Academic Affairs Committee Meeting Minutes
Tuesday, October 8, 2013
10:00 a.m., Kearns Hall 205
*************************************************************************************
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.
*************************************************************************************
Attendees:
Brandon Palmer (Chair), Humanities
Dustin Thorn, Science
Jamia Richmond, Education
Amy Fyn, Kimbel Library
John Beard, Provost Office
Richard Aidoo, Humanities
Teresa Burns, Science
Dennis Rauch, Business
Brianne Parker, University College
Dan Lawless, University Registrar
Absent:
Richard Costner, Education
Greg Thornburg, Enrollment Services
Nicholas Pritchard
Michael Pierce
Nelljean Rice
Guests:
A. Call to Order
Brandon Palmer welcomed all in attendance and called the meeting to order. A motion was
made by Brianne Parker to accept the minutes from the September 10, 2013, meeting. Upon
committee vote, the minutes were approved as written.
B. Chair Report
No Chair Report was given.
C. Information on the new Core Curriculum: Nicholas Pritchard
Nicholas Pritchard, Chair, Core Curriculum Committee, presented the committee members on
the proposed upcoming changes to the Core Curriculum. The following is information given to
the committee members regarding these proposed changes:
For the past two years, the Core Curriculum Committee has worked to develop a new
vision for Coastal Carolina University Core Curriculum. This process has been faculty
driven and is based on data accumulated through seven years of assessment of the Core
Curriculum. The Committee looked to address the following concerns with the current
Core:
 Non-alignment of existing goals and outcomes with the mission statement
Academic Affairs Committee Meeting
October, 2013
Page 1
 Poorly designed student learning outcomes for the Core Goals that hinder
assessment of actual student learning
 Desire to provide students with more engaging course options on all core areas
and to move away from general survey courses
 Increasing the focus on students as “consumers” of the Core
 Increasing ease of transferring courses between majors and institutions
 The increase in hidden prerequisites for core courses, along with the need for
courses to be open to all students, not just one group of majors
The philosophy behind the new vision is to provide a general education to all students,
regardless of major. The Committee identified the core as having two interrelated
components, Core Skills (Core Goal I) and Core Concepts (Core Goal II). Core Skills are
the cognitive skills that students need to be successful in college and in future working
lives. Core Concepts is the exposure to the liberal arts in order to develop a broader
understanding of the world around him or her.
Hidden prerequisites and competency levels are two issues that the Committee wants
to address in the revised core. Before this draft moves to further, we would like your
input regarding these issues in light of the core and the skills courses. As you read
through this document, please keep the following in mind:
 Courses in Core Goal I (Core Skills) should not have prerequisites.
 Courses in Core Goal II (Core Concepts) should not have prerequisites, unless it
comes from a course in Core Goal I (Core Skills)
 Courses in Core Goal II (Core Concepts) can be interdisciplinary
 The Committee is interested in providing students with opportunities to
demonstrate expertise/competency, allowing them to receive credit for core
hours through AP tests, placement tests, etc.
The proposed changes to the core would incorporate 30-40 hours of core classes.
Mission:
The purpose of the Core Curriculum is to provide an educational foundation in the
liberal arts tradition that promotes free inquiry and creative and critical thinking.
The Core Curriculum provides opportunities for students to develop skills in the
following: critical thinking and reasoning, written and oral communication, and
quantitative and information literacy.
The Core Curriculum provides opportunities for students to apply these skills in the
practice of the natural sciences, the social sciences, and the humanities and arts in the
context of global and diverse cultural perspectives.
Academic Affairs Committee Meeting
October, 2013
Page 2
I. Core Skills
Goal: The Core Curriculum seeks to develop skills in reasoning, reading, writing, and
quantifying, as well as a variety of information and communication skills
Objective: Students will utilize these skills in order to understand, question, revise, and
generate knowledge.
A. Critical thinking and reasoning
Learning Outcomes: Students will be able to:
1.
2.
3.
identify arguments and the components of a reasoned exchange of
views
evaluate arguments by applying knowledge of forms of reasoning
formulate well-reasoned arguments for a thesis
B. Critical Reading, Writing, and Information Literacy
Learning Outcomes: Students will be able to:
1.
2.
3.
read for comprehension
write for a specific audience and purpose, employing discipline-specific
language
locate, evaluate, and apply information appropriate to a specific
audience and purpose
C. Communication Across Cultures
Learning Outcomes: Students will be able to:
1.
2.
apply foreign language skills consistent with the level of study
identify cultural perspectives through language study
D. Quantitative Literacy
Learning Outcomes: Students will be able to:
1.
2.
analyze and interpret data in context
apply mathematical concepts to solve problems
II. Core Concepts
Goal: The Core Curriculum seeks to introduce students to methods of inquiry and
practice within and across disciplines, including scientific concepts and the practice of
scientific inquiry, individual and social human behavior, and humanistic thought and
expression from a national and global perspective.
A.
Scientific Concepts
Objective: Students will recognize scientific evidence and apply the basic principles of
science to the natural world.
Learning Outcomes: Students will be able to:
1.
Academic Affairs Committee Meeting
apply the methods of science to investigate the natural world
October, 2013
Page 3
2.
B.
analyze evidence using scientific methods
Human and Social Behavior
Objective: Students will recognize a variety of social perspectives and contexts, and
identify connections among individual and group behaviors within and across
cultures.
Learning Outcomes: Students will be able to:
1.
2.
C.
apply the methods of social science to investigate and analyze social
behavior
analyze and illustrate the connections among individual and group
behaviors
Humanistic Thought and Expression
Objective: Students will recognize, identify, and engage with a variety of perspectives
and concepts in the humanities and the arts, and evaluate forms of human expression
within and across cultures.
Learning Outcomes: Students will be able to:
1.
2.
apply concepts employed in historical, political, philosophical, literary,
or artistic analysis
analyze and critically interpret forms of human and artistic expression
Dr. Pritchard explained that current courses will be reviewed and new courses will be vetted
through the Core Curriculum Committee to determine their applicability in the core curriculum.
A brief discussion also ensued regarding suggestions and recommendations for assessment.
Committee action: Committee gave approval of proposed changes. Proposal will move forward
to Faculty Senate for review and approval.
D. Faculty Admissions Committee Representation: Greg Thornburg, Interim Vice President, Enrollment
Services & Caroline Madden, Associate Director, Compliance/Assessment
Neither Greg Thornburg nor Caroline Madden were able to attend the meeting; however,
Nelljean Rice, Chair, Faculty Admissions Committee, spoke to the committee explaining the
charge and the needs of the committee. At this time, the Faculty Admissions Committee is in
need of a representative from the Academic Affairs Committee. Dustin Thorn volunteered for
this appointment. Hearing no other objections, the committee voted Dustin Thorn as the
representative to this committee.
E. Residency Requirements: Dr. John Beard, Associate Provost for Assessment and Accreditation
Dr. Beard presented committee members with updated wording regarding the Academic
Residency Rule policy. After continued discussion, the following wording was approved by
committee members and will be submitted to Faculty Senate for final review and approval:
Academic Affairs Committee Meeting
October, 2013
Page 4
In order to be eligible to receive a degree from Coastal Carolina University, a student
must earn a minimum of 25% of the degree program’s requirements, including 12
credit hours of the student’s major courses and 6 credit hours of minor courses, taken
“in residence” at Coastal. Some programs impose a higher student residence and/or
major requirements.
Committee action: Proposal was approved as written and will be submitted to Faculty
Senate for November, 2013 meeting.
D. Form C – Proposal for New Undergraduate Course
1. College of Science – Department of Biology
a. BIOL 492
Phylogenomics
Number of credits: 3 Pre-requisites: BIOL 350 and BIOL 350L Co-requisites: None Course
restrictions: None. This course may be taken as an elective. Proposed catalog description: This
course introduces students to the basic principles of how genomic data is used to interpret
phylogenetic relationships among taxa. Students review aspects of both evolutionary processes
and phylogenetic theory to develop an understanding of how genomic data can be applied to
answer questions in these fields using the available software tools. Justification: This course has
been developed to expand the Department of Biology's upper level course offerings and provide
an upper level elective for students in all of the of the major's concentrations i.e. integrative
biology, EEC (ecology, evolution, conservation), and CMG (cell, molecular, genetics). As the
subject matter of this course has practical application in many biological fields, the faculty
member's employment letter strongly encourages the development of Phylogenomics as an
upper level course offering for the department. Moreover as there is a strong analytical
component to the course, it will provide students with opportunities to sharpen their data
interpretation and analysis skills. Impact on existing academic programs: This course will be
beneficial to the Biology major in that it provides an additional course to fulfill the upper level
elective requirements and addresses a critical topic area in the major for which there are no
current course offerings. It has negligible negative impact on the program as it will not require
any additional faculty hires or equipment purchases. Although the course will not require the
purchase of any additional computer hardware and will use the laptops already purchased by
the department, it will require purchasing (4 month) teaching licenses for the Geneious software
(est. $800 - $1500 enrollment dependent). These licenses will be purchased by the Biology
department from student fees. The course will not require new faculty to be hired or a faculty
reallocation as the designated instructor will have flexibility in her teaching assignments due to
increased capacity in the BIOL 330L lab sections that she currently teaches. Because the BIOL
330L were moved from 222 Smith to 235 KESH the lab sections now each have capacity to
instruct an additional four students ( total 24 students). This increased capacity will likely
eliminate the need for one 330L section per year, thus allowing the instructor to meet her
teaching obligations in both 330 and 492. Method of delivery: Classroom Semesters offered:
Spring Date change is to be effective: Spring 2014.
Committee action: Proposal was approved as written and will be submitted to Faculty Senate
for the November, 2013 meeting.
Academic Affairs Committee Meeting
October, 2013
Page 5
Academic Affairs Committee Consent Agenda Meeting Minutes
Tuesday, October 8, 2013
10:00 a.m., Kearns Hall 205
1. Form A: Proposal for Changes In, Restoration of, or Removal of an Undergraduate Course
A. College of Science – Department of Psychology and Sociology
a. SOC 497
Senior Thesis
Proposed changes: Course Change: Change in co-requisites from: None to: SOC 497L
Proposed catalog description: Senior Thesis. (3) (Coreq: Soc 497L; Prereq: Senior standing, SOC
330 and SOC 331) Each student plans and executes an original research project under a
sociologist’s supervision. Offered as needed. Justification: Recent changes in the program
require all sociology majors to complete Soc 497, the Senior Thesis. Each student is required to
plan and execute an original project in this class. A lab (SOC 497L)was added a year later to
supplement the Senior Thesis course and provides hands-on training using specific exercises and
assignments. The lab also provides additional time for instruction and monitoring of individual
research projects. Impact on existing academic programs: Soc 497L supports Soc 497, the
existing Senior Thesis course. The lab also strengthens the quality of research by providing
students with an additional three hours per week for mentoring/guidance in developing and
implementing their own research projects. The lab is consistent with the overall mission of the
department and supports Student Learning Outcomes within the Bachelor of Arts in Sociology
program. Faculty are currently receiving two course credits for teaching both Soc 497 and Soc
497L. No additional space is needed since both courses are currently being taught. Date change
is to be effective: Spring 2014 Semesters offered: Fall/Spring
Committee action: This proposal was approved as written and will be submitted to Faculty
Senate for the November, 2013 meeting.
b. SOC 331L
Methods in the Social Sciences Lab
Proposed changes: Course Change: Change in pre-requisites from: SOC 101 or SOC 102; PSYC
225 or its equivalent to: SOC 101 or SOC 102; SOC 201 Proposed catalog description: No
change. Justification: SOC 201: Sociological Analysis is a more appropriate prerequisite for SOC
331 than PSYC 225. Impact on existing academic programs: We have recently added a several
courses to our curriculum; including SOC 201 and a senior thesis course (SOC 497). We are
changing the prerequisites to SOC 331/L to reflect our new expectations for students. The
sequence of our research courses is as follows: (1) SOC 201: Sociological Analysis , (2) SOC 331/L:
Methods in the Social Sciences AND PSYC 225/L: Statistics or equivalent; (3) SOC 497: Senior
Thesis. Students are already required to take these courses, we are just revising the order in
which they take them. Date change is to be effective: January, 2014. Semesters offered: Fall
and Spring
Committee action: This proposal was approved as written and will be submitted to Faculty
Senate for the November, 2013 meeting.
Academic Affairs Committee Meeting
October, 2013
Page 6
B. College of Science – Department of Biology
a. BIOL 450
Molecular Biology and Evolution
Proposed changes: Course Change: Change in prerequisites from: None to: BIOL 350, BIOL 350L
Change in title of course from: Molecular Biology and Evolution to: Molecular Biology Proposed
catalog description: This course is a single semester course that will focus on the molecular
mechanisms of in vivo and in vitro gene expression. The course will introduce students to the
techniques used for the isolation, manipulation and expression of recombinant DNA as well as
the control of gene expression in prokaryotes and eukaryotes. Subjects to be discussed will
include (but are not limited to): DNA cloning, genome sequencing and genomics, recombinant
protein expression and the application of molecular biology to modern medicine and
agriculture. Justification: BIOL450 has been taught as a general Molecular Biology course for
several years with a greater focus on the application of recombinant DNA methods in
understanding gene expression. The course as currently taught does not address many topics
related to evolutionary adaptation or molecular evolution. General Molecular Biology courses
are frequently required or accepted cognate courses in Biology programs and this change will
more appropriately reflect the material covered in this class. Impact on existing academic
programs: The course change will require students to complete a single semester course in
Genetics prior to enrolling in BIOL 450. This course will remain as a required course for the
Cell/Molecular/Genetics specialization of the Biology major. This change is not expected to
drastically affect the enrollment (~40 students per year) since a majority of students in this class
have previously taken Genetics. This change will formally institute the prerequisite course. This
course has been taught one time per year since 2008 by a current faculty member in biology.
Lab fees and departmental budget allocations have supported the course and no additional
costs will be incurred by these changes. The course is already on the catalog and being taught
once per year. A faculty member in the department has taught the course and will continue to
serve as the instructor. The course changes reflect a more accurate representation of the
material covered in the class as well as an expectation of enrolled students in understanding
fundamental concepts of genetics and inheritance. Date change is to be effective: Spring 2014
Semesters offered: Spring
Committee action: This proposal was approved as written and will be submitted to Faculty
Senate for the November, 2013 meeting.
b. BIOL 450L Molecular Biology and Evolution Laboratory
Proposed changes: Course Change: Change in pre-requisites from: None to: BIOL 350, BIOL
350L Change in course title from: Molecular Biology and Evolution Laboratory to: Molecular
Biology Laboratory Proposed catalog description: This course is a hands on instructional
laboratory course that complements BIOL450 lecture, Molecular Biology. Students will
perform experiments routinely used to investigate the structure and function of genes. These
include: the purification of DNA from cells, the isolation, cloning, disruption and overexpression
of genes as well as the analysis and comparison of DNA and protein sequences. S. Justification:
The name change and prerequisite request change is intended to accurately reflect the topics
that are covered in the class. This class has been taught as an introduction to Molecular Biology
with more discussion of methods and applications relating to the expression of genes and
recombinant DNA technology than of topics and methods in evolution/molecular evolution. This
course has been taught as a general Molecular Biology course for every semester that it has
been offered at CCU. Impact on existing academic programs: This course has been part of the
biology curriculum since 2008 and will not affect the program. The addition of the prerequisite
Academic Affairs Committee Meeting
October, 2013
Page 7
course (BIOL350) is not expected to drastically alter the enrollment in this course since BIOL450
will still be a required course in the Cell/Molecular/Genetics specialization. No financial costs
will be affected by this course change request. The course has been taught each year and
sufficient funds provided by student fees cover the reagents and consumable materials used in
this lab course. The department has the necessary equipment (PCR thermocyclers, gel
electrophoresis and gel imaging equipment, micropipetors) in place so that students can
conduct experiments with up to date methods and equipment. Several upgrades have been
made in the last year including a new PCR thermocycler will allow students to run multiple
experiments simultaneously. No financial impact is anticipated since this is a change in the name
of the course and addition of prerequisites. The course is taught every year by full time faculty in
the department. Since the course is part of a specialization in the major, it will continue to be
offered to Biology majors. Date change is to be effective: Spring 2014 Semesters offered: Spring
Committee action: This proposal was approved as written and will be submitted to Faculty
Senate for the November, 2013 meeting.
Academic Affairs Committee Meeting
October, 2013
Page 8