UCC/UGC/ECCC Proposal for New Course Please attach proposed Syllabus in approved university format. 1. Course subject and number: BUS 449C 2. Units: See upper and lower division undergraduate course definitions. 3. College: University College 1 4. Academic Unit: 5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning Outcomes) I. II. III. IV. V. Demonstrate the intellectual and practical skills of written/oral communication a. Construct persuasive arguments in increasingly complex contexts b. Articulate and comprehend effectively, using verbal or non-verbal communication suitable to topic, purpose and audience c. Use writing effectively to discover and develop ideas and to articulate positions in contexts of increasing complexity. Demonstrate analytic reasoning/critical thinking and quantitative reasoning. a. Recognize, differentiate and effectively employ appropriate and increasingly sophisticated strategies to interpret information b. Successfully integrate disparate concepts and information when interpreting, solving problems, evaluating, creating and making decisions. Apply knowledge of human cultures, diversity and global issues to intra/interpersonal situations. a. Examine and evaluate how your own personal, historical and cultural perspectives affect the discovery and generation of knowledge. b. Demonstrate the ability to think critically and creatively about the relationship between local regions and global issues, processes, trends and systems. Apply knowledge of the physical/natural world and scientific literary in appropriate contexts and to situations involving the interaction of any environment. a. Relate theories from a variety of disciplines and advance convincing reasons to connect as well as differentiate theories from different domains of knowledge b. Determine the scope of information needed in specific research contexts and successfully identify, locate, evaluate, use and communicate information from various media. Demonstrate the problem solving and project management in a real world setting. a. Select and use hardware, software applications, databases and other technologies effectively for both inquiry and communication. b. Develop and timeline for your project or internship. c. Collaborate effectively with others in shared processes of inquiry and problemsolving. Effective Fall 2013 VI. Synthesize the skills and objectives from the breadth of liberal studies, diversity and two disciplines to apply to novel situations specific to career goals. a. Demonstrate understanding of core concepts within your two minors. b. Articulate how you have met all liberal studies goals in your college experience. 6. Justification for new course, including how the course contributes to degree program outcomes, or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes). This course change proposal is part of the larger BUS degree change proposal that includes the following: 1. Requiring 3 credits of BUS capstone of all BUS degree candidates. 2. New course proposal – BUS 449C Capstone Proposal (1 credit) 3. Course change proposal – BUS 450C Capstone on Integrative Learning (reduced from 3 to 2 credits). The new proposed BUS 449C is a 5-week 1 credit course during which the instructor facilitates student design of a capstone experience. Capstone proposals may be projects or internships, and students, with course instructor guidance, are responsible for designing their own capstone experience. Capstone projects must be designed so that students can demonstrate the six BUS program outcomes. Student capstone proposals will be presented through an ePortfolio that is assessed based on the extent to which the experience can allow students to apply and demonstrate mastery of the BUS program outcomes. Students must pass BUS 449C with a C or higher in order to enroll in BUS 450C. 7. Effective BEGINNING of what term and year? See effective dates calendar. Fall 2014 8. Long course title: BACHELOR OF UNIVERSITY STUDIES CAPSTONE PROPOSAL DEVELOPMENT (max 100 characters including spaces) 9. Short course title: BUS CAPSTONE PROPOSAL DEVLPMNT (max. 30 characters including spaces) 10. Catalog course description (max. 60 words, excluding requisites): This five week, one credit course requires you to prepare a capstone project proposal. Capstone proposals can be either an internship or project. The capstone proposal shall be centered around personal career aspirations and how the project/internship allows you to demonstrate achievement of BUS program outcomes. Specific capstone goals and how those align with BUS program outcomes will provide the framework of an ePortfolio to be completed in 450c. A passing grade in this course indicates your capstone proposal has been approved and that you are eligible for BUS 450c. 11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)? Yes If yes, include the appropriate plan proposal. Bachelor of University Studies; BUS Effective Fall 2013 No 12. Does this course duplicate content of existing courses? Yes No If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why NAU should establish this course. 13. Will this course impact any other academic unit’s enrollment or plan(s)? Yes No If yes, describe the impact. If applicable, include evidence of notification to and/or response from each impacted academic unit 14. Grading option: Letter grade Pass/Fail Both 15. Co-convened with: 14a. UGC approval date*: (For example: ESE 450 and ESE 550) See co-convening policy. *Must be approved by UGC before UCC submission, and both course syllabi must be presented. 16. Cross-listed with: (For example: ES 450 and DIS 450) See cross listing policy. Please submit a single cross-listed syllabus that will be used for all cross-listed courses. 17. May course be repeated for additional units? 16a. If yes, maximum units allowed? 16b. If yes, may course be repeated for additional units in the same term? Yes No Yes No Junior-level writing course (prerequisite or co requisite) and admission to BUS degree with 18. Prerequisites: instructor approval. If prerequisites, include the rationale for the prerequisites. Only students admitted to the BUS degree with an approved plan of study are eligible to take BUS 449c. Secondly, students are expected to write effectively thus making a junior level writing course a necessary prerequisite or co requisite. 19. Co requisites: If co requisites, include the rationale for the co requisites. 20. Does this course include combined lecture and lab components? Yes If yes, include the units specific to each component in the course description above. 21. Names of the current faculty qualified to teach this course: No Becky Butcher 22. Classes scheduled before the regular term begins and/or after the regular term ends may require additional action. Review “see description” and “see impacts” for “Classes Starting/Ending Outside Regular Term” under the heading “Forms” http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/. Effective Fall 2013 Do you anticipate this course will be scheduled outside the regular term? Yes No 23. Is this course being proposed for Liberal Studies designation? If yes, include a Liberal Studies proposal and syllabus with this proposal. Yes No 24. Is this course being proposed for Diversity designation? If yes, include a Diversity proposal and syllabus with this proposal. Yes Answer 22-23 for UCC/ECCC only: FLAGSTAFF MOUNTAIN CAMPUS Scott Galland Reviewed by Curriculum Process Associate 1/23/2014 Date Approvals: Department Chair/Unit Head (if appropriate) Date 1/22/14 Chair of college curriculum committee Date Dean of college Date For Committee use only: UCC/UGC Approval Date Approved as submitted: Yes No Approved as modified: Yes No EXTENDED CAMPUSES Reviewed by Curriculum Process Associate Effective Fall 2013 Date No Approvals: Academic Unit Head Date Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Date Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning) Date Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Date Chief Academic Officer; Extended Campuses (or Designee) Date Approved as submitted: Yes No Approved as modified: Yes No Effective Fall 2013 BUS 449C: Bachelor of University Studies Capstone Proposal Development Semester 1 Credit/Five Weeks Instructor Office address Office hours Course prerequisites Junior-level writing course (prerequisite or corequisite) and admission to BUS degree with instructor approval. Course description This five week, one credit course requires you to prepare a capstone project proposal. Capstone proposals can be either an internship or project. The capstone proposal shall be centered around personal career aspirations and how the project/internship allows you to demonstrate achievement of BUS program outcomes. Specific capstone goals and how those align with BUS program outcomes will provide the framework of an ePortfolio to be completed in 450c. A passing grade in this course indicates your capstone proposal has been approved and that you are eligible for BUS 450c. Student Learning Expectations/Outcomes for this Course Design an ePortfolio that presents your senior capstone project/internship proposal. The proposal will describe how the experience/project will facilitate your mastery and demonstration of the following student learning outcomes: I. Demonstrate the intellectual and practical skills of written/oral communication a. Construct persuasive arguments in increasingly complex contexts b. Articulate and comprehend effectively, using verbal or non-verbal communication suitable to topic, purpose and audience c. Use writing effectively to discover and develop ideas and to articulate positions in contexts of increasing complexity. II. Demonstrate analytic reasoning/critical thinking and quantitative reasoning. a. Recognize, differentiate and effectively employ appropriate and increasingly sophisticated strategies to interpret information b. Successfully integrate disparate concepts and information when interpreting, solving problems, evaluating, creating and making decisions. III. Apply knowledge of human cultures, diversity and global issues to intra/interpersonal situations. Effective Fall 2013 a. Examine and evaluate how your own personal, historical and cultural perspectives affect the discovery and generation of knowledge. b. Demonstrate the ability to think critically and creatively about the relationship between local regions and global issues, processes, trends and systems. IV. Apply knowledge of the physical/natural world and scientific literary in appropriate contexts and to situations involving the interaction of any environment. a. Relate theories from a variety of disciplines and advance convincing reasons to connect as well as differentiate theories from different domains of knowledge b. Determine the scope of information needed in specific research contexts and successfully identify, locate, evaluate, use and communicate information from various media. V. Demonstrate the problem solving and project management in a real world setting. a. Select and use hardware, software applications, databases and other technologies effectively for both inquiry and communication. b. Develop and timeline for your project or internship. c. Collaborate effectively with others in shared processes of inquiry and problem-solving. VI. Synthesize the skills and objectives from the breadth of liberal studies, diversity and two disciplines to apply to novel situations specific to career goals. a. Demonstrate understanding of core concepts within your two minors. b. Articulate how you have met all liberal studies goals in your college experience. Course Structure/Approach Class meetings and activities (lectures, group work) are designed to facilitate your development of a capstone proposal. Lectures and readings provide an overview of interdisciplinary learning and the BUS program outcomes. Peer discussions and review will take place helping you refine your proposal outline. The final product will be an electronic portfolio that outlines the proposal and how it will allow you to demonstrate achievement or mastery of BUS program outcomes. If you plan an internship for this capstone course, the following is expected: Completion of Internship Form and establish a timeline (8-10 hours/wk) Develop an ePortfolio to contain the following: o Literature Review o Intellectual Autobiography o Reflection connecting proposed internship with BUS 449c and BUS 450c student learning outcomes. If you plan a project for this capstone course, the following is expected: Scholar Project ePortfolio that will contain the following: o Literature Review o Intellectual Autobiography o Reflection connecting proposed capstone project with BUS 449c and BUS 450c student learning outcomes. Textbook and required materials Effective Fall 2013 Repko, Allen F. (2014). Introduction to Interdisciplinary Studies, Sage, Thousand Oaks, CA ISBN: 978-1-4522-5660-3. Course Outline and Timeline for Assigned Work Part I: Understanding Interdisciplinary Studies Week In Class Week #1 Review capstone proposals, developing a capstone proposal. Introduce ePortfolio shell. Review and definition of program outcomes. Week #2 Week #3 Week #4 Readings Overview of Part 1 in Repko with emphasis on: Definition Application Rubrics for ePortfolio and intellectual autobiography Intellectual autobiography design and purpose. Capstone proposal development and proposal expectations. Assigned Work Create ePortfolio shell using rubric (Appendix B) provided in course text. Develop timeline and project management strategies Reflection Paper #1 (see writing rubric) 10% of grade Intellectual autobiography using rubric (Appendix A) provided in course text. Overview of Part 2 in Repko with emphasis on: Thinking critically about disciplinary perspectives Supporting literature for your capstone proposal. Designing/Selecting evidence of meeting student learning outcomes. Reflection Paper #2 (see writing rubric) 10% of grade Literature review, capstone proposal outline. Overview of Part 3 in Repko with emphasis on: The Broad Model of Interdisciplinary Research Process Read rubric for The Broad Model (Appendix D) provided in course text. 15% of grade Peer Evaluation Form Systematic peer review of capstone proposals Reflection Paper #3 (see writing rubric) Week #5 5% of grade Final Capstone Proposal due Capstone proposal presentations/overview. 60% of grade Assessment of Student Learning Outcomes Assessment of Student Learning Outcomes Course Topics & Learning Activities Students will Demonstrate the intellectual and practical skills of written/oral communication in a final project report. Demonstrate analytic reasoning/critical thinking, and quantitative reasoning Effective Fall 2013 Design ePortfolio The Broad Model of the Interdisciplinary Research Process Assessment Activities ePortfolio Rubric Reflection Paper #1 using writing rubric Design research project and concepts to be examined using The Broad Model rubric Apply knowledge of human cultures, diversity, and global issues to intra/interpersonal situations Intellectual Autobiography Apply knowledge of the physical/natural world and scientific literacy in appropriate contexts and to situations involving the interaction of any environment. Readings in understanding interdisciplinary studies Literature Review/Annotated Bibliography Demonstrate problem solving and application of skills in a real world setting Synthesize the skills and objectives from the breadth of liberal studies, diversity, and two disciplines to apply to novel situations specific to career goals Project management strategies Developing research questions and identifying relevant collaborations. Appropriate discipline citation Project timeline and identified groups to engage (if relevant) Research question(s) identified, defined and measured Peer/Instructor Evaluation Form Reflection Paper #3 using writing rubric Present final capstone project Intellectual Autobiography Rubric Reflection Paper #2 using writing rubric Grading System This is a pass/fail course. All class activities are designed to help you develop a successful capstone proposal. You must meet proficient or advanced criteria in all six expectations listed on the Capstone Proposal rubric in order to pass the course and for capstone project approval. See attached BUS 449c Capstone Proposal Rubric. Assignment Reflection #1 Reflection #2 Literature Review & Capstone Proposal Outline Reflection #3 (peer evaluation) Capstone Proposal* Total Value 10% 10% 15% 5% 60% 100% *Note that you must score at proficient or advanced for all rubric rows in order to pass this course. A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = <60% Course policy Attendance is expected at all scheduled meetings. Attendance is considered one measure of professional conduct and demonstrates the behavior expected of an NAU students. Please refer to the university policy on academic integrity. University policies Effective Fall 2013 Attach the Safe Working and Learning Environment, Students with Disabilities, Institutional Review Board, and Academic Integrity policies or reference them on the syllabus. See the following document for policy statements: http://www4.nau.edu/avpaa/UCCPolicy/plcystmt.html Effective Fall 2013