Meeting of the College AssemblyCollege of Liberal Arts & Sciences

Kansas Room, Kansas UnionOctober 5, 2004 – 4:00 p.m.

AGENDA

I. APPROVAL OF MAY 4, 2004 MINUTES

II. REPORT OF THE COMMITTEE ON GRADUATE STUDIES (CGS)Presented by Rodolfo Torres; submitted by Emily Eichler

A. Curricular Changes: AMS 700, AMS 714, AMS 720, AMS 725, AMS 730, AMS 731, AMS 797, ANTH 700, ANTH 791, ANTH 793, ANTH 795, ANTH 796, ANTH 797, ANTH 798, BIOL 700, BIOL 784, BIOL 785, BIOL 787, BIOL 788, BIOL 798, CHIN 752, EALC 747, GEOL 712 , GEOL 713, GEOL 714, GEOL 721, GEOL 724, GEOL 727, GEOL 728, GEOL 756, GEOL 763, GEOL 774, GEOL 775, GEOL 780, GEOL 781, GEOL 782, GEOL 783, GEOL 784, GEOL 785, GEOL 911, GEOL 912, GEOL 922, GEOL 932, GEOL 941, GEOL 942, GEOL 963, HA 706, HA 906, HIST 720, HIST 721, HIST 722, HIST 723, HIST 725, HIST 728, HIST 747, HIST 756, INS 808, MUSE 701, MUSE 702, MUSE 703, MUSE 704, MUSE 705, MUSE 706, PHIL 805, PHIL 807, PHIL 810, PHIL 824, PHIL 828, PHIL 831, PHIL 881, PHIL 890, PSYC 795

B. For Approval by College Assembly

CGS recommends for approval the following:

1. Speech-Language-Hearing Department changes to the MA program

2. Philosophy Department change in Graduate Requirements

III. REPORT OF THE COMMITTEE ON UNDERGRADUATE STUDIES AND ADVISING (CUSA) Presented by Chris Haufler, CUSA Chair; submitted by Andrea Noltner

A. Curricular Changes: AAAS 307, AAAS 400, AAAS 543, AAAS 545, ANTH 386, HDFL 100, HDFL 101, HDFL 677, HDFL 691, HDFL 695, CLSX 502, COMS 151, COMS 300, COMS 420, COMS 534, COMS 535, COMS 536, COMS 545, ENGL 105, ENGL 205, HIST 118, HIST 119, HIST 307, HIST 502, LING 543, POLS 618, PUAD 693, PUAD 694, REL 478, SLAV 505, SLAV 568, SLAV 664, SLAV 667, SPAN 540

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B. Degree Requirements for approval:

1. HT Principal Course Status for:

a. HIST 321 From Mystics to Feminists: Women’s History in Europe 1600 to the Present

b. WS 321 From Mystics to Feminists: Women’s History in Europe 1600 to the Present

2. Non-Western Culture Status for:

a. AAAS 307 Modern African History, Honors

b. AAAS 543 Language and Culture in Arabic-Speaking Communities

c. AAAS 545 Unveiling the Veil

d. HIST 307 Modern African History, Honors

e. LING 543 Language and Culture in Arabic-Speaking Communities

C. Report of Action

1. Change to Environmental Studies Major

2. Correction to Public Administration Major

3. Correction to Religious Studies Major

4. Correction to Religious Studies Minor

IV. INTRODUCTION OF NEW FACULTY

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COLLEGE COMMUNICATIONS

I. MINUTES OF THE COLLEGE ASSEMBLY, May 4, 2004

The meeting was called to order by Dean Kim Wilcox.

The first order of business was the approval of the April 6, 2004 minutes. The minutes were approved as published.

The CGS report was presented by Terry Slocum. Professor Slocum moved for the approval of the proposed curricular changes listed. A vote was taken and the motion carried. Professor Slocum moved for the approval of the proposal from the Department of English for a Master of Fine Arts in Creative Writing. A vote was taken and the motion carried. Professor Slocum moved for the approval of the revisions from the Department of Political Science of the MA material in the graduate catalog. A vote was taken and the motion carried. Professor Slocum then moved for the approval of the proposal from the Department of Human Development and Family Life for the changes in the master’s and doctoral degrees regarding the change of name to Applied Behavioral Science. A vote was taken and the motion carried.

The CUSA report was presented by Nancy Baym. Professor Baym moved for the approval of the proposed curricular changes listed. A vote was taken and the motion carried. Professor Baym moved for the approval of the Degree Requirements listed. A vote was taken and the motion carried. Professor Baym mentioned the Reports of Action.

Dean Wilcox announced that the results from the vote to establish a College Advisory Council (CAC) were 208 in the affirmative and 40 opposed.

Dean Wilcox adjourned the meeting at 4:10 p.m.

Respectfully Submitted,

Emily EichlerRecording Secretary

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II. REPORT OF THE COMMITTEE ON GRADUATE STUDIES (CGS)Presented by Rodolfo Torres; submitted by Emily Eichler

A. CURRICULAR CHANGES

CHANGE: COURSE DESCRIPTIONAMS 700 INTRODUCTION TO MUSEUM EXHIBITS (3)(OLD) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as ANTH 793, BIOL 787, GEOL 781, HIST 723, and MUSE 703.)

AMS 700 INTRODUCTION TO MUSEUM EXHIBITS (3)(NEW) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as BIOL 787, GEOL 781, HIST 723, and MUSE 703.)

CHANGE: COURSE DESCRIPTIONAMS 714 CONSERVATION PRINCIPLES AND PRACTICES (3)(OLD) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as ANTH 700, BIOL 700, GEOL 780, HIST 722 and MUSE 706.)

AMS 714 CONSERVATION PRINCIPLES AND PRACTICES (3)(NEW) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as BIOL 700, GEOL 780, HIST 722 and MUSE 706.)

CHANGE: COURSE DESCRIPTIONAMS 720 THE NATURE OF MUSEUMS (3)(OLD) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as ANTH 795, BIOL 788, GEOL 782, HIST 720, and MUSE 702.)

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AMS 720 THE NATURE OF MUSEUMS (3)(NEW) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as BIOL 788, GEOL 782, HIST 720, and MUSE 702.)

CHANGE: COURSE DESCRIPTIONAMS 725 HISTORICAL ADMINISTRATION/MUSEUM STUDIES WORKSHOP: (1-3)(OLD) Short term, intensive workshops presented to provide specialized background in a variety of

skills required in historical archives or museums. (Same as ANTH 791.)

AMS 725 HISTORICAL ADMINISTRATION/MUSEUM STUDIES WORKSHOP: (1-3)(NEW) Short term, intensive workshops presented to provide specialized background in a variety of

skills required in historical archives or museums.

CHANGE: COURSE DESCRIPTIONAMS 730 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as ANTH 798, BIOL 798, GEOL 785, HIST 725, and MUSE 704.)

AMS 730 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as BIOL 798, GEOL 785, HIST 725, and MUSE 704.)

CHANGE: COURSE DESCRIPTIONAMS 731 MUSEUM MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as ANTH 796, BIOL 785, GEOL 783, HIST 728, and MUSE 701.)

AMS 731 MUSEUM MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as BIOL 785, GEOL 783, HIST 728, and MUSE 701.)

CHANGE: COURSE DESCRIPTIONAMS 797 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(OLD) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum

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Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as ANTH 797, BIOL 784, GEOL 784, HIST 721, and MUSE 705.)

AMS 797 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(NEW) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as BIOL 784, GEOL 784, HIST 721, and MUSE 705.)

DELETEANTH 700 CONSERVATION PRINCIPLES AND PRACTICES (3)

This course will acquaint the future museum professional with problems in conserving all types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, BIOL 700, GEOL 780, HIST 722 and MUSE 706.)

DELETEANTH 791 HISTORICAL ADMINISTRATION/MUSEUM STUDIES WORKSHOP: (1-3)

Short term, intensive workshops presented to provide specialized background in a variety of skills required in historical archives or museums. (Same as AMS 725.)

DELETEANTH 793 INTRODUCTION TO MUSEUM EXHIBITS (3)

This course will consider the role of exhibits as an integrated part of museum collection management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, BIOL 787, GEOL 781, HIST 723, MUSE 703.)

DELETEANTH 795 THE NATURE OF MUSEUMS (3)

The purpose of this course is to provide an overview of the kinds of museums, their various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, BIOL 788, GEOL 782, HIST 720, and MUSE 702.)

DELETEANTH 796 MUSEUM MANAGEMENT (3)

Lecture, discussion, and laboratory exercises on the nature of museums as organizations; accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, BIOL 785, GEOL 783, HIST 728, and MUSE 701.)

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DELETEANTH 797 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)

Consideration of the goals of an institution's public education services, developing programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, BIOL 784, GEOL 784, HIST 721, and MUSE 705.)

DELETEANTH 798 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)

Lecture, discussion, and laboratory exercises on the nature of museum collections, their associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, BIOL 798, GEOL 785, HIST 725, and MUSE 704.)

CHANGE: COURSE DESCRIPTIONBIOL 700 CONSERVATION PRINCIPLES AND PRACTICES (3)(OLD) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, ANTH 700, GEOL 780, HIST 722 and MUSE 706.)

BIOL 700 CONSERVATION PRINCIPLES AND PRACTICES (3)(NEW) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, GEOL 780, HIST 722 and MUSE 706.)

CHANGE: COURSE DESCRIPTIONBIOL 784 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(OLD) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, ANTH 797, GEOL 784, HIST 721, and MUSE 705.)

BIOL 784 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(NEW) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum

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Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, GEOL 784, HIST 721, and MUSE 705.)

CHANGE: COURSE DESCRIPTIONBIOL 785 MUSEUM MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, ANTH 796, GEOL 783, HIST 728, and MUSE 701.)

BIOL 785 MUSEUM MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, GEOL 783, HIST 728, and MUSE 701.)

CHANGE: COURSE DESCRIPTIONBIOL 787 INTRODUCTION TO MUSEUM EXHIBITS (3)(OLD) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, ANTH 793, GEOL 781, HIST 723, and MUSE 703.)

BIOL 787 INTRODUCTION TO MUSEUM EXHIBITS (3)(NEW) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, GEOL 781, HIST 723, and MUSE 703.)

CHANGE: COURSE DESCRIPTIONBIOL 788 THE NATURE OF MUSEUMS (3)(OLD) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, ANTH 795, GEOL 782, HIST 720, and MUSE 702.)

BIOL 788 THE NATURE OF MUSEUMS (3)(NEW) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, GEOL 782, HIST 720, and MUSE 702.)

CHANGE: COURSE DESCRIPTIONBIOL 798 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated

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information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, ANTH 798, GEOL 785, HIST 725, and MUSE 704.)

BIOL 798 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, GEOL 785, HIST 725, and MUSE 704.)

DELETECHIN 752 CH’ING DOCUMENTS (3)

Use of 19th and early 20th century Chinese documents and other historical materials. (Same as HIST 756.) Prerequisite: HIST 586 and CHIN 544, or equivalent, and consent of instructor. LEC

NEW COURSE, CROSS LISTINGEALC 747 TEACHING ABOUT EAST ASIA (2)

An advanced survey of the history, culture, and contemporary affairs of , China, Japan and Korea, specifically designed for K-12 educators who wish to incorporate East Asian topics into their classroom teaching. Pedagogical methods and resources for the study of East Asia will be emphasized. Topics covered will address relevant benchmarks in the state curricular standards in social studies, themes from the Advanced Placement world history examination, and the national standards in world history. Prerequisite: Approval of the instructor. (Same as HIST 747.)

DELETEGEOL 712 CRYSTALLOGRAPHY AND CRYSTAL CHEMISTRY (1)

Detailed examination of crystallography, crystal symmetry, and crystal chemistry for students needing more rigorous treatment of the subjects.

NEW COURSEGEOL 712 MICROSTRUCTURES AND PETROFABRICS (3)

This course is geared towards developing a qualitative and quantitative understanding of the fundamentals of rock and mineral deformation necessary to interpret comprehensively microstructural data. Microstructures and petrofabrics contain a wealth of information on kinematics, rheology, and boundary conditions of deforming rocks, important information that often goes unnoticed and unused. This course builds on knowledge acquired in undergraduate structural geology and petrology courses and will give students the tools for a more rigorous and sophisticated evaluation of thin sections and quantitative microstructural and textural data. Required field trip. Prerequisite: GEOL 512 and GEOL 562; or consent of the instructor

CHANGE: COURSE DESCRIPTIONGEOL 713 ADVANCED PETROLOGY (1)(OLD) Advanced topics in igneous and metamorphic petrology with emphasis on chemical and

isotopic modeling

GEOL 713 ADVANCED PETROLOGY (1)

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(NEW) Advanced topics in igneous and metamorphic petrology with emphasis on chemical and isotopic modeling. Course may be repeated, as topics covered vary.

DELETEGEOL 714 OPTICAL METHODS (1)

Principles and applications of optical crystallography to the study of minerals. Primarily intended for students needing a more rigorous treatment of optical theory.

NEW COURSEGEOL 714 THERMOCHRONOLOGY (3)

This advanced course is intended to provide students with an in-depth understanding of the fundamentals and an appreciation of the complexities of thermochronology. The primary focus of this course is on modern thermochronological dating methods, a quantitative understanding of noble gas diffusion, data acquisition and interpretation, numerical modeling of complex thermochronological data, and hands-on laboratory experience in the KU thermochronology facilities. Prerequisite: MATH 122 and GEOL 717; or consent of the instructor

CHANGE: PREREQUISITEGEOL 721 MICROPALEONTOLOGY (3)(OLD) Systematics, paleontology, evolution, and biostratigraphy of microfossils, particularly

foraminifera, ostracodes, and conodonts. Preparation of material for study. Applications of micropaleontology to geologic problems. Prerequisite: GEOL 521 or BIOL 108

GEOL 721 MICROPALEONTOLOGY (3)(NEW) Systematics, paleontology, evolution, and biostratigraphy of microfossils, particularly

foraminifera, ostracodes, and conodonts. Preparation of material for study. Applications of micropaleontology to geologic problems. Prerequisite: GEOL 521 or BIOL 100 or 152

NEW COURSEGEOL 724 PALEOBIOGEOGRAPHY (3)

The study of the coevolution of the Earth and its biota. The class will focus on using phylogenetic approaches with fossil taxa to study how tectonic change has influenced the evolution of life and also to determine what evolutionary patterns can tell us about the nature and sequence of geological events. Prerequisite: GEOL 521, or consent of the instructor

NEW COURSEGEOL 727 ICHNOLOGY (3)

Ichnology is the study of organism-substrate interactions. The class will cover concepts and applications of ichnology in the marine and continental realms, including the behavior of such organisms as microbes, plants, invertebrates, and vertebrates preserved in the geologic record as trace fossils. Ichnology is applied in geology and in the petroleum industry to interpret ancient environments, hydrogeology, ecology, and climate. Prerequisite: GEOL 331, GEOL 521, or GEOL 532; or consent of the instructor

NEW COURSEGEOL 728 PALEOPEDOLOGY (3)

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Paleopedology is the study of ancient soils preserved in the geologic record. The course covers concepts of paleopedology and its applications to the interpretation of paleoenvironmental, paleoecologic, and paleohydrogeologic settings and its use in sequence stratigraphy and paleoclimatology. Prerequisite: GEOG 535, GEOL 331, or GEOL 532; or consent of the instructor

DELETEGEOL 756 REMOTE SENSING (3)

A course dealing with the principles and applications of remote sensing in the ultraviolet, infrared and microwave regions of the electromagnetic spectrum. Topics to be discussed are: theoretical concepts of energy emission; techniques for the detection of this energy; detections devices commonly used; and utilization of remote sensors in geologic, geographic, agricultural, hydrologic, oceanographic, and meteorologic studies.

CHANGE: PREREQUISITEGEOL 763 TECTONICS AND REGIONAL GEOLOGY (3)(OLD) Topics vary with demand and include fundamental features of plate tectonics,

interpretation and distribution of regional geology of mountain belts with emphasis on tectonic setting and processes, regional geology, and tectonics of selected mountains belts. Prerequisite: GEOL 562, GEOL 512, or GEOL 531, and GEOL 572

GEOL 763 TECTONICS AND REGIONAL GEOLOGY (3)(NEW) Topics vary with demand and include fundamental features of plate tectonics,

interpretation and distribution of regional geology of mountain belts with emphasis on tectonic setting and processes, regional geology, and tectonics of selected mountain belts. Prerequisite: GEOL 562, GEOL 512, or GEOL 331, and GEOL 572

NEW COURSEGEOL 774 FINITE DIFFERENCE METHODS FOR GEOPHYSICS (2-3)

Application of finite difference methods to solve the partial differential equations that commonly occur in the study of geophysics. Representative examples will be drawn from groundwater flow, gravity and magnetics modeling, and seismic wave propagation. Emphasis will be on obtaining actual solutions for practical problems. Prerequisite: MATH 250, or MATH 320, or consent of the instructor.

NEW COURSEGEOL 775 NEAR-SURFACE SEISMOLOGY (3)

Theoretical and applied study of all aspects of near-surface reflection, refraction, and surface-wave seismology from design and acquisition to interpretation. Prerequisite: MATH 250/AE 250/ARCE 250/CE 250/C&PE 250/EECS 250/EPHX 250/ME 250, GEOL 572, or consent of the instructor.

CHANGE: COURSE DESCRIPTIONGEOL 780 CONSERVATION PRINCIPLES AND PRACTICES (3)(OLD) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, ANTH 700, BIOL 700, HIST 722 and MUSE 706.)

GEOL 780 CONSERVATION PRINCIPLES AND PRACTICES (3)

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(NEW) This course will acquaint the future museum professional with problems in conserving all types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, BIOL 700, HIST 722 and MUSE 706.)CHANGE: COURSE DESCRIPTION

GEOL 781 INTRODUCTION TO MUSEUM EXHIBITS (3)(OLD) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, ANTH 793, BIOL 787, HIST 723, and MUSE 703.)

GEOL 781 INTRODUCTION TO MUSEUM EXHIBITS (3)(NEW) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, BIOL 787, HIST 723, and MUSE 703.)

CHANGE: COURSE DESCRIPTIONGEOL 782 THE NATURE OF MUSEUMS (3)(OLD) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, ANTH 795, BIOL 788, HIST 720, and MUSE 702.)

GEOL 782 THE NATURE OF MUSEUMS (3)(NEW) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, BIOL 788, HIST 720, and MUSE 702.)

CHANGE: COURSE DESCRIPTIONGEOL 783 MUSEUM MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, ANTH 796, BIOL 785, HIST 728, and MUSE 701.)

GEOL 783 MUSEUM MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, BIOL 785, HIST 728, and MUSE 701.)

CHANGE: COURSE DESCRIPTION

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GEOL 784 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(OLD) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, ANTH 797, BIOL 784, HIST 721, and MUSE 705.)

GEOL 784 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(NEW) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, BIOL 784, HIST 721, and MUSE 705.)

CHANGE: COURSE DESCRIPTIONGEOL 785 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, ANTH 798, BIOL 798, HIST 725, and MUSE 704.)

GEOL 785 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, BIOL 798, HIST 725, and MUSE 704.)

DELETEGEOL 911 TOPICS IN IGNEOUS PETROLOGY (2)

Contemporary topics in igneous petrology, including the origins of magmas and igneous rocks, relationships of magmagenesis, and modeling of the chemical evolution of magmatic systems.

DELETEGEOL 912 TOPICS IN METAMORPHIC PETROLOGY (2)

Contemporary topics in metamorphic petrology, including the origins of metamorphic rocks, the pressure-temperature distribution of the crust, and quantitative thermobarometry.

DELETEGEOL 922 SYSTEMATICS IN PALEONTOLOGY (2 to 3)

Discussion of systematic approaches to paleontology: concepts of species, genus, and higher taxonomic categories; bearing of time dimension on systematics.

CHANGE: PREREQUISITEGEOL 932 CARBONATE PETROLOGY (3)(OLD) Study of the physical and chemical factors important in the genesis and diagenesis of

carbonate rocks. Includes the application of principles learned from research on modern marine environments to the interpretation of ancient carbonates. Various analytical

13

techniques are covered with emphasis on thin section petrography. Prerequisites: GEOL 531 and GEOL 732

GEOL 932 CARBONATE PETROLOGY (3)(NEW) Study of the physical and chemical factors important in the genesis and diagenesis of carbonate

rocks. Includes the application of principles learned from research on modern marine environments to the interpretation of ancient carbonates. Various analytical techniques are covered with emphasis on thin section petrography. Prerequisite: GEOL 331 and GEOL 732DELETE

GEOL 941 GLACIAL AND PERIGLACIAL GEOMORPHOLOGY (1-3)Processes characteristic of cold climates. Origin and mechanics of glaciers, their fluctuations and development of erosional and depositional landforms.

DELETEGEOL 942 QUATERNARY GEOLOGY (1- 3)

Record of glacial and non-glacial geologic processes during Pleistocene and Recent time. Effects of geologic and climatologic events on animal and plant life and on early man.

DELETEGEOL 963 REGIONAL GEOLOGY OF NORTH AMERICA (3)

Regional distribution of major stratigraphic and structural features of the North American continent. Structural and stratigraphic evolution of the continent from the Precambrian to the present.

CHANGE: CREDIT, PREREQUISITE, COURSE DESCRIPTIONHA 706 SEMINAR ON SPECIAL PROBLEMS IN ART HISTORY: _______ (2-6)(OLD) Particular art historical problems of a special and specific nature are dealt with in this

seminar. The student will engage in individual research work which will form a basis for discussions, reports, and a research paper. Prerequisite: nine hours of art history and knowledge of a foreign language, or consent of instructor. LEC

HA 706 SEMINAR ON SPECIAL PROBLEMS IN ART HISTORY: _______ (1-6)(NEW) Seminar dealing with particular art historical problems of a special and specific nature.

Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.

NEW COURSEHA 906 SEMINAR ON SPECIAL PROBLEMS IN ART HISTORY: _________ (1-6)

Seminar dealing with particular art historical problems of a special and specific nature. Different topics are offered in different semesters. May be repeated for credit up to a maximum of 12 credit hours.

CHANGE: COURSE DESCRIPTIONHIST 720 THE NATURE OF MUSEUMS (3)(OLD) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, ANTH 795, BIOL 788, GEOL 782, and MUSE 702.)

HIST 720 THE NATURE OF MUSEUMS (3)

14

(NEW) The purpose of this course is to provide an overview of the kinds of museums, their various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, BIOL 788, GEOL 782, and MUSE 702.)

CHANGE: COURSE DESCRIPTIONHIST 721 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(OLD) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, ANTH 797, BIOL 784, GEOL 784, and MUSE 705.)

HIST 721 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(NEW) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, BIOL 784, GEOL 784, and MUSE 705.)

CHANGE: COURSE DESCRIPTIONHIST 722 CONSERVATION PRINCIPLES AND PRACTICES (3)(OLD) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, ANTH 700, BIOL 700, GEOL 780, and MUSE 706.)

HIST 722 CONSERVATION PRINCIPLES AND PRACTICES (3)(NEW) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, BIOL 700, GEOL 780, and MUSE 706.)

CHANGE: COURSE DESCRIPTIONHIST 723 INTRODUCTION TO MUSEUM EXHIBITS (3)(OLD) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student,

15

or consent of instructor. (Same as AMS 700, ANTH 793, BIOL 787, GEOL 781, and MUSE 703.)

HIST 723 INTRODUCTION TO MUSEUM EXHIBITS (3)(NEW) This course will consider the role of exhibits as an integrated part of museum collection

management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, BIOL 787, GEOL 781, and MUSE 703.)CHANGE: COURSE DESCRIPTION

HIST 725 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, ANTH 798, BIOL 798, GEOL 785, and MUSE 704.)

HIST 725 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museum collections, their

associated data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, BIOL 798, GEOL 785, and MUSE 704.)

CHANGE: COURSE DESCRIPTIONHIST 728 MUSEUM MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, ANTH 796, BIOL 785, GEOL 783, and MUSE 701.)

HIST 728 MUSEUM MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, BIOL 785, GEOL 783, and MUSE 701.)

NEW COURSE, CROSS LISTINGHIST 747 TEACHING ABOUT EAST ASIA (2)

An advanced survey of the history, culture, and contemporary affairs of , China, Japan and Korea, specifically designed for K-12 educators who wish to incorporate East Asian topics into their classroom teaching. Pedagogical methods and resources for the study of East Asia will be emphasized. Topics covered will address relevant benchmarks in the state curricular standards in social studies, themes from the Advanced Placement world history examination, and the national standards in world history. Prerequisite: Approval of the instructor. (Same as HIST 747.)

DELETEHIST 756 CHING DOCUMENTS (3)

16

Use of 19th and early 20th Century Chinese documents and other historical materials. (Same as CHIN 752). Prerequisite: HIST 586 and CHIN 544 or equivalent. LEC

DELETEINS 808 ADMINISTRATIVE SKILLS AND LEADERSHIP

This is a practical, hands-on course designed to acquaint graduate students with skills needed in a government or non-government administration and leadership positions.

CHANGE: COURSE DESCRIPTIONMUSE 701 MUSEUM MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, ANTH 796, BIOL 785, GEOL 783, and HIST 728.)

MUSE 701 MUSEUM MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museums as organizations;

accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 731, BIOL 785, GEOL 783, and HIST 728.)

CHANGE: COURSE DESCRIPTIONMUSE 702 THE NATURE OF MUSEUMS (3)(OLD) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, ANTH 795, BIOL 788, GEOL 782, and HIST 720.)

MUSE 702 THE NATURE OF MUSEUMS (3)(NEW) The purpose of this course is to provide an overview of the kinds of museums, their

various missions, and their characteristics and potentials as research, education, and public service institutions responsible for collections of natural and cultural objects. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 720, BIOL 788, GEOL 782, and HIST 720.)

CHANGE: COURSE DESCRIPTIONMUSE 703 INTRODUCTION TO MUSEUM EXHIBITS (3)(OLD) Presentation of principles and practices of exhibit management, design, and production.

Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, ANTH 793, BIOL 787, GEOL 781, and HIST 723.)

MUSE 703 INTRODUCTION TO MUSEUM EXHIBITS (3)

17

(NEW) Presentation of principles and practices of exhibit management, design, and production. Topics will include developing a master plan for museum exhibits; concept development; design, installation, and maintenance of exhibits; design theory; design process; label writing and editing; selection of materials architectural requirements and building codes; cost estimating; publicity; security; and exhibit evaluation. Consideration will be given to exhibition problems in public and private museums in the areas of anthropology, art, history, natural history, and technology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 700, BIOL 787, GEOL 781, and HIST 723.)

CHANGE: COURSE DESCRIPTIONMUSE 704 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(OLD) Lecture, discussion, and laboratory exercises on the nature of museum collections, their associated

data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, ANTH 798, BIOL 798, GEOL 785, and HIST 725.)

MUSE 704 PRINCIPLES AND PRACTICES OF MUSEUM COLLECTION MANAGEMENT (3)(NEW) Lecture, discussion, and laboratory exercises on the nature of museum collections, their associated

data, and their use in scholarly research; cataloging, storage, fumigation, automated information management and related topics will be presented for museums of art, history, natural history and anthropology. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 730, BIOL 798, GEOL 785, and HIST 725.)

CHANGE: COURSE DESCRIPTIONMUSE 705 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(OLD) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, ANTH 797, BIOL 784, GEOL 784, and HIST 721.)

MUSE 705 INTRODUCTION TO MUSEUM PUBLIC EDUCATION (3)(NEW) Consideration of the goals of an institution's public education services, developing

programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 797, BIOL 784, GEOL 784, and HIST 721.)

CHANGE: COURSE DESCRIPTIONMUSE 706 CONSERVATION PRINCIPLES AND PRACTICES (3)(OLD) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, ANTH 700, BIOL 700, GEOL 780, and HIST 722.)

18

MUSE 706 CONSERVATION PRINCIPLES AND PRACTICES (3)(NEW) This course will acquaint the future museum professional with problems in conserving all

types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor. (Same as AMS 714, BIOL 700, GEOL 780, and HIST 722.)

CHANGE: PREREQUISITEPHIL 805 ADVANCED STUDIES IN PLATO (3)(OLD) Prerequisite: PHIL 508 or PHIL 608 or PHIL 612 or PHIL 648 or PHIL 650. LECPHIL 805 ADVANCED STUDIES IN PLATO (3)(NEW) Prerequisite: PHIL 508 or PHIL 605 or PHIL 607 or PHIL 608 or PHIL 648 or PHIL

650. LEC

CHANGE: PREREQUISITEPHIL 807 ARISTOTLE (3)(OLD) Prerequisite: PHIL 508 or PHIL 608 or PHIL 612 or PHIL 648 or PHIL 650. LEC

PHIL 807 ARISTOTLE (3)(NEW) Prerequisite: PHIL 508 or PHIL 605 or PHIL 607 or PHIL 608 or PHIL 648 or PHIL

650. LEC

DELETEPHIL 810 PHILOSOPHICAL INQUIRY: (1-3)

This course is designed to enable suitably qualified students to participate in the current research of some member of the staff. It may be offered concurrently by different instructors under different subtitles, and may, with the consent of the chair, be taken more than once. Topic, instructor, hours of credit and specific prerequisite to be announced in the timetable. LEC

CHANGE: PREREQUISITEPHIL 824 HUME (3)(OLD) Prerequisite: PHIL 640 or PHIL 648 or PHIL 650 or PHIL 654. LEC

PHIL 824 HUME (3)(NEW) Prerequisite: PHIL 648 or PHIL 650 or PHIL 654. LEC

CHANGE: PREREQUISITEPHIL 828 KANT (3)(OLD) Prerequisite: PHIL 640 or PHIL 648 or PHIL 650 or PHIL 654. LEC

PHIL 828 KANT (3)(NEW) Prerequisite: PHIL 648 or PHIL 650 or PHIL 654. LEC

CHANGE: PREREQUISITEPHIL 831 HEGEL (3)(OLD) Prerequisite: PHIL 560 or PHIL 612 or PHIL 640 or 500-600 level course specified as

appropriate. LEC

19

PHIL 831 HEGEL (3)(NEW) Prerequisite: PHIL 560 or 500-600 level course specified as appropriate. LEC

DELETEPHIL 881 TOPICS IN THE PHILOSOPHY OF ART: _______________ (3)

This course discusses recent analytical theories of art and will focus on the ontological status of art, truth and representation, and/or the perception of art. LEC

NEW COURSEPHIL 890 TOPICS IN CONTINENTAL PHILOSOPHY: ____________ (3)

This course may be offered under different subtitles, and may be taken more than once if the subject matter varies sufficiently. Topics, instructor, and specific prerequisites to be announced in the timetable. LECCHANGE: PREREQUISITE, COURSE DESCRIPTION

PSYC 795 COMPUTING AND PSYCHOLOGY (3)(OLD) Introduction to syntax and semantics of such languages as PASCAL and C. Lectures and

assignments emphasize applications. Included are techniques of automated data collection, database management, and simulation. Prerequisite: PSYC 790 or consent of instructor. LEC

PSYC 795 COMPUTING AND PSYCHOLOGY (3)(NEW) Introduction to the use of personal computers to facilitate and standardize administration

of research protocols and to automate data collection. Lectures and projects emphasize direct application to research in the behavioral sciences. Prerequisite: Graduate standing in the Department of Psychology and consent of instructor.

B. FOR APPROVAL BY COLLEGE ASSEMBLY

CGS recommends for approval the following:

1. Speech-Language-Hearing Department changes to the MA program

Proposed Changes

Background: The American Speech-Language-Hearing Association (ASHA) Council on Professional Standards in Speech-Language Pathology recently developed new standards for clinical certification in response to changes in the scope of professional practice. These new standards will become effective in January, 2005. Conceptually, these new standards emphasize:

(1) documentation of student acquisition of specific knowledge and skills through formative and summative assessment;

(2) clinical and academic course experiences that encompass the breadth of the current scope of practice.

Mechanistically, these new standards also increase:

(1) the number of SPLH graduate credits required (i.e., an increase from 30 credits to 36

20

credits);

(2) the number of graduate clinical contact/practicum hours required (i.e., an increase from 250 to 325);

(3) the total number of clinical contact/practicum hours required (i.e., an increase from 350 hours to 400 hours).

The KU Intercampus Program in Communicative Disorders must meet these new standards to maintain accreditation of our MA program in Speech-Language Pathology and to ensure that our graduating students will be able to obtain professional certification and state licensure, a prerequisite for employment.

Proposed Implementation: After careful review of our current MA program in Speech-Language-Pathology, we determined that our program (and related KU programs) offers clinical and academic course experiences that encompass the breadth of the current scope of practice. Thus, the development of new courses is not needed at this time. However, adjustments are needed in our requirements to ensure that students:

(1) sample the breadth of our offerings, (2) obtain 36 SPLH graduate credits, (3) acquire 400 clinical contact/practicum hours with 325 of these at the graduate level.

The Table on pages 3 & 4 summarizes the differences between the current program and the proposed program.

(1) Breadth. To ensure that students sample the breadth of our offerings, we propose to add a requirement that students take 2 credits of SPLH 764 Multicultural Issues. This will be in addition to the 6 credits currently mandated (SPLH 860, SPLH 862, SPLH868). Requiring this specific class addresses a growing awareness at the national level that speech-language pathologists need the skills to effectively work with diverse populations.

In addition, we propose to require students to complete 16 credits of basic electives in SPLH addressing the breadth of professional practice, and 6 credits of advanced electives in SPLH or other related departments allowing for more detailed study of some areas (total of 22 elective credits). Students will be required to sample the full scope of practice in completing these electives with this being guided by a grid displaying our courses and the knowledge area sampled (see KU Knowledge Standards Grid on page 2). Previously 21 elective credits were required but the distribution was not specified.

(2) Graduate credits. The national increase from 30 to 36 credit hours is not a concern. The above changes and the following changes ensure that students will obtain at least 36 credits of professional coursework.

(3) Clinical hours. To ensure that students acquire 400 clinical contact/practicum hours with 325 of these at the graduate level, we also propose to add a requirement that students enroll in a second semester of SPLH 866 Field Study (5 credits) or a fourth semester of SPLH 864 Advanced Clinical Practicum (1-3 credits). This will be in addition to the 12 credits currently mandated (5 credits in SPLH 866 and 7 credits in SPLH 864 across 3 semesters).

These changes increase the total required credits from 42 to 46 (2 additional credits for

21

SPLH 764, 1 additional elective credit, 1 additional clinical credit).

To follow are:

(1) a copy of the KU ASHA Knowledge Standards Grid to be used in selecting the 16 credits of basic electives addressing the breadth of professional practice (page 3)

(2) a table comparing the previous and proposed new requirements (pages 4-5) (3) the revised program description for the graduate catalog (page 6)

Questions concerning these proposed changes can be directed to: Holly L. Storkel Assistant Professor & Graduate Director Speech-Language-Hearing hstorkel@ku.edu 864-0497 MA Speech-Language Pathology

22

KU ASHA Knowledge Standards Grid

III-B; III-C; III-D Normal Processes; Communication Disorders; Clinical Application

Program Goals

Knowledge Areas (adapted from ASHA)

Foundations (All Required)

Articulation/ Phonology Fluency Phonation/

Resonance Receptive/ Expressive Language

Hearing Swallowing Cognition Social Modalities

1. Understand basic concepts, terminology, & theory

120 261 662 671 680

764F 764G 860 862

566/816665* 764D 764E 820* 822 828

864* 864

880A*

824* 864* 864

764D 764I* 822 826* 828 864*

864

466* 566/816*

764C 764E 840* 842* 844* 846* 848 854* 864* 864

663* 669 698

764D 832* 840 864* 864

764D 764E 850*

864* 864

566/816 764A* 764C 840 842 848 850 864* 864

566/816 764C 764E 822 840 846 848 852* 864* 864

2. Develop an assessment plan

671 764F 860 862

665 820* 822 828 864* 864

880A

824* 864* 864

764I*822

826* 828 864* 864

840* 842* 844* 846* 848 854* 864* 864

N/A 832* 864* 864

842850* 864* 864

764A* 764C 840 842 850 864* 864

822 846 852* 864* 864

3. Analyze and integrate assessment findings

671 764F 860 862

566/816 665 820* 822 828 864* 864

880A

824* 864* 864

764I* 822 826* 828 864* 864

566/816 840* 842* 844* 846* 848 854* 864* 864

669* 698

764H*

832* 864* 864

850* 864* 864

764A* 764C 840 842 850 864* 864

822 840 846 848 852* 864* 864

4. Determine presence of disorder and related factors

671 764F 860 862

665 820* 822 828

864* 864

880A

824* 864* 864

764I* 822 826* 828 864* 864

840* 842* 844* 846* 854* 864* 864

669* 764H*

832* 864* 864

850* 864* 864

764A* 764C 840 842 848 850 864* 864

822 840 846848 852* 864* 864

5. Develop a treatment plan based on available evidence

671 764G 860 862

665 820* 822 828 864* 864

880A*

824* 864* 864

764I* 822 826* 828 864* 864

764C 840* 842* 844* 846* 848 854* 864* 864

698* 764H*

832* 864* 864

850* 864* 864

764A* 764C 840 842 848 850 864* 864

764C822 840 846 848 852* 864* 864

* = primary experience, pass = knowledge & skills Unmarked = secondary experience, 2 secondary = 1 primary = knowledge & skills III-A Biological, physical, mathematical, social/behavioral sciences(list UG courses)

III-E; III-F; III-G; III-H III-E Standards of ethical conduct 764B, 862, 864, 868, III-F Research methods 300/365; 660; 874/899 (***All courses required) III-G Professional issues 764B, 862, 868 III-H Licensure & certification 868

Assessment Formative assessment Course activities & grades; practicum activities & feedbackSummative assessment Written exam covering a sampling of the 9 areas (e.g., write on 4 of 9)

**Electives must be drawn from the areas of Articulation/Phonology; Fluency; Phonation/ Resonance; Receptive/Expressive Language; Hearing; Swallowing; Cognition; Social; Modalities.

23

The following table provides a comparison of the old and new requirementsPrevious Requirement Proposed New Requirement Rationale for Change

Prerequisites 1. Acceptable bachelor's degree

2. 33 hours of credit in speech pathology including SPLH261, SPLH466, SPLH566, SPLH660, SPLH662, SPLH663, SPLH665, SPLH669, SPLH671, SPLH699, or their equivalents

3. 20 hours of credit in allied fields including courses in physiology, linguistics, psychology, and statistics

1. No Change

2. Increase credits to 36 hours, add SPLH120 and SPLH698, delete SPLH699

3. No change

Reflects previously approved changes to our undergraduate program.

Minimum graduate hours

42 (33 in SPLH) 46 (36 in SPLH) Reflects increase in the number of graduate credits required for certification

Required courses

1. SPLH860 Evaluation of Speech & Language (2 credits)

2. SPLH862 Clinical Processes (2 credits)

3. SPLH864 Advanced Clinical Practice (7 credits)

4. SPLH866 Field Study in Speech-Language Pathology (5 credits)

5. SPLH 868 Professional Seminar (2 credits)

6. SPLH660 Research Methods in Speech-Language-Hearing

Courses #1-5 still required in graduate program

Course #6 required as prerequisite (see above)

Additional required graduate courses:

7. SPLH764 Seminar in Multicultural Issues (2 credits)

8. SPLH864 or SPLH866 additional credits (1-5 credits)

7. Reflects current awareness for the need for greater cultural awareness in clinical practice.

8. Reflects increase in the number of graduate clinical contact/practicum hours required for certification

Research experience

Thesis (SPLH899, 4-6 credits)

OR Research related

coursework, practicum experience (SPLH874), or

independent study (3 credits)

No Change

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Electives 21 credits 16 credits in SPLH Reflects need for 6 credits (within or outside broad sampling of

SPLH) course offerings Clinical clock hours 375 400 Reflects increase in (SPLH864;SPLH866) (250 at graduate level) (325 at graduate

level) the number of graduate clinical contact/practicum hours required for certification

Final examination oral general exam (plus defense for thesis students)

written exam (plus defense for thesis

students)

Reflects need to provide documentation of skill acquisition

Proposed new program description for the graduate catalog: Master’s Degree Programs Requirements for the Master of Arts Degree with a Major in Speech-Language Pathology

Program with Thesis. Prerequisites:

• An acceptable bachelor’s degree. • Thirty-six hours of credit in speech pathology, including SPLH 120, SPLH 261, SPLH 466, SPLH 566, SPLH 660, SPLH 662, SPLH 663, SPLH 665, SPLH 669, SPLH 671, and SPLH 698, or their equivalents. • Twenty hours of credit in allied fields, including courses in physiology, linguistics, psychology, and statistics.

Degree Requirements:

1. At least 33 credits of academic coursework including SPLH 764 Seminar in Multicultural Issues (2 credits), SPLH 860 Evaluation of Speech and Language (2 credits), SPLH 862 Clinical Processes (2 credits), SPLH 868 Professional Seminar (2 credits), at least 16 basic elective hours in SPLH, 6 advanced elective hours in SPLH or another department, and 4-6 hours in SPLH 899 Master’s Thesis.

2. At least 13 credits of clinical practice including SPLH 864 Advanced Clinical Practice in Speech-Language Pathology (7 credit hours), SPLH 866 Field Study in Speech-Language Pathology (5 credits), and 1-5 additional hours in either SPLH 864 or SPLH 866 to attain a minimum of 400 total clock hours of clinical practice with at least 325 of these clock hours accumulated at the graduate level.

3. Completion of an acceptable thesis and oral defense.

4. A written examination at the end of the program.

Program without Thesis. The nonthesis program has the same degree requirements as those described above for the M.A., except that the thesis is replaced with a 3-hour enrollment in SPLH 861 Seminar in Research Methodology in Speech Pathology and Audiology: _____, SPLH 874 Research Practicum, an independent study course, or another course dealing with research skills or activities.

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2. Philosophy Department change in Graduate Requirements

Currently we have a Formal Logic requirement for the PhD, which is to be met by taking PHIL 610 (Symbolic Logic). The proposal is to change this to a Formal Philosophy requirement for the PhD, which may be met by taking either PHIL 610 (Symbolic Logic) or PHIL 666 (Rational Choice Theory). If this change is allowed, it will necessitate a further change: PHIL 666 should be removed from the list of courses that meet our Value Theory requirement, since it will be on the list of courses that meet the Formal Philosophy requirement.

The Department thinks that while it is a good idea to require all our PhD students to take a course that is formal in nature, the interests of those students whose primary area of study is Value Theory are better served by allowing them the freedom to take a formal course that is more closely related to their primary area of study (as PHIL 666 would be).

Since our students are aware that the Department approved these changes during the 2003-2004 academic year, we request that the changes be effective Fall 2004.

III. REPORT OF THE COMMITTEE ON UNDERGRADUATE STUDIES AND ADVISING (CUSA) Presented by Chris Haufler, CUSA Chair; submitted by Andrea Noltner

A. CURRICULAR CHANGES:

NEW CROSS-LISTED COURSE AAAS 307 MODERN AFRICAN HISTORY, HONORS 3 H, NW

An intensive version of AAAS 305. A survey of social, political and economic developments during the colonial era and independence struggles, followed by a closer examination of the contemporary experience in a selected country or region. Open only to students admitted to the University Honors Program, or by consent of the instructor. (Same as HIST 307)

CHANGE: COURSE DESCRIPTION AAAS 400 READINGS IN: 3 U(OLD) Investigation of a subject selected by a student in consultation with a departmental

adviser and conducted under supervision. Individual reports and conferences. Open only to junior and senior majors who have completed two required courses plus one elective course in the major concentration. Cannot be repeated for credit. Prerequisite: Consent of instructor.

AAAS 400 READINGS IN: 3 U (NEW) Investigation of a subject selected by a student in consultation with a departmental

adviser and conducted under supervision. Individual reports and conferences. Open only to students who have completed at least six credit hours in African and African-American studies. Cannot be repeated for credit. Prerequisite: Consent of instructor.

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NEW CROSS-LISTED COURSE AAAS 543 LANGUAGE AND CULTURE IN ARABIC-SPEAKING COMMUNITIES 3 H, NW

The course examines the links between language structure, patterns of use, language choice, and language attitudes in the diglossic and bi-lingual Arabic-speaking communities. It also explores language as a reflector and creator of Arab culture (e.g. linguistic encoding of politeness, the Quranic text as the spoken and written word, the role of tropes in Arabic rhetoric). The topics for discussion range from the micro-level language choice to the macro-level issues of national language policies and planning within the domain of government and education across the Arab world. (Same as LING 543)

NEW COURSE AAAS 545 UNVEILING THE VEIL 3 H, NW

This course seeks to unveil a complex cultural practice that has been misconstructed by many scholars. It explores the versatility of the meaning of the veil. It examines the ways in which the veil has become a symbol of privacy, cultural identity, religious assertion, resistance and liberation, besides being a symbol of constraint, oppression, backwardness, and sexual mystery.

DELETE COURSE ANTH 386 ANTHROPOLOGICAL VIDEO PRODUCTION 3 S

A theory and practice course on social documentary video production. It covers the history and technical aspects of pre-production, production and post-production, and theoretical elements of anthropological approaches. This course is designed to provide students with a general understanding of film and video documentary principles, and the instruments to start designing, planning, and executing a documentary project in the field. Class taught in Golfito, Costa Rica. Course taught in Spanish. Contact the Department of Anthropology, or the Office of Study Abroad.

DELETE COURSE HDFL 100 SOLVING SOCIALLY IMPORTANT PROBLEMS 3 S

An introduction to behavioral science methods and content for addressing socially important problems and goals. Illustrative issues include child development and school readiness, youth development and delinquency, independent living of people with disabilities, successful aging, and community development and health promotion. Students develop skills in assessment, analysis, intervention, and evaluation. A service-learning component in a community organization offers students an opportunity to apply and reflect on the course material.

DELETE COURSE HDFL 101 SOLVING SOCIALLY IMPORTANT PROBLEMS, HONORS 3 S

An introduction to behavioral science methods and content for addressing socially important problems and goals. Illustrative issues include child development and school readiness, youth development and delinquency, independent living of people with disabilities, successful aging, and community development and health promotion. Students develop skills in assessment, analysis, intervention, and evaluation. A service-learning component in a community organization offers students an opportunity to apply and reflect on the course material. Open only to those students in the University Honors Program or by permission of the instructor.

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DELETE COURSE HDFL 677 TOPICS IN EARLY CHILDHOOD EDUCATION: _____ 1-3 U

Consideration of factors affecting the development of young children and services for them and their families. Different topics may be presented and discussed each semester. Prerequisite: An introductory course in child behavior.

DELETE COURSE

HDFL 691 PRACTICUM IN RESIDENTIAL TREATMENT FOR PROBLEM ADOLESCENTS 3-6 SA one or two semester practicum providing experience in residential treatment programs for adolescents who have been removed from their families. The practicum is offered in one of several settings including group homes and institutions for juvenile offenders. A summer practicum may also be available in Omaha, Nebraska, at Father Flanagan's Boys Home. At each practicum site, students will read relevant literature and will work with the treatment staff in developing, applying, and evaluating the effectiveness of behavioral procedures with adolescent residents. Course is graded satisfactory/unsatisfactory. Prerequisite: HDFL 640 and consent of instructor.

DELETE COURSE HDFL 695 ADMINISTRATIVE INTERNSHIP IN EARLY CHILD DEVELOPMENT SETTINGS 2-8 S

Course requires reading current professional literature in early childhood, day care, and preschool administration. Areas covered include financial responsibility, funding sources and procedures, working with boards, board policies, professional relationships, community relationships, and center evaluation. Students will act as observers of and supporting participants in the administration of a child development center. Can be taken more than once up to a total of eight credits. Prerequisite: HDFL 492 or equivalent and consultation with instructor.

NEW CROSS-LISTED COURSE CLSX 502 DEVELOPMENT OF ANCIENT GREECE, CA. 1000-300 B.C. 3 WH

Emphasis on the ancient sources and texts, developments in political institutions and society, the changing definitions of personal, cultural, and national identities, and the cultural tensions between Greece and the cultures to the west and east, especially Italy and Persia. No knowledge of the ancient languages is required. (Same as HIST 502).

DELETE COURSE COMS 151 PERSONAL COMMUNICATION, HONORS 3 U

This course is an introduction to communication theory, process, and skill. The course seeks to increase the student’s understanding of communication theory, both interpersonal and public, and of his or her own communicative behavior. Class projects and participation urge students to apply this theoretical knowledge to a variety of settings, including interpersonal and addressing groups and audiences. This course does not fulfill the College Oral Communication requirement. Not open to those who have credit in COMS 130. Prerequisite: Membership in the University Honors Program or consent of instructor.

DELETE COURSE COMS 300 COMPUTER LITERACY IN COMMUNICATION STUDIES 1 S

This course introduces Communication Studies students to the use of operating systems, file structure, text editors, spreadsheets, data bases and related tools, and issues including crossing platforms, presentation technology and software, HTML, mail programs, and the internet. This is not a programming course.

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NEW COURSECOMS 420 COMMUNICATION, TECHNOLOGY, AND GLOBALIZATION 3 H

Examines the social, cultural, and economic challenges and opportunities advanced communication technologies and globalization pose to processes such as democratic deliberation, urban governance, and environmental sustainability. Prerequisite: COMS 130.

DELETE COURSE COMS 534 INTERPERSONAL COMMUNICATION IN ORGANIZATIONS 3 S

The study of psychological and linguistic barriers to human understanding. Emphasis is given to analysis of the causes, consequences, and correctives for patterns of mis-communication. Extensive use of cases illustrating problems of conflict and misunderstanding in professional and personal affairs. Lectures, discussion, and demonstration. Prerequisite: COMS 130, COMS 150, or COMS 230 and a total of at least five hours in social sciences outside of the department.

NEW COURSE COMS 535 AMERICAN PUBLIC ADDRESS, PURITANS TO 1900 3 H

A history of American public address from the Puritans to about 1900. Using the tools of rhetorical criticism, students describe, analyze, and evaluate select rhetoric from the period. Graduate students are assigned extra reading and a research paper. Prerequisite: COMS 235.

NEW COURSE COMS 536 AMERICAN PUBLIC ADDRESS, 1900 TO PRESENT 3 H

A history of American public address from 1900 to the present. Using the tools of rhetorical criticism, students describe, analyze, and evaluate select rhetoric from the period. Graduate students are assigned extra reading and a research paper. Prerequisite: COMS 235.

NEW COURSE COMS 545 NARRATIVES IN ORAL COMMUNICATION 3 H

This course covers the types, structure, and presentation of oral narratives as they are used in public address, organizational leadership, conversation, spiritual discourse, parenting, counseling, and other contexts. Prerequisite: COMS 130.

CHANGE: COURSE DESCRIPTION ENGL 105 FRESHMAN HONORS ENGLISH 3 U(OLD) Study of selected masterpieces of world literature. The primary aims are to develop

reading and writing skills and to introduce the students to major works of literature drawn from a variety of genres and historical periods. For ELIGIBILITY, see section "Placement in English."

ENGL 105 FRESHMAN HONORS ENGLISH 3 U (NEW) Study of significant works of world literature. The primary aims are to develop reading

and writing skills and to introduce the students to works of literature drawn from a variety of genres and historical periods. For ELIGIBILITY, see section "Placement in English."

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CHANGE: COURSE DESCRIPTION ENGL 205 FRESHMAN-SOPHOMORE HONORS PROSEMINAR: 3 H(OLD) Study of a major movement, topic, or theme in Western culture and the arts. The primary

aims are to further develop reading and writing skills and to encourage a coherent approach to significant issues in Western culture. For ELIGIBILITY, see section "Placement in English."

ENGL 205 FRESHMAN-SOPHOMORE HONORS PROSEMINAR: 3 H (NEW) Study of a major movement, topic, or theme in literature and culture. The primary aims

are to further develop reading and writing skills and to consider significant cultural and artistic issues. For ELIGIBILITY, see section "Placement in English."

CHANGE: COURSE DESCRIPTION, TITLE HIST 118 CHINA AND JAPAN 3 H, NW(OLD) A survey of the traditional societies of China and Japan and their modern transformation.

Not open to students with credit in upper division East Asian history.

HIST 118 HISTORY OF EAST ASIA 3 H, NW (NEW) A survey of the history of China, Japan, Korea, and other cultures in East Asia from

premodern to modern times. Students are introduced to the major currents of East Asian history and historical methods used to study them. Not open to students with credit in upper division East Asian history.

CHANGE: COURSE DESCRIPTION, TITLE HIST 119 CHINA AND JAPAN, HONORS 3 H, NW(OLD) A survey of the traditional societies of China and Japan and their modern transformation.

Prerequisite: Membership in the College Honors Program or consent of department.

HIST 119 HISTORY OF EAST ASIA, HONORS 3 H, NW (NEW) A survey of the history of China, Japan, Korea, and other cultures in East Asia from

premodern to modern times. Students are introduced to the major currents of East Asian history and historical methods used to study them. Prerequisite: Membership in the University Honors Program or consent of instructor.

NEW CROSS-LISTED COURSE HIST 307 MODERN AFRICAN HISTORY, HONORS 3 H, NW

An intensive version of HIST 300. A survey of social, political, and economic developments during the colonial era and independence struggles, followed by a closer examination of the contemporary experience in a selected country or region. Open only to students admitted to the University Honors Program, or by consent of the instructor. (Same as AAAS 307)

CHANGE: DESCRIPTION, TITLE, CROSS LISTING HIST 502 GOLDEN AGE OF ANCIENT GREECE 3 WH(OLD) A study and analysis of the political, social, and intellectual developments in the fifth and

fourth centuries B.C. with special emphasis upon the Periclean Age.

HIST 502 DEVELOPMENT OF ANCIENT GREECE, CA. 1000-300 B.C. 3 WH (NEW) Emphasis on the ancient sources and texts, developments in political institutions and

society, the changing definitions of personal, cultural, and national identities, and the

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cultural tensions between Greece and the cultures to the west and east, especially Italy and Persia. No knowledge of the ancient languages is required. (Same as CLSX 502). NEW CROSS-LISTED COURSE

LING 543 LANGUAGE AND CULTURE IN ARABIC-SPEAKING COMMUNITIES 3 H, NW The course examines the links between structure, patterns of use, language choice, and language attitudes in the diglossic and bi-lingual Arabic-speaking communities. It also explores language as a reflector and creator of Arab culture (e.g. linguistic encoding of politeness, the Quranic text as the spoken and written word, the role of tropes in Arabic rhetoric). The topics for discussion range from the micro-level language choice to the macro-level issues of national language policies and planning within the domain of government and education across the Arab world. (Same as AAAS 543)

CHANGE: CREDIT POLS 618 THE PRESIDENCY 2-3 (OLD) The office of the President of the United States and its place in the constitutional and

political system. Emphasis will be given to modern experience and current problems. Prerequisite: POLS 110.

POLS 618 THE PRESIDENCY 3 (NEW) The office of the President of the United States, its place in the constitutional and

political system. Emphasis is given to modern experience and current problems. Prerequisite: POLS 110.

NEW COURSE PUAD 693 DIRECTED READINGS 1-3 U

Designed to meet the needs of advanced undergraduate students whose study in public administration cannot be met with current course work. Enrollment in directed readings is advised only when a topic of interest is not covered in the curriculum. Intended for students majoring in Public Administration. Prerequisite: Consent of instructor.

NEW COURSE PUAD 694 TOPICS IN PUBLIC ADMINISTRATION:__________ 3 U

Study of selected topics in public administration. Course may be repeated for credit if content varies.

NEW COURSEREL 478 WOMEN AND RELIGION, HONORS

Examination of symbols, images, scriptures, rites, and teachings defining women’s roles in various religious traditions. Prerequisite: Only open to students in the University Honors Program, or by consent of instructor.

NEW COURSE SLAV 505 INTRODUCTION TO CZECH CULTURE 3 H

This study-abroad trip offers a survey of Czech art, architecture, literature, theater, and film from the medieval period to the present with emphasis on the late 19th and 20th centuries. Combines 18 hours of lectures on campus and a ten-day trip to Prague.

NEW COURSE SLAV 568 BIBLICAL THEMES IN MODERN RUSSIAN LITERATURE 3 H

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An exploration of the creative process of modern Russian literature (1700 to present) through the ways in which Russian writers have responded to the Bible, the cornerstone of both Western and Eastern Christianity.

CHANGE: TITLE SLAV 664 SOVIET RUSSIAN LITERATURE: 1930 TO THE PRESENT 3 (OLD) Readings in the period, in all genres. In translation; no prerequisite for non-Russian

majors. Russian majors will be required to have achieved senior standing and will read most works in Russian.

SLAV 664 SOVIET RUSSIAN LITERATURE: 1930-1990 3 (NEW) Readings in the period, in all genres. In translation; no prerequisite for non-Russian

majors. Russian majors are required to have senior standing and read most works in Russian.

NEW COURSE SLAV 667 POST-SOVIET LITERATURE 3 H

A survey of post-Soviet literary art, from approximately 1985 to the present, dealing with a range of subjects including the emergence of literature from the strictures of socialist realism and its relationship to concepts of postmodernism and postcolonialism.

CHANGE: PREREQUISITE SPAN 540 COLLOQUIUM ON HISPANIC STUDIES 3 (OLD) An advanced course dedicated to the critical study of special historical moments, topics,

authors or themes in literary and cultural history. This course is designed to provide sophistication, focus, and analytical depth in literary and cultural study through exploration of secondary sources as well as theoretical material. Reading may include selections from both Spain and the countries of Spanish America and may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 424 and six hours of 400 level Spanish courses.

SPAN 540 COLLOQUIUM ON HISPANIC STUDIES 3 (NEW) An advanced course dedicated to the critical study of special historical moments, topics,

authors or themes in literary and cultural history. This course is designed to provide sophistication, focus, and analytical depth in literary and cultural study through exploration of secondary sources as well as theoretical material. Reading may include selections from both Spain and the countries of Spanish America and may cover multiple genres, authors, periods, or regions. Course conducted in Spanish and may be repeated for credit as the topic varies. Prerequisite: SPAN 424 and six hours of 400 level Spanish literature courses.

B. DEGREE REQUIREMENTS:

1. HT Principal Course Status for:

a. HIST 321--FROM MYSTICS TO FEMINISTS: WOMEN’S HISTORY IN EUROPE 1600 TO THE PRESENT

This survey of women's history in Europe looks at changing patterns of women's economic roles and family structures in preindustrial and industrial society, the importance of women in

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religious life, cultural assumptions underlying gender roles, and the relationship of women to political movements, including the rise of feminism. (Same as WS 321)

JUSTIFICATION: This course offers students a broad perspective of the main issues related to women’s history in western societies. It is the second part of WS 320 (From Goddesses to Witches), also a principal course.

b. WS 321--FROM MYSTICS TO FEMINISTS: WOMEN’S HISTORY IN EUROPE 1600 TO THE PRESENT

This survey of women's history in Europe looks at changing patterns of women's economic roles and family structures in preindustrial and industrial society, the importance of women in religious life, cultural assumptions underlying gender roles, and the relationship of women to political movements, including the rise of feminism. (Same as HIST 321)

JUSTIFICATION: This course offers students a broad perspective of the main issues related to women’s history in western societies. It is the second part of WS 320 (From Goddesses to Witches), also a principal course.

2. Non-Western Culture Status for:

a. AAAS 307 Modern African History, Honors

An intensive version of AAAS 305. A survey of social, political and economic developments during the colonial era and independence struggles, followed by a closer examination of the contemporary experience in a selected country or region. Open only to students admitted to the University Honors Program, or by consent of the instructor. (Same as HIST 307)

b. AAAS 543 Language and Culture in Arabic-Speaking Communities

The course examines the links between language structure, patterns of use, language choice, and language attitudes in the diglossic and bi-lingual Arabic-speaking communities. It also explores language as a reflector and creator of Arab culture (e.g. linguistic encoding of politeness, the Quranic text as the spoken and written word, the role of tropes in Arabic rhetoric). The topics for discussion range from the micro-level language choice to the macro-level issues of national language policies and planning within the domain of government and education across the Arab world. (Same as LING 543)

c. AAAS 545 Unveiling the Veil

This course seeks to unveil a complex cultural practice that has been misconstructed by many scholars. It explores the versatility of the meaning of the veil. It examines the ways in which the veil has become a symbol of privacy, cultural identity, religious assertion, resistance and liberation, besides being a symbol of constraint, oppression, backwardness, and sexual mystery.

d. HIST 307 Modern African History, Honors

An intensive version of HIST 300. A survey of social, political, and economic developments during the colonial era and independence struggles, followed by a closer examination of the contemporary experience in a selected country or region. Open only to students admitted to the University Honors Program, or by consent of the instructor. (Same as AAAS 307)

e. LING 543 Language and Culture in Arabic-Speaking Communities

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The course examines the links between structure, patterns of use, language choice, and language attitudes in the diglossic and bi-lingual Arabic-speaking communities. It also explores language as a reflector and creator of Arab culture (e.g. linguistic encoding of politeness, the Quranic text as the spoken and written word, the role of tropes in Arabic rhetoric). The topics for discussion range from the micro-level language choice to the macro-level issues of national language policies and planning within the domain of government and education across the Arab world. (Same as AAAS 543)

C. REPORTS OF ACTION

The following actions were taken by CUSA and are reported for file by the College Assembly.

1. Change to Environmental Studies Major

CHANGE Number One: Proposal to change GEOG 512 to GEOG 316 in accordance with approved CUSA changes

Choose one of the following Options, A or B for B.A. or B.G.S. degrees

OPTION B: Environmental Policy: Principles and ApplicationsRequired Supporting Courses (20 - 21 hours)

COURSE TITLE OFFERED CREDITSCHEM 125 Fundamentals of Chemistry S 5 ECON 142 Principles of Microeconomics F/S 3GEOG 104 Principles of Physical Geography F/S 3UBPL 538 Introduction to Environmental Planning S 3

One of the following courses approved by your advisor (i.e., optional supporting courses)ANTH 695/GEOG 670 Cultural Ecology I 3ECON 610 Resource Economics and Environmental Policy F 3EVRN 304 Environmental Conservation S 3EVRN 347 American Environmental History F 3EVRN 385 Environmental Sociology F 3EVRN 528 Environmental Justice and Public Policy S 3EVRN 553 Comparative Environmental Politics S 3EVRN 620 Environmental Politics and Policy S 3POLS 621 Public Policy Analysis S 3POLS 622 Government and the Economy I 3SOC 531 Third World Social Changes S 3POLS 306 Political Science Methods of Inquiry F/S 3

One of the following statistics courses:(GEOG 514 to) GEOG 316 Methods of Analyzing Geogrphcl Data & Lab F 4BIOL 570 Introduction to Biostatistics F/S 3MATH 365 Elementary Statistics Y 3

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CHANGE Number Two: Proposal to change BIOL 660/662 and BIOL 661/671 to BIOL 660/662 and BIOL 661/662 in accordance with approved CUSA changes. This will increase the Option C requirements by one hour.

Choose one of the following Options, C or D, for a B.S. Degree

OPTION C: Environmental Science: Principles and ApplicationsRequired Supporting Courses (from 25-29 hours to 26-30 hours)COURSE TITLE OFFERED CREDITSCHEM 184 Foundations of Chemistry I F/S 5CHEM 188 Foundations of Chemistry II S/SU 5CHEM 622 Foundations of Organic Chemistry F 3CHEM 625 Organic Chemistry Lab F 2MATH 115 or 121 Calculus I Y 3-5MATH 116 or 122 Calculus II Y 3-5One of the following coursesBIOL 660/662 Limnology/Lab OS(from 4 credit hours to) 5BIOL 661/662 Stream Ecology/Lab ES (from 4 credit hours to) 5

JUSTIFICATION: The Environmental Studies Program proposes to change its supporting core requirement in the above Options of the Bachelor of Arts and the Bachelor of Science degrees to accurately reflect changes in courses recently approved by CUSA.

2. Corrections to the Public Administration Major

Due to a discrepancy in the language of different versions of the proposal for the undergraduate major in Public Administration at the Edwards Campus, there was an error in the language of the final proposal, which was approved at College Assembly May 6, 2003. This error affects the requirements for the major, so it is requested that the sentence approved in the original proposal be changed to reflect what was originally intended as follows:

"Students must complete 27 credit hours for the major in Public Administration. At least 12 of these hours must be numbered 500 or above. A currently existing minor in Public Service and Community Leadership requires 12 hours (PUAD 639,640,641,695). Of the fifteen courses listed below, students would be required to complete nine. PUAD 330, 332, and 333 are required courses. PUAD 330, Introduction to Public Administration introduces theory and the challenges facing the public manager. PUAD 332 Quantitative Methods for Public Administration covers research design, basic and intermediate statistics, elementary policy analysis. PUAD 333 Hard Choices in Public Administration focuses on a variety of America’s public policy challenges and teaches students how to apply theory and methods, understand relevant analysis, and make policy judgments."

3. Corrections to Religious Studies Major

Due to a misunderstanding regarding catalog copy, some of the changes to the Religious Studies major and minor approved at the March 2, 2004 College Assembly meeting were incorrect. Please note the changes listed below.

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Changes to Religious Studies Major (as originally reported)

Add the following courses to the “Overview of Judaism, Christianity, or Muslim Traditions” area: REL 304, REL 307, REL 324

Add the following to the “Overview of a religious tradition other than Judaism, Christianity, or Islam” area: REL 306, REL 330, REL 372

CORRECTED Changes:

1. Every major must take these courses: REL 104 or 304 or REL 105, REL 124 or 324 or REL 125, REL 601

2. Students must take one of the following courses that provide an overview of Judaism, Christianity, or Muslim traditions: REL 107 or 307, REL 109, REL 311, REL 315, REL 320, REL 321, REL 325, REL 345, REL 435, REL 570

3. Students must take one of the following courses that provide an overview of a religious tradition other than Judaism, Christianity, or Muslim: REL 106 or 306, REL 108, REL 360, REL 507, REL 508, REL 509

4. Students must take one of the following courses that focus on religion in North America: REL 171, REL 172 or 372, REL 330, REL 339, REL 373, REL 375, REL 585, REL 586, REL 671

4. Corrections to Religious Studies Minor

Changes to Religious Studies Minor (as originally reported)Add the following to the requirements in the “Overview of Judaism, Christianity, or Muslim traditions” area: REL 304, REL 306, REL 307, REL 324, REL 330.Remove the following requirement: REL 601

Change the following requirement: Three Six additional religious studies hours at the 300-level or above.

CORRECTED Changes:REL 104 or 304 or REL 105

(delete REL 601 as a required course for the minor)

One course from area 2 above that provides an overview of Judaism, Christianity, or Muslim traditionsOne course from area 3 above that provides an overview of a religious tradition other than Judaism, Christianity, or Muslim

One course from area 4 above that focuses on religion in North America

Six additional religious studies hours at the 300 level or above.

IV. INTRODUCTION OF NEW FACULTY

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COLLEGE STANDING COMMITTEESFall 2004 – Spring 2005

Term Term Ending Ending

Committee on Graduate Studies

Richard Hardin ENGL HU 2005Mark Mathews ABS SS 2005Rodolfo Torres MATH NS 2005

Phil Barnard (fall) ENGL HU 2006 Tamara Falicov (spring) TH&F HU 2005 (alternate)Rick Snyder PSYC SS 2006Edward Wiley EEB NS 2006

Bartholomew Dean ANTH SS 2007Kirsten Jensen EEB NS 2007Anna Neill (fall) ENGL HU 2007Benjamin Sax (spring) HIST HU 2007 (alternate)

Committee on Undergraduate Studies & Advising

Dorice Elliott ENGL HU 2005Shirley Harkess SOC SS 2005Chris Haufler EEB NS 2005Edward Morris ABS SS 2005

Edith Clowes SLL HU 2006Andrzej Karcz SLL HU 2006 (alternate)George McCleary GEOG NS 2006Michael Vitevitch PSYC SS 2006

Margaret Bayer MATH NS 2007James Carothers ENGL HU 2007Steve Ilardi PSYC SS 2007Anthony Walton GEOL NS 2007

College Committee on Appointments, Promotion, & Tenure

Matthew Jacobson TH&F HU 2005Adrian Melott PHSX NS 2005Elaine Sharp POLS SS 2005

David Cateforis HA HU 2007 (alternate)Joann Keyton COMS SS 2007 (alternate)Kevin Price GEOG NS 2006

Steven Maynard-Moody PUAD SS 2007Amy McNair HA HU 2007Edith Taylor EEB NS 2007

Committee on Sabbatical Leaves

Mark Mort (fall) EEB NS 2007 (alternate)Ivana Radovanovic (spring) ANTH SS 2005Thomas Schreiber (fall) PSYC SS 2006 (alternate)Sergei Shandarin (spring) PHSX NS 2005Marjorie Swann ENGL HU 2005

Helen Alexander EEB NS 2006Ted Juhl ECON SS 2006 (alternate)Garth Myers AAAS HU 2006

Christian Lotz PHIL HU 2007Jennifer Gleason EEB NS 2007Paul Schumaker POLS SS 2007

Committee on Evaluation of Chairpersons and Directors

J. Steve Ashe EEB NS 2005Pete Casagrande ENGL HU 2005Brian Donovan SOC SS 2005

Sharon Billings EEB NS 2006John Hoopes ANTH SS 2006Marta Vicente HIST HU 2006

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College Chairpersons and DirectorsEffective August 18 – December 31, 2004

Peter Ukpokodu Chair African and African-American StudiesDavid Katzman Acting Director American Studies ProgramJim Mielke Chair AnthropologyEdward Morris Chair Applied Behavioral ScienceJames Orr Chair Biological SciencesCraig Lunte Chair ChemistryMabel Rice Director Child Language ProgramJohn Younger Acting Chair ClassicsMichael Roberts Director Clinical Child Psychology ProgramRobert Rowland Chair Communication StudiesKeith McMahon Chair East Asian Languages and CulturesWilliam Tsutsui Acting Director Center for East Asian StudiesCraig Martin Chair Ecology and Evolutionary BiologyJoseph Sicilian Chair EconomicsDorice Elliott Chair EnglishEdward Martinko Acting Director Environmental Studies ProgramWilliam Comer Director Ermal Garinger Academic Resource CenterDiane Fourny Director European Studies ProgramVan Kelly Chair French and ItalianErik Lundquist Director GeneticsTerry Slocum Chair GeographyRobert Goldstein Chair GeologyWilliam Keel Chair Germanic Languages and LiteraturesDave Ekerdt Acting Director GerontologyJeffrey Moran Chair HistoryLinda Stone-Ferrier Chair History of ArtStanley Lombardo Director Honors ProgramChris Haufler Acting Director Human BiologyAntha Cotten-Spreckelmeyer Acting Director Humanities and Western CivilizationMichael Yellow Bird Director Indigenous Nations Studies ProgramTed Wilson Director International Studies Masters ProgramJohn Janzen Director Kansas African Studies CenterElizabeth Kuznesof Director Latin American StudiesSara Rosen Chair LinguisticsJack Porter Chair MathematicsJohn Simmons Director Museum Studies ProgramKathy Suprenant Chair Molecular BiosciencesThomas Tuozzo Chair PhilosophyStephen Sanders Chair Physics and AstronomyBurdett Loomis Chair Political ScienceGreg Simpson Chair PsychologyJohn Nalbandian Chair Public AdministrationPaul Mirecki Chair Religious StudiesErik Herron Director Russian and East European StudiesStephen Parker Acting Co-Chair Slavic Languages and LiteraturesMaria Carlson Acting Co-Chair Slavic Languages and LiteraturesWilliam Staples Chair SociologyDanny Anderson Chair Spanish and PortugueseHugh Catts Chair Speech-Language-HearingCharles Berg Chair Theatre and FilmChris Haufler Director Undergraduate BiologyAnn Cudd Director Women's Studies Program

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For updated list please see http://www.clas.ku.edu/faculty

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Annual Reports of the Standing Committees

CGS Annual Report, Submitted by Terry Slocum

The Committee on Graduate Studies (CGS) was chaired by Terry Slocum. The committee members included Professors Philip Barnard, Luis Corteguera, Richard Hardin, Thomas Heilke, Mark Mathews, Rick Snyder, Rodolfo Torres, and Edward Wiley. Student members included Brian Harries, Paige McKerchar, and Janice Prewitt. The following is a list of the committee’s action during the year:

Approved the proposal from the Gerontology Center for the Conversion of the Gerontology Concentration to a Certificate Program.

Approved the proposal from the Humanities & Western Civilization Program for a Peace and Conflict Studies Certificate Program.

Approved the proposal from the Speech-Language-Hearing Department for a New Doctoral Degree.

Approved the proposal from the Geography Department for a Joint Degree Program Leading to the Master of Urban Planning and Master of Arts in Geography Degree.

Approved the proposal from the Human Development & Family Life Department for a Graduate Certificate in Community Health and Development.

Approved the proposal from the African and African-American Studies Department for a MA program.

Approved the revisions from the Political Science MA Material in the Graduate Catalog.

Approved the proposal from the Human Development & Family Life Department for Changes in the Master’s and Doctoral Degrees.

Approved many curricular change requests for new courses, changes in existing courses, and deletion of courses.

In addition, the subcommittees met and selected winners of the Peter Gilles Springer Fellowship for Study in France, the Outstanding Thesis/Research Project Award, the Byron A. Alexander Graduate Mentor Award, and the John C. Wright Graduate Mentor Award.

CUSA Annual Report, Submitted by Nancy Baym

The Committee on Undergraduate Studies and Advising (CUSA) continue to deserve its reputation as one of the hardest working committees at the University in the 2003-2004 academic year. At the start of the year, we were given a set of suggested issues to consider. After reporting on each of those issues, I will summarize the other activities that have occupied CUSA this year.

The first suggestion, was to designate a subgroup of CUSA members to “study the ‘Undergraduate Instructional Experience’ in the College.” The committee agreed that this was an important goal. Carl Strikwerda, Pam Houston, and I met with Deb Teeter from OIRP to assess what information they had that could be useful in this process. Most of their data, such as the national survey of student engagement, senior surveys, faculty assessments of students, and departments’ alumni surveys, is available online. However, given the new move to reconsider general education departments at a university-wide level, we

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decided that the active pursuit of this information should be tabled until it was clear how it would fit with that larger project.Second, we were asked to consult with the Undergraduate Services Office on development of an "Undergraduate Advising System" for the College. The advising subcommittee of CUSA has been very actively engaged this year in working on a variety of advising initiatives. The Subcommittee developed a set of questions designed to help Majors Advisors make the most out of the sessions that they have with advisees by providing suggestions to spark a productive dialogue. We also developed a list of resources to accompany this set of questions to guide advisors in answering questions from their advisees. We also decided that any department that has 12 or more students in the sophomore range should consider adopting the "group transition advising" mechanism for helping them develop a smooth transition from the Freshman Sophomore Advising Center into Majors Advising. This method would be more likely to provide a cluster of students with a better introduction to the breadth and depth of majors information than would one-on-one advising. To aid the initiation of such sessions, we generated a list of information that we would recommend trying to convey. Finally, we anticipate generating a flow chart to help both students and advisors understand the stages of advising and the responsibilities involved with the advising process for both students and faculty members.

Third, we were asked to designate a sub-committee to work with the "Task Force on Governance" for the College. CUSA members contributed to the discussion of the College Advisory Committee which ultimately passed College Assembly this year.

Fourth, it was suggested that we review the Sub-Committee structure of CUSA in order that it could focus more effectively on policy issues. We adapted one major change this year, which was to combine the two subcommittees on Degree Requirements and Curricular Changes into one. This combination worked quite effectively. However, there are so many things that have to get done in each CUSA meeting (especially considerations of curricular changes and degree requirements), and enough one-time only discussions that arise (e.g. student petition appeals) that finding time for more substantive policy discussions was still challenging and, at times, impossible. We frequently ran past our scheduled adjournment time, yet still had very little time for extensive policy discussion or debate. We have changed the procedure slightly so that minor changes to courses that do not affect the content (e.g., title changes, small wording changes, addition or deletion of prerequisites) may be reported as actions by the subcommittee on degree requirements and curricular changes rather than being deliberated upon by the whole of CUSA. This should open up somewhat more time in future years, but the duties of CUSA are such that finding opportunities for policy discussions that are not directly related to issues on the agenda will likely remain a challenge. Particularly time-consuming are the appeals of petitions, and I encourage CUSA and Undergraduate Services to find a way in which those students can get a fair hearing without taking so much of CUSA’s limited meeting time.

Fifth, it was suggested that we consider adoption of policies on the length of time in which a student can complete a degree. The committee did not see this as a pressing priority and so did not tackle it directly during this year. The argument was made that the changes being recommended in advising practices should help speed up time to degree.

The sixth charge, reviewing the retroactive withdrawal petition policy and procedure, consumed a great deal of the academic standards subcommittee’s time this year. There is a strong sense that there is a need to have the possibility of retroactive withdrawal as there are some students for whom it is an important recourse. However, it is clear that the current policy is being abused (e.g. petitions from many students who could have withdrawn during the semester, petitions to withdraw due to unacceptable causes such as too much alcohol consumption during the semester). Furthermore, CLAS’s policy is considerably more generous than that of comparable institutions. This year the academic standards subcommittee crafted a new policy to address retroactive withdrawals. The new policy was designed with two primary goals in mind: first and foremost, to encourage students to withdraw from jeopardized classes during the term itself, using KU’s already-generous withdrawal policy; second, to provide the subcommittee with a

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clearer mandate in responding to petitions. The new policy, passed by CUSA in May, is stricter and clearer and puts KU closer in line with its peer institutions. The new policy has two components:

1. Students may petition for relief for only one semester.2. Students must petition for relief from ALL courses in that semester, even those passed.

(the committee may opt to let students keep their passed courses)

The Subcommittee will present the precisely-worded policy, together with guidelines to students and the revised petition forms, to CUSA for final approval in September, and then to the College Assembly.

Finally, it was suggested that we might revise the academic misconduct policy and develop methods to publicize expectations for academic integrity, the consequences of academic misconduct, and annual statistics. Like the first charge, this one was tabled given the move in the university senate to address this issue through the potential development of an honors code (a task currently being undertaken by Student Senate). It is the sense of CUSA that academic misconduct is rampant, that we should focus on explaining and fostering academic integrity (rather than focusing on the negative), and that there is clearly a need to raise awareness of these issues amongst a student body who do not take it seriously. The Academic Standards subcommittee has begun exploring ways to assess and revise the College’s policy on academic misconduct. It will continue this work over Summer 2004 and AY 2004-5. I would strongly urge CUSA to continue working on this issue next year in ways that support the efforts of Student Senate. One idea that we did not manage to schedule in time, but which I would encourage the college to consider, was to hold an open forum for the discussion of academic integrity in order to let faculty and GTAs air their concerns, and to publicize and generate discussion of the issue.

In addition to these discussions, CUSA conducted its usual business of managing curricular changes and degree requirements. We passed 270 curricular changes, granted Nonwestern culture or principal course status to 33 courses and oversaw 37 changes to majors. The curricular changes and degree requirements subcommittee reviewed each request for its appropriateness (e.g., level), soundness (e.g., prerequisites), requirements (e.g., jointly taught courses at multiple levels), and style (e.g., clarity, grammar). About 15% of the requests were referred back to departments for clarification. The committee reviewed about 85 degree requirement change requests for their appropriateness (e.g., numbers of courses at different levels), soundness (e.g., the integration of a “course of study” in a major), relation to advising services within a department (e.g., providing exemplars for electives), and fairness to students (e.g., GPA prerequisites, time to degree). About 15% of these proposals were also referred back to departments for clarification and elaboration. Among the substantive issues the subcommittee brought to CUSA at large this year were (a) changes in department majors that required over 124 for CLAS graduation -- disallowed; (b) changes in major requirements that required GPAs over 3.0 for maintaining standing in a major – disallowed; (c) 100/300 level jointly taught courses – disallowed; (d) courses listed at the 500-700 level – have additional requirements for graduate students; and (e) 500/700 level jointly taught courses – additional requirements for graduate students. Another issue raised this year were how courses that are offered (separately) at both 100 and 300+ levels should be treated (e.g. is it enough to say that those enrolled in the 300 section must write an extra paper?). This seems particularly important as some departments seem to feel under pressure from the college to create upper-level versions of lower-level principle courses in order to create principle courses at the jr/sr level. Generally the committee feels that there should be a clear distinction between expectations at the upper levels. If it is not the case that departments should feel pressured to add upper-level principal courses, that might be addressed in future department chair meetings.

The academic standards subcommittee also kept extremely busy reviewing student petitions. They reviewed 143 petitions: 95 for retroactive withdrawal, and 44 for readmission. This year also saw a change in the ways petitions reach the Subcommittee. In the past, the staff of CLAS-US presented petitions orally. Now, both CLAS-US staff and FSAC advisors provide petitions and documentation to

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the Subcommittee in advance. This streamlines the process for students (who may initiate a petition with their usual advisor) and facilitates the Subcommittee’s meetings.CUSA also spent some efforts informally assessing the implementation of PeopleSoft/Enroll and Pay. Students seem to be able to use it relatively easily, however there are a number of ongoing problems. Particular problems include incorrect information on ARTS forms, and problems with degree code information that affected students’ abilities to enroll in some classes. The lengthy refresh time between grade entries with online grading are also a concern as it greatly increases the time spent entering grades.

The committee informally monitored the implementation of the new rule that students declare their major before completing 90 hours. In general, this seems to be quite effective. However, if the hour limit is eventually lowered (e.g. to 75 hours or below), it will become important that those departments that require students complete some coursework in the department prior to declaring the major (e.g. Spanish, Psychology, Communication Studies) have adequate resources to ensure that those courses will be available to students in time that they can apply.

CUSA also considered applications for the departmental advising award, which was awarded to the Department of Geography.

Another issue CUSA considered was the problem of how much boilerplate prose about policies is supposed to be included in syllabi (e.g. Services for Students with Disabilities, information about academic misconduct/integrity, information about the Writing Center, etc) and what a challenge it can be for faculty and GTAs to know what is meant to be included and where to find that information. In addition, the sheer number of hours that must be spent collectively by faculty and GTAs in the college as they type the MWF or TR dates for the semester on their individual syllabi seems wasteful. The Undergraduate Services office has agreed to create two syllabus templates for future semesters (one for MWF and the other for TR) that include all of the required and suggested policy boilerplate information and also the dates of class meetings. These templates will be available for downloading from their website. It will be important to publicize this resource well as instructors will surely appreciate the time and tedium it saves.

Finally, CUSA had three sets of invited speakers. Bob Turvey and Lisa Erwin demonstrated and took questions People Soft and online grading, Kathleen McCluskey-Fawcett and Linda Luckey spoke on service learning, and Linda Dixon visited with us to promote Thematic Learning Communities.

On a personal note, it has been a pleasure to serve on this committee, both because of the opportunity to meet so many fine members of our faculty, and also because this is one committee where so much of importance is accomplished and time is so clearly not wasted!

CECD Annual Report, Submitted by Burdett Loomis

The Committee on the Evaluation of Chairpersons and Directors (CECD) experienced a relatively smooth year in its evaluation of six chairs. As committee chair, I found the other faculty members and Dean Weaver as easy to work with and responsive in addressing both the rewriting of the questionnaire(s) and the reviewing of the chairs’ material. And Emily Eichler provided outstanding staff assistance to the committee and its chair.

Indeed, these two tasks represented our major work this year. In the fall, at my suggestion, based on last year’s experience, I proposed that we rewrite the questionnaire sent to the departments and to create three different versions, for faculty, staff, and graduate students. With some discussion and exchange of

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emails, we came to a consensus on question content and wording. These changes made for more useful material in the evaluation process, in my opinion.

The actual evaluations processes proceeded smoothly. The committee members did their work in a timely and competent manner. Four of the six chairs proved relatively easy cases, and were addressed with dispatch. A fifth case, in which the chair had apparently performed inadequately, required more discussion, but the need for a change was clear.

Finally, the Committee spent a lot of time talking through the History Department. Although its chair received solid majority support within the department, there was a substantial minority of opposing faculty members. The committee thoroughly discussed both the chair and issues confronting the department. Subsequently a letter was circulated, agreed upon, and sent to the Dean reflecting our concerns about the chair and the department. Over the course of the past two years, first as a member, then chair, of the Chairperson Evaluation, I think that the process has improved, especially with the rewriting of the questionnaire. I do have one suggestion for future committee work. I think that some objective measures of department success should be considered. I could easily see a situation in which a department chair would get mixed reviews, but that his or her department would be highly productive in research and highly competent in teaching. Relying only on questionnaires might obscure the relative strength of the department under the leadership of an effective (if less than well-loved or highly respected) chair. Such information would certainly help the committee reach a well-developed perspective on the chairs and directors whom we evaluate.

CBUD Annual Report, Submitted by CLA&S Budget Officer, Jolene Fairchild

Recommendations were made for two members of the Committee on the Budget (CBUD) to serve as representatives on the College’s Faculty Elections Committee.

CBUD was asked to review and make recommendations on the proposed changes to the College By-Laws to effect the creation of a College Advisory Committee. The committee was also asked to review the College’s FY ’05 budget proposal as well as to provide feedback regarding the School-specific tuition proposal. Budget updates and reports were provided to the committee throughout the year to assist in on-going discussions about the College’s funding – including tuition enhancement funding, base reallocations/recruitment, instructional technology funds and merit funds.

On May 14, 2004 the Dean advised the committee that members of the College Assembly voted to approve changes in the College Bylaws. The new College Bylaws call for the creation of a College Advisory Committee (CAC) and the dissolution of the Committee on the Budget.

CCAPT Annual Report, Submitted by Jocelyn M. Johnston

In academic year 2003-2004, the College Committee on Appointments, Promotion, and Tenure (CCAPT) consisted of nine members in each semester, three each from Humanities, Natural Sciences, and Social Sciences.  In fall 2003 the Committee examined 30 applications for tenure and/or promotion.  Of these, 17 were for promotion to associate professor with tenure, 12 were for promotion from associate to full professor, and one was for promotion to the rank of Associate Research Professor and Courtesy Associate Professor.  Dean Kim Wilcox transmitted our recommendations to University Committee on Promotions and Tenure (UCPT), which concurred with our decision in every case.

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In spring 2004, the Committee participated in the Third-Year Progress Toward Tenure Review, evaluating 34 faculty members.  Of these, 12 were from the Humanities, 10 were from the Natural Sciences, and 12 were from the Social Sciences.  For each faculty member, a detailed letter was prepared by CCAPT and Dean Kim Wilcox to provide feedback and recommendations in response to the modified "blue forms" prepared by the faculty member's department. 

Throughout the year, the three subcommittees of CCAPT consisting of three persons each were involved in evaluating various candidates for new appointments with tenure.

CSL Annual Report, Submitted by Paul G. Friedman

The Committee on Sabbatical Leaves (CSL) received and considered 31 applications for sabbatical leave this year. Prior to the final meeting of the nine-member committee, all members reviewed and evaluated each of the 31 applications. Evaluations were made by assigning a maximum of 20 points to each application with 10 points being awarded for each of the two categories of “proposal” and “credentials.” Average evaluation scores were calculated based on the points assigned by each member, and with these average scores a ranking of applicants from 1 to 31 was established. The CSL met on the evening of Thursday, October 20, 2003 to discuss the ranking and recommendation regarding each application. Associate Professor Friedman chaired the meeting.

The final ranked list reflects the decisions made during this committee meeting. Although some of the applications were judged stronger than others, the Committee felt that each of the approved applications had considerable merit.

As part of the evaluation process, two committee members were asked to write narrative paragraphs about each applicant. These were combined and edited by the Committee chair. The Committee hopes that the written evaluations of each proposal and applicant provided the UCSL with helpful information for its deliberations.

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College Assembly Student Representatives

Undergraduate

Rachel Case Amanda LuttonRobin Conner Bilal MahbubCyrus Dayani Elizabeth McConnellSarah De La Cruz Cortney McRayRyan Evans Jessica MortingerAbby Gottschalk Jamie NixonWilliam Griffith Rebecca ReedRyan Haggerty Taylor SchreinerBria Humphrey Rick SextonVidhi Jalavadia Shawn SmithHannah Jeffrey Samuel SnyderLaura Johnson Julie StrickHelen Kinzel Valerie TarbuttonRyan Kusmin Carrie WallaceRyan Lester Paige WilsonBrandy Lowe Nicole Wolter

Graduate

Irina CauleyDan Garlic

Brian HarriesTamara LaMartinaPaige McKerchar

Monica PapesSarah ParkinsonJoy RichmondCarrye Shaw

Richard SpencerBrooke WaldronMilton Wendland

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