UNIVERSITY OF RHODE ISLAND

Kingston, Rhode Island

FACULTY SENATE

April 25, 2000

Faculty Senate Curricular Affairs Committee

Three Hundred and Eighty-Seventh Report

At the Curricular Affairs Committee's meetings of March 20, April 10 and April 24, 2000 the following matters were considered and are now presented to the Faculty Senate.

S E C T I O N I

Informational Matters

Curricular Affairs Committee Subcommittee on Community Service

ADD: The following courses to the list of service learning courses in the Undergraduate Catalog and to receive the "service learning " designation in accordance with Faculty Senate Bill #98-99&emdash;7, the Three Hundred and Sixty-Eighth Report of the Curricular Affairs Committee:

AAF 300P Conditions for Community Service

ADE 491A Special Problems in Adult Education

ADE 491B Special Problems in Adult Education

ADE 491C Special Problems in Adult Education

CSV 101 Introduction to Cultural Competence

CSV 102 Cultural Competence Experiences

CSV 301 Course-Cased Community Service

CSV 302 Community Service at URI

CSV 303 Community Service in the Community

HDF 560 Group Procedures and Leadership

HDF 562 Organization Development in Human Services

HDF 583 Master's Internship

HDF 584 Master's Internship

HSS 530 Multidisciplinary Health Seminars for the Elderly

MGT 681 Administrative Policy and Decision Making

MUS 119 (131) Introduction to the Music Profession

PLS 390 Irrigation Technology

SOC 402 Field Experience in Sociology

WRT 301 Advanced Writing for Community Service

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S E C T I O N II

Curricular Matters Which Require Confirmation by the Faculty Senate.

A. College of the Environment and Life Sciences

1. Department of Biochemistry, Microbiology and Molecular Genetics

ADD: MIC 334 Virology (II, 3) An introduction to the basic aspects of virus structure, classification, and replication as these relate to viruses as agents of infection disease. (Lec. 3) Pre: 201 or 211. Staff

2. Department of Natural Resources Sciences

a. CHANGE: All majors as follows:

1) Sophomore Seminar: Add NRS 200 (1) as a required course;

2) Basic Sciences: Replace existing physics requirement with PHY 109, 110 (4);

3) Concentration: The successful completion of a capstone course or either NRS 499 (6) or NRS 497 (6/12)

4) Senior Colloquium and Conclave: Add NRS 496 (1)

b. CHANGE: Wildlife Biology and Management as follows:

1) Name of major to "Wildlife and Conservation Biology;"

2) Concentration :

a) increase credits by 3 (from 22-23 to 25-26)

b) add NRS 309 (3);

c) for certification by the Wildlife Society:

Students seeking certification by The Wildlife Society must complete 2 of the following courses including: NRS 304 (3) or NRS 324 (3); both BIO 466 (3) and BIO 467 (3) and NRS 402 (3), NRS 403 (1) or a course in computer science (200-level or above), calculus (MTH 132 or 142), systems analysis, mathematical modeling, or advanced algebra;

3) Supporting electives: (32-33 credits).

a) Courses may be selected from the Concentration categories above, from Basic Science electives, or from an approved list. Up to 12 credits of Letter Grade or S/U Experiential Learning Courses may be taken as Supporting Electives. Note: if you are seeking certification by The Wildlife Society, Categories A, B, C, and D below must be completed.

b) Supporting Electives: Category A (Botany): 1 or 2 credits in supporting electives to complete a total of 9 credits of Botany, including: BIO 112 (4), or BIO 104A (3); and BIO 323 (4).

c) Category E: 11-12 credits of courses selected from any of the other Supporting Elective categories, from Concentration electives, or from other 300- or 400-level NRS courses. Up to 12 credits of Letter Grade or S/U Experiential Learning Courses may be taken as Category E Supporting Electives.

c. CHANGE: Environmental Sciences and Management major as follows:

Concentration: At least 3 credits must be taken from 4 of the following 5 categories. (Categories include: 1. Biological or Ecological Science; 2. Water and Soil Science; 3. Methods in Environmental Science; 4. Natural Resources Management; and 5. Economics, Planning, Policy and Law.). Remaining Concentration credits may be selected from any of the categories or from Experiential Learning Courses. Must include at least 18 credits from NRS. Up to 12 credits of Letter Grade Experiential Learning Courses may be taken as Concentration Courses.

Courses may be selected from the Concentration categories above, from Basic Science electives, or from an approved list. Up to 12 credits of Letter Grade or S/U Experiential Learning Courses may be taken as Supporting Electives.

d. CHANGE: Soil and Water Science major as follows:

1) Concentration: Category II - 17 to 20 credits from an approved list (Courses not selected from Category I Concentration Courses may be used in this category). Up to 12 credits of Letter Grade Experiential Learning Courses may be taken as Category II Concentration Courses.

2) Supporting Electives: 13-17 credits from an approved list. Up to 12 credits of Letter Grade or S/U Experiential Learning Courses may be taken as Supporting Electives.

B. College of Human Science and Services

*ELIMINATE: Department of Dental Hygiene

*Requires approval of Board of Governors.

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S E C T I O N III

Joint Report of the Curricular Affairs Committee and Graduate Council

on 400-Level Courses

At the March 20, April 10 and April 24, 2000 meetings of the Curricular Affairs Committee and the April 14 meeting of the Graduate Council, the following matters were considered and are now presented to the Faculty Senate.

A. Informational Matters

1. College of Arts and Sciences

Department of Biological Sciences

ADD: The following courses:

1) BIO 469X Tropical Marine Invertebrate Zoology (I, 5) A systematic survey of the invertebrates with special focus on the biology of diverse examples from Bermuda reefs and associated habitats. Laboratory includes fieldwork, identification, and preparatory techniques for taxonomic studies. Student project required. (Lec. 3, Lab. 4) 10-week course taught only as part of the RI-Bermuda semester. Pre: 112, 113; snorkeling experience or prior SCUBA certification required; junior level standing; permission of the RI-Bermuda course coordinator; not open to students with credit in 464. Staff

2) BIO 475X Coral Reef Ecology (I, 5) Biology of the coral reef ecosystem with emphasis on the ecology of corals and other components of reef communities. Laboratory sessions focus on reef research techniques and field surveys. Term paper required. (Lec. 3, Lab. 4) 10-week course taught only as part of the RI-Bermuda semester. Pre: 262; prior SCUBA certification highly recommended; junior level standing; permission of the RI-Bermuda course coordinator. Staff

3) BIO 495X (or MRD 495X or NRS 495X)) Tropical Marine Biology Research (I, 6) Independent study on a selected topic conducted in Bermuda. Topics may include work in ecology, oceanography, conservation, or other areas represented by faculty mentors. Term paper required. (Lab. 12) 5-week course taught only as part of the RI-Bermuda semester. Pre: junior level standing; permission of the RI-Bermuda course coordinator. Staff

2. College of the Environment and Life Sciences

ADD: ASP 460X (or NRS 460X) Ecotoxicology and Coastal Pollution (I, 5) Coastal pollution and the effects of anthropogenic compounds on the aquatic ecosystem. Laboratory includes ship-board sampling techniques and microscale aquatic toxicology testing. Student project required. (Lec. 3, Lab. 6) 10-week course taught only as part of the RI-Bermuda semester. Pre: basic chemistry; junior level standing; permission of the RI-Bermuda course coordinator. Staff

3. College of Human Science and Services

Department of Human Development and Family Studies

CHANGE: Prerequisite for HDF 437 to "Pre: 200 and 230 or SOC 212."

B. Curricular Matters Which Require Confirmation by the Faculty Senate.

1. College of the Environment and Life Sciences

Department of Natural Resources Science

*ADD: The following new courses:

a) NRS 495 Advanced Natural Resources Apprenticeship (I and II, 3) Collaboration with faculty, staff, and graduate students in departmental research, including supervision and mentoring of students enrolled in 395. Emphasis on independent decision-making and leadership of undergraduate research teams. Limited to NRS majors. May be repeated for a maximum of 6 credits. (Practicum) Pre: 395 and permission of instructor. S/U only. Not for graduate credit. Staff

b) NRS 497 Natural Resources Cooperative Internship (I and II, 6-12) Supervised work experience with a governmental agency, nongovernmental organization, or private company in the environmental field. (Practicum) Pre: senior standing and permission of department. Not for graduate credit. Staff

c) NRS 499 Senior Thesis in Natural Resources Science (I and II, 6) In-depth research or outreach effort reviewed by a faculty committee and culminating in a thesis written in scientific journal format. Oral presentation to the committee required. (Independent Study) Pre: GPA of at least 3.25, successful completion of 491 or 492 and permission of department chairperson. Not for graduate credit. Staff

2. College of Human Science and Services

Department of Human Development and Family Studies

ADD: HDF 451 Financial Counseling and Debt Management (I, 3) Examination of debt and budgeting problems affecting families. Utilization of a problem-solving approach and inclusion of financial counseling strategies for coping with financial issues and becoming proactive in family financial management. (Lec.) Pre: HDF 418 and 450. Anderson

*No action by the Graduate Council. Not for graduate credit.

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SECTION IV

Informational Report on

Library Impact Statement

 

At the request of the University Library and in consultation with the Faculty Senate Library Committee, the Curricular Affairs Committee has endorsed the use of Library Impact Statements by faculty members in concert with submitting proposals for new courses and proposals for new degree programs. The request for information on Library resources has been on the course proposal form for over two decades. It will now be possible to answer the question more fully and in consultation with the University Library. The Impact Statement will be available with the Course Proposal Form and the New Program Proposal Format on the web and in other electronic formats.

Rationale: The University Libraries wish to create a Library Impact Statement for use when new courses, programs, majors or degrees are proposed. Our objective is to work with faculty to evaluate the needs of new programs in advance of their adoption. Working actively rather than reactively, we may assure that our collections and services provide the support necessary for our students in all programs. We may also plan a budget accordingly, without reallocating funds from existing areas.

Procedure: As faculty prepare to submit the Course Proposal [or other] forms, they should complete the questionnaire designed by the Libraries and submit it to the Subject Selector or Collection Development Manager. The librarians will then prepare an assessment of:

The Curricular Affairs Committee and Graduate Council, not the Library staff, will be the adjudicators of the proposed programs. However, The Curricular Affairs Committee and Graduate Council will expect a sign-off from the Library by attachment of the completed Impact Statement.

Summary and Conclusion: The Libraries endorse the concept of expanding or redesigning the curriculum as a vital and necessary aspect of academic work. Particularly as trends emerge which universities wish to adopt, we should be advocates for the creative and futuristic ventures devised by our faculty. At the same time, it is the Libraries' responsibility to assure that the corresponding materials and services required by new programs can be met effectively by the University. Failure to plan and budget appropriately can result only in shortchanging students and diminishing the potential of the new programs. We also must be aware of the growing challenge of distance learning clientele and be prepared to offer a broader range of services than before. Thus, now more than ever, the Library Impact Statement affords the opportunity for collaboration and prospective planning to the University, its faculty, and its students.

New COURSE Proposal

Library Questionnaire for Faculty

The University Libraries will create a Library Impact Statement for use when new courses are proposed. Our objective is to work with faculty to evaluate the needs of new courses in advance of their adoption.

Please complete the brief questionnaire below and return to the Library Subject Selector or Collection Development Manager AT LEAST ONE WEEK before you intend to submit the course offering proposal to your college curriculum committee. We will return an Impact Statement in time for you to submit with your course offering form.

 

Date Library Impact Statement is needed:__________________________

Faculty Member, Department and College: _________________________

Name of the new course proposed: ________________________________

Main subject areas to be covered by the course: _____________________________________________________________

On campus or distance learning? Interdisciplinary course? Yes No

What other departments are involved, if any? _______________________

Required for any major? Yes No Which?__________________________

Part of the General Education program? Yes No

Supplementary resources you expect to use in the course:

Coursepaks Reserves E-reserves Other (specify)_________________

Will your students be conducting research in the course? Yes No

At what level of intensity?

 

What are the critical journals, monographs and electronic resources in the field that we must have in order to support this course or program?

 

 

THANK YOU. PLEASE RETURN TO THE LIBRARY AT LEAST ONE WEEK BEFORE YOU INTEND TO SUBMIT THE COURSE OFFERING FORMS TO YOUR COLLEGE CURRICULUM COMMITTEE.

 

 

LIBRARY IMPACT STATEMENT

LIBRARIANS' ASSESSMENT

 

Program:

 

Department, College:

 

Faculty Member:

 

Date returned to Faculty:

 

Librarian Completing Assessment: __________________________________________________

 

Assessment of:

1. Summary of existing library holdings in relevant subject categories, including supporting collections from HELIN. Amount of money now allocated in the program area.

2. Does URI have the essential journals as noted in the Faculty Questionnaire?

3. What new resources are required to support the program (including media, computing, or other nonprint materials)?

4. What information mastery sessions will be required for the students?

5. What is the approximate cost to acquire the materials necessary? Which of these will be continuing costs?

 

New PROGRAM Proposal

Library Questionnaire

 

Purpose: The University Libraries will create a Library Impact Statement for use when new programs are proposed. Our objective is to work with faculty to evaluate the needs of new programs in advance of their adoption.

Faculty Member: Please complete the questionnaire below and return to the Library Subject Selector or Collection Development Manager AT LEAST TWO WEEKS BEFORE YOU INTEND TO SUBMIT THE PROGRAM PROPOSAL TO YOUR COLLEGE CURRICULUM COMMITTEE. The Libraries staff will then provide you with its Library Impact Statement, which will be an assessment of library holdings and services to support your program. Attach the Impact Statement to your Program Offering form and submit as required.

 

Date Library Impact Statement is needed: ____________________________________________________________

(Please allow at least two weeks for the Library to prepare its assessment.)

 

Faculty Member and Department, College: _________________________

Name of the new program proposed: _____________________________________________________________

Main subject areas to be covered by the new program:

______________________________________________________________

On campus or distance learning? Interdisciplinary program? Yes No

What other departments or Colleges are involved? ______________________________________________________________

What is the projected growth of this program for the future? Please provide a brief summary of courses you anticipate over the next 3 &endash; 5 years.

Will your students be conducting research in the program? Yes No

At what level of intensity?

 

 

 

What are the critical journals, monographs and electronic resources in the field that we must have in order to support this course or program?

 

THANK YOU. PLEASE RETURN TO THE LIBRARY AT LEAST TWO WEEKS BEFORE YOU INTEND TO SUBMIT THE PROGRAM OFFERING FORMS TO YOUR COLLEGE CURRICULUM COMMITTEE.