University Requirements Curriculum Committee

Meeting Friday, September 14, 2012, 2:30-4:00, Room 62 Johnson

Agenda

1. Call to Order

2. Minutes of the May meeting

Attachment 1

3. Election of a Co-Chair (faculty) and Chair of the Subcommittee on Diversity

4. Curricular Proposals*

a. Kent Core Requirements

COMM 15000, Introduction to Human Communication, 3hrs.

Kent Core Assessment Plan

COMM 26000, Criticism of Public Discourse, 3hrs.

Kent Core Assessment Plan

JMC 20001, Media, Power, and Culture, 3hrs.

Kent Core Assessment Plan

Requesting Substitution in the Basic Sciences category

ATTR 25057/25058 Anatomy and Physiology I/II

BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health

BSCI 20020 Biological Structure and Function

EXSC 25057/25058 Anatomy and Physiology I/II

b. Writing Intensive Course Requirement

none

c. Diversity Requirement

none

d. Experiential Learning Requirement

none

5. Subcommittee reports

a. ELR –

ELR Approval Form

Syllabus Statement

b. WIC –

WIC review update

c. DIV –

d. Kent Core –

6. Other items

a. Kent Core program assessment development

THANK YOU!

Next meeting: Friday, October 12

URCC Minutes

May 11, 2012

Present: J. Arhar, K. Burhanna, P. Evans, F. Haldar, T. Motter, I. R. Nettey, D. Williams, D. Coombs, S. Rilling, R.

Lorenz, L. Hanson, R. Duncan, A. Jacobson, V. Perera, M. Fisch, M.A. Haley, J. Folk, V. Perera C. Uher, N. Caine-

Bish

Not Present: P. Buntin, T, Brewer, A. Burns, , T. Janson, B. Jermon, T. Kandakai, D. Knapp, P. Lieske, , E.

Robison, M. Rooks, S. Stocker, C. Uher, J. VanGeest, R. Walker

Call to Order. Meeting started at 2:33 by D. Williams

2. Minutes of the April meeting. Approved with no corrections.

3. Curricular Proposals*

a. Kent Core: For the interest of time and the number of courses being proposed at the meeting, each grouping was

introduced by the appropriate college and individually moved for approval.

BSCI 10001, Human Biology, 3 cr.

BSCI 10002, Life on Planet Earth, 3 cr.

BSCI 10003, Laboratory Experience in Biology, 1 cr

BSCI 20020, Structure and Function, 5 cr.

All BSCI Kent Core assessment plans were approved unanimously.

PHIL 11001, Introduction to Philosophy, 3 cr.

PHIL 11009, Principles of Thinking, 3 cr.

PHIL 21001, Introduction to Ethics, 3 cr.

PHIL 21002, Introduction to Formal Logic, 3 cr.

PHIL 21020, Comparative Religious Thought, 3 cr.

PHIL 21021 Comparative Religious Thought II, 3 cr.

All PHIL Kent Core assessment plans were approved unanimously.

PSYC 11762, General Psychology, 3 cr.

PSYC 20651, Child Psychology, 3 cr.

PSYC 21211, Psychology of Adjustment, 3 cr.

PSYC 22221, Multicultural Psychology, 3 cr.

All PSYC Kent Core assessment plans were approved unanimously.

Basic Science Requirements -- Course Combinations.

M.A. Haley introduced the proposal that would establish restrictions for the basic science courses in the Kent Core

for the Bachelor of Arts degree program. Motion was approved.

EXSC 45080, Physiology of Exercise, 3 cr. E. Glickman introduced the proposal for establishing WIC status to the course. There was currently no WIC course

in the Exercise Physiology program because of changes to the program and removal of WIC status of another course.

Motion was approved.

c. Diversity Requirement

NO proposals

d. Experiential Learning Requirement

Experiential Learning for Medical Technology program: Request for clinical year experience of the program

considered experiential learning. Motion was approved.

4. Subcommittee reports

a. ELR – The subcommittee had completed all the forms to move forward the degree requirements for experiential

learning.

b. WIC – The committee has been working on compiling information from the WIC review process. The data has

almost been completely collected.

c. DIV – No report given.

d. Kent Core –Met to consider what areas of the Kent Core proposal have been met. As a university, we have moved

forward in a number of the initiatives and the subcommittee will meet in fall 2012 to determine the next steps.

5. Other items

a. Faculty Members completing terms:

Jill Folk

Deborah Knapp

Natalie Caine-Bish

Vic Perera

Ken Burhanna

Don Williams thanked these individuals for their service to URCC.

Next meeting: tba

Meeting Adjourned: 4:20pm.

*Note: the co-chairs have approved proposed changes for the following previously approved Kent Core, Diversity

and Writing Intensive courses (see Course Catalog Update workflow for materials):

ARTE 41003, Art Education: Field Experiences, 3 cr. (WIC) Change in prerequisite

CACM 11001, Introduction to Conflict Management, 3 cr. (DIV-D, CORE) Revision to course description

CACM 21010, Cross-cultural Conflict Resolution, 3 cr. (DIV-G) Revision to course description

CACM 22020, International Conflict Resolution, 3 cr. (DIV-G) Revision to course description

CACM 42020, Qualitative Research in Conflict Management, 3 cr. (WIC) Revision to course description

HIST 11050, World History: Ancient and Medieval, 3 cr. (DIV-G, CORE)

Revision to course title

HIST 11051, World History: Modern, 3 cr. (DIV-G, CORE) Revision to course title and description

HIST 31143, The African-Brazilian Experience in Culture and Literature, (DIV-G) Inactivation

PEP 25059, Sport in Society, 3 cr. (DIV-D) Change subject and course number, to SPAD 25000

RPTM 36092, Practicum in Therapeutic Recreation, 3 cr. (DIV-D) Inactivation

Committee members may request that any of these changes be reviewed by the URCC under agenda item 3.

Request for Substitution

The request is for the members of the URCC to approve courses ATTR 25057, ATTR 25058, EXSC 25057 and EXSC 25058 to be included in the list of substitutes in the Basic Sciences category of the Kent Core. Background: Kent State has the unique situation of offering four different set of courses that cover anatomy and physiology. They are: ATTR 25057/25058 Anatomy and Physiology I/II BSCI 11010/11020 Anatomy and Physiology I/II for Allied Health BSCI 20020 Biological Structure and Function EXSC 25057/25058 Anatomy and Physiology I/II These courses were created for different programs (e.g., the ATTR courses for the Athletic Training major; the EXSC courses for the Exercise Science major, the biology courses for health-related majors). However, they have a high rate of exceptions and substitutions given in programs as well as poor-fitting transfer equivalencies. Part of the problem is with curriculum, which we are working to fix. The other part is that the three biology courses are in the Kent Core Basic Sciences category. The ATTR and EXSC courses are not. Therefore, many anatomy and physiology transfer courses are equated to BSCI 20020 Biological Structure and Function because that course is a Kent Core/Ohio Transfer Module. If all the courses were in the Kent Core, transfer courses would be more correctly articulated. Therefore, I would like the URCC to consider granting the Kent Core Basic Sciences designation upon the courses Anatomy and Physiology I and II (ATTR 25057/25058 and EXSC 25057/25058) similar to what the members did last year with BSCI 11010/11020. Please see attached memo approving that distinction. The reasons for this request are the following:

Kent Core course BSCI 20020 Biological Structure and Function is considered relatively equivalent to the university’s offerings of Anatomy and Physiology I (per Jim Blank, chair of the Department of Biological Sciences).

Kent Core courses BSCI 10110/10120 Anatomy Physiology I/II for Allied Health were recently approved by the URCC to be in the Kent Core due to its equivalency to Biological Structure and Function and because the courses are beginning major courses in the health-related programs. See attached approval memo.

Many Anatomy and Physiology transfer courses are equated to Biological Structure and Function because Biological Structure and Function is in the Kent Core/Ohio Transfer Module, which makes it a priority when articulating. If all of Kent State’s Anatomy and Physiology courses are in the Kent Core, it would level the playing field to determine correct equivalencies.

Both ATTR 25057/25058 and EXSC 25057/25058 contain a lab component, which is considered an exception to the current moratorium placed on any new Kent Core courses.

Experiential Learning Section Proposal Cover Sheet (Only for approval of a course section that contains experiential learning)

Program/Department/School Submitting Proposal: _______________ Date Submitted: _______________

Faculty Member of Record: _____________________ Contact Person (if different): __________________

Kent State E-mail: _________________@kent.edu Phone: ___________________________________

Course Department/Number/Title:

CRN: Section Number: Semester/Year: Number of Credit Hours:

Check one: New Proposal Resubmission with Revision

Select Appropriate Experiential Learning Category/Categories: (Choose one or more categories as

appropriate): Civic Engagement, Creative/Artistic Activities, Practical Experiences, Research,

Study Abroad/Away.

Approval Routing:

If Kent campus course, overseen by Kent department/school:

Chair/Director Signature Approved Denied Date: (In KC unit overseeing the course)

Approved Denied Date: College URCC Representative Signature

If Regional campus course, overseen by Kent department/school:

Approved Denied Date: RC Assistant or Associate Dean Signature

Chair/Director Signature (Kent campus) Approved Denied Date:

Approved Denied Date: College URCC Representative Signature

(Kent campus)

If Regional College course:

Approved Denied Date: Assistant or Associate Dean Signature

(Regional campus)

Approved Denied Date: Associate Provost for Kent State System Integration/University Regional College Dean Signature

Approved Denied Date: URCC Regional Campus Representative Signature

All approved applications should be forwarded to the Office of Experiential Education and Civic Engagement (OEECE) for

processing: experiential@kent.edu, Kent State University, Moulton Hall Room 203, Kent OH 44242-0001. For College/Campus use only:

Final Decision:

Approved (Date) Withdrawn by Submitter (Date)

Minor Revision – Resubmit (Date) Major Revision – Resubmit (Date)

Denied (Date)

0

0

0

0

0

0

Experiential Learning Section Proposal Form

(If the course has been approved as a University ELR, a section proposal is not required.)

Please consult the Experiential Learning Guidelines that are housed on the Curriculum Services website,

http://www.kent.edu/provost/curriculum/forms/index.cfm. See the cover sheet for required levels of

approval. The attached “ELR Designation Rubric” is included as an aid in determining whether a course

section meets the criteria for ELR designation.

(Note: For course sections that are approved for ELR credit, the course scheduler from the unit should

apply the special course designation of ELR in the Schedule of Classes. Any course requiring activities

outside the classroom location must note specific requirements in the Schedule of Classes.)

Course Department/Number/Title:

CRN: Section Number: Semester/Year: Number of Credit Hours:

Prerequisite(s):

Please attach a syllabus for this course section.

The course objectives section of the syllabus must include the goals of the experiential learning component.

Please provide the following information:

1. Describe how this section of the course provides opportunities for students to:

Connect ideas, concepts, and skills developed at the university with their applications to new and different

contexts;

Demonstrate how this experience has broadened their understanding of the discipline, the world, or

themselves as learners; and

Reflect on the meaning of the experience for their current and future learning.

2. Explain how the three learning outcomes will be assessed:

Connect ideas, concepts, and skills developed at the university with their applications to new and different

contexts;

Demonstrate how this experience has broadened their understanding of the discipline, the world, or

themselves as learners; and

Reflect on the meaning of the experience for their current and future learning.

Reflective comments:

ELR Designation Rubric

Learning Outcomes Not clearly described Somewhat described Clearly described 1a. The course provides opportunities for students to connect ideas, concepts, and skills developed at the university with their applications to new and different contexts.

The proposal provides a general overview of the course; however, it does not clearly describe how the ELR activity(s) will: facilitate an understanding of course ideas, concepts, and skills allow for the application of knowledge in a new and different context

The proposal provides a good overview of the course and the ELR activity(s); however, ideas of how the activity will: facilitate an understanding of course ideas, concepts, and skills allow for the application of knowledge in a new and different context appear sparingly throughout the proposal and/or syllabus

The proposal provides a solid overview of the course, the ELR activity(s), and clearly describes how course ideas, concepts, and skills will be applied in a new and different context.

1b. The course provides opportunities for students to demonstrate how this experience broadens their understanding of the discipline, the world, or themselves as learners.

The proposal provides a general overview of course assignments; however, it does not clearly describe: the connection between assignments and the ELR activity(s) how students will demonstrate an understanding of the connection between the ELR activity(s), their discipline, the world, or themselves as learners.

The proposal provides a good overview of course assignments; however, descriptions of: the connection between assignments and the ELR activity(s) how student will demonstrate an understanding of the connection between the ELR activity(s), their discipline, the world, or themselves as learners appear sparingly throughout the proposal and

/or syllabus

The proposal provides a solid overview of course assignments, their connection to the ELR activity(s), and how students will demonstrate an understanding of the connection between the ELR activity(s), their discipline, the world, or themselves as learners.

1c. The course provides opportunities for students to reflect on the meaning of the experience for their current and future learning.

The proposal suggests reflection will occur; however, it does not include a clear description of: the reflective assignments how reflective assignments will facilitate student meaning of the ELR activity and their current and future learning

The proposal provides a good overview of reflective assignments; however, descriptions of: how reflective assignments will facilitate student meaning of the ELR activity and their current and future learning appear sparingly throughout the proposal and/or syllabus

The proposal provides a solid overview of reflective assignments and clearly describes how reflection will facilitate student meaning of the ELR activity(s) and their current and future learning

2a. The three learning outcomes will be assessed. The proposal suggests assessment will occur; however, it does not include a clear description of: assessment assignments specific to the learning outcomes identified in items 1a.-1c. above.

The proposal provides a good overview of assessment assignments; however, descriptions: are underdeveloped for one or more of the learning outcomes identified in items 1a.-1c. above. appear sparingly throughout the proposal and/or syllabus

The proposal provides a solid overview of assessment assignments and clearly describes standards to assess student learning for each outcome identified in items 1a.-1c. above.

Self-assessment totals (write the number of check marks in each column)

Background on the Experiential Learning Requirement:

The Experiential Learning Requirement was approved by Faculty Senate on 14 February 2011,

to be in effect Fall semester 2012. The following information from the document approved by

Faculty Senate is provided for additional guidance about the nature of the requirement.

Definition:

Experiential learning at Kent State University is defined as “direct engagement in learning

experiences that promote academic relevance, meaning, and an understanding of real-world

issues.” Experiential learning opportunities exist in a variety of academic and non-academic

forms at this University and may include community service, service-learning, undergraduate

research, and culminating experiences such as internships and capstone projects, to name a few.

Since diversity in student needs exists, Experiential learning may utilize deliberate and

purposeful engagement outside the typical classroom environment to influence student

knowledge, skills, and values, and to promote the public good.

Kent State recognizes five general categories of ELR: civic engagement, creative/artistic

activities, practical experiences, undergraduate research, and study abroad/away. Approved

activities might fit one or more of these categories. These categories are provided as a guide to

consider what types of activities meet the requirement.

1. Civic Engagement

Civic engagement enables Kent State students to interact with people from diverse

backgrounds; to challenge their understanding of community needs and the systems

addressing those needs; and to explore ways of improving community life. The primary

purpose for activities that fall into this category encompasses community involvement,

awareness, learning, or reflection.

2. Creative/Artistic Activities

Creative/artistic activities enable Kent State students to engage in various forms of

creative expression to produce works that reflect a synthesis of knowledge and skills.

These works may be original or interpretative and may be expressed through

performances, portfolios, exhibits, pieces of work, or other significant projects.

3. Practical Experiences Practical experiences enable Kent State students to actively use the skills and concepts

related to their career path while engaging in work-like settings that are common to their

field of study, such as internships.

4. Undergraduate Research Undergraduate research activities enable Kent State students to engage in substantial

systematic inquiry that contributes to the discovery or interpretation of knowledge

significant to their field of study. This research can be applied, creative/artistic,

descriptive, experimental, historical, inferential, observational, or theoretical. Research

must be at the upper-division level and must be done as an individual investigation,

senior honors thesis/project, or grant-related research. Research must be engaged with

the external community, either through the research itself or in the dissemination of the

research through publications or presentations.

5. Study Abroad/Away

Study abroad/away activities enable Kent State students to be immersed in an off-

campus environment. These experiences contribute to a student’s understanding of

culture, customs, diversity, history, language, politics, religion, society, and/or

traditions.

Examples of Experiential Learning Activities

These examples are not restrictive but are meant to give a general idea about possibilities within the five

categories of ELR.

Civic Engagement Examples

Community Development

Community-Based Action Research

Community-Based Research

Service-Learning

Creative Activities Examples

Architecture

Exhibits

Original Designs

Art

Creative Projects

Exhibits

Dance

Internship

Major Dance Performance

Original Choreography

Student Direction

English/Writing

Creative Projects

Oral Interpretation

Original Poetry

Original Writing Project

Fashion

Original Design Portfolio

Original Designs

Runway Show

Show

Journalism and Mass

Communication

Editorial Writing

General Editing

Publisher

Music

Compositions

Concertos

Major Roles

Recitals

Theatre

Directing

Major Role

Playwright

Principal Costume Designer

Principal Lighting Designer

Principal Set Designer

Visual Communication Design

Original Design Portfolio

Generalized Discipline Creative

Projects:

Discipline-Specific Exhibits

Discipline-Specific Portfolios

Practical Experiences Examples

Applied Workshops

Apprenticeships

Career/Professional Internship

Clerkship

Clinical Fieldwork/Practicum

Clinical Research

Coaching

Cooperative Education/Experience

Counseling Practicum

Curricular Practical Training (CPT) (per U.S. Citizenship and Immigration Services)

Experiential/Lab Experience

Exploratory Courses

Entrepreneurships

Fellowships

Field Experience

Freshman Interest Groups (FIGs)

Geology Field Camp

Independent Study

Internships

Leadership/Management Experience

Learning Communities

Optional Practical Training (OPT) (per U.S. Citizenship and Immigration Services)

Politics/Public Policy Experience

Practica

Practicum-Oriented Thesis Project

Practicum-Oriented Research

Residency Experience

Service-Learning

Student Teaching

Substantial Research Laboratory Experience (collaboration with faculty and/or graduate student

research: e.g., psychology, animal, or human subjects research; sociology survey study;

oceanographic or limnologic field work; ecological field work; chemical synthesis in the lab; or

particle physics work)

Teaching Practicum

Training Program

Tutoring

Volunteer Work in Discipline/Area of Study

Work Experience

Work in Clinical Settings

Work Study (related to course of study)

Research Examples

Community-Based Research

Creative Activities

Field Research

Oral History Research

Substantial Lab-Based Research (e.g., off-campus work, working as part of grant in the Chemistry lab)

Study Abroad/Away Examples

Columbus program each fall

Faculty-led short-term programs

Fashion Design Studio in NYC

Internships abroad or beyond Northeast Ohio: CAPA program in Sydney; VCD internships at places

such as Discovery Channel, MTV, Smithsonian, etc.… (Numerous programs at Kent State either require

or encourage an internship for their students.)

National Student Exchange

Overseas student teaching through COST

Semester, year-long, and summer programs: Florence, Geneva, Dresden Summer Language Program,

Leicester, Ulster, Uganda, China, Quebec, Mexico, etc.

Semester at Sea

Summer Intensive Study in Dance

WPNI program each spring

ELR Syllabus Statement

For ELR courses: This course may be used to fulfill the university’s Experiential

Learning Requirement (ELR) which provides students with the opportunity to initiate

lifelong learning through the development and application of academic knowledge and

skills in new or different settings. Experiential Learning can occur through civic

engagement, creative and artistic activities, practical experiences, research, and study

abroad/away.