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| Report: Curriculum Committee 12/3/08 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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TO: All Members,
University Curriculum Committee; Department Chairs AGENDA The fourth meeting of the University Curriculum Committee for the academic year 2008-2009 will be held on Wednesday, December 3, 2008 at 3:15 PM in VANCE 105. A proposal can be viewed in its entirety by going to Current Course Submissions or Current Program Submissions on the Curriculum web site (http://www.ccsu.edu/curriculum) and clicking the appropriate hyperlink, or by clicking the hyperlink in this agenda.
Note changes in locations of some meetings from original printed calendar (particularly, Business in Marcus White Living Room, A & S in Founders Hall, Gen Ed in Kaiser 129). The General Education Subcommittee meeting will begin at 3:20 rather than 3:15, and the full Graduate Studies Committee will meet on December 4, after the main meeting. The rooms for A & S and Gen Ed are reserved until 6:00 P.M. The updated schedule of meetings also can be found on the web at the CCSU Curriculum Committee Calendar.
I. Consent Agenda II. Minor Changes A. Proposal from the Department of Manufacturing & Construction Management to change designator of graduate-level courses for the M.S. in Technology Management from IT (Industrial Technology) to TM (Technology Management). [Main] Affected courses: IT 402 Topics in Technology IT 411 Industrial Hygiene IT 414 Accident Investigation & Loss Control IT 415 Fire Protection & Prevention IT 432 Worker/Supervisor Relations IT 456 HAZWHOPPER & Hazardous Material Management IT 458 Productivity Improvement IT 464 Six Sigma Quality IT 480 Robotics IT 490 Advanced Six Sigma Quality IT 500 Industrial Applications of Computers IT 502 Human Relations and Behavior in Complex Organizations IT 510 Industrial Operations Management IT 511 Safety Training Methods IT 512 Principles of Occupational Safety IT 521 Computer Aided Design and Drafting IT 551 Project Management IT 561 Application of Lean Principles IT 562 Supply Chain Issues IT 563 Logistics Issues IT 564 Quality Systems Management IT 565 Logistics: Traffic & Transportation IT 566 Distribution & Warehouse Management IT 572 Innovative Leadership IT 590 Decision Failure Analysis in Technology Management IT 594 Research in Methods Technology IT 595 Applied Research Capstone Project IT 596 Technological Issues and Problems IT 599 Thesis III. Unfinished Business A. Proposed course and program changes
B. Revision of Objectives and Outcomes of General Education [GE] General Education Objective/Relevant Outcomes Draft – 10/23/08 Please note that the numbers are only to facilitate discussion and will be eliminated before finalizing the document. They do not imply any sense of priority. Objective #1: To develop an appreciation for, and enhance understanding of, the arts and humanities Relevant outcomes include: the ability to engage in literary, philosophic, and artistic expression, response, analysis, and evaluation. Objective #2: To develop global awareness, historical perspective, and appreciation of social and cultural diversity in the United States and the World Relevant outcomes include: analyzing an issue from the perspective of another cultural tradition or historical period; understanding and respecting culture differences; demonstrating an ability to read, write, speak, and understand a foreign language. Objective #3: To develop scientific understanding of the natural and social worlds Relevant outcomes include: to understand how scientists think, work, and evaluate the natural and social world; to use techniques such as controlled observation, experiment, mathematical analysis of data, and production and interpretation of graphical and tabular data presentation; and to demonstrate knowledge and appreciation of the natural and social world. Objective #4: To develop critical thinking and critical reading skills Relevant outcomes include: defining a problem, assembling evidence to support a conclusion, assessing the validity of a sustained argument, and analyzing information to uncover underlying meanings, structures, and patterns. Objective #5: To strengthen writing and communication skills Relevant outcomes include: developing a chosen topic, organizing specifics to support a main idea, using proper grammar, addressing a particular audience, and revising and editing to produce focused and coherent texts. Objective #6: To strengthen quantitative skills Relevant outcomes include: applying mathematical and statistical techniques as a means of analysis within a variety of disciplines and assessing the strengths and weaknesses of these techniques of analysis. Objective #7: To develop information fluency and computer literacy Relevant outcomes include: the ability to locate, evaluate, and effectively use information; to use computers for research, analysis, and expression; and to analyze the effects of computers on society. Objective #8: To foster personal health and fitness through a wellness model Relevant outcomes include: developing and/or maintaining a level of physical activity and nutrition that meets public health standards; constructing and implementing a wellness program to improve quality of life and longevity; applying behavior modification strategies to maintain healthy lifestyle habits; and building a personal awareness of, and positive attitude towards, healthy living. Objective #9: To recognize issues of social equity and social justice Relevant outcomes include: recognizing the diverse forms and effects of social and economic inequality; and understanding bias and discrimination based on factors such as race, color, religious creed, age, sex, national origin, ancestry, sexual orientation, and mental or physical disability. Objective #10: To develop and encourage the practice of civic responsibility Relevant outcomes include: involvement in the campus, local or other communities; taking a public stance on a community issue (either in a classroom or public setting); and demonstrating the ability to understand and analyze public issues and public affairs from the perspective of the larger community. IV. New Business A. Proposed course and program changes
B. The FYE Steering Committee wishes to change the catalog copy for the FYE program. [GE] Current version: “Required for all students with fewer than 15 credits and to be taken in the student’s first semester. This requirement may be completed by either a First-Year Experience (FYE) section of ENG 110 or an FYE introductory course to a discipline in the Study Area section of the General Education program. Those students who withdraw or fail to be enrolled in an FYE course in their first semester will be required to take an FYE course in their second semester. Note: TE 110, ENGR 150, and certain FYS courses, designated at the time of their creation, do not require the additional FYE 101 course.”
Revised version(changes in bold): “Required for all students who enter with fewer than 15 credits and to be taken in the student’s first semester. This requirement is typically completed by a First-Year Experience (FYE) section of a course in General Education and/or within one’s major/school. Those students who do not successfully complete an FYE course in their first semester will be required to take an FYE course in their second semester. Note: CRM101, FYS courses and other designated experiences can also fulfill the FYE requirement.” C. Proposed revision of the Skill Area III Requirement. [GE] Submitted by Matt Ciscel, November 6, 2008, CCSU Foreign (second or modern) language proficiency appears explicitly as a relevant outcome under the objectives for the Undergraduate General Education program, specifically addressing the objective “to develop and enhance global awareness, civic responsibility, appreciation of cultural diversity, and historical awareness” (CCSU UG Catalog 07-09, p. 49). However, the Skill Area III course requirement (0 to 6 semester hours) that embodies this objective contains a massive loophole through which about three out of four students pass, allowing them to skip foreign language instruction altogether at CCSU if they have passed three years of a second or foreign language in high school. The disconnection between objective and course requirement here is particularly acute given CCSU’s efforts to establish itself as a regional leader in international education and to overcome recent concerns over respect for diversity in our campus community. In order to redress this disconnection, I have worked with members of the Modern Language Department and other members of the campus community over the past year to develop the following revision. It and its justifications are based on extensive research into peer-university policies, national and international research-based norms for language teaching, and a recent survey (N=344) of CCSU students in ENG 099 and 110. Current and Revised Text for Skill Area III (Foreign Language Proficiency, p. 50, CCSU UG Catalog 07-09) Current Skill Area III (as it appears in the 07-09 Catalog) III. Foreign Language Proficiency 0–6 credits Proficiency in a foreign language must be demonstrated before graduation. This requirement may be met by any of the following: a) Three sequential years of one foreign language at the high-school level. b) Elementary proficiency as demonstrated by successfully completing a second semester-level CCSU foreign-language course (112), or the equivalent at another institution. Students with no previous background in a language must take the first and second semesters (111 and 112, or 118); students who place out of 111 due to previous background in the language may satisfy the requirement by taking 112 only. c) Passing a standardized examination that demonstrates knowledge of a foreign language equivalent to completion of a second-semester course or higher. d) Successful completion of a foreign-language course at a level higher than the second-semester level. e) Demonstration of native proficiency in a language other than English (requires evaluation of skill level by an appropriate faculty member and/or official documentation, and approval by the Chair of the Department of Modern Languages). Revision of Skill Area III III. Foreign Language Proficiency 3 credits One course in a foreign language at the level of second-semester proficiency or higher must be successfully completed before graduation. This requirement presumes some proficiency in a foreign language from study in secondary school. The requirement may be met by any of the following: a) Elementary proficiency as demonstrated by successfully completing a second-semester-level CCSU modern language course (112), or the equivalent at another institution. Students with no previous background in a language must take the first and second semesters (111 and 112, or 118); students who place out of 111 due to previous background in the language may satisfy the requirement by taking 112 only. b) Successful completion of one modern language course at a level higher than the second-semester level (for students who place into a course-level higher than 112 due to previous background in the language). c) For students whose first language is not English, demonstration of proficiency in the first language (requires evaluation of skill level by an appropriate faculty member and/or official documentation, and approval by the Chair of the Department of Modern Languages). Justifications for this revision are as follows: 1. A one course requirement provides maximum exposure of students to the benefits of foreign language study (see below), without radically altering the personnel needs of the Modern Language department (it is a compromise between the more ideal goal of a full two year requirement as they have at SCSU and the disconnected status quo). Much of the early demand under this change could be absorbed by existing classes/sections that are regularly under-enrolled, but some additional sections and perhaps an additional line or two might be needed to best address our students’ needs in the long run. 2. A one course requirement facilitates and encourages the continued study of the language studied in high school and the satisfaction of this requirement early in the college experience, thus maximizing the benefit of effort put into language learning at both secondary and tertiary levels. Currently, many students who cannot get through the high-school-loophole put off this critical component of general education until junior or senior year. 3. A one course requirement reflects the university’s goals of internationalizing student perspectives and encouraging general respect for diversity. 4. A one course requirement sends a clear message to school districts in our state that considerable second language study in the K-12 system and its concomitant benefits are highly valued. 5. A one course requirement is a step in the right direction to preparing our students properly for the multilingual demands of well-paid jobs in our increasingly globalized economy, especially those who plan to work in business, engineering, health, education, and the public sector. 6. Foreign language is currently the only component of General Education that can be satisfied with normal (non-AP) high school credit. This reflects a bias in U.S. intellectual culture against foreign language study, which in other parts of the world is valued at least as much as basic composition, math, or scientific skills. A one course requirement begins to redress this bias in our intellectual culture.
Benefits of Second/Foreign Language Study: · Improved prospects and flexibility in career and travel opportunities · Enhanced global awareness and respect for cultural diversity · Greater linguistic awareness, generally including a deeper understanding of and proficiency in one’s own first or native language and stronger reading and writing skills across all known languages · An advantage in critical thinking, as evidenced in studies of people who have become proficient in a second language in their youth (this benefit has not been conclusively established for adult language learners) · A more open mind, leading to increased future opportunities for continued learning, personal growth, and constructive co-existence in diverse communities on our campus, in our state, and around the world · For the CCSU campus and its community, a better educated, more flexible population that is prepared to face the challenges of our increasingly globalized and diverse world. D. Delete list / courses not taught during the past two years. Department representatives or chairs, please notify me promptly by e-mail (karpukp@ccsu.edu) of which courses on the following list you wish to retain and which of them are to be deleted. If I am not notified to the contrary, I will assume the courses are deleted and they will be removed from the upcoming catalogs.
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