Meeting of University Faculty

J. Pomerenk

I move that the University Faculty recommend to the President and the Board of Regents that, effective at the closing dates for each graduating class, those undergraduate and professional students who have completed degree requirements and whose names remain on the “Official List of Degree Candidates” be advanced to the degrees set above their names as members of the classes of May 2012, August 2012, and December 2012.

Motion carried.

D. Sellon

I move that the University Faculty recommend to the President and the Board of Regents that, effective at the closing dates for each graduating class, those graduate students who have completed degree requirements and whose names remain on the “Official List of Degree Candidates” be advanced to the degrees set above their names as members of the classes of May 2012, August 2012, and December 2012.

Motion carried.

The Faculty Senate was called to order by David Turnbull, Chair, Thursday April 12, 2012, in FSHN T101 at 3:30 p.m.

Minutes of, Meeting March 29, 2012 were approved as circulated. Announcements (Reports).

1. Remarks by the Chair.—D. Turnbull
   1. Turnbull announced R. Rosenman was elected Chair-Elect of the Faculty Senate and thanked the three candidates for their willingness to run. Turnbull announced that K. Struckmeyer, R. Greenberg, D. Branson and he would be attending the Coalition of PAC12 Senate Leadership hosted by WSU in Seattle April 14, 2012.

Additions or Changes to the Agenda.

1. There were no additions or changes to the agenda.

Agenda Items (Action Items)

1. Recommendation from Faculty Affairs for Bylaw Changes Regarding Permanent Minutes Exhibit C is as follows:
   1. The Faculty Affairs Committee recommends the following changes to the Senate Bylaws. At this time Senate approval is recommended.
   2. Proposed Amendment:
      1. Faculty Senate Bylaws; this would be added to II. Meetings below 5. Permanent copies of the Faculty Senate minutes with exhibits, the Senate’s Constitution and Bylaws, and the Faculty Manual shall be maintained in the WSU Library Archives. New or revised documents shall be transported to the Archives by the end of the semester during which they were approved. The Executive Secretary shall oversee preparation of the Faculty Senate’s minutes and exhibits, shall date and sign or initial on every page of these documents, and shall follow the provisions concerning minutes that are contained in the current edition of Robert’s Rules of Order Newly Revised.
      2. It was moved to add the term “on archival bonded paper” on line three after the word maintained. Seconded. Motion carried.
      3. Amended Motion Carried.
2. Recommendation from Graduate Studies for Graduate Major Change Bulletin #7 addendum (Exhibit I).—S. Fotopoulus

GRADUATE MAJOR CHANGE BULLETIN NO. 7 Spring 2012   The requirements and courses listed below reflect the graduate major curricular changes approved by the Catalog Subcommittee and the Graduate Studies Committee since approval of the last Graduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Proposed and Current, respectively. The column to the far right indicates the date each change becomes effective.
Unit/Subje ct	Course Number	New Revis e Drop	Current		Proposed		Effect ive Date
ACCTG	545	New	— N/A —		International Taxation 3 Course Prerequisite: Admission to the Master of Accounting program. Tax issues for international transactions of businesses and individuals.		8-12
ACCTG	546	New	— N/A —		Accounting for Income Taxes 3 Course Prerequisite: Admission to the Master of Accounting program. Comprehensive coverage of accounting income taxes.		1-13
ANIM SCI	581	New	–N/A-–		Stem Cell Biology, Therapeutics and Regenerative Medicine 3 Provides information on the latest cutting edge research in the areas of stem cell biology and tissue regeneration; covers stem cell therapeutics, gene transfer vectors and methods for isolating, characterizing, and generating stem cells. (Course offered as PHARMSCI 581, ANIM SCI 581).		8-12
BIOLOGY	585	New	–N/A-–		Professional Development and Training for College and University Teaching 2 Course Prerequisite: School of Biological Science graduate student. Preparation for roles as teaching assistants and as instructors of undergraduate classroom education.		8-12
Communica tion, revise requirement		Revis e		Core (3 x 3 = 9 credits) COM 501 (Theory Buildin	Core (3 x 3 g iCnOCMom5m70)	= 9 credits)	8-12
				COM 509 (Quant Rsrch)	COM 509

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			Variable	Vvariable                                  variable
			Total of Graded Credits must include at least 15 cr of 500-level classes Up to 9 cr at 300- or 400-level classes may count toward FINAL TOTAL CREDITS Total graded Credits:	Total of Graded Credits must include at least 15 cr of 500-level classes Up to 9 cr at 300- or 400-level classes may count toward FINAL TOTAL CREDITS T3o5tal graded Credits:                 ≥ 15
			non-graded courses: Neuro 590 or similar (e.g.: AS 500)                    4 Neuro 592 3
			Total Non-Graded Credits:
			VPh 800
			Total research Credits:
			Total Credits:
				Total Credits:                        minimum of 72

	non-graded courses:   Neuro 590 or similar (e.g.: AS 500) minimum 4 semesters x 1 cr, maximum of 7   4 Neuro 592   3 Total Non-Graded Credits: ≥ 7 cr

* * * * *

Motion carried.

3. Recommendation from Graduate Studies to Extend the MA in Sport Management to DDP (Exhibit N).—S. Fotopoulos

PROPOSAL TO EXTEND A WSU PULLMAN DEGREE PROGRAM

VIA DISTANCE DEGREE PROGRAMS (DDP)

Send this completed proposal electronically to the OFFICE OF THE PROVOST (donnac@wsu.edu).

Degree Title: Master of Arts (MA) in Education with specialization in Sport Management

Department(s) or Program(s): ELCP

(Educational Leadership and Counseling Psychology)

College(s): COE

Contact Name:          Tammy Crawford, PhD (online coordinator)

Jason Sievers, PhD (student contact for graduate school info)

email:                          tammycr@wsu.edu

phone:                        509.335.8337

1. DESCRIPTION AND RATIONALE – briefly explain:
   1. Delivery Model:
      1. All courses for the degree will be delivered online through WSU’s Learning Management System.
   2. Rationale for extending the degree:
      1. In the Fall 2012, the Graduate Program will extend its current face-to-face, MA in Education with a specialization in Sport Management, and begin offering courses for an online version of our Master’s degree, as approved by the Dean of the College of Education and the Provost.
      2. According to a 2011 research report conducted by the market research firm Eduventures, examining education-related programs sports management appears to be one of the more attractive for future consideration, with a strong growth rate, positive conferral growth (69%) from 2005 and 2009 and a comparatively small number of providers (62) nationally.
      3. It is expected that this program will attract students from a diverse population in the sport industry, including place-bound students already working in the industry.
      4. We anticipate the online student demographic will be comprised, in large part, by persons who are currently employed by sport organizations affiliated with professional sport, high school athletics, intercollegiate athletics, community recreation, and university recreation; as well as non-profits and private sport programs.
      5. Delivering the degree online provides access to qualified place-bound individuals state wide, nationally and internationally.
   3. The collaborative relationship, if any, with other educational partners.
      1. None
2. NEEDS ASSESSMENT – Identify, and explain rationale for, estimates of student demand for the program.
   1. Projected Number of Students and Degrees
      1. It is difficult to anticipate the enrollment numbers for Fall 2012, as marketing and promotional efforts are on “hold” pending approval of the extension of the current degree from face-to-face, to the requested online delivery. As soon as approval is received, promotional efforts will commence and ideally applications will be accepted beginning March 2012. Given the market analysis, we do expect the program will grow quickly. Currently there are inquiries from thirty-three potential students; however, it is impossible to forecast precise enrollment numbers. It is noteworthy that of the 62 programs that exist nationally, only a handful offers an online degree with a sport management specialization (many of the degrees available are more narrowly focused specifically on ‘athletic administration’ or ‘sport leadership’). The extension of our current specialization in sport management offers a unique, broad- based degree specializing in sport management that will appeal to managers in all segments of the sport industry: professional sport, intercollegiate athletics, university recreation, community recreation, and high school athletics.
      2. The time frame for completion of the online degree will vary based on the students’ ambitions and flexibility. The fastest a student could transition through the program (given the timing of course offerings) would be 1.5 years. The slowest a student would move through the program (at one course per semester) would be 5.5 years. On average: 3.5 years to complete the online MA.
      3. The projected growth in Pullman-based enrollment noted below is based on the following: 1) financial support will be provided by the college toward increased recruitment efforts, including promotional brochures and travel to conferences to recruit; 2) marketing and promotion of the online program will include simultaneous promotion of the Pullman-based program; 3) we will continue to work with University Recreation and WSU Athletics to recruit qualified graduate students to fill existing (and projected new) on-campus GA positions. The amount of projected increase in Pullman-based enrollment is reasonable based on the recent success of the Higher Education Administration program in doubling their enrollment in two years using similar recruitment activities.
      4. FTE calculation assumes a student average credit load of 6 credits each term based on enrollment history of distance students in graduate level online courses

	Site	Year 1	Year 2	Year 3	Year 4	Year   *
Headcount Enrollments	Pullman	15	20	25	30
	DDP	25	37	49	61
FTE** Enrolled	Pullman	5.75	7.8	9.6	11.54
	DDP	15	22.2	29.4	36.6
Degrees Awarded	Pullman		8	12	15
	DDP			5	20

* Year of full enrollment

** ANNUAL AVERAGE FTE. For undergraduates, divide total annual credits by 2 to get annual average credits, then by 15 to get AAFTE. For graduates, divide total annual credits by 2 to get annual average credits, then by 10 to get AAFTE.

FTE calculation assumes a student average credit load of 6 credits per semester based on enrollment history of distance degree students in graduate level online courses.

Our initial target student population is place-bound fulltime employees working for sport organizations or university athletics or recreation departments in the Western region of the United States.

3. CURRICULUM – explain and provide rationale for any differences between campus-based and distance programs in:
   1. how university and departmental requirements are satisfied – No differences
   2. the content of required courses – No differences
   3. Online M.A. in Education with a specialization in Sport Management
      1. Thesis option: 30 graded credits (34 total credits)
         1. 21 sport management credits (any 7 of the 8 spmgt courses are acceptable); 6 research credits; 3 social foundations credits; 4 credits SpMgt 700 thesis. 6 credits of approved coursework may be transferred in from an accredited program.
      2. Non-Thesis option: 30 graded credits (34 total credits)
         1. 24 sport management credits; 3 research credits; 3 social foundations credits; 4 credits SpMgt 702 comprehensive exam. 6 credits of approved coursework may be transferred in from an accredited program.
      3. CURRICULUM
         1. ONLINE SPORT MANAGEMENT COURSES (3 credits each)                        
         2. SEMESTERS TAUGHT
            1. SpMgt 521*     Special Topics – Sport Finance and Economics              Fall; launch F 12
            2. SpMgt 540       Current Trends and Issues in Sport Management            Spring; launch Sp 13
            3. SpMgt 564       Marketing Sports Events & Programs                            Fall; launch F 12
            4. SpMgt 573**   Philosophical Perspectives in Sport & Physical Activity Fall; launch F 12
            5. SpMgt 568       Administrative Concepts in Sport Organizations             Spring; launch Sp 13
            6. SpMgt 569*** Sport in Higher Education                                                         Fall; launch F 12
            7. SpMgt 577       Law & Risk Management in the Sport Industry              Spring; launch Sp 13
            8. SpMgt 578       Social & Cultural Issues in Physical Activity & Sport     Spring; launch Sp 13
            9. SpMgt 700 or 702         Thesis or Comprehensive Exam (variable credit)
         3. SOCIAL FOUNDATIONS REQUIREMENT:
            1. Ed Ad 507        Social Foundations of Education (3 cr) (online)
         4. RESEARCH REQUIREMENT (Non-thesis option – 3 cr; Thesis option – 6 cr)
            1. Ed Psy 505       Research Methods (3 cr) (online) – required for both thesis and non-thesis options.
         5. Thesis option – one of the following: (currently offered only on-campus but MA Thesis candidates may transfer in 6 credits of research from an accredited program)
            1. Ed Psy 508       Educational Statistics (3 cr)
            2. Ed Ad 536        Introduction to Qualitative Research (3 cr)
            3. Ed Psy 564       Qualitative Research (3 cr)
            4. Ed Psy 565       Quantitative Statistics (3 cr)
            5. *SpMgt 521 Special Topics: Sport Finance/Economics – the syllabus was approved by the COE Graduate Studies Committee 1/29/2012. This is the one class that is DDP only.
            6. ** SpMgt 573 Philosophical Perspectives in Sport and Physical Activity is being changed to SpMgt 565 Ethical Perspectives in Sport and Physical Activity. The paperwork is pending approval by the COE Graduate Studies Committee as of February 15, 2012.
            7. *** SpMgt 569 Sport in Higher Education is currently (Sp 12) being taught as Ed Ad 521 – a blended course; the syllabus and course number request was approved by the COE Graduate Studies Committee in January 2012.
4. RESOURCE ASSESSMENT – Identify basic resources needed to deliver this program online.
   1. Faculty – In order to extend this program to online delivery, what is your faculty hiring plan – both transitionally and long-term – for tenure-track, clinical, adjunct faculty and TAs?
      1. * For projected 5-year course coverage, see attached 5-year plan.
      2. **For workload allocation, see Table 1 – Program Faculty.
      3. Each listed faculty member will teach one online section per year, except for two who will teach two sections per year. These faculty will be freed from current teaching loads as explained below:
      4. Due to a Fall 2011 clinical assistant professor hired to support the anticipated online Master’s degree, the Sport Management Program is able to cover all proposed online courses with existing faculty except for the Special Topics (Sport Finance & Economics) course which will be taught by an adjunct with special subject matter expertise. Therefore, the only new cost with respect to faculty resources is the adjunct pay of $3500.
      5. The clinical assistant professor hired in Fall 2011 to support the online Master’s degree added the capacity for 8 new sections (at 4 per semester) of online classes to be taught per year, which covers the additional 7 new sections per year to be taught by regular faculty that are entailed in the proposed online Master’s degree. (The 8^th new online section will be taught online by an adjunct with specialized expertise who is employed at another university).
      6. The Fall 2011 hire is currently helping to fill undergraduate course coverage needs necessitated by an agreement with the Provost’s Office to increase undergraduate enrollment. Upon implementation of the online Master’s in Fall 2012, the resulting loss of coverage of undergraduate courses will be filled by a new clinical assistant line funded either by the provost’s office or through reallocation of college resources.
      7. The attached budget does not include expenses for new faculty for the projected increase in Pullman-based enrollment because capacity exists within current class size and faculty workload assignments.
   2. Curriculum – What resources will be available to develop and maintain the necessary online courses?
      1. The SpMgt program assigns WSU Clinical and Tenured Faculty to develop and teach the courses that make up the online degree.
      2. WSU Online provides support to faculty in the development and delivery of the online course:
         • An eLearning Consultant, with expertise in instructional design of online courses will work 1:1 with faculty members developing online courses to ensure that best practices and pedagogical recommendations for successful online learning are understood.
         • The WSU Online media team will work with faculty to create appropriate media and interactive activities to promote learning and enhance engagement.
         • The same eLearning Consultant will continue to support the faculty member during delivery as issues unique to the online learning environment arise.
         • WSU Online provides face to face orientation and trainings and online tutorials to support online instructors.
         • Managing proctored exams for the course, if needed.
         • 24/7 technical support.
         • Ongoing maintenance or updating of courses, each semester of offering is provided by WSU Online.
      3. WSU Online provides support to students:
         • Acquiring required resources, such as textbooks and media
         • Arranging for proctored exams.
         • Academic Consultants provide advising for WSU Online degree seeking students.
5. STUDENT LEARNING OUTCOMES – Identify program learning outcomes, means of assessing outcomes, and process for using results to improve the program. (If the same as the on-campus program insert                                                                  those                                                                 here.)

Program Learning Outcomes

1. Incorporate an understanding of ethical, legal, and socio-cultural issues in managerial decision making and policy determinations in sport

2. Employ theoretical and practical principles of strategic planning, financial management, risk

management, and human resource management in sport

3. Apply advanced knowledge and practical understanding of sport marketing, communication, and event management principles

4. Utilize critical thinking and abstract reasoning skills in analyzing sport management issues and in managerial planning and decision making

5. Demonstrate information literacy and oral, written, and group communication skills

Assessing Learning Outcomes:

Retention in the existing face-to-face program in Pullman has been 100% since 2007.

Upon completion of 33 credit hours of graded, graduate-level coursework which each address 1 or more Program Learning Outcomes (PLOs), masters’ candidates enroll in a 2 credit (S/F) “capstone course” which is a comprehensive, 6-hour, written exam. Candidates respond to 3 novel and unique questions – created by committee members – that pose different scenarios a sport manager could face in a practical setting. The questions require students to integrate all of the PLOs together to demonstrate a comprehensive understanding of the historical, social, legal, political, economic, and organizational issues that impact the management of sport in varied settings. Students must demonstrate knowledge of concepts and subject material as well as theoretical competence; through their responses, students must convey mastery of the curriculum material (marketing, ethics, socio-cultural issues, administrative concepts; economics and finance; law and risk management). Faculty who are content experts convene at a balloting session where they review and evaluate the candidate’s responses. They then vote on the mastery of the learning outcomes by each candidate. Candidates receive a satisfactory pass only after they have met stringent criteria for demonstrating their grasp of relevant concepts.

Following the ballot sessions for a given semester, faculty members meet to discuss the overall results of the comprehensive exams in terms of PLOs for the program. To date, every student has passed the comprehensive exam; however, the faculty review the strength of combined student results to assess each of the content areas (marketing, ethics, socio-cultural issues, administrative concepts; economics and finance; law and risk management).

6. DIVERSITY — Identify strategies for promoting diversity in the DDP program.
   1. WSU is committed to the promotion of diversity within the student population and online classroom. Online education is often viewed as a means of delivering education to underrepresented populations. The online environment lends itself to mitigating racial, gender, age and cultural stereotypes in community building.
7. FUNDING — Describe the funding model for this distance program and justify the budget requirements.
   1. The program will be funded using the current WSU Online rate of return for graduate credit through internal reallocation. The Graduate DDP model allocates funding only for student AAFTE served at a distance, in excess of the college baseline. Students dually enrolled in

Name	Rank	Status	% Effort in Pgm.
Tammy Crawford	Clinical Asst Professor	Temp, Full Time	25%
John Wong	Assoc Professor	Perm, Full Time	13%
Justin Barnes	Clinical Asst Professor	Temp, Full Time	13%
F Michelle Richardson-Touson	Clinical Asst Professor	Temp, Full Time	25%

Yong Chae Rhee	Clinical Asst Professor	Temp, Full Time	13%
Unidentified	Adjunct	Temp, Part Time	13%
Unidentified	Clinical Asst Prof, Yr 4	Temp, Full Time	100%
Total Faculty FTE			200%

* * * * *

Motion carried.

4. Recommendation from Academic Affairs for Midterm Grading Policy Exhibit D is as follows:

M E M O R A N D U M

TO:            Ken Struckmeyer, Executive Secretary Faculty Senate

FROM:      Becky Bitter, Registrar’s Office

DATE:       23 March 2012

SUBJECT:         UPDATED Proposal to Revise the Midterm Grade Policy and to Establish New Academic Regulation No. 88

At its meeting on February 15, 2012, AAC approved a proposal to revise the midterm grade policy and to establish a new academic regulation to codify the policy. Following the Faculty Senate discussion of March 8th, the proposal was returned to AAC for further discussion. AAC has reviewed and modified the proposal, with the understanding of these points:

AAC understood that some faculty are concerned about the workload of giving midterm grades in their undergraduate courses. In order to address this concern, AAC agreed that instructors could give C or F grades, to represent satisfactory or unsatisfactory progress as an alternative to A-F grades. (The proposed rule at the end of this memo includes this C,F grade type for midterm grades.)

For this alternate C or F grade type, a C grade is to be given to any student who is making satisfactory progress, and an F is to be given to any student who needs to discuss his/her progress with the instructor. Grades are assigned at the discretion of the instructor. A student who is not earning a failing grade may still be given an F, if the instructor feels the student’s progress is not acceptable. Similarly, a student who has a perfect score in the class would receive a C at midterm assessment, to indicate that s/he is making sufficient progress. The assessment should thus not be interpreted as a formal grade, but rather as an indication of the student’s progress to date. It is expected that students who receive an F will meet promptly with the instructor. It is also expected that, from the assessment forward, the student will take responsibility for monitoring his/her progress in the course, and will continue to seek help from the instructor if necessary.

AAC suggested that the syllabus would be where the instructor could indicate whether the midterm grade would be given as letter graded, (A-F), or as satisfactory or unsatisfactory, (C or F), and where the instructor could outline what steps students should take to seek further information about their progress.

AAC affirmed with the Registrar that midterm grades are advisory only in that they are not part of the student’s permanent academic record, the transcript.

AAC concluded that assessing student progress at midterm is appropriate and supports the request from ASWSU and the student body for this change to the policy. The following new academic regulation will serve to codify the revised midterm grade policy:

88. MIDTERM GRADE SUBMITTAL. Midterm grades will be submitted for students enrolled in undergraduate courses by 5:00 p.m. on the Wednesday of the eighth week of the fall and spring semesters. For courses that are letter graded, midterm grades may reflect the full range of letter grades (A-F) or may use the C or F grade only. The instructor’s syllabus will specify which type of midterm grade will be given to assess progress. For midterm grades, C and F are defined as follows: A C midterm grade is given to any student who is making satisfactory progress. An F midterm grade is given to any student whose progress is not acceptable and who needs to discuss his/her progress with the instructor. The assessment should not be interpreted as a formal grade, but rather as an indication of the student’s progress to date. Midterm grades are advisory and do not appear on the student’s permanent record, the WSU transcript.

This revision is supported by the Center for Advising and Career Development which reported that advisors will benefit from earlier information on student progress.

At this time, Faculty Senate review and approval is recommended, to be effective fall 2012.

* * * * *

It was moved to remove the middle two paragraphs. Motion carried.

Amended motion passed.

5. Recommendation from Academic Affairs for Undergraduate Major Change Bulletin # 11 and 12(Exhibit E and E1).—C. Parks

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UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 11

Spring 2012

 

 

—COURSES––

 

 

The courses listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee

since approval of the last Undergraduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.
Prefix	Course Number	New Revise Drop	Current	Proposed	Effective Date
AGTM	402	Revise	Methods, Materials, and Machines for Teaching Ag Mechanics 3 (1-6) Course Prerequisite: TCH LRN 301; TCH LRN 317. Development of shop programs in project planning, demonstrations, and skills performance; safety and management of materials, tools, and machines.	Methods, Materials, and Machines for Teaching Ag Mechanics 3 Course Prerequisite: AGTM 201. Development of shop programs in project planning, demonstrations, and skills performance; safety and management of materials, tools, and machines.	8-12
AMDT	440	Revise	Advanced Retail Management 3 Course Prerequisite: AMDT 318; ECONS 352; certified major in Apparel, Merchandising, and Textiles. Advanced application of management principles and theory in the retail world.	Advanced Retail Management 3 (2-2) Course Prerequisite: AMDT 318; ECONS 352; certified major in Apparel, Merchandising, Design and Textiles. Advanced application of management principles and theory in the retail world.	5-12
BIOLOGY	125	New	–N/A-–	[BSCI] Genetics and Society 3 Genetic topics in media and daily life including human health, agriculture, ecology and forensics for the educated non-biologist.	1-13
BIOLOGY	298	Revise	The Sciences for Honors Students I 4 (3-3) Interdisciplinary approach to science in the modern world developed specifically for students not majoring in the sciences. Recommended preparation: For non- science majors.	(SCI) [BSCI] Honors Biology for Non- Science Majors 4 (3-3) Understanding the natural world from a biological perspective for non-science majors.	8-12
COMSTRAT	370	New	–N/A-–	Crisis Communication 3 Course Prerequisite: certified major in communication.	8-12

				Preparation to lead in crisis communication occupations.
DTC	499	New	–N/A-–	Special Problems V 1- 4 May be repeated for credit, cumulative maximum 12 hours. Course Prerequisite: junior standing; certified major in digital technology and culture. Advanced understanding of the various tools, design approaches, and scripting languages for creating dynamic multimedia objects for a variety of platforms, including mobile phones and tablets.	8-12
E E	415	Revise	Design Project Management 2 Course Prerequisite: E E 341 with a C or better and E E 361 with a C or better; or E E 334 with a C or better and Cpt S 360 with a C or better; certified major in Electrical Engineering, Computer Science, or Computer Engineering. Project scheduling/planning, technical writing, oral presentation skills, working in teams, TQC, TQM, market-driven organizations.	Design Project Management 2 (1-2) Course Prerequisite: E E 341 with a C or better and E E 361 with a C or better, or E E 334 with a C or better and Cpt S 360 with a C or better; certified major in Electrical Engineering, Computer Science, or Computer Engineering. Project scheduling/planning, technical writing, oral presentation skills, working in teams, TQC, TQM, market-driven organizations.	8-12
ECE	496	New	–N/A-–	Silicon Integrated Circuit Design Technology 3 (2-3) Course Prerequisite: ECE 349. Hands-on experience in design, fabrication, characterization, and testing of monolithic silicon devices and integrated circuits; completion of a design project.	8-12
ECONS	424	New	–N/A-–	Strategy and Game Theory 3 Course Prerequisite: ECONS 301. Strategic behavior of firms, consumers,	1-13

					and political parties in everyday interaction. Cooperative course taught by WSU, open to UI students (AgEc 424).
PSYCH	444			Basic Helping Skills V 2 (0-6) to 3 (0-9) Course Prerequisite: 6 hours PSYCH. Training in basic skills to work with varied types of clients; didactic and role play instruction. Recommended preparation: PSYCH 105. S, F grading.	Basic Helping Skills 3 Course Prerequisite: 6 hours PSYCH. Training in basic skills to work with varied types of clients; didactic and role play instruction. Recommended preparation: PSYCH 105. S, F grading.		8-12
SOC	347	New		–N/A–	Sociology of Race, Ethnicity, and Immigration 3 Racial and ethnic categories and experiences of specific racial, ethnic, and immigrant groups.		8-12
UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 11   —REQUIREMENTS–– Spring 2012   The requirements listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All changes are underlined. Deletions are crossed out. The column to the far right indicates the date each change becomes effective.   In the case of revisions to graduation requirements, the current GER designations are still in place in most schedules of studies. Transition to the new UCORE designations is currently under construction and is expected in early this Spring 2012.
Dept			Proposed			Effective Date
English, revise certificate in Teaching English as a Foreign Language			Teaching English as a Foreign Language Certificate To earn the Teaching English as a Foreign Language Certificate, students must complete 18 hours including the following courses: Engl 443 (syntax); Engl 443 444 (phonology); Engl 457 458 (sociolinguistics) or For L 441; Engl 456 458 (psycholinguistics); Engl 495 or For L 440; and Engl 498 (3 hours). Engl 255 (English grammar is highly recommended).			8-12
Horticulture and Landscape Architecture,			Revise department name from Department of Horticulture and Landscape Architecture to			8-12

revise department name	Department of Horticulture.
Molecular Biosciences, revise certificate in Molecular Biosciences	Molecular Biosciences The Certificate in Molecular Biosciences requires a minimum of 18 hours. Students are expected to have already completed courses equivalent to one year of freshman chemistry for science majors; one year of freshman biology for science majors; and one semester of organic chemistry; all through an accredited institution of higher education before working towards this certificate. The 15 hour core is: MBIOS 101 or 305 and 306; MBIOS 301; MBIOS 303; and Phil 260 MBIOS 320. 3 hours of electives are selected from: ANTH 468, BIOLOGY 140, 330, CRM J 320, MBIOS 130, 320, 342, PHIL 103, or 365. A grade of C or better must be earned in all classes that apply towards this certificate. Most of the courses required for this certificate have prerequisites. Please consult the catalog to assure that these prerequisites have been met prior to registering for courses.		8-12
Pharmacy, revise graduation requirements for Doctor of Pharmacy	Professional Curriculum(135 132 H First Year	ours)	8-12
	First Term	Hours
	PHARMACY 501	1
	PHARDSCI 502	3
	PHARDSCI 503	4
	PHARDSCI 504	1
	PHARMACY 505	2
	PHARMACY 507	1
	PHARDSCI 508	3
	PHARMACY 509	1
	Second Term	Hours
	PHARDSCI 512	4
	PHARMACY 513	1
	PHARMACY 514	4
	PHARDSCI 515	2
	PHARMACY 516	2
	PHARDSCI 518	2

	PHARDSCI 519	1
	Elective1	1
	Second Year
	First Term	Hours
	PHARMACY 527	3
	PHARDSCI 528	3
	PHARMACY 531	1
	PHARDSCI 532	4
	PHARMACY 533	3
	PHARMACY 534	4
	Elective1	1
	Second Term	Hours
	PHARMACY 541	1
	PHARDSCI 542	4
	PHARMACY 543	1
	PHARMACY 544	4
	PHARMACY 545	3
	PHARMACY 546	2
	PHARMACY 559	2
	Elective1	1
	Third Year
	First Term	Hours
	PHARMACY 545	3
	PHARMACY 551	1
	PHARMACY 553	3
	PHARMACY 554	3
	PHARMACY 555	3
	PHARMACY 557	3
	PHARMACY 558	2
	PHARMACY 559	2
	PHARMACY 567	3
	Elective1	1
	Second Term	Hours
	PHARMACY 557	3
	PHARMACY 561	1
	PHARMACY 563	1 2
	PHARMACY 564	3
	PHARMACY 565	2
	PHARMACY 566	3
	PHARMACY 567	3
	PHARMACY 568	1
	PHARMACY 569	1
	Elective1	1
	Fourth Year
	First Term	Hours

		Advanced Pharmacy Practice		20 15
		Experiences (APPE)2
		Second Term		Hours
		Advanced Pharmacy Practice		15
		Experiences (APPE)2
		Footnotes
		1 Elective Courses: four credits of electives are
		mandatory throughout the first three years of
		the curriculum. Students are required to take
		two elective credits during the first two years
		of the program and two elective credits during
		the third year of the program. Select from:
		PHARMACY 499, 588, 589, 590, 591, 592,
		593, 594, 595, 596, 597, 598, and 599.
		2 Advanced Pharmacy Practice Experiences
		(APPE) courses are: PHARMACY 581, 582,
		583, 584, 585, 586, 587.
UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 12 Addendum No. 1 Spring 2012     —COURSES––     The courses listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.
Prefix	Course Number	New Revise Drop	Current	Proposed	Effective Date
COUN PSY	457	Restore	–N/A-–	[D][T] Chicano/a Latino/a Psychology 3 Course Prerequisite: AMER ST 216, CES 101, 151, 254, 255, or HISTORY 150. Current psychosocial research and literature relevant to the mental health and psychological wellbeing of Chicana/o Latina/o populations.	8-12
LATIN	103	New	–N/A-–	Latin Grammar	8-12

				Tutorial 1 Course Prerequisite: Concurrent enrollment in Latin 101 or 102. Student- centered, instructor- facilitated grammar tutorial and review session focusing on material presented on the Latin 101 – 102 courses. S, F grading.
TCH LRN	401	Revise	Practicum in Bilingual/ESL Education 2 (0-6) May be repeated for credit; cumulative maximum 6 hours. Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). Work with students from diverse cultural and linguistic backgrounds in an educational setting implementing theoretical foundations, skills, and strategies acquired from ESL coursework.	Practicum in Bilingual/ESL Education 3 (2-3) May be repeated for credit; cumulative maximum 6 hours. Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). Work with students from diverse cultural and linguistic backgrounds in an educational setting implementing theoretical foundations, skills, and strategies acquired from ESL coursework.	8-12
UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 12 Addendum No. 1 Spring 2012

—COURSES—     The courses listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.
Prefix	Course Number	New Revise Drop	Current	Proposed	Effective Date
COUN PSY	457	Restore	–N/A–	[D][T] Chicano/a Latino/a Psychology 3 Course Prerequisite: AMER ST 216, CES 101, 151, 254, 255, or HISTORY 150. Current psychosocial research and literature relevant to the mental health and psychological wellbeing of Chicana/o Latina/o populations.	8-12
LATIN	103	New	–N/A–	Latin Grammar Tutorial 1 Course Prerequisite: Concurrent enrollment in Latin 101 or 102. Student-centered, instructor-facilitated grammar tutorial and review session focusing on material presented on the Latin 101 – 102 courses. S, F grading.	8-12
TCH LRN	401	Revise	Practicum in Bilingual/ESL Education 2 (0-6) May be repeated for credit; cumulative maximum 6 hours. Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). Work with students from diverse cultural and linguistic backgrounds in an educational setting implementing theoretical foundations,	Practicum in Bilingual/ESL Education 3 (2-3) May be repeated for credit; cumulative maximum 6 hours. Course Prerequisite: For candidates admitted to teacher education (elementary education or secondary education). Work with students from diverse cultural and linguistic backgrounds in an educational setting implementing theoretical foundations, skills, and strategies acquired from ESL coursework.	8-12

			skills, and strategies acquired from ESL coursework.
UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 12   —REQUIREMENTS–– Spring 2012   The requirements listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All changes are underlined. Deletions are crossed out. The column to the far right indicates the date each change becomes effective.   In the case of revisions to graduation requirements, the current GER designations are still in place in most schedules of studies. Transition to the new UCORE designations is currently under construction and is expected in early this Spring 2012.
Dept				Proposed			Effective Date
Agricultural and Food Systems, revise graduation requirements in Agricultural Technology and Production Management,				Agricultural Technology and Production Managem (120 Hours) Students in this hands-on major gain a science-based overview of agriculture and food systems, with an em on the practical application of technology to agricultu production systems. The program combines students inherent creativity and interest in physical and biolog sciences, technology, mathematics, business, and rela subjects with their desire to develop innovative soluti a variety of agricultural problems.   Areas of application include precision agricultural operations and services, management of agricultural businesses, production operations, sales, and promoti work in domestic and international agricultural communities. Graduates are prepared to own, operate manage their own enterprises or to provide services f private or governmental entities.   First Year		ent     phasis ral ’ ical ted ons to       onal   , and or	8-12
				First Term		Hours
				A S 101		3
				AFS 101		3
				Chem 101 [P] (GER)		4
				Hort 102		3
				Elective or Math 2014		3
				Second Term		Hours
				Chem 102 [P] (GER)		4
				ComSt 102 [C] or H D 205 [C] (GER)		3 or 4
				Engl 101 [W] (GER)		3
				GenEd 110 [A] or 111 [A] (GER)		3
				State 212 [N], Math 140 [N], 171 [N], or 202 [N] (GER)		3 or 4
				Second Year

	First Term	Hours
	Acctg 230 or Elective1,4	3
	AgTM 305	3
	AgTM 314	3
	Biol 120 [B] (GER)	4
	GenEd 110 [A] or 111 [A] (GER)	3
	Second Term	Hours
	Arts & Humanities [H,G] (GER)2	3
	Biol 106 [B] (GER)	4
	CRS 336 [S]	3
	EconS 101 [S] (GER)	3
	SoilS 201 [B] (GER)	3
	Complete Writing Portfolio
	Third Year
	First Term	Hours
	AgTM 330	3
	CropS 305, CropS 403, Entom 340, or Pl P 429	3
	CropS 360 [I] (GER)	3
	EconS 3503	3
	MgtOp 301 or Elective1,4	3
	Second Term	Hours
	400-Level Business or Elective1,4	3
	AFS 201	3
	AgTM 315	3
	AgTM 412	3
	EconS 450 or Elective1,4	3
	Fourth Year
	First Term	Hours
	400-Level Business or Elective1,4	3
	AFS Core Systems Elective	3 or 4
	AgTM 451	1
	Mktg 360 or Elective1,4	3
	Electives4	2
	Second Term	Hours
	400-Level Business or Elective1,4	1
	AFS 401 [T] (GER)	3
	AgTM 405	2
	AgTM 416	3
	AgTM 436	2
	Engl 402 [W] (GER)	3
	Footnotes 1 Courses required for a Business minor. 2 Either the Arts & Humanities [H,G] course or the Tier III [T] course should be double-designated as a Diversity [D] (GER).

	3	EconS 352, which is only offered in the spring, may be used as an alternative for EconS 350.
	4	Working with their advisors, students are encouraged to apply electives towards a minor of their choice.
Integrated Plant Sciences, revise departmental description	Bachelor of Science in Integrated Plant Sciences IPS majors explore the science of plant development and production from the perspectives of a variety of disciplines. All students in the program take a core set of interdisciplinary courses selected specifically to give them a solid foundation on which they can build expertise in a specific discipline. In addition to WSU’s Six Learning Goals of the Baccalaureate, successful IPS graduates also will be able to: Understand and put into practice the scientific basis and interdisciplinary nature of plant production and utilization systems Understand and put into practice the growth and development of horticultural and agronomic crop plants, current management practices, and factors that influence aesthetic and end-use quality Understand and put into practice the physiological and biochemical processes that occur during growth, development, maturation, and harvest of crop plants Use the skills, facts, concepts, principles, and research methods from plant and other sciences to participate actively in a wide variety of environmental, scientific and agricultural activities, including research, outreach, education and management Understand and appreciate the importance of horticultural and agronomic crop plants to global society and use this knowledge to contribute to the welfare of global society Clearly and compellingly communicate solutions to local, regional, national, and global problems in writing or orally using appropriate traditional and emerging technological media Understand and appreciate the wide array of professional opportunities in plant sciences. Experiential Education is required in all IPS degrees and can include any one of the following: internship/professional work experience, study abroad,		8-12

special problems, instructional practicum, or research experience. Please work with your advisor to fulfill the appropriate experience for your major. The hands-on possibilities within the IPS degree are numerous. Students are required to participate in undergraduate research projects, work as part-time employees with research and extension personnel, and/or participate in professional internships to put their classroom training to work. Student clubs also provide a variety of ways to interact with peers, faculty, and staff within the college, yet another way to enrich the educational experience. Scholarships for IPS majors are available on a competitive basis and are awarded based on ability, need, and interest in a career path in plant sciences. In order to certify in an IPS major, a student must have a minimum of 24 credits with a minimum cumulative GPA of 2.0. For complete information about all majors within the IPS degree programs, please see the IPS webpage at: http://ips.wsu.edu.

UNDERGRADUATE AND PROFESSIONAL MAJOR CHANGE BULLETIN NO. 12 Spring 2012     —COURSES––     The courses listed below reflect the undergraduate major curricular changes approved by the Catalog Subcommittee since approval of the last Undergraduate Major Change Bulletin. All new and revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.
Prefix	Course Number	New Revise Drop	Current	Proposed	Effective Date
ASIA	123	New	–N/A–	[DIVR] Modern Japanese Culture 3 Issues, trends, and forms of popular culture that define modern and contemporary Japanese life. Taught in English. (Crosslisted course offered as Japanese 123, Asia 123).	5-12
CST M	301	New	–N/A–	Management and Organization 3 Course Prerequisite: Certified major in Construction Management. Principles of	5-12

				management, administration, and organization with an emphasis on their relationship to the construction management profession.
CST M	256	Revise	Sub- Structures 3 Course Prerequisite: ARCH 352; CST M 262; certified major in Construction Management. Methods and procedures for site work, excavation, dewatering, building foundation and equipment, productivity, finance and safety requirements.	(356) Earthwork and Equipment 3 Course Prerequisite: Certified major in Construction Management. Methods and procedures for site work, heavy equipment, cranes, and productivity.	5-12
DTC	497	New	–N/A–	Senior Seminar 3 Course Prerequisite: Senior standing; certified major in Digital Technology and Culture. Major multimedia project for nonprofit organization or small business with special focus on project management, planning, and execution.	8-12
DTC	498	New	–N/A–	Internship V 2-9 May be repeated for credit, cumulative maximum 9 hours. Course Prerequisite: DTC 355; senior standing; certified major in Digital Technology and Culture. Direct professional learning experiences in the area of digital media, technology, and culture.	8-12
ENTOM	201	New	–N/A–	[BSCI] Scientific Literacy 3 Course Prerequisite: PSCI course or concurrent, or SCI course or concurrent, or sophomore standing. Scientific literacy in biology and medicine, using evolutionary theory as the unifying framework for all life.	8-12
FRENCH	480	New		Special Topics: Study Abroad V 1-6 May be repeated for credit: cumulative maximum 6 hours. S, F grading.	8-12
FS	409	New	N/A	Principles of Environmental Toxicology 3 Fundamental toxicological concepts including dose-response relationships, absorption of toxicants, distribution and storage of toxicants, biotransformation and elimination of toxicants, target organ toxicity and teratogenesis, mutagenesis, and carcinogenesis; chemodynamics of environmental contaminants including	8-12

				transport, fate, and receptors; chemicals of environmental interest and how they are tested and regulated; risk assessment fundamentals. Students registering for FS 509 are required to prepare an additional in-depth report. Cooperative course taught by UI, open to WSU students (FS/EnvS 409). Recommended preparation: BIOLOGY 102 or 107; CHEM 102; CHEM 105; CHEM 106; STAT 205. Offered at 400 and 500 level.
HISTORY	120	Revise	[A] World Civilizations I 3 Integrated study of social, political, and philosophical/r eligious systems in early civilizations, with an introduction to distinctive art forms.	(GenEd 110 [A]) [DIVR] World History I 3 Integrated study of political, social, cultural, economic, environmental and religious systems among peoples and civilization prior to 1500 CE.	8-12
JAPANESE	123	New	–N/A–	[DIVR] Modern Japanese Culture 3 Issues, trends, and forms of popular culture that define modern and contemporary Japanese life. Taught in English. (Crosslisted course offered as Japanese 123, Asia 123).	5-12
KINES	312	Revise	(MVTST) Research and Assessment in Kinesiology 3 (2-3) Course Prerequisite: STAT 212, STAT 401, or PSYCH 311. This course is designed to introduce kinesiology majors to common quantitative and qualitative research methods used in the discipline. Students will design a research project.	[M] (MVTST) Research and Assessment in Kinesiology 3 (2-3) Course Prerequisite: STAT 212, STAT 401, or PSYCH 311. Introduction to common quantitative and qualitative research methods used in the discipline; research project.	8-12

PHARMACY	581	Revise	Acute Care Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in acute care settings.	Acute Care Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in acute care settings. S, F grading.	5-12
PHARMACY	582	Revise	Ambulatory Care Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced	Ambulatory Care Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in ambulatory care settings. S, F grading.	5-12

			practice experience in ambulatory care settings.
PHARMACY	583	Revise	Community Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in a community pharmacy setting.	Community Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in a community pharmacy setting. S, F grading.	5-12
PHARMACY	584	Revise	Institutional Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY	Institutional Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in an institutional pharmacy setting. S, F grading.	5-12

			566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in an institutional pharmacy setting.
PHARMACY	585	Revise	Elective I Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in acute or ambulatory patient care settings.	Elective I Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in acute or ambulatory patient care settings. S, F grading.	5-12
PHARMACY	586	Revise	Elective II Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY	Elective II Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in acute, ambulatory, or non- traditional patient care. S, F grading.	5-12

			561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in acute, ambulatory, or non-traditional patient care.
PHARMACY	587	Revise	Elective III Advanced Practice Experience V 1 (0-3) to 5 (0- 15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in various health care settings.	Elective III Advanced Practice Experience V 1 (0-3) to 5 (0-15) May be repeated for credit; cumulative maximum 5 hours. Course Prerequisite: PHARMACY 561; PHARMACY 563; PHARMACY 564; PHARMACY 565; PHARMACY 566; PHARMACY 567; PHARMACY 568; PHARMACY 569. Advanced practice experience in various health care settings. S, F grading.	5-12
T & L	403	Drop	Social Foundations of Elementary Curriculum 2 Course Prerequisite:	–N/A–	8-12

			For candidates admitted to teacher education (elementary education). The school; historical, and philosophical foundations of education; school law and professional certification.
TCH LRN	304	New	–N/A–	Introduction to Middle Level Education 3 Course Prerequisite: H D 101; TCH LRN 301. Introduction to developmentally appropriate organization, structures, curriculum, and instruction in the middle grades.	8-12
TCH LRN	330	Revise	Diversity in Schools and Society 2 Course Prerequisite: For candidates admitted to teacher education (elementary education). Gender, linguistics, cultural and learning diversity; concepts, issues, approaches to educating students in a diverse society.	Diversity in Education 3 Course Prerequisite: For candidates admitted to teacher education (Elementary Education); TCH LRN 301. Social, historical, and philosophical foundations of gender, socioeconomic, linguistic, and cultural diversity in schools.	8-12

* * * * *

Motion carried.

6. Recommendation from Academic Affairs for UCORE Bulletin #7 and 8 (Exhibit F and F1).—C. Parks

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UNDERGRADUATE UCORE CATEGORY CHANGE BULLETIN NO. 7

Spring 2012

 

 

The courses listed below reflect conversion changes from GER codes to UCORE Categories, changes to

established non-GER courses to add UCORE categories, and minor curricular changes as approved by the UCORE Committee and the Catalog Subcommittee. All revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.
Prefix	Course Number	New Revise Drop	Current	Proposed	Effective date
ASIA	320	Revise	[G,M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	[DIVR] [M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	8-12
CHINESE	320	Revise	[G,M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	[DIVR] [M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	8-12
COM	210	Revise	Multimedia Content Creation 3 (2-1) Course Prerequisite: Certified major or minor in Communication. Collect, create, integrate, and distribute media content.	[COMM] Multimedia Content Creation 3 (2-1) Applied multimedia content creation and evaluation in graphic design, audio, and video production through communication theory and practice.	8-12
FINE ART	202	Revise	[H] World Art History II 3 Historical survey of art and architecture from 1450 to the present.	[HUM] World Art History II 3 Historical survey of art and architecture from 1450 to the present.	8-12
HORT	150	Revise	[Q] Plants and Society 3	[BSCI] Plants and Society 3	8-12

			(2-3) Plant production systems are used to explore and understand the interrelationships between living systems, the environment, and modern civilization.	(2-3) Plant production systems are used to explore and understand the interrelationships between living systems, the environment, and modern civilization.
HUMANIT Y	320	Revise	[G,M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	[DIVR] [M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	8-12
JAPANESE	320	Revise	[G,M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	[DIVR] [M] Issues in East Asian Ethics 3 Philosophical foundations of ethical thought in East Asia; informed responses to modern ethical dilemmas. Taught in English. (Crosslisted course offered as JAPANESE 320, ASIA 320, CHINESE 320, HUMANITY 320). Cooperative course taught by WSU, open to UI students (CHIN 320).	8-12
MUS	363	Revise	[G,D] Women in Music 3 Interdisciplinary examination of the way gender intersects with race and class to affect American women in music. (Crosslisted course offered as MUS 363, WOMEN ST 363).	[DIVR] Women in Music 3 Intersections of gender, class, race, and culture with popular and country music. (Crosslisted course offered as MUS 363, WOMEN ST 363).	8-12
PHIL	103	Revise	[H] Introduction to Ethics 3 Ethics through analysis of contemporary	[HUM] Introduction to Ethics 3 Ethics through analysis of contemporary	8-12

			moral and social issues.	moral and social issues.
PHYSICS	101	Revise	[P] General Physics 4 (3- 3) Course Prerequisite: MATH 107 or 108 with a grade of C or better, ALEKS math placement score 60% or higher, or passing MATH 140, 171, 202, or 206. Algebra/trigonometry- based physics; topics in mechanics, wave phenomena, temperature, and heat; oriented toward non-physical science majors. Credit not granted for more than one of PHYSICS 101, 201, or 205.	[PSCI] General Physics 4 (3- 3) Course Prerequisite: MATH 107 or 108 with a grade of C or better, ALEKS math placement score 60% or higher, or passing MATH 140, 171, 202, or 206. Algebra/trigonometry-based physics; topics in mechanics, wave phenomena, temperature, and heat; oriented toward non- physical science majors. Credit not granted for more than one of PHYSICS 101, 201, or 205.	8-12
PHYSICS	102	Revise	[P] General Physics 4 (3- 3) Course Prerequisite: PHYSICS 101 with a grade of C or better; MATH 107 or 108 with a grade of C or better, ALEKS math placement score 60% or higher, or passing MATH 140, 171, 202, or 206. Algebra/trigonometry- based physics; topics in electricity, magnetism, optical phenomena, relativity, and quantum theory; oriented toward non-physical science majors. Credit not granted for more than one of PHYSICS 102, 202, or 206.	[PSCI] General Physics 4 (3- 3) Course Prerequisite: PHYSICS 101 with a grade of C or better; MATH 107 or 108 with a grade of C or better, ALEKS math placement score 60% or higher, or passing MATH 140, 171, 202, or 206. Algebra/trigonometry-based physics; topics in electricity, magnetism, optical phenomena, relativity, and quantum theory; oriented toward non-physical science majors. Credit not granted for more than one of PHYSICS 102, 202, or 206.	8-12
PHYSICS	201	Revise	[P] Physics for Scientists and Engineers I 4 (3-3) Course Prerequisite: MATH 171 with a C. Calculus-based physics; topics in motion and dynamics of particles and rigid bodies, vibrations, wave phenomena, and the laws of thermodynamics. Credit not granted for	[PSCI] Physics for Scientists and Engineers I 4 (3-3) Course Prerequisite: MATH 172 with a C or better or concurrent enrollment, or MATH 182 with a C or better or concurrent enrollment. Calculus-based physics; topics in motion and dynamics of particles and rigid bodies, vibrations, wave phenomena,	8-12

			more than one of PHYSICS 101, 201, or 205.	and the laws of thermodynamics. Credit not granted for more than one of PHYSICS 101, 201, or 205.
PHYSICS	202	Revise	[P] Physics for Scientists and Engineers II 4 (3-3) Course Prerequisite: PHYSICS 201 with a C or better or PHYSICS 205 with a C or better; MATH 172 with a C or better or MATH 182 with a C or better. Calculus-based physics, topics in electricity, magnetism, electromagnetics, D/C and A/C circuits, optics, reflection, refraction, interference, diffraction, polarization. Credit not granted for more than one of PHYSICS 102, 202, or 206.	[PSCI] Physics for Scientists and Engineers II 4 (3-3) Course Prerequisite: PHYSICS 201 with a C or better or PHYSICS 205 with a C or better; MATH 172 with a C or better or MATH 182 with a C or better. Calculus-based physics, topics in electricity, magnetism, electromagnetics, D/C and A/C circuits, optics, reflection, refraction, interference, diffraction, polarization. Credit not granted for more than one of PHYSICS 102, 202, or 206.	8-12
PHYSICS	205	Revise	[P] Physics for Scientists and Engineers I – Honors 5 (3-5) Course Prerequisite: MATH 171 with a C. Calculus-based physics, honors section; mechanics, sound, and thermodynamics. Credit not granted for more than one of PHYSICS 101, 201, or 205.	[PSCI] Physics for Scientists and Engineers I – Honors 5 (3-5) Course Prerequisite: MATH 172 with a C or better or concurrent enrollment, or MATH 182 with a C or better or concurrent enrollment. Calculus-based physics, honors section; mechanics, sound, and thermodynamics. Credit not granted for more than one of PHYSICS 101, 201, or 205.	8-12
PHYSICS	206	Revise	[P] Physics for Scientists and Engineers II – Honors 5 (3-5) Course Prerequisite: PHYSICS 201 with a C or better or PHYSICS 205 with a C or better; MATH 172 with a C or better or MATH 182 with a C or better. Calculus-based physics, honors section; electricity, magnetism, light, topics in modern physics. Credit not granted for more than one of PHYSICS 102, 202, or	[PSCI] Physics for Scientists and Engineers II – Honors 5 (3-5) Course Prerequisite: PHYSICS 201 with a C or better or PHYSICS 205 with a C or better; MATH 172 with a C or better or MATH 182 with a C or better. Calculus-based physics, honors section; electricity, magnetism, light, topics in modern physics. Credit not granted for more than one of PHYSICS 102, 202, or 206.	8-12

					206.
SCIENCE	102		Revise		[Q] Dynamic Systems in the Natural World 4 (3- 3) Course Prerequisite: SCIENCE 101. Interdisciplinary approach to science in the modern world for non-science majors. If both SCIENCE 101 and 102 are taken, students satisfy [B], [P] and laboratory requirement.		[SCI] Dynamic Systems in the Natural World 4 (3-3) Course Prerequisite: SCIENCE 101. Interdisciplinary approach to science in the modern world for non-science majors.		8-12
WOMEN ST	363		Revise		[G,D] Women in Music 3 Interdisciplinary examination of the way gender intersects with race and class to affect American women in music. (Crosslisted course offered as MUS 363, WOMEN ST 363).		[DIVR] Women in Music 3 Intersections of gender, class, race, and culture with popular and country music. (Crosslisted course offered as MUS 363, WOMEN ST 363).		8-12
UNDERGRADUATE UCORE CATEGORY CHANGE BULLETIN NO. 8 Spring 2012     The courses listed below reflect conversion changes from GER codes to UCORE Categories, changes to established non-GER courses to add UCORE categories, and minor curricular changes as approved by the UCORE Committee and the Catalog Subcommittee. All revised courses are printed in their entirety under the headings Current and Proposed, respectively. The column to the far right indicates the date each change becomes effective.
Prefix	Course Numbe r	New Revise Drop		Current		Proposed		Effective Date
ASIA	270	Revise		[K] India: History and Culture 3 Development of civilization; and contemporary societies of India and South Asia. (Crosslisted course offered as HISTORY 270, ASIA 270).		[DIVR] India: History and Culture 3 Survey of South Asian history, societies and cultures – development of civilization and contemporary societies of India and South Asia. (Crosslisted course offered as HISTORY 270, ASIA 270).		8-12
CHEM	105	Revise		[P] Principles of Chemistry I 4 (3-3) Course Prerequisite: MATH 106 or concurrent enrollment, or		[PSCI] Principles of Chemistry I 4 (3-3) Course Prerequisite: MATH 106 or concurrent enrollment, or ALEKS math placement score of 50%, or concurrent enrollment in or credit		8-12

			ALEKS math placement score of 50%, or concurrent enrollment in or credit for Math 107, 108, 140, 171, 172, 182, 202, or ENGR 107. Stoichiometry, structure, gases, liquids, solids, solutions, thermodynamics, kinetics, equilibrium, volumetric, and gravimetric analysis. Recommended preparation: One year high school chemistry or CHEM 101.	for Math 107, 108, 140, 171, 172, 182, 202, or ENGR 107. Stoichiometry, structure, gases, liquids, solids, solutions, thermodynamics, kinetics, equilibrium, volumetric, and gravimetric analysis. Recommended preparation: One year high school chemistry or CHEM 101.
ENGLISH	108	Revise	[H] Introduction to Literature 3 Reading short stories, novels, plays, and poetry by diverse voices; role of conventions, culture, history in interpretation of literature.	[HUM] Introduction to Literature 3 Reading short stories, novels, plays, and poetry by diverse voices; role of conventions, culture, history in interpretation of literature.	8-12
ENVR SCI	250	Revise	Introduction to Earth System Science 3 Course Prerequisite: ENVR SCI 101. Earth’s fundamental systems (the geo-, atmo-, hydro-, and bio-spheres) in the context of global change. Recommended: BIOLOGY 106 or CHEM 105.	[PSCI] Introduction to Earth System Science 3 Course Prerequisite: ENVR SCI 101. Earth’s fundamental systems (the geo-, atmo-, hydro-, and bio- spheres) in the context of global change. Recommended: BIOLOGY 106 or CHEM 105.	8-12
H D	350		[S,D] Diversity in Contemporary Families 3 Course Prerequisite: Sophomore	[DIVR] Diversity in Contemporary Families 3 Course Prerequisite: Sophomore standing. Preparation for students in human service professions to	8-12

			standing. Preparation for students in human service professions to work with ethnic, cultural, economic, language, gender, religious and other types of diversity.	work with ethnic, cultural, economic, language, gender, religious and other types of diversity.
HISTORY	101	Revise	[H] Classical and Christian Europe 3 Greece and Rome, birth of Christianity and Islam, Middle Ages, Renaissance, Reformation, religious wars, Louis XIV.	[HUM] Classical and Christian Europe 3 Survey of Europe, from 1000 B.C.E. to 1650 C.E. including Greece and Rome, Medieval Europe, the Renaissance and Reformation.	8-12
HISTORY	270	Revise	[K] India: History and Culture 3 Development of civilization; and contemporary societies of India and South Asia. (Crosslisted course offered as HISTORY 270, ASIA 270).	[DIVR] India: History and Culture 3 Survey of South Asian history, societies and cultures – development of civilization and contemporary societies of India and South Asia. (Crosslisted course offered as HISTORY 270, ASIA 270).	8-12
MBIOS	320	Revise	[B] DNA and Society 3 The role of DNA in natural processes and diseases; impact of biotechnology on health care, agriculture, industry, and our lives. Recommended preparation: One college-level course in biology highly recommended.	[BSCI] DNA and Society 3 The role of DNA in natural processes and diseases; impact of biotechnology on health care, agriculture, industry, and our lives. Recommended preparation: One college-level course in biology highly recommended.	8-12
PL P	150	Revise	[Q] Molds, Mildews, Mushrooms: The Fifth Kingdom 3 A mycocentric	[BSCI] Molds, Mildews, Mushrooms: The Fifth Kingdom 3 A survey of the socio-historical impact of fungi and their role in development and application of	1-13

			approach to natural and anthropological history including the diverse niches occupied by molds, mildews and mushrooms.	the scientific method.
SOIL SCI	201	Revise	[B] Soil: A Living System 3 Biological, chemical, and physical properties of soils; fundamentals of soil ecology, soil-water- plant relations, soil fertility, and soil genesis.	[BSCI] Soil: A Living System 3 Biological, chemical, and physical properties of soils; fundamentals of soil ecology, soil-water-plant relations, soil fertility, and soil genesis.	8-12

* * * * *

Motion carried.

7. Recommendation from Academic Affairs for a Certificate in Human Development (Exhibit G).—C. Parks

TO:Ken Struckmeyer, Executive Secretary Faculty Senate

FROM Becky Bitter, Sr. Assistant Registrar, Registrar’s Office

DATE: March 28, 2012

SUBJECT: Proposal to Establish an Undergraduate Certificate in Human Services at WSU Vancouver

At the meeting on March 21, 2012, the Academic Affairs Committee reconsidered and re-approved the attached proposal for the undergraduate certificate in Human Services to be offered at WSU Vancouver.

The proposal had originally come forward on Undergraduate and Professional Major Change Bulletin No. 10, as follows:

Human Development, new undergraduate certificate in Case

The Certificate in Human Services Case Management and Administration, administered by the Department of Human Development, is designed to assist students in building a theoretical and applied understanding of working with people in a variety of human service settings including, but not limited to, social service agencies, health care agencies, non-

8-12

Management and Administration

profits, and educational institutions. Students are able to concentration on either case management, which is focused on those wanting to work with clients, or administration, which is developed for those interested in managerial and supervisory roles. To be admitted into the Certificate Program, students must be (1) certified in their WSU major or be a non-degree-seeking student, (2) have at least a cumulative GPA of 2.0, and (3) completed 60 semester credits. The certificate is awarded based upon successful completion of 6 courses (at least 3 credits each for a total of 18 semester credit hours). A final grade of “C” or better is required for each course to be applied to the certificate. Credit hours for the certificate must include at least nine hours of upper-division work taken in residence at WSU or through WSU-approved education abroad or educational exchange courses. Students must obtain approval of their course selections from the program chair in Human Development.

At AAC, it was noted that the university requirements established by the Faculty Senate for undergraduate certificates allow departments to award certificates with a minimum gpa of 2.0.

At this time, Faculty Senate review and approval is recommended, to be effective fall 2012.

* * * * *

Motion carried.

8. Recommendation from Academic Affairs for Revision to Block Exams.
   1. Motion failed.

9. Recommendation from Academic Affairs for the Formation of the School of Design and Construction Exhibit J is as follows:
   1. March 26, 2012
   2. Professor Kenneth Struckmeyer Executive Secretary
   3. WSU Faculty Senate
   4. Dear Secretary Struckmeyer:
      1. I am writing with regard to the formation of the new school for design disciplines and construction management. As you know in August of 2011 President Floyd implemented the decision to form a new school combining architecture, interior design, landscape architecture and construction management. During this year we have been working to establish the structure of the new school in terms of curriculum, facilities, administration as well as many other issues that are required in bringing these disciplines together. The formation of the new school is a great opportunity for our students and faculty to implement new collaborations that provide unique professional learning opportunities.
      2. As part of the process, the faculty had a series of discussions regarding the name for the new school. This process involved a faculty retreat in December of 2011 which was followed up with a series of meetings. Faculty and students were asked to recommend potential names for the school. The options were vetted through meetings and email. Ultimately through a series of balloting the recommended school name is as follows:
         1. The School of Design and Construction
         2. Architecture+ Interior Design + Landscape Architecture + Construction Management
      3. Our intent is that on letterhead, business cards, promotional material etc. the tag line with the corresponding names of each discipline will always be displayed together. In this way there will be no confusion with potential students, alumni etc. as to which programs reside in the school.
      4. With this letter I am asking that you advance our recommendation to the WSU faculty Senate for their approval. The formal launch date for the new school will be August of 2012.
      5. Thanks in advance for your help and if you have other questions please do not hesitate to contact me.
      6. Sincerely,

Gregory Kessler, AIA NCARB Professor and Director

cc:       Candis Claiborn, Dean CEA

Dan Bernardo, Dean CAHRNS

* * * * *

Motion carried.

10. Recommendation from Academic Affairs to Extend the BA in Psychology to DDP Exhibit K is as follows:

M E M O R A N D U M

TO:            Ken Struckmeyer, Executive Secretary Faculty Senate

FROM:      Becky Bitter, Registrar’s Office

FOR:                   Academic Affairs Committee

DATE:                9 April 2012

SUBJECT:         Proposal to Extend the Bachelor of Science in Psychology to WSU Online

At its meeting on April 4th, 2012, AAC reviewed and approved the attached proposal to extend the Bachelor of Science in Psychology to WSU Online.

AAC discussed the proposal with Rebecca Craft, Chair of Psychology. The proposal has support from the Provost and Budget Office.

At this time, Faculty Senate review and approval is recommended, to be effective fall 2012.

1. DESCRIPTION AND RATIONALE – briefly explain:
   1. Delivery Model:
      1. All courses for the degree will be delivered online, asynchronously, through WSU’s Learning Management System.
   2. Rationale for extending the degree:
      1. The land grant mission of the University is to extend access to education. Delivering the degree online, asynchronously, provides access to qualified place-bound individuals state-wide, nationally and internationally. Additionally, the growing demand for Psychology courses at the main campus in Pullman will soon reach the limits of classroom availability and scheduling; increased access to online course options for resident students will be requisite in the coming years in order to accommodate the growing student body in Pullman – particularly those who seek to earn a double-major, double-minor or double-degree within 4 years.
   3. The collaborative relationship, if any, with other educational partners.
      1. None
2. NEEDS ASSESSMENT – Identify, and explain rationale for, estimates of student demand for the program.
   1. The Psychology Department has developed a variety of online courses over the past 7-8 years. We currently offer 12 different content courses (Psych 230, 311, 321, 324, 328[M], 333, 350, 361, 363, 464, 470, 490); most of these are offered 2-3 times/year. Total enrollments over the past 3 years are shown below in Table 1. At present we fill approximately 1600 seats/year in online Psychology courses. A majority of these seats are filled by online degree students (as opposed to resident students in Pullman, Vancouver, Tri-Cities and Spokane).     Thus, the recent enrollment history in online Psychology courses suggests that there is considerable interest in Psychology as a major.
   2. Table 1. Recent Enrollment History: Total enrollments in online Psychology courses, 2009- 11, and % of enrollments that are online degree students vs. resident students in Pullman Vancouver, Tri-Cities and Spokane.

	2009			2010			2011
	fall	spring	summe r	fall	spring	summe r	fall	spring	summe r
Total # Students	778	700	321	773	627	406	615	602	408
% Online	76%	65%	62%	83%	79%	51%	79%	75%	42%
% Pullman	7%	15%	21%	7%	9%	26%	10%	10%	39%
%Vancouve r	7%	11%	10%	4%	6%	7%	4%	9%	6%
% Tri-Cities	10%	8%	8%	5%	5%	15%	6%	5%	12%
% Spokane	<1%	<1%	<1%	<1%	<1%	1%	1%	<1%	<1%

Note: the declining total enrollment in fall & spring over time is due to (1) one fewer course offered in 2011; and (2) lower seat limits in all courses, because they are now all taught by graduate student instructors (with faculty oversight). The increase in summer enrollments over the past 3 years is partly due to an increase in the number of courses offered during summer.

•     The Center for Distance and Professional Education (CDPE) has conducted an informal survey of its online degree students – approximately 540 of whom are currently enrolled in the Social Science degree program with a primary or secondary concentration in Psychology (or declare Psychology as 1 of 3 areas of concentration). CDPE indicates that Psychology is the most requested major among prospective online degree students, and that approximately 50% of students enrolled in the Social Science degree program would likely switch to Psychology if it was available. Taken together, these data suggest that in the first year the major is available, it will draw at least 250 current online degree students, in addition to some new students (see Table below).

•     A recent research report provided by the market research firm Eduventures notes that occupations related to a degree in psychology are projected to experience faster than average growth between 2008-2018, compared to all occupations. Additionally, the firm reports that the pool of prospective online bachelors of psychology students is significant. Thus, demand for the WSU online B.S. in Psychology will likely grow steadily over the next few years. We estimate growth of 10% per year (Table 2).

•     We have been able to identify two other WA schools (Argosy University & City University of Seattle) that offer online Psychology degree programs – however, these are B.A. rather than B.S. programs. Thus, WSU’s online Psychology degree will be unique in the state of WA.

Table 2. Projected Number of NEW Students and Degrees

	Site	Year 1	Year 2	Year 3	Year 4*
Headcount Enrollments	DDP	35	70	100	150

	Pullman†	1100	1020	1280	1160
FTE** Enrolled	DDP	23.3	46.7	66.7	100
	Pullman	1100.7	1020.7	1280.7	1160.7
Degrees Awarded	DDP***	0	15	25	30
	Pullman†	275	255	320	290

*year of full enrollment for DDP

**Approximately 60% of online degree students take classes part-time (1-10 credits/semester), and 40% are taking

≥11 credits/semester; thus, FTE can only be estimated approximately. The above FTE estimates use the actual # credits taken/student from Spring and Fall semesters in 2011 for Social Sci students, which is ~10 credits/semester; thus, for Year 1: [35 students x 20 credits/year]/2/15 = 23.33. In Pullman, FTE is based on a current (Spring 2012) average of 14.56 credits/semester for uncertified + certified Psychology majors; in addition, approximately 30% of students take at least one summer course, yielding, for Year 1: [1100 students x 29.12 credits/year + 330 students x 3 credits/year]/2/15=1100.7.

***Note that this row shows degrees earned only by NEW online students. Some students are expected to finish the degree in Year 2 because they (1) will enter the program with an AA degree; (2) elect to take more credits/semester and/or take summer courses.

† The Pullman headcounts and degrees awarded projections are based on a historical average of approximately 5.5% of total WSU students in Pullman who are awarded degrees in Psychology; thus, the increase in Year 3 is due to the dramatic increase in freshmen matriculating in Fall 2011, who are expected to graduate in Spring 2015 (transfers to Pullman are expected to remain relatively stable over time).

3. CURRICULUM – explain and provide rationale for any differences between campus-based and distance programs in:
   1. All learning outcomes and course/program requirements are identical to the on-campus degree. The major difference between campus-based and distance courses at present is that proctored exams are not currently required in distance courses, although most exams involve time limits and single-question screens that decrease the likelihood of cheating. We will add a proctored exam requirement to all online Psychology courses that require exams (which is nearly all courses); typically this will be the last exam. Students will be required to pay an additional fee of $22.50 for each proctored exam, but we believe that proctored exams are important for ensuring that students are learning the course material. A photo ID is required for students taking proctored exams, so that student identity can be confirmed.
      1. how university and departmental requirements are satisfied,
         1. No differences between the campus-based and online degree programs.
      2. the content of required courses.
         1. No significant differences between the campus-based and online degree programs.
4. RESOURCE ASSESSMENT – Identify basic resources needed to deliver this program online.
   1. Faculty – In order to extend this program to online delivery, what is your faculty hiring plan – both transitionally and long-term – for tenure-track, clinical, adjunct faculty and TAs?
      1. We are currently developing 3 more Psychology courses that will make the online major feasible: Psych 105 and Psych 312 [M], core courses that are required for all Psychology majors; and Psych 401[M], a writing-in-the-major course, which will provide an additional [M] course option besides Psych 328[M], since Psychology majors must take two [M] courses. We plan to offer all 3 courses twice per year or more, starting in Fall 2012.
      2. At present all of our online courses are taught by graduate student instructors. These instructors are 2^nd– year and beyond doctoral students who have successfully completed Psych 505, our psychology instruction course, in their first year of graduate school. For the online teaching assignments, the graduate instructors are mentored by an associate clinical professor in Pullman, Dr. Samantha Swindell. Dr. Swindell is an award-winning instructor and the director of our undergraduate program in Pullman. However, to accommodate (a) the projected growth in enrollment even in the first year (especially in Psych 105, Introduction to Psychology, which many non-majors are expected to take), and (b) to be able to offer sufficient seats in the [M] courses to accommodate even the first year of majors, which will likely require 2 sections/semester/[M] course, we will need ONE additional clinical-track (or tenure- track) faculty position. At present Dr. Swindell oversees 8 online courses/semester (and 8-10 courses in summer). Because of her duties overseeing the Pullman Psychology undergraduate program – which has also been growing steadily over the past few years – she will not be able to manage the increased oversight that will be required when the online Psychology major is launched. Thus, we will hire one fulltime (12-month) faculty member (clinical assistant professor level) who will be dedicated to managing the online Psychology degree program. This faculty member would be responsible for (a) teaching up to two online courses/semester, (b) overseeing all online courses taught by graduate instructors, including summer courses, (c) overseeing program assessment in the online major, (d) evaluating/updating all courses on a 5-year rotation schedule, and (e) developing additional courses so that the online course choices approach the variety of those available on campus. Finally, assuming that the program grows over 4 years as anticipated (or to a greater extent), we will hire a second fulltime faculty member (clinical assistant professor level) beginning in Year 4. This last position will enable us offer the highest-demand courses more frequently and in a flexible manner; a faculty instructor can be expected to teach a rotating selection of courses, whereas graduate teaching assistants typically teach the same single course repeatedly, to give them a chance to perfect it before being asked to take on a different course.

NEW COST ESTIMATES:

	YEAR 1	YEAR 2	YEAR 3– 5% pay raise	YEAR 4
Faculty director salary	$60,000	$60,000	$63,000	$63,000
Faculty instructor salary	—	—	—	$60,000
Graduate instructor salary	$16,500* x 1 instructor	$16,500 x 2 instructors	17,325 x 3 instructors	17,325 x 3 instructors
Total	$76,500**	$93,000	$114,975	$174,975

*$13,700 fall/spring + $2,800 summer

1. Curriculum – What resources will be available to develop and maintain the necessary online courses?
   1. WSU Online provides support to faculty in the development and delivery of the online course:
      1. An eLearning Consultant, with expertise in instructional design of online courses will work 1:1 with faculty members developing online courses to ensure that best practices and pedagogical recommendations for successful online learning are understood.
      2. The WSU Online media team will work with faculty to create appropriate media and interactive activities to promote learning and enhance engagement.
      3. The same eLearning Consultant will continue to support the faculty member during delivery as issues unique to the online learning environment arise
      4. WSU Online provides face to face orientation and trainings and online tutorials to support online instructors.
      5. Managing proctored exams for the course, if needed.24/7 technical support.
      6. Ongoing maintenance or updating of courses, each semester of offering is provided                            by                            WSU                            Online.
   2. WSU Online provides support to students:
      1. Acquiring required resources, such as texts and media
      2. Arranging for proctored exams
      3. Academic Consultants provide advising for WSU Online degree seeking students.
      4. 24/7 technical support

5. STUDENT LEARNING OUTCOMES – Identify program learning outcomes, means of assessing outcomes and process for using results to improve the program. (If the same as the on-campus program insert those here.)
   1. As mentioned previously, the online degree in psychology will be comparable to the psychology degree earned on campus. Consequently, the same program goals, learning outcomes, and assessment strategies identified by the Department for its undergraduate program on campus will apply to the online program. The table below provides an overview of this information. Columns 1, 2, and 3 show the alignment between the WSU goals for the Baccalaureate degree, the Department’s program goals, and the learning outcomes related to each program goal, respectively. The Department’s program goals and learning outcomes are modeled after those identified by the American Psychological Association (APA) in its report, “APA Guidelines for the Undergraduate Psychology Major.” Column 4 specifies how elements of the psychology degree relate to each program goal and its related outcomes.

University Learning Goals (baccalaurea te)	Program Goals The     program    will teach/train . . .	Student Learning Outcomes Majors will be able to . . .	Psychology BS Curriculum Components	Assessment Measure
	A                  fundamental knowledge base of psychology.	*Use the major concepts, principles, and theories of the discipline to account for psychological phenomena.   *Explain, compare, and contrast the major historical trends, overarching themes, theoretical perspectives, and enduring conflicts within the discipline.	Core requirements Group 1 Group 2 Psych Electives	Program Rubric (D) (applied          to select assignments Fall & Spring semester)   Senior         Exit Survey (I) (completed     by graduating seniors annually)

Critical         & Creative Thinking	The utilization of critical and creative thinking   in   the evaluation                 and application                   of psychological information.	*Use reasoning and skepticism to recognize, develop, and/or evaluate a claim or argument.   *Use                  psychological concepts, principles, and theories to address “real world” issues/problems.   *Demonstrate tolerance for ambiguity and a desire to pursue                                new ideas/approaches with an open, but critical mind.	Statistics           & Methodology Sequence     (311 & 312)   Writing-In-The- Major      courses (312, 328, 401, 440, & 473) Psych             498 (Research)	Program Rubric (D)   Senior         Exit Survey (I) Psych           498 Evals (I)
Scientific Literacy   Quantitative Reasoning	The understanding and ethical application of the research methods used in psychology.	*Effectively                design, conduct, and interpret ethical studies to address psychological questions using appropriate research methods.   *Use descriptive and inferential statistics to ask and answer questions about physiological, behavioral, and mental processes.   *Follow APA Ethics Codes.	Statistics           & Methodology Sequence     (311 & 312)	Pre-Post Exams in these courses? (D)   Undergraduate Research Grants             & Symposium Participation (D)
Communicati on	Successful communication    in     a variety of formats.	*Use professional writing conventions correctly and effectively to express a position/idea/argument.   *Use APA editorial style and formatting correctly.   *Interact effectively and civilly when working with others.	Writing-In-The- Major      courses (312, 328, 401, 440, & 473)	Writing Portfolio Scores (I)   Program Rubric (D)   Senior         Exit Survey(I)
Information Literacy	The                    effective, responsible,               and ethical           use           of information              and technology.	*Locate and choose relevant references from appropriate sources (e.g., print, computer, human).   *Evaluate the credibility and accuracy of information from various sources.   *Demonstrate computer skills necessary for work within the discipline.	Writing-In-The- Major      courses (312, 328, 401, 440, & 473) Psych             498 (Research)	Program Rubric (D)   Senior         Exit Survey(I) Psych           498 Evals (I)

Diversity	Understanding             & respect for differences at the individual, sociocultural,            and international level.	*Explain how individual differences in biological and environmental factors affect perceptions, cognitions, and behavior.   *Recognize how values, assumptions, and biases affect perception, cognition, and behavior.   *Identify, analyze, and critique how social, economical, political, and cultural forces influence behavior.	Group 2 Courses   Service Learning Courses (363 & 440) Psych             445 (Practicum) Psych             498 (Research)	Program Rubric (D) Psych           445 Student            & Supervisor Evals (I) Psych           498 Evals (I)
Depth, Breadth,       & Integration of Learning	Personal and career development.	*Apply             psychological knowledge to their own experiences to better understand themselves.   *Practice personal integrity, citizenship, and service to others in a compassionate and ethical manner.   *Develop skills and knowledge relevant to pursuing their selected career goals.	Majors are given a       range       of options            for developing advanced skills in select content areas within the discipline. Psych             445 (Practicum) Psych             498 (Research)	Psych  445  & 498 Participation Rates (D) & Evals (I)   Undergraduate Research Grants             & Symposium Participation (D)   Senior         Exit Survey (GRE       scores, publication     & presentation rates, employment info) (I & D)   CLA Academic Advising Evaluations (I)

NOTE: “D” for “direct measure”; “I” for “indirect measure”

Column 5 identifies the specific assessment measures used to evaluate each program goal. The Department utilizes a combination of indirect (e.g., the Senior Exit Survey) and direct measures (e.g., Program Rubric) for the purposes of program assessment.

Indirect measures ask students to provide both qualitative and quantitative feedback regarding various aspects of the program. Indirect measures are also used to collect data related to employment and post- baccalaureate training (e.g., GRE scores, graduate school admission rates, entry level salaries, etc.). In contrast, direct measures provide direct evaluation of student products (written and oral). Currently, the Department is developing an “embedded assessment” approach modeled after the assessment plan outlined by the APA Board of Educational Affairs Task Force on Strengthening the Teaching and Learning of Undergraduate Psychological Science in its report titled, “Teaching, Learning, & Assessing in a Developmentally Coherent Curriculum.” Specifically, standardized assignments will be embedded in select courses of the undergraduate degree curriculum. These assignments will be common across different course sections, instructors, campuses, and delivery modes (i.e., on-campus versus online). Assignments will be designed to address specific program goals and their related outcomes. No one assignment will be expected to address all program goals; thus, the fact that a subset of all Psychology courses are available online does not pose a problem for assessing the online program. Specialized assessment rubrics will be developed for each assignment, depending upon the specific learning outcomes targeted by the assignment. Assignments embedded in lower division courses (e.g., Psych 105) will be expected to produce student products demonstrating lower level mastery of the learning goals (i.e., “basic” and “developing”).  Assignments embedded in upper division courses should produce student products demonstrating the mastery of learning goals at the “advanced” level (e.g., Psych 312 and other [M] courses). This approach will enable us to directly assess the advancement of our learning goals across the entire undergraduate degree curriculum.

6. DIVERSITY — Identify strategies for promoting diversity in the DDP program.
   1. WSU is committed to the promotion of diversity within the student population and online classroom. Online education is often viewed as a means of delivering education to underrepresented populations. The online environment lends itself to mitigating racial, gender, age and cultural stereotypes in community building.
7. FUNDING — Describe the funding model for this distance program and justify the budget requirements.
   1. The College of Liberal Arts will invest sufficient start-up funds in Year 1 (see Cost Estimate Table above) to initiate the program; thereafter the College expects to gradually recover its investment from revenues generated in subsequent years, as the program grows. Based on the assumptions in the table below, sufficient enrollments are projected for revenue to exceed costs by the second year of the online program.

	Year 1	Year 2	Year 3	Year 4
Headcount	35	70	100	150
AAFTE	23.33	46.67	66.67	100.00
Total Cost (from “New Cost Estimates” table	$76,500	$93,000	$114,975	$174,975
Estimated Staff Support (.20 FTE x Fac FTE x $30,000)	$6,000	$6,000	$6,000	$12,000
Estimated Operations (10% of Salaries)	$8,250	$9,900	$12,098	$18,698
Estimated Total Cost	$90,750	$108,900	$133,073	$205,673
Revenue to College (AAFTE x $3,500 per AAFTE)	$81,667	$163,333	$233,333	$350,000

* * * * *

Motion carried.

11. Recommendation from Graduate Studies to Extend the MA in Criminal Justice to DDP(Exhibit L).—S. Fotopoulos
    1. Sent back to committee due to a lack of information.

Adjournment.

Meeting adjourned at 4:30.

Kenneth Struckmeyer, Executive Secretary