Idaho State University’s Undergraduate Curriculum Council
Undergraduate Curriculum Council
See Members
December 13-20, 2012, via Moodle and e-mail
Volume XXIX, Meeting 23 (14-23)
MINUTES – Approved by Curriculum Council 17 January, 2013; actions approved by Provost January 22, 2013
1. Tacit consent of all members allowed the minutes of the December 6 meeting to be declared approved on
December 13, 2012. Voting participation December 13-14 was by e-mail among 9 of the 12 voting faculty
members of the Council; on December 18, 8 members voted.
2. Blakeman declared the Minutes from the Council’s meeting on December 6, 2012 approved.
3. Council approved (9 in favor; 0 opposed; 0 of 9 abstaining) a proposal from Geosciences (Appendix 1) for a
new General Education course.
4. Voting faculty members of the UCC approved two letters, from the General Education Requirements
Committee (Appendix 2) and from the Undergraduate Curriculum Council voting faculty members to the
Provost and Vice President of Academic Affairs, and the Deans’ council (Appendix 3).
5. By a vote of 8 in favor, 0 opposed, and 0 casting abstaining votes, Council approved a motion as follows (see
Appendix 4):
a) To rescind the Dec 6th 2012 vote which would have delayed the catalog publishing of new Gen Ed's and
b) The GERC list of approved General Education Objectives and the courses approved to fulfill them has
been approved by this Council with the stipulation that upper division courses which meet or exceed the
General Education requirements, i.e., an upper division laboratory course, can satisfy the second lab
requirement for Objective 5, and additionally that the second lab requirement be reassessed before the
2014 - 2015 catalog year.
APPENDICES – Approved Proposal and Letters
1. Geosciences
Glenn Thackray
Proposal Summary: The Department wishes to add 1 new course, GEOL 1108 [two, when 1108L is included]
Exploring Data and Information. This is a new high-enrollment course intended to serve students seeking to
fulfill Objective 8. The proposed course will provide students with a course on information literacy through the
lens of natural and applied science and technology.
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 1 of 12
Faculty Vote: The Geosciences Faculty voted in favor of these proposed changes to the catalog on Wednesday,
September 26, 2012.
One concern expressed in the previous UCC discussion is that the proposal had not been discussed amongst CoSE
chairs. We had actually done so three times, albeit briefly. In our chairs meeting yesterday, we discussed the
proposal in detail, and all concerns were aired and have been addressed by [this] revision.
Impacts
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College, Department, Staffing, Facilities, Funding, etc.: Course addition will require one lecturer each
semester. With the recent hiring of several new faculty, Geosciences can accommodate this additional
course. In addition to the faculty commitment, we anticipate that we will need TAs to cover 15 1-hour lab
sessions each week as well as grading five assignments and two exams associated with the lecture portion
of the class. Lab sections are expected to hold approximately 17 students each (250 student total
enrollment). Funding for these TA slots will initially come from student fees of $50. Computer resources
for the lab sessions will be accommodated in the Geosciences Computer Lab. There is sufficient time
available for fifteen 1-hour sections in this laboratory, and student fees will be partially reserved to
sustain the equipment in the lab. CoSE IT staff will be needed at the start of each semester to ensure that
enrolled students have access using their BengalID on these computers.
ITS / ETS: Moodle will be used extensively in this course; as new instructors become involved, they
may need additional Moodle training. We will also explore adapting this course to an online version in
the next few years, which may require hosting video and other course content.
Library: Students will seek information in peer-reviewed and gray literature as well as textbooks. They
will utilize library resources periodically throughout the course. “The proposed course will utilize existing
library resources, so I would not anticipate an effect on the Library from it.” –Sandra Shropshire
Registration: The prerequisite for this class is a C+ or better in MATH 1108, or equivalent.
Advising:
Other Units
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COURSE CHANGES
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14-23-01 Add GEOL 1108 201410
30-ch: Exploring Data and Information
GEOL 1108 Exploring Data and Information 3 credits. Discover, evaluate, analyze and visualize information and
data from across the natural and applied sciences efficiently and ethically. Learn how to find reliable data sources,
design sampling efforts, and manage a variety of data. Course themes used to illustrate topics will vary with
instructor. Satisfies Objective 8 of the General Education Requirements. PREREQ: C+ or better in MATH 1108
or equivalent. COREQ: GEOL 1108L. F, S
Level UG
Letter grading; may NOT be audited
Scheduled as Lecture/Lab, Pocatello
Satisfies Objective 7 of the General Education Requirements.
PREREQ: C+ or better in MATH 1108 or equivalent (may NOT be taken concurrently)
14-23-02 Add GEOL 1108L 201410
30-ch: Exploring Information Lab
GEOL 1108L Exploring Data and Information Laboratory 0 credit. Graded S/U. COREQ: GEOL 1108. F, S
Level UG
Graded S/U
PREREQ: C+ or better in MATH 1108 or equivalent.
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 2 of 12
COREQ: GEOL 1108
Fee $50
2.
12/12/12
To: Curriculum Council, Deans’ Council, and Provost Barbara Adamcik
From: Dr. Susan H. Swetnam, for the General Education Requirements Committee (GERC)
At the request of the Deans’ Council on 11/27/12, GERC has reconsidered several aspects of the new General
Education Requirements system. The Council specifically requested that we consider 1) adding an introductory
statement to the General Education document that articulates an overarching philosophy for the objectives; 2)
reducing the laboratory component in Objective 5 from two labs to one lab; and 3) eliminating Objective 7,
Critical Thinking. GERC met in an emergency session on 12/4/12 to consider these matters, and after
considerable and thoughtful debate, here is our unanimous consensus.
Overarching philosophy statement for General Education:
ISU’s Catalog already includes a lengthy statement of General Education philosophy (p. 27, 2012-13 Catalog).
Committee members concur that this statement ought to be discussed and potentially revised in light of the
new General Education system. Given the fact that the deadline for implementing the new General Education
structure is so tight at the moment, however (if the new system is to appear in the 2013-14 catalog, as longplanned, language must be ready to go by January), we voted to craft such a statement in the spring rather than
rushing to complete the document at the very end of a semester, when the pressure to serve our student
constituency—as we read major papers and evaluate major projects, craft final exams, and compute grades—
must consume our attention as responsible faculty members.
A published institutional statement of General Education, after all, is a momentous document, which
articulates institutional philosophy not only to the ISU community but also to outsiders including the State Board
of Education and accreditation agencies. We will make the considered, thoughtful discussion and potential
revision of the current statement an immediate priority in the spring semester.
Laboratory requirement for Objective 5:
The Committee appreciates the Deans’ Council’s concern over the number of laboratories required for
Objective 5 and is willing to reconsider this matter. However, the faculty representative from COSE who could
speak most directly to Objective 5 (GERC member Dr. Benjamin Crosby, of the Geosciences Department) was
unavoidably absent from our emergency meeting attending a conference, and, as we began to discuss the topic
on 12/4, it became clear that we need his input, along with specific data from the Registrar about transfer
policies and practice and the SBOE-mandated science requirements.
We thus voted to defer discussion until we have the necessary information to make an informed and
responsible decision. The matter of lab credit will thus be added to our spring 2013 agenda.
Objective 7, Critical Thinking:
After extensive discussion, GERC voted unanimously to retain Objective 7, Critical Thinking, in the new
General Education system—for the first iteration of the new General Education system in the 2013-14 University
Catalog, at least. For a variety of practical and philosophical reasons, we are convinced that it should not be
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 3 of 12
dropped abruptly at this later-than-eleventh hour, with the new Catalog going into production in January and
new students needing advising.
Two of our primary reasons are these:
* Practical: General Education is so important to our students—and to our accreditation--that decisions about
assessment, in particular, must be made with utmost professionalism and care.
If Objective 7 were abruptly dropped and critical thinking were to be assessed “across other objectives” as
the Deans’ Council suggested, an assessment tool that applied to every course in those myriad objectives would
need to be immediately constructed—an extremely complex tool that would require input by assessment and
critical thinking specialists and extensive consultation with host departments. It is one thing to assess critical
thinking in courses whose primary meta-content is the practice of critical thinking and whose day-to-day
activities include hands-on training in complex intellectual skills applicable beyond the boundaries of individual
disciplines. It is quite another to assess critical thinking in courses which focus primarily on subject-area-content,
with critical thinking as a by-product.
As you may remember, GERC has already been tasked in Spring 2013 with devising assessment procedures for
all “grandfathered in” courses (we remind you that we were instructed to allow the inclusion of all current goal
classes in the first iteration of the new General Education system and we took the suggestion of allowing chairs
to place them where they believed appropriate). Next semester we will develop tools and procedures to
determine whether these nearly one-hundred courses are indeed appropriate to the objectives in which they’ve
been placed, (among them several courses “grandfathered in” to Objective 7), and we will be asking for changes
in these courses or dropping them from General Education depending on assessment results. This task seems to
us a compelling priority for the integrity of General Education.
Once the new General Education system is up and running, with strong assessment procedures in place for
each course in the context of the student learning outcomes for its primary objective, we will have more time, if
it seems appropriate, to consider how ISU might assess critical thinking within the context of courses placed in
other objectives.
*Philosophical: We are opposed to making an abrupt change of such magnitude as completely dropping
Objective 7 without broader input from our constituency, the faculty.
The new General Education system which we were instructed to implement is the product of years of
painstaking discussion and many forums and calls for broad-based input by the experts who work directly with
students every day and thus understand their educational needs and the knowledge base and skills necessary
for professional success.
Curriculum development is a faculty responsibility according to accreditation standards, and we are
convinced that it would be a violation of such standards to make such a major change without the opportunity
for further input. Stakeholders simply must be involved in such fundamental decisions as which objectives to
include.
Further, there is the issue of hundreds, if not thousands, of hours of faculty time spent developing new
courses, in good faith, after the Deans’ Council approved the current 9-Objective system last May. Our integrity
as professionals and colleagues would be severely compromised, we believe, if we suddenly dropped courses
that were tailor-made at our invitation, issued in good faith after the Deans’ Council signed off on the document
just a few months before. Throughout the fall semester we have been not only approving and rejecting courses
based on their fit with student learning outcomes, but we have been remanding proposals for revision, and
intensive work has been done crafting appropriate submissions, especially for the objectives new to this General
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 4 of 12
Education system, including Objective 7. ISU faculty need to be able to trust the committees they elect; we
would lose all trust if we made such an apparently arbitrary and autocratic change at this point.
Thus we are absolutely opposed to making such a sudden radical change to the fundamental General
Education objective structure at this point. We were told when our committee was constituted to understand
the new General Education system as a thing that would evolve over several semesters as we took up various
phases of assessment. Making the best decision possible for the institution and our students regarding
Objective 7, we believe, should be part of that deliberative process.
Thank you for inviting our input. We look forward to moving forward together as we institute and refine this
exciting new General Education system.
Contents of this letter have been reviewed and approved by the Undergraduate Curriculum Council voting
members.
3. December 13, 2012
Provost/VP of Academic Affairs
Dean’s Council
Idaho State University
Pocatello, Idaho
RE: Undergraduate Curriculum Council (UCC) Minutes of Meetings
Dr. Adamcik and Dean’s Council,
The UCC has had much recent discussion about its role in the new faculty governance model and wishes to
express its concern about the “acceptance” of its minutes of meeting. As the bylaws are currently written and
interpreted, the UCC is subordinate to the Dean’s Council and the Provost/VP for Academic Affairs. The intent of
this letter is not to contradict this interpretation. What the UCC does desire, is an open and frank discussion about
the current process, ramifications of this process, and possible improvements of the process.
Last spring the UCC analyzed the timeline for publishing ISU’s Academic Year 2013-14 Curriculum Catalog. It
was determined that the catalog copy needs to be in a near final print-ready form by the Thanksgiving break.
Keeping this in mind, the UCC imposed a deadline of September 20th for submission of proposals to be included
in the 2013-14 Catalog. This deadline was chosen to provide the UCC with reasonable time to deliberate on the
proposals and, for those proposals deemed worthy, to forward them for acceptance to the Dean’s Council. With
yeoman’s effort and extended weekly meeting times, the UCC did deliberate and recommend that 84% of these
“on-time” proposals move forward prior to the November 13th Dean’s Council meeting, their last meeting before
the Thanksgiving break.
In spite of the turmoil and publication delays resulting from changes in General Education Objectives, the UCC
continued to deliberate at full speed on the remaining on-time proposals, plus those proposals received after the
September 20th deadline. As of the date of this letter, the UCC has virtually cleared its docket. A record of these
recent actions and of the decisions regarding the aforementioned pre-November 13th proposals are all contained
within the UCC minutes of October 18th, November 8th, November 15th, November 29th, and December 6th,
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 5 of 12
2012 meetings. These minutes are now before the Dean’s Council awaiting acceptance at their next regular
scheduled meeting of December 18th, 2012. Contained within these minutes are over 45 curricular proposals
affecting more than 36 academic units. These stalled minutes are not only stressing the Catalog publication
timeline but are also affecting student advising. Soon they will be affecting faculty staffing and facility planning
for the 2013 Fall Semester.
Under parliamentary procedures adopted by the UCC, its minutes of meeting, once ratified by UCC members, are
considered to be factual representation of deliberations and decisions made. Membership ratification of minutes
occurs prior to their being forwarded to the Dean’s Council for acceptance. The UCC welcomes, in fact
encourages, the communication of any issues or concerns of the Dean’s Council and/or Provost/VP for Academic
Affairs. However, once ratified by membership, its minutes can only be changed by its own parliamentary
amendment.
To prevent delaying of curriculum changes, yet still enable the Dean’s Council acceptance of UCC minutes, it is
proposed that approval to proceed towards publication reside with the Provost/VP for Academic Affairs. Once
ratified minutes that detail decisions made upon the curricular changes are received by the Provost, the Provost or
his or her assigns will review said minutes and issue his or her approval to proceed towards publication. Dean’s
Council can then review and deliberate on acceptance at its next regularly scheduled meeting and not delay the
process of preparing the Catalog for publication.
Sincerely,
Undergraduate Curriculum Council voting members
4. General Education Objectives and the Courses Approved to Satisfy Them
Questions and errors have been discovered in the list, and the errors have been corrected in this presentation:
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GEOL 1101/GEOL 1101L - currently fulfills Goal 5, but was not included in the memo
as fulfilling Objective 5. Should it be? Swetnam says they were intended to be there, grandfathered.
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CSED 2256 - is listed in the memo as fulfilling Objective 6, but it may not have been approved by GERC.
Swetnam says it was not approved, and was sent back to the department.
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In Objective 5, the number for Concepts Biology: Human Concerns Lab should be 1100L, and the
Nutrition course is NTD 2239.
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The AMST courses have been discontinued, so AMST 2200 should no longer be part of Objective 6.
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The title of SOC 1101 in Objective 6 is Introduction to Sociology.
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The ANTH 1107 course in Objective 7 is also an ENGL and LANG course, and the ampersands in CS
1181 and POLS 2202 should each become an "and."
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The title of CIS 1101 in Objective 8 is now Digital Resources for Information Literacy, and the title for
GEOL 1108, also Objective 8, is now Exploring Data and Information. Should the 1108L lab be
included in the line?
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 6 of 12
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In Objective 9, ENGL 2212 is also an ANTH course, the title of EDUC 2204 is Families, Communities,
Culture, and the numbers of the two CHNS courses have been supplied: 2201 and 2202.
Objective 1 – Written English – Minimum of one course, minimum of three credits.
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Communicate effectively in standard written English
Communicate effectively in standard spoken English
 ENGL 1102
Critical Reading and Writing
 HONS 1101 Honors Humanities I*
3 cr
3 cr
*HONS 1101 must be followed by Honors Humanities II to fulfill this objective.
Objective 2 – Spoken English – Minimum of one course, minimum of three credits.
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Communicate effectively in standard written English
Communicate effectively in standard spoken English
 COMM 1101 Principles of Speech
3 cr
Objective 3 – Mathematics – Minimum of one course, minimum of three credits.
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Explain basic mathematical concepts
Apply basic techniques in solving mathematical problems
Interpret real-world problems in mathematical language
Use mathematics to formulate appropriate conclusions for real-world problems
 MATH 1123 Mathematics in Modern Society
3 cr
 MATH 1127 The Language of Mathematics
3 cr
 MATH 1130 Finite Mathematics
3 cr
 MATH 1153 Introduction to Statistics
3 cr
 MATH 1160 Applied Calculus
3 cr
 MATH 1170 Calculus I
4 cr
 MATH 2256 Structure of Arithmetic For Elementary School Teachers 3 cr
 MATH 2257 Structure of Geometry and Probability for Elementary
School Teachers
3 cr
 MGT 2216
Business Statistics
3 cr
 RCET 0372
Calculus for Advanced Electronics*
3cr
*Available to College of Technology Students only
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 7 of 12
Objective 4- Humanities, Fine Arts and Foreign Language – Minimum of two courses, minimum of
six credits. Courses must be from any two of the following columns.
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Demonstrate, and apply basic terms and concepts in the Fine Arts and Humanities
Explain foundational influences or theories in the Fine Arts and Humanities
Apply analytical skills as appropriate to the discipline
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Objective 5 - Natural Science – Minimum of two lectures, minimum of two laboratories, minimum
of eight credits. Courses must be from two separate prefixes with a maximum of four credits from
the Health or Applied Sciences. In addition to the lab courses listed, upper-division courses which
meet or exceed the General Education requirements, i.e., an upper division laboratory course, can
satisfy the second lab requirement.
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Demonstrate, and apply basic terms and concepts in the Natural, Applied, or Health
Sciences
Explain foundational influences or theories in the Natural, Applied, or Health Sciences
Apply analytical skills as appropriate to the Natural, Applied, or Health Sciences
BIOL 1100
BIOL 1100L
BIOL 1101
BIOL 1101L
BIOL 1102
BIOL 1102L
GEOL 1100
GEOL 1100L
GEOL 1110L
NTD 2239
PHYS 1100
PHYS 1101
PHYS 1101L
PHYS 1111
PHYS 1113
PHYS 1112
PHYS 1114
PHYS 1152
PHYS 1153
PHYS 2211
PHYS 2213
PHYS 2212
PHYS 2214
CHEM 1100
CHEM 1101
CHEM 1102
CHEM 1103
CHEM 1111
CHEM 1111L
CHEM 1112
CHEM 1112L
Concepts Biology: Human Concerns
Concepts Biology: Human Concerns Lab
Biology I
Biology I Lab
Biology II
Biology II Lab
The Dynamic Earth
The Dynamic Earth Lab
Physical Geology for Scientists Lab
Nutrition
Essentials of Physics
Elements of Physics*
Elements of Physics Lab*
General Physics I
General Physics I Lab
General Physics II
General Physics II Lab
Descriptive Astronomy
Descriptive Astronomy Lab
Engineering Physics I
Engineering Physics I Lab
Engineering Physics II
Engineering Physics II Lab
Architecture of Matter
Introduction to General Chemistry
Introduction to Organic and Biochemistry
Introduction to Organic and Biochemistry Lab
General Chemistry I
General Chemistry I Lab
General Chemistry II
General Chemistry
II Lab
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December 13-20, 2012 -- Minutes for 23
meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 9 of 12
*Open only to College of Technology Students
Objective 6 - Behavioral and Social Science – Minimum of two courses, minimum of six credits.
Courses must be from two or more separate prefixes.
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Demonstrate, and apply basic terms and concepts in the Social Sciences
Explain foundational influences or theories in the Social Sciences
Apply analytical skills as appropriate to the Social Sciences
ANTH 1100
CSED 2256
ECON 1100
ECON 2201
ECON 2202
HIST 1101
HIST 1102
HIST 1111
HIST 1112
POLS 1101
PSYC 1101
SOC 1101
SOC 1102
General Anthropology
Deaf Culture and Community
Economic Issues
Principles of Macroeconomics
Principles of Microeconomics
Foundations of Europe
Modern Europe
U.S. History I (to 1865)
U.S. History II (to present)
Introduction to American Government
Introduction to General Psychology
Introduction to Sociology
Social Problems
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Objective 7-Critical Thinking – Minimum of one course, minimum of three credits. (Critical Thinking is
defined as the ability to think analytically, critically, creatively, and reflectively to make informed and
logical judgments, draw reasoned and meaningful conclusions, and apply ideas to new contexts.
Courses satisfying this objective must include active learning.)
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Formulate/frame problems and analyze how others do so
Recognize and apply appropriate practices for analyzing ambiguous problems
Identify and apply relevant information for problem solving
Create, analyze, and evaluate/interpret diverse perspectives and solutions
Establish a reasoned framework for drawing conclusions and/or recommending solutions
Effectively articulate the results of a thinking process
 ANTH/ENGL/LANG 1107
The Nature of Language
3 cr
 CS 1181
Computer Science and Programming
3 cr
 HIST 1118
U.S. History and Culture
3 cr
 PHIL 2201
Introduction to Logic
3 cr
 POLS 2202
Introduction to Politics: Critical Thinking and Analysis
3 cr
 SOC 2248
Critical Analysis of Social Diversity
3 cr
Objective 8-Information Literacy – Minimum of one course, minimum of three credits. (Information
Literacy is defined as the ability to recognize when information is needed and to locate, evaluate, and
use information effectively. Courses satisfying this objective must involve hands on practice for
students rather than merely the presentation of theoretical principles.)
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Understand the nature and extent of the information/data needed to accomplish a specific
purpose
Identify sources and gather information/data effectively and efficiently
Evaluate credibility of sources and information/data
Under the economic, ethical, legal, and social issues surrounding the creation, collection, and
use of information/data
Use information/data effectively to accomplish a specific purpose
 CIS 1101
Digital Resources for Information Literacy
3 cr
 GEOL 1108
Exploring Data and Information
3 cr
 HIST 2291
The Historian’s Craft
3 cr
 LLIB 1115
Introduction to Information Literacy
3 cr
December 13-20, 2012 -- Minutes for 23nd meeting, Undergraduate Curriculum Council for AY13-14 catalog Page 11 of 12
Objective 9- Cultural Diversity – Minimum of one course, minimum of three credits from the general
education courses listed in this Objective.
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Identify the defining characteristics of culturally diverse communities in regional, national, or
global contexts
Describe the influence of cultural attributes such as ability, age, class, epistemology, ethnicity,
gender, language, nationality, politics, or religion inherent in different cultures or communities
Apply knowledge of diverse cultures to address contemporary or historical issues
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ANTH/ENGL 2212
ANTH 2237
ANTH 2238
ANTH 2239
EDUC 2204
HIST 2249
HIST 2251
HIST 2252
HIST 2254
HIST 2255
CMLT 2207
CMLT 2208
CMLT 2209
ARBC 2201
ARBC 2202
CHNS 2201
CHNS 2202
FREN 2201
FREN 2202
GERM 2201
GERM 2202
JAPN 2201
JAPN 2202
LATN 2201
LATN 2202
PHIL 2210
RUSS 2201
RUSS 2202
ANTH/SHOS 2201
ANTH/SHOS 2202
SPAN 2201
SPAN 2202
WS 2201
Introduction to Folklore/Oral Tradition
Peoples and Cultures of the Old World
Peoples and Cultures of the New World
Latino Peoples and Cultures
Families, Communities, Culture
World Regional Geography
Latin America
East Asian History
Middle Eastern Civilization
African History and Culture
Contemporary European Culture
Cultures of the Spanish Speaking World
Cultures of East Asia
Intermediate Arabic I
Intermediate Arabic II
Intermediate Chinese I
Intermediate Chinese II
Intermediate French I
Intermediate French II
Intermediate German I
Intermediate German II
Intermediate Japanese I
Intermediate Japanese II
Intermediate Latin I
Intermediate Latin II
Introduction to Asian Philosophies
Intermediate Russian I
Intermediate Russian II
Intermediate Shoshoni I
Intermediate Shoshoni II
Intermediate Spanish I
Intermediate Spanish II
Introduction to Women Studies
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