undergraduate academic board agenda...undergraduate academic board agenda february 17, 2006 adm 204...

Undergraduate Academic Board Agenda

February 17, 2006

ADM 204 2:00 – 5:00 pm

I. Roll ( ) Grant Baker ( ) Hilary Davies ( ) Roy Poole ( ) Charles Beirnard ( ) Stephen Gillon ( ) John Riley ( ) Brad Bradshaw ( ) Gail Holtzman ( ) Hilary Seitz ( ) Barbara Brown ( ) Kevin Keating ( ) Len Smiley ( ) Gerry Busch ( ) Caedmon Liburd ( ) Cheryl Smith ( ) Ben Curtis ( ) Jack Pauli ( ) USUAA Vacant II. Approval of the Agenda (pg 1-4) III. Approval of Meeting Summary for February 10, 2006 (pg 5-13) IV. Administrative Report V. Chair’s Report VI. Program/Course Action Request – Second Reading

A. COE – EDEC Chg EDEC A403 Mathematics and Science in Early Childhood (3 cr) (3+0) (pg 14-20) Chg EDEC A404 Literacy for Young Children I (3 cr) (3+0) (pg 21) Chg EDEC A405 Literacy for Young Children II (3 cr) (3+0) (pg 22) Chg EDEC A406 Creative Expression in Early Childhood (3 cr) (3+0) (pg 23) Chg EDEC A495C Internship I, Primary (3 cr) (0+9) (pg 24) Chg EDEC A495D Internship II, Primary (6 cr) (0+18) (pg 25)

B. CAS – LANG Del FREN A105 French Immersion Retreat I (1 cr) (1+0) Del FREN A205 French Immersion Retreat II (1 cr) (1+0) Del FREN A305 French Immersion Retreat III (1 cr) (1+0)

Add FREN A306 Advanced French Conversation and Composition (1-3 cr) (1-3+0) (pg 26-30)

Add RUSS A390B Focused Topics in Russian (1-3 cr) (1-3+0) (pg 31-44)

February 17, 2006 Undergraduate Academic Board Agenda

C. CAS - ART Chg ART A401 Advanced Handbuilt Ceramics (3 cr)(0+6) (pg 45-48) Chg ART A402 Advanced Wheelthrown Ceramics (3 cr)(0+6) (pg 49-51) Chg ART A405 Experimental Drawing (3 cr)(0+6) (pg 52-55) Add ART A407 Life Drawing and Composition II (3 cr)(0+6) (pg 56-59) Chg ART A409 Advanced Metalsmithing & Jewelry (3 cr)(0+6) (pg 60-64)

Chg ART A411 Advanced Sculpture (3 cr)(0+6) (pg 65-68) Chg ART A412 Advanced Watercolor Painting (3 cr)(0+6) (pg 69-73) Chg ART A413 Advanced Painting (3 cr)(0+6) (pg 74-78)

Chg ART A414 Senior Painting Projects (3 cr)(0+6) (pg 79-82) Chg ART A415 Advanced Printmaking (3 cr)(0+6) (pg 83-86) Chg ART A424 Advanced Photography (3 cr)(0+6) (pg 87-91) Chg ART A453 Illustration II (3 cr)(0+6) (pg 92-94) Add ART A456 3-D Digital Animation (3 cr) (0+6) (pg 95-98)

Chg ART A471 Advanced Surface Design (3 cr)(0+6) (pg 99-103) Chg ART A472 Advanced Fiber Structures (3 cr)(0+6) (pg 104-108) Chg ART A473 Advanced Woven Forms (3 cr)(0+6) Add ART A490 Selected Topics in Studio Art (1-3 cr)(0+2-6) (pg 109-112)

Add ART A491 Senior Seminars (3 cr)(3+0) (pg 113-122) Add ART A492 Art History Seminar (3 cr)(3+0) (pg 123-133)

Chg ART A495 Practicum (1-3 cr)(0+2+0-6)

Chg ART A498 Individual Research (1-3 cr)(0+2+0-6)

Chg ART A499 Thesis (3 cr)(0+6)

February 17, 2006 Undergraduate Academic Board Agenda VII. Program/Course Action Request – First Reading

A. CTC - AAVI Chg Associate of Applied Science, Aviation Administration (pg 134-137) Chg Associate of Applied Science, Air Traffic Control (pg 138-139) Chg BSAT, Air Traffic Control Emphasis (pg 140-141) B. CAS – SOC Chg SOC A110 Introduction to Gerontology: Multidisciplinary Approach (3 cr) (3+0)

(pg 142-147)

C. KPC - PE

Chg PER A275 Advanced T’ai Chi (1 cr) (.5+1) (pg 148-151) D. CTC – MEDT Chg Associate of Applied Science, Medical Laboratory Technology (pg 152) Chg Bachelor of Science in Medical Technology (pg 153) Catalog Copy changes and markups for MEDT (pg 154-157) Add MEDT A110 Specimen Processing (3 cr) (3+0) (pg 158-163) Chg MEDT A132 Introduction to Laboratory Medicine (3 cr) (2+2) (pg 164-170) Add MEDT A133 Basic Techniques in Laboratory Medicine (1 cr) (1+0) (pg 171-175) Chg MEDT A202 Clinical Chemistry (6 cr) (3+6) (pg 176) Chg MEDT A203 Clinical Microbiology (6 cr) (3+6) (pg 177) Chg MEDT A204 Hematology and Coagulation (6 cr) (3+6) (pg 178-184)

Chg MEDT A206 Immunology and Blood Banking (6 cr) (3+6) (pg 185) Chg MEDT A208 Urine and Body Fluid Analysis (3 cr) (2+2) (pg 186-191) Chg MEDT A301 Clinical Molecular Biology (4 cr) (3+3) (pg 192-197) Chg MEDT A303 Advanced Clinical Microbiology (4 cr) (3+3) (pg 198)

February 17, 2006 Undergraduate Academic Board Agenda VIII. Old Business

A. Academic Master Plan B. Goals and Objectives 2005-2006

C. Coordinate date to meet with Will Jacobs on Strategic Planning.

IX. New Business

A. Goals and Objectives and Policy Changes B. Students registering for multiple sections of a course C. Waitlists on Banner D. Enforcement of prerequisites on Banner

X. Informational Items and Adjournment

A. Curriculum Log

B. Curriculum Handbook

Undergraduate Academic Board Summary

February 10, 2006

LIB 307 2:00 – 5:00 pm

I. Roll ( ) Grant Baker (x) Hilary Davies (x) Roy Poole (x) Charles Beirnard (x) Stephen Gillon ( ) John Riley ( ) Brad Bradshaw (x) Gail Holtzman (x) Hilary Seitz (x) Barbara Brown (x) Kevin Keating (x) Len Smiley ( ) Gerry Busch ( ) Caedmon Liburd (x) Cheryl Smith ( ) Ben Curtis (x) Jack Pauli ( ) USUAA Vacant II. Approval of the Agenda (pg 1-5) Approved with modification, delete item A. under informational items. III. Approval of Meeting Summary for January 27, 2006 (pg 6-13) Approved with corrections, under GER Report, descriptors accepted for first reading. IV. Administrative Report Tom Miller – Letter from Commission on colleges – accreditation reaffirmed, next report

due Spring 07, needs to cover strategic plan, academic plan, distance ed plan, plus three areas from 2000 report, assessment and GERs. They are paying attention to those things.

Graduate program before BOR next week, collaborate program taught by UAA and Boise State, memo of agreement as to how tuition is going to be set, how credits are going to be awarded, how students will be enrolled, how curriculum approved. It is called NEON project. Hosted by WICHE, supported by grant. One of three programs developed under the grant which include: Graduate Certificate in Supply Chain Management, Undergraduate Library Science, PhD Nursing. These are shared programs which use available classes in the WICHE program. We will be holding discussions at the end of the month in Boulder. Three people will be going to attend the discussions. They will be preliminarily, and will include what will need to happen. It is a potential to solve the bottleneck problems to enroll our students in GER courses in classes that have excess capacity. The advantage to students, is to get resident credit, to know where funding is coming from. Mary Howard, Jim Liszka and Tom Miller will be going to meeting in Boulder. You will have an opportunity to which courses we will offer courses in, what we would call them. The model now for the graduate program is that the teaching institution get 75% of the tuition that is generated, it is a standard tuition for all institutions involved. We are asking the regions to delegate the tuition setting authority. The same thing may occur at this other level if we are looking at GER courses. It is going to be more difficult to incorporate GER courses. We are going to have to have administrative support and student services support at other institutions. If a student is taking a UAA course offered by South Dakota state, and they call our call center, what happens? Students can take distance courses through Fairbanks and SE. We don’t have a working model that we can point to now that is working that we can go by. Our BOR is going to be the second to last body to approve the certificate, than the commission on colleges and Dept. of Education.

February 10, 2006 Undergraduate Academic Board Page 2 Summary Proceeding next week chapter 7 and 10 catalog rewrites. Drafts out on rewrites. In

chapter 10, also includes additional description on related instruction on AAS degrees, doesn’t exist now. Same issues, proposed language for curriculum handbook. Small group, Kelly, Caidmon, Joceyln, Mary, Linda, reviewing to make sure we didn’t miss anything.

V. Chair’s Report A. GER Report 1. Oral Communication Descriptor 2. Written Communication Descriptor 3. Quantitative Skills Descriptor

Accepted for second reading. VI. Program/Course Action Request – Second Reading A. CAS – SOC (attached with this packet, page numbers reference this packet) Chg SOC A488 Capstone Seminar (3 cr)(3+1) (pg 14-19)

Dropping prerequisites other than SOC A361 and SOC A402. Moving text from memo into CCG.

Approved with changes from GER.

Get rid of V.B, delete “A”, keep text. Add new Section VI. Capstone Justification.

Renumber Sections VI – VIII to VII – IX. Recommend changing Course Prerequisites in Box 17a to SOC A361 and

SOC A402, delete the rest of prerequisites.

B. CAS - CS/MATH (CAR’s attached with this packet and copies of catalog changes for programs, page numbers reference this packet) Chg CS A360 Database Systems (3 cr)(3+0) (pg. 20) Chg CS A385 Computer Graphics (3 cr)(3+0) (pg. 21) Chg CS A395 Internship in Computing (3 cr)(3+0) (pg. 22) Chg CS A401 Software Engineering (3 cr)(3+0) (pg. 23) Chg CS A405 Artificial Intelligence (3 cr)(3+0) (pg. 24) Chg CS A413 Computer and Data Security (3 cr)(3+0) (pg. 25) Chg CS A431 Compilers: Concepts and Techniques (3 cr)(3+0) (pg. 26) Chg CS A448 Computer Architecture (3 cr)(3+0) (pg. 27)

February 10, 2006 Undergraduate Academic Board Page 3 Summary

Chg CS A470 Applied Software Development Project (3 cr)(3+0) (pg. 28) Approved with change on CCG, prerequisite, ENGL A412 to ENGL A414.

Chg Bachelor of Arts, Computer Science (pg 29-31) Chg Bachelor of Science, Computer Science (pg 32-34) Chg Minor, Computer Science (pg 35-36) Chg Bachelor of Arts, Mathematics (pg 37-39) Chg Bachelor of Science, Mathematics (pg 40-42) Chg Bachelor of Science, College of Arts and Sciences (pg 43-44)

Accepted as a package with change to CS A470 CCG.

C. CAS - ART (Most of the ART 400 level curriculum was previously passed out in a

December packet) Chg ART A315 Intermediate Printmaking (3 cr)(0+6) (pg 45-49) Change box 19 course justification ART A315 to ART A314. Approved with changes. Add ART A360 History of Non-Western Art (3 cr)(3+0) (pg 50-64) Accepted for second, contingent on GER subcommittee accepting. Chg ART A361 History of Graphic Design (3 cr)(3+0) (pg 65-68) Modify box 14 to “Applies to BA and BFA in Art”. On CCG, Section IV. Insert “s” after “student”, insert word “demonstrated” before “ability”. Modify CCG, Section II. H. delete word “Degrees”. Modify Student Outcomes Section VII.B. third line of table, left side: “Demonstrate and articulate concepts and ideas that effectively illustrate graphic design history.” Right side: “Class discussions, written research, papers and tests.” Friendly amendment to reword and approve. Accepted for second. Chg ART A367 History of Photography (3 cr)(3+0) (pg 69-72)

Don’t want in GER requirements. Needs to go to GER Committee. Remove ART

A261 from CAR and CCG as prerequisite.

Remand to GER subcommittee. Chg ART A372 Intermediate Fiber Structures (3 cr)(0+6) (pg 73-77) Accepted for second reading.


Chg ART A392 Selected Topics in Art Education (1-3 cr)(1-3+0) (pg 78-82) Send back to department to rewrite outcomes to be more generic. ART 400 LEVEL PACKET TABLED UNTIL CHANGES CAN BE RESUBMITTED. Chg ART A401 Advanced Handbuilt Ceramics (3 cr)(0+6) Department modified student outcomes on CCG under Section VII. Instructional Goals and Defined Outcomes. Board needs to see changes. Tabled. Chg ART A402 Advanced Wheelthrown Ceramics (3 cr)(0+6) Chg ART A405 Experimental Drawing (3 cr)(0+6) Add ART A407 Life Drawing and Composition II (3 cr)(0+6) Chg ART A409 Advanced Metalsmithing & Jewelry (3 cr)(0+6)

Chg ART A411 Advanced Sculpture (3 cr)(0+6) Chg ART A412 Advanced Watercolor Painting (3 cr)(0+6) Chg ART A413 Advanced Painting (3 cr)(0+6)

Chg ART A414 Senior Painting Projects (3 cr)(0+6) Chg ART A415 Advanced Printmaking (3 cr)(0+6) Chg ART A424 Advanced Photography (3 cr)(0+6) Chg ART A453 Illustration II (3 cr)(0+6) Add ART A456 3-D Digital Animation (3 cr) (0+6)

Chg ART A471 Advanced Surface Design (3 cr)(0+6) Chg ART A472 Advanced Fiber Structures (3 cr)(0+6) Chg ART A473 Advanced Woven Forms (3 cr)(0+6) Add ART A490 Selected Topics in Studio Art (1-3 cr)(0+2-6)

Add ART A491 Senior Seminars (3 cr)(3+0) (pg 83-92) Add ART A492 Art History Seminar (3 cr)(3+0)

Chg ART A495 Practicum (1-3 cr)(0+2+0-6)

Chg ART A498 Individual Research (1-3 cr)(0+2+0-6)

Chg ART A499 Thesis (3 cr)(0+6)

February 10, 2006 Undergraduate Academic Board Page 5 Summary VII. Program/Course Action Request – First Reading (page numbers from current packet for A-D)

A. KPC - PE

Chg PER A275 Advanced T’ai Chi (1 cr) (.5+1) (pg 93-96) – Tabled no department representative present.

B. COE – EDEC Chg EDEC A403 Mathematics and Science in Early Childhood (3 cr) (3+0)

(pg 97-103) Modify course description to change “math” to “mathematics” two places on CAR

and CCG. Implementation date change to Fall on CAR.

Accepted for first reading. Chg EDEC A404 Literacy for Young Children I (3 cr) (3+0) (pg 104-109) Change implementation date to Fall on CAR. Accepted for first reading. Chg EDEC A405 Literacy for Young Children II (3 cr) (3+0) (pg 110-115) Change implementation date to Fall on CAR. Accepted for first reading. Chg EDEC A406 Creative Expression in Early Childhood (3 cr) (3+0) (pg 116-121) Change implementation date to Fall on CAR. Accepted for first reading. Chg EDEC A495C Internship I, Primary (3 cr) (0+9) (pg 122-127) Change implementation date to Fall. Accepted for first reading. Chg EDEC A495D Internship II, Primary (6 cr) (0+18) (pg 128-133) Change implementation date to Fall. Accepted for first reading. C. CTC - AAVI Chg Associate of Applied Science, Aviation Administration (pg 134-137) Tabled – need marked up catalog copy and revised catalog copy. Chg Associate of Applied Science, Air Traffic Control (pg 138-141) Tabled – need marked up catalog copy and revised catalog copy. Chg BSAT, Air Traffic Control Emphasis (pg 142-145) Tabled – need marked up catalog copy and revised catalog copy.


D. CAS – LANG Del FREN A105 French Immersion Retreat I (1 cr) (1+0) (pg 146-149) Accepted for first reading. Del FREN A205 French Immersion Retreat II (1 cr) (1+0) (pg 150-153) Accepted for first reading. Del FREN A305 French Immersion Retreat III (1 cr) (1+0) (pg 154-157) Accepted for first reading.

Add FREN A306 Advanced French Conversation and Composition (1-3 cr) (1-3+0) (pg 158-161)

Modify justification for action, box 19 of CAR, keep first line, delete rest. Provide course outline example for one of the topics. Accepted for first reading. Add RUSS A327 Focused Topics in Russian (1-3 cr) (1-3+0) (pg 162-165)

Change course number to “A390B” on CAR and CCG. Give outline for course

topic on CCG. Accepted for first reading.

E. CTC - DA (pages are numbers for DA packet only, sent via intercampus mail in

Anchorage and outlying campuses via DHL/FedEx on 2/7) Chg Associate of Applied Science in Dental Assisting (pg 1) Change end date to “9999” on CAR. Accepted for first reading. Chg Certificate in Dental Assisting (pg 2) Coordinated with UAF, not offered at any other UAA campus. Will look at deleting

other undergraduate courses not being offered.

Change end date to “9999” on CAR. Accepted for first reading. Catalog Copy changes DA (pg 3-4) Accepted for first reading. Add DA A101 Essentials of Dentistry (3 cr) (3+0) (pg 5-9) Section VI. 3.4 “maxillofacial” misspelled on CCG. In 10.1, delete apostrophe after

“Americans”.

Change end date on CAR to “9999”. Accepted for first reading.

Add DA A102 Infection Control in Dentistry (2-3 cr)(2+2)(2+0) (pg 10-16)


“Variable” misspelled in Credits on CAR. Change contact hours to read: “(2+0-2)”. Change end date on CAR to “9999”. In Section VI.8.3 of CCG, “Blood borne” should be one word. Remove apostrophe in “ABC’s” in Section VI.10.2. In Section IX.B. Make another paragraph, 5th box from end under Student Outcomes: “Demonstrate placing and removing protective barriers.”

Accepted for first reading. Chg DA A110 Dental Radiography (3 cr) (3+0) (pg 17-23) Change end date on CAR to “9999”.

in Section VI.1.3.2 on CCG, spell out MSDS. On CCG, Section IX.B., Modify second outcome, Perform safety procedures as they pertain to University policy and classroom activities. Accepted for first reading.

Chg DA A110L Dental Radiography Lab (1 cr) (0+2) (pg 24-29) Change end date on CAR to “9999”.

Modify Course Description on CAR and CCG, Insert “DA A” before “110”. On CCG, Section II.I. delete “a” before “100”. In section VI.1.3.2, spell out MSDS. Accepted for first reading.

Add DA A130 Chairside Techniques I (4 cr) (2+4) (pg 30-34) Change end date on CAR to “9999”.

On CCG, Section VI. 2.1, add ‘s’ at end of line on word “chair”. Accepted for first reading.

Add DA A150 Biomedical and Dental Sciences for Dental Assistants (3 cr)

(3+0) (pg 35-40) Change end date on CAR to “9999”.

Accepted for first reading. Add DA A160 Materials in Dentistry (3 cr) (2+2) (pg 41-46) Change Implementation date on CAR to “Fall 06 to 9999”.

On CCG, Section IV. Change Registration Restriction to “Department approval”. Fix numbering on CCG in Section V. 1.1 through 4.1, remove dashes. Accepted for first reading.

February 10, 2006 Undergraduate Academic Board Page 8 Summary Add DA A201 Chairside Techniques II (4 cr) (2+4) (pg 47-52)

Change Implementation date on CAR to “Fall 06 to 9999”. In Section IX. Of CCG, hyphen in third outcome?

Accepted for first reading.

Add DA A202 Dental Specialties for Dental Auxiliaries (3 cr) (2+2) (pg 53-58)

Change Implementation date on CAR to “Fall 06 to 9999”. Change course description, add “s” on end of “pediatric”. Modify CCG, Section VI. 5.0, add “s” on end of “Pediatric”. Modify Section IX.B. Student Outcomes, 5th outcome, commas need work.


Add DA A295A Clinical Practicum II (3 cr) (0+15) (pg 59-62) Change end date to “9999”. Modify course description on CAR and CCG. Split

into two sentences. End first sentence after word “offices”. In Section VI. 4.4, add hypen after word “pre” and add word “operative” after “pre”, add hyphen between “post” and “operative” in same section.

Modify Section X.B. Student outcomes, 6th outcome to read: “Assist the dentist by

actively participating chairside”. Accepted for first reading. Add DA A295B Clinical Practicum III (2 cr) (0+5) (pg 63-66) Change end date to “9999”.

On CCG, in Section VI. 4.4, add hypen after word “pre” and add word “operative” after “pre”, add hyphen between “post” and “operative” in same section.


F. CTC – MEDT (pages are numbers for MEDT packet only, sent via intercampus mail

in Anchorage and to outlying campuses via DHL/FedEx on 2/7). Change all implementation dates to “Fall 2006 to 9999”. Chg Occupational Endorsement Phlebotomist (pg 1) Delete from catalog copy, can’t consider – not approved by BOR. Chg Occupational Endorsement Clinical Assistant (pg 2) Delete from catalog copy, can’t consider – not approved by BOR.

Chg Associate of Applied Science, Medical Laboratory Technology (pg 3) Chg Bachelor of Science in Medical Technology (pg 4)

February 10, 2006 Undergraduate Academic Board Page 9 Summary Add MEDT A110 Specimen Processing (3 cr) (3+0) (pg 14-20) Chg MEDT A132 Introduction to Laboratory Medicine (3 cr) (2+2) (pg 21-28) Add MEDT A133 Basic Techniques in Laboratory Medicine (1 cr) (1+0) (pg 29-34) Chg MEDT A202 Clinical Chemistry (6 cr) (3+6) (pg 35-43) Chg MEDT A203 Clinical Microbiology (6 cr) (3+6) (pg 44-51) Chg MEDT A204 Hematology and Coagulation (6 cr) (3+6) (pg 52-59)

Chg MEDT A206 Immunology and Blood Banking (6 cr) (3+6) (pg 60-67) Chg MEDT A208 Urine and Body Fluid Analysis (3 cr) (2+2) (pg 68-74) Chg MEDT A301 Clinical Molecular Biology (4 cr) (3+3) (pg 75-81) Chg MEDT A303 Advanced Clinical Microbiology (4 cr) (3+3) (pg 82-88)

VIII. Old Business

A. Academic Master Plan B. Goals and Objectives 2005-2006

C. Coordinate date to meet with Will Jacobs on Strategic Planning.

IX. New Business

A. Goals and Objectives and Policy Changes B. Students registering for multiple sections of a course C. Waitlists on Banner D. Enforcement of prerequisites on Banner

X. Informational Items and Adjournment

A. Curriculum Log

B. Curriculum Handbook

Approved 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

1a. School or College EA COE

1b. Division n/a

1c. Department EDTL

2. Course Prefix EDEC

3. Course Number A403

4. Previous Course Prefix & Number n/a

5a. Credits/CEU

3.0

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

6. Complete Course/Program Title Mathematics and Science in Early Childhood Math & Science Early Childhood Abbreviated Title for Transcript (30 character)

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

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

11. Implementation Date semester/year From: Fall/2006 To: /9999

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 Box 13; minor edits throughout

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 Bachelor of Arts and Post-Baccalaureate Certificate in Early Childhood Education 14. Coordinate with Affected Units: n/a 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 Examines the principles, developmental concepts, and curriculum designed to promote science and mathematics concepts. Analyzes how young children develop mathematical and scientific thinking. Methods of teaching mathematics and science to young children are covered. 17a. Course Prerequisite(s) (list prefix and number) EDEC A306

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) Department approval required; Concurrent enrollment in internship required

18. Mark if course has fees

19. Justification for Action Allows flexibility for department to schedule method classes in the fall or spring.

Curriculum Action Request University of Alaska Anchorage

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

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE COLLEGE OF EDUCATION I. Date initiated: November 4, 2005 II. Information from the Course Action Request

College/School: College of Education Program: Bachelor of Arts & Post-Baccalaureate Certificate in Early Childhood Education Course Subject: EDEC Course Number: A403 Credits: 3.0 Contact Hours: 3 + 0 Course Title: Mathematics and Science in Early Childhood

Grading Basis: A-F

Course Description: Examines the principles, developmental concepts, and curriculum designed to promote science and mathematics concepts. Analyzes how young children develop mathematical and scientific thinking. Methods of teaching mathematics and science to young children are covered.

Course Prerequisites: EDEC A306 Test Scores: n/a Other Restrictions: College Corequisites: n/a Registration Restrictions: Department approval required; Concurrent enrollment in internship required

III. Instructional Goals and Student Outcomes 1.0 Goal: To demonstrate how children construct mathematical and scientific knowledge Outcomes:

1.1 The student will apply principles of constructivism to mathematical knowledge.

1.2 The student will apply principles of constructivism to scientific knowledge. 1.3 The student will analyze the value of promoting classroom autonomy in the intellectual, social, and moral development of the young child. 1.4 The student will analyze the child’s informal mathematical/scientific knowledge.

2.0 Goal: To articulate priorities for mathematic experiences in early childhood Outcomes:

2.1 The student will create experiences that promote young children to develop a sense of whole numbers and use them in flexible ways.

2.2 The student will create instructional strategies to encourage children to use a variety of methods and tools to compute.

2.3 The student will create instructional strategies to recognize, describe, use, and extend patterns.

2.4 The student will create instructional strategies to encourage children to recognize, name, build, draw, compare and sort two-and three-dimensional shapes.

2.5 The student will create instructional strategies to encourage children to describe, name, and interpret relative positions in space and apply ideas about relative position.

2.6 The student will create instructional strategies to encourage children to understand how to measure using standard and nonstandard units.

2.7 The student will create instructional strategies to encourage children to represent data using concrete objects, pictures, and graphs.

2.8 The student will create instructional strategies to encourage children to use the processes of problem-solving, reasoning, communication, representation, and connections to support their leaning of mathematical content.

3.0 Goal: To understand how developmentally appropriate mathematics experiences

can be integrated into various content areas in a culturally responsive manner Outcomes:

3.1 The student will demonstrate that they can design, implement, and evaluate mathematics experiences that are developmentally appropriate, culturally relevant, meaningful and challenging for all young children.

3.2 The student will demonstrate that they can integrate mathematics content into an interdisciplinary or thematic curriculum, and that they can provide focused learning opportunities within the area of mathematics.

3.3 The student will integrate mathematics in a developmentally appropriate way into various content areas.

3.4 The student will create culturally responsive mathematics curriculum.

4.0 Goal: To articulate priorities for developmentally appropriate science experiences and curriculum in early childhood

Outcomes: 4.1 The student will create curriculum to encourage children to investigate

unfamiliar objects and events. 4.2 The student will create curriculum to encourage children to quantify

observations. 4.3 The student will create curriculum to encourage children to identify

similarities, differences, and changes in materials, events, and phenomena. 4.4 The student will create curriculum to encourage children to record data. 4.5 The student will create curriculum to encourage children to share information

with peers and to appreciate the perspectives of others. 4.6 The student will create curriculum to encourage children to actively

participate in a variety of experiences exemplifying the basic science concepts of organization, cause and effect, systems, scale, models, change, structure and function, variations, and diversity.

4.7 The student will create curriculum to encourage children to represent and communicate knowledge.

5.0 Goal: To understand how developmentally appropriate science experiences can be integrated into various content areas in a culturally responsive manner

Outcomes: 5.1 The student will demonstrate that they can design, implement, and evaluate

scientific experiences that are developmentally appropriate, culturally relevant, meaningful and challenging for all young children.

5.2 The student will demonstrate that they can integrate science content into an interdisciplinary or thematic curriculum, and that they can provide focused learning opportunities within the area of science.

5.3 The student will integrate science in a developmentally appropriate way into various content areas. 5.4 The student will create culturally responsive science curriculum.

6.0 Goal: To examine the use of technology for observing and documenting children’s ideas, theories to make visible children’s work

Outcomes: 6.1 The student will follow the process of children’s experiences in mathematics

or science documenting the children’s actions/words using various forms of technology.

6.2 The student will use the observational process to understand how children learn and to make decisions for the curriculum.

6.3 The student will prepare documentation that explains the learning process of the child and student (teachers) using various forms of technology.

IV. Guidelines for Evaluation Students will be evaluated based on demonstrated competency as specified in multiple outcomes that may include: in-class assignments, collaborative activities, projects, written papers, exams, and portfolio artifacts.

V. Course Level Justification

This course requires students to analyze, synthesize and develop curriculum. The student must integrate knowledge of courses at lower levels. The student must integrate knowledge from this course into the design of integrated curriculum for young children.

VI. Outline

1.0 Children’s construction of mathematical knowledge 1.1 Principles of constructivism and mathematical knowledge

1.2 Principles of constructivism and scientific knowledge 1.3 Value of promoting classroom autonomy

2.0 Priorities for mathematics experiences in early childhood

2.1 Development of a sense of whole numbers 2.2 Variety of methods and tools to compute

2.3 Recognize, describe and extend patterns 2.4 Recognize, name, build, draw, compare and sort two-and three- dimensional shapes 2.5 Describe, name, and interpret relative positions in space and apply

ideas about relative position 2.6 Measurement using standard and nonstandard units 2.7 Data using concrete objects, pictures, and graphs 2.8 Children processes of problem-solving, reasoning, communication,

representation, and connections to support their learning of mathematical content

3.0 Developmentally appropriate practices in mathematics

3.1 Mathematics experiences that are developmentally appropriate, culturally relevant, meaningful and challenging for all young children 3.2 Integrating mathematics into curriculum 3.3 Creating culturally responsive mathematics curriculum

4.0 Priorities for science experiences in early childhood

4.1 Investigation of unfamiliar objects and events 4.2 Quantify observations 4.3 Similarities, differences, and changes in materials, events, and phenomena 4.4 Recording data

4.5 Sharing information with peers and to appreciate the perspectives of others

4.6 Experiences exemplifying the basic science concepts of organization, cause and effect, systems, scale, models, change, structure and function, variations, and diversity

4.7 Represent and communicate knowledge 5.0 Developmentally appropriate practices in science

5.1 Scientific experiences that are developmentally appropriate, culturally relevant, and meaningful 5.2 Integrating science content 5.3 Creating culturally responsive science curriculum

6.0 Technology for observing and documenting 6.1 Use of technology in observation of children’s experiences

6.2 Use of technology to study of learning processes 6.3 Use of technology for documentation that explains the learning

VII. Suggested Text Kamii, C. K. (2000). Young children reinvent arithmetic. New York: Teachers College Press. Chaille, C., & Britian, L. (2002). The young child as scientist. Boston:

Allyn and Bacon. VIII. References

Baroody, A. J. (1998). Fostering children’s mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Erlbaum Associates.

Becker, J. P., & Shimada, S. (1997). The open-ended approach: A new proposal for teaching mathematics. Reston: VA: National Council of Teachers of

Mathematics.

Berger, C., Czerniak, C. M., & Krajcik, J. S. Teaching children science: A project-based approach. Boston: McGraw-Hill.

Bezuk, N., & Clement, L. (2000). Integrating the principles and standards for

school mathematics, 2000. Upper Saddle River, NJ: Prentice Hall.

Charlesworth, R., & Lind, K. K. (1999). Math and science for young children.

New York: Delmar.

Clewell, B. C., Anderson, B. T., & Thorpe, M. E. (1992). Breaking the

barriers: Helping female and minority students succeed in mathematics and science. San Francisco: Jossey-Bass.

Duckworth, E. (1991). The having of wonderful ideas and other essays.

New York: Teachers College Press. Friedl, A., & Koontz, T. (2000). Teaching science to children: An inquiry

approach. Boston: McGraw-Hill. Howe, A. C. (2001). Engaging children in science. Upper Saddle River, NJ:

Merrill.

Kamii, C. K. (1999). Young children reinvent arithmetic: Implications of Piaget’s theory. New York: Columbia Teachers College.

National Council of Teachers of Mathematics. (1989). Curriculum and

evaluation standards for school mathematics. Reston, VA: Author.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.

Taylor, B. J. (1993). Science everywhere: Opportunities for very young children.

Fort Worth, TX: Harcourt Brace Jovanovich.

Trafton, P., & Thiessen, D. (1999). Learning through problems: Number sense and computational strategies. Portsmouth, NH: Heinemann.

Troutman, A. P., & Lichtenberg, B. K. (1991). Mathematics, a good beginning:

Strategies for teaching children. Monterey, CA: Brookes/Cole.

Wakefield, A. P. (Ed.). (2000). Integrating math across the early childhood curriculum. Norfolk, VA: DU Monarch Copy Center.





1b. Division n/a

1c. Department EDTL




5a. Credits/CEU

3.0


6. Complete Course/Program Title Literacy for Young Children I Abbreviated Title for Transcript (30 character)










16. Course Description Examines the understanding and importance of language and literacy. The course will cover oral and written discourse as they relate to the development of methods, materials, and philosophy of reading curricula. 17a. Course Prerequisite(s) (list prefix and number) EDEC A306






18. Mark if course has fees n/a








1b. Division n/a

1c. Department EDTL




5a. Credits/CEU

3.0


6. Complete Course/Program Title Literacy for Young Children II Abbreviated Title for Transcript (30 character)










16. Course Description Continues the examination of the understanding and importance of language and literacy. Course focuses on the methods for teaching reading and writing. 17a. Course Prerequisite(s) (list prefix and number) EDEC A404





17e. Registration Restriction(s) (non-codable) Department approval required; Concurrent enrollment in internship required.

18. Mark if course has fees n/a








1b. Division n/a

1c. Department EDTL




5a. Credits/CEU

3.0


6. Complete Course/Program Title Creative Expression in Early Childhood Creative Express Early Child Abbreviated Title for Transcript (30 character)










16. Course Description Explores principles, methods, and materials for teaching young children music, movement, visual arts, and dramatic play through process-oriented experiences to support divergent thinking. 17a. Course Prerequisite(s) (list prefix and number) n/a














1b. Division n/a

1c. Department EDTL


3. Course Number A495C


5a. Credits/CEU

3.0


6. Complete Course/Program Title Internship I, Primary Abbreviated Title for Transcript (30 character)










16. Course Description Supervised internship in a primary (grades Pre-K-3) classroom. Interns work with mentor teachers and demonstrate development of their teaching proficiency. Weekly internship seminar is required. 17a. Course Prerequisite(s) (list prefix and number) EDEC A306





17e. Registration Restriction(s) (non-codable) Department approval required; admission to internship required









1b. Division n/a

1c. Department EDTL


3. Course Number A495D


5a. Credits/CEU

6.0


6. Complete Course/Program Title Internship II, Primary Abbreviated Title for Transcript (30 character)










16. Course Description Supervised internship in a primary (grades Pre-K-3) classroom. Interns will continue to work with their mentor teachers and demonstrate continued development of their teaching proficiency. Weekly internship seminar is required. 17a. Course Prerequisite(s) (list prefix and number) EDEC A495C





17e. Registration Restriction(s) (non-codable) Department approval required, admission to internship required








1a. School or College AS CAS

1b. Division AHUM

1c. Department Languages

2. Course Prefix FREN


4. Previous Course Prefix & Number

5a. Credits/CEU

1-3

5b. Contact Hours (Lecture + Lab) (1-3+0)

6. Complete Course/Program Title Advanced French Conversation and Composition Adv Fren Conversation and Comp Abbreviated Title for Transcript (30 character)


9. Repeat Status Yes # of Repeats 8 Max Credits 9 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: FA/2006 To: /9999




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

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

13. List any programs or college requirements that require this course 14. Coordinate with Affected Units: Faculty List Serve 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 Speaking and writing about French and Francophone countries, their peoples, customs and cultures. Special Notes: May be offered in one-, two-, or three-credit segments. Repeatable for credit with change of subtitle. Up to three credits of FREN A306 can count toward a minor or major in languages with an emphasis in French. 17a. Course Prerequisite(s) (list prefix and number) FREN A202

17b. Test Score(s)

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



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


19. Justification for Action The proposed course is designed to provide adequate preparation for French majors and minors before they take the advanced upper-division courses in literature and culture.



FREN A306 CCG

Course Content Guide University of Alaska Anchorage College of Arts and Sciences Revised 1/19/06 I. School /College: CAS Date: November 9, 2005 II. Course Information: Course Subject: FREN Course Number: A306 Course Title: Advanced French Conversation and Composition Credits: 1-3 credits Contact Hours: 1+0, 2+0, 3+0 Degree Program BA and Minor in Languages: French Grading Basis: A-F Course Description: Speaking and writing about French and Francophone countries, their peoples, customs and cultures. Special Notes: May be offered in one-, two- or three-credit segments

Repeatable for credit with change of subtitle. Up to three credits of FREN A306 can count toward a minor or major in languages with an emphasis in French.

Course Prerequisites: FREN A202 Fees: Yes Coordinated With Affected Units: N/A III. Instructional Goals and Student Outcomes A. Instructional Goals

1.0 To develop advanced skills in the spoken and written French language.

2.0 To expose students to authentic material about France and other French speaking countries in the target language.

3.0 To develop and reinforce students’ analytical skills using French.

2

B. Student Outcomes

Student Outcome Assessment Tool (These will vary with the topic and instructor. Possible tools are listed.)

1.0 Students will demonstrate advanced level proficiency in oral and written French.

Written and Oral Quizzes and Examinations

2.0 Students will demonstrate understanding of topics discussed in class working with authentic texts.

Oral Presentations. Written Essays. Class Discussions; Quizzes and Examinations

IV. Guidelines for Evaluation

Evaluation will be based on class discussion and participation; homework, written and oral quizzes and examinations. Instructors will specify in the course syllabus the specific basis for assigning grades.


To be able to successfully complete this course requires students to have mastered the basic grammar and structure of the language, which are covered in Elementary and Intermediate French.

VI. Topical Course Outline

A. Topics Already Offered or Scheduled

1.0 French Cinema (Fall 2006) B. Other Possible Topics Include

1.0 French Speaking Africa 2.0 Quebec History and Culture 3.0 French News Media

VII. Course Content Outline The course will utilize a variety of methods to develop advanced conversation and

writing skills of the students. The following is an outline of activities for a course on French Cinema.

3

● Before viewing a film, students will be asked to talk about their knowledge of the actors in the film and its director. What do they anticipate in the film? ● When they watch the film, students will take notes that they can use for writing their journal, and in class discussions. The following is a sample list of points for taking notes: 1. Names of characters and the relationships among them. 2. Scene changes and description of places where the different scenes take place.

3. New vocabulary and phrases. 4. What they like and don’t like. ● After watching the movie, students will be tested on basic comprehension of the

story. The test will include “true or false” and “who does what?” questions requiring brief answers.

● As homework assignment, students will be asked to write a journal

Class discussions will focus on important themes. Students will have an opportunity to express their views on the plot, the characters, and strengths and weaknesses of the film. Each student will make one oral presentation on a film viewed in class.

VII. Suggested Text(s)

Materials will change according to topic. See the bibliography for possible texts. VIII. Bibliography Books Armes, Roy. French Cinema. London: Oxford UP, 1985. Biggs, Melissa. French Films, 1945-1993: A Critical Filmography of the 400 Most

Important Releases. Jefferson, NC: McFarland & Company, 1996. Blood, Elizabeth and Yasmina Mobarek. Intrigue. Langue, culture et mystère dans le

monde francophone. Upper Saddle River, NJ : Pearson/Prentice Hall, 2004.

Lanzoni, Rémi. French Cinema : From Its Beginnings to the Present. New York: Continuum International Publishing Group, 2004.

Meunier, Lydie, et al. Générations. Composition et conversation en français. Harcourt : Fort Worth, 2000.

4

Steele, Ross et al. La Civilisation française en evolution. Vols. 1 and 2. Boston: Heinle, 1996. Thoraval, Jean. Les Grandes étapes de la civilisation française. Paris: Bordas, 1978. Media Le Monde L’Express Le Nouvel Observateur Radio France Internationale TV 5 TF 1 France 3 Frenchculture.org Films available in the department.





1b. Division HUM

1c. Department Languages

2. Course Prefix RUSS

3. Course Number A390B

4. Previous Course Prefix & Number A394B

5a. Credits/CEU

1-3

5b. Contact Hours (Lecture + Lab) (1-3+0)

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


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

11. Implementation Date semester/year From: F/06 To: /






13. List any programs or college requirements that require this course 14. Coordinate with Affected Units: Faculty List Serve 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 A focused examination of a single aspect of the Russian language. Special Note: May be offered in one-, two-, or three-credit segments. Repeatable for credit with change of subtitle. Up to three credits of RUSS A327 can count toward a minor or major in Languages with an emphasis in Russian. 17a. Course Prerequisite(s) (list prefix and number) RUSS A202

17b. Test Score(s)





18. Mark if course has fees $15.00

19. Justification for Action This course is designed to address shortcomings in the major, both in terms of content and quantity of upper-division offerings per semester. It offers students the opportunity to focus on a single advanced topic not thoroughly covered in existing courses. It complements the existing upper-division topics courses, which are broader in scope. Students can take the course during their third or fourth year of study, which enables them to complete the requirements of the Russian major within four years by taking this course, with a change of subtitle, three or four times.



RUSS A327 CCG Revised 1/19/06

Course Content Guide University of Alaska Anchorage College of Arts and Sciences I. School /College: CAS Date: September 3, 2005 II. Course Information: Course Subject: RUSS Course Number: A390B Course Title: Focused Topics in Russian Credits: 1-3 credits Contact Hours: 1+0, 2+0, 3+0 Degree Program BA and Minor in Languages: Russian Grading Basis: A-F Course Description: A focused examination of a single aspect of the Russian language. Special Notes: May be offered in one-, two- or three-credit segments

Repeatable for credit with change of subtitle Up to three credits of RUSS A327 can count toward a minor or major in Languages with an emphasis in Russian

Course Prerequisites: RUSS A202 Fees: Yes Coordinated With Affected Units: N/A III. Instructional Goals and Student Outcomes A. Instructional Goals

1.0 To present an overview of a single aspect of the Russian language 2.0 To provide examples in the target language of the topic under

study 3.0 To create activities and homework assignments that will reinforce

students’ understanding and build active mastery of the topic 4.0 To expose students to actual usage through authentic materials 5.0 To inform students about resources available for further study of

the topic

B. Student Outcomes

Student Outcome Assessment Tool (These will vary with the topic and

2

instructor. Possible tools are listed.)

1.0 Students will be able to analyze discrete examples of the topic of study

Written and Oral Quizzes and Examinations

2.0 Students will show active mastery of the topic of study

Oral Presentations; Journal Entries; Written Essays; Oral Interviews; Role Plays; Simulations; Class Discussions; Quizzes and Examinations

3.0 Students will show enhanced proficiency in working with authentic texts in which the topic of study plays a significant role

Quizzes and Examinations; Oral Interviews

IV. Guidelines for Evaluation

Evaluation will be based on homework, written and oral quizzes and examinations, role plays and simulations, projects, presentations, class discussion and participation. Instructors will specify in the course syllabus the specific basis for assigning grades.


To be able to successfully complete this course requires students to have mastered the basic grammar and structure of the language, which are covered in Elementary and Intermediate Russian.

VI. Topical Course Outline

A. Topics Already Offered or Scheduled

1.0 Word Building (Fall 2004) 2.0 Idioms (Fall 2005; 17 students enrolled) 3.0 Verbs of Motion (Spring 2006)

B. Other Possible Topics Include

1.0 Verbal Aspect 2.0 Slang 3.0 Phonetics

3

VII. Suggested Text(s)

Materials will change according to topic. See the bibliography for possible texts. VIII. Bibliography Andrews, E., A. Rogers and Galina McLaws. A Handbook of Russian Verbal Prefixes.

Newburyport: Focus Publications, 1997. Andreyeva-Georg, V. The Russian Verb: Prepositional and Non-Prepositional

Government. Rockville: Firebird Publications, 1987. Browning, Gary, David K. Hart, and Raisa Solovyova. Leveraging Your Russian with

Roots, Prefixes, and Suffixes. Bloomington: Slavica, 2001. Cubberley, Paul. Handbook of Russian Affixes. Columbus: Slavica, 1994. Gray, Loretta S. Guide to Russian Idioms. Lincolnwood, Illinois: Passport Books, 1996. Gribble, Charles E. Russian Root List with a Sketch of Word Formation. Second

edition. Columbus: Slavica, 1982. Hansen, Elena. Aspects of the Russian Verb. Highstown: McGraw Hill, 1999. ---. Getting Your Russian Sounds Right! New York: McGraw Hill, 1999. Janda, Laura and Steven Clancy. The Case Book for Russian. Bloomington: Slavica,

2002. Mahota, William J. Russian Motion Verbs for Intermediate Students. New Haven: Yale

University Press, 1996. McLaws, Galina. A Handbook of Russian Verbal Morphology. Newburyport: Focus

Publications, 1996. ---. An Overview of Russian Cases. Newburyport: Focus Publications, 1996. Wade, Terence R. and Nijole White. Using Russian Synonyms. New York: Cambridge

Universtiy Press, 2003.

Curriculum Coordination Form

Notification Date: October 19, 2005 Initiating unit: LANG Affected unit(s): Course Prefix and Number: RUSS A390B Previous Prefix and Number: RUSS A394 Complete Course/Program Title:Focused Topics in Russian Previous Course/Program Title: Topics in Advanced Russian Description of Action: Creating a permanent course. Offered the course as an experimental course in Fall 04 and F05. Supporting documentation of the proposal is attached. Initiating faculty are also REQUIRED to send an email to [email protected] describing the proposal, including the proposed action and the course prefix, number, course description, prerequisite, and any other relevant information. Any questions concerning the proposed changes may be addressed to the appropriate department chair, or the chair of the appropriate curriculum committee. Written comments may also be sent to the UAB or GAB, in care of the Governance Office, at the following address:

University of Alaska Anchorage Governance Office, ADM 213

3211 Providence Drive Anchorage, AK 99508

If no written comments are received by the UAB or GAB within ten (10) days of notification date shown above, it is assumed that there are no objections to the proposal. Note: Acknowledgement of coordination does not mean approval, it is only meant to verify that coordination has occurred.

Library Resource Form Excerpts from the Northwest Association of Schools and Colleges Accreditation Handbook 1999 Edition Standard Five - Library And Information Resources Standard 5.A - Purpose and Scope The primary purpose for library and information resources is to support teaching, learning, and, if applicable, research in ways consistent with, and supportive of, the institution's mission and goals. Adequate library and information resources and services, at the appropriate level for degrees offered, are available to support the intellectual, cultural, and technical development of students enrolled in courses and programs wherever located and however delivered. Standard Two - Educational Program And Its Effectiveness Standard 2.A. - General Requirements 2.A.8 Faculty, in partnership with library and information resources personnel, ensure that the use of library and information resources is integrated into the learning process. Program/Course Title: RUSS A390B Focused Topics in Russian

1. Please identify the library liaison consulted in preparation of this proposal.

Name: Judy Green To see who your library liaison is at: UAA go to: http://www.lib.uaa.alaska.edu/webgroup/liaison.php3 Kenai Peninsula College go to: :http://www.uaa.alaska.edu/kenai/KPC%20Library%20Webpage/frameset.html Kodiak College go to: http://www.koc.alaska.edu/library/default.html Mat-Su College go to: http://www.matsu.alaska.edu/library/library_staff.htm

2. Please list any new library and information recommended to support the proposal. 1. As the different topics are developed, Judy Green will be contacted about the books ordered. 2. 3.

Initiator signature

Approved

Disapproved Department Chair Date Approved Disapproved Dean/Director of School/College Date Approved Disapproved Provost Date

Fee Request Form 1. School/College CAS 2. Course Prefix and Number RUSS A390B 3. Title Focused Topics in Russian 4. Lab Fee Account Number: Org 11011 Obj 9159 Fund 104110 5. Type of Action: Add Deletion Change ( Increase or Decrease) 6. Fee Amount: $ 15.00 If a Change, please indicate the current approved lab fee $ 7. Anticipated Student enrollment per class section: 15 8. Projected costs of material per class section: $ 225.00 (Provide details under #10 Justification for lab fee) 9. Implementation Date Fall 2006 10. Justification for fee (include materials/supplies used and the cost per item).

The fee mainly goes to support student tutors who work in the language laboratory and who assist students with their homework. Tutors also provide a more informal opportunity for interaction with a proficienct speaker, and students are encouraged to practice their speaking with the tutors. The fee is also used for photocopying materials developed by the instructors for use in teaching the class, and it is used for purchasing materials, such as videos, necessary for the course.

Approved

Disapproved Department Chair Date Approved Disapproved Dean/Director of School/College Date Approved Disapproved Provost Date

Resource Implication Form 1. School/College CAS 2. Program/Course LANG 3. Course Prefix RUSS 4. Course Number A390B 5. Implementation Date F06 6. Type of Action and Category

Course addition Course change Program addition Program change 7. Consequences of Actions and Costs: Check all appropriate categories and provide an explanation of how it will be funded and by whom.

part-time faculty $ new full-time faculty $ reassignment of full-time faculty $ additional class/lab space $ modification of class/lab space $ additional library resources $ additional computer equipment $ other costs $

8. Explanation: The proposed course has been taught for two semesters as an experimental course RUSS A394 Topics in Advanced Russian. It was designed to replace a one-credit, stacked conversation course that was offered every semester and taught by an adjunct faculty member. The new course has been very successful, and will permanently replace the stacked conversation course. Because it is a revision of the existing curriculum and a replacement of a regularly offered course, there are no additional costs involved.

Russian Four-Year Plan Fall 2006 RUSS 101 Elementary Russian I RUSS 102 Elementary Russian II RUSS 201 Intermediate Russian I RUSS 301 Advanced Russian I RUSS 390B Focused Topics in Russian RUSS 390 Selected Topics in Advanced Russian

Spring 2007 RUSS 101 Elementary Russian I RUSS 102 Elementary Russian II RUSS 202 Intermediate Russian II RUSS 302 Advanced Russian II RUSS 390B Focused Topics in Russian RUSS 490 Selected Topics in Russian Culture RUSS 384 Russian Women

Fall 2007 RUSS 101 Elementary Russian I RUSS 102 Elementary Russian II RUSS 201 Intermediate Russian I RUSS 301 Advanced Russian I RUSS 390B Focused Topics in Russian RUSS 390 Selected Topics in Advanced Russian

Spring 2008 RUSS 101 Elementary Russian I RUSS 102 Elementary Russian II RUSS 202 Intermediate Russian II RUSS 302 Advanced Russian II RUSS 390B Focused Topics in Russian RUSS 490 Selected Topics in Russian Culture RUSS 427 Post-Soviet Culture and Society


Spring 2009 RUSS 101 Elementary Russian I RUSS 102 Elementary Russian II RUSS 202 Intermediate Russian II RUSS 302 Advanced Russian II RUSS 390B Focused Topics in Russian RUSS 490 Selected Topics in Russian Culture RUSS 384 Russian Women


Spring 2010 RUSS 101 Elementary Russian I RUSS 102 Elementary Russian II RUSS 202 Intermediate Russian II RUSS 302 Advanced Russian II RUSS 390B Focused Topics in Russian RUSS 490 Selected Topics in Russian Culture RUSS 427 Post-Soviet Culture and Society

Русский Язык 394, Осень 2004 Russian 394, Fall 2004

1

TOPICS IN ADVANCE LANGUAGE

Word Formation Словообразование

When: W 6:00 – 6:50 p.m. Where: BMB, Room 109 Instructor: Elena Farkas Home phone: 277-0451 E-mail: [email protected] or [email protected] Office Hours: By appointment Russian Program Coordinator: Susan Kalina Office: K 207G Tel: 786-4031 E-mail: [email protected] Department of Languages: Secretary: Susan Hviid , ADM 274

(Pronounced Vid) 786-4037

Language Web Page: http://www.uaa.alaska.edu/languages/ I. COURSE GOALS AND OBJECTIVES:

This course is designed to give you useful tools for enlarging your Russian language vocabulary and receptive skills through learning productive roots, prefixes and suffixes. We will focus especially on listening and reading comprehension and speaking, and will work on developing the ability to figure out what words mean based on your knowledge of the roots, prefixes, and suffixes.

As a general rule, the level of the course will assume that students have completed at least Russian 202 at UAA. II. MATERIALS:


2

1. Required text: Leveraging Your Russian with Roots, Prefixes, and Suffixes, by Gary Browning, David K. Hart, and Raisa Solovyova, Bloomington, Indiana, 2001. 2. Optional materials:

a) At this point of your study of Russian, you will want to buy a good dictionary. I recommend the Katzner dictionary because it includes both a Russian-to-English and an English-to-Russian section, and it is based on American English. The Oxford Russian-English dictionary is another good choice. See me if you have any questions about which dictionary is most appropriate for your specific needs.

b) Russian Root List, With a Sketch of Word Formation, by Charles E. Gribble, Slavica

Publishers, Inc. Columbus, Ohio, 1981.

Some of the above are available for use in the LRC. The center also has many other Russian

materials available to students: dictionaries, audiotapes, interactive computer programs, and videos (language videos, documentaries, and feature films). Check the catalogue on the Reserve Desk at the entrance to the LRC. III. GRADING HOMEWORK:

You will be required to do homework in preparation for class discussions and activities. This is to be completed on time, and will be collected and graded. The homework will include memorization of prefixes, suffixes, and roots.

Homework will be collected each class period. Late work and lack of preparation will affect your grade.

Assume two hours of homework each week.

QUIZZES: There will be weekly quizzes. These will count toward your final grade. FINAL EXAM:

The final exam will consist of reading and analyzing a short paragraph using methods that will have been learned in class. ATTENDANCE AND PARTICIPATION:

Class participation counts for a significant portion of your grade, as this is a one-credit course and much of the work for it will come in the classroom. If you must miss a class, you are responsible for finding out what you missed and for making up any work.


3

The grading scale for participation is as follows: 5 = actively participates and is well prepared 4 = not that well prepares but actively participates 3 = not prepares but makes an effort to participates 2 = not prepared and makes little or no effort to participate 0 = absent

FINAL GRADES will be calculated as follows:

Homework 20 % Quizzes 35 % In-class participation and attendance 30 % Final exam 15 % ** If you drop the course, please withdraw officially. Thanks! RUSSIAN LANGUAGE TUTORS: The university pays for a tutor to be available in the language lab during posted hours each week to give extra help and practice outside the classroom. This is a great opportunity for you. You can use the tutor to get help in any area in which you feel weak, to practice conversation or to talk about Russian culture. However, the tutor should not do your work for you! SYLLABUS:

This is a new course. The pace will depend on the level of the students. Some of the content areas will be added by students’ in class requests. We will use a variety of materials from the book, but also additional exercise material will be added to the course .

You will receive particular homework assignments and activities in class, as I will be creating them as we move through the semester. Assignments are subject to change, so if you miss a class be sure to check with me. ONE FINAL NOTE: The syllabus for this course is flexible and may change. Always bring your syllabus to class with you in case changes are made.


4

Tentative Schedule

Week 1: Сентябрь 1 Знакомство с курсом Week 2: Сентябрь 8 Части речи и части слова Week 3: Сентябрь 15 «Корень», упражнения Week 4: Сентябрь 22 «Корень», упражнения Week 5: Сентябрь 29 Самостоятельная работа «Корень»

Week 6: Октябрь 6 «Приставка», упражнения

Week 7: Октябрь 13 «Приставка», упражнения Week 8: Октябрь 20 «Приставка», самостоятельная работа «Приставка» Week 9: Октябрь 27 «Суффикс», упражнения Week 10: Ноябрь 3 «Суффикс», упражнения Week 1: Ноябрь 10 «Суффикс», самостоятельная работа «Суффикс» Week 12: Ноябрь 17 Обзорные упражнения Week 13: Ноябрь 24 Университет закрыт, День благодарения Week 14: Декабрь 1 Подготовка к экзамену

Week 15: Декабрь 6-10 Экзаменационная неделя


5

Tentative Schedule Week 1: Сентябрь 1 Introduction to the Course Week 2: Сентябрь 8 The Parts of Speech and Morphology Week 3: Сентябрь 15 Roots and Exercises Week 4: Сентябрь 22 Roots and Exercises Week 5: Сентябрь 29 Roots and Exercises; Quiz

Week 6: Октябрь 6 Prefixes and Exercises

Week 7: Октябрь 13 Prefixes and Exercises Week 8: Октябрь 20 Prefixes and Exercises; Quiz Week 9: Октябрь 27 Suffixes and Exercises Week 10: Ноябрь 3 Suffixes and Exercises Week 1: Ноябрь 10 Suffixes and Exercises; Quiz Week 12: Ноябрь 17 Review of Prefixes, Suffixes, Roots Week 13: Ноябрь 24 Thanksgiving Break Week 14: Декабрь 1 Overview of Russian Morphology

Week 15: Декабрь 8 Preparation for the Final Examination

Week 16: Декабрь 15 Examination Week




1a. School or College CAS

1b. Division AFAR

1c. Department ART

2. Course Prefix ART



5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Handbuilt Ceramics Abbreviated Title for Transcript (30 character)


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





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

12. Cross Listed with Stacked with ART A201,A301 Cross-Listed Coordination Signature

13. Coordinate with Affected Units: Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course Applies to BA and BFA in Art degrees (selective) 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Covers functional ceramics, vessel forms and sculptural ceramics. Focus is on the ceramic process as a vehicle for personal creative expression. Special Notes: May be repeated once for credit. May be stacked with ART A201 & ART A301 17a. Course Prerequisite(s) (list prefix and number) Art A111, A211, & A301

17b. Test Score(s) NA

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



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


19. Justification for Action Updated course description reflects current course content. Addition of Registration Restriction for instructor permission in order to be able to monitor prerequisites. Change in course prerequisites to better reflect course expectations



UNIVERSITY OF ALASKA ANCHORAGE COURSE CONTENT GUIDE

I. Initiation Date: January 2005 II. Course Information

A. College: College of Arts and Sciences B. Course Title: Advanced Handbuilt Ceramics C. Course Subject/Number: ART A401 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Hours F. Grading Information: A-F G. Course Description: Covers functional ceramics, the vessel forms and

sculptural ceramics. Focus is on the ceramic process as a vehicle for personal creative expression.

Special Note: May be repeated once for credit. May be stacked with ART A201 & ART A301.

H. Status of course relative to a degree or certificate program: Applies to B.A. and B.F.A. in Art degrees. I. Lab Fee: Yes J. Coordination: None Required K. Course Prerequisite: ART A111 Two Dimensional Design ART A211 Beginning Sculpture ART A301 Intermediate Handbuilt Ceramics L. Registration Restrictions: Permission of Instructor

III. Course Activities:

Studio Course. Students will work daily in class and keep a sketchbook. Demonstrations and lectures by course instructor followed by in class work sessions. Group critiques at the end of projects. Additional work in studio outside class sessions will be required to complete projects.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A:

1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of advanced

handbuilding techniques. 2.0 To receive a grade of B:

2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of advanced

handbuilding techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of advanced

handbuilding techniques. 4.0 To receive a grade of D:

4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of advanced

handbuilding techniques. 5.0 To receive a grade of F:

5.1 Majority of work unacceptable or missing

V. Course Level Justification: Individual student input, directions and personal goals are stressed with an emphasis on creative growth. Continues to build upon concepts and skills requiring effective choices about technical and creative directions and conclusions. Critical thinking is addressed through contemporary issues and complex processes. Includes development of bodies of work, exhibition preparation and other professional development issues.

VI. Outline

1.0 Handbuilding techniques 1.1 Forming methods and individual expression 1.2 Figure modeling and sculptural scale

2.0 Ceramic materials 2.1 Clay body development 2.2 Glaze development

3.0 Firing ceramics

3.1 Individual firing responsibility and practice 4.0 Professional Development

4.1 Resume, artist statement 4.2 Demonstration of technique

5.0 Ceramic history 5.1 Individual presentations on selected subjects

6.0 Critical evaluation skills 6.1 Critique presentation and leadership

VII. Instructional Goals and Defined Outcomes A. Instructional Goals. The instructor will:

1. Foster professional development and skills needed to operate an independent ceramic studio. 2. Develop an understanding of ceramic history by means of creative projects and research projects and research presentations. 3. Demonstrate the various technical skills needed for ceramic production including clay bodies, glazes, temperature ranges for a wide range of ceramic materials. 4. Promote development of person solutions to aesthetic problems in the ceramics medium.

B. Student Outcomes. The student will be able to:

Fire kilns including loading and unloading and as part of a team. Technical exams and discussions

Research contemporary and/or historical concepts in art. Demonstrate a basic knowledge of ceramic history through integration with projects and slide presentations

In-class discussion and research paper

Photograph and document individual work. Demonstrate sketchbook practice skills.

portfolio sketchbook

Use individually developed clay bodies and glazes in own work. daily class work Demonstrate critique skills. class critique Develop ceramic concepts through readings in the ceramic field and create a personal approach to the medium.

portfolio sketchbook

Produce resume, artist’s statement, slides, digital images for classroom presentation.

In-class discussions and paper

VIII. Suggested Texts: Pye, David. The Nature and Art of Workmanship. Bethel, CT: Cambium Press, 1995. IX. Bibliography and Resources Currie, I. Revealing Glazes Using the Grid Method. Bootstrap Press, 2000. Obstler, Mimi. Out of Earth Into the Fire. The American Ceramic Society, 2001. Peterson, S. The Craft and Art of Clay. Penguin, 2000. Pye, David. The Nature and Art of Workmanship. Bethel, CT: Cambium Press, 1995. Rawson, P. Ceramics. Philadelphia: The University of Pennsylvania Press, 1984. Speight, Toki. Hands in Clay. Mountain View ,CA: Mayfield Publishing, 1999.


I. Initiation Date: September 2005 II. Course Information

A. College: College of Arts and Sciences B. Course Title: Advanced Wheelthrown Ceramics C. Course Subject/Number: ART A402 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Hours F. Grading Information: A-F G. Course Description: Covers functional wheelthrown ceramics and the

vessel form. Focus is on the ceramic process in a variety of firing temperatures as a vehicle for personal creative expression.

Special Note: May be repeated once for credit. May be stacked with ART A202 & ART A302.

H. Status of course relative to a degree or certificate program: Applies to B.A. and B.F.A. in Art degrees. I. Lab Fee: Yes J. Coordination: None required K. Course Prerequisite: ART A111 Two Dimensional Design ART A211 Beginning Sculpture ART A302 Intermediate Wheelthrown Ceramics L. Registration Restrictions: Permission of Instructor


Studio Course. Students will work daily in class and keep a sketchbook. Demonstrations and lectures by course instructor followed by in class work sessions. Group critiques at the end of projects. Additional work in studio outside class sessions will be required to complete projects.

IV. Evaluation:


1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of advanced

wheelthrowing techniques. 2.0 To receive a grade of B:


wheelthrowing techniques. 3.0 To receive a grade of C:


wheelthrowing techniques. 4.0 To receive a grade of D:


wheelthrowing techniques. 5.0 To receive a grade of F:


V. Course Level Justification: Individual student input, directions and personal goals are stressed with an emphasis on creative growth. Continues to build upon concepts and skills requiring effective choices about technical and creative directions and conclusions. Critical thinking is addressed through contemporary issues and complex processes. Includes development of bodies of work, exhibition preparation and other professional development issues.

VI. Outline

1.0 Wheelthrowing techniques 1.1 Forming methods and individual expression 1.2 Altering and off the wheel work

2.0 Ceramic materials 2.1 Clay body development 2.2 Glaze development

3.0 Firing ceramics 3.1 Individual firing responsibility and practice

4.0 Professional Development 4.1 Resume, artist statement 4.2 Demonstration of technique

5.0 Ceramic history 5.1 Individual presentations on selected subjects

6.0 Critical evaluation skills 6.1 Critique presentation and leadership

VII. Instructional Goals and Defined Outcomes

A. Instructional Goals. The instructor will: 1. Foster professional development and skills needed to operate an independent ceramic studio. 2. Develop an understanding of ceramic history by means of creative projects and research presentations. 3. Demonstrate the various technical skills needed for ceramic production including clay bodies, glazes, temperature ranges pertinent to stoneware and porcelain production. 4. Promote development of personal solutions to aesthetic problems in ceramics medium.


Demonstrate appropriate skill levels in loading and firing kilns.

Technical tests

Explore and develop clay bodies and glazes for stoneware and porcelain production.

Technical tests

Critical analysis documenting historical and/or contemporary concepts in the ceramics field.

Papers and presentations

Demonstrate and apply ceramic historical concepts and techniques by means of class projects and slide presentations.

Projects and in-class discussions

Production of resume, artist statement, slide documentation for in-class presentations.

In-class presentations

Exploration of further critical and conceptual ideas relevant to ceramics by means of reading, writing, and sketch book.

Research projects

Demonstrate a personal approach to the medium. Final Portfolio VIII. Suggested Texts:

Pye, David. The Nature and Art of Workmanship. Bethel, CT: Cambium Press, 1995. IX. Bibliography & Resources

Currie, I. Revealing Glazes Using the Grid Method. Bootstrap Press, 2000. Obstler, Mimi. Out of the Earth Into the Fire. The American Ceramic Society, 2001. Peterson, S. The Craft and Art of Clay. New York: Penguin, 2000. Pye, David. The Nature and Art of Workmanship. Bethel, CT: Cambium Press, 1995. Rawson, P. Ceramics. Philadelphia: University of Pennsylvania Press, 1984. Speight, Toki. Hands In Clay. Mountain View, CA: Mayfield Publishing, 1999.



A. College: College of Arts and Sciences B. Course Title: Experimental Drawing C. Course Subject/Number: ART A405 D. Credit Hours: 3.0 E. Contact Hours: 0+6 F. Grading Information: A-F G. Course Description: Integrates the development of ideas and personal

iconography through experimentation with contemporary techniques and materials in drawing.

Special Notes: May be repeated once for credit. May be stacked with ART A105, A205, A305 H. Status of course relative to a degree or certificate program:

Applies to B.A. and B.F.A. in Art degrees. I. Lab Fee: Yes J. Coordination: None required K. Course Prerequisites: ART A305 Advanced Drawing L. Registration Restriction: Instructor Permission

III. Course Activities: Studio Course. Students will draw daily in class and keep a sketchbook/journal. Demonstrations and lectures by instructor. Group critiques. Homework as required. Projects are open ended so as to instigate unique individual problem-solving and critical-thinking. Individual students, with instructor approval, may initiate special projects dependent on students repeat status.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class.

1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of experimental drawing

techniques. 2.0 To receive a grade of B:

2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of experimental

drawing techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of experimental drawing

techniques. 4.0 To receive a grade of D:

4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of experimental

drawing techniques. 5.0 To receive a grade of F:

5.1 Majority of work unacceptable or missing V. Course Level Justification

Individual student input, directions and personal goals are stressed with an emphasis on creative growth. Continues to build upon concepts and skills requiring effective choices about technical and creative directions and conclusions. Critical thinking is addressed through contemporary issues and complex processes. Includes development of bodies of work, exhibition preparation and other professional development issues.

VI. Outline A. Drawing as a experimental based activity 1. Scale

a. Capturing movement b. Modeled drawing (long to short poses)

2. Organization. a. Ghost images b. Multiple items in one drawing c. Multiple eye levels d. Refit in space e. Segmented picture plane

3. Value a. Various media b. Shifting values c. Subtractive drawing d. Tone to subject e. Experimentation with form

4. Grids, photographs and digital input a. Portrait and figure considerations b. Combined photos c. Distortion

d. Cropping e. Projected images

5. Pushing form a. Multiple drawings projects b. Series drawings c. Group exercises d. Destruction and reconstruction e. Dimensional substrates

6. Old masters a. Alternative materials

b. Updated concepts c. In the manner of… d. Reconstruction

7. Drawing Extended a. Drawing as research b. Photos extended c. Marks d. Memory drawings e. Transfers f. Altered images g. Mixed media

8. Creative Problem Solving a. Contemporary concept b. Alternative materials c. Critical thinking VII. Instructional Goals and Defined Outcomes A. Instructional Goals. The instructor will:

1. Foster advanced competencies in practiced drawing skills and critical thinking while integrating experimental approaches to drawing.

2. Present significant concepts about historical and contemporary aspects of drawing. 3. Provide a structured environment for experimentation, development

of style and personal iconography.

B. Student Outcomes. Student will be able to: Develop advanced drawing /design skills and principles with contemporary thought and practice.

studio problems

Develop solutions to design problems. sketchbook & studio problems

Experiment with the possibilities and limitations of drawing media.

studio problems

Demonstrate skills needed to work from concept to finished project.

sketchbook & studio problems

Demonstrate conceptual and technical approaches to drawing

portfolio

Complete projects related to the exhibition of works of art.

enter work into exhibition

Demonstrate and appraise acquired knowledge of the history of drawing.

researched projects, sketchbook and class critiques

Demonstrate and defend personal progress in technical skills and conceptual constructs in expressive drawing.

portfolio, sketchbook, class critiques

Develop the refinement of personal iconography and symbolism sketchbook, final portfolio

Combine experimental concepts within compositions studio problems Experiment with various unique approaches to drawing.

studio problems, final portfolio

VIII. Suggested Text: Goldstein, Nathan. Figure Drawing: The Structural Anatomy and Expressive Design of the Human Form. Upper Saddle, NJ: Prentice-Hall, 2003. IX. Bibliography & Resources

Enstice. Drawing, Space, Form, and Expression. Upper Saddle, NJ: Prentice Hall, 2003. Goldstein, Nathan. Figure Drawing: The Structural Anatomy and Expressive Design of the Human Form. Upper Saddle, NJ: Prentice-Hall, 2003. Kaupelis, Robert. Experimental Drawing. Watson-Guphill Publications, 1992. Various films, videos, journal articles, exhibition catalogs and exhibitions

related to contemporary drawing.



A. College: College of Arts and Sciences B. Course Title: Life Drawing and Composition II C. Course Subject/Number: ART A407 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Time F. Grading Information: A-F G. Course Description: Drawing from live models to explore

advanced possibilities in design, composition and media. Emphasis on form and space using wet and dry media: charcoal, graphite, pen, brush. Special emphasis on conceptual drawing concerns.

Special Note: May be repeated for once for credit May be stacked with Art A307

H. Status of course relative to degree or certificate program:

Applies to the BA in Art and BFA in Art Degrees

I. Lab Fees: Yes J. Coordination: None Required K. Course Prerequisites: ART A307 Life Drawing and Composition I L. Registration Restrictions: Instructor Permission

III. Course Activities

Studio course. Students will draw during each class and keep a journal/sketchbook. Homework assignments. Demonstrations and lectures by instructor. Group and individual critiques.

IV. Evaluation


1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of life drawing


2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of life drawing

techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of life drawing


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of life drawing

techniques. 5.0 To receive a grade of F:


Individual student input, directions and personal goals are stressed with an emphasis on creative growth. Continues to build upon concepts and skills acquired in A307 Life Drawing and Composition I, thus allowing the student to make effective choices about technical and creative directions and conclusions. Critical thinking is addressed through contemporary issues and complex processes. Includes development of bodies of work, exhibition preparation and other professional development issues.

VI. Outline

The general outline, though the same as A307 Life Drawing and Composition I, will place more emphasis on skill refinement, personal directions and experimental approaches.

A. The Sketch

1.0 Gesture Sketch

2.0 Structure Sketch 2.2.1 Volume 2.2.2 Mass 2.2.3 Space

3.0 Compositional Sketch B. Structure C. Proportions D. Foreshortening E. Line F. Value G. Anatomy

1.0 Skeleton 2.0 Muscles

H. Figure in Action I. Composition J. Emotive Content

1.0 Inherent Expression 2.0 Distortion 3.0 Expressive Role of Media

K. Abstraction L. Alternative/Experimental Drawing

1.0 Alternative materials 2.0 Experimentation


A. Instructional Goals. The Instructor Will: 1. Present live models for investigation of gesture, contour and structural

development of figure drawing. 2. Present live models for developing concepts of figure drawing. 3. Present live models and study materials for understanding of advanced

skeletal and muscular anatomy. 4. Encourage personalized emotive, abstracted and expressionistic approaches to

figure drawing. B. Defined Outcomes. Student will be able to:

Develop gesture, contour and structural drawing skills to develop personal goals and directions in figure drawings.

Sketchbook/drawing projects

Demonstrate traditional technical approaches to figure drawing.


Develop individualized concepts of composition utilizing the figure.


Demonstrate an advanced understanding of skeletal and muscular anatomy.


Develop individualized expressionistic, abstracted and emotive approaches in figure drawing.

Final portfolio/sketchbook

VIII. Suggested Text Goldstein, Nathan. Figure Drawing: The Structural Anatomy and Expressive Design of the Human Form. Upper Saddle, NJ: Prentice-Hall, 2003. IX. Bibliography and Resources Brown, Clint and Cheryl McLean. Drawing from Life. New York: Harcourt Brace Jovanovich, 1992. Goldstein, Nathan. Figure Drawing: The Structural Anatomy and Expressive Design of the Human Form. Upper Saddle, NJ: Prentice-Hall, 2003. Nicolaides, Kimon. The Natural Way to Draw: A Working Plan for Study. New York: Houghton Mifflin, 1990. Schider, Fritz. An Atlas of Anatomy for Artists. New York: Dover, 1957.




1b. Division AFAR

1c. Department Art

2. Course Prefix Art



5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Metalsmithing and Jewelry Abbreviated Title for Transcript (30 character)









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



13. Coordinate with Affected Units: Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course applies to BA in Art and BFA in Art degrees (selective). 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Further investigation of advanced techniques, tools, and materials and more advanced design principles. Special emphasis on holloware and forging and understanding of these traditional techniques in a historical context. Special Notes: May be repeated once for credit. May be stacked with ART A209 & A309. 17a. Course Prerequisite(s) (list prefix and number)

ART A309 17b. Test Score(s)

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





19. Justification for Action Updated course description reflects current course content. Addition of Registration Restriction for instructor permission in order to be able to monitor prerequisites.


I. Initiation Date: January 2005 II. Course Information

A. College: College of Arts and Sciences B. Course Title: Advanced Metalsmithing and Jewelry C. Course Subject/Number: ART A409 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Time F. Grading Information: A-F G. Course Description: Further investigation of advanced techniques,

tools, and materials and more advanced design principles. Special emphasis on holloware and forging and understanding of these tradional techniques in a historical context.

Special Notes: May be repeated once for credit. May be stacked with Art A209 and A309 H. Status of course relative to degree or certificate program Course applies to the BA in Art and BFA in Art

Degrees I. Lab Fees: YES J. Coordination: None Required K. Course Prerequisites: ART A309 L. Registration Restriction: Instructor Permission


Studio course. Demonstrations and lectures by instructor. Work in class daily, sketchbook/journal, readings as assigned

IV. Evaluation

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities.

1.5 Individual Improvement: Demonstrates mastery of advanced metalsmithing and jewelry techniques. 2.0 To receive a grade of B:


metalsmithing and jewelry techniques. 3.0 To receive a grade of C:


metalsmithing and jewelry techniques. 4.0 To receive a grade of D:


metalsmithing and jewelry techniques. 5.0 To receive a grade of F:



VI. Outline A. The Messages of Jewelry 1. The uses and values placed on jewelry 2. The jewel and the jeweler 3. Jewelry form in relation to the body B. Working environment, facilities, and implements 1. the basic work area 2. general workshop requirements 3. tools

C. Techniques 1. plastics in jewelry

2. Natural materials in jewelry 3. Surface Ornament with heat 3.1 reticulation

3.2 fusing 3.3 granulation 3.4 mokume gane 4. The Hollow form 5. The Production of Forged Objects VII. Instruction Goals and Defined Outcomes A. Instructional Goals. The Instructor Will: 1. Introduce and demonstrate the practices and uses of advanced metalsmithing and jewelry skills 2. Encourage the further development of the accessing and manipulation of various properties of metals 3. Critique and measure the student's ability to incorporate aesthetic and historical information related to metalsmithing design projects B. Defined Outcomes. Student will be able to: Apply skills and principles related to current design theory and practice in metalsmithing and jewelry at the advanced level

final portfolio

Resolve design and technical problems at the advanced level focusing on holloware and forging.

final portfolio

Evaluate and support personal design sensibility and critically evaluate work

studio problems final portfolio

Demonstrate competency to integrate design and technique at the advanced level

final portfolio

VIII. Suggested Text: McCreight, Tim. Jewelry. Fundamentals of Metalsmithing. Madison,Wisconsin: Hand Books Press, 1997.

Untracht, Oppi. Jewelry , Concepts and Technology. New York: Doubleday & Co., 1982, 1985.

Von Newman, Robert. The Design and Creation of Jewelry. Rev. ed. Radnor, Pennsylvania: Chilton Company, Book Division, 1972. IX. Bibliography and Resources Coyne, John, ed. The Penland School of Crafts Book of Jewelry Making. New York: Bobbs-Merrill, 1975. Maryon, Herbert, F.S.A. Metalwork and Enameling. 3rd ed. New York: Dover Publications, Inc. 1970.

McCreight, Tim. Jewelry: Fundamentals of Metalsmithing. Madison,Wisconsin: Hand Books Press, 1997.

Meriel-Bussy, Yves. Embossing of Metal Repousee. New York: Sterling Publishing Co., 1970.

Newman, Jay Hartley, and Newman, Lee Scott. Plastics for the Craftsman: Basic Techniques for working with Plastics. New York: Crown Publishers,1973.

Pack, Greta. Chains and Beads New York: Van Nostrand Reinhold Co., 1951. Untracht, Oppi. Jewelry , Concepts and Technology. New York:

Doubleday & Co., 1982, 1985.

Von Newman, Robert. The Design and Creation of Jewelry. Rev. ed. Radnor, Pennsylvania: Chilton Company, Book Division, 1972.





1b. Division AFAR

1c. Department Art




5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Sculpture Abbreviated Title for Transcript (30 character)









13. Coordinate with Affected Units: Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course Applies to BA in Art, BFA in Art (selective) 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Exploration of concepts and processes with emphasizing aesthetics and history of contemporary sculpture. Continued development of construction skills with access to more advanced machines, tools and welding equipment. Special Notes: May be repeated once for credit. May be stacked with ART A211 and ART A311 17a. Course Prerequisite(s) (list prefix and number) ART A 311





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


19. Justification for Action Updated course description reflects current course content. Addition of Registration restriction for instructor permission in order to be able to monitor prerequisites.





A. College: College of Arts and Sciences B. Course Title: Advanced Sculpture C. Course Subject/Number: Art A411 D. Credit Hours: 3 E. Contact Time 0+6 F. Grading Information: A-F G. Course Description: Exploration of concepts and processes with

emphasizing aesthetics and history of contemporary sculpture. Continued development of construction skills with access to more advanced machines, tools and welding equipment.

Special Note: May be repeated once for credit. May be stacked with ART A211 & ART A311 H. Status of this course relative to a degree or certification program: Applies to B.A. and B.F.A. degrees. I. Lab fee: YES J. Coordination: None Required K. Course Prerequisites: ART A311 Intermediate Sculpture L. Registration Restriction: Instructor permission


Studio course requiring completion of projects; instructor lectures and demos; keeping of a journal/sketchbook; critiques

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom.

1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of advanced sculpture



sculpture techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of advanced sculpture



sculpture techniques. 5.0 To receive a grade of F:

5.1 Majority of work unacceptable or missing V. Course Level Justification:


VI. Outline

1.0 Introduction and course overview 1.1 Instructor information 1.2 Course requirements, grading, materials and supplies, text.

2.0 Safety and Security 2.1 General studio rules

2.1.1 access 2.1.2 partners

2.2 Safe machine use 2.3 Required personal safety devices

3.0 Tools 3.1 Hand tools

3.2 Machine tools 4.0 Concepts of creative expression in three-dimensions 5.0 Concepts pertinent to advanced sculptural production 6.0 Processes used for advanced sculptural production

VII. Instructional Goals and Defined Outcome

A. Instructional Goals. The Instructor will: 1. Discuss problems associated with advanced sculpture. 2. Present design problems appropriate to advanced sculpture. 3. Provide a structured and safe environment for growth in concept and personal style. 4. Present historical relationships as applies to concepts taught. 5. Provide easy and regular access to materials and equipment such as hand and power

tools, foundry, welding equipment, and library resources related to sculpture. B. Student Outcomes. The student will be able to: Develop solutions to aesthetic and design problems in advanced sculpture studio problems Demonstrate abilities in drawing sufficiently to support visualization of 3D concepts

sketchbook

Utilize tools and techniques to work from concept to finished work studio problems. final portfolio

Master one or more sculpture media associated with advanced sculpture

studio problems class critiques final portfolio

Demonstrate a knowledge of the history of sculpture and use of research materials related to sculpture

Researched report

Demonstrate appropriate use of materials and equipment including hand and power tools, foundry, and welding equipment related to advanced sculpture

studio projects final portfolio

VIII. Suggested Text: Smith, Bruce. Green & Greene: Masterworks. San Francisco: Chronicle Books, 1998. IX. Bibliography and Resources Coleman, Ronald. Sculpture. Dubuque, Iowa: Wm. C. Brown, 1968. Collinschan, Judy. Welded Sculpture. New York: Hills Brown Press, 2000. Read, Herbert. Modern Sculpture. New York: Thames and Hudson, 1964. Smith, Bruce. Green & Greene: Masterworks. San Francisco: Chronicle Books, 1998. Stango,Naomi. Wood: New Directions in Design and Architecture. San Francisco: Chronicle Books, 2001. Zelanski, Paul and Mary Fisher. Shaping Space. New York: Harcourt Brace, 1995.





1b. Division AFAR

1c. Department Art




5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Watercolor Painting Abbreviated Title for Transcript (30 character)










16. Course Description Continued investigation of more advanced watercolor techniques and approaches regarding conceptual/pictorial constructions. Encourages experimentation, research and technical approaches. Special Notes: May be repeated once for credit May be stacked with ARTA212 and ART A312 17a. Course Prerequisite(s) (list prefix and number) Art A312












A. College: College of Arts and Sciences B. Course Title: Advanced Watercolor Painting C. Course Subject/Number: ART A412 D. Credit Hours: 3.0 E. Contact Hours 0+6 F. Grading Information: A-F G. Course Description: Continued investigation of more advanced watercolor techniques and approaches regarding

conceptual/pictorial construction. Encourages experimentation, research and technical approaches.

Special Note: May be repeated once for credit May be stacked with Art A212 and Art A312.

H. Status of course relative to a degree or certificate program: Applies to B.A. and B.F.A. in Art degrees.

I. Lab Fee: Yes J. Coordination: None required. K. Course Prerequisites: Art A312 L. Registration Restriction: Instructor Permission


Art Studio Course. Students will paint daily in class and keep a sketchbook/journal. Projects reflect unique individual problem-solving and critical-thinking. Demonstrations and lectures by instructor. Formal group critiques and informal individual critiques covering technical/conceptual concerns.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class.

1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of advanced watercolor



watercolor techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of advanced watercolor



watercolor techniques. 5.0 To receive a grade of F:



VI. Outline A. Overview of Techniques and Processes

1. Review of Studio Practice. 2. Continued Refinement of Skills and Conceptual Problem-Solving. 3. Continued Experimentation with Traditional/NonTraditional

Approaches to Painting: Materials, Process, Formats. B. Development of Personal Artistic Voice in Individually-Proposed Body of Work.

1. Development of Thematic/Conceptual Ideas 2. Development of planned works. 3. Historic/Contemporary Research supporting Studio Involvement. 4. Painting and other Methodologies.

C. Research 1. Preparation for Semester's Problems in Painting:

Image, approach, materials, style. 2. Acquire knowledge of the history and contemporary practice of painting. 3. Research Outside Traditional (Western) Art History and the Discipline

D. Initiate Development of Artistic Personal Language, Problem-Solving and Self- Critical Abilities in Watercolor/ Painting.

1. Employ conceptual concerns through assignments including critical thinking processes based on image-construction exercises.

2. Developing a focus 3. Interconnections between ideas, approaches, compositions, surfaces, and media. 4. History of watercolor, historic and contemporary painting modes and research.


1. Foster in students essential competencies and refinement of critical thinking and other skills learned in Intermediate Watercolor.

2. Present historical and contemporary significance of watercolor painting as it applies to issues pursued.

3. Foster the development of concepts, techniques and personal iconography. 4. Present historical relationships as related to advanced sculpture


Integrate advanced watercolor skills/principles with contemporary thought and practice.

studio problems researched project

Demonstrate self-critical approaches to image invention and conceptual development.

class critiques sketch book

Experiment with the possibilities and limitations of the watercolor media.

studio problems

Develop conceptual and technical approaches to advanced watercolor painting.

studio problems

Demonstrate knowledge of the history of watercolor painting and contemporary practices in the field.

researched projects sketchbook, class critiques

Develop a continuing refinement of a personal artistic voice. final portfolio VIII. Suggested Text: Meyer, Ralph. The Artist’s Handbook of Materials and Techniques. New York: Viking Press, 2000. IX. Bibliography and Resources Arthur, John. Realist Drawing and Watercolors. Boston: New York Graphic Society, 1980. Chomicky, Yar. Watercolor Painting. Englewood Cliffs, NJ: Prentcie-Hall, 1968.

Derkatsch, Innessa. Transparent Watercolors: Painting, Methods and Materials. Englewood Cliffs, NJ: Prentice-Hall, 1980. Gottsegan, Mark. Manual of Painting Materials and Techniques. New York: Watson- Guptill, 1993. Meyer, Ralph. The Artist’s Handbook of Materials and Techniques. New York: Viking Press, 2000. Silverman, Burt. Breaking the Rules of Watercolor. New York: Watson-Guptill, 1983.

Various articles, videos and slide presentations appropriate to course level.





1b. Division AFAR

1c. Department Art




5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Painting Abbreviated Title for Transcript (30 character)








12. Cross Listed with Stacked with ART A213,A313, A414 Cross-Listed Coordination Signature


16. Course Description Development of advanced painting techniques. Focus on complex conceptual pictorial constructions including research and experimentation in various media refining the individual's artistic voice. Special Notes: May be repeated once for credit May be stacked with ARTA213, ART A313, & ART A414 17a. Course Prerequisite(s) (list prefix and number) ART A313





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







A. College: College of Arts and Sciences B. Course Title: Advanced Painting C. Course Subject/Number: ART A413 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Hours F. Grading Information: A-F G. Course Description: Development of advanced painting techniques. Focus on complex conceptual pictorial constructions including research and experimentation in various media refining the individual’s artistic voice.

Special Notes: May be repeated once for credit. May be stacked with ART A213, A313, and A414. H. Status of course relative to a degree or certificate program:

Applies to B.A. and B.F.A. in Art degrees. I Lab Fee: Yes. J. Coordination: None required L. Course Prerequisites: ART A313 Intermediate Painting M. Registration Restriction: Instructor Permission


Studio Course. Students will paint daily in class. Projects reflect unique individual problem-solving and critical-thinking. Demonstrations, lectures and professional practice discussion by instructor. Formal group critiques and informal individual critique covering technical/conceptual concerns.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements.

1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of advanced painting



painting techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of advanced painting



painting techniques. 5.0 To receive a grade of F:



VI. Outline

A. Overview of Techniques and Processes 1. Review of Studio Practice.

2. Continued Refinement of Skills and Conceptual Problem-Solving. 3. Continued Experimentation with Traditional/Non-Traditional Approaches to

Painting: Materials, Process, Formats, etc. B. Research

1. Preparation for Semester's Problems in Painting: Images, approaches, materials, audience consideration, and style.

2. Acquire knowledge of the history and contemporary practice of painting. 3. Research Outside Traditional (Western) Art History and the Discipline, as

directed by individual investigation. C. Development of Personal Artistic Voice in Individually-Proposed Body of Work.

1. In Consultation with Instructor and Course Expectations. 2. Development of Thematic/Conceptual Ideas 3. Proposed number and general description of planned works. 4. Historic/Contemporary Research supporting Studio Involvement. 5. Painting and other Methodologies. 6. Revision of Proposal as necessary.

D. Professional Practice 1. Development of Artist Statement: Draft and revisions, as necessary. 2. Effort toward the securing and development of an exhibition. 3. Professional Practice Discussions: Artist Slides, Vita, Grants.


1. Foster essential competencies and refinement of critical thinking and other skills learned in Intermediate Painting.

2. Present historical and contemporary significance of painting as it applies to issues pursued.

3. Foster development of concepts, techniques and personal iconography. 4. Develop professional skills and practices relevant to studio management.

B. Student Outcomes. The student will be able to: Integrate Intermediate Watercolor and Painting skills/principles with contemporary thought and practice.

studio problems researched project


class critiques sketch book

Explore the possibilities and limitations of advanced painting media. studio problems Generate conceptual and technical approaches to advanced painting. studio problems Demonstrate acquired knowledge of the history and contemporary practice in Painting.

researched projects sketchbook, class critiques

Develop further refinement of a personal artistic voice. final portfolio Develop and put into use professional practice issues.

written proposals, artists statements, preparation of work for exhibition

VIII. Suggested Text: Meyer, Ralph. The Artist’s Handbook of Materials and Techniques. New York: Viking Press, 2000.

IX. Bibliography and Resources Bayles, David and Ted Orland. Art and Fear. New York: Image Continuum Press, 2001. Gottsegan, Mark. Manual of Painting Materials and Techniques. New York: Watson- Guptill, 1993. Meyer, Ralph. The Artist’s Handbook of Materials and Techniques. New York: Viking Press, 2000. Robertson, Jean and Craig McDaniel. Painting as a Language: Material, Technique, Form, Content. New York: Wadsworth Publishing, 2000.



A. College: College of Arts and Sciences B. Course Title: Senior Painting Projects C. Course Subject/Number: ART A414 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Hours F. Grading Information: A-F G. Course Description: Expansion of individual ideas and concepts

through continued experimentation and research in painting techniques and methodologies. Focus on developing a professional portfolio.

Special Notes: May be repeated once for credit. May be stacked with ART A213, A313 &

A413. H. Status of course relative to a degree or certificate program:

Applies to B.A. and B.F.A. in Art degrees. I Lab Fee: Yes J. Coordination: None required. K. Course Prerequisites: ART A413 Advanced Painting. L. Registration Restriction: Instructor Permission


Studio Course. Students will paint daily in class. Projects reflect unique individual problem-solving and critical-thinking. Demonstrations, lectures and professional practice discussion by instructor. Formal group critiques and informal individual critique covering technical/conceptual concerns.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements.

1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of painting


2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of painting


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of painting


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of painting



Senior Painting is an upper-level course that builds upon the Art Department's BFA Painting Curriculum. The course is designed to crystallize the self-critical and self-disciplined approach needed in developing the individual student's artistic voice, thereby preparing them for professional practice in the field (e.g., exhibition) and/or admission into Graduate School. Course assumes working knowledge of traditional and nontraditional painting techniques as well as experience in constructing complex images learned in previous painting courses. This course requires 400-level pre-requisites. The course is supported by a substantial body of lower and upper-level courses and requires substantial knowledge of the concepts and practice of the methods and materials of painting, drawing and design. Only students of demonstrated competency at the Advanced level should proceed to Senior Painting as progress will vary with each individual student due to entry-level skills, innate creative/conceptual abilities and personal work habits.

VI. Outline

A. Individual Investigation As Proposed by Student at Start of Semester.

1. In consultation with Instructor and Course Expectations 2. Development of Thematic/ Conceptual Idea 3. Proposed number and general description of planned

Thesis/application/exhibition work. 4. Historic/ Contemporary Research supporting Studio Involvement. 5. Painting and other Methodologies to be explored. 6. Revision of Proposal, as necessary.

B. Critique 1. Informal consultation with Faculty Instructor 2. Participation in formal Group Critiques.

C. Professional Practice 1. Effort toward the exhibition of work or application into graduate

school. 2. Artist Statement: Draft and revisions, as necessary. 3. Professional practice issues discussed with Instructor/researched and

implemented, as necessary.


1. Foster essential competencies and refinement of critical thinking and other skills learned in Advanced and other Painting courses.

2. Present historical and contemporary significance of painting as it applies to issues pursued.

3. Foster the development of concepts, techniques and personal iconography. 4. Provide practical professional practices in planning of exhibitions in the

field or applications to graduate school.

B. Student Outcomes. The student will be able to: Develop and expand directions investigated in Advanced Painting.

studio problems sketchbook


sketchbook class critiques

Exploit possibilities and limitations of the painting media. studio problems Demonstrate sophisticated conceptual and technical approaches to painting.

sketchbook, class critiques, studio problems

Appraise acquired knowledge of the history and contemporary practice in Painting.

sketchbook, final portfolio, class critiques

Develop further refinement of a personal artistic voice. final portfolio Develop and use practical professional skills, especially as it applies to immediate professional goals.

written proposals, artists statements, preparation of work for exhibition

VIII. Suggested Text Meyer, Ralph. The Artist’s Handbook of Materials and Techniques. New York: Viking Press, 2000. IX. Bibliography and Resources Bayles, David and Ted Orland. Art and Fear. New York: Image Continuum Press, 2001. Gottsegan, Mark. Manual of Painting Materials and Techniques. New York: Watson- Guptill, 1993. Meyer, Ralph. The Artist’s Handbook of Materials and Techniques. New York: Viking Press, 2000. Robertson, Jean and Craig McDaniel. Painting as a Language: Material, Technique, Form, Content. New York: Wadsworth Publishing, 2000.

Various articles, videos and slide presentations appropriate to course level.



A. College: College of Arts and Sciences B. Course Title: Advanced Printmaking C. Course Subject/Number: ART A415 D. Credit Hours: 3.0 E. Contact Hours 0+6 F. Grading Information: A-F G. Course Description: Introduces basic skills and concepts of printmaking

processes. Continued development of printmaking processes including lithography, serigraphy, intaglio and relief. Explores interdisciplinary connections between various printmaking disciplines and contemporary practices, especially digital development and the production of one-of-a-kind projects.

Special note: May be repeated three times for credit with different emphasis.

May be stacked with ART A215, A314, & ART A315

H. Status of course relative to a degree or certificate program: Applies to B.A. and B.F.A. in Art degrees.

I. Lab Fee: Yes J. Coordination: None K. Course Prerequisites ART A314 Printmaking-Litho/Serigraphy ART A315 Printmaking


Studio Course. Students will produce work, related to printmaking, daily in class and keep a sketchbook/journal. Demonstrations and lectures by instructor. Group critiques.

IV. Evaluation: Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project.

A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of printmaking


2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of printmaking


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of printmaking


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of printmaking



V. Course Level Justification:

Advanced Printmaking allows the student to illustrate and combine skills and critical thinking acquired in Beginning Printmaking and Intermediate Printmaking. Contemporary issues and complex processes are explored allowing the student to make effective choices about technical and creative directions and conclusions. This course is based upon individual student input, direction and personal goals. Creative growth is emphasized more than technical skill.

VI. Outline A. General Overview

1. History and critical aspects 2. Form and Design 3. Contemporary concerns

B. Studio Procedures and Safety 1. Tools and presses 2. Chemicals 3. Health hazards and precautions 4. Housekeeping

C. Studio set-up D. Experimentation

E. Proposals for student directed studies in printmaking F. Professional practices G. Personal ethics and approaches


1. Set competencies in design and drawing skills essential to the level of expertise necessary for an advanced level student.

2. Develop advanced printmaking principles 3. Foster independent and unique solutions to printmaking problems. . 4. Foster the development of concepts, techniques and personal iconography. 5. Develop an understanding of the historical significance of printmaking.

B. Defined outcomes. Student will be able to:

Experiment with advanced design skills and principles using replication. Construct and deconstruct solutions to design concepts. Master the skills to work from concept to finished project.

portfolio, sketchbook, group critiques.

Experiment with the possibilities and limitations of the specific disciplines in printmaking. Challenge conceptual and technical approaches.


Demonstrate knowledge of the history of printmaking and examine contemporary printmaking trends and artists.

sketchbook

Master technical and expressive printmaking skills and articulate symbolic and personal iconography.


VIII. Suggested Text: Sacilotto, Deli and Donald Saff. Printmaking: History and Process. New York: Harcourt Brace Jovanovich, 2005. IX. Bibliography and Resources Allen, Lynne. The Best of Printmaking: An International Collection, Gloucester, MA: Rockport, Publishers, Inc., 1999. Ayers, Julia. Monotype: Mediums and Methods for Painterly Printmaking, New York: Watson-Guptill, 2001. Ayers, Julia. Printmaking Techniques. New York: Watson-Guptill, 1993. Ciaglia, Joseph. Introduction to Digital Photography. Upper Saddle, NJ: Prentice-Hall, 2005. Colburn, Bolton T. and Margaret Nieto. Across the Street: Self Help Graphics and Chicano Art in Los Angeles. Laguna: Laguna Art Museum, 1995.

Drost, Lise. Lab Manual of Aluminum Plate Lilhography: A Guide to Planning and Printing Limited Editions. Alburquerque: The University of New Mexico Press, 1999. Drost, Lise. Stone and Plate Lithography. Miami: The University of Miami, 1989. Fain, B. The Complete Guide to Screenprinting. Cincinnati: North Light Books, 1989. Howard, Keith. Non-Toxic Intaglio Printmaking. New York: Printmaking Resources, 1999. Lambert, Susan. Prints, Art and Technique. New York: Harry N. Abrams, 2001. Robert, George F. Polyester Plate Lithography. Concrete, WA: Writers Press, 2001. Ross, John and Clare Romano. The Complete Printmaker. New York: The Free Press, 1991. Sacilotto, Deli and Donald Saff. Printmaking: History and Process. New York: Harcourt Brace Jovanovich, 2005. Wax, Carol. Mezzotint History and Technique. New York: Harry N. Abrams, 1990. Westley, Ann. Relief Printmaking. New York: Watson-Guptill, 2002.

Various articles, monographs, videos and slide presentations appropriate to course level.





1b. Division AFAR

1c. Department ART




5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Photography Abbreviated Title for Transcript (30 character)



11. Implementation Date semester/year From: Fall /2006 To: /






13. Coordinate with Affected Units: the Journalism & Public Communications Department is required. Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course BA and BFA in Art degrees 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Investigates advanced level techniques and conceptual approaches to traditional and digital photography. Encourages exploration of diverse approaches in photography. Special Note: May be repeated once for credit 17a. Course Prerequisite(s) (list prefix and number) Art A324







19. Justification for Action Updated course description reflects current course content. Eliminate cross listing at the request of JPC. Addition of Registration Restriction for instructor permission in order to be able to monitor prerequisites.




I. Initiation Date: September 2005 II. Course Information A. College: College of Arts and Sciences B Course Title: Advanced Photography C. Course Number: ART A424 D. Credit Hours: 3 E. Contact Time: 0 + 6 F. Grading Information: A - F G. Course Description: Investigates advanced level techniques and conceptual

approaches to traditional and digital photography. Encourages exploration of diverse approaches in photography.

Special Note: May be repeated once for credit H. Status of course relative to a degree or certificate program Applies to B.A. and B.F.A. in Art degrees. (selective) I. Lab Fee: Yes J. Coordination: With the Journalism and Public Communications

Department is required K. Course Prerequisite: ART A324 Intermediate Photography L. Registration Restriction: Instructor Permission III. Course Activities: Lecture and studio activities including slides, videos, demonstration of technique

or processes; studio assignments designed to further skills in traditional and digital photography. Critiques of assignments covering technical and aesthetic concerns.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Generally students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. In addition students will be graded on competence in advanced traditional and digital camera handling, processing, print techniques, and print presentation. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements.

1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of advanced photography



photography techniques. 3.0 To receive a grade of C:


photography techniques. 4.0 To receive a grade of D:


photography techniques. 5.0 To receive a grade of F:


V. Course Level Justification: Individual student input, directions and personal goals are stressed with an emphasis on creative growth. Continues to build upon concepts and skills requiring choices about technical and creative directions and conclusions. Critical thinking is addressed through contemporary issues and complex processes. Includes development of bodies of work, exhibition preparation and other professional development issues.

VI. Outline: A. Traditional and Digital Camera Handling 1, Advanced camera handling 2. Digital file capture and printing 3. Advanced film processing and printing techniques 4. Special effects through camera techniques 5. Advanced understanding of camera exposure 6. Achieving technical excellence in camera handling B. Traditional and Digital Black and White Processing

1. Characteristics of different films and their use 2. Characteristics of digital capture and usage

3. Special processing techniques and developers 4. Manipulation of digital files 5. Processing techniques related to the “zone system” 6. Achieving technical excellence in camera film and digital processing

C. Traditional Black and White Prints 1. Advanced print manipulation techniques 2. Achieving technical excellence in traditional printing 3. Digital calibration and archival printing 4. Refinement of print retouching 5. Advanced toning techniques 6. Ideas and content as an expression of personal style D. Print Presentation 1. Advanced portfolio concerns for professional presentation of prints 2. Matt cutting 3. Framing concerns 4. Care of finished prints 5. Professional Skills: Artist's statements and slide lecturing 6. Visual organization E. Studio Lighting 1. Advanced understanding of studio lighting

2. Knowledge of Studio Strobe Lighting System F. Studio Safety and Procedures 1. Respect and care in use of photo darkroom, digital and lighting studio equipment

2. Acceptable studio use; respect for others work; rules and safety practices 3. Awareness of hazards of chemistry and proper handling VII. Instructional Goals and Defined Outcomes:

A. Instructional Goals: Instructor Will: 1. Foster development of a professional portfolio at an advanced conceptual level 2. Foster refinement of advanced studio lighting skills 3. Provide foundation for appropriate business practices in photography 4. Foster development of creative ideas 5. Challenge students to refine conceptual traditional and digital approaches to

photography B. Outcomes: Student will be able to:

Explore and experiment with new materials, techniques, and equipment Studio Projects Develop a personal style within the medium of photography final portfolio Develop a portfolio of finished work exhibiting skills in mounting and other presentation methods

final portfolio

Demonstrate the embodiment of clear concepts /goals in exhibiting content achieved through the application and integration of experimental concepts and personal ideas showing technical excellence, originality and imaginative imagery.

final portfolio

Demonstrate technical excellence in the skills of traditional, non-traditional and digital camera handling, processing, and production of photographic artwork, including studio lighting skills.

studio work

Develop and evaluate the historical significance of important photographers from the nineteenth to twenty-first centuries.

final portfolio, gallery reports, research report

VIII. Suggested Text London, Barbara and John Upton. Photography. Upper Saddle, NJ: Pearson Education, 2005. IX. Bibliography and Resources Bayles, David and Ted Orland. Art and Fear. New York: Image Continuum Press, 2001 Eastman Kodak Company. Kodak Black and White Darkroom Data Guide. Rochester, NY: Eastman Kodak Co., 1979. Horenstein, Henry. The Photographer’s Source: A Complete Catalogue. New York: Simon & Schuster, 1989. Horenstein, Henry. Beyond Basic Photography: A Technical Manual. Boston: Little, Brown, 1977. Johson, Harald. Mastering Digital Printing. Cincinnati, OH: Muska & Lipman, 2004. Kolb, Gary P. and Daniel Overturf. Photographing in the Studio. Madison, WI: Brown and Benchmark, 1993. Lazzari, Margaret. The Practical Handbook for the Emerging Artist. New York: Harcourt Brace, 1996. London, Barbara and John Upton. Photography. Upper Saddle, NJ: Pearson Education, 2005. Sammons, Rick. A Complete Guide to Digital Photography. New York/London: W. W. Norton, 2004. Schminke, Karin, Dorothy Simpson Krause and Bonny Pierce Lhotka. Digital Art Studio. New York, NY: Watson-Guptill, 2004. Schaefer, John Paul. The Ansel Adams Guide: Basic Techniques of Photography- Book 1. Bulfinch P., U.S., 1999. . Schaefer, John Paul. The Ansel Adams Guide: Basic Techniques of Photography- Book 2. Bulfinch P., U.S., 1999.




A. College: College of Arts and Sciences B. Course Title: Illustration II C. Course Subject/Number: ART A453 D. Credit Hours: 3.0 Credits E. Contact Hours 0+6 F. Grading Information: A-F G. Course Description: Applied problems in advanced illustration.

Special Note: May be repeated once for credit May be stacked with ART A353 H. Status of course relative to a degree or certificate program

Applies to B.A. in Art, B.F.A. in Art degrees I. Lab Fee: YES J. Coordination: None required K. Course Prerequisites: ART A353 L. Registration Restriction: Instructor Permission


Studio course. Lectures and discussion of contemporary Illustration. 6 to 8 projects will be assigned for creative development of commercial imagery. Projects are specific with deadlines to encourage problem solving and timely production commensurate with commercial demands. Group and individual critiques. Portfolio presentation.

IV. Evaluation


1.5 Individual Improvement: Demonstrates mastery of illustration techniques. 2.0 To receive a grade of B:

2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of illustration


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of illustration


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of illustration



This course requires 300 level prerequisites. Intermediate-level experience in analog/digital illustration and studio practice is required to create visually and experientially substantive commercial images.

VI. Outline

A. Market concerns B. Digital Illustration C. Portfolio development D. Specific problems

1. Editorial 2. Integration of Self-expression with specific problems


A. Instructional Goals. The Instructor will: 1. Discuss historic and contemporary illustration 2. Lecture on and demonstrate digital and analog media 3. Discuss and demonstrate design strategies 4. Provide a structured learning environment to encourage exploration and

development of compelling imagery.

B. Student Outcomes. The student will be able to: Critically Evaluate examples of illustration class critique Develop and realize concepts/goals in the development of commercial imagery

studio projects

Demonstrate knowledge of illustration history and research abilities

Research papers and research based studio projects

Apply advanced skills in the creation of Illustration Art final portfolio VIII. Suggested Text: Fleishman, Michael. Exploring Illustration. New York: Thomas Delmar Learning, 2003. IX. Bibliography and Resources

Current volumes of American Illustration, Society of Illustrators Annual of American Illustration.

Bloomer, Carolyn M. Principles of Visual Perception. New York: Van Nostrand Reinhold, 2000. Cheathan, Frank R. Jane Hart Cheathen, and Sheryl Hater Owens. Design Concepts and Applications. Englwood Cliffs, NJ: Prentice-Hall, 1998. Collier, Grahma. Form, Space and Vision. Englewood Cliffs, NJ: Prentice-Hall, 1996. Fleishman, Michael. Exploring Illustration. New York: Thomas Delmar Learning, 2003. Harlan, Calvin. Vision and Invention: A Course in Art Fundamentals. Englewood Cliffs, NJ: Prentice-Hall, 1990. Parramon’s Editorial Team. All About Techniques in Illustration. New York: Barson’s Educatonal Series, 2001. Richardson, John Adkins, et. Al. Basic Design. Englewood Cliffs, NJ: Prentice-Hall, 1998.

Current volumes of American Illustration, Society of Illustrators Annual of American Illustration.




1b. Division AFAR

1c. Department Art




5a. Credits/CEU

3


6. Complete Course/Program Title

3-D Digital Animation Abbreviated Title for Transcript (30 character)


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




11. Implementation Date semester/year From: Fall/2006 To: /






13. Coordinate with Affected Units: Department of Journalism & Public Communication Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course applies to BA and BFA in ART and required for BFA in Digital Graphics and Design

15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Studio course in computer animation: geometric modeling, motion specification, lighting, texture mapping, rendering, compositing, using production techniques and systems for computer-synthesized animation.

17a. C ART A357 Digital Art and Design II

ourse Prerequisite(s) (list prefix and number) 17b. Test Score(s)






19. Justification for Action Digital course to expand curriculum opportunities in digital arts needed to meet contemporary trends.


I . Initiation Date: September 2005

II. Course Information: A. College: College of Arts and Sciences B. Course Title: 3-D Digital Animation C. Course Subject/Number: ART A456 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Time F. Grading Information: A-F G. Course Description: Studio course in computer animation: geometric

modeling, motion specification, lighting, texture mapping, rendering, compositing, using production techniques and systems for computer-synthesized animation.

I. Status of course relative to degree or certificate program Course required for the BFA in Digital Graphics and Design and applies to BA and BFA in ART Degrees J. Lab Fees: Yes K. Course Prerequisites: ART A357 Digital Art and Design II L. Registration Restrictions: Instructor Permission


This is a studio course composed of lectures and demonstrations by the instructor. The course will be supported with assigned readings, visual presentations, discussions and critiques of both work in progress and completed student work.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of digital animation

techniques.

2.0 To receive a grade of B: 2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of digital

animation techniques. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of digital animation


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of digital

animation techniques. 5.0 To receive a grade of F:


V. Course Level Justification: Conceptual problem solving and critical thinking issues are addressed. Contemporary issues and complex processes are introduced asking student to make effective choices about technical and creative directions in 3-D animation.

VI. Outline: A. Animation, Visual Effects, and Technology in Context B. The Digital Production Process C. Basic Modeling Concepts D. Basic Modeling Techniques E. Advanced Modeling Techniques F. Basic Rendering Concepts G. The Camera H. Lighting I. Shading and Surface Characteristics J. Basic Concepts of Animation K. Basic Computer Animation Techniques L. Advanced Computer Animation Techniques M. Visual Effects Techniques N. Retouching, Compositing and Color Grading O. Image Resolution and Output

VII. Instruction Goals and Defined Outcomes: A. Instructional Goals. The Instructor Will:

1. Provide overview of the expressive and aesthetic dimensions of animation 2. Provide knowledge of the origins of animation 3. Provide, through demonstration and example, techniques for developing digital animation 4. Provide exposure to analog and digital animation 5. Provide terminology and vocabulary germane to digital animation 6. Provide a professional foundation for the craft of digital animation


Develop basic three-dimensional work Project assignments

Develop animated, three-dimensional works

Project assignments

Develop more advanced three-dimensional work projects based on previous experience

Project assignments

Develop an understanding of legal, ethical and contractual practices Class discussions

Develop an understanding of modeling, rendering and lighting techniques used in three-dimensional animation

Project assignments

VIII. Suggested Text:

Shaw, Susannah. Stop Motion: Craft Skills for Model Animation. 2003.

IX. Bibliography and Resources:

Adams, Mark, et al. Inside Maya 5. New Riders, 2003. Avgerakis, George. Digital Animation Bible. McGraw-Hill, 2003. Choi, Jae-Jin. Maya Character Animation. Sybex Incorporated. Glambruno, Mark. #-D Graphics and Animation. Pearson Education, 2002. Hooks, Ed. Acting for Animators: A Complete Guide to Performance Animation. 2003. Kelby, Scott, et al. Maya 5 Killer Tips. New Riders, 2003. Kerlow, Isaac Victor. The Art of 3-D Computer Animation and Effects. John Wiley and Sons, 2003. Maraffi, Chris. Maya Character Creation: Modeling and Animation Controls. Pearson Education, 2003. Meyer, Ira L., Garofalo, Marcello. Disney Recipes: From Animation to Inspiration. Disney Press, 2003. Ratner, Peter. 3-D Human Modeling and Animation. John Wiley and Sons, 2003.





1b. Division AFAR

1c. Department Art




5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Surface Design Abbreviated Title for Transcript (30 character)









13. Coordinate with Affected Units: with all UAA Community Campuses Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course course applies to the BA in Art and the BFA in Art degrees (selective). 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Development and refinement of individual problems in resist-dyeing using fluid, bound and print/transfer techniques. Special Notes: May be stacked with ART A271 & A371. May be repeated once for credit. 17a. Course Prerequisite(s) (list prefix and number) Art A371

17b. Test Score(s)






19. Justification for Action To bring in line with contemporary practices




I. Initiation Date: II. Course Information A. College: College of Arts and Sciences B. Course Title: Advanced Surface Design C. Course Subject/Number: ART A471 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Time F. Grading Information: A-F G. Course Description: Development and refinement of individual problems in

resist-dyeing using fluid, bound and print/transfer techniques.

Special Notes: May be stacked with ART A271 & A371 May be repeated once for Credit H. Status of course relative to degree or certificate program Course applies to the BA in Art and BFA in Art Degrees I. Lab Fees: YES J. Coordination: With UAA Community Campuses K. Course Prerequisites: ART A371 Intermediate Surface Design L. Registration Restriction: Instructor Permission III. Course Activities:

Studio course. Studio work designing and dying fiber artworks, media and process demonstrations, dye and discharge mixing and preparation, discussions and critiques, slide lectures, videos and field trips when applicable. Students will keep a design and sample notebook/journal.

IV. Evaluation

Evaluation procedures are at the discretion of the instructor and will be discussed at the beginning of the semester. Students will be evaluated on class projects, design assignments, sample notebook/journal, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, process understanding, craftsmanship, creativity/ingenuity.

A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of surface design

techniques.

2.0 To receive a grade of B: 2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of surface design


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of surface design


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of surface design



Individual student input, directions and personal goals are stressed with an emphasis on creative growth. Continues to build upon concepts and skills requiring effective choices about technical and creative directions and conclusions. Critical thinking is addressed through contemporary issues and complex processes. Includes development of art portfolio, exhibition preparation and other professional development issues.

VI. Outline A. Historical and Cultural Perspectives 1. Cultural and historical development of fabric printing/ image transfer and its

contemporary applications B. Fabric Printing 1. Dyes and pigments for printing 2. Block printing and stamping

3. Screen printing 4. Alternative print processes 5. Transfer processes 6. Using multiple processes

C. Professionalism 1. Studio etiquette and safety 2. Craftsmanship 3. Exhibition

VII. Instructional Goals and Defined Outcomes A. Instructional Goals. The Instructor Will:

1. Present advanced level resist dyeing including printing and transfer methods and the use of multiple processes in contemporary fiber work through slide presentations and exposure to original work.

2. Demonstrate multiple process techniques for successful design resolution on fabric and provide significant hands-on experiences in which students refine resist processes including various printing and transfer methods.

3. Present advanced dye chemistry for use in multiple process applications. 4. Foster development of personal style and image-making through emphasis on

conceptual work and provide an arena for the critique process aimed at sharpening student’s judgmental skills.

5. Demonstrate advanced presentation techniques and concepts including installation.

B. Defined Outcomes. Student will be able to:

Demonstrate understanding of multiple resist processes and their significance and use in creating contemporary art.

exam

Demonstrate multiple process surface design in the production of fiber pieces using several fluid, bound and printed/transferred resists in assigned fiber works.

portfolio

Demonstrate advanced dye chemistry by mixing individual solutions of dyes, discharges, and thickeners as needed for specific and multiple processes.

daily classwork

Demonstrate development of personal style and image-making on assigned conceptual pieces. Demonstrate advanced presentation techniques for exhibition in a fiber work displayed in the student or public exhibition venue.

Portfolio/ exhibitions


Dairy Barn. The New Quilt 1: Dairy Barn Quilt National. New Town, CT: The Taunton Press Inc., 1991.

IX. Bibliography and Resources

Constantine, Mildred, and Jack Lenor Larsen. The Art Fabric: Mainstream. New York: Van Nostrand Reinhold, 1985.

Dairy Barn. The New Quilt 1: Dairy Barn Quilt National. New Town, CT: The Taunton Press Inc., 1991.

Dryden, Deborah M. Fabric Painting and Dyeing for the Theatre. New York: Drama Book Specialists, 1981.

Duncan-Aimone, Katherine. The Fiber Arts Book of Wearable Art. New York: Lark Books, 2002.

Dunnewold, Jane. Complex Cloth: A Comprehensive Guide to Surface Design. That Patchwork Place: Bothell, WA, 1996.

Hewitt, Barbara. Blueprints on Fabric. Loveland, CO: Interweave Press, Inc., 1995.

Hutchins, Jeane. The Fiberarts Design Book II. Ashville, NC: Lark Books, 1983. Janeiro, Jan and Jack Lenor Larsen. Fiberarts Design Book Five. Ashville, NC: Lark

Books, 1995. Larsen, Jack Lenor. The Dyer’s Art: Ikat, Plangi, Batik. New York: Van Nostrand

Reinhold, 1976. Laury, Jean Ray. Imagery on Fabric: A Complete Surface Design Handbook. Lafayette,

CA: C & T Publishing, 1997. Mathews, Kate. Fiberarts Design Book Three. Ashville, NC: Lark Books, 1987. Orban, Nancy. Fiberarts Design Book IV. Ashville, NC: Lark Books, 1991.

Parker, Pamela, Chris Wolf Edmonds, Bernard Kester, and Yvonne Porcella. New Quilts: Interpretations & Innovations, Quilt National. West Chester,PA: Schiffer Publishing,Ltd, 1989.

Proctor, Richard and Lew, Jennifer. Surface Design for Fabric. Seattle: University of Washington Press, 1984.

Stocksdale, Joy. Polychromatic Screen Printing. Berkeley, CA: Oregon Street Press, 1984.

Storey, Joyce. The Thames and Hudson Manual of Dyes and Fabrics. London: Thames and Hudson, Ltd., 1978.

Wada, Yoshiko, Jane Barton, and Mary Kellogg Rice. Shibori: The Inventive Art of Japanese Shaped Resist Dyeing. New York: Kodansha International, Ltd., 1983.

Waterman, Ann V. Surface Pattern Design. New York: Hastings House Publishers, 1984. Wells, Kate. Fabric Dyeing & Printing. Loveland, CO: Interweave Press, 1997. Westphal, Katherine. The Surface Designer’s Art. Ashville, NC: Lark Books, 1993. Yamanobe, Tomoyuki. Opulence: The Kimonos and Robes of Itchiku Kubota. New

York: Kodansha International, Ltd., 1984.





1b. Division AFAR

1c. Department Art




5a. Credits/CEU

3


6. Complete Course/Program Title Advanced Fiber-Sculpture Abbreviated Title for Transcript (30 character)









13. Coordinate with Affected Units: with all UAA Community Campuses Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course course applies to the BA in Art and BFA in Art degrees (selective) 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Refinement of fiber processes with an emphasis on sturctural forms, materials, approaches, scale relationships and installations. Special Notes: May be stacked with Art A272 and Art A372. May be repeated once for credit. 17a. Course Prerequisite(s) (list prefix and number) Art A372

17b. Test Score(s)






19. Justification for Action To bring in line with contemporary practices





A. College: College of Arts and Sciences B. Course Title: Advance Fiber-Sculpture C. Course Subject/Number: ART A472 D. Credit Hours: 3.0 Credits E. Contact Time: 0+6 Contact Time F. Grading Information: A-F G. Course Description: Refinement of fiber processes with an emphasis on

structural forms, materials, approaches, scale relationships and installations.

Special Notes: May be stacked with ART A372 May be repeated once for credit

H. Status of course relative to degree or certificate program Course applies to the BA in Art and BFA in Art

Degrees I. Lab Fees: YES J. Coordination: With UAA Community Campuses K. Course Prerequisites: ART A372 Intermediate Fiber-Sculpture

L. Registration Restrictions: Instructor Permission III. Course Activities

Studio course. Studio work designing and constructing 3-D fiber artworks and samples, materials preparation and process demonstrations, discussions and critiques, slide lectures, videos and field trips when applicable. Students will keep a notebook/journal.

IV. Evaluation

Evaluation procedures are at the discretion of the instructor and will be discussed at the beginning of the semester. Students will be evaluated on class projects, homework/sample assignments, notebook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, process understanding, problem solving, craftsmanship, and creativity/ingenuity.

A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of fiber structures

techniques.

2.0 To receive a grade of B: 2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of fiber structures


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of fiber structures


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of fiber structures




VI. Outline A. Overview 1. Statement and scope of problem/conceptual problem solving. B. Studio Experimentation and Exploration

1. Materials and approaches / crossing boundaries. 2. Installation concepts. 3. Problems of scale.

C. Presentation and Personal Statements 1. Form. 2. Purpose, intent. VII. Instructional Goals and Defined Outcomes A. Instructional Goals. The Instructor Will:

1. Present advanced level fiber structures processes and concepts and the role these have played in the creation of contemporary art through slide presentations, discussions and exposure to original work.

2. Present advanced processes involved in the creation of large scale, installation and site specific work as applied to materials and processes.

3. Provide hands-on experiences for students refine design skills, hand-construction processes and conceptual thinking in large scale or installation contexts.

4. Foster critical and analytical skills in assessing art works and the history of the discipline.

B. Defined Outcomes. Student will be able to: Demonstrate a historical knowledge of 20th and 21st centuries fiber installation work and artists and the critical/analytical skills for assessing art works.

tests

Develop large-scale, installation or site-specific works utilizing advanced fiber structures processes and select materials appropriate to the form.

portfolio

Demonstrate refined design skills and conceptual thinking on assigned fiber structures works created and exhibited in the student exhibition or public venue.

portfolio exhibition

Demonstrate development of personal voice and vision through self-expressive concepts in fiber works and articulate those concepts and vision in critiques.

final portfolio


Constantine, Mildred, and Jack Lenor Larsen. Beyond Craft: The Art Fabric. New York: Van Nostrand Reinhold, 1986.

IX. Bibliography and Resources

Constantine, Mildred, and Jack Lenor Larsen. The Art Fabric: Mainstream. New York: Van Nostrand Reinhold, 1985.

Constantine, Mildred, and Jack Lenor Larsen. Beyond Craft: The Art Fabric. New York: Van Nostrand Reinhold, 1986.

Cunning, Sheril. Handmade Paper: A Practical Guide to Oriental and Western Techniques, Fifth Edition. Escondido, CA: Raven’s Word Press, 1989.

Dawson, Sophie. The Art and Craft of Papermaking. London: Quarto Publishing, 1992. Evers, Inge. Feltmaking. Asheville, NC: Lark Books, 1987. Fisch, Arline M. Textile Techniques in Metal: For Jewelers, Sculptors, and Textile

Artists. Ashville, NC: Lark Books, 1996. Hutchins, Jeane. The Fiberarts Design Book II. Asheville, NC: Lark Books, 1983. Janeiro, Jan and Jack Lenor Larsen. Fiberarts Design Book Five. Asheville, NC:

Lark Books.1995. Larsen, Jack Lenor. The Tactile Vessel. Erie, PA: Erie Art Museum, 1989. Larsen, Jack Lenor, and Betty Freudenheim. Interlacing: The Elemental Fabric. New

York: Kodansha International, Ltd., 1986. Mathews, Kate. Fiberarts Design Book Three. Asheville, NC: Lark Books, 1987. McQueen, John, Halper,Vicki, and Ed Rossbach. The Language of Containment.

Washington, DC: Renwick Gallery, National Museum of American Art, 1991. McMorris, Penny and Michael Kile. The Art Quilt. Chicago: The Quilt Digest Press,

1996. Orban, Nancy. Fiberarts Design Book IV. Asheville, NC: Lark Books, 1991. Rossbach, Ed. The New Basketry. New York: Van Nostrand Reinhold, 1980. Spark, Patricia. Fundamentals of Feltmaking. Coupeville, WA: Shuttle-Craft Books, 1989. Sterns, Lynn. Papermaking: For Basketry and Other Crafts. Asheville, NC:

Lark Books, 1992. Shannon, Faith. The Art and Craft of Paper. London: Reed International Books Ltd., 1987.


I. Initiation Date: September 2005 II. Course Information A. College: College of Arts and Sciences B. Course Title: Selected Topics in Studio Art C. Course Subject/Number: ART A490 D. Credit Hours: 1.0 - 3.0 Credits E. Contact Time: 0+2- 0+6 Contact Time F. Grading Information: A-F G. Course Description: Selected topics in studio art allowing for advanced

concentrated study in a specific area. Special Note: May be repeated for credit in different studio topic

for a maximum of 9 credits May be stacked with a course of the same topic offered in ART A390

H. Status of course relative to degree or certificate program Course applies to the BA in Art and BFA in Art Degrees I. Lab Fees: YES J. Coordination: None K. Registration Restrictions: Instructor Permission and Six (6) credits of upper division

coursework in same studio discipline: III. Course Activities

Studio course. Lectures and Demonstrations by instructor. Studio work daily. Keeping of a journal/sketchbook. Readings and Writing assignments as required by class discussions. Formal and informal critiques.

IV. Evaluation Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project. A. Criteria for Grading 1.0 To receive a grade of A: 1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities.

1.5 Individual Improvement: Demonstrates mastery of selected topic techniques. 2.0 To receive a grade of B:

2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of selected topic


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of selected topic


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of selected topic




VI. Outline See sample outline attached VII. Instruction Goals and Defined Outcomes

Instructional Goals and Defined Outcomes from a sample selected topics studio course attached.

VIII. Suggested Text: Instructor will select text appropriate to his or her teaching style. IX. Bibliography and Resources

Bibliography and Resources from a special topic studio course are attached.

CLASS OUTLINE WEEK 1:

A. INTRODUCTION “WHY PAPER?” B. HISTORY C. PROCESSES AND TOOLS OF MAKING PAPER D. PREPARING MATERIALS E. FORMING SHEET PAPER F. STUDENT PRESENTATION OF SELF DEFINED COURSE PROJECT

WEEK 2: A. EXPERIMENTAL APPROACHES TO SHEET PAPER B. COLOR DYEING C. THE WORLD AS A MATERIAL SOURCE D. MAKING PAPER TO SPECIFIC ENDS E. RESEARCH PAPER- I

WEEK 3: A. SUPPORT OBJECT VS ART OBJECT B. RECYCLING

C. SHEET PAPER AS A THREE-DIMENTIONAL FORM D. PAPER IN RELATIONSHIP TO OTHER MATERIAL E. BOOKMAKING

WEEK 4:

A. MAKING MOLDS B. CAST PAPER C. INTEGRATION WITH OTHER MEDIA D. CARE OF PAPER OBJECTS E. RESEARCH PAPER- II

WEEK 5: A. FINAL PRESENTATION

Instructional Goals and Defined Outcomes:

A. Instructional Goals: Instructor will: 1. Present paper pulp techniques for preparing various organically based

projects. 2. Demonstrate the techniques for producing sheet paper. 3. Provide the hands-on experience for students to facilitate color paper

production and use of formulation dyes. 4. Demonstrate cast paper mold techniques. 5. Demonstrate basic bookbinding techniques. 6. Develop and discuss the history of handmade paper.

B. Defined Outcomes: Develop and formulate paper pulp from a variety of organic materials Projects Demonstrate ability to form sheet paper Projects Demonstrate ability to color paper with formulation dyes Projects Demonstrate ability to utilize sheet paper in a variety of creative endeavors Projects Demonstrate ability to utilize paper pulp in two and three dimensional projects Projects Demonstrate ability to make molds for cast paper Projects Demonstrate understanding of basic bookmaking Projects Demonstrate understanding of the history of handmade paper Research

papers and discussions





1b. Division AFAR

1c. Department ART




5a. Credits/CEU

3


6. Complete Course/Program Title Senior Seminar Abbreviated Title for Transcript (30 character)


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

11. Implementation Date semester/year From: Fall /2006 To: /9999




Course Description Course Prerequisites Test Score Prerequisites Corequisites Other Restrictions Registration Restrictions Class Level College Major X Other GER Capstone


13. Coordinate with Affected Units: Department of Philosophy & College of Business Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course Required for BA and BFA in Art. Satisfies GER capstone requirement 15. X General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences X Capstone

16. Course Description Lectures and discussions include preparing for graduate school; professional practices for artists; portfolio development; development of artistic proposals including BFA Thesis; and preparation for exhibitions. Special Note: Offered Fall Semester only 17a. Course Prerequisite(s) (list prefix and number) PHIL A401 & BA A166





17e. Registration Restriction(s) (non-codable) Instructor Permission, Senior Status, and completion of GER Tier 1 (Basic-College Level Skills)


19. Justification for Action New capstone course integrates information in professional practices for visual artists. Also, required prerequisites to prepare for thesis semester.




I. Initiation Date: January 2005 II. Course Information: A. College: College of Arts and Sciences B. Course Title: Senior Seminar C. Course Subject/Number: ART A491 D. Credit Hours: 3.0 Credits E. Contact Time: 3+0 Contact Time F. Grading Information: A-F G. Course Description: Lectures and discussions include preparing for

graduate school; professional practices for artists; portfolio development; development of artistic proposals including BFA Thesis; and preparation for exhibitions.

Special Note: Offered Fall Semester Only H. Status of course relative to degree or certificate program

Required for Bachelor of Arts in Art and Bachelor of Fine Arts in Art degree and satisfies GER capstone requirement.

I. Lab Fees: YES J. Coordination: Department of Philosophy & College of Business K. Course Prerequisites: PHIL A401 Aesthetics BA A166 Small Business Management L. Registration Restrictions: Instructor Permission, Senior Status, and

completion of GER Tier 1 (Basic-College Level Skills)

III. Course Activities: Lecture seminar course. Readings, class discussions, research, and writing assignments. Proposals for artistic projects will be written during this course.

IV. Evaluation:

Evaluation procedures are at the discretion of the instructor and will be discussed at the first class meeting of the semester. Students will be evaluated on class projects, homework assignments, sketchbook/journal/written work, technical and critical thinking skills, progress throughout semester, attendance and participation. Project evaluation will generally include content, problem solving, craftsmanship, creativity/ingenuity, and amount of effort. It is understood that progress will vary with individual students and is dependent upon entry-level skills, expertise, creativity, and/or amount of time devoted to each project.

A. Criteria for Grading 1.0 To receive a grade of A:

1.1 Scholarship/Research: Strong, exceeding all instructor requirements. 1.2 Initiative: Contributions exceed expectations for the class. 1.3 Attitude: Excellent interactive skills in the classroom. 1.4 Cooperation: Excels in contributions to group activities. 1.5 Individual Improvement: Demonstrates mastery of professional

practices and skills in the arts. 2.0 To receive a grade of B:

2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of

professional practices and skills in the arts. 3.0 To receive a grade of C:

3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of professional

practices and skills in the arts. 4.0 To receive a grade of D:

4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of

professional practices and skills in the arts. 5.0 To receive a grade of F:

5.1 Majority of work unacceptable or missing V. Course Level Justification: Senior level capstone course. VI. Outline: 1.0 BFA Thesis & Artist Proposals

1.1 Proposal Development & Writing 1.1.1 Topic Selection 1.1.2 Research 1.1.3 Development of the Proposal 1.1.4 Historical and aesthetic influences reading, seeing, making (influences on one's art) 1.2 Exhibition/Presentation Issues

Consider the issues relative to the Exhibitions, prepare an exhibition plan

1.2.1 Site

1.2.2 Organization and effective use of Gallery space, labeling, 1.2.3 Invitations, guest book, flowers, food & alcohol 1.2.4 Publicity

1.3 Artist Statement 2.0 Professional Issues

2.1 Preparing the Resume 2.2 Portfolio Organization 2.3 Photographing Art work 2.4 Contacting Galleries

2.5 Exhibitions 2.5.1 Proposals 2.5.2 Organization and effective use of Gallery space, labeling, 2.5.3 Invitations, guest book, flowers, food 2.5.4 Publicity

2.6 Percent for Art Programs 2.7 Grants, Residencies 2.8 Internships & Employment Possibilities 2.9 Copy write & legal Concerns 2.9.1 taxes 2.9.2 contracts 2.10 Keeping Current (professional art organizations) 2.11 Published Reviews and Criticism of your work 3.0 Graduate School Issues 3.1 Selecting the right program 3.2 Financial concerns 4.0 Studio Issues 4.1 Research methodology 4.1.1 Content (variations on a theme within the work) 4.2 General Studio Technical Concerns 4.2.1 Building Codes 4.2.2 Studio design & organization 4.2.3 Studio equipment VII. Instructional Goals and Defined Outcomes: A. Instructional Goals. The Instructor Will:

1. Present material necessary to formulate exhibition proposals and plan for execution.

2. Review processes and examples for formulating an Artist Statement

3. Facilitate acquisition of knowledge about Professional Issues: Resumes, Professional Portfolios, Documentation of Art Work, Contacting Galleries, Artistic Legal Issues, Public Art and Writing Grants.

4. Facilitate discussion about Reviews and Criticism 5. Foster critical thinking about Art issues. 6. Present material relative to acquisition and maintenance of studio

& shared workspaces. Foster discussions about issues pertaining to financial survival as

an artist.

B. Defined Outcomes. Student will be able to: Prepare an exhibition proposal and develop a plan for its execution

Project, design and written assignment

Prepare an Artist Statement Written assignment Demonstrate a working knowledge of Professional issues, including resume preparation, organization of a professional quality portfolio, photographing art work, preparing a plan for contacting galleries, and preparing legal documents relative to artwork

In-class discussion Written assignments

Research residency opportunities and write a mini grant Written assignment Understand the impact and relevance of published reviews and criticism

In-class discussion

Identify methods of research relative to studio practices Written assignments and oral presentations

Identify common technical problems within the studio and implement research methods applied to building codes, studio design and organization, and studio equipment

In-class discussion and written assignments

Understand the financial constraints of being an artist and strategies for survival

In-class discussion and preparation of fiscal spreadsheets

VIII. Suggested Text: Barrett, Terry. Criticizing Art. Mountain View, CA: Mayfield Publishing Co., 2000. Caplin, Lee. The Business of Art. Upper Saddle, NJ: Prentice Hall, 1998.

IX. Bibliography and Resources: Barrett, Terry. Criticizing Art. Mountain View, CA: Mayfield Publishing Co., 2000. Barrett, Terry, Interpreting Art. Boston: McGraw Hill, 2003. Bayles, David & Orland, Ted. Art & Fear: Observations on the Perils and rewards of Artmaking. Santa Barbara, CA: Capra Press, 1996. Berryman, Gregg. Designing Creative Resumes. Los Altos, CA: Crisp Publications, 1990. Calo, Carole Gold. Writings About Art. Upper Saddle, NJ: Prentice Hall, 1994. Viewpoints Readings in Art History. Upper Saddle, NJ: Prentice Hall, 2001. Caplin, Lee. The Business of Art. Upper Saddle, NJ: Prentice Hall, 1998.

Dickie, George & Sclafani, Richard. Aesthetics: A Critical Anthology. New York: St. Martin's Press, 1989.

DuBose, Mike, Anne Black, and Martha Davis. Developing Successful Grants:

Where Ideas are Turned into Reality! Columbia, SC: Research Associates, 2005.

Goals 2000: Educate America Act: Title III Application Guidance. Washington, DC: US Department of Education, 1993.

Labus, Richard and Minimol Rajan. Book Grant Seeker Pro: Professional Edition: Government Grant Locating Tools on CD-ROM. Placentia, CA: Grant Seeker Pro, 2003.

Lazzari, Margaret R. The Practical Handbook for the Emerging Artist. Fort Worth, TX: Harcourt College Publishers, 2002. Mayer, Ralph. The Artist's Handbook of Materials and Techniques. New York: Viking Press, 1991. Michels, Caroll. How to Survive & Prosper as an Artist. New York: Owl Books Henry Holt & Company, 2001. Miller, Patrick W. Grant Writing: Strategies for Developing Winning Proposals. Munster, Indiana: P. W. Miller, 2002. Siropolis, Nicholas C. Small Business Management, A Guide to

Entrepreneurship. Boston : Houghton Mifflin Company, 1997. Tucker, Amy. Visual Literacy Writing About Art. Boston: McGraw Hill, 2002.

ACTIVITY / TOPIC / THEME

INSTRUCTIONAL GOALS

Instructor will:

STUDENT OUTCOMES

Student will:

ASSESSMENT

KNOWLEDGE INTEGRATION

historical & aesthetic influences reading, seeing, making - the impact of global society on the making of your art social & public programs • percent for art

programs • artist in schools

programs • artist in residency

business plan (taxes / contracts) financial plan copyrights & legal concerns studio design & organization

* provide opportunities for consideration and discourse on historical, aesthetic, political, economic, and societal influences on the making of art

* provide sufficient

resources to facilitate consideration of business and economic influences upon an artist engaged in art as a business

* integrate considerations of historical, aesthetic, political, economic, and societal influences into the thesis proposal

* consider business and

economic influences upon an artist engaged in art as a business

* artistic proposals * business plans

EFFECTIVE prepare (read & write) * provide format & * research, write, * artistic proposals

COMMUNICATION & present / discuss (speak & listen) * thesis proposal * exhibition proposal * artist statement * resume * exhibition plan * publicity statement * discuss historical & aesthetic influences

on own work * social & public

programs • percent for art

programs • artist in schools

programs • artist in residency

resources for preparation of appropriate proposals, plans & statements generally required of an artist engaged in art as a business

* provide platform for presentation and discussion of these materials

* provide resources

that assist in the development of effective understanding, synthesis, discourse and presentation of historical, aesthetic, political, economic, and societal influences on the making of art

present, and discuss appropriate original proposals, plans and statements required of an artist engaged in art as a business * engages in synthesis,

discourse and presentation of historical, aesthetic, political, economic, and societal influences on the making of art

* oral presentations

CRITICAL THINKING

consideration of historical and aesthetic influences on content of an artist's body of work business plans & impact

* provide opportunities for consideration and discourse on historical, aesthetic, political, economic, and societal influences on the

* integrate considerations of historical, aesthetic, political, economic, and societal influences into the thesis proposal

* artistic proposals

of copyrights and legal concerns on your work published reviews and criticism of your own and others work reading, seeing, making - the impact of global society on the making of your art social & public programs

• percent for art programs

• artist in schools programs

• artist in residency

making of art * provide sufficient

resources to facilitate consideration of business and economic influences upon an artist engaged in art as a business

* identifies and

considers (examines) business and economic influences upon an artist engaged in art as a business

INFORMATION LITERACY

research * thesis topic including historical & aesthetic influences * resume formats * local building codes * studio equipment &

upkeep * contracts * percent for art

* provide sufficient resources to facilitate investigation into a variety of issues, topics, and concerns facing the artist engaged in art as a business

including web based information, guest

* utilize published, professional experts and web based resources to determine requirements and then develop appropriate plans and proposals required for an artist engaged in art as a

* artistic proposals

programs * grants and residencies

* internships and employment

possibilities * copyrights & legal

concerns * professional

organizations * selecting graduate

schools * photographing art

work * portfolios (slide,

digital & online)

speakers, and published materials. Also consideration for access to appropriate resources necessary for the development of an artists portfolio including online and photography resources

business

QUANTITATIVE PERSPECTIVES

* prepare exhibition budget

* financial plans * contracts * taxes * financing graduate

school

* provide appropriate resources and professional expertise necessary to develop and analyses budgetary and financial issues faced by an artist engaged in art as a business

* develop and analyze budgetary and financial issues faced by an artist engaged in art as a business





1b. Division AFAR

1c. Department ART




5a. Credits/CEU

3


6. Complete Course/Program Title Art History Seminar Abbreviated Title for Transcript (30 character)









13. Coordinate with Affected Units: Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course BA in Art and BFA in Art degrees (selective) 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description Seminar in Art History. Special Note: May be repeated 3 times for credit in different topics for a maximum of 12 credits. 17a. Course Prerequisite(s) (list prefix and number) Art A261 or A262 or A360







19. Justification for Action New course designed to separate art history topics from studio topics. Currently art history topics are offered under the Art A392 number that will become an Art Education topics course. This action also reflects an appropriate level change for these topics.




I. Initiation Date: September 2005 II. Course Information A. College: College of Arts and Sciences B. Course Title: Art History Seminar C. Course Subject/Number: ART A492 D. Credit Hours: 3.0 Credits E. Contact Time: 3+0 Contact Time F. Grading Information: A-F G. Course Description: Seminar in Art History

Special Note: May be repeated 3 times for credit in different topics for a maximum of 12 credits

H. Status of course relative to degree or certificate program Applies to the BA in Art and BFA in Art Degrees I. Lab Fees: YES J. Coordination: None Required K. Course Prerequisites:

ART A261 History of Western Art I OR ART A262 History of Western Art II OR ART A360 History of Non-Western Art L. Registration Restriction: Instructor Permission III. Course Activities Lecture/discussion course. Readings, research, and writings as required. IV. Evaluation


1.5 Individual Improvement: Demonstrates mastery of drawing techniques. 2.0 To receive a grade of B:

2.1 Scholarship/Research: Meets all instructor requirements 2.2 Initiative: Contributions are above average for the class. 2.3 Attitude: Above average interactive skills in the classroom. 2.4 Cooperation: Above average contributions in group activities 2.5 Individual Improvement: Above average demonstration of drawing


3.1 Scholarship/Research: Does required assignments. 3.2 Initiative: Contributions are average for the class. 3.3 Attitude: Average interactive skills in the classroom. 3.4 Cooperation: Average contributions to group activities. 3.5 Individual Improvement: Average demonstration of drawing


4.1 Scholarship/Research: Below average assignments 4.2 Initiative: Contributions are below average for the class. 4.3 Attitude: Below interactive skills in the classroom. 4.4 Cooperation: Below average contributions to group activities. 4.5 Individual Improvement: Below average demonstration of drawing



Senior level course requiring a background in art history foundations. Appropriate writing and research skills are also expected.

VI. Outline An outline from an Art History special topics offering is attached.

TOPIC SUGGESTIONS Mannerist Art African American Art Duchamp Japanese Art Latin American Art Artist's Vision 20th Century Russian Art

VII. Instruction Goals and Defined Outcomes Instructional goals and defined outcomes from a special topic course are attached. A. Instructional Goals. The Instructor Will: 1. Develop student’s historical, critical, and aesthetic analytical skills

2. Develop and understanding of the various methodologies allowing the student to discriminate and construct viable paradigms and research techniques. 3. Develop critical skills related to the assessment of formal charateristics of art work, materials, process and media used for expression purposes in various cultural contexts. B. Defined Outcomes. Student will be able to:

OUTCOME ASSESSMENT Analyze primary and secondary research materials research paper.

Develop written and oral skills tests, papers and in-class presentations Demonstrate an understanding of the various methodologies presented in course materials

tests and papers

Develop a body of concepts and ideas that will effectively embody course material.

tests, papers, and in-class presentations

Assess similarities and differences across the cultures presented.

tests, papers, in-class presentations

Assess the formal qualities of art works, materials, processes and media as they apply to various cultural contexts usage.

tests, papers, in-class presentations

VIII. Suggested Text: Instructor will select text appropriate to his or her teaching style. IX. Bibliography and Resources:

A bibliography from a special topic course is attached

DEPARTMENT OF ART SPECIAL TOPICS: ART 492

Course Title: African-American Art Course Description:

An historical and critical survey and analysis of African-American visual arts from the years of slavery through the Postmodern era. African-American literature and music will also be used to augment the visual arts material for this course.

Course prerequisites: Art 262 or permission by instructor Course Activities

Students attend lectures on a weekly basis. Lectures focus on required readings of course materials, reserve room readings as well as individual In-class presentations. A research paper based on the subject matter of the class is also essential to the course.

Evaluation Evaluation of the course is based on the student’s in-class presentations, mid-term, final examination and an in-depth research paper.

Course Outline I. Introduction: Issues pertinent to African American Studies in Academe

A. African American Studies: Historical and Social Discussion 1. Afrocentrism, Black Cultural Nationalism B. Multicultural Studies and American Education

1. Corporate Multiculturalism 2. Integrationist Ethic 3. Liberal Multiculturalism 4. Cultural Particularism 5. Racial Essentialism 6. Radical Democratic Multiculturalism C. Black Women’s Studies 1. Black Feminism II. African Slaves, the Fledgling Colonies and Republican Aspirations A. Africa and the Diaspora: America and Latin America 1. African History and Western Civilization 2. The Atlantic Slave Trade and Slavery a. Significance and Development in the United States and the Western World b. The Abolitionist Movement c. Middle Passage d. The Planter Class e. Rootlessness f. Underground Railroad g. White male suprematist ideology 3. The Black Woman’s Role in Slave Communities a. Black Matriarchy Myth

b. Sexual Domination of Slaves 4. Brazilian Africans a. Cafundó 5. The African American Experience and its Relationship to Afrocentric Philosophy III. The Colonies in America and Republicanism: 1700-1820 IV. Nineteenth-Century America, the Civil War and Reconstruction V. Twentieth–Century America and Modern Art 1900-60

A. Harlem Renaissance: Capitol of the Black World, and The New Negro 1. African-Aerican culture, the New Negro and Art in the 1920s

a. The Great Migration A. Black Expressive Culture: Music and Literature

1. The Blues and Jazz 2. The Parisiam Connection: Expatriate African-Americans,

The “Negro” colony 3. Photographic Developments 4. The New Negro Artist 5. Graphic Art 6. Painting

C. The Patronage of the New Negro Artist D. Economic Matters: State funding and the Rise of African-American Art 1. The Federal Arts Project and its Impact 2. The New Negro Movement and its Legacy 3. Folk Art 4. American Scene Painting 5. WPA Workshops and community art centers 6. Social Realism 7. Abstract Art and Modernism in New York 8. Abstract Figurative Painting 9. Patronage and critical debate E. American Culture Post World War II 1. Folk Art 2. Painting; Expressionism and Surrealism F. Abstract Expressionism and African-American Art 1. Primitivism 2. Early Abstract Expressions: Bearden, Woodruff, and Alston 3. Abstract Expressionism 4. Second Generation of Abstract Expressionists 1955-61 VI. The Evolution of a Black Aesthetic: Identity and Solidarity 1960 to the Present A. Civil Rights and Black Nationalism

B. Cultural Crisis: Black or American? 1. Black Identity and Ethnic Considerations 2. The Meaning of Black Identity 3. Spiral artists’ group 1963-6 4. Painting C. Evolving a Modern Black Aesthetic 1. Defining Black Art 2. Painting

3. Sculpture D. Art Institutions and Artist’s Groups

1. Mainstream Art Institutuions 2. Black Art Aesthetics

a. African Philosophy and black Psychology b. Double consciousness c. Identity Crisis d. Psychic Alienation e. Black Art and Black Power f. Black Artists’ Groups

3. Racism, Resistance and Radicalism 4. The Black Arts Movement

E. Towards a New Abstraction 1. When is “black” “black” 2. Painting 3. Sculpture VII. The Postmodern Condition 1980-93 A. Painting B. Video Art C. Sculpture D. Photography E. Performance and Installation Art VIII. Moving into the 21st Century A. Late 90s and New Developments B. Is there a new “black aesthetic” or has it been assimilated into mainstream art? C. Considerations for the Future VIII. Suggested Texts Fanon, Franz. Black Skin, White Masks (Peau noire, masques blancs). Trans. Charles Lam Markmann. New York: Grove, 1952, 1967. Huggins, Nathan. The Harlem Renaissance. New York: Oxford University Press, 1971.

Lewis, David Levering. The Portable Harlem Renaissance Reader. New York: Penguin, 1994. Patton, Sharon F. African-American Art. Oxford: Oxford University Press, 1998.

Powell, Richard J. Black Art and Culture in the 20th Century. Oxford: Thames and Hudson, 1997.

Powell, Richard J. The Blues Aesthetic: Black Culture and Modernism. Washington, D. C.: Washington Project for the Arts, 1989. IX. Bibliography/Resources Ames, Stanlie M. and Aabena P. A. Busia, eds. Theorizing Black Feminisms: The Visionary Pragmatism of Black Women. London and New York: 1993. Bearden, Romaire and Harry Henderson. A History of African-American Artists from 1792 to the Present. New York: Pantheon Books, 1993. Benberry, Cuesta. Always There: The African-American Presence in American Quilts.

Louisville, KY: Kentucky Quilt Project, 1992. Bennett, Lerone. Before the Maylflower: A History of Black America. New York: Penguin Books, 1994. Berger, Maurice. Beat Culture and the New America, 1950-1965. New York and Paris: Whitney Museum of American Art with Flammarion, 1995. _______, ed. How Art Becomes History: Essays on Art, Society, and Culture in Post-New

Deal America. New York: 1992. Berlin, Ira. Slaves without Masters: The Free Negro in the Antebellum South. New York: Pantheon Books, 1992. Blassingame, John, ed. Slave Testimony: Two Centuries of Letters, Speeches, Interviews and Autobiographies. Baton Rouge: Louisiana State University Press, 1977. Boime, Albert. Magisterial Gaze: Manifest Destiny and the American Landscape Painting, c. 1830-1865. Washington, D.C.: Smithsonian Institution Press, 1991. Boime, Albert. The Art of Exclusion: Representing Blacks in the Nineteenth Century. Washington, D.C.: Smithsonian Institution Press, 1990. Brown, Milton. American Art. New York: 1979. Buffalo, Audreen. Explorations in the City of Light: African-American Artists in Paris, 1945- 1965. New York: Studio Museum in Harlem, 1996. Campbell, Edward D. C. Jr., ed. Before Freedom Came: African-American Life in the

Antebellum South. Charlottesville: University Press of Virginia, 1995. Campbell, Mary Schmidt. The Sixties: A Cultural Awakening Re-Evaluated, 1965-1975.

Los Angeles: California Afro-American Museum Foundation, 1989. Collins, Patricia. Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment. New York: Routledge, 2000. Conniff, Michael and Thomas J. Davies. Africans in the Americas: A History of the Black Diaspora. New York: St. Martin’s Press, 1994. Connor, Steven. Postmodernist Culture: An Introduction to Theories of the Contemporary.

New York: B. Blackwell, 1989. Dent, Gina, ed. Black Popular Culture. New York: Anchor Books, 1995. Doty, Robert. Contemporary Black Artists in America. New York: Whitney Museum of American Art, 1971.

Drewal, Henry J. and David C. Driskell. Introspectives: Contemporary Art by Africans and Brazilians of African Descent. Los Angeles: California Afro-American Museum, 1989. Driskell, David. C. Two Centuries of Black American Art. New York: Knopf, 1976. ______ ed. African American Visual Aesthetics: A Postmodernist View. Washington, D. C.: Smithsonian Institution Press, 1995.

_____, ed. Harlem Renaissance: Art of Black America. New York: Studio Museum of Harlem, 1987. Dubois, W.E. B. The Souls of Black Folk: Authoritative Text, Contents, Criticism. New York: Modern Library, 1999. Fine, Elsa Honig. The Afro-American Artist: A Search for Identity. New York: Hacker Art Books, 1982. Franklin, John Hope. From Slavery to Freedom: A History of African Americans.

New York: McGraw-Hill, 1994. Fry, Gladys-Marie. Stitched From the Soul: Slave Quilts from the Antebellum South.

New York: Dutton Studio Books, 1990. Gaither, Edmund Barry. Afro-American Artists. Boston: The Museum School, 1970. Gayle, Addison Jr., ed. The Black Aesthetic. Garden City, NY: Doubleday, 1971. Gibson, Ann, Steve Cannon, Frank Bowlin, and Thomas McEviley. The Search

for Freedom: African-American Abstract Painting 1945-1975. New York: Kenkeleba House, 1991. Golden, Thelma, ed. Black Male: Representations of Masculinity in Contemporary Art. New York: Whitney Museum of American Art, 1994. Hall, Gwendolyn Midlo. Africans in Colonial Louisiana: The Development of Afro-Creole Culture in the eighteenth Century. Baton Rouge: Louisiana State University Press, 1992. Harris, Joseph H., ed. Global Dimensions of the African Diaspora. Washington, D.C.: Howard University Press, 1993. Henkes, Robert. The Art of Black American Women: Works of Twenty-Four Artists of the

Twentieth Century. Jefferson, NC: McFarland, 1993. Henkes, Robert. Bearing Witness: Contemporary Works by African American Women Artists.

New York: Rizzoli Publications, 1996. Huggins, Nathan. The Harlem Renaissance. New York: Oxford University Press, 1971. Kaplan, Sidney. Black Presence in the Era of the American Revolution 1770-1800. Greenwich, CT: New York Graphic Society, 1973. Kasson, Joy. Marble Queens and Captives: Women in Nineteenth Century American Sculpture.

New Haven: Yale University Press, 1990. Ketner, Joseph D. The Emergence of the African American Artist: Roberts S.

Duncanson 1821-1872. Columbia, MO: University of Missouri Press, 1993. King-Hammond, Leslie. Gumbo Ya Ya: Anthology of Contemporary African-American Women

Artists. New York: Midmarch Arts Press, 1995. Leja, Michael. Reframing Abstract Expressionism: Subjectivity and Painting in the 1940s. New Haven: Yale University Press, 1993.

Levine, Lawrence W. Black Culture and Black Consciousness:; Afro-American Folk Thought from Slavery to Freedom. New York: Oxford University Press, 1977.

Lewis, David Levering, ed. The Portable Harlem Renaissance Reader. New York: Penguin, 1994. Lewis, David Levering. When Harlem Was in Vogue. New York: Knopf, 1981. Lewis, Samella. Art: African American. Los Angeles: Handcraft Studios, 1990. Lippard, Lucy R. Mixed Blessings: New Art in a Multicultural America. New York: Pantheon Books, 1990. MacGaffey, Wyatt and Michael D. Harris. Astonishment and Power: Kongo Minkisi and the Art of Ree Stout. Washington, D.C.: National Museum of African Art, 1993. Maresca, Frank and Roger Ricco. American Self-Taught: Paintings and Drawings by Outsider

Artists. New York: Knopf, 1993. Mercer, Koena. Welcome to the Jungle: New Positions in Black Cultural Studies.

New York: Routledge, 1994. Miller, Angela. The Empire of the Eye: Landscape Representation and American Cultural Politics, 1825-1875. Ithaca: Cornell University Press, 1993. Miller, David C., ed. American Iconology: New Approaches to Nineteenth-Century Art and

Literature. New Haven: Yale University Press, 1993. Mosby, Dewey F. Henry Ossawa Tanner. New York: Rizzoli International Publications, 1991. Novak, Barbara. American Painting in the Nineteenth Century: Realism,

Idealism,and the American Experience. New York: Harper and Row, 1979. ______., Nature and Culture: American Landscape and Painting 1825-1875, New York: Oxford University Press, 1985. Parker, Rozsika and Griselda Pollack, eds. Framing Feminism: Art and the

Women’s Movement, 1970-1985. London: Routledge and Kegan Paul, 1987. Porter, James. Modern Negro Art. Washington, D.C.: Howard University Press, 1992. ______. Ten Afro-American Artists of the Nineteenth Century. Washington, D.C: Howard University Press, 1967. Powell, Richard J. Black Art and Culture in the 20th Century. London: Thames

and Hudson, 1997. ______. The Blues Aesthetic: Black Culture and Modernism. Washington, D. C.: Washington

Project for the Arts, 1989. Raven, Arlene, Cassandra Langer, and Joanna Frueh, eds. Feminist Art Criticism. Ann Arbor,

1988, repr., New York; 1991. Sandler, Irving. The New York School: The Painters and Sculptors of the Fifties.

New York: Harper Row, 1978. ______. The Triumph of American Painting: A History of Abstract Expressionism.

New York: Praeger Publishers, 1970. Singleton, Theresa, ed. The Archaeology of Slavery and Plantation Life. Orlando: Academic Press, 1985. Sobel, Mechal. The World They Made Together: Black and White Values in Eighteenth Century Virginia. Princeton: Princeton University Press, 1987. Ferguson, Russell. Discourses: Conversations in Postmodern Art and Culture. Cambridge, MA: Mt Press, 1990. Stuckey, Sterling. Going Through the Storm: The Influence of African American Art in History. New York: Oxford University Press, 1994.

______. The Decade Show: New Frameworks of Identity in the 1980s. New York: Museum of Hispanic Art, 1989. (Exhibition Catalogue) Vlach, John M. Back of the Big House: The Architecture of Plantation Slavery.

Chapel Hill: University of North Carolina Press, 1993. ______. Plain Painters: Making Sense of American Folk Art. Washington, D.C.: Smithsonian Books, 1988. Wade, Richard. Slavery in the Cities, The South 1820-1860. New York: Oxford University Press, 1964. Wahlman, Maude. Signs and Symbols: African Images in African American Quilts.

Atlanta: Tinwood Books, 2001. Wardlaw, Alvia, ed. Black Art, Ancestral Legacy: The African Impulse in African

American Art. New York: Harry N. Abrams, 1990. Willis-Thomas, Deborah. Black Photographers, 1840-1940: An Illustrated Bibliography. New York: Taylor and Francis, 1985. Wood, Paul. Modernism in Dispute: Art Since the Forties. New Haven: Yale University Press, 1993.

The Professional Piloting program prepares graduates for careers in professional flying. Both an AAS degree and the BSAT degree with a Professional Piloting emphasis are available. The associated knowledge and airborne flight training required for pilots comprise the majority of the Professional Piloting degree core courses. The UAA professional pilot training program is certificated by the FAA under Part 141 of the Federal Aviation Regulations. Both ground and airborne flight training are provided utilizing FAA approved curricula. State-of-the-art airplane simulators and modern, fully equipped flight training airplanes enhance the educational experience of the students. The Aviation Minor allows those students pursuing other than aviation degrees the opportunity to gain aviation related knowledge to complement their major. All students must meet with an academic advisor in the ATD prior to beginning any program of study and are encouraged to meet each semester for the purpose of reviewing their academic progress and planning future courses. It is particularly important for students to meet with their advisor whenever academic difficulties arise. Degree check sheets are available in the Aviation Technology Division office. Note: Individuals employed in the aviation industry desiring to update skills and knowledge may take random courses. These individuals are strongly encouraged to contact the ATD office about prerequisites and other lab or course requirements.

ASSOCIATE OF APPLIED SCIENCE, AIR TRAFFIC CONTROL ADMISSION REQUIREMENTS

1. See Certificate and Associate Degree Program Admission Requirements at the beginning of this chapter.

2. Selection into the ATC College Training Initiative (CTI) program is determined by a ranking process based on ACT, SAT, or University-administered Sentence Skills, Reading Comprehension, and Mathematics ACCUPLACER scores.

FEDERAL AVIATION ADMINISTRATION (FAA) RECOMMENDATION FOR EMPLOYMENT To receive a university recommendation for employment with the FAA, students must have a 3.0 combined average in the following Air Traffic Control courses: AT A143, A144, A147, A241, A242, and A243. GENERAL UNIVERSITY REQUIREMENTS 1. Complete the General University Requirements for Associate Degrees

located at the beginning of this chapter. 2. Complete the Associate of Applied Science, General Degree

Requirements (15 credits) located at the beginning of this chapter. ENGL A212 is recommended. Any English course used to satisfy the Humanities General Education Requirement must be different from the Written Communications requirement and have a course number higher than ENGL A111.

SPECIAL CONSIDERATIONS UAA has no restrictions on age or physical condition of students. However, students desiring employment with the FAA should be aware of employment requirements: 1. Medical Certificate is required as depicted in FAR 65.49 and 67 Subpart

C. 2. 30-year-old maximum age restriction for students anticipating

employment in terminal or en route options. 3. For employment considerations with the Federal Aviation

Administration (FAA), students must receive a PASS score on the Air Traffic-Selection and Training (ATSAT) or Office of Personnel Management (OPM) examination administered by the FAA. Either examination provides a systematic process for continued enhancement

of air traffic selection and training by testing candidates for recognition and cognitive skills required in the air traffic specialty and to identify the "composite controller."

4. Students with low reading comprehension and math skills should first take preparatory courses. The ATC program requires extensive reading and interpreting of technical information.

MAJOR REQUIREMENTS 1. Complete the following required courses:

AT A100 Private Pilot Ground School 3 AT A102 Introduction to Aviation Technology 3 AT A132 History of Aviation 3 AT A143 ATC Regulations 3 AT A144 ATC Flight Procedures 3 AT A147 Pilot/Controller Techniques 3 AT A235 Elements of Weather 3 AT A241 Control Tower Operations 3 AT A241L Control Tower Operations Lab 1 AT A242 ATC Terminal Radar Procedures 3 AT A242L ATC Terminal Radar Procedures Lab 1 AT A243 ATC Enroute Procedures 3 AT A243L ATC Enroute Procedures Lab 1 AT A325 Tools for Weather Briefing 3 One of the following: 3 AT A133 Aviation Law and Regulations (3) AT A134 Principles of Aviation Administration (3) One of the following: 3 AT A231 Search, Survival, and Rescue (3) AT A232 Advanced Aviation Navigation (3) AT A233 Aviation Safety (3)

One of the following: 3

MATH A105 Intermediate Algebra (3) MATH A107 College Algebra (3) MATH A172 Applied Finite Mathematics (3) MATH A272 Applied Calculus (3) 2. A total of 60 credits are required for the degree. 3. See the Aviation Technology Division Advisor for appropriate sequence

of courses.

ASSOCIATE OF APPLIED SCIENCE, AVIATION ADMINISTRATION ADMISSION REQUIREMENTS See Certificate and Associate Degree Program Admission Requirements at the beginning of this chapter. GENERAL UNIVERSITY REQUIREMENTS 1. Complete the General University Requirements for Associate Degrees


Requirements (15 credits) located at the beginning of this chapter. MAJOR REQUIREMENTS 1. Complete the following required courses:

ACCT A201 Principles of Financial Accounting 3 AT A100 Private Pilot Ground School 3 AT A102 Introduction to Aviation Technology 3 AT A132 History of Aviation 3 AT A133 Aviation Law and Regulations 3 AT A134 Principles of Aviation Administration 3 AT A233 Aviation Safety 3 AT A235 Elements of Weather 3 CIOS 116 Business Calculations 3 *ECON A201 Principles of Macroeconomics 3 *PHIL A301 Ethics 3

One of the following: 3 CIS A105 Introduction to Personal Computers and Application Software (3) CIS A110 Computer Concepts in Business (3) One of the following: 3 *BA A151 Introduction to Business (3) BA A231 Fundamentals of Supervision (3) One of the following: 3

MATH A105 Intermediate Algebra (3) MATH A107 College Algebra (3) MATH A172 Applied Finite Mathematics (3) MATH A272 Applied Calculus (3) One Elective Course 3

*Courses may be used to fulfill the Associate of Applied Science, General Degree Requirements. 2. A total of 60 credits are required for the degree. 3. See the Aviation Technology Division Advisor for appropriate sequence

of courses.

The Professional Piloting program prepares graduates for careers in professional flying. Both an AAS degree and the BSAT degree with a Professional Piloting emphasis are available. The associated knowledge and airborne flight training required for pilots comprise the majority of the Professional Piloting degree core courses. The UAA professional pilot training program is certificated by the FAA under Part 141 of the Federal Aviation Regulations. Both ground and airborne flight training are provided utilizing FAA approved curricula. State-of-the-art airplane simulators and modern, fully equipped flight training airplanes enhance the educational experience of the students. The Aviation Minor allows those students pursuing other than aviation degrees the opportunity to gain aviation related knowledge to complement their major. All students must meet with an academic advisor in the ATD prior to beginning any program of study and are encouraged to meet each semester for the purpose of reviewing their academic progress and planning future courses. It is particularly important for students to meet with their advisor whenever academic difficulties arise. Degree check sheets are available in the Aviation Technology Division office. Note: Individuals employed in the aviation industry desiring to update skills and knowledge may take random courses. These individuals are strongly encouraged to contact the ATD office about prerequisites and other lab or course requirements.

ASSOCIATE OF APPLIED SCIENCE, AIR TRAFFIC CONTROL ADMISSION REQUIREMENTS

1. See Certificate and Associate Degree Program Admission Requirements at the beginning of this chapter.

2. Selection into the ATC College Training Initiative (CTI) program is determined by a ranking process based on ACT, SAT, or University-administered Sentence Skills, Reading Comprehension, and Mathematics ACCUPLACER scores.

FEDERAL AVIATION ADMINISTRATION (FAA) RECOMMENDATION FOR EMPLOYMENT To receive a university recommendation for employment with the FAA, students must have a 3.0 combined average in the following Air Traffic Control courses: AT A143, A144, A147, A241, A242, and A243. GENERAL UNIVERSITY REQUIREMENTS 1. Complete the General University Requirements for Associate Degrees


Requirements (15 credits) located at the beginning of this chapter. ENGL A212 is recommended. Any English course used to satisfy the Humanities General Education Requirement must be different from the Written Communications requirement and have a course number higher than ENGL A111.

SPECIAL CONSIDERATIONS UAA has no restrictions on age or physical condition of students. However, students desiring employment with the FAA should be aware of employment requirements: 1. Medical Certificate is required as depicted in FAR 65.49 and 67 Subpart

C. 2. 30-year-old maximum age restriction for students anticipating

employment in terminal or en route options. 3. For employment considerations with the Federal Aviation

Administration (FAA), students must receive a PASS score on the Air Traffic-Selection and Training (ATSAT) or Office of Personnel Management (OPM) examination administered by the FAA. Either examination provides a systematic process for continued enhancement

of air traffic selection and training by testing candidates for recognition and cognitive skills required in the air traffic specialty and to identify the "composite controller."

4. Students with low reading comprehension and math skills should first take preparatory courses. The ATC program requires extensive reading and interpreting of technical information.

MAJOR REQUIREMENTS 1. Complete the following required courses:

AT A100 Private Pilot Ground School 3 AT A102 Introduction to Aviation Technology 3 AT A132 History of Aviation 3 AT A143 ATC Regulations 3 AT A144 ATC Flight Procedures 3 AT A147 Pilot/Controller Techniques 3 AT A235 Elements of Weather 3 AT A241 Control Tower Operations 3 AT A241L Control Tower Operations Lab 1 AT A242 ATC Terminal Radar Procedures 3 AT A242L ATC Terminal Radar Procedures Lab 1 AT A243 ATC Enroute Procedures 3 AT A243L ATC Enroute Procedures Lab 1 AT A325 Tools for Weather Briefing 3 One of the following: 3 AT A133 Aviation Law and Regulations (3) AT A134 Principles of Aviation Administration (3) One of the following: 3 AT A231 Search, Survival, and Rescue (3) AT A232 Advanced Aviation Navigation (3) AT A233 Aviation Safety (3)

One of the following: 3

MATH A105 Intermediate Algebra (3) MATH A107 College Algebra (3) MATH A172 Applied Finite Mathematics (3) MATH A272 Applied Calculus (3) 2. A total of 60 credits are required for the degree. 3. See the Aviation Technology Division Advisor for appropriate sequence

of courses.

ASSOCIATE OF APPLIED SCIENCE, AVIATION ADMINISTRATION ADMISSION REQUIREMENTS See Certificate and Associate Degree Program Admission Requirements at the beginning of this chapter. GENERAL UNIVERSITY REQUIREMENTS 1. Complete the General University Requirements for Associate Degrees


Requirements (15 credits) located at the beginning of this chapter. MAJOR REQUIREMENTS 1. Complete the following required courses:

ACCT A201 Principles of Financial Accounting 3 AT A100 Private Pilot Ground School 3 AT A102 Introduction to Aviation Technology 3 AT A132 History of Aviation 3 AT A133 Aviation Law and Regulations 3 AT A134 Principles of Aviation Administration 3 AT A233 Aviation Safety 3 AT A235 Elements of Weather 3 CIOS 116 Business Calculations 3 *ECON A201 Principles of Macroeconomics 3 *PHIL A301 Ethics 3

*MATH 105 Intermediate Algebra (3) 3-4 (Note: prerequisite) or *MATH A107 College Algebra (4) (Note: prerequisite) *PHIL A101 Introduction to Logic 3 VE A301 Principles of Technology (3) 3-4 (Note: prerequisite) OR *PHYS A123/l Basic Physics I (4) (Note: prerequisite)

*Courses may be used to fulfill the Associate of Applied Science, General Degree Requirements. 2. A total of 63 -65 credits are required for the degree. 3. See the Aviation Technology Division Advisor for appropriate sequence of

courses. BACHELOR OF SCIENCE, AVIATION TECHNOLOGY The Bachelor of Science degree in Aviation Technology prepares individuals for professional positions within the aviation industry. Related career opportunities are found with airlines, airports, general aviation, government organizations, education, and the aerospace industry. Within the degree there are three emphasis areas: Air Traffic Control, Aviation Management, and Professional Piloting. The specific interests and career goals of each student determine the emphasis area to pursue. The degree includes university general education requirements, a common set of core courses, and courses relative to each individual emphasis. ADMISSION REQUIREMENTS 1. Complete the Admission to Baccalaureate Programs Requirements in

Chapter 7, "Academic Standards and Regulations." 2. There are no additional admission requirements. However, students must

be able to meet any certification requirements established by applicable government agencies. A strong background in science, math, and reading skills is highly recommended.

ACADEMIC PROGRESS A minimum grade of C in each Aviation Technology course is required to graduate with this degree. GRADUATION REQUIREMENTS Students must complete the following graduation requirements: A. GENERAL UNIVERSITY REQUIREMENTS Complete the General University Requirements for All Baccalaureate Degrees listed at the beginning of this chapter. B. GENERAL EDUCATION REQUIREMENTS Complete the General Education Requirements (GER) for Baccalaureate Degrees listed at the beginning of this chapter. C. MAJOR REQUIREMENTS 1. Complete the following required common core courses:

AT A100 Private Pilot Ground School 3 AT A102 Introduction to Aviation Technology 3 AT A133 Aviation Law and Regulations 3 AT A233 Aviation Safety 3 AT A235 Elements of Weather 3 AT A331 Human Factors in Aviation 3 AT A415 Company Resource Management 3 AT A425 Civil Aviation Security 3 AT A492 Air Transportation System Seminar 3 BA A300 Organizational Theory and Behavior 3 BA A361 Human Resource Management 3 BA A461 Negotiations and Conflict Management 3 BA A488 The Environment of Business 3 CIS A110 Computer Concepts in Business 3

*ECON A201 Principles of Macroeconomics 3 *ENGL A212 Technical Writing (Note: prerequisite) 3 *MATH A272 Applied Calculus (Note: prerequisite) 3 *PHIL A101 Introduction to Logic 3 *PHYS A123/L Basic Physics I (Note: prerequisite)(3) 3-4 or *CHEM A105/L General Chemistry I (Note: prerequisite)(4)

*Courses may be used to fulfill the Bachelor of Applied Science, General Education Requirements. 2. Select one of the three following BSAT emphasis areas and complete the

listed required courses. Aviation Management Emphasis 1. Required Emphasis Courses: ACCT A201 Principles of Financial Accounting 3 ACCT A202 Principles of Managerial Accounting 3 AT A132 History of Aviation 3 AT A134 Principles of Aviation Administration 3 AT A335 Airport Operations 3 AT A336 Air Service Operations 3 AT A337 Airline Operations 3 AT A431 Aircraft Accident Investigation 3 *BA A151 Introduction to Business 3 BA A343 Principles of Marketing 3 BAA447 International Marketing 3 CIS A305 Managerial Presentations 3 CIS A376 Management Information Systems 3 ECON A202 Principles of Microeconomics 3

*PARL A101 Introduction to Law 3 Advisor Approved Elective 3

*Courses may be used to fulfill the Bachelor of Applied Science, General Education Requirements. 2. A minimum of 124 credits are required for the Aviation Management

emphasis, of which a minimum of 48 credits must be upper-division. 3. See the Aviation Technology Division Advisor for appropriate sequence of courses. Air Traffic Control Emphasis 1. Federal Aviation Administration (FAA) Recommendation for Employment

and Special Considerations contained in the Associate of Applied Science, Air Traffic Control apply to this emphasis area.

2. Selection into the ATC College Training Initiative (CTI) program is determined by a ranking process based on ACT, SAT, or University-administered ACCUPLACER scores.

3. Required Emphasis Courses: AT A132 History of Aviation 3 AT A143 ATC Regulations 3 AT A144 ATC Flight Procedures 3 AT A147 Pilot/Controller Techniques 3 AT A241 Control Tower Operations 3 AT A241L Control Tower Ops Lab 1 AT A242 ATC Terminal Radar Proc 3 AT A242L ATC Terminal Radar Proc Lab 1 AT A243 ATC En Route Procedures 3 AT A243L ATC En Route Procedures Lab 1 AT A325 Tools for Weather Briefing 3 AT A340 Terminal Instrument Procedures 3 AT A440 Facility Operation and Administration 3 CIS A305 Managerial Presentations 3 CIS A376 Management Information Systems 3 PSY A380 Stress Mgmt: Coping With Stress 3

3. A minimum of 121 credits are required for the Air Traffic Control emphasis, of which a minimum of 42 credits must be upper

division. 4. See the Aviation Technology Division Advisor for appropriate sequence of

courses. Professional Piloting Emphasis 1. Special Considerations contained in the Associate of Applied Science,

Professional Piloting apply to this emphasis area. 2. Required Emphasis Courses:

ACCT A201 Principles of Financial Accounting 3 AT A101 Pre-professional Flying 2 AT A116 Instrument Ground School 3 AT A126 Instrument Flying 2





1b. Division ASSC

1c. Department Sociology

2. Course Prefix SOC



5a. Credits/CEU

3


6. Complete Course/Program Title Introduction to Gerontology: Multidisciplinary Approach. Intro to Gerontology Abbreviated Title for Transcript (30 character)


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





Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (GER Status)


13. List any programs or college requirements that require this course Gerontology Minor 14. Coordinate with Affected Units: UAA Faculty List Serve, UAA Deans and Extended Site Directors 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 Course Description. A multidisciplinary course that provides an introduction to gerontology. Covers many aspects of aging including those associated with biology, physiology, medical care, psychology, culture, sociology and social policies. 17a. Course Prerequisite(s) (list prefix and number) None

17b. Test Score(s)






19. Justification for Action The United States as well as other nations around the world are experiencing a large growth in the aging population. This includes Alaska. Given this demographic change, individuals, families, caregivers and service providers need more information about aging-related issues and/or about careers in aging. Introduction to Gerontology should be granted GER Social Science status because it is a broad survey course which provides exposure to theories, methods and data related to the study of aging. Students explore longitudinal cross sectional, and experimental data to derive insights about individuals, groups and cultures as these relate to the aging person and an aging society.



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COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF ARTS AND SCIENCES

Date January 27, 2006

Course Information School/College College of Arts and Sciences

Course Subject Sociology

Course Number SOC A110

Number of Credits 3+0

Course Title Introduction to Gerontology: A Multidisciplinary Approach

Grading Basis A-F

Course Description. A multidisciplinary course that provides an introduction to gerontology. Covers many aspects of aging including those associated with biology, physiology, medical care, psychology, culture, sociology and social policies

Prerequisite(s) None

Fees None

Instructional Goals and Student Outcomes

Instructional Goals

1. Describe changes associated with aging and identify factors associated with longevity.

2. Introduce and critique theories, research methods and sources of information used by gerontologists.

3. Provide information about the demographic distribution of the aging population and how this may influence attitudes and distribution of resources.

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Student Outcomes

As a result of completing this course the student should be able to do the following: 1. Describe optimal and typical physiological, sensory, cognitive and interpersonal

changes associated with aging and identify causes and consequences of these changes as well as ways to prevent disabling conditions.

2. Identify and evaluate methods and theories that gerontologists use to use to study aging.

3. Identify demographic and historical trends that affect older persons.

Guidelines for Evaluation

Students will be evaluated on the basis of one or more of the following: scores on exams, presentations, written observations about service projects, written summaries of books, and research papers.

Course Level Justification

This is an introductory course. Basic concepts, theories, research and literature associated with gerontology, social gerontology and geriatrics are introduced.

Topical course outline A. The Study of Gerontology

1. The academic study of gerontology – Sociology, Psychology, Anthropology, Economics, Political Science, Physiology, Biology

2. Interdisciplinary relationships between applied fields that serve the elderly or study aging such as Nursing, Medicine, Nutrition, Journalism, Literature, Business, Marketing, Architecture, Safety Engineering, Epidemiology, Education including Physical Education and Health Promotion

3. Social policy applications: Government, Health Care, Non-profit, For-profit

4. Research methods – Experimental, Case Study, Longitudinal and Cross sectional types of methodology

5. Theories of Aging 6. Careers in Gerontology or Geriatrics

B. The Aging Person: Individual Aging

1. Common diseases associated with aging 2. Social consequences of age related changes 3. Risk factors associated with normal and disease caused age related

changes 4. Factors and practices associated with longevity including exercise,

nutrition, psychosocial and demographic factors 5. Death, dying and bereavement

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C. Historical and Cohort Differences

1. Longevity and morbidity 2. Attitudes toward aging and older persons 3. National and regional differences among the aging population 4. Current age, gender and ethnic distribution of the aging population 5. Historical and demographic patterns 6. Social and policy consequences of changing demographic patterns

D. Aging in Contemporary U.S. Society

1. Ethnic and racial differences 2. Aging and family relationships 3. Health care 4. Marketing and business 5. Housing 6. Retirement 7. Economic status of the aging population

F. Social Policy Implications of Individual Aging and Demographic Changes 1. Education 2. Long-term care 3. Elder abuse and protective services

G. Application of basic findings on selected topics in gerontology and

geriatrics 1. Village and urban distribution 2. Native population in village and urban settings 3. Demography and epidemiology 4. Distant and near family relationships 5. Policy implications for long-term care and aging in place 6. Nutrition – native foods 7. Health policy

Suggested Texts

Cavanaugh, J. C., Blanchard-Fields, F. (2006) Adult Development and Aging (5th edition) Belmont, CA: Wadsworth Cox, H. (2006). Annual Editions: Aging. Connecticut:Dushkin/Brown Benchmark Publishers. Foos, P.W., Clark, M.C. (2003) Human Aging. Boston: Allyn and Bacon Novak, M., (2006) Issues in Aging. Boston: Allyn and Bacon

AJ 1/27/06

Bibliography Atchley, R., Barusch, A. (2004). Social Forces and Aging: An Introduction to Social Gerontology (10th ed). New York: Wadsworth. Easley, C, Charles, G. et al.(2004) “Health Status of Alaska Native Elders” National Center for American Indians Alaska Natives and Native Hawaiian Elders http://elders.uaa.alaska.edu/ Hayflick, L. (1996) How and Why we Age. New York: Ballantine Books Hooyman, H. & Kiyak, H. (2005). Social Gerontology (77h ed). Boston: Allyn & Bacon. Perls, T, Silver, M.H. Llauerman, J..F. (1999) Living to 100: Lessons in Living to Your Maximum Potential at Any Age. Basic Books Roszak, Theodore (2001) Longevity Revolution: As Boomers Become Elders Berkely , CA, Berkely Hills Books Snowden, David (2001) Aging with Grace: What the Nun Study tells us about Living Longer and More Meaningful Lives Boston MA Beacon Press Thomas, William (2004) What Are Old People For? – How Elders will Save the World VanderWyk & Burnham The Anchorage Senior Study 2000 (June 2000). A Planning Document for the Aging Population of Anchorage. Anchorage Senior Citizens Advisory Commission.

Suggested Periodicals

Abstracts in Social Gerontology Ageing and Society

Aging Annual Review of gerontology and geriatrics

Contemporary Gerontology Educational Gerontology Experimental Gerontology Geriatrics and Gerontology international Gerontology Journal of Cross-Cultural Gerontology Journal of Educational Gerontology Journal of Religion and Aging Journals of Gerontology Journal of the American Geriatric Society Research on Aging (Sage Periodicals Press Publication) Social Security Bulletin

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Internet & Web Sources Alaska Geriatric Education Center http://www.alaskagec.org/ Alzheimer’s Association http://www.alz.org/ American Society on Aging http://www.asaging.org/ American Geriatrics Society http://www.americangeriatrics.org/ American Association of Retired Persons http://www.aarp.org/ Association for Gerontology in Higher Education http://www.aghe.org/site/aghewebsite/ Gerontological Society of America http://www.geron.org/ National Institute on Aging http://www.nia.nih.gov/ National Resource Center for American Indians Alaska Natives and Native Hawaiian Elders http://elders.uaa.alaska.edu/


Proposal to Initiate, Add, Change, or Delete a Course or Program of Study 1a. School or College

CTC

1b. Division

AHLS

1c. Department

MEDT

2. Course Prefix

MEDT

3. Course Number n/a


5a. Credit/CEU

n/a

5b. Contact hours (Lecture + Lab) ( na + )

6. Complete Course/Program Title AAS: Medical Laboratory Technology AAS: Medical Lab Technology Abbreviated Title for Transcript (30 characters)

7. Type of Course Academic Non-Credit CEU Professional Development

9. Repeat Status n/a Limit Max Hours

10. Grading Basis A-F P/NP NG

11. Implementation Date From: Fall/06 To: /9999

semester/year semester/year

8. Type of Action: Course Program

Add Change Prefix Course Number

(mark appropriate boxes) Credits Contact Hours Delete Title Repeat Status

Grading Basis Course Description Course Prerequisites Cross-Listed/Stacked Test Score Prerequisites Corequisites Other Restrictions Registration Restrictions


Other

12. Cross-Listed with n/a

Stacked with n/a

13. Coordinate with Affected Units: UAS, UAF, extended campuses, UAA list serve Department, School, or College Signature Date

14. List any programs or college requirements that require this course NA

15. General Education Requirement Oral Communication Written Communication Quantitative Skills

Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description See Attached catalog revisions

17a. Course Prerequisite(s) (list prefix and number) n/a


17c. Corequisite(s) (concurrent enrollment required) n/a

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

17e. Registration Restriction(s) (non-codable) n/a


19. Justification for Action Catalog copy has been revised to reflect changes in the major requirements..

Approved Disapproved:

Initiator (faculty only) Date Dean:/Director or school/College Date

Approved Approved Disapproved:

Disapproved:

Department Chairperson Date Undergraduate or Graduate Academic Board Chairperson

Date


Disapproved:

Curriculum Committee Chairperson Date

Provost or Designee Date


Proposal to Initiate, Add, Change, or Delete a Course or Program of Study 1a. School or College

CTC

1b. Division

AHLS

1c. Department

MEDT

2. Course Prefix

MEDT

3. Course Number n/a


5a. Credit/CEU

n/a

5b. Contact hours (Lecture + Lab) ( na + )

6. Complete Course/Program Title Bachelor of Science in Medical Technology BS: Medical Technology Abbreviated Title for Transcript (30 characters)

7. Type of Course Academic Non-Credit CEU Professional Development

9. Repeat Status n/a Limit Max Hours

10. Grading Basis A-F P/NP NG

11. Implementation Date From: Fall/06 To: /9999

semester/year semester/year

8. Type of Action: Course Program

Add Change Prefix Course Number

(mark appropriate boxes) Credits Contact Hours Delete Title Repeat Status

Grading Basis Course Description Course Prerequisites Cross-Listed/Stacked Test Score Prerequisites Corequisites Other Restrictions Registration Restrictions


Other

12. Cross-Listed with n/a

Stacked with n/a

13. Coordinate with Affected Units: UAS, UAF, extended campuses, UAA list serve Department, School, or College Signature Date

14. List any programs or college requirements that require this course NA

15. General Education Requirement Oral Communication Written Communication Quantitative Skills

Humanities Fine Arts Social Sciences Natural Sciences

16. Course Description See Attached catalog revisions

17a. Course Prerequisite(s) (list prefix and number) n/a


17c. Corequisite(s) (concurrent enrollment required) n/a

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

17e. Registration Restriction(s) (non-codable) n/a


19. Justification for Action Catalog copy has been corrected under the admissions requirements and the major requirements have been modified.

Approved Disapproved:

Initiator (faculty only) Date Dean:/Director or school/College Date


Disapproved:

Department Chairperson Date Undergraduate or Graduate Academic Board Chairperson

Date


Disapproved:

Curriculum Committee Chairperson Date

Provost or Designee Date

MEDICAL LABORATORY TECHNOLOGY Allied Health Sciences Building (AHS) Room 169, (907) 786-6928, http://www.uaa.alaska.edu/ctc/programs/alliedheath/medt The Medical Laboratory Technology Department has a strong commitment to the career ladder approach to higher education. With Career Ladder programs, the students enrolled in the Bachelor of Science in Medical Technology have an option to gain Phlebotomy certification in one year and Medical Laboratory Technician certification in two years as they pursue a bachelor’s degree. The AAS graduates who wish to obtain a bachelor’s degree in Medical Technology may "career ladder” without loss of credit. General Admission Requirements for all students entering programs offered by the Medical Laboratory Technology Department include: 1. Complete the Medical Laboratory Technology

program application. 2. Review the Essential Requirements for Admission

and return the signed form to the department. 3. High School diploma or GED equivalency. 4. Prior to enrollment in either MEDT A101 or MEDT

A132, students must provide documentation of the following: • Immunity to rubella, rubeola and chicken pox

confirmed by titer. • Immunity to Hepatitis A and Hepatitis B.

Students must have started the immunization series prior to enrolling in the courses.

• Diphtheria/tetanus vaccination within the past ten years.

• Freedom from active tuberculosis, documented annually by negative PPD skin test or by health exam by a nurse practitioner, physician or physician’s assistant.

5. Prior to enrolling in a practicum (MEDT A195A, MEDT A195B, MEDT A295 or MEDT A495) students must • Demonstrate computer competency in the

prerequisite MEDT courses. • Provide documentation of an Interested Person

Report within six months prior to start of practicum.

• Provide proof of personal medical insurance coverage.

Additional admission requirements are listed under program descriptions. The Medical Laboratory Technology Department assumes no responsibility for illness or injuries experienced by students in conjunction with student labs. It is strongly recommended that students maintain personal medical insurance while enrolled in any of the

programs offered by the Medical Laboratory Technology Department. Students enrolled in practicum (MEDT A195A, MEDT A195B, MEDT A295 or MEDT A495) must provide their own transportation to the clinical facility. Personal protective equipment is provided by the training facility. The clinical facilities require proof of medical insurance coverage; therefore, students are required to maintain personal medical insurance while enrolled in practicum courses. Medical insurance is available through the Student Health Center. Liability insurance is purchased by the Medical Laboratory Technology Department to cover the student’s practicum. The AAS and BS degrees are not contingent upon the students passing any type of external certification or licensure examination. The AAS in Medical Laboratory Technology and the BS in Medical Technology Programs are accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr Avenue, Suite 670, Chicago, IL, 60631-3415. NAACLS is recognized by the United States Department of Education and by the Council for Higher Education. PHLEBOTOMY Phlebotomists obtain blood and other samples for laboratory testing. They establish professional relationships with their patients, collect and prepare specimens, maintain collection areas and equipment and perform record keeping duties. Students are eligible to sit for national certification exams in phlebotomy after completion of MEDT A195A. RECOMMENDED COURSES MEDT A101 Phlebotomy Procedures 3 MEDT A110 Specimen Processing 3 MEDT A195A Phlebotomy Practicum 3 CLINICAL ASSISTANT Clinical assistants perform basic laboratory testing in medical laboratories, working under the supervision of a medical technologist, medical laboratory technician or pathologist. A clinical assistant collects and processes blood specimens and performs test procedures in chemistry, hematology, microbiology and urinalysis. A clinical assistant is competent in the following: • Demonstrating knowledge of infection control and

safety practices. • Using common medical terminology. • Following standard operating procedures to collect

specimens. • Preparing blood and body fluid specimens for

analysis according to standard operating procedures. • Preparing/reconstituting reagents, standards and

controls according to standard operating procedures.

• Performing appropriate tests at the clinical assistant level, according to standard operating procedures.

• Following established quality control protocols • Communicating (verbally and nonverbally)

effectively and appropriately in the workplace. • Using information systems necessary to accomplish

job functions. • Identifying and reporting potential pre-analytical

errors that may occur during specimen collection, labeling, transporting and processing.

RECOMMENDED COURSES MEDT A101 Phlebotomy Procedures 3 MEDT A110 Specimen Processing 3 MEDT A195A Phlebotomy Practicum 3 MEDT A102 Urinalysis for Clinical Assistants 2 MEDT A103 Hematology for Clinical Assistants 3 MEDT A104 Clinical Chemistry for Clinical Assist 3 MEDT A105 Microbiology for Clinical Assistants 3 MEDT A195B Clinical Assistant Practicum 7

ASSOCIATE OF APPLIED SCIENCE, MEDICAL LABORATORY TECHNOLOGY The mission of the Medical Laboratory Technology program is to graduate competent, ethical professionals with the knowledge and skills necessary for work as entry-level medical laboratory technicians. The registered medical laboratory technician (also known as a clinical laboratory technician) is an allied health professional who is qualified by academic and practical training to provide service in clinical laboratory science. The ability to relate to people, a capacity for calm and reasoned judgment, and a demonstration of commitment to the patient are essential qualities for medical laboratory technicians. The medical laboratory technician must demonstrate ethical and moral attitudes and principles, which are essential for gaining and maintaining the trust of professional associates, the support of the community, and the confidence of the patient and family. An attitude of respect for the patient and confidentiality of the patient's record and/or diagnosis must be maintained. A medical laboratory technician is competent in the following: • Performing analytical tests of body fluids, cells, and

other substances. • Performing preventive and corrective maintenance

of equipment and instruments. • Confirming abnormal results, performing and

verifying quality control procedures. • Exercising principles of safety. • Demonstrating professional conduct and

interpersonal skills with patients, laboratory personnel, other health care professionals, and the public.

• Establishing and maintaining continuing education as a function of growth and maintenance of professional competency.

Upon graduation and initial employment, the medical laboratory technician/clinical laboratory technician should be able to demonstrate entry-level competencies in the above areas of professional practice. Graduates are eligible to sit for national certification exams in medical laboratory technician/clinical laboratory technician after completing the program. ADMISSION REQUIREMENTS 1. Complete the Associate Degree Programs

Admission Requirements at the beginning of this chapter.

2. Complete the General Admissions requirements for all programs in the Medical Laboratory Technology Department that are listed at the beginning of this section.

3. Meet with the Medical Laboratory Technology Program advisor regarding application, program admission, and development of a program of study.

ACADEMIC PROGRESS In order to progress within the Associate of Applied Science in Medical Laboratory Technology program, students must earn a satisfactory grade (C or higher or P) in all medical laboratory technology (MEDT) courses required for the degree and demonstrate professional behavior as defined by the “Medical Laboratory Technology Department Core Abilities” and associated behavior criteria. Satisfactory progress is demonstrated by exhibiting Developing Level Criteria by the end of the second year (assessed by core faculty), and Entry Level Criteria by the end of the Clinical Practicum (assessed by clinical instructors). Students must receive a score of “3” or higher on the Developing Level Criteria in order to progress in the program and a score of “3” or higher in the Entry Level Criteria to graduate from the program. Students who are unable to earn an acceptable grade in the MEDT courses during their initial enrollment may attempt to earn a satisfactory grade one additional time on a space available basis. When the number of students admitted to the program exceeds the number that can be accommodated in the clinical practicum, students are placed on an “alternate list” and informed they can complete their practicum should space become available, or they are given preference for a subsequent semester. Students receive a letter stating they are an alternate; they sign and return the letter acknowledging alternate status.

GRADUATION REQUIREMENTS A. GENERAL UNIVERSITY REQUIREMENTS

Complete the Associate of Applied Sciences requirements at the beginning of this chapter (9 credits). In the Medical Laboratory Technology Program, the required support courses meet the General Requirements.

B. REQUIRED SUPPORT COURSES

Complete all 15 credits of support courses for the Medical Laboratory Technology major with a satisfactory grade (C or higher).

BIOL A111 Human Anatomy and Physiology I 4 BIOL A112 Human Anatomy and Physiology II 4 CHEM A103/L Survey of Chemistry 4 CHEM A104 Introduction to Organic Chemistry 3

and Biochemistry C. MAJOR REQUIREMENTS

1. Complete the following major courses with a satisfactory grade (C or higher or P).

MEDT A132 Introduction to Laboratory Medicine 3 OR MEDT A101 Phlebotomy Procedures (3) AND MEDT A133 Basic Techniques Lab Medicine (1) 4

MEDT A202 Clinical Chemistry 6 MEDT A203 Clinical Microbiology 6 MEDT A204 Hematology and Coagulation 6 MEDT A206 Immunology and Blood Banking 6 MEDT A208 Urine and Body Fluid Analysis 3 MEDT A250 Capstone Seminar 1 MEDT A295 Clinical Practicum 12

2. A total of 67-68 credits is required for the

degree.

BACHELOR OF SCIENCE MEDICAL TECHNOLOGY Medical Technologist The mission of the Medical Technology program is to graduate competent, ethical professionals with the knowledge and the skills necessary for work as entry-level medical technologists. The registered medical technologist (also known as a clinical laboratory scientist) is an allied health professional who is qualified by academic and practical training to provide service in clinical laboratory science. The ability to relate to people, a capacity for calm and reasoned judgment, and a demonstration of commitment to the patient are essential qualities for a medical technologist. The medical technologist must demonstrate ethical and moral attitudes and principles, which are essential for gaining and maintaining the trust of professional associates, the support of the community, and the confidence of the patient and family. An attitude of respect for the patient and confidentiality of the patient's record and/or

diagnosis must be maintained. A medical technologist is competent in the following: • Developing and establishing procedures for

collecting, processing, and analyzing biological specimens and other substances.

• Performing analytical tests of body fluids, cells, and other substances.

• Integrating and relating data generated by various clinical laboratory departments while making decisions regarding possible discrepancies.

• Confirming abnormal results, performing and verifying quality control procedures, and developing solutions to problems concerning the generation of laboratory data.

• Making decisions in response to the results of quality control and quality assurance measures and instituting proper procedures to maintain accuracy and precision.

• Establishing and performing preventive and corrective maintenance of equipment and instruments, as well as identifying appropriate sources for repairs.

• Developing, evaluating and selecting new techniques, instruments and methods in terms of their usefulness and practicality within the context of a given laboratory's personnel, equipment and budgetary resources.

• Demonstrating professional conduct and interpersonal skills with patients, laboratory personnel, other health care professionals, and the public.

• Establishing and maintaining continuing education as a function of growth and maintenance of professional competency.

• Providing leadership in educating other health personnel and the community.

• Exercising principles of management, safety and supervision.

• Applying principles of educational methodology and principle of current information systems.

Upon graduation and initial employment, the medical technologist should be able to demonstrate entry-level competencies in the above areas of professional practice. Graduates are eligible to sit for national certification exams in medical technology/ clinical laboratory science after completion of the program. BACHELOR OF SCIENCE, MEDICAL TECHNOLOGY ADMISSION REQUIREMENTS

1. Complete the Baccalaureate Degree Programs Admission Requirements at the beginning of this chapter.

2. Complete the General Admission Requirements for all programs in the Medical Laboratory Technology Department that are listed at the beginning of this section.

3. Meet with the Medical Technology Program advisor regarding application, program admission, and development of a program of study.

ACADEMIC PROGRESS In order to progress within the Bachelor of Science Medical Technology program, students must earn a satisfactory grade (C or higher or P) in all medical technology courses required for the degree and demonstrate professional behavior as defined by the “Medical Laboratory Technology Department Core Abilities” and associated behavior criteria. Satisfactory progress is demonstrated by exhibiting Developing Level Criteria by the end of the second year (assessed by core faculty), and Entry Level criteria by the end of the Medical Technology Practicum (assessed by clinical instructors). Students must receive a score of “3” or higher on the Developing Level Criteria in order to progress in the program and a score of “3” or higher in the Entry Level Criteria to graduate from the program. Students who are unable to earn an acceptable grade in the MEDT courses during their initial enrollment may attempt to earn a satisfactory grade one additional time on a space available basis. When the number of students admitted to the program exceeds the number that can be accommodated in the clinical practicum, students are placed on an “alternate list” and informed they can complete their practicum should space become available, or they are given preference for a subsequent semester. Students receive a letter stating they are an alternate; they sign and return the letter acknowledging alternate status. GRADUATION REQUIREMENTS A. GENERAL UNIVERSITY REQUIREMENTS

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

B. GENERAL EDUCATION REQUIREMENTS Complete the General Education Requirements for Baccalaureate Degrees listed at the beginning of this chapter. In the Medical Technology program, the required support courses meet the Quantitative Skills and Natural Science Requirements.

C. REQUIRED SUPPORT COURSES Complete all 32-35 credits of support courses for the Medical Technology major with a satisfactory grade (C or higher).

BIOL A111 Human Anatomy and Physiology I 4 BIOL A112 Human Anatomy and Physiology II 4

CHEM A103/L Survey of Chemistry (4) 4 OR

CHEM A105/L General Chemistry I (4) CHEM A104L Introduction to Organic Chemistry 4/7

and Biochemistry (4) OR

CHEM A106/L General Chemistry II (4) AND CHEM A321 (3) MATH 107 College Algebra or Higher EXCEPT MATH 205 4/3 STAT 252 Elementary Statistics or Higher 3/4 ENGL 312 Advanced Technical Writing 3 CIS 305 Managerial Presentations 3 PHIL A302 Biomedical Ethics 3

D. MAJOR REQUIREMENTS

1. Complete the following major courses with a satisfactory grade (C or higher or P).

MEDT A132 Introduction to Laboratory Medicine 3

MEDT A101 Phlebotomy Procedures (3) AND MEDT A133 Basic Techniques Lab Medicine (1) 4

MEDT A202 Clinical Chemistry 6 MEDT A203 Clinical Microbiology 6 MEDT A204 Hematology and Coagulation 6 MEDT A206 Immunology and Blood Banking 6 MEDT A208 Urine and Body Fluid Analysis 3 MEDT A301 Clinical Molecular Biology 4 MEDT A302 Clinical Laboratory Education and 4

Management MEDT A303 Advanced Clinical Microbiology 4 MEDT A492 Undergraduate Seminar 1 MEDT A495 Medical Technology Practicum (12) 24

2. A total of 123-127 credits is required for the

degree, of which 42 credits must be upper-division.




1a. School or College CT CTC

1b. Division AHLS

1c. Department MEDT

2. Course Prefix MEDT


4. Previous Course Prefix & Number MEDT A194D

5a. Credits/CEU

3 credits

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

6. Complete Course/Program Title Specimen Processing Abbreviated Title for Transcript (30 character)



11. Implementation Date semester/year From: Fall/06 To: / 9999






13. List any programs or college requirements that require this course 14. Coordinate with Affected Units: UAS, UAF, extended sites, UAA list serve 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 Introduces common procedures used to safely and accurately collect, separate and transport specimens prior to testing. Clerical and technical responsibilities of the clinical assistant are introduced, including accessioning, determining specimen acceptability and problem solving. Lab information system processes, quality assurance and compliance within the laboratory will be included. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or higher in MEDT A101 or documented experience in phlebotomy as assessed by faculty


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



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


19. Justification for Action Trial course that was offered successfully two times. Recommended course for Phlebotomy and Clinical Assistant career paths.



COURSE CONTENT GUIDE Department: MEDT: Medical Laboratory Technology Date: Jan. 19, 2006 Course Number: MEDT A110 Course Title: Specimen Processing Credits: 3 credits I. Course Description

Introduces common procedures used to safely and accurately collect, separate and transport specimens prior to testing. Clerical and technical responsibilities of the clinical assistant are introduced, including accessioning, determining specimen acceptability, and problem solving. Lab information system processes, quality assurance and compliance within the clinical laboratory will be included.

II. Course Design A. Designed for students that have a background in phlebotomy procedures. B. Number of credits- 3 C. Total time of student involvement- 135 contact hours

Distance delivery format 1) Reading and study assignments in books, CD-ROM tutorials, videos and

other digital sources on the web- 85 hours. 2) Faculty-to-student dialogue; E-mail and threaded discussions- 20 hours. 3) Testing, assessment and studying for testing- 30 hours.

D. This course is recommended for both the phlebotomy and clinical assistant career paths.

E. A fee will be charged to cover site license fees for tutorials. F. May be offered as open entry, individualized course. May be taught in any

time frame but not less than four weeks. G. This was previously a trial course, offered successfully two times. H. Coordination with UAS, UAF, extended sites and UAA list serve I. Course level justification: Introduces concepts in specimen processing,

specimen handling, customer service, compliance, regulations and quality assurance.


Course is conducted in a lecture format and will include class discussions, case studies and demonstrations at clinical facilities when available.

IV. Course Prerequisites A. Grade of C or higher in MEDT A101 Phlebotomy Procedures or documented

experience in phlebotomy as assessed by the faculty. B. Departmental Approval

V. Course Evaluation A. Grading is A-F. B. Grades are based on case studies and written or computerized exams. C. Specific grading criteria will be discussed in the beginning of the course.

VI. Course Curriculum 1.0 Laboratory Safety 2.0 HIPAA-Health Insurance Portability and Accountability Act

2.1 Privacy Rule 2.2 Security Rule 2.3 Electronic Data Sets

3.0 Specimen Processing and Quality Assurance Overview 3.1 Pre-analytical Process 3.2 Analytical Process 3.3 Post-analytical Process

4.0 Medical and Laboratory Terminology 5.0 Compliance and Regulations Overview

5.1 Clinical Laboratory Improvement Amendments of 1988 5.2 False Claims Act

5.2.1 Medical Necessity 5.2.2 Advanced Beneficiary Notice

5.3 Medicare Secondary Payer Regulations 5.4 Basic Laboratory CPT and ICD-9-CM coding

6.0 Specimen Handling Processes - Manual and Automated 6.1 Ordering Lab Tests

6.1.1 Written Orders 6.1.2 Verbal Orders, Add on Tests and Validation Process 6.1.3 Standing Orders

6.2 Collection 6.2.1 Blood Specimens 6.2.2 Urine Specimens 6.2.3 Other Specimens

6.3 Accessioning and Receiving 6.4 Prioritization 6.5 Centrifugation

6.5.1 Basic Operations 6.5.2 Maintenance 6.5.3 Quality Assurance

6.6 Specimen Acceptance/Rejection Criteria 6.7 Aliquoting 6.8 Routing/Transport

6.8.1 On site Delivery 6.8.2 Off site Delivery

6.8.2.1 Packaging Regulations 6.8.2.2 Tracking Specimens

6.9 Storage Conditions

6.10 Specimen Disposal 7.0 Test Recognition and Specific Handling Requirements

7.1 Urinalysis Specimens 7.2 Hematology/ Coagulation Specimens 7.3 Chemistry Specimens 7.4 Blood Bank Specimens 7.5 Immunology/Serology Specimens 7.6 Microbiology Specimens 7.7 Pathology/Cytology Specimens

8.0 Customer Service 8.1 Phone Etiquette 8.2 Face-to-Face Encounters 8.3 Recognizing Boundaries 8.4 Calling Reports and Documentation Procedures 8.5 Problem Notification and Documentation Procedures 8.6 Cultural Competency

9.0 Total Quality Improvement (TQI) 9.1 Overview of the TQI Team 9.2 Current Quality Assurance Management Issues

9.2.1 Tracking Missing Specimens 9.2.2 Delayed Test Reporting 9.2.3 Improper Specimen Collection and Labeling 9.2.4 Patient Safety

VII. Recommended Text

SAF-T-PAK Inc. (2005). Shipping Infectious Substances and Shipping Diagnostic Specimens, 2005 IATA Overview Comprehensive Guide and 2005 USA Regional Guide. Edmonton, Alberta: Author. Tutorials: Eisner, J. D., Fine, J. S., Wood, B., Roney, J., Muller, C.H., Wener, M.H., Orkand, A., & Astion, M.(n.d.). Body Fluid tutorials. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org. McCall, R. E., Tankersley, C. M., Behrens, J. A., Piper, K. E., Albay, D., Chiang, S., Robbe, V., Chou, D., Orkand, A., & Aiston, M. (n.d.) Phlebotomy

overview tutorials. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

Orkand, A., Thompson, C. M., Holloway, K. H., Chou, D., & Aiston, M. L. (n.d.). Specimen processing tutorial. Retrieved Jan. 20, 2006, from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

VIII. Bibliography Barker, K. (2005). At the bench: A laboratory navigator (Updated ed.). Cold

Spring Harbor, NY: Cold Spring Harbor Laboratory Press.

Burtis, C. A., Ashwood, E. R., Border, B., & Tietz, N. W. (2001). Tietz fundamentals of clinical chemistry (5th ed.). Philadelphia: W.B. Saunders.

Garza, D. & Becan-McBride, K. (2005). Phlebotomy handbook: Blood collection essentials (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Isenberg, H. D. (1998). Essential procedures for clinical microbiology. Washington, D.C.: ASM Press.

Linné, J. J., & Ringsrud, K. M. (1999). Clinical laboratory science: The basics. St. Louis, MO: Mosby.

Marshall, J. R. (2000). The clinical laboratory assistant/phlebotomist. Orange, CA: Career Pub.

McCall, R. E., & Tankersley, C. M. (2003). Phlebotomy essentials (3rd ed.). Philadelphia: Lippincott Williams & Wilkins.

Rowell, J. A. C., & Green, M. A. (2004). Understanding health insurance: A guide to professional billing (7th ed.). Clifton Park, NY: Delmar Learning.

IX. Instructional Goals, Defined Outcomes Prepare students for entry-level positions in the Specimen Processing and Send Out Departments of the clinical laboratory.

Student Outcomes Assessment Procedures Discuss infection control and safety practices including: bloodborne pathogens, fire, chemical, electrical and patient safety. Apply safe practices when performing laboratory procedures.

Observation in the clinical training site and written/computerized exam.

Define general medical and laboratory terms and abbreviations.

Written/computerized exam.

Discuss the fundamental requirements of the HIPAA legislation.

Written or computerized exam.

Process specimens using safe work practices for the clinical laboratory.

Observation in clinical training site and/or written/computerized exam.

Handle specimens appropriately including: a. review of specimen collection procedures b. transport requirements from site of collection to

central processing and to the appropriate laboratory testing site

c. packaging for transport to reference laboratory according to Department of Transportation requirements.


Operate and perform maintenance and quality assurance on centrifuges.


Locate specimen storage requirements for a variety of laboratory specimens using appropriate reference materials.

Case studies and observation in the clinical training site.

Student Outcomes Assessment Procedures Discuss criteria for accepting and rejecting laboratory specimens.

Case studies and written or computerized exam

Demonstrate safe and accurate aliquoting skills.

Observation in the clinical training site.

Identify essential information necessary on lab requisitions and for accepting verbal orders.

Written or computerized exam

Identify specimen handling requirements for specified tests using reference laboratory manuals and websites.

Case studies.

Discuss the various specimen handling requirements of pathology/cytology specimens and their associated requisitions.


Discuss the following compliance and regulation issues: fraud and abuse, medical necessity and advanced beneficiary notice.

Case studies and written or computerized exams





1b. Division AHLS

1c. Department MEDT



4. Previous Course Prefix & Number MEDT A132

5a. Credits/CEU

3 credits


6. Complete Course/Program Title Introduction to Laboratory Medicine Intro to Lab Medicine Abbreviated Title for Transcript (30 character)







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

12. Cross Listed with Stacked with MEDT A133 Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course AAS Medical Laboratory Technology and BS Medical Technology 14. Coordinate with Affected Units: UAS, UAF, extended campuses, UAA list serve 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 Introduces the basic terms, concepts, procedures and equipment used in a clinical laboratory. Topics include: professional ethics, regulatory agencies, laboratory safety, phlebotomy, specimen processing, measurements and calculations, laboratory information systems and quality assurance. 17a. Course Prerequisite(s) (list prefix and number) None







19. Justification for Action Curriculum updated and instructional goals and outcomes revised in preparation for 2006-07 accreditation self-study and site visit. Stacked with MEDT A133 .



COURSE CONTENT GUIDE Department: MEDT: Medical Laboratory Technology Date: Jan. 19, 2006 Course Number: MEDT A132 Course Title: Introduction to Laboratory Medicine Credits: 3.0 credits I. Course Description

Introduces the basic terms, concepts, procedures, and equipment used in a clinical laboratory. Topics include: professional ethics, regulatory agencies, laboratory safety, phlebotomy, specimen processing, measurements and calculations, laboratory information systems and quality assurance.

II. Course Design A. Provides students with basic knowledge and practical skills in general

laboratory procedures prior to enrolling in core curriculum. B. Number of credits 3.0 C. Total time of student involvement- 135 hours

1) Lecture- 2 hours per week for a total of 30 hours 2) Lab- 2 hours per week for a total of 30 hours 3) Outside work expected- 75 hours total

D. This course is required for the Associate of Applied Sciences in Medical Laboratory Technology and the Bachelor of Science in Medical Technology.

E. A fee will be charged to cover consumable items used in the student laboratory and site license fees for tutorials.

F. May taught in any time frame but not less than three weeks. G. This is not a new course. H. Coordination with UAS, UAF, extended campuses, list serve. I. Course level justification: Introduces basic concepts and techniques in clinical

laboratory science. III. Course Activities

Course is conducted in a lecture/lab format and will include class discussion, case studies, role-playing and the performance of specimen collection and specimen processing in the student laboratory.

IV. Course Prerequisites: Departmental Approval

V. Course Evaluation:

A. Grading is A-F. B. Grades are based on homework assignment, competency evaluations and

written or computerized exams. C. Specific grading criteria will be discussed in the beginning of the course.

VI. Course Curriculum: 1.0 Introduction to the Clinical Laboratory

1.1 Personnel and Organizational Structure of the Laboratory 1.2 Credentialing in the Laboratory 1.3 Departments in the Clinical Laboratory 1.4 Regulatory and Lab-related Organizations 1.5 Legal Aspects of the Laboratory 1.6 Medical Terminology 1.7 Communication Skills for the Laboratorian 1.8 Regulatory Issues for the Laboratorian

1.8.1 Clinical Laboratory Improvement Amendments 1.8.1.1 Test Complexity 1.8.1.2 Quality assurance

1.8.2 Health Insurance Portability and Accountability Act (HIPPA)

1.8.3 Laboratory Compliance 1.8.3.1 Fraud and Abuse 1.8.3.2 Medical Necessity 1.8.3.3 Stark Rules

2.0 Safety 2.1 General Campus Safety 2.2 Laboratory Safety 2.3 Patient Safety

3.0 Phlebotomy Procedures 3.1 Phlebotomy Equipment 3.2 Anticoagulants and Other Tube Additives 3.3 Types of Blood Specimens 3.4 Venipuncture Techniques

3.4.1 Order of Draw 3.4.2 Multi-tube Collections 3.4.3 Syringe Collections

3.5 Capillary Blood Collection Techniques 3.5.1 Order of Draw 3.5.2 Newborn Metabolic Screening 3.5.3 Point of Care Testing 3.5.4 Blood Smear Preparation

3.6 Pre-analytical and Physiological Variables of Phlebotomy 3.7 Complications of Venipuncture 3.8 Specimen Requirements for Common Laboratory Tests

3.8.1 Quality Assurance for Phlebotomy 3.8.2 Specimen Rejection Criteria

3.9 Special Procedures for Blood Collection 3.9.1 Blood Bank Collections 3.9.2 Blood Culture

3.9.3 Glucose Tolerance Testing 3.9.4 Temperature Sensitive Specimens 3.9.5 Light Sensitive Specimens 3.9.6 Therapeutic Drug Monitoring 3.9.7 Bleeding Time 3.9.8 Toxicology Specimens

4.0 Laboratory Measurements and Calculations 4.1 Metric System 4.2 International System of Units 4.3 Significant Digits 4.4 Temperature Conversions 4.5 Ratios and Dilutions 4.6 Calculating and Converting Reagent Concentrations

5.0 Water Quality and Glassware Standards 6.0 Laboratory Equipment

6.1 Pipettes 6.2 Balances 6.3 Centrifuges 6.4 Microscopes: Principles, Use and Care 6.5 Photometry, Principles

7.0 Information Systems 7.1 Types of Computers 7.2 Computer Components 7.3 Laboratory Information System Processes

8.0 Quality Assurance/Quality Control 8.1 Pre-analytical, Analytical, and Post-analytical Errors 8.2 Quality Control 8.3 Statistics in the Clinical Laboratory 8.4 Proficiency Testing 8.5 Clinical Laboratory Improvement Amendments of 1988 8.6 Overview of the Total Quality Improvement Process

VII. Recommended Text: Linné, J. J., & Ringsrud, K. M. (1999). Clinical laboratory science: The basics.

St. Louis, MO: Mosby. Marshall, J. R. (2000). The clinical laboratory assistant/phlebotomist. Orange,

CA: Career Pub. McCall, R. E., & Tankersley, C. M. (2003). Phlebotomy essentials (3rd ed.).

Philadelphia: Lippincott Williams & Wilkins. Tutorials: Aiston, M., Goodyear, N., Behrens, J.A., & Orkand, A. (n.d.) Introduction to the clinical laboratory tutorial. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

McCall, R. E., Tankersley, C. M., Behrens, J. A., Piper, K. E., Albay, D., Chiang, S., Robbe, V., Chou, D., Orkand, A., & Aiston, M. (n.d.) Phlebotomy

overview tutorials. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

Pagliaro, L., Murray, C., Curran, G., Orkand, A., & Aiston, M. (n.d.). Microscopy tutorial. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org. Trimble, S., & Orkand, A. (n.d.). Safety tutorials. Retrieved Jan. 20, 2006, from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org. Vargas, J., Laack, D., & Orkand, A. (n.d.). Phlebotomy procedures tutorials. Retrieved Jan. 20, 2006, from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

VIII. Bibliography: Burtis, C. A., Ashwood, E. R., Border, B., & Tietz, N. W. (2001). Tietz fundamentals of clinical chemistry (5th ed.). Philadelphia: W.B. Saunders. Doucette, L. (2000). Basic math for the health-related professions. Philadelphia: W.B. Saunders. Garza, D., & Becan-McBride, K. (2005). Phlebotomy handbook: Blood collection

essentials (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Starasinger, S.K., & Warekois, R.S. (2002). Phlebotomy worktext and procedures manual. Philadelphia: W.B. Saunders.

Westgard, James O. (2002). Basic QC practices (2nd ed.). Madison, WI: Westgard QC, Inc.

IX. Instructional Goals, Defined Outcomes

Provides students with the basic knowledge and practical skills in general laboratory procedures prior to enrolling in core curriculum. Also provides students with the knowledge and skills necessary to successfully perform phlebotomy and specimen processing procedures during their clinical rotations.

Student Outcomes Assessment Procedures Discuss infection control and safety practices including: bloodborne pathogens, fire, chemical, electrical and patient safety. Select the appropriate personal protective equipment when performing laboratory procedures.

Observation in the student laboratory and written/computerized exam.

Behave professionally and communicate effectively in personal and patient interactions. Discuss stress management and the legal implications of this profession.

Observation during role playing and written/computerized exam.

Identify credentialing agencies and discuss regulatory issues in the clinical laboratory.


Discuss the principles of the HIPAA and its impact on the clinical laboratory.


Student Outcomes Assessment Procedures Identify essential information necessary on lab requisitions and sample labels.

Observation in the student laboratory and Written or computerized exam

Describe what a compliance plan is and how it applies to the clinical laboratory.


Describe the collection equipment, various types of additives used, special precautions necessary and substances that may interfere in the analysis of blood specimens.


Select the appropriate collection equipment and additives based on the tests requested, the age of the patient and collections sites available. Specify any special collection or handling techniques required for the tests ordered.

Observation in the student laboratory, case studies and written/computerized exam.

Perform venipuncture and capillary puncture techniques. Observation in the student laboratory and competency testing.

Discuss the special procedures and precautions necessary when collecting blood from a newborn, an infant, a child, an adult and a geriatric patient.


Discuss criteria for accepting and rejecting laboratory specimens.


Demonstrate use of reference laboratory materials needed for sample collection and processing.

Observation in the student laboratory and/or oral presentation of assigned lab tests

Describe at least three different complications of venipuncture and how to resolve them.


Apply basic math skills including: metric and temperature conversions, significant figures and proportions and ratios.

Homework exercises and written/computerized exams.

List commonly used laboratory supplies and equipment. Describe their proper use, quality control, cleaning and maintenance procedures.

Written/computerized exams.

Describe the components of the microscope and select the appropriate illumination system. Discuss the proper use, cleaning and storage of the microscope.


Calculate how to prepare solutions of a given volume and percent, normality or molarity.

Homework exercises and/or written/computerized exam.

Perform single and serial dilutions using serologic, volumetric and fixed volume and digital precision pipettes.

Observation in student laboratory and laboratory report.

Identify the components necessary to a laboratory’s quality assurance program, including its quality control and proficiency testing programs and the use of control specimens.


Calculate the mean, mode, median, standard deviation, and coefficient of variation.


Student Outcomes Assessment Procedures Evaluate the acceptability of quality control data using confidence intervals and the Westgard Rules. Interpret Levy-Jennings charts for shifts, trends and random error.


Identify the sources of error found at each phase of the laboratory processes: preanalytical, analytical and postanalytical.






1b. Division AHLS

1c. Department MEDT



4. Previous Course Prefix & Number None

5a. Credits/CEU

1 credit


6. Complete Course/Program Title Basic Techniques in Laboratory Medicine Basic Techniques Lab Medicine Abbreviated Title for Transcript (30 character)








12. Cross Listed with Stacked with MEDT A132 Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course AAS Medical Laboratory Technology and BS Medical Technology 14. Coordinate with Affected Units: UAS, UAF, extended campuses, UAA list serve 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 Introduces the basic terms, concepts, procedures and equipment used in a clinical laboratory. Topics include: laboratory measurements and calculations, laboratory information systems and quality assurance. 17a. Course Prerequisite(s) (list prefix and number) None







19. Justification for Action MEDT A132 which is required for both AAS-MLT and BS-MT introduce students to general laboratory procedures, some but not all of this material is covered in MEDT A101 Phlebotomy Procedures. MEDT A133 allows students who have complete MEDT A101 or are certified as a phlebotomist, to complete the additional material in order to fulfill the requirement for MEDT A132.



COURSE CONTENT GUIDE Department: MEDT: Medical Laboratory Technology Date: Jan. 19, 2006 Course Number: MEDT A133 Course Title: Basic Techniques in Laboratory Medicine Credits: 1.0 credit I. Course Description

Introduces the basic terms, concepts, procedures, and equipment used in a clinical laboratory. Topics include: laboratory measurements and calculations, laboratory information systems and quality assurance.

II. Course Design A. Designed for students who have a background in phlebotomy procedures. B. Number of Credits 1.0 C. Total time of student involvement- 45 hours

1) Lecture- 15 hours 2) Outside work expected 30 hours Distance delivery format 1) Reading and study assignments in books, CD-ROM tutorials, videos and

other digital sources on the web- 15 hours. 2) Faculty-to-student dialogue; E-mail and threaded discussions- 10 hours. 3) Testing, assessment and studying for testing- 15 hours. 4) Utilization of basic laboratory equipment at local facility- 5 hours

D. This course in combination with MEDT A101 or phlebotomy certification is equivalent to MEDT A132, which is required for the AAS in Medical Laboratory Technology and the BS in Medical Technology.

E. Special fees are assessed to cover the cost of laboratory consumables and the site license fee for tutorials.

F. May be offered as open entry, individualized course. May be taught in any time frame but not less than three weeks.

G. This is a new course. H. Coordination with UAS, UAF, extended campuses, list serve. I. Course level justification: Introduces basic concepts and techniques in clinical

laboratory science.

III. Course Activities On-Campus Course is conducted in a lecture/lab format and will include class discussion, case studies, role-playing and utilization of basic laboratory equipment in the student laboratory. Students will join MEDT A132 after the phlebotomy unit has been completed

Distance delivery format CD-ROM tutorials, Web-based curriculum and E-mail will be used to present the material. Students will utilize basic laboratory equipment at local clinical facilities.

IV. Course Prerequisites: MEDT A101 with minimum grade of C or documented experience in phlebotomy as assessed by the faculty.

V. Course Evaluation:

A. Grading is A-F. B. Grades are based on case studies and written or computerized exams. C. Specific grading criteria will be discussed in the beginning of the course.

VI. Course Curriculum: 1.0 Laboratory Measurements and Calculations

1.1 Metric System 1.2 International System of Units 1.3 Significant Digits 1.4 Temperature Conversions 1.5 Ratios and Dilutions 1.6 Calculating and Converting Reagent Concentrations

2.0 Water Quality and Glassware Standards 3.0 Laboratory Equipment

3.1 Pipettes 3.2 Balances 3.3 Centrifuges 3.4 Microscopes: Principles, Use and Care 3.5 Photometry, Principles

4.0 Information Systems 4.1 Types of Computers 4.2 Computer Components 4.3 Laboratory Information System Processes

5.0 Quality Assurance/Quality Control 5.1 Pre-analytical, Analytical, and Post-analytical Errors 5.2 Quality Control 5.3 Statistics in the Clinical Laboratory 5.4 Proficiency Testing 5.5 Clinical Laboratory Improvement Amendments of 1988 5.6 Overview of the Total Quality Improvement Process

VII. Recommended Text:

Linne, J.J., & Ringsrud, K.M. (1999). Clinical laboratory science: The basics. St. Louis, MO: Mosby.

Linne, J.J., & Ringsrud, K.M. (1999). Clinical laboratory science: The basics and routine techniques. St. Louis, MO: Mosby.

Tutorials: Pagliaro, L., Murray, C., Curran, G., Orkand, A., & Aiston, M. (n.d.). Microscopy

tutorial. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

VIII. Bibliography: Burtis, C. A., Ashwood, E. R., Border, B., & Tietz, N. W. (2001). Tietz fundamentals of clinical chemistry (5th ed.). Philadelphia: W.B. Saunders. Doucette, L. (2000). Basic math for the health-related professions. Philadelphia: W.B. Saunders.

Westgard, J. O. (2002). Basic QC practices (2nd ed.) Madison, WI: Westgard QC, Inc.

IX. Instructional Goals, Defined Outcomes Provides students who already have a background in phlebotomy procedures with the foundational knowledge and skills in general laboratory procedures required for the core curriculum in the AAS in Medical Laboratory Technology and the BS in Medical Technology.

Student Outcomes Assessment Procedures Apply basic math skills including: metric and temperature conversions, significant figures and proportions and ratios.


List commonly used laboratory supplies and equipment. Describe their proper use, quality control, cleaning and maintenance procedures.

Written/computerized exams.

Describe the components of the microscope and select the appropriate illumination system. Discuss the proper use, cleaning and storage of the microscope.


Describe the operation and component parts of a spectrophotometer.

Written/computerized exams

Calculate how to prepare solutions of a given volume and percent, normality or molarity.

Homework exercises and/or written/computerized exam.

Perform single and serial dilutions using serologic, volumetric and fixed volume and digital precision pipettes.

Observation in student laboratory and laboratory report.

Student Outcomes Assessment Procedures Identify the components necessary to a laboratory’s quality assurance program, including quality control and proficiency testing.

Written/computerized exam

Calculate the mean, mode, median, standard deviation, and coefficient of variation.

Homework exercises and/or Written/computerized exam

Evaluate the acceptability of quality control data using confidence intervals and the Westgard Rules. Interpret Levy-Jennings charts for shifts, trends and random error.


Identify the sources of error found at each phase of the laboratory processes: preanalytical, analytical and postanalytical.


Describe current laboratory information systems. Written/computerized exam





1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

6 credits


6. Complete Course/Program Title Clinical Chemistry Abbreviated Title for Transcript (30 character)







Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Course Outline and Goals and Outcomes


13. List any programs or college requirements that require this course AAS Medical Laboratory Technology and BS Medical Technology 14. Coordinate with Affected Units: CAS,UAS, UAF, extended campuses, UAA list serve 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 Develops skills in performing chemical analysis of blood and other body fluids. Discusses and practices specific testing procedures for different organ systems. Correlates laboratory results with clinical findings. Emphasizes quality assurance. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or higher in CHEM A103/L or CHEM 105/L, CHEM 104 or CHEM 106/L and CHEM 321, BIOL A111, BIOL A112 and MEDT A132







19. Justification for Action Curriculum updated and instructional goals and outcomes revised in preparation for 2006-07 accreditation self-study and site visit.







1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

6 credits


6. Complete Course/Program Title Clinical Microbiology Abbreviated Title for Transcript (30 character)









13. List any programs or college requirements that require this course AAS Medical Laboratory Technology and BS Medical Technology 14. Coordinate with Affected Units: CAS, UAS, UAF, extended campuses, UAA list serve 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 Emphasizes the media, isolation and culture techniques, biochemical tests and staining techniques used in the identification, susceptibility testing and rapid antigen testing of microorganisms of medical importance to humans. Includes bacteriology and an introduction to parasitology, mycology and virology. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or higher in CHEM A103/L or CHEM 105/L, CHEM 104 or CHEM 106/L and CHEM 321, BIOL A111, BIOL A112 and MEDT A132














1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

6 credits


6. Complete Course/Program Title Hematology and Coagulation Abbreviated Title for Transcript (30 character)









13. List any programs or college requirements that require this course AAS Medical Laboratory Technology and BS Medical Technology 14. Coordinate with Affected Units: CAS, UAS, UAF,extended campuses, UAA list serve 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 Emphasizes the theory and practice of manual and automated procedures in hematology and coagulation and the relationship of these procedures to the diagnosis of disease. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or higher in CHEM A103/L or CHEM 105/L, CHEM 104 or CHEM 106/L and CHEM 321, BIOL A111, BIOL A112 and MEDT A132










COURSE CONTENT GUIDE

Department: MEDT: Medical Laboratory Technology Date: Jan. 19, 2006 Course Number: MEDT A204 Course Title: Hematology and Coagulation Credits: 6 credits I. Course Description

Emphasizes the theory and practice of manual and automated procedures in hematology and coagulation and the relationship of these procedures to the diagnosis of disease.

II. Course Design A. Provides the student knowledge and practical laboratory experience with

hematology and coagulation procedures. Prepares students for the hematology and coagulation rotation of their practicum (MEDT A295 or MEDT A495).

B. Number of Credits 6 C. Total time of student involvement- 270 hours

1) Lecture- 45 hours 2) Lab-90 hours 3) Outside work expected- 135 hours

D. This course is required for an Associate of Applied Sciences in Medical Laboratory Technology and a Bachelor of Science degree in Medical Technology.

E. Special fees are assessed to cover the cost of laboratory consumables and the site license for tutorials.

F. Standard semester time frame, but not less than six weeks. G. This is a revised course. H. Coordination with CAS, UAS, UAF, extended campuses, list serve. I. Course level justification: Builds on foundational knowledge gained in

required support courses.

III. Course Activities Course is conducted in a lecture/lab format and will include class discussion, case studies and the performance of routine hematology and coagulation procedures in the student laboratory.

IV. Prerequisites and Corequisites A. Prerequisites-Grade of C or higher in CHEM A103/L or CHEM 105/L,

CHEM A104 or CHEM 106/L and CHEM 321, BIOL A111, BIOL A112 and MEDT A132

B. Registration Restrictions-Departmental Approval

V. Course Evaluation

A. Grading is A-F B. Based on written or computerized exams, core abilities, case studies,

laboratory reports and laboratory practical exam. C. Specific grading criteria will be discussed in the beginning of the course.

VI. Course Outline

1.0 Safety 1.1 General Campus Safety 1.2 Classroom and Laboratory Safety

2.0 Microscopy Review 3.0 Quality Assurance and Quality Control in Hematology and Coagulation 4.0 Hematopoiesis

4.1 Hematopoietic Theory 4.2 Erythrocyte Production and Destruction 4.3 Metabolism of the Erythrocyte 4.4 Hemoglobin and Iron Metabolism 4.5 Leukopoiesis 4.6 Megakaryopoiesis

5.0 Routine Laboratory Evaluation of Blood Cells 5.1 Routine Testing in Hematology

5.1.1 Manual WBC and Platelet Counts 5.1.2 Microhematocrit 5.1.3 Reticulocyte Count 5.1.4 Erythrocyte Sedimentation 5.1.5 Solubility Test for Sickle Cell Anemia

5.2 Examination of the Peripheral Blood Smear and Manual Differential Counts

5.3 Cell Counting Instrumentation 5.4 Introduction to Flow Cytometry in Diagnostic Hematology 5.5 Bone Marrow Overview

6.0 Erythrocyte Disorders 6.1 Morphologic Approach to Diagnosing Anemia 6.2 Disorders of Iron Metabolism 6.3 Anemias Caused by Defects of DNA Metabolism 6.4 Bone Marrow Failure 6.5 Increased Erythrocyte Destruction

6.5.1 Intracorpuscular 6.5.2 Extracorpuscular: Immune and Nonimmune

6.6 Hemoglobinopathies 6.7 Thalassemias

7.0 Nonmalignant Alterations of Leukocytes 7.1 Qualitative Alterations 7.2 Quantitative Alterations

8.0 Special Testing in Hematology

8.1 Cytochemistry 8.2 Immunochemistry

9.0 Malignant Disorders of Leukocytes 9.1 Acute Leukemias 9.2 Chronic Leukemias 9.3 Myeloproliferative Disorders 9.4 Lymphoproliferative Disorders 9.5 Myelodysplastic Syndromes

10.0 Hemostasis and Thrombosis 10.1 Normal Hemostasis and Coagulation 10.2 Hemorrhagic Coagulation Disorders 10.3 Thrombosis Risk Testing 10.4 Quantitative Disorders of Platelets 10.5 Qualitative Disorders of Platelets 10.6 Evaluation of Hemostasis

10.6.1 Specimen Management 10.6.2 Platelet Function Tests 10.6.3 Prothrombin Test 10.6.4 Activated Partial Thromboplastin Time Test 10.6.5 Fibrinogen Assay 10.6.6 FDP and D-Dimer Assays 10.6.7 Mixing Studies 10.6.8 Factor Assays

10.7 Coagulation Instrumentation VII. Recommended Text

Carr, J. H., & Rodak, B. F. (2004). Clinical hematology atlas (2nd ed.). St. Louis, MO: Elsevier Saunders. Rodak, B. F. (2002). Hematology: Clinical principles and applications (2nd ed.). Philadelphia: W.B. Saunders. Tutorials: Lofsness, K. (2000). Hematography plus [CD-ROM]. Minneapolis, MN:

University of Minnesota. Woods, B. L., Curtis, J. D., Behrens, J. A., Orkand, A., & Astion, M. (n.d.). Peripheral blood tutorial. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

Yuan, S., Behrens, J.A., Chandler, W., Orkand, A., & Astion, M. (n.d.). Coagulation tutorial. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

VIII. References Comeaux, L., Fife, D. J., & McKenzie, S. B. (2004). Instructor's guide for clinical laboratory hematology. Upper Saddle River, N.J.: Pearson/Prentice Hall.

Harmening, D. (1997). Clinical hematology and fundamentals of hemostasis (3rd ed.). Philadelphia: F.A. Davis Co. Jaffe, E., Harris, N., Stein, H., & Vardiman, J. (Eds.). (2001). Pathology and

genetics: Tumors of haematopoietic and lymphoid tissues. Lyon: IARC Press.

Turgeon, M. L. (2005). Clinical hematology: Theory and procedures (4th ed.). Philadelphia: Lippincott Williams & Wilkins.

IX. Instructional Goals, Defined Outcomes

Provides students with the foundational knowledge and skills necessary to perform troubleshoot and interpret routine hematology and coagulation tests during the core lab rotation of their clinical practicums (MEDT A295 and MEDT A495).

Student Outcomes Assessment Procedures

Focus and adjust the light for optimal viewing of hematology slides using 10x, 40x and oil immersion objectives.

Observation of student during lab sessions. 70% or higher on written or computerized exams.

Describe the proper storage and handling of quality control material for hematology and coagulation.

70% or higher on written or computerized exams and lab reports.

Perform routine quality control tests, document results and take appropriate corrective actions when results are out of control.


Identify the pre-analytical and analytical errors that can occur with routine hematology and coagulation tests.


Perform manual hematocrits, white blood cell counts and platelet counts accurately calculating and recording results using correct units.

70% or higher on lab practical and lab reports.

Prepare peripheral blood smears and stain them using both the manual and automated methods. Evaluate the quality of stained smears.

70% or higher on written or computerized exams, lab reports, and lab practical.

Perform an erythrocyte sedimentation rate. Identify the sources of error that can occur and state the diagnostic value of the test.

70% or higher on written or computerized exams, lab reports and lab practical.

Perform manual reticulocyte counts and calculate the relative, absolute and corrected values. Calculate and interpret the reticulocyte product index.


Calculate the red blood cell indices (MCV, MCH and MCHC) and classify erythrocyte size and hemoglobin content using the indices.



Interpret patient reports including histograms and cytograms

70% or higher on written or computerized exams and case studies.

Identify sources of errors in automated cell counting and determine appropriate corrective action.

70% or higher on written or computerized exams.

Perform manual differentials on both normal and abnormal smears. Correlate results with printouts from hematology cell counter.

70% or higher on lab practical and lab reports.

Recognize complete blood count results consistent with iron deficiency anemia, anemia of chronic inflammation, and sideroblastic anemia.


Given the results of iron studies, FEP, and serum transferrin receptors distinguish results consistent with iron deficiency anemia, anemia of chronic disease, sideroblastic anemias, thalassemia and iron overload conditions.


Recognize complete blood count, reticulocyte count and bone marrow findings consistent with megaloblastic anemia.


Given results of vitamin B12 and folic acid studies, as well as Shilling tests and gastric analysis determine the most probable cause of the patient’s deficiency.


Identify laboratory tests that indicate accelerated red cell destruction, intravascular hemolysis and increased erythropoiesis.


Identify the peripheral blood cell profile, chemistries and other laboratory procedures used in the diagnosis of hemoglobinopathies.


Identify the laboratory findings in heterozygous and homozygous thalassemias.


Differentiate thalassemia from iron deficiency anemia using laboratory methods.


Correlate the presence of nonmalignant granulocytic and lymphocytic changes with possible diagnoses and prognoses.


Calculate absolute values of types of leukocytes and correlate the numbers and cell types with possible causes.


Discuss the principles and cell staining patterns for: myeloperoxidase, Sudan black B, esterases, periodic acid-Schiff, leukocyte alkaline phosphatase and leukocyte acid phosphatase.



Compare and contrast both acute and chronic leukemias by morphology, presenting signs and symptoms, laboratory analysis and prognosis.

70% or higher on written or computerized exams

Identify the major morphologic change in the bone marrow and peripheral smear of patients with myeloproliferative, lymphoproliferative and myelodysplastic syndromes.


Compare and contrast the FAB and proposed WHO classification systems.


Select, perform and interpret clot-based coagulation screening test, including PT, APTT and fibrinogen levels.

70% or higher on written or computerized exams, lab reports and lab practical

Interpret mixing studies to detect factor deficiencies, lupus anticoagulants and specific factor inhibitors.


Perform and interpret tests for fibrinolysis, including FDP and D-Dimer tests.

70% or higher on written or computerized exams, lab reports and lab practical





1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

6 credits


6. Complete Course/Program Title Immunology and Blood Banking Abbreviated Title for Transcript (30 character)










16. Course Description Introduces the theory of antigen-antibody reactions as it relates to blood grouping and typing, antibody detection and compatibility testing. Discusses blood donor screening and component preparations, immunologically related diseases, transplantation and principles of antigen-antibody based tests. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or higher in CHEM A103/L or CHEM 105/L, CHEM 104 or CHEM 106/L and CHEM 321, BIOL A111, BIOL A112 and MEDT A132














1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

3 credits


6. Complete Course/Program Title Urine and Body Fluid Analysis Abbreviated Title for Transcript (30 character)










16. Course Description Examines the physical, chemical and microscopic properties of urine and other body fluids. Correlates selected chemical and microscopic constituents of urine and other body fluids with various disease states. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or higher in CHEM A103/L or CHEM 105/L, CHEM 104 or CHEM 106/L and CHEM 321, BIOL A111, BIOL A112 and MEDT A132











Department: MEDT: Medical Laboratory Technology Date: Jan. 19, 2006 Course Number: MEDT A208 Course Title: Urine and Body Fluid Analysis Credits: 3 credits I. Course Description

Examines the physical, chemical and microscopic properties of urine and other body fluids. Correlates selected chemical and microscopic constituents of urine and other body fluids with various disease states.

II. Course Design A. Provides the student knowledge and practical laboratory experience in urine

and body fluid analysis. Prepares students for the core lab rotation of their clinical practicum (MEDT A295 or MEDT A495).

B. Number of Credits 3 C. Total time of student involvement- 135 hours

1) Lecture- 30 hours 2) Lab-30 hours 3) Outside work expected- 75 hours

D. This course is required for an Associate of Applied Sciences in Medical Laboratory Technology and a Bachelor of Science degree in Medical Technology.

E. Special fees are assessed to cover the cost of laboratory consumables and the site license for tutorials.

F. Standard semester time frame, but not less than three weeks. G. This is a revised course. H. Coordination with CAS, UAS, UAF, extended campuses, list serve. I. Course level justification: Builds on foundational knowledge gained in

required support courses.

III. Course Activities Course is conducted in a lecture/lab format and will include class discussion, case studies, role-playing and the performance of routine urine and body fluid analysis procedures in the student laboratory.

IV. Prerequisites and Corequisites A. Prerequisites-Grade of C or higher in CHEM A103/L or CHEM A105/L,

CHEM A104 or CHEM A106/L and CHEM A321, BIOL A111, BIOL A112 and MEDT A132

B. Registration Restrictions- Departmental Approval

V. Course Evaluation

A. Grading is A-F B. Based on written or computerized exams, core abilities, case studies,

laboratory reports and laboratory practical exam. C. Specific grading criteria will be discussed in the beginning of the course.

VI. Course Outline

1.0 Safety 1.1 General Campus Safety 1.2 Classroom and Laboratory Safety

2.0 Review of Renal Anatomy 3.0 Renal Function

3.1 Urine composition 3.2 Measurement of Solute Composition 3.3 Urine Volume 3.4 Assessment of Renal Concentrating Ability 3.5 Assessment of Glomerular Filtration 3.6 Assessment of Renal Blood Flow and Tubular Secretory Function

4.0 Review of Microscopy 5.0 Urine Specimen Types, Collection Techniques and Guidelines 6.0 Quality Assurance and Quality Control for Urine and Body Fluid Analysis 7.0 Physical Examination of Urine

7.1 Reporting Results 7.2 Troubleshooting Discrepant Results

8.0 Chemical Examination of Urine 8.1 Reagent Test Strips 8.2 Tablet and Chemical Tests 8.3 Care and Storage of Reagents 8.4 Reporting Results 8.5 Troubleshooting Discrepant Results

9.0 Microscopic Examination of Urine Sediment 9.1 Standardization of Sediment Preparation 9.2 Enhancing Urine Sediment Visualization 9.3 Formed Elements in Urinary Sediment 9.4 Reporting Results 9.5 Troubleshooting Discrepant Results

10.0 Renal and Metabolic Diseases 11.0 Fecal Analysis

11.1 Fecal Formation 11.2 Specimen Collection 11.3 Macroscopic Examination 11.4 Chemical Examination 11.5 Microscopic Examination

12.0 Seminal Fluid Analysis 12.1 Physiology

12.2 Specimen Collection 12.3 Physical Examination 12.4 Chemical Examination 12.5 Microscopic Examination

13.0 Amniotic Fluid Analysis 13.1 Physiology and Composition 13.2 Specimen Collection 13.3 Physical Examination 13.4 Chemical Examination

14.0 Cerebrospinal Fluid 14.1 Physiology and Composition 14.2 Specimen Collection 14.3 Physical Examination 14.4 Chemical Examination 14.5 Microscopic Examination 14.6 Microbiologic Examination 14.7 Immunologic Examination

15.0 Synovial Fluid 15.1 Physiology and Composition 15.2 Classification of Joint Disorders 15.3 Specimen Collection 15.4 Physical Examination 15.5 Chemical Examination 15.6 Microscopic Examination 15.7 Microbiologic Examination

16.0 Pleural, Pericardial and Peritoneal Fluid Analysis 16.1 Physiology and Composition 16.2 Specimen Collection 16.3 Comparison of Transudates and Exudates 16.4 Physical Examination 16.5 Chemical Examination 16.6 Microscopic Examination 16.7 Microbiologic Examination

17.0 Analysis of Vaginal Secretions 17.1 Specimen Collection and Handling 17.2 Chemical Examination 17.3 Microscopic Examination 17.4 Clinical Correlations

VII. Recommended Text

Brunzel, N. A. (2004). Fundamentals of urine and body fluid analysis. Philadelphia: Saunders.

Tutorials: Eisner, J. D., Fine, J. S., Wood, B., Roney, J., Muller, C.H., Wener, M.H., Orkand, A., & Astion, M. (n.d.). Body Fluid tutorials. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org. Phillips, C.M., Henderson, P.J., Fine, J. Orkand, A., & Astion, M. (n.d.). Urinalysis tutorial. Retrieved Jan. 20, 2006 from University of Washington Department of Laboratory Medicine Medical Training Solutions Web site: http://www.medtraining.org.

VIII. References Kaplan, L. A., Pesce, A. J., & Kazmierczak, S. C. (2003). Clinical chemistry: Theory, analysis, correlation (4th ed.). St. Louis, MO: Mosby. Ringsrud, K. M., & Linnâe, J. J. (1995). Urinalysis and body fluids: a colortext

and atlas. St. Louis, MO: Mosby. Strasinger, S. K., & Di Lorenzo, M.S. (2001). Urinalysis and body fluids Philadelphia: F.A. Davis.

IX. Instructional Goals, Defined Outcomes Provides students with the knowledge and skills necessary to successfully perform troubleshoot and interpret tests on urine and other body fluids during the core lab rotation of their clinical practicum (MEDT A295 and MEDT A495).


Focus and adjust light for optimal viewing of urine and body fluid specimens under 10x and 40x objectives.

Observation of student during lab sessions 70% or higher on written or computerized exams.

Compare and contrast brightfield, phase contrast and polarizing microscopy.

Observation of student during lab sessions.

Describe the proper storage and handling of quality control material for urine and body fluid analysis.

Observation of student during lab sessions 70% or higher on written or computerized exams.

Perform routine quality control tests, document results and take appropriate corrective actions when results are out of control.

Documentation on quality control log.

Explain the proper collection procedures for timed and midstream clean catch urines.

Observation of role-playing in student lab 70% or higher on written or computerized exams.

Calculate creatinine clearance and normalized creatinine results.


Perform the physical examination associated with routine urinalysis; record results using correct terminology and reporting criteria; and troubleshoot discrepant results.


Student Outcomes Assessment Procedures Perform the chemical examination associated with routine urinalysis including confirmatory tests; record results using correct terminology and reporting criteria; and troubleshoot discrepant results.


Operate, troubleshoot and maintain the Clinitek® 50.

Observation during student lab session.

Prepare urine samples for microscopic examination according to standardized procedures including the use of supravital stain.

Observation during student lab session. 70% or higher on written or computerized exams.

Perform the microscopic examination of urine accurately identifying cellular elements, crystals, casts and artifacts and document results using standard reporting format provided by the instructor.


Correlate microscopic examination results with physical and chemical examination results and explain discrepancies.

70% or higher on written or computerized exams, lab reports and case studies.

Select the most probable disorder based on the patient’s symptoms, physical, chemical and microscopic urinalysis results.


Perform cell counts on CSF and synovial fluid controls.

70% or higher on lab reports.

Calculate the CSF/serum albumin and CSF IgG indexes and summarize the clinical importance of each index.

70% or higher on written or computerized exam.

Correlate the cells and crystals observed during microscopic examination of synovial fluid with different joint diseases.


Compare and contrast the following tests for fetal lung maturity: L/S ratio, phosphatidylglycerol, foam stability index, fluorescence polarization assay (microviscosity) and lamellar body count.


Perform a physical examination, cell count and morphologic exam on semen specimen and discuss abnormal results.

70% or higher on written or computerized exam and lab reports.

Perform Apt test, fecal carbohydrate test and fecal occult blood test on quality control and patient samples and troubleshoot discrepant results.

70% or higher on written or computerized exam and lab reports.

Classify serous fluid as exudates or transudates based on laboratory data.


Identify yeast, Trichomonas vaginalis and clue cells in vaginal secretion specimens.






1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

4 credits


6. Complete Course/Program Title Clinical Molecular Biology Abbreviated Title for Transcript (30 character)









13. List any programs or college requirements that require this course BS Medical Technology 14. Coordinate with Affected Units: CAS,UAS, UAF, extended campuses, UAA list serve 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 Examines the practice of molecular biology and its applications in the clinical laboratory. Topics include human genetics, isolation, amplification, discrimination, and detection techniques for nucleic acids and the design and operation of a molecular diagnostic laboratory. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or better in BIOL A112, MATH 107, and CHEM 104 or CHEM 321











Department: MEDT: Medical Laboratory Technology Date: Jan. 19, 2006 Course Number: MEDT A301 Course Title: Clinical Molecular Biology Credits: 4 credits I. Course Description

Examines the practice of molecular biology and its applications in the clinical laboratory. Topics include human genetics, isolation, amplification, discrimination and detection techniques for nucleic acids and the design and operation of a molecular diagnostic laboratory.

II. Course Design A. Provides the students with knowledge and practical laboratory experience in

molecular diagnostics. Prepares the student for the microbiology and state public health lab rotations of their clinical practicum (MEDT A495).

B. Number of Credits 4 C. Total time of student involvement 180 hours

1) Lecture-45 hours 2) Lab-45 hours 3) Outside work-90 hours

D. Required for a Bachelor of Science Degree in Medical Technology. E. A fee will be charged to cover consumable items used in the student

laboratory and site license fees for tutorials. F. Course is taught in a standard semester time frame, but no less than five

weeks. G. This is not a new course H. Coordination with the CAS, UAS, UAF, extended campuses and list serve I. Course level justification: Requires background in cellular reproduction,

organic chemistry and math.

III. Course Activities Course is designed in a lecture/lab format and will include class discussion and student projects. Interactive Genetics and Roche Diagnostics tutorials and Edvotek lab kits will be used in the student laboratory.

IV. Course Prerequisites A. Grade of C or better in BIOL A112, MATH A107, and CHEM A104 or

CHEM A321. B. Departmental Approval

V. Course Evaluation: A. Grading is A-F. B. Based on attendance, written or computerized exams and laboratory exercises.

C. Specific grading criteria will be discussed at the beginning of class. VI. Course Outline

1.0 Safety Review 1.1 General Campus Safety 1.2 Classroom and Laboratory Safety 1.3 Sterilization and Decontamination Procedures

2.0 DNA Structure and Gene Expression 2.1 Building Blocks and Chemical bonds in DNA and RNA 2.2 DNA Structure and Replication 2.3 RNA Transcription and Gene Expression 2.4 RNA Processing 2.5 Translation, Post-translational Processing and Protein Structure

3.0 Chromosomes in Cells 3.1 Structure and Function of Chromosomes 3.2 Mitosis and Meiosis 3.3 Chromosome Abnormalities

4.0 Inherited Diseases 4.1 Diseases with Mendelian Inheritance

4.1.1 Autosomal Recessive Diseases 4.1.2 Autosomal Dominant Diseases 4.1.3 X-linked Diseases

4.2 Diseases with Nonmendelian Inheritance 4.2.1 Mitochondrial DNA Disease 4.2.2 Imprinting 4.2.3 Complex Diseases

4.3 Reporting of Test Results 5.0 Nucleic Acid Isolation

5.1 DNA Isolation 5.2 RNA Isolation 5.3 Assessment of Nucleic Acid Yield and Quality

6.0 Nucleic Acid Techniques 6.1 Nucleic Acid Enzymes 6.2 Amplification Techniques

6.2.1 Polymerase Chain Reaction-Target Amplification 6.2.2 Other Forms of Target Amplification 6.2.3 Endpoint Quantification in Amplification Assays

6.3 Detection Techniques 6.3.1 Generic Measurement and Visualization of Nucleic Acids 6.3.2 Reporter Molecules and Labeled Probes

6.4 Discrimination Techniques 6.4.1 Electrophoresis 6.4.2 Alternatives to Electrophoresis 6.4.3 Hybridization Assays 6.4.4 Real-Time PCR 6.4.5 Melting Analysis 6.4.6 Comparison of Closed Tube SNP Genotyping

7.0 Design and Operation of the Molecular Diagnostic Laboratory 7.1 Space and Design Considerations 7.2 Choosing a Test Menu 7.3 Operational Considerations

7.3.1 Documents, Records and Sample Retention 7.3.2 Personnel 7.3.3 Results Reporting 7.3.4 Quality Assurance and Quality Improvement 7.3.5 Proficiency Testing

8.0 Identity Assessment 8.1 Variation in the Human Genome

8.1.1 Genetic Variation Useful in Identity Testing 8.1.2 Exclusion of Tested Individuals 8.1.3 Samples Employed for Identity Testing

8.2 Forensic DNA Typing 8.2.1 Forensics Applications 8.2.2 Genetic Systems Used in Forensic Identification 8.2.3 Quality Assurance and Accreditation in Forensic DNA

Analysis 8.2.4 Statistical Interpretation 8.2.5 Convicted Offender Databases 8.2.6 Legal Issues

8.3 Transplantation Testing 8.4 Chimerism and Hematopoietic Cell Engraftment Analysis 8.5 Parentage Testing

9.0 Molecular Methods in Diagnosis and Monitoring of Infectious Disease 9.1 Development of Molecular Assays for Infectious Diseases 9.2 Test Verification 9.3 Quality Control and Quality Assurance 9.4 Interpretation of Results 9.5 Reporting of Results 9.6 Specific Pathogens

9.6.1 Chlamydia Trachomatis and Neisseria Gonorrhea 9.6.2 Human Papillomavirus 9.6.3 Human Immunodeficiency Virus 9.6.4 Herpes Simplex Virus 9.6.5 Enterovirus 9.6.6 Perinatal Group B Streptococcal Disease 9.6.7 Cytomegalovirus 9.6.8 Mycobacteria tuberculosis 9.6.9 Hepatitis C Virus

10.0 Pharmacogenetics 10.1 Approaches to Pharmacogenetic Testing 10.2 Clinical Application of Pharmacogenetic Testing 10.3 Examples of Clinically Relevant Pharmacogenetic Targets

11.0 Molecular Genetics in Clinical Hematology 11.1 Antigen Receptor Gene Rearrangements for Determination of

Clonality 11.2 Molecular Genetics of Leukemia 11.3 In Situ Hybridization 11.4 Potential of Microarrays in Hematological Malignancies

VII. Recommended Text Burtis, C., Ashwood, E., & Bruns, D. (Eds.). (2006). Tietz textbook of clinical clinical chemistry and molecular diagnostics (4th ed.). St Louis, MO: Elsevier Saunders. Passarge, E. (2001). Color atlas of genetics (2nd ed.). Stuggart, New York: Thieme. Tutorials Roche Diagnostics (n.d.). Genetics education program, molecular technology,

and regulatory tutorials. Retrieved Jan. 20, 2006 from Roche Diagnostics Web site: http://us.labsystems.roche.com/services/training.shtml#ur. VIII. References

Singer, M., & Berg, P. (1991). Genes & genomes: A changing perspective. Mill Valley, CA: University Science Books. Strachan, T., & Read, A. P. (1999). Human molecular genetics (2nd ed.). New York: Wiley. Wong, D. W. S. (1997). The abc’s of gene cloning. New York: Chapman & Hall.

IX. Instructional Goals, Defined Outcomes Provide students with the knowledge and skills necessary to successfully perform molecular procedures during the microbiology and state public health lab rotations of their clinical practicum.

Student Outcomes Assessment Procedures Compare and contrast mitosis and meiosis in terms of chromosomal assortment and potential for chromosomal rearrangement.

Written or computerized exams

Determine mode of inheritance based on a given pedigree.

Written or computerized exams and case studies

Construct Punnett squares and create a graphic depiction of a pedigree for a given data set.

Written or computerized exam and case studies

Compare and contrast the various sources of nucleic acid material and methods of extraction for DNA and RNA.


Select an appropriate source and extraction method for nucleic acids to meet the requirements of a given assay.


Student Outcomes Assessment Procedures Select appropriate enzymes for a given assay based on their function.


Select appropriate conditions for amplification of DNA and RNA.

Case studies

Select the appropriate methodology given a scenario for an experiment from Southern, Northern, Western blot or in-situ hybridization protocols.

Case studies

Compare and contrast isotopic vs. non-isotopic detection methods.


Compare and contrast different approaches to nucleic acid amplification.


Recognize failure of PCR in terms of sensitivity, specificity and contamination.


Compare and contrast different assay design methods.


Describe loss of function and gain of function mutations and give examples of each.


Evaluate current molecular techniques in hemostasis, hematology, immunology and infectious diseases.

Student project.

Design a molecular laboratory that adheres to regulatory guidelines and ensures the integrity of the molecular testing process.

Group project





1b. Division AHLS

1c. Department MEDT




5a. Credits/CEU

4 credits


6. Complete Course/Program Title Advanced Clinical Microbiology Abbreviated Title for Transcript (30 character)









13. List any programs or college requirements that require this course Bachelor of Science in Medical Technology 14. Coordinate with Affected Units: CAS, UAS, UAF, extended campuses, UAA list serve 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 Examines microorganisms of medical importance to humans. Includes unusual pathogenic and anaerobic bacteriology, mycology, parasitology, and virology with emphasis on identification, susceptibility testing and epidemiology. 17a. Course Prerequisite(s) (list prefix and number) Grade of C or better in MEDT A203 or equivalent upper division microbiology course approved by faculty








