la&s-ba/bgs : american sign language and deaf studies ... · viewing: la&s-ba/bgs :...

1/14/2019 LA&S-BA/BGS: American Sign Language and Deaf Studies

https://next.catalog.ku.edu/courseleaf/approve/ 1/7

Program Change Request

Academic Career

Program Type

Department/Program

Liberal Arts & Sciences

School/College College of Lib Arts & Sciences

Degree Code Bachelor of Arts - BA

ConsultingSchool(s)/College(s)

ConsultingDepartment(s)

Department(s)

Lang, Litr & Cultures, School

CIP Code

Program Name

Location(s) ofInstruction

Effective Catalog 2019 - 2020

In WorkflowA. CLAS Dean or

AssociateDean

B. Provost'sOffice

C. CLASUndergraduateProgram andCourseCoordinator

D. CUSASubcommittee

E. CUSACommittee

F. CAC

G. CLAS FinalApproval

H. OIRP CIPApproval

I. Provost's Office

J. COCAO 1stReading

K. COCAO 2ndReading

L. COPS

M. BOR

N. FutureAcademicCatalog

Approval PathA. 09/10/18 9:01

am Rachel

Schwien(rschwien):Rollback toInitiator

B. 10/10/18 2:43pm

RachelSchwien(rschwien):Rollback toInitiator

C. 10/17/18 3:41pm


D. 11/12/18 12:55pm

Karen Ledom

New Program ProposalDate Submitted: 11/21/18 12:35 pm

Viewing: LA&S-BA/BGS : American Sign Language and Deaf StudiesLast edit: 11/30/18 10:36 amChanges proposed by: m388w332

Undergraduate, Lawrence

Degree/Major

16.1601

American Sign Language and Deaf Studies

Do you intend to offer a track(s)?

Edwards

Do you intend for this program to be offered online?

No

mailto:[email protected];%[email protected];%[email protected];%[email protected]

mailto:[email protected]

mailto:[email protected];%[email protected];%[email protected]














Program Description

(kjh): Rollbackto Initiator

E. 11/20/18 2:04pm


F. 11/21/18 1:02pm

Karen Ledom(kjh): Approvedfor CLAS Deanor AssociateDean

G. 12/19/18 5:50pm

Linda Luckey(lluckey):Approved forProvost's Office

H. 01/14/19 9:37am

RachelSchwien(rschwien):Approved forCLASUndergraduateProgram andCourseCoordinator

I. 01/14/19 9:37am

RachelSchwien(rschwien):Approved forCUSASubcommittee

J. 01/14/19 9:37am

RachelSchwien(rschwien):Approved forCUSACommittee

The School of Language, Literatures, and Cultures within the College of Liberal Arts and Science and the KU Edwards Campus proposethe development of a Bachelor of Arts Degree in American Sign Language (ASL) and Deaf Studies. The degree is being developed for delivery on the KUEdwards campus. ASL is a visual/gestural language that has no vocal component. ASL is a complete, grammatically complex language. It differs from acommunication code designed to represent English directly, and instead it is its own independent language. As with all the language programs at KU, cultureand language are intertwined in our degree program and in our curriculum goals. This is necessary because, as with all attempts to become fully fluent in alanguage, the learner must also be fluent in understanding the characteristics of the culture of the language users. In other words, learning about the culture ofDeaf people is also learning about their language. In the United States, ASL is the language Deaf people most commonly use to communicate with each otherand with hearing people who know the language. ASL is not a universal language, however. There are signed languages in other countries (e.g., Italian SignLanguage, Chinese Sign Language, Swedish Sign Language) and we will provide exposure to these other versions of sign. American Deaf Studies centers onthe use of ASL and identification and unity with other people who are Deaf or who have the use of ASL as a language. This degree offers a comprehensiveundergraduate program in ASL and Deaf Studies in the US, as well as preparation for those interested in ASL interpreting. By housing this degree within SLLC,we take advantage of the Language and Culture expertise already established at KU while expanding into new areas of focus. Governance of the programcomes from SLLC in collaboration with KUEC. Similar to other programs housed in CLAS and delivered at KUEC, all curriculum and design decisions are made



Demand/Need for the Program

Comparative/Locational Advantage

by the home department with governance and oversight in collaboration with KUEC.

This BA degree is designed for students who have either completed an Associated of Arts degree that has a focus on American Sign Language or ASLInterpreting (such as exists at our partner institution, Johnson County Community College and other comparable accredited programs) or who have completedASL I-IV (typically four semesters of coursework). Alternatively, this degree can serve students who are sufficiently proficient and fluent in both American SignLanguage and English to pass a language proficiency entrance exam. The individuals in this latter category may themselves be Deaf or hearing, heritage ASLusers. Much as it is not uncommon for heritage English speakers to wish to pursue and undergraduate degree in English, we are excited to be able to offerDeaf students advanced academic training in their heritage language, which can provide credentialing that can significantly help in employability.

Student Demand: There are at least four different kinds of students this program will serve. First, students who have pursued Associates level training in American Sign Language

and Deaf Studies (such as provided by Johnson County Community College or other comparable accredited programs). Second, we can serve students whohave completed 4 semesters of ASL language training during their University training, such as through the KU Special Education Department. Third, we canserve students who are heritage and/or fluent users of American Sign Language and, fourth, we intend to serve current practitioners in the ASL Interpretingfield. We can provide the most robust quantitative data, focusing on these first two kinds of students.

There are currently less than 35 Bachelor’s degree programs in the area of ASL or ASL Interpreting in the United States. Historically, these programs occurredat the level of Community Colleges. Therefore, it is expected that the enrollment for this degree will be robust. The interdisciplinary design of the degree as wellas the consolatory way in which the program has been developed and will be maintained will ensure that the curriculum will remain relevant to current problemsand issues in this area of scholarship and practice. Please see the attached enrollment data.

There is clearly a significant interest in learning ASL already shown by existing KU students. And in conversations with the Chair of the Department of SpecialEducation, we have heard that there are many of these students who are completing four semesters of ASL that would like to continue their training in thelanguage. An additional source of quantitative data that we can consider is national data regarding trends in student interest in ASL training. Because we intend topromote our ASL curriculum nationally, we believe that we can tap into national demand for the language and culture training we intend to offer. Nationally,there were about 60,000 students enrolled in ASL language classes in 2002, according to statistics from the Bureau of Labor. In contrast, in 2013 enrollment inASL courses had jumped to about 110,000 students. This 80% increase in ASL course enrollment showed the second largest increase for any language thatthe Bureau of Labor looked at during this period. The only other languages that had similar levels of growth are Chinese and Arabic. With this very significantgrowth in interest in studying ASL, KU with its strong reputation for foreign language instruction, should be able to benefit.

Demand for Graduates:

Nationally there are about a half a million (specifically 456,608 people in 2015, according to Department of Labor statistics) who have received bachelor’s leveltraining from some kind of American Sign Language program, and who are employed across a range of occupations. The most common places of employmentare in the educational sector (primary education, secondary, and post-secondary education). These individuals are also frequently employed in hospitals, in thelegal profession, and in service occupations. A recent examination of the local job market for the Overland Park Kansas area for job postings that require ASLcredentialing or fluency, mirrors the national workforce data. Of the approximately 15 jobs posted in this recent job search the majority of postings are forplacement within schools or in health service related companies. One significant advantage we see in the design of our BA in ASL and Deaf Studies is that thisdegree provides our students with a full Bachelor’s level training in the ASL language which does not limit the kinds of ways that our graduates can use thistraining. As is consistent with the job market data, we know that many ASL learners end up working as ASL Interpreters (thus the need for our MA degree).However, our students can also combine their ASL mastery with other in-demand, job skills. It is very easy to combine KU majors, so a student might want to doboth an ASL major and train to become a primary school teacher. Or they might combine their ASL training with training is psychology, social welfare, or socialjustice to gain the expertise necessary to join a very different kind of service occupation in either the public or private sector. We have intentionally provided thisflexibility by not focusing our BA on only the ASL interpreting career path.

Though this is not a very large workforce, we do believe that many factors suggest that the demand for individuals with ASL fluency will remain strong and islikely increasing. The Survey of Income and Program Participation (SIPP) is one of a few national surveys that regularly collects data identifying the Americanpopulation of persons with hearing loss or deafness. Estimates from the SIPP indicate that about 1 in 20 Americans are currently deaf or hard of hearing. Inround numbers, nearly 10,000,000 persons are hard of hearing and close to 1,000,000 are functionally deaf. It is much harder to get data about whatpercentage of these individuals utilize ASL. The three questions in the U.S. Language Census, used to capture languages spoken and English-speaking abilityare not designed to identify American Sign Language users. The current question design supports the 1975 amendment to the Voting Rights Act which prohibitsdiscrimination against non-English language minorities when voting. The enforcement of the Voting Rights Act is focused on non-English languages that arespoken by members of racial minority groups. The law does not address or provide for sign languages used by hearing disabled population. Thus, the CensusBureau counts ASL speakers among those who speak English. However, it is suggested by many lines of research that the number of people in the US thatspeak and use ASL as their primary language is at least a half a million individuals. And looking at census data regarding hearing loss, the number ofindividuals who are experiencing significant hearing loss (enough to be classified as having a hearing disability) is going up each year by about 1-3%. Thus, webelieve that our graduates can find very good careers that provide service to this large and growing language minority within the US.

According to data reported at the recent Symposium on Signed Language Interpretation and Translation Research held at GallaudetUniversity in March 2017, there are only 140 interpreter education programs currently in the United States (100 AA programs, 33 BA programs, 6 MA programs,and 1 PhD program). Of these 140 institutions offering interpreter training, one is in the State of Kansas (Johnson County Community College) and this is ourpartner institution in developing this new Bachelor’s degree program. Because the National Registry for the Deaf now require a minimum of a bachelor’s degree



AdmissionRequirements

DegreeRequirements

to allow students to sit for the credentialing exam, Johnson County Community College has chosen to close their interpreter training program and, throughcollaboration with KU, they are developing an AA oriented curriculum pathway that will lead directly to our new Bachelor’s degree in ASL and Deaf Studies.

Regionally, the best know program is a Bachelor’s degree in ASL Interpreting at the small private William Woods University in Fulton MO. They offer a BAprogram that graduated 24 students in 2015, so it serves a relatively small portion of the students who are interested in this training. If you limit the pool ofinstitutions that offered ASL related BA’s to research universities, the number becomes only 6 competitors nationally. These include University of Rochester,Northeastern University, University of Iowa, University of Houston, Kent State University, and Idaho State University. This is not an oversubscribed educationalarea, despite the recent changes in credentialing requirements. We believe that we could become a true national competitor for ASL Language and Interpretingtraining and would soon be listed as one of the top 10 programs in this educational domain.

The KU Edwards campus is the perfect home for this new free-standing interdisciplinary program because it fits perfectly with the specific mission of ourcampus, in that it is taking a very academically rigorous discipline, the humanistic study of a specific language and culture and goes beyond the traditionalacademic goals to provide students with very workforce ready skills that can make them immediately competitive and successful when entering the job market.This program is also perfectly placed on the Edwards campus because of our close geographic and cultural proximity to Johnson County Community College,the institution that has the greatest depth of experience and the strongest reputation in serving the Deaf community in Kansas and the larger Kansas Cityregion. Johnson County Community College invited us to partner with them to build a true 21st century ASL language program and we are proud to be apartner in this effort. Finally, this program has been designed as an interdisciplinary program within the University of Kansas because we can also draw onparticular academic strengths in our cultural studies and social sciences departments. The challenges of designing such an interdisciplinary program requiredthat the program happen in a complex University like KU that can bring expertise from a broad range of disciplines, such as Psychology, Linguistics,Anthropology, Sociology, and Languages and Literatures to contribute to our curricular goals. It also should be mentioned that there is a rich Deaf community inOlathe with the Kansas School for the Deaf (more than 150 years old) and the Museum of Deaf History, thus Olathe is already, which is or coursegeographically close to our campus, is already a center for Deaf art and culture.

The program follows all University of Kansas policies governing undergraduate admissions. Students must submit an online application tothe University and be admitted. Admissions decisions will be the responsibility of the Director of the B.A. degree program and all

applications will be reviewed by a faculty admissions committee.The following criteria will be used to determine admissions into the program.

A. The program will follow the policies governing admission to undergraduate study at the University of Kansas.

B. Majors must complete courses to gain fourth semester language proficiency, or an equivalent placement, as demonstrated through a language proficiencyexam administered by the department.

The major requires as total of 30-33 credit hours (completed through 10-13 courses at three credit hours each). Students must complete two of four academictracks (15-18 credit hours/5-6 courses each): Deaf Studies and Social Justice; Advanced ASL; Introduction to Interpreting; or Professional Interpreting. Allcourses are currently designed to be offered in person on the Edwards Campus. Students are recommended to consult with their advisor prior to enrolling incourse work to ensure that all pre-requisites are met. Courses are eligible to count towards multiple tracks, but students will be expected to take additionalelectives to ensure that credit hour requirements for the major and each track are met.Deaf Studies and Social JusticeOverview: This track provides an overview of Deaf Studies and social justice with the deaf community. The track may be of interest to non-ASL and DeafStudies students, including BSW, PUAD, and LWS students.Courses:

Course ListCode Title HoursASLD 311 Introduction to Deaf StudiesASLD 312 Intersectionality and Deaf CommunitiesASLD 313 Social Justice and Allyship with Deaf CommunitiesPick two electives from the following list:

ASLD 414 History of Deaf EducationASLD 428 Special Topics in Deaf Studies:_____ASLD 488 Internship in American Sign Language and Deaf StudiesASLD 489 Research Experience in American Sign Language and Deaf StudiesANTH/LING 320 Language in Culture and SocietyLING 343 BilingualismLING 435 Psycholinguistics I

Advanced ASLOverview: This track moves students from basic ASL to ASL proficiency. It is ideal for students who have completed an AA with an ASL certificate at anaccredited program or ASL I-IV. This track may also benefit working interpreters or educators working with the Deaf community, who have basic knowledge ofASL, but would like to improve their skills. Courses:

Course ListCode Title HoursASLD 505 American Sign Language V (ASL V)ASLD 506 American Sign Language VI (ASL VI)ASLD 520 American Sign Language Linguistics

https://next.catalog.ku.edu/search/?P=ASLD%20311







https://next.catalog.ku.edu/search/?P=ANTH%20320

https://next.catalog.ku.edu/search/?P=LING%20343







Faculty Profile

Student Profile

Academic Support

Code Title HoursASLD 521 Discourse Analysis of ASLSelect one elective:

ASLD 523 ASL Pragmatics and SyntaxASLD 524 Visual-Gestural CommunicationASLD 530 American Sign Language LiteratureASLD 631 Advanced American Sign Language LiteratureASLD 626 Topics in ASL Vocabulary and Discourse:_____

Becoming an InterpreterOverview: This track is designed for students who have completed course work toward an AA and certificate in ASL. It is also open to students who areheritage language signers, or have completed ASL I-IV. It is highly recommended that students complete the Advanced ASL track before the Becoming anInterpreter track. There is an ASL proficiency test required to begin the Becoming an Interpreter track.Courses:

Course ListCode Title HoursASLD 501 Introduction to the Interpreting ProfessionASLD 502 Theories of Interpreting: Co-Constructions of MeaningASLD 503 Interpreting: Mediated Interactions in CommunicationsSelect one elective:

ASLD 509 Ethics & Professionalization for InterpretersASLD 510 Psychological Effects of InterpretingASLD 508 Interpreting: Diverse CommunitiesASLD 604 Interpreting: ASL to EnglishASLD 605 Interpreting: English to ASL

Professional InterpretingOverview: This track is ideal for working interpreters and students who have completed the AAS in Interpreter Training. Over time this track may be used as avehicle for interpreting specializations like medical interpreting, legal interpreting, etc. Students must have some previous experience as an interpreter, hold anAAS from an accredited program, or have completed the Introduction to Interpreting before beginning this track.Courses:

Course ListCode Title HoursASLD 502 Theories of Interpreting: Co-Constructions of MeaningASLD 509 Ethics & Professionalization for InterpretersASLD 510 Psychological Effects of InterpretingSelect three electives:

ASLD 503 Interpreting: Mediated Interactions in CommunicationsASLD 604 Interpreting: ASL to EnglishASLD 605 Interpreting: English to ASLASLD 508 Interpreting: Diverse CommunitiesASLD 538 Topics in Interpreting:_____ASLD 515 Business Practices for InterpretersASLD 516 Interpreting: Dynamic Paralinguistic DemandsLING 343 Bilingualism

Name of Faculty and Rank

Highest Degree

Number of Faculty FTE

Professor of Practice MA/PhD in ASL/Deaf Studies 1.0

Professor of Practice MA/PhD in ASL Interpreting 1.0

Anticipated student enrollment

Full Time Part Time Total

Year 1 8 3 11

Year 2 12 6 18

Year 3 20 8 28

Anticipated number of program graduates

After 5 Years 60

After 7 Years 100




























Facilities and Equipment

Program Review, Assessment, Accreditation

Costs, Financing

What is the source of the new funds?

Rationale forproposal

AdditionalInformation

SupportingDocuments

ProgramReviewerComments

Key: 634

Staffing for the location will be a blend of onsite personnel as well as Lawrence and Edwards Campus personnel. On-site personnel willprovide onsite program coordination and liaising between Lawrence, and Edwards locations. The admissions process and advising will be handled throughEdwards Campus advising. In supporting instructors, the Academic and Faculty Support Center at the Edwards Campus will provide faculty developmentopportunities focused on instruction, course delivery, and teaching pedagogies that support the faculty. This includes training on the institution learningmanagement system, classroom technology, and focuses on active and engaged learning strategies for non-traditional and working professional students.

The academic and student services provided will have similar delivery methods to our other programs located at the KU Edwards Campus. Students will haveaccess to services either in person or virtually. On-site staff will carry out the core student service and support functions needed and will have administrativesupport from the Lawrence Campus. Additional academic resources are available to students virtually through the KU Library or virtual lab.

All of the necessary library materials are available online or through the Edwards' library services available to all students. As part of the Diversity and Inclusionefforts of the KU Edwards Campus, we are in the process of adding interpreter and other student services that would be need for this program as well as thecampus as a whole. At this time, we also rely on support from the AAAC services from the Lawrence campus as needed.

The program will be offered at the KU Edwards campus. Space is sufficient on this campus to provide a high-quality program.

This degree will go through the normal Kansas Board of Regents review for academic programs as well as the University assessmentprocesses set up for undergraduate programs. In all KU academic courses, student feedback regarding course instruction is collected through course andteaching evaluations. Additionally, because this is a program that is housed at the KU Edwards campus, it will also go through an annual internal review.

We will not be pursuing program accreditation for the program at this time.

Salaries OOE Equipment Other TOTAL

Year 1 76800 5717 0 0 82517

Year 2 99420 12691 0 0 112111

Year 3 101408.5 12878.5 0 0 114287

The program will be supported by Edwards Campus tuition revenue.

KU is dedicated to preparing its students for the challenges educated citizens will encounter in an increasingly complex and diversecommunity. This program respects and seeks to provide students with the skills needed to interact with and serve the very diverse Deaf

communities. This BA will prepare students with the explicit skills needed to serve this diverse population through the language and cultural competencies.

With the current course rotation, two Professors of Practice are able to teach all necessary courses. As enrollment grows and additionalsections are needed, we anticipate hiring additional instructors including another Professor of Practice and/or Adjunct Instructors.

Hiring for all Professors of Practice in the program will be a collaborative hiring process between the KU Edwards Campus and the SLLC Department, due totheir expertise in the area.

The School of Education has been consulted about the proposal and they are in support of the possible collaboration between the ASL degrees and their ASLI-IV courses as well as their SPED program. We believe that this program could increase enrollment in the ASL I-IV courses and could pair well with the SPEDcredential.

JCCC Enrollment data.docx

American Sign Language and Deaf Studies Course Description- Updated Course Numbers 10_11_18.docx RE_ FW_ ASL proposal questions.pdf

ASL Course Schedule Timeline Years 1-3.xlsx

Rachel Schwien (rschwien) (09/10/18 9:01 am): Rollback: per request Rachel Schwien (rschwien) (10/10/18 2:43 pm): Rollback: per request from Michelle Reames

Rachel Schwien (rschwien) (10/17/18 3:41 pm): Rollback: per your request Karen Ledom (kjh) (11/12/18 12:55 pm): Rollback: per email discussion and request for further edits.

Karen Ledom (kjh) (11/19/18 5:52 pm): Approved by Dean Lang and AD Storkel for initial review, but request additional information re: 1. instructor FTE -several dozen courses but only 1 FTE listed. Need more information about how courses will be taught and by whom. 2. If courses will be offered on a rotationalbasis, an outline should be provided that shows how students can progress in a timely way in the program.

Rachel Schwien (rschwien) (11/20/18 2:04 pm): Rollback: to Shannon for edits discussed at CUSA subcommittee meeting Linda Luckey (lluckey) (12/19/18 5:50 pm): Two week campus review is complete. No concerns.

https://next.catalog.ku.edu/programadmin/634/JCCC%20Enrollment%20data.docx

https://next.catalog.ku.edu/programadmin/634/American%20Sign%20Language%20and%20Deaf%20Studies%20Course%20Description-%20Updated%20Course%20Numbers%2010_11_18.docx

https://next.catalog.ku.edu/programadmin/634/RE_%20FW_%20ASL%20proposal%20questions.pdf

https://next.catalog.ku.edu/programadmin/634/ASL%20Course%20Schedule%20Timeline%20Years%201-3.xlsx

Track Course # CourseLecture/

SkillsTrack Course #

A ASLD 505 ASL V S A ASLD 505

D, PI, I ASLD 312 Intersectionality of Deaf Communities L D, PI, I, A ASLD 524

PI, I ASLD 502Theories of Interpreting: Co-

Construction of MeaningS D, PI, I ASLD 414

Pi, I ASLD 509Ethics & Professionalization of

InterpretingL PI, I ASLD 501

PI, I ASLD 604 Interpreting: ASL to English S PI, I ASLD 509

A ASLD 520

A ASLD 506 ASL VI S A ASLD 506

D, PI, I, A ASLD 311 Introduction to Deaf Studies L D, PI, I ASLD 313

A, PI, I ASLD 521 Discourse Analysis of ASL S PI, I ASLD 503

PI, I ASDL 510 Psychological Effects of Interpreting L PI, I ASDL 510

PI, I ASLD 605 Interpreting: English to ASL S PI, I ASL 809

PI, I ASLD 503Interpreting: Mediated Interactive

CommunicationS D, PI, I, A ASLD 311

A, PI ASLD 523 ASL Pragmatics & Syntax S PI, I ASLD 508

Year 1: 2019-2020 Year 2: 2020-2021

Fall Fall

Spring Spring

Summer Summer

CourseLecture/

SkillsTrack Course #

ASL V S A ASLD 505

Visual Gesteral Communication S D, PI, I ASLD 312

History of Deaf Education L PI, I ASLD 502

Introduction to Interpreting Profession S PI, I ASLD 509

Ethics & Professionalization of

InterpretingL PI, I ASLD 604

ASL Linguistics

ASL VI S A ASLD 506

Social Justice & Allyship with Deaf

CommunitiesL D, PI, I, A ASLD 311

Interpreting: Mediated Interactive

CommunicationS A, PI, I ASLD 521

Psychological Effects of Interpreting L PI, I ASDL 510

Practicum: Skill Development S PI, I ASLD 605

Introduction to Deaf Studies L D, PI, I ASLD 414

Interpreting: Diverse Communities S PI, I ASLD 509

Year 2: 2020-2021 Year 3: 2021-2022

Fall Fall

Spring Spring

Summer Summer

CourseLecture/

Skills

ASL V S

Intersectionality of Deaf Communities L

Theories of Interpreting: Co-

Construction of MeaningS


InterpretingL

Interpreting: ASL to English S

ASL VI S

Introduction to Deaf Studies L

Discourse Analysis of ASL S

Psychological Effects of Interpreting L

Interpreting: English to ASL S

History of Deaf Education L


InterpretingL

Year 3: 2021-2022

Fall

Spring

Summer

JCCC Enrollment data

Semester Course Enrollment Semester Course Enrollment

Fall 17 E ASL I 64 Spring 18 E ASL I 73

E ASL II 14 E ASL II 33

Int ASL I 10 Int ASL I 12

Int ASL II Not offered Int ASL II 7

Deaf Community

21 ASL Linguistics

20

Fingerspelling 20 ASL Literature

15

Summer 17 E ASL I 13

E ASL II 13

For the second kind of student, we know that at KU alone there is actually a fairly robust

potential pipeline of students. Please see the table below.

Semester Course Enrollment Semester Course Enrollment

FA 2018 ASL I 61 SP 2018 ASL I 80

ASL II 43 ASL II 32

ASL III 40 ASL III 35

ASL IV 34 ASL IV 29

1/14/2019 AAAS-MIN: African & African Diasporic Languages Minor



Academic Career

Program Type

Department/Program

African & African-American St




Program Name




AssociateDean

B. Provost'sOffice


D. CUSASubcommittee

E. CUSACommittee

F. CAC


H. OIRP CIPApproval

I. Provost's Office

J. COCAO 1stReading

K. FutureAcademicCatalog


am Karen Ledom

(kjh): Approvedfor CLAS Deanor AssociateDean

B. 12/04/18 12:48pm


C. 12/06/18 6:09pm

Karen Ledom(kjh): Approvedfor CLASUndergraduateProgram andCourseCoordinator

D. 12/06/18 6:09pm

Karen Ledom(kjh): Approvedfor CUSASubcommittee


Viewing: AAAS-MIN : African & African Diasporic Languages MinorLast edit: 11/09/18 11:19 amChanges proposed by: roxie


Minor

African & African Diasporic Languages Minor


No

Lawrence


No














Program Description




DegreeRequirements

E. 12/12/18 2:45pm


The African & African-American Studies department provides a minor for students interested in pursuing proficiency in an AfricanLanguage.

Students are taking African languages (some to proficiency, some not), without an option to minor in it. It is the department'sresponsibility to offer this program to the university. We plan to recruit from all schools, based on enrollment data that shows we have students in ENGR, JOUR,CLAS and BUS all taking our languages.

K-State only offers an African Studies minor. Requirements don't include past the second semester of an African language.http://catalog.k-state.edu/preview_program.php?catoid=40&poid=13113

Emporia State offers no comparable programs. https://www.emporia.edu/regist/catalog/documents/2018-2019%20ESU%20catalog%20from%20website%209.13.18.pdf

No comparable programs at Wichita either: http://catalog.wichita.edu/undergraduate/fairmount-liberal-arts-sciences/modern-classical-languages-literatures/modern-classical-languages-literatures-ba-bilingual-option-bi-op/

Prerequisite KnowledgeCourse List

Code Title HoursIn order to start the minor courses, students must complete one of the following sequences:

ARAB 110 & ARAB 120

Elementary Arabic I and Elementary Arabic II

HAIT 110 & HAIT 120

Elementary Haitian I and Elementary Haitian II

KISW 110 & KISW 120

Elementary KiSwahili I and Elementary KiSwahili II

WOLO 110 & WOLO 120

Elementary Wolof I and Elementary Wolof II

Requirements for the MinorCourse List

Code Title HoursComplete one of the following language sequences:Intermediate Language I 3

ARAB 210 Intermediate Arabic IHAIT 230 Intermediate Haitian IKISW 210 Intermediate KiSwahili IWOLO 210 Intermediate Wolof I

Intermediate Language II 3ARAB 220 Intermediate Arabic IIHAIT 240 Intermediate Haitian IIKISW 220 Intermediate KiSwahili IIWOLO 220 Intermediate Wolof II

Advanced Language I 3ARAB 310 Advanced Arabic IHAIT 350 Advanced Haitian IKISW 310 Advanced KiSwahili IWOLO 310 Advanced Wolof I

Advanced Language II 3

https://next.catalog.ku.edu/search/?P=ARAB%20110


https://next.catalog.ku.edu/search/?P=HAIT%20110


https://next.catalog.ku.edu/search/?P=KISW%20110


https://next.catalog.ku.edu/search/?P=WOLO%20110
















Code Title HoursARAB 310 Advanced Arabic IHAIT 360 Advanced Haitian IIKISW 320 Advanced KiSwahili IIWOLO 320 Advanced Wolof II

Electives 6Choose two additional AAAS courses numbered 300 or higher, or additional language courses past Advanced Language II.

ARAB 401 Readings in Arabic IARAB 402 Readings in Arabic IIHAIT 500 Directed Studies in Haitian Language and LiteratureKISW 401 Readings in KiSwahili IKISW 402 Readings in KiSwahili IIWOLO 401 Readings in Wolof IWOLO 402 Readings in Wolof IIAAAS 502 Directed Language Study: _____AAAS 503 Directed Language Study: _____AAAS 504 Directed Language Study I: _____AAAS 505 Directed Language Study II: _____AAAS 300 African Traditional Religion and ThoughtAAAS 301 Haiti: Culture and IdentityAAAS 302 Contemporary HaitiAAAS/ANTH 303 Peoples and Cultures of North Africa and the Middle EastAAAS 305/HIST 300 Modern Africaor AAAS 307 Modern Africa, Honorsor HIST 307 Modern Africa, HonorsAAAS 306/HIST 359 The Black Experience in the U.S. Since EmancipationAAAS/AMS/HIST 316 Ministers and Magicians: Black Religions from Slavery to the PresentAAAS/AMS/HIST/WGSS 317 African American Women: Colonial Era to the PresentAAAS 320 African Studies In: _____or AAAS 321 African Studies In, Honors: _____AAAS 322 Legal Issues and the African AmericanAAAS 323 African-American Studies In: _____or AAAS 324 African-American Studies In, Honors: _____AAAS 325 Popular Black MusicAAAS 327 African American CultureAAAS 328/HIST 338 African American Urban Community and Class in the MidwestAAAS 330/AMS 340 Black LeadershipAAAS 332/ENGL 326 Introduction to African Literatureor AAAS 336 Introduction to African Literature, HonorsAAAS 333/ENGL 339 Introduction to Caribbean LiteratureAAAS/THR/DANC 334 Introduction to African Dance TheatreAAAS 335 Introduction to Southern African LiteratureAAAS 340/WGSS 330 Women in Contemporary African LiteratureAAAS/WGSS/ENGL 344 Black Feminist TheoryAAAS 345 Popular Culture in Africa: Spiritual Thrills, Romance and SexualitiesAAAS 349/REL 350 IslamAAAS/GEOG 351 Africa's Human GeographiesAAAS/HA 353 Modern and Contemporary African Artor AAAS 569 Modern and Contemporary African Artor HA 569 Modern and Contemporary African ArtAAAS 355/THR 326 African Theatre and DramaAAAS 356/THR 327 African-American Theatre and DramaAAAS/LING 370 Introduction to the Languages of AfricaAAAS/ANTH 372 Religion, Power, and Sexuality in Arab SocietiesAAAS/HA 376 West African Artor AAAS 676 West African Artor HA 676 West African ArtAAAS/HA 377 African Designor AAAS 677 African Designor HA 677 African DesignAAAS 380 African Art & GenderAAAS 388 The Black WomanAAAS 415 Women and IslamAAAS 420/COMS 447 Intercultural Communication: The Afro-AmericanAAAS/THR 429 Postcolonial Theatre and Drama












https://next.catalog.ku.edu/search/?P=AAAS%20502










https://next.catalog.ku.edu/search/?P=HIST%20307

























https://next.catalog.ku.edu/search/?P=HA%20569


















Code Title HoursAAAS/FREN 432 Francophone African LiteratureAAAS 433 Islamic LiteratureAAAS 434 African Women WritersAAAS 435 Muslim Women's AutobiographyAAAS 440 The Afro-American Family: A Psychological ApproachAAAS 445 Arab Thought and IdentityAAAS/REL 450 Popular Culture in the Muslim WorldAAAS 460 Topics and Problems in African and African-American StudiesAAAS/LING 470 Language and Society in AfricaAAAS 496 Field ExperienceAAAS 501 Regional History: _____AAAS 510/AMS 534/SOC 534 Global Ethnic and Racial RelationsAAAS 511 The Civil Rights MovementAAAS 512 African and Western CosmologiesAAAS 520 African Studies in: _____or AAAS 521 African Studies In, Honors: _____AAAS 522 African and African-American Religion:_____AAAS 523 African-American Studies in: _____or AAAS 524 African-American Studies In, Honors: _____AAAS 525 Social History of Black Aging in AmericaAAAS 527 Popular Culture in AfricaAAAS/REL 532 Studies in IslamAAAS 534/COMS 551 The Rhetoric of Black AmericansAAAS/HA 536 Islamic Art and Architecture in AfricaAAAS 542/REL 535 The History of Islam in AfricaAAAS/LING 543 Language and Culture in Arabic-Speaking CommunitiesAAAS 545 Unveiling the VeilAAAS 550 Senior Seminar in: _____AAAS 551/GEOG 550 Environmental Issues in AfricaAAAS/REL 552 Classical Islamic LiteratureAAAS/GEOG 553 Geography of African DevelopmentAAAS 554 Contemporary Health Issues in AfricaAAAS 555/FMS 544 African FilmAAAS/WGSS 560 Race, Gender, and Post-Colonial DiscoursesAAAS/HIST/POLS 561 Liberation in Southern AfricaAAAS/HIST 574 Slavery in the New WorldAAAS/HA 578 Central African ArtAAAS/GEOG 583 Migration, Diasporas and DevelopmentAAAS 584 Literature and African American MusicAAAS 585/AMS 529/THR 529 Race and the American TheatreAAAS/HIST/WGSS 598 Sexuality and Gender in African HistoryAAAS 600/POLS 665 Politics in AfricaAAAS 611 History of the Black Power MovementAAAS 630 The Life and Intellectual Thought of W.E.B. Du BoisAAAS/REL 650 SufismAAAS/REL 657 Women and Gender in IslamAAAS/WGSS/POLS 662 Gender and Politics in AfricaAAAS 663 The Anthropology of IslamAAAS/HA 679 African Expressive Culture: _____AAAS 680 Introduction to Modern Africa

Minor HoursSatisfied by at least 18 hours of minor courses.

Minor Hours in ResidenceSatisfied by a minimum of 9 hours of junior/senior (300+) hours completed at KU.

Minor Junior/Senior (300+) HoursSatisfied by a minimum of 12 hours from courses numbered 300 or higher in the minor.

Minor Graduation GPASatisfied by a minimum of a 2.00 GPA in all minor courses. GPA calculations include all courses in the field of study, included F's and repeated courses.





















































Faculty Profile

Student Profile

Academic Support



Costs, Financing




SupportingDocuments


Key: 651


Highest Degree


Cecile Accilien Ph.D. 1.0



Year 1 25 10 35

Year 2 35 10 45

Year 3 45 10 55


After 5 Years 150

After 7 Years 250

None

None

None


Year 1 0 0 0 0 0

Year 2 0 0 0 0 0

Year 3 0 0 0 0 0

No new funds needed.

Many students take our language classes through Advanced levels, but there's no minor for the African Languages. We're filling a need.

Linda Luckey (lluckey) (11/14/18 12:47 pm): Provost's office would like to know thinking why this proposal was for a minor and not acertificate. Still supportive but just curious.

1/14/2019 POLS-MIN: Intelligence & National Security Studies



Academic Career

Program Type

Department/Program

Political Science




Program Name

Please name thetrack(s)

Track Name(s)

Intelligence & National Security Studies


Via Everspring Partner



AssociateDean

B. Provost'sOffice


D. CUSASubcommittee

E. CUSACommittee

F. CAC


H. OIRP CIPApproval

I. Provost's Office

J. COCAO 1stReading

K. FutureAcademicCatalog


am Karen Ledom

(kjh): Approvedfor CLAS Deanor AssociateDean

B. 11/14/18 9:43am

Linda Luckey(lluckey):Rollback toCLAS Dean orAssociate Deanfor Provost'sOffice

C. 11/30/18 12:22pm

Karen Ledom(kjh): Approvedfor CLAS Deanor AssociateDean

D. 12/19/18 6:12pm



Viewing: POLS-MIN : Intelligence & National Security StudiesLast edit: 12/04/18 12:06 pmChanges proposed by: lvonholt


Minor

Intelligence & National Security Studies


Yes

Lawrence


Yes














Program Description



E. 01/08/19 8:22am

RachelSchwien(rschwien):Approved forCLASUndergraduateProgram andCourseCoordinator

F. 01/08/19 8:22am

RachelSchwien(rschwien):Approved forCUSASubcommittee

G. 01/08/19 8:23am


The minor in Intelligence & National Security Studies in Political Science supports the Defense Intelligence Agency's (DIA) IntelligenceCommunity Centers for Academic Excellence (ICCAE) mission, which is to enhance the recruitment and retention of an ethnically and culturally diverseworkforce with capabilities critical to U.S. national security interests. DIA has identified specific core courses as fundamental to the academic preparation forentry-level positions within the U.S. Intelligence Community. This minor directly supports these core requirements. Students complete six courses (18 hours),four of which are the required core for the INSS minor (12 hours):

• POLS 125 Introduction to Intelligence and Statecraft • POLS 130 US Intelligence Community

• POLS 325 Intelligence Analytics • POLS 345 Counterintelligence

In addition to the the four core courses, students then complete two additional courses related to INSS (6 hours) from the list below: • POLS 625 Extremist Groups and Government Response

• POLS 652 Politics in Europe • POLS 661 Politics of the Middle East

• POLS 675 Russian Foreign Policy • POLS 677 U.S. National Security Policy

• POLS 678 Chinese Foreign Policy • POLS 682 Trafficking, Organized Crime and Terrorism: U.S. Government Response

• POLS 685 Introduction to Cyberintelligence As designed, the INSS minor will fulfill the majority of the required ICCAE Knowledge Units within the core and optional intelligence topics categories. Upon

completion of the minor, students will have in-depth knowledge of the intelligence community, intelligence collection, intelligence analysis, and threats theUnited States faces in the public and private sectors.

The U.S. Intelligence Community (IC) as a whole includes over 854,000 people. The INSS course of study supports the ICCAE mission,which is to enhance recruitment and retention of an ethnically and culturally diverse workforce with capabilities critical to U.S. national security interests. Recentstudies show the IC lags behind the rest of the federal workforce and the civilian labor force in workforce diversity. As a result, the IC is committed tostrengthening the talent and diversity of the workforce through innovative and broad-based inclusion initiatives. The ICCAE program increases the pool ofdiverse job applicants who also possess highly desired skills and competencies in areas of critical need within the IC. Besides ICCAE students being morecompetitive for intelligence internships and employment, newly acquired critical thinking, analytic, and communication skills can be applied to any area of studyor profession.

In 2010, it was estimated 1,271 government organizations and 1,931 private companies in 10,000 locations in the United States wereworking counterterrorism, homeland security, and intelligence issues. Within the Midwest region there are four geographical clusters of national-levelintelligence community (IC) personnel: Colorado Springs, CO; Denver, CO; Omaha, NE; and St. Louis, MO/Belleville, IL. In this region there are also multipleactive duty, reserve, and National Guard military installations, as well as numerous state and local law enforcement organizations that could benefit from the




DegreeRequirements

Faculty Profile

Student Profile

Academic Support



program. Other than the University of Kansas, there are no ICCAE programs located in this specific geographical region. Additionally, the U.S. IC workforce isglobally dispersed.

All KU undergraduate students eligible to take classes in the Political Science department are eligible for the INSS minor.

To complete the INSS minor in Political Science, students complete six courses (18 hours), four of which are the required core for the INSS minor (12 hours)and available through KU Online

Course ListCode Title HoursPOLS 125 Introduction to Intelligence and Statecraft 3POLS 130 US Intelligence Community 3POLS 325 Intelligence Analytics 3POLS 345 Counterintelligence 3In addition to the the four core courses, students then complete two additional courses related to INSS (6 hours) from the list below (Each course is offered atleast once per year on the KU Lawrence campus):

Course ListCode Title HoursPOLS 625 Extremist Groups and Government Response 3POLS 652 Politics in Europe 3POLS 661 Politics of the Middle East 3POLS 675 Russian Foreign Policy 3POLS 677 U.S. National Security Policy 3POLS 678 Chinese Foreign Policy 3POLS 682 Trafficking, Organized Crime and Terrorism: U.S. Government Response 3POLS 685 International Law: Laws of Armed Conflicts 3As designed, the INSS minor will fulfill the majority of the required ICCAE Knowledge Units within the core and optional intelligence topics categories. Uponcompletion of the minor, students will have in-depth knowledge of the intelligence community, intelligence collection, intelligence analysis, and threats theUnited States faces in the public and private sectors.


Highest Degree


Don Haider-Markel, Professor\\nJohn JamesKennedy, Assoc Professor\\nMichael Wuthrich,

Asst Professor\\nBrittnee Carter, AsstProfessor\\nAlan Arwine, Lecturer\\nChris

Fraser, Lecturer\\nBrian Salmans,Lecturer\\nMike Denning, Lecturer\\nKirk

Sampson, Lecturer

PhD\\nPhD\\nPhD\\nPhD\\nPhD\\nPhD\\nPhD\\nMA\\nMA 0.20



Year 1 20 5 25

Year 2 30 5 35

Year 3 50 5 55


After 5 Years 100

After 7 Years 150

None

None

The INSS minor will be subject to review and assessment both by CLAS deans and the DIA Program Manager. Assessment will includetracking and annually reviewing learning outcomes for each course. The program will be subject to all accreditation processes to which CLAS undergraduate

https://next.catalog.ku.edu/search/?P=POLS%20125














Costs, Financing




SupportingDocuments


Key: 649

minors are subject.


Year 1 65000 33369 500 40000 138869

Year 2 66400 33369 500 30000 130269

Year 3 67839 33119 500 30000 131458

The cost of the core courses is funded by the DIA ICCAE grant. The salaries are for an Education Program Coordinator ($50,000 annualbase salary) and a Graduate Assistant ($15,000 annual salary). The OOE includes funds for a lecture series, an annual colloquium, branding and marketing,and quarterly workshops. The "other" includes funds for course development (year 1) and course delivery (years 1-3).

KU received a five-year award from the Defense Intelligence Agency to develop an academic curriculum to prepare students who areinterested in pursuing a career with the intelligence community.

The purpose of this award is to build long-term partnerships with accredited universities nationwide and work with them to develop

sustainable national security and intelligence education programs. The minor helps fulfill the award requirements and will enhance theUndergraduate Certificate in Intelligence & National Security Studies, which is collaboratively offered by the Kansas Consortium-ICCAE and draws upon thecollective resources of KU, Dodge City Community College, Donnelly College, and Seward County Community College. As the lead institution for the KansasICCAE, KU actively works with the consortium partners to recruit the community college students to KU to finish their 4-year degrees.

Linda Luckey (lluckey) (11/14/18 9:43 am): Rollback: Question from Provost's Office. There was a LA&S certificate program put forwardlast March with the same name. Is that proposal now dead and this is the replacement? - Linda

Linda Luckey (lluckey) (12/19/18 6:11 pm): Karen L -- Just FYI: Leslie VonHolten has already done the full proposal and sent it to us on11/30

Rachel Schwien (rschwien) (01/08/19 8:23 am): CUSA approved 12 11 18