undergraduate academic board · 2016. 10. 29. · g. presentation graphics 1. create slides,...

Undergraduate Academic Board Agenda

January 9, 2009

ADM 204 2:00 – 5:00 pm

I. Roll ( ) Hilary Davies(Len Smiley) ( ) Cheryl Smith ( ) Deborah Mole ( ) Bettina Kipp Lavea ( ) Toni Croft ( ) Erik Hirschmann ( ) Suzanne Forster ( ) Robin Wahto ( ) Utpal Dutta ( ) Fred Barbee ( ) Kenrick Mock ( ) vacant (CAS) ( ) Catherine Sullivan ( ) Marion Yapuncich ( ) Mari Ippolito (FS At Large, CAS) ( ) Hilary Seitz ( ) Jesse Mickelson II. Approval of the Agenda (pg. 1-2) III. Approval of Meeting Summary for December 12, 2008 (pg. 3-4) IV. Administrative Report

A. Associate Vice Provost Bart Quimby

B. Registrar John Allred

V. Chair’s Report

A. UAB Chair- Hilary Davies

B. GER Chair- Suzanne Forster

VII. Program/Course Action Request – Second Reading

A. CBPP Chg CIS A105 Introduction to Personal Computers and Application Software (3 cr) (3+0)

(pg. 5-9)

Chg CIS A295 Computer Programming Internship (1-3 cr) (0+3-9) (pg. 10-13)

B. CHSW Chg PARL A101 Introduction to Law (3 cr) (3+0) (pg. 14-22)

C. CTC Chg OSH A120 Safety Program Management and Recordkeeping (3 cr) (3+0)

Waiting for catalog copy submissions

D. SOE Chg GEO A460 Geomatics Design Project (3 cr) (2+2)

Waiting for catalog copy submissions VIII. Program/Course Action Request – First Reading Chg Paramedical Technology (pg. 23-26)

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Chg ENGL A343 Modern and Contemporary Literature (3 cr) (3+0) (pg. 27-32)

Chg ENGL A361 The Novel (3 cr) (3+0) (pg. 33-36) Chg ENGL A440 Topics in Comparative Literature (3 cr) (3+0) (pg. 37-41)

Chg ENGL A495 Internship in Professional Writing (1-6 cr) (0+3-18) (pg. 42-45) Chg CED A126 YogaEdTM

A.

Tools for Teachers (1 cr) (1+0) (pg. 46-50) Chg MT A101 Boating Safety and Essential Navigation (1 cr) (1+0) (pg. 51-53) Chg JUST A330 Justice and Society (3 cr) (3+0) (pg. 54-58) IX. Old Business

X. New Business A. Discuss special notes regarding semesters offered B. Strategies for projected volumes of course updates before accreditation XI. Informational Items and Adjournment

Curriculum Log B. Curriculum Handbook C. Catalog Copy

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



Undergraduate Academic Board Summary

December 12, 2008

ADM 204 2:00 – 5:00 pm

I. Roll (x) Hilary Davies(Len Smiley) (x) Cheryl Smith (x) Deborah Mole (x) Bettina Kipp Lavea ( ) Toni Croft (x) Erik Hirschmann (x) Suzanne Forster (x) Robin Wahto (x) Utpal Dutta (x) Fred Barbee (x) Kenrick Mock ( ) vacant (CAS) ( ) Catherine Sullivan (x) Marion Yapuncich (x) Mari Ippolito (FS At Large, CAS) (x) Hilary Seitz ( ) Jesse Mickelson II. Approval of the Agenda (pg. 1-2) Approved III. Approval of Meeting Summary for November 21, 2008 (pg. 3-4) Approved IV. Administrative Report

A. Associate Vice Provost Bart Quimby Brought forward 3 graduate certificates to SAC

B. Registrar John Allred

V. Chair’s Report

A. UAB Chair- Hilary Davies

B. GER Chair- Suzanne Forster Meeting with faculty teaching capstone was very helpful Approved GEO A460

VII. Program/Course Action Request – Second Reading

A. CHSW Chg JUST A110 Introduction to Justice (3 cr) (3+0) (pg. 5-11) Approved Add JUST A460 Justice in Crisis (3 cr) (3+0) (pg. 12-20) Approved B. CAS Chg ANTH A101 Introduction to Anthropology (3 cr) (3+0) (pg. 21-25) Approved Chg ANTH A200 Natives of Alaska (3 cr) (3+0) (pg. 26-31) Approved Chg ANTH A202 Cultural Anthropology (3 cr) (3+0) (pg. 32-35) Approved

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Chg ANTH A250 The Rise of Civilization (3 cr) (3+0) (pg. 36-40) Approved

C. SOE Chg GEO A460 Geomatics Design Project (3 cr) (2+2) (pg. 41-45)

This course was reviewed and will be tabled until the catalog copy is submitted in January. VIII. Program/Course Action Request – First Reading

Chg OSH A120 Safety Program Management and Recordkeeping (3 cr) (3+0) (pg. 46-50) This course is impacting the catalog copy and needs catalog copy submissions before second reading. Accepted

Chg CIS A105 Introduction to Personal Computers and Application Software (3 cr) (3+0) (pg. 51-55)

Accepted

Chg CIS A295 Computer Programming Internship (1-3 cr) (0+3-9) (pg. 56-59) Accepted Chg Paramedical Technology (pg. 60-63)

Tabled until January

Chg PARL A101 Introduction to Law (3 cr) (3+0) (pg. 64-72) Remanded to GER

Chg University Honors College (pg. 73-79) Waived first reading and approved for second reading IX. Old Business

X. New Business A. ILO Task Force (pg. 80-81) Working on separating out two different motions Tabled until January XI. Informational Items and Adjournment

A. Curriculum Log B. Curriculum Handbook C. Catalog Copy

Topic to discuss: Special notes regarding semesters offered. Meeting adjourned

4




1a. School or College CBPP

1b. Division ADBP

1c. Department Computer Information Systems

2. Course Prefix CIS

3. Course Number A105

4. Previous Course Prefix & Number N/A

5a. Credits/CEU

3

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

6. Complete Course/Program Title Introduction to Personal Computers and Application Software Intr PC & Application Software Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development 8. Type of Action Course Program

Add Prefix Course Number Change Credits Contact Hours

(mark appropriate boxes) Title Repeat Status Delete Grading Basis Cross-Listed/Stacked

Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Updated Course outline, texts, and bibliography

9. Repeat Status No # of Repeats Max Credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2009 To: /9999

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

13. List any programs or college requirements that require this course Undergraduate Certificates in Logistics; Welding; Construction Technology; Industrial Safety Program Support; Computer and Networking Technology; Telecommunications and Electronic Systems; Telecommunications, Electronic, and Computer Technology. AAS Degrees in Air Traffic Control; Aviation Administration; Computer Systems Technology; Dental Assisting; Industrial Process Instrumentation; Applied Technology; Technology. Certified Medical Assistant (CMA) Examinations. 14. Coordinate with Affected Units: CS, CTC, COMM, Listserv Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Introduction to computer literacy emphasizing basic hands-on use of personal computers, operating systems, and application software to include word processing, spreadsheets, databases, presentation graphics, and the Internet. 17a. Course Prerequisite(s) (list prefix and number) N/A

17b. Test Score(s) N/A

17c. Co-requisite(s) (concurrent enrollment required) N/A

17d. Other Restriction(s)

College Major Class Level

17e. Registration Restriction(s) (non-codable) Keyboarding skill of 30 wpm or better is recommended.

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

19. Justification for Action Curriculum updated as part of the CBPP Five-Year Curriculum Review Program. Student outcomes updated.

Curriculum Action Request University of Alaska Anchorage

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

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COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated January 8, 2009

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

Program: CTC Certificates and AAS Degrees and the CBPP Certificate in Logistics

Course Title: Introduction to Personal Computers and Application Software

Course Number: CIS A105 Credits: 3 Contact Hours: 3 per week x 15 weeks = 45 hours 0 lab hours

Approximately 6-9 outside of class per week x 15 weeks = 90-135 hours

Grading Basis: A - F Course Description: Introduction to computer literacy emphasizing basic hands-

on use of personal computers, operating systems, and application software to include word processing, spreadsheets, databases, presentation graphics, and the Internet.

Course Prerequisites: None. Registration Restrictions: Keyboarding skill of 30 wpm or better is

recommended. Fees: Standard CBPP computer lab fee. III. Course Activities

A. Lectures B. Discussions C. Demonstrations D. Computer lab

IV. Guidelines for Evaluation A. Homework B. In-class activities C. Quizzes D. Exams E. Final presentation

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V. Course Level Justification CIS A105 covers fundamentals only. The only registration recommendation is to have

a minimum of 30 wpm typing speed. Student will master the basic skills in software applications for business students.

VI. Outline

A. Computing Concepts 1. Basic computer concepts 2. Hardware and their devices 3. System software and application software 4. The Internet and the World Wide Web 5. Safe computing practices

B. Operating System Software Basics 1. Menus, ribbons, windows, files, and folders 2. Windows help system

C. Internet Software 1. Internet browsers 2. Search methods and conducting research 3. Email

D. Word Processing 1. Create, edit, save, and print documents 2. Format and organize text 3. Insert graphics, lists, footnotes, and tables 4. Create columns and mail merge 5. Spell check and grammar check

E. Spreadsheet Software 1. Spreadsheet basics 2. Formulas and functions 3. Create summary sheet and what-if analysis 4. Spreadsheet graphics 5. Formatting and printing worksheets

F. Database Management Systems 1. Design and create a database 2. Sort and query databases 3. Indexing and reporting

G. Presentation Graphics 1. Create slides, handouts, speaker notes, and outlines 2. Format presentations with pictures, shapes, and smartart graphics 3. Add tables, charts, and animations 4. Print presentation views

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VII. Suggested Texts Gaskin, Shelley. (2008). Go! With Microsoft Office 2007 Introductory System

Sampler. Upper Saddle River, NJ: Pearson Education Inc.

VIII. Bibliography Gaskin, Shelley. (2008). Go! With Microsoft Office 2007: Word. Upper Saddle River, NJ: Pearson Education Inc.

Gaskin, Shelley. (2008). Go! With Microsoft Office 2007: Excel. Upper Saddle River, NJ: Pearson Education Inc.

Gaskin, Shelley. (2008). Go! With Microsoft Office 2007: Access. Upper Saddle River, NJ: Pearson Education Inc.

Gaskin, Shelley. (2008). Go! With Microsoft Office 2007: PowerPoint. Upper Saddle River, NJ: Pearson Education Inc.

Hulett, Michelle, (2008). Microsoft Office 2007 Plus Edition. Upper Saddle River, NJ: Person Education Inc.

McFedries, Paul. (2007). Tricks of the Microsoft Office 2007 Gurus. Indianapolis, IN, Que Publishing.

Shelly, Gary. (2008). Microsoft Office 2007 Introductory Concepts and Techniques Windows XP Edition. Boston MA: Course Technology, CENGAGE Learning.

Walkenback, John. (2007). Microsoft Office 2007 Bible. Indianapolis, IN, Wiley Publishing, Inc.

IX. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will:

1. Present basic personal computer hardware and software concepts. 2. Demonstrate basic features of operating systems. 3. Introduce Internet browsers and basic features including email. 4. Demonstrate basic functionality of application software to include

word processing, spreadsheets, database management, and presentation graphics.

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

1. Identify, define, and describe major computer system hardware components, input and output devices, major networking components, and safe computing

Homework, in-class activities, quizzes, and exams

2. Use basic operating system software to access menus, ribbons, windows, and folders; create, name, save, move, copy, delete, and rename files; use software Help system


3. Use Internet browser to search, conduct research, and create emails

Homework, in-class activities, and quizzes

4. Employ word processing application software to create and edit documents


5. Utilize spreadsheet application software to build and format basic business application spreadsheets; use functions and formulas; create summary sheets and perform “what-if” analysis on data; create and modify charts


6. Utilize database application software to create relational databases; enter and edit data using appropriate data types and field properties in tables; create and modify forms; create and modify queries; create and modify reports


7. Utilize presentation application software to create and edit presentation files

Homework assignments, in-class activities, quizzes, and final presentation

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1a. School or College CB CBPP

1b. Division ADBP

1c. Department Computer Information Systems

2. Course Prefix CIS


4. Previous Course Prefix & Number CIS A295B

5a. Credits/CEU

1-6

5b. Contact Hours (Lecture + Lab) (0+3-18)

6. Complete Course/Program Title Computer Programming Internship Computer Prog Internship Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update

9. Repeat Status Yes # of Repeats 1 Max Credits 6 10. Grading Basis A-F P/NP NG



13. List any programs or college requirements that require this course 14. Coordinate with Affected Units: Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Computer programming and/or end-user support work to include maintenance of information equipment, networks, and software experience in a faculty approved position. Special Note: Requires 75 hours of work experience for each credit. May be repeated once for credit. Maximum of 3 internship credits may be used to meet degree requirements. 17a. Course Prerequisite(s) (list prefix and number) CIS A185 with a minimum grade of C.





17e. Registration Restriction(s) (non-codable) Department permission required. Student must be in good standing in the College of Business and Public Policy. Cumulative GPA of 2.75 or higher.

18. Mark if course has fees Standard CBPP computer lab fee; Courses processed through the Career Service Center have special administrative fees.

19. Justification for Action This review was part of the CBPP standard Five-Year Curriculum Review Program. It is a result of the deletion of the the CIS A295A and consolidation of those internship requirement into one internship course.



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COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated January 8, 2009

II. Course Information College/School: College of Business and Public Policy Department: Computer Information Systems Program: Associate of Applied Science (AAS) in Business Computer

Information Systems (BCIS); Bachelor of Business Administration (BBA) in Management Information Systems (MIS)

Course Title: Computer Programming Internship Course Number: CIS A295 Credits: 1 - 3 Contact Hours: 0 + 1-9 hours x 15 weeks or 75 to 135 hours per credit Grading Basis: Pass/No Pass Course Description: Computer programming and/or end-user support work to include maintenance of information equipment, networks, and sofware experience in a faculty approved position. Special Note: Requires 75 hours of work experience for each credit. May be taken more than once for credit. Maximum of 3 internship credits may be used to meet degree requirements. Course Prerequisites: CIS A185 with a minimum grade of "C". Registration Restrictions: Department permission required. Student must be in good standing in the College of Business and Public Policy. Cumulative GPA of 2.75 or higher. Fees: Standard CBPP computer lab fee; Courses processed through the Career Service Center have special administrative fees.

III. Course Activities A. Supplements classroom study through supervised work experience in

systems analysis or user-support activities.

B. Specific activities are developed and approved by employer, faculty, student, and the Cooperative Education Program advisor as applicable.

C. Each internship must include a Learning Agreement which includes: 1. Learning objectives to be accomplished;

a) Based upon employer needs in combination with student interest and capability

b) Based upon a direct application of acquired course skills for the employer

2. How objectives will be accomplished 3. How achievement of objectives will be monitored and evaluated

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IV. Guidelines for Evaluation A. Final technical Report B. Midway evaluation C. Final evaluation D. Completion of required hours on the job

V. Course Level Justification Provides student credit for learning while working as an analyst programmer for a local business. Elective course in 2-year AAS BCIS degree. The level of the work involved will be rigorous enough to justify as lower division as verified by the internship agreement contract.

VI. Outline Course topics will vary from student to student and job to job. Learning objectives will be developed for each student on a case-by-case basis.

A. Overview of Internship Program 1. Develop learning objectives 2. Document the learning experience

B. Employer Responsibilities 1. Prepare a written agreement that outlines specific duties, responsibilities,

and tasks for the student. Educational benefits must also be specified 2. Supervise or mentor the student and communicate clearly defined, job-

related responsibilities to the student 3. Use established company processes, formats, and procedures for

conducting student meetings and reviews

VII. Suggested Texts None Required

VIII. Bibliography None Required

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IX. Instructional Goals and Student Outcomes A. Instructional Goals. The instructor will:

1. Guide student in combining prior course knowledge with actual systems analysis and user-support practices

2. Provide an opportunity to identify the skill set required to be successful in an employed position

3. Reflect work beyond the scope of normal responsibilities of employment

4. Ensure internship is not a part of a student's normal paid employment unless an exception is granted based upon a careful review by the faculty advisor of the work to be performed. The company would be required to validate that the internship is distinct from the normal paid employment of a student already working for that company

B. Student Outcomes. Students will be able to:

Assessment Method

1. Obtain practical knowledge of actual systems analysis end-user practices

Midway evaluation, final evaluation, completion of the required hours on the job

2. Demonstrate experience gained through interaction with information systems professionals

Midway evaluation, final evaluation

3. Practice good work ethic

Midway evaluation, final evaluation

4. Demonstrate effective written communication skills

Final technical report

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1a. School or College HW CHSW

1b. Division AJUS Division of Justice

1c. Department JUST

2. Course Prefix PARL


4. Previous Course Prefix & Number None

5a. Credits/CEU

3


6. Complete Course/Program Title Introduction to Law Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG

9. Repeat Status No # of Repeats 0 Max Credits 3 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2009 To: 999/9999

12. Cross Listed with None Stacked with None Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Paralegal Studies Certificate Program; Bachelor of Science Aviation Technology, Aviation Management Emphasis 14. Coordinate with Affected Units: , Aviation Technoloogy Division, faculty listserve Department, School, or College CTC Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Survey course introduces legal processes in a democratic society. Emphasis on legal terminology, federal and state court systems and judicial decision making. Introduction to basic concepts of contracts, torts, criminal law, family law and administrative law. Includes introduction to basic skills for conducting basic legal analysis. 17a. Course Prerequisite(s) (list prefix and number) None

17b. Test Score(s) None

17c. Co-requisite(s) (concurrent enrollment required) None



17e. Registration Restriction(s) (non-codable) None

18. Mark if course has fees None

19. Justification for Action The course description as revised reflects increased attentional to judicial process in law. The course content guide is revised to clarify the course's characteristics that meet the requirements of a social sciences GER in light of the new GER social science template.

Initiator (faculty only) Date Approved Disapproved: Initiator (TYPE NAME) Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date



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Course Content Guide

I. Initiation Date: Fall 2008 II. Course Information A. School/College: College of Health and Social Welfare B. Course Number: PARL A101 C. Credit Hours: 3 D. Contact Hours: 3 + 0 E. Course/ Program Title: Introduction to Law F. Grading Basis: A – F G. Implementation Date: Fall / 2009

H.Course Description: Survey course introduces legal processes in a democratic society. Emphasis on legal terminology, federal and state court systems and judicial decision making. Introduction to basic concepts of contracts, torts, criminal law, family law and administrative law. Includes skills for conducting basic legal analysis.

I. Prerequisites: None J. Test Scores: None K. Registration Restrictions: None

L. Course Fees: None III. Instructional Goals: The instructor will:

A. Promote students’ understanding of law as a means of regulating conduct and defining social norms in a democratic society. B. Develop students’ awareness of structure of the federal and state court systems, the role courts play in resolving disputes and maintaining social order. C. Assist students in differentiating between civil and criminal laws and remedies. D. Provide students with fundamental concepts pertaining to contract, tort, administrative, family and criminal law. E. Enhance students’ ability to critically evaluate legal issues presented in current

events, mainstream and alternative media.

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IV. Student Outcomes and Assessment: Note: All student outcomes are related to GER Outcome 5: “Investigate the complexity of human institutions and behavior to better understand interpersonal, group, political, economic, and/or cultural dynamics.” Students will: Relates to GER Social

Science Outcome(s)

As measured by:

1. Identify methods by which civil and criminal law regulate conduct, reflect and define social norms in the United States.

Satisfies Tier 2 Social Science GER Outcome 1: “[B]e able to reflect on the workings of the society of which they are a part and should possess a broad perspective on the diversity of human behavior.”

Examinations Written Assignments

2. Recognize hierarchy of courts of original and appellate jurisdiction in federal and state court systems, the extent of jurisdictional limitations, and the distinction between fact and law (as well as how each is measured and tested).

Satisfies Tier 2 Social Science GER Outcome 3: “[Students] should . . . be aware of the limits of human objectivity and understand the rudiments of how ideas about social phenomena may be tested and verified or rejected.” Also satisfies Tier 2 Social Science GER Outcome 2: “[Students] should be able to … distinguish between empirical and non-empirical truth claims.”


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Students will: Relates to GER Social

Science Outcome(s)

As measured by:

3. Differentiate between civil and criminal law matters, and the specific legal terminology and remedies pertinent in both.


Examinations

4. Understand fundamental concepts of contracts, tort, administrative, family and criminal law.



5. Discuss, explain and evaluate legal issues presented in contemporary issues and daily experiences.

Satisfies general GER Outcome 1: Students will “[c]ommunicate effectively in a variety of contexts and formats.

Classroom Discussions Blackboard Discussions (optional) Written Assignments

V. Guidelines for Evaluation A. Examinations: A minimum of three examinations is required in the course. One is focused on legal terminology, sources of law and judicial systems. Another is focused on legal terminology and judicial process, including limitations on seeking judicial relief, legal and equitable remedies, civil procedure and the doctrine of precedent. The final examination emphasizes substantive law areas: contracts, torts, administrative, family and criminal law. B. Writing Assignments: A minimum of four written assignments is required in the course. The first directs students to describe whether they perceive differences between law and justice and to explain what those are. The second requires students to observe a

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state court proceeding and identify case characteristics (e.g., civil or criminal, original jurisdiction or appellate, motions hearing or trial). The third and fourth assignments require students to read appellate court decisions and identify salient facts, procedural history, issues presented, holdings and the court’s rationale in arriving at the decision. VI. Course Level Justification The course provides students with foundational knowledge regarding state and federal legal systems. It emphasizes legal terminology, legal process, and core concepts in a broad array of substantive law areas. The course introduces students to critical thinking skills necessary to conduct basic legal analysis and to write clearly about legal issues. The course material is appropriate for students who have had no prior instruction in legal theory. VII. Topical Course Outline

I. Primary Sources of Law A. Constitutions

i. Federal ii. State

B. Statutes i. Constitutional Basis

ii. Legislative Process a. Federal b. State

iii. Separation of Powers / Checks and Balances iv. Methods of Challenge v. Statutory Interpretation

C. Regulations i. Constitutional Basis

ii. Administrative Agencies iii. Methods of Adoption iv. Methods of Challenge

D. Judicial Decisions i. Judicial Review

ii. Applying Law to Facts iii. Role of Judiciary iv. Due Process

E. Federalism i. 10th

ii. Pre-emption Doctrine Amendment

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II. Judicial Systems A. Federal Courts

i. Structure of Federal Court System ii. The Independent Judiciary

a. Article III Limitations b. Politics and Federal Courts

B. State Courts i. Structure of the Alaska Court System

a. Original, General and Limited Jurisdiction b. Appellate Jurisdiction

i. Appeals of Right ii. Discretionary Appeals

ii. Judicial Selection and Retention a. Alaska Judicial Council b. Retention by Ballot

III. Development of Law through Judicial Decisions A. Case Briefing and Analysis B. Precedents

i. Stare Decisis ii. Reported vs. Unreported Decisions

iii. Binding and Persuasive Authorities C. The Role of Constitutional Theory in Decisions

i. Originalism ii. Living Law Interpretations

iii. Critical Theory Approaches D. Limitations on Judicial Relief

i. Standing ii. Mootness

iii. Advisory Opinions iv. Political Questions

IV. Civil Procedure A. Procedural Due Process B. Pleadings C. Discovery D. Motions Practice

i. Issues of Fact ii. Issues of Law

E. Trial i. Order of Proceedings

ii. Evidence a. The Role of Experts b. Testimonial Evidence c. Documentary Evidence d. Demonstrable Evidence

iii. Fact Finder iv. Remedies

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a. Legal Remedies b. Equitable Remedies

v. Post-Judgment Motions vi. Appeal Rights

V. Substantive Law Topics A. Contracts

i. Formation ii. Differentiating Forms of Contracts

a. Unilateral and Bilateral b. Executory and Non-executory c. Illusory Contracts

iii. Breach a. Performance Excused b. Justified Non-performance

iv. Remedies a. Damages: Measuring Expectancy b. Specific Performance

B. Torts i. Intentional Torts

ii. Negligence a. Foreseeability b. Proximate Cause c. Duties

iii. Strict Liability C. Family Law

i. Marriage a. Eligibility b. Requirements

ii. Child Custody a. “Best Interests of the Child” b. Presumptions c. Factors

iii. Child Support iv. Divorce and Dissolution

a. Equitable Distribution b. Differentiation

D. Administrative Law i. Administrative Procedures Acts

ii. Delegation of Authority iii. Ultra Vires iv. Administrative Rule Making v. Administrative Adjudications

vi. Judicial Review E. Criminal Law and Procedure

i. Arrest ii. Grand Jury

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iii. Custodial Interrogations iv. Constitutional Rights v. Search and Seizure

vi. Exclusionary Rule vii. Criminal Trials

VIII. Suggested Texts and Resources Currier, K. & Eimermann, T. (2007). Introduction to law: A critical thinking approach.

New York: Aspen. Feinman, J. (2006). Law 101: Everything you need to know about the American legal

system. New York: Oxford University Press. New York Times Online. http://www.nytimes.com/ Registration required but no cost associated with the access. The online version of the newspaper supplements classroom discussions of the relevancy of legal topics in daily experience. IX. Bibliography Adler, G. (2002). The steel seizure case and inherent presidential power. Constitutional

Commentary, (19), 155-174. Cantu, C. E. (2001). Distinguishing the concept of strict liability for ultra-hazardous

activities from strict products liability under section 402(A) of the Restatement (Second) of Torts: Two parallel lines of reasoning that should never meet. Akron Law Review, (35)1, 31-57.

Cavico, F. J. (1999). Defamation in the private sector: The libelous and slanderous

employer. Dayton Law Review, (24)1, 405-489. Chen, J. (2005). Legal mythmaking in a time of mass extinctions: Reconciling stories of

origins with human destiny. The Harvard Environmental Law Review, (29), 279-319.

Dubber, M. (2002). Criminal law: Model penal code. New York: Foundation Press. Elrod, L. D. (2006). Child custody practice and procedure. St. Paul, MN:

Thompson/West. Golding, M. P. (ed.). (1966). The nature of law: Readings in legal philosophy. New

York: Random House. Greenawalt, K. R. (1999). Legislation: Statutory interpretation, twenty questions. New

York: Foundation Press.

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http://www.nytimes.com/�

Grossman, S. (2006). Tricameral legislating: Statutory interpretation in an era of conference committee ascendancy. New York University Journal of Legislation and Public Policy, (9), 251-300.

Hart, H. L. A. (1961). The concept of law. New York: Oxford University Press. Katsh, M. E. & Rose, W. (2004). Taking sides: Clashing views on controversial legal

issues. Guilford, CT: McGraw-Hill/Dushkin. MacKinnon, C. Toward a feminist theory of the state. (1989). Cambridge, MA: Harvard

University Press. Macauley, M. K. (1993). Flying in the face of uncertainty: Human risk in space

activities. Chicago Journal of International Law (6)2, 131-147. Marder, N. (2005). The jury process. New York: Foundation Press. Page, J. (2003). Torts: Proximate cause. New York: Foundation Press. Parry, J. T. (1997). Culpability, mistake and official interpretations of the law. American

Journal of Criminal Law, (25)3, 1-78. Rosenzweig, P. (2004). Civil liberty and the response to terrorism. Duquesne University

Law Review, (42)2, 662-723. Silbey, S. (2005). After legal consciousness. Annual Review of Law and Social Science,

323-368. Wright, C. A. (2005). Law of the federal courts. St. Paul, MN: West.

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1a. School or College CT CTC

1b. Division AHLS Division of Health Safety

1c. Department FES

2. Course Prefix N/A

3. Course Number N/A


5a. Credits/CEU

N/A

5b. Contact Hours (Lecture + Lab) (N/A+ )

6. Complete Course/Program Title Paramedical Technology Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other catalog copy


11. Implementation Date semester/year From: Fall/2009 To: 9999/

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

13. List any programs or college requirements that require this course None 14. Coordinate with Affected Units: Listserve, UAF Tanana Campus, KPC, UAA BST Department, School, or College Gail Warner Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description See catalogue copy (Delete degree completion option only) 17a. Course Prerequisite(s) (list prefix and number) N/A





17e. Registration Restriction(s) (non-codable) N/A

18. Mark if course has fees N/A

19. Justification for Action The A.A.S in Paramedical Technology offered at the UAA main campus is a degree completion option only and is offered as a degree at KPC only. Students must have obtained their paramedic license prior to admission at the UAA campus. The entire degree program is currently offered at KPC and eventually at Mat-Su college. Deleting the degree completion option will ensure that those receiving an A.A.S in paramedical technology from UAA have received the same paramedical education.There were 15 graduates from 2002-03 thru 2008-02, averaging 2.5 graduates yearly and there are currently 6 students in the degree completion program. This deletion is also supported by Fire and Emergency Services Advisory Board as well as the VP for Academic Affairs.When the completion option is deleted, students who admit with a current license will be able to apply 45 credit hours towards the Bachelor of Science Technology.

Initiator (faculty only) Date Approved Gail Warner Disapproved: Initiator (TYPE NAME) Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date




23

PARAMEDICAL TECHNOLOGY Kenai Peninsula College (KPC), Kenai River Campus 34820 College Dr. Soldotna, Alaska, 99669, (907) 262-0300, www.kpc.alaska.edu

University of Alaska Anchorage - Allied Health Sciences AHS Building Room 165 Contact Gail Warner (907) 786-6476 http://www.uaa.alaska.edu/ctc/alliedhealth/fire

Paramedics provide pre-hospital emergency care to acutely ill or injured patients under medical authority of licensed physicians. Individuals interested in pursuing a career as a paramedic should possess significant strength to lift and carry victims, good use of hands and fingers, good coordination, good judgment and emotional stability, as well as the ability to work confidently under pressure. Students successfully completing the degree requirements and the PMED courses meet the U.S. Department of Transportation National Standards for Paramedics are eligible to take the National Registry examination required for licensure. Two primary requirements of the Paramedic Program are clinical rotations and the field internship. Clinical rotations provide instruction and supervised practice of emergency medical skills in various units of hospitals within the Anchorage and Soldotna areas. The field internship provides experience in advanced life support vehicles such as ambulances, helicopters, and fixed wing aircraft. Student interns are the third member of the medical/rescue team and work under the direct supervision of a paramedic preceptor. Internship sites are arranged in various U.S. locations. Efforts are made to place students in geographic locations of their choice; however, intern positions may not be available at all approved sites. Length of internship varies depending on the call volume at the location and successful application of paramedic skills.

ASSOCIATE OF APPLIED SCIENCE, PARAMEDICAL TECHNOLOGY Graduates of the Paramedical Technology Program will have the ability to:

1. Understand their roles and responsibilities as a Paramedic within an EMS system by applying the basic concepts of development, pathophysiology and pharmacology to assess and manage patients with emergency medical needs;

2. Maintain a patient’s airway, oxygenate, and ventilate a patient and be able to take a proper history and perform a comprehensive physical examination;

3. Properly administer medications, and communicate effectively with other healthcare providers including physicians, nurses, and other allied health personnel;

4. Integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for trauma and medical patients of all ages.

ADMISSION REQUIREMENTS Kenai Peninsula College - Admission Requirements Advising for Kenai Peninsula College students for this program is only available from the Paramedic Faculty at Kenai Peninsula College. Please call (907) 262-0344 for more information. Admission to the KPC Paramedic Program is competitive and based on a ranking process. Program applications can be requested through the department or downloaded via the internet. Application requirements must be completed prior to the APRIL 15 application deadline.

Paramedical Technology is offered as a degree completion program for students who have current National Registry of EMT Paramedic Licenses. Contact Gail Warner for more information: (907) 786-6476. http://www.uaa.alaska.edu/ctc/alliedhealth/fire

University of Alaska Anchorage Campus - Admission Requirements

24

Students should consider applying for admission as a “pre-major” in Paramedical Technology while enrolled in other Paramedical Technology degree prerequisite courses. While being a pre-major is not required, you may be eligible for financial aid since you will be considered a degree-seeking student. Students enrolled as Paramedical Technology pre-majors are still required to obtain a KPC Certificate of Admission.

Admission Requirements for Paramedical Degree - Pre-Major - Kenai Peninsula College, Kenai River Campus Only

Admission as a Paramedical Technology pre-major does not guarantee admission to the Paramedical Technology degree program. Applications for the degree program that starts each fall must still be submitted by the April 15 deadline. Formal admission requirements to the Paramedical Technology AAS degree program are listed below.

1. Certificate of Admission from the Office of Admissions, including transcripts from both high school/GED and college, with transcript evaluations (if any). Documentation from college transcripts must show successful completion of Biology A111 and Biology A112 with laboratories and grades of 2.00 C or above.

2. Student must attend an advising session with the KPC Paramedic Coordinator; Call (907) 262-0378 for an appointment.

a. Copy of current National Registry EMT-Basic or State of Alaska EMT-1 certificate 3. Paramedic Program Application and Confidential Required Information form sent to the Paramedic Coordinator

b. Evidence of current Healthcare Provider or equivalent, CPR Card c. Copies of all current medical certifications or licenses d. Military DD-214 (long form); if applicable e. Complete Anatomy & Physiology I and II (BIOL A111, BIOL A112; 8 credits); with a minimum C grade. f. Take and submit to the program coordinator the scores from the Nurse Entrance Test (NET). It is scheduled through the

Learning Center at KPC. Call (907) 262-0327 for specific dates and to sign up. g. Resume with three letters of recommendation h. Admissions Essay

4. Upon completion of items 1-3, student files are ranked based on a point system. The top 20 applicants will be notified and invited for oral interviews by a selection committee. The top 15 will be accepted into the Program. The remaining five standby applicants will be ranked and offered a position should an accepted applicant decline admission. Please contact department for further details. Students will be contacted in May with their results.

ADMISSION REQUIREMENTS BEFORE BEGINNING COURSEWORK Once admitted to the associate degree Paramedical Technology Program, students are required to provide the following before actually beginning course work.

a. Immunity to rubella and rubeola, confirmed by titer; 1. Evidence of:

b. Immunity to Hepatitis A and Hepatitis B, confirmed by titer (first semester clinical students may be in the process of completing the immunization series; for those students, documentation of immunity by titer is required prior to entry into PMED A295 course;

c. Immunity to chicken pox documented by history, titer or current immunization; d. Diphtheria/tetanus vaccination within the past ten years (with booster required at the time of expiration); e. Freedom from active tuberculosis, documented annually by negative PPD skin test or by health examination by a nurse

practitioner, physician, or physician’s assistant; f. Documentation of HIV testing annually (results not required to be submitted to KPC).

2. Healthcare Provider, or equivalent CPR certificate must be kept current until graduation.

3. Professional liability insurance in the amount of $1 million/$3 million must be maintained throughout the duration of the student’s enrollment in the Paramedic Program. The policy will be paid out of student lab fees.

Results of a national level criminal background check must be completed prior to the start of courses. This process takes several months to complete. Students enrolled in clinical courses must provide their own transportation to clinical assignments and will be required to purchase uniforms and specialized equipment. The college assumes no responsibility for illnesses and injuries experienced by students in conjunction with their clinical experiences; students who are injured while completing clinical assignments are responsible for all associated medical costs. No workers compensation will be awarded if injured on a clinical site, or during the field internship. It is strongly recommended that students maintain personal medical insurance.

ACADEMIC PROGRESS

25

1. Students are required to earn a grade of 3.00 B or higher in each PMED course. Failure to maintain a passing grade of B will result in dismissal from the program.

GENERAL UNIVERSITY REQUIREMENTS

2. Students MUST complete all General Degree courses (English, Communications and Math) before they register for or begin their ride-along internship (PMED A295).

Complete the General University and the General Course Requirements for Associate of Applied Science Degrees located at the beginning of this chapter.

Communication Requirements (9 credits) Oral Communication – COMM A111 is recommended (3) Written Communication - ENGL A111 is required and ENGL A212 is recommended (6)

Natural Science Requirements (8 credits) BIOL A111 and BIOL A112 are required prerequisites for admission into the Paramedic Program and also fulfill the general requirements for the AAS degree.

Math Requirements (3 credits) MATH A105 Intermediate Algebra (or higher) 3

Major Requirements (48 credits) PMED A241 Paramedicine I 8 PMED A251 Paramedicine II 8 PMED A261 Paramedicine III 8 PMED A242 Clinical Rotation I 4 PMED A252 Clinical Rotation II 4 PMED A262 Clinical Rotation III 4 PMED A295 Paramedical Internship 12

A total of 68 credits is required for the degree.

FACULTY Paul Perry, Instructor, [email protected]

26

1a. School or College AS CAS

1b. Division AHUM Division of Humanities

1c. Department English

2. Course Prefix ENGL



5a. Credits/CEU

3


6. Complete Course/Program Title Modern and Contemporary Literature Modern and Contemporary Lit Abbreviated Title for Transcript (30 character)







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

13. List any programs or college requirements that require this course Selective for the English major and the International Studies major 14. Coordinate with Affected Units: Faculty listserv; deans & directors; INTL Studies Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Study of representative literary works from the twentieth and twenty-first centuries. Includes selections from U.S. and international literatures. 17a. Course Prerequisite(s) (list prefix and number) ENGL A201 or A202 or A211







19. Justification for Action Update



27


COLLEGE OF ARTS & SCIENCES Program: English Course Number: ENGL A343 Course Title: Modern and Contemporary Literature Date: 15 October 2008 I. Course Description

Study of representative literary works from the twentieth and twenty-first centuries. Includes selections from U.S. and international literatures.

II. Course Design A. Credits: 3 B. Contact Time: 3 + 0 C. Grading Information: A-F D. Status of course relative to degree or certificate program: Fulfills Late Period requirement for the English major, Literature Option Fulfills Reading & Literature requirement for the English major, Education Option Fulfills Humanities & Fine Arts Selection for the International Studies major E. Prerequisites: ENGL A201 or A202 or A211 F. Lab Fees: No G. Coordination: International Studies, faculty listserv, deans & directors III. Course Activities

Lecture and discussion. Extensive reading and multiple writing assignments.

IV. Course Level Justification Course addresses complex literary works and critical theory. Requires prior introduction to the formal study of literature; builds upon knowledge of fundamental critical concepts and vocabulary.

V. Evaluation Course is graded A-F. Students are evaluated on knowledge of assigned reading materials, participation in class discussion, and critical writing. Graded assignments include quizzes on assigned readings, oral and written close readings, term paper, and midterm and final essay exams.

VI. Instructional Goals and Student Outcomes Instructional Goals: The instructor will 1. Discuss themes and techniques prominent in 20th and 21st century literature

28

2. Explain significant literary and cultural movements of the period 3. Present representative texts for analysis, with attention to both their aesthetic features

and their historical and cultural contexts. Student Outcomes: Students will be able to 1. Explain themes and techniques prominent in 20th and 21st century literature 2. Use appropriate critical vocabulary and concepts to describe significant literary and

cultural movements of the period 3. Analyze selected texts, demonstrating knowledge of their historical and cultural contexts. VII. Course Content Outline A. Recent literary history 1. Periodization 2. Canon formation 2. Globalization and literary systems 3. Modernism 4. Postmodernism 5. Reconsiderations of literary realism and magical realism 6. Emerging patterns and trends B. Critique of Subjectivity 1. Agency 2. Interpellation 3. Autonomy and subjectivity 3. Relational subjectivity 4. Postmodern subjectivity 5. Postcolonial subjectivity C. Critique of Representation 1. Self-reflexive texts 2. Metafiction/ historiographic metafiction 3. Intertextuality 4. Genre 5. Non-linearity 6. Closure D. Analysis of representative texts VIII. Suggested Texts: Adichie, Chimamanda Ngozi. Half of a Yellow Sun. 2006. New York: Anchor, 2007.

Boyden, Joseph. Three Day Road. 2005. New York: Viking Penguin, 2006.

29

Enchi, Fumiko. The Waiting Years. 1957. New York: Kodansha International. 2002. Japrisot, Sebastien. A Very Long Engagement. 1991. New York: Picador, 2004. Joyce, James. Dubliners. 1914. New York: Norton, 2005. McEwan, Ian. Atonement. 2001. New York: Anchor, 2003. Morrison, Toni. Beloved. 1987. New York: Vintage, 2004. Nemirovsky, Irène. Suite Francaise. 2006. Trans. Sandra Smith. New York: Vintage, 2007. Robinson, Marilynne. Housekeeping. 1980. New York: Picador, 2004. Strand, Mark, ed. 100 Great Poems of the Twentieth Century. New York: Norton, 2005. Vargas Llosa, Mario. Aunt Julia and the Scriptwriter. 1977. New York: Picador, 2007. Childs, Peter. Modernism. New York: Routledge, 2000. Malpas, Simon. The Postmodern. New York: Routledge, 2005.

IX. Selected Bibliography Armstrong, Tim. Modernism: A Cultural History. New York: Polity, 2005. Beaumont, Matthew, ed. Adventures in Realism. Oxford: Blackwell, 2007. Bevir, Mark, Jill Hargis, and Sara Rushing, eds. Histories of Postmodernism. New York: Routledge, 2007. Bove, Paul A., ed. Early Postmodernism: Foundational Essays. Durham: Duke UP, 1995.

Brooks, Neil, and Josh Toth, eds. The Mourning After: Attending the Wake of Postmodernism. New York: Rodopi, 2007.

Calinescu, Matei. Five Faces of Modernity: Modernism, Avant-Garde, Decadence, Kitsch,

Postmodernism. Durham: Duke UP, 1987. Chodat, Robert. Worldly Acts and Sentient Things: The Persistence of Agency from Stein to

DeLillo. Ithaca: Cornell UP, 2008. Coale, Samuel. Paradigms of Paranoia: The Culture of Conspiracy in Contemporary American

Fiction. Tuscaloosa: U of Alabama P, 2005.

Childers, Joseph and Gary Hentzi, eds. The Columbia Dictionary of Modern Literary and

30

Cultural Criticism. New York: Columbia UP, 1995. Clayton, Jay. Charles Dickens in Cyberspace: The Afterlife of the Nineteenth Century in Postmodern Culture. Oxford: Oxford UP, 2003. Elias, Amy J. History and Post-1960s Fiction. Baltimore: Johns Hopkins UP, 2001. Elliott, Emory, Louis Freitas Caton, and Jeffrey Rhyne. Aesthetics in a Multicultural Age. Oxford: Oxford UP, 2002. Faris, Wendy B. Ordinary Enchantments: Magical Realism and the Remystification of Narrative. Nashville: Vanderbilt UP, 2004. Gupta, Suman. Aestheticism and Modernism: Debating Twentieth-Century Literature 1900-

1960. New York: Routledge, 2005. Hayles, N. Katherine, ed. Chaos and Order: Complex Dynamics in Literature and Science.

Chicago: U of Chicago P, 1991. Jameson, Fredric. Postmodernism or, The Cultural Logic of Late Capitalism. Durham: Duke

UP, 1991. ---. A Singular Modernity: Essay on the Ontology of the Present. London: Verso, 2002. Kucich, John, and Dianne F. Sadoff, eds. Victorian Afterlife: Postmodern Culture Rewrites the Nineteenth Century. Minneapolis: Minnesota UP, 2000. Layoun, Mary N. Travels of a Genre: The Modern Novel and Ideology. Princeton: Princeton

UP, 1990. Lewis, Pericles. The Cambridge Introduction to Modernism. Cambridge: Cambridge UP, 2007. Loomba, Ania. Colonialism/Postcolonialism. New York: Routledge, 1998. Mohanty, Satya P. Literary Theory and the Claims of History: Postmodernism, Objectivity,

Multicultural Politics. Ithaca: Cornell UP, 1997.

Perloff, Marjorie. 21st Century Modernism: The “New” Poetics. New York: Wiley/Blackwell, 2002.

Ross, Stephen. Modernism and Theory: A Critical Debate. New York: Routledge, 2008. Schwarz, Daniel R. Reconfiguring Modernism: Explorations in the Relationship Between Modern Art and Modern Literature. New York: Palgrave/Macmillan, 1997.

Su, John J. Ethics and Nostalgia in the Contemporary Novel. Cambridge: Cambridge UP, 2005.

31

Tabbi, Joseph. Cognitive Fictions. Minneapolis: Minnesota UP, 2002. Walsh, Richard. The Rhetoric of Fictionality: Narrative Theory and the Idea of Fiction. Columbus: Ohio State UP, 2007. Whitworth, Michael H. Modernism. New York: Wiley/Blackwell, 2007.

32







5a. Credits/CEU

3


6. Complete Course/Program Title The Novel Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG: Outcomes and Bibliography




13. List any programs or college requirements that require this course This course meets a genre requirement in the English Major. 14. Coordinate with Affected Units: Faculty listserv Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Intensive study of the forms and techniques used by novelists within the framework of a historically developing genre. 17a. Course Prerequisite(s) (list prefix and number) ENGL A201 or A202







19. Justification for Action The course is being described in more current terms and its bibliography and outcomes clarified for accreditation.



33

Course Content Guide University of Alaska Anchorage

College of Arts and Sciences Department of English

Date: September 30, 2008

• College/School: College of Arts and Sciences • Subject: English • Course Number: ENGL A361 • Course Title: The Novel • Number of Credits (3+0) • Grading Basis: A-F • Course Description: Intensive study of the forms and techniques used by novelists within

the framework of a historically developing genre. • Prerequisites: ENGL A201 or A202 • Restrictions: None • Lab Fees: None • Status of Course: The course meets a period requirement in the English Major. • Course Level Justification: This course is placed at the junior level in parallel with other

English Department genre courses as a preliminary to study in greater depth.

I. Instructional Goals, Defined Outcomes, and Methods of Assessment Instructional Goals. The instructor will:

Defined Outcomes. Students will be able to:

Methods of Assessment:

Present the history of the novel genre. Explain the techniques used by novelists to achieve particular effects and responses in readers Demonstrate the analysis of novelistic texts through the explication of their structure and modes of engagement with their audiences

Place texts in terms of their historical sequence and context Identify novelistic techniques And their goals Produce complete written explications of novelistic texts demonstrating application of multiple modes of analysis

Quizzes, examinations Quizzes, examinations, papers Papers, examinations

34

II. Topical Outline of Course Content

1.0 History of the Novel 1.1 Traditional focus on the European novel from 1600 1.2 Revised focus on novel origins in Classical antiquity 1.3 Alternative focus on the world novel 2.0 Definitions of the Novel

2.1 Novel vs Romance 2.2 Novel vs History 2.3 “Mainstream” vs “Genre Fiction” 2.4 The “Nonfiction Novel” 2.5 Realism 2.6 Modernism 2.7 Post-modernism 3.0 Exemplary Texts and Criticism 3.1 Samuel Johnson and moralism 3.2 Henry James and realism 3.4 Italo Calvino and Post-modernism 3.5 Art Spiegelmann and the graphic novel III. Suggested Texts

Hoffman, Michael, and Patrick Murphy, eds. Essentials of the Theory of Fiction. Rev. ed. Durham: Duke UP, 2005. Richter, David H., ed. Narrative/Theory. White Plains, NY: Longman, 1996.

The instructor’s choice of selected novels in paperback. IV. Bibliography

Note: This is a selective list of references for teaching. It does not include other literature anthologies or translations. Booth, Wayne. The Rhetoric of Fiction. 2nd

Brown, Marshall. The Gothic Text. Stanford, CA: Stanford UP, 2005. ed. Chicago: U of Chicago P, 1983.

Carlisle, Janice. Narrative and Culture. Athens: U of Georgia P, 1994. Choi, Julie. “The Metropolis and Mental Life in the Novel.” New Literary History: A Journal of Theory and Interpretation 37.4 (Autumn 2006): 707-24. David, Lennard. Factual Fictions: The Origins of the English Novel. New York: Columbia UP, 1983. Doody, Margaret. The True Story of the Novel. New Brunswick, NJ: Rutgers UP, 1997. Eagleton, Terry. The English Novel: An Introduction. Malden, MA: Blackwell, 2005. Ezell, Margaret J. M. Social Authorship and the Advent of Print. Baltimore: Johns Hopkins UP, 1999.

35

Hein, Michael. “History and Theory of the Graphic Novel.” Image (&) Narrative 7 (2003): no pagination.

Herman, David. Narratologies: New Perspectives on Narrative Analysis. Columbus: Ohio State UP, 1999.

Hunter, J. Paul. Before Novels: The Cultural Contexts of Eighteenth-Century Fiction. New York: Norton, 1980. Levitt, Morton P. The Rhetoric of Modernist Fiction from a New Point of View. Lebanon, NH: UP of New England, 2006. Palmeri, Frank. Satire, History, Novel: Narrative Forms, 1665-1815. Newark, DE: U of Delaware P, 2003. Phelan, James. Understanding Narrative. Columbus: Ohio State UP, 1994. Price, Leah. The Anthology and the Rise of the Novel: From Richardson to George Eliot. Cambridge: Cambridge UP, 2000. Richetti, John. The Cambridge History of English Literature, 1660-1780. Cambridge: Cambridge UP, 2005. Schurman, Lydia Cushman, and Deidre Johnson, eds. Scorned Literature: Essays on the History and Criticism of Popular Mass-Produced Fiction in America. Westport, CT: Greenwood, 2002. Smallwood, Philip. Johnson’s Critical Presence: Image, History, Judgment. Aldershot: Ashgate, 2004. Todd, Janet. The Sign of Angellica: Women, Writing, and Fiction, 1660-1800. New York: Columbia UP, 1989. Zunshine, Lisa. Why We Read Fiction: Theory of Nind and the Novel. Columbus: Ohio State UP, 2006. Zwicker, Stephen N., ed. The Cambridge Companion to English Literature, 1650-1740. Cambridge: Cambridge UP, 2000.

36







5a. Credits/CEU

3


6. Complete Course/Program Title Topics in Comparative Literature Topics/Comparative Literature Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other update


11. Implementation Date semester/year From: Fall/2009 To: 09/9999

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

13. List any programs or college requirements that require this course Late period course for English majors, Literature option; selective in Reading & Literature for English majors, Education option; selective for INTL Studies majors 14. Coordinate with Affected Units: Faculty listserv; deans & directors; INTL Studies Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Comparative analysis of selected texts from modern and contemporary international literatures. Includes readings in poetics and literary history. Special Note: May be repeated once for degree credit with a change of subtitle. 17a. Course Prerequisite(s) (list prefix and number) ENGL A201 or A202






18. Mark if course has fees

19. Justification for Action Update



37


COLLEGE OF ARTS & SCIENCES Program: English Course Number: ENGL A440 Course Title: Topics in Comparative Literature Date: 1 August 2008 I. Course Description

Comparative analysis of selected texts from modern and contemporary international literatures. Includes readings in poetics and literary history. Special Note: May be repeated once for degree credit with a change of subtitle.

II. Course Design A. Credits: 3 B. Contact time: 3 + 0 C. Granding: A – F D. Status of course relative to degree or certificate program: Fulfills Late Period requirement for the English major, Literature Option Fultills Reading & Literature requirement for the English major, Education Option Selective for INTL major, Europe track E. Prerequisited: ENGL A201 or A202 F. Lab fees: No G. Coordination: faculty listserv, deans & directors, International Studies III. Course Activities Lecture and discussion. Extensive reading and multiple writing assignments IV. Course Level Justification

Course addresses complex literary works and critical theory. Requires prior introduction to the formal study of literature; builds upon knowledge of fundamental critical concepts and vocabulary.

V. Assessment Course is graded A-F. Students are evaluated on knowledge of assigned reading materials, participation in class discussion, and critical writing. Graded assignments include quizzes on assigned readings, oral and written close readings, term paper, and midterm and final essay exams.

VI. Instructional Goals and Student Outcomes Instructional Goals: The instructor will 1. Explain the literary basis for the selected comparative topic 2. Discuss relevant historical and cultural contexts 3. Present representative texts for analysis.

38

Student Outcomes. Students will be able to 1. Use appropriate critical vocabulary and concepts to describe similarities and differences in

literary texts 2. Discuss the historical and cultural conditions that influence the development of different

literary traditions and movements 3. Analyze similarities and differences in selected texts, demonstrating knowledge of their

particular historical and cultural contexts. VII. Course Content Outline Because the selected topic will change, the course outline and suggested texts will also vary. The

following sample focuses on Anglo-Indian fiction by writers of Indian and western origins. A. Social history 1. Colonial India 2. Postcolonial India 3. Indian diaspora B. Literary traditions 1. Authorship 2. Genre 3. Literary Language(s) C. Realism and Magical Realism D. Themes 1. Class 2. Caste 3. Hybridity 4. Displacement and alienation D. Comparative Analysis of selected literary works VIII. Suggested Texts Chandra, Vikram. Red Earth and Pouring Rain. 1997. New York: Faber, 2001. Forster, E. M. Passage to India. 1924. New York: Harvest, 1965. Desai, Kirin. The Inheritance of Loss. New York: Grove, 2006. Farrell, J. G. The Siege of Krishnapur. 1973. New York: NYRB Classics, 2004. Ghosh, Amitav. The Shadow Lines. 1989. New York: Mariner, 2005. Kipling, Rudyard. Kim. 1901. Oxford: Oxford UP, 2008.

39

Naipaul, V. S. The Mimic Men. 1967. New York: Vintage, 2001. Roy, Arundhati. God of Small Things. 1997. New York: Harper Perennial, 1998. Rushdie, Salman. Midnight’s Children. 1995. New York: Random, 2006. Scott, Paul. Staying On. 1977. Chicago: U of Chicago P, 1998. Singh, Khushwant. Train to Pakistan. 1956. New York: Orient Longman, 2006. IX. Bibliography

Ashcroft, Bill. Caliban’s Voice: The Transformation of English in Postcolonial Literatures. New York: Routledge, 2008.

Faris, Wendy B. Ordinary Enchantments: Magical Realism and the Remystification of Narrative.

Nashville: Vanderbilt UP, 2004. Ghosh, Bishnupriva. When Borne Across: Literary Cosmologies in the Contemporary Indian Novel.

Piscataway, NY: Rutgers UP, 2004. Gikandi, Simon. Maps of Englishness: Writing Identity in the Culture of Colonialism. New York:

Columbia UP, 1996. Gopal, Priyamvad. Literary Radicalism in India: Gender, Nation, and the Transition to

Independence. New York: Routledge, 2005. Harrison, Nicholas. Postcolonial Criticism: History, Theory, and the Work of Fiction. Cambridge:

Polity/Blackwell, 2003.

Hogan, Patrick Colm, and Lalita Pandit, eds. Literary India: Comparative Studies in Aesthetics, Colonialism, and Culture. New York: SUNY, 1995.

Khair, Tabish. Babu Fictions: Alienation in Contemporary Indian English Novels. Oxford: Oxford UP,

2005. Khan, Nyla Ali. The Fiction of Nationality in an Era of Transnationalism. New York: Routledge,

2005. Lane, Richard. The Postcolonial Novel. New York: Polity, 2006. Moore-Gilbert, Bart. Writing India, 1757-1990: The Literature of British India. Manchester:

Manchester UP, 1996.

Morey, Peter. Fictions of India: Narrative and Power. Edinburgh: Edinburgh UP, 2000.

40

Punter, David. Postcolonial Imaginings: Fictions of a New World Order. Lanham, MD: Rowman & Littlefield, 2000.

Rege, Josna E. Self, Action, and Nation in the Indian English Novel. New York: Palgrave, 2004.

Seyhan, Azade. Writing Outside the Nation. Princeton: Princeton UP, 2001. Singh, Jyotsna. Colonial Narratives Cultural Dialogues: Discoveries of India in the Language of

Colonialism. New York: Routledge, 1996. Spivak, Gayatri Chakravorty. A Critique of Postcolonial Reason: Toward a History of the Vanishing

Present. Cambridge: Harvard UP, 1999. Suleri, Sara. The Rhetoric of English India. Chicago: U of Chicago P, 1992. Verma, K.D. The Indian Imagination: Critical Essays on Indian Writing in English. New York:

Palgrave/Macmillan, 2000. Walsh, William. Indian Literature in English. New York: Longman, 1990. Wright, Julia M. Ireland, India, and Nationalism in Nineteenth-Century Literature. Cambridge:

Cambridge UP, 2007 Zaman, Niaz. A Divided Legacy: The Partition in Selected Novels of India, Pakistan, and

Bangladesh. Oxford: Oxford UP, 2001.

41







5a. Credits/CEU

1-6

5b. Contact Hours (Lecture + Lab) (0+3-18)

6. Complete Course/Program Title Internship in Professional Writing Internship in Prof. Writing Abbreviated Title for Transcript (30 character)








13. List any programs or college requirements that require this course N/A 14. Coordinate with Affected Units: Faculty Listserv Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Advanced application of writing skills in a professional setting. Special Note: May be repeated for up to six credits with change in setting and/or responsibilities or change in venue. 17a. Course Prerequisite(s) (list prefix and number) English A211 or A212 or A213 or A214 with a B or better





17e. Registration Restriction(s) (non-codable) Faculty Permission Required


19. Justification for Action Change in repeatable status will allow students to apply different writing skills within the same organization with a change in responsibilities, or to apply different writing skills with change in venue.

Initiator (faculty only) Date Approved Jeane Breinig Disapproved: Initiator (TYPE NAME) Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date




42


COLLEGE OF ARTS AND SCIENCES October 30, 2008

Program: English Course Number and Title: English A495, Internship in Professional Writing I. Course Description: Advanced application of writing skills in a professional setting. Special Note: May be repeated for up to six credits with change in setting and/or responsibilities or change in venue. II. Course Design: A. Designed to give the junior or senior English major an opportunity to apply writing skills in a professional work setting. Student spends the semester at a job site with a field supervisor providing written assignments. A faculty liaison oversees both the quantity and quality of written output. B. Number of course credits 1-6 C. Status of course relative to degree or certificate program: This course fulfills an upper-division elective for English majors. D. Lab fees: 0 E. Standard semester time-frame. III. Course Activities: Course activities will vary by job site but will always include a contract and a confidentially agreement. Work site activities might include development materials, newsletters, speeches, guidelines, training manuals, brochures, invitations, nominations, letters, press releases, grant applications, public service announcements, interviews, or promotional materials. The interns are specifically excluded from clerical or transcription work. IV. Course Prerequisite: English A211 or A212 or A213 or A214 with a B or better. Faculty permission required. V. Evaluation: A. Grading is A-F B. Faculty liaison will explain his or her specific policies at the beginning of the semester. Expectations may vary according to the work setting, and a contract will

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be signed which includes expectations. Students will also set goals for themselves. C. In general, students will be graded on a log book (time and activity), journal, attendance and participation, a midterm and final written summary and self-evaluation of work completed, a final portfolio of written work, and evaluations provided by the host organization. VI: Instructional Goals and Student Outcomes A. Instructional Goals 1.0 To provide the student opportunities to apply writing skills to specific audiences and workplace environments 2.0 To provide the student opportunities to produce useful goal and deadline oriented written work 3.0 To provide the student opportunities to develop appropriate technological skills 4.0 To provide the student opportunities to apply critical thinking skills in a professional situation B. Outcomes and Assessments: Student Outcomes Assessment Tool 1.0 Demonstrate an appropriate level of professionalism and responsibility

Evaluations by host organization Log book

2.0 Adapt writing skills appropriate to writing situations

Evaluations by host organization Portfolio of written work

3.0 Assess critically the role of the professional writer

Journal, midterm and final summaries

4.0 Develop a critical approach to incorporating technology into writing

Journal, midterm and final summaries

VII: Course Level Justification The internship goal is to provide the opportunity to apply acquired writing skills. Therefore, it is most appropriate for students to participate in their junior or senior year.

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VIII: Bibliography

Amant, Kirk. “Expanding Internships to Enhance Academic-Industry Relations: A Perspective in Stakeholder Education.” Journal of Technical Writing & Communication. 33 (2003): 231-241.

Alm, Cynthia T. “Using Student Journals to Improve the Academic Quality of Internships.” Journal of Education for Business. 72.2 (1996): 113-128.

Baron, Cynthia. Designing a Digital Portfolio. Indianapolis: New Riders, 2004. Bowers, Bege and Chuck Nelson, eds. Writing Internships: Building Bridges between Academia and Business. A Guide for Faculty Supervisors, and Internship Sponsors. Arlington: Society for Technical Communication, 1990. Coggin, William O. Establishing and Supervising Internships. St. Paul: Association of Teachers of Technical Writing, 1989. Coggin, Willam O. and Lynette Porter. Editing for the Technical Professions. New York: Allyn and Bacon, 1992. Hager, P.J. “Mini-internships: Work-related Technical Writing Experiences without Leaving Campus.” Technical Writing Teacher. 17 (1990): 104-113. Little, Sherry. “The Technical Communication Internship.” Journal of Business and Technical Communication. 7.4 (1998): 423-451.

McEachern, Robert W. “Problems in Service Learning & Professional Technical Writing.” Technical Communication Quarterly. 10.2 (2001): 211-25. Rosenquist, Delores and Karen Staples. “Planning Successful Internships: Matchmaking for Organizational Culture.” Proceedings of the 41st Society for Technical Communications. Sagen, H. Bradley; Dallam, Jerald W.; Laverty, John R. “Effects of Career Preparation Experiences on the Initial Employment Success of College Graduates.” Research in Higher Education. 41.6 (2000): 753-767. Sides, Charles and Ann Mrvica. Internships: Theory and Practice. New York: Baywood Publishing, Company, 2007. Tsang, Wai King. “Journaling from Internship to Practice Teaching.” Reflective Practice, 4. 2 (2003): 221-241.

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1a. School or College KP KPC

1b. Division ADCE Division of Community Ed

1c. Department Arts and Sciences

2. Course Prefix CED


4. Previous Course Prefix & Number CED A194

5a. Credits/CEU

1


6. Complete Course/Program Title YogaEd™ Tools for Teachers Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other


11. Implementation Date semester/year From: Fall/2009 To: /


13. List any programs or college requirements that require this course 14. Coordinate with Affected Units: Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Integrates YogaEd™ Tools for Teachers into the K-8 curriculum and applies yoga-based practices for enhanced learning/productivity and personal health/wellness. 17a. Course Prerequisite(s) (list prefix and number)

17b. Test Score(s)

17c. Co-requisite(s) (concurrent enrollment required)



17e. Registration Restriction(s) (non-codable)


19. Justification for Action Introduces a specific field of knowledge (YogaEd™ Tools for Teachers) in order to develop basic skills.



46

Course Content Guide University of Alaska Anchorage

College of Education

I. Date Initiated: October 27, 2008

II. Information for the Course Action Request

College/School: Kenai Peninsula College

Department: Arts and Sciences

Subject: CED

Course Number: A126

Title: YogaEd™ Tools for Teachers

Credits: 1

Grading Basis: A-F

Implementation Date: Fall 2009

Course Description: Integrates YogaEd™ Tools for Teachers into the K-8

curriculum and applies yoga-based practices for enhanced learning/productivity and personal health/wellness.

Course Prerequisites(s): None

Test Scores(s): NA

Corequisite(s) NA

Registration Restrictions:

NA

Course Fee: Yes No

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III. Instructional Goals, Student Outcomes, and Assessment Procedures

A. Instructional Goals The instructor will:

1. Model breathing, yoga poses, games, and relaxation/visualization to enhance self-awareness and the ability to self-care.

2. Teach methods for managing one’s own mind-body state to reduce stress and improve focus, self-discipline, and learning-readiness.

3. Foster yoga dispositions of self-awareness, presence, and compassion. B. Student Outcomes/Assessment Procedures Student Outcomes

Assessment Procedures

1. Explain mind-body science as it

applies to development, physiology, fitness, education and discipline.

Practice sessions and constructive group discussions

2. Develop a personal strategy for dealing with stress, enhancing health and well-being, and improving professional skills and productivity.

Reflective paper and/or individual conferences.

3. Using yoga-based techniques and activities, create a plan for effective character development, behavior and class management, and enhanced learning, health and harmony.

Sequenced plan of action.

4. Apply plan for using yoga-based techniques that integrate the body-mind to enhance learning, health and behavior in a classroom.

Detailed account of outcomes of plan. Class discussion. Individual conferences.

5. Identify ways to see, address, and engage students with individual needs that accompany multiple intelligences, language differences, learning differences/styles, and physical disabilities

Annotated list of strategies and practices to meet individual student needs.

6. Finalize the implementation plan, taking into account the class and instructor feedback on the initially implemented plan.

Revised final implementation plan.

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IV. Course Level Justification

Introduces a specific field of knowledge (YogaEd™ Tools for Teachers) in order to develop basic skills.

V. Course Outline

1. YogaEd™ Tools for Teachers—Mind-body science 1.1 Development 1.2 Physiology 1.3 Fitness 1.4 Education 1.5 Discipline 2. Yoga-based techniques 2.1 Integrating body-mind

2.1.1 Self-awareness 2.1.2 Self-care

2.2 Enhance learning 2.3 Enhance health 2.4 Modulate behavior 3. Personal yoga strategies 3.1 Dealing with stress

3.1.1 Identifying one’s inner state 3.1.2 Bringing oneself back into balance

3.2 Enhancing health and well-being 3.3 Improving professional skills and productivity

3.3.1 Responding responsibly and consciously 3.3.2 Modeling strategies

4. Classroom techniques and activities 4.1 Character development 4.2 Positive classroom communities 4.3 Enhanced learning 4.4 Health and Harmony 4.5 Technique, teaching and evaluation practice 5. Addressing needs and engaging individuals 5.1 Multiple intelligences 5.2 Learning styles 5.3 Language differences 5.4 Physical disabilities 5.5 Choosing the optimal tools for your students 6. Being yoga educated

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6.1 Self awareness 6.2 Presence 6.3 Perspective 6.4 Practicing yoga principles VI. Suggested Text(s)

Guber, T. & Kalish, L. (2002). YogaEd™ tools for teachers program. Los

Angeles, CA: YogaEd publication.

VII. Bibliography Komitor, J. & Adamson, E. (2000). The complete idiot’s guide to yoga with kids.

Indianapolis, IN: Alpha books.

Saraswati, S. (1999). Yoga education for children. Munger, Bihar, India: Bihar

School of Yoga.

Sumar, S. (1998). Yoga for the special child. Buckingham, VA: Special Yoga

Publications.

Wenig, M. & Andrews, S. (2003). YogaKids: Educating the whole child through

yoga. New York: Stewart, Tabori and Chang.

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1a. School or College Kenai

1b. Division B&I

1c. Department KBC

2. Course Prefix MT


4. Previous Course Prefix & Number A194

5a. Credits/CEU 1


6. Complete Course/Program Title Boating Safety and Essential Navigation Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co requisites Other Restrictions Registration Restrictions Class Level College Major Other

9. Repeat Status NO Limit Max Hours 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: sp/09 To: /


13. Coordinate with Affected Units: N/A Department, School, or College _______________________________________ ____________ Initiator Signature Date 14. List any programs or college requirements that require this course N/A 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Entry level course that fosters safe operation of boats in compliance with boating laws. Addresses Alaska-specific issues, topics and the essentials of coastal navigation. Includes pool time relating to cold water safety and survival techniques. Students will receive a certificate from the National Association of Boating Law Administrators (NASBLA). Note: Swimming attire or change of clothing is needed. Encouraged to bring Personal Floatation Device and Immersion Suit. 17a. Course Prerequisite(s) (list prefix and number) none

17b. Test Score(s)

17c. Corequisite(s) (concurrent enrollment required)

17d. Other Restriction(s) College Major Class Level

17e. Registration Restriction(s) (non-codable)


19. Justification for Action Reflects mission of KPC to meet lifelong learning needs of community. Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson

Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date



51

COURSE CONTENT GUIDE

I. Initiation Date: November, 2008

II. Course Information: A. College/School: KBC-KPC B. Course Subject: MT C. Course Number: A101 D. Credits/CEUs: 1 E. Contact Hours: 1 + 0 F. Course Title: Boating Safety & Essential Navigation G. Implementation Date: Spring, 2009 H. Grading Basis: Pass/No Pass I. Course Description: Entry level course that fosters safe operation of boats in compliance

with boating laws. Addresses Alaska-specific issues, topics and the essentials of coastal navigation. Includes pool time relating to cold water safety and survival techniques. Students will receive a certificate from the National Association of Boating Law Administrators (NASBLA). Note: Swimming attire or change of clothing is needed. Encouraged to bring Personal Floatation Device and Immersion Suit.

J. Course Prerequisite: None K. Fees: Yes

III. Instructional Goals, Student Outcomes, and Assessment Procedures A. Instructional Goals

The instructor will: 1. Present how to read nautical charts and make necessary navigational calculations to

complete a voyage plan. 2. Familiarize students with principle state and federal boating laws.

3. Teach how to identify and prepare for boating emergencies.

4. Define hypothermia and cold water near drowning –recognition, prevention and treatment

B. Student Outcomes / Assessment Methods

Student Outcomes Assessment Methods

1. Students will complete a voyage plan from point of origin to destination accurately and with consideration to tides, currents, prevailing weather conditions and applicable maritime laws, using a nautical chart, graphically indicating magnetic course and distance of transit.

Hands-on activity and written examination.

2. Students will calculate distance, speed and time relationships accurately as well as identify navigational hazards.

Hands-on activity and written examination.

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3. Students will extinguish a mock fire, abate flooding and demonstrate proper use of emergency distress signaling devices including conducting a “mock” MAYDAY on a marine radio.

Hands-on activity

4. Students will demonstrate cold water safety and survival skills by donning an immersion suit within 2 minutes, entering the water from a height of < one meter, and demonstrate the H.E.L.P. / Huddle postures and various survival swimming techniques in a pool.

Pool performance

5. Students demonstrate effective rescue techniques (MOB) and proper first aid treatment for victims of cold water immersion.

Pool performance

IV. Course Level Justification: Covers basic boating safety and survival techniques.

V. Topical Course Outline A. Practical Navigation B. Tides and Currents C. Elements of Weather and Weather Routing D. Navigation Rules/Legal Requirements E. Small Boat Handling F. Survival Skills/Emergency Procedures

VI. Suggested Text(s)

Alaska: State Office of Boating Safety. Alaska Boater’s Handbook. Anchorage, Alaska:

Office of Boating Safety, 2003. United States Coast Guard. Federal Requirements and Safety Tips for Recreational

Boaters. Washington, D.C.: Office of Boating Safety, 1997

VII. Bibliography

Alaska Marine Safety Education Association. Marine Safety Instructor Manual. Sitka, Alaska: AMSEA, 2001.

Alaska Marine Safety Education Association & Office of Boating Safety. Alaska Water

Wise: a Course for Alaskan Boaters. Sitka, Alaska: AMSEA, 2003.

Maloney, Elbert S. and Charles F. Chapman. Chapman Piloting, Seamanship & Small Boat Handling. New York: Hearst Marine Books, 1994.

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1a. School or College HW CHSW

1b. Division AJUS Division of Justice

1c. Department Justice Center

2. Course Prefix JUST



5a. Credits/CEU

3.0


6. Complete Course/Program Title Justice and Society Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG

9. Repeat Status No # of Repeats 0 Max Credits 3 10. Grading Basis A-F P/NP NG



13. List any programs or college requirements that require this course Required for the B.A. in Justice and Minor in Justice; applies towards the Tier 2 Social Science GER 14. Coordinate with Affected Units: UAA Faculty Listserv and UAB Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description The evolutionary influence of ideology, technology and social interests on the justice system. The dynamic impact of long-term emerging concepts such as "equality" and "privacy" will be viewed against the background of requirements of political and economic organization. 17a. Course Prerequisite(s) (list prefix and number) JUST A110


17c. Co-requisite(s) (concurrent enrollment required) None



17e. Registration Restriction(s) (non-codable) None


19. Justification for Action Updating the course content guide for GER review



54

UNIVERSITY OF ALASKA ANCHORAGE COURSE CONTENT GUIDE

I. Initiation Date: November 2008 II. Course Information

A. College: College of Health and Social Welfare B. Course Subject/Number: Just A330 C. Course Title: Justice and Society D. Credit Hours: 3.0 Credits E. Contact Hours: 3+0 Contact Hours F. Grading Basis: A-F G. Implementation Date: Fall/2009 H. Course Description: The evolutionary influence of ideology,

technology and social interests on the justice system. The dynamic impact of long-term emerging concepts such as "equality" and "privacy" will be viewed against the background of requirements of political and economic organization.

I. Course Prerequisites: Just A110 J. Test Scores: N/A K. Co-requisites: None L. Registration Restrictions: None M. Course Fee: None

III. Instructional Goals and Student Outcomes The Instructor Will: Students Will: Introduce students to competing theoretical perspectives on the relationship between justice institutions and the larger society, focusing on the strengths and weaknesses of existing perspectives

Critically analyze competing theoretical perspectives on the relationship between justice institutions and the larger society

Demonstrate empirical approaches to the examination of relevant theoretical issues in the social sciences

Critically analyze theoretical propositions on the relationship between justice institutions and society using empirical methods common to the social sciences

Foster critical thinking skills needed for students to understand the influence of ideology, organization, and social interests on justice institutions and practices

Critically analyze the influences of ideology, organization, and social interests on justice institutions and practices

Familiarize students with basic resources useful in testing empirical propositions relevant to justice and society, including quantitative and qualitative data sources

Propose justice system policies informed by justice research and analysis

Guide students in proposing policies and practices that address the tensions between public safety and individual freedom including right to privacy and due process

Propose justice system policies and practices that reconcile the tensions between security and civil liberties

Guide students in the identification and analysis of ethical issues (includes the personal and societal implications of moral reasoning and behavior)

Apply basic ethical principles in their own decision making and understand the implications of the use of ethical principles in the broader social arena (includes application of principles embodied in the rule of law to identify and analyze civil rights issues)

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IV. Guidelines for Evaluation Student Outcomes: Guidelines for Evaluation: Critically analyze competing theoretical perspectives on the relationship between justice institutions and the larger society

Examination Process Oriented Guided Inquiry Learning (POGIL) group work Writing assignment

Critically analyze theoretical propositions on the relationship between justice institutions and society using empirical methods common to the social sciences

Examination POGIL group work Writing assignment

Critically analyze the influences of ideology, organization, and social interests on justice institutions and practices


Apply basic ethical principles in their own decision making and understand the implications of the use of ethical principles in the broader social arena

Examination POGIL group work

Apply principles embodied in the rule of law to identify and analyze civil rights issues


Propose justice system policies and practices that reconcile the tensions between security and civil liberties

POGIL group work Writing assignment

V. Course Level Justification

This course is appropriate at the 300-level because it requires students to have a basic understanding of the organization and goals of the American justice system and the ability to identify and apply principles embodied in the rule of law to social phenomena. Students enter this course after having successfully completed JUST A110. This course provides the foundation knowledge, skills and values for understanding the relationship between justice and society.

VI. Topical Course Outline

1. Role of Ideology a. Types of Ideology b. The Role of Ideology in Constitutional Development c. The Role of Ideology in Common Law Processes d. The Role of Ideology in Defining Justice System Goals

2. Critical Thinking a. Functions of Theories b. Inductive and Deductive Reasoning c. Basics of Formal and Informal Logic d. Evaluating the Source of Information

3. Ethical Considerations a. Scope of Ethics in Criminal Justice b. Metaethics c. Normative Ethics d. Ethical Standards in Justice Occupations

4. Examining Economic Power and Social Influence a. How to do Social Science Research on Power b. Class and Power c. Policy-planning Networks d. The Role of Public Opinion e. Critique of Alternative Theories

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5. Privacy, Civil Rights and the Rule of Law a. Emerging Technology and Privacy Rights b. Patriot Act and Civil Liberties c. The Civil Rights Movement as Ideology

VII. Suggested Texts

Albanese, J. S. (2008). Professional ethics in criminal justice (2nd ed.). Boston: Pearson. Beccaria, C. (1986). On crime and punishment. Indianapolis, IN: Hackett Publishing. Domhoff, G. W. (2006). Who rules America? (5th ed.). Boston: McGraw-Hill. Friedrichs, D. O. (2006). Law in our lives: An introduction. Los Angeles: Roxbury. Muraskin, R., & Roberts, A. R. (2005). Visions for change: Crime and justice in the twenty-

first century. Upper Saddle River, NJ: Pearson Publishing. Sowell, T. (1987). A conflict of visions. New York: Wm. Morrow.

VIII. Bibliography

Albanese, J. S. (2008). Professional ethics in criminal justice (2nd ed.). Boston: Pearson. Anderson, J. L. (2004). “Law school enters the matrix: Teaching critical legal studies.” Journal

of Legal Education, 54, 201-205. Bauman, R. W. (2002). Ideology and community in the first wave of critical studies. Toronto:

University of Toronto Press. Beccaria, C. (1986). On crime and punishment. Indianapolis, IN: Hackett Publishing. Black, D. (1976). The behavior of law. New York: Academic Press.

Carter, S. L. (1998). Civility: Manners, morals, and the etiquette of democracy. New York:

Basic Books. Chambliss, W. J., & Seidman, R. (1982). Law, order, and power (2nd ed.). Reading, MA:

Addison-Wesley. DiMento, J. F. C. (2003). The global environment and international law. Austin, TX: University

of Texas Press. Domhoff, G. W. (2006). Who rules America? (5th ed.). Boston: McGraw-Hill. Friedman, L. M. (1993). Crime and punishment in American history. New York: Basic Books. Friedrichs, D. O. (2006). Law in our lives: An introduction. Los Angeles: Roxbury. Galbraith, J. K. (1998). The affluent society. New York: Mariner Books. Mather, L. (2003). “Reflections on the reach of law (and society) post 9/11: An American

super-hero?” Law and Society Review, 37, 263-281. Muraskin, R., & Roberts, A. R. (2005). Visions for change: Crime and justice in the twenty-

first century. Upper Saddle River, NJ: Pearson Publishing. Nader, L. (2002). The life of the law: Anthropological projects. Berkeley, CA: University of

California Press.

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Reskin, B. F. (1998). The realities of affirmative action in employment. Washington, DC:

American Sociological Association. Riley, J. (2002). “Minority recruitment in criminal justice: Targeting Alaska Natives.” Criminal

Justice: An International Journal of Policy and Practice, 2, 257-276. Riley, J. (2001). “The quest for cosmic justice: Book review.” Journal of Criminal Justice, 29,

77-80. Skolnick, J. H., & Fyfe, J. J. (1993). Above the law. New York: Free Press. Sowell, T. (1999). The quest for cosmic justice. New York: Free Press. Sowell, T. (1987). A conflict of visions. New York: Wm. Morrow. Turkel, G. (1998). Law and society: Critical approaches. Boston: Allyn and Bacon. Vago, S. (1997). Law and society. Upper Saddle River, NJ: Prentice Hall.

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