ࡱ>  !"#q` YSbjbjqPqP .h::K<       4@@@8x|L4!2ԩԩ" \~!!!!!!!$1#h%! @}@@@!  !@  ~!@~!h  ȩ @@ !0!P+&+& +& lF !!d!@@@@4Dxxdd4xx444       Minutes of the ɫӰ University Senate  October 4, 2005 Chairperson Smith called the October 4, 2005, meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium of Stouffer Hall. The following Senators informed the Senate Leadership that they could not attend: Appolonia, Beck, Bowers, Hulings, Hull, Janosko, Jozefowicz, Kennedy, Luckey Marshall, J. Myers, Piper, Rittenberger, Ricosecchi, Rosenberger, Trimarchi (Mancuso), Yerger The following Senators were absent from the meeting: Arnett, Ashamalla, Camp, Condino, Dube, Ferguson, Griffith, Hood, Hughes, Janicak, B. Jones, F. Jones, Kline, Korns, Mannard, J. Martin, McCombie, Montgomery, Princess, Rivera, Sadler, Sullivan, Talwar, Thibadeau, Villalobos-Echeverria, Weiner, Wilbowo, Winstead, Wisloski, The minutes of the September 6, 2005 meeting were APPROVED. Agenda items for the October 4, 2005, meeting were APPROVED. REPORTS AND ANNOUNCEMENTS Presidents Report (Senator Atwater): As we move steadily through this semester, I am pleased to report that enrollment has topped 14,000 students for fall 2005, which includes an all-time high graduate enrollment of more than 2,000.The number of graduate and undergraduate transfer students has increased by more than 10 percent in each category, bringing ɫӰs total student enrollment to 14,081 for fall 2005. In fall 2004, student enrollment was at 13,998. Full-time equivalent students (those enrolled full-time) increased by 112. Graduate students number 2,034 for fall 2005, up 199 students from fall 2004, the highest total in ɫӰ history. This year is the first time that graduate enrollment has topped 2,000. Transfer student enrollment includes 671 students for fall 2005, up 65 students from fall 2004. We also have a significant increase (10%) in the number of students of color who have chosen to study here. My congratulations and gratitude to the many faculty and staff members who have taken time from already busy schedules to be part of the recruiting efforts, which have been very definitely a university-wide collaborative. On a sad note, this past month, we have had to face significant loss in our ɫӰ community: the death of Dr. Janet Fontaine, a long-time member of the counseling department, following a long illness, and the deaths of two students. Craig Sheehan, a 19-year-old physics major from Ebensburg, died on Sept. 30. Eric W. Slebodnik, a member of the Army National Guard, was killed in Iraq on Sept. 28. News of Erics passing comes to us as we make plans to hold a memorial service for Ryan Kovacicek, a sophomore criminology major who was killed in Iraq this past summer. Services for Ryan are planned for Oct. 19, at 4 p.m. at St. Thomas More University Parish. Services for Dr. Fontaine were held in September, and we will be organizing memorial events for Craig and Eric in the near future. We have lost two students, now, to the war in Iraq. I read recently that Pennsylvania is third in the number of losses of life in the hostilities. Id ask that you join me in a moment of silence in memory of our colleague and our students at this time.. We have four major vice president searches well underway this semester. I would expect candidates for the vice presidencies in academic affairs, administration and finance, institutional advancement and student affairs to be visiting campus later this month and into November, with positions to be filled by January or early February. At this time, I want to introduce a new member of the presidential team, Mrs. Robin Gorman, who is serving as the interim executive assistant to the president. She will serve in that position until an internal search can be done for the position. I anticipate the search to be concluded by the end of November. Finally, I want to acknowledge the excellent pre-inaugural events that have taken place during these past few weeks. I believe that our entire community has enjoyed these events, from the classic westerns film festival to the University Museum exhibition to the journalism symposium to last nights Decision Makers of Sutton Hall. These events have certainly accomplished the Inaugural Committees initiative of engaging the community and creating a more cohesive community of scholars and scholarship. I appreciate all of the work that has been done by the committee and those who have organized these pre-inaugural events, and I hope to see you all Thursday as we hold our inaugural ceremony, and on Friday and Saturday for our community picnic, concert and inaugural-homecoming ball. Special thanks to the ɫӰ Inauguration Committee and to co-chairs Dean Michael Hood and Dean Donna Griffin. Provosts Report (Senator Staszkiewicz): Except for some brief housekeeping chores from our last Senate meeting, I would like to focus my comments on one important item. From our very beginning as a Teachers College, ɫӰ has been known for and praised for our strong teacher preparation programs. While we are now a comprehensive, doctoral research university, we continue to build upon our original mission. A strength of our teacher preparation programs is that it is not seen as only something that is done over there in the College of Education and Educational Technology. Rather, teacher education - both preservice (initial) and inservice (advanced educator) programs is a university-wide commitment and can be found in each of our six colleges. ɫӰs 22 initial and 11 advanced educator preparation programs will host a 7 member Board of Examiners team from the National Council for the Accreditation of Teacher Education (NCATE) on October 15-19. Our programs have been NCATE accredited since NCATEs founding in 1954, and program faculty from all 6 of our colleges have combined efforts to present solid evidence to the BOE team that hopefully will result in the continuation of our accreditation. This review is different, however, from all previous reviews since it is based on us providing evidence of student accomplishment on outcomes assessments. Previous reviews were based simply upon a description of our programs. The new review requires that we provide aggregated evidence of student performance on multiple measures that are mapped to program and unit standards. The College of Education and Educational Technology under the direction of Dr. Mary Ann Rafoth, Interim Dean, and Dr. Tom Meloy, Associate Dean and NCATE Coordinator, have worked with our Technology Services Center, to prepare an Electronic Exhibit Room that is accessible to everyone from the COE&ETs homepage. I would encourage everyone to take a look at the Exhibit Room where the Institutional Report and Conceptual Frameworks are available for download. It also includes a host of performance reports along with program specific pages for each of the initial and advanced programs. And speaking of the Conceptual Frameworks - your handouts today include a hard copy of the Conceptual Frameworks along with summary brochures and a Praxis Test Date / Conceptual Framework Domain card. I encourage everyone to spend 15 minutes reading the Conceptual Frameworks document to make yourself familiar with the theoretical basis of our educator preparation programs that transcend all six of our colleges. I am confident that we will do well in the review, but nothing is guaranteed. What is certain is that the leadership provided by Dr. Tom Meloy, Dr. Mary Ann Rafoth, and former dean, Dr. John Butzow, has been inspirational and that the work of the faculty in all the colleges has been extraordinary. The President and I thank each of you for that effort and look forward to a positive outcome. In terms of the Senate actions from the September 6, 2005 meeting, I do not believe any of the UWUCC actions require special follow up by our Council of Trustees as the actions were editorial for programs approved earlier. The title and course description change for BTST 670 has my approval and does not require any further action. Chairpersons Report (Senator Smith) Just a couple of things from my desk: First, committee chairs, we have scheduled our fall semester "lunch with the president" on November 10th. I'll remind everyone again at the November meeting; for now, mark your calendars. Second, I want to commend Nikki and the new studend senators. To the new students, please keep coming, be active, and make sure, most of all, that your voice is heard. You are important and you represent thousands of student. We're glad you are here, and hope you will keep supporting the senate, Nikki and ɫӰ students in general. Anything else? Nikki, all yours.... Vice-Chairpersons Report (Senator Norris) The Greek reaction to Theta Chi pledge death was acute, the President Meet and Greet turn out in September was very good. The SGA is experiencing increased student involvement. Involved students are more enthusiastic and hardworking. Members are present at functions and are conscientiously pursuing the mascot issue. Upcoming homecoming events are being planned with enthusiasm. STANDING COMMITTEE REPORTS Rules Committee (Senator Soni) 2005/2006 Senate Committee Chairs Academic AffairsCommittee Term Ending in 2006BelchHolley A.Student Affairs in Higher EdEducationDuganCatherineAdvising & TestingUniversity Serv.McFerronJ.R.Academic TechnologyMooreScottHistoryHum & SSSinkSusannaDir, Fiscal AffairsNEED - 1 Faculty MemberCommittee Term Ending in 2007AndrewAllan T.BiologyNat Sci & MathCarranzaCarmyLearning Enhancement CenterUniversity Serv.EckJohnDean Nat Sciences & MathNat Sci & MathNovelsAlphonseAssoc. Dean, Hum & Soc SciHum & SSPerdueTinaEnglishHum & SSRyan-SamsMarvetaSpanishHum & SSContinuous TermSimonBobRegistrarAwardsCommittee Term Ending in 2006EzekielSoundarajanComputer ScienceNat Sci & MathGossettJenniferCriminologyHlth & Hu SrvJanoskoJoannLibrary & Media ResourcesUniversity Serv.MeloyThomasAssoc Dean, Teacher EdEducationNienkampJeanEnglishHum & SSRiegSue A.Professional Studies in EdEducationZoniCarleenDean, Health & Hum SrvHlth & Hu SrvCommittee Term Ending in 2007NorwoodMicheleRegistrar's OfficeVillalobos-EcheverriaPatriciaArtFine ArtsWilkieLeAnnTechnology Support & TrainingBusinessDevelopment and FinanceCommittee Term Ending in 2006AnthonyMarkDir, Career ServicesAlumniBoda-SuttonHollyTheater and DanceFine ArtsDomarackiJosephSpecial Education & Clin ServEducationJonesAnthonyPublic Safety/University PoliceRodrguezLydiaSpanishHum & SSCommittee Term Ending in 2007AndersonFred ManagementBusinessHullHazelStudent Co-opUniversity Serv.PartridgeAllenCommunications MediaEducationPoageMichaelGeoscienceNat Sci & MathContinuous TermGeletkaMarkVP Admin & FinanceMooreBarbaraExec Dir. Pln & AnalysisLibrary and Ed ServicesCommittee Term Ending in 2006JohnsonRitaFood & NutritionHlth & Hu SrvKaniastyOlaAsst. Dean, Nat Sci & MathNat Sci & MathLamberskiRichardCommunications MediaEducationMukasaStandford G.JournalismHum & SSNewellSandraBiologyNat Sci & MathCommittee Term Ending in 2007AllardFrancisAnthropologyHum & SSDubeReenaEnglishJozefowiczStephanieEconomicsHum & SSContinuous TermFowlerRenaDean of LibrariesPiwinskyMarkAsso Prov Acad AdminNon-CreditCommittee Term Ending in 2006O'NeilThereseComputer ScienceNat Sci & MathRivosecchiKaren S.Vocational PersonnelEducationSteinKarenSpecial Education & Clin ServEducationCommittee Term Ending in 2007JanicakChristopher A.Safety SciencesHlth & Hu SrvRogersGeorgeContinuing EdContinuous TermKolbNicholasDean, Continuing EdResearchCommittee Term Ending in 2006AliSanwarComputer ScienceNat Sci & MathGuthLorraineCounselor EducationEducationJonesBrianTheater and DanceFine ArtsRosenbergerEric W.Counseling & Psych ServsUniversity Serv.SullivanLindaHospitality ManagementHlth & Hu SrvCommittee Term Ending in 2007BonachKathrynSociologyHum & SSSciulliLisaMarketingBusinessContinuous TermSchwietzMicheleAsst Dean for ResearchRulesCommittee Term Ending in 2006BlackLynanneEd & School PsychologyEducationCowlesMalindaCenter for Student LifeRadellWillardEconomicsHum & SSSettlemyerConstanceNursingHlth & Hu SrvSoniRameshManagement/ Vice Provost RsrchBusiness/ Grad SchVan WierenToddAdvising & TestingUniversity Serv.Committee Term Ending in 2007BowersFredaleneHuman Dev & Envr StudiesHlth & Hu SrvBroadPeterSpanishHum & SSRiveraJoseHealth & Phys EdHlth & Hu SrvWelshBarbaraNursingHlth & Hu SrvWrightTressaDean Grad SchoolContinuous TermLenzeJimCommunications MediaEducationStudent AffairsCommittee Term Ending in 2006AlmanRobertHealth & Phys EdHlth & Hu SrvCondinoFrankAthleticsUniversity Serv.HimesAudraPunxsutawney CampusHum & SSKellyDeenaWMD-REALITINat Sci & MathMacLeodMaryPhilosophyHum & SSMaierChristophMathematicsNat Sci & MathCommittee Term Ending in 2007AppoloniaTerryDir., Student LifeBeiselRaymondPunxsutawney CampusClewellChristineMusicFine ArtsHallLindaStudent Affairs in Higher EdEducationLeveilleGuyMilitary ScienceUniversity Serv.YirenkyiKwasiReligious StudiesHum & SSContinuous TermHulingsDennisExec Dir, Student Co-opLuckeyRhondaVP/Student Affairs University-Wide Undergraduate Curriculum Committee (Senators Sechrist and Numan) FOR INFORMATION: 1. Liberal Studies Report Approved LBST 499 Can Machines Think? Mr. David Smith, Computer Science Approval for Ms. Leigh Ann Morgan to teach a section of LBST 499 Food & Culture for fall 05 only. Approved Ms. Sara Rutledge, Professional Studies in Education dept to teach LBST 499 Childhood in America for the fall 05 semester only. 2. Department of Communications MediaCatalog Description Change Current Catalog Description: COMM 271 Beginning Photography 3c-01-3cr Prerequisite: COMM 101 or permission Working with black-and-white materials, the student learns to operate a camera, develop film, make contact prints and enlargements, and mount prints for display. Ancillary topics are introduced such as filtration, print spotting, flash, and the use of accessory lenses. Student is required to have a 35mm camera, preferably a single-lens reflex, with fully manual focusing and exposure capability. Proposed Catalog Description: COMM 271 Beginning Photography 3c-01-3cr Prerequisite: COMM 101 or permission Introduces beginning photography students to photography as a tool for communications and as a life long leisure activity. It covers basic camera operation and other means of image acquisition, imaging processing and manipulation, printing and photo finishing. Student is required to have a camera, preferably a single-lens reflex, with fully manual focusing and exposure capability. Rationale: The old catalog description is very specific and reflects the technology when it was written. The new description covers the same concepts but is not related to a specific technology. 3. Department of HistoryCatalog Description Changes Current Catalog Descriptions:Proposed Catalog Descriptions:HIST 301 History of Ancient Greece 3c-0l-3cr Analyzes major political, social, and economic developments in ancient Greek civilization from Bronze Age to death of Alexander.HIST 301 History of Ancient Greece 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Analyzes major political, social, and economic developments in ancient Greek civilization from Bronze Age to death of Alexander. HIST 302 History of Ancient Rome 3c-0l-3cr Traces Roman history from early Republic down to fall of Empire. Roman political theory is particularly emphasized. HIST 302 History of Ancient Rome 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Traces Roman history from early Republic down to fall of Empire. Roman political theory is particularly emphasized. HIST 303 Medieval Europe I, 400-1000 3c-0l-3cr History of early Medieval Europe, from decline of Rome to beginnings of High Middle Ages; emphasis on political, social, economic, religious, and intellectual developments. HIST 303 Medieval Europe I, 400-1000 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) History of early Medieval Europe, from decline of Rome to beginnings of High Middle Ages; emphasis on political, social, economic, religious, and intellectual developments.HIST 304 Medieval Europe II, 1000-1300 3c-0l-3cr History of late Medieval Europe, from High Middle Ages to Renaissance period; emphasis on political, social, economic, religious, and intellectual developments.  HIST 304 Medieval Europe II, 1000-1300 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) History of late Medieval Europe, from High Middle Ages to Renaissance period; emphasis on political, social, economic, religious, and intellectual developments. HIST 305 Renaissance and Reformation 3c-0l-3cr History of Europe from c. 1250; rise of commercial city, kings, and pressures on Christian Church to 1600. Some consideration of technology and voyages. HIST 305 Renaissance and Reformation 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) History of Europe from c. 1250; rise of commercial city, kings, and pressures on Christian Church to 1600. Some consideration of technology and voyages. HIST 306 Early Modern Europe 3c-0l-3cr Greatness of France under Louis XIV; Sweden; Thirty Years War. Emergence of modern society; French Revolution. HIST 306 Early Modern Europe 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Greatness of France under Louis XIV; Sweden; Thirty Years War. Emergence of modern society; French Revolution. HIST 307 History of Europe: 1815-1914 3c-0l-3cr The study of Europe in nineteenth century, with emphasis on the emergence of major thought patterns, Romanticism, Nationalism, Socialism, and Positivism. HIST 307 History of Europe: 1815-1914 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) The study of Europe in nineteenth century, with emphasis on the emergence of major thought patterns, Romanticism, Nationalism, Socialism, and Positivism.HIST 308 Twentieth-Century Europe 3c-0l-3cr Political, economic, and diplomatic trends in Europe since 1900, with major emphasis on causes and results of war and search for security.  HIST 308 Twentieth-Century Europe 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Political, economic, and diplomatic trends in Europe since 1900, with major emphasis on causes and results of war and search for security. HIST 311 Rise and Fall of Hitlers Empire 3c-0l-3cr An in-depth study of Hitler and the Nazi order; offers an analysis of nineteenth-century origins of Nazi ideology and intensively analyzes domestic and foreign totalitarian policy (1920-1945), including Holocaust, Resistance, and the postwar Nuremberg Trials. HIST 311 Rise and Fall of Hitlers Empire 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) An in-depth study of Hitler and the Nazi order; offers an analysis of nineteenth-century origins of Nazi ideology and intensively analyzes domestic and foreign totalitarian policy (1920-1945), including Holocaust, Resistance, and the postwar Nuremberg Trials. HIST 320 History of England to 1688 3c-0l-3cr A survey of the growth of the English nation, with emphasis on political, social, and economic developments leading to seventeenth-century conflict between Crown and Parliament. HIST 320 History of England to 1688 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A survey of the growth of the English nation, with emphasis on political, social, and economic developments leading to seventeenth-century conflict between Crown and Parliament. HIST 321 History of England, 1688 to Present 3c-0l-3cr A survey of the growth of England as a democratic constitutional monarchy. Attention directed to industrial revolution and to imperial expansion and Englands role in twenty-first-century world. Attention given to social and cultural history. HIST 321 History of England, 1688 to Present 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A survey of the growth of England as a democratic constitutional monarchy. Attention directed to industrial revolution and to imperial expansion and Englands role in twenty-first-century world. Attention given to social and cultural history. HIST 322 French Revolution and Napoleon 3c-0l-3cr Brief sketch of Old Regime, concentration on Revolution and Empire, with emphasis on politics, social structure, diplomacy, and economics. HIST 322 French Revolution and Napoleon 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Brief sketch of Old Regime, concentration on Revolution and Empire, with emphasis on politics, social structure, diplomacy, and economics. HIST 323 France, 1815 to the Present 3c-01-3cr Provides a survey of French history from the end of the Napoleonic era to the present. Pays special attention to the revolutionary tradition in politics, changes in the lives of workers and peasants, the French experience in the two world wars, and recent social and political trends. HIST 323 France, 1815 to the Present 3c-01-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Provides a survey of French history from the end of the Napoleonic era to the present. Pays special attention to the revolutionary tradition in politics, changes in the lives of workers and peasants, the French experience in the two world wars, and recent social and political trends. HIST 324 History of Germany to 1848 3c-0l-3cr The study of the development of Germany politically and culturally from ancient times, emphasizing medieval and early modern periods to 1849. HIST 324 History of Germany to 1848 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) The study of the development of Germany politically and culturally from ancient times, emphasizing medieval and early modern periods to 1849. HIST 325 History of Germany: 1849 to the Present 3c-0l-3cr The study of the political and cultural development of modern Germany from the Revolution of 1848, including imperial, republican, and totalitarian phases, to post-World War II East and West Germany. HIST 325 History of Germany: 1849 to the Present 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) The study of the political and cultural development of modern Germany from the Revolution of 1848, including imperial, republican, and totalitarian phases, to post-World War II East and West Germany.HIST 326 History of Russia 3c-0l-3cr General survey of Russian history, culture, and institutions. Special consideration given to study of historical forces formative of Revolution of 1917.  HIST 326 History of Russia 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) General survey of Russian history, culture, and institutions. Special consideration given to study of historical forces formative of Revolution of 1917. HIST 330 History of the Islamic Civilization 3c-0l-3cr An approach to learning about a non-Western culture: Muhammad, Arabs, and Muslims as creators of a great civilization from rise of Islam to 1800; emphasis on cultural institutions of Islam and their interrelationships within Middle East.  HIST 330 History of the Islamic Civilization 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) An approach to learning about a non-Western culture: Muhammad, Arabs, and Muslims as creators of a great civilization from rise of Islam to 1800; emphasis on cultural institutions of Islam and their interrelationships within Middle East. HIST 331 Modern Middle East 3c-0l-3cr A survey of changes that have taken place in Middle East and in Islam since eighteenth century and of contemporary problems in that region. HIST 331 Modern Middle East 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A survey of changes that have taken place in Middle East and in Islam since eighteenth century and of contemporary problems in that region. HIST 332 History of Early China 3c-01-3cr China from the dawn of history to the Tang Dynasty. Focuses on the creation of the intellectual and political systems that have dominated China and East Asia down to the present. Looks in depth at the origins of Chinese philosophy and the imperial system. HIST 332 History of Early China 3c-01-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) China from the dawn of history to the Tang Dynasty. Focuses on the creation of the intellectual and political systems that have dominated China and East Asia down to the present. Looks in depth at the origins of Chinese philosophy and the imperial system. HIST 334 History of Modern China 3c-01-3cr The history of China from the late Ming to the present. The Late Imperial political economic and social systems and the problems they faced in the nineteenth century. Reforming China from Self-Strengthening to Mao. Revolutionary society and its discontents. The Reform era and China today. HIST 334 History of Modern China 3c-01-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) The history of China from the late Ming to the present. The Late Imperial political economic and social systems and the problems they faced in the nineteenth century. Reforming China from Self-Strengthening to Mao. Revolutionary society and its discontents. The Reform era and China today. HIST 337 History of Modern Japan 3c-01-3cr The history of Japan from the beginning of the Tokugawa period to the present. Japans early modern political, economic, and social systems, their transformation in the Meiji era, and the Japanese peoples struggles and successes in the twentieth century. HIST 337 History of Modern Japan 3c-01-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) The history of Japan from the beginning of the Tokugawa period to the present. Japans early modern political, economic, and social systems, their transformation in the Meiji era, and the Japanese peoples struggles and successes in the twentieth century. HIST 340 Colonial America 3c-0l-3cr A survey of original thirteen states from their inception as colonies within the British empire to 1763, the eve of Independence. Attention is given to their political development; economic position within the empire; relations with Indians; and evolution of social, educational, and religious life. HIST 340 Colonial America 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A survey of original thirteen states from their inception as colonies within the British empire to 1763, the eve of Independence. Attention is given to their political development; economic position within the empire; relations with Indians; and evolution of social, educational, and religious life. HIST 341 American Revolution 3c-0l-3cr An examination of Whig-Tory participants of American Revolution. Examines events from 1763 to 1783. Changing interpretations of the causes and effects of the revolution are discussed. HIST 341 American Revolution 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) An examination of Whig-Tory participants of American Revolution. Examines events from 1763 to 1783. Changing interpretations of the causes and effects of the revolution are discussed. HIST 342 The Early Republic 3c-0l-3cr A survey of United States history from 1783 to 1850, with special attention on constitutional, political, economic, and social trends. HIST 342 The Early Republic 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A survey of United States history from 1783 to 1850, with special attention on constitutional, political, economic, and social trends. HIST 343 Civil War and Reconstruction 3c-0l-3cr The study of the failure of American democracy to cope with issues of mid-nineteenth century, followed by political, economic, military, and social developments during war and reconciliation of North and South. HIST 343 Civil War and Reconstruction 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) The study of the failure of American democracy to cope with issues of mid-nineteenth century, followed by political, economic, military, and social developments during war and reconciliation of North and South. HIST 350 History of Latin America Colonial Period, 1450-1820 3c-0l-3cr A study of life of people, Indian cultures, conquest by Spaniards and Portuguese, government during Colonial Period, and Wars of Independence. HIST 350 History of Latin America Colonial Period, 1450-1820 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A study of life of people, Indian cultures, conquest by Spaniards and Portuguese, government during Colonial Period, and Wars of Independence. HIST 351 History of Latin America: National Period, 1820-Present 3c-0l-3cr A study of the history of nations which have emerged since independence; emphasis on economic, political, cultural, and social developments of these nations, as well as relationships of these nations to others in the hemisphere. HIST 351 History of Latin America: National Period, 1820-Present 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A study of the history of nations which have emerged since independence; emphasis on economic, political, cultural, and social developments of these nations, as well as relationships of these nations to others in the hemisphere. HIST 360 History of Pennsylvania 3c-01-3cr Emphasizes the cultural, economic, political, and social development of our state in its various periods from colonial to today. Special attention given to diversity of Pennsylvanias people, their institutions and problems. HIST 360 History of Pennsylvania 3c-01-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Emphasizes the cultural, economic, political, and social development of our state in its various periods from colonial to today. Special attention given to diversity of Pennsylvanias people, their institutions and problems. HIST 361 History of American Diplomacy, 1775-1900 3c-0l-3cr Traces foreign relations of the United States from Independence to emergence as a world power. Topics concentrate on themes of commercial relations, political isolation, expansion, and debate over imperialism. HIST 361 History of American Diplomacy, 1775-1900 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Traces foreign relations of the United States from Independence to emergence as a world power. Topics concentrate on themes of commercial relations, political isolation, expansion, and debate over imperialism. HIST 362 History of American Diplomacy, 1900-present 3c-0l-3cr Treats primarily our twenty-first-century involvement in world affairs and domestic debate over that involvement. Special emphasis is on the role of interest groups and increasing power of Executive Department over foreign affairs. HIST 362 History of American Diplomacy, 1900-present 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Treats primarily our twenty-first-century involvement in world affairs and domestic debate over that involvement. Special emphasis is on the role of interest groups and increasing power of Executive Department over foreign affairs. HIST 363 Thought and Culture in Early America 3c-0l-3cr Selected topics in early American intellectual and cultural growth, with emphasis on Puritanism, Enlightenment, cultural nationalism, and Romantic movement. HIST 363 Thought and Culture in Early America 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Selected topics in early American intellectual and cultural growth, with emphasis on Puritanism, Enlightenment, cultural nationalism, and Romantic movement. HIST 364 Thought and Culture in Modern America 3c-0l-3cr Selected treatment of historical development of modern American movements in social and political thought, religion, philosophy, fine arts, and literature.  HIST 364 Thought and Culture in Modern America 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Selected treatment of historical development of modern American movements in social and political thought, religion, philosophy, fine arts, and literature.HIST 365 History of Black America Since Emancipation 3c-0l-3cr Description and analysis of the role of blacks in the history of the United States since the Civil War; emphasis on key leaders, major organizations, leading movements, and crucial ideologies of blacks in modern America.  HIST 365 History of Black America Since Emancipation 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Description and analysis of the role of blacks in the history of the United States since the Civil War; emphasis on key leaders, major organizations, leading movements, and crucial ideologies of blacks in modern America. HIST 366 African-American Women 3c-0l-3cr Major economic, social, and political issues which have affected black women since their introduction into North America to the present. HIST 366 African-American Women 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Major economic, social, and political issues which have affected black women since their introduction into North America to the present. HIST 367 Native American History 3c-0l-3cr An unfamiliar perspective on a familiar tale. Presents the new Indian HistoryNorth America from Native American materials and points of view. Identification, analysis, and synthesis of Indian realities and options over time are at the heart of this course. HIST 367 Native American History 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) An unfamiliar perspective on a familiar tale. Presents the new Indian HistoryNorth America from Native American materials and points of view. Identification, analysis, and synthesis of Indian realities and options over time are at the heart of this course. HIST 369 Women in America 3c-0l-3cr A study of the activities of women from the colonial era to the modern eraevaluating cultural, societal, religious, economic, and political frameworks. Reviews womens involvement in movements for feminism, social reform, unionism, and the abolition of slavery.  HIST 369 Women in America 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A study of the activities of women from the colonial era to the modern eraevaluating cultural, societal, religious, economic, and political frameworks. Reviews womens involvement in movements for feminism, social reform, unionism, and the abolition of slavery. HIST 370 Religion in America 3c-0l-3cr A history of religious belief and practice in the United States from the colonial period to the present, with an emphasis on the last one hundred years.HIST 370 Religion in America 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) A history of religious belief and practice in the United States from the colonial period to the present, with an emphasis on the last one hundred years. HIST 372 History of the Early American Working Class 3c-0l-3cr Description and analysis of the nature and significance of the working class of the United States in the eighteenth and nineteenth centuries. The work settings and communities of workers are examined as well as unions such as the National Labor Union and the Knights of Labor. HIST 372 History of the Early American Working Class 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Description and analysis of the nature and significance of the working class of the United States in the eighteenth and nineteenth centuries. The work settings and communities of workers are examined as well as unions such as the National Labor Union and the Knights of Labor. HIST 373 History of the Modern American Working Class 3c-0l-3cr Description and analysis of the nature and significance of the working class of the United States in the twenty-first century. Work settings and strikes are examined and analyzed as well as unions such as the United Mine Workers and the United Auto Workers and labor leaders including Samuel Gompers, John L. Lewis, and George Meany. HIST 373 History of the Modern American Working Class 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Description and analysis of the nature and significance of the working class of the United States in the twenty-first century. Work settings and strikes are examined and analyzed as well as unions such as the United Mine Workers and the United Auto Workers and labor leaders including Samuel Gompers, John L. Lewis, and George Meany. HIST 374 History of Organized Crime 3c-01-3cr Studies the relationship between urban, entrepreneurial crime and the evolution of industrial America.  HIST 374 History of Organized Crime 3c-01-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Studies the relationship between urban, entrepreneurial crime and the evolution of industrial America. HIST 390 History of WomenWorld Cultures 3c-0l-3cr Explores religious, legal, political, economic, and mythic dimensions of women in society from ancient to modern times, including Western and non-Western experiences. HIST 390 History of WomenWorld Cultures 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Explores religious, legal, political, economic, and mythic dimensions of women in society from ancient to modern times, including Western and non-Western experiences. HIST 391 Film as History 3c-0l-3cr Particularly concerned with probing the relationship between cinema and society. History of film is explored and student is given some background in film interpretation and cinematography, the western, science fiction, police films, and great foreign and American detective films. HIST 391 Film as History 3c-0l-3cr Prerequisites: Sophomore standing; HIST 195 (nonmajors) Particularly concerned with probing the relationship between cinema and society. History of film is explored and student is given some background in film interpretation and cinematography, the western, science fiction, police films, and great foreign and American detective films. Rationale: As a result of earlier discussions with the university-wide graduate committee, whenever the occasion for revision of a course arises, we have added the prerequisite sophomore standing; completion of HIST 195 (nonmajors) to all undergraduate courses that have a dual-level graduate equivalent. This course by course approach resulted in a patchwork of 300-level courses, some of which have the prerequisite inserted while others do not. In subsequent discussions, faculty agreed to insert this prerequisite for all 300 level courses that are not dual-listed as well since it ensures that students have some lower division courses before tackling the higher level courses. These catalog description revisions for the 300-level courses are intended to include the prerequisite for 300-level courses that currently do not have it already inserted. HIST 401 Topics in United States History 3c-0l-3cr Prerequisite: Junior/senior History, History Pre-Law, or Social Studies Education majors or by instructor permission An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to historical issues of the United States of America. The theme varies from semester to semester according to the expertise of the faculty member teaching the course. HIST 401 Topics in United States History 3c-0l-3cr Prerequisite: HIST 200 and Junior/senior History, History Pre-Law, or Social Studies Education majors or by instructor permission. An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to historical issues of the United States of America. The theme varies from semester to semester according to the expertise of the faculty member teaching the course. HIST 402 Topics in European History 3c-0l-3cr Prerequisite: Junior/senior History, History Pre-Law or Social Studies Education majors or by instructor permission An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to European historical issues. The theme varies from semester to semester according to the expertise of the faculty member teaching the course. HIST 402 Topics in European History 3c-0l-3cr Prerequisite: HIST 200 and Junior/senior History, History Pre-Law or Social Studies Education majors or by instructor permission. An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to European historical issues. The theme varies from semester to semester according to the expertise of the faculty member teaching the course. HIST 403 Topics in Non-Western History 3c-0l-3cr Prerequisite: Junior/senior History, History Pre-law or Social Studies Education major or instructor permission. An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to non-Western historical issues. The theme varies from semester to semester according to the expertise of the faculty member teaching the course. HIST 403 Topics in Non-Western History 3c-0l-3cr Prerequisite: HIST 200 and Junior/senior History, History Pre-law or Social Studies Education major or by instructor permission. An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to non-Western historical issues. The theme varies from semester to semester according to the expertise of the faculty member teaching the course. HIST 404 Topics in Comparative History 3c-0l-3cr Prerequisite: Junior/senior History, History Pre-Law or Social Studies Education major or instructor permission An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to comparative historical issues. The theme varies from semester to semester according the expertise of the faculty member teaching the course.HIST 404 Topics in Comparative History 3c-0l-3cr Prerequisite: HIST 200 and Junior/senior History, History Pre-Law or Social Studies Education major or by instructor permission. An upper-division course emphasizing lecture, reading, discussion, and writing on specialized topics relating to comparative historical issues. The theme varies from semester to semester according the expertise of the faculty member teaching the course. Rationale: The 400-level topics courses are specialized upper-division courses that require students to have a certain set of basic skills. HIST 200, which introduces students to the philosophy of history, the important schools of history and historians, and the methods of historical research, prepares students for the more demanding requirements of the 400-level topics courses. 4. Department of Geosciences--Catalog Description Revision Current Catalog Description: GEOS 333 Soils and Soil Geochemistry 2c-31-3cr An introduction to the formation, classification and geochemistry of soils. Emphasizes geology, climate, hydrology, and plant-soil interactions to investigate soil evolution and fertility, nutrient dynamics and the role of soils in the global carbon cycle. Laboratory topics include assessment of soil structure, mineralogy, chemistryand fertility as well quantitative treatment of carbon cycling in soils. Includes field trips which may occur on weekends. Proposed Catalog Description: GEOS 333 Soils and Soil Geochemistry 2c-31-3cr Prerequisite: GEOS 220 An introduction to the formation, classification and geochemistry of soils. Emphasizes geology, climate, hydrology, and plant-soil interactions to investigate soil evolution and fertility, nutrient dynamics and the role of soils in the global carbon cycle. Laboratory topics include assessment of soil structure, mineralogy, chemistry and fertility as well quantitative treatment of carbon cycling in soils. Includes field trips which may occur on weekends. Rationale: The prerequisite was accidentally left off the version approved at the April Senate meeting. University-Wide Graduate Committee (Senators LaPorte and Williamson) FOR ACTION APPROVED Department of Biology New Course Approvals (Dual-listed Courses): BIOL 505: Biology of the Cell 3 cr. This course introduces students to the cellular and molecular mechanisms by which individual cells grow, receive and respond to internal and external signals, and move. The course will discuss the latest advances in the discipline and the students will be expected to utilize the current literature on their own as a means of building critical thinking skills. The student-centered laboratory portion of the course will emphasize individual and group activities. Prerequisites: BIOL 111, CHEM 231, or permission of the instructor BIOL 555: Animal Behavior 3 cr. The biological study of animal behavior. Topics include the mechanisms, development, ecology and evolution of behavior. Prerequisites: BIOL 220 or permission of the instructor BIOL 560: Fundamentals of Environmental Epidemiology 3 cr. Study of the health consequences of involuntary exposure to harmful chemical and biological agents in the general environment. Disease etiology, occurrence, and intervention in human populations will be examined through epidemiologic study using analytical methods and applications. Prerequisites: MATH 216 or 217; BIOL 104 or 112; or permission of the instructor Senate Agenda Item For Action Clarification: At the April 26, 2005 Senate meeting, a major program revision and course renumbering for the Ph.D. in Administration and Leadership Studies program was approved. The following information pertains to elements of the proposals approved by the University-Wide Graduate Committee, but not specifically appearing on the April Senate Agenda. Program: Ph.D. in Administration and Leadership Studies Departments: Department of Sociology, in partnership with Department of Political Science and Department of Economics 1. Minor Course Revisions: Change in Prefix, Credits, and Catalog Description Summary: We propose to change the prefix for HMSV 798 to LDRS 798. The title, Field Experience in Administration and Leadership Studies, will remain the same. The catalog credits are currently variable at 3-6; we propose to fix this at 3 credits. The catalog description will be modified slightly also, as noted below. The rationale for changing the prefix is that the focus of the program is broadening from Human Services to Nonprofit and Public Sector and, given that the focus of the program is no longer designated as human services, we wish to eliminate the prefix HMSV. We would replace this with the prefix LDRS, allowing us to reflect the interdisciplinary character of these courses. In addition, 798 will no longer be a required component of the curriculum; it will, however, remain in the catalog as an elective. However, given that it is now an elective, the credits will be limited to 3 to maximize the number of distinct courses students to take as electives. Current Catalog Description: HMSV 798 Field Experience in Administration and Leadership Studies 3-6 cr. Designed to provide the student with an opportunity to solve a practical problem associated with the leadership and administration of an organization. During the third summer of the doctoral program, each student will be required to undertake a policy/problem analysis process that integrates prior substantive and analytically oriented course work. Each student will present and discuss his/her work before a faculty review committee. Students with full-time employment responsibilities will be permitted to focus on a problem related to their own organization, if it is compatible with the student's area of concentration or interest. Alternatively, if the student wants to explore another area or organization, he/she may do so. This course may only be taken after a minimum of 36 hours of course work for the Administration and Leadership Studies program (Human Services Track) is completed. Proposed Catalog Description: LDRS 798 Field Experience in Administration and Leadership Studies 3 cr. Designed to provide the student with an opportunity to solve a practical problem associated with the leadership and administration of an organization. The student may elect to undertake a policy/problem analysis process that integrates prior substantive and analytically oriented course work. Students with full-time employment responsibilities will be permitted to focus on a problem related to their own organization, if it is compatible with the student's area of concentration or interest. Alternatively, if the student wants to explore another area or organization, he/she may do so. This course may only be taken after the student receives candidacy. Additional Minor Course Revisions: Changes in Prefix Current Catalog Description: HMSV 701 Leadership Theories 3 cr. Focuses on several leadership theories related to administering social agencies, schools, business, and industry. Proposed Catalog Description: LDRS 701 Leadership Theories 3 cr. Focuses on several leadership theories related to administering social agencies, schools, business, and industry. Current Catalog Description: HMSV 950 Dissertation 9 cr. Proposed Catalog Description: LDRS 950 Dissertation 9 cr. 2. Course Renumbering (Under the Senate-approved graduate course renumbering policy). From: To: LDRS 601 Proseminar LDRS 800 Proseminar LDRS 701 Leadership Theories LDRS 801 Leadership Theories LDRS 702 Leadership Applications LDRS 802 Leadership Applications LDRS 710 Nonprofit Management LDRS 810 Nonprofit Management LDSR 711 Administration in the LDRS 811 Administration in the Public Sector Public Sector LDRS 761 Program Evaluation LDRS 861 Program Evaluation LDRS 798 Field Experience in Administration LDRS 898 Field Experience in and Leadership Studies Administration and Leadership Studies LDRS 781 Special Topics LDRS 881 Special Topics LDRS 950 Dissertation LDRS 995 Dissertation FOR INFORMATION At the April 26, 2005 Senate meeting, program revisions and course renumbering from the Department of Professional Studies in Education were approved, including course prefix and numbering changes for the D.Ed. in Administration and Leadership Studies and the D.Ed. in Curriculum and Instruction. The following list of similar approved courses in these programs is provided for clarification purposes: ALS 805 Curriculum Evaluation CURR 905 Curriculum Evaluation ALS 810 Advanced Topics in Human CURR 910 Advanced Topics in Human Development and Learning Development and Learning ALS 820 Doctoral Seminar in CURR 920 Doctoral Seminar in Research Methods Research Methods ALS 825 Critical Analysis of Issues CURR 925 Critical Analysis of Issues in Education in Education ALS 830 Analysis of Effective Instruction CURR 930 Analysis of Effective Instruction ALS 882 Research Instrument Design for CURR 982 Research Instrument Design Leadership Studies ALS 883 Analysis of Qualitative Data in CURR 983 Qualitative Research Methods in Leadership Studies Education FOR ACTION APPROVED Clarification: The following program revision was approved by Senate on February 1, 2005. However, in the February Senate agenda item, Math 547 was incorrectly listed as a required Core Course, rather than a Controlled Elective. The proposal presented below shows the correction and presents the revised program as approved by the University-Wide Graduate Committee. Program Revision, Including New Courses and Course Revisions Master of Science Degree in Applied Mathematics, Mathematics Department, Catalog Start Term Fall 2005 Summary and Rationale Applied Mathematics is by definition an evolving field of study since the mathematics is applied to the real world. The M.S. in Applied Mathematics program was last revised in 1988. The Mathematics Department has since hired several faculty with areas of expertise in statistics, operations research, and traditional/classical applied mathematics. These faculty along with the existing graduate faculty are cognizant of the current status of education in applied mathematics. We believe that the time has come to give the program an overhaul knowing full well that the evolution process is continuous and ongoing, leading to more revisions in the future. The proposed revisions center on consolidation of topics more appropriate for a terminal degree at the masters level and the balance of emphasis given to the applied areas of statistics, operations research, and classical/traditional applied mathematics. CurrentProposedI. Core Courses*15 cr.I. Core Courses*15 cr.MATH 525Applied Mathematical Analysis I3 cr.MATH 545Programming Models in Operations Research3 cr.MATH 545Programming Models in Operations Research3 cr.MATH 546Probabilistic Models in Operations Research3 cr.MATH 546Probabilistic Models in Operations Research3 cr.MATH 563Mathematical Statistics I3 cr.MATH 563Mathematical Statistics I3 cr.MATH 564Mathematical Statistics II3 cr.MATH 564Mathematical Statistics II3 cr.MATH 625Analysis for Applied Mathematics3 cr.*Required unless comparable courses have been taken at the undergraduate level*Required unless comparable courses have been taken at the undergraduate level (No more than 3 hours may be waived from the total of 30 hours of coursework.)II. Controlled Electives**15 cr.II. Controlled Electives**15 cr.MATH 547Simulation Models3 cr.MATH 523Complex Variables3 cr.MATH 551Numerical Methods for Super Computers3 cr.MATH 547Modeling and Simulation 3 cr.MATH 571Linear Algebra3 cr.MATH 551Numerical Methods for Supercomputers3 cr.MATH 641Differential Equations3 cr.MATH 640Numerical Mathematics3 cr.MATH 643Graphs, Networks, and Combinatorics3 cr.MATH 641Ordinary and Partial Differential Equations3 cr.MATH 645Nonlinear Programming Models3 cr.MATH 643Graphs, Networks, and Combinatorics3 cr.MATH 661Advanced Sampling Theory3 cr.MATH 645Advanced Optimization3 cr.MATH 663Nonparametric Statistics3 cr.MATH 647Advanced Simulation3 cr.MATH 665Applied Regression Analysis3 cr. MATH 665Applied Regression Analysis and Design of Experiments3 cr.MATH 684Topics in Operations Research3 cr.MATH 667Applied Statistical Methods3 cr.MATH 685Topics in Statistical Methods3 cr.MATH 688Problems in Applied Mathematics3 cr.** At least 12 cr. must be at the 600 level**At least 12 cr. must be at the 600 level III. Additional Electives***III. Additional Electives***Other graduate-level mathematics courses may be selected with the approval of the students advisor. Also, with the advisors approval, up to six semester hours of graduate work may be taken in disciplines such as chemistry, computer science, economics, finance/management information systems, and physics.Other graduate-level mathematics courses may be selected with the approval of the students advisor. Also, with the advisors approval, up to six credit hours of graduate work may be taken in disciplines such as chemistry, computer science, economics, finance, management information systems, and physics.***The MS in Applied Mathematics requires a minimum of 27 cr. of course work in addition to the research requirement listed below.***The MS in Applied Mathematics requires a minimum of 27 cr. of course work in addition to the research requirement listed below.IV. Research Requirements3-6 cr.IV. Research Requirements3-6 cr.Option IOption IMATH 850Thesis3 cr.MATH 850Thesis3 cr.ororOption IIOption IIMATH 698Internship6 cr.MATH 698Internship6 cr.Total30-33 cr.Total 33-36 cr. Catalog Description Master of Science in Applied Mathematics The M.S. program in Applied Mathematics is designed to produce graduates who are marketable in industry, government, and education. The program is also appropriate for professionals who wish to add to their skills and secondary mathematics and science teachers who wish to gain a deeper understanding of how mathematics and statistics can be used to solve applied problems. It also provides a solid background for those planning to enter a Ph.D. program. Faculty members offer courses in the areas of traditional applied mathematics, operations research, and statistics. The department houses its own computer facilities with which faculty and students engage in activities such as simulation and statistical analysis. Most classes are offered at times convenient for nontraditional students who wish to advance their careers in applied mathematics, secondary education, or statistics. Students have the option of writing a thesis or participating in an internship. Applicants should have taken a calculus sequence, linear algebra, introductory probability and statistics, and should have computer programming experience. Program Requirements I. Core Courses* 15 cr. MATH 545 Programming Models in 3cr. Operations Research MATH 546 Probabilistic Models in 3 cr. Operations Research MATH 563 Mathematical Statistics I 3 cr. MATH 564 Mathematical Statistics II 3 cr. MATH 625 Analysis for Applied 3 cr. Mathematics *Required unless comparable courses have been taken at the undergraduate level. No more than 3 cr. may be waived from the total of 30 cr. of coursework. II. Controlled Electives** 15 cr. MATH 523 Complex Variables 3 cr. MATH 547 Modeling and Simulation 3 cr. MATH 551 Numerical Methods for 3 cr. Supercomputers MATH 640 Numerical Mathematics 3 cr. MATH 641 Ordinary and Partial 3 cr. Differential Equations MATH 643 Graphs, Networks, and 3 cr. Combinatorics MATH 645 Advanced Optimization 3 cr. MATH 647 Advanced Simulation 3 cr. MATH 665 Applied Regression 3 cr. Analysis and the Design of Experiments MATH 667 Applied Statistical Methods 3 cr. ** At least 12 cr. must be at the 600 level. III. Additional Electives*** Other graduate-level mathematic courses may be selected with the approval of the students advisor. Also with the advisors approval, up to six credit hours of graduate work may be taken in disciplines such as chemistry, computer science, economics, finance, management information systems, and physics. ***The M.S. in Applied Mathematics requires a minimum of 27 cr. of course work in addition to the research requirement listed below. IV. Research Requirements 3-6 cr. Option I MATH 850 Thesis 3 cr. or Option II MATH 698 Internship 6 cr. Total 33-36 cr. Summary of Changes 1) Entrance Requirements: All entering M.S. in Applied Mathematics students are assumed to have taken a calculus sequence, introductory linear algebra, and introductory probability and statistics. Basic computer literacy and competency in a programming language is also required. Rationale: The previous entrance requirements were calculus and linear algebra. Probability, statistics, and programming experience are essential to a current applied mathematics program. 2) Change the title, prerequisite, and course description of MATH 545. The new title and course description will more accurately reflect the content of the course. The prerequisite will change from two semesters of calculus to two semesters of calculus and one semester of linear algebra. Rationale: Matrix algebra is essential for solving deterministic problems. 3) Change the prerequisite of MATH 546 from two semesters of calculus, MATH 563 or equivalent to two semesters of calculus, introductory linear algebra, and introductory probability and statistics. Rationale: This is an introductory graduate course and the prerequisites are the entrance requirements. 4) Revise MATH 547 to include more modeling and current simulation technology. Rationale: Current reports (Society for Industrial and Applied Mathematics and American Mathematical Society, for example) conclude that modeling and simulation are an important aspect of applied mathematics. 5) Replace MATH 525 in the course offerings with MATH 625. Rationale: MATH 425/525 rarely has undergraduate enrollment (and if so, they are students who plan to stay at ɫӰ and pursue the M.S. degree). Hence, its removal would not impact our undergraduate programs. The lack of undergraduate students as well as the testimony of graduate students indicates that this course is a very hard 500-level course. MATH 625 will be an augmented version of MATH 525. We feel that the revisions make it even more worthy of being a core course, that is, MATH 625 includes advanced topics in traditional mathematics that are central to all of applied mathematics. 6) Add a new course in numerical computing MATH 640. Rationale: Numerical computing (a traditional/classical applied mathematics area) is very important for those wishing to go into an applied mathematics job in industry. 7) Revise MATH 641 to include partial differential equations. Rationale: The extension of ordinary differential equations to partial differential equations is a very important topic in applied mathematics. Some introductory ordinary differential equations will be included in MATH 625, allowing time to incorporate partial differential equations into MATH 641. 8) Revise the course description of MATH 643 to more accurately reflect the content of the course. 9) Add a new course in advanced simulation MATH 647. Rationale: Simulation is one of the fastest growing disciplines in applied mathematics. A simulation course is currently being taught as a special topics course. It has been a very successful course and the content has been used in several theses and referred to in job interviews. 10) Revise MATH 665 to include design of experiments. Rationale: Regression and design of experiments are possibly the most important topics in applied statistics. This course will include a substantial coverage of both. 11) Add a new course in statistical methods MATH 667 (a combination of topics taught in MATH 661, MATH 663, and MATH 685). [Note: MATH 661 and 663 will be removed from offerings.] Rationale: Three courses of various statistical methods are too in depth for a masters level. This course will combine several of the most important topics in this area. 12) Cosmetic name changes of: (a) MATH 685 Topics in Probability and Statistics (was Topics in Statistical Methods); (b) MATH 688 Topics in Applied Mathematics (was Problems in Applied Mathematics) Rationale: We have the course MATH 684 Topics in Operations Research and so for parallel structure we propose the above name changes. 13) MATH 523 and MATH 647 will be added to the list of controlled electives Rationale: Both complex variables and advanced simulation are courses typically offered in an applied mathematics program. 14) MATH 571, MATH 684, MATH 685, and MATH 688 will be removed from the list of controlled electives. Rationale: Although these courses may be offered, we feel they are less important. 15) Minor prerequisite changes: (a) MATH 684 Permission of instructor (was consent of instructor); (b) MATH 685 Permission of instructor (was MATH 661,663,665); (c) MATH 688 Permission of instructor (was MATH 525,564,545,546); Rationale: The first is simply to have consistent wording. The next two are special topics courses and prerequisites vary depending on the topic. New Courses MATH 625 Analysis for Applied Mathematics 3c-0l-3cr This course is a graduate level introduction to classical applied mathematics. Topics include vector spaces and orthogonality, eigenvalue problems, quadratic forms, vector calculus in n-space, infinite series and applications, Fourier series, least squares approximation, and systems of differential equations. Prerequisites: calculus sequence and introductory linear algebra or permission of the instructor Rationale: The existing course MATH 425/525 rarely has any undergraduate enrollments. Recently, all of the undergraduate students that enrolled in this course planned and stayed at ɫӰ to pursue the M.S. graduate degree. The lack of undergraduate students is a testimony to the advanced nature of this course and our graduate students indicate that this is a very difficult 500-level course. Changing this to MATH 625 is a reflection of both the current difficulty and of the additional revisions to the content. The revisions to this course make it worthy of being a 600-level core. MATH 640 Numerical Mathematics 3c-0l-3cr Intended for graduate students in mathematics and the sciences, this course will cover solving mathematical problems using computer algorithms; in particular, root finding methods, direct and iterative methods for linear systems, nonlinear systems, eigenvalue problems and differential equations. Prerequisites: calculus sequence, introductory linear algebra, and programming literacy, or permission of instructor Rationale: Numerical mathematical analysis is a traditional and important part of applied mathematics. Graduate students consistently ask for this subject. MATH 647 Advanced Simulation 3c-0l-3sh An in-depth study of computer simulation techniques using simulation software. Emphasis is on discrete-event systems, though continuous-event systems will also be modeled. Model validation and verification including statistical analysis. Prerequisites: MATH 545 and MATH 563 Rationale: Simulation is a tool that is often used in industry. Students with an exposure to the simulation process and software available will have a competitive edge in the job market. Also, this course is project driven and serves as a capstone, synthesizing knowledge from various courses, including statistics and operations research. MATH 667 Applied Statistical Methods 3c-0l-3cr Focus will be on the understanding and the application of statistical techniques in sampling, categorical data analysis, and time series. Statistical software is used for data analysis. Prerequisites: MATH 564 or permission of instructor Rationale: This course condenses content currently taught in three courses, MATH 661, MATH 663, and MATH 685. The detail and depth that material was covered in MATH 661 and MATH 663 was not typical for a Masters level program. This course combines the most important topics from these areas. MATH 661 and MATH 663 will be removed from the list of offerings. Major Course Revisions Current Catalog Description MATH 547 Simulation Models 3 s.h. This course considers the types of models that are basic to any simulation and methods for building and using such models. It includes discrete and continuous system simulations, their applications, and an introduction to SLAM II (Simulation Language for Alternative Modeling). Prerequisites: Completion of the calculus sequence, background in statistics and probability, and familiarity with concepts of programming (knowledge of a particular programming language is not required.) Proposed Catalog Description MATH 547 Modeling and Simulation 3c-0l-3cr Construction and solution of mathematical models. Emphasis is on applications in areas such as logistics, natural and social sciences, and manufacturing. Discrete and continuous system models are analyzed using mathematical and computer-based methods. Introduction to computer simulation. Introductory course in differential equations is recommended but not required. Prerequisites: two semesters of calculus, one semester of introductory linear algebra, and introductory probability and statistics. Rationale: The choice to revise this is based on two factors. Mathematical modeling is a very broad topic that encompasses a variety of areas of study, and in particular the simulation portion of modeling works best with a strong background in probability, statistics and some exposure to operations research. Hence, the vast majority of simulation has been moved to an advanced course, MATH 647 that makes use of prerequisite knowledge from our core courses, and this course has been modified to focus more on applied mathematical models that are accessible to a broader range of students. Current Catalog Description MATH 641 Differential Equations 3 cr. Special solvable nonlinear equations with solutions based on operator techniques, Laplace transform, or infinite series. Application to physical problems. Three hours lecture per week. Prerequisite: Differential and Integral Calculus. Proposed Catalog Description MATH 641 Ordinary and Partial Differential Equations 3c-0l-3cr Solution techniques for linear and solvable nonlinear ordinary and partial differential equations are covered. A variety of methods including series solutions, operator methods Laplace transforms, characteristics, and separation of variables are demonstrated for numerous applications to physical problems. Systems of differential equations, associated phase plane and stability theory are addressed. Solutions and applications for the equations of mathematical physics are discussed including the heat equations, Laplaces equations, and the wave equation. Prerequisite: MATH 625 or permission of the instructor. Rationale: The reason for the revisions for this course is to give students exposure to both ordinary and partial differential equations. These topics are often taught as separate courses, and the existing MATH 641 course only focused on ordinary differential equations. Partial differential equations are important to applied mathematics so we are revising the course structure to allow for presentation of these concepts. Some of the introductory material for ordinary differential equations will be covered in course MATH 625 in order to free course time for covering some partial differential equations topics in MATH 641. Current Catalog Description MATH 665 Applied Regression Analysis 3 s.h. Regression analysis and its interfaces with multivariate methods are presented in this course. The student is introduced to least squares, a matrix approach to linear regression, an examination of residuals, dummy variables, the polynomial model, best regression equations, multiple regression and mathematical model building, and multiple regression applied to analysis of variance and covariance. Computer programs for multivariate analysis will be used. Prerequisites: Introductory Linear Algebra and MATH 564 or consent of the instructor. Proposed Catalog Description MATH 665 Applied Regression Analysis and Design of Experiments 3c-0l-3sh This course is designed as an applied course in regression analysis, analysis of variance and experimental design. The student is introduced to least squares, the matrix approach to linear regression, the examination of residuals, dummy variables, the polynomial model, best regression equations, multiple regression and mathematical model building. Statistical software is used for the data analysis. Analysis of variance (ANOVA) and design of experiments including one- and two-factor analysis, randomized block designs and Latin squares are covered. Both the ANOVA and regression approaches to these concepts are introduced, as well as the appropriate nonparametric alternatives. Prerequisites: MATH 564 or permission of the instructor. Rationale: This course is being revised to include design of experiments. These two topics, regression and design of experiments are possibly the most important topics in applied statistics. Minor Course Revisions Current Catalog Description MATH 545 Programming Models in Operations Research 3 s.h. Development of deterministic mathematical models for managerial and social sciences with relevant computational techniques. Three hours lecture per week. Prerequisites: Two semesters of calculus. Proposed Catalog Description MATH 545 Deterministic Models in Operations Research 3c-0l-3cr An introductory course on using the basic tools of solving deterministic models in operations research. Topics include optimization techniques and applications such as linear programming, nonlinear and dynamic programming, transportation models, and network models. In addition, sensitivity analysis, duality, simplex methods, and integer programming are discussed. Students will use technology to solve problems and interpret the results. Prerequisites: Two semesters of calculus and one semester of linear algebra. Rationale: This title for the course better fits the content and will not cause confusion with computer programming. This description is more specific as to the topics covered in the course. It will make transfer credit evaluation easier as well. The ability to work with matrices is essential in this course. Current Catalog Description MATH 546 Probabilistic Models in Operations Research 3 s.h. Development of probabilistic mathematical models for managerial and social sciences with relevant computational techniques. Three hours lecture per week. Prerequisites: Two semesters of calculus, MATH 563 or equivalent. Proposed Catalog Description MATH 546 Probabilistic Models in Operations Research 3c-0l-3cr A survey of probabilistic methods for solving decision problems under uncertainty. Probability review, decision theory, queuing theory, inventory models, and Markov chains are covered. Students will use technology to solve problems and interpret the results. Prerequisites: two semesters of calculus, one semester of introductory linear algebra, and introductory probability and statistics. Rationale: This is an introductory level course in the program, and these prerequisites formalize the entrance requirements to the program. The course description is more specific as to the topics covered in the course. It will make transfer credit evaluation easier as well. Current Catalog Description MATH 643 Graphs, Networks, and Combinatorics 3 s.h. This course presents a study of arrangements and counting through the use of classical and analytical techniques. Properties of arrangement and measure of graphs are also examined. Emphasis is on computation and application. Prerequisites: Calculus sequence. Proposed Catalog Description MATH 643 Graphs, Networks, and Combinatorics 3c-0l-3cr This course introduces elementary concepts of graph theory and its applications and the fundamentals of combinatorics. Systematic methods for counting are given via the study of arrangements and generating functions through the use of classical and analytical techniques. Possible topics include graph coloring, minimal spanning trees, and networks. Prerequisites: Calculus sequence. Rationale: We are modifying the course description to better describe the content of the course. Current Catalog Description MATH 684 Topics in Operations Research 3 s.h. Special topics in operations research beyond the scope of regularly offered graduate classes. Offered as student interest and available staff permit. Prerequisite: Consent of the instructor. Proposed Catalog Description MATH 684 Topics in Operations Research 3c-0l-3sh Special topics in operations research beyond the scope of regularly offered graduate classes. Offered as student interest and available staff permit. Prerequisite: Permission of the instructor. Rationale: We are changing the prerequisite from Consent of the instructor to Permission of the instructor to be consistent with our other catalog entries. Current Catalog Description MATH 685 Topics in Statistical Methods 3 s.h. This variable content course is designed for a student who has knowledge of basic statistical principles including analysis of variance and covariance, regression, and nonparametric statistics. Advanced, innovative, or exploratory topics in applied statistics will be introduced. Content will vary according to the interests of the instructor and students. Prerequisites: MATH 661, MATH 663, and MATH 665. Proposed Catalog Description MATH 685 Topics in Probability and Statistics 3c-0l-3sh Special topics in probability and statistics beyond the scope of regularly offered graduate classes. Offered as student interest and available staff permit. Prerequisite: Permission of the instructor. Rationale: We are changing the name, prerequisite, and catalog description of the course MATH 685, which was Topics in Statistical Methods. As a topics course, the prerequisite will vary by topic hence the prerequisite change. The name and catalog description changes are for consistency with our other topics courses and to avoid confusion with the new course MATH 667 Applied Statistical Methods. Current Catalog Description MATH 688 Problems in Applied Mathematics 3 s.h. The purpose of this course is to involve the students in the solution of the mathematical problems which arise in real-world applications or to present topics which apply mathematics to real-world situations Prerequisities: MATH 525, MATH 564, MATH 545, MATH 546, and permission of the instructor. Proposed Catalog Description MATH 688 Topics in Applied Mathematics 3c-0l-3cr Special topics in applied mathematics beyond the scope of regularly offered graduate classes. Offered as student interest and available staff permit. Prerequisite: Permission of the instructor. Rationale: We are changing the name, prerequisite, and catalog description of the course MATH 688, which was Problems in Applied Mathematics. As a topics course, the prerequisite will vary by topic hence the prerequisite change. The name and course description changes are for consistency with our other topics courses. Course Deletions MATH 661 Advanced Sampling Theory Rationale: Selected topics from the course are included in the new course MATH 667 Applied Statistical Methods. Three courses of various statistical methods are too in depth for a masters level. MATH 667 will include the most important topics from MATH 661. MATH 663 Nonparametric Statistics Rationale: Selected topics from the course are included in the new course MATH 667 Applied Statistical Methods. Three courses of various statistical methods are too in depth for a masters level. MATH 667 will include the most important topics from MATH 663. Research Committee (Senator Guth) The USRC met on September 13, 2005. The first part of the meeting was devoted to electing a committee chair, welcoming the new members, and reviewing the committee procedures. Dr. Lorraine Guth was re-elected as chair. The second part of the meeting was devoted to reviewing the University Senate Research Committee proposals. Committee member Lisa Sciulli led the review and discussion of proposals. The committee awarded $9,300 in USRC grants to the following individuals: Ibrahim Affaneh, was awarded $1,500 for his international conference presentation, Portfolio Diversification Considering Higher Moments pending a letter of College approval. Jenny Archibald was awarded $1,500 for her new faculty research project, Floral diversification within the southern African endemic genus Zaluzianskya. Robert Boldin was awarded $1,500 for his international conference presentation, ADRs and Idiosyncratic Risk. Mukesh Chaudhry was awarded $1,500 for his international conference presentation, Hedging and Diversification Possibilities. Lorraine Guth was awarded $1,500 for an international conference Presentation, Counselor Education Students' Perspectives on Multicultural and Diversity Training. Lorraine Guth was awarded $300 for a domestic conference presentation, Creating a State of the Art Digital Counselor Training Facility Using Innovative Technology: Revolutionizing Counselor Training with the Landro Play Analyzer. Teresa Shellenbarger and Elizabeth Palmer were awarded $1,500 for their research project, Family Perspectives and Experiences of Caring for a Child with a Pervasive Developmental Disorder. The next USRC meeting will be on October 11, 2005 at 3:15 p.m. in 317 Clark Hall. Student Affairs Committee (Senator Hall) Elections were held during the 9/20 meeting of the Student Affairs Committee. Senator Condino reported that 10 universities have been cited for having offensive mascots and that these institutions will not be allowed to host games after the 2006 season if mascots are not changed. Next meeting will be 10/18 in the Conemaugh room at the HUB. University Development and Finance Committee (Senator Domaraki) Minutes of the last meeting were distributed to senators as they entered the auditorium. A vice chair will be elected at the next meeting, 10/11 at 3:15 in University Towers. Academic Committee (Senator Andrew) The committee has comlpeted Professor Emeritus status and department chairs should have the information. The academic integrity policy is complete. Next meeting will be in Sutton 218 on 10/11 at 3:15. Awards Committee (Senator Rieg) A deadline for grant applications of 12/12 was established at the last meeting. Library and Educational Committee (Senator Jozefowicz) The LESC met on September 13 and elected: Chair - Stephanie Jozefowicz Vice Chair - Rita Johnson Liaison members to TUC, ACPAC, and ESF were appointed. The committee received an update about library services. The LESC will meet on October 11 at 3:30 pm in Stabley 101. Noncredit Committee (Senator ONeil) No report SENATE REPRESENTATIVE REPORTS Middle States Steering Committee (Senator Federoff) Senator Kolb reported a meeting with Dr. Langenberg on Tuesday, 10/11. University Planning Council (Senator Federoff) No report. Presidential Athletic Advisory Committee (Senator Domaraki) No report Academic Computing Policy Advisory Committee (Senator Nienkamp) Meeting on 10/5/05. 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Dries bvdriesMr. Bruce V. Dries bvdriesT&lt;p&gt;Minutes of theIUP University SenateOc՜.+,D՜.+,l(  XsJ MINUTES OF THE Title        $L,4@   EktContentIDEktContentLanguage EktFolderId EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEkAuditorium of Stouffer Hall.The following Sena tors informed the Senate Leadership that they could not attend:Appolonia, Beck, Bowers, Hulings, Hull, Janos&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateOctober 4, 2005Chairperson Smith called the October 4, 2005, meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium of Stouffer Hall.The following Sena tors informed the Senate Leadership that they could not attend:Appolonia, Beck, Bowers, Hulings, Hull, Janos&lt;/p&gt; 4 !"#$%&'()*+,-./0123I56789:;<=>?@ABCDEFGHVJKLMNOPQSummaryInformation(DocumentSummaryInformation8| CompObjqBagaaqy23kudbhchAaq5u2chNd8`&P&EktTaxCategory4, 2005, meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium of Stouffer Hall.The following Sena tors informed the Senate Leadership that they could not attend:Appolonia, Beck, Bowers, Hulings, Hull, Janos&lt;/p&gt;DownloadAsset.aspx?id=79139XsJ MINUTES OF THE Titlelt     EktContentIDEktContentLanguage EktFolderId EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionEktShowEvents #5 A0javascript:void window.open('/WorkArea/showcontent.aspx?id=79139','showcontent','toolbar=0,location=0,directories=0,status=0,menubar=0,scrollbars=1,resizable=1,width=700,height=600')e@y*@M+$$$$$$\$ \$ \$ \$ \$ \$ VH<p>Minutes of theIUP University SenateOctober 4, 2005Chairperson Smith called the October 4, 2005, meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium of Stouffer Hall.The following Sena tors informed the Senate Leadership that they could not attend:Appolonia, Beck, Bowers, Hulings, Hull, Janos</p> tShowEventsEktContentID64EktFolderId64 EktInPermekttaxonomyenabled #5 A0e@y*@M+$$$$$$\$ \$ \$ \$ \$ \$ V #5A0\Summary &lt;p&gt;Minutes of theIUP University SenateOctober 4, 2  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~005Chairperson Smith called the October 4, 2005, meeting of the University Senate to order at 3:25 p.m., in the Beard Auditorium of Stouffer Hall.The following Sena tors informed the Senate Leadership that they could not attend:Appolonia, Beck, Bowers, Hulings, Hull, Janos&lt;/p&gt;T&lt;p&gt;Minutes of theIUP University SenateOctober 4, 2005Chairperson Smith called the October tober 4, 2005Chairperson Smith called the October 4, 2005, meeting of the University Senate to order at 3:25 p.m., in the Beard SummaryInformation(,DocumentSummaryInformation8CompObjqBagaaqy23kudbhchAaq5u2chNd8`&P&  !"#$%&'()*+,-./012  FMicrosoft Office Word Document MSWordDocWord.Document.89q ]8O8m008@H DAV:getcontentlanguageen-usOh+'0T,\ l $CONTENTS