ࡱ> (/89)q` bjbjqPqP .f::uuuvxxxxxx$h+5@u*vvn( 1 "T0>n@tu^WLAuuunuuuDD"$YF_d&"F_ Minutes of the ɫӰ University Senate  March 28, 2006 Chairperson Smith called the March 28, 2006, meeting of the University Senate to order at 3:27 p.m., in Eberly Auditorium. The following Senators informed the Senate Leadership that they could not attend: Beck, Black, Boerner, Bowers, Hulings, Welsh, Yirenkyi, Zhou The following Senators were absent from the meeting: Ankney, Anthony, Appolonia, Arnett, Ashamalla, Beisel, Belch, Camp, Chaudhry, Clewell, Condino, Ezekiel, Ferguson, Guth, Himes, Kuffner Hirt, Montgomery, Newell, Partridge, Peterson, Rogers, Rosenberger, Schwietz, Scott, Talwar, Thibadeau, Trimarchi, Wheeler, Winstead, Wisloski The minutes of the February 28, 2006 meeting were APPROVED. Agenda items for the March 28, 2006, meeting were APPROVED. REPORTS AND ANNOUNCEMENTS Presidents Report (Senator Atwater) Good afternoon. The quality of our student achievements continue to speak loudly to the academic progress of our university. I am pleased to tell you that one of our students has been named a Goldwater Scholarship winner for 2006. Kristin Juhasz, a junior and a double major in biology and anthropology in the Robert E. Cook Honors College, has been selected for this prestigious scholarship. Only 323 students were selected nationally for this honor, and Kristin is in the company of students from colleges and universities like Harvard, Yale, Penn, MIT and Stanford. Kristin, an Indiana native, transferred to ɫӰ as a sophomore from Carnegie Mellon University, where she majored in music performance. She is currently spending the semester studying in South Africa and spent last summer as a research intern at Emory University in Atlanta, working in a primate lab pursing research on the treatment of Parkinsons disease. I want to acknowledge Dr. Mary Lou Zanich for her work in mentoring Kristin to achieve this wonderful honor. Incidentally, Kristin is the third ɫӰ student in the past four years who has been selected for a Goldwater Scholarship. I also am very pleased to tell you that Chelsea Grove was selected as the 2006 Syed R. Ali-Zaidi Award for Academic Excellence by the Pennsylvania State System Board of Governors. Chelsea, also a member of the Robert E. Cook Honors College, is the third student from ɫӰ selected for this annual award, designed to recognize high academic achievement among students from one of the 14 Pennsylvania State System universities. Chelsea will graduate in May with a degree in finance and minor in French and concentration in Arabic. I have enjoyed getting to know Chelsea in her work as a student member of the Council of Trustees. I have a third student honor of which I am most proud to report to you. Gina Russo, a sophomore history major from Colorado in the Cook Honors College, was one of only 38 undergraduates in the nation chosen for a Phi Kappa Phi study abroad grant. Gina will study in Hong Kong. Phi Kappa Phi is the nation's oldest, largest, and most selective honor society for all academic disciplines. Phi Kappa Phi study abroad grants are designed to recognize and assist undergraduates as they seek knowledge and experience in their academic fields by studying abroad. This is ɫӰs second Phi Kappa Phi study abroad grant winner -- Amber Skye Flynn, an anthropology and religious studies double major in the Cook Honors College was ɫӰs first winner in 2005. Congratulations to Kristin, Chelsea and Gina, and to all the faculty mentors who have worked hard to help them achieve these prestigious honors. As we recognize students for their academic excellence, I want to recognize long-time trustee Mr. Gealy Wallwork, who was the 2006 Presidents Medal of Distinction winner. I was honored to present the award to Mr. Wallwork at the March Indiana County Leaders Circle event. I also would like to recognize Mr. Terry Appolonia, senior associate to the vice president for student affairs, who was named as one of the 2006 Civic Leaders of the Year by the Indiana community. In case you have not yet heard, I do want to take a moment to mention that Middle States site visitation at ɫӰ has concluded with an overall positive review of the university. The oral exit interview with the team was very complementary of ɫӰ, with the chair and members noting ɫӰs self-study was the best they had ever seen. This certainly is high praise for ɫӰ and I want to offer my thanks, once again, to all the members of the University community who worked hard to make this visit a positive one. I look forward to hosting ɫӰs 2006 Distinguished Alumni Awards celebration on April 1 and Honors Day at the University on April 2. We have an impressive group of alumni to recognize at this years event, including: Tim Cejka 73, president of ExxonMobil Exploration Company and vice-president of ExxonMobil Corporation. Mr. Cejka served as our December commencement speaker and presented an inspiring message to our graduates; Merelyn Davis 64, a Hollywood music designer and editor with sound tracks to her credit such as those for Friends, The Drew Carey Show, and Joey, who also has edited music for the Scottish National Ballet; Robert Davis M 76, who for nearly three decades played a key role in music education at the nations fourth-largest school system, Floridas Miami-Dade County Public Schools; John Frank 58, an avid community volunteer and an ɫӰ administrator for fifteen years before retiring to become a field representative for U.S. Congressman John Murtha; Scott Rudy 84, current vice president of SAP America, who as a member of U.S. Special Forces received many commendations; and Nancy Dezort Suttenfield 71, vice chancellor for Finance and Administration at the University of North Carolina at Chapel Hill. In addition to induction of more than 120 new Phi Kappa Phi members at Honors Day on April 2, we will honor three faculty members for excellence in scholarship, teaching and research. The names of these faculty will be announced later during the Senate meeting, but I want to offer my congratulations to them and thank them for their commitment to our University and its students. Provosts Report (Senator Samuels) As a follow-up to the actions taken by the Senate at its February 28, 2006 meeting, I would like to report the following: From the Liberal Studies Committee, all senior synthesis and liberal studies elective courses are approved. These courses need no further approval and can be scheduled immediately, if needed. From the University-Wide Undergraduate Curriculum Committee, all courses for offering via distance education, as well as the course catalog description changes proposed by the Sociology Dept., the Management Dept., and the English Dept. are approved. These changes require no further approval and can be implemented immediately. Program Revisions for the BS in Applied Mathematics, the Asian Studies Minor, and the BA in Interdisciplinary Fine Arts/Dance Arts Track are approved as well as new courses from the Communications Media, History, Geoscience, Psychology, and Geography & Regional Planning departments. These need no further approval and can be scheduled immediately, if needed. The catalog description change, the revision of the Minor in Applied Social Research, General Sociology, and the New Minor in Human Services proposed by the Sociology Dept. are approved. These changes require no further approvals and can be implemented immediately. The Chancellors Office will be informed of the new Human Services minor. From the University-Wide Graduate Committee, the political science course is approved for offering via distance education and the new course from the Geography & Regional Planning Dept. is approved. These need no further approval and can be scheduled immediately, if needed. The revision of the Master of Science in Science for Disaster Response submitted by the Biology, Chemistry and Physics departments is approved, as is the revision of the Policy on Graduate Assistantships. These changes require no further approval and can be implemented immediately. From the Student Affairs Committee, the revision of the Student Behavior Regulations is approved and may be implemented when determined by the Committee. Chairpersons Report (Senator Smith) I stand here today with a heavy heart and, as you will noticealone at the table, because our dedicated vice chair is not here today. If you did not hear, a few days ago, a student of ours here at ɫӰ, Matt Sapienza passed away suddenly. He and Nikki have been dating for the better part of two years, and a few times they have bounced into my office to meet with a this or a that, so, as I stated, my heart is very heavy today. I have been in touch with Nikki and she seems to be holding up as well as anyone could considering the circumstances.The viewing for Matt is in Derry from 4:00-6:00 p.m. and from 7:00-9:00 p.m. If you would like to attend later this evening, there are a few of us who will be going down after today's meeting, so please feel free to come up to the desk here in the front after the meeting. Obviously if you can not attend the viewing it is totally understandable, but if you wouldn't mine, please keep Matt's family and especially Nikki in your prayers in the days ahead. She has been a joy to work with and the sadness I have on behalf of her can not be described. We are not sure how the next few weeks will go with her duties, so we're going to go day by day, but for today, Gina Antonucci will stand in as Vice Chair today if that is o.k. with everyone, due to the circumstances. Gina, come on down, I don't like being solo up here. If you have any questions, please ask them now (pause-no questions). Thank you for your understanding and assistance. Gina...all yours. Vice-Chairpersons Report (Report given by Gina Antonucci) Speak-up ɫӰ was held 3/6. At the last SGA meeting, housing and dining issues were discussed. In April SIS Moorehead and Preston Davis will be presenting the budget for SGA approval. At the 3/9 blood drive at the HUB, we had approximately 40 donors come through. The SGA has adopted a section of Highway 119S towards Homer City through the Adopt-the-Highway Program. We are participating in a MS walk on 4/23. We are also participating in Earth Fest on 4/20. Elections are coming up. Ballot petitions are due Friday, 3/31. The vice presidential debate is 4/3 and the presidential debate is 4/10. Voting on URSA is 4/12 and 4/13. Results will be announced the next day. STANDING COMMITTEE REPORTS Rules Committee (Senator Soni) FOR ACTION APPROVED By-law Change (Clause J-1) J. Non-Credit Instruction Committee 1. Functions: The Committee shall oversee continuing education non-credit instruction functions and activities and advise the School of Continuing Education. The Committee shall formulate policy recommendations in the areas related to continuing and non-resident non-credit education activities. University-Wide Undergraduate Curriculum Committee (Senator Sechrist) FOR INFORMATION: 1. Liberal Studies Committee Report: Approved COMM 325 Women in Media as a Liberal Studies Elective 2. UWUCC has approved the following courses to be offered as distance education: ANTH 110 Introduction to Anthropology, Dr. Beverly Chiarulli HPED 292 Introduction to Sport Management, Dr. Richard Hsiao LBST 499 Interactive Products and Usability, Dr. Rose Shumba MATH 100 Intermediate Algebra, Dr. Yu-Ju Kuo PSYC 320 Personality, Dr. Beverly Goodwin PSYC 321 Abnormal Psychology, Dr. Kimberly Husenits 3. Department of Health and Physical EducationCatalog Description Change Current Catalog Description: HPED 370 Adapted Health and Physical Education 3c-01-3cr Prerequisites: HPED 210, EDSP 102; At least one of the following: HPED 214, 215, 216, 217, 218, or 316 Introduces the educational issues and methods used to effectively instruct students with disabilities and other issues that become barriers to learning. Includes a study of current laws and guidelines regarding the legal rights of students with disabilities and their parents. Identifies low and high incidence of disabilities, recognitions of structural deviation, and corrective exercises. Introduces instructional adaptations to facilitate learning in the health classroom and gymnasium. Proposed Catalog Description: HPED 370 Adapted Health and Physical Education 3c-01-3cr Prerequisites: EDSP 102, HPED 209; At least one of the following: HPED 214, 215, 216, 217, 218, or 316 Introduces the educational issues and methods used to effectively instruct students with disabilities and other issues that become barriers to learning. Includes a study of current laws and guidelines regarding the legal rights of students with disabilities and their parents. Identifies low and high incidence of disabilities, recognitions of structural deviation, and corrective exercises. Introduces instructional adaptations to facilitate learning in the health classroom and gymnasium. Rationale: The prerequisite change reflects the addition of a new course, HPED 209 Motor Behavior that replaces HPED 210 Motor Development in the education track last year. FOR ACTION: APPROVED 1. Development of Syllabus of Record Procedure (previously called Syllabus of Record Amnesty) Rationale: To provide a voluntary opportunity for departments to create a Syllabus of Record for an existing undergraduate course or courses, when the original approved syllabus cannot be found in the department or in UWUCC archive files. In an effort to minimize the burden to academic departments and to encourage all departments to have an official Syllabus of Record for every majors course, the UWUCC has agreed to a shortened procedure for departments when preparing the proposal. The traditional process of curriculum review remains unchanged; the UWUCC, however, has agreed to allow departments to produce a syllabus that includes the following essential information: catalog description, course objectives (learning outcomes), and a brief topical outline or a narrative description about the course content. This shortened procedure allows a department to submit a Syllabus of Record proposal without including the customary information that is expected by the UWUCC, such as, evaluation methods, a grading scale, an attendance policy, required texts and readings, and a bibliography. According to UWUCC procedures, the original Syllabus of Record must be submitted as part of any course revision proposal; when a department cannot locate this document or cannot ever remember having an official Syllabus of Record, this presents a problem and can potentially delay the approval process. To this end, from now until May 5, 2007, the UWUCC extends this opportunity to departments that have a need for a Syllabus of Record to use the abbreviated proposal development procedure and to have it approved as the official Syllabus of record for a given course. After May 2007, departments will be expected to submit the full Syllabus of Record for all course revision proposals. We would like to remove the word Amnesty from the title because it might be giving people the impression that these proposals will not follow the normal steps for a course revision proposal. With the revised title here is the information that was sent to chairs at the beginning of the semester. Development of a Syllabus of Record Procedure University-wide Undergraduate Curriculum Committee (UWUCC) Rationale Many departments when beginning curriculum revisions or preparing distance education proposals have asked the undergraduate curriculum committee (UWUCC), where to locate or find syllabi of record for departmental courses. As departments were asked to incorporate NCATE matrixes into their syllabi, they also needed to begin with a syllabus of record, which if available were out of date. Ideally these syllabi should be in the department office; many courses at ɫӰ, however, predate the idea of a syllabus of record. Additionally there may have been course drift and a revision might be in order, but has not been completed. If a course was proposed or revised in the past 20 years the syllabus of record that went through the curriculum review process might be in the university archives. These records, however, are not complete. In order to establish a more complete record of all approved university course syllabi, to make them available electronically, and to shorten the course revision process, the UWUCC is proposing a shortened format for a Syllabus for existing courses. From now until May 2007 there will be an expedited review format of course revision proposals. We are just requesting a curriculum proposal cover sheet and the following items listed below. This will then become the accepted or approved course syllabus of record and will be maintained in a university electronic database. Departments wishing to voluntarily participate in the Syllabus of Record Procedure should submit the requested items for majors courses through the regular curriculum review process (Department Curriculum Committee & Chair, College Curriculum Committee & Dean, University-Wide Undergraduate Curriculum Committee and University Senate). Liberal Studies courses should not be submitted at this time because of the upcoming revitalization of the Liberal Studies program and its courses. It might be easiest to begin with the lower division courses first and then the upper division courses. This approach will be available through May 2007 with the possibility of an extension if departments request more time. 1. What is a Syllabus of Record? A syllabus of record is a document agreed upon by a department that includes the catalog description, course objectives, basic course outline and procedures for a course. The syllabus of record is then forwarded through the curriculum review process for approval. 2. What is the purpose of a syllabus of Record? a. The syllabus of record is available for new faculty to assist in preparation of their own syllabus for distribution to students. b. The syllabus of record is to be available in the department office for review by accrediting agencies, including Middle States. c. The syllabus of record can be available to students who inquire about the content of a course. Departments might want to post syllabi of record on their department web site. 3. What should be in this syllabus of record? During the announced period, the syllabus of record will contain the following elements: a. Catalog Description. This includes the course title, number of class hours, number of lab hours and number of credits (i.e. 3c-0l-3cr), prerequisites and an appropriately written course description. This cannot normally be changed without a course description revision submitted to the UWUCC, if you wish to change it along with your course revision please check catalog description change on the cover sheet and include the current catalog description along with the proposed catalog description. b. Course Outcomes (formerly called objectives). What is it that students will achieve as a result of taking this course? These should be measurable and student centered. Normally, if the course outcomes change the course needs to be revised. (Refer to taxonomies in Appendix C of the UWUCC Handbook (http://www.iup.edu/liberal/uwucc/uwucc-toc.shtm) for assistance with course objectives.) c. Basic Course Outline. This should be an outline of the primary topics examined in the course or a narrative description of the scope of the course content. A narrative description might be more appropriate for a course that addresses a particular topic, but whose specific content might vary from instructor to instructor or semester to semester. It is to be expected that individual instructors may emphasize various topics to particular degrees, but at this point this is the basic outline (or scope) of the content of the course as agreed to by the department. The other items that are in the UWUCC handbook as required in a syllabus of record (evaluation methods, example grading scale, attendance policy, textbooks, special resource requirements, and a bibliography), as well as the old syllabus of record, do not have to be included during this period, but may be included if departments or colleges wish to include any of these items or other items. Please remember to submit an electronic copy of the syllabus of record to: Liberal-Studies@iup.edu FOR ACTION: DEFERRED: 66 to 44 2. Approval of UWUCC Handbook Revised Fall 2005 Edition For full text see http://www.iup.edu/liberal/uwucc/uwucc-toc.shtm Rationale: The initial UWUCC handbook was established sometime in the early/mid 1980s; it is believed that it was approved by Senate. Revisions occurred in 1987, 1990, 1993, 2002, and fall 2005 and as far as can be determined none of these revisions went to Senate although certain policy changes were approved by Senate. These revisions were mainly a rewording of language to deal with misunderstandings, changes based on alteration of university or SSHE policies, or revisions based on changes in academia. Major changes in the 2005 edition were: 1) the revised Distance Education Procedures approved by Representative Council and Meet and Discuss at the end of the last academic year; 2) a change allowing prerequisite changes, where the course content is not impacted, to use the catalog description change proposal rather than the course revision proposal; 3) changes in the flow charts based on the Presidents announcement in Senate that the Provost, on behalf of the President rather than the president approves curricular items following Senate approval, and 4) changes in the flow charts based on the Council of Trustees changing their by-laws to only approve new programs or program changes rather than course and program proposals. FOR ACTION: APPROVED 3. Department of Communications MediaNew Course COMM 325 Women in Media 3c-0l-3cr Designed to provide an overview of women in media (including television, film, radio, the internet, etc.) and some of the issues women face. It will emphasize the historical development of women in the media both nationally and internationally. We will identify some key women in the history of media and discuss the difference between female icons of the past and present. Students will explore the impact women have had on media and society and the way women are portrayed by the media. Rationale: This course will be an elective for any student who is interested in the topic. Communications Media majors could use this course as a controlled elective. Women in Media is a very broad topic, thus a separate course is necessary. FOR ACTION: APPROVED 4. Department of Health and Physical EducationCourse Revision and Program Revision Course Revisions: (1) Current Catalog Description: HPED 261 Water Safety Instructor 0c-2l-1cr Prerequisites: Departmental consent and lifesaving certification Emphasizes the teaching aspect of skills, techniques, and attitudes necessary in all areas of swimming. Students successfully completing course are qualified to hold such positions as waterfront directors, aquatic directors, and other similar positions. Proposed Catalog Description: HPED 261 Water Safety Instructor 1c-2l-1cr Prerequisites: Basic swimming skills Learn to teach children and adults basic swimming and water safety skills. Emphasis placed upon proper body mechanics and teaching progressions. Opportunity to earn American Red Cross Water Safety Instructor certification upon successful completion of course requirements. Rationale: HPED 261 Water Safety Instructor will now be a required course for all education majors in the Department of Health and Physical Education, replacing HPED 263 Aquatics. The prerequisites for HPED 261 are the entrance requirements for Water Safety Instruction as outlined by the American Red Cross. A portion of class time will be allotted to swimming skill refinement. The American Red Cross has recently completed the first major revision of their Swimming and Water Safety Program in over 12 years. Although the foundation of the course listed on the syllabus of record is essentially the same, changes in terminology and in requirements for certification require modification of the original syllabus. The content of the course also needs to be updated to ensure alignment with program accreditation and professional standards. The AAHPERD Aquatic Council recommends that all high school physical education teachers have current, appropriate, relevant aquatic certification. Participation in the course is important for the professional preparation and future employment for students within the education track to meet the current market trends in the field. Most schools with swimming pools require American Red Cross Water Safety Instructor certification. (2) Current Catalog Description: HPED 442 Seminar in Health, Physical Education and Recreation I 3c-0l-3cr Theory and philosophy of health, physical education, and recreation; current issues and problems; innovative and creative programs. Proposed Catalog Description: HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport 3c-0l-3cr Prerequisite: 90 credits completed Designed for majors of Health, Physical Education and Sport. Related to professional development issues and transition from college graduate to entry level professional. Includes development of an electronic portfolio, assessment of post-graduation educational opportunities, and exploration of information literacy. Rationale: The revised course title reflects the content of current professional needs. A prerequisite of 90 credit hours is added; the course is designed for senior level HPED majors. The revised description is expanded to include the various aspects of professional development for the various professions within Health and Physical Education. The revised course will offer educational experiences to match current trends in computer technology and use of information literacy. The revised class will include an expanded resume project and the revision will allow students more opportunities to network with professionals, and it will provide the student with the tools to assess post-graduate school opportunities. The safety issues covered previously in this course are covered in other classes, specifically HPED 175. FOR ACTION: APPROVED b. Program Revision: Rationale: Including HPED 261Water Safety Instruction in the core curriculum will prepare HPED teacher education candidates with necessary knowledge and skills to become certified as Water Safety Instructors according to the criteria set by the American Red Cross. This certification has become increasingly important in the job market. Because of the 120 credit limit, HPED 263 Aquatics will no longer be required, but will continue to be offered as an elective. The new course title for HPED 442 is also being added. Current Program: Bachelor of Science in EducationHealth and Physical Education (*) Proposed Program: Bachelor of Science in EducationHealth and Physical Education (*) Liberal Studies: As outlined in Liberal Studies 48 section with the following specifications: Mathematics: MATH 217 and 3 additional cr (must be approved as Liberal Studies Mathematics course) Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101 Liberal Studies Electives: 0crLiberal Studies: As outlined in Liberal Studies 48 section with the following specifications: Mathematics: MATH 217 and 3 additional cr (must be approved as Liberal Studies Mathematics course) Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101 Liberal Studies Electives: 0cr Major: 28 Required Courses: Major: 28 Required Courses:HPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care (1) HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crHPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care (1) HPED 261 Water Safety Instructor HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crProfessional Requirements: Health and Physical Education: HPED 214 Teaching Health Fitness and Gymnastics HPED 215 Teaching Rhythmic Activities and Dance HEPD 216 Teaching Elementary Physical Education HPED 217 Teaching Middle School Physical Education HPED 218 Teaching Secondary Physical Education HPED 316 Teaching Elementary Health Education HPED 318 Preprofessional Experience I HPED 325 School and Community Health HPED 370 Adapted Health and Physical Education (2) HPED 426 Health Science Instruction HPED 450 Curriculum and Programming in Sexuality Education  23 1cr 1cr 2cr 2cr 2cr 2cr 1cr 3cr 3cr 3cr 3crProfessional Requirements: Health and Physical Education: HPED 214 Teaching Health Fitness and Gymnastics HPED 215 Teaching Rhythmic Activities and Dance HEPD 216 Teaching Elementary Physical Education HPED 217 Teaching Middle School Physical Education HPED 218 Teaching Secondary Physical Education HPED 316 Teaching Elementary Health Education HPED 318 Preprofessional Experience I HPED 325 School and Community Health HPED 370 Adapted Health and Physical Education (2) HPED 426 Health Science Instruction HPED 450 Curriculum and Programming in Sexuality Education  23 1cr 1cr 2cr 2cr 2cr 2cr 1cr 3cr 3cr 3cr 3crCollege: Preprofessional Education Requirements: COMM 103 Digital Instructional Technology EDSP 102 Educational Psychology Professional Education Requirements: EDUC 242 Pre-student Teaching Clinical Experience I EDUC 342 Pre-student Teaching Clinical Experience II EDUC 421 Student Teaching EDUC 441 Student Teaching EDUC 442 School Law  21 3cr 3cr 1cr 1cr 6cr 6cr 1crCollege: Preprofessional Education Requirements: COMM 103 Digital Instructional Technology EDSP 102 Educational Psychology Professional Education Requirements: EDUC 242 Pre-student Teaching Clinical Experience I EDUC 342 Pre-student Teaching Clinical Experience II EDUC 421 Student Teaching EDUC 441 Student Teaching EDUC 442 School Law  21 3cr 3cr 1cr 1cr 6cr 6cr 1cr (#) Total Degree Requirements: 120 (*) See requirements leading to teacher certification, titled "3-Step Process for Teacher Education," in the College of Education and Educational Technology section of this catalog. (1) Students are required to keep CPR Instructor Certification current from completion of HPED 242 until graduation. (2) Teacher education majors must take HPED 370. (#) See advisory paragraph "Timely Completion of Degree Requirements" in the section on Requirements for Graduation.(#) Total Degree Requirements: 120 (*) See requirements leading to teacher certification, titled "3-Step Process for Teacher Education," in the College of Education and Educational Technology section of this catalog. (1) Students are required to keep CPR Instructor Certification current from completion of HPED 242 until graduation. (2) Teacher education majors must take HPED 370. (#) See advisory paragraph "Timely Completion of Degree Requirements" in the section on Requirements for Graduation. FOR ACTION: BACK TO COMMITTEE Liberal Studies Revitalization Steering CommitteeStudent Learning Outcomes for the Revised Liberal Studies Program ɫӰ University-wide Student Learning Outcomes Informed Learners understand nature and society through forms of inquiry fundamental to the sciences, the humanities, and the arts. Learners are informed by knowledge and ways of knowing that extend beyond core concepts enabling them to link theory and practice. Informed Learners demonstrate knowledge and understanding of: the means of modeling the natural, social, aesthetic, and technical facets of human experience the U.S. and other democracies from historical, philosophical, and social perspectives the human imagination, expression and traditions of many cultures the interrelationships within and across cultures and global communities the interrelationships within and across disciplines Empowered Learners are critical thinkers who demonstrate intellectual agility and ability to manage change. They are able to derive meaning from experience and observation. They communicate well in diverse settings and employ various strategies to solve problems. They are empowered through mastery of intellectual and practical skills. Empowered Learners demonstrate: effective oral, written and visual communication skills problem solving skills using a variety of methods and tools information literacy skills including the capacity to access, evaluate, interpret and use information from a variety of sources the ability to transform information into knowledge and knowledge into judgment and action the ability to work within complex systems and with diverse groups critical thinking skills including application, analysis and evaluation reflective thinking and synthesis of information and ideas Responsible Learners are engaged citizens of a diverse democratic society who have a deep sense of social responsibility and ethical judgment. They are responsible for their personal actions and civic values. Responsible Learners demonstrate: intellectual honesty concern for social justice civic engagement an understanding of the ethical consequences of decisions and actions on themselves, on society and on the physical world an understanding of themselves and respect for the complex identities of others, their histories, and their cultures University-Wide Graduate Committee (Senators LaPorte and Williamson) FOR INFORMATION 1. The University-Wide Graduate Committee provided distance education approval for the following course: GSR 615: Elements of Research 2. The following policy for Graduate Research Assistants working on externally funded research projects was presented to the University-Wide Graduate Committee by the School of Graduate Studies and Research: As a doctoral intensive university, we recognize that externally funded research projects contribute to the scholarly culture of our entire university. Such projects provide our graduate students with unique opportunities to actively apply their academic learning while contributing to a specifically designed research project with real world implications. Students engaged in this type of externally funded assistantship will be named a Graduate Research Assistant. Only in cases where the entire assistantship is externally funded, the stipend paid to graduate research assistants will/may vary depending upon the discipline of the student and the expectations/deliverables as defined within the narrative of the project. The amount of the allowable stipend may range from $4740 to $14,2351 for the 2006-07 academic year (fall and spring). 1Note: This maximum allowable stipend amount will change each year to align with changes in the APSCUF salary schedule, as defined by PASSHE Policy 1983-09-A Graduate Assistant Stipends: The total compensation (including stipend and and/or tuition waiver) for doctoral graduate assistants shall not exceed one-half of the instructor level A salary. Total compensation for all other graduate assistants shall not exceed 40 percent of the instructor level A salary. For the purposes of these calculations, the amount of the tuition waiver should be figured in all cases as full-time resident tuition. FOR ACTION: APPROVED The following proposed changes to the Transfer Credits policy and the Course Overlaps in Degree Programs policy would apply to graduate credits earned at ɫӰ since Spring 2001 (i.e., within the past 5 years). Current policies, with proposed revisions in bold and strikethrough: Transfer Credits Up to six credits of graduate work taken as a graduate student at another institution and up to twelve graduate credits through approved inter-institutional agreements may, with written approval, be incorporated as part of the graduate students program at ɫӰ. These courses must have been completed at a regionally accredited institution, within the past five years, and the grade earned must be a B or its equivalent or better. The time limitation rule and residency requirements (cited later in this catalog) pertain without modification to transfer credits. Up to twelve graduate credits originally earned in one graduate program at ɫӰ may be applied toward a different graduate program, if: 1) the receiving department, and 2) the School of Graduate Studies and Research approve the credits as meeting degree requirements. These courses must have been completed within the past five years, and the grade earned must be a B or its equivalent or better. The combination of transfer credits earned at another institution and those earned at ɫӰ may not exceed twelve credits. To request the transfer of credits, the student provides the School of Graduate Studies and Research with a written request indicating the course to be considered for review. A catalog course description or course syllabus must accompany the request. An official graduate transcript showing the earned credits must be provided by the school at which the credits were taken. To be considered official, the transcript must arrive in a sealed envelope bearing the official seal of the issuing institution. The request is reviewed in the School of Graduate Studies and Research and the academic department. After a decision is rendered by the School of Graduate Studies and Research, the Registrars Office, the students department, and the student are notified of the transfer decision. It is strongly recommended that students wishing to transfer credits from another institution while enrolled at ɫӰ must receive advance written authorization for credit acceptance from the School of Graduate Studies and Research and the academic department prior to enrolling in that course. The review process is as described in the preceding paragraph. Note: Credits earned at ɫӰ, prior to a students admission to the current degree program, fall under all terms specified in the preceding paragraph. If transfer credits earned at another institution are approved for transfer, only the credit, not the grade or accompanying quality points, will appear on the students ɫӰ transcript. Transfer credits are not posted to the students ɫӰ graduate record until the student has been admitted to degree candidacy. Credits earned at ɫӰ that are approved for transfer to a second program will not be posted to the transcript a second time. Course Overlaps in Degree Programs With departmental and School of Graduate Studies and Research approval, a student may use the same course to count in two different ɫӰ graduate masters degree programs, if the course is acceptable meets the published graduation requirements in both programs. However, the number of overlap credits counted toward a second graduate masters degree will be limited to a maximum of 12 20 percent of the credits in the second graduate masters degree program. (Should credits be requested for use in a second degree program, they will be treated as transfer credits and will therefore count toward the six 12 credit maximum permitted by the Transfer Credit Policy.) In order to receive the doctorate as a second degree, doctoral students using credits earned in a previous ɫӰ graduate degree program must meet the minimum doctoral degree credit requirement of 60 graduate credits earned beyond the bachelors degree, exclusive of dissertation credits and course overlap credits. Proposed policies: Transfer Credits Up to six credits of graduate work taken as a graduate student at another institution and up to twelve graduate credits through approved inter-institutional agreements may, with written approval, be incorporated as part of the graduate students program at ɫӰ. These courses must have been completed at a regionally accredited institution, within the past five years, and the grade earned must be a B or its equivalent or better. The time limitation rule and residency requirements (cited later in this catalog) pertain without modification to transfer credits. Up to twelve graduate credits originally earned in one graduate program at ɫӰ may be applied toward a different graduate program, if: 1) the receiving department, and 2) the School of Graduate Studies and Research approve the credits as meeting degree requirements. These courses must have been completed within the past five years, and the grade earned must be a B or its equivalent or better. The combination of transfer credits earned at another institution and those earned at ɫӰ may not exceed twelve credits. To request the transfer of credits, the student provides the School of Graduate Studies and Research with a written request indicating the course to be considered for review. A catalog course description or course syllabus must accompany the request. An official graduate transcript showing the earned credits must be provided by the school at which the credits were taken. To be considered official, the transcript must arrive in a sealed envelope bearing the official seal of the issuing institution. The request is reviewed in the School of Graduate Studies and Research and the academic department. After a decision is rendered by the School of Graduate Studies and Research, the Registrars Office, the students department, and the student are notified of the transfer decision. It is strongly recommended that students wishing to transfer credits from another institution while enrolled at ɫӰ receive advance written authorization for credit acceptance from the School of Graduate Studies and Research and the academic department prior to enrolling in that course. The review process is as described in the preceding paragraph. If credits earned at another institution are approved for transfer, only the credit, not the grade or accompanying quality points, will appear on the students ɫӰ transcript. Transfer credits are not posted to the students ɫӰ graduate record until the student has been admitted to degree candidacy. Credits earned at ɫӰ that are approved for transfer to a second program will not be posted to the transcript a second time. Course Overlap in Degree Programs With departmental and School of Graduate Studies and Research approval, a student may use the same course to count in two different ɫӰ graduate degree programs, if the course meets the published graduation requirements in both programs. However, the number of overlap credits counted toward a second graduate degree will be limited to a maximum of 12 in the second graduate degree program. Should credits be requested for use in a second degree program, they will be treated as transfer credits and will therefore count toward the 12 credit maximum permitted by the Transfer Credit Policy. In order to receive the doctorate as a second degree, doctoral students using credits earned in a previous ɫӰ graduate degree program must meet the minimum doctoral degree credit requirement of 60 graduate credits earned beyond the bachelors degree, exclusive of dissertation credits and course overlap credits. University Development and Finance Committee (Senator Domaracki) MINUTES Development and Finance Committee Meeting March 7, 2006 Committee Reports Parking Committee Report There was no report. The next Parking Committee meeting is scheduled for March 29th. Budget Report - Barb Moore reported that the proposed 06-07 budget contains a 4.5% increase for the SSHE. Despite this increase it is expected that the 06-07 budget year will again be a tight one and that there may also be an increase in tuition. Old Business PEMA Demolition The committee toured the PEMA center that is to be demolished this summer Regional Development Center/Sports Complex Soil sampling and core boring investigative work is ongoing. There is a meeting on 3-24-06 with the ɫӰ, DGS and L. Robert Kimball and Associates of Ebensburg, PA and Ellerbe Becket of Kansas City, MO to restart the project and undertake the schematic design and detailed planning. DGS plans to have Kimball update the attendees regarding the status of the Kovalchick land sales agreement. Fisher Renovation/Phase II Chiller Project This DGS project will bid during the summer with an expected construction start date of August/September. The project construction will take approximately 15 months. Finalized plans for the project should be completed by the end of April. Wilson Hall Planning for the renovation of Wilson Hall is just starting. Initial investigation of utilities was undertaken during Spring Break. The design and construction will take approximately 24 months. Punxsutawney Classroom Building and Commons This project is progressing well. Furniture and equipment have been purchased and will arrive soon. The building can be occupied in June. Old Main will be demolished and replaced with parking facilities. Parking Master Plan The parking master plan must be revised. A total of 250 spaces will be lost during the construction of the second and third phases of the Housing Master Plan and plans must be developed to replace the lost parking. Robertshaw Parking Lot Improvements A $1.2 million project will be undertaken to improve storm drainage and sediment control problems. The project will also include improvement in parking facilities that will provide additional parking and upgrade of the lighting. Steam Line Repair Project Two sections of steam lines will be replaced as a part of this $1.3 million project. The first section is on 11th Street between Maple and Grant Streets. During this project the wall on the north side of the Foster Hall adjacent to the intersection of Grant and Eleventh Streets will be removed and the patio at the front of Foster Hall will be extended to 11th Street. The second section of steam line to be replaced is located between Pratt Drive and Garman Avenue between the Cogeneration Plant and Folger Hall. This project will start in May with completion expected by August. Student Housing Project Work on Phase I of the student housing master plan will begin in May. The start of this project will impact Grant Street between 11th Street and Pratt Drive. Construction fencing will be installed on May 1st to enclose the area necessary to begin work on the demolition of Wahr Hall, the Administrative Annex and the Greenhouse. The fencing will remain in place until the first phase of the student housing plan is completed in August of 2007. Stouffer-Davis-Sutton Project The professional design firm has been provided an update in the costs estimate for this project. It is now anticipated to cost $600k v. $300k. Space Allocation Study The Space Allocation Study, IN-892, was initiated last year. The professional firm of RSH Architects of Pittsburgh and their consultant, Comprehensive Facilities Planning Inc of Laurelville Ohio (CFP) are undertaking the study. The purpose of the study is to determine how existing space assigned to various departments are being used and to develop a plan for achieving the most effective allocation of space to meet the Universitys future facilities requirements. The results from this study will be used in the development of a revised physical plant master plan. The data from this study is undergoing analysis. Re-surveys will be conducted as needed. Athletic Master Plan The firm of L. Robert Kimball of Ebensburg, PA has been selected to undertake a master planning effort to assess the existing athletic facilities and make recommendations and provide budget estimates for recommended improvement to provide adequate facilities for the Athletic programs of the University. Washington Street Parking Lot The proposals for the design was received on March 10, 2006 from the professional. The design of this parking lot will begin this summer. Respectfully submitted by: Joseph Domaracki March 20, 2006 Student Affairs Committee (Senator Hall) No report Academic Committee (Senator Andrew) Next meeting is Tuesday at 3:15 in Sutton 218 Awards Committee (Senator Rieg) The three award winners were Dr. Ramesh Soni - Service, Dr. Sallie McCombie - Teaching, and Dr. Narayanswamy Bharathan - Research. There was no creative arts nominee. Also, congratulations to all nominees and thank you committee members for your hard work and for giving me the opportunity to serve as chair. Library and Educational Committee (Senator Jozefowicz) The April meeting will occur as scheduled Noncredit Committee (Senator ONeil) Next meeting: April 11, 3:30 Research Committee (Senator Guth) No report SENATE REPRESENTATIVE REPORTS Middle States Steering Committee (Senator Federoff) No report University Planning Council (Senator Federoff) No report Presidential Athletic Advisory Committee (Senator Domaracki) FOR INFORMATION ɫӰ Presidential Athletic Advisory Committee MINUTES Friday, March 3, 2006 7:30 a.m. 9:00 a.m. Members present:: Tony Atwater, John Benhart, Mark Collins, Frank Condino, Joe Domaracki, Katie Farnsworth, Caleb Finegan, Emily Forte, Jerrell Jackson, Rhonda Luckey, Fran Nee, Larry Panaia, Rodney Ruddock, special guests, Robert Davies, Vice President for Institutional Advancement and Cheryl Samuels, Provost and Academic Vice President. Call to Order: Joseph Domaracki called the meeting to order at 7:30 a.m. Presidents Remarks: Atwater introduced two new members of his Cabinet, Dr. Robert Davies, Vice President for Institutional Advancement and Dr. Cheryl Samuels, Provost and Vice President for Academic Affairs Atwater also acknowledged Dr. Luckey as she was recently named as the Vice President for Student Affairs. Atwater reminded PAAC members of the Crimson Club Dinner at which Scholar-Athletes are recognized and will be held later this spring. Atwater discussed Division I: Those who make the switch rarely move back to Division II; There are hidden financial advantages; and, Division I institutions dont want competition increased by having more institutions moving from Division II to Division I. Old Business: Academic support services for student-athletes PAAC volunteers: Benhart, Black, Domaracki, Finegan Scholarship support of student-athletes PAAC volunteers: Panaia, Ruddock Domaracki will send a letter to each vice president asking for volunteers for the two subcommittees of PAAC. Nee will have SAAC (Student Athletic Advisory Committee) identify representatives for subcommittees. Davies will discuss with Mary Jo Lyttle of Alumni Office for representation on this committee. Intercollegiate Athletic Director Update Condino and Nee shared academic performance of student-athletes. Fall 2005 data (excerpt from Council of Trustees March 2006 docket) According to the annual NCAA summary report which includes graduation rates of PSAC member institutions for the four-year average of freshmen entering in 1995-96, 1996-97, 1997-98 & 1998-99 and the graduation rates for each institution during the last six years, indicates that ɫӰ in most cases meets or exceeds the PSAC averages. This report also indicates the PSAC 's average graduation rate for both student-athletes (51%) and all students (56%) is higher than the national averages for all Division II institutions by six percent for all students and by two percent for student-athletes receiving grant-in aid. ɫӰ, with 10,498 students overall has the sixth highest graduation percentage, meeting the PSAC average of 51% for 2005 freshman-cohort graduation rates. The 133 students at ɫӰ receiving grant-in-aid have a graduation rate of 61 percent, well above the PSAC average. It is important to note that only student-athletes who received athletics aid in their first year of enrollment are included in the calculation of the graduation rates. Also noteworthy are the athletic teams grade point averages for Fall 2005. The mens teams average for the Fall, 2005, semester is 2.71 with a cumulative average of 2.72. The womens teams average for the Fall, 2005, semester was 3.24 with a cumulative average of 3.20. Division I Academic Performance Rate Article (evaluation per team with sanctions when not meeting NCAA Standards) Division II Academic Success Rate next year will include non-scholarship student-athletes; and the sanctions include the reduction of student-athlete scholarships. Faculty Athletic Representative Update Benhart will be attending the PSAC meeting in March. FAR involvement in academic support student-athletes. Benhart conveys faculty perspective to other faculty for student-athletes. Atwater asks Benhart to document the FAR job description, clear portfolio of responsibilities. Atwater raised issue of coaches going to faculty for grade change. Benhart referenced the meeting that occurred to identify an educational effort to clarify the appropriate role for coaches involvement with faculty and the need to empower student-athlete to handle his/her own grade changes. Benhart reaffirmed that academic integrity is of paramount importance. Faculty need to support what is going on and support Athletic PRIDEsame is true for coaches. Student Athletic Advisory Council Update Jackson indicated at the last SAAC meeting it was discussed there was no PRIDE in ɫӰ athletics Why? People dont know how great we are! Solutions from the PAAC: Need to advertise more --- players, teams, and games Creates enthusiasm ---it is contagious Best practice example SAAC will set up a PRIDE Committee. SAAC will participate in Collegian Weekend. Student-athletes and coaches need to support other student-athlete competitions. Student Government Association Update Forte shared the discussion about Collegian Weekend and SGAs I Usually Participate campaign. The meeting adjourned at 9:00 a.m. Respectfully submitted, Rhonda H. 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Dries bvdriesMr. Bruce V. Dries bvdriesT&lt;p&gt;Minutes of theIUP University SenateMarch 28, ՜.+,D՜.+,l(  r MINUTES OF THE Title        $L,4@   EktContentIDEktContentLanguage EktFolderId EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEke following Senators informed the Sena te Leadership that they could not attend:Beck, Black, Boerner, Bowers, Hulings, Welsh, Yirenkyi, ZhouThe fol&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateMarch 28, 2006Chairperson Smith called the March 28, 2006, meeting of the University Senate to order at 3:27 p.m., in Eberly Auditorium.The following Senators informed the Sena te Leadership that they could not attend:Beck, Black, Boerner, Bowers, Hulings, Welsh, Yirenkyi, ZhouThe fol&lt;/p&gt; 4 !"#$%&'()*+,-./0123I56789:;<=>?@ABCDEFGHJKLMNOPQSummaryInformation(tDocumentSummaryInformation8| CompObjqBagaaqy23kudbhchAaq5u2chNd8p,p,EktTaxCategory4 2006, meeting of the University Senate to order at 3:27 p.m., in Eberly Auditorium.The following Senators informed the Sena te Leadership that they could not attend:Beck, Black, Boerner, Bowers, Hulings, Welsh, Yirenkyi, ZhouThe fol&lt;/p&gt;DownloadAsset.aspx?id=79145r MINUTES OF THE Titlelt      EktContentIDEktContentLanguage EktFolderId EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEktShowEvents )5 A0javascript:void window.open('/WorkArea/showcontent.aspx?id=79145','showcontent','toolbar=0,location=0,directories=0,status=0,menubar=0,scrollbars=1,resizable=1,width=700,height=600')e@j>/@/$$$$$$\$ \$ \$ \$ \$ \$ H<p>Minutes of theIUP University SenateMarch 28, 2006Chairperson Smith called the March 28, 2006, meeting of the University Senate to order at 3:27 p.m., in Eberly Auditorium.The following Senators informed the Sena te Leadership that they could not attend:Beck, Black, Boerner, Bowers, Hulings, Welsh, Yirenkyi, ZhouThe fol</p> tShowEventsEktContentID64EktFolderId64 EktInPermekttaxonomyenabled )5 A0e@j>/@/$$$$$$\$ \$ \$ \$ \$ \$  )5A0\Summary &lt;p&gt;Minutes of theIUP University SenateMarch 28, 20  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~06Chairperson Smith called the March 28, 2006, meeting of the University Senate to order at 3:27 p.m., in Eberly Auditorium.The following Senators informed the Sena te Leadership that they could not attend:Beck, Black, Boerner, Bowers, Hulings, Welsh, Yirenkyi, ZhouThe fol&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateMarch 28, 2006Chairperson Smith called the March 28,2006Chairperson Smith called the March 28, 2006, meeting of the University Senate to order at 3:27 p.m., in Eberly Auditorium.ThSummaryInformation(DocumentSummaryInformation8CompObjqBagaaqy23kudbhchAaq5u2chNd8p,p,  !"#$%&'()*+,-./012  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usOh+'0DL\ CONTENTS