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Academic Notes 1 March 24, 2003

Academic Notes MARCH 24, 2003 AN 2002-2003

**SPECIAL NOTICES**

University Faculty Senate 2003-04

Term Ends 2004 Term Ends 2005

Arts and Sciences

A. M. Anderson Art Matt Brennan English Gregory Bierly Geography Paul Burkett Economics Jimmy Finnie Music Keith Byerman English Nora Hopkins Mathematics/Computer Science Angelo DiSalvo Languages Janet Lyman Music Jennifer Drake English Francois Muyumba African, African/Am Studies Jay D. Gatrell Geography Betty Phillips Linquistics Diana Hews Life Sciences Richard Schneirov History Charles Hoffman English Virgil Sheets Psychology Harriet Hudson English Jake Jakaitis English

Mohameden Ould-Mey Geography Joe Tenerelli Communication

School of Business Tarek Zaher Analytical Steve Lamb Analytical Jeff Harper Organizational

School of Education Scott Davis Curr, Instr & Media Tech Mike Bahr Educ & School Psychology Karen Liu Elem, Early Childhood Educ. David Gilman Curr, Instr & Media Tech Christine MacDonald Educ. School Psychology Susan Macke Educ. Leadership, Admin., Foun.

School of Health and Human Performance Frank Bell Health and Safety Blanche Evans Physical Education Nancy Lawrence Health and Safety

Library Rolland McGiverin Teaching Materials

School of Nursing

Susan Sharp Associate Degree Betsy Frank Baccalaureate/Higher Degree

School of Technology Michael Hayden Industrial & Mechanical Technology Donald Burger Aerospace Technology Stephen Shure Aerospace Technology


SPECIAL NOTICES: continued

FACULTY ATTENDANCE FORM FOR SPRING COMMENCEMENT

Attached to the back of this issue is a Faculty Attendance Form concerning Spring Commencement. All faculty members need to fill out this form and make sure that it is delivered to:

OFFICE OF THE PROVOST AND VICE PRESIDENT FOR ACADEMIC AFFAIRS

PARSONS HALL, ROOM 208

by the end of the business on April 28, 2003.

ACADEMIC NOTES PUBLICATION SCHEDULE FOR SPRING 2003

Below is the circulation schedule for the hard copy of Academic Notes through May 5, 2003. An asterisk (*) indicates a curricular issue. All submissions for inclusion in Academic Notes are due in the Office of Academic Affairs no later than 10:00 a.m. on the Wednesdayª prior to the distribution of Academic Notes on the following Monday, along with an E-Mail or a diskette with the same information in Microsoft Word format. Failure to submit a diskette containing this information will delay publication. An electronic version of Academic Notes is available using Acrobat Reader via the ISU Web Page at – http://web.indstate/edu/acadnotes/ –.

ACADEMIC NOTES PUBLICATION SCHEDULE

FOR SPRING 2003

Deadline for Items Issue Date

March 26 March 31 April 2* April 7* April 9 April 14 April 16* April 21* April 23 April 28 April 30* May 5* ¹ Due to holidays, the dates for submission and publication have been moved up or back a day.


FACULTY GOVERNMENT

FACULTY SENATE EXECUTIVE COMMITTEE

REPORT FOR MARCH 11, 2003 The Executive Committee of the Faculty Senate met Tuesday, March 11 at 3:15 in HMSU 227. PROVOST PONTIUS ADDRESSED 1) Budgets: University budget hearings will conclude tomorrow. He would like to give an abbreviated presentation of the Academic Affairs budget to the Senate at its next meeting. 2) Life Long Learning: The taskforce has received input and will soon be forwarding its recommendations for the reorganization. AAC’s recommendations were well received. The College and Schools will be responsible for Distance Education curriculum. FIFTEEN MINUTE OPEN DISCUSSION 1) 21st Century Scholars: What is the status of funding given the state budget? 2) Humanics: This is a significant, prominently featured program that has not been reviewed by CAAC. ACTIONS OF THE COMMITTEE 1) Approved: Exe. Com. response to Administration’s response to concerns FAC revisions to Grievance Procedure SAC clarifications of study week policy; recommendations for summer orientation 2) Tabled: SAC add policy changes FEBC guidelines for faculty compensation The meeting adjourned at 5:45

FACULTY SENATE EXECUTIVE COMMITTEE The Faculty Senate Executive Committee will meet at 3:15 p.m. on Tuesday, March 25, 2003 in the Hulman Memorial Student Union, room 227.

AGENDA

I. President Report II. Approval of the Minutes III. Old Business

a. FEBC: Faculty Compensations Guidelines b. FAC: WEB Portfolios


IV. New Business a. SAC: Add Policy Change b. CAAC: CAPS Manual c. AAC: Academic Calendar 2005-2006

FACULTY GOVERNMENT – Faculty Senate Executive Committee Agenda: continued

d. AEC: Proposal Resubmission V. Provost Report VI. Chair Report VII. Fifteen Minute Open Discussion VIII. Committee Liaison Reports

UNIVERSITY FACULTY SENATE

The University Faculty Senate will meet at 3:15 p.m. on Thursday, March 27, 2003 in the Dede III.

AGENDA

I. Memorial: Otto James Shipla II. President Report – 5-Year Budget Presentation III. Approval of the Minutes IV. Old Business V. New Business

a. AAC: Academic Calendar 2005-2006* b. AEC: Proposal Resubmission* c. CAAC: CAPS Manual* d. SAC: Add Policy Change*; Summer Orientation e. SAC/FAC: Study Week f. FEBC: Faculty Compensation Guidelines* g. FAC: WEB Portfolios*

VI. Provost Report VII. Chair Report VIII. SGA Report IX. Fifteen Minute Open Discussion X. Committee Reports

*Pending Executive Committee Action

FACULTY SENATE STANDING COMMITTEES

FACULTY AFFAIRS COMMITTEE The Faculty Affairs Committee will meet at 3:00 p.m. on Friday, March 28, 2003 in the School of Business, room 823.


AGENDA

I. Review Minutes II. New Business

a. Discuss Possible Changes to Affirmative Action/Sexual Harassment Policy

FACULTY GOVERNMENT – Faculty Senate Standing Committees – FAC Agenda: continued

b. Discuss a Possible Constitutional Amendment III. Establish Agenda and Schedule Next Meeting

THESES, DISSERTATIONS, & RESEARCH PROJECTS COLLEGE OF ARTS & SCIENCES: English Ms. Uma Doraiswamy will defend her thesis, entitled The Last Kiss, at 2:00 p.m. on Friday, April 4, 2003 in Root Hall, room A-237. The members of her committee are Dr Keith Byerman, Chair, Dr. Matt Brennan, and Dr. Renee Ramsey. COLLEGE OF ARTS & SCIENCES: Family & Consumer Sciences Ms. Salam Sunna will defend her thesis, entitled Plasma Total Homocysteine and the Effect of B-Group Vitamins: Current Knowledge and Future Directions in Assessment for Cardiovascular Diseases Among U.S. Cardiovascular Specialists, at 3:30 p.m. on Monday, March 31, 2003 in the Family and Consumer Sciences Building, room 110. The members of her committee are Dr. Sarah Hawkins, Chair, Dr. Rao Ivaturi, and Dr. Frederica Kramer. COLLEGE OF ARTS & SCIENCES: Geography, Geology, & Anthropology Mr. Clifford Cross will defend his thesis, entitled A Comparative Analysis of Growth and Declining Regions in Central Illinois, at 1:00 p.m. on Tuesday, April 2, 2003 in the Science Building, room 160A. The members of his committee are Dr. Robert C. Larson, Chair, Dr. William A. Dando, and Dr. Brian Ceh. COLLEGE OF ARTS & SCIENCES: Life Sciences Mr. Aaron Lynott will defend his thesis, entitled Thermoregulation in Swimming Mallard Ducklings (Anas platyahynchos), at 10:00 a.m. on Monday, March 312, 2003 in the Science Building, room 205. The members of his committee is Dr. George Bakken, Chair, Dr. Steve Lima, and Dr. Mike Angilletta. Mr. Adam Phelps will defend his thesis, entitled Movement Patterns in the Big Brown Bat (Eptesicus Fuscus), at 10:00 a.m. on March 31, 2003 in the Science Building, room 361. The members of his committee are Dr. John O. Whitaker, Jr., Chairperson, Dr. George S. Bakken, and Dr. Steven L. Lima.


Terre Haute Center for Medical Education Ms. Brittany Wetzel will defend her dissertation, entitled Characterization of Inflammation in Rat Tendinitis and Application of Electromagnetic Fields, at 12:00 p.m. on Tuesday, March 25, 2003 in Holmstedt Hall Room 143. The members of her committee are Dr. Mary Johnson, Chair, Dr. Gabi Nindl, Dr. Walter Balcavage, Dr. Roy Geib, and Dr. Margaret Moga. THESES, DISSERTATIONS, AND RESEARCH PROJECTS: continued COLLEGE OF ARTS & SCIENCES: Theater Mr. Jonathon Myers will defend his thesis, entitled Buchner’s Woyzeck: Historical and Critical Problems in the Ongoing Adaptation, from 11:00 a.m. until 12:00 noon in the New Theater Building. The members of his committee are Dr. Arthur Feinsod, Chair, Dr. David Worley, and Dr. Gene England. SCHOOL OF EDUCATION: Educational Leadership, Administrations, and Foundations Mr. Franzy Fleck will defend his dissertation, entitled How Principals Work With Their More and Less Effective Teachers, at 2:00 p.m. on Monday, March 24, 2003 in School of Education, room 1214. His committee members are Dr. Todd Whitaker, Chair, Dr. Gregory Ulm, and Dr. Beth Whitaker. Ms. Susan Mannan will defend her dissertation, entitled A Different Place: Student Learning in an Online Course, at 2:00 p.m. on Monday, March 24, 2003 in the School of Education, room 1203. The members of her committee are Dr. Joshua Powers, Chair, Dr. Joanne Burrows, and Dr. Rebecca Nickoli. Ms. Maria Sells will defend her dissertation, entitled Factors Related to Academic Gains for Adult Learners in a Correctional Education Program, at 9:00 am on Friday, March 28, 2003 in the School of Education, room 1214. The members of her committee are Dr. Robert Boyd, Chair, Dr. Bradley Balch, and Dr. Noble Corey. Mr. Jason Winkle will defend his dissertation, entitled Self Defense Instruction and its Impact on Physical Self-Efficacy of Female Cadets at the United States Military Academy, at 10:30 am on Monday, March 24, 2003 in the School of Education, room 1214. The members of his committee are Dr. Todd Whitaker, Chair, Dr. Elizabeth Jared, Dr. John Ozmun, and Dr. Gregory Ulm. SCHOOL OF HEALTH & HUMAN PERFORMANCE: Physical Education Mr. Marcus Stone will defend his dissertation, entitled The Effect of Fatigue on Electrically Induced Muscle Cramp, at 3:00 p.m. on Monday, March 31, 2003 in the Arena, room C-33. The members of his committee are Dr. Jeff Edwards, Chair, Dr. Mitch Cordova, Dr. Patrick Babington, Dr. Jing Chen, and Dr. Chris Ingersoll. SCHOOL OF TECHNOLOGY


Mr. Kevin Berisso will defend his dissertation, entitled A Comparison of Measurement Variations for Selected Probe Head Configurations for Coordinate Measuring Machines, at 5:00 p.m. on Monday, March 24, 2003 in the School of Technology, TC 101E. The members of his committee are Dr. Jeff McNabb, Chair, Dr. William Croft, Dr. Michael Hayden, Dr. Gordon Minty, Dr. Lyman Hannah (Central Missouri State University). THESES, DISSERTATIONS, & RESEARCH PROJECTS: continued SCHOOL OF TECHNOLOGY: Industrial Technology Education Mr. Frederick B. Asay will defend his thesis, entitled The Implications of Mentoring Programs on Employee Career Development and Retention in Selected Manufacturing Industries in Central Indiana, from 2:00 until 4:00 p.m. on Monday, March 24, 2003 in the Technology Building, room 113. The members of his committee are Dr. Anthony F. Gilberti, Chair, Dr. Jeffery McNabb, and Dr. W. Tad Foster.

CURRICULUM

INDEX Item Page # Undergraduate Proposals New Courses

Art Education 290………………….…….………………………..……………...…….……………….8 Music 438*, 457*, 489*, 495…………………………….……..……………...…….………………8 Course Revisions

Music 391, 392, 393, 394, 424*…….……………...……………..……………...…….……………….9 Operations Management and Analysis 405, 425*, 435, 439, 460, 470, 480, 486, 490*……………10

Program Revisions BA Art History; BS Art; BFA Fine Art; Art Education…………..……………...…….……………14

B.S. Information Technology…………………………….……..……………...…….………………..16 BME Choral/General Major……….…….………………………..……………...…….……………17

BME Instrumental/General Major……………………….……..……………...…….……………..19 B.S. Operations Management and Analysis……………………..……………...…….………………21

B.A. Community Health Promotion……………………….……..……………...…….……………23 Courses to be Banked

ART History 382, 482…………….…….………………………..……………...…….………………24 Art Education 493……………..…………………………….……..……………...…….……………25 Quality and Decision Systems 150..…………………….……..……………...…….………………25 Course Reactivations

African and African American Studies 453…………..………………………...…….………………25 Communication 433*……………………………..……………..……………...…….………………25 Graduate Proposals New Courses Music 557*, 589*………..…………….………………………..……………...…….………………26 Course Revisions

Music 524*…………………………………..….………………..……………...…….………………26 Operations Management and Analysis 525*, 535*, 590*, 615, 690…..………...…….………………26


Counseling 712, 732………………….…………………..…..……………...…….………………28 Courses to be Banked Quality and Decision Systems 570…….………………………..……………...…….………………29 Course Reactivations Communication 533*……..…………….………………………..……………...…….………………29 Music 538*…….………..…………….………………………..……………...…….………………30 Psychology 654B………..…………….………………………..……………...…….………………30 CURRICULUM INDEX: continued INDEX Item Page # Undergraduate Approvals New Courses Approved for General Education

Anthropology 498……………….…….………………………..……………...…….………………30 Theater 372……………………………………………….……..……………...…….………………30 New Undergraduate Certificate

Certificate in TESL/TEFL…………………………………...………………………………………31 Course Revisions

Family and Consumer Sciences 491……………...……………..……………...…….………………31 Computer Science 467*……………………………………...………………………………………32

Program Revisions BA/BS Theater-Theatrical Dance Concentration………………………………...…….……………32

Recreation and Sport Management Major; Departmental Emphasis in Recreation Therapy ..……………..……………...…….………………36 Recreation Therapy Minor……….……………...……………..……………...…….………………37 Sport Management Minor…………………………………...…………………………………………38

Graduate Approvals Course Revisions Psychology 615…………..…………….………………………..……………...…….………………40 Corrections Family and Consumer Sciences Education Major………………..……………...…….………………40

UNDERGRADUATE PROPOSALS

NEW COURSES

COLLEGE OF ARTS & SCIENCES: Art

ARTE 290 Introduction to Art Education- -3 hours. An integrated lecture and laboratory course, which introduces the fundamental, historical, and philosophic components of art education with an emphasis on discipline-based practices. Art instruction is investigated as it relates to national and state educational goals, the school and community environment, and diverse student populations. Various components of art education are examined along with the expectations from licensing and certifying agencies.

*Preferred Effective Term: Fall 2003

COLLEGE OF ARTS & SCIENCES: Music


MUS 438* Jazz Procedures--2 hours. Philosophy, administration, and instruction for the school jazz program. Practical experience in beginning jazz improvisation and rehearsal techniques for a variety of instructional settings. Three class hours a week. Prerequisites: 211 and 213 or concurrent enrollment in 211 and 213 and completion of 62 hours.

*Course has a graduate level equivalent *Preferred Effective Term: Fall 2003 UNDERGRADUATE PROPOSALS – New Courses: continued MUS 457* Foundations of Choral Repertoire --2 hours. An historical overview of choral music for

the elementary, middle school, and high school choral ensemble. Students will develop criteria for the selection and performance of choral literature and will create a logical basis of analysis, critique, and decision-making. Prerequisite: 381 or consent of instructor.

*Course has a graduate level equivalent *Preferred Effective Term: Fall 2003 MUS 489* Introduction to the Suzuki Method--2 hours. An introduction to the philosophy,

curriculum, and technique of the Suzuki method of childhood music education as they apply to individual and group study. Prerequisite: 211 and 213 or concurrent enrollment in 211 and 213.

*Course has a graduate level equivalent *Preferred Effective Term: Fall 2003 MUS 495 Student Teaching in Music--11 hours. Sixteen weeks of student teaching in a music

setting to fit the needs of the individual student teacher. Prerequisites: completion of Pre-Student Teaching Phase Two of the All-Grade Education Program, approval of the Music Education Division, and approval of the Department of Curriculum, Instruction, and Media Technology.


COURSE REVISIONS COLLEGE OF ARTS & SCIENCES: Music MUS 391 The Teaching of Choral Music--2 hours. The objectives, materials, choral literature, and

methods for teaching choral classes, and the organization and administration of public school choral programs.

Change credit hours to: MUS 391 The Teaching of Choral Music--3 hours. The objectives, materials, choral literature, and

methods for teaching choral classes, and the organization and administration of public school choral programs.

MUS 392 Music Procedures in the Elementary School--2 hours. The philosophy, objectives,

materials, and procedures in teaching music in the elementary school. Supervised practical experience in a public school. Prerequisite: 201 or the equivalent.


Change credit hours and description to: MUS 392 Music Procedures in the Elementary School--3 hours. The philosophy, objectives,

materials, and procedures in teaching music in the early childhood and middle childhood levels. Supervised practical experiences in pre-school and/or public school settings. Prerequisite: 201 or the equivalent.

MUS 393 General Music Procedures in the Junior High School--2 hours. Intensive survey of

materials for the junior high school level. Individual projects in preparation for UNDERGRADUATE PROPOSALS – Course Revisions – MUS 393: continued materials used in the classroom. Principles of method based on adolescent psychology.

Principles of evaluation. Prerequisite: 201 or the equivalent. Change title and description to: MUS 393 General Music Procedures in the Middle School--2 hours. The philosophy,

objectives, materials, and procedures for teaching general music in the middle school. Supervised practical experiences in a public school setting. Prerequisite: 201 or the equivalent.

MUS 394 The Teaching of Instrumental Music--2 hours. Philosophies and methods for instructing

instrumental classes, bands, and orchestras. Prerequisites: 381 or 382; 420; 421; 422; 423.

Change title, credit hours, and description to: MUS 394 Instrumental Methods --2 hours. Philosophies and methods for instructing instrumental

classes, bands, and orchestras. Organization and administration of the instrumental music program. Prerequisites: 381 or 382; 420; 421; 422; 423; or consent of instructor.

MUS 424* Marching Band and Jazz Ensemble Procedures--1 hour. Fundamental individual and

group movements, charting, administering the marching band, and procedures for the total organization of the school jazz program. Two class hours a week. Prerequisites: 211 and 213 or concurrent enrollment in 211 and 213, and 109-409 for wind and percussion principals and completion of 62 hours.

Change title and description to: MUS 424* Marching Band Procedures--1 hour. Philosophy, administration, and instruction for the

school marching band program. Practical experience in show design and rehearsal techniques with the university marching band as a laboratory ensemble. Two class hours a week. Prerequisites: 211 and 213 or concurrent enrollment in 211 and 213; concurrent enrollment in 409 for wind and percussion principals; completion of 62 hours.

*Course has a graduate level equivalent SCHOOL OF BUSINESS: Analytical – Quality and Decision Systems QDS 466 Advanced Business Statistics—3 hours. A continuation of Business 305 with emphasis

on the more advanced topics of business statistical applications. Prerequisite: Business 305 or equivalent with a minimum grade of C.


Change prefix, number, and title to: OMA 405 Business Statistics III—3 hours. A continuation of Business 305 with emphasis on the

more advanced topics of business statistical applications. Prerequisite: Business 305 or equivalent with a minimum grade of C.

*Preferred Effective Term: Fall 2003 QDS 425* Business Forecasting—3 hours. An introduction to techniques for developing forecasts

for time series data. Forecasting techniques such as smoothing methods, regression, decomposition, and ARIMA models will be covered. Students will learn

UNDERGRADUATE PROPOSALS – Course Revisions – OMA 425*: continued

how to evaluate forecasts, and will examine forecasts from industry and government. Prerequisite: Business 305 or equivalent with a minimum grade of C, or consent of Department Chairperson.

Change prefix to: OMA 425* Business Forecasting—3 hours. An introduction to techniques for developing forecasts

for time series data. Forecasting techniques such as smoothing methods, regression, decomposition, and ARIMA models will be covered. Students will learn how to evaluate forecasts, and will examine forecasts from industry and government. Prerequisite: Business 305 or equivalent with a minimum grade of C, or consent of Department Chairperson.

*Preferred Effective Term: Fall 2003 *Course has undergraduate level equivalent QDS 435* Decision Modeling—3 hours. An introduction to the application of management science

techniques to business decisions. Students will learn the assumptions and techniques necessary to apply and to implement solutions from optimization and other decision science models. The focus of the course is on problem solving, which includes problem definition, evaluation and choice of alternatives, and implementation and evaluation of the decision. Prerequisite: Business 305 or equivalent with a minimum grade of C.

Change prefix and description to: OMA 435 Decision Modeling—3 hours. An introduction to the application of management science

techniques and statistical tools to business decisions. Students will learn the assumptions and techniques necessary to apply and to implement solutions from optimization and other decision science models. The focus of the course is on problem solving, which includes problem definition, problem analysis, evaluation and choice of alternatives, and implementation and evaluation of the decision. Prerequisite: Business 305 with a minimum grade of C.

*Preferred Effective Term: Fall 2003 *Course has undergraduate level equivalent QDS 439 Quality and Decision Systems Internship—3 hours. Students work a predetermined

amount of time in an approved position. Prior to registration, the position must be approved, the specific requirements established, and a written agreement must be signed by the employer, the student, and the supervising instructor. A written report is required of the student, and a written evaluation by the employer must be made to the supervising


University instructor before credit will be granted. May be repeated one time if the second position is significantly different than the first. Prerequisite: Business 305 with a grade of C or better, or consent of the Department Chairperson.

Change prefix, title, and prerequisites to: OMA 439 Operations Management and Analysis Internship—3 hours. Students work a

predetermined amount of time in an approved position. Prior to registration, the position must be approved, the specific requirements established, and a written agreement must be signed by the employer, the student, and the supervising

UNDERGRADUATE PROPOSALS – Course Revisions – OMA 439: continued

instructor. A written report is required of the student, and a written evaluation by the employer must be made to the supervising University instructor before credit will be granted. May be repeated one time if the second position is significantly different than the first. Prerequisite: Business 305 with a grade of C or better and consent of the Department Chairperson.

*Preferred Effective Term: Fall 2003 QDS 467 Decision Analysis—3 hours. The course addresses strategies for organizing information

and making decisions under conditions of uncertainty and risk. Classical probability techniques and Bayesian analysis are employed. Students practice assessing uncertain quantities and risk, and they learn how values, biases, and risk attitudes influence the decision making process. Prerequisite: Business 305 or equivalent with a minimum grade of C.

Change prefix, number, and title to: OMA 460 Risk and Decision Analysis—3 hours. The course addresses strategies for organizing

information and making decisions under conditions of uncertainty and risk. Classical probability techniques and Bayesian analysis are employed. Students practice assessing uncertain quantities and risk, and they learn how values, biases, and risk attitudes influence the decision making process. Prerequisite: Business 305 or equivalent with a minimum grade of C.

*Preferred Effective Term: Fall 2003 QDS 470 Business Process Simulation—3 hours. This course introduces students to the concepts

and tools needed to intelligently analyze complex business processes through computer simulation. The statistical concepts and logic needed to accurately model a real-world process form the basis of learning in the course. These are applied to hypothetical and real-world business processes through the use of a common simulation software package. Additionally, the concepts of experimental design and analysis needed to meaningfully interpret the results of simulation experiments are presented. Upon completion of the course, students will be able to accurately predict the effect of management decisions on complex business systems, thus aiding in making decisions relevant to such systems. Prerequisites: Business 305 and Management Information Systems 310 or 376 with a minimum grade of C in each class, or consent of Department Chairperson.

Change prefix and prerequisites to:


OMA 470 Business Process Simulation—3 hours. This course introduces students to the concepts and tools needed to intelligently analyze complex business processes through computer simulation. The statistical concepts and logic needed to accurately model a real-world process form the basis of learning in the course. These are applied to hypothetical and real-world business processes through the use of a common simulation software package. Additionally, the concepts of experimental design and analysis needed to meaningfully interpret the results of simulation experiments are presented. Upon completion of the course, students will be able to accurately predict the effect of management decisions on complex business systems, thus aiding in making decisions relevant to such systems. Prerequisites: Business 305 and

UNDERGRADUATE PROPOSALS – Course Revisions – OMZ 470: continued

Management Information Systems 376 or Administrative Systems and Business Education 320 or equivalent with a minimum grade of C+ in each class, or consent of Department Chairperson.

*Preferred Effective Term: Fall 2003 QDS 480 The Control and Management of Quality—3 hours. This course presents managerial

concepts and quantitative tools necessary for the effective management of quality in a manufacturing or service business. Students begin by studying the philosophies and procedures important to a successful Total Quality Management program, including an introduction to international quality program standards. Students also study advanced topics in statistical process control, which are essential for the control of quality in any organization. As time permits, concepts in product reliability testing may also be presented. Upon completion of the course, students have an understanding of the importance of quality to any organization and the tools necessary to guarantee quality output in a business. Highly motivated students will be prepared for entry-level quality management positions after this course. Prerequisite: Business 305 or equivalent with a minimum grade of C.

Change prefix, title, and prerequisites to: OMA 480 Quality Control Methods—3 hours. This course presents managerial concepts and

quantitative tools necessary for the effective control of quality in a manufacturing or service business. Students begin by studying international quality program standards. Students also study advanced topics in statistical process control, which are essential for the control of quality in any organization. As time permits, concepts in product reliability testing may also be presented. Upon completion of the course, students have an understanding of the importance of quality to any organization and the tools necessary to guarantee quality output in a business. Highly motivated students will be prepared for entry-level quality management positions after this course. Prerequisites: Business 305 and Management Information Systems 376 or Administrative Systems and Business Education 320 or equivalent with a minimum grade of C+ in each class, or consent of Department Chairperson.

*Preferred Effective Term: Fall 2003 QDS 486 Seminar in Decision Sciences—3 hours. The course provides an in-depth study of a

selected area of decision sciences that would not ordinarily be presented in a regularly


scheduled class. (May be repeated for a maximum of 6 hours; duplicate credit for the same topic will not be given.) Prerequisite: Business 305 or equivalent with a minimum grade of C.

Change prefix, title, and description to: OMA 486 Seminar in Operations Management and Analysis—3 hours. The course provides an

in-depth study of a selected area that would not ordinarily be presented in a regularly scheduled class. (May be repeated for a maximum of 6 hours; duplicate credit for the same topic will not be given.) Prerequisite: Business 305 or equivalent with a minimum grade of C.


QDS 490* Applied Design of Experiments--3 hours. Design of Experiments (DOE) consists of UNDERGRADUATE PROPOSALS – Course Revisions – OMA 490: continued

statistical methods used by researchers to improve processes in service and manufacturing operations. Methods used include analysis of variance (ANOVA) techniques. These statistical methods can be used to conduct experiments where the best combinations of product/service and process variables for a process can be determined. Prerequisite: Business 305 or equivalent with a minimum grade of C.

Change prefix, title, description, and prerequisites to: OMA 490* Supply Chain Management—3 hours. This course is designed to build a basic

understanding of the processes involved in managing and integrating the supply chain by using both qualitative and quantitative skills. Focus will be on the management of the entire organization, with emphasis placed on managing the flow of information, materials, people, and services from raw materials through production (or service delivery) to the final customer. Prerequisite: Operations Management and Analysis 445 or consent of the department chairperson.

*Preferred Effective Term: Fall 2003 *Course has undergraduate level equivalent

UNDERGRADUATE PROGRAM REVISIONS

COLLEGE OF ARTS & SCIENCES: Art BA Art History; BS Art; BFA Fine Art; Art Education Executive Summary:

• ARTE 290 (a new course - see enclosed proposal) will be required for all Art Education majors in place of ARTE 493. ARTE 493 will be banked.

• ARTH 482 and/or ARTH 382 will be replaced and banked as a requirement by ARTP 499 for the BFA (Fine Art majors), BS Studio (Art majors), and BA (Art History majors

Rationale:


The Department of Art has developed an introductory course for the Art Education major ARTE

290 which will replace (in credit hours) ARTE 493 - Group Art and Visual Perception. The latter course has shifted more and more to a hands on studio course, and it has been decided that a course to introduce students to art education in a broader sense will be more beneficial and prepare them to be better teachers of Art.

ARTP 499 is being introduced as the new capstone course that will provide students with information regarding the interrelationships of the Visual Arts with all aspects of the General Education program. Students will be involved with service-based projects in the community. Art Criticism will continue to be covered as an integral part of the program through studio and art history classes. UNDERGRADUATE PROPOSALS – Program Revisions - BA Art History; BS Art; BFA Fine Art; Art Education: continued PROPOSED CATALOG COPY TEACHING CURRICULA Bachelor of Science--Art Education Teacher Licensure

The department offers a bachelor of science program which prepares a student to become licensed as a teacher of the visual arts. The 52-hour program provides for licensure to teach kindergarten-12 and to supervise art programs at these levels. Students should be thoroughly familiar with the requirements for admission to the Teacher Education Program, and the teaching curriculum. Refer to the School of Education and the Department of Curriculum, Instruction, and Media Technology sections in this Catalog. Art Education Major--All Grade (52 semester hours) This major may be added to the All Grade Instructional License; its coverage is grades K-12. Requirements: 18 hours of the core curriculum; Art Studio 210--3 hrs.; Art Studio 215--3 hrs.; 230--3

hrs.; 240--3 hrs.; 245--3 hrs.;290--3 hrs; 392--3 hrs.; 479A, or 479B, or 479C--3 hrs.; 491--3 hrs.; 494--3 hrs.; 4 hours. of art electives.

Required Professional Education: 391--3 hrs. is required in the All Grade Professional Education sequence described in the Department of Curriculum, Instruction, and Media Technology.

Bachelor of Science Studio Major (62 semester hours)

The bachelor of science degree with a studio emphasis is designed for the student who desires a more general education, or a second major or a minor. The total studio credit hour requirements are fewer,


permitting a larger number of elective credits. This degree is designed for those who might wish subsequently to pursue the master of science or master of arts, or possibly master of fine arts degrees. Requirements: 18 hours of the core curriculum; 215--3 hrs; 210--3 hrs., or 245--3 hrs., or 255--3 hrs.

(except graphic design students); Art History, Art Theory and Criticism, and Museology 371--3 hrs. and an additional 6 hours of art history; Art Professional Practice 499--3 hrs; and additional hours in art courses to reach 62 hours total.

Bachelor of Fine Arts Major (86 semester hours)

The bachelor of fine arts degree is a performance-oriented degree in studio art designed to develop high levels of competency in one or more studio areas and to prepare candidates to make clear and logical verbal presentations of artistic matters. Bachelor of fine arts graduates will be prepared to enter the work market or to pursue a master of fine arts or related graduate degree. The UNDERGRADUATE PROPOSALS – Program Revisions - BA Art History; BS Art; BFA Fine Art; Art Education: continued bachelor of fine arts candidate may take additional credits to meet state teacher licensure requirements. Requirements: 18 hours of the core curriculum; Art Studio 215--3 hrs; Art Studio 210--3 hrs., or 245--

3 hrs., or 255--3 hrs. (except graphic design students); Art History, Art Theory and Criticism, and Museology 371--3 hrs. and an additional 6 hours of art history; Art Professional Practice 499--3 hrs; Art Studio 496--3 hrs. (except graphic design students); and additional hours in art courses to reach 86 hours total. At least 9 hours outside the area of dimensional emphasis are recommended.

ART HISTORY CURRICULA Bachelor of Arts--Art History Emphasis (57 semester hours)

The bachelor of arts with an emphasis in art history is designed to provide the student with a broadly based academic and theoretical knowledge of the history of art, enhanced by practical studio experience and support courses which will enable the student to pursue graduate level work in art history. Requirements: 18 hours of the core curriculum; 21 hours of upper-level art history courses (to include at least one course from each of the major art history periods, and Art Professional Practice 499; Philosophy 200--3 hrs. or 3 hours in or a comparable course with the approval of the student's advisor; 3 hours in music history, 3 hours in literary history, and 3 hours in theater history, selected in consultation with the student's advisor; and 6 hours of electives. COLLEGE OF ARTS SCIENCES: Mathematics & Computer Science B.S. Information Technology Executive Summary:


For the Information Technology major, substitute CS 170 – Web Programming for CS 459 – Advanced Topics in Computer Science; CS 260 – Object Oriented Programming for MIS 355 – Survey of Object-Oriented Programming Languages; and CS 320 – Java Software Development for CS 485 - Systems Software Projects; Students are to choose one course from CS 467 or ECT 373. Also, the current catalog copy contains errors. ECT 173 should be ECT 174; MIS 300 should be MIS 301. MIS 110 has been approved and should now be included in the catalog. Rationale: When the program was originally submitted courses already on the books were available ( CS 459, MIS 355, CS 485), and it seemed logical to use them as a model for program approval. New courses were then developed specifically for this program. The department approved these courses by a vote of 4-1-1. University approval occurred on April 16, 2001. UNDERGRADUATE PROPOSALS – Program Revisions – B.S. Information Technology: continued PROPOSED CATALOG COPY Information Technology Major (51 semester hours) Required Courses: Basic Core (18 semester hours): Management Information Systems 110 – 3 hrs.; Computer Science 151

– 3 hrs.; 170 – 3 hrs.; 256 – 3 hrs.; Electronics & Computer Technology 172 – 3 hrs.; 174 – 3 hrs. Second Level (18 semester hours): Computer Science 457 – 3 hrs.; 260 – 3 hrs.; 320 – 3 hrs.;

Computer Science 467 – 3 hrs. or Electronics & Computer Technology 373 (Students take only one of these courses.); Management Information Systems 301 – 3 hrs.; Electronics & Computer Technology 270 – 3 hrs. (in development; ECT 437 will be an approved substitute until ECT 270 is approved as a new course.)

Specialized Track (15 semester hours)

Students, in conjunction with their advisor, select courses from an approved list of electives. Available tracks include networking, database development and administration, web development, applications development, digital communication and digital multimedia. Track availability may vary to reflect changing industry needs. *Preferred Effective Term: Fall 2003 COLLEGE OF ARTS & SCIENCES: Music BME Choral/General Major Executive summary:

Add Music 457--Fundamentals of Choral Repertoire to the program. Change the credit hours for Music 391, The Teaching of Choral Music from 2 hours to 3 hours (the class meets three times per week).


Eliminate Music 415, General Music Techniques, from the program. Raise the credit hours for Music 392, Elementary Music Procedures in the Classroom from 2 hours to 3 hours and incorporate material from Music 415 into the class. Revise the description of Music 392 to reflect the new course content. Revise the description and title of Music 393, General Music Techniques in the Junior High School, to better indicate the content. Replace CIMT 401, Student Teaching—11 hrs. with Music 495, Student Teaching in Music—11 hrs.

The students who complete this program will be licensed to teach Choral and General Music grades K-12. When the new curriculum in the Department of Curriculum, Instruction, and Media Technology is implemented Fall 2003, student teaching becomes a full semester, which affects the music methods courses that were taught during the student teaching semester. Some changes are in response to this (Music 415, 392, and 391). Others are to better prepare our students (Music 457). Another is to reflect present public school education practice (Music 393). Finally, replacing CIMT 401, Student Teaching—11 hrs. with Music 495, Student Teaching in Music—11 hrs. awards the credit to the Department of Music. We are now doing all of our own student teaching placement and supervision; thus the credit hours should also come to the department. It is our belief that all of UNDERGRADUATE PROPOSALS – Program Revisions – BME Choral/General Major: continued the changes will strengthen the preparation of our future teachers. Rationale:

We believe that the revision to the Choral/General major that we are proposing will serve to maximize student learning and will develop productive citizens who will have an impact on music education in Indiana. The new teacher licensure pattern in Indiana identifies performance standards that our students must meet. All teacher education programs at ISU have undergone careful scrutiny and evaluation to determine how we will assure that the students who complete our programs will meet the multiple sets of standards identified by the Indiana Professional Standards Board. We in music education completely revised our program several years ago replacing the seven different curriculum tracks with just two: choral/general and instrumental/general. We were very pleased to find that the new Indiana licensure pattern in music matches our two majors.

The Department of Curriculum, Instruction, and Media Technology (CIMT) in revising their requirements to address the new standards changed student teaching from ten weeks to a full semester. We applaud that move; however, it forces us to move the methods classes (Music 391, 394, and 415) that were being taught during the student teaching semester to earlier semesters. Eliminating Music 415—2 hours (General Music in the Elementary School) and folding the material into Music 392—2 hours (General Music Procedures in the Elementary School) and raising the credit hours to three as well as revising the catalog description is one response. Earlier we eliminated Music 413—2 hours (Choral Organization), and moved the material from it to Music 391. We did not at that time raise the credit hours of 391 (The Teaching of Choral Music) from 2 to 3. The class meets three times per week, so we are proposing to raise the credit hours to three.

In examining the preparation of our choral music teachers, the new Director of Choral Activities realized that none of our coursework directly addresses the issue of choosing appropriate choral literature. He has developed a new two-hour course, Fundamentals of Choral Repertoire, Music 457-557, that will provide students with exposure to a wide range of choral literature and help them apply criteria for choosing


appropriate literature. The National Association of Schools of Music (NASM), our accrediting agency, requires that student

teachers in music “must be supervised by qualified music personnel from the institution and coordinating schools.” In the spring of 2001 the music education faculty met with representatives from CIMT and worked out an arrangement that we would place and supervise our student teachers. Since we do all of the placement and the supervision, we believe that students enrolled in student teaching from music should do so in a departmental course, not one in CIMT. We are proposing a new course, Music 495, Student Teaching in Music—11 hours, which is the equivalent of CIMT 401, Student Teaching. PROPOSED CATALOG COPY Bachelor of Music Education

Students should be thoroughly familiar with the requirements of the teaching curricula and admission to the Teacher Education Program. Refer to the School of Education and the Department of Curriculum, Instruction, and Media Technology sections in this Catalog. To be permitted to do student teaching, a student must have a major grade point average of 2.5 or above and a cumulative UNDERGRADUATE PROPOSALS – Program Revisions – BME Choral/General Major: continued grade point average of 2.5 or above, must have passed the Keyboard Proficiency Examination and completed the required music event attendance. Students must earn a grade of C or better in the music education courses. Choral/General Major (62 semester hours) The student completing this major is licensed to teach K-12 Choral and General Music. Theory: 111—1 hr. and 113—2 hrs.; 112—1 hr. and 114—2 hrs; 211—1 hr. and 213—2 hrs.; 212—1 hr. and 214—2 hrs. History and Literature : 150—2 hrs.; 151—2 hrs.; 350—2 hrs.; 351—2 hrs. Scoring and Conducting: 222—2 hrs.; 260—2 hrs. Performance (7 semesters): 4 hours of 274—1 hr.; 3 hours of 474—1 hr. (voice or piano) Class Instrument Study: 185 or 195—1 hr.; 186 or 196—1 hr.; 285 or 295—1 hr.; 286 or 296—1 hr. Ensembles: 4 hours from 217-417 or 219-419—1 hr. Electives: 2 hours in music. Music Education: 201—2 hrs.; 202—2 hrs.; 204—1 hr.; 287—1 hr.; 289—1 hr., 311—1 hr.; 324—1

hr.; 381—2 hrs.; 392—3 hrs.; 393—2 hrs.; 411—1 hr.; 418—2 hrs.; 457—2 hrs. Required Professional Education: 391—3 hrs. Major methods 2-3 hours is required in the All Grade

Professional Education sequence described in the Department of Curriculum, Instruction, and Media Technology.

*Preferred Effective Term: Fall 2003 COLLEGE OF ARTS & SCIENCES: Music


BME Instrumental/General Major Executive Summary:

Delete Music 427, Instrumental Organization. Raise the credit hours, change title, and course description for Music 394, Instrumental Methods, and fold the material from 427 into 394. Remove jazz band procedures from Music 424. Change course title and description for Music 424, Marching Band Procedures. Create new course, Music 438, Jazz Procedures, 2 hrs. Add chamber music requirement, Music 353 (may be taken for 1 or 0 credit). Change credit hours for Music 392, Music Procedures in the Elementary School, from 2 to 3. Change title of Music 393, General Music Procedures in the Junior High School. Replace CIMT 401, Student Teaching—11 hrs., with Music 495, Student Teaching in Music—11 hrs.

Students who complete this curriculum will be licensed to teach Instrumental and General Music grades K-12. When the new curriculum in the Department of Curriculum, Instruction, and Media Technology is implemented Fall 2003, student teaching becomes a full semester, which affects the music methods courses that were taught during the student teaching semester. Some changes are in response to this (Music427/394). Others are to better prepare our students (Music 424/438 and 353). Finally, replacing CIMT 401, Student Teaching—11 hrs. with Music 495, Student Teaching in Music—11 hrs. awards the credit to the Department of Music. We are now doing all of our own UNDERGRADUATE PROPOSALS – Program Revisions – BME Instrumental/General Major: continued student teaching placement and supervision; thus the credit hours should also come to the department. It is our belief that all of the changes will strengthen the preparation of our future teachers. Rationale:

We believe that the revision to the Instrumental/General major that we are proposing will serve to maximize student learning and will develop productive citizens who will have an impact on music education in Indiana. The new teacher licensure pattern in Indiana identifies performance standards that our students must meet. All teacher education programs at ISU have undergone careful scrutiny and evaluation to determine how we will assure that the students who complete our programs will meet the multiple sets of standards identified by the Indiana Professional Standards Board. We in music education completely revised our program several years ago replacing the seven different curriculum tracks with just two: choral/general and instrumental/general. We were very pleased to find that the new Indiana licensure pattern in music matches our two majors.

The National Association for Schools of Music (NASM), our accrediting agency, says that ensemble experience should continue throughout the baccalaureate program. The music education curriculum requires four semesters of enrollment in a major ensemble (for instrumentalists this includes Symphonic Wind Ensemble, Symphonic Band, or Orchestra). However, to meet the NASM guideline, the Department of Music requires music education students to enroll in an ensemble for seven semesters. They may choose any small or large ensemble and may enroll for 0 credit (which means they do not pay for the course). In order to prepare our students to teach the variety of ensembles that are offered in Indiana high schools, we are specifying in their program which ensembles they must choose (109 and 409—Marching Band, one semester of which must be concurrent with the Marching Band Procedures class; 438—Jazz Band


Procedures, a new course with a built-in combo experience; 453—some of type of small ensemble, and 369C—Concert Band, taken concurrently with 383, Instrumental Techniques Lab, where students in 383 have the opportunity to conduct the Concert Band). Since many string/orchestra positions in schools do not require the teaching of these types of ensembles, we are creating a new class that we believe will broaden the preparation of our string teachers. Introduction to Suzuki Method, 4/589—2 hours, familiarizes our students with a class approach to teaching very young children to play, focusing on tone production and technique rather than note reading.

The Department of Curriculum, Instruction, and Media Technology (CIMT) in revising their requirements to address the new standards changed student teaching from ten weeks to a full semester. We applaud that move; however, it forces us to move the methods classes (Music 391, 394, and 415) that were being taught during the student teaching semester to earlier semesters. Eliminating Music 415—2 hours (General Music in the Elementary School) and folding the material into Music 392—2 hours (General Music Procedures in the Elementary School) and raising the credit hours to three as well as revising the catalog description is one response. We are also eliminating Music 427—2 hours, Instrumental Organization, and folding the material into Music 394—2 hours, The Teaching of Instrumental Music. We are raising the credit hours of Music 394 from two hours to three hours and changing the title to Instrumental Methods.

The National Association of Schools of Music (NASM), our accrediting agency, requires that student teachers in music “must be supervised by qualified music personnel from the institution and coordinating schools.” In the spring of 2001 the music education faculty met with representatives UNDERGRADUATE PROPOSALS – Program Revisions – BME Instrumental/General Major: continued from CIMT and worked out an arrangement that we would place and supervise our student teachers. Since we do all of the placement and the supervision, we believe that students enrolled in student teaching from music should do so in a departmental course, not one in CIMT. We are proposing a new course, Music 495, Student Teaching in Music—11 hours, which is the equivalent of CIMT 401, Student Teaching. PROPOSED CATALOG COPY Bachelor of Music Education Students should be thoroughly familiar with the requirements of the teaching curricula and admission to the Teacher Education Program. Refer to the School of Education and the Department of Curriculum, Instruction, and Media Technology sections in this Catalog. To be permitted to do student teaching, a student must have a major grade point average of 2.5 or above and a cumulative grade point average of 2.5 or above, must have passed the Keyboard Proficiency Examination and completed the required music event attendance. Students must earn a grade of C or better in the music education courses. Instrumental/General Major (62 semester hours) The student completing this major is licensed to teach K-12 Instrumental and General Music. Theory: 111—1 hr. and 113—2 hrs.; 112—1 hr. and 114—2 hrs.; 211—1 hr. and 213—2 hrs.; 212—1 hr. and 214—2 hrs.


History and Literature : 150—2 hrs.; 151—2 hrs.; 350—2 hrs.; 351—2 hrs. Scoring and Conducting: 222—2 hrs.; 260—2 hrs. Performance (7 semesters): 4 hours of 274—1 hr.; 3 hours of 474—1 hr. (voice or piano) Class Instrument Study: 195—1 hr.; 196—1 hr.; 420—1 hr.; 421—1 hr.; 422—1 hr.; 423—1 hr. (Piano principals may elect 2 hours in place of 195 and 196.) Ensembles: 4 hours from 259-459, 269S-469S, or 269W-469W—1 hr.; 2 hrs. from 109 or 409—1 hr. (wind and percussion principals); 253—0 or 1 hr.; 369C—0 or 1 hr. Music Education: 201—2 hrs.; 204—1 hr.; 311—1 hr.; 324—1 hr.; 382—2 hrs.; 383—1 hr.; 392—3 hrs.; 393—2 hrs.; 418—2 hrs.; 424—1 hr.; 431—1 hr.; 438—2 hrs.; 489—2 hrs. (string principals) Required Professional Education: 394—3 hrs. Major methods 2-3 hours is required in the All Grade Professional Education sequence described in the Department of Curriculum, Instruction, and Media Technology. *Preferred Effective Term: Fall 2003

SCHOOL OF BUSINESS: Analytical-Quality and Decision Systems B.S. Operations Management and Analysis Executive Summary: The Quality and Decision Systems program area proposes modifying the program by changing the program name, the name of the major, and the name of the minor to Operations UNDERGRADUATE PROPOSALS – Program Revisions – B.S. Operations Management and Analysis: continued Management and Analysis. This will provide modifications to courses and a change in the mix of required and elective classes for the major. Rationale: The Quality and Decision Systems area recognizes that the current program title is local to ISU, not readily understood by incoming students or employers, limits students employment opportunities, and does not accurately reflect the program’s curriculum. The title Operations Management and Analysis provides a better fit with the terminology used in practice and the curriculum we offer. Graduates and industry advisors have indicated that the use of the term Quality in the program title is confusing. In practice, quality positions are frequently filled by engineering graduates at the management level and by associate degree graduates at the technician level. Our graduates were overqualified for some positions and competing with graduates of engineering programs for others. The change of title to the broader area of operations will clarify the graduates’ connection to the business curriculum while maintaining their analytical decision making focus. Changing the mix of required and elective courses in the major (with no change in total hours) provides a much more cohesive program of study for the students and improves their ability to integrate material. Allowing them to choose one closely related class as an elective enables them to bring their analytical training to another subject in which they may have a minor or second major. One three-hour core class has been removed from the requirements for the minor for housekeeping


reasons. This class is not longer a prerequisite for any class in the minor. PROPOSED CATALOG COPY Operations Management and Analysis Major (68 semester hours) Required courses on all four-year professional programs (44 semester hours)

Business: 101--1 hr.; 102--1 hr.; 170--2 hrs.; 201--3 hrs.; 202--3 hrs.; 205--3 hrs.; 220--1 hr.; 263--3 hrs.; 305--3 hrs.; 311--3 hrs.; 321--3 hrs.; 351--3 hrs.; 361--3 hrs.; 371--3 hrs.; 401--3 hrs.

Economics: 200--3 hrs.; 201--3 hrs. Required courses for all Operations Management and Analysis majors (24 semester hours) Administrative Systems and Business Education: 320--3 hrs. or Management Information

Systems 376--3 hrs. or equivalent Operations Management and Analysis: 405—3 hrs.; 435—3 hrs.; 445—3 hrs.; 490—3 hrs.

Electives: Choice 9 semester of Operations Management and Analysis courses numbered 300 and above. Students may choose three hours from a closely related area outside this list with the approval of the department chairperson.

Operations Management and Analysis Minor (26 semester hours) UNDERGRADUATE PROPOSALS – Program Revisions – B.S. Operations Management and Analysis: continued Required courses for operations management and analysis minors Business: 170—2 hrs; 205—3 hrs.; 305—3 hrs. or approval of the department chairperson Mathematics: 3 hours consisting of a minimum of 111, 115, or a calculus course.

Electives: choice of 12 hours from Management Information Systems 376—3 hrs.; or Administrative Systems and Business Education 320—3 hrs.; or equivalent; and any Operations Management and Analysis courses numbered 300 or above.

*Preferred Effective Term: Fall 2003 SCHOOL OF HEALTH & HUMAN PERFORMANCE: Health, Safety, & Environmental Health Sciences BA Community Health Promotion Executive Summary: This proposal is limited to changing the title of our current Community Health bachelor’s degree to Community Health Promotion. This change will more accurately reflect the intent of the program: to educate and teach students to plan, implement, and evaluate health promotion programs for groups of people in need. Please see “Rationale” for additional details. This is an undergraduate, major program intended to educate and train graduates to enter the field of health promotion, or to pursue postgraduate education. The


program is offered both on-campus to, mainly, traditional college-age students and through DegreeLink to, primarily, non-traditional students. Credit hours: Total: 60-61; foundation courses: 13-14 hours; major courses: 47. Subject areas: Introduction to community health; biostatistics; research methods; epidemiology; health teaching methods; health topics teaching strategies; health promotion planning; program evaluation. Co-operative learning and Internship: Prior to enrolling in HLTH 393, Cooperative Learning, students must have completed HLTH 111, 221, and 380. Prior to enrolling in Internship, students must complete the remainder of the major coursework. Career outcomes: Students have gained employment in county and state health departments, hospitals, and community agencies. Rationale: There are two types of health care: curative and preventive. Medical care professionals practice curative health – treating existing illnesses and injuries. Some medical education programs and many Master’s in Public Health programs offer community health programs. That is probably why some students have inquired about our – nonexistent – medical education program. Preventive health care is health promotion. Program planning, implementation, and evaluation has been gaining in importance for the last decade or so. Preventive health is typically practiced by non-medical care health professionals whose aim is to improve health, and prevent illnesses and injuries. Those professionals include our graduates, many of whom are practicing community health promotion in county and state health departments, hospitals, and community agencies. We propose to reduce confusion and increase accuracy by changing the name of our program to Community Health Promotion. UNDERGRADUATE PROPOSALS – Program Revisions B.A. Community Health Promotion: continued Community health promotion centers on 1) identifying the most important need among people in a community, 2) bringing community resources to bear on this need, and, 3) upon completion, determining if the program was successful. These steps are central to the competencies graduates should possess in order to become a Certified Health Education Specialist. This professional credential is offered by the National Commission for Health Education Credentialing. These competencies also form the basis of SOPHE/AAHE Baccalaureate Program Approval Committee (SABPAC), a voluntary credential for undergraduate professional programs in health education. Accreditation is not currently available for community health programs. As a result, degree program titles differ, as do their goals and objectives. In addition to Community Health, undergraduate programs that focus on or include community health promotion as part of their mission are usually named Health Promotion, Health Science (Ball State), Public Health (IU), Public Health Education (IU), Community Health Promotion, or Health Services (USI). Through major and minor curricular changes over the past several years, ISU’s Community Health program now concentrates on educating and training students in health program planning, implementation, and evaluation. The next step in program development is to change the title of the program from Community Health to Community Health Promotion in order to clearly distinguish it from programs that do not focus on health promotion, such as community health education, health services, and public health education. This change will leave no question in students’ and employers’ minds as to what knowledge and skills graduates of ISU’s Community Health Promotion program


PROPOSED CATALOG COPY Community Health Promotion Major (60-61 semester hours)

The objectives of this degree program are 1) to prepare community health specialists to help maintain and improve the health, well-being, and quality of life of communities of people in public and private settings; and 2) to prepare graduates to pursue graduate education in a variety of related fields.

Health-Safety Courses:111--3 hrs.; 210--3 hrs.; 212--3 hrs.; 221--3 hrs.; 340--3 hrs.; 341--3 hrs.; 360--3 hrs.; 380--3 hrs.; 392--3 hrs.; 393--2 hrs.; 401--1 hr.; 402--1 hr.; 403--1 hr.; 404--1 hr.; 405--1 hr.; 406--1 hr.; 407--1hr. ; 424--3 hrs.; 428--3 hrs.; 480--3 hrs.; 491--3 hrs. (Six hours may be selected from the one hour courses: 401, 402, 403, 404, 405, 406)

Foundation Courses: Life Sciences 112--3 hrs. and 112L--1 hr. or 231--2 hrs. and 231L--1 hr. or 241--2 hrs. and 241L--1 hr. ; Family and Consumer Sciences 201--3 hrs.; Psychology 101--3 hrs.; Physical Education 180--hr.; Psychology 362--3 hrs.

COURSES TO BE BANKED

COLLEGE OF ARTS & SCIENCES: Art ARTH 382 Seminar in Art Theory and Art Criticism--2 hours. Lectures and discussions on topics

dealing with art theory and art criticism. Required for B.F.A. majors. Prerequisite: at least one art history course or consent of instructor.

*Preferred Effective Term: Fall 2003 UNDERGRADUATE PROPOSALS – Courses to be Banked: continued ARTH 482 Seminar in Art Theory and Art Criticism--3 hours. Presentation of papers and discussion

on selected topics. Can be repeated once for credit. Required for B.S. studio majors. Prerequisite: at least one art history course or consent of instructor.

*Preferred Effective Term: Fall 2003 ARTE 493 Group Art and Visual Perception--3 hours. A survey of research in visual perception and

the expression of creativity as related to the application of group activities in the public schools.

*Preferred Effective Term: Fall 2003 SCHOOL OF BUSINESS: Analytical QDS 150 Introduction to the Decision Sciences and Total Quality Assurance--3 hours. The

course provides an introduction to selected topics in the traditional decision sciences including qualitative areas that relate to the field of total quality and continuous improvement in organizations. Topic areas include elementary statistical concepts, the use of analysis and synthesis in decision making processes, the evolution of total quality including the international dimension, quality in the business and service sectors, quality measurement, and individual


and group improvement. Prerequisite: the basic studies requirement for mathematics in the General Education Program must be completed prior to enrollment. Not open to students who have completed Business 205.


COURSE REACTIVATIONS

COLLEGE OF ARTS & SCIENCES: African and African American Studies AFRI 453 History of the South--3 hours. Major issues in the region's history from the beginning of

European settlement through the nineteenth century, focusing on the evolution and demise of its defining slave-based culture that distinguished the region from the rest of America. (Also listed as History 426.)

COLLEGE OF ARTS & SCIENCES: Communication COMM 433* Broadcast Criticism--3 hours. The elements of critical evaluation in American broadcast

programming and the critic’s role. *Preferred Effective Term: Fall 2003 *Course has a graduate level equivalent

GRADUATE PROPOSALS

NEW COURSES COLLEGE OF ARTS & SCIENCES: Music MUS 557* Foundations of Choral Repertoire --2 hours. An historical overview of choral music for

the elementary, middle school, and high school choral ensemble. Students will develop criteria for the selection and performance of choral literature and will create a logical basis of analysis, critique, and decision-making. Prerequisite: 381 or consent of instructor.

*Course has an undergraduate level equivalent *Preferred Effective Term: Fall 2003 MUS 589* Introduction to the Suzuki Method--2 hours. An introduction to the philosophy,

curriculum, and technique of the Suzuki method of childhood music education as they apply to individual and group study. Prerequisite: undergraduate degree in music education or consent of instructor.

*Course has an undergraduate level equivalent



COURSE REVISIONS COLLEGE OF ARTS & SCIENCES: Music MUS 524* Marching Band and Jazz Ensemble Procedures--1 hour. Fundamental individual and

group movements, charting, administering the marching band, and procedures for the total organization of the school jazz program.

Change title and description to: MUS 524* Marching Band Procedures--1 hour. Philosophy, administration, and instruction for the

school marching band program. Practical experience in show design and rehearsal techniques with the university marching band as a laboratory ensemble. Two class hours a week. Prerequisites: completions of an undergraduate major in music education or consent of instructor.

*Course has an undergraduate level equivalent

SCHOOL OF BUSINESS: Analytical-Quality and Decision Systems QDS 525* Business Forecasting--3 hours. An introduction to techniques for developing forecasts

for time series data. Forecasting techniques such as smoothing methods, regression, decomposition, and ARIMA models will be covered. Students will learn how to evaluate forecasts, and will examine forecasts from industry and government. Prerequisite: Business 305 or equivalent with a minimum grade of C, or consent of M.B.A. Coordinator

Change prefix to: GRADUATE PROPOSALS – Course Revisions – OMA 525*: continued OMA 525* Business Forecasting--3 hours. An introduction to techniques for developing forecasts

for time series data. Forecasting techniques such as smoothing methods, regression, decomposition, and ARIMA models will be covered. Students will learn how to evaluate forecasts, and will examine forecasts from industry and government. Prerequisite: Business 305 or equivalent with a minimum grade of C, or consent of M.B.A. Coordinator

*Preferred Effective Term: Fall 2003 *Course has an undergraduate equivalent QDS 535* Decision Modeling—3 hours. An introduction to the application of management science

techniques to business decisions. Students will learn the assumptions and techniques necessary to apply and to implement solutions from optimization and other decision science models. The focus of the course is on problem solving, which includes problem definition, evaluation and choice of alternatives, and implementation and evaluation of the decision. Prerequisite: Business 305 with a minimum grade of C or consent of M.B.A. Coordinator.

Change prefix and description to: OMA 535* Decision Modeling—3 hours. An introduction to the application of management science

techniques and statistical tools to business decisions. Students will learn the assumptions


and techniques necessary to apply and to implement solutions from optimization and other decision science models. The focus of the course is on problem solving, which includes problem definition, problem analysis, evaluation and choice of alternatives, and implementation and evaluation of the decision. Prerequisite: Business 305 with a minimum grade of C or consent of the M.B.A Coordinator.

*Preferred Effective Term: Fall 2003 *Course has an undergraduate equivalent QDS 590* Applied Design of Experiments--3 hours. This course is designed to introduce students

to the application of design of experiments in the business and industrial context in order to effect quality improvements and variance reduction for service and manufacturing industries. Concepts of full and fractional factorial design will be considered, as well as concepts of fixed and random effects. In particular, especially important industrial designs, such as central composites, Placket-Burman, and Taguchi methods of orthogonal designs will be considered as time allows. Prerequisite: BUS 305 or equivalent with minimum grade of C.

Change prefix, description, and prerequisites to: OMA 590* Supply Chain Management—3 hours. This course is designed to build a basic

understanding of the processes involved in managing and integrating the supply chain by using both qualitative and quantitative skills. Focus will be on the management of the entire organization, with emphasis placed on managing the flow of information, materials, people, and services from raw materials through production (or service delivery) to the final customer. Prerequisite: Operations Management and Analysis 445 or consent of the department chairperson.

*Preferred Effective Term: Fall 2003 *Course has an undergraduate equivalent GRADUATE PROPOSALS – Course Revisions: continued QDS 615 Advanced Statistical Research Applications in Business--3 hours. Familiarizes the

student with advanced statistical techniques and their methodological considerations in research design, study implementation, and data analysis for business decision-making purposes. Each student will be required to identify a problem and conduct a research project to provide data for the analysis and resolution of that problem using the appropriate statistical research tools. In addition, the student will be familiarized with the nature and function of advanced statistical computer packages currently available. Prerequisites: 605 or equivalent and proficiency in computer area.

Change prefix to: OMA 615 Advanced Statistical Research Applications in Business--3 hours. Familiarizes the

student with advanced statistical techniques and their methodological considerations in research design, study implementation, and data analysis for business decision-making purposes. Each student will be required to identify a problem and conduct a research project to provide data for the analysis and resolution of that problem using the appropriate statistical research tools. In addition, the student will be familiarized with the nature and function of advanced statistical computer packages currently available. Prerequisites: 605 or equivalent and proficiency in computer area.



QDS 690 Special Topics in the Decision Sciences--1-6 hours. A subject in the decision sciences

area will be examined. The topic area may vary each semester. This course is designed to meet special interest needs of the students. Since topics vary, this course may be taken more than once. Prerequisite: consent of the instructor.

Change prefix to: OMA 690 Special Topics in the Decision Sciences--1-6 hours. A subject in the decision sciences

area will be examined. The topic area may vary each semester. This course is designed to meet special interest needs of the students. Since topics vary, this course may be taken more than once. Prerequisite: consent of the instructor.

*Preferred Effective Term: Fall 2003 SCHOOL OF EDUCATION: Counseling COUN 712 Program Evaluation--3 hours. This course introduces program evaluation from the

conceptualization stage of evaluation to the communication and presentation of findings stage. Program evaluation will be examined in detail regarding the different aspects and concepts pertinent to conducting full scale examination of mental health agencies, educational institutions, and other programs. Topics to be covered include guides for conducting evaluation, establishing relationships with administrators, designing evaluations, and the appropriate methodologies for varying types of evaluations. Also included in the instruction for the course will be lectures concerning statistical data collection and analysis. Prerequisite: knowledge in measurement and research.

Change description to: GRADUATE PROPOSALS – Course Revisions – COUN 712: continued COUN 712 Program Evaluation--3 hours. This course covers multiple perspectives and concepts

pertinent to conducting program evaluations in mental health agencies, educational settings, and other organizations. Program evaluation is covered from the conceptualization stage to the presentation of findings stage, including data gathering and analysis. Prerequisite: knowledge in measurement and research.

COUN 732 Consultation--3 hours. An introduction to the role of the counselor as consultant.

Emphasis is placed on the unique consultation skills of the counselor working with teachers, parents, administrators, and personnel in other agencies to help realize the educative and adjustment potential of clients. Prerequisite: 533 or consent of instructor.

Change description to: COUN 732 Consultation--3 hours. An introduction to individual and organizational consultation as a

means of indirect service and delivery and community change. Emphasis is placed on the integration of theory and research into consultative practice. Prerequisite: 533 or consent of instructor.

COURSES TO BE BANKED


SCHOOL OF BUSINESS: Analytical-Quality and Decision Systems QDS 570 Computer Simulation of Business Systems—3 hours. This course introduces students

to the concepts and tools needed to intelligently analyze complex business processes through computer simulation. The statistical concepts and logic needed to accurately model a real-world process form the basis of learning in the course. These are applied to hypothetical and real-world business processes through the use of a common simulation software package, such as GPSS or Process Model. Additionally, the concepts of experimental design and analysis needed to meaningfully interpret the results of simulation experiments are presented. Upon completion of the course, students will be able to accurately predict the effect of management decisions to such systems. Prerequisites: Business 305 and Management Information Systems 310 or 376 or consent of M.B.A. Coordinator.


COURSE REACTIVATIONS

COLLEGE OF ARTS & SCIENCES: Communication COMM 533* Broadcast Criticism--3 hours. The elements of critical evaluation in American broadcast

programming and the critic’s role. *Preferred Effective Term: Fall 2003 *Course has an undergraduate level equivalent GRADUATE PROPOSALS – Course Reactivations: continued COLLEGE OF ARTS & SCIENCES: Music MUS 538* Jazz Procedures--2 hours. Philosophy, administration, and instruction for the school

jazz program. Practical experience in beginning jazz improvisation and rehearsal techniques for a variety of instructional settings. Three class hours a week. Prerequisites: completion of an undergraduate degree in music education or consent of instructor.

*Course has an undergraduate level equivalent *Preferred Effective Term: Fall 2003 COLLEGE OF ARTS & SCIENCES: Psychology PSY 654B Clinical Neuropsychology II--3 hours. Theory and research in brain/behavior

relationships with an emphasis on disorders of neuropsychological processes as a foundation for understanding the clinical assessment of cognitive dysfunction.

UNDERGRADUATE APPROVALS


NEW COURSES APPROVED FOR GENARAL EDUCATION

COLLEGE OF ARTS & SCIENCES: Geography, Geology, and Anthropology ANTH 498 The Human Discovery--3 hours. This course explores the discovery of the human self

and the current research on our understanding of the physical human, the mental and emotional human, and the social human. The Human Discovery is a General Education Capstone Course open to all students with a minimum of 76 credit hours, including all Basic Studies and required foundational General Education courses. The purpose of the General Education Capstone Course (GECC) is to bring coherence to students’ Liberal Studies programs by leading them to reflect on the sometimes disparate parts of their liberal studies and guiding them to synthesize those experiences into a more cohesive whole so they can relate their liberal studies experiences to their professional goals. GE2000: Satisfies General Education Capstone Course requirement.

*Preferred Effective Term: Summer I 2003

NEW COURSES COLLEGE OF ARTS & SCIENCES: Theater THTR 372 History of Style in Theater and Dance Performance--3 hours. A study of artistic

styles and how they affected styles in theater and dance. *Preferred Effective Term: Fall 2003

UNDERGRADUATE APPROVALS: continued

NEW UNDERGRADUATE CERTIFICATE COLLEGE OF ARTS & SCIENCES: Languages, Literatures, & Linguistics Certificate in TESL/TEFL Executive Summary:

The Department will offer a 12-semester hour undergraduate Certificate in TESL/TEFL. This is not a degree program, nor does it confer an Indiana teaching license on its recipients. Certificate (in TEFL or TESL) is an internationally recognized term, and many employers in other countries require a certificate of teachers who don’t hold a Master's degree. Rationale:

There are two major training options for those interested in teaching English as a second or foreign language: Masters degree programs and certificate programs. The Department currently offers a Masters


program and a graduate Certificate program, which requires 12 hours at the graduate level. In addition, we offer an undergraduate Cross-linguistics Major so that all of the relevant coursework is offered at the undergraduate level as well. By offering an undergraduate Certificate in TESL/TEFL, we will enable students to complete a Certificate along with their Bachelor's degree and take with them evidence of their training, and we will be able to advise them into the appropriate courses. We will also be able to offer basic preparation to those outside academia who wish to teach abroad, as well as the large number of people who wish to come from abroad for a short course leading to a certificate. This is of particular urgency to address needs expressed by recent ISU partnerships with universities in China, Morocco, and Thailand. NEW CATALOG COPY Certificate in TESL/TEFL (12 semester hours) Course Requirements: Linguistics 311--3 hrs.; 316--3 hrs.; 420--3 hrs.; Electives: One elective chosen in consultation with Languages, Literatures, and Linguistics advisor

appropriate to student's background and needs Applied Experience Requirement: This requirement is fulfilled by doing one of the following: 1) 2 years study (or equivalent fluency) of a non-native language 2) Experience living in a non-native culture (3 months minimum) 3) ESL/EFL teaching or cross-cultural experience (3 months minimum) *Preferred Effective Term: Fall 2003

COURSE REVISIONS COLLEGE OF ARTS & SCIENCES: Family and Consumer Sciences FCS 391 Methods of Family and Consumer Sciences Education--3 hours. Current trends, UNDERGRADUATE APPROVALS – Course Revisions – FCS 491: continued teaching materials, and teaching procedures; development of objectives, concepts, and

generalizations for teaching family and consumer sciences. Prerequisites: Curriculum, Instruction, and Media Technology 347, or consent of instructor.

Change number to: FCS 491 Methods of Family and Consumer Sciences Education--3 hours. Current trends, teaching materials, and teaching procedures; development of objectives, concepts, and

generalizations for teaching family and consumer sciences. Prerequisites: FCS 281. *Preferred Effective Term: Fall 2003 COLLEGE OF ARTS & SCIENCES: Mathematics & Computer Science CS 467* Data Communications Software--3 hours. A study of the principles of data

communications common to on-line systems, distributed processing, networks, teleprocessing, and terminal-based systems. Covers design principles of data communications, a basic understanding of the components that are configured into a teleprocessing system, and simple communications programming. Prerequisite: CS 361.


Change title, description, and prerequisites to: CS 467* Introduction to Data Communications & Networking--3 hours. Introduction to the

fundamentals of telecommunications, data communications, and networking. Topics include: data and telecommunications hardware and software; communications channels and types of media; data, voice, and video transmission; local and wide area networks; network topology models; network security and other network management issues; and related topics including future trend in the field. Prerequisites: CS 258 or CS 260 or consent of instructor.

*Course has a graduate level equivalent *Preferred Effective Term: Fall 2003

PROGRAM REVISIONS

COLLEGE OF ARTS & SCIENCES: Theater Theatrical Dance Concentration Executive Summary: Theatrical Dance Concentration will be a fifth option for Theater Majors joining concentrations in Acting, Directing/ Playwriting, Design and Technology, and Educational Theater. Theater majors with a concentration in Theatrical Dance would be required to complete the entire thirty-credit Core Curriculum requirement for the Theater Department as listed in the ISU Undergraduate Catalogue as well as the Cognate requirement. Students within the Theatrical Dance Concentration will also be encouraged to take electives in the Theater Department and to participate in Practical Application courses. Those doing independent and practical-application work in dance would use the same course code as acting: 299A and 499A (“A” for Acting and Performance). UNDERGRADUATE APPROVALS – Program Revisions – Theater Major/Theatrical Dance Concentration: continued Within the core they will substitute the History of Style in Theater and Dance Performance course (THTR 372) for one of the two theater history classes that constitute the Core. The dance courses that would count towards the Concentration in Theatrical Dance are housed in the Physical Education Department.

Students who want to make a curricular commitment to Dance at ISU would then have a choice: They could Minor in Dance through Physical Education or major in Theater with a concentration in Theatrical Dance. The latter option is best for those interested in dance in relation to its application in the theater. Those who choose this option will have the opportunity to ground themselves in a well-rounded and thorough study of dance styles and techniques while studying the theory and technique of Theater. This will prove invaluable for those who view dance as a discipline that supports and should be supported by acting technique and that the history, theory and practice of theater and dance mutually benefit one another.

It is also the Theater Departments wish with this proposal to place the courses in the Core in consecutive order, i.e. 170 and 171 before 176 and 176L. Please find at the end of this proposal a separate sheet detailing the current catalogue copy for the Core and the way the department wishes it to read. Rationale:


Theater and Dance go hand in hand both in the academic and professional worlds. As awareness of

this natural compatibility grows, the number of Theater and Dance Departments at universities across the country has steadily increased over the last three decades. In the performing arts profession, actors, directors and designers need, more and more, to have knowledge of dance and different movement styles and techniques for their work in the contemporary theater and choreographers are learning that they are well served when they understand the process of character creation and emotional connection so basic to theater.

Adding a Theatrical Dance Concentration to our Theater Major will offer students an opportunity to add an essential component to their theater education on all levels. The Department of Theater now has a complete and thorough curriculum to serve students interested in Theater in a wide array of concentration areas; adding dance will enable the Department to provide a more versatile and comprehensive theater degree. This added concentration will also enable ISU to serve students interested in other ways of committing to dance other than through the Minor while at the same time providing theater students with a more well-rounded Theater degree. Moreover, by offering a way for students to major in dance, it will help ISU Theater Department be competitive in its recruiting. Prior to this concentration, a Theater student interested in dance took one or two classes as electives without any opportunity to improve or perfect their craft. The Theatrical Dance Concentration allows them to do this as well as ground that dance experience in a broad-based academic context. It should also be noted that for future accreditation efforts, this concentration would surely strengthen our bid. UNDERGRADUATE APPROVALS – Program Revisions – Theater Major/Theatrical Dance Concentration: continued NEW CATALOG COPY Theater Major (48 semester hours): Core requirements required of all majors (30 hours): *101--3 hrs.; *150--3 hrs.; 170--1 hr.; 171--1

hr.; *176--3 hrs.; *176L--1 hr.; *191--3 hrs.; *275--3 hrs.; 381--3 hrs.; 395-3 hrs.; 396-- 3 hrs. or 397--3 hrs. or 372—3 hrs.; 482--3 hrs.

*Students should take starred courses before taking courses within their concentration. Students must

choose area(s) of concentration before the beginning of their junior year. Concentration in Acting (15 hours): 250--3 hrs.; 278--1 hr.; 387--2 hrs.; 388--2 hrs. 456--1 hr.; 484-

-3 hrs.; 485--3 hrs. Concentration in Design and Technology (15 hours): 270--1 hr.; 271--1 hr.; 278--1 hr.; 279--3 hrs.;

370--1 hr.; 379--1 hr. or 470--1 hr.; 455--1 hr.; any two of the following: 373--3 hrs.; 475--3 hrs.;


476--3 hrs.; 477--3 hrs. Concentration in Directing and Playwriting (15 hours): 250--3 hrs.; 450--3 hrs.; 396--3 hrs. or 397--

3 hrs. (whichever wasn't taken as part of the core); 452--3 hrs.; 480--3 hrs. Concentration in Educational Theater (15 hours): 250--3 hrs; 270--1 hr.; 271--1 hr.; 278--1 hr.;

396--3 hrs. or 397--3 hrs. (whichever wasn't taken as part of the core); 450--3 hrs; 480--3 hrs. This concentration is designed for individuals pursuing a teacher preparation program. It does not lead to an initial teaching license. If students are seeking to pursue teacher licensure, it is assumed that they will take the full teacher education curricula through the School of Education and another major at the University.

Concentration in Theatrical Dance (15 hours): Technique (8 hrs.): THTR 250--3 hrs.; All four

(Modern and Ballet, two levels): PE 124--1 hr; PE 127--1 hr.; PE 170--1 hr.; PE 173--1 hr.; Choose one from the following: PE125--1 hr., PE 126 --1 hr., or PE 160--1 hr..; Theory and Performance (7 hours): PE 353--3 hrs.; PE 363--1 hr.; PE 474--3 hrs.

*Theater majors with a concentration in Theatrical Dance must take THTR 372 History of Style in Theater

and Dance–3 hrs. as their second history choice in the Core curriculum. Cognate Requirement: Students must take 3 hours in a subject from another department that is linked

with their specific area of concentration. Students with a second major or a minor are exempt from the cognate requirement. Students who choose a cognate listed below do not have to receive approval. Another cognate option tailored to a student's particular interest is possible, but must be approved by the advisor and department chairperson prior to registration in that particular course.

Concentration in Acting--3 hours in music or dance UNDERGRADUATE APPROVALS – Program Revisions – Theater Major/Theatrical Dance Concentration: continued Concentration in Theater Design and Technology--3 hours in studio arts, drafting, or electronics Concentration in Directing and Playwriting--3 hours in literature or creative writing at or above the

200-level Concentration in Educational Theater--English 380--3 hrs. Concentration in Theatrical Dance--3 hours in music. Electives: Students are encouraged to take additional credits in the Department of Theater beyond the

core offerings and their own concentrations. Electives fall within four categories: courses in concentrations other than the one chosen by the student; practical applications in the theater; independent study; and any other courses not listed as core courses or within concentrations but still offered to enhance a student's theater education. Under special circumstances, students may apply to


replace a course in their concentration with a course from another concentration or an elective from the list above. To do so, a letter detailing the student's rationale must be submitted to and approved by the advisor and the department chairperson. Theater courses offered for elective credit include: 260--3 hrs.; 374--2 hrs.; 414--1-6 hrs.; 460--3 hrs.; 470--1 hr.; 483--3 hrs.; 473--3 hrs.; 474--3 hrs.

Practical Applications in the Theater: It is expected that students will enhance their theater educations

with practical experiences in the theater by enrolling for elective credit in one or more of the following courses: 200A-F--1-3 hrs.; 299A-F--1 hr.; 400A-F--1-3 hrs.; 401A-F--1-6 hrs.; 499A-F--1 hr. The categories A-F stand for the following areas: A. Acting and Performance; B. Design and Technology; C. Management; D.Playwriting; E. Directing; F. History, Theory, Literature, and Dramaturgy.

Independent Study: 464A-F--1-3 hrs. selected from the concentrations: A. Acting and Performance; B.

Design and Technology; C. Management; D. Playwriting; E. Directing; F. History, Theory, Literature, and Dramaturgy.

Theater Minor (25 semester hours ) Required Theater courses: 101--3 hrs.; 150--3 hrs.; 176--3 hrs.; 176L--1 hr.; 191--3 hrs.; 275--3 hrs.;

381--3 hrs.; 395 or 396 or 397--3 hrs.; 482--3 hrs. Music Theater Minor for Music Majors (24 semester hours)

The following courses are designed to provide music majors with the performance and technical theater skills to complement their music training in preparing them for the challenges of working on-stage, back-stage, and front-of-stage in various musical theater genres. Required Theater courses (12 hours): 101--3 hrs., 191--3 hrs.; 278--1 hr.; 299A-F--1 hr.; 379--1 hr.;

381--3 hrs. UNDERGRADUATE APPROVALS – Program Revisions – Theater Major/Theatrical Dance Concentration: continued Required for Performance Focus (12 hours): 150--3 hrs.; 250--3 hrs.; 456--1 hr.; 499A-F--1 hr.; and

4 hours chosen from the following in consultation with theater and music advisors: Physical Education 125--1 hr.; 126--1 hr.; 127--1 hr.; 134--1 hr.; 160--1 hr.; 169--1 hr.; 173-- 1 hr.; Theater 388--2 hrs.

Required for Teaching Focus (12 hours): 150--3 hrs.; *176--3 hrs.; 275--3 hrs.; and 3 hours chosen

from the following, in consultation with theater and music advisors: 170--1 hr.; 171--1 hr.; 450--3 hrs.; **464--1 hr.; 480--3 hrs.

*Music students who have completed Theater 299 do not have to sign up for 176L, the laboratory portion of 176.


**Credit for Theater 464 will be fulfilled by serving as a teaching assistant in a course taught by a member of the theater faculty. *Preferred Effective Term: Fall 2003 SCHOOL OF HEALTH & HUMAN PERFORMANCE: Recreation & Sport Management Recreation and Sport Management Major Departmental Emphasis in Recreation Therapy Executive summary: RCSM 375-Diversity Issues in Recreation and Sport has been changed from an upper-division course to a lower division course (RCSM 275) by the Department of Recreation and Sport Management. The change comes as a result of the student outcomes assessment process coupled with an analysis of the course content and a review of similarly offered courses. The change has no financial, advising, or curriculum impact. It remains a required course for all RCSM majors. This proposal also is changing the title of the Therapeutic Recreation departmental emphasis to Recreation Therapy. This will necessitate changing all related course titles and catalog copy within the Recreation Therapy emphasis of the Recreation Therapy and Sport Management major. This change also updates the catalog copy consistent with changes that have been made in the emphasis curriculum to stay current with the National Council for Therapeutic Recreation Certification (NCTRC) certification requirements. Rationale: Based on action by the faculty at the 30 Sep 2002 faculty meeting RCSM 375 has had its numbering changed to 275 with the title and content to remain the same. The decision to make this change was based on (1) a review of similar courses at other institutions, (2) feedback from students using a variety of student outcomes assessment processes, and (3) a review of how the course best fit into the overall curriculum sequencing. The proposed change requires that we change the program moving the former RCSM 375 from required upper division courses to RCSM 275 and include in the required lower division courses. The change does not effect teaching loads, faculty assignments, or fiscal resources of the UNDERGRADUATE APPROVALS – Program Revisions – RCSM Major and Dept. Emphasis: continued Department. The term therapeutic recreation is an overarching designation, which includes discipline orientation in the field, some of which we do not address in the RCSM emphasis program. The term recreation therapy more accurately reflects the recreation as treatment orientation currently in place within the emphasis. The American Therapeutic Recreation Association and the direction of employment trends in our field support this orientation and terminology. Also, the current emphasis catalog copy does not reflect: (1) the deletion of Life Sciences 231/231L from the program as an potion for the NCTRC anatomy and physiology requirement because that course is now anatomy only; (2) the deletion of the FCS 103 and EPSY 221 from the program based on an NCTRC audit of our curriculum indicating we need to use PSY 266 as the only course to meet the life-span development requirement; and (3) the addition of ATTR 225 to the program to


meet the NCTRC medical terminology requirement because the content has been eliminated form the existing therapeutic recreation courses to make room for more core content. Finally, the psychology and exercise science minor examples were added to reflect the types of minors chosen by recreation therapy emphasis students, as the others do not apply. NEW CATALOG COPY

Recreation and Sport Management Major (55 semester hours) Required Courses (37 semester hours): Lower Division Courses: 135- 3 hrs.; 136--2 hrs.; 136L--1 hr.; 236--3 hrs.; 275--3 hrs.; 280--3 hrs. Upper Division Courses: 336--3 hrs.; 342--3 hrs.; 390--1 hr.; 434--3 hrs.; 435--3 hrs.; 446--3 hrs.; 491--6 hrs.

Departmental Emphasis (18 hours): Students will choose a departmental emphasis in any of the following areas: commercial recreation; travel and tourism; park and community recreation management; sport management; or recreation therapy*. Students are encouraged to complete a minor in such areas as: business administration, finance, marketing, journalism, public administration, psychology, or exercise science. In addition to the major requirements*, recreation therapy students must complete the following: Athletic Training 210--2 hrs., 225--3 hrs.; Physical Education 220--2 hrs.; Psychology 266--3 hrs., 368--3 hrs.; Sociology 240--3 hrs. (*Recreation Therapy Emphasis Courses will be changed to include the following: Recreation and Sport Management 270--3 hrs.; 371--3 hrs.; 470--3 hrs.; 472--3 hrs.; 473--3 hrs.) *Preferred Effective Term: Fall 2003

SCHOOL OF HEALTH & HUMAN PERFORMANCE: Recreation & Sport Management Recreation Therapy Minor Executive summary:

This proposal is changing the title and some course requirements of the Therapeutic UNDERGRADUATE APPROVALS – Program Revisions – Recreation Therapy Minor: continued Recreation departmental minor. The new title will be Recreation Therapy minor. This will necessitate changing all related course titles and catalog copy within the Recreation Therapy minor of the Recreation and Sport Management major. This change also updates the courses in the minor consistent with the changes made in the emphasis in order for students to meet certification requirements. Rationale:

The term therapeutic recreation is an overarching designation, which includes multiple discipline

orientations in the field, most of which we do not address in the RCSM minor program. The term recreation therapy more accurately reflects the recreation as treatment orientation currently in place within the minor.


The American Therapeutic Recreation Association and the direction of employment trends in our field support this orientation and terminology. Also, the current minor curriculum does not reflect: (1) the deletion of Life Sciences 231/231L from the program as an option for the NCTRC anatomy and physiology requirement because that course is now anatomy only; (2) the deletion of FCS 103 and EDPSY 221 from the program based on an NCTRC review of our curriculum indicating we need to use PSY 266 only as the course to meet the life-span development requirement; and (3) the addition of ATTR 225 to the program to meet the NCTRC medical terminology requirement because that content has been eliminated from the existing therapeutic recreation courses to make room for more core content. NEW CATALOG COPY Recreation Therapy Minor: (28 semester hours) The recreation therapy minor allows student in health-related areas to become eligible to sit for the National Council for Therapeutic Recreation Certification (NCTRC) examination. Required Courses: Recreation and Sport Management 270--3hrs.; 371--3hrs.; 470-3hrs.; 492--3hrs.; Psychology 266--3hrs.; 368--3hrs.; Sociology 240--3hrs.; Athletic Training 210--2hrs.; 225--3hrs.; Physical Education 220--2 hrs. *Preferred Effective Term: Fall 2003 SCHOOL OF HEALTH & HUMAN PERFORMANCE: Recreation & Sport Management Sport Management Minor Executive Summary:

RCSM 445 (Risk Management in Physical Activity, Recreation, and Sport) has been eliminated as a course offered by the Department of Recreation and Sport Management and RCSM 346 (Decision Making Methods in Recreation & Sport Management) was banked in 2002 and had not been taught for several years. One new course RCSM 264 (Introduction to Sport Management) has been added and RCSM 451 (Recreation and Sport Facility Operations and Maintenance) is moved into the minor. The changes represent a strengthening of the program based on analysis of the Student Outcome Assessment, NASPD/NASSM Program Review Guidelines, and UNDERGRADUATE APPROVALS – Program Revisions – Sport Management Minor: continued an analysis of trends in the market place. The replacement courses will strengthen the minor and result in better prepared students. Rational:

A review of the existing sport management emphasis indicated that RCSM 445 (Risk Management in Physical Activity, Recreation, and Sport) is duplicative of much of RCSM 435 (Legal Aspects of Recreation and Sport Management) and that at the undergraduate level there was insufficient need for two courses. The origin of two courses was based on a negotiated agreement when the sport management emphasis was moved into the Department of Recreation Management. An awareness of


the duplication of content has been apparent for some time. The student outcome assessment process helped to clarify what the faculty already knew. Similar programs across the country do not require two legal courses and the NASPD/NASSM program guidelines will be met in the RCSM 435 course with minimal revision.

At some point RCSM 346 (Decision Making Methods in Recreation & Sport Management) was no longer offered and then banked in 2002. During the review process the minor was not updated. The replacement for RCSM 346 will be RCSM 264 (Introduction to Sport Management) a new course that will be required of all students in the sport management emphasis.

Course Title and Description: Introduction to Sport Management—3 hours. An introduction An overview of the business of sport and an examination of the various management aspects involved with sport, sport delivery systems, and issues related to amateur and professional sport organization. Includes an investigation of sport management career opportunities. The decision to make this change was based on (1) a recognition that the sport management

students needed an introductory course, (2) a review of similar courses at other institutions, and (3) feedback from students using a variety of student outcome assessment processes. The change does not effect teaching loads, faculty assignments, or fiscal resources of the Department. Dropping RCSM 445 allows the Department to absorb the new course within existing resources. NEW CATALOG COPY Sport Management Minor (18 semester hours) The sport management minor consists of six upper division courses focused primarily on sport management issues. The student can complete the minor as a resident student as well as a distance education student. The minor blends very well with business administration, finance, and marketing curriculums and compliments journalism, physical education, radio-television-film, and recreation majors. Required Courses: Recreation and Sport Management 264--3 hrs.; 420--3 hrs.; 430--3 hrs.; 435--3 hrs.; 451--3 hrs.; 495--3 hrs. *Preferred Effective Term: Fall 2003

GRADUATE APPROVALS

COURSE REVISIONS PSY 615 Controversial Issues in Learning- -3 hours. A critical evaluation of topics currently

receiving attention in the area of learning, with emphasis on intensive experimental and theoretical analysis of primary sources. Prerequisite: a prior course in learning.

Change title, credit hours, and description to: PSY 615 History and Foundations of Clinical Psychology- -1 hour. This course provides a

history of clinical psychology and an overview of its major conceptual systems, organizations, standards, and ethics. It also provides an introduction to the research and clinical procedures needed in the program.

*Preferred Effective Term: Spring 2003


CORRECTIONS

***The following is a correction a correction of the text that appeared as a PROPOSAL in the February 24, 2003 issue of Academic Notes. The corrected portion is shown in [bold-italics within bold-italic brackets].

PROGRAM REVISIONS

COLLEGE OF ARTS & SCIENCES: Family and Consumer Sciences Family and Consumer Science Education Major Summary: The title of the program is Family and Consumer Sciences Education. The objectives of the program changes are: 1) to meet the needs of students for an updated curriculum in Family and Consumer Sciences; 2) to reflect changes in Indiana teacher licensure; 3) to reflect Interstate Teacher Assessment and Support Consortium (INTASC) Principles adopted by the Indiana Professional Standards Board (IPSB) as core standards for educators; 4) to reflect standards established for Career and Technical Educators (called "Vocational Standards") in Indiana; 5) to reflect standards established for the discipline of Family and Consumer Sciences by the National Association of State Administrators for Family and Consumer Sciences (NASAFACS); 6) to include concepts and processes incorporated in recent course and curriculum changes in Family and Consumer Sciences (FACS) Education in Indiana; and 7) to increase the number of elective courses within the major, thus giving students more flexibility to pursue individual interests and promote individual strengths. Clientele to be served are undergraduate students majoring in Family and Consumer Sciences Education. Curriculum Changes in the major include the following: Ø Add the requirement of a new course, FCS 281 Introduction to Family and Consumer Sciences

Education (3 hrs.) CORRECTION – Undergraduate Proposal – Program Revision – FCS Education Major: continued Ø Add the requirement of FCS 402 Teaching an Integrated Unit (required in the Professional

Education Sequence in the School of Education Department of Curriculum, Instruction, and Media Technology) Add the requirement of FCS 436 Child and Family (3 hrs.) Renumber the course FCS 391 Methods of Family and Consumer Sciences Education to FCS 491 to accommodate changes required for Transition to Teaching Program.

Ø Replace the requirement of FCS 101 Applied Design (3 hrs.) with FCS 150 Introduction to Interior Design (2 hrs.) to reflect changes in Interior Design curriculum

Ø Expand the requirement of FCS 111 Clothing I (3 hrs.) or FCS 211Intermediate Clothing to include the choice of either FCS 111 Clothing I (3 hrs.), FCS 211 Intermediate Clothing, FCS 212 Eval. of Ready-to-Wear Apparel (3 hrs.) OR FCS 216 Intro. to Fashion Merch.(3 hrs.)

Ø Replace the requirement of FCS 236 Family Health (2 hrs.) with the requirement of HLTH 111 Personal Health Science and Wellness (3 hrs.)


Ø Replace the requirement of FCS 326 Meal Management (3 hrs.) with the choice of either FCS 421 Nutrition Through the Life Cycle (3 hrs.), FCS 426 World Hunger and Nutrition (3 hrs.), FCS 427 Cultural Aspects of Food (3 hrs.), FCS 428 Food Sciences (3 hrs.) OR FCS 429 Nutrition in Wellness (3 hrs.)

Ø Rename FCS 301 Family Management and Decision Making (3 hrs.) to FCS 301 Family Resource Management (3 hrs.) Delete the requirement for FCS 363 Housing (3 hrs.) (Housing principles incorporated into FCS 150 and FCS 366 Energy and Equipment in Residential Design.)

Ø Delete the requirement for FCS 381 Principles and Philosophy of Vocational Education (3 hrs.) (Competencies no longer required by Vocational Standards at the undergraduate level)

Ø Delete the requirement for FCS 481 Organization and Coordination of Vocational Education (3 hrs.) (Competencies no longer required by Vocational Standards at the undergraduate level)

Ø Delete the requirement of FCS 449 Practicum in Child Development and Family Life (1 hr.) (Or FCS 497C Special Problems in Child Development and Family Life [1 hr.]) (Incorporated into FCS 438 Child Development)

Ø Delete the requirement of FCS 470 Home Management Practicum (3 hrs.) (Processes of management incorporated into FCS 301 Family Resource Management)

In summary, proposed changes result in a reduction of hours in the major from 52 to 49-51.

Unique or innovative features resulting from the change include a wider range of options within major requirements. These options allow students to: a) realize standards established for the discipline of Family and Consumer Sciences by NASAFCS underpinning recent course revisions in Indiana; b) synthesize concepts and processes incorporated in recent course changes in Family and Consumer Sciences (FACS) Education in Indiana; c) focus on employment opportunities in schools demanding particular specializations; d) respond to community needs; and e) strengthen individual interests. Anticipated Career Outcomes. Changes in the field of Family and Consumer Sciences are occurring across the state of Indiana and the nation at the middle, junior high, and high school levels. In fact, in 1998, FACS courses in Indiana were revised and renamed to reflect these changes. Proposed curriculum changes will prepare FCS Ed. students to realize the changes and to meet consequent requirements of beginning teachers in Family and Consumer Sciences. Increased options CORRECTION – Undergraduate Proposal – Program Revision – FCS Education Major: continued within content areas will give students breadth and depth both in leading edge topics and subjects of particular professional interest, thereby enhancing their competence to integrate current trends into secondary curriculum and to teach advanced courses in a single FCS content area more effectively. Incorporating professional development into FCS Education courses will maximize students’ opportunities to participate in highly relevant conferences, workshops, and independent study. Rationale: How the Changes Enhance the Department’s or College’s Strategic Goals. The notion that all aspects of life may be reduced to tasks, such as sewing a garment, preparing food, or cleaning a room, has been replaced by emphasis on social structures, knowledge of relationships, and achievement of mutual goals. Family and Consumer Sciences Education has moved to a process-oriented curriculum, emphasizing thinking and practical problem solving, communication, and interpersonal relationships as central processes


around which to build the family-focused curriculum. Family and Consumer Sciences programs in middle/junior high/senior high schools are no longer limited to homogeneous groups of females; they serve the needs of diverse audiences, including youth, adults, and at-risk populations. Modifying requirements and increasing options in the Family and Consumer Sciences Education major responds to these changes by incorporating the mission of Family and Consumer Sciences Education as proposed by the Family and Consumer Sciences Education Division of Association for Career and Technical Education (ACTE) (formerly American Vocational Association) – to prepare students for family life, work life, & careers in family and consumer sciences by providing opportunities to develop knowledge, skills, attitudes, and behaviors needed for: 1. Strengthening the well-being of individuals and families across the life span. 2. Becoming responsible citizens and leaders for family, community, and work settings. 3. Promoting optimal nutrition and wellness across the life span. 4. Managing resources to meet the material needs of individuals and families. 5. Balancing personal, home, family, and work lives. 6. Using critical and creative thinking skills to address problems in diverse family, community, and work

environments. 7. Managing life, employment, and career development successfully. 8. Functioning as providers and consumers of goods and services. 9. Appreciating human worth and accepting responsibility for one’s actions and success in family and work

life. In addition, modification of requirements and increasing options enhance Indiana State University’s School of Education’s goal to incorporate core standards for educators adopted by Indiana Professional Standards Board (IPSB): 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. CORRECTION – Undergraduate Proposal – Program Revision – FCS Education Major: continued 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. 8. The teacher understands and uses formal and informal assessment strategies to evaluate and insure the


continuous intellectual, social and physical development of the learner. 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. Moreover, modification of requirements and increasing options addresses standards established for the discipline of Family and Consumer Sciences by NASAFACS: 1. Integrate multiple life roles and responsibilities in family, work, and community settings. 2. Evaluate management practices related to the human, economic, and environmental resources. 3. Integrate knowledge, skills, and practices required for careers in consumer services. 4. Integrate knowledge, skills, and practices required for careers in early childhood, education, and services. 5. Integrate knowledge, skills, and practices required for careers in facilities management and maintenance. 6. Evaluate the significance of family and its impact on the well-being of individuals and families. 7. Integrate knowledge, skills, and practices required for careers in family and community services. 8. Integrate knowledge, skills, and practices required for careers in food production and services. 9. Integrate knowledge, skills, and practices required for careers in food science, dietetics, and nutrition. 10. Integrate knowledge, skills, and practices required for careers in hospitality, tourism, and recreation. 11. Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings. 12. Analyze factors that impact human growth and development. 13. Demonstrate respectful and caring relationships in the family, workplace, and community. 14. Demonstrate nutrition and wellness practices that enhance individual and family well-being. 15. Evaluate the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families. 16. Integrate knowledge, skills, and practices required for careers in textiles and apparel. CORRECTION – Undergraduate Proposal – Program Revision – FCS Education Major: continued

Program changes will enhance the professional development of students by increasing service learning opportunities, knowledge bases, and decision making and problem solving skills. PROPOSED CATALOG COPY TEACHING CURRICULA Students pursuing a teaching degree should be thoroughly familiar with the requirements for admission to the Teacher Education Program and the teaching curriculum. Refer to the School of Education and The Department of Curriculum, Instruction, and Media Technology sections in this Catalog. The Family and Consumer Sciences Education program is accredited by the National Council for the Accreditation of Teacher Education (NCATE), the Indiana Professional Standards Board (IPSB), and the North Central Association (NCA) for Schools and Colleges. A student who desires licensure as a family and consumer


sciences teacher should contact the Department of Family and Consumer Sciences during the first semester in his or her educational career at Indiana State University. At that time an advisor will be appointed to furnish assistance throughout the student’s undergraduate career. Once on the Teacher Education Program, the student will be pursuing a bachelor’s degree from Indiana State University and licensure as a teacher of family and consumer sciences. When selecting General Education courses, students are urged to consider post baccalaureate plans. Family and Consumer Sciences Education Major

This major may be added to the Senior High/Junior High/Middle School Instructional License and allows the holder to teach family and consumer sciences in grades five through twelve. [A student may select one of two major options: Family and Consumer Sciences Education (49 semester hours) or Occupational Family and Consumer Sciences Education (51 semester hours). Each of these options includes the same Family and Consumer Sciences Education base of 38 semester hours. Additional requirements are detailed for each option.] Family and Consumer Sciences Education Base (38 semester hours) Family and Consumer Sciences Education: 281--3 hrs. Child Development and Family Life: 336--3 hrs.; 436--3 hrs.; 438--3 hrs. Family Economics and Home Management: 301--3 hrs.; 366 -- 3 hrs.; 475– 3 hrs. Food and Nutrition: 201--3 hrs.; 226--3 hrs.; 421--3 hrs. or 426--3 hrs. or 427--3 hrs. or 428--3 hrs.

or 429--3 hrs. Interior Design: 150--2 hrs. Textiles, Apparel, and Merchandising: 217--3 hrs.; 111--3 hrs. or 211--3 hrs. or 212--3 hrs. or 216--3 hrs. Option A: Family and Consumer Education Major (49 semester hours) Required courses: 38 hour Family and Consumer Sciences base. CORRECTION – Undergraduate Proposal – Program Revision – FCS Education Major: continued Family and Consumer Sciences Core : 107--1 hr.; 410--3 hrs. Family and Consumer Sciences Education: 491--3 hrs.; 402–1 hr. Health and Safety: 111–3 hrs.* *This course meets the University Liberal Studies SBS:E requirement. Option B: Occupational Family and Consumer Sciences Education Major (51 semester hours) Required courses: 38 hour Family and Consumer Sciences base. Family and Consumer Sciences Core Course: 107--1 hr.; 410–3 hrs. Family and Consumer Sciences Education: 491--3 hrs.; 402–1 hr.; 498–2 hrs. Health and Safety: 111–3 hrs.*


Candidates for the Occupational Education degree option must also complete two years (4,000 clock hours) of successful employment in a recognized family and consumer sciences-related occupation or 1,500 clock hours of supervised work in the occupational family and consumer sciences field under an approved Teacher Education Program or an equivalent combination. *This course meets the University Liberal Studies SBS:E requirement. *Preferred Effective Term: Fall 2003

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