University Requirements Curriculum Committee Meeting Friday, September 14, 2012, 2:30-4:00, Room 62 Johnson Agenda 1. Call to Order 2. Minutes of the May meeting Attachment 1 3. Election of a Co-Chair (faculty) and Chair of the Subcommittee on Diversity 4. Curricular Proposals* a. Kent Core Requirements COMM 15000, Introduction to Human Communication, 3hrs. Kent Core Assessment Plan COMM 26000, Criticism of Public Discourse, 3hrs. Kent Core Assessment Plan JMC 20001, Media, Power, and Culture, 3hrs. Kent Core Assessment Plan Requesting Substitution in the Basic Sciences category ATTR 25057/25058 Anatomy and Physiology I/II BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health BSCI 20020 Biological Structure and Function EXSC 25057/25058 Anatomy and Physiology I/II b. Writing Intensive Course Requirement none c. Diversity Requirement none d. Experiential Learning Requirement none 5. Subcommittee reports a. ELR – ELR Approval Form Syllabus Statement b. WIC – WIC review update c. DIV – d. Kent Core – 6. Other items a. Kent Core program assessment development THANK YOU! Next meeting: Friday, October 12
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University Requirements Curriculum Committee
Meeting Friday, September 14, 2012, 2:30-4:00, Room 62 Johnson
Agenda
1. Call to Order
2. Minutes of the May meeting
Attachment 1
3. Election of a Co-Chair (faculty) and Chair of the Subcommittee on Diversity
4. Curricular Proposals*
a. Kent Core Requirements
COMM 15000, Introduction to Human Communication, 3hrs.
Kent Core Assessment Plan
COMM 26000, Criticism of Public Discourse, 3hrs.
Kent Core Assessment Plan
JMC 20001, Media, Power, and Culture, 3hrs.
Kent Core Assessment Plan
Requesting Substitution in the Basic Sciences category
ATTR 25057/25058 Anatomy and Physiology I/II
BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health
M.A. Haley introduced the proposal that would establish restrictions for the basic science courses in the Kent Core
for the Bachelor of Arts degree program. Motion was approved.
EXSC 45080, Physiology of Exercise, 3 cr. E. Glickman introduced the proposal for establishing WIC status to the course. There was currently no WIC course
in the Exercise Physiology program because of changes to the program and removal of WIC status of another course.
Motion was approved.
c. Diversity Requirement
NO proposals
d. Experiential Learning Requirement
Experiential Learning for Medical Technology program: Request for clinical year experience of the program
considered experiential learning. Motion was approved.
4. Subcommittee reports
a. ELR – The subcommittee had completed all the forms to move forward the degree requirements for experiential
learning.
b. WIC – The committee has been working on compiling information from the WIC review process. The data has
almost been completely collected.
c. DIV – No report given.
d. Kent Core –Met to consider what areas of the Kent Core proposal have been met. As a university, we have moved
forward in a number of the initiatives and the subcommittee will meet in fall 2012 to determine the next steps.
5. Other items
a. Faculty Members completing terms:
Jill Folk
Deborah Knapp
Natalie Caine-Bish
Vic Perera
Ken Burhanna
Don Williams thanked these individuals for their service to URCC.
Next meeting: tba
Meeting Adjourned: 4:20pm.
*Note: the co-chairs have approved proposed changes for the following previously approved Kent Core, Diversity
and Writing Intensive courses (see Course Catalog Update workflow for materials):
ARTE 41003, Art Education: Field Experiences, 3 cr. (WIC) Change in prerequisite
CACM 11001, Introduction to Conflict Management, 3 cr. (DIV-D, CORE) Revision to course description
CACM 22020, International Conflict Resolution, 3 cr. (DIV-G) Revision to course description
CACM 42020, Qualitative Research in Conflict Management, 3 cr. (WIC) Revision to course description
HIST 11050, World History: Ancient and Medieval, 3 cr. (DIV-G, CORE)
Revision to course title
HIST 11051, World History: Modern, 3 cr. (DIV-G, CORE) Revision to course title and description
HIST 31143, The African-Brazilian Experience in Culture and Literature, (DIV-G) Inactivation
PEP 25059, Sport in Society, 3 cr. (DIV-D) Change subject and course number, to SPAD 25000
RPTM 36092, Practicum in Therapeutic Recreation, 3 cr. (DIV-D) Inactivation
Committee members may request that any of these changes be reviewed by the URCC under agenda item 3.
Request for Substitution
The request is for the members of the URCC to approve courses ATTR 25057, ATTR 25058, EXSC 25057 and EXSC 25058 to be included in the list of substitutes in the Basic Sciences category of the Kent Core. Background: Kent State has the unique situation of offering four different set of courses that cover anatomy and physiology. They are: ATTR 25057/25058 Anatomy and Physiology I/II BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health BSCI 20020 Biological Structure and Function EXSC 25057/25058 Anatomy and Physiology I/II These courses were created for different programs (e.g., the ATTR courses for the Athletic Training major; the EXSC courses for the Exercise Science major, the biology courses for health-related majors). However, they have a high rate of exceptions and substitutions given in programs as well as poor-fitting transfer equivalencies. Part of the problem is with curriculum, which we are working to fix. The other part is that the three biology courses are in the Kent Core Basic Sciences category. The ATTR and EXSC courses are not. Therefore, many anatomy and physiology transfer courses are equated to BSCI 20020 Biological Structure and Function because that course is a Kent Core/Ohio Transfer Module. If all the courses were in the Kent Core, transfer courses would be more correctly articulated. Therefore, I would like the URCC to consider granting the Kent Core Basic Sciences designation upon the courses Anatomy and Physiology I and II (ATTR 25057/25058 and EXSC 25057/25058) similar to what the members did last year with BSCI 11010/11020. Please see attached memo approving that distinction. The reasons for this request are the following:
Kent Core course BSCI 20020 Biological Structure and Function is considered relatively equivalent to the university’s offerings of Anatomy and Physiology I (per Jim Blank, chair of the Department of Biological Sciences).
Kent Core courses BSCI 10110/10120 Anatomy Physiology I/II for Allied Health were recently approved by the URCC to be in the Kent Core due to its equivalency to Biological Structure and Function and because the courses are beginning major courses in the health-related programs. See attached approval memo.
Many Anatomy and Physiology transfer courses are equated to Biological Structure and Function because Biological Structure and Function is in the Kent Core/Ohio Transfer Module, which makes it a priority when articulating. If all of Kent State’s Anatomy and Physiology courses are in the Kent Core, it would level the playing field to determine correct equivalencies.
Both ATTR 25057/25058 and EXSC 25057/25058 contain a lab component, which is considered an exception to the current moratorium placed on any new Kent Core courses.
Experiential Learning Section Proposal Cover Sheet (Only for approval of a course section that contains experiential learning)
Program/Department/School Submitting Proposal: _______________ Date Submitted: _______________
Faculty Member of Record: _____________________ Contact Person (if different): __________________
Kent State E-mail: [email protected] Phone: ___________________________________
Course Department/Number/Title:
CRN: Section Number: Semester/Year: Number of Credit Hours:
Check one: New Proposal Resubmission with Revision
Select Appropriate Experiential Learning Category/Categories: (Choose one or more categories as
(If the course has been approved as a University ELR, a section proposal is not required.)
Please consult the Experiential Learning Guidelines that are housed on the Curriculum Services website,
http://www.kent.edu/provost/curriculum/forms/index.cfm. See the cover sheet for required levels of
approval. The attached “ELR Designation Rubric” is included as an aid in determining whether a course
section meets the criteria for ELR designation.
(Note: For course sections that are approved for ELR credit, the course scheduler from the unit should
apply the special course designation of ELR in the Schedule of Classes. Any course requiring activities
outside the classroom location must note specific requirements in the Schedule of Classes.)
Course Department/Number/Title:
CRN: Section Number: Semester/Year: Number of Credit Hours:
Prerequisite(s):
Please attach a syllabus for this course section.
The course objectives section of the syllabus must include the goals of the experiential learning component.
Please provide the following information:
1. Describe how this section of the course provides opportunities for students to:
Connect ideas, concepts, and skills developed at the university with their applications to new and different
contexts;
Demonstrate how this experience has broadened their understanding of the discipline, the world, or
themselves as learners; and
Reflect on the meaning of the experience for their current and future learning.
2. Explain how the three learning outcomes will be assessed:
Connect ideas, concepts, and skills developed at the university with their applications to new and different
contexts;
Demonstrate how this experience has broadened their understanding of the discipline, the world, or
themselves as learners; and
Reflect on the meaning of the experience for their current and future learning.
Reflective comments:
ELR Designation Rubric
Learning Outcomes Not clearly described Somewhat described Clearly described 1a. The course provides opportunities for students to connect ideas, concepts, and skills developed at the university with their applications to new and different contexts.
The proposal provides a general overview of the course; however, it does not clearly describe how the ELR activity(s) will: facilitate an understanding of course ideas, concepts, and skills allow for the application of knowledge in a new and different context
The proposal provides a good overview of the course and the ELR activity(s); however, ideas of how the activity will: facilitate an understanding of course ideas, concepts, and skills allow for the application of knowledge in a new and different context appear sparingly throughout the proposal and/or syllabus
The proposal provides a solid overview of the course, the ELR activity(s), and clearly describes how course ideas, concepts, and skills will be applied in a new and different context.
1b. The course provides opportunities for students to demonstrate how this experience broadens their understanding of the discipline, the world, or themselves as learners.
The proposal provides a general overview of course assignments; however, it does not clearly describe: the connection between assignments and the ELR activity(s) how students will demonstrate an understanding of the connection between the ELR activity(s), their discipline, the world, or themselves as learners.
The proposal provides a good overview of course assignments; however, descriptions of: the connection between assignments and the ELR activity(s) how student will demonstrate an understanding of the connection between the ELR activity(s), their discipline, the world, or themselves as learners appear sparingly throughout the proposal and
/or syllabus
The proposal provides a solid overview of course assignments, their connection to the ELR activity(s), and how students will demonstrate an understanding of the connection between the ELR activity(s), their discipline, the world, or themselves as learners.
1c. The course provides opportunities for students to reflect on the meaning of the experience for their current and future learning.
The proposal suggests reflection will occur; however, it does not include a clear description of: the reflective assignments how reflective assignments will facilitate student meaning of the ELR activity and their current and future learning
The proposal provides a good overview of reflective assignments; however, descriptions of: how reflective assignments will facilitate student meaning of the ELR activity and their current and future learning appear sparingly throughout the proposal and/or syllabus
The proposal provides a solid overview of reflective assignments and clearly describes how reflection will facilitate student meaning of the ELR activity(s) and their current and future learning
2a. The three learning outcomes will be assessed. The proposal suggests assessment will occur; however, it does not include a clear description of: assessment assignments specific to the learning outcomes identified in items 1a.-1c. above.
The proposal provides a good overview of assessment assignments; however, descriptions: are underdeveloped for one or more of the learning outcomes identified in items 1a.-1c. above. appear sparingly throughout the proposal and/or syllabus
The proposal provides a solid overview of assessment assignments and clearly describes standards to assess student learning for each outcome identified in items 1a.-1c. above.
Self-assessment totals (write the number of check marks in each column)
Background on the Experiential Learning Requirement:
The Experiential Learning Requirement was approved by Faculty Senate on 14 February 2011,
to be in effect Fall semester 2012. The following information from the document approved by
Faculty Senate is provided for additional guidance about the nature of the requirement.
Definition:
Experiential learning at Kent State University is defined as “direct engagement in learning
experiences that promote academic relevance, meaning, and an understanding of real-world
issues.” Experiential learning opportunities exist in a variety of academic and non-academic
forms at this University and may include community service, service-learning, undergraduate
research, and culminating experiences such as internships and capstone projects, to name a few.
Since diversity in student needs exists, Experiential learning may utilize deliberate and
purposeful engagement outside the typical classroom environment to influence student
knowledge, skills, and values, and to promote the public good.
Kent State recognizes five general categories of ELR: civic engagement, creative/artistic
activities, practical experiences, undergraduate research, and study abroad/away. Approved
activities might fit one or more of these categories. These categories are provided as a guide to
consider what types of activities meet the requirement.
1. Civic Engagement
Civic engagement enables Kent State students to interact with people from diverse
backgrounds; to challenge their understanding of community needs and the systems
addressing those needs; and to explore ways of improving community life. The primary
purpose for activities that fall into this category encompasses community involvement,
awareness, learning, or reflection.
2. Creative/Artistic Activities
Creative/artistic activities enable Kent State students to engage in various forms of
creative expression to produce works that reflect a synthesis of knowledge and skills.
These works may be original or interpretative and may be expressed through
performances, portfolios, exhibits, pieces of work, or other significant projects.
3. Practical Experiences Practical experiences enable Kent State students to actively use the skills and concepts
related to their career path while engaging in work-like settings that are common to their
field of study, such as internships.
4. Undergraduate Research Undergraduate research activities enable Kent State students to engage in substantial
systematic inquiry that contributes to the discovery or interpretation of knowledge
significant to their field of study. This research can be applied, creative/artistic,
descriptive, experimental, historical, inferential, observational, or theoretical. Research
must be at the upper-division level and must be done as an individual investigation,
senior honors thesis/project, or grant-related research. Research must be engaged with
the external community, either through the research itself or in the dissemination of the
research through publications or presentations.
5. Study Abroad/Away
Study abroad/away activities enable Kent State students to be immersed in an off-
campus environment. These experiences contribute to a student’s understanding of