ࡱ> ?XOPQRST@q` UbjbjqPqP .::L DDD N ZZZn8֬lBn/L:~!Lm(KKKKKKK$Mh/PKZ?@KZZKfffZZKfKff$8 ZZ=.  -D0::> K0/Lj:.P*Pt==PZF>^ fwLKKX/LnDDD:dn:nnnZZZZZZ Minutes of the ɫӰ University Senate  May 2, 2006 Chairperson Smith called the May 2, 2006, meeting of the University Senate to order at 3:26 p.m., in Eberly Auditorium. The following Senators informed the Senate Leadership that they could not attend: Bonach, Burdette, Cowles, Hull, Janosko, Kennedy, Kondo, Marx, Meloy, Poage, Scott, Sink, Villalobos-Echeverria, Wang, Welsh, Wright, Zoni The following Senators were absent from the meeting: Ankney, Anthony, Arnett, Ashamalla, Beck, Beisel, Boerner, Bowers, Brzycki, Camp, Clewell, Condino, Chaudhry, Craig, Ferguson, Groomes, Hood, Kabala, Kelly, Kostelnik, Masilela, Montgomery, Mukasa, Newell, Peterson, Princess, Rogers, Rosenberger, Scott, Talwar, Thibadeau, Wisloski, Yost, Zhou A motion to change the order of agenda items was APPROVED. The minutes of the March 28, 2006 meeting were APPROVED. Agenda items for the May 2, 2006, meeting were APPROVED. REPORTS AND ANNOUNCEMENTS Presidents Report Good afternoon. The National Security Agency and the Department of Homeland Security have designated ɫӰ as a National Center of Academic Excellence in Information Assurance Education. ɫӰ is one of the first universities in the nation to join the disciplines of criminology and computer science in the information assurance field. Universities are chosen for this Center of Academic Excellence status as a result of excellence in the curriculum; a multi-disciplinary, non-traditional and cross-departmental approach to teaching of the subject; quality of library and other reference materials related to the subject, and a demonstrated commitment from the faculty and university to research in the discipline. Clearly, this is quite a prestigious honor and speaks to the excellence of our John P. Murtha Center for Homeland Security and its programming. I want to welcome one of the newest members of the ɫӰ community, Mr. Joe Lombardi, who has been selected as the head coach of the mens basketball team. Coach Lombardi is no stranger to ɫӰ, having served as an assistant coach here in the 1980s. He comes to ɫӰ with a wealth of experience coaching at all levels, including Division I. Coach Lombardi joins a cadre of coaches that have a demonstrated record of prioritizing academics, and I am confident that he will continue this practice. We will be welcoming Coach Lombardi to the ɫӰ community at a campus-wide reception at a later date. On May 11, we will formally break ground and begin our Residential Revival project. We will have ceremonies beginning at 10 a.m. in front of Wahr Hall, the first building scheduled for demolition. This multi-year project will completely revolutionize the way that students live and learn here at ɫӰ, and will position us well as we work to recruit and retain excellent students for ɫӰ. Of course, we all look forward to celebrating with our graduates and their families and friends at our spring Commencement ceremonies on Saturday, May 14 at 11 a.m. in Miller Stadium. Alumnus Dr. Daniel Griffith, a distinguished spatial scientist and the Ashbel Smith Professor at the University of Texas at Dallas, will receive an honorary degree at the ceremony and will offer commencement remarks. Dr. Griffith received his bachelors degree in mathematics in 1970, his masters degree in geography in 1972 from ɫӰ and a Distinguished Alumni Award in 1982. Rachel Sams, an elementary education major from Pittsburgh, was selected as our student speaker for May commencement. As you may have heard, On April 28, the University received notification from the National Collegiate Athletic Association Executive Committee that ɫӰs appeal to maintain the Indians nickname has been denied. We have made our strongest case to the NCAA for retaining the nickname Indians and we have exhausted all options within the Associations appeal procedure. This issue is one that is highly controversial and sensitive, due to different perspectives by alumni and others. We will need to consider the greater good of the University, its student athletes and an enhanced national profile as we review this matter. I am charging Dr. Robert Davies, vice president for Institutional Advancement, with pursuing efforts that will generate feedback from all segments of the University community. I want to offer my sincere congratulations to those faculty members who were honored recently during the 12th annual awards luncheon recognizing outstanding achievement in sponsored programs and excellence in graduate student research: Dr. Theresa McDevitt, ɫӰ Libraries, new investigator award; Andrew Gillham, art and art education, outstanding achievement in research; Dr. Robert Friday, College of Education and Educational Technology, outstanding achievement in curriculum and instruction; Dr. Prashanth Bharadwaj, Dr. Steve Osborne and Dr. Thomas Falcone, management, award for outstanding achievement in public service; and Dr. Helen Sitler, English, graduate deans award for outstanding commitment to sponsored programs. As the semester comes to a close, there are several upcoming events in which I hope you will participate. On May 5 from 2 to 4:30 p.m., I will host a University-wide reception to showcase members of the University community responsiblefor scholarly works and projects. The reception will take place on the main floor of Stapleton Library. I hope you can join me there to congratulate and honor your colleagues. As this is our final meeting of the University Senate for the 2005-2006 academic year, I want to thank you all for your hard work and collegiality. We have accomplished a great deal this year, and I look forward to working with the campus community in developing a new University Strategic plan during the next academic year. Provosts Report As a follow-up to the actions taken by the Senate at its March 28, 2006 meeting, I would like to report the following: From the Liberal Studies Committee, the Women in Media course is approved as a Liberal Studies Elective. This course needs 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 change proposed by Health and Physical Education Department are approved. These changes require no further approval and can be implemented immediately. A course revision and proposed catalog description for the Department of Health and Physical Education, and a program revision for the BS in Education-Health and Physical Education are approved, as well as a new course from the Communications Media Department. These need no further approval and can be scheduled immediately, if needed. The development of a revised Syllabus of Record Procedure is approved. From the University-Wide Graduate Committee, GSR 615 Elements of Research is approved for offering via distance education. The revisions of the Transfer Credits and Course Overlaps in Degree Programs policies are approved and may be implemented immediately. Chairpersons Report Good afternoon Senators, welcome to our last meeting of this year. Just a few quick notes. 1. It is so good to have my side kick up here with me; Nikki, we have all been thinking of you, and it is so good to have you back up here in the chair next to me. 2. Dates for next year's senate meetings are posted on the senate web site. Notice September will be 2 weeks later than usual and October 1 week later than usual; as I have discussed with chairs, this will lend itself to an extra committee meeting earlier in the year. 3. PLEASE try to stay today; as you can see, we have a full agenda, and quorum is important. If I was betting, I'd say there is a good chance we'll be here past 5:00, so please make every effort to stay today. 4. Chairs, let's meet for about 30 seconds after the meeting is over. Nothing major, and it will be very quick. Nikki...go for it. Vice-Chairpersons Report Cassandra Reyes is the continuing president of the Graduate Student Assembly. The new officers of SGA as follows: President: Patrick Barnacle VP: Craig Faish Secretary: Gina Antonucci Rules Chair: Jamie Coccarelli STANDING COMMITTEE REPORTS Research Committee (Senator Guth) University Senate Research Committee (USRC) Report Submitted by Lorraine J. Guth The USRC met on March 21, 2006 and the meeting was divided into two segments. The first half of the meeting was devoted to reviewing proposals for the USRC awards, while the second half was spent on reviewing Senate Fellowship proposals and the rankings from each College Research Committee. The committee awarded $19,231 in USRC grants to the following individuals: Dr. Charlene Bebko was awarded $500 to present her paper, Identifying the States of Change in a Target Audience for Effective Social Cause Market Planning, at the 35th Annual Western Decision Sciences Conference in Kona, Hawaii. Dr. Holly Belch was awarded $500 to present her paper, Fully Staffed: Strategies for Recruiting and Retaining Staff, at the Association of College and University Housing Officers International Annual International Convention in Atlanta, Georgia. Dr. Laurel Black was awarded $371 to present two papers, The Creation of Meaning: Revisiting Genuine Reflection, and Someone Who is More in Touch with Student Life: Cooperative Education and Undergraduate Instructional Associates in College at the Teaching Professor Conference in Nashville, Tennessee. Dr. Mukesh Chaudhry was awarded $500 to present his paper, Oil Futures and Their Relationship with Other Futures Contracts, at the 2006 International Academy of Business Disciplines (IABD) Conference in San Diego, California. Dr. Betsy Crane was awarded $1,500 to present her paper Youth Voices on Male Gendered Identity and Relationships: Tough Guy vs. Sweet Guy, at the International Colloquium of Studies on Men and Masculinities and the 1st National Congress of the Mexican Academy of Gender Studies of Men in Guadalajara, Jalisco, Mexico. Dr. Alan Gart was awarded $500 to present his paper, Does Pre-Merger Behavior Influence Post-Merger Results in the Banking Industry? at the Midwest Finance Association Conference in Chicago, IL. Dr. Eileen Glisan was awarded $500 to present her paper, The Integrated Performance Assessment: Linking Instruction, Learning, Assessment, at the annual Northeast Conference on the Teaching of Foreign Languages in New York City, New York. Dr. Robert Heasley was awarded $1,500 to present two papers Shifting Gears: Finding Intimacy in Mens Friendships and Ending Violence by Queering Masculinity at the International Colloquium of Studies on Men and Masculinities and the 1st National Congress of the Mexican Academy of Gender Studies of Men in Guadalajara, Jalisco, Mexico. Dr. Audra Himes was awarded $455 to present her paper, Its All Right There in Black and White: Anti-Racist Pedagogy and Students in an English Classroom at the Teaching in Todays Politically Charged Environment conference in Gettysburg, Pennsylvania. Dr. Werner Lippert was awarded $1,500 to present his paper, Economic Diplomacy between East and West during the 1970s, at the international conference From Helsinki to Gorbatchev by the Machiavelli Center for Cold War Studies in Artimino, Italy. Dr. Mary MacLeod was funded $500 to present her paper, Kant on Morality and Temporality, at the Annual Meeting of the Pacific Division of the American Philosophical Association in Portland, Oregon. Dr. Sean McDaniel was awarded $262 to present his paper, Lazarillo and the Galateo, at the Kentucky Foreign Language Conference in Lexington, Kentucky. Dr. John A. Mueller was awarded $422 to present his paper, The Millennial Student: Observations and Experiences of Faculty, at the Annual Meeting of the American College Personnel Association in Indianapolis, IN. Dr. Paul Nealen was awarded $1,475 for his project, Neural Auditory Representation of the Vocal Repertoire. Dr. Lydia H. Rodriguez was awarded $1,500 to conduct three presentations Chicana Literature in the United States, US Latina Writers, and Carmen Boullosa and Cristina Peri Rossi Limitless and three workshops Readings on Multi-Cultural Voices in the United States: The Literature Classroom, Gender Reality in Academia, and Practical Methodology to Incorporate Latin American (Feminist) Women Writers in Literature Classes at Cartagena, Columbia and Caracas, Venezuela. Dr. Thomas Simmons was awarded $1,495 for his project Water Mite Parasitism of Mosquitoes in Pennsylvania. Dr. Theresa Smith was awarded $1,500 to present her paper, Landscape as Narrative: Navigating Memory and Dreams Among the Cree and Ojibwa, at the American Indian Workshop: Place in Native American History, Literature and Culture conference at the University of Wales, Swansea. Dr. Rosalee Stilwell was awarded $428 to present a workshop Democratic Discomfort in the Classroom: Co-Teaching with Undergraduate Teaching Assistants to Foster Participation and Social Justice at the Pedagogy and Theater of the Oppressed Conference in Chapel Hill, North Carolina and to present two workshops The Creation of Meaning: Revisiting Genuine Reflection and Someone Who is More in Touch with Student Life: Cooperative Education and Undergraduate Instructional Associates in College at the Teaching Professor Conference in Nashville, Tennessee. Dr. Robert Sweeney was awarded $500 to present his paper, This Performance Art is for the Birds: Unpopular Culture in the Art Classroom, at the National Art Education Association Annual conference in Chicago, Illinois. Dr. Stephanie Taylor-Davis was awarded $500 to present her paper, Understanding the Rhythms of Teaching and Learning at the Teaching Professor Conference in Nashville, Tennessee. Dr. Gordon Thornton was awarded $400 for his presentations, Teaching About Death Across the Lifespan: Pregnancy Loss, and The ADEC Certification Programs in Thanatology at the National Conference of the Association for Death Education and Counseling in Tampa, Florida. Dr. Judith Villa was awarded $428 to present a workshop Democratic Discomfort in the Classroom: Co-Teaching with Undergraduate Teaching Assistants to Foster Participation and Social Justice at the Pedagogy and Theater of the Oppressed Conference in Chapel Hill, North Carolina and to present two workshops The Creation of Meaning: Revisiting Genuine Reflection and Someone Who is More in Touch with Student Life: Cooperative Education and Undergraduate Instructional Associates in College at the Teaching Professor Conference in Nashville, Tennessee. Dr. Kustim Wibowo was awarded $500 to present his paper Will Sarbanes-Oxley Act Help Global Information Assurance at the Global Information Technology Management Association conference in Orlando, Florida. Dr. Robert Witchel was awarded $500 to present his paper, Therapeutic Dilemma: When Less is More. Learning to Discern the Embodied Signs of Trauma in Order to Renegotiate and Heal the Nervous Systems of Both Client and Psychotherapist at the American Academy of Psychotherapists Conference in Sebasco, Maine. Dr. Wenfan Yan was awarded $500 for his project, Present Six Papers at the American Educational Research Association (AERA) Conference, in San Francisco, California. Dr. David Yerger was awarded $495 to present two papers, Threshold Effects between German Inflation and Productivity Growth and International Trade and Changes in US Manufacturing Concentration the annual conference of the International Academy of Business Disciplines in San Diego, California. During the second part of the meeting, the committee awarded $66,572 in Senate Fellowship grants to the following individuals: Dr. Jenny K. Archibald was awarded $3,500 for her project, Diversification of Zaluzianskya, a genus of plants endemic to southern Africa. Dr. Paul Arpaia was awarded $3,500 for his project, Strange Bedfellows: Nationalists and Fascists in the City of Bologna 1919-1943. Dr. W. Timothy Austin was awarded $3,500 for his project, The Changing Nature of Bribery and Extortion at the Village Level: Scenarios from the Southern Philippines. Dr. Shundong Bi was awarded $1,500 for her project, Global Climatic Change and Tertiary Mammals from Junggar Basin, Xinjiang, Northwestern China. Dr. Seema Bharathan was awarded $3,500 for her project, The role of HER2/neu, BCL2, p53 genes and proliferating cell nuclear proteins as molecular prognostic parameters in localized prostate carcinoma. Drs. Lorraine J. Guth and Laura Marshak were awarded $7,000 for their project, Counseling Students Attitudes toward Clients Who have Visible Disabilities. Dr. Laura Delbrugge was funded $3,500 for her project, A Critical Edition of Andrs de Lis Tesoro de la passion (1494). Dr. Steve Hovan was funded $3,050 for his project, Examination of Oceanic Sediments to Define the Pattern and Intensity of Ancient Atmospheric Circulation. Drs. Richard Hsaio and Robert Kostelnik were awarded $7,000 for their project, Investigation of Alternative Protection Strategies to Limit Liability Exposure beyond the Traditional Disclaimer for University Pool Managers. Dr. Vida Irani was awarded $1,500 for her project, Mycobacterium avium GPL as a Ligand in Suppression of Host Immune Response during M. avium Pathogenesis. Dr. Jeffery L. Larkin was awarded $3,500 for his project, Population Size and Gene Flow among Reintroduced Fisher Populations in Pennsylvania. Drs. Steve Loar and Christopher Weiland were awarded $7,000 for their project, The Adirondack Chair III: Transformation and Reinvention. Dr. Carl Luciano was awarded $3,022 for his project, Development of a Forensic Biology Laboratory Experience for Undergraduate Students. Dr. John McCarthy was awarded $3,500 for his project, Adolescent Depression: A Primer for Counselors. Dr. Paul M. Nealen was awarded $1,500 for his project, How Does Auditory Neural Feedback Guide Vocal Learning? Dr. Keith Young was awarded $3,500 for his project, A Compact Disc Performance Recording. Drs. Feng Zhou and Kenneth Hershman were awarded $7000 for their project, Development of Diode Pumped Integrated Supercontinuum Laser Using Nanostructure Photonic Crystal Fibers. The next USRC meeting will be on Tuesday, May 9 at 3:15 p.m. in 317 Clark Hall Conference Room. University-Wide Undergraduate Curriculum Committee (Senator Sechrist) FOR INFORMATION: 1. Liberal Studies Committee Report: Approved Type III writing approval, Specific Course and Specific Professor, for Dr. Jonathan B. Smith and HPED 442 Senior Seminar: Professional Development in Health, Physical Education and Sport. Approved the revision and new title for LBST 499 Technopoly: The History and Future of Society and Technology, Dr. Lucinda Willis, Department of Technology Support & Training. Approved LBST 499 Images That Shaped America, Dr. Richard Lamberski. Communications Media Department. Approved the Liberal Studies component of the Interdisciplinary Fine Arts, Music Theater Track. 2. Honors Committee Report: Approved HBUS 101 Contemporary Business Issues and the Eberly College of Business and Information Technology Honors Track. Approved Honors designation for ACCT 201, BLAW 235, MGMT 310, IFMG 300, BTST 321, FIN 310, MGMT 330, MKTG 320, MGMT 495. 3. UWUCC has approved the following courses to be offered as distance education: COSC 101 Microbased Computer Literacy, Therese ONeil LBST 499 Geeks Bearing Gifts, Therese ONeil SAFE 441 Accident Investigation, Philip Rivers EDEX 418 Education of Persons with Physical and Multiple Disabilities, Joe Domaracki FOR ACTION: APPROVED 1. Department of Safety SciencesCourse Number Change and Revision Current Catalog Description: SAFE 145 Workplace Safety Today and Tomorrow 3c-01-3cr Prerequisite: Non Safety Sciences major Introduces workplace safety, health, and environmental aspects to the students with limited knowledge of the subject. Includes the historical development of safety and health regulations, the impact of injury on society, identifying and evaluating hazards, and hazard controls in specific industrial processes, basic principles of loss management, and the future of safety, health, and environmental regulations. Proposed Catalog Description: SAFE 100 Workplace Safety Today and Tomorrow 3c-01-3cr Prerequisite: Non Safety Sciences major Introduces workplace safety, health, and environmental aspects to the students with limited knowledge of the subject. Includes the historical development of safety and health regulations, the impact of injury on society, identifying and evaluating hazards, and hazard controls in specific industrial processes, basic principles of loss management, and the future of safety, health, and environmental regulations. FOR ACTION: APPROVED 2. Department of SpanishCatalog Description Change, Course Title Changes and Course Revisions: Catalog Description Change: Current Catalog Description: Students with previous Spanish study in high school will be placed into the appropriate course levels by means of a written departmental exam, administered prior to the beginning of the semester. Students who have taken an OPI (ACTFL Oral Proficiency Interview) in addition to the departmental placement exam, and placed at the intermediate-mid level, may receive 4 credits for either SPAN 102 or 201 depending on their placement on the written exam. In addition, as deemed necessary, especially in the case of native or heritage speakers, students writing and speaking proficiency will be assessed by one or more faculty members in the Department of Spanish. Each students individual requirements and the judgment of the classroom instructors will also be considered in placement. Native or heritage speakers are not eligible for credit on the basis of an OPI. No student will be allowed to register for or take a D/F repeat in SPAN 101, 102, or 201 when credit has already been received for a higher numbered course. Proposed Catalog Description: Students with previous Spanish study in high school will be placed into the appropriate course levels by means of a written departmental exam, administered prior to the beginning of the semester. In addition, as deemed necessary, especially in the case of native or heritage speakers, students writing and speaking proficiency will be assessed by one or more faculty members in the Department of Spanish. Each students individual requirements and the judgment of the classroom instructors will also be considered in placement. No student will be allowed to register for or take a D/F repeat in  HYPERLINK "http://www.iup.edu/registrar/catalog/course/span.shtm" \l "SPAN 101 Elementary Spanish I" SPAN 101,  HYPERLINK "http://www.iup.edu/registrar/catalog/course/span.shtm" \l "SPAN 102 Elementary Spanish II" 102, or  HYPERLINK "http://www.iup.edu/registrar/catalog/course/span.shtm" \l "SPAN 201 Intermediate Spanish" 201 when credit has already been received for a higher numbered course. Incoming students may receive course credit for their oral proficiency levels in Spanish through the American Council on Education (ACE) Credit Recommendation Service and Language Testing International (LTI), the assessment agency for the American Council on the Teaching of Foreign Languages (ACTFL). Students who have taken an ACTFL Oral Proficiency Interview (OPI) through LTI, received a proficiency rating by LTI, and received credit recommendation by ACE may receive the following course credits in Spanish at ɫӰ: ACTFL Oral Proficiency Ratings (rated by LTI)ACE Credit RecommendationsɫӰ Spanish Course EquivalenciesIntermediate-Mid4 Lower Division creditsEither SPAN 102 or 201, depending on placement on departmental written examIntermediate High/Advanced Low8 Lower Division creditsSPAN 201 + SPAN 220Advanced Mid10 Lower Division creditsSPAN 201 + SPAN 220 + SPAN 350Advanced High/Superior10 Lower Division credits + 2 Upper Division creditsSPAN 201 + SPAN 220 + SPAN 350 + SPAN 450 To begin the process, students must contact LTI by e-mail ( HYPERLINK "mailto:testing@languagetesting.com" testing@languagetesting.com) to request an ACE College Credit Recommendation by OPI Examination information package and application. There is a fee for the OPI and an ACE application fee. Rationale: This change is being proposed in order to clarify the existing paragraph, which attempts to describe two separate issues (placement and course credit) and is confusing and unclear. Also, the change would serve to clarify the course equivalencies for oral proficiency levels demonstrated beyond Intermediate-Mid. The change would reflect our new policy of permitting native or heritage speakers to earn course credit as well. The Office of Admissions has been contacted about this policy in order to work out the logistics of granting credit through this program. The Department of Spanish and Admissions view this program as a potentially effective tool for recruiting new students at ɫӰ. FOR ACTION APPROVED b. Course Revisions and Title Changes: 1) Current Catalog Description: SPAN 222 Intermediate Spanish ConversationBusiness 3c-0l-3cr Prerequisite: SPAN 201 or equivalent Same as SPAN 220 but with a special emphasis on the vocabulary and structures used in the business world. Substitutes for SPAN 220. Proposed Catalog Description: SPAN 222 Intermediate Spanish Conversation and GrammarBusiness 3c-0l-3cr Prerequisite: SPAN 201 or equivalent Same as SPAN 220 but with a special emphasis on the vocabulary and structures used in the business world. Substitutes for SPAN 220. Rationale: The present proposal is to make the title of SPAN 222 parallel to that of SPAN 220, since the former can substitute for the latter. Additionally the course outcomes have been revised to describe the expected performance and skills of students. The content of the course has been revised to include grammatical points and the bibliography has been updated. 2) Current Catalog Description: SPAN 223 Intermediate Spanish Conversation--Criminology 3c-0l-3cr Prerequisite: SPAN 201 or equivalent Similar to SPAN 220 but with a special emphasis on the vocabulary and structures used in law enforcement, criminal justice and social services. Substitutes for SPAN 220. Proposed Catalog Description: SPAN 223 Intermediate Spanish Conversation and Grammar for Pre-Law, Criminology and Social Services 3c-0l-3cr Prerequisite: SPAN 201 or equivalent Similar to SPAN 220 but with a special emphasis on the vocabulary and structures used in law enforcement, criminal justice and social services. Substitutes for SPAN 220. Rationale: The present proposal is to make the title of SPAN 223 parallel to that of SPAN 220 (by adding grammar to the title), to reflect the courses usefulness to those in Pre-Law programs, and to broaden the scope of the course content. FOR ACTION: APPROVED 3. Department of NursingNew Course NURS 101 Disaster Awareness 1c-01-1cr Provides students with a basic understanding of the essentials of disaster planning, responding to mass casualty incidents and post-disaster restoration of basic public health. This course will introduce a basic overview of health issues caused by biological, chemical, explosive and natural disasters. Rationale: This course is designed as an elective for undergraduate majors to provide a basic understanding of health components of disaster awareness. This includes knowledge of types of disasters, areas of focus in a disaster, awareness of mass casualty incidents, and health consequences. This material is not addressed in the nursing curriculum and is not intended to be a Liberal Studies course. FOR ACTION: APPROVED 4. Department of Health and Physical EducationNew Course HPED 385 General Medical Conditions in Athletic Training 2c-0l-2cr Prerequisites: HPED 345 and 365 or permission of instructor Provides an overview of general health assessment and physical examination techniques related to the physically active. A systemic approach will be used to address issues related to the anatomy, pathology, physiology and diagnostic testing of both general conditions and diseases of the human body in physically active individuals and individuals with disabilities. Rationale: There is a need for the new course because current courses in the program do not adequately cover Athletic Training Competencies in General Medical Conditions and Disabilities and Pathology of Injuries and Illnesses. Several new competencies in these areas have been added to the accreditation requirements of athletic training education programs (ATEP) since ɫӰs initial ATEP accreditation and there is not room in existing coursework to adequately cover these added requirements. This course is currently an elective for students in the Athletic Training program. Upon approval of this course, curricular changes shall be proposed to make it a required course in the curriculum. FOR ACTION: APPROVED 5. Department of Developmental StudiesNew Course DVST 250 Role of the Peer Educator: Theory, Practice, and Assessment 1c-0l-1cr Prerequisites: Permission of instructor Prepares selected students for the role of a peer educator within the higher education setting. Includes the topics of student learning and problem solving, facilitative helping and interpersonal communication, peer leadership, and assisting peers with how to effectively and efficiently succeed at the college level. (Roles include Supplemental Instruction leader, tutor, peer advisor, workshop leader.) Rationale: The course is designed for students chosen to work in the peer assistance program within the Center of Learning Enhancement, Department of Developmental Studies. Each term approximately 50 peer educators work as walk-in tutors, workshop leaders, Supplemental Instruction leaders, or peer advisors. Qualifications include a high CGPA, earned A for coursework in targeted subjects, two faculty recommendations, and an interview. Students must successfully complete this proposed course (earn an A or B) before beginning the paid Peer Educator position. FOR ACTION: APPROVED 6. Department of Hospitality ManagementNew Courses HRIM 400 Restaurant Revenue Management 3c-0l-3cr Prerequisite: HRIM 265 An understanding of the management of revenue in restaurant operations through the application of Analytical tools to formulate and implement strategies in response to daily operational complexities and constraints to achieve budgetary objectives. Rationale: HRIM 400 Restaurant Revenue Management will strategically compliment the Department of Hospitality Management curriculum as a senior-level elective course. This course will be accepted as a department elective. It is not intended for the Liberal Studies Program. HRIM 403 Wine and Wine Service 3c-0l-3cr Prerequisite: All students must be 21 years of age or older A study of the wine growing regions, production, processing and distribution of domestic and international wines. Topics include types of wine grapes, varieties of wine, proper storage procedures, the techniques of proper wine service and responsible alcohol service. Rationale: This course will complement the Department of Hospitality Management curriculum as a senior level course. It is not intended for the Liberal Studies program. The course will be offered as a department elective. HRIM 402 Beverage Management offers a brief overview of wines and wine services. This course will offer students more in-depth analysis of the vast number of wines available and the major components related to sensory evaluation of wine. FOR ACTION: APPROVED 7. Department of HistoryRevision of Minor and Catalog Description Change Current Catalog Description: The requirement for a minor in history is 15 credits of courses with an HIST prefix. Proposed Catalog Description: To minor in History, 15 credits of courses with a HIST prefix are required, with at least 3 credits taken at the 300+ level. No more than 6 credits may be transferred to ɫӰ from another university. Rationale: The History Department believes that in order to get a minor, students should complete at least two-thirds of their credits in the Department. The Department of English already has a similar statement with their minor. FOR ACTION: APPROVED 8. College of Fine ArtsNew Track and Catalog Description Current Program: Bachelor of ArtsInterdisciplinary Fine Arts Proposed Program: Bachelor of ArtsInterdisciplinary Fine Arts/ Music Theater Track (1) Liberal Studies: As outlined in Liberal Studies 54 section with the following specifications: Mathematics: 3cr Liberal Studies Electives: 9cr, no courses with FIAR prefixLiberal Studies: As outlined in Liberal Studies 53 section with the following specifications: Fine Arts: DANC 102 or MUHI 101 Mathematics: 3cr Liberal Studies Electives: 9crMajor: 36 Required Courses: Major: 40 Required Courses:Coursework must combine at least three disciplines, one of which must come from the College of Fine Arts. Controlled Electives: Art: Art Education ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/ared.shtm" ARED), Art History ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/arhi.shtm" ARHI), Art Studio ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/art.shtm" ART) Music: Applied Music ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/apmu.shtm" APMU), Music History ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/muhi.shtm" MUHI), or Music ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/musc.shtm" MUSC) Theater: Any Theater ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/thtr.shtm" THTR) courses Dance: Any Dance ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/danc.shtm" DANC) courses Communications Media: Any Communications Media ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/comm.shtm" COMM) courses Human Development/Environmental Studies: Interior Design ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/inds.shtm" INDS), Fashion Merchandising ( HYPERLINK "http://www.iup.edu/registrar/catalog/course/fsmr.shtm" FSMR) Other Requirements: 0 At least one-third (12) of the major credits must be in courses numbered in the 300s and 400s. No course that is used to fulfill Liberal Studies requirements may be used again to meet major requirements. Free Electives: 30 Total Degree Requirements: 120Dance: DANC 102 Introduction to Dance (2) DANC 150 Fundamentals of Dance (3) DANC 260 Beginning Jazz (4) OR DANC 485 Dance Studio: Jazz DANC 270 Beginning Ballroom/Tap (5) OR DANC 485 Dance Studio: Ballroom/Tap Music: MUHI 101 Introduction to Music (6) MUSC 111 Music Theory Skills I MUSC 115 Music Theory I APMU 105 Private Voice I APMU 155 Private Voice II APMU 205 Private Voice III APMU 255 Private Voice IV Theater: THTR 111 Foundations of Theater THTR 240 Acting I THTR 487 Acting Studio Ensemble/Production Requirements (7) MUSC 126 Music Theater THTR 486 Practicum in Production (8)  6-12 3cr 3cr 3cr 3cr 3cr 3cr 9-12 3cr 2cr 3cr 1cr 1cr 1cr 1cr 9 3cr 3cr 3cr 4-6 1-3cr .5-3crRequired Electives: (9) Dance: DANC 250 Modern DANC 280 Ballet DANC 290 Ethnic DANC 351 Choreography DANC 485 Dance Studio: Modern DANC 485 Dance Studio: Ballet Music: MUSC 112 Music Theory Skills II MUSC 116 Theory II MUSC 153 Class Piano I MUSC 154 Class Piano II MUSC 351 Italian Diction MUSC 353 French Diction MUSC 354 German Diction  4-9 3cr 3cr 3cr 3cr 3cr 3cr 2cr 3cr 1cr 1cr 1cr 1cr 1crTheater: THTR 116 Fundamentals of Theatrical Design THTR 120 Stagecraft THTR 122 Costume Workshop THTR 130 Stage Voice THTR 131 Stage Movement THTR 221 Basic Stage Lighting THTR 223 Stage Makeup THTR 341 Acting Styles THTR 350 Directing THTR 484 Directing Studio THTR 487 Acting Studio  3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr Controlled Electives: (10) APMU 305 Private Voice V APMU 355 Private Voice VI APMU 405 Private Voice VII APMU 455 Private Voice VIII MUSC 126 Music Theater THTR 486 Practicum in Production Free Electives: Total Degree Requirements:  0-6 1cr 1cr 1cr 1cr 1-3cr .5-3cr 21-27 120(1) State System Board of Governors policy states that at least 40 percent of the coursework in a degree must consist of courses numbered 300 and above. (2) If a student in this track selects DANC 102 for the Liberal Studies requirement in the Fine Arts, this requirement is satisfied by that choice. (3) Students with considerable dance training in three or more dance genres would not be required to take this course. (4) Choice of level of Jazz course would depend upon previous training level of student. (5) Choice of level of Ballroom/Tap course would depend upon previous training level of student. (6) Required for major unless MUHI 101 has been used for the LS Fine Arts requirement (7) Ensemble/production experiences over a minimum of 6 semesters. At least two production experiences need to be non- performance experiences. (8) In the last year of this track, students would be required to do a major production responsibility under THTR 486 as a Senior Project in Music-Theater (9) As advised and in addition to any course listed above as an alternative. (10) As advised. Proposed Catalog Description: The Interdisciplinary Fine Arts degree focuses on music theatre with a full integration of music, dance and theater. Students must audition in music, theater and dance. In order to be accepted into this track, a student would need to pass the audition in music and a second audition in either theater or dance. As students plan their program, they need to be aware that a State System Board of Governors policy states that at least 40 percent of the coursework in a degree must consist of courses numbered 300 and above. Rationale: While the IFA degree has existed at ɫӰ since the mid-1980s, it has never been given any structure or any specific disciplinary emphasis. As a result, students had no specific course requirements for the degree and no guarantee of any courses being offered to serve this major. In addition, the advisement process was a major challenge given the fact that no faculty really knew how to advise this degree towards any clear focus for the students. Finally, students often ended up choosing this degree option when they couldnt get accepted into another major in the College of Fine Arts. With the revision of this degree with defined track options and a requirement to pass an audition/interview in two disciplines in the college, students will be offered a far stronger and focused degree program with a much more marketable degree. Students will have advisors in the two disciplines for which they have been formally accepted and will be guaranteed seats in the courses required for their track. FOR ACTION: APPROVED 9. Eberly College of Business & Information TechnologyNew Course and Track New Course: HBUS 101 Contemporary Business Issues 3c-0l-3cr Prerequisite: Admissions to College of Business Honors Program An Honors-level course in the Eberly College of Business and Information Technology enables eligible students to participate in advanced study in the freshman year. This course will provide the foundation of the integrative nature of the college's majors by including seminar meetings discussing contemporary business issues with local, regional, and national alumni business leaders, research mentoring with college faculty and businesspeople, opportunities to provide service to the college, university, and the community and the beginning of an electronic portfolio. This course serves as the introduction to the college's Honors program that also includes a sophomore cluster, an honors junior block and an honors senior capstone course. b. Catalog Description New Track: Eberly College of Business and Information Technology Honors Program Track The Eberly College of Business and Information Technology (ECOBIT) Honors Program Track is a highly selective academic program of 30 credits that provides students with increased challenges and unique learning experiences. The program emphasizes special curricula, independent research, leadership opportunities, and student/faculty interaction that are necessary to develop fully those students who possess the capacity and motivation to excel. This Honors program is particularly encouraged for students who intend to seek admission to graduate or professional schools. The program includes courses in the freshman through the senior years, and specifically consists of: Freshman Business Honors course, which provides an advanced study opportunity in the freshman year, Pairing of Eberly Business Honors students with faculty and businesspeople whose research goals coincide with student interests, Eberly Business Sophomore cluster, consisting of 6 credits that students take in a cohort, Eberly Business Honors Junior Block, consisting of 18 credits that students take in a cohort, Eberly Honors Business Policy class for graduating seniors. Admission to the Honors program will be based on a holistic approach, including SAT scores, secondary school GPA, secondary school class rank, and a two-page self-statement describing the student's academic and career goals. Selection will be made by an ECOBIT Honors Selection Committee with representation from administration, faculty, and students. To remain in the program, a student must maintain a 3.25 GPA in total university coursework and a 3.25 GPA in the business courses. The program requires 30 credits. Included in the 30 credits also are mentoring and service experiences. A cohort will consist of 20 students, and no one will be admitted to the cohort after the sophomore year. Other business majors, who are not in the Business Honors program may, with the permission of the offering department chairperson, register for the honors section of the business courses provided the students have a Cumulative Grade Point Average (CGPA) of 3.25 and meet all the prerequisites for the course and provided that the section does not contain a full cohort. Honors coursework is recorded on university transcripts, and students completing the Eberly College Business Honors program will be recognized at departmental commencement ceremonies. Rationale: The Eberly College of Business and Information Technology has developed an integrated Honors program for outstanding students in the College as well as for Robert E. Cook Honors College students. Working with a special college undergraduate curriculum committee, the College has been able to develop a consistent and coherent model for an Honors program that can be integrated into existing major requirements. In the current climate of limited resources, the College believes that this method of an integrated design to an Honors program is the most effective approach. FOR ACTION APPROVED 10. Department of Geography and Regional PlanningNew Course GEOG 421 Enterprise GIS Management 3c-01-3cr Prerequisite: GEOG 417 or consent of instructor Principles and methods for creating, operating, maintaining, and managing data for multi-user geospatial information systems are studied. Each student will customize, document, and operate a multi-user geographic information system of their design. (Also offered as RGPL 421; may not be taken for duplicate credit.) RGPL 421 Regional GIS Management 3c-01-3cr Prerequisite: RGPL 417 or consent of instructor Principles and methods for creating, operating, maintaining, and managing data for multi-user geospatial information systems are studied. Each student will customize, document, and operate a multi-user geographic information system of their design. (Also offered as GEOG 421; may not be taken for duplicate credit.) Rationale: The proposed cross listed course adds to the departments offerings in its Cartography and Geographic Information Systems Track. Existing courses deal with learning to become a GIS user (GEOG/RGPL 313), learning to create geospatially integrated data systems (GEOG/RGPL 416), and custom algorithm implementation (GEOG 618). The proposed course will focus on principles and methods for managing, maintaining, and securing enterprise geospatial information systems. As enterprise geographic information systems have become more commonplace there is a growing demand for people capable of managing facility and enterprise data long term. Utility companies, local governments, regional authorities, state, and federal agencies each require staff members with these skills. FOR ACTION: APPROVED 11. Liberal Studies Revision Steering CommitteeProposed Student Learning Outcomes for Revised Liberal Studies Program ɫӰ Expected Undergraduate Student Learning Outcomes 4/27/06 10th revision 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 ways of modeling the natural, social and technical worlds the aesthetic facets of human experience the past and present 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 creativity and the ability to manage or create 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 and written communication abilities ease with textual, visual and electronically-mediated literacies problem solving skills using a variety of methods and tools information literacy skills including the ability 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, analysis, application, and evaluation reflective thinking and the ability to synthesize 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 and behavioral consequences of decisions and actions on themselves, on society and on the physical world an understanding of themselves and a respect for the identities, histories, and cultures of others FOR ACTION: APPROVED 12. 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. University-Wide Graduate Committee (Senators LaPorte and Williamson) FOR INFORMATION: The University-Wide Graduate Committee provided distance education approval for the following course: EDEX 518: Education of Persons with Physical or Multiple Disabilities FOR ACTION: APPROVED Program Titles: M.Ed. in School Counseling; M.A. in Community Counseling Department: Counseling Catalogue Start Term: Fall 2006 Minor Program Revisions: 1. This minor revision reflects a change in program title for the M.Ed. program. Current Title Corrected Title Master of Education in School Counseling Certification Master of Education in School Counseling  Rationale for the changes: The Department of Counseling recently became aware that the title of the M.Ed. program currently reads Master of Education in School Counseling Certification. The department believes that this is an error. Additionally, this title is misleading as one could conclude that one will automatically become certified as a school counselor upon completion of the M.Ed. degree; however only the Pennsylvania Department of Education (PDE) can grant school counseling certificates. A more accurate program title will read: Master of Education in School Counseling. This change has no impact on current policies and practices related to admission or degree candidacy. This official change will become effective Fall 2006. 2. This minor revision reflects a change in program description for the M.Ed. program. Current Description New Description Prospective students for the Master of Education and school certification programs must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held three times a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research. Prospective students for the Master of Education and school certification programs must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held twice a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research.  Rationale for Changes: As the Department of Counseling has worked to make the admissions process more efficient, it has moved to having admissions workshops twice each year: in the Fall and Spring semesters. There has been no notable effect on number of applications received or any impact on enrollment. This change has no impact on current policies and practices related to admission or degree candidacy. This official change will become effective Fall 2006 3. This minor revision reflects a change in program description for the M.A. program. Current Description New Description Prospective students for the Master of Arts in Community Counseling must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held three times a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research. Prospective students for the Master of Arts in Community Counseling must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held twice a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research.  Rationale for Changes: As the Department of Counseling has worked to make the admissions process more efficient, it has moved to having admissions workshops twice each year: in the Fall and Spring semesters. There has been no notable effect on number of applications received or impact on enrollment. This change has no impact on current policies and practices related to admission or degree candidacy. This official change will become effective Fall 2006. 4. This minor revision reflects a change in program description for the M.Ed. program. Current Description New Description Prospective students for the Master of Education and school certification programs must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held three times a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research. Prospective students for the Master of Education and school certification programs must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held twice a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research. For current students, each year an evaluation of student academic, clinical and professional competence will be made. Students will receive formal feedback based on the outcome of the evaluation results and a joint effort will be made to remediate any deficiencies. Serious deficiencies may result in recommendations for remedial work, delay of candidacy or termination from the program. See Department of Counseling Student Handbook for additional information.  Rationale for Changes: Counseling programs have faced increasing litigation across the country for graduating students who do not demonstrate appropriate interpersonal or professional skills and pose risk for students and clients. Currently the Department of Counseling uses a Student Review Process to assess each students academic, clinical and interpersonal skills in light of expectations of the counseling profession. The department is currently working toward tightening up the Student Review Process with a formal remediation plan. The purposes of the formal remediation plan are to: To address impairment, incompetence, ethical misconduct and problematic behaviors that could potentially impact future clients To serve as a clearly communicated message to the student from the faculty that a particular issue must be actively addressed To protect the department/college/university in the event of potential litigation The Formal Remediation Plan will be implemented as follows: During the student review process a student would receive a letter if remediation is needed. The plan will specify goals of remediation and a timeline by which the plan is to be accomplished. The remediation plan will be signed by the student and advisor. All faculty will receive a copy of the remediation plan to provide encouragement and feedback to the student for the duration of the remediation plan. A designated faculty member (e.g., advisor) will monitor progress according to agreed upon (by the department faculty ) timeline, A faculty review would determine next course of action, if needed Examples of Problematic Behaviors that could have significant implications for clients: Missing class Chronic tardiness Lack of participation in class Unprofessional/unethical conduct Academic concerns (failure to turn in assignments, poor performance on assignments, poor communication skills, cheating/plagiarism, writing) Interpersonal concerns (inappropriate self disclosure, failure to respect boundaries, unprofessional interactions with faculty, unwillingness to respect others points of view, poor hygiene/self care) Unwillingness to use and to accept feedback Inability to express feelings effectively and appropriately Inability to deal with conflict Potential Remediation Activities: Referral to individual/group counseling Focused reading in particular area Taking incomplete and attending course for 2nd time Receiving more specific feedback/assistance from a particular faculty member Developing additional tapes/additional practice with clinical skills Volunteer work to gain experience Suspension from program Recommendation for Dismissal from program Referral to writing center Referral to student judicial board Decrease in course load Increased supervision Prescribed courses In between formal student reviews, the Department will make use of Interim Remediation Plans for concerns that arise in between formal reviews are of significant concern to warrant immediate intervention. A remediation plan could then be activated outside of the regular student review process. In examining the Graduate Catalogue, it is noted that the precedent for such a policy/procedure exists in the Psy.D. program which includes reference to a student review and remediation process in its program description on p. 77, item E. This change has no impact on current policies and practices related to admission or degree candidacy. This official change will become effective Fall 2006. 5. This minor revision reflects a change in program description for the M.A. program. Current Description New Description Prospective students for the Master of Arts in Community Counseling must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held three times a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research. Prospective students for the Master of Arts in Community Counseling must meet departmental admissions requirements and procedures in addition to those of the School of Graduate Studies and Research. Prospective students should contact the department to determine these requirements. Applicants are required to attend an admissions workshop as the final step in the admissions process. Workshops are held twice a year, and applicants should contact the department to obtain the dates of workshops and deadlines for completed applications to be received by the School of Graduate Studies and Research. For current students, each year an evaluation of student academic, clinical and professional competence will be made. Students will receive formal feedback based on the outcome of the evaluation results and a joint effort will be made to remediate any deficiencies. Serious deficiencies may result in recommendations for remedial work, delay of candidacy or termination from the program. See Department of Counseling Student Handbook for additional information. Rationale for Changes: Counseling programs have faced increasing litigation across the country for graduating students who do not demonstrate appropriate interpersonal or professional skills and pose risk for students and clients. Currently the Department of Counseling uses a Student Review Process to assess each students academic, clinical and interpersonal skills in light of expectations of the counseling profession. The department is currently working toward tightening up the Student Review Process with a formal remediation plan. The purposes of the formal remediation plan are to: To address impairment, incompetence, ethical misconduct and problematic behaviors that could potentially impact future clients To serve as a clearly communicated message to the student from the faculty that a particular issue must be actively addressed To protect the department/college/university in the event of potential litigation The Formal Remediation Plan will be implemented as follows: During the student review process a student would receive a letter if remediation is needed. The plan will specify goals of remediation and a timeline by which the plan is to be accomplished. The remediation plan will be signed by the student and advisor. All faculty will receive a copy of the remediation plan to provide encouragement and feedback to the student for the duration of the remediation plan. A designated faculty member (e.g., advisor) will monitor progress according to agreed upon (by the department faculty ) timeline, A faculty review would determine next course of action, if needed Examples of Problematic Behaviors that could have significant implications for clients: Missing class Chronic tardiness Lack of participation in class Unprofessional/unethical conduct Academic concerns (failure to turn in assignments, poor performance on assignments, poor communication skills, cheating/plagiarism, writing) Interpersonal concerns (inappropriate self disclosure, failure to respect boundaries, unprofessional interactions with faculty, unwillingness to respect others points of view, poor hygiene/self care) Unwillingness to use and to accept feedback Inability to express feelings effectively and appropriately Inability to deal with conflict Potential Remediation Activities: Referral to individual/group counseling Focused reading in particular area Taking incomplete and attending course for 2nd time Receiving more specific feedback/assistance from a particular faculty member Developing additional tapes/additional practice with clinical skills Volunteer work to gain experience Suspension from program Recommendation for Dismissal from program Referral to writing center Referral to student judicial board Decrease in course load Increased supervision Prescribed courses In between formal student reviews, the Department will make use of Interim Remediation Plans for concerns that arise in between formal reviews are of significant concern to warrant immediate intervention. A remediation plan could then be activated outside of the regular student review process. In examining the Graduate Catalogue, it is noted that the precedent for such a policy/procedure exists in the Psy.D. program which includes reference to a student review and remediation process in its program description on p. 77, item E. This change has no impact on current policies and practices related to admission or degree candidacy. This official change will become effective Fall 2006. 6. This minor revision reflects a change in program requirements for the M.Ed. program. Current Requirement New Requirement All M.Ed. students must complete a 300 hour field experience in order to fulfill degree requirements. All M.Ed. students must complete a 600 hour supervised field experience in order to fulfill degree requirements.  Rationale for the changes: The Department of Counseling is in the process of conducting a self-study and application process for Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation. Currently the M.Ed. program requirements include a 300 hour field experience. CACREP requirements mandate a 600 clock hour internship that occurs in a school counseling setting, under the supervision of a site supervisor. The Department of Counseling wishes to bring its current field experience requirement into compliance with CACREP accreditation requirements. (See also  HYPERLINK "http://www.cacrep.org/2001Standards.html" http://www.cacrep.org/2001Standards.html) This change has no impact on current policies and practices related to admission or degree candidacy. Graduation requirements would reflect the increase in internship/field experience commitment from 300 (current requirement) to 600 hours. Students will be able complete a 600 hour supervised field experience in one of the following ways: Enroll in one section of COUN 755 (Field Experience) or COUN 798 (Internship-summer only) for 3 credits and complete 600 hours; [students do not usually choose this option] Enroll in two sections of COUN 755 (Field Experience) in one fall or spring semester for a total of 6 credits to complete 600 hours; Enroll in one section of COUN 755/COUN 798 (Internship-summer only) in one semester for 3 credits/300 hours and enroll in one section of COUN 755/COUN 798 (Internship- summer only) in the next semester for an additional 3 credits/300 hours. COUN 755 is a course that is repeatable and students can be enrolled in two sections of this course in the same semester (these arrangements were established with the registrars office approximately 4 years ago). COUN 798 is a variable credit course (3 or 6 credits). COUN 798 can be substituted for COUN 755, or the student can use his/her 3 credit elective to take COUN 798. Students may use their elective to take the additional section of field/internship. This official change will become effective Fall 2006. FOR ACTION: APPROVED Minor Course Revision: Department: Music MUSC 575: Music Ensemble The Department of Music would like to request that the credits for MUSC 575, Music Ensemble be changed from one credit hour to a variable credit of one to three credit hours. The graduate section of Music Ensemble is a generic course in which graduate students may register for credit in any large or small ensembles as an elective in their respective degree programs. On occasion, especially in the case of full-time graduate assistants, students are participating in more than one large or small ensemble while only receiving one credit hour. This change will allow these students to not only receive credit for each ensemble in which they participate, but will serve the department in helping to fill sections in music ensembles with quality graduate students. Catalog Description: MUSC 575 Music Ensemble 1-3 cr. This course provides graduate students with the opportunity to participate in up to three ensembles. Each student must audition for ensemble placement at the beginning of each semester. FOR ACTION APPROVED New Course Proposal: Course Name: Private Conducting Course Number and Title of Program: APMU - 622, 672, 722, 772; Applied Music Department and Catalog Start Date: Music; Fall 2006 Catalog Description (this description precedes all of the APMU courses including private study in various instruments): Applied Music (APMU 601-772) 1-4 cr. The following courses will be taught in form of private lessons geared to individual student and aiming at maximum progress of each student, depending on background of the student and time available. The student should for any series of lessons use the first number in programming for the first time, the second number for the second time, etc. Rational The current graduate degree programs provide for a performance concentration on particular instruments (i.e. clarinet, trumpet, percussion, violin, and voice). These concentrations are realized through individualized studio instruction on the respective instruments. While the music faculty elected to recognize conducting as an accepted performance medium at the graduate level, no instructional plan currently exists in the area of conducting. Students who have pursued the graduate degree in performance with a concentration in conducting have done so via Independent Study, or Special Topics listings. The proposed course would eliminate the need for repeated use of these less appropriate alternatives, would provide a systematic instructional delivery of content, and would be consistent with the instructional delivery plan for other concentration areas within the graduate degree program with a performance concentration. The impact on the current degree program will be minimal, in that the courses offered will be consistent with the other graduate performance areas and will replace the need for the use of the Independent Study, or Special Topics courses for this purpose. The program descriptions for the MA in Music Education and the MA in Performance will need to be amended to reflect the change in the number of Applied Music courses offered (currently APMU 601-771 to change to APMU 601-772). The course will allow students to explore advanced conducting techniques and skills in an intense one-on-one setting. Students pursuing the MA in Performance take Private Conducting as their 12 credits of Applied Music Courses. In addition, all music graduate students can also receive permission to take conducting lessons as an elective. FOR ACTION: APPROVED Minor Program Revisions in the MBA and Executive Track MBA programs Eberly College of Business and Information Technology Catalog Start Date: Fall 2006 Current versus Proposed Program Comparison MBA Program Current versus Proposed Program Comparison MBA, Executive Track Program CourseTitleCr.CourseTitleCr.Core ICore IACCT 201Accounting Principles I3.0ACCT 201Accounting Principles I3.0ECON 122Principles of Economics II3.0ECON 122Principles of Economics II3.0FIN 310Finance I3.0FIN 310Finance I3.0QBUS 215Business Statistics3.0MATH 214Probability and Statistics3.0Core IICore IIQBUS 601Data Analysis & Decision Making3.0QBUS 601Data Analysis & Decision Making3.0ECON 633Managerial Microeconomic Applications1.5ECON 634Managerial Economics 3.0ACCT 607Management Accounting3.0ACCT 607Management Accounting3.0IFMG 640Management Information Systems3.0IFMG 640 OR IFMG 645Management Information Systems OR IS Architecture and Concepts3.0MGMT 613Organizational Analysis3.0MGMT 613Organizational Analysis3.0FIN 630Financial Management3.0FIN 630Financial Management3.0MKTG 603Marketing Management3.0MKTG 603Marketing Management3.0MGMT 695Business Policy3.0MGMT 695Business Policy3.0MGMT 637Operations Management3.0MGMT 637Operations Management3.0BLAW 633Case Problems in Business Law3.0BLAW 633Case Problems in Business Law3.0MGMT/ MKTG 650International Business1.5MGMT/ MKTG 650International Business3.0BTST 670Organizational Communications3.0BTST 670Organizational Communications3.0Total33Total36 Current versus Proposed Program Comparison MBA, Executive Track Program CourseTitleCr.CourseTitleCr.PrerequisitesPrerequisitesQBUS 500Foundations of Business Statistics3.0QBUS 500Foundations of Business Statistics3.0ECON 501Fundamentals of Economics3.0ECON 501Fundamentals of Economics3.0FIN 500Foundations of Finance1.5FIN 500Foundations of Finance1.5ACCT 500Fundamentals of Financial Accounting1.5ACCT 500Fundamentals of Financial Accounting1.5Graduate CoreGraduate CoreQBUS 601Data Analysis & Decision Making3.0QBUS 601Data Analysis & Decision Making3.0ECON 633Managerial Microeconomic Applications1.5ECON 634Managerial Economics3.0ACCT 607Management Accounting3.0ACCT 607Management Accounting3.0IFMG 640Management Information Systems3.0IFMG 640 OR IFMG 645Management Information Systems OR IS Architecture and Concepts3.0MGMT 613Organizational Analysis3.0MGMT 613Organizational Analysis3.0FIN 630Financial Management3.0FIN 630Financial Management3.0MKTG 603Marketing Management3.0MKTG 603Marketing Management3.0MGMT 695Business Policy3.0MGMT 695Business Policy3.0MGMT 637Operations Management3.0MGMT 637Operations Management3.0BLAW 633Case Problems in Business Law3.0BLAW 633Case Problems in Business Law3.0MGMT/ MKTG 650International Business1.5MGMT/ MKTG 650International Business3.0BTST 670Organizational Communications3.0BTST 670Organizational Communications3.0Total33Total36 Summary and Rationale: Change the 1.5 credit courses in Economics (ECON 633) and International Business (MGMT/MKTG 650) to 3.0 credit courses These are the only two 1.5-credit courses in the MBA program that has 12 core courses. Based on the feedback provided by faculty teaching in the Economics and International Business areas, the two courses are being proposed at 3.0-credit level. There is already a 3-credit graduate course in microeconomics (ECON 634) that will replace ECON 633 while the MGMT/MKTG 650 is being proposed as a 3-credit course. The course revision proposal is also part of the proposal. One of the information systems courses (IFMG 640 or 645) will be required. Currently IFMG 640 is the only required course in the core. The proposal is to allow students the flexibility to take either IFMG 640 or IFMG 645, both of which are acceptable graduate courses in information systems for MBA students. Since the two courses will be offered alternatively in the Spring and Fall semesters by the MIS & Decision Sciences Department, the students will have the flexibility to take either and meet the requirement. IFMG 645 is a relatively new course that was approved by the UWGC in 2005. The number of credits required for a MBA and an executive MBA will increase from 33 credits to 36 credits. This will not be an issue both on campus as well as in the Executive MBA program. On campus, most MBA students take 12 credits/semester and they will be able to complete the requirement for their MBA in 3 semesters whether the requirement is 33 or 36 credits. In the Executive MBA program, students take 9 credits/trimester and they will be able to complete the requirement for their MBA in 4 trimesters whether the requirement is 33 or 36 credits. MATH 214 will replace QBUS 215, based on student needs and course contents. Catalog Description: Master of Business Administration (M.B.A.) The Master of Business Administration degree program is designed to serve the needs of junior and intermediate-level business executives who are seeking additional knowledge and skills to do a more efficient job of problem solving and decision-making. Also, the program is structured to give recent college graduates advanced training in business management prior to entry into a business career. The M.B.A. may be taken on either a part-time or full-time basis. Courses are scheduled for both day and night sessions, including a full schedule of course offerings in the summer. Core I of the program consists of four undergraduate-level prerequisite courses that are designed to provide a foundation in the basic concepts and techniques used in the various functional areas of business and to prepare the student for the graduate courses in business administration. Core I requirements can be met by completing the prerequisite courses at ɫӰ, by completing equivalent courses at other accredited universities/institutions, or through successful completion of College Level Examination Program (CLEP) tests in these subjects (with a grade of C or better). At the time of admission, the M.B.A. program coordinator will evaluate the academic transcripts of the student for Core I course waivers and give the student a plan for completion of courses needed for this stage. Course descriptions may be required to establish equivalency of courses completed elsewhere. Core II of the program consists of 36 semester hours in courses that provide advanced knowledge in the functional and applied areas of business. Students may elect to graduate with a general M.B.A. or complete nine credits of additional prescribed coursework and receive a concentration. Normally, a student with a recent bachelor's degree in Business Administration from an accredited university will have completed all of the Core I courses. This will enable the student to complete a general M.B.A. program in one year of full-time study, whereas a non-business major will require 1.5 yearsone semester for the Core I or undergraduate courses and one year for the Core II or graduate course requirements. An additional semester of work will be required for students seeking a concentration. Part-time students typically require about three years to complete the program. Admissions Criteria In addition to meeting admission requirements of the School of Graduate Studies and Research, students seeking enrollment in the M.B.A. program must achieve a satisfactory score on the Graduate Management Admission Test (GMAT) before admission to the degree program (450 in GMAT or a combination of 1,000 points from GMAT score plus 200 times GPA on a 4.0 scale). Admission decisions are based on academic track record of the applicant, GMAT scores, prior work experience, strength of recommendation letters, and clarity of goal statement presented by the candidate. International applicants are required to submit Test of English as Foreign Language (TOEFL) score report as part of the M.B.A. application. Program Requirements Core I Complete the following prerequisite courses or equivalent with a grade of "C" or better ACCT 201 Accounting Principles I ECON 122 Principles of Economics II FIN 310 Finance I MATH 214 Probability and Statistics Core II Complete 36cr in the following graduate M.B.A. courses: A. Required: QBUS 601 Data Analysis and Decision Making 3 cr. ECON 634 Managerial Economics 3 cr. MGMT/MKTG 650 International Business 3 cr. ACCT 607 Management Accounting 3 cr. IFMG 640 Management Information Systems 3 cr. OR IFMG 645 IS Architecture and Concepts 3 cr. MGMT 613 Organizational Analysis 3 cr. FIN 630 Financial Management 3 cr. MKTG 603 Marketing Management 3 cr. MGMT 695 Business Policy 3 cr. MGMT 637 Operations Management 3 cr. BTST 670 Organizational Communications 3 cr. BLAW 633 Case Problems in Business Law 3 cr. Students seeking to specialize can take nine additional credits of prescribed coursework and receive a concentration in the following areas: Entrepreneurship Finance Global Business Human Resources Management Information Technology Leadership Marketing Professional Accountancy Supply Chain Management Other: Students may take a maximum of 6 credits of electives in their concentration area from 581/681 Special Topics courses offered with the following prefixes: ACCT, BLAW, BTST, FIN, IFMG, MGMT, MKTG, and QBUS. Master of Business Administration-Executive Track (M.B.A.) The Master of Business Administration-Executive Track Program is designed to serve the needs of experienced managers from industrial, financial, nonprofit, and small business as well as the public sector and allows them to earn an M.B.A. degree while continuing their working career. A Saturday-only class format allows participants to complete a general M.B.A. in four trimesters (1.5 years) or a specialized M.B.A. in five trimesters (two years) at a convenient time and location. A lock-step format, in which members of each class begin the program at the same time, take all the required courses together, and typically complete the program as a group, facilitates the formation of long-term study groups, extends a peer group or cohort experience to the participants, and creates a long-lasting network which develops both business and social contacts. Limited class size with careful selection of participants insures a wide variety of professional backgrounds. Such a learning forum provides exposure to peers from all organizational settings in a cohesive, networking environment. The M.B.A.-Executive Track program offered by ɫӰ constitutes a demanding experience for participants. The program prepares each individual to accept increased responsibilities in general management. The curriculum offers broad training in foundations of management and basic analytical techniques while exposing students to contemporary management tools and technologies. The prevailing theme of the program is the emphasis on strategic decision-making in a changing global environment. Admissions Criteria In addition to meeting admission requirements of the School of Graduate Studies and Research, students seeking enrollment in the EMBA program must achieve an undergraduate degree (no specific majorminimum GPA of 2.6 on a 4.0 scale), official GMAT scores (450+ or a combination of 1,000 points from GMAT score plus 200 times GPA on a 4.0 scale), three or more years' supervisory/managerial/professional experience, and nomination and full sponsorship by an organization (preferred). Participants who have not had recent academic training are expected to update their mathematical and calculus skills concurrent with, or before beginning, the M.B.A.-Executive Track Program. Program Requirements The program will include a one-day, mandatory, on-campus orientation period for all students. Students will be introduced to graduate faculty and will be exposed to campus-based facilities and resources. Students will have an opportunity in a social setting to discuss program objectives/characteristics with graduate faculty and the administration of the college. Thirty-three semester hours of M.B.A. course work are required for the general M.B.A. degree. Up to nine semester hours of M.B.A.Executive Track prerequisites are to be completed before starting graduate-level course work for students who do not have business background. A. Prerequisites QBUS 500 Foundations of Business Statistics 3 cr. ECON 501 Fundamentals of Modern Economics 3 cr. FIN 500 Foundations of Finance 1.5 cr. ACCT 500 Fundamentals of Financial Accounting 1.5 cr. At the time of admission, the M.B.A. program coordinator will evaluate the academic transcripts, experience and other credentials of the student for course waivers of one or more of the above four prerequisite courses. Students can complete the above courses offered at ɫӰ before each cohort group starts if the courses are not waived. B. Required Courses QBUS 601 Data Analysis and Decision Making 3 cr. ECON 634 Managerial Economics 3 cr. MGMT/MKTG 650 International Business 3 cr. ACCT 607 Management Accounting 3 cr. IFMG 640 Management Information Systems 3 cr. OR IFMG 645 IS Architecture and Concepts MGMT 613 Organizational Analysis 3 cr. FIN 630 Financial Management 3 cr. MKTG 603 Marketing Management 3 cr. MGMT 695 Business Policy 3 cr. MGMT 637 Operations Management 3 cr. BTST 670 Organizational Communications 3 cr. BLAW 633 Case Problems in Business Law 3 cr. FOR ACTION APPROVED Course Revision: Department: Management and Marketing Catalog Start Date: Fall 2006 MGMT/MKTG 650 International Business 3 cr. Provides the student with the knowledge needed for operating effectively in a global economy. It examines the operations of firms functioning in the global market place. Focuses on how these companies function in a globally integrated economy through sophisticated networks of alliances, mergers and acquisitions, and integrated systems of knowledge and product flows. The course highlights the necessity for companies to balance the need for global integration while responding to national/cultural variations. Change and the Rationale: This course replaces the existing course on the same topic (of 1.5 credits). This change to 3 credits is based on the feedback provided by the faculty teaching the course in seven weeks. This is a major course revision and is part of the MBA/Executive Track MBA minor program revision. FOR ACTION APPROVED Variability in Delivery: Flex MBA Program in Bangalore, India Eberly College of Business and Information Technology Catalog Start Date: Fall 2006 Summary: The Flex MBA Program was originally approved at ɫӰ in the 1990s. It provides for delivery of ɫӰs MBA Program in an off-site or foreign market. In 2003, the UWGC and the ɫӰ Senate approved the proposal to offer the program in cooperation with a partner institute, Peoples Education Society (PES) in Bangalore, India. In addition to offering the MBA program on-site at PES facilities, a MoU was signed between the two institutions for broader exchange of students, faculty and administrators. The first cohort group of 20 students started their MBA in June 2005 and seven of ɫӰ faculty have each already spent nearly a month in Bangalore and taught MBA courses there. Four more ɫӰ faculty members are scheduled to visit Bangalore in May-June 2006 to teach more MBA courses In addition to student and faculty satisfaction with the program, a Middle States review team visited the ɫӰ-PES site in Bangalore on January 10-11, 2006 and the team provided highly positive feedback for the program and said that it was a truly win-win program for all stakeholders involvedstudents, faculty and the two institutions. The current proposal is to make few more changes in the program to make it more robust and better accessible to one of the biggest MBA markets in the entire world. The partner institution in India, Peoples Education Society (PES), was founded in 1972 and now has more than 8,000 students in engineering, business, law, medicine, sciences and arts. PES vision is to create professionally superior and ethically strong global manpower. PES is the first ISO 9002 certified educational institution in South and South East Asia, attesting to its world class standards in high quality education and physical infrastructure. PES has attracted numerous students from countries in Asia, Middle East, Africa and a few from other parts of the world. It is one of the most sought after institutions among students in all of South India. The main campus of PES is located in Bangalore, the Silicon Valley of India. Bangalore enjoys a significant presence of over one hundred U.S. multinational corporations. Bangalore has a pleasant climate with temperatures of about 50-80 degrees throughout the year. Bangalore is a safe world city with a population of around 6 million and has easy access to both Western and Indian entertainment, sports, and culture. Many historical sites are also in the vicinity. In addition, the medium of instruction at PES as well as the language for business transactions in Bangalore is English. All these make PES/Bangalore an attractive destination for faculty and students both for professional and personal reasons. The faculty members that have taught in Bangalore have been satisfied with the classrooms, office space, technology, library and on-campus living arrangements at PES. The students at PES have been able to access the ɫӰ library Voyager system and also the class materials on WebCT. Two changes that are being proposed from the original Variability of Delivery: Transfer of 12 credits from our partner, PES instead of the current 6 credits. Acceptance of Management Aptitude Test (MAT) administered by the All India Management Association (AIMA) as a substitute for the Graduate Management Aptitude Test (GMAT) that is being used currently by ɫӰ. Rationale for the Transfer of 12 MBA credits from PES: PES School of Management has a highly reputed MBA program of its own with 120 students specializing in Finance, Marketing, Operations, Information Systems and Human Resources. Faculty members are actively engaged in research and industry projects in their areas of specialization. PES boasts of placements of its MBA graduates at several US-based multinational corporations such as Microsoft, Oracle, Intel, Accenture, Dell, etc. PES graduates are also employed by corporations such as Toyota, Kyocera, SAP, etc. in Bangalore. The infrastructure at PES pertaining to classrooms, technology, and library are comparable to that available to MBA faculty and students at ɫӰ. The quality of academic experience of students at PES is certainly comparable to that of an accredited business school in the U.S. of ɫӰs size and stature. The primary reason for transferring 12 MBA credits from PES to ɫӰ is the relevance of certain courses to the Indian context taught by faculty members with appropriate expertise and experience. An example of a course where the students are better served by a faculty member from PES teaching the course is Business Law; in addition, in the Information Systems area, there are PES faculty members that have excellent academic and industry credentials due to their experience working with numerous IT companies in Bangalore, the Silicon Valley of India. The core courses such as Marketing, Finance, Operations, Business Policy, Executive Communication, etc. will always be taught by qualified ɫӰ faculty. ɫӰ will continue to teach 24 credits out of the 36 credits required for the MBA program. PES will work with ɫӰ to assign qualified faculty to teach the 12 credits of ɫӰ coursework. The PES faculty will be approved by ɫӰ administration based on the same criteria that is used for graduate teaching eligibility (masters level) for ɫӰ faculty. PES faculty will be required to use the syllabi, textbooks and evaluation methods that are typically used by ɫӰ faculty in the respective classes. Course syllabi for all MBA core courses have already been shared with PES faculty during the first cohort group. It is worth noting that some of the PES faculty spent significant time with visiting ɫӰ faculty and even attended few of their MBA classes. This will also strengthen the partnership between the two universities. Rationale for the Acceptance of MAT as a substitute for GMAT for admission: The Management Aptitude Test (MAT) is offered by the All India Management Association (AIMA) and it is taken by over 100,000 students in India aspiring to get into over 250 MBA programs in India each year. MAT is similar to the Graduate Management Admission Test (GMAT) that is used by many U.S. universities. Both the tests place emphasis on assessing verbal, quantitative and analytical capability of students. Specifically, the MAT exam comprises of the following areas: Language Comprehension, Mathematical Skills, Data Analysis and Sufficiency, Critical Reasoning and Indian and Global Environment, the last area differentiating it from GMAT. The main reasons for adding MAT to the list of acceptable tests: a) a large number of students are taking these tests in India each year and are sometimes reluctant to spend the extra money and time required to take GMAT; b) over 250 reputed business schools in India are accepting MAT in India and few other countries; c) the questions and format in MAT is more in tune with the Indian context; a predominant percentage of the students in the ɫӰ program in Bangalore are looking towards a management career in the Indian context; d) there is excellent coaching available for MAT in India while on the other hand, GMAT coaching is almost non-existent in India; e) it is easier to promote the ɫӰ-PES program to thousands of students through a number of undergraduate colleges and coaching institutes for MAT. There is relatively less awareness of GMAT in India. We propose a minimum score of 500 in MAT as a substitute for the currently accepted minimum score of 450 in GMAT. We base this on the percentile scores. A 450 score in GMAT (the minimum that we require at ɫӰ) is around approximately 25th percentile while a score of 500 in MAT is around approximately 50th percentile. Scores range between 200 and 800 for both tests. The higher percentile requirement in MAT should completely assuage any fears of weakening of admission requirements to ɫӰ. Based on the feedback of the seven ɫӰ faculty members that have taught classes to the first MBA cohort group in Bangalore, there is no significant difference in the verbal, quantitative and analytical capabilities between the ɫӰ Bangalore students and that of the MBA student group on campus. FOR ACTION APPROVED Multiple Revisions to an Existing Program: Department: Criminology Program: Master of Arts in Criminology Catalog Start Term: Fall 2006 Summary and Rationale: The field of Criminology is multi-faceted and ever-changing, with both applied and research elements. Students graduating with a Master of Arts degree in Criminology are expected to have a comprehensive knowledge of our field, along with strong written, oral, and thinking skills. Our department is currently one of only 33 programs nationwide that offer both a masters and doctoral degree in Criminology or Criminal Justice. As such, we believe it is imperative to provide a rigorous and contemporary curriculum for our students that is in line with other top-tier programs in our discipline. Our department proposes this revision to our masters program as a means to stay current in our discipline and to better meet the needs of our masters degree students. The changes we propose in this document are thus made after careful review of our program requirements, our current course offerings, requirements of similarly situated programs, and the needs of our students. Specifically, our revision is focused on three main changes. First, we look to change the required number of credit hours our masters students need in order to graduate (i.e., to 30 instead of 36). Second, we propose creating a new required course (i.e., CRIM 632) which will replace and consolidate material from CRIM 630 and CRIM 631. Finally, we would like to add a Synthesis Project course (i.e., CRIM 791) for our non-thesis track students. 1) Reduce required number of credits from 36 to 30. Currently there are 33 programs across the United States that offer both a doctoral and masters degree in Criminology or Criminal Justice. We consider these to be our comparison schools when thinking about maintaining a strong curriculum. A growing number of these schools require 30 credit hours for completion of the masters program. A review of these programs revealed that 15 of 31 (excluding ours and the University of Pennsylvania) require students to complete 30 credit hours of coursework for graduation. In addition, 7 of 31 programs require 31 33 credit hours of coursework for graduation. Overall, it appears that the trend in the top schools in our discipline is towards 30 credit hours for a masters degree. Thus, a change in our credit hours will be in line with our discipline and will help us maintain a competitive edge. In addition to our comparison schools, we also see evidence that the PASSHE system is interested in efficiency in program delivery as a way to better serve students. This is particularly evident in the recent move for undergraduate students from 124 120 semester hours. It should be recognized that in developing this program revision, a great deal of consideration was given to the overall academic integrity of our masters program. While we will be reducing the number of required credit hours, the overall core of the program actually will be strengthened, in light of the course additions discussed below. Therefore, the reduction in minimum required credits will not diminish the overall experience or ability to learn of our students. Students will be provided with rigorous coursework and expectations, and in our view, an overall stronger program. 2) Creation of CRIM 632: Organizational Dynamics within the Criminal Justice System This course integrates and replaces two other existing courses (i.e., CRIM 630: Seminar in Administration and Management in Criminal Justice; CRIM 631: System Dynamics in the Administration of Justice). Currently CRIM 630 and CRIM 631 cover similar topics and material. It is difficult to discuss a systems perspective in the criminal justice system without discussing organizational and management features. Instructors for the course have reported finding themselves naturally combining and integrating the material from the two courses into one. As a whole, we believe that combining the two courses into one comprehensive course will provide a more holistic and well-rounded approach to the study of organizations and systems in Criminology. The overall sentiment of our faculty is that a combination course is long overdue. Our students have expressed similar concerns about CRIM 630 and 631 in the past. Thus, the proposed course is designed to familiarize students with an organizational and systems perspective of criminal justice. While our criminal justice system operates as a whole, there are three subsystems (i.e., police, courts, and corrections) made up of many organizations that operate independently. Students will learn how the decisions made independently by the subsystems (and the many organizations involved) influence the overall criminal justice system. Course Description: CRIM 632 Organizational Dynamics within the Criminal Justice System 3 cr. This courses examines organizational and systems theories, concepts, applications, and research within the criminal justice system. Attention is given to the role organizations play independently and collectively in the administration of justice. Required of all masters students. 3) Creation of CRIM 791: Synthesis Project This course will be required of all students who select the non-thesis option and was added in order to provide a more complete and comprehensive educational experience for non-thesis students. As such, the course requires students to integrate much of what they have learned in their previous coursework (on topics related to theory, research, and policy) into a substantive area of concentration of their choosing. Course Description: CRIM 791 Synthesis Project 3 cr. This course provides a synthesis of theory, research, and policy in Criminology/Criminal Justice. This course will be taken during the students final semester in the program, unless exceptional circumstances exist. The development of a substantial paper and oral presentation will be the required end products of this course. Pre-requisites: CRIM 600, 601, and 605. Required of all non-thesis masters students. Comparison of Current and Proposed M.A. in Criminology Programs CURRENT CURRICULUMPROPOSED CURRICULUM Non-thesis Option CRIM 600 Criminological Theory 3 cr. CRIM 601 Proseminar 3 cr. CRIM 605 Research Methods 3 cr. CRIM 610 Legal Issues in Criminology 3 cr. CRIM 630 Sem Admin & Mgmt in CJ 3 cr. CRIM 631 Sys Dynamics in Admin of Justice 3 cr. CRIM 718 Quantitative Strategies for Criminology 3 cr. CRIM 730 Ethical and Philosophical Issues in Criminology 3 cr. ELECTIVES 12 cr. TOTAL 36 cr. Non-thesis Option CRIM 600 Criminological Theory 3 cr. CRIM 601 Proseminar 3 cr. CRIM 605 Research Methods 3 cr. CRIM 610 Legal Issues in Criminology 3 cr. CRIM 632 Organizational Dynamics within the Criminal Justice System 3 cr. CRIM 718 Quantitative Strategies for Criminology 3 cr. CRIM 730 Ethical and Philosophical Issues in Criminology 3 cr. CRIM 791 Synthesis Project 3 cr. ELECTIVES 6 cr. TOTAL 30 cr. Thesis Option CRIM 600 Criminological Theory 3 cr. CRIM 601 Proseminar 3 cr. CRIM 605 Research Methods 3 cr. CRIM 610 Legal Issues in Criminology 3 cr. CRIM 630 Sem Admin & Mgmt in CJ 3 cr. CRIM 631 Sys Dynamics in Admin of Justice 3 cr. CRIM 718 Quantitative Strategies for Criminology 3 cr. CRIM 730 Ethical and Philosophical Issues in Criminology 3 cr. CRIM 850 Thesis 6 cr. ELECTIVES 6 cr. TOTAL 36 cr. Thesis Option CRIM 600 Criminological Theory 3 cr. CRIM 601 Proseminar 3 cr. CRIM 605 Research Methods 3 cr. CRIM 610 Legal Issues in Criminology 3 cr. CRIM 632 Organizational Dynamics within the Criminal Justice System 3 cr. CRIM 718 Quantitative Strategies for Criminology 3 cr. CRIM 730 Ethical and Philosophical Issues in Criminology 3 cr. CRIM 795 Thesis 6 cr. ELECTIVES 3 cr. TOTAL 30 cr. Catalog Description The Department of Criminology offers programs of study leading to a Master of Arts and a Doctor of Philosophy degree in Criminology. The programs are designed to prepare graduate students for careers in academia as well as upper-level administrative positions in various fields of justice. The programs allow the student to choose from a wide selection of courses within the Department of Criminology as well as elective courses in related departments. Electives taken outside of the Criminology department must first be approved by the graduate coordinator. The Master of Arts program is offered in two locations. The M.A. program on the main campus offers full or part-time study. The program is appropriate for students who are preparing for doctoral studies, along with careers in research or the administration of criminal justice. A part-time evening program is also offered in the greater Pittsburgh area. This part-time program is primarily directed at professionals already working in the justice field. The doctoral program is offered on the main campus; full- or part-time study is permitted.  HYPERLINK "http://www.chss.iup.edu/cr/masters.shtm" Master of Arts in Criminology  HYPERLINK "http://www.chss.iup.edu/cr/masters.shtm" Department Admission Requirements In addition to meeting the requirements for admission to the School of Graduate Studies and Research, a student intending to work toward a Master of Arts in Criminology will be required to have the following prerequisite academic and/or professional preparation:  INCLUDEPICTURE "http://www.iup.edu/graduate/pictures/button.gif" \* MERGEFORMATINET Students should be able to demonstrate a sound understanding of criminological theory and the criminal justice system (generally satisfied by a bachelor's degree in criminology, criminal justice, or related field); or,  INCLUDEPICTURE "http://www.iup.edu/graduate/pictures/button.gif" \* MERGEFORMATINET Students should have knowledge gained through experience within the system of justice system or by specialized training or completed graduate or undergraduate studies in a related field.* *All applicants for the Master of Arts degree in Criminology must possess the essence of knowledge offered in the undergraduate (B.A.) program core courses. These courses are: CRIM 102 Survey of Criminology CRIM 306 Criminological Research Methods CRIM 400 Theoretical Criminology CRIM 401 Contemporary Issues in Criminology If, upon the consideration of the Department of Criminology Graduate Committee, an applicant is deemed to be deficient, the department, through the master's coordinator, will require appropriate undergraduate courses to remove these deficiencies. Students may begin master's studies in either semester or the summer depending upon seat availability.  HYPERLINK "http://www.chss.iup.edu/cr/masters.shtm" Master of Arts in Criminology Students must choose between a thesis or non-thesis curriculum by the end of their second semester at latest. Thesis Degree Requirements -- A total of 30 semester hours is required, including: CRIM 600 Criminological Theory 3 cr. CRIM 601 Proseminar 3 cr. CRIM 605 Research Methods 3 cr. CRIM 610 Legal Issues in Criminology 3 cr. CRIM 632 Organizational Dynamics within the Criminal Justice System 3 cr. CRIM 718 Quantitative Strategies for Criminology 3 cr. CRIM 730 Ethical and Philosophical Issues in Criminology 3 cr. CRIM 795 Thesis 6 cr. Electives 3 cr. Total 30cr. Non-Thesis Degree Requirements A total of 30 semester hours is required, including: CRIM 600 Criminological Theory 3 cr. CRIM 601 Proseminar 3 cr. CRIM 605 Research Methods 3 cr. CRIM 610 Legal Issues in Criminology 3 cr. CRIM 632 Organizational Dynamics within the Criminal Justice System 3 cr. CRIM 718 Quantitative Strategies for Criminology 3 cr. CRIM 730 Ethical and Philosophical Issues in Criminology 3 cr. CRIM 791 Synthesis Project 3 cr. Electives 6 cr. Total 30 cr. FOR ACTION APPROVED New Certificate of Recognition (COR): Title of COR: Geographic Information Science (GISc) and Geospatial Techniques Department: Geography and Regional Planning Start Term: Fall 2006 Summary and Rationale: This proposal is for a new graduate certificate of recognition (COR) in Geographic Information Science (GISc) and Geospatial Techniques to be offered in the Department of Geography and Regional Planning. Geographic Information Science is the study of research issues involved with the handling and use of geographic information, for example, the unique character of spatial data, development and recognition of appropriate techniques for geographic problem solving, and the integration of spatial and non-spatial data. Geographic Information Systems (GIS) are often the mechanism for implementing geographic information scientific inquiry, and can be defined as computing systems capable of storing, accessing, manipulating, analyzing, and displaying geographically-referenced information. The COR in Geographic Information Science (GISc) and Geospatial Techniques will be designed to provide instruction for students regarding the appropriate ways to handle, process and analyze spatial data, as well as applied hands-on GIS skills with computing hardware and software. The COR will provide opportunities for students who do not want to pursue an entire degree to significantly increase their knowledge base and employment marketability in this fast-growing segment of the job market. The COR in Geographic Information Science (GISc) and Geospatial Techniques will provide students with broad exposure to concepts and applications of Geographic Information Science (GISc) and Geographic Information Systems (GIS). A student who earns the COR will have a strong background in geographic information scientific concepts and will have knowledge and exposure to: 1) the basis and logic of map projections and geographic coordinate systems, 2) geographic information systems hardware and software, 3) the basis and logic of various spatial data models and structures, 4) techniques for the assessment, planning, and development of spatial databases, 5) appropriate and accepted methods of spatial data analysis, 6) representation of spatial and non-spatial data through maps and other techniques. Demand for the proposed COR exists, mainly because all major federal and state agencies have adopted geographic information systems (GISs) as their enterprise databases, and these agencies and their private sector consultants/contractors require persons who can use these systems effectively. In January of 2004, Nature magazine reported that the United States Department of Labor had identified geotechnology as one of the three most important emerging and evolving fields impacting the U.S. labor market. In the same article, the author estimated that the worldwide geospatial market would grow from $5 billion in 2003 to $30 billion by 2005 creating large numbers of new jobs in the field, and that the federal National Imagery and Mapping Agency alone (now the National GeoSpatial Intelligence Agency) would need 7,000 people trained in GIS in the next three years. In addition, the Commonwealth of Pennsylvania has adopted GIS as the mechanism to collect, store and analyze data related to state government activities. The Pennsylvania Department of Transportation (PennDOT), as well as Pennsylvania Department of Environmental Protection (PADEP) and Pennsylvania Department of Conservation and Natural Resources (PADCNR) all use GIS, and will need to hire people in the present and future to work with these systems. As a result of state governments widespread adoption of GIS, the Commonwealth in 2004 created the Pennsylvania Bureau of Geospatial Technologies to coordinate spatial data standards, protocols, and sharing across all agencies. Thus, the COR is directly applicable to state technology needs. Catalog Description: The Department of Geography and Regional Planning offers a program of study leading to a Certificate of Recognition in Geographic Information Science and Geospatial Techniques. The Certificate of Recognition in Geographic Information Science and Geospatial Techniques is an eighteen-credit program that provides instruction on the concepts of geographic information sciences and the technical and applied aspects of geographic information systems and other geospatial technologies such as remote sensing, global positioning systems, and spatial databases. The Certificate of Recognition in Geographic Information Science and Geospatial Techniques is designed for persons who already have an undergraduate degree from an accredited university, and who are interested in increasing their knowledge base and skills in GIS to take advantage of opportunities in the job market. Students who enroll in the Certificate of Recognition program, and who become interested in pursuing a graduate degree in the department, will be permitted to apply the maximum number of certificate credits allowed by the ɫӰ Graduate School towards a Masters of Arts or Master of Science degree. Students who complete the COR will have exposure to and grasp the nature of: 1) the basis and logic of map projections and geographic coordinate systems, 2) geographic information systems hardware and software, 3) the basis and logic of various spatial data models and structures, 4) techniques for the assessment, planning, and development of spatial databases, 5) appropriate and accepted methods of spatial data analysis, 6) representation of spatial and non-spatial data through maps and other techniques. Program Requirements: All students will be required to successfully complete a total of eighteen credits, of which nine hours (3 courses) will be core courses. The student will need to choose nine hours (3 courses) of electives to complete the program. Core Courses: GEOG 515 Remote Sensing GEOG 516 Introduction to Geographic Information Systems*** GEOG 517 Technical Issues in GIS* Elective Courses: GEOG 513 Cartography GEOG 514 Map and Photograph Interpretation GEOG 521 Enterprise GIS Management: Theory and Practice* GEOG 618 GIS Applications Development* GEOG 675 Spatial Analysis Techniques* GEOG 680 Graduate Seminar** GEOG 681 Special Topics** GEOG 699 Independent Study** * Indicates that GEOG 516 Introduction to GIS is a prerequisite for the course. ** Indicates that permission of the instructor is needed to enroll in the course. *** Indicates that GEOG 518 or GEOG 519 may be substituted at discretion of the COR committee. New Courses: 1. GEOG 521: Enterprise GIS Management Existing courses deal with learning to become a GIS user (GEOG516), learning to create geospatially integrated data systems (GEOG 517), and custom algorithm implementation (GEOG618). The proposed course will focus on principles and methods for managing, maintaining, and securing enterprise geospatial information systems. As enterprise geographic information systems have become more commonplace, there is a growing demand for people capable of managing facility and enterprise data long term. Utility companies, local governments, regional authorities, state and federal agencies each require staff members with these skills. Catalog Description: GEOG 521 Enterprise GIS Management 3 cr. Principles and methods for creating, operating, maintaining, and managing data for multi-user geospatial information systems are studied. Each student will customize, document, and operate a multi-department, multi-user geographic information system of their design. Prerequisite: GEOG 517 or consent of instructor 2. GEOG 675: Spatial Analysis Techniques This course is necessary to provide instruction in advanced spatial analysis procedures that cannot be addressed in lower-level courses. The instruction approach will be a combination of a seminar (readings, notes and discussions) and laboratory (hands-on computer work) designed to lead to mastery of the material. The course will provide instruction on topics that are in high demand in the job marketplace. Catalog Description: GEOG 675 Spatial Analysis Techniques 3 cr. A techniques and project-based course where students learn advanced spatial analysis skills utilizing Geographic Information Systems. Students will learn the concepts underlying spatial analysis techniques, and obtain hands-on experience operationalizing methods utilizing GIS hardware and software. Prerequisite: GEOG/RGPL 316/516 Student Affairs Committee (Senator Hall) No Report Academic Committee (Senator Andrew) FOR ACTION APPROVED Academic Integrity Policy and Procedures The Universitys academic integrity policy is part of an ongoing effort to develop a community where trust, honesty, ethical principles, and personal integrity guide interactions with others, thereby providing for orderly academic and scholarly processes. The following policy and procedures have been established to preserve the academic integrity of the university community, while also providing a process that protects the rights of students who allegedly violate this policy. Policy Types of Violations. Violations of academic integrity include, but are not limited to, the following: Providing or receiving unauthorized assistance in coursework, with lab work, theses, dissertations, or drug examinations (including qualifying and comprehensive exams) or quizzes. Using unauthorized materials or devices, such as crib notes, during examinations or quizzes. Plagiarizing papers, theses, dissertations, essays, reports, speeches and oral presentations, take-home examinations, computer projects, or other academic exercises by misrepresenting or passing off the ideas, words, formulas, or data of another as ones own. Plagiarism is dishonest and illegal. Writers are indebted to authors from whom they borrow exact words, ideas, theories, opinions, statistics, illustrative material, or facts (beyond common knowledge). Writers are also indebted if they summarize or paraphrase in their own words material from sources. All quoted material requires the acknowledgement of the source by the use of quotation marks or indentation (if exact wording is incorporated). In addition, both directly quoted and summarized material must be acknowledged by use of a note or parenthetical citation that indicates the author and/or date of publication and page number or numbers. If the writer indents a quotation, it must be clearly set off from the body of the text and must be documented in the aforesaid manner. To verify the various documentation procedures, writers should consult the style sheet in the particular discipline for which they are preparing the assignment (MLA, APA, Chicago, BC, etc.). Using the same paper or work more than once without authorization of the faculty member(s) to whom the work is being submitted. Possessing course examination materials before the administration of the exam, without the prior knowledge or consent of the instructor. Intentionally evading ɫӰ academic policies and procedures; for example, improperly processing course withdrawals, grade changes, or other academic procedures. Falsifying information, including falsification/fabrication of research data and/or statistical analyses, forging signatures on various forms and documents, or altering or adding answers on academic exercises or exams after work has been graded. Computer dishonesty as addressed by approved university computing policies including, but not limited to: Using or attempting to use computing accounts or other information for which the student is not authorized; Providing false or misleading information to obtain a computing account or access to other information resources; Attempting to obtain information resource access codes (usernames, passwords, PINs, etc.) for another users computing accounts; Sharing information resource access codes (usernames, passwords, PINs, etc.) with other individuals; Attempting to disguise the identity of a computing account or other information resource; Using or attempting to use university network resources to gain or attempt to gain unauthorized access to remote computers including, but not limited to, port scanning; Violating the terms of intellectual property rights, in particular, software license agreements and copyright laws; Using information resources to monitor another users data communications, or to read, copy, change, or delete anothers users files or software without permission of the owner; Using or installing or attempting to use or install software not properly licensed. Noncompliance by failure to comply with previously imposed sanctions for academic violations under this policy Class behavior which significantly disrupts the learning process or is a threat to others. Buying, selling, stealing, or engaging in unauthorized exchange of, or improperly using, any assignments, papers, or projects. Making fraudulent claims to gain academic credit or to influence testing or grading. The university reserves the right to discipline any student for any action that an ordinary, reasonable, intelligent college student knows or should know might lead to the issuance of discipline. This means the university maintains the right to issue discipline for reasonable cause. Charges of academic integrity violations may be brought by faculty members or administrators. Students who observe or become aware of a violation of academic integrity by another student are strongly encouraged to report it to a university official. A faculty member(s)/administrator(s) who believe that a student has violated an academic policy may elect to resolve the matter by Informal Resolution, by Documented Agreement, or by Formal Adjudication. Sanction(s) may not be imposed upon a student believed to have violated an academic policy without following one of these three procedures. If charges are brought, the accused student(s) shall have a fair and reasonable opportunity to answer, explain, and defend against the charges. The university shall have the burden of proof in all cases. Hearsay should not be used as the sole evidence to establish any fact necessary to establish guilt or innocence. Procedures Options for Resolution. Faculty member(s)/administrator(s) must use one of the following options to resolve alleged violations of academic integrity. Option I: Informal Resolution. The faculty member(s)/administrator(s) and student may meet informally, normally within ten calendar days of the observation or discovery of the incident, and agree to resolve the issue without submitting any formal documentation. If the violation pertains to work being judged or that has been judged by a committee (examples might include dissertations, theses and comprehensive examinations, both oral and written), the meeting must involve a majority of the committee and the resolution must be agreed to by a majority of the committee attending the meeting. It is in the interest of the faculty member(s)/administrator(s) and student to complete a statement that summarizes the incident, conference, and agreed-upon resolution. The factual statement should be signed by both parties and copies provided to the student and the faculty member(s)/administrator(s). By resolving the charges informally, the student waives his/her right to appeal sanctions which have been agreed upon in the resolution process. If agreement cannot be reached, or at the discretion of the faculty members(s)/administrator(s), a more formal process as outlined in this policy may be initiated. No formal record is kept if the case is satisfactorily resolved at this level. Option II: Resolution by Documented Agreement The faculty member(s)/administrator(s) may schedule a conference with the student in an attempt to agree on the facts of the case and to reach a mutually agreeable resolution. This meeting must normally be scheduled/requested within ten calendar days of the observation or discovery of the alleged violation or of the failure of resolution by Option I. If an agreement is reached, the faculty member(s)/administrator(s) must complete a Documented Agreement Form outlining the agreement and have it signed by both parties: faculty member(s)/administrator(s) and student. If the violation pertains to work such as a thesis or comprehensive examination being judged or that has been judged by a committee, the meeting must involve a majority of the committee and the Documented Agreement Form must be agreed to and signed by a majority of the committee and the student. Copies are distributed to the student, the faculty member(s)/administrator(s) filing the agreement, the department chair, and the Office of the Provost. The Office of the Provost will file the official documents with the Office of Student Conduct. The form must normally be filed within ten calendar days of the conference. By signing the agreement, the student waives the right to appeal the sanctions agreed upon in the conference. If the student fails to fulfill the written agreement, the faculty member(s)/administrator(s) may file an academic integrity referral against the student for noncompliance. If a prior academic integrity violation(s) for the student is on record, the matter will be referred to an Academic Integrity Board (AIB see Section D). If a documented agreement is not reached, the faculty member(s)/administrator(s) should initiate the formal adjudication process by filing an academic integrity referral form with the department chair, normally within ten calendar days of the conference with the student. Option III: Resolution by Formal Adjudication. A faculty member(s)/administrator(s) should pursue formal adjudication if: he/she cannot reach or chooses not to attempt a mutually agreeable resolution with the student regarding the facts of the case or sanctions to be imposed, he/she believes that the violation is so severe that it warrants the following sanctions: awarding a failing grade on a project or exam (such as a graduate qualifying or comprehensive exam or dissertation) when resubmitting the project or retaking the exam is not possible; involuntary withdrawal from part of ɫӰs academic or other programs; suspension; expulsion; rescission of a conferred degree. The faculty member(s)/administrator(s) should file an academic integrity referral form with the department chair, normally within ten calendar days of the observation or discovery of the violation or within ten calendar days of the failure to reach a resolution through Option I or Option II. If the violation pertains to work being judged by a committee, the form must be signed by a majority of the committee. The form will contain a description of the alleged violation, including the time, date, and place of occurrence, and the recommended sanction(s) if the student is found to have violated this policy. The department chair will forward a copy of the academic integrity referral to the student, normally within ten calendar days of receiving notification of the allegation, and contact the student to schedule a hearing to review the facts surrounding the allegation and recommended sanctions if the student is determined to have committed a violation. The hearing should be scheduled so as to allow the student a reasonable time to prepare a defense (normally within ten calendar days of being notified of the allegation by the department chair). This hearing will involve the student, the department chair, and the faculty member(s)/administrator(s), and the Dean of the School of Gradate Studies and Research (or Deans designee); all parties may invite others with pertinent information. The student and the faculty member(s)/administrator(s) must be given the opportunity to submit and review written, physical, and testimonial evidence, and to question witnesses. The accused student may identify an advisor, who may be an attorney, to be present at the hearing. The advisor may only consult privately with the student. The student may waive his/her right to a hearing in writing. If so, the sanction recommended by the person filing the referral will be imposed unless the sanction is suspension or expulsion. Suspension or expulsion must be implemented by the Presidents designee. If the accused student receives proper notification of the hearing and fails to appear when the hearing has been scheduled, the hearing will be held in the students absence and the department chair will render a decision based upon factual information presented by the faculty member(s)/administrator(s). Following the hearing, the department chair will render a determination based on the information presented at the hearing. Normally within ten calendar days of the hearing, the department chair will forward a written report summarizing the hearing that includes the outcome, the factual basis for the determinations reached, and the sanction to be issued, and the appeal procedures. The original report is sent to the student with copies to the faculty member(s)/administrator(s) and Office of the Provost. The Office of the Provost will file the official documents with the Office of Student Conduct. In the event that a department chair cannot or will not fulfill the above role, or in the event that the person filing the referral is an administrator or department chair, the provost or designee will determine the appropriate individual to fulfill the department chairs role and inform the student and the faculty member(s)/administrator(s) filing charges within ten calendar days of receiving notification of allegation. If a prior academic violation(s) for the student is on record, the case must be referred to the Academic Integrity Board (see Section D, Multiple Violations). Otherwise, if there is no appeal, the recommended sanction will be imposed. Academic Integrity Board (AIB). The AIB may be asked to hear cases filed at Option III: Resolution by Formal Adjudication. In addition, the AIB will hear all cases in which appeals to the chairs decision are accepted by the provost/designee (see Appeals section C.1. and C.2.). The AIB will also review sanctions in cases of multiple violations (see section D). For graduate level hearings and reviews, the AIB will be made up of four (4) faculty members, one of whom will chair the board, and two (2) graduate students. For undergraduate hearings and reviews the AIB will be made up of four (4) faculty members, one of whom will chair the board, and two (2) undergraduate students. A quorum requires the presence of four persons, at least one of whom must be a graduate student (for cases at the graduate level) or an undergraduate student (for cases at the undergraduate level). All members, including the chair, are voting members. When an AIB hearing is called, the AIB will be convened by the provost/designee. The accused student shall be notified of the time, date, and place of the hearing and the names of those AIB members scheduled to review his/her case. If the hearing is an appeal, this notification will also include details of the charges, including the time, date, and place of the alleged offense(s) and the recommended sanction(s). If the hearing is a review of sanctions in a multiple violation case (see Section D), the notification should also indicate that more severe sanctions might be imposed. The hearing should be scheduled no sooner than ten calendar days from the date of notification to the student. Prior to the hearing a student appearing before an AIB may, with good cause, challenge any member on the board sitting in judgment of his/her particular case. When such a challenge is made, an alternate member will be appointed to the AIB. The AIB will review all material and hear all evidence pertinent to the case from the accused and all witnesses. Members of the AIB shall be free to ask relevant questions to clarify information or resulting issues. The student shall have a fair and reasonable opportunity to answer, explain, and defend against information and witnesses statements presented at the hearing. The student shall also have the opportunity to submit written, physical, and testimonial evidence, and to call relevant witnesses on his/her behalf. The accused student may identify an advisor, who may be an attorney, to be present at the hearing. The advisor may only consult privately with the student. After hearing all evidence, the AIB will privately make its decision based upon the evidence presented. A majority vote of the AIB shall be required for any decision. If the AIB finds that the student more likely than not committed the misconduct or infraction, and the student has no prior academic violation(s) on record, it may accept, reduce (but not increase), or modify the recommended sanction. If the student does have a prior academic violation(s) on record, the AIB may increase the recommended sanction (see Section D, Multiple Violations). If the student waives his/her right to a hearing in writing, or chooses not to appear at the AIB hearing, the case will be adjudicated based upon the evidence presented at the scheduled hearing. All hearings are closed unless the student requests an open hearing in writing . The AIB chair has the authority to make the final decision regarding access of spectators at the hearing. The AIB must submit a written report of the decision, normally within ten calendar days to the Provost/designee who will forward the decision to the involved parties. Appeals. These appeal procedures apply to cases resolved through formal adjudication. Cases of academic integrity that are resolved through informal resolution or documented agreement cannot be appealed. If, after receiving the department chairs report on the outcome of the hearing, the faculty member(s)/administrator(s) or the student disagrees with the decision, the sanction, or both, he/she may appeal to the provost/designee, normally within ten calendar days of receiving the report. This appeal must be in writing and describe in detail the grounds for the appeal. These reasons may include the following: Denial of a fair and reasonable hearing. New evidence (applies when there is an acceptable reason why the information was not presented at the original hearing). Excessively harsh sanctions. The provost/designee may deny the appeal or direct the appeal to be heard by an AIB within ten calendar days. All appeals involving sanctions of involuntary withdrawal from part of ɫӰs academic or other programs, suspension, or expulsion will be heard by an AIB. Unless the recommended sanction is suspension or expulsion, the decision of the AIB is final and will be implemented by the provost/designee. Suspension or expulsion may be recommended by the AIB but can only be implemented by Presidents designee, who is responsible for verifying that due process was followed. Multiple Violations Information about prior violations is not relevant to determining whether a student violated the policy in the current case. However, such information is pertinent in determining the appropriate sanction. If a student is found in violation of academic integrity two or more times, all materials within the students past and present Academic Integrity files shall be used in determining appropriate sanctions. Students with multiple academic integrity violations of record may be subject to additional sanctions, including possible suspension or expulsion from the university. For cases previously resolved by Documented Agreement or through Formal Adjudication at the department chairs level, an AIB hearing will be scheduled. This hearing will review all information pertinent to the determination of an appropriate sanction but will not reconsider the issue of whether the policy violation occurred. After considering the severity of the current and prior violations, the AIB may determine that a more severe sanction is appropriate. The AIB should request information on prior violations only after determining that a violation has occurred. Information on prior violations should be used in determining the appropriate sanction. The AIB must submit a written report of the decision, normally within ten calendar days of its decision to Provost/designee who will forward the decision to the involved parties. The student may appeal any new sanction(s) to the provost/designee. The provost/designee may deny the appeal or, on the basis of denial of a fair and reasonable hearing, new evidence, or excessively harsh sanctions, direct the appeal to be heard by a second AIB. Sanctions The following sanctions may be agreed upon by the student and faculty member(s)/administrator(s) through informal resolution or documented agreement. All grade reductions require the approval of the instructor of record. If the work is graded by a committee, a grade reduction requires the approval of the majority of the committee. Single Grade Reduction: Reduction of grade or failure on project, examination, quiz, or other academic exercise on which the student is alleged to have cheated. Course Grade Reduction: Reduction of course grade or failure in the course. If the violation involves a project spanning multiple courses (such as a dissertation or multiple semester internship), the grade reduction may apply to all courses involved. Constructive or Educational Task: A task which requires the student to examine his/her dishonest behavior and which may benefit the student, campus, or community. Other: Sanctions deemed appropriate and tailored to a specific violation as determined by the faculty member(s)/administrator(s). Any reasonable sanction or combination of sanctions for a given violation may be agreed upon by the student and faculty member(s)/administrator(s). In addition to the above, the following sanctions may be imposed through formal adjudication. Letter of Warning: A warning letter may be issued indicating that the student has been found in violation of an academic policy and that failure to comply with policies in the future may result in further disciplinary action to be handled as a second offense. The letter of warning will remain in effect for a period of time as specified by the individual or board hearing the case. Disciplinary Probation: Disciplinary probation, which is for a period of time specified by the individual or board hearing the case, is an indication that a students status at the university is seriously jeopardized. If the student is found in violation of another ɫӰ policy during the probationary period, a more serious sanction will be levied, including possible involuntary withdrawal from part of ɫӰs academic or other programs, suspension, or expulsion from the university. Involuntary withdrawal from part of ɫӰs academic or other programs: A student may be denied the right to participate in some segment of ɫӰs programs. Such involuntary withdrawal might be imposed on either a temporary or permanent basis. Suspension: A student may be suspended from the university for a specified period of time, not to be less than the remainder of the current semester. Suspension requires that a student remove him/herself from university premises, not attend classes or social activities, and not be present on university or Student Cooperative Association property during the period of suspension. Expulsion: Expulsion may be considered under any of the following circumstances: when there is a very serious violation of the academic integrity policy, when a student is proven to have violated the academic integrity policy on more than one occasion, or when a student appears before the board after already having been suspended. Expulsion from the institution is permanent. Appeals to the sanction of expulsion must be submitted to the Office of the President. If necessary, the president will consult with legal counsel in these cases. Suspension and expulsion can be recommended by a faculty member(s)/administrator(s), department chair, and AIB but can be imposed by the presidents designee for suspension and expulsion who is responsible for verifying that due process was followed. Other: Further sanctions, including rescinding of a degree, may be recommended through written agreement approved and signed by the Dean of the School of Graduate Studies and Research. Records and Recordkeeping Records of Informal Resolution. Although no official forms are filed at this level of resolution, it is strongly recommended that a faculty member(s)/administrator(s) and student who reach an informal agreement put the agreement in writing with a copy to each participant. This protects each party in the event of any future attempt at renegotiation. Records of Resolution by Documented Agreement. Documented agreement resolutions are filed in the Office of Student Conduct. They are not considered formal disciplinary records until, and unless, the student is found in violation of this policy a second time. They are internal university records used for monitoring students for multiple violations only. If a second documented agreement form is filed or a student is found in violation of the policy through formal adjudication, the student will then have a formal disciplinary record which includes records of both violations. This formal record is maintained according to the ɫӰ judicial system recordkeeping policies. Records of Formal Adjudication. Records of academic integrity cases resolved through formal adjudication are filed in the Office of Student Conduct. They are maintained as formal disciplinary records in accordance with ɫӰ judicial system recordkeeping policies. Records of cases involving suspension or expulsion must be maintained for a minimum of seven years. Operational Notes In cases where a violation is alleged at, or near, the end of the semester and resolution by informal resolution, documented agreement, or formal adjudication cannot be completed before grades are submitted, the faculty member should submit a designation of Incomplete (I) for the student. The I designation will remain on the students record until the case has been resolved. Once the case has been resolved, the I designation will be replaced with the appropriate grade. If the violation is alleged during the semester when classes are in session, the accused student should continue attending all classes and continue to complete course requirements during the resolution of the academic integrity case. The provost/designee may extend any deadline which cannot be met for what he/she deems legitimate reason. The university may withhold transcripts, grades, diplomas, or other official records pending the disposition of cases, if such action is reasonably necessary to preserve its ability to enforce its rules. The provost/designee may modify the procedural provisions of these rules by the issuance of written orders to deal with particular unusual procedural situations, so long as no order shall contradict the rules of the Board of Governors of the State System of Higher Education governing due process for students, and no such rule shall deny fundamental fairness to students by, for example, effectively constituting a denial of notice or opportunity to be heard. This policy will be reviewed by the Senate Academic Committee after five years. The various forms described in this policy are available from the Office of the Provost, the Office of the vice-president for Student Affairs, deans offices, or department offices. Questions concerning the Academic Integrity Policy and Procedures can be directed to the Office of the Provost. FOR ACTION APPROVED The designation of I is used to record work, which so far as covered, is of passing grade but is incomplete because of personal illness or other unavoidable reason. Changes of grade to convert designations of I must be received in the Office of the Registrar no later than the final day of classes in the next regular (fall/spring) semester after the designation was assigned. If the faculty does not change the I designation using a Change of Grade Form, it will be converted to an F. In rare circumstances the student and/or faculty member may ask for an extension of the deadline. In this event, the dean of the college in which the course is taught may approve the extension, providing the faculty member concurs. To monitor designations, the registrar shall submit to department chairs routine semester reports of outstanding I designations. Procedure: A faculty member assigning the I designation must complete an INCOMPLETE GRADE FORM indicating the work to be completed, deadlines for completion (it is not necessary to permit the maximum allowable time), and guidelines to establish a final grade. Copies of the completed form will be sent to the department chairperson, the dean of the college in which the course was taught, and the student receiving the I designation. Upon completion of the course work, or notification by the student that the course work will not be completed, the faculty member must submit a Change of Grade Form to indicate the final course grade. Awards Committee (Senator Rieg) No Report Library and Educational Committee (Senator Jozefowicz) FOR INFORMATION: Library and Educational Services Committee (LESC) Report April 18, 2006 1. The LESC received a report about the Laser Printing Cost Recovery System from J. R. McFerron, Director Academic Technology Services. The LESC is responsible for reviewing this system annually. This is the cost of laser printing to students in the four public University Computer Labs (ECOB, Johnson, Library, Leonard) and at 14 other printers across campus. In addition, the Northpointe and Punxsutawney campuses provide pay-for-print services in their computer labs. The system has been very reliable with a reported availability of close to 100 percent. No significant downtime has been recorded over the past year. The vending office distributes the revenue from printing into 11 different accounts that are used by the managers of those accounts to purchase paper, toner, and maintenance. This year there was an increase in the number of printed pages of approximately 20%. Additionally, based on the recommendation by AOG, the cost of color printing was reduced to $0.25 per page. This was made possible as a result of lower operating costs for color printing technology. This price reduction did not result in a significant increase in color printing and overall there is not a large volume of color printing in the public lab facilities. For the time period of April 1, 2005 until March 31, 2006 there was revenue of $50,423.64. After expenditures were subtracted, the net was $3,701.64. In three of the public computer labs the black and white laser printers were replaced this year. Next year the Uniprint server hardware will need to be replaced. The net reported will be used for this replacement with additional funds supplied by the AOG lab operating budget. Based on the report submitted by J.R. McFerron, the LESC recommends no changes to the current laser print fee structure. 2. Technology Announcements: The ɫӰ web site will be redesigned. Work is to begin this summer and proceed through the next academic year. Bandwidth connections to the internet have increased from 40 megabytes to 120 megabytes. This increase is a result in technology price decreases. As of Monday, April 24, faculty/staff e-mail storage will increase from 120 megabytes to 240 megabytes, and student e-mail storage will increase from 20 megabytes to 200 megabytes. It is anticipated that e-mail forwarding for all ɫӰ accounts will be discontinued beginning September 18, 2006. New automated student e-mail lists have been defined. Lists by major, class level, program and for students who have applied to graduate are now available on URSA. An email list of majors by department is being prepared and will be available in early May. For this department list, chairs will be contacted to designate a moderator or owner of the list. 3. Library Announcements: Planning for the digitization of the mine maps project is continuing. The Library celebrated National Library Week with various events. Joe Paterno will be speaking as part of a fundraising event for the ɫӰ Libraries on April 27, 2006. The ɫӰ Library presented a Best Bibliography Award as part of the 2006 ɫӰ Undergraduate Research Symposium on April 4, 2006. The winner was Whitney Hampson for the bibliography to her paper, "To Wives and Mothers: Let's Go Shopping! Consumerism and Middle-Class Women in Ladies' Home Journal, 1890-1929". Whitney is a student in the History Department; Dr. Elizabeth Ricketts is her faculty advisor. ɫӰ librarians met with interested library liaisons and department chairs in a series of two luncheons. Various suggestions for improving the liaison program have been discussed and will be implemented over the next year. Information about journal cancellations has gone out to departments and will proceed based on priorities indicated by departments. Noncredit Committee (Senator ONeil) FOR INFORMATION Senate Noncredit Committee Minutes April 11, 2006 Present: Christopher Janicak, Nicholas Kolb, Therese ONeil, Karen Rivosecchi, George Rogers Unable to Attend: Karen Stein Guest: Fred Kline, Coordinator, Criminal Justice Training Center The committee observed a simulated firearms training program used by the Criminal Justice Training Program in Eicher Building. The interactive computer program draws from 36 scenarios to teach the proper procedure in the use of a firearm when confronted in different situations. Primarily, the program teaches the appropriate time to fire a weapon (judgment) and the importance of voice commands. This module is required as part of the Act 120 training program. Respectfully submitted, Nicholas E. Kolb University Development and Finance Committee (Senator Domaracki) No report Rules Committee (Senator Soni) Senator Soni announced he is negotiating to fill open seats for committee assignments. SENATE REPRESENTATIVE REPORTS University Planning Council (Senator Federoff) No report Presidential Athletic Advisory Committee (Senator Domaracki) No report Academic Computing Policy Advisory Committee (Senator Mukasa) No report NEW BUSINESS none ADJOURNMENT The meeting was adjourned at 5:12 p.m. Respectfully Submitted, Lynda Federoff, Secretary  The University of Pennsylvanias program was not included in this calculation, because they require students to complete 8 classes in two semesters for the masters degree. 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Dries bvdriesMr. Bruce V. Dries bvdriesT&lt;p&gt;Minutes of theIUP University SenateMay 2, 2006Chairperson Smith called the MaSummaryInformation(tDocumentSummaryInformation8GpCompObjqBagaaqy23kudbhchAaq5u2chNd80t-0-