UCC/UGC/ECCC
Proposal for Plan Change or Plan Deletion
Fall 2016
FAST TRACK
(Select if this will be a fast track item. Refer to Fast Track Policy for eligibility)
If this proposal represents changes to the intent of the plan or its integral components, review
by the college dean, graduate dean (for graduate items) and/or the provost may be required
prior to college curricular submission.
All Plans with NCATE/CAEP designation, or plans seeking NCATE/CAEP designation, must
include an NCATE Accreditation Memo of Approval from the NAU NCATE/CAEP administrator
prior to submission.
UCC proposals must include an updated 8-term plan (if applicable).
UGC proposals must include an updated program of study.
1. College:
2. Academic Unit:
CEFNS
Biological Sciences
B.S. Microbiology
3. Academic Plan Name:
5. Plan proposal:
(MBIBSX)
x Plan Change
New Emphasis
6. Current student learning outcomes of the
plan. If structured as plan/emphasis, include for
both core and emphasis.
Microbiology B.S.


Students will be able to communicate
scientific information effectively, especially
relating to microbiological organisms, and the
roles of microbial organisms in ecosystem
function and health-related issues
Students will be able to collect, analyze and
interpret scientific data, including developing
a familiarity with microbiology laboratory
techniques and safety procedures
Effective Fall 2015
4. Emphasis:
none
Plan Deletion
Emphasis Change
Emphasis Deletion
Show the proposed changes in this column (if
applicable). Bold the changes, to differentiate
from what is not changing, and change font to
Bold Red with strikethrough for what is being
deleted. (Resources, Examples & Tools for
Developing Effective Program Student Learning
Outcomes).
No change
Microbiology B.S.

Students will be able to communicate scientific
information effectively, especially relating to
microbiological organisms, and the roles of
microbial organisms in ecosystem function and
health-related issues










Students will develop proficiency in the
quantitative skills necessary to analyze
biological problems (e.g., arithmetic, algebra,
dimensional analysis, and statistical analysis
as applied to biology), with a knowledge of
specialized techniques used in microbiology
Students will be able to apply the scientific
method as a demonstration that they
understand its application furthering our
knowledge of the microbial world
Students will be able to describe fundamental
principles of biology e.g., central dogma,
diversity of life, inheritance and how these
principles relate to microorganisms
Students will be able to describe unique
microbial genetic systems (i.e., prokaryotic
and viral genomes, lateral gene transfer,
plasmid structure and function, etc.)
Students will appreciate the biological
diversity of microbial forms, and appreciate
that this diversity results from evolutionary
processes
Students will be able to access and interrogate
the primary scientific literature and be aware
of leading journals in the field of
microbiology
Students will be able to synthesize material
from lower division courses across a
biological sub-discipline and apply this to
advanced course material (i.e., a Capstone
experience); specifically, students will draw
from their learning experiences in the fields of
microbial ecology & evolution, microbial
physiology, bioremediation, immunology,
etc., as related to the topic of their capstone
course
Students will gain familiarity with the unique
role of microbes play in genetic modification
technologies (i.e., creation of GMOs,
industrial applications, gene therapy, etc.)
Students will gain familiarity with the role of
microbes in human disease, the role of
microbes in issues of international health, and
the human immune response to microbial
infection
Students will gain familiarity with the role of
microbes in the context of ecosystem function
(e.g., microbial ecology, microbiome, etc.)

Effective Fall 2015











Students will be able to collect, analyze and
interpret scientific data, including developing a
familiarity with microbiology laboratory
techniques and safety procedures
Students will develop proficiency in the
quantitative skills necessary to analyze
biological problems (e.g., arithmetic, algebra,
dimensional analysis, and statistical analysis as
applied to biology), with a knowledge of
specialized techniques used in microbiology
Students will be able to apply the scientific
method as a demonstration that they
understand its application furthering our
knowledge of the microbial world
Students will be able to describe fundamental
principles of biology e.g., central dogma,
diversity of life, inheritance and how these
principles relate to microorganisms
Students will be able to describe unique
microbial genetic systems (i.e., prokaryotic
and viral genomes, lateral gene transfer,
plasmid structure and function, etc.)
Students will appreciate the biological
diversity of microbial forms, and appreciate
that this diversity results from evolutionary
processes
Students will be able to access and interrogate
the primary scientific literature and be aware
of leading journals in the field of microbiology
Students will be able to synthesize material
from lower division courses across a biological
sub-discipline and apply this to advanced
course material (i.e., a Capstone experience);
specifically, students will draw from their
learning experiences in the fields of microbial
ecology & evolution, microbial physiology,
bioremediation, immunology, etc., as related to
the topic of their capstone course
Students will gain familiarity with the unique
role of microbes play in genetic modification
technologies (i.e., creation of GMOs, industrial
applications, gene therapy, etc.)
Students will gain familiarity with the role of
microbes in human disease, the role of
microbes in issues of international health, and
the human immune response to microbial
infection
Students will gain familiarity with the role of
microbes in the context of ecosystem function
(e.g., microbial ecology, microbiome, etc.
. Current catalog display in this column. Cut and
paste the changing text in its entirety, from the
current on-line academic catalog:
(http://catalog.nau.edu/Catalog/)
Major Requirements


Take at least 71 units including 40 units of Biology
and Biology-related coursework with a Grade of "C"
or better:

o

o
Major Requirements


o
o
o
o
Show the proposed changes in this column.
Bold the changes, to differentiate from what is
not changing, and change font to Bold Red with
strikethrough for what is being deleted.
BIO 181, BIO 181L, BIO 182, BIO 182L (8 units)
BIO 205, BIO 205L (4 units)
BIO 305W (1 unit)
Select at least two from BIO 240, BIO 344, BIO 350 (6
units)
Select additional coursework from: BIO 240, BIO 344,
BIO 346, BIO 349L, BIO 350, BIO 369, BIO 375, BIO
376, BIO 401C, BIO 409, BIO 410, BIO 411, BIO 475,
BIO 488C (at least 9 units)
Select additional coursework from the
following (including up to six units of nonBIO prefix courses) (8-9 units):
Take at least 71 units including 40 units of Biology
and Biology-related coursework with a Grade of "C"
or better:
o
o
o
o

o

o






o
BIO 201, BIO 201L, BIO 202, BIO 202L,
BIO 240, BIO 300, BIO 320, BIO 326, BIO
343, BIO 344, BIO 346, BIO 349L, BIO 350,
BIO 375, BIO 376, BIO 401C, BIO 408, BIO
409, BIO 410, BIO 411, BIO 425C, BIO
425L, BIO 426C, BIO 435C,BIO 471C, BIO
475, BIO 479, BIO 485, BIO 488C, BIO 497,
BIO 498, BIO 499, BIO 545, BIO 572
CENE 150, CENE 280, CENE 281L, CENE
330, CENE 332, CENE 335
CHM 440
ENV 360, ENV 385W
FOR 213, FOR 340
GLG 309, GLG 451






o
Select one of the following capstone courses: BIO
401C, BIO 471C, BIO 482C, BIO 488C (3-4 units)
Basic chemistry sequence: CHM 151, CHM 151L,
CHM 152, CHM 152L (9 units)
Effective Fall 2015
Select additional coursework from the
following (including up to six units of nonBIO prefix courses) (8-9 units):
o

Please note that many of the following major requirements also
satisfy Liberal Studies requirements, and 18 units of qualifying
chemistry satisfy the requirements for the Chemistry Minor.
o
Select additional coursework from: BIO 240, BIO 344,
BIO 346, BIO 349L, BIO 350, BIO 369, BIO 375, BIO
376 , BIO 401C, BIO 409, BIO 410, BIO 411, BIO
475, BIO 488C, BIO488L (at least 9 units)


o

BIO 181, BIO 181L, BIO 182, BIO 182L (8 units)
BIO 205, BIO 205L (4 units)
BIO 305W (1 unit)
Select at least two from BIO 240, BIO 344, BIO 350 (6
units)
BIO 201, BIO 201L, BIO 202, BIO 202L, BIO
240, BIO 300, BIO 320, BIO 326, BIO 343,
BIO 344, BIO 346, BIO 349L, BIO 350, BIO
375, BIO 376,BIO 401C, BIO 408, BIO 409,
BIO 410, BIO 411, BIO 425C, BIO 425L, BIO
426C, BIO 435C,BIO 471C, BIO 475, BIO
479, BIO 485, BIO 488C, BIO488L, BIO 497,
BIO 498, BIO 499, BIO 545, BIO 572
CENE 150, CENE 280, CENE 281L, CENE
330, CENE 332, CENE 335
CHM 440
ENV 360, ENV 385W
FOR 213, FOR 340
GLG 309, GLG 451
Select one of the following capstone courses: BIO 401C,
BIO 471C, BIO 482C, BIO 488C (3-4 units)
Please note that many of the following major requirements also
satisfy Liberal Studies requirements, and 18 units of qualifying
chemistry satisfy the requirements for the Chemistry Minor.
o
o
Basic chemistry sequence: CHM 151, CHM 151L,
CHM 152, CHM 152L (9 units)
Biochemistry course: CHM 360 or CHM 461 (3 units)
o

o
Biochemistry course: CHM 360 or CHM 461 (3 units)
CHM 230, CHM 230L, CHM 320 (8 units)
CHM 235, CHM 235L, CHM 238 (8 units)

o
Select a math combination:


MAT 125 and (STA 270 or PSY 230) (7-8
units)
MAT 136 (4 units)


PHY 111, PHY 112 (8 units)
PHY 161, PHY 262, PHY 262L, PHY 263 (11
units)
General Electives

PHY 111, PHY 112 (8 units)
PHY 161, PHY 262, PHY 262L, PHY 263 (11
units)
General Electives


Additional coursework is required, if, after you have
met the previously described requirements, you have
not yet completed a total of 120 units of credit.
You may take these remaining courses from any
academic areas, using these courses to pursue your
specific interests and goals. We encourage you to
consult with your advisor to select the courses that
will be most advantageous to you. (Please note that
you may also use prerequisites or transfer credits as
electives if they weren't used to meet major, minor, or
liberal studies requirements.)
Additional Information
MAT 125 and (STA 270 or PSY 230) (7-8
units)
MAT 136 (4 units)
Select a physics sequence:
Select a physics sequence:


CHM 230, CHM 230L, CHM 320 (8 units)
CHM 235, CHM 235L, CHM 238 (8 units)
Select a math combination:



Select an organic chemistry sequence:


Select an organic chemistry sequence:



o

o
Additional coursework is required, if, after you have
met the previously described requirements, you have
not yet completed a total of 120 units of credit.
You may take these remaining courses from any
academic areas, using these courses to pursue your
specific interests and goals. We encourage you to
consult with your advisor to select the courses that
will be most advantageous to you. (Please note that
you may also use prerequisites or transfer credits as
electives if they weren't used to meet major, minor, or
liberal studies requirements.)
Additional Information




Be aware that some courses may have prerequisites that you
must also take. For prerequisite information click on the course
or see your advisor.

Be aware that some courses may have prerequisites that you must
also take. For prerequisite information click on the course or see
your advisor.
8. Justification for proposal:
We are simply unlinking the lecture from the lab and giving students the option of taking the lecture
without the lab.
9. Will this proposal impact other plans, sub plans, or course offerings, etc.?
Yes x
No
If yes, list and include evidence of notification to and/or response from each impacted academic unit
as necessary
B.S. Biology; B.S. Biomedical Science
Effective Fall 2015
Answer 10-13 for UCC/ECCC only:
10. A major is differentiated from another major by required course commonality: 24 18* units of the
required coursework to complete the major must be unique, (i.e. not common or not dual use as a
required element in another major), to that major. Does this plan have 24 18 units of unique required
credit?
Yes
No
* At least 18 required units of the major should be unique to that major to differentiate it from
other majors as a guideline. Require that the distinctiveness of the degree program be evident
through a well-articulated (1) Degree Program Purpose, (2) Degree Program Learning
Outcomes, and (3) explanation for why the specified curriculum requirements are necessary
for students to achieve the Degree Program Student Learning Outcomes as illustrated in the
program’s Curriculum Map/ Matrix and narrative describing the design of the degree program
curriculum. Requests for exceptions for a major with fewer than 18 required units should be
prepared to articulate in addition to the requirements outlined above, how a degree program is
satisfying sufficient student mastery of articulated learning outcomes in fewer than 18
required units.
We do not allow dual majors within the Department of Biological Sciences
11. An emphasis is differentiated from another emphasis by required course commonality: 15 units of
the required coursework to complete the emphasis must be unique, (i.e. not common or not dual use
as a required element in another emphasis), to that emphasis. Do the emphases each have 15 units
of unique required credit?
Yes
No
12. An undergraduate certificate is differentiated from another certificate by required course
commonality: 12 units of the required coursework to complete the certificate must be unique (i.e. not
common or not dual use as a required element in another certificate), to that certificate. Does this
certificate have 12 units of unique required credit?
Yes
No
13. A minor is differentiated from another minor by required course commonality: 12 units of
the
required coursework to complete the minor must be unique, (i.e. not common or not dual use as a
required element in another minor), to that minor. Does this minor have 12 units of unique required
credit?
Yes
No
Answer 14-17 for UGC only:
14. Master’s degrees are differentiated from one another by required curriculum and course
commonality: at least 12 units of required coursework to complete the degree must be unique (i.e. not
common or for dual use as a required element in another degree).
Does this degree contain at least 12 unique units of required credit?
Yes
No
15. Emphases within a Master’s degree are differentiated by required curriculum and course
commonality: at least 9 units of required coursework to complete the emphasis must be unique (i.e.
not common or not dual use as a required element in another emphasis).
Do emphases contain at least 9 unique units of required credit?
Yes
No
16. If this is a non-thesis plan, does it require a minimum of 24 units of formal graded coursework?
Yes
No
If no, explain why this proposal should be approved.
17. If this is a thesis plan, does it require a minimum of 18 units of formal graded coursework?
Effective Fall 2015
Yes
No
If no, explain why this proposal should be approved.
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
12/15/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
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
UGC Approval (Graduate-Level Plans Only)
Date
Effective Fall 2015
Chief Academic Officer; Extended Campuses (or Designee)
Effective Fall 2015
Date