Curriculum Proposal
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Department: Information Systems
School Document Number: MGMT-CC-12-23
Author (Contact): Lin Zhao
School Approval Date: 5/8/2012
Date: 4/18/2012
CEP Review Date:
Effective Term: Fall 2012
Senate Approval Date:
Type of Proposal
(place an X in the proper box)
Course: X
addition X
Program:
Experiential
Learning X
deletion
revision
Proposal Subject: (One sentence overview of the proposal. Examples: change in title, prerequisite and description of NUR XYZ. Create
new plan of study in XYZ department, etc.)
Create a new experiential learning course that serves as an elective course for MIS/CIS majors and other business
major/minor students in the School of Management.
Justification: (Explain the rationale for the proposed change.)
The ability to analyze and solve business problems efficiently and effectively is increasingly essential for successful
business management. Learning and practicing advanced spreadsheet applications can improve this ability in many ways.
Current: (If proposal is for a course change, enter current
Proposed: (If proposal is a for a course change or new course,
course information here. Include title, credits, pattern, etc. If
proposal is for a change in plan of study, enter name here, and
include current bingo sheet as an attached document, labeled
CURRENT.)
enter new course information here. Include title, credits, pattern,
etc. If proposal is for a change in plan of study, or new plan,
enter name here and include proposed bingo sheet as an
attached document, labeled PROPOSED.)
MGMT 41700 Business Problem Solving with Advanced
Spreadsheet
Prerequisite: MGMT 21100
Pattern: 2-2-3
This course addresses the need of using advanced
spreadsheet applications to analyze and solve business
problems. This course will be offered as an elective
course for MIS/CIS majors and other business
major/minor students in the School of Management. It is
a design project/undergraduate research experiential
course where students will learn the process of designing
and implementing solutions for business problems with
spreadsheets. This will help students transfer their
understandings of advanced spreadsheet features into
practical hands-on skills that can be directly applied to
the business world or research projects.
Experiential Course Proposal 1
Impact on Students: (Explain how students will be affected by the proposal. Benefits to students should be listed.)
Students will be better prepared to succeed in solving business problems by integrating advanced spreadsheet applications
with real world experiences.
Impact On Other Departments: (Explain how other academic departments may be affected by the proposal, and summarize any
discussions with other departments about the proposal. If adding or deleting a course, explain how other departments may be affected.)
None
Impact on University Resources: (Curriculum changes affect university resources. Explain here how instructional, lab, computer or
library resources may be affected by the proposal. It is especially important to address the possible need for additional faculty.)
Existing university faculty and labs would be used.
Impact on General Education Requirements: (If the proposal fulfills or changes general education requirements in your department,
explain this here.)
N/A
CEP Curriculum Document Form For Experiential Learning Courses
Standards of Practice of the National Society for Experiential Education
Experiential Course Proposal 2
Course MGMT 41700
Department Information Systems
Standards of Practice. Please provide
the information requested below for
each of the eight standards of practice.
1. Intention – Intention represents the
purposefulness that enables experience to
become knowledge and is deeper than the
goals, objectives, and activities that define
the experience.
Example: Content of course overview,
purpose of the course, etc.
Evidence (Type responses in grey boxes.)
Please describe the INTENTION of the course.
This course is designed to integrate experiential learning experience
with advanced spreadsheet applications learned in previous courses.
It will be offered as an elective to MIS/CIS majors/minors and other
management major/minor students to understand the applications of
advanced spread tools for business problem solving. The experiential
component of the course will be the practice of advanced spreadsheet
skills for problem solving in field projects or research projects. The
purpose of this practice will be to help the students understand the
process of designing and implementing solutions for business problems
with spreadsheet. To sum up, the purpose of this course is two-fold:
• In terms of a design project, it is imperative for business students to
understand how to transfer their understanding of spreadsheet features
into practical hands-on skills that can be directly applied to the
business world.
• In terms of undergraduate research, students could do an
interdisciplinary research project that could combine advanced
spreadsheet applications with the principles of other management
disciplines (e.g. finance, accounting, and marketing), or other
professional disciplines (e.g. nursing, education, since healthcare and
education are viewed as important business sectors.)
2. Preparedness & Planning –Identified
intentions are set as goals and specific
objectives and activities are defined for
the course.
Example: Forms and syllabus standards
operationalized/scheduled
3. Authenticity – The experience must
have a real world context and/or be useful
and meaningful in reference to an applied
setting or situation.
Example: Standard site proposal
agreement with goals, tasks, application.
Learning goals, tasks, application would
be as determined by the course.
4. Reflection – The learner must test
assumptions and hypotheses about the
outcome of decisions and actions taken,
then weigh the outcomes against past
learning and future implications.
Example: Dialogic group events,
journals, surveys, etc.
For CEP
Use Only
(Circle
One)
Yes
No
Please demonstrate how students will be academically PREPARED to
participate in experiential learning.
Students will be required to have a fundamental understanding of
spreadsheet applications before they enter the phase of field
projects. The prerequisites of this course will be MGMT 21100
Advanced Spreadsheet Applications for Business, with a minimum
grade of C. The design projects/undergraduate research component
will represent a percentage of the course to be determined during the
analysis of the requirements. Therefore, there will be ample time
planned to prepare the students for the experience.
Yes
No
Please demonstrate how this course has specific real world context and/or is
an out-of-class experience which is AUTHENTIC.
Students will be assigned to a local company or a research site to
practice according to their academic interests and career goals. The
research project could be interdisciplinary with graduate students
from different disciplines.
Yes
No
Please demonstrate in specific ways how assignments provide students the
opportunities to meaningfully REFLECT on their experience.
• Discussions on technical and practical problems occurred in field
projects or research projects will be facilitated on a discussion forum on
Blackboard.
• Each group will be required to submit weekly experiential learning
activity reports as the experience progresses.
Experiential Course Proposal 3
Yes
No
5. Orientation & Training – Students,
community partner(s), and faculty are
prepared with important background
information about each other and about
the context and environment in which the
experience will operate. Additionally,
ongoing structural development should be
addressed in an effort to increase the
appreciation of the context and skill
requirements of her/his work.
Please demonstrate how students will be prepared for the experience through
an ORIENTATION which is appropriate to the context.
Orientation lectures will be included in the early sessions of the course
to help students understand the background and process of
experiential learning. Training lectures of basic and advanced
spreadsheet features will be provided to help students refresh their
knowledge learned from the prerequisite class.
Yes
No
Example: Checklist form with skills,
tasks, preparation acquired
CEP Curriculum Document Form For Experiential Learning Courses
Standards of Practice of the National Society for Experiential Education
Course MGMT 41700
Department Information Systems
Standards of Practice. Please provide the
information requested below for each of the
eight standards of practice.
6. Monitoring – A student-teachercommunity partner feedback loop related to
learning intentions and quality objectives.
The structure of the experience permits
change in response to the implications of the
feedback.
Example: Checklist form with dates, review,
consults, meetings, weekly student /instructor
meetings, mid semester contact with site
supervisor, etc.
7. Assessment & Evaluation – Assessment
is a means to refine the specific learning
goals and quality objectives identified during
the planning stages of the experience.
Evaluation provides comprehensive data
about the experiential process as a whole
and whether it has met the intentions.
Example: Grades, reports, community
partner or site evaluations, faculty
evaluations, self-evaluations, performance
reviews, student evaluations, etc.
8. Acknowledgment – All parties and
individuals involved in the experience should
be included in the recognition of progress and
accomplishment.
Example: Faculty summary reports, students
ratings, site surveys, presentation of project
to site, poster sessions, recognition of
student on website, informal or formal
gathering, Ex L Expo, transcript notation of
experience, etc.
Evidence (Type responses in grey boxes.)
Please demonstrate how students will receive feedback and
opportunities to improve their performance through effective
MONITORING .
The instructor will establish communications with local sites or
research sites to assure participation on the part of students.
The instructor will monitor the learning process of students by
participating discussions, reviewing the weekly learning activity
reports, and reviewing the spreadsheet designed by students.
Please demonstrate how students will be ASSESSED and
EVALUATED.
• Each group is required to submit a weekly activity report with
the actual spreadsheet that they designed so that the project
progress can be monitored and assessed properly.
• A final report will be required for each group to summarize
their activities and findings from the projects.
• A final group presentation on experiential learning
experiences will be required for each group.
• Students' performance on the local companies or research
sites will be considered in determining students’ final grades of
the course.
Please show how students will be ACKNOWLEDGED for the learning
they have experienced in this course.
The local corporate partners, the research project partners,
SOM faculty members, EXL committee members and EXL
advisory board members will be invited to attend EXL
students’ final presentations on experiential learning
experiences. This could be expanded to a school-wide or
university-wide conference for all experiential learning
courses.
Experiential Course Proposal 4
For CEP Use
Only
(Circle One)
Yes
No
Yes
No
Yes
No
Type of Experience
__ Cooperative Education
__ Design Project
__ Internship
__ Cultural Immersion
__ Practicum
__ Undergraduate Research
__ Service Learning
Please indicate the type of Experiential Learning this course involves.
Yes
If more than one type applies, please indicate which is the PRIMARY
(P) category and which is the SECONDARY (S).
No
Design Project (P), Undergraduate Research (S)
Experiential Course Proposal 5