Graduate Academic Board - University of Alaska Anchorage · 2016. 10. 29. · Graduate Universtiy 3211 Prov Anchorag Good Afte I am writi course nu Academic Bo of Alaska An idence

Graduate Academic Board Agenda

ADM 204 December 9, 2011 9:30 – 11:30 am

I. Roll Call () Susan Modlin () Yoshito Kanamori () Peter Olsson () Randy Magen () Tim Hinterberger () Minnie Yen () Zhaohui (Joey) Yang () FS at large vacancy (CAS) () Patricia Sandberg () Mary Dallas Allen () Hsing-Wen Hu () Susan Garton () Veronica Padula () Deb Russ () Arlene Schmuland

II. Approval of Agenda (pg. 1-2)

III. Approval of Meeting Summary (pg. 3-4)

IV. Administrative Reports A. Interim Vice Provost for Curriculum and Assessment Bart Quimby B. Associate Dean of the Graduate School David Yesner

C. Interim University Registrar Shirlee Willis-Haslip and Assistant Registrar Lora Volden

V. Chair’s Report

A. GAB Chair- Susan Modlin B. Faculty Alliance C. Graduate Council

VI. Program/Course Action Request – Second Reading Add PM A603 Project Initiation and Planning (3 cr)(3+0)(pg. 5-11) Add PM A604 Project Executing, Monitoring and Control (3 cr)(3+0)(pg. 12-16) Add PM A605 Operational Integration and Project Closure (3 cr)(3+0)(pg. 17-20)

VII. Program/Course Action Request - First Readings Chg NS A610 Pharmacology for Primary Care (3 cr)(3+0)(pg. 21-28) Chg Masters of Science, Nursing Science in Nursing Education option (pg. 29-43) Del CE A600 Fundamentals of Environmental Science and Engineering (3 cr)(3+0)(pg. 44) Add CE A614 Soil Strength and Slope Stability (Stacked with CE A414)

(3 cr)(3+0)(pg. 45-54) Chg CE A633 Structural Dynamics (3 cr)(3+0)(pg. 55-59)

Chg CE A641 Fundamentals of Environmental Engineering and Applied Environmental Science (Stacked with AEST A441)(3 cr)(3+0)(pg. 60-70) Add CE A645 Chemical and Physical Water and Wastewater Treatment Processes

(Stacked with CE A445) (3 cr)(3+0)(pg. 71-79) Add CE A646 Biological Treatment Processes (Stacked with CE A446)

(3 cr)(3+0)(pg. 80-88)

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December 9, 2011 Graduate Academic Board Page 2 Agenda

Add CE A647 Advanced Unit Processes (Stacked with CE A447) (3 cr)(3+0)(pg. 89-97) Chg CE A654 Timber Design (Stacked with CE A454) (3 cr)(3+0)(pg. 98-103) Add CE A662 Surface Water Dynamics (Stacked with CE A462) (3 cr)(3+0)(pg. 104-113) Add CE A676 Coastal Engineering (Stacked with CE A476) (3 cr)(3+0)(pg. 114-123) Chg MUS A668A Methods for Teaching Music I, K-12 (3 cr)(3+0)(pg. 124-128) Chg MUS A668B Methods for Teaching Music II, K-12 (3 cr)(3+0)(pg. 129-133)

VIII. Old Business A.

IX. New Business

A. X. Informational Items and Adjournment

A.

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Graduate Academic Board Summary

ADM 204 November 11, 2011

9:30 – 11:30 am I. Roll Call

(x) Susan Modlin (x) Yoshito Kanamori (x) Peter Olsson (x) Randy Magen (x) Tim Hinterberger (x) Minnie Yen (x) Zhaohui (Joey) Yang () FS at large vacancy (CAS) (x) Patricia Sandberg (x) Mary Dallas Allen (e) Hsing-Wen Hu (x) Susan Garton () Veronica Padula (e) Deb Russ (x) Arlene Schmuland

II. Approval of Agenda (pg. 1) Table discussion of the role of the Graduate School Dean in Chapter 12 until the January meeting Approved as amended

III. Approval of Meeting Summary (pg. 2-3) Approved

IV. Administrative Reports A. Interim Vice Provost for Curriculum and Assessment Bart Quimby

Workforce Credentials is more an informational item for GAB than new business since UAB and Faculty Senate already passed a motion

In the final stage of the prospectus and hoping to have it out the door on Monday B. Associate Dean of the Graduate School David Yesner

Moving ahead with the Strategic Plan for the Graduate School. They were going to wait until the end of the semester; however, the Dean wanted a draft earlier. The draft plan consists of revised mission statements, infra-structure and policy changes.

C. Interim University Registrar Shirlee Willis-Haslip and Assistant Registrar Lora Volden Graduate students start registering today

V. Chair’s Report A. GAB Chair- Susan Modlin Met with Scheduling and Publications again regarding the CAR review process Please mention to your college about submitting the electronic CARs earlier than the 9 am deadline B. Faculty Alliance C. Graduate Council

VI. Program/Course Action Request – Second Reading Add PM A602 Application of Project Management Processes (3 cr)(3+0)(pg. 4-7) Unanimously Approved

Add PM A686A Capstone Project: Initiating and Planning (3 cr)(3+0)(pg. 8-12) Unanimously Approved

Add PM A686B Capstone Project: Executing, Controlling and Closing (3 cr)(3+0)(pg. 13-17) Unanimously Approved

VII. Program/Course Action Request - First Readings Chg BA A629 Negotiation and Conflict Management (3 cr)(3+0)(pg. 18-22) Waive first reading, approve for second Add PM A603 Project Initiation and Planning (3 cr)(3+0)(pg. 23-27) Accepted as first reading Add PM A604 Project Executing, Monitoring and Control (3 cr)(3+0)(pg. 28-32) Accepted as first reading

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November 11, 2011 Graduate Academic Board Page 2 Summary

Add PM A605 Operational Integration and Project Closure (3 cr)(3+0)(pg. 33-36) Accepted as first reading

VIII. Old Business

A. Role of the Graduate School Dean in Chapter 12 (pg. 37-54) Tabled until January 13th meeting

IX. New Business

A. Workforce Credentials (pg. 55-56) UAB and Faculty Senate have already passed a motion stating Workforce Credentials follow a similar process as CEUs

B. Spring Deadline

Motion: To ensure review by the Graduate Academic Board, submit curriculum by March 1st, 2012. This date is to ensure that curriculum be moved through the approval process and ready to meet the April catalog copy date. 2nd Patricia Sandberg Approved

X. Informational Items and Adjournment

A.

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1. Each Student starts at the PM Overview (6 credits)

A Provisionally admitted Project Management students would first have to complete PM 601 Project Management Fundamentals (3 credits) as well as PM 602 Application of Project Management Processes (3), in order to gain an overview of Project Management.

2. The student would then proceed to the Process Series in Project Management (9 credits).

After completing either PM 603 Project Initiation and Planning (3 credits) or PM 604 Project Executing, Monitoring and Control (3 credits), which can be taken out of numerical order the student will reach the 9 credit mark and will be adjudicated at Phase Gate 1 for their aptitude and performance to be fully accepted or declined admissions into the program. Only after completion or in conjunction with of both PM 603 and PM 604 will the student then be eligible to take PM 605 Operational Integration and Project Closure (3 credits).

3. Final Project Demonstration and PM Mastery – Part 1 and 2 (3 credits each for 6 credits total)

Once step 2 is complete, the student will then demonstrate Project Management Mastery by proceeding with two 3 credit capstone projects: PM 686A Capstone Project: Initiating and Planning (3 credits) as well as PM 686B Capstone Project: Executing Managing & Controlling, and Closing (3 credits), for a total of 6 credits.

For a student to be accepted into PM 686B, the student must have successfully completed a project management plan for their final project, which requires departmental, committee and advisor approval at the conclusion of PM 686A (Phase Gate 2). After fulfilling both the presentation, paper and any requested revisions, the student’s Graduate Recommendation Report will be submitted to the Dean, Graduate School and the Office of the Registrar completing the student’s program.

Thank you for your consideration on this matter. Sincerely, LuAnn Piccard, Interm Director Engineering, Science and Project Management Department Master of Science in Project Management (MSPM) Program 907‐786‐1924 [email protected]

6

1a. School or College EN SOENGR

1b. Division No Division Code

1c. Department Project Management (PM)

2. Course Prefix

PM

3. Course Number

A603

4. Previous Course Prefix & Number

PM A694Q

5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course Title Project Initiation and Planning Project Initiation & Planning Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)

9. Repeat Status No # of Repeats 0 Max Credits n/a

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2012 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance. Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted

1. Project Management Courtesy Coordination n/a LuAnn Piccard 2. 3.

Initiator Name (typed): Dr. Seong Dae Kim Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 10/27/11 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 10/27/11

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities

Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Explore in depth Project Management (PM) Knowledge Areas, tools and techniques, and the necessary considerations when initiating and planning complex projects. Introduce tools, methods, and critical issues associated with the initiation and planning of a project management plan. Students will function in teams and will be challenged with preparing and planning projects with real-world relevance.

16a. Course Prerequisite(s) (list prefix and number) PM A601 and PM A602

16b. Test Score(s) n/a

16c. Co-requisite(s) (concurrent enrollment required) n/a

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) PM Department Approval and Graduate Level Standing

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action A conversion of a temporary and trial course (PM 694Q) to a permanent course for MSPM program.

__________________________________________________ ___________ Initiator (faculty only) Date Dr. Seong Dae Kim Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

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Course Content Guide School of Engineering

Master of Science, Project Management

PM A603 Project Initiation and Planning December 5, 2011 Page 1

I. Date of Initiation: October 27, 2011

II. Course Information: A. College: EN/School of Engineering B. Course Prefix: PM C. Course Number: A603 D. Course Credits: 3 E. Contact Hours: (3+0) F. Course Program: Master of Science, Project Management G. Course Title: Project Initiation and Planning H. Grading Basis: A-F I. Implementation Date: Spring, 2012 J. Course Description: Explore in depth Project Management (PM) Knowledge

Areas, tools and techniques, and the necessary considerations when initiating and planning complex projects. Introduce tools, methods, and critical issues associated with the initiation and planning of a project management plan. Students will function in teams and will be challenged with preparing and planning projects with real-world relevance.

K. Course Prerequisites: PM A601 and PM A602 L. Course Co-requisites: N/A M. Other Restrictions: N. Registration Restrictions: Graduate Level Standing & PM Department Approval O. Course Fee: Yes

III. Instructional Goals: Faculty will: A. Teach the application of PM Knowledge Areas to hands-on case studies

progressively over initial phases in project life cycle. B. Teach project portfolio management tools and techniques for an enterprise

focusing on project selection, justification and approval. C. Emphasize integration of Knowledge Areas and their inter-relationships. D. Strengthen project teams, project leadership, and professional

responsibility. E. Demonstrate the use of specific PM tools & techniques in the context of

real-life project planning and initiation. F. Ensure an advanced depth of sophistication in the application of PM

Knowledge Areas. G. Ensure consistency between Project Management Office (PMO) and

enterprise goals, strategy and methodology.

8




IV. Student Outcomes

At the completion of this course, students will be able to:

V. Outcomes Assessment:

As measured by:

1. Select and tailor initiation and planning methodology to suit specific and unique project needs.

a. Homework assignments b. Term project c. Exams

2. Provide the leadership, teamwork and communication skills necessary to plan, organize and lead projects successfully (local to global and in multiple sectors).

a. Homework assignments b. Case studies

3. Recognize over all effects and downstream implications of project planning decisions.

a. Homework assignments b. Case studies c. Presentations d. Exams

4. Navigate and adapt to changing project requirements in dynamic environments (enterprise environmental factors, political factors, stakeholders, etc.).

a. Homework assignments b. Case studies c. Term project d. Exams

5. Develop analytical skills, tools and techniques for creating project plans, work breakdown structures, scope statement and other initiating and planning process outputs.


6. Select and apply appropriate tools to evaluate an enterprise portfolio and appropriately adjust project plan to changes based on project inter-relationships within the enterprise portfolio.

a. Term project b. Case studies c. Exams

VI. Course Level Justification: Building on the understanding of PM Knowledge Areas and experience in the integration and use of advanced project management application tools during initiation and planning phases of complex projects across an enterprise

VII. Topical Course Outline:

9




1. Introduction of Project Management Processes and Project/Product Lifecycle 2. Introduction of Project Initiating and Planning Tools and Techniques 3. Strategic Alignment of Projects with Enterprise Objectives and Business

Processes 4. Establishment of Projects in Organizational Context

4.1. Structure 4.2. Reporting 4.3. Maturity 4.4. Procedures 4.5. Leadership 4.6. Legal/Regulatory Requirements 4.7. Project Management Office

5. Professional Responsibility and Ethics 6. Project Initiating Processes

6.1. Scope Definition 6.2. Chartering 6.3. Requirements Definition

7. Project Planning Processes 7.1. Preparing the Project Management Plan 7.2. Defining Project Baseline

8. Project Planning Tools and Techniques 8.1. Leadership 8.2. Estimating 8.3. Risk Identification 8.4. Defining Project Reporting Requirements Related to the Project Work

9. Project Initiation and Planning Processes

10




VIII. Suggested Textbooks: Kuehn, U. (2011). Integrated Cost and Schedule Control in Project Management

(2nd edition). Vienna, VA: Management Concepts. Larson, E. & Gray, C. (2011). Project Management: The Managerial Process (5th

edition). McGraw-Hill Irwin.

IX. Selected Bibliography & Resources: Nicholas, J. & Steyn, H. (2008). Project Management for Business, Engineering,

and Technology: Principles and Practice (3rd edition). Elsevier. Project Management Institute. (2008). A Guide to the Project Management Body

of Knowledge (PMBOK®) (5th edition). Newtown Square, PA: Project Management Institute.

Project Management Institute. (2011). The Practice Standard for Earned Value Management. Newtown Square, PA: Project Management Institute.

Project Management Institute. (2007). The Practice Standard for Scheduling. Newtown Square, PA: Project Management Institute.

Project Management Institute. (2006). The Practice Standard for Work Breakdown Structures (2nd edition). Newtown Square, PA: Project Management Institute.

11




2. Course Prefix

PM

3. Course Number

A604


n/a

5a. Credits/CEUs

3


6. Complete Course Title Project Executing, Monitoring and Control Project Exec, Monitor & Ctrl Abbreviated Title for Transcript (30 character)
















15. Course Description (suggested length 20 to 50 words) Explore in depth Project Management (PM) Knowledge Areas, tools and techniques, and the necessary considerations when in the executing, monitoring and controlling phases of basic and complex projects. Introduce tools, methods, and critical issues associated with the execution, monitoring, and controlling of a project management plan. Participants will function as teams and will be challenged with monitoring and controlling projects with real world relevance.

16a. Course Prerequisite(s) (list prefix and number) PM A601 and PM A602







19. Justification for Action The creation of a new course for the MSPM program.


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




12



PM A604 Project Executing, Monitoring and Control December 5, 2011 Page 1

I. Date of Initiation: October 27, 2011

II. Course Information: A. College: EN/School of Engineering B. Course Prefix: PM C. Course Number: A604 D. Course Credits: 3 E. Contact Hours: (3+0) F. Course Program: Master of Science, Project Management G. Course Title: Project Executing, Monitoring and Control H. Grading Basis: A-F I. Implementation Date: Fall, 2012 J. Course Description: Explore in depth Project Management (PM) Knowledge

Areas, tools and techniques, and the necessary considerations when in the executing, monitoring and controlling phases of basic and complex projects. Introduce tools, methods, and critical issues associated with the execution, monitoring, and controlling of a project management plan. Participants will function as teams and will be challenged with monitoring and controlling projects with real world relevance.

K. Course Prerequisites: PM A601 and PM A602 L. Course Co-requisites: N/A M. Other Restrictions: N. Registration Restrictions: Graduate Level Standing and PM Department Approval O. Course Fee: Yes

III. Instructional Goals: Faculty will:

A. Teach the application of PM Knowledge areas using hands-on case studies progressively over the execution phases of the project life cycle.

B. Explore the concept of enterprise-level project portfolio management tools and techniques with students.

C. Emphasize integration of the PM Knowledge Areas holistically into project execution and controls.

D. Strengthen project team, project leadership, and professional responsibility. E. Introduce and have students demonstrate specific PM tools and techniques in

the context of real-life project execution, monitoring and controlling. F. Ensure consistency between project execution and compliance with the Project

Management Office (PMO) and enterprise goals, strategy, and methodology.

13




IV. Student Outcomes At the completion of this course, students will be able to:

V. Outcome Measures As measured by:

1. Select and tailor execution, monitoring and control methodologies to suit specific and unique project needs.


2. Provide the leadership, teamwork and communication skills necessary to execute and lead projects successfully (local to global and in multiple sectors).


3. Recognize holistic effects and downstream implications of project management decisions during project execution.

a. Homework assignments b. Case studies c. Project status presentations d. Exams

4. Navigate and adapt to changing project requirements in dynamic environments (enterprise environmental factors, political, stakeholders, etc.).


5. Develop analytical skills, tools and techniques for project performance assessment, troubleshooting, restructuring, risk response and quality control.

a. Homework assignments b. Case Studies c. Term project d. Exams

6. Select and apply appropriate tools to manage an enterprise portfolio and appropriately adjust project activities to changes based on project inter-relationships within the enterprise portfolio.

a. Term project b. Case studies c. Exams

VI. Course Level Justification: Building on the understanding of PM Knowledge Areas and experience in their integration, and the use of advanced project management application tools during execution phase of complex projects across an enterprise

14





1. Application and Integration of Project Management Processes, Principles, and Project/Product Lifecycle 2. Assessing and Controlling the Strategic Alignment of Projects with Enterprise Objectives and Business Processes 3. Monitoring and Controlling the Project in Organizational Context

3.1. Structure 3.2. Reporting 3.3. Project Management Maturity 3.4. Procedures 3.5. Leadership 3.6. Legal and Regulatory Requirements 3.7. Project Management Office

4. Ensuring Consistent Adherence to the Tenants of Professional Responsibility and Ethics

5. Ensuring Execution is Consistent with 5.1. Project Management Plan 5.2. Project Performance Baseline

6. Development and customization of Project Execution Tools and Techniques 7. Project Leadership and Completion Processes

7.1. Project Planning Work 7.2. Identification and Management of Project Stakeholders 7.3. Cost Tracking 7.4. Schedule Management 7.5. Scope Management 7.6. Risk Management 7.7. Satisfying Project Reporting Requirements

8. Development of Project Monitoring and Controlling Tools and Techniques

15




VIII. Suggested Textbooks: Project Management Institute. (2005). Practice Standard for Earned Value

Management (PMBOK®). Newtown Square, PA: Project Management Institute.

Project Management Institute. (2007). The Practice Standard for Scheduling (PMBOK®). Newtown Square, PA: Project Management Institute.

IX. Selected Bibliography & Resources:

Kuehn, U. (2011). Integrated Cost and Schedule Control in Project Management (2nd edition). Vienna, VA: Management Concepts

Larson, E. & Gray, C. (2011). Project Management: The Managerial Process (5th edition). New York, NY: McGraw-Hill Irwin.

Nicholas, J. & Steyn, H. (2008). Project Management for Business, Engineering, and Technology: Principles and Practice (3rd edition). Burlington, MA: Elsevier.

Project Management Institute. (2008). A Guide to the Project Management Body of Knowledge (PMBOK®) (5th edition). Newtown Square, PA. Project Management Institute.

16




2. Course Prefix

PM

3. Course Number

A605


n/a

5a. Credits/CEUs

3


6. Complete Course Title Operational Integration and Project Closure Ops Integration&Proj Closure Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Spring/2013 To: /9999










15. Course Description (suggested length 20 to 50 words) Explore in depth Project Management (PM) Knowledge Areas, tools and techniques, and the necessary considerations for operational integration and closure processes of complex projects. Introduce tools, methods, and critical issues associated with the operational integration and closure processes of completing a project management plan. Students will function in teams and will be challenged with re-prioritizations and re-assignments projects across various industries with real-world relevance.

16a. Course Prerequisite(s) (list prefix and number) PM A603 or PM A604 or Concurrent Enrollment in Either







19. Justification for Action The creation of a new course for the MSPM program.


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




17



PM A605 Operational Integration and Project Closure Decmeber 5, 2011 Page 1

I. Initiation or Revision Date: October 27, 2011

II. Course Information: A. College: EN/School of Engineering B. Course Prefix: PM C. Course Number: A605 D. Course Credits: 3 E. Contact Hours: (3+0) F. Course Program: Master of Science, Project Management G. Course Title: Operational Integration and Project Closure H. Grading Basis: A-F I. Implementation Date: Spring 2013 J. Course Description: Explore in depth Project Management (PM) Knowledge Areas,

tools and techniques, and the necessary considerations for operational integration and closure processes of complex projects. Introduce tools, methods, and critical issues associated with the operational integration and closure processes of completing a project management plan. Students will function in teams and will be challenged with re-prioritizations and re-assignments projects across various industries with real-world relevance.

K. Course Prerequisites: PM A603 or A604 or Concurrent Enrollment in Either L. Course Co-requisites: N/A M. Other Restrictions: N. Registration Restrictions: Graduate Level Standing and PM Department Approval O. Course Fee: Yes

III. Instructional Goals: Faculty will:

A. Teach the application of Project Management Knowledge Areas using hands-on case studies progressively over the execution phase in project life cycle.

B. Teach project portfolio management tools and techniques for an enterprise focusing on execution and operational conversion.

C. Emphasize integration of PM Knowledge Areas and their inter-relationships. D. Strengthen project teams, leadership, and professional responsibility. E. Demonstrate the use specific PM tools & techniques in the context of real-life project

transition and closure. F. Ensure an advanced depth of sophistication in the application of PM Knowledge Areas of

operational integration and closure of complex projects. G. Ensure consistency between the Project Management Office (PMO) of project closure

and operational transition with enterprise goals, strategy, and methodology.

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IV. Student Outcomes At the completion of this course, students will be able to:

V. Outcome Measures As measured by:

1. Select and tailor integration and closure methodology to suit unique project needs.


2. Provide the leadership, teamwork and communication skills necessary to organize and lead successful projects (local to global and in multiple sectors).


3. Mitigate and optimize downstream implications of project decisions.


4. Plan for the effects of project changes on the organizational portfolio, other projects, and the enterprise as a whole.


5. Navigate and adapt to changing project requirements in dynamic environments (enterprise environmental factors, political, stakeholders, etc.) even at project closure.


6. Develop analytical skills, tools and techniques for project outcomes assessment, lessons learned, final closeout and project acceptance.


7. Apply structure to an enterprise portfolio; appropriately adjust to changes based on project inter-relationships within the enterprise portfolio.

e. Term project f. Case studies g. Exams

VI. Course Level Justification: Building on the understanding of PM Knowledge Areas and experience in the integration of these, and the use of advanced project management application tools during execution phase of complex projects across an enterprise.


19




1. Completion of Project Management Processes and Project/Product Lifecycle 2. Project Closing and Operationalization Transition Processes, Tools and Techniques

2.1. Leadership 2.2. Completion of the Project Planning Work 2.3. Satisfaction of Project Stakeholders 2.4. Risk Response Assessment 2.5. Completing Project Reporting Requirements Related to the Project’s Work and

Performance Relative to Project Plan 3. Validating Strategic Alignment of Projects with Enterprise Objectives and Business

Processes 4. Closing the Project in Organizational Context

4.1. Structure 4.2. Reporting 4.3. Maturity 4.4. Procedures 4.5. Leadership 4.6. Legal and Regulatory Requirements 4.7. Project Management Office

5. Professional Responsibility and Ethics 6. Converting the Project to Operational Processes

VIII. Suggested Textbooks: Glenn, C & Gray, L. (2010) . The Writer’s Harbrace Handbook 4e for the University of

Alaska Anchorage. Mason, OH: Thompson Custom Solutions. Larson, E. & Gray, C. (2011). Project Management: The Managerial Process (5th edition).

New York, NY: McGraw-Hill Irwin.

IX. Selected Bibliography & Resources: Nicholas, J. & Steyn, H. (2008). Project Management for Business, Engineering, and

Technology: Principles and Practice. (3rd ed.). Burlington, MA: Elsevier. Project Management Institute. (2011). A Guide to the Project Management Body of

Knowledge (PMBOK®) (5th ed.). Newtown Square, PA: Project Management Institute.

20

1a. School or College CH College of Health

1b. Division ADSN Division of Nursing

1c. Department NUR

2. Course Prefix

NS

3. Course Number

A610


N/A

5a. Credits/CEUs

3


6. Complete Course Title Pharmacology for Primary Care Abbreviated Title for Transcript (30 character)




9. Repeat Status No # of Repeats Max Credits



12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature



1. MASTER OF SCIENCE, NURSING SCIENCE 296-299; 447 10/15/11 Jill Janke 2. 3.

Initiator Name (typed): JILL JANKE Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Advanced level pharmacology course that assists health care professionals in selecting, prescribing, and monitoring of pharmaceutical agents utilized in the primary care setting. Legend drugs, over-the-counter agents, and some complementary therapeutics will be discussed. Emphasis is on the pharmacodynamics of medications most commonly prescribed.

16a. Course Prerequisite(s) (list prefix and number) NS A601 and NS A602 with minimum grade of B

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A



16e. Registration Restriction(s) (non-codable) Instructor permission. Current license to practice as a registered nurse in the state of Alaska.


19. Justification for Action Recent changes in national accreditation standards mandate the inclusion of an advanced pharmacology course in the Nurse Educator curriculum. The course already exists and is required for our other two specialty tracks. This will increase total credits for the Nurse Educator degree from 42 to 45, which is in keeping with national norms.



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__________________________________________________ ___________ Initiator (faculty only) Date Jill Janke Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


22

1

Course Content Guide University of Alaska Anchorage

College of Health

I. Date of Initiation: Fall 2011

II. Course Information A. College/School: COH / School of Nursing B. Course Subject: NS C. Course Number: A610 D. Course Credits: 3 E. Contact Hours: (3 + 0) F. Course Program: Master of Science, Nursing Science G. Course Title: Pharmacology for Primary Care H. Grading Basis: A-F I. Implementation Date: Fall 2012 J. Course Description: Advanced level pharmacology course that

assists health care professionals in selecting, prescribing, and monitoring of pharmaceutical agents utilized in the primary care setting. Legend drugs, over-the-counter agents, and some complementary therapeutics will be discussed. Emphasis is on the pharmacodynamics of medications most commonly prescribed.

K. Course Prerequisites: NS A601and NS A602 with minimum grade of B

L. Course Co-requisites: N/A M. Other Restrictions: Level N. Registration Restrictions: Instructor permission. Current license to

practice as a registered nurse in the state of Alaska.

O. Course Fee: Yes

III. Instructional Goals: The instructor will: A. Provide an overview of the principles of pharmacokinetics. B. Familiarize students with physiologic effect, common adverse effects, dosing,

scheduling, route of administration and contraindications to drug therapy. C. Foster an understanding of the following issues as they relate to prescribing

and monitoring of pharmacologic therapies in patients across the lifespan: the economic issues, the ethical and legal scope of practice, and the interactions of non-prescription therapies with prescription therapies.

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2

D. Present relevant client education strategies to facilitate client compliance and collaboration in treatment and to maximize therapeutic response.

IV. Student Outcomes The student will:

V. Assessment Methods

1. Utilize pharmacokinetic principles as a guide in selecting appropriate agents, prescribing appropriate dosing schedules and administration routes, and establishing effective monitoring systems.

Exam questions, case studies, Blackboard discussion board or other e-learning modalities.

2. Apply assessment information about the client and knowledge of pathophysiology to prescribe or recommend appropriate pharmacologic interventions.

Exam questions, Blackboard discussion board or other e-learning modalities, and student presentations.

3. Employ principles of teaching/learning and

understanding of compliance theory to enable the client to take prescribed and recommended drugs safely and effectively.

Student presentations, Blackboard discussion cases, and exam questions.

4. Predict potential adverse reactions to prescribed and/or recommended pharmacologic agents and identify such reactions when they occur.

Blackboard case discussions, exam questions, and student presentations.

5. Facilitate clients’ ability to take prescribed and

recommended agents in a manner that will maximize therapeutic effect and minimize the development of adverse drug reactions.

Student presentations, Blackboard case studies, and exam questions.

6. Recognize the potential for adverse drug reactions based on drug-drug, drug-diet, including herbal and dietary supplements, and drug-disease interactions and integrate that recognition into clinical practice.

Student presentations, Blackboard case studies, and exam questions.

7. Demonstrate recognition of scope of practice limitations by identifying when there is a need for physician consultation.

Blackboard case studies and exam questions.

24

3 VI. Course Level Justification:

This is a graduate-level core course in the Master of Science, Nursing Science program that is required for the Family Nurse Practitioner, Psychiatric-Mental Health Nurse Practitioner, and Nursing Education options. This course builds on undergraduate pharmacology.


1.0 Course overview 2.0 Scope of practice

2.1 Scope of practice variations across the U.S. 2.2 Approach to prescribing

2.2.1 Prescriptive authority 2.2.2 Barriers 2.2.3 Decisions

2.3 Role delineation of registered nurses and advanced nurse practitioners

3.0 Pharmacologic agents and special populations 3.1 Pediatrics 3.2 Geriatrics 3.3 Pregnant women 3.4 Lactating women

4.0 Non-steroidal anti-inflammatory drugs and analgesics 4.1 Components and types of pain 4.2 Treatments 4.3 Addiction 4.4 Adjunctive therapies

5.0 Neurology problems & medication 5.1 Dementias 5.2 Headaches 5.3 Seizures 5.4 Parkinson’s disease

6.0 Psychotropic medications 6.1 Attention deficit disorder (ADD) and attention deficit hyperactive

disorder (ADHD) 6.2 Depression 6.3 Anxiety 6.4 Mood disorders 6.5 Smoking cessation 6.6 Weight loss 6.7 Other psychiatric diagnoses

7.0 Endocrine disorders & medications 7.1 Thyroid

25

4

7.2 Adrenals 7.3 Pancreas 7.4 Sex Hormones

8.0 Cardiac disorders & medications 8.1 Hypertension 8.2 Dyslipidemia 8.3 Angina 8.4 Congested heart failure 8.5 Anemia

9.0 Infection & antimicrobials 9.1 Host 9.2 Drugs 9.3 Lab factors associated with antibiotic treatments 9.4 Treatment failures 9.5 Classes of antimicrobials

10.0 Antimicrobial treatment for common respiratory infections 10.1 Chronic Obstructive Pulmonary Disease (COPD) 10.2 Asthma 10.3 Pneumonia 10.4 Tuberculosis

11.0 Gastrointestinal disorders & medications 12.0 Dermatology disorders & medications 13.0 Dietary Supplements

13.1 Definition 13.2 Reputable resources 13.3 Interactions with other medications

14.0 Alternative Medications 14.1 Definitions 14.2 Current research 14.3 Interactions with other medications.

VIII. Suggested Textbooks:

Edmunds, M. W., & Mayhew, S. M. (2009). Pharmacology for the primary care provider (3rd ed.). St. Louis, MO: Mosby.

Gilbert, D. N., Moellering, R. C., Eliopoulis, G. M., & Sande, M. A. (2010). The Sandford guide to antimicrobial therapy (40th ed.). Sperryville, VA: Antimicrobial Therapy.

Gunder, L., & Martin, S. (2011). Essentials of medical genetics for health professionals. Sudbury, MA: Jones & Bartlett Learning.

Ulbricht, C. (2011). Davis’s pocket guide to herbs and supplements. Philadelphia: FA Davis.

26

5 IX. Bibliography:

Epocrates: RX Pro (Version 1.1.4). Available from http://www.epocrates.com/products/

Prescribers Letter. (n.d.). Availble from

http://prescribersletter.therapeuticresearch.com/home.aspx?cs=&s=PRL Teng, K. (2011). Pharmacogenomics for the primary care provider: Why should

we care? Cleveland Clinic Journal of Medicine, 78(4), 241-242.

27

DATE: October 15, 2011 RE: Proposed Curricular Change to Master of Science, Nursing Science in Nursing Education option FROM: UAA School of Nursing, Graduate Program, Jill Janke, Chair NURSING EDUCATION MS OPTION: To remain in compliance with recent changes in national standards NS A610 Pharmacology for Primary Care needs to be added as a required course for the Master of Science, Nursing Science in Nursing Education option. NS A610 already exists and is required for two other specialty options. It will not impact program outcomes, which are identical for all three specialties.

1. PAR for Master of Science in Nursing, Nursing Education specialty track: For the nursing education option, we are adding NS A610 Pharmacology for Primary Care as a

requirement. o Curriculum Coordination - Coordination with the specialty program coordinators in nursing was

done since adding the education students will increase class size, slightly. o Library Resource - there is no anticipated impact on the library since NS A610 is already in

existence and offered annually. However, Kathleen Murray was told about the change via email. o Resource Implication Form – NS A610 is taught annually so there is no added impact on program

resources. o Credits – program credits increase from 42 to 45, still within acceptable national norms.

2. CAR & CCG for NS A610: The CAR and CCG were updated in 2011; we are just adjusting the course pre-requisites and registration restrictions to include students in Nursing Education option.

CATALOG COPY UPDATE: Some language clean up in catalog copy Location of school & faculty list Consistent name of specialty options Correction of a typo in program outcomes. For outcomes 1 & 2 the pronoun should be changed from ‘and’ to ‘or’.

This reflects the fact that two specialties are ‘advanced practice’ and the third specialty is nursing education (which is not advanced practice)

Clarified how long program takes: 6-8 semesters is typical and more representative of actual part time status. Clarification that either a BS or graduate degree in nursing is acceptable for admission to our programs (some

schools don’t give BS in nursing, rather they take people with BS in other disciplines and they graduate with an MS or doctoral degree in nursing.

Change of policy on extended registration. Nursing students need to continue taking thesis/project seminar (NS A699 or NS A696) every fall and spring until degree completed. The reason is that the seminars provide students with motivation and support to get project/thesis done. Extended registration is not associated with support and motivation.

Clarification that students taking Grad Certificates might need to take additional course work after a gap analysis is done on their transcripts. Most of the time pathophysiology, pharmacology, and advanced health assessment are required in graduate nursing programs; however, some students may not have had it and will need to take those courses.

28

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29

SCHOOL OF NURSING Health Science Building, Room 101, (907) 786-4550

http://nursing.uaa.alaska.edu

Graduate studies at the master’s level place primary emphasis upon advanced professional nursing practice, theory, research, and health care delivery

systems. Students may develop a specialized practice focus in Nursing Education, as a Family Nurse Practitioner or Psychiatric‐Mental Health Nurse

Practitioner‐Family. Master’s level studies provide the student with a basis for further study at the doctoral level. The graduate program is accredited by

the National League for Nursing Accreditation Commission (3343 Peachtree Road NE, Suite 500, Atlanta, GA 30326; (404) 975‐5000). Graduates in the

Family Nurse Practitioner option are eligible to write the national certification examination for advanced professional practice as a Family Nurse

Practitioner. Graduates of the Psychiatric‐Mental Health Nurse Practitioner‐Family option are eligible to write the national certification exam for advanced

professional practice as a Psychiatric‐Mental Health Nurse Practitioner‐Family. Graduates of the Nursing Education option, who have had two years of

full‐time academic teaching experience, are eligible to take the NLN Certified Nurse Educator Examination.

Program Outcomes The graduate is prepared to:

1. Engage in scholarly inquiry including evaluation and application of evidence‐based research to advanced nursing practice or nursing education.

2. Practice in a manner that incorporates ethical, legal, and professional standards for advanced nursing practice or nursing education.

3. Collaborate across disciplines and in partnership with communities, groups, families and individuals through culturally sensitive practice.

4. Demonstrate competence and caring in the professional nurse role to serve as a leader, provider, and educator in the health care system.

5. Articulate a plan for self‐directed, lifelong learning and professional development.

Master of Science, Nursing Science Admission Requirements UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Master’s Degrees. The following application submission deadlines are recommended

to ensure full processing of application and transcripts:

November 1 for March 1 applicants

June 15 for November 1 applicants

School of Nursing Admission Requirements Students applying to the Master of Science in Nursing Science must also submit documentation of having met the following requirements:

1. Hold a bachelor’s or a master’s degree in nursing from a program accredited by the National League for Nursing Accrediting Commission or the

Commission on Collegiate Nursing Education.

2. Have a minimum undergraduate (and graduate, if applicable) GPA of at least a 3.00 (B) on a 4.00 scale.*

3. Submit Graduate Record Examination scores with a minimum Analytic Writing score of 3.5 and a minimum cumulative GRE (quantitative plus

verbal) of 800 (or its equivalent if the student takes the new GRE which starts August 2011 and has a different scale range).*

4. Have a grade of 2.00 (C) or higher in an undergraduate research methods course and a statistics course that covers descriptive and inferential

statistics.

5. Submit the School of Nursing graduate admission application directly to the School of Nursing.

6. Submit three letters of professional recommendation. Letters must be submitted directly to the School of Nursing from the person writing the

reference. References may be contacted by a member of the admissions committee.

7. Complete a minimum of one year of half‐time clinical experience as a registered nurse.

8. Hold and maintain an active unencumbered Alaska State RN license throughout the program.

*For students seeking a second master’s degree, the GRE is waived and only graduate GPA is considered.

The following School of Nursing application submission deadlines are required to ensure full processing of application:

November 1 for Graduate study and/or clinical specialty

March 1 for Graduate study and/or clinical specialty

30

Applicants who meet the above criteria are considered for program admission on a competitive basis. Meeting all admission criteria does not guarantee

admission. Nor does prior acceptance into graduate study status guarantee admission into the clinical nursing tracks. Special consideration may be

given to candidates with portfolios that document exceptional clinical experience and a proven record of professional contributions. To the extent that

there are limited seats available in the program, preference may be given to residents of the state of Alaska as defined by the university’s policy on

residency for tuition purposes.

Academic Progress Students enrolled in the graduate degree program must:

• Maintain at least a 3.00 (B) GPA in all required coursework.

• Earn a grade of 3.00 (B) or higher in all specialty courses.

• Receive no more than one 2.00 (C) grade in core and elective courses.

• Earn all credits, including transfer credits within a consecutive seven‐year period prior to graduation. See UAA catalog for additional information.

In addition, students in the Family Nurse Practitioner or the Psychiatric‐Mental Health Nurse Practitioner‐Family programs must complete additional

clinical hours (2 credits) if they have not completed degree requirements within 12 months after finishing their last clinical course. For each additional year

that passes without completing degree requirements the student will need to complete an additional 2 credits of clinical. More information on this policy can

be found in the School of Nursing Graduate Handbook.

Noncompliance with academic progress expectations will result in probation and possible dismissal from the program. See the Academic Good

Standing Policy in the School of Nursing Graduate Handbook for more information.

Part-Time/Full-Time Study This program is designed to be completed in six to eight semesters of part‐time study, although students can take longer. Prior to being formally

admitted to graduate study, students with a bachelor or graduate degree in nursing and who are licensed or eligible to be licensed in Alaska as an RN,

may complete up to 9 credits of degree‐applicable course‐work, either UAA credit or transfer credit. Students who are not formally admitted will be

allowed to register on a space‐available basis and with instructor permission.

For part‐time students, admission to graduate study only is recommended, with formal admission to a specialty track being delayed until core course

requirements have been completed. Enrollment in any clinical course requires formal admission to graduate study and to the specialty track.

Additional School of Nursing Requirements All students enrolled in UAA nursing programs must provide:

• Documentation of continuous current certification in cardiopulmonary resuscitation (CPR) for adults, infants, and children;

• Evidence of satisfactory health status, including immunity to chicken pox, rubella, rubeola, and hepatitis A and B (by titer); documentation of Tdap

(tetanus, diphtheria, pertussis) immunization within the past 10 years; annual PPD skin test or health examination indicating freedom from active

tuberculosis; documentation of an annual HIV test (results not required); and

• The results the School of Nursing‐sanctioned national‐level criminal backgrounds check.

Students are required to provide their own transportation to clinical sites. They are also responsible for their portion of the cost of audio‐conferencing.

Students must have access to a personal computer and reasonable internet connectivity. All students are expected to have basic computer and typing

skills prior to entry into the nursing program, for example:

• Word processing (preferably MS Word),

• Sending and receiving e‐mail with attachments,

• Accessing and navigating the Internet/World Wide Web, and

• Basic understanding of hardware, software, and operating systems.

Scheduling of Courses Graduate nursing courses are offered in an alternative scheduling format consisting of intensive classroom sessions presented in short time blocks on the

UAA campus and/or periodic class meetings throughout the semester that are available via computer and/or audio‐conference. Thus, it is possible for

students who reside outside of Anchorage to take advantage of the opportunity to pursue graduate study at UAA. In addition, all students have the

opportunity to take advantage of clinical learning opportunities throughout the state, including both urban and rural settings.

Graduation Requirements See the beginning of this chapter for University Requirements for Master’s Degrees.

Program Requirements 1. Complete the following required core courses (18 credits)*:

31

NS A618 Role Development in Advanced Practice

Nursing 2

NS A619 Health Policy Issues in Advanced

Practice Nursing 2

NS A620 Nursing Research Methods 4

NS A621 Knowledge Development for Advanced

Nursing Practice 3

HS/NS A625 Biostatistics for Health Professionals 3

Choose one of the following courses for a total of 4 credits

taken over two semesters 4

NS A696 Individual Project (2)

or

NS A699 Thesis (2)

*Students seeking a second master’s degree may petition to have core courses waived based on evaluation of prior graduate degree and any thesis or project done

for that degree.

2. Complete one of the following options:

Family Nurse Practitioner Option (32 credits)

NS A601 Advanced Pathophysiology 3

NS A602 Advanced Health Assessment in

Primary Care 3

NS A610 Pharmacology for Primary Care 3

NS A660 Family Nurse Practitioner I 4

NS A661 Family Nurse Practitioner II 5

NS A662 Family Nurse Practitioner III 5

NS A663 Family Nurse Practitioner IV 6

Elective Advisor approved 3

Psychiatric‐Mental Health Nursing‐Family Option (32 credits)



Primary Care 3


NS A670 Advanced Psychiatric/

Mental Health Nursing I 5


Mental Health Nursing II 5


Mental Health Nursing III 5

NS A674 Advanced Psychiatric/Mental

Health Nursing IV 5


Nursing Education Option (27 credits)



Primary Care 3


NS A640 Teaching and Learning in Nursing 3

NS A641 Curriculum Development and Evaluation 3

NS A643 Assessment and Evaluation in Nursing

Education 3

NS A644 Distance Education in Nursing 3

NS A647 Teaching Practicum in Nursing 3

32


3. A total of 45‐50 credits are required for the degree.

Thesis or Project Option A total of 4 credits of either NS A696 Individual Project or NS A699 Thesis, taken over two semesters, are required for the degree. Students who are

unable to complete the thesis or project after two semesters will be required to register for 2 credits of NS A699 Thesis or NS A696 Individual Project

every semester thereafter (excluding summer sessions) until the thesis or project is satisfactorily completed. In the event a student wants to work on the

thesis or project during a summer semester, utilizing faculty and UAA resources, they must get approval from their committee and register for a 1‐credit

independent study (P/NP). The independent study credit does not count toward the 4 required thesis or project credits. There is no limit to the number

of thesis or project credits that may be accrued; however, if a year or more passes since the last clinical course additional coursework will be required.

Specific requirements for additional coursework will be determined by the chair of the Graduate Program in Nursing, the coordinator of the specialty

track, and the thesis or project chair.

Nursing Graduate Certificate Programs The nursing graduate certificate programs were designed for individuals who have previously acquired their master’s or doctoral degrees in nursing

and wish to expand their nursing competencies or practice. Graduate certificate programs are offered in several specialty areas: Family Nurse

Practitioner, Psychiatric‐Mental Health Nurse Practitioner‐Family, or Nurse Educator. Prior nursing degrees must be issued from institutions that hold

regional accreditation and from programs that hold nursing accreditation (from either the National League for Nursing Accrediting Commission or the

Collegiate Commission on Nursing Education).

The 15‐29 credit graduate certificate curriculum builds on the student’s prior graduate degree in nursing by integrating content from that degree with

theory‐based advanced practice nursing courses and specialty clinical practice. To be eligible for either of the nurse practitioner graduate certificate

programs, the individual must already be certified as a nurse practitioner in another specialty.

Admissions Requirements UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Graduate Certificates. The following UAA application submission deadlines are

recommended to ensure full processing of application and transcripts:



School of Nursing Admission Requirements Students applying to the graduate certificate program must also submit documentation of having met the following requirements:

• Earned graduate degree in nursing (master’s or doctoral) from a school of nursing accredited by the National League for Nursing Accrediting

Commission or the Commission on Collegiate Nursing Education.

• Graduate GPA of at least a 3.00 (B) on a 4.00 scale.

Additional requirements for students applying for the Graduate Certificate program for Family Nurse Practitioner or Psychiatric‐Mental Health Nurse

Practitioner‐Family include:

• Current active unencumbered licensure as an advanced practice nurse in the state of Alaska must be maintained.

• Documentation of national certification as an advanced nurse practitioner.


admission. Prior acceptance into graduate study status does not guarantee admission into the clinical nursing tracks. Special consideration may be given

to candidates with portfolios that document exceptional clinical experience and a proven record of professional contributions. To the extent that there

are limited seats available in the program, preference may be given to residents of the state of Alaska as defined by the university’s policy on residency

for tuition purposes.

The School of Nursing will consider applications for the graduate certificate during fall and spring semesters. Following are the deadlines for

submission to ensure full consideration by the admissions committee:

November 1 Graduate Certificate

March 1 Graduate Certificate

Academic Progress Students enrolled in the graduate certificate program must:

33



• Receive no more than one 2.00 (C) grade in core or elective courses (if required).



Additional School of Nursing Requirements All students enrolled in UAA nursing graduate certificate programs must provide:





• The results of the School of Nursing‐sanctioned national level criminal background check.


Students must have access to a personal computer and reasonable Internet connectivity. All students are expected to have basic computer and typing


• Word processing (preferably MS Word);

• Sending and receiving e‐mail with attachments;

• Accessing and navigating the Internet/World Wide Web; and


Graduation Requirements See the beginning of this chapter for University Requirements for Graduate Certificates.

Graduate Certificate, Family Nurse Practitioner The Family Nurse Practitioner (FNP) Graduate Certificate for psychiatric nurse practitioners is designed for nurses who are already certified as psychiatric

nurse practitioners. This program expands their scope of practice to assist them to acquire the theory, knowledge, and skills needed to provide primary

care for families. Courses and seminars are scheduled to allow students to attend classes with content specific to expand their specialty practice to include

a family scope. The curriculum includes didactic, seminar, and approximately 720 clinical hours in practicum coursework. Students who successfully

complete the graduate certificate program will be eligible to take the Family Nurse Practitioner examination offered by the American Nurses Credentialing

Center (ANCC), or the American Academy of Nurse Practitioners (AANP) to become certified as a Family Nurse Practitioner . These examinations are

given nationwide throughout the year.

The Family Nurse Practitioner Graduate Certificate for primary care specialties was developed for nurses who are already certified in one of the primary

care nurse practitioner specialties (adult, child, or women). Students who successfully complete it will be eligible to take the family nurse practitioner

examination offered by the ANCC, or the AANP to become certified as a Family Nurse Practitioner. These examinations are given nationwide

throughout the year.

Graduate Certificate, Psychiatric-Mental Health Nurse Practitioner-Family The Psychiatric‐Mental Health Nurse Practitioner‐Family Graduate Certificate for advanced nurse practitioners is designed for nurses who are already

certified as advanced nurse practitioners in fields other than psychiatric‐mental health. Students who successfully complete the graduate certificate program

will be eligible to write the national certification for psychiatric mental health nurse practitioner‐family offered by the ANCC. This examination is given

nationwide throughout the year.

Graduate Certificate, Nursing Education The specialty certificate in Nursing Education is designed for nurses who have previously acquired a minimum of a master’s degree in nursing and are

seeking to develop advanced knowledge and skills in order to teach in academic or clinical settings. The coursework leading to the graduate certificate

emphasizes instruction in teaching, program and course development, implementation, and evaluation.

The curriculum is based on standards for master’s education outlined in the Essentials for Master’s Education in Nursing published by the AACN

(1996), as well as the newly developed Core Competencies of Nurse Educators proposed by the National League for Nursing (NLN).

All courses for this certificate will be offered using distance‐delivery technologies, including but not limited to Blackboard web‐based approaches, CD‐

ROMs, and audio‐conferencing or video‐conferencing as appropriate and available. Teaching practicum may be completed in the student’s community,

or in some cases may require visits to the UAA campus. Faculty may also validate teaching competencies through site visits and/or conference calls.

34

The 15‐credit graduate certificate includes graduate‐level coursework in nursing education with practicum opportunities in classroom and clinical

settings.

Program Requirements Graduate Certificate, Family Nurse Practitioner 1. Complete one of the following tracks:

Adult Nurse Practitioner (15 credits)




Pediatric Nurse Practitioner (15 credits)

NS A631 Family Nurse Practitioner Focus on

Women’s Health and Obstetrics I 2


Women’s Health and Obstetrics II 2



Psychiatric Mental Health Nurse Practitioner‐Family (29 credits)



Primary Care 3






Women’s Health Nurse Practitioner (15 credits)


Pediatrics I 2


Pediatrics II 2



2. A total of 15‐29 credits are required for the certificate.*

Graduate Certificate, Psychiatric-Mental Health Nurse Practitioner-Family 1. Complete the following required courses (20 credits):

NS A670 Advanced Psychiatric/Mental Health

Nursing I 5


Nursing II 5


Nursing III 5


Nursing IV 5

2. A total of 20 credits are required for the certificate.*

Graduate Certificate, Nursing Education 1. Complete the following required courses (15 credits):



35


Education 3




*Students need to have had an advanced pharmacology, pathophysiology, and health assessment course in their original nursing master’s program; if their program did

not include some or all of these courses, they may need to be taken for the graduate certificate.

FACULTY

Barbara Berner, Professor/Interim Director, [email protected]

Bethany Buchanan, Term Assistant Professor, [email protected]

Elizabeth Campbell, Assistant Professor, [email protected]

Bernice Carmon, Associate Professor, [email protected]

Elizabeth Driscoll, Term Assistant Professor, [email protected]

Thomas Hendrix, Assistant Professor, [email protected]

Jill Janke, Professor/Graduate Program Chair, [email protected]

Cindy Jones, Assistant Professor, [email protected]

Mary Logan, [email protected]

Patricia Lynes‐Hayes, Assistant Professor, [email protected]

Susan Modlin, Associate Professor, [email protected]

Maureen O’Malley, Associate Professor/Interim Associate Director, [email protected]

Nadine Parker, Assistant Professor, [email protected]

Sharon Peabody, Term Assistant Professor, [email protected]

Elizabeth Predeger, Professor, [email protected]

Dianne Tarrant, Associate Professor, [email protected]

Dianne Toebe, Associate Professor, [email protected]

Sharyl Toscano, Associate Professor, TBA

Angelia Trujillo, Assistant Professor, [email protected] Valek‐Wilson, Associate Professor, [email protected]

36

SCHOOL OF NURSING Professional Studies Building (PSB), Health Science Building, Room 101, Room 103, (907) 786-4550

http://nursing.uaa.alaska.edu

Graduate studies at the master’s level place primary emphasis upon advanced professional nursing practice, theory, research, and health care delivery

systems. Students may develop a specialized practice focus in Nursing Education, as a family Family nurse Nurse practitioner Practitioner or

psychiatricPsychiatric‐mental Mental health Health nurse Nurse practitionerPractitioner‐Family. Master’s level studies provide the student with a basis

for further study at the doctoral level. The graduate program is accredited by the National League for Nursing Accreditation Commission (3343 Peachtree

Road NE, Suite 500, Atlanta, GA 30326; (404) 975‐5000). Graduates in the Family Nurse Practitioner option are eligible to write the national certification

examination for advanced professional practice as a family Family nurse Nurse practitionerPractitioner. Graduates of the Psychiatric‐Mental Health Nurse

Practitioner‐Family option are eligible to write the national certification exam for advanced professional practice as a family psychiatric Psychiatric‐

mMental health Health nurse Nurse practitionerPractitioner‐Family. Graduates of the Nursing Education option, who have had two years of full‐time

academic teaching experience, are eligible to take the NLN Certified Nurse Educator Examination.

Program Outcomes The graduate is prepared to:

1. Engage in scholarly inquiry including evaluation and application of evidence‐based research to advanced nursing practice and or nursing

education.

2. Practice in a manner that incorporates ethical, legal, and professional standards for advanced nursing practice or nursing education.

3. Collaborate across disciplines and in partnership with communities, groups, families and individuals through culturally sensitive practice.

4. Demonstrate competence and caring in the professional nurse role to serve as a leader, provider, and educator in the health care system.

5. Articulate a plan for self‐directed, lifelong learning and professional development.

Master of Science, Nursing Science Admission Requirements UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Master’s Degrees. The following application submission deadlines are recommended

to ensure full processing of application and transcripts:



School of Nursing Admission Requirements Students applying to the Master of Science in Nursing Science must also submit documentation of having met the following requirements:

1. Hold a bachelor’s or a master’s degree in nursing from a program accredited by the National League for Nursing Accrediting Commission or the

Commission on Collegiate Nursing Education.

2. Have a minimum undergraduate (and graduate, if applicable) GPA of at least a 3.00 (B) on a 4.00 scale.*

3. Submit Graduate Record Examination scores with a minimum Analytic Writing score of 3.5 and a minimum cumulative GRE (quantitative plus

verbal) of 800 (or its equivalent if the student takes the new GRE which starts August 2011 and has a different scale range).*

4. Have a grade of 2.00 (C) or higher in an undergraduate research methods course and a statistics course that covers descriptive and inferential

statistics.

5. Submit the School of Nursing graduate admission application directly to the School of Nursing.

6. Submit three letters of professional recommendation. Letters must be submitted directly to the School of Nursing from the person writing the

reference. References may be contacted by a member of the admissions committee.

7. Complete a minimum of one year of half‐time clinical experience as a registered nurse.

8. Hold and maintain an active unencumbered Alaska State RN license throughout the program.

*For students seeking a second master’s degree, the GRE is waived and only graduate GPA is considered.

The following School of Nursing application submission deadlines are required to ensure full processing of application:

November 1 for Graduate study and/or clinical specialty

March 1 for Graduate study and/or clinical specialty

37


admission. Nor does prior acceptance into graduate study status guarantee admission into the clinical nursing tracks. Special consideration may be

given to candidates with portfolios that document exceptional clinical experience and a proven record of professional contributions. To the extent that

there are limited seats available in the program, preference may be given to residents of the state of Alaska as defined by the university’s policy on

residency for tuition purposes.

Academic Progress Students enrolled in the graduate degree program must:



• Receive no more than one 2.00 (C) grade in core and elective courses.

• Earn all credits, including transfer credits within a consecutive seven‐year period prior to graduation. See UAA catalog for additional information.

In addition, students in the family Family nurse Nurse practitioner Practitioner or psychiatricthe Psychiatric‐mental Mental health Health nurse Nurse

practitioner Practitioner‐Family programs must complete additional clinical hours (2 credits) if they have not completed degree requirements within 12

months after finishing their last clinical course. For each additional year that passes without completing degree requirements the students will need to

complete an additional 2 credits of clinical. More information on this policy can be found in the School of Nursing Graduate Handbook.



Part-Time/Full-Time Study This program is designed to be completed in six to eight semesters of part‐time study, although students can take longer. Prior to being formally

admitted to graduate study, students with a bachelor or graduate degree in nursing and who are licensed or eligible to be licensed in Alaska as an RN,

may complete up to 9 credits of degree‐applicable course‐work, either UAA credit or transfer credit. Students who are not formally admitted will be

allowed to register on a space‐available basis and with instructor permission..

For part‐time students, admission to graduate study only is recommended, with formal admission to a specialty track being delayed until core course

requirements have been completed. Enrollment in any clinical course requires formal admission to graduate study and to the specialty track.

Additional School of Nursing Requirements All students enrolled in UAA nursing programs must provide:





• The results the School of Nursing‐sanctioned national‐level criminal backgrounds check.


Students must have access to a personal computer and reasonable internet connectivity. All students are expected to have basic computer and typing


• Word processing (preferably MS Word),

• Sending and receiving e‐mail with attachments,

• Accessing and navigating the Internet/World Wide Web, and


Scheduling of Courses Graduate nursing courses are offered in an alternative scheduling format consisting of intensive classroom sessions presented in short time blocks on the

UAA campus and/or periodic class meetings throughout the semester that are available via computer and/or audio‐conference. Thus, it is possible for

students who reside outside of Anchorage to take advantage of the opportunity to pursue graduate study at UAA. In addition, all students have the

opportunity to take advantage of clinical learning opportunities throughout the state, including both urban and rural settings.

Graduation Requirements See the beginning of this chapter for University Requirements for Master’s Degrees.

Comment [jj1]: Six is possible, but most students take 8.

38

Program Requirements 1. Complete the following required core courses (18 credits)*:

NS A618 Role Development in Advanced Practice

Nursing 2

NS A619 Health Policy Issues in Advanced

Practice Nursing 2

NS A620 Nursing Research Methods 4

NS A621 Knowledge Development for Advanced

Nursing Practice 3

HS/NS A625 Biostatistics for Health Professionals 3

Choose one of the following courses for a total of 4 credits

taken over two semesters 4

NS A696 Individual Project (2)

or

NS A699 Thesis (2)

*Students seeking a second master’s degree may petition to have core courses waived based on evaluation of prior graduate degree and any thesis or project done

for that degree.

2. Complete one of the following options:

Family Nurse Practitioner Option (32 credits)



Primary Care 3







Psychiatric‐Mental Health Nursing‐Family Option (32 credits)



Primary Care 3



Mental Health Nursing I 5


Mental Health Nursing II 5


Mental Health Nursing III 5

NS A674 Advanced Psychiatric/Mental

Health Nursing IV 5


Nursing Education Option (24 27 credits)



Primary Care 3




39


Education 3




3. A total of 4245‐50 credits are required for the degree.

Thesis or Project Option A total of 4 credits of either NS A696 Individual Project or NS A699 Thesis, taken over two semesters, are required for the degree. Students who are

unable to complete the thesis or project after two semesters will be required to complete the graduate continuous registration procedures (at the

beginning of this chapter) and pay all fees.

Students who are unable to complete the thesis or project during three semesters will be required to register for 2 credits of NS A699 Thesis or NS A696

Individual Project every semester thereafter (excluding summer sessions) until the thesis or project is satisfactorily completed. In the event a student

wants to work on the thesis or project during a summer semester, utilizing faculty and UAA resources, they must get approval from their committee

and register for a 1‐credit independent study (P/NP). The independent study credit does not count toward the 4 required thesis or project credits. There

is no limit to the number of thesis or project credits that may be accrued; however, if a year or more passes since the last clinical course additional

coursework will be required. Specific requirements for additional coursework will be determined by the chair of the Graduate Program in Nursing, the

coordinator of the specialty track, and the thesis or project chair.

Nursing Graduate Certificate Programs The nursing graduate certificate programs were designed for individuals who have previously acquired their master’s or doctoral degrees in nursing

and wish to expand their nursing competencies or practice. Graduate certificate programs are offered in several specialty areas: Family Nurse

Practitioner, Psychiatric‐Mental Health Nurse Practitioner‐Family, or Nurse Educator. Prior nursing degrees must be issued from institutions that hold

in nursing from a regionally accreditation and from accredited institution with a nursing programs that hold nursing accreditation accredited by a

nationally recognized accrediting agency (the (from either the National League for Nursing Accrediting Commission or the Collegiate Commission on

Nursing Education). Education), who wish to expand their nursing competencies or practice to include the role of a family nurse practitioner,

psychiatric‐mental health nurse practitioner or nurse educator.

The 15‐29 credit graduate certificate curriculum builds on the student’s prior master’s graduate degree in nursing by integrating content from that

degree with theory‐based advanced practice nursing courses and specialty clinical practice. To be eligible for either of the nurse practitioner graduate

certificate programs, the individual must already be certified as a nurse practitioner in another specialty.

Admissions Requirements UAA Admission Requirements See the beginning of this chapter for Admission Requirements for Graduate Certificates. The following UAA application submission deadlines are

recommended to ensure full processing of application and transcripts:



School of Nursing Admission Requirements Students applying to the graduate certificate program must also submit documentation of having met the following requirements:

• Earned graduate degree in nursing (master’s or doctoral) from a school of nursing accredited by the National League for Nursing Accrediting

Commission or the Commission on Collegiate Nursing Education.

• Graduate GPA of at least a 3.00 (B) on a 4.00 scale.

Additional requirements for students applying for the Graduate Certificate program for Family Nurse Practitioner or Psychiatric‐Mental Health Nurse

Practitioner‐Family Graduate Certificate include:

• Current active unencumbered licensure as an advanced practice nurse in the state of Alaska must be maintained.

• Documentation of national certification as an advanced nurse practitioner.


admission. Prior acceptance into graduate study status does not guarantee admission into the clinical nursing tracks. Special consideration may be given

to candidates with portfolios that document exceptional clinical experience and a proven record of professional contributions. To the extent that there

are limited seats available in the program, preference may be given to residents of the state of Alaska as defined by the university’s policy on residency

for tuition purposes.

40

The School of Nursing will consider applications for the graduate certificate during fall and spring semesters. Following are the deadlines for

submission to ensure full consideration by the admissions committee:

November 1 Graduate Certificate

March 1 Graduate Certificate

Academic Progress Students enrolled in the graduate certificate program must:



• Receive no more than one 2.00 (C) grade in core or elective courses (if required).



Additional School of Nursing Requirements All students enrolled in UAA nursing graduate certificate programs must provide:





• The results of the School of Nursing‐sanctioned national level criminal background check.


Students must have access to a personal computer and reasonable Internet connectivity. All students are expected to have basic computer and typing


• Word processing (preferably MS Word);

• Sending and receiving e‐mail with attachments;

• Accessing and navigating the Internet/World Wide Web; and


Graduation Requirements See the beginning of this chapter for University Requirements for Graduate Certificates.

Graduate Certificate, Family Nurse Practitioner The Family Nurse Practitioner (FNP) Graduate Certificate for psychiatric nurse practitioners is designed for nurses who are already certified as psychiatric

nurse practitioners. This program expands their scope of practice to assist them to acquire the theory, knowledge, and skills needed to provide primary

care for families. Courses and seminars are scheduled to allow students to attend classes with content specific to expand their specialty practice to include

a family scope. The curriculum includes didactic, seminar, and approximately 720 clinical hours in practicum coursework. Students who successfully

complete the graduate certificate program will be eligible to take the family Family nurse Nurse practitioner Practitioner examination offered by the

American Nurses Credentialing Center (ANCC), or the American Academy of Nurse Practitioners (AANP) to become certified as a Family Nurse

Practitioner NP. These examinations are given nationwide throughout the year.

The Family Nurse Practitioner Graduate Certificate for primary care specialties was developed for nurses who are already certified in one of the primary

care nurse practitioner specialties (adult, child, or women). Students who successfully complete it will be eligible to take the family nurse practitioner

examination offered by the ANCC, or the AANP to become certified as a Family Nurse Practitioner. These examinations are given nationwide

throughout the year.

Graduate Certificate, Psychiatric-Mental Health Nurse Practitioner-Family The Psychiatric‐Mental Health Nurse Practitioner‐Family (PMH) Graduate Certificate for advanced nurse practitioners is designed for nurses who are

already certified as advanced nurse practitioners in fields other than psychiatric‐mental health. Students who successfully complete the graduate certificate

program will be eligible to write the national certification for psychiatric mental health nurse practitioner‐family offered by the ANCC. This examination is

given nationwide throughout the year.

41

Graduate Certificate, Nursing Education The specialty certificate in Nursing Education is designed for nurses who have previously acquired a minimum of a master’s degree in nursing and are

seeking to develop advanced knowledge and skills in order to teach in academic or clinical settings. The coursework leading to the graduate certificate

emphasizes instruction in teaching, program and course development, implementation, and evaluation.

The curriculum is based on standards for master’s education outlined in the Essentials for Master’s Education in Nursing published by the AACN

(1996), as well as the newly developed Core Competencies of Nurse Educators proposed by the National League for Nursing (NLN).

All courses for this certificate will be offered using distance‐delivery technologies, including but not limited to Blackboard web‐based approaches, CD‐

ROMs, and audio‐conferencing or video‐conferencing as appropriate and available. Teaching practicum may be completed in the student’s community,

or in some cases may require visits to the UAA campus. Faculty may also validate teaching competencies through site visits and/or conference calls.

The 15‐credit graduate certificate includes graduate‐level coursework in nursing education with practicum opportunities in classroom and clinical

settings.

Program Requirements Graduate Certificate, Family Nurse Practitioner (FNP) 1. Complete one of the following tracks:

Adult Nurse Practitioner (15 credits)




Pediatric Nurse Practitioner (15 credits)


Women’s Health and Obstetrics I 2


Women’s Health and Obstetrics II 2



Psychiatric Mental Health Nurse Practitioner‐Family (29 credits)



Primary Care 3






Women’s Health Nurse Practitioner (15 credits)


Pediatrics I 2


Pediatrics II 2



2. A total of 15‐29 credits are required for the certificate.*

Graduate Certificate, Psychiatric- and Mental Health Nurse Practitioner-Family (PMH)

1. Complete the following required courses (20 credits):


Nursing I 5


42

Nursing II 5


Nursing III 5


Nursing IV 5


Graduate Certificate, Nursing Education 1. Complete the following required courses (15 credits):




Education 3




*Students need to have had an advanced pharmacology, pathophysiology, and health assessment course in their original nursing master’s program; if their program did

not include some or all of these courses, they may need to be taken for the graduate certificate.

FACULTY

Barbara Berner, Professor/Interim Director, [email protected]

Bethany Buchanan, Term Assistant Professor, [email protected]

Elizabeth Campbell, Assistant Professor, [email protected]

Bernice Carmon, Associate Professor, [email protected]

Elizabeth Driscoll, Term Assistant Professor, [email protected]

Lee Anne Eissler, Assistant Professor, [email protected]

Georgia Heiberger, Assistant Professor, [email protected]

Thomas Hendrix, Assistant Professor, [email protected]

Jill Janke, Professor/Graduate Program Chair, [email protected]

Cindy Jones, Assistant Professor, [email protected]

Mary Logan, [email protected]

Patricia Lynes‐Hayes, Assistant Professor, [email protected]

Susan Modlin, Associate Professor, [email protected]

Angelia Morris, Assistant Professor, [email protected]

Maureen O’Malley, Associate Professor/Interim Associate Director, [email protected]

Nadine Parker, Assistant Professor, [email protected]

Sharon Peabody, Term Assistant Professor, [email protected]

Anita Powell, Assistant Professor, [email protected]

Elizabeth Predeger, Professor, [email protected]

Dianne Tarrant, Associate Professor, [email protected]

Dianne Toebe, Associate Professor, [email protected]

Sharyl Toscano, Associate Professor, TBA

Angelia Trujillo, Assistant Professor, [email protected]

Shirley Valek‐Wilson, Associate Professor, [email protected]

Susan Wilson, Associate Professor, [email protected]

Formatted: Font: Italic

Formatted: Indent: Left: 0", First line: 0"

Formatted: Font: Italic

Formatted: Indent: Left: 0", First line: 0"

43



1c. Department Civil Engineering

2. Course Prefix

CE

3. Course Number

A600


N/A

5a. Credits/CEUs

3


6. Complete Course Title Fundamentals of Environmental Science and Engineering Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Fall /2012 To: 99/9999




1. MS & M Civil Engineering 233-235 9.30/2011 Osama Abaza 2. MS & M Applied Environmental Science & Technology

310-311 9/30/2011 John Olofsson

3.

Initiator Name (typed): Aaron D. Dotson Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) A fundamental course in environmental science and engineering for students who have strong undergraduate training in the scieences or engineering. Provides basic and specialized understanding of essentially all fundamental aspects of the field with a focus upon aquatic and terrestrial environments. Emphasis is placed upon the fundamentals of biologica, chemical, and physical science which undertye both natural and cultrural environemental effects. Indcludes the use and application of equilibrium processes, mass and energy balances, processes that occur in natural systems and others.

16a. Course Prerequisite(s) (list prefix and number) N/A





16e. Registration Restriction(s) (non-codable) Must be enrolled in the AEST or CE graduate programs, or gain instructor approval.


19. Justification for Action Course removed and AEST A641 created and stacked with CE A441 to replace this course.

__________________________________________________ ___________ Initiator (faculty only) Date Aaron D. Dotson Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




44




2. Course Prefix

CE

3. Course Number

A614


N/A

5a. Credits/CEUs

3


6. Complete Course Title Soil Strength and Slope Stability Soil Strength Slope Stability Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Fall/2012 To: 99/9999

12. Cross Listed with Stacked with CE A414 Cross-Listed Coordination Signature



1. Civil Engineering, Master of Science Courtesy coordinaiton Osama Abaza 2. 3.

Initiator Name (typed): Z. Joey Yang Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Advanced knowledge of soil shear strength properties; analysis of slope stability, including seismic stability and design of slope stabilization; case histories study and applications to cold regions engineering problems.

16a. Course Prerequisite(s) (list prefix and number) CE A435 with a minimum grade of C





16e. Registration Restriction(s) (non-codable) Graduate standing or instructor permission

17. Mark if course has fees $30.0 18. Mark if course is a selected topic course

19. Justification for Action This course has been taught as a temporary course to the Civil Engneering graduate students. The content of the course will enrich civil engineering graduate students and practicing engineers with advanced knowledge in dealing with slope stability related engineering problems.

__________________________________________________ ___________ Initiator (faculty only) Date Z. Joey Yang Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




45

1

COURSE CONTENT GUIDE

UNIVERSITY OF ALASKA ANCHORAGE, SCHOOL OF ENGINEERING I. Date Initiated: September 23, 2011 II. Course Information

College: School of Engineering

Department: CE

Course Prefix: CE

Course Number: A614

Credits: Three (3)

Title: Soil Strength and Slope Stability

Grading basis: A-F

Implementation date: Fall 2012

Cross listing: None

Stacking: Yes, CE A414

Course Description: Advanced knowledge of shear strengths of soils; analysis of slope stability, including seismic stability and design of slope stabilization; case histories study and applications to cold regions engineering problems.

Course prerequisites: CE A435 with a minimum grade of C

Registration

Restrictions: Graduate standing or instructor permission

Course fees: Yes

III. Instructional Goals, Student Outcomes and Assessment Procedures

A. Instructional Goals

The instructor will: a. Present an advanced knowledge of soil strength properties in

slope stability analyses. b. Discuss the characterization of the shear strength of cohesionless

and cohesive soils. c. Explain various limit equilibrium analysis procedures. d. Describe slope stability analysis conditions. e. Demonstrate stability analysis software for natural as well as

man-made slopes.

46

CE A614 Soil Strength and Slope Stability Course Content Guide 12/6/2011

2

f. Discuss issues related to seismic slope stability analysis. g. Present engineering measures for slope stabilization and repair. h. Discuss slope stability problems related to cold regions

engineering. B. Student Outcomes/Assessment Procedures

Student Outcomes Students will be able to:

Assessment Method

a. Characterize shear strengths for cohesionless and cohesive soils

Written assignments

b. Perform stability analysis of natural and man-made slopes at various conditions under static loadings

Written assignments and class discussions

c. Perform stability analysis for natural and man-made slopes under seismic loadings

Written assignments and Term project presentation and written report

d. Design engineering measures for slope stabilization and repair

Class discussions, Term project presentation and written report

e. Analyze and solve complex slope stability related problems in cold regions engineering

Class discussions, Term project presentation and written report

IV. Course Level Justification

a. Lectures, multimedia presentations, and required reading will include

advanced scientific and engineering topics that, for correct interpretation, require a background in math and science.

b. Students in the course analyze measured data and evaluate analytical models to solve problems typical of advanced engineering and applied science research and practice.

c. Students are required to accomplish a self-directed project with oral and written presentation demonstrating their command of the principles and skills introduced in the course. Significant responsibility for independent critical thinking, efficient learning habits, and interpretation of technical information will fall on the student, at a level commonly associated with graduate education.

V. Course Outline

a. Introduction to Slope Stability Studies b. Representation of Strength in Slope Stability Analyses

i. Drained and undrained conditions

47


3

ii. Total and effective stresses iii. Drained and undrained shear strengths

c. Shear strengths of soils and municipal solid waste i. Characterizing cohesionless soils

ii. Characterizing saturated clays d. Mechanics of limit equilibrium procedures

i. Infinite slopes ii. Procedures of slices

iii. Circular or wedge failure surfaces e. Methods of analyzing slope stabilities

i. Chart solutions ii. Spreadsheet solutions

iii. Computer programs f. Stability conditions for analyses

i. End-of-construction stability ii. Long-term stability

iii. Staged construction iv. Rapid drawdown

g. Seismic slope stability i. Analysis procedures

ii. Determining peak accelerations iii. Shear strength for pseudo-static analyses

h. Slope stabilization i. Factors governing selection of method of stabilization

ii. Drainage iii. Excavations and buttress fills iv. Retaining structures v. Reinforcing piles and drilled shafts

vi. Other methods i. Other slope stability related topics for cold regions engineering

VI. Course Activities

a. Class meetings consist of lectures, multimedia presentations, discussions,

and field trips.

b. Students are assigned required reading and homework problems to analyze measured data and evaluate analytical solution models.

VII. Suggested Text Duncan, J. M. and Wright, S. G. (2005). Soil Strength and Slope Stability, John Wiley & Sons, Inc., Hoboken, NJ

Abramson, L.W., Lee, T.S., Sharma, S. and Boyce, G.M. (2002). Slope Stability and Stabilization Methods, 2nd Edition. John Wiley & Sons, Inc., New York, NY

48


4

VIII. Bibliography

A. Books, reports and papers Cornforth, D. (2005). Landslides in Practice: Investigation, Analysis, and Remedial/Preventative Options in Soils, John Wiley & Sons, Inc., Hoboken, NJ

Duncan, J.M., Wright, S.G., and Wong, K.S. (1990). Slope stability during rapid drawdown, H. Bolton Seed Memorial Symposium Proceedings, Vol. 2.

Kulhawy, F. H. and Mayne, P. W. (1990). “Manual on Estimating Soil Properties for Foundation Design”. EPRI Report EL-6800, August.

Ladd, C.C. (1991). Stability evaluation during staged construction, Journal of Geotechnical Engineering, 117(4).

Wright, S.G. (2002). UTEXAS4, A Computer Program for Slope Stability Calculations. Shinoak Software, Austin, TX. http://www.shinoak.com/.

B. Professional Journals

Journal of Geotechnical and Geoenvironmental Engineering

Geotechnique

Canadian Geotechnical Journal

Soils and Foundations

49

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50

1


UNIVERSITY OF ALASKA ANCHORAGE, SCHOOL OF ENGINEERING I. Date Initiated: September 23, 2011 II. Course Information

College: School of Engineering

Department: CE

Course Prefix: CE

Course Number: A414

Credits: Three (3)

Title: Soil Strength and Slope Stability

Grading basis: A-F

Implementation date: Fall 2012

Cross listing: None

Stacking: Yes, CE A614

Course Description: Advanced knowledge of shear strengths of soils; analysis of slope stability, including seismic stability and design of slope stabilization; case histories study and applications to cold regions engineering problems.

Course prerequisites: CE A435 with a minimum grade of C

Registration

Restrictions: Senior in Civil Engineering or instructor permission

Course fees: Yes

III. Instructional Goals, Student Outcomes and Assessment Procedures

A. Instructional Goals

The instructor will: a. Present an advanced knowledge of soil strength properties in

slope stability analyses. b. Discuss the characterization of the shear strength of cohesionless

and cohesive soils. c. Explain various limit equilibrium analysis procedures. d. Describe slope stability analysis conditions. e. Demonstrate stability analysis software for natural as well as

man-made slopes.

51


2

f. Discuss issues related to seismic slope stability analysis. g. Present engineering measures for slope stabilization and repair. h. Discuss slope stability problems related to cold regions

engineering. B. Student Outcomes/Assessment Procedures

Student Outcomes Students will be able to:

Assessment Method

a. Characterize shear strengths for cohesionless and cohesive soils

Written assignments

b. Perform stability analysis of natural and man-made slopes at various conditions under static loadings

Written assignments and class discussions

c. Perform stability analysis for natural and man-made slopes under seismic loadings

Written assignments and term project presentation and written report

d. Design engineering measures for slope stabilization and repair

Class discussions

e. Analyze and solve complex slope stability related problems in cold regions engineering

Class discussions

IV. Course level justification

a. Lectures, multimedia presentations, and required reading will include

advanced scientific and engineering topics that, for correct interpretation, require a background in math and science.

b. Students in the course analyze measured data and evaluate analytical models to solve problems typical of advanced engineering and applied science research and practice.

V. Course Outline

a. Introduction to Slope Stability Studies b. Representation of Strength in Slope Stability Analyses

i. Drained and undrained conditions ii. Total and effective stresses

iii. Drained and undrained shear strengths c. Shear strengths of soils and municipal solid waste

i. Characterizing cohesionless soils ii. Characterizing saturated clays

d. Mechanics of limit equilibrium procedures i. Infinite slopes

52


3

ii. Procedures of slices iii. Circular or wedge failure surfaces

e. Methods of analyzing slope stabilities i. Chart solutions

ii. Spreadsheet solutions iii. Computer programs

f. Stability conditions for analyses i. End-of-construction stability

ii. Long-term stability iii. Staged construction iv. Rapid drawdown

g. Seismic slope stability i. Analysis procedures

ii. Determining peak accelerations iii. Shear strength for pseudo-static analyses

h. Slope stabilization i. Factors governing selection of method of stabilization

ii. Drainage iii. Excavations and buttress fills iv. Retaining structures v. Reinforcing piles and drilled shafts

vi. Other methods i. Other slope stability related topics for cold regions engineering


a. Class meetings consist of lectures, multimedia presentations, discussions,

and field trips.

b. Students are assigned required reading and homework problems to analyze measured data and evaluate analytical solution models.

VII. Suggested Text

Duncan, J. M. and Wright, S. G. (2005). Soil Strength and Slope Stability, John Wiley & Sons, Inc., Hoboken, NJ

Abramson, L.W., Lee, T.S., Sharma, S. and Boyce, G.M. (2002). Slope Stability and Stabilization Methods, 2nd Edition. John Wiley & Sons, Inc., New York, NY

VIII. Bibliography

A. Books, reports and papers Cornforth, D. (2005). Landslides in Practice: Investigation, Analysis, and Remedial/Preventative Options in Soils, John Wiley & Sons, Inc., Hoboken, NJ

53


4

Duncan, J.M., Wright, S.G., and Wong, K.S. (1990). Slope stability during rapid drawdown, H. Bolton Seed Memorial Symposium Proceedings, Vol. 2.

Kulhawy, F. H. and Mayne, P. W. (1990). “Manual on Estimating Soil Properties for Foundation Design”. EPRI Report EL-6800, August.

Ladd, C.C. (1991). Stability evaluation during staged construction, Journal of Geotechnical Engineering, 117(4).

Wright, S.G. (2002). UTEXAS4, A Computer Program for Slope Stability Calculations. Shinoak Software, Austin, TX. http://www.shinoak.com/.

B. Professional Journals

Journal of Geotechnical and Geoenvironmental Engineering

Geotechnique

Canadian Geotechnical Journal

Soils and Foundations

54




2. Course Prefix

CE

3. Course Number

A633


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Structural Dynamics Abbreviated Title for Transcript (30 character)










1. Civil Engineering, MS 310 October, 2011 Osama Abaza 2. Civil Engineering, BS 235 Ocotber 2011 Osama Abaza 3.

Initiator Name (typed): He Liu Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) introduces the theory od structural dynamics, including single and multiple-degree-of-freedom systems subjected to earthquake and other dynamic excitations, with emphasis on application to analysis and design of civil engineering structures.






16e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action Updating course content guide.

__________________________________________________ ___________ Initiator (faculty only) Date He Liu Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




55

1

UNIVERSITY OF ALASKA ANCHORAGE SCHOOL OF ENGINEERING


DATE: 10/14/2011 Department: Civil Engineering Course Prefix, Number, and Title: CE A633 Structural Dynamics I. Course description

Introduces the theory of structural dynamics, including single and multiple-degree-of-freedom systems subjected to earthquake and other dynamic excitations, with emphasis on application to analysis and design of civil engineering structures.

II. Course Design A. Fundamental intent: Designed as a graduate course for Master in CE students

and technical elective course for undergraduate students majoring in Civil Engineering.

B. Number of Semester Credits: Three (3). C. Course Schedule: Standard fifteen (15) week semester. D. Lectures Hours/week: Three (3). E. Laboratory Hours/week: None (0). F. Total time of work expected outside of class: Nine (9) hours per week. G. Programs that require this course: Technical elective course for the Bachelor

of Science in Civil Engineering and for the Master of Civil Engineering and Master of Science in Civil Engineering.

H. Grading: A – F. I. Coordination with affected units: Faculty list serve. Only the Department of

Civil Engineering is affected.

J. Justification for Action: Updated course content guide.

K. Prerequisite: CE A431 with a minimum grade of C. L. Registration Restrictions: N/A

56

2

III. Course level justification

The course will involve application of engineering and scientific knowledge gained in the undergraduate engineering program and skills typical of graduate/senior undergraduate engineering students.

IV. Course Outline

A. Introduction to the Stiffness (Displacement) Method

B. Development of Truss Equations

C. Development of Beam Equations

D. Frame and Grid Equations

E. Development of the Plane Stress and Plane Stiffness Equations F. Practical Considerations in Modeling; Interpreting Results; and Examples of

Plane Stress/Strain Analysis G. Axisymmetric Elements

H. Three-Dimensional Stress Analysis I. Plate Bending Element

J. Heat Transfer and Mass Transport

V. Instructional Goals and Student Outcomes

Instructor will introduce

1. Basic concepts of finite element method 2. Fundamental definitions and properties of stiffness matrix 3. General approaches to derivate stiffness matrix 4. Procedure to develop stiffness matrix for different elements 5. Modeling approach in application of finite element problems 6. Interpretation of finite element solutions.

57

3

Outcomes At the conclusion of the course the

students will be able to

Measures

1. Apply the basic concepts of finite element method and the fundamental definitions and properties of stiffness matrix

Performance in the exam, quizzes, class discussion and homework assignments.

2. Apply the general approaches to derive a stiffness matrix for most of structural elements

Performance in the exam, quizzes, class discussion and homework assignments

3. Identify the approximations and possible errors in finite element analysis procedure


4. Identify the necessary computational methods and convergence problems


5. Apply the finite element modeling approach to practical structural engineering problems

Performance in the class discussion and the term project

6. Use a general purpose finite element software to create analytical models and solve the structural/geotechnical problems

Performance in the term project

7. Discuss and interpret finite element solutions.

Performance and presentation in the term project.


A. Class meetings consist of lectures, discussions, and examinations. B. Students are assigned required reading and homework problems. C. Students will complete an analysis and design project by using general purpose

finite element software.

VII. Course Evaluation.

Course grade is A-F. Grading procedures are based on homework and tests covering the material taught in the course and a project that implements the principles taught in the course. The grade will be based on how well the student masters the subject matter.

58

4

VIII. Suggested Text:

Logan, Daryl L., A First Course in the Finite Element Method, 5th ed., Cengage Learning Global Engineering Publishing Company, Stamford, CT, 2012.

IX. Alternative texts and references:

Computers & Structures, Inc., Analysis Reference Manual: SAP2000-Integrated software for Structural Analysis and Design, Version: 14, Berkeley, CA, 2009.

Cook, Robert D., Concepts and Applications of Finite Element Analysis, 4th ed., John Wiley & Sons, Inc., New York, 2002.

Lawrence, Kent L., ANSYS Tutorial Release 12.1, SDC Publications, Mission, KS, 2010.

59

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60

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Date: 09/30/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A641 Fundamentals of Environmental Engineering and Applied Environmental Science

I. Course Description

Introduction to the fundamental theory, analysis and regulations of environmental engineering and applied environmental science. Topics include environmental chemistry, drinking water and wastewater treatment, air pollution, and solid waste management.

II. Course Design

A. Fundamental intent: This course will give students basic knowledge in the expansive field of environmental engineering with a focus on engineered systems and applied environmental science. Topics include drinking water and wastewater treatment and air pollution. This course will prepare Applied Environmental Science and Technology students to evaluate the need for treatment and to select appropriate systems for environmental pollution control and protection of human health.

B. Number of Credits: Three (3)

C. Course schedule: Standard semester timeframe.

D. Lecture hours/week: Three (3)

E. Laboratory hours/week: None

F. Total time of work expected outside of class: Six (6) hours/week.

G. Programs that require this course: CE, M-AEST, MS-AEST

H. Grading: A-F

I. Coordination with affected units: UAA list serve.

J. Justification for action: Provide a Graduate course on the Environmental

Engineering to CE and AEST students

61

AEST A641 Fundamentals of Course Content Guide 10/1/09 Environmental Engineering and Applied Environmental Science

2

K. Prerequisites: None.

L. Registration Restrictions: Graduate standing or instructor permission.

M. Course level justification: The course requires prerequisite knowledge in

chemistry and calculus. Further background is required to apply basic fundamental sciences in real-world situations as typically gained by completion of a bachelor’s degree in physics, chemistry, geology, biology or similar scientific degree.

III. Course Outline

A. Environmental Chemistry and Engineering Calculations B. Material and Energy Balances C. Ecosystems D. Risk Perception and Assessment E. Hydrology F. Water Quality G. Water Supply and Treatment H. Wastewater Treatment I. Air Pollution J. Solid Waste K. Hazardous Waste

IV. Instructional Goals and Student Outcomes

a. Instructional Goals:

The instructor will provide the student: 1. an overall technical understanding of global aspects of environmental

pollution and its evaluation, contro1 and management in the areas of water, wastewater, air, solid waste and hazardous waste

2. a comprehensive knowledge of the basic unit processes and operations that are available for treatment of drinking water and mitigation of environmental effects of a variety of waste streams

3. an ability to evaluate the need for and applicability of unit processes and operations, including fundamental design concepts, leading to engineered systems for water, wastewater, air, hazardous waste and solid waste treatment systems

4. knowledge enabling identification of specific data requirements for description of environmental quality problems leading to development of control strategies and the analysis of associated experimental data

5. an understanding of how multiple unit processes and operations can be combined for effective environmental pollution control, while minimizing negative effects upon natural environments

b. Student Outcomes:

62


3

Upon successful completion of this course, students will be able to: 1. evaluate global environmental concerns and interactions in the areas of

water, wastewater, air, hazardous waste, and solid waste collection, and treatment disposal

2. apply engineering and scientific principles necessary to assess the degree of mitigation required regarding common environmental pollution problems

3. apply a broad range of treatment processes and operations for the control of water, wastewater, air pollution, hazardous and solid waste preparatory for subsequent training in process design

4. evaluate the need for and applicability of unit processes and operations leading to engineered systems for water, wastewater, air, hazardous waste and solid waste treatment systems

5. identify specific data requirements for description of environmental quality problems leading to development control strategies

6. utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization

V. Course Activities

Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other measurement methodology are administered to assess the abilities of the students to apply principles presented in the course.

VI. Course Evaluation

Outcomes Measures Evaluate global environmental concerns and interactions in the areas of water, wastewater, air, hazardous waste, and solid waste collection, and treatment disposal.

Homework assignments, quizzes, and mid-term and final exams

Apply engineering and scientific principles necessary to assess the degree of mitigation required regarding common environmental pollution problems.


Apply a broad range of treatment processes and operations for the control of water, wastewater, air pollution, hazardous and solid waste preparatory for subsequent training in process design.


Evaluate the need for and applicability of unit processes and operations leading to engineered systems for water, wastewater, air, hazardous waste and solid waste treatment systems.


Identify specific data requirements for Homework assignments, quizzes, and mid-term and final exams

63


4

VII. Suggested Text

Davis, M.L. & Masten, S.L. 2009. Principals of Environmental Engineering and Science. McGraw-Hill, Boston, MA. Viessman, W. et al., Water Supply and Pollution Control, 8th ed., 2009. Prentice Hall, New Jersey. Edzwald, J.K. 2009. Water Quality & Treatment: A Handbook on Drinking Water. McGraw-Hill Professional. Boston, MA.

VIII. Bibliography:

Masters, D. & Ela, W., 2007, Introduction to Environmental Engineering and Science Prentice Hall, Upper Saddle River, NJ. Metcalf & Eddy. 2004, Wastewater Engineering: Treatment and Reus, 4th ed.. McGraw-Hill Professional. Boston, MA . Tchobanoglous, Burton, and Stensel, 2003, Wastewater Engineering 4th ed. McGraw-Hill. New York

description of environmental quality problems leading to development control strategies. utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization

Term paper and oral presentation.

64

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65

Impacted program for CE A441 (Table 13 a)

Impacted Programs/Courses

Catalogue Pages Impacted

Date of Coordination Chair /Coordinator Contacted

Civil Engineering, BS 234 09/30/2011 Osama Abaza Mechanical Engineering, Elective

239 11/25/2011 Jeff Hoffman

Civil Engineering, Minor

243 9/30/2011 Osama Abaza

MS-AEST 308 09/30/2011 John Olofsson CE A442 353 09/30/2011 John Olofsson

66

1



Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A441 Fundamentals of Environmental Engineering and Applied Environmental Science


Introduction to the fundamental theory, analysis and regulations of environmental engineering and applied environmental science. Topics include environmental chemistry, drinking water and wastewater treatment, air pollution, and solid waste management

II. Course Design

A. Fundamental intent: This course will give students basic knowledge in the expansive field of environmental engineering with a focus on engineered systems and applied environmental science. Topics include drinking water and wastewater treatment and air pollution. This course will prepare Civil Engineering students to evaluate the need for treatment and to select appropriate systems for environmental pollution control and protection of human health


C. Course schedule: Standard semester timeframe




G. Programs that require this course: BS Civil Engineering

H. Grading: A-F

I. Coordination with affected units: UAA list serve

J. Justification for action: Updated course content and prerequisites per ABET

required updates to Civil Engineering program

67

CE A441 Fundamentals of Course Content Guide 10/1/11 Environmental Engineering and Applied Environmental Science

2

K. Prerequisites: (CHEM A106 and CHEM A106L and MATH 200) with a minimum grade of C.

L. Registration Restrictions: None

M. Course level justification: The course requires prerequisite knowledge in

chemistry and calculus. Further engineering background is required to apply basic fundamental sciences in real-world situations as typically gained during the third year of an ABET accredited Civil Engineering program

III. Course Outline

A. Environmental Chemistry and Engineering Calculations B. Material and Energy Balances C. Ecosystems D. Risk Perception and Assessment E. Hydrology F. Water Quality G. Water Supply and Treatment H. Wastewater Treatment I. Air Pollution J. Solid Waste K. Hazardous Waste



The instructor will provide the student: 1. an overall technical understanding of global aspects of environmental

pollution and its evaluation, contro1 and management in the areas of water, wastewater, air, solid waste and hazardous waste

2. a comprehensive knowledge of the basic unit processes and operations that are available for treatment of drinking water and mitigation of environmental effects of a variety of waste streams

3. an ability to evaluate the need for and applicability of unit processes and operations, including fundamental design concepts, leading to engineered systems for water, wastewater, air, hazardous waste and solid waste treatment systems

4. knowledge enabling identification of specific data requirements for description of environmental quality problems leading to development of control strategies and the analysis of associated experimental data

b. Student Outcomes:

Upon successful completion of this course, students will be able to:

68


3

1. evaluate global environmental concerns and interactions in the areas of water, wastewater, air, hazardous waste, and solid waste collection, and treatment disposal

2. apply engineering and scientific principles necessary to assess the degree of mitigation required regarding common environmental pollution problems

3. apply a broad range of treatment processes and operations for the control of water, wastewater, air pollution, hazardous and solid waste preparatory for subsequent training in process design;

4. evaluate the need for and applicability of unit processes and operations leading to engineered systems for water, wastewater, air, hazardous waste and solid waste treatment systems

5. identify specific data requirements for description of environmental quality problems leading to development control strategies


Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other measurement methodology are administered to assess the abilities of the students to apply principles presented in the course.


Outcomes Measures Evaluate global environmental concerns and interactions in the areas of water, wastewater, air, hazardous waste, and solid waste collection, and treatment disposal.


Apply engineering and scientific principles necessary to assess the degree of mitigation required regarding common environmental pollution problems.


Apply a broad range of treatment processes and operations for the control of water, wastewater, air pollution, hazardous and solid waste preparatory for subsequent training in process design.


Evaluate the need for and applicability of unit processes and operations leading to engineered systems for water, wastewater, air, hazardous waste and solid waste treatment systems.


Identify specific data requirements for description of environmental quality problems leading to development control strategies.


69


4

VII. Suggested Text

Davis, M.L. & Masten, S.L. 2009. Principals of Environmental Engineering and Science. McGraw-Hill, Boston, MA. Viessman, W. et al. 2009. Water Supply and Pollution Control, 8th ed., Prentice Hall, New Jersey. Edzwald, J.K. 2009. Water Quality & Treatment: A Handbook on Drinking Water. McGraw-Hill Professional. Boston, MA

VIII. Bibliography

Masters, D. & Ela, W., 2007, Introduction to Environmental Engineering and Science Prentice Hall, Upper Saddle River, NJ. Metcalf & Eddy. 2004, Wastewater Engineering: Treatment and Reus, 4th ed.. McGraw-Hill Professional. Boston, MA. Tchobanoglous, Burton, and Stensel, 2003, Wastewater Engineering 4th ed. McGraw-Hill. New York

70

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Date: 09/30/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A645 Chemical and Physical Water and Wastewater Treatment Processes


The theory and design of chemical and physical unit processes utilized in the treatment of water and wastewater. Advanced theory of common unit processes including sedimentation, floatation, precipitation, disinfection, filtration and aeration will be explored in association with current peer-reviewed literature. Appropriate design considerations will be evaluated.

II. Course Design

A. Fundamental intent: This course will explore advanced theory associated with the chemical and physical treatment of water and wastewater. The course will prepare the student to evaluate and design water and wastewater treatment systems capable of producing high-quality water to protect to human health.






G. Programs that require this course: Technical Elective for BSCE and

elective course for graduate degrees in Civil Engineering and Applied Environmental Science & Technology.

H. Grading: A-F


72

CE A645 Chemical and Course Content Guide 10/1/11 Physical Water and Wastewater Treatment Processes

2

J. Justification for action: Update the course content, course number and stacked with undergraduate CE A445.


L. Registration Restrictions: Graduate standing or with instructor permission.

M. Course level justification: The course requires prerequisite knowledge

environmental engineering integrating basic sciences with engineered technologies. Further background is required to apply basic fundamental sciences in real-world situations as typically gained by completion of a bachelor’s degree in physics, chemistry, geology, biology or similar scientific degree.

III. Course Outline

A. Fundamentals of Process Design B. Coagulation C. Flocculation D. Filtration E. Disinfection F. Aeration



The objectives of this course are to: 1. promote the ability to evaluate chemical and physical unit processes 2. enhance the ability to perform calculation necessary for unit process

design 3. engender an appreciation for the history of the topic and current state

of the art

b. Student Outcomes: Upon successful completion of this course, students will be able to: 1. evaluate the function of modern chemical and physical unit processes

for water and wastewater treatment 2. perform preliminary engineering design and analysis calculation for

individual physical/chemical unit processes and entire water/wastewater treatment streams

3. effectively communicate technical information regard unit processes with water/wastewater professionals

4. utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization.

73


3


Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other measurement instruments are administered to assess the abilities of the students to apply principles presented in the course.

VI. Course Evaluation:

VII. Suggested Text:

Edzwald, J.K. 2009. Water Quality & Treatment: A Handbook on Drinking Water. McGraw-Hill Professional. Boston, MA Hendricks, D. 2010. Fundamentals of Water Treatment Unit Processes: Physical, Chemical and Biological. CRC Press. Davis, M. 2010. Water and Wastewater Engineering: Design Principals and Practice. McGraw-Hill, New York.

VIII. Bibliography: Crittenden, J. 2005. Water Treatment Principals and Design. Wiley. New York. Kawamura, S. 2000. Integrated Design and Operation of Water Treatment Facilities. Wiley, New York. Metcalf & Eddy. 2004. Wastewater Engineering: Treatment and Reuse. McGraw- Hill Professional. Boston, MA

Outcomes Measures Evaluate the function of modern chemical and physical unit processes for water and wastewater treatment


Perform preliminary engineering design and analysis calculation for individual physical/chemical unit processes and entire water/wastewater treatment streams


Effectively communicate technical information regard unit processes with water/wastewater professionals


Utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization


74


4

75




2. Course Prefix

CE

3. Course Number

A445


N/A

5a. Credits/CEUs

3


6. Complete Course Title Chemical and Physical Water and Wastewater Treatment Processes Chem & Phy W/WW Treat Proc Abbreviated Title for Transcript (30 character)










1. BS Civil Engineering courtesy coordination 10/1/2011 Osama Abaza 2. MS Civil Engineering courtesy coordination 10/1/2011 Osama Abaza 3.

Initiator Name (typed): Aaron D. Dotson Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) The theory and design of chemical and physical unit processes utilized in the treatment of water and wastewater. Advanced theory of common unit processes including sedimentation, flotation, precipitation, disinfection, filtration and aeration will be explored in association with current peer-reviewed literature. Appropriate design considerations will be evaluated.

16a. Course Prerequisite(s) (list prefix and number) CE A442 with minimum grade of C







19. Justification for Action Listed previously as a technical elective for BSCE; now stacked as an undergraduate course.

__________________________________________________ ___________ Initiator (faculty only) Date Aaron D. Dotson Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




76

1



Date: 09/30/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A445 Chemical and Physical Water and Wastewater Treatment Processes


The theory and design of chemical and physical unit processes utilized in the treatment of water and wastewater. Advanced theory of common unit processes including sedimentation, floatation, precipitation, disinfection, filtration and aeration will be explored in association with current peer-reviewed literature. Appropriate design considerations will be evaluated.

II. Course Design

A. Fundamental intent: This course will explore advanced theory associated with the chemical and physical treatment of water and wastewater. The course will prepare the student to evaluate and design water and wastewater treatment systems capable of producing high-quality water to protect to human health.






G. Programs that require this course: None. Technical Elective for BSCE and


H. Grading: A-F


77


2

J. Justification for action: Listed previously as a technical elective for BSCE; now stacked as an undergraduate course.

K. Prerequisites: CE A442 with minimum grade of C.

L. Registration Restrictions: None.

M. Course level justification: The course requires prerequisite knowledge of

environmental engineering, integrating basic sciences with engineered technologies.

III. Course Outline

A. Fundamentals of Process Design B. Coagulation C. Flocculation D. Filtration E. Disinfection F. Aeration



The objectives of this course are to: 1. promote the ability to evaluate chemical and physical unit processes 2. enhance the ability to perform calculation necessary for unit process


of the art

b. Student Outcomes: Upon successful completion of this course, students will be able to: 1. evaluate the function of modern chemical and physical unit processes


individual physical/chemical unit processes and entire water/wastewater treatment streams




78


3

VI. Course Evaluation:

VII. Suggested Text:

Edzwald, J.K. 2009. Water Quality & Treatment: A Handbook on Drinking Water. McGraw-Hill Professional. Boston, MA Hendricks, D. 2010. Fundamentals of Water Treatment Unit Processes: Physical, Chemical and Biological. CRC Press. Davis, M. 2010. Water and Wastewater Engineering: Design Principals and Practice. McGraw-Hill, New York.

VIII. Bibliography: Crittenden, J. 2005. Water Treatment Principals and Design. Wiley. New York. Kawamura, S. 2000. Integrated Design and Operation of Water Treatment Facilities. Wiley, New York. Metcalf & Eddy. 2004. Wastewater Engineering: Treatment and Reuse. McGraw- Hill Professional. Boston, MA





Effectively communicate technical information regard unit processes with water/wastewater professionals.


79

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80

1



Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A646 Biological Treatment Processes


Study of the theoretical and biological processes including activated sludge, trickling filters, lagoons, sludge digestion and processing, septic tanks, analysis and design, nutrient removal processes, and biology of polluted waters.

II. Course Design

A. Fundamental intent: This course will explore advanced theory associated with the biological treatment of water and wastewater. The course will prepare Civil Engineering students to evaluate and design water and wastewater treatment systems capable of producing high-quality water to protect to human health and environmental quality.








H. Grading: A-F


J. Justification for action: Updated course content and course number and

stacked with CE A446.

81

CE A646 Biological Course Content Guide 10/1/11 Treatment Processes

2


L. Registration Restrictions: Graduate standing in Civil Engineering or Applied

Environmental Science & Technology.

M. Course level justification: The course requires prerequisite knowledge of environmental engineering, integrating basic sciences with engineered technologies. Further background is required to apply basic fundamental sciences in real-world situations as typically gained by completion of a bachelor’s degree in physics, chemistry, geology, biology or similar scientific degree.

III. Course Outline

A. Constituents of wastewater B. Analysis and selection of flow rates and loading C. Process analysis and selection D. Suspended growth processes E. Attached growth and combined treatment processes F. Anaerobic treatment processes G. Treatment, reuse and disposal of biosolids



The instructor will: 1. promote the ability to evaluate biological unit processes 2. enhanced the ability to perform calculation necessary for unit process


of the art

b. Student Outcomes: Upon successful completion of this course, students will be able to: 1. evaluate the function of modern biological unit processes for

wastewater treatment 2. perform preliminary engineering design and analysis calculation for

individual biological unit processes and entire wastewater treatment streams

3. effectively communicate technical information regarding unit processes with water/wastewater professionals

4. utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization


82


3

Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other measurement are administered to assess the abilities of the students to apply principles presented in the course.


VII. Suggested Text

Wastewater Engineering: Treatment and Reuse, Metcalf and Eddy, 4th ed., 2002. McGraw-Hill, New York. Biological Wastewater Treatment, Grady, C.P., et al., 2nd ed., 1999. Marcel Dekker, Inc., New York. Water Supply and Pollution Control, Viessman, W. et al., 8th ed., 2009. Prentice Hall, New Jersey.

VIII. Bibliography

Small and Decentralized Wastewater Management Systems, Crites and Tchobanoglous, 1st ed., 1998. McGraw-Hill, New York. Wastewater Engineering, Tchobanoglous, Burton, and Stensel, 4th ed., 2003. McGraw-Hill. New York. Principles of Environmental Engineering and Science, Davis, M.L. and S.J. Masten, 2nd ed., 2004. McGraw Hill, Boston, MA.









83


4

84




2. Course Prefix

CE

3. Course Number

A446


N/A

5a. Credits/CEUs

3


6. Complete Course Title Biological Treatment Processes Abbreviated Title for Transcript (30 character)










1. BS Civil Engineering Courtesy Coordination 10/1/2011 Osama Abaza 2. 3.

Initiator Name (typed): Aaron Dotson Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Study of the theoretical and biological processes including activated sludge, trickling filters, lagoons, sludge digestion and processing, septic tanks, analysis and design, nutrient removal processes, and biology of polluted waters.

16a. Course Prerequisite(s) (list prefix and number) CE A442 with a minimum grade of C.







19. Justification for Action Updated the course content and course number; stacked with CE A646.

__________________________________________________ ___________ Initiator (faculty only) Date Aaron Dotson Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




85

1



Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A446 Biological Treatment Processes


Study of the theoretical and biological processes including activated sludge, trickling filters, lagoons, sludge digestion and processing, septic tanks, analysis and design, nutrient removal processes, and biology of polluted waters.

II. Course Design

A. Fundamental intent: This course will explore advanced theory associated with the biological treatment of water and wastewater. The course will prepare Civil Engineering students to evaluate and design water and wastewater treatment systems capable of producing high-quality water to protect to human health and environmental quality.








H. Grading: A-F I. Coordination with affected units: UAA list serve.

J. Justification for action: Updated the course content and course number;

stacked with CE A646.

86


2

K. Prerequisites: CE A442 with a minimum grade of C.

L. Registration Restrictions: None.

M. Course level justification: The course requires prerequisite knowledge of

environmental engineering, integrating basic sciences with engineered technologies.

III. Course Outline

A. Constituents of wastewater B. Analysis and selection of flowrates and loading C. Process analysis and selection D. Suspended growth processes E. Attached growth and combined treatment processes F. Anaerobic treatment processes G. Treatment, reuse and disposal of biosolids



The objectives of this course are to: 1. promote the ability to evaluate biological unit processes 2. enhanced the ability to perform technical calculation necessary for unit

process design 3. engender an appreciation for the history of the topic and current state

of the art.

b. Student Outcomes: Upon successful completion of this course, students will be able to: 1. evaluate the function of modern biological unit processes for

wastewater treatment 2. perform preliminary engineering design and analysis calculation for

individual biological unit processes and entire wastewater treatment streams

3. effectively communicate technical information regarding unit processes with water/wastewater professionals


Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other measurement are administered to assess the abilities of the students to apply principles presented in the course.

87


3


VII. Suggested Text

Wastewater Engineering: Treatment and Reuse, Metcalf and Eddy, 4th ed., 2002. McGraw-Hill, New York. Biological Wastewater Treatment, Grady, C.P., et al., 2nd ed., 1999. Marcel Dekker, Inc., New York. Water Supply and Pollution Control, Viessman, W. et al., 8th ed., 2009. Prentice Hall, New Jersey.

VIII. Bibliography

Small and Decentralized Wastewater Management Systems, Crites and Tchobanoglous, 1st ed., 1998. McGraw-Hill, New York. Wastewater Engineering, Tchobanoglous, Burton, and Stensel, 4th ed., 2003. McGraw-Hill. New York. Principles of Environmental Engineering and Science, Davis, M.L. and S.J. Masten, 2nd ed., 2004. McGraw Hill, Boston, MA.







88

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2. Co

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Class College

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ewater arena.

Course PrerequisN/A

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Mark if cours

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roved

approved

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roved

approved

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A647 itle rocesses

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Acad

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ption requisites


s or Programs:


Program/Course

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Aaron D. Dotso



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nd ultraviolet lin the drinking w

urrent enrollment r

mission

ents to provide

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cted

1

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ght water and

required)

students the

________________ Date

________________ Date

________________ Date

_ e

__ e

__e

89

1



Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A647 Advanced Unit Processes


The theory and design of advanced unit processes with emphasis on emerging disinfectants, ozone and ultraviolet light disinfection, advanced oxidation, sorbents, and membranes; application of these innovative technologies in the drinking water and wastewater arena.

II. Course Design

A. Fundamental intent

This course will explore advanced theory associated with novel and emerging advanced unit processes for water and wastewater treatment. The course will prepare Civil Engineering students to evaluate and design water and wastewater treatment systems that are capable of producing high-quality water for the protection of human health and environmental quality.





F. Total time of work expected outside of class: Six (6) hours/week. This is

typical, some students may require more.

G. Programs that require this course: Technical Elective for BSCE and elective course for graduate degrees in Civil Engineering and Applied Environmental Science & Technology.

H. Grading: A-F


90

CE A647 Advanced Course Content Guide 10/1/11 Unit Processes

2

J. Justification for action: New course for graduate CE students and stacked as a technical elective for undergraduate CE students to provide students the skills to design advanced unit processes.


L. Registration Restrictions: Graduate standing in Civil Engineering or

instructor permission.

M. Course level justification: The course requires prerequisite knowledge in the field of environmental engineering with integration of the basic sciences. Further background is required for the application of basic fundamental sciences in real-world situations as is typically gained by completion of a bachelor’s degree in physics, chemistry, geology, biology or similar scientific degrees.

III. Course Outline

A. Upcoming regulation and fundamentals of impaired water B. Emerging contaminants C. Advanced disinfection processes D. Oxidation and advanced oxidation processes E. Sorption technologies F. Biological treatment in drinking water



The objectives of this course are to: 1. promote the ability to evaluate advanced unit processes 2. enhance the ability to perform technical calculation necessary for unit


of the art

b. Student Outcomes: Upon successful completion of this course, students will be able to: 1. evaluate the function of novel and emerging advanced unit processes


individual advanced unit processes and entire water/wastewater treatment streams


4. utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization.

91


3




VII. Suggested Text

Davis, M. 2010. Water and Wastewater Engineering: Design Principals and

Practice. McGraw-Hill, New York.

Edzwald, J.K. 2009. Water Quality & Treatment: A Handbook on Drinking Water. McGraw-Hill Professional, Boston.

Hendricks, D. 2010. Fundamentals of Water Treatment Unit Processes:

Physical, Chemical and Biological. CRC Press, Boston.

VIII. Bibliography Bolton, J.R. Ultraviolet Applications Handbook. 3rd edition. Bolton Photosciences Inc., New York.

Crittenden, J.C. Water Treatment Principals and Practice. 2nd edition. Wiley, New York.

Outcomes Measures Evaluate the function of novel and emerging advanced unit processes for water and wastewater treatment


Perform preliminary engineering design and analysis calculation for individual advanced unit processes and entire water/wastewater treatment streams






92


4

Schwarzenbach, R.P., Gschwend, P.M., Imboden, D.M. Environmental Organic Chemistry. 2nd edition. Wiley-Interscience, New York.

93

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ewater arena.

Course PrerequisCE A442 or CE A4

Other Restriction

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roved

approved

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roved

approved

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Program/Course

Aaron D. Dotso



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Approved

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3

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Status No # o

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entation Date sem

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ctants, ozone atechnologies in

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Professional De

Max Credit

NG

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Humanities

Integrative C

nd ultraviolet lin the drinking w

urrent enrollment r

ents to provide

________________

________________mic

________________

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ring

evelopment

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isted Coordination

cted

1

Capstone

ght water and

required)

students the

________________ Date

________________ Date

________________ Date

_ e

__ e

__e

94

1



Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A447 Advanced Unit Processes


The theory and design of advanced unit processes with emphasis on emerging disinfectants, ozone and ultraviolet light disinfection, advanced oxidation, sorbents, and membranes; application of these innovative technologies in the drinking water and wastewater arena.

II. Course Design

A. Fundamental intent

This course will explore advanced theory associated with novel and emerging advanced unit processes for water and wastewater treatment. The course will prepare Civil Engineering students to evaluate and design water and wastewater treatment systems that are capable of producing high-quality water for the protection of human health and environmental quality.





F. Total time of work expected outside of class: Six (6) hours/week. This is

typical, some students may require more.

G. Programs that require this course: Technical Elective for BSCE and elective course for graduate degrees in Civil Engineering and Applied Environmental Science & Technology.

H. Grading: A-F


95


2

J. Justification for action: New course for graduate CE students and stacked as a technical elective for undergraduate CE students to provide students the skills to design advanced unit processes.

K. Prerequisites: [CE A442 or CE A455] with a minimum grade of C. L. Registration Restrictions: None.

M. Course level justification: The course requires prerequisite knowledge in the

field of environmental engineering with integration of the basic sciences.

III. Course Outline

A. Upcoming regulation and fundamentals of impaired water B. Emerging contaminants C. Advanced disinfection processes D. Oxidation and advanced oxidation processes E. Sorption technologies F. Biological treatment in drinking water



The objectives of this course are to: 1. promote the ability to evaluate advanced unit processes 2. enhance the ability to perform technical calculation necessary for unit


of the art

b. Student Outcomes: Upon successful completion of this course, students will be able to: 1. evaluate the function of novel and emerging advanced unit processes


individual advanced unit processes and entire water/wastewater treatment streams




96


3


VII. Suggested Text

Davis, M. 2010. Water and Wastewater Engineering: Design Principals and Practice. McGraw-Hill, New York. Edzwald, J.K. 2009. Water Quality & Treatment: A Handbook on Drinking Water. McGraw-Hill Professional, Boston. Hendricks, D. 2010. Fundamentals of Water Treatment Unit Processes: Physical, Chemical and Biological. CRC Press, Boston.

VIII. Bibliography

Bolton, J.R. Ultraviolet Applications Handbook. 3rd edition. Bolton Photosciences Inc., New York.

Crittenden, J.C. Water Treatment Principals and Practice. 2nd edition. Wiley, New York.

Schwarzenbach, R.P., Gschwend, P.M., Imboden, D.M. Environmental Organic Chemistry. 2nd edition. Wiley-Interscience, New York.

Outcomes Measures Evaluate the function of novel and emerging advanced unit processes for water and wastewater treatment


Perform preliminary engineering design and analysis calculation for individual advanced unit processes and entire water/wastewater treatment streams


Effectively communicate technical information regard unit processes with water/wastewater professionals


97




2. Course Prefix

CE

3. Course Number

A654


N/A

5a. Credits/CEUs

3


6. Complete Course Title Timber Design Abbreviated Title for Transcript (30 character)










1. Civil Engineering,MS Courtesy Coordination 9/30/11 Osama Abaza 2. 3.

Initiator Name (typed): Scott Hamel Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Essentials of structural design in timber including building code requirements and standard practice for the design of basic structural elements, connections, and shearwall lateral force resisting systems.

16a. Course Prerequisite(s) (list prefix and number) N/A





16e. Registration Restriction(s) (non-codable) Graduate standing in CE or permission of instructor


19. Justification for Action New graduate course stacked with CE A454

__________________________________________________ ___________ Initiator (faculty only) Date Scott Hamel Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




98

COURSE CONTENT GUIDE University of Alaska Anchorage

School of Engineering Date: November 21, 2011 Course Title: Timber Design Course Number: CE A654 Program: Civil Engineering Credits: 3.0


Essentials of structural design in timber including building code requirements and standard practice for the design of basic structural elements, connections and shear wall lateral force resisting systems.

II. Course Design

A. Course Intent: Designed to give graduate students in civil engineering the fundamental aspects of structural design in timber and familiarize them with the problems which characterize civil engineering employment in the structural engineering field

B. Course Credits: Three (3.0) semester hours C. Total time of student involvement:

1. Lecture hours per week: 3 2. Average laboratory hours per week: none 3. Total time of work expected outside class: 5 to 8 hours per week

D. Degree Program Status: Graduate standing in CE E. Grading: A-F F. Fees: None G. Previous Course: N/A H. Time Frame: standard semester I. Coordination with other schools or colleges: SOE and list serve J. Prerequisites: None K. Course Activities: Class sessions consist of lectures. Assignments are made to allow students to

learn by application the principles taught in this course. Exams are administered to assess the abilities of the students to apply principles taught in the course

III. Course Level Justification

Requires students to apply principles learned in other fundamental engineering courses to problems in the discipline of structural engineering. Students are expected to formulate feasible designs to solve timber design problems and evaluate competing alternatives.

IV. Course Outline

A. Determination of Design Loads B. Structural Behavior of Timber Structures C. Properties of Wood D. Beam Design E. Column Design F. Design of Plywood Sheathing G. Design of Shear Walls and Horizontal Diaphragms H. Design of Nailed Connections I. Design of Bolted Connections

99

J. Design of Diaphragm Connections

V. Instructional Goals, Student Outcomes, and Assessment Methods:

A. Instructional Goals:

The objective of this course is to enable the student to learn the basics of the National Design Specification for Wood Construction (NDS) and how to apply it to the design of basic structural components, connections, and building systems. The student will also gain a deeper understanding of basic mechanics of materials, structural analysis, and design principles as they apply real world design.

B. Student Outcomes and Assessment Methods:


Assessment Method:

1. Apply the basic requirements of the National Design Specification for Wood Construction

Homework assignments, Exams, and Final project

2. Assess the design/fabrication/erection sequence and the role of civil/structural engineers in the process

Homework assignments, Final project

3. Design tension members Homework assignments, Exams, and Final project 4. Design connections with bolts and nails Homework assignments, Exams, and Final project 5. Design simple and continuous beams for

shear, flexure, and deflection Homework assignments, Exams, and Final project

6. Design columns Homework assignments, Exams, and Final project 7. Design beam-columns Homework assignments, Exams, and Final project 8. Analyze lateral force resisting systems

consisting of wood shear walls Homework assignments, Exams, and Final project

9. Design shear walls Homework assignments, Exams, and Final project


Tools for the evaluation and assessment of each student learning outcome may include, but are not limited to; assignments, exams, and final projects

VII. Suggested Texts

Design of Wood Structures, Donald E. Breyer, Kenneth J. Fridley, Kelly E. Cobeen, and David G. Pollock, 6th ed., 2006. McGraw Hill, Boston, MA.

National Design Specification of Wood Construction, 2005. American Forest & Paper Association, Leesburg, VA.

Supplement to the NDS Specification of Wood Construction, 2005. American Forest Paper Association, Leesburg, VA.

VIII. References/Bibliography

Simplified Design of Wood Structures, James Ambrose and Patrick Tripeny, 6th ed., 2009. Wiley, New York, NY.

Timber Engineering, Sven Thelandersson and Hans J. Larsen, 2003. John Wiley and Sons, West Sussex, UK.

100




2. Course Prefix

CE

3. Course Number

A454


CE A434

5a. Credits/CEUs

3


6. Complete Course Title Timber Design Abbreviated Title for Transcript (30 character)










1. Civil Engineering, BS 235 9/30/11 Osama Abaza 2. Civil Engineering, Minor 243 9/30/11 Osama Abaza 3.

Initiator Name (typed): Scott Hamel Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Essentials of structural design in timber including building code requirements and standard practice for the design of basic structural elements, connections, and shearwall lateral force resisting systems.








19. Justification for Action Change is necessary so that the course can be stacked with graduate course CE A654

__________________________________________________ ___________ Initiator (faculty only) Date Scott Hamel Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




101

COURSE CONTENT GUIDE University of Alaska Anchorage

School of Engineering Date: Oct 1, 2011 Course Title: Timber Design Course Number: CE A454 Program: Civil Engineering Credits: 3.0


Essentials of structural design in timber including building code requirements and standard practice for the design of basic structural elements, connections and shear wall lateral force resisting systems.

II. Course Design

A. Course Intent: Designed to give seniors in civil engineering the fundamental aspects of structural design in timber and familiarize them with the problems which characterize civil engineering employment in the structural engineering field

B. Course Credits: Three (3.0) semester hours C. Total time of student involvement:

1. Lecture hours per week: 3 2. Average laboratory hours per week: none 3. Total time of work expected outside class: 5 to 8 hours per week

D. Degree Program Status: technical elective for undergraduate civil engineering students E. Grading: A-F F. Fees: None G. Previous Course: The course was previously taught under the designation CE A434. It was last

revised in 2005 H. Time Frame: standard semester I. Coordination with other schools or colleges: SOE and list serve J. Prerequisites: CE A431 with a minimum grade of C K. Course Activities: Class sessions consist of lectures. Assignments are made to allow students to

learn by application the principles taught in this course. Exams are administered to assess the abilities of the students to apply principles taught in the course


Requires students to apply principles learned in other fundamental engineering courses to problems in the discipline of structural engineering. Students are expected to formulate feasible designs to solve timber design problems and evaluate competing alternatives.

IV. Course Outline

A. Determination of Design Loads B. Structural Behavior of Timber Structures C. Properties of Wood D. Beam Design E. Column Design F. Design of Plywood Sheathing G. Design of Shear Walls and Horizontal Diaphragms H. Design of Nailed Connections

102

I. Design of Bolted Connections J. Design of Diaphragm Connections

V. Instructional Goals, Student Outcomes, and Assessment Methods

A. Instructional Goals:

The objective of this course is to enable the student to learn the basics of the National Design Specification for Wood Construction (NDS) and how to apply it to the design of basic structural components, connections, and building systems. The student will also gain a deeper understanding of basic mechanics of materials, structural analysis, and design principles as they apply real world design.

B. Student Outcomes and Assessment Methods:


Assessment Method:

1. Apply the basic requirements of the National Design Specification for Wood Construction

Homework assignments, Exams, and Final project

2. Assess the design/fabrication/erection sequence and the role of civil/structural engineers in the process

Homework assignments, Final project

3. Design tension members Homework assignments, Exams, and Final project 4. Design connections with bolts and nails Homework assignments, Exams, and Final project 5. Design simple and continuous beams for

shear, flexure, and deflection Homework assignments, Exams, and Final project

6. Design columns Homework assignments, Exams, and Final project 7. Design beam-columns Homework assignments, Exams, and Final project 8. Analyze lateral force resisting systems

consisting of wood shear walls Homework assignments, Exams, and Final project

9. Design shear walls Homework assignments, Exams, and Final project


Tools for the evaluation and assessment of each student learning outcome may include, but are not limited to; assignments, exams, and final projects

VII. Suggested Texts

Design of Wood Structures, Donald E. Breyer, Kenneth J. Fridley, Kelly E. Cobeen, and David G. Pollock, 6th ed., 2006. McGraw Hill, Boston, MA.

National Design Specification of Wood Construction, 2005. American Forest & Paper Association, Leesburg, VA.

Supplement to the NDS Specification of Wood Construction, 2005. American Forest Paper Association, Leesburg, VA.

VIII. References/Bibliography

Simplified Design of Wood Structures, James Ambrose and Patrick Tripeny, 6th ed., 2009. Wiley, New York, NY.

Timber Engineering, Sven Thelandersson and Hans J. Larsen, 2003. John Wiley and Sons, West Sussex, UK.

103




2. Course Prefix

CE

3. Course Number

A662


N/A

5a. Credits/CEUs

3


6. Complete Course Title Surface Water Dynamics Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other : Updated CCG (please specify)




12. Cross Listed with N/A Stacked with CE A462 Cross-Listed Coordination Signature



1. Masters of Science in Civil Engineering 310 October 2011 Osama Abaza 2. Master AEST 308 October 2011 John Olofson 3. BS Civil Engineering 235 October 2011 Osama Abaza

Initiator Name (typed): Thomas Ravens Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Application of open channel flow theory, steady and unsteady flow, water surface profiles, hydraulic structures, and sediment transport.

16a. Course Prerequisite(s) (list prefix and number) ES A341 with a minimum grade of C





16e. Registration Restriction(s) (non-codable) Graduate standing in Civil Engineering


19. Justification for Action CCG and course description required an update.

__________________________________________________ ___________ Initiator (faculty only) Date Thomas M. Ravens Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




104



DATE: 12/02/2011

Department: Civil Engineering

Course Prefix, Number, and Title: CE A662 Surface Water Dynamics I. Course description

Application of open channel flow theory, steady and unsteady flow, water surface profiles, hydraulic structures, and sediment transport.

II. Course Design

A. Fundamental intent: Designed as a technical elective for graduate students majoring in Civil

Engineering. Note: Course to be stacked with CE A462 Surface Water Dynamics.

B. Number of semester credits: Three (3)

C. Course schedule: Standard fifteen (15) week semester.

D. Lectures hours/week: Three (3)

E. Total time of work expected outside of class: Eight (8) hours per week.

F. Programs that require this course: Technical elective for Masters of Science in Civil

Engineering.

G. Grading: A – F

H. Coordination with affected units: Faculty list serve. Only the Department of Civil Engineering is affected.

I. Justification for action: Update of Course Content Guide required.

J. Prerequisite: ES A341 with a minimum grade of C.

K. Registration restrictions: Graduate standing


A. Application of engineering and scientific knowledge and skills typical of graduate engineering

students, and interaction with professional peers on advanced topics.

105

CE A662 Surface Water Dynamics Course Content Guide 12/2/11

B. Address advanced scientific and engineering topics that require a background in math and science equivalent to that of bachelor degree programs in engineering.

C. Students are required to think independently and critically in their interpretation of technical information.

IV. Course Outline A. Review of fluid mechanics

1. Fluid pressure 2. Conservation Laws 3. Dimensional analysis

B. Specific energy and critical depth 1. Specific energy concept and diagram 2. Uniform and non-uniform flow 3. Discharge diagram 4. Contractions and expansions 5. Non-rectangular sections

C. Weirs and the momentum equation 1. Different weir types 2. Application of the momentum equation 3. Hydraulic jumps

D. Uniform open channel flow 1. Conservation of momentum 2. Uniform flow 3. Composite Manning roughness

E. Gradually varied flow and water surface profiles 1. Partly smooth flow in circular conduits 2. Flow controls 3. Channel classification 4. Lake discharge problem 5. Computational methods

F. Hydraulic structures 1. Ineffective flow area under bridges 2. Contraction and expansion losses 3. Different types of flow through bridges 4. Culverts 5. Modeling flow through bridges and culverts with HEC-RAS

G. Unsteady flow 1. Continuous and discontinuous systems 2. Saint-Venant Equations 3. Continuity equation 4. Solution techniques

H. Sediment transport 1. Sediment properties 2. Grain size distribution 3. Initiation of motion

106


4. Stable channel design 5. Bed forms 6. Sediment discharge


A. Instructional Goals. Instructor will introduce: 1. the concepts of specific energy and critical depth, 2. application of the momentum equation to weirs, 3. uniform open channel flow, 4. gradually varied flow and surface water profiles, 5. hydraulic structures, 6. unsteady flow, 7. sediment transport.

B. Student Outcomes. Students who successfully complete this course will be able to:

1. apply the concepts of specific energy and critical depth to open channel flow situations, 2. apply the momentum equations to weirs, 3. calculate flow conditions assuming uniform open channel flow, 4. calculate surface water profiles and flow properties assuming gradually varied flow, 5. quantify the interaction of channel flows with hydraulic structures, 6. quantify flow properties under unsteady conditions, 7. make basic sediment transport calculations, 8. demonstrate mastery of some aspect of surface water dynamics at the graduate level.


A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic examinations.

B. Students are assigned required reading and homework problems to apply material introduced during class meetings.

C. Students will complete a scientific paper and design project in the field of surface water dynamics within the time frame of the course.

VII. Course Evaluation. Methods of evaluation may include but are not limited to: Outcomes Measures

Apply the concepts of specific energy and critical depth to open channel flow situations.

Performance in exams, quizzes, and homework assignments.

Apply the momentum equations to weirs. Performance in exams, quizzes, and homework assignments.

Calculate flow conditions assuming uniform open channel flow.


Calculate surface water profiles and flow properties assuming gradually varied flow.


Quantify the interaction of channel flows with hydraulic structures.

Performance in exams, quizzes, term project, and homework assignments.

Quantify flow properties under unsteady conditions. Performance in exams, quizzes, and homework assignments.

Make basic sediment transport calculations. Performance in exams, quizzes, and homework assignments.

107


Demonstrate mastery of some aspect of surface water dynamics at the graduate level.

Performance in writing and presenting the scientific paper and design project.

VIII. Suggested Text

Strum, T. Open Channel Hydraulics, McGraw Hill, NY Chaudhry, M. H. Open-Channel Flow, 2nd edition, Springer Scientific, New York, New York.

IX. Bibliography

ASCE 1977, "Sedimentation Engineering" Vito Vanoni, ed., Bureau of Reclamation. Chow, VT, 1959, Open Channel Hydraulics, McGraw-Hill, NY. Cunge, JA, Holly, FM, and Verwey, A, 1980 Practical Aspects of Computational River Hydraulics, Pittman Advanced Publishing, Boston, MA. Design of Small Dams, Water Resources Tec Pub, Washington, DC. French, RH, 1985, Open Channel Hydraulics, McGraw-Hill, NY. HEC-RAS 4.1 User's Manual (Jan 2010), available at: http://www.hec.usace.army.mil/software/hec-ras/hecras-document.html US Army Corps of Engineers Hydrologic Engineering Center (HEC) Davis, CA 95616-4687 HEC-RAS 4.1 Applications Guide (Jan 2010), available at: http://www.hec.usace.army.mil/software/hec-ras/hecras-document.html US Army Corps of Engineers Hydrologic Engineering Center (HEC) Davis, CA 95616-4687 HEC-RAS 4.1 Hydraulic Reference Manual (Jan 2010), available at: http://www.hec.usace.army.mil/software/hec-ras/hecras-document.html US Army Corps of Engineers Hydrologic Engineering Center (HEC) Davis, CA 95616-4687 Henderson, FM, 1966, Open Channel Flow, Macmillan Publishing, NY, NY. Simons, DB and Senturk, F, 1992, Sediment Transport Technology, Water Resources Publications, Littleton, CO. USACE, 1994. Engineering and Design - Hydraulic Design of Flood Control Channels, EM 1110-2-1601, USACE, Washington, DC.

108



1c. Department CIVIL ENGINEERING

2. Course Prefix

CE

3. Course Number

A462


N/A.

5a. Credits/CEUs

3.0


6. Complete Course Title Surface Water Dynamics Abbreviated Title for Transcript (30 character)










1. Civil Engineering, BS Courtesy Coordination Oct. 17, 2011 Osama Abaza 2. 3.



13c. Coordination with Library Liaison Date: 11/08/ 2011



15. Course Description (suggested length 20 to 50 words) Application of open channel flow theory, steady and unsteady flow, water surface profiles, hydraulic structures, and sediment transport.








19. Justification for Action Need to have a Bachelor of Science in Civil Engineering technical elective in this area.

__________________________________________________ ___________ Initiator (faculty only) Date Thomas Ravens Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




109



DATE: 12/2/2011


Course Prefix, Number, and Title: CE A462 Surface Water Dynamics I. Course description

Application of open channel flow theory, steady and unsteady flow, water surface profiles, hydraulic structures, and sediment transport.

II. Course Design

A. Fundamental intent: Designed as a technical elective for undergraduate students majoring in

Civil Engineering. Note: Course to be stacked with CE A662 Surface Water Dynamics. B. Number of semester credits: Three (3) C. Course schedule: Standard fifteen (15) week semester. D. Lectures hours/week: Three (3) E. Total time of work expected outside of class: Eight (8) hours per week. F. Programs that require this course: Technical elective for Bachelor of Science in Civil

Engineering. G. Grading: A – F H. Coordination with affected unites: Faculty list serve. Only the Department of Civil

Engineering is affected. I. Justification for Action. New technical elective in Bachelor of Science in Civil Engineering. J. Prerequisite: CE A341 with a minimum grade of C. K. Registration Restrictions:

III. Course level justification A. Application of engineering and scientific knowledge and skills typical of upper level

undergraduate engineering students, and interaction with professional peers on advanced topics. B. Address advanced scientific and engineering topics that require a background in math and science

equivalent to that of upper level undergraduate engineering students.

110



IV. Course Outline

A. Review of fluid mechanics 1. Fluid pressure 2. Conservation Laws 3. Dimensional analysis

B. Specific energy and critical depth 1. Specific energy concept and diagram 2. Uniform and non-uniform flow 3. Discharge diagram 4. Contractions and expansions 5. Non-rectangular sections

C. Weirs and the momentum equation 1. Different weir types 2. Application of the momentum equation 3. Hydraulic jumps

D. Uniform open channel flow 1. Conservation of momentum 2. Uniform flow 3. Composite Manning roughness

E. Gradually varied flow and water surface profiles 1. Partly smooth flow in circular conduits 2. Flow controls 3. Channel classification 4. Lake discharge problem 5. Computational methods

F. Hydraulic structures 1. Ineffective flow area under bridges 2. Contraction and expansion losses 3. Different types of flow through bridges 4. Culverts 5. Modeling flow through bridges and culverts with HEC-RAS

G. Unsteady flow 1. Continuous and discontinuous systems 2. Saint-Venant Equations 3. Continuity equation 4. Solution techniques

H. Sediment transport 1. Sediment properties 2. Grain size distribution 3. Initiation of motion 4. Stable channel design 5. Bed forms

111


6. Sediment discharge

V. Instructional Goals and Student Outcomes A. Instructional Goals. Instructor will introduce:

1. the concepts of specific energy and critical depth, 2. application of the momentum equation to weirs, 3. uniform open channel flow, 4. gradually varied flow and surface water profiles, 5. hydraulic structures, 6. unsteady flow, 7. sediment transport.


1. apply the concepts of specific energy and critical depth to open channel flow situations, 2. apply the momentum equations to weirs, 3. calculate flow conditions assuming uniform open channel flow, 4. calculate surface water profiles and flow properties assuming gradually varied flow, 5. quantify the interaction of channel flows with hydraulic structures, 6. quantify flow properties under unsteady conditions, 7. make basic sediment transport calculations, 8. demonstrate mastery of some design aspect of surface water dynamics.



B. Students are assigned required reading and homework problems to apply material introduced during class meetings.

C. Students will complete a design project in the field of surface water dynamics within the time frame of the course.


Apply the concepts of specific energy and critical depth to open channel flow situations.


Apply the momentum equations to weirs. Performance in exams, quizzes, and homework assignments.

Calculate flow conditions assuming uniform open channel flow.


Calculate surface water profiles and flow properties assuming gradually varied flow.


Quantify the interaction of channel flows with hydraulic structures.


Quantify flow properties under unsteady conditions. Performance in exams, quizzes, and homework assignments.

Make basic sediment transport calculations. Performance in exams, quizzes, and homework assignments.

Demonstrate mastery of some design aspect of surface water dynamics.

Performance in writing and presenting the design project.

112


VIII. Suggested Text: Strum, T. Open Channel Hydraulics, McGraw Hill, New York, New York.

IX. Alternative Text: Chaudhry, M. H. Open-Channel Flow, 2nd edition, Springer Scientific, New York, New York.

X. Bibliography

ASCE 1977, "Sedimentation Engineering" Vito Vanoni, ed., Bureau of Reclamation. Chow, VT, 1959, Open Channel Hydraulics, McGraw-Hill, NY. Cunge, JA, Holly, FM, and Verwey, A, 1980 Practical Aspects of Computational River Hydraulics, Pittman Advanced Publishing, Boston, MA. Design of Small Dams, Water Resources Tec Pub, Washington, DC. French, RH, 1985, Open Channel Hydraulics, McGraw-Hill, NY. HEC-RAS 4.1 User's Manual (Jan 2010), available at: http://www.hec.usace.army.mil/software/hec-ras/hecras-document.html US Army Corps of Engineers Hydrologic Engineering Center (HEC) Davis, CA 95616-4687 HEC-RAS 4.1 Applications Guide (Jan 2010), available at: http://www.hec.usace.army.mil/software/hec-ras/hecras-document.html US Army Corps of Engineers Hydrologic Engineering Center (HEC) Davis, CA 95616-4687 HEC-RAS 4.1 Hydraulic Reference Manual (Jan 2010), available at: http://www.hec.usace.army.mil/software/hec-ras/hecras-document.html US Army Corps of Engineers Hydrologic Engineering Center (HEC) Davis, CA 95616-4687 Henderson, FM, 1966, Open Channel Flow, Macmillan Publishing, NY, NY. Simons, DB and Senturk, F, 1992, Sediment Transport Technology, Water Resources Publications, Littleton, CO. USACE, 1994. Engineering and Design - Hydraulic Design of Flood Control Channels, EM 1110-2-1601, USACE, Washington, DC.

113




2. Course Prefix

CE

3. Course Number

A676


N/A

5a. Credits/CEUs

3


6. Complete Course Title Coastal Engineering Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other : Updated CCG (please specify)




12. Cross Listed with N/A Stacked with CE A476 Cross-Listed Coordination Signature



1. Masters of Science in Civil Engineering 310 October 2011 Osama Abaza 2. BS, Civil Engineering 235 October 2011 Osama Abaza 3. Graduate Certificate Port and Coastal Eng. 313 Ocotber 2011 Orson Smith






15. Course Description (suggested length 20 to 50 words) Application of linear and non-linear wave theory; wave transformation processes including wind generation, refraction and diffraction; coastal processes and design of coastal structures.






16e. Registration Restriction(s) (non-codable) Graduate standing in Civil Engineering


19. Justification for Action CCG and course description required an update.

__________________________________________________ ___________ Initiator (faculty only) Date Thomas M. Ravens Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




114



DATE: 12/2/2011


Course Prefix, Number, and Title: CE A676 Coastal Engineering I. Course Description

Application of linear and non-linear wave theory; wave transformation processes including wind generation, refraction and diffraction; coastal processes and design of coastal structures.

II. Course Design

A. Fundamental intent: Designed as a technical elective for graduate students majoring in Civil

Engineering. Note: Course to be stacked with CE A476 Coastal Engineering.

B. Number of semester credits: Three (3) C. Course schedule: Standard fifteen (15) week semester. D. Lectures hours/week: Three (3) E. Total time of work expected outside of class: Eight (8) hours per week. F. Programs that require this course: Technical elective for Masters of Science in Civil

Engineering. G. Grading: A – F H. Coordination with affected units: Faculty list serve. Only the Department of Civil Engineering

is affected. I. Justification for action: Update of Course Content Guide required. J. Prerequisite: CE A341 with a minimum grade of C. K. Registration restrictions: Graduate standing in Civil Engineering


A. Application of engineering and scientific knowledge and skills typical of graduate engineering

students, and interaction with professional peers on advanced topics.

115

CE A676 Coastal Engineering Course Content Guide 10/17/11

B. Address advanced scientific and engineering topics that require a background in math and science equivalent to that of bachelor degree programs in engineering.


IV. Course Outline A. Introduction

1. Introduction to coastal processes and coastal engineering 2. Terminology of the coasts 3. Example coastal engineering projects

B. Wave equations and wave characteristics 1. Small-amplitude (linear) wave theory 2. Wave kinematics and pressure 3. Energy, power, and group celerity

C. Finite-amplitude (non-linear) wave theory 1. Finite-amplitude wave theory formulation 2. Stokes waves 3. Wave theory application

D. Wave refraction, diffraction, and reflection 1. Wave refraction 2. Wave diffraction 3. Wave reflection

E. Coastal water level fluctuations 1. Shallow water equations 2. Astronomical tide generation and characteristics 3. Storm surge calculations

F. Wind-generated waves 1. Wave spectrums 2. Wave prediction 3. Extreme wave analysis G. Coastal structures 1. Hydrodynamic forces in unsteady flow 2. Rubble mound structures 3. Water-structure interaction 4. Selection of design waves H. Coastal zone processes

1. Sediment properties 2. Beach profiles 3. Alongshore sediment transport processes and rates 4. Shore response to coastal structures 5. Numerical models of shoreline change 6. Beach nourishment 7. Sediment budget concept and analysis


A. Instructional Goals. Instructor will introduce:

116


1. terminology of the coast, 2. linear and non-linear wave theory, 3. wave transformation processes including wind generation, refraction, and diffraction, 4. shallow water equations and coastal water level fluctuations, 5. methods for the design of coastal structures, 6. coastal processes.


1. describe coastal features, coastal processes and coastal engineering works, 2. explain the theoretical underpinnings of linear and non-linear wave theory, 3. quantify wave transformation processes, 4. apply the shallow water equations to calculate coastal water level fluctuations including

storm surges, 5. design coastal structures or beach nourishment projects to safeguard coastal infrastructure

and to protect against coastal erosion, 6. quantify the major coastal processes such as alongshore sediment transport, 7. demonstrate mastery of some aspect of coastal engineering and design at the graduate level.



B. Students are assigned required reading and homework problems to analyze measured data and evaluate analytical solution methods.

C. Students will complete a scientific paper and design project in the field of coastal engineering within the time frame of the course.


Describe coastal features, coastal processes and coastal engineering works,


Explain the theoretical underpinnings of linear and non-linear wave theory,


Quantify wave transformation processes, Performance in exams, quizzes, and homework assignments.

Apply the shallow water equations to calculate coastal water level fluctuations including storm surges,


Design coastal structures or beach nourishment projects to safeguard coastal infrastructure and to protect against coastal erosion,


Quantify the major coastal processes such as alongshore sediment transport,


Demonstrate mastery of some aspect of coastal engineering and design at the graduate level.

Performance in writing and presenting the design project and scientific paper.

VIII. Suggested Text

Sorenson, R. M., 2006. Basic Coastal Engineering, 3rd edition, Springer.

Dean, R. G. and Dalrymple, R.A. 2002. Coastal Processes with Engineering Applications, Cambridge University Press.

117


IX. Bibliography

Ravens, T. M., and K. I. Sitanggang. 2007. Numerical modeling and analysis of shoreline change

on Galveston Island. J. of Coastal Research, 23(3): 699-710.

Smith, H. N., and Carter, R. A. Over twenty-five years of applied coastal engineering in Alaska.

2011 Solutions to Coastal Disasters Conference. Anchorage, AK, June 26-29, 2011.

U.S. Army Corps of Engineers. Coastal Engineering Manual, (http://chl.erdc.usace.army.mil/)

118



1c. Department CIVIL ENGINEERING

2. Course Prefix

CE

3. Course Number

A476


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Coastal Engineering Abbreviated Title for Transcript (30 character)










1. Civil Engineering, BS Courtesy Coordination Oct. 17, 2011 Osama Abaza 2. 3.



13c. Coordination with Library Liaison Date: 11/08/ 2011



15. Course Description (suggested length 20 to 50 words) Application of linear and non-linear wave theory; wave transformation processes including wind generation, refraction and diffraction; coastal processes and design of coastal structures.








19. Justification for Action Need to have a Bachelor of Science technical elective in this area.

__________________________________________________ ___________ Initiator (faculty only) Date Thomas Ravens Initiator (TYPE NAME)

Approved

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Approved

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DATE: 12/2/2011


Course Prefix, Number, and Title: CE A476 Coastal Engineering I. Course Description

Application of linear and non-linear wave theory; wave transformation processes including wind generation, refraction and diffraction; coastal processes and design of coastal structures.

II. Course Design

A. Fundamental intent: Designed as a technical elective for undergraduate students majoring in

Civil Engineering. B. Number of semester credits: Three (3) C. Course schedule: Standard fifteen (15) week semester. D. Lectures hours/week: Three (3) E. Total time of work expected outside of class: Eight (8) hours per week. F. Programs that require this course: Technical elective for Bachelor of Science in Civil

Engineering. G. Grading: A – F H. Coordination with affected units: Faculty list serve. Only the Department of Civil

Engineering is affected. I. Justification for action: Introduction of new course that can serve as a technical elective within

the Civil Engineering Program. J. Prerequisite: CE A341 with a minimum grade of C. K. Registration restrictions: N/A


A. Application of engineering and scientific knowledge and skills typical of upper level

undergraduate engineering students.

120


B. Address advanced scientific and engineering topics that require a background in math and science equivalent to that of upper level engineering students.


IV. Course Outline A. Introduction

1. Introduction to coastal processes and coastal engineering 2. Terminology of the coasts 3. Example coastal engineering projects

B. Wave equations and wave characteristics 1. Small-amplitude (linear) wave theory 2. Wave kinematics and pressure 3. Energy, power, and group celerity

C. Finite-amplitude (non-linear) wave theory 1. Finite-amplitude wave theory formulation 2. Stokes waves 3. Wave theory application

D. Wave refraction, diffraction, and reflection 1. Wave refraction 2. Wave diffraction 3. Wave reflection

E. Coastal water level fluctuations 1. Shallow water equations 2. Astronomical tide generation and characteristics 3. Storm surge calculations

F. Wind-generated waves 1. Wave spectrums 2. Wave prediction 3. Extreme wave analysis G. Coastal structures 1. Hydrodynamic forces in unsteady flow 2. Rubble mound structures 3. Water-structure interaction 4. Selection of design waves H. Coastal zone processes

1. Sediment properties 2. Beach profiles 3. Alongshore sediment transport processes and rates 4. Shore response to coastal structures 5. Numerical models of shoreline change 6. Beach nourishment 7. Sediment budget concept and analysis


A. Instructional Goals. Instructor will introduce:

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1. terminology of the coast, 2. linear and non-linear wave theory, 3. wave transformation processes including wind generation, refraction, and diffraction, 4. shallow water equations and coastal water level fluctuations, 5. methods for the design of coastal structures, 6. coastal processes.


1. describe coastal features, coastal processes and coastal engineering works, 2. explain the theoretical underpinnings of linear and non-linear wave theory, 3. quantify wave transformation processes, 4. apply the shallow water equations to calculate coastal water level fluctuations including

storm surges, 5. design coastal structures or beach nourishment projects to safeguard coastal infrastructure

and to protect against coastal erosion, 6. quantify the major coastal processes such as alongshore sediment transport. 7. demonstrate mastery of some aspect of coastal engineering and design.

VI. Course Activities A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic

examinations. B. Students are assigned required reading and homework problems to analyze measured data

and evaluate analytical solution methods. C. Students will complete a design project in the field of coastal engineering within the time

frame of the course.


Describe coastal features, coastal processes and coastal engineering works.


explain the theoretical underpinnings of linear and non-linear wave theory.


Quantify wave transformation processes. Performance in exams, quizzes, and homework assignments.

Apply the shallow water equations to calculate coastal water level fluctuations including storm surges.


Design coastal structures or beach nourishment projects to safeguard coastal infrastructure and to protect against coastal erosion.

Performance in exams, quizzes, design project, and homework assignments.

Quantify the major coastal processes such as alongshore sediment transport.


Demonstrate mastery of some aspect of coastal engineering and design.

Performance in writing and presenting a design project.

VIII. Suggested Text:

Sorenson, R. M., 2006. Basic Coastal Engineering, 3rd edition, Springer.

122


Dean, R. G. and Dalrymple, R.A. 2002. Coastal Processes with Engineering Applications, Cambridge University Press.

IX. Bibliography

Ravens, T. M., and K. I. Sitanggang. 2007. Numerical modeling and analysis of shoreline change

on Galveston Island. J. of Coastal Research, 23(3): 699-710.

Smith, H. N., and Carter, R. A. Over twenty-five years of applied coastal engineering in Alaska.

2011 Solutions to Coastal Disasters Conference. Anchorage, AK, June 26-29, 2011.

U.S. Army Corps of Engineers. Coastal Engineering Manual, (http://chl.erdc.usace.army.mil/)

123

1a. School or College AS CAS

1b. Division AFAR Division of Fine Arts

1c. Department Music

2. Course Prefix

MUS

3. Course Number

A668A


N/A

5a. Credits/CEUs

3


6. Complete Course Title Methods for Teaching Music I, K-12 Methods Teaching Music I K12 Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other course content (please specify)







1. M.A.T. 283 Oct. 2011 Jim Seitz, Program Coordinator, M.A.T. 2. 3.

Initiator Name (typed): Karen Strid-Chadwick Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: Oct. 2011 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: Oct. 2011



15. Course Description (suggested length 20 to 50 words) Provides students with the fundamentals of standards-based curriculum planning and assessment for the diverse student population in elementary classrooms. Includes an overview of the content areas typically taught in K-12 music curriculum. Integrates technology, literacy, and education for special populations. Special Note: Concurrent enrollment in EDFN A695 required.

16a. Course Prerequisite(s) (list prefix and number) EDFN A601 and A602 and A603.

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required) EDFN A695



16e. Registration Restriction(s) (non-codable) Departmental approval and admission to the M.A.T. program required.


19. Justification for Action In order to better meet NCATE standards for teacher education program certification, each content area is adding technology and literacy components to content method classes.

__________________________________________________ ___________ Initiator (faculty only) Date Karen Strid-Chadwick Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

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Approved

Disapproved




124

___________________________________________________________COURSE CONTENT GUIDE

University of Alaska Anchorage

College/Unit: Date: College of Arts and Sciences/Department of Music rev Oct. 2011 Course Title: MUS A668A Credits: Methods for Teaching Music I, K-12 3

I. Course Description: Provides students with the fundamentals of standards‐ based curriculum planning and assessment for the diverse student population in elementary classrooms. Includes an overview of the content areas typically taught in K-12 music curriculum. Integrates technology, literacy, and education for special populations. Special Note: Concurrent enrollment in EDFN A695 required. II. Course Design: overview: This course will examine the fundamentals of

teaching music in grades K – 12. The primary emphasis will be on the practical knowledge needed to teach music at all grade levels, including creating lesson plans, multi-cultural education, technology and teaching students with disabilities. Much of the materials covered in the course will correspond with the internship that students complete simultaneously. A. Credits: 3 B. Lecture/lab ratio: 3 + 0 C. Degree requirements met: Masters of Arts in Teaching D. Grading basis: A – F E. Corequisite: EDFN A695 F. Prerequisites: EDFN: A601 and A602 and A603 G. Registration restrictions: Departmental approval and admission to

the M.A.T. program required.

III. Course Activities: Student will be required to complete assignments, quizzes and exams. Student will be expected to participate in classroom discussions.

IV. Evaluation: Grades will be based on these criteria: A. Successful completion of all assigned projects, e.g., lesson plans,

teaching assignments, reflection papers, reaction papers, resource

notebooks, etc.

125

B. Successful completion of objective quizzes and examinations.

C. Active participation in class discussions and other process experiences.

D. Positive recommendation of mentor teacher regarding potential of

student in areas of academic knowledge, communication skills,

motivation and professionalism.

E. Scoring rubrics and guidelines will be provided for each work product. V. Instructional Goals and Defined Outcomes: Teacher will

1. Explain and prepare examples of lesson and unit planning that include National, State, and local standards.

2. Facilitate the development of a strong philosophy of music education.

3. Show techniques and adaptations needed when teaching music to students from other cultures or students with disabilities.

4. Generate ways to use technology in the music classroom. Student will be able to

Student Outcomes Assessment Procedures Create lesson plans and unit plans which demonstrate content knowledge, sequence of instruction, assessment, and knowledge of National, State and local goals and objectives.

Scoring rubrics Objective examinations Mentor teacher recommendation

Explain the importance of music in elementary and secondary education.

Scoring rubrics Active participation

Adapt lesson plans, activities and teaching techniques to address the needs of students from other cultures or students with disabilities.

Scoring rubrics Objective examinations Mentor teacher recommendation

Select various forms of technology that may be used in the music classroom.

Objective examinations Scoring rubrics Active participation

VI. Course Outline:

1.0 Principles of Standards‐based Curriculum and Instruction 1.1 Lesson and Unit Planning

126

1.2 Planning for Continuous Assessment

1.3 Reflective Practice

2.0 Organizing for the Learning Community

2.1 Adapting Instruction for Diverse and Inclusionary Classrooms

2.2 Collaborative and Cooperative Learning 2.3 Learning Centers and Workshops

2.4 Whole‐class and Small‐group discussions

2.5 Technology Supports 2.6 Assessment Structures

3.0 Ways of Knowing: Overview of the Music Content Areas

3.1 Singing 3.2 Performing on Instruments

3.3 Improvising Melodies, Variations, and Accompaniments

3.4 Composing and Arranging Music

3.5 Reading and Notating Music

3.6 Listening to, Analyzing, and Describing Music

3.7 Evaluating Music and Music Performances

3.8 Understanding Relationships Between Music/Other

Arts Disciplines

3.9 Understanding Music in Relation to History and Culture VII. Suggested Texts: Abeles, H. F., Hoffer, C. R., & Klotman, R. H. (1994). Foundations of music

education (2nd ed.). New York City: Schirmer.

Choksy, L., et al. (2001). Teaching music in the twenty‐first century (2nd ed.).

Upper Saddle River, NJ: Prentice Hall.

Mark, M. L. (1996). Contemporary music education (3rd ed.). Belmont, CA:

Wadsworth/Thomson Learning.

Music Educators National Conference (1994). National standards for arts

education: What every young American should know and be able to do in the arts.

Reston, VA: MENC.

Walker, D. (1998). Teaching music: Managing the successful music program.

New York City: Schirmer.

127

VIII. Bibliography: Cornett, C. (1999). The arts as meaning makers: Integration literature and the arts thoughout the curriculum. Columbus, OH: Merill.

Goldberg, M. (2006). Integrating the arts: An approach to teaching and learning

in multicultural and multilingual settings (3rd ed.). San Francisco: Pearson.

Grabe, M., & Grabe, C. (2004). Integrating technology for meaningful learning

(4th ed.). Boston, MA: Houghton Mifflin.

Hall, L. (1997). Strategies for teaching: Guide for music methods classes.

Reston, VA: MENC.

Johnson, A. (2000). Up and out: Using creative and critical thinking skills to

enhance learning. Boston, MA: Allyn and Bacon.

Jones, V., & Jones, L. (1998). Comprehensive classroom management:

Creating communities of support and solving problems. Boston, MA: Allyn and

Bacon.

Mastropieri, M., & Scruggs, T. (2000). The inclusive classroom: Strategies for

effective instruction. Columbus, OH: Merrill.

Music Educators National Conference. (1996). Performance standards for

music. Reston, VA: MENC.

128

1a. School or College AS CAS

1b. Division AFAR Division of Fine Arts

1c. Department Music

2. Course Prefix

MUS

3. Course Number

A668B


N/A

5a. Credits/CEUs

3


6. Complete Course Title Methods for Teaching Music II, K-12 Methods Teaching Music II K12 Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other course content (please specify)







1. M.A.T. 283 Oct.2011 Jim Seitz, Program Coordinator, M.A.T. 2. 3.

Initiator Name (typed): Karen Strid-Chadwick Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: Oct. 2011 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: Oct. 2011



15. Course Description (suggested length 20 to 50 words) Provides students with the opportunity to develop pedagogical content knowledge by connecting theoretical knowledge and understanding of human development and learning with both general principles of instruction and content-specific strategies for teaching music. Special Note: Concurrent enrollment in EDFN A695 required.

16a. Course Prerequisite(s) (list prefix and number) MUS A668A and EDFN A695.

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required) EDFN A695.



16e. Registration Restriction(s) (non-codable) Departmental approval and admission to the M.A.T. program required.


19. Justification for Action In order to better meet NCATE standards for teacher education program certification, each content area is adding technology and literacy components to content method classes.

__________________________________________________ ___________ Initiator (faculty only) Date Karen Strid-Chadwick Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




129

___________________________________________________________COURSE CONTENT GUIDE

University of Alaska Anchorage

College/Unit: Date: College of Arts and Sciences/Department of Music rev October 2011 Course Title: MUS A668B Credits: Methods for Teaching Music II, K-12 3

I. Course Description: Provides students with the opportunity to develop

pedagogical content knowledge by connecting theoretical knowledge

and understanding of human development and learning with

both general principles of instruction and content‐specific strategies

for teaching music. Special Note: Concurrent enrollment in EDFN A695

required. II. Course Design: overview: This course is a continuation of MUS A668A, and will further examine the fundamentals of teaching music in grades

K– 12. Primary emphases will be the practical knowledge needed to teach music at all grade levels, including learning theories, literacy in the arts and behavior management. Most of the materials covered in the course correspond with the internship that students are simultaneously completing. A. Credits: 3 B. Lecture/lab ratio: 3 + 0 C. Degree requirements met: Masters of Arts in Teaching D. Grading basis: A – F E. Corequisite: EDFN A695 F. Prerequisites: MUS A668A and EDFN A695 G. Registration restrictions: Departmental approval and admission to

the M.A.T. program required.

III. Course Activities: Student will be required to complete assignments, quizzes and exams. Student will be expected to participate in classroom discussions.

IV. Evaluation: Grades will be based on these criteria:

130

A. Successful completion of all assigned projects, e.g., lesson plans,

teaching assignments, reflection papers, reaction papers, resource

notebooks, etc.

B. Successful completion of quizzes, examinations, and other written

products.

C. Active participation in class discussions and other process

experiences.

D. Positive recommendation of mentor teacher regarding potential of

student in areas of academic knowledge, communication skills,

motivation, and professionalism.

E. Scoring rubrics and guidelines will be provided for each work

product.

V. Instructional Goals and Defined Outcomes: Teacher will

1. Demonstrate methodology and activities to incorporate all National, State and local standards into Music K-12 classes.

2. Demonstrate how music plays a role in expanding students’ opportunities to engage in reflective, creative and critical thinking.

3. Demonstrate techniques and forms used in creating various types of traditional and authentic assessments for the music classroom.

4. Explain and demonstrate different styles of behavior management in the music classroom.

Student will be able to

Student Outcomes Assessment Procedures Create lesson plans that incorporate all National, State and local standards in general elementary and secondary band, choir and orchestra lessons.

Scoring rubrics Mentor teacher recommendation

Design lessons in which students are required to actively listen and critique performance.

Scoring rubrics Mentor teacher recommendation

Appraise the difference between authentic and traditional assessment, and develop forms such as Likert-type scales and rubrics for assessing musical performances.

Scoring rubrics Objective examinations Active participation

Develop effective behavior management techniques and create a behavior management plan for the music class.

Scoring rubrics Mentor teacher recommendation Active participation

131

VI. Course Outline:

Modes of Inquiry

1.1 Aesthetic and Literary

1.2 Scientific and Mathematical

1.3 Social Scientific and Historical

2.0 Inquiry Teaching

2.1 Habits of Mind

2.2 Creative and Critical Thinking

2.3 Processes of Questioning

3.0 Content‐specific Teaching and Learning 3.1 Singing 3.2 Performing on Instruments

3.3 Improvising Melodies, Variations, and Accompaniments

3.4 Composing and Arranging Music

3.5 Reading and Notating Music

3.6 Listening to, Analyzing, and Describing Music

3.7 Evaluating Music and Music Performances

3.8 Understanding Relationships Between Music/Other

Arts/Disciplines

3.9 Understanding Music in Relation to History and Culture

4.0 Literacy and the Arts

4.1 Equitable education

4.2 Music for literacy learning

4.3 Music for cognitive development VII. Suggested Texts:

Bluestine, E. (2000). The ways children learn music: An introduction and

practical guide to music learning theory. Chicago: GIA Publications.

Boyle, J. D., & Radocy, R. E. (1987). Measurement and evaluation of musical

experiences. New York City: Schirmer.

Hoffer, C. R. (2001). Teaching music in the secondary schools (5th ed.).

Belmont, CA: Wadsworth/Thomson Learning.

132

Music Educators National Conference (1994). National standards for arts

education: What every young American should know and be able to do in the arts.

Reston, VA: Menc.

Walker, D. (1998). Teaching music: Managing the successful music program.

New York City: Schirmer. VIII. Bibliography:

Arends, R. (1998). Learning to teach. Boston: McGraw-Hill.

Goldberg, M. (2006). Integrating the arts: An approach to teaching and learning in multicultural and multilingual settings (3rd ed.). San Francisco: Pearson.

Grabe, M., & Grabe, C. (2004). Integrating technology for meaningful learning (4th ed.). Boston: Houghton Mifflin.

Hall, L. (1997). Strategies for teaching: Guide for music methods classes.

Reston, VA: MENC.

International Society for Technology in Education (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: ISTE.

Johnson, A. (2000). Up and out: Using creative and critical thinking skills to enhance learning. Boston: Allyn and Bacon.

Jones, V., & Jones, L. (1998). Comprehensive classroom management:

Creating communities of support and solving problems. Boston: Allyn and Bacon.

Lewis, R., & Doorlag, D. (1999). Teaching special students in general education classrooms. Columbus, OH: Merrill.

Music Educators National Conference. (1996). Performance standards for music. Reston, VA: MENC.

Music Educators National Conference. (1994). The school music program: A new

vision. Reston, VA: MENC.

Parkay, F., & Hass, G. (2000). Curriculum planning: A contemporary approach. Boston: Allyn and Bacon.

Weber, E. (1999). Student assessment that works. Boston: Allyn and Bacon.

133

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