. Since the concerns of this course are common to all of the social sciences, the course is
open to and recommended for non-majors. Justification: This change is linked directly to our
departmental assessment efforts. Right now, much of the assessment of our major is tied to the
capstone course. Over the last few years, we have noticed that students are taking POLI 497 too early. In
some instances, students were taking the capstone before having taken key upper-level electives in the
major. This posed a problem for the class itself, but also for the assessment of our majors in the
capstone, as our assessments are longitudinal in nature and thus presume some causal order. Impact on
existing academic programs: This change will produce a positive impact on our ability to truly assess
student success in our major. Semesters offered: F, S Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
Academic Affairs Committee
December, 2014
Page 12
College of Science – Department of Chemistry and Physics
CHEM 150
Communication in Physical Science
Proposed changes: Change in pre-requisites from: None to: CHEM 111 or PHYS 137 Proposed catalog
description: Communication in Physical Science. (3) (Prereq: Chem 111 or Phys 137) This course is a
basic introduction to various forms of communication of scientific information in the physical sciences.
The utilization of library resources, electronic resources and journals in research, project development
and presentation is reviewed. Search techniques as well as critical evaluation of the material retrieved
are discussed as they relate to developing a new project, or reviewing the current status of research in a
given topic. Students are expected to present findings and research in both oral and written forms.
Exposure to ongoing research projects within the department is integral to this course. S. Justification:
Since this course deals heavily with science, students must have a rudimentary understanding of science
to be successful. This foundational knowledge will help them when learning how to interpret and
evaluate scientific data when reading papers or conducting literature searches. Furthermore, being
familiar with the language of science will help students better understand the journal articles that they
will need to read for this course. Impact on existing academic programs: This change will impact the
majors of chemistry and physics. By having students with a basic science knowledge in the class, the
faculty will be able to focus on how to communicate in the physical sciences by using real world
examples. Furthermore, more focus will be given to discipline specific writing, presentation and research
techniques that will benefit these students as they more into more writing intensive classes in the
major. Semesters offered: Spring Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
College of Science – Department of Marine Science
MSCI 302
Marine Biology
Proposed changes: Course change; Change in pre-requisites from: MSCI 112 and BIOL 122 to: MSCI 111
and BIOL 122 Proposed catalog description: 302 Marine Biology. (3) (Writing Intensive) (=BIOL 302)
(Prereq: MSCI 111 and BIOL 122) (Coreq: MSCI 302L) Study of the adaptive and evolutionary
mechanisms by which organisms are able to occupy the various marine habitats. The evolutionary
development of the diversity of marine organisms. Three lecture per week. F, S. Justification: We have
looked at the content and learning objectives for MSCI 302 and determined that it is not necessary to
have completed the content knowledge in MSCI 112 (primarily a geology based course) prior to enrolling
in MSCI 302 (marine biology). Impact on existing academic programs: This will allow our students to
take a 300 level course sooner in their sophomore year. Typically it takes 2 semesters to complete MSCI
111 and 112, which were the required foundation level courses for MSCI 302, so students typically did
not take MSCI 302 until late in their sophomore year. Now MSCI 111 and BIOL 122 are the prerequisite
courses, so a student could take MSCI 302 at the beginning of their sophomore year. Semesters offered:
F,S Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
MSCI 112
The Origin and Evolution of the Marine Environment
Proposed changes: Course change; Change in pre-requisites from: GEOL 111/111L or MSCI 111/111L
to: Prereq or Coreq: completion of or concurrent enrollment in MATH 131 or higher, OR an SAT math
score of 550 or higher, OR an ACT math score of 24 or higher Proposed course description: 112 The
Origin and Evolution of the Marine Environment. (3) (=GEOL 112) (Prereq or Coreq: completion of or
Academic Affairs Committee
December, 2014
Page 13
concurrent enrollment in MATH 131 or higher, OR an SAT math score of 550 or higher, OR an ACT math
score of 24 or higher) (Coreq: MSCI 112L) Concepts concerning the origin and evolution of the earth and
seas, with geological processes related to their development. The origin and evolution of life including
primitive forms in the marine environment. Three lecture hours per week. F, S Justification: We have
looked at the content and learning objectives for MSCI 112 and determined that it is not necessary to
have completed the content knowledge in MSCI 111 prior to enrolling in MSCI 112. Impact on existing
academic programs: This will allow our students more flexibility when registering for courses. Incoming
students can register for either course or both courses in the same semester. This is particularly
important for the transfer students who have completed an AS degree and have the CCU core waived.
They have to be enrolled in courses for their major. This change will also have a positive impact on
students who wish to participate in the CCU degree in 3 years program. Typically it takes 2 semesters to
complete the required foundation level MSCI 111 and MSCI 112 courses, which are prerequisites for the
four 300 upper level courses that the students have to take. This change would allow students to
complete the 2 foundation level courses in one semester and then start taking the 300 level courses in
their second semester. Semesters offered: Fall 2014 Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
College of Science – Department of Psychology and Sociology
PSYC 225
Psychological Statistics
Proposed changes: Course change; Change in pre-requisites from: MATH 130 or equivalent to: A grade
of “C” or higher in MATH 130 or placement into MATH 131 or higher. ; Change in co-requisites from:
None to: PSYC 225L Proposed catalog description: 225 Psychological Statistics. (3) (Prereq: A grade of C
or higher in MATH 130, or placement into MATH 131 or higher) (Coreq: PSYC 225L) An introduction to
basic descriptive and inferential statistical procedures and concepts. Topics include measures of central
tendency, variation, probability, hypothesis testing, correlation, regression, and chi square. Students
may not receive credit for this course if credit has been received from Business Administration 291 or
Statistics 201. F, S. Justification: Based on data analysis, we discovered a moderate correlation between
prerequisite MATH grades and PSYC 225 grades. Pretesting data reveals success in PSYC 225 requires a
level of MATH competency we feel is achieved by a minimum of a C in MATH 130 or placement into a
higher level math course. Impact on existing academic programs: We are attempting to ensure that
students have the minimum prerequisite knowledge and math skills to be successful in PSYC 225.
Semesters offered: F, S Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
PSYC 225L
Psychological Statistics Lab
Proposed changes: Course change; Change in co-requisites from: None to: PSYC 225 Proposed catalog
description: 225L Psychological Statistics Laboratory. (1) (Coreq: PSYC 225) Exercises and assignments to
supplement the material presented in Psychology 225. F, S. Justification: PSYC 225 and 225L have been
co-requisites for decades. We are simply trying to clean up our catalog descriptions. Impact on existing
academic programs: None Semesters offered: F, S Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
Academic Affairs Committee
December, 2014
Page 14
D. Proposals for New Undergraduate Courses
College of Business - Department of Management / Decision Sciences
WFP 301Q
Wall Fellows Leadership Program I
Number of credits: 0-3 Prerequisites: Acceptance into the Wall Fellows Program Corequisites: None
Course restrictions: Students musts have been accepted into the Wall Fellows Program. This course may
be used as an elective. This course has been approved as a “Q” section course. Proposed catalog
description: WFP 301 Q Wall Fellows Leadership Program I (0-3) (Prereq: Acceptance into the Wall
Fellows Program) This course includes seminars regarding professional conduct, project management,
team leadership and personal development. Tailored experiences based on the majors of studies of the
course participants. Topics vary and are announced in advance. This course includes lecture seminars,
team study, projects, internships and study trips. Students will develop skills to improve their workforce
readiness. (This course is always taught as an honors course.) Semesters offered: F Justification: The
Wall Fellows Program has been utilizing CBAD 399WF Independent Study to document the coursework.
The desire is to designate specific Wall Fellows courses to capture the coursework so that they will
reflect on the transcript and show the progression through the program. Impact on existing academic
programs: This course replaces CBAD 399WF. Method of delivery: Classroom, Other: Internships,
project assignments, seminars, and study trips Semesters offered: Fall Date change is to be effective:
Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
WFP 302Q
Wall Fellows Leadership Program II
Number of credits: 0-3 Prerequisites: Acceptance into the Wall Fellows Program Corequisites: None
Course restrictions: Students musts have been accepted into the Wall Fellows Program. This course may
be used as an elective. This course has been approved as a “Q” section course. Proposed catalog
description: WFP 302 Q Wall Fellows Leadership Program II (0-3) (Prereq: Acceptance into the Wall
Fellows Program) This course includes the study of leadership and professional conduct in a variety of
industries and organizations, national and international. Tailored experiences based on the participants'
majors of study. Topics vary and are announced in advance. This course includes lecture seminars, team
projects, internships and an international study trip. (This course is always taught as an honors course.)
Semesters offered: S Justification: The Wall Fellows Program has been utilizing CBAD 399WF
Independent Study to document the coursework. The desire is to designate specific Wall Fellows courses
to capture the coursework so that they will reflect on the transcript and show the progression through
the program. Impact on existing academic programs: This course replaces CBAD 399WF Method of
delivery: Classroom, Other: Internships, project assignments, seminars and study tips Semesters
offered: Spring Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
WFP 401Q
Wall Fellows Leadership Program III
Number of credits: 0-3 Prerequisites: Acceptance into the Wall Fellows Program Corequisites: None
Course restrictions: Students musts have been accepted into the Wall Fellows Program. This course may
be used as an elective. This course has been approved as a “Q” section course. Proposed catalog
description: WFP 401 Q Wall Fellows Leadership Program III (0-3) (Prereq: Acceptance into the Wall
Fellows Program) This course includes seminars and projects that focus on developing professional
conduct and networking, project management, leading organizations and personal effectiveness.
Academic Affairs Committee
December, 2014
Page 15
Experiences are tailored based on the participants' majors of study. Topics vary and are announced in
advance. This course includes lecture seminars, team projects, internships and study trips. Students will
develop skills to improve their workforce readiness. (This course is always taught as an honors course.)
Semesters offered: F Justification: The Wall Fellows Program has been utilizing CBAD 399WF
Independent Study to document the coursework. The desire is to designate specific Wall Fellows courses
to capture the coursework so that they will reflect on the transcript and show the progression through
the program. Impact on existing academic programs: This course replaces CBAD 399WF. Method of
delievery: Classroom, Other: Internships, project assignments, seminars, and study trips. Semesters
offered: Fall Date change is to be effective: Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
WFP 402Q
Wall Fellows Leadership Program IV
Number of credits: 0-3 Prerequisites: Acceptance into the Wall Fellows Program Corequisites: None
Course restrictions: Students musts have been accepted into the Wall Fellows Program. This course may
be used as an elective. This course has been approved as a “Q” section course. Proposed catalog
description: WFP 402 Q Wall Fellows Leadership Program IV (0-3) (Prereq: Acceptance into the Wall
Fellows Program) This course includes the study of leadership in a variety of industries and organizations
(national and international), career planning, and professional development. Experiences are tailored
based on the participants' majors of study. Topics vary and are announced in advance. This course
includes lecture seminars, team projects, internships and a domestic study trip. Students will develop
skills to improve their workforce readiness. (This course is always taught as an honors course.)
Semesters offered: S Justification: The Wall Fellows Program has been utilizing CBAD 399WF
Independent Study to document the coursework. The desire is to designate specific Wall Fellows courses
to capture the coursework so that they will reflect on the transcript and show the progression through
the program. Impact on existing academic programs: This course replaces CBAD 399WF Method of
delivery: Classroom, Other: Internships, project assignments, seminars, and study trips Semesters
offered: Spring Date change is to be effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
College of Business – Department of Marketing /Resort Tourism Management
PGMP 402
PGA Golf Management, Level 3 Seminar II
Number of credits: 1 Prerequisites: PGMP 401 Corequisites: PGMP 401 Course restrictions: PGA Golf
Management Students . This course is required for a minor. Proposed catalog description: This course
fulfills the learning objectives outlined in the PGA's Level 3 curriculum. This course builds on Level 1 and
Level 2 courses and emphasizes the integration of learning, teaching, and the performance elements of
the game of golf. Topics include Career Enhancement, Supervising & Delegating, Human Resources,
Food and Beverage Control, Advanced Teaching and Player Development Programs. Justification: The
PGA of America delivered new curriculum to the PGA Golf Management schools two years ago. Now the
Senior level students are ready for delivery of Level 3 which includes the need for PGMP 402. Impact on
existing academic programs: Will allow students to fulfill requirements for specialization in PGA Golf
Management program. Presently, the PGA Golf Management staff each teach a class per semester.
Method of delivery: Classroom, Other: Hackler Golf Course Semesters offered: Spring Date change is to
be effective: Spring 2014
Committee actions: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
Academic Affairs Committee
December, 2014
Page 16
College of Science – Department of Biology
BIOL 362
Rain Forest Biology
Number of credits: 3 Prerequisites: BIOL 121 Corequisites: None Course restrictions: Pre-requisites:
Biology 121, or special permission of the instructor. This course may be used as an elective. Proposed
catalog description: An examination of rain forest biology, with an emphasis on the evolution and
ecology of tropical lowland forests. Topics include the natural heritage of forest organisms, and the
origins, patterns, processes, and future of rain forests. Justification: To assesses content knowledge, all
biology students take a major field test upon graduation. The major field test assesses knowledge in
several areas; including cell biology, genetics, organismal biology, ecology, and evolution. CCU students
typically perform within the national means, but at the low end of the range. The proposed course will
support departmental efforts to improve the performance of our students in organismal biology,
ecology, and evolution. Rain forests contain approximately 75% of the earth’s biodiversity. Therefore, an
understanding of rain forest organisms, their ecology, and their evolution may increase content
knowledge and conceptual understanding in these three areas (organismal biology, ecology, and
evolution). Impact on existing academic programs: This course will not have an impact on existing
academic programs external to the Biology major at CCU. As is the case for any Biology class numbered
300 or above, this course can be taken for upper-level elective credit in the Biology Major. For example,
this course will be very appropriate and beneficial for Biology majors who have selected specializations
in Integrative Biology or in Evolution, Ecology, and Conservation. There will be no development costs
associated with this course; it was taught at CCU in the summer of 2013 as a distance-learning course.
This course will be taught as a distance-learning summer course without a lab. Therefore, it will not
impact the allocation of Spring/Fall semester faculty teaching loads, department budget, or equipment
use. Method of delivery: Distance Learning Semesters offered: Summer II Date change is to be
effective: Spring 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
College of Science – Department of Chemistry and Physics
CHEM 354
Techniques in Biotechnology and Biochemistry
Number of credits: 4 Prerequisites: CHEM 112 and CHEM 112L Corequisites: None Course restrictions:
None. This course may be used as an elective. Proposed catalog description: CHEM 354 Techniques in
Biotechnology and Biochemistry. (4)(Prereq: CHEM 112/112L)This course is designed to give student
laboratory experience to better prepare them for graduate school and the job market. The techniques
students can anticipate learning are: basic spectrophotometry, enzymology, protein purification from a
crude tissue sample, ELISA, Western Blot, macromolecular synthesis, molecular cloning, SDS-PAGE and
DNA electrophoresis. The lecture is designed to present the theory of each laboratory exercise, new
technologies, science ethics and job preparation skills. Justification: This class serves an industry-wide
and graduate school demand for undergraduates to receive more hands-on experience before leaving
college. Many "entry-level" science technician jobs require 2-5 years of experience or a specific
proficiency in a certain set of skills, this course is designed to helped our students become more
successful in the job market. The field trips for this course allow our students to visit industrial and
hospital labs to witness how such operations are run and to see what laboratory scientists do on a dayto-day basis. Impact on existing academic programs: The course will positively impact the Biochemistry
and Chemistry programs by giving our students hands-on experience. Also, this is the first upper-level
elective biochemistry course to be offered. This course will count for a 2 course load for one full time
Academic Affairs Committee
December, 2014
Page 17
faculty member, because there is a lecture and lab component for this course, which meets for 8 hours a
week. The financial resources required for this course include a re-occurring $1683.00 laboratory
expense for consumable supplies. This is a typical cost for biochemical consumables for 10-12 students
every time this course is offered. The travel expenses are required for students to travel to local
industrial laboratories to meet with industrial scientists, which would provide invaluable experiences
and opportunities to network. This is a unique course that provides students with real-world experience
so that they can transition to graduate school or to the workplace. Therefore, we request that the
student fees be adjusted to $75/student and the rest of the budget requirements be covered by the
university. Method of delivery: Classroom, Lab Semesters offered: Fall Date change is to be effective:
Fall 2014
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for
the February, 2014, meeting.
Academic Affairs Committee
December, 2014
Page 18