undergraduate academic board · 11/12/2010 · november 12, 2010 undergraduate academic board page...

Undergraduate Academic Board Agenda

November 12, 2010

2:00-5:00 ADM 204

I. Roll ( ) Hilary Davies ( ) Susan Wilson ( ) Deborah Fox ( ) Adjunct vacancy ( ) Paola Banchero ( ) Hilary Seitz ( ) Wayne Edwards ( ) USUAA vacancy ( ) David Meyers ( ) Cheryl Smith ( ) FS at large vacancy Ex-Officio Members: ( ) Suzanne Forster ( ) Utpal Dutta ( ) Advis./Couns. vacancy ( ) Bart Quimby ( ) Susan Fallon ( ) Kevin Keating ( ) David Edgecombe ( ) Lora Volden ( ) Dave Fitzgerald ( ) Marion Yapuncich ( ) Kathrynn Hollis Buchanan II. Approval of the Agenda (pg. 1-3) III. Approval of Meeting Summary (pg. 4-5) IV. Administrative Report

A. Associate Vice Provost Bart Quimby

B. Assistant Registrar Lora Volden Question about the new prerequisite chains for Math from Lora Volden In the meeting, the new wording was being applied to programs. Are we free to use this new wording in courses?

V. Chair’s Report A. UAB Chair- Hilary Davies

B. GERC- Sue Fallon

C. Assessment Committee Report- Bart Quimby

VI. Program/Course Action Request- Second Readings

Chg ET A240 Computer Systems Interfacing (3 cr) (3+0) (pg. 6-11) Chg ET A241 Digital Control Systems (3 cr) (3+0) (pg. 12-17) Chg CIS A375 E-training Design and End-User Support (3 cr) (2+2) (pg. 18-23) Chg CIS A385 Multimedia Authoring (3 cr) (2+2) (pg. 24-29)

VII. Program/Course Action Request – First Reading

Chg EMT A130 Emergency Medical Technician I (6 cr) (4+4) (pg. 30-36) Add CTE A425 Developing Programs of Study (1 cr) (1+0) (stacked with CTE A625) Initiator unable to attend- will be on next week’s agenda Chg ET A243 Programmable Logic Controllers (3 cr) (3+0) (pg. 37-41) Chg ET A246 Electronic Industrial Instrumentation (3 cr) (3+0) (pg. 42-45) Chg WELD A207 Industrial Welding Qualification (2 cr) (1+2) (pg. 46-49) Chg SWK A498 Advanced Community-Based Research (3 cr) (1+4) (pg. 50-53) Add HIST A346 History of Native Peoples of United States and Canada (3 cr) (3+0) (pg. 54-59) Del HIST A381 American Women’s History to 1870 (3 cr) (3+0) (pg. 60) Chg HIST A382 American Women’s History (3 cr) (3+0) (pg. 382-66) Add HS A499 Senior Thesis in Health Sciences (3 cr) (0+9) (pg. 67-69) Chg Bachelor of Science, Health Sciences (pg. 70-92)-This is on its second reading.

1

November 12, 2010 Undergraduate Academic Board Agenda

Add Minor in Public Health, Health Sciences (pg. 93) Chg BIOL A074 Field Natural History (1-3 cr) (0+3-9) (pg. 94-99) Chg BIOL A075 Local Flora (1 cr) (0+3) (pg. 100-102) Chg BIOL A100 Human Biology (3 cr) (3+0) (pg. 103-107) Del BIOL A104 Natural History of Alaska (3 cr) (3+0) (cross listed with GEOL A104) (pg. 108) Del GEOL A104 Natural History of Alaska (3 cr) (3+0) (cross listed with BIOL A104) (pg. 109) Chg BIOL A124 Biota of Alaska: Selected Topics (1-4 cr) (1-4+0-12) (pg. 110-113) Chg BIOL A126 Birds in Field and Laboratory (3 cr) (1+6) (pg. 114-117) Chg BIOL A150 Introduction to Marine Biology (3cr) (3+0) (pg. 118-121) Chg AA/AAS and Baccalaureate Biological Sciences/BIOL (pg. 122-124)

VIII. Old Business A. Electronic signatures on curriculum- Lora Volden and Christine Lidren are researching options

IX. New Business

A. Spreadsheet from Assistant Registrar Lora Volden i. Programs which have redundant requirements and/or GERs which may be met by transfer work that is not

currently applied as well to major requirements There are a handful of programs currently which have specific major requirements that appear redundant of GERs a student would have to satisfy in order to earn a bachelor’s degree. One example of this is Engineering which requires Engl A111 and Comm 111, 235, 237, or 241 (see UAA Catalog, p. 227). Since all students must complete GERs and these courses would be satisfied by the Written & Oral Communication Skills component of the GER- listing these separately as a major requirement seems unnecessary. The issue arises when a transfer student brings in a course which does not transfer as a direct equivalent of these courses, but instead transfers in as Eng 1W- Written GER; or Comm 1W- Communications GER. In this case the student must submit an academic petition to have this course also meet the major requirement. It may be necessary or important to departments to maintain these specific requirements. We currently waive GERs for any student with a previous bachelor’s degree. Upon further review of coursework it may be determined that while a student has a bachelor’s degree they do not have the specific English or communication skills that would be met with UAA GER coursework. I am suggesting that we offer departments the opportunity to adjust their current requirements to state “Engl A111 or transfer work showing completion of Written Communication GER” and similar with Communication “Comm A111, A235, A237, or A241 or transfer work showing completion of Oral Communication Skills GER”. For future curriculum coming before boards- I would request that the board verifies that they truly want only the direct equivalency to meet the requirement.

B. Question from Dorn Van Dommelen

i. BIOL 373 used to list ENVI 202 as a prerequisite (it was BIOL 271 or ENVI 202). When ENVI 202 was changed to ENVI 211, this prerequisite was somehow dropped (it is now just BIOL 271). Doug Causey (BIOL chair and BIOL 373 instructor) and Frank von Hippel (BIOL 373 instructor) are both in agreement that ENVI 211 should still be listed as a prerequisite. Is there any easy way to add it back in without going through the curricular process? It’s creating an advising headache.

ii. ENVI 211 accidentally has the wrong MATH prerequisite. I wanted to give you a heads-up that this is the case, but also let you know that we are running a number of curricular changes through the process in the near future. We plan to decouple ENVI/GEOG 211, delete GEOG 211, and resurrect GEOG 205, but as a GEOG 111. You’ll be seeing me at UAB in the next few months one way or another. What is the best way

2

November 12, 2010 Undergraduate Academic Board Agenda

to list MATH prerequisites? We want students to have at least MATH 105 in ENVI 211. GEOG 111 will have no MATH prerequisites.

X. Informational Items and Adjournment

A. Removed from Faculty Senate report- Department name as minor change B. Proposed Assessment Handbook (pg. 125-144) C. Curriculum Log D. Curriculum Handbook E. Catalog Copy F. Accreditation website

3

http://www.uaa.alaska.edu/governance/�



http://www.uaa.alaska.edu/accreditation/2010.cfm�

Undergraduate Academic Board Summary

October 29, 2010

2:00-5:00 ADM 204

I. Roll (x) Hilary Davies (x) Susan Wilson (x) Deborah Fox (Sheri Dennison) ( ) Adjunct vacancy (x) Paola Banchero (x) Hilary Seitz ( ) Wayne Edwards ( ) USUAA vacancy (x) David Meyers ( ) Cheryl Smith ( ) FS at large vacancy Ex-Officio Members: ( ) Suzanne Forster ( ) Utpal Dutta ( ) Advis./Couns. vacancy (x) Bart Quimby (x) Susan Fallon (x) Kevin Keating (x) David Edgecombe (x) Lora Volden (x) Dave Fitzgerald (x) Marion Yapuncich (x) Kathrynn Hollis Buchanan II. Approval of the Agenda (pg. 1-2) Approved III. Approval of Meeting Summary (pg. 3-4) Approved IV. Administrative Report

A. Associate Vice Provost Bart Quimby No report

B. Assistant Registrar Lora Volden The 2010-2011 UAA Catalog lists Math A200, 201 or 272 as prerequisites for Econ A201. This is an error. The prerequisites for Econ A201 remain Math A105, 107, or 172. We have verified that Banner and UAOnline are programmed correctly and will be looking for Math A105 (or appropriate higher level math courses). Unfortunately, we cannot correct the printed error in the catalog until next year. I apologize for the confusion and frustration. Please let me know if you have any questions, but be assured that students who have met the intended prerequisites will be able to register.

V. Chair’s Report A. UAB Chair- Hilary Davies

B. GERC- Sue Fallon

Unable to attend- No GERC meeting

C. Assessment Committee Report- Bart Quimby Handbook will be on the November Faculty Senate meeting

VI. Program/Course Action Request- Second Readings Add ART A270 Beginning Alaska Native Art (3 cr) (0+6) (stacked with ART A370) (pg. 5-8) Add ART A370 Intermediate Alaska Native Art (3 cr) (0+6) (stacked with ART A270) (pg. 9-14) For 10 Against 0 Approved Chg SOC A242 Introduction to Family, Marriage, and Intimate Relationships (3 cr) (3+0) (pg. 15-19) Chg SOC A246 Adolescence (3 cr) (3+0) (pg. 20-24) Chg SOC A405 Social Change (3 cr) (3+0) (pg. 25-29) For 10 Against 0 Approved No revisions received for the 2nd reading at the UAB meeting: Chg CIS A375 E-training Design and End-User Support (3 cr) (2+2) Chg CIS A385 Multimedia Authoring (3 cr) (2+2) Chg Bachelor of Science, Health Sciences

VII. Program/Course Action Request – First Reading

Chg EMT A130 Emergency Medical Technician I (6 cr) (4+4) (pg. 30-36) 44

October 29, 2010 Undergraduate Academic Board Page 2 Summary

Tabled- initiator did not attend Chg ET A240 Computer Systems Interfacing (3 cr) (3+0) (pg. 37-42) Chg ET A241 Digital Control Systems (3 cr) (3+0) (pg. 43-48) Accepted ET courses for first reading Chg CIS A498 Individual Research Project (1-6 cr) (1-6+0) (pg. 49-54) Waive first reading and approved for second reading For 11 Against 0 Approved

VIII. Old Business A. Consistent wording on stacking of 500 level courses (pg. 55)

For 11 Against 0 Approved

B. Minor changes: Department Name Contact information, location, web address 1. General discipline information

A. Degree or Certificate program name and description B. Overview and career information C. Accreditation D. Research possibilities

2. Advising 3. Academic Progress Requirements For 11 Against 0 Approved all as minor changes to the catalog

C. Electronic signatures on curriculum- Lora Volden and Christine Lidren are researching options

IX. New Business A. Spreadsheets from Assistant Registrar Lora Volden

i. Programs which require a specific math course, but do not specifically allow for a higher level math course to meet requirement (pg. 56) MOTION: As a result of our conversations in GERC and UAB meetings, the UAB approves the following language be offered to programs who have MATH program requirements. “MATH A____ or any MATH course for which MATH A___ is in the prerequisite chain.” For 11 Against 0 Approved

ii. Programs which have redundant requirements and/or GERs which may be met by transfer work that is not currently applied as well to major requirements (pg. 57) Lora will come back with specific wording.

B. Prefix list summary (pg. 58-135)

If you see any issues, please contact the Scheduling and Publications Office. Sarah will bring forward another report. This does not have to come back to the board.

X. Informational Items and Adjournment A. Catalog Production Calendar (pg. 136) B. Curriculum Log C. Curriculum Handbook D. Catalog Copy E. Accreditation website

55




http://www.uaa.alaska.edu/accreditation/2010.cfm�

1a. School or College KP KPC

1b. Division No Division Code

1c. Department ET

2. Course Prefix

ET

3. Course Number

A240

4. Previous Course Prefix & Number

na

5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course Title Computer Systems Interfacing Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other update outcomes and outline (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2011 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance.

Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Computer Electronics AAS p.179 08/20/10 S. Kraxberger 2. Industrial Process Instrumentation AAS P.200 08/20/10 A. Houtz 3. ET A241 P. 390 08/20/10 A. Houtz

Initiator Name (typed): Scott Kraxberger Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 09/22/10 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 9/22/10

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Introduces concepts, programming techniques and device connections for computer sensing and control systems. Covers program design for device interfacing, common interfacing circuits, analog to digital conversion, digital to analog conversion, and serial communications.

16a. Course Prerequisite(s) (list prefix and number) ET A126 and ET A175

16b. Test Score(s) na

16c. Co-requisite(s) (concurrent enrollment required) na

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) na

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Update curriculum to reflect current technology. Change college from CTC to KPC.

__________________________________________________ ___________ Initiator (faculty only) Date Scott Kraxberger Initiator (TYPE NAME)

Approved Disapproved

__________________________________________________________ Dean/Director of School/College Date


______________________________________ __________ Department Chairperson Date


__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson


_____________________________________ ___________ Curriculum Committee Chairperson Date


__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

66

http://www.uaa.alaska.edu/governance�

mailto:[email protected]�

University of Alaska Anchorage Kenai Peninsula College Course Content Guide

I. Initiation Date: September 15, 2010

II. Course Information a. College: KPC b. Course Title: Computer Systems Interfacing c. Course Subject/Number: ET A240 d. Credit Hours: 3 e. Contact Time: 3 + 0 f. Grading Information A – F g. Course Description: Introduces concepts, programming techniques and

device connections for computer sensing and control systems. Covers program design for device interfacing, common interfacing circuits, analog to digital conversion, digital to analog conversion, and serial communications.

h. Status of course relative to degree or certificate program: Required for Industrial Process Instrumentation A.A.S. and Computer Electronics A.A.S.

i. Lab Fee: Yes j. Course Prerequisite: ET A126 and ET A175 k. Registration Restrictions: None

III. Course Level Justification This course builds upon a basic understanding of electronics and computer principles.

IV. Instructional Goals

The instructor will: a. Review number systems and digital logic concepts. b. Review computer programming fundamentals. c. Present the important characteristics of computer systems as they pertain to sensing

and device control applications. d. Demonstrate and discuss analysis methods, program control structures and algorithms

in the context of device interfacing projects. e. Provide training, examples and hands-on practice in system level programming

techniques in a language appropriate to the application. f. Present fundamental concepts of analog to digital (ADC) and digital to analog (DAC)

conversions and associated devices including resolution, quantization error, sampling rate and aliasing.

g. Present common serial communications concepts, protocols, and associated devices.

77

h. Introduce standard interfacing techniques for some common digital devices and subsystems.

i. Provide exercises and projects representative of real-world problems in system interfacing, control and simple data communications. Hardware controlled may include indicator lights, data acquisition sensors, user data entry devices, ADC and DAC circuits, electric motors, and other devices.

V. Student Learning Outcomes A student will: One or more of the following assessment

methods will be used: a. Gather, organize, and use information

necessary to connect and control various hardware devices, based on their electrical and timing specifications.

Tests, quizzes, interfacing projects

b. Create elementary device control programs and complete documentation, in an appropriate development language, using standard methods including structured programming and modular design. Hardware controlled may include indicator lights, data acquisition sensors, user data entry devices, ADC and DAC circuits, electric motors, and other devices.


c. Demonstrate practical knowledge of ADC and DAC systems, including determining resolution and quantization error for a given system.

Tests, quizzes, written assignments

d. Build, troubleshoot and demonstrate hardware interfacing solutions including hardware connections and custom software.


e. Demonstrate knowledge of basic serial communications protocols and hardware devices, including creation of simple data communications programs.


88

VI. Content outline for lectures

1. Programming Concepts Review a. Data types b. Operators and built-in functions c. Program variables d. System I/O addressing e. Bitwise (bit vector) operations f. Arrays and character strings g. Programmer-defined functions and procedures

2. Control Structures and Algorithms

a. Sequential execution b. Conditional execution c. Iteration (loops)

3. Project Requirement Specification

a. Inputs i. Parameter sensed

ii. Data type iii. Electrical characteristics iv. Timing

b. Outputs i. Parameter sensed

ii. Data type iii. Electrical characteristics iv. Timing

c. Project function i. System function definition

ii. User interface iii. Error handling

4. Project Design

a. Input connection diagram b. Output connection diagram c. System logic documentation

i. Pseudocode ii. Block diagrams

iii. Flowchart

99

5. Analog To Digital Conversion a. Input signal characteristics b. Converter resolution c. Converter types

i. Maximum sampling time/conversion frequency ii. Ramp

iii. Successive approximation iv. Flash

d. Quantization error

6. Digital To Analog Conversion a. Output signal characteristics b. Converter resolution c. Converter types

i. PWM ii. R-2R ladder

iii. Other types d. Maximum output sampling frequency

7. Serial Communications

a. RS-232 Standard i. Electrical characteristics

ii. Electrical connections iii. Data framing iv. Error detection v. Bit rates and timing

vi. Devices vii. Communications protocols and algorithms

b. Other serial communications standards i. RS-485

ii. Ethernet

8. External Devices a. Inputs

i. Switch contacts ii. Data entry keypads

iii. Temperature sensors iv. Voltage sources

b. Outputs i. Display lamps

ii. Speakers/audio devices iii. Stepper motors iv. Voltage outputs

1010

VII. Suggested Texts

Balch, M. (2003). Complete Digital Design: A Comprehensive Guide to Digital Electronics and Computer System Architecture, New York: McGraw-Hill.

Prata, S. (2004). C Primer Plus, 5th ed., New York: Sams.

VIII. Bibliography

Clements, A. (2006). Principles of Computer Hardware, 4th ed. New York: Oxford University Press.

Floyd, T. (2009). Digital Fundamentals, 10th Ed. Upper Saddle River, NJ: Pearson Prentice Hall.

James, K. (2000). PC Interfacing and Data Acquisition: Techniques for Measurement, Instrumentation and Control, Boston, MA: Newnes.

Kochan, S. (2004). Programming in C, 3rd ed., New York: Sams.

McCombs, D. (1999). Detecting the World: Capturing Physical Measurements with C++, Lawrence, KS: Miller Freeman.

Tocci, R., Widmer, N., Moss, G. (2011). Digital Systems, 11th Ed. New York: Prentice Hall

1111



1c. Department ET

2. Course Prefix

ET

3. Course Number

A241


na

5a. Credits/CEUs

3


6. Complete Course Title Digital Control Systems Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Computer Electronics AAS P. 179 08/20/10 S. Kraxberger 2. Industrial Process Instrumentation AAS P. 200 08/20/10 A. Houtz 3.





15. Course Description (suggested length 20 to 50 words) Introduces concepts, architecture and development of digital supervisory control and data acquisition (SCADA) systems. Includes systems organization, industrial data communications, data point addressing and recording, programmable logic controller (PLC) connections and programming, and human-machine interface (HMI) design and implementation.

16a. Course Prerequisite(s) (list prefix and number) ET A240





















1212





II. Course Information a. College: KPC b. Course Title: Digital Control Systems c. Course Subject/Number: ET A241 d. Credit Hours: 3 e. Contact Time: 3 + 0 f. Grading Information A – F g. Course Description: Introduces concepts, architecture and development of

digital supervisory control and data acquisition (SCADA) systems. Includes systems organization, industrial data communications, data point addressing and recording, programmable logic controller (PLC) connections and programming, and human-machine interface (HMI) design and development.

h. Status of course relative to degree or certificate program: Required for Industrial Process Instrumentation A.A.S., Computer Electronics A.A.S.

i. Lab Fee: Yes j. Course Prerequisite: ET A240 k. Registration Restrictions: None



The instructor will: a. Present components and architecture of SCADA systems including sensors, actuators,

field Input/Output (I/O) points, system data tags, the tag database, industrial controllers/PLCs, the system operator HMI, industrial data networks.

b. Describe modern industrial data networks including data frame format, device addresses, theory of operation, protocols, network device types, and network architecture.

c. Provide hands-on exercises connecting, configuring and troubleshooting communications with various types of networked equipment.

d. Introduce PLC devices, including theory of operation, data input/output, I/O point addressing, data types, device configuration and programming.

e. Provide training, examples and hands-on practice programming PLCs for simple control projects using an International Electrotechnical Commission standard (IEC 61131) language appropriate to the application. IEC 61131 programming languages covered will include, at minimum, ladder diagrams, function block diagrams and structured text.

1313

f. Introduce the HMI and related concepts, including the HMI design process, display animation, data addressing, HMI tags, data I/O servers, data historian servers, alarms, and HMI scripting.

g. Provide training, examples and hands-on practice developing, testing and debugging HMI applications using industry standard development systems and methods.

h. Provide training, examples and hands-on practice designing, programming and assembling integrated control system applications including field I/O connections, industrial network communications, one or more running PLCs and an operator HMI.


methods will be used: a. Identify and explain the function of all

components of a simple SCADA/industrial control network system.


b. Design a data network to connect a given set of devices including cabling map, network infrastructure devices, network address and subnet plan.


c. Configure and connect SCADA systems and troubleshoot network communication problems with associated devices including network patch panels, network switches, PLCs, remote I/O modules and computers.

Lab projects

d. Design, develop, document, install, test, and debug a PLC program.

Tests, quizzes, lab projects

e. Design a general SCADA system solution for an elementary industrial control scenario, including field I/O points, data tags with appropriate types and names, controllers, controller programming, network connections, and preliminary HMI screen design.


f. Develop, configure, connect, integrate and system test all components of an operational SCADA system for a simple industrial control application. Components will include field I/O connections, industrial network connections, a PLC program, and HMI application.

Lab projects

1414


1. Industrial Control Network / SCADA Concepts a. Field I/O points

i. sensors/switches ii. actuators

iii. annunciators b. Tags / tagnames c. Industrial data networks d. I/O servers, data access servers e. Data historian servers f. Industrial controllers / PLCs g. The HMI

2. Industrial Networks

a. The Open Systems Interconnection (OSI) network model b. Ethernet

i. frame format ii. addressing

c. Transmission Control Protocol/Internet Protocol (TCP/IP) i. packet format

ii. addressing iii. subnetting iv. routing

d. Serial protocols i. RS(Recommended Standard)232

ii. RS485 e. Field bus protocols

i. Modbus ii. Profibus

3. Programmable Logic Controllers (PLCs)

a. Theory of operation b. Operating modes c. Hardware configuration and addressing d. PLC programs

1515

4. PLC Programming a. Languages

i. The IEC 61131 standard ii. Ladder diagrams

iii. Function block diagrams iv. Structured text v. Other IEC 61131 languages

b. Programming environment and process i. Program design and documentation

ii. Editing, verifying and saving programs iii. Program variables and variable scope iv. Program tasks and subroutines v. Downloading to PLC

vi. Uploading from PLC vii. Online program testing, debugging and editing

5. Control Systems Network Services

a. I/O and data access servers i. Configuration

ii. Testing/troubleshooting b. Data historian servers

i. Configuration ii. Testing/troubleshooting

6. The Human-Machine Interface (HMI)

a. HMI design i. Window organization/navigation

ii. Operator alarms iii. System startup / shutdown methods iv. Security measures

b. Tag references c. I/O server connections d. Creating HMI windows

i. Window editor ii. Window types

iii. Window navigation e. Animation links

i. Data entry ii. Data display

iii. Graphical objects f. Alarms

i. Alarm display ii. Alarm behavior/operator interface

iii. Alarm logging

1616

g. HMI scripting i. Script types

ii. Using HMI scripts

7. System Integration a. Activation sequence b. System test c. Troubleshooting

VII. Suggested Text Stenerson, J. (2009). Programmable Logic Controllers with ControlLogix, New York: Delmar.

VIII. Bibliography

Hollifield, B. & Habibi, E. (2006). The Alarm Management Handbook, A Comprehensive Guide, Houston, TX: Plant Automation Services.

Hollifield, B., Oliver, D., Nimmo, I. & Habibi, E. (2008). The High Performance HMI Handbook, Houston, TX: Plant Automation Services.

Mackay, S., Wright, E., Reynders, D. & Park, J. (2004). Practical Industrial Data Networks: Design, Installation and Troubleshooting, Boston, MA: Newnes.

1717

1a. School or College CB CBPP

1b. Division ADBP Division of Business Programs

1c. Department Computer Information Systems

2. Course Prefix

CIS

3. Course Number

A375


CIS A420

5a. Credits/CEUs

3


6. Complete Course Title E-Training Design and End-User Support E-Training and User Support Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Updates course outline, texts, bibliography, implementation dates, and objectives (please specify)






Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Business Administration, Management Information Systems

134 04/09/2010 Minnie Yen, Chair, CIS

2. EDET A640 373 10/18/2010 James Powell, Chair, Teaching & Learning, COE 3.

Initiator Name (typed): John T. Pauli Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Analyzes and applies the theories and strategies associated with technology-based workplace training and consulting. Course projects advance and integrate competencies in communications skills and computer technical skills obtained in prior courses. Special Note: Course meets for four hours each week. 16a. Course Prerequisite(s) (list prefix and number) CIS A110

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A



16e. Registration Restriction(s) (non-codable) College of Business and Public Policy majors must be admitted to upper-division standing.

17. Mark if course has fees Standard CBPP computer lab fee

18. Mark if course is a selected topic course

19. Justification for Action With the advent of online learning, businesses and organizations have transitioned from classroom to online training courses. This revision recognizes that change. The emphasis has shifted from training-the-trainer to the designing of online training courses. The section of the course that deals with help-desk activities was modified to reflect the support needed by online learners.



1818



__________________________________________________ ___________ Initiator (faculty only) Date John T. Pauli Initiator (TYPE NAME)











1919

CCG CIS A375 Page 1 of 4

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated November 10, 2010

II. Course Information College/School: College of Business and Public Policy Department: Computer Information Systems

Program: Bachelor of Business Administration, Management Information Systems

Course Title: E-Training Design and End-User Support Course Number: CIS A375 Credits: 3

Contact Hours: 2 hours per week lecture x 15 weeks = 30 hrs. 2 hours per week lab x 15 weeks = 30 hrs.

10-15 hours per week outside class x 15 weeks= 150/225 hrs. Grading Basis: A-F

Course Description: Analyzes and applies the theories and strategies associated with technology-based workplace training and consulting. Course projects advance and integrate competencies in communications skills and computer technical skills obtained in prior courses. Special Note: Course meets for four hours each week.

Course Prerequisites: CIS A110 Registration Restrictions: College of Business and Public Policy majors must be

admitted to upper-division standing. Fees: Standard CBPP computer lab fee III. Course Activities

A. Lectures B. Discussions C. In-lab activities D. Team activities

IV. Guidelines for Evaluation A. Individual projects B. Team project C. Quizzes D. Written exam E. Simulations

2020


V. Course Level Justification Course designed as an upper-division elective in the Bachelor of Business Administration degree program. The students will have to integrate the knowledge and skills gained in other 300-level courses with their newly acquired training knowledge and skills to achieve success in the course.

VI. Outline

A. Business Training Environment 1. Adult learning theory 2. “Just-in-time training” philosophy 3. Global business perceptive 4. Modern business organizational structure

B. Business Interests 1. Training management systems 2. Return on investment 3. Workforce performance improvement 4. Conversion of training curriculum

C. Development Process 1. Needs Assessment 2. Front-end Analysis 3. Design 4. Development 5. Implementation 6. Evaluation

D. Key Elements & Topics 1. Course Design Specifications (CDS) 2. Searchable Content Objective Reference Model (SCORM) 3. Advance Distributive Learning Initiatives 4. Reusable Content Objects (RCO) 5. Content-Centric Design 6. Learner-Centric Design

E. Training Design Philosophies 1. Behaviorism 2. Cognitivism 3. Constructivism

F. Help Desks 1. Structure and staffing models 2. Tracking and work flow designs 3. Help desk tools 4. Measuring performance 5. Cost-benefit analysis 6. Help desk case studies

2121


G. E-Training Support Challenges 1. Assessment of end-user needs 2. Writing for training users 3. E-mentoring and e-coaching

VII. Suggested Texts

Driscoll, M., & Carliner, S. (2005). Advanced web-based training strategies: Unlocking instructionally sound online learning. San Francisco, CA: Pfeiffer.

VIII. Bibliography Allen, M. (2003). Guide to e-learning: Building interactive fun, and effective learning

programs for any company. Hoboken, NJ: Wiley & Sons.

Lynch, P., & Horton, S. (2009). Web style guide: Basic design principles for creating web sites (2 ed.). New Haven, CT: Yale University Press.

Rosenberg, M. J. (2006). Beyond e-learning: Approaches and technologies to enhance organizational knowledge, learning, and performance. San Francisco, CA: Pfeiffer.

Schank, R. C. (2002). Designing world-class e-learning: How IBM, GE, Harvard Business School, and Columbia University are succeeding at e-learning. New York: McGraw-Hill.

Shuen, A. (2008). Web 2.0: A strategy guide. Sebastopol, CA: O'Reilly.

Simonson, M., Smaldino, S., Abright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Allyn and Bacon.

IX. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will:

1. Demonstrate the skills, techniques, and general concepts used in planning and designing effective end-user training for the workplace environment

2. Provide individual coaching and feedback sessions for each student to assist in the learner’s development of training design skills

3. Facilitate a learning experience that replicates training situations in the business environment

4. Assist student to integrate knowledge and skills acquired in prior courses into online training designs

2222


B. Student Outcomes. Students will be able to: Assessment Method

1. Identify and describe the various components of a front-end analysis

Quizzes and written exam

2. Conduct an effective needs analysis Individual projects 3. Validate the needs and goals for existing

and proposed training Individual projects

4. Determine the appropriate learning domain for an instructional objective

Individual projects

5. Select appropriate instructional strategies for specified instructional objectives

Written exam

6. Structure a needs assessment and front-end analysis for a proposed training project

Team project

7. Produce training materials that meet a published style and English mechanics standards for online training

Individual projects

8. Modify a face-to-face instructional module to meet the challenges of an online training environment as part of a project team

Team project

9. Demonstrate the skills required to successfully perform help desk operations

Simulations

2323

1a. School or College CB CBPP

1b. Division ADBP Division of Business Programs

1c. Department CIS

2. Course Prefix

CIS

3. Course Number

A385


CIS A421

5a. Credits/CEUs

3


6. Complete Course Title Multimedia Authoring Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG and CAR (please specify)






Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Business Adminstration, Management Information Sytems

134 2/23/2010 Dr. Minnie Yen, Chair,CIS

2. JPC A345 410 10/19/2010 Paola Banchero, Chair,JPC 3.

Initiator Name (typed): John T. Pauli Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Provides opportunities for the exploration of multimedia authoring using a variety of software tools. Stresses design theory and the integration of various multimedia forms into a coherent business product. Special Note: Course meets for four hours each week.

16a. Course Prerequisite(s) (list prefix and number) CIS A110





16e. Registration Restriction(s) (non-codable) College of Business & Public Policy majors must be admitted to upper-division standing

17. Mark if course has fees Standard CBPP computer lab fee

18. Mark if course is a selected topic course

19. Justification for Action Based on the departmental examination of updated technologies, the increased use of technology in student social networking, and the adoption of a constructionist design, the course was reconfigured into a lecture-lab format and the prerequisites were modified.



2424



__________________________________________________ ___________ Initiator (faculty only) Date John T. Pauli Initiator (TYPE NAME)











2525


COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated November 10, 2010

II. Course Information College/School: College of Business and Public Policy Department: Computer Information Systems

Program: Bachelor of Business Administration, Management Information Systems Course Title: Multimedia Authoring

Course Number: CIS A385 Credits: 3

Contact Hours: 2 hours per week lecture x 15 weeks = 30 hrs. 2 hours per week lab x 15 weeks = 30 hrs. 10-15 hours per week outside class x 15 weeks= 150/225 hrs.

Grading Basis: A-F Course Description: Provides opportunities for the exploration of multimedia authoring using a variety of software tools. Stresses design theory and the integration of various multimedia forms into a coherent business product. Special Note: Course meets for four hours each week. Course Prerequisites: CIS A110

Registration Restrictions: College of Business and Public Policy majors must be admitted to upper-division standing.

Fees: Standard CBPP computer lab fee III. Course Activities

A. Lectures B. Discussion C. Lab activities

IV. Guidelines for Evaluation A. Individual multimedia portfolio B. Team project C. Lab projects D. Written exams

V. Course Level Justification Course designed as an upper-division elective in the Bachelor of Business Administration degree program. The students will have to integrate the knowledge and skills gained in 200 & 300-level CBPP courses with their newly acquired multimedia learning to achieve success in the course.

2626


VI. Outline A. Introduction and Review

1. Windows computers components 2. Basic software tools 3. Typology and layout 4. Presentation design

B. Multimedia Hardware and Software 1. Multimedia hardware components 2. Multimedia software tools 3. Making instant multimedia 4. Multimedia authoring tools

C. Multimedia Building Blocks 1. Text 2. Sound 3. Images 4. Animation 5. Video

D. Multimedia and the Internet 1. Internet and bandwidth 2. Tools for the World Wide Web 3. Designing for the World Wide Web

E. Web Standards 1. World Wide Web Consortium (W3C) 2. Section 508 –Rehabilitation Act

F. Multimedia Design Cycle 1. Assessment/analysis 2. Front-end analysis 3. Design 4. Development 5. Delivery 6. Evaluation

G. Multimedia Copyright 1. Copyright Act of 1909 2. Copyright Act of 1976 3. Uruguay Round Agreement Act 4. Protected Works 5. Works Not Protected

2727


VII. Suggested Texts Lake, S. & Bean, K. (2008). Digital multimedia: The business of technology (2nd ed.).

Mason, OH: South-Western.

Vaughan, T. (2007). Multimedia: Making it work (7th ed.). Burr Ridge, IL: McGraw-Hill Technology Education.

VIII. Bibliography

*Alber, A. (1996). Multimedia: A management perspective. Belmont, CA: Wadsworth Publishing.

Bennett, J. G. (2006). Design fundamentals for news media. Clifton Park, NY: Delmar Learning.

Coorough, C. (2007). Multimedia and the web: Creating digital excitement. Fort Worth, TX: Harcourt College Publishers.

Li, Z., & Drew, M. (2004). Fundamentals of multimedia. Upper Saddle River, NJ: Prentice Hall.

Moran, C. (2005). Crafting multimedia text: Websites and presentations. Upper Saddle River, NJ: Pearson.

Sessions (Ed.). (2006). Graphic design portfolio-builder: Adobe Photoshop and Adobe Illustrator projects. Berkeley, CA: Peachpit Press.

Villalobos, R. (2008). Exploring multimedia for designers. Clifton NY: Thompson: Delmar Learning.

*Classic

IX. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will:

1. Demonstrate the skills, techniques, and general controls used in planning and designing a multimedia product

2. Provide individual coaching and feedback sessions for each student to assist in the understanding of multimedia theory and development of design skills

3. Facilitate a learning experience that replicates, as closely as possible, the workplace multimedia environment

4. Assist students to integrate knowledge and skills obtained in prior courses into the course’s multimedia projects

2828


B. Student Outcomes. Students will be able to: Assessment Method

1. Apply applicable standards and laws to the design, use, reproduction, and distribution of multimedia products

Written exams

2. Develop, storyboard, and execute an individual multimedia project

Individual multimedia portfolio

3. Select the proper platform for developing a multimedia project based on budget constraints, delivery requirements, and the content of the project

Written exams

4. Plan, produce, and edit appropriate multimedia animations

Lab projects

5. Successfully modify a multimedia project module

Lab projects

6. Identify the legal issues surrounding content and the use of talent in multimedia projects

Written exams

7. Research, storyboard, and produce a video clip on a business related topic as part of a project team

Team project

8. Research, design, storyboard, and produce a web-based project containing animation, sound, video, text, and graphics as part of a project team

Team project

2929

1a. School or College CT CTC

1b. Division ADHS Div of Human Svs Health Sci

1c. Department FEST

2. Course Prefix

EMT

3. Course Number

A130


N/A

5a. Credits/CEUs

6 credits


6. Complete Course Title Emergency Medical Technician I Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG (please specify)

9. Repeat Status No # of Repeats N/A Max Credits N/A



12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. 2. 3.

Initiator Name (typed): Gail Warner Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Presents skills for proficiency in victim assessment, recognition, and treatment of medical emergencies and other basic life support procedures. May include practicum experience in hospitals, emergency rooms, or other sites. Provides the necessary training to become state or nationally registered as an EMT I, which is optional. Special note: Students must have the strength to be able to move victims, sufficient vision to assess condition of victims, and dexterity to perform the skills application procedures. 16a. Course Prerequisite(s) (list prefix and number) N/A





16e. Registration Restriction(s) (non-codable) Provide evidence of CPR training at the professional provider level. Restriction may be waived with instructor approval.


19. Justification for Action Alaska EMS statutes 7 AAC 26.050 requires EMT Instructors to: (8) agree to limit students to those who provide evidence of a valid CPR credential, or agree to increase the number of class hours to 128 hours and include CPR within the EMT-I training program. Changes in the registration restrictions reflects what is currently offered.



3030



__________________________________________________ ___________ Initiator (faculty only) Date Gail Warner Initiator (TYPE NAME)











3131

COURSE CONTENT GUIDE Department: Fire and Emergency Services Date: September 10, 2010 Course Number: EMT A130 Course Title: Emergency Medical Technician I Credits: 6 credits

I. Course Description: Presents skills for proficiency in victim assessment, recognition, and treatment

of medical emergencies and other basic life support procedures. May include practicum experience in hospitals, emergency rooms, or other sites. Provides the necessary training to become state or nationally registered as an EMT I, which is optional.

Special note: Students must have the strength to be able to move victims, sufficient vision to assess condition of victims, and dexterity to perform the skills appication procedures.

II. Course Design:

A. This course is designed for entry-level fire and emergency service students.

B. Credits: 6

C. Total time of student involvement 270 hours: Lecture: 60 total hours Lab: 60 total hours Outside: 150 total hours

D. EMT A130 is an elective course

E. There is a special fee associated with this course.

F. This course may be taught in any time frame, but not less than six weeks.

G. This is a revised course.

H. This course is coordinated with extended sites and Listserv.

I. This course introduces students to the emergency medical field of fire and emergency services.

III. Course Activities:

This course is conducted with classroom lecture, discussions, classroom skill activities, and onsite practicum experience.

3232

IV. Registration Restriction:

Provide evidence of CPR training at the professional provider level or instructor approval. Restriction may be waived with instructor approval.

V. Course Evaluation:

This course will be graded on an A-F basis. The grade will be determined by weekly homework, attendance and participation, quizzes, exams, and skills assessments. Grading criteria will be provided at the beginning of the course.

VI. Course Curriculum:

1.0 Safety

1.1 Orientation 1.2 Campus and classroom

2.0 Preparatory 2.1 Introduction to emergency medical care 2.2 Well-being of the EMT basic 2.3 Medical/Legal and Ethical Issues 2.4 The human body 2.5 Baseline vital sign and SAMPLE history 2.6 Lifting and moving patients 3.0 Airway

3.1 Anatomy and function of the lungs 3.2 Respiratory emergencies

4.0 Patient Assessment 4.1 Scene Size-up 4.2 Initial assessment 4.3 Focused history and physical exam – trauma patients 4.4 Focused history and physical exam – medical patients 4.5 Detailed physical exam 4.6 Communications 4.7 Documentation

5.0 Medical 5.1 General pharmacology 5.2 Respiratory emergencies 5.3 Cardiovascular emergencies 5.4 Diabetes/Altered mental status

3333

5.5 Allergies 5.6 Poisoning/Overdose 5.7 Environmental emergencies 5.8 Behavioral emergencies 5.9 Obstetrics/Gynecology 5.10 Medical/Behavioral/Obstetrics/Gynecology skills lab

6.0 Trauma

6.1 Bleeding and Shock 6.2 Soft tissue injuries 6.3 Musculoskeletal care 6.4 Head and Spine injuries

7.0 Infants and Children 7.1 Anatomy and physiology 7.2 Growth and development 7.3 Assessment of pediatric patients 7.4 Pediatric airways 7.5 Pediatric medical emergencies 7.6 Pediatric trauma

8.0 Geriatrics 8.1 Trauma 8.2 Medical emergencies 8.3 Abuse

9.0 Operations 9.1 Ambulance operations 9.2 Gaining access 9.3 Overviews

VI. Suggested Texts: American Academy of Orthopedic Surgeons (AAOS). (2011). Emergency

care and transportation of the sick and injured (10th edition). Sudbary, MA: Jones and Bartlett.

American Academy of Orthopedic Surgeons (AAOS). (2011). Emergency

care and transportation of the sick and injured workbook (10th edition). Sudbary, MA: Jones and Bartlett.

American Heart Association. (2007). BLS for healthcare providers. South

Deerfield, MA: Channing Bete.

3434

Emergency Medical Service Unit Downloads. (latest). Statutes, regulations, and policies. Retrieved from:

http://www.ems.alaska.gov/EMS/downloads/statutes.htm Emergency Medical Service Unit Downloads. (Dec. 2003). Treatment

guidelines. Retrieved from: http://www.ems.alaska.gov/EMS/downloads/treatment.htm

VII. Bibliography:

Henry, M. and Stapleton, E. (2009). EMT prehospital care (4th edition). St. Louis, MO: Mosby-Jems.

IX. Instructional Goals, Student Outcomes, and Assessment Procedures:

A. Instructional Goal: Introduce the knowledge and skills required for the basic EMT and prepare students to sit for the state and/or national EMT certification exam.

B. Student Outcomes/Assessment Procedures

Student Outcomes After successful completion of the course, the student will be able to:

Assessment Procedures

Define the roles and responsibilities of the EMT I as it is related to patient and personal safety.

Class participation Written assignments

Describe the requirements for EMS personnel outlined in the Alaska Bloodborne pathogen regulations and wear appropriate protective clothing.

Class participation Written assignments Skills Assessment

Define the EMT scope of practice concerning medico/legal implications.


Describe the anatomy and functions of the major body systems


Identify the components of vital signs and perform a medical assessment.


Describe common mechanisms of injury/nature of illness Class participation Written assignments

Perform a patient assessment for trauma patients Class participation Written assignments Skills Assessment

3535

http://www.ems.alaska.gov/EMS/downloads/statutes.htm�

http://www.ems.alaska.gov/EMS/downloads/treatment.htm�

Perform proper airway management Class participation Skills Assessment

Effectively communicate information between the patient and dispatch.


Explain the components of a formal incident report Class participation Written assignments

Identify the developmental considerations for various age groups and perform assessments for geriatric and pediatric patients.


Describe the general provisions of state laws relating to the operation of the ambulance and its privileges.


3636



1c. Department CET

2. Course Prefix

ET

3. Course Number

A243


na

5a. Credits/CEUs

3


6. Complete Course Title Programmable Logic Controllers Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Industrial Process Instrumentation AAS P. 200 08/20/10 A. Houtz 2. 3.





15. Course Description (suggested length 20 to 50 words) Introduces the programmable logic controller (PLC) for industrial control applications. Includes PLC system design, hardware selection, configuration, input/output connections, programming and troubleshooting.






















3737





II. Course Information a. College: KPC b. Course Title: Programmable Logic Controllers c. Course Subject/Number: ET A243 d. Credit Hours: 3 e. Contact Time: 3 + 0 f. Grading Information: A – F g. Course Description: Introduces the programmable logic controller (PLC) for

industrial control applications. Includes PLC system design, hardware selection, configuration, input/output connections, programming and troubleshooting.

h. Status of course relative to degree or certificate program: Elective for Industrial Process Instrumentation A.A.S. and Computer Electronics A.A.S.

i. Lab Fee: Yes j. Course Prerequisite: ET A126 k. Registration Restrictions: None



The instructor will: a. Demonstrate techniques and standard documents for PLC system design, including

system requirement specification with tag list, system block diagram, input/output (I/O) connection diagram, and program logic definition using ladder logic, Boolean logic, function block diagrams, and pseuodcode.

b. Describe the functions of electromechanical relays and various switch types, including their corresponding circuit diagram symbols.

c. Elucidate the relationship between Boolean logic diagrams and ladder logic. d. Demonstrate programming procedures for IEC 61131 ladder logic programming. e. Demonstrate programming procedures for IEC 61131 function block programming. f. Demonstrate use of a modern PLC programming environment including program

editing, logic verification, download, upload and online testing. g. Describe selection, connection and configuration of typical PLC discrete input and

discrete output modules. h. Describe selection, connection and configuration of PLC analog input and analog output

modules.

3838

V. Student Learning Outcomes A student will be able to: One or more of the following assessment

methods will be used: a. Create elementary industrial control

applications using IEC 61131 ladder logic programming.

Tests, quizzes, written assignments, projects

b. Create elementary industrial control applications using IEC 61131 function block programming.


c. Select PLC and I/O hardware for a given application. Describe the hardware configuration process. Document appropriate I/O connection diagrams.


d. Design a PLC solution for an industrial control application, including system block diagram, field input and output devices, data variables/tags with appropriate types and names, program logic design, and I/O connection diagram.



1. PLC And Control System Concepts a. The programmable logic controller b. The distributed control system c. Field I/O points

i. sensors/switches ii. actuators

iii. annunciators d. Tags / tagnames e. Industrial data networks f. I/O servers, data access servers g. Data historian servers h. The human-machine interface (HMI)

3939

2. The PLC a. Theory of operation b. External connections c. Operating modes d. Programs e. Programming and configuration software

3. PLC Hardware

a. Chassis/backplane b. Backplane slots c. The CPU d. I/O and communications modules e. CPU and I/O module power f. PLC firmware and the firmware update process g. PLC hardware status lights and alphanumeric displays

4. PLC Programming

a. Languages i. The IEC 61131 standard

ii. Ladder logic iii. Function block diagrams iv. Other IEC 61131 languages

b. Programming environment and process i. Program design and documentation

ii. Editing, verifying and saving programs iii. Program variables, data types and variable scope iv. PLC task architecture v. Downloading to PLC

vi. Uploading from PLC vii. Online program testing, debugging and editing

5. Ladder Logic Programming

a. Sequence of execution b. Editing rungs c. Conversion to/from Boolean logic diagrams d. Commonly used symbols e. Data input and output f. Program organization/subroutines g. Projects

6. Function Block Programming

a. Editing function block logic pages b. Commonly used functions c. Data input and output d. Program organization/subroutines e. Projects

4040

7. PLC data a. PLC variable (tag) database b. Variable scope c. Data types d. Discrete inputs e. Discrete outputs f. Analog inputs g. Analog outputs h. Analog value scaling

8. PLC Project Integration

a. System design documentation b. I/O and power connections c. System startup sequence d. System test

i. Writing test plans ii. Using the development environment’s online test mode

iii. System testing with and without active field I/O connections e. System troubleshooting

VII. Suggested Text Stenerson, J. (2009). Programmable Logic Controllers with ControlLogix, NY: Delmar.

VIII. Bibliography

Erickson, K. T. (2005). Programmable Logic Controllers: An Emphasis on Design and Application, Rolla, MO: Dogwood Valley Press.

Kirchoff, G. (2002). Cascading Logic: A Machine Control Methodology for Programmable Logic Controllers, Research Triangle Park, NC: Instrumentation, Systems and Automation Society.

Parr, E. A. (2003). Programmable Controllers, Third Edition: An Engineer's Guide, Burlington, MA: Newnes.

4141

http://www.amazon.com/Programmable-Logic-Controllers-Emphasis-Application/dp/0976625903/ref=sr_1_5?s=gateway&ie=UTF8&qid=1285891166&sr=8-5�



1c. Department CET

2. Course Prefix

ET

3. Course Number

A246


na

5a. Credits/CEUs

3


6. Complete Course Title Electronic Industrial Instrumentation Electronic Indus. Instrument Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Industrial Process Instrumentation AAS P.200 08/20/10 A. Houtz 2. 3.





15. Course Description (suggested length 20 to 50 words) Explains the methods of analog signal conditioning and transmission. Describes common sensors for level, pressure, temperature and chemical analysis. Includes instrument connections, wiring, shielding, voltage and current loops, fieldbus protocols and digital controllers.






















4242



KENAI PENINSULA COLLEGE UNIVERSITY OF ALASKA ANCHORAGE

COURSE CONTENT GUIDE


II. Course Information a. College: KPC b. Course Title: Electronic Industrial Instrumentation c. Course Subject/Number: ET A246 d. Credit Hours: 3 e. Contact Time: 3 + 0 f. Grading Information: A – F g. Course Description: Explains the methods of analog signal conditioning and

transmission. Describes common sensors for level, pressure, temperature and chemical analysis. Includes instrument connections, wiring, shielding, voltage and current loops, fieldbus protocols and digital controllers.

h. Status of course relative to degree or certificate program: Required for Industrial Process Instrumentation A.A.S.

i. Lab Fees: Yes j. Course Prerequisites: ET A102 k. Registration Restrictions: None

III. Course Level Justification

This course builds upon a basic understanding of electronics, process variable sensors, and computer principles.


The instructor will: a. Explain the differences between discrete and analog signal processing. b. Describe analog signal conditioning circuits including voltage to current conversion, bridge

circuits and op-amp applications. c. Discuss analog to digital and digital to analog converters. d. Explain the function and connection of 2-wire transmitter. e. Describe signal shielding, grounding issues and signal isolation. f. Explain temperature sensors including thermocouples and Resistance Temperature

Detectors (RTD). g. Describe pressure sensors and transmitters. h. Explain control loop functions, connections and documentation. i. Discuss “smart instruments” and fieldbus instrument protocols.

V. Student Learning Outcomes

A student will: One or more of the following assessment methods will be used?

a. Draw an accurate connection diagram (loop diagram) for a control loop that utilizes both current and voltage signals.


b. Draw a complete connection diagram for a thermocouple hose temperature control loop with appropriate shielding and grounding connections.


c. Describe a complete functional check-out procedure for a typical electronic pressure, flow, or temperature control loop.


d. Describe the significance of hazardous location classifications and the impact of these classifications on safe


4343

operations. VI. Content Outline for Lectures

1. Signal Conditioning a. Op-amp applications b. Bridge circuits c. Sensor amplifiers d. Voltage to current conversion circuits e. Analog to digital converters f. Digital to analog converters

2. Process Variable transmitters

a. Two-wire transmitter function b. Four-wire transmitter function c. External connections d. Load limit calculation e. Connection diagrams f. Voltage drop calculations

3. Signal Wiring

a. Signal shielding b. Grounding issues c. Signal isolation d. National Electrical Code (NEC) hazardous location designation and equipment e. Wiring diagrams

4. Temperature sensors

a. RTDs b. Thermocouples c. Applications d. Troubleshooting

5. Pressure sensors

a. Strain gauges b. Differential pressure sensors c. Applications

6. Analytical Sensors

a. Conductivity b. PH measurement

7. Fieldbus Protocols

a. “Smart” instruments b. HART protocol c. Modbus d. Foundation fieldbus

8. Electronic Controllers

a. Digital controllers b. Analog controllers c. Controller wiring

4444

VII. Suggested Texts Johnson, C. (2006). Process Control Instrumentation Technology (8th ed.). NY: Prentice Hall.

VIII. Bibliography Altman, W. (2006). Practical Process Control for Engineers and Technicians. Oxford, England: Newnes. Coughlin, R., & Driscoll, F. (2007). Electrical Instruments in Hazardous Locations (4th ed.). Research Triangle Park, NC: International Society of Automation. Floyd, & D., B. Basic Operational Amplifiers and Integrated Circuits (2nd ed.). NY: Prentice Hall. Harley, J. (2005). Loop checking: A Technician's Guide. Research Triangle Park, NC: Instrumentation, Systems, and Automation Society. Parr, E. A. (1996). Control Engineering. Oxford, England: Butterworth-Hernemann. Turner, J., & Martyn, H. (1999). Instrumentation for Engineers and Scientists. Oxford, England: Oxford University Press.

4545



1c. Department WELD

2. Course Prefix

WELD

3. Course Number

A207


na

5a. Credits/CEUs

2


6. Complete Course Title Industrial Welding Qualification Industrial Welding Qual. Abbreviated Title for Transcript (30 character)




9. Repeat Status Yes # of Repeats 2 Max Credits 6






Initiator Name (typed): Fritz Miller Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Provides opportunity for experienced welding students to study, practice, and demonstrate mastery of one or more specific technical welding methods leading to national industrial welding qualification. Each student will be evaluated on an individual basis derived from the student’s professional objectives.

16a. Course Prerequisite(s) (list prefix and number) none





16e. Registration Restriction(s) (non-codable) Prequalification welding test


19. Justification for Action Update curriculum to reflect current procedures and technology.

__________________________________________________ ___________ Initiator (faculty only) Date Fritz Miller Initiator (TYPE NAME)













4646




I. Initiation Date: October 1, 2010

II. Course Information a. College: KPC b. Course Title: Industrial Welding Qualification c. Course Subject/Number: WELD A207 d. Credit Hours: 2 e. Contact Time: 1 + 2 f. Grading Information: Pass/No Pass g. Course Description: Provides opportunity for experienced welding students

to study, practice, and demonstrate mastery of one or more specific technical welding methods leading to national industrial welding qualification. Each student will be evaluated on an individual basis derived from the student’s professional objectives.

h. Status of course relative to degree or certificate program: Elective for Welding Technology Certificate

i. Lab Fee: Yes j. Course Prerequisite: None k. Registration Restrictions: Prequalification welding test

III. Course Level Justification This course builds upon a basic understanding of welding principles and techniques.


The instructor will: a. Present technical information for the welding qualification sought, including materials

requirements and quality assurance, weld preparation, welding positions and techniques.

b. Describe and demonstrate procedures for the welding qualification sought including weld preparation and the weld process.

c. Explain the welding qualification testing process including test environment, time constraints, strength and quality metrics.

d. Provide analysis and critique of student welding techniques. e. Administer and critique a student pre-test in preparation for the welding qualification

test.

4747


methods will be used: a. Describe materials needed to perform

a successful weld for the type of welding qualification sought including any materials storage and quality assurance concerns.


b. Describe required preparation for the weld procedure, including joint preheating and backing plate installation.


c. Successfully perform the qualification test for the procedure sought, meeting all procedural, weld strength and weld quality standards.

Lab demonstrations, procedural test with weld analysis

VI. Course Content Will vary depending on welding qualification but will include the following:

1. Safety a. Campus b. Classroom c. Welding Lab

2. Qualification Information

a. Qualification general information b. Materials specification

i. Base metals ii. Welding rod

iii. Materials quality assurance c. Welding techniques

i. Weld preparation ii. Preheat

iii. Root pass iv. Buildup sequence

d. Welding performance qualification i. Welding environment and position

ii. Weld quality and strength tests

4848

3. Qualification Practical Training a. Instructor demonstration b. Student practice c. Student procedure critique d. Qualification pre-testing

4. Qualification Testing

a. Weld completion process and time b. Weld strength evaluation c. Weld quality evaluation

VII. Suggested Text Bohnart, E. R. (2011). Welding: Principles and Practices (4th ed.). New York: McGraw-Hill.

VIII. Bibliography

Cary, H. B., & Helzer, S. (2004). Modern Welding Technology (6th ed.). New York: Prentice Hall.

Griffin, I. H. (1985). Pipe Welding Techniques (4th ed.). New York: Delmar. * classic pipe welding text

4949

1a. School or College HW CHSW

1b. Division ASWK Division of Social Work

1c. Department BSWK

2. Course Prefix

SWK

3. Course Number

A498


A463

5a. Credits/CEUs

3


6. Complete Course Title Advanced Community-Based Research Adv Community-Based Research Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)



11. Implementation Date semester/year From: spring/2011 To: /9999

12. Cross Listed with n/a Stacked with n/a Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Social Work, Honors in Social Work 158-160 10/13/10 faculty listserve (no other programs affected) 2. 3.

Initiator Name (typed): Tracey Burke Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Design and complete a research project in collaboration with a community partner under the guidance of a faculty mentor. Projects must demonstrate advanced scholarship grounded in the theory and professional standards of social work practice. 16a. Course Prerequisite(s) (list prefix and number) SWK A424

16b. Test Score(s) n/a

16c. Co-requisite(s) (concurrent enrollment required) n/a



16e. Registration Restriction(s) (non-codable) n/a

17. Mark if course has fees n/a 18. Mark if course is a selected topic course

19. Justification for Action Revision of prior course, Social Work Senior Honors Research Project, to allow greater flexibility for student programs and to replace classroom instruction with individual guided research.

__________________________________________________ ___________ Initiator (faculty only) Date Initiator (TYPE NAME)













5050



University of Alaska Anchorage College of Health and Social Welfare

Course Content Guide

I. Date of Initiation: January, 2010 II. Curriculum Action Request Information

School: School of Social Work Course Subject: SWK Course Number: A498 Number of Credits: 3 Contact Hours: 1+4 Course Program: Bachelor of Social Work Title: Advanced Community-Based Research Grading Basis: A-F Implementation Date: Spring, 2011 Course Description: Design and complete a research project in collaboration with a community partner under the guidance of a faculty mentor. Projects must demonstrate advanced scholarship grounded in the theory and professional standards of social work practice. Course Prerequisites: SWK A424 Course Co-requisites: None Registration Restrictions: None Course Fee: No

III. Instructional Goals and Student Outcomes The instructor will: 1. Guide students as they identify topics of interest, potential partner agencies,

and researchable questions. 2. Review or introduce relevant theories and methodologies for researching

social work problems, issues, and practice effectiveness. 3. Provide ongoing mentoring and resources as students develop and conduct

their projects, including around issues of ethics, cultural sensitivity, and community collaboration.

Upon completion of this course, the student will be able to:

Outcomes and Assessment Measures Outcomes Measures

1. Design a professional level project suitable for examining a generalist social work practice issue, in collaboration with a community partner.

* A written proposal, including a literature review and plan for data collection and analysis.

2. Employ appropriate methodologies to implement, analyze, and complete a project.

* Written and publicly-presented findings, including an account of how data was collected and analyzed, how findings fit

5151

into and extend existing knowledge, issues related to ethics and cultural sensitivity, and limitations of the study. Presentation audiences must include the social work showcase and a group representing the community partner, constituted at the agency representative’s discretion. * Brief written reflections of lessons learned through the process

3. Identify and address concerns regarding ethics, cultural sensitivity, and the needs of populations at risk in a research context.

* Certificate of completion from the Collaborative Institutional Training Initiative, the UAA-sponsored online human research class * Respectful interactions with diverse study participants and populations at risk, as attested to by the community partner * Incorporation of ethics, cultural sensitivity, and populations at risk in the reflections of lessons learned

IV. Course Level Justification

This class is designed as an elective research project for social work majors, especially but not exclusively those students planning to graduate with departmental honors. Advanced knowledge of the field and completion of the pre-requisite Foundation Research course (SWK A424) are necessary for success.

V. Topical Course Outline Instructors, students, and perhaps community partners will collaboratively determine the topics to be addressed during weekly meetings based on the students’ interests and proposed projects. Although the timeline will vary, all students will proceed through the research stages of design, Institutional Review Board training and ethics, data collection, data analysis, and writing up and presenting their research findings. Students’ projects must respond to a community need. Students concurrently in their field placements may link their projects to their practicum sites and design their projects in collaboration with their practicum supervisors or other agency staff, with the understanding that time spent working on these projects does NOT count for field hours unless the practicum supervisor and departmental Field Coordinator provide explicit approval. Although it will vary how much of a role the community partner-representative chooses to play, the instructor and partner will be in regular contact to provide joint supportive oversight and to avoid problems.

5252

VI. Suggested Texts The text and supplemental readings will vary with the instructor and the student projects, but the books in the bibliography are representative of general texts and source materials.

VII. Bibliography

Denzin, N. K., & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications.

Leadbetter, B., Banister, E., Benopit, C., Jansson, M., Marshall, A., & Riecken, T.

(2006). Ethical issues in community-based research with children and youth. Toronto, Canada: University of Toronto Press.

Pan, M. L. (2007). Preparing literature reviews (3rd ed.). Los Angeles, CA:

Pyrczak. Pyrczak, F. & Bruce, R. R. (2007). Writing empirical research reports (6th ed.).

Los Angeles, CA: Pyrczak. Royse, D. (2008). Research methods in social work (5th ed.). Belmont, CA:

Brooks/Cole-Thomson Learning. Rubin, A., & Babbie, E. R. (2010). Research methods for social work (7th ed.).

Belmont, CA: Brooks/Cole-Thomson Learning.

5353

1a. School or College AS CAS

1b. Division AHUM Division of Humanities

1c. Department Hist

2. Course Prefix

Hist

3. Course Number

A346


5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (`3+0)

6. Complete Course Title History of Native Peoples of United States and Canada Hist Native Peoples U.S./Can Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Fall/2011 To: 9999/9999



Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Native Studies 3/23/10 Nancy Furlow 2. International Studies 1/22/10 Susan Kalina 3. Anthropology 1/21/10 Steve Langdon/Phyllis Fast

Initiator Name (typed): ej Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) An examination of themes in the history of indigenous peoples of the U.S. and Canada from pre-contact through the twentieth century, with an emphasis on Native voices and perspectives. 16a. Course Prerequisite(s) (list prefix and number) Hist A131 or A132

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required)



16e. Registration Restriction(s) (non-codable)


19. Justification for Action New department course offering. Native American history represents a critical aspect of the American history program and curriculum; also supports International Studies .

__________________________________________________ ___________ Initiator (faculty only) Date Elizabeth James Initiator (TYPE NAME)













5454




University of Alaska Anchorage Department of History: HIST A346: History of Native Peoples

of United States and Canada I. Initiation Date: January 2010 II. Course Information: A. College: College of Arts and Sciences B. Department: History C. Course Title: History of Native Peoples of United States and Canada D. Course Subject/Number: HIST A346 E. Credit Hours: 3.0 Credits F. Contact Time: 3+0 Contact Time G. Grading Information: A-F H. Course Description: An examination of themes in the history of

indigenous peoples of the U.S. and Canada from pre-contact through the twentieth century, with an emphasis on Native voices and perspectives.

I. Course Prerequisites: Hist A131 or Hist A132 J. Course Fees: None III. Instructional Goals and Student Outcomes: A. Instructional Goals:

Instructional Goals

1. To present and examine the key political, social, economic and cultural developments in North American indigenous peoples’ history.

2. Use the study of Native history to develop the student’s ability to think historically, that is:

• to place ideas, events, objects and texts in proper historical context • to examine causation and consequences • to analyze patterns of change and continuity • to assess possibilities of contingency • to recognize and evaluate the complexity of the historical process

3. To develop the student’s ability to read, think and write critically through the examination and analysis of primary and secondary sources in indigenous history of North America.

5555

4. To develop the student’s ability to communicate effectively orally and in writing at an advanced undergraduate level.

B. Student Outcomes and Assessment Procedures.

Student Outcomes – Students will be able to: Assessment Procedures: *Note: Students should submit a minimum of 20-25 pages of empirically based analytical writing for this course

1. Demonstrate knowledge of the key themes and sources, both primary and secondary, in Native history of the U.S. and Canada.

Content exams and analytical essays

2. Identify and explicate the causes, consequences, and complexity of key historical developments in the history of Native peoples.

Analytical essays and exams, and/or research paper

3. Recognize and analyze patterns of change, continuity, and contingency in American and Canadian Indian history.


4. Communicate effectively orally and in writing at an advanced undergraduate level.

Analytical essays and exams, and/or research paper, oral presentations and discussion

IV. Guidelines for Evaluation: Students will be evaluated on the above outcomes through participation in

classroom discussions and presentations, content and essay exams, analytical essays based on assigned readings of both primary and secondary sources, and research papers. All assignments will emphasize reading, writing and historical thinking and research skills.

V. Course Level Justification

Hist A346 is an upper division course in American history. The course seeks to enhance student capacity to analyze and evaluate historical data in an advancing manner. Students must apply both written and oral skills that demonstrate these abilities. The course builds on survey level course knowledge and provides means for increasing depth of knowledge and critical thinking capabilities. These skills and content are necessary to the History major.

5656

VI. Topical Course Outline: 1.0 North America before 1492 2.0 First European Contacts – Spanish, French, and English 3.0 Native Peoples of Colonial America and New France 4.0 Defending the Homelands – First Peoples and Resistance 5.0 Comparing Treaties, Status, and Identity in U.S. and Canada 6.0 The Assimilation Campaign in U.S. and Canada 7.0 American Indian/First Nations Federal Policies in the Twentieth Century 8.0 Indigenous Organizations and Activism 9.0 Sovereign Nations and Self-Determination VII. Suggested Text and Readings: Calloway, Colin G. First Peoples: A Documentary Survey of American Indian History. Bedford St. Martin’s, 2008. Dickason, Olive Patricia. Canada’s First Nations: A History of Founding Peoples from Earliest Times. Oxford University Press, 2009. Edmunds, R. David, Frederick E. Hoxie, and Neal Salisbury. The People: A History of Native America. Houghton-Mifflin Company, 2007. Hoxie, Frederick E. and Peter Iverson, eds. Indians in American History: An Introduction. Harlan Davidson, 1998. Hurtado, Albert L. and Peter Iverson. Major Problems in American Indian History. D.C. Heath and Company, 2001. Mintz, Steven, ed. Native American Voices: A History and Anthology. Brandywine Press, 2000. Nichols, Roger L. The American Indian: Past and Present. University of Oklahoma Press, 2008.

5757

VIII. Select Bibliography: U.S.:

Child, Brenda J. Boarding School Seasons: American Indian Families, 1900-1940. University of Nebraska Press, 1998.

Cobb, Daniel M. Native Activism in Cold War America: The Struggle for Sovereignty. University Press of Kansas, 2008. Deloria, Philip J. Playing Indian. Yale University Press, 1998. Fixico, Donald L. The Urban Indian Experience in America. University of New Mexico Press, 2000.

Harmon, Alexandra. Indians in the Making: Ethnic Relations and Indian Identities

around Puget Sound. University of California Press, 1998. Hoxie, Frederick E. A Final Promise: The Campaign to Assimilate the Indians, 1880- 1920. University of Nebraska Press, 2001. Iverson, Peter. “We Are Still Here”: American Indians in the Twentieth Century. Harlan Davidson, 1998.

Richter, Daniel K. Facing East from Indian Country: A Native History of Early America. Harvard University Press, 2001. Canada: Binnema, Ted and Susan Neylan, eds. New Histories for Old: Changing Perspectives on Canada’s Native Pasts. University of British Columbia Press, 2007.

Brown, Alison K. and Laura Peers. Pictures Bring Us Messages / Sinaakssiiksi aohtsimaahpihkookiyaawa: Photographs and Histories from the Kainai Nation. University of Toronto Press, 2006. Harris, R. Cole. Making Native Space: Colonialism, Resistance, and Reserves in British Columbia. University of British Columbia Press, 2002. Harris, R. Cole. The Resettlement of British Columbia: Essays on Colonialism and Geographic Change. University of British Columbia Press, 1997. Miller, J..R. Reflections on Native-Newcomer Relations: Selected Essays. University of Toronto Press, 2004.

Miller, J.R. Skyscrapers Hide the Heavens: A History of Indian-White Relations in

5858

Canada. University of Toronto Press, 2001. U.S. and Canada:

Graybill, Andrew R. Policing the Great Plains: Rangers, Mounties, and the North American Frontier, 1875-1910. University of Nebraska Press, 2007. Kehoe, Alice Beck. America before the European Invasions. Longman, 2002. Lutz, John Sutton, ed. Myth and Memory: Stories of Indigenous-European Contact. The University of British Columbia Press, 2007. St. Germain, Jill. Indian Treaty-Making Policy in the United States and Canada. University of Nebraska Press, 2001. Van Kirk, Sylvia. Many Tender Ties: Women in Fur-Trade Society, 1670-1870. University of Oklahoma Press, 1980. White, Richard. The Middle Ground: Indians, Empires, and Republics in the Great Lakes Region, 1650-1815. Cambridge University Press, 1991.

5959



1c. Department Hist

2. Course Prefix

Hist

3. Course Number

A381


A381

5a. Credits/CEUs

3


6. Complete Course Title American Women's History to 1870 Abbreviated Title for Transcript (30 character)




9. Repeat Status choose one # of Repeats Max Credits





Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Women's Studies 1/31/2010 Kimberly Pace 2. 3.



13c. Coordination with Library Liaison Date:


15. Course Description (suggested length 20 to 50 words) 16a. Course Prerequisite(s) (list prefix and number) Hist A131

16b. Test Score(s)






19. Justification for Action Combine Hist A381 with Hist A382 (American Women's History) to update content and curriculum.














6060





1c. Department Hist

2. Course Prefix

Hist

3. Course Number

A382


A382

5a. Credits/CEUs

3


6. Complete Course Title American Women's History Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Combine curriculum of Hist A381 and A382 into single class (please specify)






Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Women's Studies 1/31/2010 Kimberly Pace 2. 3.





15. Course Description (suggested length 20 to 50 words) An exploration of the historical status and role of women in American society. Emphasizes such themes as women's work and labor; women's political activism; historical definitions of feminism and sexuality; the religious, legal, and cultural prescriptions of women's "proper" role in American society; and the influences of race, class, and ethncity in women's historical experience. 16a. Course Prerequisite(s) (list prefix and number) Hist A131 or Hist A132

16b. Test Score(s)






19. Justification for Action Delete Hist A381 (American Women's History to 1870) and combine with Hist A382 to update content and curriculum of American history course offerings.Title and course description adjusted to reflect broader chronological coverage of new Hist A382.














6161



Course Content Guide University of Alaska Anchorage

Department of History: HIST A382: American Women’s History I. Initiation Date: January 2010 II. Course Information: A. College: College of Arts and Sciences B. Department: History C. Course Title: American Women’s History D. Course Subject/Number: HIST A382 E. Credit Hours: 3.0 Credits F. Contact Time: 3+0 Contact Time G. Grading Information: A-F H. Course Description: An exploration of the historical status and role of women in American society. Emphasizes such themes as women’s work and labor; women’s political activism; definitions of femininity and sexuality; the religious, legal, and cultural prescriptions of women’s “proper role” in American society; and the influences of race, class, and ethnicity in women’s historical experience. I. Course Prerequisites: Hist A131 or Hist A132 J. Course Fees: None III. Instructional Goals and Student Outcomes: A. Instructional Goals:

Instructional Goals 1. To present and examine the key political, social, economic and cultural

developments in American women’s history. 2. Use the study of American women’s history to develop the student’s ability to

think historically, that is: • to place ideas, events, objects and texts in proper historical context (e.g.

Republican motherhood) • to examine causation and consequences (e.g., impact of World War II

on women) • to analyze patterns of change and continuity (e.g., First, Second, and

Third Waves of feminism) • to assess possibilities of contingency (e.g., birth control campaign) • and to recognize and evaluate the complexity of the historical process

(e.g. women in Cold War America) 3. To develop the student’s ability to read, think and write critically through the

examination and analysis of primary and secondary sources in American women’s history.

6262

4. To develop the student’s ability to communicate effectively orally and in writing at an advanced undergraduate level.

B. Student Outcomes and Assessment Procedures.

Student Outcomes – Students will be able to: Assessment Procedures: *Note: Students should submit a minimum of 20-25 pages of empirically based analytical writing for this course

1. Identify, place in proper historical context, and evaluate for historical significance primary documents and texts American women’s history.

Analytical essays and/or research paper

2. Identify and analyze causes, consequences, and complexity of key historical developments in American women’s history.


3. Recognize and analyze patterns of change, continuity, and contingency in American women’s history.


4. Communicate effectively orally and in writing at an advanced undergraduate level key political, social, economic and cultural developments in American women’s history.

Analytical essays and exams, and/or research paper, oral presentations and discussion

IV. Guidelines for Evaluation: Students will be evaluated on the above outcomes through participation in

classroom discussions and presentations, content and essay exams, analytical essays based on assigned readings of both primary and secondary sources, and research papers. All assignments will emphasize reading, writing and historical thinking and research skills.

V. Course Level Justification

Hist A382 is an upper division course in American history. The course seeks to enhance student capacity to analyze and evaluate historical data in a progressive manner. Students must apply both written and oral skills that demonstrate these abilities. The course builds on survey level course knowledge and provides means for increasing depth of knowledge and critical thinking capabilities. These skills and content are necessary to the History major.

6363

VI. Topical Course Outline: 1.0 Native American Women 2.0 European and African Women in Colonial America 3.0 Women during the Revolution and New Republic 4.0 Era of Reform 5.0 Industry, Labor, and Immigration 6.0 Progressive Politics/Gaining Suffrage 7.0 Modern Women Emergent: the 1920s 8.0 Surviving the Depression 9.0 World War II and the Cold War 10.0 The Second Wave of Feminism 11.0 Women in Post-ERA America VII. Suggested Text and Readings: Evans, Sarah M. Born for Liberty: A History of Women in America. Simon & Schuster, 1997. Hewitt, Nancy and Kirsten Delegard, eds. Women, Family, and Communities: Readings in American History. Vols I and II. Pearson, 2002. Kerber, Linda K. and Jane Sherron DeHart, eds. Women’s America: Refocusing the Past. Oxford University Press, 2004. Norton, Mary Beth and Ruth M. Alexander, eds. Major Problems in American

Women’s History. Houghton-Mifflin, 2007. Ware, Susan, ed. Modern American Women: A Documentary History. McGraw-Hill, 2002.

6464

Woloch, Nancy, ed. Early American Women: A Documentary History, 1600-1900. McGraw-Hill, 2002. Woloch, Nancy. Women and the American Experience. McGraw-Hill, 2006. VIII. Select Bibliography: Armitage, Susan and Elizabeth Jameson, eds. The Women’s West. University of Oklahoma Press, 1987.

Benson, Susan Porter. Counter Cultures : Saleswomen, Managers, and Customers in American Department Stores, 1890-1940. University of Illinois Press, 1988. Coontz, Stephanie. The Way We Never Were: American Families and the Nostalgia Trap. Basic Books, 1992.

Cott, Nancy F. The Grounding of Modern Feminism. Yale University Press, 1989. Demos, John. The Unredeemed Captive: A Family Story from Early America.. Vintage, 1995.

Dublin, Thomas. Women at Work : the Transformation of Work and Community in Lowell, Massachusetts, 1826-1860. Columbia University Press, 1981.

Evans, Sarah. Personal Politics: The Roots of Women’s Liberation in the Civil Rights Movement and the New Left. Vintage Books, 1980. Faragher, John Mack. Women and Men on the Overland Trail. Yale University Press,

1979.

Gunderson, Joan R. To Be Useful in the World: Women in Revolutionary America, 1740- 1790. University of North Carolina Press, 2006. Kerber, Linda K. No Constitutional Right to be Ladies: Women and the Obligations of

Citizenship. Hill and Wang, 1998. McGerr, Michael. A Fierce Disconent: The Rise and Fall of the Progressive Movement in America. Oxford University Press, 2003. McMillen, Sally. Seneca Falls and the Origins of the Women's Rights Movement. Oxford University Press, 2008.

Mansbridge, Jane J. Why We Lost the ERA. University of Chicago Press, 1986. May, Elaine Tyler. Homeward Bound: American Families in the Cold War Era. Basic

6565

Books, 1999.

Mintz, Steven and Susan Kellogg. Domestic Revolutions : A Social History of American Family Life. Free Press, 1988.

Niethammer, Carolyn. Daughters of the Earth. Simon & Schuster, 1995.

Peiss, Kathy. Cheap Amusements: Working Women and Leisure in Turn-of-the-Century New York. Temple University Press, 1986. Rosen, Ruth. The World Split Open: How the Modern Women’s Movement Changed America. Penguin Books, 2000. Scharf, Lois. To Work and To Wed: Female Employment, Feminism, and the Great Depression. Greenwood Press, 1985. Ulrich, Laurel Thatcher. A Midwife’s Tale: The Life of Martha Ballard, Based on her Diary, 1785-1812. Vintage Books: 1990. Van Kirk, Sylvia. Many Tender Ties: Women in Fur-Trade Society, 1670-1870. University of Oklahoma Press, 1980. Walters, Ronald. American Reformers, 1815-1860. Hill and Wang, 1997. White, Deborah Gray. Ar’n’t I a Woman? Female Slaves in the Plantation South. Norton, 1985.

White, Deborah Gray. Too Heavy a Load: Black Women in Defense of Themselves, 1894-1994. Yellin, Emily, Our Mother’s War: American Women at Home and at the Front during World War II. Free Press, 2004.

6666



1c. Department HS

2. Course Prefix

HS

3. Course Number

A499


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Senior Thesis in Health Sciences Senior Thesis Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Fall/2011 To: /9999

12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature



Initiator Name (typed): Janet M. Johnston Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: October 1, 2010 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: October 1, 2010


15. Course Description (suggested length 20 to 50 words) Individual thesis projects completed under the mentorship of a faculty advisor. May be repeated once as part of a two-semester sequence with initial results, an outline, and bibliography presented at the end of the first semester and a final paper at the end of the second. Special Note: May be repeated once for a total of 6 credits. 16a. Course Prerequisite(s) (list prefix and number) HS A220 and two upper-division HS courses.





16e. Registration Restriction(s) (non-codable) Senior standing. Approval by the faculty member acting as thesis advisor.


19. Justification for Action This course is part of an expansion of undergraduate health sciences offerings.

__________________________________________________ ___________ Initiator (faculty only) Date Janet M. Johnston, PhD, MPH, MS Initiator (TYPE NAME)













6767



University of Alaska Anchorage College of Health and Social Welfare


I. Date of Initiation October 2010 II. Curriculum Action Request

A. School College of Health and Social Welfare B. Course Subject Health Sciences C. Course Number HS A499 D. Number of Credits 3.0 E. Contact Hours 0 + 9 F. Course Title Senior Thesis in Health Sciences G. Grading Basis A-F H. Implementation Date Fall 2011 I. Cross-listed/Stacked N/A J. Course Description Individual thesis projects completed under the

mentorship of a faculty advisor. May be repeated once as part of a two-semester sequence with initial results, an outline, and bibliography presented at the end of the first semester and a final paper at the end of the second. Special Note: May be repeated once for a total of 6 credits.

K. Course Prerequisites HS A220 and two upper division HS courses. L. Co-requisites N/A M. Other Restrictions Class N. Registration Restrictions Senior standing. Approval by the faculty member acting

as thesis advisor. O. Course Fees N/A

III. Instructional Goals and Student Outcomes

A. The instructor will: 1. Promote critical thinking skills needed by students to conduct research. 2. Mentor students in the design and conduct of a health sciences research project. 3. Guide students in the preparation of a thesis document.

B. Upon completion of this course, the student will be able to:

Outcomes and Assessment Measures Outcomes Measures

1. Conduct a literature review including library holdings, relevant databases, and peer reviewed journals

Literature review

2. Propose a health sciences research project Research proposal 3. Conduct a health sciences research project Research journal 4. Summarize and present findings from a

health sciences research project Thesis document Oral presentation

IV. Course Level Justification:

6868

This course requires HS A220 in order to ensure that students are familiar with the core concepts in health sciences. The course also requires two upper division HS courses in order to ensure that students are sufficiently familiar with the discipline of health sciences to be able to propose and conduct meaningful health sciences research. The production of a senior thesis, requiring senior standing, is appropriate only to a 400-level course.

V. Topical Course Outline 1. Identification of topic 2. Formulation of thesis and study design 3. Search of relevant literature and other materials 4. Other independent study activities as agreed upon with thesis advisor 5. Preparation of final paper 6. Oral presentation

VI. Suggested Texts

Students are expected to rely on source materials relevant and appropriate to the project in which they are engaged. American Psychological Association. (2010). Publication Manual of the American Psychological Association, Sixth Edition. Washington, DC: American Psychological Association. Bowling, A., & Ebrahim, S. (2005). Handbook of Health Research Methods: Investigation, Measurement and Analysis. Washington, DC: National Academies Press. McDowell, I., & Newell, C. (2006). Measuring Health: A Guide to Rating Scales and Questionnaires (3rd ed.). New York, NY: Oxford University Press. Neutens, J.J., & Rubinson, L. (2010). Research Techniques for the Health Sciences (4th ed.). San Francisco, CA: Pearson Benjamin Cummings.

VII. Bibliography The material read or examined will depend on the specific topic, with some material suggested by the thesis advisor and other material identified by the student as part of the research project.

6969

To: CHSW Curriculum Committee

From: Janet Johnston, PhD, MS, MPH

Date: October 4, 2010

RE: Proposed curriculum changes for the Bachelor of Science in Health Sciences program

The Department of Health Sciences is proposing to add two tracks to the Bachelor of Science in Health Sciences (BSHS) program:

1. Health Educator track 2. Pre-professional track with emphasis areas in pre-occupational therapy, pre-physical

therapy, pre-physician assistant, and pre-pharmacy

The department is also proposing the addition of a Minor in Public Health and the addition of a Senior Thesis in Health Sciences (HS A499).

The following documents are being submitted in support of these program changes:

• Program Action Request form for the two new BSHS tracks • Program Action Request form for the Minor in Public Health • Revised catalog copy for the Health Sciences program, Chapter 10

- Clean copy - Copy with tracked changes

• Course Action Request for HS A499 • Course Content Guide for HS A499

Justification

The mission of the Department of Health Sciences is to advance health sciences through the educational opportunities of academic training, research, and community service in order to improve the well-being of the diverse peoples of Alaska and the circumpolar north. The department offers both the Master of Public Health (MPH) in Public Health Practice degree and the Bachelor of Science in Health Sciences (BSHS) degree. Currently the department enrolls students in one track, the Physician Assistant Track, for the BSHS.

The BSHS Health Educator track was approved by the CHSW Curriculum Committee in the Spring of 2010 and went to the UAB this fall. At the UAB, we were informed that the new track would need approval

7070

from the Board of Regents before we could implement it. Because the department has been planning on adding a Pre-Professional track and a Minor in Public Health, we decided that we should include all three in the Board of Regents submission. Therefore, we are re-submitting the Health Educator track to the CHSW Curriculum Committee in combination with the new Pre-Professional Track and the Minor in Public Health.

We also submitted HS A499 to the CHSW Curriculum Committee last spring, and it was approved. However, during the UAB review process it was decided that the HS A499 course that we described would be better suited to be numbered HS A498. The UAB also suggested that we create a new HS A499 thesis course. Thus we are also submitting that course to the CHSW Curriculum Committee.

Sincerely,

Janet M. Johnston, PhD, MS, MPH

Assistant Professor, Health Sciences

7171



1c. Department HS

2. Complete Program Title/Prefix Bachelor of Science, Health Sciences

3. Type of Program Choose one from the appropriate drop down menu: Undergraduate: or Graduate: Bachelor of Science CHOOSE ONE

4. Type of Action: PROGRAM PREFIX

Add Add Change Change Delete Inactivate

5. Implementation Date (semester/year)

From: Fall/2011 To: /9999

6a. Coordination with Affected Units Department, School, or College: CTC: Allied Health, Dietetics and Nutrition, HPER; CAS: Anthropology, Biology, Biomedical Programs, Chemistry, Communications, English, Philosophy, Political Science, Psychology, Sociology, Statistics;CHSW: Nursing, Social Work


6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date: October 1, 2010


7. Title and Program Description - Please attach the following: Cover Memo Catalog Copy in Word using the track changes function

8. Justification for Action The Department of Health Sciences is expanding its undergraduate offerings in order to satisfy interest from undergraduate students and the health workforce demands in the state.The proposed change clarifies the Admission Requirements, the Graduation Requirements, and the Departmental Honors Requirements for the Health Educator and Pre-Professional Tracks.












Program/Prefix Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Program of Study or Prefix

7272


HEALTH SCIENCES Diplomacy Building (DPL), Room 404, (907)786-6565 http://hs.uaa.alaska.edu/dept

Bachelor of Science, Health Sciences The Bachelor of Science in Health Sciences degree (BSHS) offers the Physician Assistant Track; and two tracks for Allied Health professionals: the Pre-Professional Track, and the Allied Health Education Track. The Physician Assistant Track provides a BS degree for students who have completed a physician assistant program. The Pre-Professional Track provides education for Allied Health professionals preparing for graduate or professional health career educational programs. The Allied Health Education Track provides education for Allied Health professionals wishing to teach in Allied Health education programs. The Department of Health Sciences takes a multi-disciplinary approach to preparing students for careers in the areas of health education and health promotion, public health, community health, health care delivery, disease prevention, and rehabilitation. The Bachelor of Science in Health Sciences (BSHS) includes three tracks:

• Health Educator • Physician Assistant (PA) • Pre-professional track with emphasis in occupational therapy (OT), physical therapy (PT), PA, or pharmacy

BSHS HEALTH EDUCATOR TRACK The Bachelor of Science in Health Sciences, Health Educator Track provides training in the competencies for health educators identified by the National Health Educators Competencies Update Project and qualifies students to take the Certified Health Educator Specialist (CHES) exam. In addition it provides education in population-based health and a community health education practicum. The Health Educator track provides a good foundation for careers or graduate study in health education, public health, and community health promotion. ADMISSION REQUIREMENTS Complete the Baccalaureate Degree Programs Admission Requirements described in Chapter 7, Academic Standards and Regulations. Field Practicum The practicum provides students with an opportunity to apply health sciences and health education knowledge and skills to specific assigned projects within a community health organization. Placements may become competitive. The Department of Health Sciences makes every effort to find appropriate field placements for students; however, admittance to the BSHS, Health Educator Track, does not guarantee acceptance by cooperating health agencies.

Departmental Honors The BSHS, Health Educator Track, recognizes exceptional performance by conferring Departmental Honors in Health Sciences. In order to receive Honors in Health Sciences, a student must meet each of the following requirements:

1. Satisfy all requirements for the BSHS, Health Educator Track degree. 2. Earn a GPA of 3.50 or higher in upper division (300- and 400-level) BSHS core and focus sequence courses. 3. Meet the requirements for graduation with honors as listed in Chapter 7 of the UAA Catalog.

Formatted: Font: Palatino Linotype, 8 pt

Formatted: Font: 8 pt

Formatted: Font: (Default) Gill Sans MT, 13pt, Bold

Formatted: Font: 13 pt, Bold

Formatted: Font: (Default) Gill Sans MT, 13pt, Bold

Formatted: Font: Gill Sans MT, 13 pt

Formatted: Font: (Default) Palatino Linotype,8 pt

Formatted: Font: (Default) Gill Sans MT, 11

Formatted: Font: (Default) Gill Sans MT







7373

4. Complete the Senior Seminar in Health Sciences (HS A492) with a grade of B or better. 5. Complete a senior project or thesis (HS A498 Senior Project in Health Sciences or HS A499 Senior Thesis in Health

Sciences) with a grade of B or better. The Health Sciences faculty must approve the project/thesis proposal and the final written report.

6. Notify the departmental advisor in writing on or before the date of filing an Application for Graduation with the Office of the Registrar.

GRADUATION REQUIREMENTS Students must complete the following graduation requirements:

A. General University Requirements Complete the General University Requirements for All Baccalaureate Degrees listed at the beginning of this chapter.

B. General Education Requirements Complete the General Education Requirements listed at the beginning of this chapter.

C. Major Requirements 1. Complete 39 credits of required core courses: HS A210 Introduction to Environmental Health 3 HS A220 Core Concepts in Health Sciences 3 HS A230 Introduction to Global Health 3 HS A326 Introduction to Epidemiology 3 HS/SOC A370 Medical Sociology 3 HS/NS A433 Health Education: Theory and Practice 3 HS A345 Planning and Implementation of Health 3 HS/HUMS A420 Introduction to Program Evaluation 3 HS A492 Senior Seminar: Contemporary Health Policy 3 HS A495 Health Sciences Practicum 3 PEP A384 Cultural and Psychological Aspects of 3 Health and Physical Activity Education Programs PHIL A302 Biomedical Ethics 3 PSY A372 Community Psychology 3 2. Complete the following support courses (33 or 34 credits) BIOL A111* Human Anatomy and Physiology I 4 BIOL A112* Human Anatomy and Physiology II 4 BIOL A240 Introduction to Microbiology for 4 Health Sciences COMM A241 Public Speaking 3 DN A203 Nutrition for the Health Sciences 3 ENGL A212 Technical Writing 3 OR ENGL A213 Writing in the Social and Natural Sciences OR ENGL A214 Persuasive Writing PSY A111 General Psychology 3 PSY A150 Lifespan Development 3 STAT A252 Elementary Statistics (3) 3/4 OR STAT A253 Applied Statistics for the Sciences (4) OR PSY A260 Statistics for Psychology (3) AND


Formatted: Font: Gill Sans MT




















Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

Formatted ...

7474

PSY A260L Statistics for Psychology Lab (1) SWK A243 Cultural Diversity and Community Service 3 Learning

*One of these courses (BIOL A111 or BIOL A112) may be used to satisfy 4 credits of the 7 required GER Natural Sciences

credits, including the requirement for a lab course. One additional Natural Sciences GER course is required.

3. Complete one of the following focus area sequences (6 – 9 credits): Aging (6 credits) SOC A110 Introduction to Gerontology: Multidisciplinary 3 Approach SOC A310 Sociology of Aging 3 Public Policy (6 credits) PS A101 Introduction to American Government 3 OR PS A102 Introduction to Political Science AND PS A347 Public Administration 3 OR PS A348 Public Policy Nutrition Sequence 1 (6 credits) DN A145 Child Nutrition 3 OR DN A147 Geriatric Nutrition AND DN A415 Community Nutrition 3 Nutrition Sequence 2 (6 credits) DN A310 Nutrition Communication 3

DN A355 Weight Management and Eating Disorders 3 Medical Anthropology (9 credits) ANTH A202 Cultural Anthropology 3 ANTH A205 Biological Anthropology 3 ANTH A455 Medical Anthropology 3 Communication (6 credits) COMM A235 Small Group Communication 3 OR COMM A237 Interpersonal Communication AND COMM A305 Intercultural Communication 3 Research Methods (7 - 8 credits) PSY A261 Research Methods in Psychology (4) 3/4 OR SOC A361 Social Science Research Methods (3)

























7575

AND

PSY/SOC A453 Application of Statistics to the Social Sciences 4

4. A total of 120 credits is required for this degree, of which 42 must be upper division.

Physician Assistant Track The Physician Assistant Track provides a BS degree for students who have completed the required education and clinical experience to work as a physician assistant. The UAA BSHS degree program consists of a minimum of two years of pre-major coursework and health care experience in addition to the Medex curriculum requirements. The Medex curriculum includes one year of clinical and didactic instruction at approved training sites, and a year of clinical and family practice clerkships. Physician assistants (PAs) are health care professionals licensed to practice medicine with physician supervision. As part of their comprehensive responsibilities, PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and can write prescriptions in most states. Physician assistants practice in primary care medicine - family medicine, internal medicine, pediatrics, obstetrics and gynecology and in surgery and the surgical subspecialties. Within the physician-PA relationship, physician assistants exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services. PA practice may also include education, research, and administrative services. Typical PA applicants come from a diversity of health care backgrounds, such as Licensed Practical Nurse (LPN), Registered Nurse ( RN), paramedic, corpsman, and community health practitioners.

The BSHS, Physician Assistant Track is offered in conjunction with the MEDEX Northwest Physician Assistant (PA) training program at the University of Washington (UW), School of Medicine. Dr. Richard A. Smith developed the MEDEX (Med-icine Ex-tension) model in 1964 at the University of Washington with a strong emphasis on the deployment of students and graduates into medically underserved communities. The UAA BSHS, Physicians Assistant Track provides a BS degree for students who complete the education and clinical experience required to work as a physician assistant. The program consists of a minimum of two years of pre-major coursework and health care experience followed by the MEDEX Northwest PA training program curriculum. The MEDEX curriculum includes one year of clinical and didactic instruction at approved training sites, and a year of clinical and family practice clerkships. UAA students can complete all of their training in Alaska. Upon successful completion of BSHS, PA track degree requirements (see below), the University of Alaska Anchorage awards a Bachelor of Science Degree in Health Sciences. In addition, upon successful completion of the MEDEX PA program the University of Washington, School of Medicine grants a Physician Assistant Certificate. Also upon completion, students are eligible to sit for the National Certifying Examination for Physician Assistants.

Program Outcomes Graduates of the BSHS Physician Assistant Track will:

• Perform data collection, medical interviewing and physical examination skills, and communicate the acquired information effectively.

• Formulate medical decisions and treatment plans. • Perform procedural skills appropriate to the physician assistant’s role. • Work withProvide education to patients to educate them about appropriate treatments and interventions to maximize

health. • Have knowledge of pharmacology and other treatment modalities to enable the physician assistant to function at the full



Formatted: Normal


Formatted: Font color: Auto

Formatted: Normal

7676

scope of practice as allowed by individual state law. • Provide assessment and care for common mental health conditions and concerns. • Understand the unique features of the physician assistant role, including the physician assistant’s legal relationship with

supervising and delegating physicians. •

Increase health care access by providing primary care services to under-served populations.

Physician Assistant Students Enrolled at MEDEX Completion of the BSHS degree requires a year of intense didactic instruction that will be taught in Alaska through the University of Washington (UW) MEDEX program starting in 2009. While students may earn a PA certificate through a number of training programs, special arrangements have been made with UW so that the UAA BSHS degree, with a Physician Assistant Track may be awarded in conjunction with coursework taken through the UW MEDEX Program. Students will receive their first year of coursework at UAA but will be admitted and registered at UW. Students will be co-enrolled during their summer year clerkship to meet the UAA degree requirements. Students must complete both their junior year courses and their senior year clerkship courses at UAA to receive the certificate from UW and their BSHS from UAA. Procedures for Participation of UAA Students in the UW MEDEX Northwest Physician Assistant Program Up to 20 students may be admitted to the Anchorage training site of the UW MEDEX program annually, in accordance with the joint selection process established in the collaborative agreement between UAA and UW. Applicants are evaluated on their previous clinical experience and their commitment to practice in Alaska, particularly in under-served areas, in addition to their overall academic performance in the pre-physician assistant curriculum. Alaska students admitted into the MEDEX program spend their junior year of the PA program at the UAA training site where they receive intense clinical and didactic instruction. The senior year of the BSHS program is spent in training sites throughout Alaska and the WWAMI region currently utilized by the MEDEX program. The practicum year corresponds to UW’s year of clinical placement and supervision that completes the MEDEX certificate program. The clinical year begins in September and ends in early September the following year. The clinical placements call for 35-40 hours a week in supervised clinical training and 10-20 hours a week in self-study. At the completion of the MEDEX PA program, students are eligible to sit for the National Certifying Examination for Physician Assistants. The University of Washington School of Medicine grants a Physician Assistant Certificate upon successful completion of the MEDEX PA program. Upon successful completion of degree requirements (see below), the University of Alaska Anchorage awards a Bachelor of Science in Health Sciences. For more information about the MEDEX Northwest Physician Assistant Program go to www.washington.edu/medicine/som/depts/medex. Practicing PAs of other programs may contact the BSHS Department to obtain details about entering this degree pathway.

BSHS Physician Assistant Track Admission Requirements Complete the Admission to Baccalaureate Programs Requirements in Chapter 7, Academic Standards and Regulations. Students who declare a Health Sciences major and do not meet the additional admission requirements listed below, but do meet the university’s general admission requirements, will be admitted as Health Sciences pre-majors (see pre-major admission below). Health Care Experience Students without health care experience should note that admission to the MEDEX program requires a minimum of two years of recent, full-time, hands-on experience in the direct delivery of medical care to patients, in addition to specific academic requirements. (See Note below, under Full Admission). Students should meet with an advisor in the Health Sciences Department to discuss what type of work experience will meet this admission requirement. For more information about the MEDEX Northwest Physician Assistant Program admission requirements visit www.washington.edu/medicine/som/depts/medex/applicants/prerequisites.htm. Pre-Major Admission

7777

Students admitted as pre-majors must contact an advisor in the Health Sciences Department and plan their academic schedule carefully in order to satisfy both the UAA BSHS admission and degree requirements and the MEDEX admission and program requirements. Full Admission To apply for full admission to the BSHS PA Track program, students must:

1. Have completed UW MEDEX admission requirements and have received formal notification of admission to the MEDEX program OR have graduated from an ARC-PA accredited program.

2.

Note: Students seeking admission to the MEDEX program must complete the following UAA BSHS pre-major courses: ENGL A111, ENGL A212, BIOL A111/L, BIOL A112/L and CHEM A103/L or BIOL A102 or BIOL A240. PSY A111 or PSY A150 is also highly recommended. (The MEDEX program requires a minimum grade of B- in each course applied toward the UW admission requirements.) Students who already hold a current PA certificate do not need to take the UAA BSHS pre-major courses.

Complete a Change of Major Form requesting a change of admission status from pre-major to full major.

Academic Progress Students in pre-major admission status who are unsuccessful after three attempts to be admitted into the MEDEX program will be removed from the BSHS degree program. MEDEX students who do not successfully complete or are dismissed from the MEDEX program may be removed from the BSHS program. Certified Physician Assistant’s Degree Completion Admission Requirements Students who have graduated from the UW MEDEX program or another accredited PA program, and hold current NCCPA certification may be admitted to the UAA BSHS degree program to complete their degrees. They must meet the Baccalaureate Degree Programs Admission Requirements in Chapter 7 of this catalog and must submit official transcripts and official documentation of successful PA program completion. Students admitted to the BSHS program who hold a current PA Certificate through an ARC-PA accredited program and satisfy all UAA requirements may be awarded credits for the certificate and apply those credits toward the BSHS. Contact the Health Sciences Department for details. BSHS Physician Assistant Track Graduation Requirements Students must complete the following requirements:

A. All students, with the exception of the following, must complete all General University Requirements for All Baccalaureate Degrees at the beginning of this chapter.

General University Requirements

In conjunction with a collaborative agreement between the University of Washington MEDEX program and UAA, students who hold a MEDEX PA certificate may use their MEDEX courses to meet the UAA General University Requirements that 24 upper division credits must be completed in residence at UAA and 12 credits in the major must be completed in residence at UAA. These students will, however, be required to meet all other General University Requirements including completion of at least 30 credits in residence at UAA.

B. Complete the General Education Requirements for Baccalaureate Degrees at the beginning of this chapter.

General Education Requirements

C. Major Requirements 1.

HS A491 Health Issues in Alaska 3 Complete the following course:

2. MEDEX students concurrently admitted to the BSHS degree program at UAA and the UW MEDEX program must complete the following:

HS A463 Physician Assistant Clinical Clerkship I 12 HS A464 Physician Assistant Clinical


7878

Clerkship II 12 HS A465 Physician Assistant Family Practice Clerkship I 12 HS A466 Physician Assistant Family Practice Clerkship II 12

3. Students who already hold a current PA certificate are not required to

take HS A463, HS A464, HS A465, or HS A466.

4. A total of 120 credits is required for the degree, of which 42 must be upper division.

BSHS PRE-PROFESSIONAL TRACK The Bachelor of Science in Health Sciences, Pre-Professional (PP) Track provides training in public health and health education along with preparation for occupational therapy (OT), pharmacy, physical therapy (PT), physician assistant, or other professional health-related graduate programs. The BSHS, PP track includes an OT option, a PT option, a PA option, and a pharmacy option (See Major Requirements below). Prerequisites for graduate programs vary across graduate schools. The UAA BSHS, PP track includes most prerequisites for many OT, PT, PA, and pharmacy graduate programs. However, students must check the prerequisites for the schools they plan to attend in order to ensure that they meet all admission requirements. Students are encouraged to meet with an advisor in the Health Sciences department early in their academic program to assist with course selection. ADMISSION REQUIREMENTS Complete the Baccalaureate Degree Programs Admission Requirements in Chapter 7, Academic Standards and Regulations. Departmental Honors The BSHS, Pre-Professional Track, recognizes exceptional performance by conferring Departmental Honors in Health Sciences. In order to receive Honors in Health Sciences, a student must meet each of the following requirements:

1. Satisfy all requirements for the BSHS, Pre-Professional Track degree. 2. Earn a GPA of 3.50 or higher in upper division (300- and 400-level) BSHS core and focus sequence courses. 3. Meet the requirements for graduation with honors as listed in Chapter 7 of the UAA Catalog. 4. Complete the Senior Seminar in Health Sciences (HS A492) with a grade of B or better. 5. Complete a senior project or thesis (HS A498 Senior Project in Health Sciences or HS A499 Senior Thesis in Health

Sciences) with a grade of B or better. Health Sciences faculty must approve the project/thesis proposal and the final written report.





C. Major Requirements 1. Complete 36 credits of required core courses: HS A210 Introduction to Environmental Health 3 HS A220 Core Concepts in Health Sciences 3

Formatted: Normal, Indent: Left: 0", Tabstops: Not at 0.75" + 1.25"


























7979

HS A230 Introduction to Global Health 3 HS A326 Introduction to Epidemiology 3 HS A345 Planning and Implementation of Health 3 HS/SOC A370 Medical Sociology 3 HS/HUMS A420 Introduction to Program Evaluation 3 HS/NS A433 Theories of Health Behavior 3 HS A492 Senior Seminar: Contemporary Health Policy 3 PEP A384 Cultural and Psychological Aspects of 3 Health and Physical Activity Education Programs PHIL A302 Biomedical Ethics 3 2. Complete the following support courses (39 or 40 credits) BIOL A111 Human Anatomy and Physiology I 4 BIOL A112 Human Anatomy and Physiology II 4 BIOL A115 Fundamentals of Biology I 4 BIOL A116 Fundamentals of Biology II 4 CHEM A105 General Chemistry I 3 CHEM A105L General Chemistry I Laboratory 1 CHEM A106 General Chemistry II 3 CHEM A106L General Chemistry II Laboratory 1 DNA A203 Nutrition for Health Sciences ENGL A111 Methods of Written Communication 3 ENGL A212 Technical Writing 3 OR ENGL A213 Writing in the Social and Natural Sciences OR ENGL A214 Persuasive Writing PSY A111 Introduction to Psychology 3 OR PSY A150 Lifespan Development STAT A252 Elementary Statistics (3) 3/4 OR STAT A253 Applied Statistics for the Sciences (4) OR PSY A260 Statistics for Psychology (3) AND PSY A260L Statistics for Psychology Lab (1)

3. Complete the one of the following option requirements:

a. OT option (10 credits) PEP A382 Kinesiology and Biomechanics 4 PEP A383 Movement Theory and Motor Development 3 SOC A310 Sociology of Aging 3

b. PT option (18 credits)

PEP A382 Kinesiology and Biomechanics 4 PEP A383 Movement Theory and Motor Development 3 PHYS A123 Basic Physics I 3 PHYS A123L Basic Physics I Laboratory 1 PHYS A124 Basic Physics II 3 PHYS A124 Basic Physics II Laboratory 1

































Formatted: Font:


8080

SOC A310 Sociology of Aging 3

c. PA option (10-11 credits) BIOL A240 Introduction to Microbiology for 3 Health Sciences PHYS A123 Basic Physics I (3) 3 or 4 AND PHYS A123L Basic Physics I Laboratory (1) OR CHEM A321 Organic Chemistry I (3) SOC A310 Sociology of Aging 3

d. Pharmacy option (20 credits) CHEM A321 Organic Chemistry I 3 CHEM A322 Organic Chemistry II 3 CHEM A323 Organic Chemistry Laboratory 2 COMM A241 Public Speaking 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3 MATH A200 Calculus 3






8181

MINOR, PUBLIC HEALTH Public health is a diverse field that focuses on improving the health of the entire population through community-based health promotion and disease prevention activities and policies. Students majoring in a subject other than Health Sciences who wish to minor in Public Health must complete the following requirements. A total of 18 credits is required, of which 9 must be upper division.

1. Complete the following minor core courses (9 credits): HS A220 Core Concepts in Health Sciences 3 HS A230 Introduction to Global Health 3 HS A326 Introduction to Epidemiology 3

2. Complete 9 additional credits from the list below: HS A210 Introduction to Environmental Health 3 HS A345 Planning and Implementation of Health 3 Education Programs HS/HUMS A420 Introduction to Program Evaluation 3 HS/NS A433 Health Education: Theory and Practice 3 HS A492 Senior Seminar: Contemporary Health Policy 3

FACULTY

Janet Johnston, Assistant Professor, [email protected] John Riley, Instructor, Coordinator, PA Program, [email protected]

Formatted: Font: Gill Sans MT, 13 pt, Bold




Formatted: Tab stops: 2.84", Left


Formatted: Font color: Auto

Formatted: Normal, Indent: Left: 0", Tabstops: Not at 0.75" + 1.25"

8282

HEALTH SCIENCES Diplomacy Building (DPL), Room 404, (907)786-6565 http://hs.uaa.alaska.edu/dept

Bachelor of Science, Health Sciences The Department of Health Sciences takes a multi-disciplinary approach to preparing students for careers in the areas of health education and health promotion, public health, community health, health care delivery, disease prevention, and rehabilitation. The Bachelor of Science in Health Sciences (BSHS) includes three tracks:

• Health Educator • Physician Assistant (PA) • Pre-professional track with emphasis in occupational therapy (OT), physical therapy (PT), PA, or pharmacy

BSHS HEALTH EDUCATOR TRACK The Bachelor of Science in Health Sciences, Health Educator Track provides training in the competencies for health educators identified by the National Health Educators Competencies Update Project and qualifies students to take the Certified Health Educator Specialist (CHES) exam. In addition it provides education in population-based health and a community health education practicum. The Health Educator track provides a good foundation for careers or graduate study in health education, public health, and community health promotion. ADMISSION REQUIREMENTS Complete the Baccalaureate Degree Programs Admission Requirements described in Chapter 7, Academic Standards and Regulations. Field Practicum The practicum provides students with an opportunity to apply health sciences and health education knowledge and skills to specific assigned projects within a community health organization. Placements may become competitive. The Department of Health Sciences makes every effort to find appropriate field placements for students; however, admittance to the BSHS, Health Educator Track, does not guarantee acceptance by cooperating health agencies.

Departmental Honors The BSHS, Health Educator Track, recognizes exceptional performance by conferring Departmental Honors in Health Sciences. In order to receive Honors in Health Sciences, a student must meet each of the following requirements:

1. Satisfy all requirements for the BSHS, Health Educator Track degree. 2. Earn a GPA of 3.50 or higher in upper division (300- and 400-level) BSHS core and focus sequence courses. 3. Meet the requirements for graduation with honors as listed in Chapter 7 of the UAA Catalog. 4. Complete the Senior Seminar in Health Sciences (HS A492) with a grade of B or better. 5. Complete a senior project or thesis (HS A498 Senior Project in Health Sciences or HS A499 Senior Thesis in Health

Sciences) with a grade of B or better. The Health Sciences faculty must approve the project/thesis proposal and the final written report.


8383




C. Major Requirements 1. Complete 39 credits of required core courses: HS A210 Introduction to Environmental Health 3 HS A220 Core Concepts in Health Sciences 3 HS A230 Introduction to Global Health 3 HS A326 Introduction to Epidemiology 3 HS/SOC A370 Medical Sociology 3 HS/NS A433 Health Education: Theory and Practice 3 HS A345 Planning and Implementation of Health 3 HS/HUMS A420 Introduction to Program Evaluation 3 HS A492 Senior Seminar: Contemporary Health Policy 3 HS A495 Health Sciences Practicum 3 PEP A384 Cultural and Psychological Aspects of 3 Health and Physical Activity Education Programs PHIL A302 Biomedical Ethics 3 PSY A372 Community Psychology 3 2. Complete the following support courses (33 or 34 credits) BIOL A111* Human Anatomy and Physiology I 4 BIOL A112* Human Anatomy and Physiology II 4 BIOL A240 Introduction to Microbiology for 4 Health Sciences COMM A241 Public Speaking 3 DN A203 Nutrition for the Health Sciences 3 ENGL A212 Technical Writing 3 OR ENGL A213 Writing in the Social and Natural Sciences OR ENGL A214 Persuasive Writing PSY A111 General Psychology 3 PSY A150 Lifespan Development 3 STAT A252 Elementary Statistics (3) 3/4 OR STAT A253 Applied Statistics for the Sciences (4) OR PSY A260 Statistics for Psychology (3) AND PSY A260L Statistics for Psychology Lab (1) SWK A243 Cultural Diversity and Community Service 3 Learning

*One of these courses (BIOL A111 or BIOL A112) may be used to satisfy 4 credits of the 7 required GER Natural Sciences

credits, including the requirement for a lab course. One additional Natural Sciences GER course is required.

8484

3. Complete one of the following focus area sequences (6 – 9 credits): Aging (6 credits) SOC A110 Introduction to Gerontology: Multidisciplinary 3 Approach SOC A310 Sociology of Aging 3 Public Policy (6 credits) PS A101 Introduction to American Government 3 OR PS A102 Introduction to Political Science AND PS A347 Public Administration 3 OR PS A348 Public Policy Nutrition Sequence 1 (6 credits) DN A145 Child Nutrition 3 OR DN A147 Geriatric Nutrition AND DN A415 Community Nutrition 3 Nutrition Sequence 2 (6 credits) DN A310 Nutrition Communication 3

DN A355 Weight Management and Eating Disorders 3 Medical Anthropology (9 credits) ANTH A202 Cultural Anthropology 3 ANTH A205 Biological Anthropology 3 ANTH A455 Medical Anthropology 3 Communication (6 credits) COMM A235 Small Group Communication 3 OR COMM A237 Interpersonal Communication AND COMM A305 Intercultural Communication 3 Research Methods (7 - 8 credits) PSY A261 Research Methods in Psychology (4) 3/4 OR SOC A361 Social Science Research Methods (3) AND

PSY/SOC A453 Application of Statistics to the Social Sciences 4


8585

Physician Assistant Track Physician assistants (PAs) are health care professionals licensed to practice medicine with physician supervision. As part of their comprehensive responsibilities, PAs conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and write prescriptions. Physician assistants practice in primary care medicine - family medicine, internal medicine, pediatrics, obstetrics and gynecology and in surgery and the surgical subspecialties. Within the physician-PA relationship, physician assistants exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services. PA practice may also include education, research, and administrative services. Typical PA applicants come from a diversity of health care backgrounds, such as Licensed Practical Nurse (LPN), Registered Nurse (RN), paramedic, corpsman, and community health practitioners.

The BSHS, Physician Assistant Track is offered in conjunction with the MEDEX Northwest Physician Assistant (PA) training program at the University of Washington (UW), School of Medicine. Dr. Richard A. Smith developed the MEDEX (Med-icine Ex-tension) model in 1964 at the University of Washington with a strong emphasis on the deployment of students and graduates into medically underserved communities. The UAA BSHS, Physicians Assistant Track provides a BS degree for students who complete the education and clinical experience required to work as a physician assistant. The program consists of a minimum of two years of pre-major coursework and health care experience followed by the MEDEX Northwest PA training program curriculum. The MEDEX curriculum includes one year of clinical and didactic instruction at approved training sites, and a year of clinical and family practice clerkships. UAA students can complete all of their training in Alaska. Upon successful completion of BSHS, PA track degree requirements (see below), the University of Alaska Anchorage awards a Bachelor of Science Degree in Health Sciences. In addition, upon successful completion of the MEDEX PA program the University of Washington, School of Medicine grants a Physician Assistant Certificate. Also upon completion, students are eligible to sit for the National Certifying Examination for Physician Assistants.

Program Outcomes Graduates of the BSHS Physician Assistant Track will:

• Perform data collection, medical interviewing and physical examination skills, and communicate the acquired information effectively.

• Formulate medical decisions and treatment plans. • Perform procedural skills appropriate to the physician assistant’s role. • Provide education to patients about appropriate treatments and interventions to maximize health. • Have knowledge of pharmacology and other treatment modalities to enable the physician assistant to function at the full

scope of practice as allowed by individual state law. • Provide assessment and care for common mental health conditions and concerns. • Understand the unique features of the physician assistant role, including the physician assistant’s legal relationship with

supervising and delegating physicians. •

Increase health care access by providing primary care services to under-served populations.

Physician Assistant Students Enrolled at MEDEX Completion of the BSHS degree requires a year of intense didactic instruction that will be taught in Alaska through the University of Washington (UW) MEDEX program. While students may earn a PA certificate through a number of training programs, special arrangements have been made with UW so that the UAA BSHS degree, with a Physician Assistant Track may be awarded in conjunction with coursework taken through the UW MEDEX Program. Students will receive their first year of coursework at UAA but will be admitted and registered at UW. Students will be co-enrolled during their summer year clerkship to meet the UAA degree requirements. Students must complete both their junior year courses and their senior year clerkship courses at UAA to receive the certificate from UW and their BSHS from UAA. Procedures for Participation of UAA Students in the UW MEDEX Northwest Physician Assistant

8686

Program Up to 20 students may be admitted to the Anchorage training site of the UW MEDEX program annually, in accordance with the joint selection process established in the collaborative agreement between UAA and UW. Applicants are evaluated on their previous clinical experience and their commitment to practice in Alaska, particularly in under-served areas, in addition to their overall academic performance in the pre-physician assistant curriculum. Alaska students admitted into the MEDEX program spend their junior year of the PA program at the UAA training site where they receive intense clinical and didactic instruction. The senior year of the BSHS program is spent in training sites throughout Alaska and the WWAMI region currently utilized by the MEDEX program. The practicum year corresponds to UW’s year of clinical placement and supervision that completes the MEDEX certificate program. The clinical year begins in September and ends in early September the following year. The clinical placements call for 35-40 hours a week in supervised clinical training and 10-20 hours a week in self-study. At the completion of the MEDEX PA program, students are eligible to sit for the National Certifying Examination for Physician Assistants. The University of Washington School of Medicine grants a Physician Assistant Certificate upon successful completion of the MEDEX PA program. Upon successful completion of degree requirements (see below), the University of Alaska Anchorage awards a Bachelor of Science in Health Sciences. For more information about the MEDEX Northwest Physician Assistant Program go to www.washington.edu/medicine/som/depts/medex. Practicing PAs of other programs may contact the BSHS Department to obtain details about entering this degree pathway. Admission Requirements Complete the Admission to Baccalaureate Programs Requirements in Chapter 7, Academic Standards and Regulations. Students who declare a Health Sciences major and do not meet the additional admission requirements listed below, but do meet the university’s general admission requirements, will be admitted as Health Sciences pre-majors (see pre-major admission below). Health Care Experience Students without health care experience should note that admission to the MEDEX program requires a minimum of two years of recent, full-time, hands-on experience in the direct delivery of medical care to patients, in addition to specific academic requirements. (See Note below, under Full Admission). Students should meet with an advisor in the Health Sciences Department to discuss what type of work experience will meet this admission requirement. For more information about the MEDEX Northwest Physician Assistant Program admission requirements visit www.washington.edu/medicine/som/depts/medex/applicants/prerequisites.htm. Pre-Major Admission Students admitted as pre-majors must contact an advisor in the Health Sciences Department and plan their academic schedule carefully in order to satisfy both the UAA BSHS admission and degree requirements and the MEDEX admission and program requirements. Full Admission To apply for full admission to the BSHS PA Track program, students must:

1. Have completed UW MEDEX admission requirements and have received formal notification of admission to the MEDEX program OR have graduated from an ARC-PA accredited program.

2.

Note: Students seeking admission to the MEDEX program must complete the following UAA BSHS pre-major courses: ENGL A111, ENGL A212, BIOL A111, BIOL A112 and CHEM A103/L or BIOL A102 or BIOL A240. PSY A111 or PSY A150 is also highly recommended. (The MEDEX program requires a minimum grade of B- in each course applied toward the UW admission requirements.) Students who already hold a current PA certificate do not need to take the UAA BSHS pre-major courses.

Complete a Change of Major Form requesting a change of admission status from pre-major to full major.

Academic Progress Students in pre-major admission status who are unsuccessful after three attempts to be admitted into the MEDEX program will be removed from the BSHS degree program. MEDEX students who do not successfully complete or are dismissed from the MEDEX

8787

program may be removed from the BSHS program. Certified Physician Assistant’s Degree Completion Admission Requirements Students who have graduated from the UW MEDEX program or another accredited PA program, and hold current NCCPA certification may be admitted to the UAA BSHS degree program to complete their degrees. They must meet the Baccalaureate Degree Programs Admission Requirements in Chapter 7 of this catalog and must submit official transcripts and official documentation of successful PA program completion. Students admitted to the BSHS program who hold a current PA Certificate through an ARC-PA accredited program and satisfy all UAA requirements may be awarded credits for the certificate and apply those credits toward the BSHS. Contact the Health Sciences Department for details. Graduation Requirements Students must complete the following requirements:

A. All students, with the exception of the following, must complete all General University Requirements for All Baccalaureate Degrees at the beginning of this chapter.

General University Requirements

In conjunction with a collaborative agreement between the University of Washington MEDEX program and UAA, students who hold a MEDEX PA certificate may use their MEDEX courses to meet the UAA General University Requirements that 24 upper division credits must be completed in residence at UAA and 12 credits in the major must be completed in residence at UAA. These students will, however, be required to meet all other General University Requirements including completion of at least 30 credits in residence at UAA.

B. Complete the General Education Requirements for Baccalaureate Degrees at the beginning of this chapter.

General Education Requirements

C. Major Requirements 1.

HS A491 Health Issues in Alaska 3 Complete the following course:

2. MEDEX students concurrently admitted to the BSHS degree program at UAA and the UW MEDEX program must complete the following:

HS A463 Physician Assistant Clinical Clerkship I 12 HS A464 Physician Assistant Clinical Clerkship II 12 HS A465 Physician Assistant Family Practice Clerkship I 12 HS A466 Physician Assistant Family Practice Clerkship II 12

3. Students who already hold a current PA certificate are not required to

take HS A463, HS A464, HS A465, or HS A466.

4. A total of 120 credits is required for the degree, of which 42 must be upper division.

BSHS PRE-PROFESSIONAL TRACK The Bachelor of Science in Health Sciences, Pre-Professional (PP) Track provides training in public health and health education along with preparation for occupational therapy (OT), pharmacy, physical therapy (PT), physician assistant, or other professional health-related graduate programs. The BSHS, PP track includes an OT option, a PT option, a PA option, and a pharmacy option (See Major Requirements below).

8888

Prerequisites for graduate programs vary across graduate schools. The UAA BSHS, PP track includes most prerequisites for many OT, PT, PA, and pharmacy graduate programs. However, students must check the prerequisites for the schools they plan to attend in order to ensure that they meet all admission requirements. Students are encouraged to meet with an advisor in the Health Sciences department early in their academic program to assist with course selection. ADMISSION REQUIREMENTS Complete the Baccalaureate Degree Programs Admission Requirements in Chapter 7, Academic Standards and Regulations. Departmental Honors The BSHS, Pre-Professional Track, recognizes exceptional performance by conferring Departmental Honors in Health Sciences. In order to receive Honors in Health Sciences, a student must meet each of the following requirements:

1. Satisfy all requirements for the BSHS, Pre-Professional Track degree. 2. Earn a GPA of 3.50 or higher in upper division (300- and 400-level) BSHS core and focus sequence courses. 3. Meet the requirements for graduation with honors as listed in Chapter 7 of the UAA Catalog. 4. Complete the Senior Seminar in Health Sciences (HS A492) with a grade of B or better. 5. Complete a senior project or thesis (HS A498 Senior Project in Health Sciences or HS A499 Senior Thesis in Health

Sciences) with a grade of B or better. Health Sciences faculty must approve the project/thesis proposal and the final written report.





C. Major Requirements 1. Complete 36 credits of required core courses: HS A210 Introduction to Environmental Health 3 HS A220 Core Concepts in Health Sciences 3 HS A230 Introduction to Global Health 3 HS A326 Introduction to Epidemiology 3 HS A345 Planning and Implementation of Health 3 HS/SOC A370 Medical Sociology 3 HS/HUMS A420 Introduction to Program Evaluation 3 HS/NS A433 Theories of Health Behavior 3 HS A492 Senior Seminar: Contemporary Health Policy 3 PEP A384 Cultural and Psychological Aspects of 3 Health and Physical Activity Education Programs PHIL A302 Biomedical Ethics 3 2. Complete the following support courses (39 or 40 credits) BIOL A111 Human Anatomy and Physiology I 4 BIOL A112 Human Anatomy and Physiology II 4 BIOL A115 Fundamentals of Biology I 4 BIOL A116 Fundamentals of Biology II 4 CHEM A105 General Chemistry I 3 CHEM A105L General Chemistry I Laboratory 1 CHEM A106 General Chemistry II 3

8989

CHEM A106L General Chemistry II Laboratory 1 DNA A203 Nutrition for Health Sciences ENGL A111 Methods of Written Communication 3 ENGL A212 Technical Writing 3 OR ENGL A213 Writing in the Social and Natural Sciences OR ENGL A214 Persuasive Writing PSY A111 Introduction to Psychology 3 OR PSY A150 Lifespan Development STAT A252 Elementary Statistics (3) 3/4 OR STAT A253 Applied Statistics for the Sciences (4) OR PSY A260 Statistics for Psychology (3) AND PSY A260L Statistics for Psychology Lab (1)

3. Complete the one of the following option requirements:

a. OT option (10 credits) PEP A382 Kinesiology and Biomechanics 4 PEP A383 Movement Theory and Motor Development 3 SOC A310 Sociology of Aging 3

b. PT option (18 credits)

PEP A382 Kinesiology and Biomechanics 4 PEP A383 Movement Theory and Motor Development 3 PHYS A123 Basic Physics I 3 PHYS A123L Basic Physics I Laboratory 1 PHYS A124 Basic Physics II 3 PHYS A124 Basic Physics II Laboratory 1 SOC A310 Sociology of Aging 3

c. PA option (10-11 credits) BIOL A240 Introduction to Microbiology for 3 Health Sciences PHYS A123 Basic Physics I (3) 3 or 4 AND PHYS A123L Basic Physics I Laboratory (1) OR CHEM A321 Organic Chemistry I (3) SOC A310 Sociology of Aging 3

d. Pharmacy option (20 credits) CHEM A321 Organic Chemistry I 3 CHEM A322 Organic Chemistry II 3 CHEM A323 Organic Chemistry Laboratory 2 COMM A241 Public Speaking 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3

9090

MATH A200 Calculus 3


9191

MINOR, PUBLIC HEALTH Public health is a diverse field that focuses on improving the health of the entire population through community-based health promotion and disease prevention activities and policies. Students majoring in a subject other than Health Sciences who wish to minor in Public Health must complete the following requirements. A total of 18 credits is required, of which 9 must be upper division.

1. Complete the following minor core courses (9 credits): HS A220 Core Concepts in Health Sciences 3 HS A230 Introduction to Global Health 3 HS A326 Introduction to Epidemiology 3

2. Complete 9 additional credits from the list below: HS A210 Introduction to Environmental Health 3 HS A345 Planning and Implementation of Health 3 Education Programs HS/HUMS A420 Introduction to Program Evaluation 3 HS/NS A433 Health Education: Theory and Practice 3 HS A492 Senior Seminar: Contemporary Health Policy 3

FACULTY

Janet Johnston, Assistant Professor, [email protected] John Riley, Instructor, Coordinator, PA Program, [email protected]

9292



1c. Department HS

2. Complete Program Title/Prefix Minor in Public Health, Health Sciences

3. Type of Program Choose one from the appropriate drop down menu: Undergraduate: or Graduate: Other: specify type in box 2 CHOOSE ONE



5. Implementation Date (semester/year)

From: Fall/2011 To: /9999

6a. Coordination with Affected Units Department, School, or College: CTC: Allied Health, Dietetics and Nutrition, HPER; CHSW: Nursing, Social Work; CAS: Biology, Biomedical programs, Chemistry


6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date: October 1, 2010



8. Justification for Action The Department of Health Sciences is expanding its undergraduate offerings in order to satisfy interest from undergraduate students and the health workforce demands in the state. The Minor in Public Health includes the three courses the Association of American Colleges and Universities recommends as part of its Educated Citizen and Public Health initiative.














9393


From: JERRY KUDENOV Sent: Wednesday, October 13, 2010 1:15 PM To: [email protected] Cc: Audrey Jo Malone; 'Sue Farris' Subject: Re-notification: Biology Coordination: Updating CCGs (BIOL A074-A292) + PAR (AP Biology) Re-Notification Date: 13 October 2010 Greetings! The coordination email that was originally sent 20 February 2010 is repeated below. Our curriculum updates and changes will be addressed by the CAS Course and Curriculum Committee sometime this month. As before, please direct your comments or questions to Jerry Kudenov either by email ([email protected]) or voice mail (x61769). Thank you in advance. Cheers,

Jerry Jerry D. Kudenov, Past Chair Dept. of Biological Sciences office: 907.786.1769 fax: 907.786.4607 [email protected] ___________________________________________________________________________________________________________________________ ORIGINAL EMAIL From: JERRY KUDENOV Sent: Saturday, February 20, 2010 6:05 PM To: [email protected] Notification Date: 20 Feb 2010

Initiating unit: Department of Biological Sciences

To: [email protected]

The Department of Biological Sciences here completes the process of updating its curriculum with the submission of CARs and CCGs for BIOL A100 and community service courses listed below to the CAS Course & Curriculum Committee and UAB. We also propose changing UAA Equivalents for Advanced Placement scores in Biology (http://www.uaa.alaska.edu/records/tce/advancedplacement.cfm). Please direct your

9494




http://www.uaa.alaska.edu/records/tce/advancedplacement.cfm�

comments or questions to Jerry Kudenov, Chair, either by email ([email protected]) or voice mail (x61769). Thanking you in advance.

Sincerely,

jerry _____________________________ Jerry D. Kudenov, Past Chair Dept. of Biological Sciences Office: 907.786.1769 Fax: 907.786.4607 [email protected]

Action Course Prefix

Course No.

Course Title Prereqs.

UPDATE CCG BIOL A074 Field Natural History None UPDATE CCG BIOL A075 Local Flora None UPDATE CCG BIOL A100 Human Biology None DELETE BIOL A104 Natural History of Alaska None DELETE GEOL A104 Natural History of Alaska None UPDATE CCG BIOL A124 Biota of Alaska: Special

Topics None

UPDATE CCG BIOL A126 Birds in Field and Laboratory None UPDATE CCG BIOL A150 Intro. to Marine Biology None DELETE BIOL A292 Plant Lore of Kachemak Bay None Action Program Proposed Program Change AP Scores PAR

BIOL Change UAA Equivalents for Advance Placement score in Biology such that applicants with: • AP Scores = 5 receive BIOL A115 & A116 credit

(8 cr) • AP Scores = 4 receive BIOL A102 & A103 (4 cr) +

BIOL A1 Dept Elect (4 cr) • AP Scores ≤3 ineligible to receive academic

credit

9595




1b. Division AMSC Division of Math Science

1c. Department Biological Sciences

2. Course Prefix

BIOL

3. Course Number

A074


n/a

5a. Credits/CEUs

1-3.0

5b. Contact Hours (Lecture + Lab) (0+3-9)

6. Complete Course Title Field Natural History Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG (please specify)

9. Repeat Status Yes # of Repeats yes Max Credits n/a





Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Biological Sciences p. 93, 331 13 Oct 2010 Kudenov/Causey 2. 3.

Initiator Name (typed): Jerry Kudenov Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 20 Feb & 13 Oct 2010 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 22 Feb 2010


15. Course Description (suggested length 20 to 50 words) A short course on field natural history. Classes may focus on fungi, invertebrates, fish, mammals, birds, mosses and lichens, tracking, ecosystems and/or climate. Special Notes: May include extensive hiking and camping. Community service course. 16a. Course Prerequisite(s) (list prefix and number) n/a







19. Justification for Action Updating description and course content of community service course.

__________________________________________________ ___________ Initiator (faculty only) Date Jerry Kudenov Initiator (TYPE NAME)













9696



BIOL A074 CCG – page 1

UNIVERSITY OF ALASKA ANCHORAGE COURSE CONTENT GUIDE

I. Implementation Date: Fall 2011. II. Course Information:

A. College: College of Arts and Sciences. B. Course Subject/Number: BIOL A074. C. Course Title: Field Natural History. D. Course Description: A short course on field natural history. Classes may focus

on fungi, invertebrates, fish, mammals, birds, mosses and lichens, tracking, ecosystems and/or climate. Special Notes: May include extensive hiking and camping. Community service course.

E. Credit Hours: 1-3. F. Contact Hours: 0 + 3-9.

G. Grading Basis: P/NP H. Status of Course Relative

to Degree Program: Community service course inapplicable to Biology degree program.

I. Course Fees (Yes/No): No. J. Lab Fees (Yes/No): No. K. Coordination: UAA Faculty Listserv. L. Prerequisites/Corequisite: None. M. Registration Restrictions: None. N. Course Attributes: None. III. Course Activities:

This is a field course meeting the equivalent of 3 hours per credit per week for a maximum of three weeks. Field trips to highway and hiking accessible habitats involving the detection, identification and natural history of living organisms in Alaska.

IV. Evaluation:

Pass/No Pass grading. The evaluation methods, while at the discretion of the faculty member teaching the course, may include participation and written field reports.

V. Course Level Justification:

Designed as a natural history course for community members interested in learning about field natural history of Alaska. This course covers the basic natural history of such taxa as fungi, invertebrates, fish, mammals, birds, mosses and lichens; animal tracking; habitats and ecosystems; and climate.

VI. Course Outline:

1.0 Basic Introduction to Alaska Natural History 2.0 Fungi, mosses and lichens 3.0 Invertebrates, fish and birds 4.0 Mammals and animal tracking 5.0 Habitats, ecosystems and climate

9797


.

VII. Instructional Goals and Student Outcomes: A. The instructor will: • Present natural history concepts enabling students to gain an appreciation for their

natural surroundings, ecosystems and climate. • Present ecological concepts on the interrelationships between selected habitats and

modes of fungal, plant and animal life. • Guide students to identify common Alaskan fungi, plants and animals using pictorial

keys.

B. Student Outcomes: Upon successful completion of the course, the student

will be able to: Assessment Method

Describe elementary concepts of Alaska natural history, ecosystems and climate.

Attendance, Class participation

Describe elementary ecological relationships between selected habitats and the mode of fungal, plant and animal life.


Learn to identify common Alaskan fungi, plants and animals using pictorial keys.


VIII. Suggested Text(s):

Instructor will select text appropriate to selected topic area, such as: Armstrong, R.H. 2008. Guide to the Birds of Alaska. 4th edition. Alaska Northwest Books. Matz, G. and Emanuel, R.P. 2001. Exploring Alaska’s Birds. Alaska Geographic. Parker, H. 1994. Alaska’s Mushrooms: A Practical Guide. Alaska Northwest Books. Pojar, J. 2004. Plants of the Pacific Northwest Coast: Washington, Oregon, British

Columbia and Alaska. Lone Pine Publishing. Pratt, V. 1990. Field Guide to Alaskan Wildflowers. Alaskakrafts, Inc.

IX. Bibliography: varies with subject matter of the class. Alaska Department of Fish and Game. 2003. Alaska’s Ecology. Wizard Works. Allan, J.D. and M.M. Castillo. 2007. Stream Ecology: Structure and Function of Running Waters. 2nd edition. Springer. Armstrong, R.H. 2008. Guide to the Birds of Alaska. 4th edition. Alaska Northwest Books. Castro, P. and M.E. Huber. 2007. Marine Biology. 6th edition. McGraw Hill Publishers. Debruyn, T.D. 2001. Walking with Bears: One Man’s Relationship with Three Generations of Wild Bears. Lyons Press. Dunn, J.L. and J. Alderfer. 2006. Field Guide to the Birds of North America. 5th edition.

National Geographic Society. Ehrlich, P., D. Dobkin and D. Wheye. 1988. Birder’s Handbook. Simon and Schuster. Gill, F. 2006. Ornithology. 3rd edition. WH Freeman Press.

9898


Herrero, S. 2002. Bear Attacks: Their Causes and Avoidance. Revised edition. Lyons Press. Hulten, E. 1968. Flora of Alaska and Neighboring Territories: A Manual of the Vascular Plants. Stanford University Press. Matz, G. and R.P. Emanuel. 2001. Exploring Alaska’s Birds. Alaska Geographic. Parker, H. 1994. Alaska’s Mushrooms: A Practical Guide. Alaska Northwest Books. Pojar, J. 2004. Plants of the Pacific Northwest Coast: Washington, Oregon, British

Columbia and Alaska. Lone Pine Publishing. Pratt, V. 1990. Field Guide to Alaskan Wildflowers. Alaskakrafts. Proctor, N. and P. Lynch. 1998. Manual of Ornithology: Avian Structure and Function. Yale

University Press. Schofield, J. and R.W. Tyler. 2003. Discovering Wild Plants: Alaska, Western Canada, The

Northwest. Alaska Northwest Books. Sibley, D.A. 2002. Sibley’s Birding Basics. Knopf, Inc. Smith, D. 2006. Back Country Bear Basics: The Definitive Guide to Avoiding Unpleasant

Encounters (Mountaineers Outdoor Basics). 2nd edition. Mountaineers Books. Sterling, I. 1993. Bears, Majestic Creatures of the Wild. Rodale Press. Stonorov, D. 2002. Living in Harmony with Bears. Alaska Natural History Association. Viereck, E. and D. Collett. 1987. Alaska Wilderness Medicines: Healthful Plants of the Far

North. 6th edition. Alaska Northwest Books. Viereck, L. and E. Little, Jr. 2007. Alaska Trees and Shrubs. 2nd edition. University of

Alaska Press. Welty, J.C. and L.F. Baptista. 1988. The Life of Birds (Saunders Series in Organismic

Biology). 4th edition. Harcourt Brace College Publishers. Wynne, K. and P. Folkens. 2007. Guide to Marine Mammals of Alaska. Alaska Sea Grant

College Program.

9999




2. Course Prefix

BIOL

3. Course Number

A075


n/a

5a. Credits/CEUs

1.0

5b. Contact Hours (Lecture + Lab) ( +3)

6. Complete Course Title Local Flora Abbreviated Title for Transcript (30 character)




9. Repeat Status Yes # of Repeats yes Max Credits n/a





Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Biological Sciences p. 93, 331 13 Oct 2010 Kudenov/Dausey 2. 3.





15. Course Description (suggested length 20 to 50 words) The study of local plants with emphasis on identification and use. Special Notes: May include preparation of pressed plant specimens and field trips. Community service course offered spring semester. 16a. Course Prerequisite(s) (list prefix and number) n/a





















100100





I. Implementation Date: Fall 2011. II. Course Information:

A. College: College of Arts and Sciences. B. Course Subject/Number: BIOL A075. C. Course Title: Local Flora. D. Course Description: The study of local plants with emphasis on identification

and use. Special Notes: May include preparation of pressed plant specimens and field trips. Community service course offered spring semester.

E. Credit Hours: 1.0. F. Contact Hours: 0 + 3.

G. Grading Basis: P/NP H. Status of Course Relative


I. Course Fees (Yes/No): NA. J. Lab Fees (Yes/No): NA. K. Coordination: UAA Faculty Listserv. L. Prerequisites/Corequisite: NA. M. Registration Restrictions: NA. N. Course Attributes: NA. III. Course Activities:

This is a field course meeting the equivalent of 3 laboratory contact hours per credit per week for four weeks. Field trips to highway and hiking accessible habitats include the identification, study and use local plants.

IV. Evaluation:

Pass/No Pass grading. The evaluation methods, while at the discretion of the faculty member teaching the course, may include participation, preparation and identification of plant specimens.


Designed as a local flora course for community members interested in learning about the use and identification of Alaska plants.

VI. Course Outline:

1.0 Basic Introduction 1.1 Discussion on books available on the subject 1.2 Class survey 1.3 Study of Fresh plant material 1.4 Lecture and slides of some basic families 2.0 Study of new fresh plant material 2.1 Pursuit of some of the class survey results 2.2 Field trip to Russian Jack Springs Park, an introduction to plants.

101101


2.3 Continuation of student's choices 2.4 Field trip to nearby bog for study of wetland plants 2.5 Field trip to Glen Alps for a study of alpine plants 3.0 All day field trip to Bird Ridge. See sprint at its best from woodland to alpine.

VII. Instructional Goals and Student Outcomes: A. The instructor will: • Present botanical concepts important for students to gain an appreciation for local

flora. • Present basic ecological concepts on interrelationships between selected habitats and

local plant species. • Guide students to prepare plant specimens and identify local plant species using

dichotomous keys.

B. Student Outcomes: Upon successful completion of the course, the student


Collect and prepare plant specimens using plant presses Portfolio, Attendance, Class participation

Acquire the ability to use simple plant identification keys and apply principles of scientific nomenclature

Portfolio, Attendance, Class participation

Gain familiarity with many local plant species, including their names and uses.

Employ examinations and demonstration of the ability to use a key to determine unknown species.


Pratt, V. 1989. Field guide to Alaskan wildflowers. Alaskakrafts. IX. Bibliography: Hulten, E. 1968. Flora of Alaska and neighboring territories. Stanford University Press. Pojar, J. 1994. Plants of the Pacific Northwest coast. Lone Star Publishing.

Schofield, J. 1989. Discovering wild plants. Alaska Northwest Books. Viereck, E. 1987. Alaska wilderness medicines. Alaska Northwest Books. Viereck, L. no date. Alaska trees and shrubs. U.S. Government Printing Office.

102102




2. Course Prefix

BIOL

3. Course Number

A100


n/a

5a. Credits/CEUs

3.0


6. Complete Course Title Human Biology Abbreviated Title for Transcript (30 character)




9. Repeat Status No # of Repeats 1 Max Credits 3





Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. See attached checksheet 2. 3.





15. Course Description (suggested length 20 to 50 words) Survey of biological principles as applied to human anatomy, physiology and genetics. Special Note: Primarily for non-science majors. Not accepted for GER or biology major baccalaureate credit. Community service course. 16a. Course Prerequisite(s) (list prefix and number) n/a







19. Justification for Action Updating description and course content.














103103



Course Being Changed: BIOL A100.

Impacted Program or Course

Type of Impact (course or program)

Catalog Page

Type/Date of Notification

Chair/Coordinator Contacted (not listserv)

Course Impacts examples: prerequisite,

corequisite, recommended

Program Impacts examples: requirement, selective,

program credit total Biological Sciences Updating CAR, CCG Community Service Course 93

20 Feb, 13 Oct 10 J Kudenov/D Causey

Occupational Endorsement Certificate, Medical Office Support

Recommended Program credit total 181 20 Feb, 13 Oct 10 Kimberly Griffith

Bachelor of Science, Nutrition Required Program Requirement 194 20 Feb, 13 Oct 10 Kimberly Griffith

Occupational Endorsement Certificate, Medical Office Coding

Support course Certificate requirements 202 20 Feb, 13 Oct 10 Kimberly Griffith

Preparation for Certified Medical Assistant (CMA) examination Certificate, Medical Office Coding

Required Certificate requirements 202 20 Feb, 13 Oct 10 Kimberly Griffith

Associate of Applied Science, Medical Assisting General course requirements General course requirements 203 20 Feb, 13 Oct

10 Kimberly Griffith

Associate of Applied Science, Occupational Safety and Health Required Program Requirement 207 20 Feb, 13 Oct

10 Don Weber

Biological Sciences Updating CAR, CCG Community Service Course 331 20 Feb, 13 Oct 10 J Kudenov/D Causey

MA A220 Prerequisite Certificate and Program requirements 418 20 Feb, 13 Oct

10 Kimberly Griffith

OSH A230 Prerequisite Program Requirement 439 20 Feb, 13 Oct 10 Don Weber

104104

1


I. Implementation Date: Fall 2011. II. Course Information

A. College: College of Arts and Sciences. B. Course Subject/Number: BIOL A100. C. Course Title: Human Biology. D. Course Description: Survey of biological principles as applied to human

anatomy, physiology and genetics. Special Note: Primarily for non-science majors. Not accepted for GER or biology major baccalaureate credit. Community service course.

E. Credit Hours: 3. F. Contact Hours: 3 + 0.

G. Grading Basis: A-F. H. Status of Course Relative

to Degree Program: Community service course inapplicable as a GER or to Biology degree program.

I. Course Fees (Yes/No): Yes. J. Lab Fees (Yes/No): Yes. K. Coordination: UAA Faculty Listserv. L. Prerequisites/Corequisite: None. M. Registration Restrictions: None. N. Course Attributes: None.


This is primarily a lecture course. IV. Evaluation:

Course grading is A-F. The evaluation methods, while at the discretion of the faculty member teaching the course, may include written examinations, attendance and/or term papers.


Designed as a lecture course on human biology for AA degree and certificate programs in Computer Information & Office Systems, Medical Assisting and Occupational Safety and Health.

VI. Course Outline

1.0 Introduction 1.1 Concepts 1.2 Chemistry of Life 2.0 Cell structure and function 3.0 Human Organization 4.0 Digestion and Circulation 5.0 Respiration 6.0 Excretion

105105

2

7.0 Nervous System 8.0 Musculo-skeletal System 9.0 Senses 10.0 Hormones 11.0 Reproduction 12.0 Sexually transmitted diseases 13.0 Development 14.0 Chromosomes and Chromosomal Inheritance 15.0 Genes and Medical Genetics 16.0 DNA and Biotechnology 17.0 Cancer, ecosystems 18.0 Evolution 19.0 Population concerns

VII. Instructional Goals and Student Outcomes A. The Instructor Will • Present the basic structures and concepts of cell and tissue organization.

• Familiarize students with the fundamentals of the principle organ systems of the body. • Provide students with explanations of how organ systems of the body are interrelated,

allowing students to integrate biological concepts into an understanding of human form and function.

B. Student Outcomes:

Upon successful completion of the course, the student will be able to:

Assessment Method

Describe basic cell and tissue organization along with the principle organ systems of the body including the interrelationships, physiology, and system functions

Exams

Discuss the vocabulary and nomenclature associated with the anatomy and physiology of principle organ systems of the body

Exams

Discuss and critically evaluate basic physiological processes of principle organ systems of the body

Exams


Instructor will select text appropriate to selected topic area, such as: Atsma, B. and S. Hsu. 2008. Laboratory Manual for Human Biology. 4th edition. Pearson/ Benjamin Cummings. Mader, S. 2010. Human Biology. 11th edition. W. C. Brown.

106106

3

IX. Bibliography: (as required by individual topic area; samples based on projected selected topics) Goodenough, J and B. McGuire. 2010. Biology of Humans. 3rd edition. Pearson. Gunstream, S.E. 2009. Biological Explorations A Human Approach. 6th edition. Pearson. Johnson, M.D. 2010. Human Biology Concepts and Current Issues. 5th edition. Pearson. Starr, C. and B. McMillan. 2010. Human Biology. 8th edition. Brooks/Cole Cengage Learning. Tortora, G.J. and B. Derrickson 2010. Principles of Anatomy and Physiology. 12th edition. Wiley & Sons.

107107




2. Course Prefix

BIOL

3. Course Number

A104


n/a

5a. Credits/CEUs

3.0


6. Complete Course Title Natural History of Alaska Abbreviated Title for Transcript (30 character)







12. Cross Listed with GEOL A104 Stacked with Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Science, Physical Education p. 197 22 Feb 2010 Sandra Caroll-Cobb, Dorothy Orr 2. Biological Sciences p. 94, 332 16 Feb 2010 J. Kudenov, K. Duddleston 3. Geological Sciences p. 398 16 Feb 2010 L. Munk





15. Course Description (suggested length 20 to 50 words) Surveys important biological, physical and geological features of Alaska, and their development over time. Includes study of major landforms, ecosystems, wildlife and people. Local area will be emphasized. Special Note: Acceptable as elective credit only. 16a. Course Prerequisite(s) (list prefix and number) n/a







19. Justification for Action Has not been taught by Biology or Geology on UAA Goose Lake campus for at least10 years; offered 2007 at Chugiak-Eagle River campus.














108108





1c. Department Geological Sciences

2. Course Prefix

GEOL

3. Course Number

A104


n/a

5a. Credits/CEUs

3.0


6. Complete Course Title Natural History of Alaska Abbreviated Title for Transcript (30 character)







12. Cross Listed with BIOL A104 Stacked with Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Science, Physical Education p. 198, 443 22 Nov 2010 Sandra Caroll-Cobb, Dorothy Orr 2. Biological Sciences p. 93, 331 16 Feb 2010 J. Kudenov, K. Duddleston 3. Geological Sciences p. 395 16 Feb 2010 L. Munk

Initiator Name (typed): LeeAnn Munk Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 20 Feb & Oct 13 2010 submitted to Faculty Listserv: ([email protected])



15. Course Description (suggested length 20 to 50 words) Surveys important biological, physical and geological features of Alaska, and their development over time. Includes study of major landforms, ecosystems, wildlife and people. Local area will be emphasized. Special Note: Acceptable as elective credit only. 16a. Course Prerequisite(s) (list prefix and number) n/a







19. Justification for Action Has not been taught by Biology or Geology on UAA Goose Lake campus for at least10 years; last offered 2007 at Chugiak-Eagle River campus.

__________________________________________________ ___________ Initiator (faculty only) Date LeeAnn Monk Initiator (TYPE NAME)













109109






2. Course Prefix

BIOL

3. Course Number

A124


n/a

5a. Credits/CEUs

1-4

5b. Contact Hours (Lecture + Lab) (1-4+0-12)

6. Complete Course Title Biota of Alaska: Selected Topics Biota AK: Selected Topics Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other updating CCG (please specify)






Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Biological Sciences 93, 332 13 Oct 10 Kudenov/Causey 2. 3.





15. Course Description (suggested length 20 to 50 words) Explores characteristics of animals, plants, fungi and protists of Alaska. Can include life history, habitat, ecology and behavior. Special Notes: May include extensive hiking and camping. Community service course. Can be repeated with a change of subtitle.

16a. Course Prerequisite(s) (list prefix and number) n/a






17. Mark if course has fees variable 18. Mark if course is a selected topic course















110110





A. College: College of Arts and Sciences. B. Course Subject/Number: BIOL A124. C. Course Title: Biota of Alaska: Selected Topics. D. Course Description: Explores characteristics of animals, plants, fungi and

protists of Alaska. Can include life history, habitat, ecology and behavior. Special Notes: May include extensive hiking and camping. Community service course. Can be repeated with a change of subtitle.

E. Credit Hours: 1-4. F. Contact Hours: 1-4 + 0-12.

G. Grading Basis: A-F. H. Status of Course Relative


I. Course Fees (Yes/No): Yes. J. Lab Fees (Yes/No): Yes. K. Coordination: UAA Faculty Listserv. L. Prerequisites/Corequisite: None. M. Registration Restrictions: None. N. Course Attributes: None.


This is a community service field course. Activities will vary depending on selected topic and number of credits, and may include lectures, laboratories, field trips, extensive hiking and/or camping.

IV. Evaluation:

Course grading is A-F. The evaluation methods, while at the discretion of the faculty member teaching the course, may include written examinations, lab or field practical exams, notebook compilation, attendance or term paper.


Designed as a selected topics course on the biota of Alaska for community members interested in exploring the characteristics of animals, plants, fungi and protists of Alaska.

VI. Course Outline

Sample from BIOL A124, Introduction to Marine Vertebrates of Kachemak Bay, Summer Semester 2008.

1. The Scientific Method 1.1 Essential components 1.2 Constructing hypotheses 1.3 Testing hypotheses 1.4 Field observations versus controlled laboratory experiments

111111

1.5 Scientific theory 2. Taxonomy of vertebrates 2.1 Classification and major characteristics of jawless, cartilaginous and bony

fishes; emphasis on form and function in the marine environment 2.2 Classification and major characteristics of marine reptiles; emphasis on form

and function in the marine environment 2.3 Classification and major characteristics of marine birds; emphasis on form and

function in the marine environment 2.4 Classification and major characteristics of marine mammals; emphasis on form

and function in the marine environment 2.5

Orders, families and representative marine species found in Kachemak Bay; emphasis on form and function in marine and estuarine environments

3. Morphological and ecological constraints and predictors 3.1 Feeding strategies and food webs in marine, estuarine and shoreline

environments, with observational examples from Kachemak Bay 3.2 Reproductive strategies, using examples from Kachemak Bay 3.3 Communication in the marine environment and at the marine/terrestrial

interface, with observational examples from Kachemak Bay 3.4 Research methodologies: Controlled field observations and laboratory

experimentation 3.5 Anthropogenic impacts VII. Instructional Goals and Student Outcomes A. The Instructor Will • Introduce biological concepts and special characteristics of a selected group of

organisms found in Alaska. • Introduce relevant content which may include life history, habitat, ecology and behavior.

B. Student Outcomes:

Upon successful completion of the course, the student will be able to:

Assessment Method

Identify special aspects of the biology of a related group of Alaskan organisms.

Homework, quiz, lab practical, field work, journaling, examination, paper.

Compare and contrast local organisms with other organisms within evolutionarily related groups

Homework, quiz, lab practical, field work, journaling, examination, paper.


Instructor will select text appropriate to selected topic area from the Bibliography below, and include principle references such as: Armstrong, R.H. 2008. Guide to the Birds of Alaska, 4th edition. Alaska Northwest Books. Matz, G. and Emanuel, R.P. 2001. Exploring Alaska’s Birds. Alaska Geographic. Parker, H. 1994. Alaska’s Mushrooms: A Practical Guide. Alaska Northwest Books. Pojar, J. 2004. Plants of the Pacific Northwest Coast: Washington, Oregon, British

Columbia and Alaska. Lone Pine Publishing. Pratt, V. 1990. Field Guide to Alaskan Wildflowers. Alaskakrafts.

112112

IX. Bibliography: (as required by individual topic area; samples based on projected selected topics) Alaska Department of Fish and Game. 2003. Alaska’s Ecology. Wizard Works. Allan, J.D. and M.M. Castillo. 2007. Stream Ecology: Structure and Function of Running Waters. 2nd edition. Springer. Armstrong, R.H. 2008. Guide to the Birds of Alaska. 4th edition. Alaska Northwest Books. Castro, P. and M.E. Huber. 2007. Marine Biology. 6th edition. McGraw Hill Publishers. Debruyn, T.D. 2001. Walking with Bears: One Man’s Relationship with Three Generations of Wild Bears. Lyons Press. Dunn, J.L. and J. Alderfer. 2006. Field Guide to the Birds of North America. 5th edition.

National Geographic Society. Ehrlich, P., D. Dobkin and D. Wheye. 1988. Birder’s Handbook. Simon and Schuster. Gill, F. 2006. Ornithology. 3rd edition. WH Freeman Press. Herrero, S. 2002. Bear Attacks: Their Causes and Avoidance. Revised edition. Lyons Press. Hulten, E. 1968. Flora of Alaska and Neighboring Territories: A Manual of the Vascular Plants. Stanford University Press. Matz, G. and R.P. Emanuel. 2001. Exploring Alaska’s Birds. Alaska Geographic. Parker, H. 1994. Alaska’s Mushrooms: A Practical Guide. Alaska Northwest Books. Pojar, J. 2004. Plants of the Pacific Northwest Coast: Washington, Oregon, British

Columbia and Alaska. Lone Pine Publishing. Pratt, V. 1990. Field Guide to Alaskan Wildflowers. Alaskakrafts. Proctor, N. and P. Lynch. 1998. Manual of Ornithology: Avian Structure and Function. Yale

University Press. Schofield, J. and R.W. Tyler. 2003. Discovering Wild Plants: Alaska, Western Canada, The

Northwest. Alaska Northwest Books. Sibley, D.A. 2002. Sibley’s Birding Basics. Knopf, Inc. Smith, D. 2006. Back Country Bear Basics: The Definitive Guide to Avoiding Unpleasant

Encounters (Mountaineers Outdoor Basics). 2nd edition. Mountaineers Books. Sterling, I. 1993. Bears, Majestic Creatures of the Wild. Rodale Press. Stonorov, D. 2002. Living in Harmony with Bears. Alaska Natural History Association. Viereck, E. and D. Collett. 1987. Alaska Wilderness Medicines: Healthful Plants of the Far

North. 6th edition. Alaska Northwest Books. Viereck, L. and E. Little, Jr. 2007. Alaska Trees and Shrubs. 2nd edition. University of

Alaska Press. Welty, J.C. and L.F. Baptista. 1988. The Life of Birds (Saunders Series in Organismic

Biology). 4th edition. Harcourt Brace College Publishers. Wynne, K. and P. Folkens. 2007. Guide to Marine Mammals of Alaska. Alaska Sea Grant

College Program.

113113




2. Course Prefix

BIOL

3. Course Number

A126


n/a

5a. Credits/CEUs

3


6. Complete Course Title Birds in Field and Laboratory Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Biological Sciences p. 93, 332 13 Oct 10 Kudenov/Causey 2. 3.





15. Course Description (suggested length 20 to 50 words) General biology, ecology and behavior of birds. Emphasis on characteristics, observation and recording information about birds. Special Notes: May include field trips involving study projects. Community service course.






















114114





A. College: College of Arts and Sciences. B. Course Subject/Number: BIOL A126. C. Course Title: Birds in Field and Laboratory. D. Course Description: General biology, ecology and behavior of birds.

Emphasis on characteristics, observation, recording information of birds. Special Notes: May include extensive hiking and camping. Community service course.

E. Credit Hours: 3. F. Contact Hours: 1+6.

G. Grading Basis: A - F. H. Status of Course Relative


I. Course Fees (Yes/No): Yes. J. Lab Fees (Yes/No): Yes. K. Coordination: UAA Faculty Listserv. L. Prerequisites/Corequisite: None. M.

N. Registration Restrictions: Course Attributes:

None. None.



IV. Evaluation:



Designed as a course on the general biology, ecology and behavior for community members interested in learning about the birds of Alaska.

VI. Course Outline

1.0 Avian Adaptations 1.1 What makes a bird different? 1.2 Adaptations for flight 2.0 Methods of field observations 2.1 Bird topography and structural terminology 3.0 Classification of birds 3.1 External structure 3.2 Sensory apparatus 3.3 Characteristics of Gaviformes to Pelecaniformes

115115

4.0 Adaptations to the environment 4.1 Charadriformes

5.0 Migration and the annual cycle 5.1 Ciconiformes, Galliformes, Gruiformes, Columbiformes, Cuculiformes 6.0 Social systems and territorial behavior 6.1 Vocalizations; falconiformes, strigiformes 7.0 Nests, incubation, and parental care 7.1 Caprimulgiformes to Piciformes 8.0 Conservation issues and the study of birds 8.1 Passeriformes

VII. Instructional Goals and Student Outcomes A. The Instructor Will

• Present the life history characteristics of birds. • Illustrate identification traits and tools used to identify birds by sight and sound,

especially those found locally. • Demonstrate field techniques used for conducting research studies on birds.

• Demonstrate how to mount birds for museum specimens. • Demonstrate how to effectively search library and web resources for ornithological

information and research documents.

B. Student Outcomes Upon successful completion of the course, the

student will be able to: Assessment Method

Identify life history characteristics of birds. Homework, quiz, lab practical, field work, journaling, examination, paper.

Identify birds by sight and sound, especially those found locally.

Quiz, lab practical, field work, examination.

Describe field techniques used for conducting research studies on birds.

Homework, quiz, field work, journaling, examination, paper.

Describe how birds are mounted for museum specimens.

Homework, quiz, lab practical, examination, paper.

Navigate library and web resources for ornithological information and research documents.

Homework, quiz, examination, paper.


Instructor will select text appropriate to his or her teaching style. Armstrong, R.H. 2008. Guide to the Birds of Alaska. 4th edition. Alaska Northwest Books.

116116

IX. Bibliography:

Armstrong, R.H. 2008. Guide to the Birds of Alaska, 4th edition. Alaska Northwest Books. Dunn, J.L. and J. Alderfer. 2006. Field Guide to the Birds of North America. 5th edition.

National Geographic Society. Ehrlich, P., D. Dobkin and D. Wheye. 1988. Birder’s Handbook. Simon and Schuster. Gill, F. 2006. Ornithology. 3rd edition. WH Freeman Press, NY. Proctor, N. and P. Lynch. 1998. Manual of Ornithology: Avian Structure and Function. Yale

University Press. Welty, J.C. and L.F. Baptista. 1988. The Life of Birds (Saunders Series in Organismic

Biology), 4th edition. Harcourt Brace.

117117




2. Course Prefix

BIOL

3. Course Number

A150


reinstate

5a. Credits/CEUs

3


6. Complete Course Title Introduction to Marine Biology Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) An elementary course in marine natural history with emphasis on intertidal, coral reef and estuarine organisms. Also focuses on planktonic, benthic and pelagic organisms, including protists, invertebrates, fish, seabirds and marine mammals. Special Notes: May include field trips and extensive hiking. Community service course.








19. Justification for Action Reinstating a course that was inadvertently purged. Updating description and course content of community service course.














118118





A. College: College of Arts and Sciences. B. Course Subject/Number: BIOL A150. C. Course Title: Introduction to Marine Biology. D. Course Description: An elementary course in marine natural history

with emphasis on intertidal, coral reef and estuarine organisms. Also focuses on planktonic, benthic and pelagic organisms, including protists, invertebrates, fish, seabirds and marine mammals. Special Notes: May include field trips and extensive hiking. Community service course.

E. Credit Hours: 3. F. Contact Hours: 3+0.

G. Grading Basis: A - F. H. Status of Course Relative


I. Course Fees (Yes/No): Yes. J. Lab Fees (Yes/No): No. K. Coordination: UAA Faculty Listserv. L. Prerequisites/Corequisite: None. M.

N. Registration Restrictions: Course Attributes:

None. None.



IV. Evaluation:



Designed as a course on marine biology for community members interested in learning about the oceans and their inhabitants found in Alaska locales.

VI. Course Outline

1.0 The Ocean Environment 1.1 Introduction to Science and Marine Biology 1.2 Fundamentals of Ecology 1.3 Chemistry, Geology and Physics of the Ocean 2.0 Marine Organisms 2.1 Biological Concepts

119119

2.2 Marine Microbes and Primary Producers 2.3 Invertebrates 2.3.1 Lower Invertebrates 2.3.2 Higher Invertebrates 2.4 Vertebrates 2.4.1 Marine Fishes 2.4.2 Marine Reptiles and Birds 2.4.3 Marine Mammals 3.0 Marine Ecosystems 3.1 Intertidal Zone Communities 3.2 Estuaries 3.3 Coral Reef Communities 3.4 Continental Shelves and the Neritic Zone 3.5 The Open Sea and the Pelagic Zone 3.6 Life in the Ocean’s Depths and the Benthic Environment 4.0 Human-Ocean Interactions 4.1 Harvesting 4.2 Fisheries 4.3 Human-Induced Environmental Alterations 4.3.1 Pollution 4.3.2 Climate Change

VII. Instructional Goals and Student Outcomes: A. The Instructor Will

• Describe the properties of water and the characteristics of the oceanic zones, particularly with regard to ocean chemistry, geology and physics.

• Describe marine organism type and range within the water column by environmental requirements.

• Describe marine ecosystems, outlining the different oceanic zones and marine communities.

• Present ecological principles, specifically as they relate to marine ecosystems. • Outline and describe the marine taxa in an evolutionary context • Describe human-marine interactions, including harvesting, fisheries, and

environmental impacts.

B. Student Outcomes Upon successful completion of the course, the student


Identify the properties and ecological principles of water, ocean zones and marine ecosystems.

Homework, quiz, field study report, examination, paper.

Describe the structure, diversity and zonation patterns of ecological communities in intertidal zones, coral reefs and estuaries.

Homework, quiz, field study report, journaling, examination, paper.

Discuss basic ecological principles as evidenced in marine ecosystems.

Homework, quiz, field study report, examination, paper.

120120

VIII. Suggested Text(s): samples Castro, P. and M. Huber. 2007. Marine Biology. 7th edition. McGraw-Hill Publishers. Karleskint, G., R. Turner and J. Small. 2009. Introduction to Marine Biology. 3rd edition.

Brooks Cole/Cengage. Morrissey, J.F. and J.L. Sumich. 2008. Introduction to the Biology of Marine Life. 9th edition.

Jones and Bartlett Publishers. IX. Bibliography:

Intergovernmental Panel on Climate Change. 2007. Climate Change 2007 – The Physical

Science Basis: Working Group I Contribution to the Fourth Assessment Report of the IPCC. Cambridge University Press.

Intergovernmental Panel on Climate Change. 2008. Climate Change 2007 - Impacts, Adaptation and Vulnerability: Working Group II contribution to the Fourth Assessment Report of the IPCC. Cambridge University Press.

Iversen, E.S. 1995. Living Marine Resources: Their Utilization and Management. Springer. Johnson, F.G. 1995. Fisheries: Harvesting Life from Water. Kendall/Hunt. National Research Council. 1998. Decade-to-Century Scale Climate Variability and Change:

A Science Strategy. National Academy Press. Nybakken, J.W. and M.D. Bertness. 2004. Marine Biology: An Ecological Approach. 6th

edition. Benjamin Cummings. Ross, M.R. 1996. Fisheries Conservation and Management. Benjamin Cummings. Wynne, K. and P. Folkens. 2007. Guide to Marine Mammals of Alaska. Alaska Sea Grant

College Program.

121121




2. Complete Program Title/Prefix Biololgical Sciences / BIOL

3. Type of Program OEC Undergrad Certificate AA/AAS Baccalaureate Minor Post Baccalaureate Graduate Graduate Certificate Doctoral Specialty Certificate



5. Implementation Date (semester/year) From: Fall/2011 To: /9999

6a. Coordination with Affected Units Department, School, or College: UAA Faculty Listserv.


6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date: 13 Oct 2010



8. Justification for Action The department is redefining Advanced Placement scores for Transfer Credit Evaluations to provide students earning a score of "5" the option of receiving 8 combined credits of BIOL A115 and BIOL A116. In addition, we wish to increase the minimum AP score to 4 for 8 combined credits of BIOL A102, BIOL A103 plus BIOL A1 Dept Elective. Score of 3 or less will not be eligible to receive any academic credit.

__________________________________________________ ___________ Initiator (faculty only) Date Jerry D. Kudenov Initiator (TYPE NAME)













122122


3211 Providence Dr

Anchorage, Alaska 99508-4614

COLLEGE OF ARTS AND SCIENCES Department of Biological Sciences

(907) 786-4770 Fax: (907) 786-4607

Date: 20 Oct 2010 To: Dr. Judith Moore, Chair Undergraduate Academic Board

From: Dr. Jerry Kudenov, Chair Biological Sciences Item: Revision of Advanced Placement Scores for Biological Sciences The Department of Biological Sciences requests that Advanced Placement scores published on the UAA Webpage (copy attached and Science section included below) be revised up as follows:

1. Biology AP Test, Minimum Score, UAA Equivalent and Credits Awarded as presently published (http://www.uaa.alaska.edu/records/tce/advancedplacement.cfm).

SCIENCE Biology 3 BIOL A102/A103 + BIOL A1 Dept Elective 3/1/4 Chemistry 3 CHEM A105/A105L 3/1 Computer Science A 3 CS A201 3 Computer Science AB (retired) 3 CS A1 Dept Elective 3 Environmental Science 3 ENVI A211/A211L 3/1 Physics B 3 PHYS A123/A123L 3/1 Physics C 3 PHYS A211/A211L 3/1

2. Proposed revision to Biology AP Test, Minimum Score, UAA Equivalent and Credits

Awarded. SCIENCE Biology 4 BIOL A102/A103 + BIOL A1 Dept Elective 3/1/4 Biology 5 BIOL A115/A116 4/4 Chemistry 3 CHEM A105/A105L 3/1 Computer Science AB 3 CS A1 Dept Elective 3 Computer Science A 3 CS A201 3 Environmental Science 3 ENVI A211/A211L 3/1 Physics B 3 PHYS A123/A123L 3/1 Physics C 3 PHYS A211/A211L 3/1

I stand ready to provide any additional information that you may require.

123123

Office of the Registrar

Advanced Placement

Students must be fully admitted to a UAA certificate or degree program before Advanced Placement credit can be evaluated. Scores should be sent directly to UAA from the College Board. If you did not request to have your scores sent to UAA at the time you took the test you can visit the College Board web site to submit your request. Once you have been admitted and the scores received, your records will be evaluated and the appropriate course credit applied to your academic record.

TEST

Minimum Score Required

UAA Equivalent Credits Awarded

Art, Art History 3 ART A261/A262 3-Mar Art, Studio Art 3 ART A1 Dept Elective 4

Biology 3 BIOL A102/A103 + BIOL A1 Dept Elective 3/1/2004

Chemistry 3 CHEM A105/A105L 1-Mar Computer Science A 3 CS A201 3 Computer Science AB (retired) 3 CS A1 Dept Elective 3 Economics, Macroeconomics 3 ECON A201 3 Economics, Microeconomics 3 ECON A202 3 English, Lang/Comp 3 ENGL A111 3 English, Lit/Comp 3 ENGL A121 3 Environmental Science 3 ENVI A211/A211L 1-Mar Geography, Human Geography 3 GEOG A101 3 Government & Politics, Comp 3 PS A102 3 Government & Politics, U.S. 3 PS A101 3 History, European History 3 HIST A102 3 History, U.S. History 3 HIST A131/A132 3-Mar History, World History 3 HIST A101/A102 3-Mar Language, Chinese Lang & Culture 3 CHIN A1H *GER: HUM 8 Language, French Language 3 FREN A101/A102 4-Apr Language, French Literature 3 FREN A201/A202 4-Apr Language, German 3 GER A1 Dept Elective 8 Language, Italian Lang & Culture 3 LANG A1 Dept Elective 8 Language, Japanese Lang & Culture 3 JPN A1H *GER: HUM 8 Language, Latin Literature 3 LAT A1 Dept Elective 4 Language, Latin: Vergil 3 LAT A1 Dept Elective 4 Language, Spanish Language 3 SPAN A101/A102 4-Apr Language, Spanish Literature 3 SPAN A201/A202 4-Apr Mathematics, Calculus AB 4 MATH A200 4 Mathematics, Calculus BC 4 MATH A200/A201 4-Apr Music Theory 3 MUS A111 3 Physics B 3 PHYS A123/A123L 1-Mar Physics C 3 PHYS A211/A211L 1-Mar Psychology 3 PSY A111 3 Statistics 3 STAT A252 3

124124

Academic Assessment Handbook

2010

This Handbook is created and maintained by the Academic Assessment Committee of the Faculty Senate.

Revised 11-1-10

It’s not the destination. It’s the journey.

For electronic version of this handbook and the assessment schedule for your program, go to http://www.uaa.alaska.edu/governance/fs-academic-assessment-committee.cfm

125125

http://www.uaa.alaska.edu/governance/fs-academic-assessment-committee.cfm�

Table of Contents

I. INTRODUCTION ................................................................................................................. 1

A. AAC CHARGE ....................................................................................................................... 2 B. OAA SUPPORT ...................................................................................................................... 2

II. PROGRAM ASSESSMENT CYCLE .................................................................................. 2

III. ACADEMIC ASSESSMENT REVIEW PROCESS .......................................................... 5

A. NEW PROGRAM OR MAJOR REVISION ................................................................................... 5 B. ANNUAL UPDATE .................................................................................................................. 6 C. THREE-YEAR REVIEW ........................................................................................................... 6 D. EXEMPTION PROCESS ............................................................................................................ 7

IV. DOCUMENT REQUIREMENTS........................................................................................ 8

A. PLAN DOCUMENTS ................................................................................................................ 8 B. ANNUAL UPDATES DOCUMENTS ........................................................................................... 8 C. THREE-YEAR REVIEW DOCUMENTS...................................................................................... 9 D. THREE-YEAR REVIEW EXEMPTION NOTIFICATION & REQUEST DOCUMENTS ..................... 10

V. TERMS, DEFINITIONS & GUIDANCE ......................................................................... 11

VI. APPENDICES ...................................................................................................................... 18

A - BOR POLICY – ACADEMIC PROGRAM REVIEW .................................................................... 18 B - SAMPLE ANNUAL EXEMPTION MEMOS ................................................................................. 18 C - PROGRAM ASSESSMENT PLAN TEMPLATE ........................................................................... 18 D- ANNUAL UPDATE NARRATIVE TEMPLATE ............................................................................ 18 E - ANNUAL UPDATE SPREADSHEET TEMPLATE......................................................................... 18

126126

Academic Assessment Handbook, 11-1-10

Page 1

I. INTRODUCTION It’s not the destination. It’s the journey. Assessment is not an end in itself; it is a

process. Rather than narrowly focus on the language of specific outcomes or the details of a certain tool, the Academic Assessment Committee (AAC) looks at the overall process of assessment discussed by each program reviewed. Are the faculty actively engaged in reviewing the intent and effectiveness of their programs? Are they seeking ways to achieve programs of excellence? Outcomes assessment at UAA is best served by fostering a culture that encourages broad, goals and methodologies growing organically out of the normal teaching and assessment practices of each discipline.

In preparing assessment documents, it is important to keep in mind the overall purpose of assessment. By assessing student learning outcomes, we are trying to accomplish the following:

• Define what specific knowledge, abilities, values, and/or attitudes students in our respective programs should be able to demonstrate,

• Track, evaluate and analyze student performance on these outcomes, and

• Discuss, reflect on and take action in maintaining, reinforcing and improving student achievement through active faculty engagement in the teaching process.

Program-level discussion of assessment documents should occur before a review by AAC. All assessment plans, annual updates, and three-year reviews should be approved by the program faculty prior to submission to the Office of Academic Affairs (OAA).

AAC is an advisory and review body. The AAC’s primary purposes are to serve as a cross-campus forum for the exchange of ideas, information and advice on methods and practices of academic assessment; and to promote systematic academic assessment university wide with the understanding that a program’s faculty are the ones best suited to plan, implement and evaluate assessment of student learning outcomes.

This Academic Assessment Handbook is maintained by the AAC to describe the University of Alaska Anchorage’s process for reviewing all academic program assessments. These guidelines should be read in conjunction with departmental requirements as appropriate. The procedures and the accompanying templates have been designed to ensure the following:

• Faculty and staff are properly informed about the processes to be followed for the review of new programs, major revisions to existing programs, and ongoing program assessment.

• Faculty and staff are properly informed about the goals of and criteria for appropriate academic assessment.

• Faculty and staff are properly informed how to access support for improving their academic assessment plans and reports.

127127


Page 2

A. AAC Charge The committee shall:

• Develop and maintain UAA Assessment Handbook; • Apply the current UAA Assessment Handbook as primary criteria for evaluating all

program assessment, existing assessment efforts, as well as proposed or modified programs;

• Recommend program assessment-related actions to the Senate; • Develop institutional learning outcomes (ILO) assessments and direct the collection and

analysis of that data; • Review and recommend all requests to modify institutional learning outcomes; • Review all requests to modify assessment policies; • Refer all curricular and academic issues to the appropriate Faculty Senate Boards; and • Undertake such additional tasks or responsibilities relating to program and institutional

assessment as assigned by the Senate.

B. OAA Support The OAA provides administrative support for the AAC. All documents are to be

submitted to the OAA for distribution.

II. PROGRAM ASSESSMENT CYCLE The sequence of the 3-year review cycle is shown in Table 1. An overview of the

program assessment cycle is shown in Figure 1. The process consists of a yearly assessment cycle embedded within a three-year review cycle. The assessment plan is a living document that describes the program’s student learning outcomes along with instruments that will be used to measure the outcomes. The plan drives assessment activities to be conducted yearly that measure some or all of the program outcomes. All outcomes must be measured within the three-year review cycle. Data collected from the assessment instruments should be discussed and analyzed among department faculty and recommendations made to improve the program and/or the assessment plan for the following year. The AAC will conduct a review every three years; however, programs are expected to complete an assessment review cycle every year.

Sequence for Assessment 3-Year Review Cycle The table below describes how the cycle for a program beginning with an annual update this fall. (No programs will actually be on this rotation). Please see the Academic Assessment website for your program’s assessment sequence and due dates.

128128


Page 3

Fall Semester, Due Date Document Due Academic Year(s) in Document

2010, October 1 Annual Update AY10 (Fall 09 – Summer 10)

2011, October 1 Annual Update AY11 (Fall 10 – Summer 11)

2012, October 15 3-year Review (includes

Annual Updates for 3

academic years)

AY10-12 (Fall 09 – Summer

12)

2013, October 1 Annual Update AY13 (Fall 12- Summer 13)

2014, October 1 Annual Update AY14 (Fall 13- Summer 14)

2015, October 15 3-year Review (includes

Annual Updates for 3

academic years)

AY13-15 (Fall 13 – Summer

15)

Cycle repeats Cycle repeats Cycle repeats

Table 1. Sequence for Assessment 3-Year Review

129129


Page 4

Figure 1. 3-year Review Cycle

130130


Page 5

III. ACADEMIC ASSESSMENT REVIEW PROCESS All academic programs approved by the Faculty Senate are required to document their

assessment activities. The AAC recognizes that academic programs can be at differing points in their evolution, which affect their assessment (i.e. new programs, ongoing programs, suspended or discontinued programs). Academic assessment is also impacted by the number of students in a program and how many graduates are produced in a given reporting period.

The reporting of assessment activity can vary greatly. Table 2 summarizes the variation in situation and reporting requirements. All documents should be submitted to the OAA.

Situation Program Assessment Documents Required

Submission Date to OAA

New Program Plan As required by curriculum review process

Major Revision of Existing Program Plan As required by curriculum review process

Existing Program (yearly) Annual Update October 1 Existing Program (every third year) 3-year cumulative

review October 15

Existing Program with AAC approved outside accreditation*

Annual Update October 1

Existing Program (0 to 10 graduates in 3-year review period)

Memo (see Appendix B)

October 1

Suspended Program Memo October 1 *If outside accreditation meets AAC requirements, see Section III. D. for requirements.

Table 2. Assessment Reporting Requirements

A. New Program or Major Revision Proposals for new programs or major revisions to existing programs must include an

assessment plan. The curriculum review process requires the submission of draft assessment plans to AAC for review. Faculty planning new programs or major revisions to existing programs should review both the UAA Curriculum Handbook and their college-level curriculum review guidelines for further information about when this review must be complete.

131131


Page 6

Faculty should submit their plans to OAA in accordance with curriculum review deadlines. AAC will put review of new programs or major revisions of existing programs first on their agenda. Faculty initiators or a qualified faculty representative for the program proposal must be present at the AAC meeting for the review. Proposals without such representation will be tabled. Programs will receive a written summary of the committee’s feedback within four weeks after the review is complete, and copies will be sent to the school or college and OAA. Program assessment plans requiring longer discussion and/or consideration will be invited to additional AAC meetings until the review is complete.

B. Annual Update All active (not suspended) programs must submit an annual update (see section IV B) on

their data collection and any changes to their assessment plans to OAA by October 1. These updates are not reviewed by AAC unless the department requests a special review. If a department requests a special review, then the same guidelines and timeline for submission of new program assessment plans apply.

C. Three-Year Review Every three years on a staggered basis AAC will conduct a full review of the student

learning outcomes assessment process for every program offered by UAA and its extended campuses. The AAC shall not be an acceptance/rejection body when reviewing programs’ academic assessment plans and 3-year reviews, but rather serve as an advisory body, offering suggestions for improvement and commendations for achievement.

1. When a program comes up for review, that program will send at least one faculty representative to the AAC to discuss the program’s academic assessment process, findings and actions.

2. Review meetings will be held between late October and late April of each academic year. The schedule for every program’s three-year rotation cycle will be available online. Additionally, by April 1st of each year, the AAC will make available the list of programs to be scheduled for a 3-year review in the following academic year. Programs will be notified by OAA.

3. College/Divisional Reviews: To facilitate increased faculty dialogue and sharing of assessment practices and results, divisions or colleges that wish to have a combined assessment review by the AAC may do so. In this way, departmental assessment coordinators could share best assessment practices with like-minded disciplines and discuss common concerns with their respective assessment processes.

4. Site Visits: To present a fuller picture of program assessment within a group of programs, divisions or colleges that wish to have a site visit by the AAC may do so; however, the appointment must occur within the regular meeting time of the committee. Site visits may not be possible for extended campuses.

132132


Page 7

5. Programs will receive written feedback and recommendations from the committee within four weeks of completion of the review with copies sent to the school/college and OAA.

D. Exemption Process All programs that are suspended (not simply suspended admission) are exempt from all

reporting and are not counted in UAA’s assessment compliance statistics. Departments having programs that are suspended or that do not have graduates may still submit assessment documents for special review and assistance by AAC if they wish. The same guidelines and timeline for submission of new program assessment plans apply to these instances.

There are two other categories of programs that can be exempted from assessment review:

• Programs with few or no graduates

• Programs with approved outside accreditation.

All programs with 0 to 10 graduates over the three-year cycle are exempt from three-year reporting and are not counted in UAA’s assessment compliance statistics. Active programs with 0 to 10 graduates must still submit annual updates. These departments may still submit program assessment documents for special review and assistance by AAC if they wish. The same guidelines and timeline for submission of new program assessment plans apply in these circumstances.

Programs that wish to have an outside accreditation review process count instead of the three-year AAC review must apply for this exemption by October 1 of the year BEFORE their program would be up for the three-year review. Programs must document that the outside accreditation meets the requirements listed below:

Criteria for Exemption from the Three-Year Review Based on Outside Accreditation: • A documented assessment process and revision cycle • A specific assessment of all the program’s student learning outcomes • An annual data collection • An analysis and action based on data collection • A regular (within at least every 7 years) review of assessment data by the accrediting

body

AAC reviews applications for three-year cumulative review exemptions and recommends approval or disapproval to the Faculty Senate. Outside accreditation does not exempt programs from annual updates. Approval of outside accreditation as an exemption for three-year review does not exempt a program from Associate of Arts, General Education Requirements (GER), GER capstone, or ILO assessment reporting. In annual updates, programs with outside accreditation must document that they remain accredited. If programs

133133


Page 8

lose the outside accreditation, they will be required to participate in the three-year review cycle. Programs may reapply for exemption after they regain the outside accreditation.

Programs may apply to the AAC for exemption due to special circumstances that are beyond the program’s control.

IV. DOCUMENT REQUIREMENTS A. Plan Documents

Refer to the assessment plan template in Appendix C and posted on the AAC website (located at http://www.uaa.alaska.edu/governance/fs-academic-assessment-committee.cfm). This template document includes instructions for crafting an assessment plan and further information on assessment plan elements can be found in Section V. A. of this handbook.

B. Annual Updates Documents Annual updates help keep OAA informed of the progress each program is making in their

assessment activities. Annual updates may be submitted in one of the two formats listed below and must address the following items:

1. Updated plan or note that current plan is on file. (either the UAA template or that of approved outside accreditation)

2. What was learned as a result of this assessment: levels of student achievement, areas of strengths, areas that need improvement? (data summary and analysis)

3. What actions have or will be taken by the program as a result of this assessment, e.g. changes in course design and delivery, changes in assignments, changes in learning outcomes, changes in assessment measures, and/or changes in program curriculum? (program recommendations)

4. What assessment activities are planned for the academic year following the year being assessed? (process recommendations)

Annual updates for programs with approved outside accreditation may include accreditation assessment plans and reports or simply summarize the program’s assessment activities and results. For all programs, items 1 through 4 help the AAC, the OAA, and the Accreditation Team analyze assessment at UAA. This analysis is used to respond to Statewide, Board of Regents, legislative, and Northwest Commission on Colleges and Universities (NWCCU) requests for information on student achievement of learning outcomes.

134134



Page 9

Acceptable reporting formats for annual updates:

• Narrative Annual Update: Programs may submit a 2 – 4 page narrative summary of their assessment activities for the last year.

• Spreadsheet Annual Update: Programs may submit their annual report using the spreadsheet reporting format that UAA used for the years 2003-present.

OPTIONAL: Focused Submission – Programs may choose to report on just a portion of their overall assessment process in either format:

• one or two student learning outcomes that they are tracking particularly closely for the year, or

• one core course (a capstone or seminar course) or a sequence of courses that they are reorganizing or introducing new teaching techniques and assignments, or

• a significant new measure being used (a standardized test, a portfolio, a seminar paper, a presentation).

The focused submission must address items 1-4 required of all annual updates; particularly important is to communicate why this focus is important and useful to the department—what was learned and what actions will be taken as a result.

C. Three-Year Review Documents The three-year review should seek to communicate that departmental and program

faculty are deeply committed to student achievement and that they are reviewing and engaged in this process of review together. Are program faculty trying to improve on what students know and how they learn? The three-year review should show this. Programs scheduled for a three-year review should ensure that the following documents are on file with the OAA by October 15.

1. A current, up-to-date assessment plan.

• Mission statement • Outcomes • Measures • Process

2. All the annual updates submitted since the last review cycle (at least 3 years of annual updates).

• Data Collection • Data Analysis • Recommendations • Actions on Prior Recommendations

135135


Page 10

3. A short (2-4 page) summary of the program’s assessment activities for the last three years:

• What has been done? (process) • What has been learned, the level and nature of student achievement on learning

outcomes? (data analysis) • What actions have been taken? (recommendations & actions taken) • What program assessment changes are planned for the next three-year cycle?

(process recommendations)

The AAC provides feedback on all three-year review materials. For terms, descriptions, and guidance, refer to the tables in Section V. In their discussion of three-year reviews, the AAC will be guided by the elements listed in these tables.

D. Three-year Review Exemption Notification & Request Documents 1. Programs under complete suspension or who have 0 – 10 graduates in a three-year period

are exempt from three-year reviews. A memo stating the status of the program should be submitted to the OAA as per the deadlines listed in Part III Academic Assessment Review Processes. No additional documentation or explanation is required. (See sample notification memo(s) in Appendix B.)

2. Programs submitting their outside accreditation for approval of exemption from the three-year review must submit this request no later than October 1 of the year BEFORE their program would be up for three-year review. The application packet must include a cover memo explaining the request, documentation showing the accrediting body meets the requirements listed in Academic Assessment Review Process, and documentation indicating that the program currently is accredited by this body. Programs will be notified no later than December 1 if the request is approved.

3. Programs experiencing special circumstances that prevent them from completing a three-year review should submit a memo explaining the situation and appropriate documentation to OAA as soon as possible. The AAC and OAA will work to notify such programs as expediently as possible concerning the approval or denial of their request.

136136


Page 11

V. TERMS, DEFINITIONS & GUIDANCE The following tables explain in more detail the purpose of each element within program assessment documents. These are offered as guidance for faculty preparing program assessment plans, annual updates, and 3-year summaries and to facilitate conversation between program faculty and the AAC. More detailed discussions of methodology, issues, and examples can be found on the AAC website: http://www.uaa.alaska.edu/governance/fs-academic-assessment-committee.cfm

A. Program Assessment Plan

These are the definitions that the AAC uses to give feedback on program assessment plans. See the Program Assessment Plan template for further instructions. Plan Element Characteristic Description

Mission Statement: Broad statement of purpose defining your program's philosophy and often describing values and aspirations, and which supports the University's mission.

Clarity The mission statement is comprehensible to a wide audience.

Contributes to college & UAA mission

The mission statement should clearly align with the mission of the college and university. Constituents should be able to see how the program supports the missions of the college and university.

Describes program in content centered terms

The mission statement should identify the content that the program teaches in general terms.

Describes program in student centered terms

The mission statement should describe in broad terms what the student should be able to do or know on completion of the program.

Student Learning Outcomes: Student Learning Outcomes define what specific knowledge, abilities, values, and/or attitudes students in our respective programs should be able to demonstrate.

Performance based The outcomes must be written in terms of what students can demonstrate.

Completeness

The outcomes should be sufficient to describe specific knowledge, abilities, values and/or attitudes of students in the program.

Relevant The set of outcomes should cover the intent mission statement and may include additional discipline specific outcomes.

Continues below

137137




Page 12

Plan Element Characteristic Description

Student Learning Outcomes Continued from above

Achievable Students can be reasonably expected to attain the outcomes.

Measurability

The outcome must be stated in a way that it is observable/measurable. In other words, data can be collected on which to form conclusions regarding the level of student attainment.

Measures: Assessment measures are the tools faculty will use to accumulate data concerning student attainment of outcomes on which to base their programmatic decisions. A wide variety of tools can be devised to measure student performance. Measures are normally classified as being direct or indirect.

Description of measure

The description of each measure should be clear and complete to an outside observer. These descriptions are to be included in the appendix for each measure.

Direct measures

Direct measures involve looking at student work to examine what learning has taken place. For example, comprehensive exams, research papers or projects, portfolios, performances, and standardized tests are often used as direct measures of student learning. At least one direct measure of each outcome is necessary. Having both direct and indirect data on an outcome gives programs a broader perspective on their students’ performance.

Indirect Measures

“Indirect measures gather perceptions of learning, opinions about learning, or reflections on learning rather than direct demonstrations of the results of learning”1

Multiple measures

For example, surveys, interviews, course evaluations, focus groups, and graduation rates are often used as indirect measures of student learning. Programs are not required to use indirect measures.

Multiple measures are recommended for each outcome. Multiple measures of an outcome produce more reliable results. Measures can occur at differing intervals as appropriate for the specific outcome.

Continues below

1 http://www.engin.umich.edu/teaching/assess_and_improve/handbook/indirect.html

138138

http://www.engin.umich.edu/teaching/assess_and_improve/handbook/indirect.html�


Page 13

Plan Element Characteristic Description

Measures Continued from above

Connection to outcomes

The measure should clearly show student performance relative to one or more outcomes. The data collected needs to be such that its interpretation is clear regarding to student performance relative to the outcome. For example an assignment evaluation should be able to isolate a specific result for each outcome it is being used to measure. Course grades are difficult to use as an assessment tool because course grades are influenced by too many factors to isolate out performance relative to a program outcome.

Influences on data collection

The program should indicate the factors that influence the data and the interpretation of the results. This is where the program considers the reliability of the tool and the data collected. This discussion should be found in the appendix describing each measure.

Process: The process describes the person(s)/ group(s) responsible for applying the measures, collecting and collating data, determining the meaning of the assessment results and making recommendations for action.

Faculty involvement in the assessment process

Plan identifies the role of faculty in all aspects of the assessment process. Faculty must be involved in the development of assessment plans, the implementation of the measures, the analysis of data, the formulation of recommendations, and the actions taken on those recommendations, as well as any revisions to the assessment plan.

Timeline

The timeline should produce information for the faculty of the program to make timely decisions. Timelines need to accommodate the assessment cycle, faculty workloads, and appropriate timing of measures. The schedule of data collection should be clearly articulated in the plan.

Currency The plan is reviewed and/or revised regularly by the program’s faculty.

Responsible parties The faculty responsible for coordination and implementation should be identified and supported in their assessment duties.

139139


Page 14

B. Annual Update

These are the definitions that the AAC uses to give feedback on annual updates when they are submitted as part of the program’s 3-year review. See the spreadsheet or narrative annual update template for further instructions.

Annual Update Element Characteristic Description

Summary of Assessment Activities: This should discuss the process, recommendations, and actions taken over the previous academic year and explain how the effects of those recommendations are currently being measured.

Recommendations implemented

Programs need to show they have taken action on the recommendations. Faculty should discuss prior recommendations and what they did to implement them and the results of their actions. This discussion in concert with the latest round of data collection may lead to new recommendations.

The effects of the recommendations have been determined

Explaining the results of actions taken closes the assessment loop. Programs must demonstrate the results of the recommendations they have implemented. If the results take longer to be observable, this should be explained and a date determined as to when the recommendation can reasonably be evaluated.

Data Summary: Table or narrative should summarize the collected data and show how the data collected for review is tied to the program's outcomes.

Collected according to plan

Data collection should be fully implemented as described in the plan. Problems can be explained if they occur.

Organized in a fashion which ties to the program outcomes and can be understood by an outside evaluator

The summary of data should be easy for outside reviewers to understand. Data should cover the period for the prior academic year and can include as much trend data as applicable.

Continues below

140140


Page 15

Annual Update Element Characteristic Description

Data Analysis: An interpretation of the data collected. This section should tell what the collected data indicates about student abilities relative to program outcomes. This analysis should contain the collected views of the program faculty.

Meaning of data

Analysis should be driven by the data. It should explain what the results mean. Disparity in scores for measures of the same outcome, changes in trend data, and other interesting phenomena should be discussed. The interpretation of data is the basis for formulating recommendations.

Limitations of data

Programs should describe limitations of the results based on the experience of collecting the data. This discussion should lead to improvements for the assessment process.

Final analysis reviewed by faculty

Faculty discussion of results and analysis is fundamental to the assessment process. Evidence of faculty involvement in the final analysis must be included in the report.

Student performance relative to outcomes

Student attainment of learning outcomes should be evaluated in light of collected data in the analysis submitted for review.

Recommendations: Recommendations show what changes the faculty would like to make based on the analysis of data in order to help students better meet the program outcomes.

Enhance student attainment of outcomes

Program improvement recommendations should be directly linked to the data collected and the analysis thereof. They should clearly connect to the program’s student attainment of learning outcomes.

Enhance assessment process

Assessment process improvement recommendations should flow from the analysis of data.

Current recommendations

Faculty discussion of recommendations is fundamental to the assessment process. Evidence of faculty involvement in the crafting the recommendations must be included in the report.

Effects of recommendations can be determined

The program should identify how the recommendation will be evaluated to determine if it was effective at enhancing the attainment of student learning outcomes.

141141


Page 16

C. 3-Year Review Summary

This 2 – 4 page summary should discuss the following elements, but does not need to repeat every item from the three annual updates it summarizes. This summary should examine the past 3 academic years as a whole. These are the definitions that the AAC uses to give feedback on 3-year review summaries. See Chapter IV Document Requirements, item C for more information.

Summary Element Characteristic Description

Process: This section should discuss the assessment activities of the program over the past three academic years.

Implementation This element should describe the assessment work of the program faculty. What has been done?

Issues or concerns

This element should explain how the process worked or did not work. What challenges influenced the process of assessment?

Data Analysis: An interpretation of the data collected. This section should tell what the collected data indicates about student abilities relative to program outcomes. This analysis should contain the collected views of the program faculty.

Student performance relative to outcomes

What has been learned, the level and nature of student achievement on learning outcomes? What trends, indications, themes can be identified through this data?

Limitations of data

Programs should describe limitations of the results based on the experience of collecting the data. This discussion should lead to improvements for the assessment process.

Continues Below

142142


Page 17

Summary Element Characteristic Description

Recommendations & Actions Taken: Recommendations show what program improvements the faculty would like to make based on the analysis of data in order to help students better meet the program’s student learning outcomes. This should discuss actions taken over the previous academic years and explain how the effects of those recommendations are currently being measured.

Recommendations implemented

Programs need to show they have taken action on the recommendations. Faculty should discuss prior recommendations and what they did to implement them and the results of their actions. This discussion in concert with the latest round of data collection may lead to new recommendations.

The effects of the recommendations have been determined

Explaining the results of actions taken closes the assessment loop. Programs must demonstrate the results of the recommendations they have implemented. If the results take longer to be observable, this should be explained and a date determined as to when the recommendation can reasonably be evaluated.

Process Recommendations: Recommendations show what changes the faculty would like to make based on the analysis of data in order to help better assess student achievement of the program’s student learning outcomes.

Current recommendations

What program assessment changes are planned for the next three-year cycle?

Enhance assessment process

Assessment process improvement recommendations should flow from the analysis of data.

Effects of recommendations can be determined

The program should identify how the recommendation will be evaluated to determine if it was effective at enhancing the attainment of student learning outcomes.

143143


Page 18

VI. APPENDICES

Appendix Item Link / Embedded Document

A BOR Policy – Academic Program Review http://www.alaska.edu/bor/policy-regulations/ (see Chapter 10.06)

B Sample Annual Exemption Memos Sample Memos.pdf

C Program Assessment Plan Template Program Assessment Plan Template.doc

D Annual Update Narrative Template Annual Update Narr. Template.doc

E Annual Update Spreadsheet Template Annual Update Sprdsht Template.xls

144144

http://www.alaska.edu/bor/policy-regulations/�

http://www.alaska.edu/bor/policy-regulations/�