undergraduate academic board€¦ · add cwla a472 advanced writer’s workshop: nonfiction (3 cr)...

Undergraduate Academic Board Agenda

January 15, 2009

ADM 204 at 2:00-5:00 I. Roll ( ) Hilary Davies ( ) Cheryl Smith ( ) Deborah Fox ( ) Bettina Kipp Lavea ( ) Toni Croft ( ) David Meyers ( ) Suzanne Forster ( ) Oliver Hedgepeth ( ) Jeanne Eder ( ) Utpal Dutta ( ) Kenrick Mock ( ) Jared Griffin ( ) Susan Wilson ( ) Marion Yapuncich ( ) Susan Fallon ( ) Hilary Seitz ( ) Kevin Keating (Deb Mole) ( ) Vacant ( ) Bart Quimby II. Approval of the Agenda (pg. 1-3) III. Approval of Meeting Summary (pg. 4-6) IV. Administrative Report

A. Associate Vice Provost Bart Quimby

B. Registrar John Allred

V. Chair’s Report A. UAB Chair- Hilary Davies

B. GERC Chair- Len Smiley/ Suzanne Forster

C. Assessment Committee Report- Marion Yapuncich and Kenrick Mock

VI. Program/Course Action Request – Second Reading

Del CIS A185 Introduction to Programming Business Applications (3 cr) (3+0) (pg. 7-8)

Del CIS A201 Programming Business Applications (4 cr) (4+0) (pg. 9) Add CIS A210 Contemporary Business Applications Development (3 cr) (3+0) (pg. 10-15)

Chg CIS A310 Analysis of Business Systems (3 cr) (3+0) (pg. 16-21) Prerequisite Memo submitted to Governance. Hilary Davies and Christine Lidren will review

documents. Chg Associate of Applied Science in Business Computer Information Systems (pg. 22-24)

Chg Bachelor of Business Administration in Management Information Systems (pg. 25)

Chg Minor in Computer Information Systems (pg. 26-36) Add PER A155 Beginning Fly Fishing (1 cr) (1+0) (pg. 37-42)

Add PER A164 Skiing Alaska’s Backcountry (2 cr) (.5+4.5) (pg. 43-47)

Add PER A252 Intermediate River Rafting (2 cr) (.5+4.5) (pg. 48-54)

Add PER A253 Intermediate Sea Kayaking (2 cr) (.5+4.5) (pg. 55-61)

Chg CWLA A260 Introduction to Creative Writing (3 cr) (3+0) (pg. 62-66)

Chg CWLA A352 Writer’s Workshop: Poetry (3 cr) (3+0) (pg. 67-69) 1

Chg CWLA A362 Writer’s Workshop: Fiction (3 cr) (3+0) (pg. 70-73)

Chg CWLA A372 Writer’s Workshop: Nonfiction (3 cr) (3+0) (pg. 74-78)

Chg CWLA A382 Writer’s Workshop: Drama and Screenwriting (3 cr) (3+0) (pg. 79-82)

Add CWLA A452 Advanced Writers’ Workshop: Poetry (pg. 83-85)

Add CWLA A462 Advanced Writer’s Workshop: Fiction (3 cr) (3+0) (pg. 86-89)

Add CWLA A472 Advanced Writer’s Workshop: Nonfiction (3 cr) (3+0) (pg. 90-95)

Add CWLA A482 Advanced Writer’s Workshop: Drama and Screenwriting (3 cr) (3+0) (pg. 96-99)

Del CWLA A260B Introduction to Creative Writing: Poetry (3 cr) (3+0) (pg. 100)

Del CWLA A260C Introduction to Creative Writing: Fiction (3 cr) (3+0) (pg. 101)

Del CWLA A260E Introduction to Creative Writing: Nonfiction (3 cr) (3+0) (pg. 102)

Del CWLA A260F Introduction to Creative Writing: Children’s Stories (3 cr) (3+0) (pg. 103)

Del CWLA A461 Writing and Gender (3 cr) (3+0) (pg. 104)

Del CWLA A490 The Writer’s Craft (3 cr) (3+0) (pg. 105)

Del CWLA A499 Thesis (3 cr) (0+9) (pg. 106)

Chg BA A487 International Management (3 cr) (3+0) No revisions received for the following second reading curriculum:

Add CED A101 Greenhouse Gardening (1 cr) (1+0) Chg Minor, Creative Writing and Literary Arts Del Minor with Distinction, Creative Writing and Literary Arts (Need to have curriculum for CWLA A259)

Chg SOC A202 Social Institutions: Sex, Knowledge, Money, Power, and God (3 cr) (3+0) Remanded to the GERC 1/22

Add ECON A123 Introduction to Behavioral Economics (3 cr) (3+0) VII. Program/Course Action Request – First Reading Chg Baccalaureate Degrees (pg. 107-111)

Chg Bachelor of History (pg. 112-114)

Chg Women’s Studies (pg. 115-117) IX. Old Business None X. New Business

A. Incomplete Grade Faculty Senate Approved Policy (pg. 118) Current Forms (pg. 119-121) CBPP Survey (pg. 122-126)

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B. Underage Policy (pg. 127)

XI. Informational Items and Adjournment

A. Curriculum Log B. Curriculum Handbook C. Catalog Copy D. Accreditation website

NWCCU Standards Draft 5.0 with Tracked Changes http://www.nwccu.org/Standards%20Review/StandardsReview.htm

3

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Undergraduate Academic Board Agenda

January 8, 2009

ADM 204 at 2:00-5:00 I. Roll (x) Hilary Davies (x) Cheryl Smith (x) Deborah Fox (x) Bettina Kipp Lavea ( ) Toni Croft (x) David Meyers (x) Suzanne Forster (x) Oliver Hedgepeth (e) Jeanne Eder (x) Utpal Dutta (x) Kenrick Mock ( ) vacant (x) Susan Wilson (x) Marion Yapuncich (x) Susan Fallon (x) Hilary Seitz (x) Kevin Keating (Deb Mole) ( ) Vacant (x) Bart Quimby II. Approval of the Agenda (pg. 1-2) Approved III. Approval of Meeting Summary (pg. 3-5) Approved IV. Administrative Report

A. Associate Vice Provost Bart Quimby Working to make policy and procedure more accessible

B. Registrar John Allred

V. Chair’s Report A. UAB Chair- Hilary Davies

B. GERC Chair- Len Smiley/ Suzanne Forster

Next week, will break into three sub committees to make recommendation on three areas of capstone assessment. Approved language regarding GER in catalog. This language will be brought to UAB next week.

C. Assessment Committee Report- Marion Yapuncich and Kenrick Mock Assessment Conference in February

VI. Program/Course Action Request – Second Reading Chg BA A241 Business Law I (3 cr) (3+0) (cross listed with JUST A241) (pg. 6-10)

Chg JUST A241 Business Law I (3 cr) (3+0) (cross listed with BA A241) (pg. 11-15) Chg BA A242 Business Law II (3 cr) (3+0) (cross listed with JUST A242) (pg. 16-20)

Chg JUST A242 Business Law II (3 cr) (3+0) (cross listed with BA A242) (pg. 21-25) Approved all BA/JUST courses

Chg WS A401 Seminar in Women’s Studies (3 cr) (3+0) (pg. 26-30) Approved

Chg BA A487 International Management (3 cr) (3+0) No revisions received for the following second reading curriculum:

Chg Minor, Creative Writing and Literary Arts Del Minor with Distinction, Creative Writing and Literary Arts (Need to have curriculum for CWLA A259)

Chg CWLA A260 Introduction to Creative Writing (3 cr) (3+0) Chg CWLA A352 Writer’s Workshop: Poetry (3 cr) (3+0) Chg CWLA A362 Writer’s Workshop: Fiction (3 cr) (3+0) Chg CWLA A372 Writer’s Workshop: Nonfiction (3 cr) (3+0) Chg CWLA A382 Writer’s Workshop: Drama and Screenwriting (3 cr) (3+0) Add CWLA A462 Advanced Writer’s Workshop: Fiction (3 cr) (3+0) Add CWLA A472 Advanced Writer’s Workshop: Nonfiction (3 cr) (3+0)

4

Add CWLA A482 Advanced Writer’s Workshop: Drama and Screenwriting (3 cr) (3+0) Del CWLA A260B Introduction to Creative Writing: Poetry (3 cr) (3+0) Del CWLA A260C Introduction to Creative Writing: Fiction (3 cr) (3+0) Del CWLA A260E Introduction to Creative Writing: Nonfiction (3 cr) (3+0) Del CWLA A260F Introduction to Creative Writing: Children’s Stories (3 cr) (3+0) Del CWLA A461 Writing and Gender (3 cr) (3+0) Del CWLA A490 The Writer’s Craft (3 cr) (3+0) Del CWLA A499 Thesis (3 cr) (0+9) VII. Program/Course Action Request – First Reading Chg SOC A202 Social Institutions: Sex, Knowledge, Money, Power, and God (3 cr) (3+0)

(pg. 31-34) Remanded to the GERC 1/22 Chg Bachelor of History (pg. 35-37) Tabled- initiator will not attend Add ECON A123 Introduction to Behavioral Economics (3 cr) (3+0) (pg. 38-44) Remanded to the GERC Del CIS A185 Introduction to Programming Business Applications (3 cr) (3+0) (pg. 45) Del CIS A201 Programming Business Applications (4 cr) (4+0) (pg. 46) Add CIS A210 Contemporary Business Applications Development (3 cr) (3+0) (pg. 47-52) Chg CIS A310 Analysis of Business Systems (3 cr) (3+0) (pg. 53-58) Accepted Prerequisite Memo

MOTION (Cheryl Smith): Approved the changes in the memo as a minor change this does not set a precedent and this approval will not change the approval date. CIS will produce the appropriate CARs and CCGs with changes marked, dated, and initialed.

2nd

For 10 : Suzanne Forster

Against 1 Approved

Chg Associate of Applied Science in Business Computer Information Systems (pg. 59-61) Chg Bachelor of Business Administration in Management Information Systems (pg. 62) Chg Minor in Computer Information Systems (pg. 63-73) Accepted all programs Add CED A101 Greenhouse Gardening (1 cr) (1+0) (pg. 74-77) Accepted Add PER A155 Beginning Fly Fishing (1 cr) (1+0) (pg. 78-83) Add PER A164 Skiing Alaska’s Backcountry (2 cr) (.5+4.5) (pg. 84-89) Add PER A252 Intermediate River Rafting (2 cr) (.5+4.5) (pg. 90-96) Add PER A253 Intermediate Sea Kayaking (2 cr) (.5+4.5) (pg. 97-102) Accepted Chg Women’s Studies (pg. 103-105) Tabled- initiator was not present Add CWLA A452 Advanced Writers’ Workshop: Poetry (pg. 106-108) Accepted

5

IX. Old Business None X. New Business

A. Incomplete Grade Form (pg. 109-111) Discussed forms and Dean signature Take this issue back to departments

B. Underage Policy (pg. 112)

XI. Informational Items and Adjournment A. Curriculum Log B. Curriculum Handbook C. Catalog Copy D. Accreditation website

NWCCU Standards Draft 5.0 with Tracked Changes http://www.nwccu.org/Standards%20Review/StandardsReview.htm

For next meeting: Discuss Incomplete Grade Form

6




http://www.uaa.alaska.edu/accreditation/2010.cfm�

http://www.nwccu.org/Standards%20Review/StandardsReview.htm�

1a. School or College CB CBPP

1b. Division ADBP Division of Business Programs

1c. Department Computer Information Systems

2. Course Prefix

CIS

3. Course Number

A185

4. Previous Course Prefix & Number

N/A

5a. Credits/CEUs

3

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

6. Complete Course Title Introduction to Programming Business Applications Intro to Programming Bus Apps Abbreviated Title for Transcript (30 character)

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

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2010 To: /9999

12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance.

Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Four programs affected. Please see attached table.

2. 3.

Initiator Name (typed): Alpana Desai Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date:

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Business programming concepts and techniques required to produce business reports, process files, program/code table handling and table look-up routines, and modularized large programs. Emphasizes structured program design, program testing and documentation for production. Special Note: Class requires 6-hour midterm and 8-hour final scheduled by department on weekend. Specific dates announced in class.

16a. Course Prerequisite(s) (list prefix and number) CIS A110 and [MATH A107 or MATH A172]

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) If prerequisite is not satisfied, approved UAA mathematics placement test score and current programming experience are required.

17. Mark if course has fees Standard CBPP computer lab fee

18. Mark if course is a selected topic course

19. Justification for Action The CIS curriculum is being updated to better meet the needs of the industry and students.

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

7

http://www.uaa.alaska.edu/governance�

mailto:[email protected]�

Addendum to the CAR for CIS A185:

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. AAS, BCIS 134, 350 11-11-09 Minnie Yen 2. BBA, MIS 135, 350 11-11-09 Minnie Yen 3. Minor in CIS 136, 350 11-11-09 Minnie Yen 4. AAS, TECT 218 11-24-09, 1-11-09 Darlene Gill, Ray Noble

8




2. Course Prefix

CIS

3. Course Number

A201


N/A

5a. Credits/CEUs

4


6. Complete Course Title Programming Business Applications Programming Business Apps Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. AAS, BCIS 134, 350 11-11-09 Minnie Yen 2. BBA, MIS 135, 350 11-11-09 Minnie Yen 3.


13b. Coordination Email Date: 12-4-09 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 12-4-09


15. Course Description (suggested length 20 to 50 words) Training and practice in writing programs for business applications using a current programming language. Emphasis on structured and object-oriented design, program testing and certification, and documentation for production. Students analyze and solve current business problems. Special Note: Class requires 8-hour midterm and 8-hour final scheduled by department on weekend. Specific dates announced in class.

16a. Course Prerequisite(s) (list prefix and number) CIS A185





16e. Registration Restriction(s) (non-codable) If prerequisite is not satisfied, approved UAA mathematics placement test score and current programming experience are required.



19. Justification for Action The CIS curriculum is being updated to better meet the needs of the industry and students.



9





1c. Department CIS

2. Course Prefix

CIS

3. Course Number

A210


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Contemporary Business Applications Development Contemp Bus App Development Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. AAS, BCIS 134, 350 11-11-09 Minnie Yen 2. BBA, MIS 135, 350 11-11-09 Minnie Yen 3. Minor in CIS 136, 350 11-11-09 Minnie Yen





15. Course Description (suggested length 20 to 50 words) Business application development using contemporary technologies and programming languages. Design of user interfaces and integration with other development platforms such as spreadsheets and databases

16a. Course Prerequisite(s) (list prefix and number) (CIS A110 and [MATH A107 or MATH A172]) with a minimum grade of C





16e. Registration Restriction(s) (non-codable) If prerequisite is not satisfied, approved UAA mathematics placement test score and current programming experience are required



19. Justification for Action Update the CIS curriculum to better meet the needs of the industry and students



10



__________________________________________________ ___________ Initiator (faculty only) Date Alpana Desai Initiator (TYPE NAME)

Approved Disapproved

__________________________________________________________ Dean/Director of School/College Date


______________________________________ __________ Department Chairperson Date


__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson


_____________________________________ ___________ Curriculum Committee Chairperson Date


__________________________________________________________ Provost or Designee Date

11

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated November 16, 2009

II. Course Information College/School: College of Business and Public Policy Department: Computer Information Systems

Program: Bachelor of Business Administration (BBA), Management Information Systems (MIS); Associate of Applied Science (AAS), Business Computer Information Systems (BCIS); Minor, Computer Information Systems (CIS)

Course Title: Contemporary Business Applications Development Course Number: CIS A210 Credits: 3 Contact Hours: 3 per week x 15 weeks = 45 hours 0 lab hours 6 to 9 hours outside of class per week x 15 weeks = 90 hours to 135 hours Grading Basis: A - F

Course Description: Business application development using contemporary technologies and programming languages. Design of user interfaces and integration with other development platforms such as spreadsheets and databases Course Prerequisites: (CIS A110 and [MATH A107 or MATH A172]) with a minimum grade of C Registration Restrictions: If prerequisite is not satisfied, approved UAA mathematics placement test score and current programming experience are required

Fees: Standard CBPP computer lab fee III. Course Activities

A. Discussion B. Lecture C. Guest speakers D. Student presentations E. Multimedia presentations F. Class projects

IV. Guidelines for Evaluation A. In-class activities B. Homework C. Quizzes D. Exams E. Projects F. Programs

12

V. Course Level Justification

Course emphasizes study and application of contemporary tools and techniques for designing and developing applications for business. This is an introductory course in applications development.

VI. Outline A. Overview of the Information Systems (IS) discipline

B. Historical perspective on IS

C. Development methodologies and style

D. Introduction to contemporary application development languages

1. Syntax

2. Data representation and formatting

3. Algorithms

4. Language-specific topics

E. User interface design

VII. Suggested Texts

Carey, Patrick. New Perspectives on Creating Web Pages with HTML, XHTML, and XML

. Massachusetts: Course Technology, Cengage Learning, 2009

Deitel, Harvey, and Paul Deitel. C# How to ProgramHall, 2009.

. 7th ed. New Jersey: Prentice

VIII. Bibliography

Castro, Elizabeth. HTML, XHTML, and CSS

Doyle, Barbara.

. Peachpit Press, 2008.

C# Programming: From Problem Analysis to Program Design

Felke-Morris, Terry.

. 2nd ed. Course Technology, Cengage Learning, 2008

Web Development and Design Foundations with XHTML. 4th

Hejlsberg, Anders, Mads Torgersen, Scott Wiltamuth, and Peter Golde.

ed. Addison-Wesley, 2008.

The C# Programming Language. 3rd

Johnson, David, Alexei White, and Andre Charland.

ed. Addison-Wesley Professional, 2008.

Enterprise Ajax (Video Training): Building Robust Ajax Applications

Meloni, Julie.

. Prentice Hall, 2008.

Sams Teach Yourself PHP, MySQL and Apache All in One. 4th

Savitch, Walter.

ed. Sams Publishing, 2008.

Absolute C++. 4th ed. Addison-Wesley, 2009.

13

Schwartz, Randal, Tom Phoenix, and Brian D. Foy. Learning Perl

Wagner, Bill.

. 5th ed. O’Reilly Media, 2009.

More Effective C#: 50 Specific Ways to Improve Your C#

Welling, Luke, and Laura Thomson.

. Addison-Wesley Professional, 2009.

PHP & MySQL Web Development. 4th

Zakas, Nicholas C.

ed. Addison Wesley, 2009.

Professional JavaScript for Web Developers

. Wiley Publishing, 2009

IX. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will:

1. Provide an overview of the IS discipline. 2. Introduce programming concepts, including analysis, design,

programming, testing, and documentation associated with application programming in a business environment.

3. Discuss the development of application logic. 4. Demonstrate, apply, and provide opportunities for students to use

application documentation. 5. Introduce features and syntax of current programming languages. 6. Lead students in application design, coding, debugging, and testing. 7. Guide students in projects that require the application of business

analyses to develop and test computer applications to solve business problems.

B. Student Outcomes. Students will be able to: Assessment Method

1. Utilize the basics needed to input, process, and output data when writing application programs.

1. Homework 2. In-class activities 3. Quizzes 4. Programs 5. Exams

2. Utilize various forms of application logic in a contemporary programming language.

1. Homework 2. In-class activities 3. Quizzes 4. Programs

3. Explain the fundamentals involved in analyzing a problem, examine its logical components, formulate a computer solution, code and debug a program, and provide documentation.


14

4. Distinguishes different features and syntax of current programming languages.

1. Homework 2. Quizzes 3. Programs 4. Exams

5. Apply business analyses to develop applications from conception to execution.

1. In-class activities 2. Quizzes 3. Programs 4. Projects 5. Exams

6. Validate data used in applications, and create error-checking routines.


15



1c. Department CIS

2. Course Prefix

CIS

3. Course Number

A310


N/A

5a. Credits/CEUs

3


6. Complete Course Title Analysis of Business Systems Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Course outline, text, and bibliography (please specify)




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


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Business Administration, Management Information Systems

135 11/06/2009 Minnie Yen

2. Associate of Applied Science, Business Computer Information Systems

134 11/06/2009 Minnie Yen

3. Minor in Computer Information Systems 136 11/06/2009 Minnie Yen

Initiator Name (typed): Kathleen Voge Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 11/20/09 submitted to Faculty Listserv: ([email protected])



15. Course Description (suggested length 20 to 50 words) Presents an overview of systems analysis concepts and computer-based tools for use in the analysis of business information systems. Directed toward the development of communication skills needed for determining business system requirements and conveying those requirements to developers and system stakeholders. Concepts and tools will be applied to community-based, student-led projects.

16a. Course Prerequisite(s) (list prefix and number) (CIS A185 and CIS A305) with a minimum grade of C





16e. Registration Restriction(s) (non-codable) College of Business and Public Policy majors must be admitted to upper-division standing. Associate of Applied Science, BCIS students may register with instructor approval.



19. Justification for Action As part of the CBPP Five-Year Curriculum Review Program; to update course outline, suggested texts, bibliography, course description, and registration restrictions.



16



__________________________________________________ ___________ Initiator (faculty only) Date Kathleen Voge Initiator (TYPE NAME)











17

COURSE CONTENT GUIDE UNIVERSITY OF ALAKSA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated January 14, 2010

II. Course Information College/School: College of Business and Public Policy Department: Computer Information Systems

Program: Bachelor of Business Administration, Management Information Systems; Associate of Applied Science, Business Computer Information Systems; Minor in Computer Information Systems

Course Title: Analysis of Business Systems Course Number: CIS A310 Credits: 3.0 Contact Hours: 3 per week x 15 weeks = 45 hours 0 lab hours

Approximately 6 – 9 outside of class per week x 15 weeks = 90 – 135 hours

Grading Basis: A - F Course Description: Presents an overview of systems analysis concepts and

computer-based tools for use in the analysis of business information systems. Directed toward the development of communication skills needed for determining business system requirements and conveying those requirements to developers and system stakeholders. Concepts and tools will be applied to community-based, student-led projects.

Course Prerequisites: (CIS A185 and CIS A305) with a minimum grade of C. Registration Restrictions: College of Business and Public Policy majors must

be admitted to upper-division standing. Associate of Applied Science, BCIS students may register with instructor approval.

Fees: Standard CBPP computer lab fee. III. Course Activities

A. Discussion B. Lecture C. Student presentations D. Case analyses E. Course project

18

IV. Guidelines for Evaluation A. Homework assignments B. Analytical case sets C. Quizzes D. Exams E. Course project

V. Course Level Justification Advanced thinking, designing, writing, and analysis skills are required for this course.

Students must gather information from community-based project sponsors, analyze and document that information, and present it in a professional, quality report.

VI. Outline A. Foundations for Systems Development

1. The systems development environment 2. Managing the information systems project

B. Systems Planning and Selection

C. Systems Analysis 1. Determining system requirements 2. Structuring system requirements: process modeling 3. Structuring system requirements: conceptual data modeling 4. Selecting the best alternative design strategy

D. Systems Design 1. Designing the human interface 2. Designing databases

E. Systems Implementation and Operation

F. Object-Oriented Analysis and Design

G. Agile Methodologies

19

VII. Suggested Texts Hoffer, J. A., George, J. F., & Valacich, J. S. (2008). Modern Systems Analysis &

Design (5th

Kendall, K. E., & Kendall, J. E. (2008). Systems Analysis & Design (7

ed). Upper Saddle River: Pearson/Prentice Hall.

th

Marakas, G. (2006). Systems Analysis and Design: An Active Approach (1

ed). Upper

Saddle River: Pearson/Prentice Hall.

st

Valacich, J. S., George, J. F., & Hoffer, J. A. (2009). Essentials of Systems Analysis

and Design (4

ed). New

York: McGraw-Hill.

th

Whitten, J. L., & Bentley, L. D. (2007). Systems Analysis and Design Methods (7

ed). Upper Saddle River: Pearson/Prentice Hall.

th

ed). New York: McGraw-Hill.

VIII. Bibliography Booch, G., Maksimchuk, R., Engel, M., Young, B., Conallen, J., & Houston, K.

(2007). Object-Oriented Analysis and Design with Applications (3rd

Dennis, A., Wixom, B., & Roth, R. (2006). Systems Analysis & Design (3

ed). Toronto:

Addison-Wesley Professional.

rd

Dennis, A., Wixom, B., & Tegarden, D. (2009). Systems Analysis and Design with

UML Version 2.0 (3

ed).

Hoboken: John Wiley & Sons, Inc.

rd

Fuller, M., Valacich, J., & George, J. (2007). Information Systems Project

Management: A Process and Team Approach. Upper Saddle River:

Pearson/Prentice Hall.

ed). Hoboken: John Wiley & Sons, Inc.

McLaughlin, B., Pollice, G., & West, D. (2006). Head First Object-Oriented Analysis

and Design. Sebastopol: O’Reilly Media, Inc.

Pressman, R. S. (2005). Software Engineering: A Practitioner’s Approach (6th

Satzinger, John W., Jackson, R. B., and Burd, S. D. (2004). Object-Oriented Analysis

and Design with the Unified Process. Boston: Thomson Course Technology.

ed).

Boston: McGraw-Hill.

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IX. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will: 1. Introduce students to the role of systems analysis in the systems

development process. 2. Prepare students for conducting interviews of systems users and

owners. 3. Discuss proper development of systems feasibility assessment and

study reports. 4. Demonstrate development of systems models using Computer Aided

Software Engineering (CASE) and/or diagramming tools. 5. Prepare students for developing rapid prototypes. 6. Introduce students to the use of project management for planning and

managing project work schedules.

B. Student Outcomes. Students will be able to: Assessment Method 1. Identify the appropriate role of a

systems analyst in the analysis and design of an information system

Quizzes and exams

2. Apply the underlying concepts, terminology, tools, and techniques of systems analysis

Homework assignments, quizzes, exams, and course project

3. Design and conduct interviews with system owners and users to determine business requirements

Homework assignments, exams, and course project

4. Develop feasibility assessment and study reports

Course project and analytical case sets

5. Develop data, process, and object models using CASE and/or diagramming software tools

Homework assignments, exams, analytical case sets, and course project

6. Develop prototypes using rapid development tools

Course project

7. Use project management software to develop a project schedule

Exams and course project

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TO: Undergraduate Academic Board FROM: CIS Department

DATE: November 17, 2009

SUBJECT: Change in required courses for the Bachelors, Associates, and Minor programs offered by the CIS department

The Computer Information Systems (CIS) Department in the College of Business and Public Policy is reviewing its curriculum for the Bachelors (Bachelor of Business Administration in Management Information Systems), Associates (Associate of Applied Science in Business Computer Information Systems), and Minor (in Computer Information Systems) programs to meet the needs of students and industry.

It has been determined that CIS A185 and CIS A201 will be deleted and replaced with a new course, CIS A210. Currently both CIS A185 and CIS A201 are prerequisites to several CIS courses. The proposed new course will become the prerequisite to all courses that currently have CIS A185 or CIS A201 as their prerequisite.

We are requesting that UAB accept the change in prerequisites for all the courses listed in the table below.

Course Current Prerequisite New Catalog CIS A295 CIS A185 with minimum grade of C CIS A210 with minimum grade of C CIS A310 CIS A185 and CIS A305 CIS A210 and CIS A305 CIS A330 CIS A185 with minimum grade of C CIS A210 with minimum grade of C CIS A345 CIS A185 CIS A210 CIS A360 CIS A201 and CIS A305 and (CIS A330

or concurrent enrollment) and CIS A376

CIS A210 and CIS A305 and (CIS A330 or concurrent enrollment) and CIS A376

CIS A361 CIS A201 CIS A210 CIS A365 CIS A201 with a minimum grade of C CIS A210 with a minimum grade of C CIS A390 CIS A185 with minimum grade of C CIS A210 with minimum grade of C CIS A395 CIS A201 with a minimum grade of C CIS A210 with a minimum grade of C CIS A420 CIS A201 and CIS A376 CIS A210 and CIS A376 CIS A421 CIS A185 and CIS A376 CIS A210 and CIS A376 CIS A430 CIS A201 with a minimum grade of C

and CIS A330 with a minimum grade of C and CIS A376 with a minimum grade of C

CIS A210 with a minimum grade of C and CIS A330 with a minimum grade of C and CIS A376 with a minimum grade of C

CIS A495 CIS A201 with a minimum grade of C and CIS A376 with a minimum grade of C

CIS A210 with a minimum grade of C and CIS A376 with a minimum grade of C

CIS A498 CIS A201 with a minimum grade of C and CIS A376 with a minimum grade of C

CIS A210 with a minimum grade of C and CIS A376 with a minimum grade of C

22

Thank you for your consideration and thank you for your effort to serve our students.

23




2. Complete Program Title/Prefix Associate of Applied Science in Business Computer Information Systems/AAS in BCIS

3. Type of Program OEC Undergrad Certificate AA/AAS Baccalaureate Minor Post Baccalaureate Graduate Graduate Certificate Doctoral Specialty Certificate

4. Type of Action: PROGRAM PREFIX

Add Add Change Change Delete Inactivate

5. Implementation Date (semester/year) From: Fall/2010 To: /9999

6a. Coordination with Affected Units Department, School, or College: CBPP


6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date: 12/07/2009

6c. Coordination with Library Liaison Date: 12/07/2009

7. Title and Program Description - Please attach the following: Cover Memo Catalog Copy in Word using the track changes function

8. Justification for Action AAS, BCIS catalog copy needs updating due to changes in required courses












Program/Prefix Action Request University of Alaska Anchorage

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

24





2. Complete Program Title/Prefix Bachelor of Business Administration in Management Information Systems/BBA in MIS










8. Justification for Action BBA, MIS catalog copy needs updating due to changes in required courses














25





2. Complete Program Title/Prefix Minor in Computer Information Systems/Minor in CIS










8. Justification for Action Minor, CIS catalog copy needs updating due to changes in required courses














26


COMPUTER INFORMATION SYSTEMS Edward & Cathryn Rasmuson Hall (RH), Room 309, (907) 786-4100 www.cbpp.uaa.alaska.edu The Computer Information Systems Department provides educational opportunities in computer information systems through degree programs, courses for all students, and career-enrichment opportunities. Courses involving computer instruction, as well as many other business school courses, are supported by seven computerized classrooms and state-of-the-art open laboratory facilities. These computer classrooms and labs provide students with hands-on learning experiences using the latest Intel workstations supported by state-of-the-art network servers. Our computer environment features several state-of-the-art computer languages, including query, object oriented, and fourth-generation programming languages. College of Business and Public Policy students have the opportunity to use the computer facilities to help them with their coursework. Laboratories include special business presentation facilities and an experimental multimedia and a decision-support room. Computer courses are taught using both structured instructor-led and self-guided tutorial approaches in the traditional classroom as well as online discussions.

COMPUTER INFORMATION SYSTEMS DEGREE PROGRAMS The College of Business and Public Policy prepares students for computer careers in computer programming and systems design, network administration and database administration through our Associate of Applied Science in Business Computer Information Systems (BCIS). Students are prepared for computer careers in systems analysis and design, web design, end-user computing, managing information systems, databases and networks, and associated occupations through the Management Information Systems (MIS) major in the Bachelor of Business Administration. Both degrees are based on the Association of Information Technology Professionals (AITP) model curriculum and are linked so that the diligent student can move from the two-year to four-year degree without losing credits. Both degrees emphasize using computers within business and public sector settings through hands-on teaching methods. The student is prepared for the technical and security aspects of the computer environment as well as the techniques and issues of managing information resources through the introduction of the theories followed by hands-on experience with the associated application. Computer career education in the College of Business and Public Policy is enhanced by work and internship opportunities both within our own laboratories and with business and government facilities.

ASSOCIATE OF APPLIED SCIENCE, BUSINESS COMPUTER INFORMATION SYSTEMS ADMISSION REQUIREMENTS Satisfy the Admission to Certificate and Associate Degree Program Requirements in Chapter 7, Academic Standards and Regulations. English and math placement tests are given by the Advising and Testing Center. Your faculty advisor will assist you by recommending the proper levels of entry and appropriate CIS course plan. Students who are not proficient in typing (a minimum of 30 words per minute) should enroll in CIOS A101A Keyboarding A: Basic Keyboarding. Students must be able to read and comprehend technical manuals and texts.

ACADEMIC PROGRESS A grade of C or higher is required to continue in each higher CIS course. To take upper division Information Systems program courses, students must complete lower division degree requirements and apply for upper division standing.

27

GENERAL UNIVERSITY REQUIREMENTS 1. Complete the General University Requirements for Associate Degrees located at the beginning of this chapter.

2. Complete the Associate of Applied Science General Degree Requirements (15 credits) located at the beginning of this chapter. ENGL A212 is recommended. For the general requirements, it is strongly recommended that students select 6 credits from humanities, math and natural sciences or social sciences that meet both the AAS and the baccalaureate General Education Requirements.

MAJOR REQUIREMENTS

ACCT A201* Principles of Financial Accounting 3 1. Complete the breadth requirements:

ACCT A202 Principles of Managerial Accounting 3 CIS A110 Computer Concepts in Business 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3 MATH A107 College Algebra (4) 3-4 or MATH A172 Applied Finite Mathematics (3) General Education Requirement elective** 3

*The ACCT A101 and A102 sequence may be used to satisfy the ACCT A201 requirement for this degree.

**Choose humanities or natural sciences course that meets both AAS and General Education Requirements for baccalaureate degrees.

BA A273 Introduction to Statistics for 2. Complete the Business core requirement:

Business and Economics 3

CIS A210 Contemporary Business Applications 3. Complete CIS required courses:

Development 3 CIS A310 Analysis of Business Systems 3 CIS A330 Database Management Systems 3 CIS A345 Managing Data Communications and Computer Networks 3

Department advisor. 9 4. Complete elective credits approved by a CIS

No more than 3 credits of internship can be used to fulfill program electives. 5. A minimum of 12 credits from Major Requirements, items 3 and 4 above, must be earned at the University of Alaska

Anchorage.

6. A total of 60-61credits is required for the degree.

BACHELOR OF BUSINESS ADMINISTRATION, MANAGEMENT INFORMATION SYSTEMS ADMISSION REQUIREMENTS Complete the Admission to Baccalaureate Programs Requirements in Chapter 7, Academic Standards and Regulations.

ADMISSION REQUIREMENTS TO UPPER DIVISION COURSES 1. Completion of at least 39-40 credits with a cumulative GPA of 2.25 or higher.

ACCT A201 Principles of Financial Accounting 3 2. Completion of each of the following courses with a grade of C or better:

ACCT A202 Principles of Managerial Accounting 3 BA/JUST A241 Business Law I 3 BA A273 Introduction to Statistics for Business and Economics 3 CIS A110 Computer Concepts in Business 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3

28

ENGL A111 Methods of Written Communication 3 ENGL A212 Technical Writing 3 MATH A107 College Algebra 4 MATH A172 Applied Finite Mathematics 3 Oral Communication Skills GER 3

3. Completion of any combination of at least 9 credits

Fine Arts in the following General Education disciplinary areas: 9

Humanities Natural Sciences

BBA students in Management Information Systems who do not meet the above standards may not take upper division courses in ACCT, BA, CIS or LOG.

Admission to Upper Division Status

Other students who meet course prerequisites may take up to 15 upper division ACCT, BA, CIS, and LOG credits without being formally admitted to a BBA program. All students must apply for admission to a BBA program before accumulating more than 15 such credits. Please contact the Student Information Office for assistance in applying for admission to upper division standing within the College of Business and Public Policy. Conditional Admission to Upper Division Status A student classified as being conditionally admitted to upper division status may take upper division ACCT, BA, CIS and LOG courses for one semester only, while completing lower division deficiencies.

GRADUATION REQUIREMENTS Students must complete the following graduation requirements:

A. GENERAL UNIVERSITY REQUIREMENTS Complete the General University Requirements for All Baccalaureate Degrees listed at the beginning of this chapter.

B. GENERAL EDUCATION REQUIREMENTS Complete the General Education Requirements for Baccalaureate Degrees listed at the beginning of this chapter.

C. COLLEGE OF BUSINESS AND PUBLIC POLICY REQUIREMENTS: MANAGEMENT INFORMATION SYSTEMS MAJOR Students earning a BBA degree must complete at least 50 percent of their required business credits at the University of Alaska Anchorage. All ACCT, BA, CIS, ECON, LGOP, and LOG courses are considered business credits for the purpose of this requirement. 1. Complete the Business core requirements with a grade of C or better:

ACCT A201* Principles of Financial Accounting 3 ACCT A202 Principles of Managerial Accounting 3 BA A273 Introduction to Statistics for Business and Economics 3 CIS A110 Computer Concepts in Business 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3 ENGL A212 Technical Writing 3 MATH A107 College Algebra (4) 3-4 or MATH A172 Applied Finite Mathematics (3) MATH A200 Calculus I (4) 3-4 or MATH A272 Applied Calculus (3)

*The ACCT A101 and AACT A102 sequence may be used to satisfy the ACCT A201 requirement for this degree.

Note: Students who plan to attend graduate school are encouraged to take MATH A107 (College Algebra) and MATH A200-201-202 (Calculus) instead of MATH A172 and MATH A272.

2. Complete the following requirements. The following courses must be completed with a grade of C or better prior to graduating: BA A300 Organizational Theory and Behavior 3

29

BA A325 Corporate Finance 3 BA A343 Principles of Marketing 3 BA A377 Operations Management 3 BA A488 The Environment of Business 3 CIS A305 Managerial Presentations 3 CIS A376 Management Information Systems 3 (Integrative Capstone)

D. MAJOR REQUIREMENTS 1. Complete the following required courses with a grade of C or better:

CIS A210 Contemporary Business Applications Development 3 CIS A310 Analysis of Business Systems 3 CIS A330 Database Management Systems 3 CIS A345 Managing Data Communications and Computer Networks 3 CIS A410 Project Management 3 CIS A489 Systems Design, Development and Implementation 3

2. Complete 12 credits of upper division program electives approved by the department with a grade of C or better. These may include, but are not limited to: 12 CIS A360 Object-Oriented Programming in .Net (3) CIS A361 Advanced Programming for Business Applications (3) CIS A365 Object-Oriented Programming (3) CIS A390 Selected Topics in Management Information Systems (1-6) CIS A395 Programmer/Analyst Internship (1-3) CIS A420 Consulting and Training End Users (3) CIS A421 Multimedia Authoring (3) CIS A430 Client-Server Programming for Business Applications (3) CIS A445 Advanced Network Management (3) CIS A460 Web Development in the .Net Environment (3) CIS A495 Systems Analyst/User Support Internship (1-3) CIS A498 Individual Research Project (1-6) ECON A429 Business Forecasting (3)

3. A minimum of CIS A489 and 9 credits from Major Requirements, items 1 and 2, must be earned at the University of Alaska Anchorage.

4. A total of 120 credits is required for the degree, of which a minimum of 48 credits must be upper division.

MINOR, COMPUTER INFORMATION SYSTEMSStudents majoring in another subject who wish to minor in Computer Information Systems (CIS) must complete the following requirements. A total of 18 credits is required for the minor, 12 of which must be upper division.

*

CIS A110 Computer Concepts in Business 3 CIS A210 Contemporary Business Applications Development 3 CIS A330 Database Management Systems 3 CIS A376** Management Information Systems 3 (Integrative Capstone) Upper division CIS electives** 6

*Not available to BBA Management Information Systems majors.

**BBA degree students must take CIS A310, and 3 credits of upper division CIS electives instead of CIS A376 and CIS A305 to meet the requirements for the minor (CIS A376 and CIS A305 are already required in the business core).

30

All students pursuing a minor in CIS must apply to the College of Business and Public Policy for upper division standing prior to taking any upper division course in CIS. Students pursuing a baccalaureate degree outside the College of Business and Public Policy with a minor in CIS can establish upper division standing by going to the College of Business and Public Policy Student Information Office and certifying they have completed at least 54 credits in their degree program and have completed General Education Requirements of 6 credits of written communications, 3 credits of oral communication, 3 credits of college algebra (MATH A107 or MATH A172 or equivalent), and 12 credits in GER courses in fine arts, humanities, social sciences, or natural sciences.

FACULTY Alpana Desai, Associate Professor, [email protected] Dennis Drinka, Associate Professor, [email protected] David Fitzgerald, Associate Professor, [email protected] Bogdan Hoanca, Associate Professor, [email protected] Yoshito Kanamori, Assistant Professor, [email protected] John Pauli, Associate Professor, [email protected] Cherie Shrader, Professor, [email protected] Kathleen L. Voge, Associate Professor, [email protected] Minnie Yen, Professor, [email protected]

31

COMPUTER INFORMATION SYSTEMS Edward & Cathryn Rasmuson Hall (RH), Room 309, (907) 786-4100 www.cbpp.uaa.alaska.edu The Computer Information Systems Department provides educational opportunities in computer information systems through degree programs, courses for all students, and career-enrichment opportunities. Courses involving computer instruction, as well as many other business school courses, are supported by seven computerized classrooms and state-of-the-art open laboratory facilities. These computer classrooms and labs provide students with hands-on learning experiences using the latest Intel workstations supported by state-of-the-art network servers. Our computer environment features several state-of-the-art computer languages, including 4GL, query, and object oriented, and fourth-generation programming languages. College of Business and Public Policy students have the opportunity to use the computer facilities to help them with their coursework. Laboratories include special business presentation facilities and an experimental multimedia and a decision-support room. Computer courses are taught using both structured instructor-led and self-guided tutorial approaches in the traditional classroom as well as online discussions.

COMPUTER INFORMATION SYSTEMS DEGREE PROGRAMS (BUSINESS COMPUTER INFORMATION SYSTEMS, MANAGEMENT INFORMATION SYSTEMS) The College of Business and Public Policy prepares students for computer careers in computer programming and systems design, network administration and database administration through our Associate of Applied Science in Business Computer Information Systems (BCIS). Students are prepared for computer careers in systems analysis and design, web design, end-user computing, managing information systems, databases and networks, and associated occupations through the Management Information Systems (MIS) major in the Bachelor of Business Administration. Both degrees are based on the Association of Information Technology Professionals (AITP) model curriculum and are linked so that the diligent student can move from the two-year to four-year degree without losing credits. Both degrees emphasize using computers within business and public sector settings through hands-on teaching methods. The student is prepared for the technical and security aspects of the computer environment as well as the techniques and issues of managing information resources through the introduction of the theories followed by hands-on experience with the associated application. Computer career education in the College of Business and Public Policy is enhanced by work and internship opportunities both within our own laboratories and with business and government facilities.

ASSOCIATE OF APPLIED SCIENCE, BUSINESS COMPUTER INFORMATION SYSTEMS ADMISSION REQUIREMENTS Satisfy the Admission to Certificate and Associate Degree Program Requirements in Chapter 7, Academic Standards and Regulations. English and math placement tests are given by the Advising and Testing Center. Your faculty advisor will assist you by recommending the proper levels of entry and appropriate CIS course plan. Students who are not proficient in typing (a minimum of 30 words per minute) should enroll in CIOS A100A Keyboarding IA CIOS A101A Keyboarding A: Basic Keyboarding. Students must be able to read and comprehend technical manuals and texts.

ACADEMIC PROGRESS

32

A grade of C or higher is required to continue in each higher CIS course. To take upper division Information Systems program courses, students must complete lower division degree requirements and apply for upper division standing.

GENERAL UNIVERSITY REQUIREMENTS 1. Complete the General University Requirements for Associate Degrees located at the beginning of this chapter.

2. Complete the Associate of Applied Science General Degree Requirements (15 credits) located at the beginning of this chapter. ENGL A212 is recommended. For the general requirements, it is strongly recommended that students select 6 credits from humanities, math and natural sciences or social sciences that meet both the AAS and the baccalaureate General Education Requirements.

MAJOR REQUIREMENTS

ACCT A201* Principles of Financial Accounting 3 1. Complete the breadth requirements:

ACCT A202 Principles of Managerial Accounting 3 CIS A110 Computer Concepts in Business 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3 MATH A107 College Algebra (4) 3-4 or MATH A172 Applied Finite Mathematics (3) 3-4 General Education Requirement elective** 3

*The ACCT A101 and A102 sequence may be used to satisfy the ACCT A201 requirement for this degree.

**Choose humanities or natural sciences course that meets both AAS and General Education Requirements for baccalaureate degrees.

BA A273 Introduction to Statistics for 2. Complete the Business core requirement:

Business and Economics 3

CIS A185 Introduction to Programming 3. Complete CIS required courses:

Business Applications 3 CIS A201 Programming Business Applications 4 CIS A210 Contemporary Business Applications Development 3 CIS A310 Analysis of Business Systems 3 CIS A330 Database Management Systems 3 CIS A345 Managing Data Communications and Computer Networks 3

Department advisor. 69 4. Complete elective credits approved by a CIS

No more than 3 credits of internship can be used to fulfill program electives. 5. A minimum of 12 credits from Major Requirements, items 3 and 4 above, must be earned at the University of Alaska

Anchorage.

6. A total of 60-61-62 credits is required for the degree.

BACHELOR OF BUSINESS ADMINISTRATION, MANAGEMENT INFORMATION SYSTEMS ADMISSION REQUIREMENTS Complete the Admission to Baccalaureate Programs Requirements in Chapter 7, Academic Standards and Regulations.

ADMISSION REQUIREMENTS TO UPPER DIVISION COURSES 1. Completion of at least 39-40 credits with a cumulative GPA of 2.25 or higher.

ACCT A201 Principles of Financial Accounting 3 2. Completion of each of the following courses with a grade of C or better:

ACCT A202 Principles of Managerial Accounting 3

33

BA/JUST A241 Business Law I 3 BA A273 Introduction to Statistics for Business and Economics 3 CIS A110 Computer Concepts in Business 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3 ENGL A111 Methods of Written Communication 3 ENGL A212 Technical Writing 3 MATH A107 College Algebra 4 MATH A172 Applied Finite Mathematics 3 Oral Communication Skills GER 3

3. Completion of any combination of at least 9 credits

Fine Arts in the following General Education disciplinary areas: 9

Humanities Natural Sciences

BBA students in Management Information Systems who do not meet the above standards may not take upper division courses in ACCT, BA, CIS or LOG.

Admission to Upper Division Status

Other students who meet course prerequisites may take up to 15 upper division ACCT, BA, CIS, and LOG credits without being formally admitted to a BBA program. All students must apply for admission to a BBA program before accumulating more than 15 such credits. Please contact the Student Information Office for assistance in applying for admission to upper division standing within the College of Business and Public Policy. Conditional Admission to Upper Division Status A student classified as being conditionally admitted to upper division status may take upper division ACCT, BA, CIS and LOG courses for one semester only, while completing lower division deficiencies.


A. GENERAL UNIVERSITY REQUIREMENTS Complete the General University Requirements for All Baccalaureate Degrees listed at the beginning of this chapter.

B. GENERAL EDUCATION REQUIREMENTS Complete the General Education Requirements for Baccalaureate Degrees listed at the beginning of this chapter.

C. COLLEGE OF BUSINESS AND PUBLIC POLICY REQUIREMENTS: MANAGEMENT INFORMATION SYSTEMS MAJOR Students earning a BBA degree must complete at least 50 percent of their required business credits at the University of Alaska Anchorage. All ACCT, BA, CIS, ECON, LGOP, and LOG courses are considered business credits for the purpose of this requirement. 1. Complete the Business core requirements with a grade of C or better:

ACCT A201* Principles of Financial Accounting 3 ACCT A202 Principles of Managerial Accounting 3 BA A273 Introduction to Statistics for Business and Economics 3 CIS A110 Computer Concepts in Business 3 ECON A201 Principles of Macroeconomics 3 ECON A202 Principles of Microeconomics 3 ENGL A212 Technical Writing 3 MATH A107 College Algebra (4) 3-4 or MATH A172 Applied Finite Mathematics (3) MATH A200 Calculus I (4) 3-4 or MATH A272 Applied Calculus (3)

34

*The ACCT A101 and AACT A102 sequence may be used to satisfy the ACCT A201 requirement for this degree.

Note: Students who plan to attend graduate school are encouraged to take MATH A107 (College Algebra) and MATH A200-201-202 (Calculus) instead of MATH A172 and MATH A272.

2. Complete the following requirements. The following courses must be completed with a grade of C or better prior to graduating: BA A300 Organizational Theory and Behavior 3 BA A325 Corporate Finance 3 BA A343 Principles of Marketing 3 BA A377 Operations Management 3 BA A488 The Environment of Business 3 CIS A305 Managerial Presentations 3 CIS A376 Management Information Systems 3 (Integrative Capstone)

D. MAJOR REQUIREMENTS 1. Complete the following required courses with a grade of C or better:

CIS A185 Introduction to Programming Business Applications 3 CIS A201 Programming Business Applications 4 CIS A210 Contemporary Business Applications Development 3 CIS A310 Analysis of Business Systems 3 CIS A330 Database Management Systems 3 CIS A345 Managing Data Communications and Computer Networks 3 CIS A410 Project Management 3 CIS A489 Systems Design, Development and Implementation 3

2. Complete 12 credits of upper division program electives approved by the department with a grade of C or better. These may include, but are not limited to: 12 CIS A360 Object-Oriented Programming in .Net (3) CIS A361 Advanced Programming for Business Applications (3) Advanced C Programming and UNIX Environments (3) CIS A365 Object-Oriented Programming (3) CIS A390 Selected Topics in Management Information Systems (1-6) CIS A395 Programmer/Analyst Internship (1-3) CIS A420 Consulting and Training End Users (3) CIS A421 Multimedia Authoring (3) CIS A430 Client-Server Programming for Business Applications (3) CIS A445 Advanced Network Management (3) CIS A460 Web Development in the .Net Environment (3) CIS A495 Systems Analyst/User Support Internship (1-3) CIS A498 Individual Research Project (1-6) ECON A429 Business Forecasting (3)

3. A minimum of CIS A489 and 9 credits from Major Requirements, items 1 and 2, must be earned at the University of Alaska Anchorage.

4. A total of 120 credits is required for the degree, of which a minimum of 48 credits must be upper division.

MINOR, COMPUTER INFORMATION SYSTEMSStudents majoring in another subject who wish to minor in Computer Information Systems (CIS) must complete the following requirements. A total of 18 credits is required for the minor, 12 of which must be upper division.

*

CIS A110 Computer Concepts in Business 3 CIS A185 Introduction to Programming Business Applications 3 CIS A210 Contemporary Business Applications

35

Development 3 CIS A330 Database Management Systems 3 CIS A376** Management Information Systems 3 (Integrative Capstone) Upper division CIS electives** 6

*Not available to BBA Management Information Systems majors.

**BBA degree students must take CIS A310, and 3 credits of upper division CIS electives instead of CIS A376 and CIS A305 to meet the requirements for the minor (CIS A376 and CIS A305 are already required in the business core).

All students pursuing a minor in CIS must apply to the College of Business and Public Policy for upper division standing prior to taking any upper division course in CIS. Students pursuing a baccalaureate degree outside the College of Business and Public Policy with a minor in CIS can establish upper division standing by going to the College of Business and Public Policy Student Information Office and certifying they have completed at least 54 credits in their degree program and have completed General Education Requirements of 6 credits of written communications, 3 credits of oral communication, 3 credits of college algebra (MATH A107 or MATH A172 or equivalent), and 12 credits in GER courses in fine arts, humanities, social sciences, or natural sciences.

FACULTY Alpana Desai, Associate Professor, [email protected] Dennis Drinka, Associate Professor, [email protected] David Fitzgerald, Associate Professor, [email protected] Bogdan Hoanca, Associate Professor, [email protected] Yoshito Kanamori, Assistant Professor, [email protected] John Pauli, Associate Professor, [email protected] Cherie Shrader, Professor, [email protected] Kathleen L. Voge, Associate Professor, [email protected] Minnie Yen, Associate Professor, [email protected] Kanamori Yoshito, Assistant Professor, [email protected]

36

1a. School or College CT CTC

1b. Division APER Division of Physical Ed Rec

1c. Department HPER

2. Course Prefix

PER

3. Course Number

A155


PER A194A

5a. Credits/CEUs

1.0 cr

5b. Contact Hours (Lecture + Lab) (.5+1.75)

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




9. Repeat Status Yes # of Repeats 2 Max Credits 3


11. Implementation Date semester/year From: Summer/2010 To: /9999



Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. 2. 3.

Initiator Name (typed): T.J. Miller Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Introduces fundamental skills for fly fishing in Alaska. Covers selection of equipment, history of fly fishing, fish identification, basic stream entomology, reading water for fish location, and stream etiquette/ethics. Provides opportunities to practice knot and fly tying, casting, and cleaning fish. Special Note: Requires good physical fitness and ability to function comfortably in inclement weather. Student may need to rent or purchase additional equipment for this course. A valid fishing license is required for the outing.

16a. Course Prerequisite(s) (list prefix and number) none





16e. Registration Restriction(s) (non-codable) none

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Course number is changing from a temporary course to a recurring course; fly fishing was previously offered as a non-credit temporary course through AWS. Credits are being increased from zero to one credit. The grading basis is being changed from P/F to grades A-F. These changes are being done to be consistent with other PER courses.



37



__________________________________________________ ___________ Initiator (faculty only) Date T.J. Miller Initiator (TYPE NAME)











38


COMMUNITY AND TECHNICAL COLLEGE Department: HPER Date: October 1, 2009 Course Number: PER A155 Course Title: Beginning Fly Fishing Credits: 1 cr. I. Course Description: Introduces fundamental skills for fly fishing in Alaska. Covers selection of equipment, history of fly fishing, fish identification, basic stream entomology, reading water for fish location, and stream etiquette/ethics. Provides opportunities to practice knot and fly tying, casting, and cleaning fish. Special Note: Requires good physical fitness and ability to function comfortably in inclement weather. Student may need to rent or purchase additional equipment for this course. A valid fishing license is required for the outing. II. Course Design:

A. Designed for individuals interested in obtaining a basic introduction to the sport of fly fishing.

B. One (1) credit C. Total time of student involvement: 52.5 hours D. Status of course relative to a degree or certificate program: N/A E. This is a revised course F. Fees: Yes G. May be scheduled in any time frame, but not less than one week. H. Extended sites and UAA List Serv I. Course level justification: Course outcomes meet the criteria listed in the

Curriculum Guide for a 100 level course. III. Course Activities:

This course will include lecture, skill development, lab practice sessions and field application.

IV. Course Prerequisites:

There are no prerequisites for this course.

V. Course Evaluation: Grades will be A-F.

39

VI. Course Curriculum: 1.0 Course Introduction

1.1 Class and campus safety 1.2 Appropriate apparel and footwear 1.3 Travel and transportation 1.4 Current Alaska Department of Fish and Game regulations

2.0 Risk Assessment and Hazard Evaluation

2.1 Recognizing and understanding the risks 2.2 Minimizing the risks

3.0 Fly Fishing Introduction To The Sport

3.1 History 3.2 Definition 3.3 Unique characteristics 3.4 Detailed description

4.0 Fly Fishing Gear

4.1 Waders / Boots 4.2 Lines 4.3 Leaders 4.4 Rods 4.5 Reels

5.0 Knots

5.1 Nail knot 5.2 Improved clinch knot 5.3 Double overhand surgeon knot

6.0 Fly Tying 6.1 Fly tying tools and equipment 6.2 Fly tying techniques 6.3 Basic Alaskan fly patterns

7.0 Game Fish Identification 7.1 Alaskan freshwater and salt water game species 7.2 Salmon life-cycle 7.3 Salmon run data 7.4 Current Alaska Fish and Game regulations

8.0 Fly Casting Techniques 8.1 Forward/back cast 8.2 Proper Grip of fly rod 8.3 Stance and arm angle 8.4 Line hand usage 8.5 Line pick-up

40

8.6 Roll cast

9.0 Reading the Water 9.1 Alaska aquatic entomology 9.2 Other game fish food sources 9.3 Fishable water in Alaska 9.4 The use of watercraft in fishing 9.5 Holding water for game fish

10.0 Fishing 10.1 Playing the fish 10.2 Managing slack 10.3 Going to reel 10.4 Fly retrieval

11.0 Fishing Ethics and Etiquette 11.1 Resource conservation 11.2 Proper catch-and-release technique 11.3 Proper cleaning and preparation of fish 11.4 Fishing ethics

VII. Suggested Textbook:

Rosenbauer, T. (1988). The Orvis fly-fishing guide. Guilford, CT: Lyons.

VIII. Bibliography:

Hughes, D. (1988). Reading the water: A fly fisher's handbook for finding trout in all types of water. Mechanicsburg, PA: Stackpole. Rosenbauer, T. (2003). The Orvis fly-casting guide: How to cast effectively in every fly-fishing situation. Guilford, CT: Lyons. Rosenbauer, T. (2003). The Orvis fly-tying guide. Guilford, CT: Lyons. Route, A. (1995). Fly fishing Alaska. Estes Park, CO: Spring Creek. Route, A. (1991). Flies for Alaska: A guide to buying & tying. Estes Park, CO: Spring Creek.

41

XI. Instructional Goals, Student Outcomes, and Assessment Procedures Instructional Goal: Presents concepts, skills and safety elements associated with beginner fly-fishing. A. Students will be able to identify potential hazards they could face during field

excursions and be able to identify steps to minimize those risks. B. Students will be able to identify and select appropriate fly fishing gear, knots,

and flies and use them properly for given fish and water conditions. C. Students will be able to apply their fish species identification, casting

technique, and water reading knowledge in the field. D. Students will be able to exercise basic fly fishing etiquette and ethics,

demonstrate acceptable minimal impact techniques, and utilize appropriate wildlife viewing practices.

Student Outcomes After successful completion of the course, the student will be able to:

Assessment Procedures

Identify objective and subjective hazards faced during field excursions.

Field observation Instructor review Field/video observations

Give a brief historical overview of fly fishing and describe its development

Written assignment

Select appropriate fly fishing equipment and demonstrate proper use and care.

Instructor review Field/video observations

Demonstrate beginning fly fishing techniques. Lead instructor review Field/video observations

List basic food sources for Alaska game fish species and identify fishable water.

Field/video observations Written examination

Explain how to properly care for and clean game fish Field/video observations Written examination

Identify and practice meant by minimal impact practices. Field observations Written essay Written examination

42

1a. School or College CTC

1b. Division

1c. Department HPER

2. Course Prefix PER

3. Course Number A164

4. Previous Course Prefix & Number AOEE A148

5a. Credits/CEU

1.0

5b. Contact Hours (Lecture + Lab) (.5+1)

6. Complete Course/Program Title Skiing Alaska’s Backcountry Skiing Alaska’s Backcountry Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development 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 Corequisites Other Restrictions Registration Restrictions Class Level College Major Other

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

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

12. Cross Listed with N/A Stacked with Cross-Listed Coordination Signature

13. Coordinate with Affected Units: Military Programs, Mat-Su, Kenai Peninsula, Kodiak, Health Sciences and UAA List Serv Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course N/A 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities N/A Fine Arts Social Sciences Natural Sciences

16. Course Description Introduces skills needed to ski off-trail. Covers techniques for traveling on flat-to-rolling terrain, negotiating side hills, and skiing inclines and declines of up to 20 degrees. Also covers selecting personal, group, and safety equipment appropriate for day trips, evaluating avalanche hazards evaluation and assessing risk. Special Note: Requires ability to function comfortably in extremely cold or inclement weather. Good physical fitness required for all day outings. Students may need to rent or purchase additional equipment for this course.

17a. Course Prerequisite(s) (list prefix and number) None

17b. Test Score(s) None

17c. Corequisite(s) (concurrent enrollment required) None

17d. Other Restriction(s) None


17e. Registration Restriction(s) (non-codable) None

18. Mark if course has fees

19. Justification for Action The Department of Health, Physical Education & Recreation is changing the prefixes on several courses in order to facilitate collection of enrollment data. Course last reviewed 1/99.

Curriculum Action Request University of Alaska Anchorage

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

43


COMMUNITY AND TECHNICAL COLLEGE Department: HPER Date: October 1, 2009 Course Number: PER A164 Course Title: Skiing Alaska’s Backcountry Credits: 2 cr. I. Course Description:

Introduces skills needed to ski off-trail. Covers techniques for traveling on rolling and inclined terrain, negotiating side hills, and skiing inclines and declines of up to 40 degrees. Also covers selecting personal, group, and safety equipment appropriate for day trips, evaluating avalanche hazards and assessing risk. Special Note: Requires ability to function comfortably in extremely cold or inclement weather. Good physical fitness required for all day outings. Ability to ski/snowboard at intermediate level to be determined in first field session. Students may need to rent or purchase additional equipment for this course.

II. Course Design:

A. Designed for individuals interested in obtaining a basic introduction to backcountry skiing in Alaska.

B. Two (2) credits. C. Total time of student involvement: 90 hours D. Status of course relative to a degree or certificate program: N/A E. A fee will be assessed. F. May be scheduled in any time frame, but not less than two weeks. G. This is a revised course. H. Military Programs, Mat-Su, Kenai Peninsula, Kodiak, Health Sciences and

UAA List Serv. I. Course level justification: Course outcomes meet the criteria listed in the


This course will include lecture, skill development and field application. IV. Course Prerequisites:

There are no prerequisites for this course. V. Course Evaluation:

Grades will be A-F.

VI. Course Curriculum:

44

1.0 Course Introduction

1.1 Class and campus safety 1.2 Appropriate apparel and footwear 1.3 Travel and transportation 1.4 Current skill determination


2.1 Environmental hazards 2.2 Human factors 2.3 Thermoregulation problems

3.0 Equipment Selection and Use

3.1 Clothing 3.2 Avalanche rescue equipment 3.3 Skis 3.4 Snowboards 3.5 New technology

4.0 Introduction to Avalanche Hazard Evaluation

4.1 Weather 4.2 Terrain features 4.3 Snow pack stability 4.4 Basic evaluation considerations

5.0 Introduction to Avalanche Survival and Rescue Techniques

5.1 Travel techniques 5.2 Techniques when caught 5.3 Aiding a victim

6.0 Preparing for a Day Trip

6.1 Nutrition and hydration needs 6.2 Physical fitness and training 6.3 Venue selection 6.4 Individual strengths and limitations 6.5 Trip plan

7.0 Backcountry Navigation 7.1 Map and compass 7.2 Pacing 7.3 Maintaining a state of awareness

8.0 Skiing and Snowboarding Skills

8.1 Learning to fall and getting up 8.2 Uphill and downhill techniques 8.3 Survival skiing and snowboarding

45

9.0 Environmental Ethics 9.1 Minimum impact 9.2 Sanitation and waste disposal 9.3 Wildlife viewing

VII. Suggested Textbooks: Fredston, J., & Fesler, D. (1999). Snow sense: A guide to evaluating snow avalanche hazard. Anchorage, AK: Alaska Mountain Safety Center. O’Bannon, A., & Clelland, M. (2007). Allen & Mike’s really cool backcountry

ski book: Traveling and camping skills for a winter environment. Helena, MT: Globe Pequot.

Volken, M., Schell, S., & Wheeler, M. (2009).

Backcountry skiing: Skills for ski touring and ski mountaineering. Seattle, WA: The Mountaineers.

VIII. Bibliography: Bern, K. (1997). Complete winter sports safety manual: Staying safe & warm

snowshoeing, skiing, snowboarding, snowmobiling, & camping. Davis, CA: Bear Klaw.

Egan, D. (1996). All-terrain skiing. Boston, MA: World Leisure. Isaac, J. (1998). The Outward Bound wilderness first-aid handbook. Helena,

MT: Globe Pequot. Sanders, R. (2003). Anatomy of skiing. New York, NY: Three Rivers.

Tower, E. & Ummel, C. (1997). Umbrella guide to skiing in Alaska: Downhill & cross country. Kenmore, WA: Epicenter.

Thorp, D., Roy, S., & Timmerman, M. (2000). Skiing Alaska’s back forty. Anchorage, AK: Glacier House.

46

http://www.mountaineersbooks.org/contributorinfo.cfm?ContribID=1826�



IX. Instructional Goals, Student Outcomes, and Assessment Procedures

Instructional Goal: Presents concepts, skills and safety elements associated with off-trail skiing in Alaska and similar environments. A. Students will be able to identify potential objective and subjective hazards

they could face during field excursions and be able to identify steps to minimize those risks.

B. Students will be able to identify and select appropriate back country skiing personal, group and safety equipment, knots, and flies and use them properly for given fish and water conditions.

C. Students will be able to apply their ascent, descent, and rescue techniques in the field.

D. Students will be able to exercise basic backcountry etiquette and ethics while demonstrating acceptable minimal impact techniques.

Student Outcomes After successful completion of the course, the student will be able to:


Identify potential objective and subjective hazards they may encounter during field outings

Demonstration

Identify and demonstrate use of necessary backcountry skiing equipment.

Written assignment Field application

Demonstrate backcountry skiing and/or snowboarding travel techniques

Demonstration Field application

Demonstrate avalanche evaluation and rescue techniques. Field application Written exam

Identify steps to prepare a trip plan for backcountry skiing. Written assignment Field observation

47



1c. Department HPER

2. Course Prefix

PER

3. Course Number

A252


N/A

5a. Credits/CEUs

2.0 cr


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






11. Implementation Date semester/year From: summer/2010 To: /9999








15. Course Description (suggested length 20 to 50 words) Expands on the skills developed in PER A152 (Beginning River Rafting). Provides skill development for rafting up to class IV whitewater rivers for those who have basic whitewater rafting skills. Introduces advanced paddle/oar skills, expands on reading water, and teaches advanced boat maneuvering with an emphasis on risk assessment and management. Special Note: Participants must be able to demonstrate basic whitewater rafting skills in class II whitewater at the beginning of the course. Requires ability to function comfortably in inclement weather. An overnight field outing will be included in the course. Participants may be required to rent or purchase additional gear. First aid and CPR training is highly recommended

16a. Course Prerequisite(s) (list prefix and number) PER A152





16e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action Expand activity courses offered through HPER dept. A beginning river rafting class has been offered and filled for numerous years and this is the logical next progression for students.



48














49


COMMUNITY AND TECHNICAL COLLEGE

Department: HPER Date: October 1, 2009 Course Number: PER A252 Course Title: Intermediate River Rafting Credits: 2 cr.

I. Course Description: Expands on the skills and developed in PER A152 (Beginning River Rafting). Provides skill development for rafting up to class IV whitewater rivers for those who have basic whitewater rafting skills. Introduces advanced paddle/oar skills, expands on reading water, and teaches advanced boat maneuvering with an emphasis on risk assessment and management. Special Note: Participants must be able to demonstrate basic whitewater rafting skills in class II whitewater at the beginning of the course. Requires ability to function comfortably in inclement weather. An overnight field outing will be included in the course. Participants may be required to rent or purchase additional gear. First aid and CPR training is highly recommended.

II. Course Design: a. Designed for individuals with experience on moving rivers up to class II

interested in developing intermediate rafting skills for class IV whitewater rivers.

b. Two (2) credits c. Total time of student involvement: 90 hours d. Status of course relative to a degree or certificate program: N/A e. There will be fees assessed for this course f. May be scheduled in any time frame, but not less than two weeks. g. This is a new course. h. Military Programs, Mat-Su, Kenai Peninsula, Kodiak, Health Sciences and

UAA List Serv. i. Course level justification: Course outcomes meet the criteria listed in the


a. This course will include lecture, skill development and field application.

IV. Course Prerequisites: PER A152 Beginner River Rafting

V. Course Evaluation:

50

Grades will be A-F.

VI. Course Curriculum:

1. Course Introduction 1.1. Class and campus safety 1.2. Appropriate apparel and footwear 1.3. Travel and transportation

2. Risk Assessment and Hazard Evaluation

2.1. Environmental risks 2.2. Human factors 2.3. Thermoregulation problems

3. Equipment Selection Review and Suitability 3.1. Types of rafts and materials 3.2. Other rafting equipment 3.3. Rafting specific clothing 3.4. Personal equipment 3.5. Safety equipment 3.6. Group equipment 3.7. Expedition equipment 3.8. Transporting Equipment Review

4. Trip Planning

4.1. Group considerations 4.2. Permits 4.3. Logistics 4.4. Emergency consideration 4.5. Current Reports 4.6. Nutrition and ration planning 4.7. Routes and contingencies

5. Preparing to Raft

5.1. Raft rigging 5.2. Safety briefing 5.3. Paddle briefing 5.4. Group travel techniques

6. Rescue Procedures

6.1. Flipping 6.2. Wrapping 6.3. Highsides/lowsides 6.4. Swimming in rapids 6.5. Throwbag use 6.6. Wet entries and exits

51

6.7. Swimmer recovery

7. Intermediate River Hydrology 7.1. Characteristics of a river 7.2. Dangers of obstacles/features 7.3. Obstacle effects 7.4. Advantage/disadvantage of obstacles/feature 7.5. How to use feature for maneuvering 7.6. Scouting whitewater 7.7. Hazard evaluation 7.8. Route selection 7.10 Reading and Running

8. Intermediate Raft Maneuvers

8.1. Ferry angles 8.2. Launching and landing 8.3. Advanced oar strokes 8.4. Advanced paddle strokes 8.5. Paddle commands 8.6. Paddle guide strokes

9. Communications

9.1. Audible 9.2. Visual 9.3. Electronics

10. Environmental Ethics

10.1 Leave no trace 10.2 Equipment/supplies 10.3 General practices 10.4 Specific practices 10.5 Private land considerations 10.6 Permits

VII. Suggested Textbook:

Bennett, J. (1996). The complete whitewater rafter. Camden, ME: Ragged Mountain. McGinnis, W. (2005). The guide's guide augmented: Reflections on guiding professional river trips. El Sobrante, CA: Whitewater Voyages/River Exploration Ltd.

VI. Bibliography:

52

Addison, G. (2000). Whitewater rafting: The essential guide to equipment and techniques. Mechanicsburg, PA: Stackpole. Bechdel, L., & Ray, S. (1997). River rescue. Boston: Appalachian Mountain Club. Coelleo, S., Harlin, J., Howe, S., & Kesselheim, A. (1997). Making

camp: A complete guide for hikers, mountain bikers, paddlers and skiers. Seattle, WA: The Mountaineers.

Ellison, J. (1991). Basic essentials: Rafting. Guilford, CT: Globe Pequot. Embick, A. (1994). Fast and cold: A guide to Alaska whitewater. Helena, MT: Falcon. Jettmar, K. (1997). The Alaska river guide: Canoeing, kayaking, and rafting in the last frontier. Anchorage, AK: Alaska. Northwest. Johnson, J. (1994). Whitewater rafting manual. Mechanicsburg, PA: Stackpole. Kuhne, Cecil. (1995). Whitewater rafting: An introductory guide. New York: Lyons and Burford. DeLorme Mapping. (1992). Alaska atlas and gazetteer: Topographic maps of the entire state. Freeport, ME: Author. Ray, S. (1997). Swiftwater rescue: A manual for the rescue professional. Ashville, NC: Atwood Printing. Smith, D. (1997). Backcountry bear basics: The definitive guide to avoiding unpleasant encounters. Seattle, WA: Mountaineers. Walbridge, C., & Sunmacher, W. (1995). Whitewater rescue manual: New techniques for canoeists, kayakers & rafters. Camden, ME: Ragged Mountain. Walbridge, C., & Tinsley, J. (1996). River safety anthology: Accounts of rescue and tragedy on North American rivers. Birmingham, AL: Menasha Ridge.

53

XI. Instructional Goal: Presents concepts, skills and safety elements associated with intermediate (up to class IV) whitewater rafting.

A. Students will be able to identify potential subjective and objective hazards they could face during field excursions and be able to implement steps to minimize those risks.

B. Students will be able to identify and select appropriate personal, group, and safety equipment.

C. Students will be able to apply their river feature identification, and water reading knowledge in the field.

D. Students will be able to exercise basic river etiquette and ethics, while demonstrating acceptable minimal impact techniques.

Student Outcomes After successful completion of this course, the student should be able to:


Identify and mitigate objective and subjective hazards associated with river rafting.

Written assignment Field observation

Identify proper rafting, safety, personal, and group equipment

Field observation Written examination

Develop a float plan Written assignment Demonstrate proper equipment care and transportation.

Field observation Instructor review Classroom Discussion

Demonstrate intermediate rafting skills. Field observation Demonstrate rescue techniques. Field observation

Demonstration Identify and demonstrate minimum impact techniques

Field observation Written examination

54



1c. Department HPER

2. Course Prefix

PER

3. Course Number

A253


N/A

5a. Credits/CEUs

2.0 cr


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






11. Implementation Date semester/year From: summer/2010 To: /9999








15. Course Description (suggested length 20 to 50 words) Provides foundational open water sea kayaking skills for those with sheltered coastal kayaking skills. Skills introduced will include open water crossings, paddling around exposed headlands, and exposure to cliffed-out shore lines with limited beach landings. Emphasises development of efficient strokes, practical self rescue techniques, understanding the marine environment, trip planning and risk assessment and management. Special Note: Participants must be able to demonstrate solid sheltered coastal kayaking skills at course start. Requires excellent backcountry camping skills and the ability to function comfortably in inclement weather. Wilderness camping will be included in the course. Participants may be required to purchase or rent additional gear. CPR & First Aid training is highly recommended.

16a. Course Prerequisite(s) (list prefix and number) PER A153





16e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action Expand activity courses offered through HPER dept. A beginning sea kayak class has been offered and filled for numerous years and this is the logical next progression for students.



55














56


COMMUNITY AND TECHNICAL COLLEGE Department: HPER Date: October 1, 2009 Course Number: PER A253 Course Title: Intermediate Sea Kayaking Credits: 2 cr. I. Course Description:

Provides foundational open water sea kayaking skills for those with sheltered coastal kayaking skills. Skills introduced will include open water crossings, paddling around exposed headlands, and exposure to cliffed-out shore lines with limited beach landings. Emphasis is on development of efficient strokes, practical self rescue techniques, understanding the marine environment, trip planning and risk assessment and management. Special Note: Participants must be able to demonstrate solid sheltered coastal kayaking skills at course start. Requires excellent backcountry camping skills and the ability to function comfortably in inclement weather. Wilderness camping will be included in the course. Participants may be required to purchase or rent additional gear. CPR & First Aid training is highly recommended.

II. Course Design:

A. Designed for individuals with sheltered coastal kayaking skills to develop open water skills.

B. Two (2) credits C. Total time of student involvement: 90 hours D. Status of course relative to a degree or certificate program: None E. A fee will be assessed. F. May be scheduled in any time frame, but not less than two weeks. G. This is a new course. H. Military Programs, Mat-Su, Kenai Peninsula, Kodiak, Health Sciences and UAA List

Serv. I. Course level justification: Course outcomes meet the criteria listed in the Curriculum

Guide for a 200 level course. III. Course Activities:

This course will include lecture, skill development and field application. IV. Course Prerequisites: PER A153 Introduction to Sea Kayaking V. Course Evaluation:

Grades will be A-F. VI. Course Curriculum:

57

1.0 Course Introduction 1.1 Class and campus safety 1.2 Travel and transportation


2.1 Environmental risks 2.2 Human factors 2.3 Maritime water theory and risks 2.4 Maritime water risks

3.0 Equipment

3.1 Kayak equipment 3.2 Safety equipment review 3.3 Clothing for sea kayaking 3.4 Personal survival equipment-the 10 essentials 3.5 Repair kit for kayaks 3.6 Personal vs. group first-aid kits 3.7 VHF radio protocols

4.0 Trip Planning

4.1 Settings goals 4.2 Collecting information 4.3 Identifying routes and contingencies 4.4 Estimating travel times 4.5 Assessing hazards using maps, charts, photos, literature, etc. 4.6 Float plans

5.0 Kayak Transportation Review

5.1 Cars/trucks, trailers, and planes 5.2 Using tie-downs 5.3 Carrying the kayak

6.0 Preparing to Paddle

6.1 Loading the kayak 6.2 Packing the gear 6.3 Entry/exit

7.0 Basic Strokes Review in Sheltered Water

7.1 Forward and reverse strokes 7.2 Sweep and turning strokes 7.3 Draw strokes 7.4 Support strokes

8.0 Intermediate Strokes and Maneuvers in Open and Moving Water

8.1 Hanging draw and side slip 8.2 Stern rudder – surf and following sea 8.3 Brace turns 8.4 Turns with significant edge control

58

8.5 Adjusting strokes to suit sea and wind conditions 8.6 Eddy in / out, s-turn and ferries in currents 8.7 Launching and landing in moving water 8.8 Surf landings

9.0 Safety Skills

9.1 Basic inner-group communication and signals 9.2 Paddling formations for groups 9.3 Swimming in the sea 9.4 Self rescue 9.5 Group rescue 9.6 Towing 9.7 Rolling a kayak 9.8 Post re-entry-basic shore survival considerations and skills review 9.9 Knowing personal limitations

10.0 Environmental Ethics

10.1 Sanitation and waste disposal 10.2 Minimum impact 10.3 Wildlife viewing VII. Suggested Textbook:

Dowd, J. (2004). Sea Kayaking: A manual for long-distance touring (5th ed.). Vancouver, BC: Greystone. VIII. Bibliography: Burch, D. (2005). Fundamentals of kayak navigation. Guilford, CT: Globe Pequot. Glickman, J. (2003). The kayak companion: Tips, techniques, and guidance for paddling all types of water from one of America’s premier kayakers. North Adams, MA: Storey. Roger, S. (2007). Sea kayak rescue: The definitive guide to modern reentry and recovery techniques. Guilford, CT: Globe Pequot.

Broze, M. (1997). Sea kayaker's deep trouble: True stories and their lessons from sea kayaker magazine. New York, NY: Ragged Mountain. Hutchinson, D. (2004). The complete book of sea kayaking. Guilford, CT: Globe Pequot. Hahn, J. (2001). Spirited waters: Soloing south through the inside passage. Seattle, WA: Mountaineers. Harting, N. & Parker, T. (2003). Alaska to Nunavut: The great rivers. Toronto, ON: Key Porter.

59

Howard, J. (1999). Guide to sea kayaking in southeast Alaska: The best day trips from Misty Fjords to Glacier. Guilford, CT: Globe Pequot. Jettmar, K. (2008). The Alaska river guide: Canoeing, kayaking, and rafting in the last frontier. Birmingham, AL: Menasha Ridge. Johnson, S. (2002). The complete sea kayaker’s handbook. New York: Ragged Mountain. Miller, D. (2005). The complete paddler. Helena, MT: Farcountry. Snyder, R. (2003). Fit to paddle: The paddler’s guide to strength and conditioning. New York: Ragged Mountain. Stuhaug, D. (1998). Kayaking made easy: A manual for beginners with tips for the experienced. Guilford, CT: Globe Pequot.

IX. Instructional Goals, Student Outcomes, and Assessment Procedures

Instructional Goal: Presents concepts, skills and safety elements associated with coastal and open water sea kayaking A. Students will be able to identify potential hazards they could face during field

excursions and be able to implement steps to minimize those risks. B. Students will be able to identify and select appropriate personal, group and safety sea

kayaking equipment. C. Students will be able to apply their paddling technique and ocean reading knowledge

in the field. D. Students will be able to exercise sea kayaking etiquette and ethics, demonstrate

acceptable minimal impact techniques, and utilize appropriate wildlife viewing practices.

Student Outcomes: After successful completion of the course, the student will be able to:


Identify the possible hazards that might occur during any field outing and appropriate risk management techniques for environmental and subjective hazards

Written assignment

Identify proper sea kayak safety equipment and demonstrate open water safety skills and techniques.

Demonstration Written exam

Identify the steps involved in creating a float plan. Written assignment Demonstrate safe transportation of kayak and equipment Demonstration

Written exam Demonstrate the proper procedures and considerations for loading and securing equipment into a kayak

Demonstration

Demonstrate the types of strokes used in kayaking and Demonstration

60

describe when each would or would not be used. Written exam Identify minimum impact techniques. Demonstration

Written Exam

61

1a. School or College AS CAS

1b. Division AHUM Division of Humanities

1c. Department English

2. Course Prefix

CWLA

3. Course Number

A260


CWLA A260A

5a. Credits/CEUs

3


6. Complete Course Title Introduction to Creative Writing Intro to Creative Writing Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Udpate CCG (please specify)



11. Implementation Date semester/year From: Fall/2010 To: 9999/9999




Initiator Name (typed): Aisha Barnes Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Introduction to creative writing in multiple genres. Reading fiction, nonfiction, and poetry; analysis of stylistic features; participation in writing workshop; and production of written exercises and texts. Special Note: May be repeated once for elective credit.

16a. Course Prerequisite(s) (list prefix and number) ENGL A111, with a minimum grade of C.

16b. Test Score(s) n/a

16c. Co-requisite(s) (concurrent enrollment required) n/a



16e. Registration Restriction(s) (non-codable) n/a


19. Justification for Action Updating course and program to reflect current practice.

__________________________________________________ ___________ Initiator (faculty only) Date Aisha Barnes Initiator (TYPE NAME)













62



Course Content Guide University of Alaska Anchorage

College of Arts and Sciences Department of English

I. Initiation Date: December 11, 2009

II. Course Information A. College: College of Arts and Sciences B. Course Title: Introduction to Creative Writing C. Course Number: CWLA A260 D. Credit Hours: 3 credits E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information A – F H. Course Description: Introduction to creative writing in multiple

genres. Reading fiction, nonfiction and poetry; analysis of stylistic features; participation in writing workshop; and production of written exercises and texts. Special Note: May be repeated once for elective credit

I. Status of Course: Requirement for a minor in Creative Writing and Literary Arts.

J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: English A111 with a minimum grade of C M. Registration Restrictions: NA

III. Course Level Justification This is an introductory course that will help students develop reading and writing skills that are necessary for further study in creative writing. Students will write in numerous genres and begin to recognize rhetorical conventions and innovations within each genre.

63

IV. Instructional Goals and Defined Outcomes

Instructional Goals The instructor will:

Student Outcomes Students will be able to:

Assessment Methods

Introduce students to multiple genres by selecting a range of texts exemplifying diverse voices and styles.

Recognize and articulate stylistic features, rhetorical conventions, and innovations in multiple genres.

Response essays Formal and informal written and oral critiques

Analyze and model various writing techniques within each genre.

Imitate writing techniques and begin to develop basic writing skills in each genre (poetry, nonfiction, fiction, and drama or screenwriting).

Written exercises and short compositions in each genre Student portfolio

Help students learn to read like writers, and use readings to help generate their own texts.

Read like a writer, examining style, diction, structure, and sentence level choices.

Reading responses Analytical discussions

Model and guide students in the revision process from the sentence-level to global revisions.

Edit and revise selected texts. Identify writing strengths and weaknesses in individual exercises and brief compositions.

Daily writing exercises Revisions Writing portfolio

V. Topical Course Outline A. The Writing Process

1. The writing habit 2. Writing exercises 3. Revision 4. Study of writers’ revising processes

B. Writing Exercises and Reading in Genre: Fiction 1. Plot structure 2. Characterization, including dialogue 3. Point of view 4. Setting

C. Writing Exercises and Reading in Genre: Nonfiction 1. Personal essay 2. Literary nonfiction 3. Personal reportage 4. Point of view 5. Research, authenticity and ethics

D. Writing Exercises and Reading in Genre: Poetry 1. How to read a poem a. Reading for meaning and performance b. Reading volumes of poetry, knowing poetic context 2. The language of poetry a. Images and connotations: diction, simile/metaphor 3. Forms 4. Structure

64

E. Writing Exercises in Genre: Drama 1. Ideas into plays 2. Stories, plot and structure 3. Developing characters 4. Creating dialogue 5. Formatting scripts: writing scenes and stage directions F. Revision and Workshop Procedures

VI. Suggested Texts Anderson, Linda. Creative Writing: A Workbook with Readings. New York:

Routledge, 2006. Anstandig, Beth and Erick Killough. An Anthology for Creative Writers: A

Garden of Forking Paths. Princeton: Prentice Hall, 2006. Minot, Stephen. Three Genres: The Writing of Fiction/Literary Nonfiction,

Poetry, and Drama (8th

Prose, Francine. Reading Like a Writer: A Guide for People Who Love Books and For Those Who Want to Write Them. New York: HarperCollins, 2006.

Edition). Princeton: Prentice Hall, 2006.

Starkey, David. Creative Writing: Four Genres in Brief. Boston: Bedford/St. Martins, 2009.

VII. Bibliography

Note: This is a selective list of references for teaching.

Addonizio, Kim. Ordinary Genius: A Guide for the Poet Within. New York: W.W, Norton, 2009.

---. The Poet’s Companion: A Guide to the Pleasures of Writing Poetry. New York: W.W. Norton, 1997.

Barrett, Andrea and Peter Turchi, eds. The Story Behind the Story: 26 Stories by Contemporary Writers and How They Work. New York: W.W. Norton and Co., 2004.

Baxter, Charles and Peter Turchi, eds. Bringing the Devil to His Knees: The Craft of Fiction and the Writing Life. Ann Arbor: University of Michigan Press, 2001.

Carver, Raymond. Fires: Essays, Poems, Stories. London: Harvill Press, 1983. Cohen, Sage. Writing the Life Poetic: An Invitation to Read and Write Poetry.

Cincinnati: Writer’s Digest Books, 2009. Downs, William. Naked Playwriting: The Art, the Craft, and the Life Laid

Bare. Los Angeles: Silman-James Press, 2005. Hatcher, Jeffery. The Art and Craft of Playwriting. Cincinnati: Story Press,

2000. Keillor, Garrison, ed. Good Poems for Hard Times. New York: Viking, 2005. King, Stephen. On Writing. New York: Scribner, 2000. Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New

York: Anchor, 1995.

65

Lavandier, Yves. Writing Drama: a Comprehensive Guide for Playwright and Scriptwriters. France: Le Clown & L’enfant, 2005.

Le Guin, Ursula. Steering the Craft: Exercises and Discussions on Story Writing for the Lone Navigator or the Mutinous Crew. Portland, OR: Eight Mountain Press, 1998.

Longenbach, James. The Art of the Poetic Line. St. Paul: Graywolf Press, 2008.

Lynn, Sanford. Writing Poetry from the Inside Out: Finding Your Voice Through the Craft of Poetry. Naperville: Sourcebooks, Inc., 2009.

Murray, D. Crafting a Life in Essay, Story, Poem. Portsmouth: Boynton/Cook, 1996.

Voight, Ellen. The Art of Syntax: Rhythm of Thought. St. Paul: Graywolf Press, 2009.

66




2. Course Prefix

CWLA

3. Course Number

A352


n/a

5a. Credits/CEUs

3


6. Complete Course Title Writers' Workshop: Poetry Abbreviated Title for Transcript (30 character)

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


Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG (please specify)





13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Please type into fields provided in table. If more than three impacts, submit a separate table. A template is available at www.uaa.alaska.edu/governance.


Initiator Name (typed): Suzanne Forster Initiator Signed Initials: _________ Date:________________


13c. Coordination with Library Liaison: Date: 10/12/09


15. Course Description (suggested length 20 to 50 words) Introduction to techniques of writing poetry, with instructor-guided peer critique of each student’s work. Special Note: May be repeated once for elective credit.

16a. Course Prerequisite(s) (list prefix and number) [ENGL A111 and CWLA A260] with a minimum grade of C








__________________________________________________ ___________ Initiator (faculty only) Date Suzanne Forster Initiator (TYPE NAME)













67





I. Initiation Date: December 11, 2009 II. Course Information

A. College: College of Arts and Sciences B. Course Title: Writers’ Workshop: Poetry C. Course Number: CWLA A352 D. Credit Hours: 3 E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information: A-F H. Course Description: Introduction to techniques of writing poetry, with instructor-guided

peer critique of each student’s work. Special Note: May be repeated once for elective credit.

I. Status of Course: Selective requirement for the minor in Creative Writing and Literary Arts.

J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: [ENGL A111 and CWLA A260] with a minimum grade of C M. Registration Restrictions: N/A

III. Course Level Justification The course is designed to provide beginning poetry students with basic skills needed to advance in the writing of poetry.


Instructional Goals The instructor will

Student Outcomes Students will be able to

Assessment Methods

Provide strategies for generating, drafting, and revising poems.

Generate, draft, and revise work using feedback provided by peer and instructor critiques.

Successive drafts of student work

Instruct in and model techniques and attitudes for constructive review of poetry.

Critique peer work in a positive and productive way.

Oral and written critiques

Introduce students to a range of genres, forms and styles of poetry.

Recognize and discuss specific genres, forms, and styles of poetry.

Class discussion and written exercises

68

V. Topical Course Outline A. Sources of Effective Poetry

1. Authentic language 2. Inner and outer language 3. The use of models

B. Exercises 1. The image—haiku 2. The line—ghazal 3. Writing from a model—free verse 4. Writing into a form—sonnet

C. Revisions and Workshop Procedures 1. Reading-as-a-writer 2. Becoming a trusted reader

D. Manuscripts 1. Poems in draft 2. Finished poems

VI. Suggested Texts Addonozio, Kim. Ordinary Genius: A Guide to the Poet within Us. New York: Norton, 2009. Laux, Dorianne, and Kim Addonozio. The Poet’s Companion: A Guide to the Pleasures of Writing Poetry. London: Norton, 1997. Oliver, Mary. The Rules for the Dance: A Handbook for Writing and Reading Metrical Verse.

Boston: Mariner, 1998. VII. Bibliography

Note: This is a selective list of references for teaching. Carruth, Hayden. The Voice That Is Great Within Us: American Poetry of the Twentieth Century. New York: Bantam Classics, 1983. Dobyns, Stephen. Best Words, Best Order: Essays on Poetry, 2nd

Gross, Harvey and Robert MacDowell. Sound and Form in Modern Poetry, 2 ed. New York: Palgrave, 2003.

nd

Hamburger, Michael. The Truth of Poetry: Tensions in Poetry since Baudelaire. London: Anvil,

ed. Ann Arbor, MI: U of Michigan P, 2000.

1968. Kinzie, Mary. A Poet’s Guide to Poetry. Chicago: U of Chicago P, 1999. Chicago Guides to Writing, Editing, and Publishing. Lehman, David. Ecstatic Occasions, Expedient Forms: 85 Leading Contemporary Poets Select and Comment on Their Poems, 2nd

Lennard, John. The Poetry Handbook: A Guide to Reading Poetry for Pleasure and Practical ed. Ann Arbor: U of Michigan P, 2007.

Criticism, 2nd

Mills, Ralph. Essays on Poetry. New York: Dalkey Archive Press, 2003. ed. Oxford: Oxford UP, 2005.

Oliver, Mary. The Poetry Handbook. New York: Harvest, 1998. Parini, Jay. Why Poetry Matters. New Haven, CN: Yale UP, 2008. Preminger, Alex and T.V.F. Brogan, eds. The New Princeton Encyclopedia of Poetry and Poetics. Princeton, NJ: Princeton UP, 1993.

69




2. Course Prefix

CWLA

3. Course Number

A362


n/a

5a. Credits/CEUs

3


6. Complete Course Title Writers' Workshop: Fiction Fiction Workshop Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Fee status (please specify)



11. Implementation Date semester/year From: Falll/2010 To: 9999/9999




Initiator Name (typed): Judith Moore Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: Nov. 10, 2009 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: Nov 10, 2009


15. Course Description (suggested length 20 to 50 words) Introduction to techniques of writing fiction, with intensive critique of each student's work. Special Note: May be repeated once for elective credit.









__________________________________________________ ___________ Initiator (faculty only) Date Judith Moore Initiator (TYPE NAME)













70






A. College: College of Arts and Sciences

B. Course Title: Writers’ Workshop: Fiction

C. Course Number: CWLA A362

D. Credit Hours: 3.0 credits

E. Contact Time: 3+0

F. Grading Information: A-F

G. Course Description: Introduction to techniques of writing fiction, with intensive

critique of each student’s work. Special Note: May be

repeated once for elective credit.

H. Status of Course: Selective requirement for the minor in Creative Writing and

Literary Arts.

I. Lab Fees: None

J. Coordination: UAA Faculty Listserv

K. Prerequisites: [ENGL A111 and CWLA A260] with a minimum grade of

C

L. Registration Restrictions: NA

III. Course Level Justification As a course that focuses for the first time in the program on writing in a particular genre, this course is best suited to students in their junior year.

71

IV. Instructional Goals and Defined Outcomes Instructional Goals The instructor will:


Assessment Methods

Provide an overview of key forms and genres within the scope of fiction.

Identify the generic purpose of a piece of fiction and be able to craft their own work accordingly.

Reading exercises Writing exercises

Introduce terminology necessary to discuss fiction and fiction-writing from the writer’s perspective.

Analyze selected fictional texts intelligibly and discuss their own purposes in commonly understood terminology.

Reading exercises Class discussion

Guide students in revising their own work.

Revise their own work effectively.

Revised and improved fictional work

V. Topical Course Outline

A. Definitions of Fiction B. Forms and Practices

1. Three-minute fiction 2. Short story 3. Linked stories 4. Novella 5. Novel C. Elements of craft 1. Plot 2. Character 3. Setting 4. Dialogue 5. Point of view 6. Theme 7. Structure D. Generating, Drafting, and Revising Work VI. Suggested Text

Burroway, Janet, and Elizabeth Stuckey-French. Writing Fiction: A Guide to Narrative Craft. New York: Longman, 2006.

VII. Bibliography


72

Bernays, Anne. What If?: Writing Exercises for Fiction Writers. New York: Pearson,

2004. Boulter, Amanda. Writing Fiction: Creative and Critical Approaches. Basingstoke: Palgrave Macmillan, 2006. Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Knopf,

1992. Tarcher, Jeremy P. Now Write! Fiction Writing Exercises from Today’s Best

Writers and Teachers. New York: Penguin, 2006.

73




2. Course Prefix

CWLA

3. Course Number

A372


n/a

5a. Credits/CEUs

3


6. Complete Course Title Writers' Workshop: Nonfiction Nonfiction Workshop Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Udpate CCG (please specify)











15. Course Description (suggested length 20 to 50 words) Study of creative nonfiction including analysis of representative texts and practice in writing nonfiction. Special Note: May be repeated once for elective credit.











74














75




II. Course Information A. College: College of Arts and Sciences B. Course Title: Writers’ Workshop: Nonfiction C. Course Number: CWLA A372 D. Credit Hours: 3 credits E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information: A – F H. Course Description: Study of creative nonfiction including analysis of

representative texts and practice in writing nonfiction. Special Note: May be repeated once for elective credit.

I. Status of Course: Selective requirement for a minor in Creative Writing and Literary Arts.

J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: [English A111 and CWLA A260] with minimum grade of C M. Registration Restrictions: NA

III. Course Level Justification This workshop gives students opportunities to read and write creative nonfiction, building on skills they acquired in CWLA A260. This course is best suited for competent writers who are developing genre-specific writing skills.

76




Assessment Methods

Provide students with numerous examples of traditional and innovative creative nonfiction texts.

Recognize genre attributes, publications, and writers, as well as the various forms of creative nonfiction.

Reading exercises Response essays Class discussions

Guide students in practicing writing and research skills that are commonly used in the production of nonfiction texts.

Identify and isolate writing skills used in the production of non-fiction texts, including research, use of details, verisimilitude and literary style.

Writing exercises Analysis of texts using literary vocabulary

Teach students to recognize and emulate formal elements and techniques used in creative nonfiction texts.

Write several types of nonfiction including: travel and adventure, memoir, research, and personal essay.

Portfolio Response essays Class discussion

Introduce writing workshop procedures, and guide students in producing a range of assignments for writing workshops.

Revise several texts in different genres. Perform effectively in a workshop setting, submitting and critiquing texts.

Workshop critiques: oral and written Revisions Response to critiques of manuscripts


1. Journaling throughout the writing process 2. Essay form and structure 3. Use of fiction techniques in nonfiction 4. Topic generation 5. Research methodologies

B. Creative Nonfiction Genre 1. Traditional forms and writers 2. Challenges to traditional forms 3. Mixed genre texts

C. Voice and Style 1. Syntax, diction, image, dialogue 2. Insider/outsider status

D. Revision and Workshop Procedures E. Ethical Considerations

VI. Suggested Texts Atwan, Robert, ed. The Best American Essays: 5th College Edition. Boston:

Wadsworth, 2007. Gutkind, Lee. Keep it Real: Everything You Need to Know About Researching

77

and Writing Creative Nonfiction. New York: W.W. Norton & Co., 2009. Miller, Brenda & Suzanne Paola. Tell it Slant. Boston: McGraw-Hill, 2004. Root, Robert & Michael Steinberg, eds. The Fourth Genre: Contemporary Writers of/on Creative Nonfiction, 5th

Edition. Boston: Longman, 2009.

VII. Bibliography Note: This is a selective list of references for teaching. Atwan, Robert and Adam Gopnick, eds.

Barrington, Judith. Writing the Memoir. Portland, OR: The Eighth Mountain Press, 2002.

The Best American Essays: 2008. Boston: Houghton Mifflin, 2008.

Bly, Carol. Beyond the Writers’ Workshop: New Ways to Write Creative Nonfiction. New York: Anchor Books, 2001.

Dillard, Annie and Cort Conley, eds. Modern American Memoirs. New York: Harper-Collins, 1996.

Gerard, Philip. Writing Creative Nonfiction. Cincinnati: Story Press, 2001. ---. Creative Nonfiction: Researching and Crafting Stories of Real Life. Long

Grove, IL: Waveland Press, 2004. Gutkind, Lee, ed. In Fact: The Best of Creative Nonfiction. New York: W.W. Norton & Co, 2004.

Kramer, Marc, ed. Telling True Stories. New York: Penguin, 2007. Wilford, Lex & Michael Martone, eds. Touchstone Anthology of Contemporary

Creative Nonfiction: Work from 1970 to the Present. New York: Touchstone, 2007.

78




2. Course Prefix

CWLA

3. Course Number

A382


reinstated

5a. Credits/CEUs

3


6. Complete Course Title Writers' Workshop: Drama and Screenwriting Drama & Screenwriting Wrkshp Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG (please specify)






Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. BA, Theatre 10/8/09 Tom Skore, Chair, Dept. of Theatre 2. 3.





15. Course Description (suggested length 20 to 50 words) Introduction to techniques of writing drama for stage and screen, with instructor-guided peer critique of each student’s work. Special Note: May be repeated once for elective credit.








19. Justification for Action Reinstating course, updating title, repeat status, prerequisites, and CCG for CWLA A382 to reflect current standards and practice.














79






A. College: College of Arts and Sciences B. Course Title: Writers’ Workshop: Drama and Screenwriting C. Course Number: CWLA A382 D. Credit Hours: 3 E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information: A-F H. Course Description: Introduction to techniques of stage and screen writing, with

instructor-guided peer critiuqe of each student’s work. Special Note: May be repeated once for elective credit.

I. Status of Course: The course fulfills a selective requirement for the minor in Creative Writing and Literary Arts.

J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: [ENGL A111 and CWLA A260] with a minimum grade of

C M. Registration Restrictions: N/A

III. Course Level Justification As a course that focuses for the first-time in the program on writing in a particular genre, this course is best suited to students in their junior year. IV. Instructional Goals and Defined Outcomes Instructional Goals The instructor will


Assessment Methods

80

Provide student with strategies for generating, drafting, and revising plays and scripts.

Generate, draft, and revise scenes and acts using feedback provided by peer and instructor critiques.

Outlines and successive drafts of student work

Instruct in and model techniques and attitudes for constructive review of plays and screenplays.

Critique peer work in a positive and productive way in a workshop setting.


Introduce students to a range of genres and styles of drama and screenplays.

Recognize and discuss specific genres, forms, and styles of dramas and screenplays.



A. The Writing Process 1. Generating plots/ ideas 2. Writing the play/script

a) plotting, turning, midpoints b) acts, sequences, scenes

3. Revising the play/script B. Dramatic Structures

1. Plot 2. Action 3. Dialogue 4. Characterization

C. Revision and Workshop Procedures 1. Reading-as-writer 2. Becoming a trusted reader

D. Finding a Producer/publisher 1. Pitching your story

VI. Suggested Texts Cowgill, Linda. Writing Short Films: Structures & Content for Screenwriters, 2nd

New York: Lone Eagle, 2005. ed.

Sweet, Jeffrey. The Dramatist’s Toolkit: The Craft of the Playwright. Portsmouth, NH: Heinemann, 2001. ---. Solving Your Script: Tools and Tips for the Working Playwright. Portsmouth, NH: Heinemann, 2003.

VII. Bibliography

Note: This is a selective list of references for teaching. Barnet, Sylvan, Morton Berman, and William Burto. Types of Drama: Plays and Essays.

8th

Davis, Tracy C. The Cambridge Companion to Performance Studies. Cambridge: U of ed. New York: Longman, 2001.

Cambridge P, 2008.

81

Davis, Tracy C and Thomas Postlewait, eds. Theatricality (Theatre and Performance Theory). Cambridge: U of Cambridge P, 2003. Esslin, Martin. The Field of Drama: How the Signs of Drama Create Meaning on Stage and Screen London: Metheun, 1988. Plays and Playwrights. ---. An Anatomy of Drama. New York: Hill and Wang, 1977. Norwick, Kenneth P. and Jerry Simon Chasen. The Rights of Authors, Artists and Other

Creative People: The Basic ACLU Guide to Author and Artist’ Rights.2nd

Schmidt, Kerstin. The Theatre of Transformation: Postmodernism in American Drama.

ed. Carbondale, IL: Southern Illinois UP, 2002.

New York: Rodopi, 2005. Postmodern Studies 37. Tonning, Eric. Samuel Beckett’s Abstract Drama: Works for Stage and Screen, 1962- 1985. New York: Peter Lang, 2007. Stage and Screen Studies. Turco, Lewis. The Book of Dialogue: How to Write Effective Conversation in Fiction,

Screenplays, Drama, and Poetry. Lebanon, NH: UP of New England, 2004.

82

http://www.amazon.com/Field-Drama-Create-Meaning-Playwrights/dp/0413192601/ref=sr_1_8?ie=UTF8&s=books&qid=1255393581&sr=1-8�

http://www.amazon.com/Field-Drama-Create-Meaning-Playwrights/dp/0413192601/ref=sr_1_8?ie=UTF8&s=books&qid=1255393581&sr=1-8�




2. Course Prefix

CWLA

3. Course Number

A452


n/a

5a. Credits/CEUs

3


6. Complete Course Title Advanced Writers' Workshop: Poetry Adv Poetry Workshop Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) Practice in writing poetry, with instructor-guided peer critique of each student's work. Special Note: May be repeated once for elective credit.

16a. Course Prerequisite(s) (list prefix and number) [CWLA 352, CWLA A362, CWLA A372, or CWLA A382] with a grade of C or better





16e. Registration Restriction(s) (non-codable) Prior completion of CWLA A352 and ENGL A351 recommended.


19. Justification for Action This course is being added to reflect student demand for advanced poetry writing workshops and to reflect current practice.














83






A. College: College of Arts and Sciences B. Course Title: Advanced Writers’ Workshop: Poetry C. Course Number: CWLA A452 D. Credit Hours: 3 E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information: A-F H. Course Description: Practice in writing poetry, with instructor-guided peer

critique of each student's work. Special Note: May be repeated once for elective credit.


J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: [CWLA A352, CWLA A362, CWLA A372, or CWLA

A382] with a minimum grade of C M. Registration Restrictions: CWLA A352 and ENGL A351 recommended.

III. Course Level Justification As a course that focuses on an advanced level in a particular genre, it is best suited to students in their senior year. IV. Instructional Goals and Defined Outcomes Instructional Goals The instructor will


Assessment Methods

Provide student with advanced strategies for generating, drafting, and revising poetry.

Generate, draft, and revise work using feedback provided by peer and instructor critiques.


Instruct in and model techniques and attitudes for constructive review of poems.



Present more complex genres, forms and styles of poetry.

Recognize and discuss more complex genres, forms, and styles of poetry.

Class discussion and written exercises and poems


A. Sources of Effective Poetry 1. Authentic language 2. Inner and outer subjects 3. The use of models

84

B. Exercises 1. Free verse: describing a closely observed object 2. Syllabic and alliterative forms 3. Emotional and ethical perspective: poem of rebuttal 4. Voice—persona poem: love poem 5. Closed forms: sestina and villanelle

C. Revision and Workshop Procedures 1. Reading-as-a-writer 2. Becoming a trusted reader

D. The Manuscript 1. Poems in draft 2. Finished poems 3. The manuscript 4. The publication process

VI. Suggested Texts Adams, Stephen. Poetic Designs: An Introduction to Meters, Verse Forms, and Figures of Speech. Toronto: Broadview, 1997. Addonozio, Kim. Ordinary Genius: A Guide to the Poet within Us. New York: Norton, 2009. Laux, Dorianne, and Kim Addonozio. The Poet’s Companion: A Guide to the Pleasures of Writing Poetry. London: Norton, 1997.

VII. Bibliography

Note: This is a selective list of references for teaching. Addonozio, Kim. Ordinary Genius: A Guide to the Poet within Us. New York: Norton,

2009. Carruth, Hayden. The Voice That Is Great Within Us: American Poetry of the Twentieth Century. New York: Bantam Classics, 1983. Eagleton, Terry. How to Read a Poem. Malden, MA: Blackwell, 2007. Hamburger, Michael. The Truth of Poetry: Tensions in Poetry since Baudelaire. London: Anvil, 1968. Kinzie, Mary. A Poet’s Guide to Poetry. Chicago: U of Chicago P, 199. Chicago Guides to Writing, Editing, and Publishing. Lehman, David. Ecstatic Occasions, Expedient Forms: 85 Leading Contemporary Poets Select and Comment on Their Poems, 2nd

Lennard, John. The Poetry Handbook: A Guide to Reading Poetry for Pleasure and ed. Ann Arbor: U of Michigan P, 2007.

Practical Criticism, 2nd

Mills, Ralph. Essays on Poetry. New York: Dalkey Archive, 2003. ed. Oxford: Oxford UP, 2005.

Oliver, Mary. The Poetry Handbook. New York: Harvest, 1998. Parini, Jay. Why Poetry Matters. New Haven, CN: Yale UP, 2008. Preminger, Alex and T.V.F. Brogan, eds. The New Princeton Encyclopedia of Poetry and Poetics. Princeton, NJ: Princeton UP, 1993. Scully, James. Line Break: Poetry as Social Practice. Willimantic, CT: Curbstone, 2005. Skelton, Robin. The Shapes of Our Singing: A Comprehensive Guide to Verse Forms and

Metres from Around the World. Spokane, WA: Western Washington UP, 2002.

85




2. Course Prefix

CWLA

3. Course Number

A462


n/a

5a. Credits/CEUs

3


6. Complete Course Title Advanced Writers' Workshop: Fiction Adv Fiction Workshop Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) Advanced practice in writing fiction in an intensive workshop format. Special Note: May be repeated once for elective credit.

16a. Course Prerequisite(s) (list prefix and number) [CWLA A352 or CWLA A362 or CWLA A372 or CWLA A382] with a minimum grade of C





16e. Registration Restriction(s) (non-codable) Prior completion of CWLA A362 and [ENGL A361 or ENGL A363] recommended.


19. Justification for Action Program revision designed to stress writers' development.














86






II. Course Information

A. College: College of Arts and Sciences

B. Course Title: Advanced Writers’ Workshop: Fiction

C. Course Number: CWLA A462

D. Credit Hours: 3.0 credits

E. Contact Time: 3+0

F. Grading Information: A-F

G. Course Description: Advanced practice in writing fiction in an intensive

workshop format. Special Note: May be repeated once for elective credit.

H. Status of Course: Selective requirement for the minor in Creative Writing and Literary Arts.

I. Lab Fees: None

J. Coordination: UAA Faculty Listserv

K. Prerequisites: [CWLA A352 or CWLA A362 or CWLA A372 or CWLA

A382] with a minimum grade of C.

L. Registration Restrictions: Prior completion of CWLA A362 and [ENGL A361 or ENGL A363] recommended.

III. Course Level Justification As a course that focuses on an advanced level on writing in a particular genre, this course is best suited to students in their senior year.

87

IV. Instructional Goals and Defined Outcomes Instructional Goals The instructor will:


Assessment Methods

Deconstruct over-simplified ideas of genre.

Analyze cross-genre and genre-bending fictions.

Reading exercises Writing exercises

Examine traditions, innovations, and craft strategies employed in contemporary fiction.

Analyze selected fictional texts intelligibly and assess their potential as models for new and original work.

Reading exercises Class discussion

Guide students in revising their own work in the light of contemporary readers’ expectations.

Revise their own work so as to place it within the continuum of contemporary fiction.

Revised and improved fictional work to reflect its place in the ongoing fictional tradition


A. Traditions and development in the genre B. Ethical considerations in fiction 1. The writer’s obligation to him/herself and others 2. Factual accuracy vs. truth 3. Boundaries between truth and fiction 4. Obligations to the audience

C. Varying Aspects of Structure 1. Traditional narrative 2. Narrative stance and distance 3. Narrative arc 4. Style as an aspect of structure

D. Generating, Drafting, and Revising Work

VI. Suggested Text Boulter, Amanda. Writing Fiction: Creative and Critical Approaches. Basingstoke: Palgrave Macmillan, 2006. VII. Bibliography

Note: This is a selective list of references for teaching. Bernays, Anne. What If?: Writing Exercises for Fiction Writers. New York: Pearson,

2004. Bly, Carol. Beyond the Writers’ Workshop. New York: Anchor, 2001. *Booth, Wayne C. The Company We Keep: An Ethics of Fiction. Berkeley: U of

California P, 1988. Burroway, Janet, and Elizabeth Stuckey-French. Writing Fiction: A Guide to Narrative Craft. New York: Longman, 2006.

Dufresne, John. The Lie that Tells a Truth. New York: Norton, 2004. Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Knopf,

88

1992. Lyon, Elizabeth. A Writer’s Guide to Fiction. New York: Perigee, 2000. Tarcher, Jeremy P. Now Write! Fiction Writing Exercises from Today’s Best

Writers and Teachers. New York: Penguin, 2006. Watts, Nigel. Writing a Novel. Chicago: McGraw Hill, 2006. Yagoda, Ben. The Sound on the Page: Style and Voice in Writing. New York: Collins, 2004. *classic

89




2. Course Prefix

CWLA

3. Course Number

A472


n/a

5a. Credits/CEUs

3


6. Complete Course Title Advanced Writers' Workshop: Nonfiction Adv. Workshop: Nonfiction Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) Advanced study and practice of creative nonfiction including analysis of formal elements in representative texts, application of theoretical perspectives, production of numerous texts, and critiques of student work in workshop format. Special Note: May be repeated once for elective credit.

16a. Course Prerequisite(s) (list prefix and number) [CWLA A352, CWLA A362, CWLA A372 or CWLA A382] with a minimum grade of C





16e. Registration Restriction(s) (non-codable) Prior completion of CWLA A372 and ENGL A371 recommended.


19. Justification for Action Updating course and program to reflect current pratice.



90














91




II. Course Information A. College: College of Arts and Sciences B. Course Title: Advanced Writers’ Workshop: Nonfiction C. Course Number: CWLA A472 D. Credit Hours: 3 credits E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information A – F H. Course Description: Advanced study and practice of creative nonfiction including

analysis of formal elements in representative texts, application of theoretical perspectives, production of numerous texts, and critiques of student work in workshop format . Special Note: May be repeated once for elective credit.

I. Status of Course: Selective requirement for a minor in Creative Writing and Literary Arts.

J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: [CWLA A352, CWLA A362, CWLA A372 or CWLA A382] with a

minimum grade of C. M. Registration Restrictions: Prior completion of CWLA A372 and English A371

recommended.

III. Course Level Justification This course has two prerequisites (CWLA A260 and a CWLA 300-level workshop)

and therefore requires students to read, critique, and produce a range of nonfiction texts that demonstrate competent understanding of creative nonfiction technical elements, style, and strategies.

92




Assessment Methods

Provide students with challenging examples of traditional and innovative creative nonfiction texts.

Recognize genre attributes, publications, and writers, as well as the various forms of creative nonfiction.

Reading exercises Analytical responses Class discussion

Guide students in practicing complex and varied writing and research skills commonly used in the production of nonfiction texts.

Identify textual elements and develop advanced writing skills used in the production of nonfiction texts, including research, use of details, verisimilitude and literary style.

Writing exercises Identification and analysis of texts using literary vocabulary

Identify formal elements in texts including those produced for workshops, and assign writing tasks that include new writing challenges.

Produce texts in numerous non-fiction genres. Revise selected texts using workshop critiques.

Portfolio Reading responses Class discussions

Demonstrate theoretically sound writing workshop responses related to both content and craft, and guide students in producing a range of assignments for writing workshops.

Revise and edit manuscripts for publication. Critique and revise texts using genre specific language and knowledge of formal elements. Articulate elements of aesthetic and intellectual development in their original work.

Peer writing critiques, written and oral Implementation of critiques Workshop facilitation Major revisions of 2 – 3 manuscripts

V. Topical Course Outline A. Forms and Practices: Nonfiction Prose

1. Travel writing 2. Nature writing 3. Memoir 4. Cultural critiques 5. Literary journalism 6. Lyric essay, shorts, and other innovations

B. Writing 1. Exercises 2. Portfolio drafts 3. Revision 4. Manuscript preparation 5. Voice and tone 6. Narrative stance and distance 7. Dialogue 8. Structure

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C. Advanced Writing Workshop Techniques D. Manuscript Revisions E. Examination of Creative Nonfiction Publications (journals, magazines)

F. Ethical Considerations 1. Obligations to others and self 2. Factual accuracy 3. Truth and fiction complications

VI. Suggested Texts Atwan, Robert and Adam Gopnick.

D’Agata John. The Next American Essay. St. Paul: Graywolf Press, 2002.

The Best American Essays. Boston: Houghton Mifflin, 2008. Use the most recent annual edition.

Gornick, Vivian. The Situation and the Story. New York: Farrar Straus and Giroux, 2002.

Koch, Stephen. Writer’s Workshop. New York: Modern Library, 2002. Perl, Sondra and Mimi Schwartz. The Art and Craft of Creative Nonfiction.

Boston: Houghton Mifflin, 2006. VII. Bibliography


D’Agata, John. The Lost Origins of the Essay. St. Paul: Graywolf Press, 2009. Atwan, Robert, ed. The Best American Essays: 5th College Edition. Boston:

Wadsworth, 2007. Atwan, Robert and Adam Gopnick, eds.

Barrington, Judith. Writing the Memoir. Portland, OR: The Eighth Mountain Press, 2002.

The Best American Essays: 2008. Boston: Houghton Mifflin, 2008.

Bayles, David and Ted Orland. Art and Fear: Observation and the Perils (and Rewards) of Artmaking. Santa Cruz: Image Continuum Press, 2001.

Beard, Jo Ann. The Boys of My Youth. Boston: Back Bay Books, 1999. Bly, Carol. Beyond the Writers’ Workshop: New Ways to Write Creative

Nonfiction. New York: Anchor Books, 2001. Cheney, Theodore. Writing Creative Nonfiction. Berkeley: Ten Speed Press,

2001. Dillard, Annie and Cort Conley. Modern American Memoirs. New York: Harper-

Collins, 1996. Gass, William. A Temple of Texts. Champaign, IL: Dalkey Archive Press, 2007. Gerard, Philip. Writing Creative Nonfiction. Cincinnati: Story Press, 2001. ---. Creative Nonfiction: Researching and Crafting Stories of Real Life. Long Grove, IL: Waveland Press, 2004.

Gutkind, Lee. In Fact: the Best of Creative Nonfiction. New York: W.W. Norton & Co., 2004.

---. Keep It Real: Everything You Need to Know About Researching and Writing Creative Nonfiction. New York: W.W. Norton & Co., 2008.

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Iversen, Kristen. Shadow Boxing: Art and Craft in Creative Nonfiction. Upper Saddle River, NJ: Pearson, 2004.

Jenkins, Mark. The Hard Way: Stories of Danger, Survival and the Soul of Adventure. New York: Simon and Schuster, 2003.

Kramer, Marc, ed. Telling True Stories. New York: Penguin, 2007. Lopez, Barry. Crossing Open Ground. New York: Vintage, 1989. ---. Home Ground: Language for an American Landscape. San Antonio: Trinity

University Press, 2006. Miller, Brenda and Suzanne Paola. Tell it Slant. Boston: McGraw-Hill, 2004. Root, Robert and Michael Steinberg, eds. The Fourth Genre: Contemporary

Writers of/on Creative Nonfiction, 5th

Roorbach, Bill. Writing Life Stories. Cincinnati: Writer’s Digest Books, 2000. Edition. Boston: Longman., 2009.

Sims, Patsy, ed. Literary Nonfiction: Learning by Example. New York: Oxford University Press, USA, 2001.

Simpson, Sherry. The Accidental Explorer. Seattle: Sasquatch Books, 2008. Wilford, Lex and Michael Martone, eds. Touchstone Anthology of

Contemporary Creative Nonfiction: Work from 1970 to the Present. New York: Touchstone, 2007.

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2. Course Prefix

CWLA

3. Course Number

A482


n/a

5a. Credits/CEUs

3


6. Complete Course Title Advanced Writers' Workshop: Drama and Screenwriting Adv Wrkshp Drama/Screen Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. BA Theatre 10/12/09 Tom Skore, Chair, Dept. of Theatre 2. 3.





15. Course Description (suggested length 20 to 50 words) Practice in writing drama for stage and screen, with instructor-guided peer critique of each student's work. Special Note: May be repeated once for elective credit.

16a. Course Prerequisite(s) (list prefix and number) [CWLA A352, CWLA A362, CWLA A372, or CWLA A382] with a minimum grade of C





16e. Registration Restriction(s) (non-codable) CWLA A382 and [ENGL A381 or ENGL A383] recommended


19. Justification for Action This course is being added to reflect student demand for opportunities to learn how to write dramas and screenplays and to parallel the other three major genres in creative writing.



96














97




II. Course Information A. College: College of Arts and Sciences B. Course Title: Advanced Writers’ Workshop: Drama and Screenwriting C. Course Number: CWLA A482 D. Credit Hours: 3 E. Contact Time: 3 + 0 F. Repeat Status: May be repeated once for elective credit. G. Grading Information: A-F H. Course Description: Practice in writing drama for stage and screen, with

instructor-guided peer critique of each student's work. Special Note: May be repeated once for elective credit.


J. Lab Fees: None K. Coordination: UAA Faculty Listserv L. Prerequisites: [CWLA A352, CWLA A362, CWLA A372, or CWLA

A382] with a minimum grade of C M. Registration Restrictions: CWLA A382 and [ENGL A381 or ENGL A383]

recommended. III. Course Level Justification As a course that focuses on an advanced level in a particular genre, it is best suited to students in their senior year.


Instructional Goals The instructor will


Assessment Methods

Provide student strategies for developing dramas and film scripts.

Develop plays and film scripts using feedback provided by peer and instructor critiques.


Instruct in and model techniques and attitudes for constructive review of plays and screenplays.



Introduce students to a range of genres, forms and styles of drama and screenplays.

Discuss and imitate specific genres, forms, and styles of dramas and screenplays.


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1. Writing scenes 2. Writing the play/script

B. Dramatic Structures 1. Story Structure 2. Set-up, Complications, and Resolution 3. Genre, setting, pace, tone

C. Revision and Workshop Procedures 1. Reading as a writer 2. Critiquing other students’ work

D. Finding a Producer/Publisher

VI. Suggested Texts Downs, William Missouri and Robin U. Russin and the Life Laid Bare. Beverly Hills, CA: Silman-James, 2004.

. Naked Playwriting: The Art, the Craft,

Trottier, David. The Screenwriter’s Bible: A Complete Guide for Writing, Formatting and Publishing Your Script, 4th ed. Los Angeles: Silman-James Press, 2008.

VII. Bibliography

Note: This is a selective list of references for teaching. Cassady, Marsh. Theodore O Zapel, and Tom Myers. Characters in Action: Playwriting the Easy Way. Colorado Springs, CO: Meriwether, 1995. Catron, Louis. The Elements of Playwriting. Long Grove, IL: Waveland Press, 2001. Downs, William Missouri and Robin U. Russin Florence, KY: Wadsworth Cengage, 1997.

. Playwriting: From Formula to Form.

Egri, Lajos. The Art of Dramatic Writing: Its Basis in the Creative Interpretation of Human Motives. New York: BN Publishing, 2009. Fliotsos, Anne and Gail Medford. Teaching Theatre Today: Pedagogical Views of Theatre in Higher Education

. Houndmills, Hampshire, England: Palgrave

MacMillan, 2004. Frankel, Aaron. Writing the Broadway Musical. New York: DaCapo Press, 2000. Grieg, Noel. Playwriting: A Practical Guide. London: Routledge, 2001. Hall, Roger A. Writing Your First Play. 2nd ed. Boston: Focal Publishers, 1998. Hatcher, Jeffrey. The Art and Craft of Playwriting. Cincinnati, OH: Story Press, 1996. McLaughlin, Buzz. The Playwright’s Process: Learning the Craft from Today’s Leading Dramatists. New York: Back Stage Books, 1997. Norwick, Kenneth P. and Jerry Simon Chasen. The Rights of Authors, Artists and Other

Creative People: The Basic ACLU Guide to Author and Artist’ Rights.2nd ed. Carbondale, IL: Southern Illinois UP, 2002.

Spencer, Stuart. The Playwright’s Guidebook: An Insightful Guidebook on the Art of Dramatic Writing. New York: Faber and Faber, 2002. Tonning, Eric. Samuel Beckett’s Abstract Drama: Works for Stage and Screen, 1962- 1985. New York: Peter Lang, 2007. Stage and Screen Studies. Zeder, Suzan and Jim Hancock. Spaces of Creation: The Creative Process of Playwriting. Portsmouth, NH: Heinemann, 2005.

99

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2. Course Prefix

CWLA

3. Course Number

A260B


n/a

5a. Credits/CEUs

3


6. Complete Course Title Introduction to Creative Writing: Poetry Intro CW: Poetry Abbreviated Title for Transcript (30 character)












13c. Coordination with Library Liaison Date: Nov. 10, 2009


15. Course Description (suggested length 20 to 50 words) Introduction to techniques of writing poetry, with close analysis of each student's work. Special Note: This course may be taken twice for credit

16a. Course Prerequisite(s) (list prefix and number) n/a





16e. Registration Restriction(s) (non-codable) Special Fees


19. Justification for Action Part of larger change in CWLA minor.














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2. Course Prefix

CWLA

3. Course Number

A260C


n/a

5a. Credits/CEUs

3


6. Complete Course Title Introduction to Creative Writing: Fiction Intro CW: Fiction Abbreviated Title for Transcript (30 character)




9. Repeat Status choose one # of Repeats 1 Max Credits 6










15. Course Description (suggested length 20 to 50 words) Introduction to techniques of writing fiction, with close analysis of each student's work. Special Note: May be taken twice for credit.






















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2. Course Prefix

CWLA

3. Course Number

A260E


n/a

5a. Credits/CEUs

3


6. Complete Course Title Introduction to Creative Writing: Nonfiction Intro to CW: Nonfiction Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) Introduction to techniques of writing nonfiction, with close analysis of each student's work. Special Note: This course may be taken twice for credit.



16c. Co-requisite(s) (concurrent enrollment required) Special Fees



















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2. Course Prefix

CWLA

3. Course Number

A260F


n/a

5a. Credits/CEUs

3


6. Complete Course Title Introduction to Creative Writing: Children's Stories Intro to CW: Children's Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) Introduction to various approaches to writing children's stories, with close analysis of each student's work. Special Note: May be taken twice for credit.

16a. Course Prerequisite(s) (list prefix and number)

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required)



















103






2. Course Prefix

CWLA

3. Course Number

A461


n/a

5a. Credits/CEUs

3


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









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Women's Studies Minor 127 October 15, 2009 Kim Pace 2. 3.





15. Course Description (suggested length 20 to 50 words) An examination across genres of issues and writing in their historical and political contexts. Emphasizes the discovery and analysis of common themes, narratives, and strategies in women's writing and how they compare to writing within masculine traditions.






16e. Registration Restriction(s) (non-codable) One 200- or 300-level literature class, or a 300-level CWLA writing workshop.


19. Justification for Action Deletion of this course is part of a revision of the CWLA minor subsequent to its transfer from CWLA to the English Department.














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2. Course Prefix

CWLA

3. Course Number

A490


n/a

5a. Credits/CEUs

3


6. Complete Course Title The Writer's Craft Writer's Craft Abbreviated Title for Transcript (30 character)














15. Course Description (suggested length 20 to 50 words) An examination of one or more forms of literary art, emphasizing formal elements discernible in craft and theory as it applies to both style and content.






16e. Registration Restriction(s) (non-codable) One 200- or 300-level literature class, or a 300-level CWLA writing workshop.
















105






2. Course Prefix

CWLA

3. Course Number

A499


n/a

5a. Credits/CEUs

3


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














15. Course Description (suggested length 20 to 50 words) Compilation of CWLA Minor with Distinction candidate's best creative writing. Includes an analysis and defense introducing the main body of original writing by the student.






16e. Registration Restriction(s) (non-codable) Faculty permission.
















106



1a. School or College choose one

1b. Division No Division Code

1c. Department

2. Complete Program Title/Prefix Baccalaureate Degrees




5. Implementation Date (semester/year) From: Fa /10 To: 99/99

6a. Coordination with Affected Units Department, School, or College:

Initiator Name (typed): S.F. Initiator Signed Initials: _________ Date:________________


6c. Coordination with Library Liaison Date: N/A


8. Justification for Action Protect students from curriculum changes that impede graduation. Students need the assurance that GER courses taken to fulfill GER requirements will continue to satisfy that requirement, regardless whether they retains GER status at the time they graduate.














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UAA 2009-2010 CATALOG PAGE 58 CATALOG YEAR

CERTIFICATES AND ASSOCIATE DEGREES Each student’s catalog year is established when the student is first admitted into a certificate or degree program as a major or pre-major. A student’s catalog year is adjusted if the student formally postpones admission (see Postponed Admission) or executes a change of major (See Change of Major or Degree). Students may elect to graduate under the requirements of the catalog in effect at the time of formal acceptance to a certificate program or associate degree or the catalog in effect at the time of graduation. If the requirements for a certificate or associate degree as specified in the entry-level catalog are not met within five years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the current admission and graduation requirements in effect at the time of readmission or graduation.

BACCALAUREATE DEGREES Students may elect to graduate under the catalog in effect at the time of formal acceptance to a baccalaureate degree program or the catalog in effect at the time of graduation.

However, a course satisfying a particular General Education Requirement (GER) in the semester in which it was completed will continue to satisfy that GER for that student even if its status has changed in the catalog under which the student graduates.

If the requirements for a baccalaureate degree as specified in the entry-level catalog are not met within seven years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the current admission and graduation requirements in effect at the time of readmission or graduation.

Page 80 PETITIONS FOR GENERAL EDUCATION AND/OR UNIVERSITY REQUIREMENTS Petitions pertaining to General Education Requirements and/or General University Requirements must be processed through the Office of Academic Affairs, with final authority to deny or approve resting with the provost. After the petition has received final approval or denial, the student is notified of the decision. Changes in course level, grading, or number of credits awarded are not petitionable. UAA courses not on the approved baccalaureate General Education Requirements (GER) list cannot be petitioned to meet a GER. For more information, see Academic Petition section in Chapter 7 of this catalog.

GENERAL EDUCATION CLASSIFICATION LIST Courses listed here as satisfying a General Education Requirement are also identified in Chapter 13, Course Descriptions. Students may elect to graduate under the catalog in effect at the time of formal acceptance to a baccalaureate degree program or the catalog in effect at the time of graduation.


TIER 1: BASIC COLLEGE-LEVEL SKILLS

Classification Credits

1. Oral Communication Skills 3 Oral communication skills courses increase the abilities of students to interact appropriately and effectively in a variety of contexts, including interpersonal, small group, and public speaking settings. In these courses, students develop both their message creation and message interpretation skills in order to be more successful communicators. In doing so, students develop an awareness of the role of communication in a variety of human relationships. Students develop and implement effective and appropriate communication skills, including the ability to develop, organize, present, and critically evaluate messages; analyze audiences; and adapt to a variety of in-person communication settings.

108

Courses completed at UAA must be selected from the following Oral Communication courses: COMM A111 Fundamentals of Oral Communication COMM A235 Small Group Communication COMM A237 Interpersonal Communication COMM A241 Public Speaking


2. Quantitative Skills 3 Quantitative skills courses increase the mathematical abilities of students in order to make them more adept and competent producers and wiser consumers of the mathematical, statistical and computational analyses which will dominate 21st century decision-making. In these courses, all baccalaureate students develop their algebraic, analytic and numeric skills, use them to solve applied problems, and correctly explain their mathematical reasoning.

Courses completed at UAA must be selected from the following Quantitative Skills courses: MATH A107 College Algebra MATH A108 Trigonometry MATH A109 Precalculus MATH A172 Applied Finite Mathematics MATH A200 Calculus I MATH A201 Calculus II MATH A272 Applied Calculus STAT A252 Elementary Statistics STAT A253 Applied Statistics for the Sciences STAT A307 Probability


3. Written Communication Skills 6 Written communication courses emphasize that writing is a recursive and frequently collaborative process of invention, drafting, and revising as well as a primary element of active learning in literate cultures. Students practice methods for establishing credibility, reasoning critically, and appealing to the emotions and values of their audience. They write for a variety of purposes and audiences by employing methods of rhetorical and cultural analysis. They develop the tools to read, think, and write analytically about print and non-print texts and to generate texts that engage their own perceptions while synthesizing the ideas of texts and scholars. Students demonstrate their ability to communicate effectively by selecting form and content that fits the situation; adhering to genre conventions; adapting their voice, tone, and level of formality to that situation; and controlling stylistic features such as sentence variety, syntax, grammar, usage, punctuation, and spelling.

Courses completed at UAA must be selected from the following Written Communication courses: ENGL A111 Methods of Written Communication ENGL A211 Academic Writing About Literature ENGL A212 Technical Writing ENGL A213 Writing in the Social & Natural Sciences ENGL A214 Persuasive Writing ENGL A311 Advanced Composition ENGL A312 Advanced Technical Writing ENGL A414 Research Writing

109

UAA 2009-2010 CATALOG PAGE 58 CATALOG YEAR

CERTIFICATES AND ASSOCIATE DEGREES Each student’s catalog year is established when the student is first admitted into a certificate or degree program as a major or pre-major. A student’s catalog year is adjusted if the student formally postpones admission (see Postponed Admission) or executes a change of major (See Change of Major or Degree). Students may elect to graduate under the requirements of the catalog in effect at the time of formal acceptance to a certificate program or associate degree or the catalog in effect at the time of graduation. If the requirements for a certificate or associate degree as specified in the entry-level catalog are not met within five years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the current admission and graduation requirements in effect at the time of readmission or graduation.

BACCALAUREATE DEGREES Students may elect to graduate under the catalog in effect at the time of formal acceptance to a baccalaureate degree program or the catalog in effect at the time of graduation.

Students may elect to graduate under the requirements of the catalog in effect at the time of formal acceptance to a -baccalaureate degree program or the catalog in effect at the time of -graduation.


If the requirements for a baccalaureate degree as specified in the entry-level catalog are not met within seven years of formal acceptance into the program, admission expires and the student must reapply for admission and meet the current admission and graduation requirements in effect at the time of readmission or graduation.

Page 80 PETITIONS FOR GENERAL EDUCATION AND/OR UNIVERSITY REQUIREMENTS Petitions pertaining to General Education Requirements and/or General University Requirements must be processed through the Office of Academic Affairs, with final authority to deny or approve resting with the provost. After the petition has received final approval or denial, the student is notified of the decision. Changes in course level, grading, or number of credits awarded are not petitionable. UAA courses not on the approved baccalaureate General Education Requirements (GER) list cannot be petitioned to meet a GER. For more information, see Academic Petition section in Chapter 7 of this catalog.

GENERAL EDUCATION CLASSIFICATION LIST Courses listed here as satisfying a General Education Requirement are also identified in Chapter 13, Course Descriptions. Students may elect to graduate under the catalog in effect at the time of formal acceptance to a baccalaureate degree program or the catalog in effect at the time of graduation.


TIER 1: BASIC COLLEGE-LEVEL SKILLS


1. Oral Communication Skills 3 Oral communication skills courses increase the abilities of students to interact appropriately and effectively in a variety of contexts, including interpersonal, small group, and public speaking settings. In these courses, students develop both their message creation and message interpretation skills in order to be more successful communicators. In doing so, students develop an awareness of the role of communication in a variety of human relationships. Students develop and implement

Formatted: Font: 8 pt




110

effective and appropriate communication skills, including the ability to develop, organize, present, and critically evaluate messages; analyze audiences; and adapt to a variety of in-person communication settings.

Courses completed at UAA must be selected from the following Oral Communication courses: COMM A111 Fundamentals of Oral Communication COMM A235 Small Group Communication COMM A237 Interpersonal Communication COMM A241 Public Speaking


2. Quantitative Skills 3 Quantitative skills courses increase the mathematical abilities of students in order to make them more adept and competent producers and wiser consumers of the mathematical, statistical and computational analyses which will dominate 21st century decision-making. In these courses, all baccalaureate students develop their algebraic, analytic and numeric skills, use them to solve applied problems, and correctly explain their mathematical reasoning.

Courses completed at UAA must be selected from the following Quantitative Skills courses: MATH A107 College Algebra MATH A108 Trigonometry MATH A109 Precalculus MATH A172 Applied Finite Mathematics MATH A200 Calculus I MATH A201 Calculus II MATH A272 Applied Calculus STAT A252 Elementary Statistics STAT A253 Applied Statistics for the Sciences STAT A307 Probability


3. Written Communication Skills 6 Written communication courses emphasize that writing is a recursive and frequently collaborative process of invention, drafting, and revising as well as a primary element of active learning in literate cultures. Students practice methods for establishing credibility, reasoning critically, and appealing to the emotions and values of their audience. They write for a variety of purposes and audiences by employing methods of rhetorical and cultural analysis. They develop the tools to read, think, and write analytically about print and non-print texts and to generate texts that engage their own perceptions while synthesizing the ideas of texts and scholars. Students demonstrate their ability to communicate effectively by selecting form and content that fits the situation; adhering to genre conventions; adapting their voice, tone, and level of formality to that situation; and controlling stylistic features such as sentence variety, syntax, grammar, usage, punctuation, and spelling.

Courses completed at UAA must be selected from the following Written Communication courses: ENGL A111 Methods of Written Communication ENGL A211 Academic Writing About Literature ENGL A212 Technical Writing ENGL A213 Writing in the Social & Natural Sciences ENGL A214 Persuasive Writing ENGL A311 Advanced Composition ENGL A312 Advanced Technical Writing ENGL A414 Research Writing

111



1c. Department History

2. Complete Program Title/Prefix Bachelor of Arts, History





6a. Coordination with Affected Units Department, School, or College: CAS

Initiator Name (typed): Elizabeth Dennison Initiator Signed Initials: _________ Date:________________


6c. Coordination with Library Liaison Date: 11/10/09 phone call to Kevin Keating


8. Justification for Action Add HIST A325: Northeast Asia in 21st Century and HIST A330: Russia in East Asia to the menu of course offerings for Major requirements non-Western History courses. These two courses fulfill the intent of non-Western electives for the History major.

__________________________________________________ ___________ Initiator (faculty only) Date Elizabeth Dennison Initiator (TYPE NAME)













112


Proposed changes to History catalog copy – Nov. 12, 2009

HISTORY Administration/Humanities Building (ADM), Room 147, (907) 786-1539 www.uaa.alaska.edu/history History as a subject in its broadest sense is all that human beings have thought and done. Knowledge of history is the principal means by which humans discover and preserve their collective identity, for through such knowledge, we gain a clear view of our limitations, and a glimpse of our potential. History as an intellectual discipline examines and interprets the documentary records of human activity, records that are often fragmentary and incomplete. As a discipline, history is both a science and an art; it requires an intricate balance of scientific technique and creative imagination to weave fragments of evidence into an intelligent account of human experience.

HONORS IN HISTORY The award of honors in History recognizes distinguished achievement by undergraduate majors in the study and writing of history. To be eligible for departmental honors a student must satisfy the following requirements:

2. Satisfy all the requirements for a BA degree in History. 1. Be a declared History major.

3. Meet the requirements for Graduation with Honors as listed in Chapter 7 of the UAA Catalog. 4. Maintain a grade point average of 3.50 or above in courses specific to the History major. 5. Complete HIST A377 Historiography with a grade of A. 6. Complete the senior seminar paper HIST A477 with a grade of A. Honors designees in History must submit a typographically correct, formal copy of their senior paper to the department for deposit in the departmental archives. This must be done before graduation day of the year in which the paper is completed.

BACHELOR OF ARTS, HISTORY ADMISSION REQUIREMENTS Complete the Admission to Baccalaureate Programs Requirements in Chapter 7, Academic Standards and Regulations.


A. GENERAL UNIVERSITY REQUIREMENTS Complete the General University Requirements for All Baccalaureate Degrees located at the beginning of this chapter.

B. GENERAL EDUCATION REQUIREMENTS Complete the General Education Requirements for Baccalaureate Degrees listed at the beginning of this chapter. *The department recommends that its majors complete GEOG A101 to satisfy part of the CAS social science requirement and GEOG A211/L to satisfy part of the GER natural science requirement.

C. COLLEGE OF ARTS AND SCIENCES REQUIREMENTS Complete the College of Arts and Sciences Requirements listed at the beginning of the CAS section.

D. MAJOR REQUIREMENTS 1. Complete the following survey courses:

113

HIST A101 Western Civilization I 3 HIST A102 Western Civilization II 3 HIST A131 History of United States I 3 HIST A132 History of United States II 3

2. Complete 6 credits of non-Western History courses: 6

HIST A121 East Asian Civilization I (3) HIST A122 East Asian Civilization II (3) HIST A390A Themes in World History*(3) HIST A320 The Rise, Fall, and Reinvention of the Samurai (3) HIST A321 Modern China (3) HIST A322 Modern Japan (3) HIST A323 Communist China (3) HIST A325 Northeast Asia in 21st

HIST A330 Russia in East Asia (3) Century (3)

* May be repeated once with a change in subtitle. 3. Complete 15 credits of upper division electives. 15

Note: Only 3 credits of HIST A444 may be applied to a major in History.

Note: GEOG A345 Across This Land and GEOG A415 Anglo-Saxons and Vikings are cross-listed with History and may be counted toward the upper division electives requirement for majors.

4. Complete HIST A377 Historiography. 3 5. Complete HIST A477 Senior Seminar. 3 6. A total of 120 credits is required for the degree, of which 42 credits must be upper division.

MINOR, HISTORY A total of 18 credits is required for the minor, 9 of which must be upper division.

HIST A101 Western Civilization I (3) 6 and HIST A102 Western Civilization II (3) or HIST A131 History of United States I (3) and HIST A132 History of United States II (3) Upper division History electives* 9 History elective, any level 3

*Note: Only 3 credits of HIST A444 may be applied to a minor in History.

FACULTY Caedmon Liburd, Associate Professor (retired), [email protected] Ronald Crawford, Professor Emeritus, [email protected] Elizabeth Dennison, Professor/Chair, [email protected] Paul Dunscomb, Associate Professor, [email protected] Jeanne Eder, Associate Professor, [email protected] Steve Haycox, Professor, [email protected] W.A. Jacobs, Professor Emeritus, [email protected] Elizabeth James, Assistant Professor, [email protected] Don Mohr, Professor Emeritus, [email protected] Bill Myers, Associate Professor, [email protected]

Comment [U1]: Inserted Course

Comment [U2]: Inserted Course

114


1b. Division ASSC Division of Social Science

1c. Department WS

2. Complete Program Title/Prefix Women's Studies





6a. Coordination with Affected Units Department, School, or College: CAS

Initiator Name (typed): Kimberly J. Pace Initiator Signed Initials: _________ Date:________________




8. Justification for Action Updated catalog copy to reflect change of credits for WS A401.

__________________________________________________ ___________ Initiator (faculty only) Date Kimberly J. Pace Initiator (TYPE NAME)













115


WOMEN’S STUDIES Social Sciences Building (SSB), Room 355 (907) 786-4837 http://womens.uaa.alaska.edu The interdisciplinary Women’s Studies minor offers students the opportunity to select courses from a variety of academic disciplines. Women’s Studies courses are planned to foster open, vigorous inquiry about women, to challenge curricula in which women are absent or peripheral, to question cultural assumptions in light of new information, and to create a supportive environment for those interested in studying women.

MINOR, WOMEN’S STUDIES Students majoring in another subject who wish to minor in Women’s Studies must complete the following requirements. A total of 18 credits is required for the minor, of which 9 must be upper division.

WS A200 Introduction to Women’s & Gender Studies 3 1. Complete these required courses:

WS A400 Feminist Theory 3 WS A401 Seminar in Women’s Studies * 3

Students must select electives from at least two different disciplines (as defined by prefix). At least one elective must be upper division (300 level or higher). Relevant courses not listed as approved electives may apply with the approval of Women’s Studies chair.

2. Complete 9 credits of pre-approved electives. 9

ANTH A270 Cross-Cultural Perspectives on Women (3) CWLA A260G Women’s Writing Workshop (3) CWLA A461 Writing and Gender (3) ENGL A403 Topics in Autobiography (3)** ENGL A404 Topics in Women’s Literature (3) HIST A381 American Women’s History to 1870 (3) HIST A382 American Women’s History Since 1870 (3) HIST/ RUSS A384 Russian Women (3) HUMS A350 Men and Masculinity (3) PSY A313 Psychology of Women (3) SOC A242 An Introduction to Marriage, Family and Intimate Relationships (3) SOC A342 Sexual, Marital and Family Lifestyles (3) SOC A377 Men, Women and Change (3) SOC A352 Women and Social Action (3) SOC A452 Violence in Intimate Relationships (3) WS A401 Seminar in Women’s Studies (3)*

*WS A401. May be taken a second time with a change of subtitle as an elective.

**Counts for Women’s Studies minor only when focus is on Women’s Autobiography. Taught every other year with this focus.

Note: Other courses may apply to the minor with approval of Women’s Studies chair.

FACULTY Tara Lampert, Instructor, [email protected] Kimberly Pace, Director, [email protected]

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WOMEN’S STUDIES Social Sciences Building (SSB), Room 355 (907) 786-4837 http://womens.uaa.alaska.edu The interdisciplinary Women’s Studies minor offers students the opportunity to select courses from a variety of academic disciplines. Women’s Studies courses are planned to foster open, vigorous inquiry about women, to challenge curricula in which women are absent or peripheral, to question cultural assumptions in light of new information, and to create a supportive environment for those interested in studying women.

MINOR, WOMEN’S STUDIES Students majoring in another subject who wish to minor in Women’s Studies must complete the following requirements. A total of 18 credits is required for the minor, of which 9 must be upper division.

WS A200 Introduction to Women’s & Gender Studies 3 1. Complete these required courses:

WS A400 Feminist Theory 3 WS A401 Seminar in Women’s Studies (1-3)* 3

Students must select electives from at least two different disciplines (as defined by prefix). At least one elective must be upper division (300 level or higher). Relevant courses not listed as approved electives may apply with the approval of Women’s Studies chair.

2. Complete 9 credits of pre-approved electives. 9

ANTH A270 Cross-Cultural Perspectives on Women (3) CWLA A260G Women’s Writing Workshop (3) CWLA A461 Writing and Gender (3) ENGL A403 Topics in Autobiography (3)** ENGL A404 Topics in Women’s Literature (3) HIST A381 American Women’s History to 1870 (3) HIST A382 American Women’s History Since 1870 (3) HIST/ RUSS A384 Russian Women (3) HUMS A350 Men and Masculinity (3) PSY A313 Psychology of Women (3) SOC A242 An Introduction to Marriage, Family and Intimate Relationships (3) SOC A342 Sexual, Marital and Family Lifestyles (3) SOC A377 Men, Women and Change (3) SOC A352 Women and Social Action (3) SOC A452 Violence in Intimate Relationships (3) WS A401 Seminar in Women’s Studies (1-3)*

*WS A401 must be taken as a 3-credit course to fulfill the core. It Mmay be taken a second time with a change of subtitle as an elective.

**Counts for Women’s Studies minor only when focus is on Women’s Autobiography. Taught every other year with this focus.

Note: Other courses may apply to the minor with approval of Women’s Studies chair.

FACULTY Tara Lampert, Instructor, [email protected] Kimberly Pace, Director, [email protected]

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Approved by the UAA Faculty Senate, November 6, 2009 INCOMPLETE GRADE An incomplete grade (I) is assigned only at the discretion of the instructor. It is used to indicate that a student has made satisfactory progress in the majority of the work in a course, but for unavoidable absences or other conditions beyond the control of the student, has not been able to complete the course. Students assigned an incomplete grade are not entitled to complete the remaining coursework within the classroom/lab, to any additional instruction; nor may they participate in the class/lab during a future semester without re-registering, paying tuition, and retaking the course. An Incomplete Grade Contract form between the student and the faculty member stipulating the assignment(s) required to finish the course and the timeframe for submission is required and should be filed with the department or dean’s office when an Incomplete grade is assigned. Coursework must be completed by the date specified in the contract, not to exceed one year. Upon completion of the required course work, the faculty member must submit a Change of Grade form to the Office of the Registrar. If coursework is not completed by the contract deadline and the faculty member does not submit a Change of Grade form at that time, the Incomplete will become a permanent grade. The student has until the last day of class of the first full semester following the end of the contract to resolve any grading discrepancies. NO BASIS GRADE (NB) A No Basis (NB) grade may be used when the student has not attended or if there is insufficient student progress and/or attendance for evaluation to occur. No credit is awarded, nor is NB calculated in the GPA. This is a permanent grade and may not be used to substitute for the incomplete grade. It cannot be removed later by completing outstanding work. A course receiving a NB grade will not be evaluated as a retaken course for academic record purposes. Faculty must submit a last date of attendance in conjunction with this grade.

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Question Responses Do you (as a faculty) use the incomplete grade?

Yes (18) No (2)

Do you use an Incomplete Grade Form? Yes (15) No (3) Do you (or your administrative assistant) insure the student signs the form?

Faculty (11) Admin. (1) Student (2) No one signs (3)

How is the due date for the student completing the required action tracked in your department? Is this done by the faculty member, an administrative assistant, or someone else, or some other automated method? If the due date is not tracked, please state that answer.

Not tracked as far as I know. --------------------- I typically issue 6 months or one year to complete the course. I don’t track whether students complete the course. Serious students—those enrolled in a program--typically follow up and complete the course. --------------------- I TRACK THE INCOMPLETE GRADES (BY FACULTY MEMBER) --------------------- Not tracked --------------------- I wait for the student to remind me. --------------------- Most, but not all of the time (which makes it a binary No). Signed in cases where the student is available. Not signed if the student received the incomplete due to sudden event that makes it impossible to do so (grave illness, travel for family emergency etc).

Tracked by SIO at the College level. Most incompletes are short term, and easy to track mentally. The full year ones are few and tracked informally. --------------------- I do. I track all of my own Incomplete grade contracts. I explain to students that if they do not complete the remaining contracted items by the agreed upon date, I will change their course grade to the letter grade he/she earned for the course. (I will admit that a few may have slipped through the cracks over the past 9 years where a summer break was involved. This is why I do everything I can to have students complete their work in the very next semester.)

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--------------------- By individual faculty --------------------- Faculty. --------------------- Generally by me, the faculty member --------------------- I track it --------------------- I track the due date and coordinate with student in a timely manner in order to encourage student to complete work. --------------------- I maintain my own suspense system for tracking incomplete grades, as imperfect as it is. --------------------- Tracked by me, personally. --------------------- Tracked by me --------------------- Faculty member --------------------- I track it on my Outlook calendar. I email reminders when the due date is nearing.

Please provide a description of your views for using or not using the incomplete grade. If you don’t know what this is, or how to use this specific grade, please state so as well. The following are unabridged replies from the faculty each one separated by a dashed line: I use the incomplete when the student has finished a significant proportion of the work but for some reason out of their control they cannot complete a particular assignment. --------------------- I think the I grade is very useful for dealing with situations either not envisioned or anticipatable by the instructor when designing the course or significant personal issues in the student’s life. It is, however, the student’s primary responsibility to track the due dates.

---------------------

I have no problem with Is becoming Fs in one year.

I only give an incomplete grade when a student has a verifiable medical or compelling personal reason for not completing a class. The student may only complete the remaining portion of the class, and grades earned to that point will continue. The course must be completed within one year. --------------------- INCOMPLETES ARE ONLY GIVEN IN SPECIAL CIRCUMSTANCES - E.G. WHEN A STUDENT IS UNABLE TO COMPLETE A COURSE PAPER. I'VE GIVEN 2 INCOMPLETE GRADES IN THE LAST TWO YEARS.

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--------------------- Useful tool, as long as it is used properly. It would not be fair to students with legitimate situations to have them retake the whole course if incomplete grades were not available. --------------------- Sometimes students have events in their lives that preclude them from completing a class as planned. An incomplete gives the student a chance to complete the class. In many situations to do other that allow an incomplete would be punitive and add to what already is a very stressful situation. --------------------- Should be reserved for rare situations where circumstances beyond the student’s control necessitate an extension of time. Student should have at least a “C” average to warrant consideration for an incomplete. Incompletes should not be used to allow a student to bypass receiving a failing grade. Time extension should be for more than one year. “I” grade should be changed automatically to “F” after a year if change of grade form is not submitted by faculty. --------------------- I believe in using the Incomplete grade only for extreme situations that are beyond the control of the student. I probably only give one or two Incompletes per academic year on average. I'm very strict on offering them...meaning that the student must have completed 75% of the course work as of the date of the request and they must have at least a C average on that work. This is stated in my course syllabi. Most students requesting an Incomplete have some pretty serious things going on (death of a family member, illness of family member or the student, DUI arrest w/ jail time, other legal issues, abuse, depression, etc.) My students know that they must provide documentation or provide other convincing evidence of the situation. I have denied Incompletes when I have contacted other current faculty members and discovered that students are lying to me. Incompletes are very useful for the students who really need them. I think it would be unfair in these difficult economic times to require a student to pay additional money for a course he/she was unable to complete due to circumstances mostly out of his/her control. By the way...I thought there was a standard form...it is the one I have always used. --------------------- It’s necessary. I am astonished that there are multiple forms used. There should be an automated system that converts I to F after one year. Then it is the student’s responsibility to track it and complete it. How can faculty be guaranteed to track compliance when, for example, faculty leave or go on sabbatical during the incomplete period? --------------------- I appreciate having the option to grant incomplete grades to worthy students. As per UAA policy, students must hold a C in the course to be granted the option. Only in the most extreme circumstances, have I allowed students to receive an incomplete if they have not maintained a C.

Years ago, the incomplete became an F if the student didn’t complete the course within the agreed upon contract period. I wasn’t pleased when that policy was changed. I think that students who had to take incompletes because of health and other personal issues, should be able get extensions. However, there should be some penalty for not completing the course contingent on their not meeting the terms of the contract. --------------------- I like to use the grade form. But, I rarely care to track what does on afterwards. If the student does not care, then why should I care? Let the grade sit as an I forever.

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--------------------- I strongly disagree with use of incomplete grade. Instructor should not be given the right to assign incomplete grade to students. If one student wants to receive an incomplete grade, he/she should go to department or college with sufficient supporting documents. --------------------- I am relatively new and have not needed to issue an incomplete. However, I like having the option and would use it under special circumstances (such as the death of a close relative at the end of term). --------------------- A very frank answer to my view of the Incomplete Grade is that probably many faculty (and students) abuses the "privilege" of "earning" an Incomplete Grade. As such, the grade is devalued, in my opinion. However, as the Syllabus for my course clearly states that "Very rarely" does a student qualify for an Incomplete Grade, and thus, Incompletes rarely given, I do believe there are extenuating circumstances that occur to prevent a student from completing coursework. In this situation (and if the student has completed at least 75% of coursework, had at least a C grade to date, and that the DROP date is no longer an option), then I will consider giving an "Inc." I meet with student to discuss requirements for completion and get signature on form if possible. I DO NOT submit an Incomplete Grade for any student without coordination, communication, and agreement. A side note -- which you did not ask for: In my experience, I've felt forced to give an Inc grade because I am very opposed to giving a student an F grade when circumstances were beyond his/her control. What I'd much rather be allowed to do is submit something like an NB grade (no basis) or some other type of grade that has no effect on student transcript, but yet indicates student just did not complete sufficient coursework to earn academic credit. I suppose UAB has also been discussing the possibility of a student's Inc grade turning into a permanent F (failing) grade when not completed within the one-year deadline. That may or may not have an influence on the tremendous numbers of Inc grades that faculty give (indiscreetly and without merit) ... just another side note from me. This is a lot of work-- hope something good comes from all our responses on this important topic. --------------------- However, my understanding of the Incomplete Grade Form is not clear since we started submitting grades online. In my opinion, the incomplete grade process has a place within our system. To be effective, the system must provide the faculty some flexibility. I have seen a couple of draft statements, attributed to the Registrar that caused me concern in that faculty flexibility appealed to be limited. For example, in one of my courses I have a required, graded team presentation. For valid reasons, a student was not able to participate as planned with his/her team. How does a student make up the team presentation without further class participation? The only solution I know is to give such students an incomplete grade and require them to rejoin the class the following

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semester to participate as a team member. --------------------- I use this grade option very rarely--- and only when there is a compelling reason to give the student some extra time beyond the end of the semester to complete coursework (and I make the student aware that the work may have to be completed earlier than the one year maximum). When reasons are not compelling I would perform an instructor-initiated withdrawal or simply assign the low grade likely to occur. --------------------- I have restricted use to cases of illness or accident. --------------------- I think it is important to have the option for "extenuating circumstances" that can be verified

- medical conditions

such as:

- got a job that prevented them from attending class - had to leave town for an extended period (usually work related). I strongly believe that the decision to give an Incomplete should be at the discretion of the instructor, as long as the completion of the work can be accomplished with that same instructor. If it cannot, then the issuing instructor should coordinate with another instructor to obtain his or her concurrence. That can often be difficult or impossible with adjuncts. --------------------- I don't know exactly when Incomplete Grades could be used. --------------------- As per UAA catalog, I use “I” when a student completes most of the course with a passing grade but presents a doctor’s note or other documentation that she was unable to complete all the requirements due to circumstances beyond her control. ---------------------

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