Download - fsagmstr - Washington State University - Faculty Senate …facsen.wsu.edu/archives/agenda_archives/April_14_2011/... · Web viewLast week, Associate Vice President Colleen Kerr and

WASHINGTON STATE UNIVERSITYFACULTY SENATE344 FRENCH ADMINISTRATION BUILDING ZIP 1038, PHONE 335-8350, FAX 335-3983

The Faculty Senate will meet Thursday April 14, 2011, in FSHN T101, Spokane SHSB 260, Tri-Cities TWST 260 and Vancouver VCLS 308J at 3:30 p.m.

MEETING OF THE UNIVERSITY FACULTY TO APPROVE THE UNDERGRADUATE AND GRADUATE CANDIDATES FOR DEGREES. H. Grimes and J. Pomerenk

AGENDA:

I. Call to Order.

II. Approval of Minutes of March 31, 2011, Meeting (Exhibit A).

III. Announcements.

A. Information Items.

1. Senate officers met with Provost Bayly on March 29.

2. Graduate Studies Committee approved revisions to the bylaws for Sociology, Mathematics, Materials Science and Engineering, Mechanical Engineering, Nutrition and Exercise Physiology, Molecular Plant Science, Civil and Environmental Engineering. Revisions are available on the department’s home page.

3. The revised Graduate School Policies and Procedures can be found at: http://gradsch.wsu.edu/Documents/PDF/3222011/policiesandproceduresmanual2011.pdf.

4. Minor Change Bulletin #5 is in Exhibit B.

B. Reports.

1. Remarks by the Chair.—M. Kirk

IV. Additions or Changes to the Agenda.

V. Agenda Items.

A. Action Items

1. Nominations and Elections to Senate Committees (Exhibit C).

2. Recommendation from Academic Affairs Committee for Revisions to the General Education Program (Exhibit C from 3/31/11 agenda).—P. Sias

http://gradsch.wsu.edu/Documents/PDF/3222011/policiesandproceduresmanual2011.pdf

http://gradsch.wsu.edu/Documents/PDF/3222011/policiesandproceduresmanual2011.pdf

Faculty Senate AgendaMarch 31, 2011

3. Recommendation from Academic Affairs for the Merger of School of Earth and Environmental Science with the Department of Natural Resource Sciences to form the School of the Environment (Exhibit D from 3/31/11 agenda).—P. Sias

4. Recommendation from Academic Affairs Committee for Undergraduate and Major Change Bulletin #9 and Addendum #1 (Exhibit E from 3/31/11 agenda and New Exhibit D).—P. Sias

5. Recommendation from Academic Affairs Committee for Undergraduate Certificate for Global Leadership (Exhibit E).—P. Sias

6. Recommendation from Academic Affairs Committee for Revisions to Rules 90h and 90j (Exhibit F).—P. Sias

7. Recommendation from Academic Affairs Committee to Merge the Departments of Comparative Ethnic Studies, American Studies and Women’s Studies to form the Department of Critical Cultures, Gender, and Race Studies (Exhibit F from 3/31/11 agenda).—P. Sias

8. Nominations for Chair-Elect are Robert Rosenman, Professor, School of Economics and David Turnbull, Professor of Music (Exhibit G).

9. Recommendation from Graduate Studies Committee for Graduate Major Change Bulletin #6 (Exhibit G from 3/31/11 agenda and New Exhibit H).—J. Beller

10. Recommendation from Graduate Studies Committee for Name Change from PhD in Human Nutrition to the PhD in Nutrition and Exercise Physiology and extend the degree to WSU Spokane (Exhibit H from 3/31/11 agenda).—J. Beller

11. Recommendation from Graduate Studies Committee to Change the Program of Language Literacy and Education to Language, Literacy and Technology (Exhibit I from 3/31/11 agenda).—J. Beller

VI. Constituents' Concerns.

VII. Adjournment.


Exhibit AFaculty Senate Minutes

Regular MeetingMarch 31, 2011

The Faculty Senate was called to order by Max Kirk, Chair, on Thursday, March 31, 2011 in FSHN T101at 3:30 p.m. Forty-nine (49) members were present, twenty-eight (28) members were absent with eight (8) vacancies. Seven (7) non-voting members were present.

Minutes of March 10, 2011, Meeting were approved as circulated.

Announcements (Information Items).

1. Senate officers met with President Floyd on March 22.

2. Graduate Studies Committee approved revisions to the bylaws for Experimental Psychology. Revisions are available on the Psychology home page.

Announcements (Reports).

1. Remarks by the Chair.—M. Kirk

There were no remarks from the Chair.

2. Remarks by Elson Floyd, WSU President

The Budget TimelineLast week, Associate Vice President Colleen Kerr and I reported to the Board of Regents on the status of the current legislative session. As with most legislative reports this session, our comments were, of necessity, speculative; very few bills regarding higher education have been finalized.Typically, by this point in the session, one or both chambers would have produced a higher education budget. For now, we have only the governor’s budget proposal to rely upon, and that was produced before the most revenue forecast added nearly $700 million to the size of the projected budget deficit for the 2011-13 biennium. Our conversations with members of the House and Senate have indicated that Washington State University faces a cut in the range of $85 million to $125 million for the upcoming biennium. That range of estimates, even if it is reliable, is too large to allow us to make definitive budget decisions at this time.We remain hopeful that the Legislature will complete its work by its scheduled adjournment date of April 24. However, there is considerable reason to believe that this will not be the case.WSU is rapidly approaching the point in the semester at which meaningful shared university governance cannot occur without a definitive budget. To reach a workable budget in a collaborative fashion, it is imperative that we have the facts in hand well before the end of the academic year, at which time most students and many faculty members will leave their campuses for the summer.With those facts in mind, the following steps will be taken.


First, if the final approved biennial budget includes any specifically mandated reductions, we will implement them immediately at the start of the fiscal year, July 1, 2011. Second, the remaining share of the budget cuts will be considered in accordance with our shared governance model under the following timelines. March 2011: Each college, campus and academic support area prepares a prioritized list

of programs, activities and services. April 2011- date uncertain, 2011: Legislature finalizes the 2011-13 biennial budget. June-July 2011: University-wide budget reduction plan developed by academic and

support area leadership. August 18, 2011: Proposed plans for any academic program eliminations presented to

the Faculty Senate and other vested parties. Notice of any proposed program discontinuances provided in accordance with the Faculty Manual.

August 19, 2011: Proposed budget reduction plans presented to the university community for review and comment. Budget forum held.

September 9, 2011: Review and feedback received from the university community. For proposed program discontinuance, written response due to the provost.

September 12-16, 2011: For any proposed program discontinuance, Faculty Senate hearing for affected program.

September 22-28, 2011: For any proposed program discontinuance, Faculty Affairs Committee and Faculty Senate Steering Committee submit written comments regarding the affected programs to the provost for consideration in the final decision.

October 2011: Fiscal year 2012 operating budgets distributed to each area.

3. Remarks by Warwick Bayly, WSU Provost

Bayly stated that the fundamental thought behind the move of the School of Molecular Bioscience (SMB) from the College of Science (CS) to the College of Veterinary Medicine (CVM) was motivated by the desire to position the CVM into a top five Veterinary college standing amongst its peers. Bayly stated that since there was no merger, name change or curricular issues and since SMB was already working closely with CVM, the move would be strictly administrative. Bayly consulted with the Faculty Manual, deans and faculty and the perception was that the majority was satisfied that the move would be beneficial for both SMB and CVM, so it was decided to go ahead with the move. In retrospect Bayly realizes that in the spirit of shared governance and cooperation, he should have involved the Faculty Senate in the decision making process using the established committee system and apologized for the problems that were created by bypassing Senate committees. Bayly agreed that future issues of this nature should be sent through the Faculty Senate for approval.

Additions or Changes to the Agenda.

Agenda Items (Action Items).

1. Recommendation from Academic Affairs Committee for Undergraduate and Professional Major Change Bulletins #7 & #8 (Exhibit E from 3/10/11 agenda).—P. Sias

Motion Carried.

2. Recommendation from Academic Affairs Committee for Revisions to Rule 15 (Exhibit F from 3/10/11 agenda).—P. SiasMotion Carried.


3. Recommendation from Academic Affairs Committee for Revisions to Rule 34 (Exhibit G from 3/10/11 agenda).—P. Sias

Motion Carried.

4. Recommendation from Academic Affairs Committee for Revisions to General Education Tier III Requirement (Exhibit H from 3/10/11 agenda).—P. Sias

Motion Carried.

5. Recommendation from Graduate Studies Committee for Graduate Major Change Bulletin #5 (Exhibit I from 3/10/11 agenda).—J. Beller

Motion Carried.

6. Recommendation from Research and Arts Committee for Marriott Foundation Hospitality Teaching Center (Exhibit J from 3/10/11 agenda).—H. Jansen

Motion Carried.

Agenda Items (Discussion Items).

1. Recommendation from Academic Affairs for Revisions to the General Education Program (Exhibit C).—P. Sias

Is the math requirement a new course that will be developed for all incoming freshman? No, in fact we are anticipating that there are already of number of courses that will satisfy each of the requirements without creating new courses.How do you envision the Capstone requirement, there is no phrasing stating as to it being outside the major. The capstone is more about integration and synthesis with many ways to satisfy this. The old Tier III courses will count as could courses in the major; it is up to each department.Is Intercultural Roots meant to replace Work Civ as a history course? World Civ will still be taught. International Roots is more a current history course that traces current problems back to their roots.The description of the Global Diversity requirement seems very political and controversial. It also seems that the line between American Diversity and Global Diversity has been blurred. It seems there should be a separate course for each. Double counting – this is a principle that is already being practiced.There is no empirical evidence that the learning goals actually increase learning and some faculty believe that they actually increase the time it takes to get a syllabus approved. While there is not specific research in what the Gen Ed committee is proposing, there is a vast amount of research about goal setting. It was pointed out that the Senate has already approved Learning Goals this is a revision of those. It was stated that while these revisions were good maybe now is not the right time considering the budget climate. The proposal is budget neutral and since things are already in flux this may be the best time. Besides, there will always be budget issues, we can’t wait until there is a good budget year. The driving force behind the revisions of the Learning Goals and Gen Ed is the upcoming accreditation process. In 2002 WSU was dinged on this and needs to make progress towards a solution in the next 18 months.


Background: the suggestion for a revision of the Gen Ed Program came from faculty members from A2P2. The committee has already done 18 months of research, attended conventions and held open forums before this proposal was completed. There is a bill in the Legislature that will link accountability to funding as well as time to graduation. Under the present system, students are not able to graduate in 4 years due to Gen Ed requirements. Last fall 225 students were here taking once class to complete their Gen Ed requirements because they could not get into a Tier III course.

2. Recommendation from Academic Affairs Committee for the Merger of School of Earth and Environmental Science with the Department of Natural Resource Sciences to form the School of the Environment (Exhibit D).—P. Sias

M. Carroll stated that this was a faculty driven proposal that has been in process for the past 10 years.

3. Recommendation from Academic Affairs Committee for Undergraduate and Professional Major Change Bulletin #9 (Exhibit E).—P. Sias

No discussion.

4. Recommendation from Academic Affairs Committee to Merge the Departments of Comparative Ethnic Studies, American Studies and Women’s Studies to form the Department of Critical Cultures, Gender, and Race Studies (Exhibit F).—P. Sias

Was this proposal faculty driven? Yes it was.In the A2P2 the College of Education was suppose to be a part of this so why aren’t they? It is not known why there aren’t.

5. Nominations for Chair-Elect are Robert Rosenman, Professor, School of Economics and David Turnbull, Professor of Music.

Vitas will be provided with the April 14 agenda.

6. Recommendation from Graduate Studies Committee for Graduate Major Change Bulletin #6 (Exhibit G).—J. Beller

No discussion.

7. Recommendation from Graduate Studies Committee for Name Change from PhD in Human Nutrition to the PhD in Nutrition and Exercise Physiology and to extend the degree to WSU Spokane (Exhibit H).—J. Beller

Is there more rationale for this proposal? The changing the name of the department and other degrees has already been done.

8. Recommendation from Graduate Studies Committee for Name Change from the Program in Language Literacy and Education to the Program in Language, Literacy and Technology (Exhibit I).—J. Beller

No discussion.


Constituents' Concerns.

What is the procedure for faculty involvement in budget discussions that take place over the summer months? The Faculty Manual gives that power to the Steering Committee so any action taken during the summer would need to be taken by the Steering Committee. There will be no action until at least June 1, but the President does not want to proceed until the entire Senate can convene. A concern that by the time the entire Senate is back, all the information will have been collected and most of the decision making will be finished. The Senate wants to make sure that faculty have a chance for input at the front end. Kirk stated that the Senate office will inform the Senate of any information as it comes out.

Adjournment.

Meeting adjourned at 5:00 pm

Dorene BransonSecretary Pro-Tem


FACULTY SENATE ROSTER2010/2011

A Armstrong, Merry A Kennedy, George NONVOTING EX OFFICIO P Kuhn, Kristine A Arasu, Prema P Bauman, Robert P Bayly, Warwick P Benedict, Christopher P Lovrich, Nicholas A Bredstrand, Jake P Bergstrom, Arno P Lugo-Lugo, Carmen P Floyd, Elson P Borrelli, Steve P Lungstrom, Naomi A Fraire, John P Bragg, David A Lupke, Christopher A Gardner, John A Brown, John P Lupo, Karen A Grimes, Howard P Bush, Mike A James, Larry

A MacLean, Alair P McSweeney, Fran P Carroll, Matt P Mallatt, John A Murali, Viji P Cillay, David A McCoy, Rob A Patterson, Roger A Clark, Aurora A McDuffie, Amy A Sherman, Jane P Claussen, Cathy P McNamara, Michael A Slinker, Bryan P Collins, Gary P Meiers, Kay A Struckmeyer, Ken

A Merrill, Alex A Wack, Mary A Davies, Neal P Myers, Michael P Delahoyde, Michael A Dhingra, Amit P Neibergs, Shannon A Dillon, Robert P Nelson, Debbie P Kirk, Max - Chair P Ding, Jow-Lian P Claussen, Cathy- Chair-

Elect A Dolan, Daniel P Parish, Steve P Swan, Michael - Past

Chair A Dupler, Alice A Peterson, Jeffery

A Poshusta, Naysa P Egbert, Joy P Purath, Janet P Ellis, Joan

A Rasco, Barbara COMMITTEE CHAIRS P Fassett, Bill P Rose, Greg A Beller, Jennifer A Finger, Eleanor A Jensen, Heiko P Fischer, Tom A Samizay, Rafi P Kallahar, Michael P Forsyth, Michelle A Sarker, Saonee A Lavine, Laura P Fredericksen, Linda P Sawyer, Rick P Rosenman, Robby

P Schenk, James P Sias, Patty A Gates, Gordon A Shelden, Eric P Gaylord, David P Spohnholz, Jesse PARLIAMENTARIAN P Greenberg, Bob A Srikumaran, Sri P Swan, Michael P Gruen, Phil P Steinbarger, Doug P Swan, Michael P Hadwiger, Lee A Harding, Joseph A Tegeder, Mechthild VACANCIES 8 P Helmick, Consetta P Turnbull, David P Holder, Larry 49 Number Present A Hust, Stacey P Vasavada, Anita 28 Number Absent

8 Number of Vacancies A Inglebret, Ella P Walker, Brendan 7 Number of Nonvoting

Present P Wandschneider, Phil

A Johns, Carol P Jordan, Theresa P Young, Margaret


March 31, 2011


INFORMATION ITEM 31Exhibit B

Minor Change Bulletin #5

M E M O R A N D U M

TO: Deans and ChairsFROM: Becky Bitter, Sr. Assistant RegistrarDATE: April 7, 2011SUBJECT: Minor Change Bulletin No. 5

The courses listed below reflect the minor curricular changes approved by the catalog editor since approval of the last Minor Change Bulletin. The column to the far right indicates the date each change becomes effective.Prefix Course

Number

New Revise Drop

Current Proposed Effective Date

CropS 504 Drop Plant Transmission Genetics 3 Prereq MBioS 301. Transmission of genes across generations; detailed study of the basic laws of genetics to predict and describe inheritance. Cooperative course taught by WSU, open to UI students (PLSC 507).

--N/A-- 8-11

CropS 554 Revise Chromosome Structure and Function 3 Prereq MBioS 301 or equivalent. Structural and functional organization of eukaryotic chromosomes. Cooperative course taught by WSU, open to UI students (PLSC 554).

Chromosome Structure and Function 3 Prereq MBioS 301 or equivalent. Structural and functional organization of eukaryotic chromosomes.

8-11

CS 122 Revise Data Structures 4 (3-3) Prereq CS 121 or equivalent. Advanced programming techniques: data structures, recursion, sorting and searching, and basics of algorithm analysis.

Data Structures 4 (3-3) Prereq CS 121 or CS 251. Advanced programming techniques: data structures, recursion, sorting and searching, and basics of algorithm analysis.

8-11

CS 330 Revise Numerical Computing 3 Prereq CS 121 or 251; Math 172; Math 220. Power and limitation of numerical solutions; design, analysis and implementation of numerical algorithms; visualization and rendering.

Numerical Computing 3 Prereq CS 251 or CS 261; Math 172; Math 220. Power and limitation of numerical solutions; design, analysis and implementation of numerical algorithms; visualization and rendering.

8-11

CS 402 Revise [M] Social and Professional Issues in Computer Science 3 Prereq CS 121; certified in computer science; completion of University Writing Portfolio.

[M] Social and Professional Issues in Computer Science 3 Prereq certified in CS or ECE; completion of University Writing Portfolio. Social, legal,

8-11


Social, legal, ethical and professional issues that arise in the context of computing.

ethical and professional issues that arise in the context of computing.

CS 420 Revise [M] Software Engineering in Practice 3 Prereq CS 320. Development of software in a team environment; project management; unit and integration testing, bug tracking, configuration management, software process models; object-oriented design with UML.

[M] Software Engineering in Practice 3 Prereq CS 320; senior standing. Development of software in a team environment; project management; unit and integration testing, bug tracking, configuration management, software process models; object-oriented design with UML.

8-11

CS 442 Revise Computer Graphics 3 Prereq CS 223; CS 224; Math 220. Raster operations; transformations and viewing; geometric modeling; visibility and shading; color. Credit not granted for both CS 442 and 542.

Computer Graphics 3 Prereq CS 223; CS 320; Math 220. Raster operations; transformations and viewing; geometric modeling; visibility and shading; color. Credit not granted for both CS 442 and 542.

8-11

CS 447 Revise Computer Game Design 3 Prereq CS 223; CS 420 or c//. Design and implementation of computer games. Credit not granted for both CS 447 and 547.

Computer Game Design 3 Prereq CS 223; CS 320. Design and implementation of computer games. Credit not granted for both CS 447 and 547.

8-11

CS 483 Revise Topics in Computer Science V 1-4 May be repeated for credit. Prereq CS 320. Current topics in computer science or software engineering.

Topics in Computer Science V 1-4 May be repeated for credit. Prereq certified in Computer Science. Current topics in computer science or software engineering.

8-11

CS 490 Revise Work Study Internship V 1 (0-3) to 9 (0-27) May be repeated for credit; cumulative maximum 9 hours. Prereq CS 224; CS 234; computer science major; by interview only. Experience in programming and systems analysis in a working environment under supervision of industrial or governmental professionals and faculty. S, F grading.

Work Study Internship V 1 (0-3) to 9 (0-27) May be repeated for credit; cumulative maximum 9 hours. Prereq CS 224; CS 261; certified in computer science. Experience in programming and systems analysis in a working environment under supervision of industrial or governmental professionals and faculty. S, F grading.

8-11

Cst M 202 Revise Materials II 3 Prereq Cst M 201; certified Cst M major. Introduction to primary materials in construction of building envelopes, interiors, interior surfaces and finishes using Construction Specification Institute (CSI) format.

Materials II 3 Prereq Cst M 201; certified major in Arch or Cst M. Introduction to primary materials in construction of building envelopes, interiors, interior surfaces and finishes using Construction Specification Institute (CSI) format.

8-11


ECE 101 Revise Introduction to Electrical Engineering 2 (1-3) Prereq Math 171. Introduction to the field of electrical engineering and the fundamental concepts behind electronic devices and systems.

Introduction to Electrical Engineering 2 (1-3) Prereq Math 107 or c//. Introduction to the field of electrical engineering and the fundamental concepts behind electronic devices and systems.

8-11

ECE 214 Revise Design of Logic Circuits 3 (2-3) Prereq ECE 101; CS 121 or CS 251 or c//. Design and application of combinational logic circuits with exposure to modern methods and design tools; introduction to sequential logic circuits.

Design of Logic Circuits 3 (2-3) Prereq ECE 101; Math 107. Design and application of combinational logic circuits with exposure to modern methods and design tools; introduction to sequential logic circuits.

8-11

ECE 234 Revise Microprocessor Systems 3 (2-3) Prereq CS 122; CS 214. Microprocessor system architecture, instruction sets and interfacing; assembly language programming.

Microprocessor Systems 3 (2-3) Prereq CS 251 or 261; ECE 214. Microprocessor system architecture, instruction sets and interfacing; assembly language programming.

8-11

ECE 260 Revise Circuit Modeling and Analysis I 4 (3-3) Prereq Math 315 or c//. Circuit modeling, analysis, component models, theory and simulation tools; application of network theory to solve linear and nonlinear circuits under static and dynamic operation.

Circuit Modeling and Analysis I 4 (3-3) Prereq ECE 101; Math 315 or c//. Circuit modeling, analysis, component models, theory and simulation tools; application of network theory to solve linear and nonlinear circuits under static and dynamic operation.

8-11

ECE 366 Revise Introduction to VLSI Design 3 (2-3) Prereq ECE 324; ECE 325. CMOS devices and deep-submicron fabrication technology; interconnect modeling, power and clock distribution, area, power and speed optimization.

Introduction to VLSI Design 3 (2-3) Prereq ECE 214; ECE 325 or c//. CMOS devices and deep-submicron fabrication technology; interconnect modeling, power and clock distribution, area, power and speed optimization.

8-11

ECE 451 Revise Capstone Design I 2 Prereq ECE 325,; Engl 402 or 403; senior standing; certified major in electrical engineering. First of a two-course senior design project sequence; design for manufacture, schedule estimation and tracking, costing, ethics and proposal writing.

Capstone Design I 2 Prereq ECE 325; Engl 402; senior standing; certified major in electrical engineering. First of a two-course senior design project sequence; design for manufacture, schedule estimation and tracking, costing, ethics and proposal writing.

8-11

ECE 476 Revise Computer-aided Design for VLSI 3 (2-3) Prereq ECE 366. Algorithms and design flows for VLSI design synthesis and

Computer-aided Design for VLSI 3 (2-3) Prereq ECE 324; ECE 366. Algorithms and design flows for VLSI design

8-11


verification. synthesis and verification. ECE 477 Revise VLSI Testing and Design

for Test 3 (2-3) Prereq ECE 366. Test pattern generation for digital devices, controllability and observability; tester characteristics and capabilities; fault modeling and analysis of test coverage; built-in self-test techniques.

VLSI Testing and Design for Test 3 (2-3) Prereq ECE 324; ECE 366. Test pattern generation for digital devices, controllability and observability; tester characteristics and capabilities; fault modeling and analysis of test coverage; built-in self-test techniques.

8-11

EconS 324 Revise [M] The Economics of Health Care 3 Prereq EconS 101. The economics of allocating, financing and delivering medical care services. Cooperative course taught by WSU, open to UI students (ECON 450).

The Economics of Health Care 3 Prereq EconS 101. The economics of allocating, financing and delivering medical care services.

8-11

Engl 458 Revise Topics in Sociolinguistics and Psycholinguistics 3 May be repeated for credit; cumulative maximum 6 hours. Relationship of language to social and psychological structures.

Topics in Linguistics 3 May be repeated for credit; cumulative maximum 6 hours. Specialized topics in linguistics.

1-12

HBM 597 Revise Special Topics 3 Strategic business policy, concepts, and practices in hospitality management.

Special Topics 3 Prereq graduate standing.

1-12

Nurs 490 Drop Basic Dysrhythmia Interpretation/Advanced Cardiac Life Support V 1-3 May be repeated for credit; cumulative maximum 6 hours. Prereq completion of Nurs 420 or c// or permission of instructor. Basic interpretation of common ECG rhythms, dysrhythmias, and application of ACLS dysrhythmia management guidelines.

--N/A-- 5-11

Phil 280 Revise [G] Philosophy and Religion of Islam 3 Philosophical and religious framework of Islam.

[G] Philosophy and Religion of Islam 3 Philosophical and religious framework of Islam. Cooperative course taught by WSU, open to UI students (PHIL 280).

8-11

Phil 314 Revise [G,M] Philosophies and Religions of India 3 Metaphysical, epistemological, ethical, aesthetic, social, and political views of Hinduism, Buddhism,

[G,M] Philosophies and Religions of India 3 Metaphysical, epistemological, ethical, aesthetic, social, and political views of Hinduism, Buddhism,

8-11


and Islam, and their influence on Indian civilization.

and Islam, and their influence on Indian civilization. Cooperative course taught by WSU, open to UI students (PHIL 314).

Phil 315 Revise [G,M] Philosophies and Religions of China and Japan 3 The philosophies and religions of China and Japan, and their metaphysical, epistemological, ethical, social, and political positions and views of God and gods.

[G,M] Philosophies and Religions of China and Japan 3 The philosophies and religions of China and Japan, and their metaphysical, epistemological, ethical, social, and political positions and views of God and gods. Cooperative course taught by WSU, open to UI students (PHIL 316).

8-11

SoilS 301 Drop [M] Ecological Soil Management 3 Prereq SoilS 201. Soil and water conservation and management; land classification and reclamation; soils and environmental quality; sustainable agroecosystems.

--N/A-- 8-11

SoilS 413 Revise Soil Physics 3 (2-3) Prereq Math 107; Geol 101, 102 or SoilS 201. Characterization of soil properties including water content and potential and hydraulic conductivity; modeling water, solute transport, erosion and contamination of groundwater.

Soil and Environmental Physics 3 (2-3) Prereq Math 107; Geol 101, 102 or SoilS 201. Physical properties of soils and their relationships to moisture, aeration, and temperature, plant-soil-atmospheric relationships, solute transport and soil salinity. Cooperative course taught by UI, open to WSU students (Soil 415).

8-11


ACTION ITEM #1Exhibit C

Nominations and Elections to Senate Committees

FROM THE COMMITTEE ON COMMITTEES

The Committee on Committees submits the following names to serve on the following Senate committees with terms beginning August 16, 2011 and ending on the year indicated. Senators are encouraged to study the Committee Manual along with the vitae of the nominee, prior to the meeting of April 14, 2011. Any Senator desiring to nominate additional persons from the floor MUST PROVIDE written information about the nominees for distribution before the meeting.

Distinguished Faculty Addresses F-2014SWAN, Michael, Professor, Crops and Soil Sciences, Faculty, Current Senator, WSU 14 Years. Relevant Experience and Qualifications: Active in teaching, research and outreach; Faculty Senate Past Chair; Advisor, Ag Education Club; awarded the Western Region American Association for Agricultural Education (AAAE) Distinguished Teaching Award; WSU Academic Advising Association, Level I Recipient. WSU Committee Experience: Extended Degree Program Recruitment/Marketing; Extended Degree Program Search Committee; CAHNRS Agricultural Systems Development Committee; Washington Association of Agricultural Educators, Teacher Educator

Graduate StudiesF-2014GOODSTEIN, Jerry, Professor, Business Program, WSU Vancouver, Faculty, WSU 20 Year. Relevant Experience and Qualifications: Active in teaching and research at the graduate level, was recently awarded a mini-grant to stimulate research productivity.

Faculty AffairsF-2014KUHN, Kristen, Associate Professor, Management, Faculty, Current Senator, WSU 11 years. Relevant Experience and Qualifications: Active in teaching and research; collaborated on several grants. WSU Committee Experience: Undergraduate Programs & Policy Committee, committee member; Organizational Behavior and Human Decision Processes, Editorial Board Member.


ACTION ITEM #2Revised Exhibit C from 3/31/11Revisions to the General Education Program

M E M O R A N D U M

TO: Ken Struckmeyer, Executive SecretaryFaculty Senate

FROM: Becky Bitter, Registrar’s Office

FOR: Academic Affairs Committee

DATE: 25 March 2010

SUBJECT: Proposed University Common Requirements

At its meeting on March 23rd, 2011, AAC approved the attached proposal for the new University Common Requirements (UCORE), to replace the existing General Education Requirements.

Approval followed discussions with Tom Tripp, Chair of the General Education Committee, and Mary Wack, Vice Provost for Undergraduate Education. The proposal has been thoroughly vetted by the General Education Committee and has undergone multiple iterations in response to the university community’s feedback.

At this time, Faculty Senate review and approval is recommended, with the new requirements to be effective fall 2012 for incoming freshmen, and to be effective fall 2013 for incoming transfer students. (The later date for transfer students will allow adequate notification time to Washington’s community colleges.)

To: WSU Faculty SenateFrom: Tom Tripp, Chair of General Education Committee

Mary Wack, Vice-Provost of Undergraduate EducationRe: UCORE: Proposed Revision of General Education RequirementsDate: March 25th, 2011

This memorandum describes the revisions we have made to background of the UCORE proposal (University COmmon REquirements). On the “Revising General Education” website, you will find the version that was passed by AAC on March 23rd. It incorporates feedback we received on the March 9th

draft passed by the General Education Committee and sent to faculty. Per fall 2010 discussion in the Senate regarding proposed learning goals, the revised goals have been included with the new requirements.

Background of the 3-23-11 Revision

We posted the 3-9-11 draft on the General Education website, and requested feedback from WSU faculty, staff and students via a messages sent on e-mail and reported in WSU Today and WSU Announcements. Although we received only about a dozen posts of feedback, two particular aspects of feedback stand out. First, several people expressed strong concern that “Global Diversity” focused mainly on cultural heterogeneity and not enough on social justice within the United States. Also, in private messages, the

http://universitycollege.wsu.edu/genedrevise/index.html


Association for Faculty Diversity expressed this concern. Thus, in the 3-23-11 draft we significantly rewrote Global Diversity to include more of a focus on social justice within the United States.

Second, there was some confusion about what the Integrative Capstone course entails. Thus, in the 3-23-11 draft we rewrote the course description to emphasize integration, application, and closure.

Finally, we tweaked terminology here and there to make sure that terms were consistent within and across the Program and Learning Goal sections of the UCORE proposal.

Background of the 3-9-11 Revision

In September 2010, the General Education Committee posted a draft of a proposed new General Education program, dubbed “University Learning Requirements” (ULRs). The proposed ULRs were designed to specifications found in the 2009, 51-page report of the General Education Visioning Committee, which was tasked by the Provost to consider new possibilities for structuring general education at WSU in light of current national literature and models, and to conduct an internal review of issues at WSU.

After the release of both the GEVC report in spring 2010, and the draft of the ULRs in September 2010, public forums were held throughout the university, on all campuses, and online. At the end of October 2010, the GE committee collated all the feedback from these forums and from counter-proposals, and analyzed the feedback, discovering 16 common themes of concerns and possible improvements. In January and February of 2011, the GE committee next considered alternative ULR features to address each theme, then selected the best options in light of current and foreseeable information and trends. These selections constitute the revision of the ULRs, now UCORE, that was posted on March 9 th.

Quick Comparison

Current GE 9-9-10 ULR 3-9-11 UCORETIER 1 No Tiers No Tiers

GenEd 110 [A] First Year Seminar(enrollment cap 35)(taught by any college)

Roots of Contemporary Issues (taught by History)Gen Ed 111 [A]

Written Comm. [W] Written Communication Written CommunicationScience [Q]Mathematics Proficiency [N] Quantitative Reasoning Quantitative Reasoning

TIER 2Communication [C or W]

Communication (other) Communication (other)

Physical science [P]Biological science [B]

Inquiry in the Natural Sci. Inquiry in the Natural Sciences (A or B)

A B— Physical Sci. — Biological Sci.— 1 lab

— Sci 101— Sci 102

Social Science [S] Inquiry in the Social Sci. Inquiry in the Social SciencesArts and Humanities [H] Inquiry in the Humanities Inquiry in the HumanitiesSocial science or Arts and Humanities

Inquiry in the Creative Arts Inquiry in the Creative & Professional Arts

Intercultural [I,G,K] Intercultural Engagement Global DiversityAmerican Diversity [D] 0 credits

Civic Engagement


TIER 3

Tier 3 [T] Integrative Capstone Integrative Capstone TOTAL: 40-43 cr.All outside major

TOTAL: 34 creditsInside or Outside Major

TOTAL: 11 courses or 34 creditsNo more than 3 courses taken within major

Changes from the Fall 2010 proposal are intended to address WSU community feedback, especially the most common themes of:

inadequate emphasis on scientific literacy, a lack of required history, the prohibitive resource requirements of a first year course capped at 35 students, lack of an integrative, “big ideas” course the inability of some regional campuses to offer enough fine arts courses the perceived implausibility of service learning the remote possibility of students taking most of their GE courses inside their majors, thus

minimizing the breadth of subjects they learn

Therefore, this proposal:

adds scientific literacy to the proposed learning goals, and devotes more credits to developing it; replaces the smaller First Year Seminar with the larger, history-based exploration of big issues

and big ideas; defines “creative arts” more broadly to include professional arts programs that the regional

campuses do have, such as Architecture and Creative Media & Digital Culture; removes the “Civic Engagement” requirement which was (mis)perceived as requiring all students

to seek off-campus service-learning; specifies a limit on the number of courses that can be taken inside one’s major.

At the same time, the proposal keeps the widely-desired features of:

a reduction in overall credits elimination of the tier system (without eliminating vertical alignment) an emphasis on providing both global perspectives and engagement with issues of American

diversity a breadth of disciplines an easing of the ability to change majors without having to retake GE credits a capstone experience

Overall, the General Education Committee believes that this set of features represents a solid improvement over the current program that lays the groundwork for additional improvements when budgetary circumstances allow for investment in the heart of undergraduate education.

Assessment Plan

In order to devote sufficient time to consideration of the requirements, the Faculty Senate leadership has requested the General Education Committee to defer presentation of the assessment plan until the fall.


Budgetary issues:

The GEC proceeded under provostial assurance that the resources for ongoing teaching in the new program are those currently held within the colleges. In other words, the proposal does not require moving resources across colleges in order to be implemented. It should also result in a reduction of “service” teaching obligations to non-majors, thereby freeing some resources to be reinvested in the majors.

Workshops will be held Summer and Fall 2011 on implementing the new requirements and applying for UCORE status for courses. There will be a small competitive grants program for course redesign.

Implementation:

If the proposal is passed by the Faculty Senate this Spring (2011), it will become effective for the entering class of Fall 2012. It will have no impact on the transferable associates’ degrees, but should ease transfer for students without AA and related degrees. Note that to give the community colleges the required two-years warning, UCORE will go into effect for all transfer students Fall 2013.

Current GER courses will need to reapply for UCORE status in the new system in Fall 2011. The standing General Education Committee, which approves GER courses currently, will approve courses for the new system, which may require temporary expansion of membership to meet the workload. The GEC will be renamed appropriately.

Category designators (to replace the current “alphabet soup”) will be determined in conjunction with the Registrar’s Office and the SIS project team.

To: WSU Faculty SenateFrom: Tom Tripp, Chair of General Education Committee

Mary Wack, Vice-Provost of Undergraduate EducationRe: Recent Revision of UCORE: Proposed Revision of General Education RequirementsDate: April 11th, 2011

At last Thursday’s (4-7-11) meeting of the General Education Committee (GEC), there was much discussion of the Faculty Senators’ comments from 3-28-11, and also of recent posts to the online Gen Ed discussion forum. In particular, the GEC spent much time discussing the Global Diversity requirement, and after rereading the wording, adjusted it to be clearer, including the use of the term “inequalities.” We also consulted the current Catalog. In the end, we strove to clarify the requirement and to keep the new Diversity tenor the same as it reads in the current Catalog.

This new wording is now in the 4-8-11 revision of the University Common Requirements. It is reproduced here for your convenience:

The Global Diversity requirement challenges students to critically analyze cultural differences and systems of inequality by learning about the diversity of human values and experiences. This form of analysis assists cross-cultural (both within the United States and trans-national) communication and understanding, as well as personal development, by helping students to identify, analyze and propose alternatives to current systems of inequality and adapt empathically and flexibly to unfamiliar ways of being.

Specifically, Global Diversity courses should: (a) promote cultural self-awareness; (b) inform how culture is influenced by history, politics, power and privilege, communication styles, economics, institutionalized discrimination and inequality, and cultural values, beliefs and practices; (c) develop empathy skills that enable students to interpret intercultural experiences;


(d) promote curiosity on the part of students to ask complex questions about other cultures and classes, and to seek out answers that reflect multiple cultural perspectives; or (e) encourage students to initiate and develop interactions with culturally different others.

Note that we made no other changes to the University Common Requirements document from the 3-23-11 revision, approved by the AAC.

We hope this version satisfies most of the Senate’s concerns If the UCORE proposal, even though not perfect, is better than the current GE program, we hope you will approve it.

A PROPOSAL FOR UNIVERSITY COMMON REQUIREMENTS4-8-11 Draft

GEVC VISION: WSU fosters educational outcomes that include knowledge of human cultures, of the arts, and of the natural and physical world. Students develop their intellectual and practical skills through integrated learning experiences that prepare them to be responsible local and global citizens and leaders. They reach this through a broad liberal education, specialization in a major, and community and field‐based experiences that explore the world’s major questions.

The following University Common Requirements assist students in meeting that vision while also adhering to the set of design principles recommended by the General Education Visioning Committee, including that they be: based on learning goals (see Appendix A); simple, yet flexible enough to work for all students (including transfer students), all majors, and on all campuses; integrated with the major and vertically throughout the undergraduate experience; provide for a coherent first year experience and culminate in a meaningful integrative and applied “capstone” experience; and assessable. Detailed descriptions of these requirements are provided on the following pages.

FIRST-YEAR EXPERIENCE: 3 semester credit hours Roots of Contemporary Issues (3 cr.)

FOUNDATIONAL COMPETENCIES: 9 semester credit hours Quantitative Reasoning (3 cr.)Communication (3 cr.) Written Communication (3 cr.)

WAYS OF KNOWING: 16 semester credit hours Inquiry in the Social Sciences (3cr.)Inquiry in the Humanities (3cr.)Inquiry in the Creative and Professional Arts (3cr.)Inquiry in the Natural Sciences (7 cr.)

INTEGRATIVE AND APPLIED LEARNING: 6 semester credit hours Global Diversity (3 cr.)Integrative Capstone (3 cr.)

TOTAL REQUIRED SEMESTER CREDIT HOURS: 34 cr.* * Only three, three-credit courses may be taken within the major; all other courses must be taken outside one’s major.

FIRST-YEAR EXPERIENCE


ROOTS OF CONTEMPORARY ISSUES (3 credits)1 The three-credit Roots of Contemporary Issues will be required of all students entering as freshmen; all others are encouraged to enroll in this course during their first semester after transferring into WSU. This course will explore various contemporary global problems from an historical perspective, discovering the historical roots of these issues. It will provide a foundation for local and global intercultural understanding and engagement. This course also will introduce all entering students to the WSU Undergraduate Learning Goals.

FOUNDATIONAL COMPETENCIES

QUANTITATIVE REASONING (3 credits)The Quantitative Reasoning course requires students not only to solve quantitative problems, but also to move beyond numerical calculations and memorization of equations and formulas. Thus, WSU graduates also must know how to interpret, evaluate, and critique the results of such analyses, and to identify limitations of models and quantitative results.

COMMUNICATION (6 credits) Communication courses require students to develop and express ideas in writing and in other mediums. This includes adapting content and conventions to context, audience, and purpose. Such adaptation requires skills involving: (a) working with many different technologies; (b) mixing texts, data, and images; and (c) use of high-quality, credible, relevant sources. Finally students will hone clarity, fluency, and accuracy.

One three-credit communication course focuses on the written medium. The other three-credit communication course can focus on written or non-written mediums, such as public speaking, conversational foreign language, interpersonal communication, visual literacy, multimedia authoring and intercultural communication.

WAYS OF KNOWING

INQUIRIES IN THE DISCIPLINES (16 credits)The ability to engage in critical inquiry and challenge pre-existing assumptions is an essential skill in the evaluation and creation of knowledge. Innovation requires divergent thinking, risk taking, and the capacity to locate, integrate and synthesize information from a variety of sources and using a variety of methods. In completing the series of Inquiry courses, students will gain broad exposure to and comfort with critical and creative thought processes across a variety of disciplinary areas. By asking and attempting to answer the “big questions” in a variety of disciplines, students will learn how to generate, evaluate, disseminate and apply knowledge within those disciplinary contexts and beyond.

The organization of these requirements into these four broad areas —natural sciences, social sciences, humanities, and the creative and professional arts2 — ensures that students will experience a wide variety of modes of scholarly inquiry, thus equipping students to draw conclusions and make decisions based on multi-faceted frames of reference, thereby enhancing students’ critical thinking and information literacy skills.

1 Unlike the other course categories, this course category will have only one course, “Roots of Contemporary Issues,” taught by the history department.2 Arts is broadly defined to include not only the fine arts and performing arts, but also the professional arts, such as architecture, graphic design, digital arts, etc.


Natural Sciences. The scientific approach is our fundamental way of understanding matter and the universe, as well as past and current life on Earth. It is also the basis of most new technological and medical developments.

Familiarity with the sciences encourages adoption of views about the world that are subject to revision on the basis of additional information. To understand science as a way of knowing, students must recognize certain hallmarks of scientific endeavor, e.g., making valid observations, distinguishing between testable and non-testable ideas, and the critical role of independent corroboration by peers. Courses in the physical and biological sciences provide students with an understanding of fundamental scientific terms, methods, concepts, and theories, and introduce them to recent scientific and technological developments and their implications. Also, students in science lab courses learn ways of taking measurements, gathering data, and organizing information. University Common Requirement science courses require students to think critically; to assess the validity of sources, findings and conclusions; and to use quantitative principles to solve problems. In addition, University Common Requirement science courses will advance scientific literacy by making explicit the connections between science and contemporary issues in society.

To ensure that students receive sufficient breadth, students will take one science course in the biological sciences, and one course in the physical sciences, with at least one laboratory component. These courses must provide a fundamental understanding of key scientific principles. Alternatively, students may take the Science 101 and 102 sequence, which explores both biological and physical sciences throughout the sequence. Besides breadth, University Common Requirement science courses will focus on application of basic scientific concepts to personal decision-making and evaluation of science and health-related issues in the popular media.

Social Sciences. The Social Sciences apply scientific principles and methods to understand individual and collective human behavior. These disciplines cover a broad range of subjects, from psychology to sociology and political science, to history and anthropology and economics. Generally speaking, the social sciences examine mental processes, culture, and behavior; study the structures of society and how individuals, groups, institutions, and societies interact with each other and with their environments; and reconstruct how societies functioned in the past. The Social Sciences employ diverse methods and approaches, both qualitative and quantitative, as well as a variety of explanatory theories and models. In acquiring knowledge about themselves and society, students will learn to think critically, to use quantitative methods to assess validity, and to construct knowledge through a variety of scholarly methods and approaches. Social Science courses also assist students to expand their communication skills in self-directed learning projects.

Humanities. The humanities disciplines—philosophy, literature, history, and the study of language—offer multiple methods of interpretation and analysis. These disciplines also engage students in the history of ideas, acquaint them with significant cultural traditions, and give them direct experience of important cultural achievements. Study in the humanities encourages students to explore their own cultural traditions and enables them to participate more fully in their own or other cultures.

Creative and Professional Arts. The production of art, creative expression, and the use of symbol systems and conventions to explore value and meaning are fundamental human activities. Similarly, interpretation of such systems or products is also an essential human skill—and one of our primary ways of making sense of experience. Music, architecture, visual arts, graphic arts, and the kinetic arts offer direct participation in these activities while providing contexts and perspectives by which the arts acquire meaning.

Generally, students who engage in arts and humanities disciplines learn to use various modes of rational inquiry to understand complex human artifacts and, ultimately, to raise questions about the nature of rational


inquiry itself. Thus, study in these disciplines develops students’ communication abilities and interpretive and critical thinking skills.

INTEGRATIVE AND APPLIED LEARNINGIntegrative and Applied Learning courses synthesize students’ previous knowledge and skills and prepare them to engage actively in issues leading to meaningful change in the world, whether as professionals, citizens, or private individuals. The courses in this area are about making connections; they typically draw on foundational knowledge and the skills developed in Inquiry courses. Learning may be extended and applied as students address unscripted real-world problems that are sufficiently broad so as to require multiple areas of knowledge and multiple modes of inquiry. Integrative learning builds connections among courses, between theory and practice, or by connecting courses and experientially-based work. These connections may be generated through conventional research papers and projects, as well as through reflective and creative work, and students’ self-assessment of their own learning. GLOBAL DIVERSITY (3 credits)The Global Diversity requirement challenges students to critically analyze cultural differences and systems of inequality by learning about the diversity of human values and experiences. This form of analysis assists cross-cultural (both within the United States and trans-national) communication and understanding, as well as personal development, by helping students to identify, analyze and propose alternatives to current systems of inequality and adapt empathically and flexibly to unfamiliar ways of being.

Specifically, Global Diversity courses should: (a) promote cultural self-awareness; (b) inform how culture is influenced by history, politics, power and privilege, communication styles, economics, institutionalized discrimination and inequality, and cultural values, beliefs and practices; (c) develop empathy skills that enable students to interpret intercultural experiences; (d) promote curiosity on the part of students to ask complex questions about other cultures and classes, and to seek out answers that reflect multiple cultural perspectives; or (e) encourage students to initiate and develop interactions with culturally different others. INTEGRATIVE CAPSTONE (3 credits)Integrative capstone courses bring opportunities for integration, application, and closure to the undergraduate experience, and prepare students for post-baccalaureate work and life-long learning. These courses require students to draw on the skills needed to develop their own research or creative questions, and to initiate investigations and explorations of open-ended issues and problems. They may address all of the baccalaureate learning goals, or only a few; typically, critical thinking, communication, and information literacy skills will be practiced extensively. These courses have as a general prerequisite junior-level standing (senior-level recommended).

APPENDIX A: WSU LEARNING GOALS & OUTCOMES

CRITICAL and CREATIVE THINKINGGraduates will use evidence and context to construct knowledge in order to reason, including reasoning ethically, and to innovate in imaginative ways.

QUANTITATIVE REASONING Graduates will solve quantitative problems from a wide variety of authentic contexts and everyday life situations.

SCIENTIFIC LITERACY


Graduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity and global stewardship.

INFORMATION LITERACYGraduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand.

COMMUNICATIONGraduates will write, speak and listen to achieve intended meaning and understanding among all participants.

GLOBAL DIVERSITYGraduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives.

DEPTH, BREADTH, AND INTEGRATION OF LEARNINGGraduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large.

WSU LEARNING GOALS WITH EXAMPLES OF OUTCOMES

CRITICAL and CREATIVE THINKINGGraduates will use evidence and context to construct knowledge in order to reason, including reasoning ethically, and to innovate in imaginative ways.

For instance, graduates can demonstrate critical and creative thinking by their ability to:1. Define, analyze, and solve problems.2. Integrate and synthesize knowledge from multiple sources.3. Assess the accuracy and validity of findings and conclusions.4. Understand how one thinks, reasons, and makes value judgments, including ethical and

aesthetical judgments.5. Understand diverse viewpoints, including different philosophical and cultural

perspectives.6. Combine and synthesize existing ideas, images, or expertise in original ways.7. Think, react, and work in an imaginative way characterized by a high degree of

innovation, divergent thinking, and risk taking.

QUANTITATIVE REASONING Graduates will solve quantitative problems from a wide variety of authentic contexts and everyday life situations.

For instance, graduates can demonstrate quantitative and symbolic reasoning by their ability to: 1. Explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables,

and words).2. Convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams,

tables, and words).3. Understand and apply quantitative principles and methods in the solution of problems.4. Make judgments and draw appropriate conclusions based on the quantitative analysis of data,

while recognizing the limits of this analysis.5. Identify and evaluate important assumptions in estimation, modeling, and data analysis.


6. Express quantitative evidence in support of the argument or purpose of work (in terms of what evidence is used and how it is formatted, presented, and contextualized).

SCIENTIFIC LITERACYGraduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity and global stewardship.

For instance, graduates can demonstrate scientific literacy by their ability to:1. Identify scientific issues underlying global, national, local and personal decisions and

communicate positions that are scientifically and technologically informed.2. Evaluate the quality of scientific and health-related information on the basis of its source and the

methods used to generate it.3. Pose and evaluate arguments based on evidence and apply conclusions from such arguments

appropriately.4. Recognize the societal benefits and risks associated with scientific and technological advances.

INFORMATION LITERACYGraduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand.

For instance, graduates can demonstrate information literacy by their ability to:1. Determine the extent and type of information needed. 2. Implement well-designed search strategies.3. Access information effectively and efficiently from multiple sources. 4. Assess credibility and applicability of information sources.5. Use information to accomplish a specific purpose.6. Access and use information ethically and legally.

COMMUNICATIONGraduates will write, speak and listen to achieve intended meaning and understanding among all participants.

For instance, graduates can demonstrate the ability to:1. Recognize how circumstances, background, values, interests and needs shape communication

sent and received.2. Tailor message to the audience.3. Express concepts propositions, and beliefs in coherent, concise and technically correct form.4. Choose appropriate communication medium and technology.5. Speak with comfort in front of groups.6. Follow social norms for individual and small group interactions, which includes listening

actively.

GLOBAL DIVERSITYGraduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives.

For instance, graduates can demonstrate global diversity by their ability to:1. Critically assess their own core values, cultural assumptions and biases in relation to those held

by other individuals, cultures, and societies. 2. Analyze and critique social, economic and political inequality on regional, national and global

levels, including identifying one’s own position within systems.


3. Recognize how events and patterns in the present and past structure and affect human societies and world ecologies.

4. Critically assess the cultural and social underpinnings of knowledge claims about individuals and groups, and their relations to one another. Actively seek opportunities to learn from diverse perspectives and to combat inequalities.

DEPTH, BREADTH, AND INTEGRATION OF LEARNINGGraduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large.

For instance, graduates can demonstrate depth, breadth, and integration of learning: 1. Through study in the sciences and mathematics, social sciences, humanities, histories, languages,

and the arts. 2. By showing a depth of knowledge within the chosen academic field of study based on integration

of its history, core methods, techniques, vocabulary, and unsolved problems. 3. By applying the concepts of the general and specialized studies to personal, academic, service

learning, professional, and/or community activities. 4. By understanding how the methods and concepts of the chosen discipline relate to those of other

disciplines and by possessing the ability to engage in cross-disciplinary activities.


ACTION ITEM #3Exhibit D from 3/31/11

Merger to Form School of the Environment

M E M O R A N D U M


FROM: Becky Bitter, Registrar’s OfficeFOR: Academic Affairs CommitteeDATE: 24 March 2011SUBJECT: Proposal to Merge the School of Earth and Environmental Sciences and the Department

of Natural Resource Sciences

AAC has reviewed and approved the attached proposal to merge the School of Earth and Environmental Sciences and the Department of Natural Resource Sciences, with the resulting new unit called the School of Environment.

AAC discussed the proposal with Stephen Bollens, Director of the School of Earth and Environmental Sciences, and Rod Sayler, Associate Professor, Natural Resources Sciences. It has the full support of both units, as well as support for the new name from the School of Biological Sciences.

At this time, Faculty Senate review and approval is recommended, to be effective fall 2011.

Responses to Faculty Senate Budget Committee’s Questions Concerning The Proposal to Form the WSU School of the Environment

1. Estimate of the magnitude of the expenditures envisioned.

The current proposal to create the WSU School of the Environment was developed in a budget environment that was more hopeful than the situation we face today. Through FY-11, it is certain that neither COS or CAHNRS will have funds available to expend on the items envisioned in the original proposal. The availability of funds to fully implement the new School in FY-12 and beyond is uncertain.

If the School were created in academic year 2011-12, it would have to be done so in a manner that requires little immediate investment. The director position could be hired from within the existing faculty, and there is certainly at least one viable candidate for this position. Relocation of dispersed faculty to a common location on the Pullman campus, while highly desirable, also would have to be delayed until space becomes available and the funds allocated for the necessary renovations to accommodate the new unit.

Merger of the two units would likely provide some important administrative efficiency. However, these efficiencies would likely not translate to immediate cost savings, nor increased expenditures. Both units already have lost administrative personnel as a result of recent budget reductions. The Department of Natural Resource Sciences does not have sufficient administrative staff to fully function. Combining staffs would provide a larger critical mass of staff to reorganize and support the single, larger unit.

In 2010, the Dean of CAHNRS (Dan Bernardo) and former-Dean of COS (Mike Griswold) committed to jointly funding a single position in water resource sciences to advance planning efforts for the proposed School. Unfortunately, this position was never approved for hiring due to the worsening state budget situation. In the event that the School were formed, COS and CAHNRS would re-commit to this single


position once funds begin to become available through faculty resignations or reallocation efforts. Future positions would be allocated based upon normal position prioritization processes within the two colleges, although the School would be well positioned to justify new positions.

2. Suggestions or estimates of the fiscal (as opposed to academic) benefits that might accrue to WSU from such expenditures.

Fiscal benefits from implementing the proposal would be primarily derived from increased extramural funds and additional tuition revenue derived from projected increases in student enrollment. These projected benefits are outlined in Table 1 (page 10) of the proposal. By year five, the proposal projects an increase of extramural awards of $2.8 million per year. If one assumes a linear increase from current to five-year projected levels, this would translate to a approximately $8 million in additional awards over the five-year period. Undergraduate enrollment is projected to increase 120 students over the five-year period, and doctoral enrollment is projected to grow 15 students. These increases would translate to the additional tuition revenue associated with a 135 AAFTE.

The ability to capture significant additional financial benefits will depend almost entirely upon the combined unit’s ability to reorganize itself to reach the projected student and research benchmarks. Clearly, strong student interest exists nationally based on the growth experienced by numbers of other environmental programs at other prominent universities around the country. In addition, good overall funding opportunities exist in areas related to the environment as already evidenced by grant trends in various biotechnology, climate change, green energy, and other federal environmental programs.

Consequently, it is apparent that WSU as a whole could perform better in these areas by consolidating widely dispersed faculty and resources and more clearly focusing its marketing, student recruiting, and funding strategies in the arena of the environmental sciences. Hence, there is a relatively high probability that the projected benchmarks can be reached if the new unit reinvents itself to deliver a compelling value proposition to funding agencies, stakeholders, and students.

Alternatively, another perspective is that if WSU fails to reorganize its efforts in the broadly defined environmental sciences, then our competitive position will erode nationally and we may either stagnate or decline in this area. Failure to prominently identify and stake out a leadership role in the environmental sciences at WSU could reduce our overall future grant competitiveness and even impede development of complementary research areas in agriculture, the biological sciences, and other priority research areas requiring interdisciplinary expertise.

Given rising public, international, and corporate concern about global change, private gifts represent another significant potential source of revenue to the School. Again, fund raising success will largely be based upon the success of the new unit to creatively implement the proposed agenda. CAHNRS and COS will allocate fund raising staff, as available, to assist in this effort.

3. Potential sources for the funds requested, and the opportunity cost of the funds (in other words, suggestions of what should be cut to make the funds available).

In the short-run, funds required to implement the proposal would largely come from the operating funds and area reserves of the COS and CAHNRS. Obviously, as a result of reductions to both permanent budget and area reserves over the past three years, the availability of these funds is severely limited. Since the proposal would be implemented in a near cost-neutral manner (at least in the short-run), little opportunity cost would be incurred in the near term. In the long run, as budgets begin to strengthen, any expenses associated with building the School and its faculty would have an opportunity cost of the next highest priority position to be hired in COS and CAHNRS.


Two initiatives recently proposed by the Center for Environmental, Research, Education, and Outreach (CEREO) are complementary with the formation of the new School. These include the proposed WSU Water Initiative and the Earth, Ecosystems and Society Initiative. To the extent that the Provost accepts and invests in these concepts, some financial assistance could accrue to the new School, which would play a central role in these and other initiatives related to the Environment.

4. A Prioritization within the Requests.

The answer to Q.4 has been at least partially addressed in our response to the previous questions. We fully recognize that not every aspect of the merger proposal can be funded in the short-term given the current financial situation in the university. It is also important to recognize that university's financial situation has changed dramatically since the proposal was submitted to the Provost's office in the spring of 2010. The highest priority for both the Department of Natural Resource Sciences and the School of Earth and Environmental Sciences is the formation of the new School of the Environment. The addition of a new faculty member in the water area is our second priority. The hiring of an external director also remains a priority, but will have to wait until the economy improves or faculty retirements provide the means to fund this position. Other funding needs identified in the proposal will similarly have to wait until the needed resources become available. However, creation of the WSU School of the Environment would open or improve avenues for increasing student recruitment and external grant funding, which creates reasonable expectations for future growth even under current budget situations.

MEMO

To: Chair, Academic AffairsFrom: Keith A Blatner

Chair Department of Natural Resource SciencesDate: 3/18/11Re: Merger of Natural Resource Sciences and the School of Earth and Environmental SciencesCC: B Bitter, S Bollens, D Bernardo, D Dewald

Please consider this memo and attachments as an addendum to the documentation submitted to the WSU Faculty Senate in the fall of 2010 concerning the merger of the Department of Natural Resource Sciences and the School of Earth and Environment to form the School of Earth, Ecology, and Environment. The proposed merger has been held up in the Faculty Senate review process due to two issues. First, we needed to effectively respond to a series of four questions posed by the WSU Budget Committee. After considerable delay on our part, we successfully responded to the questions posed by the Budget Committee and they have approved the merger. The second issue was a concern over the proposed name of the new unit raised by the School of Biological Sciences. Again, after considerable debate and a number of votes by the faculty of the combined units, we agreed on a new name for the proposed unit – School of the Environment. This name change was also approved by the Deans of the College of Agricultural, Human and Natural Resource Sciences and the College of Sciences (please see attached emails). The only other change to the original proposal required is the need to change the name of the proposed graduate degrees as given in the original proposal. This issue has not been resolved except to the extent that proposed names will not be used. New names will be developed as a part of the ongoing curriculum revision process and submitted as a separate document for Faculty Senate approval once the formation of the proposed school is approved by Faculty Senate and receives final implementation approval from the Provost.

From: Blatner, Keith Sent: Monday, February 28, 2011 3:06 PMTo: Rosenman, Robert E


Cc: Bollens, Stephen; Branson, Dorene MarieSubject: FW: Response to the Budget Committee and related issues

Robby

After a long delay, attached please find our response to the questions posed by the Budget Committee last fall. Please note the emails from Deans Bernardo and Dewald included below stating their support for the attached response. We are also changing the name of the proposed school to School of the Environment in response to concerns raised by SBS.

KeithKeith Blatner, PhD, CFProfessor and ChairDepartment of Natural Resource Sciences From: Dewald, Daryll B Sent: Sunday, February 13, 2011 10:37 AMTo: Bernardo, Daniel J.; Blatner, KeithCc: Bollens, StephenSubject: RE: Response to the Budget Committee and related issues

As Dean Bernardo has stated below, I support the response and the name change.

Daryll DeWald~~~~~~~~~~~~~~~~~~~~~~Daryll B. DeWaldDean and ProfessorCollege of SciencesSchool of Biological SciencesWashington State UniversityPO Box 643520Pullman, WA 99164-3520Phone: 509-335-5548Fax: 509-335-3295e-mail: [email protected]~~~~~~~~~~~~~~~~~~~~~~~

From: Bernardo, Daniel J. Sent: Sunday, February 13, 2011 10:33 AMTo: Blatner, Keith; Dewald, Daryll BCc: Bollens, StephenSubject: RE: Response to the Budget Committee and related issues

With this email, I am confirming my support of the attached response to the Faculty Senate Budget Committee. I am also stating my support of the name “School of the Environment” for the proposed school formed by the merger of the Department of Natural Resource Sciences and the School of Earth and Environmental Sciences.

Regards,Dan BernardoDean, College of Agricultural, Human, and Natural Resource Sciences Director, WSU Extension

mailto:[email protected]


Washington State University421 Hulbert Hall, P.O. Box 646242Pullman, WA 99164-6242(509) 335-4561

Creating an InterdisciplinaryWSU School of the Environmentat Washington State University

Proposal Presented Jointly by the Faculties of the:Department of Natural Resources and

School of Earth and Environmental SciencesWashington State University

18 May 2010 [Revised 22 March 2011]

Creating an Interdisciplinary WSU School of the Environment at Washington State University

The Challenge

Humanity is now engaged in an unprecedented and uncontrolled experiment of global proportions. Under pressures of population growth, increasing consumption, and reliance on fossil fuels, we are rapidly altering planetary biogeochemical processes and earth systems without fully knowing the consequences.


No longer just a distant abstract scenario, humanity now faces an uncertain future of food, water, and energy shortages, changing climate and weather patterns, rising and acidifying oceans, depleted soil and forest resources, and endangerment of a third or more of all the natural biological diversity of life on Earth. In response, funding agencies are shifting priorities to address these issues and students are looking for degrees that provide interdisciplinary training to tackle these emerging problems. Never before has there been such urgent need by universities to address complex, multidimensional environmental and social problems.

The Charge

Provost’s Office, 21 March 2008: “Conduct an internal review to determine how to build a focused area of environment and sustainability using resources currently invested in the School of Earth and Environmental Science [and] the Department of Natural Resource Sciences…”. The document concludes: “The new unit should be organized to meet the future needs of the students and citizens of the State of Washington and should not be biased by past programs or current personalities.”

The Vision

In the present financial crisis, WSU has the opportunity to emerge better positioned to take advantage of new trends in federal environmental funding and the explosion of student interest in global change and environmental problems. We propose to fulfill A2P2 recommendations and meet the Provost’s charge by merging two academic units to create a WSU School of the Environment (SE). The WSU School of the Environment will strengthen and work with other academic programs to more tightly couple the natural and social sciences at WSU, thereby refocusing a core of our future land grant mission to better cope with pressing issues of global change, climate change, and environmental sustainability (Fig. 1).

The merging of the two existing units would bring together the geosciences (the physical context for global change), ecosystem and natural resource ecology and social/sustainability sciences. This new interdisciplinary unit would: a) enhance the opportunity for faculty within and outside of SE to join interdisciplinary teams pursuing external grants, b) become a WSU centerpiece for critical research in water resources, c) create a nationally recognized Ph.D. program, d) offer high-demand undergraduate majors, and e) have a new statewide extension and science communication program for expanded outreach. The proposed creation of SE is not only a major cost saving measure which combines two academic units, but will also increase teambased research and scholarly output, and place WSU on the cusp of change and growth of the environmental, sustainability, and Earth sciences as part of the emerging land grant mission for the 21st century.


Fig.1. Tighter coupling of natural and social system research and education is needed at WSU to effectively address climate change and future global environmental issues.

Preeminence in Environmental Science

The academic programs proposed to form the WSU School of the Environment currently generate more than $2.3 million/yr in competitive grants and other funding, $700,000/yr in service center funds, and faculty have more than $8.2 million in Extension and other collaborative projects funded by NSF, USDA, and other agencies. The faculties currently publish about 60 scientific papers/yr and have several high-demand degree programs supporting about 300 undergraduates and 135 graduate students. These combined numbers clearly demonstrate that the diffused impact of these individual programs can be increased, and the Ph.D. program elevated to national recognition, by merging the separate programs into a new WSU School of the Environment. The synergy and infrastructure provided by this new interdisciplinary school will unite several nationally recognized research efforts at WSU into a much stronger, more comprehensive, and internationally visible program poised for preeminence in addressing national and global environmental problems. Foundation institutional strengths include:

• Our Land Grant Mission and the proposed School of the Environment embody the progressive elements needed for the creation, dissemination, and utilization of knowledge by a 21st Century Land Grant University. We are the people’s university, addressing pressing future needs to cope with both climate change and global change in our State and the nation.

• Our State-Wide System of Campuses has environmentally focused faculty located throughout WSU’s multi-campus system in Pullman, Tri-Cities, and Vancouver. With this statewide footprint, we are uniquely positioned among all state agencies and institutions to address targeted research and education needs in environmental and natural resource issues across Washington State.

• Student Demand is strong and growing nationally for training in the integrated Earth, environmental, natural resource, and social sciences comprising the proposed school.


• Our State-wide Extension Presence positions us well to provide environmental education and sustainability outreach to learners of all ages and actively engage Washington communities in environmental problem solving and action research.

Mission and Culture

The WSU School of the Environment will create synergy by marrying research, teaching, and extension efforts to ensure an ecologically sound, socially responsible, and economically viable future for communities in Washington. Faculty and students in the School will:

• Generate fundamental knowledge about the Earth, environmental and ecological processes, natural resources, and human-environment interactions.

• Develop solutions to state, national, and global environmental problems (e.g., sustainable use of water, forests, biodiversity and other natural resources).

• Provide cutting-edge interdisciplinary undergraduate and graduate training to the next generation of research scientists, environmental and natural resource managers, environmental leaders, policy makers, and global citizens.

• Facilitate the integrated research and education necessary to support the Land Grant mission to achieve a sustainable future.

• Promote the long-term conservation and enhancement of biological diversity and natural resources in an ecologically sustainable manner.

Goals for Strategic Planning

Overarching development goals to guide future strategic planning for the WSU School of the Environment include:

1. Increase success in competitive federal grant programs.2. Expand publication in peer-reviewed scientific journals.3. Elevate the Ph.D. program to national recognition.4. Develop contemporary curricula to create or expand high-demand undergraduate majors.5. Expand science outreach to achieve national and global recognition for WSU.6. Recruit and retain faculty capable of outstanding scholarship.

Core Areas of Research and Outreach

The WSU School of the Environment will define several core research thrusts to better address new and emerging challenges in the study of Earth Science and the environment. Through this revised focus, the new school will be uniquely positioned to address targeted interdisciplinary research issues that strengthen WSU’s environmental research capacity. These issues include: water resources and quality (identified as a major thematic area described in more detail in the next section), natural resource management, environmental policy impacts, and integrated understanding of Earth and environmental systems. The combined faculty of the proposed School of the Environment, in concert with other environmentally oriented faculty, would greatly increase the potential for obtaining competitive federal grants for research, education, and outreach. Based on existing scholarship within the two units proposed for merger, SE would immediately possess significant strengths in several key areas of Earth, ecological,


and environmental science, which also define flexible thematic areas for future growth and rapid response to newly emerging research issues:

• Earth System Science, with strong focus on the geologic record that is the baseline for characterizing and understanding global change. Includes the chemistry, physics, and structure of the Earth; hydro- and biogeology, including astrobiology, biogeochemical cycles, geologic and environmental hazards, and watershed biogeochemistry and hydrology.

• Ecosystem and Landscape Ecology, including wildlife ecology and endangered species conservation; spatial and ecological relationships of plants and animals in terrestrial and aquatic ecosystems, in-stream physical and biological processes, and vertebrate and invertebrate ecology of wetland, lake, estuarine, and marine systems.

• Environmental Sustainability & Resource Management, including modeling and dynamics of ecological and environmental systems, population ecology and modeling, sustainable resource management including water resources and biofuels, private land management, and analysis of policy impacts and the human dimensions of resource conservation.

Water: Building a Critical WSU Research Capacity

As noted by the Washington Water Research Center, “With approximately 50,000 miles of rivers and streams, 7,800 lakes, and 3,200 miles of coastline, water is an essential resource for the economic, social, and cultural well-being of the state of Washington.” One of the most critical issues facing Washington and the nation is the future of its water resources and associated aquatic ecosystems, particularly given the pressures of growing populations, intensifying land use, and climate change. The WSU School of the Environment will serve as a focal point for system-wide research and outreach collaborations on major water-related issues, including:

• Climate change, the water cycle, and impacts to managed ecosystems• Groundwater resource potential and sustainability in Washington• Linkages between land use, surface and groundwater interactions, lake and wetland

restoration and management, and downstream impacts in streams, rivers, and estuaries• Aquatic ecology and conservation of aquatic ecosystems• Sediment and contaminant transport, water pollution, and carbon sequestration

As is true for the ecological and environmental sciences in general at WSU, our strengths in water research are scattered among academic units. The School of the Environment will work actively with the Washington Water Research Center (SWWRC) to increase system-wide coordination in curriculum, research, and outreach. Future new faculty positions in SE could be devoted to this area. When the current fiscal crisis permits, restoration of vacant faculty lines, coupled with a university-level focus on water resources, will make SE a key part of building WSU’s water research capability.

New Research Synergies for Federal Grants

An important reason for creating the WSU School the Environment is to facilitate (in close coordination with CEREO) interdisciplinary research endeavors for which large-scale funding is expanding under new federal environmental research programs. Federal agencies and international entities including NSF, NOAA, NASA, EPA, USDA, USGS, UNESCO, and the World Bank’s Global Environmental Fund all stress the importance, and even the absolute requirement, of interdisciplinary research proposals that integrate the natural and social sciences. Specific examples of these research collaborations and funding opportunities that will be created by the School of the Environment include:


• Wildlife, Biodiversity, and Endangered Species Conservation – Over one-third of all known species are now threatened with future extinction this century, which not only jeopardizes the continuing diversity and evolution of all life on earth, but also the conservation and sustainable functioning of global ecosystems critical to productivity and human survival and well being. Wildlife scientists, ecologists, and conservation biologists are already conducting high-profile research at WSU on biological diversity in natural and managed ecosystems, critical wildlife species such as large carnivores (e.g., grizzly bears, cougars), and conservation of threatened and endangered species.

• Earth Sciences and Society – Geologic hazards such as earthquakes, volcanic eruptions, tsunamis, landslides, and other environmental hazards pose substantial risks to those who live in and around tectonic plate boundaries. Successful prediction, response and mitigation strategies require integration across the entire range of disciplines and systems depicted in Fig. 1. New synergies created by the formation of SE have the potential to greatly enhance our profile in hazards research and create new opportunities for funding from the USGS and the NSF Geoscience Directorate.

• Geospatial Analysis of Environmental Impacts – Many faculty use spatial analysis techniques to understand complex ecological and environmental interactions in earth science. The ongoing development of a new geospatial laboratory at WSU, initiated by CEREO, and existing infrastructure would increase our competitiveness for federal grants for complex geoscience problems emphasizing global climate change and sustainability such as through the Collaboration in Mathematical Geosciences from NSF.

• Managed Ecosystems and Sustainable Development – The development of sustainable food production and distribution systems and natural resource management systems are among the most critical challenges facing humanity. The combined expertise of faculty members will facilitate interdisciplinary analysis of managed ecosystem dynamics. It will allow these and other faculty to submit more comprehensive and competitive funding proposals in these high impact areas.

• Water Resources and Global Change – As previously emphasized, water is one of the most enduring and difficult issues confronting the Pacific Northwest and will be a primary development area within SE. A number of our scientists study multiple aspects of water issues, which are all priority topics for federal funding and future research development in the hydrologic and aquatic sciences at WSU. Examples of prime funding targets include NSF/ Water Sustainability and Climate; NSF/Emerging Topics in Biogeochemical Cycles; USGS/ 104(b) National Water Research Grants program.

Leveraging Research Infrastructure: Supporting Facilities for the WSU School of the Environment

The WSU School of the Environment will leverage considerable infrastructure and major research facilities at WSU. The GeoAnalytical Lab (GAL) is already an internationally known facility for analysis of rock, soil, mineral, and water composition for about 50 elements and measurement of nearly any isotopic ratio. Since 2005 the GAL has provided analyses to 85 domestic and 15 overseas research institutions, mostly colleges and universities. GAL facilities have been used in research collaborations between faculty in the existing School of Earth and Environmental Sciences and 33 domestic and 12 overseas research institutions. During FY 2006-08, the GAL generated about $500k/yr of external revenue and contracts. The Radiogenic Isotope and Geochronology facility in the GAL focuses on isotopic work relevant to a wide range of earth and environmental research and has attracted a wide range of national and international collaborators and visitors (over 100 since 2004). The GAL also provides


training and part-time employment for undergraduate and graduate students. Overall, geochemistry is a major tool used to quantify rates, timing, and mechanisms of processes within the Earth-environmental system. These facilities, especially when coordinated with other WSU environmental facilities described below, create synergy by facilitating exchange of data and ideas between earth, ecological, environmental, and atmospheric scientists, and will also generate new opportunities for funding through interdisciplinary collaborations.

The Wildlife Habitat Laboratory in the Department of Natural Resource Science has been in operation since 1978. This self-sustaining research lab determines the food habits of both domestic livestock and wildlife and performs a variety of analytical services including chemical analyses on plants eaten by animals. Controlled feeding trials have been conducted using sheep, cattle, and mule deer to determine how well these animals digest and utilize diets of different composition and nutritional quality. The intent is to develop methods for predicting the nutritional well being of free-ranging animals. Similar to the GAL, the unit principally 1) performs laboratory services on a contract basis for state, federal, and private natural resource agencies throughout the country, 2) serves as a core laboratory for some of the department's faculty research efforts, and 3) provides technical training and part-time employment for students while they pursue their degree.

The E.H. Steffen Center on the Pullman campus is a university research center and outdoor ecological laboratory hosting education and research activities in ecology and conservation science. Situated on about 66 acres on the edge of campus, the Steffen Center contains research plots, botanical gardens and restoration landscapes for teaching, as well as greenhouses, workshops, research laboratories, and captive animal facilities for studying wildlife and endangered species. The E.H. Steffen Center directly supports the activities of the proposed School of the Environment in wildlife and conservation science.

The WSU Arboretum and Wildlife Conservation Center (AWCC) is a new 170 acre science facility housing the National Bear Center program as well as a Biodiversity Discovery Center with facilities for displaying raptors and other living plants and animals to showcase faculty research from across WSU and highlight the importance of conserving global biological diversity. The WSU Arboretum and Wildlife Conservation Center may include a modern natural history museum and conservatory and is projected to host thousands of visitors a year where it will become a valuable center for campus ecology activities, environmental and sustainability education, Native American communities, and public outreach. These activities provide a natural and high profile outlet for our vision of research and science outreach within SE.

Other Environmental Research Facilities: The academic units to be combined to form the School of the Environment are closely allied with other supporting environmental research facilities at WSU. As part of the proposed reorganization, we envision a major effort jointly coordinated by CEREO and SE to integrate WSU environmental research facilities to provide a highly visible, system-wide environmental research infrastructure. This new system of core facilities would include those noted above as well as the following active research labs and centers.

• Laboratory for Biotechnology and Bioanalysis 1 – Genomics Core (LBB1) andLaboratory for Biotechnology and Bioanalysis 2 – Stable Isotope Core (LBB2-SIC).

• Laboratory for Geospatial Research, Education and Outreach (LGREO).• Laboratory for Atmospheric Research (LAR).• Center for Environmental Sediment and Aquatic Research (CESAR).• Washington Water Research Center (SWWRC).


These units provide unique strengths in the WSU environmental portfolio and together, they represent an internationally recognized range of capabilities, instrumentation, and facilities to support environmental research, education and outreach for WSU. The new SE will actively utilize and facilitate further expansion of this infrastructure and can play an important role in seeking to develop an integrated system of research facilities that will benefit the entire WSU system.

An Integrated Curriculum

A fully articulated academic plan for a revised curriculum in the new School will require a number of major curricular changes that must be developed in a separate proposal(s) and submitted through the Faculty Senate following normal procedures for Senate review and approval. However, a Curriculum Planning Committee, populated by faculty from the existing SEES and NRS units, has already begun its visioning work and has developed the following conceptual framework for restructured academic efforts in the School of the Environment.

Degree programs in the School of the Environment will condense diverse and fragmented undergraduate curricula in the geological, environmental, and natural resource sciences by eventually adopting three flexible B.S. degrees, while also condensing multiple graduate offerings into single M.S., and Ph.D. interdisciplinary science degree programs. The B.S. degrees will each offer focus areas in Terrestrial Systems or Water/Aquatic Systems, reflecting a future development emphasis in the aquatic sciences. Because of the complexity and timetable required to make changes in academic offerings, the WSU School of the Environment necessarily will begin operation with existing majors and degrees, but will transition as quickly as possible into new integrated curricula via a series of formal proposed changes made to existing majors or degrees as appropriate. Ultimately, the targeted degree offerings in the School of the Environment are envisioned to be:

• B.S. in Earth Sciences• B.S. in Ecosystem Science and Management• B.S. in Wildlife Ecology• Single, unified M.S. and Ph.D. degrees to be developed in a separate future academic

proposal

At present, approximately 300 undergraduates and 135 graduate students are enrolled in multiple degree programs offered by the two units involved in the proposed merger. These high enrollment numbers are evidence of the strong interest among WSU students in the Earth, ecological, and environmental sciences. Significant improvements in academic offerings will be achieved by developing progressive, interdisciplinary degree content to engage and attract future students to WSU. In addition, recruitment and diversity strategies will consider and help address rapidly changing demographics in Washington, especially the growth of the Latino/Hispanic population. Revised academic programs in the new School will allow training of a new generation of research scientists, and empower students to compete for increasingly popular “green” jobs focused on areas as such as water resources, renewable energy, ecology and natural resource conservation, and sustainability.

Revised B.S. Degrees

The faculty forming the WSU School of the Environment propose to revise three existing and flexible science degrees that reflect contemporary and future interests in several critical areas of environmental sciences as: Earth Sciences (ES), Ecosystem Science and Management (ESM), and Wildlife Ecology (WE). Earth Sciences and Wildlife Ecology fall at opposite ends of the broad disciplinary spectrum of teaching and research to be pursued in the new School. Content in these degrees will, at least initially, be drawn from the existing Geology degree and the existing major in Wildlife Ecology. The revised degrees


will be designed with sufficient flexibility to permit specialization in academic interests. The revised degree in Ecosystem Science and Management (ESM) calls for an interdisciplinary curriculum that deals with coupled biophysical and human systems. ESM students will gain biophysical understanding of earth and ecological processes as well as the human dimensions of environmental challenges. The ESM degree will be sufficiently flexible for advising of students with different emphasis on scientific or managerial Understanding.

Improved understanding of the water resource issues is a critical part of WSU’s future land grant mission. Consequently, water as been identified as an institutional priority, and will be a major focus area for SE. The ES degree is well suited for training students in the physics and chemistry of natural waters. The revised ESM degree will provide for interdisciplinary training in water resource science and management. The WE degree is well suited for providing training in aquatic vertebrates and wetland ecology. The water resources focal area is expected to draw considerable student interest in the near-term. Suitable courses will benefit from faculty across many schools and departments offering classes and conducting research on water resource systems.

Terrestrial systems are a second focal area for each of the degrees. Students earning the ES degree will benefit from our long-standing expertise in solid earth sciences. WE students will benefit from our expertise in wildlife ecology and wildlife restoration, subjects which are intimately associated with ecology and management of terrestrial habitats. Our existing strengths in terrestrial ecology and land use management will provide a starting point to develop a full curriculum in the ecology and management of terrestrial systems.

Part of the motivation to create the School of the Environment is to transcend traditional disciplinary boundaries to accomplish better basic and applied science. Such cross-disciplinary efforts naturally will be reflected in the education and training of our students. The proposed undergraduate degrees have a common architecture in which students will complete a basic science and general education core in their first two years, and thereafter specialize in water resources or terrestrial systems. The SE Curriculum Planning Committee is developing an introductory curriculum that integrates all degrees by ensuring that all students take courses in physical and biological science, policy & management, ecology, and the coupling of earth and ecosystems.

An integrated science curriculum will not be possible without collaboration with other units at WSU, and the SE faculty seek collaboration with other academic units on curricular innovations. Discussions with faculty in the School of Biological Sciences and other WSU units aim to enhance academic efforts in ecology and conservation science, including aquatic and restoration ecology, conservation biology, and endangered species conservation. Discussions with faculty in Crop and Soil Sciences, in coordination with the College of Engineering and Architecture, deal with improved design and teaching of the hydrologic sciences.

The SE Curriculum Planning Committee is initially preparing a draft undergraduate curriculum for the proposed suite of degrees. The Committee will revise the existing undergraduate degrees and majors and develop a detailed coursework structure and a separate proposal for the new degree programs. Some initial changes that can be made immediately through appropriate course revisions may begin as early as Fall 2011. This approach will allow us to make progressive changes and move forward as a united faculty in a new school without delay.

Developing Single, Unified M.S. and Ph.D. DegreesWe are faced with the challenge of providing professional and research training and education to prepare citizen-scientists capable of meeting the rapidly emerging needs of the 21st century. Our M.S. and especially Ph.D. graduates must be skilled in pursuing problem-based science in a world where the problems are large, complex, and are not confined to academia and industry, but permeate every area of human society and endeavor. Additionally, the scientists and policy makers that we train must be comfortable communicating with, and accounting to, the public.


As a major research university, WSU places strong emphasis on Ph.D. education and training, and an expected result of the proposed merger will be a significant, permanent increase in Ph.D. enrollments reflecting the new research environment within the School of the Environment. The approaches we currently use to deliver advanced research training to our students, to ensure proficiency in theory, method, and application of science to solve problems, are fundamentally sound and readily adaptable to meeting these new challenges.

Across the range of scientific endeavors in SE, the M.S. degree is particularly valuable and professionally rewarding. Indeed, it is the professional degree most commonly expected by employers in government, non-profit, and private sectors. In addition, it is critical for the development of SE to keep a strong M.S. degree as an essential feeder for the Ph.D. program. Our experience demonstrates that some of our most successful Ph.D. students have come through our M.S. programs. Many students with B.S. degrees from other institutions are not prepared for the demands of Ph.D. level work at WSU, and admitting those students directly from B.S. into the Ph.D. is generally not desirable in our particular disciplines. For these reasons, we anticipate maintaining a vigorous M.S. program among our offerings in graduate education, while still greatly strengthening and emphasizing the Ph.D. program. However, gifted students nonetheless may be admitted directly into the Ph.D. program when warranted.

Moving forward, we already have a joint graduate degree program, the Ph.D. in Environmental and Natural Resource Sciences, that is shared between the existing SEES and NRS units. Given this proven history of cross-disciplinary collaboration in graduate education and research, we are assured of a smooth transition to the new, integrated graduate degrees, including a future single integrated M.S. degree to be offered by the new School.

Performance Benchmarks, Milestones, and Implementation Strategies

Five-year benchmarks and implementation strategies for the new School of the Environment are outlined below. A summary is illustrated in Table 1, which also includes benchmarks for 3 and 10 years.

Table 1. Three, Five, and Ten Year BenchmarksBenchmark Current 3 Years 5 Years 10 YearsCore Faculty 35 38 40 45Joint Faculty (with partial appts.)

8 14 17 20

Extramural Grants (yr-1) $2.3 million

$3.8 million

$4.8 million

$5.8 million

Service Centers (yr-1) $0.7 million

$0.8 million

$1.0 million

$1.5 million

Total External Funds (yr-1) $3.0 million

$4.6 million

$5.8 million

$7.3 million

Publications (yr-1) 60 75 80 90B.S. Students 230 300 350 400M.S. Students 115 115 115 115Ph.D. Students 20 30 35 45

• Competitive Grants – Increase the annual competitive research funding to at least $4.8 million/yr within 5 years.Strategy: Leverage research teams and aggressively pursue NSF (including IGERT), USDA, and other interdisciplinary grants in collaboration with CEREO within the first 2 years of operation.

• Publications – Increase the number of scientific publications by 30%, within 5 years.


Strategy: The refocused research mission of the new school, combined with an emphasis on Ph.D. graduate training and team research, will increase the production of refereed publications.

• Infrastructure – Leverage several existing analytical labs and other facilities to generate research synergies and increase external revenue to $1million/yr within 5 years.Strategy: Collaborate with CEREO to integrate SE facilities with other core environmental facilities, to create a highly visible, system-wide environmental infrastructure.

• Extension/Outreach – Develop national recognition for efforts in sustainability science. Strategy: Develop strategic alliances with emerging green industries and collaborate with CEREO to develop federally funded, national demonstration projects in sustainable community development, particularly regarding energy, water resources and watersheds, and natural resources.

• B.S. Degree – Increase the number of undergraduate majors from the existing 250+ to about 350 students within 5 years.Strategy: Offer a series of condensed and revised high-demand majors. Begin an immediate aggressive marketing and publicity campaign for the new majors and focal areas of the school.

• M.S. Degree – Maintain the number of M.S. students at approximately 115, but increase program quality and provide more consistent academic support and graduate offerings across campuses (e.g., Tri-Cities), with the expectation that more highly qualified M.S. graduates will transition into the Ph.D. program.Strategy: Optimize faculty graduate course offerings and deliver a series of foundation online courses that allow students to take core SE graduate courses regardless of campus location.

• Ph.D. Program – Create a nationally recognized Ph.D. program in the broadly defined areas of Earth, Resource Ecology and Environment and increase the number of Ph.D. students to at least 35 students within 5 years.Strategy: Secure team-based federal grants for innovative environmental and sustainability science research, education, and outreach. Target team-based federal grants specifically intended to support Ph.D. research projects. Begin aggressive marketing and high-profile publicity campaign for the new Ph.D. program.

Organizational Structure and Operation

The proposed WSU School of the Environment will have faculty associated with two colleges (CAHNRS, COS), WSU Extension, and multiple WSU campuses. However, rather than maintain departments or disciplinary divisions, which could tend to maintain academic isolation over time, we propose forming a single, integrated academic unit at the very onset of school formation. A hallmark of SE will be the ongoing flexibility of the faculty to form self-defined or ad hoc teams and groups as needed to advance an ever-changing and dynamic research and education mission.

Executive Committee: In addition to a School Director, an Executive Committee will be comprised of representatives from major areas of research emphasis and different campuses. The Executive Committee will develop and coordinate hiring strategies, planning, policies, goals, and programs for the School. Because of the complexities of joining faculty from different colleges and WSU Extension, the Executive


Committee will perform an especially important function during the first 2-3 years of operation of the School.

Hiring Strategy: Hiring will be based on strategic planning by SE faculty that strengthens core research areas and maximizes collective capability to pursue emerging opportunities for growth in extramural funding opportunities. Hiring proposals developed by faculty to enhance synergy in the School will be vetted by the Executive Committee and approved by the Deans.

Water resources have often been mentioned in research discussions as an emerging and needed future priority at Washington State University. We fully support this priority development and we believe the proposed WSU School of the Environment could be a major contributor in the area of water research and additional funds could significantly strengthen our ability to address these issues. We suggest that the two participating deans, the Provost, and the Vice President for Research coordinate an academic program enhancement for the new school to launch this water initiative at WSU.

Joint Faculty Appointments: In addition to the core SE faculty derived from the constituent merged departments, the new School will attract faculty collaborators from across the WSU system because of their interests in its mission and the opportunity to participate in training graduate students in an interdisciplinary science program. We will explore options for appointing such faculty jointly in our school, at partial appointments of 25% or greater. However, we wish to note that whether or not faculty are core- or jointly-appointed, a hallmark of the new School will be interdisciplinary teamwork with colleagues in other WSU departments, colleges, and key centers such as CEREO.

RecommendationsThe planning committee and faculty as a whole have carefully considered and endorse the formation of the proposed School of the Environment for the numerous reasons and benefits we have outlined. Obviously, there are many details when proposing to merge academic programs across colleges with historically different missions. However, while we cannot address all of these details in this conceptual proposal, we have several recommendations for the Deans and faculty to consider when forming this new School.

1. A plan and process for hiring a Director and forming the Executive Committee should begin immediately. The Executive Committee should begin operations without delay. Work on curriculum issues has already begun with a goal of having a draft curriculum proposal prepared by May 2010. Elements of the new curriculum can be implemented as early as the 2010-2011 or 2011-2012 academic years.

2. Considering the urgent state and regional need, and WSU’s emerging emphasis on building capacity for water research, the deans, the Provost, and Vice President for Research should jointly explore mechanisms for building academic excellence in water research when faculty lines are restored or added to the School of the Environment.

3. There is great dispersion of existing units across the Pullman campus. Plans for co-locating faculty and students under one roof in Pullman should begin immediately. In addition, state-of-the-art distance technology and web services should be put into place to facilitate convenient cross-campus meetings, teaching, and faculty collaboration.

A Major School Fund-Raising Strategy:


The faculty will ask the deans to propose to central administration that the new School be used to catalyze another future high-profile funding initiative for WSU by providing the opportunity to create a named WSU School of the Environment, such as the highly successful Nicholas School of the Environment at Duke University, the Bren School of Environmental Science and Management at UC Santa Barbara, or our own WSU School for Global Animal Health.Fully recognizing the severity of our current budget situation, we nonetheless should seek a significant future multi-million dollar donation to name the WSU School of the Environment. This money could immediately endow a nationally recognized Ph.D. program and attract national attention to the dedication and creation of the School. Simultaneous with such a fund-raising strategy, we will develop proposals for new green public-private partnerships to create several endowed chair positions in the new School of the Environment to immediately help propel us into the forefront of prominent national research priorities.

The Future of Environmental Research at WSU

The creation of the WSU School of the Environment would be a transformative event in the history of WSU and would position us as leaders in developing the new 21st century land grant mission centered on environmental and sustainability issues for a global community responding to global change (Fig. 2). The faculties in the existing SEES and NRS already have voted to merge departments and programs to create the WSU School of the Environment. If the WSU Administration is equally committed to meeting this new global future, then we the faculty accept this challenge. Indeed, we are anxious to begin our work.


ACTION ITEM #4Exhibit E from 3/31/11 and New Exhibit D

Undergraduate and Professional Major Change Bulletin #9 & Addendum #1

UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 9Spring 2011

---COURSES---

The courses listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.Prefix Course

NumberNew

Revise Drop

Current ProposedEffectiv

eDate

Acctg 420 Crosslist only

Accounting and Culture 3 Prereq Acctg 231. Cultural differences and how they affect accounting practices and standards in a variety of countries. Not an accounting technical course.

Accounting and Culture 3 Prereq Acctg 231. Cultural differences and how they affect accounting practices and standards in a variety of countries. Not an accounting technical course.

8-11

Ag TM 201 Crosslist only

Metal Fabrication 3 (1-6) Theory, applications, and practices of welding, machining, and associated techniques in fabricating with metals. Cooperative course taught by WSU, open to UI students (AGMEC 201).

Metal Fabrication 3 (1-6) Theory, applications, and practices of welding, machining, and associated techniques in fabricating with metals. Cooperative course taught by WSU, open to UI students (AGMEC 201).

8-11

B Law 415 Drop [M] Law of International Trade 3 Prereq B Law 210. Legal organization of the international community; international aspects of trade and development, economic cooperation, and technical, social, and cultural cooperation.

-- N/A -- 8-11

B Law 416 Drop [M] Public International Law 3 Prereq B Law 210. Law governing states, intergovernmental organizations, and nongovernmental organizations (including multinational enterprises); human rights law; environmental law; and dispute settlement.

-- N/A -- 8-11

B Law 487 Drop Business Ethics 3 Prereq MgtOp 301. Same as

-- N/A -- 8-11


MgtOp 487. Engr 201 New -- N/A -- Metal Fabrication 3 (1-2)

Same as AgTM 201. 8-11

EntrP 426 Revise Entrepreneurial Finance 3 Prereq Acctg 231; Fin 325. Same as Fin 426.

Entrepreneurial Finance 3 Prereq Acctg 231; Fin 325. Raising capital for new enterprises; venture capital, IPOs, debt financing, leasing and valuing start-up ventures.

8-11

EntrP 441 Drop Global E-Commerce 3 Prereq MIS 250. Same as MIS 441.

-- N/A -- 8-11

EntrP 489 Revise Entrepreneurial Management 3 Prereq EconS 101, 102, Fin 325, MgtOp 301, MIS 250, Mktg 360. Same as MgtOp 489.

Entrepreneurial Management 3 Prereq EconS 101, 102, Fin 325, Mgmt 301, MIS 250, Mktg 360. Philosophy and nature of entrepreneurship for all business organizations; analytical, financial and interpersonal entrepreneurial skills.

8-11

EntrP 490 Drop [M] Entrepreneurship 3 Prereq Mktg 360. Same as Mktg 490.

-- N/A -- 8-11

EntrP 492 Revise Small Business Policy 3 Prereq Acctg 230, B Law 210, Fin 325, MgtOp 301, Mktg 360. Same as MgtOp 492.

Small Business Policy 3 Prereq Acctg 230, B Law 210, Fin 325, Mgmt301, Mktg 360. Application of management theory and principles to small firms; applied consulting experience with operating businesses.

8-11

F A 451 New --N/A-- Material and Performance 3 (2-4) Prereq F A 102, 103, 340, or 350. Studio-based class providing understanding of contemporary issues related to fiber materials and performance.

1-11

Fin 426 Drop Entrepreneurial Finance 3 Prereq Acctg 231; Fin 325. Raising capital for new enterprises; venture capital, IPOs, debt financing, leasing and valuing start-up ventures.

-- N/A -- 8-11

Fin 481 Revise [M] International Finance 3 Prereq Fin 325. Same as I Bus 481.

[M] International Finance 3 Prereq Fin 325. Financial problems of multinational businesses; international financial

8-11


environment, long-term capital commitment to an international venture, financial techniques for firm operation, and international investment.

HBM 384 Revise Managed Services 3 Management systems of the segment of the hospitality industry relating to contract and self-operated management companies.

(284) Managed Services 3 Management systems of the segment of the hospitality industry relating to contract and self-operated management companies. Field trip required.

8-11

HBM 435 Drop International Tourism 3 International and domestic tourism; effects of tourism on the society.

-- N/A -- 8-11

I Bus 415 Revise [M] Law of International Trade 3 Prereq B Law 210. Same as B Law 415.

[M] Law of International Trade 3 Prereq B Law 210. Legal organization of the international community; international aspects of trade and development, economic cooperation, and technical, social, and cultural cooperation.

8-11

I Bus 416 Revise [M] Public International Law 3 Prereq B Law 210. Same as B Law 416.

[M] Public International Law 3 Prereq B Law 210. Law governing states, intergovernmental organizations, and nongovernmental organizations (including multinational enterprises); human rights law; environmental law; and dispute settlement.

8-11

I Bus 420 Drop Accounting and Culture 3 Prereq Acctg 231. Same as Acctg 420.

-- N/A -- 8-11

I Bus 435 Revise International Tourism 3 Same as HBM 435.

International Tourism 3 International and domestic tourism; effects of tourism on the society.

8-11

I Bus 441 Drop Global E-Commerce 3 Prereq MIS 250. Same as MIS 441.

-- N/A -- 8-11

I Bus 453 Revise [M] International Management 3 Same as MgtOp 453.

[M] International Management 3 Cross-cultural implications of management theories and approaches; the role of national culture in management theory and practice.

8-11


I Bus 481 Drop [M] International Finance 3 Prereq Fin 325. Financial problems of multinational businesses; international financial environment, long-term capital commitment to an international venture, financial techniques for firm operation, and international investment.

-- N/A -- 8-11

I Bus 482 Crosslist only

[M] International Marketing 3 Prereq Mktg 360. Opportunities, characteristics, trends in foreign markets; alternative methods; strategies; organizational planning, control; problems of adapting American marketing concepts and methods.

[M] International Marketing 3 Prereq Mktg 360. Opportunities, characteristics, trends in foreign markets; alternative methods; strategies; organizational planning, control; problems of adapting American marketing concepts and methods.

8-11

I Bus 492 Drop Small Business Policy 3 Prereq Acctg 230, B Law 210, Fin 325, MgtOp 301, Mktg 360. Same as MgtOp 492.

-- N/A -- 8-11

MGMT New -- N/A -- New prefix "MGMT" for department of Management

8-11

MGMT 101 Revise Introduction to Business 3 Introduction to the practice of business with explanations of business environments, strategy, organization, functional areas, terminology, processes, tasks and ethics. Credit not allowed for MgtOp 101 if credit already earned in MgtOp 301 and/or Mktg 360.

(MgtOp) Introduction to Business 3 Introduction to the practice of business with explanations of business environments, strategy, organization, functional areas, terminology, processes, tasks and ethics. Credit not allowed for MGMT 101 if credit already earned in MGMT 301 and/or Mktg 360.

8-11

MGMT 301 Revise Principles of Management and Organization 3 Principles of management and administration aimed at improving effectiveness of all types of organizations. Credit not allowed for MgtOp 101 if credit already earned in MgtOp 301.

(MgtOp) Principles of Management and Organization 3 Principles of management and administration aimed at improving effectiveness of all types of organizations. Credit not allowed for MGMT 101 if credit already earned in MGMT 301.

8-11

MGMT 315 Revise [S,D] Women in Management and Leadership 3 Same as W St 315.

(MgtOp) [S,D] Women in Management and Leadership 3 Same as W St 315.

8-11


MGMT 401 Revise [M] Leadership Skills for Managers 3 Prereq MgtOp 301. Leadership, motivation, team building, group dynamics, interpersonal and group conflict, and job design.

(MgtOp) [M] Leadership Skills for Managers 3 Prereq Mgmt 301. Leadership, motivation, team building, group dynamics, interpersonal and group conflict, and job design

8-11

MGMT 450 Revise Personnel and Human Resources Management 3 Prereq MgtOp 215; 301. Policy and practice in human resource utilization, selecting, training, motivating, evaluating, and compensating employees; labor relations; EEO legislation.

(MgtOp) Personnel and Human Resources Management 3 Prereq MgtOp 215; MGMT 301. Policy and practice in human resource utilization, selecting, training, motivating, evaluating, and compensating employees; labor relations; EEO legislation.

8-11

MGMT 455 Revise [M] Staffing 3 Prereq MgtOp 450 or c//. Selection issues; methods of forecasting, planning, recruitment, selection; analysis of psychometric properties of tests; techniques for assessing reliability and validity.

(MgtOp) [M] Staffing 3 Prereq MGMT 450 or c//. Selection issues; methods of forecasting, planning, recruitment, selection; analysis of psychometric properties of tests; techniques for assessing reliability and validity.

8-11

MGMT 456 Revise Compensation Administration 3 Prereq MgtOp 450 or c//. Theoretical, research, and applied issues related to the compensation of employees.

(MgtOp) Compensation Administration 3 Prereq MGMT 450 or c//. Theoretical, research, and applied issues related to the compensation of employees.

8-11

MGMT 483 Revise [M] Macro Organization Behavior 3 Prereq MgtOp 301. Organization level analysis of power, politics, and conflict; organizational communication, change, technology, structure, and environment; implications of organizational culture.

(MgtOp) [M] Macro Organization Behavior 3 Prereq MGMT 301. Organization level analysis of power, politics, and conflict; organizational communication, change, technology, structure, and environment; implications of organizational culture.

8-11

MGMT 485 Revise Negotiation Skills 3 Bargaining skills across a broad range of business settings; experiential work. Credit not granted for both MgtOp 485 and 585.

(MgtOp) Negotiation Skills 3 Bargaining skills across a broad range of business settings; experiential work. Credit not granted for both MGMT 485 and 585.

8-11

MGMT 487 Revise Business Ethics 3 Prereq MgtOp 301. The nature and sources of ethical conflicts and dilemmas individuals and

(MgtOp) Business Ethics 3 Prereq MGMT 301. The nature and sources of ethical conflicts and dilemmas individuals and

8-11


organizations confront in the business context.

organizations confront in the business context.

MGMT 491 Revise Business Strategy and Policy 3 Prereq MgtOp 340, Fin 325, MgtOp 301, MIS 250, Mktg 360. Overall management of the firm; top-level decision-making and planning.

(MgtOp) Business Strategy and Policy 3 Prereq Fin 325, MgtOp 340, MGMT 301, MIS 250, Mktg 360. Overall management of the firm; top-level decision-making and planning.

8-11

MgtOp

453 Drop [M] International Management 3 Cross-cultural implications of management theories and approaches; the role of national culture in management theory and practice.

-- N/A -- 8-11

MgtOp

489 Drop Entrepreneurial Management 3 Prereq EconS 101, 102, Fin 325, MgtOp 301, MIS 250, Mktg 360. Philosophy and nature of entrepreneurship for all business organizations; analytical, financial and interpersonal entrepreneurial skills.

-- N/A -- 8-11

MgtOp

492 Drop Small Business Policy 3 Prereq Acctg 230, B Law 210, Fin 325, MgtOp 301, Mktg 360. Application of management theory and principles to small firms; applied consulting experience with operating businesses.

-- N/A -- 8-11

MIS 441 Crosslist only

Global E-Commerce 3 Prereq MIS 250. Capabilities of the Internet to support and enable global electronic commerce; effective design and implementation; managerial issues.

Global E-Commerce 3 Prereq MIS 250. Capabilities of the Internet to support and enable global electronic commerce; effective design and implementation; managerial issues.

8-11

Mktg 482 Drop [M] International Marketing 3 Prereq I Bus 380; Mktg 360. Same as I Bus 482.

-- N/A -- 8-11

Mktg 490 Crosslist only

[M] Entrepreneurship 3 Prereq Mktg 360. Concepts, issues, and techniques of new venture creation and entrepreneurship.

[M] Entrepreneurship 3 Prereq Mktg 360. Concepts, issues, and techniques of new venture creation and entrepreneurship.

8-11


NATRS

310 New Introductory Wildlife Management 4 (3-3) Prereq Biol 106 or 120. An introductory course in the principles of wildlife management. Field trip required.

Methods in Wildlife Ecology 4 (3-3) Prereq Biol 106; Biol 107; NATRS 204. Field and laboratory sampling techniques in wildlife research and management.

1-12

PharD 576 New --N/A-- Advanced Topics in Immunology/Transplantation 1 Prereq admission to the PharD program. Transplant pharmacy providing understanding of medical research applied to transplant and other areas of practice.

8-11

V M 555P New --N/A-- Small Animal Clinical Problem Solving 2 Prereq DVM student or graduate student in veterinary science. Case-based investigation of small animal clinical presentations, diagnosis, and treatment plans. S, M, F grading.

1-12

W St 315 Crosslist only

[S,D] Women in Management and Leadership 3 Analysis of women's historical and contemporary role in American management.

[S,D] Women in Management and Leadership 3 Analysis of women's historical and contemporary role in American management.

8-11

UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 9

---REQUIREMENTS---

The requirements listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All changes are underlined. Deletions are crossed out. The column to the far right indicates the date each change becomes effective.

Dept Proposed Effective

DateElectrical Engineering and Computer Science Revise Graduation Requirements for Bachelor of Arts in

Bachelor of Arts, Computer Science Requirements(122 Hours)Fourth YearFirst Term HoursAdvanced Cpt S Elective5 6Arts & Humanities [H,G] or Social Sciences [S,K] (GER) 3Cpt S 422 [M] 3Minor Elective4 3Second Term HoursAdvanced Cpt S Elective5 6

8-11


Computer Science

Cpt S 402 3Minor Elective4 3Tier III Humanities or Social Sciences Course [T] (GER) 3Complete Cpt S Exit Interview and Survey

Electrical Engineering and Computer Science Revise Graduation Requirements for Bachelor of Science in Computer Science

Bachelor of Science, Computer Science Requirements(122 Hours)Fourth YearFirst Term HoursCpt S 421 3Cpt S 422 [M] 3Cpt S 450 3Cpt S Option Courses3 6Intercultural Studies [I,G,K] (GER) 3Second Term HoursCpt S 402 3Cpt S 423 3Cpt S 460 3Cpt S Option Course3 3Tier III Humanities or Social Sciences Course [T] (GER) 3Complete Cpt S Exit Interview and Survey

8-11

Electrical Engineering and Computer Science Revise Graduation Requirements for Bachelor of Science in Computer Engineering

Computer Engineering Requirements(123 Hours)Fourth YearFirst Term HoursApproved Cpt E Technical Electives2 3Arts & Humanities [H,G] (GER) 3Design I 3E E 415 2EconS 101 [S] or EconS 102 [S] (GER) 3Second Term HoursApproved Cpt E Technical Electives2 6E E 416 [M] 3Intercultural Studies [I,G,K] (GER) 3Tier III Humanities or Social Sciences Course [T] (GER) 3Complete Cpt E Exit Interview and Survey

8-11

Electrical Engineering and Computer Science Revise Graduation Requirements for Bachelor of Science in Electrical Engineering

Electrical Engineering Requirements(123 Hours)Fourth YearFirst Term HoursBiological Sciences [B] (GER) 3E E 415 2Engl 402 [W] or 403 [W] (GER) 3Intercultural Studies [I,G,K] (GER) 3Track Electives2 6Second Term HoursArts & Humanities [H,G] (GER) 3E E 416 [M] 3Tier III Humanities or Social Sciences Course [T] (GER) 3Track Electives2 6Complete E E Exit Interview and Survey

8-11


Nursing Revise Graduation Requirements in Nursing Degree Program

Nursing(123 4 Hours)First YearFirst Term HoursChem 101 [P] (GER) 4Engl 101 [W] (GER) 3GenEd 110 [A] (GER) 3Intercultural Studies [I,G,K] (GER) 3Psych 105 [S] (GER) 3Soc 101 [S] or 102 [S] (GER) 3Second Term HoursBiol 102 [B], Biol 106 [B]; or Biol 107 [B] (GER) 4Chem 102 [P] (GER) 4Communication Proficiency [C,W] (GER) 3GenEd 111 [A] (GER) 3Soc 101 [S] or 102 [S] (GER) 3

Second YearFirst Term HoursArts & Humanities [H,G] (GER) 3Biol 251 4Intercultural Studies [I,G,K] (GER) 3MBioS 101 [B] (GER) 4Stat 212 4Elective 2Second Term HoursBiol 140 [B] (GER) or Biol 233 3Biol 315 4H D 101 [S] (GER) 3Communication Proficiency [C,W] (GER) 3MBioS 101 [B] (GER) 4MBioS 130 or 233 3Complete Writing Portfolio

Third YearFirst Term HoursNurs 308 2Nurs 311 4Nurs 315 4Nurs 316 2Nurs 317 3Nurs 328 2Second Term HoursNurs 309 3Nurs 322 2Nurs 323 2Nurs 324 4Nurs 325 5

Fourth YearFirst Term HoursNurs 408 3Nurs 412 3

8-11


Nurs 414 3Nurs 415 3Nurs 416 3Nurs 417 2Tier III Course [T] (GER) 3Second Term HoursNurs 409 2Nurs 424 3Nurs 425 2Nurs 426 2Nurs 427 3Nurs 430 3

Teaching and Learning Specific Subject Teacher Certificate: Add Middle Level Science Endorsement

Middle Level Science (17 credits): Biol 107, Chem 101, Phys 150, Sci/Biol 430, T&L 513*.

*Permission of Instructor.

8-11

UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 9 - ADDENDUM 1Spring 2011

---COURSES---

The courses listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.Prefix Course

Number

New Revise Drop

Current Proposed Effective

Date

Arch 210 New --N/A-- Digital Analysis and Representation 3 (2-3) Prereq certified architecture major. Introduction to analysis and representation with a focus on the use of digital tools.

8-11

Biol 220 Revise

Medical Terminology 1 Prereq Biol 315; Biol 251 or 353 rec; permission of instructor. Terms and word constructions for health care occupations; format and function of medical records.

Medical Terminology 2 Prereq Biol 106 and Biol 107. Terms and word constructions for health care occupations; format and function of medical records.

1-12

ECE 424 Revis Computer Architecture and Computer Architecture and 8-11


e Design 3 (2-3) Prereq ECE 234. Architecture, organization and design of modern digital computers; instruction sets, computer arithmetic, pipelining, memory hierarchy, storage and input/output topics.

Design 3 Prereq ECE 234. Architecture, organization and design of modern digital computers; instruction sets, computer arithmetic, pipelining, memory hierarchy, storage and input/output topics.

Engl 443 Revise

Problems in English Linguistics: Syntax and Phonology 3 May be repeated for credit; cumulative maximum 6 hours. Technical introductions to generative analysis of sentences and to sound systems of human languages.

Phonology 3 Technical introductions to the analysis of the sound systems of human languages.

8-11

Engl 444 New --N/A-- Syntax 3 Prereq prior linguistics course or instructor permission. Technical introduction to the generative analysis of sentence structure with a focus on English.

8-11

ES/RP 463 New --N/A-- Water in the Environment 3 Math 140 or Phys 101 or by permission of instructor. Water flows in the natural environment, including cloud formation, rainfall, evaporation, infiltration, groundwater, river flows, lakes, estuaries, mixing, and erosion.

8-11

ES/RP 464 New --N/A-- Introductory Physical Oceanography 3 Prereq Math 140 or Phys 101. Climate, ocean currents, waves, mixing, and erosion, driven by salinity, temperature, winds, gravity, and earth's rotation.

8-11

Fren 320 Revise

French/Francophone Culture 3 Prereq either Fren 306, 307, or 308. Introduction to French and Francophone culture. Taught in French.

[H] French/Francophone Culture 3 Prereq either Fren 306, 307, or 308. Introduction to French and Francophone culture. Taught in French.

8-11

Fren 420 Revise

French Society and Culture 3 French societal and cultural heritage themes as they relate to geography, history, demography, secular and religious customs and education. Taught in English.

[T] French Culture through Wine 3 French societal and cultural heritage themes as they relate to geography, history, demography, secular and religious customs and education. Taught in English.

8-11

Ger 310 Revise

German Film 3 Prereq either Ger 306, 307, or 308. Study of important German films. Taught in German.

[H]German Film 3 Prereq either Ger 306, 307, or 308. Study of important German films. Taught in German.

8-11


H D 446 Revise

Practicum in Early Childhood Programs V 3 (0-9) to 6 (0-18) May be repeated for credit; cumulative maximum 12 hours. Prereq open only to H D majors or H D certificate students; H D 201 or 340; H D 341; HD 342; junior standing; receive fingerprinting clearance from Washington State Patrol (Pullman campus) or FBI (WSU Online); must have 2.5 gpa in H D coursework; placement by interview only at an approved site. Supervised teaching; emphasis on skill building in working with diverse groups of children and building partnerships with families.

Practicum in Early Childhood Programs 6 (0-18) May be repeated for credit; cumulative maximum 12 hours. Prereq open only to H D majors or H D certificate students; H D 201 or H D 340; H D 341; HD 342; junior standing; receive fingerprinting clearance from Washington State Patrol (Pullman campus) or FBI (WSU Online); must have 2.5 gpa in H D coursework; placement by interview only at an approved site. Supervised teaching; emphasis on skill building in working with diverse groups of children and building partnerships with families.

8-11

Latin 101 Revise

First Semester Latin 4 Latin fundamentals of speaking, listening, reading and writing skills.

(CLAS) First Semester Latin 4 Latin fundamentals of speaking, listening, reading and writing skills.

8-11

Latin 102 Revise

Second Semester Latin 4 Prereq Clas 101 with a grade of C or better, or equivalent. Continued development of Latin speaking, listening, reading and writing skills.

(CLAS) Second Semester Latin 4 Prereq Latn 101 with a grade of C or better, or equivalent. Continued development of Latin speaking, listening, reading and writing skills.

8-11

MGMT 496 New --N/A-- Seminar 3 May be repeated for credit.

8-11

MGMT 498 New --N/A-- Internship V 2 (0-6) to 15 (0-45) May be repeated for credit; cumulative maximum 15 hours. Cooperative educational internship with a business, government or non-profit organization. S, F grading.

8-11

MGMT 499 New --N/A-- Special Problems V 1 (0-3) to 4 (0-12) May be repeated for credit. S, F grading.

8-11

Span 310 Revise

Peninsular Spanish Film 3 Prereq either Span 306, 307, or 308. Study of important Spanish films. Taught in Spanish.

[H]Peninsular Spanish Film 3 Prereq either Span 306, 307, or 308. Study of important Spanish films. Taught in Spanish.

8-11

Span 311 Revise

Latin American Film 3 Prereq either Span 306, 307, or 308. Variable content seminar that focuses on the study of culture through films; taught in Spanish.

[G] Latin American Film 3 Prereq either Span 306, 307, or 308. Variable content seminar that focuses on the study of culture through films; taught in Spanish.

8-11


Span 320 Revise

Peninsular Spanish Culture 3 Prereq either Span 306, 307, or 308. Study of the culture of Spain. Taught in Spanish.

[H] Peninsular Spanish Culture 3 Prereq either Span 306, 307, or 308. Study of the culture of Spain. Taught in Spanish.

8-11

Span 321 Revise

Latin American Culture 3 Prereq either Span 306, 307, or 308. Study of Latin American culture. Taught in Spanish.

[G] Latin American Culture 3 Prereq either Span 306, 307, or 308. Study of Latin American culture. Taught in Spanish.

8-11

Span 361 Revise

Spanish for the Professions 3 Prereq Span 204 or equivalent. Communication in Spanish for professional purposes; telephone and meeting role-plays, letter-writing, television, discussions of current events in the Spanish-speaking world.

[C] Spanish for the Business Professions 3 Prereq Span 204. Specialized language training for business professionals including basic concepts and economies of Hispanic countries.

8-11

Span 362 Revise

Topics in Professional Language 3 Prereq Span 204 or permission of instructor. Specialized language training; may include Spanish for health professionals, law enforcement personnel, veterinarians and other areas.

[C] Spanish for Health Professions 3 Prereq Span 204. Specialized language training for health professionals focusing on the main systems of human anatomy.

8-11

Span 363 Revise

Spanish for Law Enforcement 3 Prereq Span 204. Specialized Spanish language training in the law enforcement profession.

[C] Spanish for Law Enforcement 3 Prereq Span 204. Specialized Spanish language training in the law enforcement profession.

8-11

Span 364 New --N/A-- [C] Spanish for Veterinarians 3 Prereq Span 204. Spanish language and culture for veterinary professionals; client-veterinarian situations with specialized terms considering cultural aspects.

8-11

Span 365 New --N/A-- [C] Spanish for Translation and Interpretation Professions 3 Prereq Span 204. Specialized Spanish language training in written translation; spoken interpretation techniques to facilitate high quality cross-cultural communication.

8-11

Span 420 Revise

[T] Cultural Topics 3 Prereq one Tier I; three Tier II courses. Variable content on Peninsular and/or Latin American cultural topics.

[T, D] Cultural Topics 3 Prereq one Tier I; three Tier II courses. Variable content on Peninsular and/or Latin American cultural topics, including US Latino Societies.

1-12

UColl 491 New --N/A-- Integrative Capstone 1 8-11


Prereq completion of all other GLC program requirements. Integrative culminating experience for university-wide interdisciplinary programs.

UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 9 – ADDENDUM 1

---REQUIREMENTS---

The requirements listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All changes are underlined. Deletions are crossed out. The column to the far right indicates the date each change becomes effective.

Dept Proposed EffectiveDate

College of Business,Revise Graduation Requirements in Accounting

Accounting Degree Program (120 Hours)Third YearFirst Term HoursAcctg 330 3Acctg 335 or 338 3Fin 325 3MgtOp 301 Mgmt 301 3Mktg 360 3Second Term HoursAcctg 331 3Acctg 335 or 338 3Elective 3MgtOp 340 3Tier III Course [T] (GER) 3

Fourth YearFirst Term Hours400-level Acctg course, B Law 487 Mgmt 487, or 300-400-level MIS or Fin course.2

3

Acctg 433 [M] 3Electives 9Second Term Hours400-level Acctg course, B Law 487 Mgmt 487, or 300-400-level MIS or Fin course.2

3

Acctg 439 [M] 3Engl 402 [W] or 403 [W] (GER) 3MgtOp 491 or 492 Mgmt 491 or Entrp 492 3

8-11

College of Business,Revise Graduation Requirements in Entrepreneurshi

Entrepreneurship Degree Program (120 Hours)Third YearFirst Term Hours300-400-level Business Elective2 3Fin 325 3

8-11


p MgtOp 301 Mgmt 301 3Mktg 360 3Elective 3Second Term Hours300-400-level Elective 3300-400-level EntrP Elective 3300-400-level EntrP Elective [M] 3MgtOp 340 3Elective 3

Fourth YearFirst Term Hours300-400-level Elective 3300-400-level EntrP Electives 6Engl 402 [W] or 403 [W] (GER) 3Tier III Course [T] (GER) 3Second Term Hours300-400-level Business Elective2 3EntrP 485, 486, or 496 [M] 3MgtOp 491 Mgmt 491 3Electives 5

College of Business,Revise Graduation Requirements in (MIS)

Management Information Systems Degree Program (120 Hours)Third YearFirst Term Hours300-400-level Business Electives2 3Fin 325 3MgtOp 301 Mgmt 301 3MIS 322 [M] 3MIS 325 3Second Term Hours300-400-level Business Electives 2 3MgtOp 340 3MIS 372 [M] 3Mktg 360 3Soc or Psych [S] (GER) 3

Fourth YearFirst Term Hours300-400-level Business Electives2 3300-400-level Electives 3Engl 402 [W] or 403 [W] (GER) 3MgtOp 491 or 492 Mgmt 491 or Entrp 492 3Electives 3

Second Term Hours300-400-level Business Electives2 3Pol S Elective 3Tier III Course [T] (GER) 3Electives 5

8-11

College of Business,

Finance Degree Program (120 Hours) 8-11


Revise Graduation Requirements in Finance

Third YearFirst Term HoursFin 325 3MgtOp 301 Mgmt 301 3MgtOp 340 3Mktg 360 3Pol S Elective 3Second Term Hours300-400-level Fin Elective2 3Acctg 330 3Fin 421 3Fin 425 [M] 3Elective 3

Fourth YearFirst Term Hours300-400-level Fin Elective2 3Fin 427 [M] or Fin 437 [M] 3Tier III Course (GER) 3Elective 6Second Term Hours300-400-level Business Elective3 3Engl 402 [W] or 403 [W] (GER) 3MgtOp 491 or 492 Mgmt 491 or Entrp 492 3Elective 5

College of Business,Revise Graduation Requirements in International Business

International Business Degree Program (120 Hours)Third YearFirst Term Hours300-400-level Electives 3Fin 325 3I Bus 380 3MgtOp 301 Mgmt 301 3Mktg 360 3Second Term Hours300-400-level I Bus Electives [M]2 3Foreign Language Elective3 4I Bus 415 3MgtOp 340 3Tier III Course [T] (GER) 3Fourth YearFirst Term HoursStudy Abroad4 12Foreign Language Elective3 1Second Term Hours300-400-level EconS or I Bus Elective2 3300-400-level Electives 3300-400-level I Bus Elective [M]2 3Engl 402 [W] or 403 [W] (GER) 3MgtOp 491 or 492 Mgmt 491 or Entrp 492 3Footnotes

8-11


2 I Bus Electives are: I Bus 415, I Bus 416 [M], I Bus 435, MIS 441, I Bus 453 [M], Fin 481 [M], I Bus 482 [M], Entrp 492(May not be used under both International Business and Business core), I Bus 496, I Bus 498, I Bus 499; one of and EconS 327 or I Bus 470. Admissible 300 or 400 level courses may not include courses from the Business Administration core, or the set of required BusAd courses, or any 498 or 499 courses.

College of Business,Revise Graduation Requirements in Management Operations

Management & Operations Degree Program (120 Hours)Third YearFirst Term HoursFin 325 3MgtOp 301 Mgmt 301 3MgtOp 340 3Mktg 360 3Science Elective [B,P,Q] (GER)1 3Second Term HoursMgtOp 401 [M] Mgmt 401 [M] 3MgtOp Track Electives2 6Tier III [T] Course (GER) 3Elective 3Fourth YearFirst Term Hours300-400-level Business/EconS Elective3 3Engl 402 [W] or 403 [W] (GER) 3MgtOp Track Electives2 3Electives 6Second Term Hours300-400-level Business/EconS Elective3 3MgtOp 491 or 492 Mgmt 491 or Entrp 492 3MgtOp Track Elective2 3Electives 5Footnotes2 Operations Management track electives include MgtOp 412[M],

and three from MgtOp 418, MgtOp 452, MgtOp 470, and MgtOp 496. Organization Management track electives include Mgmt 315, Mgmt 450, I Bus 453[M], Mgmt 455[M], Mgmt 456, Mgmt 483[M], Mgmt 485, Mgmt 487, Entrp 489, and Mgmt 496.

3 May not include courses from the business administration core, the set of required Mgmt/MgtOp courses, or any 498 or 499 courses.

8-11

College of Business,Revise Graduation Requirements in Marketing

Marketing Degree Program (120 Hours)

Third YearFirst Term HoursFin 325 3MgtOp 301 Mgmt 301 3MgtOp 340 3Mktg 360 3Elective 3Second Term Hours300-400-level Business Electives2 3300-400-level Mktg Elective2 3

8-11


Engl 402 [W] or 403 [W] (GER) 3Mktg 407 3Electives 3

Fourth YearFirst Term Hours300-400-level Business Electives2 3300-400-level Mktg Elective[M]2 3Mktg 368 3Electives 6Second Term HoursMgtOp 491 or 492 Mgmt 491 or Entrp 492 3Mktg 495 [M] 3Tier III Course [T] GER) 3Electives 5

College of Business,Revise Graduation Requirements in Hospitality Business Management

Third YearFirst Term HoursFin 325 3HBM 358 3MgtOp 301 Mgmt 301 3Mktg 360 3Science [B,P,Q] (GER) 3Second Term Hours300-400-level Business Elective 3HBM 381 [M] 3HBM 491 3Physical Sciences [P] (GER)1 3 or 4Electives 3

Fourth YearFirst Term Hours300-400-level Business Elective 3EconS 305, 323, or 423 3HBM 320 1HBM 494 [M] 3MgtOp 450 Mgmt 450 3Electives 2Second Term HoursEngl 402 [W] or 403 [W] (GER) 3HBM 495 3Tier III Course (GER) 3Electives 5

8-11

College of Business,Revise Graduation Requirements in Wine Business Management

Wine Business Management (121 Hours)Third YearFirst Term HoursFin 325 3Fren 120 [H] (GER) 3HBM 358 3MgtOp 301 Mgmt 301 3Mktg 360 3


Second Term HoursHBM 381 3Intercultural Studies [I,G,K] (GER) 3MgtOp 340 or MgtOp Mgmt 450 3Mktg 477, P R 312, or Adver 380 3Pol S Elective 3Domestic/International Hospitality & Wine Internship1

Fourth YearFirst Term HoursEconS 305, 323, or 423 3Entrp Mktg 490 3HBM 494 3I Bus 453 or Mktg I Bus 482 3Tier III Course [T] (GER) 3Second Term HoursEngl 402 [W] or 403 [W] (GER) 3FS 422 3HBM 320 1HBM 350 3MgtOp 491 or 492 Mgmt 491 or Entrp 492 3Domestic/International Hospitality & Wine Internship1

Human Development drop certificate option in Preschool through Third Grade (P-3)

Human Development - Preschool through Third Grade (P-3) Certification Option (131 Hours)Teaching Certificate Program - Students majoring in human development may choose to become certified in the state of Washington to teach in preschool through third grade (P-3), and kindergarten through eighth grade (K-8), or family and consumer sciences. They must fulfill course requirements specified by the state of Washington. Note that the certification programs available in human development are offered in conjunction with the WSU College of Education. Additionally, those teacher certification students who wish to have a supporting endorsement from the Department of Human Development must meet with the appropriate human development advisor to obtain the list of approved courses.

The Bachelor of Arts degree in Human Development requires a cumulative gpa of 2.5 or better and a C minimum grade in all H D courses, including substitutions. Of the 42 hours required for the major, a minimum of 21 must be taken in residence at WSU. First YearFirst Term HoursEngl 101 [W] (GER) 3Gen Ed 110 [A] (GER) 3H D 201 3

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Psych 105 [S,K] (GER) 3Science [B,P,Q] (GER)1 3 or 4Second Term HoursComSt 102 [C] (GER) 3Gen Ed 111 [A] (GER) 3H D 202 3H D 204 3Hist 150 [S,D] (GER) 3Second YearFirst Term HoursBiological Sciences [B] (GER) 3 or 4Engl 201 [W] (GER)2 3H D 3412,3 3Math 2512,4 3Mus 153 [H] (GER)4 3Second Term HoursH D 302 3H D 3422,3 4Math 252 [N] (GER) 3Physical Sciences [P] (GER) 3 or 4Complete Writing PortfolioThird YearFirst Term HoursMus 388 2T & L 307 2T & L 321 3T & L 402 1T & L 445 2T & L 482 3Second Term HoursT & L 322 3T & L 371 3T & L 390 3T & L 403 2T & L 405 1T & L 483 3Fourth YearFirst Term HoursH D 4465 6T & L 352 3T & L 385 3T & L 413 2Second Term HoursH D 410 3H D 449 3Intercultural Studies [I,G,K] (GER) 3Sp Ed 409 3Tier III Course [T] (GER) 3Fifth YearFourth Term HoursT & L 415 (Directed Teaching) 16Footnotes


1 FSHN 130 [B] is strongly recommended. 2 Engl 201, H D 341, 342, and Math 251 must be completed prior

to application for admission to the teacher certification program.3 Courses are only offered during this semester each year.4 During the freshman year, students must pass the Mus 388

competency exam or take Mus 153, qualify to enroll in Math 251, and begin the University Writing Portfolio.

5 H D 446 requires a half-day each day, 5 days a week for a semester and can be put into the schedule any time after taking H D 342.


ACTION ITEM #5Exhibit E

Undergraduate Certificate for Global Leadership


FROM: Becky Bitter, Sr. Assistant Registrar, Registrar’s OfficeDATE: 7 April 2011SUBJECT: Proposal to Establish an Undergraduate Certificate in Global Leadership

At the meeting on April 6, 2011, the Academic Affairs Committee approved the attached proposal for the undergraduate certificate in Global Leadership to be offered by the University College.


M E M O R A N D U M

TO: Patty Sias, Chair AACFROM: Lisa Devine, Assistant RegistrarFOR: Academic Affairs CommitteeDATE: April 5, 2011SUBJECT: New Undergraduate Certificate in Global Leadership

At the meeting on March 24, 2011, the Catalog Subcommittee approved the undergraduate certificate in Global Leadership to be offered by the University College.

Purpose

The Global Leadership Certificate is structured around intellectual and interactive experiential frameworks that empower students to analyze, adapt, communicate, problem-solve, and empathize in a variety of professional and personal networks that also inculcate self-reliance, leadership and team skills. It is precisely these skills and attitudes honed by a range of curricular and co-curricular learning opportunities and intercultural sensitivities that will engender the capacity of our graduates to be global citizens and leaders in their respective workplaces and communities - settings increasingly infused with global forces.

Rationale

WSU’s strategic goals clearly state the local and global contexts of research, learning, and outreach. The Global Leadership Certificate will integrate these strategic goals to constitute a degree enhancement program that will better prepare our undergraduates for increasingly globalized professional and personal lives.

Virtually every professional educational forum including the American Council on Education and the Association of American Colleges and Universities have strongly endorsed the idea of internationalizing the academy. In addition, the vast majority of our peer and aspirational-peer institutions have aggressively pursued integrated, interdisciplinary curricular and active learning agendas over the past two decades. This institutional innovation has been in direct response to a variety of metrics showing that corporate, government and non-governmental institutions have urged that the U.S. workforce be better able to manage the realities of a globalized economy, citizenry and polity.


Certainly, WSU has made important steps in institutionalizing a global vision and engaged learning. Colleges, departments, and student services units have responded with a variety of workshops, courses, minors, embedded skills, new requirements, and co-curricular options. However, as yet there is no coordinated campus-wide academic program that can build upon and integrate these initiatives to provide for a structured and integrated learning experience for undergraduate students. Thus, the principle goal of the Global Leadership Certificate is to provide students with a certificate program that can enhance their educational programs. In addition, a major assumption of the program is that many of the most effective and lasting educational, research, and outreach opportunities take place outside the classroom. Therefore the certificate program is constructed to reward and encourage a variety of co-curricular and alternative educational activities to extend and complement the traditional classroom.

The proposed certificate is not intended to replace existing programs with an international focus (e.g., Global Studies minor), nor to preempt any civic, intercultural and/or global learning requirements in our present (or future) General Education Curriculum. Indeed, the certificate program is designed to extend and deepen these opportunities by providing a degree enhancement structure to reward and encourage global experiential and/or intercultural coursework and activities. Contributors to the development of this proposal included David Pietz (College of Liberal Arts & recent Director of Global Studies/International Programs); Haley Stevenson (doctoral candidate, Political Science); Melanie Brown (Center for Civic Engagement); Kathleen Hatch and Jonathan Stahl (University Recreation Center); Dawn Shinew (College of Education); Mary Wack (University College/English) and Prema Arasu (International Programs/Veterinary Medicine).

In short, the benefits of a Global Leadership Certificate to WSU include opportunities to:

Increase workforce marketability of WSU graduates Define a critical niche in undergraduate education for WSU Extend general education experiences and professional curricula Coordinate curricular and co-curricular pathways to local/global competency and leadership skills

Requirements for the Global Leadership Certificate (3 sections):

1) Four (4) Courses (12 credits)Selected coursework should address contemporary global/intercultural issues and be aligned with the three objectives/competency areas (see appendix for list of suggested courses). Courses taken during a study abroad experience may also count for this requirement. Up to four credit hours of foreign language at or above the 200 level may be applied. Courses approved for inclusion in the program may address contemporary issues, involve a language and culture different from student’s immediate context, and/or be concerned with issues that cross national borders or international regions.

The Director of Global Learning (DGL, International Programs) will maintain a suggested course list. Students may petition the DGL for inclusion of courses, including those that have been transcripted from a study abroad experience, or credits transferred from an institution previously attended.

2) Leadership and Experiential Learning (2 credits; UCOLL 497)All students will take UC497 “Leadership Development” for 1 credit. Students will fulfill the remaining experiential requirement (1 credit) in one of two ways:


A. Intensive International/Intercultural/Civic Engagement Experience : An international or domestic immersion experience such as study abroad, internship, exchange program, alternative spring break, service learning, eco adventure, or research experience. The intensive experience must be of at least one week’s duration and satisfy academic requirements for one credit. The experience will involve at least 45 hours of learning to satisfy the academic requirements for one credit.

B. Sustained “Globalization at home” Intercultural/Civic Engagement Experience : Local service learning experiences with an ethnic/national population or with local/global issues such as poverty, hunger, health, community development, or sustainability. These experiences may be complemented by attendance at intercultural or civic engagement events (lectures, international student group celebrations, Common Reading Program activities, community group events, etc.) and through reflection activities for a total of 45 hours to satisfy the academic requirements for one credit.

Student participation in experiential learning activities (outlined above) will be tracked using Excel spreadsheets and verification by the DGL.

This ‘low tech’ documenting system is anticipated to be replaced by a new system by Spring 2012. The Center for Civic Engagement, along with six other student life units at WSU and student governments (ASWSU/GPSA), is working to acquire an organization management system to facilitate and record “out of class” student involvement in a centralized fashion. With the support of the Vice President for Student Affairs and Enrolment, the process has been underway since December 2010 and the goal is to have a system partially in place by fall 2011. Funding for this initiative is largely in place and is being supported by several units.

Credit hours will be awarded during the semester that the student completes either experience A or B above.

3) Integrative Capstone Project (1 credit, UCOLL 491; see accompanying new course proposal)Each student must generate a 5-7 page paper upon completion of all requirements that explores how s/he has integrated and furthered their understanding of leadership, engagement, intercultural understanding and global citizenry. The purpose of the course is to motivate students to reflect upon their cumulative curricular and co-curricular experiences as Global Leadership Certificate candidates. The capstone will allow students the opportunity to consider a variety of questions and issues related to the manner in which local and global forces impact their personal and professional lives.

In addition, a certificate requires a minimum of 15 credit hours with the exact number specified by the department offering the certificate. The maximum number of transfer credit hours that may apply towards a particular WSU certificate is ¼ of the total number of credit hours required for the certificate. The number of credit hours that may be taken for a Pass/Fail (or S/F) grade is ¼ of the total number of credit hours required for the certificate. The minimum GPA to earn to earn a certificate is a 2.0.

APPENDIX: Suggested Course List

The following is a suggested listing of courses that could meet the “Course Requirements” as described on p. 2 (Section 1 of three requirements towards the Global Leadership Certificate). Precise listings will be determined by Director of Global Learning in consultation with individual departments/instructors.


Anthropology (ANTH)301 [G] Arts and Media in Global Perspective 306 [K] Cultures and Peoples of the Middle East307 [K] Contemporary Cultures and Peoples of Africa309 [K] Cultural Ecology 312 [S,D] Indigenous Women in Traditional and Contemporary Societies 316 [K] Gender in Cross Cultural Perspective 350 [S] Speech, Thought and Culture 370 Past Environments and Culture 402 Cross-cultural Gender and Kinship 404 [T] The Self in Culture 405 [T] Medical Anthropology 406 Anthropology of Epidemic Disease and Bioterrorism 417 [T] Anthropology and World Problems 418 Human Issues in International Development 450 Descriptive Linguistics 463 Anthropology of Life and Death 469 [T] Genes, Culture and Human Diversity

Apparel, Merchandising Design and Textiles (AMT)220 Historic Costumes and Textiles 413 [M] International Trade in Textiles and Apparel 417 [T,D] Multicultural Perspectives on the Body and Dress 439 International Experience in Apparel/Textiles

Architecture (ARCH)202 [H] The Built Environment

Asia Program (ASIA)301 [K] East Meets West

Astronomy (ASTR)450 [T] Life in the Universe

Biology (BIOL)372 [M] General Ecology 403 Evolutionary Biology 405 Principles of Organic Evolution 462 Community Ecology

Business Law (B LAW)415 [M] Law of International Trade 416 [M] Public International Law

Chinese (CHIN)111 [G] Asian Film 121 [G] Modern Chinese Culture 131 [G] Masterpieces of Asian Literature

Civil Engineering (C E)341 Introduction to Environmental Engineering402 Applied Meteorology

Communication (COM)101 [S] Mass Communication, Society, and Theory 321 [I] Intercultural Communication

Communication Studies (COMST)421 [T] Intercultural Processes in Global Contexts


Community And Rural Sociology (CRS)336 [S] Agriculture, Environment and Community 441 Local Impacts of Global Commodity Systems

Construction Management (CST M)102 Introduction to the Built Environment Disability Studies (DISST)250 [S,D] Perspectives on Disability 489 [T,D] Disability and Society

Comparative Ethnic Studies (CES)101 [I] Introduction to Comparative Ethnic Studies111 [S,D] Introduction to Asian Pacific American Studies 151 [G] Introduction to Chicano/Latino Studies 171 [G] Introduction to Indigenous Studies 201 Foundations of Comparative Ethnic Studies 204 [S] Critical Studies in Whiteness 209 Hip Hop Around the Globe211 [K] Asian Pacific American 220 [H,D] Introduction to Multicultural Literature. 240 [I] Global Indigenous Issues 244 Critical Globalizations 3 254 [S,D] Comparative Latino/a Cultures 255 [S,D] Chicana/o History 301 [M] Race and Global Inequality 311 Asian Diaspora Across the Americas 313 [G] Asian Pacific American Literature 314 [M] Topics in Asian Pacific American 315 [M] Asian Pacific American Autobiography 325 [I] Traveling Cultures: Tourism in Global Perspective 340 Empire and Race 353 [G,M] Chicana/o - Latina/o Literature 357 Chicana/os and Popular Culture 358 [M] US Latino/as in Film 359 Chicana/o and Latina/o Politics 372 [S,D] Indigenous Women in Traditional and Contemporary Societies 379 [H,D] Indigenous Film 380 [S,D] Immigration and Citizenship in the Global Economy 401 Seminar in Culture and Power 405 [T] Cultural Criticism and Theory 406 Philosophy and Race 413 Asian Pacific Americans and Popular Culture 421 [T] Intercultural Processes in Global 426 [T] Workers Across North America 442 Nation, Ethnicity, and Modernity 444 [T] White Power Movements and Ideologies 446 Racism and Anti-Racism in Global Context 465 [T] Race, Science and Society470 [T] Indigenous Politics 491 [M] Theories of Racism and Ethnic Conflicts

Criminal Justice (CRM J)405 [M] Comparative Criminal Justice Systems

Crop Science (CROPS)360 [I] World Agricultural Systems411 [M] Crop Environment Interactions


Economic Sciences (ECONS)102 [S] Fundamentals of Macroeconomics 326 Aspects of Sustainable Development 327 International Trade and Finance 330 Natural Resource Economics 427 Economic Development and Underdevelopment 428 [T] Global Capitalism Today: Perspectives and Issues 430 [T] Managing the Global Environment 451 Advanced Food Economics and Marketing 453 International Trade and Marketing

English (ENGL)256 Introduction to Linguistics 316 [G] South Asian Film 373 20th and 21st Century Global Literatures in English 489 20th/21st Century British and Postcolonial Literatures

Entomology (ENTOM)101 [B] Insects and People: A Perspective 102 [B] Entomology in Human Health 150 [Q] Insects, Science, and World Cultures

Environmental Science & Regional Planning (ES/RP)101 [B] Environment and Human Life

285 Climate Change: Planning for a Sustainable Environment 404 [M] The Ecosystem 410 [M] Global Biogeochemistry

Fine Arts (F A)202 [H] World Art History II 302 [G,M] Arts of Asia 310 [H,M] Women Artists II 404 [M] Advanced Non-western Art History

Foreign Languages And Cultures (FOR L)100 Studies in Foreign Languages I 101 [G] Introduction to the World of Languages 110 [H] Introduction to Foreign Film 120 [G] Introduction to Foreign Cultures 130 [H] Introduction to Foreign Literature 210 Foreign Film and Lecture Series 220 [G] Global Theory/Regional Reality 410 [T] Issues in Foreign Film and Literature

French (FREN)110 [H] French/Francophone Film 120 [H] French Culture 410 [T] French Film in Translation 420 French Society and Culture 430 [T] Topics in French/Francophone Literature in Translation

General Education (GENED)110 [A] World Civilizations I 111 [A] World Civilizations II

Geology (GEOL)390 [P] Living on the Edge: Global Climate Change and Earth History


German (GER)110 [H] German Film 120 [H] Germanic Culture

Horticulture (HORT)150 [Q] Plants and Society

Natural Resource Sciences (NATRS)312 [S,D] Natural Resource and Society 441 Population Ecology and Conservation

History (HIST)102 [H] Modern Europe 270 [K] India: History and 271 [K] Southeast Asian History: Vietnam to 272 [I] Introduction to Middle Eastern 273 [G] Foundations of Islamic Civilization 275 [K] Introduction to East Asian Culture 331 [K] Cultural History in Latin America 335 [K] Women in Latin American History 373 [G] Chinese Civilization 374 [G] Japanese Civilization 382 [S] Science in Western Civilization from Newton to Einstein 436 [T] Imperialism in the Modern World 448 Modern Europe as Reflected In Art 450 [M] Europe Since 1945 459 Modern Britain 467 Modern France 473 [T] The Middle East and the West 476 [M] Revolutionary China, 1800 to Present 479 History of East Asian Economic Development Since 1945 491 [T] History of World Trade 492 [T] Cultural Appetites: Food in World History 494 [T] Global Environmental History 495 [T] Space, Place, and Power in History: Historical Geography in Global Perspective

Hospitality Business Management (HBM)435 International Tourism

Human Development (HD)101 [S] Human Development Across the Lifespan 205 [C] Communication in Human Relations340 Development in Context403 [T,D] Families in Poverty

Humanities (HUM)350 [G] Sacred Texts and Cultures of World Religions 450 [T] Representations of the Holocaust

International Business (I BUS)380 International Business 481 [M] International Finance 482 [M] International Marketing

Japanese (JAPN)120 [G] Traditional Japanese Culture

Management And Operations (MGTOP)453 [M] International Management


483 [M] Macro Organization Behavior Molecular Biosciences (MBIOS)101 [B] Introductory Microbiology130 [B] Nutrition for Living210 Your Future in Life Sciences

Music (MUS)163 [G] World Music

Philosophy (PHIL)280 [G] Philosophy and Religion of Islam 314 [G,M] Philosophies and Religions of India 315 [G,M] Philosophies and Religions of China and Japan 435 [T] East/West Philosophy of Architecture

Political Science (POLS)102 [S] Introduction to Comparative Politics 103 [S] International Politics 314 National States and Global Challenges 427 United States Foreign Relations 429 Special Topics in American Foreign and Defense Policy 430 [T] The Politics of Natural Resource and Environmental Policy 432 [M] Comparative Public Policy 435 Politics of Developing Nations 447 [M] Comparative Public Administration 472 [M] European Politics 474 [T] African Politics

Russian (RUS)321 [G] Contemporary Russian 410 [T] Russian Film

Sociology (SOC)331 [S] Population, Resources, and the Future 332 Society and Environment 415 [T] Globalization 430 [T] Society and Technology 433 [T] Urbanization and Community Organization

Veterinary Clinical Medicine And Surgery (VMS)361 Agricultural Animal Health

Women's Studies (W ST)200 [S,D] Gender and Power: Introduction to Women's Studies 332 [I] Global Feminisms 340 [I] Third World Women and Film 406 [T] Women and Work In Global Contexts


ACTION ITEM #6Exhibit F

Revisions to Rules 90h and 90j


FROM: Becky Bitter, Sr. Assistant Registrar, Registrar’s OfficeDATE: 7 April 2011SUBJECT: Proposal to revise Rule 90h and Rule 90j, Incomplete Grades and ‘X’

grades

The Graduate Studies Committee has revised its Graduate School Policies and Procedures Manual. One aspect of this revision affects Rule 90, the rule governing grades. The revised policy will apply the same requirements for completing incomplete or ‘X’ grades as currently governs undergraduate and professional students.

The following shows the revision to the rule, and is in accordance with the change to the policy.

90. GRADES AND GRADE POINTS

90h. I. (Incomplete.) An Incomplete “I” is the term is used to indicate that a grade has been deferred. It is for students who for reasons beyond their control are unable to complete their work on time. All outstanding incomplete work (including grades of I, X, and blank/no grade) must be completed and posted to the official transcript prior to the conferral of the undergraduate or professional degree. It is strongly recommended that students who are granted an Incomplete limit their total number of credits to 18 credits (including credits for the Incomplete course and any new courses) during the semester when they are finishing an Incomplete.

Undergraduate or graduate students who receive an I grade in an undergraduate course (100-499) Students have up to the end of the ensuing year to complete the course, unless a shorter interval is specified by the instructor. If the incomplete is not made up during the specified time or the student repeats the course, the I is changed to an F. (See Rule 34.) Faculty are required to submit an Incomplete Grade Report (IGR) to the departmental office with every I given. The IGR must specify conditions and requirements for completing the incomplete, as well as any time limitations less than one year.

90j. X. Denotes continuing progress toward completion of special problems, research, thesis, doctoral dissertation (i.e., 499, 600, 700, 702, 800), or flexible enrollment courses; X grades are converted to S or to a letter grade upon satisfactory completion. All outstanding incomplete work (including grades of I, X, and blank/no grade) must be completed and posted to the official transcript prior to the conferral of the undergraduate or professional degree. An X grade may also be used when no final grade is reported due to instructor’s illness or absence.



ACTION ITEM #7Exhibit F from 3/31/11

Merger to form Department of Critical Cultures, Gender, and Race Studies

M E M O R A N D U M


FROM: Becky Bitter, Registrar’s OfficeFOR: Academic Affairs CommitteeDATE: 24 March 2011SUBJECT: Proposal to consolidate the Departments of Comparative Ethnic Studies, Women’s

Studies, and American Studies into one department called the Department of Critical Culture, Gender, and Race Studies

AAC has reviewed and approved the attached proposal to consolidate the Departments of Comparative Ethnic Studies, Women’s Studies, and American Studies into one department called the Department of Critical Culture, Gender, and Race Studies.


MEMORANDUM

TO: Patty Sias, Chair of Academic Affairs Committee FROM: Lisa Devine, Assistant Registrar

DATE: March 2, 2011

SUBJECT: Proposal to consolidate the departments of Comparative Ethnic Studies, Women’s Studies and American Studies into one department called the Department of Critical Culture, Gender, and Race Studies

At the meeting on December 9th, 2010, the Catalog Sub Committee reviewed and approved the proposal to consolidate the departments of Comparative Ethnic Studies, Women’s Studies and American Studies into one department called the Department of Critical Culture, Gender, and Race Studies

The rationale is as follows:

11 October 2010

To: The Office of the RegistrarFrom: C. Richard King, Chair

Rory J. Ong, Director of the Graduate Program in American StudiesRe: Rationale for New Departmental Name

In the 2009-2010 academic year, fiscal pressures moved the administration to call for the integration of the Department of Comparative Ethnic Studies, the Department of Women’s Studies, and the Graduate program in American Studies into a single unit. In January 2010, King, formerly Chair of CES, was asked to chair the combined department and Ong was asked to continue as Interim Director of the


graduate program. Linda Heidenreich, former Chair of Women’s Studies, stepped down from this position at the conclusion of 2009.

During the Spring of 2010, the newly combined faculty began the work of creating a single unit out of three previously distinct entities. Among the first issues to address was the selection of name that reflected the unique local histories, disciplinary affiliations, and research foci of the previous units and the newly combined faculty. After much discussion, the faculty selected and the College of Liberal Arts approved an official name for the new department: The Department of Critical Culture, Gender, and Race Studies. Henceforth, this designation should replace the previously separate titles of the old units: The Department of Comparative Ethnic Studies and the Department of Women’s Studies. For the time being, the graduate program will retain its previous name: American Studies Graduate Program. Moreover, the existing majors and minors in Comparative Ethnic Studies, Women’s Studies, and Queer Studies remain unchanged.


ACTION ITEM #8Exhibit G

Nominations for Chair-Elect

VICE CHAIR

TURNBULL, DAVID, Professor, School of Music, WSU 17 years.

Dr. Turnbull is active in teaching and research at the graduate and undergraduate levels. He acts as the music coordinator for Washington State University's Foundation Recognition Dinners, the WSU Showcase, WSU Performing Arts Galas and WSU Commencement Exercises. Dr. Turnbull conducts the Symphonic Band and the WSU Trumpet Ensemble. He is the Principal Trumpet of the Washington Idaho Symphony and plays trumpet with the WSU Faculty Brass Quintet, Cameradschaft, En Chamade and Jazz Northwest; he is currently writing an interdisciplinary textbook and an integrated method book for studio trumpet and has composed and arranged dozens of works for trumpet ensemble and is active as an adjudicator and clinician. He also serves as the coordinator of the School's Brass and Percussion Area and the International Trumpet Guild's Northwest Chapter.

Committee Experience: WSU Current Faculty Senator; Faculty Affairs Committee; Academic Grade Appeals Board; College of Liberal Arts Faculty-Staff Budget Reduction Advisory Committee; CLA Research Advisory Committee; Sahlin Faculty Excellence Awards Selection Committee, Research, Scholarship and Arts; WSU Regents’ Distinguished Alumnus Award Committee; WSU Showcase Steering Committee; Honors College Thesis Advisor Award.

ROSENMAN, ROBERT, Professor, School of Economic Sciences, WSU 28 years.

Dr. Robert Rosenman has been a faculty member at WSU for over 26 years. His service efforts and contributions have been continuous and uninterrupted since he joined the faculty in 1983. His has had several administrative roles during his time at WSU, including Graduate Program Director of the Department of Economics (1994-2003), Chair of the Department of Economics (2003-2004) and Associate Director of the School of Economic Sciences (2004-2010). He is currently the Interim Director of the School of Economic Sciences, a position he will relinquish in June.

Committee Experience: Lists of his most substantial university and public service roles follows: University (Senate, President’s and Provost’s) Committees: Faculty Senate Steering Committee; WSU Representative to the Board of Directors, Washington State Institute for Public Policy, 2005-present; Faculty Senate Budget Committee, 2007-present, Chair 2008-present; President’s Ad Hoc Committee on Faculty Salaries, 2009-2010; Advisory Board, Cancer Research and Education Center, 2007-2009; President’s Ad Hoc Committee on Economic Crisis, 2008; Faculty Senate, 2003-2006. Chair, Faculty Senate Committee on Salaries, 2003-2004; NCAA Certification Self-Study Review Committee; Fiscal Integrity Subcommittee, 2001-2003; Faculty Status Committee, 1999-2000; Services and Activities Facilities Committee, 1999-2000. Significant Community Service: Boy Scout Leader, Assistant Scoutmaster and Merit Badge Counselor, 1999-2004; Volunteer calculus teacher, at Pullman High School, 2001-02.


ACTION ITEM #9Exhibit G from 3/31/11& New Exhibit H

Graduate Major Change Bulletin #6 & Addendum #1

GRADUATE MAJOR CHANGE BULLETIN NO. 6Spring 2011

The requirements and courses listed below reflect the graduate major curricular changes approved by the Catalog Subcommittee and the Graduate Studies Committee since approval of the last Graduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Proposed and Current, respectively. The column to the far right indicates the date each change becomes effective.

Prefix Course Number

New Revis

e Drop


eDate

American Studies, revise major requirements inPhD

Revise The Doctor of Philosophy Degree (Ph.D.) in American Studies at Washington State University requires a previous Master's Degree in American Studies, History, English, Ethnic Studies, Women's Studies, or a related discipline in the social sciences or the humanities. The degree aims to achieve both breadth of knowledge in US cultural history, and depth of knowledge in an interdisciplinary area of specialization.

The Graduate School requires that the Ph.D. program include a total of seventy-two (72) credit hours beyond the BA, including transfer credits (up to 17 from an MA degree), research, and dissertation credits. A minimum total of thirty-four (34) must be graded credit hours in graduate courses. The distribution of required courses and all other requirements are indicated below.A. CORE REQUIREMENTSThe ENTIRE CORE COURSE SEQUENCE is required for all Ph.D. students:B. EMPHASIS AREA -- fifteen (15) graded credit hours:C. AREA OF SPECIALIZATION -- twelve (12) graded credit hours:

The Doctor of Philosophy Degree (Ph.D.) in American Studies at Washington State University requires a previous Master's Degree in American Studies or a related discipline in the social sciences or the humanities. The degree aims to achieve both breadth of knowledge in US cultural history, and depth of knowledge in an interdisciplinary area of specialization.

The Graduate School requires that the Ph.D. program include a total of seventy-two (72) credit hours beyond the BA, including transfer, research, and dissertation credits. The American Studies program requires a minimum total of thirty (30) graded credit hours in graduate courses. The distribution of required courses and all other requirements are indicated below.

A. CORE REQUIREMENTSPh.D. students in American Studies will take the following nine (9) graded credit hours of core requirements in the first year of their graduate coursework: Am St 505, 506 and 507.

B. ELECTIVES Ph.D. students in American Studies will also take twelve (12) graded credit hours of

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interdisciplinary electives form the following set of courses: Am St 520, 521, 522, 523, 524, 525, 526, 527, 590, and 596.

C. AREA OF SPECIALIZATIONIn addition to the core and elective requirement, all Ph.D. students take nine (9) graded credit hours in an area of specialization.

American Studies, revise major requirements in MA

Revise The program for the Master of Arts (M.A.) in American Studies at Washington State University is designed to provide a broad background in American Culture Studies. In consultation with their advisor, candidates are expected to assemble a range of courses and independent study in American ethnic studies, literature, history, women's studies, and related fields that will provide them with a broad knowledge of US culture and of current approaches to cultural interpretation.The M.A. program, to be filed with the graduate school, must include a minimum of thirty (30) post-BA credit hours, at least twenty-six (26) of which must be in graded courses.

A. CORE REQUIREMENTS:In addition to AMST 500 Colloquium, the one credit course taken every semester while enrolled, MA students take twelve (12) graded core credits:

B. EMPHASIS or AREA OF SPECIALIZATION:Additional courses totaling fifteen (15) graded credit hours for portfolio option students, or twelve (12) graded credit hours for thesis-option students, must support either an EMPHASIS AREA focus or an interdisciplinary AREA OF SPECIALIZATION focus.

C. M.A. THESIS or PORTFOLIO:M.A. students choose either to write a master's thesis or they put together a portfolio of papers

The program for the Master of Arts (M.A.) in American Studies at Washington State University is designed to provide a broad background in American Culture Studies. Students studying for the MA will take nine (9) hours of core requirements, twelve (12) hours of electives and nine (9) hours of an area of specialization which will provide them with a broad knowledge of US culture, current approaches to cultural analysis, and the foundational background for future scholarly and professional work.

The graduate school requires that the MA program include a minimum of thirty (30) post-BA credit hours including transfer, research and thesis credits. The American Studies MA requires a minimum total of thirty (30) graded credit hours in graduate course for completion of its program. The distribution of courses and all other requirement are listed below.

A. CORE REQUIREMENTS:MA students in American Studies will take the following nine (9) graded credit hours of core requirements in the first year of their graduate coursework: Am St 505, 506 and 507.

B. ELECTIVES:MA students in American Studies will also take twelve (12) graded credit hours of interdisciplinary electives from the following set of courses: Am St 520, 521, 522, 523, 524, 525, 526, 527 and 590.

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C1. THESIS OPTION:1) TRADITIONAL THESIS:Students taking the thesis option write a thesis (typically 75-125 pages) synthesizing material on an American Studies topic they choose in consultation with their degree committee2) ELECTRONIC/MULTIMEDIA THESIS:Increasingly the World Wide Web and other elements of electronic communication are reshaping the possibilities for scholarly work and publishing. Recognizing this, we offer a unique "electronic/multimedia " option within the M.A. that allows students to take advantage of the capabilities of electronic communication to enhance their thesis. 3) CREATIVE THESIS:Students who can demonstrate that their intellectual work can be presented best in a "creative" format, using poetry, fiction, film or another medium, may do so with consent of their degree committee and the Advisory Committee

C2. PORTFOLIO OPTION:Students who choose the portfolio instead of any of the thesis options must complete the following:

1. One publishable paper based upon graduate level research, preferably a paper which has been presented at a conference. A short cover letter for the paper should identify possible venues for publication as well as locate the paper's relationship to the student's overall academic preparation for presenting such a paper. The paper may be a revised seminar paper from work in core classes, a paper concerning the student's area of emphasis, or a general seminar paper or academic writing project prepared for publication. It

C. AREA OF SPECIALIZATION:Additional courses totaling nine (9) graded credit hours for MA students in American Studies will be devoted to establish an Area of Specialization.

D. M.A. THESIS or PORTFOLIO:M.A. students choose either to write a Master's thesis a portfolio.

D1. THESIS OPTION:Students taking the thesis option write a thesis (typically 75-125 pages) synthesizing material on an American Studies topic they choose in consultation with their degree committee

D2. PORTFOLIO OPTION:Students who choose the portfolio instead of any of the thesis options must complete the following:

1. One publishable paper based upon graduate level research, preferably a paper which has been presented at a conference. A short cover letter for the paper should identify possible venues for publication as well as locate the paper's relationship to the student's overall academic preparation for presenting such a paper. The paper may be a revised seminar paper from work in core classes, a paper concerning the student's area of emphasis, or a general seminar paper or academic writing project prepared for publication. It is expected that selection and preparation of the paper will be accomplished over time in consultation with members of the student's degree committee, and

2. A position paper of 8-10 pages, written after completing the core courses required of master's students. In the position paper the student will focus


is expected that selection and preparation of the paper will be accomplished over time in consultation with members of the student's degree committee, and

2. A position paper of 8-10 pages, written after completing the core courses required of master's students. In the position paper, the student will focus either on an area of emphasis or an area of specialization, not both, and clarify how course work in the core compliments or expands upon the work completed in an area of specialization or emphasis.

on their area of specialization and clarify how their research compliments or expands upon American Cultural Studies as a field.

Am St 505 New --N/A--

Pro Seminar in American Cultural Studies 3 Prereq graduate standing. Critical theoretical engagement within an interdisciplinary field; emphasis on professionalism.

8-11


Frameworks in American Cultural Studies 3 Prereq graduate standing. Critical framework for intellectual, theoretical, and political genealogies within American Studies.

8-11


Contemporary Practices in American Cultural Studies 3 Prereq graduate standing. Overview of contemporary practices in American cultural studies; important concepts and major insights within the field.

8-11

Am St 526 Revise

Contemporary Theories of Race and Ethnicity 3 Prereq graduate standing. Major theoretical readings and key recent texts in U.S. and transnational ethnic studies scholarship.

(503) Contemporary Theories of Race and Ethnicity 3 Prereq graduate standing. Major theoretical readings and key recent texts in the US and transnational ethnic studies scholarship.

8-11

Am St 527 Revise

Contemporary Feminist Theories and Practices 3 Prereq graduate standing. Major theoretical readings and key recent texts in U.S. and transnational feminist scholarship.

(504) Contemporary Feminist Theories and Practices 3 Prereq graduate standing. Major theoretical readings and key recent texts in the US and transnational feminist scholarship.

8-11

Biol 565 New --N/A-- Ecology and Evolution of Disease 3 Rec Biol 372 and Biol 405. Disease ecology and

8-11


evolution with a focus on current literature.

C E 580 New --N/A--

Gradate Seminar 1 May be repeated for credit; cumulative maximum 4 hours. Lectures and reports on current developments in research and practice.

8-11

Chem 593 Revise

Seminar in Physical Chemistry and Materials Science 1 May be repeated for credit; cumulative maximum 6 hours. Prereq graduate standing. Presentation and discussion of topics in physical chemistry and materials science taken from research in progress or current literature.

Seminar in Physical Chemistry 1 May be repeated for credit; cumulative maximum 6 hours. Prereq graduate standing. Presentation and discussion of topics in physical chemistry taken from research in progress or current literature.

8-11

CoPsy 533 Revise

Master's Internship in Community Counseling V 4-8 May be repeated for credit; cumulative maximum 8 hours. Prereq CoPsy 512, 513, 515; 527 or c//; or by interview only. Supervised experience in the application of counseling theory and techniques in an agency setting. S, F grading.

Master's Internship in Community Counseling 4 (3-3) May be repeated for credit; cumulative maximum 16 hours. Prereq CoPsy 512, 513, 515; 527 or c//; or by interview only. Supervised experience in the application of counseling theory and techniques in an agency setting. S, F grading.

8-11

CoPsy 535 Revise

Master's Internship in School Counseling V 4-8 May be repeated for credit; cumulative maximum 8 hours. Prereq CoPsy 512, 513, 518; 515 or c//; 527 or c//; or by interview only. Supervised experience in the application of guidance and counseling theory and techniques in a school setting. S, F grading.

Master's Internship in School Counseling 4 (3-3) May be repeated for credit; cumulative maximum 16 hours. Prereq CoPsy 512, 513, 518; 515 or c//; 527 or c//; or by interview only. Supervised experience in the application of guidance and counseling theory and techniques in a school setting. S, F grading.

8-11

CoPsy 553 Revise

Doctoral Practicum in Counseling Psychology III V 2 (1-3) to 4 (3-9) May be repeated for credit; cumulative maximum 12 hours. Prereq CoPsy 552, by interview only. Supervised experiences in the application of counseling psychology theory and techniques. S, F grading.

Doctoral Practicum in Counseling Psychology III 4 (3-3) May be repeated for credit; cumulative maximum 16 hours. Prereq CoPsy 552, by interview only. Supervised experiences in the application of counseling psychology theory and techniques. S, F grading.

8-11

EconS 505 New --N/A--

Economics for Agricultural Decision Making 3 Prereq admission to the MS in Agriculture. Managerial economics with specific applications to agricultural issues.

8-11

Entom 539 Revise Taxonomic Entomology V 2 Insect Identification 4 Survey 8-11


(2-0) to 4 (2-6) Prereq graduate standing. Identification of insect orders and families. Insect collection required.

of approximately 200 major families; collecting and preservation techniques. Cooperative course taught by UI (ENT 540); open to WSU students.

M E 502 New --N/A--

Sustainability Assessment for Engineering Design 3 Prereq degree in engineering or permission of the instructor. Sustainability assessment, including environmental, societal, and economic assessment, in design and planning for entire product life cycle.

8-11

Mat S 505 Revise

Advanced Materials Science 4 Broad baseline in materials science including relationships between structure and properties.

Advanced Materials Science 3 Same as MSE 505. 8-11

Mat S 593 Revise

Seminar in Physical Chemistry and Materials Science 1 May be repeated for credit; cumulative maximum 6 hours. Prereq graduate standing. Same as Chem 593.

Seminar in Materials Science 1 May be repeated for credit; cumulative maximum 6 hours. Prereq graduate standing. Presentation and discussion of topics in materials science taken from research in progress or current literature.

8-11

Math 550 New --N/A--

Introduction to Algebraic Geometry 3 Prereq graduate standing. Affine and projective varieties, morphisms, functions on varieties, birational maps, applications. Cooperative course taught by UI, open to WSU students (Math 558).

8-11

Math 551 New --N/A--

Ring Theory 3 Prereq graduate standing. Rings, ideals, modules, commutative algebra. Cooperative course taught by UI, open to WSU students (Math 557).

8-11

MBioS 505 New -- N/A --

Cell Biology of Disease 3 Prereq MBioS 301 or 303. Graduate-level counterpart of Biol 405; additional requirements. Credit not granted for both Biol 405 and 505.

1-12

MBioS 580 New --N/A--

Science Information Literacy 2 Efficient methods to locate and effectively use a wide variety of information resources that will be useful in the work world.

1-12


Molecular Plant Sciences, revise requirements in Ph.D.

Revise

Graduate School course requirements for a Doctoral Degree:• 72 hours minimum total credits• 34 hours minimum graded course work• 20 hours minimum 800-level research credits• 9 hours maximum of non-graduate courses (300 and 400 level)• 15 hours maximum 600-level special projects/independent study• Audited courses cannot be applied

Molecular Plant Sciences graded course work requirements for a Doctoral Degree: (24 credits total)MBioS 513, MBioS 514, Biol 509, Biol 537, MBioS 503, MPS 515, MPS 570, MPS 571

Other courses may be substituted for core courses with the approval of your advisor, committee, and the program chair. Of the remaining 10 credits needed (about 4 courses), the student should take at least two courses that emphasize plant biology (such as molecular plant development, plant reproduction, plant molecular genetics, etc.). The list below is not comprehensive and additional courses may be used as electives with the approval of your advisor and committee.

Highly recommended courses:MPS 561, MPS 587 and MBioS 504

Graduate School course requirements for a Doctoral Degree:• 72 hours minimum total credits• 15 hours minimum graded course work• 20 hours minimum 800-level research credits• Audited courses cannot be applied

Molecular Plant Sciences graded course work requirements for a Doctoral Degree:

Required (Pass/Fail):MPS 570, MPS 571, MPS 515

Graded Course Work (15 credit minimum of 500-level coursework)MPS 525

Two Courses (minimum) from: Biol 513, Biol 519, Biol 531, Biol 537, CropS 505, MPS 587

Six credits (minimum) from:Biochemistry/Biophysics/ChemistryChem 531, MBioS 465, MBioS 578, Phys 566Plant Physiology/Development/Structure-functionBiol 504, Crops 508, Hort 516Plant biology/EnvironmentBiol 509, Biol 512 Molecular Mechanisms of Plant Development 3 Biol 517, Biol 540, Biol 560, Biol 569, CropS 411, CropS 513, Crops 539, Pl P 513, Hort 503, Hort 518Hort 533, Hort 590Pl P 511, Pl P 514Genetics/Cell BiologyBiol 521, CropS 503, CropS 504Hort (plant breeding), E Mic 586MBioS 426, Pl P 535

Coursework options need to be discussed with the graduate student’s committee and will depend on the student’s interest/research areas. It is expected to include additional classes depending on the individual student’s needs.

8-11

MPS 525 New --N/A-- Plant Molecular Genetics 3 Prereq graduate standing. Introduction to plant genome organization and gene expression while acquiring knowledge of modern molecular techniques and experimental

8-11


approaches.

MSE 505 Revise Advanced Materials Science 4 Same as Mat S 505.

Advanced Materials Science 3 Broad baseline in materials science including relationships between structure and properties.

1-11

NATRS 515 New -- N/A --

Large River Fisheries 2 Management issues and problems in large river fisheries in North America and globally; importance of flood plains; ecological bases for management actions in large rivers; river fisheries in the context of multiple use of large rivers.Cooperative course taught by UI, open to WSU students (FISH 515).

8-11

Nurs 529 New -- N/A --

Analytical Seminar for Health Science 3 Prereq Nurs 527, 528; admission to graduate nursing program. In-depth research methods used for health science research.

PharS 573 New --N/A--

Principles of Pharmacokinetics and Toxicokinetics 3 Pharmacokinetic, pharmacodynamic, and toxicokinetic systems; mathematical model development utilizing common kinetic systems.

8-11

Pl P 521 Revise

General Mycology 4 (2-6) Graduate standing. The structure, life histories, classification, and economic importance of the fungi.

General Mycology 4 (2-6) Graduate standing. The structure, life histories, classification, and economic importance of the fungi. Cooperative course taught by WSU, open to UI students (PLSC 521).

8-11

SoilS 521 New --N/A--

Physical Chemistry of Soils 3 Prereq by instructor permission. Chemical equilibrium and kinetics of soil solution speciation, mineral precipitation and dissolution, adsorption and partitioning reactions, and ion exchange.

1-12

T & L 533 New --N/A--

Middle Level Mathematics Pedagogy and Philosophy 3 Middle-school philosophy; understanding of effective standards and research-based instructional methods.

8-11


GRADUATE MAJOR CHANGE BULLETIN NO. 6 Addendum No. 1

Spring 2011

The requirements and courses listed below reflect the graduate major curricular changes approved by the Catalog Subcommittee and the Graduate Studies Committee since approval of the last Graduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Proposed and Current, respectively. The column to the far right indicates the date each change becomes effective.

Prefix Course Number

New Revise Drop


eDate

Biol 566 Revise -- N/A --Mathematical Genetics 3 Prereq graduate standing. Same as Math 563.

8-11

Biol 575 New --N/A--

Systems Biology of Reproduction 3 Graduate-level counterpart of Biol 475; additional requirements. Credit not granted for both Biol 475 and 575.

8-11

Engl 544 New --N/A--

Syntax 3 Prereq prior linguistics course or instructor permission. Graduate-level counterpart of Engl 444; additional requirements. Credit not granted for both Engl 444 and 544.

8-11

Math 563 Revise

Mathematical Genetics 3 Prereq Math 273; MBioS 301; Stat 412, 430, or 443. Mathematical approaches to population genetics and genome analysis; theories and statistical analyses of genetic parameters.

Mathematical Genetics 3 Prereq graduate standing. Mathematical approaches to population genetics and genome analysis; theories and statistical analyses of genetic parameters. Cooperative course taught jointly by WSU and UI (Math 563 and Bio 563).

8-11

MGMT New -- N/A -- New prefix "MGMT" for department of Management 8-11

MGMT 702 New -- N/A --

Master's Special Problems, Directed Study, and/or Examination V 1 (0-3) to 18 (0-54) May be repeated for credit. S, F grading.

8-11

MGMT 800 New -- N/A --

Doctoral Research, Dissertation, and/or Examination V 1 (0-3) to 18 (0-54) May be repeated for credit. S, F grading.

8-11

Mktg 507 New --N/A-- Consumer Behavior 3 Admission to Online MBA Program. Marketing structure and behavior from economic and

8-11


behavioral perspectives; social evaluation and behavioral implications of marketing strategy.

Mktg 577 New --N/A--

Promotional Management 3 Admission to Online MBA Program. Integrated promotion into the marketing plan; methods, organization, communications, media selection, and campaigns.

8-11

Nurs 517 New --N/A--

Quality Improvement and Program Evaluation 3 Prereq admission to the graduate program. Principal dimensions of healthcare quality management including quality measurement and continuous quality improvement.

5-11

PharS 574 New --N/A--

Advanced Pharmacokinetics and Pharmacodynamics 4 Standard model development techniques to complex pharmacokinetic, pharmacokinetic-pharmacodynamic systems; advanced data analysis techniques to recover intrinsic kinetic and dynamic parameters.

8-11

PharS 575 New -- N/A --

Receptor-Ligand Interactions 3 Interactions of drugs with biological macromolecules constituting the physicochemical basis of drug action.

8-11

PharS 576 New -- N/A --

Biophysical Methods 3 Biophysical methods separating or detecting analytes based on their physical interactions with a support matrix or energy.

8-11


ACTION ITEM #10Exhibit H from 3/31/11

Name Change from PhD in Human Nutrition to the PhD in Nutrition and Exercise Physiology and Extend the Degree to WSU Spokane

MEMORANDUM

TO: Faculty SenateFROM: Deb Sellon (for Graduate Studies Committee)SUBJECT: GSC ActionsDATE: 3/25/2011

At the February, 2001 GSC meeting the committee recommended approval to change the name of the PhD specialization from

-Human NutritionTo-Nutrition & Exercise Physiology

Extend Degree to Spokane

cc: H. GrimesJ. Beller


DISCUSSION ITEM #11Exhibit I from 3/31/11

Name Change from PhD in Language Literacy Education to the PhD in Language, Literacy and Technology

MEMORANDUM

TO: Faculty SenateFROM: Deb Sellon (for Graduate Studies Committee)SUBJECT: GSC ActionsDATE: 3/25/2011

At the March 22, 2001 GSC meeting the committee recommended approval to change the name of the PhD specialization from

-Language Literacy EducationTo-Language, Literacy, and Technology

cc: H. GrimesJ. Beller

Download - fsagmstr - Washington State University - Faculty Senate …facsen.wsu.edu/archives/agenda_archives/April_14_2011/... · Web viewLast week, Associate Vice President Colleen Kerr and

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