ࡱ> q` gbjbjqPqP 4^::gz z z z z z z  vhvhvhvhDj پjzn:nnnn{pyqtq<XZZZZZZ$Ch~z |;p@{p||~z z nn|fz nz nX|XRdz z nnn ֞vhX0پvy^y<  0yz Pl)rtvx)r)r)r~~)r)r)rپ|||| dW  z z z z z z  Minutes of the ɫӰ University Senate  November 1, 2005 Chairperson Smith called the November 1, 2005, meeting of the University Senate to order at 3:23 p.m., in the Beard Auditorium of Stouffer Hall. The following Senators informed the Senate Leadership that they could not attend: Anderson, Appolonia, Beck, Boerner, Bowers, Cowles, Eck, Hannibal, Hood, Hull, Johnson, Kondo, Kuffner-Hirt, LeMasters, Marshall, ONeil, Piwinsky, Schwietz, Stein, Villalobos-Echeverria, Wright, Zoni The following Senators were absent from the meeting: Arnett, Ashamalla, Ayebo, Beisel, Boser, Chaudhry, Ferguson, Gossett, Griffith, Himes, Hughes, Hulings, F. Jones, Kelly, J. Martin, Masilela, Montgomery, Mukasa, Nienkamp, Princess, Arfoth, Rogers, Ryan-Sams, Sink, Talwar, Trimarchi, Wheeler, Wisloski, Zhou The minutes of the October 4, 2005 meeting were APPROVED. Agenda items for the November 1, 2005, meeting were APPROVED as amended to allow liberal studies issue to be addressed. REPORTS AND ANNOUNCEMENTS Liberal Studies (Senator Sadler): Provided a handout regarding the status of the Liberal Studies requirement. Presidents Report (Senator Atwater): Good afternoon. Firstly, I want to congratulate ɫӰs Eberly College of Business and Information Technology for its inclusion in The Princeton Reviews Best 237 Business Schools, 2006 edition. ɫӰ is consistently included in these prestigious guidebooks, and this shows that ɫӰ is outstanding on both national and international levels. This is Eberlys second year to be included in this publication, in which it is recognized for its academic quality, its diversity, its technology and the expertise and commitment of its faculty. As you may know, my goal is to appoint 4 permanent vice presidents to begin their tenures next spring. I hope you will find time to participate in these vice presidential searches that are getting underway this week. One such campus visit is wrapping up his afternoon, and more are scheduled for later this month and early in December. I expect to make announcements about these positions before the end of the calendar year, and hope to have these vice presidents on site by January or early February. Also at this time, I want to introduce a new member of the presidential team, Mrs. Mary Morgan, who was selected after a national search for the position of University Events Manager. Mary formerly served as Assistant Director ofAlumni Relations, Associate Director of Annual and Planned Giving and as Associate Campaign Director and as Director of Annual Giving in ɫӰs Office of Institutional Advancement. I wish to express congratulations to one of our colleagues on behalf of the University, Dr. Valeri Helterbran from the Department of Professional Studies. Dr. Helterbran has been selected as the 2005 Teacher Educator of the Year by the Pennsylvania Association of Colleges and Teacher Educators. The Association is dedicated to providing strong advocacy for teacher education within the Commonwealth by promoting quality programs of teacher education. The Association provides opportunities for individual professional growth for individuals who perform roles in teacher education. On another subject.As a whole, our ɫӰ students are responsible citizens of this community. However, some students do make unfortunate choices about alcohol and other drugs, and as a university, we need to promote more responsible citizenship in this regard. To this end, I have established the ɫӰ Commission on Substance Abuse to promote efforts to curb the misuse of alcohol and other drugs. I am very pleased that Dr. Robert Ackerman, professor of sociology and director of ɫӰs Mid-Atlantic Addiction Training Institute, a nationally known expert on alcoholism and treatment of substance abuse, has agreed to serve as head of this important initiative. The commission will be composed of representatives of numerous ɫӰ constituent groups including the Student Government Association, the University Senate, the Division of Academic Affairs, the Division of Student Affairs, the University Planning Council, the ɫӰ Alumni Association and the Athletics Department, among other units. Specifically, the Commission will address its efforts to studying and to developing recommendations relating to combating excessive alcohol consumption and intoxication, curbing the incidence of under-age drinking among ɫӰ students and reducing the incidences of public drunkenness and driving under the influence of alcohol among ɫӰ students. The Commission will undertake its work shortly. And, I have charged it with preparing a draft report, with recommendations, for review by March 15, 2006. I want to thank all of you who have agreed to serve on this Commission. Finally, I am looking forward to my first Fall commencement ceremonies here at ɫӰ on December 18. At the undergraduate ceremony, ɫӰ will honor one of its graduates with an honorary doctoral degree of science. Mr. Tim Cejka (pronounced psych-a), a 1973 geoscience graduate, will also deliver the Commencement address at the ceremony. Mr. Cejka is president of Exxon Mobile Exploration Company and lives in Houston, Texas. I am sure his message to the graduates will be inspiring. And, I encourage faculty and staff members to support or student graduates by participating in both undergraduate and graduate ceremonies. Provosts Report (Senator Staszkiewicz): The only comments I have today relate to reaching closure on senate actions from the October 4 meeting. At the undergraduate level, the Liberal Studies courses; the catalog description changes for the departments of Communication Media, History and Geoscience are aprovedl. These changes require no further approvals and can be implemented immediately. At the graduate level, the new Biology dual-listed courses and the course revisions in the Ph.D. in Administration and Leadership Studies are approved. These changes require no further approval and can be implemented immediately. The changes in the MS in Applied Mathematics are also approved. Since these changes are strictly editorial, they also require no further approval. Chairpersons Report (Senator Smith) My remarks are brief, but I have more than the usual which include the following: 1. Due to the professional development day on April 4th, we will schedule the senate meetings on January 31, February 28, and March 28, with the final meeting being May 2nd. Thanks to those who I consulted with to make this change. 2. Lunch with the president for committee chairs on Thursday the 10th, 11:45 in Foster. 3. Per our discussion last month regarding agendas/minutes/emails, I thought of a good way to summarize the discussion: we have to get the info out seven days in advance (as per bylaws/constitution), but you need not print seven days in advance! 4. I need one or two persons to volunteer to serve on the Presidents Commission on Alcohol Abuse, headed by Dr. Ackerman. If you would like to volunteer, email me or see me after the meeting. 5. It is time for that annual question: Does anyone want to serve as webmaster? If so, email me or see me after the meeting. 6. After the meeting, could the following individuals see me: Gail Sechrist, Mark Staszkiewicz , Dave Meyer, Jim Meyer, Dave LaPorte, Mohammad Numan, Ramesh Soni and Jim Lenze to discuss how much of your minutes you want to keep out on the web. It should be less than five minutes, we will be quick. Any questions? One meeting until Christmas! Vice-Chairpersons Report (Senator Norris) No Report STANDING COMMITTEE REPORTS Rules Committee (Senator Soni) Rules Committee will meet 11/10 in Zink. The Rules Committee is now fully staffed. University-Wide Undergraduate Curriculum Committee (Senators Sechrist and Numan) FOR INFORMATION: 1. Liberal Studies Committee Report: Approved Dr. Chauna Craig, English Department - Type I Writing Status, Professor Commitment. Approved Dr. Mary MacLeod, Philosophy Dept - Type I Writing Status, Professor Commitment. Approved Dr. Vicky Clark, Art Department, to teach ARHI 413 as writing intensive for spring 2006 semester only. Approved Dr. Russell Peterson, Biology Department, to teach BIOL 281 Special Topics: Human Biology as a substitute for a non-lab science for Spring 2006 only. Approved BIOL 281 Microbes and Man to count for one time as a non-lab science course. Approved LBST 499 How Safe Are You? International Terrorism, Dr. Gawdat Bahgat, Political Science Department. Approved HNRC 499 The Human Experience of Time, Eric Rubenstein, Philosophy Department. Approved Liberal Studies components of the following programs: BS Physical Education & Sport and BS Physical Education & Sport: Sport Administration Track. Approved course deletion BTED 111 Foundations of Business Mathematics (course was on LS Learning Skill: Mathematics list). FOR ACTION: APPROVED 1. Department of Health and Physical EducationNew Courses, Course Revisions, Program Revisions, and Program Catalog Description Revisions a. New Courses: Catalog Descriptions: i. HPED 292 Introduction to Sport Management 3c-0l-3cr Introduces the theories and practices in the field of sport management. Emphasis is on management principles, leadership competencies, ethical principles, and governance in the sport industry. An introduction of sport marketing, sport finance, and sport law is provided. ii. HPED 320 Managing Facilities and Events in Sport 3c-0l-3cr Investigates the management functions necessary to operate a variety of sport facilities. Emphasis is on liability risk reduction, staffing, design and renovation, maintenance, and amenities pertinent to sport facilities. Strategies for managing a sporting event are presented and practiced. iii. HPED 445 Business Practices in Sport 3c-01-3cr Prerequisite: HPED 292, 320 Focus will be on the application of business practices to operate a successful sports organization. Topics emphasized are promotion in sport, sport marketing, financing a sports organization, sport sponsorships, sales practices, public relations strategies, and media interaction. The unique application to the sport industry will be emphasized. iv. HPED 460 Law and Issues in Managing Sport 2c-0l-2cr Prerequisite: HPED 292 Emphasizes the interaction between the legal system and the sport industry. Topics include liability risk management, contracts, torts, sports agents, dispute resolution, and product liability. A focus on the influence of Title IX, antitrust exemption, religion, drug testing, and ergogenic aids on sport operations. Rationale: These courses will be for the students who are seeking degrees in the Sport Administration Track within the Physical Education and Sport degree. The content of these courses is outlined in the academic guidelines of the North American Society for Sport Management (NASSM). Together the four courses match these guidelines. b. Course Revisions: i. Course Revision and Catalog Description Change: Current Catalog Description: HPED 280 Aquatic Facilities Management 2c-0l-2cr Prerequisites: HPED 264 An organizational and administrative course to prepare the aquatic professional for management of indoor and outdoor facilities. Includes facility design, safety procedures activity, and sport and recreational aspects. Taught in the Summer only. Proposed Catalog Description: HPED 280 Aquatic Facilities Management 2c-0l-2cr An organizational and administrative course to prepare the aquatic professional for management of indoor and outdoor facilities. Includes facility design, safety procedures activity, and sport and recreational aspects. Rationale: Many professionals in the sport management field are employed at venues that have a swimming pool at the complex. These students need the management principles that are unique to swimming pool operation, but do not need the swimming expertise that the previous prerequisite provided. The North American Society of Sport Management (NASSM) includes sport facilities management expertise in their standards but not swimming expertise. ii. Course Revision, Catalog Description Change, and Title Change Current Catalog Description: HPED 335 Coaching and Managing Athletic Programs 3c-0l-3cr Prepares students for coaching or administering an athletic program. Emphasizes the professional preparation and responsibilities of a coach, the support and auxiliary personnel working under and with the coach, the coachs responsibility to the athletes, plus the administrative responsibilities of coaching. Proposed Catalog Description: HPED 335 Athletic Coaching 3c-0l-3cr A lecture course to prepare students for coaching or administering an athletic program. Emphasizes the professional preparation and responsibilities of a coach, the support and auxiliary personnel working under the coach, the coachs responsibility to the athletes, plus the administrative responsibilities of coaching. Rationale: The current trend in coaching education courses is to name the basic course Athletic Coaching. The title reflects the up-to-date title for this type of course in sport education. The responsibility of a coach has evolved into more of a management position within their profession and is commonly accepted as a normal duty therefore this duty does not need to be in the title. iii. Course Revision, Title Change, and Catalog Description Change Current Catalog Description: HPED 344 Adapted Physical Education 3c-0l-3cr Prerequisites: HPED 246 Recognition of structural deviations, corrective exercises, and physical education programs for a wide range of handicaps. Proposed Catalog Description: HPED 344 Adapted Physical Activity and Sport 3c-0l-3cr Prerequisites: HPED 209, 221 Recognition of structural deviations, corrective exercises, physical activity, and sport for individuals with a wide range of disabilities. Rationale: The change in course title reflects current terminology in the field of adapted physical education, activity, and sport for individuals with disabilities. Removal of HPED 246 as a prerequisite is necessary because the course is no longer offered. The addition of HPED 209 Motor Behavior and HPED 221 Structure and Function as prerequisites will provide the background for students to be successful in the course. c. Program Revisions: Current Program: Bachelor of Science Physical Education and Sport (*) Proposed Program: Bachelor of Science Physical Education and Sport (*) Liberal Studies: As outlined in Liberal Studies section with the following specifications: Health and Wellness: FDNT 143, HPED 143, or MLSC 101-102 (FDNT or MLSC recommended) Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102, or SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 3cr, FDNT 145, no courses with HPED prefix  48Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102, or SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 3cr, FDNT 145, no courses with HPED prefix  48Major: Core Requirements: HPED 142 Foundations of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I  28 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crMajor: Core Requirements: HPED 142 Introduction of Health, Physical Education, and Sport HPED 175 Prevention and Care of Injuries of the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I  23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3crProfessional Requirements: HPED 230 Aerobic Fitness HPED 319 Preprofessional Experience II HPED 344 Adapted Physical Education HPED 375 Physiological Basis of Strength Training HPED 410 Exercise Prescription HPED 411 Physical Fitness Appraisal HPED 412 Physical Activity and Stress Management Controlled Electives: (1, 2) BIOL 151, 155, HPED 333, 335, 413, 492, PHYS 151, 161, SAFE 347  20 2cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 12 12crProfessional Requirements: HPED 230 Aerobic Fitness HPED 263 Aquatics or HPED 261 Water Safety Instructor HPED 315 Biomechanics HPED 319 Preprofessional Experience II HPED 344 Adapted Physical Activity and Sport HPED 375 Physiological Basis of Strength Training HPED 410 Exercise Prescription HPED 411 Physical Fitness Appraisal HPED 412 Physical Activity and Stress Management Controlled Electives: (choose 12 cr.) (1) BIOL 151, 155, HPED 335, 413, 492, PHYS 151, 161, SAFE 347 24 2cr 1cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 12 12crFree Electives: 12 Total Degree Requirements: 120 (*) Admission to this track is by permission of advisor only. (1) Nutrition minor may substitute for Controlled Electives; see Department of Food and Nutrition. (2) Specialty tracks will substitute for Controlled Electives; see following descriptions. Free Electives: 13 Total Degree Requirements: 120 (*) Admission to this track is by permission of advisor only. (1) Nutrition minor may substitute for Controlled Electives; see Department of Food and Nutrition.  Current Program: Bachelor of Science Physical Education and SportExercise Science Track Proposed Program: Bachelor of Science Physical Education and SportExercise Science Track Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102, or SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 3cr, FDNT 145, no courses with HPED prefix  48Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102, or SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 3cr, FDNT 145, no courses with HPED prefix  48Major: Required Courses: HPED 142 Foundations of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I  28 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crMajor: Required Courses: HPED 142 Introduction of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries of the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I  23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3crSport Science Requirements: HPED 319 Preprofessional Experience II HPED 344 Adapted Physical Education HPED 375 Physiological Basis of Strength Training HPED 410 Exercise Prescription HPED 412 Physical Activity and Stress Management  15 3cr 3cr 3cr 3cr 3cr Sport Science Requirements: HPED 263 Aquatics or HPED 261 Water Safety Instructor HPED 315 Biomechanics HPED 319 Preprofessional Experience II HPED 344 Adapted Physical Activity and Sport HPED 375 Physiological Basis of Strength Training HPED 410 Exercise Prescription HPED 412 Physical Activity and Stress Management  19 1cr 3cr 3cr 3cr 3cr 3cr 3cr Exercise Science Track: BIOL 151 Human Physiology HPED 230 Aerobic Fitness HPED 411 Physical Fitness Appraisal HPED 413 Physical Activity and Aging PHYS 151 Medical Physics Lecture PHYS 161 Medical Physics Lab One course from the following: HPED 492 Health Fitness Instruction SAFE 347 Ergonomics Free Electives: Total Requirements:  19 4cr 2cr 3cr 3cr 3cr 1cr 3cr 10 120Exercise Science Track: BIOL 151 Human Physiology HPED 230 Aerobic Fitness HPED 411 Physical Fitness Appraisal HPED 413 Physical Activity and Aging PHYS 151 Medical Physics Lecture PHYS 161 Medical Physics Lab One course from the following two courses: HPED 492 Health Fitness Instruction SAFE 347 Ergonomics Free Electives: Total Requirements:  19 4cr 2cr 3cr 3cr 3cr 1cr 3cr 11 120 Current Program: Bachelor of Science Physical Education and SportAquatic Track Proposed Program: Bachelor of Science Physical Education and SportAquatic Track Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102 or SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101, FDNT 145, no courses with HPED prefix  54Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102 or SCI 105-106 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 9cr, BTED/COSC/IFMG 101, FDNT 145, no courses with HPED prefix  54 Major: Required Courses: HPED 142 Foundations of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I  28 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3crMajor: Required Courses: HPED 142 Introduction of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries of the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I  23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3crSport Science Requirements: HPED 319 Preprofessional Experience II HPED 344 Adapted Physical Education HPED 375 Physiological Basis of Strength Training HPED 410 Exercise Prescription HPED 411 Physical Fitness Appraisal HPED 412 Physical Activity and Stress Management  18 3cr 3cr 3cr 3cr 3cr 3crSport Science Requirements: HPED 263 Aquatics HPED 315 Biomechanics HPED 319 Preprofessional Experience II HPED 344 Adapted Physical Activity and Sport HPED 375 Physiological Basis of Strength Training HPED 410 Exercise Prescription HPED 411 Physical Fitness Appraisal HPED 412 Physical Activity and Stress Management  22 1cr 3cr 3cr 3cr 3cr 3cr 3cr 3crAquatic Track: HPED 165 Lifeguarding HPED 261 Water Safety Instructor HPED 264 Advanced Aquatics HPED 270 Instructor of Handicapped Swimming HPED 276 Coaching of Swimming HPED 279 Swimming Pool Maintenance and Chemistry HPED 280 Aquatic Facilities Management HPED 335 Coaching and Managing of Athletic Programs Free Electives: Total Degree Requirements: 12 1cr 1cr 1cr 1cr 1cr 2cr 2cr 3cr 8 120Aquatic Track: HPED 165 Lifeguarding HPED 261 Water Safety Instructor HPED 264 Advanced Aquatics HPED 270 Instructor of Handicapped Swimming HPED 276 Coaching of Swimming HPED 279 Swimming Pool Maintenance and Chemistry HPED 280 Aquatic Facilities Management HPED 335 Athletic Coaching Free Electives: Total Degree Requirements: 12 1cr 1cr 1cr 1cr 1cr 2cr 2cr 3cr 9 120Current Program: Bachelor of Science Physical Education and SportAthletic Training Track Proposed Program: Bachelor of Science Physical Education and SportAthletic Training Track Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101, FDNT 145, no courses with HPED prefix 51 Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104 or CHEM 101-102 Social Science: PSYC 101, SOC 151 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101, FDNT 145, no courses with HPED prefix 51 Major: Required Courses: HPED 142 Foundations of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I 28 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3cr Major: Required Courses: HPED 142 Introduction of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries of the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I 23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3cr Athletic Training Requirements: BIOL 151 Human Physiology HPED 344 Adapted Physical Education HPED 345 Athletic Training HPED 346 Athletic Training Lab HPED 365 Advanced Athletic Training HPED 375 Physiological Basis of Strength Training HPED 376 Athletic Training Clinical Practicum I HPED 377 Athletic Training Clinical Practicum II HPED 380 Seminar in Sports Medicine HPED 411 Physical Fitness Appraisal HPED 446 Therapeutic Modalities HPED 448 Therapeutic Exercise for Athletic Injury Management HPED 476 Athletic Training Clinical Practicum III HPED 477 Athletic Training Clinical Practicum IV PHYS 151 Medical Physics Lecture PHYS 161 Medical Physics Laboratory Free Electives: Total Degree Requirements: 39 4cr 3cr 3cr 1cr 4cr 3cr 1cr 1cr 2cr 3cr 4cr 4cr 1cr 1cr 3cr 3cr 2 120 Athletic Training Requirements: BIOL 151 Human Physiology HPED 315 Biomechanics HPED 344 Adapted Physical Activity and Sport HPED 345 Athletic Training HPED 346 Athletic Training Lab HPED 365 Advanced Athletic Training HPED 375 Physiological Basis of Strength Training HPED 376 Athletic Training Clinical Practicum I HPED 377 Athletic Training Clinical Practicum II HPED 380 Seminar in Sports Medicine HPED 411 Physical Fitness Appraisal HPED 446 Therapeutic Modalities HPED 448 Therapeutic Exercise for Athletic Injury Management HPED 476 Athletic Training Clinical Practicum III HPED 477 Athletic Training Clinical Practicum IV PHYS 151 Medical Physics Lecture Controlled Electives: (choose one) FDNT 245, HPED 410, 492, SAFE 347 Free Electives: Total Degree Requirements: 44 4cr 3cr 3cr 3cr 1cr 4cr 3cr 1cr 1cr 2cr 3cr 4cr 4cr 1cr 1cr 3cr 3cr 2 120 Current Program: Bachelor of Science Physical Education and SportSport Administration Track Proposed Program: Bachelor of Science Physical Education and SportSport Administration Track Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102, or SCI 105-106 Social Science: ECON 121, PSYC 101 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101, ECON 122, no courses with HPED prefix 54 Liberal Studies: As outlined in Liberal Studies section with the following specifications: Mathematics: MATH 217 Natural Science: BIOL 103-104, CHEM 101-102, or SCI 105-106 Social Science: ECON 121, PSYC 101 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101, ECON 122, no courses with HPED prefix 51 Major: Core Requirements: HPED 142 Foundations of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries to the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 242 Emergency Health Care HPED 263 Aquatics HPED 315 Biomechanics HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I 28 3cr 2cr 3cr 3cr 1cr 1cr 3cr 3cr 3cr 3cr 3cr Major: Core Requirements: HPED 142 Introduction of Health, Physical Education and Sport HPED 175 Prevention and Care of Injuries of the Physically Active HPED 209 Motor Behavior HPED 221 Human Structure and Function HPED 341 Evaluation in Health and Physical Education HPED 343 Physiology of Exercise HPED 441 Psychosocial Implications for Health and Physical Education HPED 442 Seminar in Health, Physical Education, and Recreation I 23 3cr 2cr 3cr 3cr 3cr 3cr 3cr 3cr Sport Science Requirements: HPED 319 Professional Experience II HPED 333 Psychology of Coaching HPED 335 Coaching and Managing of Athletic Programs HPED 344 Adapted Physical Education HPED 375 Physiological Basis of Strength Training HPED 412 Physical Activity and Stress Management or HPED 430 The American Woman and Sport 17 3cr 2cr 3cr 3cr 3cr 3cr Sport Administration Requirements: HPED 280 Aquatic Facilities Management HPED 292 Introduction to Sport Management HPED 319 Preprofessional Experience HPED 320 Managing Facilities and Events in Sports HPED 344 Adapted Physical Activity and Sport HPED 445 Business Practices in Sport HPED 460 Law and Issues in Managing Sport HPED 493 Internship Choose one: ECON 239, HPED 315, 335, 375, 412, 430 25 2cr 3cr 3cr 3cr 3cr 3cr 2cr 3cr 3cr Business Minor Requirement: ACCT 201 Accounting Principles I ACCT 202 Accounting Principles II BLAW 235 Legal Environment of Business BTST 321 Business and Interpersonal Communications FIN 310 Fundamentals of Finance MGMT 310 Principles of Management MKTG 320 Principles of Marketing Total Degree Requirements: 21 3cr 3cr 3cr 3cr 3cr 3cr 3cr 120 Business Minor Requirement: ACCT 201 Accounting Principles I ACCT 202 Accounting Principles II BLAW 235 Legal Environment of Business BTST 321 Business and Interpersonal Communications FIN 310 Fundamentals of Finance MGMT 310 Principles of Management MKTG 320 Principles of Marketing Total Degree Requirements: 21 3cr 3cr 3cr 3cr 3cr 3cr 3cr 120 Rationale: The changes in these degrees are appropriate for updating the programs to best prepare the potential graduates for placement. A specific statement about the Health and Wellness requirement is being removed from the Physical Education and Sport degree to match the other tracks in the program. HPED 242 Emergency Health Care is being removed as a requirement because there is significant overlap between 242 and 175, and 175 is more comprehensive. Aquatics, HPED 263, is being moved from the core of the Sport Science Requirements so that the specific requirements of each track can be met. HPED 315 Biomechanics is being moved from the core requirements to the Sport Science Requirements because the course will be treated differently in each of the Physical Education and Sport tracks to allow the track to match the standards published by their individual accreditation agency or curriculum recommendations. HPED 333 Psychology of Coaching is being removed from the Controlled Electives in the Physical Education and Sport degree because the content is covered in other courses. PHYS 161 Medical Physics Laboratory is being removed from the required courses in the Athletic Training Track. Originally the rationale for this course within the athletic training curriculum was to augment/supplement the instruction in the areas of therapeutic modalities and biomechanics/kinesiology. Enrollment in the Medical Physics Laboratory upon enrollment in the PHYS 151 lecture is not required. Athletic Training students already enroll in a therapeutic modalities laboratory that deals with the hands-on application of physical principles to the rehabilitation of musculoskeletal injuries. d. Catalog Description Changes: Current Catalog Descriptions: Sport Administration Track This program prepares students to use a variety of skills to function in a management capacity within the sport industry. Through an array of controlled elective courses, students have the ability to tailor their education to a specific area of interest, e.g., athletic administration, coaching, and sports marketing. Graduates of this program can seek employment in such areas as school and college athletic departments, community recreation organizations, professional sports teams, as well as a host of other athletic and sports related industries. Successful completion of this track of study will also earn the student a minor in business from ɫӰs Eberly College of Business and Information Technology. Athletic Training Track ɫӰs Athletic Training track is accredited by the Commission for Accreditation of Allied Health Education Programs. This track prepares students to evaluate, manage, rehabilitate, and prevent injuries or illnesses to the physically active individual. Upon successful completion of this educational program, students will be eligible to sit for the national athletic training certification examination. Selection of a predetermined number of students to the Athletic Training Track will be based on demonstrated academic achievement and the evaluation of other criteria as listed below. The minimum standards for eligibility are: (1) sophomore status (minimum of 28 credits), (2) no less than a 2.6 cumulative GPA, (3) no less than a grade of C in HPED 175, 221, 242, 345, and 346, (4) two letters of recommendation, (5) satisfactory completion of 50 hours of directed clinical observation, (6) a written essay, and in some cases, a personal interview. Official admission is also contingent upon obtaining liability insurance, medical clearances, and Acts 34 and 151 clearances, all of which are needed for field experience placement. Once admitted, students must continue to demonstrate above-average academic performance and acceptable clinical performance in order to remain in good standing (specific program retention and completion guidelines will apply and are described in informational/admissions packet available from the department). Students should obtain an informational and admissions packet from the department for full details. Proposed Catalog Description: Sport Administration Track This program track prepares students to use a variety of skills to function in a management capacity within the sport industry. Graduates of this program can seek employment in such areas as school and college athletic departments, coaching, community recreation organizations, minor and major league sports franchises, commercial sport facilities, golf courses, as well as other athletic and sports related industries. Students will acquire management skills that can be used in multiple career tracks. Successful completion of this track of study will also earn the student a Minor in Business from ɫӰs Eberly College of Business and Information Technology. Athletic Training Track ɫӰs Athletic Training program is accredited by the Commission on Accreditation of Allied Health Education Programs. This program prepares students to evaluate, manage, rehabilitate, and prevent injuries or illnesses to physically active individuals. Upon successful completion of this educational program, the students will be prepared to sit for the National Athletic Trainers Association Board of Certification examination. Graduates will have the clinical knowledge, skills and experience needed for entry into the profession of athletic training. Selection of a predetermined number of students to the Athletic Training Program will be based on demonstrated academic achievement and the evaluation of other criteria as follows. The minimum standards for eligibility are: (1) sophomore status (minimum of 28 credits), (2) a 2.7 cumulative GPA, (3) a grade of C in HPED 175, 221, 345, and 346, (4) two letters of recommendation, (5) satisfactory completion of a directed clinical observation, and (6) a written essay. Official admission is also contingent upon obtaining liability insurance, medical clearances, Acts 34 and 151 clearances, and completion of program technical standards form. Once admitted, students must continue to demonstrate above-average academic performance and acceptable clinical performance in order to remain in good standing (specific program retention and completion guidelines will apply and are described in informational/admissions packet available from the department). Students should obtain an informational and admissions packet from the department for full details. The Athletic Training Program Coordinator can also provide additional information specific to the initial health screenings, criminal record checks, technical standards, and liability insurance needs. 2. Department of Technology Support and TrainingCourse Deletion BTED 111 Foundations of Business Mathematics is to be deleted. Rationale: This course has not been taught for over 5 years. The content of the course is covered in other math courses required of students. University-Wide Graduate Committee (Senators LaPorte and Williamson) For Information: The University-Wide Graduate Committee provided distance education approval for the following courses: SAFE 541: Accident Investigation PLSC 551: The Legislative Process FOR ACTION APPROVED Master of Science in Sport Science Department of Health and Physical Education Spring 2006 Summary A diversity of professional opportunities available to practitioners in the area of Sport Science has evolved in recent years, yet the Masters of Science degree in Sport Science has not been updated since it was re-activated in 1995. The specific academic needs and knowledge base necessary for graduates to be successful in the current marketplace are addressed within this minor program revision. The growth of the program and the recent hiring of faculty with specializations in specific disciplines will address the specific need of the program to remain current in all four academic tracks. This proposed revision will closely match the recommended standards set for graduates in the field as defined by the North American Society for Sport Management (NAASM) and the American College of Sports Medicine (ACSM). There are over 90 graduate students who are currently pursuing this degree as fulltime or part-time students (Fall 2005). According to the ACSM and NASSM standards, greater focus should be placed upon practical applications that match the sports industry. The expansion of cardiac rehabilitation programs, commercial fitness facilities, minor league sports franchises, and recreational sports complexes has created more specialized needs for professionals in the field. Courses taught as special topics will assume permanent roles within the curriculum and emphasis will be placed upon placement in the workforce through student internships. Side by Side Comparisons Sport Management Track Current Thesis Degree Proposed Thesis Degree CORE 18cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 HPED 850 Thesis 3 REQUIRED 12cr. REQUIRED 18cr. HPED 635 Sport Management 3 HPED 635 Sport Management 3 HPED 637 Sport Facilities Management 3 HPED 637 Sport Facilities Management 3 BTST 670 Administrative Communications 3 HPED 652 Sport Business 3 MGMT 613 Organizational Analysis 3 HPED 795 Thesis 3 BTST 670 Organizational Communications 3 ILR 631 Human Resource Management 3 TOTAL 30cr. TOTAL 30cr. Current Non-thesis Degree Proposed Non-thesis Degree CORE 15cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 REQUIRED 12cr. REQUIRED 18cr. HPED 635 Sport Management 3 HPED 635 Sport Management 3 HPED 637 Sport Facilities Management 3 HPED 637 Sport Facilities Management 3 BTST 670 Administrative Communications 3 HPED 652 Sport Business 3 MGMT 613 Organizational Analysis 3 HPED 698 Internship 3 BTST 670 Organizational Communications 3 ILR 631 Human Resource Management 3 ELECTIVES 9cr. ELECTIVES 6cr. HPED 510 Exercise Prescription 3 HPED 512 Physical Activity and Stress 3 HPED 512 Physical Activity and Stress 3 Management Management HPED 513 Physical Activity and Aging 3 HPED 513 Physical Activity and Aging 3 HPED 602 Sport Psychology 3 HPED 602 Sport Psychology 3 HPED 610 Coaching Management 3 ILR 611 Development and Theories of the 3 HPED 680 Seminar 3 Labor Movement MGMT 613 Organizational Analysis 3 ILR 613 Fundamentals of American 3 ILR 610 Employee Rights Under the Law 3 Industrial and Labor Relations ILR 615 Dispute Settlement 3 HPED 620 Exercise Prescription for 3 ILR 625 Collective Bargaining 3 Chronic Disease ILR 640 Negotiations 3 BTST 642 Training and Development in 3 ILR 651 Conflict Resolution 3 Business/Workforce Development Students may select another graduate HPED 672 Epidemiology of Physical 3 level elective with advisor permission. Activity HPED 680 Seminar 3 HPED 681 Special Topics 3 HPED 698 Internship 3 TOTAL 36cr. TOTAL 36cr. Exercise Science Track Current Thesis Degree Proposed Thesis Degree CORE 18cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 HPED 850 Thesis 3 REQUIRED 12cr. REQUIRED 18cr. HPED 512 Physical Activity and Stress 3 HPED 512 Physical Activity and Stress 3 Management Management HPED 620 Exercise Prescription for 3 HPED 620 Exercise Prescription for 3 Chronic Disease Chronic Disease HPED 632 Assessment of Human 3 HPED 625 Management Concepts in 3 Physiological Functions Fitness HPED 672 Epidemiology of Physical 3 HPED 632 Assessment of Human 3 Activity Physiological Functions HPED 672 Epidemiology of Physical 3 Activity HPED 795 Thesis 3 TOTAL 30cr. TOTAL 30cr. Current Non -thesis Degree Proposed Non-thesis Degree CORE 15cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 REQUIRED 12cr. REQUIRED 18cr. HPED 512 Physical Activity and Stress 3 HPED 512 Physical Activity and Stress 3 Management Management HPED 620 Exercise Prescription for 3 HPED 620 Exercise Prescription for 3 Chronic Disease Chronic Disease HPED 632 Assessment of Human 3 HPED 625 Management Concepts in 3 Physiological Functions Fitness HPED 672 Epidemiology of Physical 3 HPED 632 Assessment of Human 3 Activity Physiological Functions HPED 672 Epidemiology of Physical 3 Activity HPED 698 Internship 3 ELECTIVES 9cr. ELECTIVES 6cr. HPED 510 Exercise Prescription 3 HPED 510 Exercise Prescription 3 HPED 513 Physical Activity and Aging 3 HPED 513 Physical Activity and Aging 3 HPED 602 Sport Psychology 3 HPED 602 Sport Psychology 3 HPED 631 Motor Learning 3 HPED 631 Motor Learning 3 HPED 633 Kinesiological Principles 3 HPED 633 Kinesiological Principles 3 HPED 680 Seminar 3 HPED 680 Seminar 3 HPED 681 Special Topics 3 Students may select another graduate level elective with advisor permission TOTAL 36cr. TOTAL 36cr. Aquatic Administration/Facilities Management Track Current Thesis Degree Proposed Thesis Degree CORE 18cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 HPED 850 Thesis 3 REQUIRED 12cr. REQUIRED 18cr. HPED 635 Sport Management 3 HPED 635 Sport Management 3 HPED 637 Sport Facilities Management 3 HPED 637 Sport Facilities Management 3 HPED 641 Administration of Aquatic 3 HPED 641 Administration of Aquatic 3 Programs Programs HPED 642 Design Operation of Aquatic 3 HPED 642 Design Operation of Aquatic 3 Facilities Facilities HPED 795 Thesis 3 ILR 631 Human Resource Management 3 TOTAL 30cr. TOTAL 30cr. Current Non-thesis Degree Proposed Non-thesis Degree CORE 15cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 REQUIRED 12cr. REQUIRED 18cr. HPED 635 Sport Management 3 HPED 635 Sport Management 3 HPED 637 Sport Facilities Management 3 HPED 637 Sport Facilities Management 3 HPED 641 Administration of Aquatic 3 HPED 641 Administration of Aquatic 3 Programs Programs HPED 642 Design Operation of Aquatic 3 HPED 642 Design Operation of Aquatic 3 Facilities Facilities HPED 698 Internship 3 ILR 631 Human Resource Management 3 ELECTIVES 9cr. ELECTIVES 6cr. HPED 510 Exercise Prescription 3 HPED 512 Physical Activity and Stress 3 HPED 512 Physical Activity and Stress 3 Management Management HPED 513 Physical Activity and Aging 3 HPED 513 Physical Activity and Aging 3 HPED 602 Sport Psychology 3 HPED 602 Sport Psychology 3 HPED 610 Coaching Management 3 ILR 611 Development and Theories of the 3 HPED 620 Exercise Prescription for 3 Labor Movement Chronic Disease ILR 613 Fundamentals of American 3 HPED 652 Sport Business 3 Industrial and Labor Movement HPED 672 Epidemiology of Physical 3 HPED 620 Exercise Prescription for 3 Activity Chronic Disease HPED 680 Seminar 3 BTST 642 Training and Development in 3 MGMT 613 Organizational Analysis 3 Business/Workforce Development ILR 610 Employee Rights Under Law 3 HPED 672 Epidemiology of Physical 3 ILR 615 Dispute Settlement 3 Activity ILR 625 Collective Bargaining 3 HPED 680 Seminar 3 ILR 640 Negotiations 3 HPED 681 Special Topics 3 ILR 651 Conflict Resolution 3 HPED 698 Internship 3 Students may select another graduate MGMT 630 Management Theory 3 level elective with advisor permission TOTAL 36cr. TOTAL 36cr. Sport Studies Track Current Thesis Degree Proposed Thesis Degree CORE 18cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 HPED 850 Thesis 3 ELECTIVES 12cr. REQUIRED 3cr. Students may, with the advice and consent HPED 795 Thesis 3 of the graduate coordinator, select electives from any of the approved graduate level ELECTIVES 15cr. courses. Students may select graduate level electives with advisor permission. 9 credits must be HPED graduate level electives TOTAL 30cr. TOTAL 30cr. Current Non-thesis Degree Proposed Non-thesis Degree CORE 15cr. CORE 12cr. HPED 601 Sport and Society 3 HPED 601 Sport and Society 3 HPED 603 Physiological Basis of Sport 3 HPED 603 Physiological Basis of Sport 3 HPED 634 Current Literature in Sport 3 HPED 634 Current Literature in Health, 3 GSR 516 Statistical Methods I 3 Fitness, and Sport GSR 615 Elements of Research 3 GSR 615 Elements of Research 3 ELECTIVES 21cr. ELECTIVES 24cr. HPED 510 Exercise Prescription 3 Students may select graduate level electives HPED 512 Physical Activity and Stress 3 with advisor permission. Activity 12 credits must be HPED graduate level courses HPED 513 Physical Activity and Aging 3 HPED 602 Sport Psychology 3 HPED 632 Assessment of Human 3 Physiological Functions HPED 633 Kinesiological Principles 3 HPED 635 Sport Management 3 HPED 637 Sport Facilities Management 3 HPED 680 Seminar HPED 681 Special Topics Students may, with the advice and consent of the graduate coordinator, select electives from any of the approved graduate level courses. TOTAL 36cr. TOTAL 36cr. Rationale The course GSR 516 Statistical Methods I will be deleted. Only one other program uses GSR 516 within their core therefore making the course difficult to enroll in. There is overlap of content within the HPED 634 Current Literature in Sport. Revise HPED 634 Current Literature in Sport to reflect additional content of statistical concepts. These concepts will provide applications specific to applications within Sport Science. Course title changed to Current Literature in Health, Fitness, and Sport. Move HPED 698 Internship from the elective category to the required category. Rationale: The ACSM and the NASSM encourage students to experience application of knowledge within a supervised field experience. Add a new course, HPED 625 Management Concepts in Fitness, to the requirements for the Exercise Science Track. Rationale: The ACSM encourages management competencies for professionals in the industry. This course will provide the necessary management competencies. Add a new course, HPED 652 Sport Business, to the requirements for the Sport Management Track. Rationale: The NASSM encourages graduate programs to provide content in marketing in sport, budget and finance in sport, and sport sponsorship. This course will be an essential component of the Sport Management Track. Add a new elective course, HPED 610 Coaching Management, to the elective choices. Rationale: Many Sport Science graduate students aspire to coach at multiple levels of sport. This course will provide students with the necessary skills to be successful. Move MGMT 613 Organizational Analysis from required category to elective category in the Sport Management Track. Rationale: This course is a core course within the MBA graduate program. Many Sport Science students do not have the background for this course. Those who have the required background will be encouraged to enroll as an elective course. Add ILR 631 Human Resource Management to the required courses within the Sport Management and Aquatics Track. Rationale: This course will provide the necessary components required to be successful in the sport industry. Add the following courses to the elective lists. ILR 610 Employee Rights Under Law ILR 615 Dispute Settlement ILR 625 Collective Beginning ILR 640 Negotiations ILR 651 Conflict Resolution Rationale: These options will permit students to specialize in a content area applicable to their career goal. Delete the following courses from the elective lists. ILR 611 Development and Theories of the Labor Movement ILR 613 Fundamentals of American Industrial and Labor Relations BTST 642 Training and development in Workforce Development MGMT 630 Management Theory Rationale: These options are not directly applicable to the Sport Science field. Catalog Description Master of Science in Sport Science The Master of Science degree in Sport Science is designed to meet the needs of students in the professions within the sports and fitness industry. The program is discipline-specific with provision for students to choose from among four different academic tracks: Sport Management, Exercise Science, Aquatics Administration/Facilities Management, and Sport Studies. According to their selected program of study, students are prepared for a variety of competitive employment opportunities, including management of sport and athletic programs, corporate and community health and fitness facilities, hospital and medical-based exercise programs, sports franchises, and community recreational settings. Sport Management Track Thesis Track Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness, and 3 cr. Sport GSR 615 Elements of Research 3 cr. Required Courses 18 cr. HPED 635 Sport Management 3 cr. HPED 637 Sport Facilities Management 3 cr. HPED 652 Sport Business 3 cr. HPED 795 Thesis 3 cr. BTST 670 Organizational Communications 3 cr. ILR 631 Human Resource Management 3 cr. Total 30 cr. Non Thesis Track A. Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness and 3 cr. Sport GSR 615 Elements of Research 3 cr. B. Required Courses 18 cr. HPED 635 Sport Management 3 cr. HPED 637 Sport Facilities Management 3 cr. HPED 652 Sport Business 3 cr. HPED 698 Internship 3 cr. BTST 670 Organizational Communications 3 cr. ILR 631 Human Resource Management 3 cr. C. Elective Courses 6 cr. HPED 512 Physical Activity and Stress Management 3 cr. HPED 513 Physical Activity and Aging 3 cr. HPED 602 Sport Psychology 3 cr. HPED 610 Coaching Management 3 cr. HPED 680 Seminar 3 cr. ILR 610 Employee Rights Under Law 3 cr. ILR 615 Dispute Settlement 3 cr. ILR 625 Collective Bargaining 3 cr. ILR 640 Negotiations 3 cr. ILR 651 Conflict Resolution 3 cr. MGMT 613 Organizational Analysis 3 cr. Students may select another graduate level elective with advisor permission. Total 36 cr. Exercise Science Track I. Thesis Track Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness and 3 cr. Sport GSR 615 Elements of Research 3 cr. B. Required Courses 18 cr. HPED 512 Physical Activity and Stress Management 3 cr. HPED 620 Exercise Prescription for Chronic Disease 3 cr. HPED 625 Management Concepts in Fitness 3 cr. HPED 632 Assessment of Human Physiological 3 cr. Functions HPED 672 Epidemiology of Physical Activity 3 cr. HPED 795 Thesis 3 cr. Total 30 cr. II. Non Thesis Track Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness, and 3 cr. Sport GSR 615 Elements of Research 3 cr. B. Required Courses 18 cr. HPED 512 Physical Activity and Stress Management 3 cr. HPED 620 Exercise Prescription for Chronic Disease 3 cr. HPED 625 Management Concepts in Fitness 3 cr. HPED 632 Assessment of Human Physiological 3 cr. Functions HPED 672 Epidemiology of Physical Activity 3 cr. HPED 698 Internship 3 cr. C. Elective Courses 6 cr. HPED 510 Exercise Prescription 3 cr. HPED 513 Physical Activity and Aging 3 cr. HPED 602 Sport Psychology 3 cr. HPED 631 Motor Learning 3 cr. HPED 633 Kinesiological Principles 3 cr. HPED 680 Seminar 3 cr. Students may select another graduate level elective with advisor permission. Total 36 cr. Aquatic Administration/Facilities Management Track I. Thesis Track A. Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness and 3 cr. Sport GSR 615 Elements of Research 3 cr. B. Required Courses 18 cr. HPED 635 Sport Management 3 cr. HPED 637 Sport Facilities Management 3 cr. HPED 641 Administration of Aquatic Programs 3 cr. HPED 642 Design Operation of Aquatic Facilities 3 cr. HPED 795 Thesis 3 cr. ILR 631 Human Resource Management 3 cr. Total 30 cr. II. Non Thesis Track A. Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness and 3 cr. Sport GSR 615 Elements of Research 3 cr. B. Required Courses 18 cr. HPED 635 Sport Management 3 cr. HPED 637 Sport Facilities Management 3 cr. HPED 641 Administration of Aquatic Programs 3 cr. HPED 642 Design Operation of Aquatic Facilities 3 cr. HPED 698 Internship 3 cr. ILR 631 Human Resource Management 3 cr. C. Elective Courses 6 cr. HPED 512 Physical Activity and Stress Management 3 cr. HPED 513 Physical Activity and Aging 3 cr. HPED 602 Sport Psychology 3 cr. HPED 610 Coaching Management 3 cr. HPED 620 Exercise Prescription for Chronic Diseases 3 cr. HPED 652 Sport Business 3 cr. HPED 672 Epidemiology of Physical Activity 3 cr. HPED 680 Seminar 3 cr. ILR 610 Employee Rights Under Law 3 cr. ILR 615 Dispute Settlement 3 cr. ILR 625 Collective Bargaining 3 cr. ILR 640 Negotiations 3 cr. ILR 651 Conflict Resolution 3 cr. MGMT 613 Organizational Analysis 3 cr. Students may select another graduate level elective with advisor permission. Total 36 cr. Sport Studies Track I. Thesis Track A. Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Health, Fitness and 3 cr. Sport GSR 615 Elements of Research 3 cr. B. Required Courses 3 cr. HPED 795 Thesis 3 cr. C. Elective Courses 15 cr. Students may select graduate level electives with advisor permission. 9 credits must be HPED graduate level courses Total 30 cr. Non-Thesis Track A. Core Courses 12 cr. HPED 601 Sport and Society 3 cr. HPED 603 Physiological Basis of Sport 3 cr. HPED 634 Current Literature in Sport 3 cr. GSR 615 Elements of Research 3 cr. B. Elective Courses 24 cr. Students may select graduate level electives with advisor permission. 12 credits must be HPED graduate level courses Total 36 cr. New Course Descriptions 1. Course Description HPED 610 Coaching Management 3 cr. Focus will be on the understanding and application of techniques for coaching an athletic team. Current research on coaching strategies, psychology of sport, sociology of sport, liability management, and the physiological conditioning of athletes will be emphasized. Prerequisites: None 2. Course Description HPED 625 Management Concepts in Fitness 3 cr. Overview of issues, challenges and professional responsibilities involved in the management of health and fitness programs and facilities. Focus will be on the management of clinical, community, commercial and corporate fitness programs. Topics will include fitness program development, organizational structure and planning, personnel issues, financial management, marketing, risk and liability issues related directly to operating a clinical and commercial fitness program. Prerequisites: None 3. Course Description HPED 652 Sport Business 3 cr. Focus will be on the application of knowledge in marketing, finance, sales, sponsorships, promotions, media, and public relations to the sports industry. Strategies specific to sports will be emphasized. Prerequisites: None 4. Course Description HPED 634 Current Literature in Health, Fitness, and Sport 3 cr. Focus on knowledge and demonstration of skills required for development of a Masters thesis proposal. Emphasis is on research design and the statistics appropriate to analyze various types of research. Students will be involved in the identification, interpretation and analysis of peer-reviewed research specific to the discipline of health, physical activity, and sport. Prerequisite: None FOR ACTION: APPROVED Program Title: Master of Education in Literacy and/or Reading Specialist Certification Sponsoring Department: Professional Studies in Education Catalogue start term: Fall 2006 Summary: To strengthen the Master of Education in Literacy Program, four minor changes are proposed. These changes include increasing the GPA required for admission to 3.0, adding prerequisites to existing courses, moving two courses from the related area category to the elective category, and modifying the thesis option. Rationale for changes: Since the state of Pennsylvania requires a 3.0 GPA for certification, and the College of Education at ɫӰ requires a 3.0 GPA for admission to the teacher certification program, it is appropriate to increase the Master of Education in Literacy Program admission requirement from its current 2.6 GPA to a 3.0 GPA, or commensurate with Pennsylvania Department of Education requirements in force at the time of the applicants certification/degree. When the Master of Education in Literacy Program was proposed in 1997, it included prerequisites; however, when Faculty Senate approved it, those prerequisites were not included. In order to facilitate an orderly progression through the program, those pre- and co-requisites should be included in the catalogue. The following changes are based on recommendations from the International Reading Association (IRA), the Specialty Professional Association (SPA) that assesses Reading/Literacy Programs for accreditation. In Category C of the program, Related Area, students currently have a choice of LTCY 607 Instruction and Learning with Literature, EDSP 747 (formerly EDSP 573) Psychology of Adolescent Education, or ENGL 518 Adolescent Literature. The proposed change moves EDSP 747 and ENGL 518 to the area of electives. Doing so means that all LTCY candidates will take a literature course that is aligned with IRA standards (LTCY 607), but candidates will still have the option of taking an additional Psychology course or literature course as their elective. This change is prompted by IRAs review of the program report and its recommendation that all candidates must take a literature course that meets specific standards related to literature and the literate environment and engages the candidates in working with children and teachers in the schools. This change has been approved by the chairs of the English department and the Educational Psychology department. Currently, candidates in the program may choose a thesis option, for which they complete 30 credit hours and a six-credit thesis. The courses students omit with the thesis option are LTCY 698 Analysis of Research in Literacy and an elective. Since IRA recommends that candidates have a strong research background, and research classes should prove helpful to anyone writing a thesis, the proposed change is to omit the Humanistic studies requirement and the elective for candidates selecting the thesis option. Please note that the following LTCY courses have been renumbered as part of the approved renumbering of graduate course: 601/701, 602/702, 605/705, 670/770, 671/77, 850/795 and these changes are reflected in the Proposed Program. Side-by-side comparison Current ProgramProposed Program HYPERLINK "http://www.coe.iup.edu/pse-iup/literacy.htm" \t "_blank" M.Ed. in Literacy and/or Reading Specialist Certification The M.Ed. in Literacy is a graduate program housed in the Department of Professional Studies in Education. This degree is offered to educators certified in teaching who are pursuing graduate studies in reading and literacy theories, research, and instructional practices. The M.Ed. in Literacy requires thirty-six credits. Students may also receive a Reading Specialist Certification by completion of twenty-seven credits within the masters program from categories A-C. A. Literacy 21 cr. LTCY 600 Foundations of Literacy Instruction 3 cr. LTCY 601 Assessment and Acceleration 3 cr. LTCY 602 Reading and Writing in the Content Areas 3 cr. LTCY 605 Organization and Administration of Reading/Writing Programs 3 cr. LTCY 644 Issues and Trends in the Language Arts 3 cr. LTCY 670 Practicum and Seminar for Reading Specialists I 3 cr. LTCY 671 Practicum and Seminar for Reading Specialists II 3 cr. B. Research 3 cr. LTCY 698 Analysis of Research in Literacy 3 cr. Required for Reading Specialist Certification Required for M.Ed. in Literacy if not completing a thesis C. Related Areas (Select one) 3 cr. LTCY 607 Instruction and Learning with Literature 3 cr. EDSP 573 (now EDSP 747) Psychology of Adolescent Education 3 cr. ENGL 518 Adolescent Literature 3 cr. D. Research 3 cr. GSR 615 Elements of Research 3 cr. E. Humanistic Studies 3 cr. FDED 514 Comparative Foundations of Education 3 cr. FDED 613 Social Foundations of Education 3 cr. Other graduate courses that address the relationships of social, political, historical, and cultural perspectives of education could be applicable for this section. F. Electives 3 cr. LTCY 648 Creativity and the Elementary School Child 3 cr. LTCY 697 Seminar in Reading 3 cr. LTCY 699 Independent Study in Reading Education* 3 cr. ENGL 690 Writing as a Way of Learning* 3 cr. Other current graduate courses that address literacy, learning, or reading/writing could be applicable as an elective. * With special permission from coordinator  HYPERLINK "http://www.coe.iup.edu/pse-iup/literacy.htm" \t "_blank" M.Ed. in Literacy and/or Reading Specialist Certification The M.Ed. in Literacy is a graduate program housed in the Department of Professional Studies in Education. This degree is offered to educators certified in teaching who are pursuing graduate studies in reading and literacy theories, research, and instructional practices. The M.Ed. in Literacy requires thirty-six credits. Students may also receive a Reading Specialist Certification by completion of twenty-seven credits within the masters program from categories A-C. Students may pursue a thesis option, enrolling for a 6-credit thesis, LTCY 795, and omitting the requirements from sections E (Humanistic Studies) and F (Electives). A. Literacy 21 cr. LTCY 600 Foundations of Literacy Instruction 3 cr. LTCY 701 Assessment and Acceleration 3 cr. LTCY 702 Reading and Writing in the Content Areas 3 cr. LTCY 705 Organization and Administration of Reading/Writing Programs 3 cr. LTCY 644 Issues and Trends in the Language Arts 3 cr. LTCY 770 Practicum and Seminar for Reading Specialists I 3 cr. LTCY 771 Practicum and Seminar for Reading Specialists II 3 cr. B. Research 3 cr. LTCY 698 Analysis of Research in Literacy 3 cr. C. Related Area 3 cr. LTCY 607 Instruction and Learning with Literature 3 cr. D. Research 3 cr. GSR 615 Elements of Research 3 cr. E. Humanistic Studies 3 cr. Omit if selecting thesis option FDED 514 Comparative Foundations of Education 3 cr. FDED 613 Social Foundations of Education 3 cr. Other graduate courses that address the relationships of social, political, historical, and cultural perspectives of education could be applicable for this section. F. Electives 3 cr. Omit if selecting thesis option EDSP 747 Psychology of Adolescent Education 3 cr. ENGL 518 Adolescent Literature 3 cr. LTCY 648 Creativity and the Elementary School Child 3 cr. LTCY 697 Seminar in Reading 3 cr. LTCY 699 Independent Study in Reading Education* 3 cr. ENGL 690 Writing as a Way of Learning* 3 cr. Other current graduate courses that address literacy, learning, or reading/writing could be applicable as an elective. * With special permission from coordinator  Brief summary of each major change: Change admission requirement: replace 2.6 GPA with 3.0 GPA requirement Add prerequisites and/or co-requisites to courses. Change thesis requirement: Students currently omit LTCY 698 and elective when electing thesis. Proposed change: students omit Humanistic studies requirement and elective. Move EDSP 747 and ENGL 518 from section C of checklist (related area) to section F (elective) Old and New Catalogue Descriptions Previous Course Descriptions in Catalogue LTCY 600 Foundations of Literacy Instruction 3 cr. Introduces literacy instruction which recognizes social, cultural, historical, and political perspectives. Emphasis is placed on the nature of reading and writing processes, the characteristics and developmental processes of the learner, and instructional strategies that enhance literacy in the classroom. LTCY 601 Assessment and Acceleration 3 cr. Examines traditional and current teaching strategies, formal and informal assessment, theory and research of literacy difficulties. Emphasis is placed on intervention. A knowledge of basic computer technology is required. Electronic technology, including databases, spreadsheets, and the Internet will be incorporated. LTCY 602 Reading and Writing in the Content Areas 3 cr. Emphasizes strategies, techniques, and materials related to literacy and study skills in the content areas at elementary and secondary levels. A variety of materials, including electronic technology, will be incorporated. LTCY 605 Organization and Administration of Reading/Writing Programs 3 cr. Acquaints students with issues in analyzing and improving curriculum, evaluating approaches to instruction, providing guidelines for selection of textbooks, materials, and technology, exploring challenges of family and community involvement, implementing changes, and conducting staff development. Emphasizes the role of reading specialist, resource specialist, supervisors, and classroom teachers. LTCY 607 Instruction and Learning With Literature 3 cr. Acquaints students with examining literature, developing instructional materials using the literature, and analyzing literature in its many forms, including electronic technology. Diversity in literature and diversity in student needs will be emphasized. Students will utilize electronic technology to access childrens literature from national and international libraries. LTCY 644 Issues and Trends in the Language Arts 3 cr. Emphasizes effective communications through the study of current trends, resources, and the contributions of research in the various areas of language arts. Special emphasis will be placed on an integrated model for organizing the language arts. LTCY 648 Creativity and the Elementary School Child 3 cr. Includes a study of creative thinking and ways to develop creativity in children, including strategies and techniques to use in the classroom. Ways of measuring creativity and analyzing the role of the teacher are included. Students are encouraged to develop their own creativity. LTCY 670 Practicum and Seminar for Reading Specialists I 3 cr. Assignment to the Literacy Center includes developing and implementing a program of assessment and acceleration for individual clients or small groups. Experiences with observational techniques, recordkeeping, interviewing, family conferencing, and report writing will be included. An electronic portfolio will be maintained. Supervision of the Reading Specialist Program faculty will be on site and through videoconferencing. LTCY 671 Practicum and Seminar for Reading Specialists II 3 cr. Assignment to an approved school site includes developing and implementing a program of assessment and acceleration for individual clients or small groups. Experiences with observational techniques, recordkeeping, interviewing, family conferencing, and report writing will be included. An electronic portfolio will be maintained. Supervision of the Reading Specialist Program faculty will be on site or through videoconferencing. LTCY 697 Seminar in Special Problems in Reading 3 cr. Special topics on literacy as examined through a systematic analysis of theory as it relates to practice. Students are required to study a topic of choice in depth. LTCY 698 Analysis of Research in Literacy 3 cr. Examines quantitative and qualitative research in reading, writing, and other literacy and language issues. Designed to ensure that students will be able to read, interpret, and evaluate statistical and ethnographic research in literacy. The use of the Internet for access to research is required LTCY 699 Independent Study in Reading Education 1-3 cr. The student, with the cooperation of the reading faculty member with whom he/she expects to work and his/her reading faculty advisor, engages in a study individually or with a small group on some program or field not clearly defined in existing courses. Prerequisite: Permission of the coordinator. LTCY 850 Thesis 1-6 cr. Proposed Course Descriptions in Catalogue LTCY 600 Foundations of Literacy Instruction 3 cr. Introduces literacy instruction which recognizes social, cultural, historical, and political perspectives. Emphasis is placed on the nature of reading and writing processes, the characteristics and developmental processes of the learner, and instructional strategies that enhance literacy in the classroom. LTCY 701 Assessment and Acceleration 3 cr. Examines traditional and current teaching strategies, formal and informal assessment, theory and research of literacy difficulties. Emphasis is placed on intervention. A knowledge of basic computer technology is required. Electronic technology, including databases, spreadsheets, and the Internet will be incorporated. Prerequisite: LTCY 600 LTCY 702 Reading and Writing in the Content Areas 3 cr. Emphasizes strategies, techniques, and materials related to literacy and study skills in the content areas at elementary and secondary levels. A variety of materials, including electronic technology, will be incorporated. Prerequisite: LTCY 600 or permission of coordinator LTCY 705 Organization and Administration of Reading/Writing Programs 3 cr. Acquaints students with issues in analyzing and improving curriculum, evaluating approaches to instruction, providing guidelines for selection of textbooks, materials, and technology, exploring challenges of family and community involvement, implementing changes, and conducting staff development. Emphasizes the role of reading specialist, resource specialist, supervisors, and classroom teachers. Pre- or corequisites: LTCY 607, 644, 698, 701, and 702 LTCY 607 Instruction and Learning With Literature 3 cr. Acquaints students with examining literature, developing instructional materials using the literature, and analyzing literature in its many forms, including electronic technology. Diversity in literature and diversity in student needs will be emphasized. Students will utilize electronic technology to access childrens literature from national and international libraries. LTCY 644 Issues and Trends in the Language Arts 3 cr. Emphasizes effective communications through the study of current trends, resources, and the contributions of research in the various areas of language arts. Special emphasis will be placed on an integrated model for organizing the language arts. Prerequisite or co-requisite: LTCY 600 LTCY 648 Creativity and the Elementary School Child 3 cr. Includes a study of creative thinking and ways to develop creativity in children, including strategies and techniques to use in the classroom. Ways of measuring creativity and analyzing the role of the teacher are included. Students are encouraged to develop their own creativity. LTCY 770 Practicum and Seminar for Reading Specialists I 3 cr. Assignment to the Literacy Center includes developing and implementing a program of assessment and acceleration for individual clients or small groups. Experiences with observational techniques, record keeping, interviewing, family conferencing, and report writing will be included. An electronic portfolio will be maintained. Supervision of the Reading Specialist Program faculty will be on site and through videoconferencing. Prerequisites: LTCY 702 and 705 LTCY 771 Practicum and Seminar for Reading Specialists II 3 cr. Assignment to an approved school site includes developing and implementing a program of assessment and acceleration for individual clients or small groups. Experiences with observational techniques, record keeping, interviewing, family conferencing, and report writing will be included. An electronic portfolio will be maintained. Supervision of the Reading Specialist Program faculty will be on site or through videoconferencing. Prerequisites: LTCY 702 and 705 LTCY 697 Seminar in Special Problems in Reading 3 cr. Special topics on literacy as examined through a systematic analysis of theory as it relates to practice. Students are required to study a topic of choice in depth. LTCY 698 Analysis of Research in Literacy 3 cr. Examines quantitative and qualitative research in reading, writing, and other literacy and language issues. Designed to ensure that students will be able to read, interpret, and evaluate statistical and ethnographic research in literacy. The use of the Internet for access to research is required. Prerequisite: LTCY 600 or permission of coordinator. LTCY 699 Independent Study in Reading Education 1-3 cr. The student, with the cooperation of the reading faculty member with whom he/she expects to work and his/her reading faculty advisor, engages in a study individually or with a small group on some program or field not clearly defined in existing courses. Prerequisite: Permission of the coordinator. LTCY 795 Thesis 1-6 cr. Prerequisite: Permission of the coordinator. OLD CATALOGUE INFORMATION FOR CANDIDACY AND ADMISSION The M.Ed. in Literacy is a graduate program housed in the Department of Professional Studies in Education. This degree is offered to educators certified in teaching who are pursuing graduate studies in reading and literacy theories, research, and instructional practices. The M.Ed. in Literacy requires thirty-six credits. Students may also receive a Reading Specialist Certification by completion of twenty-seven credits within the masters program from categories A-C New Catalog Description Program objectives The M.Ed. in Literacy is a graduate program housed in the Department of Professional Studies in Education. This degree is offered to educators certified in teaching who are pursuing graduate studies in reading and literacy theories, research, and instructional practices. Admission prerequisites Applicants to the program must meet the requirements for admission to the School of Graduate Studies and Research and must meet the following criteria: An applicant must hold a teaching certificate, and have a cumulative undergraduate grade point average of 3.0 or better, or commensurate with Pennsylvania Department of Education requirements in force at the time of the applicants certification/degree. The applicants goal statement should be 250-300 words, which reflect the applicants career and academic goals and serve as a writing sample. Degree/program requirement The M.Ed. in Literacy requires thirty-six credits. Students may also receive a Reading Specialist Certification by completion of twenty-seven credits within the masters program from categories A-C and successfully passing the PRAXIS exam. Students may pursue a thesis option, enrolling for a 6-credit thesis, LTCY 795, omitting the requirements from sections E (Humanistic Studies) and F (Electives). A. Literacy 21 cr. LTCY 600 Foundations of Literacy Instruction 3 cr. LTCY 701 Assessment and Acceleration 3 cr. LTCY 702 Reading and Writing in the Content Areas 3 cr. LTCY 705 Organization and Administration of Reading/Writing Programs 3 cr. LTCY 644 Issues and Trends in the Language Arts 3 cr. LTCY 770 Practicum and Seminar for Reading Specialists I 3 cr. LTCY 771 Practicum and Seminar for Reading Specialists II 3 cr. B. Research 3 cr. LTCY 698 Analysis of Research in Literacy 3 cr. Required for Reading Specialist Certification C. Related Area 3 cr. LTCY 607 Instruction and Learning with Literature 3 cr. D. Research 3 cr. GSR 615 Elements of Research 3 cr. E. Humanistic Studies 3 cr. (omit if selecting thesis option) FDED 514 Comparative Foundations of Education 3 cr. FDED 613 Social Foundations of Education 3 cr. Other graduate courses that address the relationships of social, political, historical, and cultural perspectives of education could be applicable for this section. F. Electives 3 cr. (omit if selecting thesis option) EDSP 747 Psychology of Adolescent Education 3 cr. ENGL 518 Adolescent Literature 3 cr. LTCY 747 Creativity and the Elementary School Child 3 cr. LTCY 697 Seminar in Reading 3 cr. LTCY 699 Independent Study in Reading Education* 3 cr. ENGL 690 Writing as a Way of Learning* 3 cr. Other current graduate courses that address literacy, learning, or reading/writing could be applicable as an elective. * With special permission from coordinator FOR ACTION: APPROVED Title: M.A. Community Counseling; M.Ed. School Counseling Department: Department of Counseling Spring 2006 Minor Program Revision This minor revision reflects a program requirement. Current Requirement New Requirement All MA students must complete a 300 hour field experience in order to fulfill degree requirements. All MA students must complete a 600 hour supervised field experience in order to fulfill degree requirements.  Rationale: When the Department of Counseling introduced a major curriculum revision in Spring 1999, one purpose was to bring the departments curriculum into alignment with academic requirements anticipated by the newly formed licensure board for professional counselors. One unforeseen requirement was for internships/field experiences to be 600 hour experiences by March 2007. Currently the departmental requirement is a 300 hour experience. We are submitting this proposal to bring departmental requirements in line with that of the state licensure board in the time frame stipulated by the licensure board. Under article 49.2 of the PA Code pertaining to the licensure of social workers, marriage and family therapists and professional counselors, the education requirements for licensure are outlined, including that pertaining to the area of clinical instruction, which reads: Clinical instruction(Includes 100 clock hours of supervised practicum experience and 600 clock hours of supervised internship experience). The supervised internship experience shall begin after completion of the supervised practicum experience. Until March 2, 2007, this requirement may be satisfied by completion of a total of 6 semester hours or 9 quarter hours of practicum/internship experience. ( HYPERLINK "http://www.pacode.com/secure/data/049/chapter49/s49.2.html" http://www.pacode.com/secure/data/049/chapter49/s49.2.html) (Bold, italics, underline by me for purposes of illustration). 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. Currently students who opt to complete a 600 hour supervised field experience are able to do so 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) or COUN 798 (Internship- summer only) in one semester or summer for a total of 6 credits to complete 600 hours; Enroll in one section of COUN 755/COUN 798 in one semester for 3 credits/300 hours and enroll in one section of COUN 755/COUN 798 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 3 years ago). COUN 798 is a variable credit course (3 or 6 credits). Most students use one of their three electives to take the additional section of field/internship. There is no CBA impact. There are no resource implications. This official change will become effective Fall 2006. Minor Course Revisions The Department of Counseling seeks to have prerequisites changed for the following courses. The counseling curriculum was completely revised in Spring 1999. Students were admitted into the "new" program as of January 2000. Having begun to advise in the "new" program, we have found that the ideal prerequisites that we sent in the newly revised program are simply not practical or feasible, and can significantly impeded a students progression through the degree program. We have revisited all course prerequisites, and based on student feedback and faculty review, we have made recommendations regarding prerequisite(s). The departmental curriculum committee has agreed that they are pedagogically adequate. These changes were introduced and approved at the COE curriculum committee in spring 2000; however the department failed to formally follow through with making official changes. They were resubmitted to and re-approved by the Graduate Council in COE-ET in Spring 2005. COUN 618 Diversity Issues in Counseling 3 cr. Change from: To: This course is an overview of diversity issues in the field of counseling. Students will increase their awareness of cultural issues, identity, and personal values, acquire knowledge of diverse groups, and learn culturally appropriate counseling skills. Prerequisites: COUN 617 & COUN 610/621.This course is an overview of diversity issues in the field of counseling. Students will increase their awareness of cultural issues, identity, and personal values, acquire knowledge of diverse groups, and learn culturally appropriate counseling skills. Prerequisites: none Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) and COUN 610/621 (introductory courses) were listed as prerequisites to COUN 618 (Diversity Issues in Counseling). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose of COUN 610/621 courses is to provide an orientation to the respective counseling professions for school and community counselors. The purpose of COUN 618 is to introduce students to counseling issues related to mulicultural and diversity issues. While initial intentions also called for this class to be a skills development class, necessitating the need for basic counseling skills, instructors who have taught this course since its introduction to the department report that a one semester course in diversity issues does not allow for enough time to cover both content as well as skill development and consequently the course focuses exclusively upon the content; therefore it is no longer considered imperative that students begin this class mastery of basic counseling skills. Removing these prerequisites also benefits newly admitted students as it provides an additional course for them to take that does not require a prerequisite and can help facilitate their progression through their degree program. These changes reflect current practices and will bring the graduate school catalog, banner, and department student handbook into alignment. This official change will become effective spring 2006. COUN 626 Career Education 3 cr. Change from: To: Study of how schools facilitate the career development of students using a comprehensive career guidance program. Considers developmentally relevant career strategies such as curriculum, group and individual interventions, decision-making skills, and the processing and use of information. Emphasizes how students acquire self- and vocational knowledge, skills, and abilities, which lead to effective career decisions. Prerequisites: COUN 617, COUN 624.Study of how schools facilitate the career development of students using a comprehensive career guidance program. Considers developmentally relevant career strategies such as curriculum, group and individual interventions, decision-making skills, and the processing and use of information. Emphasizes how students acquire self- and vocational knowledge, skills, and abilities, which lead to effective career decisions. Prerequisites: COUN 624. Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) was listed as a prerequisite to COUN 626 (Career Education). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose of COUN 626 is to provide students with the knowledge and skills to provide career related counseling services in K-12 instructional settings. Instructors who have taught this course since its introduction to the department report that students can successfully meet the course requirements without having completed COUN 617; therefore it is no longer considered imperative that students begin this class with mastery of basic counseling skills. Removing this prerequisites also benefits students as doing so can help facilitate their progression through their degree program. These changes reflect current practices and will bring the graduate school catalog, banner, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 627 Child Counseling Theory 3 cr. Change from: To: Theories, objectives, principles, and practices of counseling and consulting are covered. Emphasis is placed on techniques and practices related to children. Prerequisite: COUN 617, COUN 610/621.Theories, objectives, principles, and practices of counseling and consulting are covered. Emphasis is placed on techniques and practices related to children. Prerequisite: COUN 617.Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) and COUN 610/621 (Introduction to Community Counseling/Introduction to Guidance Services) were listed as prerequisites to COUN 627 (Child Counseling Theory). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose of the introductory courses is to provide students with an overview of the professional contexts in which counseling occurs. The purpose of COUN 627 is to provide students with the knowledge of foundational counseling theories used to understand and intervene in client problems. While a knowledge of basic counseling skills is important, those who have taught the course under the newly revised curriculum report that knowledge of professional contexts is not paramount to mastery of course material. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 628 Management of the Guidance Services 3 cr. Change from: To: Helps the school counselor acquire necessary competencies to manage guidance services. Emphasis placed upon planning, organizing, actuating, and controlling functions of management as applied to the guidance services. Prerequisites: COUN 621, COUN 624 Helps the school counselor acquire necessary competencies to manage guidance services. Emphasis placed upon planning, organizing, actuating, and controlling functions of management as applied to the guidance services. Prerequisites: COUN 621. Rationale for the changes: When the newly revised curriculum was introduced, COUN 624 (Educational Appraisal) and COUN 621 (Introduction to Guidance Services) were listed as prerequisites to COUN 628 (Management of Guidance Services). The purpose of COUN 624 is to introduce students to testing and measurement skills and knowledge used in educational settings. The purpose of the introductory courses is to provide students with an overview of the professional contexts in which school counseling occurs. The purpose of COUN 628 is to provide students with the competencies needed to manage a developmental guidance program. While assessment may be one component of a guidance program, those who have taught the course under the newly revised curriculum report that knowledge of professional contexts is most paramount to mastery of course material. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 629 Group Procedures (child) 3 cr. Change from: To: Emphasis is placed upon understanding and developing group techniques related to the development and growth of children. Group counseling with children is covered. Prerequisite: COUN 617, COUN 627.Emphasis is placed upon understanding and developing group techniques related to the development and growth of children. Group counseling with children is covered. Prerequisites: none  Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) and COUN 627 (Child Counseling Theory) were listed as prerequisites to COUN 629 (Group Procedures Child). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose of COUN 627 is to provide students with the knowledge of foundational counseling theories used as the basis for understanding and developing interventions for client issues. The purpose of COUN 629 is to provide students with the foundational knowledge of group formation and basic processes for counseling within groups. Those who have taught the course under the newly revised curriculum report that while basic counseling skills are critical for the next course in this sequence (COUN 669), they are not a necessary component of learning group procedures taught in this class. Furthermore, COUN 629 introduces group counseling theory; consequently an understanding of individual counseling theory is not critical for achieving course objectives. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 636 Career Counseling & Development 3 cr. Change from: To: Emphasizes how individuals acquire self- and vocational knowledge, skills, and abilities, which lead to effective career decisions. Considers adult vocational development, decision-making skills, and the processing and use of information in the community setting. Prerequisites: COUN 617, COUN 634. Emphasizes how individuals acquire self- and vocational knowledge, skills, and abilities, which lead to effective career decisions. Considers adult vocational development, decision-making skills, and the processing and use of information in the community setting. Prerequisites: COUN 634.Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) was listed as prerequisites to COUN 636 (Career Counseling and Development). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose of COUN 636 is to provide students with the knowledge and skills to provide and incorporate career related counseling services in their work with clients. Those who have taught the course under the newly revised curriculum report that students can successfully meet the course requirements without having completed COUN 617; therefore it is no longer considered imperative that students begin this class with mastery of basic counseling skills. Removing this prerequisite also benefits students as doing so can help facilitate their progression through their degree program. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 637 Counseling Theory (adolescent/adult) 3 cr. Change from: To: Theories, objectives, principles, and practices of counseling with adolescents and adults are covered. Theory-specific counseling skills are presented and practiced to prepare the student for practicum. Prerequisites: COUN 617, COUN 610/621Theories, objectives, principles, and practices of counseling with adolescents and adults are covered. Theory-specific counseling skills are presented and practiced to prepare the student for practicum. Prerequisites: COUN 617. Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) and COUN 610/621 (Introduction to Community Counseling/Introduction to Guidance Services) were listed as prerequisites to COUN 637 (Counseling Theory). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose of the introductory courses is to provide students with an overview of the professional contexts in which counseling occurs. The purpose of COUN 637 is to provide students with the knowledge of foundational counseling theories used to understand and intervene in client problems. While a knowledge of basic counseling skills is important, those who have taught the course under the newly revised curriculum report that knowledge of professional contexts is not paramount to mastery of course material. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 639 Group Counseling (adolescent/adult) 3 cr. Change from: To: Emphasis will be placed upon the nature of groups, techniques involved in the development of group dynamics, formation and operation of groups, organization and structure of groups, and the influence of the group. Prerequisites: COUN 617, COUN 637. Emphasis will be placed upon the nature of groups, techniques involved in the development of group dynamics, formation and operation of groups, organization and structure of groups, and the influence of the group. Rationale for the changes: When the newly revised curriculum was introduced, COUN 617 (Basic Counseling Skills) and COUN 637 (Counseling Theory) were listed as prerequisites to COUN 639 (Group Counseling). The purpose of COUN 617 is to introduce students to rudimentary counseling skills necessary for effective rapport building and beginning counseling in helping relationships. The purpose COUN 637 is to provide students with the knowledge of foundational counseling theories used as the basis for understanding and developing interventions for client issues. The purpose of COUN 639 is to provide students with the foundational knowledge of group formation and basic processes for counseling within groups. Those who have taught the course under the newly revised curriculum report that while basic counseling skills are critical for the next course in this sequence (COUN 659), they are not a necessary component of learning group procedures taught in this class. Furthermore, COUN 639 introduces group counseling theory; consequently an understanding of individual counseling theory is not critical for achieving course objectives. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 659 Group Counseling Skills (Adolescent/Adult) 3 cr. Change from: To: Provides a supervised clinical experience to develop and practice group counseling facilitation skills appropriate to the various stages of a counseling group. Prerequisite: COUN 639 Provides a supervised clinical experience to develop and practice group counseling facilitation skills appropriate to the various stages of a counseling group. Prerequisites: COUN 617 and COUN 639  Rationale for the changes: This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 669 Group Counseling Practicum (Child) 3 cr. Change from: To: An experientially based course in which counselors in training learn how to manage group counseling experiences involving children (ages 5-12). This supervised clinical experience draws upon the knowledge, theories, and skills presented in COUN 629, Group Procedures. Prerequisite: COUN 629. An experientially based course in which counselors in training learn how to manage group counseling experiences involving children (ages 5-12). This supervised clinical experience draws upon the knowledge, theories, and skills presented in COUN 629, Group Procedures. Prerequisites: COUN 617 COUN 629. Rationale for the changes: This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 720 Ethical and Legal Issues in School Counseling 3 cr. Change from: To: This course is designed to examine the professional, ethical, and legal issues that impact the practice of the professional counselor working in a school setting. Considerable emphasis is placed upon the understanding and application of ethical standards and legal statutes, which effect school counselors when making critical decisions about clients. Prerequisites: COUN 621, COUN 627/637. Students enrolled in the M.A. program are restricted from taking this course.This course is designed to examine the professional, ethical, and legal issues that impact the practice of the professional counselor working in a school setting. Considerable emphasis is placed upon the understanding and application of ethical standards and legal statutes, which effect school counselors when making critical decisions about clients. Prerequisites: COUN 621. Students enrolled in the M.A. program are restricted from taking this course. Rationale for the changes: When the newly revised curriculum was introduced, COUN 621 (Introduction to Guidance Services) and COUN 627637 (Counseling Theory) were listed as prerequisites to COUN 720 (Ethical and Legal Issues in School Counseling). The purpose of COUN 621 is to provide students with an overview of professional settings and contexts in which the art of school counseling occurs. The purpose COUN 627/637 is to provide students with the knowledge of foundational counseling theories used as the basis for understanding and developing interventions for client issues. The purpose of COUN 720 is to provide students with the foundational knowledge of ethical codes and legal issues for school settings. Those who have taught the course under the newly revised curriculum report that understanding of counseling theory is not required for mastery of course material. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. COUN 730 Ethical & Legal Issues in Community Counseling 3 cr. Change from: To: Emphasis is on professional, ethical, and legal issues that impact the practice of the professional counselor working in the community setting. Examines the function and application of ethical standards and legal statutes that effect community counselors. Prerequisites: COUN 610, CE 627/637. Students enrolled in M.Ed. program are restricted from taking this course.Emphasis is on professional, ethical, and legal issues that impact the practice of the professional counselor working in the community setting. Examines the function and application of ethical standards and legal statutes that effect community counselors. Prerequisites: COUN 610. Students enrolled in M.Ed. program are restricted from taking this course. Rationale for the changes: When the newly revised curriculum was introduced, COUN 610 (Introduction to Community Counseling) and COUN 627/637 (Counseling Theory) were listed as prerequisites to COUN 730 (Ethical and Legal Issues in Community Counseling). The purpose of COUN 610 is to provide students with an overview of professional settings and contexts in which community counseling occurs. The purpose COUN 627/637 is to provide students with the knowledge of foundational counseling theories used as the basis for understanding and developing interventions for client issues. The purpose of COUN 730 is to provide students with the foundational knowledge of ethical codes and legal issues for community settings. Those who have taught the course under the newly revised curriculum report that understanding of counseling theory is not required for mastery of course material. This change in prerequisite reflects current practices and will bring the graduate school catalog, the banner system, and department student handbook into alignment. This official change will become effective Spring 2006. Minor Course Revision COUN 798 Internship in Counselor Education This minor revision includes ONLY a correction to the catalog description Change from: To: COUN 798 Internship in Counselor Education 12 cr. The internship provides an opportunity to apply didactic experiences in an actual work setting. Sites must be approved by the department. COUN 798 Internship in Counselor Education 3 or 6 credits The internship provides an opportunity to apply didactic experiences in an actual work setting. Sites must be approved by the department.  Rationale for the changes: In reviewing the 2004-2005 Graduate Catalog, an error was noted in the number of credits listed for internship. Students may take internship for either 3 or 6 credits. They typically do this in the summer sessions when COUN 755 is not offered in order to meet their field experience requirement. This official change will become effective Spring 2006. FOR ACTION: APPROVED Course Name: Teaching Sociology Prefix and Number: SOC 777 Sponsoring Department and Catalog Start Date: Sociology, Spring 2006 Catalog Description: SOC 777 Teaching Sociology 3cr. Examines various aspects of the teaching process: effectively developing course goals and objectives, lecturing and leading discussion, using alternative pedagogical approaches, designing instruments to evaluate student performance, developing course syllabi, addressing diversity issues in the classroom , etc. Students will develop skills and practice in these aspects of teaching sociology. Prerequisite: Graduate standing in Sociology or permission of the instructor. Rationale: A graduate seminar on Teaching Sociology and teacher training is increasingly viewed as an important component of M.A. and Ph.D. programs in Sociology. Many of the graduate students who have taken Teaching Sociology at ɫӰ as a special topics course have found the course was extremely beneficial to their obtaining (and feeling prepared for) teaching assistantships or teaching associate positions in doctoral programs, or professional positions teaching college or securing other employment that involved an educational component. There are two programs within the M.A. in Sociology: the General Sociology Program and the Human Services Program. This course will not be required in either program, but will instead be an elective course. Since the course is designed for students who intend to teach Sociology, a background in Sociology is an essential prerequisite for the course. Consequently, the prerequisite for the course is either admission to the graduate program in Sociology, or permission of the instructor. Permission to take the course would be granted to other graduate students who have sufficient background in Sociology and who want to develop their skills to teach Sociology courses. Doctoral students in the ALS Program in Sociology sometimes already have a Masters degree in Sociology, for example, and would like to be able to teach Sociology courses or courses in an interdisciplinary program that includes sociological content. Student Affairs Committee (Senator Hall) Discussion next meeting will concern the housing master paln. Minutes of meetings will be posted on the website soon. The proposed signs and posters policy changes will come to Senate in December. University Development and Finance Committee (Senator Domaraki) Next meeting next Tuesday in University Towers at 3:15. Academic Committee (Senator Andrew) The revised academic integrity policy is available on the website. It will be brought to Senate next meeting for action. Awards Committee (Senator Rieg) Nominations are due 12/12 for awards. Library and Educational Committee (Senator Jozefowicz) An informational report was distributed to senators. Next meeting 3:30 next Thursday in Stapleton Library. Noncredit Committee (Senator ONeil) Next meeting will be in Keith 100 on 11/15. Research Committee (Senator Guth) The USRC met on October 11, 2005. The committee awarded $3,500 in USRC grants to the following individuals: Ms. Patricia Villalobos Echeverra was awarded $1,500 for her project, Nicaraguan Biennial. Dr. Alan Gart was awarded $500 for his project, Ex-Ante Determinants of Post Merger Results in the Banking Industry. Dr. Devki Talwar was awarded $1,500 for his project, Travel Grant for Attending and Presenting 3 invited and 1 Contributed Talks in 4 International Conferences [ICCES (invited); ICOL 2005 (contributed); IWPSD-2005 (invited); and EPMDS-2006 (invited)]. The next USRC meeting will be on November 8, 2005 at 3:15 p.m. in 317 Clark Hall. SENATE REPRESENTATIVE REPORTS Middle States Steering Committee (Senator Federoff) No report. University Planning Council (Senator Federoff) Committee has not met. Presidential Athletic Advisory Committee (Senator Domaraki) No report Academic Computing Policy Advisory Committee (Senator Nienkamp) No report. 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"3"tGTGtLTCY601LTCY602LTCY605LTCY607LTCY644LTCY648LTCY670LTCY671LTCY697LTCY698LTCY699LTCY850 _Hlt433619326 _Hlt437328073v0124679:<=?x@JaJti v0124679:<=?x@JaJti3 ;   ; T_$ ; D ;t`; l$;|q;!D!##*%*++++++++ADPDFFVVWXfXggiikkmm9H,34;`eMRJO&4LZn|FFvv5?"otu{i* 9 zWe45 !c!!!O#Y#####)$p$$$>%E%&&e'x'z'')N)++Q,,,,-;-A--(.)..E0N01J1K1;22223h5q5'6666=77t99IJnJqJKKMMdNkN^^"d%dffppQX:A.D4.9>M)J>LX4K8WXd@W ) fo>]~-9>MBFp+U\! 8B>cd0TU57P.mJK}~4Hqr#$UV,@ 2` AD{5^_ s"/fi78^_=k,gh<>qrCDvB./no$QR?FUi!#Dm?F12gh7L~  % I D  NOf!g!!!""))9*:*z+{+++/B/C//00J1U1122233n4444 55666V7777y89C9:/;<<===V>y@@@@@[A*B9BBCCCCnDD EjFF)G-G?GGHHHI JJEJJ_KKlMMOOXPPPPLScSP]Q]]]bbmmenknqqzzĂǏ Ŗ2{&,6q:io 6A!i333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333D%L!d!""&&z''++t99::;;==A`ACCEF>HHnJJ#N&NtOxOtSSVhVWWjYYZY[\6]-_0_``dd&gxg5iSiIkpkhmmooqqsswxwy z}}Sx{,Pͅхω+tŌkѓ`dhү!5ȸ>O* ?*,a-E-e3K/>75/#,$@@(aaqqrzzǴ|6Դʻ˃܉NJߏݐʑ?ʙ4<? t*B&=S_yƱ5K|)E$ PhLfii #݀f-k- >86TX?(0(A@0N~2EUvB%O bRmLh$Z#v m2jaXx1o6X8 0       s(         2`                                   8o[        H                 F                 Q&7V&M)Q&7V\ub!/;C|L~dNlq6z;}l3:4pt999::;;<==#A`ACCCEFVHHHJLLLvLLLN&NnOwOxOSS7VgVhVWWvYYY[Y[\#]$]%]w]]]$_0_|```ddEgwgxg-iSiBkokpk_mm|ooooopzp{pqqsss;wxwyz z}}JKLMNOPQRSo{ȅЅх+ČŌ6kXY_`/,$--`4aaaa b{b|bbdlmmmmqqqs-t.tRzzzz|P~Q~l~˃YZpodeaȏɏߏ`a?ab34J<!" stB ͮ<=Symմ4K!">>5391;30@<gP@UnknownGz Times New Roman5Symbol3& z Arial?5 z Courier New7&  Verdana;Wingdings"qh˚Fj5F2U5F2U$24ww 2qHX)?~d2MINUTES OF THE"Indiana University of Pennsylvania"Indiana University of Pennsylvania<         Root Entry F :@Data *1TableWordDocument4^ 8@PZ@"@,o5F2MINUTES Nov 01 2005Mr. Bruce V. Dries bvdriesMr. Bruce V. Dries bvdriesT&lt;p&gt;Minutes of theIUP University SenateNovember 1՜.+,D՜.+,l(  Uw MINUTES OF THE Title xPX` hp  |   x   _PID_HLINKS EktContentIDEktContentLanguage EktFolderId EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEktShowEventsEktContentID64EktFolderId64 EktInPermekttaxonomyenabledA1);http://www.pacodhe November 1, 2005, meeting of the University Senate to order at 3:23 p.m., in the Beard Auditorium of Stouffer Hall.The following Se nators informed the Senate Leadership that they could not attend:Anderson, Appolonia, Beck, Boerner, Bowers,&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateNovember 1, 2005Chairperson Smith called the November 1, 2005, meeting of the University Senate to order at 3:23 p.m., in the Beard Auditorium of Stouffer Hall.The following Se nators informed the Senate LeaderSummaryInformation(tDocumentSummaryInformation88 CompObjqBagaaqy23kudbhchAaq5u2chNd8Ha&c&ship that they could not attend:Anderson, Appolonia, Beck, Boerner, Bowers,&lt;/p&gt;EktTaxCategoryTE1, 2005, meeting of the University Senate to order at 3:23 p.m., in the Beard Auditorium of Stouffer Hall.The following Se nators informed the Senate Leadership that they could not attend:Anderson, Appolonia, Beck, Boerner, Bowers,&lt;/p&gt;DownloadAsset.aspx?id=79133dl x     _PID_HLINKS EktContentIDEktContentLanguage EktFolderId EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEktShowEventsA1);http://www.pacode.com/secure/data/049/chapter49/s49.2.htmly{,http://www.coe.iup.edu/pse-iup/literacy.htmy{,http://www.coe.iup.edu/pse-iup/literacy.htm5 A0javascript:void window.open('/WorkArea/showcontent.aspx?id=79133','showcontent','toolbar=0,location=0,directories=0,status=0,menubar=0,scrollbars=1,resizable=1,width=700,height=600')e@M&@~'$$$$$$\$ \$ \$ \$ \$ \$ zH<p>Minutes of theIUP University SenateNovember 1, 2005Chairperson Smith called the November 1, 2005, meeting of the University Senate to order at 3:23 p.m., in the Beard Auditorium of Stouffer Hall.The following Se nators informed the Senate Leadership that they could not attend:Anderson, Appolonia, Beck, Boerner, Bowers,</p> e.com/secure/data/049/chapter49/s49.2.htmly{,http://www.coe.iup.edu/pse-iup/literacy.htmy{,http://www.coe.iup.edu/pse-iup/literacy.htm5 A0e@M&@~'$$$$$$\$ \$ \$ \$ \$ \$ z 5A0\Summary &lt;p&gt;Minutes of theIUP University SenateNovember 1, 2005Chairperson Smith called the November 1, 2005, meeting of the University Senate to order at 3:23 p.m., in the Beard Auditorium of Stouffer Hall.The following   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Se nators informed the Senate Leadership that they could not attend:Anderson, Appolonia, Beck, Boerner, Bowers,&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateNovember 1, 2005Chairperson Smith called the November , 2005Chairperson Smith called tRoot Entry F0 Data *1TableWordDocument4^SummaryInformation(DocumentSummaryInformation8 CompObjqBagaaqy23kudbhchAaq5u2chNd8Ha&c& 7 !"#$%&'()*+,-./0123456L89:;<=>?@ABCDEFGHIJKMNOPQRST  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usOh+'0DL\ CONTENTS