university faculty meeting # 7 2013-2014 academic year tuesday, february … description/gene… ·...

University Faculty Meeting #7 2013-2014 Academic Year

Tuesday, February 18, 2014 MINUTES

1. Dr. Abiódún Gòkè-Pariolá called the meeting to order.

2. Dr. Diane Mowrey gave the opening prayer.3. The minutes of January 14, 2014 were approved unanimously (Hull/Tarabek.)

Dr. Helen Hull brought three proposals from the Academic Policy Committee.4. The proposal to add a Graduate Graduate Council to the Faculty Handbook (Cooper Guasco / Fatherly)

was brought back to the faculty. Dr. Fatherly proposed a revision to #9 which was approved.

After discussion of the proposal a call for the question was approved (Frederick/Bowers) with 50 for, 12against and 1 abstention.

The amended proposal to add a Graduate Policy Committee was then approved with 60 for, 11 againstand 6 abstentions.

For the 2014-2015 Faculty Handbook

QUEENS GRADUATE COUNCIL

MEMBERSHIP:

The Dean of the School for Graduate and Continuing Studies who serves as chair; the Dean of each college/school with a graduate program; one graduate faculty member from each school offering graduate programs; two graduate students (one student from a program to be rotated among Knight, McColl, and PSON and one student from a CAS program); the Registrar (ex-officio); and the Director of Graduate Admissions (ex-officio).

All faculty members shall possess an earned doctorate or equivalent terminal degree and will be elected by those faculty in their school having graduate faculty status, in accordance with the statement in the Faculty Handbook, section IIE. Student representatives will be appointed by the appropriate school dean.

FUNCTIONS:

To provide oversight for all matters pertaining to graduate education and curricula, including support for graduate students.

The Council’s responsibilities shall include, but not be limited to:

1. Establishment and regular review of university-level goals for graduate curricula.

2. Final approval of proposals for new graduate degrees or programs and substantive changes to existinggraduate programs, ensuring that they conform to all university policies as well as the policies of theSouthern Association of Colleges and Schools and other accrediting bodies. The approval of thePresident’s Council Executive Committee (PCEC) is also required.

3. Review and creation of graduate curricular policies, graduate education requirements; andspecifications for graduate majors, certificates, and concentrations.

4. Review and proposal of revisions to guidelines for the selection and support of graduate studentassistants.

5. Review and proposal of revisions to the criteria for the granting of graduate faculty status.

6. Establishment and oversight of periodic graduate curricular program reviews by departments, schools,and colleges.

7. Provision of support for the continued professional development of graduate faculty.

8. Active development and implementation of strategies to ensure the development and strengthening of a graduate culture at Queens.

9. Serves as a university-wide Graduate Student Qualifications Committee responsible for oversight of institutional standards and for implementation of and decisions on exceptions to graduate policies and regulations. Serves as a university-wide Graduate Student Qualifications Committee responsible for oversight and implementation of institutional standards and serves as body that hears student appeals of decisions made by unit graduate student qualifications committees as needed.

10. Serve a source of faculty and student members for honor code violation hearings involving graduate students.

5. A proposal to revise the General Education program was approved (Cooper Guasco / Kelso.) It was

noted that they were voting only on curriculum, not the program name, course prefixes, class sizes, etc. The program will not begin until Fall 2015. Next year additional changes will be made as needed.

See Attached Approved Curriculum 6. A proposal to drop the minor as a degree requirement, thus removing the requirement that

“undergraduate programs of study must include a minor” and to ADD a residency requirement to earn a minor, was approved (Cox/Morris.) After discussion Dr. Frederick moved to call the question. The motion was seconded by Dr. Shaul and the proposal was approved.

Proposed Revised Catalog Statement (to replace the current catalog statements on minors) To Follow “Elective Courses”

Minor Program

If a student chooses, he/she may include one or two minors in his/her undergraduate program. A minor consists of a designated number of hours and a prescribed program of study described in detail under each discipline offering a minor.

A minor is not required in order to earn a bachelor’s degree, however, a department, college or school may require that a specific minor(s) be completed in conjunction with one of its majors.

Ordinarily a minor must be selected from a department or school outside of the major field of study unless the major requires the courses of a specific minor(s) in the same field as the major.

A minimum of 50% of the credit hours required for the minor must be earned at Queens. Students must complete all requirements for a minor with a minimum cumulative grade point average of 2.000 in all work in the minor.

A minor must be approved by the faculty advisor for the student's major. Only one course may be used to complete both a minor requirement and a graduation requirement. See also Double Dipping Policy

Self Designed Minor

A students who wishes to design a minor should consult with his/her academic advisor and faculty related to minor courses. A self-designed minor must be approved by the Registrar’s Office following submission of the “Self- Designed Minor” form.

7. Two proposals brought by Faculty Council were deferred to the next meeting on February 25.

The meeting adjourned at 12:00 p.m. Respectfully submitted,

Bonnie Stoffel

Queens University of Charlotte, 2013-14

Academic Policy Committee (APC)

Proposal for a New Major or Graduate Program

Proposal for a New Undergraduate Program, Major, Graduate Program, or Degree

To: Queens Faculty

Submitted By: Suzanne Cooper Guasco, Director of General Studies

Date Submitted: February 18, 2014

Dean’s Signature: Sarah Fatherly, Associate Provost and Dean of University Programs

Proposed New Program: New General Education Program at Queens [name to be determined]

Proposed Implementation Date: Fall Term 2015

Approvals

Approval Date

General Education Task Force January 31, 2014

President’s Council Executive Committee February 17, 2014

Academic Policy Committee February 18, 2014

Queens Faculty February 18, 2014

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1. Description of the New Program

Through an integrative and progressively challenging approach to learning that is grounded in the liberal arts, The Keystone Program1 cultivates the development of creative, independent thinkers and learners who appreciate diverse perspectives in multiple contexts and who are informed, educated and active members of society.

The program is the keystone of a Queens University of Charlotte undergraduate degree. It invites students to join and help sustain an active and engaged community of learners who are curious and committed to applying what they learn in their everyday lives. This program challenges students to explore who they are and their relationship to their community and will also encourage them to examine complex human and community concerns, appreciate diverse perspectives, imagine solutions and build connections between their experiences at Queens and the world around them. Above all, this program seeks to inspire students to develop the sense of responsibility necessary to become active members of society.

The Queens Learning Communities (QLCs) are the defining feature of The Keystone Program. A learning community is defined as a series of courses, taken concurrently, that are purposefully connected by a predetermined theme and an integrative project or assignment. Each of the three learning communities students take during their tenure at Queens are designed to foster a culture of collaborative learning among students and faculty by providing students with the opportunity to explore issues or problems from multiple methodological perspectives while also challenging them to refine and develop further the foundational skills necessary to be successful in the workplace upon graduation.

Overview of Program Requirements: 1st Sem.; 1st Year KEY 100 Roadmap – Welcome to Queens 2 hrs KEY 101 Rhetoric & Composition 4 hrs 2nd Sem.; 1st Year First QLC KEY 102 Rhetoric & Argument 4 hrs KEY 120, 130, 140, 150 or 160 4 hrs 2nd or 3rd Year Second QLC – Communication Intensive KEY 220, 230, 240, 250 or 260 4 hrs KEY 220, 230, 240, 250 or 260 4 hrs 3rd or 4th Year Third QLC – Community Engagement KEY 320, 330, 340, or 350 4 hrs KEY 320, 330, 340 or 350 4 hrs 4th Year KEY 410 Culminating Experience 2 hrs Anytime KEY 103 Health and Wellness 2 hrs Total Program Hours = 34 hrs

1 The official name of the program and prefix for the courses will be determined. The Keystone Program and KEY are placeholders selected by the General Education Taskforce, 2013-2014.

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2. Comprehensive List of Student Learning Goals and Outcomes

Mission: Through an integrative and progressively challenging approach to learning that is grounded in the liberal arts, The Keystone Program cultivates the development of creative, independent thinkers and learners who appreciate diverse perspectives in multiple contexts and who are informed, educated and active members of society.

GOAL 1: Habits of Mind

Learners will: a. Evaluate information and approaches to complex problems. b. Pursue opportunities to expand knowledge and capabilities. c. Integrate learning from multiple contexts. d. Discern the multiple dimensions of self.

GOAL 2: Intellectual Capabilities

Learners will: a. Demonstrate communication fluency using multiple modes of expression. b. Demonstrate quantitative literacy within an array of contexts. c. Construct arguments with appropriately documented evidence.

GOAL 3: Intercultural Knowledge

Learners will: a. Recognize one’s own cultural rules and biases in relation to various cultures and worldviews. b. Examine the role of diversity in shaping human experiences. c. Reflect critically on the relationship between global and local contexts.

GOAL 4: Personal & Social Responsibility

Learners will: a. Evaluate the consequences personal choices have on the well-being of communities. b. Assess the variety of ways to practice citizenship. c. Appraise the interaction between ethics and social responsibility.

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3. CATALOG COPY – Curriculum2

Through an integrative and progressively challenging approach to learning that is grounded in the liberal arts, The Keystone Program cultivates the development of creative, independent thinkers and learners who appreciate diverse perspectives in multiple contexts and who are informed, educated and active members of society.

The program is the keystone of a Queens University of Charlotte undergraduate degree. It invites students to join and help sustain an active and engaged community of learners who are curious and committed to applying what they learn in their everyday lives. This program challenges students to explore who they are and their relationship to their community and will also encourage them to examine complex human and community concerns, appreciate diverse perspectives, imagine solutions and build connections between their experiences at Queens and the world around them. Above all, this program seeks to inspire students to develop the sense of responsibility necessary to become active members of society.

Learning Communities are the defining feature of The Keystone Program. The Queens Learning Communities (QLCs) are purposefully constructed to engage students in several thematically connected courses within a semester and throughout their career. A learning community is defined as a series of courses, taken concurrently, that are purposefully connected by a predetermined theme and an integrative project or assignment. Each learning community is designed to foster a culture of collaborative learning among students and faculty by providing students with the opportunity to explore issues or problems from multiple methodological perspectives while also challenging them to refine and develop further the foundational skills necessary to be successful in the workplace upon graduation.

4. CATALOG COPY – Admission

First Year Students All full-time and part-time students in the traditional undergraduate program are automatically admitted to The Keystone Program. Students who enter Queens as first-year students take KEY: 100 and KEY: 101 in the fall semester and a 100-level Queens Learning Community (QLC) in the spring semester. Second-Year and Third-Year students take a 200-level QLC in either their second or third year and must complete this learning community before registering for a 300-level QLC, which should be completed by the end of the first semester of their final year at Queens. Fourth-Year students take KEY 410 in either the fall or spring of their final year. The courses in The Keystone Program should be taken in sequence and must always be taken for a letter grade.

2 The adoption of The Keystone Program and the attending catalog changes impact the presentation of degree requirements information in the catalog. No substantive changes were made to the degree requirements. But, the existing text must be moved to a different section of the catalog. See attached Appendix V for specific information.

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Transfer and Hayworth School Students All transfer and Hayworth students are automatically admitted to The Keystone Program. When a student transfers to Queens or enrolls in Hayworth School the Registrar determines the student’s class status. Full-time and part-time students are required to begin The Keystone Program by taking either KEY 100 or KEY 200 and entering the sequence at the point appropriate for their class status. The Registrar will also determine whether the student has transferred acceptable substitutions for any Keystone Program requirements. Students who lack acceptable substitutions must enter the sequence at the point appropriate for their class status or take the appropriate course substitution(s) and then complete the remainder of The Keystone Program. All Transfer students must complete either KEY 100 or KEY 200, at least one 300-level QLC and KEY 410 to graduate with a Queens University of Charlotte degree.

Part-Time Students Part-time students are required to participate in The Keystone Program and complete the requirements in sequence to graduate with a Queens University of Charlotte degree.

5. CATALOG COPY – Program Requirements and Regulations

Writing Proficiency Requirement A student must successfully complete KEY 101 and KEY 102 or an approved transfer substitution in order to graduate.

Mathematics Proficiency Requirement All students must demonstrate proficiency in college level mathematics. Typically, proficiency is established by successfully completing one 4-credit quantitative literacy course – 160 or 260 within The Keystone Program. Students may also elect to demonstrate proficiency by successfully completing a four-hour quantitative course in their major. The approved substitutions include: [to be determined in consultation with appropriate department and program chairs once faculty workload reallocation reform is completed.] All students must demonstrate proficiency in college level mathematics before registering for a 300-level QLC.

Health and Wellness Requirement All students must complete a Health and Wellness course to earn a Queens University of Charlotte bachelor’s degree. Students may enroll in any number of Health and Wellness courses, but only four credits may be counted toward the [128] hours required for a bachelor’s degree.

The Key Program Regulations

When a student transfers to Queens or enrolls in Hayworth School as a full-time or part-time student, the Registrar will determine the student’s class status. The student will then begin the Keystone Program sequence at the point appropriate for that status. In addition, however, the Registrar will determine whether or not the incoming student’s transcript includes sufficient courses as measured by the list of substitutions for The Keystone Program courses not taken.

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Students who lack sufficient substitutions must enter The Keystone Program at the point appropriate for their class status or make up the past deficiencies with appropriate substitution courses.

Substitutions for Keystone Program Courses for Transfer Students Based on the Registrar’s evaluation of any transfer credits, a transfer student who cannot complete the entire Keystone Program may be allowed to substitute other courses. Also, if a student fails a 100 or 200-level KEY course, the student has the option of repeating the QLC or taking an appropriate substitution. There are no substitutions for the 300-level courses or KEY 410. If a student fails any portion of the 300-level QLC or KEY 410, the student must take a replacement QLC and/or KEY 410.

The listing of Keystone Program substitutions for 100- and 200-level Keystone Program courses follows:

100-Level QLC: two courses (6-8 semester hours), one of which is a second semester composition course and the other of which is an approved substitution for KEY 120, _130, _140, _150 or _160.

200-level QLC: two courses (6-8 semester hours), one of which is an approved substitution for a KEY _20, _30, _40, _50, _60 at the 100 or 200 level and one of which is from an approved list of substitutions for the Communication Intensive requirement.

120, 220: Individuals & Society: [English, Fine Arts, History, Philosophy & Religion, World Languages departments to provide specific course equivalents once faculty workload reallocation reform is completed (not including language proficiency courses)]

130, 230: Institutions & Society: [Business, Communication, Education, History, Human Services Studies, International Studies, Nursing, Political Science, Psychology, Sociology departments to provide specific course substitutions once faculty workload reallocation reform is completed.]

140, 240: Science & Society: [Biology, Chemistry, Environmental Science, Kinesiology, Nursing, Physics departments to provide specific course substitutions once faculty workload reallocation reform is completed.]

150, 250: Creativity & Innovation: [Business, Communication, English-Literature & Creative Writing, Fine Arts departments to provide specific course substitutions once faculty workload reallocation reform is completed.]

160, 260: Quantitative Literacy: [Business, International Studies, Math, Political Science, Psychology, Sociology departments to provide specific course substitutions once faculty workload reallocation reform is completed.]

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Communication Intensive: [Communication, English and Fine Arts departments to provide specific courses substitutions once faculty workload reallocation reform is completed.]

If a student has completed ONE course from one of the categories and a second-semester writing course, the student would complete a 200-level QLC with courses from the remaining categories and complete the remainder of the program. All students must either transfer or take a course in each category listed above to earn a bachelor’s degree.

If a student has completed TWO courses from any two categories, the student would take a 200-level QLC with two courses from the remaining categories and complete the remainder of the program. All students must either transfer or take a course in each category listed above to earn a bachelor’s degree.

If a student has completed THREE courses from any three categories, the student would take a 200-level QLC with two courses from the remaining categories and complete the remainder of the program OR take an approved substitution in one of the remaining categories and complete the remainder of the program. All students must either transfer or take a course in each category listed above to earn a bachelor’s degree.

If a student has completed FOUR or more courses, including one each from four categories, the student would enter the program at the 300-level and complete the remainder of the program depending on the total number of credit hours transferred. All students must either transfer or take a course in each category listed above to earn a bachelor’s degree.

The 300-level QLC and KEY 410: There are no substitutions for the 300-level QLC or KEY 410. All students must complete KEY 100 or KEY 200, a 300-level QLC and KEY 410 to earn a Queens University of Charlotte bachelor’s degree.

The Hayworth School of Graduate and Continuing Studies

General Education Requirements All students in the Hayworth School program are required to satisfactorily complete the same general education requirements as students enrolled in the Traditional Undergraduate Program. See General Education Requirements and Regulations.

6. Supporting Statement: What is the rationale for adding the new program? Describe the program’s fit with the mission of the university.

Rationale: The 2012 strategic planning process produced a recommendation that the university review the general education curriculum with the goal of integrating the component parts and transforming it into a more coherent program. The current general education curriculum consists of several discrete components and does not offer students a coherent experience that prioritizes student learning and development in a coordinated and consistent manner. The General Education Taskforce, 2013-2014 was asked to design a new, more coherent, integrated and

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progressively challenging program that prioritizes student learning and development. The Keystone Program is the product of the Taskforce’s fulfillment of this charge.

The Keystone Program will replace the current general education curriculum for all students enrolled in the traditional undergraduate program (including The Core Program in the Liberal Arts, The Freshman Writing Program, and five distribution requirements – natural science, math, cultural arts and appreciation, liberal arts elective, and physical education) and Hayworth School (including personal and social responsibility requirements, and foundation requirements). See Appendix II: Program Transition Chart and item 16 below (Term-by-Term Plan) for a discussion of how the implementation of this new program will impact current and future students.

Compatibility with university mission: The mission and learning goals and outcomes for The Keystone Program can be mapped directly to the priorities identified in the Queens University of Charlotte mission statement. The priorities highlighted in the university mission statement include: intellectual curiosity, global understanding, ethical living and purposeful, fulfilling lives. The Keystone Program mission and goals include: habits of mind, including the development of intellectual curiosity; intercultural knowledge, including understanding the relationship between global and local contexts; personal and social responsibility, including appraising the interaction between ethics and social responsibility; and, the program as a whole is intended to challenge students to become informed, educated, and active members of society. In these ways, The Keystone Program both reflects and supports the stated mission of Queens University of Charlotte.

7. Statement of Commitment to the Liberal Arts

The Keystone Program offers a coherent framework that challenges students to foster broad knowledge of the sciences, culture and society, develop strong intellectual and practical capabilities, integrate their learning, and nurture a strong sense of personal and social responsibility. Not only is the curriculum reflective of the university’s commitment to the liberal arts, but The Keystone Program embodies a liberal education as defined by AAC&U.

8. Statement of Adherence to SACS Requirements:

Is the program a substantial component of each undergraduate degree?

Yes. The Keystone Program consists of 34 credit hours, which is roughly one-fourth of the 128 credits [under the 4-hour model] required to earn a bachelor’s degree requirements at Queens University of Charlotte.

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Does the program include courses that provide breadth of knowledge and promote intellectual curiosity?

The Keystone Program is grounded in the liberal arts and promotes intellectual curiosity by challenging students to develop broad knowledge in a wide variety of disciplines and cultivate strong intellectual and practical capabilities. The program accomplishes this by requiring every student to take at least one course in each of the following categories: Individuals & Society (taught primarily by humanities and fine arts faculty); Institutions & Society (taught primarily by behavioral and social science faculty); Science & Society (taught primarily by science faculty); Creativity & Innovation (taught primarily by fine arts, communication and business faculty). Does the program include at least one course from each of the following areas: humanities/fine arts; behavioral & social sciences, natural sciences & mathematics?

Yes. Every student must take at least one course each in the humanities, fine arts, behavioral & social sciences, and natural sciences. Additionally, students must complete a quantitative literacy course. Does the program have a coherent rationale?

Yes. The Keystone Program invites students to join and help sustain an active and engaged community of learners who are curious and committed to applying what they learn in their everyday lives. The program requires students to participate in three Queens Learning Communities (QLCs), each of which is composed of no more than five courses that are linked by a theme, topic or problem and taught by a collaborative team of faculty. Faculty design courses to address the learning goals and outcomes of the general education program and each course must fall into one of four methodological categories outlined in the program description. As they make their learning community selections, students must complete at least one course from each of these four methodological categories before graduation. In this way, The Keystone Program fosters intellectual curiosity, provides students with a breadth of knowledge, and challenges them to be reflective and integrative learners.

Is each course evaluated within the overall institutional rationale for general education?

Yes. The Keystone Program is an outcomes-based program that is designed to produce graduates who are creative, independent thinkers and learners who appreciate diverse perspectives in multiple contexts and who are informed, educated and active members of society. The four learning goals and thirteen learning outcomes for general education provide the foundation for the program and every course in the curriculum can be mapped directly to these goals and outcomes. The assessment plan and map (Appendixes III & IV) ensure that the effectiveness of the program will be evaluated regularly and that improvements will be implemented as needed.

Does the general education program fit into the stated mission of the institution?

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Yes. The mission and learning goals and outcomes for The Keystone Program can be mapped directly to the priorities identified in the Queens University of Charlotte mission statement. The priorities highlighted in the university mission statement include: intellectual curiosity, global understanding, ethical living and purposeful, fulfilling lives. The Keystone Program mission and goals include: habits of mind, including the development of intellectual curiosity; intercultural knowledge, including understanding the relationship between global and local contexts; personal and social responsibility, including appraising the interaction between ethics and social responsibility; and, the program as a whole is intended to challenge students to become informed, educated, and active members of society. In these ways, The Keystone Program both reflects and supports the stated mission of Queens University of Charlotte.

Does the institution have a curricular review process that ensures that each course is appropriate for inclusion in the general education program?

Yes. A faculty-led committee/council is charged with soliciting, reviewing and approving all courses for inclusion in The Keystone Program. Each component of the program is linked to the learning goals and outcomes for the program and has a set of approved guidelines. Course proposals will be reviewed and approved only if they meet these guidelines. Each approved course must perform assigned program assessments and report data in a timely fashion. Additionally, each approved course may be offered for up to four years, at which point it must undergo a general review before it can be offered as part of the program again. This four-year review cycle will be repeated throughout the life of the program.

9. Statement Regarding Progressive Course Numbering

The Keystone Program is progressively challenging in three ways:

(1) Students are challenged to demonstrate achievement in several key SLOs at increasingly higher levels throughout the program. For example, every KEY course must include three outcomes from Habits of Mind and two from Intellectual Capabilities. The program repeatedly challenges students to improve their performance in these essential areas of learning and student performance is measured by program assessment tools at the beginning middle and end of the program.

(2) Each level of the program emphasizes a higher-level of critical and creative thinking and thereby challenges students to develop further their intellectual capabilities and broad knowledge repeatedly. At the 100-level, students are introduced to the foundational intellectual capabilities and challenged to engage critically with a variety of issues from different methodological perspectives. The 200-level QLC is distinguished from both the 100- and 300-level QLCs by its particular Communication Intensive focus. At this point in the program, students will develop their capabilities in more than one mode of communication. Similarly, 300-level QLCs challenge students to apply their learning by participating in at least on

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Community Engagement experience. In these ways, the 100-, 200-, and 300-level courses are progressively challenging.

(3) Students are challenged to reflect and integrate their learning in increasingly challenging contexts as they move through the program. Their ability to do so is measured by assessment rubrics that are applied to assignments and activities repeatedly throughout the program.

10. NEW Added Courses3

KEY 100: Roadmap – Welcome to Queens Roadmap – Welcome to Queens: This course introduces first-year students to the unique educational experience provided by The Keystone Program. Each section will explore a common question and will challenge students to explore various answers to this question from multiple perspectives: How have different constituencies, groups, or individuals answered this question differently and why? The primary purpose of this course is to introduce students to the kind of reflective and integrative thinking that will be expected of them in progressively challenging ways throughout their career at the university. Additionally, each section will guide students through the transition to university and introduce them to the Queens community and its resources for student development and success. Fall and Spring Term. 2 hrs.

KEY 101: Rhetoric & Composition Rhetoric & Composition: This course challenges students to develop critical thinking, writing and research skills. Each section will emphasize the creation and revision of a variety of writing projects. Students will be challenged to improve their composition skills through directed workshops and collaborative peer-review. The title of each section may vary. Fall Term. Spring Term, as needed. 4 hrs.

KEY 102: QLC - Rhetoric & Argument QLC: Rhetoric & Argument: This course challenges students to develop further their writing and research skills with a focus on critical thinking and argumentation. This seminar approaches these writing goals from within a particular QLC theme, giving students a milestone experience in reflection and integration of ideas while continuing to develop their writing skills. The title of each section will vary by QLC. Spring Term. 4hrs.

3 The Keystone Program will not appear in the catalog until 2015-2016, but the curriculum must be approved in the winter of 2014 so that the General Education Taskforce can move forward with the implementation process. Additionally, the course numbering system may change as the Director of General Studies works with the Registrar to translate the program into Jenzabar. Lastly, final decisions about transfer equivalencies and substitutions in the regulations section of the catalog copy cannot be determined until the faculty workload reallocation is under way in the 2014 fall term. The specific regulations for transfer equivalencies and substitutions will be presented to APC, PCEC and the faculty for approval in the winter of 2015.

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KEY 103: Health and Wellness Health and Wellness: This course challenges students to explore the multiple dimensions of self. Each of course includes assignments and/or activities that require students to examine and reflect on their own sense of health and wellness in relation to the mind, body and/or spirit. The title of each section may vary. Fall and Spring Term. 2hrs

KEY 120: QLC - Individuals & Society QLC: Individuals & Society: This course introduces students to the exploration of themes or issues of identity and personal responsibility in a variety of contexts and challenges students to draw connections and reflect on their learning in the QLC. The title of each section will vary by QLC. Spring Term. Fall Term, as needed. 4hrs

KEY 130: QLC – Institutions & Society QLC: Institutions & Society: This course introduces students to the exploration of themes or issues of civic and social responsibility in a variety of contexts and challenges students to draw connections and reflect on their learning in the QLC. The title of each section will vary by QLC. Spring Term. Fall Term, as needed. 4hrs

KEY 140: QLC – Science & Society QLC: Science & Society: This course introduces students to the exploration of the important role scientific knowledge and practice play in public life and challenges students to draw connections and reflect on their learning in the QLC. The title of each section will vary by QLC. Spring Term. Fall Term, as needed. 4hrs

KEY 150: QLC – Creativity & Innovation QLC: Creativity & Innovation: This course introduces students to the way creative and innovative thinking and practice shapes individual identity, community development and society and challenges students to draw connections and reflect on their learning in the QLC. The title of each section will vary by QLC. Spring Term. Fall Term, as needed. 4hrs

KEY 160: QLC – Quantitative Literacy QLC: Quantitative Literacy: This course introduces students to the use of quantitative approaches to problem-solving within intercultural, personal or social contexts and challenges students to draw connections and reflect on their learning in the QLC. The title of each section will vary by QLC. Spring Term. Fall Term, as needed. 4hrs

KEY 200: Transition Roadmap Transition Roadmap: This course introduces transfer and Hayworth students to the unique educational experience provided by The Keystone Program at Queens University of Charlotte. Each section will explore a common question and will challenge students to explore various answers to this question from multiple perspectives: How have different constituencies, groups, or individuals answered this question differently and why? The primary purpose of this course is to introduce students to the kind of reflective and integrative thinking that will be expected of

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them at progressively challenging levels throughout their career at the university. Additionally, each section will introduce students to the Queens Community and its resources for student development and success. Fall and Spring Term, as needed. 2 hrs.

KEY 220: QLC – Individuals & Society QLC: Individuals & Society: This course explores themes or issues of identity and personal responsibility in a variety of contexts and challenges students to draw connections and reflect on their learning in the QLC. This course also includes at least one assignment that requires students to share their learning through one or more of the following modes of communication: written, oral, non-verbal, digital or visual. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 or KEY 200, 101, 102, and the successful completion of a 100-level QLC. 4hrs

KEY 230: QLC – Institutions & Society QLC: Institutions & Society: This course explores themes or issues of civic and social responsibility in a variety of contexts and challenges students to draw connections and reflect on their learning in the QLC. This course also includes at least one assignment that requires students to share their learning through one or more of the following modes of communication: written, oral, non-verbal, digital or visual. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 or KEY 200, 101, 102, and the successful completion of a 100-level QLC. 4hrs

KEY 240: QLC – Science & Society QLC: Science & Society: This course explores the important role scientific knowledge and practice play in public life and challenges students to draw connections and reflect on their learning in the QLC. This course also includes at least one assignment that requires students to share their learning through one or more of the following modes of communication: written, oral, non-verbal, digital or visual. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 or KEY 200, 101, 102, and the successful completion of a 100-level QLC. 4hrs

KEY 250: QLC – Creativity & Innovation QLC: Creativity & Innovation: This course explores the way creative and innovative thinking and practice shapes individual identity, community development and society and challenges students to draw connections and reflect on their learning in the QLC. This course also includes at least one assignment that requires students to share their learning through one or more of the following modes of communication: written, oral, non-verbal, digital or visual. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 or KEY 200, 101, 102, and the successful completion of a 100-level QLC. 4hrs

KEY 260: QLC – Quantitative Literacy QLC: Quantitative Literacy: This course examines quantitative approaches to problem-solving

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within intercultural, personal or social contexts and challenges students to draw connections and reflect on their learning in the QLC. This course will also include at least one assignment that requires students to share their learning through one or more of the following modes of communication: written, oral, non-verbal, digital or visual. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 or KEY 200, 101, 102, and the successful completion of a 100-level QLC. 4hrs

KEY 320: QLC – Individuals & Society QLC: Individuals & Society: This course examines how moral and/or ethical values shape issues of identity and personal responsibility in a variety of contexts and challenges students to apply their learning in at least one curricularly integrated community engagement experience. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 or 200, KEY 160 or 260 and successful completion of a 200-level QLC. 4hrs

KEY 330: QLC – Institutions & Society QLC: Institutions & Society: This course examines how moral and/or ethical values shape issues of civic and social responsibility in a variety of contexts and challenges students to apply their learning in at least one curricularly integrated community engagement experience. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 and 101, KEY 160 or 260 and the successful completion of a 100-level QLC. 4hrs

KEY 340: QLC – Science & Society QLC: Science & Society: This course examines how moral and/or ethical values shape the role scientific knowledge and practice play in public life and challenges students to apply their learning in at least one curricularly integrated community engagement experience. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 and 101, KEY 160 or 260 and the successful completion of a 100-level QLC. 4hrs

KEY 350: QLC – Creativity & Innovation QLC: Creativity & Innovation: This course examines how moral and/or ethical values inform creative and innovative approaches to community issues or problems and challenges students to apply their learning in at least one curricularly integrated community engagement experience. The title of each section will vary by QLC. Fall and Spring Term. Prerequisite: KEY 100 and 101, KEY 160 or 260 and the successful completion of a 100-level QLC. 4hrs

KEY 410: Culminating Experience Culminating Experience: This capstone seminar in The Keystone Program focuses on a common theme or question and challenges students to reflect on their education and to imagine their future beyond Queens. All students create a culminating project that integrates material from the Keystone Program and other components of their educational experience. Fall and Spring Term. Prerequisite: KEY 100 or 200 and the successful completion of a 300-level QLC. 2 hrs

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11. Rotation.

The Keystone Program: Course Rotation (400 students; 100% persistence)

Courses (suggested cap)

Fall Sections

Spring Sections KEY 100: Roadmap (20) [1st-Year students] KEY 200: Transition Roadmap (20) [transfer & Hayworth]

20

as needed

as needed

(1-3) KEY 101: Rhetoric & Composition (15) [1st-Year students]

27

as needed

KEY 103: Health and Wellness (20)

3-4

3-4

100-Level Queens Learning Communities (QLC) [spring 1st-Year students] KEY 102: Rhetoric & Argument (13-14) KEY 120, 130, 140, 150, 160: QLC (20) 10 Learning Communities, each consisting of five courses – three 102 and two different from 120, 130, 140, 150. At least three must be a 160 course. Faculty: 4-5 per learning community; 40-50 Students: must register for two courses, at least one of which is 102.

as needed for Transfer and

Hayworth students

102: 30 120: 4-5

130: 4-5

140: 4-5 150: 4-5

160: At least 3

200-Level Queens Learning Communities (QLC) [2nd & 3rd Year students] KEY 220, 230, 240, 250, 260: QLC (20) 5 Learning Communities each semester, each consisting of no more than four courses from 220, 230, 240, 250 (no repeats). At least three must be a 260 course. Faculty: 3-4per learning community; 15-20 per semester Students: must register for two courses within the QLC, each with a different number.

220: 4-5

220: 4-5

230: 4-5

230: 4-5

240: 4-5

240: 4-5

250: 4-5

250: 4-5

260: at least 3

260: at least 3

300-Level Queens Learning Communities (QLC) [3rd & 4th Year students] KEY 320, 330, 340, 350: QLC (20) 5 Learning Communities, each consisting of no more than four courses, one each of 320, 330, 340, 350 (no repeats). Faculty: 3-4 per learning community; 15-20 per semester Students: must register for two courses within the QLC, each with a different number.

320: 5

320: 5

330: 5

330: 5

340: 5

340: 5

350: 5

350: 5

KEY 410: Culminating Experience (20) [some 3rd-Year; most 4th-Year students]

8-10

8-10

TOTAL

98-101

101-104

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12. Baccalaureate Program(s)

Requirements for this program will be offered during the day and evening.

13. Distance Education Availability

Initially, the requirements for this program will be offered on campus, but after the new program is launched some of the requirements may be offered in an online and/or hybrid mode.

14. Search for Duplication of Content

As current general education curriculum for traditional undergraduates and Hayworth School students is phased out, there may be some redundancy. There should be no duplication of content and, once The Keystone Program is the only general education curriculum, all redundancy should be eliminated. Additionally redundancy and duplication should not occur because courses in this program will be designed specifically for The Keystone Program and may not be cross-listed with any other courses.

15. Faculty – Adequacy of Full-Time Faculty

See APPENDIX I: Current General Education Curriculum Staffing Data A: Staffing by Requirement B: Staffing – Alphabetical List of Faculty

See next two pages for (1) Keystone Program Staffing Projection; (2) Comparison Chart.

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THE KEYSTONE PROGRAM – Staffing Projection per Year

(400 students; 100% persistence)

Category & Department or Program

Fall Semester

Spring Semester

KEY 101: Rhetoric & Composition KEY 102: QLC – Rhetoric & Argument

22-27

(4hrs each)

25-30

(4hrs each) KEY 103: Health and Wellness

3-4

3-4

KEY 120, 220, 320: Individuals & Society (A) English, Fine Arts, History, Philosophy & Religion, World Languages

9-10

(5 each at 200 & 300 level)

(4hrs each)

13-15

(5 each at 100, 200 & 300 level) (4hrs each)

KEY 130, 230, 330: Institutions & Society (B) Business (Economics), Communications, Education, History, Human Community Services, International Studies, Nursing, Political Science, Psychology, Sociology.

9-10


(4hrs each)

13-15


KEY 140, 240, 340: Science & Society (C) Biology, Chemistry, Environmental Science, Kinesiology, Nursing, Physics

9-10


(4hrs each)

13-15

(5 each at 100, 200 & 300 level) 4hrs each)

KEY 150, 250, 350: Creativity & Innovation (D) Business, Communication, English-Literature & Creative Writing, Fine Arts

9-10

(5 each at200 & 300 level)

(4hrs each)

13-15


KEY 160, 260: Quantitative Literacy (E) Business, International Studies, Math, Political Science, Psychology, Sociology

At least 3 (200 level) (4hrs each)

At least 6

(100 & 200 level) (4hrs each)

KEY 100: Roadmap [1st-Year students] KEY 200: Transition Roadmap [Transfer & Hayworth students]

10-20 (2hrs each)

0-3

(2hrs each)

as needed

1-3 (2hrs each)

KEY 410: Culminating Experience

8-10 (2hrs each)

8-10 (2hrs each)

Queens Learning Communities (QLCs)

At most10 (5 each at 200 & 300

level)

At most 20 (10 at100& 5 each at 200

& 300 level) TOTAL (*does not account for faculty who teach multiple sections)

86-104*

100-110*

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STAFFING & LOAD HOUR COMPARISON

Typical Year

Current General Education Curriculum

(based on 2013-2014 offerings)

The Keystone Program (360 students; 100% retention) (400 students; 100% retention)

Requirement

Sections

Staff

Load Hrs.

Requirement

Sections

Staff

Load Hrs.

CORE

63

41

(36FT; 5PT)

292

KEY 100, 200

18 20

18 20

72 80

Freshman Writing

47

13

(6FT; 7PT)

132

KEY 101 KEY 102

24 27 27 30

24 27 27 30

96 108 108 120

KEY 120, 220, 320

18 20

18 20

72 80

Science w/Lab

30 w 33

labs

13

(8FT; 5PT)

139.5

KEY 130, 230, 330

18 20

18 20

72 80

Math

25

5

(3FT;2PT)

75

KEY 140. 240, 340

18 20

18 20

72 80

CA/FA

49

27

(6FT; 10PT)

148.5

KEY 150, 250, 350

18 20

18 20

72 80

PHED

39

7

(2FT; 5PT)

39

KEY 160, 260

9 9

9 9

72 72

KEY 103 10 12

10 12

20 28

KEY 410

18 20

18 20

72 80

TOTAL*

253 w 33

labs

106

871

TOTAL*

178 186

178 186

701 808

* Does not account for faculty teaching multiple sections in the program.

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16. Term-by-Term Plan of Study for Students

Course Credit Hours

Important Notes

FIRST YEAR Semester One: 14-18 credit hours

KEY 100 2 KEY 101 4 For. Lang. 101 4 Major/Minor/Explore 4 Nothing/H&W/Major 0-2-4 Subtotal 14-18

Semester Two: 16-18 credit hours

KEY 120, 130, 140, 150 or 160

4 NOTE: students must complete a course ending in 20, 30, 40, 50 & 60 before graduating. The 60 requirement can be satisfied by taking a registrar-approved quantitative course in the major or a course within in a QLC.

KEY 102 4 For. Lang. 102 4 Major/Minor/Explore 0-4 Nothing/H&W/Explore 0-2-4 Subtotal 16-18

SECOND YEAR Semester Three: 16-18 credit hours

KEY 220, 230, 240, 250, or 260


KEY 220, 230, 240, 250, or 260

4 No repeats or duplicates permitted.

Major/Minor/Explore 4 Major/Minor/Explore 4 Nothing/H&W 0-2 Subtotal 16-18

Semester Four: 16-18 credit hours

KEY 220, 230, 240, 250, or 260


KEY 220, 230, 240, 250, or 260 OR


KEY 320, 330, 340 or 350 4 NOTE: KEY _60, 200-level QLC and/or KEY 200 prerequisite. Students must complete a course in each letter designation

KEY 320, 330, 340 or 350 4 No repeats or duplicates permitted.

Major/Minor/Explore 4 Major/Minor/Explore 4 Nothing/H&W 0-2 Subtotal

16-18

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THIRD YEAR Semester Five: 16-18 credit hours

KEY 220, 230, 240, 250, 260


KEY 220, 230, 240, 250, or 260 OR


KEY 320, 330, 340 or 350 4 NOTE: KEY _60, 200-level QLC and/or KEY 200 prerequisite. Students must complete a course in each letter designation.

KEY 320, 330, 340 or 350 4 No repeats or duplicates permitted.

Major/Minor 4 Major/Minor/Internship 2-4 Nothing/H&W/Travel 0-2-4 Subtotal 16-18

Semester Six: 12 credit hours

KEY 320, 330, 340 or 350 4 NOTE: KEY _60, 200-level QLC and/or KEY 200 prerequisite. KEY 320, 330, 340 or 350

OR 4 No repeats or duplicates permitted.

KEY 410 2 NOTE: 300-level QLC prerequisite. Major/Minor 4 Major/Minor/Internship 2-4 Nothing/ H&W/Travel 0-2-4 NOTE: Students who wish to spend this semester abroad, should complete

300-level QLC by semester five. Nothing/Minor/Major 0-4 Subtotal 16-18

FOURTH YEAR Semester Seven: 16-18 credit hours

KEY 320, 330, 340 or 350 4 NOTE: KEY _60, 200-level QLC and/or KEY 200 prerequisite. KEY 320, 330, 340 or 350 4 No repeats or duplicates permitted. KEY 410 2 NOTE: KEY _60 course & 300-level QLC prerequisite. Major/Minor 4 Major/Minor/Internship 2-4 Nothing/Major/Minor 0-4 Nothing/H&W/Major 0-2-4 Subtotal 16-18

Semester Eight: 16-18 credit hours

KEY 410 2 NOTE: KEY _60 course & 300-level QLC prerequisite. Major/Minor 4 Major/Minor 4 Major/Minor 4 H&W/Major/Minor 2-4 Subtotal 16-18 TOTAL

At least

128

Students must successfully complete KEY 100 or 200, KEY 101, KEY 410 and three QLCs with at least one course each ending in 20, 30, 40, 50 and 60 to graduate.

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17. Program Transition Plan for Students

The Core Program in the Liberal Arts will be phased out according to the following time table:

Last offering of CORE 112: Noble Lives = Fall Term 2014 Last offering of CORE 122: Modern Citizenship = Spring Term 2015 Last offering of CORE 222: Global Citizenship = Spring Term 2015 Last offering of CORE 412: Applying Ethics = Spring 2016

As more students transition into The Keystone Program the number of sections of courses serving distribution requirements (natural science, math, cultural arts and appreciation) will correspondingly decline. For example, programs and departments that offer courses designed exclusively for a general education audience will have to re-design those courses or eliminate them from their catalog and design new courses for The Keystone Program.

See Appendix II: Program Transition Chart for a more detailed discussion of the transition from the current general education curriculum to The Keystone Program.

18. Program Assessment Plan, Year One

See Appendix III: Program Assessment Plan, Year One

19. Program Assessment Map

See Appendix IV: Program Assessment Map, The Keystone Program

20. Estimated Program Costs

See Appendix V: Estimated Program Costs NOTE: This Appendix will be provided before PCEC meets to consider this curriculum proposal.

21. Degree Requirement Catalog Changes

See Appendix VI: Degree Requirement Catalog Changes. Note: The General Education Taskforce, 2013-2014 did not make any substantive changes to the degree requirements. But, some requirements previously listed under a general education heading will need to be moved to a new section of the catalog. The text in this appendix was cut and pasted from the catalog to facilitate that transition.

22. Draft Program Graphic See Appendix VII: The Keystone Program Draft Graphic

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university faculty meeting # 7 2013-2014 academic year tuesday, february … description/gene… ·...

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