graduate academic board - university of alaska anchorage · pdf filegraduate academic board...

Graduate Academic Board Agenda

August 29, 2008 9:30 – 11:30 am

ADM 204

I. Roll Call ( ) Patricia Sandberg, Chair ( ) Debra Russ ( ) Judith Moore ( ) Vacant (CBPP) ( ) Diane Erickson ( ) Peter Olsson ( ) Terri Olson ( ) Vacant (FS At Large) ( ) Minnie Yen ( ) Arlene Schmuland (e) Paula Williams ( ) Tracey Burke ( ) Jens Munk ( ) Vacant (CAS)

II. Approval of Agenda (pg. 1)

III. Approval of Meeting Summary – April 25, 2008 (pg. 2-3)

IV. Administrative Reports A. Vice Provost Tom Miller

B. Vice Provost for Research and Dean of the Graduate School

V. Chair’s Report A. GAB Chair – Patt Sandberg B. Faculty Alliance- Patt Sandberg

VI. Program/Course Action Request - Second Reading

VII. Program/Course Action Request - First Reading

Add CE A620 Traffic Engineering (3 cr) (2+2) (pg. 4-8)

VIII. Old Business

IX. New Business A. Tom Miller- Accreditation Update/ Institutional Outcomes (pg. 9-26) B. GAB Goals for 2008-2009 (pg. 27) C. Curriculum Handbook Update (pg. 28-58)

X. Informational Items and Adjournment A. Curriculum Log

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Graduate Academic Board Summary

April 25, 2008 9:30 – 11:30 am

ADM 204

I. Roll Call (x) Genie Babb, Chair (x) Minnie Yen (x) Terri Olson (x) Paula Williams (x) Alpana Desai (x) Debra Russ (x) Judith Moore (x) Patricia Sandberg (x) Jens Munk ( ) Carlos Alsua (x) Tracey Burke (x) Peter Olsson (e) Arlene Schmuland

II. Approval of Agenda (pg. 1-2) Add COE item to agenda Approved w/ addition

III. Approval of Meeting Summary – April 11, 2008 (pg. 3-4) 4 “in” May 5a. GAB chair need to be elected “at” Approved w/ correction

IV. Administrative Reports A. Vice Provost Tom Miller

Programs that have been approved have gone to the Registrar to be entered into the catalog Inclusion and review of outcomes as part of the curriculum process Distance delivery group met this summer

B. Vice Provost for Research and Dean of the Graduate School Douglas Causey Unable to attend- Cheryl Wright present in his place MOTION: The GAB has resolved that the plan for organization of the Graduate School, as developed in collaboration with VP Causey and the GSAT, be approved as meeting the guidelines and criteria jointly agreed. We also request that the Faculty Senate recommend to Provost Driscoll and Chancellor Ulmer that this plan be adopted as soon as possible. Approved for 2nd reading with following three revisions: , 1st paragraph under Faculty Committed to Graduate Programs and Research- add “expertise in advanced practice” Page 3, first paragraph- add “and consistent with workload expectations” Page 5, under first sentence of recommendations- add “with the aim to promote equity across all academic units”

V. Chair’s Report A. GAB Chair – Genie Babb B. Faculty Alliance - Genie Babb

VI. Program/Course Action Request - Second Reading

A. SOE

Add CE A601 Decentralized Wastewater Systems (3 cr) (3+0) Withdrawn- will bring back in the Fall

COE Materials: M.Ed. Special Education:Special Education Adminstration Concentration and EDSE A695D Internship: Special Education Administration Waive first approved for second reading

VII. Program/Course Action Request - First Reading 2

April 25, 2008 Graduate Academic Board Page 2 Summary

Chg NS A681 Analysis of Health Services (3 cr) (3+0) Withdrawn- will bring back in the Fall Chg NS A682 Administrative Processes (3 cr) (3+0) Withdrawn- will bring back in the Fall Del ENGL A601 Introduction to Graduate Studies in English (3 cr) (3+0) (pg. 5) Del ENGL A604 Studies in Women’s Literature (3 cr) (3+0) (pg. 6) Chg ENGL A687 Composition Theory and Practice (3 cr) (3+0) (pg. 7-10) Only looking at CAR, CCG is in process of being revised Add ENGL A689 Advanced Research and Professional Practices (3 cr) (3+0) (pg. 11-16) Chg Master’s Degree in English (pg. 17-28) Waive first reading, approved for second reading Chg AEST A604 Environmental Law, Regulations & Permitting (3 cr) (3+0) (pg. 29-32) Add AEST A605 National Environmental Policy Act (3 cr) (3+0) (pg. 33-36) Add AEST A606 Clean Water Act (3 cr) (3+0) (pg. 37-40) Add AEST A607 Environmental Permitting Project (3 cr) (3+0) (pg. 41-44) GAB concerned with all goals and outcomes. MOTION: All AEST accepted for first reading. Will have second reading via email. Nyree McDonald will email revisions to Governance by Monday 12:00. Governance will email revisions to board to vote on second reading by end of day.

VIII. Old Business

IX. New Business

A. Purge List (pg. 45-66) Approved

B. Election of Chair

X. Informational Items and Adjournment A. Curriculum Log B. Catalog language (pg. 67) C. Curriculum Handbook Documents (pg. 68-77) Meeting adjourned

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

Academic Board Chairperson

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

1a. School or College EN SOENGR

1b. Division

1c. Department CIVIL ENGINEERING

2. Course Prefix CE

3. Course Number A620

4. Previous Course Prefix & Number

5a. Credits/CEU

3.0 CR

5b. Contact Hours (Lecture + Lab) (2+2)

6. Complete Course/Program Title Traffic Engineering Abbreviated Title for Transcript (30 character)

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

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

11. Implementation Date semester/year From: 08/2008 To: 99 /9999

8. Type of Action Course Program

Add Prefix Course Number Change Credits Contact Hours

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

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

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

13. List any programs or college requirements that require this course Technical elective for Masters of Science and Bachelor of Science in Civil Engineering. 14. Coordinate with Affected Units: Faculty list serve. Only the Department of Civil Engineering is affected. Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Traffic engineering studies and analysis, traffic flow theory, traffic control systems design, signalization, and capacity analyses. 17a. Course Prerequisite(s) (list prefix and number) CE A402 with a grade of "C" or better.

17b. Test Score(s)

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

17d. Other Restriction(s)

College Major Class Level

17e. Registration Restriction(s) (non-codable) Graduate or undergraduate senior standing.

18. Mark if course has fees

19. Justification for Action Elective course for Master in Science and Bachelor of Science in Civil Engineering, providing specialized practical training in transportation engineering.

Curriculum Action Request University of Alaska Anchorage

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

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UNIVERSITY OF ALASKA ANCHORAGE, SCHOOL OF ENGINEERING

COURSE CONTENT GUIDE

DATE: 04/17/2008

Department: Civil Engineering

Course Prefix, Number, and Title: CE A620 Traffic Engineering I. Course description

Traffic engineering studies and analysis, traffic flow theory, traffic control systems design, signalization, and capacity analyses.

II. Course Design

A. Fundamental intent: Designed as a technical elective for graduate and senior undergraduate students majoring in Civil Engineering.

B. Number of Semester Credits: Three (3)

C. Course Schedule: Standard fifteen (15) week semester.

D. Lectures Hours/week: Two (2)

E. Laboratory Hours/week: Two (2)

F. Total time of work expected outside of class: Five (5) hours per week.

G. Programs that require this course: Technical elective for Masters of Science and Bachelor of

Science in Civil Engineering.

H. Grading: A – F

I. Coordination with affected unites: Faculty list serve. Only the Department of Civil Engineering is affected.

J. Justification for Action: Elective course for the Masters in Science and Bachelor of Science

in Civil Engineering, providing specialized practical training in transportation engineering.

K. Prerequisite: CE A402 with a grade of “C” or better.

L. Registration Restrictions: Graduate or undergraduate senior standing.

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CE A620 Traffic Engineering Course Content Guide 4/17/08

III. Course level justification A. The course will involve application of engineering and scientific knowledge and skills typical of

graduate engineering students. B. The primary context of the course will be discussion and interaction among professional peers on

advanced topics, with the basic assumption that students are accustomed to this level of interaction.

C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of bachelor degree programs in engineering.

D. Students in the course analyze measured data and evaluate analytical methods to solve problems typical of advanced engineering and applied science research and practice.

E. Significant responsibility for independent critical thinking, efficient learning habits, and interpretation of technical information will fall on the student, at a level commonly associated with graduate education.

IV. Course Outline

A. Introduction to traffic engineering and it’s scope 1. Components of the systems and their characteristics 2. Roadways and their geometric characteristics 3. Introduction to traffic control devices 4. Intelligent transportation systems

B. Traffic engineering studies and analysis 1. Statistical applications in traffic engineering 2. Volume studies and characteristics 3. Speed, travel, time and delay studies 4. Parking studies and programs

C. Traffic control 1. Traffic control for freeways 2. Traffic control for rural highways

D. Intersection control and design 1. Introduction to intersection control 2. Basic principles of intersection signalization 3. Fundamentals of signal design and timing 4. Elements of intersection design 5. Actuated signal control and detection 6. Analysis of signalized intersections 7. Applications of signalized intersection analysis

E. Capacity level and level of service analysis 1. Freeways and multilane rural highways 2. Signalized intersections

V. Instructional Goals and Student Outcomes

A. Instructional Goals. Instructor will: 1. Provide the student with basic skills in the traffic engineering design and analysis of

highway facilities. 2. Provide the student with skills for conducting traffic engineering data collection, and studies. 3. Enable the student to understand the basics in traffic design and control. 4. Enable the student to design a signalized intersection. 5. Enable the student to understand the basics in capacity and Level of Service analysis.

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6. Enable the student to analyze and evaluate the capacity of a signalized intersection. 7. Enable the student to present his/her work as an engineer and communicate with others in a

professional manner. 8. Enable the student to preserve, share, and analyze information in traffic engineering using

the basic knowledge and skills attained during class and field work. 9. Enable the students to work as a team to achieve their goals efficiently and professionally. 10. Enable the student to consider the wider perspective and diversity of the engineering

profession when dealing with the social, economic, and environmental aspects in traffic engineering.

B. Student Outcomes. Students who successfully complete this course will demonstrate knowledge

and skills in the following areas: 1. Visualize the traffic engineering in perspective to highway engineering. 2. Integrate and interact with the prospective transportation professionals and agencies. 3. Understand the importance of the interaction of the different components of traffic

engineering components. 4. Be able to deliver a project report that meets the objectives of the traffic design aspect under

consideration. 5. Realize the diminutions’ of the components of traffic systems. 6. Be able to understand the basics in the design and analysis of traffic engineering systems 7. Have the ability to focus on further courses in the field of transportation engineering to

enhance his/her knowledge and skills in the design, operation, and management of highway facilities.

VI. Course Activities

A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic examinations.

B. Students are assigned required reading and homework problems to analyze measured data and evaluate analytical solution methods.

C. Students will complete a scientific paper and/or design project.

VII. Course Evaluation. Methods of evaluation may include but are not limited to: Outcomes Measures

Discuss traffic engineering issues in perspective to highway engineering.

Performance in the exam, quizzes, and homework assignments.

To conduct and analyze traffic data collection, and studies.

Performance in presentation of scientific paper and/or in a design project.

To design and provide traffic control devices. Performance in the exam, quizzes, field projects, and homework assignments.

To design a signalized intersection and develop alternatives.

Performance in the exam, quizzes, field projects, and homework assignments.

To utilize principles of capacity and level of service in the analysis of existing traffic facilities.

Performance in the exam, quizzes, field projects, and homework assignments.

Integrate and interact with the prospective transportation professionals and agencies.

Performance in presentation of scientific paper and/or in a design project.

Be able to deliver a project report that meets the objectives of the traffic design aspect under construction.

Performance in preparing, presenting, and writing a design project.

Realize the diminutions of the components of traffic systems.

Performance in the final exam, and term design project.

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VIII. Suggested Text:

Roess, R.P., Prassas, E.S., McShane, W.R., (2004). Traffic Engineering, 3rd edition, Prentice Hall IX. Alternative texts and references: Fricker, J.D., and Whitford, R.K., (2004). Fundamentals of Transportation Engineering – A Multimodal Systems Approach.

Wright, P., (1996). Highway Engineering, 6th edition.

1994, Highway Capacity Manual, 3rd edition, Transportation Research Board.

Mannering, F., and Kilareski, W., (1998). Principles of Highway Engineering and Traffic Analysis, 2nd edition.

Manual of Uniform Traffic Control Devices (MUTCD), Federal Highway Administration (FHWA).

X. Websites:

American Association of State and Highway transportation Officials (AASHTO) www.aashto.org American Public Transit Association www.apta.com Transportation Research Board www.trb.org U.S. Bureau of Transportation Statistics www.bts.gov Automotive Technology www.automotive-technology.com Institute of Transportation Engineers www.ite.org U.S. Department of Transportation www.dot.gov ITS Research Center, Texas A&M www.rce.tamu.edu

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Accreditation Documents for Review

UAA is piloting a new accreditation process that is being developed by the NW Commission on Colleges and Universities. Its characteristics include:

• All units within the institution will be asked to evaluate their contribution to the mission of the institution. Each unit must establish outcomes and gather evidence of performance on each outcome.

• The process provides for a more even and continuous conversation between the Commission and the institution, with no more frantic effort every 10 years. Visits will likely focus on specific issues, rather than the entire institution.

• The process (1) is forward looking (how can we better achieve our goals); (2) informed by data that is identified, collected and analyzed by the institution; and (3) better supports institutional transformation where that serves the mission.

The UAA Accreditation Steering Committee was formed this past spring to lead this 2-year effort. Communication and collaboration with each unit of the university are keys to a successful process. Please take part in the discussions. Share your comments and suggestions. The new accreditation process will normally proceed on a 7 year cycle. Since UAA is piloting the new process, and since methods developed and lessons learned during the pilot period are meant to inform all future users, the cycle for UAA will be completed in just 2 years. The documents attached and described below are among the first that are due to the Commission – in January 2009. They were developed by the UAA Accreditation Steering Committee over the summer and are presented for your examination. These are DRAFT documents, in various stages of completion that need the input, and ultimately the review and acceptance of a very broad segment of the university community. The decision to share them recognizes the potential for confusion that their current state presents. The Steering Committee leadership believes that the conversation with the wider community should start immediately, and that these help to provide the context and some of the particulars for that conversation. The documents themselves are:

1. An Environmental Scan: The purpose is to list those important factors that influence the university’s status, operations and potential for growth. The list was compiled from many sources and will be reviewed and analyzed to determine which factors should be considered when evaluating accomplishment of our mission, or planning for the future of the institution. Comments, suggestions and analysis are welcome.

2. An excel spreadsheet that expands the mission into components, and the activities that support those components. The purpose is to list all operations that exist within the institution, show their connection to the UAA mission, identify their outcomes and note the measures they use to evaluate their effectiveness. This spreadsheet is very incomplete and will need significant input from all administrative units – academic, student affairs, advancement, administrative services, community campuses, etc.

3. A pair of trial sets of institutional student learning outcomes (draft8 and draft10). These illustrate some variation in approach and should encourage the discussion and final selection of an appropriate set for the institution. It is important to remember that these outcomes are measurable features of student learning that should define the academic mission of the institution and the nature of our accountability to our constituents. Student expectations in each outcome were defined at three levels. These levels were informed by the European Qualification Framework, facilitating the translation of European programs to UAA credentials and helping us to evaluate our place within the international systems of higher education. The outcomes and the measures at each level are open for discussion and revision. These are the primary documents that the academic boards are being asked to consider.

Please review these and share your comments and suggestions as they are reviewed in various venues. Your input is welcome and necessary if UAA is to accurately evaluate itself in this way. We are under a tight timeline. To ensure proper consideration of your comments and suggestions please send them to Megan Carlson in Academic Affairs before September 5, 2008.

X:\GOVERNANCE\GAB\2008-2009 agendas\Message_3-docs_to_Units.doc 9

mailto:[email protected]

Expansion of UAA Mission

UAA Mission Components

Essential ingredients Programs and activities Unit Outcomes Assessment Process Assessment Results Closing the loop

Teaching and learning see part 2

Research Research in faculty workload Colleges Advanced knowledge and creative expression

Peer review publications, presentations

Research centers and institutes CollegesResearch support organizations Office of Research and

Grad studies, Grad school

Engagement Academics, see part 2Public square, see part 3

Creative Expression Academics, see part 2Public square, see part 3

Access Open admissions Enrollment Services

Advising and testing Colleges and ..College Prep and Developmental Studies CTCDistance and alternate delivery

Quality Programs Institutional expectations OAA & Faculty Institutional outcomes (include GER and Related Instr.)

Comply with accreditation requirements

Adjustment of emphases, reallocation of resources

Program expectations or goals - e.g. meeting needs of industry or profession, emphases

OAA, Colleges and Academic Boards

Program outcomes (measurable) Annual assessment cycle Recommendations for program improvement discussed by faculty

Occupational and Professional readiness (OECs and some UG certs)

Potentially fewer outcomes, most at basic level of performance

Undergraduate certificates & degrees Full suite at a mix of levelsGraduate certificates and degrees Fewer outcomes, advanced

Course expectations or goals Colleges and Academic Boards

Course outcomes Evaluation of student performance in each course

Grades, adjustments to courses.

Academic enrichment and development of the whole person

Internships, engaged learning, international study

Career services, CCEL, departments

Course outcomes vary with discipline and section. Program outcomes assessed

Qualified faculty Faculty development CAFÉHiring, retention, P&T and compensation policies

HR, OAA and Colleges

Program Completion learning readiness and progressLearning resources, tutoring,

Enriching experiences Campus life and student activities Student Affairs Student persistence, satisfaction UAA status and trends. NSSE, CCSSE

international collaborations and exchanges OAA, Student Affairs & Colleges

student governance Student AffairsDiverse faculty and staff Chancellor, HR and

OAADiverse student body Outreach to underrepresented groups

international studentslearning communitiescampus support organizations

Public Square and Community involvement

Contributions to community issues ISER, applied research, faculty service

Performing arts Music, theater, danceLecture series, visiting experts, complex systems

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Environmental Scan Draft 1.3 August 20, 2008

Type of factor Environmental factor Impact on UAA

Natural/Physical Alaska is relatively isolated and sparsely populated. Recent increases in utilities costs have led to even higher transportation costs.

The state geography has led to the formation of a distributed educational system. As transportation costs increase, the pressure on delivering education locally to avoid travel might be exacerbated. UAA needs to continue to increase and diversify distance education offerings and must continue to support and to strengthen its remote campuses.

Climate change may open up the Northern Passage, placing the state even more squarely in the center of international trading routes.

UAA needs to be aware or potential opportunities and to be prepared to serve the emerging state needs in transportation. UAA should lead or participate in state planning, arrange conferences, etc.

Climate change has a negative impact economically by threatening the livelihood of subsistence communities, by diminishing the purchasing power of citizens (as utilities costs take a disproportional share of incomes) and by increasing operating costs of local businesses.

Climate change might reduce the number of students who can afford to attend UAA, as they are squeezed by increasing utility costs. It may also reduce the number of jobs available, as businesses relocate or close, in response to increased costs. UAA might see fewer students in response to these reduced opportunities. Additionally, UAA might need to increase the offerings via distance education, to allow students to reduce commuting costs. The university needs to continue to focus on sustainability issues, including educating citizens, supporting and promoting innovation to help alleviate budgetary pressures and to create new opportunities.

Demographic An increasing share of new entrants into the labor market are Alaska Natives and non-Native minorities. Non-Native minorities are the fastest growing component of the population, driven both by immigration and natural increase.

UAA must become increasingly focused on culturally aware educational practices. This will require recruiting and training an even more diverse cadre of faculty, as well as further increasing the diversity of the student body. Natives and immigrants have additional needs (language, cultural, social, levels of preparation).

While the Anchorage area is home to a large number of minorities, many of these groups are relatively small in size, have limited economic bases in place (e.g., few if any ethnic grocery stores) and tend to have a disproportionally small number of members holding advance degrees.

Young people from some of the minority groups lack role models and support networks that would direct them to seek higher education and to persist to success. UAA has seen low success rates among several minority groups (most notably among Alaska Native men). This statistic has been reversed where learning communities have been established to support student groups (ANSEP, ANPSYCH). More such learning

Environmental Scan v1.3 .doc 11


communities will be needed to support the increased diversity of UAA population. Also, because of the small size and lack of economic establishments of minority groups, recruitment of a highly diverse faculty body has been less than successful. Many of the faculty candidates do not consider Alaska as an option, due to its remoteness from their established ethnic groups. (Is this changing? It looks like a factor, not an impact.)

As a relatively young university, private financial support for the university is currently constrained by the modest base of alumni. Is this financial or other support as well?

UAA must increase its efforts to reach out and connect with its alumni.

Economic Alaska economic growth will continue, but uncertainty about the future of world oil and gas markets makes it impossible to estimate the rate of growth.

UAA’s student pool and the state needs UAA serves are both tied to widely fluctuating natural resource prices, which are difficult to predict. UAA should continue to focus on securing more reliable funding sources that are not tied to commodity prices.

Job growth will be particularly strong in fields related to health care, construction, petroleum, mining, and tourism, and an increasing share of new jobs will require some post secondary education or training.

UAA must continue to focus on meeting the need for trained professionals in high demand job areas (health, engineering, education).

A large share of the current workforce, particularly in government, construction, and petroleum, is nearing retirement age. Many new workers will be required to fill replacement opening as well as jobs added as the economy grows.

As state needs increase but the population ages and decreases, UAA will need to play a more active role in recruiting students from out of state, training them for local job opportunities and enticing them to remain in the state after graduation. The university must focus on entrepreneurship and job creation, in addition to its current focus on meeting high demand job needs.

Job growth will be particularly strong in fields related to health care, construction, petroleum, mining, and tourism, and an increasing share of new jobs will require some post secondary education or training.

UAA must continue to focus on meeting the need for trained professionals in high demand job areas (health, engineering, education).

Alaska household income growth is failing to keep pace with the increase in the cost of higher education, in Alaska and elsewhere. An increasing share of Alaska households will be unable to afford the cost of higher education.

UAA will need to seek additional sources for financial aid, as well as to explore new ways to make education more affordable.

Alaska has no state need-based financial aid. Students on the lower end of the economic scale struggle with tuition and fee increases.

Alaska has very low taxes and provides generous dividends to all residents who meet state requirements.



Political and legal Two of Alaska’s senior legislators (Ted Stevens and Don Young) are under federal investigation for corruption related allegations. Alaska might lose considerable ground if these legislators are not successful in their bids for reelection.

UAA along with the rest of the state might lose earmark (how significant are earmarks to UAA?) funding which has traditionally been supported by its senior members of the Washington delegation. UAA needs to continue to focus on securing stable funding sources and becoming truly competitive for research $.

Political support for UAA is limited by absence of a clear understanding of the role of the university in human capital development and economic development. Economic contribution to Anchorage community is high. Anchorage caucus is beginning to coalesce around UAA.

Despite recent progress in marketing itself, UAA must become even more visible in the community. Service component of workloads could be better focused.

Alaska is ranked last among US states for the level of financial aid to students. Legislation to increase financial aid has been hampered by the fact that Alaskans receive substantial PFD checks every year, which ostensibly could be saved for educational expenses.

UAA must continue to educate legislators about the economic realities that prevent many students from saving PFD funds (especially in subsistence areas of the state). UAA must also educate citizens of the state about the value of education and about the potential benefits of saving for educational needs.

Social and cultural UAA is a relatively young university in a predominantly blue-collar state that does not appreciate the role of higher learning. Financial and community support for the university is currently constrained by the perception that the university is elitist and not aligned with the needs of the majority of the citizens of the state.

UAA must increase its efforts to educate the citizens and the legislature about the role of higher education. Outreach efforts and alumni connections must also be strengthened.

Many attending are first in family to attend college. Support and assistance for struggling students, encouragement to enter and persist in difficult majors must come from other than family sources.

Expensive and unreliable transportation in the state. Mixing of cultures is difficult to achieve outside of campus activities. Many students, staff and faculty members have profound misconceptions about distant areas of the state.

Many small but culturally distinct groups in UAA student population.

Social support for diverse populations is needed.

Technological Increased availability of broadband connections has increased the reach of distance education offerings.

Alaskan students and citizens expect UAA to further increase and to strengthen its offerings of distance delivered classes, to allow access to higher learning even in (some) small remote communities – though this is still a problem in many locations.

No significant manufacturing in the state. Less support for some traditional disciplines. Fewer industry partnerships available and fewer placement opportunities for interns or graduates.

Higher education Many young Alaskans leave the state to pursue education and vocational interests elsewhere.

UAA must increase its efforts to attract and retain Alaskans. The picture is changing more Alaskan HS graduates attending UA schools than ever before. Reasons are believed to be …(selection of programs available, UA scholars, costs of other schools, etc.)



UAA is not the product of a grand design for higher education in Alaska. It has evolved through a process of complex self-organization from the 1986-87 decision (taken in response to a major fiscal crisis) to merge four community colleges (ACC, KPCC, KOCC, MSCC) and one small urban university (UA,A) in one institution. That decision placed the traditional community college and university missions inside a single organization.

People and processes at UAA fulfill the mission under a healthy tension – between the university and community college mission (emphasis on creating knowledge vs. emphasis on access). UAA must continuously work on blending and balancing the two sides of the mission. Legacy of Bi and Tri-partite workloads, P&T criteria that are mixed and complicated. Mix of programs, many serving narrow sectors of the workforce. Availability of upper division and grad credit at community campuses. Must honor broad mission while looking to develop advanced graduate degrees.

UAA, in its several forms, is, and always has been, a component of the Statewide UA system. As UAA has grown and developed, the interaction between UAA and UA system administration has become an on-going challenge to both organizations.

UAA’s ability to fulfill its mission is guided by the Statewide framework. This is a + when SW represents all campuses well and when opportunity and start-up$ are evenly distributed. This is a – when SW attempts to control or limit programs and services of campuses.

Financial The long run potential for increasing state of Alaska support depends on the continued development of the petroleum resources of the state and is not assured.

The potential for growing financial support to the University from the state of Alaska will remain strong as long as oil prices remain high and oil production does not decline sharply.

For most of the nineties, UA (and UAA) suffered from financial constraints so serious that the period is constantly referred to as the “fiscal desert.” The full consequences of the actions taken to deal with the crisis years (Retirement Incentive Program, reductions in classified staff, and reorganization) are not yet completely understood. Significant program reductions did not occur.

Although UAA has made progress in recent years, the perception and reality reflect a gap between the actual and deserved/needed level of funding. UAA must continue to increase the visibility of its accomplishments to receive a proportional share of state appropriations. Fiscal desert resulted in reduced staffing and poor response to students, institutional and community needs. UAA has not recovered service level or reputation. Many programs are a mile wide and an inch deep.

President Mark Hamilton brought aggressive leadership to the UA system beginning in 1998. In particular, he developed and promoted a “public agenda” for higher education focused on workforce development and education for employment (High Demand Jobs). This agenda, its associated budgeting system (SW Initiatives and latterly, Performance Based Budgeting), and an improving state fiscal climate combined to produce significant increases in general fund appropriations.

Among Statewide impact on UAA’s mission, PBAC plays a critical role in allocating marginal budget increments. UAA must continue to educate Statewide and to assert its priorities in shaping the PBAC process. The president has promoted a strong focus on the university’s impact on economic development and workforce preparation. The benefits of liberal education, educating for citizenship and basic research may be struggling for recognition.

Increased effort and success of Advancement in engaging community and alumni support

Available funding for specific projects and for certain operating expenses. Noticeable support for UAA in many public venues.


Institutional Student Learning Outcomes

Within the University there are four levels of outcomes used to describe student learning: institutional, program, general education and course outcomes. At UAA, general education and program outcomes are published in the catalog and the course outcomes are included in the Course Content Guidelines (CCGs). Institutional outcomes are broad student learning outcomes that are demonstrated by graduates from all program levels (OEC, Certificate, AA, AAS, BA, BS, MA, MS and PhD) and all academic disciplines. There are currently no published Institutional Student Learning Outcomes for UAA. The Steering committee for the University Accreditation is seeking faculty input to describe the student learning outcomes that should be demonstrated by all UAA graduates. The following outcomes are common to many programs at UAA: Institutional Student Learning Outcomes UAA Graduates will demonstrate that they

A. Communicate effectively (General knowledge and skills) B. Employ critical thinking skills.(General knowledge and skills) C. Possess a knowledge base in the major (Specific knowledge) D. Perform essential tasks or creative techniques of the major (skills, engagement) E. Take responsibility for their learning (skill, autonomy) F. Interact ethically and responsibly with peoples, cultures, and world around one (social, ethical, cultural, etc.) G. Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities

in personal, social or professional commitments. (integration and professional competence) Three levels of performance (Basic, Mid and Advanced) have been established to reflect the minimum level of achievement for the different program levels. The Steering Committee is also asking for input from the faculty to clarify the definitions for the outcome levels. Outcome levels defined: A. Communicate effectively

Communication (General Knowledge and Skills) Basic Level Mid-Level Advanced LevelProduce and respond to detailed written and oral communications.

Convey ideas in a well structured and coherent way to instructors, peers, supervisors and clients using qualitative and quantitative information.

Communicate project outcomes, methods and underpinning rationale to specialist and non-specialist audiences using appropriate techniques. (Thesis /Dissertation)

B. Employ critical thinking skills

Critical Thinking(General Knowledge and Skills) Basic Level Mid-Level Advanced LevelAnalytically identify issues and evaluate problems which have few variables, using a defined method or approach that requires a few simple operations.

Analytically identify issues and evaluate problems which have multiple variables, using a defined method or approach that may require multiple operations.

Analytically identify issues and evaluate problems which have multiple variables, selecting the best method or approach, requiring multiple operations.

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C. Possess a knowledge base in the major

Knowledge in Major or Profession Basic Level Mid-Level Advanced LevelRecall and comprehend basic knowledge of a field, the range of knowledge involved is limited to facts and main ideas.

Apply a wide range of field-specific practical and theoretical knowledge that includes processes, techniques, materials, instruments, equipment, and terminology.

Use specialized knowledge to critically analyze, evaluate and synthesize new and complex ideas that are at the most advanced frontier. Extend or redefine existing knowledge and/or professional practice within a field or at the interface between fields.

D. Perform essential tasks or creative techniques of the major

Essential Tasks or creative techniques in Major or Profession Basic Level Mid-Level Advanced LevelUse skills and key competencies to carry out tasks where action is governed by rules defining routines and strategies.

Use a range of field specific skills to carry out tasks and show personal interpretation through selection and adjustment of methods, tools and materials. Develop strategic approaches to tasks that arise in work or study by applying special knowledge and using expert sources of information.

Research, conceive, design, implement and adapt projects that lead to new knowledge and new procedural solutions. Develop new skills in response to emerging knowledge and techniques.

E. Take responsibility for their learning

Autonomy and Responsibility (Competencies) Basic Level Mid-Level Advanced LevelTake responsibility for own learning.

Consistently evaluate own learning and identify learning needs.

Demonstrate capacity for sustained commitment to development of new ideas or processes and a high level understanding of learning processes.

F. Interact ethically and responsibly with peoples, cultures, and world around one

Interaction (Competencies) Basic Level Mid-Level Advanced LevelAbility to interact ethically and responsibly with faculty, colleagues, professionals and the community and to deal effectively with cultural and ethnic diversity. Team player

Ability to interact ethically and responsibly with faculty, colleagues, professionals and the community and to deal effectively with cultural and ethnic diversity. Train others and develop team performance.

Scrutinize and reflect on social norms and relationships and lead action to change them. Show creativity in developing projects and show initiative in management processes that includes the training of others to develop team performance.


Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in personal, social or professional commitments. (integration and professional competence)

Integration (Competencies) Low Level Mid-Level High LevelSolve problems using well known information sources taking account of some social issues.

Solve problems by integrating information from expert sources taking account of relevant social and ethical issues.

Gather and interpret relevant data in a field to solve problems. Demonstrate experience of operational interaction within a complex environment. Make judgments based on social and ethical issues that arise work or study.

The proposed Institutional Student Learning Outcomes have been applied to the AAS Medical Laboratory Technology and BS Medical Technology Programs on the pages that follow, to provide an example of how programs could provide evidence that they are meeting the institutional outcomes at the appropriate level for their program.


College: Community and Technical Department: Medical Laboratory TechnologyAssessment Coordinator: Heidi Mannion_________ Program: AAS Medical Laboratory Technology The mission of the Medical Laboratory Technology department is to graduate competent and ethical clinical laboratory professionals with the knowledge and the skills for career entry. It is also the department’s mission to prepare graduates for leadership roles in the clinical laboratory and professional organizations and to instill the need for maintaining continuing competency in a rapidly changing and dynamic profession. At career entry, the medical laboratory technician/clinical laboratory technician will be able to perform routine clinical laboratory tests (such as hematology, clinical chemistry, immunohematology, microbiology, serology/immunology, coagulation, molecular, and other emerging diagnostics) as the primary analyst making specimen oriented decisions on predetermined criteria, including a working knowledge of critical values. Communication skills will extend to frequent interactions with members of the healthcare team, external relations, customer service and patient education. Institutional Outcome Minimum Performance

Basic Level Program Outcome/ Capstone Seminar Outcome

Measure

Communicate Effectively Produce and respond to detailed written and oral communications.

Communication skills- Clinical Practicum

*Item #3 Core Abilities

Employ critical thinking skills. Analytically identify issues and evaluate problems which have few variables, using a defined method or approach that requires a few simple operations.

Demonstrate proficiency in manual calculations for LDL and % saturation. Demonstrate proficiency diluting out of range test results and manually calculating the reportable result Demonstrate proficiency in performing 24-hour urine testing and manually calculating results. Recognize and resolve discrepant results. Calculate corrected WBC counts of NRBCs.

**Task Objectives Core Lab

Possess knowledge base in the major Recall and comprehend basic knowledge of a field, the range of knowledge involved is limited to facts and main ideas.

Demonstrate entry-level competencies for medical laboratory technician (AAS-MLT) in the following disciplines: Hematology, Chemistry, Immunology, Blood Bank, Urine and Body Fluid Analysis, Microbiology and Laboratory Operations.

National certification exams

Perform essential tasks or creative techniques of the major.

Use skills and key competencies to carry out tasks where action is governed by rules defining routines and strategies.

Demonstrate entry-level competencies for medical laboratory technician (AAS-MLT) in the following disciplines: Hematology, Chemistry, Immunology, Blood Bank, Urine and Body Fluid Analysis, Microbiology and Laboratory Operations.

The students are evaluated on their ability to perform specific tasks in each area of their clinical rotation. Employer Survey


Institutional Outcome Minimum Performance Mid-Level

Program Outcome/ Capstone Seminar Outcome

Measure

Take responsibility for their learning Take responsibility for own learning.

Commitment to learning *Item #1 Core Abilities

Interact ethically and responsibly with peoples, cultures and world around one.

Ability to interact ethically and responsibly with faculty, colleagues, professionals and the community and to deal effectively with cultural and ethnic diversity. Team player

Demonstrate professional behavior including sound work ethics, cultural responsiveness and appearance while interacting with patients and healthcare professional

*Core abilities Employer Survey

Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in personal, social or professional commitments

Solve problems using well known information sources taking account of some social issues.

Problem solving and critical thinking

*Core abilities- Item #6

* Currently we average the students core abilities scores on 1) commitment to learning, 2) Interpersonal Skills, 3) Communication Skills, 4) Effective use of time and resources, 5) Use of Constructive feedback, 6) Problem solving skills and critical thinking, 7) Professionalism, 8) Responsibility, 9) Stress Management – to determine their score on demonstrates professional behavior. We then average the students’ scores to determine the program score. We would need to separate the scores and compute program averages: Communication skills: Communicate Effectively Commitment to learning: Take responsibility for their learning Problem Solving and Critical thinking: Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in person, social or professional commitments Interpersonal skills and Professionalism: Interact appropriately with people. **Currently we average the students’ scores on the task objectives for each clinical rotation. These scores are used for course assessment. We then take an average of all of the students in all of the clinical rotations for the program score on Demonstrate entry-level competencies for medical laboratory technician (AAS-MLT) in the following disciplines: Hematology, Chemistry, Immunology, Blood Bank, Urine and Body Fluid Analysis, Microbiology and Laboratory Operations. We would have to pull out the scores that deal with calculations and problem solving.


College: Community and Technical Department: Medical Laboratory TechnologyAssessment Coordinator: Heidi Mannion_________ Program: Bachelor of Science Medical Technology The mission of the Medical Laboratory Technology department is to graduate competent and ethical clinical laboratory professionals with the knowledge and the skills for career entry. It is also the department’s mission to prepare graduates for leadership roles in the clinical laboratory and professional organizations and to instill the need for maintaining continuing competency in a rapidly changing and dynamic profession. At career entry, the medical technologist/clinical laboratory scientist will be proficient in performing clinical laboratory tests in areas such as hematology, clinical chemistry, immunohematology, microbiology, serology/immunology, coagulation, molecular and other emerging diagnostics and will be able to play a role in the development and evaluation of test systems and interpretive algorithms. The graduates will have diverse responsibilities in areas of analysis and clinical decision-making, regulatory compliance with applicable regulations, education, and quality assurance/performance improvement. They will also possess basic knowledge, skills and relevant experience in:

• Communications to enable consultative interactions with members of the healthcare team, external relations, customer service and patient education

• Financial operations, marketing and human resource management of the clinical laboratory to enable cost-effective high quality, value added laboratory services

• Information management to enable effective, timely, accurate and cost-effective reporting of laboratory-generated information

• Research design/practice sufficient to evaluate published studies as an informed consumer.


Program Outcome/ Integrated Capstone Outcome

Measure

Communicate Effectively Convey ideas in a well structured and coherent way to instructors, peers, supervisors and clients using qualitative and quantitative information.

Communication skills Develop, deliver and assess effective instructional modules including necessary aspects of the educational process.

*Item #3 Core Abilities MEDT 302 Integrated Capstone- Student Project

Employ critical thinking skills.

Analytically identify issues and evaluate problems which have multiple variables, using a defined method or approach that may require multiple operations.

Apply problem-solving skills to personnel management issues. Perform needs analysis including evaluation of cost and ethical issues related to testing decisions in the clinical laboratory.

MEDT 302 Integrated Capstone-Role playing and case studies Case studies

Possess knowledge base in the major


Demonstrate entry-level competencies for medical technologist (BSMT) in the following disciplines: Hematology, Chemistry, Immunology, Blood Bank, Urine and Body Fluid Analysis, Microbiology and Laboratory Operations.

National certification exams

Perform essential tasks or creative techniques of the major.

Use a range of field specific skills to carry out tasks and show personal interpretation through selection and adjustment of methods, tools and materials. Develop strategic approaches to tasks that arise in work or study by applying special knowledge and using expert sources of information

Demonstrate entry-level competencies for medical technologist (BSMT) in the following disciplines: Hematology, Chemistry, Immunology, Blood Bank, Urine and Body Fluid Analysis, Microbiology and Laboratory Operations.

The students are evaluated on their ability to perform specific tasks in each area of their clinical rotation. Employer Survey



Program Outcome/ Integrated Capstone Outcome

Measure

Take responsibility for their own learning

Consistently evaluate own learning and identify learning needs.

Commitment to learning Item #1 Core Abilities

Interact ethically and responsibly with peoples, cultures and world around one.

Ability to interact ethically and responsibly with faculty, colleagues, professionals and the community and to deal effectively with cultural and ethnic diversity. Train others and develop team performance.

Demonstrate professional behavior including sound work ethics, cultural responsiveness and appearance while interacting with patients and healthcare professional. Develop skills in dealing with people different from oneself: cultural competence.

Core abilities Employer Survey Case studies: MEDT 302 –Integrative Capstone

Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in personal, social or professional commitments

Solve problems by integrating information from expert sources taking account of relevant social and ethical issues

Apply management principles to plan and organize a professional service that will meet customer needs to include efficiency and effectiveness of the service within defined financial constraints.

MEDT 302 Integrative Capstone Group project

* Currently we average the students core abilities scores on 1) commitment to learning, 2) Interpersonal Skills, 3) Communication Skills, 4) Effective use of time and resources, 5) Use of Constructive feedback, 6) Problem solving skills and critical thinking, 7) Professionalism, 8) Responsibility, 9) Stress Management – to determine their score on demonstrates professional behavior. We then average the students’ scores to determine the program score. We would need to separate the scores and compute program averages: Communication skills: Communicate Effectively Commitment to learning: Take responsibility for their learning Problem Solving and Critical thinking: Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in person, social or professional commitments Interpersonal skills and Professionalism: Interact appropriately with people. **Currently we average the students’ scores on the task objectives for each clinical rotation. These scores are used for course assessment. We then take an average of all of the students in all of the clinical rotations for the program score on Demonstrate entry-level competencies for medical technologist (BSMT) in the following disciplines: Hematology, Chemistry, Immunology, Blood Bank, Urine and Body Fluid Analysis, Microbiology and Laboratory Operations. We would have to pull out the scores that deal with calculations and problem solving.


Institutional Student Learning Outcomes (draft #10)

Within the University outcomes are used to describe student learning at the institutional, program, and course levels. Institutional learning outcomes are broad student learning outcomes that are demonstrated by graduates from all program levels (OEC, Certificate, AA, AAS, BA, BS, MA, MS and PhD) and all academic disciplines. There are currently no published Institutional Student Learning Outcomes for UAA. The Steering committee for the University Accreditation is seeking faculty input to describe the student learning outcomes that should be demonstrated by all UAA graduates. The following outcomes are common to many programs at UAA and are proposed as a first set of institutional learning outcomes for UAA: Institutional Student Learning Outcomes UAA Graduates will demonstrate that they

A. Communicate effectively (General knowledge and skills) B. Employ critical thinking skills.(General knowledge and skills) C. Possess a knowledge base in the major and specified general areas (Specific knowledge)

a. Quantitative analysis b. Scientific knowledge and processes c. Humanities

D. Perform essential tasks or creative techniques of the major (skills, engagement) E. Take responsibility for their learning (skill, autonomy) F. Interact ethically and responsibly with peoples, cultures, and world around one (social, ethical, cultural, etc.) G. Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in

personal, social or professional commitments. (integration and professional competence) Application of Institutional Outcomes When a set of outcomes has been accepted, student performance expectations in each outcome will be established. Expectations will be based on the goals of the programs in which the students are participating, and are related to the time spent in the development of knowledge and skills, and the level of preparation of students entering programs. We anticipate that the certificates and degrees offered at UAA will designate a rather wide variety of performance expectations for their students. Though all programs will be expected to address certain institutional learning outcomes, not all programs will have to address all outcomes. The arrangement may look something like the table below. Table 1A - Application of Institutional Learning Outcomes to Program Levels This table is designed to show the minimum outcomes that particular programs might be expected to address. Any other outcomes that are important to a particular program at whatever level could also be designated by the faculty. Students would be expected to achieve at least the Basic collegiate levels of performance in those outcomes that are designated by the X. Higher levels may be designated by the faculty. We also need to recognize that university experiences outside of the academic programs contribute to the development of some of these learning outcomes. Measures of those contributions will be included in the overall assessment of institutional performance.

Outcome Occupational Endorsement

Undergrad Certificate

Associate Degree

Baccalaureate Degree

Graduate or Post-Bac Certificate

Master’s Degree

A. Communicate X X X X X B. Critical Thinking X X X X C. Knowledge in Major X X X X X X C.1. Quantitative Skills X X X C.2. Science X C.3. Humanities X D. Tasks and Creative Techniques

X X X X X X

E. Responsible for learning X X X X F. Interact X X X G. Apply and Integrate X X X

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Levels of Performance Using valuable guidance from the European Qualifications Framework, three levels of student performance (Basic, Mid and Advanced) are proposed for UAA. Draft definitions of these levels are presented here and should be further refined with broad faculty participation. Program faculty will then determine the level of performance expected of their students in each outcome. Outcome levels defined: A. Communicate effectively

Communication (General Knowledge and Skills) Basic Level Mid-Level Advanced LevelProduce and respond to detailed written and oral communications.

Convey and support original ideas in a well structured and coherent way to instructors, peers, supervisors and clients using qualitative and quantitative information.

Communicate project outcomes, methods and underpinning rationale to specialist and non-specialist audiences using appropriate techniques. (Thesis /Dissertation and possible senior project reports and presentations)

B. Employ critical thinking skills

Critical Thinking(General Knowledge and Skills) Basic Level Mid-Level Advanced LevelAnalyze issues and reach sound conclusions regarding problems which have few variables, using a defined method or approach that requires a few simple operations. Determine validity or applicability of arguments and conclusions and the data and methods used to support those arguments.

Analyze issues and reach sound conclusions regarding problems which have multiple variables, using a defined method or approach that may require multiple or complex operations.

Analyze issues and reach sound conclusions regarding problems which have multiple variables, adopting novel or adaptive approaches, requiring multiple operations. Deal effectively with data uncertainty and poor problem definition,

C. Possess a knowledge base in the major

Knowledge in Major or Profession Basic Level Mid-Level Advanced LevelRecall and describe basic knowledge of a field, the range of knowledge involved is limited to facts and main ideas.


Use specialized knowledge to critically analyze, evaluate and synthesize new and complex ideas that are at the frontier of the discipline. Extend or redefine existing knowledge and/or professional practice within a field or at the interface between fields.

C.1. Perform analysis using quantitative and qualitative means.

Quantitative (General Knowledge and Skills) Basic Level Mid-Level Advanced LevelUsing a defined method, apply knowledge of basic quantitative principles and operations to reach supportable solutions to problems with few variables and few simple operations

Apply knowledge of intermediate quantitative principles and operations to reach supportable solutions to problems with few variables and few operations

Apply knowledge of advanced quantitative principles and operations to reach supportable solutions to problems with multiple variables and involving complex, novel or adaptive operations with multiple decision points


C.2. Understand areas of science and the scientific method. Science (General Knowledge and Skills)

Basic Level Mid-Level Advanced LevelObserve and explain simple events in a single discipline. Verify causes and relationships for simple, observable actions and reactions. Use tools and equipment as directed in lab situations Apply knowledge of a specific science discipline to simple issues of personal decisions or behaviors

Observe and explain events in a single discipline that have several influential factors. Predict outcomes in a specific discipline based on knowledge of theoretical laws and relationships. Select appropriate tools and equipment for experimentation and determine accuracy and limits. Apply knowledge of more than one discipline to advance a reasonable solution to a problem, or to inform a personal decision or behavior.

Observe and explain complex events with many influencing factors from multiple disciplines. Propose cause and effect relationships (theoretical laws), design experiments to test proposals, and form conclusions based on tests. Design instrumentation or test arrangements that allow observation and measurement of events, products or reactions. Apply knowledge of multiple disciplines to complex issues of personal or community conditions or behaviors

C.3. Exhibit capabilities within the humanistic fields of language, (visual and performing) arts, literature, history,

and philosophy within the context of their tradition Humanities (General Knowledge and Skills)

Basic Level Mid-Level Advanced LevelDescribe works of value in art, literature, history or philosophy using conventional elements and vocabulary. Place them within broad historical or cultural contexts.

Describe, interpret and compare works of art, literature, history or philosophy; the issues that motivate their creation, and their effects.

Analyze and critique works of art, literature, history or philosophy. Create and display or present original works.

Demonstrate basic oral and written proficiency in a language other than English

Demonstrate intermediate oral and written proficiency in a language other than English

Demonstrate advanced oral and written proficiency in a language other than English

D. Perform essential tasks or creative techniques of the major

Essential Tasks or creative techniques in Major or Profession Basic Level Mid-Level Advanced LevelUse skills and key competencies to carry out tasks where action is governed by rules defining routines and strategies.

Use a range of field specific skills to carry out tasks and show personal interpretation through selection and adjustment of methods, tools and materials. Achieve intermediate level of craftsmanship in execution of tasks. Develop strategic approaches to tasks that arise in work or study by applying special knowledge and using expert sources of information.

Research, conceive, design, implement and adapt projects that lead to new knowledge and new procedural solutions. Develop new skills in response to emerging knowledge and techniques. Achieve advanced proficiency in the execution of tasks

E. Take responsibility for their learning

Autonomy and Responsibility (Competencies) Basic Level Mid-Level Advanced LevelTake responsibility for own learning, being receptive and responsive to the guidance of teachers in a stable and simple context.

Initiate learning. Consistently evaluate own learning and identify learning needs. Learn in a novel or unpredictable context.

Demonstrate capacity for sustained commitment to development of new ideas or adaptive processes and a high level understanding of learning processes. Demonstrate leadership in the development of new ideas or perspectives.


F. Interact ethically and responsibly with peoples, cultures, and the world.

Interaction (Competencies) Basic Level Mid-Level Advanced LevelInteract ethically and responsibly with faculty, colleagues, professionals and the community and deal effectively with cultural and ethnic diversity in simple and familiar situations. Participate effectively with a team to achieve a common goal. Recognize and practice well defined methods of good stewardship

Interact ethically and responsibly with others and deal effectively with cultural and ethnic diversity in unfamiliar situations. Train others and develop team performance. Seek and define best practices for stewardship in situations with competing demands.

Scrutinize and reflect on social norms and relationships and lead action to change them. Show creativity in developing solidarity and show initiative in management processes that includes the training of others to develop team performance. Define and develop methods and rationale for stewardship in complex situations dominated by contested information.

G. Apply knowledge, skills, values and judgment to form conclusions and determine roles and responsibilities in personal, social or professional commitments. (integration and professional competence)

Integration (Competencies) Low Level Mid-Level High LevelSolve problems and define personal roles using well known information sources in conventional situations and relationships, while accounting for personal values and prominent social issues.

Solve problems and define personal role in novel or unfamiliar situations by integrating information from expert sources, while accounting for personal values and relevant social and ethical issues.

Gather and interpret relevant data in a field to solve problems in new or innovative ways. Demonstrate operational interaction within a complex environment. Make judgments and engage in defined roles based on social and ethical issues that may be complicated or subtle.

Assessment Process for Institutional Learning Outcomes Once the Institutional Learning Outcomes and the definitions of performance levels are established, program faculty will establish the levels of performance that their students must meet in each applicable outcome. They will also designate a means to measure student performance in that outcome. The measurement tools will most often be tests, projects or assignments that are currently used to evaluate students. Directors of units outside of academic affairs would also be asked to designate the means by which they will measure student performance in learning outcomes to which their units contribute. The evidence gathered in the academic programs and other units, could then be collected on a rotating basis (e.g. every 3-5 years), analyzed and used to evaluate the institution’s effectiveness in each outcome area. The additional analysis at the institutional level will have to be supported, and some method of using the recommendations from that analysis in the planning and allocation processes would have to be established. This method of assessment could complement the assessment processes for programmatic student learning outcomes in which programs are currently engaged. Hopefully it would impose minimal additional assessment burden on the program and provide useful information for improvement processes within the institution.


Example of program selection of institutional outcomes, levels of performance and measurement tools. The following table for a hypothetical program is meant to illustrate some of the flexibility designed into this system. Example 1: A Technical AAS degree program where science and computation are important components of the program outcomes.

Outcome Required Minimum Level of Performance

Evidence of student performance collected from

Comments

A. Communicate Basic Student report and presentation on current topic in industry

Grading rubrics would establish basic level

B. Critical Thinking Basic Analyze industry regulations, their intentions and their effectiveness

C. Knowledge in Major Mid Established by program outcomes C.1. Quantitative Skills Basic Correct performance of calculations

required in major course. Evidence captured on test or assignment

C.2. Science Mid Correct description of properties and processes used in the major. Evidence captured on tests, reports and lab performance

C.3. Humanities D. Tasks and Creative Techniques

Mid Safe, efficient and effective performance of tasks in the major. Evidence collected from lab or practicum classes.

E. Responsible for learning Basic Receptive and responsive to directions. Evidence captured in formal class/lab or in practicum settings.

F. Interact Basic Teamwork with lab partners and interaction with co-workers in practicum setting. Evidence collected from lab instructor and practicum supervisor (final evaluation).

G. Apply and Integrate Notes: (1) In this degree program there would be no requirement for the faculty to collect evidence on two of the outcomes that are not components of the program. (2) UAA Career Services may be used to assist in collection of required evidence from internship or practicum placements. (3) Initial plans would call for only one item of evidence to be collected by a given program for a specific outcome. The need for multiple sources and types of evidence would be fulfilled by selecting a number of programs to report on an institutional outcome.


GAB Goals for 2007-2008 • Plan for the updating of courses - Consider how we can facilitate or get

the word out about this process and at some time pass a resolution that would go to Faculty Senate

• Continuation of GSAT to work on structure of • Update Curriculum Handbook- Chairs will meet and discuss plan, should it

be split into Graduate and Undergraduate • Have different administrators come in and look at strategic plan and look

at graduate issues (expand research), what role GAB plays

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Checklist for Deleting a Course The following must be submitted to the Undergraduate Academic Board (UAB)/Graduate Academic Board GAB):

1. Signed Course Action Request (CAR).

2. Signed Program Action Request (PAR), if needed. If a course deletion affects a degree or certificate, a separate signed PAR must be submitted for each program change, together with revised catalog copy and catalog copy with track changes.

3. Coordination consists of 2 steps:

a. Coordination memo or email. Coordination is required when the new course has any impact on another course or program. The initiator must contact the Department Chair/Director of every affected program and provide documentation of the changes to the affected programs upon request. Proof of coordination must be provided to the Governance Office.

b. The initiator is also required to send an email to [email protected] explaining the new course. The email must include contact information, and must be sent at least ten (10) working days before being presented at UAB/GAB. Link to Coordination Information on Governance Website: http://www.uaa.alaska.edu/governance/coordination/coordination.cfm

rev: 070908

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Checklist for New or Revised Course It is advisable to write the Course Content Guide (CCG) first. The information from the CCG can then be pasted into the Course Action Request (CAR). Before developing the CCG, the following need to be considered in addition to the course content: type of course, level, number, whether it will be stacked or cross-listed, prerequisites and registration restrictions, Instructor Goals and Student Outcomes. The following must be submitted to the Governance Office ([email protected]):

1. Signed Course Action Request (CAR).

2. Course Content Guide (CCG).

3. If the new/revised course impacts the program in which the course is housed, a signed Program Action Request (PAR) and catalog copy (new and with track changes) must be provided.

4. Coordination consists of 2 steps:



5. If the new course is proposed as a GER, the appropriate template must be followed.

6. Signed Resource Implication Form (one per discipline). List all course/program information on one form.

7. Library Resource Form.

8. Signed Fee Request Form (one per course) for new or revised fees only. (Use CAS form).

Rev: 070908

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Checklist for Minor Program Changes (includes new option within a program)

Minor Program Changes are changes that do not “Substantially alter

the purpose of the program”. Please consult with the Office of Academic Affairs (OAA) when making modifications to a program.

OAA contact persons: Assistant Provost Tom Miller ([email protected]) or Assistant to the Assistant Provost Megan Carlson ([email protected]). Also refer to UA Regulation R10.04.02 http://www.alaska.edu/bor/policy/policy.xml The following must be submitted to the Governance Office ([email protected]):

• Signed Program Action Request (PAR).

• Complete catalog program copy (new and with track changes) including student learning outcomes for the program or a web address linked to the student outcomes.

• All course Curriculum Action Requests (CARs) and Course Content Guides (CCGs) for new and revised courses).

• Coordination consists of 2 steps:

Coordination memo or email. Coordination is required when the new course has any impact on another course or program. The initiator must contact the Department Chair/Director of every affected program and provide documentation of the changes to the affected programs upon request. Proof of coordination must be provided to the Governance Office.

The initiator is also required to send an email to [email protected] explaining the new course. The email must include contact information, and must be sent at least ten (10) working days before being presented at UAB/GAB. Link to Coordination Information on Governance Website: http://www.uaa.alaska.edu/governance/coordination/coordination.cfm

The following will be sent from the Governance Office to the Office of Academic Affairs (OAA).

• Four-Year Course Offering Plan for the Program.

• Signed Resource Implication Form.

• Signed Fee Request Form (for new or revised fees).

• Library Resource Form (one form per program or discipline).

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Checklist for New Programs and Major Program Changes The school/college must discuss the major revision of an existing program or a new program with the Office of Academic Affairs (OAA) before the curriculum proposal is presented to the Undergraduate Academic Board (UAB)/Graduate Academic Board (GAB) for review. OAA contact persons are Assistant Provost Tom Miller ([email protected]) or Assistant to the Assistant Provost Megan Carlson ([email protected]). Also refer to UA Regulation R10.04.02 http://www.alaska.edu/bor/policy/policy.xml

The following must be submitted to the Governance Office: [email protected]):

• A cover memo summarizing the proposal

• Signed Program Action Request (PAR).

• Complete catalog copy (new and with track changes), including student learning outcomes for the program or a web address linked to the student outcomes.

• Course Curriculum Action Requests (CARs) and Course Content Guides (CCGs) for all new and revised courses.




The following information will be sent from the Governance Office to the Office of Academic Affairs (OAA). They will not be reviewed by the Academic Boards.

• Four-Year Course Offering Plan for the Program. Board of Regents Summary Form which addresses all requirements and policies approved by the Statewide Academic Council (SAC). http://www.alaska.edu/swacad/sac.htm http://www.alaska.edu/bor/policy/policy.xml

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http://www.alaska.edu/bor/policy/policy.xml

• The Dean’s office, in consultation with the initiating faculty, prepares a budget and complete fiscal plan which projects all revenue and expenses for the implementation and continued operation of the program, documents both student and community demand and projects enrollments and graduates over a 5 year period.

• Initiating faculty, department chair and dean collaborate in presenting projected faculty assignments and qualifications.

• The academic department prepares an assessment plan for Student Outcomes.

• The academic department, in consultation with the dean, the Director of Risk Management, and legal counsel, prepare a risk management plan where required.

• Approval to Admit Form – for program admission prior to catalog publication.

• Library Resource Form (one form per program or discipline).

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Checklist for Addition or Deletion of a Prefix The school/college must discuss the addition or deletion of a prefix with the Office of Academic Affairs (OAA) before the proposal is presented to the Undergraduate Academic Board (UAB)/Graduate Academic Board (GAB) for review. OAA contact persons are Assistant Provost Tom Miller ([email protected]) or Assistant to the Assistant Provost Megan Carlson ([email protected]). A new prefix has to be requested from the Office of the Registrar. Email address is [email protected]

The following must be submitted to the Governance Office: [email protected]):

• A cover memo summarizing the proposal

• Signed Program/Prefix Action Request (PAR).

• Spreadsheet of impacted courses, programs and catalog references.

• Course Curriculum Action Requests (CARs) and Course Content Guides (CCGs) for all new and revised courses.


a. Coordination memo or email. Coordination is required when the new prefix has any impact on another course or program. The initiator must contact the Department Chair/Director of every affected program and provide documentation of the changes to the affected programs upon request. Proof of coordination must be provided to the Governance Office.

b. The initiator is also required to send an email to [email protected] explaining the new prefix. The email must include contact information, and must be sent at least ten (10) working days before being presented at UAB/GAB. Link to Coordination Information on Governance Website: http://www.uaa.alaska.edu/governance/coordination/coordination.cfm

Rev: 070908

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Policy Additions and Changes

New or revised academic policies are proposed to the Undergraduate Academic Board (UAB)/Graduate Academic Board (GAB). Proposals should include:

• Proposed policy language (include track changes if revised policy).

• Documents in which proposed language will be inserted (catalog, curriculum handbook, etc.).

• Proposed implementation date.

Rev: 070908

34

Template Section CCG (Course Content Guide) Template CAR (Course Action Request) Template PAR (Program Action Request) Template BOR program Approval Summary Form Catalog copy template

c. Standard format for program catalog descriptions: Name of the Program Contact information, location, web address General discipline information

• Overview and career information • Honors • Accreditation • Research possibilities

Degree or Certificate program name and description. Include student outcomes for the program or web address to the student outcomes.

Admission Requirements • Preparation • Pre-major • Major

Advising Academic Progress requirements Degree requirements

• General University • GER • College • Major degree requirements • Other graduation requirements

Faculty

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Additional Information:

Every department/discipline should have a current electronic program catalog copy in Word so that catalog copy changes can be made. Contact the Office of the Registrar for a copy.

All catalog copy for a program must include the entire catalog copy for the program, and not only the section being changed.

Current catalog copy with track changes and final copy must be submitted to the Governance Office.

Contact the Office of the Registrar for formatting instructions.

Include a page number at the bottom of each page of the catalog copy.

Rev: 070908

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University of Alaska Board of Regents Program Approval Summary Form Requirements:

1. 2 pages or less 2. Must be a stand-alone document

MAU: Title: Target admission date: How does the program relate to the Education mission of the University of Alaska and the MAU? *Who promoted the development of the program? *What process was followed in development of program (including internal and external consultation) *Impact on existing programs and services across MAU and system, including GERs.and distance delivery What State Needs met by this program. *Information describing program need and why existing programs in UA system are not able to meet it. What are the Student opportunities and outcomes? Enrollment projections? Describe Research opportunities: Describe Fiscal Plan for development and implementation:

*Identify funding requirement, sources and plan to generate revenue and meet identified costs to include: *Indirect costs to other units (e.g. GERs, distance delivery) *Faculty and Staff *Technology, Facilities and Equipment

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University of Alaska Board of Regents Program Approval Summary Form Requirements:

1. 2 pages or less 2. Must be a stand-alone document

MAU: Title: Target admission date: How does the program relate to the Education mission of the University of Alaska and the MAU? *Who promoted the development of the program? *What process was followed in development of program (including internal and external consultation) *Impact on existing programs and services across MAU and system, including GERs.and distance delivery What State Needs met by this program. *Information describing program need and why existing programs in UA system are not able to meet it. What are the Student opportunities and outcomes? Enrollment projections? Describe Research opportunities: Describe Fiscal Plan for development and implementation:

*Identify funding requirement, sources and plan to generate revenue and meet identified costs to include: *Indirect costs to other units (e.g. GERs, distance delivery) *Faculty and Staff *Technology, Facilities and Equipment

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Template Section CCG (Course Content Guide) Template CAR (Course Action Request) Template PAR (Program Action Request) Template BOR program Approval Summary Form Catalog copy template

o Standard format for program catalog descriptions: Name of the Program Contact information, location, web address General discipline information

• Overview and career information • Honors • Accreditation • Research possibilities

Degree or Certificate program name and description. Include student outcomes for the program or web address to the student outcomes.

Admission Requirements • Preparation • Pre-major • Major

Advising Academic Progress requirements Degree requirements

• General University • GER • College • Major degree requirements • Other graduation requirements

Faculty

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Additional Information:

Every department/discipline should have a current electronic program catalog copy in Word so that catalog copy changes can be made. Contact the Office of the Registrar for a copy.

All catalog copy for a program must include the entire catalog copy for the program, and not only the section being changed.

Current catalog copy with track changes and final copy must be submitted to the Governance Office.

Contact the Office of the Registrar for formatting instructions.

Include a page number at the bottom of each page of the catalog copy.

Rev: 070908

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Course Action Request University of Alaska Anchorage

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

1a. School or College drop down (d/d)

1b. Division d/d

1c. Department

2. Course Prefix

3. Course Number

4. Previous Course Prefix & Number d/d---N/A or (blank)

5a. Credits/CEU

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

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

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

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

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

9. Repeat Status d/d--- y/n If yes then may repeat __times for max of __credits

8. Type of Course Action

10. Grading Basis A-F P/NP NG

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

Add Prefix Course Number Change Credits Contact Hours

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

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

College Major Other 12. Cross Listed with

Stacked with signature of coordinator of cross-listed department

13. List any programs or courses that reference this course 14a. Coordinate with Affected Units: __________________________________ done Department, School, or College Initiator Signature Date

14b. e-mail submitted (gov. office only) 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description

17b. Test Score(s) 17c. Co-requisite(s) (concurrent enrollment required) 17a. Course Prerequisite(s) (list prefix and number)

d/d n/a or (blank) d/d n/a or (blank) d/d n/a or (blank)

17d. Registration Restriction(s) (non-codable) d/d n/a or (blank)

18. Course Fees? d/d --y/n

19. Justification for Action

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Revision of CAR form PS DETAILS FOR REVISION OF CAR FORM

[x] = checkbox insert Title: Course Action Request University of Alaska Anchorage Proposal to Initiate, Add, Change, or Delete a Course 1. Keep the same 2. Keep the same 3. Keep the same 4. Keep the same 5. Keep the same 6. Title Change: Complete Course Title 7. Keep the same 8. Delete PROGRAM and its check box 9. Repeat Status: drop box(Y/N) If yes then may be repeated __times for max of __credits 10. Keep the same 11. Keep the same 12. Replace signature description. with: signature of coordinator of cross-listed department 13. Change: List any programs or courses that reference this course 14. a. Coordinate with affected units: [x] done___________________initiator signature 14. b. [x] e-mail submitted (governance office use only) 15. Keep the same 16. Keep the same 17. a,b,c, Keep the same 17.d DELETE 17.e Make 17.d 18. CHANGE to a toggle box Y/N 19. Keep the same

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Section 6 – The Curriculum Action Request (CAR)

Box 1a. School/College Using the drop-down box, insert School or College initiating action. AA Academic Affairs AS College of Arts and Sciences CB College of Business and Public Policy CT Community and Technical College EA College of Education EN School of Engineering HC Honors College HW College of Health and Social Welfare KP Kenai Peninsula College KO Kodiak College MA Matanuska-Susitna College

Box 1b. Division

Using the drop-down box, insert Division initiating action. Note: Changing the name of a Division or Academic Department requires Provost approval and a Curriculum Action Request notifying Governance.

College of Arts and Sciences

AFAR Division of Performing and Fine Arts

AHUM Division of Humanities

AMSC Division of Mathematical and Natural Science

ASSC Division of Social Sciences

College of Business and Public Policy

ADBP Division of Business Programs

ADEP Division of Economics and Public Policy

Community and Technical College

AAVI Division of Aviation Technology

ABCT Division of Business and Computer Training Connections

ACAH Division of Culinary Arts and Hospitality

ACDT Division of Construction and Design Technology

ADCE Division of Community Education

ADTP Division of Transportation and Power

ADVE Division of Career and Vocational Education

AHLS Division of Health and Safety

AMAP Division of Mining and Petroleum

AOEE Division of Alaska Outdoor and Experiential Education

APER Division of Physical Education and Recreation

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http://www.uaa.alaska.edu/governance/curriculumdocs.cfm

APRS Division of Preparatory Studies

College of Education

No Division Code School of Engineering

No Division Code

College of Health Social Welfare

ADHS Division of Human Services and Health Sciences

ADSN Division of Nursing

AJUS Division of Justice

ASWK Division of Social Work

Box 1c. Department Insert Department initiating action. Note: Changing the name of a Division or Academic Department requires Provost approval and a Curriculum Action Request notifying Governance.

Box 2. Course Prefix

Insert the Prefix affected by the curriculum proposal. Approval of new prefixes must be obtained before the approval of related new/revised curriculum/program changes. (See instructions on PAR form).

Box 3. Course Number Insert the course level of the curriculum proposal.

Ten-Year Resting Rule:

When a permanent course number becomes inactive through deletion or purging, it must remain inactive for ten years before it may be assigned to another course. UAA and UA Course Level Descriptions. See also the UAA catalog, Chapter 7 and University Regulation R10.04.09.

1. Non-credit Courses

A001-A049: Non-credit courses.

AC001-AC049: Continuing Education Unit (CEU) courses

A050-A099: Courses with these numbers provide basic or supplemental preparation for introductory college courses.

2. Academic Credit Courses

Courses with these numbers count toward undergraduate and graduate degrees and certificates as described . Each course includes a component for evaluation of student performance. Student effort is indicated by credit hours. One credit hour represents three hours of student work per week for a 15-week semester (e.g., one class-hour of lecture and two hours of study or three class-hours of

44

laboratory) for a minimum of 750 minutes of total student engagement, which may include exam periods. Equivalencies to this standard may be approved by the chief academic officer of the university or community college. Academic credit courses are numbered as follows. The numbering sequence signifies increasing sophistication in a student’s ability to extract, summarize, evaluate and apply relevant class material. Students are expected to demonstrate learning skills commensurate with the appropriate course level, and to meet, prior to registration, prerequisites for all courses as listed with the course descriptions.

a. Lower division courses usually taken by freshmen and sophomores

A100-A199: Freshman-level, lower division courses.

A200-A299: Sophomore-level, lower division courses

b. Upper division courses usually taken by juniors and seniors

A300-A399: Junior-level, upper-division courses

A400-A499: Senior-level, upper-division courses

c. Graduate level courses

A600-A699 – require a background in the discipline, and an ability to contribute to written and oral discourse on advanced topics in the field.

3. Professional Development Courses

A500-A599: designed to provide continuing education for professionals at a post-baccalaureate level.

All permanent numbered courses (A050-A499) and (A600-A699) are included in the UAA catalog. If a Discipline/Department/School/College/Extended Campus does not want a permanent numbered course to be included in the UAA catalog, that exclusion will need UAB/GAB recommendation and approval of the Provost (or designee).

The second and third digits of course numbers in the -90 range are used for specific course types.

-90 Selected topics. a generic ‘umbrella’ course category identifying a defined field or subject area within a discipline

-92 Seminar or Workshops. Seminar. specifically designed for student participation in exchanging ideas and academic experiences around a central core of subject matter. Workshop. a formal higher education offering with intensive instruction and information in a given field

-93 Special topics. offered only once to meet short-term needs and are not intended to become part of the permanent catalog.

-94 Trial (experimental). Trial indicates that the faculty wish to offer the course (before making the course permanent)

-95 Internship and Practicum

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Internship. a student work experience in which the employer or agency is the student’s immediate supervisor, is active in planning the expected outcomes, and is involved in the evaluation of the student’s achievements.

Practicum. a student work experience, for which the academic department established the objectives and outcomes.

-97 Independent study. address topics or problems chosen by the student with appropriate approval.

-98 Individual research. consist of individual research by the student, directly supervised by a faculty member or faculty committee.

-99 Thesis. involve writing and/or completion of a thesis by the student

Box 4. Previous Course Prefix & Number

If the course was offered previously under a different prefix and/or number, including -93s or -94s, insert the Number. If not, or if there is no change in the number choose N/A from the drop-down box.

Box 5a. Credits/CEUs

Insert the number of semester credits or Continuing Education Units (CEUs, non-credit) for the course. If variable, indicate the minimum and maximum, e.g. 1-3 credits or CEUs. The number of credits/CEUs is in direct relation to the contact hours.

Box 5b. Contact Hours (Lecture + Lab) per week (15 week semester)

Insert the number of lecture and laboratory (or practicum) hours each week for the course that is offered over a 15 week semester. One contact hour is equivalent to 50 minutes. One credit for a lecture course is typically equivalent to 1 contact hour/week for a total of 15 contact hours for the course [or 750 minutes of actual class time (50 minutes/contact hour x 15 contact hours = 750 minutes)]. One credit for a supervised laboratory course is typically awarded 2 contact hours/week for a total of 30 hours (2 x 15 weeks = 30) or 1500 total contact minutes (30 x 50 minutes/contact hour = 1500 minutes) of supervised lab time. One credit of unsupervised laboratory time such as some practica, student teaching, internships, or field work credits, is typically awarded 3 contact hours/week or more. Many courses, because of the nature of their subject matter or mode of delivery, require additional student time. For a lecture class, at least two hours of work outside the class is expected for each credit. For a supervised laboratory class, in addition to 2 contact hours/week in the laboratory, at least one additional hour of outside work is expected for each credit (or a total of 3 contact hours/week in the laboratory will satisfy this requirement). For courses that are provided in a period less than the standard 15 week semester, the (Lecture + Lab) section should be completed as if the course would be taught in a 15 week period. Additional description should be provided in Box 19 ("Justification") of the CAR and in the Course Content Guide (CCG) to explain the actual course length and required hours per week. For non-credit CEU courses, the total number of lecture and laboratory contact hours for the course should be stated.

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Summary Semester = 15 weeks (standard semester length) One (1) Contact Hour = 50 minutes per week (or 750 minutes for the course) Outside Work = Additional time typically outside of classroom or laboratory.

One (1) credit = 1 contact hour per week of lecture (15 contact hours of lecture

for course) or

2 contact hours per week of supervised laboratory (or practica) if outside work is needed (30 contact hours for the course)

or 3 contact hours per week of supervised laboratory (or practica) if no outside work is needed (45 contact hours for the course)

(Lecture + Laboratory) = refers to the number of contact hours for lecture and laboratory per week based on a 15 week semester.

Examples (3+0) = A typical lecture only course. Equivalent to a 3 credit course with 3 contact hours of lecture and 0 hours of laboratory per week for a total of 135 hours for the course [45 contact lecture hours (3 contact lecture hours/week x 15 weeks = 45) plus 90 hours outside work (6 hours outside lecture/week x 15 weeks = 90) for a total of 135 hours]. (2+2) = A combined lecture and laboratory course. Equivalent to a 3 credit course with 2 contact hours of lecture and 2 hours of supervised laboratory per week for a total of 135 hours for the course (30 contact hours of lecture and 60 hours outside lecture plus 30 hours lab plus 15 hours outside lab). (3+2) = A combined lecture and laboratory course. Equivalent to a 4 credit course with 3 contact hours of lecture and 2 hours of supervised laboratory per week for a total of 180 hours for the course (45 contact hours of lecture and 90 hours outside lecture plus 30 hours of lab and 15 hours outside of lab). (3+3) = A combined lecture and laboratory course. Equivalent to a 4 credit course with 3 contact hours of lecture and 3 hours of laboratory (supervised or unsupervised) per week for a total of 180 hours for the course (45 contact hours of lecture and 90 hours outside lecture plus 45 hours of lab and 0 hours outside of lab). (0+9) = A practicum or field work type course. Equivalent to a 3 credit course with 0 contact hours of lecture and 9 hours of practicum or field work laboratory (supervised or unsupervised) per week for a total of 135 hours for the course (0 contact hours of lecture plus 135 hours of lab and 0 hours outside of lab). Continuing Education Unit (CEU)

The Continuing Education Unit (CEU) is a unit of measure for non-credit activities. The CEU can be used to document an individual’s participation in formal classes, courses, and programs as well as in nontraditional modes of non-credit education, including various forms of independent, informal, and experiential study and learning. Refer to Appendix E for further information.

Examples: .1 CEU = 1 hour of instruction and no additional hours of work for the course. 1 CEU = 10 hours of instruction and no additional hours of work for course.

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1.5 CEUs = 15 hours of instruction and no additional hours of work for course. 3.5 CEUs = 20 hours of instruction and 15 hours of required additional work

appropriate to the objectives of the course for course. 2 CEUs = 20 hours of instruction and no additional work, or 40 hours of laboratory

or clinical work. Minimum Course Length (Compressibility Policy)

The Compressibility Policy states, “Courses scheduled for less than a full semester may not be offered for more than one (1) credit each week (7 days).” Two credits require a minimum of 8 days and three credits require a minimum of 15 days.

Box 6. Complete Course Title

Insert full title of the Course. If title is more than 30 characters (including spaces) insert an abbreviated title of 30 characters or less which will appear on transcripts.

Box 7. Type of Course

Academic

Program Requirement

A credit course specifically required by degree, certificate, or a minor program.

Program Selective

A credit course within a group of courses from which a student is required to select.

General Education Requirement

A credit course that is approved to fulfill part of the general education distribution requirements of the University.

Elective

A credit course selected by the student that is neither a degree program requirement nor a program selective, but which is applicable towards the minimum number of credits required for the degree or certificate.

Non-Degree (050-099)

A credit course that provides basic or supplemental preparation for introductory college courses. (See Box 3. Course Number, above for further information).

Non-Credit Courses (000-049)

These are non-credit and non-degree courses, programs, and/or activities that respond to relevant community education needs and interests and that typically do not have specifically defined student outcomes.

Continuing Education Units (CEUs)

A course that provides further development of a trade, profession, or personal improvement.

Professional Development (500 Level)

Designed to provide continuing education for professionals at the post-

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baccalaureate level. These courses are not applicable to university degree or certificate program requirements, are not interchangeable with credit courses, even by petition, and may not be delivered simultaneously (stacked) with credit or non-credit courses of similar content. (See Box 3. Course Number, above for further information).

Box 8. Type of Course Action Check all the changes being made. If the course change results in a program change, a separate PAR must be completed for each action and must identify the element(s) being changed.

If a permanent number is being requested after the course has run successfully as a -93 or -94, this is an Add, not a Change, since the addition of a permanent course is being proposed.

Box 9. Repeat Status

Using the drop-down box, insert the Repeat Status of the course by choosing Yes or No.

Yes, means the course may be repeated for credit,

No, means it cannot be repeated for credit.

If repeat status is marked as Yes, the Number of Repeats and Maximum Hours must be indicated.

The Number of Repeats indicates the number of additional times the course may be taken for credit (does not include the original enrollment). The Maximum Hours indicates the total number of credits that may be applied towards a degree.

Example: HIST A390 3 credits Repeat Status: Yes If yes then may repeat 1 time for max of 6 credits Box 10. Grading Basis

Check A-F or P/NP for Academic and Professional Development courses; NG for CEUs and Non-credit Offerings.

Box 11. Implementation Date Insert the Semester and Year that the addition, deletion, or change will be implemented.

The End semester is needed for non-permanent courses only (-93s, -94s, bridge courses). For permanent courses, leave the semester field blank and 9999 for the end year. Careful consideration needs to be given to permanent courses affecting degrees and certificates. All permanent courses and degree/certificate changes must be submitted in Fall semester for publication in the next catalog. Once approved, this date cannot be changed. Course additions or modifications may be made in conjunction with publication of the class schedule. Since academic units are responsible for providing an adequate transition for students from one set of program requirements to another, units should consider the official implementation date of program changes when implementing the approved changes.

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Box 12. Cross-Listed or Stacked Check if a course is cross-listed or stacked.

Cross-listed

• Cross-listed courses are courses approved under multiple prefixes and offered at the same time and location.

• Each cross-listed course must have a separate CAR for each prefix.

• Everything except the course prefix must be identical.

• The department chair or designated coordinator of the cross-listed department must signify approval of the cross-listing by signing box 12 of the CAR.

• Each department is responsible for preparing the appropriate CAR and providing supporting documentation. These must be submitted at the same time for UAB/GAB review.

• When courses are cross-listed, they must be offered and printed in UAA’s schedules and catalog under each prefix. For example, ART/JPC A324 is listed both in Art and in Journalism and Public Communications.

Stacked

• Stacked courses are courses from the same prefix but at different levels offered at the same time and location.

• Existing and new courses may not be stacked unless approved as stacked courses by UAB/GAB.

• Courses may not be stacked informally for scheduling purposes.

• The course description and course content guide of a stacked course must clearly articulate the difference in experience, performance, and evaluation of students at different levels, including graduate students vs. undergraduate students.

• Courses that are at the 500-level may not be stacked with any other credit course numbered A050-A499 and A600-A699 or non-credit courses.

• Courses at the 300 level courses may not be stacked with 600 level courses. (Courses that are currently stacked at the 300/600 level and come up for review, the 300 level courses will need to be proposed as a 400 level in order to be approved as stacked.)

Refer to section on stacking guidelines under CCG

If the graduate-level course is stacked with a 400-level course, or if undergraduate students are taking the course as part of their baccalaureate degree, the justification must clearly describe how the quality of the graduate students’ experience will be maintained in a mixed-level classroom. (See CCG section for guidance.)

Box 13. List any programs or courses that reference this course Insert all majors, minors, certificates, that reference the proposed course. Clearly indicate whether the program requires the course or uses it for electives/selectives. The department initiating the proposal is also responsible for coordinating with each affected program (See Box 14, below, for further information). If changes/additions proposed

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cause changes to affected programs they may be required to submit a PAR as well.

Box 14. Coordination with Affected Units Coordination is the requirement that all initiators of curriculum actions identify and notify all academic units who may be affected by the curriculum change of the precise nature of their proposal. Coordination is always expected between and among department chairs and deans in Anchorage, as well as directors of community campuses.

The purpose of coordination is to:

a) allow affected units who may have a legitimate interest in the course or program proposal, opportunities to review and comment on such proposals before they are considered by the college curriculum committees and the UAB/GAB.

b) encourage collaboration among all academic units;

c) maintain and improve quality of academic offerings.

An affected unit is defined as a department or academic unit whose curriculum will be affected by the proposed curricular action.

Coordination with affected units is required in the following cases:

• When the degree, course, name or content bridges material regularly included in other disciplines (e.g., Business proposed change to “Business Statistics”).

• When the course or program includes or requires prerequisite courses for other degree programs, sites, or campuses.

• When the proposed program can reasonably be expected to use courses offered by other disciplines.

• When a subsequent allocation of resources resulting from the proposal will impact the unit’s ability to deliver academic courses required in other programs.

• When a course is a General Education Requirement.

Coordination should be initiated very early in the curriculum development process – before finalization of the proposal.

Coordination includes:

a) sending proposed curriculum to affected units

b) actively seeking collaboration, comments and suggestions

c) allowing ten days from the published date of notification of affected units before moving the proposed curriculum through the established levels of review.

d) Email notification. In addition to coordination and sending proposed curriculum (or making it available on the web) to the director and department chair of affected units, initiating faculty are also required to send an email notification to faculty list-serve at: [email protected] giving a brief overview of the proposal including:

1) description of the proposed action,

2) course prefix,

3) course number,

4) course description,

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5) prerequisite(s)

6) any other relevant information.

Evidence of coordination with affected units is required by inclusion of a copy of the email sent to the UAA listserv. If necessary, affected units should communicate directly with the initiating department. Affected academic units are then encouraged to submit written support or objection to UAB/GAB and/or to speak to the proposal at the appropriate Board meeting. If no written comments are received by the UAB/GAB within ten (10) working days of the Notification Date, it is assumed that there are no objections to the proposal.

Do not send proposals as attachments when sending email notices to the faculty list-serve since large files can cause problems.

Box 15. General Education Requirements (GER)

Check if the course is a General Education Requirement. The department initiating the proposal is responsible for submitting supporting documentation for the change, addition, or deletion. See GER section for more details. Templates found on Governance website through link in GER section.

Box 16. Course Description

Insert a description of the intent of the course. A 20-50 word description is preferred.

Special Notes are also identified in this field. Special notes indicate certain requirements of the student or the course that are not identified in the course description (e.g., May be repeated for credit with a change in subtitle; or Offered Spring Semesters).

Box 17. Course Prerequisite(s), Test Scores, Co-requisite(s), and Registration Restriction(s) Insert requirements which must be achieved prior to enrolling in a course. It is assumed that faculty may waive any of the requirements. If any of these are not required use the drop-down box to indicate N/A for each of the sections.

a. Course Prerequisite

Insert a course which must be successfully completed (D or better is understood, unless C or better is stated) prior to taking the course.

A course prerequisite which may be taken concurrently must also be included in this area (this differs from a co-requisite which must be taken concurrently).

b. Test Score

Insert test scores which must be successfully achieved prior to taking the course. This may include UAA Approved Placement Tests, SAT, ACT, or others. Specific test scores are not required.

c. Co-requisite

Insert a course which must be taken concurrently and requires simultaneous enrollment and withdrawal.

d. Registration Restrictions

Identifies additional requirements that a student must have satisfied prior to registering for the course (e.g. instructor permission, college or school admission*). Must be enforced by the program/department/instructor.

Comment [MSOffice1]: added

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Responsibility for confirming prerequisites and registration restrictions lies with the department. It is assumed that the faculty may waive or enforce any of these requirements, subject to program, department and college policy.

Box. 18 Fees Using the drop-down box choose yes or no to indicate if there are student fees associated with the course. Do not include fee amount on CAR. This information is published under the course description in the catalog as “Special Fees,” and in the schedule with specific amounts. If the only action requested is a change in fees, no CAR is required.

New or changed course fees must be submitted on the Fee Request Form and need the approval of the Provost. Refer to the Board of Regents Policy and Regulation Part V Chapter X for course fee information http://www.alaska.edu/bor/policy/policy.xml.

Box 19. Justification for Action Insert the need for the course and/or reasoning behind the proposed action, such as student or community interest or how the proposed course or change strengthens existing offerings. The supporting data must be supplied if the course is required for certification or accreditation. Justify all boxes checked in box 8. Comment [MSOffice2]: added

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http://www.alaska.edu/bor/policy/policy.xml

Program/Prefix Action Request University of Alaska Anchorage

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

1a. School or College drop down (d/d)

1b. Division d/d

1c. Department

2. Complete Program Title/Prefix

3. Type of Program OEC Undergraduate certificate AA/AAS Baccalaureate Minors Post Baccalaureate Certificate Graduate Graduate Certificate Doctoral Specialty

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

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

4. Type of Action Program or New prefix

Add

Change

Delete

5. Implementation Date semester/year From: / To: /

6. Coordinate with Affected Units: __________________________________ done Department, School, or College Initiator Signature Date

6b. e-mail submitted (governance office only)

7. Title and Program Description : Please attach the following Cover Memo catalog copy/text changes catalog clean copy 8. Justification for Action

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Section 6 – The ProgramPrefix Action Request (PAR)

Box 1a. School/College Using the drop-down box, insert School or College initiating action. AA Academic Affairs AS College of Arts and Sciences CB College of Business and Public Policy CT Community and Technical College EA College of Education EN School of Engineering HW College of Health and Social Welfare HC Honors College KP Kenai Peninsula College KO Kodiak College MA Matanuska-Susitna College

Box 1b. Division

Using the drop-down box, insert Division initiating action. Note: Changing the name of a Division or Academic Department requires Provost approval and a Curriculum Action Request notifying Governance.

College of Arts and Sciences

AFAR Division of Performing and Fine Arts

AHUM Division of Humanities

AMSC Division of Mathematical and Natural Science

ASSC Division of Social Sciences

College of Business and Public Policy

ADBP Division of Business Programs

ADEP Division of Economics and Public Policy

Community and Technical College

AAVI Division of Aviation Technology

ABCT Division of Business and Computer Training Connections

ACAH Division of Culinary Arts and Hospitality

ACDT Division of Construction and Design Technology

ADCE Division of Community Education

ADTP Division of Transportation and Power

ADVE Division of Career and Vocational Education

AHLS Division of Health and Safety

AMAP Division of Mining and Petroleum

AOEE Division of Alaska Outdoor and Experiential Education

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http://www.uaa.alaska.edu/governance/curriculumdocs.cfm

APER Division of Physical Education and Recreation

APRS Division of Preparatory Studies

College of Education

No Division Code School of Engineering

No Division Code

College of Health Social Welfare

ADHS Division of Human Services and Health Sciences

ADSN Division of Nursing

AJUS Division of Justice

ASWK Division of Social Work

Box 1c. Department Insert Department initiating action. Note: Changing the name of a Division or Academic Department requires Provost approval and a Program Action Request notifying Governance.

Box 2. Complete Program Title

Insert full title of the proposed program.

Box 3. Type of Program

Insert Type of Program proposed.

OEC Undergraduate Certificate AA/AAS Baccalaureate

Minors Post Baccalaureate Certificate Graduate Graduate Certificate Doctoral Specialty

Box 4. Type of Action Check if the PAR is for an addition, deletion, or change to a program. Alternatively, the Type of Action may indicate a request for a new prefix only.


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Box 5. Implementation Date

Insert the Semester and Year that the addition, deletion, or change will be implemented.

The overall principles affecting the date for implementation of academic policy or program change include the following:

• Students must receive adequate notice or a program/prefix change. • Staff must have adequate time to implement the change effectively.

Generally this is interpreted to mean that program/prefix changes, including new programs, must be advertised in the university catalog. Based on the current schedule of catalog distribution in the spring or summer, most program changes should take effect in the fall semester following catalog distribution. Exception to this policy will be made only in exceptional circumstances. Permission of the Office of Academic Affairs is required for implementation at an earlier date. Requests for an earlier date must detail the procedures the academic unit will use to notify affected students and facilitate the transition to the new requirements.

Box 6. Coordination with Affected Units Coordination is the requirement that all initiators of program/prefix actions identify and notify all academic units who may be affected by the curriculum change of the precise nature of their proposal. Coordination is always expected between and among department chairs and deans in Anchorage, as well as directors of community campuses.

The purpose of coordination is to:

a) allow affected units who may have a legitimate interest in the program/prefix proposal, opportunities to review and comment on such proposals before they are considered by the college curriculum committees and the UAB/GAB.

b) encourage collaboration among all academic units;

c) maintain and improve quality of program offerings.

An affected unit is defined as a department or academic unit whose curriculum will be affected by the proposed program action.

Coordination with affected units is required in the following cases:

• When the program, courses, or content proposed bridges material regularly included in other disciplines.

• When the program includes or requires prerequisite courses from other degree programs, sites, or campuses.

• When the proposed program can reasonably be expected to use courses offered by other disciplines.

• When a subsequent allocation of resources resulting from the proposal will impact the unit’s ability to deliver academic courses required in other programs.

Coordination should be initiated very early in the program development process – before finalization of the proposal.

Coordination includes:

a) sending proposal to affected units

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b) actively seeking collaboration, comments and suggestions

c) allowing ten days from the published date of notification of affected units before moving the proposal through the established levels of review.

d) Email notification. In addition to coordination and sending proposal (or making it available on the web) to the director and department chair of affected units, initiating faculty are also required to send an email notification to faculty list-serve at: [email protected] giving a brief overview of the proposal including:

1) description of the proposed action,

2) any other relevant information.

Evidence of coordination with affected units is required by inclusion of a copy of the email sent to the UAA listserv. . If necessary, affected units should communicate directly with the initiating department. Affected academic units are then encouraged to submit written support or objection to UAB/GAB and/or to speak to the proposal at the appropriate Board meeting. If no written comments are received by the UAB/GAB within ten (10) working days of the Notification Date, it is assumed that there are no objections to the proposal.

Do not send proposals as attachments when sending email notices to the faculty list-serve since large files can cause problems.

Box 7. Program Description

Include a description of the intent of the program in the form of an attached cover memo. A program proposal must also include catalog copy with text changes and a clean copy of how the new catalog text will appear.

Box 8. Justification for Action Insert the need for and/or reasoning behind the proposed action, such as student or community interest or how the proposal strengthens existing offerings.


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