2017 Annual Fall Curriculum Information Meeting

1. 2017 Annual Fall Curriculum Information Meeting

2. Welcome Back! • Introductions • Mike Carson, Director of Curriculum and Assessment (7714) • Jill Noch, Executive Secretary Academic Senate Office (3350) • Laura McGuire, University Bulletin & Minutes Editor (1590) • Keith Malkowski, Registrar (7226) • Welcome Rich Forest, New General Education Director (7217) Announcements

3. Announcements • Website Upgrade (key word “curriculum”) • 2017/2018 Curriculum Calendar • General Education Updates • Electronic Curriculum System Updates • New Guide: Course-Level Rationale • Best Practices • Resources • Questions? Agenda

4. Points of Interest from Director of General Education • Enhancing collaboration with Gen Ed Committee, University, Colleges, Departments, and Faculty to improve processes. • Making processes related to Gen Ed curriculum and assessment friendlier (Gen Ed SLOs considerations). • Dedication of 20hrs per week to support faculty and staff in the communication of Gen Ed changes, increasing efficiency, and implementing user-friendly systems General Education Update

5. Menu Path: Centrallink >Office of the Provost>Academic Effectiveness>Curriculum and Assessment> Curriculum • News Window: provides the newest updates to CMU’s curriculum process as well as announcements. • Website includes estimated approval timelines, curriculum guides, etc. • Presentations from past annual curriculum information meetings • Best Practices • Links to curriculum proposals (i.e. Bulletin FAQs) • What would you like to see? Website Upgrade

6. Changes to Bulletin…Need your feedback! Bulletin Discussion

7. Deadline – Course Schedule, Registration, Bulletin 2018-2019 • January 12, 2018– This means College minutes with items that need approval from a Senate Review Committee (i.e. General Education Committee, Graduate Committee, PECC or UCC) must reach the Academic Senate office and/or the Graduate Committee and PECC Staff Secretary by January 12, 2018, to be placed on the respective Senate Review Committee agenda, be approved by the respective Committee, and have time to clear the objection period on or before March 31, 2018 • Implementation Dates • Implementation dates for items may differ somewhat from the date initially requested by the Initiator.Action items that are approved by Senate do not have the 14-day objection period. • New courses may be offered the semester following approval but may not appear in the Course Schedule/Registration (depends on the objection date and Registrar’s deadlines). 2017/2018 Curriculum Calendar

8. All Program Changes (pink form) and Course Deletions must have a fall implementation date so it will be less confusing for students and advisors. Also, a Fall implementation allows the printed Bulletins to remain consistent with the online Bulletins. Program Deletions, New Programs, and Course Changes will follow the attached table for Implementation Dates (Hand Out). • Explanation of “Immediate Effect” • Departments should consider carefully when they want curricular changes to be in effect. The date of effect must be the semester after the date when the Academic Senate or the final curricular authority approves or publishes an item, not the date when a proposal leaves the department or the college curricular body. • The actual date of effect will be the earliest desired by the originating unit, given the constraints under which the Office of the Registrar must operate. Approved changes in courses or programs for one semester cannot be implemented the next semester if the class schedule for that • semester has already been published. 2017/2018 Curriculum Calendar

9. No updated to system for this fall...updates may be implemented in Spring • Pink Form Suggestions • Laura McGuire • Mike Carson Electronic Curriculum System Updates & Suggestions Title Changes/Program Deletion: Be sure box is checked on program modifications since title changes get reported to the state.

10. Proposal is based on 3 assumptions • Assumption 1: Intended Student Population & Expectations of Performance • Assumption 2: Instructional Levels and Sequencing • Assumption 3: Learning Taxonomies and alignment with Program Learning Outcomes New Guide Course-Level Rationale

11. Example: Adapted from CGL 145 MCS • This course is an introduction to the history and the social issues associated with racism and other forms of discrimination. First year students (typically freshman) enroll in this class and are not expected to have much background information about the issues discussed in the course. Students will be expected to identify and recall basic terminology and specific details pertaining to the previously stated topics. Example 1Course-Level Rationale

12. Example: Adapted from CGL 145 MCS • Fulfillment of Assumption 1 • First year students (typically freshman) enroll in this class and are not expected to have much background information about the issues discussed in the course. Example 1Course-Level Rationale

13. Example: Adapted from CGL 145 MCS • This course is an introduction to the history and the social issues associated with racism and other forms of discrimination. First year students (typically freshman) enroll in this class and are not expected to have much background information about the issues discussed in the course. Students will be expected to identify and recall basic terminology and specific details pertaining to the previously stated topics. Example 1Course-Level Rationale

14. Example: Adapted from CGL 145 MCS • Fulfillment of Assumption 2 • This course is an introduction to the history and the social issues associated with racism and other forms of discrimination. Example 1Course-Level Rationale

15. Example: Adapted from CGL 145 MCS • This course is an introduction to the history and the social issues associated with racism and other forms of discrimination. First year students (typically freshman) enroll in this class and are not expected to have much background information about the issues discussed in the course. Students will be expected to identify and recall basic terminology and specific details pertaining to the previously stated topics. Example 1Course-Level Rationale

16. Example: Adapted from CGL 145 MCS • Fulfillment of Assumption 3 • Students will be expected to identify and recall basic terminology and specific details pertaining to the previously stated topics. Example 1Course-Level Rationale

17. Example: Adapted from JRN 372 MCS • This is an intermediate level journalism theory course reinforcing past theoretical knowledge that focuses on the principles and issues concerning the Asian media and cross-cultural communication typically taken by juniors. Students should have working knowledge of cultural communication concepts. The rigor of the course requires intermediate cognitive learning domains such as analysis. Example 2Course-Level Rationale

18. Example: Adapted from JRN 372 MCS • Fulfillment of Assumption 1 • This is an intermediate level journalism theory course reinforcing past theoretical knowledge that focuses on the principles and issues concerning the Asian media and cross-cultural communication typically taken by juniors. Students should have working knowledge of cultural communication concepts. Example 2Course-Level Rationale

19. Example: Adapted from JRN 372 MCS • This is an intermediate level journalism theory course reinforcing past theoretical knowledge that focuses on the principles and issues concerning the Asian media and cross-cultural communication typically taken by juniors. Students should have working knowledge of cultural communication concepts. The rigor of the course requires intermediate cognitive learning domains such as analysis. Example 2Course-Level Rationale

20. Example: Adapted from JRN 372 MCS • Fulfillment of Assumption 2 • This is an intermediate level journalism theory course reinforcing past theoretical knowledge that focuses on the principles and issues concerning the Asian media and cross-cultural communication typically taken by juniors. Example 2Course-Level Rationale

21. Example: Adapted from JRN 372 MCS • This is an intermediate level journalism theory course reinforcing past theoretical knowledge that focuses on the principles and issues concerning the Asian media and cross-cultural communication typically taken by juniors. Students should have working knowledge of cultural communication concepts. The rigor of the course requires intermediate cognitive learning domains such as analysis. Example 2Course-Level Rationale

22. Example: Adapted from JRN 372 MCS • Fulfillment of Assumption 3 • The rigor of the course requires intermediate cognitive learningdomains such as analysis. Example 2Course-Level Rationale

23. Example: Adapted from HSC 797 MCS • This course is typically taken by students nearing the end of the master’s degree program or considering the doctoral program. It reinforces prior knowledge found in 600 level courses such as microscopic muscle and motor neuron architecture, muscle fatigue, disuse, exercise induced muscle damage, aging, etc. Students are expected to employ rigorous analysis and research skills to solve complex physiology problems. Example 3Course-Level Rationale

24. Example: Adapted from HSC 797 MCS • Fulfillment of Assumption 1 • This course is typically taken by students nearing the end of the master’s degree program or considering the doctoral program. It reinforces prior knowledge found in 600 level courses such as microscopic muscle and motor neuron architecture, muscle fatigue, disuse, exercise induced muscle damage, aging, etc. Example 3Course-Level Rationale

25. Example: Adapted from HSC 797 MCS • This course is typically taken by students nearing the end of the master’s degree program or considering the doctoral program. It reinforces prior knowledge found in 600 level courses such as microscopic muscle and motor neuron architecture, muscle fatigue, disuse, exercise induced muscle damage, aging, etc. Students are expected to employ rigorous analysis and research skills to solve complex physiology problems. Example 3Course-Level Rationale

26. Example: Adapted from HSC 797 MCS • Fulfillment of Assumption 2 • It reinforces prior knowledge found in 600 level courses such as microscopic muscle and motor neuron architecture, muscle fatigue, disuse, exercise induced muscle damage, aging, etc. Students are expected to employ rigorous analysis and research skills to solve complex physiology problems. Example 3Course-Level Rationale

27. Example: Adapted from HSC 797 MCS • This course is typically taken by students nearing the end of the master’s degree program or considering the doctoral program. It reinforces prior knowledge found in 600 level courses such as microscopic muscle and motor neuron architecture, muscle fatigue, disuse, exercise induced muscle damage, aging, etc. Students are expected to employ rigorous analysis and research skills to solve complex physiology problems. Example 3Course-Level Rationale

28. Example: Adapted from HSC 797 MCS • Fulfillment of Assumption 3 • Students are expected to employ rigorous analysis and research skills to solve complex physiology problems. Example 3Course-Level Rationale

29. Definitions Course Delivery Modes • Face-to-Face (Code F2F), Hybrid (Code HY), Online Synchronous (OS), Online Asynchronous (AS) • UCC to clarify CAD language: • “Students must have access to a computer and the ability to connect to the Internet for interaction with other class members and the instructor. Computer and high speed Internet access are needed to access and view online materials (e.g. videos, PowerPoint, Excel and/or Word documents, and additional text and web-based course materials) as well as submit required course assignments. In addition, this course requires the following software or ‘plug in’ applications (list required items here).” CAD Updates & Future Changes

30. Resources • Curriculum Website: CentralLink>Office of the Provost>Academic Effectiveness>Curriculum and Assessment >Curriculum. • Academic Senate Website:CentralLink>Academic Senate. • Electronic Curricular Forms Link:CentralLink>Academic Senate>Academic Senate – Internal>Curricular Forms. • Bulletins: CentralLink>Office of the Provost>Academic Affairs>Bulletins. • Assessment Plan Development: CentralLink>Office of the Provost>Academic Affairs>Curriculum and Assessment>Assessment>College Assessment Coordinators. • Online Faculty Information System (OFIS): CentralLink>Office of the Provost>Academic Affairs>OFIS • Education Index for Graduate Schools: http://graduate-school.phds.org/education-index/robotics-courses-in-michigan • Education Portal: http://education-portal.com/ • O*Net Home: http://www.onetonline.org/

31. Questions