program changes pending approval from university course ......2018/10/26 · undeﬁned 1 cim...

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CIM Report Oct 18, 2018 4:51pmProgram Changes Pending Approval from University Course and Program Committee

Code Field Old Value New ValueACCTBS Scheduled Program

Review Date2016-2017 2021-2022

Reviewer Comments tmartin - Tue, 04 Oct 2016 19:20:57 GMT -Rollback: Please expand item 19 to includehow instructional costs for all courses in theprogram will be funded.agriffin - Fri, 07 Oct 2016 18:57:53 GMT - Edited8SDCP in third year. Added an "s" to electivesfor consistency with fourth year language.agriffin - Thu, 13 Oct 2016 13:45:28 GMT- Inserted program review date. RevisedLON to include approval dates and adjustedformatting. Renamed document to match BOTnaming convention. Also uploaded relatedsyllabi with permission from submitter.agriffin - Tue, 18 Oct 2016 17:49:18 GMT- Made minor edit to item 4 on LON withpermission from submitter.lkulcza - Mon, 17 Apr 2017 19:40:44 GMT - Peremail from Karen Boston, dated 4-17-2017,college is not ready to set online deliverymethod as an option in the application foradmissions; dean's office will let us know whenthat should happen, despite having ADHEapproval to do so as of fall 2017.

agriffin - Thu, 15 Mar 2018 21:36:32 GMT -ACCT 310V was originally not found whenthe program change was submitted. It hassince completed the approval process.Reinserted into curriculum to demonstrate it isan approved course.agriffin - Thu, 15 Mar 2018 21:39:41 GMT -Revised scheduled program review date.agriffin - Thu, 11 Oct 2018 21:57:58 GMT -Inserted program goals and student learningoutcomes from the departments assessmentplan.

Select a reason for thismodification

Requesting Approval to Offer an ExistingCertificate or Degree via Distance Technology—(LON 13)

Making Minor Changes to an Existing Degree(e.g. changing 15 or fewer hours, changingadmission/graduation requirements, addingFocused Study)

Upload attachments ACCTBS - Distance Tech - Syllabi.pdfACCTBS - Distance Tech - Ltr ofNotification.docx

Effective Catalog Year Fall 2017 Fall 2019 Program Goals and

Objectivesn/a COMMUNICATION\\nGraduates of the BSBA

programs at the Sam M. Walton College ofBusiness will be able to\\ncommunicateeffectively in professional situations.\\n\\nCRITICAL THINKING/PROBLEM SOLVING\\nGraduates of the BSBA programs at the SamM. Walton College of Business will be able to\\nthink critically when evaluating businessdecisions.\\n\\nTECHNICAL COMPETENCE(Discipline Knowledge)\\nGraduates of theBSBA programs at the Sam M. Walton Collegeof Business will be\\nknowledgeable of theapplication of concepts in their business majorand core crossdiscipline\\nconcepts

2

Learning Outcomes n/a Learning Objective 1 (Written Comm):Students will show proficiency in writing and\\nproducing a broad set of professional qualitybusiness documents.\\nLearning Objective 2(Oral Comm): Students will prepare and deliverprofessional\\npresentations.\\n\\nLearningObjective (CTPS): Students will demonstratecritical thinking and strategic\\nproblemsolving skills through systematic and objectiveconsideration of business\\nrelated problems.\\n\\nLearning Objective 1 (Core): Studentswill demonstrate proficiency in core businessconcepts,\\nacross disciplines.\\nLearningObjective 2 (Major): Students will demonstrateproficiency in their major-specific\\nbusinessconcepts. [limited pilot]

Description andjustification of the request

The market has moved to online programmingto supplement face-to-face courses and/oradd to a college’s educational offerings. Moreand more of our peer and aspirant collegesof business have moved to some form ofonline programming (see for example, http://www.businessinsider.com/harvard-business-school-online-courses-2013-10). In addition,offering a degree online strategically positionsthe College to capture new markets (e.g.,students abroad, degree completion, CPArequirements, and adult learners). |

Delete ACCT 4753, Intermediate AccountingIII from the major requirements and add 27hours (9 courses) of electives to choose fromfor the additional 3 hours of major coursework. | It was not clear that a third Intermediatecourse had significantly improved the financialaccounting performance of our studentsand it was becoming an impediment to thecompletion of the Professional Internship. TheAccounting department will move the contentback to ACCT 3723 and ACCT 3753 as waspreviously taught.

Track(s) - Action Action Focused Stud(y/ies) -

ActionAction

What are the total hoursneeded to complete theprogram?

120

Course delivery mode online Class interaction mode bulletinACPAMC Estimated Student

Demand for ProgramNA 6 - 9

Scheduled ProgramReview Date

NA 2019-2020




Type of proposal Major/Field of Study Certificate Effective Catalog Year Fall 2014 Fall 2019 Program Goals and

ObjectivesNA The goal of the Arkansas Curriculum Program

Administrator Certificate (ACPAMC) is toprovide an opportunity for students to fulfill therequirements for the Program AdministratorsLicense approved by the Arkansas Departmentof Education.

Learning Outcomes NA Learning outcomes include the acquiredknowledge to effectively develop, administer,and evaluate educational programs in the K-12sector. In addition, the necessary knowledgeand understanding of human resourcemanagement in the specialized areas ofendorsement.

Program Delivery Method On Campus Online/Web-based

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Pulled in general admission requirement to theCIM block. |

1. Moving the ACPAMC from an on-campusprogram to an online program. \\n\\n2.There were three course changes in the CIEDspecialization: \\na. CIED 5453 EvaluationTechniques changed to CIED 6013 CurriculumTheory, development, Evaluation\\nb. CIED5613 Contemporary Issues in Educationwas changed to CIED 5363 Methods andAssessment in K-12 Online Teaching \\nc. CIED 674V - PhD Research internshipchanged to CIED 5983 Practicum in CurriculumInstruction\\n\\n3. The program requirementsand description were changed. \\n | 1. Thecourses that are required for completion ofthe ACPAMC are embedded in other degreeprograms of study that are offered only online.\\n\\n\\n2. The following are the justificationsfor the three CIED course changes: \\na.CIED 5453 is not currently offered online andCIED 6013 is offered online. The CIED 6013course content is much more comprehensivein looking at the development and evaluationof curriculum. \\nb. CIED 5613 is not offeredonline and CIED 5363 is offered online. Thecontent in CIED 5363 is much more specific toonline curriculum development and delivery -making this course more relevant than CIED5613 which is more of a foundations-basedcourse. Since this is a post-masters certificate,it is assumed that candidates will already havetaken courses that address the content in CIED5613, but hey most likely will need to know thecontent made available in CIED 5363. \\nc.CIED 674V was changed to CIED 5983 to moreaccurately reflect the internship experiencerequired for the certificate. \\n\\n3. Therewas a need to specify that this was a post-master's certificate that required 15 hours tocomplete. Having a master's degree in one ofthree fields as a requirement for admissionwas not clear in the past language, and itappeared that the certificate was requiring30 hours of coursework which is beyond thenumber allowed for graduate certificates (21hours).


ActionAction


15

Reason for offering Web-based Program

The ACPAMC graduate certificate program isembedded in existing online approved degreeprograms (Educational Leadership, and SpecialEducation). The required CIED courses are alsoapproved for online delivery.

Maximum Class Size forWeb-based Courses

15

Course delivery mode online Class interaction mode other

4

Specify Other InteractionMethods

This certificate offers both synchronous andasynchronous delivery models. The SPEDcourses as well as the CIED courses are mostlyasynchronous using course designs thatenable the instructor to interact with studentsvia discussion boards, email, and videos. TheEDLE courses are predominantly synchronoususing Collaborate for class sessions wherethe instructor interacts with students in a liveinterchange. In addition, EDLE courses makeuse of email, discussion boards, and videos.

Percent Online 100% with No Required Campus Component Provide a List of Services

Supplied by ConsortiaPartners or OutsourcedOrganization

The University of Arkansas Global Campus isthe only service provider.

Estimate Costs of theProgram over the First 3Years

$0

Upload attachments ACPAMC - Distance Offering - Ltr ofNotification.docxACPAMC - Distance Offering - Syllabi.pdf

Reviewer Comments agriffin - Fri, 16 Feb 2018 20:54:17 GMT -Changed the graduate certificate requirementsfrom 24 to 21 in justification to match ADHEguidelines.agriffin - Fri, 16 Feb 2018 21:06:37 GMT -Inserted program review date to match CAEPsite visit. College should review and verifydates are correct and program will be includedin review.lkulcza - Fri, 16 Feb 2018 23:37:15 GMT -Rollback: Per request of submitter.agriffin - Fri, 31 Aug 2018 19:15:27 GMT- Inserted 15 hours with the header forEducational Leadership.ggunderm - Tue, 11 Sep 2018 22:03:50 GMT -CIP okay.agriffin - Thu, 11 Oct 2018 22:00:46 GMT -Updated institutional curriculum approval datein LON.

AEEDMS Effective Catalog Year Fall 2017 Fall 2019 Scheduled Program

Review DateMarch 2016 2025-2026


Admin update of online delivery to reflect(accurately) that no on campus component isrequired | Syncing data in CIM with UAConnect

Replacing AGED 5483 TechnicalCommunication with AGED 5001 Seminar (3 1-hour courses), removing the AGED 5483 andAGED 510V Special Problem requirements fornon-thesis students (the special problem isbeing replaced by a comprehensive exam), andadding six hours to the technical area or agand extension education course requirementfor non-thesis students. | This changedifferentiates more clearly the thesis-trackcurricula from the non-thesis track curriculaand removes courses from the non-thesisprogram that are targeted only toward thesisstudents. It also incorporates a new approachto thesis development in the form of three 1-hour seminars focused on thesis proposaldevelopment, grant writing, and technicalcommunications, which will now be taughtover a three-semester rotation, more closelyaligning with the thesis research process.

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Reviewer Comments agriffin - Mon, 23 Jul 2018 21:31:16 GMT -Inserted edits into the program requirementsas requested by the department. Also updatedthe scheduled program review date.

AFLSPH Program Title Plant Science, Doctor of Philosophy Agricultural, Food and Life Sciences, Doctor ofPhilosophy

Are you adding aconcentration?

No Yes

Program Code PTSCPH AFLSPH CIP Code Plant Pathology/Phytopathology. Plant Sciences, General. Effective Catalog Year Summer 2014 Fall 2019 Department Code Department of Plant Pathology(PLPA) Department of Agri Food and Life Sciences

Dean (AFLD) Phone: 5-3179 Type of proposal Major/Field of Study Select a reason for this

modificationReconfiguring an Existing Degree—(LON 11)

Concentration(s): ADD | AFLS-AECT | Agricultural Education,Communications and TechnologyADD | AFLS-ENTO | EntomologyEDT | AFLS-HORT | HorticultureEDT | AFLS-PTPA | Plant Pathology


ActionAction

Program Delivery Method On Campus What are the total hours

needed to complete theprogram?

42

Are Similar Programsavailable in the area?

No

Estimated StudentDemand for Program

19


2021

6

Program Goals andObjectives

The agricultural, food, and life sciencesare undergoing a significant shift in theiruse of technology. This shift has led to theneed for graduates prepared to enter careerfields in which they work collaborativelywith professionals in a wider variety ofdisciplines than ever before. In an effortto best prepare graduates to enter theinterdisciplinary agricultural, food, and lifesciences workforce, an interdisciplinaryDoctor of Philosophy (Ph.D.) degree inAgricultural, Food, and Life Sciences isproposed (AFLSPH). This college-level Ph.D.program, encompassing four concentrationareas, will enable faculty from across theDale Bumpers College of Agricultural, Food,and Life Sciences (Bumpers College) to bestprepare students in a wide array of naturaland social sciences within agriculture, foodand life sciences. Specific concentrations inAgricultural Education, Communications, andTechnology (AECT), Entomology, Horticulture,and Plant Pathology allow students tospecialize within a specific discipline, whiledeveloping a tailored degree program withelectives and committee members from otherdisciplines. Because students will have adiscipline-specific concentration embeddedwithin an interdisciplinary degree program,graduates will be well prepared to enter theirconcentration-related career field, and at thesame time, they will be competitive within across-disciplinary job market. Furthermore, thestructure of the degree program will give theprogram the flexibility to change as the needsof employers and students change.

Learning Outcomes 1) Students shall have a broad understandingof the important areas of research beingconducted in Agricultural, Food and LifeSciences. \\n2) Students will have an indepth knowledge base in their chosenconcentration.\\n3) Students shall understandhow to formulate testable hypotheses andto design research to test the hypotheses.\\n4) Students will understand how to conductappropriate statistical analyses of researchdata.\\n5) Students shall have the writtenand oral communication skills to allow themto effectively communicate research resultsto the scientific community, industry and thegeneral public.\\n

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Reconfiguring PTSCPH with concentrationsin Plant Pathology and Horticulture toan AFLSPH with concentrations in PlantPathology, Horticulture, Entomology andAgricultural Education, Communicationsand Technology. | This college-level Ph.D.program, encompassing four concentrationareas, will enable faculty from across theDale Bumpers College of Agricultural, Food,and Life Sciences (Bumpers College) to bestprepare students in a wide array of naturaland social sciences within agriculture, foodand life sciences. Specific concentrations inAgricultural Education, Communications, andTechnology (AECT), Entomology, Horticulture,and Plant Pathology allow students tospecialize within a specific discipline, whiledeveloping a tailored degree program withelectives and committee members from otherdisciplines. Because students will have adiscipline-specific concentration embeddedwithin an interdisciplinary degree program,graduates will be well prepared to enter theirconcentration-related career field, and at thesame time, they will be competitive within across-disciplinary job market. Furthermore,the structure of the degree program will givethe program the flexibility to change as theneeds of employers and students change.Additionally, the proposed new Ph.D. program(AFLSPH) will increase the administrativeefficiency of our college’s graduate offerings.

Upload attachments AFLSPH - Reconfig - Ltr of Notification.docxENTOPH - Deletion - Ltr of Notification.docxPTSCPH - Deletion - Ltr of Notification.docx

Reviewer Comments ljrobert - Tue, 30 Jan 2018 20:41:42 GMT - Thischange will not require any new resources.agriffin - Tue, 06 Feb 2018 16:45:09 GMT -Rollback: Please review catalog copy and editas appropriate.agriffin - Thu, 15 Mar 2018 13:28:59 GMT -Revised current org chart to clarify the PhDin Plant Science has two concentrations inthe LON 11. Renamed LONs to match namingconvention for BOT documents.agriffin - Thu, 22 Mar 2018 20:20:48 GMT- Rollback: PLPA has requested additionalchanges to the curriculum. Contact John Rupeif you have questions.pkoski - Tue, 27 Mar 2018 21:05:07 GMT - Ichange PLSC to PTSC, as Political Science isnot part of the requested changes.agriffin - Wed, 28 Mar 2018 16:09:36 GMT -Edited the program requirements for PLPAconcentration to match the curriculum in theLON with approval from dept.agriffin - Thu, 12 Apr 2018 15:30:09 GMT -Changed concentration program code fromPLPA to PTPA to match currently existingprogram code.agriffin - Thu, 11 Oct 2018 19:35:02 GMT -Updated approval dates in LONs.agriffin - Wed, 17 Oct 2018 22:34:23 GMT - Thecombined deletion LON had to be removedbecause they are individual degree programs.Copied information into separate LON 5documents for the ENTOPH and PTSCPH.

8

AFLSPH-HORT



Reconfiguring an Existing Degree—(LON 11)

Effective Catalog Year Fall 2018 Fall 2019 Department Code Department of Plant Pathology(PLPA) Department of Agri Food and Life Sciences

Dean (AFLD) CIP Code Plant Pathology/Phytopathology. Plant Sciences, General. Program Title Plant Science: Horticulture Concentration Agricultural, Food and Life Sciences, Doctor of

Philosophy: Horticulture Concentration Scheduled Program

Review Datena 2020-2021


Admin cleanup of program code namingconventions. | Admin cleanup of program codenaming conventions.

PTSCPH-HORT to be replaced by AFLSPH-HORT | In an effort to best prepare graduatesto enter the interdisciplinary agricultural, food,and life sciences workforce, an interdisciplinaryDoctor of Philosophy (PhD) degree inAgricultural, Food, and Life Sciences is needed(AFLSPH).

Program Code PTSCPH-HORT AFLSPH-HORT Upload attachments AFLSPH - Reconfig - Ltr of Notification.docx

ENTOPH - Deletion - Ltr of Notification.docxPTSCPH - Deletion - Ltr of Notification.docx

Reviewer Comments lkulcza - Tue, 17 Apr 2018 14:59:58GMT - Adjusted the department to AFLSDean's Office, to be consistent across allconcentrations of the degree program.agriffin - Mon, 07 May 2018 18:40:27 GMT -Changed CIP Code to match proposed codesubmitted in LON.agriffin - Mon, 07 May 2018 18:43:58 GMT -Updated schedule for program review.agriffin - Thu, 11 Oct 2018 19:40:53 GMT -Updated approval dates in LONs.agriffin - Wed, 17 Oct 2018 22:32:24 GMT - Thecombined deletion LON had to be removedbecause they are individual degree programs.Copied information into separate LON 5documents for the ENTOPH and PTSCPH.

AFLSPH-PLPA

Program Title Plant Science Plant Pathology Concentration Agricultural, Food and Life Sciences, Doctor ofPhilosophy: Plant Pathology Concentration


na n/a


na 2020-2021




Program Code PTSCPH-PTPA AFLSPH-PLPA Description and

justification of the requestAdmin update of 4000 dual level courses tograd cognates. |

PTSCPH-PLPA to be replaced by AFLSPH-PLPA. | In an effort to best prepare graduatesto enter the interdisciplinary agricultural, food,and life sciences workforce, an interdisciplinaryDoctor of Philosophy (PhD) degree inAgricultural, Food, and Life Sciences is needed(AFLSPH).

Description andJustification for thisrequest

Admin update of 4000 dual level courses tograd cognates. |

CIP Code Plant Pathology/Phytopathology. Plant Sciences, General. Effective Catalog Year Fall 2017 Fall 2019 Department Code Department of Plant Pathology(PLPA) Department of Agri Food and Life Sciences

Dean (AFLD)

undefined 9


ActionAction


n/a

Upload attachments AFLSPH - Reconfig - Ltr of Notification.docxENTOPH - Deletion - Ltr of Notification.docxPTSCPH - Deletion - Ltr of Notification.docx

Reviewer Comments agriffin - Thu, 12 Apr 2018 15:35:38 GMT- Rollback: Please change from deletionto reconfiguration: Add LON 11, changeprogram code, department code and reasonto reconfiguration. Add appropriate programrequirements.lkulcza - Tue, 17 Apr 2018 15:03:39 GMT -Adjusted the department to AFLS Dean, to beconsistent across all concentrations of thedegree program.agriffin - Mon, 07 May 2018 18:41:19 GMT -Changed CIP code to match code submitted inLON.agriffin - Mon, 07 May 2018 18:43:18 GMT -Updated schedule for program review.agriffin - Thu, 11 Oct 2018 19:38:19 GMT -Updated approval dates in LONs.agriffin - Wed, 17 Oct 2018 22:33:34 GMT - Thecombined deletion LON had to be removedbecause they are individual degree programs.Copied information into separate LON 5documents for the ENTOPH and PTSCPH.

ARABBA AddedAREDBFA Program Title Art/Art Education Concentration, Bachelor of

Fine ArtsArt Education, Bachelor of Fine Arts


NA 24


NA 2022



reveducprep


No Yes

Are you adding a focusedstudy?

No Yes

Program Code ARTBFA-ARED AREDBFA Phone: 575-6731 575-8749 CIP Code Art/Art Studies, General. Fine/Studio Arts, General. Effective Catalog Year Fall 2014 Fall 2019

10


NA The reconfigured art education programwill offer a Bachelor of Fine Arts degreein Art Education with two concentrationoptions: K-12 Teaching, focused on Arkansasstate teacher certification, and CommunityPractice, for art education practice incommunity-based institutions. Bothconcentrations will prepare students to becritical thinkers, interdisciplinary and cross-disciplinary collaborators, artistic practitioners,knowledgeable of a historically diversecultural representation of art/visual cultureand philosophical and critical approaches toanalyzing and understanding art/visual culture,and be able to apply current art educationtheory to practice, including contemporaryconcepts and applications for developingcurriculum and teaching art in an inclusiveand diverse world. The program content is incompliance with Arkansas State Frameworks,the National Art Education Association, andthe National Association of Schools of Art andDesign.\\n

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Learning Outcomes NA Many career opportunities are available forthose with a BFA in art education. They mayinvolve teaching art or a variety of educationalpossibilities. The K-12 Teaching concentrationgraduates will often choose employment inelementary, middle, junior and high schoolsin the state of Arkansas or other states withcomparable certification requirements. \\nOther teaching options available for theCommunity Practice concentration will beable to choose from a variety of art teachingand service occupations in social and culturalsettings outside of the traditional K-12education system. There are opportunitiesin art and art-related museums, communityarts centers, hospitals, prisons, recreationcenters, government agencies, mentalhealth centers, and other government andprivately funded programs for youth, adultsand older adults. Art Education graduatesmay also enter careers besides teaching.There are professional positions availablewith art journals, government agencies,art material suppliers, art galleries, and artcenters. Additional opportunities exist inart foundations, museum services, firmsthat develop art teaching materials, culturalservices, and in art therapy.\\nGeneral learningoutcomes for students completing the B.F.A.degree in Art Education are to be able to:\\n•Apply general historical and contemporaryconcepts and theories of art education as wellas foundational theories of child developmentand educational philosophy to practice inschools or other places in the community.\\n• Identify and delineate art procedures andeffective instructional strategies based onobservations.\\n• Design and present hands-on activities that can be used in both publicschools and community settings with inclusiveand diverse groups of students.\\n• Developdetailed art curriculum that compliments thecurrent Arkansas public school curriculumframeworks and integrates art with othersubject areas. \\n• Write age-appropriatelearning objectives and plan assessment.\\n•Teach lesson(s) developed for public schoolsand/or community settings. \\n• Display anunderstanding of basic art vocabulary andbe able to apply theoretical knowledge to arteducation.\\n• Integrate visual culture theories,art history, aesthetics, and criticism into artlessons.\\n• Use a variety of art materials.\\n• Access online and library resources forcurriculum development.\\n

12


Correcting course number for CIED 1013. | The B.F.A. in Art with a Concentration in ArtEducation will be reconfigured to a stand-alonedegree program with a concentration in K-12Teaching and a concentration in CommunityPractice. | Since 2015, the student numbersin the B.F.A. program have continued to grow.The general growth of students pursuing aB.F.A. in Art is expected to continue based onthe $120 million endowment from the WaltonFamily Charitable Support Foundation, Inc. toincrease faculty, facilities, and support, andan additional $40 million from the WindgateCharitable Foundation to build new facilitiesfor studio art with additional support fromthe University of Arkansas, Fayetteville, for allprograms in the School of Art with the mostsupport for Art Education and Art History.The B.F.A. in Art with a concentration in ArtEducation has nearly doubled since spring2016. In 2016, 15 students of 40 in the B.F.A.in Art program were active B.F.A. studentswith a concentration in Art Education. Asof spring 2018, there are 24 of 53 activestudents in the Art Education concentration.This growth and the recent endowmentagreement to increase faculty and students,build community partnerships, focus ondiversity and inclusion, and build M.A. andPh.D. programs in Art Education, there is aneed to establish Art Education as a separatemajor with more rigor and a stronger emphasison diversity, inclusion, and community. Thereconfigured degree in Art Education willprepare students to work in a diverse worldenabling collaboration with disciplines acrossthe university including but not limited to—History, African and African AmericanStudies, The College of Education and HealthProfessions, Human Development and FamilyStudies, Political Science and Criminal Justice,Psychology, and Gender Studies. There is alsoan opportunity for students who prefer not tobecome art teachers in the traditional schoolsystem to choose the Community Practiceconcentration and attract students pursuingprofessional employment with community-based institutions such as Crystal BridgesMuseum of American Art or other employerswithin the community outside of K-12 schoolsand as teaching artists. Most graduates withK-12 certification have acquired teachingpositions at public and private schools,pursued graduate school, or work in museumsand other community programs. With thenew proposed coursework, there will be morecurriculum content and opportunities forpreservice teacher experiences with studentparticipants in the community, Crystal BridgesMuseum, and schools, as well as more contenton diversity and inclusion theory and practice.The B.F.A. in Studio Art will become a separatedegree maintaining the same coursework,requirements, and rigor as it also continuesto expand, preparing students for careers inart-related fields and graduate school. Beloware some examples of how students from thecurrent B.F.A. in Art with concentrations instudio art and art education have met employerneeds and expectations during the past fiveyears.\\nI changed the professional developmentcourse in studio art to ARED 4773 ProfessionalDevelopment in Art Education. The new coursehas been submitted for university review. | Thiscourse will focus on professional developmentfor Art EducationThe secondary studio focus has been deleted.| This allows students to have a broaderknowledge of studio practices outside of theirone studio focus.The studio art elective credit hours outside ofthe studio focus are 12. | We eliminated thesecondary studio focus, offering students morediverse experiences in studio art outside oftheir focus area. This should boost their studiocontent knowledge.CIED 1013 Introduction to Education will bereplaced by ARED 1003 Introduction to ArtEducation. This course has been submittedfor university review. | This new course willinclude similar course content, but have moreof a focus on art education.The catalog header now reads "B.F.A. inArt Education with concentrations in K-12Teaching or Community Practice. | We arecreating a stand along degree with twoconcentrations.I updated program requirements forboth concentrations. | These meet therequirements of the state and the new programconcentrations.

14

Reviewer Comments agriffin - Fri, 13 Apr 2018 15:32:35 GMT -Uploading final revised copy of LONs. Approvaldates for Faculty Senate and BOT will need tobe added to both LONs when dates have beenpublished this fall.agriffin - Fri, 13 Apr 2018 15:35:45 GMT -Renamed Education Licensure document tomatch naming convention for BOT materials.agriffin - Fri, 13 Apr 2018 15:49:01 GMT - Addedparentheses to year two-fall to focused studiocomment and deleted duplicate notation ofintermediate world language.agriffin - Fri, 13 Apr 2018 15:53:12 GMT -Removed duplicate comment for year 3-springsemester in eight semester plan.agriffin - Fri, 13 Apr 2018 16:00:51 GMT -Inserted University Perspectives into first year- fall semester to match curriculum in LON.Inserted formula into fifth year - fall semester(ARED 476V) to address range of hours forCourseleaf to total 132 hours for K-12 TeachingConcentration.agriffin - Fri, 13 Apr 2018 16:04:39 GMT -Inserted formula into fourth year fall - ARED486V so range of hours would total 120 ineight semester plan of the Community Practiceconcentration.agriffin - Fri, 13 Apr 2018 18:15:59 GMT - InCommunity Practice Concentration, changedARED 486V from 3-4 hours to 1-3 hours in thefourth year fall semester of the eight semesterplan to match LON curriculum.agriffin - Fri, 13 Apr 2018 18:18:45 GMT -Inserted UNIV 1001 into first year fall semesterof Community Practice Concentration to matchcurriculum in LON.ggunderm - Wed, 27 Jun 2018 15:00:40 GMT -All of the ARTBFA CIP Codes must be the sameregardless of concentration - CIP is related todegree awarded. I've changed to 50.0702 tomatch others.rcc003 - Thu, 11 Oct 2018 18:19:12 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.agriffin - Fri, 12 Oct 2018 21:20:10 GMT - EditedARHS listing in second year semesters toremove error notice.agriffin - Fri, 12 Oct 2018 21:23:46 GMT - Allproposed courses in red have been submittedfor approval.agriffin - Fri, 12 Oct 2018 21:26:53 GMT -Changed CIP code and updated approval datesin LON.agriffin - Tue, 16 Oct 2018 16:39:55 GMT -MATH 1313 was added to curriculum as optionfor MATH 1203. Uploaded revised LON 11so that documentation is consistent acrossARTBFA, STARBFA, and AREDBFA.

ARSCHonors

Type of proposal Major/Field of Study Policy

Effective Catalog Year Fall 2018 Fall 2019 CIP Code Construction Trades, Other. What are the total hours


120

undefined 15


No


N/A


N/A


N/A

Learning Outcomes N/A Description and

justification of the requestAdding more honors core options in FineArts, Social Sciences, and Humanities,while also clarified requirement language.Changed director's name. Changed admissionrequirements. | With the addition of new stateapproved core classes, the Honors Councilvoted to expand the FCHP honors core toinclude these new course options for honorsstudents. \\nOur Director changed. \\nTheHonors College encouraged us to increase theentering GPA and the Honors Council approvedthat as well.

Added a section on the academic integritypolicy. | The Fulbright Honors Program holdsits students to the highest standards ofacademic achievement and integrity. Inconsultation with the Dean of the HonorsCollege, the directors of all Honors Programshave voted in support of adding an AcademicIntegrity component to our programs'stipulations. This is meant to be a concertedaction implemented with consistency; as such,the same (or a very similar) statement is beingadopted by honors programs in all collegesacross the university. Our Fulbright CollegeHonors Council has voted and approves thismeasure. We now seek to add this AcademicIntegrity clause to our program's requirements.

Reviewer Comments calison - Wed, 18 Jul 2018 15:53:25 GMT -Corrected a typo on an alternate course toARHS 2003H under the Bachelor of Sciencerequirements. The incorrect course was ARCH1003 and is corrected to ARHS 2003.

ARTBFA Select a reason for thismodification


Deleting Certificate, Degree, Option orOrganizational Unit—(LON 5)


No Yes

Phone: 575-6731 575-8749 CIP Code Art/Art Studies, General. Fine/Studio Arts, General. Effective Catalog Year Fall 2017 Fall 2019

16


Updated name from "Department" to "School" | I am deleting the B.F.A. with twoconcentrations because I am creating twostand-alone majors in studio art and arteducation. | Since 2015, the student numbersin the B.F.A. program have continued to grow.The general growth of students pursuing aB.F.A. in Art is expected to continue based onthe $120 million endowment from the WaltonFamily Charitable Support Foundation, Inc. toincrease faculty, facilities, and support, andan additional $40 million from the WindgateCharitable Foundation to build new facilitiesfor studio art with additional support fromthe University of Arkansas, Fayetteville, for allprograms in the School of Art with the mostsupport for Art Education and Art History.The B.F.A. in Art with a concentration in ArtEducation has nearly doubled since spring2016. In 2016, 15 students of 40 in the B.F.A.in Art program were active B.F.A. studentswith a concentration in Art Education. Asof spring 2018, there are 24 of 53 activestudents in the Art Education concentration.This growth and the recent endowmentagreement to increase faculty and students,build community partnerships, focus ondiversity and inclusion, and build M.A. andPh.D. programs in Art Education, there is aneed to establish Art Education as a separatemajor with more rigor and a stronger emphasison diversity, inclusion, and community. Thereconfigured degree in Art Education willprepare students to work in a diverse worldenabling collaboration with disciplines acrossthe university including but not limited to—History, African and African AmericanStudies, The College of Education and HealthProfessions, Human Development and FamilyStudies, Political Science and Criminal Justice,Psychology, and Gender Studies. There is alsoan opportunity for students who prefer not tobecome art teachers in the traditional schoolsystem to choose the Community Practiceconcentration and attract students pursuingprofessional employment with community-based institutions such as Crystal BridgesMuseum of American Art or other employerswithin the community outside of K-12 schoolsand as teaching artists. Most graduates withK-12 certification have acquired teachingpositions at public and private schools,pursued graduate school, or work in museumsand other community programs. With thenew proposed coursework, there will be morecurriculum content and opportunities forpreservice teacher experiences with studentparticipants in the community, Crystal BridgesMuseum, and schools, as well as more contenton diversity and inclusion theory and practice.The B.F.A. in Studio Art will become a separatedegree maintaining the same coursework,requirements, and rigor as it also continuesto expand, preparing students for careers inart-related fields and graduate school. Beloware some examples of how students from thecurrent B.F.A. in Art with concentrations instudio art and art education have met employerneeds and expectations during the past fiveyears.\\n

undefined 17

Concentration(s): DEL | ARTBFA-ARAS | Studio ArtDEL | ARTBFA-ARED | Art Education


ActionAction


120

Upload attachments ARTBFA - Deletion - Ltr of Notification.docxARTBFA - Reconfig - Ltr of Notification.docx

Reviewer Comments agriffin - Tue, 13 Mar 2018 19:29:10 GMT -Revised LON 5 and included ADHE updates,inserted message to students on item 13, andadded the eight semester plans. Renameddocument to match naming convention forBOT documentation.agriffin - Fri, 13 Apr 2018 15:29:17 GMT -Uploading final revised copy of LONs. Note,the concentrations are not being deleted. Forcampus records, they are changed to stand-alone majors of AREDBFA and ARASBFA.Approval dates for Faculty Senate and BOT willneed to be added to both LONs when dateshave been published this fall.agriffin - Fri, 13 Apr 2018 18:20:32 GMT -Reloaded LON 11 to make sure documentsare consistent with attachments to relatedprogram changes.ggunderm - Wed, 27 Jun 2018 15:01:56 GMT- Changed CIP to 50.0702 to match otherARTBFA proposals.agriffin - Tue, 16 Oct 2018 16:14:16 GMT -Replaced LONs with current documents relatedto the reconfiguration ofARTBFA resulting innew majors in AREDBFA and STARBFA.agriffin - Tue, 16 Oct 2018 16:37:58 GMT -MATH 1313 was added to the curriculum forSTARBFA and AREDBFA. Uploaded revisedLON 11 to make sure records were consistent.

BENGBS Select a reason for thismodification


Adding an Option, Concentration or Emphasis--(LON 3)


No Yes

Effective Catalog Year Fall 2018 Fall 2019 Is this program

interdisciplinary?Yes No

College(s)/School(s) ARSCENGR


100 20

18


The educational objectives of the BiologicalEngineering program at the University ofArkansas are to produce graduates to:1) Successfully practice engineering involvingthe design and management of sustainablefood, water, energy and related biologicalsystems,2) Make valuable and sustained contributionsthat benefit employers, communities, Arkansasand the world, and3) Succeed in continuing professionaldevelopment or graduate studies, as neededfor professional growth.

The educational objectives of the BiologicalEngineering program at the University ofArkansas are to produce graduates to:1) Successfully practice engineering involvingthe design and management of sustainablefood, water, energy and related biologicalsystems,2) Make valuable and sustained contributionsthat benefit employers, communities, Arkansasand the world, and3) Succeed in continuing professionaldevelopment or graduate studies, as neededfor professional growth.The objective of the EnvironmentalConcentration is to meet the previously listedobjectives of the Biological Engineeringprogram, with specific applications in theenvironmental area.

Learning Outcomes In order to prepare graduates to attain ourEducational Objectives, the following studentoutcomes were defined:a) An ability to apply knowledge ofmathematics, science, and engineering.b) An ability to design and conductexperiments, as well as analyze and interpretdata.c) An ability to design a system, component, orprocess to meet desired needs within realisticconstraints such as economic, environmental,social, political, ethical, health and safety,manufacturability, and sustainability.d) An ability to function on multidisciplinaryteams.e) An ability to identify, formulate, and solveengineering problem.f) An understanding of professional and ethicalresponsibility.g) An ability to communicate effectively.h) The broad education necessary tounderstand the impact of engineeringsolutions in a global, economic, environmental,and societal context.i) A recognition of the need for, and an ability toengage in life-long learning.j) A knowledge of contemporary issues.k) An ability to use the techniques, skills,and modern engineering tools necessary forengineering practice.

In order to prepare graduates to attain ourEducational Objectives, the following studentoutcomes were defined:a) An ability to apply knowledge ofmathematics, science, and engineering.b) An ability to design and conductexperiments, as well as analyze and interpretdata.c) An ability to design a system, component, orprocess to meet desired needs within realisticconstraints such as economic, environmental,social, political, ethical, health and safety,manufacturability, and sustainability.d) An ability to function on multidisciplinaryteams.e) An ability to identify, formulate, and solveengineering problem.f) An understanding of professional and ethicalresponsibility.g) An ability to communicate effectively.h) The broad education necessary tounderstand the impact of engineeringsolutions in a global, economic, environmental,and societal context.i) A recognition of the need for, and an ability toengage in life-long learning.j) A knowledge of contemporary issues.k) An ability to use the techniques, skills,and modern engineering tools necessary forengineering practice.The learning outcomes for the EnvironmentalConcentration are the same as the previouslylisted outcomes for the Biological Engineeringprogram, with specific applications in theenvironmental area.

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There are two parts to this request: \\n\\n(1)elimination of the degree requirement of BIOL3863, General Ecology; \\n\\n | Due to varyingstudent interests and career paths, not all ofour students optimally benefit from taking BIOL3863, General Ecology. \\n\\n(2) The addition of a degree requirement ofa 3 hour Biological Elective, selected fromamong a list of acceptable courses. A listof acceptable courses will be maintainedby the department. At present, the courseswe have chosen to populate the list are:\\n\\nBIOL 3863, General Ecology\\nCSES2203, Soil Science\\nENSC 4023, WaterQuality\\nCHEM 3613, Organic Chemistry II\\nCHEM 3813, Elements of Biochemistry\\nBIOL 2533, Cell Biology. | The BiologicalElective will give students some flexibilityin choosing the required biological content(allowing some courses in addition to Ecology)to accommodate varying student interests andcareer paths.

We are adding an Environmental Concentrationto the B.S. degree in Biological Engineering.Students who choose to pursue theconcentration must follow constraints onthe selection of courses for 12 hours ofelectives in the program. Here is a list of theelective categories and the constraints forthe concentration:\\n\\nBiological Elective(3h): choose from restricted list for theEnvironmental Concentration, as maintainedby the department.\\n\\nTechnical Elective(3h): CVEG 3213, Environmental Engineering\\n\\nTechnical Elective (Engineering, 3h): CVEG 4243, Environmental EngineeringDesign\\n\\nTechnical elective (3 h): choosefrom restricted list for the EnvironmentalConcentration, as maintained by thedepartment.\\n\\nTo facilitate review, therestricted biological elective list, to bemaintained by the department. will initiallybe populated by:\\n\\nBIOL 3863 Ecology\\nCSES 2203 Soil Science\\nENSC 4023Water Quality\\n\\nTo facilitate review,the restricted technical elective list, to bemaintained by the department, will initially bepopulated by:\\n\\nBIOL 3863 Ecology (if notchosen for the biological elective)\\nBENG4963 Modeling Environmental Biophysics\\nBENG 4973 Practice in Water QualityMonitoring and Analysis\\nCSES 2203 SoilScience (if not chosen for the biologicalelective)\\nCHEM 3613 Organic ChemistryII\\nCVEG 4203 Environmental Permits andRegulations\\nCVEG 4223 GroundwaterHydrology\\nCVEG 4263 Air Pollution Control\\nCVEG 4273 Open Channel Flow\\nENSC4023 Water Quality (if not chosen for thebiological elective)\\nENSC 4034 Analysis ofEnvironmental Contaminants\\nGEOL 1113General Geology\\nINEG 2313 EngineeringStatistics\\nINEG 2413 Engineering Economics\\n\\n\\n | The proposed EnvironmentalConcentration within the BS in BiologicalEngineering would provide undergraduateswith the option to complete a focused set ofelective choices in environmental engineeringand other select environmental based courses,and to be recognized for this educationalconcentration on their transcripts, as well asresumes distributed to potential employers.\\no This concentration and its designationwould benefit students by directing theirstudies and providing evidence that theyhave completed the focused program. \\no Prospective employers will benefit fromtheir ability to selectively recruit graduateswho have completed the concentration. \\n\\nAs evidence of student interest for anenvironmental concentration, many BENGstudents have chosen to focus their electivecourses in the environmental area and havethen been successful after graduation ingaining employment with environmentalconsulting firms. They have also beensuccessful in working toward professionalregistration in environmental engineering.A recent survey of juniors currently in theprogram indicated that at least 10 intendto take both of the CVEG courses (that arerequired as part of the proposed concentration)in the coming academic year. With the approvalof the concentration, we estimate that thenumber of students in the concentrationcould rise to approximately 20 students peryear. \\n\\n Our recent correspondence withseveral consulting firms have confirmed thepriority given to courses selected for theconcentration. Firms indicated that theywould value the concentration and wouldrecruit graduates who complete the BSBE withthe proposed environmental concentration.\\n\\nThere is a clear need for engineersand scientists that are specialists in theenvironment. We believe that graduates fromthis program will have fulfilling careers that willbenefit communities in Arkansas and beyond.

20

Reviewer Comments agriffin - Tue, 09 Jan 2018 19:56:46 GMT -Corrected CIP Code from 14.0301 to 14.4501.Change had been updated on ADHE list10/2/2014. Code updated in UAConnect on8/15/2017. Directed to correct the CourseLeafrecord by Gary Gunderman.

agriffin - Fri, 04 May 2018 19:19:03 GMT -Hyper-linked courses in program requirements.agriffin - Fri, 04 May 2018 19:37:57 GMT -Rollback: Please upload a Word version (ratherthan PDF)of the LON. Approval dates will needto be entered. Thank you.calison - Fri, 08 Jun 2018 14:20:12 GMT -Corrected listing for CHEM lab to go withCHEM 2613 lecture course.agriffin - Sat, 07 Jul 2018 12:53:55 GMT -Updated LON to include ADHE revisions.Inserted anticipated approval dates.lkulcza - Thu, 26 Jul 2018 18:59:35 GMT -Rollback: Some additional updates need to bemade to proposal.agriffin - Thu, 26 Jul 2018 20:27:00GMT - Created an individual 8 SDCP forEnvironmental Concentration.agriffin - Thu, 26 Jul 2018 20:28:25 GMT -Edited 8 SDCP.agriffin - Thu, 26 Jul 2018 22:01:16 GMT -Additional edits to 8 SDCP.agriffin - Fri, 27 Jul 2018 13:12:14 GMT - Addedfootnotes to the 8 SDCP.agriffin - Fri, 27 Jul 2018 14:51:22 GMT - Lastedit to 8 semester plan.agriffin - Fri, 27 Jul 2018 15:11:26 GMT - Hyper-linked courses in footnotes.lkulcza - Fri, 27 Jul 2018 19:40:48 GMT - Addedgeneral "BENG" concentration for studentsnot wishing to pursue the Environmentalconcentration option.agriffin - Thu, 18 Oct 2018 16:23:36 GMT -Changed effective date in LON from fall 2018to fall 2019. Revised approval dates.

Concentration(s): ADD | ENVR | EnvironmentalADD | BENG | Biological

Upload attachments BENGBS - New Option - Ltr of Notification.docxBUSNGC Select a reason for this

modificationMaking Minor Changes to an Existing Degree(e.g. changing 15 or fewer hours, changingadmission/graduation requirements, addingFocused Study)

Deleting Certificate, Degree, Option orOrganizational Unit—(LON 5)

Effective Catalog Year Fall 2018 Fall 2019 Description and

justification of the requestDeleted descriptive text from programrequirements | To keep descriptive text andCIM requirements separate.

Delete the Business Graduate Certificate. |Enrollment has averaged less than 1 studentper academic year. A department and advisorwere never assigned to manage the program.Of the most recent 93 applications, 91 wereineligible or applied for the incorrect program.Only one student is currently enrolled in theprogram.

Upload attachments BUSNGC - Deletion - Ltr of Notification.docx Reviewer Comments agriffin - Wed, 10 Oct 2018 15:59:41 GMT

- Inserted approval dates into LON andreformatted to match BOT structure andnaming convention.lkulcza - Thu, 11 Oct 2018 19:24:36 GMT -Per email confirmation from Karen Boston:Karen, For this deletion, can you confirmthe following?: • last term students are tobe admitted into the program – technicallysummer 2019 • last term students are allowedto complete under this program – summer2021 Thanks! Lisaagriffin - Tue, 16 Oct 2018 18:02:15 GMT -Corrected approval dates in LON.

undefined 21

CCLEME AddedCDISMS User ID: calison fhagstr Phone: 575-6731 575-4910 Select a reason for this


Changing Name of Existing Certificate, Degree,Major, Option or Organizational Unit—(LON 1)

Effective Catalog Year Fall 2018 Fall 2019 Program Title Communication Disorders, Master of Science Communication Sciences and Disorders,

Master of Science What are the total hours


36 47


NA 2022-2023


NA 1. Promote development of a knowledge baseconsistent with the challenges of the AmericanSpeech-Language-Hearing Association'sdefined Scope of Practice of speech-language pathologists; \\n2. Provide clinicalopportunities consistent with the Scope ofPractice and broad enough to address lifespanand multicultural challenges in practice; \\n3. Prepare students for independent lifelonglearning to ensure competency and the highestethical standards in clinical practice; and \\n4.Provide students with an understanding of theevolving scientific and research base of theprofession (including knowledge of the toolsnecessary to engage in research practices).\\n

Learning Outcomes NA 1. Demonstrate knowledge of biological,neurological, acoustic, and psychologicalbases of speech, language and swallowing.\\n2. Demonstrate entry level professionalskills for the identification and assessment ofspeech, language, cognitive, and swallowingdisorders.\\n3. Demonstrate entry levelprofessional skills for the planning andimplementation of speech, language, cognitive,and swallowing disorders treatments.\\n4.Demonstrate critical thinking that aligns withevidence based practice.


Switching order of text and removingaccreditation paragraph to place in generaldescription. | Putting text in order to matchhow all other programs list their material.

Change the name of the degree toCommunication Sciences and Disorders. |There is an increased emphasis on scienceand research in the fields of speech-languagepathology and audiology. The changed title ofthis graduate degree reflects the educationaland professional standards of the field withwhich our degree is aligned. This proposedchange is also consistent with the titles ofgraduate degrees at peer institutions. Thesechanges will more effectively reflect theeducational preparation of our students forentry level professional practice.Adding course requirements to the catalog.| The catalog currently refers to the programwebsite to show courses requirements. Addingcourse requirements to the catalog will make iteasier for the students to know what academicand clinical courses they are expected tocomplete.

Upload attachments CDISMS - Name Change - Ltr ofNotification.docx

22

Reviewer Comments agriffin - Thu, 11 Oct 2018 13:15:55 GMT -Entered scheduled program review date.agriffin - Thu, 11 Oct 2018 13:23:27 GMT- Removed LON 11c. This request is not aprogram change, as much as it is simplyplacing the requirements into the catalog.agriffin - Thu, 11 Oct 2018 13:25:14 GMT- Revised LON to match BOT documentrequirements and naming convention.agriffin - Thu, 11 Oct 2018 13:26:09 GMT- Changed total hours from 36 to 47, todemonstrate the total hours required fordegree requirements (including clinical hours).

CHEDBS-EASL



Revising an Existing Educator PreparationProgram-Major Revision(s)--(Cover Sheet,Section C)

Effective Catalog Year Fall 2018 Fall 2019 What are the total hours


NA 124


NA The program goals are based on the principlesthat educators must: master knowledge-basesappropriate to their discipline; access anduse knowledge; generate knowledge; useand model best practices; approach learningas developmental and life-long; be skillful ininterpersonal relations; practice on the basisof professional standards and ethical conduct;and honor diversity.

Learning Outcomes NA Student Learning Outcomes (based onthe CAEP accreditation standards, COEHPconceptual framework, and Danielson’sFramework for Teaching)\\n1. Knowledgeableabout Content and Pedagogy: Candidateswill possess general knowledge, contentknowledge, pedagogical knowledge, andprofessional knowledge to be effective pre-service educators. They must know howto access, use and generate knowledge. Inorder to be current, they must be inquiringand up to date on new knowledge in theircontent, pedagogy, and school systems.\\n2. Skillful in Practice: Candidates will beskillful in the pedagogy required to be aneffective pre-service educator as demonstratedthrough planning, implementing, and modelingbest practices including best technologypractices.\\n3. Supportive in Developingthe Whole Student: Candidates will create acaring learning environment for all students.This will include being caring, supportive,and responsive to the diverse backgroundsstudents bring to the classroom and school.The ability to communicate and collaboratewith groups of colleagues and others whocontribute to the student’s education such asfamilies and communities is also essential.\\n4. Professional in Actions: Candidateswill inquire and seek to improve theirpractice through participation in professionalcommunities. This involves staying currentwith educational research and working withappropriate professional organizations tobetter their profession. The candidates willdemonstrate ethical behavior in all aspects oftheir multi-faceted career.\\n

undefined 23



Remove CIED 3262, Language Developmentfor the Educator | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 3103, Children’s and AdolescentLiterature | The changes to the CHED andELEL programs are being made in responseto the Arkansas Department of Education's(ADE) significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4113, Integrated CommunicationSkills for the K-6 Classroom | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 4363, Disciplinary Literacyin the K-6 Classroom | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 4403, Understanding Culturesin the Classroom | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 4413, Acquiring a SecondLanguage | The changes to the CHED andELEL programs are being made in responseto the Arkansas Department of Education's(ADE) significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Change MLIT 1003 AND ARHS 1003 or EITHERMLIT 1003 OR ARHS 1003 | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change STAT 2303, Principles of Statisticsto STAT 2303 OR any 3-hour statisticscourse | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Change 3-hour general elective to a 3-hourlinguistics or phonology-focused elective(a list of suggested courses will be givento program advisors) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add ENSC 1001L, Environmental ScienceLab | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 2943, Foundations of Language andLiteracy (NEW COURSE) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 3453, Developmental Literacy (NEWCOURSE) | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 4183, Instruction and Assessmentin Writing (NEW COURSE) | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 4533, Reading Comprehensionthrough Children's and Adolescent Literature(NEW COURSE) | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.These changes will move the CHEDBS withEASL concentration degree program to atotal of 124 hours (from the previous 122)required for graduation. | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add 3 hours of general elective | The changesto the CHED and ELEL programs are beingmade in response to the Arkansas Departmentof Education's (ADE) significant revisions ofthe competencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.

24

Upload attachments CHEDBS and ELEDMA - EDUC Major Revision -ATS_Matrix.xlsxCHEDBS and ELEDMA - EDUC Major Revision -Section C.pdfCHEDBS and ELEDMA - EDUC Major Revision -K_6_Matrix.xlsx

Reviewer Comments kmamisei - Fri, 21 Sep 2018 14:25:03 GMT -Added program goals and learning outcomes.agriffin - Mon, 24 Sep 2018 22:21:09 GMT -Rollback: Please see my comments from emailcorrespondence of 9/24/2018.lkulcza - Fri, 28 Sep 2018 18:53:08 GMT -Approving so proposal can move forward,but followup discussion needed concerninggraduate level courses in requirements.agriffin - Fri, 12 Oct 2018 20:47:07 GMT -Proposed courses in red have reached UCPCfor approval.agriffin - Fri, 12 Oct 2018 20:57:27 GMT -Renamed documents to match BOT namingconvention.agriffin - Fri, 12 Oct 2018 21:04:13 GMT -Proposed courses in red have reached UCPCfor approval.

CHEDBS-GATE






NA 124


NA The program goals are based on the principlesthat educators must: master knowledge-basesappropriate to their discipline; access anduse knowledge; generate knowledge; useand model best practices; approach learningas developmental and life-long; be skillful ininterpersonal relations; practice on the basisof professional standards and ethical conduct;and honor diversity.

undefined 25


26



Remove CIED 3262, Language Developmentfor the Educator | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 3103, Children’s and AdolescentLiterature | The changes to the CHED andELEL programs are being made in responseto the Arkansas Department of Education's(ADE) significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4113, Integrated CommunicationSkills for the K-6 Classroom | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 4363, Disciplinary Literacyin the K-6 Classroom | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change MLIT 1003 AND ARHS 1003 or EITHERMLIT 1003 OR ARHS 1003 | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change STAT 2303, Principles of Statisticsto STAT 2303 OR any 3-hour statisticscourse | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Change 3-hour general elective to a 3-hourlinguistics or phonology-focused elective(a list of suggested courses will be givento program advisors) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add ENSC 1001L, Environmental ScienceLab | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 2943, Foundations of Language andLiteracy (NEW COURSE) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 3453, Developmental Literacy (NEWCOURSE) | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 4183, Instruction and Assessmentin Writing (NEW COURSE) | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 4533, Reading Comprehensionthrough Children and Adolescent Literature(NEW COURSE) | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.These changes will move the CHEDBS withGATE concentration degree program to atotal of 124 hours (from the previous 125)required for graduation. | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.

undefined 27


Reviewer Comments kmamisei - Fri, 21 Sep 2018 14:26:31 GMT -Added program goals and learning outcomesagriffin - Mon, 24 Sep 2018 22:21:24 GMT -Rollback: Please see my comments from emailcorrespondence of 9/24/2018.lkulcza - Fri, 28 Sep 2018 19:00:42 GMT - All"courses not found" currently in approvalprocess.agriffin - Fri, 12 Oct 2018 20:58:30 GMT -Renamed documents to match BOT namingconvention.

CHEDBS-READ






NA 124


na The program goals are based on the principlesthat educators must: master knowledge-basesappropriate to their discipline; access anduse knowledge; generate knowledge; useand model best practices; approach learningas developmental and life-long; be skillful ininterpersonal relations; practice on the basisof professional standards and ethical conduct;and honor diversity.

28

Learning Outcomes na Student Learning Outcomes (based onthe CAEP accreditation standards, COEHPconceptual framework, and Danielson’sFramework for Teaching)\\n1. Knowledgeableabout Content and Pedagogy: Candidateswill possess general knowledge, contentknowledge, pedagogical knowledge, andprofessional knowledge to be effective pre-service educators. They must know howto access, use and generate knowledge. Inorder to be current, they must be inquiringand up to date on new knowledge in theircontent, pedagogy, and school systems.\\n2. Skillful in Practice: Candidates will beskillful in the pedagogy required to be aneffective pre-service educator as demonstratedthrough planning, implementing, and modelingbest practices including best technologypractices.\\n3. Supportive in Developingthe Whole Student: Candidates will create acaring learning environment for all students.This will include being caring, supportive,and responsive to the diverse backgroundsstudents bring to the classroom and school.The ability to communicate and collaboratewith groups of colleagues and others whocontribute to the student’s education such asfamilies and communities is also essential.\\n4. Professional in Actions: Candidateswill inquire and seek to improve theirpractice through participation in professionalcommunities. This involves staying currentwith educational research and working withappropriate professional organizations tobetter their profession. The candidates willdemonstrate ethical behavior in all aspects oftheir multi-faceted career.\\n

undefined 29



Remove CIED 3262, Language Developmentfor the Educator | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 3103, Children’s and AdolescentLiterature | The changes to the CHED andELEL programs are being made in responseto the Arkansas Department of Education's(ADE) significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4113, Integrated CommunicationSkills for the K-6 Classroom | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 4363, Disciplinary Literacyin the K-6 Classroom | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change MLIT 1003 AND ARHS 1003 to EITHERMLIT 1003 OR ARHS 1003 | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change STAT 2303, Principles of Statisticsto STAT 2303 OR any 3-hour statisticscourse | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Change 3-hour general elective to a 3-hourlinguistics or phonology-focused elective(a list of suggested courses will be givento program advisors) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add ENSC 1001L, Environmental ScienceLab | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 2943, Foundations of Language andLiteracy (NEW COURSE) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 3453, Developmental Literacy (NEWCOURSE) | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 4183, Instruction and Assessmentin Writing (NEW COURSE) | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 4533, Reading Comprehensionthrough Children and Adolescent Literature(NEW COURSE) | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add SPED 4173 and SPED 4483, Introductionto Dyslexia and Teaching Literacy Skills | Thechanges to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.These changes will move the CHEDBS withREAD concentration degree program to atotal of 124 hours (from the previous 122)required for graduation. | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.

30


Reviewer Comments kmamisei - Fri, 21 Sep 2018 14:27:51 GMT -Added program goals and learning outcomes.agriffin - Mon, 24 Sep 2018 22:21:36 GMT -Rollback: Please see my comments from emailcorrespondence of 9/24/2018.lkulcza - Fri, 28 Sep 2018 18:54:38 GMT -Approving so proposal can move forward,but followup discussion needed concerninggraduate level courses in requirements. All"courses not found" currently in approvalprocess.kmamisei - Mon, 08 Oct 2018 15:35:34 GMT -Graduate courses were removed and replacedwith undergraduate courses.agriffin - Fri, 12 Oct 2018 20:59:17 GMT -Renamed documents to match BOT namingconvention.agriffin - Fri, 12 Oct 2018 21:06:36 GMT -Proposed courses in red have reached UCPCfor approval.

CHEDBS-STEM






NA 124


na The program goals are based on the principlesthat educators must: master knowledge-basesappropriate to their discipline; access anduse knowledge; generate knowledge; useand model best practices; approach learningas developmental and life-long; be skillful ininterpersonal relations; practice on the basisof professional standards and ethical conduct;and honor diversity.

undefined 31

Learning Outcomes na Student Learning Outcomes (based onthe CAEP accreditation standards, COEHPconceptual framework, and Danielson’sFramework for Teaching)\\n1. Knowledgeableabout Content and Pedagogy: Candidateswill possess general knowledge, contentknowledge, pedagogical knowledge, andprofessional knowledge to be effective pre-service educators. They must know howto access, use and generate knowledge. Inorder to be current, they must be inquiringand up to date on new knowledge in theircontent, pedagogy, and school systems.\\n2. Skillful in Practice: Candidates will beskillful in the pedagogy required to be aneffective pre-service educator as demonstratedthrough planning, implementing, and modelingbest practices including best technologypractices.\\n3. Supportive in Developingthe Whole Student: Candidates will create acaring learning environment for all students.This will include being caring, supportive,and responsive to the diverse backgroundsstudents bring to the classroom and school.The ability to communicate and collaboratewith groups of colleagues and others whocontribute to the student’s education such asfamilies and communities is also essential.\\n4. Professional in Actions: Candidateswill inquire and seek to improve theirpractice through participation in professionalcommunities. This involves staying currentwith educational research and working withappropriate professional organizations tobetter their profession. The candidates willdemonstrate ethical behavior in all aspects oftheir multi-faceted career.\\n

32



Remove CIED 3262, Language Developmentfor the Educator | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 3103, Children’s and AdolescentLiterature | The changes to the CHED andELEL programs are being made in responseto the Arkansas Department of Education's(ADE) significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4113, Integrated CommunicationSkills for the K-6 Classroom | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 4363, Disciplinary Literacyin the K-6 Classroom | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change MLIT 1003 AND ARHS 1003 to EITHERMLIT 1003 OR ARHS 1003 | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Change STAT 2303, Principles of Statisticsto STAT 2303 OR any 3-hour statisticscourse | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Change 3-hour general elective to a 3-hourlinguistics or phonology-focused elective(a list of suggested courses will be givento program advisors) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add ENSC 1001L, Environmental ScienceLab | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 2943, Foundations of Language andLiteracy (NEW COURSE) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 3453, Developmental Literacy (NEWCOURSE) | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 4183, Instruction and Assessmentin Writing (NEW COURSE) | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 4533, Reading Comprehensionthrough Children and Adolescent Literature(NEW COURSE) | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.These changes will move the CHEDBS withSTEM concentration degree program to atotal of 124 hours (from the previous 122)required for graduation. | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add 3 hr. general elective | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove STEM 5023 and replace it with STEM4043, Innovation and Creativity in STEM | Toensure that the undergraduate degree programdoes not include any graduate level courses.

undefined 33


Reviewer Comments kmamisei - Fri, 21 Sep 2018 14:28:51 GMT -Added program goals and learning outcomesagriffin - Mon, 24 Sep 2018 22:21:48 GMT -Rollback: Please see my comments from emailcorrespondence of 9/24/2018.lkulcza - Fri, 28 Sep 2018 18:58:40 GMT -Approving so proposal can move forward,but followup discussion needed concerninggraduate level courses in requirements. All"courses not found" currently in approvalprocess.kmamisei - Mon, 08 Oct 2018 15:40:40 GMT- Graduate course was replaced with anundergraduate course.agriffin - Fri, 12 Oct 2018 21:00:02 GMT -Renamed documents to match BOT namingconvention.agriffin - Fri, 12 Oct 2018 21:02:06 GMT -Proposed courses in red have reached UCPCfor approval.

CHEMBA-BIOC

Effective Catalog Year Fall 2018 Fall 2019



Removed CHEM 498V as an option for thesenior thesis. | The course CHEM 498Vwas deleted but the text remained in thesenior thesis description in the program'srequirements. Proposing to remove it from thedescription so degree audits will be accurate.

CHEMBS-BIOS


Yes No

Effective Catalog Year Fall 2018 Fall 2019 Description and

justification of the requestAdmin cleanup of program code namingconventions. | Admin cleanup of program codenaming conventions.

Removed CHEM 498V as an option for thesenior thesis. | The course CHEM 498Vwas deleted but the text remained in thesenior thesis description in the program'srequirements. Proposing to remove it from thedescription so degree audits will be accurate.

Reviewer Comments agriffin - Tue, 19 Jun 2018 13:23:34 GMT -Changed response from yes to no with areyou adding/changing a concentration. Thetitle or structure of the concentration is notchanging. Simply the program requirementswere changed. Therefore, there is no need totake action here in the template.

COMMBA Percent Online 100% 100% with No Required Campus Component

34

Reviewer Comments agriffin - Wed, 23 Sep 2015 15:58:32 GMT- Uploaded revised copy of the LON withpermission from the submitter.lkulcza - Fri, 25 Sep 2015 21:49:20 GMT -Per email confirmation from Robert Brady,the on-campus delivery method is not beingeliminated; they merely intend to offer anonline option as well.lkulcza - Fri, 25 Sep 2015 21:58:21 GMT -Attaching email documentation for change todelivery methodggunderm - Fri, 25 Sep 2015 22:00:29 GMT -CIP Code okay.tmartin - Tue, 27 Oct 2015 18:28:08 GMT -Rollback: Please update financials associatedwith the proposed online program to includerevenue and expenses.jdurdik - Wed, 04 Nov 2015 15:41:32 GMT - Ihave added a Budget file and a revised LON asrequested.agriffin - Thu, 05 Nov 2015 23:41:03 GMT -Uploading LON and Budget proposal.agriffin - Fri, 13 Nov 2015 20:51:50 GMT - Minoredits to LON to adjust alignment. Attachedrevised copy.agriffin - Fri, 13 Nov 2015 20:54:09 GMT - UsingInternet Explorer to attempt to upload revisedLON again.

agriffin - Fri, 24 Aug 2018 14:57:22 GMT -Adjusted alignment of COMM 2353. Newcourse has been submitted for approval.agriffin - Mon, 27 Aug 2018 16:03:29 GMT -Removed Social Science requirement fromfall semester, third year. General electiveswere changed from 3 to 6 hours to addressthe removal, with permission from submitter.Nine hours of Social Science requirementswere already identified with COMM 1023 in thefirst year, fall semester, and a Social Sciencerequirement listed in both fall and springsemesters of the second year.agriffin - Mon, 27 Aug 2018 16:44:32 GMT -Adjusted layout of program requirements (withpermission from submitter) to demonstrateprogram totals 120 credit hours.agriffin - Mon, 27 Aug 2018 16:54:50 GMT -Added footnotes to program requirements(that are listed in the eight semester plan).agriffin - Mon, 27 Aug 2018 16:56:44 GMT -Fixed hyper-link error in footnote.agriffin - Mon, 27 Aug 2018 17:00:09 GMT- COMM 2813 course change has beensubmitted into approval workflow.agriffin - Mon, 27 Aug 2018 17:07:36 GMT -Inserted program goals and student learningoutcomes from the department's assessmentplan.lkulcza - Wed, 29 Aug 2018 14:55:59 GMT -Updated online settings to accurately reflectno on campus component--this functionalitychanged with the CIM refresh and we lost thedistinction between a required on campuscomponent and no required on campuscomponent.lkulcza - Wed, 29 Aug 2018 14:56:54 GMT -COMM courses not found currently in approvalprocess for fall 2019.rcc003 - Wed, 10 Oct 2018 20:45:23 GMT -Entered MATH 1313 as an option in the Eight-Semester Degree Plan, per the Math PathwaysCommittee.agriffin - Tue, 16 Oct 2018 18:32:42 GMT -Courses identified as not found, are currentlypending UCPC approval.




Upload attachments Binder COMM online Courses Syllabi.pdfCOMMBA.pdfCOMMBA Online Proposal Budget revised110215.xlsx1a_ Ltr of Notifcation - Distance Tech -COMMBA.docx

undefined 35


We request to add the online degree theBachelor of Arts in Communication forstudents desiring to pursue their education butunable to attend the campus in Fayetteville. |• This program, available online, will serveArkansans with the same quality degree as on-campus students, will keep tuition dollars instate, and will grow the economy with a highquality accessible program, affordable tuitionwhen compared to out-of-state institutions,and a relevant degree program. To makeavailable to students the same nationally-recognized quality program in Communicationthat is available to on-campus students. |• To offer to Arkansans an ARKANSASalternative (and tuition advantage) over for-profit online colleges. |• To deliver a job-relevant degree to studentsunable to access the state’s campusesbecause of distance or job/family restrictions |• To provide a cost-effective alternative forthe University because all courses necessaryand required for the Bachelor of Arts inCommunication are currently available online |• Any seats not taken by off-campus studentswill continue to be filled by on-campusstudents |

The required introductory courses for theCOMMBA degree will be changed. All majorswill be required to complete two courses with agrade of “C” or better:\\n• COMM 1313: PublicSpeaking\\n• COMM 2333: Introduction toCommunication Research\\n\\nMajors willalso be required to complete at least twoof the following introductory courses witha grade of “C” or better:\\n• COMM 1003:Film Lecture\\n• COMM 2323: InterpersonalCommunication\\n• COMM 2343: Introductionto Small-Group Communication\\n• COMM2353: Argumentation Advocacy (new course)\\n• COMM 2813: Introduction to MediatedCommunication (new title, previous title wasIntroduction to Electronic Media)\\n\\nFromthere, majors are required to complete 24additional hours of COMM course work, atleast 21 hours of which must be coursesnumbered 3000 or higher. These courseshave been grouped on advising materialsto reflect five areas of study (film studies,interpersonal communication, communicationin organizations and communities, rhetoricand public communication, and mediatedcommunication). Students may, but arenot required to, pursue coursework in oneor more of those groups to complete theirdegree. | The department’s courses havebeen grouped into five emphasis areas(film studies, interpersonal communication,mediated communication, organizational/community communication, and rhetoric/public communication). Prospective andcurrent majors will see a fully articulated set oftopics of study, skills/knowledge acquired, andpotential career paths in each emphasis area.This information will be delivered primarily inthe advising process, but it also allows thefaculty to identify how course content relatesto specific emphasis areas. \\n\\nIn addition,the number of communication majors hasrisen 83% since the fall 2011 semester, whenthe Fulbright College core requirements werechanged and the department last revised theCOMMBA requirements. This growth rate hasresulted in enrollment issues for COMM majorsseeking the required introductory courses(which also count toward the universitycore) and the required number of upper-level courses for the COMMBA degree. Thedepartment has, so far, managed this growthby increasing enrollment caps in all coursesand by identifying a set of upper-level coursesthat could accommodate larger enrollmentcaps (70 to 130 students).\\n\\nContinuedgrowth, however, has necessitated a closerlook at curriculum changes to maintain recentgains in retention and graduation rates. Thisincludes a revision of most of the 1000-level courses so that they served primarilynon-majors seeking to fulfill university corerequirements. Those courses will now bedesigned to serve primarily non-majors. COMMmajors will now take the department’s 2000-level classes as their introductory courses.This should have the dual effect of providingmajors with a more detailed introduction tothe discipline, while also alleviating enrollmentissues that potential delay degree progress.\\n\\nWith these changes, we hope thatstudents will have a more specific vision oftheir academic and career path in the field.Through academic and career advising,students should be able to better articulatetheir marketable skills as they develop themin the classroom and as they seek entry-levelpositions in communication.

36


We request to add the online degree theBachelor of Arts in Communication forstudents desiring to pursue their education butunable to attend the campus in Fayetteville. |• This program, available online, will serveArkansans with the same quality degree as on-campus students, will keep tuition dollars instate, and will grow the economy with a highquality accessible program, affordable tuitionwhen compared to out-of-state institutions,and a relevant degree program. To makeavailable to students the same nationally-recognized quality program in Communicationthat is available to on-campus students. |• To offer to Arkansans an ARKANSASalternative (and tuition advantage) over for-profit online colleges. |• To deliver a job-relevant degree to studentsunable to access the state’s campusesbecause of distance or job/family restrictions |• To provide a cost-effective alternative forthe University because all courses necessaryand required for the Bachelor of Arts inCommunication are currently available online |• Any seats not taken by off-campus studentswill continue to be filled by on-campusstudents |


ObjectivesNA; existing program The Department’s goal is to familiarize

students with the breadth of the\\ncommunication discipline and theapplicability of communication across avariety of\\nsettings. To this end, we askstudents in our classes to (1) develop basiccommunication\\nskills, (2) understand thetheory and research methods of our discipline,and (3) apply\\ntheir knowledge and skills tohistorical and contemporary settings.

Learning Outcomes NA; existing program (1) To develop basic communication(speaking and writing) skills;\\n(2) Tofamiliarize students with the breadthof the communication discipline; and\\n(3) To demonstrate the applicability ofcommunication across a variety of\\nsettings.

Track(s) - Action Action Focused Stud(y/ies) ADD | | Film Studies

| | Interpersonal Communication| | Mediated Communication| | Organizations and Communities| | Rhetoric and Public Communication


Action


120

Course delivery mode online Class interaction mode other Specify Other Interaction

MethodsAll courses interact through the Blackboardlearning platform.

CPBT-M Effective Catalog Year Fall 2018 Fall 2019

undefined 37


Correcting order of courses and total hoursof minor. There is no change in courses. Thenumber of hours for CSES 402V was correctedto 4. | The order and correct number of hourswas inadvertently changed when the programwas moved into CourseLeaf.

Revising CSES 402V to CSES 400V.\\nTherequirement of two separate 2-hour coursestaken in two different semesters will remainthe same. | The purpose of this course is toprovide research experience and training incore plant biotechnology techniques. Forexample, students can select plant breeding,plant transformation, plant genomics etc. asresearch areas and arrange the course with therelevant faculty to learn related techniques andwork on a project.

Upload attachments 18-19-cpbt-m_edits.docx19-20-cpbt-m_edits.docx

Reviewer Comments agriffin - Thu, 11 Oct 2018 20:04:56 GMT -Uploaded final copy of the checksheet withpermission from college.

CPSCBS Select a reason for thismodification


Revising Curriculum of an Existing Certificateor Degree Program--(LON 11C)

Effective Catalog Year Fall 2018 Fall 2019 Does this proposal impact

any courses from anotherCollege/School?

No Yes


NA 50


NA 2019-2020


NA 1. Graduates have the discipline-specificknowledge in crop sciences required toperform successfully in private, government,or academic entry-level positions. \\n2.Graduates are able to critically analyze,synthesize, and evaluate new information tomake informed decisions.\\n3. Graduates havethe ability to solve complex, multidisciplinaryproblems. \\n4. Graduates are able to prepareand synthesize information to effectivelycommunicate, both orally and in writing.

Learning Outcomes NA 1. Students will demonstrate the disciplinespecific knowledge required to functionas crop science professionals. \\n2.Students will demonstrate the ability tocritically evaluate situations or scenariosto arrive at well thought out and supporteddecisions and outcomes. \\n3. Students willdemonstrate the ability to work through andsolve complex, multidisciplinary problems.\\n4. Communication skills\\na. Studentswill demonstrate the skills required toeffectively communicate technical/scientificinformation in oral platforms.\\nb. Studentswill demonstrate the ability to integrate,organize, and effectively present writtenreports of technical/scientific information.\\n


Showing hours in eight-semester plan toproperly reflect total hours required. | Theeight-semester plan should reflect the propernumber of total hours needed for the degree.

Adding study abroad options\\nProgramchange to add other groups: \\nSoil Science\\nNatural Resource Management\\nCropBiotechnology | Giving the option of studyabroad in the experiential learning options \\nThe other three groups are relevant for CPSCstudents and offered in the CSES Department

College(s)/School(s) ARSC Upload attachments CPSCBS - Revision - Curriculum Plans.pdf

CPSCBS - Revision - Ltr of Notification.docx

38

Reviewer Comments agriffin - Thu, 17 May 2018 13:55:48 GMT -Changed effective date from spring 2019 tofall 2019. Program changes can only be madeeffective at the beginning of a new catalogyear.agriffin - Thu, 17 May 2018 13:58:04 GMT -Corrected typo in justification.agriffin - Thu, 17 May 2018 15:35:28 GMT -Rollback: Please review email correspondencefrom 5/17/2018 for recommended edits.agriffin - Wed, 27 Jun 2018 20:23:31 GMT -testingagriffin - Wed, 27 Jun 2018 20:25:55 GMT -Adding revised documents to program change.lkulcza - Thu, 26 Jul 2018 18:08:41 GMT -Rollback: Mary, please adjust the reasonfor this change--it cannot be making minorchanges if a LON is necessary. Thanks, Lisaagriffin - Thu, 16 Aug 2018 21:40:32 GMT -Updated approval date in LON and uploadedrevised copy. Changed CPSC Requirementsfrom 36 to 26, in order for the 10 hours of PestManagement to be included in total hours.agriffin - Thu, 16 Aug 2018 21:42:18 GMT -Updated scheduled program review date.lkulcza - Wed, 12 Sep 2018 18:12:39 GMT -Rollback: Per discussion concerning use of"specialization".agriffin - Sun, 16 Sep 2018 01:06:35 GMT- Changed specialization language to"requirements" in order to be consistent withallowed catalog language with approval fromTerry Martin. Also updated LON.agriffin - Sun, 16 Sep 2018 01:16:11 GMT -Uploaded revised curriculum plans.agriffin - Thu, 11 Oct 2018 19:48:51 GMT -Updated approval dates in LON.

CRIMBA User ID: lkulcza rcc003 Phone: 7456 3701 Effective Catalog Year Fall 2018 Fall 2019 Description and

justification of the requestAdmin update to remove CRIM 3413 from listin program requirements. | Should not havebeen included; adds too many hours to whatshould be only 37.

1. We are removing CRIM 3043 and CRIM 3203from the list of required courses and addingSOCI 3193. | The BA in Criminology is designedto expose students to social science researchand prepare them to engage in critical thinkingwith the emphasis on how social inequalities(e.g., race, class and gender) affect people’slives, and especially their interactions with thecriminal justice system. These critical thinkingand research skills will prepare students forcareers in criminological research and policy-making in the increasingly diverse world.2. We are changing the number of electivehours from 12 to 15 and changing thelanguage to: 15 hours of criminology coursesnot taken above, 6 hours of which must besociology or cross-listed. | The proposedchanges decrease the number of requiredclasses allowing students more flexibility inselecting the elective courses that appeal tothem, expand on their interests, and allow for amore well-rounded intellectual growth.Edited eight-semester degree plan to reflectthese changes. | N/A

undefined 39

Reviewer Comments rcc003 - Thu, 11 Oct 2018 18:14:35 GMT -Placed MATH 1313 at the top of the mathrequirement list in the eight-semester degreeplan, per the Math Pathways Committee.

CSESMS Effective Catalog Year Summer 2014 Fall 2019 User ID: drkidd Phone: 5752347 Type of proposal Major/Field of Study Select a reason for this



ActionAction



30


No


34


2019-2020


Graduates have the discipline-specificknowledge in crop, weed, soil, water,and environmental sciences required toperform successfully in appropriate-levelprivate, government, or academic positions.\\n\\nGraduates are able to criticallyanalyze, synthesize, and evaluate newinformation to make\\ninformed decisions.\\n\\nGraduates have the ability to solve complex,multidisciplinary problems.\\n\\nGraduatesare able to prepare and synthesize informationto effectively communicate, both orally andin writing, with technical or scientific andnon-technical audiences.\\n\\nGraduateshave expertise in research and analyticalskills through completion of a thesis researchproject.

40

Learning Outcomes Students will demonstrate the appropriatedepth and breadth of discipline specificknowledge\\nrequired to function as advancedcrop, weed, environmental, soil, or waterscience professionals.\\n\\nStudents willdemonstrate the ability to critically evaluatesituations or scenarios to arrive at wellthought out and supported decisions andoutcomes.\\n\\nStudents will demonstratethe ability to work through and solvecomplex, multidisciplinary\\nproblems.\\n\\nCommunication skills\\na. Studentswill demonstrate the skills required toeffectively communicate\\ntechnical/scientificinformation in oral platforms to generaland professional audiences.\\nb. Studentswill demonstrate the ability to integrate,organize, and effectively present\\nwrittenreports of technical/scientific informationto general and professional audiences. \\n\\nStudents will demonstrate mastery ofresearch and analytical skills (e.g. conceptual,statistics,\\nlaboratory or field skills, etc.)required to function as advanced crop, weed,environmental, soil, or water science scientists.


Deleted the non-thesis option | The Departmentno longer offer a non-thesis option for aMasters Degree. No students are pursuing thenon-thesis opiton. The program has not beenoffered in 6 years.

Reviewer Comments agriffin - Thu, 14 Dec 2017 19:26:48 GMT -Removed the phrase "Thesis option" fromcatalog copy with permission from thedepartment.agriffin - Thu, 14 Dec 2017 19:29:52 GMT -Updated program review date.jdmiller - Mon, 25 Jun 2018 14:15:43 GMT -Rollback: Text regarding the non-thesis optionneeds to be deleted. Mary Savin requestedthat the proposal be rolled back to allow her tomake the edit.agriffin - Tue, 26 Jun 2018 16:27:16 GMT -Changed effective catalog date from fall 2018to fall 2019.agriffin - Thu, 11 Oct 2018 19:55:17 GMT -Inserted program goals and student learningoutcomes from most recent assessmentreport.

EAHP-M AddedEDSTBS User ID: lkulcza rjhutchi Phone: 7456 5561 Effective Catalog Year Fall 2018 Fall 2019 College(s)/School(s) ARSC

AFLSARSC


122 (Aug 2017) 100

undefined 41


The B.S.E. degree program in EducationalStudies is designed to allow students withan educational interest in a field representedin the College of Education and HealthProfessions to design their own individualizedarea of study. By working with program facultyand advisers, students can individually tailortheir experiences to focus on alternativeroutes to public education teaching, privateteaching, educational support services, not-for-profit educational work, pre-professionalpostgraduate study, or preparation foroccupations and advanced study in uniqueareas not commonly allowed for in manytraditional degree programs. Completion ofthe B.S.E. in Educational Studies does notinclude initial public licensure for the State ofArkansas.Completion of M.A.T. prerequisites for a M.A.T.in Secondary Education (SEED) may also bebuilt into a students individualized academicprogram. Admission to the M.A.T. program inSecondary Education should be sought aftercompletion of the B.S.E. in Educational Studiesand is an independent process.

The goal of the BSE in EducationalStudies program is to provide students thedevelopment required to become futureeducators serving a multitude of formaland informal education roles in a variety offields including, but not limited to formalizedinstruction [private, charter, and public (withadditional licensure], informal educationalservices [community-based, religious-based,or learning-center-based], and future academicgraduate development [higher education,counseling education, or public service].

Learning Outcomes Education is a lifelong process but currentacademic degree programs tend to segregateperspectives on individual learning intochronological grouping. Examples of thiscategorization process often include early-childhood education, elementary education,secondary education, and adult education.As such, this process may create somedifficulty for individuals who have an interestin more generalized training areas or forthose students who may have an interest inworking in education-related fields, but whoare not presently interested in pursuing formallicensure-regulated positions. In essence,the program offers a segue for alternativepathways to career opportunities in education,allied health fields, or a multitude of otherpotential career tracks which become morereadily accessible to graduates who possess ageneral degree in Educational Studies.The primary audience for the undergraduatedegree in Educational Studies exists for thosestudents who desire more latitude in shapingtheir academic program to coincide withcareer aspirations that may be non-traditionalin nature. However, it should be noted thatthe program of studies is also available toincoming freshmen and/or transfer students.In addition, admission status to the B.S.E.degree program in Educational Studies iscontinuous throughout the academic calendar.

Learning outcomes include the acquisitionof knowledge to effectively perform inboth formal and informal educationalsettings; multiple internship experiences toacquire future job/career experience; and acomprehensive understanding of educationas a multi-/interdisciplinary field includingthe study of politics, economics, sociology,psychology, religion, history, and pedagogy.

42


Admin update for courses not found. | Adminupdate for courses not found.

Changes in internship courses from EDST3203x2 EDST 4003 to EDST 3913, EDST3923, and EDST 4933. Courses now must becompleted in sequence and coincide withspecific content courses.\\n\\nCIED 4403/CIED 4413 was dropped and replaced withEDST 399V.\\n\\nDirected ULE have expandedto include additional SCWK and PBHL courseoptions. | The internship sequence changewas made after coordination with the COEHPDirector of Field Placement to ensure thatstudents are being placed in the propertype of internship (formal, informal, or non-profit based). The courses materials havenot changed, but each internship now has aspecific code to correspond with the type ofplacement and the pre-requisite content courseneeded before enrolling. \\n\\nCIED 4403/4413are being dropped due to excessive contentoverlap with EDST 3203. Numerous offeringsof EDST 399V have been developed over theprograms history and different iterations areoffered each spring and summer. Students mayalso complete a upper level elective approvedby the EDST program coordinator.\\n\\nSCWKand PBHL options are expanded to allowstudents available courses that have a rationaloverlap or impact on the field of education.

Upload attachments RE_ EDST 4933.pdf Reviewer Comments agriffin - Fri, 10 Aug 2018 14:03:29 GMT -

Removed duplicate "OR" from course listing ofEDST 399V.agriffin - Fri, 10 Aug 2018 16:05:28 GMT -Rollback: Please change response to does theprogram impact courses from another college.Also, please address concerns in the emailcorrespondence from 8-10-2018 regarding newcourse proposals and program goals.agriffin - Tue, 21 Aug 2018 15:36:56 GMT -Attached related correspondence.agriffin - Tue, 21 Aug 2018 15:37:55 GMT -Second attempt to attach correspondence.agriffin - Tue, 21 Aug 2018 15:40:14 GMT- Rollback: Please review EDST 4933 andstudent learning outcomes concernsaddressed in attached correspondence.lkulcza - Tue, 11 Sep 2018 21:53:46 GMT - AllEDST courses "not found" currently in approvalprocess for fall 2019.ggunderm - Tue, 11 Sep 2018 22:03:05 GMT -CIP okay.kmamisei - Wed, 03 Oct 2018 21:58:31 GMT- Updated Program Goals and Outcomesper request from the College CurriculumCommittee.

ELEDMA Select a reason for thismodification




Yes No

Effective Catalog Year Fall 2017 Fall 2019 Scheduled Program

Review Datena 2019-2020

undefined 43


na The goals of the program are based onthe principles that educators must masterknowledge-bases appropriate to theirdiscipline; access and use knowledge;generate knowledge; use and model bestpractices; approach learning as developmentaland life-long; be skillful in interpersonalrelations; practice on the basis of professionalstandards and ethical conduct; and honordiversity.

Learning Outcomes na Student Learning Outcomes (based onthe CAEP accreditation standards, COEHPconceptual framework, and Danielson’sFramework for Teaching)\\n1. Knowledgeableabout Content and Pedagogy: Candidateswill possess general knowledge, contentknowledge, pedagogical knowledge, andprofessional knowledge to be effectiveeducators. They must know how to access,use and generate knowledge. In order to becurrent, they must be inquiring and up to dateon new knowledge in their content, pedagogy,and school systems.\\n2. Skillful in Practice:Candidates will be skillful in the pedagogyrequired to be an effective educator asdemonstrated through planning, implementing,and modeling best practices including besttechnology practices.\\n3. Supportive inDeveloping the Whole Student: Candidateswill create a caring learning environment forall students. This will include being caring,supportive, and responsive to the diversebackgrounds students bring to the classroomand school. The ability to communicateand collaborate with groups of colleaguesand others who contribute to the student’seducation such as families and communitiesis also essential. \\n4. Professional inActions: Candidates will inquire and seek toimprove their practice through participationin professional communities. This involvesstaying current with educational researchand working with appropriate professionalorganizations to better their profession. Thecandidates will demonstrate ethical behavior inall aspects of their multi-faceted career.\\n

44


Changing heading style. | Changed to matchheading to other programs.

Remove CIED 5173, Literacy Assessmentand Intervention from READ concentrationONLY | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 5593, Advanced Diagnosisand Intervention from READ concentrationONLY | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 5793, Practicum in Literacy fromREAD concentration ONLY | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Remove CIED 5983, Practicum in Curriculumand Instruction from READ concentrationONLY | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 6233, Organization of ReadingPrograms from READ concentration ONLY| The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add an additional 3 hours of CIED 508V,Elementary Education Cohort TeachingInternship in READ concentration ONLY | Thechanges to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 5073, Action Research in ElementaryEducation in READ concentration ONLY | Thechanges to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add SPED 5543, Dyslexia Teaching Practicumin READ concentration ONLY | The changesto the CHED and ELEL programs are beingmade in response to the Arkansas Departmentof Education's (ADE) significant revisions ofthe competencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add SPED 5683, Literacy Skills in READconcentration ONLY | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.SPED 5873, Assessment of Students withDisabilities in READ concentration ONLY | Thechanges to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove SPED 5683; Add SPED 5633 | Thechanges to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.

undefined 45


Reviewer Comments kmamisei - Fri, 21 Sep 2018 14:22:38 GMT -Added program goals and learning outcomes.agriffin - Tue, 25 Sep 2018 17:47:39 GMT -Inserted scheduled program review date.agriffin - Thu, 27 Sep 2018 13:55:04 GMT -Uploaded revised copy of Section C documentas requested by submitter.agriffin - Fri, 12 Oct 2018 20:43:14 GMT -Renamed documents to match namingconvention for BOT.

ELELBS Reviewer Comments agriffin - Fri, 26 Aug 2016 21:25:50 GMT -Rollback: Please describe each of the changesin the description block. Remember to includethe changes in the 8 SDCP. Also, please resolvethe discrepancy between the total hours for theprogram with the total hours for the 8 SDCP.

kmamisei - Fri, 21 Sep 2018 16:00:45 GMT -Added program goals and learning outcomesagriffin - Thu, 27 Sep 2018 16:17:20 GMT -Uploaded revised Section C document, perrequest from submitter.agriffin - Thu, 11 Oct 2018 20:17:43 GMT -Renamed documents to match BOT namingconvention.lkulcza - Thu, 18 Oct 2018 02:00:42 GMT- Inserted footnote for correspondinginformation from PELED proposal.lkulcza - Thu, 18 Oct 2018 02:02:19 GMT -Rollback: Accidentally approved this whenupdating footnote information.




46


Expanded the listing for the University Corecourses to include: PHIL 2003 and PHIL 2103.Added course options to the additional PELEDrequirements to allow students to choose fromPHYS 1034, ASTR 2003/2001L, or STEM 4104.Also allowing students to take STAT 2303 orany 3 hour Statistics course. These curriculumchanges will allow student flexibility withcourse choice. ||Updated 8DCP also to reflect additionalcourses above. Corrected hours for GEOS1113/1111L to relect 125 hours for plan ofstudy. |

Remove CIED 3262, Language Development| The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 3103, Children’s and AdolescentLiterature | The changes to the CHED andELEL programs are being made in responseto the Arkansas Department of Education's(ADE) significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4113, Integrated CommunicationSkills | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4363, Disciplinary Literacy |The changes to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove CIED 4423, Teaching a 2nd Language| The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Remove STAT 2303, Principles of Statistics| The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Change MLIT 1003 AND ARHS 1003 or EITHERMLIT 1003 OR ARHS 1003 | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add 3 hour MATH elective | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 2943, Foundations of Language andLiteracy (NEW COURSE) | The changes to theCHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 3453, Developmental Literacy (NEWCOURSE) | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 4183, Instruction and Assessmentin Writing (NEW COURSE) | The changes tothe CHED and ELEL programs are being madein response to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.Add CIED 4463, Culture and Learning (NEWCOURSE) | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.Add CIED 4533, Reading Comprehensionthrough Children and Adolescent Literature(NEW COURSE) | The changes to the CHEDand ELEL programs are being made inresponse to the Arkansas Department ofEducation's (ADE) significant revisions of thecompetencies required for K-6 elementaryteacher education programs. In making thechanges, program faculty consulted ADE'srequired content competencies, the contentaddressed in the Praxis and new state requiredReading Exam candidates must pass toobtain licensure, various national and statestandards documents, and leading research inthe elementary education field.These changes will move the ELELBS degreeprogram to a total of 123 hours (from theprevious 125) required for graduation. | Thechanges to the CHED and ELEL programsare being made in response to the ArkansasDepartment of Education's (ADE) significantrevisions of the competencies requiredfor K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.The proposed changes in the ELELBSadmission policy will require candidates tosubmit their program application one semesterearlier in the academic career. The changeswill require sophomore candidates to submittheir program admission applications bySeptember 15 with subsequent admissionto the program beginning Spring Semester 4(Sophomore year spring). All other admissionpolicies and procedures will remain thesame. | The changes to the CHED and ELELprograms are being made in response to theArkansas Department of Education's (ADE)significant revisions of the competenciesrequired for K-6 elementary teacher educationprograms. In making the changes, programfaculty consulted ADE's required contentcompetencies, the content addressed inthe Praxis and new state required ReadingExam candidates must pass to obtainlicensure, various national and state standardsdocuments, and leading research in theelementary education field.

undefined 47


Expanded the listing for the University Corecourses to include: PHIL 2003 and PHIL 2103.Added course options to the additional PELEDrequirements to allow students to choose fromPHYS 1034, ASTR 2003/2001L, or STEM 4104.Also allowing students to take STAT 2303 orany 3 hour Statistics course. These curriculumchanges will allow student flexibility withcourse choice. ||Updated 8DCP also to reflect additionalcourses above. Corrected hours for GEOS1113/1111L to relect 125 hours for plan ofstudy. |


ObjectivesNA The program goals are based on the principles

that educators must: master knowledge-basesappropriate to their discipline; access anduse knowledge; generate knowledge; useand model best practices; approach learningas developmental and life-long; be skillful ininterpersonal relations; practice on the basisof professional standards and ethical conduct;and honor diversity.



ActionAction

48


123

Upload attachments ELELBS - EDUC Major Revision -ATS_Matrix.xlsxELELBS - EDUC Major Revision - Section C.pdfELELBS - EDUC Major Revision -K_6_Matrix.xlsx

ENTOPH Effective Catalog Year Summer 2014 Fall 2019 User ID: mrevans Phone: 5-3179 Type of proposal Major/Field of Study Select a reason for this

modificationDeleting Certificate, Degree, Option orOrganizational Unit—(LON 5)


ActionAction



42


No


6


2021


n/a

Learning Outcomes n/a Description and

justification of the requestENTOPH to be replaced by AFLSPH | In aneffort to best prepare graduates to enter theinterdisciplinary agricultural, food, and lifesciences workforce, an interdisciplinary Doctorof Philosophy (PhD) degree in Agricultural,Food, and Life Sciences is needed (AFLSPH).

Upload attachments AFLSPH - Reconfig - Ltr of Notification.docxENTOPH-PTSCPH - Deletion - Ltr ofNotification.docx

Reviewer Comments agriffin - Mon, 07 May 2018 19:06:36GMT - This deletion request is part of thereconfiguration of the Plant Science PhDrequest. Attaching the LON for reconfigurationto make sure the records are complete.agriffin - Thu, 11 Oct 2018 20:22:26 GMT -Updating approval dates in LONs.

ENTRGC Effective Catalog Year Fall 2018 Fall 2019 Scheduled Program

Review Datena/ 2021-2022


Admin update of course not found. | Adminupdate of course not found.

Delete MGMT 5313 from the list of electivecourse options within the Walton Collegeof Business. List MGMT 5313 within the listof Required Courses for business students.Clarification change that non-businessstudents should complete MGMT 5213 andbusiness students should complete MGMT5313. | All business students must completeMGMT 5313 and non-business students shouldcomplete MGMT 5213.

undefined 49

Reviewer Comments agriffin - Thu, 27 Sep 2018 16:32:03 GMT -Adjusted formatting with MGMT 5313 andMGMT 5213 to clean up catalog copy.agriffin - Sun, 14 Oct 2018 18:25:40 GMT -Updated scheduled program review date.

ESWSBS Scheduled ProgramReview Date

2017 2020


Admin update of missing GEOS course. | A. Remove requirement for additional hoursin ENGL, JOUR, COMM, or foreign languageif EXEMPT from ENGL 1013 and ENGL1023\\nB. Move STAT/AGST options toEnvironmental Science core and deletebiostatistics (which has a Calculus pre-req);MATH section becomes 6 hours\\nC. AddAGME 2903 (Ag and Human Environ ScienceAppl of Microcomputers to EnvironmentalScience core for a total of 17 hours, remove3 hours from Natural Resources core, andincrease Departmental Requirements to 32-33credits. \\nD. Add CSES 4553 Wetland Soilsand ENSC 3263 Soil and Water Conservationas options to 2nd Soil Science block \\nE.Add GEOS 4363 Climatology and GEOS 4473Applied Climatology as options to 2nd WaterScience block \\nF. Add AFLS 401V/401VHExperiential Learning in Indian Agriculture(Jan) or AFLS 401V/401VH Sustainability inthe Euro Food System (May) to the NaturalResources core, Environmental Science block\\nG. Add footnote that “courses taken inmajor cannot be taken for duplicate credit”\\nH. Make sure that check sheet state 0-3credits for Environmental Studies, which isthe current program (not 3 hours). | Change inENGL 1013 and ENGL 1023 exemption allowsstudents to enroll in upper division hours inthe major or provides more flexibility to pursueexperiential learning or other opportunities.\\nSTAT 2023 requires MATH 2554, whichis not required for the major. \\nStudentsneed to be proficient in computer skills to besuccessful in the sciences, and many studentslack computer skills, especially those toanalyze data. \\nESWS attracts many transferstudents and students with diverse interestsin environmental sciences and the flexibilityto pursue different upper division water andsoil science courses allows students somecustomization to shape degree experienceto fit future career interests and pursuits. \\nInclusion of study abroad programs focusedon the natural and agricultural scienceswithin the natural resources core providesglobal enrichment and experiential learningopportunities.


Admin update of missing GEOS course. |


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The Environmental, Soil, and Water majoreducates students in water quality, proper useof soils, land application of wastes, properuse of fertilizers, fate of pesticides in soil andwater, bioremediation of contaminated soilsand waters, and wetlands. The major providesa strong science background and a practicaleducation.

1. Graduates have the discipline-specificknowledge in soil, water, and environmentalsciences required to perform successfullyin private, government, or academic entry-level positions. \\n2. Graduates are able tocritically analyze, synthesize, and evaluate newinformation to make informed decisions.\\n3.Graduates have the ability to solve complex,multidisciplinary problems. \\n4. Graduatesare able to prepare and synthesize informationto effectively communicate, both orally and inwriting.

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Learning Outcomes ESWS Student Learner Outcomes1. Technical SkillsA. Demonstrate a high level of technicalcompetency in soil, water, and environmentalsciences to perform successfully in private,government, or academic entry-level positionsB. Understand fundamental properties andprocesses of soil, water, and environmentalsciences for sustainability, assessment,management, and conservation.C. Demonstrate basic computer skills,including Excel spreadsheet and GIS skills.

D. Understand variability and descriptivestatistics, quality control, and how to practicethe scientific method.

2. Communication SkillsA. Prepare, organize, and synthesizeinformation to effectively communicate, bothorally and in writing, with technical and non-technical audiences.B. Prepare visual aids and use them effectivelyin oral communicationC. Clearly present written reports of technicalinformation to general and professionalaudiences.

3. Ethics and LeadershipA. Discuss and apply the code of ethics thestudents will use in their work, includingacademic honesty and professional ethicsB. Discuss the social and multi-culturalaspects of the students’ chosen careersC. Demonstrate leadership skills in classroomprojects and non-classroom activitiesD. Successfully engage in active learningactivities and develop life-long learner skillsE. Demonstrate their leadership skills, socialawareness, and ethical responsibility byleading and participating in discussionsessions on the topics.

4. Problem Solving and Critical ThinkingA. Demonstrate the ability to solve complex,multi-disciplinary problems as a member of ateam and as an individualB. Collect, summarize, interpret, andcommunicate data generated by the student inlaboratory and field exercisesC. Find, evaluate, and communicate currentresearch information presented in scientificjournal and popular press articlesD. Conduct soil, water quality, andenvironmental quality assessment and makerecommendations to solve problems

1. Students will demonstrate the disciplinespecific knowledge required to function asenvironmental, soil, and/or water scienceprofessionals. \\n2. Students will demonstratethe ability to critically evaluate situations orscenarios to arrive at well thought out andsupported decisions and outcomes. \\n3.Students will demonstrate the ability to workthrough and solve complex, multidisciplinaryproblems.\\n4. Communication skills\\na.Students will demonstrate the skills requiredto effectively communicate technical/scientificinformation in oral platforms.\\nb. Studentswill demonstrate the ability to integrate,organize, and effectively present writtenreports of technical/scientific information.


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Upload attachments 19-20-eswsbs-8sdcp final.docxESWS checksheet 2019-2020 Apr 2018rev -final.docx

Reviewer Comments agriffin - Mon, 07 May 2018 19:47:45 GMT -Changed effective catalog date from spring2019 to fall 2019. UGRD programs can onlybe implemented with the publication ofthe fall catalog. Inserted AGME 2903 intoEnvironmental Science Core requirements (asnoted in description). Thus changed hoursfrom 14 to 17 for the core requirements (withpermission from college).agriffin - Thu, 21 Jun 2018 20:34:18 GMT -Rollback: Rollback per request of department.

ETECME Percent Online 100% 100% with No Required Campus Component Reviewer Comments lkulcza - Wed, 26 Aug 2015 19:42:51 GMT - Per

request from Janet Penner-Wiliams, added"core" and "elective" verbiage to narrativeparagraph on degree requirements.

agriffin - Fri, 07 Sep 2018 16:06:36 GMT -Changed effective date from fall 2018 to fall2019. Also indented CIED 5363 and CIED 5423,as well as ADLL 5183 so that the credit hoursfor program review would total 34, not 43hours.agriffin - Fri, 07 Sep 2018 16:10:43 GMT -Corrected typo in justification field. Deleted"s" from the Graduate Record Examination indegree prerequisites.lkulcza - Tue, 11 Sep 2018 22:00:06 GMT -Admin adjust of online designation; 100%with NO required campus component (Formfunctionality changeover with CIM refresh).ggunderm - Tue, 11 Sep 2018 22:02:33 GMT -CIP okay.agriffin - Fri, 12 Oct 2018 15:54:18 GMT -Inserted program goals and student learningoutcomes, sent from department.


The program is seeking to remove the GRE/MAT admission requirement from the ETECM.Ed. program. Our pool of potential studentsconsists entirely of adult working professionalsseeking career advancement. We havestructured our curriculum such that the ETECM.Ed. is a practitioner-based program, focusingon preparing students for advancement inthe workplace. Our program offers workingprofessionals the opportunity to learn skillsthey can immediately apply in their workplace,and as such, we recruit and attract studentswho are interested in job improvement andcareer advancement, as opposed to a path toa Ph.D. Because of the workplace focus of ourprogram, and because we require applicantsto submit a professional writing/work sampleas part of the application process, we do notbelieve the GRE/MAT test requirement isnecessary for us to adequately review potentialapplicants. Thus, we respectfully requesta waiver from the Graduate School for thisrequirement. |

Addition of CIED 5363 and 5423 as well asADLL 5183 as potential electives. Removal ofHHPR 5353 as potental elective. | The two CIEDcourses are part of the ETECGC but can alsoserve as electives for the MED. The graduatecertificate went into effect last year but thecourses had not been added to the MED listas electives. The addition of the ADLL 5183course allows for more variety in electivechoices to serve students who are completingthe degree who do not have a K-12 focus somechoice in courses. The HHPR 5353 course hasgrown enrollment and in discussions with theprogram our students are not able to enroll inthat course due to seat availability.

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The program is seeking to remove the GRE/MAT admission requirement from the ETECM.Ed. program. Our pool of potential studentsconsists entirely of adult working professionalsseeking career advancement. We havestructured our curriculum such that the ETECM.Ed. is a practitioner-based program, focusingon preparing students for advancement inthe workplace. Our program offers workingprofessionals the opportunity to learn skillsthey can immediately apply in their workplace,and as such, we recruit and attract studentswho are interested in job improvement andcareer advancement, as opposed to a path toa Ph.D. Because of the workplace focus of ourprogram, and because we require applicantsto submit a professional writing/work sampleas part of the application process, we do notbelieve the GRE/MAT test requirement isnecessary for us to adequately review potentialapplicants. Thus, we respectfully requesta waiver from the Graduate School for thisrequirement. |


ObjectivesNA to this change The Educational Technology Program prepares

students who can contribute to society asprofessional educational technologists ineducation, business, government and thehealth professions. To accomplish this goalthe following student learning outcomes arepursued:

Learning Outcomes NA to this change Student Learning Outcomes (based on AECTnational standards)\\n1. Content Knowledge- Candidates demonstrate the knowledgenecessary to create, use, assess, and managetheoretical and practical applications ofeducational technologies and processes.\\n2.Content Pedagogy - Candidates develop asreflective practitioners able to demonstrateeffective implementation of educationaltechnologies and processes based oncontemporary content and pedagogy.\\n3.Learning Environments - Candidates facilitatelearning by creating, using, evaluating, andmanaging effective learning environments.\\n4. Professional Knowledge and Skills- Candidates design, develop, implement,and evaluate technology-rich learningenvironments within a supportive communityof practice.\\n5. Research - Candidatesexplore, evaluate, synthesize, and applymethods of inquiry to enhance learning andimprove performance.\\n


ActionAction


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Course delivery mode online Class interaction mode other Specify Other Interaction

MethodsCombinations of multiple tools. Some virtuallive sessions, discussions boards, wikis, virtualpresentations etc.

FRENBA User ID: crsleaf1 rcc003

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N/A 2019-2020

Reviewer Comments ddraper - Tue, 30 Sep 2014 16:40:11 GMT- Correction to total number of language-related courses required (from 9 to 6). ddraper9/30/2014

agriffin - Mon, 08 Oct 2018 18:55:35 GMT -Inserted "Or Additional Studies Requirement" toFREN 1003, FREN 1013, and FREN 2013 in theeight semester plan.agriffin - Mon, 08 Oct 2018 18:56:53 GMT -Adjusted formatting to the curriculum in theLON.agriffin - Wed, 10 Oct 2018 19:26:34 GMT -Inserted program goals and student learningoutcomes with permission from the college.rcc003 - Tue, 16 Oct 2018 18:18:51 GMT - Slightlanguage changes to clarify intent under theAdditional Studies Requirement.agriffin - Wed, 17 Oct 2018 22:12:40 GMT -Inserted current revisions into LON. Uploadedrevised copy.




Phone: see below for contact information 3701 Description and

justification of the requestContact Steve Bell, WLLC Chair |575-2951 ||We are planning to develop new, five-year dualdegree programs with other colleges acrosscampus; the first of these (with more to comedown the road we hope) we expect will be afive-year deal degree program between Germanand Engineering which includes a full year ofstudy abroad in Germany with an internship.We hope this new program can have its firstcohort of students starting in Fall 2015. Tomake this practical we need to streamlineslightly our WLLC major requirements forclasses in addition to the major languageclasses: we are changing the requirement ofWLIT 1113 AND PHIL 2003 to an “OR”, andwe are reducing our 9-hours of additionallanguage-related course (back) to 6. Thisreduces major in French from 45 to 39. Thetotal number of hours for degree completionremains unchanged at 120 hours. |

Removed humanities requirements (PHIL2003/WLIT 1113, HIST 1113, HIST 1123, andalso added the Additional Studies Requirementof an additional major/minor or completionof the College Honors core. | In conjunctionwith the pending final approval of the AMSPANand AMFREN additional major proposals, aswell as the BAT proposals in French, German,and Spanish Education, and in conjunctionwith the University-wide elimination of therequirement of 30 additional hours (150total) for double degrees (in other words,double majors across colleges), we proposethese changes to allow additional flexibilityfor students seeking to add a major in aworld language. We have many students inevery college interested in adding linguisticcompetency and intercultural knowledge totheir study of other subjects, this revision ofmajor requirements will give the departmentthe ability to incorporate more students inareas as diverse as STEM, business, education,architecture, agriculture, as well as the artsand sciences. The elimination of the worldcivilization and the philosophy/world languagestipulations from among the universityrequirements should allow this additionalflexibility. It also makes quite realistic theaddition of the requirement of an additionalminor or major in a program in FulbrightCollege (a requirement that has a precedentin the current Math major.) We believe ourstudents should pursue a broad education,but we also want to strongly encourage andincentivize our students to establish insofaras possible, in consultation with their advisors,a coherently integrated program of studiesinvolving interdisciplinary work, one that willeffectively enhance their preparation for theircareer goals and their future professional andlife endeavors. We think this modification ofour requirements should help achieve thesegoals for our students.

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Contact Steve Bell, WLLC Chair |575-2951 ||We are planning to develop new, five-year dualdegree programs with other colleges acrosscampus; the first of these (with more to comedown the road we hope) we expect will be afive-year deal degree program between Germanand Engineering which includes a full year ofstudy abroad in Germany with an internship.We hope this new program can have its firstcohort of students starting in Fall 2015. Tomake this practical we need to streamlineslightly our WLLC major requirements forclasses in addition to the major languageclasses: we are changing the requirement ofWLIT 1113 AND PHIL 2003 to an “OR”, andwe are reducing our 9-hours of additionallanguage-related course (back) to 6. Thisreduces major in French from 45 to 39. Thetotal number of hours for degree completionremains unchanged at 120 hours. |


ObjectivesN/A existing program 1. Students completing a major in the

Department of World Languages shouldpossess a broad knowledge and criticalunderstanding of the culture, civilization,and literature corresponding to their majorlanguage, \\n\\n2. As befits a liberal artsprogram, students completing a majorshould develop effective written and oralcommunications skills, as well as the abilityto apply the skills of critical thinking toproblem solving.\\n\\n3. Last but not least,students completing a World Languagesmajor should have developed at a minimum abasic proficiency in their language, includingpractical abilities in reading and writing, and inlistening comprehension and speaking whenappropriate, as well as a solid grasp of thestructure and grammar of the language.

Learning Outcomes N/A existing program 1. Demonstrate speaking and listeningproficiency in the target language at the ACTFLAdvanced Low level.\\n\\n2. Demonstrate theability to develop a coherent analytical and/or research paper in the target language onan academic topic.\\n\\n3. Demonstrate acommand of grammatical mechanics and theability to use a variety of sentence structuresto express their ideas.\\n\\n4. Read andunderstand every-day and literary texts in thelanguage; analyze, discern, and argue issuesof ethical, cultural and aesthetic values.\\n\\n5. Demonstrate a critical understanding ofthe distinctive features of French culture in itssocial and historical contexts.


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Upload attachments FRENBA - Curriculum Revision - Ltr ofNotification.docx

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GBUS-M Specify Other InteractionMethods

Online courses at the University of Arkansasuse the Blackboard Learning ManagementSystem as the foundation for the interactionfor instructor-student and student-student.Different components are provided andsupported through the platform, including butnot limited to:• Posting of lectures, comments and feedback.• Participation in discussion boards (text and/or video uploads through Blackboard andKaltura)• Peer to peer feedback/evaluations• Postings of opinions/critical analysis/presentation of results using Blogs/Wikis• Email interaction is facilitated as well• Webinar sessions (live 2 way webconferencing –faculty/students – students/students) through Blackboard Collaboratewith sessions of questions and answers (live/recorded lectures that allow for questionsand participation in quizzes and assignmentsonline)

Percent Online 100% 100% with Required Campus Component Description and

justification of the requestRemoving "concentration" from title | Adding ACCT 2023 or MGMT 2053 to the list of

options for completion of the minor in GeneralBusiness for non-business majors; GeneralBusiness concentration. | Many non-businessmajors take ACCT 2023 with the intention todo a minor in Accounting but may also changeto General Business. Course credit is alreadygiven for the other sophomore and upper levelbusiness core courses; this change puts thesecourses on equal status.


Removing "concentration" from title |

Effective Catalog Year Fall 2016 Fall 2019 Track(s) - Action Action Focused Stud(y/ies) -

ActionAction


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Course delivery mode online Class interaction mode bulletin

emailblog

Reviewer Comments agriffin - Tue, 25 Sep 2018 20:16:18 GMT -Changed effective date from spring 2019 to fall2019. Program changes for UGRD programscan only take effect with each catalog year.lkulcza - Fri, 28 Sep 2018 14:56:12 GMT -Admin update of course listing not found.

GEOLMS Scheduled ProgramReview Date

NA 2020-2021

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Admin update of grad level cognates. | We are dropping a tight list of MS Geology corerequired classes and moving toward a moreunstructured requirement approach. | Thismodernizes our MS Geology requirements.Our research shows this is in line with overhalf of our peer group of geology departments.Over the last couple of decades the scope ofgeology has broadened and the core classapproach is seen as too restrictive and is nowless useful. The new plan aligns graduatestudents better with tenure-line faculty andfairly represents the broadening of the geologydiscipline. Also, is better alignment with MSGeography requirements in our department.


Admin update of grad level cognates. |


ObjectivesNA Students admitted to graduate study should

have completed an undergraduate geology\\nprogram similar to that required for theB.S. degree at the University of Arkansas.The program\\nin Geology requires 30graduate course credit hours, six of whichwill be derived from a thesis\\nreportingthe results of an original laboratory or fieldresearch problem. All course work, a\\nthesistopic, and the final thesis must be approvedby the student’s thesis committee. This\\ncommittee is selected by the student and thestudent’s thesis director and will consist of a\\nminimum of three members. At least two ofthe committee members will be chosen from\\ngeology faculty whose areas of expertisecoincide with the research interests of thestudent.\\n\\nEach student will completea core curriculum consisting of a minimumof 12 hours selected\\nfrom the followingcourses:\\n\\nGeomorphology\\nGeophysics\\nGeochemistry\\nSedimentary Petrology\\nAdvanced Stratigraphy and Sedimentation

Learning Outcomes NA • Have an appreciation for the environmentalaspects of earth systems and potentialimpacts and hazards associated with humanoccupation.\\n• Be able to conceptualize thestratigraphic character of rocks in outcrop andfrom subsurface data, and sedimentologicalprocesses\\n• Recognize and understandthe structural features of the earth in outcropand in the subsurface and relate these togeophysical data representing the subsurface.\\n• Understand the geomorphic characteristicsof the earth’s surface and the mechanismsforming the earth’s surface features.\\n•Understand the concepts of geologic time,the succession of life on earth throughgeologic time, and the tectonic forces actingon earth through geologic time.\\n• Havesufficient mathematical, chemistry andphysics knowledge to be able to apply thesefields to geologic settings and problems, aswell as resource identification, developmentand management.\\n• Have the ability tocommunicate results of their efforts in writtenreports including the MS thesis, and orally todiverse audiences.

Track(s) - Action Action

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Action


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Reviewer Comments agriffin - Mon, 19 Feb 2018 14:30:35 GMT -Inserted scheduled program review date.agriffin - Tue, 16 Oct 2018 18:24:53 GMT -Inserted program goals and learning outcomesfrom program's annual assessment report.Department is encouraged to review andupdate as appropriate.agriffin - Tue, 16 Oct 2018 18:28:04 GMT- Replaced red box of course not foundwith approved course GEOS 5612. Coursecompleted approval process since programchange was originally submitted.

GERMBA User ID: crsleaf1 rcc003 Scheduled Program

Review DateN/A 2019-2020




Phone: 575-6731 3701

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Deleted footnote regarding German coursesabove 3000 level. |

Removed humanities requirements (PHIL2003/WLIT 1113, HIST 1113, HIST 1123, andalso added the Additional Studies Requirementof an additional major/minor or completionof the College Honors core. | In conjunctionwith the pending final approval of the AMSPANand AMFREN additional major proposals, aswell as the BAT proposals in French, German,and Spanish Education, and in conjunctionwith the University-wide elimination of therequirement of 30 additional hours (150total) for double degrees (in other words,double majors across colleges), we proposethese changes to allow additional flexibilityfor students seeking to add a major in aworld language. We have many students inevery college interested in adding linguisticcompetency and intercultural knowledge totheir study of other subjects, this revision ofmajor requirements will give the departmentthe ability to incorporate more students inareas as diverse as STEM, business, education,architecture, agriculture, as well as the artsand sciences. The elimination of the worldcivilization and the philosophy/world languagestipulations from among the universityrequirements should allow this additionalflexibility. It also makes quite realistic theaddition of the requirement of an additionalminor or major in a program in FulbrightCollege (a requirement that has a precedentin the current Math major.) We believe ourstudents should pursue a broad education,but we also want to strongly encourage andincentivize our students to establish insofaras possible, in consultation with their advisors,a coherently integrated program of studiesinvolving interdisciplinary work, one that willeffectively enhance their preparation for theircareer goals and their future professional andlife endeavors. We think this modification ofour requirements should help achieve thesegoals for our students.


Deleted footnote regarding German coursesabove 3000 level. |


ObjectivesN/A Existing Program 1. Students completing a major in the

Department of World Languages shouldpossess a broad knowledge and criticalunderstanding of the culture, civilization,and literature corresponding to their majorlanguage,\\n\\n2. As befits a liberal artsprogram, students completing a majorshould develop effective written and oralcommunications skills, as well as the abilityto apply the skills of critical thinking toproblem solving.\\n\\n3. Last but not least,students completing a World Languagesmajor should have developed at a minimum abasic proficiency in their language, includingpractical abilities in reading and writing, and inlistening comprehension and speaking whenappropriate, as well as a solid grasp of thestructure and grammar of the language.

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Learning Outcomes N/A Existing Program 1. Demonstrate speaking and listeningproficiency in the target language at the ACTFLAdvanced Low level.\\n\\n2. Demonstrate theability to develop a coherent analytical and/or research paper in the target language onan academic topic.\\n\\n3. Demonstrate acommand of grammatical mechanics and theability to use a variety of sentence structuresto express their ideas.\\n\\n4. Read andunderstand every-day and literary texts in thelanguage; analyze, discern, and argue issuesof ethical, cultural and aesthetic values.\\n\\n5. Demonstrate a critical understanding ofthe distinctive features of German culture in itssocial and historical contexts.


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Upload attachments GERMBA - Curriculum Revision - Ltr ofNotification.docx

Reviewer Comments agriffin - Mon, 08 Oct 2018 19:34:09 GMT -Inserted "Or Additional Studies Requirement"for GERM 1003, GERM 1013, and GERM 2013into eight semester plan, with permission fromcollege.agriffin - Mon, 08 Oct 2018 19:35:37 GMT -Adjusted formatting of curriculum in LON.agriffin - Wed, 10 Oct 2018 19:24:31 GMT -Inserted program goals and student learningoutcomes with approval from college.rcc003 - Tue, 16 Oct 2018 18:19:42 GMT - Slightlanguage changes to clarify intent under theAdditional Studies Requirement.agriffin - Wed, 17 Oct 2018 22:15:58 GMT -Inserted additional language to the AdditionalStudies Requirement section. Uploaded revisedcopy of LON.

GLST-M Select a reason for thisnew program

Adding New Minor or Additional Major--(LON 3)

Effective Catalog Year Fall 2018 Fall 2019 Program Costs NA Library Resources NA Instructional Facilities NA Faculty Resources NA Scheduled Program

Review Date2024-25 NA

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creating new minor | The Minor in GlobalStudies is a fifteen-credit-hour program thatcombines training in intercultural competencywith advanced coursework dealing withkey global issues, such as internationalfood security, human rights, internationalconflict, etc. The minor has two requirements,beginning with a Global Issues requirementconsisting of a gateway course (INST 2013Introduction to International and GlobalStudies) and a global issues course chosenfrom a range of upper-level options. Thesecond requirement leads students to developintercultural skills through a mix of worldlanguage and area studies courses, with thepossibility to apply three credit hours earnedthrough an international experience, whether astudy abroad course, international internship,or foreign research trip.\\nThe programstems from a broader push to internationalizethe campus at the University of Arkansasand enhance global citizenship and globalawareness among students. It was developedby a task force formed by the Provost’sInternational Education Advisory Committee,whose members included representativesfrom all six undergraduate colleges (AFLS,ARCH, ARSC, EDUC, ENGR, WCOB). Fulbrightrepresentatives included the director ofInternational Studies and the chair of theDepartment of World Languages. The taskforce agreed that it would be best to designand situate the minor within the InternationalStudies Program in Fulbright College. Thismeans that the proposed framework willrequire no additional resources, since itplans to use existing capacity in the AreaStudies and International Studies programsand in the Department of World Languages,Literatures, and Cultures. We now have thefaculty capacity to offer additional sectionsof INST 2013 Introduction to Internationaland Global Studies as needed, along withthe added sections and seats in the upper-level INST courses.\\nA Global Studies minorwould be a welcome addition to the INSTprogram. Where the program has dealt withvarieties of international interaction andexchange, the global studies focus wouldallow the program to enhance its focus oncontemporary challenges and issues operatingon a worldwide scale. This will help Universityof Arkansas students better understand theissues shaping the contemporary world andmake them active participants in addressingworldwide challenges while preparing them forcareers involving international or interculturaldimensions.\\n

Upload attachments GLST-M - New Minor - Ltr of Notification.docx

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Reviewer Comments agriffin - Tue, 24 Oct 2017 21:56:37 GMT -Hyperlinked courses in program requirementsto more easily identify pending coursechanges. Also revised LON with formattingand matching course titles with CIM titles.Renamed LON to match naming convention forBOT materials.agriffin - Tue, 24 Oct 2017 21:58:00 GMT -Removed first draft of LON.lkulcza - Thu, 02 Nov 2017 18:40:06 GMT -All courses "not found" currently in approvalprocess for fall 2018.agriffin - Fri, 10 Nov 2017 17:15:51 GMT - ADHErevised LON template. Edited LON, whichdid not impact documentation presented bycollege. Uploaded revised copy.lkulcza - Wed, 09 May 2018 23:11:36 GMT -Admin removal of COMM 4875 and INST 4873,as those courses don't currently exist.calison - Fri, 11 May 2018 14:59:51 GMT -Placed course requirements in traditionalCourse List.

agriffin - Tue, 17 Jul 2018 14:31:07 GMT -Changed scheduled program review date toNA. Minor programs do not conduct programreviews.




Changing the language in Option One allowingstudents to complete nine hours of languagecourses. | We want option one to match therequirements for language in the InternationalBusiness BS, which permits students to countone intermediate course and two advancedcourses towards their required hours. Thisallows Int Business majors to meet their majorrequirements in part by completing the GLSTminor.

HISTDeptHonors

User ID: ddraper rcc003

Phone: see contact information below 3701 Description and

justification of the requestContact Jill Wheeler [email protected] or5-2509 with any questions or concerns. ||The Fulbright Honors program is seekingconsistency in the honors requirementdescriptions across the college. The changeis not substantial to any actual honorsrequirements, but does bring in requirementinformation that exists elsewhere in theFulbright Honors section of the catalog. Thehonors program also wishes to make it clearthat whether students are pursuing college ordepartmental honors, the stated requirementsin the department section of the catalog applyto both. |

Added world language Intermediate II (2013)level to the list of honors requirements. | Inkeeping with the Honors Program of FulbrightCollege, Departmental Honors, like CollegeHonors, will be required to have at least oneforeign language, reaching Intermediate II levelof proficiency.

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Contact Jill Wheeler [email protected] or5-2509 with any questions or concerns. ||The Fulbright Honors program is seekingconsistency in the honors requirementdescriptions across the college. The changeis not substantial to any actual honorsrequirements, but does bring in requirementinformation that exists elsewhere in theFulbright Honors section of the catalog. Thehonors program also wishes to make it clearthat whether students are pursuing college ordepartmental honors, the stated requirementsin the department section of the catalog applyto both. |


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Reviewer Comments agriffin - Wed, 28 Mar 2018 16:30:20 GMT -Rollback: Once the department defines theconcentrations for the BA, the "track" languagewill need to be updated in the programrequirements for Honors.

HISTBA User ID: crsleaf1 abrogi Scheduled Program

Review Date2017 2018

Phone: 5-5887 5-5888 Description and

justification of the requestAdmin update for courses not found. | The HISTORY BA no longer requires as

mandatory for all majors the attainment ofproficiency in one World Language at theIntermediate Level II. Students may nowchoose to take any four classes from abroad menu intended to provide them withmulticultural and interdisciplinary competency,whether in the form of foreign languageproficiency, or a course selection from areastudies and other disciplines in the humanitiesor social sciences. \\nThe eight semester planis thus changed accordingly, as shown in theattached file | A) To maintain a multiculturalexposure of our majors while giving themthe option of choosing between introductorycourses in various disciplines and area studiesand/or proficiency in one foreign language. \\nB) to coordinate our program with the newprogram for a Bachelor of Arts in Teachingoffered by the College of Education and HealthProfessions, allowing students to complete,within an eight semester plan of 120 credithours, their B.A.T. in Social Studies, whilemajoring in History.\\n\\n


Admin update for courses not found. |


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New faculty members have broadened ourcurriculum

The Program's goal is to allow students todevelop the craft and skills necessary forcareers requiring knowledge of history, criticalanalysis, and research, including teaching,law, government, and private businessorganizations. The global scope of the programallows students to pursue their interest ina particular region, time, period, or culture,while also being exposed to cultural diversityand contextualization in an increasinglyinterdependent world.

Learning Outcomes Changes proposed will add geographicalbreadth to our offerings.

Research skills, analytical skills, interculturalcompetency, and global learning.

Track(s) EDT | 54.0101 | Track(s) - Action Action Focused Stud(y/ies) -

ActionAction

Does this proposal impactany courses from anotherCollege/School?

No Yes

College(s)/School(s) WCOB What are the total hours


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Reviewer Comments agriffin - Fri, 23 Feb 2018 19:20:44 GMT -Rollback: Program requirements does notdistinguish between track A and track B. Inaddition, both tracks need to be identified inthe eight semester plan. Also, please changeeffective date to fall 2019 and total hours fordegree should be 120. Please visit with RyanCochran to assist in making the edits.jdurdik - Fri, 02 Mar 2018 20:21:28 GMT -Rollback: More to do first.agriffin - Mon, 19 Mar 2018 18:16:31 GMT -Rollback: Please review the correspondencefrom 3-15-2018 for revisions.agriffin - Fri, 28 Sep 2018 14:12:46 GMT- Rollback: Rolling back at the request ofsubmitter.agriffin - Mon, 01 Oct 2018 18:54:11 GMT -In the eight semester plan, inserted 3 credithours for the HIST 4000 level and changedGeneral Electives from 9 to 6 credit hours withassistance from Ryan Cochran.agriffin - Mon, 01 Oct 2018 18:58:12 GMT -Please note, what first appears to be majorchanges (in green) is based on the collegeinserting University Core Requirements into theprogram requirements field in order to assistin making the catalog copy more transparentwith overall requirements. This request isconsidered a minor program change.agriffin - Mon, 01 Oct 2018 19:08:33 GMT- Removed inactive courses from programrequirements.rcc003 - Thu, 11 Oct 2018 18:20:48 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

HISTMA Effective Catalog Year Fall 2018 Fall 2019 Scheduled Program

Review Date2017-2018 2024-2025

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The History department voted to make thefollowing changes to the MA program andadmission criteria to the MA and PhD program.\\n\\nAdmission Criteria\\n(1) Begin to requirea writing sample for the MA program\\n(2)Require a departmental application---this hasbeen a requirement for several years, justnever appeared in the catalog\\n(3) Alter theminimum scores on GRE verbal and writingto reflect current practices of admissionsdecisions\\n(4) Add language making clearthe department's Graduate Studies Committeemakes admissions decisions and the processof those decisions\\n(5) Rearranging andcleaning up existing language\\n\\nMAProgram Change:\\n(1) Require students totake 12 hours of research or reading graduateseminars at the 7000-level, up from 9 hourscurrently required \\n(2)Clarify that studentsneed to take at least 9 hours outside of theirmajor field from the 21 hours of seminars andelectives, not including the required HIST 7023:Historical Methods course (this is alwaysout of the major field and the departmentnever counted it as part of this outside fieldrequirement)\\n(3) Rearranged and cleaned upexisting language | Admission Criteria:\\n(1)Department believed that requiring a writingsample for the MA program, since it is researchbased, would be a better tool for screeningapplicants and ensuring applicant success.\\n(2-4) This matches the department's practiceover the last several years and accuratelyindicates its intentions in the catalog\\n\\nMA Program Change\\n(1) Departmentbelieved that requiring more graduate seminarsenhances the quality of graduate education inthe department. After conducting a review ofpeer institutions, the department found it wasout of step with other programs. Out of 16 peerprograms, only two others required 9 seminarhours. The majority required 12 or 15.\\n(2-3)This clarifies already existing departmentalpractice and makes clear intentions in thecatalog

The Department of History requests twochanges to the graduate catalog this academicyear. They are:\\n\\n(1) Convert GRE testscores from numerical to percentiles\\n\\n(2)Alter language on admissions information tomake clear to students that the GPA limitsand GRE scores are not "cut scores" butare indicative of past students who havesucceeded in gaining admission. Languageis retained that applications are judged ona case by case basis.\\n | Justifications forthese changes are:\\n\\n(1) Conversion topercentiles for GRE test scores follows therecommendation of the graduate school andbest practices for use of GRE scores\\n\\n(2) Students who do not meet the minimumGRE and GPA requirements have routinelyqueried about if their applications will evenbe considered. Following best practices ofusing GRE scores, the department has neveremployed "cut scores" and never discardedapplications that fall below the statedminimums. The department will continue toevaluate them holistically on a case by casebasis.\\n

Reviewer Comments rcc003 - Tue, 26 Sep 2017 16:34:44 GMT -Added punctuation.rcc003 - Tue, 26 Sep 2017 16:35:57 GMT -syntax corrrectionscalison - Mon, 14 May 2018 14:15:47 GMT -Corrected style.

agriffin - Sun, 14 Oct 2018 18:37:17 GMT -Updated scheduled program review date.

HLTSBS Scheduled ProgramReview Date

NA 2020-2021

66


Correcting language in requirements and hoursof electives to tally correctly. |

Made changes to Internship program by addingHORT 472V (2 hours) and decreasing summerrequirement of HORT 462V (1 hour). Movedall online classes from Discipline relatedelectives to Horticulture electives. ChangedHORT 3901 Career Development to a 2000 levelcourse (HORT 2101). Removed BIOL 1613 and1611L from Physical and Biological SciencesCore and added HORT 4413 to HorticultureCore. Added new course HORT 1303 - Intro toFloral Design to Horticulture Electives. AddedFDSC to Discipline related Electives. | To bein compliance with University policy on off-campus student enrollment changes made toInternship program for assessment purposes.Faculty voted to accept all on-line coursesas part of Horticulture Electives instead ofDiscipline-related Electives. HORT 3901 re-aligned to lower level to capture incomingstudents for student learning outcomeassessment. Faculty voted to accept HORT4413 - Horticulture Physiology in lieu of BIOL1613/1611L as being more relevant to HLTSBSmajors. Faculty voted to accept courses inFDSC for Discipline-related electives.


Correcting language in requirements and hoursof electives to tally correctly. |


ObjectivesNA The goal of the Department of Horticulture

is to serve the people of Arkansas andassist the nation and the world througheducation, research, and service. Throughdedicated teaching, pursuit of knowledge andinteraction with society, we seek to improveour contributions to the general welfare. TheDepartment of Horticulture has, as perhapsno other department, a goal to create qualityof life for all citizens--economic, aestheticand social wellbeing by educating studentsin horticultural and turfgrass sciences,conducting research that makes a difference,and to communicate those findings to industryand the public.

undefined 67

Learning Outcomes NA Student Learning Outcomes are defined intoGeneral and Discipline Specific Skills asfollows.\\n\\n1) General Skills:\\na) StudentLearning Outcome 1: Written CommunicationSkills - The development and expressionof ideas in writing. Written communicationinvolves learning to work in many genres andstyles. It can involve mixed-media includingdigital format. Written communicationabilities develop through iterative experiencesacross the curriculum. See Tables 1 and6.\\nb) Student Learning Outcome 2: OralCommunication Skills - Oral communicationis a prepared, purposeful presentationdesigned to increase knowledge, to fosterunderstanding, or to promote change inthe listeners' attitudes, values, beliefs, orbehaviors. See Tables 2 and 6.\\nc) StudentLearning Outcome 3: Critical Thinking Skills- The comprehensive exploration of issues,ideas, artifacts, and events before acceptingor formulating an opinion or conclusion. SeeTables 3 and 6.\\n\\n2) Discipline SpecificSkills:\\na) Student Learning Outcome 1:Acquire, integrate, and apply knowledge ofplant science to managed systems.\\ni) Goal1: Develop working knowledge of multiplesources, including current and older literature,to find, evaluate, organize, and manageinformation related to horticultural systems.\\nii) Goal 2: Demonstrate competence withboth laboratory and field-based technologiesused in modern horticulture.\\niii) Goal 3:Apply concepts of plant biology, systematics,ecology, and genetics to manage and improveplants and their products.\\niv) Goal 4: Applyscientific methods to test hypothesis.\\n\\nb) Learning Outcome 2: Demonstrateinterdisciplinary knowledge and competencyin managing horticultural system.\\ni) Goal1: Assess soils, soil health, plant fertility,water, and site limitations.\\nii) Goal 2: Assesspotential and evaluate realized interactionswith the abiotic and biotic environmentin which plants are grown.\\niii) Goal 3:Recommend and use appropriate applicationmethods, materials, and diagnostic skills foraddressing soil constraints and irrigation,nutrient, stress, and pest management issues.\\niv) Goal 4: Apply principles of accounting,business law, labor, marketing and personnelmanagement to a horticultural businessand contribute to developing the variouscomponents of a business plan.\\n\\nc)Learning Outcome 3: Synthesize knowledgeand use insight and creativity to betterunderstand and improve plant systems.\\ni)Goal 1: Anticipate and recognize problems,identify causes of those problems, identifyviable solutions to the problems and evaluateactions and consequences of treatmentsand interventions.\\nii) Goal 2: Develop,identify and employ best managementpractices that lead to sustainable solutionsand outcomes.\\niii) Goal 3: Understandhow global issues including climate change,energy use, water availability, and/or foodsafety impact on sustainability of horticulturalsystems locally, regionally and globally.\\n\\nd) Learning Outcome 4: Appreciateand communicate the diverse impacts ofhorticulture on people.\\ni) Goal 1: Describethe various ways plants impact human well-being (mental: psychological and restorative;and physiological).\\nii) Goal 2: Describeand assess the influence of plants and theirmanagement on environmental sustainabilityhabitat restoration or low-impact development.\\niii) Goal 3: Quantify the economicimportance of plants in managed ecosystemsand the impact of horticultural crops in foodsystem.\\niv) Goal 4: Describe the social,spiritual and cultural importance of plants tohistorical and contemporary communities ofpeople.\\nv) Goal 5: Communicate effectivelywith various audiences using oral, written andvisual presentation skills and multi-mediatechniques.\\n\\ne) Learning Outcome 5:Demonstrates professionalism and proficiencyin skills that relate to horticulture.\\ni) Goal1: Acquire knowledge of a range of cultures,values, and political perspectives relevantfor living in a global community.\\nii) Goal2: Demonstrate a high level of personal andsocial responsibility.\\niii) Goal 3: Demonstrateleadership and the ability to collaborate andwork in teams.\\niv) Goal 4: Plan, engage andlearn from actions that demonstrate civicresponsibility to community and society.\\nv)Goal 5: Develop a plan for life-long learning asit relates to career choice and professionalism.

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ActionAction


120

Reviewer Comments agriffin - Wed, 28 Feb 2018 21:46:31 GMT -Changed effective date from spring 2019 to fall2019. UGRD program changes can only occurat the beginning of each catalog year.agriffin - Wed, 28 Feb 2018 22:26:57 GMT -Edited the credit hours field in the course listin order for the total hours to correctly reflectthe 120 credit hours required for the degreeprogram.agriffin - Thu, 01 Mar 2018 15:51:52 GMT -Adjusted general electives in 8/9 SDCP forhours to total 120 hours.agriffin - Thu, 01 Mar 2018 16:59:24 GMT -Adjusted the range of credit hours within the8/9 SDCP to assist with hours totaling 120credit hours.agriffin - Thu, 01 Mar 2018 19:40:30 GMT -Rollback: Please change the reason for themodification to a minor change. Also insert thechange of HORT 3901 to HORT 2101 as notedin the description.agriffin - Fri, 02 Mar 2018 14:19:14 GMT -Updated scheduled program review date.agriffin - Mon, 05 Mar 2018 21:15:02 GMT -Inserted suggested classes for Fine Arts andHumanities as requested by department. Also,changed general electives from 6-9 to 1-9 inthe fall of the fourth year so that electives inthe 8/9 SDCP match program requirementswith permission from submitter.lkulcza - Mon, 25 Jun 2018 18:49:43 GMT -Both HORT courses "not found" currently inapproval process for 2019.agriffin - Thu, 11 Oct 2018 20:55:13 GMT -Cleaned up duplicate parentheses in programrequirements.agriffin - Thu, 11 Oct 2018 21:02:37 GMT -Program goals and student learning outcomeswere inserted from department's annualassessment report.

INSTBA Select a reason for thismodification



Concentration(s): ADD | PEAC | Peace, Security, and HumanRightsADD | EURO | European and TransatlanticAffairs

ADD | GLSO | Global South


undefined 69


NA 1. Promote familiarity with historical andconceptual conceptualizations of theGlobal South with a focus on Africa, LatinAmerica, and the Middle East.\\n2. Cultivateinterdisciplinary understanding of the salientissues across the regions of the Global South,including but not limited to underdevelopment,gender disparity, urban growth, climatechange, migration, and indigenous rights.\\n3. Think critically about how issues in theGlobal South are inherently linked to changingbalances of power and historical legacies.\\n4. Develop deeper understanding of thecultures, economies, and politics of selectedregions within the Global South through choiceof elective courses and language training.\\n

Learning Outcomes NA 1. Explain how different disciplinaryapproaches inform general understandingof international affairs and relationships inthe Global South and its constituent regions.\\n2. Identify and describe key features ofthe Global South and selected constituentregions, including but not limited to its history,geography, economy, and cultures.\\n3.Describe the historical legacies and globalpolitical forces shaping the Global Southtoday.\\n4. Demonstrate the salient cultural,economic, and political features of at least oneregion within the Global South.\\n


Added line to clarify that two of four coursesunder Global Culture Requirement needed tobe taken. | Line accidentally deleted duringsubmission of changes.

Addition of new concentration in Global South| Concentration is needed to meet program'smission of studying global integrationprocesses; concentration extends missionbeyond Europe and U.S. Concentration meetsneeds of approximately one third of INSTmajors with focused interests in global southregions, especially Africa, Latin America, andMiddle East.

Upload attachments INSTBA-GLSO - New Option - Ltr ofNotification.docx

70

Reviewer Comments agriffin - Mon, 17 Sep 2018 19:30:11 GMT -Removed duplicate parentheses from eightsemester plan in fourth year with INST 4003.agriffin - Mon, 17 Sep 2018 21:48:54 GMT -Revised the LON with input from the submitter.agriffin - Mon, 17 Sep 2018 21:57:50 GMT -Indented courses in program requirements,in order to more clearly reflect the numberof credit hours required for the program withpermission from submitter.agriffin - Mon, 17 Sep 2018 22:02:32 GMT- Additional adjustments to the curriculumalignment.agriffin - Mon, 17 Sep 2018 22:16:46 GMT -Removed rows for Peace, Security and HumanRights Concentration, and the European andTransatlantic Affairs Concentration in order todemonstrate that only the new Global SouthConcentration is being proposed.agriffin - Tue, 18 Sep 2018 13:33:13 GMT- Added comments to both the EconRequirement and World Culture Requirementto clarify that courses may count towardUniversity Core with permission fromsubmitter.agriffin - Wed, 19 Sep 2018 00:01:40 GMT -Rollback: Please update the eight semesterplan.lkulcza - Thu, 20 Sep 2018 17:15:06 GMT - INSTcourses "not found" in approval process for fall2019.rcc003 - Thu, 11 Oct 2018 18:22:04 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.agriffin - Tue, 16 Oct 2018 17:05:07 GMT -Inserted MATH 1313 into LON.agriffin - Tue, 16 Oct 2018 18:40:07 GMT -Two new courses are currently pending UCPCapproval.

INSYMI User ID: calison cronan Phone: 575-6731 575-6130 Select a reason for this



Concentration(s): ADD | INSY-ITMT | Information TechnologyManaagementADD | INSY-ERPM | Enterprise ResourcePlanning (ERP) ManagementADD | INSY-ESMT | Enterprise Systems (ES)ManagementADD | INSY-SEMT | Software EngineeringManagement

ADD | INSY-ITMT | Information TechnologyManaagementADD | INSY-ERPM | Enterprise ResourcePlanning ManagementEDT | INSY-ESMT | Blockchain EnterpriseSystems ManagementADD | INSY-SEMT | Software EngineeringManagement


undefined 71


NA The Master of Information System (MIS)program provides preparation for thebusiness student at the graduate level tomaster information systems technology andachieve success in their careers in business/government/and industry. Student entering theMIS program are expected to have a workingknowledge of information technology/as wellas business. The MIS program of courseworkenhances/broadens/extends/and integratesthe student’s knowledge of informationtechnology and business concepts in order tosolve business problems and support decisionmaking.

Learning Outcomes NA COMMUNICATION\\nLearning Goal:Graduates of the MIS programs at the SamM. Walton College of Business will be ableto communicate effectively in professionalsituations.\\nLearning Objective 1 (OralCommunication): Students will be able todeliver effective\\npresentations.\\nLearningObjective 2 (Written Communication): Studentswill show proficiency in\\nwriting andorganizing professional communications.\\n\\nCRITICAL THINKING/PROBLEM SOLVING\\nLearning Goal: Graduates of the MISprograms at the Sam M. Walton Collegeof Business will be able to employ ethicalproblem solving and strategic decision makingapproaches to information system challenges.\\nLearning Objective 1 (Decision Making):Students will employ industry-acceptedproblem solving and decision making skills forIT problems/as well as the ability to evaluateand propose alternative solutions to managersand users.\\nLearning Objective 2 (EthicalProblem Solving): Students will demonstrateethical problem solving approaches to ITchallenges and opportunities faced by today’sbusinesses in achieving their goals\\n\\nTECHNICAL COMPETENCE (DisciplineKnowledge)\\nLearning Goal: Graduates of theMIS programs at the Sam M. Walton Collegeof Business will\\nbe will be knowledgeable ofthe application of information technology andbusiness\\nconcepts.\\nLearning Objective:Students will demonstrate the ability toidentify, assimilate,\\nsynthesize, and analyzethe information technology needs, make \\n2of 3\\nrecommendations, design, and developIT transaction systems and decision\\nsupportsystems for the organization.\\n\\nTEAMWORK\\nLearning Goal: Graduates of the MISprograms at the Sam M. Walton College ofBusiness will\\nbe effective at working in teamenvironment.\\nLearning Objective: Studentswill demonstrate effective interpersonal\\ncommunication skills as a part of a team

72


Update of department code to correct INSYto ISYS | Admin correction of incorrect data inCIM

Change name of Enterprise Systemsconcentration to Blockchain EnterpriseSystems (BES) concentration. Add ISYS5173, Blockchain Fundamentals to theBlockchain Enterprise (BES) Managementand Enterprise Resource Planning (ERP)concentrations list of elective options. AddISYS 5503, Decision Support and Analyticsto the Blockchain Enterprise Systems (BES)Management concentration list of electives. |We are updating the ERP curriculum to includeblockchains, a current relevant technologyaffecting enterprise systems.

Upload attachments INSYMI-ESMT - Name Change - Ltr ofNotification.docx

Reviewer Comments agriffin - Fri, 12 Oct 2018 18:55:44 GMT - Added"Management" to Software Engineering inProgram Requirements. Also indented ISYS5173.agriffin - Fri, 12 Oct 2018 19:38:16 GMT -Inserted program goals and learning outcomesfrom assessment report.agriffin - Fri, 12 Oct 2018 19:57:51 GMT -Updated course titles to match official coursetitle in course inventory in LON. Renameddocument to match BOT naming convention.lkulcza - Tue, 16 Oct 2018 22:18:37 GMT -Approved concentrations already exist inUAConnect, so no new concentrations arebeing proposed; current proposal is to changethe name of one of the concentrations. ISYScourse "not found" is in approval process forfall 2019

INTBBB Effective Catalog Year Fall 2018 Fall 2019 Scheduled Program

Review Daten/a 2021-2022


n/a Graduates of the BSIB program at the SamM. Walton College of Business will be ableto critically analyze and engagement withcomplex, global business contexts.

Learning Outcomes n/a Students will analyze global perspectives of anexperiential international business context.


Admin updates for courses not found. | Adminupdates for courses not found.

Adding the option for students to substitute aMinor in Global Studies (Option 1 only) in lieuof the 9 hours of World Language and the 6hours of Area Studies requirement for the BSIB.| The proposed Minor in Global Studies willmeet the curricular and language objectivesfor the World Language and Area Studiesrequirements.

Reviewer Comments agriffin - Tue, 09 Oct 2018 18:53:21 GMT -Inserted program review date, program goalsand learning outcomes from Assurance ofLearning website.agriffin - Tue, 09 Oct 2018 18:58:12 GMT -Corrected language in Section E, credit willnot be awarded for coursework below theIntermediate I level.agriffin - Tue, 09 Oct 2018 18:59:10 GMT - Note,the eight semester plans are placed withineach concentration CIM block, not here withthe overall requirements.

INTBBB-IBRT

Program Title International Business Retail Concentration International Business: Retail Concentration


NA 2021-2022

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Forgot to update effective date to fall 2017. | Adding MKTG 4453 New Product Development(new course) to course options in the Retailconcentration in BSIB. | Provide more optionsfor students to meet Retail concentrationrequirement in BSIB.


Forgot to update effective date to fall 2017. |


ActionAction


120

Reviewer Comments agriffin - Tue, 27 Feb 2018 17:15:52 GMT -Changed proposal type from minor to majorfield of study. Changed effective date from fall2018 to 2019. Updated program review date.agriffin - Fri, 12 Oct 2018 20:26:58 GMT -Switched course not found for approvedcourse - MKTG 4453. Course completedapproval process since program change wasoriginally submitted.

JD/MBAProgram

CIP Code Law.

Effective Catalog Year Fall 2014 Fall 2019 Phone: 4622 Type of proposal Policy Select a reason for this



ActionAction

Program Delivery Method On Campus Description and

justification of the requestModify the maximum number of hoursapproved for both law and MBA credit from6 hours to 12 hours. Specify the law coursesmust be applied to the 12 hours of careertrack courses within the MBA. | To allowstudents to maximize the number of hours thatmay be duplicated for both degree programsthus reducing the total time necessary forcompletion of both degrees.

LALS-COMBINED-MAJOR

User ID: kirstin rcc003

Program Code LAST Combined Major LALS-COMBINED-MAJOR Phone: 479-575-5600 479-575-3701

74


Admin update of courses not found. | Changed program acronym from LAST toLALS. | To reflect the "Latino Studies" aspect ofthe program.Changed course codes in programrequirements from LAST to LALS. |Consistency with program code change above.Courses are in the approval process.Changed heading of Latin American coursesfrom Latin American Studies to Latin Americanand Latino Studies. | Consistency with programname.Added/removed course options to theelectives. | The current course requirementlisting was not up-to-date with offerings thathave been created in the last few years or areno longer being taught.


Admin update of courses not found. |


Objectivesn/a - existing program 1. Area Studies Focus: to cultivate an

understanding of the historical, cultural,geographic, and\\npolitical processes thatdefine Latin/o America as a distinct area ofacademic study\\n\\n2. Interdisciplinarity: tofacilitate education from a variety of academicdisciplines\\n\\n3. International focus: tofoster critical awareness of internationalissues and their articulation\\nwith / impacton, domestic realities\\n\\n4. Diversity focus:to foster the inclusion of students/scholarsof diverse backgrounds and\\ncultivatean atmosphere of inclusion for diverseperspectives and insights

Learning Outcomes n/a - existing program 1. Historical trajectories to the present \\nFostering critical understandings of thehistorical actors and events that shapedLatin America\\nand the Latino U.S.\\n\\n2.Political and economic issues\\nPromotingan awareness of the political underpinnings,economic structures and contemporary\\npolitical economies of Latin America andLatino/as in the U.S.\\n\\n3. Literatures andarts\\nCultivating critical understandingsof, and appreciation for, the diverse literaryand artistic\\ncurrents in Latin America andthe Latino U.S.\\n\\n4. Language skills\\nFostering deeper understandings of LatinAmerica and the Latino U.S. through culturalliteracy\\nand proficiency in an area language.(Currently Spanish is offered at UA; in thefuture, training\\nin Portuguese, Quechua,and/or other indigenous languages maybe available.)\\n\\n5. Social and culturalissues\\nAwareness of the cultural diversityand social concerns that shape and impactcontemporary\\nLatin America and the LatinoU.S. \\n\\n6. Study Abroad experiences\\nOpportunities for students to study and livein a Latin American country

Department Code Department of World Languages, Literaturesand Cultures(WLLC)

Latin American and Latino Studies(LALS)


ActionAction

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120

Reviewer Comments ac087 - Mon, 18 Dec 2017 17:27:06 GMT -Rollback: department to make corrections.agriffin - Wed, 17 Jan 2018 17:30:29 GMT- Inserted credit hours for LALS 2013 andLALS 4003. Minor course changes for LALS2013, LALS 399VH, and LALS 4003 havebeen submitted and are currently in approvalworkflow. Department change is an internalprocess for protecting security levels withinthe CourseLeaf system. No official changes arebeing proposed for a new administrative unit.rcc003 - Mon, 24 Sep 2018 21:18:33 GMT- Added/removed course options to theelectives.agriffin - Tue, 16 Oct 2018 18:44:07 GMT -Inserted program goals and student learningoutcomes from program's assessment plan.agriffin - Tue, 16 Oct 2018 18:45:55 GMT -Proposed new courses have reached RegistrarFinal approval level.

LALS-DEPT-HONORS

Program Code LAST Dept Honors LALS-DEPT-HONORS

Effective Catalog Year Fall 2014 Fall 2019 Department Code Department of World Languages, Literatures

and Cultures(WLLC)Latin American and Latino Studies(LALS)

User ID: rcc003 Phone: 479-575-3701 Type of proposal Major/Field of Study Select a reason for this



ActionAction



120


No


N/A


N/A


N/A


justification of the requestChanged course codes from LAST to LALS.| Consistency with program code change.Courses are currently in the approval process.

Reviewer Comments agriffin - Wed, 17 Jan 2018 17:33:21 GMT -Department change is an internal processfor protecting security levels within theCourseLeaf system. No official changes arebeing proposed for a new administrative unit.agriffin - Tue, 16 Oct 2018 18:47:36 GMT -Proposed courses have reached the RegistrarFinal approval level.

LALS-M Program Code LAST-M LALS-M

76

Effective Catalog Year Fall 2014 Fall 2019 Department Code Department of World Languages, Literatures

and Cultures(WLLC)Latin American and Latino Studies(LALS)

User ID: rcc003 Phone: 479-575-3701 Type of proposal Minor Select a reason for this



ActionAction



18


No


N/A


N/A


N/A


justification of the requestChanged course codes from LAST to LALS.| Consistency with program code change.Courses are in approval process.Explained how the language and electivesrequirements are shown in the major instead of"see above," which they weren't. | The wording"see above" or "listed above" was confusingbecause of how the program tabs in thecatlaog are displayed now.

Reviewer Comments agriffin - Wed, 17 Jan 2018 17:35:36 GMT -Department change is an internal processfor protecting security levels within theCourseLeaf system. No official changes arebeing proposed for a new administrative unit.agriffin - Tue, 16 Oct 2018 18:49:17 GMT -Pending courses have reached Registrar Finalapproval level.

MATHDeptHonors


No


5


8/01/2020

Reviewer Comments agriffin - Tue, 26 May 2015 14:24:05 GMT -Changed catalog year from fall 2014 to fall2016. Removed "current" language fromprogram requirements and phrase "Change to."Also added specific changes to the descriptionblock.calison - Mon, 21 Mar 2016 22:52:59 GMT -Corrected typo.

agriffin - Fri, 04 May 2018 19:01:17 GMT -Changed MATH 499VH to MATH 498V incatalog copy with permission from submitter.

Phone: 575-5195

undefined 77


There are two changes proposed. The firstchange simplifies the description and no longergives the appearance of making additionalrequirements for an honors BA major. Thesecond change seeks to align the catalog withthe current practice in the department andallows for fall or summer graduation. ||1. Clarifying that a 3.50 grade point average isrequired for CSCE 2004 and all 2000-level orhigher MATH/STAT courses required for thedegree. |2. Removing the list of MATH courses (MATH2554, MATH 2564, MATH 2574, MATH 2584,MATH 3093, MATH 3113, and MATH 4513. |3. Changing the statement: Candidates musttake one year of honors mathematics in theirsenior year to: |2-4 hours of MATH 499VH at least onesemester before the student's graduatingsemester. Also removing the statement of: |an acceptable paper and will carry two hours ofcredit per semester. |

Replace MATH 499VH by MATH 498V | MATH498V is the correct course for the intendedpurpose, which students have typically used tosatisfy the requirement.


There are two changes proposed. The firstchange simplifies the description and no longergives the appearance of making additionalrequirements for an honors BA major. Thesecond change seeks to align the catalog withthe current practice in the department andallows for fall or summer graduation. ||1. Clarifying that a 3.50 grade point average isrequired for CSCE 2004 and all 2000-level orhigher MATH/STAT courses required for thedegree. |2. Removing the list of MATH courses (MATH2554, MATH 2564, MATH 2574, MATH 2584,MATH 3093, MATH 3113, and MATH 4513. |3. Changing the statement: Candidates musttake one year of honors mathematics in theirsenior year to: |2-4 hours of MATH 499VH at least onesemester before the student's graduatingsemester. Also removing the statement of: |an acceptable paper and will carry two hours ofcredit per semester. |

CIP Code Mathematics, General. Effective Catalog Year Fall 2016 Fall 2019 Track(s) - Action Action Focused Stud(y/ies) -

ActionAction

MATH-M Description andjustification of the request

admin correction of MATH 3423 to MATH 4423|

Require grade of C or better in each of the fiverequired courses for the minor. | As there arerelatively few courses required for the minor,to be awarded a minor in the field, studentsshould be expected to achieve a certaindegree of proficiency in these courses. A gradebelow C is usually not considered satisfactorymastery of the basic content material.


admin correction of MATH 3423 to MATH 4423|


78


The program serves students majoringin natural sciences and engineering byintroducing them to the mathematical toolsand practices prevalent in STEM fields.The program serves majors from any fieldby highlighting the utility of mathematics,broadening analytical skills and increasingquantitative reasoning abilities.

Students graduating with a minor inMathematics have demonstrated to potentialemployers and graduate schools a deeperunderstanding of mathematics then theirfellow graduates.

The program serves students majoringin natural sciences and engineering byintroducing them to the mathematical toolsand practices prevalent in STEM fields.The program serves majors from any fieldby highlighting the utility of mathematics,broadening analytical skills and increasingquantitative reasoning abilities.Students graduating with a minor inMathematics have demonstrated to potentialemployers and graduate schools a deeperunderstanding of mathematics then theirfellow graduates.


ActionAction


16-19

Reviewer Comments agriffin - Mon, 02 Apr 2018 14:37:15 GMT -Changed effective date to fall 2019. It is toolate to complete the approval process in timefor the fall 2018 catalog.agriffin - Mon, 02 Apr 2018 15:04:55 GMT -Inserted the following statement into programrequirements (per the submitter).agriffin - Mon, 02 Apr 2018 15:12:42 GMT - Agrade of C or better in the following courses:

MESNGC AddedMGMTBS-HRMG

Program Title Management Human Resource ManagementConcentration

Management: Human Resource ManagementConcentration


NA 2021-2022


Admin correction for course not found. | Adding MGMT 3533 Alternative DisputeResolution (new course) to Managementelective options. | Provide more electiveoptions for to meet Management electiverequirement.


Admin correction for course not found. |


ActionAction


120

Reviewer Comments agriffin - Tue, 27 Feb 2018 17:26:07 GMT -Changed proposal type from minor to major/field of study. Changed effective date from fall2018 to 2019. Updated program review date.agriffin - Sun, 14 Oct 2018 18:50:44 GMT -MGMT 3533 has since completed the approvalprocess. Switched out "course not found" withapproved course code.agriffin - Sun, 14 Oct 2018 18:51:40 GMT - Note,program goals and student learning outcomeswill be maintained with the major, not theconcentration.

MGMTBS-SBMG

Program Title Management Small Business ManagementConcentration

Management: Small Business ManagementConcentration


NA 2021-2022

undefined 79


Admin update of courses not found. | Adding MGMT 3673 Social Entrepreneurship(new course) to course options in the SmallBusiness and Entrepreneurship concentration.| \\nProvide more options for students to meetManagement major elective requirement.\\n


Admin update of courses not found. |


ActionAction


120

Reviewer Comments agriffin - Tue, 27 Feb 2018 17:31:16 GMT -Changed proposal type from minor to major/field of study. Changed effective date from fall2018 to 2019. Updated program review date.agriffin - Sun, 14 Oct 2018 18:54:10 GMT -MGMT 3673 has since completed the approvalprocess. Switched out "course not found" withapproved course code.agriffin - Sun, 14 Oct 2018 18:54:57 GMT - Note,program goals and student learning outcomeswill be maintained with the major, not theconcentration.

MKTG-M Description andjustification of the request

Removing "concentration" from the title | Adding MKTG 4453 New Product Development(new course) to course options in theMarketing minor. | Provide more options forstudents to meet Marketing minor electiverequirement.


Removing "concentration" from the title |


ActionAction


21

Reviewer Comments agriffin - Tue, 27 Feb 2018 17:34:35 GMT -Changing effective catalog date from fall2018 to fall 2019. It is too late to completethe approval process in time for the change tomeet catalog deadline for fall.agriffin - Fri, 12 Oct 2018 20:24:28 GMT -Switched unfound course for approved coursefor MKTG 4453.

MKTGBS Scheduled ProgramReview Date

n/a 2021-2022


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n/a COMMUNICATION\\nGraduates of the BSBAprograms at the Sam M. Walton Collegeof Business will be able to communicateeffectively in professional situations.\\n\\nCRITICAL THINKING/PROBLEM SOLVING\\nGraduates of the BSBA programs at theSam M. Walton College of Business will be ableto think critically when evaluating businessdecisions.\\n\\nTECHNICAL COMPETENCE(Discipline Knowledge)\\nGraduates of theBSBA programs at the Sam M. Walton Collegeof Business will be knowledgeable of theapplication of concepts in their business majorand core crossdiscipline concepts.

Learning Outcomes n/a Learning Objective 1 (Written Comm):Students will show proficiency in writing and\\nproducing a broad set of professional qualitybusiness documents.\\nLearning Objective 2(Oral Comm): Students will prepare and deliverprofessional\\npresentations.\\n\\nLearningObjective (CTPS): Students will demonstratecritical thinking and strategic\\nproblemsolving skills through systematic and objectiveconsideration of business\\nrelated problems.\\n\\nLearning Objective 1 (Core): Studentswill demonstrate proficiency in core businessconcepts,\\nacross disciplines.\\nLearningObjective 2 (Major): Students will demonstrateproficiency in their major-specific\\nbusinessconcepts. [limited pilot]\\n


Admin update of courses not found. | Adding MKTG 4453 New Product Development(new course) to course options in theMarketing major. | Provide more options forstudents to meet Marketing major electiverequirement.


ActionAction


120

Reviewer Comments agriffin - Tue, 27 Feb 2018 17:38:44 GMT -Changed proposal type from minor to major/field of study. Changed effective date from fall2018 to 2019. Updated program review date.agriffin - Fri, 12 Oct 2018 20:29:04 GMT -Switched course not found to newly approvedcourse - MKTG 4453.agriffin - Fri, 12 Oct 2018 20:32:49 GMT -Inserted program goals and student learningoutcomes from college's assessment report.

MUSCBM User ID: ddraper agosman Estimated Student

Demand for ProgramN/A 20–25 students


N/A 2021-2022 NASM review

undefined 81

Reviewer Comments ddraper - Tue, 20 Sep 2016 13:30:47 GMT -Clarified description of change to be made.ddraper - Tue, 20 Sep 2016 13:41:16 GMT- Follow-up clarification to Description ofchanges.

agriffin - Mon, 24 Sep 2018 21:37:54 GMT -Edited the Piano Performance language forEnsembles with input from submitter.rcc003 - Thu, 11 Oct 2018 18:31:59 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.agriffin - Sun, 14 Oct 2018 20:05:27 GMT -Adjusted formatting in LON and renameddocument to match BOT naming convention.agriffin - Wed, 17 Oct 2018 18:47:42 GMT -Inserted comments for employer demand intothe LON, with support of submitter.





No Yes


justification of the requestWe are specifying, within the degreerequirements for the Bachelor of Music, thatstudents must fulfill their university/state corerequirement by completing either WLIT 1113 orMUSY 2003. This will then be parallel to whatis currently required of the Music, BA majors. |

Creation of a Jazz Studies Concentrationwithin the B.M. in Music degree. | Over the lastthree years, the music department has hiredfour faculty members with jazz specialties withthe purpose of offering more jazz courses toour students and create a strong Concentrationin Jazz Studies. The addition of a jazz studiesconcentration for the Bachelor of Music degreewill play a significant role in the growth ofthe Music Department and the University’sstrategic plan to enrich campus diversity andinclusion. By complementing our existingprograms based largely in the European artmusic tradition with a broader range of courseofferings on the African American-based jazzidiom, this new will enhance our department’scapacity to both recruit a student body witha greater diversity of musical and culturalbackgrounds and to educate all our studentson a wider range of musical possibilitiesand forms of expression. The proposed jazzconcentration will also open new careerpathways to our students; they will haveopportunities to pursue jazz-related careersand a variety of other options, as musicalskills like improvisation and arranging that arecentral to the proposed curriculum translateeasily from jazz to numerous popular musiccontexts, including rock, rhythm and blues, hiphop, country, bluegrass, film, and televisionmusic.Changing the layout in the catalog copy. | Inorder to make the program requirements moreclear and consistent across the B.M. in Music.


We are specifying, within the degreerequirements for the Bachelor of Music, thatstudents must fulfill their university/state corerequirement by completing either WLIT 1113 orMUSY 2003. This will then be parallel to whatis currently required of the Music, BA majors. |


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N/A Existing Program All B.M. students complete a core musiccurriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires.\\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding ofa broad repertoire, attainment of analyticalskills, and understanding of music history.\\n\\nJazz Studies Concentration - Thisconcentration includes the same 64 hoursof music core courses as other Bachelorof Music concentrations. The Jazz Studiesconcentration, like the other concentrations,has the shared objectives of musical literacy,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history. Uniquely,this concentration seeks to develop a highlevel of competency in jazz performance, andin improvisation, composition and arrangingskills. It also strives to prepare individualsto analyze jazz music and understand theliterature and historical and cultural context ofjazz.

Learning Outcomes N/A Existing Program • All students must demonstrate the abilityto perform for faculty (through applied juries)and for the general public (through studentrecitals and public venues).\\n• All studentswill be proficient in theoretical skills. Theseskills will be demonstrated both aurallyand in written form.\\n• All students willexhibit critical listening skills as it pertainsto the various study areas of the curriculum:performance, theory, and history.\\n• Allstudents will perform various keyboard skills.Demonstrating knowledge of theory andharmony at the keyboard.\\n• All studentswill be able to communicate the workings ofhow various styles of music are constructed.\\n\\nJazz Studies Concentration - Studentscompleting the jazz studies concentrationfor the Bachelor of Music degree will beable to do the following:\\n1. Improvise ontheir primary instruments as soloists andcollaboratively in ensemble settings\\n2. Applymusic-theoretical knowledge in transcribing,analyzing, and performing jazz \\n3. Identifymajor historical figures, stylistic trends, andcultural contexts related to jazz \\n4. Arrangemusic for large and small jazz ensembles\\n5.Perform research, write, and speak on jazz-related topics\\n6. Demonstrate additionalskills related to their specific course of studyand/or career goals, which may include jazzpiano proficiency, teaching jazz in privatelesson or school settings, and/or advancedjazz-related research in music history or theory\\n

Concentration(s): ADD | musc-jazz | Jazz Studies Track(s) - Action Action

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Action


120

Upload attachments MUSC-JAZZ - New Option - Ltr ofNotification.docx

MUSCBM-COMP



na 120


NA 10


NA 2021-2022 NASM


NA All B.M. students complete a core musiccurriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires. \\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.\\n

Learning Outcomes NA Learning Outcomes\\n• All students mustdemonstrate the ability to perform for faculty(through applied juries) and for the generalpublic (through student recitals and publicvenues).\\n• All students will be proficientin theoretical skills. These skills will bedemonstrated both aurally and in written form.\\n• All students will exhibit critical listeningskills as it pertains to the various study areasof the curriculum: performance, theory, andhistory.\\n• All students will perform variouskeyboard skills. Demonstrating knowledgeof theory and harmony at the keyboard.\\n•All students will be able to communicate theworkings of how various styles of music areconstructed.



Changing the layout in the catalog copy. | Inorder to make the program requirements moreclear and consistent across the B.M. in Music.No curricular changes are taking place for thisconcentration.Recital requirement changed from just MUAP4201 to either MUAP 4201 or MUAP 4301.| Composition concentration students maychoose a performance recital (MUAP 4201) orto organize a recital of their own compositions(MUAP 4301).

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Reviewer Comments agriffin - Mon, 24 Sep 2018 13:35:30 GMT -Moved MUAP 130V, 230V, 330V, and 415V fromrequired list of courses and placed them asoptions within the Applied Major Level Coursesper request from submitter.agriffin - Mon, 24 Sep 2018 14:59:11 GMT -Inserted MUTH 1003 Basic Musicianship intoprogram requirements as a comment field withpermission from submitter.agriffin - Mon, 24 Sep 2018 15:36:22 GMT -Inserted the change for recitals (MUAP 4201 orMUAP 4301) on behalf of the submitter.rcc003 - Thu, 11 Oct 2018 18:24:52 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

MUSCBM-GPRF

Are you adding a track? Yes No

Track(s) ADD | PERF | PerformanceADD | JAZZ | Jazz

ADD | PERF | Performance

Effective Catalog Year Fall 2018 Fall 2019 List institutions in

Arkansas offering similarprograms

There are no other Arkansas schools offering aBachelor of Music with a Jazz Track as we planto do. A few others, such as UA Fort Smith andUA Monticello offer a B.A. in Music with a JazzConcentration.

N.A. Existing Program

Why is the Programneeded if offered at otherinstitutions?

The Jazz Track will further establish theUniversity of Arkansas Music Department asa leader in the range and quality of its musicofferings, and its commitment to Americanmusic. Four recent faculty hires have a jazzspecialty. Along with two other jazz faculty,our department has become an excellentinstitution at which students can study jazz,and enables us to offer a Bachelor of Musicdegree unlike other Arkansas schools whichoffer a B.A. Our jazz offerings have grown inthe past two years, and we can channel ournew strength into this jazz track. Along withthe fabulous jazz performers on our faculty,our department is the only one in Arkansasthat has a music theorist and a music historianwhose research specialties are in jazz. We aretherefore prepared to offer a well-rounded jazzeducation that should be very attractive toprospective and current students.

N.A. Existing Program


15-20 students 12


This program includes largely the samecommon core courses of other Bachelor ofMusic performance degree programs andhas the shared objectives of musical literacy,development of aural skills, understanding ofa broad repertoire, attainment of analyticalskills, and understanding of music history.The jazz track seeks to develop a high level ofcompetency in jazz performance on piano, andin improvisation, composition and arrangingskills. It also strives to prepare individualsto analyze jazz music and understand theliterature and historical and cultural context ofjazz.

All B.M. students complete a core musiccurriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires. \\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.

undefined 85

Learning Outcomes Students completing the jazz track for theBachelor of Music degree will be able to dothe following:\\n1. Improvise on their primaryinstruments as soloists and collaborativelyin ensemble settings\\n2. Apply music-theoretical knowledge in transcribing,analyzing, and performing jazz \\n3. Identifymajor historical figures, stylistic trends, andcultural contexts related to jazz \\n4. Arrangemusic for large and small jazz ensembles\\n5.Perform research, write, and speak on jazz-related topics\\n6. Demonstrate additionalskills related to their specific course of studyand/or career goals, which may include jazzpiano proficiency, teaching jazz in privatelesson or school settings, and/or advancedjazz-related research in music history or theory

Learning Outcomes\\n• All students mustdemonstrate the ability to perform for faculty(through applied juries) and for the generalpublic (through student recitals and publicvenues).\\n• All students will be proficientin theoretical skills. These skills will bedemonstrated both aurally and in written form.\\n• All students will exhibit critical listeningskills as it pertains to the various study areasof the curriculum: performance, theory, andhistory.\\n• All students will perform variouskeyboard skills. Demonstrating knowledgeof theory and harmony at the keyboard.\\n•All students will be able to communicate theworkings of how various styles of music areconstructed.


Clarifying that the concentration has twotracks. | To make students aware at the frontend that they have a choice between twotracks.

1. Removal of jazz track\\n\\n2. Changing thelayout in the catalog copy.\\n | 1. A proposalhas been submitted for a B.M. in Music, JazzStudies Concentration. Therefore there isnot a need for jazz tracks within individualperformance concentrations.\\n\\n2. In orderto make the program requirements more clearand consistent across the B.M. in Music. Nocurricular changes are taking place other thanthe track deletion.

Reviewer Comments agriffin - Mon, 24 Sep 2018 14:43:56 GMT -Inserted MUTH 1003 Basic Musicianship intoprogram requirements as a comment field withpermission from submitter.rcc003 - Thu, 11 Oct 2018 18:25:53 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

MUSCBM-PPRF

Program Title Music Piano Performance Concentration Music: Piano Performance Concentration


No Yes


NA 12


NA 2021-2022 NASM

Reviewer Comments ddraper - Tue, 20 Sep 2016 13:56:38 GMT- Modified 8-sem plan to include generalrequirement change to the BM which specifiesMUSY 2003 or WLIT 1113 be taken.ddraper - Tue, 20 Sep 2016 20:56:30 GMT -Further edits to the 8-semester plan for clarityand proper semester frequencies.ddraper - Tue, 20 Sep 2016 21:07:25 GMT -Minor correction to 8-semester plan.calison - Tue, 28 Feb 2017 15:35:07 GMT- Added new name of Piano PerformanceConcentration.calison - Wed, 01 Mar 2017 17:49:47 GMT -Adjusting placement of concentration name.

agriffin - Fri, 13 Oct 2017 17:02:53 GMT -Rollback: Please review discrepancies betweenconcentration hours and ADHE policy.agriffin - Mon, 24 Sep 2018 15:52:40 GMT -Changed catalog effective date from fall 2018to fall 2019. Also inserted MUTH 1003 BasicMusicianship into program requirements.agriffin - Mon, 24 Sep 2018 16:50:57 GMT -Inserted range of hours in fall-first year forelectives or MUTH 1003.agriffin - Mon, 24 Sep 2018 17:48:33 GMT- Inserted US History (University Corerequirement) into third year-fall eight semesterplan.rcc003 - Thu, 11 Oct 2018 18:27:06 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

86


Questions regarding this change proposalshould be directed to the Department of Music.|Ronda Mains, Chair of Music |[email protected] |5-5765 ||1.) Instead of specifically requiring MUTH 360318th Century Counterpoint and MUTH 4703Writing Music Analysis, we will allow studentsto select two out of four of the following MUTHcourse options: |MUTH 3603 18th Century Counterpoint |MUTH 3623 Music Perception (newly proposedcourse) |MUTH 3723 Jazz Analysis (newly proposedcourse) or |MUTH 477V Special Topics in Music Theory ||Justification: The change will allow studentsmore choice in the theory curriculum thatis most relevant and exciting to them.These changes reflect broader changeswithin the discipline of music theory, whichhas developed to embrace more diverseapproaches. Gaining experience with thesecontemporary approaches will help preparestudents for the twenty-first century world. ||We hope it will also increase enthusiasmfor music theory among the students, aidretention, and get them engaging moreintellectually with the materials of music. ||There are no changes in number of theorycredits required. ||2. Changes have been made to the 8-semesterplan to reflect the changes stated above. Also,a correction was needed to list MUTH 4322in the proper term (fall) instead of spring. The8-semester plan has also been modified toreflect the general BM change that specifiesthe humanities requirement be fulfilled byeither MUSY 2003 or WLIT 1113. |

Changing the layout in the catalog copy. | Inorder to make the program requirements moreclear and consistent across the B.M. in Music.

undefined 87


Questions regarding this change proposalshould be directed to the Department of Music.|Ronda Mains, Chair of Music |[email protected] |5-5765 ||1.) Instead of specifically requiring MUTH 360318th Century Counterpoint and MUTH 4703Writing Music Analysis, we will allow studentsto select two out of four of the following MUTHcourse options: |MUTH 3603 18th Century Counterpoint |MUTH 3623 Music Perception (newly proposedcourse) |MUTH 3723 Jazz Analysis (newly proposedcourse) or |MUTH 477V Special Topics in Music Theory ||Justification: The change will allow studentsmore choice in the theory curriculum thatis most relevant and exciting to them.These changes reflect broader changeswithin the discipline of music theory, whichhas developed to embrace more diverseapproaches. Gaining experience with thesecontemporary approaches will help preparestudents for the twenty-first century world. ||We hope it will also increase enthusiasmfor music theory among the students, aidretention, and get them engaging moreintellectually with the materials of music. ||There are no changes in number of theorycredits required. ||2. Changes have been made to the 8-semesterplan to reflect the changes stated above. Also,a correction was needed to list MUTH 4322in the proper term (fall) instead of spring. The8-semester plan has also been modified toreflect the general BM change that specifiesthe humanities requirement be fulfilled byeither MUSY 2003 or WLIT 1113. |


ObjectivesNA All B.M. students complete a core music

curriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires. \\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.\\n

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ActionAction


120

List institutions inArkansas offering similarprograms

N/A Existing Program



MUSCBM-SPRF

User ID: crsleaf1 agosman

Program Title Music String Performance Concentration Music: String Performance Concentration Are Similar Programs

available in the area?No Yes


NA 15

Reviewer Comments ddraper - Tue, 20 Sep 2016 14:01:55 GMT -Modification to the 8-semester plan to replacethe general university/state core humanitiesrequirement with the specified MUSY 2003 orWLIT 1113.agriffin - Wed, 21 Sep 2016 14:37:40 GMT -Added phrase to MUTH 1003: (if required,or General Elective) with permission fromsubmitter.

rcc003 - Wed, 04 Oct 2017 15:53:34 GMT -changed program code since it duplicatesanother codeagriffin - Fri, 13 Oct 2017 17:03:08 GMT -Rollback: Please review discrepancies betweenconcentration hours and ADHE policy.agriffin - Mon, 24 Sep 2018 14:11:20 GMT -Inserted MUTH 1003 Basic Musicianship intoprogram requirements as a comment field withpermission from submitter.rcc003 - Thu, 11 Oct 2018 18:27:59 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

Phone: 575-6731 575-5764

undefined 89


1.) Instead of specifically requiring MUTH 360318th Century Counterpoint and MUTH 4703Writing Music Analysis, we will allow studentsto select two out of four of the following MUTHcourse options: |MUTH 3603 18th Century Counterpoint |MUTH 3623 Music Perception (newly proposedcourse) |MUTH 3723 Jazz Analysis (newly proposedcourse) or |MUTH 477V Special Topics in Music Theory ||Justification: The change will allow studentsmore choice in the theory curriculum thatis most relevant and exciting to them.These changes reflect broader changeswithin the discipline of music theory, whichhas developed to embrace more diverseapproaches. Gaining experience with thesecontemporary approaches will help preparestudents for the twenty-first century world. ||We hope it will also increase enthusiasmfor music theory among the students, aidretention, and get them engaging moreintellectually with the materials of music. ||There are no changes in number of theorycredits required. ||2.) Changes have been made to the 8-semesterplan to reflect the changes stated above. Also,a correction was needed to sequence theMUAC Piano Class for Music Majors to placethose courses in the correct term to matchthe current frequency listings. Also, edits tothe 8-semester plan reflecting the requestedchanges to the general Bachelor of Musicrequirements have been made--specifyingMUSY 2003 or WLIT 1113 in place of a generaluniversity/state core humanities requirement. |

Changing the layout in the catalog copy. | Inorder to make the program requirements moreclear and consistent across the B.M. in Music.No curricular changes are taking place for thisconcentration.

90


1.) Instead of specifically requiring MUTH 360318th Century Counterpoint and MUTH 4703Writing Music Analysis, we will allow studentsto select two out of four of the following MUTHcourse options: |MUTH 3603 18th Century Counterpoint |MUTH 3623 Music Perception (newly proposedcourse) |MUTH 3723 Jazz Analysis (newly proposedcourse) or |MUTH 477V Special Topics in Music Theory ||Justification: The change will allow studentsmore choice in the theory curriculum thatis most relevant and exciting to them.These changes reflect broader changeswithin the discipline of music theory, whichhas developed to embrace more diverseapproaches. Gaining experience with thesecontemporary approaches will help preparestudents for the twenty-first century world. ||We hope it will also increase enthusiasmfor music theory among the students, aidretention, and get them engaging moreintellectually with the materials of music. ||There are no changes in number of theorycredits required. ||2.) Changes have been made to the 8-semesterplan to reflect the changes stated above. Also,a correction was needed to sequence theMUAC Piano Class for Music Majors to placethose courses in the correct term to matchthe current frequency listings. Also, edits tothe 8-semester plan reflecting the requestedchanges to the general Bachelor of Musicrequirements have been made--specifyingMUSY 2003 or WLIT 1113 in place of a generaluniversity/state core humanities requirement. |


ObjectivesNA All B.M. students complete a core music

curriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires. \\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.

undefined 91




ActionAction


120





MUSCBM-THRY

User ID: crsleaf1 agosman

Phone: 575-6731 575-5764 Effective Catalog Year Fall 2018 Fall 2019 What are the total hours


na 120


NA All B.M. students complete a core musiccurriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires.\\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.

92

Learning Outcomes NA • All students must demonstrate the ability toperform for faculty (through applied juries) andfor the general public (through student recitalsand public venues).\\n• All students will beproficient in theoretical skills. These skills willbe demonstrated both aurally and in writtenform.\\n• All students will exhibit criticallistening skills as it pertains to the variousstudy areas of the curriculum: performance,theory, and history.\\n• All students willperform various keyboard skills. Demonstratingknowledge of theory and harmony at thekeyboard.\\n• All students will be able tocommunicate the workings of how variousstyles of music are constructed.



Changed 5 credits of Electives to 5 creditsof Music Electives. | Our accrediting agencyrequests that 65% of the total credits are inmusic courses. Adding 5 credits of MusicElectives brings the theory concentration intocompliance with this guideline.Changing the layout in the catalog copy. | Inorder to make the program requirements moreclear and consistent across the B.M. in Music.

Reviewer Comments agriffin - Fri, 21 Sep 2018 22:58:41 GMT -Added MUTH 1003 to program requirements asa comment field.agriffin - Mon, 24 Sep 2018 13:31:33 GMT -Moved MUAP 130V, 230V, 330V, and 415V fromrequired list of courses and placed them asoptions within the Applied Major Level Coursesper request from submitter.agriffin - Mon, 24 Sep 2018 14:34:57 GMT -Inserted Program goals and student learningoutcomes.rcc003 - Thu, 11 Oct 2018 18:28:42 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

MUSCBM-VPRF

Program Title Music Voice Performance Concentration Music: Voice Performance Concentration


No Yes


N/A N/A - Existing program


N/A 2021-2022 NASM

Reviewer Comments ddraper - Tue, 20 Sep 2016 14:08:11 GMT- Modified 8-sem plan to reflect MUSCBMgeneral requirement changes which specifyMUSY 2003 or WLIT 1113.lkulcza - Tue, 04 Oct 2016 20:46:47 GMT -Program hours are already at 120, not 123.Adjusted form to reflect that.calison - Wed, 01 Mar 2017 17:54:43 GMT -Minor usage update.

agriffin - Fri, 13 Oct 2017 17:03:22 GMT -Rollback: Please review discrepancies betweenconcentration hours and ADHE policy.agriffin - Fri, 21 Sep 2018 16:23:48 GMT -Removed language related to tracks from theprogram requirements and the semester planwith permission from submitter.agriffin - Fri, 21 Sep 2018 18:18:21 GMT - Editedthe paragraph before the eight semester planwith input from the submitter.rcc003 - Thu, 11 Oct 2018 18:30:04 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

undefined 93


Questions regarding this change proposalshould be directed to the Department of Music.|Ronda Mains, Chair of Music |[email protected] |5-5765 ||1.) Instead of specifically requiring MUTH 360318th Century Counterpoint and MUTH 4703Writing Music Analysis, we will allow studentsto select two out of four of the following MUTHcourse options: |MUTH 3603 18th Century Counterpoint |MUTH 3623 Music Perception (newly proposedcourse) |MUTH 3723 Jazz Analysis (newly proposedcourse) or |MUTH 477V Special Topics in Music Theory ||Justification: The change will allow studentsmore choice in the theory curriculum thatis most relevant and exciting to them.These changes reflect broader changeswithin the discipline of music theory, whichhas developed to embrace more diverseapproaches. Gaining experience with thesecontemporary approaches will help preparestudents for the twenty-first century world. ||We hope it will also increase enthusiasmfor music theory among the students, aidretention, and get them engaging moreintellectually with the materials of music. ||There are no changes in number of theorycredits required. ||2. Changes have been made to the 8-semesterplan to reflect the changes stated above. Also,a correction was needed to the 4th Year fallterm which incorrectly listed MUHS 4773Survey of Vocal Literature II, which is alreadylisted and taken in the 4th Year Spring term.The correct course was added in its place:MUHS 4763 Survey of Vocal Literature I. Alsospecified MUSY 2003 or WLIT 1113 in placeof the general humanities core requirement toreflect the proposed changes to the Bachelorof Music general requirements. |

1. Change of number of MUAP credits from20 to 24. Both semesters of MUAP 110Vand both semesters of MUAP 210V will be3 credits per semester instead of 2.\\n\\n2.Addition of MUPD 477V Special Topics inPedagogy to the concentration's requiredcurriculum.\\n\\n3. Changing the WorldLanguage requirement from 12 to 6 creditsand removing the condition that the languagesmust be in French, German, or Italian.\\n\\n4.Changing the layout in the catalog copy.\\n | 1.All other performance concentration studentstake MUAP 110V and 210V for 3 credits persemester, so this makes our degree programmore consistent and matches the importanceof Voice Lessons in this concentration to thecredit allotment.\\n\\n2. Vocal Pedagogyis a increasingly a required part of VoicePerformance curricula. The course has beenoffered for several years at UA, but was notpart of the curriculum. Faculty felt this wasshould be a required class.\\n\\n3. Previously,our voice performance program had amongthe highest language requirements in thecountry. This was not in balance with theconcentration's other curricular needs. Inaddition, it had the potential to raise thenumber of concentration credits beyond thestate guidelines. The removal of requiring thatthe languages be French, German, or Italianrecognizes that other languages also can bebeneficial to a singer's education.\\n\\n4. Inorder to make the program requirements moreclear and consistent across the B.M. in Music.

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Questions regarding this change proposalshould be directed to the Department of Music.|Ronda Mains, Chair of Music |[email protected] |5-5765 ||1.) Instead of specifically requiring MUTH 360318th Century Counterpoint and MUTH 4703Writing Music Analysis, we will allow studentsto select two out of four of the following MUTHcourse options: |MUTH 3603 18th Century Counterpoint |MUTH 3623 Music Perception (newly proposedcourse) |MUTH 3723 Jazz Analysis (newly proposedcourse) or |MUTH 477V Special Topics in Music Theory ||Justification: The change will allow studentsmore choice in the theory curriculum thatis most relevant and exciting to them.These changes reflect broader changeswithin the discipline of music theory, whichhas developed to embrace more diverseapproaches. Gaining experience with thesecontemporary approaches will help preparestudents for the twenty-first century world. ||We hope it will also increase enthusiasmfor music theory among the students, aidretention, and get them engaging moreintellectually with the materials of music. ||There are no changes in number of theorycredits required. ||2. Changes have been made to the 8-semesterplan to reflect the changes stated above. Also,a correction was needed to the 4th Year fallterm which incorrectly listed MUHS 4773Survey of Vocal Literature II, which is alreadylisted and taken in the 4th Year Spring term.The correct course was added in its place:MUHS 4763 Survey of Vocal Literature I. Alsospecified MUSY 2003 or WLIT 1113 in placeof the general humanities core requirement toreflect the proposed changes to the Bachelorof Music general requirements. |


undefined 95


N/A Existing Program All B.M. students complete a core musiccurriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires. \\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.

Learning Outcomes N/A Existing Program Learning Outcomes\\n• All students mustdemonstrate the ability to perform for faculty(through applied juries) and for the generalpublic (through student recitals and publicvenues).\\n• All students will be proficientin theoretical skills. These skills will bedemonstrated both aurally and in written form.\\n• All students will exhibit critical listeningskills as it pertains to the various study areasof the curriculum: performance, theory, andhistory.\\n• All students will perform variouskeyboard skills. Demonstrating knowledgeof theory and harmony at the keyboard.\\n•All students will be able to communicate theworkings of how various styles of music areconstructed.\\n



ActionAction


120


N/A - Existing program


N/A - Existing program

MUSCBM-WPRF

Are you adding a track? Yes No

Effective Catalog Year Fall 2018 Fall 2019 List institutions in


There are no other Arkansas schools offering aBachelor of Music with a Jazz Track as we planto do. A few others, such as UA Fort Smith andUA Monticello offer a B.A. in Music with a JazzConcentration.


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The Jazz Track in the Wind, Brass, andPercussion Concentration will further establishthe University of Arkansas Music Departmentas a leader in the range and quality of its musicofferings, and its commitment to Americanmusic. Four recent faculty hires have a jazzspecialty. Along with two other jazz faculty,our department has become an excellentinstitution at which students can study jazz,and enables us to offer a Bachelor of Musicdegree unlike other Arkansas schools whichoffer a B.A. Our jazz offerings have grown inthe past two years, and we can channel ournew strength into this jazz track. Along withthe fabulous jazz performers on our faculty,our department is the only one in Arkansasthat has a music theorist and a music historianwhose research specialties are in jazz. We aretherefore prepared to offer a well-rounded jazzeducation that should be very attractive toprospective and current students.



45 students 50


Performance Track - N/A Existing Program\\nJazz Track - This program includeslargely the same common core coursesof other Bachelor of Music performancedegree programs and has the sharedobjectives of musical literacy, developmentof aural skills, understanding of a broadrepertoire, attainment of analytical skills, andunderstanding of music history. Uniquely,this program seeks to develop a high level ofcompetency in jazz voice performance, andin improvisation, composition and arrangingskills. It also strives to prepare individualsto analyze jazz music and understand theliterature and historical and cultural context ofjazz.\\n

All B.M. students complete a core musiccurriculum of multiple courses (64 credits)in music theory, aural perception, musichistory, and piano proficiency. These coursesprovide students a basic set of tools andvocabulary to communicate about music.These courses also introduce students topaths of exploration and understandingwithin individual musical works and entirerepertoires.\\n\\nThese courses along with24 concentration credits aim for musicalliteracy, solo and ensemble performance skills,development of aural skills, understanding of abroad repertoire, attainment of analytical skills,and understanding of music history.\\n

Learning Outcomes Performance Track - N/A Existing Program\\nJazz Track - Students completing the jazztrack for the Bachelor of Music degree willbe able to do the following:\\n1. Improviseon their primary instruments as soloists andcollaboratively in ensemble settings\\n2. Applymusic-theoretical knowledge in transcribing,analyzing, and performing jazz \\n3. Identifymajor historical figures, stylistic trends, andcultural contexts related to jazz \\n4. Arrangemusic for large and small jazz ensembles\\n5.Perform research, write, and speak on jazz-related topics\\n6. Demonstrate additionalskills related to their specific course of studyand/or career goals, which may include jazzpiano proficiency, teaching jazz in privatelesson or school settings, and/or advancedjazz-related research in music history or theory

• All students must demonstrate the ability toperform for faculty (through applied juries) andfor the general public (through student recitalsand public venues).\\n• All students will beproficient in theoretical skills. These skills willbe demonstrated both aurally and in writtenform.\\n• All students will exhibit criticallistening skills as it pertains to the variousstudy areas of the curriculum: performance,theory, and history.\\n• All students willperform various keyboard skills. Demonstratingknowledge of theory and harmony at thekeyboard.\\n• All students will be able tocommunicate the workings of how variousstyles of music are constructed.

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1. Addition of a Performance Track and aJazz Track to the Woodwinds, Brass, andPercussion Performance Concentration. | 1.The addition of a jazz track for the Bachelorof Music degree will play a significant role inthe growth of the Music Department and theUniversity's strategic plan to enrich campusdiversity and inclusion. By complementingour existing programs based largely in theEuropean art music tradition with a broaderrange of course offerings on the AfricanAmerican-based jazz idiom, this new trackand the courses that support it will enhanceour department's capacity to both recruita student body with a greater diversity ofmusical and cultural backgrounds and toeducate all our students on a wider range ofmusical possibilities and forms of expression.The proposed jazz track will also open newcareer pathways to our students; they will haveopportunities to pursue jazz-related careersand a variety of other options, as musicalskills like improvisation and arranging that arecentral to the proposed curriculum translateeasily from jazz to numerous popular musiccontexts, including rock, rhythm and blues, hiphop, country, bluegrass, film, and televisionmusic.\\n2. Creating the Performance Trackallows us to have two Tracks (Performanceand Jazz)\\nAdded the following new courses MUHS3503, MUAC 3401, MUTH 3733, MUAC 3411,MUAC 4401, MUTH 3742, MUAC 4411, andMUPD 3883 as an option in jazz to complimentthe performance track. | See the detailedjustification above.

1. Removal of jazz track\\n\\n2. Changing thelayout in the catalog copy.\\n | 1. A proposalhas been submitted for a B.M. in Music, JazzStudies Concentration. Therefore there isnot a need for jazz tracks within individualperformance concentrations.\\n\\n2. In orderto make the program requirements more clearand consistent across the B.M. in Music. Nocurricular changes are taking place other thanthe track deletion.

Reviewer Comments rcc003 - Wed, 04 Oct 2017 15:54:09 GMT -changed program code since it duplicatesanother codeagriffin - Fri, 13 Oct 2017 17:03:36 GMT -Rollback: Please review discrepancies betweenconcentration hours and ADHE policy.agriffin - Thu, 08 Feb 2018 21:05:35 GMT -Merged both the performance track and jazztrack into the same eight semester plan inconsultation with submitter.agriffin - Thu, 08 Feb 2018 21:31:49 GMT -Additional clean-up to eight semester plan.calison - Tue, 15 May 2018 15:26:09 GMT -Placed Track courses in similar spot eachsemester of the 8-semester plan to make iteasier for students to see which courses areavailable.calison - Tue, 15 May 2018 15:41:59 GMT -Correct typo.

agriffin - Fri, 21 Sep 2018 23:28:41 GMT -Inserted MUTH 3623, MUTH 3723, and MUTH477V as options to select from in fourthyear, spring to be consistent with programrequirements.agriffin - Fri, 21 Sep 2018 23:36:34 GMT -Inserted MUTH 1003 Basic Musicianship intoprogram requirements to match eight semesterplan requirements.agriffin - Mon, 24 Sep 2018 14:33:44 GMT- Inserted program goals and learningoutcomes.rcc003 - Thu, 11 Oct 2018 18:30:58 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.

NURSMS User ID: deborahs kmamisei Reason for offering Web-

based ProgramThe target population for this degree is workingprofessional nurses with competing demands.This population typifies the non-traditionalstudent and the focus of the educationalprogression of working professionals. Toincrease access to education, we want tooffer it on-line to increase enrollment of suchworking professionals.

The target population for this degree is workingprofessional nurses with competing demands.This population typifies the non-traditionalstudent and the focus of the educationalprogression of working professionals. Toincrease access to education, we want to offerit on-line to increase enrollment of workingprofessionals.


Yes No

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justification of the requestRemoved the concentration material to place itin its own CIM block. |

Moved MSN program admission requirementsfrom a separate CIM block to the generalMSN program CIM block. | To better presentinformation on Courseleaf.Added Progression and Grade Requirements.| Progression and Grade Requirements havealways been included in the Graduate StudentHandbook. Including this information inthe catalog will ensure that they are beingenforced.


Removed the concentration material to place itin its own CIM block. |


ObjectivesThe Master of Science in Nursing (MSN)Program offered by the Eleanor Mann Schoolof Nursing expands on the philosophy ofthe undergraduate nursing program andcontributes to the mission of the College ofEducation and Health Professions and theUniversity of Arkansas. This program is builtupon the Essentials of Master's Educationin Nursing to provide students with a fullerunderstanding of the discipline so they mayengage in higher level nursing practice andnursing leadership in a variety of settings.Graduates of the MSN are prepared asexecutive nurse leaders, nurse educators, orclinical nurse specialists and are expected tocontribute to the nursing profession throughthe application of knowledge and skills inevidence-based leadership, education, andclinical practice. Completion of the MSNprogram provides the essential foundationfor seamless academic progression into aresearch or practice-focused doctoral program.

Upon the completion of the program of studiesthe graduate will be able to:

1. Promote evidence-based practice throughproblem identification and the critique ofresearch findings.2. Collaborate in policy development, resourcemanagement, and cost-effective care delivery.3. Apply legal/ethical principles to promote avalues-based professional practice.4. Affect health care outcomes throughadvanced nursing roles of clinician, teacher,manager, researcher, and consultant.5. Utilize theories from nursing and otherdisciplines for decision making.6. Advocate for access to quality health carefor diverse populations.7. Collaborate with other disciplines to design,deliver, and evaluate health care services fordiverse populations.8. Provide executive, education and clinicalleadership in a variety of health care andacademic settings.

The Master of Science in Nursing (MSN)Program offered by the Eleanor Mann Schoolof Nursing expands on the philosophy ofthe undergraduate nursing program andcontributes to the mission of the College ofEducation and Health Professions and theUniversity of Arkansas. This program is builtupon the Essentials of Master's Educationin Nursing to provide students with a fullerunderstanding of the discipline so they mayengage in higher level nursing practice andnursing leadership in a variety of settings.Graduates of the MSN are prepared asexecutive nurse leaders, nurse educators, orclinical nurse specialists and are expected tocontribute to the nursing profession throughthe application of knowledge and skills inleadership, education, and clinical practice.Completion of the MSN program providesthe foundation for academic progression to aresearch or practice-focused doctoral program.

undefined 99

Learning Outcomes Upon completion of the Master of Science inNursing—Nurse Executive Leader program,student will be able to:

1. Determine and evaluate best practices inhuman capital management.2. Synthesize knowledge of health systemresource utilization, organizational culture, andorganizational structure as well as federal andstate employment laws.3. Establish proficiency in financialmanagement practices used in health careorganizations.4. Apply knowledge of health and public policysurrounding legal issues in health care.5. Integrate knowledge of health caredelivery models, settings, laws, regulations,accreditation, standards, regulatory bodies,and scope and standards of practice.6. Acquires expertise in professional practicemodels, practice standards, role delineation,and employee performance feedback.7. Utilize knowledge of communicationprinciples and styles in various executive levelleadership setting.8. Compare and contrast leadership principleslearned from theory and observed in practice.9. Integrate knowledge of strategic planningand program development.10. Utilize ethical principles to critically analyzecomplex issues health care systems.11. Synthesize knowledge of qualitymonitoring, culture of safety, performanceimprovement and process and outcomesmeasures.12. Design, implement, and disseminateevidence-based initiatives while demonstratingan understanding regulatory and institutionalpolicies13. Applies innovative thinking to executiveleadership and clinical practice.

Promote evidence-based practice throughproblem identification and critique of researchfindings.Collaborate in policy development, resourcemanagement, and cost-effective care delivery.Apply legal/ethical principles to promote avalues-based professional practice.Affect healthcare outcomes through advancedroles of clinician, teacher, leader, researcher,and consultant.Apply theories from nursing and otherdisciplines in decision making.Advocate for access to quality health care fordiverse populations.Collaborate with other disciplines to design,deliver, and evaluate health care services fordiverse populations.Provide leadership in a variety of clinical andacademic settings.


ActionAction


36-41

Course delivery mode online Class interaction mode bulletin List institutions in the

surrounding regionoffering similar programs

N/A

100

Reviewer Comments agriffin - Wed, 22 Aug 2018 22:00:50 GMT -Edited program description with permissionfrom college.lkulcza - Fri, 24 Aug 2018 15:35:23 GMT -Removed indication that a new concentrationwas being added---the EXLD concentration waspreviously proposed and approved.skpatton - Fri, 24 Aug 2018 16:25:26 GMT -Rollback: Kate, since we aren't offering thenurse executive leader program, should wetake that out? Thanks, Susanggunderm - Tue, 11 Sep 2018 22:14:46 GMT -CIP okay.

OTDEDP User ID: fhagstr muir Phone: 5-4910 5-8727 Select a reason for this



Degree DOT Doctor of Occupational Therapy Program Title Clinical Occupational Therapy, Doctor of

Occupational TherapyOccupational Therapy, Doctor of OccupationalTherapy

Does this proposal impactany courses from anotherCollege/School?

No Yes

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Both the master’s and doctoral degrees arecurrently entry levels into the profession;however, the American Occupational TherapyAssociation is supporting the transitiontoward a doctoral-level single point of entryfor occupational therapists, with a targetdate of 2025. As a result, the number ofprograms offering a clinical doctorate (doctorof occupational therapy) is increasing with 36OTD programs in the United States currentlyin various stages of accreditation. (See listbelow). In Arkansas, there are currently twooccupational therapy education programs.The University of Central Arkansas (Conway)annually enrolls a cohort of 48 students andawards a Master of Occupational Therapydegree, and Arkansas State University(Jonesboro) enrolled their first cohort of30 students in summer 2015, offering aDoctor of Occupational Therapy degree.Harding University (Searcy) is developing anoccupational therapy program that will offera Master’s degree; however, the program is inthe developmental stage, and at the time ofthis report, has not applied for accreditationor determined a cohort size. There are fiveaccredited occupational therapy assistant(OTA) programs with Arkansas State Universitycurrently in candidacy status. OTD programsmay provide a degree ladder for OTAs as wellas provide a MOT-to-OTD bridge program.ACOTE ACCREDITATION STATUS OF OTDPROGRAMS IN THE U.S. (as of 10/24/15)Accredited: 1. Nova Southeastern University(Tampa, FL) 2. Washington University (MO)3. Creighton University (NB) 4. University ofToledo (OH) 5. Pacific University (Hillsboro,OR) 6. University of the Sciences (Philadelphia,PA) 7. Belmont University (Nashville, TN)Developing: 8. Northern Arizona University(Phoenix, AZ) 9. Arkansas State University(Jonesboro, AR) 10. Gannon University (Ruskin,FL) 11. Huntington University (Fort Wayne,IN) 12. Indiana Wesleyan University (Marion,IN) 13. University of Indianapolis (IN) 14.Boston University (MA) 15. MGH Instituteof Health Professions (Boston, MA) 16.Touro University Nevada (Henderson, NV)17. Kettering College (Beavercreek, OH) 18.The Ohio State University (Columbus, OH)19. Duquesne University (Pittsburgh, PA) 20.Thomas Jefferson University (Philadelphia, PA)21. University of South Dakota (Vermillion, SD)22. University of Tennessee at Chattanooga(Chattanooga, TN) 23. Mary Baldwin College(Fishersville, VA) Applicants: 24. ArizonaSchool of Health Sciences, A.T. Still University(Mesa, AZ) 25. Loma Linda University (LomaLinda, CA) 26. Samuel Merritt University(Oakland, CA) 27. West Coast University - LosAngeles (Los Angeles, CA) 28. University ofSt. Augustine for Health Sciences (Miami, FL)29. Midwestern University (Downers Grove,IL) 30. Indiana University (Indianapolis, IN)31. Drake University (Des Moines, IA) 32.St. Ambrose University (Davenport, IA) 33.Slippery Rock University (Slippery Rock, PA)34. University of Texas Health Science Centerat San Antonio (TX) 35. Rocky MountainUniversity of Health Professions (Provo,UT) 36. Virginia Commonwealth University(Richmond, VA) There are two programs inthe region that currently offer a doctoral ofoccupational therapy: ASU in Jonesboro andWashington University in St. Louis, MO. Theremaining twelve programs offer a master’sdegree.

Both the master’s and doctoral degrees arecurrently entry levels into the profession;however, the Accreditation Council forOccupational Therapy Education hasmandated the transition to a doctoral-level single point of entry for occupationaltherapists, with a target date of 2025. InArkansas, there are currently two occupationaltherapy education programs. The Universityof Central Arkansas (Conway) annuallyenrolls a cohort of 48 students and nowawards a Doctor of Occupational Therapydegree, and Arkansas State University(Jonesboro) enrolled their first cohort of 30students in summer 2015, offering a Doctorof Occupational Therapy degree. ArkansasCollege of Osteopathic Medicine has recentlyannounced they will development a Doctor ofOccupational Therapy degree; however, theprogram is in the developmental stage, andat the time of this report, has not applied foraccreditation or determined a cohort size.

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List institutions in thenation offering similarprograms

NA


UAMS became aware of the need for anoccupational therapy education programwhile conducting the needs assessment forthe physical therapy (PT) program at UAMSNorthwest in Fayetteville. Respondents tothe PT needs assessment survey repeatedlycommented on the shortage of occupationaltherapists in the region. National and stateoccupational therapist workforce studies andprojections were reviewed and an analysis ofthe number and distribution of occupationaltherapists in the target region was conducted.Findings suggest that an occupational therapyeducation program at the UAF and UAMSNorthwest campuses would provide significantbenefit to the region and state. Facilitiesas well as OTs overwhelmingly identifiedproviding more OTs to meet the demandsin the regions as a positive aspect of theproposed UAF/UAMS program. It was notedby many respondents that an OT program inthe area would help meet occupational therapyneeds that are present in the urban as wellas rural areas of the region and state. Theunique opportunity of a joint UAF – UAMSprogram was highlighted in the responses ofnumerous respondents, specifically notingthe reputation of both institutions as well asthe resources available. It was also noted thatan OT program in the region would provideopportunities for the enhancement of theOT profession through interprofessionaleducation, evidence-based practice, research,continuing education, and degree ladderopportunities for occupational therapists withmaster’s degrees and occupational therapyassistants. Data from the U.S. Bureau of LaborStatistics and Arkansas’ Center for RuralHealth indicate a significant and growingdemand for occupational therapists in thestate through 2022. In addition, the Center forRural Health reports a sizeable OT job vacancyrate that is expected to escalate over the nextseveral years. The report found over half (57%)of the current and 49% of the projected OTvacancies exist in the west and northwestregions of the state. Accordingly, Arkansas,Kansas, Oklahoma, and Missouri all havelower occupational therapists per 100,000population ratios than the national average.Not surprisingly, OT education programdirectors report that 99% of their graduatesare able to secure jobs within 8 weeks ofgraduation.

This program was previously approved andis being revised to meet new accreditationguidelines and new faculty vision.


24 -32 24 -32 per cohort


2019 2019-2020

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Occupational therapy seeks to provide servicesthat support individuals’ capability for ‘livinglife to its fullest’. Occupational therapistsaccomplish this by using occupation andmeaningful activities with specific goals tohelp people of all ages prevent, lessen, oradapt to disabilities. Occupational therapistswork with families as special needs childrenenter the home, with school aged childrenwho require adaptive services to reach theirpotential in schools, with adults who due toillness or injury require special tools and skillsto again work and be productive in life, andwith well elderly and families that need toredesign their lifestyles in order to lessen theimpact of aging and/or disability on everydaylife. The goal of the program is to educatefuture occupational therapists as leadersand advocates for clients regardless of ageor living situation that need assistance inorder to physically, mentally, and emotionallyparticipate in the activities of everyday life.

The University of Arkansas OccupationalTherapy Doctorate Program works towarda society where every person has theopportunity for a healthy, fulfilling life throughparticipation in meaningful occupations bypreparing graduates to: \\n\\n* Challenge theboundaries of current occupational therapypractice through purposeful explorationof new models of care \\n* Be innovativepractitioners, identifying needs in their clinicsand communities and designing interventionsand programs to meet those needs \\n* Beprepared to work at the top of their licensein integrated interprofessional teams to bestmeet society's needs \\n* Be active globalcitizens and advocates for occupational justiceand improved quality of life for all people\\n*Promote health, wellness and participationthrough the intentional use of occupation

Program Code OTPDDP OTDEDP Department Code Department of Health, Human Performance

and Recreation(HHPR)Department of Occupational Therapy (OCTH)

College(s)/School(s) WCOB

104


\\n1) The entire curriculum has been revisedand all new courses have been developed andentered into the CIM system.\\n2) Prerequisitecourse requirements were updated.\\n3)Removal of GRE as a requirement forapplication to the program. | \\n1) Thecoursework for this approved degree programhas not yet commenced; therefore, no studentswill be impacted by any of these changes.The first cohort of students will be admittedto the occupational therapy (OT) programin the fall, 2019, and begin coursework inJanuary of 2020. Prior to initiating curricularredesign, feedback from multiple stakeholderswas solicited and considered. Overall,stakeholders expressed frustrations andconcerns with traditional teaching methodsused to prepare students for entry-levelpractice. Some of these concerns included:a lack of knowledge about occupation as afoundation of our profession, a disconnectin the application of basic knowledge for thedevelopment of evidence-based interventions,and poor clinical reasoning skills. In responseto this feedback, OT faculty identified anevidence-based teaching model to mitigatestakeholder concerns. The core curriculumwas completely revised to reflect learningobjectives and course sequencing based onthe Subject-centered Integrative LearningModel for Occupational Therapy (SCIL-OT).This model of disciplinary instruction placesoccupation, the core subject of our profession,explicitly at the forefront of all courses. Asystems-based approach and developmentalframework were also used to organize contentareas to enhance integration, retention, andapplication of content. For example, withinsemesters, content is arranged accordingto “systems” of human functioning, such asthe musculoskeletal system, the neurologicalsystem, and mental/behavioral health,presented in a way that reflects developmentacross the lifespan. Additionally, content isaligned across the duration of the programby themes, i.e. Research and Scholarship,Theory and Professional Development, etc.Course content and learning outcomes werespecifically written to be integrative andprogressive so that students will be preparedto complete their culminating capstoneexperience and project at the conclusion ofthe program. \\n2) After the curriculum wasrevised, the prerequisite course requirementswere revised to better prepare students forsuccess. The revised list is:\\nAll prerequisitesare at least 3 credits:\\n• Human Anatomywith lab \\n• Human Physiology with lab \\n• Statistics \\n• Terminology for HealthProfessions\\n• Abnormal Psychology\\n•Neuroscience of Behavior (Brain and Behavior,Behavioral or Cognitive Neuroscience, orNeurophysiology or Neuropsychology orNeurobiology, etc.)\\n*If Anatomy andPhysiology are offered together, as one course,then two semesters must be taken. \\n\\nOther admission requirements include:\\n• Aminimum overall GPA of 3.0 on a 4.0 scale.\\n•International applicants must submit Test ofEnglish as a Foreign Language (TOEFL). \\n• 25hours of documented volunteering/shadowing/service learning with an occupational therapyprofessional in at least three different settings,with at least two different populations, e.g.,children and adults. The required form forthe student and the professional, a PDF,can be found here.\\n• Three letters ofrecommendation from individuals who canaddress potential for graduate education. \\n• Written personal statement. \\n• Eligibleapplicants under consideration will be requiredto participate in an on- campus interview andan in person scholarly writing activity.\\n3)The use of the GRE as a predictive tool forgraduate student success has been in questionsince the mid 1980's. Despite changes in theexam over time, there is evidence that theGRE may be more of a barrier for potentialapplicants and that its predictive validity isinconsistent across fields of study, gender,race, and economic status. Reasons citedinclude exam bias against under-representedpopulations, decisions not to apply basedon the prep time and cost involved, andinconsistent use of the tool across reviewers inspecific fields. Growing numbers of MOT andOTD programs are discontinuing the practice,including Columbia University, Texas Tech,Indiana University, the University of Minnesota,the University of New Hampshire, and manyothers. These schools are replacing the GREwith performance-based exercises that includewriting exercises and formal interviewing.\\n

undefined 105

Upload attachments OTDEDP - Revision - Ltr of Notification.docx Reviewer Comments agriffin - Thu, 27 Sep 2018 17:06:50 GMT -

Changed degree code from DOT to Doctor ofOccupational Therapy with permission fromLisa Kulczak.agriffin - Fri, 28 Sep 2018 00:04:22 GMT- Rollback: Please address the details inattached correspondence.agriffin - Fri, 28 Sep 2018 15:09:58 GMT -Inserted credit hours for each course sothat 115 total hours could be represented incurriculum. Also updated five course listings asapproved by program.agriffin - Fri, 28 Sep 2018 15:19:50 GMT -Reformatted LON to include Times NewRoman, 12-point font throughout document.Renamed to match BOT naming convention fordocuments. Uploaded revised copy.lkulcza - Wed, 03 Oct 2018 17:59:44 GMT - Allcourses "not found" currently in workflow forfall 2019.agriffin - Thu, 11 Oct 2018 00:47:31 GMT- Inserted Course List with semester-by-semester plan in program requirements.agriffin - Wed, 17 Oct 2018 22:02:06 GMT -Removed semester-by-semester plan withpermission from department.

PADMMP User ID: pkford pconge Are you adding a focused

study?No Yes

Phone: 56434 56443 Effective Catalog Year Fall 2017 Fall 2019 Program Goals and

ObjectivesGoals:A. Graduate MPA students in a timely fashion.

B. Provide an examination process thatadequately assesses MPA students in termsof their academic achievements from degreecoursework.

C. Provide the opportunity for MPA studentsto apply what they learn in class to next-stepprofessional goals.

Objectives: Effectively assess students inmeeting the MPA degree requirements withinthe same semester they are scheduled tograduate.

Goals:A. Graduate MPA students in a timely fashion.B. Provide an examination process thatadequately assesses MPA students in termsof their academic achievements from degreecoursework.C. Provide the opportunity for MPA studentsto apply what they learn in class to next-stepprofessional goals.Objectives: Effectively assess students inmeeting the MPA degree requirements withinthe same semester they are scheduled tograduate.

Learning Outcomes Students develop skills and opportunities toadvance as practicing administrators andmanagers.

Students will understand financialaccountability and general management skills.

Students develop skills and opportunities toadvance as practicing administrators andmanagers.Students will understand financialaccountability and general management skills.

Track(s) - Action Action

106

Focused Stud(y/ies) ADD | PADM--CDEV | Community DevelopmentADD | PADM--EPSU | Environmental Policy andSustainabilityADD | PADM--HSAD | Health ServiceAdministrationADD | PADM--HEAD | Higher EducationAdministrationADD | PADM--NPMT | Non-Profit ManagementADD | PADM--PPYA | Public Policy AnalysisADD | PADM--RECT | Recreation and Tourism


Action


36-39


The proposed changes are related to the totalsemester hours required for the MPA degree.In the existing MPA catalog, all MPA degreeseekers are required to complete a minimum42 semester hours of coursework. We decidedto reduce such required credit hours from42 hours to (a) 39 hours for those who areadmitted as pre-career students and to (b)36 hours for those who are admitted as in-career students. In-career students are thosewho hold a full time professional position atthe time of their application, and pre-careerstudents are those who are not classified asin-career at the time of application.\\n\\nTheproposed changes are also related to requiredand elective courses: moving PLSC 5123Public Budgeting and Finance to the requiredlist; establishing 3 independent researchcredit hours for the MPA portfolio option.\\n\\nStylistic changes include proper titlefor MPA degree program, proper course titleand the semester it is offered, more explicitemphasis on the role of Graduate Coordinatorin advising for students’ special interest areadevelopment, etc. | Based on our research andinternal review process, we propose thesechanges to educate our MPA students moreeffectively and efficiently. The change from 42credit hours to 36-39 is based on researchingpeer institutions and programs along withconsidering the current status of our MPAprogram (e.g., lack of student enrollments, lackof faculty resources, etc.). \\n\\nThe changesin required and elective courses are to keepthe program competitive. PLSC 5123, PublicBudgeting and Finance is a regular offering inpeer MPA programs and the department nowhas the faculty to teach the class on a regularbasis.We are adding seven focused studies incommunity development, environmentalpolicy and sustainability, health servicesadministration, higher educationadministration, non-profit management,public policy analysis, and recreation andtourism | Adding the focused studies to moreclearly identify the special interest areas werecommend for students.

undefined 107

Reviewer Comments agriffin - Mon, 03 Jul 2017 18:43:51 GMT -Changed effective catalog year to fall 2018. Itis too late to complete the approval process forfall 2017. Changed program title to match therequested change provided in the descriptionfield.agriffin - Mon, 03 Jul 2017 18:50:21 GMT -Changed the following on the LON: 1. Updatedeffective date to fall 2018. 2. Changed thecurrent title of the degree and major tomatch our catalog naming convention. 3.Changed the codes for the degree/departmentto match ADHE's naming convention. 4.Retitled document to match the BOT namingconvention.ggunderm - Mon, 10 Jul 2017 13:54:24 GMT -CIP Code unchanged.rcc003 - Tue, 26 Sep 2017 16:11:18 GMT -Rollback: Submitter requests that the proposalbe withdrawn.agriffin - Fri, 10 Aug 2018 13:51:30 GMT -Rollback: Please make your edits directlyinto program management - the ProgramRequirements and Description field. Youmay contact Ryan Cochran for assistance at5-3701.agriffin - Wed, 19 Sep 2018 00:11:15 GMT -Indented required courses so that the credithour requirements would be more clearlypresented.agriffin - Thu, 20 Sep 2018 17:37:45 GMT -Rollback: Review the email correspondence forsuggested changes.agriffin - Tue, 25 Sep 2018 14:32:51 GMT -Inserted description and justification withinput from submitter. Removed LON, as it is notnecessary for a minor change.

PHYSBS Effective Catalog Year Fall 2018 Fall 2019 Description and

justification of the requestAdmin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives. |Admin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives.

correcting program hours from 39 to 38 (dueto drop in EM requirement from 4 to 3 hours)| We changed our 4 hour EM course to a twosemester sequence. Majors are only requiredto take the first course of 3 hours.

Reviewer Comments agriffin - Fri, 07 Sep 2018 16:44:02 GMT -Rollback: Please visit with Ryan Cochranto address the discrepancies in the eightsemester plan and degree requirements.

PHYSBS-ASTR

User ID: lkulcza jkennef

Phone: 7456 5916 Effective Catalog Year Fall 2018 Fall 2019 Description and

justification of the requestAdmin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives. |Admin update for courses not found.

Adjusting 8-semester plan per Alice to includecorrect hours in elective courses. | too manyelective courses listed in plan

Reviewer Comments rcc003 - Thu, 11 Oct 2018 17:46:19 GMT -Updated eight-semester degree plan.

PHYSBS-BIPH


Phone: 7456 5916 Effective Catalog Year Fall 2018 Fall 2019

108


Admin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives. |Admin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives.

We are adding a junior level laboratory courserequirement to our BS degree to be chosenfrom PHYS 462VL (now 361VL), PHYS 3544or PHYS 3213. | Our faculty feel that ourmajors need more laboratory experienceat an advanced level. Each of these juniorcourses are applicable to all subareas ofphysics, especially those in our department,and letting students choose between thesethree gives them some flexibility in theirprogram of study. \\n\\nI have listed twoBIOL upper level courses in the 4th year as1 of many possibilities, but am hesitant toremove the 2000 BIOL classes or OrganicChem I and II from the degree program as itwas designed by our biophysics faculty tomeet their recommendations.

Reviewer Comments agriffin - Fri, 07 Sep 2018 16:44:34 GMT -Rollback: Please visit with Ryan Cochranto address the discrepancies in the eightsemester plan and degree requirements.rcc003 - Tue, 25 Sep 2018 20:16:50 GMT -Corrected hours total with ::3.

PHYSBS-CMPT



justification of the requestAdmin update for courses not found.\\nPeremail from dean's office, replacing PHYS3414 with 3453 and adding 1 hour of generalelectives.\\n | Admin update for coursesnot found.\\nPer email from dean's office,replacing PHYS 3414 with 3453 and adding 1hour of general electives.\\n

We are adding a junior level laboratory courserequirement to our BS degree to be chosenfrom PHYS 462VL (now 361VL), PHYS 3544or PHYS 3213. | Our faculty feel that ourmajors need more laboratory experience at anadvanced level. Each of these junior coursesare applicable to all subareas of physics,especially those in our department, and lettingstudents choose between these three givesthem some flexibility in their program of study.

Reviewer Comments agriffin - Fri, 07 Sep 2018 16:44:25 GMT -Rollback: Please visit with Ryan Cochranto address the discrepancies in the eightsemester plan and degree requirements.

PHYSBS-ELEC



justification of the requestAdmin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives. |Admin update for courses not found. Per emailfrom dean's office, replacing PHYS 3414 with3453 and adding 1 hour of general electives.

Revised 8 semester plans to contain correctnumber of PHYS elective hours. | 8 semesterplan contained too many PHYS hours aselectives.

Reviewer Comments rcc003 - Fri, 12 Oct 2018 15:52:16 GMT -Updated eight-semester degree plan.

PHYSBS-OPTC



justification of the requestAdmin update for courses not found. | Adminupdate for courses not found.

Updated 8 semester plan to reflect correctnumber of PHYS electives. | Number of PHYSelectives were incorrect.

Reviewer Comments rcc003 - Fri, 12 Oct 2018 16:08:58 GMT -Updated eight-semester degree plan.

PHYSBS-PROF


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justification of the requestAdmin update for courses not found. | Adminupdate for courses not found.

We are adding a junior level laboratory courserequirement to our BS degree to be chosenfrom PHYS 462VL (now 361VL), PHYS 3544or PHYS 3213. \\nUpdated 8-semester plansto reflect degree requirements | Our facultyfeel that our majors need more laboratoryexperience at an advanced level. Each of thesejunior courses are applicable to all subareasof physics, especially those in our department,and letting students choose between thesethree gives them some flexibility in theirprogram of study.

Reviewer Comments agriffin - Fri, 07 Sep 2018 16:44:14 GMT -Rollback: Please visit with Ryan Cochranto address the discrepancies in the eightsemester plan and degree requirements.agriffin - Thu, 20 Sep 2018 16:13:21 GMT -Inserted a range of hours (8-9) in spring offourth year with permission from submitter.This designation helps clarify that electivescan range from 29-30 credit hours.rcc003 - Fri, 12 Oct 2018 16:18:03 GMT -Updated eight-semester degree plan.agriffin - Wed, 17 Oct 2018 17:00:42 GMT -Removed Humanities language from SocialScience requirement in 8SDCP.

PLSCMA Effective Catalog Year Summer 2014 Fall 2019 User ID: pkford Phone: 56434 Type of proposal Major/Field of Study Select a reason for this



ActionAction



36


No


20


2019


1. Provide Graduate MA students with anopportunity to complete the degree in a timelyfashion.\\n2. Provide students with analyticaland research skills that will be applicableas they move towards a doctoral degree oradvance their professional career.

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Learning Outcomes (1) Demonstrate a general knowledge abouttrends in the discipline of political science,including epistemological diversity whenstudying complex issues; \\n(2) Demonstratethe ability to apply that knowledge to specificpolicy or political contexts by using qualitativeand quantitative data;\\n(3) Demonstrate anunderstanding of global trends in areas suchas governance and political economy, as wellas complex policy issues involving, gender,race and ethnicity;\\n(4) Demonstrate theability to conduct independent research andcommunicate the results effectively in bothoral and written form. \\n


Remove from the required core option PLSC5703 Research Design in Political Science andPublic Policy. | In reviewing our curriculum wedetermined that requiring students to takeboth PLSC 5703 and 5913 Research Methodsin Political Science was redundant. In 5913Students receive for the first half of the coursea significant amount of the information that isprovided in 5703.

Reviewer Comments agriffin - Fri, 21 Sep 2018 20:12:31 GMT -Changed course number in description fieldfrom 5702 to 5703 to match justification.agriffin - Fri, 21 Sep 2018 20:36:08 GMT- Rollback: Please change reason formodification as Making Minor Changes. Thisaction will impact the approval workflowwhere the request will remain on campus forapproval. Once the change is made, pleasesave and submit to return the request back tothe approval process. Thank you.agriffin - Tue, 25 Sep 2018 14:37:42 GMT -Removed LON since request is considered aminor change with input from submitter.agriffin - Tue, 25 Sep 2018 14:45:50 GMT -Although the courses are in a red box, theseare not new requirements for the program.It appears that an administrative update totypically offered field was being conducted atthe time the program change was submitted.The only change is the removal of PLSC 5703.rcc003 - Tue, 25 Sep 2018 20:07:59 GMT -Removed parentheses note from PLSC 5193.

PSYCPH Estimated StudentDemand for Program

n/a n/a existing program


n/a 2020-2021

Phone: see below for contact information 575-3489

undefined 111


Contact: Denise Beike, Chair of PsychologyDepartment or Lindsay Ham |575-4256 ||The changes are made to ensure continuedadherence to the requirements of the AmericanPsychological Association's Council onAccreditation, who accredits the ClinicalPsychology Ph.D. program, while alsoresonding to current student and alumni andfaculty survey data regarding ways to improvethe quality and effectiveness of the clinicalpsychology training program. In addition, somechanges were made to improve the accuracyof current course titles and descriptions aswell as to correct errors related to the requiredcourses, number of credits allowed for variablecourses, and the terms in which the coursesare offered. (Course changes submittedseparately.) There are not likely to be anyeffects on other degree programs. All changeswere approved by the department faculty on2-3-2014. |

PSYC 5153 can now be fulfilled with theundergraduate course, PSYC 4143 (History andSystems of Psychology). | Our accreditationagency has new Standards of Accreditation,effective January 2017, that now allows forHistory and Systems to be addressed at theundergraduate level. Our department voted tochange our requirement to PSYC 4143 or theequivalent at another institution.


Contact: Denise Beike, Chair of PsychologyDepartment or Lindsay Ham |575-4256 ||The changes are made to ensure continuedadherence to the requirements of the AmericanPsychological Association's Council onAccreditation, who accredits the ClinicalPsychology Ph.D. program, while alsoresonding to current student and alumni andfaculty survey data regarding ways to improvethe quality and effectiveness of the clinicalpsychology training program. In addition, somechanges were made to improve the accuracyof current course titles and descriptions aswell as to correct errors related to the requiredcourses, number of credits allowed for variablecourses, and the terms in which the coursesare offered. (Course changes submittedseparately.) There are not likely to be anyeffects on other degree programs. All changeswere approved by the department faculty on2-3-2014. |


ActionAction


69

112

Reviewer Comments pkoski - Fri, 29 Sep 2017 21:08:09 GMT -Rollback: Is PSYC 5153 being eliminated as arequirement?agriffin - Sun, 08 Oct 2017 18:43:00 GMT -Changed effective date from fall 2017 to fall2018.agriffin - Sun, 08 Oct 2017 18:49:16 GMT -Rollback: Please review the description of therequested changes. There were no changesnoted in the program requirements field thatreflected the description. Also, please enterthe required total hours for the program.This information will be necessary for theRegistrar's Office to utilize the degree auditsystem.agriffin - Wed, 17 Jan 2018 17:39:12 GMT- Changed effective date to fall 2019 andchanged program review date to 2020-2021 tomatch published schedule.

RHET-M AddedSCWKMS Are Similar Programs

available in the area?No


50 per year


n/a

Type of proposal Major/Field of Study Policy Description and

justification of the requestAdded clarification regarding students whoearned their bachelor's degree six yearsor more prior to seeking admission for themaster's program. |

Separated the admissions requirements forthe Advanced Standing and the two/three yearprograms. Removed thesis lab from list ofcourses. | Separated admissions requirementsfor clarity and removed thesis lab because it'sno longer required.


Added clarification regarding students whoearned their bachelor's degree six yearsor more prior to seeking admission for themaster's program. |

CIP Code Social Work. Effective Catalog Year Fall 2016 Fall 2019 Program Goals and

Objectivesnot applicable; existing program

Learning Outcomes not applicable; existing program Track(s) - Action Action Focused Stud(y/ies) -

ActionAction

Course delivery mode web_blended Describe Blended Delivery

Methodsthis is NA. This is a change that was madeseveral years ago.

Class interaction mode other Reviewer Comments agriffin - Tue, 26 Jun 2018 16:09:22 GMT -

Changed effective date from fall 2018 to fall2019.

SMTHMA Percent Online 100% 100% with No Required Campus Component Scheduled Program

Review Daten/a 2021-2022


Replacing MATH 4353 with new grad cognate.|

Updated available courses \\nAllow coursework to replace independent study | Thechange allows the program more flexibility andreduces the time for students to complete thedegree program.


Replacing MATH 4353 with new grad cognate.|

undefined 113


Objectivesn/a There is an emphasis on further strengthening

abstract and conceptual tools, exposing\\nthestudent to a wide variety of mathematicaltopics, and preparing the student to bring\\nmathematical thought to the lower-levelclassroom. To this end the student should:\\n\\n1) Be able to frame abstract argumentsand produce mathematical proofs.\\n2)Demonstrate an understanding of a varietyof advanced topics, such as advanced\\ncalculus and abstract algebra, connectingthem to the secondary school curriculum.\\n3) Demonstrate an ability to articulate thecontext and meaning of these topics.\\n4)Write, analyze and communicate in a lucid andcritical manner.

Learning Outcomes n/a 1) Demonstrate computational competence inanalysis, algebra, statistics and other\\nareasof mathematics relevant to the secondarymathematics curriculum.\\n2) Demonstrateunderstanding of the conceptual frameworksand underlying structure\\nof these topics;clearly demonstrate an ability to constructmathematical proofs.\\n3) Relate thesesubject areas to applications in the natural orsocial sciences,\\nengineering, or other areasof mathematics at a level appropriate to thesecondary\\nmathematics curriculum.\\n4)Write, analyze and communicate in a lucidand critical manner, particularly in a\\nmannerappropriate for the secondary mathematicsclassroom.\\n5) Have a sense of the broadermathematical culture.


ActionAction


30

Course delivery mode online Class interaction mode email Reviewer Comments agriffin - Tue, 25 Sep 2018 14:12:38 GMT -

Inserted program goals and learning outcomesfrom assessment plan.agriffin - Tue, 25 Sep 2018 14:13:40 GMT -Inserted program review date.

SPAN-M Percent Online 100% 100% with No Required Campus Component Description and

justification of the requestadmin update of delivery methods previouslyapproved |

added SPAN 4123 as equivalent to SPAN4003 | Considering their linguistic skills andneeds, Heritage Speakers may take SPAN 4123Heritage Speakers III in lieu of SPAN 4003Advanced Grammar.


admin update of delivery methods previouslyapproved |


ActionAction


15

Course delivery mode online

114

Class interaction mode bulletin Reviewer Comments agriffin - Sun, 16 Sep 2018 02:24:51 GMT -

Moved SPAN 4123 up in program requirementsand indented course so that it would be seenas an option for SPAN 4003 and not add anadditional 3 hours to program requirements.College is encouraged to review it to determinethe layout meets the departments needs.agriffin - Sun, 16 Sep 2018 02:30:48 GMT- College representatives, please note thatSPAN 4003 is Advanced Grammer. If you wantSPAN 4123 to be used in lieu of AdvancedSpanish (SPAN 3003) as described in thejustification, simply move SPAN 4123 up in theprogram requirements and make sure course isindented so the credit hours are not included intotal hours for the minor.lkulcza - Mon, 17 Sep 2018 18:36:19 GMT- Admin update to online delivery; minorpreviously approved as 100% with no requiredcampus component but update to functionalityduring CIM refresh required making thatdistinction again.agriffin - Tue, 16 Oct 2018 19:12:15 GMT -Inserted footnote for SPAN 4003 to clarifyoption for heritage speakers.

SPANBA User ID: crsleaf1 rcc003 Scheduled Program

Review DateN/A 2019-2020

Reviewer Comments ddraper - Tue, 07 Oct 2014 14:44:07 GMT -Edit to make text parallel to changes made toFrench German BA majors. 10/7/2014 ddraper

agriffin - Thu, 13 Sep 2018 00:26:19 GMT -Rollback: SPAN 2123 listed in the description isnot listed in the program requirements. Pleaseinsert as appropriate. Also, you will need toincorporate the new courses into the eightsemester plan. Finally, the program will need toinsert their program goals and student learningoutcomes in the appropriate fields. Reviewyour assessment plan in order to identify them.agriffin - Fri, 14 Sep 2018 21:45:38 GMT -Rollback: Returning to submitter, per requestfrom ARSC Dean's Office.agriffin - Fri, 05 Oct 2018 21:09:57 GMT - Added"Or Additional Studies Requirement" to SPAN1003, SPAN 1013, and SPAN 2013 in eightsemester plan to account for the 52 hoursunder this category.agriffin - Mon, 08 Oct 2018 16:08:59 GMT -Added a footnote to the eight semester planregarding SPAN 2123, with input from College.agriffin - Mon, 08 Oct 2018 16:12:33 GMT -Revised curriculum format in LON.rcc003 - Tue, 16 Oct 2018 18:17:42 GMT - Slightlanguage changes to clarify intent under theAdditional Studies Requirement.agriffin - Wed, 17 Oct 2018 22:19:56 GMT- Inserted revised language for AdditionalStudies Requirement into LON. Uploadedrevised copy.




Phone: See below for contact information 3701

undefined 115


Contact: Steve Bell, Chair of WLLC, 575-2951 ||We are planning to develop new, five-year dualdegree programs with other colleges acrosscampus; the first of these (with more to comedown the road we hope) we expect will be afive-year deal degree program between Germanand Engineering which includes a full year ofstudy abroad in Germany with an internship.We hope this new program can have its firstcohort of students starting in Fall 2015. Tomake this practical we need to streamlineslightly our WLLC major requirements forclasses in addition to the major languageclasses: we are changing the requirement ofWLIT 1113 AND PHIL 2003 to an “OR”, andwe are reducing our 9-hours of additionallanguage-related course (back) to 6. Thisreduces major requirements in Spanish from48 to 42. The total number of hours for degreecompletion remains unchanged at 120 hours. |

With a growing population of Spanish heritagespeakers, the Spanish program created a threecourse sequence of courses that best addressthe needs of Spanish heritage speakers,SPAN2123, SPAN3123 and SPAN 4123. As itis an administrative action is needed to enrollstudents and complete degree audits. \\n\\nProgram goals and outcomes added | Theproposed changes make the respective courseequivalences making the advising, courseenrolling and degree completion audits in UAConnect more manageable and compatible wUA connect.Removed humanities requirements (PHIL2003/WLIT 1113, HIST 1113, HIST 1123, andalso added the Additional Studies Requirementof an additional major/minor or completionof the College Honors core. | In conjunctionwith the pending final approval of the AMSPANand AMFREN additional major proposals, aswell as the BAT proposals in French, German,and Spanish Education, and in conjunctionwith the University-wide elimination of therequirement of 30 additional hours (150total) for double degrees (in other words,double majors across colleges), we proposethese changes to allow additional flexibilityfor students seeking to add a major in aworld language. We have many students inevery college interested in adding linguisticcompetency and intercultural knowledge totheir study of other subjects, this revision ofmajor requirements will give the departmentthe ability to incorporate more students inareas as diverse as STEM, business, education,architecture, agriculture, as well as the artsand sciences. The elimination of the worldcivilization and the philosophy/world languagestipulations from among the universityrequirements should allow this additionalflexibility. It also makes quite realistic theaddition of the requirement of an additionalminor or major in a program in FulbrightCollege (a requirement that has a precedentin the current Math major.) We believe ourstudents should pursue a broad education,but we also want to strongly encourage andincentivize our students to establish insofaras possible, in consultation with their advisors,a coherently integrated program of studiesinvolving interdisciplinary work, one that willeffectively enhance their preparation for theircareer goals and their future professional andlife endeavors. We think this modification ofour requirements should help achieve thesegoals for our students.

116


Contact: Steve Bell, Chair of WLLC, 575-2951 ||We are planning to develop new, five-year dualdegree programs with other colleges acrosscampus; the first of these (with more to comedown the road we hope) we expect will be afive-year deal degree program between Germanand Engineering which includes a full year ofstudy abroad in Germany with an internship.We hope this new program can have its firstcohort of students starting in Fall 2015. Tomake this practical we need to streamlineslightly our WLLC major requirements forclasses in addition to the major languageclasses: we are changing the requirement ofWLIT 1113 AND PHIL 2003 to an “OR”, andwe are reducing our 9-hours of additionallanguage-related course (back) to 6. Thisreduces major requirements in Spanish from48 to 42. The total number of hours for degreecompletion remains unchanged at 120 hours. |


ObjectivesN/A Existing Program 1. Students completing a major in the

Department of World Languages shouldpossess a broad knowledge and criticalunderstanding of the culture, civilization,and literature corresponding to their majorlanguage, \\n\\n 2. As befits a liberal artsprogram, students completing a majorshould develop effective written and oralcommunications skills, as well as the abilityto apply the skills of critical thinking toproblem solving.\\n\\n 3. Last but not least,students completing a World Languagesmajor should have developed at a minimum abasic proficiency in their language, includingpractical abilities in reading and writing, and inlistening comprehension and speaking whenappropriate, as well as a solid grasp of thestructure and grammar of the language.\\n

Learning Outcomes N/A Existing Program 1. Demonstrate speaking and listeningproficiency in the target language at the ACTFLAdvanced Low level.\\n\\n 2. Demonstrate theability to develop a coherent analytical and/or research paper in the target language onan academic topic.\\n\\n 3. Demonstrate acommand of grammatical mechanics and theability to use a variety of sentence structuresto express their ideas.\\n\\n 4. Read andunderstand every-day and literary texts in thelanguage; analyze, discern, and argue issuesof ethical, cultural and aesthetic values.\\n\\n 5. Demonstrate a critical understanding ofthe distinctive features of Spanish and LatinAmerican culture in its social and historicalcontexts.\\n


ActionAction


120

Upload attachments SPANBA - Curriculum Revision - Ltr ofNotification.docx

undefined 117

SPANMA Select a reason for thismodification




No Yes

Are you adding a track? No Yes Effective Catalog Year Fall 2017 Fall 2019 List institutions in


NA (UALR, perhaps others) UALR, UCA


no changes 1. Students completing an MA in theDepartment of World Languages shouldpossess a broad knowledge and advancedcritical understanding of the culture,civilization, and literature correspondingto their major language.\\n2. As befits aliberal arts program, students completingan MA should develop effective written andoral communications skills, as well as theability to apply the skills of critical thinkingto problem solving. They will also acquirevaluable pedagogical skills.\\n3. Studentscompleting an MA in World Languagesshould have developed an advancedproficiency in their language, includingpractical abilities in reading and writing, and inlistening comprehension and speaking whenappropriate, as well as a solid grasp of thestructure and grammar of the language.\\n

Learning Outcomes no changes Learning Outcomes:\\n1. Achieve AdvancedSpanish skills (reading, writing, speaking,and listening).\\n2. Gain expertise in theliteratures and the cultural history of Spain,Latin America, and U.S Hispanics. \\n3.Attain general knowledge of main authors,movements and periods, and representativetexts.\\n4. Develop advanced competence inliterary and cultural analysis and research.\\n5. Develop advanced expository and criticalwriting skills.\\n6. Develop pedagogical skillsfor teaching Spanish as a Foreign Language.\\n\\nAdditional Learning Outcomes (LanguageLearning and Teaching Concentration):\\n1.Gain expertise in basic linguistic conceptsas applied to Spanish.\\n2. Attain generalknowledge of the processes and outcomesof language learning, and of theories oflanguage acquisition.\\n3. Develop advancedcompetence in research in the area oflanguage learning and teaching.\\n

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Correcting "tracks" to "concentrations" | Thechange had been approved in October 2015 butnever synced with the version in CIM.

This change updates the organization ofthe Program Requirements and Descriptiontext in order to make the catalog copy moretransparent. No program change is beingrequested at this time. The realignment alsoclarifies the requirements for the second M.A.concentration. \\n\\nWe are requesting aname change for the second concentrationfrom “Pedagogy Concentration” to “LanguageLearning and Teaching Concentration,” andincludes a revised description of the targetaudience for this concentration. \\n\\nThe firstconcentration, Literature, remains unchanged.| This change is needed in order to make itclearer to students what the requirementsof the two Spanish M.A. concentrations are,and how these two concentrations differfrom each other. The name change for thesecond concentration is necessary to reflectthis concentration’s academic rigor andemphasis on research, which matches thatof the Literature concentration.\\n\\nThe twoconcentrations were never copied over into thecatalog from CourseLeaf. The only way to addthem is to "add" new concentrations.

Concentration(s): ADD | LITR | LiteratureADD | LLAT | Language Learning and Teaching

Track(s) DEL | LITR | LiteratureDEL | PEDG | Pedagogy

Upload attachments SPANMA - Name Change - Ltr ofNotification.docx

Reviewer Comments agriffin - Tue, 25 Sep 2018 21:22:51 GMT- Rollback: Rather than a minor change,the program is requesting a name changeand curriculum change. This request is areconfiguration of the program and will need tosubmit an LON 11.agriffin - Fri, 12 Oct 2018 20:11:28 GMT -Revised description in LON. Removed languageregarding the CourseLeaf and cataloglanguage. Program is simply pursuing a namechange for the Pedagogy Concentrationinto Language Learning and TeachingConcentration.lkulcza - Tue, 16 Oct 2018 22:01:31 GMT -Clarification that existing tracks are to bedeleted; these were really are concentrations,and current proposal is to update the name ofone of those concentrations.

SPPR-M Reviewer Comments agriffin - Tue, 27 Sep 2016 18:12:10 GMT -Revised LON for formatting, inserted approvaldates, and renamed document to match BOTnaming convention.agriffin - Fri, 21 Oct 2016 15:43:21 GMT -Changed program code from SPBO-M to SPPR-M per approval from department. Also renamedLON to match.agriffin - Fri, 28 Oct 2016 16:32:57 GMT -Renamed document to remove agenda itemnumber, so other committees will not beconfused.calison - Fri, 05 May 2017 14:19:05 GMT - Adda space mark.

agriffin - Sun, 16 Sep 2018 02:37:51 GMT -By indenting SPAN 4123 directly below SPAN4003, course will appear as an option withoutadding credit hours to program.agriffin - Tue, 16 Oct 2018 19:08:45 GMT- Inserted footnote, with permission fromcollege, for SPAN 4003 to keep catalog copyclean and consistent.

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Upload attachments SPPR-M - Name Change - Ltr ofNotification.docx


Questions regarding this change proposalshould be directed to Steve Bell, Chair ofthe World Languages, Literatures CulturesDepartment. |5-5948 |[email protected] ||In recent years we have added service learningcourse options in education (SPAN 4563)and healthcare (SPAN 4583), and we wish tobroaden the umbrella of the current Spanish(Business Orientation) minor to include otherstudents interested in other professions. Thename change will allow us to give students ineducation and those interested in healthcare,in addition to the Business Spanish students,the opportunity to validate their credentialswith the newly named minor: Spanish for theProfessions. ||Curriculum changes: |Previously SPAN 4333 Business Spanish wasrequired, but we wish to now allow students tochoose between SPAN 4333 Business SpanishI, SPAN 4563 Latino Youth Biliteracy ServiceLearning Project, and SPAN 4583 AdvancedSpanish for Health Professions. ||Also, as with the proposed change to ourother Spanish minor, we wish to give studentsan option between the currently requiredSPAN 3103 Cultural Readings and SPAN 3123Spanish for Heritage Speakers II. Doing so willallow us to adapt the requirements for Spanishheritage speaking students, of which we havegrowing numbers. Span 3103 is really notappropriate for them, and SPAN 3123 providesa better option for these students. |

added SPAN 4123 as equivalent to SPAN 4003| Based on their linguistic skills and needs,Spanish heritage speakers may take SPAN4123 Heritage Speakers III in lieu of SPAN 4003Advanced Grammar

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Questions regarding this change proposalshould be directed to Steve Bell, Chair ofthe World Languages, Literatures CulturesDepartment. |5-5948 |[email protected] ||In recent years we have added service learningcourse options in education (SPAN 4563)and healthcare (SPAN 4583), and we wish tobroaden the umbrella of the current Spanish(Business Orientation) minor to include otherstudents interested in other professions. Thename change will allow us to give students ineducation and those interested in healthcare,in addition to the Business Spanish students,the opportunity to validate their credentialswith the newly named minor: Spanish for theProfessions. ||Curriculum changes: |Previously SPAN 4333 Business Spanish wasrequired, but we wish to now allow students tochoose between SPAN 4333 Business SpanishI, SPAN 4563 Latino Youth Biliteracy ServiceLearning Project, and SPAN 4583 AdvancedSpanish for Health Professions. ||Also, as with the proposed change to ourother Spanish minor, we wish to give studentsan option between the currently requiredSPAN 3103 Cultural Readings and SPAN 3123Spanish for Heritage Speakers II. Doing so willallow us to adapt the requirements for Spanishheritage speaking students, of which we havegrowing numbers. Span 3103 is really notappropriate for them, and SPAN 3123 providesa better option for these students. |


ActionAction


15 upper level

STARBFA Program Title Art/Studio Art Concentration, Bachelor of FineArts

Studio Art, Bachelor of Fine Arts


na 29


na 2022




Are you adding a track? No Yes Are you adding a focused

study?No Yes

Program Code ARTBFA-ARAS STARBFA Phone: 7456 575-8749 CIP Code Art/Art Studies, General. Fine/Studio Arts, General. Effective Catalog Year Fall 2016 Fall 2019

undefined 121


na 1. The program will cultivate creative thinkersand inventive problem solvers that are awareof contemporary technological, social, physicaland cultural contexts. \\n2. The program willprepare students to be contributors to aninterdisciplinary art and design world.\\n3.The program will ask students to experimentwith form, technique and concept, whileunderstanding the historical precedents oftheir discipline. \\n

Learning Outcomes na 1. Students will actively research, analyze andinterpret the contemporary art and designworld as it relates to their own practice. \\n2. Students will demonstrate the abilityto solve problems through art and design.\\n3. Students will develop the ability tobe successful collaborators through theuse of strong communication skills. \\n4.Students will practice experimenting with form,technique and concept, pushing their workbeyond expected outcomes. \\n5. Students willdemonstrate the ability to be lateral thinkersthrough experimentation and explorationduring concept development. \\n6. Studentswill identify and describe historical precedentsin the justification of formal, technical andconceptual choices. \\n

Track(s) DEL | CRMC | CeramicsDEL | DRAW | DrawingDEL | JEWL | JewlryDEL | PHOT | PhotographyDEL | PNTG | PaintingDEL | PRNT | PrintmakingDEL | SCPT | SculptureDEL | VISD | Visual DesignDEL | GRDS | Graphic Design

Track(s) - Action Action Focused Stud(y/ies) ADD | CRMC | Ceramics

ADD | DRAW | DrawingADD | PHOT | PhotographyADD | PNTG | PaintingADD | PRNT | PrintmakingADD | SCPT | Sculpture


Action


120

122


The program title is changed to B.F.A. in StudioArt. | The program is being reconfigured."Plus a Minimum of 18 Semester Hours in theSelected Studio Major" should read "...SelectedStudio Focus. | The program does not have astudio major, only a studio focus.Visual Design and Graphic Design wereeliminated. | Graphic Design and Visual Designare no longer options for the B.F.A. in StudioArt Degree.The footnote should read "focus" whenreferring to a focused study studio. | The studioareas are focus areas, not tracks, etc."Selected studio major" should read "selectedfocused studio." | The studio areas are focusareas, not majors.Under "8-semester Plan" the title of theprogram is changed to "Art B.F.A. in Studio Art."| The program is being reconfigured.Visual Design is deleted from the primary focusareas. | Graphic Design and Visual Design areno longer options for the B.F.A. in Studio ArtDegree."Primary concentration" should read "FocusedStudio Area" wherever it is in the text.| The studio areas are focus areas, notconcentrations.Jewelry has been deleted from the focus areachoices. | Jewelry has not been taught for 15years and should be deleted.We changed "At Least 15" to "Plus a Minimum"in art history requirements. | We need to useconsistent language.In the 8-semester plan, we changed the"Primary concentration" to "Focused StudyStudio." | The studio areas are focus areas, notconcentrations.We added UNIV 1001 to the first semester ofthe 8 semester plan. | It was missing and is auniversity requirement.We moved "Application to B.F.A. Program" fromsecond year to end of first year. | We made acatalog change to allow students to apply tothe B.F.A. program after 1929C.We changed all ARTS primary studio focus toARTS Focused Study Studio. | We want to beconsistent with language.We have changed all ARTS Elective FocusedArea and ARTS Elective Area to ARTS Elective. |We want to be consistent with language.Removed General Elective (1 Credit Hour) fromFourth Semester to accommodate for UNIV1001. | General Elective unnecessary in lieu ofUNIV 1001.Changed Program Requirements andDescription footnote 2 to reflect FocusedStudy Studio language, rearranged order ofFocused Studio Studio areas alphabetically,and changed department to School of Art. | Wewant to be consistent with language and listSchool of Art as the department.Added Program Requirement and Descriptionfootnote 1 to explain Focused Study Studiooptions. | To allow students to understandFocused Study Studio options.

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Upload attachments Re_ Program Codes for Studio Art.pdfARTBFA - Deletion - Ltr of Notification.docxARTBFA - Reconfig - Ltr of Notification.docx

Reviewer Comments agriffin - Thu, 15 Mar 2018 21:10:26 GMT -Changed Focused Studio Studio in footnote 1to Focused Study Studio.agriffin - Mon, 19 Mar 2018 18:14:28 GMT -Rollback: Please identify the Fine Arts Corerequirement in the eight semester plan.agriffin - Fri, 13 Apr 2018 15:31:23 GMT -Uploading final revised copy of LONs. Approvaldates for Faculty Senate and BOT will need tobe added to both LONs when dates have beenpublished this fall.agriffin - Fri, 13 Apr 2018 18:20:09 GMT -Reloaded LON 11 to make sure documentsare consistent with attachments to relatedprogram changes.lkulcza - Fri, 11 May 2018 16:39:03 GMT -Per conversation with department, adjustingprogram code for BFA to match the code forthe BA in Studio Art. ARASBA was not availableto use; new proposed code is STARBA (BFA).rcc003 - Thu, 11 Oct 2018 18:16:37 GMT -Entered MATH 1313 as an option in the eight-semester degree plan, per the Math PathwaysCommittee.agriffin - Tue, 16 Oct 2018 16:17:33 GMT- Uploading revised copies of the LONs inorder to be consistent with the ARTBFAreconfiguration into two majors STARBFA andAREDBFA.agriffin - Tue, 16 Oct 2018 16:35:20 GMT -Revised LON to include MATH 1313.

STEMGC Program Title STEM Education for Early Childhood (K-4)Graduate Certificate

STEM Education for K-6 Graduate Certificate





Changed format of header. | Changed the name of the program to reflectthe change of the licensure grades forChildhood education. It has changed from K-4to K-6. Provided an undergraduate option forthe Creativity and Innovation Course (STEM5023 or STEM 4043) | The new name willreflect the grade-level licensure changes inour teacher education program. The STEMconcentration is one of the options forChildhood Education students and we can nolonger require students to take graduate levelcourses. The changes will allow students tofulfill both their undergraduate requirementsfor graduation and complete the STEMGraduate Certificate during the MAT program.


Changed format of header. |


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na Provide future and current elementary andmiddle level teachers with the knowledge,skills, aptitudes, and tools necessary to makepositive and lasting differences in the livesof their current and future students throughintegrated STEM education.Provide a creative, and critical-thinkingenvironment, where engaging STEM (Science,Technology, Engineering, and Math) contentis the foundation and learning is deliveredthrough real-world connections, project basedlearning, and performance-based assessment.Nurture STEM confidence, develop the abilityto lead a comprehensive STEM program, andfoster a passion for STEM learning amongelementary and middle level teacher educationcandidates and practicing teachers.\\n

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Learning Outcomes na Develop a theoretically informed argumentfor embedding mathematical and scientificthinking strategies across the curricula;Demonstrate a basic knowledge of the nationalstandards in the fields of science, technology,engineering and mathematics education; aswell as basic knowledge of national and statestandards;\\nDemonstrate the ability to synthesize relevantinformation regarding the use of STEMthinking in elementary or secondary education;Utilize the vocabulary, primary concepts,definitions, and models applicable to STEMeducation;Demonstrate an ability to collect, evaluate,synthesize, and share real-world data relevantto curricula in elementary or secondaryeducation;Demonstrate an ability to solve problems,evaluate the efficacy of possible solutions, anddiscuss strategies and processes needed foreffective problem solving;Demonstrate the ability to work in collaborativedesign teams to meet given criteria and solvedesign problems;\\nDevelop innovative and alternative teachingmethods and learning activities that promoteSTEM education;Apply STEM cognitive tools (i.e., scientificmodel, design loop, etc.) and resources towardsolving human and environmental problems;Develop confidence in the use anddevelopment of design models and engineeringconstraints;Analyze attributes, strengths, and weaknessesof current STEM education programs,initiatives and policies at the local, state, andnational levels;Develop confidence in the use of appropriatetechnology for data collection, analysis anddisplay;Develop the ability to work in collaborativedesign teams to meet given criteria and solveSTEM related problems;Select and experience a wide range ofinstructional practices, approaches, strategies,and methods for integrating curricula thatfocus on a problems-based approach, whileaccommodating for the developmental,cultural, and linguistic differences in students;and\\nDevelop skills and experience in writing grantsfor the purpose of implementing fundedintegrated STEM curricula in the classroom.


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Upload attachments STEMGC - Name Change - Ltr ofNotification.docx

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Reviewer Comments agriffin - Wed, 10 Oct 2018 15:47:45 GMT -Inserted STEM 5033 as option for STEM 4033.This change is in response to the dual-levelsplit of classes. Made change in consultationwith college.agriffin - Wed, 10 Oct 2018 15:50:03 GMT -Rollback: Please submit a Letter of Notification1 with the name change request and changethe reason for the modification. This action willimpact the approval workflow.agriffin - Wed, 17 Oct 2018 23:12:30 GMT -Revised LON, changed degree/departmentcode to match ADHE assigned codes andreformatted curriculum. Inserted approvaldates and renamed document to match BOTnaming convention.agriffin - Wed, 17 Oct 2018 23:16:29 GMT - Inorder for the program to complete the approvalprocess, the department needs to submit theprogram goals and student learning outcomesin the appropriate fields within the CourseLeaftemplate. Approving at this level to help itreach UCPC this month.

TESLME Scheduled ProgramReview Date

N/A 2019-2020

Reviewer Comments lkulcza - Mon, 03 Oct 2016 23:12:58 GMT - CIED5993 does not exist, and is not currently inapproval process as a new course proposal.....lkulcza - Mon, 03 Oct 2016 23:14:27 GMT -Rollback: CIED 5993 does not exist and isnot currently in the approval process as anew course proposal. Will you check with thesubmitter to find out what course should belisted instead?agriffin - Mon, 17 Oct 2016 15:45:02 GMT- Changed CIED 5993 to CIED 5983 withcorrespondence from department.calison - Fri, 03 Mar 2017 16:43:52 GMT - minoredit.

kmamisei - Tue, 17 Apr 2018 15:35:40 GMT- Removed CIED 599V from the ProfessionalCore section. Removed the followingstatement from the Degree Requirementssection: All degree candidates will alsocomplete an action research project duringtheir Internship/Action Research (CIED 5983).agriffin - Mon, 07 May 2018 13:43:05 GMT -Inserted scheduled program review date.agriffin - Mon, 07 May 2018 13:44:00 GMT- Changed effective catalog date from fall2018 to fall 2019. It is too late to completethe approval process by this coming fall andcatalog copy deadline.agriffin - Thu, 17 May 2018 13:08:32 GMT -Rollback: Please work with the department toupdate the catalog copy and correct the totalnumber of hours for the program. Thank you.kang - Fri, 14 Sep 2018 14:15:51 GMT -Rollback: Rolling back per Dr. Janet Penner-Williams's request. CIED will add online deliveryoption.kmamisei - Wed, 26 Sep 2018 22:16:11 GMT -Per request from Dr. Penner-Williams, the minorchanges were resubmitted. The program willsubmit the request for online delivery approvalat a later date.agriffin - Fri, 28 Sep 2018 15:37:06 GMT -Inserted program goals and student learningoutcomes from assessment plan.agriffin - Fri, 28 Sep 2018 15:42:39 GMT -Removed Elective as course listing and made ita comment with CIED 600V to remove "coursenot found" error. Department and College areencouraged to review the listing and contactme if there are any concerns.

Upload attachments Re_ Program change for TESLME.pdf

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Adding the Praxis Core or equivalent as partof the Admission criteria. Removing Chalk andWire from the description as it is no longerrequired. |

1. Adjusted course of study to removethe action research project and add acomprehensive exam.\\n2. Removed CIED5513 Sound System of American Englishand added two research courses (CIED 5313Principles of Qualitative Research and SPED5883 Research in Inclusive Education). \\n3.Thesis was always an option for students.We just clarified that students who do notwish to complete a thesis can take a 3-hourelective and a comprehensive exam. \\n4.We also clarified that GRE is an option butthey can also complete other standardizedtests. | 1. Action Research was too similarto the thesis and students were confused.\\n2. Research courses fit better with the skillset needed for students. \\n3. No change,just clarification and better presentation. \\n4. Made it consistent with Graduate Schoolrequirement.


Adding the Praxis Core or equivalent as partof the Admission criteria. Removing Chalk andWire from the description as it is no longerrequired. |


ObjectivesNo Changes The program is designed to prepare teachers

in the U.S. and abroad to teach English tostudents \\nwhose first language is notEnglish; graduates are also prepared to createand implement \\ncurriculum and appropriateassessments for English as a second language\\n (ESL). It also prepares \\nstudents forfurther graduate study (Education Specialistor Ph.D.s). Included in the course work \\nforthe M.Ed. are the four courses required bythe Arkansas Department of Education for \\nendorsement in ESL.

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Learning Outcomes No Changes Student Understanding of Concepts andTheory\\nA) The candidates will demonstrateunderstanding of research and learningtheories involved in the acquisition of secondlanguages and cultures, particularly ofEnglish as a second language (ESL). \\nB)The candidates will be knowledgeable aboutstructure and development of AmericanEnglish.\\nC) The candidates will understandwhat it means to speak a language, includingan introduction to phonetics and phonology(specifically the sound system of AmericanEnglish), morphology \\n(the rules ofEnglish at the word level), syntax (rules thatgovern sentence level language), semantics(meanings of words) and sociolinguistics (orthe study of language use in its social context).\\nD) The students will become familiarwith the grammars of English, including(but not restricted to) traditional, structural,and transformational-generative (universalgrammar).\\n\\nStudent Understandingof Practice \\nThe candidates will plan,implement and model best practice necessaryto deal with English Language Learners(ELLs) in diverse educational contexts.\\n\\nStudent Understanding of Assessment\\nThe candidates will make decisionsbased upon professional standards anduse methods and techniques for evaluatingthe academic performance of secondlanguage learners in the four modalities:listening, reading, speaking, and writing.\\n\\nStudent Understanding of Diversity\\nThecandidates will understand the nature ofculture and multicultural student populationincluding social/cognitive learning styles anddifferences.\\n\\nStudent Understanding ofResearch \\nThe candidates will investigateproblems in their own teaching contexts. \\n


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WBLC-M AddedWMGT-M Effective Catalog Year Fall 2014 Fall 2019 User ID: kboston Phone: 4622 Type of proposal Minor Select a reason for this



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Learning Outcomes n/a Description and

justification of the requestAdding MGMT 3533 Alternative DisputeResolution (new course) and MGMT 3673Social Entrepreneurship (new course) tocourse options in the minor for businessmajors. | Provide more elective options for tomeet Management elective requirement.

Reviewer Comments agriffin - Tue, 27 Feb 2018 17:40:48 GMT -Changed effective catalog year to fall 2019.It is too late to complete approval process intime for this fall's catalog.agriffin - Sun, 14 Oct 2018 18:57:37 GMT- MGMT 3533 and MGMT 3673 have bothcompleted the approval process. Switchedout approved course with "course not found"language.

WMKG-M Effective Catalog Year Fall 2015 Fall 2019 Description and

justification of the requestTo incorporate two, new marketing courseswithin the choices for marketing electives tofulfill the minor requirements. |

Include MKTG 4103, Special Topics in theMarketing minor for business majors and addMKTG 4453 New Product Development (newcourse) to course options in the Marketingminor. | \\nProvide more options for studentsto meet Marketing minor elective requirement.\\n


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Reviewer Comments agriffin - Mon, 04 Sep 2017 16:01:07 GMT -Rollback: Please add justification to request.Now in a separate field.agriffin - Tue, 27 Feb 2018 17:42:29 GMT -Changed effective catalog year to fall 2019. Itis too late to complete the approval process forthis fall's catalog copy.agriffin - Fri, 12 Oct 2018 20:35:01 GMT -Switch course not found to newly approvedcourse - MKTG 4453 in program requirements.Course was approved after program changehad been submitted.

WRTL-M Description andjustification of the request

Switched WCOB prefix for ISYS prefix on ERPFundamentals course. |

Adding MKTG 4453 New Product Development(new course) to course options in the Retailminor. | Provide more options for students tomeet Retail minor elective requirement.


Switched WCOB prefix for ISYS prefix on ERPFundamentals course. |


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Reviewer Comments agriffin - Tue, 27 Feb 2018 17:44:16 GMT -Changed effective catalog year to fall 2019from 2018. It is too late to complete theapproval process for fall 2018 catalog copy.agriffin - Fri, 12 Oct 2018 20:37:14 GMT- Switched course not found with newlyapproved course - MKTG 4453. Coursecompleted approval process after programchange was originally submitted.

program changes pending approval from university course ......2018/10/26 · undeﬁned 1 cim...

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