curriculum committee meeting agenda … · 10/4/2012 · curriculum committee meeting agenda...

Curriculum Committee Meeting Agenda Voting Committee Members

Diana Lee-Greene – Chair Jules Burton Annette Byers Stephen Shwiff – Vice Chair Brian Greene Leigh Hancock Janette Harrington Joel Kabokov Tom Lieurance Dave Mason

Non-Voting Committee Members Susan Lewis (Curriculum) Kaylene Herman (Student Services)

Support Staff Guests Jenifer Halter (Curriculum) John Copp, Dan Ropek, Mary Kramer, Brook

Maurer, Richard Parker

April 10, 2012 4:00-5:30 p.m. The Dalles Campus, room 3.218 (student services conference room) Hood River Campus, room 1.209 (conference room) Information items only:

1. MA 121 – course inactivation 2. MA 180 – contact and/or credit hour change 3. Medical Assisting Certificate revisions

Submissions:

4:05 p.m. 4. New Course* – WS 201 Women of the World – John Copp 5. New Course* – GS 106 Physical Science (Geology) – Dan Ropek 6. New Course* – GS 107 Physical Science (Astronomy) – Dan Ropek 7. New Course* – GS 108 Physical Science (General Science) – Dan Ropek

4:20 p.m. 8. Contact/credit Hour Change – RET 101 Intro to Wind Turbine Operations, Mary Kramer 9. Course revision – RET 101 Intro to Wind Turbine Operations, Mary Kramer 10. Contact/credit Hour Change – RET 141 Electrical Motors/Generator Controls, Mary

Kramer 11. Course revision – RET 141 Electrical Motors/Generator Controls, Mary Kramer 12. New Course – RET 188 Industrial Safety and OSHA 10, Mary Kramer 13. Certificate revision – Renewable Energy Technology (course changes, overall credit load,

related instruction template), Mary Kramer 14. Degree revision – Renewable Energy Technology (course changes, revised elective list,

overall credit load), Mary Kramer

4:40 p.m. 15. New Course* – ALC 51 English Skills Lab – Brook Maurer 16. New Course* – ART 270 Printmaking – Richard Parker 17. New Course* – MP 140 Introduction to Health Law and Ethics – Diana Lee-Greene

* These courses are currently offered and approved by PCC. The committee may approve or disapprove their addition to CGCC course offerings, but the committee may not revise the submission. However, the committee may require that a submission return upon independent accreditation to revise any portion it considers inadequate.

Old Business:

1. Charter revisions (Susan L.) 2. Writing outcomes guidelines update (Diana) 3. Prioritization of future topics update (Susan L.)

Discussion Items: none Next Meeting: May 8, 2012 Attachments:

Information items – 1 course inactivation; 1 credit/hour change; 1 certificate revision Submission itmes – 8 new courses; 2 contact/credit hour change; 1 certificate revision

with related instruction template; 1 degree revision CC Charter (revised), list of potential future topics

Inactivation/revised 9.9.10 1

Columbia Gorge Community College

Course Inactivation

Section #1 General Information

Course prefix and number

MA 121 Course title

Medical Legal Aspects of Healthcare

Submitter name,

phone,

and email

Diana Lee-Greene

541-506-6159

[email protected]

Section #2 Impact on other departments

Does this inactivation have an impact on others

Yes

X No

If yes, provide details

Have you consulted with Department Chairs from other disciplines who may be using this course as part of a degree/certificate?

Yes

X No

If yes, provide details

Implementation term

X Next available term after approval

Specific term

This request will be pending until the hard copy with appropriate signatures is received by the curriculum office. Missing information may cause this request to be returned and deleted.

After submitting this form a confirmation, and signature page will be sent to the submitter’s email address.

Then a hard copy of the request and the signature page must be signed and forwarded to the curriculum office to complete the process

contact and credit hour change/revised 9.9.10 1


Contact and/or Credit Hour Change


Department Nursing and Health Occupations Submitter name, phone, and email

Diana Lee-Greene

541-506-6159

[email protected]


MA 180 Course title

Coding and Reimbursement

Contact and Credit Hours •1 credit of lecture meets 1 hr /wk, plus 2 hrs/wk of study for 10 weeks = 30 hr •1 credit of lec-lab meets 2 hr/wk, plus 1 hr of study, for 10 weeks = 30 hr •1 credit of lab or cooperative ed meets 3 hrs/wk, with minimal outside study, for 10 wks = 30 hr

CURRENT CONTACT AND CREDIT HOURS PROPOSED CONTACT AND CREDIT HOURS

Lecture 10 hours Lecture 20 hours

Lab Lab

Lecture/Lab Lecture/Lab

Total TERM contact hours

10 hours Total TERM contact hours

20 hours

Total credits 1 credit Total credits 2 credits

Reason for change:

To allow more time to go into more detail regarding the new ICD-10 changes and increase the time in lecture for discussion of general procedures for a more complete understanding.

LEARNING OUTCOMES: Are learning outcomes affected by this change. If you are adding or removing credits then it is expected there will be a change in the outcomes.

Yes

No

If yes, then complete the learning outcomes section of the course revision form found on the curriculum website

IMPACT ON DEGREE AND CERTIFICATES: Are there degrees or certificates affected by this change?

Yes

No

If yes, then you need to complete a degree/certificate change form located on the curriculum website

IMPACT ON OTHER DEPARTMENTS: Are there changes that will impact other departments? Are there courses that require this course as part of their program or as a prerequisite?

Yes

No

If yes, please explain

Have you consulted with Department Chairs from other disciplines regarding potential course duplication, impact on enrollment or content overlap?


Yes

No

If yes, please describe

Implementation term

Next available term after approval

Specific term


After submitting this form a confirmation, cost impact form, and signature page will be sent to the submitter’s email address.


certificate revision/revised 1.6.12 1


CERTIFICATE

REVISION REQUEST

FORM

Directions: Fill out completely and return electronically to:

[email protected]

Signature pages should be delivered to: Curriculum Office, 2.177 bldg 2

SECTION #1 OVERVIEW

Current Title: Medical Assisting Certificate Proposed Title:

Current Credits: 41 Proposed

Credits: 43

Overview and rationale for proposed changes:

We are exchanging a couple of classes to bring the certificate up to current standards for Healthcare Industry

List of specific changes being proposed which

may include, addition or deletion of courses, title changes, credit changes,

prerequisite changes, outcome changes, course

changes etc. Use consistent words – Add, Remove, Increase,

Decrease,Change

1. Increase credit MA 180, Coding and Reimbursement, from 1 to 2 credits 2. Remove MA 121 (2 credits) 3. Add MP 140 (3 credits), US Healthcare Law and Ethics 4. Increase overall # of credits from 41 to 43

SECTION #2 REVISION AREAS

Prerequisites

Current Prerequisites Does the revision involve changing certificate prerequisites? Yes No

Course Number Course Title or Placement level


MP 111 Medical Terminology BI 121 Intro to Anatomy and Physiology WR121 College Composition Mth 60 College Algebra

Proposed Prerequisites


Current Outcomes: Required whether or not

outcomes are being changed.

Describe what we intend students to be able to do “out there” (in life roles: worker, family member, community citizen, global citizen, and life‐long learner), as opposed to a classroom activity “in here”? Good outcomes statements will suggest context to indicate this “out there” and they will describe what students can DO with what they know. The committee will review the outcomes. For guidance on writing good outcome statements.

Does the revision involve changing certificate outcomes?

Yes No

Certificate Outcome

Students who complete this certificate should be able to: 1. Communicate effectively with persons through the use of verbal & non-verbal skills, written abilities, active

listening, and information technologies with ambulatory care settings. Communications

2. Integrated the principles of mathematics and scientific knowledge with administrative and clinical medical assisting practice.

Critical Thinking / Problem Solving

3. Demonstrates the ability to meet patient’s needs as a mature, adaptable persona and member of the medical assisting profession.

Cultural Awareness

4. Think creatively and critically in the identification, analysis and resolution of problems, issues, truth claims and ethical issues.

Professional Competence

5. Practice medical assisting within the standards Self Reflection

Revised Certificate Outcome

No Change

Related Instruction

Does the revision involve changing or adding Related Instruction?

Yes No


If yes, a template for Related Instruction will need to be filled out. The template can be found at: (http://www.cgcc.cc.or.us/Academics/FacultyResources/CurriculumForms.cfm)

Additional Comments Or Changes

SECTION #3 COURSE BY COURSE COMPARISON List all courses (current AND proposed) in the order that they are distributed in the catalog. If listed term by term then identify them in a term by term sequence on this form. If they identified within categories such as CORE, ELECTIVES, etc, then identify them as such. If you are adding a course place it in the preferred term or category, identify such a course with (add) and bold the text in the line. If you want to rearrange the order of courses within the term by term sequence do so on this form. If you are removing a course identify the course with (remove) and bold the text. If the course title is changed identify the course with (title change) and bold the text. If the course credits have changed identify the course with (increase or decrease credit) and bold the text. If you need more lines to accommodate the courses, right click and insert rows. The information you provide on this form will be reflected in the CGCC catalog pages. Please ensure it is correct.

Current Certificate Information Proposed Certificate Information

Course Number

Course Title CreditsCourse Number

Course Title Credits

MA 117 Med. Office Admin Procedures 3 MA 117 Med. Office Admin Procedures 3 MA 118 Med. Office Admin Proc Lab 2 MA 118 Med. Office Admin Proc Lab 2 MA112 Seminar I 1 MA112 Seminar I 1 MA120 Intro to Clinical Phlebotomy 1 MA120 Intro to Clinical Phlebotomy 1 HE 113 First Aid and Prof CPR 1 HE 113 First Aid and Prof CPR 1 PSY 101 Psych and Human Relations 4 PSY 101 Psych and Human Relations 4 MA 123 Med. Office Clinical Procedures 3 MA 123 Med. Office Clinical Procedures 3 MA124 Med Office Clinical Proc Lab 2 MA124 Med Office Clinical Proc Lab 2

MA180 Coding and Reimbursement 1 MA180 Coding and Reimbursement (increase credits)

2

MA122 Seminar II 1 MA122 Seminar II 1


MLT 100 Medical Laboratory Tech 3 MLT 100 Medical Laboratory Tech 3 MP 201 Intro to Electronic Health Records 3 MP 201 Intro to Electronic Health Records 3 MA 270 Clinical Practicum 6 MA 270 Clinical Practicum 6 MA 131 Intro to Medical Science 5 MA 131 Intro to Medical Science 5 MA 136 Medications 2 MA 136 Medications 2 MA 132 Seminar III 1 MA 132 Seminar III 1

MA 121 Medical Legal Aspects of Health Care (REMOVE)

2 MP 140 Introduction to Health Law and Ethics (add)

3

Credit total 41 Credit total 43

SECTION #4 (Please contact the Curriculum Office for support in filling out this section)

Is this a Related Certificate? Yes No Is this a Career Pathway? Yes No

If yes, what is the base degree?

Will the proposed change affect the Career Pathway

or base degree? Yes No

If yes, how?

Is this a statewide certificate?

Yes No

If yes, has the change been approved by the consortium?

Yes No

Requested Implementation Term

Submitted By: (name & date) Diana Lee-Greene, MA Program Coordinator

Email: [email protected]

Phone: 541-506-6159


Approved by Department Chair

(name & date) Doris Jepson

Approved by Department Director

(name & date) Doris Jepson

Next steps: 1. Save the completed Certificate Revision Request Form and submit as an e‐mail attachment to [email protected]. 2. If needed, attach the Related Instruction Form to the same e‐mail. 3. Print submission form and obtain the appropriate signatures. 4. Deliver signed form to Curriculum Office, 2.177 Bldg. 2, The Dalles Campus.

New LDC course request /revised 1.6.12 1


New Course

Lower Division Collegiate (LDC)

(double click on check boxes to activate dialog box)


Department: Social Science

Submitter name Phone Email

Mandy Webster

541.490.0796

[email protected]

Course Prefix and Number:

WS 201 # Credits: 4

Course Title:

60 characters max

Women of the World

Transcript Title (30 characters max)

Can this class be repeated? (for ART, cooperative ed, PE, independent study only)

Yes

No

How many times?

Contact hours (refer to help guide if necessary)

Lecture (# of hours): 40

Lec/lab (# of hours):

Lab (# of hours):

GRADE OPTIONS: Check as many or as few options as you’d like

Choose the default grade option. What is the default grade? This will be the option listed at the top of the dropdown menu for the CRN. Students who do not make a choice or do not make a change in the dropdown menu will automatically be assigned to the default grade option.

Check all that apply Default (Choose one)

A-F (letter grade)

Pass/No pass

Audit in consultation with faculty

Is this course equivalent to another? If yes, they

must have the same description and outcomes.

Yes

No

Course Number and Title

Course fee: Identify only fees that are above and beyond the usual CGCC fees

Course Description: (field will expand as needed)

Examines the position of women in society from a cross-cultural perspective. Topics include the process of gender enculturation, women's lives in foraging, pastoral and agricultural societies and international issues such as female circumcision, infanticide, child brides and honor/dowry deaths. Recommend: WS 101. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available.

Begin the course description with an active verb. Include recommendations in the description.

Note: if this course is requesting approval for the Gen Ed list, it will have, as a default, the following standard prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Higher levels of any of these prerequisites, or additional prerequisites can be requested. However, if the department wants to set the RD, WR and/or MTH prerequisites at a lower level, you will need to use the Prerequisite Opt-out form available on the Curriculum website.

Save this document as the course prefix and number

Send the completed form electronically to [email protected]


Standard Prerequisites - WR 115, RD 115 and MTH 20 or equivalent placement test scores

Placement into: Placement into:

course prefix & number: Prerequisite Corequisite pre/co



Addendum to Course Description:

LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended. See course outcomes guidelines on the curriculum website for more guidance on writing good outcomes.

Learning Outcomes: (Use observable and measurable verbs)

1. apply critical thinking skills to the investigation of international issues related to women.

2. analyze how cultural differences define variations in gender roles and use that analysis to develop sensitivity and empathy towards different cultures.

3. apply service learning experience and self reflection to enhance community and environmental responsibility.

4. apply written, oral and advocacy skills to analyze problems women face in different cultures and work towards their solutions.

Course activities and design: (from CCOG)

Lecture, discussion, small group

Outcomes assessment strategies:

Student mastery of outcomes may be assessed by any combination of the following:

1. written or oral examinations 2. participation in class discussion, exercises, small group activities or role plays 3. objective or essay examinations 4. performances or plays 5. oral or visual presentations 6. participation in organizing community or professional events

sevice learning activities

Course Content: Themes, Concepts, Issues and Skills: (from CCOG they should be connected to the outcomes)

1.) compare cross cultural gender roles 2.) examine international issues affecting women 3.) recognize ethnocentrism 4.) explore different ideas of body ownership and control 5.) develop writing, speaking and collaborative skills

6

Reason for the new course Increase diversity offerings by CGCC


Section #2 Transferabiltiy

Concern over students taking many courses that do not have a high transfer value has led to increasing attention to the transferability of LDC courses. The state currently requires us to certify that at least one OUS school will accept our new LDC course in transfer. We anticipate that the state will soon require evidence of transferability, possibly from more than one school before a new course is approved. It is important that we address these issues as early as possible in the development and internal approval process for new courses. Faculty should communicate with colleagues at one or more OUS schools to ascertain how the course will transfer by answering these questions.

1. Is there an equivalent lower division course at the University?

2. Will a department accept the course for its major or minor requirements?

3. Will the course be accepted as part of the University’s distribution requirements?

If a course transfers as an elective only, it may still be accepted or approved as an LDC course, depending on the nature of the course, though it will likely not be eligible for Gen Ed status.

Which OUS school will the course transfer to? List all Vetted by PCC

How does it transfer?

Check all that apply

required or support for major general education distribution requirement general elective other (provide details)

Provide evidence of transferability: (minimum one, more preferred)

Required for Gen Ed only

Completed Transferability Status form

E-mail correspondence with receiving institution

Other - provide evidence (Vetted by PCC)

Identify comparables at Oregon schools

Is General Education or Cultural Diversity designation being sought at this time?

Yes – Submit the General Education form

No (Vetted by PCC)

Section #3 Additional Information for new LDC courses

How or where will the course

be taught? Check all that apply

on campus hybrid on-line (complete DL Modality form, obtain signature and submit) other (explain)

Is this course in a degree or certificate as required, an elective or a prerequisite? Please provide details.

Name of certificate(s): # credits:

Name of degree(s): AAS, AS, AGS, AAOT, ASOT Business # credits: 90

Briefly explain how this course fits into the above program(s), i.e. requirement or elective:

Elective

Impact on other Programs and Departments Are there similar courses existing in other programs or disciplines at CGCC? If yes, explain and/or describe the nature of acknowledgements and/or agreements that have been reached.

No.


Have you consulted with the Department Chair(s) of other program(s) regarding potential impact such as content overlap, duplication, prerequisites, enrollment impact etc. If yes, explain and/or describe the nature of acknowledgements or agreements that have been reached.

No.

Is there any potential impact on another department? If yes, explain and/or describe the nature of acknowledgments and/or agreements that have been reached.

No.

Implementation term: Next available term after approval

Specify term

Allow 3-4 months to complete the new course approval process before the course can be scheduled. Note: Most LDC courses will implement in fall or spring terms depending on the formal approval process (see timetable linking request and review to implementation term). There may be exceptions for LDC disciplines that operate as CTE programs.

Section # 4 Department Review

This proposal has be reviewed at the Director level and approved for submission.

Department Chair Email

John Copp [email protected]

Department Director Email

Dave Mason [email protected]



New Course




Department: Science


Dan Ropek

541 506 6173

[email protected]


GS 106 # Credits: 4

Course Title:

60 characters max

Physical Science (Geology)



Yes

No

How many times?




Lab (# of hours): 30




A-F (letter grade)

Pass/No pass




Yes

No



$30.00


Covers minerals, rocks, volcanism, earthquakes, plate tectonics, erosion and deposition by wind, glaciers and streams, weathering, fossils and geologic history. Includes weekly lab. Prerequisite: WR 115, RD 115 and MTH 65 or equivalent placement test scores. Audit available.








course prefix & number: WR 115 or equiv placement test scores Prerequisite Corequisite pre/co

course prefix & number: RD 115 or equiv placement test scores Prerequisite Corequisite pre/co

course prefix & number: MTH 65 or equiv placement test scores Prerequisite Corequisite pre/co


The purpose of this course is to gain knowledge and appreciation of geology through lecture/discussion sessions and laboratory experiences. It is a one-term survey course that may be included as part of the years sequence in physical science for college transfer credit. The course will have as many of the following components as feasible: lectures, discussions, lab activities, videos, slides, CDs, live television, field trips, and computer-aided instruction. The text and materials for the course have been chosen by the faculty, and viewpoints shall be that of the author(s). This includes the topics of relativity, the geologic time scale, evolution of the Earth and its atmosphere, the solar system, the galaxy, and the universe. Regarding the teaching of basic geologic principles (such as geologic time and the theory of evolution), the Portland Community College Geology Department stands by the following statements about what is science.

Science is a fundamentally non-dogmatic and self-correcting investigatory process. A scientific theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.

“Creation science,” also known as scientific creationism, is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F.2d 1004).

Geology instructors at Portland Community College will teach the generally accepted basic geologic principles (such as geologic time and the theory of evolution) not as absolute truth, but as the most widely accepted explanation for our observations of the world around us. Instructors will not teach that “creation science” is anything other than pseudoscience.

Because "creation science", "scientific creationism", and "intelligent design" are essentially religious doctrines that are at odds with open scientific inquiry, the Geology/General Sciences SAC at Portland Community College stands with such organizations such as the National Association of Geoscience Teachers, the American Geophysical Union, the Geological Society of America, and the American Geological Institute in excluding these doctrines from our science curriculum.

Students are expected to be able to read and comprehend college-level science texts and perform basic mathematical operations to successfully complete this course.

Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.

LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six


outcomes are recommended. See course outcomes guidelines on the curriculum website for more guidance on writing good outcomes.


A student who successfully completes this course should be able to:

Use an understanding of the rock cycle, plate tectonics and surface processes to explain how the Earth’s surface wears away and is renewed.

Use an understanding of geologic dating methods and the interpretation of geologic deposits to explain how geologists reconstruct the history of the Earth.

Access earth science information from a variety of sources, evaluate the quality of this information, and compare this information with current models of geologic processes identifying areas of congruence and discrepancy.

Make field based observations and measurements of earth materials and landscapes, use scientific reasoning to interpret these observations and measurements, and compare the results with current models of geologic processes identifying areas of congruence and discrepancy.

Use scientifically valid modes of inquiry, individually and collaboratively, to critically evaluate the hazards and risks posed by geologic processes both to themselves and society as a whole, evaluate the efficacy of possible ethically robust responses to these risks, and effectively communicate the results of this analysis to their peers.

Assess the contributions of geology to our evolving understanding of global change and sustainability while placing the development of geology in its historical and cultural context.


The laboratory is not separated from the lecture but will usually be correlated in such a way as to reinforce the materials being discussed in the lecture session. It is necessary for the student to successfully complete the laboratory section of the course in order to earn a grade for the course. Math will occasionally be used for solving simple ratio problems, as will be the use of maps and graphs.


The instructor will choose from the following methods of assessment: exams, quizzes, lab exercises, written reports, oral presentations, group projects, class participation, homework assignments, and field trips. The instructor shall detail the methods being used to the students at the beginning of the course.


(NOTE: the topics may be chosen in any order by the instructor)

Explain rock and mineral classification and identification Explain how these materials form and how they are related to each other Describe the major types of landscapes that make up the earth’s surface and how

they are formed Describe the earth’s internal structure and the processes shaping it Explain the relationship between the processes that shape landscapes and those

that shape internal structure. Explain the relationship between the processes that shape landscapes and

structure and those that form crustal materials Explain how geologic histories are constructed Identify the major parts of and events in the geologic calendar Discuss the personal and societal relevance of these topics

Reason for the new course Increase diversity of Science offerings.








Which OUS school will the course transfer to? List all

As per PCC’s transfer agreements: OTM, AAOT, ASOT, AS, AGS








Other - provide evidence (Previously vetted by PCC)




No (Previously vetted by PCC for Gen Ed designation)







Name of degree(s): AAOT, ASOT, AS, AGS # credits: 90


General elective

Impact on other Programs and Departments

Are there similar courses existing in other programs or disciplines at CGCC? If yes, explain and/or describe the nature of acknowledgements and/or agreements that have been reached.

No.

Have you consulted with the Department Chair(s) of other program(s) regarding potential impact such as content overlap, duplication, prerequisites, enrollment impact etc. If yes,

No known impact on other Departments.


explain and/or describe the nature of acknowledgements or agreements that have been reached.


Possible impact on Library services (as requested by instructor).


Specify term Fall, 2012





Dan Ropek [email protected]





New Course




Department: Science


Dan Ropek

541 506 6173

[email protected]


GS 107 # Credits: 4

Course Title:

60 characters max

Physical Science (Astronomy)



Yes

No

How many times?








A-F (letter grade)

Pass/No pass




Yes

No


Course fee: Identify only fees that are above and beyond the usual CGCC fees $30.00


Surveys astronomy to include historical development of the universe, earth as a planet, earth’s moon, planets of the solar system, the sun, stars and galaxies. Includes weekly lab. Prerequisite: WR 115, RD 115 and MTH 65 or equivalent placement test scores. Audit available.












Physical Science (Astronomy) GS107 is a one-term introductory course in which distance-learning methods are used together with three required four-hour laboratory meetings and a separate orientation session. The distance-learning methods include televised video and Web Course tools (WebCT). The video is accompanied by a textbook and telecourse student guide. Homework projects currently involve the use of supplemental exercises on stellar properties that require the use of a computer. In addition, students perform nighttime observations of stars and the Moon, by tracking the position of one star and the Moon over one four-hour period and over the course of a week. These observations familiarize the student with the night sky and help reinforce concepts learned in the videos and text readings. Using WebCT, students take weekly quizzes, and can easily communicate with the instructor and other students in class. A calendar module in WebCT keeps students abreast of what they should be doing when. Students can also track their scores on graded assignments using WebCT. This course can also be taught as a standard, in-class course, as are GS 106, 108, and 109 with three hours per week in lecture/discussion, and three hours per week in lab. The text and materials have been chosen by the faculty and the emphasis of the course will be the viewpoint of the author(s). This includes relativity, the geologic time scale, and the evolution of the Earth, our solar system, our galaxy, and the universe at large. Regarding the teaching of basic geologic principles (such as geologic time and the theory of evolution), the Portland Community College Geology Department stands by the following statements about what is science.

A. Science is a fundamentally non-dogmatic and self-correcting investigatory process. A scientific theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.

B. “Creation science,” also known as scientific creationism, is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F.2d 1004).

C. Geology instructors at Portland Community College will teach the generally accepted basic geologic principles (such as geologic time and the theory of evolution) not as absolute truth, but as the most widely accepted explanation for our observations of the world around us. Instructors will not teach that “creation science” is anything other than pseudoscience.

D. Because "creation science", "scientific creationism", and "intelligent design" are essentially religious doctrines that are at odds with open scientific inquiry, the Geology/General Sciences SAC at Portland Community College stands with such organizations such as the National Association of Geoscience Teachers, the American Geophysical Union, the Geological Society of America, and the American Geological Institute in excluding these doctrines from our science curriculum.


Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class


hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.




Use an understanding of solar system models to explain the motions and phases of astronomical objects visible to the naked eye in the night sky.

Use an understanding of planetary, stellar, galactic and universe scale astronomical processes to assess the possibility of life existing elsewhere in the universe.

Access space science information from a variety of sources, evaluate the quality of this information, and compare this information with current models of astronomical processes identifying areas of congruence and discrepancy.

Make field based observations and measurements of astronomical phenomena, use scientific reasoning to interpret these observations and measurements, and compare the results with current astronomical models identifying areas of congruence and discrepancy.

Use scientifically valid modes of inquiry, individually and collaboratively, to critically evaluate the hazards and risks posed by astronomical processes both to themselves and society as a whole, evaluate the efficacy of possible ethically robust responses to these risks, and effectively communicate the results of this analysis to their peers.

Assess the contributions of astronomy to our evolving understanding of global change and sustainability while placing the development of astronomy in its historical and cultural context.


The material in this course will be presented through televised video with accompanying reading assignments, in three laboratories and a required orientation session, and through supplemental computer activities. Students will be encouraged to work together on an observing project, but will be required to demonstrate mastery of the course content by taking in-class exams. Alternatively, the course can be a standard, in-class course as described above.


At the beginning of the course, the instructor will detail the methods used to evaluate student progress and the criteria for assigning a course grade. The methods include one or more of the following tools: on-line quizzes, in-class examinations, and homework assignments, and laboratory assignments.


A. Describe astronomical distance and size scales. B. Describe the apparent motion of astronomical objects (planets, stars) caused by

the rotation and revolution of the Earth. C. Describe the historical development of astronomy. D. Describe the properties of light. E. Describe the properties of the sun and other stars. F. Describe how stars evolve. G. Describe the properties of the Milky Way galaxy and other galaxies. H. Describe the global properties of various planets in the solar system, including the

Earth and it’s moon.


I. Describe the properties of meteorites, comets, and asteroids.

Reason for the new course Increase diversity of Science offerings.








As Per PCC: OTM, AAOT, ASOT, AGS, AS





















General elective


Are there similar courses existing in other programs or disciplines at

No.


CGCC? If yes, explain and/or describe the nature of acknowledgements and/or agreements that have been reached.


No Known impacts on other Departments.


Possible impacts on Library services (as determined by instructor)


Specify term Fall 2012










New Course




Department: Science


Dan Ropek

541 506 6173

[email protected]


GS 108 # Credits: 4

Course Title:

60 characters max

General Science (Oceanography)



Yes

No

How many times?








A-F (letter grade)

Pass/No pass




Yes

No



$30.00


Includes the chemical, biological, physical and geological nature of the oceans. Includes weekly lab. Prerequisite: WR 115, RD 115 and MTH 65 or equivalent placement test scores. Audit available.












The purpose of this course is to develop an understanding of the chemical, biological, physical, and geological processes related to the ocean, and include historical perspectives. It is a one-term survey course that may be included as part of the year’s sequence in physical science for college transfer credit. The course will have as many of the following components as feasible: lectures, discussions, lab activities, videos, CDs, slides, and computer aided instruction. It is necessary to successfully complete the lab part of the course in order to pass the course. The faculty has chosen the text and lab materials and the viewpoints shall be that of the author(s). This includes the topics of relativity, the geologic time scale, and the evolution of the Earth, solar system, and the galaxy and universe. Regarding the teaching of basic geologic principles (such as geologic time and the theory of evolution), the Portland Community College Geology Department stands by the following statements about what is science.

Science is a fundamentally non-dogmatic and self-correcting investigatory process. A scientific theory is neither a guess, dogma, nor myth. The theories developed through scientific investigation are not decided in advance, but can be and often are modified and revised through observation and experimentation.

“Creation science,” also known as scientific creationism, is not considered a legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F.2d 1004).

Geology instructors at Portland Community College will teach the generally accepted basic geologic principles (such as geologic time and the theory of evolution) not as absolute truth, but as the most widely accepted explanation for our observations of the world around us. Instructors will not teach that “creation science” is anything other than pseudoscience.

Because "creation science", "scientific creationism", and "intelligent design" are essentially religious doctrines that are at odds with open scientific inquiry, the Geology/General Sciences SAC at Portland Community College stands with such organizations such as the National Association of Geoscience Teachers, the American Geophysical Union, the Geological Society of America, and the American Geological Institute in excluding these doctrines from our science curriculum.


Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned


questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.




Use an understanding of waves, tides, and coastal processes to explain the development and functioning of beaches, shorelines and estuaries.

Use an understanding of ocean structure and processes to explain the spatial and temporal distribution of biological productivity in the world ocean.

Access ocean science information from a variety of sources, evaluate the quality of this information, and compare this information with current models of ocean processes identifying areas of congruence and discrepancy.

Make field based observations and measurements of ocean materials and marine processes, use scientific reasoning to interpret these observations and measurements, and compare the results with current models of ocean processes identifying areas of congruence and discrepancy.

Use scientifically valid modes of inquiry, individually and collaboratively, to critically evaluate the hazards and risks posed by ocean processes both to themselves and society as a whole, evaluate the efficacy of possible ethically robust responses to these risks, and effectively communicate the results of this analysis to their peers.

Assess the contributions of oceanography to our evolving understanding of global change and sustainability while placing the development of oceanography in its historical and cultural context.


The laboratory is not separate from the lecture, but will usually be correlated in such a way as to reinforce the materials being discussed in the lecture section. It is necessary for the student to successfully complete the laboratory portion of the course in order to earn a grade in the course. Math will be used to solve ratio, percentage, and simple algebraic problems. Also included are the designing, reading, and interpreting of graphs.


The instructor will choose from the following methods of assessment: exams, quizzes, lab exercises, written reports, oral reports, group projects, class participation, homework assignments, and field trips. The instructor shall detail the methods to be used to the students at the beginning of the class.


(note: topics may be selected in any order by each instructor)

Explain the nature and history of oceanography as a science Discuss the structure and evolution of the earth’s ocean basins and coastlines. Discuss the mechanics of waves, currents, and tides Describe the major chemical and physical properties of seawater and the

interaction of these properties. Discuss marine biology in terms of habitats and zones, life in the oceans. Discuss how humans impact the marine environment in terms of resources from

the sea and marine pollution. Other topics as desired by the instructor.

Reason for the new course Increase the diversity of Science offerings.









As per PCC’s transfer agreements: OTM, AAOT, ASOT, AS, AGS





















General elective



No.



No known impact on other Departments.


Possible impact on Library services (as requested by instructor).














Department CTE Submitter name, phone, and email

Mary Kramer

541-506-6033

[email protected]


RET 101 Course title

Intro to Wind Turbine Operations



Lecture 1 Lecture 1

Lab Lab

Lecture/Lab Lecture/Lab 2

Total weekly contact hours

1 Total weekly contact hours

3

Total credits 1 Total credits 2

Reason for change:

Expand curriculum to include experience on new climb/rescue tower and applying industry standards of wind turbine rescue, tower climb, site safety, hands-on experience with harnesses and lanyards. .


Yes

No



Yes

No



Yes

No




Yes

No


Implementation term


Specific term – Fall 2012




course revision/revised 1‐6‐12 1


Course Revision

What do you want to change?

Check all that apply- double click on the box to open the task window

course number

title

description

prerequisites and co-requisites

outcomes


Department CTE

Submitter name

Phone

Email

Mary Kramer

541-506-6033

[email protected]

Current prefix and number

RET 101 Proposed prefix and number

Current course title

Introduction to Wind Turbine Technology

Proposed title (60 characters max)

Reason for title change

Proposed transcript title (30 characters max)

COURSE DESCRIPTION: To be used in the catalog and schedule of classes. Begin the course description with an active verb. Avoid using the phrases: This course will and/or students will. Include recommendations in the description. Note: if you are only changing the prerequisites, please skip this section and go directly to requisite section below

Current Description Proposed Description

This course is an introduction to the basic concepts and terminology for how wind energy is captured and transformed into electrical power. Topics covered include non-math mechanical physics, electricity and magnetism, fluid dynamics and aerodynamics. These physical principles underlie the engineering of wind towers and electrical generators.

Introduces basic concepts and terminology for how wind energy is captured and transformed into electrical power, including non-math mechanical physics, electricity and magnetism, fluid dynamics and aerodynamics. Covers an introduction to and experience in tower climb safety and rescue.


Send completed form electronically to [email protected]


Reason for change

To incorporate use of new climb/rescue structure to be erected on The Dalles campus summer 2012.

LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended See the course outcomes guidelines on the curriculum webpage for more guidance.

Current learning outcomes New learning outcomes

Demonstrate a basic knowledge of

the physics and engineering of wind turbine technology.

Use information sources to research wind power technology and its use for generating electricity on both small and large scale operations, including home use.

Apply a basic knowledge of the physics and engineering of wind turbine technology as it relates to subsequent courses in the program.

Use information sources to research wind power technology and its use for generating electricity on both small and large scale operations, including home use.

Perform self rescue and partner rescue using the proper descent device, including full restraint and fall arrest systems.

Use proper climbing techniques

Reason for change

To reflect additions to course content.

REQUISITES: Note: If this course has been approved for the Gen Ed list, it will have, as a default the following prerequisites: WR 115, RD 115, and MTH 20 or equivalent placement test scores

If the department wants to set the RD, WR and/or MTH prerequisites at a lower level, you will need to use the Prerequisite Opt out form.

Current prerequisites, corequisites and concurrent

Standard prerequisites - WR 115, RD 115 and MTH 20 or equivalent placement test scores

Placement into: .

prefix & number: Prerequisite Corequisite pre/con


Proposed prerequisites, corequisites and concurrent


Placement into: .



Is this course used for related instruction? yes

no

If yes. Then check to see if the hours of student learning should be amended in the related instruction template to reflect the revision. This may require a related instruction curriculum revision.


IMPACT ON OTHER DEPARTMENTS – are there changes being requested that may impact other departments, such as academic programs that require this course for their program or as a prerequisite for courses or programs?

Please provide details, who was contacted and the resolution.

Yes

No

Implementation term


Specify term( if AFTER the next available term) Fall 2012

Allow 4-6 months to complete the approval process before scheduling the course.


This proposal has been reviewed at the Director level and approved for submission.

Department Chair Email Date

Mary Kramer [email protected] 3-22-12

Department Director Email Date






Department CTE Submitter name, phone, and email

Mary Kramer

541-506-6033

[email protected]


RET 141 Course title

Electrical Motors/Generator Controls



Lecture 2 Lecture 4

Lab 3 Lab 3

Lecture/Lab Lecture/Lab

Total weekly contact hours

5 Total weekly contact hours

7

Total credits 3 Total credits 5

Reason for change:

Expand the content of motors and generators in the program.


Yes

No



Yes

No



Yes

No



Yes

No



Implementation term


Specific term – Fall 2012






Course Revision

What do you want to change?

Check all that apply- double click on the box to open the task window

course number

title

description

prerequisites and co-requisites

outcomes


Department CTE

Submitter name

Phone

Email

Mary Kramer

541-506-6033

[email protected]

Current prefix and number

RET 141 Proposed prefix and number

Current course title

Electrical Motors/Generator Controls

Proposed title (60 characters max)

Reason for title change

Proposed transcript title (30 characters max)

COURSE DESCRIPTION: To be used in the catalog and schedule of classes. Begin the course description with an active verb. Avoid using the phrases: This course will and/or students will. Include recommendations in the description. Note: if you are only changing the prerequisites, please skip this section and go directly to requisite section below

Current Description Proposed Description

This course teaches electrical circuits, electromagnetism, AC and DC electrical theory, industrial sensors, voltage and relays, motor controls, and power distribution systems. Prerequisite: EET 112

Examines electrical circuits, electromagnetism, AC and DC electrical theory, industrial sensors, voltage and relays, motor controls, AC and DC motors and generators, and power distribution systems. Prerequisite: EET 112.

Reason for change

Broader motors and generator content.




LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended See the course outcomes guidelines on the curriculum webpage for more guidance.

Current learning outcomes New learning outcomes

Apply and demonstrate principles of logical thought and safety when working with electricity, electronics, and mechanical systems.

Demonstrate appropriate use of motor and generator controls for the operation of wind turbines.

Use electrical and mechanical theory when maintaining and repairing wind turbine generators and towers.

Distinguish between single and three phase power, and how these apply to the power industry.

Follow manufacturers’ specifications when maintaining and repairing wind turbines.

Apply principles of logical thought and safety when working with electricity, electronics, and mechanical systems.

Use motor and generator controls for the operation of wind turbines.

Use electrical and mechanical theory when maintaining and repairing wind turbine generators and towers.

Distinguish between single and three phase power, and how these apply to the power industry.

Follow manufacturers’ specifications when maintaining and repairing wind turbines.

Operate AC and DC motors and generators. Measure the performance of AC and DC motors

and generators. Locate and repair faults in AC and DC motors

and generators.

Reason for change

Broader motors and generators content.

REQUISITES: Note: If this course has been approved for the Gen Ed list, it will have, as a default the following prerequisites: WR 115, RD 115, and MTH 20 or equivalent placement test scores

If the department wants to set the RD, WR and/or MTH prerequisites at a lower level, you will need to use the Prerequisite Opt out form.

Current prerequisites, corequisites and concurrent


Placement into: .



Proposed prerequisites, corequisites and concurrent


Placement into: .




Is this course used for related instruction? yes

no

If yes. Then check to see if the hours of student learning should be amended in the related instruction template to reflect the revision. This may require a related instruction curriculum revision.

IMPACT ON OTHER DEPARTMENTS – are there changes being requested that may impact other departments, such as academic programs that require this course for their program or as a prerequisite for courses or programs?

Please provide details, who was contacted and the resolution.

Yes

No

Implementation term


Specify term( if AFTER the next available term) Fall 2012

Allow 4-6 months to complete the approval process before scheduling the course.


This proposal has been reviewed at the Director level and approved for submission.





new CTE course/revised 1.6.12 1


New Course

Career Technical Education (CTE)



Department: CTE Submitter name phone and email

Mary Kramer

[email protected]

541‐506‐6033

Prefix and Course Number: RET 188 Credits: 2

Course Title: (60 characters max)

Industrial Safety and OSHA 10


Industrial Safety and OSHA 10

Can this class be repeated?

Yes

No How many times?

Contact hours:

Lecture: 2

Lec/lab:

Lab:

Is this course equivalent to another? They must have the same description, outcomes and credit.

Yes

No Prefix, number and title:




A-F (letter grade)

Pass/No pass


Course or program fee: (Identify only fees which are independent of the standard lab fee)

Course Description: Begin the course description with an active verb. Avoid using the phrases: This course will and/or Students will. Include course recommendations in the description. (the field expands as needed) Introduces safety practices in the electronics industry and covers industry OSHA‐10 Safety Certified Training.

Includes handling hazardous materials; safe use of flammable and combustible liquids; types of Personal

Protective Equipment (PPE); fall protection; crane, ladder and scaffolding safety; safe use of hand and power tools.

Identify prerequiste, corequisite and concurrent course(s) (double click on check box to activate dialog box)



course prefix & number: EET 111 Prerequisite Corequisite pre/co





Addendum to course description:

LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended. See course outcomes guidelines on the curriculum website. Outcomes: (Use observable and measurable verbs)

Upon completion of this course, students will:

Apply standard safety procedures in an industrial environment.

Apply OSHA 10 safety practices in an industrial environment.

Be prepared to take the OSHA 10 Certification test


This course will be presented through lecture and discussion sessions.


(from CCOG)

Homework assignments

Exams


OSHA 10 certification. Workplace hazard/warning signs and labels. Standard categories of hazardous materials. Documentation used with hazardous materials, such as the MSDS. Different levels of danger that exist with electrical shock. Appropriate actions to take in the event of an electrical accident. Situations under which static electricity may cause damage to electrical

components (ESD ‐ electrostatic discharge). Practices for handling and working with electrical components, or electrical

equipment that is sensitive to static electricity (ESD ‐ electrostatic discharge). Functions of the UL (Underwriters Laboratories), CSA (Canadian Standards

Association), and VDE (Verband Deutscher Elektrotechniker) product testing/certification agencies.

Examples of product design characteristics for meeting product electrical safety requirements.

Section #2 Function of the new course within an existing and/or new program(s)

New CTE courses must be attached to a degree and/or certificate. They cannot be offered until the degree or certificate is approved. Please answer below, as appropriate.

Rationale for the new course. This course is an expansion of EET 188 with the inclusion of OSHA 10 training. PCC does not wish to add the OSHA training at this time.

Will this new course be part of an existing, currently approved CGCC certificate and/or degree?

Yes

No

Name of certificate(s): Renewable Energy Technology # credit: 52

Name of degree(s): Renewable Energy Technology # credit: 96

Will this new course be part of a new, proposed CGCC certificate or degree? Yes

No

Name of new certificate(s): # credit: Name of new degree(s): # credit:



Required course for degree and certificate.

Is this course used to supply related instruction for a certificate? Yes

No

If no is selected continue to part three.

If yes is selected complete the related instruction form available on the curriculum office website.

Section #3 Additional Information for new CTE courses

How or where will the course be taught. Check all that apply

on campus hybrid on-line (complete DL Modality form, obtain signature and submit to the DL office)

other (explain)

Transferability: Will this course transfer to another academic institution? Identify

No

Impact on other Programs and Departments Are there degrees and/or certificated that are affected by the instruction of this course? If so, provide details.

No

Are there similar courses existing in other programs or disciplines at CGCC? If yes, provide details and/or describe the nature of acknowledgments and/or agreements that have been reached.

No

Identify and consult with Department chairs who may be impacted by this course such as content overlap, course duplication, prerequisite, enrollment, etc. If yes, explain and/or describe the nature of acknowledgments and/or agreements that have been reached

Is there any potential impact on another department? If yes, explain and/or describe the nature of acknowledgments and/or agreements that have been reached

No


Specific term AFTER next available: Fall 2012

Allow 3-4 months to complete the new course approval process before the course can be scheduled.



CERTIFICATE

REVISION REQUEST

FORM


[email protected]


SECTION #1 OVERVIEW

Current Title: Renewable Energy Technology Proposed Title:

Current Credits: 52 Proposed

Credits: 53


RET students and faculty have recognized the need for more information on motors within the RET program. Increasing the current Motor Controls course from 3 to 5 credits will allow for the additional motors content. To make room for these additional credits within the certificate, it was determined to delete MTH 112. The elements of MTH 112 necessary in the program can be covered in EET 112. CGCC recently purchased a climb/rescue tower to provide students climb experiences and rescue training. Adding one credit to RET 101 will allow the addition of these experiences to the program. CGCC is adding OSHA 10 training and certification to the existing Industrial Safety course, thus increasing it to two credits and changing the course number to RET 188. PCC did not wish to make this change to EET 188 at this time. To meet Human Relations Related Instruction requirements, the social science gen. ed. is being changed to PSY 101.

List of specific changes being proposed which

may include, addition or deletion of courses, title changes, credit changes,

prerequisite changes, outcome changes, course

changes etc. Use consistent words – Add, Remove, Increase,

Decrease,Change

1. Increase RET 141 credits from 3 to 5 2. Increase RET 101 credits from 1 to 2 3. Delete MTH 112 4. Remove Social Science Gen. Ed. 5. Add PSY 101 (related instruction – human relations) 6. Remove EET 188 7. Add RET 188 8. Increase overall credits from 52 to 53


SECTION #2 REVISION AREAS

Prerequisites

Current Prerequisites Does the revision involve changing certificate prerequisites? Yes No


MTH 95 Intermediate Algebra 4 WR 115 Introduction to Expository Writing 4 RD 115 College Reading 4 CAS 133 Basic Computer Skills/Microsoft Office 4





Describe what we intend students to be able to do “out there” (in life roles: worker, family member, community citizen, global citizen, and life‐long learner), as opposed to a classroom activity “in here”? Good outcomes statements will suggest context to indicate this “out there” and they will describe what students can DO with what they know. The committee will review the outcomes. For guidance on writing good outcome statements.

Does the revision involve changing certificate outcomes?

Yes No

Certificate Outcome

Students who complete this certificate should be able to: 1. Qualify for employment in the renewable energy field as entry level operators. 2. Assist technicians with repair/servicing/manufacturing of renewable energy systems by applying basic knowledge of electrical, electronics,

mechanical, and hydraulics/pneumatics concepts.

3. Communicate effectively both at the individual level and within team settings. 4. Understand the impact of renewable energy within the context of sustainability and apply sustainability concepts to their practice. 5. Apply ethical and professional practice within the field of renewable energy. 6. Achieve success in continuing their education towards completion of a two‐year AAS degree should that be their goal.

Revised Certificate Outcome


Related Instruction

Does the revision involve changing or adding Related Instruction?

Yes No

If yes, a template for Related Instruction will need to be filled out. The template can be found at: (http://www.cgcc.cc.or.us/Academics/FacultyResources/CurriculumForms.cfm)

Additional Comments Or Changes

SECTION #3 COURSE BY COURSE COMPARISON List all courses (current AND proposed) in the order that they are distributed in the catalog. If listed term by term then identify them in a term by term sequence on this form. If they identified within categories such as CORE, ELECTIVES, etc, then identify them as such. If you are adding a course place it in the preferred term or category, identify such a course with (add) and bold the text in the line. If you want to rearrange the order of courses within the term by term sequence do so on this form. If you are removing a course identify the course with (remove) and bold the text. If the course title is changed identify the course with (title change) and bold the text. If the course credits have changed identify the course with (increase or decrease credit) and bold the text. If you need more lines to accommodate the courses, right click and insert rows. The information you provide on this form will be reflected in the CGCC catalog pages. Please ensure it is correct.

Current Certificate Information Proposed Certificate Information

Course Number Course Title Credits Course Number Course Title Credits First Term First Term

EET 111 Electrical Circuit Analysis I 5 EET 111 Electrical Circuit Analysis I 5

RET 121 Mechanical Power I 5 RET 121 Mechanical Power I 5

RET 101 Introduction to Wind Turbine Operations 1 RET 101 Introduction to Wind Turbine Operations (increase credits)

2

MTH 111 College Algebra 5 MTH 111 College Algebra 5


Second Term Second Term

EET 112 Electrical Circuit Analysis II 5 EET 112 Electrical Circuit Analysis II 5

RET 120 Basic Hydraulics 5 RET 120 Basic Hydraulics 5

MTH 112 Elementary Functions (remove) 5 PSY 101 Psychology & Human Relations (add) 4 WR 121 English Composition 4 WR 121 English Composition 4

EET 254 EET Seminar (add) 1

Third Term Third Term

EET 113 Electrical Circuit Analysis III 5 EET 113 Electrical Circuit Analysis III 5

RET 122 Mechanical Power II 5 RET 122 Mechanical Power II 5

RET 141 Electric Motor Controls 3 RET 141 Electric Motor Controls (increase credits) 5 Social Science General Education (remove) 3 RET 188 Industrial Safety & OSHA 10 (add) 2 EET 188 Industrial Safety (remove) 1

Credit total 52 Credit total 53

SECTION #4 (Please contact the Curriculum Office for support in filling out this section)

Is this a Related Certificate? Yes No Is this a Career Pathway? Yes No

If yes, what is the base degree?

Renewable Energy Technology Will the proposed change affect the Career Pathway

or base degree? Yes No

If yes, how?

Is this a statewide certificate?

Yes No

If yes, has the change been approved by the consortium?

Yes No

Requested Implementation Term Fall, 2012


Submitted By: (name & date) Mary Kramer 3-22-12


Phone: 541-506-6033

Approved by Department Chair (name & date)

Mary Kramer

Approved by Department Director (name & date)

Mary Kramer

Next steps: 1. Save the completed Certificate Revision Request Form and submit as an e‐mail attachment to [email protected]. 2. If needed, attach the Related Instruction Form to the same e‐mail. 3. Print submission form and obtain the appropriate signatures. 4. Deliver signed form to Curriculum Office, 2.177 Bldg. 2, The Dalles Campus.

Subject Code

Course Number Course Title Credits Hours Computation Communication Human Relation Total RI

BKT 101 Basket Weaving Basics 4 120 6 12 8 260 No RI0 No RI0 No RI0 No RI0 No RI0 No RI0 No RI0 No RI0 No RI0 No RI

MTH 111 College Algebra 5 150 150.00 150.00WR 121 English Composition 4 120 120.00 120.00PSY 101 Psychology & Human Relations 4 120 120.00 120.00

13 390 150.00 120.00 120.00 390.00Minimum for 1 yr certificate: 48.00 48.00 48.00 240.00

Remaining to meet Min. Requirement: 0.00 0.00 0.00 0.00

YES NO

Template for Related Instruction in Certificates

Related instructionEnter course information in light yellow areas (totals will be automatically calculated)

Hours in:

Totals

courses used for embedded related instruction

courses used for stand-alone related instruction

45 to 60 credits Renewable Energy Technology

All courses identified as embedded related instruction are approved by the curriculum committee for RI?

Related instruction instructor qualification forms are filed with the VP Academic & Student Affairs?

degree revision /revised 1.6.12 1


ASSOCIATE OF APPLIED SCIENCE DEGREE

REVISION REQUEST FORM


[email protected]


SECTION # 1 OVERVIEW

Current Title: Renewable Energy Technology Proposed Title:

Current Credits: 96 Proposed Credits:

97


RET students and faculty have recognized the need for more information on motors within the RET program. Increasing the current Motor Controls course from 3 to 5 credits will allow for the additional motors content. To make room for these additional credits within the certificate, it was determined to delete MTH 112. The elements of MTH 112 necessary in the program can be covered in EET 112. CGCC recently purchased a climb/rescue tower to provide students climb experiences and rescue training. Adding one credit to RET 101 will allow the addition of these experiences to the program. CGCC is adding OSHA 10 training and certification to the existing Industrial Safety course, thus increasing it to two credits and changing the course number to RET 188. PCC did not wish to make this change to EET 188 at this time. To meet Human Relations Related Instruction requirements, the social science gen. ed. is being changed to PSY 101. To reach the 16 credits of gen. ed., the RET Elective is being changed to 4 credits.

List of specific changes being proposed ( i.e. may include, addition or deletion

of courses, title changes, credit changes, prerequisite changes, outcome changes, course changes, etc). Use simple text such as Add,

Remove, Change, Revise to inform the reader of the

changes desired.

1. Increase credits for RET 141 from 3 to 5 2. Increase credits for RET 101 from 1 to 2 3. Remove EET 188 4. Add RET 188 5. Remove Social Science Gen. Ed. 6. Add PSY 101 7. Delete MTH 112 8. Increase credits for RET Elective from 3 to 4 9. Revise RET elective list to include only Gen Ed courses 10. Increase overall credits of degree from 96 to 97


SECTION # 2 PREREQUISITES AND OUTCOMES All degree/certificate outcomes will be reviewed by the committee regardless of whether or not outcomes have changed.

Current Prerequisites Does the revision involve changing degree prerequisites? Yes No


MTH 95 Intermediate Algebra 4 WR 115 Introduction to Expository Writing 4 RD 115 College Reading 4 CAS 133 Basic Computer Skills/Microsoft Office 4





Describe what we intend students to be able to do “out there” (in life roles: worker, family member, community citizen, global citizen, and life‐long learner), as opposed to a classroom activity “in here”? Good outcomes statements will suggest context to indicate this “out there” and they will describe what students can DO with what they know. The committee will review the outcomes.

Does the revision involve changing degree outcomes?

Yes No

Current Degree Outcome

Students who complete this degree should be able to: 1. Qualify for employment in the renewable energy field as technicians. 2. Service/repair renewable energy systems and assist engineers with the design of renewable systems by applying knowledge of electrical, electronics,

mechanical, control systems and hydraulics/pneumatics concepts.

3. Communicate effectively both at the individual level and within team settings. 4. Understand the impact of renewable energy within the context of sustainability and apply sustainability concepts to their practice. 5. Apply ethical and professional practice within the field of renewable energy. 6. Achieve success in continuing their education toward completion of a four‐year degree in engineering technology or engineering should that be their

goal.

Proposed Degree Outcome


SECTION # 3 COURSE BY COURSE COMPARISON List all courses (current AND proposed) in the order that they are distributed in the catalog. If listed term by term then identify them in a term by term sequence on this form. If they identified within categories such as CORE, ELECTIVES, etc, then identify them as such. If you are adding a course place it in the preferred term or category, identify such a course with (add) and bold the text in the line. If you want to rearrange the order of courses within the term by term sequence do so on this form. If you are removing a course identify the course with (remove) and bold the text. If the course title is changed identify the course with (title change) and bold the text. If the course credits have changed identify the course with (increase or decrease credit) and bold the text. If you need more lines to accommodate the courses, right click and insert rows. The information you provide on this form will be reflected in the CGCC catalog pages. Please ensure it is correct.

CURRENT DEGREE INFORMATION PROPOSED DEGREE INFORMATION COURSE NUMBER

COURSE TITLE CREDITSCOURSE NUMBER

COURSE TITLE CREDITS

First Term First Term

EET 111 Electrical Circuit Analysis I 5 EET 111 Electrical Circuit Analysis I 5

RET 121 Mechanical Power I 5 RET 121 Mechanical Power I 5

RET 101 Introduction to Wind Turbine Operations 1 RET 101 Introduction to Wind Turbine Operations (increase credits)

2

MTH 111 College Algebra 5 MTH 111 College Algebra 5

Second Term Second Term

EET 112 Electrical Circuit Analysis II 5 EET 112 Electrical Circuit Analysis II 5

RET 120 Basic Hydraulics 5 RET 120 Basic Hydraulics 5

MTH 112 Elementary Functions (remove) 5 PSY 101 Psychology & Human Relations (add) 4 WR 121 English Composition 4 WR 121 English Composition 4

EET 254 EET Seminar (moved from fifth term) 1

Third Term Third Term

EET 113 Electrical Circuit Analysis III 5 EET 113 Electrical Circuit Analysis III 5

RET 122 Mechanical Power II 5 RET 122 Mechanical Power II 5

RET 141 Electric Motor Controls 3 RET 141 Electric Motor Controls (increase credits) 5 Social Science General Education (remove) 3 RET 188 Industrial Safety & OSHA 10 (add) 2 EET 188 Industrial Safety (remove) 1


Fourth Term Fourth Term EET 221 Semiconductor Devices/Circuits 5 EET 221 Semiconductor Devices/Circuits 5 EET 121 Digital Systems I 3 EET 121 Digital Systems I 3 PE 182H Physical Education 1 PE 182H Physical Education 1 CAS 170 MS 2007 Excel 3 CAS 170 MS 2007 Excel 3 RET Electives* 3 RET Electives** (revised list) (increase credits) 4 Fifth Term Fifth Term EET 222 Operational Amplifier Circuits 5 EET 222 Operational Amplifier Circuits 5 EET 122 Digital Systems II 3 EET 122 Digital Systems II 3 RET 119 Programmable Controllers 3 RET 119 Programmable Controllers 3 EET 254 EET Seminar (move to 2nd term) 1 Arts or Humanities Gen. Ed. 3 Arts or Humanities Gen. Ed. 3 Sixth Term Sixth Term EET 273 Electronic Control Systems 3 EET 273 Electronic Control Systems 3 EET 123 Digital Electronics III 5 EET 123 Digital Electronics III 5 RET 223 Power Generation 5 RET 223 Power Generation 5 RET 102 Alternate Energy Power Generation 1 RET 102 Alternate Energy Power Generation 1

Credit Total 96 Credit Total 97

SECTION # 4 (Please contact the Curriculum Office for support in filling out this section if needed.)

Is this a statewide degree?

Yes No Has the change been approved by the

consortium? Yes No

Is this a degree option?

Yes No If yes, name of the base degree:

Are there any career pathway(s) or related

certificates attached to this degree?

Yes No If yes, name of career pathway(s) or

related certificate Renewable Energy Technology Certificate

Requested Implementation Term Fall 2012


Submitted By: (name & date) Mary Kramer 3-22-12


Phone: 541-506-6033

Approved by Department Chair (name & date) Mary Kramer

Approved by Department Director (name & date) Mary Kramer

Next steps: 1. Save the completed Degree Revision Request Form and submit as an e‐mail attachment to [email protected]. 2. Print submission form and obtain the appropriate signatures. 3. Deliver signed form to Curriculum Office, 2.177 Bldg. 2, The Dalles Campus.

* Original RET Electives

Art 231 Drawing 3 cr

BA 101 Intro to Business 4 cr

BA 111 Intro to Accounting 3 cr

BA 131 Computers in business 4 cr

BA 177 Payroll Accounting 3 cr

BA 205 Solving Communication Problems 4 cr

BA 206 Management Fundamentals 3 cr

BA 211 Principles of Accounting I 3 cr

BA 212 Principles of Accounting II 3 cr

BA 213 Principles of Accounting III 3 cr

BA 222 Financial Management 3 cr

BA 224 Human Resource Management 3 cr

BA 226 Business Law I 4 cr

BA 228 Computer Accounting Applications 3 cr

BA 238 Sales 3 cr

BA 285 Human Relations‐Organizations 3 cr

CAS 140 Beginning Access 3 cr

CAS 171 Intermediate Excel 3 cr


CH 100 Fundamentals for Chemistry 4 cr

CH 104 General Chemistry 5 cr



EC 200 Intro to Economics 4 cr

EC 201 Principles of Economics: Microeconomics 4 cr

EC 202 Principles of Economics: Macroeconomics 4 cr

EMS 100 Intro to Emergency Medical Services 3 cr

EMS 105 EMT Basic Part I 5 cr

EMS 106 EMT Basic Part II 5 cr

EMS 113 Emergency Response Communication/Documentation 2 cr

EMS 114 Emergency Response Patient Transport 2 cr

EMS 120 EMS: First Responder 3 cr

HE 112 First Aid and Emergency Care 1 cr

JPN 101 First Year Japanese 5 cr



JPN 201 Second Year Japanese 5 cr



MTH 243 Statistics I 4 cr

PHY 201 General Physics 4 cr

SP 215 Small Group Communication 4 cr

SPA 101 First Year Spanish‐First Term 4 cr

SPA 102 First Year Spanish‐Second Term 4 cr

SPA 103 First Year Spanish‐Third Term 4 cr

SPA 201 Second Year Spanish‐First Term 4 cr

SPA 202 Second Year Spanish‐Second Term 4 cr

SPA 203 Second Year Spanish‐Third Term 4 cr

WLD 190B Basic Welding Practice 2 cr

WR 227 Technical Writing 4 cr

**Revised RET Electives

CH 100 Fundamentals for Chemistry 4 cr





EC 200 Intro to Economics 4 cr

EC 201 Principles of Economics: Microeconomics 4 cr

EC 202 Principles of Economics: Macroeconomics 4 cr







MTH 112 Elementary Functions 5 cr

MTH 243 Statistics I 4 cr

MTH 251 Calculus 4 cr

PHY 201 General Physics 4 cr

SP 215 Small Group Communication 4 cr

SPA 101 First Year Spanish‐First Term 4 cr

SPA 102 First Year Spanish‐Second Term 4 cr

SPA 103 First Year Spanish‐Third Term 4 cr

SPA 201 Second Year Spanish‐First Term 4 cr

SPA 202 Second Year Spanish‐Second Term 4 cr

SPA 203 Second Year Spanish‐Third Term 4 cr

WR 227 Technical Writing 4 cr



New Course




Department: Writing, Lit. and Foreign

Languages


Tim Schell

541-506-6171

[email protected]


ALC 51 # Credits: 1

Course Title:

60 characters max

English Skills Lab


English Skills Lab


Yes

No

How many times? 3


Lecture (# of hours):






A-F (letter grade)

Pass/No pass




Yes

No


Course fee: Identify only fees that are above and beyond the usual CGCC fees None


Provides an individualized plan of study to improve English grammar, punctuation, writing, reading, and/or communication skills based on 30 hours of study. Includes tutoring, use of textbooks/workbooks for assignments, and/or computer software and other media. May be taken three times for credit.







Placement into: WR 80, RD 80, ESOL 250 or ESOL 252.

Placement into:







· Apply English language skills related to assigned topic(s) in some depth.


Tutoring Small group instruction Textbook, workbook, computer-assisted, and/or audio/video assignments


Quizzes Written papers Reading summary paragraphs Journal writing Teacher observations Conferences Self evaluation Portfolios with log entries Research papers Book reviews


Grammar and punctuation Paragraph development Essay development Writing process Reading comprehension Reading and proofreading strategies Vocabulary: context clues, dictionary skills, and spelling Speaking and listening Use of lab's self-paced learning resources -- tutorials, computer programs, videos,

and others

Reason for the new course

As an additional resource for CGCC’s proposed Learning Community of students placed into a WR 90 / RD 90 cohort.









Developmental education course – does not transfer








Other - provide evidence




No







Name of degree(s): # credits:




no

Have you consulted with the Department Chair(s) of other program(s) regarding potential

Brook Maurer, the Pre-College Department Chair, Lynn Lewis, the ESOL Department Chair, and I have consulted on using ALC 51 as a support lab for the Learning Community taking Reading 90, WR 90, Reading 115, and WR


impact such as content overlap, duplication, prerequisites, enrollment impact etc. If yes, explain and/or describe the nature of acknowledgements or agreements that have been reached.

115.


no







Tim Schell [email protected]





New Course




Department: Arts and Humanities


Richard Parker

541-506-6178

[email protected]


ART 270 # Credits: 3

Course Title:

60 characters max

Printmaking


Printmaking


Yes

No

How many times? 3


Lecture (# of hours):

Lec/lab (# of hours): 60

Lab (# of hours):




A-F (letter grade)

Pass/No pass




Yes

No



$30


Explores printmaking processes, techniques, and concepts while addressing historical and contemporary issues. Develops creative problem solving by utilizing monoprints, relief and basic intaglio processes. Includes critiques, discussions, and presentations to establish critical skills necessary to evaluate prints, explore artistic intent, examine aesthetic and structural solutions, and expand perceptual awareness. This is the first course of a two-course sequence. May be taken three times for credit.














Students will endeavor to do the following: � Find and develop creative ways to solve problems using a variety of strategies for making prints by utilizing monoprints, relief and basic intaglio processes. � Create personal hand-printed artwork, which demonstrate an introductory level of understanding printmaking ideas, and the processes, materials, and techniques associated with monoprints, relief and basic intaglio processes in printmaking. � Ask meaningful questions, identify ideas and issues, and develop a basic vocabulary to be able to actively participate in a critical dialogue about printmaking with others. � Understand, interpret, and enjoy prints of the past and the present from different cultures to initiate a lifelong process of expanding knowledge on the diversity of perspectives of the human experience. � Develop a heightened awareness of the physical world, the nature of the relationship of human beings to it, and our impact on it via the experience of making prints. � Establish self-critiquing skills to develop autonomous expression through printmaking while recognizing the standards and definitions already established by both contemporary and historical works of art from different cultures.


1. monotype: effectively use ink rollers and subtractive tools; use brush and ink and other tools for the application of ink; explore possibilities for multiple passes with roller and multiple passes with the plate.

2. relief: demonstrate various techniques for transferring drawings to the plate; become familiar with the different qualities of carving surfaces (linoleum, hard and soft woods, long and endgrains); exercise safe and effective use of carving tools (knives, gouges, etc.) and maintain tools; successfully demonstrate various relief print techniques such as reduction, multiple block prints, etc.

3. intaglio: demonstrate sound techniques for dry or non-acid intaglio processes such as drypoint and engraving; properly prepare plate for etching (beveling, filing, coating); demonstrate sound procedures for effective biting, heating, inking, wiping and pulling of plates; explore use of other intaglio methods such as softground, aquatint, etc.

4. Demonstrate ability to successfully ink a plate: (tack vs. length); roller choices and techniques for multiple layering.

5. Investigate process and alternative solutions through other print states or reworked proofs. 6. Demonstrate sound printmaking techniques: wiping, carving, registration, general

presentation and notation. 7. Understand how to select the most effective presentation for a particular image. 8. Demonstrate familiarity with historical styles by comparing prints to those of other periods.



Students are expected to:

1. actively participate in class discussions and projects 2. complete and present individual assignments for critique 3. demonstrate sound technique in printing and studio habits 4. complete all homework on time 5. prepare a portfolio for presentation 6. take an active role in critiques


1. visual awareness and ability to see. 2. methodologies for designing and creating a print in media which may include monotype,

relief print and intaglio. 3. challenges to visualization inherent in printmaking. 4. language of printmaking and the qualities that distinguish it from other graphic media. 5. printmaking in history. 6. options and possibilities for original work. 7. evaluating prints. 8. safety. 9. environmental concerns related to proper disposal of waste. 10. non-traditional media and combined techniques (e.g., collotype, collage, hybrid prints,

digital imagery).

Reason for the new course

Expand the variety of available arts electives.








(Previously vetted by PCC)












No (Previously vetted by PCC)








Name of degree(s): AAOT, AGS, ASOT, AS # credits: 90


General elective



No


No


No







Richard Parker [email protected]





New Course

Career Technical Education (CTE)



Department: Health Occupations Submitter name phone and email

Diana Lee-Greene

541-506-6159

[email protected] Prefix and Course Number: MP 140 Credits: 3

Course Title: (60 characters max)

Introduction to Health Law and Ethics


Intro to Health Law and Ethics

Can this class be repeated?

Yes

No How many times? 1

Contact hours: Lecture: 30

Lec/lab:

Lab:

Is this course equivalent to another? They must have the same description, outcomes and credit.

Yes

No Prefix, number and title:




A-F (letter grade)

Pass/No pass


Course or program fee: (Identify only fees which are independent of the standard lab fee)

NA

Course Description: Begin the course description with an active verb. Avoid using the phrases: This course will and/or Students will. Include course recommendations in the description. (the field expands as needed) Introduces the legal aspects, code of ethics and policy issues relevant to allied health. Emphasizes confidential communication, advanced directives, consents, professional liability, medical malpractice, release of information, case studies and the professional code of ethics. Includes the concepts of professional credentialing and responsibility, liability, and working within legal/ethical boundaries.

Identify prerequiste, corequisite and concurrent course(s) (double click on check box to activate dialog box)








Addendum to course description: LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended. See course outcomes guidelines on the curriculum website. Outcomes: (Use observable and measurable verbs)

1. Apply applicable federal, state, and local laws and Centers for Medicare and Medicaid regulations to the health care environment. 2. Release patient-specific data to authorized users and request patient-specific information from other sources. 3. Apply legal requirements of acceptable methods for complete and timely documentation and authentication of entries to the medical record. 4. Maintain ethical tenets of a healthcare professional and act in an ethical manner. 5. Maintain an awareness and understanding of federal and state healthcare legislation and regulations.

6. Use an understanding of the legal ramifications of codes of ethic violations. Course activities and design: (from CCOG)

Course will consist of lecture, individual work with coding resources to practice concepts, and an individual project related to the connection between ICD-9 and CPT


(from CCOG)

Students will demonstrate these learning outcomes by these tasks conducted individually and in cooperation with other students: 1. Answering theoretical and application questions on information covered in the lecture, graded assignments and reading assignments. 2. Determining how to handle case studies on patient confidentiality and release of patient information. 3. Locating and reporting on current legal issues in the delivery of healthcare.


1. Students will learn and understand how to apply managed care policies and procedures to billing and coding. 2. Students will learn and understand the characteristics of 3rd party guidelines. 3. Perform procedural coding and diagnostic coding on exams and practice billing forms. 4. Complete and properly fill out insurance claims forms such as the CMS-1500.

Section #2 Function of the new course within an existing and/or new program(s)

New CTE courses must be attached to a degree and/or certificate. They cannot be offered until the degree or certificate is approved. Please answer below, as appropriate.

Rationale for the new course. Increasing the credit hours allows the instructor to explain and explore the content with more depth.

Will this new course be part of an existing, currently approved CGCC certificate and/or degree?

Yes

No

Name of certificate(s): Medical Assisting # credit: 43

Name of degree(s): # credit:

Will this new course be part of a new, proposed CGCC certificate or degree? Yes

No

Name of new certificate(s): # credit: Name of new degree(s): # credit:


Requirement for the certificate.

Is this course used to supply related instruction for a certificate? Yes

No


If no is selected continue to part three.

If yes is selected complete the related instruction form available on the curriculum office website.

Section #3 Additional Information for new CTE courses

How or where will the course be taught. Check all that apply

on campus hybrid on-line (complete DL Modality form, obtain signature and submit to the DL office)

other (explain)

Transferability: Will this course transfer to another academic institution? Identify

No

Impact on other Programs and Departments Are there degrees and/or certificated that are affected by the instruction of this course? If so, provide details.

No

Are there similar courses existing in other programs or disciplines at CGCC? If yes, provide details and/or describe the nature of acknowledgments and/or agreements that have been reached.

No

Identify and consult with Department chairs who may be impacted by this course such as content overlap, course duplication, prerequisite, enrollment, etc. If yes, explain and/or describe the nature of acknowledgments and/or agreements that have been reached

n/a

Is there any potential impact on another department? If yes, explain and/or describe the nature of acknowledgments and/or agreements that have been reached

n/a


Specific term AFTER next available: Fall, 2012

Allow 3-4 months to complete the new course approval process before the course can be scheduled.




Doris Jepson [email protected] 4/3/12


Doris Jepson [email protected] 4/3/12

1 Updated 3/13/2012

COLUMBIA GORGE COMMUNITY COLLEGE CURRICULUM COMMITTEE

The Curriculum Committee shall have the primary responsibility to review the appropriateness and integrity of courses, program offerings, certificates and degrees. The Committee will recommend [make recommendations regarding] new courses, changes, and deletions to courses, programs, certificates and degrees. The Committee will analyze congruence between content and credits, rigor, and overall effect of courses, programs, certificates and degrees. Recommendations of the Committee will be submitted to the Chief Academic Officer. Article I. Membership and Meetings Section 1.01 Members

A. Voting Members 1. One faculty member from each academic department. 2. Faculty representation must include:

a) adjunct faculty b) full-time faculty c) department chairs

3. A Library representative 4. An Instructional Director

B. Non-Voting Members

1. Curriculum Office representative 2. Student Services representative

Section 1.02 Eligibility and Elections

A. Committee Members 1. Department Chairs are responsible for recruiting committee

members, who are then elected by their department in the spring. 2. Each spring the Instructional Council will review the upcoming

Committee composition to ensure department chair representation. 3. Committee members are elected for two-year terms that commence

with the first meeting of the fall term. 4. A Committee member may be re-elected for a second two-year

period. 5. After serving two consecutive terms, the Committee member shall

be ineligible for a period of one year. 6. Terms shall be staggered so at least one-half of the Committee

members are chosen yearly.

B. Officers 1. The officers of the Committee are a Chair and Vice-Chair. 2. Officers serve for a two year term, the first year as Vice-Chair and

the second year as Chair. 3. The election of the Vice-Chair occurs at the first meeting of the fall

term by secret ballot.

2 Updated 3/13/2012

4. The Vice-Chair becomes the Chair starting with the first meeting of the fall term.

5. In the absence of the Chair, the Vice-Chair assumes responsibility for conducting meetings.

Section 1.03 Meetings

A. The Committee shall meet ten times per year and additionally as needed (September through June).

B. A quorum for taking action shall be 50%+1 of seated voting members. C. Motions are passed by a simple majority of the total membership. D. The Curriculum Office is responsible for developing the agenda,

determining meeting times and locations, and seeing that all materials are prepared and distributed prior to the meetings.

E. All Committee meetings will be open to the college community and be governed by Robert’s Rules of Order, Newly Revised.

F. Each spring, the Committee will review and possibly revise the Committee’s charter and procedures.

Discussion Items

1. Related Instruction a. embedded instruction vs. stand alone courses

2. Outcomes a. guidelines for writing b. mapping to institutional outcomes

3. What is collegiate level? 4. Review of courses

a. schedule b. process c. course inactivation

5. General Education designation – guidelines 6. Cultural literacy designation – guidelines 7. Experimental Courses – guidelines 8. Course repeatability 9. Gainful employment

curriculum committee meeting agenda … · 10/4/2012 · curriculum committee meeting agenda...

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