Idaho State University’s Undergraduate Curriculum Council
Undergraduate Curriculum Council
See Members
December 06, 2012 -- 3:00-5:00 p.m. in Rendezvous 301
Volume XXIX, Meeting 22 (14-22)
MINUTES – Approved by Curriculum Council on December 13, 2012; accepted by Deans 18 December 2012
A. PRELIMINARIES
1a. Attending: Bigelow, Blakeman (Chair), Fuger, Hertz, Hewett, Hill, Homan, Hunt, Kim, Nelson, Stuffle,
Symes, Young. Absent: Ruchti.
1b. Pre-notified absences for this meeting: Edwards, Nehr-Kanet, Woodworth-Ney.
1c. Guests: Shannon Kobs-Nawotniak and Leif Tapanila, Geosciences, to speak re: Proposal 88; Gesine Hearn,
Sociology, Social Work, and Criminal Justice, to speak re: Proposal 93.
2. With corrections to capture the intended meanings of two comments, Blakeman declared the Minutes from the
Council’s meeting on November 29, 2012 approved.
3. The Bylaws for the Bachelor of Applied Science / Bachelor of Applied Technology Committee have been
returned from the Committee with adjustments. Council members wondered what is meant by “chosen” as
opposed to “elected” or “appointed;” an example offered is that in one college, a person is nominated, but formal
balloting does not take place. As in the Council’s own bylaws (first), the language of “acceptance” of a
subcommittee’s minutes needs to be addressed.
4. The General Education Requirements Committee (GERC) has sent a newly updated list of approved
courses satisfying Objectives. POLS 2202 (Proposal 87) has been added to Objective 7. Discussion:
 Members of this Council were unaware that the clearly articulated new General Education program
philosophy statement drafted at the start of the General Education reorganization is included on page 27
of the current catalog. It appears that other groups, perhaps even the GERC itself, might be unaware also.
 It is unclear to some here how the GERC can approve subject-based courses and yet remain true to this
stated philosophy.
 By stipulating that Objective 5 requires two lab courses, the new system requires that Engineering
students complete more than the current 36 General Education credits.
 The push for completion and implementation of the new program is coming from the Board of Education.
 If Idaho State University is already last to finish, why not take the time to get it right?
 When will the faculty review period be?
5. The minutes from the Council’s meetings on October 18, November 8, and November 15 are scheduled to be
seen by the Deans on December 18, 2012. (And by then, the Deans will also have the November 29 minutes and
the action items from the December 6 minutes. Together, these include nearly 370 changes in 36 units that
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
Page 1 of 11
were not approved by Thanksgiving [and therefore cannot be guaranteed to be in the 2013-14 catalog]. Twothirds of these units submitted their proposals by September 20.) Nelson agreed to draft a message to the deans
stating that this Council had met its obligations (at least regarding the two sets of those minutes that it had
approved before the deans’ last meeting before Thanksgiving) and will not take kindly to constituents’ complaints
if approved changes do not appear in the next catalog. Blakeman will contact Woodworth-Ney in hopes of
reinforcing his understanding that the process for the coming electronic catalog should speed the approval of
catalog changes.
6. Regarding a motion tabled to include in the minutes and bylaws a statement that the Council regards its
minutes as a factual representation of what transpires at its meetings, and welcomes questions for clarification.
Discussion reiterated that no such motion is necessary, because the Council behaves according to Roberts Rules of
Order, which states this already. Remaining unaddressed is the suggestion that the Bylaws need to be changed to
remove "acceptance" by the Deans.
7. Stuffle clarified for the secretary that the two representatives from the College of Science and Engineering
represent a) the Departments of Biological Sciences, Chemistry, and Geosciences, and b) the Departments of
Computer Science, Mathematics, and Physics, and the School of Engineering.
8. Young wondered what progress had occurred with regard to planning for secretarial succession during spring
semester.
B. UNFINISHED BUSINESS
1. With one abstention, Council otherwise unanimously approved a proposal from Political Science (Appendix
1), for a revision to an existing course to make it suitable for General Education use.
2. Returned to the table is Proposal 88 – Geosciences, for a new General Education course. The course has been
approved by the GERC for Objective 8, so General Education language has been added to this proposal. A lab
course has also been added. Department representatives Leif Tapanila and Shannon Kobs-Nawotniak answered
questions.
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The Geosciences faculty is recorded as having voted on this proposal; the course proposed appears to be
representing the entire College, but we see no hard evidence of wide involvement of the College's other
faculty.
How does this course's content relate to Engineering? The title specifically includes Engineering; yet no
one in Engineering so far appears to have heard about it. This could become an accreditation issue. --The
development committee, all pre-tenured faculty, developed the course very quickly and needed to leave
content flexible for faculty who would teach it, while trying to recognize College of Science and
Engineering involvement.
Why is this a 0-credit lab? --Developers have been told there is no support for labs.
This seems to be a research course in hard sciences. Isn't a general education course supposed to function
for all the University's students, rather than be focused for those coming to one college?
It appears there may be confusion between 'information' and 'data,' even within this course.
Would this enhance success in all courses?
A better way (than the specified B- grade requirement in MATH 1108) to control the mathematical
maturity might be to use a higher math course such as MATH 1143 as a prereq.
This is a freshman-level number, but appears to be a sophomore-level course.
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
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
Could the title be, "Information and Data Literacy in Natural Sciences?"
3. Council unanimously approved a proposal from Sociology, Social Work, and Criminal Justice (Appendix
2), to revise two curricula. Author Gesine Hearn answered questions. Corrections have been made in the proposal
as a result of her answers and earlier Moodle notes.
C. NEW BUSINESS
1. MSC (Nelson, Hewett; unanimous) to approve a faculty panic note request from Human Resource Training
and Development (Appendix 3), re: HRD 4410 Principles of Leadership and Change; “The course is now a
Fall/Spring course, so please remove the ‘Su’” and put a code of D so that the department may offer it as needed
rather than strictly every fall and spring." The course is in no curriculum list anywhere in the catalog.
2. Blakeman introduced, and members reviewed, a GERC memorandum to the Provost that had been sent to this
Council for acceptance, acceptance with changes, or rejection. Council agreed that drastic eleventh-hour changes
are not a productive response to months of careful decisions by the representatives on the GERC. MSC (Stuffle,
Young; 5 in favor, 3 opposed, and 3 abstaining) to return the memo for adjustments and postpone implementation
of the new General Education program for one year.
C. ADJOURNMENT -- declared at 5:16 p.m. upon motion by Homan.
APPENDICES
1. Political Science
Sean Anderson, Chair (or Cheryl Hardy)
Proposal Summary: The basic Introduction to Politics class Title and Course Description for the Undergraduate
Catalog are being changed to reflect the use of the course to promote critical thinking in politics and social issues.
The proposed change affords students the opportunity to develop critical thinking skills with regard to politics and
government. It will offer students another course to fulfill Objective 7.
Faculty Vote: I consulted all Political Science faculty, via email to request their vote on the proposal change.
Voting faculty: 4 in favor, 1 abstention.
Impacts
 College, Department, Staffing, Facilities, Funding, etc.: At least two classroom sections on the
Pocatello campus and probably one online section will be needed.
 ITS / ETS: We will use Moodle, video, and online; technology rooms will continue to be required every
semester.
 Registration:
 Advising:
 Other Units:
Discussion: This proposal is requesting GERC approval along with content change and therefore will stay tabled
until GERC reviews and approves before we can move forward. In the meantime, however, I see the author has
listed some possible impacts. However, I don't see any responses back from those that may be affected.

COURSE CHANGES
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
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14-22-02 Title, Content, GenEd POLS 2202 201410
Change title to Introduction to Politics <: Critical Thinking and Analysis >
30-ch title is not changed.
< Satisfies a General Education Requirement. >
Old: POLS 2202 - Introduction to Politics: This class is an introduction to the fundamental issues in political
science. Examples of topics covered include equality, majority rule, and the fact-value distinction. Required for
all students majoring in political science. F, S, Su
New: POLS 2202 Introduction to Politics: Critical Thinking and Analysis 3 credits. < Introduction to critical
thinking about politics. Students learn to comprehend and critically analyze discourse and writings on political
and social issues, to identify errors in the logical or presentation of facts in political discourse, to be able to
demonstrate independent political judgment by formulating logically valid and factually sound arguments.
Satisfies a General Education Requirement. > Required for all students majoring in political science. F, S, Su
Objective(s) that this course fulfills:
Objective Seven: To Develop Critical Thinking
Topics Summary: (Syllabus material)
Provide an outline or narrative summary of the topics to be covered in the course. Include information about texts,
collateral readings and other materials to be used and indicate the teaching method (lecture, seminar, laboratory,
etc.).
If changes are being made in an existing course to better meet the criteria of the Objective, those changes should
be noted.
Provide an outline or narrative summary of the topics to be covered in the course. Include information about texts,
collateral readings and other materials to be used and indicate the teaching method (lecture, seminar, laboratory,
etc.)
The Introduction to Politics: Critical Thinking and Analysis course aims to give students a critical knowledge of,
1. the writings and theses of key writers in the history and development of the discourse about politics,
government, and the role of citizens, from classical until modern times;
2. basic concepts of politics and government;
3. different approaches to the study of politics and governments, including historical, comparative, criticalanalytic and quantitative statistical perspectives; and
4. perennial controversies and unresolved questions about the nature of politics and government, e.g. what is
the correct balance between individual liberty and social order?; is democratization only possible after
economic development?; are fundamental laws based on universal natural principles or are they primarily
matters of convention or consensus?
While this is a survey course meant to introduce students to the study of politics all students who take this course
will develop a more conceptual and critical understanding of politics and government which are matters that affect
all students and that will continue to concern them regardless of their major field of study or later vocation in life.
Ideally any student intending to major in Political Science should take this course as well as Introduction to U.S.
Government (POLS 101) before proceeding to take other upper-division Political Science courses. There is no
expectation that students have had other courses in political science, geography, or sociology dealing with either
the United States or other nations.
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Texts and Resources: While a number of standard textbooks have been used for the POLS 2202 course, including
Thomas M. Magstadt’s Understanding Politics (Wadsworth, 2012), Michael G. Roskin’s Political Science: An
Introduction (Longman, 2011) and Barbour and Streub’s Clued in to Politics: A Critical Thinking Reader, many
of our instructors have opted also to use excerpts of public domain versions of political writings of classical and
more modern writers along with discussion assignments and lecture materials posted on Moodle sites with access
limited to students enrolled in POLS 2202 courses. Therefore students have access to a variety of reading
materials, writing and discussion group assignments in addition to in-class lectures and activities.
Rigor of Assignments: While POLS 2202 has been taught as a relatively writing-intensive class instructors have
also stressed active student learning through the presentation of written work in class discussions and moderated
debates. Written homework and tests strive not only to gauge comprehension of course materials but also to
promote critical analysis of these materials and to encourage students to test and apply these ideas within their
experience of current politics and social issues
Assessment: Please describe how the Student Learning Outcomes will be measured for each Objective.
Explain how the course fulfills the criteria listed for the Objective to be satisfied.
Outcomes identified in “Idaho State University Undergraduate General Education Requirements” in
http://www.isu.edu/gened/pdf/ Undergraduate Gen Ed Requirements.pdf
1.
2.
3.
4.
5.
6.
Formulate/Frame problems and analyze how others do so
Recognize and apply appropriate practices for analyzing ambiguous problems
Identify and apply relevant information for problem solving
Create, analyze, and evaluate/interpret diverse perspectives and
Establish a reasoned framework for drawing conclusions and/or recommending solutions
Effectively articulate the results of a thinking process
Instructors use a variety of exercises and assignments, both in the form of homework and in the form of in class
exercises to help students achieve these outcomes:
Reading assignments or reflection papers to identify, comprehend, criticize and possibly find applications for the
ideas found in the writings of key political theorists and writers (Outcomes 1. and 4.)
Writing essays or preparing oral presentations to answer "Challenge Questions" (Outcome 5. and 6.)
Learning to identify the most common informal fallacies; learning the distinction between casuistry/obfuscation,
on the one hand and good arguments, i.e. those which have sound data and premises as well as a valid logical
structure. Learning to recognize the distinctions between normative vs. descriptive, deductive vs. inductive,
analytical vs. presciptive reasoning in political discourse. (Outcomes 2 and 3)
Activities that are a part of POLS 2202 grading requirements include debates, small group discussions, and short
simulations that allow students to understand problems from a variety of views. They also encourage students to
move beyond their "comfort zone," and to be able to make an argument for an issue with which they may not
agree. (Outcomes 1, 3, 4, 5, 6)
Students are also given “concept questions” or “challenge questions” on exams. These questions do not generally
have a "right" or "wrong" answer, rather the students are directed to apply concepts in order to justify their
opinion. (2, 3, 4, 5, 6)
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Part of the assessment of the ability of POLS 2202 to produce the desired outcomes in critical reasoning on the
part of students comes from the testing and grading instruments used within the course itself: The written
assignments and observed in-class work will document the ability of students to formulate and analyze problems;
to understand differing perspectives of political or social issues; and how to select appropriate evidence and frame
arguments that are logical, germane, persuasive, but nonetheless civil in tone and respectful of one’s opponents.
However, much of the assessment also depends on measurements independent of the individual instructors’
evaluation of their students, such as student evaluations of their teachers, of their methods of instruction, and of
their ability to elicit student enthusiasm and engagement in the subject matter. Part of this assessment of POLS
2202 by departmental colleagues has included conducting focus group studies of undergraduate political science
majors as well as exit interviews of graduating political science majors concerning how well POLS 2202
equipped them to undertake more specialized topics in the Political Science undergraduate program.
However as POLS 2202 has never been used before to fulfill General Education goals and, specifically, the goal
of promoting critical thinking for an undergraduate population larger than our Political Science majors and
minors, the assessment tool of individual student evaluations for POLS 2202 teachers would in the future include
entry and exit tests posing a critical thinking problem qualitatively similar in content and difficulty. The exit
question text would also ask students to indicate whether they were taking POLS 2202 as part of their Political
Science major requirement or instead taking it primarily to fulfill the new General Education Goal Seven of
promoting critical thinking and whether these students believed this course had enhanced their ability to reflect
more critically about issues even when these issues were not confined to narrowly political issues or topics.
2. Criminal Justice
Gesine Hearn, -4947
Proposal Summary: There are two parts to this proposal.
a) We wish to change the curriculum of the Associate of Arts in Criminal Justice program. The AA in
Criminology is a degree with high potential for employment in Southeast Idaho and elsewhere in the US.
Knowledge in criminal justice enjoys a particular premium today, as communities and our nation
struggles with high incarceration rates, high rates of juvenile delinquency, increasing numbers of female
offenders, questions about crime prevention, re-integration of offenders as well as the impact of
imprisonment on the children and families of offenders.
The proposed change is a streamlining and simplification of the Associate of Arts in Criminal Justice. The
current program has specializations in law enforcement and female correction. At the Associate of Arts
level such specializations is not necessary. The proposed curriculum change also specifies which electives
a student may choose from. In the current program students are required to select “two additional
electives to be taken with consent of advisor.” However, students have not been following this instruction
and are selecting electives not related to the program. In addition, the program is now better adapted to
current needs and demands for future employment in the field.
Also, students in this program typically go on to pursue a BA degree in sociology. The change in the AA
degree will better prepare students to pursue the BA degree in sociology.
The total number of credits is in line with required credits for AA degrees at ISU and other universities in
the state of Idaho.
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The AA in criminal justice is one of four degree program in the department of Sociology, Social Work
and Criminal Justice. The program is critical to the mission of our department. The change in curriculum
will better prepare students to meet outcome objectives 3, 4, 5, 7 of our department. These learning
objectives are: “to sort out trends in social data”, “to engage in problem solving based in varying patterns
of diverse groups”, “to assist in conflict resolution between groups of people in society”, and “to prepare
for a career after graduation.”
The AA in criminal justice enhances the University’s goal to “achieve academic excellence in
undergraduate, …professional ,…. Education”, “focus institutional instruction …..on community and
societal needs throughout the state, region, nation, and the world”, and “prepare students to function in a
global society”.
The AA in Criminal Justice also fulfills the mission of the university to “maintain(ing) strong arts and
sciences programs as independent, multifaceted fields of inquiry and as the basis of other disciplines.”
b) We propose to establish a track in Criminal Justice within the BA program in Sociology. A student
who elects to take this track must take the required courses for sociology majors, 15 credits in required
criminal justice courses, specified general education requirements, and two Sociology electives from a list
of suggested sociology courses. The track option will not be noted on the transcript, but students who
complete majors with this track option and file a signed form will receive a certificate acknowledging
they have completed the track. The Department suggests that these students note their track on their
resumes after their majors.
This track is offered as an alternative to the general Sociology major. Students can major in Sociology
and choose electives to complete a more specialized track in Criminal Justice. Sociology majors can thus
specialize in their area of interest, more readily make connections among Sociology courses, form cohorts
with other Sociology majors in this track, and build a resume with a specialization in criminal justice.
Establishing this track and publishing this option in the catalog is simply an issue of advising students to
take certain courses in order to enhance their marketability.
We choose not to submit a State Proposal for establishing a formal track in our sociology curriculum that
will be noted on the transcript because we wanted to better serve our students immediately. In addition,
students will be able to show their specialization on their resumes and letters of application, and the
course transcripts will reflect the more focused and specialized plan of study.
This curriculum addition fits the department’s mission, the mission of the University, and SBOE goals.
By adding this track to our current curriculum, we follow recommendations for sociology majors put forth
by the American Sociological Association; adjust our curriculum to student demand and need; and align
our curriculum with our mission.
This curriculum track also fits the mission of the university to “maintain…strong arts and sciences
programs as independent, multifaceted fields of inquiry and as the basis of other disciplines.”; as well as
the goal to “focus instructional and research expertise on community and societal needs throughout the
state, region, nation and the world.” In particular, developing this track responds to ISU’s goal 1.6 .
“Serve evolving student needs through responsiveness to sound assessment data and flexibility in
academic programming”; to goal 4.3., “Create instructional, research, residential, and social
environments that encourage the social integration of all students, faculty, staff, and the larger
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
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community”; and to goal 5.5., “Develop and refine academic programming …… that advances our
institutional mission as it evolves to meet changing needs across the state, region, nation, and world.”;
Faculty Vote: On October 17, 2012, Faculty unanimously voted in support of both proposed curriculum
changes.
Impacts
 College, Department, Staffing, Facilities, Funding, etc.: No adjustments are needed.
 ITS / ETS: All changes involve existing courses and do not change any existing support requirements.
We will continue to use Moodle, but have no other specialized IT requirements. “OK with me.” –Randy
Gaines
 Library: Same…no change from current requirements. “As this proposal addresses a curriculum change
affecting courses currently offered, I do not anticipate that the Library will be affected by it.” --Sandra
Shropshire
 Registration: “No Banner issues that I can see.” --Beth Rhea
 Advising: Regarding the list of Objectives in the proposal:
1. The CJ proposed plan shows 8 credits (SPAN 1101 AND 1102) are to come from Objective 4, but the
GERC list shows a minimum of 6 in Objective 4, [met by courses in two of the three columns]
2. The CJ list shows a total of 37 credits for GenEd, but the GERC list of Objectives adds to 38
[minimum]. -- The students need of course all the other gen ed requirements to reach the required 38
credits; the 27 credits are 2 required gen ed credits + 15 criminal justice courses + 6 credits in electives.
The 37 gen ed credits are all gen ed credits required by the ISU. The note on the topics course would be
great to put with an asterisk below the list. The catalog actually states that 4491 "may be repeated with
different content" - so no limit on the repetitions as long as content differs. I agree that the gen eds
required for the AA and the gen eds in general overlap - we did not [regard that as a] problem, assuming
that students might take other courses and or double-dip!
 Other Units: This is a change in curriculum for existing degrees. Courses will not be changed. The
program is housed in the department of Sociology, Social Work and Criminal Justice. Courses from these
programs as well courses in Political Science and Psychology will be listed in the curriculum. The courses
in the disciplines outside our department have been part of the existing curriculum of the AA in Criminal
Justice.

COURSE CHANGE
14-22-03 Add SOC 4492 201410
Topics in Criminal Justice
SOC 4492 Topics in Criminal Justice 3 credits. Readings, discussion, and preparation of reports on selected
topics. May be repeated with different content. D
Level UG
May be repeated with different content.
Letter graded; may NOT be audited.

CURRICULUM CHANGES
14-22-04 Update the curricula affected by the above changes:
Old:
Associate of Arts in Criminal Justice
New:
Associate of Arts in Criminal Justice
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
Page 8 of 11
Required Courses for Graduation
I. General Education Requirements (45 credits minimum), as listed
in the catalog excepting as specified for Goals 10A, 10B, 11, and 12
provided below.
Goal 10A ANTH 2238 Peoples and Cultures
of the New World
3 cr
Goal 10B SPAN 1101-1102 Elementary Spanish
8 cr
OR Satisfactory completion of a language proficiency examination.
Goal 11 POLS 1101 Introduction to American Government 3 cr
Goal 12 SOC 1102 Social Problems
3 cr
Required Courses (21 credits)
SOC 1102
Social Problems
3 cr
(satisfies Objective 6 of General Education Requirements)
SOC 2248
Critical Analysis of Social Diversity 3 cr
(satisfies Objective 7 of General Education Requirements)
POLS 2249
Introduction to Criminal Law
3 cr
SOC 2231
Juvenile Delinquency
3 cr
SOC 2250
Women, Crime, and Corrections
3 cr
SOC 2295
Criminal Justice Internship
3 cr
SOC 4431
Criminology
3 cr
II. Social Science Requirements (24 credits)
Electives – Two electives (6 credits) from the following courses:
PSYC 2200
Child Abuse
3 cr
OR
PSYC 2225
Child Development
3 cr
OR
PSYC 3301
Abnormal Psychology I
3 cr
SOC 4436
Elite Deviance and Crime
3 cr
SOC 4438
Sexual Crimes
3 cr
< SOC 4492
Topics in Criminal Justice*
3 cr >
*This is a 1-credit course that may be repeated with different
content
In their second semester, students need to choose an advisor in the
Criminal Justice Program.
Option A — Law Enforcement
POLS 2248* Politics and the Administration of Justice
POLS 2249 Introduction to Criminal Law
SOC 1102 Social Problems
SOC 2231 Juvenile Delinquency
SOC 2248 Social Diversity
SOC 2295 Criminal Justice Internship
PLUS one of the following:
PSYC 2200 Child Abuse
PSYC 2205 Human Sexuality
PSYC 2225 Child Development
PSYC 3301 Abnormal Psychology I*
*Or approved substitute
Option B — Female Corrections
POLS 2248* Politics and the Administration of Justice
SOC 2248 Social Diversity
SOC 2250 Women, Crime, and Corrections
SOC 2295** Criminal Justice Internship
W S 2201 Introduction to Women Studies
PLUS one of the following:
PSYC 2200 Child Abuse
PSYC 2205 Human Sexuality
PSYC 2225 Child Development
PSYC 3301 Abnormal Psychology I*
*Or approved substitute
3 cr
3 cr
3 cr
3 cr
3 cr
1-4 cr
3 cr
3 cr
3 cr
3 cr
3 cr
3 cr
3 cr
1-4 cr
3 cr
3 cr
3 cr
3 cr
3 cr
BOTH OPTIONS:
Two additional electives to be taken with consent of advisor.
** The Criminal Justice Internship provides an option for those who
seek careers outside of law enforcement or women’s correctional
facilities. Credits for this course can also be obtained as described
below.
Bachelor of Arts in Sociology
Required Courses for Graduation
The following courses representing the core of the discipline are
required. Sociology majors must attain a grade of "C" or better in
all required and elective courses.
SOC 1101
SOC 3301
SOC/SOWK
Introduction to Sociology
Classical Social Theory
3308 Sociological Methods
and Social Work Research
3 cr
3 cr
3 cr
Credit Requirements for Graduation:
< General Education Requirements*
38 cr >
< AA in Criminal Justice*
27 cr >
< Total Credits:
65 cr >
Six (6) of the credits in the 38 listed for General Education are also
in the 27 required for the degree.
Bachelor of Arts in Sociology with a Certificate in Criminal
Justice
Recommended Courses that will fulfill or partially fulfill
General Education Requirements:
SOC 1102
Social Problems
3 cr
(partially satisfies Objective 6 of General Education Requirements)
SOC 2248
Critical Analysis of Social Diversity 3 cr
(satisfies Objective 7 of General Education Requirements)
SPAN 1101
Elementary Spanish I
3 cr
(partially satisfies Objective 4 of the General
EducationRequirements)
Required Courses for BA in Sociology:
SOC 1101
Introduction to Sociology
3 cr
(partially satisfies Objective 6 of General Education Requirements)
SOC 3301
Classical Social Theory
3 cr
SOC/SOWK 3308 Sociological Methods
and Social Work Research
3 cr
SOC 3309
Social Statistics
3 cr
SOC 4403
Contemporary Sociological Theory
3 cr
SOC 4462
Power, Class, and Prestige
3 cr
18 cr
< Required Courses for Certificate in Criminal Justice
SOC 2231
Juvenile Delinquency
3 cr
SOC 2295
Criminal Justice Internship
3 cr
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
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SOC 3309
SOC 4403
SOC 4462
Social Statistics
3 cr
Contemporary Sociological Theory
3 cr
Power, Class, and Prestige
3 cr
TOTAL: 18 cr
Elective Courses
In addition to the required courses, students are expected to
complete 18 credit hours from any of the remaining courses in the
Sociology curriculum excluding SOC 4482. Fifteen of the elective
credit hours must be upper division.
SOC 4431
SOC 4436
SOC 4438
Criminology
Elite Deviance and Crime
Sexual Crimes
3 cr
3 cr
3 cr
15 cr >
< Electives – two additional courses (6 credits) from the following
list of upper division courses:
SOC 3321
Families in American Society
3 cr
SOC 3366
The Community
3 cr
SOC 4492
Topics in Criminal Justice*
3 cr >
Total major credits – 39
*This is a 1-credit course that may be repeated with different
content for the required number of credits.
< Recommended additional courses
POLS 2248
Politics and the
Administration of Justice
POLS 2249
Introduction to Criminal Law
PSYC 2200
Child Abuse
PSYC 3301
Abnormal Psychology
SOC 2250
Women, Crime and Corrections
I
3 cr >
3 cr
3 cr
3 cr
3 cr
< Credit Requirements for Graduation
General Education Requirements
38
BA in Sociology/Certificate in Criminal Justice
39
Additional Credits to reach 120 Credits
43
Twelve (12) of the credits in the 38 listed for General Education are
also in the 39 required for the degree.
Total Credits (must include 36 Upper Division Credits)
120 >
3. 14-22-01 Semester HRD 4410 201410
Currently Su; change to D
4. The list of Experimental Courses for which we need descriptions, please (the highlighted numbers are
indications that we know these courses are taught at both the 4000 and 5000 levels.)
CHEM 4499 [Spring 11] Special Topics in Chem 3 cr Robert Holman
CMLT 4499 [Spring 2012] Modern Japanese History 3 cr Ted Davis
FSA 2299 [Spring 2012] Fire Science Integration 4 cr David Hanneman
HPHY 4499 [Spring 2012] NE and Health Physics Seminar 3 cr Thomas Gesell
HRD 4499 [Spring 2012] Change Management 3 cr McKay Christensen
NE 4499 [Spring 2012] DS:Reactor Operations 1 cr Adam Mallicoat
PEAC 2299 [Spring 2012] Women's Fitness and Nutrition 1 cr Kelly Wathne
PHAR 4499 [Spring 11] PCCA Boot Camp 1 cr Cathy Cashmore
PHAR 4499 [Spring 2011, 12] PCCA Boot Camp 1 cr Catherine Cashmore
PHYS 4499 [Spring 10, 11] Linear Physics 3 cr Yoojong Kim
PHYS 4499 [Spring 2010, 12] Error Analysis in Phys Science 3 cr Tony Forest
PHYS 4499 [Spring 2012] Intro to Accelerator Physics 3 cr Yoojong Kim
PHYS 4499 [Spring 2012] Accelerator Beam Diagnostics 3 cr Yoojong Kim
PHYS 4499 [Spring 2012] Electronics for Physics 3 cr Daniel Dale
PPRA 4499 [Spring 2012] Veterinary Pharmacy 2 cr Michelle Steed
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
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Approve
Bigelow
December 6, 2012 -- Minutes for 22nd meeting of Undergraduate Curriculum Council for AY13-14 catalog
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