University Curriculum Committee Voting members present ...€¦ · University Curriculum Committee April 9, 2019 Voting members present: Sarah Bowman (chair), Tim Howard (COLS), Tesa

University Curriculum Committee April 9, 2019

Voting members present: Sarah Bowman (chair), Tim Howard (COLS), Tesa Leonce (TCOB), Adam Maiga (TCOB), Jeff Conklin (COEHP), Jan Burcham (COEHP), Erica Taylor (COEHP), Ron Wirt (COA), Chris Head (COA), Mark Flynn (Library), Wendi Jenkins (IPC) Non-voting Members and other guests present: Ellen Roberts (AA), Tina Butcher (AA), Pat McHenry (AA), Suzy Gunnels (AA), Stephanie Speer (Registrar)

1. Proposals from Academic Units

• College of Education and Health Professions

• College of Letters & Sciences

• Turner College of Business

• College of the Arts

Col/Dept Proposal Type Course/Program UCC Action BOR SACSSOC Gen Ed

COEHP

Nursing Course Modification NURS 6225 Health Assessment for Advanced Practice Nurses Approved

Course Deactivation NURS 6226 Diagnostic and Clinical Reasoning for the Advanced Practice Nurse

Approved

New Course NURS 6325 Health Assessment for Advanced Practice Nurses Clinical

Approved

Program Modification MSN Family Nurse Practitioner Approved

Course Modification NURS 6210 Management of Human Resources in Health Care Approved

Course Modification NURS 6220 Effective Teaching/Learning Strategies Approved

Course Modification NURS 6230 Health Care Delivery Systems Approved

Course Modification NURS 6240 Health Care Finance Approved

Course Modification NURS 6330 Evaluation of Learning Approved

Course Modification NURS 6440 Curriculum Development Approved

Kinesiology Program Modification Minor, Health Science Approved

CFL Program Modification Certificate, Marriage & Family Therapy Approved

New Course EDUF 8118 Advanced Qualitative Research Methods Approved

New Course EDUL 8129 System Level Finance Approved

New Course EDUF 8135 Survey and Questionnaire Design Approved

Course Modification EDUL 8101 Management of Educational Organizations Approved


Course Modification EDUL 8102 Leading for Change Approved

Course Modification EDUL 8104 Supervision of Teaching and Learning Approved

Course Modification EDUL 8105 Leadership Theory Approved

Course Modification EDUF 8111 Foundations of Educational Evaluation Approved

Course Modification EDUL 8115 Educational Policy and Ethics Approved

Course Modification EDUL 8126 Politics of Education Approved

Course Modification EDUL 8127 Creating Resilient Leaders Approved

Course Modification EDUL 8128 Educational Facilities, Development, and Implementation

Approved

Course Modification EDUF 8125 Mixed Methods Research in Education Approved

Course Modification EDUF 8127 Quantitative Experimental Research Approved

Course Modification EDUF 8129 Developing the Dissertation Prospectus Approved

Program Modification EdD Curriculum & Leadership, Educational Leadership - Specialization

Approved

Teacher Ed Program Modification BSEd Early Childhood – Name change to Elementary Education (Formerly Early Childhood Education)

Approved X

Program Modification Minor, Early Childhood – Name change to Elementary Education (Formerly Early Childhood Education)

Approved X

Program Modification MAT Early Childhood – Name change to Elementary Education (Formerly Early Childhood Education), Program Description

Approved X

Program Modification MEd Early Childhood – Name change to Elementary Education (Formerly Early Childhood, Program Description

Approved X

Program Modification EdS Early Childhood – Name change to Elementary Education (Formerly Early Childhood Education)

Approved X

Course Modification EDEC 4105 Technology for the Twenty-First Century Classroom Approved

New Course EDMG 6127 Teaching Science in Middle Grades Approved

Program Modification MAT Middle Grades Science Concentration Approved

Program Modification BSEd Middle Grades – Area H Approved

COLS

Command Program Modification Master of Public Safety Administration, General Track- Areas 1,2,3 & 4

Approved


Program Modification Master of Public Safety Administration, Emergency Management Track- Areas 1 & 2

Approved

History & Geography

New Program Cinema Studies Certificate Approved

TCOB

Business New Course FTEC 3135 Banking and Fintech Approved

New Course FTEC 4698. Internship Approved

New Course ECON 3149. Real Estate Principles Approved

Course Modification FINC 3145. Real Estate Principles Approved

Course Modification MISM 4128. Business Intelligence Approved

New Program Fintech Certificate Approved

Computer Science Program Modifications B.S. Computer Science, Education Track - Area G Approved

Program Modifications M.S. Applied Computer Science - Area 2 Approved

COA

Art New Course ARTE 4796 Art Education: Thesis Approved

Course Modification ARTH 2125. Introduction to the History of Art 1 Approved

Course Modification ARTH 2126. Introduction to the History of Art 2 Approved

Theatre New Course THEA 6000 EXIT EXAM Approved

New Course THEA 6010 PORTFOLIO REVIEW Approved

Program Modification MEd in THEATRE Tabled

To: University Curriculum Committee

From: COEHP Curriculum Committee,

Re: UCC Meeting [April 9, 2019]

Date: March 26, 2019

School of Nursing

Program: Family Nurse Practitioner, MSN Course Proposals (Modified, Deactivated, New)

Proposal type. Impact: does this trigger any program change?

Copy the course description from the 2017-18 catalog and paste it in this column, one course per row. Use strikethrough and red typeface to indicate deletions. For new courses, simply enter “New” in this cell.

Enter the proposed course description in this column, one course per row. Use yellow highlighting to show what has been modified. Enter “Deactivate” in this column for deactivations.

Enter the student learning outcomes for the course in this column. If new outcomes are proposed, use red strikethrough and yellow highlights to indication the change.

Enter the proposed effective date in this column. Each level of approval will indicate a decision and date in this column.

Course modification Impact: Program Change: Course combined with NURS 6226 due to overlapping information between these courses and the need to demonstrate progression of health

NURS 6225. Health Assessment for Advanced Practice Nurses (2-3-3) Prerequisite: Admission to the Graduate Nursing Program. This course in health assessment expands the nurse’s knowledge of cognitive processes and psychomotor skills needed for comprehensive assessment of clients across the lifespan. Techniques and processes of performing a physical, mental, developmental, and nutritional assessment, obtaining a health history, performing selected diagnostic procedures, and recording findings will be conducted. Interviewing skills that enable the nurse to relate to various clients across the life span will be refined.

NURS 6225: Health Assessment for Advanced Practice Nurses (4-0-4) Prerequisite: Admission to the Graduate Nursing Program. Co-Requisite: NURS 6325. This course expands the nurse’s knowledge of cognitive processes and psychomotor skills needed for comprehensive assessment and development of differential diagnoses of clients across the lifespan. Techniques and processes of performing a physical, mental, developmental, and nutritional assessment, obtaining a health history, and performing selected diagnostic procedures will be examined. Interviewing skills that enable the nurse practitioner student to relate to various clients across the lifespan will be refined.

1, Demonstrate effective diagnostic interviewing skills that are developmentally appropriate and culturally competent 2. Develop a comprehensive history that is reflective of critical thinking, best evidence using effective communication, and collaboration techniques. 3. Utilize various mental health-screening tools to develop a comprehensive assessment of a patient with a mental health diagnoses.

Effective: Summer 2019 Approved, School of Nursing, Graduate Curriculum Committee, Graduate Faculty 3/9/19 Approved, COEHP Curriculum Committee 03/13/2019

assessment techniques to forming differential diagnoses for beginning FNP students; clinical hours from both courses combined and moved to a separate course of clinical only for improved workload management; added co-requisite with clinical course (6325); course outcomes changed to reflect adding development of differential diagnoses and formulation of these

. 4. Perform a complete physical examination in an orderly, systematic, and efficient manner. 5.Demonstrate the use of appropriate equipment accurately and efficiently in performing a physical and mental status examination 1. Differentiate abnormal from normal findings through advanced assessment techniques. 2. Apply diagnostic reasoning in interpreting diagnostic results to form conclusions. 3. Demonstrate critical thinking skills and diagnostic reasoning in the analysis of the history, physical, mental status examination, and diagnostic testing results to formulate an ethically sound and evidence-based assessment of the client’s health status. 4. Establish skill in interpreting data and problem-solving using case studies and patient situations. 5. Integrate physical and mental health assessment data with epidemiological, environmental, cultural, family, and community

through analysis of health assessment data and diagnostic tests.

considerations in formulating differential diagnoses.

Deactivated course Impact: Course combined with Health Assessment which kept the same course number because this course material adds to health assessment with follow through of data to determine differential diagnoses

NURS 6226. Diagnostic and Clinical Reasoning for the Advanced Practice Nurse (2-3-3) Prerequisite: Admission to the Graduate Nursing Program. This course focuses on diagnostic reasoning as a framework to synthesize knowledge for comprehensive assessment of primary care patients throughout the life span. Advance health assessment techniques are emphasized and refined. Diverse types of approaches are used in expanding proficiency in conducting histories and physical examinations in laboratory and clinical settings including communication techniques unique to the specialty population. Systematic and organized health assessments that are sensitive to cultural and developmental needs are explored.

Deactivate Deactivate Effective: Summer 2019 Approved, School of Nursing, Graduate Curriculum Committee, Graduate Faculty 3/9/19 Approved, COEHP Curriculum Committee 03/13/2019

New Course Impact: Program change; these are clinical

NURS 6325 Health Assessment for Advanced Practice Nurses Clinical (0-6-2). Prerequisite: Admission to the Graduate Nursing Program. Co-requisite: NURS 6225. This clinical course expands a nurse’s practice by advancing clinical skills and improving

1. Develop a comprehensive history that is reflective of critical thinking, best evidence using effective communication, and collaboration techniques.

Effective: Summer 2019 Approved, School of Nursing, Graduate Curriculum Committee, Graduate Faculty 3/9/19

hours taken from 6225/6226 to make a separate clinical course which will help with determining workload and allow clinical faculty to work directly with their student group(s).

the application of diagnostic reasoning within the clinical setting to develop the role of an expert clinician. Skills cultivated are as follows: develop/complete an advanced examination, demonstrate appropriate use of examination equipment, analyze subjective/objective data to formulate correct differential/ definitive diagnoses, order correct diagnostic testing to assist in diagnoses confirmation, and follow practice guidelines. Supervised or Unsupervised Lab: Supervised Grading Scheme: A-F Assessments: written assignments, clinical evaluation Supervised or Unsupervised Lab: Supervised Grading Scheme: A-F Assessments: written assignments, clinical evaluation

2. Perform a complete physical examination with the appropriate display of equipment use in a systematic and efficient manner. 3. Integrate physical and mental health assessment data with epidemiological, environmental, cultural, family and community considerations in formulating differential diagnoses. 4. Demonstrate critical thinking skills and diagnostic reasoning in the analysis of the history, physical, mental status examination, and diagnostic testing results to formulate an ethically sound and evidence-based assessment of the client's health status.

Approved, COEHP Curriculum Committee 03/13/2019

PROGRAM CHANGES

Program and request

Current Proposed

MSN Family Nurse Practitioner Program Modification

Core Required Hours: 15 NURS 6105 Research for Evidence Based Practice NURS 6107 Advanced Pathophysiology NURS 6127 Scientific Underpinnings of the APN Role NURS 6128 Pharmacology for Advanced Practice Nurses NURS 6225 Health Assessment for Advanced Practice Nurses Specialty Courses Required Hours: 23 NURS 6129 Health Care Delivery Models, Economics and Policy NURS 6226 Diagnostic & Clinical Reasoning for Advanced Practice Nurses NURS 6227 Health Promotion of Women and Children NURS 6228 Health Promotion of Elderly NURS 6229 Health Promotion of Adults NURS 6327 Health Promotion of Women and Children Clinical NURS 6328 Health Promotion of Elderly Clinical NURS 6329 Health Promotion of Adults Clinical Nurse Practitioner Practicum Required Hours: 6 NURS 6425 Nurse Practitioner Practicum Total Hours Required: 44

Core Required Hours: 18 NURS 6105 Research for Evidence Based Practice NURS 6107 Advanced Pathophysiology NURS 6127 Scientific Underpinnings of the APN Role NURS 6128 Pharmacology for Advanced Practice Nurses NURS 6225 Health Assessment for Advanced Practice Nurses NURS 6325 Health Assessment for Advanced Practice Nurses Clinical Specialty Courses Required Hours: 20 NURS 6129 Health Care Delivery Models, Economics and Policy NURS 6227 Health Promotion of Women and Children NURS 6228 Health Promotion of Elderly NURS 6229 Health Promotion of Adults NURS 6327 Health Promotion of Women and Children Clinical NURS 6328 Health Promotion of Elderly Clinical NURS 6329 Health Promotion of Adults Clinical Nurse Practitioner Practicum Required Hours: 6 NURS 6425 Nurse Practitioner Practicum Total Hours Required: 44

Approved, COEHP Curriculum Committee 03/13/2019 MSN – Course Modifications

Course modification Impact: no program changes.

NURS 6210. Management of Human Resources in Health Care (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course will provide the knowledge needed for the nurse leader/manager to be competent in healthcare human resource management. This course will

NURS 6210. Management of Human Resources in Health Care (3-0-3) Prerequisite: NURS 6100 with a grade of B or better. This course will provide the knowledge needed for the nurse leader/manager to be competent in healthcare human resource management. This course focuses on recruitment, selection, and training

1. Describe managerial planning activities and tasks related to developing and maintaining a qualified work force. 2. Discuss the globalization of the health care work force and implications for nurse managers and leaders. 3. Identify and discuss the changing and evolving role of health care professionals

Effective: Fall 2019 Approved SON Graduate Committee 3/9/19 Approved, COEHP Curriculum

Changed pre-requisite to place Principles of Leadership (NURS 6100) first as a pre-requisite for the remainder of the track courses.

focus on recruitment, selection, and training issues and also on how human resource management needs to be integrated into the strategic planning of the organization. Legal, ethical, and labor issues will be discussed, as well as health and safety issues, and the regional, national and global influences on human resource planning and management.

issues and on how human resource management needs to be integrated into the strategic planning of the organization. Legal, ethical, and labor issues will be discussed, as well as health and safety issues, and the regional, national and global influences on human resource planning and management.

from the viewpoint of human resource management. 4. Describe labor laws and legal issues that impact the health care work place and the rights of the employees. 5. Define work force and societal diversity and the influence on managing health care organizations. 6. Discuss the issues of health and safety in the healthcare work place.

Committee 03/13/2019

Course modification Impact: no program changes. Changed pre-requisite to place Principles of Education (NURS 6110) first as a pre-requisite for the remainder of the track courses.

NURS 6220. Effective Teaching/Learning Strategies (3-0-3) Prerequisite: Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA. This course is an overview of a variety of learning and instructional strategies to assist in the implementation of teaching plans for the nurse educator. General principles and methodologies related to learning and instruction are integrated into face-to-face and technology enhanced techniques.

NURS 6220. Effective Teaching/Learning Strategies (3-0-3) Prerequisite: NURS 6110 with a grade of B or better. This course is an overview of a variety of learning and instructional strategies to assist in the implementation of teaching plans for the nurse educator. General principles and methodologies related to learning and instruction are integrated into face-to-face and technology enhanced techniques.

1. Analyze social factors that affect teaching and learning in classroom and clinical settings. 2. Describe teaching strategies related to learning styles and cultural influences. 3. Develop strategies to support students at risk for failure. 4. Demonstrate competence with a variety of instructional strategies. 5. Utilize teaching methodologies that encourage lifelong learning.

Effective: Fall 2019 Approved SON Graduate Committee 3/9/19 Approved, COEHP Curriculum Committee 03/13/2019

Course modification Impact: no program changes. Changed pre-requisite to place Principles of Leadership (NURS 6100) first as a pre-requisite for the remainder of the track courses.

NURS 6230. Health Care Delivery Systems (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course is designed for the nurse leader/manager to develop an understanding of the complex regulatory environment in health care delivery systems and the interrelatedness of performance and quality improvement. Also, the framework for understanding the role and contributions of nurse leaders/managers within healthcare systems will be explored. Issues such as public reporting, pay for performance, measurements of patient satisfaction, and other emerging and timely topics will be addressed.

NURS 6230. Health Care Delivery Systems (3-0-3) Prerequisite: NURS 6100 with a grade of B or better. This course is designed for the nurse leader/manager to develop an understanding of the complex regulatory environment in health care delivery systems and the interrelatedness of performance and quality improvement. Also, the framework for understanding the role and contributions of nurse leaders/managers within healthcare systems will be explored. Issues such as public reporting, pay for performance, measurements of patient satisfaction, and other emerging and timely topics will be addressed.

1. Develop a systems view of health care delivery. 2. Identify key findings from recent national reports of healthcare quality and the recommendations for system improvement. 3. Analyze the latest quality improvement tools, programs and strategies used in healthcare delivery organizations to promote nursing excellence and organizational performance. 4. Describe the importance of patient satisfaction measurements in planning quality improvement initiatives to promote improvement in patient outcomes. 5. Discuss the interconnectivity of leadership, infrastructure, and strategies for quality improvement in healthcare


Course modification Impact: no program changes. Changed pre-requisite to place Principles of

NURS 6240. Health Care Finance (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course will examine the economic and financial issues that are unique to organizations in health care delivery. It will include an understanding of accounting principles, financial analysis and decision making tools needed for nurse leaders. Also included are the principles of economics and the role of accounting and finance on the

NURS 6240. Health Care Finance (3-0-3) Prerequisite: NURS 6100 with a grade of B or better. This course examines the economic and financial issues unique to organizations in health care delivery. It includes an understanding of accounting principles, financial analysis and decision-making tools needed for nurse leaders, principles of economics, the role of accounting and finance on the financial decision making of healthcare managers and executives, reimbursement issues,

1. Identify key accounting principles important to healthcare organizations. 2. Discuss how financial information is used in healthcare organizations for decision-making. 3. Describe primary regulatory issues confronting healthcare organizations. 4. Discuss the major reimbursement methods used by healthcare management. 5. Analyze the difference between health insurance plans, managed care, and health maintenance organizations.


Leadership (NURS 6100) first as a pre-requisite for the remainder of the track courses.

financial decision making of healthcare managers and executives. In addition, reimbursement issues will be discussed, as will the current and future considerations of paying for health care.

and the current and future considerations of paying for health care.

Course modification Impact: no program changes. Changed pre-requisite to place Principles of Education (NURS 6110) first as a pre-requisite for the remainder of the track courses.

NURS 6330. Evaluation of Learning (3-0-3) Prerequisite: Admission to Graduate Nursing Program. This course will provide methods of assessing learning outcomes for individuals and groups in nursing academic and clinical settings. Emphasis is placed on theoretical reflections and empirical methods used to evaluate educational programs, institutions, personnel, and students.

NURS 6330. Evaluation of Learning (3-0-3) Prerequisite: NURS 6110 with a grade of B or better. This course will provide methods of assessing learning outcomes for individuals and groups in nursing academic and clinical settings. Emphasis is placed on theoretical reflections and empirical methods used to evaluate educational programs, institutions, personnel, and students.

1. Evaluate general principles of measurement and evaluation. 2. Demonstrate understanding of the process of evaluation of student learning. 3. Apply principles of test construction. 4. Apply process of evaluating written assignments. 5. Analyze principles of clinical performance evaluation. 6. Analyze principles of personnel evaluation. 7. Demonstrate understanding of the process of program evaluation. 8. Analyze social, ethical, and legal issues related to testing and measurement.


Course modification

NURS 6440. Curriculum Development (3-0-3) Prerequisite: Admission to the Graduate Nursing Program. This course examines the principles, philosophies, and theories used in

NURS 6440. Curriculum Development (3-0-3) Prerequisite: NURS 6110 with a grade of B or better. This course examines the principles, philosophies, and theories used in curriculum development in nursing. Graduate

1. Discuss curriculum development in nursing. 1. Analyze theories and philosophies as a basis for curriculum development in nursing.

Approved SON Graduate Committee 3/9/19 Approved, COEHP Curriculum

Impact: no program changes. Changed pre-requisite to place Principles of Education (NURS 6110) first as a pre-requisite for the remainder of the track courses.

curriculum development in nursing. Graduate students will define, design, and analyze a selected curriculum model.

students will define, design, and analyze a selected curriculum model.

2. Explain preliminary and practical considerations in curriculum development. 3. Relate faculty development to curriculum development. 4. Evaluate data related to contextual factors that influence curriculum development. 5. Determine curriculum direction from the contextual data. 6. Examine philosophies and theories as a basis for curriculum development. 6. Design and evaluate curricula and courses.

Committee 03/13/2019

Kinesiology and Health Sciences

PROGRAM CHANGES: Health Science, Minor

Program and request

Current Proposed

Health Science Minor Modification Changing minor from 18 hours to 15. Course HESC 4105 is not an active or listed course. Need Catalog updated

Health Science 18 semester hours as follows: HESC 2105, HESC 5106U, HESC 5115U, HESC 2125, HESC 4105, and HESC 4106

Effective: Spring 2019 Health Science 15 semester hours as follows: HESC 2105, HESC 5106U, HESC 5115U, HESC 2125, and HESC 4106.

Approved, KINS 3/4/2019; Approve COEHP Curriculum Committee, 03/13/2019

https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=HESC%202105-,HESC%205106-,HESC%205115-,HESC%202125-,HESC%204105-,HESC%204106-,

https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=HESC%202105-,HESC%205106-,HESC%205115-,HESC%202125-,HESC%204105-,HESC%204106-,

Department of Teacher Education, Leadership, and Counseling (TLC)] Program: Counseling, Foundations, and Leadership – Marriage & Family Certificate PROGRAM CHANGES

Program and request Current Proposed Approval and Date

Changing online Marriage & Family Therapy Certificate to 5 courses to meet licensing requirements in Georgia for LMFT

Marriage and Family Therapy The online post-graduate certificate in Marriage and Family Therapy will provide students documentation of having completed a program of instruction in marriage and family therapy at the graduate level. Completion of the certificate program will enable graduates to integrate academic knowledge of marriage and family therapy into their own disciplinary field and/or work situation. The certificate program will allow graduates to accumulate specific academic knowledge that can be applied to a wide- ranging client base throughout helping professions.. Students will be expected to successfully complete 21 semester hours in order to be awarded the Graduate Certificate in Marriage and Family Therapy (MFT). Students should choose 3 MFT therapy courses, 3 MFT studies courses and the course in MFT ethics. Additional coursework is recommended, but not required. The list of MFT courses are as follows: MFT Therapy Courses (9 hours required) COUN 7285 COUN 7275 COUN 7286 COUN 7288 MFT Studies Courses (9 hours required) COUN 7185 COUN 7215 COUN 6175

Marriage and Family Therapy The online post-graduate certificate in Marriage and Family Therapy will provide students documentation of having completed a program of instruction in marriage and family therapy at the graduate level. Completion of the certificate program will enable graduates to integrate academic knowledge of marriage and family therapy into their own disciplinary field and/or work situation. The certificate program will allow graduates to accumulate specific academic knowledge that can be applied to a wide- ranging client base throughout helping professions.. Students will be expected to successfully complete 15 semester hours in order to be awarded the Graduate Certificate in Marriage and Family Therapy (MFT). Students must complete 2 MFT therapy courses, 2 MFT studies courses and the course in MFT ethics. The list of MFT courses are as follows: MFT Therapy Courses (6 hours required) COUN 7215 COUN 7275 MFT Studies Courses (6 hours required) COUN 7286 COUN 7285

Effective: Summer 2019 Approved CFLCC 02/27/2019 Approved, COEHP Curriculum Committee 03/13/2019

https://academics.columbusstate.edu/catalogs/current/courses/course_list.php?code=COUN&num=7285,7275,7286,7288,7185,7215,6175,6105,6555,7216&msg=Marriage%20and%20Family%20Therapy











COUN 6105 COUN 6555 MFT Ethics (3 hours required) COUN 7216

MFT Ethics (3 hours required) COUN 7216

Program – Curriculum and Leadership, EdD Course Proposals (New)






New Course Impact: no impact on program changes This course will serve as an elective for all EdD students.

new EDUF 8118. Advanced Qualitative Research Methods (3-0-3). Prerequisites: Acceptance into the Ed.D. Program and EDUF 8117 with a grade of B or above. This course will examine the value of qualitative research design in understanding social and behavioral phenomena with a primary focus on narrative approaches to qualitative inquiry. A-F Grading Scale Cannot be repeated for credit

1. Distinguish and defend the theoretical basis chosen for leading the research.

2. Justify the use of a narrative framework, narrative method, multiple-method design, and crystallization for their research.

3. Obtain IRB approval for a proposed qualitative research study.

4. Design and complete a qualitative research study.

5. Collect and analyze qualitative data for a qualitative research study.

6. Analyze narrative data thematically using the constant comparative method including open coding, axial coding, creating codebooks, using computer programs to manage data analysis, and triangulating data.

7. Communicate the findings of a qualitative study.

8. Translate research with evidence-based practice to real-world application.

Effective: Fall 2019 Approved CFLCC 03/05/2019 Approved, COEHP Curriculum Committee 03/13/2019





9. Demonstrate consistency in the logical organization of ideas and illustrate a strong command of language mechanics (e.g., sentence structure, word choice, and grammar) using APA (current edition) style guidelines (e.g., formatting, citations, and references).

New Course Impact: EdD Educational Leadership Program Track

new EDUL 8129. System Level Finance (3-0-3). Prerequisite: Acceptance into the Ed.D. Program. This course applies principles of leadership to managing a public school district’s fiscal, human, and material resources. Students will examine federal, state, and local funding sources for education. A-F Grading Scale Cannot be repeated for credit

1. Compare federal, state, and local funding sources for P-12 public education.

2. Apply current legal guidelines to school funding.

3. Examine historical and contemporary funding issues in education.

4. Develop and implement school district budgets.



New Course Impact: no impact on program changes This course will serve as an elective for all EdD students.

new EDUF 8135. Survey and Questionnaire Design (3-0-3). Prerequisites: EDUF 8126 with a grade of B or higher. This course outlines the procedures for designing surveys and questionnaires. In addition, the course outlines the process for collecting and analyzing pilot data to determine validity and reliability. This course also outlines the procedure for designing and administering qualitative instruments, and analyzing data obtained from them. For both objectives, this course covers the process of collecting and analyzing

1. Apply quantitative design concepts to develop a quantitative survey.

2. Use exploratory factor analysis and confirmatory factor analysis to evaluate the construct validity and reliability of a quantitative survey.

3. Collect and analyze pilot data for a quantitative survey.

4. Apply qualitative design concepts to develop a qualitative questionnaire.

5. Collect and analyze pilot data for a qualitative questionnaire.

Demonstrate consistency in the logical organization of ideas and illustrate a strong command of language mechanics (e.g., sentence structure, word choice, and grammar) using APA


pilot data to determine validity and reliability. Grading Scale: A-F Cannot be repeated for credit

(current edition) style guidelines (e.g., formatting, citations, and references).

Course Proposals (Modifications)

Course modification Impact: EdD Educational Leadership program track.

EDUL 8101. Management of Educational Organizations (3-0-3) This course is designed both for central office personnel and aspiring executive level administrators. It is designed to examine the role of chief executives and central office staff members in emerging social, economic, and political contexts that are changing the nature of education, altering how educational organizations are viewed, and are transforming how they lead. A broad range of issues will be explored that are critical to the success of new administrators and issues that can affect relationships and impact educational organizations. Particular attention will be paid to issues of leadership and management in diverse organizations.

EDUL 8101. Management of Educational Organizations (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. This course emphasizes academic leadership concepts that relate to organizational structure, staff productivity, and leadership in the change process with respect to curriculum, instruction, faculty development, and faculty personnel policies in education. Special attention is given to teaching-learning environments and the factors that shape them. The course focuses on internal stakeholders, organizational structures, and processes, as well as intra-institutional relationships that exert pressure on the academic core and impact institutional priorities, strategies, and activities.

1. Conceptualize and develop a research topic for the doctoral dissertation.

2. Articulate the relationship between educational theory and practice in organizational theory.

3. Demonstrate the ability to use APA format for formal writing.

4. Exhibit the interconnectedness between and among the various topics in organizational and management theory.

5. Deconstruct and explain the various theories of educational leadership, management and change.

6. Explain professional knowledge and skills specifically related to an understanding of the various educational and management theories that guide educational leaders.

7. Understand the theoretical foundations of organizational behavior and the evolution of administrative thought.


8. Define the conceptual and practical bases of human behavior within educational institutions as complex organizations.

9. Distinguish between management and leadership in complex educational organizations.

10. Develop an understanding of the major conceptual frameworks that have important implications for educational leadership.

11. Demonstrate writing skill using the American Psychological Association style format. (6th edition)

1. Analyze hiring policies, practices, and procedures.

2. Examine emerging trends and issues in human resources.

3. Apply ethical and legal requirements related to human resources.

4. Propose professional development opportunities.



EDUL 8102. Leading for Change (3-0-3) This course emphasizes the need for leaders to understand the importance of change and the inevitability of change in schools. The course illustrates means to use theory and practice to achieve personal and group goals through learning and social contributions. Participants will learn that the ability to manage change is critical to the success of any leader and organization. Specific strategies for managing change will include: decision making, organizational design, individual and organizational behavior, group dynamics, interpersonal communication, conflict management, negotiation, empowerment, coaching, use of power and influence, managing diversity, performance appraisal, career development, and work stress.

EDUL 8102. Leading for Change (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. This course emphasizes the need for leaders to understand the importance of change and the inevitability of change in schools. The course illustrates means to use theory and practice to achieve personal and group goals through learning and social contributions.

1. Describe elements related to the change process as it takes place in an organizational structure.

2. Outline barriers to the change process involved in teaching, learning, curriculum development, instructional/teaching paradigms, and faculty development.

3. Explain how teaching-learning environments are shaped by forces within and without and are subject to continuous change.

4. Evaluate the reactions of organizational structures and stakeholders to change and prescribe methods of managing and/or affecting change within an organization.

5. Identify an issue that requires change and design a process to manage the change process effectively.

6. Demonstrate writing skill using the American Psychological Association style format. (6th edition)

7. Recognize effective change. 8. Recognize change patterns

within organizations. 9. Identify a change problem

and possible solutions and state them in clear terms.

10. Examine and increase awareness of the critical role


of the leader in any change process.

11. Identify resistors and what to do about them when implementing a change.

12. Demonstrate knowledge of ethical considerations while leading organizational change.



EDUL 8104. Supervision of Teaching and Learning (3-0-3) This course teaches what administrators need to know to supervise and provide leadership for improvement of teaching and learning opportunities including curriculum revision. Candidates analyze the consistency between philosophy, educational theory, and educational practice with specific focus on helping teachers help students. The course examines current thinking in the elementary grades and secondary subject matter disciplines by investigating current teaching, learning and curriculum issues.

EDUL 8104. Supervision of Teaching and Learning (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. This course teaches what administrators need to know to supervise and provide leadership for improvement of teaching and learning opportunities including curriculum revision. Candidates analyze the consistency between philosophy, educational theory, and educational practice with specific focus on helping teachers help students. The course examines current thinking in the elementary grades and secondary subject matter disciplines by investigating current teaching, learning and curriculum issues.

1. Articulate knowledge of the historical background and the social and cultural influences on teaching and learning.

2. Demonstrate knowledge of the various conceptual and contextual teaching and learning strategies.

3. Articulate the importance of learning theory and the significance of developmental characteristics when making decisions concerning teaching and learning.

4. Implement an appropriate decision-making model for the development of teaching and learning.


5. Demonstrate knowledge of the principles and practices of evaluation of pupil achievement and instructional programs, including the use of data to strengthen schools.

6. Articulate effective methods and procedures needed to provide leadership for teaching and learning, including leadership for literacy.

7. Specify leadership required for the application of a change process.



EDUL 8105. Leadership Theory (3-0-3) Leadership Theory is designed to enable doctoral candidates to understand the foundational concepts and develop the analytical skills needed to be an effective leader in a variety of educational related settings. Candidates will explore their own leadership, personality and cognitive styles and learn how these may affect the performance of others within

EDUL 8105. Leadership Theory (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. Leadership Theory This course is designed to enable doctoral candidates to understand the foundational concepts and develop the analytical skills needed to be an effective leader in a variety of educational related settings. Candidates will explore their own leadership, personality, and cognitive styles and learn how these may affect the performance

1. Identify, discuss, and apply specific leadership theories and Identify, discuss, and apply personal leadership strengths.

2. Compare and contrast the major leadership theories and discuss the key points of each theory.

3. Given different organizational scenarios, discuss and analyze the responsibilities and privileges of leaders, including ethical


the organization. The course will focus on theory-based projects and exercises as well as provide opportunities to individually reflect and write about the concepts explored and skills gained throughout the course.

of others within the organization. The course will focus on theory-based projects and exercises as well as provide opportunities to individually reflect and write about the concepts explored and skills gained throughout the course.

and moral decisions and the use of authority and power.

4. Analyze their own leadership style(s) and the impact of those approaches in the workplace.

5. Evaluate an organizational situation and discuss the process of leadership within groups relating to the alignment of the group to rules and norms of the organization.

6. Examine the differences between a leader and a manager and analyze the perspectives that shape each role for maintaining a healthy organization.

7. Locate, read, and summarize articles related to issues in educational leadership.


Course Modification Impact: no impact on

EDUF 8111. Foundations of Educational Evaluation (3-0-3). This course provides an overview of educational evaluation and assessment practices that enable educators to use data for decision making. It contains information that is

EDUF 8111. Foundations of Educational Evaluation (3-0-3). Prerequisites: Acceptance into the Ed.D. Program. This course provides an overview of the basic building blocks and key concepts used to design and implement an evaluation plan. Students will

The course objectives could not be located for this course. 1. Examine the various types

of program evaluation and their purposes.

2. Outline procedures for evaluating programs in the educational setting.

Effective: Fall 2019 Approved CFLCC 03/05/2019

program changes This course will serve as an elective for all EdD students.

both practical and theoretical in nature. In this course, theoretical and philosophical components will be analyzed, but the theories will be translated into practical situations and solutions to current problems.

apply the theoretical, methodological, and practical principles used in evaluation research. The course will provide a systematic and scientific framework to develop an evaluation plan that can be used to evaluate a program or policy at universities, colleges, or school districts.

3. Conduct needs assessment based on a problem or issue in the schools.

4. Construct SMART goals and objectives based on needs assessment using school data.

5. Propose a project with work plan and activities that are logically and realistically linked to goals and objectives.

6. Propose an evaluation plan based on project description.

7. Construct a logic model based on goals, objectives, and project plan of work.




EDUL 8115. Educational Policy and Ethics (3-0-3) This course prepares educational leaders to understand what education policy is at the national, state, and local levels. Students are taught how education policy originates, how it is formally developed, and what factors influence its development. The course will cover how the federal and state court

EDUL 8115. Educational Policy and Ethics (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. This course prepares educational leaders to understand what education policy is at the national, state, and local levels. Students are taught how education policy originates, how it is formally developed, and what factors influence its development. The course will include an extensive

1. Create a definition of educational policy that is consistent with current research. 2. Explain how the federal government justifies its role and involvement in public education. 3. Identify and explain how selected federal, state, and local statues have


systems, selected case law, selected statutes, and school appropriations have historically influenced and shaped the education policy of the public schools in the United States. Students will also study how reform movements, social movements, and other factors like socioeconomics and changing demographics have also influenced the development of the education policy for the public schools. The course will include an extensive review of local school board policy development and the role that a code of ethics for educators plays in influencing policy development.

review of local school board policy development and the role that a code of ethics for educators plays in influencing policy development.

influenced the development of education policy. 4. Be able to recognize and explain the fundamental elements of the U.S. judicial system and how they have influenced education policy development. 5. Explain how the courts and case law have influenced the development of education policy. 6. Identify decisions in selected court cases and explain how those decisions have influenced education policy development. 7. Identify and explain how federal, state, and local appropriations have influenced the development of educational policy. 8. Compare and contrast the effects of reform movements, social movements, and other influences on the development of educational policy. 9. Explain how selected educational reform movements have impacted public schools. 10. Identify and explain how changing demographics, unemployment, advances in technology and other socioeconomic factors influence the development of educational policy.

11. Identify the fundamental elements of effective school board policy. 12. Explain how outside factors influence the development of local school board policy. 13. Compare and contrast well written local school board policy with poorly written and ineffective local school board policy. 14. Be able to write effective school board policies on selected topics. 15. Identify and explain how the Georgia Code of Ethics for Educators influences and impacts public schools. 1. Explain how politics influence the development and implementation of public education. 2. Demonstrate an understanding of how federal, state, and local laws, funding, and social reform have impacted the formation of public education. 3. Select and defend judicial, legislative, financial, and/or social factors that have had the greatest influence on the formation of public education justifying the position with supporting research. 4. Demonstrate consistency in the logical

organization of ideas and illustrate a strong command of language mechanics (e.g., sentence structure, word choice, and grammar) using APA (current edition) style guidelines (e.g., formatting, citations, and references). 5. Identify and explain how the Georgia Code of Ethics for Educators influences and impacts public schools.


EDUL 8126. Politics of Education (3-0-3) The myth that politics and education exist in separate worlds is examined in this course. Politics is a critical aspect of all educational endeavors. Participants will review the recent waves of educational reform in terms of their political implications for educational decision makers. Manifestations of overt political behavior and the politics at the federal, state and local levels will also be explored.

EDUL 8126. Politics of Education (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. The myth that politics and education exist in separate worlds is examined in this course. Politics is a critical aspect of all educational endeavors. Participants will review the recent waves of educational reform in terms of their political implications for educational decision makers. Manifestations of overt political behavior and the politics at the federal, state and local levels will also be explored.

1. Demonstrate an understanding of how politics influence the development and implementation of public education.

2. Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.

3. Demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with school and community.

4. Make and explain administrative decisions based upon ethical and legal principles.

5. Demonstrate an understanding of the policies, laws, and regulations enacted by local,


state, and federal authorities that affect the politics of public schools, especially those that might improve educational and social opportunities.

6. Apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

7. Describe community norms and values and how they relate to the role of the school in promoting social justice.

8. Demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws.

9. Advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic, background, ethnicity, gender, disability, or other individual characteristics.

10. Gain an understanding of how to conduct research to find an answer to a predetermined research question through the lens of politics in education.

11. Take and Defend a position on a public

educational issue justifying the position with supporting research.

10. Practice the skills needed to write Chapter 2 of a doctoral dissertation.


Course modification Impact: no impact on program changes This course will serve as an elective for all EdD students.

EDUL 8127. Creating Resilient Leaders (3-0-3) This course is designed to prepare leaders for increasing responsibilities to exercise direct and indirect supervision. Students enhance their leadership abilities and develop skills to manage people while leveraging diversity, develop subordinate leaders, manage conflict, displaying flexibility and resilience with a focus on the organizational mission.

EDUL 8127. Creating Resilient Leaders (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. This course is designed to prepare leaders for increasing responsibilities to exercise direct and indirect supervision. Students enhance their leadership abilities and develop skills to manage people while leveraging diversity, develop subordinate leaders, manage conflict, display flexibility and resilience with a focus on the organizational mission.

1. Communicate effectively at the organizational leadership level relative to implementation of resiliency in educational organizations.

2. Explain how managers develop resilient strategy; how they gain support for resiliency initiatives; and how they evaluate resilient performance in their organizations.

3. Apply effective leadership style(s) using knowledge of resiliency.

3. Solve complex and ambiguous problems using collaborative resiliency techniques.

4. Develop subordinate leaders to improve organizational efficiency and educational impact.


5. Synthesize, apply, and communicate resiliency knowledge to solve educational problems.



EDUL 8128. Educational Facilities, Development and Implementation (3-0-3) This course prepares educational leaders to evaluate and ensure school facilities support the teaching and learning process. Educational specifications, survey techniques, and information necessary to develop, oversee, and maintain school facilities will be addressed. Specific attention will be given to the importance of facilities to student health, safety, and academic performance.

EDUL 8128. Educational Facilities, Development, and Implementation (3-0-3) Prerequisite: Acceptance into the Ed.D. Program. This course prepares educational leaders to evaluate and ensure school facilities support the teaching and learning process. Educational specifications, survey techniques, and information necessary to develop, oversee, and maintain school facilities will be addressed. Specific attention will be given to the importance of facilities to student health, safety, and academic performance.

1. Research the historical perspective of educational facilities planning including societal influences and movements.

2. Recognize the impact of adequate educational facilities to student learning.

3. Review and understand current research describing the importance of site location, school size, class size, and schools designed for safety.

4. Recognize the importance of indoor air quality, thermal control, acoustics, ventilation, and building quality to student and faculty health and the learning environment in schools.

5. Understand the relationship between healthy students and faculty to performance objectives and the financial


implications to the school district.

6. Gain familiarity and learn how to use the NCEF Facilities Safe Schools Checklist.

7. Understand the importance of building access control to school safety.

8. Understand the role of the superintendent, school board, and the facilities committee in developing bond proposals.

9. Recognize local, state, and national funding opportunities for school districts incurring facilities-related debt.

10. Understand the importance of the superintendent in communicating educational facilities to all district stakeholders.

11. Understand the importance of the work provided by architects, engineers, financial advisors, bond attorneys, and others who provide professional services during significant construction projects.

12. Recognize the various construction contract methods and selection process available to school districts.

13. Analyze a school district’s building program

including the following components: (a) foundation premises of the district model, (b) overview of the district model, (c) role of the district office in the district model, (d) role of school administrators in the district model, and (e) major phases and milestones of a school facility project.

14. Develop a plan to involve community members, groups, and other stakeholders in district decision-making for educational facility development, including strategies to capitalize on the district’s integral role in the larger community.

15. Construct a hypothetical educational learning facility.



Copy the course description from the 2017-18 catalog and paste it in this column, one course per row. Use strikethrough and red typeface to indicate deletions.


Enter the student learning outcomes for the course in this column. If new outcomes are proposed, use red strikethrough and


For new courses, simply enter “New” in this cell.

yellow highlights to indication the change.

Prerequisite Modification Impact: no program changes. Rationale: EdD students can have only one C count toward their program of study. They need a strong foundation in research to be successful with the dissertation.

EDUF 8125. Mixed Methods Research in Education (3-0-3) Prerequisite: EDUF 8126 and EDUF 8117 with a passing grade of C or higher. This course provides an overview of mixed methods research, particularly as it relates to educational research. Specifically, mixed methods research is put into historical context, and examined as a third research paradigm. In doing so, attention is given to the progression and methodological uncertainties related to the definition, philosophical assumptions, designs and analytic approaches. The applied nature of the course will address strategies for conducting, reporting, and evaluating mixed methods research in education.

EDUF 8125. Mixed Methods Research in Education (3-0-3) Prerequisite: EDUF 8126 and EDUF 8117 with a passing grade of B or higher. This course provides an overview of mixed methods research, particularly as it relates to educational research. Specifically, mixed methods research is put into historical context, and examined as a third research paradigm. In doing so, attention is given to the progression and methodological uncertainties related to the definition, philosophical assumptions, designs and analytic approaches. The applied nature of the course will address strategies for conducting, reporting, and evaluating mixed methods research in education.

Approved CFLCC 040/01/2019 Approved, COEHP Curriculum committee 04/02/2019

Prerequisite Modification Impact: no program changes. Rationale: EdD students can have only one C count toward their program of study. They need a strong

EDUF 8127. Quantitative Experimental Research (3-0-3) Prerequisite: EDUF 8126. This course is designed to advance students' ability to analyze, interpret, and utilize data using experimental designs. Material will be presented to facilitate a conceptual and practical understanding of statistical methods beyond their fundamental knowledge so that students can effectively consume and produce scholarly research. The emphasis of this class rests on

EDUF 8127. Quantitative Experimental Research (3-0-3) Prerequisite: EDUF 8126 with a passing grade of B or higher. This course is designed to advance students' ability to analyze, interpret, and utilize data using experimental designs. Material will be presented to facilitate a conceptual and practical understanding of statistical methods beyond their fundamental knowledge so that students can effectively consume and produce scholarly research. The emphasis of this class rests on various univariate statistical


foundation in research to be successful with the dissertation.

various univariate statistical models rooted in the ANOVA model, as well as analysis and interpretation.

models rooted in the ANOVA model, as well as analysis and interpretation.

Prerequisite Modification Impact: no program changes. Rationale: EdD students can have only one C count toward their program of study.

EDUF 8129. Developing the Dissertation Prospectus (3-0-3) Prerequisite: EDUF 8127, EDUF 8117, and EDUF 8125 with a passing grade of C or higher. This course is designed to prepare candidates to develop a dissertation prospectus for presentation to a committee and to gain the knowledge necessary to complete the EdD dissertation.

EDUF 8129. Developing the Dissertation Prospectus (3-0-3) Prerequisite: EDUF 8127, EDUF 8117, and EDUF 8125 with a passing grade of B or higher. This course is designed to prepare candidates to develop a dissertation prospectus for presentation to a committee and to gain the knowledge necessary to complete the EdD dissertation.


PROGRAM CHANGES

Program and request

Current Proposed Approval and Date

EdD in Curr & Leadership: Leadership Track

RESEARCH Required Hours: 15 EDUF 8117 Qualitative Research Methods EDUF 8125 Mixed Methods Research in Education EDUF 8126 Introduction to Statistical Methods in Education EDUF 8127 Quantitative Experimental Research EDUL 8715 Doctoral Seminar in Curriculum and Leadership SPECIALIZATION Required Hours: 24 EDUL 8102 Leading for Change EDUL 8104 Supervision of Teaching and Learning EDUL 8105 Leadership Theory

RESEARCH Required Hours: 15 EDUF 8117 Qualitative Research Methods EDUF 8125 Mixed Methods Research in Education EDUF 8126 Introduction to Statistical Methods in Education EDUF 8127 Quantitative Experimental Research EDUL 8715 Doctoral Seminar in Curriculum and Leadership SPECIALIZATION Educational Leadership Required Hours: 24 EDUL 8102 Leading for Change EDUL 8104 Supervision of Teaching and Learning

Approved CFLCC 03/05/2019 Approved, COEHP Curriculum Committee 03/13/2019

EDUL 8115 Educational Policy and Ethics EDUL 8126 Politics of Education EDUL 8127 Creating Resilient Leaders EDUL 8209 Organizational Theory: Implications for Student Performance EDUL 8807 Directed Study in Educational Leadership DISSERTATION Required Hours: 12 EDUF 8000 EdD Dissertation Defense EDUF 8129 Developing the Dissertation Prospectus EDUF 8999 Dissertation EDUF 8999 Dissertation EDUF 8999 Dissertation ELECTIVES Required Hours: 12 12 approved semester hours in discipline as approved by advisor Total Required Hours: 63

EDUL 8105 Leadership Theory EDUL 8115 Educational Policy and Ethics EDUL 8126 Politics of Education EDUL 8101 Management of Educational Organizations EDUL 8129 System Level Finance EDUL 8128 Educational Facilities, Development and Implementation DISSERTATION Required Hours: 12 EDUF 8000 EdD Dissertation Defense EDUF 8129 Developing the Dissertation Prospectus EDUF 8999 Dissertation EDUF 8999 Dissertation EDUF 8999 Dissertation ELECTIVES Required Hours: 12 12 approved semester hours in discipline as approved by advisor Total Required Hours: 63

Teacher Education Program: Early Childhood Education All Programs - Name Change

Program and request

Current Proposed

BSEd in Early Childhood: Program Name Change (we have already notified the BOR and were part of the blanket approval for our program name change)

Bachelor of Science in Education Early Childhood Education College of Education and Health Professions Department of Teacher Education Program Description The B.S.Ed. Early Childhood Education program at Columbus State University provides pre-service teachers a solid knowledge base emphasizing contemporary theory and research. Students also participate in extensive field experiences in settings which reflect diverse populations of young children. The program was selected as the 1997 Distinguished Program in Teacher Education by the Georgia Association of Teacher Educators (GATE). Educator Preparation at Columbus State University is accredited by the National Council for Accreditation of Teacher Education (NCATE). All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_bsedec.php

Bachelor of Science in Education Elementary Education (Formerly Early Childhood Education) College of Education and Health Professions Department of Teacher Education Program Description The B.S.Ed. in Elementary Education program at Columbus State University provides pre-service teachers a solid knowledge base emphasizing contemporary theory and research. Students also participate in extensive field experiences in settings which reflect diverse populations of young children. The program was selected as the 1997 Distinguished Program in Teacher Education by the Georgia Association of Teacher Educators (GATE). Educator Preparation at Columbus State University is accredited by the National Council for Accreditation of Teacher Education (NCATE). All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_bsedec.php

Early Childhood Education Minor: Change the name to Elementary Education

Early Childhood Education 18 semester hours including EDEC 3255, EDEC 3256, and 12 semester hours of approved electives. found at: https://academics.columbusstate.edu/catalogs/current/degreesandprograms/degrees_minors.php#Ed

Elementary Education (Formerly Early Childhood Education) 18 semester hours including EDEC 3255, EDEC 3256, and 12 semester hours of approved electives.

https://academics.columbusstate.edu/catalogs/current/reqs/coehp_bsedec.php




https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=EDEC%203255-,EDEC%203256-,


https://academics.columbusstate.edu/catalogs/current/degreesandprograms/degrees_minors.php#Ed

https://academics.columbusstate.edu/catalogs/current/degreesandprograms/degrees_minors.php#Ed



MAT in Early Childhood Education: Name Change (we have already notified the BOR and were part of the blanket approval for our program name change)

Master of Arts in Teaching Early Childhood Education College of Education and Health Professions Department of Teacher Education Program Description The Master of Arts in Teaching (M.A.T.) program in early childhood education is designed for individuals holding a bachelor's degree in a closely related field who wish to obtain a teaching certificate and master's degree in early childhood education. Certification in this field is for grades Pre-K through 5. The M.A.T. provides professional and pedagogical studies that develop proficiency in the knowledge, skills, and habits of beginning teachers. Educator Preparation at Columbus State University is accredited by the National Council for Accreditation of Teacher Education (NCATE). All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_mat_ec.php

Master of Arts in Teaching Elementary Education (Formerly Early Childhood Education) College of Education and Health Professions Department of Teacher Education Program Description The Master of Arts in Teaching (M.A.T.) program in Elementary education is designed for individuals holding a bachelor's degree in a closely related field who wish to obtain a teaching certificate and master's degree in Elementary education. Certification in this field is for grades Pre-K through 5. The M.A.T. provides professional and pedagogical studies that develop proficiency in the knowledge, skills, and habits of beginning teachers. Educator Preparation at Columbus State University is accredited by the National Council for Accreditation of Teacher Education (NCATE). All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_mat_ec.php

MEd in Early Childhood Education: Program Name Change (we have already notified the BOR and were part of the blanket approval for our program name change)

Master of Education Early Childhood Education College of Education and Health Professions Department of Teacher Education Program Description The Master of Education (M.Ed.) program in early childhood education is designed for teachers who hold a clear renewable T-4 teaching certificate. It provides advanced professional and pedagogical studies that develop expertise in the knowledge, skills, and habits of accomplished teachers. Educator Preparation at Columbus State University is accredited by the Council for Accreditation of Educator Preparation (CAEP), formerly the National Council for Accreditation of Teacher Education. All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_med_ec.php#progdescrip

Master of Education Elementary Education (Formerly Early Childhood) College of Education and Health Professions Department of Teacher Education Program Description The Master of Education (M.Ed.) program in Elementary education is designed for teachers who hold a clear renewable T-4 teaching certificate. It provides advanced professional and pedagogical studies that develop expertise in the knowledge, skills, and habits of accomplished teachers. Educator Preparation at Columbus State University is accredited by the Council for Accreditation of Educator Preparation (CAEP), formerly the National Council for Accreditation of Teacher Education. All educator preparation programs are approved by the Georgia Professional Standards Commission.

https://academics.columbusstate.edu/catalogs/current/reqs/coehp_mat_ec.php




https://academics.columbusstate.edu/catalogs/current/reqs/coehp_med_ec.php#progdescrip



EdS in Early Childhood Education: Program Name Change (we have already notified the BOR and were part of the blanket approval for our program name change)

Specialist in Education Early Childhood Education College of Education and Health Professions Department of Teacher Education Program Description Teachers holding a clear renewable T-5 teaching certificate with at least three years of teaching experience may apply for admission to the Specialist in Education (Ed.S.) program. Education Specialist candidates develop content and pedagogical expertise as well as seek to influence educational decisions outside their own classrooms. They become increasingly accomplished teachers who display leadership. Educator Preparation at Columbus State University is accredited by the Council for Accreditation of Educator Preparation (CAEP), formerly the National Council for Accreditation of Teacher Education. All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_eds_ec.php

Specialist in Education Elementary Education (Formerly Early Childhood Education) College of Education and Health Professions Department of Teacher Education Program Description Teachers holding a clear renewable T-5 teaching certificate with at least three years of teaching experience may apply for admission to the Specialist in Education (Ed.S.) program. Education Specialist candidates develop content and pedagogical expertise as well as seek to influence educational decisions outside their own classrooms. They become increasingly accomplished teachers who display leadership. Educator Preparation at Columbus State University is accredited by the Council for Accreditation of Educator Preparation (CAEP), formerly the National Council for Accreditation of Teacher Education. All educator preparation programs are approved by the Georgia Professional Standards Commission. https://academics.columbusstate.edu/catalogs/current/reqs/coehp_eds_ec.php

Approved, COEHP Curriculum Committee 03/13/2019 Program: Early Childhood Education Course Modification

Course modification

EDEC 4105. Technology for the Twenty-First Century Classroom (2-0-2) Prerequisite: EDEC 3256, EDRG 3115. This course integrates technology and curriculum through

EDEC 4105. Technology for the Twenty-First Century Classroom (2-0-2) This course integrates technology and curriculum through the use of web-based tools and pedagogy that prepare teachers

Upon successful completion of this course students will have knowledge of: 1. Learner: Educators continually improve their practice by learning from and with others and exploring

Effective: Spring 2019 Approved 3/3/2019



https://academics.columbusstate.edu/catalogs/current/reqs/coehp_eds_ec.php




Impact: no program changes.

the use of web-based tools and pedagogy that prepare teachers (S/U grading)

A-F Grading proven and promising practices that leverage technology to improve student learning. Educators: ● 1a Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness. ● 1b Pursue professional interests by creating and actively participating in local and global learning networks. ● 1c Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. 2. Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators: ● 2aShape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders. ● 2b Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. ● 2c Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning. 3. Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators: ● 3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic


behavior online that build relationships and community. ● 3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. ● 3c Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property. ● 3d Model and promote management of personal data and digital identity and protect student data privacy. 4. Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators: ● 4a Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. ● 4b Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues. ● 4c Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally. ● 4d Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.

5. Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: ● 5a Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. ● 5b Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. ● 5c Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning. 6. Facilitator: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators: ● 6a Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. ● 6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. ● 6c Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems. ● 6d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7. Analyst: Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators: ● 7a Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. ● 7b Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. ● 7c Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction. Upon successful completion of this course students will be able to: 1. Articulate a set of professional learning goals to explore and apply pedagogical approaches made possible by technology 2. Actively participate in local and global learning networks. 3. Create a plan for empowered learning with technology by engaging with education stakeholders. 4. Demonstrate methods of equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. 5. Use technology to create, adapt and personalize learning experiences that foster independent learning and

accommodate learner differences and needs. 6. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Program: Middle Grades Sciences Course Proposals (New)

New Impact: Yes, it will change the middle grades program of study (MAT). Rationale: Currently there are two courses offered (one in Fall, the other in Spring) which usually have low enrollment. Pre-service middle grade teachers need both content areas. The new science course will combine the two content areas (i.e., EDMG 6135 and EMDG 6136) together which will increase class size and ensure students have the required content knowledge/background for their career as a science teacher. As in the past, this course is

New

EDMG 6127. Teaching Science in Middle Grades (3-0-3) Co-requisite EDCI 6456. Content selection and teaching methodology in middle grades physical and life science. Emphasis will be placed on recommendations from national curriculum movements. Grading Scale: A - F Assessment Tools: Papers, Projects, Presentations Taken again for credit? No

Students will be able

1. Design science units and lessons that are standards based and developmentally appropriate for middle grades.

2. Design and implement inquiry-based learning activities that promote scientific practices.

3. Design and implement assessments that are aligned with lesson objectives and document science learning.

4. Analyze and reflect on teaching based on the student assessments and observations.

5. Use technology in delivering instruction for learners with diverse backgrounds.

Effective: Fall 2019 Approved Teacher Education 2/26/2019 Approved, COEHP Curriculum Committee 03/13/2019

to be taken with EDCI 6456, a supervised lab.

PROGRAM CHANGES - MAT

Program and request

Current Proposed

Teacher Education -Middle Grades Program Masters of Arts in Teaching in Middle Grades

Science Concentration EDMG 6135 Teaching Concepts of Physical Science in the Middle Grades (3 credits) and EDCI 6456 Middle Grades and Secondary Practicum (2 credits) OR EDMG 6136 Teaching Concepts of Life Science in the Middle Grades (3 credits) and EDCI 6456 Middle Grades and Secondary Practicum

Science Concentration EDMG 6XXX Teaching Science in the Middle Grades (3 credits) and EDCI 6456 Middle Grades and Secondary Practicum (2 credits)

Approved, COEHP Curriculum Committee 03/13/2019 PROGRAM CHANGES - MEd Approved, COEHP Curriculum Committee 03/13/2019 BSEd Middle Grades (Program Change)

Program and request Current Proposed Approval

Teacher Education -Middle Grades Program

Area H Program Requirements Area H Program Electives Required Hours: 32-38

Area H Program Requirements Area H Program Electives Required Hours: 32-35

Approved Teacher Education 2/26/2019

https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=EDMG%206135-,EDCI%206456-,










Bachelors of Science in Education Rationale: Currently, students selecting a Science concentration have several additional courses to take as compared to the other concentration areas. The result is fewer middle grade science students and a shortage of middle grade science teachers in the schools. The elimination of this course helps to reduce the number of hours while still meeting state requirements for certification (15 credit hours). In addition to the specialization (Area H), students still receive additional science hours in other areas (i.e., Area F and Area D). Finally, the elimination of this course will also help to reduce content repetition as the content is still covered in other courses.

Science Specialization: 19-21 EDMG 4235 Teaching Science in the MG Extra Hours from Area F Science Lab courses ASTR 3105 Physics, Chem & Geol of the Solar System BIOL 1215K Principles of Biology (includes lab) PHYS 1111/1311 Introductory Physics I w/Lab Selected one of the following: ATSC 5116 Meteorology: Intro to Weather and Climate GEOL 3266 Mineralogy GEOL 5135 Oceanography GEOL 5175 Physical Anthropology and Archeology GEOL 5255 Environmental Geology Total Hours Required: 123-129

Science Specialization: 15-18 EDMG 4235 Teaching Science in the MG (4 credits) Extra Hours from Area F Science Lab courses (2 credits possible) BIOL 1215K Principles of Biology (includes lab) (4 credits) PHYS 1111/1311 Introductory Physics I w/Lab (4 credits) Selected one of the following: ATSC 5116 Meteorology: Intro to Weather and Climate (4 credits) GEOL 3266 Mineralogy (4 credits) GEOL 5135 Oceanography (3 credits) GEOL 5175 Physical Anthropology and Archeology(3 credits) GEOL 5255 Environmental Geology (4 credits) Total Hours Required: 123-126


https://academics.columbusstate.edu/catalogs/current/courses/course_details.php?code=EDMG&num=4235

https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=PHYS%201111-,PHYS%201311-,BIOL%201215K-,ASTR%203105-,









https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=ATSC%205116-,GEOL%203266-,GEOL%205135-,GEOL%205175-,GEOL%205255-,















https://academics.columbusstate.edu/catalogs/current/courses/course_details.php?code=EDMG&num=4235






















From: Tim Howard, COLS

Re: UCC Meeting April 9, 2019

Date: April 3, 2019

Command College

PROGRAM CHANGES

Program and

request

Current Proposed

Master of Public Safety Administration: Restructure as two tracks – a General Track that reflects the current options, with POLS 7177 added as an option in the electives, and

an Emergency Management Track.

Master of Public

Safety

Administration,

General Track

UCC approved

4/8/19 as separate

tracks

Area 1 Program Core Required Hours: 21

MPSA 6105 Leadership in Public Safety Administration

MPSA 6116 Human Resource Management and Development

MPSA 6125 Organizational and Management Realities

MPSA 6126 Fiscal Management and Public Finance

MPSA 6136 Applied Research in Public Safety Administration

MPSA 6146 Strategic Planning and Policy Development

MPSA 6156 Legal Issues and Trends in Public Safety Administration

Area 2 Program Electives Required Hours: 15






Area 2 Required Courses Required Hours: 9

Program and

request

Current Proposed

MPSA 6135 Burden of Command: Leader vs. Manager

MPSA 6137 Critical Incident Management

MPSA 6138 Employment Process for Public Safety

MPSA 6139 Essential Skills for Professional Management

MPSA 6127 Felony Task Force Management

MPSA 6128 Internal Affairs

MPSA 6129 Managing Marginal Employees

MPSA 6145 Media Relations

MPSA 6148 Performance Appraisals and Evaluations

MPSA 6555 Selected Topics in Public Safety Administration

MPSA 6131 Terrorism Response by Public Safety Managers I

MPSA 6132 Terrorism Response by Public Safety Managers II

MPSA 6147 Strategic Approach to Homeland Security for Public Safety

Administrators




Area 3 Electives Required Hours: 15

Select 5 courses from the following:












Administrators



POLS 7177 National Security Policy

Program and

request

Current Proposed

Area 3 Exit Requirements Required Hours: 0

MPSA 6000 Master in Public Safety Administration Comprehensive

Examination

Total Hours Required: 36



Examination


Master of Public

Safety

Administration,

Emergency

Management Track

UCC approved

4/8/19 as separate

tracks









Area 2 Program Electives Required Hours: 15












Area 2 Required Courses Required Hours: 24

Take the following 8 courses:






Program and

request

Current Proposed








Administrators



Examination



Administrators


POLS 7177 National Security Policy



Examination


Rationale and explanation: CSU received a request to add an Emergency Management option to the Master of Public Safety Administration and to offer that

option in Griffin. The proposed changes maintain all of the existing requirements and electives as the “General Concentration”, but specify more courses for the

Emergency Management Concentration. No new courses are needed. With the exception of POLS 7177, all of the courses required in the proposed Emergency

Management Concentration are already available as electives in the MPSA program of study. The proposal would also make POLS 7177 available as an elective in

the General Concentration.

History & Geography Department

NEW PROGRAM PROPOSAL

Program and

request

Current Proposed

Cinema Studies

Certificate

UCC approved

4/8/19

Description: The Cinema Studies Certificate is a 15-credit hour

interdisciplinary program open to all CSU students. The certificate program

introduces students to film theory and analysis, explores the history of

film-making, and provides the critical skills and tools necessary to

understand and articulate the influence of cinema in a global context. The

award of the certificate means that the holder has completed the required

courses and at least nine hours of elective courses earning a "C” or better

in each course.

Required Hours: 15

A grade of “C’ or better is required in each course.

Required courses:

ENGL 2147 Intro to Film

HIST 3126 History on Film

Select nine hours from these elective courses:

ARTH 3135 Documentary Photography and Film

ARTH 3136 Art of the Film

ENGL 3109 Introduction to Screenwriting

ENGL 3130 Film Genres and Themes

HIST 5577 Selected Topics Film and History

ITDS 1145 Comparative Arts (if the course is film related)

Program and

request

Current Proposed

POLS 3256 Politics in Film

SPAN 4118 Survey of Cinema from Spain

* Students may also apply any special topics course related to film not

listed above if approved by the certificate coordinators.

Description: The Cinema Studies Certificate is a 15-credit hour interdisciplinary program open to all CSU students. The certificate program introduces students to film theory and

analysis, explores the history of film-making, and provides the critical skills and tools necessary to understand and articulate the influence of cinema in a global context. The

award of the certificate means that the holder has completed the required courses and at least nine hours of elective courses earning a "C” or better in each course.

General Information: Up to 6 hours of transferred coursework from another university may be applied to the certificate, provided that the coursework is related to cinema

studies and is approved by the certificate coordinators. The Cinema Studies Certificate indicates to a prospective employer or academic department that the university validates

the program of study. Students who are interested in pursuing the Cinema Studies Certificate should contact one of the coordinators, Joe Miller (Department of English) or Gary

Sprayberry (Department of History & Geography).

Rationale

The COLS Strategic Plan 2018 - 2023 calls for the identification of “ways that COLS faculty and students can collaborate with the GA Film Academy (film studies classes, film

studies certificate, etc.).” The Academy has seen significant growth since its inception, and this provides an opportunity to simultaneously engage students in humanities and the

arts at CSU. As students learn the technical aspects of film and video production, through this certificate program they will also be able to complement their study and practice

with a rigorous exploration of cinema from a variety of disciplinary perspectives.

The proposed certificate program carries tremendous potential to help fulfill the objective of the University Strategic Plan 2018-2023 to “develop new programs that meet

regional needs and also have the potential for significant student enrollment.” Film classes are very popular and in high demand. A preliminary analysis of enrollment figures has

revealed that more than 300 students have taken film classes at CSU since 2013. Many of these classes have been offered during the summer and have had strong enrollments

because they are well suited for the structure of condensed summer classes. Additionally, students have consistently expressed a strong desire for more film offerings. In

listening sessions at both the English and History convocations, students have stated that increased film course options is among the changes they would most like to see. The

certificate proposal fulfills this objective while also meeting Provost Deborah Bordelon’s goal of increasing interdisciplinary collaboration across departments and colleges, as the

curriculum utilizes five departments across two colleges and provides opportunity for participation from more departments through the inclusion of ITDS courses with film

emphases.


From: Turner College of Business

Re: UCC Meeting [April 9, 2019]]

Date: March 29, 2019

[Business]

Course Proposals (New, modified, reactivated, and deactivated)

Proposal type. Impact: does this trigger any program change? List all programs affected and submit a program modification for each program.


Enter the proposed course description in this column, one course per row. Use yellow highlighting to show what has been modified. Enter “Deactivate” in this column for deactivations. Include grading mode information. Lab courses must designate Supervised or Unsupervised.



New Course

FTEC 3135 Impact: Triggers New Program – Fintech Certificate

New FTEC 3135 Banking and Fintech (3-0-3) Equivalent Course: FINC 3135. Prerequisite: Junior standing. In this course, students will learn about the principles and practices of commercial bank management, bank regulation, and the tradeoffs between risk and return. Challenges presented by the FinTech revolution, including traditional and emergent competitors as well as demographic, social, and technology forces driving change in the industry, will be integrated throughout the entire course.

Students who successfully complete the course should be able to do the following: 1. Describe the evolution of banking, the organizational structure of commercial bank products and services, and the economic and social role of banks 2. Assess how financial technology (FinTech) is reshaping the function and operation of financial institutions, especially banks

Effective: Summer 2019 (new catalog year) Approved, Chair of ACCT / FINC 02.28.19. Approved, TCOB 03.05.19 Approved UCC,

----------------- A – F Grading Cannot be repeated for credit. Equivalent Course: FINC 3135 Financial Institutions and Technologies

3. Analyze the distinguishing features of banks as financial intermediaries, their unique characteristics as businesses, and their sources of value-added in the economy 4. Discuss the function of the Federal Reserve System in regulating banks and conducting monetary policy. 5. Debate the future of impact of FinTech and FinTech enterprises on the financial services industry.

New Course FTEC 4698 Impact: Triggers New Program – Fintech Certificate

New FTEC 4698. Internship (0-0-{1-3}) Prerequisites: Minimum 3.0 GPA, Junior standing, and approval of Department Chair. Placement is restricted. Substantial written proposal and final report are required. Credit may be applied only as an elective. (S/U grading.) (Course fee required. ------------------- S/U Grading Can be repeated for credit.

1. Identify essential functions in Financial Technology within a practical business world working environment 2. Apply the principles, theories, and procedures taught in the classroom within a business organizational setting 3. Assess organizational behavior while developing first-hand work experience 4. Develop interpersonal skills and a sense of professionalism in the work environment


New Course ECON 3149

New ECON 3149. Real Estate Principles (3-0-3) Equivalent Course: FINC 3145. Prerequisite: Junior standing. The basic principles of real estate ownership, economic value, mortgage financing, valuation, subdividing, and legislation pertaining to real estate. -------------

Students will 1. Summarize the legal and

economic foundations of

property ownership.

2. Discuss key drivers of

economic value for real

estate resources and

development from a

macro and micro

perspective.

3. Describe the real estate

brokerage function along


A – F Grading Cannot be repeated for credit. Equivalent Course: FINC 3145 Real Estate Principles

with how it’s evolved

with emerging financial

technology.

4. Recognize mortgage

funding sources, and

apply investment decision

criteria for making real

estate investment

decisions.

Course Modification FINC 3145

FINC 3145. Real Estate Principles (3-0-3) Prerequisite: Junior standing. The basic principles of real estate ownership, mortgage financing, valuation, subdividing, and legislation pertaining to real estate.

FINC 3145. Real Estate Principles (3-0-3) Equivalent Course: ECON 3149. Prerequisite: Junior standing. The basic principles of real estate ownership, economic value, mortgage financing, valuation, subdividing, and legislation pertaining to real estate. Equivalent Course: ECON 3149

Students will 1. Summarize the legal and

economic foundations of

property ownership.

2. Discuss key drivers of

economic value for real

estate resources and

development from a

macro and micro

perspective.

3. Describe the real estate

brokerage function along

with how it’s evolved

with emerging financial

technology.

4. Recognize mortgage

funding sources, and

apply net present value

(NPV) and internal rate

of return (IRR)

investment decision

criteria for making real

estate investment

decisions.


Course Modification MISM 4128

MISM 4128. Business Intelligence (3-0-3) Prerequisite: MISM 3109 or MISM 3115 with a "C" or better. This course emphasizes the various phases of business intelligence (BI) software and hardware. Applications of BI go

MISM 4128. Business Intelligence (3-0-3) Prerequisite: MISM 3109 or MISM 3115 with a "C" or better. This course focuses on business intelligence (BI) – an IT approach to data collection and analysis to address a wide variety of practical organizational

Upon completion of MISM 4128, students should be able to: 1. Explain their comprehension of “big data” and its effect on the organization’s need for

Effective: Summer 2019 (new catalog year) Approved, Chair of MGMT / MKTG 03.27.19.

beyond simple data collection. Through skillful analysis, BI takes on practical organizational problems. This discipline provides professionals with an overall view of an organization's financial and operational standing. As an additional outcome, BI provides vital answers to important questions about financial gains and losses, as well as areas for operational improvement and product performance.

problems and issues. This discipline provides professionals with an overall view of an organization’s financial and operational standing. As an additional outcome, BI provides vital answers to important questions about financial gains and losses, as well as areas for operational improvement and product performance.

computerized support of managerial decision making. (Comprehension) 2. Describe the Business Intelligence (BI) methodology and concepts, and relate BI as a new generation of Decision Support Systems (DSS). (Knowledge) 3. Apply the BI methodology through analysis of business functions and measure the appropriate user’s business requirements. (Analysis) 4. The student will design and develop a BI computer application that solves an organizational problem in response to real circumstances. This BI system will utilize a variety of data visualization options, including bar/line/pie/bubble charts, digital dashboards and key performance indicator gauges. (Application)

Approved, TCOB 03.29.19 Approved UCC,

NEW PROGRAMS

Program Title Program of Study

Fintech Certificate

Effective: Summer 2019 (new catalog year)

Approved, Chair of ACCT /FINC

02.28.19

Approved, TCOB

03.05.19

Approved UCC,

Fintech Certificate

The Fintech Certificate is a 4-course, 12-hour program of study open to CSU students

in all majors and to non-degree students who already hold a Bachelor’s degree. This is

a stand-alone certificate that does not require a student to be enrolled in a degree

program at CSU. The program is designed to prepare students for careers in the

Fintech industry.

Required Hours: 12

Required Curriculum (9 credit hours)

FTEC 3125 Foundations of Fintech

FTEC 3135 Banking and Fintech

FTEC 3725 Seminar in Fintech Technologies

Elective Curriculum (3 credit hours)

Choose 3 credit hours from the following:

FTEC 4698 Fintech Internship

*MISM 3128 Cybersecurity Management

*MISM 3145 Business Data Networks and Security

*CPSC 2159 Introduction to Networks

*CPSC 2106 Introduction to Cybersecurity

*CPSC 4166 Intrusion Detection and Prevention

*CPSC 5127 Computer and Network Security

*CPSC 5185 Artificial Intelligence

*CPSC 5165 Web Development Projects

*CPSC 4130 Mobile Computing

* These electives have pre-requisites which could entail additional hours for

completion of the program.

PROGRAM MODIFICATIONS

Program Current Proposed

B.S. Computer Science,

Education Track

Replace Area G CPSC 3165

with CPSC 3105

Area G Computer Science Requirements Required

Hours: 28

A grade of "C" or better is required in each CPSC course.

Area G Computer Science Requirements Required

Hours: 28

A grade of "C" or better is required in each CPSC course.

Effective: Summer 2019 (new

catalog year)

Approved, Chair of Computer

Science

02.28.19

Approved, TCOB

03.05.19

Approved UCC,

CPSC 2108 Data Structures

CPSC 2125 Internet Programming

CPSC 3118 Graphic User Interface Development

CPSC 3125 Operating Systems

CPSC 3131 Database Systems 1

CPSC 3165 Professionalism in Computing

CPSC 3175 Object-Oriented Design

CPSC 4000 Baccalaureate Survey

CPSC 4125 Server-Side Web Development

CPSC 4175 Software Engineering

CPSC 5157 Computer Networks

Note: Extra Math hour from Area F

CPSC 2108 Data Structures

CPSC 2125 Internet Programming

CPSC 3118 Graphic User Interface Development

CPSC 3125 Operating Systems

CPSC 3131 Database Systems 1

CPSC 3105 Digital Multimedia Development

CPSC 3175 Object-Oriented Design

CPSC 4000 Baccalaureate Survey

CPSC 4125 Server-Side Web Development

CPSC 4175 Software Engineering

Apply 1 hour from Area F MATH

M.S. Applied Computer

Science

Add some flexibility for

students to choose a CPSC

6000 level elective not

explicitly listed.

Effective: Summer 2019 (new

catalog year)

The Master of Science in Applied Computer Science program

requires students to complete 30 hours of computer science

coursework and an exit course, CPSC 6000. Students selecting

the thesis option are required to complete 34 hours. The students

must select one of the following four concentrations:

(A) Cybersecurity

(B) Software Development

(C) Modeling & Simulation

(D) Traditional


Core courses are required of all concentrations. Take the

following four courses:

CPSC 6107 Survey of Modeling and Simulation

CPSC 6109 Advanced Algorithms

The Master of Science in Applied Computer Science program

requires students to complete 30 hours of computer science

coursework and an exit course, CPSC 6000. Students selecting the

thesis option are required to complete 34 hours. The students must

select one of the following four concentrations:

(A) Cybersecurity

(B) Software Development

(C) Modeling & Simulation

(D) Traditional


Core courses are required of all concentrations. Take the

following four courses:

CPSC 6107 Survey of Modeling and Simulation

CPSC 6109 Advanced Algorithms

https://academics.columbusstate.edu/catalogs/2019-2020/courses/course_list.php?code=CPSC&num=6000

https://academics.columbusstate.edu/catalogs/2019-2020/courses/course_list.php?code=CPSC&num=6107,6109,6119,6126





Approved, Chair of Computer

Science

02.28.19

Approved, TCOB

03.05.19

Approved UCC,

CPSC 6119 Object-Oriented Development

CPSC 6126 Introduction to Cybersecurity

Area 2 Program Concentration Required Hours: 18

A. Cybersecurity

CPSC 6125 Advanced Operating Systems

CPSC 6157 Computer Network and Management

Select four courses from the following:

CPSC 6128 Network Security

CPSC 6136 Human Aspects of Cybersecurity

CPSC 6159 Cybersecurity Investigations and Crisis

Management

CPSC 6167 Cybersecurity Risk Management

CPSC 6178 Software Testing and Quality Assurance

CPSC 6190 Applied Cryptography

B. Software Development

CPSC 6127 Contemporary Issues in Database Management

Systems

CPSC 6129 Advanced Programming Languages


CPSC 6138 Mobile Systems and Applications

CPSC 6175 Web Site Development and Technologies

CPSC 6177 Advanced Software Design


CPSC 6179 Software Project Planning and Management

CPSC 6180 Software Measurement and Estimation

C. Modeling and Simulation


Systems

CPSC 6185 Intelligent Systems


CPSC 6118 – Human-Computer Interface Development

CPSC 6142 – System Simulation

CPSC 6143 – Simulation Project

CPSC 6147 – Computer Graphics & Visualization

CPSC 6148 – Simulation and Gaming

CPSC 6119 Object-Oriented Development

CPSC 6126 Introduction to Cybersecurity

Area 2 Program Concentration Required Hours: 18

A. Cybersecurity


CPSC 6157 Computer Network and Management


CPSC 6128 Network Security

CPSC 6136 Human Aspects of Cybersecurity

CPSC 6159 Cybersecurity Investigations and Crisis Management

CPSC 6167 Cybersecurity Risk Management


CPSC 6190 Applied Cryptography

Three (3) credit hours of CPSC 6000-level courses with the

exception of CPSC 6105 and CPSC 6106.

B. Software Development


Systems


Select four courses from the following: CPSC 6138 Mobile Systems and Applications

CPSC 6175 Web Site Development and Technologies

CPSC 6177 Advanced Software Design


CPSC 6179 Software Project Planning and Management

CPSC 6180 Software Measurement and Estimation



C. Modeling and Simulation


Systems


Select four courses from the following: CPSC 6118 – Human-Computer Interface Development

CPSC 6142 – System Simulation

CPSC 6143 – Simulation Project

CPSC 6147 – Computer Graphics & Visualization



https://academics.columbusstate.edu/catalogs/2019-2020/courses/course_list.php?code=CPSC&num=6125,6157


https://academics.columbusstate.edu/catalogs/2019-2020/courses/course_list.php?code=CPSC&num=6128,6136,6159,6167,6178,6190







https://academics.columbusstate.edu/catalogs/2019-2020/courses/course_list.php?code=CPSC&num=6128,6136,6159,6167,6178















































D. Traditional





CPSC 6157 Network and Cloud Management

Select 3 hours of CPSC 6000 level electives.

Area 3: Thesis Option Required Hours: 4

Thesis option requires the following:

CPSC 6985 Research and Thesis

CPSC 6986 Thesis Defense

Area 4: Graduate Exit Examination

Graduating students must successfully complete CPSC

6000 which will required the student to complete an exit survey

and a comprehensive exam.

Total Required Hours: 30-34

CPSC 6148 – Simulation and Gaming



D. Traditional





CPSC 6157 Network and Cloud Management

Select 3 hours of CPSC 6000 level electives.



Area 3: Thesis Option Required Hours: 4

Thesis option requires the following:

CPSC 6985 Research and Thesis

CPSC 6986 Thesis Defense

Area 4: Graduate Exit Examination

Graduating students must successfully complete CPSC

6000 which will required the student to complete an exit survey

and a comprehensive exam.

Total Required Hours: 30-34


From: Ron Wirt, COA Associate Dean

Re: UCC Meeting [enter date of meeting]

Date: April 2, 2019
































Course Proposals (New, modified, reactivated, and deactivated)

This form is for use in 201805, 201808, and 201902 only. In the absence of a curriculum database, please follow the directions in the heading row of this table. The next two rows are examples that you can delete and

replace with your proposals.

Proposal type. Impact: does this trigger any program change? List all programs affected and submit a program modification for each program.


Enter the proposed course description in this column, one course per row. Use yellow highlighting to show what has been modified. Enter “Deactivate” in this column for deactivations. Include grading mode information. Lab courses must designate Supervised or Unsupervised. Include if the course can be repeated for credit, if so, how many times or how many hours.

Enter the student learning outcomes for the course in this column. If new outcomes are proposed, use red strikethrough and yellow highlights to indication the change. Learning outcomes must be measurable.


DEPARTMENT OF ART

1.

New course. Program change was approved by UCC Jan. 2019 (B.S.Ed. in Art Education)

New ARTE 4796 Art Education: Thesis

(0-0-3) Development of a themed

body of work and a unit plan and

lesson plans related to this work.

S/U grading. May be taken twice for

credit.

1. The student will

demonstrate core

skills in studio art

that illustrate the

central concepts,

methods, materials in

the art classroom

2. The student will use

studio art skills to

create new

teaching/learning

experiences through a

group of lesson and

unit plans outlining

their studio practice/

Effective: Summer 2019 (new catalog year) Approvals (date) Teacher Ed: COEHP: COA:/ UCC: approved/

Course modification.

ARTH 2125. Introduction to the

History of Art 1 (3-0-3)

Introduction to the formal and

symbolic structure of the artwork

and its development from prehistory

ARTH 2125. Introduction

to the History of Art 1

– Prehistoric through

Gothic (3-0-3)

1. Recognize concepts

of historical time

related to art history,

specifically periods

and artistic

movements.

UCC Approved/ 4/8/19

through the Middle Ages. (Course

fee required.) Introduction to the formal

and symbolic structure of the

artwork and its

development from prehistory

through the mid-13th

century. (Course fee

required.

2. Interpret a work of art

as a product of a

specific time and place

by identifying the

work and discussing

specific periods,

movements and styles

in the visual arts

relevant to each work

of art.

3. Accurately employ

vocabulary associated

with the visual arts to

interpret and explain

the significance of a

work of art.

ARTH 2126. Introduction to the

History of Art 2 (3-0-3)

Introduction to themes and problems

in the history of western art from the

Renaissance through the 20th

century. (Course fee required.)

ARTH 2126. Introduction

to the History of Art 2

– Renaissance through

Modern (3-0-3)

Introduction to themes and

problems in the history of

western art from the

Renaissance (mid- to late-

13th century) through the

20th century. (Course fee

required.)

1. Recognize concepts

of historical time

related to art history,

specifically periods

and artistic

movements.

2. Interpret a work of art

as a product of a

specific time and place

by identifying the

work and discussing

specific periods,

movements and styles

in the visual arts

relevant to each work

of art.

3. Accurately employ

vocabulary associated

with the visual arts to

interpret and explain

the significance of a

work of art.

UCC approved 4/8/19






New course All Theatre MEd track UCC approved 4/8/18

New

THEA 6000 EXIT EXAM

(0-0-0)

The Exit Exam is the culmination of the

MEd in Theatre Education degree and

may be completed in lieu of a thesis.

This comprehensive written

examination demonstrates the breadth

of theatre knowledge gained through

the coursework of the MEd degree. S/U

grading.

May repeat 1 time if previously failed

1. Demonstrate through written communication a strong knowledge of dramatic literature and theatre history.

2. Demonstrate an understanding of research skills in the discipline of theatre education.

3. Create and articulate ideas and views in written essay format.

Fall 2019

Approved COA

CC 11/30/18

New course All Theatre MEd tracks UCC approved pending COEHP approval 4/8/19

New

THEA 6010 PORTFOLIO REVIEW

(0-0-1)

This capstone course will culminate in

the presentation of the students

teaching portfolio. It is part of the

culmination of the MEd in Theatre

Education degree and is completed

along with the Exit Exam in lieu of a

thesis. The portfolio is documented

evidence of your experience as a

teacher and theatre artist.

May repeat 1 time if previously failed

1. Create an aesthetically pleasing portfolio to

2. Demonstrate knowledge and experiences in the classroom and theatre

3. Present their portfolio to faculty and peers

Fall 2019

Approved COA

CC

MEd in THEATRE Area 1 Content Concentration Required Hours: 23 Take all of the following: THEA 5283G Advanced Directing THEA 6106 Intro to Graduate Research THEA 6108 Trends and Strategies In Theatre Education THEA 6999 Thesis (take 2 times at 2 credits each)** THEA 6107 Graduate History a& Literature in Theatre* OR THEA 6178 Theatre History Contemporary Topics* Select 9 credit hours from the following courses: THEA 5179 Musical Theatre History THEA 5205G Advanced Creative Dramatics THEA 5245G Advanced Acting THEA 5305 Summer Theatre Production * THEA 5306 Summer Theatre Performance* THEA 5575G Selected Topics* THEA 6105 Advanced Children's Theatre THEA 6107 Graduate History & Literature int Theatre* THEA 6178 Theatre History Contemporary Topics* THEA 6267 Topics in Design *May only be taken once Area 2 Education Core Required Hours: 9 Select 9 credit hours from the following: EDCI 6158 Trends and Issues in Middle Grades and Secondary Education** EDCI 6159 Integrating Multicultural/Global Studies Throughout the Curriculum** EDMG 6155 Psychology of the Early Adolescent Learner**

Area 1 Content Concentration Required Hours: 23 Take all of the following: THEA 5283G Advanced Directing THEA 6106 Intro to Graduate Research THEA 6108 Trends and Strategies In Theatre Education Select one of the following: THEA 6107 Graduate History & Literature in Theatre* THEA 6178 Theatre History Contemporary Topics* Select one of the following options:

THEA 6999 Thesis Research

OR

THEA 6*** Exit Exam

Select 9 credit hours from the following

if you selected THEA 6999 Thesis

Research option. Select 13 credit hours

from the following if you selected THEA

6*** Exit Exam option:

THEA 6267 Topics in Design

THEA 5***G Puppetry

THEA 5245G Advanced Acting

THEA 6107 Graduate History & Lit in TH

OR

THEA 6178 TH Hist. Contemporary Topics

THEA 5179 Musical Theatre History

THEA 6105 Advanced Children’s Theatre

THEA 5205G Advanced Creative

Dramatics

THEA 5305G Summer Theatre

Production*

Effective: Summer 2019 Approved, chair of THEA 08.29.2018 Approved COEHP 10.2.218 Approved COA 10.05.2018 UCC Tabled 4/8/19 – credit hours do not add up

https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=THEA%205283-,THEA%206106-,THEA%206107-,THEA%206108-,THEA%206178-,THEA%206999











https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=THEA%205179-,THEA%205205-,THEA%205245-,THEA%205305-,THEA%205306-,THEA%205575-,THEA%206105-,THEA%206107-,THEA%206178-,THEA%206267-,












https://academics.columbusstate.edu/catalogs/current/courses/course_compare.php?class=EDCI%206158-,EDCI%206159-,EDMG%206155-,EDSE%206115-,EDUF%206115-,EDUT%206206






EDSE 6115 Trends in Adolescent Literature** EDUF 6115 Educational Psychology: Achievement for Diverse Learners** EDUT 6206 Introduction to Instructional Technology** Exit Requirement: Thesis Total hours: 32

THEA 5306G Summer Theatre

Performance*

OR

THEA 5575G Selected Topics*

THEA 6895 Independent Study*

THEA 6*** Portfolio Review

*May only be taken once Area 2 Education Core Required Hours: 9

EDUCATION CORE 9 hours

Select 9 hours from the following:

EDUF 6115 Education Psychology**

EDUF 6116 Ed Research Methods**

EDCI 6159 Integrating

Multicultural/Global Studies

throughout the Curriculum **

EDSE 6115 Trends in Adolescent Lit

**

EDMG 6155 Psychology of the Early

Adolescent Learner**

EDUT 6206 Intro to Instructional

Technology**

EDCI 6158 Trends & Issues in Middle

and Secondary Education**

Or other Advisor approved graduate

education course

TOTAL HOURS:

32 hours

** These courses should be taken during

the regular school year.






Documents

University Curriculum Committee Voting members present ...€¦ · University Curriculum Committee April 9, 2019 Voting members present: Sarah Bowman (chair), Tim Howard (COLS), Tesa