College of BusinessDepartment of Computer Information ...
|College of Business Department of Computer Information Systems Contact: Sharon Underwood, ext 3687 Station #21 |
|1. Type of Change |
|2. Current details: |
|3. Proposed details: |
|4. Rationale: Explain rationale for change. |
|5. Academic Implications: Discuss impact on other academic programs or areas, if any. |
|6. Financial Implications: Discuss personnel, facility, and budgetary implications of change, if any. |
| |
|I. New Course |
| |
|CS 320 Visual Basic Programming. Object-oriented programming using the Windows environment. Includes language basics, control structures, sequential and random files, use of dialog boxes, database interfacing and |
|arrays. Hands-on programming. Pre-requisite: CS 205. |
|Visual Basic is being used extensively in business applications. Advanced work with databases and web pages requires a knowledge of this language. |
|In addition, this is a course recommended for a future certificate program the College is considering implementing. |
|This will provide another CIS elective. |
|The course offering will be alternated with other electives so it will require no additional faculty. |
|The software for this course is already installed in our labs. |
| |
|Julia Tutwiler College of Education Department of Elementary Education Contact: Dr. Lauren Wells ext. 3426 Station # 32 |
|1. Type of Change |
|2. Current details: |
|3. Proposed details: |
|4. Rationale: Explain rationale for change. |
|5. Academic Implications: Discuss impact on other academic programs or areas, if any. |
|6. Financial Implications: Discuss personnel, facility, and budgetary implications of change, if any. |
| |
|The fifth-year program is being redesigned in order to align with the intent of the law and better serve the needs of students and public education in Alabama. |
|Currently the fifth-year elementary and early childhood program includes junior and senior block courses and two clinical practicums. These courses are taught during the day. Students must give up their jobs or |
|teaching if they have already been hired as teachers for at least two semesters and perhaps three semesters. |
|Curriculum and Teaching: |
| |
|ED 500 Foundations of Curriculum and Instruction |
|3 |
| |
|ED 502 Critical Issues in Education |
|3 |
| |
|Professional Studies: |
| |
|EP 500 Advanced Educational Psychology |
|3 |
| |
|Special Education: |
| |
|SE 500 Introduction to Exceptional Children* |
|3 |
| |
|Technology: |
| |
|ED 506 Technology Based Assessment |
|3 |
| |
|Evaluation of Teaching and Learning: |
| |
|ED 504 Techniques of Ed. Research |
|3 |
| |
|Reading: |
| |
|EE 500 Teaching Reading |
|3 |
| |
|Internship: |
| |
|ED 509 Internship in Preschool/Grade 12 |
|3 |
| |
|*Students who have previously completed the Special Education requirement will take an advisor approved graduate elective. |
| |
| |
|Teaching Field Courses** |
| |
|EE 523 Math in the Elementary School |
|3 |
| |
|EE 525 Science in the Elementary School |
|3 |
| |
|EE 506 Literacy Through Literature |
|3 |
| |
|CE 512 Planning Program in Early Education |
|3 |
| |
|Additional Required Courses: |
| |
|EE 524 Social S. in the Elementary School |
|3 |
| |
|EE 526 Lang. Arts in the Elementary School |
|3 |
| |
|EE 300 Effect Teaching and Learning |
|3 |
| |
|EE 301 Methods of Teaching Reading |
|3 |
| |
|Deficiencies at the B.S. Level: |
| |
| |
|The non-traditional Elementary/Early Childhood program at the University of West Alabama should be streamlined in order to become more accessible to non-traditional students seeking to become teachers. The purpose of|
|the non-traditional program is to provide qualified individuals holding baccalaureate degrees the opportunity to become certified to teach through an expeditious master’s degree program. The non-traditional program |
|naturally attracts more mature teacher candidates. These students have already graduated from four-year institutions in a variety of programs, have had varied life experiences, including parenting, careers, and |
|post-secondary training. These individuals have acquired skills and competencies that are transferable to becoming teachers. As K-12 student enrollment increases and teacher retirements escalate, a pressing need for |
|qualified teachers results. The current trend in these areas indicates a need for approximately 2 million teachers nationwide over the next seven years. |
|In June of 2002, U. S. Secretary of Education, Rod Paige, issued a call to action to states to dramatically revamp their teacher certification systems. In order to meet the challenge of a highly qualified teacher in |
|every classroom by the end of the 2005-2006 school year, Institutions of Higher Learning must make their programs accessible and rigorous. Preparation programs must be streamlined so that repetition and light-weight |
|courses are deleted from the curriculum. As a part of the “No Child Left Behind Act” passed by Congress in January of 2002, states must submit state certification and licensure requirements for completers of |
|traditional and non-traditional teacher preparation programs to the U.S. Department of Education. |
|The University of West Alabama has a history of preparing competent teachers. This institution will continue to train individuals for the teaching field, but must adapt its programs to the changing times, changing |
|students, and changing needs of its service area. The Elementary/Early Childhood non-traditional program provided by the University of West Alabama is inaccessible for many non-traditional students. Currently, the |
|Elementary/Early Childhood program consists of 67 hours. Graduate courses equal 37 hours. The remaining hours are undergraduate courses that include the junior and senior block courses. These courses are only taught |
|during the fall and the spring between the hours of 8 a.m. and 3 p.m. Clinical experiences are also included in the program. Students must be in K-6 schools from 8 a.m. to 3 p.m. on Tuesdays and Thursdays during |
|their junior and senior blocks. These two semesters of undergraduate coursework cost elementary fifth-year students an additional $2,930. |
|The original intent of the law which established fifth-year non-traditional programs in Alabama was to encourage and recruit capable individuals into the teaching field by making it possible for them to be hired as |
|teachers as soon as they were admitted into the program. The structure of UWA’s Elementary /Early Childhood non-traditional program makes the program prohibitive for many students who may already hold full-time |
|employment. In comparison, the secondary and physical education fifth-year programs are designed with total coursework of 45 hours. The courses are offered at night and during the summer to accommodate |
|non-traditional, working students. It is counterproductive for the Elementary /Early Childhood program to be as cumbersome and inaccessible as it is at present. |
|A copy of our current non-traditional program is attached (Exhibit A) as well as the proposed changes to this program (Exhibit B). A copy of the minimum program requirements as dictated by the Alabama State |
|Department of Education is also attached (Exhibit C). |
|The methods courses will be offered at the graduate level. EE300 and EE301 will contain field requirements. All of the courses will be offered at night or during the summer in order to accommodate students’ |
|schedules. The student teaching segment of the program remains, and as is presently allowed, students may be salaried teachers during this phase of the program. A university supervisor will make a minimum of four |
|visits during the student teaching segment of the program and evaluate the students using the Pepe guidelines. Revamping our program in the manner proposed makes the time and tuition of the Elementary/Early Childhood|
|program (49 hours) comparable to the programs in secondary and physical education (45 hours), and special education (54 hours). |
|Adjusting our programs to match student needs is a necessity if we wish to survive as a viable teacher preparation college. The revamped program will offer the necessary theory, methods, and practical experiences to |
|provide students with the skills and knowledge to become competent teacher candidates. |
|PEPE skills will be addressed in EE 300 Effective Teaching and Learning. These skills are also covered in student teaching seminars as well as in presentations made in EE 500 Teaching Reading. Student teachers are |
|evaluated using the Pepe rating system and get feedback from their university supervisor at least four times during their student teaching. It is also important to realize that fifth-year teachers who are hired |
|during their student teaching practicum are not evaluated as first year teachers until the following year. This gives them an entire year in the classroom and an opportunity for the principal in the school to assist |
|in familiarizing the teacher with Pepe standards. |
|Two courses will contain field experiences (EE 300 and EE 301). Students enrolled in EE 300 will be required to visit in five schools to conduct guided observations. Reflective journals will be tied to these |
|observations and a requirement for the course. This course requirement will be for fifth-year students only. Specific topics will be assigned that link to the course of study. For instance, guided observations may |
|include the following topics: effective teaching behaviors, questioning skills, lesson planning, direct instruction strategies, indirect instruction strategies, classroom management techniques, and assessing |
|learners. Visits in the schools will last an entire class period, one to two hours. Thirty-five hours total will be required for this field experience component. Reflective journal entries will be discussed during |
|class. This focused, guided observation and reflection will provide an effective field-related learning experience for our undergraduate students as well as our fifth-year students. The second field experience will |
|be a component of EE 301 Methods of Teaching Reading. This course develops student knowledge of reading instruction methods in the elementary classroom. Students will be required to tutor a student in reading one |
|hour a week for a period of 12 weeks. A case study will be developed on the student using the guidelines included in the course syllabus. |
|Providing a strong foundation in reading instruction methods and strategies will be a critical component of our elementary fifth-year program. I am adding EE 301 Methods of Teaching Reading to the program to address |
|this concern. By including this course in the program, students will complete 12 hours of literacy related instruction through the following courses: |
|EE 301 Methods of Teaching Reading |
|EE 506 Literacy Through Literature |
|EE 526 Language Arts in the Elementary School |
|EE 500 Teaching Reading |
|You will notice that EE 301 has been inserted as a required course. In addition, EE 526 and EE 300 have been pushed back to three-hour courses. Adding the reading course will therefore increase the total hours of the|
|program by only one hour from 48 hours to 49 hours. One section of EE 300 and EE 301 will be taught at night or in the late afternoon in order to meet the scheduling needs of the fifth-year students. |
|It is important to keep in mind the intent of the law when we develop education programs. Clearly, in codifying the fifth-year non-traditional education program the Alabama legislature was providing a vehicle to |
|recruit more teachers into the classroom in addition to providing a second chance to those individuals who really want to become teachers, but cannot pursue this goal through normal channels because of job and family|
|responsibilities – non-traditional students. I believe we can adhere to these guidelines and still provide a comprehensive degree program that will develop competent, caring teachers. |
|The proposed changes will not incur any additional financial requirements. |
| |
|College of Liberal Arts |
|Department of History & Social Sciences Contact: Dr. David Bowen, ext. 3467 Station # 22 |
|1. Type of Change |
|2. Current details: |
|3. Proposed details: |
|4. Rationale: Explain rationale for change. |
|5. Academic Implications: Discuss impact on other academic programs or areas, if any. |
|6. Financial Implications: Discuss personnel, facility, and budgetary implications of change, if any. |
| |
|New Course |
| |
|PY 560 Psychological Tests and Measurements (3) |
|Examination of characteristics, interpretations, uses and misuses of standardized psychological tests. |
|A course in appraisal/testing is required of any student seeking licensure in Counseling. |
|None |
|No new faculty required |
| |
|Course Deletion |
|PY 520 Clinical Psychology |
|Delete PY 520 |
|The focus of this course is too narrow for our program. This course has not been taught (lack of demand) for the past 3 years. |
|None |
|No new faculty required |
| |
|New Course |
| |
|PY 520 Advanced Abnormal Psychology |
|Introduction to the classification, diagnosis, and treatment of mental disorders. |
|This course will take place of Clinical Psychology. Content of course is more relevant to our degree program in Counseling/Psychology and will allow for additional Psychology hours. |
|None |
|No new faculty required |
| |
|Course Number Change |
|Change the number of PY 380 to PY 440 |
|PY 440 Experimental Psychology |
|Numbers changed more closely reflect numbering system by the University. |
|None |
|No new faculty required |
| |
|Department of Languages and Literature Contact: Dr. Pat Beatty, ext. 3641 Station # 22 |
|1. Type of Change |
|2. Current details: |
|3. Proposed details: |
|4. Rationale: Explain rationale for change. |
|5. Academic Implications: Discuss impact on other academic programs or areas, if any. |
|6. Financial Implications: Discuss personnel, facility, and budgetary implications of change, if any. |
| |
|Course Prerequisite Change |
|The current prerequisite for EH 302, Introduction to Research, is the following: 6 hours of literature on the 200 level or permission of the dean |
|The proposed prerequisite is the following: 3 hours of literature at the 200 level or permission of the dean |
|Allowing English and Language Arts majors to take EH 302 (the gateway course for all literature courses) will give them a “faster track” into their major courses and make scheduling easier. We envision their taking |
|the two introductory English courses in the sophomore year, with EH 301, Advanced Composition, available in the fall and EH 302 available in the spring. This means that the students can start taking their required |
|major courses in the first semester of their junior year, whereas now they often have to wait a whole semester or get special permission from the dean. |
|None |
|None |
| |
|College of Natural Sciences & Mathematics |
|Department of Biological & Environmental Science Contact: Dr. John McCall, ext. 3724 Station # 7 |
|1. Type of Change |
|2. Current details: |
|3. Proposed details: |
|4. Rationale: Explain rationale for change. |
|5. Academic Implications: Discuss impact on other academic programs or areas, if any. |
|6. Financial Implications: Discuss personnel, facility, and budgetary implications of change, if any. |
| |
|Course Prerequisite Change |
|Currently, BY 471/ CH 471 (Biochemistry) has a prerequisite of CH 242 (Organic Chemistry II). |
|The prerequisite for BY 471/ CH 471 will be changed to CH 241 (Organic Chemistry I) |
|CH 241 is currently the prerequisite for BY 571, the graduate offering of Biochemistry. It is an appropriate prerequisite for both the undergraduate and graduate offering. |
|None |
|None |
| |
|Course Prerequisite Change |
|Currently, BY 472 (Cell Biology) has a prerequisite of BY 112 (Botany), BY122 (Zoology), and CH 242 (Organic Chemistry II). |
|The prerequisite for BY 472 will be changed to BY 112, BY 122, and CH (Organic Chemistry I) |
|BY 112, BY 122, and CH 241 are currently the prerequisites for BY 572, the graduate offering of Cell Biology. These are appropriate prerequisites for both the undergraduate and graduate offering. |
|None |
|None |
| |
| |
| |
| |
|Department of Physical Science Contact: Mr. Carey Moore, ext. 3467 Station # 22 |
|1. Type of Change |
|2. Current details: |
|3. Proposed details: |
|4. Rationale: Explain rationale for change. |
|5. Academic Implications: Discuss impact on other academic programs or areas, if any. |
|6. Financial Implications: Discuss personnel, facility, and budgetary implications of change, if any. |
| |
|New biochemistry track--comprehensive pattern in chemistry major. |
|New pattern—not in current catalogue. |
|Add new biochemistry track within the chemistry major: |
| |
|COURSE: |
|Hrs: |
| |
|CH 241 Organic Chemistry I |
|4 |
| |
|CH 242 Organic Chemistry II |
|4 |
| |
|CH 321 Quantitative Analysis |
|4 |
| |
|CH 308 Seminar in Chemistry |
|1 |
| |
|CH 331 Inorganic Chemistry |
|*4 |
| |
|CH 422 Instrumental Analysis |
|4 |
| |
|CH 451 Physical Chemistry I |
|4 |
| |
|CH 452 Physical Chemistry II |
|4 |
| |
|CH 471 Biochemistry |
|4 |
| |
|BY 112 General Botany |
|4 |
| |
|BY 122 General Zoology |
|4 |
| |
|BY 231 Anatomy & Physio. I |
|4 |
| |
|BY 232 Anatomy & Physio. II |
|4 |
| |
|BY 380 Genetics |
|4 |
| |
|BY 472 Cell Biology |
|4 |
| |
|Approved Elective in |
|4 |
| |
| Chemistry (300-400 level), |
| |
| |
| Biology (300-400 level), or |
| |
| |
| Mathematics (200-400 level) |
| |
| |
|TOTAL semester hours: |
|*60 |
| |
|*Note—CH 331 is currently only a 3-hour course, without a lab. We are also proposing to change this to a 4-hour course with 3 lecture hours, 3 lab hours. If this change is not approved, CH 331 will remain a 3-hour |
|course and the biochemistry track will require only 59 semester hours. |
| |
| |
|A stronger pattern for those students interested in pursuing professional schools (medicine, dentistry, pharmacy, etc.) or graduate work in pharmaceutical research. |
|Most students looking to these fields already take most of these courses, but do so in addition to a normal biology or chemistry major. This track should make our students much more competitive in seeking admission to|
|these programs. |
|This pattern should also help with recruiting and retention of chemistry majors, and strengthen the program vis-à-vis state viability standards. |
|If the chemistry program eventually pursues American Chemical Society accreditation (a long-term departmental goal), a comprehensive pattern in chemistry will be required and this is also a step in that direction. |
|All these courses are already taught and usually taken by pre-med, pre-pharmacy, etc. students. This provides a formal pattern for these students and strengthens the preparation of graduates in this area. |
|None—all courses are already taught by current faculty within current budget. |
| |
|Change in Core curriculum requirement for chemistry major |
|Current pattern includes MH 114 Precal Trig—3 credit hrs. |
|Current core pattern (23 hrs): |
|CH 112 General Chemistry II |
|MH 114 Precal. Trigonometry |
|MH 121 Calculus I |
|MH 246 Applied Statistics |
|PH 211 Technical Physics I |
|PH 212 Technical Physics II |
|Replace MH 114 listing with MH 122 Calculus II—4 credit hrs. |
|Proposed core pattern (24 hrs): |
|CH 112 General Chemistry II |
|MH 121 Calculus I |
|MH 122 Calculus II |
|MH 246 Applied Statistics |
|PH 211 Technical Physics I |
|PH 212 Technical Physics II |
|MH 114 is currently listed twice—as both a basic and a core requirement. |
|Meanwhile, MH 122 is not listed, but is a “hidden” requirement as a math prerequisite for physics and chemistry courses required in the major. |
|None, as students already have to take all of these math courses. Number of hours listed in the core pattern increases by one to 24, but this actually puts chemistry core in agreement with biology core, which already |
|has 24 hours. |
|None. |
| |
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