institute undergraduate curriculum committee appeals and ... minutes 01-15-13.pdf · institute...

Institute Undergraduate Curriculum Committee Minutes, January 15, 2013 1/30/2013 3:01 PM

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Institute Undergraduate Curriculum Committee Appeals and Academic Matters (Full Committee)

Tuesday, January 15, 2013 Present: Agrawal (ChBE), Pikowsky (REG), Senf (LCC), Smith (ME), Loss (MATH), Berry (PUBP), Economou (ARCH), Forman (CoB), Goodisman (BIOL), Mayor (ME), Sankar (AE), Conte (CoC), Paredis (ME), Wilkinson (CHEM), Isbell (CoC), Potts (Provost’s Office) Visitors: Laros (REG), Merkousko (REG), Cook (MSE), Shook (MODLANGS), White (CoC), Raczynski (CM), Fujimoto (CSE), Hartley (EAS), Goldberg (MODLANGS) Note: All action items in these minutes require approval by the Academic Senate. In some instances, items may require further approval by the Board of Regents or the University System of Georgia. If the Regents' approval is required, the change is not official until notification is received from the Board to that effect. Academic units should take no action on these items until USG and/or BOR approval is secured. In addition, units should take no action on any of the items below until these minutes have been approved by the Academic Senate or the Executive Board.

Administrative Note

1. Many of the new course proposals did not include adequate syllabi. The Registrar’s Office will follow up with the academic units to make sure that complete syllabi are collected and will encourage them to upload the documents to the Syllabus section of the ICC web site.

Academic Matters

1. A motion was made to acknowledge without concern a request from the School of Materials Science and Engineering for prerequisite modifications. The motion was seconded and approved.

For all courses the minimum grade = D. Highlighted in yellow = ADD Strikethough = Delete

Course Number

Course Title Current Prerequisite

Information Requested Change

MSE 2001 Principles & Applications -Engineering Materials

CHEM 1310 or CHEM 1102 or CHEM 12X1 or CHEM 1211K

CHEM 1310 or CHEM 1102 or CHEM 12X1 or CHEM 1211K or CHEM 1112

MSE 3005 Mechanical Behavior – Materials

MSE 2001 and ME 2211 MSE 2001 and ME 2211 or COE 3001


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2. A motion was made to approve a request from the School of Mathematics for new courses. The motion was seconded and approved.

New Courses

MATH 1503: Calculus I for the Life Sciences 4-0-4 MATH 1504: Calculus II for the Life Sciences 4-0-4

Note: There were several issues noted in regard to this proposal. There will need to be some clean-up, as needed, for all courses that have MATH 1501 and 1502 as prerequisites. Each academic unit will have to decide if MATH 1503 and 1504 are actually interchangeable as prerequisites or if the more limited Linear Algebra in the new courses will pose a problem.

A question was raised about whether these courses would present a problem for Core Area A2. The determination of the Registrar is that they will not. MATH 1501 and 1502 will remain in A2 and students who take MATH 1503 and 1504 will be allowed to use them in this area. We are not changing area A2, but we are allowing this slightly different flavor of CALC I and II to be used as needed.

There was also discussion about whether we need a bridge course. It was noted that we already have one, MATH 1522, for students who need more Linear Algebra content. It was suggested that we will have to be very clear with students about the consequences of taking these alternative CALC I and II courses. The School of Mathematics noted that there are very few students who change majors from Biology to Engineering, so we don’t anticipate a problem or much confusion.

It was also noted that we are already teaching this content because we have sections of MATH 1501 and 1502 that are restricted to Biology majors and that operate the way these new courses are proposed.

3. A motion was made to table a request from the School of Building Construction for a degree modification. The motion was seconded and approved.

The motion was made to table because there was no representative from the School of Building Construction present to address the proposal.

Degree Modification Bachelor of Science in Building Construction

4. A motion was made to approve a request from the School of Earth and Atmospheric Sciences for new courses, a degree modification, and minor modification. The motion was seconded and approved.


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New Courses

EAS 4370 - Physics of Planets 3-0-3 EAS 4656 - Atmospheric Dynamics Practicum 0-3-1

Note: Change transcript abbreviation to: “Atmos Dynamics Practicum” from “Dynamics Practicum”. Also change co-requisite of EAS 4655 to Prerequite with concurrency.

EAS 4670 - Atmospheric Dynamics II 3-0-3 Note: Change transcript abbreviation to “Atmospheric Dynamics II” from “Dynamics II”. A graduate level version of the course will be requested with a 6670 number. The different requirements for graduate students will be outlined in the proposal to the Graduate Committee.

Degree Modification Bachelor of Science in Earth and Atmospheric Sciences

Rationale for changing the approved program:

To remove the research requirement for the degree. Reasons and justifications for this are:

We have had students who are not equipped to do research, and it is not fair to the faculty to require they take on such students in their lab. In theory, we like the requirement, in practice it has snags.

Note - they were allowed to take a course 4651 toward research – it is a research project with the National Weather Service. However, it is especially inappropriate to send under-qualified students to one of our external partners.

We also wanted to remove a requirement to open up our free electives for students to fit in a minor. By removing this requirement, we are creating 15 free electives for the major.

Research for credit is still highly encouraged, and it will count towards the EAS Technical Elective Requirements.

So, EAS 4699 or 4651 for 3 credit hours will no longer be required. But either does count as a Technical Elective.

To correct an error in the degree requirements on DegreeWorks – GT1000 is not a required course. It is a suggested course and counts as a free elective. This was programmed into DegreeWorks as an error, and it was requested we send in something formal.


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So, GT1000 is not a requirement. We do highly recommend it. The issue is that we have many students that change into our major after their freshman year. So, requiring it would have been a frustrating option.

These changes allow for more free electives. We want to make sure students can fit a minor into their degree.

Bachelor of Science in Earth and Atmospheric Sciences 2012 - 2013 Degree Requirements

REQUIREMENT REQ HRS

COURSE(S) NOTES

Wellness 2 HPS 1040 Core A - Essential Skills

3 ENGL 1101

3 ENGL 1102 4 MATH 1501 c Core B - Institutional Options

3 CS 1371 c

Core C - Humanities 6 Any HUM Core D - Science, Math, & Technology

4 CHEM 1211K c

4 CHEM 1212K c 4 MATH 1502 c Core E - Social Sciences

3 HIST 2111 or HIST 2112 or INTA 1200 or POL 1101 or PUBP 3000

9 Any SS Core F - Courses Related to Major

4 MATH 2401 c

4 MATH 2403 c 4 PHYS 2211 c 4 PHYS 2212 c EAS Core 4 EAS 1600 4 EAS 2600 3 EAS 2655 3 EAS 3603 4 EAS 3620, or EAS 4641 and EAS 4740

3 EAS 3610, or EAS 3620, or EAS 4655, or EAS 4641 and EAS 4740

3 EAS 4651 or EAS 4699 a 6 EAS 4420 or EAS 4480 or EAS 4610 4 BIOL 1510 or BIOL 1520 c 1 GT 1000 EAS Technical 15 EAS 3000-level and higher or CEE 4210 or CEE 4300 or CEE a


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Electives 4330 or EAS 1601 or EAS 2420 or EAS 2551 or EAS 2750 or EAS 2801 or EAS 2803 or EAS 4110 or EAS 4200 or EAS 4300 or EAS 4350 or EAS 4410 or EAS 4450 or EAS 4460 or EAS 4470 or EAS 4510 or EAS 4515 or EAS 4520 or EAS 4602 or EAS 4625 or EAS 4651 or EAS 4699 or EAS 4795 or EAS 4801 or EAS 4803

Free Electives 1115 Free Electives TOTAL: 122

Pass/fail allowed only for Humanities, Social Sciences, and Free Electives.

Notes

a = limit six hours total of EAS 4699 and EAS 4651 - three in EAS Core, three in Technical Electives.

c = C-minimum required

Bachelor of Science in EAS - Business Option 2012 - 2013 Degree Requirements

REQUIREMENT REQ HRS

COURSE(S) NOTES

Wellness 2 HPS 1040 Core A - Essential Skills

3 ENGL 1101

3 ENGL 1102 4 MATH 1501 c Core B - Institutional Options

3 CS 1371 c

Core C - Humanities 6 Any HUM Core D - Science, Math, & Technology

4 CHEM 1211K c

4 CHEM 1212K c 4 MATH 1502 c Core E - Social Sciences


3 ECON 2106 6 Any SS Core F - Courses Related to Major

4 MATH 2401 c

4 MATH 2403 c 4 PHYS 2211 c 4 PHYS 2212 c EAS Core 4 EAS 1600 4 EAS 2600 3 EAS 2655 3 EAS 3603


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4 EAS 3620, or EAS 4641 and EAS 4740

3 EAS 3610, or EAS 3620, or EAS 4655, or EAS 4641 and EAS 4740

3 EAS 4651 or EAS 4699 a 6 EAS 4420 or EAS 4480 or EAS 4610 4 BIOL 1510 or BIOL 1520 c 1 GT 1000

EAS Technical Electives

9

EAS 3000-level and higher or CEE 4210 or CEE 4300 or CEE 4330 or EAS 1601 or EAS 2420 or EAS 2551 or EAS 2750 or EAS 2801 or EAS 2803 or EAS 4110 or EAS 4200 or EAS 4300 or EAS 4350 or EAS 4410 or EAS 4450 or EAS 4460 or EAS 4470 or EAS 4510 or EAS 4515 or EAS 4520 or EAS 4602 or EAS 4625 or EAS 4651 or EAS 4699 or EAS 4795 or EAS 4801 or EAS 4803

a

Business Option 3 ACCT 2101 or MGT 3000 3 MGT 3101 or MGT 3150 or PSYC 2220

6

MGT 3062 or MGT 3078 or MGT 3300 or MGT 3660 or MGT 4015 or MGT 4026 or MGT 4028 or MGT 4030 or MGT 4190 or MGT 4191 or MGT 4192 or MGT 4193 or MGT 4194 or MGT 4303 or MGT 4304 or MGT 4307 or MGT 4335 or MGT 4610 or MGT 4670


Pass/fail allowed only for Humanities, Social Sciences, and Free Electives.

Notes

a = limit six hours total of EAS 4699 and EAS 4651 - three in EAS Core, three in Technical Electives.

c = C-minimum required

Minor Modification

We are updating the course requirements for the minors. We are removing courses that are not being taught. We are adding new elective courses. We are also adding Undergraduate Research, EAS 4699 to each of the minors as an option.

We have courses listed as requirements that are no longer taught. We want to remove those from the list. There are new courses that we do offer on a regular basis that we want to add to the options. It is confusing to students to not address this inconsistency.

Minor in Earth and Atmospheric Sciences

Climate Change Track, Earth System Physics Track, Environmental Chemistry Track Environmental Science Track, Geophysics Track, Meteorology Track, Ocean Sciences Track


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5. A motion was made to approve requests from the College of Computing for a new subject code, new courses, deactivation of courses, and new minors. The motion was seconded and approved. Note: The motion was amended to add that the new code of “CX” is subject to administrative change. A new designation for this new subject code may need to occur depending upon other campus discussions about “CX” and whether a claim to it already exists. The vote on this proposal was to allow an administrative adjustment as needed. It is anticipated that the final decision on the “CX” subject code will be made within one week. The Registrar’s Office will not build these course records in Banner until this issue has been resolved. Note: The new minors would not be open to CS majors, including CM. This would be an overlap with the Thread material. New Courses CX 4010: Computational Problem Solving for Scientists and Engineers 3-0-3

Note: The Committee did not understand the mode of presentation that was originally listed as 40% lecture and 60% unsupervised lab. After discussing this in some detail, it was agreed that the new mode of delivery will be 100% lecture. A complete syllabus is needed for this course.

CX 4240: Introduction to Computing for Data Analysis 3-0-3 Note: The prerequisite was changed to read: CS 1371 or CS 1301 or Permission of Instructor. The Committee noted that the 25% of the class devoted to discussion needs to be accounted for in the grading scheme of the course. A complete syllabus is needed for this course.

CX 4242: Data and Visual Analytics 3-0-3 Note: The prerequisite for the courses was changed to read: MATH 2605, MATH 2401, or MATH 3215 (Any version of Calculus II). A complete syllabus is needed for this course.

New Courses Note: These are existing courses that are being reinvented with the new CX subject code. The content and titles are not being changed from their current “CS” designation. CX 4140: Computational Modeling Algorithms 3-0-3 CX 4220: Introduction to High Performance Computing 3-0-3 CX 4230: Computer Simulation 3-0-3 CX 4232: Simulation and Military Gaming 3-0-3 CX 4236: Distributed Simulation 3-0-3 Removed – submitted in error. CX 4245: Introduction to Data mining and Analysis CX 4640: Numerical Analysis I 3-0-3 CX 4641: Numerical Analysis II 3-0-3 CX 4777: Introduction to Parallel and Vector Scientific Computing 3-0-3


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Deactivate Courses

Note: These are the CS versions of the courses above that are being deactivated due to the fact that they will now exist as “CX”. Deactivate CS 4140 changing to CX 4140 (Comp Model Algorithms) Deactivate CS 4225 changing to CX 4220 (Intro to HPC) Deactivate CS 4335 changing to CX 4230 (Computer Simulation) Deactivate CS 4343 changing to CX 4232 (Sim & Military Gaming) Deactivate CS 4230 changing to CX 4236 (Distributed Sim Systems) Removed – submitted in error. Deactivate CS 4245 changing to CX 4245 (Intro Data Mining and Analysis) Deactivate CS 4642 changing to CX 4640 (Numerical Analysis I; cross-list M 4640) Deactivate CS 4643 changing to CX 4641 (Numerical Analysis II; cross-list M 4641) Deactivate CS 4777 changing to CX 4777 (Vector & Par Sci Comp; cross-list M 4777)

New Courses

Note: This proposal simply creates the universal special topics and special problems courses for the “CX” subject code.

CX 1801: Special Topics CX 3801: Special Topics CX 1802: Special Topics CX 3802: Special Topics CX 1803: Special Topics CX 3803: Special Topics CX 1804: Special Topics CX 3804: Special Topics CX 1805: Special Topics CX 3805: Special Topics CX 2801: Special Topics CX 4801: Special Topics CX 2802: Special Topics CX 4802: Special Topics CX 2803: Special Topics CX 4803: Special Topics CX 2804: Special Topics CX 4804: Special Topics CX 2805: Special Topics CX 4805: Special Topics CX 4903: Special Problems

New Minor Minor in Scientific and Engineering Computing

School of Computational Science and Engineering, School of Aerospace Engineering CIP Code for new minor: 30.300101

Program Description, Objectives, Justification, and Administration

Description. Computational methods are now used routinely in virtually all fields of science and engineering, and are becoming more common in the social sciences. They have become


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essential to understand natural and human-created phenomena and systems. Computation has been described as the third paradigm for scientific discovery and innovation, along with theory and experimentation. A minor curriculum in computation is a natural complement to major programs in science, engineering and the social sciences.

The Scientific and Engineering Computing minor provides undergraduate students with computational and numerical skills and knowledge to augment their studies in their major programs. Core courses in mathematics and computing provide broad, general skills in numerical methods, algorithms, and scientific software development. Elective courses provide depth in applying numerical computation to problems in the field of the student’s major.

Administration. A faculty committee with representation from each of the participating units will advise students enrolled in the program. The School of Computational Science and Engineering will provide centralized administrative program support through its academic program office. This office includes a program advisor who currently manages the interdisciplinary graduate programs in Computational Science and Engineering, and will be able to provide guidance concerning both the minor and possible employment and graduate program opportunities for students enrolled in the minor.

In conjunction with this minor and associated new courses, the CX course designator will be created to denote undergraduate courses offered by the School of Computational Science and Engineering. This designator will help students outside the College of Computing to readily identify courses that target non-Computing students, relative to the broad array of computer science courses that are available (course designator CS). It will also simplify advising and administration of the program by faculty and staff, and will address issues concerning course number conflicts that currently exist for certain cross-listed courses. Existing courses that are now offered by the CSE School currently listed with the CS course designation will be renumbered to use the “CX” course designation.

Student Declaration. Students will enroll in the minor by filing an application with the undergraduate minor program office in the School of Computational Science and Engineering. Such students will be given priority to enroll in undergraduate courses containing the CX program designation. The CSE program office will handle advising and other aspects of program administration such as checking that minor requirements have been fulfilled.

Objectives. The minor has three main objectives related to knowledge, skills, and application: (1) provide students with foundational knowledge of computing topics such as algorithms and data structures in the context of contemporary science and engineering applications, (2) develop students’ skill in software development techniques using one or more high level programming languages, (3) enable students to effectively apply computational methods to solve exemplar problems in science and engineering.

The minor directly supports goal 1 of Georgia Tech’s strategic plan (be among the most highly respected technology-focused learning institutions in the world) through innovative instructional methods, course design, and curricula. It similarly supports goal 2 (sustain and enhance excellence in scholarship and research) and indirectly supports goal 3 (ensure that


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innovation, entrepreneurship and public service are fundamental characteristics of our graduates).

Need and Student Demand. Bureau of Labor Statistics (BLS) indicate a large need for workforce with computational knowledge and skills. Jobs for “computer specialists” were projected to grow by 762,700 from 2008 to 2018.1 This number exceeds job growth projections in life sciences, physical sciences, social sciences, engineering and architecture, combined. Among computer specialists, growth in computer software applications engineers, a principal target for the minor programs proposed here, leads the way, creating 175,100 jobs. The growth rate of computer professionals is more than twice the average for all occupations in the economy. At the same time, enrollments in computer science and computer engineering programs declined dramatically from 2000 to 2008 following the “dot-com” crash in 2000, and are only now beginning to recover. These programs, by themselves, will not fill this gap. More importantly, these programs do not produce students with domain expertise that will be necessary for many software application positions. Effective education in computing will greatly increase opportunities for employment2 of graduates with engineering, science and other degrees.

Prior to the development of the minor a survey was conducted among students in the College of Engineering and Sciences concerning their interest in augmenting their education by adding the development of knowledge and skills in computing. Though targeting graduate programs, these surveys demonstrated substantial interest among students in developing computing knowledge and skills. Strong interest was especially indicated among students from the Schools of Aerospace Engineering, Electrical and Computer Engineering, Industrial and Systems Engineering, and Mechanical Engineering.

Beyond Georgia Tech, a recent survey conducted by the Society for Industrial and Applied Mathematics (SIAM) found 14 universities that have undergraduate programs in computational science and engineering.3 The same survey reports 59 universities, including Georgia Tech, have graduate degree programs in this area. Among the 14 universities reporting undergraduate programs, 11 offer undergraduate degree programs, with the remainder offering a minor, certificate, or “track” in CSE. Prominent universities in the U.S. with undergraduate programs include Stanford, the University of Colorado (Boulder) and the University of Texas (Austin). Universities outside the U.S. include ETH Zurich (Switzerland), Seoul National University (Korea), and the University of Waterloo (Canada). The majority of these undergraduate programs were initiated since 2000, with 5 created in the last 5 years. These programs report a mean current enrollment of 70 students, and median enrollment of 40. These data suggest that undergraduate education programs of the nature proposed here are increasing, and seeing significant student interest.

1 T. Alan Lacey and Benjamin Wright, “Occupational Employment Projections to 2018,” Monthly Labor Review, November 2009, pp. 82‐123. 2 http://www.cra.org/govaffairs/itworkforce.php 3 http://bit.ly/cse‐survey‐2012


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Development Process. A committee was formed in Fall 2010 spanning many schools and departments to consider how best to develop computing knowledge and skills among non-computing students. Individuals participating in these discussions included: Christos Alexopoulos (ISyE), Paul Benkeser (BME), Carlee Bishop (GTRI), Jung Choi (Biology), Edmond Chow (CSE), Luca Dieci (Math), Leroy Emkin (CEE), Richard Fujimoto (CSE, committee chair), David Goldsman (ISyE), Michael Goodisman (Biology), Michael Hunter (CEE), Pablo Laguna (Physics), Michael Leamy (ME), Guy Lebanon (CSE), Eva Lee (ISyE), Doran Lubinsky (Math), David McDowell (ME), Leon McGinnis (ISyE), Paul Neitzel (ME), Wendy Newstetter (BME), Chris Paredis (ME), Russell Peak (ISyE), Farzad Rahnema (NRE), Matthew Realff (ChBE), George Riley (ECE), Lakshmi Sankar (AE), David Sherrill (Chem), and Glenn Sjoden (ME). Among these, several were designated by their respective chair to represent their school. The subcommittee that led the definition of the SEC minor included Professors Chow (co-lead), Sankar (co-lead), Dieci, Emkin, Fujimoto, Laguna, Leamy, Lubinsky, Realff, Riley and Sjoden. Documentation for the proposed minor was provided to administrators in the Colleges of Engineering, Science and Computing, in Spring 2012 and discussed with numerous undergraduate program directors in the schools of these colleges.

As part of these deliberations, a catalog of existing computational courses across campus was developed, and computational needs were identified. The committee found that computational applications are broad and diverse, suggesting a “one size fits all” solution would be less than optimal. Three areas emerged and groups formed to focus on developing proposals for each. Draft proposals were developed and vetted by the full committee. New courses to fill gaps were identified and some were prototyped. Three separate, but complementary interdisciplinary undergraduate minors were recommended:

Scientific and Engineering Computing (SEC) focusing on numerical computing and its application to science and engineering problems.

Computational Data Analysis (CDA) focusing on computational methods for analyzing and visualizing data.

Model-Based Systems Engineering (MBSE) focusing on modeling and simulation and its increasingly important role in the design and analysis of systems.

This document focuses exclusively on the SEC minor.

Relationship to existing minors. The proposed minor fills a void that now exists. With the exception of computer engineering, there are few computation-focused programs at Georgia Tech, especially at the undergraduate level, targeting science and engineering students. The computer science minor is not an interdisciplinary program, and specifically, does not include coursework to link computation with specific disciplines. The Computational Science and Engineering (CSE), Bioinformatics, and Algorithms, Combinatorics, and Optimization (ACO) programs only cover graduate education. Computer Science and Computer Engineering programs are appropriately designed for majors in these fields, and most advanced courses are not readily accessible to, nor were designed for students in other disciplines.

Computing minors will increase the supply of well qualified students, especially those with an undergraduate emphasis in mathematics, science, and engineering, who are prepared to go on to interdisciplinary graduate programs that combine computing with another discipline.


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Example programs at Georgia Tech include the aforementioned CSE, Bioinformatics, and ACO programs.

Curriculum

In accordance with institute guidelines, the minor require a minimum of 15 hours, including 9 hours at 3xxx or above. 6 hours may be in a student’s major, but these courses cannot also be used to fulfill the requirements of the student’s major. The curriculum includes (1) foundational courses in mathematics and computing, (2) core courses in the minor’s field of study, and (3) one or more courses focusing on application in relevant problem domains. If any of the minor courses listed below are required by the students’ major, the student should substitute an additional elective course in its place. The minor is not available to majors in computer science or computational media.

Prerequisites

Math through Calculus III and Differential Equations

CS 1371 Computing for Engineers

Required Core Courses (4 core courses, one in each of the following areas) Computer Programming. This course may be taken before the prerequisites have been satisfied. If one of these courses is required by the student’s major, the student should substitute an additional elective. Courses that satisfy this requirement are:

CS 1331 Intro Object-Oriented Prog (Java)

CS 1372 Program Design for Engineers (C)

ECE 2036 Engineering Software Design

Numerical Methods. If Numerical Methods is required by the student’s Major, then the student may take an additional elective. Numerical Methods courses include (ECE and computer engineering students are restricted to taking AE 3090, CX/Math 4640, or MSE 3025):

AE 3090 Numerical Methods

ChBE 2120 Numerical Methods

CX/MATH 4640 Numerical Analysis I

ME 2016 Computing Techniques

MSE 3025 Stats and Numerical Methods o Computational Problem Solving. Computer engineering students should take

both CX 4220 and CX/Math 4777 (see requirement [4]) rather than CX 4010. CX 4010 Computational Problem Solving for Scientists and Engineers

Introduction to Parallel Computing. Courses that satisfy this requirement are: o CX 4220 (formerly CS 4225) Intro to High Performance Computing


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o CX/MATH 4777 Parallel and Vector Scientific Computing

Electives Students must take one of the following electives.

AE 4040 Computational Fluid Dynamics

AE 4131 Intro Finite Element Methods

BMED/ECE 4783 Intro Medical Image Proc

CX 4140 (formerly CS 4140) Computational Modeling Algorithms

CX 4220 (formerly CS 4225) Intro to High Performance Computing

CX 4230 (formerly CS 4335) Modeling and Computer Simulation

CX 4240 (formerly CS 4245) Intro Data Mining and Analysis

CX/MATH 4641 Numerical Analysis II

CS 4710 CS for Bioinformatics

CX/MATH 4777 Parallel and Vector Scientific Computing

ECE 4580 Computational Computer Vision

ECE 4823 Computational Methods in Electrical Engineering (permanent number forthcoming)

ECE 4893 Advanced Programming Techniques for Engineering Apps

MATH 4261 Mathematical Statistics I

MATH 4305 Topics in Linear Algebra

MATH 4581 Classical Math Methods in Engrg

ME 4342 Comput Fluid Dynamics

NRE 4234 Nuclear Criticality Safety Eng (infreq)

PHYS 3266 Computational Physics

Eight Semester Plan Semesters 1-4: Math prerequisites; Core 1 (Computer Programming) Semesters 5-6: Core 2 (Num Methods); Core 3 (Comput Problem Solving) Semesters 7-8: Core 4 (Parallel Comput); Elective

The SEC minor includes one new course: Computational Problem Solving for Scientists and Engineers (CX 4010). This course is required to provide an accelerated, advanced coverage of material normally offered to computer science majors, but introduced in the context of solving computational problems in science and engineering. The course will not be available for credit to computer science, computational media, nor computer engineering students, since they receive coverage of many of the covered course topics in other classes within their major.

The curriculum shall be delivered at the Atlanta campus of the Georgia Institute of Technology. Some courses in the curriculum, e.g., CX 4010 and CX 4230 use a problem-based learning methodology the enable development of computing and knowledge skills within the context of solving engineering and science problems.


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Program Assessment

Program assessment will be the responsibility of the units offering the program (CSE and AE). This assessment will be conducted on an ongoing basis in collaboration with advisors of the academic units whose students are enrolled in the minor. Learning Outcomes. Program assessment will be based on learning outcomes related to the program objectives described earlier. Specifically:

Outcome 1: Students shall demonstrate foundational knowledge of computing topics such as algorithms and data structures in the context of contemporary science and engineering problems.

Outcome 2: Students’ shall demonstrate skill in software development techniques using one or more high level programming languages.

Outcome 3: Students shall be able to effectively apply computational methods to solving exemplar problems in science and engineering.

Metrics. Students will be required to demonstrate all three outcomes in solving each of the challenge problems posed in the CX 4010 course. Student scores in addressing the challenge problems will be used to quantitatively assess the degree to which each of the learning outcomes have been achieved. Scores on student assignments and examinations will be used to assess the student’s knowledge of algorithms and data structures, software development skills, and ability to develop computational solutions to engineering and science problems.

Process for improvement. The CX 4010 course will be instrumented to measure the effectiveness of achieving these outcomes. Further, we will track grades in other courses in the minor program to evaluate areas of difficulty, and identify mechanisms to improve the program in areas where students are showing deficiency. The assessment plan shall also include:

We will conduct an exit interview with every graduating student. Among the areas to be covered include the effectiveness of the program relative the students’ career objectives, skills and knowledge acquired while in the program, and the relevance and satisfaction of courses. Students will be asked to suggest areas where the program could be improved.

We will track where graduates are employed and in what positions.

Records will be kept concerning the completion rate and time to completion of students admitted to the program.

The results of these evaluations will be used to provide continual feedback and adjustment to the program as needed.

Faculty and Instructors Directly Involved with the Minor

Existing faculty will be utilized to offer the minor. One new course is proposed. Faculty within the School of Computational Science and Engineering will be used to offer this course. We do not anticipate utilization of distance learning to offer courses associated with the minor.


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Student Learning and Faculty Resources

Existing facilities and staff will be used to implement the program. The impact of this program on facilities will be small because the courses in the proposed program are already being offered as regular or special topics courses. Some courses included in the program utilize a problem-based learning methodology that requires classrooms that can be configured for group discussion and problem solving sessions. Facilities such as those available in the Clough Undergraduate Learning Center offer suitable facilities for offering these courses.

Space Planning: Facilities, Classroom, Labs, and Equipment

Existing space and computing equipment, currently used in courses that are being offered now will be utilized to implement the program. Computing equipment will need to be replenished and updated over time, e.g., through tech-fee and other proposal mechanisms. Additional staff for equipment support may be required as the program grows. However, existing staff is sufficient to launch the proposed program.

Transcript Designation

The proposed title of the minor is “Scientific and Engineering Computing.”

Funding, Enrollment, Credit Hours, and Minors to be Awarded

No additional resources are requested at this time for the minor. The number of students enrolled in the minor will be managed in a way that is consistent with available resources.

1st Year FY 14

2nd Year FY 15

3rd Year FY 16

4th Year FY 17

ENROLLMENT PROJECTIONS Students Existing Students in major program N/A N/A N/A N/A Students from other major programs 10 20 30 30 Total Students Projected for this Minor 10 20 30 30 COURSE SECTIONS SATISFYING MINOR REQUIREMENTS

Existing 4 4 4 4 New (being requested) 1 1 1 1 Total Program Course Sections 5 5 5 5 CREDIT HOURS GENERATED BY THOSE COURSES

Existing enrollments (5 3-hour courses, 20/course)

300 300 300 300


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New Minor Minor in Computational Data Analysis

School of Computational Science and Engineering CIP Code for new minor: 30.300100

Program Description, Objectives, Justification, and Administration

Description. Computational methods are now used routinely in virtually all fields of science and engineering, and are becoming more common in the social sciences. They have become essential to understand natural and human-created phenomena and systems. Computation has been described as the third paradigm for scientific discovery and innovation, along with theory and experimentation. A minor curriculum in computation is a natural complement to major programs in science, engineering and the social sciences.

The emergence of “big data” has become widely recognized in industry, government, and academia. Advances in sensor, communication, and the Internet have given rise to the creation of massive amounts of data. The challenge has shifted from one of gathering sufficient data to extracting knowledge and insight from the massive amount of data that are available. Big data is having a dramatic impact in fields such as biology, health care, business and finance, energy, sustainability, materials, manufacturing, the Internet, to mention a few. New educational programs are essential to address the challenges of creating workforce to address these needs.

The proposed minor will provide students with the necessary mathematical and statistical background to develop and apply various data analysis techniques to real world datasets. Students will core courses in introductory computing for data analysis, probability and statistics, advanced computing for data analysis, and practical data analysis techniques. An additional elective course is required covering additional advanced topics in data analysis or its application to specific problem domains.

Administration. The School of Computational Science and Engineering will administer the program through its academic program office. This office includes a program advisor who currently manages the interdisciplinary graduate programs in Computational Science and Engineering, and will be able to provide guidance concerning both the minor and possible employment and graduate program opportunities.

In conjunction with this minor and associated new courses, the CX course designator will be created to denote undergraduate courses offered by the School of Computational Science and

New enrollments (credit hours, students in minor)

30 90 150 150

Total Credit Hours 330 390 450 450 MINORS TO BE AWARDED 0 0 10 10


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Engineering. This designator will help students outside the College of Computing to readily identify courses that target non-Computing students, relative to the broad array of computer science courses that are available (course designator CS). It will also simplify advising and administration of the program by faculty and staff, and will address issues concerning course number conflicts that currently exist for certain cross-listed courses. Existing courses that are now offered by the CSE School currently listed with the CS course designation will be renumbered to use the “CX” course designation.

Student Declaration. Students will enroll in the minor by filing an application with the undergraduate minor program office in the School of Computational Science and Engineering. Such students will be given priority to enroll in undergraduate courses containing the CX program designation. The CSE program office will handle advising and other aspects of program administration such as checking that minor requirements have been fulfilled.

Objectives. The minor has three main objectives related to knowledge, skills, and application: (1) provide students with foundational knowledge of topics such as probability and statistics, algorithms and data structures to solve data analysis problems arising in practical applications, (2) develop students’ skill in software development techniques using one or more high level programming languages relevant to data analytics, (3) enable students to effectively apply computational methods to solve exemplar data analysis problems arising in relevant applications.

The minor directly supports goal 1 of Georgia Tech’s strategic plan (be among the most highly respected technology-focused learning institutions in the world) through innovative instructional methods, course design, and curricula. It similarly supports goal 2 (sustain and enhance excellence in scholarship and research) and indirectly supports goal 3 (ensure that innovation, entrepreneurship and public service are fundamental characteristics of our graduates).

Need and Student Demand. Bureau of Labor Statistics (BLS) indicate a large need for workforce with computational knowledge and skills. Jobs for “computer specialists” were projected to grow by 762,700 from 2008 to 2018.4 This number exceeds job growth projections in life sciences, physical sciences, social sciences, engineering and architecture, combined. Among computer specialists, growth in computer software applications engineers, a principal target for the minor programs proposed here, leads the way, creating 175,100 jobs. The growth rate of computer professionals is more than twice the average for all occupations in the economy. At the same time, enrollments in computer science and computer engineering programs declined dramatically from 2000 to 2008 following the “dot-com” crash in 2000, and are only now beginning to recover. These programs, by themselves, will not fill this gap. More importantly, these programs do not produce students with domain expertise that will be necessary for many software application positions. Effective education in computing will

4 T. Alan Lacey and Benjamin Wright, “Occupational Employment Projections to 2018,” Monthly Labor Review, November 2009, pp. 82‐123.


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greatly increase opportunities for employment5 of graduates with engineering, science and other degrees.

Prior to the development of the minor a survey was conducted among students in the College of Engineering and Sciences concerning their interest in augmenting their education by adding the development of knowledge and skills in computing. Though targeting graduate programs, these surveys demonstrated substantial interest among students in developing computing knowledge and skills. Strong interest was especially indicated among students from the Schools of Aerospace Engineering, Electrical and Computer Engineering, Industrial and Systems Engineering, and Mechanical Engineering.

Beyond Georgia Tech, a recent survey conducted by the Society for Industrial and Applied Mathematics (SIAM) found 14 universities that have undergraduate programs in computational science and engineering.6 The same survey reports 59 universities, including Georgia Tech, have graduate degree programs in this area. Among the 14 universities reporting undergraduate programs, 11 offer undergraduate degree programs, with the remainder offering a minor, certificate, or “track” in CSE. Prominent universities in the U.S. with undergraduate programs include Stanford, the University of Colorado (Boulder) and the University of Texas (Austin). Universities outside the U.S. include ETH Zurich (Switzerland), Seoul National University (Korea), and the University of Waterloo (Canada). The majority of these undergraduate programs were initiated since 2000, with 5 created in the last 5 years. These programs report a mean current enrollment of 70 students, and median enrollment of 40. These data suggest that undergraduate education programs of the nature proposed here are increasing, and seeing significant student interest.

Development Process. A committee was formed in Fall 2010 spanning many schools and departments to consider how best to develop computing knowledge and skills among non-computing students. Individuals participating in these discussions included: Christos Alexopoulos (ISyE), Paul Benkeser (BME), Carlee Bishop (GTRI), Jung Choi (Biology), Edmond Chow (CSE), Luca Dieci (Math), Leroy Emkin (CEE), Richard Fujimoto (CSE, committee chair), David Goldsman (ISyE), Michael Goodisman (Biology), Michael Hunter (CEE), Pablo Laguna (Physics), Michael Leamy (ME), Guy Lebanon (CSE), Eva Lee (ISyE), Doran Lubinsky (Math), David McDowell (ME), Leon McGinnis (ISyE), Paul Neitzel (ME), Wendy Newstetter (BME), Chris Paredis (ME), Russell Peak (ISyE), Farzad Rahnema (NRE), Matthew Realff (ChBE), George Riley (ECE), Lakshmi Sankar (AE), David Sherrill (Chem), and Glenn Sjoden (ME). Among these, several were designated by their respective chair to represent their school. The subcommittee that led the definition of the CDA minor included Professors Lebanon (lead), Alexopoulos, Dieci, Goldsman, and Riley. Documentation for the proposed minor was provided to administrators in the Colleges of Engineering, Science and Computing, in Spring 2012 and discussed with numerous undergraduate program directors in the schools of these colleges.

5 http://www.cra.org/govaffairs/itworkforce.php 6 http://bit.ly/cse‐survey‐2012


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As part of these deliberations, a catalog of existing computational courses across campus was developed, and computational needs were identified. The committee found that computational applications are broad and diverse, suggesting a “one size fits all” solution would be less than optimal. Three areas emerged and groups formed to focus on developing proposals for each. Draft proposals were developed and vetted by the full committee. New courses to fill gaps were identified and some were prototyped. Three separate, but complementary interdisciplinary undergraduate minors were recommended:

o Scientific and Engineering Computing (SEC) focusing on numerical computing and its application to science and engineering problems.

o Computational Data Analysis (CDA) focusing on computational methods for analyzing and visualizing data.

o Model-Based Systems Engineering (MBSE) focusing on modeling and simulation and its increasingly important role in the design and analysis of systems.

This document focuses exclusively on the CDA minor.

Relationship to existing minors. The proposed minor fills a void that now exists. With the exception of computer engineering, there are few computation-focused programs at Georgia Tech, especially at the undergraduate level, targeting science and engineering students. The computer science minor is not an interdisciplinary program, and specifically, does not include coursework to link computation with specific disciplines. The Computational Science and Engineering (CSE), Bioinformatics, and Algorithms, Combinatorics, and Optimization (ACO) programs only cover graduate education. Computer Science and Computer Engineering programs are appropriately designed for majors in these fields, and most advanced courses are not readily accessible to, nor were designed for students in other disciplines.

Computing minors will increase the supply of well qualified students, especially those with an undergraduate emphasis in mathematics, science, and engineering, who are prepared to go on to interdisciplinary graduate programs that combine computing with another discipline. Example programs at Georgia Tech include the aforementioned CSE, Bioinformatics, and ACO programs.

Curriculum

This program is aimed at undergraduates who are interested in expanding their computational knowledge in the area of data analysis. We expect graduates to understand the mathematical and statistical background and to be able to apply various data analysis techniques to real world datasets. The students will take four core courses: one in introductory computing for data analysis, one in probability and statistics, one in advanced computing for data analysis, and one in practical data analysis techniques. An additional elective course is required covering additional advanced topics in data analysis or its application to specific problem domains.

In accordance with institute guidelines, the minor requires a minimum of 15 hours, including 9 hours at 3xxx or above. All hours must be outside the student’s major. The curriculum


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includes (1) foundational courses in mathematics and computing, (2) core courses in the minor’s field of study, and (3) one or more courses focusing on advanced computing methods or their application in relevant problem domains. Any of the courses listed below that are required by the student’s major should be substituted by an additional elective course. If any of the minor courses listed below are required by the students’ major, the student should substitute an additional elective course in its place. The minor is not available to majors in computer science or computational media.

Prerequisites

Math through Calculus III

CS 1371 Computing for Engineers

Required Core Courses (4 core courses) CX 4240. Introduction to Computing for Data Analysis Introduction to Probability and Statistics (one of the following: MATH 3215, MATH

3225, ECE 3077, ISYE 2027; students who have taken CEE/ISYE/MATH 3770 may be required to increase their background in probability, and will be considered on a case-by-case basis)

Computational Methods (one of CX 4010 - Computational Problem Solving for Scientists and Engineers (new course), CS 4400 - Introduction to Database Systems, or CS 4460 - Introduction to Information Visualization)

CX 4242. Data and Visual Analytics Data Analysis Elective Students will select one among a set of courses where they take an additional course in data analysis methods or systems, or may apply data analysis techniques in the context of a specific domain. A list of potential candidates appear below (additional courses may be approved by the minor coordinator or committee).

ECE 4270 - Fundamentals of Digital Signal Processing ECE 4560 - Intro to Automation and Robotics ECE4580 - Computational Computer Vision ECE 4823 - Game Theory and Multiagent Systems (permanent number forthcoming) CS 3630 - Introduction to perception and Robotics CS 4400 - Introduction to Database Systems CS 4460 - Introduction to Information Visualization CS 4495 - Computer Vision CX 4010 - Computational Problem Solving for Scientists and Engineers ISYE 4311 - Capital Investment Analysis ISYE 3232 - Stochastic Manufacturing & Service Systems MGT 4067 - Financial Markets: Trading and Structure MGT 4803 - Introduction to Fixed Income BIOL 4150 - Genomics & Applied Bioinformatics PSYC 4031 - Applied Experimental Psy EAS4430 - Remote Sensing and Data Analysis


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EAS4480 - Environmental Data Analysis CEE 3010 - Geomatics

Eight Semester Plan Semesters 1-4: Math prerequisites; Core 1 (Computing for Data Analysis) Semesters 5-6: Core 2 (Math 3215); Core 3 (Comput Problem Solving) Semesters 7-8: Core 4 (Data and Visual Analytics); Elective

The CDA minor is largely based on courses that already exist and are currently offered on a regular basis. Three new courses are proposed:

CX 4240 (Introduction to Computing for Data Analysis) is a new core course designed specifically for the CDA minor.

CX 4242 (Data and Visual Analytics) is an undergraduate version of an existing graduate level course (CSE 6242).

CX 4010 (Computational Problem Solving for Scientists and Engineers) is a core course in both this and the SEC minor.

The School of Computational Science and Engineering plans to offer these courses on an annual basis.

The curriculum shall be delivered at the Atlanta campus of the Georgia Institute of Technology. Some courses in the curriculum, e.g., CX 4010 use a problem-based learning methodology the enable development of computing and knowledge skills within the context of solving engineering and science problems.

Program Assessment

Program assessment will be the responsibility of the School of Computational Science and Engineering. This assessment will be conducted on an ongoing basis in collaboration with advisors of the academic units whose students are enrolled in the minor. Learning Outcomes. Program assessment will be based on learning outcomes related to the program objectives described earlier. Specifically:

o Outcome 1: Students shall demonstrate foundational knowledge of topics such as statistics, algorithms and data structures relevant to solving data analysis problems.

o Outcome 2: Students’ shall demonstrate skill in software development techniques using one or more programming languages relevant to data analysis.

o Outcome 3: Students shall be able to effectively apply computational methods to solving exemplar data analysis problems.

Metrics. Students will be required to demonstrate all three outcomes in developing solutions to data analysis problems posed in the CX 4242 course. Scores in assignments, projects and examinations will be used to quantitatively assess the degree to which each of the learning outcomes have been achieved.


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Process for improvement. The CX 4242 course will be instrumented to measure the effectiveness of achieving these outcomes. Further, we will track grades in other courses in the minor program to evaluate areas of difficulty, and identify mechanisms to improve the program in areas where students are showing deficiency. The assessment plan shall also include:

o We will conduct an exit interview with every graduating student. Among the areas to be covered include the effectiveness of the program relative the students’ career objectives, skills and knowledge acquired while in the program, and the relevance and satisfaction of courses. Students will be asked to suggest areas where the program could be improved.

o We will track where graduates are employed and in what positions.

o Records will be kept concerning the completion rate and time to completion of students admitted to the program.

The results of these evaluations will be used to provide continual feedback and adjustment to the program as needed.

Faculty and Instructors Directly Involved with the Minor

Existing faculty will be utilized to offer the minor. Three new courses are proposed. Faculty within the School of Computational Science and Engineering will be used to offer these courses. We do not anticipate utilization of distance learning to offer courses associated with the minor.

Student Learning and Faculty Resources

Existing facilities and staff will be used to implement the program. The impact of this program on facilities will be modest because most of the courses in the proposed program are already being offered as regular or special topics courses. Some courses included in the program utilize a problem-based learning methodology that requires classrooms that can be configured for group discussion and problem solving sessions. Facilities such as those available in the Clough Undergraduate Learning Center offer suitable facilities for offering these courses.

Space Planning: Facilities, Classroom, Labs, and Equipment

Existing space and computing equipment, currently used in courses that are being offered now will be utilized to implement the program. Computing equipment will need to be replenished and updated over time, e.g., through tech-fee and other proposal mechanisms. Additional staff for equipment support may be required as the program grows. However, existing staff is sufficient to launch the proposed program.

Transcript Designation

The proposed title of the minor is “Computational Data Analysis.”


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Funding, Enrollment, Credit Hours, and Minors to be Awarded

No additional resources are requested at this time for the minor. The number of students enrolled in the minor will be managed in a way that is consistent with available resources.

6. A motion was made to approve a request from the School of Modern Languages and the School of International Affairs for a degree modification. The motion was seconded and approved.

Degree Modification

Bachelor of Science in International Affairs and Modern Language (with a concentration in Chinese/French/German/Japanese/Spanish/Russian)

Rationale for changing the approved program:

o Create six concentrations for the IAML degree: CHIN, FREN, GRMN, JAPN, RUSS,

SPAN.

Currently, all IAML students form the same cohort inside the BANNER database; there is no indication of the language concentration of the five

1st Year FY 14

2nd Year FY 15

3rd Year FY 16

4th Year FY 17

ENROLLMENT PROJECTIONS Students Existing Students in major program N/A N/A N/A N/A Students from other major programs 10 20 30 30 Total Students Projected for this Minor 10 20 30 30 COURSE SECTIONS SATISFYING MINOR REQUIREMENTS

Existing 2 2 2 2 New (being requested) 3 3 3 3 Total Program Course Sections 5 5 5 5 CREDIT HOURS GENERATED BY THOSE COURSES

Existing enrollments (5 3-hour courses, 20/course)

300 300 300 300

New enrollments (credit hours, students in minor)

30 90 150 150

Total Credit Hours 330 390 450 450 MINORS TO BE AWARDED 0 0 10 10


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available to students. Thus, identification of IAML majors according to language for assessment and communication is complicated and requires multiple searches to accomplish, especially for in-coming freshmen.

o Require CHIN/FREN/GRMN/JAPN/RUS/SPAN 4500 as one of the courses

completing the language core courses for the IAML degree.

Since IAML is a joint degree, administered by INTA and ML, we have determined a need to get better access to majors for assessment purposes; advice to this effect was relayed to our Associate Chair for Research and Assessment by the GT Office of Assessment. While INTA currently has a required capstone course, taken by both INTA and IAML students—INTA 4500—ML does not. Hence, requiring IAML students to take the ML capstone—Language 4500 (currently taken by ALIS majors)—will enhance ML’s ability to target instruction and assessment to majors in the same language in one setting. The requirement of this course will change the language portion of the IAML degree from 8 elective courses to 7 electives in addition to the 1 required course: CHIN/FREN/GRMN/JAPN/SPAN 4500.

o Require an International Experience of each IAML major.

According to a review of recent IAML graduates, it has come to our attention

that approximately 5% of these graduates receive their degree without any appreciable international experience. Given the very nature of this degree, each graduate should be able to demonstrate an ability to use their language and cultural skills constructively in an environment that necessitates this, regardless of the ability to afford a study/work/research experience abroad. Thus, we would like to implement a non-academic requirement that all IAML students fulfill an International Experience as part of their graduation requirements. This requirement can be met through one of two ways:

Complete a minimum 6-week overseas experience. If this is not a country whose primary language is in the student's language of study, the student must justify and receive prior approval.

Complete a 15-week internship or similar experience of at least 10 hours per week at an international organization such as consulate, CNN International, etc. The internship must be approved in advance.

All the vast majority of IAML graduates do indeed complete an international experience through study/work/research abroad, this additional requirement will allow all IAML graduates to state that they indeed have experience, whether domestically or in-country.

In sum, the proposed IAML modifications clearly differentiate between the different language concentrations of the students; add RUSS to the available languages as a concentration; the Language core for the IAML degree changes from 8 elective courses to 7 elective plus 1


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required course, Language 4500; and all students are required to undertake an international experience as part of the degree.

Currently Approved vs. Proposed Program Curriculum http://www.catalog.gatech.edu/colleges/cola/inta/ugrad/intaml/geninfo.php

Bachelor of Science in International Affairs and Modern Language ADD:CHIN/FREN/GRMN/JAPN/RUSS/SPAN

Requirements

REQUIREMENT REQ HRS

COURSE(S) NOTES

Wellness 2 HPS 1040

Core A - Essential Skills

3 ENGL 1101

3 ENGL 1102

4 MATH 1501 or MATH 1712 Core B - Institutional Options

3 CS 1315

Core C - Humanities 6 Modern Languages c Core D - Science, Math, & Technology

4 Lab Science

4 Lab Science

4 MATH 1502 or MATH 1711 Core E - Social Sciences


3 ECON 2100 or ECON 2101 or ECON 2105 or ECON 2106

3

HTS 1031 or HTS 2033 or HTS 2036 or HTS 2037 or HTS 2041or HTS 2061 or HTS 2062 or HTS 2823 or HTS 3028 or HTS 3029 or HTS 3030 or HTS 3033 or HTS 3035 or HTS 3036 or HTS 3038 or HTS 3039 or HTS 3041 or HTS 3043 or HTS 3045or HTS 3061 or HTS 3062 or HTS 3063 or HTS 3069

3 INTA Social Science a Core F - Courses Related to Major

1 INTA 2001

3 INTA 1110 c 3 INTA 2010 c 3 INTA 2040 c 6 INTA Electives c Major Requirements 3 INTA 3110 c 3 INTA 3203 c 3 INTA 3301 c

3 INTA 4500 or FREN 4500 or GRMN 4500 or JAPN 4500 or SPAN 4500

c


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12 INTA 3000- or 4000-level Electives c

Modern Language Electives

18 ADD: 15

Modern Languages b, c

ADD

: 3 CHIN 4500 or FREN 4500 or GRMN 4500 or JAPN 4500 or SPAN 4500 or RUSS 4500

c

Non-INTA Requirements

3

AE 1770 or ARCH 4420 or BC 3630 or BIOL 3332 or BMED 2400 or CEE 1770 or CHBE 2120 or CP 4510 or CS 1301 or CS 1315 or CS 1316 or CS 1331 or CS 1332 or CS 4235 or EAS 4430 or EAS 4610 or ECE 2030 or ID 3103 or ID 4103 or LCC 3402 or LCC 3404 or LCC 3410 or ME 1770 or ME 2016 or MGT 2200 or MGT 4051 or MGT 4052 or MGT 4058 or MGT 4661 or MUSI 4630 or PHYS 3266


Notes

a = Students must complete a Social Science course with INTA prefix. Consult approved Social Sciences here: www.catalog.gatech.edu/students/ugrad/core/coree.php

b = Students must complete 2421hours of the same language ADD: (3000- or 4000-level for FREN. GRMN, SPAN; 2002, 3000- or 4000-level for CHIN, JAPN or RUSS) plus the 4500 course in that language. Six hours are counted in Humanities, and 18 15 in Modern Languages Electives.

c = C-minimum required.

ADD: Non-credit requirement: With the goal of enhanced educational and career prospects and in accordance with the pedagogical objectives of the degree in International Affairs and Modern Languages, all IAML students are required to fulfill an International Experience as part of their graduation requirements. This requirement can be met through one of two ways:



7. A motion was made to approve a request from the School of Modern Languages and the School of Economics for a degree modification. The motion was seconded and approved.

Degree Modification

B.S. in Global Economics and Modern Languages (with a concentration in Chinese/French/German/Japanese/Spanish/Russian)


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Create six concentrations for the GEML degree: CHIN, FREN, GRMN, JAPN,

RUSS, SPAN.

Currently, all GEML students form the same cohort inside the BANNER database; there is no indication of the language concentration of the five available to students. Thus, identification of GEML majors according to language for assessment and communication is complicated and requires multiple searches through multiple databases to accomplish. Sufficient upper-division courses exist to offer concentrations in each of the listed languages, 24 hours total (3/4000-level courses in FREN, GRMN and SPAN; 2002 and 3/4000-level courses in CHIN, JAPN and RUSS). Require CHIN/FREN/GRMN/JAPN/RUSS/SPAN 4500 as one of the courses

completing the language core courses for the GEML degree.

Since GEML is a joint degree, administered by ECON and ML, we have determined a need to obtain better access to majors for assessment purposes. This determination recently was highlighted by the GT Office of Assessment and communicated directly to both ECON and ML. Currently, however, ML does not require a capstone course, taken by all GEML students, in which some forms of assessment might be implemented. Hence, requiring GEML students to take the ML capstone—Language 4500 (currently taken by ALIS majors)—will enhance ML’s ability to target instruction and assessment to majors in the same language in one setting. The requirement of this course will change the language portion of the GEML degree from 8 elective courses to 7 electives in addition to the 1 required course: CHIN/FREN/GRMN/JAPN/ RUSS/SPAN 4500.

Require an International Experience of each GEML major.

According to a review of recent GEML graduates, it has come to our attention that approximately 5% of these graduates receive their degree without any appreciable international experience. Given the very nature of this degree, each graduate should be able to demonstrate an ability to use their language and cultural skills constructively in an environment that necessitates this, regardless of the ability to afford a study/work/research experience abroad. Thus, we would like to implement a non-academic requirement that all GEML students fulfill an International Experience as part of their graduation requirements. This requirement can be met through one of two ways:

o Complete a minimum 6-week overseas experience. If this is not a country whose primary language is in the student's language of study, the student must justify and receive prior approval.

o Complete a 15-week internship or similar experience of at least 10 hours per week at an international organization such as consulate, CNN International, etc. The internship must be approved in advance.


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The vast majority of GEML graduates do indeed complete an international experience through study/work/research abroad; however, this additional requirement will allow all GEML graduates to state that they indeed have experience, whether domestically or in-country.

Add options to the Statistics Elective. In order to allow students more flexibility in completing a statistics course relevant to the GEML major, we propose to all the Statistics Elective requirement to be satisfied with a B in MGT 2250 or a C in MATH 3215, MATH 3770, ISYE 3770, or any other calculus based statistics course bearing the number 3770.

Replace ECON 4160 with either ECON 4311 or 4350. It has been evident that the original GEML proposal indicated that a future development would be to add a more internationally-focused component to the ECON. This can now be established by eliminating the requirement of ECON 4160 (Forecasting) and thus requiring either ECON 4311 (Global Enterprise) or 4350 (International Economics).

Allow students to specialize their ECON focus.

o GEML students will no longer have free rein in choosing their ECON

electives; on the contrary, they should seek to specialize in one of the following concentrations by taking two courses found in that area as their ECON electives:

Industrial Organization ECON 4340: Industrial Organization ECON 4180: Game Theory Economics ECON 4360: Network Economics International Economics ECON 4311: Global Enterprise ECON 4350: International Economics ECON 4355: Global Financial Economics ECON 4610: Senior Policy Seminar Environmental Economics ECON 3300: International Energy Markets ECON 4421: Urban and Regional Economics ECON 4440: Environmental Economics

Students wishing to concentrate in an area not listed should discuss this with the advisors in ECON and ML for approval. Total electives hours do not change.


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Establish a non-major cluster of studies. Post-graduation commentary from GEML students has indicated the desire to allow students to pursue additional studies in an area that will enhance the ECON + language/culture focus of this degree. Thus we propose moving 9 hours of free electives to the current 3 hours, establishing a true non-major cluster of 12 hours.

In sum, the proposed GEML modifications clearly differentiate between the different language concentrations of the students; adds RUSS as a language of study; the Language core for the GEML degree changes from 8 elective courses to 7 elective plus 1 required course, Language 4500; GEML students are required to undertake an international experience as part of the degree; additional options are added to the Statistics requirement; ECON 4160 is replaced with either ECON 4311 or 4350; GEML students choose their ECON electives from one of three areas; and an expanded non-major cluster of 12 hours is established. http://www.catalog.gatech.edu/colleges/cola/ml/ugrad/bsgeml/geninfo.php

c. BS IN GLOBAL ECONOMICS AND MODERN LANGUAGES

ADD: WITH A CONCENTRATION IN CHIN/FREN/GRMN/JAPN/SPAN/RUSS

REQUIREMENT REQ

HRS COURSE(S) NOTES

Wellness 2 HPS 1040

Core A ‐ Essential Skills 3 ENGL 1101

3 ENGL 1102

4 MATH 1501 or MATH 1712

Core B ‐ Institutional

Options

3 CS 1315

Core C ‐ Humanities 6 Modern Languages c

Core D ‐ Science, Math, &

Technology

4 Lab Science

4 Lab Science

4 MATH 1502 or MATH 1711

Core E ‐ Social Sciences 3 HIST 2111 or HIST 2112 or INTA 1200 orPOL

1101 or PUBP 3000

9 Any SS

Core F ‐ Courses Related to

Major

3 ECON 2105 c

3 ECON 2106 c

3 MGT 2250 ADD:


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NOTES

a = Any 1000‐ or 2000‐level course with the following prefixes: AE, APPH, BIOL, BMED, CEE, CHBE,

CHE, CHEM, EAS, ECE, ISYE, MATH, ME, MSE, NRE, PHYS, PTFE.

b = Students must complete 24 hours of the same language beyond 2002 course. Six hours are

counted in Humanities, six in Core Area F, and 12 in Modern Languages Requirements.

c = C‐minimum required.

ADD: Statistics Elective e

3 Engineering/Science/Math Elective a

6 Modern Languages b, c

Major Requirements 3 ECON 3110 c

3 ECON 3120 c

3 ECON 3150 c

3 ECON 3161 c

3 ECON 4160

ADD: ECON 4311 or ECON 4350

3 ECON 4910 c

ECON Electives 6 ECON Electives ADD:

f

Non‐Major Cluster 3

ADD:

12

Free Elective

12 hours of courses that are thematic or from the same

School/Department.

c, d

Modern Languages 12

ADD: 9

ADD: 3

Modern Languages

ADD: Language 4500

b, c

Free Electives 20

ADD:

11

Free Electives

TOTAL: 122


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d = Any non‐ECON or non‐GEML language courses allowed.

e = The Statistics Elective requirement can be satisfied with a B in MGT 2250 or a C in MATH 3215, MATH 3770, ISYE 3770, or any other calculus based statistics course bearing the number 3770.

f = the student must choose two courses from within one of the lists below.

Industrial Organization ECON 4340: Industrial Organization ECON 4180: Game Theory Economics ECON 4360: Network Economics International Economics ECON 4311: Global Enterprise ECON 4350: International Economics ECON 4355: Global Financial Economics ECON 4610: Senior Policy Seminar Environmental Economics ECON 3300: International Energy Markets ECON 4421: Urban and Regional Economics ECON 4440: Environmental Economics Should the student wish to choose electives outside of the courses listed above, they must produce a document stating their career objectives, the courses they desire to take in lieu of those listed above, and an explanation of how those courses enable them to better achieve their career objectives than those listed above. The student must then submit this document to the Directors of the Undergraduate Programs in both the School of Modern Languages and the School of Economics for approval.

ADD: International Experience Requirement All GEML students are required to fulfill an International Experience as part of their graduation requirements. This requirement can be met through one of two ways:



8. A motion was made to approve a request from the School of Modern Languages for a degree modification, new courses, and the deactivation of courses. The motion was seconded and approved.

A motion was made to deny general permission to add new subject codes as needed. The motion was seconded and approved.

A motion was made to deny adding oral proficiency rating information to the transcript in BS in ALIS/GEML/IAML. The motion was seconded and approved.


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A motion was made to approve Advanced Standing credit for GRMN 3XXX for the DSD. The motion was seconded and approved.

Degree Modification

B.S. in Applied Language and Intercultural Studies Add Russian to the currently available language concentrations for ALIS.

Recent ML surveys of current students enrolled in Russian courses at GT indicate 5 current students—2 IAML and 3 of other majors—who would add to/change a degree program (ALIS, GEML or IAML) if it were available. Three incoming freshmen students at FASET sessions Summer 2012 indicated a desire to major in Russian, either alone or in conjunction with one of the current ALIS concentrations. With the addition of Dr. Dina Khapaeva, new Chair in Modern Languages, along with the approval of IAC Dean Royster to open a new tenure-track line in Russian, it is now possible to offer the 11 upper-division courses necessary to complete the Language Core of the ALIS degree in Russian.

Currently Approved vs. Proposed Program Curriculum

(Absolutely no changes besides the addition of the Russian concentration.)

Current language core and addition:

MODERN LANGUAGES CORE—33 CREDIT HOURS (CHECK IF EARNED ABROAD)

Depending on beginning level, the 1001, 1002, 2001, and/or 2002 courses in your language may be necessary. These will be counted as Free Elective courses.

Complete all courses in one of the following language groups: CHIN, FREN, GRMN, JAPN, ADD: RUSS or SPAN:

1 course in societies/cultures thread ___________(3) Language elective ___________(3) 1 course in arts/media thread ___________(3) Language elective ___________(3) 1 course in industry/technology thread ___________(3) Language elective ___________(3) 1 course in advanced language acquisition ___________(3) Language elective ___________(3) Capstone (Lang. 4500) ___________ (3) Language elective ___________(3) Language elective ___________(3)

Language electives are any courses in your language group.

You may specialize in a particular thread by taking your electives all in that thread. All language core classes must be taken for a letter grade and a minimum grade of “C” is required.


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New Courses

NOTE: All new courses are requesting inclusion to meet the Humanities area requirement. This request will have to go to the IUCC Gen Ed Subcommittee and then to the Advisory Committees for review as well. It was noted that 4000-level classes are likely to be rejected.

GRMN 3023: Advanced German Grammar 3-0-3 Note: There was a question about the mode of presentation being 100% seminar. After some discussion, it seemed to make more sense to list it as 67% seminar and 33% lecture. It was also noted that a prerequisite of GRMN 3002 or permission of the instructor would make sense for a grammar course at this level.

GRMN 4691: Berlin: The Capital in the 20th Century 3-0-3 Note: The co-requisites are listed as “GRMN 3695 and 3696”. It might make more sense to list the co-requisites as “GRMN 3695 and 3696 or whatever is offered as part of the LBAT program”.

CHIN 4695 : Chinese Internship, variable credit, 1-3 Note: Pass/Fail added as a grading option.

FREN 4695 : French Internship, variable credit, 1-3 Note: Line #3 of the NCP lists “Chinese” not “French”. Pass/Fail added as a grading option.

GRMN 4695: German Internship, variable credit, 1-3 Note: Line #3 of the NCP lists “Chinese” not “German”. Pass/Fail added as a grading option.

JAPN 4695: Japanese Internship, variable credit, 1-3 Note: Line #3 of the NCP lists “Chinese” not “Japanese”. Pass/Fail added as a grading option.

RUSS 4695: Russian Internship, variable credit, 1-3 Note: Line #3 of the NCP lists “Chinese” not “Russian”. Pass/Fail added as a grading option.

SPAN 4695: Spanish Internship, variable credit, 1-3 Note: Line #3 of the NCP lists “Chinese” not “Spanish”. Pass/Fail added as a grading option.

RUSS 1250: Vampires and Memory of Stalinism in Post-Soviet R... 3-0-3 RUSS 4340: Invention of Business Discourse in Russia (1990-) 3-0-3

Note: It was noted that a prerequisite of RUSS 3002 or permission of the instructor would make sense for a course at this level.

RUSS 4500: Russian Intercultural Capstone Seminar 3-0-3 Note: The NCP listed the credit as 3-3-3, but it is actually 3-0-3. The Committee recommended cleaning up the title of this course at a future time to make sure that the “Capstone” nature of it is clear. It was also noted that a prerequisite of RUSS 3002 or permission of the instructor would make sense for a course at this level.


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RUSS 3695: Contemporary Russia 3-0-3 Note: After some discussion, it was recommended that the co-requisites of RUSS 3691 and 3692 be removed so that this course could be taught at any time at any location. It was also noted that the NCP should state a prerequisite of 2002 or permission of instructor.

RUSS 4360: Russian Culture through the Prism of Song 3-0-3 Note: It was recommended that the transcript title of the course be changed to

“RUSS Culture Thru Song” to make it clear that the course is about “culture” as observed through song. It was also noted that the NCP should state a prerequisite of 2002 or permission of instructor.

PERS 1001: Elementary Persian I 4-0-4 PERS 1002: Elementary Persian II 4-0-4

Note: There was some discussion about the interchange of Farsi with Persian and whether using a Persian designation was preferable, clearer, etc.

Deactivate Courses:

JAPN 3002 JAPN 3062 JAPN 4133 LING 2760 LING 3010 LING 3750 LING 4002 LING 4065

General Requests from ML:

Create Subject codes for Special Topics classes in new languages:

Create HIN course (Subject) code - APPROVED

Beginning Hindi is being taught under the ML 1814 rubric for Fall 2012 and will be taught as ML 1824 for Spring 2012. Creating the HIN code will allow much more efficient marketing to students for registration purposes and for tracking exactly in which language the students enrolled.

Permit ML and REG to work together to create new language course codes and Special Topics numbers when adding new languages to the curriculum, without having to make new proposals to the IUCC until such time as the language courses have been taught at least once and a viable new curriculum has been established. - DENIED

As a general rule, ML and REG could create Language 1813, 1814, 1823, 1824, 2813, 3813, 4813 courses when introducing new languages to the course offerings. Once


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each course has been taught at least once, and enrollments are satisfactory, then ML would bring a proposal to establish the official course numbers for each course/level. For example, ML would like to create a series of courses in Swahili in the not-too-distant future. Once funds have been established and an instructor employed, the ML could request that the Registrar create the first course, SWA/SWAH 1813; if approved for a second semester, then SWA 1823 could be added to the course schedule. Once these courses have been taught at least once, at that time ML could propose to create the official 1001 and 1002 courses in that language. Create Special Topics numbers for PERS and HIN (only requested if #2 above fails) - APPROVED

PERS 1814, 2813, 3813, 4813 HIN 1814, 1824, 2813, 3813, 4813

These course numbers will allow ML to teach new courses at new levels for each language as the programs develop; these numbers will make the proposing of new courses and official numbers much easier and much more efficient for both ML and REG. Add Oral Proficiency rating to the transcript – DENIED. In denying this request, the Committee noted that students may seek this proficiency rating directly and receive a certificate directly.

Proposal to print Oral Proficiency Interview rating on ALIS/GEML/IAML graduates’ transcript: The ACTFL Proficiency Guidelines were first published in 1986 as an adaptation for the academic community of the U.S. Government’s Interagency Language Roundtable (ILR) Skill Level Descriptions. The Speaking Guidelines describe the tasks that speakers can handle at each level, as well as the content, context, accuracy, and discourse types associated with tasks at each level. They also present the limits that speakers encounter when attempting to function at the next higher major level. (American Council of Teachers of Foreign Languages Proficiency Guidelines http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf). Through an established set of interview procedures, speakers can be rated according to these guidelines, offering a means of global assessment for academic as well as workplace settings. Yearly, the School of Modern Languages requires that all graduating ALIS/GEML/IAML students participate in an Oral Proficiency interview. Each student receives a rating, which is then used in the School’s assessment programs. Past graduates have also requested that a statement of their achieved proficiency via their degree program would be a useful tool in their search for employment and for graduate applications, both domestically and abroad.


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In order to attest to the speaking level in a language that our ALIS/GEML/IAML graduates attain, the School of Modern Languages would like to request that a statement of the assessment of this ability be added to the degree line on the transcript for each graduate: Model: BS in Applied Language and Intercultural Studies, Concentration in Spanish, OPI (May 2013): Intermediate High The following are the possible ratings we would use:

Superior Intermediate Mid

Advanced High Intermediate Low

Advanced Mid Novice High

Advanced Low Novice Mid

Intermediate High Novice Low

Options: Language: OPI or Oral Proficiency Interview rating Use of date

The School, through the Associate Chair for Undergraduate Studies and/or the Associate Chair for Assessment and Research, would work closely with the Registrar’s office to establish a mechanism for reporting these ratings in a way that would not interfere with the established guidelines for producing the final records of graduates. The Registrar has agreed that there exist sufficient fields on the transcript to allow such a rating to appear.

Allow award of Advanced Standing credit for GRMN 3XXX based on the DSD – APPROVED. The School of Modern Languages would be interested in allowing enrolled students at Georgia Tech who have earned the Das Deutsche Sprachdiplom (DSD) certificate during their high school programs (outlined in the supporting materials) to earn advanced-level credit for GRMN.

The DSD is sponsored by the German federal government and the various

German states. The DSD I demonstrates skills at the Common European Framework of

Reference level B1, which is equivalent to coursework at the 3XXX level at Georgia Tech.

The DSD II demonstrates skills at the Common European Framework of Reference level B2, which is equivalent to coursework at the 3XXX or 4XXX level at Georgia Tech.


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ML would be interested in granting credit in this fashion:

DSD I: 3 hours of GRMN 3XXX DSD II: 6 hours of GRMN 3XXX

This credit would be authorized by the Registrar once a copy of the DSD assessment has been received or through the processing of a Non-Resident Credit form via the School of Modern Languages. In conversations between the German faculty here and with Petra Reuter, German Language Advisor /Coordinator, Georgia Department of Education, we do not believe this will amount to more than 1-2 students per academic year here at Georgia Tech.

Administrative Matters

1. A motion was made to approve a new course, INTA 3242 Soccer and Global Politics, to meet the Social Science and Global Perspectives areas in the Core Curriculum. The motion was seconded and approved.

Approved by subcommittee on 11/5/2012 and is pending approval of the Advisory Committee and the General Education Council. The Registrar’s Office will follow up on these additional approvals.

Appeals

1. A motion was made to deny a request for a waiver of the 36-hour rule. The motion was seconded and approved.

2. A motion was made to deny a request for a late term withdrawal from Spring 2012. The motion was seconded and approved.

Adjourned, Reta Pikowsky Registrar

institute undergraduate curriculum committee appeals and ... minutes 01-15-13.pdf · institute...

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