Undergraduate Curriculum Committee September 28, 2017 Old ... · Phone: (270) 745-4081 Consent...

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Undergraduate Curriculum Committee

September 28, 2017

Meeting: 3:45 pm, WAB 227

Approval of April 20, 2017 Minutes

Old Business:

1. New Course Proposals Guidelines Posted

https://www.wku.edu/ucc/forms/revised-new-course-proposal-form-drafts-12-07-16.docx

New Business:

1. Introductions of Members

2. Discussion of Implementation Dates

3. Sub-Committee Elections

Steering

Academic Policy

https://www.wku.edu/ucc/documents/by_laws.pdf (Page 5 of By-Laws)

University College

Type of Action Description of Item and Contact Information

Action Proposal to Create a New Course

Item: SPS 395

Contact Person: Jeff Butterfield

Email: [email protected]

Phone: 745-8973


Item: SPS 399

Contact Person: Jeff Butterfield


Phone: 745-8973


Item: SUS 276

Contact Person: S. Ellen Godbey


Phone: 780-2578

https://www.wku.edu/ucc/forms/revised-new-course-proposal-form-drafts-12-07-16.docx

https://www.wku.edu/ucc/documents/by_laws.pdf

mailto:[email protected]

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College of Education and Behavioral Sciences


Consent Proposal to Revise Course Prerequisites/Corequisites

Item: PSY 371, The Psychology of Sales Behavior

Contact: Joe Cangemi


Phone: (270) 745-2343


Item: PSY 436, Applied Cognitive Psychology

Contact: Jenni Redifer


Phone: (270) 745-4081

Consent Proposal to Suspend a Program

Item: 411, Minor in Library Media Education

Contact: Andi Paganelli


Phone: (270) 745-4420


Item: PSY 224, Psychological Development of the Gifted Across the

Lifespan

Contact: Antonia Szymanski


Phone: (270) 745-4937

Potter College of Arts and Letters


Information Proposal to Create a Temporary Course - Approved

Item: JAPN 310 Adv Japan Conversation Abroad

Contact: Laura McGee


Phone: (270) 745-2401

Consent Proposal to Revise Course Prerequisites

Item: FREN 102

Contact: Karin Egloff


Phone: (270) 745-5905







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Item: FREN 201



Phone: (270) 745-5905


Item: FREN 202



Phone: (270) 745-5905


Item: FREN 210



Phone: (270) 745-5905


Item: FREN 211



Phone: (270) 745-5905


Item: FREN 306



Phone: (270) 745-5905


Item: FREN 314



Phone: (270) 745-5905


Item: FREN 320



Phone: (270) 745-5905

Consent Action: Proposal to Revise Course Prerequisites

Item: FREN 321



Phone: (270) 745-5905









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Item: FREN 322



Phone: (270) 745-5905


Item: FREN 323



Phone: (270) 745-5905


Item: FREN 325



Phone: (270) 745-5905


Item: FREN 326



Phone: (270) 745-5905


Item: FREN 328



Phone: (270) 745-5905


Item: FREN 331



Phone: (270) 745-5905


Item: FREN 389



Phone: (270) 745-5905


Item: FREN 420



Phone: (270) 745-5905









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Item: FREN 421



Phone: (270) 745-5905


Item: FREN 426



Phone: (270) 745-5905


Item: FREN 427



Phone: (270) 745-5905


Item: FREN 445



Phone: (270) 745-5905


Item: FREN 450



Phone: (270) 745-5905


Item: GERM 102



Phone: (270) 745-2401


Item: GERM 201



Phone: (270) 745-2401


Item: GERM 202



Phone: (270) 745-2401









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Item: GERM 210



Phone: (270) 745-2401


Item: GERM 211



Phone: (270) 745-2401


Item: GERM 306



Phone: (270) 745-2401


Item: GERM 314



Phone: (270) 745-2401


Item: GERM 330



Phone: (270) 745-2401


Item: GERM 331



Phone: (270) 745-2401


Item: GERM 332



Phone: (270) 745-2401


Item: GERM 333



Phone: (270) 745-2401









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Item: GERM 335



Phone: (270) 745-2401


Item: GERM 389



Phone: (270) 745-2401


Item: GERM 430



Phone: (270) 745-2401


Item: GERM 435



Phone: (270) 745-2401


Item: GERM 455



Phone: (270) 745-2401


Item: GERM 499



Phone: (270) 745-2401


Item: MUS 206 Composition

Contact person: Matt Herman


Phone: 5-5400


Item: MUS 327 Music History II

Contact: Mary Wolinski


Phone: 5-5059









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BDAS 495—Brewing and Distilling Internship

Contact: Andrew McMichael


Phone: 5-6538

Consent Action: Proposal to Suspend a Course

Item: PS 440—Elements of Public Administration

Contact: Daniel Boden

E-mail: [email protected]

Phone: 270-745-6357


Item: PS 441—Public Personnel Administration


E-mail: [email protected],

Phone: 270-745-6357


Item: PS 442—Government Financial Administration



Phone: 270-745-6357

Action Action: Proposal to Revise Course Number

Item: DAN 200

Contact Person: Amanda Clark


Phone: 270-745-2956

Action Action: Proposal to Revise Course Credit Hours

Item: DAN 235

Contact Person: Meghen McKinley

Email: , [email protected]

Phone: 270-745-5845

Action Action: Proposal to Create a New Course

Item: PS 340—Introduction to Public Administration



Phone: 270-745-6357

Action Action: Proposal Revise a Program

Item: AB in Dance

Contact Person: Amanda Clark


Phone: 270-745-2956









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College of Health and Human Services


Consent Revise Course Grade Type

NURS 449 Clinical: Community Health Nursing

Contact: Maribeth Wilson, [email protected], 745-6916

Ogden College of Science and Engineering


Consent Proposal to Suspend a Course

CHEM 102, Introduction to Chemistry Laboratory, 1 hr.

Contact: Jeremy B. Maddox, [email protected], 5-8725

Consent Proposal to Suspend a Course

CHEM 240, Introduction to Organic Chemistry, 3 hrs.


Consent Proposal to Suspend a Program

Ref. 340, Minor in Coal Chemistry, 20-22 hrs.


Consent Proposal to Delete a Course

CE 331, UK-Transportation Engineering, 3 hrs.

Contact: Mark Cambron, [email protected], 5-8868


CE 341, UK-0Fluid Thermal Science, 3 hrs.



CE 351, UK-Introduction to Environmental Science, 3 hrs.



CE 373, UK-Structural Analysis, 3 hrs.



CE 483, UK-Elementary Structural Design, 3 hrs.


Consent Proposal to Revise Course Catalog Listing

CS 360, Software Engineering I, 3 hrs.

Contact: Huanjing Wang, [email protected], 5-2672


CS 405, Numerical Analysis I, 3 hrs.



EM 303, Mechanics of Deformable Solids, 3 hrs.

Contact: Chris Byrne, [email protected], 5-6286


EM 313, Dynamics, 3 hrs.














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ME 176, Mechanical Engineering Freshman Design I, 1 hr.



ME 200, Sophomore Design, 3 hrs.



ME 240, Materials and Methods of Manufacturing, 3 hrs.



ME 241, Materials and Methods of Manufacturing Laboratory, 1 hr.



ME 300, Junior Design, 3 hrs.



ME 310, Engineering Instrumentation and Experimentation, 3 hrs.



ME 325, Heat Transfer, 3 hrs.



ME 330, Fluid Mechanics, 3 hrs.



ME 332, Fluid Mechanics Laboratory, 1 hr.



ME 333, Heat Transfer Lab, 1 hr.



ME 344, Mechanical Design, 3 hrs.



BDAS 495, Brewing & Distilling Arts & Sciences, 3 hrs.

Contact: Andrew McMichael, [email protected], 5-6538

Contact: Cate Webb, [email protected], 5-6181


PSYS 425, Developmental Psychopathology, 3 hrs.

Contact: Diane Lickenbrock, [email protected], 5-4264


PSYS 442, Psychology of Suicide and Self-Injury, 3 hrs.

Contact: Diane Lickenbrock, [email protected], 5-4264


CS 372, Mobile App Development, 3 hrs.


















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ENGR 490, Senior Seminar, 2 hrs.

Contact: Stacy Wilson, [email protected], 5-6394


ENGR 491, Senior Project, 3 hrs.


Action Proposal to Revise a Program

Ref. 518, Architectural Science, 89 hrs.

Contact: Neal Downing, [email protected], 5-6302


Ref. 534, 537, & 543, Pre-Major to Engineering, 22 hrs.



Ref. 534P, Civil Engineering-Prep, 25 hrs.

Contact: Shane Palmquist, [email protected], 5-2919


Ref. 534, Civil Engineering-Prep, 130 hrs.

Contact: Shane Palmquist, [email protected], 5-2919


Ref. 537, Electrical Engineering, 57 hrs.

Contact: Walter Collett, [email protected], 5-2016


Ref. 543, Mechanical Engineering, 122.5 or 123.5 hrs.










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Proposal Date: March 23, 2017

University College

School of Professional Studies

Proposal to Create a New Course

(Action Item)

Contact Person: Jeff Butterfield; [email protected]; 745-8973

1. Identification of proposed course:

1.1 Course prefix (subject area) and number: SPS 395

1.2 Course title: Special Topics in Professional Studies

1.3 Abbreviated course title: Special Topics PS

1.4 Credit hours and contact hours: 3 credit hours Variable Credit: NO

1.5 Grade Type: Std. Letter Grade

1.6 Prerequisites/corequisites: Junior standing or permission of the instructor

1.7 Course Description: A detailed study of a specialized topic in professional

studies.

2. Rationale:

2.1 Reason for developing the proposed course: The development of this special

topics course will allow students to participate in a substantive investigation of a

particular issue or topic in professional studies not covered elsewhere in the

curriculum.

2.2 Projected enrollment in the proposed course: 20-25 students per section.

2.3 Relationship of the proposed course to courses now offered by the department:

This course will be more varied and flexible than current offerings, allow faculty

to teach topics related to their specialties and academic interests.

2.4 Relationship of the proposed course to courses offered in other departments:

Many WKU departments offer special topics courses. Examples include: ENG

399 – Topics in English, CIS 440 – Selected Topics - Information Systems, PSY

490 – Special Projects in Psychology, BIOL 475 – Selected Topics in Biology,

SWRK 490 – Selected Topics in Social Work, and GWS 470 – Special Topics in

Women’s Studies.

2.5 Relationship of the proposed course to courses offered in other institutions: Many

majors around the country offer a Special Topics course that allows students to

examine a particular topic in depth. Examples in the field of Professional Studies

include:

Drexel University PRST 380 Advanced Special Topics in PRS

Mississippi University for Women BU 399 Special Topics in Business SUNY

Ulster BUS 280 Business & Professional Studies Special Topics

University of Massachusetts CAPS 118 Special Topics Professional Studies

3. Discussion of proposed course:

3.1 Schedule Type: L

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3.2 Learning Outcomes: Students will examine a complex issue or topic from

multiple perspectives and develop an integrated understanding of the issue or

topic through a variety of teaching and assessment methods.

3.3 Content outline: The outline of the special topics course will vary according to the

subject under study.

3.4 Student expectations and requirements: Student expectations may include reading

from assigned journals and texts, attending class lectures, participating in class

discussions, active contribution to group work, and completion of a final project

that demonstrates mastery and application of the class subject area. A variety of

shorter assignments, quizzes and written reflections will be used to gauge student

understanding.

3.5 Tentative texts and course materials: Texts and reference materials will vary

according to the instructor and topic.

4. Resources:

4.1 Library resources: Adequate

4.2 Computer resources: Adequate

5. Budget implications:

5.1 Proposed method of staffing: This is not a required course and will only be

offered on occasion. As such, current faculty in University College will be

adequate to staff the sections offered.

5.2 Special equipment needed: None

5.3 Expendable materials needed: None

5.4 Laboratory materials needed: None

6. Proposed term for implementation: Spring 2018

7. Dates of prior committee approvals:

School of Professional Studies Curriculum Committee 05/04/2017

University College Curriculum Committee 09/07/2017

Undergraduate Curriculum Committee __________

University Senate ___________

Attachment: Course Inventory Form

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University College

School of Professional Studies


(Action Item)

Contact Person: Jeff Butterfield; [email protected] 745-8973


1.1 Course prefix (subject area) and number: SPS 399

1.2 Course title: Independent Study in Professional Studies

1.3 Abbreviated course title: Ind. Study in PS

(maximum of 30 characters or spaces)

1.4 Credit hours: 1-3; repeatable two times for up to 6 credits Variable = YES

1.5 Grade type: standard letter grade

1.6 Prerequisites/corequisites: Permission of the instructor.

1.7 Course description: Individual research, literature review or professional

development project in a specific area of professional studies, in close cooperation

with supervising faculty.

2. Rationale:

2.1 Reason for developing the proposed course: The present curriculum covers many

aspects of Professional Studies, but not all. Students who want to explore

alternative aspects of Professional Studies presently have no mechanism to

conduct research and further their understanding of that field. The proposed

Independent Studies course will enhance students’ learning experiences and

afford them a degree of subject flexibility. The course supports the University

mission to provide pathways for people to gain the knowledge and credentials

they need to be productive, engaged, and socially responsible professionals.

2.2 Projected enrollment in the proposed course: one to three students per semester.

We do not anticipate students outside the School of Professional Studies taking

this course.


This course would be more tailored to a particular student’s needs than are current

course offerings.


various other academic departments at WKU offer independent study courses for

similar reasons as those proposed. Examples include:

FLK 479: Directed Independent Research in Folklore

GERM 499: Advanced Studies in German

GWS 499: Directed Study

MATH 475: Selected Topics in Mathematics

SWRK 496: Directed Study

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2.5 Relationship of the proposed course to courses offered in other institutions: Such

courses are fairly standard. For example, the following universities offer similar

courses.

Drexel University PRST I599 Independent Study in PRST

Eastern Illinois University KSS 4741 • Independent Study

San Diego State: PSFA 499. Special Study

University of Connecticut: GPS3099. Independent Study

University of Wisconsin Eau Claire: PSAS 499 Independent Study-

Juniors/Seniors


3.1 Schedule type: I

3.2 Learning Outcomes: students will analyze, synthesize, research, or explore

various topics in professional studies with the primary learning outcome of

gaining an overview or deeper understanding of a chosen aspect of the field.

3.3 Content outline:

a. Under the guidance of a University College faculty member, the student will

develop a proposal for a study investigating an aspect of the discipline that is

appropriate to the student’s needs or to compliment other aspects of their program

of study.

b. The student will develop a program of study or establish a methodology to

conduct a research project. The student will work with the supervising faculty to

define learning milestones, deliverables, and the means of assessment.

c. The student will provide a regular status report to the supervising faculty

member and meet periodically throughout the semester to discuss progress,

identify difficulties, and assess learning.

3.4 Student expectations and requirements: The student will be required to produce a

final product or portfolio (as appropriate for the work undertaken). Examples

include a comprehensive paper or report, a collection of shorter essays, a website,

video product, or a combination based on prior agreement with the supervising

faculty member.

3.5 Tentative texts and course materials: will vary based on the research project but

must include primary source materials.

4. Resources:

4.1 Library resources: given the nature of an independent study, it is not possible to

determine the library resources necessary. Presently, the library has adequate

resources to support this course based on previous faculty research.

4.2 Computer resources: adequate.


5.1 Proposed method of staffing: This is not a required course and will only be

offered on occasion. As such, current faculty in University College will be

adequate to staff the sections offered.

5.2 Special equipment needed: none.

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5.3 Expendable materials needed: adequate resources exist within the School.

5.4 Laboratory materials needed: none.



School of Professional Studies Curriculum Committee May 4, 2017

University College Curriculum Committee September 7, 2017


University Senate

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Proposal Date: September 01, 2017

UNIVERSITY COLLEGE

School of University Studies (SUS)


(Action Item)

Contact Person: S. Ellen Godbey, Ed.D. [email protected]


1.1 Course prefix (subject area) and number: SUS 276

1.2 Course title: Displaced Persons & Civic Engagement

1.3 Abbreviated course title: Displaced Persons & Civic Engagement

1.4 Credit hours: 3 Variable credit (No)

1.5 Grade type: Standard Letter Grade

1.6 Prerequisites/co-requisites: None

1.7 Course description: Analysis of individual and host country crises and

concerns surrounding displaced persons (DPs). Examination of the

integration process and exploration of careers associated with assistance

agencies. Includes a service learning project.

2. Rationale:

2.1 Reasons for developing the proposed course: 1) To offer a course that

gives students an opportunity to engage in critical thinking and argument

in relation to crisis topics such as all forms of personal violence and the

positive and negative effects of DPs on host countries. Critical thinking

and argument are subject areas regularly taught by faculty of the School of

University Studies, so the faculty is familiar with the databases utilized for

opposing viewpoints and with the methods for teaching critical thinking

skills. These Quality Enhancement Plan (QEP) fundamentals are already

incorporated into many SUS courses utilizing topics across academic

disciplines, so the examination of crisis topics surrounding DPs will be an

addition and reinforcement of the evidence and argument elements. 2) To

offer a course that gives students an opportunity to engage with a local

international community of displaced persons. Bowling Green is home to

one of two large international centers in Kentucky that processes displaced

persons. Civic engagement for this course may include communication

with individuals at the international center but is not limited to the sharing

of ideas and experiences with this multicultural population. This effort to

engage with a community of individuals with diverse ethnic and cultural

backgrounds is in alignment with WKU’s international reach. 3) To offer a

course that broadens students’ understanding of careers associated with

displaced persons, including government and non-government assistance

agencies. 4) To help increase student retention by offering an additional

SUS course at South Campus.


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2.2 Projected enrollment in the proposed course: 25

2.3 Relationship of the proposed course to courses now offered by the

department: SUS currently offers reading and writing courses that address

critical thinking and critical reading skills. SUS course objectives are

linked to WKU’s Quality Enhancement Plan: Evidence & Argument,

utilizing topics from various content areas. The school, at the request of

the Commonwealth of Kentucky and WKU, is currently changing from

non-credit to more credit-bearing courses. SUS also currently utilizes

specific research databases for critical thinking and reading that would be

used in the proposed course. The SUS 276 proposed course was

successfully piloted as a temporary course in the spring of 2017 (second

bi-term). This proposed course is an addition to SUS 295: Pop Culture &

Gender, a credit-bearing course in our academic offerings.

2.4 Relationship of the proposed course to courses offered in other

departments: The proposed SUS course is related to courses offered in the

Diversity & Community Studies (DCS) department since it addresses

diverse populations and gives students an opportunity to engage with the

local community, but Displaced Persons & Civic Engagement is more

focused on displaced persons than courses offered by DCS. SUS 276 is

also related to the CSJ 435 course, Reimagining Citizenship but is

different. CSJ 435 “…provides an exploration of the productions,

contestations, inclusions and exclusions mobilized through multiple

deployments of the concept ‘citizenship’” while SUS 276 introduces

students to the steps and tests required for citizenship. The SUS proposed

course focuses more on the positive and negative effects of DPs on host

countries and the individual crises, concerns, and needs of DPs than does

CSJ 435. SUS 276 is also related to the citizenship topic addressed in

Citizen and Self (HON 251), which is about how people “…can live better

together,” but is different because the Citizen and Self course is a study of

“…the self, citizenship, democracy, diversity, and community, among

other things.’” It focuses “in particular, on how communities work and the

challenges facing Bowling Green.” SUS 276 also addresses the challenges

facing our local community but is unique in that it includes the exploration

of careers associated with the assistance of DPs and a service learning

project.

2.5 Relationship of the proposed course to courses offered in other

institutions: While many universities offer courses that address

citizenship and/or displaced persons in some way, no public university in

Kentucky offers a course equal to SUS 276. This course is distinctive in

1) its student engagement with Bowling Green’s local community of

displaced persons, and 2) its exploration of assistance agencies and careers

associated with DPs.

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3. Description of proposed course:

3.1 Schedule type: L

3.2 Learning Outcomes: Learning outcomes for the course may include the

following:

Define characteristics of DPs

Identify needs of DPs

Examine the integration process

Analyze individual crises

Study effects on host countries

Utilize research databases for evidence and argument

Explore careers associated with assistance agencies

Engage with displaced person(s) in the local community


I. Overview of Displaced Persons

A. Statistics

B. Characteristics

C. Needs and rights

D. Responsibilities

E. Arguments surrounding DPs

F. Refugee camps

G. Drivers of immigration

H. Health concerns

II. Integration and resettlement

A. Process

B. Assistance agencies

1. Government

2. Non-government

III. Individual crises

A. Violence

B. Exploitation

IV. Effects on the host country

A. Positive

B. Negative

V. Careers

A. Government agencies

B. Non-government agencies

3.4 Student expectations and requirements: Students are expected to research

selected topics, write about their findings, and present their findings to the

class. Students are required to take notes, utilizing a specific format and

write about their research findings, utilizing a specific writing style.

Students will also be required to engage with displaced persons in the

local international community and are expected to represent WKU in a

professional manner.

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3.5 Tentative texts and course materials may include works such as:

“America’s Stateless People: How Immigration Gaps Create Poverty.” Equal Voice. Web. 2016.

Anonymous. “Refugees, Supply, Demand, Jobs and Housing.” Wall Street Journal. 25 Jan. 2016, p. A.12.

“Asylum and Refugee Resources: Legal Information.” University of Minnesota. Web. 2016.

“Asylum and Refugee Resources: Refugee and Asylum Non-Governmental Organizations.” University of

Minnesota. Web. 2016.

“Bowling Green, KY: More Confirmation that Refugee Resettlement is not about Humanitarianism, but about

Supplying Cheap Labor. Refugee Resettlement Watch. Web. 2016.

Caryl, Christian. “Weakest Links.” (Countries Hosting Refugees) Foreign Policy. 2016, Issue 216, p.34 (4).

Chang-Muy, Fernando, editor; Piller, Elaine, Congress editor. “Social Work with Immigrants and Refugees: Legal

Issues, Clinical Skills, and Advocacy.” 2016.

Cole, Georgia. “Negotiating Durable Solutions for Refugees: A Critical Space for Semiotic Analysis.”

International. 2016, Vol.29 (1), pp.9-27.

Congressional Digest. “History of Refugee Resettlement in America: Timeline of U.S. Laws and Policies

Affecting Refugees.” 2016, Vol.95 (1), p.2 (2).

“English as a Second Language.” Kentucky Refugee Ministries, Inc. Web. 2016.

“Feds Pouring Muslim Immigrants into Rand Paul’s Hometown. WND. Web. 2016.

Fike, D.; Androff, David. “The Pain of Exile”: What Social Workers Need to Know about Burmese Refugees.”

Social Work, Apr 2016, Vol.61 (2), p. 127.

Foerstel, Karen. "Women's Rights." CQ Global Researcher 1 May 2008: 115-47. Web. 26 Aug. 2016.

Friscolanti, Michael. “Warm Hearts, Cold Reality.” (REFUGEES) Maclean’s. Aug. 15, 2016, Vol.129 (32-33), p.24.

Glazer, Sarah. "European Migration Crisis." CQ Researcher 31 Jul. 2015: 649-72. Web. 26 Aug. 2016.

Glazer, Sarah. "Organ Trafficking." CQ Global Researcher 19 Jul. 2011: 341-66. Web. 26 Aug. 2016.

“Groups Decide to Settle 40 Syrians in Bowling Green. Daily News. Web. 2016. “Historic Olympic Team Carries Flag for All Refugees.” Wave 3 News. Web. 2016.

“Human Trafficking.” Right to Life of Central Kentucky. Web. 2016.

“International Center Branching Out: Federal Government Approves Building New Owensboro Office.” The Daily

News. Web. 2009.

Jordan, Miriam ; Jordan, Miriam. “U.S. News: More Syrian Refugees Settle in U.S.” Wall Street Journal, 14 Jul.

2016, p.A.3.

Jost, Kenneth. "Human Rights Issues." CQ Researcher 30 Oct. 2009: 909-32. Web. 26 Aug. 2016.

“Kentucky Becoming a Hotspot for Refugee Resettlement.” The Daily Stormer. Web. 2015.

Kiener, Robert. "Dangerous War Debris." CQ Global Researcher 1 Mar. 2010: 51-78. Web. 26 Aug. 2016.

“Losing Identity during the Refugee Crisis: The Difference between Assimilation and Integration in the Classroom.

The Atlantic. Web. May 2016.

Masci, David. "Assisting Refugees." CQ Researcher 7 Feb. 1997: 97-120. Web. 26 Aug. 2016.

Mead, Lawrence. “Immigration: The Cultural Dimension.” Society, Apr 2016, Vol.53 (2), pp.116-122.

Murshidi, Mujalli Mhailan. “Global Assistance in Caring for Syrian Refugees. Conflict and Health, 2016, Vol. 10.

“New Americans: Refugee Resettlement in Lexington, Kentucky.” Lexington Public Library Cable Channel

20.2016. Television.

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“Nine Refugees with Active TB Sent to a Single Kentucky County Since 2013. Breitbart News. Web. 24 Jun. 2016.

O'Neill, Zora. “Refugees Need Facts as Well as Food.(NEWS)(Greece). USA Today, 14 Apr. 2016, p.07A.

“Refugees, Immigrants, Study for Citizenship Test. Chapel Hill News. Web. 2016.

Shandera, W. “An Analysis of Global HIV Prevalence among Refugees, Asylum Seekers, and Migrants, Using the

US Bureau of the Census databank.” International Journal of Infectious Diseases, Apr. 2016, Vol.45,

pp.270-270.

“Syrian Refugees Coming to Kentucky, Elsewhere in the US. USA Today. Web. 28 Jan. 2015.

“Syrian Refugees Land in Kentucky Amid Backlash.” Courier-Journal. Web. 19 Nov. 2016.

“Syrian Refugees Likely to End up on Welfare.” The Washington Times. Web. 2016.

“The Rights of Refugees: Study Guide.” Human Rights Education Associates (HREA). Web. 2003.

Triandafyllidou, Anna. Routledge Handbook of Immigration and Refugee Studies. New York: Routledge, Taylor, &

Francis Group, 2016.

Powell-Perryment, Mary; Peters, Joan Y. “Refugees and Responsibilities.”(LETTERS)(Letter to the editor).

Maclean’s. 15 Feb. 2016, Vol.129 (6-7), p.6.

The Economist. “For Good or Ill; The Economic Impact of Refugees.” 23 Jan. 2016, Vol.418 (8973), p. 68(US).

The Economist. “Learning the Hard Way; Educating Refugees.” 02 Jan. 2016, Vol.418 (8970), p. 42(US).

The Lancet. “Rights of Refugees—Collaboration is Key.” 02 Jan. 2016, Vol. 387(10013), p.2.

“US Under New Pressure to Absorb Syrian Refugees as Europe Faces Crisis.” Fox News. Web. 03 Sep. 2015.

Weng, Suzie ; Lee, Justin. “Why Do Immigrants and Refugees Give Back to Their Communities and What Can We

Learn from Their Civic Engagement?” VOLUNTAS: International Journal of Voluntary and Nonprofit

Organizations. 2016, Vol.27 (2), pp.509-524.

4. Resources

4.1 Library resources: Sufficient

4.2 Computer resources: Sufficient


5.1 Proposed method of staffing: Current WKU faculty




6. Proposed term for implementation: Spring, 2018

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School of University Studies (SUS): September 06, 2016

University College Curriculum Committee: September 7, 2017

Colonnade Committee: ________________

University Senate: ________________

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Proposal Date: 4/19/17

College of Education & Behavioral Sciences

Department of Psychology

Proposal to Revise Course Prerequisites/Corequisites

(Consent Item)

Contact Person: Joe Cangemi, [email protected], (270) 745-2343

1. Identification of course:

1.8 Course prefix (subject area) and number: PSY 371

1.9 Course title: The Psychology of Sales Behavior

2. Current prerequisites/corequisites/special requirements: PSY/S 100

3. Proposed prerequisites/corequisites/special requirements: None.

4. Rationale for the revision of prerequisites/corequisites/special requirements: This is a

standalone course and the prerequisite of PSY/S 100 is unnecessary. Currently, it prevents some

students from enrolling in the course. I want to remove that unnecessary barrier.

5. Effect on completion of major/minor sequence: Not applicable



Department/ Unit 5/5/17

College Curriculum Committee 9/5/2017


University Senate


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College of Education & Behavioral Sciences

Department of Psychology


(Consent Item)

Contact Person: Jenni Redifer, [email protected], (270) 745-4081



1.2 Course title: Applied Cognitive Psychology

2. Current prerequisites/corequisites/special requirements: PSY/S 100

3. Proposed prerequisites/corequisites/special requirements: PSY/S 210 and PSY/S 211 or

permission of the instructor.

4. Rationale for the revision of prerequisites/corequisites/special requirements: PSY 436

requires reading original research articles and interpreting research findings. Students will be more

prepared to interpret research findings if they have completed PSY/S 210 and 211 (Research Methods and

Research Methods Lab). PSY/S 100 is a prerequisite for PSY/S 210 and PSY/S 211, so the PSY/S 100

prerequisite can be removed from PSY 436.

5. Effect on completion of major/minor sequence: Not applicable






University Senate


25

Proposal Date:

College of Education and Behavioral Sciences

Department Name: School of Teacher Education

Proposal to Suspend a Program

(Consent Item)

Contact Person: Andrea Paganelli, [email protected], 2707454420

1. Identification of program:

1.1 Program reference number: 411

1.2 Program title: Minor in Library Media Education

1.3 Credit hours: 18

2. Rationale for the program suspension:

This program has very low enrollment of 3-5 students per year. We cannot provide these

undergraduate courses with such low enrollment for 3-5 students.

3. Effect on current students or other departments, if known: none anticipated



Department/ Unit: School of Teacher Education 8/16/17

CEBS College Curriculum Committee 09/05/2017

Professional Education Council (if applicable) 9/13/17


University Senate


26

Proposal Date:03/06/2017

College of Education and Behavior Sciences

Psychology


(Action Item)

Contact Person: Antonia (Toni) Szymanski, [email protected] (270) 745-4937



1.2 Course title: Psychological Development of the Gifted Across the Lifespan

1.3 Abbreviated course title: Gifted Psychological Develop


1.4 Credit hours: 3 Variable credit (yes or no) no

1.5 Grade type: 1

1.6 Prerequisites/corequisites: None

1.7 Course description: This course focuses on theories and research on the psychological development of

gifted individuals, gifted education, and research methods of the development of

gifted persons. The course includes field experiences consisting of observations

and interviews with gifted individuals at various developmental stages. Students

will also learn about cultural and educational influences on gifted development.

2. Rationale:

2.6 Reason for developing the proposed course:

Currently there are no courses offered that provide students an opportunity to

learn about the development of gifted individuals. Future teachers, psychologists,

social workers, and counselors increase their understanding of gifted individuals

by learning about their psychological development and how various systems

interact to influence their development. This course provides information on a

segment of the population that these professionals will encounter and be

responsible for serving. Further, there are few lower level courses that allow

students a global experience. Strategic lessons and experiences will deepen

students’ understanding of psychological development as well as their global

awareness. Further, as the world becomes more global it is critical that students

understand how culture, environment, and systems influence development.

2.7 Projected enrollment in the proposed course: 10 students per semester


This course could provide an extension to PSY/PSYS 220 and PSY 310 as it

enhances the understanding of psychological development of a specific

population. It could also prepare students for PSY355 and PSY432 because of its

work in cross-cultural comparison and exploring the psychological development

of gifted individuals.



27

Students who took PSY/PSYS 220, Introduction to Lifespan Development

Psychology would be able to extend their study by focusing on a special

population investigated in this course. Similarly, students who have taken FACS

191, Child Development, or FACS 492, Growth and Guidance of Children would

be able to enhance their understanding of child development and extend this

understanding into adulthood. This course would complement courses in gifted

studies (GTE) by providing an opportunity to learn about gifted students in a

global experience.

2.10 Relationship of the proposed course to courses offered in other institutions:

Ten benchmark institutions were investigated and none indicated any courses

similar to the proposed course. There are no similar courses offered at institutions

that currently offer courses in gifted education. This would be a new way to

connect gifted education and global learning.



3.7 Learning Outcomes:

Course Objectives and Outcomes

This course is based on the following overarching ideas.

Understanding psycho/social development

Understanding the characteristics and needs of gifted individuals

Integration of development in gifted individuals

Qualitative observation and research techniques

Conducting field research

Developing global awareness

Students will demonstrate the ability to:

Objectives: “I can…” Activities Assessment

Articulate the role of genetics and

environment in explaining

development

Readings, writing,

discussion, videos

In-Class Activity –

building a model

Interpret Erickson’s Theory of

Identity formation and how the

environment influences individual

psychological growth at various

stages of development

Readings, writing,

discussion, videos

Quiz and In-Class

Activity

28

Explain Bronfenbrenner’s

systems within the Ecological

Theory

Readings, writing,

discussion, videos

Development Biography

or Autobiography

Differentiate between experiences

in the United States and those that

may occur in other countries

Readings, writing,

discussion, videos,

interviews, field

experience

Compare and Contrast

Video

Demonstrate the ability to explain

developmental concepts

Readings, writing,

discussion, videos

Development Biography

or Autobiography

Contrast the public education

experience of gifted students in

the United States and another

country.

Readings, writing,

discussion, videos, field

experience

Compare and Contrast

Video

Compare how the psycho/social

needs of gifted individuals change

over the course of a lifespan.

Readings, writing,

discussion, videos,

interviews, field

experience

Timeline Project

Explain the role of religion and

culture in determining how the

psycho/social needs of gifted

individuals may be met.

Readings, writing,

discussion, videos

Daily Class Discussions

Construct observational studies

using qualitative research

techniques.

Readings, writing,


experience

Field Notes

Discuss and compare findings of

the observations relative to the

theories of psychological

development and the development

of gifted learners.

Readings, writing,


experience

Daily Class Discussions

Propose means by which the

psycho/social needs of gifted

individuals may be met.

Readings, writing,


experience

Final Program Creation


Bronfenbrenner’s Ecological Theory of Development Model

Erikson’s Identity Formation Model

Cross Cultural Influences in Development

Characteristics of Gifted Individuals throughout the Lifespan

Social and Emotional Needs of Gifted Individuals throughout the Lifespan

Theories of Gifted Development

Aptitude development

29

3.9 Student expectations and requirements:

Papers

Reflections

Class discussions

Observation reports

Interview transcripts

Readings

Field trips

3.10 Tentative texts and course materials:

Horowitz, F.D., Subotnik, R. F., & Matthews, D. J. (2009). The Development of

Giftedness Across the Lifespan. Washington, D.C., American Psychological

Association.

Various readings will be uploaded as pdfs on Blackboard

4. Resources:

4.3 Library resources: None

4.4 Computer resources: None


5.5 Proposed method of staffing: Existing School of Teacher Ed Faculty




6. Proposed term for implementation: Summer 2018




Professional Education Council (if applicable)

General Education Committee (if applicable)


University Senate

30

Potter College of Arts & Letters

Modern Languages

Proposal to Create a Temporary Course

(Information Item)

Contact Person: Laura McGee, [email protected], 270-745-2401


1.10 Course prefix (subject area) and number: JAPN 310

1.11 Course title: Advanced Japanese Conversation Abroad

1.12 Abbreviated course title: Advanced Japanese Conv Abroad




1.15 Prerequisites/corequisites: Japanese 202 or equivalent

1.16 Grade type: _X___ standard letter grade ____ pass/fail ____in progress (IP)

1.17 Course description: To enhance the vocabulary and oral communication skills of the

student with a background of two year of college Japanese or equivalent. The course

involves intensive speaking and writing, and emphasis will be placed on bringing the

student into contact with the Japanese people and various aspects of their culture.

Fulfills World Language with a grade of C or better.

2. Rationale

2.11 Reason for offering this course on a temporary basis: This first time offering is

designed to assess the demand for such a course, and to gather information on

language acquisition and cultural encounters in the abroad context. The Kentucky

Institute for International Studies and its faculty will work with the Department of

Modern Languages to assess the viability of this course as a regular offering.

2.12 Relationship of the proposed course to courses offered in other academic units: The

course builds on the four semesters of language study available on campus at WKU,

and it can become an elective in the Japanese curriculum. It will be of interest to

students majoring in Asian Religions and Cultures and in International Affairs.

3. Description of proposed course

3.1 Course content outline: The content of the course will include assignments from a course packet

and authentic materials. Students may expect to listen and speak to native speakers of Japanese in

order to develop their speaking skills, engage in “role play” in class, offer oral reports and

participate in discussions. A final project will be completed and presented at the end of the

course.

3.2 Tentative text(s): Course packet with materials to support the location as a laboratory for

learning.

4. Second offering of a temporary course (if applicable)

4.1 Reason for offering this course a second time on a temporary basis: NA

4.2 Term course was first offered: NA

4.3 Enrollment in first offering: Expected enrollment of 10.


31

5. Term of Implementation: Summer 2017

6. Dates of review/approvals:

Department of Modern Languages 5/18/2017

Dean, Potter College of Arts & Letters 5/22/2017

Office of the Provost

32

Proposal Date: April 13, 2016


Department of Modern Languages

Proposal to Revise Course Prerequisites

(Consent Item)

Contact Person: Karin Egloff [email protected] 745-5905


1.1 Course prefix (subject area) and number: FREN 102

1.2 Course title: Elementary French II

2. Current prerequisites:

FREN 101

3. Proposed prerequisites:

FREN 101 or demonstrated proficiency of Novice Mid

4. Rationale for the revision of prerequisites:

The prerequisites are being revised to include proficiency levels. This is being done so

that incoming students with a background in the language can be placed properly based

on placement test results.

5. Effect on completion of major/minor sequence: None



Department of Modern Languages April 19, 2016

Potter College Curriculum Committee




University Senate


33





(Consent Item)




1.2 Course title: Intermediate French I


FREN 102


FREN 102 or demonstrated proficiency of Novice High













University Senate


34





(Consent Item)




1.2 Course title: Intermediate French II


FREN 201


FREN 201 or demonstrated proficiency of Intermediate Low













University Senate


35





(Consent Item)

Contact Person: Karin Egloff

[email protected]

745-5905



1.2 Course title: Intermediate French Conversation Abroad


FREN 102 or equivalent















University Senate


36





(Consent Item)




1.2 Course title: French Culture Abroad

















University Senate


37





(Consent Item)




1.2 Course title: Experiencing French Abroad


FREN 202 or equivalent and permission of instructor


FREN 202 or demonstrated proficiency of Intermediate Mid













University Senate


38





(Consent Item)




1.2 Course title: Introduction to French Literature


FREN 202















University Senate


39





(Consent Item)




1.2 Course title: French Grammar and Composition


FREN 202















University Senate


40





(Consent Item)




1.2 Course title: French Conversation


FREN 202















University Senate


41





(Consent Item)




1.2 Course title: Translation


FREN 202















University Senate


42





(Consent Item)




1.2 Course title: French Civilization and Culture


FREN 202















University Senate


43





(Consent Item)




1.2 Course title: Survey of French Literature I

















University Senate


44





(Consent Item)




1.2 Course title: Survey of French Literature II

















University Senate


45





(Consent Item)




1.2 Course title: French Diction and Pronunciation

















University Senate


46





(Consent Item)




1.2 Course title: Business French

















University Senate


47





(Consent Item)




1.2 Course title: Internship in French


One 300-level French course or the equivalent, and permission of instructor


FREN 314 or higher and permission of instructor













University Senate


48





(Consent Item)




1.2 Course title: Advanced French Composition and Stylistics


French 202















University Senate


49





(Consent Item)




1.2 Course title: Advanced French Conversation


French 202















University Senate


50





(Consent Item)




1.2 Course title: French Literature of the Twentieth Century


One 300-level French literature course


FREN 314 or FREN 325 or FREN 326













University Senate


51





(Consent Item)




1.2 Course title: Francophone Culture


French 323


FREN 314 or higher or demonstrated proficiency of Intermediate Mid













University Senate


52





(Consent Item)




1.2 Course title: French Canadian Literature


French 314, 321, or 326, or instructor’s permission


FREN 314 or FREN 321 or FREN 325 or FREN 326 or demonstrated proficiency of Intermediate Mid













University Senate


53





(Consent Item)




1.2 Course title: Topics in Francophone Cinema


FREN 320 and 321 or permission of instructor


FREN 314 or higher or demonstrated proficiency of Intermediate Mid













University Senate


54





(Consent Item)

Contact Person: Laura McGee [email protected] 745-2401


1.1 Course prefix (subject area) and number: GERM 102

1.2 Course title: Elementary German II


German 101 or Novice Mid Proficiency


GERM 101 or demonstrated proficiency of Novice Mid


The prerequisites are being revised to include proficiency levels. This is being done so that

incoming students with a background in the language can be placed properly based on placement

test results.









University Senate


55





(Consent Item)




1.2 Course title: Intermediate German I


GERM 102 or Novice High Proficiency


GERM 102 or demonstrated proficiency of Novice High













University Senate


56





(Consent Item)




1.2 Course title: Intermediate German II


GERM 201 or Intermediate Low Proficiency


GERM 201 or demonstrated proficiency of Intermediate Low













University Senate


57





(Consent Item)




1.2 Course title: Intermediate German Conversation Abroad


GERM 102 or equivalent





incoming students with a background in the language can be placed properly based on

placement test results.









University Senate


58





(Consent Item)




1.2 Course title: Intermediate German Culture Abroad

















University Senate


59





(Consent Item)




1.2 Course title: Experiencing German Abroad


GERM 202 or equivalent and permission of instructor


GERM 202 or demonstrated proficiency of Intermediate Mid













University Senate


60





(Consent Item)




1.2 Course title: Introduction to German Literature


GERM 202















University Senate


61





(Consent Item)




1.2 Course title: German Composition and Conversation


GERM 202















University Senate


62





(Consent Item)




1.2 Course title: Business German

















University Senate


63





(Consent Item)




1.2 Course title: Advanced German Translation


GERM 202 or permission of instructor















University Senate


64





(Consent Item)




1.2 Course title: Germanic Civilization and Culture


GERM 202















University Senate


65





(Consent Item)




1.2 Course title: Contemporary Culture and Civilization

















University Senate


66





(Consent Item)




1.2 Course title: Internship in German


One 300-level German course or the equivalent, and permission of the instructor















University Senate


67





(Consent Item)




1.2 Course title: Advanced German Stylistics

















University Senate


68





(Consent Item)




1.2 Course title: German Literature of the 19th and 20th Centuries




GERM 314 or higher or demonstrated proficiency of Intermediate Mid













University Senate


69





(Consent Item)




1.2 Course title: Topics in Germanic Literary and Cultural Studies

















University Senate


70





(Consent Item)




1.2 Course title: Advanced Studies in German


Junior or senior standing and permission of instructor















University Senate


71



Department of Music


(Consent Item)

Contact Person: Dr. Matthew Herman [email protected] (270) 745-5400


1.1 Course prefix (subject area) and number: MUS 206

1.2 Course title: Composition

2. Current prerequisites/corequisites/special requirements: none

3. Proposed prerequisites/corequisites/special requirements:

Prerequisite: MUS 101 or consent of the instructor

4. Rationale for the revision of prerequisites/corequisites/special requirements:

Students must possess a fluency with music fundamentals (notes, rhythm & meter, scales and

triads) in order to properly complete course assignments and projects

5. Effect on completion of major/minor sequence: none



Department/ Unit Music August 16, 2017

College Curriculum Committee




University Senate


72



Department of Music


(Consent Item)

Contact Person: Name, email, phone: Mary Wolinski, [email protected], 745-5059


1.1 Course prefix (subject area) and number: MUS 327

1.2 Course title: Music History II

2. Current prerequisites/corequisites/special requirements: none

3. Proposed prerequisites/corequisites/special requirements: Prerequisite: MUS 120 or instructor

permission required

4. Rationale for the revision of prerequisites/corequisites/special requirements: MUS 327 is a

Colonnade Connections course that looks in depth at music of the eighteenth through twentieth centuries

and presupposes a basic familiarity with classical music. MUS 120, which is a Colonnade Explorations

course, introduces general students to classical music through a survey of music from early to modern

times, active listening development, concert etiquette, and event reviews. Therefore, MUS 120 provides

the foundation for successfully completing MUS 327.

5. Effect on completion of major/minor sequence: not applicable

6. Proposed term for implementation: Fall 2017


Department/ Unit March 31, 2017





University Senate


73

Proposal Date: 1 August 2017

Potter College of Art & Letters

Ogden College of Science and Engineering Dean’s Offices


(Consent Item)

Contact Person: Andrew McMichael [email protected] 5-6538

Cate Webb [email protected] 5-6181


1.1 Course prefix (subject area) and number: BDAS 495

1.2 Course title: Internship in Brewing and Distilling

2. Current prerequisites/corequisites/special requirements: Senior standing and consultation

with a designee of the Ogden College or Potter College Dean’s office.

3. Proposed prerequisites/corequisites/special requirements: Registration in the certificate

and consultation with a designee of the Ogden college, Gordon Ford college, or Potter

college Dean’s office.

4. Rationale for the revision of prerequisites/corequisites/special requirements: The current

wording is such that students might find themselves not having senior standing in, for example,

summer 2018, but then would take enough credits during 2018-2019 [fall, winter, spring,

summer] to graduate. They would then have to take an internship after graduation. The current

wording also does not allow the co-coordinator in Gordon Ford to approve internships.

5. Effect on completion of major/minor sequence: This will give students more flexibility in

completing the program in a timely fashion.

6. Proposed term for implementation: Next available term


Department/ Unit _PCAL/Ogden/GFCoB Deans’ offices__ 1 August 2017

_____PCAL _________College Curriculum Committee

_____Ogden__________ College Curriculum Committee




University Senate

74



Department of Political Science

Proposal to Suspend a Course

(Consent Item)

Contact Person: Daniel Boden [email protected] 270-745-6357


1.1 Current course prefix (subject area) and number: PS 440

1.2 Course title: Elements of Public Administration

2. Rationale for the course suspension: The department has recently started a Joint

Undergraduate-Master’s Program (JUMP) program. Due to this change, the department does

not anticipate offering this course for several years.

3. Effect of course suspension on programs or other departments, if known: None



Department/ Unit April 17, 2017





University Senate


75





(Consent Item)




1.2 Course title: Public Personnel Administration












University Senate


76





(Consent Item)




1.2 Course title: Government Financial Administration












University Senate


77

Proposal Date: August 16, 2017


Department of Theatre & Dance

Proposal to Revise Course Number

(Action Item)

Contact Person: Amanda Clark, [email protected], 52956

1. Identification of proposed course

1.1 Course prefix (subject area) and number: DANC 200

1.2 Course title: Dance Pedagogy

2. Proposed course number: 301

3. Rationale for revision of course number: Dance Pedagogy is offered to B.A. in Dance

majors during their junior or senior year. Upon review of our curriculum, in preparation for

membership renewal with our accrediting body, the National Association of Schools of

Dance, we recognize that a revision of this course number is long overdue. This course was

incorrectly numbered at its conception. The discussion topics, assignments, projects, and

overall workload, which are not being revised, are equivalent to a 300-level course. With

new leadership in the program, this issue is finally being resolved. This revised course

number also aligns with similar courses offered at benchmark institutions.



Department of Theatre & Dance: 08/15/2017

Potter College Curriculum Committee:

Undergraduate Curriculum Committee:

University Senate:


78



Department of Theatre & Dance

Proposal to Revise Course Credit Hours

(Action Item)

Contact Person: Meghen McKinley, [email protected], 270-883-9589


1.1 Current course prefix (subject area) and number: DANC 235

1.2 Course title: Dance Improvisation

1.3 Credit hours: 3

2. Proposed course credit hours: 2

3. Rationale for the revision of course credit hours:

Dance Improvisation, a movement based course, educates students in the exploration of

movement and the use of improvisation as a tool in movement innovation. Revising the

credit hour requirement from three to two credit hours establishes a more appropriate parallel

to the other movement courses offered within the Dance Program. Two credit hours better

reflects the assignments, projects, and overall student workload required within this course.

This credit hour adjustment also aligns with similar courses offered at our benchmark

institutions.






University Senate


79





(Action Item)


1. Identification of proposed course: 1.1 Course prefix (subject area) and number: PS 340

1.2 Course title: Introduction to Public Administration

1.3 Abbreviated course title: Intro to Public Administration


1.4 Credit hours: 3 Variable credit (yes or no) NO

1.5 Grade type: Standard Letter Grade

1.6 Prerequisites/corequisites: None

1.7 Course description:

An introduction to the field of Public Administration; exploring theoretical and

practical issues related to the administration of public programs, policies, and

organizations

2. Rationale:


Public Administration is an important subfield of the academic disciple of Political

Science. Public Administration is a multi-disciplinary field that explores such areas as

organizational structures, personnel and financial management, control and

accountability, and ethical issues. The Political Science Departments at each of

WKU’s peer institutions offers at least one course related to the study of Public

Administration course. The part two primarily rationale for the creation of this course.

First, the only current undergraduate public administration elective offered by the

Political Science Department is PS 440: Elements of Public Administration. In the

past PS 440 has been offered as an undergraduate offering and as PS 440(G) as a joint

undergraduate/graduate offering. The nature of this course therefore was to serve as

both an introductory and advance course in public administration. It has been the

experience of the department that the course has not functioned well serving both of

these two roles. This course will serve students who require a complete introduction

to the study of public administration prior to completing any potential upper level

elective courses. Second, the Political Science Department has recently introduced a

Joint Undergraduate-Masters Program (JUMP) which allows student to pursue

masters coursework in public administration during their undergraduate career. This

course will be essential for establishing the intellectual foundations necessary for

students who may be interested in pursuing this JUMP degree.

The creation of PS 340 will allow the department to have a true introductory Public

Administration course. Although many introductory courses are offered at the 100 or


80

200 levels, the department feels the nature of the concepts and principles explored in

PS 340 better understood as advanced topics even if they serve as introductions to

public administration. The course will invite students to explore the theoretical and

practical issues related to the administration of public programs, policies, and

organizations and prepare them for additional work in upper level electives. The

decision to identify this course at the 300 level is also important for transitioning

students into the JUMP MPA program.

2.2 Projected enrollment in the proposed course: 20 – 30 students. This estimate is based

on current enrollment numbers for core restricted electives offered within the

department.


The department offers courses related to Public Administration (PS 311 Public

Policy, PS 304 State Government and PS 338 Government and Ethic) none of our

current offerings survey the field of public administration nor do they specifically

address administrations role in governance.


This course is unique within the university


Introductory Public Administration courses are offered by many Political Science

Departments around the country including benchmark institutions such as:

Appalachian State University, Ball State University, Bowling Green State

University, Central Michigan University, East Carolina University, East

Tennessee University, Florida Atlantic University, and Illinois State University.




- Identify and explain the theoretical foundations of the field of public administration.

- Describe and explain the nature and development of public administration as an

academic disciple and field of practice in the United States.

- Analyze competing conceptual frames of public service in the United States.


Meaning of Public Administration

Role of Public Administration in Contemporary Governance

Organization Theory

Organizational Control

Personnel Management

Financial Management

Administrative Discretion

Administrative Accountability

Decision Making

Professional Ethics

Administration Reform


81

Students will be evaluated based on their performance on essay examinations, a

class presentation, and a research paper


- Kettl, D.F. (2014). Politics of the administrative process, 6th edition. Washington,

DC: CQ Press.

- Ashworth, K. (2001). Caught between the dog and the fireplug, or how to survive

public service. Washington, DC: Georgetown University Press.

- Morgan, D.F., Green, R.T., Shinn, C.W., & Robinson, K. S. (2013). Foundations of

Public Service , Armonk, NY: M.E. Sharpe

- Kaufman, H. (2001). “Major Players: Bureaucracies in American Government,”

Public Administration Review 61 (1): 18-42.

- Milward, H.B. & Provan, K.G. (2000). “Governing the Hollow State,” Journal of

Public Administration Research and Theory 10 (2): 359-79

- Stillman,II, R.J. (2010). Public Administration: Concepts and Cases 9th Edition.

Boston: Wadsworth/Cengage.

- Goodsell, C. (2006). “A New Vision for Public Administration,” Public

Administration Review 66 (4): 623-35

- Burns, P. & Thomas, M.O. (2006). “The Failure of the Nonregime: How Katrina

Exposed New Orleans as a Regimeless City,” Urban Affairs Review 41 (4): 517-27

- Kettl, D.F. (2006). “Managing Boundaries in American Administration: The

Collaboration Imperative,” Public Administration Review 60 (s1): 10-19.

- Meier, K.J. (1997). “Bureaucracy and Democracy: The Case for More Bureaucracy

and Less Democracy,” Public Administration Review 57 (3): 193-99

- Rosenbloom, D. H. (1983). Public administration theory and the separation of

powers. Public Administration Review 43 (3), 291-227.

- Lindblom, C. (1959). The science of “muddling through”. Public Administration

Review, Vol. 19 (2), pp79-88.

- Wilson, W. (1887), “The Study of Administration,” Political Science Quarterly,

Vol. 2, No. 2 pp. 197-222

- Newswander, C.B., Newswander, L. (2015) Metis: Using wile and wisdom to inform

administrative discretion. American Review of Public Administration 45(2) 153-166.

82

- Newbold, S.P. (2005) The Case of Thomas Jefferson's Dirty Hands. Public

Administration Review. 65(6) pg. 669-677

4. Resources:

4.5 Library resources: Existing resources are sufficient

4.6 Computer resources: Existing resources are sufficient


5.9 Proposed method of staffing: Current faculty in the Department of Political

Science will teach this course






Department/ Unit February 27, 2017





University Senate

83



Department of Theatre and Dance

Proposal to Revise A Program

(Action Item)

Contact Person: Amanda Clark, [email protected], 52956 1. Identification of program

1.1 Reference number: 630

1.2 Current program title: BA in Dance

1.3 Credit hours: 44 2. Identification of the proposed changes:

2.1 Revise the course number for Dance Pedagogy: The course number for Dance Pedagogy

is currently DANC 200. We propose to revise this course number to DANC 301

2.2 Revise the credit hours for Dance Improvisation: Currently, Dance Improvisation is

offered as a three credit hour course. We propose to reduce the credit hours to two.

2.3 Add Tap Technique requirement: Currently, B.A. in Dance students are required to take

coursework in ballet, jazz, and modern dance technique. We propose to add one tap

dance technique class as a requirement of the degree program.

2.4 Increase the total number of required credits in this major: We propose to increase the

total number of credits required in this major from 44 to 45, letting stand the net gain of 1

required credits resulting from the amendments articulated above.


84

3. Detailed program description: Changes are shaded and/or struck through.

Current BA in Dance Proposed BA in Dance

Required courses C Notes Required courses C Notes

PERF 175: University Exp. in Perf Arts 2 PERF 175: University Exp. in Perf Arts 2

PERF 120: Rehearsal and Production I 1 PERF 120: Rehearsal and Production I 1

PERF 220: Production Lab I 1 PERF 220: Production Lab I 1

One of the following courses One of the following courses

THEA 250: Stage Electrics THEA 250: Stage Electrics

THEA 241: Costume Technology 3 THEA 241: Costume Technology 3

DANC 350: Dance History DANC 350: Dance History

DANC 200: Dance Pedagogy 3 DANC 301: Dance Pedagogy 3

DANC 235: Dance Improvisation 3 DANC 235: Dance Improvisation 2

DANC 310: Choreography I 3 DANC 310: Choreography I 3

DANC 420: Choreography II 3 DANC 420: Choreography II 3

Ballet Technique Courses

(2 credits each) 8

Initial placement based

on demonstrated skill level. Must achieve at

least level 5 in either Ballet or Jazz and level

3 in a second genre.

Ballet Technique Courses

(2 credits each) 8



least level 5 in either Ballet or Jazz and level


Modern Technique Courses

(2 credits each) 4



least level 5 in either

Ballet or Jazz and level 3 in a second genre.

Modern Technique Courses

(2 credits each) 4





Jazz Technique Courses

(2 credits each) 4





Jazz Technique Courses

(2 credits each) 4





Tap Technique Course

(2 credits each) 2


on demonstrated skill

level. Must achieve at least level 5 in either

Ballet or Jazz and level


Upper division Restricted Electives in

dance or related areas.

3

Upper division Restricted Electives in

dance or related areas.

3

Total required credits 44 Total required credits 45

85

4. Rationale for the proposed program change:

Revise the course number for Dance Pedagogy: Dance Pedagogy is offered to B.A. in

Dance majors during their junior or senior year. Upon review of our curriculum, in

preparation for membership renewal with our accrediting body, the National Association

of Schools of Dance, we recognize that a revision of this course number is long overdue.

This course was incorrectly numbered at its conception. The discussion topics,

assignments, projects, and overall workload, which are not being revised, are equivalent

to a 300-level course. This revised course number also aligns with similar courses offered

at benchmark institutions.

Revise the credit hours for Dance Improvisation: Dance improvisation, a movement

based course, educates students in the exploration of movement and the use of

improvisation as a tool in creating movement. Revising the credit hour requirement from

three to two credit hours establishes a more appropriate parallel to the other movement

courses offered within the Dance Program. Two credit hours better reflects the

assignments, projects, and overall student workload required within this course. This

credit hour adjustment also aligns with similar courses offered at our benchmark

institutions.

Add Tap Technique requirement: Currently, B.A. in Dance students are required to take

coursework in ballet, jazz, and modern dance technique. By adding a semester of tap

dance technique to the degree requirement, we are furthering our mission of creating

well-rounded dancers. Coursework with attention to rhythmical analysis is currently

missing from our degree curriculum and encouraged by the National Association of

Schools of Dance, our accreditation body. This course has an inherent rhythmical

component whose pedagogy is unique from the other dance genres. Additionally, this

course will supplement our students’ preparation as dance teachers and performers.

Increase the total number of required credits in this major: The above articulated

amendments result in the increase in the total number of credits required in this major

from 44 to 45.






University Senate

86


College of Health and Human Services

School of Nursing

Proposal to Revise Course Grade Type

(Consent Item)

Contact Person: Maribeth Wilson, [email protected], 745-6916

7. Identification of proposed course

1.3 Course prefix and number: NURS 449

1.4 Course title: Clinical: Community Health Nursing

8. Current course grade type: pass/fail

9. Proposed course grade type: standard letter grade

10. Rationale for revision of course grade type:

I am proposing a Course Grade Type Revision for NURS449 Community Health Nursing based

on the following rationale:

The revision is requested based on consistent student feedback from SITE evaluations

over four (4) semesters that the course be changed from a pass/fail to a standard letter

grade. Students have consistently stated a letter grade would better reflect the efforts

and learning outcomes achieved in the course than the current pass/fail designation.

The revision is requested to maintain consistency in courses within the nursing

program. The NURS422 senior practicum course bi-terms clinical hours with the

Community NURS449 during the final semester. NURS448 is also a capstone senior

course with NURS 449 being the clinical application portion, NURS 448 uses a

standard letter grade designation.

In the current NURS449 course the student completes 90 clinical hours. In addition,

the student submits the following assignments a) a self-assessment of learning needs

b) a community assessment of a specific area that forms the basis for the population

project by ascertaining the specific need in that community c) a paper based on a

specific population in that community with a goal to enhance or better the outcome of

that particular population using objectives, proposal, and budget and d) a weekly

reflective journal evaluating learning outcomes. These assignments are more than a

pass/fail skills-based clinical course. The assignments require assessment, planning

and analysis at a senior level. A letter grade would better reflect the efforts for

completion of the assignments.

The course currently contains a specific delineation of requirements designating a

point value for each assignment throughout the bi-term and an overall percentage that

would easily determine a letter grade for the course. This outline was designed to

better represent the student performance and clarify criteria required to pass in the

course rather than the pass/fail designation.


87

The standard letter grade is a better representation of the overall student performance

in the clinical and evaluation of learning outcomes for a senior level capstone course.



Department/ Unit: School of Nursing:

____04/18/17______

CHHS Undergraduate Curriculum Committee:

_________________


_________________

University Senate

_________________

88


Ogden College of Science & Engineering

Department of Chemistry


(Consent Item)

Contact Person: Jeremy B. Maddox, [email protected], 5-8725


1.5 Current course prefix (subject area) and number: CHEM 102

1.6 Course title: INTRODUCTION TO CHEMISTRY LABORATORY

2. Rationale for the course suspension:

The Chemistry Department does not intend to offer this course again. CHEM 101 provides

Colonnade NS and NL credit, and enrollments in CHEM 102 are down to 3 to 8 students per

semester.

3. Effect of course suspension on programs or other departments, if known:

None. Students may take CHEM 101 to satisfy Colonnade NS and NL credit.

4. Proposed term for implementation:

First available.


Department of Chemistry 05/10/2017

Ogden College Curriculum Committee 09-07-2017

Colonnade Committee


University Senate


89





(Consent Item)



1.1 Current course prefix (subject area) and number: CHEM 240

1.2 Course title: INTRODUCTION TO ORGANIC CHEMISTRY

2. Rationale for the course suspension:

The course has only been offered once and the Department has no intention of offering it

again.

3. Effect of course suspension on programs or other departments, if known:

None


First available





University Senate


90




Proposal to Suspend a Program

(Consent Item)



1.1 Program reference number: 340

1.2 Program title: Minor in Coal Chemistry

1.3 Credit hours: 20-22

2. Rationale for the program suspension:

There are no students with this minor declared and the Department does not see any

curricular value in continuing this program.

3. Effect on current students or other departments, if known:

None. Students that are interested in pursuing minor studies in chemistry should declare

the Minor in Chemistry (Ref. number 335).


First available





University Senate


91



School of Engineering and Applied Sciences

Proposal to Delete a Course

(Consent Item)

Contact Person: Mark E. Cambron, [email protected], 270-745-8868


1.1 Current course prefix (subject area) and number: CE 331

1.2 Course title: UK-Transportation Engineering

2. Rationale for the course deletion:

This course was developed to track credit hours earned from the University of Kentucky

required in the joint WKU/UK CE Program. This program is no longer joint and CE

331 is no CE 332 is the equivalent course will continue to be taught by the

Engineering Department.

3. Effect of course deletion on programs or other departments, if known: none



Engineering Department 05/04/2017



University Senate


92





(Consent Item)




1.2 Course title: UK-Fluid Thermal Science




331 is no longer needed. CE 332 is the equivalent course will continue to be taught by the








University Senate


93





(Consent Item)




1.2 Course title: UK-Introduction to Environmental

Engineering












University Senate


94





(Consent Item)




1.2 Course title: UK-Structural Analysis












University Senate


95





(Consent Item)




1.2 Course title: UK-Elementary Structural Design












University Senate


96



Department of Computer Science

Proposal to Revise Course Catalog Listing

(Consent Item)

Contact Person: Huanjing Wang, [email protected], 270-745-2672


1.1 Course prefix (subject area) and number: CS 360

1.2 Course title: Software Engineering I

14. Current course catalog listing:

Modern development cycle examined via software engineering: needs assessment,

requirements analysis, user interface, design, construction, test, maintenance/enhancement.

Current methodologies and tools: data dictionary, data flow diagrams, structured

walkthroughs, teams, program management. Case studies involving automated CASE and

expert systems.

15. Proposed course catalog listing:

Modern development cycle examined via software engineering: needs assessment,

requirements analysis, user interface, design, construction, test, maintenance/enhancement.

Current methodologies and tools: data dictionary, data flow diagrams, structured

walkthroughs, teams, program management.

16. Rationale for revision of the course catalog listing:

Automated CASE and expert systems have not been used in project for a few years. The

revised course catalog listing reflects the current course work.


Spring 2018


Department of Computer Science April 21,2017



University Senate


97





(Consent Item)




1.2 Course title: Numerical Analysis I

1.3 Credit hours: 3.0

2. Current prerequisites/corequisites/special requirements:

MATH 237 or 307 or 310, and CS 180 or CS 146 all with grades of C or better.


MATH 137, and MATH 237 or MATH 307 or MATH 310, and CS 180 or CS 146, all

with grades of “C” or better.


This is a cross listing course with Math 405. Math department revised Math 405

prerequisite. The proposed revision will rectify this.

5. Effect on completion of major/minor sequence:

There is no effect on completion of major/minor sequence


Spring 2018


Department of Computer Science April 21,2017

OCSE Curriculum Committee 09-07-2017


University Senate


98

Proposal Date: 2 May, 2017


Engineering Department


(Consent Item)

Contact Person: Chris Byrne, email [email protected], phone 745-6286


1.1 Course prefix (subject area) and number: EM 303

1.2 Course title: Mechanics of Deformable Solids


Prerequisite; MATH 137, EM 221 or EM 222 with a grade of C or better


Prerequisite; MATH 137 with a grade of C or better, EM 222 with a grade of C or better,

PHYS 255 with a grade of C or better.


Including the C or better grade requirement ensures student preparation and incorporates

previous graduation requirements. Including the physics keeps the student on track with

pre-major and graduation requirements.


None


Fall 2018


Engineering Department May 4, 2017



University Senate

99





(Consent Item)



1.1 Course prefix (subject area) and number: EM 313

1.2 Course title: Dynamics


Prerequisite; EM 221 or EM 222 with a grade of C or better, MATH 331 (may be taken

concurrently).


Prerequisite; EM 222 with a grade of C or better, MATH 331 (may be taken

concurrently), PHYS 255 with a grade of C or better.


Including the C or better grade requirement ensures student preparation and incorporates

previous graduation requirements. Including the physics keeps the student on track with

pre-major and graduation requirements.


None


Fall 2018





University Senate

100





(Consent Item)



1.1 Course prefix (subject area) and number: ME 176

1.2 Course title: Mechanical Engineering Freshman Design


Prerequisite: MATH 116 or higher


Corequisite: MATH 117 or higher


This aligns requirement with that of the electrical and civil engineering programs.


None


Fall 2018





University Senate

101





(Consent Item)




1.2 Course title: Sophomore Design


Prerequisite; ME 180 with a grade of C or better, EM 221 or EM 222


Prerequisite; ME 180 with a grade of C or better, Pre-major requirements satisfied in

iCAP


This curriculum milestone is being shifted from the junior to the sophomore year to

provide fewer obstacles to complete the degree. The requirement for admission to the

major is being modified to reflect this change.


None


Fall 2018





University Senate

102





(Consent Item)




1.2 Course title: Materials and Methods of Manufacturing


Prerequisite; CHEM 116 or CHEM 120, MATH 136 with a grade of C or better

Corequisite; ME 241


Prerequisite; CHEM 116 with a grade of C or better or CHEM 120 with a grade of C or

better, MATH 136 with a grade of C or better

Corequisite; ME 241


Including the C or better grade here captures this requirement early in the program, it was

previously a graduation requirement.


None


Fall 2018





University Senate

103





(Consent Item)




1.2 Course title: Materials and Methods of Manufacturing Laboratory


Prerequisite; CHEM 116 or CHEM 120, MATH 136 with a grade of C or better

Corequisite; ME 240


Prerequisite; CHEM 106 or CHEM 121

Corequisite; ME 240


The current prerequisites are captured in the corequisite course CHEM116 or CHEM120.

Adding the CHEM106 or CHEM121 lab ensures students’ progress through the program

and provides greater lab experience for those entering the course.


None


Fall 2018





University Senate

104





(Consent Item)




1.2 Course title: Junior Design


Prerequisite; ME 200 with a grade of C or better, ME 344, pre-major satisfied in iCAP


Prerequisite; ME 200 with a grade of C or better, ME 220, ME 344


Transition to major will be captured in ME 200. Including ME 220 here provides more

technical background for design, and ensures the course is taken within the first 5

semesters of the suggested plan of study so that students are not delayed in progress

towards the degree.


None


Fall 2018





University Senate

105





(Consent Item)




1.2 Course title: Engineering Instrumentation and Experimentation


Prerequisite; EM 302 or EM 303, ME 241, MATH 331 (may be taken concurrently)


Prerequisite; EM 303, EE 210, ME 347 (may be taken concurrently)


The topical content in EE 210 and ME 347 will better prepare the students for the course.


None


Fall 2018





University Senate

106





(Consent Item)




1.2 Course title: Heat Transfer


Prerequisite; ME 330



Corequisite; ME 333 Heat Transfer Laboratory


ME 325 and ME 333 are to be taken concurrently. This change provides clarity to the

requirement, and is already indicated in the laboratory course requirement.


None


Fall 2018





University Senate

107





(Consent Item)




1.2 Course title: Fluid Mechanics


Prerequisite; MATH 331, ME 220 (may be taken concurrently)


Prerequisite; MATH 331, ME 220 with a grade of C or better, MATH 237

Corequisite; ME 332 Fluid Mechanics Laboratory



requirement, and is already indicated in the laboratory course requirement. Having ME

220 be taken before gives better student preparation, and having the C or better grade

ensures adequate preparation. The surface and volume integration learned in MATH 237

will improve student preparation for the course.


None


Fall 2018





University Senate

108





(Consent Item)




1.2 Course title: Fluid Mechanics Laboratory


Prerequisite; MATH 331, ME 220 (may be taken concurrently) (these are not presently

reflected in the Undergraduate catalog)


Prerequisite; MATH 331, ME 220 with a grade of C or better, MATH 237, ME 310

Corequisite; ME 330 Fluid Mechanics



requirement. Having ME 220 be taken before gives better student preparation, and having

the C or better grade ensures adequate preparation. The surface and volume integration

learned in MATH 237 will improve student preparation for the course. Including ME 310

ensures student preparation in experimental methods used in the course.


None


Fall 2018





University Senate

109





(Consent Item)




1.2 Course title: Heat Transfer Laboratory


Prerequisite; none

Corequisite; ME 325



Corequisite; ME 325


ME 332 is taken concurrently with ME 330, which is a Prerequisite for ME 325. Adding

this provides clarity to the requirement and is consistent with lab prerequisite

identification used elsewhere in the program.


None


Fall 2018





University Senate

110





(Consent Item)




1.2 Course title: Mechanical Design


Prerequisite; EM 302 or EM 303 with a grade of C or better, ME 240 (may be taken

concurrently)


Prerequisite; EM 303 with a grade of C or better, ME 240 with a grade of C or better


EM 302 is being removed from the catalog. Having ME 240 be taken before gives better

student preparation, and having the C or better grade ensures adequate preparation.


None


Fall 2018





University Senate

111

Proposal Date: 1 August 2017

Potter College of Art & Letters


Dean’s Offices


(Consent Item)

Contact Person: Andrew McMichael [email protected] 5-6538

Cate Webb [email protected] 56181


1.1 Course prefix (subject area) and number: BDAS 495

1.2 Course title: Brewing and Distilling Arts & Sciences

2. Current prerequisites/corequisites/special requirements: Senior standing and

consultation with a designee of the Ogden College or Potter College Dean’s office.

3. Proposed prerequisites/corequisites/special requirements: Registration in the

certificate and consultation with a designee of the Ogden college, Gordon Ford college, or Potter

college Dean’s office.

4. Rationale for the revision of prerequisites/corequisites/special requirements: The

current wording is such that students might find themselves not having senior standing in,

for example, summer 2018, but then would take enough credits during 2018-2019 [fall, winter,

spring, summer] to graduate. They would then have to take an internship after graduation.

The current wording also does not allow the co-coordinator in Gordon Ford to approve

internships.

5. Effect on completion of major/minor sequence: This will give students more flexibility

in completing the program in a timely fashion.

6. Proposed term for implementation: Next available term


PCAL & Ogden & GFCoB Deans’ Offices 1 August 2017

PCAL College Curriculum Committee



University Senate

112



Psychological Sciences


(Action Item)

Contact Person: Diane Lickenbrock, [email protected], 5-4264


1.1 Course prefix (subject area) and number: PSYS 425

1.2 Course title: Developmental Psychopathology

1.3 Abbreviated course title: Developmental Psychopathology


1.4 Credit hours: 3 Variable credit (yes or no) NO

1.5 Grade type: Letter grade

1.6 Prerequisites/corequisites: PSYS 210 and PSYS 211 with grades of C or better,

and PSYS 220 or PSYS 321 or PSYS 440, or permission of instructor.

1.7 Course description: Examines the interaction between the dynamic processes

underlying both normative human development and the development of

psychopathology. Theoretical and empirical research will be reviewed, focusing

on the psychological science of the principles of adaptation and maladaptation.

2. Rationale:

2.13 Reason for developing the proposed course: The Department of Psychological

Sciences has a particular focus in the area of developmental psychology and this

course enhances that focus. The field of developmental psychopathology offers

advanced approaches to conceptualizing, studying, and intervening in

developmental processes. This approach encourages students to develop the

ability to integrate information from various areas of psychological science (e.g.,

clinical, developmental, neuroscience) to better understand human development

from a normative as well as non-normative perspective.

Psychological research focusing on normative development often does not

generalize well to understanding the thoughts, behaviors, and emotions of people

who are developing along a non-normative trajectory. This course will

complement our current course offerings by giving students an opportunity to

explore the ways that scientists study non-normative development as well as the

impact of psychopathologies on typical normative trajectories.

Given the prevalence of non-normative developmental outcomes, it is critical that

our students achieve an understanding of the etiology of non-normative outcomes

as well as mechanisms of intervention. Such understanding will give them greater

opportunities to understand the diversity of individuals with whom they interact

as well as an enhanced ability to provide a high quality of life for our constituents.

113

2.14 Projected enrollment in the proposed course: 25 students per year. This

projection is based on demand when the course was offered as a special topics

offering.


Consistent with our scholarly expertise in the area of developmental psychology,

the Department of Psychological Sciences offers several courses that focus on

normative development (PSYS 220-Introduction to Lifespan Developmental

Psychology, PSYS 321- Child Developmental Psychology, and PSYS 423-

Psychology of Adult Life and Aging, PSYS 424 Special Topics in Developmental

Psychology). In addition, we offer PSYS 440-Abnormal Psychology, but this is a

survey course that does not focus specifically on developmental process involved

in psychopathology.

2.16 Relationship of the proposed course to courses offered in other departments: PSY

220 (Introduction to Lifespan Developmental Psychology) and PSY 440

(Abnormal Psychology) are equivalent to PSYS 220 and PSYS 440 but are

offered by the Department of Psychology. The Department of Psychology also

offers PSY 346 (Foundations of Clinical and Community Behavioral Health) and

PSY 445 (Introduction to Clinical and School Psychology), which are focused on

understanding mental health from the perspective of a mental health professional.

Thus, these courses differ substantially from the proposed course, which places a

greater emphasis on the design, conduct, and interpretation of research and

theories, and use developmental psychological science to understanding non-

normative development.

The Department of Family and Consumer Sciences offers a number of courses on

the role that a child’s environment and background plays in development,

including FACS 292 (Diversity in Early Childhood Programs), FACS 391 (Risk

and Resilience), FACS 395 (Child and Family Stress), FACS 492 (Growth and

Guidance of Children), and FACS 496 (Addressing Challenging Behavior in

Young Children). Also, the School of Teacher Education offers a number of

courses (SPED – Special Education) on the role that psychopathologies can play

in educating children and how educators can accommodate their instruction to

meet the needs of children in special education/exceptional education programs

within schools to foster social and cognitive development of children. The

proposed course differs from these by focusing on the research in psychological

science used to build theories in psychology about the systems involved in the

emergence and development of psychopathology and is not focused on

interacting/intervening directly in schools and in the home.


The majority of our benchmarks offer the same, or a similar course, at the

graduate level. Ball State University and Bowling Green State University offer

Developmental Psychopathology at the undergraduate level. Many institutions

114

outside of our benchmarks offer Developmental Psychopathology at the

undergraduate level including: Boston University, Cal State Long Beach, Cal

State Northridge, Cornell University, Muhlenberg College, SUNY Empire State,

University of Chicago, UC Santa Barbara, UC Berkeley, and UNC Chapel Hill.


3.16 Schedule type: Lecture


Upon completion of this course students will:

Be familiar with the history and goals of studying psychopathology from a

developmental perspective

Understand the relationship between studying normative and non-normative

development

Identify the biological and sociocultural forces implicated in psychopathology

Be familiar with major forms of prevention and intervention of mental health

problems in children and adolescents

Critically evaluate research in developmental psychopathology

Be able to communication, in oral and written forms, an understanding of

research and theory in developmental psychopathology


1. Basic Overview of Developmental Psychopathology

a. What is Developmental Psychopathology?

b. Identifying the Dynamic Processes Underlying the Development of

Psychopathology

c. Methodology and Developmental Psychopathology

d. Psychopathology as a Developmental Outcome

2. Risk, Resiliency, and Vulnerability

a. Risk and Resiliency

b. Biological Sensitivity to Psychopathology

c. Gene X Environment Interactions

3. Psychological Research into the Role of Family in Developmental Outcomes

a. The Parent-Child Relationship

b. Maltreatment and Neurobiology of Stress

c. Marital Conflict and Child Outcomes

d. Parent-Child Emotion and Regulation

4. Psychological Research into Prevention, Intervention, and Application

a. Prevention & Intervention

b. Applications

c. Preventing and Treating Mental Health Problems in Children


Students will be graded on their performance via

Active class participation, included prepared discussion questions

Three to four exams

Two papers, in APA format, critically analyzing the scientific literature.


115

Cummings, E. M., Davies, P. T., & Campbell, S. B. (2000). Developmental

Psychopathology and Family Process: Theory, Research, and Clinical

Implications. New York: Guilford Press.

APA Publication manual (6th edition)

Cummings, E. M., & Davies, P. T. (2010). Marital Conflict and Children: An

Emotional Security Perspective. New York: Guilford Press.

Articles from scholarly journals in the discipline (the following represents a

sample):

Cicchetti, D., Rogosch, F. A., & Toth, S. L. (2006). Fostering secure attachment

in infants in maltreating families through preventive interventions.

Development and Psychopathology, 18, 623-650.

Davies, P. T., Cicchetti, D., & Hentges, R. F. (2015). Maternal unresponsiveness

and child disruptive problems: The interplay of uninhibited temperament and

dopamine transporter genes. Child Development, 86, 63-79.

Ellis et al., (2011). Differential susceptibility to the environment: An

evolutionary-neurodevelopmental theory. Development & Psychopathology,

23, 7-28.

Masten, A. S. (2001). Ordinary magic: Resilience processes in development.

American Psychologist, 56, 227-238.

Maughan, A., Cicchetti, D., Toth, S. L., & Rogosch, F. A. (2007). Early-occurring

maternal depression and maternal sensitivity in predicting young children's

emotional regulation and socioemotional difficulties. Journal of Abnormal

Child Psychology, 34, 685-703.

Moffitt, T. E., Caspi, A., & Rutter, M. (2006). Measured gene– environment

interactions in psychopathology: concepts, research strategies, and implications

for research, intervention, and public understanding of genetics. Perspectives

on Psychological Science, 1, 5-27.

Pollak, S. D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing

emotion in faces: Developmental effects of child abuse and neglect.

Developmental Psychology, 36, 679-688.

Rutter et al. (1997). Integrating nature and nurture: Implications of person-

environment correlations and interactions for developmental psychopathology.

Development and Psychopathology, 9, 335-364.

Sroufe, L. A. (2013). The promise of developmental psychopathology: past and

present. Development and Psychopathology, 25, 1215-24

4. Resources:

4.7 Library resources: Students will use the Psychology and Science

indexing/abstracting/full-text services offered by the WKU library. Current

resources will provide adequate access to journal articles needed for this course.

4.8 Computer resources: no additional resources


5.13 Proposed method of staffing: Current faculty will staff this course




116



Department of Psychological Sciences August 16, 2017



University Senate

117



Department of Psychological Sciences


(Action Item)

Contact Person: Kelly Madole; [email protected], 5-6475


1.1 Course prefix (subject area) and number: PSYS 442

1.2 Course title: Psychology of Suicide and Self-Injury

1.3 Abbreviated course title: PSY OF SUICIDE & S ELF INJURY


1.4 Credit hours: 3 Variable credit (yes or no) no

1.5 Grade type: Letter

1.6 Prerequisites/corequisites: Junior standing and a grade of C or better in PSYS

440, or permission of instructor.

1.7 Course description: This course focuses on the study of self-harm behavior in

depth, specifically on suicide and self-injury. Topics include theories of suicide,

risk and protective factors, assessing and managing suicide risk in clinical

settings, treatment for suicidal patients, ethics, nonsuicidal self-injury, the

neurobiology of suicide, and prevention and post-vention.

2. Rationale:


Suicidal and self-injurious behaviors represent a serious threat to the well-being of

adolescents and young adults. An estimated 800,000 deaths occur annually as a result of

suicide; suicide is currently the second leading cause of death for 15-29 year olds. The

incidence of suicidal and nonsuicidal self-harm behaviors is difficult to document but

may be as high as 35% for adolescents. The relationship between self-harm behaviors

and suicidal behaviors is not well understood but may have similar risk factors.

Because of the prevalence of these behaviors, teaching Psychological Science students

about risk factors and treatments adds significantly to their development as socially

responsible citizen-leaders. It also contributes to WKU’s goal of identifying and helping

to solve key social, health, and scientific problems, especially at a time when numerous

institutions are working together to try to reduce the incidence of suicide. Moreover,

teaching about suicide from a clinical psychological science perspective represents an

opportunity to illustrate for students how biological, psychological and sociocultural

factors interact to produce behavior. Thus, this course lays an important foundation for

engaged research as well as public service that will help to improve the quality of life for

citizens in the state.

2.2 Projected enrollment in the proposed course:


118

Approximately 25 students per year. We have taught this topic as a Special Topics

course with consistent demand.


We currently offer PSYS 440 (Abnormal Psychology). PSYS 450 (Psychology of

Personality) is also related. However, both of these are very broad survey courses and

cannot deal adequately with the more specialized, but important, topics of suicide and

self-injury.


Psychology offers PSY 440 (Abnormal Psychology), which is course equivalent to PSYS

440 (mentioned above) and is a broad survey course with minimal overlap to the

proposed course’s content. PSY 346 (Foundations of Clinical and Community Behavioral

Health) is a survey course that covers knowledge and skills useful to service as a

professional in community mental health agencies, and, like PSYS and PSY 440,

minimally overlaps with the proposed course given that the course does not focus

specifically on suicide. There appears to be no other undergraduate level courses dealing

with this topic at WKU


Courses on the Psychology of Death and Dying are commonly found at many

universities. Courses specifically focused on suicide at the undergraduate level are less

common but are offered at several universities. For example, Psychology of Suicide is

offered at the University of Wisconsin and at the University of Florida. At UCLA, the

course is called Psychology of Death, Suicide, and Trauma


3.1 Schedule type: Lecture

3.2 Learning Outcomes: Upon completion of this course students will 1. Display basic knowledge about the field of suicidology and self-injury.

2. Understand the psychological and biological theories of self-harm, risk

and protective factors, assessment, treatment, and post-vention.

3. Show enhanced critical thinking skills by exploring the ethics of suicide, and

evaluating current empirical research in the field.

4. Display in-depth knowledge about a specific topic within the field of self-harm.


1. The Suicidal Mind

2. Suicide Terms and Definitions

3. Studying Suicidal Populations

4. Theories of Suicide

5. Risk and Protective Factors (psychopathology and neurobiology)

6. Attempts and Method

7. Demographics of Suicide

8. Assessing and Managing Suicide Risk

9. Treatment for Suicidal Individuals

119

10. Suicide Prevention

11. Suicide Survivors: Post-vention

12. Ethics and Suicide

13. Nonsuicidal Self-Injury

3.4 Student expectations and requirements: Students will be evaluated on the basis of

exams, discussion questions, presentations, and class participation

3.5 Tentative texts and course materials: 1. Jobes, D. A. (2016). Managing Suicidal Risk; A Collaborative Approach, 2nd Edition.

New York: Guilford Press.

2. Joiner, T. E. (2005). Why People Die by Suicide. Cambridge, MA: Harvard

University Press.

3. Shneidman, E. S. (1996). The Suicidal Mind. New York: Oxford University Press.

4. O’Connor, R. C., & Nock, M. K. (2014). The psychology of suicidal behavior.

Lancet Psychiatry, 1, 73-85.

5. Van Heeringen & Mann, (2014). The neurobiology of suicide. Lancet Psychiatry, 1,

63-72.

6. Linehan, M. M. et al. (2012). Assessing and managing risk with suicidal individuals.

Cognitive and Behavioral Practice, 19, 218-232.

7. Nock, M. K. (2010). Self-injury. Annual Review of Clinical Psychology, 6, 15-25.

4. Resources:

4.1 Library resources: Journal entitled Suicide and Life Threatening Behavior

recommended

4.2 Computer resources: None


5.1 Proposed method of staffing: Current staff






Department of Psychological Sciences August 16, 2017



University Senate

120





(Action Item)




1.2 Course title: Mobile App Development

1.3 Abbreviated course title: Mobile App Development

1.4 Credit hours: 3 Variable credit (yes or no): no

1.5 Grade type: Standard letter grade

1.6 Prerequisites: Grade of C or better in CS 221

1.7 Course description:

Introduces and explores mobile app programming, important environment

features; and mobile app development frameworks, architecture, and design.

2. Rationale:


Today's applications are increasingly mobile. Computers are no longer confined

to desks and laps but instead live in our pockets and hands. This course teaches

students how to build apps for mobile devices.

2.2 Projected enrollment in the proposed course: One session per year; 15-20 students per year


No similar courses offered by the department


No similar course offered by other department


Some universities offer a similar course at upper division level, such as the

Michigan State University (CSE 476, Mobile Application Development), Arizona

State University (CSE 494, Mobile Application Development), and Northern

Kentucky University (CSC 415, Android Mobile App Development).


3.1 Schedule type:

C—Lecture/Lab: Combination of formal presentation and experimental study.


121


Understand the unique aspects of mobile application design.

Critique mobile applications on their design pros and cons.

Utilize rapid prototyping techniques to design and develop sophisticated

mobile interfaces.

Develop mobile app with user interactions

Develop mobile app with data sources.

Develop mobile app with location awareness and hardware sensors.

Understand how to deploy mobiles.


Characteristics of mobile applications

Platforms overview

Graphical User Interface and design principles

How to respond user interaction, such as touch gestures

How to work with locations and maps

Storing and retrieving data

How to access hardware sensors

Testing methodologies for mobile applications

How to deploy mobile apps

Mobile security


Students are expected to attend class (lab) and to complete assignments. They are

expected to complete a term project.

3.5 Tentative texts and course materials: Introduction to Android Application Development: Android Essentials, 5th

Edition, by Joseph Annuzzi, Lauren Darcey, Shane Conder

published Dec 18, 2015 by Addison-Wesley Professional.

ISBN-10: 0-13-438945-X

Android Programming Concepts by Trish Cornez, Richard Cornez

Jones & Bartlett Learning; Pap/Psc edition (October 9, 2015)

ISBN-10: 1284070700

Beginning iPhone Development with Swift: Exploring the iOS SDK, David Mark

, Jack Nutting , Kim Topley , Fredrik Olsson , Jeff LaMarche, ISBN13: 978-1-

484204-10-8, 2014

4. Resources:

4.1 Library resources:

None

4.2 Computer resources:

122

Existing computer lab


5.1 Proposed method of staffing:

Existing faculty

5.2 Special equipment needed:

Current departmental resources are sufficient

5.3 Expendable materials needed:

None

5.4 Laboratory materials needed:

None


Spring 2018


Department of Computer Science April 7, 2017



University Senate

123



School of Engineering and Applied Science


(Action Item)

Contact Person: Stacy Wilson, [email protected], 56394


1.1 Course prefix (subject area) and number: ENGR 490

1.2 Course title: Senior Seminar

1.3 Abbreviated course title: Senior Seminar


1.4 Credit hours: 2 Variable credit (yes or no) : no


1.6 Prerequisites/corequisites: Senior standing in an engineering discipline and

consent of instructor

1.7 Course description: Seminar course focused on professional topics including

project management and the proposal for a multidisciplinary engineering capstone

project.

2. Rationale:

2.1 Reason for developing the proposed course: This course is being created to offer a

multidisciplinary senior seminar opportunity to engineering students.

Multidisciplinary teamwork is required by ABET, the accrediting body for

engineering programs.

2.2 Projected enrollment in the proposed course: 20 students per year

2.3 Relationship of the proposed course to courses now offered by the department: CE

400, EE 400, and ME 400 are discipline specific senior seminar courses currently

offered in the department. ENGR 490 and ENGR 491 will comprise the capstone

design sequence for engineering students on multidisciplinary projects. These

courses are composed of the following steps:

Initiating the project (ENGR 490)

Planning the project (ENGR 490)

Executing the project (ENGR 491)

Monitoring and controlling the project (ENGR 491)

Closing the project (ENGR 491)


Senior seminar courses are common across campus. These courses such as

MATH 498 and PSYS 499 serve as culminating experiences in the curricula.

2.5 Relationship of the proposed course to courses offered in other institutions: All

ABET accredited engineering programs are required to have a senior capstone

experience. It is very common to have a senior seminar course which prior to the

capstone design project to prepare students.


124


3.1 Schedule type: S

3.2 Learning Outcomes: The learning outcomes of this course include further

developing the design skills of engineering students, develop teamwork skills,

explore engineering ethics, and design and write the senior project proposal.


Project Management

Post graduation opportunities

Professional Ethics

Teamwork

Professional Licensure

3.4 Student expectations and requirements: Students are expected to complete

assignments culminating in a project management plan for their senior project to

be executed in the following course.

3.5 Tentative texts and course materials: Instructor provided materials

4. Resources:

4.1 Library resources: This course will use the same library resources as the existing

CE 400, EE 400, and ME 400.

4.2 Computer resources: This course will use the same computing resources as the

existing CE 400, EE 400, and ME 400.


5.1 Proposed method of staffing: Current Engineering faculty. This course will be

cross listed with the other senior seminar courses.







OSCE College Curriculum Committee 09-07-2017


University Senate

125



School of Engineering and Applied Science


(Action Item)



1.1 Course prefix (subject area) and number: ENGR 491

1.2 Course title: Senior Project

1.3 Abbreviated course title: Senior Project


1.4 Credit hours: 3 Variable credit (yes or no) : no


1.6 Prerequisites/corequisites: ENGR 490

1.7 Course description: Students work in multidisciplinary teams to execute project

designed during ENGR 490. Must be taken in the semester immediately

following ENGR 490.

2. Rationale:

2.1 Reason for developing the proposed course: This course is being created to offer a

multidisciplinary capstone design opportunity to engineering students.

Multidisciplinary teamwork is required by ABET, the accrediting body for

engineering programs.

2.2 Projected enrollment in the proposed course: 20 students per year

2.3 Relationship of the proposed course to courses now offered by the department: CE

498, EE 401, and ME 412 are discipline specific capstone design courses currently

offered in the department. ENGR 490 and ENGR 491 will comprise the capstone

design sequence for engineering students on multidisciplinary projects. These

courses are composed of the following steps:

Initiating the project (ENGR 490)

Planning the project (ENGR 490)

Executing the project (ENGR 491)

Monitoring and controlling the project (ENGR 491)

Closing the project (ENGR 491)


Capstone design courses are common across campus. These courses such as

PHIL 496 and RELS 496 serve as capstone design in the curricula.

2.5 Relationship of the proposed course to courses offered in other institutions: All

ABET accredited engineering programs are required to have a senior capstone

experience.



126

3.1 Schedule type: S

3.2 Learning Outcomes: The learning outcomes of this course include project

execution and documentation, troubleshooting, teamwork and professional

presentation skills.


Project Execution

Troubleshooting

Documentation

Dissemination

3.4 Student expectations and requirements: Students are expected to participate in the

capstone project. Students are also expected to present the results of the project in

both oral and written forms.

3.5 Tentative texts and course materials: none

4. Resources:

4.1 Library resources: This course will use the same library resources as the existing

CE 498, EE 401, and ME 412.

4.2 Computer resources: This course will use the same computing resources as the

existing CE 498, EE 401, and ME 412.


5.1 Proposed method of staffing: Current Engineering faculty. This course will be

cross listed with the other senior seminar courses.






Department of Engineering 5/4/17

OSCE College Curriculum Committee 09-07-2017


University Senate

127



Department of Architectural & Manufacturing Sciences


(Action Item)

Contact Person: Neal Downing, AIA, [email protected], 270-745-6302


1.1 Current program reference number: 518

1.2 Current program title: Architectural Science


2. Identification of the proposed program changes:

Remove requirement of PHYS 201 in the additional courses required in the major.

Remove requirement of SFTY 171 in the additional courses required in the major.

Add 3 hours as Architectural Science Electives in the major.

Add options for Principles of Economics in the additional courses required in the

major.

3. Detailed program description:

Architectural Science (Old) 89 Architectural Science (New) 87

Intro to Occupational Safety AMS 140 1 Intro to Occupational Safety AMS 140 1

Architectural Graphics AMS 151 3 Architectural Graphics AMS 151 3

Architectural Drafting AMS 163 3 Architectural Drafting AMS 163 3

Intro to Architecture AMS 180 3 Intro to Architecture AMS 180 3

3D Modeling & Imaging AMS 251 3 3D Modeling & Imaging AMS 251 3

Construction Methods & Materials AMS 261 3 Construction Methods & Materials AMS 261 3

Construction Methods & Materials Lab AMS 262 1 Construction Methods & Materials Lab AMS 262 1

Architectural Documentation I AMS 263 3 Architectural Documentation I AMS 263 3

Architectural Detailing AMS 273 3 Architectural Detailing AMS 273 3

Architectural Structures AMS 282 3 Architectural Structures AMS 282 3

Building Codes AMS 305 3 Building Codes AMS 305 3

Survey of Building Systems AMS 325 3 Survey of Building Systems AMS 325 3

AMS 351 Building Info Modeling AMS 351 3 AMS 351 Building Info Modeling AMS 351 3

Architectural Documentation II AMS 363 3 Architectural Documentation II AMS 363 3

Architectural Design Studio I AMS 369 4 Architectural Design Studio I AMS 369 4

Quality Assurance AMS371 3 Quality Assurance AMS371 3

Project Management AMS390 3 Project Management AMS390 3

Internship I AMS398 1 Internship I AMS398 1

Technology Mgmt./Sup./Team Blding AMS430 3 Technology Mgmt./Sup./Team Blding AMS430 3

128

Architectural Design Studio II AMS 469 4 Architectural Design Studio II AMS 469 4

Comprehensive Design AMS 488 3 Comprehensive Design AMS 488 3

Senior Research AMS490 3 Senior Research AMS490 3

Construction Management CE 303 3 Construction Management CE 303 3

Construction Management Lab CE 304 1 Construction Management Lab CE 304 1

Business Writing or Technical Writing

ENG 306 or

307 3

Business Writing or Technical Writing

ENG 306 or

307 3

Management Elective 3 Management Elective 3

Architectural Science Elective 6 Architectural Science Elective 9

Additional Required Courses for Major

Math 117 or higher MATH 117 3 Math 117 or higher MATH 117 3

Safety and First Aid SFTY 171 1

Principles of Econ (Micro) ECON 202 3

Intro to Economics or Principles of Economics (Micro) or Principles of Economics (Macro) or Moral Issues of Capitalism or Economics, Law, and Public Choice or Financial Management

ECON 150 or ECO 150 or ECON 202 or ECO 202 or ECON 203 or ECO 203 or ECON 375 or ECON 390 or BUS 160C 3

College Physics I PHYS 201 4

Technical Hours: 89

Technical Hours: 87


Remove PHYS 201

The current syllabus of AMS 282 covers vectors which was the primary rationale

for requiring PHYS 201.

Remove SFTY 171

This course is not a part of the new Colonnade Program. Most companies include

safety and first aid training in their orientation of new employees.

Aspects of safety are also covered in courses such as AMS 140 and AMS 262.

Add 3 additional hours of Architectural Science Electives

Adding to the number of elective hours enables students to explore their areas of

interest and focus on specialty topics.

Add ECON 150 or ECO 150 or ECO 202 or ECON 203 or ECO 203 or ECON

375 or ECON 390 or BUS 160C as option for ECON 202

This provides more scheduling options for courses in the economics area and

gives students more choices, depending upon their goals.

5. Effective Catalog Year: First available


129

Department of Architectural & Manufacturing

Sciences 4/1/2016

OCSE Curriculum Committee 09-07-2017


University Senate

130





(Action Item)



1.1 Current program reference number:

1.2 Current program title:

1.3 Credit hours:

2. Identification of the proposed program changes: Add a pre-major to Engineering


Current Proposed Engineers turn dreams into reality. Engineering is the process of designing solutions to real world problems using mathematical and scientific principles. It merges creative thinking with analytical skills to create systems and processes such as automobiles, buildings, bridges, computers, electrical systems, manufacturing processes, and software. Engineering is a primary difference between our modern world and primitive societies. The engineering programs at Western Kentucky University are dedicated to teaching the practice of engineering to undergraduate students in a project-based environment. Beginning with the first freshman class and progressing through the last senior class, engineering students at WKU engage in the practice of engineering under the instruction and guidance of degreed, practicing engineers. Engineering at WKU differs from most other institutions because its faculty is dedicated exclusively to undergraduate engineering education and to engaging students in the practice of engineering without the requirement of supervising graduate research. Many studies have shown that the educational methodologies employed by engineering faculty at WKU are not only the most enjoyable and interesting for students; they are also a more effective way to learn engineering. The Department of Engineering offers Bachelor of Science degrees in the following areas:

Civil Engineering (reference number 534)

Electrical Engineering (reference number 537)

Mechanical Engineering (reference number 543)

The WKU Engineering programs -- civil engineering, electrical engineering, and mechanical engineering – are accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

Engineers turn dreams into reality. Engineering is the process of designing solutions to real world problems using mathematical and scientific principles. It merges creative thinking with analytical skills to create systems and processes such as automobiles, buildings, bridges, computers, electrical systems, manufacturing processes, and software. Engineering is a primary difference between our modern world and primitive societies. The engineering programs at Western Kentucky University are dedicated to teaching the practice of engineering to undergraduate students in a project-based environment. Beginning with the first freshman class and progressing through the last senior class, engineering students at WKU engage in the practice of engineering under the instruction and guidance of degreed, practicing engineers. Engineering at WKU differs from most other institutions because its faculty is dedicated exclusively to undergraduate engineering education and to engaging students in the practice of engineering without the requirement of supervising graduate research. Many studies have shown that the educational methodologies employed by engineering faculty at WKU are not only the most enjoyable and interesting for students; they are also a more effective way to learn engineering. The Department of Engineering offers Bachelor of Science degrees in the following areas:

Civil Engineering (reference number 534)

Electrical Engineering (reference number 537)

Mechanical Engineering (reference number 543)

The School of Engineering and Applied Sciences also offers a pre-major that provides an opportunities for the exploration of all areas of engineering before moving into one of the above majors.


131

The Department of Engineering offers minors in electrical engineering (reference number 354), land surveying (reference number 405), systems engineering (reference number 476), and floodplain management (reference number (361), as well as a certificate in land surveying (reference number 1700). ….. Details of the curriculum and course information can be found at www.wku.edu/engineering or by contacting the Department of Engineering.

The WKU Engineering programs -- civil engineering, electrical engineering, and mechanical engineering – are accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. The Department of Engineering offers minors in electrical engineering (reference number 354), land surveying (reference number 405), systems engineering (reference number 476), and floodplain management (reference number (361), as well as a certificate in land surveying (reference number 1700). The pre-Engineering (reference #) curriculum includes a grade of “C” or better in the following:

College Composition

Human Communication

MATH 136

MATH 137

PHYS 255/256

GEOL 111 or CHEM 116 or CHEM

120 or PHYS 265

Details of the curriculum and course information can be found at www.wku.edu/seas or by contacting the School of Engineering and Applied Sciences.

4. Rationale for the proposed program change: Many students enroll as engineering

majors before determining which engineering discipline they would like to student. Also, many

KCTCS programs better aligns with a pre engineering major rather than a engineering discipline

specific pre major.

5. Proposed term for implementation and special provisions (if applicable): Fall 2018


Department/School Date of Approval


Ogden College of Science and Engineering 09-07-2017


University Senate

132




Proposal to Revise a Program

(Action Item)

Contact Person: Shane M. Palmquist, [email protected], 270-745-2919



1.2 Current program title: Engineering-Civil

1.3 Credit hours: Current: 130 Proposed: 130


Remove from the major the following courses: CE 331 Transportation

Engineering; CE 341 Fluid & Thermal Science; CE 351 Intro to Environmental

Engineering; CE 373 Structural Analysis; CE 483 Elementary Structural Design;

EM 221 Statics; and EM 302 Mechanics of Deformable Bodies.

Require students in the major to register for CE 400 or ENGR 490 Senior Seminar

(2 credit hours) and CE 498 or ENGR 491 Senior Project (3 credit hours).

Require students to take 6 of the 9 credit hours of technical engineering elective

from courses taught by engineering faculty and not just by civil engineering

faculty.

Require students to earn a grade of “C or better” in all major courses except for

one.


CE Current Program CE Proposed Program Prefix # Course Title Hrs. Prefix # Course Title Hrs.

CE

ME

EE

176

176

101

CE Fresh Design,

ME Fresh Design, or

EE Design I

1 CE

ME

EE

176

176

101

CE Freshman Design,

ME Freshman Design, or

EE Design I

1

CE 160 Prin. of Surveying 3 CE 160 Prin. of Surveying 3

CE 161 Surveying Lab 1 CE 161 Surveying Lab 1

CE 303 Constr. Management 3 CE 303 Constr. Management 3

Prefix # Course Title Hrs. Prefix # Course Title Hrs.


133

CE 304 Constr. Management

Lab

1 CE 304 Constr. Management Lab 1

CE 305 Risk Analysis

3

CE 305 Risk Analysis

3

CE 310 Strengths Lab 1 CE 310 Strengths Lab 1

CE 316 Equip. & Methods 3 CE 316 Equip. & Methods 3

CE 331 Transportation Eng. 3 CE 331

332

Transportation Eng. 3

CE 341

342

Fluid & Thermal

Science

4 CE 341 342

Fluid & Thermal Science 4

CE 351

352

Intro. to

Environmental

Engineering

3 CE 351 352

Intro. to Environmental

Engineering

3

CE 370 Materials of

Construction

2 CE 370 Materials of Construction 2

CE 371 Matls. of Constr.

Lab

1 CE 371 Matls. of Constr. Lab 1

CE 382

373

Structural Analysis 3 CE 382

373

Structural Analysis 3

CE 384

482

483

Civil Engineering

Design Course

3 CE 384

482

483

Civil Engineering Design

Course

3

CE 410 Soil Mechanics 3 CE 410 Soil Mechanics 3

CE 411 Soil Mechanics Lab 1 CE 411 Soil Mechanics Lab 1

CE 412 Foundation Eng. 3 CE 412 Foundation Eng. 3

CE 461 Hydrology 3 CE 461 Hydrology 3

CE 400 Senior Design

Seminar

1 CE

ENGR

400

490

Senior Design Seminar 2

CE 498 Senior Project 3 CE

ENGR

498

491

Senior Project 3

CE Technical Elective* 3 CE Technical Elective* 3



AMS 163 Arch. Drafting 3 AMS 163 Arch. Drafting 3

EM 221

222

Statics 3 EM 221 222

Statics 3

EM 302

303

Mechanics of

Deformable Bodies

3 EM 302

303

Mechanics of Deformable

Bodies

3

TOTALS Credit Hours 68 TOTALS Credit Hours 68

Other Requirements Other Proposed Requirements Prefix # Course Title Hrs. Prefix # Course Title Hrs.

MATH 136 Calculus I 4 MATH 136 Calculus I 4

MATH 137 Calculus II 4 MATH 137 Calculus II 4


134

MATH 237 Multivariable

Calculus

4 MATH 237 Multivariable Calculus 4

MATH 331 Differential

Equations

3 MATH 331 Differential Equations 3

PHYS 255 University Physics I 4 PHYS 255 University Physics I 4

PHYS 256 Physics I Lab 1 PHYS 256 Physics I Lab 1

Science or Math

Elective

(See list below.)**

3 Science or Math Elective

(See list below.)**

3

CHEM 120 College Chemistry I 3 CHEM 120 College Chemistry I 3

CHEM 121 Chemistry I Lab 2 CHEM 121 Chemistry I Lab 2

GEOL 111 The Earth 3 GEOL 111 The Earth 3

GEOL 113 The Earth Lab 1 GEOL 113 The Earth Lab 1

TOTALS Credit Hours 32 TOTALS Credit Hours 32

CE Current Program

*Students are required to complete a total of 9 credit hours of technical electives in civil

engineering or a related field. A minimum of 6 credit hours must come from CE prefixed

courses.

CE Proposed Program

*Students are required to complete a total of 9 credit hours of technical electives in civil

engineering or a related field. A minimum of 6 credit hours must come from CE prefixed

courses taught by engineering faculty.

Current CE Technical Electives Proposed CE Technical Electives Prefix # Course Title Hrs. Prefix # Course Title Hrs.

CE 300 Floodplain

Management

3 CE 300 Floodplain Management 3

CE 301 Field Experience in

Floodplain

Management

3 CE 301 Field Experience in

Floodplain Management

3

CE 326 Engineering Law 3 CE 326 Engineering Law 3

CE 360 Est., Scheduling

Bidding

3 CE 360 Est., Scheduling Bidding 3

CE 361 Estimating Lab 1 CE 361 Estimating Lab 1

CE 378 Boundary Surveying 3 CE 378 Boundary Surveying 3

CE 379 Boundary Surveying.

Lab

1 CE 379 Boundary Surveying. Lab 1

CE 380 Route Surveying 3 CE 380 Route Surveying 3

CE 381 Route Surveying Lab 1 CE 381 Route Surveying Lab 1

CE 383 Structural Steel

Design

3 CE 383 Structural Steel Design 3


135

CE 426 Adv. Construction

Matls.

3 CE 426 Adv. Construction Matls. 3

CE 436 Design / Constr.

Integration

3 CE 436 Design / Constr. Integration 3

CE 440 Masonry Constr. 3 CE 440 Masonry Construction 3

CE 444 Bridge Engineering 3 CE 444 Bridge Engineering 3

CE 462 Hydraulic

Engineering

3 CE 462 Hydraulic Engineering 3

CE 474 Civil Eng. Design

Project

1-3 CE 474 Civil Eng. Design Project 1-3

CE 475 Sel. Topics in Civil

Eng.

3 CE 475 Sel. Topics in Civil Eng. 3

CE 476 Highway

Construction

3 CE 476 Highway Construction 3

CE 486 Steel & Concrete

Constr.

3 CE 486 Steel & Concrete Constr. 3

CE 490 UK-CE Sel. Topics

(Fall)

3 CE 490 UK-CE Sel. Topics (Fall) 3

CE 491 UK-CE Sel. Topics

(Spr)

3 CE 491 UK-CE Sel. Topics (Spr) 3

CM 363 Constr. Est. and

Bidding

3 CM 363 Constr. Est. and Bidding 3

CM 400 Constr.

Administration

3 CM 400 Constr. Administration 3

CM 426 Construction Law 3 CM 426 Construction Law 3

EE 350 Fund. of Electrical

Eng.

4 EE 350 Fund. of Electrical Eng. 4

EM 313 Dynamics 3 EM 313 Dynamics 3

GISC 317 Geog. Info. Systems 4 GISC 317 Geog. Info. Systems 4

ME 220 Eng.

Thermodynamics

3 ME 220 Eng. Thermodynamics 3

GISC 316 Fundamentals of GIS 4 GISC 316 Fundamentals of GIS 4

GEOL 308 Structural Geology 4 GEOL 308 Structural Geology 4

GEOL 310 Global Hydrology 3 GEOL 310 Global Hydrology 3

GEOL 415 Environmental

Geology

3 GEOL 415 Environmental Geology 3

ENGR 400 Systems Engineering 3 ENGR 400 Systems Engineering 3

AMS 305 Building Codes 3 AMS 305 Building Codes 3

AMS 325 Surv. of Building

Systems

3 AMS 325 Surv. of Building Systems 3

MATH 350 Adv. Engineering

Math

3 MATH 350 Adv. Engineering Math 3

**Proposed List of Courses to Satisfy the Science or Math Elective

136

Prefix # Course Title Hrs.

PHYS 265/266 University Physics II & Lab 4/1

MATH 307 Linear Algebra 3

MATH 370 Applied Tech. in Mathematics 3

STAT 301 Prob. & Applied Statistics 3

CHEM 222/223 College Chemistry II & Lab 3/2

GEOG 280 Envir. Sc. & Sustainability 4

GEOL 311 General Oceanography 3

GEOL 420 Geomorphology 4

GEOL 445 Aqueous Geochemistry 3

GEOL 465 Geophysics 3

CE Current Program:

Students must have a grade of “C” or better in:

All premajor courses, All math courses, Science or math elective, EM 302 or 303 Mechanics of Deformable Solids, All CE courses including technical electives (except for one (1) 300-level or 400-

level CE course),

CE Proposed Program:

Students must have a grade of “C” or better in:

All premajor courses, and All major courses except for one.


The CE program is removing from the major the following courses: CE 331

Transportation Engineering; CE 341 Fluid & Thermal Science; CE 351 Intro to

Environmental Engineering; CE 373 Structural Analysis; CE 483 Elementary

Structural Design; EM 221 Statics; and EM 302 Mechanics of Deformable Bodies.

These courses are being deleted. See other paper work for these deletions. These

courses were required when students were part of the joint WKU/UK CE program,

and these students were required to obtain 15 hours in the major from courses taught

by UK faculty. These courses were only taught by UK faculty, and were counted by

ICAP to meet this requirement. However, WKU now offers a standalone CE

program, and no students are in the old joint program. Current students in the

standalone CE program will still be required to take these courses just with a different

course numbering. The courses are: CE 332 Transportation Engineering; CE 342

Fluid & Thermal Science; CE 352 Intro to Environmental Engineering; CE 382

Structural Analysis; CE 482 Elementary Structural Design; EM 222 Statics; and EM

303 Mechanics of Deformable Bodies.

137

ENGR 490 and 491 are new courses being proposed. They are being created so

senior students majoring in civil engineering can register for a multidisciplinary

engineering senior project. CE 400 and 498 are both existing courses for majors

registering for a civil engineering senior project.

The CE program faculty feel that 6 of the 9 required credit hours in technical

electives can come from courses taught by engineering faculty and not just courses

taught by civil engineering faculty. Thus, civil engineering students will have more

choices.

The program would like to simplify the grade of “C or better” requirement. Students

need to earn a grade of “C or better” in all premajor and major courses. However,

students may earn a grade of “D” in a single major course.

5. Proposed term for implementation: First available





University Senate

138



School of Engineering & Applied Sciences


(Action Item)

Contact Person: Shane M. Palmquist, [email protected], 745-2919


1.1 Current program reference number: 534P

1.2 Current program title: Civil Engineering-Prep

1.3 Current credit hours: 38 or 39

Proposed credit hours: 25


Delete from the pre-major CE 176 Civil Engineering Freshman Design (1 cr.), AMS 163 Architectural Drafting (3),

MATH 237 Multivariable Calculus (4) or MATH 331 Differential Equations (3), Principles of Surveying and Lab CE

160/161 (3/1 cr.), and CHEM 120 and 121.

Add to the pre-major GEOL 111 The Earth (3 cr.).

Decrease the number of credit hours in the pre-major from 38 or 39 to 25.


The existing statement in the undergraduate catalog is:

To transition from pre-major to major and to graduate with a degree in civil engineering,

students must complete each of the following courses and labs with a grade of “C” or

better: CE 176, AMS 163, ENG 100, CE 160 and 161, EM 221 or 222, COMM 145 or

161, MATH 136 and 137, MATH 237 or 331, PHYS 255 and 256, and CHEM 120 and

121.

The proposed statement in the undergraduate catalog is:

To transition from pre-major to major and to graduate with a degree in civil engineering,

students must complete each of the following courses and labs with a grade of “C” or

better: ENG 100, COMM 145, MATH 136 and 137, PHYS 255 and 256, EM 222, and

GEOL 111.

For a side by side comparison, see the next page.

Current Program Courses Hrs Proposed Program Courses Hrs

CE 176 Civil Engineering Freshman

Design

1 CE 176 Civil Engineering Freshman

Design

1

AMS 163 Architectural Drafting 3 AMS 163 Architectural Drafting 3


139

MATH 136 Calculus I 4 MATH 136 Calculus I 4

MATH 137 Calculus II 4 MATH 137 Calculus II 4

MATH 237 Multivariable Calculus

or

MATH 331 Differential Equations

4 or 3 MATH 237 Multivariable Calculus

or

MATH 331 Differential Equations

4 or 3

CE 160 Principles of Surveying 3 CE 160 Principles of Surveying 3

CE 161 Principles of Surveying Lab 1 CE 161 Principles of Surveying Lab 1

ENG 100 Freshman English 3 ENG 100 Freshman English 3

PHYS 255 University Physics I 4 PHYS 255 University Physics I 4

PHYS 256 University Physics I Lab 1 PHYS 256 University Physics I Lab 1

EM 221 or 222 Statics 3 EM 221 or 222 Statics 3

COMM 145 Fund. of Public Speaking 3 COMM 145 Fund. of Public Speaking 3

CHEM 120 College Chemistry I 4 CHEM 120 College Chemistry I 4

CHEM 121 College Chemistry I Lab 1 CHEM 121 College Chemistry I Lab 1

GEOL 111 The Earth 3

Total hours = 38 or 39 Total hours = 25


The program/department would like to reduce the number of classes to transition

from pre-major to the major. The remaining courses are to be important key

courses as they proceed through the major.

5. Proposed term for implementation: First available


Department of Engineering ____May 4, 2017_____

Ogden College Curriculum Committee ____09-07-2017_______

Undergraduate Curriculum Committee ___________________

University Senate ___________________

140



Department of Engineering


(Action Item)

Contact Person: Walter Collett email: [email protected] phone: 5-2016



1.2 Current program title: Electrical Engineering


2. Identification of the proposed program changes: Increase the number of credit-hours in program from 57 to 58

EE 400 has increased from 1.0 to 2.0 hours

Add BIOL 122, BIOL 131, and METR 121 to list of approved science electives

Remove EM 221 from the list of approved Engineering/Science electives

Add MATH 305 and PHYS 316 to the list of approved Engineering/Science electives

Add ENGR 360 to the list of approved EE Technical Electives

Permit students to take ENGR 490 in lieu of EE 400


Modify the admission standards into the Electrical Engineering Program as follows:

PHYS 256, CS 239, EE 101, and EE 180 will remain required courses but not be

in the admission standard (i.e., pre-major) to the program. NOTE: Students may

still replace CS 239 with either CS 240 or CS 180; also, the older version (EE

175) of EE Design will still be accepted in place of EE 101.

COMM 145 will be replaced with a Human Communication (F-OC) course.


Current Program

EE 101 Design I 1

EE180 Digital Circuits 3

EE200 Design II 2

EE210 Circuits & Networks I 3.5

EE211 Circuits & Networks II 3.5

EE300 Design III 1

EE345 Electronics 4

EE380 Microprocessors 4

EE400 Design IV 1

EE401 Senior Design 3

Proposed Program

EE 101 Design I 1

EE180 Digital Circuits 3

EE200 Design II 2

EE210 Circuits & Networks I 3.5

EE211 Circuits & Networks II 3.5

EE300 Design III 1

EE345 Electronics 4

EE380 Microprocessors 4

EE400 Design IV 2

or

ENGR490 2

EE401 Senior Design 3


141

EE420 Signals & Linear Systems 3

EE431 Intro. to Power Systems 3.5

EE460 Cont. Control Systems 3.5

EE473 EM Fields & Waves 3

or

PHYS 440 Electricity and Magnetism 3

EE Technical Electives 12

Engineering/Science Electives 6

Tech. Course Total: 57

Other Requirements

MATH136 Calculus I 4

MATH137 Calculus II 4

MATH237 Multivariable Calculus 4

MATH331 Differential Equations 3

Math Elective 3

STAT301 Probability & Statistics 3

PHYS255 University Physics I 4

PHYS256 University Physics I Lab 1

PHYS265 University Physics II 4

Science Elective 3

CS239 Prob Solving Comp Tech 3

ECON ECON 202 or ECON 203 3

Other Hours:

39

or

ENGR491 3

EE420 Signals & Linear Systems 3

EE431 Intro. to Power Systems 3.5

EE460 Cont. Control Systems 3.5

EE473 EM Fields & Waves 3

or

PHYS 440 Electricity and Magnetism 3

EE Technical Electives 12

Engineering/Science Electives 6

Tech. Course Total: 58

Other Requirements

MATH136 Calculus I 4

MATH137 Calculus II 4

MATH237 Multivariable Calculus 4

MATH331 Differential Equations 3

Math Elective 3

STAT301 Probability & Statistics 3

PHYS255 University Physics I 4

PHYS256 University Physics I Lab 1

PHYS265 University Physics II 4

Science Elective 3

CS239 Prob Solving Comp Tech 3

ECON ECON 202 or ECON 203 3

Other Hours:

39

Engineering/Science Electives (take at least 6 hours)

EM 221 or EM 222 or PHYS 350

ME 365 or ME 220 or PHYS 330

ME 240 Materials and Methods of Manufacturing

ME 330 or CE 341 or CE 342

PHYS 450 Classical Mechanics II

PHYS 318 Data Acquisition Using Labview

ENGR 400 Principles of Systems Engineering

MATH 305 Introduction to Mathematical Modeling

PHYS 316 Computational Physics

EE Technical Elective (take at least 12 hours)

EE 405 EE Senior Research Seminar

EE 410/411 Computer Design

142

EE 432 Power Systems II

EE 443 Microfabrication and Mems

EE 445 Advanced Electronics

EE 450/451 Digital Signal Processing

EE 461 Discrete Control Sys

EE 462 Special Topics in Control

EE 470/475 Communications

EE 477 Num Tech. in Electromagnetics

EE 479 Optoelectronics

EE 480 Embedded Systems

EE 490 Robotics

ENGR 360 System Dynamics and Modeling

Math Elective (take at least 3 hours)

MATH 307 Linear Algebra

MATH 350 Advanced Engineering Math

MATH 370 Applied Techniques in Math

Science Electives (take at least 3 hours)

CHEM 116 Intro to College Chemistry

CHEM 120 College Chemistry I

BIOL 120 Biological Concepts

ENV 280 Intro to Environmental Science

GEOL 111 The Earth

BIOL 122 Biological Concepts: Evolution, Diversity, and Ecology

BIOL 131 Human Anatomy and Physiology

METR 121 Meteorology

Current

Academic Standards for the WKU/UofL Joint Electrical Engineering Program Students are admitted as a pre-major in Electrical Engineering. In order to transition from the pre-major to major and to graduate with a degree in Electrical Engineering, students must complete the

following courses earning a grade of “C” or better.

EE 101 EE Design I** 1 hr.

EE 180 Digital Circuits 4 hrs.

EE 210 Circuits & Networks I 3.5 hrs.

ENG 100 Composition 3 hrs.

COMM 145or161 Public Speaking 3 hrs.

MATH 136 Calculus I* 4 hrs.

MATH 137 Calculus II* 4 hrs. PHYS 255/256 Physics I/Lab* 4 hrs.

PHYS 265 Physics II* 4 hrs.

CS 239 Problem Solving Comp Tech^ 3 hrs.

*Older versions of Calculus and Physics are allowed (MATH 126,

MATH 227, PHYS 250/251, PHYS 260/261)

Proposed Academic Standards for the WKU/UofL Joint Electrical Engineering Program Students are admitted as a pre-major in Electrical Engineering. In order to transition from the pre-major to major and to graduate with a degree in Electrical Engineering, students must complete the

following courses earning a grade of “C” or better.

EE 101 EE Design I** 1 hr.

EE 180 Digital Circuits 4 hrs.

EE 210 Circuits & Networks I 3.5 hrs.


COMM 145or161 Public Speaking 3 hrs. Human Communication (F-0C) 3 hrs.

MATH 136 Calculus I* 4 hrs.

MATH 137 Calculus II* 4 hrs. PHYS 255/256 Physics I/Lab* 4 hrs.

PHYS 265 Physics II* 4 hrs.

CS 239 Problem Solving Comp Tech^ 3 hrs.

*Older versions of Calculus and Physics are allowed (MATH 126,

MATH 227, PHYS 250/251, PHYS 260)

143

^ Students can replace CS 239 with (CS 240 or CS 180) ** Older version of EE Design I (EE 175) is also allowed

^ Students can replace CS 239 with (CS 240 or CS 180) ** Older version of EE Design I (EE 175) is also allowed


Increase the number of credit-hours in program from 57 to 58.

EE 400 has increased from a 1.0 credit hour course to a 2.0 credit hour course.

EE 400 has increased from 1.0 to 2.0 hours.

All programs in the Department of Engineering require a two semester senior

capstone experience. In order to harmonize of the programs it was decided that

the first semester of the course should be given 2.0 credit hours. It is believed that

the amount of work required in the course was undervalued at 1.0 credit hours.

This change will also help harmonize the three different engineering programs

and better allow multi-disciplined teams.

Add BIOL 122 to list of approved science electives

BIOL 122 – Biological Concepts: Evolution, Diversity, and Ecology – will be

added as the similar course BIOL 120 – Biological Concepts: Cells Metabolism

and Genetics – is currently on the list of approved science electives.

Add BIOL 131 to list of approved science electives

Students interested in biomedical engineering may be interested in this course as a

science elective.

Add METR 121 to list of approved science electives

Adding this course to the list of approved science elective will provide more

flexibility to students in satisfying the science requirement.

Remove EM 221 from list of approved Engineering/Science electives

EM 221 is a course offered by the University of Kentucky which was commonly

taught when the engineering programs were joint with UK and U of L. The

programs are no longer joint programs, and this course will no longer be taught to

our students.

Add MATH 305 and PHYS 316 to the list of approved Engineering/Science electives.

Both courses are seen as very relevant to the practice of engineering and should be included in the list of approved Engineering/Science courses.

Add ENGR 360 to the list of approved EE Technical Electives

This course was developed specifically to teach to electrical engineering students and interested mechanical engineering

students. The EE faculty agree that the content is acceptable in satisfying the goals of the EE Tech Elective category.


The Engineering Department has developed a common version of the first-semester senior project experience, which will be

acceptable to take in place of the current EE 400.


The Engineering Department has developed a common version of the second-semester senior project experience, which will be

acceptable to take in place of the current EE 401.

Modify the admission standards into the Electrical Engineering Program.

PHYS 256 will remain a required course but not be in the pre-major to the

program.

144

The physics department allows student to progress to PHYS 265 if they pass (with

a “C” or higher) PHYS 255. Students who fail or earn a “D” in the lab are still

allowed to progress to PHYS 265.

Replace COMM 145 with the Human Communication (F-OC) requirement as part

of the pre-major requirements. For most students this will be satisfied by COMM

145.

CS 239, EE 101, and EE 180 will remain required courses but not be included in

the pre-major courses. Removing these courses from the pre-major requirement

will better align the Electrical Engineering program pre-major with the pre-majors

in the Civil and Mechanical Engineering programs, and with the new

‘Engineering’ pre-major.

5. Proposed term for implementation and special provisions (if applicable):

First available


Engineering Department: _____5/4/2017______

Ogden College Curriculum Committee ______09-07-2017____

Undergraduate Curriculum Committee ___________________

University Senate ___________________

Attachment: Program Inventory Form

145





(Action Item)

Contact Person: Chris Byrne, email: [email protected], phone: 745-6286



1.2 Current program title: Mechanical Engineering

1.3 Credit hours: 60.5 hrs in technical courses, 32 or 33 hrs in mathematics and

science, 30 hrs in colonnade for total of 122.5 or 123.5 hours.

2. Identification of the proposed program changes: Add ENGR490 and ENGR 491 as senior project options to ME400 and ME412

Modify the admission standards into the Mechanical Engineering Program.

The following courses will remain required but not be in the admission standard

to the program; ME 176, ME 180, MATH 237, PHYS 265/266, and ME 240/241.

Also COMM 145 or COMM 161 will be replaced with a Human Communication

(F-OC). ENG 100 will be replaced with a College Composition (F-W1). All

must have a grade of C or higher. Remove the following courses from the list of approved mathematics and science electives; PH 280 (and equivalent),

METR 121, GEOL 111, GEOL 112.

Add the following courses to the approved list of technical electives; ENGR 360,

ENGR 400, EE 460, ME 321, PHYS 318. Modify the academic standards for graduation by removing the following courses from the list of those requiring a grade of

C or higher; ME 310, ME 330, ME 347, MATH 331.


Current Technical Courses ME 176 Freshman Design 1

ME 180 Freshman Design II 3

ME 240 Materials and Methods 3

ME 241 Materials and Methods LAB 1

EM 221 UK Statics 3

or EM 222, WKU Statics, 3hrs

EE 210 Circuits & Networks 1 3.5

ME 200 Sophomore Design 3

EM 313 Dynamics 3

EM 302 UK Mechs. of D. Solids 3

or EM303 WKU Mechs. of D. S.,3hrs

ME 347 Mech. Systems Lab. 1

ME 220 Engineering Thermo. I 3

ME 344 Mechanical Design 3

ME 300 Junior Design 2

Proposed Technical Courses ME 176 Freshman Design 1

ME 180 Freshman Design II 3

ME 240 Materials and Methods 3

ME 241 Materials and Methods LAB 1

EM 221 UK Statics 3

or EM 222, WKU Statics, 3hrs

EE 210 Circuits & Networks 1 3.5

ME 200 Sophomore Design 3

EM 313 Dynamics 3

EM 302 UK Mechs. of D. Solids 3

or EM 303 WKU Mechs. of D. S., 3hrs

ME 347 Mech. Systems Lab. 1

ME 220 Engineering Thermo. I 3

ME 344 Mechanical Design 3

ME 300 Junior Design 2


146

ME 310 Eng. Instru. & Exp. 3

ME 330 Fluid Mechanics 3

ME 332 Fluids Mechanics Lab 1

ME 325 Heat Transfer 3

ME 333 Heat Transfer Lab 1

ME 400 Mech. Engr. Design 2

ME 412 ME Senior Project 3

ME Technical Elective 3




Technical Course Total: 60.5

Other Requirements

MATH 136 Calculus I 4

MATH 137 Calculus II 4

MATH 237 Multivariable Calculus 4

MATH 331 Differential Equations 3

PHYS 255 University Physics I 4

PHYS 256 University Physics I Lab 1

PHYS 265 University Physics II 4

PHYS 266 University Physics II Lab 1

Math/Science Elective 3

CHEM 120/121 College Chemistry 1/Lab 5

or CHEM 116/106 4

Other Required Mathematics and Science

Hours: 32 or 33

Students must also satisfy the WKU

Colonnade Program (General Education

requirements)

ME 310 Eng. Instru. & Exp. 3

ME 330 Fluid Mechanics 3

ME 332 Fluids Mechanics Lab 1

ME 325 Heat Transfer 3

ME 333 Heat Transfer Lab 1

ME 400 Mech. Engr. Design 2

or ENGR 490, 2hrs

ME 412 ME Senior Project 3

or ENGR 491, 3hrs





Technical Course Total: 60.5

Other Requirements

MATH 136 Calculus I 4

MATH 137 Calculus II 4

MATH 237 Multivariable Calculus 4

MATH 331 Differential Equations 3

PHYS 255 University Physics I 4

PHYS 256 University Physics I Lab 1

PHYS 265 University Physics II 4

PHYS 266 University Physics II Lab 1

Math/Science Elective 3

CHEM 120/121 College Chemistry 1/Lab 5

or CHEM 116/106 4

Other Required Mathematics and Science

Hours: 32 or 33

Students must also satisfy the WKU

Colonnade Program (General Education

requirements)

Math/Science Electives (take at least 3 hours)

ASTR 214 GENERAL ASTRONOMY

BIOL 120/121 BIOLOGICAL CONCEPTS: CELLS METABOLISM AND GENETICS

BIOL 122/123: BIOLOGICAL CONCEPTS: EVOLUTION, DIVERSITY, AND

ECOLOGY

BIOL 207: GENERAL MICROBIOLOGY

CHEM 222/223: COLLEGE CHEMISTRY II

PHYS 316: COMPUTATIONAL PHYSICS

147

PHYS 318: DATA ACQUISITION USING LABVIEW

PHYS 320: INTRODUCTORY MODERN PHYSICS I

MATH 305: INTRODUCTION TO MATHEMATICAL MODELING

MATH 307: INTRODUCTION TO LINEAR ALGEBRA

MATH 310: INTRODUCTION TO DISCRETE MATHEMATICS

MATH 370: APPLIED TECHNIQUES IN MATHEMATICS

STAT 301: INTRODUCTORY PROBABILITY AND APPLIED STATISTICS

ME Technical Elective (take at least 12 hours)

ME 494: WKU – ME Selected Topics

ME 495: WKU – ME Selected Projects



ME 498: UK – ME Selected Topics

ME 499: UK – ME Selected Topics

ENGR 360 MODELING AND SIMULATION OF DYNAMIC SYSTEMS

ENGR 400 SYSTEMS ENGINEERING

EE 460 CONTINUOUS CONTROL SYSTEMS

ME 321 THERMODYNAMICS II

PHYS 318 DATA ACQUISITION USING LABVIEW

Admissions standards, from pre-major to major in mechanical engineering: Current

Academic Standards for the WKU Mechanical Engineering Program Students are admitted as a pre-major in Mechanical Engineering. In order to transition from the pre-major to major and to graduate with a degree in

Mechanical Engineering, students must complete the following courses earning a grade of “C” or better.

ME 176 ME Freshman Design 1 hr.

ME 180 Freshman Design II 3 hrs.

ME 240/241 Mat. Meth of Man./Lab 4hrs


COMM 145or161 Public Speaking 3 hrs.

MATH 136 Calculus I 4 hrs.

MATH 137 Calculus II 4 hrs.

MATH 237 Multivariable Calculus 4 hrs

PHYS 255/256 Physics I/Lab 5 hrs.

PHYS 265/266 Physics II/Lab 5 hrs.

CHEM 120/121 Chemistry/Lab 5 hrs.

or CHEM 116/106, 4 hrs.

EM 221 UK Statics 3 hrs

or EM222 WKU Statics, 3 hrs

Proposed Academic Standards for the WKU Mechanical Engineering Program Students are admitted as a pre-major in Mechanical Engineering. In order to transition from the pre-major to major and to graduate with a

degree in Mechanical Engineering, students must complete the following courses earning a grade of “C” or better.

College Composition (F-W1) 3 hrs.

Human Communications (F-OC) 3

hrs.

MATH 136 Calculus I 4 hrs.

MATH 137 Calculus II 4 hrs.

PHYS 255/256 Physics I/Lab 5 hrs.

CHEM 120 Chemistry 4 hrs.

or CHEM 116, 3 hrs.

EM 222 Statics 3 hrs

148


Add ENGR 490 and ENGR 491 as senior project options to ME 400 and ME 412 Including these courses will allow civil, electrical or mechanical engineering students to form hybrid teams for their senior capstone

experience.

Modify the admission standards into the Mechanical Engineering Program. The following courses will remain required but not

be in the admission standard to the program; ME 176, ME 180, MATH 237, PHYS 265/266, and ME 240/241. Also COMM145

or COMM161 will be replaced with a Human Communication (F-OC). ENG100 will be replaced with a College Composition (F-W1). All must have a grade of C or higher.

Replacing COMM 145 or COMM 161 with F-OC, and ENG100 with F-W1 provides

clarity to the requirements of the Colonnade Program. The reduced number of

courses for admission to the major will be done simultaneous with moving the use of

the major as a course prerequisite from ME 300 to ME 200. This will result in fewer

obstacles while progressing through the curriculum while providing consistency of

the requirement between electrical, civil and mechanical programs.

Remove the following courses from the list of approved mathematics and science electives; PH 280 (and equivalent), METR

121, GEOL 111, and GEOL 112.

There are multiple other options in the requirement that better reflect the intent of building upon mathematics and science courses

typically taken in the first year of the program.

Add the following courses to the approved list of technical electives; ENGR 360, ENGR 400, EE 460, ME 321, and PHYS 318. The inclusion of these expands the topical breadth available to students while maintaining the technical rigor expected of the

requirement. These have been allowed multiple times already through iCAP exception forms.

Modify the academic standards for graduation by removing the following courses from the list of those requiring a grade of C or

higher; ME 310, ME 330, ME 347, and MATH 331. A shortened list will result in fewer obstacles to progress through the curriculum, and is being done simultaneous with capturing the C

or higher requirement as prerequisites for specific program courses. This will result in fewer delays to graduation.

5. Proposed term for implementation and special provisions (if applicable):

Fall 2017



4 May 2017

Ogden College Curriculum Committee

09-07-2017

University Curriculum Committee

University Senate

Attachment: Program Inventory Form

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