ࡱ> uvy` bjbj 2o  ```t@@@8x,t6Ԙ:(6LLP3Hceeeeee$h!V`Я@ЯЯLLWZZZЯ$8L`LcZЯcZZ hH`LȘ E@\l0k!Զ!!`$Z4թpЯЯЯЯt8 8 Da|j+t8 8 |jttt Minutes of the ɫӰ University Senate  March 29, 2005 Chairperson Smith called the March 29, 2005 meeting of the University Senate to order at 3:22 p.m., in the Beard Auditorium, Stouffer Hall. The following Senators informed the Senate Leadership that they could not attend: Senators Anderson, Boda-Sutton, Boerner, Butzow, Dugan, Ferro, Hooks, Hughes, Kondo, Lynch, Mannard, Piper, Sadler, Sandberg, Van Wieren The following Senators were absent from the meeting: Senators Ames, Anthony, Appolonia, Ashamalla, Beck, Black, Camp, Chambers, Chaundhry, Cherry, Clewell, Ender, Ezekiel, Fitting, Green, Halvorson, Hindman, Hulings, Jones (Brian), Joseph, Karimi, Kline, LaFleur, LaPorte, Leeper, Martin (Jamie), Masilela, Mukasa, Orife, Partridge, Rivera, Rivosecchi, Rosenberger, Rozic, Sarvey, Schroeder, Shaposka, Strittmatter, Talwar, Tannous, Traub, Weiner, Wibowo, Wilson, Zanich The minutes from the March 1, 2005 meeting were APPROVED, amended to reflect discussion that followed President Atwaters comments: Note: A question was raised by Senator Eck with respect to how that list was compiled (scholarly achievements list). It seemed to exclude a significant number of faculty who had significant publications in 2004. The President expressed concern and informed the Senate he would look into it. Agenda items for the March 29, 2005 meeting were APPROVED, amended to reflect Senator Domaracki as Chair of the Development and Finance Committee (original version erroneously listed Senator Johnson as chair). REPORTS AND ANNOUNCEMENTS: Presidents Report (Senator Atwater): Fisher-Waller project comprehensive renovation of the facility, including controlled heating and air conditioning with connection to the universitys central chiller plant 20,500-square foot addition to the building for audience entry and performer backstage space between Fisher and Waller Halls with ticket station, reception area, and access corridors and elevators to seating on orchestra level and the existing lobby Department of General Services funding: $9,765,566 (released September 2003) Design reactivated in April 2005 Total building project costs, including furnishing the building --$12.6 million $4 million additional funding approved in March by Council of Trustees: $3 million for additional construction costs; $1 million for furnishings Construction to begin May 2006, expected to take between 15 and 18 months Performance Funding Workshop Offered on March 14 Coordinated by the Office of Planning and Analysis Outgrowth of work done by the UPCs System Accountability Oversight Committee Presentation explained in depth Performance Funding standards and suggested ways that ɫӰ can achieve additional funding in specific areas President willing to offer performance funding incentives to areas that improve performance in areas that generate performance funding dollars from the PaSSHE Armstrong County Campus Project After 40 years in its original location in Kittanning, the campus moved in fall 2004 to Northpointe, located near Slate Lick, a planned mixed use community with residential, recreation and industry. Building and design costs, land purchase, environmental study -- $5.4 million New building: 23,600 square feet including parking area, located on Northpointe Boulevard Building includes general classrooms for professional development, library, biology and chemistry laboratory; series of labs for the electro-optics center; two computer labs; student lounge area; administrative suite. Totally handicapped accessible Construction began summer 2004, on schedule for completion late July 2005 Funding for furniture and equipment through Commonweath of PA ($570,000) First masters degree program began in fall 2001 (Masters in Education Program) Electro-Optics associate degree program, one of approximately 12 in the nation, added in fall 2002 Punxsutawney Campus Ground broken in October 2004 for phase 1 of the project: $9.3 million housing project 194-bed, three-story residential facility, with variety of suite arrangements. Construction on schedule for fall 2005 semester. Phase 2 -- $8.8 million academic building and commons facility groundbreaking set for summer 2005, completion by fall 2006. $4,792,000 released by the Pennsylvania Department of General Services for design and construction of Phase 2 project in March 2005 Academic building: computer labs, science lab, classrooms, library, faculty and administrative offices, maintenance and physical plan offices. Commons area: dining facilities, bookstore, game room and fitness center. Provosts Report (Senator Staszkiewicz): As I usually do, Id like to begin my comments with follow up to prior actions of the Senate. The new Pre-Medical Track in Department of Chemistry has my endorsement and will be placed on the agenda for the May meeting of the Council of Trustees. The Course revisions in departments ofComputer Science, Hospitality Management and Health and Physical Education have my approval as do the courses in the Learning Enhancement Center and the Criminology Department. These proposals do not require any further approvals and can be scheduled immediately, if needed. The agenda for todays meeting has several items from the Graduate Committee that are very important. These include the Master of Science in Information Technology, a revision to the structure for graduate-level certificates, and a proposal for numbering graduate-level courses. Thats not to suggest that the work of the other committees is not valued, but that these three issues are very important to the future of ɫӰ and I am pleased to give them my support and to thank the Graduate Committee for its role in bringing these forward. Chairpersons Report (Senator Smith): Chairperson Smith pointed out that one year from now, elections will be held for Chair and Secretary of the Senate. Rather than have possible candidates have to decide in a "spur of the moment" fashion, he offered (along with the Senate Vice Chair and Secretary) to be willing to meet with any potential future candidates if there is interest in running for/serving in a Senate leadership role in the future. This would give a potential leader time in the fall and winter to digest the concept of serving in a leadership role and make any necessary scheduling adjustments. Senator Smith offered to meet with any interested individual for breakfast, lunch, or at any other convenient time. Also, the next Senate meeting is the last meeting this semester. The agenda for that meeting will be sent out a little late to accommodate late meetings for some of our Senate committees. Vice Chairpersons Report (Senator Norris): We have been working hard on fulfilling our semester goals of promoting advocacy. We have a table in the HUB for a total of six days encouraging students to write letters to their legislatures. We collected over 50 letters so far, which Mark and I will hand deliver to the correct representatives on April 11th when we visit Capitol Hill to speak on the behalf of students in the state system. We will be approaching legislatures for more funding for higher education. We will be joined by two other ɫӰ students, as well as representatives from all the state schools. Also, Vice Presidential debates are on April 4th and Presidential debates will be on April 11th. I am sure you will find out via The Penn who won the election. I will be spending half the summer in Indiana working on my own research as well as preparing for the upcoming school year regarding student government. I have plans to increase our involvement in both the Indiana and campus communities, as well as making our voices be heard on a state, and ideally, a federal level. On behalf of the GSA I have the following announcements: GSA is holding a Three on Three Basketball tournament on April 9th and will donate books to the Chevy Chase Center. Nominations for the Executive Committee will take place on April 11th with elections on the 25th. April 23rd, with the rain date of the 24th, we will hold the second annual Homerun for Charity softball tournament with the registration fees being donated to the winning team's selected charity. Any questions? STANDING COMMITTEE REPORTS: Rules Committee (Chair Soni): See Appendix A (page 8) Library and Educational Services Committee (Chair Johnson): See Appendix B (page 9) Noncredit Committee (Chair ONeil): The Noncredit Committee met with Robin Gorman to receive an update on the Center for Workforce and Economic Development. The Center is part of the Eberly College Management Services Group, which provides noncredit courses and services. Building upon the success of WEBnet and Customized Job Training, the Center will expand its noncredit offerings through the MBA Certificate and other types of courses. The next meeting is April 12 at 3:30 in the School of Continuing Education conference room. Research Committee (Chair Guth): The USRC met on March 15, 2005. The meeting was devoted to reviewing the Senate Fellowship proposals and the University Senate Research Committee proposals. The senate fellowship award letters will be mailed out in the next two weeks. The committee awarded $13,284 in USRC grants to the following individuals: Abbas Ali was awarded $1,500 to present his paper, Leadership and Culture: A Model, at the Fourteenth World Annual Conference of the International Management Development Association (IMDA) in Granada, Spain. Sanwar Ali was awarded $1,500 to present his paper, Nanotechnology: Miniaturization of the Computer and its Application in Information Systems, at the Second International Multi-Conference on Automation, Control, and Information Technology (ACIT) in Novosibirsk, Russia. Robert Boldin was awarded $1,500 for his project, Hedging the Euro: Evidence from a Dynamic Error Correction Model. Susan Boser was funded $1,284 for her project, Learning and Teaching for Transformation to be conducted at the University of Sussex, United Kingdom. George R. Long was awarded $750 for his project, The Development of Problem Based Learning Modules for Introductory Chemistry Students. Susan Palmisano was awarded $1,500 for her project, ANEKS Gallery Exhibition and International Art Symposium in Poland. Daniel Perlongo was awarded $1,500 to present a lecture/recital entitled, Poppies with Butterflies: Composing a Soundscape, at the College Music Society (CMS) International Conference in Madrid, Spain. Marveta Ryan-Sams was awarded $1,500 for her project, Research in Cuba for Study of Nineteenth-Century Poetry. Marveta Ryan-Sams was awarded $750 to present her paper Reimagining Caribbean Communities: Three Views of Anacaona at the Beyond the Nation: Reading Spanish Caribbean Culture in the 21st Center conference at the University of Birmingham, United Kingdom. Rose Shumba received $1,500 to present her paper, Africa and Computer Security Education: A Preliminary Proposal, at the 8th International IFIP (International Federation for Information Processing) Conference on Social Implications of Computers in Developing Countries in Abuja, Nigeria. The next USRC meeting will be on April 5, 2005 at 3:15 p.m. in 317 Clark Hall. Student Affairs Committee (Chair Condino): A new position has been established in the Student Congress and is called the Recruitment and Retention Officer. Chris Hindman is serving in this capacity at this time. The responsibilities of this position involve the recruitment of new members and the retention of current members. The Recruitment and Retention Officer has budgetary power to run ads in the Penn and/or perform activities to enhance Congress student involvement. Membership in Congress is increasing and Chris reported that new members appear to be students who are motivated to be active in Congress. Some classes have been visited for recruitment but, now that Spring Break is over, Congress members intend to enhance their visibility in classes for recruitment purposes. Safety inspections will be happening in April once the weather is nicer. Chris would like four teams of individuals to start in the center of campus and work outwards to identify any dangerous areas and check blue phone operation. Safety issues for students off campus were discussed as well. University Development and Finance Committee (Chair Domaracki): Budget Report: The Governors proposed 05-06 budget calls for an overall 2.2% increase in appropriations to the system. The proposed budget also includes a 12% increase in Key 93 monies that can be used for maintenance campus projects. Old Business: Information was presented regarding various capital budget and infrastructure projects that include: a. Residence Hall Master Plan The committee reviewed drawings of the proposed campus wide Residence Hall Master Plan. This is a 300 million dollar project that will be conducted as a 501C3 project that is scheduled to occur in seven phases beginning in late 2005 or early 2006. b. Wilson Hall The Department of General Services has advertised the project and the selection of an architect to design the 2.5 million dollar project should occur sometime in April. The project will be delegated to ɫӰ to oversee the writing of the contract and to coordinate the design and administration of the project. c. Robert Shaw This project is funded through two separate grants from HUD ($300,000) and the Department of Agriculture ($100,000) and matching Parking Fund monies. The project will involve three parts. Two interior projects to include the Hot Arts Center, and a technological upgrade of the Small Business Incubator as well as a third exterior project restructuring the parking facilities. d. Track This is a $200,000 project that will upgrade and rejuvenate the track surrounding the football field. This project is funded through the use of Student Recreation Fees. e. South Campus Upgrades Two projects will be undertaken using Student Recreation Fees. These include the addition of a press box at the Podlucki Softball Field and the addition of a press box and drainage improvements to the soccer field. Academic Committee (Chair Andrew): Our next meeting is April 5, 2005 at 3:15 p.m. in Sutton 218. Awards Committee (Chair Baker): The Senate Awards Committee met on March 15, 2005. We received many strong nominations. The winners of the Distinguished Faculty Awards for 2004-2005 are: Creative Arts - Dr. Chauna Craig Research - Dr. Xi Wang Service - Dr. Gail Sechrist Teaching - Dr. James Josefowicz University-Wide Undergraduate Curriculum Committee (Co-chairs Sechrist/Numan): See Appendix C (pages 10-13) University-wide Graduate Committee (Co-chairs Laporte/Chambers): See Appendix D (pages 14-27) SENATE REPRESENTATIVE REPORTS: Middle States Steering Committee (Senator ONeal): The committee met yesterday in Folger Hall and, to date, reports the following updates: -ɫӰ Community forums are now completed -Work has begun on the draft of the Middle States Self Study -The first draft of the Middle States report will be available in mid-September 2005 -The Chair of the Middle States Team will visit ɫӰ in Fall 2005 to check our progress -The Middle States Team will be on campus in Spring 2006 University Planning Council (Senator ONeal): We last met on March 21, 2005 in Folger. Our three sub-committees reported the following: -The Ad-hoc System Accountability Oversight Committee held a meeting that included the Academic Council on March 14, 2005. This well-attended workshop (95 persons in attendance) detailed the System Accountability Measures. The sub-committee is working on recommendations for the next UPC meeting that well submit to President Atwater. -The Ad-hoc Budget Policy Recommendation Committee addressed the need for the UPC members and the Academic Council members to understand how resources are allocated in Academic Affairs and in other divisions. The UPC has been invited to attend the April 4, 2005 Academic Council meeting in Folger to hear a presentation to clarify how personnel funds are allocated in the academic area. -The Ad-hoc Enrollment Management Monitoring Committee has been charged with examining the 2002-03 UPC enrollment recommendations and determining whether we are making progress toward these goals. It was noted that, with the changes implemented in Enrollment Management by Dr. James Lynch, we may not see marked improvement in some areas until Fall 2005. Also, President Atwater would like to see the University grow by 200 students next year. The group continues to gather reports on SAT scores, quality of admits and targets. The UPC is also forming an Executive Committee, charged with working directly with President Atwater to develop the UPCs agenda. Our next UPC meeting is April 18, 2005 at 4 p.m. in Folger. Presidential Athletic Advisory Committee (Senator Domaracki): No report. Academic Computing Policy Advisory (Senator Nienkamp): There are two upcoming conferences: RECAP (Resources for the Electronic Classroom) at West Chester University (May 12-13) and NECC (National Computer Educational Consortium) in Philadelphia (27-30 July). For more information, see links on ACPAC website <HYPERLINK "http://atssrv1.ats.iup.edu/acpac"http://atssrv1.ats.iup.edu/acpac. Photo Elements-this is a software program for which we have a metered license, so that 50 copies can be used at any one time in any of the public computer labs on campus. Please let us know if any of your students are having trouble accessing Photo Elements during busy times of the semester, so we can tell if we need to bump up the number of copies. Inspiration software program--this is a brainstorming program of use for writing and other planning activities. Currently, the School of Education has it on their computers, and it is available in the public lab in the library. If you want your students to have access to this program in other public labs, please let Jean Nienkamp (nienkamp@iup.edu) or Joe Nolan (jnolan@iup.edu) know. NEW BUSINESS: None Next Senate meeting will be held on April 26, 2005 at 3:15 pm in Beard Auditorium, Stouffer Hall. Adjournment With no further business, the meeting was adjourned at 4:16 p.m. Respectfully submitted, Capt. Chip ONeal Secretary, University Senate APPENDIX A Rules Committee Chair: Soni FOR INFORMATION: 1. Proposed bylaws change: (first reading, to be voted at the next Senate meeting) a. Proposed wording is: I. University-Wide Awards Committee 2. Membership d. Two Undergraduate students appointed by and from the Student Congress. e. One Graduate student appointed by and from the Graduate Student Assembly. b. The current wording on student representation is: I. University-Wide Awards Committee 2. Membership d. Three Undergraduate students appointed by and from the Student Congress. Justification: The Awards Committee is enriched by student participation. Currently, graduate students may not serve. The Awards Committee believes that graduate students would provide a depth and perspective that would enhance that of undergraduate students. Additionally, according to the Senate Constitution, we have room to assign one more graduate student (voting member) available to be assigned to one of the committees. 2. Proposed bylaws change: (first reading, to be voted at the next Senate meeting) Section III.D, the first sentence to be modified as follows: Proposed wording: Committee reports shall be presented on a rotating basis, after reports by the Rules Committee, University-Wide Undergraduate Curriculum Committee, and University-Wide Graduate Committee. b. Current wording: Committee reports shall be presented on a rotating basis, following the Rules Committee report. Justification: This order will ensure that enough time is available for the UWUCC and UWGC, who typically have more business to conduct at Senate meetings than the other standing committees do. APPENDIX B Library and Educational Services Committee Chair: Johnson FOR INFORMATION: Report of the Library and Educational Services Committee March 15, 2005 The following items of business occurred: Technology Reports Recommendations were sent to President Atwater about a process for approving messages sent to e-mail official lists. An update and possible change in the ɫӰ webmail client is being reviewed. Discussions and actions to decrease spam e-mail are being taken. Between 1.6-1.7 million spam e-mails are already being blocked each month. Discussion and plans continue for the re-design of the ɫӰ website with anticipated upgrade in the 2005-2006 academic year. Discussions about the acceptable use of information resources continue with legal counsel recommending a few changes. Discussions about using ɫӰ e-mail as an official method of communication between faculty and students continued. Work continues to find ways to make the re-setting of student passwords easier. E-mail with the @grove.iup.edu addresses will continue for another year and them be re-evaluated. ɫӰs recommended changes to the SSHE Technology Fee policy were discussed. ɫӰ received technology funding under the Emerging Opportunities Grant. Library Reports The library and an associated information task force are utilizing the results of data collected from several reviews. The renovated Music Library, located in Cogswell Hall, will be named for Harold Orendorff, a prominent former Music faculty member. A April 27th workshop about Information Literacy is planned. Plans to include library orientation into the 6 OClock series and programs for incoming freshman are being discussed. Wireless laptops, obtained via the Technology Fee, are available in the library. Management efforts continue to address noise concerns. Senators may forward their questions regarding library and technology issues to Rita Johnson ( HYPERLINK "mailto:Rita.Johnson@iup.edu" Rita.Johnson@iup.edu) or members of the LESC. The next LESC meeting is on April 5, 2005 pm at 3:30 pm in conference room of the Library Administration Offices. APPENDIX C University-Wide Undergraduate Curriculum Committee Co-Chairs: Sechrist / Numan FOR INFORMATION: 1. UWUCC has approved the following courses to be offered as distance education: MATH 115 Applied Mathematics for Business by Fredrick Adkins. FIN 320 Corporate Finance by Robert Boldin. FIN 320 Corporate Finance by Alan Eastman. ARHI 101 Introduction to Art by Robert Sweeny LBST 499 Food and Culture/FDNT 470 Human Food Consumption Patterns by Mia M. Barker. 2. Department of ManagementCourse Number Changes and a Catalog Description Change a. MGMT 305 Organizational Staffing to MGMT 405 Organizational Staffing b. MGMT 351 International Management to MGMT 451 International Management c. Current Catalog Description: MGMT 334 Quality Management 3c-01-3cr Prerequisite: MGMT 330 Emphasizes the philosophy that quality is an organization-wide phenomenon that influences every aspect of its operations. An overview of current quality management philosophies, and tools and techniques for managing quality in manufacturing and services. MGMT 434 Quality Management 3c-01-3cr Prerequisite: MATH 214 Emphasizes the philosophy that quality is an organization wide phenomenon that influences every aspect of its operations. An overview of current quality management philosophies and tools and techniques for managing quality in any organization. Rationale: The course numbers are changing in preparation for establishing these courses as dual level, which is pending review. Quality Management has a minor wording change to any organization rather than limiting it to manufacturing and services. FOR ACTION: APPROVED 1. Department of Special Education and Clinical ServicesCourse Revisions, Course Deletion, New Course, New Minor, and Addition to Catalog Description a. Course Revisions i) Current Catalog Description: EDHL 114 Introduction to Deaf and Hard-of-Hearing Persons 3c-0l-3cr Prerequisites: EDHH majors only Deals with the different approaches used in teaching students who are deaf or hard of hearingmanual language, oral language, and total communication. The historical background of each approach is presented with its strengths and weaknesses. Criteria for the use of each approach established in consideration of degree of loss exhibited by the pupil, the age of onset, and the social and psychological implications. Proposed Catalog Description: EDHL 114 Introduction to Deaf and Hard-of-Hearing Persons 3c-0l-3cr Deals with the different approaches used in teaching students who are deaf or hard of hearingmanual language, oral language, and total communication. The historical background of each approach is presented with its strengths and weaknesses. Criteria for the use of each approach established in consideration of degree of loss exhibited by the pupil, the age of onset, and the social and psychological implications. Rationale: The prerequisite is being removed from this course to allow students that are taking either the Deaf Studies minor or the Sociology of Disability minor to register for the course. ii) Current Catalog Description: EDHL 215 Intermediate American Sign Language I 1c-11-1cr Prerequisites: EDHL 115, 3.0 GPA Emphasizes comprehension of signed information and development of fluency in conveying a message in American Sign Language. Modification of signs and individualization of techniques for instruction/communication with learning impaired or multihandicapped deaf learners. Proposed Catalog Description: EDHL 215 Intermediate American Sign Language 2c-1l-2cr Prerequisites: EDHL 115, 3.0 GPA required for EDHL majors, 2.8GPA for EDHL minors vocabulary expansion, comprehension of signed information, and development of fluency in conveying a message in American Sign Language. The course focuses on idiom-like expressions, number systems, rules, grammar, and conversational language. Total immersion approach is used. b. Course Deletion: EDHL 216 Intermediate American Sign Language II Rationale: The course was originally taught as two one credit courses: EDHL 215 Intermediate ASL I and EDHL 216 Intermediate ASL II. This resulted in having too many course preparations for the faculty. After review, it was felt that the content of the two courses could be combined into a single 2 credit course, which includes a lab period thereby maintaining the integrity of the course content and reducing the number of faculty preparations. c. New Course EDHL 314 Deaf Culture 3c-0l-3cr A survey of sociocultural factors that define Deaf persons as members of a cultural minority. Includes an examination of Deaf history, a review of contributions of Deaf persons to American society and hearing attitudes toward sign language and Deaf Culture. Rationale: This course will add to the competencies in sign language required in the program in Education of the Deaf and Hard of Hearing Persons and will increase the knowledge and understanding of the Deaf Culture in America. d. Addition to Catalog Description: A minor in Deaf Studies introduces the participant to essential information regarding hearing loss and deaf culture. In addition, basic sign language skills are developed. This course of study enables individuals to have a better understanding of the needs of deaf and hard of hearing persons and to communicate with deaf persons at a basic level. The Deaf Studies Minor is an 18-credit-hour program with 12 required credit hours and 6 elective credit hours. The required credit hours include the core courses which are essential to understanding the language and culture of the deaf community. The elective credit hours allow the minor candidate to select a more focused area of concentration. Students in the Deaf Studies minor must maintain a cumulative GPA of not less than 2.8 to enter and complete the Deaf Studies minor. Except for the introductory courses, EDHL 114 and 115, only students who have officially declared a Deaf Studies minor will be able to schedule the designated courses. The grade received in American Sign Language courses must be a C or better to complete the minor. This minor would be of interest to Anthropology, Criminology, Education, Nursing, Psychology, and Sociology majors and anyone else who is interested in interacting with deaf or hard of hearing persons. MinorDeaf Studies 18 Required Courses: EDHL 114 Introduction to Deaf and Hard-of-Hearing Persons 3cr EDHL 115 Introduction to American Sign Language 1cr EDHL 215 Intermediate American Sign Language 2cr EDHL 308 Language for Deaf and Hard-of-Hearing Persons 3cr EDHL 314 Deaf Culture 3cr Elective Courses: choose 6 credits EDEX 111 Introduction to Exceptional Persons 3cr EDHL 465 Parent-Preschool Programs for Deaf and Hard-of-Hearing Persons 3cr SPLP 222 Introduction to Audiology 3cr Rationale: Individuals who are deaf and hard of hearing are a very unique population. They have linguistic needs that are significantly different from that of Standard English. American Sign Language, which is the native language for profoundly deaf persons, is a recognized language in its own right. In fact, American Sign Language is the third most commonly used language in the United States behind English and Spanish. Not only are the communication needs of the deaf population distinctive, but this group of persons also has a culture which is unique as well. Professionals from disciplines other than education are in need of current information regarding hearing loss and Deaf culture to enable them to work more effectively with deaf and hard of hearing populations. Disciplines such as Anthropology, Criminology, Nursing, Social Work, Counseling, Psychology, Safety Sciences, and Business can clearly benefit from knowledge about hearing loss and the ways they are most likely going to be successful in communicating with persons who have hearing loss. APPENDIX D University-Wide Graduate Committee Co-Chairs: Myers / Chambers FOR ACTION: APPROVED Title of Program: Master of Science in Information Technology Sponsoring Departments: Technology Support & Training Management Information Systems & Decision Sciences Computer Science Catalog Start Term: Fall 2005 Summary: The Master of Science in Information Technology (MSIT) will prepare students for positions involving development, implementation, and management of technology. The program is intended for those individuals who seek postbaccalaureate training and credentials in information technology. Thirty credit programs are offered at universities including Penn State Harrisburg, Central Michigan University, Bentley University, George Mason University, and Mississippi State University. The proposed program includes 30 hours of graduate coursework to be offered primarily by the MIS & Decision Sciences and TST Departments. Because several of the courses are interdisciplinary in content, they have been cross listed. The Computer Science Department will deliver coursework as well. An opportunity for the Computer Science department to develop a Computer Science specialization in the MSIT remains an option for the future. All students enrolled in the program (see Table 1) will take a required common core of 15 credits; this core includes courses from the two departments in the ECOBIT. Students will then have the opportunity to select a specialization area that includes 15 credits of coursework in either systems management or technology management. The Computer Science Department will deliver one course in the systems management specialization. Rationale: The use of information technology (IT) in todays world impacts every individual and organization either directly or indirectly. The field of information technology is a unique blend of concepts that encompasses all forms of technology used to create, store, exchange, and use information in its various forms. Information Technology devices include computers, databases, and communication networks, along with voice mail systems and other electronic devices that promote computation, storage, and communication of data. Advances in information technology are transforming the world. Job opportunities involving information technology continue to grow. In Pennsylvania, former Governor Ridge focused on the need to develop a workforce capable of working in this new environment. His energy culminated in Technology 21, an industryled initiative to make Pennsylvania a world leader in technology. The State System of Higher Education (SSHE) responded with a commitment to increase the number of science and advanced technology programs offered by SSHE schools in an effort to meet the workforce needs of Pennsylvania in the 21st century. State System Goal 2.3 aims to increase enrollments by 5% in science and technology and other high need programs, including math and science teachers over the next three years. In response to market demand and this system goal, three ɫӰ departments, Management Information Systems & Decision Sciences (MIS), Technology Support & Training (TST), and Computer Science, have collaborated in the development of the proposal for a Master of Science in Information Technology (MSIT). The coursework in these three separate departments relies heavily on Information Technology concepts. Each department has earned a strong reputation for its technology offerings. This degree program is also consistent with the Mission Statement of ɫӰ and the ɫӰ Graduate School and Research in that it seeks to develop programs of quality while, in general, emphasizing more applicable professional skills. The proposal addresses both state and regional needs and provides in depth graduate opportunity in a specialized field. Catalog Description: The Master of Science in Information Technology prepares students for positions involving the development, implementation, and management of technology in the information technology arena. The theory, skills, and knowledge learned will place a graduate of the program in an advantageous position in the competitive labor market. The departments of Management Information Systems and Technology Support & Training, with the cooperation of Computer Science, are offering a unique 30 credit Master of Science in Information Technology (MSIT) with two areas of specializationInformation Systems Management and Information Technology Management. The Information Systems Management area focuses on the management of systems including data warehousing, data mining, and systems development. The Information Technology Management area concentrates on management of technology including the Web, security issues, and integration of new technologies. Students complete a common core of 15 credits and a specialization area of 15 credits. This program is intended for individuals seeking post-baccalaureate training and credentials in information technology. Students must demonstrate proficiency in technology by meeting admissions criteria. Admissions Criteria Students seeking admission to the MSIT program must meet all of the following: 1. Meet the admission requirements of the Graduate School of Research (GSR), 2. Achieve a minimum combined (Verbal & Quantitative) of 900 on GRE or a minimum score of 450 on the GMAT, 3. Have completed undergraduate coursework, or documented work experience, or passed exams in information systems (CLEP and/or vendor-specific certification), computer hardware, software applications, and problem solving (students not meeting any of these conditions have the option of taking undergraduate courses at ɫӰ or another accredited institution with prior permission), 4. Have an undergraduate GPA of 2.8, 5. Score 550 (paper-based) or 213 (computer-based) on TOEFL (international students only). Summary of Each Major Change: All of the courses listed in Table I are new courses with the exception of BTST 670 Organizational Communication which is a title change from Administrative Communications. BTST 670 Organizational Communication Rationale The title change from Administrative Communications to Organizational Communication more appropriately reflects the purpose of the course. Table I Master of Science in Information Technology - Program Requirements Information Technology Core (15 cr.) CreditsBTST 670Organizational Communication 3IFMG 645IS Concepts & Architecture3IFMG 655Data Communications & Network Technology3IFMG 660Data Management 3BTST/IFMG 682Integrating the Enterprise, IS Function & Technologies3 Systems Management (15 cr.)Technology Management (15 cr.)IFMG 650Analysis Modeling & Design3BTST 655Emerging Information Technologies3IFMG 662Data Warehousing & Mining3 BTST 665Information Security in the Enterprise3COSC 604Elements of Internet Programming3BTST 675Web Design Theory & Application 3IFMG/BTST 644 IT Policy & Strategy3IFMG/BTST 644IT Policy & Strategy3IFMG/BTST 663Project Mgmt for IT Professionals3BTST/IFMG 663Project Mgmt for IT Professionals3 . New Courses: BTST 655 Emerging Information Technologies 3c-01-3sh This course is designed to provide participants with up-to-date experience in areas of rapidly changing technology in end-user environments. Offerings will focus on topics of particular interest to Information Technology Support professionals and resource management techniques applied to business situations. Participants will be provided with up-to-date experience in integrating new technologies into the enterprise. Areas of concentration include software solutions and hardware environments. Rationale This new course covers issues surrounding new technologies including creating and coordinating the activities necessary to assess the impact of emerging technologies, managing emerging technologies, and integrating these technologies. Course content is included in the MSIS 2000 Model Curriculum for MS Degree Programs in Information Systems as part of a career track. This new course is required in the Information Technology Management track in the MSIT program. No pre-requisite is required. BTST 665 Information Security in the Enterprise 3c-01-3sh Provides a broad overview of the threats to the security of information systems with emphasis on the tools for information security, and areas of training and emphasis needed in organizations to reach and maintain a state of acceptable security. Rationale This new course examines issues specific to securing information systems. The course is a vital part of the proposed program in that information security education is increasingly important because companies rely on distributed, client/server arrangements and will encompass information security throughout an organization, and will develop an understanding of security concerns and measures across computer environments. The course also emphasizes the importance of information security as delineated in Presidential Decision Directive 63, dated May 22, 1998, which sought to bring the public and private sectors together to increase the commitment to information security, and to review the status of education in information security. A portion of that directive also directs that academic leaders change curricula and resources necessary to meet the national demand for professionals in the field of information security. Further, the content of this course is consistent with the recommendations of National Security Telecommunications Information Systems Security Directive 500 to develop and implement information security education, training and awareness programs. No pre-requisite course is required. Course content is included in the MSIS 2000 Model Curriculum for MS Degree Programs in Information Systems as part of a career track. This new course is a required in the Information Technology Management track in the MSIT program. No pre-requisite is required. BTST 675 Web Design Theory & Application 3c-01-3sh Emphasis on the integration of research and the creation of websites to support users information needs. Covers research strategies, website design, implementation and evaluation. Rationale This new course covers issues surrounding web design theories based on rigorous research and their application to this important medium used by most organizations. Course content is included in the MSIS 2000 Model Curriculum for MS Degree Programs in Information Systems as part of a career track. This new course is a required in the Information Technology Management track in the MSIT program. No pre-requisite is required. BTST/IFMG 644 IT Policy & Strategy 3c-01-3sh This course investigates strategic perspectives for aligning competitive strategy, core competencies, and information systems. Students will study the development and implementation of policies and plan to achieve organizational goals. They will also define the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees. Students will study and apply different approaches to managing the information systems function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies. Students will also study the different roles of the Chief Information Officer (CIO). Rationale This new course exams the IT project portfolio from the view of the senior IT executive/CIO and from the view of the business executive. It emphasizes how policy and strategy considerations affect every aspect of IT and, conversely, how IT transforms organizations and, indeed, the nature of business. Course content is included in the MSIS 2000 Model Curriculum for MS Degree Programs in Information Systems as part of a career track. This new course is required in the Systems Management and Information Technology Management tracks in the MSIT program. No pre-requisite is required BTST/IFMG 663 Project Management for Information Technology Professionals 3c-01-3sh This course investigates strategies for managing projects within an organizational context, including the processes related to initiating, planning, executing, controlling, reporting, and closing a project. Students will study project integration, scope, time, cost, quality control, and risk management. Students will identify project champions; work with user teams, training, and documentation. Students will also investigate the role of the Information Systems specialist. Rationale MS graduate holders will be involved in the management of IS projects; it is essential for IS specialists to know how to manage and staff projects effectively. This new course examines the roles, responsibilities, tools, and techniques for effective project management. It addresses project organization, project planning, project execution, and project control. The topics were selected from the Project Management Institutes Project Management Body of Knowledge. Course content is included in the MSIS 2000 Model Curriculum for MS Degree Programs in Information Systems. This new course is required in the Systems Management and Information Technology Management tracks in the MSIT program. No pre-requisite is required. BTST/IFMG 682 Integrating the Enterprise, IS Function & Technologies 3c-01-3sh This course investigates the information systems role in transforming organizations and industries. Students will study an integrated view of the organization from an external and internal perspective. Students will also study ISs internal role in integrating the enterprise through a cohesive set of business processes and functional applications to meet business needs. Students will discuss the tactical/operational responsibilities and roles of the CIO and Governance considerations that link the IS-business organizations. Students will study the current/emerging issues in creating and coordinating the key activities necessary to manage the day-to-day operations of the IS function. Students will also study the development of an integrated technical architecture to serve organizational needs in a rapidly changing competitive and technological environment. Rationale The course content addresses ways to assess an organizations readiness for integrating Information Systems (IS) functions and technologies. Course content is included in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems. This course is required in the Information Technology Core, and the content is part of a common body of knowledge that masters degree graduates are expected to know. No pre-requisite is required. IFMG 645 IS Concepts and Architecture 3c-01-3sh This course presents traditional and emerging IS theory at the graduate level. Organizational foundations, the decision process, investment in enterprise-wide systems, legal and ethical implications of the digital business, and behavioral dimensions of systems implementation are the focus. Systems theory, quality, decision process, ethical and behavioral implications are included. Network and enterprise-wide architectures applicable to hardware and software implementation trade offs are included. Rationale This new course addresses the analysis of an organization its users, data, and business processes and the subsequent design of computer systems to meet business requirements are at the heart of the information systems field. Understanding the processes and techniques used to design and implement information systems is fundamental to managing technical resources within an organization. This course provides conceptual understanding of "where systems come from" and practical knowledge for managing the system development process. Course content is recommended in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems. This course is required in the Information Technology Core and is part of a common body of knowledge that masters degree graduates are expected to know. No pre-requisite is required. IFMG 650 Analysis Modeling & Design 3c-01-3sh The traditional systems development life cycle is covered in detail and integrated with other contemporary methodologies. Structured techniques are emphasized as a forerunner to object-oriented design issues. Project feasibility, data and decision modeling, interface, I/O design, implementation and team development are included. Student will use CASE, prototyping, and usual development tools. Rationale Important to the management of information systems is the understanding of topics included in this course such as development lifecycles, structured techniques, project feasibility, data and decision modeling, interface, I/O design, and implementation. Course content is recommended in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems. This new course is required in the Systems Management track in the MSIT program. No pre-requisite is required. IFMG 655 Data Communications & Network Technology 3c-01-3sh Principles and application of networking are presented with an emphasis on Communications and Internet technologies. Telephone systems, hardware, software, client and server applications and techniques, managerial concerns and web enabled databases are covered. Rationale This new course develops an advanced understanding of topologies, architectures, protocols, implementation, and configuration of data networks. Topics will include network operating systems, security parameter configuration, network models, and network designs. Course content is recommended in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems. This course is required in the Information Technology Core and is part of a common body of knowledge that masters degree graduates are expected to know. No pre-requisite is required. IFMG 660 Data Management 3c-01-3sh Data Management designs and development issues are discussed in detail at the graduate level with respect to large data architectures and systems. Design and development issues include logical modeling, concurrent processing, data administration, and managerial distribution concerns of security, concurrency, integrity, and recovery. Rationale This new course will provide an advanced understanding of managing organizational resources. The course content will address database systems, configurations, and data retrieval methods in an enterprise environment. Course content is recommended in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems as part of a career track. This course is required in the Information Technology Core and is part of a common body of knowledge that masters degree graduates are expected to know. No pre-requisite is required. IFMG 662 Data Warehousing & Mining 3c-01-3sh Data warehousing and mining involves the design, implementation, and evaluation of the data warehouse. Information architectures, web-enabled warehouse design, online analytical processing (OLAP), Metadata, implementation and evaluation are stressed. Data mining and modeling are combined with statistics and patterning to garner business intelligence in the marketplace. Rationale Many large corporations and government entities need a data warehouse to store key information that will be used to make critical data-driven decisions and business intelligence. The ability to store, extract, and analyze data is critical to an organizations success, giving the organization a significant advantage over competitors who do not have the ability to analyze data instantaneously. This course provides an understanding of the issues in managing database systems as an essential organizational resource. Course content is recommended in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems as part of a career track. This new course is required in the Systems Management track in the MSIT program. No pre-requisite is required. COSC 604 Elements of Internet Programming 3c-01-3sh The focus will be on writing platform independent object oriented programs that are useable across the Internet. The language uses a write once, run anywhere approach, while providing adequate security. The course will cover input and output, applets, graphics primitives, control structures, encapsulation, inheritance and polymorphism, event based processing, animations, multithreading, exception handling, sandbox security, networking and java beans. Rationale This course content includes input and output, applets, graphics primitives, control structures, encapsulation, inheritance and polymorphism, event based processing, animations, multithreading, exception handling, sandbox security, networking and java beans. Course content is recommended in the MSIS 2000 Model Curriculum for MS degree programs in Information Systems as part of a career track. This new course is required in the Information Systems Management track in the MSIT program. Prerequisite: COSC 110 or equivalent programming course. FOR ACTION: APPROVED Course name: Selected Topics in SDR Number and title of the program: SDR 586; Science for Disaster Response Sponsoring department/unit: The unit is SDR/Science for Disaster Response. The departments involved are Biology, Chemistry, and Physics. Catalogue start date: May 2005 Catalog description: SDR 586 Selected Topics in SDR 1-6 cr. Lecture-laboratory course designed for first responders in the WMD community and related emergency planners. Topics will be related to the most recent advances in chemical, biological, radiological and nuclear (CBRN) detection, identification, analysis, and mitigation. Topics and instructors may be the same or vary. Prerequisite: Permission of instructor and local, state or federal agency/organization authorization. Brief rationale for the course: The overall purpose of this course is to provide the students with the theoretical knowledge and specialized laboratory skills associated with the most recent advances in the detection, identification, analysis, and mitigation of chemical, biological, radiological, and nuclear (CBRN) agents. This education will focus on improving the planning and response to terrorist acts involving CBRN agents related to weapons of mass destruction (WMD). FOR ACTION: APPROVED NoteA revised policy on Certificates of Recognition appears below. The current policy appears in Chapter 4 of the Graduate Curriculum Handbook, available at  HYPERLINK "http://www.iup.edu/graduate/fac/index.htm" www.iup.edu/graduate/fac/index.htm . CERTIFICATE OF RECOGNITION Contents: Role of the Certificate of Recognition (COR) Guidelines for Developing a Graduate COR Admission and Status of Students in a Graduate COR D. COR Proposal Format and Content A. Role of the Certificate of Recognition (COR) The School of Graduate Studies and Research (GSR) will issue a Certificate of Recognition (COR) to a graduate student who successfully completes a short sequence of courses or studies apart from a degree program. Students admitted under a Certificate of Recognition admission category will complete between 12 and 18 credits from a curriculum-approved, prescribed set of courses, which constitute the COR (see Guidelines below). A COR typically will be designed for students who do not intend to pursue graduate degrees. The COR results in a certificate indicating the completion of a sequence of specialized courses, and it can be cited on a students rsum. A COR is meant to be completed in less time and at less expense than a graduate degree. A COR is consistent with the ɫӰ Mission Statement of the masters and specialist/certificate levels, to sustain and to develop programs of similarly high quality (to the doctoral programs) while, in general, emphasizing more applicable professional skills. The title Certificate of Recognition is consistent with the wording in the PASSHE Board of Governors Policy 1985-01, Requirements for Initiation or Change of Credit-Based Academic Programs, and of Academic Units. The guidelines below were developed in conjunction with the guidelines published by the Council of Graduate Schools (CGS), which states that the graduate certificate is a focused collection of courses that, when completed, affords the student some record of coherent academic accomplishment in a given discipline or set of related disciplines. A COR proposal must demonstrate that the COR: (a) gives the student a useful and substantial base of knowledge at the graduate level; (b) enhances students credentials with employers locally, nationally, and internationally; (c) represents a clearly defined level of education in the area of specialty; and (d) promotes the reputation of graduate education at ɫӰ. B. Guidelines for Developing a Graduate COR In keeping with the ɫӰ Mission Statement for Graduate Education and the guidelines of the Council of Graduate Schools, and to ensure the quality, relevance, and marketability of the graduate COR, the Graduate Committee has established the following guidelines for departments wishing to develop a COR: Credits: A COR contains a minimum of 12 credits and a maximum of 18 credits, of which at least 50% must be at the 600 level or higher. 2. Electives: All COR electives must be consistent with the purpose of the COR, and a rationale must be provided for their inclusion as permissible courses. Therefore, not all courses included in another graduate offering would be appropriate as COR electives. Given that a COR is to be well-defined, special topics courses to a maximum of 3 credits may be applied toward a COR. 3. Relationship to graduate degree programs: A COR is a unique entity, targeting a different audience from that of existing graduate degree programs. Although a COR may contain courses required for an existing graduate degree as well as existing electives, a COR proposal must demonstrate that these courses can justifiably stand alone and be completed in a satisfactory manner by students not enrolled in the degree program. All credits may be transferred between a COR and a graduate degree program at the recommendation of the program and approval of the School of Graduate Studies and Research. In addition to those established by the GSR, COR admission standards are determined by the department(s) offering the COR and should be unique to that COR. A COR student choosing later to pursue a graduate degree will have to submit a full application to the GSR for admission to the graduate degree program. 4. Support of professional organizations: A COR proposal will be strengthened by adherence to written standards of professional organizations providing accreditation in related fields and, especially, by a specific statement of support from such an organization. 5. Interdisciplinary COR: An interdisciplinary COR will consist normally of courses that are offered by two or more departments. Faculty coordinating an interdisciplinary COR may be from a department that does not offer any graduate degrees. Proposers of an interdisciplinary COR are encouraged to balance course offerings from the departments involved. Interinstitutional CORs may be proposed following the additional guidelines in the Variability in Delivery Policy detailed in the Graduate Handbook (Chapter 7). 6. Distance Education: New courses for a COR must go through the regular approval process and then through the Distance Education Approval process. Existing courses seeking distance education approval must go through the expedited approval process described in Chapter 14 of this Handbook. C. Admission and Status of Students in a Graduate COR Criteria for Admission: Applicants apply for Certificate of Recognition admission and must meet all of the Admission Requirements as given in the current ɫӰ Graduate Catalogue. Process for Admission: Applicants complete a GSR application form, pay the nonrefundable application fee, and submit official transcripts from all postsecondary institutions attended. The GSR will send the completed application to the department offering the COR and, upon the recommendation of that department, issue to the applicant a letter of admission that also assigns a departmental advisor. Student Status: A student admitted to a COR will have Certificate of Recognition status. This is a non-degree status; consequently, a student with this status is not eligible for financial aid or assistantships. A student with Certificate of Recognition status who wishes later to pursue a graduate degree at ɫӰ will have to apply for admission to a degree program. Transfer Credits: All credits may be transferred between a COR and a graduate degree program at the recommendation of the program and approval of the School of Graduate Studies and Research, and these transfer credits must otherwise adhere to existing GSR transfer credit policy. Transfer credits from other institutions are not permitted, unless the COR is part of an inter-institutional cooperative program. For inter-institutional programs, see also the Variability in Delivery chapter in the Graduate Handbook (Chapter 7). Academic Standing: A student admitted to a COR must maintain academic good standing, defined as a 3.0 GPA (unless a higher GPA is required by the admitting department). Completion of COR: A student must complete his/her COR studies within the timeframe and parameters established by the COR. The COR may be awarded at departmental ceremonies, but that decision is left to the discretion of the awarding department. Transcripts: The completion of an approved COR will be noted on a students transcript. Other: Other existing GSR policies and procedures govern COR students. D. COR Proposal Format and Content A proposal for a new COR or revisions to an existing COR must follow a Level II Program Proposal. The format below has been tailored specifically to CORs. Other Level II proposals should use the format given in Chapter 3. 1. Graduate Curriculum Authorization Form (Appendix D) Indicate the type of submission. This page becomes the cover sheet of your proposal. Each change within the proposal, such as new course proposals, course revisions, and course deletions, will require a separate Authorization Form. 2. Introduction Provide a short introduction, including definitions of key concepts or terms, a summary of the COR, and a brief rationale. 3. Appropriateness to Mission State clearly the goals and objectives of the proposed program/revision and indicate how these goals and objectives advance the missions of PASSHE and ɫӰ. (See Appendix B for copies of these mission statements.) 4. Need and Impact a. Provide evidence that: i) Demand for this COR exists. For example, cite an assessment of employer/employee needs or other sources and include a bibliography. A more detailed description of the needs assessment and its results can be appended to the proposal. ii) Students who complete the COR can enhance their career opportunities in a national or regional market. Assess the impact of this COR on existing graduate degree programs or other CORs. 5. Academic Integrity Demonstrate the adequacy of the COR, how it relates to any professional or accrediting standards (even if accreditation will not be pursued or already exists), and the quality of the instructional staff. Include: An outline of the COR requirements, including credit requirements, core courses and electives, and any additional requirement(s) (e.g., internships, portfolio projects). Indicate which courses, if any, have prerequisites. Include course descriptions and discuss how each course is relevant / important to the educational objectives of the COR. An example of how a student would progress through the COR (e.g., first semester courses, etc.). Specify the catalog term. The needs of both part-time and full-time students should be addressed. Include a time limit for completion of the COR. Individual proposals for each new graduate course or course revision. (See Chapter 10 for new course proposals and major course revisions or Chapter 11 for minor course revisions.) The inclusion of each course within the COR should be justified. A list of faculty to be involved in the proposed COR and the nature and level of their proposed involvement (teaching, advising students, etc.). Identify the faculty member who will be designated as the coordinator of the COR. Please remember that all faculty must be eligible to teach at the graduate level. To describe the nature and level of his/her proposed involvement (teaching, advising students, etc.), please have the participating faculty complete the Faculty Summary Sheet (Chapter 2, Section D.1). An explanation of why the proposed new or revised COR is substantially different from or similar to existing CORs or graduate degree programs at ɫӰ and the extent, if any, to which the proposed curriculum overlaps that of existing degree programs or other CORs. Although a COR may contain courses required for an existing graduate degree as well as existing electives, a COR proposal must demonstrate that these courses can justifiably stand alone and be completed in a satisfactory manner by students not enrolled in the degree program. Letters of notification to and response(s) from each department potentially affected by the COR. These letters should verify that the information has been relayed to their departments and provide such comments that make clear each department's position. If a department is unresponsive, please include copies of at least two notification attempts. A statement of CBA compliance. Please state that, to the best of your knowledge, the COR is in compliance with the current CBA. CORs found to be in violation of the CBA, even after formal approval, will require the prompt submission of a new proposal containing the necessary modifications. Typical issues of concern are faculty workload, dependence on temporary faculty, and sufficiency of resources. Coordination with Programs at Other InstitutionsOmit, unless relevant. Periodic Assessment Since CORs are meant to address the needs of the marketplace, proposers will be asked to put an expiry date on their COR. In no case may a COR exist for more than five years without an application for extension. In the year leading up to expiration, proposers may apply for an extension by completing an Authorization Form (Appendix D), attaching a narrative assessing their COR and student learning outcomes, and demonstrating continued need and demand. In addition to an expiry date, please: Describe what constitutes student learning for the COR. These outcomes may be stated as goals and objectives. Describe the methodology(ies) to be used for assessing whether or not student learning has been achieved. See Appendix C for the current PASSHE statements on the topic of outcomes assessment. 8. Resource Sufficiency Proposers must ensure that the proposing department has sufficient resources to offer the COR without draining resources from existing graduate degree programs. If the COR requires an increase in departmental offerings, describe a strategy for the distribution of faculty workload that includes integration with undergraduate teaching responsibilities, if applicable. Utilize workload tables to summarize these data (see Chapter 2, Section D.2). b. Detail the need for and availability of resources necessary to support the COR during the initial start-up year and for a subsequent three-year period. Show how the department will obtain required resources (i.e., new allocations or reallocations of existing resources), including: i) Learning resources (books, periodicals, films, cassettes, etc.), ii) Instructional equipment (including equipment maintenance) and supplies, and iii) Facilities or facility modifications. Provide letters of notification to and response from the University Library and, if relevant, the Instructional Design Center regarding adequacy of resources. If no response is received, please include copies of at least two notification attempts. Summarize the information in 8.a and 8.b above in the budget table (see Chapter 2, Section D.3) Impact on Educational Opportunity The proposal must provide appropriate information regarding the probable impact of the new or revised COR on SSHE and ɫӰ goals for enhancing educational opportunity and assurance of civil rights. Provide a plan to recruit and retain students from underrepresented groups (e.g., ethnic minorities, women) through completion of the COR. Description of faculty composition - Omit. Explain plans for inclusion in the curriculum of scholarship from under-represented groups. 10. Catalog Description On a separate page attach a COR description suitable for inclusion in the Graduate Catalog. This description must include 1) COR objectives, 2) admission prerequisites, and 3) COR requirements. 11. Senate After notification of approval by the Graduate Committee, please submit to the recording secretary of the Graduate Committee: Three hard copies of the fully revised COR proposal Three hard copies of the Senate agenda item (see below) One electronic copy of both the fully revised proposal and the Senate agenda item. The Senate agenda item should include: (1) the title of the COR, the sponsoring department(s) and a catalog start term; (2) a brief description of and rationale for the COR; (3) the catalog description from Section C.10; and (4) brief summaries of each major change (new courses, course deletions, etc.). The hard and electronic copies must be submitted to the recording secretary of the Graduate Committee no later than 14 days before the next Senate meeting. FOR ACTION: APPROVED PROPOSAL FOR CHANGING GRADUATE LEVEL COURSE NUMBERING Background Under the new funding formula adopted by the PASSHE, masters and doctoral credits generate differentially higher levels of funding than undergraduate credits. An additional change in the new funding formula over prior formulas is that the basis for determining level is the course number, rather than the level of the student. This has resulted in a need to carefully track both the masters and doctoral credits. Currently, our course numbering system does not clearly differentiate between a doctoral course and a masters course. Using a manual reporting systemwhich is quite cumbersomewe are able to accurately report those credit production data to the System Office. The fear is that once the new enterprise resource planning system, SAP, is in place, we may not have an opportunity to catch and fix any inaccuracies prior to the Systems Offices consumption. This has necessitated a new numbering system that clearly identifies the levels of graduate courses. Current Numbering System: 500-599: Graduate level course, but all dual-level courses (500/400) are open to enrollment by both graduate and qualified undergraduate students. The number of 500-599 course credits applicable to a degree program shall be a maximum of 50% of the credits required for that degree. 600 and above: Courses open to graduate (masters as well as doctoral) students only. 850: Masters Thesis 950: Doctoral Dissertation Proposed Numbering System 500-599: Graduate level course, but all dual-level courses (500/400) are open to enrollment by both graduate and qualified undergraduate students. The number of 500-599 course credits applicable to a degree program shall be a maximum of 50% of the credits required for that degree. (Unchanged) 600: Masters level only 700: Primarily masters but can be dual-level with doctoral courses (700/800 dual listed) 800: Primarily doctoral courses but can be dual-level with masters courses (700/800 dual listed) 900: Doctoral courses only. 1 W. Patterson, Dean-in-Residence, Council of Graduate Schools, Analyzing Policies and Procedures for Graduate Certificate Programs, 1999.  HYPERLINK http://www.cgsnet.org/PublicationsPolicyRes/index.htm www.cgsnet.org/PublicationsPolicyRes/index.htm.     Minutes of University Senate Meeting, March 29, 2005 page  PAGE 14 of  NUMPAGES 27 %'(-.0678[] s | w  # $ ƾwlb[ hD@6\hD@hD@6\hD@hD@6>*\hD@6\]hd\hD@5>* *h'zhD@h h#9 h"yhD@h"yhD@5hD@ hd\hD@hhD@CJaJhNhD@>*hNhD@5>* hD@5>*hhD@5CJaJjhhD@CJUaJhyhD@5:CJaJ!%(78 x y % & ;Qgd/gdB %(](^gdD@h^hgdD@gdD@ $h^ha$gdD@$a$gdD@$ % A C W _ :;Qek/017PQR1@PR|}[{+?ź|hh/5hEh/5hFXh/PJ\h/hEh/PJ\ h/PJ\ hEh/h*hd\hD@5>*hD@ hd\hD@hD@hD@6\].Q0Q2}1[{B/x+? & F+ 8^gd/ & F(gd/ & F*gd/gd/ & F)gd/Tvopq  J!K! 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Dries bvdriesT&lt;p&gt;Minutes of theIUP University SenateMarch 29, 2005Chairpersofer Hall.The following Senators i nformed the Senate Leadership that they could not attend:Senators Anderson, Boda-Sutton, Boerner, Butzow, D&lt;/p&gt;DownloadAsset.aspx?id=79115$,4     (08 : !"#$%&'()*+,-./0123456789N;<=>?@ABCDEFGHIJKLMZOPQRSTUVSummaryInformation(DocumentSummaryInformation8 CompObjqBagaaqy23kudbhchAaq5u2chNd8BpU _PID_HLINKS EktContentIDEktContentLanguage EktFolderId EktQuickLinkaxCategoryrName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEktShowEventsAJ*http://www.iup.edu/graduate/fac/index.htm}~![mailto:Rita.Johnson@iup.edu!http://atssrv1.ats.iup.edu/acpac[[6http://www.cgsnet.org/PublicationsPolicyRes/index.htm 5 C0javascript:void window.open('/WorkArea/sho  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~wcontent.aspx?id=79115','showcontent','toolbar=0,location=0,directories=0,status=0,menubar=0,scrollbars=1,resizable=1,width=700,height=600')e@@$$$$$$\$ \$ \$ \$ \$ \$ 4H<p>Minutes of theIUP University SenateMarch 29, 2005Chairperson Smith called the March 29, 2005 meeting of the University Senate to order at 3:22 p.m., in the Beard Auditorium, Stouffer Hall.The following Senators i nformed the Senate Leadership that they could not attend:Senators Anderson, Boda-Sutton, Boerner, Butzow, D</p>  5 C0e@@$$$$$$\$ \$ \$ \$ \$ \$   5C0\Summary &lt;p&gt;Minutes of theIUP University SenateMarch 29, 2005Chairperson Smith called the March 29, 2005 meeting of the University Senate to order at 3:22 p.m., in the Beard Auditorium, Stouffer Hall.The following Senators i nformed the Senate Leadership that they could not attend:Senators Anderson, Boda-Sutton, Boerner, Butzow, D&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateMarch 29, 2005Ch  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usOh+'0h@p  8,airperson Smith called the March 29, 2005 meeting of the Universn Smith called the March 29, 2005 meeting of the University Senate to order at 3:22 p.m., in the Beard Auditorium, Stouffer Hall.The following Senators i nformed the Senate Leadership that the