Academic Affairs Committee Meeting Minutes
Tuesday, April 8, 2014
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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A. Call to Order
1. Approval of March 4, 2014, meeting minutes.
2. Approval of Special Academic Affairs meeting minutes, March 20, 2014.
B. Chair Report
C. Review and Actions of the Consent Agenda and New Course Proposals
Consent Agenda Items
College of Education - Department of Education
EDSP 310
Theory to Practice: Field Experience II
Proposed changes: Course Change Change in title of course from: Theory to Practice: Field Experience II
to: Theory to Practice: Field Experience Proposed catalog change: None given Justification: This course
is part of the newly proposed BA in Special Education (multicategorical) and is being submitted
concurrently. This is a minor change in course title removing "II". This field experience follows multiple
observations and experiences in the pre-professional program - which are ever-changing. Impact on
existing academic programs: This course is part of a new program that will begin in Spring 2015. All field
experiences in the professional program will lose their numerical identification. Financial costs
associated with this request: None. This is a minor change. Date change is to be effective: Fall 2014
Committee action:
EDSP 320
Measuring Student Progress: Field Experience III
Proposed changes: Course change Change in title of course from: Measuring Student Progress: Field
Experience III to: Measuring Student Progress: Field Experience Proposed 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 middle and secondary levels. 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: This course is part of the newly
proposed BA in Special Education (multicategorical) and is being submitted concurrently. This is a minor
change in course title removing "III". This field experience follows multiple observations and experiences
in the pre-professional program - which are ever-changing. Also, to reflect the other courses and
experiences within the Junior II block a minor change in course description is also reflected (added
"secondary level" to the the description). Impact on existing academic programs: This course is part of a
new program that will begin in Spring 2015. All field experiences in the professional program will lose
their numerical identification. Financial costs associated with this request: None. This is a minor
change. Date change is to be effective: Fall 2014
Committee action:
EDSP 322
Applied Behavior Analysis for Teachers
Proposed changes: Course change: Change in course number from: EDSP 322 to: EDSP 412
Proposed catalog description: No change from current catalog description Justification: This course is
part of the newly proposed BA in Special Education (multicategorical) and is being submitted
concurrently. This is a minor change in course number from EDSP 412 to EDSP 322 due to updating and
reorganization of corresponding field experiences. The changes are in response to the newly approved
CEC standards which must be implemented in 2016. Impact on existing academic programs: Swapping
course numbers for EDSP 322 and EDSP 412 for curriculum alignment. Courses are part of a new
program that will begin in Spring 2015. (change verified by Drs. Palmer and Beard, in advance)Financial
costs associated with this request: None. This is a minor change. Date change is to be effective: Fall
2014
Committee action:
EDSP 410
Action Research: Field Experience IV
Proposed changes: Course change Change in title of course from: Action Research: Field Experience IV
to: Action Research: Practicum Proposed catalog description: This course is a supervised practicum that
extends to internship. This practicum requires three full school days per week with students with mild to
moderate disabilities. Candidates are given the opportunity to analyze pedagogical competencies and to
build personal strategies for teaching. 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. Candidates continue in this placement for
their internship. Justification: This course is part of the newly proposed BA in Special Education
(multicategorical) and is being submitted concurrently. This is a minor change in course title removing
"Field Experience IV" and replacing it with "Practicum" (practicum is a term that better describes this
extended experience). This field experience follows multiple observations and experiences in the preprofessional and professional program - which are ever-changing. Impact on existing academic
programs: This course is part of a new program that will begin in Spring 2015. All field experiences in the
professional program will lose their numerical identification. Financial costs associated with this
request: None. This is a minor request. Date change is to be effective: Fall 2014
Committee action:
EDSP 412
Secondary Practices and Transition
Proposed changes: Course change Change in course number from: EDSP 413 to: EDSP 322 Proposed
catalog description: This course applies research on teacher effectiveness, teacher accountability, and
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. Justification: This course is
part of the newly proposed BA in Special Education (multicategorical) and is being submitted
concurrently. This is a minor change in course number from EDSP 412 to EDSP 322 due to updating and
reorganization of corresponding field experiences. The changes are in response to the newly approved
CEC standards which must be implemented in 2016. Additionally, this change will remove "Field
experiences required" from the course description. A field experience course coincides with this course
(block of courses takent in Junior II). Impact on existing academic programs: Swapping course numbers
for EDSP 322 and EDSP 412 for curriculum alignment. Courses are part of a new program that will begin
in Spring 2015. (change verified by Drs. Palmer and Beard, in advance) Financial costs associated with
this request: None. This is a minor change. Date change is to be effective: Fall 2014
Committee action:
EDSP 412
Curriculum Adaptations K-12 and Transition
Proposed changes: Course change Change in course title from: Curriculum Adaptations (K-12) and
Transition to: Secondary Practices and Transition
Committee action: No action is necessary. This proposal was approved by Academic Affairs on
December 17, 2013, and passed by Faculty Senate on February 6, 2014. Final approval can be found on
AA-08 – 13/14.
College of Science - Department of Chemistry
CHEM 441
Physical Chemistry I
Proposed changes: Course change Change in prerequisites from: MATH 161 or MATH 260, PHYS 202 or
PHYS 212, and CHEM 112 to: MATH 161, PHYS 202 or PHYS 212, and CHEM 112 Change in co-requisites
from: MATH 260 and CHEM 441L to: CHEM 441L Proposed catalog description: Physical Chemistry I. (3)
(Prereq: MATH 161, PHYS 202 or PHYS 212, and CHEM 112) (Coreq: CHEM 441L) Theories and laws
relating to chemical and physical changes including gas properties, thermodynamics, kinetic theory of
gases and kinetics of chemical reactions. F. Justification: The majority of the concepts covered in MATH
260 are not needed for CHEM 441/442 which it is a prerequisite for. In addition, the instructor for CHEM
441/442 has to reteach the math concepts from MATH 260 during the chemistry course. This leads to
redundancy in our program. Impact on existing academic programs: This change will have not a
negative impact on existing academic programs. We are currently having to teach the MATH 260
material needed for CHEM 441 during the semester, so this change will effect the amount of material
covered in course. Changing the prerequisite is part of a larger plan to remove MATH 260 from the
chemistry curriculum and replace it with an upper level chemistry elective. This change will help to
expose are majors to more chemistry content. Financial costs associated with this request: There will
be no financial cost associated with this change. There will be no additional sections or faculty needed
to support this change. Date change is to be effective: Fall 2014
Committee action:
College of Science - Department of Computer Science
CSCI 211
Computer Infrastructure
Proposed changes: Course change Change in prerequisites from: Grade of C or better in CSCI 135 or
CSCI 140 to: None Proposed catalog description: (3) This course covers core computer hardware,
including the relationships between components of a computer system. Software components are also
introduced, including the fundamentals of the computer operating system and an introduction to
virtualization systems. F. Justification: In the process of completing the CHE proposal for the new B.S.
Information Technology program, we determined that the hardware-based Computer Infrastructure
course did not require a programming course (CSCI 135 or CSCI 140/L) as a prerequisite, since the
material to be covered in CSCI 211 does not have a direct dependency on CSCI 135 or CSCI 140/L. We
discovered this was an oversight in the prior Form A that I submitted. Impact on existing academic
programs: None. This course will be offered for the first time in Fall 2014 as an elective for the
Information Systems foundation on the 2013 and later catalog years. CSCI 211 will be a requirement for
the Information Technology degree program, which is now under review by CHE and cannot be offered
until approved by CHE and SACS. Financial costs associated with this request: None. This course is
already in the schedule for Fall 2014 with an instructor assigned. At most, the impact of this change
would be to increase enrollment in the course and provide a scheduling option for incoming freshmen
or transfer students. If the change cannot be accomplished in time for Fall 2014 in the system, we can
use special permission forms to work around enrollment issues for the time being. Date change is to be
effective: Fall 2014
Committee action:
College of Science - Department of Mathematics
MATH 407
Coding Theory
Proposed changes: Course change Change in prerequisites from: A grade of C or better in Math 220 or
Math 174 to: A grade of C or better in Math 344 or permission of instructor Proposed catalog
description: 407 Coding Theory. (3) (=CSCI 407) (Prereq: A grade of C or better in MATH 344 or
permission of the instructor) This course covers the issues involved in designing efficient codes,
including error detection/correction. Topics to be covered include distance, nearest neighbor decoding,
hamming codes and linear codes. Other topics which may be covered are Golay codes, Reed-Muller
codes, cyclic codes, and spherical codes. S, even years. Justification: The content in Math 407 (coding
theory) requires the ability to work with matrices, that is, matrix multiplication, solving a system of
linear equations, and computing the inverse of a matrix. Impact on existing academic programs: his
course is designed for math majors and theoretical computer science majors. This subset of students
take Math 344 as requirement for their major(s). Financial costs associated with this request: None.
This change will neither increase or decrease the number of students registering for Math 407. Date
change is to be effective: Fall 2014
Committee action:
MATH 465
Applied Mathematics I
Proposed changes: Course change Change in prerequisites from: A grade of C or better in MATH 320 to:
A grade of C or better in both MATH 320 and MATH 242 Proposed catalog description: 465 Applied
Mathematics I.(3) (Prereq: A grade of C or better in both MATH 320 and MATH 242) Orthogonal sets of
functions and the Sturm-Liouville eigenvalue problem; Fourier series and integrals, and solution of
partial differential equations by separation of variables; boundary value problems in polar, cylindrical,
and spherical coordinate systems, Bessel functions. F, odd years Justification: Math 465 is a
continuation of Math 320 (Differential Equations). Differential equations are used to solve a large class
of applied problems such as predator-prey systems, population growth, etc... Many of these solutions
require the use of mathematical computational tools such as MATLAB or Mathematica. Math 242
teaches students how to program in MATLAB and solve basic applied problems in the sciences. Students
taking Math 465 have to use MATLAB in order complete many of the assignments. Impact on existing
academic programs: Since math majors are required to take Math 242 this will have little or no impact
on existing programs. A positive impact will be that students taking Math 465 will have the necessary
programming skills to succeed in the class. Financial costs associated with this request: No change in
cost is anticipated since no more or no fewer students will be taking either Math 242 or Math 465. Date
change is to be effective: Fall 2014
Committee action:
MATH 490
Seminar in Mathematics
Proposed changes: Course change Change in number of credits from: 1 to: 3 Proposed catalog
description: 490 Seminar in Mathematics. (3) (Writing Intensive) (Prereq: completion of 21 hours in
mathematics in courses numbered 150 or higher) This is a course on communicating mathematics.
Students will be expected to explore mathematical ideas with a faculty mentor, and present these ideas
to an audience of faculty and students. F. Justification: The amount of work as well as the quality of
work expected from the students has slowly increased over the last decade. Students give three
presentations (10 minute, 20 minute, and a poster presentation), turn in two papers, as well as write a
resume. All of the work is done in LaTEX which is text editor used by all mathematicians to write and
publish mathematical text books and papers. Learning LaTEX is a time intensive process. In addition, the
amount of time invested out side of class preparing the aforementioned assignments parallels the work
expected in the other 400 level math courses. Impact on existing academic programs: None. Financial
costs associated with this request: As stated above the instructor teaching Math 490 has been given 3
credit hours of teaching. Whence the additional two credits will not increase the workload for the
faculty in the Department of Mathematics and Statistics. Date change is to be effective: Fall 2014
Committee action:
STAT 316
Experimental Design
Proposed changes: Course change Proposed course description: Experimental Design I. (3) (Prereq:
STAT 201, CBAD 291, or PSYC 225 with a grade of C or better) Topics include, but are not limited to,
analysis of variance, analysis of covariance, Fisher assumptions, randomization, basic factorial designs,
complete block designs, two-way factorial designs, interaction, blocking, Latin squares, and multiple
comparisons. Computers and statistical software will be used extensively. F. Justification: A distinction
in the title of the course is needed with the addition of a second course in experimental design.
Changing the course title emphasizes that it is the first course in a sequence of two covering
experimental design. Impact on existing academic programs: The change is one of course title only.
Therefore, it will have little impact on existing programs. It will clarify that this course is the first of two
in a sequence on experimental design. Financial costs associated with this request: There are no
financial costs associated with the request. There will be no change in cost because the request is to
change the course title only. Date change is to be effective: Fall 2014
Committee action:
STAT 320
Multivariate Data Analysis
Proposed changes: Course change Change in prerequisites from: STAT 201, CBAD 291, or PSYC 225 with
a grade of C or better to: STAT 316 with a grade of C or better Change in title of course from:
Multivariate Data Analysis to: Experimental Design II Proposed catalog description: Experimental Design
II. (3) (Prereq: STAT 316 with a grade of C or better) This course offers advanced topics in experimental
design. These topics include, but are not limited to, split plot designs, repeated measures, nested
designs, advanced topics in block designs, and advanced topics in factorial designs. Computers and
statistical software will be used extensively. S. Justification: STAT 320 Multivariate Data Analysis has
been offered for several years, but has not seen enough enrollment to run. Many of the students taking
upper level statistics courses are from the applied sciences. Topics in experimental design are better
suited to the interests and applications of students taking these classes. Impact on existing academic
programs: Changing the content of this course will positively impact existing academic programs. By
providing content that is more valuable and accessible to a variety of disciplines, we hope to increase
enrollment in the course. Additionally, the course will serve those interested in applying sound
principles in experimental design to their chosen field of study. Financial costs associated with this
request: There will be no additional costs associated with the request. Faculty are currently available to
teach the course and no special equipment is required.
College of Science - Department of Psychology / Sociology
PSYC 402
Psycholinguistics
Proposed changes: Course change Removal of cross-listing with: Psycholinguistics/PSYC 402; Addition
of cross-listing with: Psycholinguistics/ENGL 454; Other: English cross-listed PSYC 402 several years ago,
but Psychology was not aware and our course listing was not changed. We simply propose to have our
course uncrossed with ENGL in the catalog. Both classes will continue to be taught in their respective
departments. Proposed course description: 402 Psycholinguistics. (3) (Prereq: PSYC 101) A survey of
selected aspects of the field focusing on the cognitive and behavioral foundations of child and
adult language acquisition. Other topics may include developmental and catastrophic language
disorders, neurolinguistics, and the language-thought interaction. Offered as needed. Justification:
English removed the cross-listing with PSYC 402 several years ago, but Psychology was not aware and
our course listing was not changed in the catalog. We simply propose to have our course uncrossed with
ENGL in the catalog. Dr. Maria Bachman, Chair of English, and I have been discussing this matter and she
is fine with us changing our catalog description so the course is not cross-listed with theirs. Impact on
existing academic programs: None. Financial costs associated with this request: None. Simply cleaning
up catalog language. Date change is to be effective: Fall 2014
Committee action:
PSYC 480
Intermediate Statistics
Proposed changes: Course change Change in prerequisites from: PSYC 225 and MATH 130 to: A grade
of C or better in PSYC 225 or equivalent Corequisites: None to: PSYC 480L Proposed course description:
480 Intermediate Statistics. (3) (Prereq: A grade of C or better in PSYC 225 or equivalent) (Coreq: PSYC
480L) An examination of additional topics in applied behavioral statistics. Topics include linear
correlation and regression, hypothesis testing, analysis of variance, and multivariate statistics. F, S.
Justification: Based on our investigation of student success in PSYC 480, we are confident that success in
this course requires successful completion (C or better) of PSYC 225 or equivalent. Knowledge of basic
statistics is necessary to achieve success in PSYC 480. Because of the sequential nature of the Psychology
program, we expect students to have completed PSYC 225 with a minimum of a C in order to continue
coursework in the major. Impact on existing academic programs: None. Financial costs associated with
this request: None. Faculty teaching loads and number of sections taught will not change. Date change
is to be effective: Fall 2014
Committee action:
PSYC 480L
Intermediate Statistics Lab
Proposed changes: Course change Change in co-requisites from: None to: PSYC 480 Proposed catalog
description: 480L Intermediate Statistics Laboratory. (1) (Coreq: PSYC 480) Exercises and assignments to
supplement the material presented in Psychology 480. F, S. Justification: PSYC 480 and 480L have been
co-requisites for many years. We are simply trying to clean up our catalog descriptions. Impact on
existing academic programs: None Financial costs associated with this request: None. Faculty teaching
loads and number of sections taught will not change. Date change to be effective: Fall 2014
Committee action:
PSYC 483
Principles of Psychological Testing
Proposed changes: Course change Change in prerequisites from: PSYC 225 or permission of the
instructor to: A grade of C or better in PSYC 101 and PSYC 225 or equivalent; Change in co-requisites
from: None to: PSYC 483L Proposed catalog description: 483 Principles of Psychological Testing. (3)
(Prereq: A grade of C or better in PSYC 101 and PSYC 225 or equivalent) (Coreq: PSYC 483L) A survey of
the psychometric process. Topics include the principles of measurement and test score interpretation,
discussion of the variety of group and individual tests available for psychologists and the criteria for
selecting and evaluating tests. Three lecture hours per week. F, S. Justification: Based on our
investigation of student success in PSYC 483, we are confident that success in this course requires
successful completion (C or better) of PSYC 225 or equivalent and PSYC 101. Knowledge of general
psychology and statistics is necessary to achieve success in PSYC 483. Because of the sequential nature
of the Psychology program, we expect students to have completed PSYC 101 and PSYC 225 with a
minimum of a C in order to continue coursework in the major. Impact on existing academic programs:
None. Financial costs associated with this request: None. Faculty teaching loads and number of sections
taught will not change. Date change is to be effective: Fall 2014
Committee action:
PSYC 483L
Principles of Psychological Testing Lab
Proposed changes: Course change Change in co-requisites from: None to: PSYC 483 Proposed catalog
description: 483L Principles of Psychological Testing Laboratory. (1) (Coreq: PSYC 483) Exercises and
assignments to supplement the material presented in Psychology 483. F, S. Justification: PSYC 483 and
483L have been co-requisites for many years. We are simply trying to clean up our catalog descriptions.
Impact on existing academic programs: None. Financial costs associated with this request: None.
Faculty teaching loads and number of sections taught will not change. Date change is to be effective:
Fall 2014
Committee action:
PSYC 497
Applied Research in Psychology
Proposed changes: Course change Change in prerequisites from: PSYC 101, PSYC 225, and PSYC 226 to:
A grade of C or better in PSYC 225 or equivalent and a C or better in PSYC 226; Change in co-requisites
from: None to: PSYC 497L Proposed catalog description: 497 Applied Research in Psychology. (3)
(Writing Intensive) (Prereq: A grade of C or better in PSYC 225 or equivalent and a C or better in PSYC
226) (Coreq: PSYC 497L) A research experience in which students are required to develop a research
project, conduct a literature review, gather and analyze data, prepare a research paper in accord with
the standards of the American Psychological Association (APA) and present their research. Motivated
students are encouraged to complete this course in their Junior year and continue research pursuits
during their Senior year. F, S. Justification: Based on our investigation of student success in PSYC 497,
we are confident that success in this course requires successful completion (C or better) of PSYC 225,
and PSYC 226. Knowledge of statistics, and research methods is necessary to achieve success in PSYC
497. Because of the sequential nature of the Psychology program, we expect students to have
completed PSYC 225, and PSYC 226 with a minimum of a C in order to continue coursework in the major.
Impact on existing academic programs: None Financial costs associated with this request: None.
Faculty teaching loads and number of sections taught will not change. Date change is to be effective:
Fall 2014
Committee action:
PSYC 497L
Applied Research in Psychology Lab
Proposed changes: Course change Change in co-requisites from: None to: PSYC 497
Proposed catalog description: 497L Applied Research in Psychology Laboratory. (1) (Coreq: PSYC 497)
Exercises and assignments to supplement the material presented in Psychology 497. F, S. Justification:
PSYC 497 and 497L have been co-requisites for many years. We are simply trying to clean up our catalog
descriptions. Impact on existing academic programs: None. Financial costs associated with this
request: None. Faculty teaching loads and number of sections taught will not change. . Date change is
to be effective: Fall 2014
Committee action:
Form C – Proposals for new undergraduate courses
College of Business - Department of Marketing/Resort Tourism Management
CBAD 297
Internship Experience
Number of credits: 0-12 Prerequisites: CBAD 120 Co-requisites: None. Course restrictions: None. This
course may be used as an elective course. This course is to be considered for the QEP; this course is
repeatable for credit. Restrictions on repeatability: Course may be repeated up to three (3) times for
credit; however, only six (6) credit hours may be applied toward the minimum credit hours required for
a single Coastal Carolina University degree. Proposed course description: The Internship Experience is a
supervised work experience in a business setting. The specific work environment and student’s job
responsibilities must be approved, in advance, by supervising faculty. Students will be required to
establish specific learning goals, keep track of their hours and/or activities, complete a final project or
reflective essay regarding the experience, and will have their performance evaluated by their workplace
supervisor. Students must work a minimum of sixty (60) hours in the internship environment per credit
hour earned. Students may receive from zero to twelve (0 – 12) credit hours for the Internship
Experience course, however, students cannot earn more than a total of twelve (12) business internship
credit hours over the course of a single undergraduate program and only six (6) credit hours may be
applied toward the minimum credit hours required for a single Coastal Carolina University degree.
Justification: Field experience prior to graduation is becoming increasingly more important for full-time
job placement. Of those graduating seniors who participated in an internship last year, seventy-four
percent (74%) were hired by the same company as full-time employees upon graduation. Impact on
existing academic programs: The interest level among freshman and sophomores is there, but the
current 497 Business Internship requirements prevent those with fewer than 60 credit hours from
receiving credit. Offering an internship experience at the 200-level will allow more students to pursue
industry experience prior to graduation, and perhaps solidify their choice of major earlier. Financial
costs associated with this request: None. Course is already being delivered at the 400-level. Same
instructor can accommodate slight increase in registration. Method of delivery: Distance Learning
Semesters offered: Fall, Spring, Summer Date change is to be effective: Fall 2014
Committee action:
College of Education - Department of Education
EDSP 414
Instructional Planning
Number of credits: 3 Prerequisites: Admission to PPTE Co-requisites: None Course restrictions: Special
Education Majors Only. This course is required for a major. Proposed catalog description: This course
focuses on acquiring the basic knowledge and skills required for the development of IEPs and ongoing
monitoring of students’ progress toward their IEP goals and objectives/benchmarks. In addition,
subsequent development of instructional lessons based on the student’s learning needs as they relate to
their academic/social/behavioral success within the general education curriculum are addressed.
Justification: This course is being submitted concurrently with the newly proposed BA in Special
Education (multicategorical). In reviewing the new certification and accreditation standards that came
into effect after courses were originally approved for the new program, there was a gap in the alignment
of the new courses. Minor changes in other proposed courses address identified gaps, as well. Impact
on existing academic programs: This course adds to the new curriculum and meets additional new
standards required by our specialized professional association (CEC) for accreditation by CAEP (national
accreditating body). The new standards must be implemented in 2016. Financial costs associated with
this request: None. This course is being added to a proposed program in order to fulfill a gap in the
curriculum. This course does not impact the budget, load, resources, or personnel. Method of delivery:
Semesters offered: Fall Date change is to be effective: Fall 2014
Committee action:
College of Science- Department of Health Promotion
HPRO 370
Principles and Practices of Patient Education
Number of credits: 3 Prerequisites: HPRO 121 Co-requisites: None Course restrictions: None. This
course may be used as an elective or cognate course. Proposed catalog description: This course is
designed to enable a student to develop skills in teaching, communicating health advice, and assessing
patient needs. Other areas such as ethical issues, patient compliance, informed consent, and the use of
educational materials will be explored. Justification: A new cognate is being developed that will focus
on healthcare practices. This course will be an elective within the cognate. Impact on existing academic
programs: This new course will provide students who are interested in the healthcare field an
introduction of how to teach, communicate health advice, and assess patient needs. The course will be
an elective with a new cognate that focuses on healthcare practices. Financial costs associated with this
request: None. With the hiring of new faculty over the past three years, the Department has enough
faculty to cover all classes that we have available. Method of delivery: Classroom Semesters offered:
Fall Date change is to be effective: Fall 2014
Committee action:
College of Science - Department of Psychology/Sociology
SOC 395
Internship Experience in Sociology
Number of credits: 0 Prerequisites: SOC 101 or 102 Co-requisites: None Course restrictions: None. This
course may be used as an elective. Proposed catalog description: SOC 395 Internship Experience in
Sociology. (0) Prereq: Permission of the instructor and approved contract. Interns work in a supervised
position in a human services, governmental, research or criminal justice agency. If desired, a student
may register for SOC 499 in subsequent semesters, and be awarded credit at the rate of 1 credit for
every 33 hours of supervised internship. MY, S1, S2 Justification: We want to have a mechanism for
summer internships such that students can register in Maymester, S1, or S2, perform the work, and be
covered by Workmen’s Compensation but that work would count for zero credit on the transcript.
Students that need credits for the degree would then register for 499 in Fall or Spring as part of their 18
allowed credits per major semester. Impact on existing academic programs: This is a formality so that
our students can be covered by Workmen's Compensation. Financial costs associated with this request:
None. We already do this, just without the mechanism for students to be covered by Workmen's
Compensation. Method of delivery: Other: Internship in approved agency. Semesters offered:
Maymester, Summer I, Summer II Date change is to be effective: Fall 2014
Committee action:
University College
IDS 302
Special Topics in Interdisciplinary Studies
Number of credits: 3 Prerequisites: None Co-requisites: None Course restrictions: None. This course
may be used as an elective or cognate course. Proposed catalog description: This course is an
interdisciplinary examination of selected themes relating to topics involving multiple approaches to
learning and cultural analysis. This course may be applied to the Interdisciplinary Studies major only one
time. Justification: This request is to bring the Interdisciplinary Studies major in line with other majors
on campus by offering further opportunities for interdisciplinary engagement for our students. Impact
on existing academic programs: Students will be able to use one special topics course in their major in
Interdisciplinary Studies if the topic fits with that student's individualized program concentration.
Financial costs associated with this request: Course will fall into already established teaching load for
Interdisciplinary Studies faculty. Method of delivery: Classroom, Distance Learning, Hybrid, Other:
Delivery may vary based on topic and instructor. Semesters offered: As needed Date change is to be
effective: Fall 2014
Committee action:
IDS 333
Interdisciplinary Nature of Careers
Number of credits: 3 Prerequisites: None Co-requisites: None Course restrictions: None. This course
may be used as an elective or cognate course. Cross-listed with course: UNIV 333 This course is related
to: This course is an in-depth extension of the UNIV 150 career exploration class. Proposed catalog
description: IDS/UNIV 333 will provide the student the opportunity to explore the fundamentals of
operating in a consumer based economy. It will expose the student to a further understanding of the
overall business environment and explore the student’s role as employee/ employer and consumer. The
topics covered in the course will include a brief overview organizational, management and motivational
theory, personal ethics as it applies to decision making, selecting a major and planning a career,
managing change in organizations and on an individual level, innovation and creativity affecting all
individuals in all organizations. Justification: There is a need to have more specific career development
opportunities for interdisciplinary studies students. In the past, due to a directive from the Provost,
UNIV 150 was restricted to freshmen and sophomore enrollment only; therefore, a course is needed for
juniors and seniors for career development. University College has realized that the current option UNIV
150 is not adequate for upper level students in solidifying their occupational outlook. Impact on existing
academic programs: No impact. Course is offered as elective & cognate. Financial costs associated with
this request: None. Instructor is teaching the course as part of stated duties of instruction. Instructor is
teaching the course as part of stated duties of instruction. Method of delivery: Classroom Semesters
offered: Fall, Spring, As needed Date change is to be effective: Fall 2014
Committee action:
UNIV 333
Interdisciplinary Nature of Careers
Number of credits: 3 Prerequisites: None Co-requisites: None Course restrictions: None. This course
may be used as an elective or cognate course. Cross-listed with course: IDS 333 This course is related
to: This course is an in-depth extension of the UNIV 150 career exploration class. Proposed catalog
description: IDS/UNIV 333 will provide the student the opportunity to explore the fundamentals of
operating in a consumer based economy. It will expose the student to a further understanding of the
overall business environment and explore the student’s role as employee/ employer and consumer. The
topics covered in the course will include a brief overview organizational, management and motivational
theory, personal ethics as it applies to decision making, selecting a major and planning a career,
managing change in organizations and on an individual level, innovation and creativity affecting all
individuals in all organizations. Justification: There is a need to have more specific career development
opportunities for interdisciplinary studies students. In the past, due to a directive from the Provost,
UNIV 150 was restricted to freshmen and sophomore enrollment only; therefore, a course is needed for
juniors and seniors for career development. University College has realized that the current option UNIV
150 is not adequate for upper level students in solidifying their occupational outlook. Impact on existing
academic programs: No impact. Course is offered as elective & cognate. Financial costs associated with
this request: None. Instructor is teaching the course as part of stated duties of instruction.
Method of delivery: Classroom Semesters offered: Fall, Spring, As needed Date change is to be
effective: Fall 2014
Committee action:
D. Program Changes and Program Proposals
Form B – Proposal for Changes in an Undergraduate Program
College of Science – Department of Chemistry
Chemistry Major
Proposed changes: Removal of courses from program: MATH 260; Addition of courses to program: 4
hours of a Chemistry Course 300 level or above ; Other: Change in the learning outcomes for the
program. Proposed catalog description: (Changes highlighted)
MISSION STATEMENT
The mission of the Chemistry Program is to develop strong student competencies in
Chemistry, with special focus areas in Analytical and Environmental Chemistry, and to
develop strong critical reasoning skills in students that they can apply to all areas of
study. The program’s faculty is committed to providing meaningful undergraduate
experiences for both majors and non-majors through high-quality, student-centered
teaching and undergraduate research mentoring. Students completing a degree in
Chemistry should be well prepared for either a career or graduate school in Chemistry or
a related discipline.
STUDENT LEARNING OUTCOMES
Students who graduate with a B.S. in chemistry are expected to be able to:
1. Comprehend the fundamental principles of chemistry.
2. Design and conduct experiments to collect information related to chemical phenomena.
3. Analyze and evaluate chemical information.
4. Communicate chemical information both orally and in written form.
Chemistry is the science of all matter and its changes, and is therefore intimately linked
to all the natural and applied sciences. Chemists work in diverse scientific, medical and
engineering fields, so the curriculum of the Bachelor of Science degree in Chemistry
includes opportunities to take specialized coursework in biochemistry, environmental
chemistry and other areas in addition to advanced courses in inorganic, organic, physical,
and analytical chemistry. Students with specific career objectives should choose
advanced coursework in consultation with their advisers. All majors are required to
participate in one semester of faculty-directed laboratory research, and additional
research experience is strongly encouraged.
Students must earn a C or better in all Foundation and Major Requirement Courses.
CHEMISTRY MAJOR (120 Credits)
I. CORE CURRICULUM (34-41 Credits) .................................................... 34-41
II. FRESHMAN GRADUATION REQUIREMENT (0-3 Credits)
Minimum grade of C is required.
UNIV 110 The First-Year Experience ........................................................... 0-3
UNIV 110 is required for all new entering freshmen and for new transfer students
with fewer than 12 transfer credits unless the transfer student has satisfactorily
completed a college transition course. Coastal Carolina University 2013-2014 Undergraduate Catalog
III. FOUNDATION COURSES (16-27 Credits)*
Minimum grade of C required for all foundation courses.
CHEM 111/111L* General Chemistry I/Laboratory .........................................4
CHEM 112/112L General Chemistry II/Laboratory..........................................4
CHEM 150* Communication in Physical Science ............................................3
MATH 160* Calculus I .....................................................................................4
MATH 161 Calculus II ......................................................................................4
PHYS 211/211L Essentials of Physics I/Laboratory .........................................4
PHYS 212/212L Essentials of Physics II/Laboratory ........................................4
*Credits for courses taken as part of the Core Curriculum are not counted elsewhere in
the major.
IV. MAJOR REQUIREMENTS (45-47 Credits)
Minimum grade of C required for all major requirement courses.
CHEM 311 Inorganic Chemistry .......................................................................3
CHEM 321/321L Quantitative Analysis/Laboratory .........................................4
CHEM 331/331L General Organic Chemistry I/Laboratory .............................4
CHEM 332/332L General Organic Chemistry II/Laboratory ............................4
CHEM 351/351L Biochemistry I/Laboratory ....................................................4
CHEM 399 Independent Study ...................................................................... 1-3
CHEM 422/422L Instrumental Analysis/Laboratory ........................................4
CHEM 441/441L Physical Chemistry I/Laboratory ..........................................4
CHEM 442/442L Physical Chemistry II/Laboratory .........................................4
CHEM 499 Directed Undergraduate Research .............................................. 1-3
Students are required to choose an additional 12 credits in Chemistry courses
at the 300 level or above (or other courses approved by the department).
CHEM 301 Workshop Leader Training and CHEM 399 Independent Study are
not acceptable……………………………………………...................................................12
V. ELECTIVES (0-25 Credits) ......................................................................... 0-25
Minimum grade of C required for all general elective courses.
TOTAL CREDITS REQUIRED .........................................................................120
Justification: The majority of the concepts covered in MATH 260 are not needed for CHEM 441/442
which it is a prerequisite for. In addition, the instructor for CHEM 441/442 has to reteach the math
concepts from MATH 260 during the chemistry course. This leads to redundancy in our program.
Reflection upon program assessments over the last few years has led to our decision of combining
several learning outcomes that had similar aspects to simplify the number of learning outcomes for the
program. Also this provides a better reflection of what we are truly wanting to assess. Impact on
existing academic programs: There are two positive outcomes from this proposal. First, removing the
MATH 260 requirement and adding additional chemistry electives will increase our graduates
competency in chemistry. Second, this change will aid recruitment efforts in chemistry without
decreasing the quality of the degree. Many students who are interested in chemistry are not willing to
become chemistry majors due to the MATH 260 requirement. As a department, we feel that we can
cover the required content from MATH 260 during CHEM 441/442. This will mean that students will get
more exposure to chemistry while still getting the components of MATH 260 that will be important for
their success in physical chemistry. There will be no impact from the change in learning outcomes.
Financial costs associated with this request: No, there will be no additional costs. The upper level
course being removed is currently within another department. The upper level course (CHEM 441)
currently requiring this course is having the prereq of MATH 260 removed and any necessary required
math for the course beyond calculus II will be covered in the chemistry course itself. The additional math
topics are minimal though. Date change is to be effective: Fall 2014
Committee action:
College of Science – Department of Computer Science
Information Technology Degree
Proposed changes: Other: Update program to reflect changes made in the process of preparing for
submission to the Commission on Higher Education. See attached documents. Proposed catalog
description:
MISSION STATEMENT
The Department of Computer Science and Information Systems serves students seeking degrees in
computing-related fields, those who are interested in the application of computing to other fields, and
other majors with computing-related educational needs. The faculty is committed to following the
teacher-scholar model and providing high-quality educational experiences for students through dynamic
classroom and laboratory experiences, collaborative research and scholarship opportunities, internship
programs, and innovative course offerings, with the goal of preparing students to become
knowledgeable, productive, responsible citizens. Graduates with a degree in Computer Science,
Information Systems, or Information Technology will be prepared to excel in graduate studies and
professional careers, conduct themselves ethically as professionals in the field of computing and
consider the impacts of technology on society, and adapt to ongoing technological advances in the
discipline. In addition to providing a high-quality, student-centered learning environment for its majors,
the Department will assist other departments as needed by providing computing education tailored to
the needs of their majors.
STUDENT LEARNING GOALS
After graduation, Computer Science & Information Systems students should be:
I. Contributing to society and/or economic development through the application of strong core
competencies in the field.
II. Advancing in their careers and/or education by applying:
A. Communication and collaboration skills,
B. Problem solving abilities,
C. Appreciation of, and commitment to, professional ethics,
D. Knowledge of computer science/information systems.
III. Successfully adapting to technical, societal, and environmental changes by building upon strong
foundational competencies and continuing lifelong learning in computer science/information systems or
related areas.
STUDENT LEARNING OUTCOMES
After completing the degree students should have:
Computer Science, Information Systems, & Information Technology:
a) An ability to apply fundamental principles of computing and mathematics.
b) An ability to analyze a problem, and identify and define the requirements appropriate to its
solution.
c) An ability to design, implement, and evaluate a solution to meet specific requirements subject
to a set of constraints.
d) An ability to function effectively on multi-disciplinary teams to accomplish a common goal.
e) An understanding of professional and ethical responsibilities.
f) An ability to communicate effectively, both verbally and in writing.
g) An ability to analyze the local and global impact of computing on individuals, organizations, and
society.
h) Recognition of the need for and an ability to engage in life-long learning.
i) An ability to use current techniques, skills and tools necessary for computing practice.
Computer Science:
j)
An ability to apply mathematical foundations, algorithmic principles, and computer science
theory in the modeling and design of computer-based systems through the critical analysis of
the trade-offs involved in design choices.
k) An ability to apply design and development principles in the construction of complex software
systems.
Information Systems
l)
An understanding of processes that support the development, deployment, and management of
informational systems within a business-centric application environment.
Information Technology
m) An ability to use and apply current technical concepts and practices in the core information
technologies.
n) An ability to identify and analyze user needs and take them into account in the selection,
creation, evaluation and administration of computer-based systems.
o) An ability to effectively integrate IT-based solutions into the user environment.
p) An understanding of best practices and standards and their application.
q) An ability to assist in the creation of an effective project plan.
To achieve these educational goals, the Computer Science and Information Systems Department offers
three degrees.
1. The Bachelor of Science in Computer Science requires additional courses in Computer Science,
Mathematics and the Sciences. This degree is designed to prepare students for graduate work
in Computer Science and for computer related careers in industry.
Note: The Bachelor of Science in Computer Science has been accredited by the Computing
Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET).
2. The Bachelor of Science in Information Systems requires additional courses in Computer
Science, Information Systems, and an application domain of the student’s choice. This degree is
designed to prepare students for graduate work in Information Systems and for related
positions in business and industry.
3. The Bachelor of Science in Information Technology aims to provide high-quality training in the
latest technologies to prepare graduates for both rewarding positions in technology and
technology management, as well as for future graduate work in the field. It requires additional
courses in Information Systems, Information Technology, and an application domain of the
student’s choice.
INTERNSHIP EDUCATION
Internship Education is a mutually-beneficial partnership among students, employers and the
Department of Computer Science and Information Systems at Coastal Carolina University. Through
Internship Education, computer science students can participate in full time professional work
experience related to their major while earning academic credit. Thus, Internship Education provides an
excellent way to apply skills and information learned in the classroom to a real world setting while
gaining invaluable experience.
Computer Science and Information Systems students who have completed their first year may apply
to participate in Internship Education by submitting a resume to the Chair of the Department. As in the
marketplace, Internship Education positions are competitive. If the student’s background matches the
employer’s needs, then the student is sent on a job interview with the prospective employer. When a
student is selected, he or she registers for CSCI 497 Computer Science Internship. The Internship
experience may be repeated two times for a total of six credits.
NOTEBOOK COMPUTER REQUIREMENT
As an integral part of the University’s goal to utilize and integrate technology into the teaching and
learning experience, the Department of Computer Science and Information Systems requires all
students enrolled in CSCI 130 Introduction to Computer Science, CSCI 131 Algorithmic Thinking, CSCI
140/140L Introduction to Algorithmic Design I /Laboratory, or CSCI 150/150L Introduction to Algorithmic
Design II/Laboratory to have their own personal notebook computers.
********** [Add Current CS and IS Major Descriptions HERE] **************
INFORMATION TECHNOLOGY MAJOR
Degree: Bachelor of Science
Students must earn a grade of C or better in all Foundation and Major Requirement courses.
I. CORE CURRICULUM (34-41 Credits) ............................................................... 34-41
II. FRESHMAN GRADUATION REQUIREMENT (0-3 Credits)
Minimum grade of C is required.
UNIV 110 The First-Year Experience .......................................................................... 3
UNIV 110 is required for all new entering freshmen and for new transfer students with fewer
than 12 transfer credit hours unless the transfer student has satisfactorily completed a college
transition course.
III. FOUNDATION COURSES (25-41 Credits)*
Choose one of the following:…………………………………………………………………….3
ENGL 102*
Composition and Critical Reading (3)
ENGL 211*
Technical Writing (3)
Choose one of the following:…………………………………………………………………….3
COMM 140*
Oral Communication (3)
ENGL 290*
Introduction to Business Communication (3)
ENGL 390
Business and Professional Communication (3)
Choose one of the following:…………………………………….…………………………….3-4
CBAD 291*
Business Statistics (3)
PSYC 225/225L*
Psychological Statistics/Laboratory (4)
STAT 201/201L*
Introductory Statistics/Laboratory (4)
Choose one of the following: …………………………………………………………………3-4
MATH 132*
Business Calculus (3)
MATH 160*
Calculus (4)
Choose one of the following: …………………………………………………………………..3
CSCI 101*
Introduction to the Internet and World Wide Web (3)
CSCI 130*
Introduction to Computer Science (3)
CSCI 110 Enterprise Business Solutions ..……………….…………………………………….3
CSCI 120 Introduction to Web Page Applications …………………………………………….3
Choose one of the following: …………………………………………………………………..3-4
CSCI 135
Introduction to Programming (3)
CSCI 140/140L
Introduction to Algorithmic Design I/Laboratory (4)
CSCI 170 Ethics in Computer Science …………………..…………………………………….1
CSCI 203 Introduction to Web Application Development …………………………………….3
CSCI 211 Computer Infrastructure ……………………………...…………..…………………3
CSCI 225 Introduction to Relational Database and SQL ………………………………………3
Problem Solving, Critical Reasoning, Professional Development………………………………6
Choose 6 hours from the following (These courses may not overlap with the minor):
CSCI 300 or higher; CSCI 150 and CSCI 150L; CSCI 210; BINF 101 and BINF 101L; BIOL 122
and BIOL 122L; CBAD 203; CBAD 292; CBAD 393; CBAD 364; CHEM 112 and CHEM 112L;
COMM 274; COMM 341 or THEA 341; ECON 321; ENGR 101; ENVI 201 and ENVI 201L;
ENVI 331/MSCI 331 and ENVI 331L/MSCI 331L; GEOG 200; GEOG 204; GEOG 311;
GEOG 400; GEOL 112 and GEOL 112L; BSHA 455; HPRO 380; MSCI 112 and MSCI 112L;
MATH 161; MATH 174; MATH 220; MATH 242 and MATH 242L; MATH 260; MATH 320;
MATH 408; PHIL 110; PHIL 220; PHIL 315; PHIL 321; PHYS 212 and PHYS 212L; PHYS 213
and PHYS 213L; PHYS 321; PHYS 432; POLI 311; POLI 421; PSYC 303; RSM 394;
ROTC 201 and ROTC 201L; STAT 318; THEA 255; THEA 356
*Credits for courses taken as part of the Core Curriculum are not counted elsewhere in the major.
IV. MAJOR REQUIREMENTS (24 Credits)
CSCI 335 Software Project Management…………………………………………3
CSCI 370 Data Communications Systems and Networks……………………………3
CSCI 385 Introduction to Information Systems Security…………………………3
CSCI 415 Systems Administration…………………………………………3
CSCI 416 Linux System Administration…………………………………………3
CSCI 427 Systems Integration…………………………………………3
CSCI 444 Human Computer Interaction…………………………………………3
CSCI Elective 300 level or higher…………………………………………3
V. Minor (Web Application Development minor or Computer Science minor may not be used to satisfy
this requirement) (18-24 Credits)
Students who transfer with an approved A.A.S in Computer Technology from a South Carolina
Technical College may waive the minor requirement.
VI. ELECTIVES (0-6 Credits) ........................................................................................ 0-6
TOTAL CREDITS REQUIRED ..................................................................................... 120
Justification: These changes were made to the program proposal in the process of preparing for final
submission to the Commission on Higher Education for state approval. Course changes in the foundation
were made to align with changes made to our Information Systems degree program, while the addition
of two professional development courses to the foundation was the result of a re-analysis of the total
number of credit hours required for the program (our original proposal was short of 120). The cognate
option was dropped in favor of requiring a minor, and the minor waiver was added as a result of the
execution of a Memorandum of Agreement with Horry-Georgetown Technical College in order to make
the new B.S. IT program a degree completion program for students graduating from HGTC with an A.A.S.
in Computer Technology Impact on existing academic programs: None. This is a new program that is
not yet offered and cannot be offered until approved by CHE and SACS. The earliest possible
implementation date would be Fall 2014, but the actual program initiation may be later. Financial costs
associated with this request: These costs have been anticipated in the CHE proposal document
approved by the Provost's Office Date change is to be effective: Fall 2014
Committee action:
College of Science – Department of Health Promotion
BSN Completion Program (Degree)
Proposed changes: Changes in prerequisites from: RN license in SC, NC, or George to: Active RN license
( offering DL courses)Added computer site for BG check and Hospital orientation; and added BLS for
infants and children. Change in number of credits from: Maximum 35 hr for ADN to: 35 hours for every
ADN and diploma graduate; Change in required courses from: Nursing courses 300 or above 0-16 hrs to:
NUR 399Independent Study i-6 hrs for students that need full time for funding; Removal of courses
from program: NUR 408 Primary Prevention Across the Life Span is removed from required course but
may offer again if a better text can be found; Addition of courses to program: NUR 401 Transcultural
Nursing (This courses has already been approved by Academic Affairs and Senate. Other: The nursing
accrediting agency has changed their name and their web site. Proposed catalog description:
ADMISSION REQUIREMENTS
The admission requirements for this program are:
1. Active license as a registered nurse (RN).
2. Graduate from an accredited nursing program with a C or better in all nursing
courses;
3. A degree plan showing how all required courses will be met before taking NUR 420
andNUR420P
4. Current BLS certification for infant, child and adult;
5. Clean seven year background and drug screen check at www.backgroundcheck.com;
6. Completion of the General Hospital Orientation at www.careLearning.com;
7. All immunizations required by the clinical agencies;
8. Current Health Insurance and Professional Liability Insurance.
POLICIES AND REQUIREMENTS
Students must earn a grade of C or better in each course used to satisfy the Major course
requirements. All students will be required to complete a practicum with a nurse in their
community while taking Community Health Nursing and while taking Leadership/Management
Nursing. All students must have an overall total of a minimum of 120 credit hours and a
minimum ono credit hours must be taken at Coastal Carolina University to achieve a Bachelors
degree in Nursing.
III. MAJOR REQUIREMENTS (60-65 Credits)
Transferred ADN Nursing courses ............................................... .35
NUR 301 Transition to Professional Nursing ..................................... 3
NUR 305 Health Assessment ...................................................... .3
NUR 305L Health Assessment Laboratory ....................................... 2*
NUR 401 Transcultural Nursing ................................................... .3
NUR 410 Community Health Nursing ........................................... .3
NUR 41 OP Community Health Nursing Practicum ............................. 2*
NUR 420 Leadership/Management ............................................... .3
NUR 420P Leadership/Management Practicum ................................. 2*
NUR 424 Nursing Research ....................................................... .3
NUR 430 Health Care System Policies and Policy .............................. 3
NUR 399 Independent Study ...................................................... 1-6
* Note: 2 credit hours= 6 contact hours
IV. ELECTIVES (0-12 Credits) ........................................................ 0-12**
**Elective credits beyond this maximum may be needed to obtain a total
of 120 credits, depending on individual transfer credits and exemptions.
TOTAL CREDITS REQUIRED ........................................... 120
This program is accredited by the Accreditation Commission for Education in Nursing (ACEN).
Inquiries can be made to:
Accreditation Commission for Education in Nursing
3500 Peachtree Road NE, Suite 850
Atlanta GA 30326
Telephone; (404) 975-5000
Fax; (404)975-5020
http://www.acen.org.
Justification: Admission requirement changes were made in response to adding DL courses. A
computerized hospital orientation program meets the requirements of all hospitals in South Carolina.
RN credential must meet individual state requirements. The requirement of a degree plan is added here
in response to the recommendation from the accrediting agency at their last visit. Changes on page 284
were made in response to the decision to award 35 credit hour blanket credit for the nursing courses in
the ADN and Diploma programs to simplify articulation between them and the BSN completion program.
Impact on existing academic programs: 1. Smoother admission evaluation and transition into the BSN
completion program. 2. Consistent admission requirements for both DL students and campus students.
3. Easier to understand the program requirements. Financial costs associated with this request: The
students will have an additional $10 charge for the Hospital Orientation on line program. This program is
required by all hospitals in South Carolina. These catalog changes only better explain what is being
practiced now. There will be no additional expenses to Coastal Carolina University. Date change is to be
effective: Fall 2014
Committee action:
Health Promotion Minor
Proposed changes: Change in number of credits from: 21-22 to: 18; Removal of courses from
program:
HPRO 235 Advanced Emergency Care and First Aid (3)
One course may be chosen from the following:
BIOL 232/232L Human Anatomy and Physiology I/Laboratory (4)
BIOL 242/242L Human Anatomy and Physiology II/Laboratory (4)
One course may be chosen from the following:
PSYC 333 Health Psychology (3)
PSYC 423 Psychology of Aging (3)
SOC 360 Sociology of Medicine and Health (3)
SOC 455 Sociology of Aging (3)
SOC 460 Sociology of Mental Health (3)
TOTAL CREDITS REQUIRED...................................................................... 21-22
Addition of courses to program:
HPRO 220 Medical Terminology
HPRO 360 Human Genetics
HPRO 361 Communication in Health Organizations
HPRO 370 Patient Education
HPRO 375 Global Health Perspectives
HPRO 380 Essentials of the U.S. Healthcare System
HPRO 403 Public Health Leadership
Proposed catalog description:
The Health Promotion minor provides students with an overview of the art and science of helping
people change their lifestyle to move toward a state of optimal health. Students interested in pursuing
teacher certification in Health should contact the department chair or program coordinator for
information regarding course requirements for health certification in South Carolina.
HEALTH PROMOTION MINOR
(18 Credits)
Foundation
HPRO 121 Personal and Community Health
Health Care Concentration (Choose 5 of the following):
HPRO 220 Medical Terminology
HPRO 347 Consumer Health Education
HPRO 360 Human Genetics
HPRO 361 Communication in Health Organizations
HPRO 370 Patient Education
HPRO 375 Global Health Perspectives
HPRO 380 Essentials of the U.S. Healthcare System
HPRO 403 Public Health Leadership
Community Health Concentration (Choose 5 of the following):
HPRO 304 Nutrition
HPRO 310 Issues in Family Life and Sexuality
HPRO 331 Health Education for the Primary and Elementary School
HPRO 333 Environmental Health
HPRO 382 Concepts of Disease
HPRO 340 Drugs and Society
HPRO 480 Women's Health Issues
Justification: The Health Promotion minor was created years ago serving primarily the Spadoni College
of Education as a teacher certification add-on (to teacher certification). The definition of teacher
certification add-on has changed within the State Department of Education over the past decades.
During this time, the Health Promotion Department content began to reflect an overall focus on public
health, not on one aspect of public health such as health education. As such, the minor as it is currently
written is outdated. The proposed update is reflective of the current trends in the public health field.
The current proposal adds HPRO courses newly created since the minor was last formed. Students can
still take many classes toward a health education certification if they like, but the Minor is responsive to
broad student interest to the field of public health. Impact on existing academic programs: These
changes will fully update the minor to reflect the public health focus of the Department. To be
responsive to the general fields of study within public health, two new tracks of study are listed to guide
students in a transparent fashion for the best possible student experience. Finally, the number of credits
required will compress, allowing the minor to be more portable. Financial costs associated with this
request: None. All of these proposed courses are ones that are able to be taught by current faculty. The
courses will be worked into the rotation of courses "in load" and be offered regularly. Date change is to
be effective: Fall 2014
Committee action:
Health Promotion Emphasis
Proposed changes: Addition of courses to program:
Pre Health Professions Concentration (Choose any 15 Credits from this area)
HPRO 220 Medical Terminology 3 credit
PSYC 410 Abnormal Psychology 3 credits
PSYC 302 Developmental Psychology 3 credits
CHEM 112/L 4 credits
CHEM 332 Organic Chemistry/L 4 credits
PHYS 201/L or Physics 202/L 4 credits
MATH 160 Calculus I 3 credits
HPRO 360 Human Genetics 3 credits
HPRO 370 Patient Education 3 credits
Proposed catalog description:
Pre Health Professions Concentration (Choose any 15 Credits from this area)
This option provides a foundation for students interested in Clinical Health Sciences such as Physical
Therapy, Occupational Therapy, Physician Assistant, Dietetics (Nutrition), and other medical professions.
Health Promotion Foundation, HPRO electives, or HPRO required courses cannot be used to satisfy
cognate credit.
HPRO 220 Medical Terminology 3 credit
PSYC 410 Abnormal Psychology 3 credits
PSYC 302 Developmental Psychology 3 credits
CHEM 112/L 4 credits
CHEM 332 Organic Chemistry/L 4 credits
PHYS 201/L or Physics 202/L 4 credits
MATH 160 Calculus I 3 credits
HPRO 360 Human Genetics 3 credits
HPRO 370 Patient Education 3 credits
Justification: Many Health Promotion students are interested in pursuing clinical degrees and
certifications after they graduate with their degree in Health Promotion. Previously, we have used
informal guidance to assist these students with their course selection. The proposed Pre-Health
Professions Concentration will offer structural guidance for those students interested in careers in the
Health Professions. Impact on existing academic programs: The addition of the Pre-Health Professions
Concentration should have a positive impact on the degree offering. Specifically, transfer students and
currently enrolled students are not often aware of the linkages between Health Promotion and the
health professions. This concentration will assist in furthering the transparency of the major and the
potential for careers after study at CCU. Financial costs associated with this request: None. Many of the
courses included in this concentration are taught by other departments on the Conway Campus. The
proposed HPRO classes are going to be taught by currently employed Tenure Track Faculty or Lecturers.
Date change is to be effective: Fall 2014
Committee action:
Health Promotion Emphasis
Proposed changes: Removal of courses from program:
Health Services Leadership Option (15 Credits)
HPRO 380 Essentials of the U.S. Health Care System
HPRO 401 Issues In Health Services and Public Health Practices
HPRO 403 Leadership in the Health Professions
HPRO 420 Health Policy
PHIL 317 Bio-Medical Ethics
Proposed catalog description: None provided. Justification: Reviewing data from past years, virtually no
students have chosen this Option to complement their Health Promotion Degree. This low enrollment
brings up several issues, including relevance for students, and creates a situation of perpetually low
enrolled sections. Impact on existing academic programs: Given that Health Promotion Students must
take 15 credit hours outside of their major, or choose a minor, this change will allow students to choose
one of the new concentrations (or Cognate) that are more attuned to current trends in Public Health
Practice. Financial costs associated with this request: no additional costs are associated with this
curricular change. Faculty teaching loads have been re-allocated departmentally to other classes. Date
change is to be effective: Fall 2014
Committee action:
Health Promotion Emphasis
Proposed changes: Removal of courses from program: COMM 274 Organizational Communication;
COMM 410 Special Topics in Communication; JOUR 312 Writing for the Mass Media Addition of courses
to program: JOUR 309 Introduction to Public Relations; HPRO/COMM 361 Communication in Health
Organizations; COMM 411 Health and the Media Proposed catalog description: (changes highlighted)
Communication Concentration (15 Credits)
COMM 101 Introduction to Communication
JOUR 309 Introduction to Public Relations
HPRO/COMM 361 Communication in Health Organizations
COMM 311 Health Communication
COMM 411 Health and the Media
3
3
3
3
3
Justification: This "option" has been available for students for years. It had remain unchanged during
this time. The faculty wish to rename the area a concentration to better reflect the broader curricular
changes departmentally. Additionally, the faculty, with the input of the Department of Communication
Chairperson, want to update the curricular options of the Proposed Concentration to better reflect
current courses taught in the academic area. Impact on existing academic programs: This will have a
positive impact, in that all proposed courses are currently taught by either the communication faculty or
the Health Promotion faculty. The update also ensures that the content is more current with the course
offerings at CCU Financial costs associated with this request: None. Faculty in the courses are already
teaching the proposed courses "in-load" Date change is to be effective: Fall 2014
Committee action:
Health Promotion Emphasis
Proposed changes: Removal of courses from program:
Exercise Science Option (14 Credits)
EXSS 122 Lifetime Fitness and Physical Activity
EXSS 350/350L Exercise Physiology/Laboratory
EXSS 385 Fitness Assessment and Exercise Prescription
EXSS 398 Practicum in Fitness
EXSS 415 Personal Fitness Leadership
Other: Removal of the EXSS Option language from the Undergraduate Catalog
OPTION 3: HEALTH PROMOTION MAJOR WITH EXERCISE SCIENCE OPTION
This option is designed for students who desire to work in the areas of corporate wellness, personal
training, wellness centers, or nonprofit/municipal Exercise Science programs. The area of health and
exercise science is a rapidly expanding area of work in both the public and private sectors. The Health
Promotion degree with the Exercise Science option will provide specialized educational and practical
experiences to those interested in the fitness industry. In addition, students are provided the theoretical
framework and skills needed to be eligible to sit for professional certifications from national fitness and
health education organizations.
Proposed catalog description: None given. Justification: Researching Data from the past several years,
very few Health Promotion majors decided to follow the Exercise Science option. Given that there is a
vibrant Exercise Science major and Minor, we wish to offer other concentrations outside the major that
may interest them. Impact on existing academic programs: Students within the Health Promotion
Major must take 15 credits outside the major. Health Promotion students will still be able to minor in
Exercise Science if they so choose. Financial costs associated with this request: None. Courses were
outside the Health Promotion major. Date change is to be effective: Fall 2014
Committee action:
Health Promotion Emphasis
Proposed changes: Catalog description Proposed catalog description:
OPTION :HEALTH PROMOTION MAJOR WITH GENERAL CONCENTRATION
Choose 15 credit hours of 300-400 level courses outside of major or basic science credits. Specific
disciplines for basic science credit will include and be limited to: Chemistry, Biology, Physics, & Marine
Science. No Health Promotion Foundation or required courses may be used to satisfy cognate credit.
Justification: In the current wording of the document, there are many loopholes where course can
count in this area which have little relationship to the discipline of public health. Additionally, the
proposed changes will eliminate the ability of foundation science courses appearance in the cognate
area in the academic evaluation document. The proposed changes will tighten the language to align with
the faculty wishes in terms of courses counting in this area. Impact on existing academic programs: This
will have a positive impact in that students will take courses best aligned with their interests in public
health. Financial costs associated with this request: None. This is a language change to streamline our
major and make it more useful to the students. Date change is to be effective: Fall 2014
Committee action:
College of Science – Department of Mathematics / Statistics
Statistics Minor
Proposed changes: Change in required courses from: STAT 201/201L, STAT 316, STAT 318, STAT 420 to:
STAT 201/201L, STAT 316, STAT 318, STAT 320 Proposed catalog description: STATISTICS MINOR (19
Credits)
PREREQUISITES:
STAT 201/201L Elementary Statistics/Laboratory ................................................4
STAT 316 Experimental Design I..........................................................................3
STAT 320 Experimental Design II..........................................................................3
STAT 318 Applied Statistical Methods...................................................................3
Choose two from the following: (6 Credits) ..........................................................6
STAT 315 Regression Analysis (3)
STAT 317 Nonparametric Statistical Methods (3)
STAT 319 Categorical Data Analysis (3)
STAT 420 Statistical Computing (3)
TOTAL CREDITS REQUIRED ...........................................................................19
Justification: STAT 420 is included in the requirements for the statistics minor. This course requires a
strong mathematics background and has a prerequisite of STAT 412. STAT 412 is a calculus based
statistics course that carries a prerequisite of Calculus II. Several students in applied sciences have
expressed interest in the statistics minor. However, the requirement of STAT 420 and hidden
requirements of STAT 412 and MATH 161 are a barrier to those students. By changing STAT 420 to an
elective course, we hope to make the statistics minor accessible to more students. Impact on existing
academic programs: This change will create a minor that is valuable and accessible to a broader range of
students. Financial costs associated with this request: There will be no additional financial costs
associated with this request. The request involves changing a course required for the minor to an
elective course. There will be no difference in course offerings and current faculty are available to teach
the courses offered. Date change is to be effective: Fall 2014
Committee action:
College of Science – Department of Psychology/Sociology
Psychology Degree
Proposed changes: Other: Removal of B.A. option in Psychology from the catalog. Only B.S. option will
be available. Proposed catalog description:
PSYCHOLOGY MAJOR: BACHELOR OF ARTS (120 Credits)
[delete degree option entirely – B.S. only]
PSYCHOLOGY MAJOR: BACHELOR OF SCIENCE (120 Credits)
Students must earn a grade of C or better in each course used to satisfy Major Requirements, Cognate
Requirements, and Minor Requirements.
I.
CORE CURRICULUM (34-41 38 Credits) ............................................................ 34-41 38
II. FRESHMAN GRADUATION REQUIREMENT (0-3 Credits)
UNIV 110 The First-Year Experience.......................................................................... 0-3
UNIV 110 is required for all new entering freshmen and for new transfer students with fewer than
12 transfer credit hours unless the transfer student has satisfactorily completed a college transition
course.
III. FOUNDATION COURSES (33-41 27-31 Credits)*
PSYC 101* General Psychology .................................................................................... 3
PSYC 202* Introduction to Scientific Communication: Psychological
Perspectives ........................................................................................................... 3
PSYC 225/225L* Psychological Statistics/Laboratory (or equivalent) ....................... 3-4
PSYC 226/226L Research Methods in Psychology/Laboratory..................................... 4
CSCI* (any computer science course) .......................................................................... 3
In addition to completion of Core Curriculum Goal 3 (Knowledge of Scientific Concepts), choose
three a two course laboratory science sequence from the following*:
courses* (excluding BIOL 101/101L
The Science of Life-Biology for Non-Science Majors/Lab)
BIO 121/121L Biological Science I/Lab (4), 122/122L Biological Science II/Lab (4)
BIO 232/232L Human Anatomy and Physiology I/Lab (4), 242/242L Human Anatomy and Physiology
II/Lab (4)
CHEM 111/111L General Chemistry I/Lab (4), 112/112L General Chemistry II/Lab (4)
............ PHYS 201/201L General Physics I/Lab (4), 202/202L General Physics II/Lab (4)
MSCI 111/111L Introduction to Marine Science/Lab (4), 112/112L The Origin and Evolution of the
Marine Environment/Lab (4)
……………………………………………………………………………8-12
Choose three Mathematics/Statistics courses from the following:
MATH 130 College Algebra (3)
MATH 131 Trigonometry (3)
MATH 132 Calculus for Business and Social Science (3)
MATH 135 Precalculus (4)
MATH 160 Calculus I (4)
MATH 161 Calculus II (4)
STAT 315 Regression Analysis (3)
STAT 316 Experimental Design (3)
STAT 317 Nonparametric Statistical Methods (3)
STAT 318 Applied Statistical Methods (3)
STAT 319 Categorical Data Analysis (3)
STAT 320 Multivariate Data Analysis (3)
PSYC 480/480L Intermediate Statistics/ Laboratory (4)**
Or other courses as designated by the department
* (can include PSYC 480/
480L** Intermediate Statistics/Laboratory, excludes PSYC 225/225L
Psychological Statistics/Laboratory or equivalent, MATH 139 Basic Concepts of
Contemporary Mathematics, MATH 201 Mathematics for Early
Childhood and Elementary Education Majors I, and MATH 202
Mathematics for Early Childhood and Elementary Education
Majors II (9-12 Credits) ..................................................................................... 9-12
*Credits for courses taken as part of the Core Curriculum are not counted elsewhere in the major.
**PSYC 480/480L Intermediate Statistics/Laboratory may not be used for both foundation AND major
requirements.
PLEASE NOTE: Students must earn grades of C or better in PSYC 101, PSYC 202, PSYC 225/225L (or
approved substitute statistics class), and PSYC 226/226L because these courses are required for the
major.
IV. MAJOR REQUIREMENTS (29 32 Credits)
PSYC 484 History and Systems of Psychology .............................................................. 3
PSYC 497/497L Applied Research in Psychology/Laboratory ....................................... 4
Choose one from the following Learning/Cognition Group: (3 Credits) ...................... 3
PSYC 400 Human Learning (3)
PSYC 401 Cognitive Processes (3)
PSYC 407 Principles of Learning (3)
PSYC 402 Psycholinguistics (3)
PSYC 462 Animal Behavior (3)
Choose one from the following Clinical Group: (3 Credits) 3
PSYC 410 Abnormal Psychology (3)
PSYC 411 Abnormal Behavior in Children (3)
PSYC 428 School Psychology and Exceptional Children (3)
PSYC 440 Theories of Personality (3)
Choose one from the following Developmental Group: (3 Credits)
PSYC 302 Developmental Psychology (3)
PSYC 420 Child Psychology (3)
PSYC 421 Psychology of Adolescence (3)
PSYC 423 Psychology of Aging (3)
PSYC 425 Gerontology (3)
Choose one from the following Biological Group: (3 Credits) 3
PSYC 415 Human Neuropsychology (3)
PSYC 450 Sensation and Perception (3)
PSYC 460 Physiological Psychology (3)
PSYC 486 Substance Abuse (3)
Choose one from the following Social/Applied Group: (3 Credits)
PSYC 430 Social Psychology (3)
PSYC 333 Health Psychology (3)
PSYC 340 Sports Psychology (3)
PSYC 465 Psychology and the Law (3)
PSYC 470 Industrial/Organizational Psychology (3)
Choose one from the following Quantitative Group: (4 Credits)
PSYC 480/480L Intermediate Statistics/Laboratory (4)**
PSYC 483/483L Principles of Psychological Testing (4)
3
3
4
Choose two 300/400 level elective courses chosen from PSYC courses not already
selected (these courses may not include PSYC 399 Independent
Study, PSYC 490 Internship, PSYC 495 Gerontology Internship,
or PSYC 498/499 Individual Research) (6 Credits) ................................................. 6
V. COGNATE REQUIREMENT (12 Credits) ....................................................................... 12
Psychology majors will select an interdisciplinary cognate of upper level courses with the approval of
their faculty adviser. A grade of C or better is required in each course to be applied toward the
cognate. A minor will fulfill this requirement. Six credits from PSYC 399, 490, 498, or 499 can be used
to fulfill the cognate requirement.
VI. ELECTIVES (0-15 Credits) .................................................................................0-15 4-12
TOTAL CREDITS REQUIRED ............................................................................................. 120
Justification: Over the last several years our faculty have engaged in considerable discussion and
program reviews of other universities to evaluate our current program requirements. Our findings led us
to believe it is important to strengthen student's quantitative skills and understanding of psychology as a
science. This conclusion is consistent with the APA's (American Psychological Association) "Guidelines
for the Undergraduate Psychology Major" document. This math and science emphasis is included in our
B.S. program curriculum, but not the B.A. program curriculum. Therefore, we are proposing to offer a
single degree option for students. We believe this B.S. curriculum best prepares majors for careers in the
field, and for graduate programs. With the addition of math and science courses, we are emphasizing
psychology as a science. Impact on existing academic programs: Students weak in math and science
may choose not to major in psychology.
However, we are confident that students who have given careful thought to the selection of a major in
psychology will not be deterred from pursuing the degree. Financial costs associated with this request:
None that we anticipate. Psychology is a popular major and we do not expect that to change. Date
change is to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Change in required courses from: CSCI (any computer science course) to: None;
Other: Remove 3 credit computer science requirement from program, under Foundation Courses (p.
315). CSCI* (any computer science course) ............ .3 Proposed catalog description: None given.
Justification: Computer usage in K-12 currently provides students with adequate computer exposure for
our majors. Computer usage which has been incorporated within multiple courses within the psychology
curricula enhances student computer skills, thereby making a separate course in CSCI no longer needed.
The CSCI requirement was implemented circa 1980, prior to the advent of modern technology. Impact
on existing academic programs: Removing this CSCI requirement will allow Psychology majors to
complete other coursework. Course scheduling within CS/IS can be redirected to other course offerings.
Financial impact on existing academic programs: None. Course scheduling within CS/IS can be
redirected to other course offerings. Date change is to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Change in required courses from: PSYC 202 to: None; Other: Remove PSYC 202
Introduction to Scientific Communication: Psychological Perspectives (3 credits) under Foundation
Courses (p. 315). PSYC 202* Introduction to Scientific Communication: Psychological Perspectives
....................... .3 Proposed catalog description: None given. Justification: For our 2012-2013 Psychology
Department Assessment Report, we studied the impact of PSYC 202 on student preparation for
subsequent coursework in psychology. Based on data analysis, we concluded PSYC 202 was not
significantly enhancing student communication skills WITHIN the discipline. Since the course was
originally developed for the core, we attempted to incorporate a general content appropriate to all
majors. While 202 is an effective course for the core option, it is not necessary for our majors as a
program requirement. Since PSYC 202 is not a prerequisite for other psychology courses, majors often
waited until their junior or senior year to enroll in this 200 level course. Completion of the course was
especially problematic for psychology transfer students. The course will still be offered and is still
included in the catalog to satisfy other degree requirements. Impact on existing academic programs:
The enhancement of communication skills will continue to be an emphasis in other courses within the
Psychology curricula (PSYC 226, 483, 497, 303, etc.). Financial costs associated with this request: None.
Psychology faculty will be redistributed to other courses. Date change is to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Change in required courses from: three lab science courses (Excluding. . . ) to:
specific sequences Other:
Change Choose three laboratory science courses* (excluding BIOL 101/lOlL The Science of Life-Biology
for Non-Science Majors/Lab) ................. 8-12
under Foundation Courses (p. 315).
to
In addition to completion of Core Curriculum Goal 3 (Knowledge of Scientific Concepts), choose a two
course laboratory science sequence from the following*:
BIO 121/121L Biological Science I/Lab (4), 122/122L Biological Science II/Lab (4)
BIO 232/232L Human Anatomy and Physiology I/Lab (4), 242/242L Human Anatomy and Physiology
II/Lab (4)
CHEM 111/111L General Chemistry I/Lab (4), 112/112L General Chemistry II/Lab (4)
PHYS 201/201L General Physics I/Lab (4), 202/202L General Physics II/Lab (4)
MSCI 111/111L Introduction to Marine Science/Lab (4), 112/112L The Origin and Evolution of the Marine
Environment/Lab (4)
……………………………………………………………………………8
Proposed catalog description: In addition to completion of Core Curriculum Goal 3 (Knowledge of
Scientific Concepts), choose a two course laboratory science sequence from the following*:
BIO 121/121L Biological Science I/Lab (4), 122/122L Biological Science II/Lab (4),
BIO 232/232L Human Anatomy and Physiology I/Lab (4), 242/242L Human Anatomy and Physiology
II/Lab (4)
CHEM 111/111L General Chemistry I/Lab (4), 112/112L General Chemistry II/Lab (4),
PHYS 201/201L General Physics I/Lab (4), 202/202L General Physics II/Lab (4)
MSCI 111/111L Introduction to Marine Science/Lab (4), 112/112L The Origin and Evolution of the Marine
Environment/Lab (4)
.......................................................................................8
*Credits for courses taken as part of the Core Curriculum are not counted elsewhere in the
major.
Justification: In the current program, students may take a variety of different science courses, some of
which are intended for non-science majors. We want our students to take courses required of other
science majors. Also, we believe depth of coverage within a specific area of science is more useful for
our majors, thus we are requiring completion of a science course sequence. Impact on existing
academic programs: The number of science classes required for a B.S. in Psychology will remain the
same; we are only restricting 2 of the 3 required science courses (1 for core and 2 for Foundation) to be
a sequence in an area more directly related to Psychology. Financial costs associated with this request:
None. Students are completing the same number of science classes, just focusing on specific science
areas in a sequence. Date change is to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Change in required courses from: Math/Stats exclusions to: Math/Stats options
Other: Instead of listing the 3 math/stats courses students CANNOT take, we are proposing to list the
courses they CAN take to fulfill this requirement.
Change
Choose three Mathematics/Statistics courses* (can include PSYC 480/
480L ** Intermediate Statistics/Laboratory, excludes PSYC 225/225L
Psychological Statistics/Laboratory, MATH 139 Basic Concepts of
Contemporary Mathematics, MATH 201 Mathematics for Early
Childhood and Elementary Education Majors I, and MATH 202
Mathematics for Early Childhood and Elementary Education
Majors II (9-12 Credits) ......................................................................... 9-12
under Foundation Courses (p. 315).
to
Choose three Mathematics/Statistics courses from the following:
MATH 130 College Algebra (3)
MATH 131 Trigonometry (3)
MATH 132 Calculus for Business and Social Science (3)
MATH 135 Precalculus (4)
MATH 160 Calculus I (4)
MATH 161 Calculus II (4)
STAT 315 Regression Analysis (3)
STAT 316 Experimental Design (3)
STAT 317 Nonparametric Statistical Methods (3)
STAT 318 Applied Statistical Methods (3)
STAT 319 Categorical Data Analysis (3)
STAT 320 Multivariate Data Analysis (3)
PSYC 480/480L Intermediate Statistics/ Laboratory (4)**
Or other courses as designated by the department
(9-12 Credits) 9-12
Proposed catalog description: Choose three Mathematics/Statistic
s courses from the following:
MATH 130 College Algebra (3)
MATH 131 Trigonometry (3)
MATH 132 Calculus for Busi
ness and Social Science (3)
MATH 135 Precalculus (4)
MATH 160 Calculus I (4)
MATH 161 Calculus II (4)
STAT 315 Regression Analysis (3)
STAT 316 Experimental Design (3)
STAT 317 Nonparametric
Statistical Methods (3)
STAT 318 Applied Statistical Methods (3)
STAT 319 Categorical Data Analysis (3)
STAT 320 Multivariate Data Analysis (3)
PSYC 480/480L Intermediate Statistics/ Laboratory (4)**
Or other courses as designated by the department
(9-12 Credits) ......................................................................................... 9-12
*Credits for courses taken as part of the Core Curriculum are not counted elsewhere in the
major.
**PSYC 480/480L Intermediate Statistics/Laboratory may not be used for both foundation AND
major requirements. Justification: We are only editing the Math/Stat options to include the options
student CAN take instead of listing the options they CANNOT take. The number of classes required is the
same. We believe this will be clearer for advising. Impact on existing academic programs: None. Easier
advising. Financial costs associated with this request: None. No change in number of required
Math/Stats classes required. Date change is to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Other: Under the Learning/Cognition Group in our Major Requirements (p. 315), we
would like to add two additional options: PSYC 402 Psycholinguistics (3) and PSYC 462 Animal Behavior
(3).
Under the Biological Group in our Major Requirements (p. 316), we would like to add one additional
option: PSYC 486 Substance Abuse (3).
We would also like to add grouping names to each of these listings: Learning/Cognition, Clinical,
Developmental, Biological, and Quantitative.
Proposed catalog description: (Changes highlighted)
Choose one from the following Learning/Cognition Group: (3 Credits) ................3
PSYC 400 Human Learning (3)
PSYC 401 Cognitive Processes (3)
PSYC 407 Principles of Learning (3)
PSYC 402 Psycholinguistics (3)
PSYC 462 Animal Behavior (3)
Choose one from the following Clinical Group: (3 Credits) 3
PSYC 410 Abnormal Psychology (3)
PSYC 411 Abnormal Behavior in Children (3)
PSYC 428 School Psychology and Exceptional Children (3)
PSYC 440 Theories of Personality (3)
Choose one from the following Developmental Group: (3 Credits) 3
PSYC 302 Developmental Psychology (3)
PSYC 420 Child Psychology (3)
PSYC 421 Psychology of Adolescence (3)
PSYC 423 Psychology of Aging (3)
PSYC 425 Gerontology (3)
Choose one from the following Biological Group: (3 Credits) 3
PSYC 415 Human Neuropsychology (3)
PSYC 450 Sensation and Perception (3)
PSYC 460 Physiological Psychology (3)
PSYC 486 Substance Abuse (3)
Choose one from the following Quantitative Group: (4 Credits) 4
480/480L Intermediate Statistics/Laboratory (4)
PSYC 483/483L Principles of Psychological Testing (4)
Justification: PSYC 402 Psycholinguistics and PSYC 462 Animal Behavior overlap with many of the course
objectives and SLOs of courses already under the Learning/Cognition group in our major. PSYC 486
Substance Abuse overlaps with many of the course objectives and SLOs of courses already under the
Biological group in our major. Student exit survey responses indicate a need for greater variety of
course offerings. Grouping names will identify the course areas more directly. Impact on existing
academic programs: We are not requiring additional classes for our program, only providing students
with additional OPTIONS under our major groupings.
These additional options should facilitate student's ability to register for required coursework and
complete program requirements. Greater variety of options will allow students more choices for
fulfilling requirements and provide faculty with more options for teaching. Financial costs associated
with this request: None. No additional courses are required; more options are provided. Date change is
to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Change in number of credits from: 29 to: 32 Other: We would like to add a new
grouping of classes to our Major Requirements: Social/Applied. This will result in 3 additional credits for
the major. Proposed catalog description: (Changes highlighted)
Choose one from the following Social/Applied Group: (3 Credits) 3
PSYC 430 Social Psychology (3)
PSYC 333 Health Psychology (3)
PSYC 340 Sports Psychology (3)
PSYC 465 Psychology and the Law (3)
PSYC 470 Industrial/Organizational Psychology (3)
Justification: The APA (American Psychological Association) publishes a document titled "APA guidelines
for the undergraduate psychology major." This document, in addition to a review of other psychology
programs across the country, recommends social psychology as a core requirement for undergraduate
psychology majors. Impact on existing academic programs: The addition of the Social/Applied category
will strengthen our major by including an important area of coverage for all majors. Students will be
better prepared for the workforce and graduate training with completion of a course in this new
grouping. Financial costs associated with this request: None. We have taught social psychology, and
many of the applied courses which are derived from social psychology, for many years. We currently
have two social psychologists on our faculty, and several others who can teach other applied classes. We
should not have a problem staffing the required courses for this requirement. Several courses in this
grouping are regularly offered in our department each year. Date change is to be effective: Fall 2014
Committee action:
Psychology Degree
Proposed changes: Other: We would like to add language to our current Cognate requirement (p. 316)
to allow specific PSYC classes to count for part of this requirement. Six credits from PSYC 399, 490, 498,
or 499 can be used to fulfill the cognate requirement. Proposed catalog description:
V. COGNATE REQUIREMENT (12 Credits) .....................................................12
Psychology majors will select an interdisciplinary cognate of upper level courses with the
approval of their faculty adviser. A grade of C or better is required in each course to be
applied toward the cognate. A minor will fulfill this requirement. Six credits from PSYC
399, 490, 498, or 499 can be used to fulfill the cognate requirement Justification: While the current
language does not prohibit the inclusion of psychology independent study, internships, and independent
research, we would like to change the language to specifically include these courses as options to count
for partial fulfillment of the cognate requirement. Many of the experiences these 399, 490, 498, 499
courses provide are specifically designed to provide students with experiential learning opportunities
outside our class-based curriculum. Impact on existing academic programs: Student may choose to
participate in more internship and research experiences as a result of this catalog language change.
Experiential learning is a valuable option and may lead to job opportunities and graduate school
acceptance. Financial costs associated with this request: Faculty may be asked to offer additional 399,
490, 498, and 499 courses due to student interest and request. A credit banking policy was recently
adopted by the university to help handle these overloads for faculty. Date change is to be effective: Fall
2014
Committee action:
University College
Interdisciplinary Studies Degree
Proposed changes: Addition of courses to program: ENGL 211 is being added alongside ENGL 290 &
ENGL 390 as an option to complete the English requirement in Foundations. ENGL 211 is regularly
substituted for this requirement already. All three classes are professional writing courses. This change
will eliminate the need to file substitutions.
- IDS 310 is being added as a Foundations course. This course provides the theoretical underpinnings for
and serves as an introduction to Interdisciplinary Studies. Placing it in the Foundations requirements
allows students from other disciplines to enroll in the course as a cognate.
The three course sequence leading to the capstone research project in Interdisciplinary Studies has been
restructured. The current structure is that IDS 310 will present interdisciplinary theories and engage
students in the interdisciplinary research process, IDS 398 will instruct how to design and propose a
research study, and IDS 499 will engage the student in their actual research project and how to report
results. Other: Degrees listed changed to B.A.I. and B.S.I.; these are the actual degree letters which were
previously listed incorrectly.
- IDS 398 & 499 are being moved into Major Requirements to allow students to count these as "major
courses," in which Foundations are not counted. Students are required by Coastal to take 25% or at least
12 credit hours of their "major courses" in residence; this change will allow our two required IDS courses
to count in that residency requirement.
- Credit hours allowed to count in one discipline raised to a maximum of 16 hours in Major
Requirements. This will accommodate students in upper level science courses with a lab component.
Courses with labs are each 4 hours total; having 16 be the max allows 4 course/lab combinations. We
regularly sign waivers to do this already.
- Internship credit hours offered lowered from twelve to a maximum of nine. This will allow for
internships to account for less than one-third of the approved program courses for the student.
- Removed redundant text about directed study (399) courses and removed text which requires students
to complete 30 hours once the student joins the major program. Students are already required to
complete 30 hours in residence at Coastal. There is not a need for those 30 hours to be taken exclusively
after joining the major program. Also added text notifying that 12 hours in major requirements must be
taken in residence to reinforce university policy.
Proposed catalog description:
INTERDISCIPLINARY STUDIES: B.A.I., B.S.I. (120 Credits)
I. CORE CURRICULUM (34-41 Credits) .................................................... 34-41
II. FRESHMAN GRADUATION REQUIREMENT (0-3 Credits)
UNIV 110 The First-Year Experience........................................................... 0-3
UNIV 110 is required for all new entering freshmen and for new transfer students with fewer than 12
transfer credit hours unless the transfer student has satisfactorily completed a college transition course.
III. FOUNDATION COURSES (6 Credits)
Choose one: (3 Credits) .....................................................................................3
ENGL 211 Introduction to Technical & Professional Writing (3)
ENGL 290 Introduction to Business Communication (3)
ENGL 390 Business and Professional Communication (3)
IDS 310 Introduction to Interdisciplinary Studies…………………………………………..3
[IDS courses moved to Major Requirements.]
IV. MAJOR REQUIREMENTS (36 Credits)
IDS 398 Research Methods in Interdisciplinary Studies………………………………..3
IDS 499 Capstone Research Project in Interdisciplinary Studies ......................3
Approved Program Courses* ...........................................................................30
*Thirty credits of 300 level or above coursework approved for the individual student program by the
University Interdisciplinary Studies Committee. No more than 16 credits from any one discipline may be
used to satisfy the program. [Removed text.] A maximum of six (6) credits for Directed Study and three
(3) to nine (9) credits for Internship may be used to fulfill the degree requirements. The student’s
completed program must reflect a minimum of thirty-six credit hours at the 300 level or above. At least
12 credit hours in major requirements and 30 total credit hours must be completed in residence at
Coastal Carolina University. [Removed text.]
V. ELECTIVES (44-54 Credits) ..................................................................... 44-54
TOTAL CREDITS REQUIRED..........................................................................120
Form D: Proposal for a New Undergraduate Program
College of Education – Department of Education
Title of proposed program and degree: Special Education-Multicategorical Disabilities; B.A. in Education
Proposed catalog description:
SPECIAL EDUCATION-MULTICATEGORICAL (PREK-12) MAJOR
Degree: Bachelor of Arts
The program of study in Special Education focuses on the preparation of teachers of students with mild
to moderate disabilities (e.g., autism, learning disabilities, intellectual [mental] disabilities, emotional
disabilities and traumatic brain injury). Candidates who complete the program will be certified/licensed
in grades PreK-12 in the area of multicategorical disabilities. This program involves both in-class and
field experiences that prepare candidates for this exciting and rewarding career field. Students must
earn a “C” or better in all Foundation and Major Requirements courses. Students should plan carefully
with their assigned advisers since some courses have prerequisites and are limited to specific semesters.
With the exception of EDSP 200: Foundations of Special Education, students may not participate in
courses designated with the Education/Special Education prefix (EDSP) until after being admitted to the
Professional Program in Teacher Education.
STUDENT LEARNING OUTCOMES
With a strong emphasis on research-based and evidenced-based practices, candidates who complete the
requirements for a degree in special education mild to moderate disabilities (PreK-12) will:
1. Exhibit foundational knowledge of laws, issues and processes related to serving PreK-12
students with autism, learning disabilities, intellectual [mental] disabilities, emotional disabilities
and traumatic brain injury;
2. Apply content knowledge to the teaching and learning process for PreK-12 students with autism,
learning disabilities, intellectual [mental] disabilities, emotional disabilities and traumatic brain
injury;
3. Plan for appropriate instructions in a manner that provides for access to the general education
curriculum;
4. Apply long-range planning skills and knowledge of norm-referenced and curriculum-based
assessment results to develop a complete, appropriate Individualized Education Programs;
5. Provide credible evidence of the impact of instruction on PreK-12 student learning and reflect
on their own professional and ethical practices;
6. Plan and implement positive behavioral interventions and supports for students with
challenging behavior;
7. Demonstrate professional behavior and dispositions in PreK-12 schools, and
8. Exhibit competencies expected of an entry-level special educator to teach students with mild to
moderate disabilities.
SPECIAL EDUCATION-LEARNING DISABILITIES MAJOR (120+ Credits)
I. CORE CURRICULUM ............................................................................................................. 32-39 credits
II. FRESHMAN GRADUATION REQUIREMENT (0-3 Credits)
Minimum grade of C is required.
UNIV 110 The First-Year Experience........................................................................................ 0-3 credits
UNIV 110 is required for all new entering freshmen and for new transfer students with fewer than
12 transfer credit hours unless the transfer student has satisfactorily completed a college transition
course.
III. SPECIAL EDUCATION FOUNDATION COURSES (18-31 Credits)*
Minimum grade of C is required.
General Content
Any Biology and Biology Laboratory* course ............................................................................. 4 credits
GEOG 121* World Regional Geography ..................................................................................... 3 credits
Mathematical Concepts
MATH 201* Mathematics for Early Childhood & Elementary Majors I...................................... 3 credits
MATH 202 Mathematics for Early Childhood & Elementary Majors II....................................... 3 credits
Human Health and Behavior Content
PSYC 101* General Psychology .................................................................................................. 3 credits
Education Content
EDUC 111 Exploring Teaching as a Profession ........................................................................... 3 credits
EDUC 204 Computer Technology and Instructional Media ........................................................ 3 credits
EDUC 215 Schools and Diversity ................................................................................................. 3 credits
EDUC 335 Introduction to Educational Psychology.................................................................... 3 credits
EDUC 336 Introduction to Human Growth and Development ................................................... 3 credits
*Courses may be taken as part of core curriculum requirements.
IV. MAJOR REQUIREMENTS (60 Credits)
Minimum grade of C is required.
EDEL 314 Emergent Reading ...................................................................................................... 3 credits
EDEL 486 Teaching Social Studies OR EDEL 488 Teaching Elem Science.................................... 3 credits
EDIT elective with advisor approval ........................................................................................... 3 credits
EDML elective with advisor approval ......................................................................................... 3 credits
EDSP 200 Foundations of Special Education .............................................................................. 3 credits
EDSP 310 Theory to Practice: Field Experience .......................................................................... 3 credits
EDSP 311 Char. & Instruction of Learning Dis. and Beh. Disorders ............................................ 3 credits
EDSP 312 Char. & Instruction of Intellectual Dis. and Aut ......................................................... 3 credits
EDSP 320 Measuring Student Progress: Field Experience .......................................................... 3 credits
EDSP 321 Diagnostic Assessment in Special Education.............................................................. 3 credits
EDSP 322 Secondary Practices and Transition ........................................................................... 3 credits
EDSP 323 Materials & Adaptations for Teaching Reading K-12 ................................................. 3 credits
EDSP 410 Action Research: Practicum ....................................................................................... 3 credits
EDSP 411 Collaborative Practices & Communication for Sp. Ed ................................................ 3 credits
EDSP 412 Applied Behavior Analysis for Teachers ..................................................................... 3 credits
EDSP 414 Instructional Planning ................................................................................................ 3 credits
EDSP 420 Internship Seminar in Special Education .................................................................... 3 credits
EDSP 450 Internship in Special Education .................................................................................. 9 credits
V. ELECTIVES (2-11 Credits) ....................................................................................................... 2-11 credits
TOTAL CREDITS REQUIRED .......................................................................................................... 120+ credits
+ Students are advised to be aware that strict adherence to the prescribed courses as recommended by
their advisers is necessary for graduation with 120 credit hours. If students cannot or do not follow the
recommended courses, more than 120 credit hours will be necessary for meeting all program
requirements.
Course Descriptions:
EDUCATION - SPECIAL EDUCATION/MULTICATEGORICAL (EDSP)
200
Foundations of Special Education. (3) (Prereq: EDUC 111) This course provides knowledge
of basic concepts in special education related to the education of individuals with
disabilities. Content includes historical factors, legislation, etiology, characteristics,
educational strategies (including existing and emerging technologies), identification
procedures, support services for individuals with disabilities at varied degrees of severity,
and the impact of disabilities on academic and social/emotional performances. S, SU.
310
Theory to Practice: Field Experience. (3) (Prereq: EDSP 200) 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 explored. F.
311
Characteristics and Instruction of Learning Disabilities & Emotional Disorders. (3) (Prereq:
Admission to the Professional Program in Teacher Education) This course provides an indepth study of definitions, etiology, prevalence, and characteristics associated with learning
disabilities (LD) and emotional/behavioral disorders (EBD). Techniques used in identifying
and teaching learners with LD or EBD, as well as service delivery models, roles of various
professionals, legal issues, ethics, and philosophies related to persons with LD or EBD. The
selection and implementation of evidence-based instructional methods related to affective
and learning behaviors and procedures for adapting materials to support students with LD
and EBD in a variety of educational settings are addressed. F.
312
Characteristics and Instruction of Intellectual Disabilities and Autism. (3) (Prereq:
Admission to the Professional Program in Teacher Education) This course introduces teacher
candidates to students with a label of intellectual disability (ID) and/or autism. The course
includes definitions, etiology, prevalence, and characteristics of individuals with ID and/or
autism. Additionally, candidates in this course investigate service delivery, roles of various
professionals, current trends, and philosophies related to persons with ID and/or autism.
Learning characteristics, evidence-based teaching strategies, instructional settings, legal
issues, ethics, and assessment regarding individuals with ID and/or autism are addressed. F.
320
Measuring Student Progress: Field Experience. (3) (Prereq: EDSP 310) This course is a
supervised field experience requiring two full school days per week with students with mild
to moderate disabilities at the middle and secondary levels. An in-depth study of singlesubject 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.
321
Diagnostic Assessment in Special Education. (3) (Prereq: Admission to the Professional
Program in Teacher Education) This course provides an overview of assessment
terminology, data 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. S.
322
Secondary Practice and Transition. (3) (Prereq: Admission to the Professional Program in
Teacher Education) In this course, candidates apply research on teacher effectiveness,
teacher accountability, and 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 selfadvocacy and strategies for facilitating transition into the community, workplace, and
postsecondary environments are addressed. S.
323
Methods and Adaptations for Teaching Reading (K-12). (3) (Prereq: Admission to the
Professional Program in Teacher Education) 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. S.
410
Action Research: Practicum. (3) (Prereq: EDSP 320) This course is a supervised practicum
that extends to internship. This practicum requires three full school days per week with
students with mild to moderate disabilities. Candidates are given the opportunity to analyze
pedagogical competencies and to build personal strategies for teaching. 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. Candidates continue in this placement for their
internship. F.
411
Collaboration and Consultation in Special Education. (3) (Prereq: Admission to the
Professional Program in Teacher Education) This course prepares candidates to serve the
needs of individuals with disabilities through effective communication and collaboration
with other educators, families, related service providers, paraprofessionals, and personnel
from community agencies. Models and strategies for effective collaborative consultation in
schools and communities are addressed, including skills for effective communication with
families of individuals with exceptional learning needs from diverse backgrounds. F.
412
Applied Behavior Analysis for Teachers. (3) (Prereq: Admission to the Professional Program
in Teacher Education) 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
intervention 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. F.
414
Instructional Planning. (3) (Prereq: Admission to the Professional Program in Teacher
Education) This course focuses on acquiring the basic knowledge and skills required for the
development of IEPs and ongoing monitoring of students’ progress toward their IEP goals
and objectives/benchmarks. In addition, subsequent development of instructional lessons
based on the student’s learning needs as they relate to their academic/social/behavioral
success within the general education curriculum will be addressed. F.
420
Internship Seminar in Special Education. (3) (Prereq: EDSP 410) (Coreq: EDSP 450) This
seminar corresponds with the culminating internship in special education. The course meets
regularly in order to provide candidates with the content and support required for
successful completion of the internship and induction into the profession. S.
450
Internship in Special Education. (9) (Prereq: EDSP 410) (Coreq: EDSP 420) This internship is a
full-time supervised field placement. Candidates are assigned to two (2) eight week clinical
placements requiring no fewer than 60 instructional days at the elementary, middle and/or
secondary levels working with students with learning disabilities, emotional/behavioral
disorders, and/or mild intellectual disabilities. A critical component of the internship course
is the corresponding internship seminar. S.
Date change is to be effective: Fall 2014 Committee action:
College of Science – Department of Mathematics
Title of proposed program and degree: Middle Grades Education Mathematics Minor Proposed catalog
description: Middle Grades Education Mathematics Minor
Math 160 Calculus I …………………………………………….. 4
Math 161 Calculus II ……………………………………………. 4
Math 331 Foundation of Geometry……………………………… 3
Math 344 Linear Algebra ……………………………………….. 3
Choose one of the following :………….………………………… 3
Math 348 Rubik’s Cube Mathematics
Math 446 Abstract Algebra
Choose two of the following: ………….…………………………6-8
Math 220 Mathematical Proofs and Problem Solving (3 credits)
Math 242/242L Modeling for Scientists I (4 credits)
Math 260 Calculus III (4 credits)
Math 307 Combinatorics (3 credits)
Math 308 Graph Theory (3 credits)
Math 320 Differential Equations (3 credits)
Math 348 Rubik’s Cube Mathematics (3 credits)
Math 407 Coding Theory (3 credits)
Math 408 Cryptography (3 credits)
Math 446 Abstract Algebra (3 credits)
Math 450 Advanced Calculus I (3 credits)
Stat 315 Regression Analysis (3 credits)
Stat 316 Experimental Design (3 credits)
Stat 317 Nonparametric Statistical Methods (3 credits)
Stat 318 Applied Statistical Methods (3 credits)
Stat 412 Statistical Inference I (3 credits)
Stat 413 Statistical Inference II (3 credits)
Total …………………………………………………………………23-25 credits
*MATH 348 and 446 can only be counted once for credit toward the minor
Date change is to be effective: Fall 2014
Committee action:
E. Changes to the University Catalog
Darla Domke-Damonte: Proposal to revise the Undergraduate Catalog regarding Core Curriculum
Exemption Requirements
Proposal:
To expand the type of degrees eligible for the core curriculum exemption in the undergraduate catalog
to include baccalaureate and five-year master degrees (equivalent to 150 credit hours) from accredited
international institutions of higher education, provided the degrees are verified through the American
Association of Collegiate Registrars and Admissions Officers (AACRAO) or other certified credentialing
services.
Justification for the Change:
The university’s current core curriculum exemption policy excludes foreign degrees from consideration,
which:



Requires international students with foreign degrees at the baccalaureate and masters level to
take additional semesters at our institution fulfilling core requirements to earn a baccalaureate
degree.
Creates a significant barrier for foreign students when they are considering our institution.
o Affordability is a critical concern for international students when choosing among the
myriad of universities outside their home countries.
Inhibits institutional recruitment efforts of a large and significant growing potential population
of students.
The proposed change will:


Enable international students with foreign degrees at the baccalaureate and masters level to
complete a Coastal Carolina University degree in a shorter time frame, thus reducing the overall
cost of the program and making it more attractive to select Coastal Carolina University.
Increase our population of talented international students, effectively broadening the diversity
on our campus, and exposing our domestic students to international cultures.



Support the University’s Strategic Plan Goal 1.4 (Enhanced Global Perspective: Create a campus
culture that generates greater awareness of the global environment and promotes increased
participation in and exposure to the world and Objective 1.4.1. (Increase the number and
diversity of international students).
Provide an additional source of qualified, tuition-paying students, as the number of students in
the domestic population has flattened, and international student enrollment in institutions of
higher education in the U.S. has been growing for the last decade, occupying the highest
percentage of overall US higher education enrollment (3.9% of total enrollment) in 2012/13 as
reported by the Institute of International Education.
Provide a baccalaureate degree completion solution for international students with foreign
degrees who often seek programs here after completing a travel/work experience in the Myrtle
Beach area.
Change Requested:
The specific catalog changes proposed are shown below (in shaded text).
CURRENT CATALOG TEXT
Page 23 (Under Admissions)
Transfer Students with an Earned A.A., A.S., B.A., or B.S. Degree
A student who is accepted to the University with an earned Associate of Arts, Associate
of Science, Baccalaureate of Arts, or Baccalaureate of Science degree from a regionally
accredited college or university will be exempt from having to meet core curriculum
requirements.
Coursework from external institutions will be evaluated for transfer to the University on
an individual basis in accordance with established transfer policies and procedures. (See
the Evaluation of Transfer Credit section below.) Instead of applying toward core
requirements, transferred course credits may be applied to foundation, minor, cognate,
or major requirements, or may be counted as electives.
Note: Credit for the core requirement courses will not be awarded as a result of the
exemption. All requirements for the awarding of degrees, including prerequisites,
minimum credits earned and minimum grades still apply. All course prerequisites and
corequisites still apply. Associate in Applied Science degrees, and degrees from foreign
institutions are not eligible for the core curriculum exemption.
Page 23 - 24 (Under Admissions)
Evaluation of Transfer Credit
After having completed all requirements for transfer admission, matriculated students
will be given a statement of credits accepted for transfer by the University within the
first semester of enrollment. Students from regionally accredited colleges and
universities may transfer credit for academic courses completed with grades of C
(meaning C-, C or C+) or better, but the University reserves the right to determine what
credit, if any, for courses taken elsewhere will be counted toward its degrees.
Transfer applicants with advanced standing from colleges and universities not
accredited by a regional accrediting association must validate, by examination, all
credits presented for transfer. Detailed explanation of validation procedures may be
found in the Credit by Examination section of this catalog or may be obtained from the
Registrar. Credit from foreign colleges/universities is evaluated by the Office of
International Programs and Services (OIPS) in coordination with the dean of the
student's major and the dean of each course in review.
PROPOSED CHANGES
Page 23 (Under Admissions)
Transfer Students with an Earned Domestic A.A., A.S., B.A., B.S. Degree, or
International B.S. or B.A., or International Master’s Degree (with 150 hours)
A student will be exempt from having to meet core curriculum requirements if the
student is accepted to the University with an earned Associate of Arts, Associate of
Science, Baccalaureate of Arts, or Baccalaureate of Science degree from a regionally
accredited college or university in the U.S., with a baccalaureate degree from an
accredited international institution of higher education, or with a master’s degree (that
requires at least 150 equivalent U.S. credit hours to complete) from an accredited
international institution of higher education.
Coursework from external institutions will be evaluated for transfer to the University on
an individual basis in accordance with established transfer policies and procedures. (See
the Evaluation of Transfer Credit section below.) Instead of applying toward core
requirements, transferred course credits may be applied to foundation, minor, cognate,
or major requirements, or may be counted as electives.
Note: Credit for the core requirement courses will not be awarded as a result of the
exemption. All requirements for the awarding of degrees, including prerequisites,
minimum credits earned and minimum grades still apply. All course prerequisites and
corequisites still apply. Associate in Applied Science degrees, and degrees from foreign
institutions are not eligible for the core curriculum exemption. The B.S., B.A., or
Master’s degrees from international institutions must be noted on the official evaluation
from AACRAO (or other certified credentialing service) as minimally equivalent to U.S.
bachelor’s degrees. International institutions are considered "accredited" if they are
recognized by the Ministry of Education or other appropriate agency of the country in
which the institution is located.
Page 23 - 24 (Under Admissions)
After having completed all requirements for transfer admission, matriculated students
will be given a statement of credits accepted for transfer by the University within the
first semester of enrollment. Students from regionally accredited colleges and
universities may transfer credit for academic courses completed with grades of C
(meaning C-, C or C+) or better, but the University reserves the right to determine what
credit, if any, for courses taken elsewhere will be counted toward its degrees.
Transfer applicants with advanced standing from colleges and universities not
accredited by a regional accrediting association must validate, by examination, all
credits presented for transfer. Detailed explanation of validation procedures may be
found in the Credit by Examination section of this catalog or may be obtained from the
Registrar. Credit from foreign colleges/universities is evaluated by the Office of
International Programs and Services (OIPS) in coordination with the dean of the
student's major and the dean of each course in review on the basis of the original
transcript and a professional credential evaluation of all work completed (or a courseby-course report) provided through the American Association of Collegiate Registrar and
Admissions Officers (AACRAO) or other certified credentialing services as described
under the International Admission section of this catalog. Students pursuing a double
degree program through a cooperative agreement between Coastal Carolina University
and an international partner university must provide an updated evaluation of their
degree completion documents from the international partner university through
AACRAO or WES for the core curriculum exemption to be granted under a reverse
transfer credit agreement protocol.
SUPPORTING INFORMATION
Increasing our population of talented international students is one way of effectively broadening the
diversity on our campus and bringing the world to our domestic students. Not only is this proposal
supportive of our Strategic Plan Goal 1.4 (Enhanced Global Perspective: Create a campus culture that
generates greater awareness of the global environment and promotes increased participation in and
exposure to the world) and Objective 1.4.1. (Increase the number and diversity of international
students), but this proposal’s implementation will result in an increase in the tuition-paying student
population. The percentage of international students as a proportion of total US higher education
enrollment has been growing to reach a record 3.9% of total enrollment in 2012/13, according to the
Institute of International Education’s Open Doors Report (Institute for International Education, 2013),
yet Coastal Carolina University’s international student population remains at about 1 % of the total
enrollment. Affordability remains a critical concern for international students when choosing among the
myriad universities outside their home countries (Edge, 2013). Excluding foreign degrees from the above
exemption provision creates a significant affordability barrier for students who have already completed
a bachelor’s degree (or an inclusive master’s degree) at a nationally accredited institution outside the
United States and who chose to complete a baccalaureate degree at Coastal Carolina University in a
shorter time frame, thus reducing the overall cost of the program and making it more attractive to come
to Coastal Carolina University.
As a result of the Bologna Process in Europe and general educational reform worldwide, some countries,
such as France, have required that certain institutions, such as those among the Grande Ecole, make a
choice and either offer baccalaureate degrees or master’s degree programs. As a result, some students
may come to us with a 5-year master degree and no bachelor degree, but seek to complete a bachelor
degree at Coastal Carolina University. We are, therefore, proposing that both international bachelor
degrees and international five-year master degrees be added to the core exemption provision noted in
our current undergraduate catalog, as the students who have chosen to work toward a 5-year master’s
program will not be granted automatically a bachelor’s degree along the way to the master’s degree
from their chosen accredited international institution of higher education.
We understand that verifying the regional accreditation of U.S. institutions is easily accomplished.
Determining the authority under which an international institution operates and is licensed can be
verified through the American Association of Collegiate Registrars and Admissions Officers (AACRAO),
which was founded in 1910. AACRAO happens to be one of the most well-respected organizations in the
area of foreign credential evaluation. Independent foreign credential evaluation bodies, such as
AACRAO, serve as the industry standard for evaluating the credibility of transcripts of foreign institutions
as well as the institutions themselves. Since the 1950s, AACRAO has been contributing to the
development and the gathering of research literature on comparative education resulting in extensive
and current expertise in evaluating the academic credentials of 147countries. Given that this evaluation
addresses the status of the respective institution’s accreditation through independent evaluation,
provides a course-by-course grade equivalency to U.S. standards, and provides equivalencies of
academic programs completed in the home country, this resource should provide ample and creditable
data to accomplish this task. An example of the course-by-course evaluation is provided at
http://ies.aacrao.org/about/course.pdf. The definition of “accreditation” for an international institution
as it is noted in this proposal comes directly from that used by the University of Houston (2014).
We would not be alone in expanding this exemption. Northern Arizona University, located in Flagstaff,
Arizona, with an international student cohort of 1,080 (5.6% of their overall student population)
(Northern Arizona University, 2013) has approved a policy to exempt students with a bachelor’s degree
from an “accredited institution” in their home country. According to their admissions information page
on Liberal Studies Requirements for students at Northern Arizona University (www.
https://policy.nau.edu/policy/policy.aspx?num=100216) - “All students seeking their first baccalaureate
degree from Northern Arizona University must take thirty-five (35) credit units of liberal studies.” (This is
their core curriculum requirement.) However, according to their academic catalog dealing with
undergraduates on the Policies webpage, entitled “Definitions: Academic Plans Second Bachelor’s
Degree (Post Baccalaureate) Policy No. 100807, “If your first bachelor’s degree is from a regionally
accredited institution in the United States of American or an accredited institution in your home
country, you don’t have to meet Northern Arizona University’s Liberal Studies and Diversity
requirements.” Northern Arizona University is accredited through 2017-2018 by the Higher Learning
Commission of the North Central Association.
Another example is that of the State University of New York – Buffalo which states in its 2012-13 Guide
to Articulating Transfer Courses for UB General Education Requirements (State University of New York
Buffalo, 2012, p. 3), “…2. All bachelor’s degree holders are waived from UB General Education
Requirements.” Through a telephone call with their international admissions office, we have confirmed
that this provision extends to all baccalaureate degree holders from institutions accredited in the
student’s respective home country. SUNY – Buffalo is accredited by the Middle States Commission on
Higher Education.
Another example is the University of South Florida (2013), which states in USF Regulation 3.007 on page
50 of its 2013-14 Undergraduate Catalog, “In recognition that students seeking a second Bachelor’s
degree have completed a rigorous program of study at a regionally accredited or comparable
international institution, some graduation requirements are considered met by virtue of their previous
degree. These include: Gordon Rule, Summer Enrollment, the Foreign Language Entrance Requirement,
Foundation of Knowledge and Learning Core Curriculum (General Education) and the Exit Requirements.
Each degree program will determine degree applicability of transfer courses for the major.” The
University of South Florida is accredited by the Commission on Colleges of the Southern Association of
Colleges and Schools.
While there is no specific example of acceptance of an earned five-year master’s degree, in lieu of an
earned bachelor’s degree, for core curriculum exemption, the University of South Florida does recognize
the availability of access to its undergraduate programs by students enrolled in five-year master’s
degree programs. As noted by the following statement from the 2013-14 Undergraduate Catalog
(University of South Florida, 2013, p.61), “ Availability of a Baccalaureate Degree for Students Enrolled in
or Graduated from a Five-year Master’s Program[:] A student may enroll in a baccalaureate degree
program while enrolled in or after graduation from a five-year master’s degree program. In consultation
with an advisor in the five-year program and an advisor in the baccalaureate-level program and with the
approval of the college dean(s) offering the program(s), the student is required to complete the
following: (a.) Satisfy degree requirements for the five-year master’s program; and (b.) Satisfy
requirements for the baccalaureate-level program.“
Date change is to be effective: Fall 2014
Committee action:
Darla Domke-Damonte: COOL Programs and International Students
The following change is proposed to the Coastal Carolina University Undergraduate Catalog to be
effective in 2014/15. The change is proposed to accommodate the opportunity for international
students admitted to a wholly online program through one of those programs offered through the COOL
initiative to be able to exempt providing the confidential financial statement as a part of their required
application materials as this information is only required for the issuance of student visas under U.S.
immigration law and to clarify the terms under which they might be required to provide such
information later in the process of their student experience.
Current catalog (2013-14 Undergraduate Catalog, Page 30):
International Admissions
Applicants who are not citizens or permanent residents of the United States must meet the University's
general requirements for undergraduate or graduate admissions. International applicants must
complete either the undergraduate or graduate Application for Admission, include all necessary official
transcripts and leaving certificates (official English translation required), submit required standardized
test scores, and submit the Confidential Financial Statement which provides evidence of sufficient
financial resources to study in the U.S.
Request Catalog Change (shown as separate from earlier requested change notification regarding core
curriculum). Changes shown in highlight.
International Admissions
Applicants who are not citizens or permanent residents of the United States must meet the University's
general requirements for undergraduate or graduate admissions. International applicants must
complete either the undergraduate or graduate Application for Admission, include all necessary official
transcripts and leaving certificates (official English translation required), submit required standardized
test scores, and submit the Confidential Financial Statement which provides evidence of sufficient
financial resources to study in the U.S. International students who apply to complete their University
degree completely online and those who do not anticipate taking coursework for their degree program
on campus or elsewhere in the U.S. for at least twelve months after their admission will not be required
to provide a Confidential Financial Statement as they will not be needing a visa to come to the United
States of America. Prior to matriculating in any non-online courses, international students will need to
provide the Confidential Financial Statement as part of the documentation required to obtain a visa to
enable them to take such courses or participate in degree requirements located in the U.S.
Date change is to be effective: Fall 2014
Committee action: