REPORT TO THE NMU ACADEMIC SENATE
from
The Committee on Undergraduate Programs
Chair: Antony Aumann
for
February 20, 2015 CUP Meeting
TABLE OF CONTENTS
1. Engineering (pp. 4-5)
A. Course changes:
i. ET 250 Industrial Electrical Machinery (4 cr.)
ii. ET 252 Industrial Motor Controls (4 cr.)
2. History (pp. 6-25)
A. New courses:
i. HS 110 History and Popular Culture (4 cr.)
ii. HS 120 Turning Points of History (4 cr.)
iii. HS 130 Globalization and You (4 cr.)
iv. HS 201 World History to 1520 (4 cr.)
v. HS 202 World History since 1400 (4 cr.)
B. Course deletions:
i. HS 101 Western Civilization to 1600 (4 cr.)
ii. HS 102 Western Civilization since 1600 (4 cr.)
iii. HS 105 World History (4 cr.)
C. Course changes:
i. HS 126 The United States to 1865
a. Change number to HS 221
ii. HS 127 The United States since 1865
a. Change number to HS 222
D. Program change: History Major
i. Remove from list of Required Courses:
a. HS 101 Western Civilization to 1600 (4 cr.)
b. HS 102 Western Civilization since 1600 (4 cr.)
ii. Add to list of Required Courses:
a. HS 201 World History to 1520 (4 cr.)
b. HS 202 World History since 1400 (4 cr.)
iii. Accommodate changes to HS 126 and HS 127 noted above.
iv. Remove requirement to pick 4 cr. from following list:
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a. HS 105 World History (4 cr.) [II]
b. HS 234 Indigenous People of Latin America (4 cr.) [II]
c. HS 251 Latin American Civilization (4 cr.) [II]
d. HS 252 Arab-Islamic History (4 cr.) [II]
e. HS 254 Introduction to the History of Africa (4 cr.) [II]
f. HS 256 Approaching China (4 cr.) [II]
g. HS 259 Approaching Japan (4 cr.) [II]
v. Change credit requirement for HS electives from 16 cr. to 20 cr.
E. Program change: History Minor
i. Change list of Electives to “no more than 4 cr. at the 100 level.”
F. Program change: Secondary Education – History Major
i. Remove from list of Required Courses:
a. HS 101 History of Western Civilization to 1600 (4 cr.) or HS 102
History of Western Civilization since 1600 (4 cr.) [II]
b. Choose 4 cr. from the following list:
1. HS 105 World History (4 cr.) [II]
2. HS 234 Indigenous People of Latin America (4 cr.) [II]
3. HS 251 Latin American Civilization (4 cr.) [II]
4. HS 252 Arab-Islamic History (4 cr.) [II]
5. HS 254 Introduction to the History of Africa (4 cr.) [II]
6. HS 256 Approaching China (4 cr.) [II]
7. HS 259 Approaching Japan (4 cr.) [II]
ii. Remove from list of Other Required Courses:
a. HS 105 World History [II] (4 cr.)
iii. Accommodate changes to HS 126 The United States to 1865 (4 cr.).
iv. Add to list of Required Courses:
a. HS 201 World History to 1520 (4 cr.)
b. HS 202 World History since 1400 (4 cr.)
c. HS 221 The United States to 1865 (4 cr.)
v. Add qualifier to list of Electives: “No more than four credits at the 100 level.”
G. Program change: Secondary Education - History Minor
i. Remove from list of Required Courses:
a. HS 101 History of Western Civilization to 1600 [II] (4 cr.) or
b. HS 102 History of Western Civilization Since 1600 (4 cr.) [II]
c. HS 105 World History [II] (4 cr.)
ii. Add to list of Required Courses:
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a. HS 201 World History to 1520 (4 cr.)
b. HS 202 World History since 1400 (4 cr.)
iii. Accommodate changes to HS 126 The United States to 1865 (4 cr.) and HS
127 The United States since 1865 (4 cr.).
iv. Add qualifier to list of Electives: “At least one course at the 200 level.”
H. Program change: Secondary Education – Social Studies Major
i. Remove from list of Required Courses:
a. HS 101 History of Western Civilization to 1600 (4 cr.) or
b. HS 102 History of Western Civilization since 1600 (4 cr.)
ii. Add to list of Required Courses:
a. HS 201 World History to 1520 (4 cr.)
iii. Accommodate above changes to HS 126 The United States to 1865 (4 cr.) and
HS 127 The United States since 1865 (4 cr.).
iv. Add to list of Other Required Courses
a. HS 202 World History since 1400 (4 cr.)
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DEPARTMENT: Engineering
TYPE OF PROPOSAL: Course change
NAME OF ITEM: ET 250 Industrial Electrical Machinery (4 cr.)
RATIONALE:
With the evolution of industrial machinery there is a need to spend more time discussing how and
why each piece works and how it fits in modern system but less time is required to investigate
operation in the lab.
PROPOSED BULLETIN COPY:
ET 250 Industrial Electrical Machinery
4 cr. (2-0-4) (3-0-2)
Prerequisite: ET 110 or ET 112
Offered: Fall
Description: A study of the principles of operation, applications and selection of motors,
generators and transformers used in industry today.
IMPLEMENTATION DATE: Fall 2015
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DEPARTMENT: Engineering
TYPE OF PROPOSAL: Course change
NAME OF ITEM: ET 252 Industrial Motor Controls (4 cr.)
RATIONALE:
With present day motor controls there is a need to spend more time discussing how and why each
piece works and how it fits in modern system but less time is required to investigate operation in
the lab
PROPOSED BULLETIN COPY:
ET 252 Industrial Motor Controls
4 cr. (2-0-4) (3-0-2)
Prerequisite: ET 110 or ET 112
Offered: Winter
Description: Industrial power devices and associated control circuits, including starters,
contactors, limit switches and various types of electric motors. Emphasis is placed on motor
control line diagrams as well as wiring diagrams including line voltage control.
IMPLEMENTATION DATE: Fall 2015
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DEPARTMENT: History
TYPE OF PROPOSAL: New Course
NAME OF ITEM: HS 110 History and Popular Culture (4 cr.)
RATIONALE:
This course is part of a larger lower division curriculum revision in History. The revision consists
of three interlocked changes:
1. Create three new 100-level courses that are more appropriate for the current audience
primarily seeking Liberal Studies requirements.
2. Renumber the current US History surveys and the proposed integrated World History
surveys to the 200 level (eliminating 5 current 100-level courses and creating 4 new 200level courses).
3. Dissolve the division between World History and Western Civilization, creating a
comprehensive World History survey series (eliminate three surveys, replacing with two
new ones).
Part 1. The new 100-level courses
The new 100-level courses will meet the needs of students fulfilling General Education
requirements without trying to combine those goals with those of HS majors and minors needing
a different set of content and skills goals. Current large class sizes (70) and the nature of those
students, who are primarily interested in fulfilling Liberal Studies requirements with little or no
interest in History as an academic discipline, conflict with the needs of HS majors and minors,
especially those going into Education, who must achieve a solid content understanding as well as
skills introduction in order to succeed on the state mandated tests and in their upper-division
coursework.
The higher than average D/W/F rate in our existing 100-level courses (approximately 26%) results
from the department’s attempts to retain the necessary rigor for majors and minors to succeed in
their state tests and also in the upper-division History courses while simultaneously teaching to an
audience primarily comprised of non-majors and non-minors. This approach and consequent
D/W/F rate are not representative of peer departments, which have lower D/W/F rates and
frequently a fundamentally different approach to many of their 100-level courses. The cause of
the D/W/F rate discrepancy appears to be History’s expectations in its 100-level courses based
primarily on the needs of Education majors and minors who require a thorough preparation for the
state content tests and for whom these 100-level courses are mandatory.
The new 100-level courses will focus on a generalized introduction to underlying concepts in
History through creative and interactive pedagogies such as: academic role play; use of popular
cultural portrayals such as Hollywood and television; on-line gaming and strategic games, etc. The
thematic content can also vary to appeal to evolving contemporary interests, especially as
experienced by our students through popular media. One need think only of television series such
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as The Tudors, Rome, or Game of Thrones or movies from Braveheart to Gladiator to realize how
historical interests leaps in the popular consciousness as mass media presents new products.
History as a discipline is especially poised to tap into these popular images to create high interest
in the classroom.
The specific benefits from a shift in the nature of HS 100-level courses by creating such new
general history courses at the 100 level will be the following:
A. Course expectations can be more readily brought in line with peer department offerings at
the 100 level by simultaneously moving the existing surveys to the 200 level.
B. The 100-level courses will remain in Liberal Studies (as will the 200-level courses).
C. Course content will be developed in such a way to allow greater responsiveness to student
interests at the 100 level, most of whom will not have had any exposure to collegiate
History before.
The new courses will continue to offer a broad exposure to History and the Department from which
the Department has traditionally recruited a large number of majors and minors.
Part 2. Shift of Existing 100-level courses to the 200-level
The existing survey courses at the 100-level remain state-mandated requirements for Education
students, who comprise over half of History majors and minors. These mandates continue to
evolve, requiring ever greater content and skills mastery. To continue to provide the necessary
rigor for student preparation for the state teaching examinations, the surveys are becoming more
demanding with new state mandate. We have therefore concluded that the necessary preparation
no longer fits the generalized nature of a 100-level introduction course, resulting in a tension
between the needs of History majors and minors and non-minors taking these courses primarily
for General Education credit. The resulting balance stasis serve neither constituency ideally, hence
the decision to link the creation of new 100-level courses geared for non-majors to the renumbering
of surveys to the 200 level.
Shifting the existing 100-level courses to the 200 level, while retaining General Education credit,
will:
1. Maintain the content rigor necessary for majors and minors, only now at the 200 level;
2. Provide an appropriate difficulty level for majors and minors in the smaller (~35
students) survey courses at the 200 level; and
3. Retain General Education credits for majors and minors who will likely not take the
new 100-level courses.
Part 3. New World History Set-up
The existing surveys in Western Civilization (HS 101 and HS 102) and World History (HS 105)
will be moved to the 200 level in a new form that merges Western Civilization with World History
in keeping with national and state trends, including alterations to state examination content. They
will also remain required courses for all majors and minors where they presently are required.
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State mandated content for teachers, required for successful completion of state teaching
examinations, has made this shift unavoidable. We have documented the weakest area of NMU
Education students on those exams as located in the content area of World History, where ever
more test questions focus, with a corresponding decrease in the focus on Western Civilization in
isolation from the world. To secure the on-going success of NMU students, without requiring an
additional number of credits, merging the existing World Civilization with World History courses
allows us to retain full coverage of the content areas without an increase in credits. This change,
therefore, follows the changing content focus of state mandates.
Additionally, for non-Education majors, the changes reflect the broader innovations in scholarship
that have broken down what were artificial intellectual barriers between the historical civilization
groups globally. Clearly, the rest of the world did not evolve in isolation from the West, and,
conversely, the West did not simply “go forth and conquer” the rest of the world, shaping it in its
own image – a view that predominated when Western Civilization was developed as a curricular
idea in the 19th century. The interplay has been contested, dynamic, and with indeterminate
outcomes from multiple potentialities. The new courses will allow this interplay to be at the core
of the courses.
The benefits to this shift will be the following:
1. The new courses will better prepare Education students to pass their state mandated exams.
2. The new courses better reflect the current state of scholarship.
3. By moving the existing 100-level courses to the 200-level courses while simultaneously
combining this shift with a reorientation away from the division between traditional
Western Civilization and World History courses, we can combine two curricular
improvements in one step.
Course substitutions:
Interdisciplinary programs currently using the existing 100-level history courses will find
appropriate revisions as follows:
HS 101 Western Civilization to 1600 (to be replaced by HS 201)
HS 102 Western Civilization since 1600 (to be replaced by HS 202)
HS 105 World History (to be replaced by HS 201 and HS 202)
HS 126 US History to 1865 (to be replaced by HS 221)
HS 127 US History since 1865 (to be replaced by HS 222)
Implementation date:
Please note that the implementation date for these curriculum proposals is Fall 2016 in order to
coincide with the introduction of the new General Education program.
PROPOSED BULLETIN COPY:
HS 110 History and Popular Culture
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4 cr.
Offered: Fall, Winter
Prerequisite: None.
Description: An introduction to the ways in which modern popular culture uses, abuses, and
plays with history in comparison to historical scholarship. A variety of topics and media can be
explored such as on-line gaming, television and Hollywood, role playing, strategic games, etc.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: New Course Proposal
NAME OF ITEM: HS 120 Turning Points of History (4 cr.)
RATIONALE:
See discussion of the History Department’s lower level curriculum revision above.
PROPOSED BULLETIN COPY:
HS 120 Turning Points of History
4 cr.
Offered: Fall, Winter
Prerequisite: None.
Description: This class provides a sustained examination of a major event, or related events,
with substantial long-term ramifications. The course focuses on interpreting the role of said
event(s) in history and society. Possible events include The Glorious Revolution, the abolition
of slavery, the conquests of Tamerlane, the Crusades, the bombings of Hiroshima and Nagasaki,
or the ratification of the Constitution.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: New Course
NAME OF ITEM: HS 130 Globalization and You (4 cr.)
RATIONALE:
See the discussion of the History Department’s overhaul of their undergraduate curriculum, which
was provided in the main report.
Additional note 1: The course is intended for the “Integrative Thinking” portion of the General
Education Program. As such, it must meet the goal: “makes connections across disciplines.” To
do so, it approaches the material by employing the methodologies of various disciplines and their
overlap with history.
History covers all of the past—its economy, its society, its geography, its science, its medicine, its
religions, its literature, and its mathematics. Indeed, as each aspect of modern globalization can be
traced back over hundreds of years, no other discipline is equipped to offer as broad and deep a
perspective on the process as is history. For example, Sociology might explore interconnections
within the globalization of modern human societies, going back to the 19th Century as
“background” to their study of modern globalization. History, however, would offer students a
longer view by showing similarities and differences in the interconnections among human
communities not only between the 19th and 20th centuries but also in the 15th and 3rd centuries
c.e. and the 3rd Century b.c.e. History’s longer view of the trajectories of globalization will
provide students with a broader and deeper understanding of their place, not only in the modern
iteration of globalization but also in the overall process of globalization in the past as well as in
the present.
Additional note 2: This is not a “history of globalization” course, this is a course which
introduces students to their place in the long trajectory of globalization. The view that a history
department must only offer “history of” courses represents a limited understanding of what
history is and its value to a liberal education.
Additional note 3: Some concrete examples of topics that could be covered in HS 130:
1. the emigration of Homo sapiens out of Africa, an early example of the globalization
of humankind; this would of course rely on anthropological and archaeological
evidence
2. the dissemination of Greek philosophies into the Middle East during the Hellenistic
Era; this would of course rely on philosophical and literary sources
3. the economic and religious interchanges among the Chinese of the Han Dynasty, the
Bactrians, the Parthians, the Romans, and the Berbers along the “Silk Roads” and
“Sand Roads;” this would of course rely on anthropological, economic, and religious
sources
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4. the African diaspora, as Africans voluntarily or involuntarily emigrated to the
Americas and the Indian Ocean principalities; this would of course rely on political
and economic sources
5. the expansion of the political and military power of European kingdoms in the age of
imperialism
Please note that specific examples may vary drastically by instructor. Whereas, I root modern
globalization in the trade networks and financial systems developed in the Indian Ocean Basin
during the 12th and 13th centuries, not all historians will agree with that perspective.
PROPOSED BULLETIN COPY:
HS 130 Globalization and You
4 cr.
Offered: Fall, Winter
Prerequisite: None.
Description: This course focuses on historical developments which created the modern,
globalized world. It deals with patterns of interaction, and explores how these patterns were
influenced by geography, technology, politics, and religion by providing a framework for
understanding the historical developments as interrelated phenomena. In addition to examining
the current manifestations of the processes, the course will engage students in thinking critically
about their place in globalization.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: New Course Proposal
NAME OF ITEM: HS 201 World History to 1520 (4 cr.)
RATIONALE:
See discussion of the History Department’s lower level curriculum revision above.
Additional note: The breaking point of 1600 in the existing courses applied only to Western
Civilization, it never applied to World History. It is fairly arbitrary. The new dates are far less
arbitrary. The period of 1400-1520 represents the age of exploration (beginning with Zheng He’s
voyages and ending with the voyage of Magellan/de Cano (Magellan, idiotically, got involved in
a civil are in the Philippines and was killed there, leaving de Cano to finish the circumnavigation
of the globe)). This provides both an excellent ending point for the first half of world history and
essential groundwork for the second half of world history.
PROPOSED BULLETIN COPY:
HS 201 World History to 1520
4 cr.
Offered: Fall, Winter
Prerequisites: None.
Description: This course in world history focuses on the changing patterns of interaction among
the world's peoples from ancient times into the early modern era. The course examines these
interactions in terms of trade, ideas and religion, and politics. The world history course aims to
provide a framework for understanding the historical developments as interrelated phenomena
and to explain the apparent disparities in today's world in terms of their historical roots.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: New Course Proposal
NAME OF ITEM: HS 201 World History to 1520 (4 cr.)
RATIONALE:
See discussion of the History Department’s lower level curriculum revision above.
Additional note: The breaking point of 1600 in the existing courses applied only to Western
Civilization, it never applied to World History. It is fairly arbitrary. The new dates are far less
arbitrary. The period of 1400-1520 represents the age of exploration (beginning with Zheng He’s
voyages and ending with the voyage of Magellan/de Cano (Magellan, idiotically, got involved in
a civil are in the Philippines and was killed there, leaving de Cano to finish the circumnavigation
of the globe)). This provides both an excellent ending point for the first half of world history and
essential groundwork for the second half of world history.
PROPOSED BULLETIN COPY:
HS 202 World History since 1400
4 cr.
Offered: Fall, Winter
Prerequisites: None.
Description: This course in world history focuses on the changing patterns of interaction among
the world's peoples from the early modern era to the present. The course examines these
interactions in terms of trade, ideas and religion, and politics. The world history course aims to
provide a framework for understanding the historical developments as interrelated phenomena
and to explain the apparent disparities in today's world in terms of their historical roots.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Course Deletions
NAME OF ITEMS:
HS 101 Western Civilization to 1600 (4 cr.)
HS 102 Western Civilization since 1600 (4 cr.)
HS 105 World History (4 cr.)
RATIONALE:
See discussion of the History Department’s lower level curriculum revision above.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Course Change Proposal
NAME OF ITEM: HS 126 The United States to 1865 (4 cr.)
RATIONALE:
See discussion of the History Department’s lower level curriculum revision above.
PROPOSED BULLETIN COPY:
HS 126 HS 221 The United States to 1865
4 cr.
Offered: Fall, Winter
Prerequisites: None.
Description: Survey of early American history from the colonial period through the Civil
War. Emphasis on political developments within a broad economic, social and cultural
context.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Course Change Proposal
NAME OF ITEM: HS 127 The United States since 1865 (4 cr.)
RATIONALE:
See discussion of the History Department’s lower level curriculum revision above.
PROPOSED BULLETIN COPY:
HS 127 HS 222 The United States since 1865
4 cr.
Offered: Fall, Winter
Prerequisites: None.
Description: Survey of recent American history from reconstruction to the present. Political,
economic, social, cultural, educational and diplomatic facets of the American experience are
emphasized.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Program Change Proposal
NAME OF ITEM: History Major
RATIONALE:
The revisions to this program incorporate the changes to the History Department’s lower level
curriculum described above.
Additional note #1: The new 100-level courses are intended to meet the needs of a broad general
audience; students who major or minor in history will still need the broad narrative outline of the
past previously presented in the 100-level courses, but now presented in the newly devised 200level courses. Therefore, the department is restricting the number 100-level courses students may
take for the major and minor and shifting the requirements toward the higher-numbered courses.
Additional note #2: The restricted list of electives that is being removed (HS 105, HS 234, HS 251,
HS 252, HS 254, HS 256, and HS 259) was designed to ensure students took a non-western history
course. The new major requires a world history course, as opposed to a Western Civilizations
course. As a result, the non-western mandate is built into the world history requirement instead of
the restricted electives list.
PROPOSED BULLETIN COPY:
Total Credits Required for Degree
Liberal Studies
Health Promotion Requirements
124
30-40
2
Required Courses in Major
HS 390 The Historian's Laboratory
HS 490 The History Seminar
36
4
4
Choose from the following:
HS 101 History of Western Civilization to 1600 (4 cr.) [II]
HS 102 History of Western Civilization since 1600 (4 cr.) [II]
HS 201 World History to 1520 (4 cr.)
HS 202 World History since 1400 (4 cr.)
4
Choose from the following:
HS 126 HS 221 The United States to 1865 (4 cr.) [IV]
HS 127 HS 222 The United States since 1865 (4 cr.) [IV]
4
Choose from the following:
4
HS 105 World History (4 cr.) [II]
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HS 234 Indigenous People of Latin America (4 cr.) [II]
HS 251 Latin American Civilization (4 cr.) [II]
HS 252 Arab-Islamic History (4 cr.) [II]
HS 254 Introduction to the History of Africa (4 cr.) [II]
HS 256 Approaching China (4 cr.) [II]
HS 259 Approaching Japan (4 cr.) [II]
HS Electives from 200-400 levels
No more than four credits at the 100 level
No more than four credits at the 200 level.
Minimum of four credits at the 400 level.
Minor
16 20
20
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Program Change Proposal
NAME OF ITEM: History Minor
RATIONALE:
The revisions to this program incorporate the changes to the History Department’s lower level
curriculum described above.
Additional note: The new 100-level courses are intended to meet the needs of a broad general
audience; students who major or minor in history will still need the broad narrative outline of the
past previously presented in the 100-level courses, but now presented in the newly devised 200level courses. Therefore, the department is restricting the number 100-level courses students may
take for the major and minor and shifting the requirements toward the higher-numbered courses.
PROPOSED BULLETIN COPY:
Total Credits Required for Minor
HS Electives
No more than 12 4 credit hours at the 100 level.
HS Electives (300 level or above)
20
16
4
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Program Change Proposal
NAME OF ITEM: Secondary Education - History Major
RATIONALE:
The revisions to this program incorporate the changes to the History Department’s lower level
curriculum described above.
Additional note #1: The new 100-level courses are intended to meet the needs of a broad general
audience; students who major or minor in history will still need the broad narrative outline of the
past previously presented in the 100-level courses, but now presented in the newly devised 200level courses. Therefore, the department is restricting the number 100-level courses students may
take for the major and minor and shifting the requirements toward the higher-numbered courses.
Additional note #2: The restricted list of electives that is being removed (HS 105, HS 234, HS 251,
HS 252, HS 254, HS 256, and HS 259) was designed to ensure students took a non-western history
course. The new major requires a world history course, as opposed to a Western Civilizations
course. As a result, the non-western mandate is built into the world history requirement instead of
the restricted electives list.
PROPOSED BULLETIN COPY:
Total Credits Required for Degree
124
Liberal Studies
Health Promotion Requirements
30-40
2
Required Courses in Major
HS 201 World History to 1520
HS 202 World History since 1400
HS 221 The United States to 1865
HS 127 HS 222 The United States since 1865 [IV]
HS 390 The Historian's Laboratory
HS 490 The History Seminar
36 40
4
4
4
4
4
4
Choose from the following:
HS 101 History of Western Civilization to 1600 (4 cr.) [II] or
HS 102 History of Western Civilization since 1600 (4 cr.) [II]
4
Choose four credits from the following:
HS 105 World History (4 cr.) [II]
HS 234 Indigenous People of Latin America (4 cr.) [II]
HS 251 Latin American Civilization (4 cr.) [II]
HS 252 Arab-Islamic History (4 cr.) [II]
4
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HS 254 Introduction to the History of Africa (4 cr.) [II]
HS 256 Approaching China (4 cr.) [II]
HS 259 Approaching Japan (4 cr.) [II]
HS Electives from 200-400 levels
No more than four credits at the 100 level.
No more than four credits at the 200 level.
Minimum of four credits at the 400 level.
16
Other Required Courses
GC 100 Physical Geography [III]
HS 105 World History [II]
4
4
4
Teaching Minor, Minimum
Professional Education
ED 201 Introduction to Education
ED 231 Teaching for Learning in the Secondary Classroom
ED 301 Dimensions of American Education
ED 319 Teaching of Reading for Secondary Teachers
ED 349 Teaching for Diversity, Equity and Social Justice in the Secondary School
Community
HS 350 Methods and Materials in Teaching Social Studies Education
ED 361 Special Education and the General Classroom Teacher
ED 483 Educational Media Technology
ED 430 Teaching in the Secondary School
ED 450 Seminar in Teaching
20-24
33
2
4
2
3
2
4
2
2
11
1
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Program Change Proposal
NAME OF ITEM: Secondary Education - History Minor
RATIONALE:
The revisions to this program incorporate the changes to the History Department’s lower level
curriculum described above.
Additional note: The state requires traditional “survey” courses and also builds the Michigan Test
for Teacher Certification around content covered in such courses. The state also expects that their
content oriented requirements can be “mapped” to specific courses. Hence, these changes reflect
state requirements, not departmental desires. The shift to the 200-level courses meets the state
requirement for traditional surveys. Our 400-level courses are more methodological, but state
required content “maps” more effectively to our 200- and 300- level courses.
PROPOSED BULLETIN COPY:
Total Credits Required for Minor
24-28
HS 101 History of Western Civilization to 1600 [II] or
HS 102 History of Western Civilization Since 1600 (4 cr.) [II]
HS 105 World History [II]
HS 201 World History to 1520
HS 202 World History since 1400
HS 126 HS 221 The United States to 1865 [IV]
HS 127 HS 222 The United States Since 1865 [IV]
4
HS Electives
No more than one course at the 200 level; at least one course at the 300-400
level.
8
HS Elective 200-level
HS Elective 300-level
4
4
HS 350 Methods and Materials in Teaching Social Studies Education *
4
4
4
4
4
4
*Not required if major is social studies education, economics education, geography
education or political science education.
Grade earned in methods course(s) is calculated with courses in the professional
education sequence in the major.
IMPLEMENTATION DATE: Fall 2016
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DEPARTMENT: History
TYPE OF PROPOSAL: Program Change Proposal
NAME OF ITEM: Secondary Education – Social Studies Major
RATIONALE:
The revisions to this program incorporate the changes to the History Department’s lower level
curriculum described above.
PROPOSED BULLETIN COPY:
Total Credits Required for Degree
Liberal Studies
Health Promotion Requirements
124
30-40
2
Required Courses in Major*
36
Economics
Choose two courses from the following:
EC 101 Introduction to Economics [IV] or
EC 201 Microeconomic Principles or
EC 202 Macroeconomic Principles (4 cr.)
8
Geography
ENV 101 Introduction to Environmental Science [III]
GC 164 Human Geography [IV]
8
4
4
History
HS 101 History of Western Civilization to 1600 [II] or
HS 102 History of Western Civilization since 1600 (4 cr.) [II]
HS 201 World History to 1520
HS 127 HS 222 The United States Since 1865 [IV]
8
4
Political Science
Choose two courses from the following:
PS 101 Introduction to Political Science [IV] or
PS 105 American Government [IV] or
PS 203 Comparative Government and Politics (4 cr.) or
PS 309 State and Local Government (4 cr.)
8
EC/GC/HS/PS Electives
Must be a 300 level course if PS 309 is not taken above.
4
CUP Report to the Senate
4
4
4
4
4
4
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Other Required Courses
HS 105 World History [II]
HS 202 World History since 1400
HS 126 HS 221 The United States to 1865 [IV]
GC 100 Physical Geography [III]
Teaching Minor, Minimum
Professional Education
ED 201 Introduction to Education
ED 231 Teaching for Learning in the Secondary Classroom
ED 301 Dimensions of American Education
ED 319 Teaching of Reading for Secondary Teachers
ED 349 Teaching for Diversity, Equity and Social Justice in the Secondary
School Community
HS 350 Methods and Materials in Teaching Social Studies Education
ED 361 Special Education and the General Classroom Teacher
ED 430 Teaching in the Secondary School
ED 450 Seminar in Teaching
ED 483 Educational Media Technology
12
4
4
4
4
20-24
33
2
4
2
3
2
4
2
11
1
2
*Transfer students can complete the major by taking two courses—three semester hours each,
minimum—in each of the four required areas. The additional credits comprising the 36
required hours may be accumulated by taking courses in any one or more of the four required
areas.
IMPLEMENTATION DATE: Fall 2016
CUP Report to the Senate
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