curriculum proposals - Arkansas Tech University

CURRICULUM PROPOSALS

August 20, 2018 Curriculum Committee

September 11, 2018 Faculty Senate

College of Arts and Humanities – Department of English and World Languages

1. Delete SPAN 1063: Basic Spanish for Medical and Social Services, from the course descriptions;

2. Add the following courses to the course descriptions:

a. SA 1001‐4, 2001‐4, 3001‐4, and 4001‐4: Study Abroad/Study Away;

b. SPAN 2033: Intermediate Spanish II for Heritage Speakers;

c. SPAN 2303: Spanish for Medical Interpretation I;

d. SPAN 2313: Spanish for Medical Interpretation II; and

e. SPAN 3233: Introduction to Literature;

3. Change the title for ENGL 2063: Advanced Composition: Theory and Practice, to: Introduction to

Literary Studies; and modify the course description;

4. Change the course number for ENGL 3103: Literary Theory, to: ENGL 4103; and cross list with

ENGL 5103;

5. Modify the prerequisite for SPAN 4213: Spanish Literature, from: Prerequisite: SPAN 3013:

Conversation and Composition II, to: Prerequisite: SPAN 3233: Introduction to Literature;

6. Modify the prerequisite for SPAN 4223: Spanish‐American Literature, from: Prerequisite: SPAN

3013: Conversation and Composition II, to: Prerequisite: SPAN 3233: Introduction to Literature;

7. Modify the Curriculum in Bachelor of Fine Arts in Creative Writing, as follows:

a. Add ENGL 3073: Creative Nonfiction Workshop; and

b. Delete 3 hours of upper division English elective;

8. Modify the Curriculum in Bachelor of Arts in English, as follows:

a. Add ENGL 4103: Literary Theory;

b. Delete 3 hours of English elective; and

c. Change ENGL 3013: Systems of Grammar, or ENGL 3023: Introduction to Linguistics, to ENGL

3013: Systems of Grammar, ENGL 3023: Introduction to Linguistics, or ENGL 4013: Literary

Theory;

9. Modify the Curriculum in Bachelor of Arts World Languages – Spanish, as follows:

a. Delete 3 hours of Spanish elective;

b. Add SPAN 2033: Intermediate Spanish II for Heritage Speakers, as an option to SPAN 2023:

Intermediate Spanish II; and

c. Add SPAN 3233: Introduction to Literature; SPAN 2033: Intermediate Spanish II for Heritage

Speakers; and

10. Modify the Minor in Creative Writing, as follows:

a. Add ENGL 3073: Creative Nonfiction Workshop; and

b. Change the statement regarding 9 hours of selected electives to 6 hours;

11. Modify the Minor in Spanish for Medical Interpretation, as follows:

a. Delete the following courses:

SPAN 1063: Basic Spanish for Medical and Social Services;

SPAN 2013: Intermediate Spanish I; and

SPAN 2023: Intermediate Spanish II; and

b. Add the following courses:

SPAN 2303: Spanish for Medical Interpretation I;

SPAN 2313: Spanish for Medical Interpretation II; and

SPAN 3233: Introduction to Literature;

12. Add the Certificate of Proficiency in Spanish for Medical Interpretation; and

13. Add the Certificate of Proficiency in Teaching English to Speakers of Other Languages.

College of Engineering and Applied Sciences – Department of Agriculture

1. Delete AGBU 3133: Intermediate Agricultural Macroeconomics, from the course descriptions;

2. Add AGAS 2014: Principles of Meat Science, to the course descriptions;

3. Add AGBU 3233: International Agricultural Trade, to the course descriptions;

4. Delete the Prerequisites: CHEM 1113: A Survey of Chemistry, and CHEM 1111: Survey of

Chemistry Laboratory, or higher level chemistry with laboratory, or consent of instructor, from

AGAS 2084: Feeds and Feeding;

5. Modify the Curriculum in Agriculture Business, as follows: Allow MATH 1003: College

Mathematics, or MATH 1113: College Algebra, to satisfy the general education mathematics

requirement; delete AGBU 3133: Intermediate Agricultural Macroeconomics; and add AGBU

3233: International Agricultural Trade;

6. Modify the Curriculum in Agriculture Business Animal Science Option, as follows: Allow MATH

1003: College Mathematics, or MATH 1113: College Algebra, to satisfy the general education

mathematics requirement; add AGAS 2014: Principles of Meat Science; and reduce the

Agriculture Electives from 6 hours to 2 hours; and

7. Modify the Curriculum in Agriculture Business Feed Mill Management, Horticulture, and Public

Relations Options, as follows: Allow MATH 1003: College Mathematics, or MATH 1113: College

Algebra, to satisfy the general education mathematics requirement.

College of eTEch – Department of Professional Studies

1. Add the following courses to the course descriptions:

OL 3013: Foundations of Organizational Leadership; and

OL (PS) 4843: Training and Development;

2. Add the OL Organizational cross listing to PS 3003: Project Design; change the course number to

4943; change the title Applied Leadership Project; modify the prerequisite FROM: Prerequisites:

Successful completion of general education English requirement, PS 3143: Applied Professional

Research, and permission of the program advisor; TO: Prerequisites: Successful completion of

general education English requirement, OL (PS) 3143: Applied Professional Research, and

permission of the program advisor; and modify the course description as outlined in the

proposal;

3. Add the OL Organizational cross listing to PS 3143: Applied Professional Research; modify the

prerequisite FROM: Prerequisite: Successful completion of the general education English

requirement and PS 3013: Professional Studies Seminar, or permission of instructor; TO:

Successful completion of the general education English requirement or permission of instructor;

and modify the course description as outlined in the proposal;

4. Add the OL Organizational cross listing to PS 4003: Capstone Project; change the course number

to 4953; change the title to Organizational Leadership Capstone; modify the prerequisite FROM:

Prerequisite: PS 3003: Project Design, with a grade of C or higher; TO: Prerequisite: OL (PS) 4943:

Applied Leadership Project, with a grade of C or higher; and modify the course description as

outlined in the proposal;

5. Add the OL Organizational cross listing to PS 4243: Planning for Adult Learners; change the title

to Workplace Learning; and modify the course description as outlined in the proposal;

6. Add the OL Organizational cross listing to the following PS Professional Studies courses:

PS 3023: Professional Communications;

PS 3133: Applied Principles of Personnel Management;

PS 4143: Nonprofit Governance;

PS 4243: Planning for Adult Learners;

PS 4343: Community Development;

PS 4443: Professional Leadership;

PS 4543: Workplace Supervision;

PS 4643: Occupational Globalization and Diversity; and

PS 4743 : Organizational Change;

7. Reconfigure the Bachelor of Professional Studies to create the following curriculum:

a. Bachelor of Arts in Organizational Leadership Agriculture Business Concentration;

b. Bachelor of Arts in Organizational Leadership Child Develop Concentration;

c. Bachelor of Arts in Organizational Leadership Criminal Justice Concentration;

d. Bachelor of Arts in Organizational Leadership Industrial/Organizational Psychology

Concentration;

e. Bachelor of Arts in Organizational Leadership Interdisciplinary Studies Concentration;

f. Bachelor of Arts in Organizational Leadership Public Relations Concentration; and

g. Bachelor of Arts in Organizational Leadership Workforce Technology Concentration;

8. Move the following curriculum to phase out status:

a. Bachelor of Professional Studies Agriculture Business Concentration;

b. Bachelor of Professional Studies Applied Leadership Concentration;

c. Bachelor of Professional Studies Child Develop Concentration;

d. Bachelor of Professional Studies Criminal Justice Concentration;

e. Bachelor of Professional Studies Industrial/Organizational Psychology Concentration;

f. Bachelor of Professional Studies Public Relations Concentration; and

g. Bachelor of Professional Studies Workforce Technology Concentration; and

9. NOTE: the Bachelor of Professional Studies Interdisciplinary Concentration will remain active.

College of Natural and Health Sciences – Department of Biological Sciences

1. Modify the Curriculum in Bachelors in Biology Biomedical, as follows:

a. Delete 3 hours of any COMS course, and replace with COMS 2003: Microcomputer

Applications;

b. Delete 3 hours of any Communication, and replace with COMM 2003: Public Speaking, or

COMM 2173: Business and Professional Speaking;

c. Delete the Cell/Molecular Elective Group and replace with BIOL 3054: Microbiology;

d. Delete the two Biology Elective Groups: Chemistry and Nursing, and replace with the

BioMed Elective Group: Students will select twelve‐ sixteen hours (4 courses) from the

following courses: BIOL3064: Parasitology, BIOL3803: Applied Pathophysiology, BIOL 4023:

Immunology, BIOL 4033: Cell Biology, BIOL4054: Vertebrate Histology, BIOL 4074: Molecular

Genetics, BIOL 4083: Cancer Biology, and BIOL4951‐4: Undergraduate Research in Biology

(limited to 4 total hours).

e. Add 3 hours from the Major Support Courses Elective: AHS 2013: Medical Terminology, BIOL

4064: Evolutionary Biology, CHEM 3344: Principles of Biochemistry, CHEM 3363: Metabolic

Biochemistry, PE 2513: First Aid, PHIL 3103: Logic, PSY 2033 Psychology of Adjustment, PSY

3003: Abnormal Psychology, PSY/SOC 3013: Psychosocial Aspects of Death & Dying, PSY

3053: Physiological Psychology, PSY 3063: Developmental Psychology I, PSY 3163:

Developmental Psychology II, PSY 3813: Lifespan Development, PSY 4133:

Psychopharmacology, SOC 4013: Drugs in Society, SOC 4053: Sociology of Health and Illness,

or SOC 4183: Social Gerontology;

f. Change the Electives from 12 hours to 11 hours; and

g. Delete Footnote 6;

2. Modify the Curriculum in Bachelor of Science in Medical Technology, as follows:

a. Change name from Medical Technology to Medical Laboratory Science;

b. Delete BIOL2124: Principles of Zoology;

c. Delete Math 1203L Plane Trigonometry;

d. Delete BIOL2004: Basic Human Anatomy and Physiology;

e. Delete BIOL2022: Medical Laboratory Orientation and Instrumentation laboratory;

f. Delete BIOL2023: Medical Laboratory Orientation and Instrumentation;

g. Delete PSY 2003: General Psychology;

h. Add Speech Communication course as a general education;

i. Add BIOL 2014: Human Anatomy;

j. Add BIOL 3074: Human Physiology;

k. Add CHEM 3254: Fundamentals of Organic Chemistry;

l. Add Math 2163: Introduction to Statistical Methods, or PSY 2053: Statistics for Behavioral

Sciences;

m. Add BIOL 2124: Principles of Zoology, to the Biology Electives; n. Delete CHEM 2204: Organic Physiological Chemistry, delete CHEM 3254: Fundamentals of

Organic Chemistry, from the Chemistry Electives; and

o. Modify the footnote 2; and

3. Reconfigure the Bachelor of Science in Medical Technology, to create the Bachelor of Science in

Nuclear Medicine Technology.

™ARKANSAS TECH UNIVERSITY

REQUEST FOR COURSE DELETION

Department Initiating Proposal

English and World Languages

Title Signature

Department Head

Dean

Assessment

Registrar

Vice President for Academic Affairs

Committee

Curriculum Committee (Undergraduate Proposals Only}

Faculty Senate (Undergraduate Proposals Only}

Course Subject: (e.g., ACCT, ENGL) SPAN

Official Catalog Title : Basic Spanish for Medical and Social Services

I Course Number: (e.g., 1003) 1063

Date

06-04-18

Date

06-04-18

Approval Date

Is this course cross-listed with another existing course? If so, list course subject and number.

( Yes r.- No

I Will the cross-listed course be deleted?

r Yes r.- No

(NOTE: If major or minor course, you must complete the Request for Program Change form to delete course from program.)

Answer the following Assessment questions: a. If this course is mandated by an accrediting or certifying agency, include the directive. If

not, state not applicable. N/A

SPAN 1063 Deletion, page 2

b. If this course was required for the major or minor, complete the following.

1. How will ~rogram level learning outcome{s} ~reviousl~ addressed by this course now

be addressed?

SPAN 1063 will be replaced by SPAN 2303 Spanish for Medical Interpretation I and

SPAN 2313 Spanish for Medical Interpretation II.

c. What is the rationale for deleting this course? What evidence supports this action?

The course is being replaced by a two-course sequence.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at htt~ ://www. atu .edu/registrar/curriculum forms .~h~.

The changes in this minor do not directly impact any other program.

NOTE: This deletion will be effective at the end ofthe spring term of the current catalog year.


REQUEST FOR COURSE ADDITION

CEIVED

MAR 1 3 2018 r». ra,..s Office

Department Initiating Proposal Date

English and World Languages/College of Arts and Humanities 2/21/18

Title Signature Date

Department Head

~~ 5-5 -If' Dean -/ ~~L IjCj;r I ~ ~/

,..,. Assessment

;(~~£ 3 );3~7 Registrar

~~arrrvn11J lQQCWll 3it3/18 Graduate Dean {Graduate Proposals Only) \ Vice President for Academic Affairs

Committee Approval Date

General Education Committee {Undergraduate Proposals Only)

Teacher Education Committee (Graduate or Undergraduate Proposals)

Curriculum Committee (Undergraduate Proposals Only)

Faculty Senate (Undergraduate Proposals Only)

Graduate Council (Graduate Proposals Only)

Course Subject: (e.g., ACCT, ENGL} Course Number: (e.g., 1003} Effective Term:

I SA 1 1001-4, 2001-4, 3001-4, 4001-4 r Spring r. Summerl

Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Title below}

I Study Abroad/Study Away

Banner Title: (limited to 30 characters, including spaces, capitalize all letters -this will display on the transcript)

I Study Abroad/Study Away

Will this course be cross-listed with another existing course? If so, list course subject and number.

( Yes r. No I Will this course be cross-listed with a course currently not in the undergraduate or graduate catalog?

If so, list course subject and number. r Yes r. No I

Is this course repeatable for additional earned hours? r. Yes r No How many total hours? I 30

Grading: r. Standard Letter I P/F r Other I Mode of Instruction (check appropriate box):

RECE VI ED r 01 LecturP I 02 Lecture /Laboratory I 03 Laboratorvonlv

I OS Practice Teaching I 061nternship/Practicum ( 07 Apprenticeship/Externship MAR 1 3 2018

( 081ndependentStudy I 09 Read ings r 10 Specia l Topics Registrar' Office

( 121ndivi dual Lessons (' 13 Applied Instruction ( 16 Studio Course

( 17 Dissertation (' 18 Activity Course I 19Seminar r. 98 Other

Does this course require a fee? r Yes r. No How Much? I Select Fee Type

If selected other list fee type: I ~ Elective r Major r Minor

(If major or minor course, you must complete the Request for Program Change form to add course to program.)

If course is required by major/minor, how frequently will course be offered?

Will this course require any special resources such as unusual maintenance costs, library resources, special software, distance learning equipment, etc.? No Will this course require a special classroom (computer lab, smart classroom, or laboratory)? No Answer the following Assessment questions:

a. If this course is mandated by an accrediting or certifying agency, include the directive. If not, state

not applicable. NA

b. If this course is required for the major or minor, complete the following.

1. Provide the Qrogram level learning outcome{s} it addresses.

2. Provide tool or measure directly linked to each program learning outcome. (How will student

learning in this outcome be measured?)

c. What is the rationale for adding this course? What evidence demonstrates this need?

This is a variable-hour and variable-level course that will act as a placeholder for students who are

taking classes at other institutions through the study abroad or study away program. For each class a

student takes through study away/study abroad, ATU will list an SA 1001-4, SA 2001-4, SA 3001-4, or

SA 4001-4 depending on the hour and level of the course taken. The prefix on the student's

transcript will remain SA to indicate study abroad/study away experience, but the specific subject

and title of the course will be in the subtitle (eg. SA 3002: JPN Japanese Cu i and Civ). The course will

allow Tech to maintain enrollment and financial aid for students at Tech while they are in study

abroad/study away classes at other institutions.

RECEIVED

MAR 1 3 2018

Registrar's Office

For the proposed course, attach a syllabus in Word format that includes: (Items a. through d. should be entered as they should appear in the catalog) a. Course subject RECEIVED b. Course number

c. Catalog course t itle MAR 1 3 2018 d. Catalog description

1. Arkansas Course Transfer System (ACTS) course number, if applicable Registrar's Office 2. Cross-listing 3. Offered (e.g., Fall only, Spring only. Do not enter if offer course fall and spring) 4. Prerequisites 5. Co-requisites 6. Description 7. Notes (e.g., information not in description such as course may be repeated for credit) 8. Contact Hours if different than lecture (e.g., Lecture three hours, laboratory three hours) 9. Fees (e.g., $36 art fee)

e. Section for Name of instructor, office hours, contact information (telephone, email) f. Text required for course g. Bibliography (supplemental reading list) h. Justification/rationale for the course i. Course objectives j . Description of how course meets general education objectives (courses included in the general

education component should show how the course meets one or more of the objectives contained in General Education Objectives listed in undergraduate catalog)

k. Assessment methods (include grading policy with specific equivalents for A, B, C) I. Policy on absences, cheating, plagiarism, etc. m. Course content (outline of material to be covered in course).

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/registrar/curriculum forms.php.

Instructor: Office: Office hours: Telephone: Email:

Arkansas Tech University Study Abroad/Study Away

SA 1001-4, SA 200 1-4, SA 3001-4, SA 4001 -04 Syllabus

CATALOG DESCRIPTION: This is a variable hour and vari able level course that acts as a placeholder for students who are taking classes at other institutions through A TU's study abroad or study away program.

REQUIRED MATERIALS: None

COURSE H.A TIONALE: This course will allow A TU to maintain enro llment and financial aid for the students at Tech while they are in study abroad or study away classes at other institutions. This course indicates on the students' transcripts that the students took this course at another institution as part of their study abroad or study away experience.

COURSE OBJECTIVES: nla

GENERAL EDUCATION OBJECTIVES: n/a

GRADING POLICY: The grades the students earned in classes at another institution as part of A TU's study abroad or study away program are the grades that will be recorded for this course per standard letter grading.

Syllabus

a. Course Subject : SA

b. Course number: 1001-4, 2001-04, 3001-4, 4001-4

c. Catalog Course title : Study Abroad/Study Away

d. Catalog Description: This is a variable hour and variable level course that acts as a

placeholder for students who are taking classes at other institutions through ATU's study

abroad or study away program. The SA prefix will remain on the students' transcript to

indicate study abroad/study away experience.

e. Instructor information:

Instructor:

Office:

Office hours:

Telephone:

Email:

f. Text required : n/a

g. Bibliography: n/a

h. Justification/Rationale: This course will allow ATU to maintain enrollment and financial

aid for the students at Tech while they are in study abroad or study away classes at other

institutions. This course indicates on the students' transcripts that the students took this course

at another institution as part of their study abroad or study away experience.

i. Course Objectives: n/a

j. General Education Objectives: n/a

k. Assessment Methods: The grade the student earned at another institution as part of ATU's

study abroad or study away program is the grade that will be recorded for this course per

standard letter grading.

I. Policy on absences, cheating, plagiarism etc.: n/a

m. Course content: n/a




English and World Languages 06-04-18


Department Head 06-04-18

Dean

Assessment

Registrar


(ommn:tee Approval Date



Course Subject: (e.g., ACCT, ENGL) Course Number: (e.g ., 1003) Effective Term: SPAN 2033 r Spring r. Summer I

Official Catalog Title : (If official title exceeds 30 characters, indicate Banner Title below)

Intermediate Spanish II for Heritage Speakers

Banner Title: (l imited to 30 characters, including spaces, capitalize all letters - this will display on the transcript)

Intermediate Spanish II for Heritage Speakers


r Yes r. No

Will this course be cross-listed with a course currently not in the undergraduate or graduate catalog?

If so, list course subject and number. r Yes r. No

Is this course repeatable for additional earned hours? r Yes r. No How many total hours? I Grading: r. St andard l etter ( P/ F r Other

SPAN 2033, page 2

Mode of Instruction (check appropriate box):

r. 01 Lecture ( 02 Lecture/Laboratory ( 03Laboratorvonlv

( OS Practice Teaching ( 061nternship/Practicum ( 07 Apprenticesh ip/ Externshi p

( 081ndependentStudy ( 09Readings ( 10 Special Topics

( 121ndividual Lessons ( 13 Applied Instruction I 16 Studio Course

( 17 Dissertation I 18 Activity Course ( 19 Seminar ( 98 Other

Does this course require a fee? I Yes r. No How Much? j Select Fee Type

If selected other list fee type: j

r Elective fv Major r Minor



Annually

Will this course require any special resources such as unusual maintenance costs, library resources, special software, distance learning equipment, etc.?

This course will not require special resources.

Will this course require a special classroom (computer lab, smart classroom, or laboratory)?

This course will not require a special classroom

Answer the following Assessment questions:


not applicable. N/A


Provide the program level learning outcome(s) it addresses.

(1) Mastery of the conventions of standard written Spanish

(2) Effective communication and comprehension skills in the target language within a variety of

cultural contexts

(3) Ability to understand and respond creatively, critically, and analytically to print and non-print

texts in the target language

Provide tool or measure directly linked to each program learning outcome. (How will student


(1) Embedded CPGE measurement

(2) Exit Interview

SPAN 2033, page 3


Spanish instructors struggle to meet the divergent needs of heritage and non-heritage students.

Despite more advanced verbal skills, heritage speakers often have poor understanding of grammar

and proper usage. This proposed course would track heritage and non-heritage speakers at the

Intermediate II level, permitting instructors to focus their pedagogical practice more effectively. The

course will also provide a better entry point for heritage speakers who are taking advantage of our

advanced placement policy.

A syllabus for SPAN 2033 is attached below.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/registrar/curricu lum forms .php.

The addition of this course will not affect any other department of program.

SPAN 2033, page 4

Arkansas Tech University

SPAN 2033 MOl Intermediate Spanish II for Heritage Speakers - FALL 2019

ACTS Common Course SPAN 2023

Department of English and World languages

Professor: Dr. Nelson R. Ramirez Class time: martes y jueves: 11:00 a.m.- 12:20 p.m.

Classroom: Dean Hall lOS

Office: Dean Hall I 16-F Telephone: 479-2680636 e-mail: [email protected] Office Hours: MWF 2:00p.m.- 4:00p.m.; TR 12:00 p.m. - 4:00p.m.; or by appointment

CATALOG DESCRIPTION:

Prerequisite: SPAN 2013 or equivalent

Development of the language skills necessary for communication (speaking and writing) and comprehension (listening and reading) skills fo r students who grew up in an environment where Spanish was spoken frequently.

Note: Advanced placement credit is available to students who have previously studied Spanish.

COURSE DESCRIPTION:

This new course will provide an alternative entry point for heritage speakers who have good

speaking skills, but lack strong academic Span ish skills. It would substitute for SPAN 2023 Intermediate

Spanish II.

Spanish 2033 is designed for students who grew up in an environment where Spanish was

spoken frequently. This course builds on the linguistic competence gained in childhood in order to

develop the language for use in a wide variety of situations. Through course readings, videos, class

debates, written assignments, presentations, students will achieve greater flexibility in their use of the

SPAN 2033, page 5

language and greater appreciation for the cultural and linguistic variation present in the Spanish

speaking world.

OBJECTIVES:

By the end of the semester, students will:

1. Be able to write a well-structured paragraph on an academic topic in Spanish.

2. Improve command of spelling and use of written accents in Spanish. 3. Improve presentational communicative abil ities in Spanish. 4. Expand their lexical repertoire in Spanish. 5. Understand the nature and extent of language variation in the Spanish

speaking world. 6. Appreciate the cultural differences among Spanish speakers in Latin

America and in the United States.

REQUIRED TEXTS AND MATERIALS

Samaniego, Fabian, Rojas, Nelson, et al. El mundo 21 hispano. Segunda edici6n. Boston: Heinle Cengage Learning, 2014.

2. El mundo 21 hispano. Cuaderno de actividades. 3. A good bilingual Spanish- English dictionary

COURSE POLICIES:

Emphasis will be on learning Spanish for real world purposes. You and your instructor will speak Spanish 100% of the time. There will be paired-work, group activities and whole-class discussions in which you are expected to actively participate and to use only Spanish. You are expected to use the grammatical concepts and vocabulary focused on in this class and in previous classes. You are also expected to learn the cultural information covered in the course. You should be prepared for each class and have completed your homework assignments before you come to class.

ATTENDANCE:

Attendance will be taken daily. Regular class attendance is essential for successful completion of the course. With the exception of days scheduled for tests, quizzes and compositions, you may miss three classes for any reason (personal, medical, motivational, etc.) without it directly affecting your grade. The fourth and every subsequent absence for whatever reason will occasion the loss of five percentage points on the final overall course grade. Therefore, you should choose your absence wisely. If you stop attending class, it is your responsibility to drop the class. If you wish to make up work you must notify your instructor either before or within an hour after class time, and you must provide appropriate documentation. Repeated late arrivals and early departures will also directly and adversely affect your final course grade.

Students with Disabilities

Students may request accommodation as a result of barriers related to a disability. Students who

require academic accommodation for either classroom participation or the writing of tests and exams

SPAN 2033, page 6

should make their request to the Office of Disability Services

(https://www.atu.edu/disabilities/index.php).

Academic Honor Code:

Our department strives for academic excellence and encourages all students to reach their potential. Moreover, the department promotes academic honesty and does not tolerate cheating or plagiarism. Cheating is defined as presenting ideas or words of another as one's own. According to the university policy, the consequences of cheating and plagiarism can result in an F on the assignment, exam, or in the course.

GRADE SCALE

A= 90-100 POINTS

B = 80-99

C= 70-79

D = 60-69

F =BELOW 60

GRADING COMPONENTS:

Attendance and participation: 20%

Chapter exams: 30%

Writing assignments: 20%

Oral presentation: 10%

Final exam: 20%

l. Attendance and participation

You are expected to complete the reading assignments at home and come to class prepared to participate in class discussions. A grade will be given for your performance, not for your effort or potential, in class discussions, paired-work and group activities. Your participation and proficiency will be assessed daily. If you are in class, but are not prepared and/or do not participate, you will receive a zero.

2. Chapter exams

There wi II be two chapter exams. The exams wi II cover selected material from Mundo 21 , class lectures, videos, and any other assigned material. The exam will include li stening comprehension, reading comprehension, grammar, short stories and cultural information. There are no make-ups for the exams unless you have notified your professor or your instructor

SPAN 2033, page 7

IMMEDIATELY before or after the exam and provide appropriate and acceptable documentation. Make-ups will only be allowed under extreme circumstances and at the professor's discretion. Exam dates are listed in the Programa.

3. Writing assignments

There will be four writing assignments (short compositions on assigned topics). They will be written entirely at home, or in class and finished at home. In the second case, the fi rst draft will be written in class. The second draft, which you will complete and type at home, will be peeredited in class. The final draft, will be corrected, typed and turned in on the assigned date, along with the first and second drafts. NO LATE COMPOSITIONS WILL BE ACCEPTED. When you receive the graded composition from your instructor, you will make the corrections indicated.

4. Oral presentation

You will work by yourself to prepare and then present your topic in class. Your instructor will assign your presentation date. The topics for the presentation can be any cultural aspect of any Hispanic country in Central or South America covered in Mundo 21 . Your instructor will give you suggestions for topics and the format. Presentations are to be 5- 7 minutes in length, entertaining as well as informative.

5. Final exam

The final exam wi ll cover selected material from Mundo 21 , class lectures, videos, and any other assigned material. The Final exam will include li stening comprehension, reading comprehension, granunar, short stories, and cultural information. There are NO MAKE-UPS or alternate times for the Final Exam. No shows will receive a grade of zero. The final exam date and place is to be announced.

PROGRAM A

SEMANA I August 22

Composition # 1

Introducci6n, material de Ia clase, y estructura de Ia clase.

Capitulo preliminar. El mundo hispanico (pp. 1-1 3).

SEMANA 2 August 27-29

Unidad 1 Leccion 1. Los hispanos en Estados Unidos

Estructuras: Nouns and articles, Present Indicative and descriptive adjectives.

SEMANA 3 September 3-5

Unidad 1 Leccion 2. Los Puertorriquefios.

SPAN 2033, page 8

Estructuras:Stem changing verbs and Verbs with irregular Changes and Irregular Verbs ..


Cornposici6n #2

Unidad 1 Leccion 3. Los Cubanoamericanos.

Estructuras: Uses of the Verbs ser and estar. Dernostrative adjectives. Comparative and Superlatives ..


Unidad 2 Leccion 1. Espana: Los origenes.

Estructuras: Preterite: Irregular Verbs. Direct and Indirect Object Pronouns and the Personal a.


Unidad 2 Leccion 2 Espana: del Siglo de oro al Siglo XIX.

Estructuras: Preterite Stem-changing and the Irregular Verbs. Gustar and Similar Constructions.

SEMANA 7 October 1-3

Unidad 2 Leccion 3. Espana: El Presente.

Estructuras: Imperfect. Indefinite and Negative Expressions.


Chapter exam

U nidad 3 Leccion 1 Mexico.

Estructuras: Preterite and Imperfect: Completed and Background Actions. Possessive Adjectives and Pronouns.

SEMANA 9 October 15- Fall break

Composition #3

Unidad 3 Leccion 2 Guatemala

Estructuras: Preterite and the imperfect: Simultaneous Actions and the Recurrent Actions. The infinitive ..


Unidad 3 Leccion 3 El Salvador

Estructuras: Por and Para


Unidad 4 Leccion 1 Cuba

Estructuras: Present Perfect. Passive Constructions.

SEMANA 12 November 5-7

Unidad 4 Leccion 2 La Republica Dominicana

Estructuras: Present Sunjunctive. Formal and Familiar Commands.


Chapter exam

Composition #4

Unidad 4 Leccion 3 Puerto Rico

Estructuras: Subjunctive: Noun Clauses.


Unidad 5 Leccion 1 Nicaragua

Estructuras: Relative Pronouns

SPAN 2033, page 9

Estructuras: La voz pasiva y construcciones que se emplean en vez de Ia voz pasiva

Oral presentations

SEMANA 15 November 26-Thanksgiving holiday

Oral presentations

Tuesday, December 3

Oral presentations. Repaso

FINAL EXAMINATION DATE AND PLACE TO BE ANNOUNCED.

Bibiography

Anderson, Benedict. imagined CommunitieJ: R~f/et·tionJ on the Origin and Spread qf

SPAN 2033, page 10

Nationalism. London New York: Verso, 1991.

Appadurai, Arjun. Modemity at Lart,e: Cultural Dimensions oJGiobli:::;_ation.

Minneapolis London: University of Minnesota Press, 1996.

Armstrong, Nancy. Desire and Domes/if Fidion: ./1 Political History qf the l\rove/. ew

York: Oxford University Press, 1989.

Bedolla, Ricardo y Leon Frias, Isaac. Ojos bien abiertos: E l lenguqje de las imdgenu en

movimiento. Lima: Fondo de Desarrollo Editorial Universidad de Lima, 2003.

Beverley, John. S ubalterniry and l{epresentation: ./1 rt,uments in Cultural Theory.

Durham London: Duke University Press, 1999.

Blanco, Desiderio. Semiotica del texlo.filmico. Lima: Fondo de Desarrollo Editorial

Universidad de Lima, 2003.

Castaneda, Jorge. La utopia desarmada. Mexico: Joaquin Mortiz-Planeta, 1993.

Favre, Henri. El indigenismo. [L 'indige'nZ:rme]. Traducci6n del frances de Glenn Amado

G allardo Jordan. Mexico: Fondo de Cultura Econ6 mica, 1999.

Franco, Jean. The Dedine & l:'ct!l qf I he Lettered Ci(y Latin Amerit¥JI7 inlhe Cold llYar.

Cambridge, Massachusetts, and London, England: I larvard University Press, 2002.

Fuentes, Carlos. El eJp~jo enturado . ./1 Video Seriu f?y Carlos Fuentes l~orkbook and Stut!J· Guide.

Curland, Epple, Heinrich. Boston: McGraw-Hill, 1994.

G arcia Canclini, Nestor. Hybrid Cullum·: Strategiesfor Entering and Leaving

Moderniry. Translated from the Spanish by Christopher L. Chiappari and Silvia L. Lopez. Minneapolis: University of Minnesota Press, 1997.

Hardt, Michael and egri, Antonio. Empire. Cambridge, Massachusetts, London,

England: Harvard University Press, 2001.

Irving, Washington. Life of Columbus. Three Volumes. New York: G.P. Putnam and Son,

1868.

Kaplan, Caren. Q uutio1u of TraveL- Posmodem Dismursu of Displammnt. Durham

Lo ndon: Duke University Press, 1996.

Klein, aomi. 1o Logo. London: Flamingo, 2001.

Larson, Brooke. Trial.r q(Nation Making: L iberalism, Rat·e, and B tbnia(y in the ./lndeJ,

SPAN 2033, page 11

1810-1910. New York: Cambridge University Press, 2004.

Martin-Barbero, Jesus. AI sur de Ia modernidad: Comuniamon, globali<:;_ation ) '

multiculturalidad. Pittsburgh: Instituto Internacional de Literature Iberoamericana, 2001 .

Mendez-Faith, Teresa. Panoramas literarios America hispana. Segunda edicion.

Boston ew York: Houghton Mifflin Company, 2008.

Mignolo, Walter D. The Idea of Latin Ammi:a. Malden MA: Blachvell Publishing, 2005.

---------. LrHal Hirtories/ Global Designs: Co/oniality, Subaltem Know/edges, and Border

Thinking. New Jersey: Princeton University Press, 2000.

ctanyahu, Benzion. The Origins~~ I nqui.-ition in Ff(teentb Century Spain. New York: Random House, 1995.

Nicols, Bill. La reprCJenlacion de Ia realidad: CtmlioneJy conceptos sobre el dommental.

[Repmenting reality, 1991 ]. T raduccion de Josetxo Ccrdan y Eduardo lriartc.

Buenos Aires: Paidos, 1997.

Rama, Angel. La ciudad letrada. Hanover New Hampshire: Ediciones Horizonte, 1984.

Sarlo, Beatriz. Emnas de Ia vida posmoderna: I ntelet1uale.r, tltte y videocultura en Ia

Afl!,entina. Buenos Aires: Seix Barra!, 2004.

Vilches, Lorenzo. La lutura de Ia imagen: Pren.ra, cine, teleuiJion. Buenos Aires:

Ediciones Paidos Iberica, S.A., 1984.

Williams, Raymond. The Country and the City. ew York: Oxford University Press,

1973.

Williams, Raymond. Lf/'n/ing in Society. [1983] . London New York: Verso, 1999.

E nlaces utiles

< http://www.rae.es/ >

<http://www.wilulcngua.org>

<http://\vwv.•.orbilat.com / Lang!illges/ Spanish / G rammar/ Spanish-Pronouns.html>

<http:/ /www.popolvuh.ufm.edu/>

<http:/ /www.maya-archaeology.org/>

< http: / /www.philipcoppens.com/ caral.html>

<http: / /video.google.com/ videoplay?docid=-4092265217728346257#>

SPAN 2033, page 12

< http: / / www.pbs.org>

Peri6dicos de Iberoamerica

< http: / / www.prensaescrita.com/>

< http:/ / www.laopinion.com/>

<http: / / www.elnuevoherald.com/ >

Blogs

<http:/ /www.14ymedio.com/blogs/ generacion_y / >

< http:llwww.elboomcrang&Q!!!L>

< http: llwww.puenteaerco l .blogspor.coml >

< http: //notasmolcskine.blogspot.coml >

< http:llwww.alberrofuguct.cll wordpressl>

< http: II elboomcran.coml blogl7lblog-de-sergio-ramircz l >

Film documental: en Ross Pendergraft Library & Technology Center

Fuentes, Carlos. El eJpejo enterrado: Rejlexiones sobre E spaiia y El 'uevo Mundo. "La virgen y el toro". Espana:

Complejidad hist6rico-cultural y ascenso imperial. Introduccion personal, Cristobal Colon,

Espana y los toros, el flamenco, Ia cultura romana, el cristianismo, etc. I (rnigraciones en la

America hispana, plurietnica, herencia cultural, identidad) y II (prehistoria de Espana, plurietnica, simbolos culturales).

El espe.Jo enterrado, HI, IV y V]. [E! espejo enten-ado, VI, VII, VIII, IX y X].

El esp~jo enterrado (Ee) . Programa II. La batalla de los dioses.

Unidad 1 (La Ciudad de Mexico: los antepasados), Unidad 2 (Otras culturas, otros dioses), Unidad 3

(Los mayas y los zapotecas), Unidad 4 (Los aztecas),

Conquista y colonizacion. La conquista de Mexico y el establecirniento del

Virreinato de N ueva Espa a, Unidad 5 (Cortes y Moctezuma),

Unidad 6 (La Malinche), Unidad 7 (Tenochtitlan). Ee La conquista del Peru, Unidad 8 (La conquista:

Pizarro y los incas), Unidad 9 (Buenos Aires), Un.idad 10 (Ciudades nuevas), Unidad 11 (Los

indigenas: servidumbre y esclavitud)]

Unidad 12 (La Virgen de Guadalupe), Unidad 13 (La muerte y lo sagrado).

Ee Programa III, La Edad de Oro. Unidad 1 (Carlos V y e l Nuevo Mundo),

Unidad 2 (Carlos V: Espa a y Europa), Unidad 3 (Felipe II),

SPAN 2033, page 13

Unidad 4 (El Siglo de Oro: Cervantes), Unidad 5 (El barroco), Unidad 6 (Los neg ros), Unidad 7 (Sor

Juana), Unidad 8 (Nuevos productos del Nuevo Mundo), Unidad 9 (Los Borbones), Unidad 10

Oovellanos y Goya), Unidad 11 (Los criollos y Ia independencia).

Ee Programa IV (El precio de Ia libertad). Unidad 1 (La independencia),

Unidad 2 (Simon Bolivar) y Unidad 3 (San Martin: libertador del sur), Unidad 4 (Problemas de

liberaci6n), Unidad 5 (Las dictaduras), Unidad 6 (Benito Juarez), Unidad 7 (Maximiliano y

Carlota). E e Unidad 8 (La cultura europea), Unidad 9 (La pampa y los gauchos), Unidad 10

(Buenos Aires), Unidad 11 (La Revoluci6n mexicana).

Ee Programa V, Las tres hispanidades. Unidad 1 (La Sagrada Familia: simbolo de una "obra inacabada"), Unidad 2 (La Republica: Ia experimentaci6n) y Unidad 3 (Franco y Ia guerra civil), U nidad 4 (Obra inacabada en Latinoamerica), Unidad 5 (Relaciones con los EE.UU.), U nidad 6 (En busca de modelos), Unidad 7 (La cultura: una manerade ser), Unidad 8 (Modelos propios), Unidad 9 (La frontera), Unidad 10 (La inmigraci6n y los EE.UU.), Unidad 11 (La presencia hispanica en los EE.UU.), Unidad 12 (eSer o no ser?) y Unidad 13 (La diversidad: el otro).

Cine

< http:/ / www.cinepata.com/ >

< http:/ /www.cincncuentro.com/>

Reportaje sobre ParaiJo: < http: / / paraisolapelicula.pe/ >

SPAN 2303, page 2

Mode of Instruction (check appropriate box) :

(.' 01 Lecture ( 02 Lectu re/Labo ratory ( 03 Laboratorvonlv

r 05 Practice Teaching ( 061nternship/Practicum ( 07 Apprenticeship/Externship

( 08 Independent Study ( 09Readings r 10 Special Topics

( 121ndividual Lessons ( 13Applied Instruction ( 16 Studio Course

( 17 Dissertation ( 18 Activity Course ( 19 Seminar r 98 Other

Does this course require a fee? ! Yes r.' No How Much? I Select Fee Type

If selected other list fee type: I r Elective r Major IV Minor



Annually







not applicable. N/A



(1) become fam iliar with the basic concepts relating to the theory and practice of interpretation and translation its uses in professional life

(2) acquire a broad range of English-Spanish vocabulary related to health care procedures that will serve as their foundation for cross-lingual and cross-cultural communicative skills development

(3) develop a high standard of professionalism through increased knowledge of the field , its business practices, social issues, and code of ethics



SPAN 2303, page 3



Replacing SPAN 1063 with the two-course sequence SPAN 2303 -SPAN 2313 will better prepare

students in the professional practice and theory of translation in a medical setting.

A syllabus for SPAN 2303 is included.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/ registrar/ curriculum forms.php.

The add ition of this course does not directly impact any other program.

Department of English and World Languages

SPAN 2303 -Spanish for Medica/Interpretation I

Profesora: Dr. Alejandra Karina Carba ll o Oficina: 11 6-D, Dean Hall

Fall

SPAN 2303, page 4

Horas de ojicina: Junes, miercoles y viernes de I 0 a II , martes y j ueves de 8 a 9 o por cita Correo e/ectronico: [email protected] Te/efono: ( 4 79) 968-0639

Course Description

Useful terminology and expressions for the medical and socia l service situation, with a minimum of

grammar. Prerequisite: SPAN 20231ntermediate Spanish II Or sPAN ~033

Required Course Materials

1. An Introduction to Spanish for Health Care Workers : Communication and Culture (English and Spanish Edition) 4th Edition by Robert 0. Chase (Author), Clarisa B. Medina de Chase (Author)

ISBN-13: 978-0300212976 (Required)

2. Spanish and the Medica/Interview. Maria del Pilar Ortega Hernandez ISBN 978-1-4160-3649-4 ed. 2007 (Required)

3. Basic Spanish for Medical and Social Services Phrasebook (Recommended)

4. a- 0 . Herrera McElroy and L. Grabb. 2005. Spanish-English English-Spanish Medical Dictionary, 3rd Edition. Philadelphia: Lippincott Williams & Wilkins.

b- Glenn T. Rogers. 2006. Spanish-English English-Spanish Medical Dictionary, 3rd Edition. New

York: McGraw-Hill Medical.

(One or the other Strongly Recommended)

Other resources

•

•

•

•

Medline Plus (http://medlineplus.gov/spanish/) and several others

American Heart Association website: (cambiar Ia lengua al espai'iol) http://w\\ w .americanheart.org/downloadable/heart/ 1181 06 1440281 BLS%20Student%20-%20Espanol.pdf

http://minorityhealth.hhs.gov/Assets/pd f/Checked/ l/HHS OMH Lati no Health Resources.pd f

http://www .h ispanicheal th. erg/resources. html

SPAN 2303, page 5

Objectives

This course is designed to familiarize students for medical-field work as practitioners, or medical

interpreters in either an inpatient or outpatient setting. It introduces students to the fundamental

techniques and practice of medical translation and interpreting, English/Spanish, Spanish/Engli sh,

including consecutive and simultaneous interpreting, and sight translation.

Evaluation

Except in the case of excused absences or extreme extenuating circumstances the following will be the

policy of this class:

1. late assignments will not be accepted

2. There will be no "make-up" of quizzes or examinations

3. NO quizzes or exams will be given early.

Course Components

Participation 25% Homework/videos 15%

Ora I presentations/Practice 35%

Exams/ quizzes 25%

Grading Scale

A 90-100 B 80-89 c 70-79 0 60-69 F 00-59

ATTENDANCE AND PARTICIPATION POLICY

In order to meet the course goals and objectives, you must attend and actively participate in class. Participation is an important component of your grade, and each day your instructor w ill make a mark in his/her grade book regarding your participation and will ass ign you a weekly grade. If you miss class, no participation points can be awarded for that day. There is NO make up for participation. Therefore, do not bring written excuses to your instructor.

Excessive absenteeism not only affects your participation grade but is also grounds for failure in this

course. There are no excused absences except for University recognized religious holidays (for which you

must notify your instructor before the holiday) and prior approved, properly documented University

sponsored activities that demand your presence. Students arriving more than 10 minutes late to class

are considered absent.

Participation

Participation is an important component of your final grade. If you miss class, no participation points can

be awarded for that day. Daily participation will be graded according to the scale on this syllabus. You

should use this information during any discussion with your instructor regarding your class performance.

2 points

• Arrived on time, attended full cla ss and participated in all activities.

SPAN 2303, page 6

• Brought all necessary materials (including textbook) to class.

1 point

• Arrived less than 10 minutes late to class and/or left early.

• Was not prepared, did not bring required materials, did not participate, and/or did not pay attention.

• Displayed behavior deemed inappropriate by instructor (including use of English) .

0 points

• Absent or arrived more than 10 minutes late.

Homework

The most effective way to do the homework is the following: First, review the material for the corresponding lesson in the textbook, your class notes, and the grammar reviews in the workbook. Second, do the activities as these check your understanding of the material you are going to cover in class. Finally, make sure you understand the correct answers and why you made any errors because you will encounter similar activities on the exam. We will go over them in class, so be ready to ask questions regarding the topic. If you cannot do this on your own, see your instructor for clarification. No late homework will be accepted.

Exams

There are three exams that correspond with the textbooks. They are announced on the sylla bus and will

be held in the room and class period in which class is held (except for the final exam). No deviation of

this schedule will be allowed. This means NO early or late exams. If you cannot take an announced exam

due to a documented emergency, written proof of the circumstances must be presented to your

instructor no later than one week after you return to class.

Presentations

There will be several mini presentations, which will take place during regular class tim e. They consist of short interviews or conversation between you and a partner. These interactions wi ll be based on situations and themes covered in class and w ill be graded according to the assessment criteria listed in this sy llabus. The dates are listed on the calendar. The activities are similar to/based on the communicative activiti es you do in class.

You will also have a PP group presentation on handbooks obtained from http://www.hispanichealth.org/resources.html. You will receive fmther instructions in class.

Evaluation Criteria for Oral Exams

Quality of interaction (40 points)

A Stays all in Spanish; successful in completing objective; consistently and

appropriately responds to others' ideas and information; helps others to interact; (36-40 pts)

B

does not dominate the interaction

Stays all or mostly in Spa nish (with the exception of 1 or 2 words); mostly

successful in completing objective; sometimes responds to others' ideas and

SPAN 2303, page 7

(32-34 pts) information; helps others to interact; does not dominate the interaction

c Sometimes uses English; only somewhat successful in completing objective; rarely

initiates interaction and/or dominates interaction. (28-30 pts)

D Overuses English; minimally successful in completing objective; takes his/her turn,

but nothing else; introductions/conclusions absent. (24-26 pts)

F English predominates; incomprehensible speech; introductions/conclusions

absent. (Opts)

Vocabulary (30 points)

A Impressive and appropriate vocabulary used for the topic;

(28-30 pts) No use of English words.

B Mostly appropriate vocabulary used;

(24-26 pts) English used for only 1 or 2 words.

c Moderate vocabulary;

(22-23 pts) Some use of English or invented words.

D Very limited vocabulary;

(18-20 pts) Frequent use of English words; frequently misses or searches for words.

F Insufficient vocabulary to carry out task.

(0 pts) Errors dominate

Grammar (30 points)

A Appropriate use of forms covered in course to express ideas related to the task

(28-30 pts) (verbal inflections and basic syntax) .

B Mostly appropriate verbal inflections and syntax;

(24-26 pts) Some errors.

c Few instances of correct morphology/syntax;

(22-23 pts) Errors are frequent.

D Little to no control of targeted structures;

(18-20 pts) Errors dominate.

SPAN 2303, page 8

F No control of targeted structures;

{0 pts) Errors dominate .

Arkansas Tech University does not discriminate on the basi s of color, sex, sexual orientation, gender identity, race, age, national origin, religion, veteran status, genetic information, or disability in any of our practices, policies, or procedures. lfyou have experienced a ny form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment, sta lking, domestic or dating violence), we encourage you to report this to the institution. If you report such an incident of mi sconduct to a faculty or staff member, they are required by law to notify Arkansas Tech University ' s Title IX Coordinator and share the basic fact of your experience. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For more information pl ease visit: http ://www.atu .edu/t itleix/index .php.

Americans with Disabilities Act

TECH is subject to and endorses both the Americans with Disabilities Act and Section 504 of the

Rehabilitation Act of 1973 passed by Congress. This act provides a civil rights statue designed to prevent

discrimination that qualified individuals with a disability shall not be denied access to any program or

activity provided by any institution receiving federal financial assistance. The Affirmative Action Officer

serves as the coordinator for these federal programs.

Students with disabilities needing academic accommodations should: 1) Register with and provide

documentation to the Student Disability Services (SDS). Bring a letter to your instructor from the SDS

indicating that you need academic accommodations no later than the second week of classes.

Arkansas Tech University adheres to the requirements of the Americans with Disabilities Act in order to prevent barriers to academic accessibility. If you need an accommodation due to a di sability, please contact the A TU Office of Disabi lity Services, located in Doc Bryan Student Center, Suite 171 , or visit http://www.atu .edu/d isabilities/index.php.

Academic Honor Code

Our department strives for academic excellence and encourages all students to achieve their best. Moreover, the department promotes academic honesty and does not tolerate cheating or plagiarism. Cheating is defined as presenting ideas or words of another as one's own. As a college student, it is your responsibility to fully understand the concept of cheating and plagiarism. Instructors are always available to clarify for s tudents their exact definition. Failure to understand these concepts does not excuse you from potential reprimand. According to the university policy, consequences of cheating and plagiarism can result in an F on the assignment or exam, and F in the course.

CALENDARIO Minor changes may be made and will be announced in class.

Textos requeridos: An Introduction to Spanish for Health Care Workers (AISPH) Spanish ami the Medica/Interview (S&MI)

SPAN 2303, page 9

SEMANAS DIAS LECTURAS y TEMAS TAREAS EXAMENES

PRESENTACIONES

Semana 1 M "Principle for Culturally Competent Health Services ... "

24-26 de

ago.

v "Cultural Note: Spanish-speakers in the US/Interpretation and

Interpreting"

L (A !S PH) Chapter I «Buenos dias, soy el doctor». Todos los ejercicios que tengan

espacios para completar deben ser

Semana 2 hechos antes de entrar a Ia clase

M (AISPH) Chapter I «Buenos dias, soy el doctor».

29 de ago.

2 de sept. v (A !SPH) Chapter I «Buenos dias, soy el doctor». P-About Our Health: Results from the Hispanic Community Health Study/Study of Latinos (P-pedir)

L (A !SPH) Chapter I «Buenos dias, soy el doctor».

M (A ISPH) Chapter I «Buenos dias, soy el doctor». Leery responder: La S&MI: capitulo 2 (presentaciones/especialidades) diabetes ... p.44 y 45 (entregar

Semana 3 escrito en comp)

7-9 de sept

v (AISPH) Chapter I «Buenos dias, soy el doctor». P- The State of Diabetes among

Hispanics

Semana 4 L La historia medica general Cap . 3 (handout- Estudiar vocabulario

fotocopias)

12-16 de M (A ISPH) Chapter 2 (.«Como esta usted»?

sept.

v (A ISPH) Chapter 2 (.«Como esta usted»? Estudiar vocabulario

Semana 5 L (A ISPH) Chapter 2 (.«Como esta usted»? Estudiar vocabulario Quizvoc.

SPAN 2303, page 10

19-23 de M (A ISPH) Chapter 2 (.«Como esta usted»? Estudiar vocabulario

sept.

v S&MI: capitulo 2 P- Let's Talk About

Anaphylaxis/Hablemos sobre Ia

anafilaxia

Semana 6 L S&MI: capitulo 3 Estudiar vocabulario

26-30 de

sept. M Comprobaci6n/ iA conversar!/ Aplicaci6n

v Repaso Preparar un " role play" con un

compafiero usando el vocabulario y

expresiones aprendidas. Hand in the

written scr i ~t for grading the class

before1 so ~ou can get feedback

Semana 7 L Examen 1

3-7 de oct.

M (A ISPH) Chapter 3 (.«Que le pasa»? House 1

v (A ISPH) Chapter 3 (.«Que le pasa»?

Semana 8 L (A ISPH) Chapter 3 (.«Que le pasa»? Estudiar vocabulario

10-14 de

oct.

M (AISPH) Chapter 3 (.«Que le pasa»? Estudiar vocabulario

v (A ISPH) Chapter 3 (.«Que le pasa»?

Semana 9 L (A ISPH) Chapter 3 (.«Que le pasa»?

17-21 de

oct. M S&MI: capitulo 4 P- Let' s Talk About Living With Cancer/

Hablemos sobre Ia vida con cancer

v (A ISPH) Chapter 4 "EI recepcionista"

Semana 10 L (A!SPH) Chapter 4 "EI recepcionista"

I

SPAN 2303, page 11

24-28 de Estudiar vocabulario

oct.

M (A ISPH) Chapter 4 ·'EI recepcionista" Estudiar vocabulario

v (A ISPH) Chapter 4 " EI recepcionista"

Semana 11 L (AISPH) Chapter 4 "EI recepcionista" Preparar un "role play"

corto con un companero 31 de oct.-

usando el vocabulario y 4 de nov.

expresiones aprendidas.

Hand in the written scriQt

for grading

M Examen2

v (A ISPH) Chapter 5 " La familia"

Semana 12 L (A ISPH) Chapter 5 " La familia" P- Prenatal Care: Helping You Have a

7-11 de Healthy Baby/Atenci6n prenatal

temprana y peri6dica nov.

M (AISPH) Chapter 5 " La familia"

v (AISPH) Chapter 5 " La familia"

Semana 13 L (A ISPH) Chapter 5 " La familia"

14-18 de M S&MI: capitulo 5 nov.

v (AISPH} Chapter 6 "La farmacia" House 2

Semana 14 L (AISPH) Chapter 6 "La farmacia" P- Acerca del TDA/H en los

ninos /About AD/HD in

Children

21 de nov.

M (A ISPH) Chapter 6 " La farmacia"

v No hay clases

Semana 15 (AISPH} Chapter 6 "La farmacia" Preparar un "role play" corto

con un companero usando el L vocabulario y expresiones

28 de nov.-aprendidas. Hand in the

SPAN 2303, page 12

2 de die. written scri(2t for grading

M (AISPH) Chapter 6 " La farmacia"

v (AISPH) Chapter 6 "La farmacia"

Semana 16 {AISPH) Chapter 6 "La farmacia"

Sy 6 de die.

EXAMEN FINAL: TBA




English and World languages 03-21-18



Dean

Assessment

Registrar




Faculty Senate (Undergrad uate Proposals Only)

Course Subject: (e.g., ACCT, ENGl) Course Number: (e .g., 1003) Effective Term:

SPAN 2313 r Spring (. Summerl

Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Title below)

Spanish for Medical Interpretation II

Banner Title : (limited to 30 characters, including spaces, capitalize all letters - this will display on the transcript)

Spanish for Medical Interpretation II


r Yes (. No


r Yes (. No If so, list course subject and number.

Is this course repeatable for additional earned hours? r Yes r. No How many total hours? I Grading: .:;- Standard letter r P/ F <"' Other

SPAN 2313, Page 2


(. 01 Lecture r 02 lecture/Laboratory r 03Laboratorvonlv

r OS Practice Teaching r 061nternship/Practicum r 07 Apprenticeship/Externship

r 081ndependentStudy r 09 Readings r 10 Special Topics

r 121ndividual Lessons r 13 Applied Instruction r 16 Studio Course

( 17 Dissertation ( 18 Activity Course ( 19 Seminar r 98 Other

Does this course require a fee? r Yes 1- No How Much? I Select Fee Type


r Elective r Major rY Minor



Annually Will this course require any special resources such as unusual maintenance costs, library resources, special software, distance learning equipment, etc.?






not applicable. N/A



(1) become familiar with the basic concepts relating to the theory and practice of interpretation and translation its uses in professional life


(3) develop a high standard of professionalism through increased knowledge of the field, its business practices, social issues, and code of ethics



SPAN 2313, Page 3



Replacing SPAN 1063 with the two-course sequence SPAN 2303 -SPAN 2313 will better prepare

students in the professional practice and theory oftranslation in a medical setting.

A syllabus for SPAN 23 13 is attached.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum form s web page at http://www.atu.edu/registrar/curriculum forms.php.

The addition of this course does not di rectly impact any other program.


SPAN 2313 -Spanish for Medica/Interpretation II

Profesora: Dr. Alejandra Karina Carballo Oficina: 11 6-D, Dean Hall Horas de oficina: TBA Correo e/ectrtmico: [email protected] Telefono: ( 4 79) 968-0639

Course Description

SPAN 2313, Page 4

Useful terminology and expressions for the medical and social service situation, with a minimum of

grammar. Prerequisites: SPAN 2023 or SPAN 2303 or SC'AN2o~1

Required Course Materials

1. An Introduction to Spanish for Health Care Workers: Communication and Culture (English and Spanish Edition) 4th Edition by Robert 0. Chase (Author), Clarisa B. Medina de Chase (Author) ISBN-13: 978-0300212976 (Required)

2. Spanish and the Medica/Interview. Marfa del Pilar Ortega Hernandez ISBN 978-1-4160-3649-4 ed . 2007 (Required)

3. Basic Spanish for Medical and Social Services Phrasebook (Recommended) 4. a- 0. Herrera McElroy and L. Grabb. 2005. Spanish-English English-Spanish Medical Dictionary,

3rd Edition. Philadelphia: Lippincott Williams & Wilkins. b- Glenn T. Rogers. 2006. Spanish-English English-Spanish Medical Dictionary, 3rd Edition. New

York: McGraw-Hill Medical.

(One or the other Strongly Recommended)

Other resources

• •

• • •

Medl ine Plus (http://medlineplus.gov/spanish/) and several others American Heart A ssociation website: (cambiar Ia lengua at espafiol http://www.americanheart.org/downloadablelheart/ 118 1 06 144028 1 BLS%20Student%20-%20 Espanol. pdf http ://minorityhealth.hhs.gov/ Assets/pdf/Checked/ ! /H HS OMH Latino Health Resources. pdf http://www.hispanichealth.org/ resources.html

SPAN 2313, Page 5

Objectives

In this course students will expand their knowledge of skills needed to function in Spanish for the

medical personnel. These include the skills of understanding spoken Spanish, speaking, reading

medically-related materials, and writing appropriately for the work environment. Basic medical

vocabulary in English and Spanish is presented, and grammatical and syntactical differences between

the two languages are emphasized. Written and oral practice and reading comprehension exercises with

medical vocabulary are included.

Evaluation

Except in the case of excused absences or extreme extenuating circumstances the following will be the

policy of this class:

1. Late assignments will not be accepted 2. There will be no "make-up" of quizzes or examinations 3. NO quizzes or exams will be given early.

Course Components

Participation 25% Homework/videos 15%

Oral presentations/Practice 35%

Exams/ quizzes 25%

Grading Scale A 90-100 B 80-89 C 70-79 D 60-69 F 00-59

ATTENDANCE AND PARTICIPATION POLICY

In order to meet the course goals and objectives, you must attend and actively participate in class. Participation is an important component of your grade, and each day your instructor will make a mark in his/her grade book regarding your participation and will assign you a weekly grade. I f you miss class, no participation points can be awarded for that day. There is NO make up for pa11icipation. Therefore, do not bring written excuses to your instructor.

Excessive absenteeism not only affects your participation grade but is also grounds for failure in this

course. There are no excused absences except for University recognized religious holidays (for which you

must notify your instructor before the holiday) and prior approved, properly documented University

sponsored activities that demand your presence. Students arriving more than 10 minutes late to class

are considered absent.

SPAN 2313, Page 6

Participation

Participation is an important component of your final grade. If you miss class, no participation points can

be awarded for that day. Daily participation will be graded according to the scale on this syllabus. You

should use this information during any discussion with your instructor regarding your class performance.

2 points

• Arrived on time, attended full class and participated in all activities.

• Brought all necessary materials (including textbook) to class.

1 point

• Arrived less than 10 minutes late to class and/ or left early.

• Was not prepared, did not bring required materials, did not participate, and/ or did not pay attention.

• Displayed behavior deemed inappropriate by instructor (including use of English) .

0 points

• Absent or arrived more than 10 minutes late.

Homework

The most effecti ve way to do the homework is the following: First, review the material for the corresponding lesson in the textbook, your class notes, and the grammar reviews in the workbook. Second, do the activities as these check your understanding of the material you are going to cover in class. Finally, make sure you understand the correct answers and why you made any errors because you will encounter similar activities on the exam. We will go over them in class, so be ready to ask questions regarding the topic. If you cannot do this on your own, see your instructor for clarification. No late homework will be accepted.

Exams

There are three exams that correspond with the textbooks. They are announced on the syllabus and will

be held in the room and class period in which class is held (except for the final exam). No deviation of

this schedule will be allowed. This means NO early or late exams. If you cannot take an announced exam

due to a documented emergency, written proof of the circumstances must be presented to your

instructor no later than one week after you return to class.

Presentations

There will be several mini presentations, which will take place during regular class time. They consist of short interviews or conversation between you and a partner. These interactions wi ll be based on si tuations and themes covered in class and wil l be graded according to the assessment criteria listed in thi s sy llabus. The dates are listed on the calendar. The activ ities are similar to/based on the communicative activities you do in class.

You will also have a PP group presentation on handbooks obtained from http://www.hispanichealth.org/resources.html. You will receive further instructions in class.

Evaluation Criteria for Oral Exams

SPAN 2313, Page 7

Quality of interaction (40 points)

A Stays all in Spanish; successful in completing objective; consistently and

appropriate ly responds to others' ideas and information; helps others to interact; (36-40 pts)

B

(32-34 pts)

c

(28-30 pts)

does not dominate the interaction

Stays all or mostly in Spanish (with the exception of 1 or 2 words); mostly

successful in completing objective; sometimes responds to others' ideas and

information; helps others to interact; does not dominate the interaction

Sometimes uses English; only somewhat successful in completing objective; rarely

initiates interaction and/or dominates interaction.

D Overuses English; minimally successful in completing objective; takes his/her turn,

but nothing else; introductions/conclusions absent. (24-26 pts)

F English predominates; incomprehensible speech; introductions/conclusions

absent. (0 pts)

Vocabulary (30 points)

A Impressive and appropriate vocabulary used for the topic;

(28-30 pts) No use of Eng lish words.

B Mostly appropriate vocabulary used;

(24-26 pts) English used for only 1 or 2 words.

C Moderate vocabulary;

(22-23 pts) Some use of English or invented words.

D Very limited vocabulary;

(18-20 pts) Frequent use of English words; frequently misses or searches for words.

F Insufficient vocabulary to carry out task.

(0 pts) Errors dominate

Grammar (30 points)

A Appropriate use of forms covered in course to express ideas related to the task

(28-30 pts) (verbal inflections and basic syntax).

B Mostly appropriate verbal inflections and syntax;

SPAN 2313, Page 8

(24-26 pts) Some errors.

C Few instances of correct morphology/syntax;

(22-23 pts) Errors are frequent .

D Little to no control of targeted structures;

(18-20 pts) Errors dominate.

F No control of targeted structures;

(0 pts) Errors dominate .

Arkansas Tech University does not di scriminate on the basis of color, sex, sexual orientation, gender identity, race, age, national origin, religion, veteran status, genetic information, or disability in any of our practices, policies, or procedures. lfyou have experienced any form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report thi s to the institution. lfyou report such an incident of misconduct to a faculty or staff member, they are required by law to notify Arkansas Tech University' s Title IX Coordinator and share the basic fact of your experience. The Title IX Coordinator wil l then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For more information please visit: http ://www.atu .edu/titleix/index.php.

Americans with Disabilities Act

TECH is subject to and endorses both the Americans with Disabilities Act and Section 504 of the

Rehabilitation Act of 1973 passed by Congress. This act provides a civil rights statue designed to prevent

discrimination that qualified individuals with a disability shall not be denied access to any program or

activity provided by any institution receiving federal financial assistance. The Affirmative Action Officer

serves as the coordinator for these federa l programs.

Students with disabilities needing academic accommodations should: 1) Register with and provide

documentation to the Student Disability Services (SDS) . Bring a letter to your instructor from the SDS

indicating that you need academic accommodations no later than the second week of classes.

Arkansas Tech University adheres to the requirements of the Americans with Disabilities Act in order to prevent barriers to academic accessibility. If you need an accommodation due to a disabi lity, please contact the ATU Office of Disability Services, located in Doc Bryan Student Center, Suite 171 , or visit http://www.atu.edu/disabilities/index.php.

Academic Honor Code

Our department strives for academic excellence and encourages all students to achieve their best. Moreover, the department promotes academic honesty and does not tolerate cheating or plagiarism. Cheating is defined as presenting ideas or words of another as one's own. As a college student, it is your responsibility to fully understand the concept of cheating and plagiarism. Instructors are always available to clarify for students their exact definition. Failure to understand these concepts does not excuse you from potential reprimand. According to the university policy, consequences of cheating and plagiarism can result in an F on the assignment or exam, and F in the course.

CALENDARIO Minor changes may be made and will be announced in class.

Textos requeridos: An Introduction to Spanish for Health Care Workers (AISPH)

SPAN 2313, Page 9

Spanish ami the Medical Interview (S&MI)

SEMANAS DIAS LECTURAS y TEMAS TAREAS EXAMENES

PRESENTACIONES

Semana 1 M " Principle for Culturally Competent Health Services ... "

v "Cultural Note: Spanish-speakers in the US/Interpretation and

Interpreting"

l (A ISPH) Chapter 7 La nutrici6n y las dietas Todos los ejercicios que tengan

espacios para completar deben ser

Semana 2 hechos antes de entrar a Ia clase

M (A ISPH) Chapter 7 La nutrici6n y las dietas

v (A ISPH) Chapter 7 La nutrici6n y las dietas P-About Our Health: Results from the Hispanic Community Health Study/Study of Latinos (P-pedir)

L (AISPH) Chapter 7 La nutrici6n y las dietas

Semana 3

M (A ISPH) Chapter 7 La nutrici6n y las dietas Leer y responder: La S&MI: capitulo 6 (presentaciones/especialidades) diabetes ... p.44 y 45 (entregar

escrito en comp)

v La historia medica general Cap. 3 (handout) P- The State of Diabetes among

Hispanics

Semana 4 l (A ISPH) Chapter 8 El examen fis ico Estudiar vocabulario fotocopias)

M (AISPH) Chapter 8 El examen fisico

v (A ISPH) Chapter 8 El examen flsico Estudiar vocabulario

Semana 5 L (AISPH) Chapter 8 El examen fisico Estudiar vocabulario Quiz voc.

M (A ISPH) Chapter 8 El examen flsico Estudiar vocabulario

SPAN 2313, Page 10

v S& Ml: capitulo 7 P- Let's Talk About

Anaphylaxis/Hablemos sobre Ia

anafilaxia

Semana 6 L S&Ml: capitulo 7 Estudiar vocabulario

M Comprobaci6n/ iA conversar! / Aplicaci6n

v Repaso Preparar un " role play" con un

compafiero usando el vocabulario y

expresiones aprendidas . Hand in the

written scri12t for grading the class

beforel so ~ou can get feedback

Semana 7 L Examen 1

M (AISPH) Chapter 9(,«Que paso»? House 1

v (A IS PH) Chapter 9(,«Que pas6»?

Semana 8 L (A ISP H) Chapter 9 (,«Que paso»? Estudiar vocabulario

M (A!SPH) Chapter 9(,«Que pas6»? Estudiar vocabulario

v (AISPH) Chapter 9(,«Que paso»?

Semana 9 L (A ISPH) Chapter 9(,«Que pas6»?

M S&MI: capitulo 8 P- Let's Talk About Living With Cancer/

Hablemos sobre Ia vida con cancer

v (A !SPH) Chapter 9 Padecimientos e historia medica

Semana 10 L (A ISPH) Chapter 9 Padec imientos e historia medica

Estudiar vocabulario

M (A !SPH) Chapter 9 Padecimientos e historia medica Estudiar vocabulario

SPAN 2313, Page 11

v (AISPH) Chapter 9 Padecimientos e historia medica

Semana 11 L (A ISPH) Chapter 9 Padecimientos e histor ia medica Prepara r un " role p lay"

corto con un compafiero

usando el vocabu lar io y

expresiones aprendidas.

Hand in the written scri~t

for grading

M Examen2

v (A /S PH) Chapter 10 lnternamientos, odontologia y Ia salud mental

Semana 12 L (AISPH) Chapter Chapter I 0 lnternamientos, P- Prenatal Ca re: Helping You Have a odontologia y Ia salud mental

Hea lthy Baby/ Atenci6n prenatal

temprana y peri6dica

M (A IS P H) Chapter Chapter I 0 I nternam ientos, odontologia y Ia salud mental

v (A IS PH) Chapter Chapter I 0 lnternamientos, odontologia y Ia salud mental

Semana 13 L (A !S PH) Chapter Chapter I 0 lnternamientos, odontologia y Ia salud mental

M S&MI: capitu lo 9

v (A ISPH) Chapter 11 Maternidad y protecci6n sexual House 2

Semana 14 L (AISPH) Chapter 11 Maternidad y protecci6n sexual P- Acerca del TDA/ H en los

nifios I About AD/ H D in

Children

M (A!SPH) Chapter II Maternidad y protecci6n sexual

v {AISPH) Chapter 11 Maternidad y protecci6n sexual

Semana 15 (AISPH) Chapter 11 Maternidad y protecci6n sexual Preparar un "role play" corto

con un compaiiero usando el L vocabulario y expresiones

aprendidas. Hand in the

written scri~t for grading

M {AISPH) Chapter 11 Maternidad y protecci6n sexual

v {AISPH) Chapter 11 Maternidad y protecci6n sexual

Semana 16 Repaso

SPAN 2313, Page 12

EXAMEN FINAL: TBA







Dean

Assessment

~ /1 /<{ Registrar cH LO.J~W)c ~/;20/t~ Vice President for Academic Affairs

Committee Approva l Date


Faculty Senate {Undergraduate Proposals Only)

Course Subject: (e .g., ACCT, ENGL) Course Number: (e.g., 1003) Effective Term: SPAN 3233 r Spring r. Summerl

Official Catalog Title : {If official title exceeds 30 characters, indicate Banner Title below)

Introduction to Literature

Banner Title : (limited to 30 characters, including spaces, capitalize all letters- th is will display on the transcript)

Introduction to Literature

Will this course be cross-listed with another existing course? If so, list cou rse subject and number.

( Yes (.' No


If so, list course subject and number. r Yes r. No

Is this course repeatable for additional earned hours? r Yes r.- No How many total hours? j

Grading: r. Standard Letter ( P/F ( Other

SPAN 3233, page 2


r. 01 Lecture (' 02 Lecture/Laboratory r 03 Laboratorvonlv

( OS Practice Teaching (' 061nternship/Practicum ( 07 Apprenticeship/Externship

( 081ndependentStudy

( 121ndividual Lessons

( 17 Dissertation

( 09 Read ings

(' 13 Applied Instruction

( 18 Activity Course

( 10Special Topics

( 16 Studio Course

(' 19 Seminar

Does this course require a fee? r Yes r. No How Much? j


r Elective rY Major r Minor

( 98 Other

Select Fee Type



Annually



Will this course require a specia l classroom (computer lab, smart classroom, or laboratory)?

This course will not require a specia l classroom



not applicable. N/A


1. Provide the program level learning outcome(s) it addresses.

(1) Ability to understand and respond creatively, critically, and analytically to print and non-print

texts in Spanish.

(2) Understanding the role of Spanish in the global community and appreciation of cultural

differences.

(3) Ability to conduct research and use it effectively



(1} Embedded CPGE measurement

c. What is the rationale for adding thi s course? What evidence demonstrates this need?

SPAN 3233, page 3

Assessment scores gathered since 2013 show that only 67% of students in 4000-level Spanish classes

are scored as Target or High-Acceptable in their ability to analyze literary texts and synthesize literary

knowledge. Faculty members who teach advanced literature courses agree that students need a

smoother transition from the study of language skills to the study of literature. The proposed SPAN

3233 Introduction to Literature is designed to address this transition.

A syllabus for SPAN 3233 is attached below.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www .atu.ed u/registra r /curriculum forms.php.

The addition of this course will not affect any other department or program.

Arkansas Tech University SPAN 3233 Introduction to Literature- FALL 2019


Professor: Dr. Nelson R. Ramirez Class time: TR: 9:00 a.m. - 1 0:20 a.m. Classroom: Dean Hall 105 Office: Dean Hall 116-F Telephone: 479-968-0636 e-mail: [email protected] Office Hours: MWF 2:00p.m. - 4:00p.m.; TR 12:00 p.m.- 4:00 p.m.; or by appointment

CATALOG DESCRfPTION:

Prerequisite: SPAN 2023 or SPAN 2033 or equivalent

Introduction to the study of Hispanic literature.

COURSE DESCRIPTION

SPAN 3233, page 4

This new course will provide a bridge to the two required senior-level literature surveys. The prerequisite is SPAN 2023 Intermediate Spanish II/SPAN 2033 Intermediate Spanish II for Heritage Speakers.

This course will introduce students to the study of Hispanic literature. Readings will include works from a variety of periods, genres and regions. The aim of this course is two-fold, to introduce students to techniques for literary analysis and to develop skills in the area of research and academic writing in Spanish.

This course is a prerequisite for all other Spanish literature courses in the Department of English and World Languages.

READINGS

Required textbook:

Friedman, Edward, L. Teresa Valdivieso and Carmelo Virgilio. Aproximaciones al estudio de la literatura hispanica. New York: McGraw-Hill, 2011.

In the event that additional reading material is required, it will be placed on reserve in the library.

EVALUATION

Attendance and participation 25 %

Two short essays One partial exam Final research paper (MLA format) Oral presentation Final exam

20% 15% 15% 10% 15%

SPAN 3233, page 5

Short essays: Students will be asked to write 2 short essays on literary topics to be determined by the professor. Each will be between 1 and 3 pages in length, depending on the progress of the class. On the day the first essay is assigned, the class will have a discussion on how to write essays on literary topics in Spanish. Students will be allowed to ask questions and raise concerns.

Final research paper: students will use the skills developed during the course to write a research paper on a topic determined by the professor. This essay will be between 4 and 6 pages in length. It will evaluate the student's ability to think critically about the texts in question, to research the topic and present that information appropriately, and to organize and present his or her ideas cohesively and coherently. Correct use of the MLA format will be evaluated.

Attendance and participation: Students are required to complete all readings before coming to class and will be expected to participate in discussions about the assigned texts. Preparation and participation are essential to succeed in this course. Attendance is, therefore, extremely important and will be taken daily. Repeated absences will significantly lower your mark, regardless of the quality of your participation when you are present. Missing class is not an excuse for not turning in assignments on time.

GRADE SCALE

A = 90-100 POINTS B = 80-99 C= 70-79 D = 60-69 F=BELOW60

ADDITIONAL INFORMATION

l) All documents must be double-spaced, in Times New Roman font, size 12. Documents will be saved under the title: Student's last name- Assignment # X. You must include a word count at the end of each writing assignment. Errors will be indicated and the assignment will be marked.

2) If you know in advance that you will not be able to hand-in an assignment on the due date or attend an in-class activity, you must make arrangements with the professor in advance.

3) You cannot write an in-class activity at a later date. If you are unable to attend class on the day one of these exercises is conducted, you must make arrangements with the professor to redistribute the corresponding portion of your grade.

Students with Disabilities

Students may request accommodation as a result of barriers related to a disability. Students who require academic accommodation for either classroom participation or the writing of tests and exams should make their request to the Office of Disability Services (https://www.atu.edu/disabilities/index.php).

SPAN 3233, page 6

Academic Honor Code:

Our department strives for academic excellence and encourages all students to reach their potential. Moreover, the department promotes academic honesty and does not tolerate cheating or plagiarism. Cheating is defined as presenting ideas or words of another as one's own. According to the university policy, the consequences of cheating and plagiarism can result in an F on the assignment, exam, or in the course.

COURSE PROGRAM

August 22 Thursday

27 Tuesday

29 Thursday

September 3 Tuesday

5 Thursday

10 Tuesday

12 Thursday

17 Tuesday

19 Thursday

24 Tuesday

Presentaci6n de Ia materia a estudiar. Syllabus e introducci6n a Ia literatura.

La literatura como arte y fen6meno estetico. El autor y su obra (Paginas 2 a 8)

Introducci6n a Ia narrativa (Paginas I 0 a 19)

La literatura didactica en Ia Edad Media "Lo que sucedi6 a un mozo que cas6 con una muchacha de muy mal caracter", de Don Juan Manuel (Paginas 42 a 45)

Recursos disponibles: Clase a cargo de Ia bibliotecaria Oriel MacLennan (Lab. 070, North Commons on the main floor of the Killam Library)

Entrega de Ia bibliografia. Los periodos: movimientos, corrientes, tendencias literarias (Paginas 24 a 40)

Narrativa latinoamericana del siglo XX "La mujer del juez", de Isabel Allende (Paginas 94 a 101)

Narrativa espanola del siglo XX "Pecado de omisi6n", de Ana Maria Matute (Paginas 79 a 82)

Narrativa experimental latinoamericana siglo XX "La noche boca arriba", de Julio Cortazar (Paginas 61 a 67)

Entrega de Ia primera version del primer ensayo. Introducci6n a Ia poesia (Paginas 138 a 146)

SPAN 3233, page 7

26 Thursday Ellenguaje literario (Paginas 152 a 160)

October 1 Tuesday Panorama historico y categorias

Fundamentales (Paginas 160 a 1 72)

3 Thursday Poemas medievales "EI enamorado y la muerte" y "Romance del conde Arnaldos" (Paginas 174 a 176)

8 Tuesday Poesia mistica "Vivo sin vivir en mi", de Santa Teresa de Jesus (Paginas 179 y 180)

10 Thursday Poesia barroca "A tu retrato", de Sor Juana Ines de Ia Cruz (Paginas 190 y 191 )

15 Tuesday Poesia espanola del siglo XX "Proverbios y can tares: XXIX" y "La saeta", de Antonio Machado (Paginas 211 y 212)

17 Thursday "Canci6n del jinete", "Prendimiento de

Antonito el Camborio en el camino de

Sevilla", de Federico Garcia Lorca (Paginas

223 a 225}

22 Tuesday Poesia latinoamericana del siglo XX "Renacimiento" y "Mujer Negra", de Nancy Morejon (Paginas 246 a 249)

24 Thursday Introduccion al drama (Paginas 252 a 265)

29 Tuesday Entrega de Ia primera version del segundo ensayo. Panorama historico y categorias Fundamentales (Paginas 273 a 289)

31 Thursday Teatro latinoamericano ''El delantal blanco", de Sergio Vodanovic (Paginas 310 a 318)

November

5 Tuesday Teatro espafi.ol "La casa de Bernarda Alba", de Federico Garcia Lorca (Paginas 335 a 370)

7 Thursday Panorama historico del ensayo hasta El

12 Thursday

14 Tuesday

December 3 Tuesday

SPAN 3233, page 8

ensayo americano finisecular (Paginas 384 a 390) "La producci6n ensayistica de Ia Generaci6n del 98" a "El ensayo feminista" (Paginas 390 a 398)

·'Notas sobre el vasallaje", de Arturo Usar Pietri (Paginas 411 a 421)

"Y las madres, (,Que opinan?", de Rosario Castellano (Paginas 426 a 429)

Presentaci6n de ensayos por los estudiantes.

BIBLIOGRAPHY

Mullen, Edward J. y Garganigo, John F. El cuento hispimico: A Graded Literary

Anthology. Sexta Edici6n (o Septima). New York: McGraw-Hill Higher

Education, 2004

Auerbach, Erich. Mimesis: La representaci6n de Ia realidad en Ia literatura occidental.

[ 1942]. Traducci6n de I. Villanueva y E. Imaz. Mexico: Fondo de Cultura Econ6mica, 1996.

Bakhtin, M.M. The Dialogic Imagination: Four Essays. Edited by Michael Holquist.

Translated by Caryl Emerson and Michael Holquist. [1981]. Austin: University ofTexas Press, 2004.

Boccaccio, Giovanni . Decamer6n. Edici6n de Maria Hernandez Esteban. Traducci6n de

Maria Hernandez Esteban. Madrid: Ediciones Catedra S.A., 1994.

Castaneda, Luis Hernan. Fotografias de sala. Lima: Santillana S.A., 2007.

Corral, Wilfrido H. y Valencia, Leonardo. Cuentistas hispanoamericanos de entresiglo.

New York: McGraw Hill, 2005.

Diaz, Junot. Negocios. Traducci6n de Eduardo Lago. New York: Random House, Inc.,

1997.

Douster, Frank, Lyday, Leon, Woodyard, George. 9 dramaturgos hispanoamericanos del

SPAN 3233, page 9

siglo XX. Torno III. Segunda edici6n. Ottawa, Canada: Girol Books, Inc, 1983.

Eshleman, Clayton. The Complete Poetry ofCesar Vallejo. Reading at Library of Congress.

http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=4020

Eco, Humberto. On Literature. Translated from the Italian by Martin McLaughlin.

Orlando: Harcourt, Inc., 2004.

Essays by Poe, Hawthorne, Chejov, Matthews, Quiroga, Cortazar, et. al., from Del cuento

y sus alrededores: Aproximaciones a una teoria del cuento. Pacheco, Carlos y

Barrera, Luis (Compiladores). Caracas: Monte Avila Editores Latinoamericana,

1992.

Foucault, Michel. The Order ofThings: An Archaeology of the Human Sciences. A translation of

Les Mots etles choses. New York: Random House Inc., 1994.

Hoodie, James H. Vivencias hisp(micas: Cuentos del siglo XX. Orlando, Florida: Harcourt

Brace & Company, 1988.

Jameson, Fredric. Postmodernism, or The Cultural Logic of Late Capitalism. [ 1991].

Durham: Duke University Press, 2003.

Lukacs, Georg. The The01y of the Novel: A Historico-Philosophical Essay on the Forms of

Great Epic Literature. [1920]. Translated from the German by Anna Bostoc. Cambridge

Massachusetts: The MIT Press, 1971

Martin-Barbero, Jesus. AI sur de Ia modernidad: Comunicaci6n, globalizaci6n y

multiculturalidad. Pittsburgh: Serie Nuevo Siglo, 2001.

McKeon, Michael. Theory of the Novel: A Historical Approach. Edited by Michael McKeon.

Baltimore London: The Johns Hopkins University Press, 2000.

Mendez-Faith, Teresa. Panoramas literarios America hispana. Segunda edici6n. Boston

New York: Houghton Mifflin, 2008

Menton, Seymour. Caminata porIa narrativa latinoamericana. Mexico D.F.: Fondo de Cultura

Econ6mica, 2002.

MLA Handbook. Eith Edition. New York: The Modern Language Association of America,

2016.

SPAN 3233, page 10

Nicols, Bill. La representaci6n de Ia realidad: Cuestiones y conceptos sobre el documental.

[Representing reality, 1991]. Traduccion de Josetxo Cerdan y Eduardo Iriarte.

Buenos Aires: Paidos, 1997.

Peres, Ramon D. Historia Universal de Ia Literatura. Barcelona: Editorial Ramon

Sopena S.A., 1978.

Poe, Edgar Alia. Cuentos, 1. Prologo, traduccion y notas de Julio Cortazar. Madri.d:

Alianza Editorial, 2004.

Ribeyro, Julio Ramon. La palabra del mudo: cuentos 1952-1972. Lima: Milia Batres

Editorial, 1973.

Rotker, Susana. The American Chronicles of Jose Marti. Journalism and Modernity in Spanish

America. Translated from the Spanish by Jennifer French and Katherine Semler.

Fundaci6n de una escritura: las cr6nicas de Jose Marti. [1992]. Hanover and New London: University Press ofNew England, 2000.

Salvatierra, Leon. "'Estival': vision alegorica de Ia escritura canivalesca en Azul . . . de Ruben

Dario. Ciberletras, v. 31. Web. 7 de enero, 2014.

Stavans, II an. La condici6n hispimica: vistas a/ futuro de un pueblo. New York: Harper

Collins, 200 I.

Steiner, George. Despues de Babel: Aspectos dellenguaje y Ia traduci6n. Tercera edicion.

Traduccion de Adolfo Castanon y de Aurelio Major. [After Babel: Aspects of Language and Translation]. Mexico, D.F.: Fondo deCultura Economica, 2001.

Vargas Llosa, Mario. La verdad de las mentiras. Lima: Santillana, S.A., 2002.

--------Bases para una interpretacion de Ruben Dario. [Tesis universitaria,

1958]. Lima: Universidad Nacional Mayor de San Marcos, 2001 .

Zola, Emile. El naturalismo. Seleccion, introduccion y notas de Laureano Bonet. Traducion

de Jaime Fuster. [Le naturalisme].

http://www.elboomerang.com/

http://www.puenteaereo l .blogspot.com/

SPAN 3233, page 11

http:/ /www.notasmoleskine. blogspot.com/


REQUEST FOR COURSE CHANGE



Title Signature

Department Head

Dean

Assessment

Registrar

~fJ.i(l~ Vice President for Academic Affairs

Committee




Course Subject: (e.g., ACCT, ENGL) ENG L

Official Catalog Tit le: Advanced Composition: Theory and Practice

j Course Number: (e.g., 1003) 2063

Date

03-20-18

Date

03-20-18

(,jc; Ji

(/~/;~ &/JO/t8

Approval Date

Is this course cross- listed with another existing course? If so, list course subject and number.

r Yes r. No

Request to change: (check appropriate box):

r Course Number rv' Title rY Course Description

r Cross-Listing r Prerequisite r Co-requisite

r Grading r Fee

r Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this course is cross-listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses.

New Course Number: (e.g., 1003)

I New Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Title below)

Introduction to Literary Studies

Banner Title: (limited to 30 characters, including spaces, capitalize all letters - this will display on the tra nscript)

Introduction to Literary Studies

New Course Description: Practice in the analytic, research, and writing skills necessary for literary study.

New Cross List:

r Adding Cross-Listing r Changing Cross-Listing r Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number I New Prerequisite (list all, as you want them to appear in the catalog):

New Co-requisite (list all, as you want them to appear in the catalog):

r Elective r Major r Minor



a. If this course is mandated by an accrediting or certifying agency, include the directive. If



a. Provide the program level learning outcome(s) it addresses.

(1) Mastery of the conventions of standard written English

(2) Skills in critical thinking and literary analysis applied to multiple genres

(3) Effective oral and written communication, using critical vocabulary

(4) Ability to conduct research and use it effectively

b. Provide tool or measure directly linked to each program learning outcome. (How will

student learning in this outcome be measured?)

(1) CPGE embedded in ENGL 2063

(2) Self-reported improvement during Exit Interview

(3) Portfolio assessment

c. What is the rationale for adding this course? What evidence supports this action?

This is not a course addition. The change in title and description reflects an effort to more

explicitly position the course as the gateway to the B.A. English.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/ registrar/ curriculum forms.php.

A Departmental Support form from Curriculum and Instruction is attached.


DEPARTMENTAL SUPPORT FORM

This form must be completed for every department affected by the course change.

Proposed Changes to ENGL 2063 Advanced Composit ion: Theory and Practice, a required course for

ENED and CWED majors.

(1) Change title to Introduction to literary Studies

Department Affected: Department of Curriculum and Instruction I

This department Oil supports D does not support the change.

Comments:

Department Head Signature:

Date:







Dean

Assessment

Registrar

WIUJ I Vice President for Academic Affairs

Committee Approval Date I Curriculum Committee (Undergraduate Proposals Only)


Course Subject : (e.g., ACCT, ENGL) ENGL

Official Catalog Title: Literary Theory



{v Yes · No

I Request to change: (check appropriate box):

1\7 Course Number r Title r Course Description

1\7 Cross-Listing r Prerequisite r Co-requisite

I Grading I Fee

I

I

I

ENGL 4103, page 2

I r Other I

'

NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this course is cross-listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses.

New Course Number: (e.g., 1003) 4103

New Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Tit le below)

Banner Title: (limited to 30 characters, including spaces, capital ize all letters- this will display on the transcript)

I New Course Description :

New Cross List:

!V Adding Cross-Listing I Changing Cross-Listing I Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number ENGL 5103: Literary Theory ~--~~~----~----~---------------------------·-----------------------------~

New Prerequisite (list all, as you want them to appear in the catalog):

New Co-requisite (list all, as you want them to appear in the catalog ):

I Elective rV Major I Minor

{If major or minor course, you must complete the Request for Program Change form to add course to program.)

Answer the following Assessment questions :

a. If th is course is mandated by an accrediting or certifying agency, include the directive. If


b. If th is course is required for the major or minor, complete the following.

a. Provide the Q_r:g_gr_al1!. .1.~ye l lei!f:.n !I'1.B o.ut~:gJ!l.~,{~.) _!.ta..<i.il.r.~s~_e.s . This cou rse addresses two learning objectives established for the B.A. English:

(1) Skills in crit ical thinking and literary analysis applied to multiple genres

(2) Effective ora l and written communication, using critical vocabu lary

b. Provide tool or measure directly linked t o each program learning outcome. (How will


These learning objectives are assessed in multiple ways, including:

(1) Self-reported improvement during Exit Interview

(2) CPGE assessments embedded in ENGl 2063 and ENGL4103

ENGL 4103, page 3

(3) portfolio assessment


For several years the assessment measures listed above have shown deficiencies in

students' perceived or demonstrated knowledge of literary theory. We have tried

unsuccessfully to address these deficiencies in our gateway course, ENGL 2063. We have,

therefore, decided to add this requirement to the degree in place of one of our required

electives.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached . The form is located on the Curriculum forms web page at

!lUP. :f/~w~.a t u .f.!c!u/~eg !syar /c~rncu l_u_m_!orr'0 :, php. N/ A





Title Signature

Department Head

Dean

Assessment

Registrar


Committee

Cu rricu lu m Committee (Undergraduate Proposals Only)



Officia l Catalog Title: Spanish Literature

l Course Number: (e.g., 1003) 4213

Date

03-22-18

Date

03-22-18

Approval Date


r Yes r. No

I Request to change: (check appropriate box) :

r Course Number r Title r Course Description

r Cross-Listing rv' Prerequisite r Co-requisite

r Grading r Fee

r Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this

SPAN 4213, page 2

course is cross-listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses.


I New Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Title below)

I Banner Title: (limited to 30 characters, including spaces, capitalize all letters- th is will display on the tra nscript)

I New Course Description:

New Cross List :

r Adding Cross-Listing I Changing Cross-Listing I Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number I New Prerequisite (list all, as you want them to appear in the catalog) :

Prerequisite: SPAN 3233 : In+r~ ducf- , Ofl ~ D Ld era..h,tre

New Co-requisite (list all, as you want them to appear in the catalog):

r Elective I Major I Minor

(If major or minor course, you must complete the Request for Program Change form to add course to program .)


a. If this course is mandated by an accrediting or certifying agency, include the directive. If not,

state not applicable. N/ A



(1) Ability to understand and respond creatively, critically, and analytically to print and

non-print texts in Spanish.



(1) CPGE embedded in SPAN 4213


This prerequisite change will require students to complete the new SPAN 3233 Introduction

to Literature before taking this advanced literature course. CPGE evidence has shown that

some students in SPAN 4213 were inadequately prepared for literary study.

lfthis course will affect other departments, a Departmental Support Form for each affected department must be attached.

This prerequisite change does not impact any other department or program.





Title Signature

Department Head

Dean

Assessment

Registrar


Committee




Official Catalog Title : Spanish-American Literature


Date

03-22-18

Date

03-22-18

Approval Date


r Yes r.- No


r Course Number r Title I Course Description

r Cross-Listing fV Prerequisite r Co-requisite

r Grading I Fee

r Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this

course is cross-listed, a prerequisite/ co-requisite, or included in the course descript ion of other courses, a Course Change must be submitted to address all changes in related cou rses. New Course Number: (e.g., 1003)

I New Official Catalog Title : (If official title exceeds 30 characte rs, indicate Banner Title below)

I Banner Title: (limited to 30 characters, including spaces, capitalize all letters- th is wi ll display on the t ranscript)


New Cross List :

I Adding Cross-Listing I Changing Cross-Listing I Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number I New Prerequisite (list all, as you want them to appear in the catalog):

Prerequisite : SPAN 3233 : j_ ntrodu..c t, on -t o L,· +e,.-a ~ u , 0

New Co-requisite (list all, as you want them to appear in the catalog) :

I Elective r Major I Minor

(If major or minor course, you must complete the Request for Program Change form to add cou rse to program.)


a. If this course is mandated by an accrediting or certifying agency, include the directive. If not ,

state not applicable. N/A

b. If this course is required for the major or minor, complete the follow ing.


(1) Ability to understand and respond creatively, critically, and ana lytical ly to print and

non-print texts in Spanish.



(1) CPGE embedded in SPAN 4223


This prerequisite change will require students to complete t he new SPAN 3233 Introduction

to Literature before taking this advanced literature course. CPGE evidence has shown that

some students in SPAN 4223 were inadequately prepared for l iterary study.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached.

This prerequisite change does not impact any other department or program.


REQUEST FOR PROGRAM CHANGE




Department Head

Dean

Assessment

Registrar






Program Title: Bachelor of Fine Arts in Creative Writing

Outline change in program : (e .g., list changes in program such as (1) delete t hree hours of elective and (2) add three hours of approved major electives)

(1) Add ENGL 3073 (2) Delete English Elective

What impact will the change have on staffing, on other programs and space allocation?

The addition of ENGL3073 will have no impact on staffing, other programs, or space allocation.


BFA CRWR Program Change, page 2

a. How does the program change align with the university mission?

The change will further the program's ability to provide "opportunities for progressive intellectual development."

b. If this change in the program is mandated by an accrediting or certifying agency, include the

directive. If not, state not applicable. N/A

c. What is the rationale for this program change?

1. How will the program change impact learning for students enrolled in th is program?

The addition of ENGL 3073 as a degree requirement will ensure that all program completers will have exposure to creative nonfiction, a form with increasing publication opportunities.

2. Provide an example or examples of student learning assessment evidence which supports the changes in the program.

On exit interviews, previous graduates have expressed interest in this genre.

b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions.

The University of Central Arkansas offers a B.A. in Creative Writing. They have two similar courses: CRWR 3345 Forms of Creative Nonfiction and CRWR 3372 Creative Nonfiction Workshop. No other Arkansas institution offers an undergraduate degree focusing on creative writing.

c. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome.

The B.F.A. Creative Writing Program Review is attached.


In the attached matrix, include requested changes in the matrix and include course number and title.

Curriculum Matrix for Catalog

Curriculum in Bachelor of Fine Arts in Creative Writing

Freshman Fall Semester Freshman Spring Semester

Add/Change: Add/Change:

Delete: Delete:

Total Hours: Total Hours:

Sophomore Fall Semester Sophomore Spring Semester


Delete: Delete :


Junior Fall Semester Junior Spring Semester


ENGL 3073

Delete: Delete:

Elective- 3 hours

Total Hours: 15 Total Hours:

Senior Fall Semester Senior Spring Semester


Elective- 3 hours

Delete: Delete :

English Elective (3000-4000 level)

Total Hours: Total Hours : 12


Arkansas Tech University Program Review I Assessment Plan

Program/ Department: B. F. A. Creative Writing

Program Contact: Carl Brucker Phone: 479-968-0484

Email: [email protected] Date Submitted: November 3, 2017

Arkansas Tech University Mission Statement: Arkansas Tech University is dedicated to student success, access, and excellence as a responsive campus community providing opportunities for progressive intellectual development and civic engagement. Embracing and expanding upon its

technological traditions, Tech inspires and empowers members of the community to achieve their

goals while striving for the betterment of Arkansas, the nation, and the world.

Program Mission Statement (Item 1a) :

The B.F.A. in Creative Writing at Arkansas Tech University provides intellectual, ethical, and

practical instruction in literature, language, and multiple creative genres th rough excellent teaching, scholarly research. and creative practice.

State how program's mission aligns with ATU mission and how program outcomes align with strategic plan, specifically Goal 2 - Academic Coherence. (Item 1b)

The B. F. A. in Creative Writi ng is a structured degree that allows fo r considerable flexibil ity.

Students are required to complete ENGL 2043 Introduction to Creative Wri ting before enrolling in more advanced creative writing cou rses. Students are also encouraged to take the enabling course

ENGL 2063: Advanced Composition early. There is no required sequence fo r eight of the nine prescribed upper-level courses, including four courses that survey American and Bri tish literature,

three creative writing workshops, and a literary editing and publishing course. The upper-division

course that is sequenced is ENGL 4813: Senior Project, an individualized capstone course that should come at the end of a student's study. The degree requi res the equivalent of one year of

college foreign language study and four English electives. This flexible design allows students to

shape the contents of their degree to match their career objectives and academic interests.

Program Constituents: (external & internal - business and local community members, alumni, students, etc.-include as many as appropriate) (I tem 1c)

1. Current students: Student input is received through student evaluations of instruction, exit interviews, and informal in -class surveys of majors.

2. Alumni: We use our departmental Facebook page to keep in contact with alumni. We have invited creative writing alumni to speak to our current students, as when we brought Brooke Johnson and Nick Morris to campus to read from their published books. This year we are working on constructing an alumni database that will provide us with clearer and more comprehensive information on our former students.


3. Employers: We do not have an Advisory Board, but we hope to use the alumni database we are building this year to identify employers who we could invite to campus to meet with students. We sponsor an author read ing series that brings published authors to campus to meet with creative writing students and read from their work. The recent Maggie May Butler endowment will allow us to expand these opportunities in the future. We have encouraged our majors to take part in the career activities sponsored by Career Services.

List Program/Departmental Resources to include items such as faculty (full, part, and adjunct), graduate assistants, support staff, student support staff, equipment, space requirements, etc. (Item 2). Appraise w hether level of department resources (faculty, space, equipment, graduate students, staff, etc.) sufficient to support program?

Staffing: The Department of English and World Languages has 21 full-time tenure-track

faculty, 4 of whom teach creative writing courses; 7 full-time non-tenure-track faculty, 37

adjunct faculty, 3 full-time staff from other areas who teach classes for us, 14 graduate

teaching assistants, 16 concurrent instructors, 2 full-time administrative assistants, 1 halftime administrative assistant, and 26 student workers.

Offices: The Department of English and World Languages has 30 individual offices for

faculty, 1 individual office for an administrative assistant, 9 shared offices for adj uncts and

graduate teaching assistants, a nd 2 reception areas staffed by administrative assistants.

Educational Space: The Department of English and World Languages has 3 computer

equipped, open labs (English Writing Lab, World Languages Lab, ELI Tutoring Center), one

60-student classroom and one 30-student classroom that are equipped with high-end video

equipment for our film and television studies courses, three 22-student, thin-client

equipped classrooms that are designed for use with composition and technical writing

classes, 11 other classrooms that have been dedicated for our use (5 in Witherspoon, 3 in

Dean, 2 in Tomlinson, 1 in Rothwell), 4 classrooms in Robert C Brown that we are often able

to use, and one 12-person conference room,

Program Assessment Plan

Program Program Learning Assessment Methods Results Planned Goal/Objective Outcomes and Criteria Met/Unmet Improvements

(Item ld) (Item 3) (Item 5) (Item 7) Based on Results (Item 8)

1. Communication A. Mastery of the Al. And 81. The mean A1 and 81. In A2. As there were skills conventions of grade of Creative 2016-2017, only 3

standard English Writing majors in the mean Creative ENGL 2063 grade of Writing

B. Effective oral and Advanced Creative graduates written Composition is at Writing assessed in communication least 2.75. graduates ENGL 2063, using critical (N=7) in ENGL we will not vocabulary A2. At least 75% of 2063 take action

Creative Writing Advanced based on this majors in ENGL Composition one 2063 Advanced was 3.20. assessment; Composition will be however, we scored Target or A2. In 2016-2017, are High-Acceptable in 67% (N=3) of reevaluating


their ability to Creative ENGL 2063 in produce clear and Writing our current coherent writing. graduates in curricular

ENGL 2063 review. A3 and B1. A minimum were scored

of 80% of Creative as Target or A3 and B3.We are Writing graduates High- working on a are scored as Acceptable in system to Acceptable or their ability to improve Target in their produce clear collection of ability to generate and coherent materials for writing that writing. creative demonstrates writing advanced analysis A3 and B1. We portfolios. and synthesis on did not score their Creative creative Writing Portfolios. writing

portfolios for B2. At least 75% of 2016-2017

Creative Writing because they majors in the were not literary survey co nsisten tl y courses ENGL 3313, complete. 3323, 3413, and 3423 are scored as B2. In 2016-2017, Target or High- 75% (N=12) Acceptable in their of Creative ability to develop a Writing thesis about graduates in literature. the literary

survey courses ENGL 3313, 3323, 3413, and 3423 were scored as Target or High-Acceptable in their ability to develop a thesis about literature.

2. Literary A. Familiarity with Al. At least 75% of Al.ln 2016-2 017, Al. As there were knowledge major figures, Creative Writing 67% (N=3) of only 3 and analytic works and majors in ENGL Creative Creative skills movements of 2063 Advanced Writing Writing

British and Composition are graduates in graduates American scored as Target or ENGL 2063 assessed in literature. High-Acceptable in were scored ENGL 2063,

their ability to as Target or we will not B. Ability to analyze respond critically to High- take action

a wide range of literary texts and Acceptable in based on this print and non- scholarly articles. their ability to one print texts respond assessment;

A2. At least 75% of critically to however, we C. Ability to critique Creative Writing literary texts. are

and copy edit majors in the reevaluating one's own work literary surveys A2. ln 2016-2017, ENGL 2063 in and the work of ENGL 3313, 3323, 83% (N=12)


others. 3413, and 3423 are of Creative our current scored as Target or Writing curricular High-Acceptable in graduates review. their ability to were scored conduct close as Target or Cl. We will readings of High- consider literature. Acceptable in adding a new

their ability to embedded 81. The mean grade of conduct close measurement

Creative Writing reading of to ENGL 2043, majors in the literature. 3083,3093, literary surveys and 4093 that ENGL 3313,3323, 81.In 2016-2017, assess 3413, and 3423 is at the mean students least 2.75. grade of ability to

Creative critique 82. At least 75% of Writing others' work

Creative Writing graduates and copy edit majors in the (N=7) in the their own. literary surveys literary ENGL 3313,3323, surveys ENGL 3413, and 3423 are 3313, 3323, scored as Target or 3413,and High-Acceptable in 3423 was their familiarity 3.32. with literary figures, works and 82. In 2016-2017, movements. 82% (N=12)

of Creative C1. The mean grade of Writing

Creative Writing graduates majors in ENGL were scored 2043 Introduction as Target of to Creative Writing High-is at least 2.75. Acceptable in

their familiarity with literary figures, works and movements.

3. Research skills A Ability to conduct Al. The mean grade of Al. In 2016-2017, A2 andA3. As research and use Creative Writing the mean there were it effectively majors in ENGL grade of only 3

2063 Advanced Creative Creative Composition is at Writing Writing least 2.75. graduates graduates

(N=7) in ENGL assessed in A2. At least 75% of 2063 ENGL 2063,

Creative Writing Advanced we will not majors in ENGL Composition take action 2063 Advanced was 3.20. based on this Composition are one scored as Target or A2. In 2016-2017, assessment; High-Acceptable in 67% (N=3) of however, we their abil ity to use the Creative are correct Writing reevaluating documentation. majors ENGL 2063 in

enrolled in our current A3. At least 75% of ENGL 2063


Creative Writing Advanced curricular majors in ENGL Composition review. 2063 Advanced were scored Composition are as Target or scored as Target or High-High-Acceptable in Acceptable in their ability to their ability to integrate source use correct material effectively. documentatio

n.

A3. In 2016-2017, 67% (N=3) of the Creative Writing graduates enrolled in ENGL 2063 Advanced Composition were scored as Target or High-Acceptable in their ability to integrate source material effectively.

4. Creative A. Ability to create Al. The mean grade of A1. In 2016-2017, Al. We will Writing original creative Creative Writing the mean consider

work in prose majors in the grade of adding a new and poetry. required creative Creative embedded

writing workshops Writing measurement B. Knowledge of ENGL 2043, 3083, graduates in to ENGL 2043,

contemporary 3093, and 4093 is at the required 3083,3093, literature and the least 2.75. creative and 4093 that 21st century writing assess publishing A2. A minimum of80% workshops students industry. of M.A. English ENGL 2043, ability to

graduates are 3083, 3093, critique scored as and 4093 was others' work Acceptable or 3.75. and copy edit Target in their their own. ability to create A2. We did not original prose and score creative A2. We are poetry on their writing working on a Creative Writing portfolios for system to Portfolios. 2016-2017 improve

because they collection of 81. The mean grade of were not materials for

Creative Writing consistently creative majors in ENGL complete. writing 3043 Literary portfolios. Editing and 81. In 2016-2017, Publishing is at the mean Bl. Encourage least 2.75. grade of most creative

Creative writing majors Writing to take graduates in advantage of


ENGL 3043 the was 3.40. opportunity to

get hands-on publishing experience by working on Nebo.

82. We will consider requiring students in ENGL 4813 Senior Project to write a portfolio reflection in which they situate their own work within current trends prose and poetry

Discuss the process used within program curriculum committee to determine appropriate program offerings, alignment of mission, review of assessment data, timing of reviews, given to

creation/review of the above plan? Evidence can include meeting minutes, list of curriculum committee members, etc. (Item 6)

In the past curricular ideas have been proposed by faculty, discussed in departmental committees,

and developed into proposals during spring semesters in order to meet the July 1 deadline; however, too often trying to accomplish all of this in the spring semester has resulted in proposals

not being advanced or constructed with inadequate involvement of departmental faculty.

This year we hope to begin the curricular review process in the fall semester, beginning with the

Department Head appointing curricular committees for each program and tasking the committees with a complete review of each program's curriculum in the light of available assessment data. If these committees' reviews result in curricular change suggestions, they will be with the departmental faculty for review and comment.

Once the curricular suggestions have been modified in the light of departmental commentary, the committees will work with the Department Head to write curriculum proposals at the start of the

spring semester in time for th em to be thoroughly reviewed by the Office of Assessment and the

Registrar.

Curriculum maps detail where each program /eve/learning outcome is (1) In troduced, (2)

Reinforced, and {3) Mastered throughout the required portion of the program cu rriculum. A PLO

should be introduced early in the curriculum, reinforced at least twice, and comprehensively assessed

for Mastery towards the end of the program, preferably in an integrative or Capstone format. (Item 4)


PROGRAM LEARNING OUTCOMES I

' Cll ! ~ Ql) c: .... ::J £ - Ql) Ql) Ill 0 c-c: - ~ - .s::. 0

:i1 ~ .s c: > > ... 0 .!!! 11'1 Cll ~ .... .... ·.:::

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ENGL R R I I I I

2043

ENGL R/M R/M R/ M R/ M R/M 2063 1

ENGL M

3043

ENGL R R R R

3083

ENGL R R R R

3093

ENGL M M M

3313

ENGL M M M

3323 t-- - --

ENGL M M M

3413

ENGL M M M 3423

ENGL M M M M

4093

ENGL M M M M

4813

1 ENGL 2063 Advanced Composition has a tripartite focus: (1) ana lytic writing skills, (2) research skills, (3) li terary theory. The course reinforces skills to wh ich s tudents have been introduced in high school and th rough general education courses, and then attempts to lead them to mastery.


List the reports made on yearly program review process and to whom each report is made.

(Item 9)

The Department Head begins the academic year with a report to the faculty regarding enrollment trends, concerns raised by assessment data, and possible curricular changes.

The departmental Assessment Committee meets in the fa ll semester with the Department Head to

review assessment data and to set an assessment agenda for the academic year. In recent years, the

committee has focused on revising our departmental Assessment Plan, rewriting/creating CPGE assessments, and creating a system of departmental and program learning outcomes. The resulting

Assessment Plan, program learning objectives, and CPGE's have been reported to the faculty and reflected in revised course syllabi distributed to students.

The Department Head occasionally shares assessment data with faculty during the academic year.

He and the Assessment Committee gather assessment data for the academic year at the end of the spring semester, and the Department Head enters results into Tracdat during June.

In the past, the departmental Assessment Committee prepared an annual report in the spring that

was shared with the departmental faculty. As more assessment data became available online through Tracdat and Argos, the need to reproduce the data in a written report changed. We also questioned the timing of this reporting as most faculty were not paying attention to these matters

as summer began.

Thus, we plan to have the Assessment Committee present their report of suggestions resulting from analysis of the previous year's data at our initial fall departmental meeting.

Include an analysis of program learning outcomes trend data. (Item 10)

The most important trend for our creative writing program is the transformation of the publishing industry and the growing influence of media writing in many digital fo rmats. These changes a re

reflected in the changing interests of our students, and we attempt to keep our instruction relevant in world in a which social media and digital communication will be vital to our students' careers.

A decade ago we introduced ENGL 3043 Literary Editing and Publishing as a way to broaden our creative writing students' knowledge of publishing opportunities, and we have continued to adapt

that course to changes in the industry.

This year we updated the software we use to create our biannual literary journal Nebo to the most

recent Adobe Creative Suite in order to expose the creative writing students who enroll in our Nebo

practicum courses to modern layout software.

Some of our faculty have met with faculty from the Art Department to propose a collaborative Graphic Narrative minor to respond to student interest in mixed genre narration.






Department Head

Dean

Assessment

Registrar




Faculty Senate (Undergraduate Proposals Only}

I Prog<am r;tle' B.A. English

Outline change in program: (e.g., list changes in program such as (1) delete three hours of elective and (2) add three hours of approved major electives)

(1) Add ENGL 4103 Literary Theory as a requirement (2) Delete three hours of required English electives (3) Change the requirement to take either ENGL 3013 or ENGL 3023 to a requirement to take

ENGL 3013, ENGL 3023, or ENGL 4013


This change will have no effect on staffing, other programs, or space al location.

B.A. English Program Change, page 2




b. If this change in the program is mandated by an accrediting or certifying agency, include the

directive. If not, state not applicable. N/A


1. How will the program change impact learning for students enrolled in th is program?

We expect that this added requirement will improve student learning of two program objectives: (1) Skills in critical thinking and literary analysis applied to multiple genres (2) Effective oral and written communication, using critical vocabulary

2. Provide an example or examples of student learning assessment evidence, which supports the changes in the program.

English majors' understanding of literary theory is assessed in several ways. One measure- Familiarity with literary theory- is an embedded CPGE in ENGL 2063 Advanced Composition. Over the past three years, fewer than 60 percent of our English majors were scored as target or high acceptable:

2014-2015 Target/High Acceptable in familiarity with literary theory 55% 2015-2016 Target/High Acceptable in familiarity with literary theory 56% 2016-2017 Target/High Acceptable in familiarity with literary theory 33%

b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions.

Courses in literary theory are offered by all four-year public institutions in Arkansas, but only Arkansas State University requires it of their English majors.

c. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Institutional Effectiveness web page.)

The Program Review of the B.A. English which details learning outcomes, assessment measures, and performance standards is attached.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at

http://www.atu.edu/registrar/curriculum forms.php. N/A



Freshman Fall Semester

Add/Change:

Delete:

Total Hours:

Sophomore Fall Semester

Add/Change:

Delete:

Total Hours:

Junior Fall Semester

Add/Change:

Delete:

Total Hours:

Senior Fall Semester

Add/Change:

Delete:

Total Hours:


Curriculum in Bachelor of Arts in Engl ish

Freshman Spring Semester

Add/Change:

Delete:

Total Hours:

Sophomore Spring Semester

Add:

ENGL 4103 literary Theory- 3 hours

Change:

ENGL3013 Systems of Grammar or

ENGL3023 Introduction to linguistics

To

ENGL 3013 Systems of Grammar or

ENGL 3023 Introduction to linguistics or

ENGL4013 History of English Language

Delete:

English Elective- 3 hours

Total Hours:

Junior Spring Semester

Add/Change:

Delete:

Total Hours :

Senior Spring Semester

Add/Change:

Delete:

Total Hours:


Arkansas Tech University Program Review I Assessment Plan

Program/ Depar tment: B. A. English

Program Contact: Carl Brucker Phone: 479-968-0484

Email: [email protected] Date Submitted: November 3, 2017

Arkansas Tech University Mission Statement: Arkansas Tech University is dedicated to student success, access, and excellence as a responsive campus community providing opportunities for

progressive intellectual development and civic engagement. Embracing and expanding upon its technological traditions, Tech inspires and empowers members of the community to achieve their goals while striving for the betterment of Arkansas, the nation, and the world.

Program Mission Statement (I tem l a) :

The B.A. in English at Arkansas Tech University provides intellectual, ethical, a nd practical

instruction in linguistics, literatu re, language, a nd media th rough excellent teaching, scholarly research and creative pract ice.

State how program's mission aligns w ith ATU m ission and how program outcomes align w ith

strategic plan, specifically Goal 2- Academic Coherence. (I tem l b)

The B.A. in English is designed for maximum flexibility. Apart from the suggestion that majors take the enabling course ENGL 2063 Advanced Composition early, English majors are not required to follow a prescribed sequence. Students are required to have the equivalent of one year of college

foreign language study, complete e ither Systems of Grammar or Introduction to Linguistics and four courses that survey American and British literature. Half of the 36 hours of required coursework in

English is elective. This fl exible design allows students to shape the contents of the ir degree to match their career objectives and makes it possible for students who switch majors late to complete

all required English courses in as few as three semesters. This year we are exploring the possibility

of adding a capstone project course to the degree requirements.

Program Constituents: (external & in ternal - business and local community members, alumni, students, etc.-include as many as appropriate) (I tem lc)

1. Current students: Student input is received through student evaluations of instruction, exit interviews, and informal in-class surveys of majors.

2. Alumni: We use our departmental Face Book page to keep in contact with a lumni. We have invited alumni to speak to our current students, as w hen we brought Brooke johnson and Nick Morris to campus to read from their published books. Th is year we are working on constructing an alumn i database that will provid e us with clearer and more comprehensive information on our former students.


3. Employers: We do not have an Advisory Board, but we hope to use the alumni database we are building this year to identify em ployers who we could invite to campus to meet with students. We have encouraged our majors to take part in the career activities sponsored by Career Services.

List Program/Departmental Resources to include items such as faculty (full, part, and adjunct), graduate assistants, support s taff, student support staff, equipment, space requirements, etc. (Item 2). Appraise whether level of department resources (faculty, space, equipment, graduate students, staff, etc.) sufficient to support progra m?

Staffing: The Department of English and World Languages has 21 full-time tenure-track

faculty; 7 full-time non-tenure-track faculty, 37 adjunct faculty, 3 full-time staff from other

areas who teach classes for us, 14 graduate teaching assistants, 16 concurrent instructors, 2

full-time administrative assistants, 1 half-time administrative assistant, and 26 student

workers.

Offices: The Department of Englis h and World Languages has 30 individual offices for

faculty, 1 individual office for an administrative assistant, 9 shared offices for adjuncts and

graduate teaching assistants, and 2 reception areas staffed by administrative assistants.

Educational Space: The Department of English and World Languages has 3 computer

equipped, open labs (Englis h Writing Lab, World Languages Lab, ELI Tutoring Center), one

60-student classroom and one 30-student classroom that are equipped with high-end video

equipment for our film and television studies courses, three 22-student, thin-client equipped classrooms that are designed for use with composition and technil.:al writing

classes, 11 other classrooms that have been dedicated for our use (5 in Witherspoon, 3 in

Dean, 2 in Tomlinson, 1 in Rothwell), 4 classrooms in Robert C Brown that we are often able

to use, and one 12-person conference room.

Program Assessment Plan

Program Program Assessment Results Planned Goal/Objective Learning Methods and MetjUnmet Improvements

(Item ld) Outcomes Criteria (Item 7) Based on (Item 3) (Item 5) Results (Item

8) 1. Communication A. Mastery of the A1 and 81. The mean A1 and 81. In 2016- A1. We want to

skills conventions of grade of English 2017, the mean explore the standard written majors in ENGL grade of English possibility of English 2063 Advanced graduates introducing a

Composition is at (N=13) in ENGL new capstone B. Effective oral and least 2.75. 2063 Advanced project course

written Composition that would communication, A2. At least 75% of was 2.92. allow students using critical English majors in to vocabulary ENGL 2063 A2. In 2016-2017, demonstrate

Advanced 83% (N=13) of their mastery Composition will English of be scored Target or graduates in communicatio High-Acceptable in ENGL 2063 n skills. their ability to were scored as produce clear and Target or High- 82: We are going coherent writing. Acceptable in to evaluate the

their ability to tripartite


A3 and Bl. A produce clear enabling minimum of 80% and coherent purpose of of English writing. ENGL 2063 graduates are (writing, scored as A3 and Bl. We did research, Acceptable or not score theory) to Target in their creative writing determine if ability to generate portfolios for we have over writing that 2016-2017 burdened this demonstrates because they course. In advanced analysis were not particular we and synthesis on consistently need to their English complete. determine if Portfolios. theory needs

B2. In 2016-2017, to be taught B2. At least 75% of 33% (N=13) of elsewhere in

English majors in English the major. ENGL 2063 graduates in Advanced ENGL 2063 A3 and 81. We Composition are were scored as are working scored as Target or Target or High- on a system to High-Acceptable in Acceptable in improve their basic their basic collection of understanding of understanding materials for literary theory. of literary creative

theory. writing B3. At least 75% of portfolios.

English majors in 83. In 2016-2017, ENGL 3313, 3323, 76% (N=21) of 3413, and 3423 are English scored as Target of graduates in High-Acceptable in ENGL 3313, their ability to 3323, 3413, and develop a thesis. 3423 were

scored as Target or High-Acceptable in their ability to develop a thesis.

2. Literary A. Skills in critical Al. At least 75% of Al. In 2016-2017, Al. We want to knowledge thinking and English majors in 83% (N=13) of explore the and analytic literary analysis ENGL 2063 English possibility of skills applied to Advanced graduates were introducing a

multiple genres Composition are scored as Target new capstone scored as Target or or High- project course

B. Familiarity with High-Acceptable in Acceptable in that would major figures, their ability to their ability to allow students works, and respond critically respond to movements in to literary texts critically to demonstrate British and and scholarly literary texts. their literary American articles. knowledge literature, A2. In 2016-2017, and analytic including ability A2. At least 75% of 90% (N=13) of skills. to attach a English majors in English literary work to the literary graduates in the Bl. Our its cultural surveys ENGL literary surveys departmental

3313,3323, 3413, ENGL 3313, Assessment


matrix and 3423 are 3323, 3413, and Committee scored as Target or 3423 were plans to High-Acceptable in scored as Target undertake an their ability to or High- inventory of conduct close Acceptable in authors and readings of their ability to works taught literature. conduct close in upper-level

reading of English 81. The mean grade of literature. courses over

English majors in the past two the literary 81. In 2016-2017, years. In an surveys ENGL the mean grade effort to 3313,3323,3413, of English reduce and 3423 is at least graduates in the duplication 2.75. literary surveys and to

ENGL 3313, broaden 82. At least 75% of 3323, 3413, and coverage.

English majors in 3423 was 2.96. the literary surveys ENGL 82. In 2016-2017, 3313, 3323, 3413, 86% (N=13) of and 3423 are English scored as Target or graduates were High-Acceptable in scored as Target their familiarity of High-with literary Acceptable in figures, works and their familiarity movements with literary studied. figures, works

and movements studied.

3. Research skills A. Ability to conduct A1. The mean grade of Al. In 2016-2017, Al. We want to research and use English majors in the mean grade explore the it effectively ENGL 2063 of English possibility of

Advanced graduates introducing a Composition is at (N=13) in ENGL new capstone least 2.75. 2063 Advanced project course

Composition that would A2. At least 75% of was 2.92. allow students

English majors in to ENGL 2063 A2. In 2016-2017, demonstrate Advanced 33% (N=13) of their research Composition are the English skills. scored as Target or majors enrolled High-Acceptable in in ENGL 2063 A2: We are going their ability to use Advanced to evaluate the correct Composition are tripartite documentation. scored as Target enabling

or High- purpose of A3. At least 75% of Acceptable in ENGL 2063

English majors in their ability to (writing, ENGL 2063 use correct research, Advanced documentation. theory) to Composition are determine if scored as Target or A3. In 2016-2017, we have over High-Acceptable in 83% (N=13) of burdened this their ability to the English course. In integrate source majors enrolled particular we


material in ENGL 2063 need to effectively. Advanced determine if

Composition are theory needs scored as Target to be taught or High- elsewhere in Acceptable in the major. their ability to integrate source material effectively.

4. Linguistic A Understanding of A1. The mean grade of Al. In 2016-2017, Al. We will Understandin the dynamic English majors in the mean grade explore g nature of ENGL 3013 of English embedding

language usage Systems of graduates CPGE and the cultural Grammar and (N=13) in ENGL assessment in role of ENGL 3023 3013 Systems of ENGL 3013 languages in the Introduction to Grammar and and 3023 to global Linguistics is at ENGL 3023 assess community least 2.75. Introduction to students'

Linguistics was global 3.43. linguistic

awareness.

Discuss the process used within program curriculum committee to determine appropriate program offerings, alignment of mission, review of assessment data, timing of reviews, given to creation/review of the above plan? Evidence can include meeting minutes, list of curriculum

committee members, etc. (Item 6)

In the past curricular ideas have been proposed by faculty, discussed in departmental committees,

and developed into proposals during spring semesters in order to meet the July 1 deadline;

however, too often trying to accomplish all of this in the spring semester has resulted in proposals

not being advanced or constructed with inadequate involvement of departmental faculty.

This year we hope to begin the curricular review process in the fall semester, beginning with the

Department Head appointing curricular committees for each program and tasking the committees

with a complete review of each program's curriculum in the light of available assessment data. If

these committees' reviews result in curricular change suggestions, they will be with the

departmental faculty for review and comment.

Once the cu rricular suggestions have been modified in the light of departmental commentary, the

committees will work with the Department Head to write curriculum proposals at the start of the

spring semester in time for them to be thoroughly reviewed by the Office of Assessment and the

Registrar.

Curriculum maps detail where each program /eve/learning outcome is {1) In troduced, {2) Reinforced, and {3) Mastered throughout the required portion of the program curriculum. A PLO should be introduced early in the curriculum, reinforced at least twice, and comprehensively assessed for Mastery towards the end of the program, preferably in an integrative or Capstone format. {Item 4)


PROGRAM LEARNING OUTCOMES

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List the r eports made on yearly program review process and to whom each r eport is made. (Item 9)

The Department Head begins the academic year with a report to the faculty regarding enroll ment tr ends, concerns raised by assessment data, and possible curricular changes.

The departmental Assessment Committee meets in the fall semester with the Department Head to review assessment data and to set an assessment agenda for the academic year. In rece nt years, the

committee has focused on revising our departmental Assessment Plan, rewriting/creating CPGE

assessments, and creating a system departmental and program learning outcomes. The resulting Assessment Plan, program learning objectives, and CPGE1

S have been reported to the facu lty and

reflected in revised course syllabi distributed to students.

1 ENGL 2063 Advanced Composition, which is the gateway course for the English major, has a tripartite focus: (1) analytic writing skills, (2) research skills, (3) literary theory. The course reinforces skills to which students have been introduced in high school and through general education courses, and then attempts to lead them to mastery.


The Department Head occasionally shares assessment data with faculty during the academ ic year.

He and the Assessment Committee gather assessment data for the academic year at the end of the spring semester, a nd the Department Head enters results into Tracdat during June.

In the past, the departmental Assessment Committee prepared an an nual report in the spring that

was shared with the departmental faculty. As more assessment data became available online

through Tracdat and Argos, the need to reproduce the data in a written report changed. We also questioned the timing of this reporting as most faculty were not paying attention to these matters

as summer began.

Thus, we plan to have the Assessment Committee present their report of suggestions resulting from analysis of the previous year's data at our initial fall departmental meeting.

Include an analysis of program learning outcomes trend data for the past three years. (Item 10)

There has been a gradual decline in the number of English majors. We are responding to this by gathering data, working to improve our placement assistance, and exploring curricular changes that respond to evolving student inte rests.

Dr. Sarah Stein, our Graduate Placement Officer, has begun to assist majors who are applying to graduate programs. Dr. Carl Brucker is working with a gradua te assistant to create an alumni database. When completed, we hope that the database will provide us info rmation about our

graduates' employment. We will use that information to improvement our career assistance for current students. We are a lso working to increase internship opportunities.

We have begun to explore the possibility of working with the Department of Communications to

create a minor in professional communications. Some of our faculty have met with faculty from the

Art Department to propose a collaborative Graphic Narrative minor to respond to s tudent interest in mixed genre na rration.







Dean

Assessment

Registrar



Curriculum Committee {Undergraduate Proposals Only)


Program Title: B. A. World Language - Spanish

Outline change in program: (e.g., list changes in program such as (

1) delete three hours of Spanish elective (2) add SPAN 2033 Intermediate Spanish II for Heritage Speakers as option to SPAN 2023 Intermediate Spanish II (3) add requirement of SPAN 3233 Introduction to Literature


These changes will have no impact on staffing or space allocation.


B.A. Spanish Program Change, page 2



b. If t his change in t he program is mandated by an accrediting or certifying agency, include the directive. If not , state not applicable. N/ A


1. How will the program change impact learn ing for students enrolled in this program?

SPAN 2033 Intermediate Spanish II for Heritage Speakers proposed will allow us to track heritage and non-heritage speakers at the Intermediate II level. This tracking should permit inst ructors to focus their pedagogical practice more effectively. SPAN 2033 will also provide a better entry point for heritage speakers.

The addition of SPAN 3233 Introduction to literature as a required prerequisite w ill better prepare students for the two req uired advanced literature courses: SPAN 4213 Spanish Literature and SPAN 4223 Span ish-American literature .


CPGE evidence gathered in SPAN 4213 and SPAN 4223 over the past three years has shown that some students were inadequately prepared for advanced literary study.

b. How does this program f it in the current state of the discipline? Include Arkansas institut ional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions.

Language programs across the country struggle w ith the difficulty of adequately meeting the divergent educational needs of native, heritage, and non-heritage students. The University of Arkansas offers a separate track ofthree courses for Spanish heritage speakers: SPAN 2123: Heritage Speakers I, SPAN 3123 Heritage Speakers II, and SPAN 4123 Heritage Speakers Ill.

Many Spanish programs require a course similar to our proposed SPAN 3233. The University of Arkansas at Little Rock requires students to take SPAN 3317 Introduction to Literary and Cultural Studies. The University of Arkansas at Fayetteville requires SPAN 3113 Introduction to literature.

Attach a detailed assessment plan including t hree to five specific program student learning outcomes,

means or instructional measures to assess each outcome, identify program courses where learning w ill

be assessed, and performance standards or criteria for success which demonstrate student learning for

each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of

Assessment and Institutional Effectiveness web page.)


B.A. Spanish Program Curriculum Map

B.A. Spanish Learning Outcomes

1. Mastery of the conventions of standard written Spanish

2. Effective communication and comprehension skills in the target language within a variety of

cultural contexts

3. Awareness of linguistics and an appreciation of languages and their roles w ithin the global

community

4. Ability to understand and respond creatively, critically, and analytically to print and non-print texts in the target language

s. Understanding of the role of Spanish in the global community and appreciation of cultural differences

6. Ability to conduct research and use it effectively

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SPAN 2013 I I I I I I

SPAN 2023 or I I I I I I

SPAN 2033

SPAN 3003 R R R R R R






SPAN 4023 M M M M M M



I = Introduced R = Reinforced M = Mastered


Assessment Measures:

(1) CPGE assessments are embedded in SPAN 3233, SPAN 3123, SPAN 3133, SPAN 4213, and SPAN 4223.

Students are scored as Target, High-Acceptable, low-Acceptable, Unacceptable, or No Evidence on all six

program learning objectives. To meet our standard of success 80% of students must be scored as Target

or High-Acceptable.

(2) Exit Interview ask students to self-report their improvement in all six program learning objectives.

Students score their improvement on a four-point scale from No Improvement to Great Improvement.

To meet our standard of success, 80% of students must score themselves as having made Great or Good

Improvement.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached.

The proposed changes will have no direct impact on other departments or programs.




Add/Change:

Delete:

Total Hours:


Add/Change :

Delete:

Total Hours:


Add/Change:


Curriculum in B. A. World Language- Spanish


Add/Change:

SPAN 2023 Intermediate Spanish II

To

SPAN 2023 Intermediate Spanish II or

SPAN 2033 Intermediate Spanish II for Heritage

Speakers

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change :

SPAN 3233 Introduction to Literature

Delete: Delete :

SPAN Elective (3000-4000 level)




Delete: Delete:







Department Head

Dean

Assessment

Registrar





Program Title : Minor in Creative Writing

Out line change in program: (1) Add ENGL 3073 Creative Nonfiction Workshop to the list of required courses (2) Change the statement regarding electives to "and 6 hours from the following:"


The proposed change will not affect staffing or space allocation.



The minor in Creative Writing "empowers members of the community to achieve their goals while striving for the betterment of Arkansas, the nation, and the world. "

Minor in Creative Writing, page 2

b. If this change in the program is mandated by an accrediting or certifying agency, include the directive. If not, state not applicable. N/A


1. How will the program change impact learning for students enrolled in this program?

Adding ENGL 3073 Creative Nonfiction Workshop will introduce minors to this increasingly important genre, the genre that provides students with the best opportunities for publication.


d. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions.

The University of Central Arkansas offers a B.A. in Creative Writing that includes CRWR 3372 Creative Nonfiction Workshop and CRWR 3345 Forms of Creative Nonfiction ..

e. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. Program Learning Objectives

Program Learning Objectives:

(1) Understanding the process of producing creative writing, including knowledge of literary terms.

(2) Ability to produce creative work, including works t hat utilize a variety of literary devices.

Means and Measures

Both program learning objectives will be assessed through CPGE questions in ENGL 3073. The questions will be scored Target, High-Acceptable, Low-Acceptable, Unacceptable, No Evidence. Our criterion for success will be that 75% of students will be scored Target or HighAcceptable.



Minor in Creative Writing, page 3

The 18 hours required for the proposed revision of the minor in Creative Writing are:

ENGL 2043 Introduction to Creative Writing

ENGL 3073 Creative Nonfiction Workshop

ENGL 3083 Fiction Workshop

ENGL 3093 Poetry Workshop

And 6 hours selected from the following :

ENGL 2063 Advanced Composition

ENGL 2881 Practicum-Literary Journal Publication

ENGL 3043 Literary Editing and Publishing

ENGL 4093 Seminar in Creative Writing

ENGL 4881-4 Nebo Practicum

ENGI electives (any 3000- or 4000-levelliterature course)







Dean

Assessment

Registrar





Program Title: Minor in Spanish for Medical Interpretation

Outline change in program: (1) Delete SPAN 2013 Intermediate Spanish I and SPAN 2023 Intermediate Spanish II as requirements. (2) Change SPAN 1063 Basic Spanish for Medical and Social Services to SPAN 2303 Spanish for Medical Interpretation I (3) Add SPAN 2313 Spanish for Medical Interpretation II as a requ irement (4) Add SPAN 3213 Advanced Grammar and Usage as a requirement


The proposed change will not affect staffing or space allocation.



Minor in Spanish for Medical Interpretation, page 2

The minor in Spanish for Medical Interpretation "empowers members of the community to achieve their goals while striving for the betterment of Arkansas, the nation, and the world.

b. If this change in the program is mandated by an accrediting or certifying agency, include the directive. If not, state not applicable. N/A


1. How will the program change impact learning for students enrolled in this program?

Replacing SPAN 1063 with the two-course sequence SPAN 2303 -SPAN 2313 will better prepare students in the professional practice and theory of translation in a medical setting.


d. How does this program fit in the current state ofthe discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions.

Currently there are no other Arkansas institutions that offer a similar certificate program.

Institutions utilized as a comparison peer group with similar programs include:

Medical Interpreting Certificate Program Boston University, Center for Professional Education http ://professiona I. bu .ed u/progra ms/inte rpreter /medica 1/

Medical Interpreter Certificate (Spanish/English) The City College of New York, Continuing and Professional Studies https://www.ccny .cuny.edu/cps/medical-interpreter-certificate-spanishenglish

e. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. Program Learning Objectives

Program Learning Objectives:

(1) become familiar with the basic concepts relating to the theory and practice of interpretation and translation its uses in professional life


(3) develop a high standard of professionalism through increased knowledge of the field, its business practices, social issues, and code of ethics

Means and Measures

Minor in Spanish for Medical Interpretation, page 3

All three program learning objectives will be assessed through CPGE questions in SPAN 2303, SPAN 2313, and SPAN 3382. The questions will be scored Target, HighAcceptable, Low-Acceptable, Unacceptable, No Evidence. Our criterion for success will be that 75% of students will be scored Target or High-Acceptable.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www .atu .ed u/registrar /curricu lum forms.php.


The 20 hours required for the proposed revision of the minor in Spanish for Medical Interpretation are:

SPAN 2303 Spanish for Medical Interpretation I

SPAN 2313 Spanish for Medical Interpretation II

SPAN 3003 Conversation and Composition I

SPAN 3013 Conversation and Composition II

SPAN 3133 Spanish-American Civilization and Culture

SPAN 3213 Advanced Grammar and Usage

SPAN 3382 Principles of Interpretation

™ARKANSAS TECH UNIVERSITY ----------------------------------------~~IV ED

JUL 0 5 2018 PROPOSAL FOR NEW PROGRAM

(Certificate, Associate, Bachelor, Master's, or Doctoral Degreesf egistrar's Office



Title Signature

Department Head

Dean

Assessment

Registrar


Committee



Program Title: Undergraduate certificate program

Spanish for Medical Interpretation

Date

07-03-18

Date

07-03-18

Approval Date

RECEIVED

JUL 1 3 2018

Registrar's Office

LETTER OF NOTIFICATION- 8

UNDERGRADUATE CERTIFICATE PROGRAM (6-21 SEMESTER CREDIT HOURS)

Spanish for Medical Interpretation Arkansas Tech University

1. Institution submitting request: Arkansas Tech University

2. Contact person/title: Carl Brucker

3. Phone number/e-mail address: (479) 968-0484 I [email protected]

4. Proposed effective date: August 2019

RECEIVED

JUL 0 5 2018

Registrar's Office

5. Name of proposed Undergraduate Certificate Program (Program must consist of 7-18 semester credit hours): Spanish for Medical Interpretation

6. Proposed CIP Code: 16.0103

7. Reason for proposed program implementation:

Health services providers need skilled interpreters to help them serve a growing number of Spanish-speaking clients. This certificate would increase the employabi lity of students planning to work in health services.

8. Provide the following:

a. Curriculum outline- List of courses in new program - Underline required courses

SPAN 2303 Spanish for Medical Interpretation I SPAN 2313 Spanish for Medical Interpretation II SPAN 3003 Conversation and Composition I SPAN 3013 Conversation and Composition II SPAN 3213 Advanced Grammar and Usage SPAN 3133 Spanish-American Civilization and Culture SPAN 3382 Principles of Interpretation

b. Total semester credit hours required for proposed program (Program range: 6-21 semester credit hours):

The certificate program will require 20 semester credit hours.

c. New courses and new course descriptions:

Two new courses will be created for this certificate program.

RECEIVED

JUL 1 3 2018

Registrar's Office

Arkansas Tech University, Spanish for Medical Interpretation, page 2

SPAN 2303 Spanish for Medical Interpretation I SPAN 2313 Spanish for Medical Interpretation II

These two courses will replace one present course

SPAN 1063 Basic Spanish for Medical Interpretation

d. Program goals and objectives:

RECEIVED

JUL 0 5 2018

Registrar's Office

• To lay the foundation for translation and interpretation skills for interested students;

• to relieve the critical communication gap between patients and their health care providers.

• to sensitize the students to the linguistic structures of the source and the target language;

• to train the students in cognitive processes and language skills to facilitate consecutive and simultaneous interpretation;

• to create an awareness of the challenges and opportunities presented by linguistic and cultural differences in the context of globalization and the dynamics of the multilingualism of American society;

• to expose students to different aspects of interpreting as a profession, including the training needed, job opportunities and sources of work, standard business practices, free-lance versus staff interpreting and other issues.

e. Expected student learning outcomes

Students will :

• become familiar with the basic concepts relating to the theory and practice of interpretation and its uses in professional life;

• enhance their fluency and confidence in both languages through contextualized intensive practice in all modes of interpretation;

• develop a high standard of professionalism through increased knowledge of the field, its business practices, social issues, and code of ethics.

• acquire a broad range of English-Spanish vocabulary related to hea lth care procedures that will serve as their foundation for cross-lingual and cross-cultural communicative skills development

f. Documentation that program meets employer needs

Federal laws particularly applicable to language access include Title VI of the Civil Rights Act of 1964, and the Title VI regulations, prohibiting disc rimination based on national origin, and Executive Order 13166 issued in 2000.

The Joint Commission, which accredits hospitals, now requires that institutions document the primary language of patients. The United States Supreme Court determined that language discrimination is a form of national origin discrimination. Therefore, hospitals that receive federal funds are now required to provide care in a patient's primary language.

RECEIVED

The benefits to hospitals include the following: JUL 1 3 2018

Registrar's Office

Arkansas Tech Universit y, Spanish for Medica l Interpretation, page 3

More accurate information for diagnosis and treatment;

Better treatment compliance;

• Improved patient retention and satisfaction;

• Malpractice risk management; and

Compliance with regulations and accreditation standards.

RECEIVED

JUL 0 5 2018

Registrar's Office

• Any patient and/or companion who is limited English proficient or deaf or hard of hearing must

be offered interpreter services or auxiliary aids free of charge

• Interpreter services must be provided by trained, qualified interpreters

• Friends and family may not be used as interpreters unless specifically requested by the pat ient

and charted accordingly

g. Student demand (projected enrollment) for proposed program

In fall 2017, there were 11 students enrolled in SPAN 3382 Principles of Interpretation.

It is reasonable to expect that after the introduction of this certificate option these enrollment numbers may increase slightly and that by spring 2021, there will be 5-8 students who have earned the certificate in Spanish for Medical Interpretation.

h. Program approval letter from licensure/certification entity, if required

N/A/

i. Name of institutions offering similar programs and the institution(s) used as model to develop proposed program

Currently there are no other Arkansas institutions that offer a similar certificate program.


Medical Interpreting Certificate Program

Boston University, Center for Professional Education

http://professiona I. b u .ed u/progra ms/interpreter /medica 1/

Medical Interpreter Certificate (Spanish/English)

The City College of New York, Continuing and Professional Studies

https :Uwww .ccny .cuny. ed u/ cps/medica 1-i nte rp rete r-ce rt ifi cate-spa n ish eng I ish

j . Scheduled program review date (within 10 years of program implementation) RECEIVED

JUL 1 3 2018

Registrar's Office

9.

Arkansas Tech University, Spanish for Medical Interpretation, page 4

If the Spanish for Medical Interpretation certificate program is approved to begin the fall of 2~f we will schedule a program review for academic year 2026-2027. CEIVEO

Institutional curriculum committee review/approval date: JUL 0 5 2013

ReQistrar's Office All materials needed for our internal review/ approval process will be submitted by July 1, 201B. Appropriate faculty committees will consider the proposal during the fall semester of 2018. We hope to get final approval from our Board of Trustees by January 2019.

10. Will this program be offered on-campus, off-campus, or via distance delivery? If yes, indicate mode of distance delivery. Mark *distance technology cou rses.

All of the required courses will be offered on campus. At present, we do not expect to offer any of the courses on line.

11. Identify off-campus location. Provide a copy of email notification to other institutions in the area of the proposed off-campus program offering and their responses; include your reply to the institutional responses.

There are no off campus locations at which this certificate program will be taught.

Following is the text of the notification sent to other institutions of higher education in Arkansas:

Arkansas Tech University would like to inform you of our intention to develop an undergraduate certificate program in Spanish for Medical Interpretation. The proposed 20-hour certificate program will be built from an existing minor and will better define the credential and career path of students interested in working as medical interpreters.

We received no negative responses from other state institutions.

12. Provide additional program information if requested by ADHE staff.

President/Chancellor Approval Date:

Board of Trustees Notification Date:

Chief Academic Officer: Date:

RECEIVED

JUL 1 3 2018

Registrar's Office


JUL 0 5 2018 PROPOSAL FOR NEW PROGRAM

registrar's Office {Certificate, Associate, Bachelor, Master's, or Doctoral Degrees



Title Signature

Department Head

Dean

Assessment

Registrar


Committee



Program Title: Undergraduate certificate program

Teaching English to Speakers of Other Languages

Date

07-03-18

Date

07-03-18

Approval Date

RECEIVED

JUL 1 3 2018

Registrar's Office

LETTER OF NOTIFICATION- 8

UNDERGRADUATE CERTIFICATE PROGRAM (6-21 SEMESTER CREDIT HOURS)

Teaching English to Speakers of Other Languages Arkansas Tech University


2. Contact person/title: Carl Brucker

3. Phone number/e-mail address: (479) 968-0484 I [email protected]


RECEIVED

JUL 0 5 2018

Registrar's Office

5. Name of proposed Undergraduate Certificate Program (Program must consist of 7-18 semester credit hours) : Teaching English to Speakers of Other Languages

6. Proposed CIP Code: 131401

7. Reason for proposed program implementation: Many students are interested in working wi th English language learners either in K-12, in business or community settings, or overseas. For prospective licensed K-12 teachers the proposed certificate would offer credentials beyond the ADE ESL endorsement. The certificate would increase the employability of students who wanted to work in business/community settings or overseas. The certificate program would be particularly attractive to internat ional employers of native English speakers.

8. Provide the following:

a. Curriculum outline- List of courses in new program- Underline required courses

ENGL 3013 Systems of Grammar ENGL 3023 Introduction to Linguistics ENGL 4023 Second Language Acquisition ENGL 4703 Teaching English as a Second Language ENGL 4713 ESL Assessment ENGL 4723 Teaching People of Other Cultures

And one of the following

ENGL 4013 History of the English Language ENGL 4083 Seminar in English Language ENGL 4733 Teaching English in the Secondary School SPAN 3133 Spanish-American Civilization and Culture SPAN 4703 Foreign Language Teaching Methods

b. Total semester credit hours required for proposed program (Program range: 6-21 semester credit REeEIVED

The certificate program will require 21 semester credit hours. JUL 1 3 2018

Registrar's Office

Arkansas Tech University, TESOL, page 2

c. New courses and new course descriptions:

There are no new courses required for this certificate program.

d. Program goals and objectives:

Enhance the preparation of teachers who work with English language learners

RECEIVED

JUL 0 5 2018

Registrar's Office

Increase the employability of students who wanted to work in business/community settings or overseas

Increase the number of people who can build the linguistic bridges necessary for economic and social development in the state

e. Expected student learning outcomes

Demonstrate an understanding of the linguistics process of second language acquisition • Demonstrate an understanding of how cultural factors affect language learning

Demonstrate an ability to assess students; language skills Demonstrate knowledge of various methods of teaching English as a second language Demonstrate an advanced understanding of English grammar and usage

3. Documentation that program meets employer needs

The proposed undergraduate certification program in TESOL could help interested students find teach ing positions overseas. As reported by Teachaway (https:/ /www.teachaway.com): "English teachers abroad

use their expertise as native English speakers to teach English to students of all ability levels and ages. With an estimated 1.5 billion, or one in seven people, currently learning English globally, there's no

shortage of opportunities for college graduates and licensed teachers looking to teach English abroad."

"The majority of jobs teaching English abroad are concentrated in Asia. China alone has around 300 million English language learners and is projecting a shortage of almost 100,000 English teachers

over the next three years." Teachaway suggests that students who have a bachelor' s degree and a

certification "are best suited for jobs abroad.

a. Student demand (projected enrollment) for proposed program

In fall 2017, there were 108 enrollments in the six courses proposed as the required core of this certificate. In spring 2018, there are 119 enrollments in the six courses proposed as the required core of this certificate.

It is reasonable to expect that after the introduction of this certificate option these enrollment numbers may increase slightly and that by spring 2021, there will be 5-8 students who have earned the certificate in TESOL.

b. Program approval letter from licensure/certification entity, if required

N/A/

c. Name of institutions offering similar programs and the institution(s) used as model to develop proposed program

Currently there are no other Arkansas institutions that offer a similar for-credit certificate program. Spring International Language Center In Fayetteville offers a non-credit Teaching Engli sh as a Foreign Languag,f certificate program. RECEIVED

JUL 1 3 2018

Registrar's Office

Arkansas Tech University, TESOL, page 3


University of Utah, Department of Linguistics

https://linguistics.utah .edu/certificates-and-programs/tesol-cert/ .

University of California San Diego Extension

https://extension.ucsd.edu.

d. Scheduled program review date (within 10 years of program implementation)

RECEIVED

JUL 0 5 2018

Registrar's Office

If the TESOL certificate program is approved to begin the fall of 2019, we will schedule a program review for academic year 2026-2027.

9. Institutional curriculum committee review/approval date:

All materials needed for our internal review/approval process will be submitted by July 1, 2018. Appropriate faculty committees will consider the proposal during the fall semester of 2018. We hope to get final approval from our Board of Trustees by January 2019.

10. Will this program be offered on-campus, off-campus, or via distance delivery? If yes, indicate mode of distance delivery. Mark *distance technology courses.

All of the required courses will be offered on campus. All six of the core required courses will also be offered online periodically. It is likely that one of the "elective" courses (ENGL 4083) will be offered online occasionally.

11. Identify off-campus location. Provide a copy of email notification to other institutions in the area of the proposed off-campus program offering and their responses; include your reply to the institutional responses.

There are no off campus locations at which this certificate program will be taught.

Following is the text of the notification sent to other institutions of higher education in Arkansas:

Arkansas Tech University would like to inform you of our intention to develop an undergraduate certificate program in Teaching English to Speakers of Other Languages. The proposed 21-hour certificate programs is based on an existing minor and will better define the credential and career path of students interested in TESOL.

We received no negative responses from other state institutions.


President/Chancellor Approval Date:

Board of Trustees Not ification Date :

Chief Academic Officer: Date: RECEIVED

JUL 1 3 2018

Registrar's Office


VEO

REQUEST FOR COURSE DELETION JUL 0 2 2018

Registrar's Office Department Initiating Proposal Date

Agriculture

06-01-2018


Department Head

l41d't:-g_ L . -~~ Malcolm R. Rainey t -- ;.cr·-18 Dean /hrtr'-f t/

fl I 2.,q I 1r7 Judy Cezeaux

Assessment vg_~-.? ~.,p(?-IY Christina Austin -Registrar

~JJlffiULC [/11{1~ Tammy Weaver

Graduate Dean (Graduate Proposals Only)


Dr. Phillip Bridgman


General Education Committee (Undergraduate Proposals Only)





Course Subject : (e.g., ACCT, ENGL) Course Number: (e.g., 1003)

l AGBU I 3133

Official Catalog Title:

I Intermediate Agricultural Economics


Cves E No RE

I JUL Will the cross-listed course be deleted? C Yes ENo

Regist

(NOTE: If major or minor course, you must complete the Request for Program Change form to delete course from program.)

Answer the following Assessment questions: a. If this course is mandated by an accrediting or certifying agency, include the directive. If

not, state not applicable. Not applicable

b. If this course was required for the major or minor, complete the following.

1. How will ~rogram level learning outcome{s} ~reviouslll addressed by this course now

be addressed?

c. What is the rationale for deleting this course? What evidence supports this action?

The rationale for deleting the AGBU 3133 Intermediate Macroeconomics from the

Department of Agriculture curriculum is because Agriculture economics and Agribusiness

fields mainly focus on the microeconomic aspect. As an undergraduate course, the

principles of Agricultural Macroeconomics is a sufficient introduction for the students to the

discipline of Macroeconomics without involving students in the theoretical aspects ofthe

subject. Masters level programs at UofA and ASU do not list Intermediate Agriculture

Macroeconomics as a prerequisite for admission to their respective programs.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at htt~:LLwww .atu . eduLregistrarLcurriculum forms . ~h~ .

NOTE: This deletion will be effective at the end of the spring term of the current catalog year.

AG6U3ta3 r~'\uired. in &S·P~·A6 Pro.f~ss;o"A.I S+.uJ,·c~- ~iCM.Ifut"C. 6~6i~.SS tonc.en~a-fion

CEIVED

D 2 2018

ar's Office

~ARKANSAS TECH •

UNIVERSITY



Agriculture

Title Signature

Department Head

Malcolm Rainey tV'~ ~ Jfo~~_, Dean

{}v-L-~ /

Judy Cezeaux

Assessment '~~.? Christine Austin

Registrar &i ia,c{LLLLt Tammy Weaver



Phillip Bridgmon

Committee


Teacher Education Committee (Graduate or undergraduate Proposals)




Course Subject : (e .g., ACCT, ENGL) Course Number: (e .g., 1003)

I AGAS I 2014

RECEIVED

JUL 0 2 2018

Registrar's Office

Date

06-18-2018

Date

~-J/i-18

t /7- jl fJ

~,2'?-/~

I /t7( IS

Approval Date

Effective Term:

C Spring E Summer I

Official Catalog Title: {If official title exceeds 30 characters, indicate Banner Title below)

I Principles of Meat Science

Banner Title: (limited to 30 characters, including spaces, capitalize all letters - this wi ll display on the transcript)

I Principles of Meat Science


eves E No I Will this course be cross-listed with a course currently not in the undergraduate or graduate catalog?

If so, list course subject and number. eves ENo I

Is this course repeatable for additional earned hours? Cves ENo How many total hours? I Grading: E Standard Letter CP/F C Other I Mode of Instruction (check appropriate box):

C 011 P.r.turP E 02 Lecture/Laboratory C 03 Li!horiltorv onlv RECEIVE D COS Practi ce Teachi ng C 061nternshi p/ Practicum C 07 Apprenti cesh ip/ Externsh ip

JUL 0 2 2( COS Independent Study C 09 Readings C 10 Speci a I Topi cs

18

C 121ndividual Lesson s C 13 Applied Instruction C 16 Studi o Course Registrar's o fice

C 17 Dissertati on C 18 Act ivi ty Course C 19 Semi nar C 98 Other

Does this course require a fee? Eves CNo How Much? I so Lab Fee-Agriculture

If selected other list fee type: I r Elective r Major r Minor

{If major or minor course, you must complete the Request for Program Change form to add course to program.)


Spring

Will this course require any special resources such as unusual maintenance costs, library resources, special software, distance learning equipment, etc.? No

Will this course require a special classroom (computer lab, smart classroom, or laboratory)? No



not applicable. Not applicable


1. Provide the 12rogram level learning outcome{sl it addresses.

This course is not required for the Agriculture Business major.

2. Provide tool or measure directly linked to each program learning outcome. {How will student

learning in this outcome be measured?) This course will not be a part of the assessment plan

for the Agriculture Business major.


The course addition is based on recommendations from our industry advisory board and employers.

To support this recommendation more than 50% of our graduates except positions in the

meat/poultry industry in Arkansas.

For the proposed course, attach a syllabus in Word format that includes: {Items a. through d. should be entered as they should appear in the catalog) a. Course subject b. Course number c. Catalog course title d. Catalog description

1. Arkansas Course Transfer System (ACTS) course number, if applicable 2. Cross-listing 3. Offered (e.g., Fall only, Spring only. Do not enter if offer course fall and spring) 4. Prerequisites 5. Co-requisites 6. Description 7. Notes (e.g., information not in description such as course may be repeated for credit)

RECEIVED

JUL 0 2 20 8

Registrar's Of ice

8. Contact Hours if different than lecture (e .g., Lecture three hours, laboratory three hours) 9. Fees (e.g., $36 art fee)





Arkansas Tech Cnirersity Spring. 2020

Instructor:

Office: Dean Hall 123 Phone: 479-968-0251 E-mail:

Office Hours: TBA

Principles of Meat Science AGAS 2014

Spring 2020: January 14 - May 2

Class Hours: MWF: 10:00 to 10:50 am Lab: W 3:00 to 4:50 Location: TBA

RECEIVED

JUL 0 2 2018

Registrar's Office

Textbook: The Meat We Eat, 13th edition, by John Romans, William Costello, Wendell Carlson, Marion Greaser and Kevin Jones.

Readings: Additional reading materials provided throughout the semester.

Course Justification: This course is one of the freshman/sophomore level courses developing students' understanding of the conversion of meat animals into human food.

Course Prerequisites and Description: Prerequisites: AGAS 1014, or consent of instructor.

Integrated studies of the meat animal processing sequence regarding the production of meat-type animals and the science and technology of their conversion to human food. Lecture meets three days per week for fifty minutes and Lab meets one day per week for 110 minutes.

Course Objective: The course is aiming to provide a solid framework of the meat animal processing sequence regarding the production of meat-type animals and the science and technology of their conversion to human food.

Course Objectives:

1. To impart knowledge relating the live animal to its ultimate value as a food product. 2. To relate breeding, feeding, selection and management to changes in the ultimate composition of meat animal products.

1

Arkam·a\· Tech Cnivenity Spring. 2020

3. To develop technological and manipulative skills in the slaughter and cutting of meat animals and the processing of meat products. 4. To introduce anatomy, muscle structure and function, chemical composition and physical characteristics of carcasses and cuts as determinants of live animal and meat quality. 5. To teach the skills of carcass identification and grading to facilitate descriptions and definitions of quality and cutability in meat animal products.

Expected Learning Outcomes: RECEIVED

JUt n 2 2018 1. The student will understand the complexities involved in the conversion of live animals into food and by-products. Registrar's OfficE 2. The student will be able to determine yield and quality grades of beef, pork, and lamb. 3. The student will know the basic anatomy and wholesale cuts of each species. 4. The student will understand the broad factors affecting meat tenderness, meat color, meat processing, and diet/health.

Course Outline I. Introduction and Meat Inspection/Animal Loss Factors: Overview on

International Trade: (Chapters 1 and 3) II. Meat Biotechnology and Microbiology Preparations for Processing- Worker

and Equipment Safety: (Chapter 2 and 4) III. IV. v.

VI. VII.

VIII.

Hog Slaughter/Pork Identification and Fabrication: (Chapter 5&14) Cattle Slaughter/Beef Identification and Fabrication: (Chapter 6& 15) Lamb Slaughter/Lamb Identification and Fabrication: (Chapter 7 & 16) Poultry Processing: (Chapter 9) Packing House By-Products: (Chapter 11) Federal Meat Grading and its Interpretations: (Chapter 12)

Assessment of Learning Outcomes Learning outcomes will be assessed through exams, homework assignments, term project report and presentation.

1. Exams: Two mid-term exams and a final exam will be given during the course of the semester. Only excused absences are acceptable for missing a midterm exam:

1. university activity with letter n. incapacitating illness with doctor's letter

111. funeral with funeral program

2. Laboratories: Laboratories are used to supplement the material discussed during lecture and to provide tactile learning experiences for students.

2

Arkansas Tech c ·niversity )pring. 2020

Excused absences must arrange an alternative test time before the test, if possible, or at least notify instructor before the test. Only in the most extreme emergency situation would you not be able to call me or send an email by test time to say that you will be unable to take the test as scheduled. If that should happen you will be instructed to contact the instructor as soon as possible after the test to schedule your makeup exam. A midterm exam missed because of an excused absence must be made up within 2 school days after the scheduled exam otherwise the missed exam will be considered unexcused and a grade of zero will be assigned (ie: Test is given on Monday and with excuse letter accepted by professor prior to missing exam, you have until Wednesday at class time to make up the exam). Instructor reserves the right to give a different test for makeup.

A non-programmable calculator is acceptable for the exam if calculations need to be performed. Calculators used for exams must be a stand alone device, that is to say, calculators on cell phones, PDAs, or other electronic devices are NOT permitted during the test. Any programmable calculators, cell phones, PDA's, or other forbidden electronic devices USED OR SEEN during an exam will qualify as cheating and will be treated in the manner listed in the academic misconduct/dishonesty section ofthe syllabus. DO NOT TAKE OUT YOUR CELL PHONE TO CHECK THE TIME OR TO TURN OFF THE RINGING AS ANY VISUAL SIGNS WILL VOID YOUR TEST SCORE. No other notes, material or technology may be used during exams unless specifically authorized by the instructor. On examination days, you can receive a test until 10 minutes after class starts or until the first person turns in their test, whichever event happens first. If you are going to be later than 10 minutes, you need to let the instructor know before the exam starts.

The tentative dates of the exams are: RECEIVED

JUL 0 2 2018 Exam 1: TBA Exam II: TBA Final Exam: TBA

Registrar's O:tice

3. Homework: It must be returned on time (at the beginning of the lecture) to be counted. If you have not made arrangements with the instructor prior to the due

date, late assignments will be given a reduction in points. Any assignment that is past due over one class will not be accepted except under special circumstances.

Late Assignment Policy

Submitted after assigned class 25% reduction Submitted 1 class late 50 % reduction Over 1 class late 0%

4. Term Project and Presentation: An exercise of trade analysis and forecast will need to be undertaken throughout the semester. This includes the selection of a particular country and meat product/commodity and the collection of annual data

3

Arkansas Tech Cmrersity Spring. 2020

for at least 25 years. This is a team project (4 members). Presentations will take place at the end of the semester. Specific instructions and guidelines will be given in class.

5. Attendance: Attendance is expected at all class meetings. To avoid disturbing other students, do not arrive to class late. Attendance will be recorded at each lecture meeting. To be counted present, a student must be in the classroom at the time the instructor checks attendance AND must not leave the classroom before the class has been dismissed by the instructor.

Students with perfect attendance (NO absences) will receive 3 bonus points.

6. Participation: It is expected that you read the chapters and other readings/handouts assigned beforehand. Be prepared to discuss assigned topics. I expect everybody to be involved in the discussion activities. You will receive bonus points up to 2 for actively participating class discussions.

Grading All grades will be posted on Blackboard. The final grade for this course will be calculated based on the following weightings:

Exams (3 x l5%) 45% Homework 15%

Lab Grade 25% Project assignment 15%

Total 100%

Grading Scale: The final grade will be assigned on the following scale:

90% and higher = A

80% to 89.99% = B

70% to 79.99% = C

60% to 69.99% = D

Less than 59.99% = F

Course Policies •:• E-Mail Correspondence

RECEIVED

JUL 0 2 2018

Registrar's Office

All e-mails to the instructor must include: (1) list the course number (2) section number and if applicable, (3) list the name or number of the assignment in the "Subject Line" of

4

Arkumas Tech L'niversity Spring. 2020

the e-mail (e.g., AGBU 3233 Homework 1). Also, be sure your name and T number is in the body of the email and on any attached assignment. All students must give prompt attention to communications from faculty and staff members of the University. Your official Tech email is the only acceptable means of electronic communications between you and the instructor as dictated by University policy.

RECEIVE

Technical Assistance: JUL 0 2 21

Ra~IStfat;s o Technical support, including Blackboard support, is available online, via email, or by phone: Telephone Support: ( 479) 968-0646; 1-866-400-8022 Email Support: [email protected] Additional information may be found at: https://ois.atu.edu/ Hours of Operation: 24 hours a day - 7 days a week * Excluding holidays * When the library is closed, there will only be email and telephone support available.

Excessive Unexcused Absences

If, at any time during the semester, you have unexcused absences or fail to complete and submit assignments, you may be referred to the Tech Early Warning Program. If you are unresponsive to contact attempts, you may be dropped from the course by your instructor with an "FE" for excessive absences or non-performance. It is your responsibility to contact the instructor directly when you cannot attend class; however, excused absence is not guaranteed. Campus policy outlines the dates for dropping a course with a "W". If you have a failing score and do not drop before the stated deadline, you will receive an "F" on your transcript for the course; therefore, it is in your best interest to monitor your status in the course and take advantage of the opportunity to withdraw with a "W" rather than remaining in the course and receiving an "F." You are responsible for explaining to the instructor the reason for absences due to sickness, accident, or death in the family. The instructor is entitled to request verification. For absences which make it difficult for you to contact the instructor, such as an emergency, you should contact the Student Services Office, Doc Bryan Student Services Center, Room 233, (479-968-0239) to have the instructor notified.

Professionalism, Communication, & Respect

It is the policy and expectation of the Department of Emergency Management that students will conduct themselves in a professional manner that is guided by respect, collegiality, honesty, and ethical behavior in all of their interactions and communication with university faculty, staff, each other, and the community. Students are expected to maintain the highest ideals of academic and social conduct and are responsible for knowing the published policies and standards. Students also are expected to respect the views and personal dignity of other members of the university community, though this does not require that you must agree with others' views.

5

Arkansas Tech Cnh·ersirv .\pring. 2020

The purposes of this policy are to promote excellence and integrity in all of our activities; to ensure that all persons are treated with respect, dignity, and courtesy; and to promote constructive communication and

collaborative teamwork.

Academic Accommodations If any member of the class feels that he/she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and Disability Services to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at some point before, during or immediately after the first scheduled class period. Statement of Non-Discrimination and Access Arkansas Tech Omvers1ty does not d1scnmmate based on color, sex, sexual orientation, gender identity, race, age, national origin, religion, veteran status, genetic information, or disability in any of our practices, policies, or procedures. If you have experienced any form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment, and stalking, domestic or dating violence), we encourage you to report this to the institution.

If you report such an incident of misconduct to a faculty or staff member, they are required by law to notify Arkansas Tech University's Title IX Coordinator and share the basic fact of your experience. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For more information, please visit: http://www.atu.edultitleix/index.php.

Arkansas Tech University adheres to the requirements of the Americans with Disabilities Act in order to prevent barriers to academic accessibility. If you need an accommodation due to a disability, please contact the A TU Office of Disability Services, located in Doc Bryan Student Center, Suite 171, or visit http://www .atu.eduldisabilitieslindex.php.

College Policies 2017-2018 Arkansas Tech University Student Handbook Policies https://issuu.com/arkansastechuniversity/docs/student handbook 2017

a. Class Absence: p 83

b. Academic Conduct Policies p 85

c. Academic Dishonesty: p 85

d. Academic Misconduct; p 86

6

RECEIVED

JUL 0 2 2018

Registrar's Office

Week Date Lecture Topic Date 1 lntro- What should you learn & why?

1 History/Agencies of Meat & Livestock

2 Yield Grading

2 Quality Grading

3 No Class - University Closed 3 How get from cow/calf to beef? Industry

What is in a feedlot/packer? Good, Bad

4 Breeds and crosses of Cattle 4 Instrument Grading & Certified

Programs 5 Exam 1 - Monday, Feb. 6 5 Composition of Beef 6 Beef in the Diet 6 Conversion of Muscle to Meat

7 Dressing Percentage & Defects of Slaughter

7 Slaughter Video

8 Fabrication Video 8 Beef at retail and in food service,

packaging

9 Tenderization and cooking 9 Exam 2 -Wednesday, Mar. 6 10 Cull Cows

10 How to get from sow/piglet to pork?

-- - -----~dustry_~_

7

Lab Topic

lntro- Cutability/Palatability-FACP 201

NO LAB

Beef Carcass Grading- FAPC 201

Cuts of Beef, facbrication; Anatomy- FAPC 201

Lamb Evaluation -ANSI Arena

Cattle Live Eval, Pricing, Perf-ANSI ARENA

Lamb & Goat Lecture Beef & Lamb Carcass Eval -FAPC 201

Cattle Live Eval, Pricing, Perf-ANSI ARENA

Carcass Eval - FAPC 201

Hog Intra, Eval, Pricing, Perf-ANSI ARENA

Arkansas Tech Univer.s·ity S'pring. 2020

7.J (j)

co c;;· - ;:o - 1-

OJ m

~ () .., (A- .....:> m 0 "-.) < 3;

c;:) m 0 00 0 (1)

11 No Class -Spring Break

12 No Class 12 Breeds of Swine Pork Carcass & Cut Eval, Parts,

Pricing- FAPC 201

13 Pork differences from beef (process, defects)

13 Pork Enhancement Hog Eval, pricing, perf- ANSI ARENA

14 Processed products 14 Exam 3- Wednesday, Apr. 10 Pork Carcass Eval, pork cut-out,

products- FAPC 201

15 Red Meat Comparisons 15 Red Meat Comparison Product Testing- FAPC 201 16 Poultry 16 Review NO LAB

FINAL EXAM,

8

Arkansas Tech Unil'ersity S'pring. 2020

I I

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~ARKANSAS TECH UNIVERSITY RECEIVED

JUL n 2 2018 REQUEST FOR COURSE ADDITION

Registrar's Office


Agriculture

06/ 08/2018


Department Head

Malcolm Rainey ~/ ~~ ~. /!o.~A"'"f tz- ~J.-r ,/le Dean

f}.t1Lf I fi fL£ c,{?_ ll fJ Judy Cezeaux

Assessment

~d-? ~-7~/~ Christine Austin

Registrar

Wio QaULl ~/11/ t?; Tammy Weaver



Phillip Bridgmon







Course Subject: (e.g., ACCT, ENGL) Course Number: (e.g., 1003) Effective Term:

I AGBU 3233 C Spring E; Summer I

Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Title below)

I International Agricultural Trade

Banner Title: (limited to 30 characters, including spaces, capitalize all letters- this will display on the transcript)

I International Agricultural Tra


eves E No I Will this course be cross-listed with a course currently not in the undergraduate or graduate catalog?

If so, list course subject and number. eves E:No J

Is this course repeatable for additional earned hours? Cves ENo How many total hours? j

Grading: E: Standard Letter CP/F C Other I Mode of Instruction (check appropriate box):

E 011 Pr:turP C 02 Lecture /Laboratory C 03 Lahoratorvonlv RECEIVE D COS Practice Teaching C 061nternship/ Practicum C 07 Apprenticeship/Externship

JUL 0 2 • 0 18 C 081ndependent Study C 09 Readings C 10Special Topi cs

C 121ndividual Lessons C 13 Applied Instruction C 16 Studio Course Registrar's Ol ''fice

C 17 Dissertation C 18 Activity Course C 19 Seminar C 98 Other

Does this course require a fee? Cves ENo How Much? I Select Fee Type

If selected other list fee type: I r Elective r Major P Minor



I Each spring semester

Will this course require any special resources such as unusual maintenance costs, library resources, special software, distance learning equipment, etc.? No

Will this course require a special classroom (computer lab, smart classroom, or laboratory)? No



not applicable. Not Applicable


1. Provide the 12rogram level learning outcome(s} it addresses.

This course is not required for the Agriculture Business Major it is required for the

Agriculture Business option and elective for the other options. 2. Provide tool or measure directly linked to each program learning outcome. (How will student


c. What is the rationale for adding this course? What evidence demonstrates this need? The AGBU

International Agricultural Trade course more closely matches what other universities are offering and

needs of the undergraduate students (AGEC 4623 International Agricultural Trade and Commercial

Policy at UofA) and (AGEC 4023 International Commodity Marketing at ASU) .

For the proposed course, attach a syllabus in Word format that includes: (Items a. through d. should be entered as they should appear in the catalog) a. Course subject b. Course number c. Catalog course title d. Catalog description

1. Arkansas Course Transfer System (ACTS) course number, if applicable RECEivED 2. Cross-listing 3. Offered (e .g., Fall only, Spring only. Do not enter if offer course fall and spring) JUL 0 2 A 018 4. Prerequisites s. Co-requisites Registrar's (~ffice 6. Description 7. Notes (e.g., information not in description such as course may be repeated for credit) 8. Contact Hours if different than lecture (e.g., Lecture three hours, laboratory three hours) 9. Fees (e.g., $36 art fee)





Arkansas Tech University Spring, 2020

International Agricultural Trade AGBU3233

Spring 2020: January 14 - May 2

Instructor: Dr. Haiyan Wang

Office: Dean Hall 123F Phone:479-880-4001 E-mail: [email protected]

RECEIVED

JUL 0 2 2018

Office Hours: TBA Registrar's Office

Class Hours: MWF: 10:00 to I 0:50am Location: TBA

Textbook: International Economics, 9th edition, by Steven Husted and Michael Melvin.

Readings: Additional reading materials will be provided along the semester.

Course Justification: This course is one of the senior level courses developing students' understanding of the application of international trade theory to the US agricultural trade issues.

~ourse Description: Prerequisites: AGBU 2063 or ECON 2003 and AGBU 2073 or ECON 20 13, or consent of instructor.

This course is an examination of the economic forces associated with trade in food and agricultural products between the US and other countries. Economic principles and analytical techniques are applied to international trade and multi-national markets.

Course Objective: The course is aiming to provide a solid framework of economic theory and principals' essential for understanding the challenges in international economics in particular those associated with agricultural trade in a rapidly globalizing world.

Expected Learning Outcomes: 1) Understanding key concepts of international trade economics,

strategies and analytical methods including, the theories of absolute

1

Arkansas Tech University Spring, :!020

and comparative advantage, the Heckscher Ohlin theorem, the basis for and benefits of trade, and the welfare implications of free trade.

2) Be able to determine the potential impacts on trade flows and prices of main instruments of trade, domestic, and macroeconomic policies; including tariffs, quotas, TRQ's, export and domestic subsidies, and exchange rate fluctuations.

3) Develop a basic set of skills on analytical and quantitative tools to estimate and project trade flows as a result of policy and exogenous variable changes.

RECEIVED

JUL n 2 2018 4) Understand the structure and functions of modern international trade institutional arrangements, including the negotiation process ofWTO, NAFTA, European Union, and bilateral trade agreements. Registrar's Office

Course Outline I. Introduction and Overview on International Trade: Characteristics of

National Economics; The Direction of International Trade; Importance of Trade; Importance of Agriculture Trade to the United States (Chapter 1)

II. A little Trade History and the WTO: The session continues with more background information about the world of international trade. (Chapter 1)

Ill. Alternative Trade Models and Trade Theorems: Model Assumptions; Autarky model ; classic model; the Heckscher-Ohlin Model (Chapter 2,3,4)

IV. Government Intervention in World Agricultural Markets: Concept of Protectionism; Tariffs and Non-Tariff Barriers; Trade Policy Effects with Perfectly Competitive Markets (Chapter 5,6, 7)

V. Domestic Policies and International Trade: Concerns about domestic policy effects on international trade flows have become increasingly widespread. This session will emphasize three key ideas. First, domestic government policies, such as production subsidies or consumption taxes, can actually be a cause of international trade. Second, show the welfare effects of domestic policies when a country is open to international trade. Third, show the combinations of domestic policies can duplicate the effects of trade policies.

VI. Free Trade Areas (Regionalism vs Globalism): The World Trade Organization (WTO); Custom Unions and Regional Integration; Preferential Trade Arrangements (NAFT A); (Chapter 8, 9)

VII. US Trade Policy for Farm Products: US fann products exports and imports; America 's competitive position in world food trade; US trade policies for various farm products. (Chapter 1 0)

VIII. Introduction to International Finance (Chapter 11 , 12)

2

Assessment of Learning Outcomes

Arkansas Tech University Spring, :!020

Learning outcomes will be assessed through exams, homework assignments, term project report and presentation.

1. Exams: Two mid-term exams and a final exam will be given during the course ofthe semester. Only excused absences are acceptable for missing a midtenn exam:

1. university activity with letter 11. incapacitating illness with doctor's letter

111. funeral with funeral program

Excused absences must arrange an alternative test time before the test, if possible, or at least notify instructor before the test. Only in the most extreme emergency situation would you not be able to call me or send an email by test time to say that you will be unable to take the test as scheduled. If that should happen you will be instructed to contact the instructor as soon as possible after the test to schedule your makeup exam. A midtenn exam missed because of an excused absence must be made up within 2 school days after the scheduled exam otherwise the missed exam will be considered unexcused and a grade of zero will be assigned (ie: Test is given on Monday and with excuse letter accepted by professor prior to missing exam, you have until Wednesday at class time to make up the exam). Instructor reserves the right to give a different test for makeup.

A non-programmable calculator is acceptable for the exam if calculations need to be perforn1ed. Calculators used for exams must be a stand alone device, that is to say, calculators on cell phones, PDAs, or other electronic devices are NOT pern1itted during the test. Any programmable calculators, cell phones, PDA's, or other forbidden electronic devices USED OR SEEN during an exam will qualify as cheating and will be treated in the manner listed in the academic misconduct/dishonesty section of the syllabus. DO NOT TAKE OUT YOUR CELL PHONE TO CHECK THE TIME OR TO TURN OFF THE RINGING AS ANY VISUAL SIGNS WILL VOID YOUR TEST SCORE. No other notes, material or technology may be used during exams unless specifically authorized by the instructor. On examination days, you can receive a test until 10 minutes after class starts or until the first person turns in their test, whichever event happens first. If you are going to be later than 10 minutes, you need to let the instructor know before the exam starts.

3

RECEIVED

J! JL 0 2 2018

Registrar's Offic'

The tentative dates of the exams are:

Arkansas Tech Vniversit\· Spring, 1020

RECEIVl

JUL 0 2 2l Exam!: TBA Exam!!: TBA Final Exam: TBA

Registrar's Ot 2. Homework: It must be returned on time (at the beginning of the lecture) to be

counted. If you have not made arrangements with the instructor prior to the due

date, late assignments will be given a reduction in points. Any assignment that is

past due over one class will not be accepted except under special circumstances.

Late Assignment Policy

Submitted after assigned class 25% reduction Submitted I class late 50% reduction Over I class late 0%

3. Term Project and Presentation: An exercise of trade analysis and forecast will need to be undertaken throughout the semester. This includes the selection of a particular country and product and the collection of annual data for at least 25 years. This is a team project (4 members). Presentations will take place at the end of the semester. Specific instructions and guidelines will be given in class.

4. Attendance: Attendance is expected at all class meetings. To avoid disturbing other students, do not arrive to class late. Attendance will be recorded at each lecture meeting. To be counted present, a student must be in the classroom at the time the instructor checks attendance AND must not leave the classroom before the class has been dismissed by the instructor.

Students with perfect attendance (NO absences) will receive 3 bonus points.

5. Participation: It is expected that you read the chapters and other readings/handouts assigned beforehand. Be prepared to discuss assigned topics. I expect everybody to be involved in the discussion activities. You will receive bonus points up to 2 for actively participating class discussions.

Grading All grades will be posted on Blackboard. The final grade for this course will be calculated based on the following weightings:

Exams (3 x l5%) 45% Homework 25% Presentation 15% Project assignment 15%

Total 100%

4

Arkansas Tech Universitv Spring, 2020

Grading Scale: The final grade will be assigned on the following scale:

90% and higher = A

80% to 89.99% = 8

70% to 79.99% = C

60% to 69.99% = D

Less than 59.99% = F

Course Policies •:• E-Mail Correspondence

RECEIVED

JIJL n 2 2018

Registrar's Office

All e-mails to the instructor must include: (l) list the course number (2) section number and if applicable, (3) list the name or number of the assignment in the "Subject Line" of the e-mail (e.g., AGBU 3233 Homework 1). Also, be sure your name and T number is in the body of the email and on any attached assignment. All students must give prompt attention to communications from faculty and staff members of the University. Your official Tech email is the only acceptable means of electronic communications between you and the instructor as dictated by University policy.

Technical Assistance:

Technical support, including Blackboard support, is available online, via email, or by phone: Telephone Support: ( 4 79) 968-0646; 1-866-400-8022 Email Support: [email protected]

Additional information may be found at: https://ois.atu.edu/ Hours of Operation: 24 hours a day - 7 days a week * Excluding holidays * When the library is closed, there will only be email and telephone support available.

Excessive Unexcused Absences

If, at any time during the semester, you have unexcused absences or fail to complete and submit assignments, you may be referred to the Tech Early Warning Program. If you are unresponsive to contact attempts, you may be dropped from the course by your instructor with an "FE" for excessive absences or non-perfonnance. It is your responsibility to contact the instructor directly when you cannot attend class; however, excused absence is not guaranteed. Campus policy outlines the dates for dropping a course with a "W". If you have a failing score and do not drop before the stated deadline, you will receive an "F" on your transcript for the course; therefore, it is in your best interest to monitor your status in the course and take advantage of the opportunity to withdraw with a "W" rather than remaining in the course and receiving an "F." You are responsible for explaining to the instructor the reason for absences due to sickness, accident, or death in the family. The instructor is entitled to request verification. For absences

5

Arkansas Tech University Spring, 2020

which make it difficult for you to contact the instructor, such as an emergency, you should contact the Student Services Office, Doc Bryan Student Services Center, Room 233, RECEIVE! (479-968-0239) to have the instructor notified.

JUt n 2 201 Professionalism. Communication. & Respect

Registrar's Off It is the policy and expectation of the Department of Emergency Management that students will conduct themselves in a professional manner that is guided by respect, collegiality, honesty, and ethical behavior in all of their interactions and communication with university faculty, staff, each other, and the community. Students are expected to maintain the highest ideals of academic and social conduct and are responsible for knowing the published policies and standards. Students also are expected to respect the views and personal dignity of other members of the university community, though this does not require that you must agree with others' views.

The purposes of this policy are to promote excellence and integrity in all of our activities; to ensure that all persons are treated with respect, dignity, and courtesy; and to promote constructive communication and

collaborative teamwork.

Academic Accommodations If any member of the class feels that he/she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and Disability Services to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at some point before, during or immediately after the first scheduled class period. Statement of Non-Discrimination and Access Arkansas Tech Umverstty does not dtscnmmate based on color, sex, sexual orientation, gender identity, race, age, national origin, religion, veteran status, genetic information, or disability in any of our practices, policies, or procedures. If you have experienced any form of discrimination or harassment, including sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the institution.

If you report such an incident of misconduct to a faculty or staff member, they are required by law to notify Arkansas Tech University's Title IX Coordinator and share the basic fact of your experience. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For more infom1ation, please visit: http://www.atu.edultitleixlindex.php.

Arkansas Tech University adheres to the requirements ofthe Americans with Disabilities Act in order to prevent barriers to academic accessibility. If you need an accommodation due to a disability, please contact the A TU Office of Disability Services, located in Doc Bryan Student Center, Suite 171 , or visit http://www.atu.eduldisabilitieslindex.php.

6

College Policies

Arkansas Tech Universi~v Spring, 2020

2017-2018 Arkansas Tech University Student Handbook Policies https://issuu.com/arkansastechuniversity/docs/student handbook 2017

a. Class Absence: p 83

b. Academic Conduct Policies p 85

c. Academic Dishonesty: p 85 RECEIVED

d. Academic Misconduct; p 86 J :t n 2 2018

Registrar's Office

7

Tentative Class Schedule

Week Lecture Date Day AGBU 3133

Week I I 1/1 4/2019 Monday Syllabus

Week I 2 1116/2019 Wednesday Pretest and Chapter I

Week2 3 1118/201<) Friday Chapter I

Week2 4 1/21 /2019 Monday Martin Luther King Day

Week2 5 1/23/201<1 Wednesday Chapter 1 Week3 6 1125/2019 Friday Chapter 2

Week 3 7 1/28/2019 Monday Chapter 2

Week 3 8 1/30/2019 Wednesday Chapter 2

Week4 9 2/ 112019 Friday Chapter 3

Week4 10 2/4/20 l () Monday Chapter 3

Week4 II 2/6/2019 Wednesday Chapter 3

Week 5 12 2/8/2019 Friday Chapter 3

Week 5 13 2/ 11 /2019 Monday Chapter 4

Week 5 14 2113/201 () Wednesday Chapter 4

Week6 15 2/ 15/2019 Friday Chapter 4

Week 6 16 2/ 18/2019 Monday

Week6 17 2/20/2019 Wednesday Chapter 5

Week 7 18 2/22/2019 Friday Chapter 5

Week 7 19 2/25/2019 Monday Exam I

Week7 20 2/27/2019 Wednesday Chapter 6

Week8 21 3/ 1/2019 Friday Chapter 6

Week 8 22 3/4/2019 Monday Chapter 6

Week 8 23 3/6/2019 Wednesday Chapter 7 - -·-- --·-

8


Name of the Chapters

j

An Introduction to International Trade I

An Introduction to International Trade

An Introduction to International Trade I

Tools of Analysis for International Trade Models

Tools of Analysis for International Trade Models

Tools of Analysis for International Trade Models I

The Classical Model of International Trade




The Heckscher-Ohlin Model

The Heckscher-Ohlin Model

The Heckscher-Ohlin Model I

Exam I Review i

Tests ofTrade Models '

I

Tests ofTrade Models

Exam I

Tariffs

Tariffs ;;:u CD

Tariffs

Non-Tariff Barriers AND Arguments for Protection

<0 a;· -- --Q) .., ~

en- 1'..)

0 ......, 3! c::> -0 00 CD

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Week 9 24 3/8/20 I <J Friday Chapter 7 Week 9 25 3/ 11 /2019 Monday Chapter 7 Week 9 26 3113/201 g Wednesday Chapter 8 Week 10 27 3115/201 g Friday Chapter 8

Week 10 28 3/18/20 I <J Monday Chapter 8 Week 10 29 3/20/201 <] Wednesday Spring Break

Week II 3C 3/22/2019 Friday Spring Break

Week II 31 3/25/20 I 9 Monday Spring Break Week II 32 3/27/201 q Wednesday Week 12 33 3/29/201 q Friday Chapter 9 Week 12 34 4/ I/201<J Monday Exam II Week 12 35 4/3/201 g Wednesday Chapter 9 Week 13 36 4/5/20 I 9 Friday Chapter 9 Week 13 37 4/8/20 I <J Monday Chapter 10 Week 13 38 4/10/20 I<) Wednesday Chapter 10 Week 14 39 4/ 12/20 I <J Friday Chapter II Week 14 40 4/15/2019 Monday Chapter II Week 14 41 4/17/201 <) Wednesday Chapter 12 Week 15 42 4/19/20 I <J Friday Week 15 43 4/22/20 1<J Monday Week 15 44 4/24/201 <J Wednesday Week 16 45 4/26/201 9 Friday Week 16 46 4/29/2018 Monday Week 16 47 5/2/201 g Wednesday Reading Day

Week 17 48 TBA Final Exam

9


Non-Tariff Barriers AND Arguments for Protection Non-Tariff Barriers AND Arguments for Protection

Commercial Policy: Policy and Practice Commercial Policy: Policy and Practice Commercial Policy: Policy and Practice

Exam II Review

Preferential Trade Arrangements Exam II

Preferential Trade Arrangements Preferential Trade Arrangements

US Trade Policy for Farm Products US Trade Policy for Farm Products

Introduction to International Finance Introduction to International Finance

The Foreign Exchange Market

Presentation (1-3) Presentation ( 4-6) Presentation (7 -9)

Presentation (I 0-12) Final Exam Review

Term Project Report Due at I 0 am on Blackboard Final Exam

- --

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Agriculture

Title Signature

Department Head -

Malcolm R. Rainey ~~~' ~tl0'4-fl Dean t'}yi-Lf. ~/ Judy Cezeaux

Assessment 4,4-b Christine Austin

Registrar ~~{lWft_ Tammy Weaver



Phil Bridgmon

Committee






Course Subject: (e.g., ACCT, ENGL) Course Number: (e.g., 1003)

I AGAS I 2084

Official Catalog Title:

j Feeds and Feeding

REe!JVEO

JUL 0 2 2018

Registrar's Office Date

Date

~ ~J-.1./18

IP/2.1 I lfi 6~ 2?.-/~

11t7(18

Approval Date


eves ENo


r Course Number r Title r Course Description ~

RECEIV

Ut n 2 2 r Cross-Listing P' Prerequisite r Co-requisite

Re~, 'strar's o r Grading r Fee

r Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this course is cross-listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses. New Course Number: (e.g., 1003)

I New Official Catalog Title : (If official title exceeds 30 characters, indicate Banner Title below)

I Banner Title: (limited to 30 characters, including spaces, capitalize all letters- this will display on the transcript)


New Cross List:

r Adding Cross-Listing r Changing Cross-Listing r Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number I New Prerequisite (list all, as you want them to appear in the catalog): Remove Chemistry 1113 and 1111 as prerequisite.

New Co-requisite (list all, as you want them to appear in the catalog) :

r Elective r Major r Minor

(If major or minor course, you must complete the Request for Program Change form to add course to program.) This course is not included in the program assessment.



not, state not applicable. Not Applicable


a. Provide the j;1rogram level learning outcome{s} it addresses. This course is not

included in the program assessment.




There is not a sufficient amount of chemistry involved in the course (AGAS 2084) to

require CHEM 1113/1111 as prerequisites and possibly delay progress in the degree plan.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/ registrar/curriculum forms.php.

RECEIVED

J :L n 2 2018

Registrar's Office

™ARKANSAS TECH A UN IVERS lTV RECEIVED

JUL 0 2 2018

REQUEST FOR PROGRAM CHANGE Registrar's Office


Agriculture


Department Head

Malcolm R. Ra iney A~~ ~-~Cl'· . c -J.c.r-;e ~

Dean (}tvi-t+ / Judy Cezeaux c 1~--'6 /1 g Assessment

/ttt~ 1'-~?-1( Christina Austin

Registrar

~ZuiGJLu 1 )r-d l~ Tammy Weaver

Graduate Dean (Graduate Proposals On ly)


Philip Bridgmon


General Educat ion Committee (Undergraduate Proposals Only)



Faculty Senate (Undergraduate Proposa ls Only)

Graduate Counci l (Graduate Proposals Only)

I Program Title: Agnculture Busmess

RECEIVED

JUL 0 2 2018

Registrar's Office

Outline change in program: (e.g., list changes in program such as (1) delete three hours of elective and (2) add three hours of approved major electives) The addition of MATH 1003 College Mathematics as an option to meet the math general education requirement.

What impact will the change have on staffing, on other programs and space allocation? None


a. How does the program change align with the university mission? Allowing the option for students to have either College Algebra (MATH 1113) or College Mathematics (MATH 1003) improves the success and provides greater access to our students.

b. If this change in the program is mandated by an accrediting or certifying agency, include the directive. If not, state not applicable. Not applicable

c. What is the rationale for this program change? 1. How will the program change impact learning for students enrolled in this program?

The option allows students to learn math that will be more applicable to their major 2. Provide an example or examples of student learning assessment evidence w hich

supports the changes in the program. Based on industry needs as suggested by our industry advisory board.

b. How does this program fit in the current state of the discipline? Include Arkansas inst itutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. Southern Arkansas University offers similar programs of study and do not require College Algebra for their major.

c. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Institutiona l Effectiveness web page.)

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu .edu/registrar/curriculum forms.php.

RECEIV

JUL 0 2 ~ In the attached matrix, include requested changes in the matrix and include course number and title.

Registrar's <


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Curriculum in: Agriculture Business

(enter title for program changing)


Add/Change: Change MATH 1113 to MATH 1003 or

higher

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:

™ARKANSAS TECH UNIVERSITY RECEIVED

JUL 0 2 2018 REQUEST FOR PROGRAM CHANGE

Registrar's Office


Agriculture 06-01-2018


Department Head

.,4~~4 · _,

Malcolm Rainey t -;ltf--IB 7

Dean

1r1-'-l / (, /~4/16 Judy Cezeaux _,

Assessment

~~,?.--- ~---2?;'~ Christina Austin

Registrar

t c.Y fun G.JJ£ k l }1711~ Tammy Weaver



Phillip Bridgman







I Program Title: Agriculture Busmess

RECEIVED

JUL 0 2 2013

Registrar's Office

Outline change in program: (e.g., list changes in program such as (1) delete three hours of elective and (2) add three hours of approved major electives)

Delete Intermediate Agricultural Macroeconomics AGBU 3133 from the curriculum for Agriculture Business (no option) majors and adding a new course International Trade. AG6U ,3~ 1 J


There will be no impact on staffing requirements, other programs or space allocations.



Arkansas Tech University is dedicated to student success, access, and excellence as a responsive campus community providing opportunities for progressive intellectual development and civic engagement. Embracing and expanding upon its technological traditions, Tech inspires and empowers members of the community to achieve their goals while striving for the betterment of Arkansas, the nation, and the world. The change will expand the student's capabilities and understanding of a global agricultural economy, which will encourage progressive intellectual development and expand the students' horizons.

b. If this change in the program is mandated by an accrediting or certifying agency, include the directive. If not, state not applicable.

Not applicable


This change will enhance students learning by providing a more useful area for the future careers for Agriculture Business students.


d. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions.

Both University of Arkansas and Southern Arkansas University offer similar classes: AGEC 4623 International Agricultural Trade and Commercial Policy (Sp) 3 Hours Analysis of agricultural market competition and perfo nnance in a global economy. The impact of domestic and international agricultural policies on domestic and international markets and welfare. Economic principles applied to the interaction of economic events in the world food economy. AGEC 4023. International Commodity Marketing Development and coordination of activities related to marketing agricultural commodities in foreign markets. Emphasis given to identification and analysis of market size, location, mix, methods and changes in trading for commodities in international markets.

e. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Inst itutional Effectiveness web page.) This course is not included in the program assessment because it is not a required course for all Agriculture Business majors.


RECEIVED

JUL 0 2 2018

Registrar's Offlc1

' I



Curriculum in: Agriculture Business

(Agriculture Business )


Add/Change: Add/Change: RECEIVE)

JUL 0 2 20 8 Delete: Delete: Registrar's Of i ce

Total Hours:lS Total Hours:16



Delete: Delete:

Total Hours:16 Total Hours:16

Junior Fall Semesterj213


Add/Change: AGBU~::f~ International Agriculture Add/Change:

Trade

Delete:

Delete: AGBU 3133 Agricultural Intermediate

Macroeconomics Total Hours:14

Total Hours:lS



Delete: Delete:

Total Hours:13 Total Hours:lS

™ARKANSAS TECH

A UNIVERSITY

RECEIVED

II II 0 2 2018

Registrar's Office REQUEST FOR PROGRAM CHANGE


Agriculture


Department Head

Malcolm R. Rainey g~ ,e./&~ ,

4oLtt-IB ..... Dean [}yi-4 / Judy Cezeaux fR/2-~ iJ'6 Assessment

~ttL t~'!-1( Christina Austin

Registrar

~~ VlJ&llGUA_ 1/tl/t~ Tammy Weaver



Philip Bridgmon







Program Title:

Agriculture Business - At'tlhtLI Seae~ce Of*ien

RECEIVED

JUL 0 2 2018

Registrar's Office







The option allows students to learn math that will be more applicable to their major 2. Provide an example or examples of student learning assessment evidence which


b. How does this program fit in the current state ofthe discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. Southern Arkansas University offers similar programs of study and do not require College Algebra for their major.

c. Attach a detailed assessment plan including three to f ive specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Institutional Effectiveness web page.)

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu .edu/regist rar/ curriculum forms.php.

In the attached matrix, include requested changes in the matrix and include course number and title .


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete :

Total Hours:


Add/Change:

Delete:

Total Hours:


Curriculum in: Agriculture Business/Animal Science Option



RECEIVEC

JUL 0 2 201l

Registra 's on Add/Change: Change MATH 1113 to MATH 1003 or

higher

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


REQUEST FOR PROGRAM CHANGE JUL 0 2 2018

Registrar's Office Department Initiating Proposal Date

Agriculture


Department Head

~(7./~~~ Malcolm R. Rainey A/~~ (p - J.9 -18 ·-Dean

fhr fr-G-+ /

Judy Cezeaux 4 {-z-/1 ~ Assessment

~ d'L b',:2f-lr Christina Austin

Registrar

~ vi i ., QCWJ1 11!1/t~ Tammy Weaver

Graduate Dean (Graduate Proposals Only) '--" '-"


Philip Bridgman







Program Title : Agriculture Business/ Animal Science Option

RECEIV

JUL 0 2 2

ange have on staffing, on other programs and space allocation?


a. How does the program change align with the university mission? The addition of this new course (AGAS 2014 Principles of Meat Science) in the Animal Science Option prepares our students for success, provides access to a relevant course, and signifies responsiveness of the Department of Agriculture to our partners.

b. If this change in the program is mandated by an accrediting or certifying agency, include the directive. If not, state not applicable. Not Applicable


Th is program change will enhance student learning by providing more relevant and applicable material for students in the Animal Science Option.

2. Provide an example or examples of student learning assessment evidence which supports the changes in the program. More than SO% of our students except positions in the meat processing industry upon graduation.

b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. The UofA and every other land-grant universities Animal Science degree requires a similar course for their Animal Science majors.

c. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Inst itutional Effectiveness web page.) This course is not included in the program assessment because it is not a required course for all Agriculture Business majors.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/registrar/curriculum forms.php. This course will not affect any other department.

RECEIVED

In the attached matrix, include requested changes in the matrix and include course number and titl jUL 0 2 2018


Add/Change:

Delete:

Total Hours:15


Add/Change:

Delete:

Total Hours:16


Add/Change:


Curriculum in: Agriculture Business Animal Science Option

(Animal Science Option )


Add/Change: Add AGAS 2014 Principles of Meat Science

Delete: COMM 2173 Business and Professional Speaking

Total Hours:17


Add/Change:

Delete:

Total Hours:17


Add/Change: Add COMM 2173 Business and

Professional Speaking

Delete: delete 1 hour of Agriculture Elective

Delete: Agriculture Elective 3 hours

Total Hours:14

Total Hours:13


Add/Change: Add/Change :

Delete: Delete:

Total Hours:12 Total Hours:16


JUL 0 2 2018

REQUEST FOR PROGRAM CHANGE Registrar's Office


Agriculture


Department Head

Malcolm R. Rainey ~~£4, ~

(pc)y-1& _.,_

Dean {Yv\,-~ / & {1--'V f ( co Judy Cezeaux ,.,.,

Assessment

/Zd~ ~~f-1~ Christina Austin

Registrar WLux_ lllitL 1//111~ Tammy Weaver



Philip Bridgman







Program Title: Agriculture Business

RECEIVED

JUL 0 2 2018

Registrar's Office









b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. Southern Arkansas University offers similar programs of study and do not require College Algebra for their major.





Curriculum in: Agriculture Business/Feed Mill Management Option


Freshman Fall Semester Freshman Spring Semester t(t:\,;t:l'll E D

Add/ Change: Change MATH 1113 to MATH 1003 or Add/Change: JUL 0 2 ')j 018 higher

Delete: Registrar's ) ffice

Delete: Total Hours:

Total Hours:



Delete: Delete:




Delete: Delete:




Delete: Delete:





Agriculture

Title

Department Head

Malcolm R. Rainey

Dean

Judy Cezeaux

Assessment

Christina Austin

Registrar

Tammy Weaver



Philip Bridgman

Committee

Signature






Program Title:

Agriculture Business - tfOf'.fitta.l ... &lrC opt-ion

JUL 0 2 2018

Date

Date

Approval Date

RECEIVED

JUL o 2 2018 Re · 9tstrar's 0 ,.,..

Outline change in program: (e .g., list changes in program such as (1) delete three hours of elective and (2) add three hours of approved major electives) The addition of MATH 1003 College Mathematics as an option to meet the math general education requirement.



a. How does the program change align with the university mission? Allowing the option for st udents to have either Co llege Algebra (MATH 1113) or College Mathematics (MATH 1003) improves the success and provides greater access to our st udents.





b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. Southern Arkansas University offers similar programs of study and do not require College Algebra fo r their major.


If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http:// www.atu.edu/registrar/curriculum forms.php.

li tce

In the attached matrix, include requested changes in the matrix and include course number and title. RECEIVE,


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Curriculum in : Agriculture Business/Horticulture Option



JUL t 2 20~

Registra,·s 0ffic

Add/Change: Change MATH 1113 to MATH 1003 or

higher

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:


Add/Change:

Delete:

Total Hours:

™ARKANSAS TECH UNIVERSITY RECEIVED

------------------------------------------------REQUEST FOR PROGRAM CHANGE


Agriculture

Title Signature

Department Head

Malcolm R. Rainey W~/P.~. A"

Dean l)vl4 /

Judy Cezeaux

Assessment ~~L Christina Austin s Registrar

~;Ytw ttuu_ Tammy Weaver

Graduate Dean {Graduate Proposals Only)


Philip Bridgmon

Committee

General Education Committee {Undergraduate Proposals Only)

Teacher Education Committee {Graduate or Undergraduate Proposals)



Graduate Council {Graduate Proposals Only)

Program Title: Agriculture Business -

Date

Date

JUL 0 2 20Jt Registrar's Office

(p-~Cr-18

(; f L'O I tfd

l~?f/1~

'l/Jl/ttJ

Approval Date

RECEIVED

JUL 0 2 2018

Registrar's Office




a. How does the program change align with the university mission? Allowing the option for students to have either College Algebra (MATH 1113) or College Mathematics {MATH 1003) improves the success and provides greater access to our students.





b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. Southern Arkansas University offers similar programs of study and do not require College Algebra for their major.

c. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. {Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Institutional Effectiveness web page.)


In the attached matrix, include requested changes in the matrix and include course number and title .

-Curriculum Matrix for Catalog l'(.t::CE/1/ Eo Curriculum in: Agriculture Business/Public Relations Option

JUL 0 2 ,, (enter title for program changing) ~ 018 Freshman Fall Semester Freshman Spring Semester

Registrar's 1 ~. Add/Change: Change MATH 1113 to MATH 1003 or Add/Change:

ffice

higher Delete:

Delete: Total Hours:

Total Hours:



Delete: Delete:




Delete: Delete:

Total Hours : Total Hours:



Delete: Delete:




RECEIVED

JlJL 0 2 2018

Registrar's 0''' '''ce


Department Affected: Math This department }( supports

the change. D does not support

Comments: The Department of Agriculture is requesting to add College Mathematics MATH 1003 as an option to meet the general education math requirement.


Date:J:F2/J <6

THARKANSAS TECH UNIVERSITY



Department of Professional Studies 5/17/ 2018


Department Head

~~ 9' /z,/t~ Dr. Aulgur ~ -.:=:

Dean ~ -:r/te,/Jy Dr. Aulgur c. ......., ~ ~ Assessment

~~~:/ 7/&1 /y Dr. Austin

Registrar

J} z,__'lc ccLLCC '6/8/18 Mrs. Weaver






Curriculum Committee (Undergraduat e Proposals Only)



Course Subject: {e.g., ACCT, ENGL) Course Number: {e.g ., 1003) Effective Term:

I OL I 3013 • Spring Summer I

Official Catalog Tit le: {I f official title exceeds 30 characte rs, indicate Banner Title below)

I Foundations of Organizational Leadership

Banner Title: (limited to 30 characters, including spaces, capitalize all letters - th is will display on the transcript)

I FOUNDATIONS ORG LEADERSHIP

2


Yes • No I Will this course be cross-listed with a course current ly not in the undergraduate or graduate catalog?

If so, list course subject and number. Yes • No j

Is this course repeatable for additional earned hours? Yes • No How many total hours? l Grading: • Standard Letter P/F Other I Mode of Instruction (check appropriate box) :

• 01 Lecture 02 Lecture/Laboratory 03 La boratorv onlv

OS Practi ce Teachi ng 061nternship/Practicum 07 Apprent1cesh1p/Externshlp

OS Independent Study 09 Readings 10 Special Topics

~

12 Individual Lessons 13 Applied Instruction 16 Studio Course

- 17 D1ssenatton 18 Actl vi ty Course 19 Seminar 98 Othe r -

Does this course requ ire a fee? Yes • No How Much? I Select Fee Type

If selected other list fee type : j

- Elective v Major Minor



I At least once per term.

Will t his course require any special resources such as unusual maintenance costs, library resources, special

software, distance learning equipment, etc.? Access to a computer, the internet, and webcam or other video

capture technology .

Will th is course require a special classroom (computer lab, smart classroom, or laboratory)?

No.


a. If this course is mandated by an accrediting or certifying agency, include the directive . If not, state

not appl icable. N/A


1. Provide t he program level learning outcome(s) it addresses. OL 3013 addresses the following

program level outcomes: Effective Communication, Critical Thinking/Problem Solvtng/Ethlcal

Decision Making, Change Management, Team Building, Talent Management, Financial

Literacy, and Social Responsibility.


learning in this outcome be measured?) See attached OL 3013 assessment for alignment of

program, cou rse, and module learning objectives. Student learning will be assessed using a

3

.------------------------------------------------------------------------------·-----variety of methods. These include: a) discussion boards and other collaborative

communication activities, b) tests/quizzes, c) writing assignments, d) prepared oral

presentations, e) applied projects, and f) team-based learning.

c. What is the rationale for adding this course? What evidence demonstrates this need? OL 3013 is

proposed as a core course in the Bachelor of Arts in Organizational Leadership (BAOL) program. The

BAOL meets three primary needs: a) expansion of curriculum with a soft skills focus to meet industry

need, b) alignment w ith degree naming convent ions, and c) increased opportunity for innovation and

degree stackability. According to a recent survey of over 60,000 managers (PayScale, 2016). new

college graduates lack the requisite soft ski lls necessary for the professional world. Of managers

surveyed, 60% felt recent graduates lacked critical thinking ski lls, and over 40% identified under

preparedness in attention to detail, communication, and leadership skills . The 42 cred it hour BA-OL

core specifically meets these needs through a focus on leadership development.

For the proposed course, attach a syllabus in Word format that includes: (Items a. through d. should be entered as they should appear in the catalog) a. Course subject b. Course number c. Catalog course title d. Catalog description

1. Arkansas Course Transfer System (ACTS) course number, 1f applicable 2. Cross-listing 3. Offered (e.g., Fall only, Spring only. Do not en ter if offer course fall and spring) 4. Prerequisites 5. Co-requisites 6. Description 7. Notes (e .g., information not in description such as course may be repeated for credit) 8. Contact Hours if different than lecture (e .g., Lecture three hours, laboratory th ree hours) 9. Fees (e.g., $36 art fee)

e. Section for Name of instructor, off1ce hours, contact information (telephone, email) f. Text required for course g. Bibliography (supplemental reading list} h. Just ificat ion/rationale for the course i. Course objectives j. Description of how course meets general education objectives (courses included in the general

education component should show how the course meets one or more of the objectives conta ined in General Education Objectives listed in undergraduate catalog)

k. Assessment methods (include grading policy with specific equivalents for A, B, C) I. Policy on absences, cheating, plagiarism, etc . m. Course content (out line of material to be covered in course).

If this course will affect other departments, a Departmental Support Form for each affected department j must be attached. The form is located on the Curriculum forms web page at

_______ j

4

Arkansas Tech University Course Addition

Assessment Form

OL 3013: Foundations of Organizational Leadership

Our Mission

Tech is dedicated to student success, access, and excellence as a responsive campus community providing opportunities for progressive intellectual development and civic engagement. Embracing and expanding upon its technological traditions, Tech inspires and empowers members of the community to achieve their goals while striving for the betterment of Arkansas, the nation, and the world.

Provide an answer for each question. Your answers are to be typed single spaced.

a. How does this course fit with the university mission? OL 3013- Foundations of

Organizational Leadership provides students with a broad survey of leadership theory,

leadership competencies, and self-evaluative tools to begin a leadership development plan.

This course serves as a core offereing in the BAOL degree. The BAOL degree supports

strategic plan goal 2.6 by increasing academic opportunities for interdisciplinary, multidisciplinary, and stackable degree options.

~· l b. If this course is mandated by an accred iting or certifying agency, include the directive. If not, state not applicable. Not applicable .

c. Provide up to three student learning outcomes students will achieve after completing this

course? Students will: 1) identify, compare. and contrast classic and contemporary

theoretical models and pract ices in organizational leadership; 2 evaluate personal

leadership style and design individual leadership development plan; 3) describe the

role oflifelong learning in developing capacity and leading organizations; 4) analyze

the similarities and differences in private sec tor leadership, nonprofit leadership, and

community leadership; 5) distinguish between individual, systems. and relational

models of leadership; 6) discuss the impact of globalization and organizational

diversity on leadership practices; 7) identify and examine trai ts of destructive

leadership, including issues of ethics, toxicity, and hostile organizational practices;

and 8) demonstrate a knowledge of leadership skills, including leading change, . .

effective comrnumcatJon, team-bulldmg and mot1vallon. data-dnve decJsJon makmg, I and followership. l

d. What assessment tool or measure will you use to assess student learn ing? Student learning

will be assessed using a variety of methods. These include: a) discussion boards and other collaborative communication activities, b) tests/quizzes, c) writing assignments, d) prepared oral presentations, e) applied projects, and f) team -based learning .

What will students demonstrate, represent, or produce to provide evidence of their

learning? Students will complete a variety of conceptual and applied activities to

demonstrate profieciency in course and module level learning objectives. These include

completion of tests/quizzes to assess understanding of core concepts and recall of key

terminology, application assignments which require the student to apply core concepts in a

practical setting, team-based projects designed for students to work together to examin

topics in greater detail.

5

f. Provide an example or examples of student learning assessment evidence which supports

the addition of this course. OL 3013 is proposed as a core course in the Bachelor of Arts in

Organizational Leadership (BAOL) program. The BAOL meets three primary needs: a)

expansion of curriculum with a soft skills focus to meet industry need, b) alignment with

degree naming conventions, and c) increased opportunity for innovation and degree

stackability. According to a recent survey of over 60,000 managers (PayScale, 2016). new

college graduates lack the requisite soft skills necessary for the professional world. Of

managers surveyed, 60% felt recent graduates lacked critical thinking skills, and over 40%

identified under-preparedness in attention to detail, communication, and leadership skills.

The 42 credit hour BA-OL core specifically meets these needs through a focus on leadership

development. In OL 3013, students will work on higher-order thinking skills through

activities that will require analysis of leadership, organizational needs, evaluation of

scholarly research, and the development of applied so lutions to organizational problems.

Students will also be required to compose multiple papers supported by research on current

events and professional competencies . These activities are also designed to enhance

student foundational knowledge of the the discipline, their understanding of the historical

and current context of organizationa l leadership, and application of course content in the

professional world. ~---------------------------------------------------------------------------

g. How does this course fit in the current state of the discipline? Include Arkansas institutional

comparisons. If Arkansas educational institutions do not have the course or program

provide comparative examples from regional educational institutions. The University of

Arkansas at Fort Smith offers LEAD 3603: Foundations of Organizational Leadership as part

of the B.S. in Organizational Leadership Completer Track program.

6

Arkansas Tech University OL 3013: Foundations of Organizational Leadership

11\ame: Phone: Email: Office Location : Office Hours:

Course Description This course presents a broad survey of leadership theory and competencies in the private and nonprofit sector. Topics include the examination of leadership mode ls, nonprofit and community leadership, workplace learning, supervision, organizationa l deve lopment and change, globalization and di vers ity, and organizational leadership competencies. Participation in course requires access to a computer, the internet. and a wcbcam or other ,·ideo capture technology.

Cross-Listed Course: None Prerequisites/Co-requisitrs: None

Required Course Texts: Required readings assigned in each module . All required readings arc provided electronically through the A TU Library. See course bibliography for course resources.

Justification for the Course This course presents a broad survey of leadersh ip theory and competencies in the private and nonprofit sector. Topics include the examinat ion of leadership models, nonprofit and community leadership. workplace learning. supervis ion. organizational deve lopment and change, globalization and diversity. and organiza tional leadership competencies. Participation in course requires access to a computer, the internet, and a webcam or other video eaprure technology.

7

Course Objectives

Upon completion of this course with a grade of "C" or above, the student will be able to:

1 identify, compare, and contrast classic and contemporary theoretical models and

practices in organizational leadership.

2 evaluate persona l leadership style and design individual leadership development plan. ·· -

3 describe the role of lifelong learning in developing capacity and leading organizations.

4 analyze the similarities and differences in private sector leadership, nonprofit leadership,

and community leadership.

5 distinguish between individual, systems, and relational models of leadership.

6 discuss the impact of globalization and organizational diversity on leadership practices.

7 identify and examine tra its of destructive leadership, including issues of ethics, toxicity,

and hostile organizational practices.

8 demonstrate a knowledge of leadership skills, including leading change, effective

communication, team-building and motivation, data-drive decision making, and

followership.

8 -Module Module Objectives Course

Objectives

Module 1 • articulate a personal definition of leadership 1, 2, 5

• identify the components of authentic leadership

• justify the need for leadership development

Module 2 • define authentic leadership 1, 2, 5

• descnbe the three-phase transformation from "I" to "We"

• articulate reasons leaders lose their way

• explain how life experience influences leadership

Module 3 • identify personal values 2, 3, 7

• demonstrate self-awareness of leadership strengths and weaknesses

L • assess leadership authenticity

• develop individual leadership development plan I Module 4 • identify philosophical origins of leadersh ip theory 1,2,5

• discuss contemporary theories of leadership

• examine the difference between leadership and management

i • develop a common definition of leadership -Module 5 • describe the perspective of leadership in relation to the leader as an individual 1, 2

• identify individual traits that impact leadership approach

• assess the link between leadership and personality

• demonst rate the use of storytelling to explore leadership

Module 6 • ident ify links between leadership and organizational performa nce 1, 2, 5 • investigate power dynamics in organizational lea dership

• discuss the concepts of rites, rituals, and belonging

• define strategic orgamzationalleadership -Module 7 • discuss the importance of communication in effective leadership 2,8

• demonstrate an understanding of the relational aspects of communication in leadersh ip

• justify the need for trust, confidence, and buy-in within organizationa l leadership

Module9 • discuss the role of nonprofits in U.S. and global society 1,2,4 • define leadership in the nonprofit sector

• examine the role of community leadership in increasing community capacity

Module 10 • define diversity in the organizational context 2, 3, 5, 6

• identify the two types of diversity that typically influence organizational behavior

• explain visible diversity and underrepresentation

• discuss the impact of diversity fatigue in organizations --~- --

9 -- --

I Module 11 • examine the role of li felong learning in organizations 2, 3, 6

• identify settings where adult learning occurs

• explain the role of learning competence in organizations

• justify the need for continuous learning in organizations

Module 12 • define concepts of leadership in organizational change 2, 3, 6 I I I

• articulate how change is led in organizations

• examine the role of leader in organizational culture

Module 13 • identify what counts as data 2, 8

• define data-driven decision making

• examine the critical role of data-informed leadership

• articulate the process of creating a cul ture of data use for continuous improvement

Module 14 • analyze the role of cognitive processes in destructive leadership 2, 4, 6, 7 • explain the dual-process model of destructive leadership behavior

• examine the environment of destructive leadership

• summarize the process perspective of unethical leadership - - - -

10

How Course Meets General Education Requirements

The general education curriculum at Arkansas Tech Uni versit y is designed to provide a foundation for knowledge common to educated people and to develop the capacity for individuals to expand that knowledge over his or her lifetime. The University has identified a set of comprehensive goals that will allow students to accomplish these general education objectives. This course addresses the following specific Arkansas Tech University genera l education goals:

Think critically Develop ethical perspectives Apply scientific and quantitative reasoning

Methodology The objectives will be achieved through textbook readings, supplemental readings, PowerPoint presentations on ass igned topi<.:s. on-line discussions , and individual ass igru11ents.

Technology Competencies Students are expected to demonstrate mastery and appropriate application of related technology competencies as detennined by the Professional Studies Department. Those competencies include: word processing (MS Office), PowerPoint (2007 version or ability to sec later version of power-point), on-line research, email, Blackboard, discussion board postings and list-serve knowledge.

Class Lectures

Class lectures will be posted by 9AM Central Time on the first day of the learning module unless noted otherwise. Class lectures can be located in weekly learning modules in Blackboard under the '"Content" tab. Typ icall y, modules will be posted by 9 a.m. CT on Mondays and due by II :59 p.m. CT on Sundays.

Assessments Assignments

Throughout the course, assignments will be given to reinforce the student 's understand ing of the course materia l as we ll as to apply different leadership concepts. All ass ignments can be found in the weekly learning module folder in Blackboard. All assignments will be due by II :59 p.m. Central Time on the due date specified. All ass ignments must be submitted through Blackboard in order to receive cred it.

11

Participation/Discussion Board

Each week there is a lecture posted on Blackboard. Some include discussion board questions that I expect you to answer as part of getting the week's participation points. New discussion forums wi ll post on the first day ofth~ learning module. You are expected to make your initial post each week bv II :59 p.m. Central Time three days prior to the end of the module, wit h all other posts due by II :59 p.m. on the last Llay of the learnin2 moclul~ Points wi ll be deducted for each post ing that is not submitted. Your answers should be relevant to tht· discussion topic and demonstrate your understanding of the:.: topic . Participation will be assessed on the extent to which you reply to my questions as wel l as to the extent that you communicate with your other classmates regarding their posts. Remt!mber. you will get out of the discussion boards what you put into them. Thus, meeting the minimum participation requirements does not mean you wi ll receive full creel it each week.

E-mail/Discussion Board Decorum

This is an online:.: course: therefore, a majority of our conversations vvill take place via emai l and discussion board. Please usc common sense (no slang. usc correct grammar. etc.) when sending emails and posting to discussion boards. This is a college level course and I expect you to be on a co llege st11dent level with your postings and emni ls. I do not expect you to be a perfectionist. but I do expect you to be cou11eous and respectful.

I wi ll send course materials to your ATU e-mai l accoum: therefore. it is necessary that you check your account frequent ly. To avoid the emai ls you send going into my junk tile, you shou ld use your ATU e-mail account for ALL communiL:ations. In most cases. I will respond to your emai ls within a 24-hour time period exc lliding University-observed holidays.

Learning Modules Learning Module 1 - Introduction Learn ing Module 2 - Authentic Leadership Learning Module 3 - Discover Leadership Learning Module 4 - Theoretical Perspectives Learning Module 5 - Individua l Perspec tin~s

Learning Module 6- Organizational Perspectives Learning Modu le 7- Leadership Commu n ic at ion Learning Module 8- Midterm

Learning Module 9 - Community and Nonprofit Leadership Learning Module I 0 - <.ilobalization and Diversity Learning Module II - Workp lace Learning Learning Module 12 - Leading Change Learning Module 13 - Data Driven Leadership Learning Module 14 - Destruc ti ve Leadership Learning Moduk 15 - Final Exam

Points

Graded Activity Points

Discussion Forum Participation (7} 70

Quizzes (8} 80

Short Essays and Assignments (6) 60

Team-Based Learning (5} 90

Leadership Journal (12) 100

Midterm Exam 50

Final Exam 50

Total 500

Grading Scale 90-1 00% A 80-89 % B 70-79 % c 60-69 % D Under 60% F

Returning of Assignments Assignments V·.' ill be graded and returned within 7 working days. Working days are defined as Monday-Friday, no weekends or holidays.

Make-Up Policv!Late Work

12

Discussion Board: Discussion board participation will not be accepted past the due date except in cases where you have worked something out with me beforehand, or if there is a documented emergency. The discuss ion board will be made unavailable at II :59 p.m. CT on the due date.

Assignments, Exercises, and Quizzes: Any assignment , exercises. and quizzes not submit1ed by the due date can st ill be submitted for ha lf credit up to one week past the due date. Assignments wi ll not be accepted more than one week past the due date.

Midterm and Final: The midterm and final wil l not be accepted after the due date except in cases where you have worked something out with me beforehand or if there is a documented emergency.

Course Policies

Academic Misconduct University policy will be followed. At a minimum, the student (and any student caught assisting in the misconduct) will be given an automatic "F" for the test/assignment in question and possibly an "F" for the course. Subsequent cases of plagiarism will result in a minimum of one

13

letter grade course reduction for each incident. In addition, any student who aids another student in plagiarism (e.g .. provides a completed homework assignment to another student for submission) will be tTeated as also being involved in plagiarism and appropriate penalties will apply. Egregious cases of plagiarism (i .e .. large sections cop ied from another source) \vill result in an automatic "F" for the course.

Excessive Unexcused Absences/Missed Assignments

If. at any time during the semes ter, you miss two full modules, your instructor may refer you to the Tech Early Warning Program. If you miss a third full module, you w ill be dropped from the course by your instmctor with a ·'FE" grade for excessive absences or non-performance unless there are extenuating circumstances.

If by the midpoint ofthe course you have not earned a minimum of40% ofthe available points possible. you wi ll be dropped from th~ course by your instructor with a '"FE"' grade for cxcessi vc absences or non-performance.

It is your respons ibility to contact the instructor when you cannot attend class or are having a problem completing an assignment.

Campus policy outlines the dates for dropping a course with a "W'". If you have a failing score and do not drop before the stated deadline, you will receive an ''F" on your transcript for the course: therefore. it is in your best interest to monitor your status in the course and take advantage of the opportunity to withdraw with a "W'' rather than remaining in the course and receiving an "F". Tech has a v~ry lenient withdrawal policy which allows a srudent to withdraw with a "W"' until almost the end of the semester.

You arc responsible for explaining to the instructor the reason for absences due to sickness. accident or death in the family . For absences which make it difficult for you to contact the instructor. such as an emergency. you should contact the Student Services Office. Doc Bryan Student Services Center, Room 233. (479-968-0239) to ha ve the instructor notified.

University Testing and Disabil ity Services- l 111!-. tu I )J:-.abiltt) S~·n_ l\·c-.

If a student has a disabi lity that qualifies under the Americans with Disabilities Act (ADJ\) and requires accommodations. he/she should contact the Office of University Test ing and Disability Services for information on appropnate polic1es and procedures. Disabilitie~ covered by ADA may include learning, psychiatric, physical disabilities. or chronic health disorders. Srudents can contact the Office ofUni\·ersity Testing and Disability Services if they are not certa in whether a medical condition/disability qualifies.

Contact Information University Testing and Disability Services-Arkansas Tech Universit y Doc Bryan, Suite 171

Russellville, AR 72801-2222 Voice T dephone: (479) 96R-0302. Fax : (479) 968-0375 TTY Service: (479) 964-3290

Arkansas Tech University does not discriminate on the basis of color. sex, sexual orientation, gender identity, race, age. national origin, religion. veteran status, genetic information. or disability in any of our practices, policies, or procedures. If you have experienced any fom1 of discrimination or harassment. including sexual misconduct (e.g. sexual assau lt. sexual harassment, stalking, domestic or dating violence) , we encourage you to report this to the institution. If you report such an incident of misconduct to a faculty or staff member. they are required by lav.' to notify Arkansas Tech University's Title IX Coordinator and share the basic !~tel of your experience. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus. For more information please visit: hup. "\\" :ttLt.cdu rttlct\. 1mk.\ .php.

14

Arkansas Tech Univers ity adheres to the requirements of the Americans with Disabilities Act in order to prevent baniers to academic accessibility. If you need an accommodation due to a disability, please contact the A TU Office of Disability Services, located in Doc Bryan Student Center, Suite 171, or visit http \\'\\'\\' atu .cdu dts~bilitics ltldcx.php.

• Describe the ethica l application of training and coaching in organizations.

• Develop learning objectives for individual trainees and/or units based on application of needs assessment principles.

• Identify key components of organizational tra ining and coaching culture.

• Demonstrate the appropriate usc of training and coaching techniques for one-on-one and group training and/or coaching sessions.

15 OL 3013: Foundations of Organizational Leadership- Course Schedule

"clll'd ulc i\ tl'ntaliH' and \uhjt'l't tn changl'. St udt' II" ''ill ht uotifi('d d<1 email of :un cha nce~ .

.. -· ~ -:b·1lll· I :.

' ··~t ~R~Ji,lf,:.t• .. tlll rrliDJ . ' ' i ·~1 1.'- ' '. . . '· - .

'N.l!rtffi}li1rr· <r.iifo.[:[email protected];:~~ ~· . I . ,, c ~{1.11~ I • .

'· ; ,,

(~~!1l . ~ }.1tlffillilil.i3 ' •• '

~· ' · f• .. -. .. . .

' -- - -- ._......r--·- .! -~ <.. .. - -·- - ' . - -

Befon· ;.:uucan hq!in course as~i!!HilH' Ilt~ for I hi~ counc. \'ttll !\lUST complete the Fl'd('ral fnilia l \ll l'll<htnct• illl<ll'articipation \l odult' located 111

Blackboard. \ ou : l l'l' required ll\ Ia\\ to rect•in• J/:1 on l hl' :I\Si!!llltlcnt hdort• \ ' Oil t·a n begin participat ing in rc!,!ular rour~t· artidlit'\.

• George : Introduction (required) Learning • Syllabus Qu17 • art iculate a personal definition of lc<Jdership Module l: • Module 1 Discussion - Leadership • idcnti fy the component~ of authentic leadership

I ntrod uctio n Definition • justify the need for leadership dc, ·clopment • Leadership Development - Short Essny

• George : Chapters I - 3 (required) define authentic leadership Learning • • Module 2 Quiz

Module 2: • describe the three-phase transformation from "I" to "We" • Leadership Derailment Assignment Authentic • articulate reasons leaders lose their way • Leadership Journal I Leadership • explain how life expenence influences lcaderslup

~ - -• George: Chapters 4 - (J (required)

Learning • Module J D1scussion - Values • ident ify personal values Module 3: • Team-Based Ll:arning: Strengths and • demonstrate sel f-awarcncss of leadership strengths and weaknesses Discover Weaknesses • assess leadership authenticity

~-Leadership • Leadership Journal 2 • develop Individual leadersh ip dc,·dopmcnt plan

·-- ----- ----- ---· ------ --- - - ·- -----· • Bolden: Chapter 2 (required)

identify philosophical origins of leadership theory Learning • • Module 4 Quiz Module 4: • discuss contemporary theories of leadership • Team-Based Learning: Leadership Theoretical

Definition • examine the difference between leadership and management Perspectives

Leadership Journa\3 • develop a common definition of leadership • • Bolden: Chapter 3 (required) • describe the perspective of leadership in relation to the leader as an

Learning • Assignment: Storytelling indi vidua 1

Module 5: • Module 5 QUiz • identi fy individual traits that impact leadership approach

-----

Individual Perspectives

Learning Module 6:

Organizational Perspective!>

Learning Module 7: Leadership

Communication

• Leadership Journal 4

--• Bolden: Chapter 4 (reqUired)

• Module 6 Dtscussion - Riles and Rituals

• Strategic Leadership- Short Essay • Leadership Journal 5

• Pauley: Chapters I - 6 (required) • Assignment: Establishing Trust • Module 7 Discussion - Buy In • Leadership Journal 6

16

• assess the link between leadership and personalit y • dcmonstrntc the usc of storyt elling to explore leadership

• • • •

identify links between leadership and organizational performance investigate powe1 dynamics in organizational leadership discu.<;s the concepts of rites. rituals. and belonging define stratt:gtc orgaruzatwnal leadership

• discuss the importance of communicat ion in cfTective leadership • demonstrate an understanding or the relational aspects of communication

in leadership • justify the need lor trust. confidence. and buy-in wi thin organizational

leadership --·--·· -.-----

Learning Module 8 • Mid-course Exam

r-----~---------~------------------------- -----Learning

Module 9: Comm unity and

Nonprofit Leadership

-- _j_ ---- -

• • •

• •

• Learning , .

Module 10: • Globalization and Diversit)· I •

•

Heyman: Chapters I - 3 (required) Pigg: Chapter I (required) Team-Based Learning: Community Capacity Module 9 Quiz Leadership Journal 7

Livermore: C'haprer I (n;qlllrcd) De Rona: Chapter 2 <rcquued) Module I 0 Otscusston - Dtverslly Fatigue Assignment Leading Diversi ty Efforts Leadershtp J uumal X

~-------4---------------l--------·--- - - - -

Learning Module 11: Workplace Learning

~------~----------

• • • • •

' I • I •

Learning Module 12:

1----l Leading Change I :

Merriam: Chapter I (requtrcd) RoBnagcl: Chapter 2 (required) Team-Based Learning: Lea rning Settings Module II Quiz Leadership .I ournal 9

Hickman: Chapters I 3 (reqlllred) Module 12 Dtscusston - Change I ,cadeJ Module 12 Qui:t Leadersh1p Journal I 0

'----------"'--------------- _j_ -· - --- - - - - · -

1

I

• • •

-- - ·- ---------------------------------------4

discuss the role of nonprofits in U.S. and global society deline leadership in the nonprofit sector examine the role of community leadership in increasing community capacity

I • define diverstty in the organizational context I • identify the two types of diversit y that typically influence organizational

bchavwr I • •

explam visible diversuy and underreprcsentation dtscuss the •mpact of diversity fatigue in organizations

• examine the role of lifelong learning in organizations

• identify setti ngs where adult teaming occurs

• ex plain the role of learning competence in organizations

• justify the.: need for continuous learning in organizations -, ! • define concepts ofleadcrship in orgaruzational change

l. • articulate how change is led in organizations _ • exammc the role of leader in organizational culture

Learning Module 13:

Data-Driven Leadership

• • •

Datnow: Chapters I - 3 ( rcq uircd) Assignment: Data-Driven Decision~

Module 13 Quiz • Data-Informed Leadership - Short Essay • LeadershipJournalll

f-------1------- --+--- - - ··- - - - - - -

Learnin~

Module 14: Destructive Leadership

• I •

!. I

•

Hansbrough: ( 'hapten> 2 - ~ (rcqurrcd) Module 14 Otscusston - Process Perspective Team-Based Lcarntng: Unethical

17

• identify what counts as data • define data-driven decision making • examine the critical role of data-informed leadership • articulate the process or creating a culture of data use for continuous

improvement ----- - -- -- - -------------------j

I : I :

analyze tht> role of cogmtivc processes tn dcstntctive leadership explain the dual-proccs~ model of destructive leadershtp behavior exammc the environment of destructive leadership summarize the procc~s pcrspcct1 ve of unethical lcadershtp Leadership

Lcadcrshtp Journal 12 f------+-------+--- -·- - - - !----- - ~- ---- - ---- ------------1

Learning Module 15: Final Exam

• Final Exam

18 OL 3013 Bibliography

Bolden, R .. Hawkins. B. , & Gos ling, J. (20 II). Er:ploring leaders/zip indil•idual, organizaTional,

and societal perspectives : individual. organi:::ational. and societal p erspectives . Retrieved

from htljh . ...:bool-.t·ctllr.d ptuquc.-.1 cnll; ltb atu

l'l)'"'"' tc.ttkt .ldlnn''ppg ~ 'c~du~ ID :-;oul'l I :'.~till l :'~h!1:'-I-I01JO-Io

Datnow, A., & Park, V. (20 14 ). Data-driven leadership. R0tricvcd from

http:-. ~·hooh:clllr:dJ11 lllJi l l'"t.~·,H tl lth .tl ll -

~huub tcadlt adtun.'ppg 'JL\:d,,,·ll) I<~"<J;-..1 ,\.ttll 1) 2(\6)77~27".~

De Bona, Sih·io . Managing Cultura l Diversity. Meyer Meyer Sports. 2011 . ProQuest Ebook Centra I, hlljh: L'boul....:uHl a I ptL>L) UL' :-.Ll'l'lll ltb t~tu -

chn~~b tcQdCL-.!!..~J.l~'n'ppg 27,\.do~.ID ~3~29 12t\: tm- !:'26{1~ (,:\ (1:\ -l -1'

George, 13.. & Sims, P. (2007). True north: Disco\·er your authemic leadership. San Francisco. CA : Josscy-Bass. Retrieved from: llllfb lthc,llal,_!gi\tll_cdu -1 -L~ l()g111 'uti ltllp 'l';llclu~l);:.~Qho-,t ~t\!ll lng t tL.tSP~-'d_ttt.:l'l trUl'

&:db nkbk.& . \\ I ~X2 1>-l ,~ '> I ll' ...:hust-11\ L'& --~·npc ~ .-. t tc&ch\ I· BL'xpp td PJLXII

Hansbrough, T .. & Schyns, B. (20 I 0). When Leadersh ip Goes Wrong: Destructive Leadership,

Mistakes, and Et hical Failures. Charlotte. N.C. : Information Age! Publishing. Retrieved

from hnp-..: hb,·.t ta lo_g_,_<_Uu l·du -i -U log_tn _1ull hup . "l<IICh,~l!.:_<;_q.~lw-.t com k'gn1 :t::.p, ?dt rcct true

,\:dh tlk(,k& ~\ -! 7P-HllJ,\.-..ttc -_•luht- lt\ t'•'-''upc ~lh:&cb\ I:B,\:pptd pp_( ll\ C:I

Heyman. D. R. (20 II). Nonprofi t Management I 01 : A Complete and Practical Guide for

Leaders and Profess ionals. San francisco. CA: .l osscy-Bass. Retrieved from : http' lth,.~t,tl,,g atu ,·d, -l-l, (,,g_ttl 1u1l lttlp 'l' ,li-."h cbSL'<lht"t ._·um hlgtt~-·!'P' \ittl'CI tnt~·

._\:db nlchl..&..\ \ -~~~ ~~"C•,1olll ,·hlht- ln L'•'-'l'Oj)l' .-.tt...:&cl)\ I H,\.pptd pp '11

Hickman, G. R_ (2010). Leading Change in Mu ltiple Contexts: Concepts and Practices in

Organizational, Communit y, Political. Social, and Globa l Change Seuings. Los Ange les : SAGE Publications, Inc. Retrieved from http-.. lth, .tl,dug <~Ill ,·du -1-l; IPglll 't.t I hllp '<..:M<.'h ...:b-.nlllU:-1 ctllll lllgtn .t~p, ·'dtrcct ltltl'

,\:db llki'l\(\_ ,\\ .;.,;~~-2,\.,tk ,·!Hhl-ll\l',\'L"P' ,ll,·&d)l !· !i,\. pp td pp_1

Li vennor~. D. (20 16) . Drive n by differenc<.: : how great companies fu el innovation through

divers ity. Retrieved from h: IJ" d_,,,~\ l.. l·l· ntt .d pt "~Ju~·-..t cum ltb " tu

1 • .'h\>uk, ll'.ilkr :klh'll ppg -W,\:d{,.:f!) -1_~{)'1:'2\<\tm 15.2h<,.:'h..J l...!nh()

Meniam, S. B. , & Bierema, L. L. (20 13)_ Adult learning: linking theory and practice. Rctri ~v~d

from !:11p' :::'ht~,,h., ~·n:r.ll pn1~1 lk''l ... ('ill lib .tlu

l'i1<~ul..' tl.a,k t .. !l'\:, ln'pp.: 4,'-.dl ~II) 1 ,~llll-i!(\.un t52hh)-lt•(J()~r'

19

Pauley . .J . A., & Pauley, J. F. (2009) . Comm1111ica tion : the key lo ef!'ectin ' leadership. Retrieved from hllps. (bookccnt ral.ptuqucst.cnnJ l1h atu -cboob reaJ..:J .actulll'.'ppg 7&dudi) '002622&1111 I 52(>t.":'i:'i-t(,:-;2f•

Pigg. K .. Gastcyer, S., & Martin, K. (20 15). Community effects of leadership development education : citizen empowerment l(lr civic engagement. Retrie ved from

https ..:hookcentrc~ l.pruqUl':-' l.com l tb at u-

d>oo!..' n:;llkJ.acttP!l ' pp.:; "&dm ID ~ -t -thtd 7.\ .. t:ll I :'2(>(>)(•11:--t~ l ll

Rof3nage l. C. S .. Baron, S .. & Kudielka. B. M . (,Eels.). (20 I 0) . Competence perspt!ctive on

lifelong workplace learning (k). Retrieved from http-, · chouklXIllr<.~l.pi(Jq tJ t:"l...:um lib atuchl>ok' reach . .: r.actwn'.'ppg, I x~\:dt h.: ID \0201 (, ' & lin 152h6h-tX 161 hl1

~ARKANSAS TECH UNIVERSITY



Department of Professional Studies 5/17/ 2018


Department Head

c:-::-:s::: -~~ :::::> Dr. Aulgur ~ r-jt~/1~

Dean cs:::_~ /----::::, :, Lz~j,~ Dr. Aulgur /

Assessment

V~£/ 7/f(}/;( Dr. Austin

Registrar t' 'Uii / Mrs. Weaver tJj . 'Qwl_ ~~~/{6 Graduate Dean (Graduate Proposals Only)






Faculty Senate (Undergraduate Proposals Onlyl


Course Subject: (e.g., ACCT, ENGL) Course Number: (e.g., 1003) Effective Term:

OL r 4843 r.· Spring r- Summer I

Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Tit le below)

I Training and Development

Banner Title: (limited to 30 characters, including spaces, capitalize all letters - this will display on the transcript)

TRAINING AND DEVELOPMENT

2


Yes • No


If so, list course subject' and number . • Yes No II PS 4843

Is thi s course repeatable for additional earned hours? Yes • No How many total hours?

Grading: • Standard Letter P/F Other I Mode of Instruction (check appropria te box):

• 01 Lecture 02 Lecture/Laboratory 03 La bora torv onlv

OS Practice Teach1ng 06 lnternsh1p/Pract1cum 07 Apprcnt1cesh1p/Extcrnsh•p

08 Independent Study 09 Rei! dings lOSpccial TopiCS

121nd1v1dua l Lessons 13 Applied Instruction 16 Stud 1o Course

17 Dissertation 18 Activity Course 19 Sem inar · 98 Othe r

Does this course require a fee? Yes • No How Much? Select Fee Type

If selected other list fee type: I v Elective v Major Minor

'(If major or minor course, you must complete the Request for Program Change form to add course to program.)


I -

At least once per term. ---:---1

Will this course require any special resources such as unusual maintenance costs, library resources, special

software, distance learning equipment, etc.? Access to a computer, the internet, and webcam or other video 1

capture technology.

Will this course require a special classroom (computer lab, smart classroom, or laboratory)? No.


a. If this course is mandated by an accrediting or certify tng agency, include the directive. If not, state

not applicable. N/A I

b. If this course is req uired for the major or minor, complete the following. I 1. Provide the Qrogram level learning outcome(sl it addresses. OL 4843 addresses the following

program level outcomes: Effect tve Communication, Cntical Thinking/Problem Solving/Ethica l

Decision Making, Change Management, Team Building, Talent Management, Financial I

I Literacy, and Social Responsibility.

2. Provide tool or measu re directly linked to each program learning outcome. (How will student I learning in this outcome be measured?) See attached OL 4843 assessment for alignment of

I program, course, and module learning objectives. Student learning will be assessed using a -· -

variety of methods. These include: a) discussion boards and other collaborative

communication activities, b) tests/qui zzes, c) writing assignments, d) prepared oral


3

c. What is the rationale for adding this course? What evidence demonstrates this need? OL 4843 is

proposed as a core course in the Bachelor of Arts in Organizational Leadership (BAOL) program. The

BAOL meets three primary needs: a) expansion of curriculum with a soft skills focus to meet industry

need, b) alignment with degree nam ing convent ions, and c) increased opportunity for innovation and

degree stackability. According to a recent survey of over 60,000 managers (PayScale, 2016). new

college graduat es lack the req uisite soft skills necessary for the professional world . Of managers

su rveyed , 60% felt recent graduates lacked critical thinking skills, and over 40% identified under

preparedness in attention to detail, communication, and leadership skills . The 42 credit hour BA-OL

core specifically meets these needs through a focus on leadership development.

OL 4843 was successfully delivered as a special topics course in Spring and Summer 2017 . The

courses had a total enrollment of approximately 40 students. Ba sed on end of course evaluations,

students fe lt the content covered in this course was directly applicable to their personal and

professional experience. Five students enrolled in the course were current or former training

professionals. They conveyed that the course was highly benefici al to their professional

development. Students who held leadership positions in organizations fe lt the course provided them ·

with a greater understanding of how to develop and retain employees .

For the proposed course, attach a syl labus in Word format that includes: (Items a. through d . should be entered as they shou ld appear in the catalog) a. Course subject b. Course number c. Catalog course title d. Catalog description

1. Arkansas Course Transfer System (ACTS) course number, if applicable 2. Cross-listing 3. Offered (e .g., Fall only, Spring only. Do not enter if offer course fall and spring) 4. Prerequisites 5. Co-req uisites 6. Description 7. Notes (e.g., information not m description such as course may be repeated for credit) 8. Contact Hours if different than lecture (e .g., Lecture three hours, laboratory three hours) 9. Fees (e.g., $36 art fee)

e. Section for Name of imtructor, office hours, contact information (telephone, email) f. Text required for course g. Bibliography (supplemental reading list) h. Justification/rationale for the course 1. Course objectives j. Description of how course meets general education object1ves (courses included 1n the general

education component should show how the course meets one or more of the object ives contained in General Education Objectives listed m undergraduate catalog)

k. Assessment methods (include grading policy with spec1f1c equ1valents for A, B, C) I. Policy on absences, cheating, plagiarism, etc. m . Course content (outline of materiaJ to be covered in course) .

4

..-----1 '

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at h:"._B.fj':hVV>. diU di~Jtt•g_l~i ''fl I ri(U Uti !01_!_!_1_\ j.JII!:',

Arkansas Tech University Course Addition

Assessment Form

OL 4843: Training and Development

Our Mission

Tech is dedicated to student success. access, and excellence as a responsive campus community providing opportunities for progressive intellectual development and civic engagement. Embracing and expanding upon its technological traditions. Tech inspires and empowers members of the community to achieve their goals while striving for the betterment of Arkansas, the nation. and the world.

Provide an answer for each question. Your answers are to be typed single spaced.

a. How does this course fit w ith the university mission? OL 4843- Training and Development

provides students with the skills needed to participate in organizational training and

development efforts by gaining a theoretically and practically grounded perspective on

training and development in the workplace . This course serves as a core offereing in the

BAOL degree. Th e BAOL degree supports strategic plan goal2.6 by increasing academic

opportunities for interdisciplinary, multidisciplinary, and stackable degree options.

5

l

b. If this course is mandated by an accrediting or certifying agency, include the directive. If not, I

state not applicable. Not applicable.

I c.

1 Prov1de up to three student learning outcomes students will achieve after completing this

course? Students will: 1) explain th e historical, current, and future role of training and

development (training, coaching, mentoring, etc) in organizations; 2) apply principles of

training and development theory, organizational learning, coaching, mentoring, and adult i learning theory to the training and development process; 3) identify and analyze the training I and development (training, coaching, mentoring) needs of an organization; 4) classify key

component s of organizational, training, and coaching cu lture; 5) develop a training and

development/coaching plan to address organizational needs; 6} compare, contrast, and

recommend tra ining/coaching tools in a diversity of organizational contexts; 7) evaluate

training/coaching effectiveness, includ1ng trammg/coachmg costs, assessment/test

development, program development, and ROI; and 8) discuss ethical concerns, current

trends, and future of training, coaching, mentoring, and t raining equity in organizations.

d. What assessment tool or measure will you use to assess student learning? Student learn1ng

will be assessed using a va riety of methods. These include: a) discussion boards and other

collaborative communication activities, b) tests/quizzes, c) writing assignments, d) prepared

oral presentations, e) applied projects, and f) team-based learning. --------------------------

What will students demonstrate, represent, or produce to provide evidence of their

learning? Students will complete a variety of conceptual and applied activities to

I

demonstrate profieciency in course and module level learning objectives. These mclude

completion of tests/quizzes to assess understanding of core concepts and recall of key

terminology, application assignments which re quire the student to apply core concepts in a

practical setting, team-based projects designed for students to work together to develop

organizational tra1ning and development plans, and comprehensive midterm and final

exams. ------------------

f. Provide an example or examples of studen t learning assessment evidence which supports

the addition of this course. OL 4843 is proposed as a core course in the Bachelor of Arts in

Organizational Leadership (BAOL) program. The BAOL meets three primary needs: a)

expansion of curriculum with a soft skills focus to meet industry need, b) al1gnment with

degree naming conventions, and c) increased opportunity for innovation and degree

stackability. According to a recent survey of over 60,000 managers (PayScale, 2016), new

college graduates lack the requisite soft skills nec~ssary for the professional world . Of

managers surveyed, 60% felt recent graduates lacked crit1cal thinking skills, and ove r 40%

identified under-preparedness m attention to detail, commun1cation, and leadership skills.

The 42 credit hour BA-OL core specifically meets these needs through a focus on leadership

development. Ol 4843 was successfully del ivered as a special topics course in Spring and

Summer 2017. The courses had a total enrollment of approximately 40 students. Based on

end of course evaluations, students felt the content covered in this course was directly

applicable to their personal and professional experience. Five students enrolled in the

course were current or former training professionals. They conveyed that the course was

highly beneficial to their professional development. Students who held leadership positions

1n organizations felt the course provided them with a greater understanding of how to

develop and retain employees.

6

How does this course fit in the current state of the discipline? Include Arkansas institutional

comparisons. If Arkansas educational inst itutions do not have the course or program

provide comparative examples from regional educational institutions. The University of

Arkansas Online offers HRWO 3313: Training and Development as part of the B.S. E. in

Human Resources and Workforce Development.

Arkansas Tec h University

O L 4R43 : T raining and Development

Name: Phone: Em ail : Office Loca tion : Office Ho urs :

Course Descrip tion This course is designed to introduce students to training and de,·cJopment in

organization~ . Students will Jearn about practical approaches and models to employee training.

coaching. mentoring. and performance improvement in a workplace setting. Topics include strategic training. training design. training mt: thods. evalua tion, diversity training, and ethics.

Participation in course requires access to a webcam or other video capture techno logy.

Cross-Listed Course: PS 48-D - T r aining and Development

Prerequisites/Co-requisites: None

Ihquircd Course Texts No\.!. R. A . (20 17). Employee Train ing and De1·elopment (7h ed) . New York. NY: McGrl1W Hill.

Wilson. C. (2014) . PeJformanc:e coaching: A complete guide to best practice coaching and

training (2nd ed.). London: Kogan Page. (ELECTRONIC VE RSION PROVIDED)

Supplemental Course Tex ts Barbazctte. J. (20 13). H01r to ll 'l'ite terr(fic troin in~ materials: methods. tools , and techniques.

Retrieved from https :'/~bookcentral.proqucs t. com (ELECTRONIC VERS IO~

PROVIDED)

f-<.:c, K. (2011). 10 1 Learning and !>e\'('lopment Tuols: Essential Techniquus(or Creming .

Delivering and /v!anagin~ Effective Training. London: Kogan Page. (ELECTRONIC

VERSION PROVIDED)

Justificat ion fo r the Course Thi~ cours~ is designed to introduce . tucknt. to tra ining and perfonnance coaching in organizattons. Students\\ ill learn about practical approaches and models to training. coachmg. mentoring. Clnd perfonnancc irnpro,·cmcnt in a workplace selling. Topics inc lude history of

training and developme nt. current trend~ in tratning and development. adult learning theory, eva luation of training. coaching and traming tools. et hica l concerns. and the future of coaching. training. and perfonnance improvement ttl thl· workplace .

7

8

Course Objectives

Upon completion of this course with a grade of "C" or above, the student will be able to:

1 explain the historical, current, and future role of tra ining and development (training,

coaching, mentoring, etc) in organizations. -2 apply principles of training and development theory, organizational learn ing, coaching,

mentoring, and adult learning theory to the training and development process.

3 identify and analyze the training and development (training, coaching, mentoring) needs

of an organization.

4 classify key components of organizational, training, and coaching culture.

5 develop a training and development/coaching plan to address organizational needs.

6 compare, cont ra st, and recommend traini ng/coaching tools in a diversity of

organizational contexts . ~ -7 eva lua te training/coaching effectiveness, inc luding tra ining/coaching costs,

I assessment/test development, program development, and ROI.

8 discuss ethical concerns, current trends, and future of training, coaching, mentoring, and

J training equity in organizations.

9 I Module I Module Objectives Course

L Objectives •. Module 1 • Discuss current and historical forces influencing workplace learning 1, 4

• Explain how training, development. and informal learning contribute to organizational success

• Identify various aspects of the training and development process

• Describe the amount and types of training in the U.S .

I • Describe key roles for training professionals I ·-Module 2 • Evaluate how organizational strategy influences trainmg and development 2,4

• Describe the strategic training and development process

• Evaluate how staffing and HR planning influence training '

Evaluate the advantages and disadvantages of centralized trainmg I

I • I I Discuss the strengths of an organization-embedded learning function I • I

g g g

Module 3 • Evaluate different methods used in the needs assessment process 3, 7 • Apply the steps involved in conduct ing a task analysis

I • Analyze task analysis data to determine training needs

• Explain competency modules and the process used to develop them I Identify how feedback influences performance and learning ! •

1: --

I Module 4 Analyze the five types of learning outcomes 2, 6 I Explain the implications of adult learning theory for instructional design

2,6--~ • Incorporate adult learning theory into the design of a training program

• Explain the transfer of training concept

Module 5 • Explain the program design process

• Summarize the steps in site selection and preparation

• Prepare for instruction using a curriculum road map, lesson plan, design document, and concept map I • Design applicat ion ass1gnments to enhance learning and transfer of training I

• Develop a self-management module for a training program -·-- - - - - - ---Module 6 • Explain why evaluation is important 1, 2, 7

• Discuss the process used to plan and implement an effective training evaluation

• Evaluate the strengths and weaknesses of different evaluation designs

• Conduct a cost-benefit analysis and calculate ROI for a training program

• Assess the role of analytics in determining the value of t raming practices 1- - ·--

Module 7 • Evaluate the strengths and weaknesses of presentational, hands-on, and group building training methods 2,6, 7 • Develop a self-directed learning module and a case study

• Discuss the key components of behavior modeling training

• Justify the use of team training to improve team performance

• Explain how new technologies influence training and development

• Examine the strengths and weaknesses of e-learnin_ji:. mobile learning, and simulati ons - ·

10

• Compare the different types of distance learning

• Recommend what should be included in an electroniC performance support system

Module 9 • Discuss the role of training partnerships in contributing to local communities

• Identify potential ethical and legal issues that relate to training

• Develop a program for effectively managing diversity

• Design a program for preparing employees for cross-cultural management • Describe policies to help employees active v:!_O_r_k_-l_if_e_b_a_l_a_n_ce _________________ ____ .

Module 10 • Identify future trends influencing training departments and trainers

• Discuss how rapid instructional design differs from t raditional training design

• Describe the advantages of embedded learning

• Exammc how training can contribute to an organization's sustainability initiatives

!---------+-• Explain ~thical concerns on the future of training and development

Module 11 • Describe the origins of the term coaching

• Discuss the principles of coaching

• Identify types of coaching

Compare coaching, therapy, counselling, mentoring, and consultancy

Examine the coaching-mentoring-management continuum

1----------1-I-• __ D=-:e.:.;m.;.::onstrate the use <?f goal settmg and posit1v~ ~eedback

• •

Module 12 • Describe a coaching culture

• Identify the pillars of a coaching culture

• Summarize the ten-step plan to create a coaching culture

• Compare internal and external coaching

• Apply principles of cross-cultural coaching

• Defme corporate socia l responsibili ty

_• _ M~asu re ROI in coaching

Module 13 • Identify the five levels of listening

• Demonstrate the use of reflecting, summarizing, clarifying, questioning, and permission protocol

L • Com. pare and contrast the GROW and EXACT models of coaching

• Describe the structure of coaching

• Apply coaching skills and tools in an organizational setting

• Just1fy the use of a specific coaching tool in a coaching context

5,8

1, 8

I -j 1,2,6

1, 3, 4, 7

2, 6, 8

5, 6, 7

Ll Mc;-d-u-le- 1-4--l- . De~·elop an organizational coaching plan

_ _ ____ • Demonstrate the use of ~n app~cpriate coachi~g tool in a specific type of co=-ac.:..h.-.i.-.n..!i!g~s:...::e:.:s.:..si:...::o.-.n~------------_J_------

11

How Course :\'lects General Education Requirements The general education curriculum at Arkansas Tech University 1s designed to provide a

foundat ion for knowledge common to educated people and to develop the capacity for individuals to expand that knnwledg~ over his or her li fetime. The Uniwrsity has idcmified a set

of comprehensive goals that will al low students to accomplish these general education

objectives. This course addresses the following spec ific Arkansas Tech Univers it y genera l

education goa ls:

Think critically Develop ethical perspecttves Apply scientific and quantitative reasoning

;\I cthodology The objectives will be achtevccl through textbook reading:;. supplemental reading:;. PowcrPoint

presentations on assigned topics. on-1 inc cl isc\lssions. and ind i ,-idual (ISS igrunenL.

Technology Competencies Students arc expected to demonstrate mastery and appropriate application of related technology competencies as determined by the Profess ional Studies Department. Those competencies include: word processing (MS Office). PowerPoint (2007 vers ion or ability to sec later version of power-point), on-line research, email. Blackboard. discussion board postings and list-serve

know ledge.

Class Lectures

Class lectures wi ll be postt.:d by 9AM Central Time on the.: first day of the lcarntng module unless noted 0\hcrwise. Class kctures can be located in weekly learning moduks in Blackboard under

the ''Content .. tab. Typically. modules will be posted by 9 a.m. CT on Mondays and due by 11 :59

p.m. CT on Sundays.

Assessments .-lssigJimeJzts

Throughout the course, assignments will be given to reinforce the student 's understanding of the

course material as well as to app ly different leadership concepts. All assignments can be found in the weekly learning module folder in !Slackboard. All assignments will be due by II :59 p.m. Central Time.: 0 11 the due date spccilied. All a~signml!nts must be submitted through Blackboard in order to receive crl:!clit.

12

Participation/Discussion Board Each week there is a lecture posted on Blackboard. Some include discuss ion board questions that I expect you to answer as part of getting the week's participation points. New discussion forums will post on the first day ofthe ll.!arning module. You are expected to make your initial post each week by II :59 p.m. Central Time three days prior to the end of the module, with all other posts due by II :59 p.m. on the last day of the learning module. Points will be deducted for each posting that is not submitted. Your answers should be relevant to the discuss ion topic and demonstrate your understanding of the topic. Participation wi ll be assessed on the extent to which you reply to my questions as well as to the extent that you communicate with your other classmates regarding their posts. Remember. you will get out of the discussion boards what you put into them. Thus, meeting the minimum participation requirements does not mean you will receive fu ll credit each week.

E-m aii/Oiscussion Board Decorum This is an online course: therefore, a majority of ou r con\'ersations wil l take place via emai l and discussion board. Please use common sense (no slang, use correct grammar, etc.) when sending emails and posting to discussion boards. This is a colkge level course and I expect you to be on a college student level with your posrings and emails . 1 do not expect you to be a perfectionist, but I do expect you to be cour1eous and respectfu l.

I wi ll send course materials to your ATU e-mail account: therefore, it is necessary that you check your account frequent ly. To avoid the emails you send going into my junk file, you should use your ATU e-mai l account for ALL communications. In most cases. I will respond to your emails within a 2-i-hour time period excluding Universi ty-observed holidays.

Learning Modules Learning Module I - Introduction Learning Module 2 - Strategic Training Learning Module 3 - Learning Needs Learning Module 4 - Theories & Objectives Learn ing Module 5 - Planning Learning Module 6- Methods Learning Module 7 - Evaluation Learning Module 8- Appl ication

Learning Module 9 - Midterm Learning Module I 0 - What is Coaching Learning Module II · Coaching Culture Learning Module 12 -Coaching Culture Cont. Learning Module 13 Coaching Skil ls Lcaming Module 14 - Application Learning Module 15 - fina l Exam

Points

Graded Activity Points

Appl ication Assignments 120

Discussion Forum 60

Group Case Study & Coaching Group so Applied Projects 100

Quizzes 70

Midterm Exam so Final Exam so Total 500

Grading Scale

90-100% - A 80-89 % B 70-79 % c 60-69 % = D U nder 60 % = F

Returning of Assignments

Assignments will be g raded and returned within 7 working da ys. Working day:-: are defined as Monday-Friday, no \\'eckcnds or holidays.

Make-up Policy/Late Work

Discussion Board: Discussion board p<lrticipation will not be accepted past the due date except in cases where you have worked something out w ith m e beforehand. or iftherc is a documented emergency. T he discus s ion board will be made unavai lab le at II :59 p.m. CT on the due date.

13

Assignments. Exercises, and Quizzes: Any ass ignme nt. exercises. and quizzes not submitted by the due date can s till be s ubmitted for half credit up to one week past the due date. A::>signm ents w il l not be accepted more than one week past the due Jate.

Midtcr·m and Final: The midteim and final will not be accepted after the due date except in cases where you have worked something out ·with me before hand or if there is a documented emergency.

Course Policies

Acad emic :Vlisconduct

University policy w ill be fo llowed. At a minimum. the stud ent (and any student caught ass isting

in the misconuuct) w ill be g iven an automa tic "F' ' fur the test/assignment in quc~tion a nd

poss ibly an ··r·· for the course . Subsequent cases of plagiaris m w il l result in a m inimu m of one

14

lener grade course reduction for each incidt!nt. In add ition. any srudent who aids another student in plagiarism (e.g .. provides a completed homework assignment to another student for submission) will be treated as also being involved in plagiarism and appropriate penalties will apply. Egregious cases of plagiarism (i .e., large sections copied from another source) will result in an automatic "F" for the course.

Excessive Unexcused Absences/Missed Assignments

I t~ at any time dming the semester, you miss two f11 ll modules, your instructor ma y refer you to

the Tech Early Warning Program. If you miss a third full module, you will be dropped from the course by yo ur instructor with a ''FE" grade for excess ive absences or non-performance unless ther~ are extenuating circumstances.

If by the midpoint of the course you ha,·e not earned a minimum of40% of the ava ilable points possible. you w ill be dropped from the course by your insrructor \\'ith a "FE" grade for excessive absences or non-performance.

It is your responsibility to contact the instructor when you cannot attend class or are having a

problem completing an assignment.

Campus policy outlines the dates for dropping a course with a "W". If you have a failing score and do not drop before the stated deadline. you will rece ive an "F" on your transcript for the course; therefore. it is in your best interest to monitor your status in the course and take advantage of the opportunity ro w ithdra\\' with a ''W" rather than rema ining in the course and receiving an "F''. Tech has a very leni ent withdrawal policy which nllows a student to withdraw with a "W" until almost the end of the semester.

You arc respons ible for explaining to the instructor the reason for absences due to sickness. accident or death in the famil y. For absences which make it difficult for you to contact the instructor. such as an emergency. you should contact the Student Services Office. Doc Bryan Student Services Center, Room 233, (·P9-968-0239) to have the instn.tctor notified .

University Testing and Disability Services- I tttk tu D 1~ubd 1t ) ~Ln I L'L':-.

!f a studem has a disability that qualifies under the Americans with Disabil ities Act (ADA) and requtrcs accommodations, he/she should contact the Office of Univers it y Testing and Disabi lity Services for infom1ation on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic hea lth disorders. Students can contact the Office of University Testing and Disability Services if they are not certain whether a medical condition/disability qua lifies.

Contact Information University Testing and Disabi lity Services-Arkansa~ Tech Uni versi ty Doc Brya n, Su ite 171 Russellville , AR 72801-2222 Voice Telephone: (479) 96~ -0102 . Fax: (479) lJ6X-0375 TTY Servicl!: (479) 964-3290

Arkansas Tech University docs not discriminate on the basis of color. sex. sexual orientation. gender identity, race, age, national origin. religion, \'eteran status. genetic information. or disability in any of our practices. policies. or procl!dures. If you have experienced any fonn of discrimination or harassment, including sexual misconduct (e.g. sexual assau lt. sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the institution. If you rcpot1 such an incident of misconduct to a faculty or staff member, they arc required by law to notify Arkansas Tech University·s Title IX Coordinator and share the basic fact of your experience. Tk Title IX Coord inator will then be available to assist you in understanding all of your options and in connecting you with all poss ible resources on and ofT campus. For more in format ion please \'is it : h!lp \\ " " .t lu .cdu l 1t k 1' 111dt.:\. php .

15

Arkansas Tech Uni versity adheres to the requ irem<:n ts of the Americans with Disabilities Act in order to prevent barriers to academic accessibility. If you need an accommodation due to a disability, please contact the ATU Office of Disability Services. located in Doc Bryan Stucl~nt Center. Snitc 171 . or visit http:' www.<:!Jl! .l::tlu/disabilitlt.:S IJHjcx .pltp .

• Describe the et hica l app lication of training and coaching in organ izations.

• D~velop learning objecti \'eS for individual trainees and/or units hased on application of needs assessment prim:iplcs.

• Identify key components of organizational training and coaching cu lture.

• Demonstrate the appropriate usc of training and coaching techniques for one-on-one and grnup tra ining and/or coaching session~ .

16

OL 4843: Training and Oc\'clopment- Course Schedule lo;rflt•duk i~ fl•nlaliq· and ' uhj t·r t lo cll<lnl!,c. ~ltulcnt..: \\ill he notified \'ta email ufam rhan!!l'' ·

.. • - - k • c. ·~· - . ·--c" ·-·-- -I - .. '

~

I I I

·, n·l ~~ J':.:ii"-Pi.lillf.u c - ~m·!r~li[,l· , __ ! ~ ..... ,._\ 'J l I '· I I •- ..,. I ,.

' I

' I ·' . ~ " .. . Hefon· \ou tan htt!ln co unt· a"ll!llllll'llt' for thi' l'Ounc ~uu \ll S'l romplt•rr tilt.' h~dt•rallnitia l \ tt t·nda n<"l' an<l Part icipation \louule !oraH·d in

1:Siurkhoard. ) Oli an· n·quin•tlll\ Ia" to rt'Cl'l\1' .1/J on thl• a' ~ il!nnH·nt hl'1o rt• \Oil canlH•g111 part icip:Jtlll!! in n·gtrlar l·ounr arti\itll''

Learning • Discuss current and historical forces influencing workplace learning Module 1: • Noe- Chapter I (required) • Explain how training. development, and informal learning contribute to

Introduction • Fcc- Introduction and 01 (supplemental) organizatiOna l success to Training • Syllabus Qui7. • Identify various aspects of the training and development process

and • Module 1 Discussion • Describe the amount and types or training in the U.S. Development • Describe key roles for train ing prolcssionals

I I L . • Evaluate how organizational strategy mflucnces training and development 1 earmng • Noe- Chapter 2 (required)

• Describe the strategic training and development process r ~dulo l • Fcc - 02. 14. 15 (supplemental) • Evaluate how staffing and HR planmng influence traming ratcgic • Module 2 Quiz

raining • Evaluate the advantages and disadvantages of centralized trammg • Group Case Study- Discussion Forum • Discuss the strengths or an organization-embedded learnmg function

t I -- - - -- -- --

~-· Learning • Noc- Chapter 3 (required) • Evaluate different methods used in the needs assessment process Module 3: • Fcc- 03. 04. 05 (supplemental) • Apply the steps involved in conducting a task analysis -A sscssi Ill! • Application Assignment - Needs • Anal yze task analys is data to determine training needs Lca .-ning A:;scssment • Explain competency modules and the process used to develop them

Needs • \1odul c 3 Discussion • Identify how feedback influences pafonnance and learning

~ _LLcarning --

• Noe- Chapter 4 (required) • Develop the five types of learning outcomes

Module 4: • Fee- 06, 07, 9, 10, 11 , 19 (supplemental) • Explain the implications of adult leanung theory for instructional des1gn

• Barbazette - Chapter 2 (supplemental) • Incorporate adult learmng theory mto the design of a training program L - · -

I -- -----

Transfer of • Application As:,agmnen Training • Group Ca~e Study - Wi

--

Lc:~rnin:.: • Noc: Chapter 5 (require ~odulc 5: • Module 5 Discussion T raining • Application AssigtHncn·

DcsiJ!n • i\·fodul e 5 Qui1

- -

I • Noe - Chapter 6 trequtr

Learning I • fcc - 80 - l-1 I , X9 - 96 (

I Module 6: • Rarbazcttc Chapter IC Training • Application 1\sstgnm~::n

Evaluation Evaluation

• Module 7 Otscusston ----- f- - ---

I

• Noe - Chapters 7. R (rc(

! Learning

• 8arbazelte - Chapters 4 Module 7:

I Training • Application Assignmen

\<lcthuds \ll atcrials

I • Group Case Study- Di: I

~:- M•d-cou•sc E"''"- --

- - -

- ObJectives kt

n

- Action Plan

cd) upplcmental) (supplemental) - Traming

uircd) 5 (supplemental) - Des ign Learning

cuss ion Forum

17

• Explatn the transfer oftraming concept

- . - - - -----------------------1 • Explatn the program design process • Summarize the steps in site selection and preparation • Prepare for instruction using a curriculum road map. lesson plan, design

document, and concept map • Design application asstgnmcnts to l!nhancc learning and trans fer of

training • Develop a sci f-management module for a training program

• Explam why evaluation is 1mponant • Discuss the process used to plan and implement an effective training

evaluation • Evaluate the strengths and weaknesses of different evaluation designs • Conduct a cost-henefit analysts and calculate ROI for a traimng program • Asses~ the role of anafyttcs in deterrmning the value of trammg practtees

• Evaluate the strengths and weaknesses of presentational, hands-on. and group building training m<.! thods

• Develop a sci f-Jirccted teaming module and a case study • Discuss the key components of behavior modeling training • Ju~ti fy the usc of team training to improve team performance • Expluin how new technologies inOucncc training and development • Examine the strengths and weaknesses of c-learning. mobile lcaming, and

simulat1ons • Compare the different types of distance lcaming • Recommend what should be included in an electronic performance support

system

18

.---------.-----------.---------------·----Learning Module 8

~-----r -- --- ----- -- - - -t-- -1---------t----------- ----------

Learning Module 9: • Noc- Chapter I 0 (re<

Social • Applied Training Proj uired) ect

Responsibility

!

Learning I Module 10:

Tl r. t f . • Noe - Chapter II (req u• ,. u ure o I T&D

uired)

1------+----------~----- ---------·

I . Lcaming • W i I son - lntroduct ioJt

I, Module 11: (required)

Organizations • Modul e I 0 Quiz

Chapters I - 5

• Discuss the role of training pm1nershi ps in contributing to local communit ies

• Identify potential legal issues that relate to training • Develop a progra 111 for effectively managing diversity • Design a program for preparing employees for cross-cultural management • Describe policies to help employees active work-life balance

• •

Identify future trends mnuencing training departments and trainers Drscuss how rap1d mstructional design differs from traditional training design

• Desert be the advantages of embedded learning • Examtne how trammg \.:an contnbutc to an organization's sustainability

initiatives

• Describe the origins of the term coaching

I • Discuss the principles of coaching

I Identify types of coaching • • Compare coaching. therapy, counselling. mentoring, and consultancy

• Ex a mine the coachi ng-mcntoring-ma nagt~ment continuum

• Demonstrate the usc or goa l setting and posittve feedback 1- Coaehinj! in • Module I 0 D1scussion

...-- I - +---------- --j ! !

-~- -·----~ - - - - -- - ' - j

__ j I !

I

_____ I

Learning Module 12: Coaching Cultur<>

Lcaming Module 13:

•

• •

•

Wilson - Part 2 lmroductiou. Chapters() I X (requrred) Coaching Group l::.xcrctst: Apphcatwn /\sstgnment

• L.>escnhc a coachmg culture • Identify the pillars ul a coaching culture • Summanze the ten-step plan to create a coaching culture

• • Compare internal and external coacl11ng : • Apply pnnciples of cross-cultural coaching I • Define corporatl! soc1al responsibtlity

t Measure ROI in coaching

Wilson - Part3Introduction,Chapters l9 - ld ·r 1 fi 1 1 1-1- 1 · 27 (

· d) cnt1 v t 1e tve eves o rs eruno reqUire ' "'

J Coaching , . Module 13 Discussion

Skills • Application Assignment

I--- -- - --+- - -- -·- - - -- - ·- - ·--

Learning Module 14: Coaching

Tools

! •

I. I

Wilson Part 4 Introduction. Chapters 28 -52 ( requtrcd) Applied Coa<.:hing Project

1-- - - - - ·- -----

Learning Module 15: Final Ex:tm

• Final Exam

•

• •

• • • •

19

Demonstrate the usc of reflecting, summarizing. clarifytng, questioning . and permission protocol Compare and contrast the GROW and EXACT models of coaching Describe the structure of coaching

- --- ------~ Develop an orgamz.ational coaching plan Apply coaching skills and tools in an organizatiOnal setting Justify the usc of a spcctfk coaching tool in a coaching context Demonstrate the LL'>C of an appropriate coaching tool in a -;pccific type of

rmgsc";''"

TMARKANSAS TECH UNIVERSITY


Department Initiating Proposa l Date

Department of Professional Studies 5/21/18


Department Head cc:;;;;;s -:r/ p,f If' -=--,

Dr. Aulgur

Dean ~ ...._

-:r I tJ, /t v' Dr. Aulgur ~ ~ _";) Assessment

4~_/_ t/1'~/;r Dr. Austin

Registrar

JlJJiaJ(Qt ~I~/ f?J Mrs. Weaver









Course Subject: (e.g., ACCT, ENGL) Course Number: (e .g., 1003)

I PS I 3003

Official Catalog Title :

I Project Design


Yes • No


~ Course Number ~ Title 0/ Course Description

~ Cross-Listing ~ Prerequisite Co-requisite

- Grading Fee

- Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this course is cross -listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses. New Course Number: (e.g ., 1003)

I OL4943

New Official Catalog Title: (If official title exceeds 30 characters, indicate Banner Title below)

I App lied Lead ership Project

Banner Title: (limited to 30 characters, including spaces, capitalize all letters - this will display on the transcript)

I APPLIED LEADERSHIP PROJECT

New Course Description: This course will provide an opportuni ty for the student to facilitate a process for identifying a specific problem in an actual industry or business environment relevant to the student's specialty area. The student will outline a formal plan of action for identifying the problem through the development of a needs assessment which identifies deficiencies or areas of improvement needed within the business. At the conclusion, the student will develop a strategic recommended plan of action based on the findings from the empirical research. The student will demonstrate presentation ability, appropriate leadership styles, critical thinking, and communications skills in a formal presentation of the strategic plan to the group responsible for implementing the strategies.

Note: Student must earn a grade of C or higher to enroll in OL 4953/PS 4003.

New Cross List:

il Adding Cross-Listing Changing Cross-List ing Deleting Cross-Listing

If adding or changing cross- list ing, indicate course subject and number I PS 3003

New Prerequisite (list all, as you want them to appear in the catalog): Successful completion of general education English requirement, OLIPS 3143, and permission of the program advisor. New Co-requisite (list all, as you want them to appear in the ca talog) :

- Elective ~ Major Minor



a. If this cou rse is mandated by an accrediting or certifying agency, include the directive. If



a. Provide the program level learning outcome(s) it addresses. OL 4943 addresses the

following program level outcomes: Effective Communication, Crit ical

Thinking/Problem Solving/Ethical Decision Making, Change Management, Team

Building, Talent Management, Financial Literacy, and Social Responsibility.

b. Provide tool or measure directly linked to each program learning outcome . (How will

student learning in this outcome be measured?) See attached OL 4943 assessment for

alignment of program, course, and module learning objectives. Student learning will

be assessed using a variety of methods. These include : a) discussion boards and other

collaborative communication activities, b) tests/quizzes, c) writing assignments, d)

prepared oral presentations, e) applied projects, and f) team-based learning.

c. What is the rationale for adding this course? What evidence supports this action? OL

4943 is proposed as a core course in the Bachelor of Arts in Organizational Leadersh ip

(BAOL) program. The BAOL meets three primary needs: a) expansion of curricu lum w ith a

soft skills focus to meet industry need, b) alignment with degree naming conventions, and

c) increased opportunity for innovation and degree stackability.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at htt~ww.atu .edu/rt!g~strafL.cum culum lorms.phP. .

OL 4943 Pro_jcct Design Assessment

I I Bachelor of Arts in Orgamzataonal Leadership- Program Learnmg Outcomes

Upon successful completion of BA in Organizational Leadership, the student will be able to:

I Effective Communication- students will communicate effectivcly, ethically, and competently tlu·ough written and oraVverbal delivery in

i intetpersonal, group, and organizational settings.

2 Critical Thinking/Problem Solving/Ethical Decision Making- students will ethically and accurately interpret empirical evidence, identify relevant arguments. question assumptions, examine dynamics of power and privilege. and evaluate alternative points of view in solving complex interpersonal and organizational problems.

4 Change Management- studenL<> will demonstrate an understanding of the foundational aspects of change management, including individual and organizational change, apply models for diagnosing, implementing, and assessing organizational change. evaluate change within ot~~nizational cultures and s~stems, and articulate the role of change leaders in organizations.

5 Team Building - students will demonstrate the ability to effectively function in multiple roles as part of a team, apply group development models to the team building process. examine motivational models for team achievement. and articulate their own capabilities as leaders and followers within team environments.

6 Talent Management- students will apply concepts and theories of adult learning. organizationaVworkplace learning, training, coaching, mentoring. and consultancy to assess. evaluate. and develoQ individuals in hiring, training, and retaining effective cmQloyecs.

7 Financial Literacy- students will demonstrate competency in basic concepts ofbudgeting and financial strategy, apply basic techniques of financ1al statement review and interpretation, evaluate organizational financial strategy. and prepare a written financial plan.

8 Social Responsibility - students will articulate a vision of social responsibility and demonstrate the ability to act on this vision for the bettennent of local, state, national, and global communities through collaboration and ethical leadership.

Course Objectives U~on com~lction of this course with a grade of "C" or above, the student will be able to:

1 Demonstrate the ability to communicate effectively with agency/organization stakeholders on ~roject information and issues 2 Conduct a formal needs assessment and SWOT analysis to obtain first-hand knowledge of solving a real-world business problem. 3 Demonstrate problem-solving skills for challenges faced and ~ro~osed solutions with various ~hases of the ~roject 4 Design an action research plan for problems identified in the needs-assessment process. 5 Demonstrate the ability to conduct research by presenting a clear analysis and findings rc12ort of data gathered from the research. 6 Develop a recommended action plan to solve an industry problem using research data 7 Present research findings in a professional manner through a formal presentation process to a group of stakeholders responsible for

imElctn~nting business strategies

8 Employ project management strategies to successfully catTy out an action research plan

9 Create a formal research report to articulate project ideas, identified problems, research initiatives, data analysis and recommended solutions

I to Create presentation materials to showcase research and project findings to agency/organization personnel

Module Module Objectives Course Ob_jcctives

Module 1 • Research and identify project location and stakeholder/prqjeet !>upervisor l, 3, 8

• Articulate personal expecta tions. questions. and concerns for the Proiect Design proces~

Module 2 • Evaluate organizational needs through a formal needs assessment process I, 2, 3, 8

• Art lctllatc orgrmizational strengths, weaknesses. opportunities. and tlne<~ts through completion of a SWOT Analysis

• Commltlucate with agency/organization personnel to develop project design topic .

Module 3 • Research and articulate agency/organization background as it relates to the project topic l, 2, 4, 8, 9

• Identify the purpos0 of the project. expanding on the statistical impact on the industry as a \vhole

• Articulate the global or industry-wide impact of the project' s purpose

• Explam how the chosen prqject site (agency/organization) relates to student's own career goals

• Art iculate any challenges the SWOT Analysis process presented and explain how those challenges impacted project progress

Module 4 • Identify the agency/organization problem that is the focus of the research I'. 3, 4, 8, 9 • Explain why the issue idcntilicd is specificall y a problem for the agency/organizat ion

• Articulate what the potential consequences arc for not resolving the problem in question I • Crc:~tc an action research plan tO gather data to solve the project problem

• Develop a primary and secondary research instrument which will be used to gather data to solve the problem

• Arllculatc any challenges faced and solutions identified with communication with agency personnel (Stakeholder) and project management

Module 5 • Execute planning of final presentation to agency/organization personnel (Stakd10ldcrs) 1, 3, 8 • ldentifv challenges and successes with locating authoritative references which relate to project topic

Module 6 • Interpret data to formulate a recommended action plan 1' 3, 5, 6, 7' 8, 9 • Illustrate ability to dr<~w concl usions from data gathered during the research process

• Create a formal recommended action plan containing a solution to the agency/organization problem

• Articulate challenges faced and solutions identified with conducting research and gathering data

Module 7 • Create a PowcrPoint Presentation of the various phases of the project I, 3, 7, 8, 10 • Identify challenges faced and solutions identified with analyling the data and creating an action plan to solve the

problem

Module 8 • Articulate cha llenges faced and solutions identified w ith overall project management process 1, 3, 7, 8, 10 • Prepare aspects of final presentation to be made to agency/organization Stakeholders

Modul(' 9 • Deliver final project prescnt«tion to agency/organization Stakeholders 1,3,7,8, 10

• Evaluate overall success of the project as a whole

• Articulate if personal goals for the course were met

• !dent if~ course take-a-ways and articulate how those skills wi ll be «pplied to personal and professional endeavors

TMARKANSAS T ECH UNIVERSITY


Department Init iating Proposal Date



Department Head

~ :r~c,j,y Dr. Aulgur ~

~

Dean _ses ?'/tc.(,y' Dr. Aulgur c::: ~

c:

Assessment 4A,L_ 7/:J~!rr Dr. Austin

Registrar p v

C6/?y /f6__ -~ L(l.ccl LLCt Mrs. Weaver










I PS I 3143


I Applied Professional Research


- Yes • No

I Request to change: (check appropria te box) :

-.; Course Number .

Title ~ Course Description

v Cross-Listing -;;; Prerequisite ,- Co-requisite

I Grading Fee

.. Other I

NOTES: These changes will become effect ive in the Summer I Term of the new catalog yea r. If this course is cross-listed, a prerequisite/co-requisite, or included in the cou rse description of other courses, a Course Change must be submitted to address all changes in related courses. New Course Number: (e.g., 1003)

I OL 3143

New Official Catalog Title : (If official tit le exceeds 30 characters, indicate Banner Title below)

I Banner Title: (limited to 30 characters, including spaces, capitalize all letters- this will display on the transcript)

I APPLIED RESEARCH

New Course Description: This course provides an overview of professional research fundamentals, including instruction in applying citations and appropriate statistics in professional settings. Topics covered include, but are not limited to, different types of research, the research process, ethics in research, reference citation models, and statistical concepts . Participation in course requires access to a webcam or other video capture technology.

Note: This course must be taken as a prerequisite for OL 4943/PS 3003 unless waived upon advisor approval. New Cross List:

";l Adding Cross-Listing Changing Cross-Listing - Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number I PS 3143

New Prerequisite (list all, as you want them to appear in the catalog) : Successful completion of the general education English requirement or permission of instructor. New Co-requisite (list all, as you want them to appear in the catalog) :

- Elective '-'Major - Minor

(If major or minor cou rse, you must complete the Request for Program Change form to add course to program.)



not, state not applicable . Not Applicable


a. Provide the Qrogram level learning outcome(s} it addresses . OL 3143 addresses the

following program level outcomes: Effective Communication, Critical


Building, Talent Management, Financial Literacy, and Social Responsibili t y.




be assessed using a variety of methods. These inc lude: a) discussion boards and othe r '

collaborative communicat ion activities, b) tests/quizzes, c) writing assignments, d)



3143 is proposed as a core course in the Bachelor of Arts in Organizational Leadersh ip

(BAOL) program. The BAOL meets three primary needs: a) expansion of curriculum with a


c) increased opportun ity for innovation and degree stackability.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at h!J..Qjj_www_atu ~'~1<.!1 c~r/cumcul!..!!!l fQr~.

Course Objectives I Upon completion of this course with a grade of "C" or above, the student will be able to:

1 define the concept of research in an applied context.

2 identify and apply the fundamental concepts and steps in the research process.

3 demonstrate an understanding of types of variables, leve ls of measurement, reliability, validity, sampling, and statistical significance.

4 gain a familiarity of types ofresearch, including descriptive, histor ical. correlational. qualitative. rrue experimenta l, and quasi-experimental.

5 identify and eva luate ethical issues that may arise in profess ional research.

6 synthesize in formation from authoritative sources into a comprehcnsi,·e literature review.

7 develop a research proposal hased on the results of a needs assessment and supporting information from research literature.

8 demonstrate the ability to correctly apply reference citations in APA format.

Module Objectives Course !

Module Objectives

Module 1 • Develop an understanding of the research process 1, 2

• Define applied research

I I

• Exp lain the role of research in the workplace i

I • Discuss past experience with research I

I • Understand course execctations I Module 2 Explain the importance ofteamwork and collaboration in research 1, 2

I • • Discuss experiences with collaboration in a virtual sett ing

• Retlect on own ro le in a team

I • Demonstrate knowledge of avoiding and resolving conflict in a virtual setting

~odule3 • Describe the role of research in specific contexts 2, 3, 4

• Identify important factors in the rest.:arch process

• Develop a null and alternate hypothesis

I • Explain what research methods to usc in a specific context

• Define the relationship between independent and dependent variables

I Module 4 • Describe the linear process from idea to research quest ion to hypothes is 2, 4, 6

I • Differentiate among sources and types of information

• Label sources as primary or secondary

• Utilize electronic tools in research activities

• Conduct a needs assessment to generate research ideas

I Module 5 • Describe probability and nonprobability sampling strategies 2,3,4

I • Explain selection of a sampling stra tegy in a g iven research context

I • Calculate sample size in a given research context

• Identify important considerations in selecting a sampling strategy and sample size I Module 6 • Define the different leve l ~ of measurement 2, 3,4

• Define the concepts of reliability and validity

• Identify types of reliabilit y and validity

• Explain the relationship between reliability and validity

Module 7 • Utilize electronic search strategies to locate authoritative sources 14, 5, 6, 8

• Ex~ lain the criteria used for judging a research study

• Compile a list of authoritative sources based on an identi lied research question

• Summarize and synthes i;t.e multiple authoritative sources Module 9 • Examine the strengths and weaknesses of a research study 6,8

• Summarize a research study

• Develop and comprehensive logica l analysis of a research study

Module 10 • Discuss the importance of practicing ethics in research 5 I • Describe how to ensure high ethical standards in research

• Define coercion. infom1cd consent, and confidentiality Module 11 • Identify the ten commandments of data collection 1, 2, 3, 4

• Construct a data collection fonn

• Define and calcu late measures of centra l tendency

• Demonstrate an understanding of distribution o[ scores. variabi lity. standard deviation, and nonnal distributions 1---·

Module 12 • Discuss the difference between sig nificance and meaningfulness in an applied research setting 1, 2, 3, 4

• Explain how a test of significance works

• Describe how inference works in research

• Explain the difference between non-experime ntal and quasi-experimenta l research

• Compute and exQlain Pearson Con·elation Coefficient I Module 13 • Identify the key differences in quantitative. qualitative. and mixed-methods research 2, 4, 6

• Describe the qualitative research process

• Exam ine the usc of case studies, et hnograph ies. and historical research in applied research

• Identify advantages and disadvantages ofthe case study method in app lied research

• Identify sources or historical data Module 14 • Write a research proposal 6, 7, 8

• Justify the use of quantitative. qualitative. or mixed-methods research to address a research problem

• Write a null a nd alternate hypothesis

• Design a data collect ion instmmcnt to address a research prob lem I • Justify a sampling strategy and compute an appr~riate sample s ize -

~ARKANSAS TECH UNIVERSITY


Department Init iating Proposal Date



Department Head ,---- :r-jz/1/JV Dr. Aulgur ."7---- ~ c:.. )

Dean c -........ ~fz.c./,;1 Dr. Aulgur ~ ... ~ ~

Assessment / %4 2 7/JJ/;~ Dr. Austin

Registrar GJ /Qfa,LUA.- (6 /t?/J<t Mrs. Weaver


Vice President for Academ ic Affairs







Course Subject: (e .g., ACCT, ENGL) Course Number: (e .g., 1003)

I PS I 4003


I Capstone


Yes • No


v Course Number " Title " Course Description

::/ Cross-Listing v Prereqursite Co-requisite

Grading Fee

Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this course is cross-listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses.


I Ol4953

New Official Catalog Title : (If official title exceeds 30 characters, indicate Banner Title below)

I Organizational leadership Capstone


I ORG LEADERSHIP CAPSTONE

New Course Description: In this course, students develop an ePortfolio highlighting various competencies learned throughout the degree program. The course prepares students with the skills, knowledge, and ability to communicate a critical understanding of his/her work through the articulation of goals, critique, and self-assessment. The course introduces students to the portfolio development process and improves their ability to think critically and communicate more effectively while developing personal goals and mission statements, understanding personal leadership styles, researching career options related to his/her concentration or focused area of study, working collaboratively with other students on competency-based case studies. and engaging in critical inquiry of the role Higher Education plays in one's life.

Note: Student must earn a wade of C or higher New Cross List:

~ Adding Cross-listing - Changing Cross-Listing ·- Deleting Cross-Listing

If adding or changing cross-listing, indicate course subject and number j PS 4003

New Prerequisite (list all, as you want them to appear in the catalog): Successful completion of general education English requirement, OL 4943/PS 3003, with a grade of C or higher. New Co-requisite (list all, as you want them to appear in the catalog) :

-

Elective ~Major - Minor



L:_ If this course is mandated by an accrediting or certifying agency, include the directive. If

not, state not applicable . Not Applicable . If this course is requrred for the major or mrnor, complete the following .

a. Provide the program level learning outcome(s) it addresses. Ol4953 addresses the

following program level outcomes: Effective Communication, Crit1cal


Building, Talent Management, Financial Literacy, and Social Responsibility.


student learning in this outcome be measured?) See attached Ol4953 assessment for


be assessed using a variety of methods. These include: a) discussion boards and other

collaborative communication activities, b) tests/quizzes, c) writing assignments, d)



4953 is proposed as a core course in the Bachelor of Arts in Organizational leadership

(BAOL) program. The BAOL meets three primary needs: a) expansion of curriculum with a

soft skills focus to meet industry need, b) alignment with degree nam1ng conventions, and

c) increased opportunity for innovation and degree stackability.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http'//www.atu edu/regr~trdr/curnculum form~ Qh_Q .

OL 4953 Organizational Leadership Capstone Assessment

Bachelor of Arts in Or·ganizational Leadership- Program Learning Outcomes Upon successful completion of BA in Organizational Leadership, the student \\ill be able to:

1 Effective Communication - students will communicate effectively. ethically, and competently through written and oral/ verbal delivery in interpersonal , group, and organizational settings.

2 Critical Thinking/Problem Solving/Ethical Decision Making - students will ethically and accurately interpret empirical evidence, identify relevant arguments. question assumptions. examine dynamics of power and privilege, and evaluate alternative points of view in solving complex interpersonal and organizational problems.

4 Change Management- s111dents will demonstrate an understanding of the foundational aspects of change management. including individual and organizational change, apply models for diagnosing, implemcming, and assessing organizational change, evaluate change within organizational cultures and systems. and articulate the role of change leaders in organizations.

5 Team Building- students will demonstrate the ability to effectively function in multiple roles as part of a team, apply group development models to the team building process. examine motivational models for team achievement. and articulate their own capabilities as leaders and followers within team environments. -

6 Talent Management - students will apply concepts and theories of adult learning, organizational/workplace learning. training, coaching. mcntoring. and consultancv to assess. evaluate, and develop individuals in hiring, training. and retaining effective employees.

7 Financial Litct·acy- students will d emonstrate competency in basic concepts ofbudgeting and financial strategy, apply basic techniques of financial statement review and interpretation, evaluate organizational financial strategy, and prepare a written financial plan.

8 Social Responsibility- students will articulate a vis ion of social responsibility and demonstrate the ability to act on this vision for the bet1erment of local, stale, national. and global communities through collaboration and ethical leadership.

I Course Objectives U_Q_on completion of this course with a grade of "C" or above, the student ·will be able to:

1 Reflect on various subjects and courses taken as a OL student and indicate how that knowledge applies in an organizational setting ··-

2 Utilize communication skills to work collaborativel~ with QCers toward a common goal 3 Employ critical thinking and communication skills to develop a comprehensive ePortfolio 4 Demonstrate project management skills by initiating, planning, executing. controlling and closing a 12rojcct 5 Engage in self-assessment by documenting personal progress toward a group project 6 Demonstrate technology competencies by utilizing various project and resource management tools 7 Reflect on one's educationalj_ourney through completion of a critical book review and presentation

Module Module Objectives Course Objectives

Module I • Create cPortfolio si te and choose portfolio template 1. 2, 3, 4, 6

• Ident ify pcrsonal!professional introductory information tor your ePortfolio

• ldenti fy courses within degree program which relate to your professional goals

• ldenti fy learned degree competencies that arc present in the courses

• Communicate with ePortfolio j'lartners

Module 2 • Identi fy 4 to 5 personal career goals 1' 2, 3, 4. 5, 6

• Using the first course chosen in Module 1. identify competency skill s learned and application of those skill s in a profc~sional setting

• Create Welcome and About Me pages of cPortlolio site

• Communicate with ePortfolio Partners

• Communicate with OL Group Case Study Project Group members

• Articulate your desired group role for the OL Group Case Studv Project Module 3 • Indicate desired career specifics by conducting an interview with a career professional 1, 2, 3, 4. 6

• Articulate how your degree concentration aligns with your career aspirations I • Using the second course chosen in Module 1, identify competency skills learned and application of those skills in a professional setting

• Create Personal or Career Goals section of your ePonfolio

• Research case study speci lies to begin crcatmg project presentation for OL Group Case Study Module 4

I

Identity current issues in desired career field l , 2. 3, 4, 5, 6, 7 • • Using the th ird course chosen in tvlodul e I, identify competency skill s learned and application of those skills in a

professional setting

• Research various aspects of chosen c urrent issue. including expanded in formation on topic. related literature review, and implications on the career field

• Create Concentration/Focus Arc<~ section of ePortfolio

• Present completed OL Group Case Study presentation

• Draw conclusions and support ideas about your educational journey throu<>h comglction of a critical book review Module 5 • Develop personal mission statcm.:nt or philosophy l, 3, 4, 5, 6, 7

• Using the fourth course chosen in Module 1. identify competency skills learned and application of those skills in a professional setting

• Continue creating Concentration/Focus Area section of ePortfolio with complet ion of current issues paper

• Evaluate team and individual performance of OL Group Case Study Project

• Create a presentation of the material vou introduced in the critical book review Module 6 • Identi fy your personal leadership style characteristics and explain how those skills arc usel"itl in a professional setting J. 3. 4, 6

• Create your professional resume

• Using the fifth course chosen in Module I, identify competency skills lcamed and application of those skills in a professional setting

• Create a summary of your OL 4943 Applied Leadership Project Report

• Create the Personal Mission Statement/Philosophy section of ePortfolio Module 7 • Reflect on the ePortfolio journey 3, 4, 6, 7

• Execute ePortfolio draft for instructor critique ModuleS • Execute final cPortfolio website for fi nal p.radin!!. based on instructor's critigue of the draft 1 3, 4, 6






Department Head c::__ C5 "?;~;,~ Dr. Aulgur =-< > Dean

~J ,

1'/v,/1~ Dr. Aulgur

Assessment

/%/h~ 1!Jd~ Or. Austin

Registrar

~Lwa<Wt I

~/i/1~ Mrs. Weaver










I PS I 4243


I Planning for Adult Learners

Is this course cross-listed with another existing course? If so, list course subject and number. ,.

Yes ·• No


~ Course Number ~ Title ;;; Course Description

v Cross-Listing - Prerequisite ,- Co-requisite

I Grading - Fee

:- Other I NOTES: These changes will become effective in the Summer I Term of the new catalog year. If t his course is cross-listed, a prerequisite/co-requ isite, or included 1n the course description of other courses, a Course Change must be submitted to address all changes in related courses. New Course Number : (e.g., 1003)

I OL 4243

New Official Catalog Title : (If officia l title exceeds 30 characters, indicate Banner Tit le below)

I Workplace Learning


I WORKPLACE LEARNING

New Course Description: This course provides an oveNiew of adult learning in the context of the workplace. Students will explore the historical context of learning in the workplace, basic theories of instructional design and adult learning, frameworks and models of program planning in the workplace, learning inteNentions, and the overall relationship between lifelong learning and work.

New Cross List:

;;; Adding Cross-Listing r-- Changing Cross-Listing ~ Deleting Cross-Listing

If adding or changing cross -listing, indicate course subject and number I PS 4243

New Prerequisite (list all, as you want them to appear in the catalog) : Successful COmQietion of the general education English reguirement or eermission of instructor. I New Co-requisite (l ist all, as you want them to appear in the catalog) :

I ; Elective -1 Major M inor






a. Provide the (;!rogram level learn ing outcome(s}1t addresses. OL 4243 addresses the

following program level outcomes: Effective Communication, Critical

Thinking/Problem Solving/Ethical Dec1sion Making, Change Management, Team

Building, Talent Management, Financial Literacy, and Social Responsibi lity.

b. Provide tool or measure directly linked to each program learning outcome. {How will


alignment of program, course, and module learning objectives. Student learning w il l

be assessed using a variety of methods. These include: a) discussion boards and other

collaborative communication activities, b) tests/ quizzes, c) writing assignments, d)



4243 is proposed as a core cou rse in the Bachelor of Arts in Organizational Leadersh ip

{BAOL) program. The BAOL meets three primary needs: a) expansion of curriculum with a


c) increased opportun ity for innovation and degree stackability.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at hltp://www.atu edu/registrar/curnculum for ms.php.

Course Objectives

Upon completion of th is course with a grade of "C" or above, the student will be able to:

1 Explain the historical. current, and furure role of adult learning in the context of the workplace

2 Understand models of program planning and the application of their components to adult learning paradigms

3 Examine the role of multiple program planning models and applying change as the primary outcome of education and training programs for adu lts in the workplace

4 Identify basic theories of instructional design and adult learning and their application in workplace settings

5 Explain the role ofn·aining logistics, to include formats. schedules, staff needs. budgeting. marketing and facilities in workp lace learning

6 Describe assessment and eva luation approaches in workplace learning

7 Compare and contrast traditional and digital/electronic approaches to workplace learning

8 Discuss the role of ethics, power, and social responsibility in workplace teaming

~-r------------~-

Module Module Objectives Course

Objectives

Module 1 • Distinguish between pedagogy and andragogy 1, 2, 4

• Examine the purposes of learning in the workp lace

• Identify the six principles of adult learning and their re lationship to learning in organizations

• Recognize change as a primar~ outcome in workQlace learning

Module2 • Distinguish between theory and practice in workplace learning 2, 4

• Identify the differences between educat ion and learning

• Examine the relationship between adult learning and workplace learning

Module 3 • Discuss personal beliefs and experiences related to workplace learning 2, 3, 7

• Examine parameters influencing training programs in organizations

I • Describe appropriate uses of technology in workplace learning

12. 3, 4 • IdentitY the value and context of traditional and digital/electronic delivered material

Module 4 • Identify the simi larities and differences in formal and informal learning in the workplace

• Discuss the impact of the "knowledge economy"' on organizationa l learning needs

I • Describe the role of informal learning in organizations I

Expla in historical factors that influence curre nt learning 12ractices in organizations • Module 5 • Identify and descrihe the roles of program planning in organizations 3,4, 8

• Examine how power influences the program planning process

• Discuss the role of dhics in program planning

• Critique strategies for building and sustaining partnerships in workr>lace learning Module 6 • Describe prominent theories of adult learning and their application in the workplace 1, 3, 4

• Exami ne the role of training and development professionals in leading workp lace learn ing

• Investigate transfonnative learning 12ractices in changing organizat ional culture Module 7 • Describe instructional design approaches to planning learning in organizations 1, 4

I • Examine the application of instructional design theory to workplace learning

• Review the role ol' tech no logy in instructional design and deliver of workplace learning

• Analyze instructional design approaches and their application in the workplace

Module 9 • Describe the selection process for education and training programs in the workplace 3, 5

I • Generate ideas through a variety of techniques

• Assess ing needs for a training erogram

• Examine how priorities are defined

• Quantitative and qualitative approaches to prioritization Module 10 • Identify the steps to assessing and evaluation of workplace learning 5, 6

• Describe mcasurcable and non-meac;ureablc program outcomes

• Explain the design and delivery process of assessment tools to measure learning Module 11 • Discuss the role of learning objectives and learning outcomes in workplace learning 4,5, 6

• Select and organize program content

• Match instructional design tec hniques with learning outcomes

• Discern the difference between teaching and facilitation -· Module 12 • Examine the role of organizational leaders in driving workplace learning 1,5, 8

• Discuss learning orig ination fTom a top-down and bottom-up perspective

• Investigate the role of workplace learning in professionalism and norming in organizations Module 13 • Discuss the role of ethics in workplace learning 1, 8

• Describe unethical practices in workplace learning

• Examine possible tensions and res istance to learning in the workplace

• Analyze the role of workplace learning in organizational culture and social responsibility Module 14 • Predict fururc trends in des ign and delivery of workplace learning 1,6, 7,8

• Identify career opportunities in workplace learning

• Reassess personal dis~osition to learning in the workplace






Department Head c )

+-/z~~Y Dr. Aulgur r- ->

Dean C_ """' t-/w!Jrf Dr. Aulgur ..-~ ~~ --...... Assessment

<..

7%d7- 7/:JtJ!Ir Dr. Austin

Registrar , /

~~~/1~ 0 tb.ltlLUA_ Mrs. Weaver





Teacher Education Committee (Graduate or Undergraduate Proposal~)




Course Subject: (e.g., ACCT. ENGL) ~ourse _N_umber_:_ ~~~ 100~ r--- ------- ---i I Official Catalog Title: ·----- -I See attached list.

l Is this course cross-listed with another existing cou rse? If so, list course subject and number.

Yes • No

r---- - _---=--------- - -------------_----~----- I Request to changeo (check appropriate bo,)o - 1 v Course Number Title Course Description

v Cross·Lisllng Prerequisi te Co-requisi te

Grading Fee

-- ----- ----·- - - ------ - -Other I

I

NOTES: These changes will become effective in the Summer I Term of the new catalog year. If this course is cross-listed, a prerequisite/co-requisite, or included in the course description of other courses, a Course Change must be submitted to address all changes in related courses.

New Course Number: (e.g., 1003) ~attach-;; d list. - - ---New Official Ca talog Title : {If official title exceeds 30 characters, indicate Banner Title below)

~ Tit:,~,;~ited to 30 chmctm, incl"d•ng ' P"e'. "P" '''" •II let"" · thi• w~ di,~t•v on the '""""Pt) I --- - I

New Course Description. __ ---·--·----- ---- __ --------- _ --~ New Cross List : --~~ v Adding Cross-Listing Ch<-mging Cross-Listing ' Deletmg Cross-Listing

I

f s;~-at~;hed list. j' If adding or changing cross~l~ t ing, indicate course subject and number 1 _ _ _ _ _ _

New Prerequisite {list all, as you want them to appear in the catalog):

New Co-requisite (list all. as you want them to appear in the catalog) :

Elective v Major · Minor


Answer the fo llowing Assessment questions:

a. If this course IS mandated by an accrediting or certifying agency, include the directive. If


b If this course 1s required for the major or minor, complete the following.

a Provide the program levellearn1ng ou tcome(s) it addresses. These courses address

the follow1ng program level outcomes: Effective Communica tion, Crit ical


Building, Talent Management, Financial Literacy, and Social Responsibil ity.

b. Provide tool or measure d1rectly linked to each program learning outcome. (How wil l

student learning in this outcome be measured?) See attached assessment document

for alignment of program objectives . Student learning will be assessed using a variety

of methods. These include: a) discussion boards and other collaborative

j

-- -- -Course Change List

- - -.-- --- - ---- -rrcnt Course Listing !':ew Course Listing :\'ew Cross-Listing Cu

PS 3 023 OL 3023 PS 3023

-PS 3 133 OL 3 133 PS 3 t.:n

--PS 4 143 OL 4143 PS 4143

~ -- --- ------- -PS 4 2-B 01. 4243 PS 4243

- - -- -- - -----43 O L 4343 PS 4343 -l 43 OL 4443 PS 4443 --, PS 43

PS 4-l

-- - - l -- ------543 OL 4543 PS 4543 r_::_:~_-u_- --- -- 1 OL -ln-n ~ ~S--l-0-B -- -~

l PS 4-74-3--~~~----~-L-4-74_3 _______ ___,,_ PS 4 7-4-3 ------~-__J'

----- ----communication activities, b) tests/quizzes, c) writing assignments, d) prepared oral


c. What IS the rat1onale for add1ng this course? What evidence supports this action? The se

courses are part of the proposed core coursework in the Bachelor of Arts in

Organizational Leadership (BAOL) program. The BAOL meets three pnmary needs: a)

expansion of curriculum w1th a soft skills focus to meet industry need, b) al1gnment with

degree naming conventions. and c) increased opportunity for innovat1on and degree

stackability.

I

fit this course-:.ill ~ttect7the-;-d-~partm~nts. a o~pa;tmental supportForm ror ;ach affected -----i department must be attached. The form is located on the Curriculum forms web page at I I'JJJQJ}www atu 1:_ d u1 r.~g!.?.!_r-2..rL~!Culur!!_ f o rm~ !2!lQ. j

------------

Bachelor of Arts in Organizational Leadership

Assessment Map

Bachelor of Arts in Organizational Leadership - Program Lcaming Outcomes

Upon successful completion of BA in Or-ganizational Leadership, the student will be able to: I l

1

Eff.cctive Communication - students will communicate effectively. ethical ly. and competently through written and oral/verbal delivery tn L-- intctpcrsonal. group. and organii'.ational sc l1 itH?.s. ' "' ,.. , •. __ , ... L, __ ._, __ _ m ___ L._ __ Soh·in1!/Ethical Decision :V1akin1!- students will ethicallv and accurately intemret emoirical evidence. tdemif y

com 1ex mter ~rsona1 ana orgamzanona1 l'ODIClllS.

Change Management- students will demonstrate an understanding ofthe foundational aspects of change management. including individua l and organizational change. adult learnmg. and change. apply model:; for clwgnosing. implementmg. and assessmg organizational change. eva luate cha n!.!c " ·ithin or~anizat ional cu ltures and svstcms. and articulate the role of change leaders in organizations.

4

1

Team Building - students will demonstrate the ability to effectively function in multiple roles as part of a team, apply group development

I models to the team building proc~ss. examine motivational models for team acl11 cvemcnt. and articulate their own capabi lities as leaders and followers within team cnvtronments.

5 I Talent Management - st11dcnts will apply concepts and theories of adult kaming. organizational!workplace learning. training. coaching. mentoring. and consultancy to assess. evaluate. and develop individuals in hiring, training, and retaining l!ffcctive employees.

~ I Financial Lit cracy - st udcnts w d I d 001 onstral c co01pcte nc y in basic concepts of budgot ing and Una nc ia I stca tc gy. apply basic tee hn iqucs of 1 financial statement review and interpretation. evaluate organizationallinancial strateg~. and prepare a written financial plan.

7 I Social ResponsiiJility - smdents will articulate a vision of socia l responsibility and demonstrate the nbilit y to act on this vision forth~· .

I 1 bcncrment of local. state, national. and global communities through collaboration and ethical leadership.

Bachelor of Arts in Organizational Lcadc•·ship - C urriculum Map

lcou-;:sl' Outcome 1 I Outcome 2 I Outcome 3 I Outcome_:!_~- Outcome 5 I : I

~L 3013 I - I ( 1-- I I I -1----·--+-· ---- .

~ ~~E~~ ~- =-l- : ~----~ -,~-- : I -------+-----____; __ _

. OL414.3 -~-- R 1 - R R-l R

~!:. 424.3 I - =-!_· -- I I --R- --+----1 OL 434.3 1 R i I R ,

Outcome 6 i Outcome 7

I I I

H.

!

R ' R

I - L R R

I I [ OL 4443 R

R R r

1--I I

I OL 454.3 I - l R '

I OL 4643 I I R I I R I I OL4743 I R ~~--_j . R I ' R ~

OL 4843 I R. ·- I__ . - ~ R - I R I OL 494.3 M M VI_ VI i l OL 4953 I M M ~ J M t : ; M

I - Introduced; R - Reinforced; :VI- Mastered

Bachelor of Arts in Organizational Leadership - Proposal Summary

I. .Justification

The Bachelor of Arts in Organizat ional Leadership (8/\-0L) represents a rcconfiguration of current Professiona l Studies course offerings into a 42 credit hour upper-di vision core that pro\·ides students wi th instruction in leadership skill s applicable in di\·ersc organizational settings. The discipline-driven core in Organizational Leadership (CIP 52.0213) represents a shift away from the original intent of degree complet ion as the program· s singular focus (CIP 30.999). Professional Studies currentl y delivers the certificate of Professional Leadership under CIP 52.02 13.

The BA-OL degree retains I 8 cred it hours of interd isc iplinary concentration coursework and 25

cred it hours of electives. which continues to provide maximum ncxibility for students entering the institution with significant transfer coursework . This degree otTers the opportunity for seamless transition to transfer students or to those \·Vho have earned an associate 's degree. The 42 credit hour core meets the 40 upper-division credit hour minimum for a baccalau reate degree.

The BA-OL degree addresses institutional goals of increasing credentialing opportunities, stackabi lity, and interdisciplinary degrees. The proposed degree reconfigu ration deli vers options for innovati , ·e. multi-disciplinary. multi-college degrees. As an example, a student could complete 35 credit hours in G~n~ral Education. 42 credit hours in Organizational Leadership. 23 cred it hours in /\griculture, and 20 credit hours in Marketing/Management.

Required Core (-12 Hour!>)

BA- Organizational Leader·ship

Core: -'2 credit hours

OL 30 13 Foundations of Organizat ional Leadership 3

P.5~ OL 3023 Professional Communication ... .)

~ OL 3133 Applied Principles of Personnel Management ... . ) OL 3143 Applied Professional Research ...

.)

fiS/ OL 4143 Nonpro fi t Gm·crnancc ~

.)

OL 4243 Workplace Learning ... I .)

"' OL 4343 Community Development 3

Rl OL 4443 Professional I ,cndership ~ .)

151 OL 4543 Workplace Supcn ·ision .., ·'

~ OL 4643 Occupational Globa li zation and Di,wsit y 3 OL 4743 Organizational Change .,

.)

OL 4843 Training and Development 3

~~ ' oc 4943 Appl ied Leadership Project 3

~ ~OL 4953 Organizational Leadership Capstone 3

Total 42

II. Impact on Bachelor of Professional Studies

The Bachelor of Professional Studies (BPS) in Interdisciplinary Studies " ·ill remain as a degree completion option for students who have an excess amount of multi-disciplinary credit hours. All other BPS degree options \\ill be phased out until current BPS students graduate or transition into the BA-OL degree. Professional Studies degree options and most non-core courses wil l be removed from the course catalog. No llC\V majors or change of majo rs will be accepted into the BPS program EXCEPT for those enrolling in 13PS - Interdisciplinary Studies.

Ill. Summary of Changes Degree Program Status Catalog

BPS - Interdisciplinary Studies Remain Remain

8 PS - Agriculture Business Phase Out Remove -BPS - Applied Leadership Phase Out RemO\·e

---BPS - Child Development Phase Out Remove BPS - Criminal Justice Phase Out Remove 13PS - Industrial/Organizational Psychology Phase Out Remove BPS - Public Relations Phase Out Remove BPS - Workforce Technoloov e. Phase Out Remove

BAOL - Agriculture Business 1\:ew Add BAOL Chi ld DeYclopment Ne\Y Add 8/\0L - Criminal Justice ~e"· Add

I 13/\0L - Industrial/Organizational Psychology ~C\\" Add I l3AOL - Interdisciplinary Studies Nc"· Add ---

BAOI , - Public Relations New Add BAOL - Workforce Technology New Add

Current J>S Core Courses Status Catalog PS 30 13: Professional Studies Seminar Remain Remain PS 3023: Professional Communication CL: OL 3023 Remain

--PS 3133: Applied Principles of Personnel Management CL:OL3133 Remain --PS 3143: Applied Professional Research CL: OL 3143 Remain PS 3003: Project Design CL: OL ..f943 Remain PS 4003: Capstone CL: OL ..f953 Remain

Current PS Elective Courses Status Catalog PS 4951 - ..f : Undergraduate Research in PS Remain Remain J>S 4991 - 4: Special Problems in Professional Studies Remain Remain PS 4143: Nonprofit Governance CL: OL ..f 143 Remove f>S 4243: Planning for Adult Learners CL: 01 . 4243 Remove

I

I

PS 4343: Community Development CL: OL 4343 Remove

PS 4443: Professional Leadership CL: OL 4443 Remove

PS 4543: Workplace Supervision CL: OL 4543 Remove

PS 4643: Occupational Globalization and Diversity CL: OL 4643 Remove

PS 4743 :Organizational Change CL: OL 4743 Remove

CL =Cross-Listed


RECONFIGURATION OF EXISTING DEGREE PROGRAM

Modification to Create New Degree

(75% of coursework from existing degree)

ADHE LETTER OF NOTIFICATION- 11M

Department Initiating Proposa l

Department of Professional Studies

Title Signature

Department Head c--: ) Dr . Jeff Aulgur :;; Dean c """'\

Dr. Jeff Aulgur :...--Assessment

/%'$~ Dr. Christine Austin

Registrar , , v

lY !o._cau&t Mrs. Tammy Weaver



Dr. Phillip Bridgman

Committee






Program Title : Bachelor of Professional Studies (All Concentrations)

Date

8/8/2018

Date

"'/~'Jr g/~ /tr 'OkAt ~ /<b/(3

Approval Date

--

LETTER OF NOTIFICATION - 11M

RECONFIGURATION OF EXISTING DEGREE PROGRAMS Modification to Create New Degree



2. Contact person/title : Dr. Jeff Aulgur. Department Head for Professional Studies Interim Dean, College of eTech

3. Title(s) of degree programs to be modified: Bachelor of Professional Studies

4. Current CIP Code(s) 30.999

5. Current Degree Code(s): 30.999

6. Proposed title of modified program: Bachelor of Arts rn Organizational Leadership

7 Proposed CIP Code for new program: 52.0213

8 Proposed Effective Date(Term/Year) Fall2019

9. Reason for proposed consolidation/reconfiguration.

1

The Bachelor of Arts rn Organizational Leadership (BA-OL) represents a realignment of current Profess1onal Studies course offerings rnto a 42 credit hour upper-division core that provides students with instruction in leadership skills applicable in diverse organizational settings. The BAOL discipline-driven core in Organizational Leadersh ip (CIP 52.0213) represents a shift away from the anginal intent of degree completion as the program's singular focus (CIP 30.999) . Profess1onal Studies currently delivers the certificate of Professional Leadership under CIP 52.0213

Upon approval of the proposed Bachelor of Arts in Organizational Leadership for inclusion in the 2019-2020 catalog , the Department of Professional Studies will cease new admissions to all concentrations in the Bachelor of Professional Stud1es degree. w1th the exception of the Interdisciplinary Studies concentration, effect1ve January 1, 2020. All students enrolled in the Bachelor of Professional Studies degree before January 1. 2020 must complete the program of study by June 1. 2022. The Bachelor of Professional Studies with a concentration in Interdisciplinary Studies will be retained as a degree completion option for current and former Arkansas Tech University students.

The degree program al1gns with the expansion of the Department of Professional Stud ies. which began in 2006 with three course offerings and one faculty member The department now includes over 20 course offenngs and five faculty. The BA-OL degree retains 18 credit hours of interdisciplinary concentration coursework and 25 credit hours of electives. This degree provides the opportumty for seamless transition to transfer students or to those who have earned an associate's degree The 42 credit hour core meets the 40 upper-d1v1sion credit hour min1mum for a baccalaureate degree. The BA-OL supports Arkansas Tech's Strategic Plan, Goal 2.6. by maximizing creden tialing opportunities and creating future opportunities to develop innovative. multi-disciplinary baccalaureate degrees

2

The BA-OL degree meets three pnmary needs: a) expansion of curriculum w1th a soft skills focus to meet industry need, b) alignment with degree naming conventions , and c) increased opportunity for innovation and degree stackability. According to a recent suNey of over 60.000 managers (PayScale . 2016). new college graduates lack the requ isite soft skills necessary for the professional world . Of managers suNeyed, 60% felt recent graduates lacked critical thinking skills. and over 40% Identified under-preparedness rn attention to detail, communication , and leadership skills. The 42 credit hour BA-OL core specifically meets these needs through a focus on leadership development.

The BA-OL degree addresses institutional goals of increasing credential ing opportunities , stackability, and interdisciplinary degrees. The BA-OL offers students credentialing opportunities in the Professional Leadership certificate, as well as stackability from the leadership certificate to a baccalaureate degree in Organizational Leadership, and then a master's degree in Leadership, Learning, and Organizational Development. Depending on concentration selection, students may select 25-43 credit hours of interdisciplinary coursework to meet their specific professional needs. Additionally, the BA-OL delivers options for innovative, multi-d isciplinary degrees. For example, in this inter-college option. a student could complete 35 credit hours in General Education. 42 credit hours in Organizational Leadership, 23 credit hours in Agriculture. and 20 credit hours in Marketing/Management.

The BA-OL provides instruction in professional leadership. supeNision. communication , personnel management, non-profit governance, community development, financial literacy, globalization, diversity and inclusion , training and development, and organizational change.

As evidenced by the letter of support (see Appendix C Letters of Support) provided by Jessica Brock, Director of Admissions at Arkansas Tech University, the proposed BA-OL aligns with institution 's strategic enrollment plan, appeals to first-year degree-seeking students w ith an interest or financial need to remain in their hometown, and offers a four-year degree option for concurrent students who may not have considered enrollment at a four-years institution.

General Education (35 hours): 6 hours of English Composition ; 8 hours of Lab Sc1ence: 6 hours of F1ne Arts and Humanities; 3 hours of Speech Communication; 3 hours of United States History or Government; 6 hours of Soc1al Sc1ences; 3 hours of Mathematics.

Required Core (42 Hours)

OL 3013 (New) OL 3023 I PS 3023 OL 3133/ PS 3133 OL 3143/ PS 3143 OL 4143 / PS 4143 OL 4243 I PS 4243 OL 4343/ PS 4343 OL 4443 I PS 4443 OL 4543 I PS 4543 OL 4643 I PS 4643 OL 4743 I PS 4743 OL 4843 (New) OL 4943 I PS 3003 OL 4953 I PS 4003

Foundations of Organizational Leadership Professional Communication Applied Principles of Personnel Management Applied Professional Research Nonprofit Governance Workplace Learning Community Development Professional Leadership Workplace Supervision Occupational Globalization and Diversity Organizational Change Training and Development Applied Leadership Project Organizational Leadership Capstone

Interdisciplinary Concentration (18 hours) : Agnculture Business; Child Development; Criminal Just1ce. Industrial/Organizational Psychology; Inter-College; Public Relations; Workforce Technology

Electives (25 hours)

Total Hours: 120 hours

3

There are no additional costs associated with the BA-OL. Except two course additions (OL 3013 Foundations of Organizational Leadership and OL 4843 Training and Development) . the required core consists of existing courses delivered by faculty in the Department of Professional Studies.

Start-up marketing will target employers with identified tuition reimbursement. employers affiliated with programs offered by the Ozark campus, as well as strategic 2+2 alliances with Arkansas' two-year institutions.

The Bachelor of Professional Studies (BPS) degree does not conform to traditional baccalaureate degree naming conventions The BA-OL degree retains the interdisciplinary concentrations and eliminates confusion across current students. prospective students, and employers.

The Inter-College Program (ICP) allows the development of a unique curriculum in close consultation with a Department of Professional Studies Academic Advisor. ICP areas of study are defined by respective academic departments at Arkansas Tech University. The ICP requires the completion of the 35-hour General Education curriculum and the 42-hour upper-division Organizational Leadership core curriculum. The ICP program designs are:

• Two-Area Option: Requires a minimum of 21 hours each in two fields of study.

• Thematic Option: Requires a minimum of 42 hours chosen from at least three departments and two colleges, presenting a unifying theme throughout the program of study.

• To receive ICP consideration, a student must submit an ICP proposal to the Department of Professiona l Studies Department Head. Proposal elements include, but are not limited to,

• Academic and Career Goals ;.... Identify proposed fields of study -,. Identify immediate and long-term academic goals -,. Describe any further training or credentialing necessary to achieve your long-term goals.

• Background Section > How have you arrived at the academic and career goals outlined? ;... What influenced your program of study (e.g . class. book, movie. article. family) .

• Course of Study Section > Explain the relevance of each area to your career goals and how the courses are related

to each other . ..,.. Create a table of courses for each discipline -,. Discuss the selected course content and the relevance to your areas of study.

As evidenced by the letter of support (see Appendix C Letters of Support) provided by Dr. Julie Mikles-Schluterman, Director of the Center for Community Engagement and Academic Outreach at Arkansas Tech University, the BA-OL Inter-College Program's inclusion of the Interdisciplinary Project Based Learnmg (IPBL) curriculum as an ICP option aligns not only with the institution's strategic plan, but also provides enhanced opportunities to address current and future workforce trends.

10. Provide current and proposed curriculum outline by semester. Indicate total semester credit hours requ1red for the proposed program List new courses (in italics) and provide new course descnpt1ons. Underline required general education core courses and mark courses offered by distance technology with an •asterisk.

Appendix A contains the current curriculum (2018-2019) catalog for existing concentrations offered 1n the Bachelor of Professional Studies degree: Agriculture Business. Child Development. Criminal Justice. Industrial/Organizational Psychology, Interdisciplinary Studies. Public Relations, Workforce Technology, and Applied Leadership.

Appendix C contains the proposed curriculum outlines by semester for the Bachelor of Arts in Organizational Leadership, including the following concentrations: Ag riculture Business, Child Development, Criminal Justice, Industrial/Organizational Psychology, Inter-College, Public Relations, and Workforce Technology.

11 Institutional curriculum committee rev1ew/approval date:

12. Provide current and proposed organizational chart.

a. Current Organizational Chart

Please see Appendix D for the current organ izational chart for the College of eTech.

b. Proposed Organizational Chart

Please see Appendix D for the proposed organizational chart for the College of eTech.

13. Will the proposed degree be offered on-campus. off-campus, or via distance delivery? If yes , identify the mode of distance delivery.

4

The Bachelor of Arts in Organizational Leadership may be completed 100% via distance delivery: however, students may elect on-campus course sections as available. The mode of distance learning is broken into two distinct components for support and coordination:

• Academic Affairs provides program and resource support, approvals for distance learning courses/programs/degrees and oversight to the various schools/colleges within the University Structure. Course and program approval and oversight for courses and programs that will be delivered by distance technology are identical to the approval and overs1ght process for face-to-face instruction. The need for the program orig inates With the departments and the curriculum for the program goes through the same curriculum approval process as all other courses and programs.

• The College of eTECH provides instructional design and training for course creation, quality assurance and methodologies. They also provide video and aud io creation and inclusion support.

• The Office of Information Systems, through the Campus Support Center. provides technical support to both faculty and students.

14. ldent1fy mode of distance delivery or the off-campus location for the proposed program.

• Blackboard (LMS) support. video record ing and playback, assignment submission and other general technical academic support needs.

15. Provide documentation that proposed program has received full approval by licensure/certification entity, if requ ired. (For example: A program offered for teacher licensure must be approved by the Arkansas Department of Education prior to consideration by the Coordinating Board) .

• Not applicable

16. Provide copy of e-mail notification to other institutions 1n the area of the proposed program and their responses; include your reply to the institutional responses.

This email is a notification that Arkansas Tech University is reconfiguring its

existing Bachelor of Professional Studies degree to a Bachelor of Arts in Organizational Leadership (BA-OL) degree. Arkansas Tech University is interested in receiving comments or feedback about the programs from you. ADHE requested through e-mail communications that you not "Reply All" when sending your response about the program. If you have an objection, concern, or comment, please reply to me and copy ADHE.

5

The Bachelor of Ar ts in Organizational Leadership {CIP 52.0213) represents a realignment of current Professional Studies course offerings into a 42 credit hour upperdivision core that provides students with instruction in leadership skills applicable in diverse organizational settings. The BA-OL discipline-driven core in Organizational

Leadership represents a shift away from the original intent of degree completion as the program's singular focus {CIP 30.999}. The BA-OL degree addresses institutional goals of increasing credentialing opportunities, stackability, and interdisciplinary degrees. Depending on concentration selection, students may select 25-43 credit hours of interdisciplinary coursework to meet their specific professional needs. Additionally, the BA-OL delivers options for innovative, multi-disciplinary degrees, and provides instruction in professional leadership, supervision, communication, personnel management, non-profit governance, community development, financial literacy, globalization, diversity and inclusion, training and development, and organizational change.

17. List institutions offering similar program and identify the institution(s) used as a model to develop the proposed program.

Institutions in Arkansas with a s1milar program:

John Brown University - Bachelor of Science 1n Organizational Leadership

Univers1ty of Arkansas Fort Smith -Bachelor of Science in Organizational Leadership

In addition to the institutions identified above, the institutions below were examined to develop the proposed program at Arkansas Tech University:

Penn State Un1versity-World Campus- Bachelor of Arts in Organizationa l Leadership

Arizona State University-Online - Bachelor of Arts in Organizational Leadership

Duquesne University- Bachelor of Science in Organizationa l Leadership

Bay Path University- Bachelor of Arts in Leadership and Organizational Studies

Cre1ghton University- Bachelor of Science in Leadership

Bethel Un1vers1ty - Bachelor of Science 1n Orgamzattonal Leadership

Carson-Newman University - Bachelor of Science 1n Organizational Leadership

Purdue Global University- Bachelor of Sc1ence in Liberal Stud1es with a Leadership concentration

Colorado State University- Global Campus- Bachelor of Science in Organizational Leadership

Concordia University- Bachelor of Arts in Organizational Leadersh ip

Valdosta State University- Bachelor of Science in Organizational Leadership

Fort Hays State University- Bachelor of Arts in Organizational Leadership

Cleveland State University - Bachelor of Arts in Organizational Leadership

18. Provide scheduled program review date (within 10 years of program implementation).

The Department of Professional Studies will complete a self-review of the Bachelor of Arts in Organizational Leadership in 2022-2023 (three years), and conduct a formal program review of the program in 2023-2024 (four years) .


President/Chancellor Approval Date: Board of Trustees Notification Date: Chief Academic Officer: Date:

6


Assessment Map

Bachelor of Arts in Organizational Leade rship - Program Learning Outcomes

Upon successful completion of BA in Organizational Leadership, the student will be able to :

I Effective Communication - students will communicate e ffectively, ethicall y, and competentl y through written and oral!verbal delivery in

interpersonaL group. and organizational settings .

2 Critical Thinking/ Problem Solving/Ethical Decision Making - students will ethically and accurately interpret empirical evidence, identify relevant arguments. question assumptions, examine dynamics of power and privilege, and evaluate alternative points of view in solving complex interpersona l and organizational problems.

3 Leadership Dynamics & C hange Management- students will demonstrate an understanding of the foundational aspects of change management. inc luding individua l and organizationa l change. adult learning and change. apply models for diagnosing, implementing, and assessing organizational change. evaluate change wi thin organizational cu ltures and systems. and articulate the role of change leaders in organizations .

4 Team Building - students w ill demonstrate the ability to e ffectively function in multiple roles as part of a team, apply group development models to th~ team building process. examine motivationa l models for team ach ievement. and at1iculatc the ir own capabilities as leaders and followers within team env ironments.

5 Adult Learning & Talent Management - students will apply concepts and theories of adult learning, organizationa l/workplace learning. training. coaching, mcntoring. and consu ltancy to assess. evaluate. and develop individuals in hiring, training. and reta ining effective employees.

6 Financial Literacy- students will demons trate competency in basic concepts of budget ing and financial strategy. apply basic techniques of financial statement review and interpretation, eva luate organizational financia l s trateg~. and ~rcparc a wri tten financial Qlan.

7 Social Responsibility and Global Understanding- students will articulate a vision of social responsibility and demonstrate the abi lity to act on this vis ion for the betterment of locaL state, national. and global communities through co llaborat ion and ethica lleadershi12.

j

!

j

Bachelor of Arts in Or{!anizational Lca<h·rship - Curr-iculum Map

Course Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Outcome 7 OL 3013 I I I I I I I

OL 3023 R R R

OL 3133 R R R R

OL 3143 R R R _, OL 4143 R R R R R R -OL 4243 R

OL 4343 R R R R R

OL 4443 R OL 4543 R R OL4643 R R OL 4743 R R R R OL 4843 R M R R OL 4943 M M M M OL 4953 M M M M

- ------- --

I- Introduced; R - Reinforced; M- Mastered

• Learning Outcome 1 (LOJ Effective Communication)- students will communicate effectively, ethically, and competently through written and oral/verbal delivery in interpersonal, group, and organizational settings. (Written & Oral Communication VALUE Rubric)

o Proficiency Criteria 1 - ability to produce junior/senior level academic writing that addresses the assigned task

o Proficiency Criteria 2 -present and analyze complex ideas supported with relevant evidence and authoritative sources

o Proficiency Criteria 3 -communicate with organization or agency stakeholders in an organized and professional manner

o Proficiency Criteria 4 -awareness of bas ic communication theory, the communication process, and organizational models

o Proficiency Criteria 5 - develop enor-free prose that meets the standards of style set by the American Psychological Association

o Proficiency Criteria 6- demonstrate the use of organizational pattern (introduction, supporting material , transitions. conclusion) to present a clear. cohesive presentation

o Proficiency Criteria 7 - exhibit appropriate delivery techniques. such as posture. gesture, eye contact, vocal expression, and confidence

o Proficiency Criteria 8 - demonstrate the usc of language that is appropriate in a professional setting

o Proficiency Criteria 9- demonstrate the abi lity to present research findings in a professional manner through a tonnal presentation process to a group of stakeholders responsible for implementing busint:ss strategies

• Learning Outcome 2 (L02- Critical Thinking/Pt·oblem Solving/Ethical Decision Mal<ing)- students will ethically and accurately interpret empirical evidence. identify re levant arguments. question assumptions. examint: dynamics of power and pri,·ilege, and evaluate alternati\'l: points of ,·iew in soh·ing complex interpersonal and organizational problems. (Problem Solving & Ethical Reasoning VALUE Rubric)-

o Proficiency Criteria 1 -demonstrate the ability to construct a clear and insightful problem statement with e,·idence of all relevant contextual factors

o Proficiency Criteria 2- identify multiple approaches for solving complex problems that apply within a specific context

o Proficiency Criteria 3- evaluate solutions using logic and reasoning supported by consideration ofthe history ofrhc problem, the context, and the feasibility of implementation

o Proficiency Criteria 4- implement solutions in a manner that thoroughly addresses all contextual factors or the problem

o Proficiency Criteria S - conflict resolution learning outcome o Proficiency Criteria <i- mediation learning outcome o Proficiency Crit~ria 7- recognize ethical issues when presented in a complex. multilayered

context o Proficiency Criteria 8 - present assumptions and implications of dif1ercnt ethical perspectives

and concepts o Proficiency Criteria 9- apply ethical ~oncepts to an ethical question accurately and considers

full implications of the application

• Learning Outcome 3 (L03- Leadership Dynamics & Change Management)- Sntdents will demonstrate knowledge and application of leadership theory to leading change. n.:solving conflict. and motivation, as well as under~tandi ng ofthe foundational aspects of change management, including individmtl and organizational change. adult leurning and change, apply models fur diagnosing, implementing. and assess111g organizational change. evaluating change within organizational cu ltures and systems. and articulating the role of change leaders in organizations.

o Proficiency Criteria I -demonstrates mastery of basic principles of leadership theory, change theory, and development theory

o Proficiency Criteria 2 - identifies evidence-based practices in leadership, followership , and leadership l!thics

o Proficiency Criteri a 3- develops theory-based plans for strategic training, human development, and organizational change

o Proficiency Criteria 4 - compare and contrast theories and models of motivation in the workplace. change management, and leadership dynamics

o Proficiency Criteria 5- understand the role of the leader in creating and sustaining vision, and leading change

o Proficiency Criteria 6- examine the role oftmst and its impact of leadership, organizational cu lture, and change initiatives

• Learning Outcome 4 (L04- Team Building)- students will demonstrate the ability to effectively function in multiple roles as part of a team, apply group development models to the team building process. examine motivational models for team achievement, and articulate their own capabilities as leaders and followers within team environments. (Teamwork VALUE Rubric)

o Proficiency Criteria 1 - engages team members in ways that facilitate their contributions to projects by building upon the contributions of others and engaging nonparticipants

o Proficiency Criteria 2 - fosters a const ructive team climate by a) treating team members with respect. h) exhibiting positive attitude, c) motivating team members ro complete tasks. and d) provide assistance to team members

o Proficiency Criteria 3 - addresses destructive conflict directly and constructive ly, helps manage/resolve conflict in a way that strengthens overall team cohesiveness.

• Learning Outcome 5 (LOS - Adult Learning & Talent Management)- srudents will apply concepts and theories of adult learning, organizational/workplace learning, training, coaching, mentoring, and consultancy to assess, eva luate, and develop individuals in hiring. training, and retain ing effec tive employees.

o Proficiency Criteria I - explain the historical, current, and future role of training and development (training. coaching, mentoring, etc) in organizations

o Proficiency Criteria 2 - apply principles of training and development theory, organizational learning, coaching, mentoring. and adult learning theory to the training and development process

o Proficiency Criteria 3 - articulates the links between effective leadership and lifelong learning o Proficiency Criteria 4- develops theory-based plans for strategic tTaining, human development,

and organizational change o Proficiency Criteria 5 -evaluate trai ning/coaching effectiveness. including training/coaching

costs, assessment/test development, program development, and ROl

• Learning Outcome 6 (L06- Financial Literacy)- students wi ll demonstrate competency in basic concepts of budgeting and financial strategy, apply basic techniques of financial statement review and interpretation, evaluate organizational financial strategy. and prepare a written financial plan.

o Proficiency Criteria I - describe and apply basic techniques of financial statement (P&L. ba lance sheet. etc) review and interpretation

o Proficiem·y Criteria 2- describe the budgeting process. including importance of budgeting. budgeting strategy, and shott- and long-term budget planning

o Proficiency Criteria 3 - eva luate the budget and financial strategy of an orgnnization. unit. or improvement initiative in a professional serting

o Proficiency Criteria 4 - prepare a written financial plan, including budget. for a proposed improvement initiative in a professional setting

• Learning Outcome 7 (L07- Social Responsibility & Global Understanding)- students will demonstrate an understanding of the imponancc of cultural diversity in the global and local community. articulate a vision of social responsibility, and demonstrate the ability to act on this vision for the betterment of local, state, nationa I, and ~lobal communities through collaboration and ethical leadership. (Intercultural Knowledge and Competence VALUE Rubric)

o Proficiency Criteria I - articulate insights into own cu ltural rules and biases and how to recognize and respond to cultural biases

o Proficiency Criteria 2 - demonstrate an understanding of the complexity of elements important to members or another culture. including history. values, politics. communication style, beliefs, and practices

o Profici~ncy Criteri<~ 3 - articulate ways in which race, class. gender, and sexual orientation influence individual experiences and perspectives

o Proficiency Criteria 4 - develop complex questions about other cultures and consider questions from multiple cultural perspecti\'es

Appendix A: Bachelor of Professional Studies Curriculum Matrices

7/2/2018 Department of Professional Studies I Arkansas Tech Unrversrty


Agriculture Business Concentration

Curriculum

The matrix below is a sample plan for all coursework required for this program.

[±) Freshman

ENGL 1013 Composition 11

Science with Lab 1

Social Sciences 1

Technical Course2

Communication 1

TECH 1001 Orientation to the University Total Hours

[±) Sophomore

AGBU 2063 Principles of Agricul tural Macroeconomics

Fine Arts & Humanities 1

Technical Course2

Elective3

Total Hours

[±) Junior

PS 3133 Applied Principles of Personnel Management AGBU 3133 Intermediate Agricultural Macroeconomics

AGBU 4013 Agricultural Marketing

Professional Studies Professional Core4

Total Hours

(±) Senior

PS 3003 Project Design

AGBU 4023 Agricultural Finance

Techn ical Courses2

Elective3

Total Hours

3

3

3

6

15

3

3

6

3

15

3 ENGL 1023 Composition 111

4 Science with Lab 1

3 Socia l Sciences 1

3 Mathematics 1

3 U.S. History/Government1

17 Total Hours

AGBU 2073 Principles of Agriculture Microeconomics


PS 3013 Professional Studies Seminar

Elective3

Total Hours

3 PS 3023 Professional Communications

3 PS 3143 Applied Professional Research

3 AGBU 4003 Agri-Business Management

6 Elective3

15 Total Hours

PS 4003 Capstone Project

Technical Courses2

Elective3

Total Hours

3

4

3

3

3

16

3

3

3

6

15

3

3

3

3 12

3

9

3

15

7/2/2018 Department of Professional Studies 1 Arkansas Tech University


Child Development Concentration

Curriculum


l±J Freshman


Science with Lab 1

Social Sciences 1

TECH 1001 Orientation to the Universi ty

Elective3

Total Hours

!±l Sophomore

Communication 1 3

Fine Arts & Humanities 1 3

Elective3 9

Total Hours 15

tB Junior

PS 3133 Applied Principles of Personnel Management

3 ENGL 1023 Composition II 1

4 Science with Lab 1,2

3 Social Sciences 1

Mathematics 1

6 ECE 2113 Basic Child Growth and Development

17 Total Hours

U.S. History/Government1


PS 30 13 Professional Studies Seminar

PSY 3063 Developmental Psychology I

Elective3

Total Hours


ECE 2313 Foundations and Theories in Early Chi ldhood Education

3

2

6

PS 3143 Applied Professional Research

SEED 3552 Child and Adolescent Development

Professional Studies Professional Core4

Electives3 Total Hours

tB Senior

PS 3003 Project Design EDMD 3013 Integrating Instructional Technology

Elective3

Total Hours

3

3

9 15

Elective3

1

15 Total Hours

PS 4003 Capstone Project ENGL 4 723 Teaching People of Other Cultures

Electives3

Total Hours

3

4

3

3

3

16

3

3

3

3 3 15

3

3

6

12

3

3

9 15

7/2/2018 Department of Profess1onal Studies 1 Arkansas Tech University

Department of Professional Studies Criminal Justice Concentration

Curriculum


(±]Freshman

ENGL 1013 Composition 11 3 ENGL 1023 Composition 111

Science with Lab 1 4 Science with Lab 1,2

Social Sciences 1 3 Social Sciences 1

Technical Course2 3 Mathematics 1

CJ 2003 Introduction to Criminal Justice 3 CJ 2043 Crime and Delinquency TECH 1001 Orientation to the University 1 Total Hours 17 Total Hours

ttl Sophomore

Communication 1 3 U.S. History/Government1

Fine Arts & Humanities 1 3 Fine Arts & Humanities 1

Technical Course2 3 PS 3013 Professional Studies Seminar

Elective3 6 CJ/SOC 3083 Social Deviance

Elective3

Total Hours 15 Total Hours

!±l Junior

PS 3133 Applied Principles of Personnel 3

PS 3023 Professional Management Communications

CJ/POLS 3023 Judicial Process 3 PS 3143 Applied Professional Research

CJ/PSY 3033 The Criminal Mind 3 Elective3

Professional Studies Professional Core4 6 Total Hours 15 Total Hours

ttl Senior

PS 3003 Project Design 3 PS 4003 Capstone Project

CJ/SOC 3103 The Juvenile Justice System 3 Technical Courses2

Technical Courses2 6 Elective3

Elective3 3


3

4

3

3

3

16

3

3

3

3

3

15

3

3

6

12

3

9

3

15

7f2f2018 Department of Professtonal Studies 1 Arkansas Tech Untversity

Department of Professional Studies Industrial/Organizational Psychology Concentration

Curriculum


(±)Freshman

ENGL 1013 Composition 11 3 ENGL 1023 Composition 11 1

Science with Lab 1 4 Science with Lab 1

Social Sciences 1 3 Social Sciences 1

Technical Course2 3 Mathematics 1

PSY 2003 General Psychology 3 PSY 2023 Consumer Psychology TECH 1001 Orientation to the University 1 Total Hours 17 Total Hours

(±) Sophomore

Communication 1 3 U.S. History/Government1

Fine Arts & Humanities 1 3 Fine Arts & Humanities 1

Technical Course2 3 PS 3013 Professional Studies Seminar

Elective3 6 PSY 3063 Developmental Psychology I

Elective3


!±l Junior


PS 3023 Professional Management Communications

PSY 3163 Developmental Psychology II 3 PS 3143 Applied Professional Research

Professional Studies Professional Core Elective3

Electives4 6

Elective3 3


!±l Senior

PS 3003 Project Design 3 PS 4003 Capstone Project PSY 3093 Industrial Psychology 3 PSY 4043 Social Psychology

Technical Courses2 6 Technical Courses2

Elective3 3


3

4

3

3

3

16

3

3

3

3

3

15

3

3

6

12

3 3 9

15

7/2/2018 Department of Pro fessional Studies 1 Arkansas Tech University


Interdisciplinary Studies Concentration

Curriculum


ffi Freshman


Science with Lab 1

Social Sciences 1

TECH 1001 Orientation to the University

Electives2

Total Hours

ffi Sophomore

Communication 1 3


Electives2 9

Total Hours 15

!±l Junior

PS 3133 Applied Principles of Personnel Management Professional Studies Professional Core

Electives3

Electives2

Total Hours

!±l Senior


Electives2

Total Hours

3 ENGL 1023 Composition 11 1


3 Social Sciences 1

1 Mathematics 1

6 Electives2

17 Total Hours

U.S. History/Government 1



Electives2

Total Hours

3 12

15



6 Electives2

15 Total Hours

PS 4003 Capstone Project

Electives2

Total Hours

1 See appropriate alternatives or substitu tions in "General Education Requirements". 2At least 40 of the total hours required for graduation must be 3000 - 4000 level courses.

3

4

3

3

3

16

3

3

3

6 15

3 12

15

3

3

6

12

3Six hours from the follow1ng: PS 4143 Nonprofit Governance, PS 4243 Planning for Adult Learners, PS 4343 Community Developm ent, PS

7/21201 8 Department of Professional Stud1es 1 Arkansas Tech University

Department of Professional Studies Public Relations Concentration

Curriculum


!±J Freshman


Science with Lab 1

Social Sciences 1


Technical Course2

Elective3

Total Hours

I±J Sophomore

Communication 1 3


Technical Course2 3

Elective3 6

Total Hours 15

I±J Junior

PS 3133 Applied Principles of Personnel Management COMM 3033 Interviewing Principles and Practices COMM 4153 Persuasive Theory and Audience Analysis Professional Studies Professional Core

Electives4

Total Hours

!±I Senior

PS 3003 Project Design JOUR 4033 Community Journalism

Technical Courses2

Elective3


4 Science with Lab 1.2

3 Social Sciences 1

1 Mathematics 1

3 Technical Course2

3

17 Total Hours

U.S. History/Government 1



JOUR 3173 Public Relations Principles

Elective3

Total Hours

3 3 6

3

3

3

3

6

15

PS 3023 Professional Communications

PS 3143 Applied Professional Research JOUR 4083 Computer Mediated Communications

Elective3

Total Hours

PS 4003 Capstone Project COMM 3073 Group Communication

Technical Courses2

Elective3

3

4

3

3

3

16

3

3

3

3

3 15

3

3

3

3

12

3 3 6

3

7/2/2018 Department of Professional Studies 1 Arkansas Tech University

Department of Professional Studies Workforce Technology Concentration

Curriculum


(±) Freshman


Science with Lab 1

Social Sciences 1


Technical Course2

Elective3

Total Hours

ffi Sophomore

Communication 1


Technical Courses2

BOA 2003 Business Problem Solving

Elective3

Total Hours

(±)Junior

PS 3133 Applied Principles of Personnel Management

BUAD 3123 Management

Professional Studies Professional Core

Electives4

Elective3

Total Hours

(±)Senior




3 Social Sciences 1

1 Mathematics 1

3 COMS 2003 Microcomputer Applications

3

17 Total Hours

3 U.S. History/Government1

3 Fine Arts & Humanities 1

3 PS 3013 Professional Studies Seminar

3 BOA 2013 Business Spreadsheet Modeling

3 Elective3

15 Total Hours



MGMT 4073 Special Topics in 6

Management

3 Elective3

15 Total Hours

3 PS 4003 Capstone Project COMS 3053 Implications of Technology on Society 3 Technical Courses2

Technical Courses2 6 Elective3

Elective3 3 Total Hours 15 Total Hours

3

4

3

3

3

16

3

3

3

3 3

15

3

3

3

3 12

3 9

3

15

7/2/201 8 Department of Professional Studies 1 Arkansas Tech Un1versity


Applied Leadership Concentration

Curriculum


*Students enrolled in the Applied Leadership concentration area must select PS 4543 Workplace Supervision and 3 hours of relevant, advisor approved upper division electives in the Professional Studies Professional Core.

!±l Freshman

ENGL 1013 Composition 11 3 ENGL 1023 Composition 111 3

Science with Lab 1 4 Science with Lab 1 4

Social Sciences 1 3 Social Sciences 1 3

TECH 1001 Orientation to the University 1 Mathematics 1 3

Technical Course2 3 Elective3 3

Elective3 3

Total Hours 17 Total Hours 16

!±l Sophomore

Communication 1 3 U.S. History/Government1 3

Fine Arts & Humanities 1 3 Fine Arts & Humanities 1 3

Technical Course2 3 PS 3013 Professional Studies Seminar 3

Elective3 6 BUAD 3123 Management 3

Elective3 3


r±l Junior


PS 3023 Professional 3

Management Communications

BUAD 3143 Marketing 3 PS 3143 Applied Professional

3 Research

PS 4343 Community Development 3 Elective3 6

PS 4543 Workplace Supervision 3

Professional Studies Professional Core4 3


r±l Senior

PS 3003 Project Design 3 PS 4003 Capstone Project 3

7/2/2018

PS 4143 Nonprofit Governance

PS 4443 Professional Leadersh ip

Technical Courses2 Total Hours

Department of Professional Studies I Arkansas Tech University

3

3

6 15

PS 4243 Planning for Adult Learners

Technical Courses2

Total Hours

1 See appropriate alternatives or substitutions in "General Education Requirements". 2Technical courses taken as part of an associate degree or from a community college may be transferred into the BPS degree. 3At least 40 of the total hours required for graduation must be 3000 - 4000 level courses. 4Three hours from the following: PS 4643 Occupational Globalization and Diversity or PS 4743 Organizational Change.

https://www.atu.edu/catalog/undergraduate/colleges/etech/profstud/ps_appliedlead.php

3 9

15

2/2

7/2/2018 Department of Professional Studies 1 Arkansas Tech Univers1ty

1 See appropriate alternatives or substitutions in "General Education Requ1rements". 2Technical courses taken as part of an associate degree or from a community college may be transferred into the BPS degree. 3At least 40 of the total hours required for graduation must be 3000 • 4000 level courses. 4 Six hours from the following· PS 4143 Nonprofit Governance. PS 4243 Planning for Adult Learners . PS 4343 Community Development. PS

4443 Professional Leadership, PS 4543 Workplace Supervision. PS 4643 Occupational Globalization and Diversity. PS 4743 Organizational

Change. Students enrolled in the Applied Leadership concentration must take PS 4543 Workplace Supervision and an upper division

elective in order to meet the six (6) hours of electives requirement.

https://www.atu.edufcatalog/undergraduatefcolleges/etech/profstud/ps_worktech.php 212

Appendix B: Bachelor of Arts in Organizational Leadership Curriculum Matrices

•

•

•


Agriculture Business Concentration

Curriculum

The matrix below is a sample plan for all coursevvork required for this program.

1521-m .. g~

Fall

ENGL 1013 Comgosition 1!·

Science with Lab' '

Social Sciences'·

Elective*

Communication'•

TECH I 001 Orientation to the University*

Total Hours

~tmrt:tN

Fall AGBU 2063 Principles of Agricultural Macroeconomics

Fine Arts & Humanities '"

Electives3

Total Hours

}fall

OL 3133 Applied Pri nciples of Personnel Management*

3

4

3

3

3

17

AGBU 3233 Internat ional Agricultural Trade

AGBU 4013 Agricultural Marketing

OL 4143 Nonprofit Governance*

OL 4343 Community Development*

Total Hom·s

..,

.)

3

9

15

3

3

3

3

15

Spring

ENGL I 023 Composition II ' ..

Science with Lab1•

Social Sciences '"

Mathematics'*

U.S. Historv/Governrnent1•

Total Hours

Spring

AGBU 2073 Principles of A!!riculture Microeconomics

Fine Arts & Humanities'·

0 L 3013 Foundations of Organizational Lcadershig*

Elective3

Total Hours

Spring

OL 3023 Professional Communications*

OL 3143 Applied Professional Research*

AGBU 4003 Agri-Business Management

OL 4443 Professional Leadership*

Total Hours

3

4

3

3

3

16

....

3

3

3

6

15

.)

3

3

12

•

Fall

OL 4943 Applied Leadership Project*

AGBU 4023 Agricultural Finance

OL 4243 Workplace Learning*

OL 4543 Workplace Supervision*

OL 4643 Occupational Globali zation and Diversity*

Total Hours

3

3

..,

.)

3

15

Spring OL 4953 Organizational Leadership Capstone*

OL 4843 Training and Development*

OL 4743 Organizational Change*

Electives*

Total Hours

1See appropriate alternatives or substitutions in "General Education Requirements''.

3

3 ... )

6

15


Child Development Concentration

Curriculum


• •aa'4.h&iii

Fall Spring ENGL 10 13 Comgosition 11'

., j ENGL I 023 Comgosi tion IJ1' 3

Science with Lab1' 4 Science with Labl.2' 4

Social Sciences 1' 3 Social Sciences 1' .., .)

TECH I 00 I Orientation to the Mathematics 1' 3

University*

Elective 6 ECE 211 3 Basic Chi ld Growth and

3 Development*


• i£j.],£,] .. t.h§

Fall Spring

Communication 1 .., .) U.S. Historv/Government 1 3

Fine Arts & Humanities1 3 Fine Arts & Humanities1 3

Elective 9 OL 3013 Foundations of Organizational

3 Leadership*

PSY 3063 Developmental Psychology J* ..., .)

Elective 3

Total Hours IS Total Hours IS

• IIJII,It#t

FaU Spring

OL 3 I 33 Appl ied Principles of Personnel ..., OL 3023 Professional Communications* 3

Management* .)

ECE 2313 Foundations and Theories in Early 3 OL 3143 Applied Professional Research* 3

Childhood Education*

SEED 3552 Chi ld and Adolescent 2 OL 4443 Professional Leadership* 3

Development*

OL 4143 Nonprofit Governance* ,

OL 4543 Workplace Supervision* .,

.) .)

OL 4343 Community Development* 3

Fall Spring Electives*


• l'.'"f§,Jtm

Fall Spring

OL 4943 Applied Leadership Project* .., OL 4953 Orgunizational Leadership

3 .)

Captsume*

EDMD 3013 Integrating Instructional .., ENG L 4 723 Teaching People of Other .., Technology*

.)

Cultures* .)

OL 4643 Organizational Globalization and .., Electives 9

Diversity* .)

OL 4743 Organizational Change* .... J

OL 4843 Training and Development* 3

Total Hours 15 Total Hours IS

1 See appropriate alternatives or substitutions in "General Education Requirements".

•

•

•

•


Criminal Justice Concentration

Curriculum


1$241.h.Ct.i

Fall ENGL 1013 Composition !1'

Science with Lab ''

Social Sciences 1'

Elective*

CJ 2003 Introduction to Criminal Justice*

TECH 1001 Orientation to the University*

Total Hours

m.m.u.t.u~

FaD Communication 1'

Fine Arts & Humanities''

Electives*

Total Hours

11111 .mt Fall OL 3133 Applied Principles ofPersonnel Management*

CJ/POLS 3023 Judicial Process*

CJ/PSY 3033 The Criminal Mind*



Total Hours

l':iffit'#t.

3

3

9

15

3

4

3

3

3

17

3

3

..,

.)

3 .., .)

Spring

ENGL 1023 Composition II 1'

Science with Lab 1•1"

Social Sciences ' '

Mathematics'·

CJ 2043 Crime and Delinquency*

Total Hours

Spring U.S. History/Government''


OL 3013 Foundations ofOrganizational Leadership*

CJ/SOC 3083 Social Deviance*

Elective·

Total Hours

Spring

OL 3023 Professional Communications*



OL 4843 Training & Development

15 T otal Hours

3

4 .., .)

..,

.)

3

16

3 3

3

3

15

3

3

3

3

12

Fall OL 4943 Applied Leadership Project*

CJ/SOC 3103 The Juvenile Justice System*

OL 4243 Workplace Learrung*


Elective

Total Hours

3

3

3 ... .)

"\ .)

15

Spring OL 4953 Organizational Leadership Capstone ~ 3

OL 4643 Occupational Globalization and Diversity*

3

OL 4 743 Organizational Change .., .)

Electives 6

Total Hours 15

1See appropriate alternatives or substirutions in "General Education Requirements".

•

•


Industrial/Organizational Psychology Concentration

Curriculum

The matrix below is a sample plan for all courscwork required for this program.

•oz:Mm.thl Fall ENGL 1013 CornQosition I1'

Science with Lab1'

Elective*

Elective*

PS Y 2003 General Psvchologv*

TECH I 00 I Orientation to the University*

Total Hours m;J.J.t.J .. f,]24

FalJ Communication 1'

Fine Arts & Humanities1'

Electi ves*

Total Hours

3

3

9

15

, -' 4

3

3

3

17

Spring ENGL I 023 ComQosition II 1'

Science with Lab1'

Social Sciences 1'

Mathematics 1'

PSY 2023 Consumer Psychology*

Total Hours

Spring U.S. Historv/Government 1'


OL 3013 Foundations of Organizational Leadership*

PSY 3063 Developmental Psychology I*

Elective

Total Hours

· lUI.trm Fall Spring OL 3133 Applied Principles of Personnel

3 OL 3023 Professional

Management* Communications*

PSY 3163 Developmental Psychology II * ~ OL 3143 Applied Professional )

Research*

OL 4143 Nonprofit Governance* 3 OL 4243 Workplace Learning

OL 4343 Community Development* .., .) OL 4443 Professional Leadership

Elective .., .)


• 1'.14iif'#ft

3 4

3

3 ~

)

16

~

)

3

3

~ )

3

15

~

)

3

' )

3

12

Fall

OL 49-13 Applied Leadership Pn~ject*

PSY 3093 Industrial Psychology*


OL 4843 Training & Development*


Total Hours

...,

..)

3 .., . )

3

15

Spring OL 49530rgcmizational Leadership Capstone*

PSY 4043 Social Psychology*

OL 4743 Organizational Change

Electives*

Total Hours

1 See appropriate altematives or substitutions in "General Education Requirements".

3

.., j

3 6

15

•

•

•

•


Inter-College Program Concentration

Curriculum


li244hh#hi

Fall ENGL 10 13 Comgosition 11•


Social Sciences'•

TECH 1001 Orientation to the University*

Electives - Caree r Field 1 *

Electives - Career Field 2*

Total Hours

mA·f.l,,t.]£4

Fall Communication '' ~

.)

Fine Arts & Humanities'· 3

E lectives - Career Field I* 3

Electives - Career Field 2* 6

Total Hours 15 IUIJ.It'M

Fall

OL 3133 Applied Principles of Personnel Management*


OL 4343 Community Developmem*

Electives - Career Field I

Total Hour·s .. 'flj,jfffl

3

4

" -'

., .)

.,

.)

17

1

...

.)

.,

.)

6

Spring

ENGL 1023 Comgosition II 1

Science with Lab1

Social Sciences'

Mathematics 1

Electives - Career Field I*

Total Hours

Spring U.S. llistorv/Govemment 1•

Fine Arts & Humanities'·

OL 30 13 Foundations of Organizational Leadership*

Electives 0 Career Field 2

Total Hours

Spring OL 3023 Professional Communications*


OL 4243 Workplace Leaming*


15 Total Hour·s

3

4 , .)

3

3

16

3 .... .)

3

6 15

3

.., .)

3

12

Fall Spring

OL 4943 Applied Leadership Project* 3 OL 4953 Organizational Leadership

3 Capstone*

OL 4534 Workplace Supervision* 3 OL 4743 Organizational Change* 3 OL 4643 Occupational Globalization and

3 OL 4843 Training and Development* 3 Diversity*

Electives - Career Field I 6 Electives - Career Field 2 6 Total Hours 15 Total Hours 15

1See appropriate alternatives or substitutions in "General Education Requirements".

•

•


Public Relations Concentration

Curriculum

The matrix below is a sample plan for all courscwork required for this program .

FalJ

ENGL 1013 Composition 11•


Social Sciences1•

....

.)

4

3

TECH 1001 Orientation to the University* I

Electives* 6

Total Hours 17 m.m.J .. t.Jh

Fall Communication J• 3

Fine Arts & Humanities1• .... .)

Electives* 9

Total Hours 15

Spring ENGL 1023 Composition 11 1•

Science with Lab1.2•

Social Sciences1•

Mathematics t•

Elective*

Total Hours

Spring U.S . Historv/Government1*

Fine Arts & Humanities1•


JOUR 3173 Public Relations Principles~

Elective·

Total Hours

....

.)

4

3

3 .... .)

16

....

.)

3

3

3

3

15

• IOII.Itffl

Fall

OL 3133 Applied Principles of Personnel Management*

COMM 3033 Interviewing Principles and Practices*

3

3

COMM 4153 Persuasive Theory and Audience 3

Analysis* -

OL 4143 Nonprofi t Governance*


Total Hours 15

Spring

OL 3023 Professional Communications* 3

OL 3143 Applied Professional Research* 3

JOUR 4083 Computer Mediated Communications*


Total Hours

3

3

12

•

Fall

OL 4943 Applied Leadership Project*

JOUR 4033 Community Journalism*




Total Hours

3

3

3

3

15

Spring OL .:/943 Organizational Leadership Capstone*

COMM 3073 Group Communication*


OL 4843 Training and Development*

Elective*

Total Hours


3

3

3

3

3

15

•

•

•


Workforce Technology Concentration

Curriculum

The matrix below is a sample plan for all coursework required for this program .

Fall

ENGL I 013 Comgosition l!•


Social Sciences1

TECH 100 I Orientation to the University*

3

4 .., ..)

I

Spring

ENGL 1023 Comgosition 111•

Science with Lab1*

Social Sciences1•

MATH IIIJ*

3

4

3

3

COMS 1003 3 COMS 2003 Microcomputer Applications* 3

Elective

Total Hours

mmf~Utifl

Fall

Communication1•


3

BOA 2003 Business Problem Solving* 3

Electives*

Total Hours

.FaJl OL 3133 Applied Principles of Personnel Management*

BUAD 3123 Management*

OL 4143 Nonprotit Governance*



Total Hours

6

15

..,

..).

17 Total Hours

Spring

U.S. History/Government1•



COMS 2223 Introduction to Databases* Elective·

Total Hours

Spring

16

3

3

3

3

3

15

3 OL 3023 Professional Communications* 3

3

.., ·' ...,

·' .., ..)

15


MGMT 4073 Special Topics in Management*


Total Hours

3

3

.., -'

12

•

FaJJ

OL -1943 Applied Leadership ProjeCI *

COMS 3053 Implications of Technology on Society*


OL 4643 Occupational Globalization and Di versity*

Elective*

Total Hours

3

3

3

3

3

IS

Spring OL 4953 Organi:=ationaf Leadership Capstone*


O L 4843 Training & Development*

Electives*

Total Hours

1See appropriate a lternatives or substitutions in "General Education Requirements" .

.... )

....

.)

3

6

15

Appendix C: letters of Support

riJ ARKANSAS TECH UNI VER SITY

-

june6,2018

Dr. jeff Aulgur Interim Dean, College of eTech Head and Associate Professor, Department of Professional Studies 715 North El Paso Avenue Russellville, AR 72801

Dr. Aulgur,

Office of Admissions and St ud e nt Recruitm ent Brown Hall SuHc I 0 ~

/05 West 0 Sueer Russellvtllc. Arkan~as 7 280 I

O((ICC: 4 7 9· 96 8-0 3 4 3 Fax -479-9 6~ -0522

www.acu.cdu

I enjoyed meeting with you regarding the proposed Bachelor of Arts in Organizational Leade rsh ip. This proposed degree supports and aligns with the vision for strategically increasing enrollmen t a t Arkansas Tech University, particularly in the matricula tion of concurrent high school stud ents. By moving from a degree completion emphasis to an interdisciplinary degree approach, the BA-OL in the Department of Professional Studies will appeal to incoming first-year students rather than primarily the non-traditional population. Specifically, the fully online p rogram will appeal to students with an interest or financial need to remain in their hometown, wh ile seeking an affordable four-year degree option. With the University's concurrent high school partnerships, we are able to directly market to students not only in local high schools, but also in areas of the state where access to such a program would otherwise be limited. Many of our concurrent s tuden ts have a familiarity with online college level coursework. often an intimidating barrier for incoming firstyear students. The program would be beneficial to this population specifically, but, as an interdisciplinary degree, highly marketable to any incoming firs t-year student, and could be the program to not only attract students who otherwise may not have considered college, but retain them.

Sincerely,

d::D~ Director of Admiss ions Arkansas Tech University

~--ARKANSAS TEC H 1&: UN!VERS ITY

July 10, 2018

Dr. Jeff Aulgur Interim Dean, College of eTech Head and Associate Professor, Department of Professional Studies 715 North El Paso Avenue Russellville, AR 72801

Dr. Aulgur,

Deportment o f Beho v ro r-a f Sc: r e o"l ces

WHhcr spoon Ho/1. Sv ote 3'<8 407 Wcsr Q Street Russc llvrlle. Arkansas 7 ZBO I

Office: 4 79-968-0305

Fox: 4 79 - 9 64 -0544

www.ow. cd~: lbchaviorscr

I am very enthusiastic about the proposed Bachelor of Arts in Organizational Leadership, and in particular about the inclusion of the Interdisciplinary Project Based learning (IPBL) curriculum. In my role as a member of ATU's Strategic Planning Committee in 2015 and as an educator over the past 11 years, I have become increasingly interested in asking if we are giving our students the best possible educational experiences. I have found that as the world changes, higher education should respond. I see the development of the Bachelor of Arts in Organizational Leadership as one of these necessary changes. The program aligns not only with ATU's most recent strategic plan, but also with the vision of ATU's Center fo r Community Engagement and Academic Outreach (CEAO). The collaboration of these two initiatives wi ll provide unique educational experiences for our students that not only improves local and global communities, but also that addresses current and future workforce trends. One of the current issues facing CEAO is that students find it difficult to the IPBL courses into their schedules. The inclusion of the Interdisciplinary Project Based Learning curriculum as an option, in the Two-Area Option and the Thematic Option of the program, addresses this problem and will allow students an avenue to pursue these types of courses and experiences. I find the program to be a valuable addition to Arkansas Tech University in our endeavor to improve the lives of our students and our community. I look forward to further collaboration with the program.

5

1::LtJJ-tb-.5dJu~~~ l,: Mikles-Schluterman, Ph.D. Director, Center for Community Engagement and Academic Outreach Director, Office of Distinguished Scholarships Associate Professor of SociologyDepartment of Behavioral Sciences, Arkansas Tech University

Appendix 0: Organizational Charts

Current Organizational Chart

I President I

VPAA

Dean-College of Administrative eTech Support

I I Program Course Professional

Development Development Studies

~ Military 1- Instructional Bachelor of

Outreach Design - Professional

Studies

~ SARA/State Multimedia 1-Authorizat ion Coordinator

-B.A.S

- Faculty

Developers

----!l Instructors I

Proposed Organizational Chart

I Preside~tu~J

VPAA I


I I -,

Program Course Professiona l


f-- Military 1- Instruct ional Bachelor of

Outreach Design 1- Professional

Studies

I-- SARA/State Multimedia 1-

Authorization Coordinator Bachelor of Applied r-

Science

- Faculty

Developers B.A.-

---- '- Organ izational I

! Leadership -j Instructors I

Appendix 1: Program Needs Assessment Survey

M.A. in Leadership, Learning, and Organizational

Development - Dashboard

COMPL(TEC

6

+ Response Distribution Countries

us

Total

Master of Arts in Leadership, Learning, and Organizational Development (MA-LLOD) This graduate degree provides instruction in leadership skills, adult learning theory, training and development, strategic communication and conflict management, budgeting, ethics, and evidence-based decision making. tn addition to the 24-hour leadership-focused core, students select nine hours from multiple disciplines to customize the degree to meet professional goals and interests.

PO'-' <red by AI

Question

The description above addresses needs in our organization or professiOn.

Average

I tw CC5Cf p~~o ., <lb~vc .;ClOt -:' !;~C!. n~e~h Ill 0;..1 IJfO~I'I.l. it ~ v'l .,. Ptt;,ltl ~!;l.,)n, e I I 100% 0 -

so

l5

Score 0

81

81

Which of the following courses would be valuable to an employee or employees 1n your organization? (Select all that apply)

M.A. in Leadershtp, Learnmg. and Organtzational Development

Responses

100.00%

100.00%

100

~ QuesnonPro

Answer

Foundations of Organizational leadership and

learning

Adult learning, Training, and Oevelopment

leadership Ethics and Social Responsibility

Organizational Diversity 3nd Inclusion

Strategic Comrnunication and Conflkt Resolution

Evidence· Based Decision Making

l eading Organizational Ch\lnge

R~search Methods nnd Writing

Total

Count

39

Percent

15.38%

10.26%

12.82%

...

Fcundalions of Organizational Leadeuh•p and l earning : t5.389J.

__.-- Adulll.earnlng. Training, and Oeveloprnon1 : 10.26%

I ,......_ lead•uhip Ethics 01nd Soci31 Responsibility : 12.82,.

\. Org•n;t>hon>l o;versHy >nd Inclusion ' 15.38%

20% <.0% 60% SO%

~---15.38% •

15.38% ·----12.82%

15.38% __.----

2.56%

100%

Which of the following elective cou rses would be of most interest to your organization or profession? (Select all that apply).

Otganlzo1•onal Mnnngement nnd le;,dcrsh•p : 11 .76%

Ptfnclples of EmtH(jency Manogemt!nl : 1.96%

100%

Social Gerontology : 1.96% .._,- ,--l__ .__ -;;:,;.,' Elhicill, Legal1 :~nd Pohtical Considera1ions or Emergency Manngernenl

Evaluation ond Assossmonl , 7.84~. __..-- • ·;~~ /f ~ ~~~~~-c: So:::::::·~ ~::•• •n En•ergcncy Monogemcnl • 1.96~.

/ vf I ·~ -..;: ·~\ ... .......___ Gr~phlc Communtc:ttiOil J 92"'· Advanced Prmc•p1cs ot Psychology 3 92·.. "" r I l " r __/<.... .{ \~ '\ ~ Joumallshc Vlt1tlng tot Mulh·Media . 3 92~

Soc••! Psychology ' S.8&•• . 'j -•'-'· _• • -~ EM.,g;ng T,.nds ;n Heolth lnfo•m,.;on Technology' S.as•~

H.,llh Core Polocy ' 5.88% lleodo•5hlp In He•llh lnlorm•llcs ' 3.92%

Answer

Organiz\ltionat Manag~ment and Le~dership

Strategic Marketing Management

Corporate rinanciat Management

Principles of Emergency Management

Ethical, legal, and Political Considerations of Emergency Management

Fundam~ntals of Homeland Security

Count

0

Per<ent 20% 40% 60% 80%

11.76%-

5.88%

3.92%

1.96%

3 92%

0%

100%

M.A. 1n leadership. learning. and Organ1zational Developmenl ~ QuestionPro

Contemporary Issues in Emergency Management

International Emergency Management

Geographic Information Systems (GIS) in Emergency Management

Social Media

Graphic Communication

Journalistic Writing for Multi-Media

Introduction to College Student Personnel

l egal Issues for College Student f'ersonnel Prof(lssionals

Administration of College Stude nt Personnel

Emerging Tr<>nds in Health Information Technology

Leadership in HNith Informatics

Health Care Policy

Social Psychology

Advanced Principles of Psychol ogy

Evaluat ion and Assessment

Social Gerontology

Advanc~d Topics in Gerontology

Advanced lopics in Cr iminal Justice

Information Systems Resou rce Manag~ment

Database Systems

Dev<>loping and Administ ering Websites

D~t:ision Support Systems

Total

1.96%

0 0%

0 0%

3.92%

3.92% -3.92%

0 0%

0 0%

(I 0%

5.1\8%

3.92%

5.88%

5.88% r:= ...

3.92% '""\

7.S4%

1.96%

3.92%

0 0%

5.88%

3.92%

3.92% 1

5.88%

51 100 %

Which of the following (select all that apply} skills are critical in your organizat ion or profession?

Lcamlng Slralegies : 6.49-...

lns1ructing : 3.90~.

Service Or~cnt;Uion : 5.19*.4

M.1nage-men1 ot Personnel Resourc&s : 5. 19'Y.

Managemenl of F1nanelal Aesourc~s : 1 .3~ Coo,dinalion : 6.49%

Complex Problem Solving: 7.79"·

Speaking : 7. 79%

Aelivc huumng : S. 19.,-.

Monitoring : 2.60% Judgment and Oecis•on M"king : 6.49,.

Answer Count Percent 20% 40% 60%

Learning Strategies 6.49%

Instructing 3.9%

Active listening 6.49%

Coordination 6.49%

Sp~a~ing 7.79% -

M.A. in Leadership. Learning, and Organizational Development

80% 100%

~Question Pro

Active learning 5.19% c.:

Critical t hinking 6.49% L:l

Judgme nt and Orcosion Making 6,49%

Monitoring 2.6% :J

Social Percept iveness 6.49% -::1

Writ ing 2.6%

Persuasion 2.6%

Time Management 7.79%

Compte• Problem Solvong 7.79%

Management of Financial Resources 1.)%

lll~nagement of Personnel Resources S.19%

Service Orientat ion 5.19% ,__..,

Systems Analvsis 3.9% ~ , Systems Eva luation 5.19%

Total n 100%

Which of the following (select all that apply) abilities are critical in your organ ization or profession?

Far \' lslon ( OJbiMy to latntlly emerQing or g~nl::allonal C:hllle ngu) : 8 . 16'"1, \

,.,.. .... -:

-~ .. / Deduclivt Rea r.on ong : 10.211'1o

Noa. Vosloo (abolily 10 Identify ommodlalt org•nozahonal ch• llengosl . 8.1&•. ~/' /~~ • ...--

Pooblom Sonsihvlty : 12 2... ~ "''~ ~~-~

Answer

Oral Expression

DeduC1ive Reaso ning

Fluency of Ideas

Oral Comprehension

Written Comprehension

Inductive Reasoning

Originality

Problem Se nsit ivity

Near Vision (ability to Ident ify immediate o rganiZational challenges)

Far Vision (ability to identify emerging organizational thattenges)

Total

#,- Fluency olldu s : 8.16%

' '"N'"" "' ~,. ~ '\ -: J .._ .J Oral Comprehensoon : 12.24'-

lnduc::tlve Reasoning : 1 0.2~ \

Count Percent

12.24%

10.2%

816%

12.24~.

10.2%

10.2%

8.16%

12.24%

816%

8.16%

49 100 %

Wrinen Comprehension : l0.20'lf.

-,.--" ·-

20% 40%

Please list current job t itles in you r organization or profession that would benefit f rom the proposed degree program.

M.A. in Leadership, Learn1ng, and Organizallonal Developmenl

60% 80% 100%

Iii Quest1onPro

Please list current job titles in your organiz.ation or profession that would benefrt from the proposed degree program.

07/30/2018 27355949 Learning Counsultant (mult ip le) Manager Instructional Design Analys t (various descriptive prefixes)

07/30/2018 27355716

07/26/2018 27354014 Local Office Manager, Supervisors, Human Resource Manager, Human Resource Specialist

07/26/2018 27353992 lium.,n Resources Generalist, office m.1nager, safety coordinator, department manager

07/26/2018 27353989

07/26/2018 27353983

How many current organizational positions align with a customized Master of Arts in Leadership, Learning, and Organizational Development?

Mott! lhJn 10 positions : 33.33... ~ z~ro : 33.33.,..

l 1·3 poslllons ' 33 33~. Answer Count P<!rcent 20% 40%

Zero 33.33%

1 · 3 positions 33.33%

4· 10 positaons 0%

More than 10 postt1ons 33.33%

Total 6 100%

How many future organizational positions (2-5 years) align with a customized Master of Arts in Leadership. Learning, and Organizational Development?

J.tore ttun 10 posillons : 16.67% \ ~~ None : 16.67%

'-

1·3 pOSII iOnS : 50.00~.

Answer Count Percent 20'¥. 40%

None 16.67%

1-3 positions so,-.

M.A. in Leadership, Learning, and Organizational Development

60%

60%

so,-. 100%

80% 100%

Iii QuestionPro

t.-10 postt ions 16.67%

More th.:an 10 positions 16.67%

Total 6 100%

Would you give hiring preference to applicants with a Master of Arts in Leadership, Learning, and Organizational Development?

Uncer1~'" . $0 .00"4 -- Vcs : SOOO"Jf.

Answer Count Percent 20% 40% 60%

Yes 50%

No () 0%

Unce-rtain 50% ~------------------~-

Total 6 100%

The 18-hour Graduate Certificate in Leadership, Learning, and Organizational Development (GCLLOD) includes the following courses: Foundations of Organizational Leadership and Learning Adult Learning, Training, and Development Leadership Ethics and Social Responsibility Organizational Diversity and Inclusion Strategic Communication and Conflict Resolution Leading Organizational Change

Th<.• G1.:K iua'Y Co'h',catc ,., LcadO:f~.~~o. LNifll ng .wd OrgantlaiiOnal 0(1Volopm-!ln: a.J"drcs.se~ oecd-s ,., ow orqar1za[i0t1 ccaro:es~·on 2 I 1 OQ-'.

Powered by AI

Question

The Graduate Certificate in Leadership, learning,

and Organizational Development addresses

needs in our organizat•on or profe-ssion.

Count

6

Average

/5

50

25

Score Strongly Ois.,grcc

The Graduate Certificate 10 Leadership, Learning, and Organizational Development addresses needs in our organization or profession.

M.A. tn Leadership, Learning, and Organtzational Developmenl

80% 100,-o

Strongly Agree

liJ QuesuonPro

·oo

sc

<0

Answer Count

Strongly Disagree 0

Strongly Agree

Total 6

0 100 00"-

St·C.~!.11Y A9rea

Percent

0%

100%

100 %

20% 40% 60%

Indicate the number of employees who would benefit from enrolling in selected coursework in the proposed degree program and certificate program.

Indicate the number of employees who would benefit from enrolling in selected courscwork in the proposed degree program and certificate program.

07/30/2018 27355949 6 -8

07/30/2018 27355716

07/26/2018 27354014

07/26/2018 27353992

07/26/2018 27353989

07/26/2018 27353983 10

Please identify a salary range for current of future positions related to the proposed graduatP degree and graduate certificate.

Please identify a salary range for current of future positions related to tht> proposed graduate dtgrce and graduate certificate.

07/30/2018 27355949 s 811.000 - s 135,000

07/30/2018 27355716

07/26/2018 27354014

07/26/2018 27353992 40,000-50,000

07/26/2018 27353989

07 /26/2018 27353983 50000

Which of the course-delivery ootions best meet vour needs as an employer and the needs of your employees? (Select one)

M.A. in Leadership. Learn1ng. and Organizational Development

SO% 100%

Iii QuesnonPro

Onhne : SO 00.,~

Answer Count Percent 20% 40%

Online 50%

~~----Weekends so,.

Evenings 0 0%

In class (Face to Face) 0 0%

Total 6 100 %

would you or a member of your organizat ion or profession serve on the institution's Program Advisory Board for the proposed graduate degree and graduate certificate?

Answer

Yes

No

Maybe

Total

Contact Information

Moybe : 33.33"' ............

l

Count

6

Percent 20% 40%

33.33%

33.33%

33.33%

100 %

60%

60%

0713012018 2735591.9 Arkansas Blue Cros~ Blue Shoeld H~a l th Insurance Karen Bagley Manager Benefits and Employee Compensation

07130/2018 27355716

07/26/ 2018 27354014 Arkansas Department ofWorlrlorc.e Servoces Government Lanetta Bryant Employment Services Supervosor

07/26/2018 27353992 Dan's Whetston. Mfg .• Natural Arkansas Whetstones Mary Swope HR Generalist/Safety Coordinator

07/16/1018 27353989

07126/2018 21353983 CCF Brands rood service Patsy Henderson HR Benefits Admonistration

M.A. in Leadership, Learning, and Orgamzational Development

80% 100%

80% 100%

liJ QuestionPro

First Name last Name Title Comoanv - -Amy Adams HR Manager Paragould Light Water & Cable Paragould AR

Eunice Alberson Human Resources Director- Advancement University of Arkansas Fayetteville AR

Carmen Alessi Executive Assistant to the Dean University of Arkansas Fayetteville AR

Mary Alexander Director of Human Resources Pain Treatment Centers of America Little Rock AR

Randa Allen HR Director Embassy Suites Rogers AR

Shannon Allen HR Coordinator/Admin. Assist Genesis Cancer Center Hot Springs AR

Connie Allmond SVP, HR Officer Farmers and Merchants Bank Stuttgart AR

Barbara Almond Director of Human Capital AERT, Inc. Springdale AR

Stephanie Amerson Director of HR Medical Assets Holding Company Little Rock Ar

Celia Antoun - ClearPointe Little Rock Ar

Robin Archer Director, Human Resources Water Tech, Inc. Fort Smith AR

Sonya Arnold B&F Engineering, HR Manager Canceled Registrants Hot Springs Ar

Robin Arter Executive Director Think Ability Inc Duncan Ok

Blake Aubrey HR Manager Cooper Tire & Rubber Texarkana AR

Jared Azzone Director of Human Resources City of Maumelle Maumelle Ar I

Karen Bagley Manager, Benefits & Comp Arkansas Blue Cross Blue Shield Little Rock AR

Elisabeth Bakker Senior Director Franchise Human Resources Sonic Industries Oklahoma City OK

Emilee Ballard - E C Barton & Company Jonesboro AR

Kimberly Ballard Human Resource Assistant US Compounding Pharmacy Conway Ar

Robin Barker HR Business Partner McKee Foods Corporation Gentry A

Tiffany Barnes HR Manager Hutchens Construction Co Cassville M O

Misti Barnett Business Development BeiFiex Staffing Network Little Rock AR

KIM BASS BILLING SUPERVISOR MOUNTAIN VIEW CLINIC MENA AR

Cindy Bassett Director of Human Resources Bella Vista Property Owners Association Bella Vista AR

Teresa Beasley Human Resources Professional Teresa Beasley, MBA, PHR, SHRM-CP Siloam Springs AR

M ichael Belanger District Human Resource Manager The Home Depot Frisco TX Tracy Belton HR Generalist Triumph Group Hot Springs AR

Jamie Bentley HR Manager University of Arkansas- Division of Agriculture Fayetteville AR Rhonda Langrell Benton Director of Human Resources Little Rock School District Little Rock AR Steve Bohannon Human Resources Director Civitan Services Benton AR Amy Bolin HR Generalist MANA (Medical Associates of NWA) Fayetteville Ar Melissa Boswell Human Resources Director United Cerebral Palsy of AR Little Rock AR Christine Bott Admin Director Canceled Registrants Rogers AR Shari Bowlin HR Manager Lassonde Pappas Springdale AR Danelle Soyster Manager of Human Resources Outdoor Cap Company, Inc. Bentonville AR Fralin Bradshaw HR Manager Walmart Bentonville AR De linda Brewer Office Manager/HR West River Valley Regional Solid Waste Management District Clarksville AR Tonya Brickell H R Generalist Martin Marietta Raleigh No Amy Brooks AVP of HR Chambers Bank Amity AR

Lesa Brosch Human Resources Manager Crafton Tull Rogers AR

Logan Brown Human Resources Genera list Area Agency on Aging of Western Arkansas Fort Smith AR

Kay Brown Sr. HR Business Partner Good Samaritan Society Benton AR

Rodger Brown HR Manager/Business Partner Triumph Group Hot Springs AR

Maureen Brown Director of HR TRS Healthcare Tontitown Ar ---

Melanie Browning Manager of Human Resources Arkansas Regional Organ Recovery Agency Little Rock AR

Lanetta Bryant Program Supervisor / Job Services WCASHRM Committee Members Pearcy AR

Keeler Bryson Human Resources Director Girl Scouts- Diamonds of Arkansas, Oklahoma and Texas Little Rock AR

Linda Burke HR Manager II Tyson Foods, Inc. Hope AR

Michaelle Burkes Human Resource Manager Alliance Rubber Company Hot Springs AR

Cheryl Burkey HR Coord inator Propak Corporation Fort Smith AR

Jawanda Burton Employee Services Administrator Wilson & Associates, PLLC Little Rock Ar

Rachel Busch HR Business Partner ABB Westville OK

Vanessa Calderon HR Supervisor AERT, Inc. Springdale AR I Dawn etta Calhoun Executive Assitant Office of the Arkansas Attorney General Little Rock AR I Terry Callaway-Thompson Director of HR Harrison Energy Partners Little Rock AR

Jill Cargile SVP-Human Resource - Benefit Admmistrator Bear State Bank Glenwood AR

Billy Carmack Human Resources Manager Nidec Motor Corporation Men a Ar

Donna Carr Benefits Specialist ASU-Beebe Beebe AR

Richard Cart SR. Generalist HR Dassault Falcon Jet Little Rock AR

Jason Carter HR Business Partner Arkansas Blue Cross Blue Shield Little Rock AR

Arnie Carter Asst. Director Human Resources Harding University Searcy AR :

Donna Carter HR Generalist Tenneco Paragould Ar

Cindy Case Director, Human Resources QuaiChoice Little Rock AR

Glenda Caton Director of HR Pinnacle Hotel Group Little Rock AR

Diane Chambers HR Di rector Chambers Bank Amity AR

Leigh Ann Chronister HR Director White River Area Agency on Aging, Inc Bat esville AR

Meagan Clark Senior Supervisor, Human Resources ArcBest Fort Smith AR Kayla Clark Payroll Administrator Ozarks Electric Cooperative Fayetteville Ar

Samarah Clayton Bost, Inc. Director of Human Resources Canceled Registrants

Rebecca Clemons Director of Human Resources Riceland Foods, Inc. Stuttgart Ar

Dale Clinton HR Business Partner Arkansas Blue Cross Blue Shield Little Rock AR Ashley Coleman People Operations Partner Apptegy Little Rock AR Sandra Coll ins Systems & Recruiting M anager Rausch Coleman Homes Fayetteville AR KRYSTAL CONSTABLE HR COORDINATOR Sebastian County Fort Smith AR Deb Cook HR Manager FM Corporation Rogers AR Joshua Coones Safety Specialist McKee Foods Corporation Gentry A Hope Corona Sr HR Manager Wa lmart Stores, Inc BENTONVILLE AR Katie Courtright HR M anager REDSTONE CONSTRUCTION GROUP INC. Little Rock AR Sharon Cox HR Generalist Canceled Registrants Rogers AR Jeanette Cox Human Resources Manager Conifex El Dorado Inc. ElDorado Ar Susie Cox - UALR Little Rock AR Josh Crawford Director of HR Ridout Lumber Company Searcy AR Vick1e Crittenden HR Director M ANA (Medical Associates of NWA) Fayetteville Ar Elva Cromwell Assistant Personnel Arkansas Department of Labor Little Rock AR

Barbara Cummings Human Resources Manager Canfor Southern Pine El Dorado AR

Audrey Darnell Human Resource Manager Helen R. Walton Children's Enrichment Center Bentonville Ar

Whitney Davis HR Manager Arauco MALVERN AR

Shirley Davis HR Genera list Canceled Registrants Rogers AR

Teresa Davis Director of HR/EEO Officer Golden Cakes, Inc. Little Rock AR

Loyd Day Sr. Manager Learning & Development Walmart Rogers AR I Brooke Denson HR Director Hollowell Industries, Inc. West Helena AR I Brandi Diaz HR Generalist Pain Treatment Centers of America Little Rock AR !

Jamaikhan Dickey H R Coordinator City of Rogers Rogers AR

Valerie Dodge HR Director Garland County Hot Springs AR

Debbie Dollahite Administrative Officer Integrity First Bank Mountain Home AR

Jon Dor CFO Museum of Discovery Little Rock AR

Megan Douglas Assistant Professor Missouri Southern University Joplm Mo

Rebecca Dowdy Human Resources Cooper Tire & Rubber Texarkana AR

Mindy Dunn Director, Human Resources AFMC Little Rock AR

Melissa Dunn Manager- Employee Relations Arkansas Electric Cooperatives Little Rock AR

Jeanette Durham VP/HR Manager IBERIABANK Pocahontas AR

Amber Eades HR Generalist Anchor Packaging Paragould AR

Michelle Eakins HR Generalist Crane Composites Jonesboro AR

Leonardus Eason HR Manager American Railcar Industries Kennett MO

Tammie Edrington SVP- HR/Executive Services Signature Bank of Arkansas Fayetteville AR

Tonya Elliott Market Manager Staff mark Searcy AR

Juliana Enderlin Director, Human Resources Whiting Systems, Inc. Alexander AR

Jessica Epperson Human Resources Specialist ArcBest Fort Smith AR

Denise Eskridge, aPHR HR Assistant Signature Bank of Arkansas Fayetteville AR

Ashley Estes Human Resource Specialist John Brown University Siloam Springs AR Richard Evans Human Resources Leader Glatfelter Fort Smith AR Dena Robin Evans - Walmart Bentonville AR

Brooke Ferguson Benefits Specialist 2 Travel Nurse across America North Little Rock AR

Georgette Ferus Director of Operations Staffmark SPRINGDALE AR

Karen Fitts Human Resources Generalist Civitan Services Benton AR Diane Fletcher HR Manager Craighead Electric Cooperative Corporation Jonesboro AR

Jessica Fortune Branch Manager 1st Employment Staffing Fayetteville Ar Travis Fredricksen Sr. HR Manager Tyson Foods, Inc. Springdale AR Dana Fuller Operations Manager Walmart Bentonville AR Bethany Gaboury {Taylor) Compliance Officer SPMI: My HR Professionals Hot Springs Village AR Nancy Gann Southern Bancorp, Inc Little Rock AR Brittney Garland HR Generalist Youth Home Inc Little Rock AR RHONDAL GARMON ADMINISTRATIVE ANALYST DHS/DIVISION OF SERVICES FOR THE BLIND UTILE ROCK AR Greg Garner coo Relyance Bank Pme Bluff AR Amber Geisler Business Manager/HR Advantage Service Company North Little Rock AR Dena George Senior HR Generalist Independent Case Management, Inc. UTILE ROCK AR Tonja Gibson Human Resources Operations Lead Anchor Packaging Paragould AR Kristi Golden - Malvern National Bank Malvern AR Kim Gordon HR Manager City of Searcy Searcy AR

Marilyn Gottsponer Global Cash Card Fayetteville AR

Cheri LaNay Gould Comultant II, Talent Architecture Walmart Stores, Inc Bentonville AR

JANE GREUEL DIRECTOR OF HR/SAFETY Ozark Electronics Repair, Inc. SILOAM SPRINGS AR

Charity Grissom HR Assistant White River Area Agency on Aging, Inc Batesville AR

Vera Hall Exhibitor Information Solutions Lowell AR

Gary Hall Human Resources Manager Rebo lighting & Electronics Sparta TN

RENEE HAMILTON HR ASSIST ANT Sebastran County Fort Smith AR

Mabeline Hansberry HR Generalist St Mark Baptist Church Little Rock AR

Dennis Harber Sr. Business Systems Analyst Cherokee Nation Businesses Tulsa OK

Katrina Hardison - Lee County Cooperative Clinic Marianna Ar

Yolanda Harris Administrative Assistant Conway Corporation Conway AR

James Harris Director of Human Resources Northwest Arkansas Democrat Gazette Fayetteville AR

Deanna Harris HR Coordinator SFLIC Hot Springs AR

Kelly Harvin Benefits & Payroll Administrator Farmers Bank & Trust Texarkana TX

Des sa Hatfield Sr Mgr- Operations Feedback Walmart Stores, Inc Bentonville AR

Danny Hebert HR Bus McKee Foods Corporation Gentry A

Linda Heitz - Self Hot Springs vlg AR

Jennifer Henard Office Manager Thompson Electric Mabelvale AR

Patsy Henderson Exec. Assistant & Benefits Administrator CCF Brands LLC Rogers AR

Kelli Hernandez Henderson State University Arkadelphia AR

Reuah Hilton Human Resources Specia list City of Maumelle Maumelle Ar

Mary Hitchings AVP/Human Resources Administrator O'Bannon Bank Buffalo MO

Michelle Hobbs Human Resources Generalist Hope Cancer Resources Springdale AR

M aryAnn Hoffower HR Manager/Project Coordinator Harbor House Inc. Fort Smith AR

Arisha Hogan Human Resouces Specialist Heifer International Little Rock AR

Kimberly Holliday Sr. Director, Risk Management Walmart Stores Inc Bentonville AR Brandi Hollis HR Benefits Coordinator K+K Veterrnary Supply, Inc. Tontitown AR

Nora Holloway Sr. HR Manager Clinton Foundation little Rock AR

Angelica Holt HR Manager Jenkins Memorial Center Pine Bluff AR

Sarah Huffman Branch M<1nager 1st Employment Staffing Fayetteville Ar

Gretchen Hunt - Specialized Real Estate Group Fayetteville AR

Heather Hurst HR Manager Canceled Registrants Rogers AR Nancy Jester - Walmart Stores, Inc Bentonville AR Beverly Joe Sr. Director of Human Resources Triumph Group Hot Springs AR Theresa Johnson Human Resources Manager Bagcraft Packaging I Novolex, LLC Baxter Springs KS Lacey Johnson HR Manager North Arkansas Electric Cooperative Salem AR Roshunda Johnson Program Coordinator Phoenix Youth and Family Services, Inc Crossett AR Jel en Jolly HR Director Diamond Bank Hot Springs AR JOHN KELL DIRECTOR OF HUMAN RESOURCES Consolidated Printing, Inc. VAN BUREN AR Amber Kennedy HR Tech Boar's Head Provisions Co., Inc. Forrest City Ar Rachel Kielian Recruiter Startek Hot Springs AR Shayne King Director of Human Resources Birch Tree Communities, Inc. Benton AR Lora King Benefits Administrator Integrity First Bank Mountain Home AR Pam King-Stewart PERSONNEL MANAGER Administrative Office of the Courts LITTLE ROCK Ar Chasrty Knight Benefits Coordinator Heifer International Little Rock AR

Jeannie Korte H R Generalist Clinton National Arrport Little Rock AR

Kari Lackey AVP, HR Director Malvern National Bank Malvern AR

Wanda Lamkin - E C Barton & Company Jonesboro AR

Alyssa Lautsch (Gullett) HR Representative Friendship Community Care Inc. Russellville AR

Kevin Lawrence MR Jonesboro City Water_~_Lig~t Jonesboro Ar --------- ---- -- -------

Mai Lee HR Assistant McKee Foods Corporation Gentry A

Mcihelle Lee HR Manager Riceland Foods, Inc. Stuttgart Ar

Minnie Lenox Human Resources Director City of Hot Springs Hot Springs Ar

Nora Leonard HR Systems & Benefits Manager Rausch Coleman Homes Fayetteville AR

Malissa Lewis Lewis American Railcar Industries Kennett MO

Lisa Lillard Senior Vice President Staffmark Searcy AR

Lana Linitski Human Resource Manager Mastercraft Distribution USA, Inc. Jonesboro AR

Mike Little HR Sr. Director Sama€"'s Club Bentonville Ar

Sarah Littleton HR Coordinator Arkansas Electric Cooperatives Little Rock AR

Shonda Litty Vice President-Human Resources Integrity First Bank Mountain Home AR

Kelly Lucas Sr. HR Manager Baxter Healthcare Mountain Home AR

Lynn Luther HR Supervisor little Rock Water Reclamation Authority little Rock AR

Becky Lynch Director of Human Resources Area Agency on Aging of Western Arkansas Fort Smith AR

Laci Lyons - University of Central Arkansas Conway AR

Kara Maack Human Resources Director Office of the Arkansas Attorney General Little Rock AR

Amanda Mace HR Managaer WCASHRM Committee Members Malvern AR

Michele Mackey Director HR Strategy Walmart Bentonville AR

Karrah Magness HR Assistant Farmers Bank & Trust Texarkana TX

Shellbi Malone Director, Global Business Services Walmart Stores, Inc Lowell AR

Amy Mann Director of Contracts TRS Healthcare Tontitown Ar

Christy Manning HR Director Absolute Care Management Corp. Jonesboro AR

Stephanie Martin Internal EEO Coordinator Arkansas Department of Transportation Little Rock AR

Carolina Martinez Human Resources Generalist Arkansas Regional Organ Recovery Agency Little Rock AR

Shea Mathews VP of HR National Custom Hollow Metal Little Rock AR

Doreen Mattes - City of Little Rock Maumelle AR

Selma Mattox HR Manager Head Start Child & Family Services, Inc. Van Buren AR

Gabby Mays HR Assistant AR Commissioner of State Lands Little Rock AR

Renneka McChristian HR Coordinator Ozarks Electric Cooperative Fayetteville Ar

Bobbi McClafferty HR Manager Priority Wire and Cable Maumelle AR Bobby McClain HR Manager Arc Best Ft. Smith AR

Tracy McClurg HR Officer Citizens Bank Batesville AR Misty McCollum Human Resources Technician PotlatchDeltic Corporation Warren AR Sharon McConnell HR Generalist Reynolds Packaging Malvern AR Brenda McCorkle Asst. HR Coordinator Boar's Head Provisions Co., Inc. Forrest City Ar Joanna McFadden EEO/DBE Section Head Arkansas Department of Transportation Little Rock AR Angelia McKenney Manager- Compensation & Special Projects Arkansas Electric Cooperatives little Rock AR Nikki McKinney Human Resources/Administrative Manager River Valley Primary care Services Ratcliff AR

Megan Mclean Sr. Principal- Human Resources Wind stream Little Rock AR Amy McNaughton SR. Generalist HR Dassault Falcon Jet Little Rock AR Susan King Meadors President SKM Consulting, Inc. Little Rock Ar

Nick Meadows AVP Client Services Sedgwick CMS Bentonville AR

Jaunita Medlin HR Coordinator Mississippi County Arkansas EOC Blytheville AR Anna Mojica Loftin Human Resource Generalist Pinnacle Foods Group LLC Fayetteville AR

Kendra Moore HR Manager McFarland Eye Care Hot Springs AR

Caroline Moseley ----

!IR Assistant Harrison En_ergy Partners Little Rock AR

Marina Mueller Director of Human Resources Embassy Suites Hotel & Spa Hot Springs AR

Brittany Murray - Walmart Stores, Inc Bentonville AR

Pepper Myatt Human Resources Director BMRHC Marshall AR

Meghann Neely HR Specialist CHRISTUS St. Michael Health System Texarkana Te

Twana Nixon Treatment Specialist Addiction Campuses Nashville Tn

Rhonda Norvell Director of Human Resources Outdoor Cap Company, Inc. Bentonville AR

Katy O'Dell HR Manager Standard Business Systems Little Rock AR I

Tresa Oldham Human Resource Manager Walmart Stores, Inc Bentonville AR

Mary Ondrusek HR Consultant Adviant, LLC Carl Junction MO

Ashley O'neal Director - Human Resources Windstream little Rock AR

Ron Orick Executive Director Career Services University of Arkansas - Fort Smith Ft. Smith AR

Diane Owens HR Director Chambers Bancshares Inc. Amity AR

Mary Ann Owens HR Specialist Gates Industrial Corporation Siloam Springs AR

Micha Pankey HR Manager NIBCO Inc. Blytheville AR

Tanya Parker HR Genera list Southwest Power Pool, Inc little Rock AR

Deborah Parsons HR Specialist Arkansas Attorney General little Rock AR

Amber Pate Director of Human Resources United Bank Springdale AR

Jennifer Paterak Assistant Director of HR Friendship Community Care Inc. Russellville AR

Kasey Pemberton HR Coordinator American Railcar Industries Kennett MO

Christy Peterson HR Director Saline County Benton AR

Sharon Phillips Human Resources Director FTN Associates, Ltd. little Rock AR

Amanda Pillow HR Assistant Paragould light Water & Cable Paragould AR

Rebecca Pin a HR Manager Tyson Foods, Inc. Springdale AR

Chris Pinson HR Manager Baxter Healthcare Mountain Home AR

Evert Pinto HR Supervisor AERT, Inc. Springdale AR Tracey Pirozzi VP of Human Resources Nice-Pak Products, Inc. Orangeburg NY

Kari Pope Senior H.R. Generalist Arkansas Electric Cooperatives little Rock AR

Sheryl Porter HR Manager Cooper Tire & Rubber Texarkana AR

Andrea Presley Staff Manager-HR Windstream little Rock AR SHEILA PRIMM SR. HUMAN RESOURCES ANALYST AEROJET ROCKETDYNE CAMDEN AR Jerri Proctor HR Specialist General Dynamics-OTS Hampton AR Riada Quinlivan Human Resources Specialist ArcBest Fort Smith AR Billy Quinn HR Manager Ash Grove Packaging little Rock Ar Andrea Rabeneck Training & HR Specialist The Payroll Company {TPC) Little Rock AR Sondra Reaves HR Manager Nextwire Star City AR Brenda Reynolds Controller Nextwire Star City AR Alissa Reynolds HR Manager Nice-Pak Products, Inc. Jonesboro AR Amy Rhodes Human Resources Director Independent Case Management, Inc. UTILE ROCK AR Dana Rios Administrative Assistant Balder Electric Company Ozark AR

Vader Rivera Specialist- HRIS Arkansas Electric Cooperatives little Rock AR

Bethany Robbins Human Resources Manager PotlatchDeltic Corporation Warren AR

Julie Roberson Human Resources Manager Canfor Southern Pine ElDorado AR

Michael Robertson Human Resources Director CHI St Vincent Hot Springs Rehabi litation HospitaljHealthSouth Hot Springs AR

Kevin Robinson VP/HR Manager IBERIABANK Pocahontas AR

David Ross Asst. Vice President, Human Resources Harding University Searcy AR --- -----

Gary Ruebush HR Business Partner McKee Foods Corporation Gentry A

Shawna Ruffin HR Director SHARE Foundation ElDorado AR

Cindy Ruffing Director of Human Resources Siloam Springs Regional Hospital & Northwest Health Physicians Siloam Springs AR

Kimberly Sanders HR Manager LRCVB Little Rock AR

Bailie Sanders HR Specialist 2 Travel Nurse across America North little Rock AR

leslie Schreckhise HR Manager Taber Extrusions, LLC Russellville AR

steve schulte firststaff little rock AR

Patricia Scott HR Coordinator Boar's Head Provisions Co., Inc. Forrest City Ar

Brenda Scott HR & Benefits Specialist USAble Life Little Rock AR ' i Rebecca Shepard Sr HR Generalist Kohler Co. Sheridan AR !

John Sherman Division Human Resource Manager Pace Industries Harrison AR '

Robert Skinner HR Sr. Partner Bryce Corporation Searcy AR i

Kelly Slayden President Office Recruiters Hot Springs AR

Bobbi Sligar Controller pb2 architecture + engineering Rogers AR

DeAnna Smith Senior Human Resources Technician Conway Corporation Conway AR

Gina Smith HR Coordinator Delta Plastics of the South LLC. Little Rock AR

Linda Smith Senior Human Resources Manager Mercy Hospital Fort Smith Fort Smith AR

BRANDl SMITH PRACTICE MANAGER MOUNTAIN VIEW CLINIC MENA AR

WaNika Smith Leave Administrator University of Arkansas Fayetteville AR

Heather Smith HR Business Partner Windstream little Rock AR

Darlene Smyser HR Generalist Alumacraft Boat Co. Arkadelphia Ar

Tammy Snelson Human Resourse Manager Riceland Foods, Inc. Stuttgart Ar

Amanda Sorensen Human Resource Specialist John Brown University Siloam Springs AR Erica Sorrells Employee Services Manager Wilson & Associates. PLLC Little Rock Ar Holly Sowell HR Generalist Nice-Pak Products, Inc. Jonesboro AR Laurie Spencer Director of Operations AR Commissioner of State Lands Little Rock AR Tammy Springwater VP of Finance & Administration Hope Cancer Resources Springdale AR Kelsey Spry HR Coordinator City of Rogers Rogers Ar Sara Staley Market Manager Staffmark Bentonville AR Tracy Stell HR Manager First Electric Cooperative Corporation Jacksonville AR Belinda Stephens HR Director Think Ability Inc Duncan Ok Jeremy Stobaugh Rausch Colement- SVP Technology & People Canceled Registrants

Sandy Sullins SVP Human Resources CCF Brands LLC Rogers AR Vickie Summar Human Resources. Generalist QuaiChoice Little Rock AR David Sutton Assoc HR Generalist Tyson Foods. Inc. Fayetteville AR Jim Swenson HR Eaton Corporation Searcy AR Mary Swope HR/Safety WCASHRM Committee Members Pearcy AR James Talley HR Manager Arkansas Surgical Hospital North Little Rock AR Susan Tharp AVP, Recruiting Specialist Farmers and Merchants Bank Stuttgart AR Jennifer Tidwell Consultant II, Talent Architecture Walmart Bentonville AR

Stephanie Tindall HR Analyst Delta Plastics of the South LLC. Little Rock AR

Michelle Tyree Executive Administrator The Brad Hendricks Law Firm Little Rock Ar

Ttna Veasley Human Resource Associate Canceled Registrants Helena AR

Audrey Villegas HR Specialtst Saline County Benton AR

Rhonna Wade Affiliate HR Director AR Community Foundation Little Rock AR

Megan Weber HR Generalist Startek Hot Springs AR

Shannon Wedding Human Resources Manager Anchor Human Resources Group Maumelle AR

Rosemary Weems HR Plant Manager Cooper Tire & Rubber Texarkana AR

T. Chanta Wells Director of Employee Relations Arkansas Children's Hospital Little Rock AR

Ed Wheeler HR Manager City of Bentonville Bentonville AR

Debbie Wheeler HR Business Partner McKee Foods Corporation Gentry A

Vickey Williams HR Manager BARTON PUBLIC LIBRARY ElDorado AR

Mark Williams Director, Human Resources & Administration Clinton National Airport Little Rock AR

Pamela Wrather Classification Manager City of Little Rock Little Rock Ar

Becky Wright HR Coordinator AR Commissioner of State Lands Little Rock AR

Lori Yacavone Sr. Principal - Human Resources Windstream Little Rock AR

Krista Young HR Generalist DLM -A Division of Systems, Inc. Malvern AR

Cindy Young HR Manager Ranger Boats Flippin Ar

Tonya Zarlingo HR Partner University of Arkansas Fayetteville AR --- ·--- ------- ------·-

Appendix 2: Training and Development Manager

Knowledge, Skills, and Abilities

Training and Development Manager

Knowledge

Education and Training- Knowledge of principles and methods for curriculum and training

design, teaching and instruction for individuals and groups, and the measurement of training

effects.

English Language - Knowledge of the structure and content of the English language including

the meaning and spelling of words, rules of composition, and grammar.

Administration and Management- Knowledge of business and management principles

involved in strategic planning, resource allocation, human resources modeling, leadership

technique, production methods, and coordination of people and resources.

Customer and Personal Service - Knowledge of principles and processes for providing

customer and personal services. This includes customer needs assessment, meeting quality

standards for services, and evaluation of customer satisfaction.

Personnel and Human Resources- Knowledge of principles and procedures for personnel

recruitment, selection, training, compensation and benefits, labor relations and negotiation,

and personnel information systems.

Psychology- Knowledge of human behavior and performance; individual differences in ability,

personality, and interests; learning and motivation; psychological research methods; and the

assessment and treatment of behavioral and affective disorders.

Communications and Media - Knowledge of media production, communication, and

dissemination techniques and methods. This includes alternative ways to inform and entertain

via written, ora l, and visual media.

Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic

equipment, and computer hardware and software, including applications and programming.

Clerical - Knowledge of administrative and clerical procedures and systems such as word

processing, managing files and records, stenography and transcription, designing forms, and

other office procedures and terminology.

Learning Strategies- Selecting and using training/instructional methods and procedures

appropriate for the situation when learning or teaching new things.

Instructing - Teaching others how to do something.

Active Listening - Giving full attention to what other people are saying, taking time to

understand the points being made, asking questions as appropriate, and not interrupting at

inappropriate times.

Coordination - Adjusting actions in relation to others' actions.

Reading Comprehension - Understanding written sentences and paragraphs in work related

documents.

Speaking - Talking to others to convey information effectively.

Active Learning - Understanding the implications of new information for both current and

future problem-solving and decision-making.

Critical Thinking- Using logic and reasoning to identify the strengths and weaknesses of

alternative solutions, conclusions or approaches to problems.

Judgment and Decision Making - Considering the relative costs and benefits of potential

actions to choose the most appropriate one.

Monitoring - Monitoring/ Assessing performance of yourself, other individuals, or

organizations to make improvements or take corrective action.

Social Perceptiveness - Being aware of others' reactions and understanding why they react as

they do.

Writing- Communicating effectively in writing as appropriate for the needs of the audience.

Persuasion - Persuading others to change their minds or behavior.

Time Management - Managing one's own time and the time of others.

Complex Problem Solving- Identifying complex problems and reviewing related information

to develop and evaluate options and implement solutions.

Management of Financia l Resources- Determining how money will be spent to get the work

done, and accounting for these expenditures.

Management of Personnel Resources- Motivating, developing, and directing people as they

work, identifying the best people for the job.

Service Orientation - Active ly looking for ways to help people.

Systems Analysis - Determining how a system should work and how changes in conditions,

operations, and the environment will affect outcomes.

Systems Evaluation - Identifying measures or indicators of system performance and the

actions needed to improve or correct performance, relative to the goals of the system.

Negotiation - Bringing others together and trying to reconcile differences.

Management of Material Resources - Obtaining and seeing to the appropriate use of

equipment, facilities, and materials needed to do certain work.

Mathematics - Using mathematics to solve problems.

Abilities

Oral Expression - The ability to communicate information and ideas in speaking so others will

understand.

Deductive Reasoning- The ability to apply general rules to specific problems to produce

answers that make sense.

Fluency of Ideas -The ability to come up with a number of ideas about a topic (the number of

ideas is important, not their quality, correctness, or creativity).

Oral Comprehension - The ability to listen to and understand information and ideas presented

through spoken words and sentences.

Speech Clarity- The ability to speak clearly so others can understand you.

Written Comprehension -The ability to read and understand information and ideas presented

in writing.

Written Expression -The ability to communicate information and ideas in writing so others

will understand.

Inductive Reasoning- The ability to combine pieces of information to form general rules or

conclusions (includes finding a relationship among seemingly unrelated events).

Originality- The ability to come up with unusual or clever ideas about a given topic or

situation, or to develop creative ways to solve a problem.

Problem Sensitivity- The ability to tell when something is wrong or is likely to go wrong. It

does not involve solving the problem, only recognizing there is a problem.

Speech Recognition -The ability to identify and understand the speech of another person.

Information Ordering- The ability to arrange things or actions in a certain order or pattern

according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures,

mathematical operations).

Near Vision -The ability to see details at close range (within a few feet of the observer).

Category Flexibility- The ability to generate or use different sets of rules for combining or

grouping things in different ways.

Far Vision -The ability to see details at a distance.

Appendix 3: Student Course and Instructor Evaluation


Evai_Base_201820

Question 1

Student Evaluation of Faculty Survey

Question 2

Please answer the following questions about your commitment to this course:

Question 3

How often did you attend this course?

(4) Always

0 (3) Frequently

0

• Reversed Options • Do Not Calculate Mean/Std.

Question 4

(2) Rarely

0

(1) Never

0

On average, how many hours per week did you spend on this course outside of class (Examples: homework, read ings, reviewing notes, completing weekly assignments, etc.)?

(5) 0 hours

0 (4) 1-3 hours

0

• Reversed Options • Do Not Calculate Mean/Std.

Question 5

(3) 4-6 hours

0

How satisfied were you with your effort in this course?

(5) Very Satisfied

0

• Reversed Options

(4) Satisfied

0

(3) Unsure

0

(2) 7-10 hours

0

(2) Dissatisfied

0

(1) more than 10 hours

0

(1) Very Dissatisfied

0

Page 1 of 8

Arkansas Tech University Evai_Base_201820

Question 6

What is your expected grade in this course?

(5) A (4) 8 (3) c

0 0 0

• Include Non-Numeric Option • Reversed Options • Do Not Calculate Mean/Std.

Question 7

(2) 0

0

What could you have done to be a more effective learner in this course?

Question 8

(1) F

0

(0) Course Not Graded

0

Please answer the following questions about classroom materials and university resources:

Question 9

Did you utilize resources outside the classroom for this course (Examples: writing lab, advising center. tutoring, or other similar resources)?

(2) Yes

0 (1) No

0

• Question has branched logic • Include Non-Numeric Option • Reversed Options • Do Not Calculate Mean/Std.

(0) None Available

0

Page 2 of 8


Evai_Base_201820

Question 10

If yes, which resources did you utilize? (Check all that apply)

0 (4) Writing Lab

0 (3) Advising Center

0 (2) On-Campus Tutoring

0 (1) Other

• Question is referenced by branched logic • Reversed Options

Question 11

Did you have access to (rent, purchase, or borrow) the required course materials (Examples: textbook, online access code, etc.)?

(3) Yes

0 (2) Some

0

(1) No

0

• Question has branched log1c • Include Non-Numeric Option • Reversed Options • Do Not Calculate Mean/Std.

Question 12

The required course materials were valuable to my success in this course.

(5) Strongly Agree

0

(4) Agree

0

• Question is referenced by branched logic • Reversed Options

Question 13

(3) Neutral

0 (2) Disagree

0

(0) None Required

0

(1) Strongly Disagree

0

Did the instructor(s) provide supplemental materials (Examples: handouts, visuals, online resources, etc.)?

(2) Yes

0

• Reversed Opt1ons • Do Not Calcu late Mean/Std.

(1) No

0

Page 3 of 8

Arkansas Tech University Eval Base_201820

Question 14

Did the physical space the course was held in (Examples: classroom, lecture hall, laboratory, etc.) negatively impact your learning?

(2) Yes

0

(1) No

0

(0) Online/Not Applicable

0


Question 15

If you answered 'YES' to the previous question, please explain how the physical space negatively impacted your learning.

• Question is referenced by branched logic

Question 16

Please answer the following questions about the instructor:

Question 17

I sought the instructor out for assistance (Examples: after class, office hours, email, phone, etc.)

(2) Yes

0

• Question has branched logic • Reversed Opt1ons • Do Not Calculate Mean/Std.

(1) No

0

Page 4 of 8


Question 18

When I had questions or needed assistance, my instructor was available.

(5) Strongly Agree

0 (4) Agree

0

(3) Neutral

0

• Question is referenced by branched logic • Reversed Options • Team Taught Question

Question 19

(2) Disagree

0

When I had questions or needed assistance, the instructor was willing to help.


0

(2) Yes

0

(1) No

0

(0) I did not seek out assistance

0


Question 20

If you answered no to the previous question please explain. citing specific examples if possible.

• Question is referenced by branched logic • Team Taught Question

Page 5 of 8

Arkansas Tech University Eval Base_201820

Question 21

(5) Strongly Agree

The instructor 0 incorporated examples that furthered my understanding of course topics.

The instructor 0 communicated guidelines and expectations clearly, and evaluated work accordingly.

The instructor was well- 0 organized and prepared for class.

The instructor 0 demonstrated a clear understanding of course topics.

The instructor provided 0 timely feedback on assignments, tests, or discussions.

The instructor acted in a 0 professional manner and treated students with respect.

The instructor created an 0 environment that was conducive to learning.

The instructor was 0 proficient in English.

• Reversed Options • Team Taught Question

Question 22

(4) Agree

0

0

0

0

0

0

0

0

Please rate your instructor's overall performance

(5) Excellent

0

(4) Very Good

0

• Reversed Opt1ons • Team Taught Quest1on

(3) Good

0

(3) Neutral

0

0

0

0

0

0

0

0

(2) Disagree

(2) Poor

0

0

0

0

0

0

0

0

0


0

0

0

0

0

0

0

0

( 1) Very Poor

0

Page 6 of 8


Evai_Base_201820

Question 23

Please answer the following open response questions:

Question 24

What were the strengths of this course?

Question 25

Do you have any constructive suggestions on improving this course?

Page 7 of 8


Question 26

Do you have any additional comments about the instructor?

• Team Taught Question

Page 8 of 8

Appendix 4: Faculty Curriculum Vita

Jeff Aulgur Curriculum Vitae (Abbreviated)

PROFESSIONAL APPOINTMENTS

2018-

2017-

20 I I - 2017

2007 - 201 1

I 995 - 2007

Interim Dean, College of eTcch Arkansas Tech University Russellville, Arkansas

Department Head and Associate Professor of Professional Studies Arkansas Tech Univesity Russellville, Arkansas

Department Head and Assistant Professor of Professional Studies Arkansas Tech University Russellville, Arkansas

Director, Professional Development Institute Arkansas Tech University Russellville, Arkansas

Vice President, Development and Communications Friendship Community Care, Inc. Russellville, Arkansas

1989 - 2015 Command Sergeant Major (Ret.) United States Army Reserve

EDUCATION

2013 Ed.D. Workforce Developrm:nt Education Uni versity of Arkansas

Dissertation Title: Board members· self-perception in the role of organizational governance and the Balanced Scorecard

2008 M.S. Emergency Management and Homeland Security Arkansas Tech University

1991 M.A. History University of Arkansas

1986 B.A. History Hendrix College

SCHOLARSHIP

Publications

Research Articles

Aulgur, J .. & Bernstein, R. (20 18). Invisible Children: Advocacy and accidental viral marketing . .Journal o(lVonprojit Education and Leadership, (8)2, 77-81 .

Aulgur, J. (20 I 7) . .!ournaling with Paulo Freire. In C. Bark~r-Stucky & B. Flynn (Eds.), The Culture of Writ ing ( 121-158). Nashville, TN: The Carnegie Writers. Inc .

13emstein, R., & Aulgur, J. (20 17). What went wrong at the Wounded Warrior Project? Journal of Nonprofit Education and Leadership, (7)S2. 28-46. http://dx.doi.orgll 0.18666/JNEL-20 17-V7-S I2-873 7

Au lgur, J. (20 16). Governance and board member identity in an emerging nonprofit organization. Administrative Issues Journal, 6( I), 6-21.

Au lgur, J. (20 16). The structure of nonprofit organizations. Invited submission for the Global Encyclopedia of Public Administration and Puh/ic Policy, Prysmakova, P .. Vienne, D., & Farazmand, A. (Eds.). New York, NY: Springer Publishing.

Aulgur, J. (20 16). Experiencing AHEA 20 16: None but the humble. Proceedings of the 2016 Adult Higher Education Alliance Col?(erence, March 9-10, 2016, Orlando, FL.

Aulgur. J. (20 15). Performance theory and nonprofit organ izational effectiveness. Proceedings of the 5th" Annual

Administrutive Issues Conference. October 22-23, 20 15, Weatherford, OK.

Au lgur, J. (20 12). The Balanced Scorecard and improvement performance in nonprofit organizations. Proceedings of lhe 2"'1 Annual Administrative Issues Cmiference, October 4-5, Nonnan, Oklahoma.

Dissertation

Aulgur, J. (20 13 ). Nonprofit board members' st• lf-perception in the role or organizational governance and the Balanced Scorecard. (Doctoral dissertation, University of Arkansas). ProQuest Digital Dissertation database. (UMI Number: 3588504)

Presentations

Professional Conferences International

Aulgur, J., & Hackerott. C. (20 17). Disaster resi lience with in developing countries: A study of the Ecuadorian Third Sector. 14'1' lnternalional Society.for Third Seclor Research (1ST/?) Regional Conference for Latin America and the Caribbean. October 18-20, 20 17, Quito, Ecuador.

National

Aulgur. J . (20 18). Applying Structural Ritualization Theory to nonprofit governance: A literary ethnography. Paper ucceptedfor presentation ar the 76'" Annuai J\I{idwest Political Science Associmion Conference, April 5-8, 2018, Chicago, IL.

Aulgur, J. (20 18). Open source, Quality Matters and making meaning: An online redesign journey. Proposal acceptedfor presentation at the 2018 Adult Higher Educmion Alliance (A HEA) Conference. March 9- 10, 20 18, Orlando, FL.

Aulgur, J. (20 17). The Albigensian Crusade: Genocide in the name of God. Prt!sentalion at the Values, Religion, Altruism , and Drawbacks Section (VRADS)!Yalues Section Dark Side Colloquium. Association/or Research on .Nonprofit Organizatiom and Vo/unt0/)1 A c1ion Annual Conference (A RNO VA). November I 5-18,2017, Grand Rapids. MI.

Aulgur, J., & Schwehrn, J. (20 17). 13oard effectiveness and commitment: Assessing the Affective Commitment Scale and demographic information. Associatwnfor Research on Nonpr(J/il Orgam:ations and Voluntary Aclion Annual Conference (A RNOVA), Grand Rapids, Ml , November 15-18 , 2017.

Hackerott, C., & Au lgur, J. (20 17). Community-based adaptive capaciry and resilience within Developing societies. 4rJ Annual Natural Ha::ard~ Workshop, July 9-12, 2017, Boulder, CO.

Aulgur, J., & Houscniek, C. (20 17). Charitable sol icitation and the First Amendment: Fundraising overhead and organizational impact in the Third Sector. Presentation at the 7 5'h Annual Midwest Political Science Association Conference, April 5-9, 2017, Chicago, IL.

Aulgur, J. (20 17). Teaching: The online classroom. Roundtable presentation at the 75'11

Annual Midwest Political Science A:;·sociation Conference, April 5-9, 2017, Chicago, IL.

Aulgur, J. (20 17). Can written Freirean dialogues enhance the asynchronous leaming environment? Presentation at the 2017 Adult Higher Education Alliance Annual Conference. March 9. 2017, Orlando, FL.

Aulgur. J. (20 16 ). Questionable executive spending at the Wounded Warrior Project: Is the board at fault? Presentation scheduled at the Values, Religion, Altruism, and Drawbacks Section (VRADS)/Values Section Dark Side Colloquium. Association/or Research on Nonprofit Organi::ations and Voluntwy Action Annual Conference (ARNOVAJ, November 16-19, 2016, Washington , D.C.

Aulgur. J. (20 16). Freirean dialogue and asynchronous learning: Exploring students' lived experiences in an accelerated on line degree program. Presentation at the I 5'11 National Conference for Accelerated Programs in Higher Education. Jul y 27-28. 20 16, Austin. TX.

Aulgur, .1. , Stuckey. A. , & Saxton, J. (20 16). Competency-based prior learn ing assessment in an online degree-completion program in Arkansas. Presentation at the 20/6 National Jnstiture on the Assessment of Adult Learning, June 8-10, 2016, Philadelphia, PA.

Au lgur, J., Schwehm, J. & Warnick, J. (20 16). Nonprofit board members and the Affective Commitment Scale : Identifyi ng antecedents of commitment. Presentation ut the 74'11 Annual Midwest Political Sctem.:e Association Conference, Apri l 7- 10, 2016, Chicago, I L.

Aulgur, J. (20 16). Student demographics and success in an on line degree program . Puper presented ut rhe Adult Higher Education Alliance (A II £A) Conference 2016, March 10-1 I, Orlando, FL.

Aulgur, J. (20 15). Low governance expectations and organizational effectiveness in the emb1yonic nonprofit organization: Inhibition or Innovation. Presentation at the 73"1 Annual Midwest Political Science Assnciation (i'v!PSA) Annual Conference, April 16-19, 2015, Chicago, lL.

Aulgur. J. (20 13). Promoting ethics development in the nonprofit sector. Values, Religion, Altruism, and Drawbacks Section (VRADS)!Values Section Light Side Colloquium. Chair and presenter. Association fur Research on .Nonprofit Organizarions and Voluntmy Action Annual Conference (A Rll/() 1 A}, November 21-23, 2013.

Hartford, CT.

Au lgur, J. & Smith, S. (2013). Disaster preparedness and mitigation strategies in non-profit organizations: Does prior experience influence readiness? Presentation at the Association for Research on Nonpro.f/1 Organizarions and Voluntary Action (ARNOVA) Annual Conference, November 21 -23, 20 13, Hartford, CT.

Aulgur, J. & Giroir, B. (2013). Implementing intrusive advising principles for adult learners in an online degree program. Presentation at the CAEL 20/J International Conference, November 6-8. San Diego, CA.

Aulgur. J. (2012). 13oard members· self-perception in the role of organizational governance and the Ba lanced Scorecard. Presentation at the Association for Research on Nonproji1 Organizalions and Volunlwy Ac1ion (ARNOVA) Annual Conference. November 15-17, Indianapolis, IN .

Aulgur, J. (2012.) Attracting and retaining students utilizing an accelerated degree and advising based on adult learning principles. Presemmion a/ I he CIIEL 2012 lnternalional Conference, November 7-9, Washington, D.C.

Regional

Aulgur. J. (20 15). Performance theory and nonprofit organizational effectiveness. Paper presemed a/the 2'"1 Annual Administralive Issues Conference, October 22-23, 20 I 5, Weatherford, OK.

Aulgur. J. (20 12). The Balanced Scorecard and improvement perfonnance in nonprofit organizations. Paper presented

at the 2n" Annual A dminislrative Issues Conference, October 4-5 , 2012, Norman, OK.

University, Works/top, Public Scllool, and Civic Organization Presentations

Aulgur, J. (20 17). Invisible Children and Kony 2012. Authored case study presented at the 2017 ARNOVA Governance Section Symposium Advocacy: Governance Issues and Applications. 46'h Annual A RNOV A Conference, November 18, 2017, Grand Rapids, MI.

Aulgur, J. (20 17). Non profits in America: Truths, myths and reality. Arkansas Tech University Campus Life On Track presemation , October I I, 2017, Russellville, Arkansas.

Aulgur, J. (2017). Charitable solicitation, legal duties, and responsibilities. National Wilderness Stewardship Alliance and the Society of Wilderness Stewardship 2017 National Wilderness Workshop, October 5, 2017, Russe llville, Arkansas.

Aulgur, J., Stuckey, A., & Saxton, J. (2016). Learning and the application of active learning Strategies. Arkansas Tech University Teaching Innovation Conference, May 5, 2016, Russellville, Arkansas.

Aulgur. J. (20 16). Surviving the Program Review Process. Arkansas Tech Un ivcrsi ty and Innovation Conference, May 5, 2016.

Aulgur. J. (20 14). The Last Thing You Need is Board Training. Arkansas Developmental Disabilities Provider Association Spring 2014 Conference. Little Rock, Arkansas

Aulgur, J. (2013). Nonprofit emergency succession planning. Arkansas Developmental Disabilities Provider Association Spring 2013 Conference. Little Rock, Arkansas.

Aulgur, J. (2013). Nonprofit governance: Identifying your board's paradigm and perspective. Arkansas Developmental Disabilities Provider Association Spring 2013 Conference. Little Rock, Arkansas.

Aulgur. J. (20 II). Leadership and delegation. Arkansas Associ at ion of County Collectors Spring Conference, Petit Jean, Arkansas.

SERVICE

Service to the University

Institutional Review Board, 2011-2014 , 2016-2018 (Chair, 2017-20 18) Professional Development Grant Commiuee. 2015-2018 (Chair 2015-20 17) Curriculum Committee, 2012-2014 (Chair 2013-2014), 2017-2018 Academic Appeals Commiuee. 2017-2018 Faculty Salary and Benefits Commiltee, 2015-2017 Library, Instructional Materials, and Equipment Committee, 2016-2017 faculty and Staff Loyalty fund Ambassador, 20 I 1-2017 Center for Excellence in Teaching and Learning Advisory Board, 20 13-2017 eTech Course Design Process Ad Hoc Committee 2016-20 18 Strategic Planning Enrollment and Marketing Working Group, 2015 College Distinction Ad Hoc Committee, 2015 Faculty Athletic Committee, 2014-2015 faculty Excellence A wards Commiuee, 2013 Faculty Welfare Comminee. 2012-2013 Bridge to Excellence Mentor, 2013-Higher Learning Commission Self-Study Criterion Five Subcommittee, 2007-2008 Green and Gold Club Member, 2007-20 16, 20 17-

Service to the Profession

Professional Memberships

Adult Higher Education Alliance (AHEA) American Association for Adult and Continuing Education (AAACE) Association for Research in Nonprofits and Voluntary Action (ARNOVA) Council for Adult and Experential Leaming (CAEL) lntemational Society for Third Sector Research (ISTR) Midwest Political Science Association (MPSA)

Board of Directors Member and President-Elect, Adult Higher Education Alliance, 20 I 8-

Board of Directors Member and Treasurer, Adult Higher Education Alliance, 2016-2018

Reviewer, Adult Higher Education All iance 20 16-20 18 Conference Proceedings

Editorial Board. Frasard, S., & Prasuhn, F. (Eds.). (20 16). Training initiatives and training strategies for the modem workforce. Hershey, PA: Global Knowledge

Reviewer, Journal of Behavioral and Applied ;\4anagement (20 16)

Discussant, 20 18. Midwest Political Science Association Annual Conference, Section 67 Non-Profit & NGO Administration

Discussant, 20 l8 Midwest Political Science Association Annual Conference, Section 6 Comparative Politics: Developing Countries

Discussant, 20 18 Midwest Political Science Association Annual Conference, Section 22 Peace Science Junior Scholar Symposium: Identify and Confl ict

Chair and Discussant, 2017 Midwest Political Science Association Annual Con ferencc, Section 66 Non-Profit Administration

Chair and Discussant, 2016 Midwest Political Sci~.:ncc Association Annual Conference, Section 25-8 Economic Issues in Human Rights

Chair and Discussant. 2016 Midwest Political Science Association Annual Conference, Section 57-2 Making Decisions in the Face of Disusters

Discussant. 2016 Midwest Political Science Association Annual Conference. Section 87-4. Cooperation, Networks, and Complex ity

Chair, 2015 Midwest Political Science Association Annual Conference. Section 17-14. New Challenges in U.S. Foreign Policy.

Discussant, 2015 Midwest Political Science Associution Annual Conference. Section 82 -Professional Associations, NGOs, and Non-Profits. Session - Partnerships and NGOs.

Reviewer, Administrative Issues Journal (20 12-20 14)

Professional Development

Quality Matters (QM) Peer Reviewer Course (20 18) Quality Matters (QM) Rubric Course (20 18)

Graduate Student- Master of Science in Applied Sociology SOC 6893 Sociology of Nonprofits (Summer 20 18) SOC 5183 Social Gerontology (Spring 20 18) SOC 6043 Evaluation and Assessment (Spring 20 18) SOC 6063 Advanced Topics in Gerontology (Fall 20 17) SOC 5003 l'vlinority Relations (Spring 20 17)

Service to the Nation

United States Arrny Reserve, 1989-2015

Command Sergeant Major Jeffrey .1. Aulgur enlisted in the Army in 1989 and attended One Station Unit Training as an 128 (Combat Engineer) at Fort Leonard Wood, Missouri.

Command Sergeant Major Aulgur's military education includes the Primary Leadership Development Course, the Basic Noncommissioned Officer' s Course, Total Am1y Instructor Course, Small Group Instructor Course, the Advanced Noncommissioned Officer"s Course, Systems Approach to Training Course, the TASS Leader's Course, Company/Detachment Pre Command Course. First Sergeants Course, the Brigade Pre Command Course, the Brigade Command Sergeant Major Development Course, and Force Management Course. Command Sergeant Major Aulgur graduate from the United States Sergeants Major Academy in 2012.

Command Sergeant Major Aulgur's awards include the Legion of Merit, the Meritorious Service Medal (3 rd Award). Army Commendation Medal (7'h Award), Army Achievement Medal (9'h Award), Good Conduct Medal, National Defense Service Medal (2"d /\ward), Global War on Terrorism Service Medal, NCO Professional Development Ribbon (4'h A ward), Army Service Ribbon , and the Army Reserve Overseas Training Ribbon, the 1\nny Engineer Association De Flellly Medal (Bronze), and the 95'h Division Sergeant Andrew Miller Club.

Jeremy Schwehm Curriculum Vitae- .Abbreviated

Assistant Professor, Department of Professional Studies Arkansas Tech University

479-356-2095 - Email: jsch\\Thm~,atl.Ledu

EDUCATION

Doctor of Philosophy, Adult Education- 2011 The UniPI'r.ri(y rif Georgia- Athens, Georgia

Dissertation: The impact of precollege characteristics and community college factors on t.he academic and social adjusm1ent of adult vertical transfer students , Emphasis: .t\dult Education, Leaming and Organizational Development, Quantitative Analysis Interest: J\du!t Learning Online, Training and Development, Evaluation and Assessment, Adult Learner Transitions, Leadership, Organizational Change

Master of Arts, Adult Education- 2007 Northu;eJ/erJ State Unh;enil_)· - Natchitoches, Louisiana

Emphasis: Educational Technology, Training anJ Development

Bachelor of Arts, Psychology- 2000 L.ouiJiana Stale UnitJer.Ji(-y - Baton Rouge. Louisiana

PROFESSIONAL HISTORY

ASSOCIATE PROFESSOR- PROFESSIONAL STUDIES

College of eTech, Department of Professional Studies, Arkansas Tech University

• Teach a courses in applied research, personnel management, training and development, coaching, leadership, professional communication, and community development

PROGRAM DIRECTOR

Learning in Retirement, Cniversity of Georgia, Athens, Georgia

• l\hnaged daily operations of a non-profit organization offering continuing education opportunities for retirees

• 1\pplied for and received a S1 00,000 starter grant from the Bernard Osher foundation with the option to receive one million dollar cndowmenr for meeting growth benchmarks

DIRECTOR, TRANSFER RESOURCE CENTER

Department of Retention Services. Cenmt! PieJmont Community College, Charlotte, North Carolina

• Managed transfer aJvising operations at 3 campus locations for a large body of transfer students

• Developed and implemented an on-going plan for institutjonal research and internal evaluation on the effectiveness of the College's transfer efforts

MANAGER, DIRECTOR OF TRAINING

Rafferty's Restaurant and Bar, Inc, Charlotte, North Carolina

• Facilitated, and managed training neeJs assessment, design, evaluation, and delivery across organizational units to include front-of-house, back-of-house, and management Jevclopment

• Instituted peer-coaching system for front-of-house, customer contact associates

UNIT LEADER, COUNSELOR TRAINING

Pine Forest Camps, Philadelphia, Pennsylvania

• Consulted camp din:ctors in recruitment and placement of counselors and support staff • Coordinated counselor orientation and training for all new hires and returning staff

SCHOLARSHIP

Publications Coumre, R., Schwehm.J ., & Couture,\' . (2017). Helicopter colleges: ; \ return to in loco parentis) C..ollegd 'tudentjoumal. 51, 398-40(>. Schwehm, J .S., Saxton, J ., & Stuckey, A (2017). Promo ting engagement and community in online courses: It's all about the wrtttng.

Proceedings of the Atlt.tlt f-li._~hrr E dumtion Alliance Conftremr. Schwehm, J.S. (20 17). Do student dem ographics and community coll~..:ge experiences influence the ~djustmem process of adult vertical

transfer students? The Cornnnmity Coll~~c Enterpn.re 2 3 (1 ). 53-69. Schwchm, J .S. , Lasker-Scott, T, & Elufieclc, 0. (20 17). :\ companson of learning o utcomes for adult students 111 on-site and onhne sclYice-lear

Online Journal of Distance L•amit~~ Adm111istration 20(1). Rerneved from : ht!l~' 1\\',,.,, .,,e>tl•·• .:du -ch~t:wce otdi,L •p.tlJlg~O J .,.chwehm snHulufiede~QI.html

Schwehm, J.S. (2016). The expenences of adltlt students through the vertical transfe r process: \Vhat information is in Lhe hterature and how can use it) Thr l\ .Tontmd Josmral, 18(1 ), 8-21.

G1roir, E. & Schwehm, J .S. (20 14). Implementing intrusive advising principles for adult learners in online programs. N .-\C. \D.-\ Clearing !louse Retrieved from : h.u~):<: ' \\'\\'\\'. n.ts:ad.t bu.c·du R(•,<.J_un:C:'s 1 ClcJQJ.lj.U.llill$ \ It'\\ \ rndl's lnlpknlt'n ttng [ n t n I> I\~: ,\th 1 -111;:._ l~l111~l0~· liliiliJ. .:a mer, 1n Onlu:s:_Pro~·ram>.,t~p:-.

Schwehm, J .S. & Giroir, E. (20 13). The tmpact of engagement model academic advtsmg on involvem ent, academic self-efftc:~cy. and percei,·ed cohesion o f onlme adult learners. Proct:cuings of the A dult Ed11calion Rurarcb Con.femJ.-c. Paper 30. Retncved fro m: bup. ; tl('\\l'f<IIIRJ'l<:~~.O t~ JU'l ~ltJ)_ f_OPlhlt,)I~J~

Schwehm, J.S. (2011). The impac t of precollege charac tcrist:ics and community college factors on the academic and social adjus tment of adult vertical transfer students. (Doctoral dissertation. The University of Georgta). ProQuest Digital Dtsscrtation database. (Publication No . . -\XI).

Presentations (National Conferences) Couture, R. & Schwehm, J .S. (20 17). "False comcnsus and FERP,-\ ." Papt•rpmmtcd at the NASI 'A A11nua/ Colljml!e-c. ~larch I I - 1 S, San

.-\ntonio, TX. Schwehm, .J.S., Saxton, J ., & Stuckey, .-\. (201 7). " Promoting engagement and community in online courses." 66 1 A11nua/ A T l EA National

Co'!fercm-c, ~lan.:h 9 - 10, O rhndo, FL. Sax ron , .J. & Schwehm. J .S. (2017). ·'The tr:utstnon process of adult students from an on-campus program at a two-year college to an

online bachdo r' s program." Paper pnrentrd at the 7 5' ' AnnNal Confln:t~<·ejor lhc National Institute Jor tbe Sb1r!J ofTran~/rr Jtudrnt.•.

Febnwry 15- 17, _·\ rbnta, C.-\.

Schwehm, J.S .. E.luftt!de, 0., & Lasker· Scott , T. (20 16). " .-\ compa1ison of learnrng outcomes for adult students in scrvicc-lcarnmg and e

servtce-learnmg." Paper prr.rerrll'd at !be 65 lnternrJfi()lfa/ Confermct of the Amm·.-an A ssociation for Adult and Continuing Edut'afwn.

l'ovember 8 - 11 , .-\lbuquerquc, Nl\1.

Schwehm,J. S. (2016). "Can c-servicc-lcarning tncrease engagement and sense of bdonging for adults in online programs?" 19tb Anm1t1/

AiSodation.for Nontraditio11al Jtudmts i11 Higber Education N ati()lfa/ Co1ycmm:. ,-\pril 7- 10, Dearborn, :\ 11 .

, \ulgur. J .. Scl1\vehm, J. S. , & Warnick, J. (20 16). Nonprofit board mcmbers and the .-\ff<.'ctive Commitmcnr Scale: Identi fy ing antecedents

of commitm~..:nt. Prewrtalion at the 7-1''' A111111al Midu,tsf Political .'itiMce .-Vsodation Cot!fi:rerrce, .-\pril 7- 10. Chicago, I L.

Saxton,J. & Schwehm, J. S. (2016). ''Start he re- stay here: A pathway for place-bound adult leamt·rs.'' 6511' Annual AI-lEA 1\'ational

(_oufrrenct, \larch 10 - 11. Orlando, FL.

Schwehm, .J.S. (2015). "E-servtcc-lcarning: R~..:Oecttons from adult b m1ers tn an onlme program." PaperpnMIIted atllx 6-t'· lnterll(rttomJ/

ConjemM o(tbe Amt•1irmr A .rsMtlfion.for Adult and Co11tinuin..~ Edut'al1on. November 17 - 20, Oklahoma C ity, OK.

Schwehm,J .S. , Couturc . R., & Couture,\'. (2015). "Hehcopte r colleges: The revoking nature o fm stituuons' relation ship ~ wirh parent s."

Paper presented althi• [\'A.\'PA A11n11al Co!!J~mm: . • \brch 21 - 25, New O rleans. L.-\. Schwchm. J.S., & Giroir, C. (20 1 ~). "Our student 's ~wries: Leveraging adult learner past expen ence to build resilten cy through academtc

advising." Papa presented at the 63'" lntcrnultO!I(II Confemrl'e of the Amm'can ~.uoriationfor Adult and Continuing Ed11ration. November 4-

7. Charleston , ~C.

Schwehm, J. S., & Girmr, E. (2013) "lmplemenung mt rusive advising p1inciplcs fo r adult learners in online prog rams." NAC4 D.r1

National Conjer?n.~. October 6 - 9, Salt Lake Cuy, UT.

Schwehm. J.S., & G iroir E. (2013) ''The tmpact of th e academic advising engagement model o n rn volvement, academic self-efficacy, and

percc1ved coheston of online adult learners." Paperpresented at tbc 201 ~Adult Ed11mtion Re.rrardJ 1\'aiJOIIai Cot!Ji:rwrc. :'\ lay 31 - June 2.

Sr. Louts, :\10.

Schwehm. J.S. (2013). "Facr<>rs th~t 1nOucnce rhe untvnsll y :ldJustmt:nt of adult tr:1nsfer students." Paper pn:sented at !hf I I '' • .Jmll!al

Confcmu·rjor the .\'ot/11/ra/ l!Wtll!te.for t/,e .\rudy ofTram{er Jrudm!.r, January 30- Fcbruarr I, Fnsco. Texas.

Schwchm, J.S., & Dlranl, K ., (2012). oe,·dopmcnt of the adult \'C rUea! trans fer SIUdent expenences questionn:urc (.-\ \ 'TSI:::Q). Paper

p1ucnted at /be 2012 A I TRD llllema/iollal Confirenc·t: in the .rlmrriru.r. l ~ebruary 29 - ;\ fa rch 4, Df·nv~..:r. CO.

Schwchm, J.S. (20 11 ). T he mOucnce of classroom mvolvcment on the acaclemtc and soc tal adjustment of adult university student s Pc1per present, Tbe Unir,mi(y o.fGenr:gia ufclong f!.duc-al/011, AdminiJ'traltOII, aud Poliq Resermfl SynrposimJJ. Atbws, GA.

CURRICULUM VITAE TENNILLE J. LASKER-SCOTT

Assistant Professor z\rkansas Tech University

Department of Professional Studies 7 1 5 N . E l Paso

Russellville, AR 72801 Pho ne: ( 4 79) 356-624 7 Email: claskerscorr@ atu.eclu

EDUCATION

Doctor of Philosophy, Adult Education- 2015 Tbc Unillt:ni!J of Georgia- .Athens, Georgia

Dissertation: The l-Iard Road: The Educational Pursuits and Participation of Socioeconomically D isadvantaged African American Adults Emphasis: Adult Education, I .earning and O rganizational Development Interest: Class, Race and Gender in Education and Mentorship, \Xlorkplace Diversity,

Cross-Cultural Research

Graduate Certificate, 2013 The llnif/mi!J ofGeorgia- 1\thens, Georgia

J nrerdisciplinary Quali ta rive Ccrti fica te

Master of Education, 2009 UniJJersi(y of/l.rkall.!a.r a/ Little l{ock- Little Rock, Arkansas

Emphasis: 1\ dulr Education

Bachelor of Business Administration, 2006 Unit;emty of/l.rka11JaJ at Little Ro.-k - Little Rock, .t\ rkansas

Emphasis: Human Resource Management

ACADEMIC HISTORY

Assistant Professor (Tenure Track), (:\ ug. 20 IS - present) College of eTech. Deparrment of P rofessional Studies. Arkansas Tech University, Russellville. AR

• Full rime, rcnure track assistant pro fessor

• Teach a minimum of four undergraduate Je,,el online courses in research, personnel management, professional communication, and occupational glo balization and diversity

• Develop and/ or update courses for tl1e Depanmenr of Professional Smdies in the areas aduJt learning, workforce education, and organizational change and diversity.

• Advise und ergraduate students in the Professional Studies Department.

GRADUATE RESEARCH & TEACHING ASSISTANTSHIPS

The Office of Academic Planning, The Universiry of Ceorgia, August 2014- .July 2015

Curriculum Vitae Lasker-Scott

• Assisted in the development of resources to support and promote assessment practice, to include faculty development, print, and technological resources.

• Conducted research into the assessment practices, rools and fmdings at orher institutions.

• Assisted with the coordination of institutional assessments such as the Collegiate Learning Assessment through the National Sun'ey of Student Engagement (NSSE).

• Conducted quantitative and qualitative clara coiJecrion and analysis for instiru6onal and departmental assessment projects.

• utilized Qualtrics to survey student population for university assessments.

Department of Lifelong Education, Administration and Policy, Adult Education, Learning and Organizational Development Program, The University of Georgia, January 2013 - August 2014

• Developed on line component to following courses: Methods of Research in Education (£1\DC 6200), Educational Change (E.\DU 8200), and Program Development (El\DU 7030).

• Assisted in the facilitation of Program Development Course (12_·\DC 7030).

• Conducted evaluation, course assessmenr, on studenr learning outcomes of Program Developm<.:nt Course (EADll 7030).

Family and Consumer Sciences Education, \.'(!orkforce Education Program, The Uni,rersiry of Georgia, .January 20 14- :\ ugust 20 14 (Teaching Assistant)

• Assisted with the online and face-to- face delivery of the undergraduate/ graduate Consumer Finance and Planning (EBUS 5760/7760).

• Assisted in facili tation (online) and lecture for Technology for Education in the \Vorkplace (\X/FED 8000).

• Prepared lecture and assist in the assessment of required assignments.

• Served as abstract and poster presentation reviewer for national conference American 1\ssociarion of f-amily and Consumer Sciences (1\ 1\FCS).

The Institute of \'\'omen's Studies, The University of Georgia, August 2013- August 2014 • Assisted in research of the mentorship of Black female scholars. • Developed online components of face-to-face courses, MissEducation: \Vomen in the Media

(reaching Assistant), Feminist Pedagogy (E1\DU 8 180, Teaching Assistant), Analyzing Qualitative Data (QUAL 8420), and Qualitative Narrative Analysis (QUAL 8525).

• Created study guides and presentations for undergraduate honors course: First Year Odyssey -South Africa (FYOS 1001).

• Research as needed for upcoming faculty manuscripts.

The Institute of Continuing Judicial F.duca rion, The U nivcrsity of Georgia , 2009- i\ ugust 2013

• Proposed and created judicial co urses ro be delivered online: • Jai.Jl)i,·crsion: Developed to better prepare and assist Magistrate Judges in dealing

with cases where defendants suffered from mental illness and drug addiction; recidivism.

• Elder Abuse: Prepared for state judges and lawyers to define elder abuse, gain insight into victim and pcrpdrator behaviors and identify common causes of elder abuse.

• Domestic Violence: Examining the role and responsibilities of a Magistrate Judge when presiding over cases uwolving family violence and issues involving of the

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safety of the victim. The different types of domestic violence; the behaviors of the victim and the perpetrator; common myths associated with domestic violence; and the barriers to victims escaping a domestic violence relationship.

• .Accountability Courts & Collaborative Justice: Created to give current presiding judges and lawyers a review of the history of the Accountability Courts and Collaborative Justice movements across the nation by discussing the various types of programs previously created and those that are currently running across the Unite<..l States.

• Trained staff, p.resenters, and instructors on how to facilitate online learning.

• Trained sta ff, presenters, and imtructors on using educational software and webpages.

• Researched needs for continued judicial education, present fmd.i.ngs to director.

• Maintained database of participate surveys and evaluations

• t\ssisted in event planning for state-wide judicial training

University of Arkansas at Little Rock, Adult Education Program, 2008-2009 • Assisted in publication of scholarly article by contributing literature view. • Researched the relationship between female students and their mentors: developed proposal

and presented research at local, regional, and national conferences. • Created test and CJuizzes for online courses, as directed by professor: Psychology of the

Adult Learner an<..l Program Planning in Adult Education

TEACHING EXPERIENCE

Arkansas Tech University Assistant Professor- Department of Professional Studies

PS 3003 - Project Design PS 3013- Professional Studies Seminar PS 3023 - Professional Communications PS 3'133 - i\pplied Principles of Personnel Management PS .)143- Appbed Professional Research PS 4003 - Capstone Project PS 4143 - Nonprofit Governance PS 4443 - Professional Leadership PS 4643 - Occupational Globalization and Diversity PS 4951-4954- Undergraduate Research: Career Based Issues

University of Georgia Graduate Teaching Assistant- The Institute of Women's Studies

c ..i\O LJ Rl HO - Feminist Pedagogy QU.r\L 8420 - ,\nalyzing Qualitative Data QL!:\L 8425 - Qualitative ~arratiYe Analysis

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Graduate Teaching Assistant- Family and Consumer Sciences Education, Workforce Education Program

EBUS 5760/7760- Consumer Finance and Planning WFED 8000- Technology for Education in the Workplace

SERVICE

University 2017-2018 • • • • •

Academic Appeals Committee Cun:iculum Committee Faculty Welfare Committee Faculty Salary and Benefits Srudenr Learning .-\ sscssmenr Committee

2016-2017 t\cademic .-\ppeals Committee Curriculum Commitrcc Faculty \X'elfare Committee

2015 Curriculum Committee

Professional

• • •

• •

President, 1\Tl ] - Black [.'acuity and Staff Organization (BFSO), 20 17-Prcsent Secretary. The Adult Higher Educ:-t tio n Alliance (AH EA), 2013-Present :VI ember, Commission of Professors of :\dult E ducation (CPA E), 20 12-Prcsent Member, American 1\ssocia rio n of Adult and Continuing E ducation (r\ !\ ,\ CE), 2009-Prcsenr Member, American Fducarional Research Association, 2014-Presenr Member, Black Doctoral retwork, 20 14-Prcsent

Community • College Prep (Ho use o f Refuge and Deliverance - MayOower, AR and Bethesda Temple

Apostolic Faith Church - 1\thens, (~A) • I ~nligh tened ~ fcntorship (Con\\'ay, .-\R)

D ress for Success (l.i tde Rock, 1\R) Y.E.S. - Young Empowered Sisrcrs Mcn torsh1p Program (Conway, .r\R)

REVIEWER

r\ dulr 1 .earning U ournal), 20 17- Present r\ meric:-tn Educational Research t\ ssociatio n (r\E.RA), 2016-Presenr Adult ll igher Educatio n Alliance (A HEA) Conferenct: Proposal and Proceedings, 2014-Present American :\dult and Continuing Educatio n (AA.-\ CE) Conference Proposa ls. 2015-Prescnt

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American Association of Family and Consumer Sciences (A1\ FCS), 2014

PUBLICATIONS

Articles - Peer Reviewed

Cun·iculum Vitae Lasker-Scott

Schwehm, J. S., Lasker-Scorr, T., & Elufiede, 0. (2017). r\ Comparison of learning o utcomes for adult students in on-site and online service-learning. Online Journal of OiJ·tance Learning /J.dministralion, 20(1 ), n I.

E llis, A., Erwin , P. L., Lasker-Scort, T ., Bush , P . L., Stephens, M. L., ;\lsron, G. D. , & Brown,. (2015). The 21st annual r\ ERC .-\ frican D iaspora Pre-Con fercnce: Reflecting, relating, and reshaping the communi£)' · / 1dJt!l L.eaming, 26(2), 81-83.

Boden, C:.J ., G ibson, D., Franklin Guy, S. , Lasker-Scott, T., ScudJer, R. , & Smartt, J.T. (2009). Se,·cn methodo logies professors usc to promote student epistemological development and selfdirecrcdncss. The lntmwtionai.Jouma/ rifLeami,~g. I 5'(11), 1'1-22.

Boden, C.J ., Cook, D ., Lasker-Scott, T., Moore, S., & Shelton, D . (2008). five perspectives on reflective journali.ng. / ldtt/1 uaming, 17, 11 -15.

Book Chapters - Peer Reviewed

J ohnson-Bailey,_)., Ray, 1':., & Lasker-Scott, T. (2015). Race, the Black male, and heterogeneous racisms in education. In D. Rosser-i\Iim s, L. Bowman, & G. Palmer (I ~ds.), African Ammmn Malt'J in / Jdu/1 Eduwlion: PalhWtf)'J to l~orik and 1-!igber f:'ducalion. ~ew Directjons ' cw

Din:crions for r\ dult and Continuing Education.(Vol. H4, pp. 5-14). San Francisco: JesseyBass.

Lopez, 0., Springer, S. , Eichler, M., Lasker-Scott, T., & Boden-MeG ill, C. (2015). Negotiating experien ce.: and theory: Piloting cornersronc and capstone courses ro build a sustainable furure for an interdisciplinary graduate degree program. In J.K. Holtz, S.B. Springer, & C. Boden-Me() ill (Eds.). Den/oping J'JtJtainab/e jutureJ_for r~d11/t /carnn:r (pp. 269-294). Charlotte, NC: Information Age Publishing.

Eichler, M. E., Boden-MeGill, C.J., & Lasker-Scott, T. (2014). High tech, high touch, high context: Social dimensions o f learning in online, hybrid, and karning pod environments. In V .C.:\. Wang (Ed.). ]-/andbook qf Rem;rrb on ed11calion and tcdJilolo,?)· in u ,·hat{ging . .-odery (pp. 30-48). Hershey. Pi\: lG I G lobal.

National Conference Proceedings - Peer Reviewed

Lasker-Scott, T (201 6). Low-income A frican American adul ts' educational pursuits and participation. PmaedingJ oj"l he Nth / 1 nnNal / lfriwn DiaJpora Adult C:.ducalion ReJ·ean-h Preconference- / lrlu!! Edumlion R.eJ·earth Co'!ferem-e, Charlotte, North Carolina- University of :'--Jorth Caro lina at Charlotte.

Page 5 or 10


Lasker-Scott, T. (20 14). From the inside- out: Low-i.ncom e African _-\merican adulr's perceptions and barriers o f participating i.n formal education . Proceeding.r ~(Tbe 22Jid Annual / ljrican DiciJpom / !. dull Education Rr:.rean:h Preco!l.ferencc- /I. dull Edmation Res,•arch GH(/frmce, Harrisburg, P r\ -Pennsylvania Srare University.

Lasker-Scotr, T (20 13). The impact o f class stams on t\ frican American adulr's parricipation in adulr education . Procmling.r ~(The 21" /lmllfal /J.fncan /)ia.rpora / 1dult Aducalzon Restarch Pruonjim:na:- / !.dull LdNralion Hr.reanlJ Confcrem·e, St. J .ouis, J\1o - Uni,·ersity of Missouri at St. Louis.

PRESENTATIONS

Paper Presented - Conference Presentations

J .ash :r-Scorr, T., & Schwchm, J. (20 18). Hostile: 'J 'h e impact of race and gender on collegiality i.n higher educatio n. The 42",; / ldttlt 1 ligher Educa1io11 A/!itJJu:e C{Jiiference, The UnitJer.ti(y of Central Florida. O rlando, Fl ..

Lasker-Scott, T. (2017). Narratives of li fe. The -1-1'' / 1d11!1 1-/igber EdJMtlion /1//ianre Conji:rmte, The UnitJmity oJCentm/ Florida, O rlando, FL.

Lasker-Scott, T., & Schwehm,J. (2017). Faculry of color in rl1e online environment. The 66'1' ./111mica11 / JJ.wciation for / ld11/t and Continuing Ed11uJtio11, Memphis, Tennessee.

Lasker-Scott, ·1·. (201 6). ~arrativ~:s of the forgotten. The 65';. Amert(CI/1 / 1.rJOiiation for ./!dull and Continuing I:::.dumtion, .Albuquerque, :--J ew rvlexico.

Schwehm, J ., E luficd e, 0., & J .asker-Scott, T. (20 16). r\ comparison of learning outcomes for adult students in setv ice-learn.i.ng and e-service-learning co u.rses. The 6 ;:h / 1metiet:lll / JJJ"ociation j{11· /J.cbr/1 and Conlimting Edur:ation, r\lbuqucrllu e, New Mexico.

Lasker-Scott, T. & .Alswn, G. D . (2016). Ro les of menrorship: menree, peer, mento r and friend. Promding.r ofThe -1-0''' /l.dlllt l-Tigher Edll~'(l/ion / 1//ianre Conference, The UnitJmity of Central .Fimida, Orlando, FL

Lasker-Scott, T., _ \lston, G. D., & Brown, N . (201 5). Mentori.ng beyond friendship. The 64'1' / lmerican / 1.•.rori.ulion for / ld1tlt and Co11linuing Edfftalion, Oklahoma City, OK.

Lasker-Scott, ·1 ·. (20 I 5). The "class" of resilience. Proceeding.r rlThe Jff' / 1dlfll 1/igber F.duration ./JIIiallL"e

Conferetw', T he University of Central Florida, O rlando. FL.

Lasker-Scott, T. (2014). Educational barriers and persistence of low-inco me r\frican .American adults. The 63rd ./1men·mn / l.1.rodationjor /l.dtt!l and Confirming Edumlion, Charleston. SC.

J o hnson-Bailey,]., Lasker-Scott, T., Sealcy-Ruiz, Y., & Ra)', . (20 13). The gendered literacy phenomenon o f mentoring. TIJe 62nd / lmcrican /l.JJotictlion for /I dull and Continuing Education, Lexington. KY.

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Lasker-Scott, T. (2012). T he nuisances of cross-cultural interviewing in working with minority populations. The 61 s/ / lmm·can /l.rsoriation for / ldult and Continuing Education, l .as Vegas, NV.

Boden, C., Co1:bett-\\'hittier, C., Lasker-Scott, T., l\ fo ngno, L., Slemp, K., & Snider, C. (201 0). Togelher we can: A case study of menroring relationships for first-generation female graduate students. Proceeding.• of'/'be / 1dull l-7igher P.dllt'fllton / 11/imh·c Con.fermce. Saratoga Spring, NY.

Boden, C., Corbett-Whittier, C., Slemp, K., & Lasker-Scott, T. (201 0). The effects of an 8-weck mindfulness based stress reductio n program on personal epistemological beliefs. Proceedings q( The 59th / 1mcrican / h sodatio11 of Adult and Continuing f:..'dll~'f11ion Crnifcrem·c, Clearwater Beach, fL.

Boden, C., Lasker-Scan, T., Corbett-W hittier, C., Slemp. I<. & .f\·1ongno. L. (201 0). Principles . contexts, and practices of mcntoring first-generation .1\ frican American female graduate students. ProrecdingJ ofThr: /ldlflt /-{,~her EdutiJtion / llliance Cot!(mnre, Sara toga Springs, NY

Lasker -Scorr, T, Boden, C., Slemp, K .. & Corbett-Whi ttie r, C. (201 0) . Leading and learning: The menrori.ng experiences of first generatio n .African American fema le graduate students. Proceedings o f '/'he 59tb / 1men·can / ls.rociation of/ ldult and Crmtimting f?.dut'(Jtion C01ifm:ncc, Clearwater Beach. FL.

Boden, C.J., Lasker-Scott, T., Cook, D., Moore, S., Shdton, D .. & Thompson , S. (2009). Effectively integrating learning journals int·o the classroom and workplace. The 2009 MiJ.rouri /lsJodation

.for /I dull Continuing and Comn11mi(y hdttcation / Mi.l".rotoi Va!lry / ldul/ 13ducation /IJsmialion Confrrmce, Kansas Ciry, MO.

Boden, C..J., Cook. D., Lasker-Scott, T. , tvloore. S., Shelton, D., & Tho mpson, S. (2008). Effectively using k armng journals: Perspectives from the field. The / lrkan.raJ / IJJWialion for Conlimtit{~ and Adult Edm'(Jtion con.fercnce: R~mJJJ, mlore, reqdc 1/Jt'tb adult litem~)', North Little Rock, A It.

Boden, C.J., & Lasker-Scott, T. (2008). \Xlhat the best teachers do: Seven best practices in the classroom. PromdingJ· ofFbe I 'ijieentb I ntemational Literary and Education RrJearch Network Con_ferem:t• On I....eaming, Chicago, 1 L.

University Conference Presentation

Lasker-Scott, T (2013). J\ ppl yi ng the .r\dulr Learning Theory to Cross-Cultural Interviewing. The U niz'el'J't!Y t!f G'eoT,gia 1-!(elong Leaming AJ·J"ociation 2013 Adult Edm'trtion Rmarcb JjmposiNm, Athens. GA.

Invited Presentation

Lasker-Scott, T. (201 H). Femini.rtJI ''·~'· lfi/omani.rm. \'\!omen's \V'eek. Arkansas Tech University, Russe llville, 1\ R.

Lasker-Scott, T. (20 14). Unintentional 1111'/IIOI:r: Ji:achi11g and RMrbing / Jfri<'flll ./ lmeri,'tllt Jtudm!J". '[ex as State Univcrsiry, San Marcos, TX (Faculty Workshop)

Page 7 ol' 10

CtuTiculum Vitae Lasker-Scott

I ,asker-Scorr, T. (~008). Hou' to Become a Jum ujitl Online Jt"dcnl. University of Arkansas at Little Rock (Online), Little Rock, .:\R.

PANEL PRESENTATIONS & GUEST SPEAKER

The University of Georgia

Future Scholars Program, Panelist (200{}-~015) The Urtivcrsity of Geo rgia Lifelong Learning 1\ssociation Spring Symposium, Panelist (2013) The Graduate School, Office of Outreach and Diversity, Prospective Student \Vebinar, Panelist (2013) The Graduate School, Office of Outreach and Diversity, Prospective Stuuent Program, Panelist (2012-2015) The G raduate School, Office of Outreach and Di,-ersity. Admitted and ~ew Student Program, P anelist (20 12-2015)

The University of Arkansas at Little Rock

Welcome and Introduction ro i\du.lt Education Graduate Program, Guest Speaker (2009-2011 ) Passing Comprehensive Exams, Guest Speaker (2009-2011) Applying for Doctoral Programs, Cuest Speaker (2009-2011)

FUNDING

,\rkansas Tech University, Professional Development Grant- 2017

American Educational Research 1\ssociation Conference, San Antonio, TX

"The Mastering Mentorship Graduate Sruuent Breakfast: Workshopping Ideas, Strategies, &

1\pp roaches Together."

1\rkansas Tech University, Professional Development Gram- 2016

American Educational Research Associatio n Conference, \X'ashingron, D.C.

"\\'tiring for Your Life: Building a Writing Life to Successfully Publish in the Academy,"

Presenter and Panelist

HONORS AND AWARDS

Scholarships

• Southern Association of Colleges and Schools - Commission o n CoiJeges (SACSCOC), Graduate Student Travel Cranr and Scholarship, 2014 ($1 500)

Page 8 of' 10

•

•


The Irene and Curtis Ulmer Scholarship for Adult Educatio n, Learning and Organization Development, 20'13 -The University of Georgia (-$1000) Graduate Student Scholarship- .'\mcrican Association for i\dult and Continuing Education Conference, 2012 ($350) The Oi\·ersiry Scholarship -r\dult and Higher Education r\lliancc Conference, 2010 ($750) Irene, John Dale, anJ Hugh Stanphill Scholarship, 2008-2009- University of i\rkansas at Little Rock ($500) Charles & . ladine Baum Scholarship, 2007-2008 - University of r\rkansas at Little Rock ($3500) Phyllis Keltner Foundation for \XI omen Scholarship, 2005-2006 - University of r\ rkansas ar Little Rock ($4 700) Shelby BreeJiove Scholarship, 2004-2006- U niversity of Arkansas ar Little Rock ($11 ,000)

Fellowships

Southern Regional Education Board Fellowship, 2010-2014 ($60,000) Texas State University-San Marcos Prcdoctoral Summer Fellowship. 2013 ($7,000)

Honors

Student of the Month, University of Arkansas at Lirrle Rock, November 2008 Who's Who Among StuJents in .American Universities anJ Colleges, 2008 (;olden Key Internatio nal Honors Society, 2005-2006 Dean's List, 2004-2006 Chancellor's List, 2007-2009

ACADEMIC AND COMMUNITY SERVICE

I\:Icmber, The University of Georgia's Graduate and Professional Students (GA PS), 2009-2015 Member, The University of Ccorgia Lifelong Learning Association (UG.r\LLA), 2009-2015 Member, Graduate Student Association, University of Arkansas at Little Rock, 2007- 2009 Member, Teaching Enhancement~ Affecting Minority Students (TE.At\lS), University of Arkansas at Little Rock, 2007-2009 Member, 1\dulr Advocacy Outreach Program, University of Arkansas at Little Rock, 200H Volunteer and fundraiser, Muscular Dystrophy Association, 2006-2009

• V olun rcer, Dress for Succe~~. 2008-2009 Volunteer and mentor. Salvation .t\rmy, 2008-2009

INTERESTS

Teaching Interests

• Methodologies of Teaching Social Contexts in the \Vorkplacc and Education DivcrSit)' in Education

• Qualtrative Research: Case Srudtcs, Narrative lnlJUU~' , and Cross-Cultural Interviews

Page 9 of 10


Research Interests

• •

Epistemological beliefs of the socioeconomically disadvantaged regarding formaJ education 1\frican-American adults' participation in higher education The learning styles of minorities in .Aclulr and Continuing E ducation Diversity in Adult, Workforce and Continuing Education f-aculty-to-Student and Faculty-to-Faculty: cross-cultural mentorship in higher education

Page 10 oflO

Appendix 5: Organizational Charts


I President -l VPAA


I -I

Program Course Professional


f-- Military :- Instructional Bachelor of

Outreach Design - Professional

Studies

f--- SARA/State Multimedia i-

Authorization Coordinator -

B.A.S

- Faculty

Developers

~ Instructors I

Proposed Organizational Chart

I Presid~~-t ---~

VPAA


I I Program Course Professional


1-- Military 1- Instructional Bachelor of

Outreach Design 1- Professional

Studies

1-- SARA/State Multimedia 1-Authorization Coordinator

1-B.A.S

- Faculty

Developers

~ - Instructors I 1- MA-LLOD

l . -GC-LLOD I

Appendix 6: Blackboard (LMS) Security Policies

1/L.//L.V 10 :;ecunty l ljlacKboard Help

Blackboard Helo Learn I Administrator I SaaS Deployments

Security

Security is top of mind at Blackboard.

Blackboard is vigilant about building security into our products and providing prompt and carefully

tested product updates.

Blackboard follows industry accepted security practices. Blackboard Learn is developed according to a

set of security engineering guidelines. These guidelines are derived from many organizations such as the

Open Web Application Security Project (OW ASP), including specific countermeasures for OW ASP Top Ten

vulnerabil ities. Blackboard incorporates these security practices in all phases of the software

development lifecycle (SDLC).

Application code

The Sa aS application code has been built w ith security in mind. The Security Tea m has been involved in

the fu ll SDLC to ensure we build security in from the very beginning, fol lowing our Security Assurance

Program . We have adopted new technologies and taken advantage of their bui lt-in security features and

best practices.

Ensuring security

Blackboard uses several methods to protect our applications including "top-down" security assessments

through Threat Modeling and analysis. We also use "bottom-up" code-level threat detection through

static analysis, dynamic analysis, and manual penetration testing.

Blackboard follows best practice guidance from many organizations to help strengthen the security of

Blackboard Learn's product and program, including:

• National Institute of Standards and Technology (N IST)

• European Network and Information Security Agency (ENISA)

• SANS Inst itute Open Web Application Security Project (OWASP}

• Cloud Security Alliance (CSA)

{'""-- .. .. :~ . . .L-1---- .t.. - __ _J --··-- · - · · ·-- - --·· .. -- -······ - · ._ J :.-- 1 -- ·· ·- !·-- .. A - ·----·-·-·- ~f'"" . . - .t.. _. __ _ - · · - -··-·· - '--·--=·- -https:l/help.blackboard.com/Learn/Admlnlstrator/SaaS/Secunly 1/5

/UIIt.U I ll ;:,ecumy 1 Oli!CKooaro Melp

::>ecum:y mrea1:s ana coumermeasures surrounamg Learnmg tvtanagemem ::>ysl:ems are ever-cnangmg.

Thus, Blackboard regularly assesses its Product Security Road map.

Security Management - Data Use and Privacy Disclosure

Secure Configurat ion Checklist

Security Assurance

Blackboard built security into Blackboard Learn from the beginning. The following items present the

security measures and practices Blackboard put in place to secure the SaaS offering.

Network security

Secure communication

The Learn Sa aS offering secures all communication over the Internet with Transport Layer Security (TLS)

technology. TLS ensures that a communication is not read or changed by another entity. Blackboard

Learn uses TLS to secure communications between the Web server and the client machine; e.g., a

browser.

The SaaS offering requ ires TLS system-wide by default. TLS terminates at the Amazon Elastic Load

Balancer (ELB). TLS certificates require 2048-bit encryption.

Minimum attack surface area

The Learn SaaS offering customer instances terminate TLS at the Amazon Elastic Load Balancer (ELB).

Thus, the only assets with inbound access are the ELBs. The available ports are 80 (http) and 443 (https).

https.//help.blackboard.com/Learn/Admlnistrator/SaaS/Security 215

;:,et;ullly 1 o Jat;KUU<:tiU nei J.I

Access to port 80 causes a redirect to port 443, meaning secure communication over TLS. All other ports

are inaccessible externally, as Blackboard enforces a default-deny firewall policy for the Learn Sa aS

offering by leveraging the full power of AWS Security Groups. Moreover, the Learn SaaS offering places all

non-ELB infrastructure in a private sub net, completely removed from the Internet.

Access management

Customer administrative access

Customers can access their Learn Sa aS offering instances using only the web interface over TLS. For

security reasons, customers cannot access their instances using command-line or back-end access.

Blackboard administrative access

Application access

Only authorized Blackboard staff may access the Learn SaaS offering instances via the web interface over

TLS.

Back-end access

A limited set of staff would have command-line and back-end access through the use of SSH keys. Access

is only possible via SSH keys, a more secure method of access versus usernamejpasswords. Keys are

managed by a small group and can be revoked at any time.

Console access

Blackboard access to the Amazon Web Services web console requires multi-factor authentication (MFA.)

Disaster recovery

Database resiliency and backups

The Learn SaaS offering uses the PostgreSQL as the database. Blackboard's PostgreSQL database service

provides enhanced availability and durability such that in the event of a database failure, the service

https://help.blackboard.com/Learn/Administrator/SaaS/Security 3/5

1/~//~U 10 ;:>t::(;UII\Y 1 Olo\;1\Uuol u ntliiJ

would cut-over to an alternate availability zone. Our PostgreSQL database service also takes nightly

backups.

Backups are stored in a medium that provides extremely high durabil ity. The Learn Sa aS offering does not

use database encryption at rest at this t ime.

The Learn SaaS offering uses access control to protect the database. Access to the database is not

available externally and limited to authorized Blackboard staff.

File system resiliency and backups

The Learn SaaS offering uses Amazon Simple Storage Service {S3) for backups of critical file system data.

This data is backed up every 5 minutes. S3 offers "11 nines of data durability.

Backups are not encrypted at this time though Blackboard is evaluating this as part of its Learn SaaS

offering road map. Backups are not accessible externally and access is limited to authorized Blackboard

staff.

Security auditing

Customers have access to the Blackboard Learn application-level logs t hrough the System Admin panel's

integrated Kibana interface. Customers will be able to review security logs as described here: Audit and

Accountability.

The Learn SaaS offering leverages powerful AWS auditing tools, including, S3, CloudWatch, CloudTrail ,

and TrustedAdvisor.

Built with security in mind, verified by a third party

Blackboard partnered with Amazon to ensure we built the Learn SaaS offering on a sound foundation of

AWS best-practices from the start. Blackboard subsequently engaged a third party auditor to specifica lly

focus on the Lea rn SaaS AWS deployment. These two approaches taken together ensure our highest

confidence in the security of our SaaS offering.

DDoS countermeasures

Partnering with AWS for Learn Sa aS offers many advantages of scale, efficiency, and security. One clear

advantage area presents itself when leveraging the high avai lability infrastructure on which AWS is built.

For example, The Learn SaaS offering benefits from the DDoS countermeasu res provided natively by AWS.

h\tps://help.blackboard.com/Learn/Administrator/SaaS/Security 4/5

Appendix 7: Departmental Support Forms



Th is form must be completed for every department affected by the course change.

Department Affected: This department Department of Communication & Journalism Gl<upports 0 does not support College of Arts and Humanities the change. Comments: The Department of Professional Studies requests permission to offer the following courses as electives for the Master of Arts in Leadersh ip, Learning, and Organizational Development: JOUR 5023 Social Media; JOUR 5073 Graphic Communication; and JOUR 6193 Journalist ic Writing for Multi-Media.


ate:~? 7"1

' Depa~tment Affected:

Health lnformat1c~

Arkansas -:ech 'Jniversity

D~PARTMENTALSUP00~TFORM

-- , 11lis. departrrent , .~supports 0 does not support

,_.S_~I~ge o~atural an~ ~ea~~-~lercf's _l_hP change.

Comments

i The DepartMent of Profes~1onal Stud1cs reqt.;ests per rn1ssion to o'ier the following courses as elect1ves

I for t he Master of Arts in LeadershiP, Learn1ng, and Orga·mational Development HI b053 F.mPrgll1g Trends in HIT; HI 6063 Leadersh;p 1n Health !nformatlrs; and H! 6083 Hea lth Care :>olicy

r-- . .,.. -, I \ I ( \ ' ' .. " .. i / \ ' ' '-. ,.· t. '""'\\ ... I'' .I t ''\ .

Departii'ent Head Sienat·1re. ·~-'~ · \ 4'..-iC .. ' I "Y( '\ -~--;

" ... . /..,lAr:J Date:-!f ff-• o i ()

t I

--·




Department Affected : Department of Emergency Administration and Management

This d~artment rn'supports 0 does not support

the change. College of Engineering and Applied Science

f---'=----"'-~-><----I--'----~.:_.:.._ _ ____ '-----------------------; Comments: The Department of Professional Studies requests permission to offer the fo llowing courses as electives for the Master of Arts in Leadership, Learning, and Organi.zational Development: EMHS 6063 Principles of Emergency Management, EMHS 6133 Ethical, Legal and Political Considerations of EMHS, EMHS 6093 I Fundamentals of Homeland Security, EMHS 6033 Leadership and M anagement, EMHS 6043 Contemporary Issues in Emergency Management, EMHS 6193 International Emergency Management, I and EMHS 6543 Geographic Information Systems in EMHS. i

J

Department Head Signature: flao:Zij M@L()fL{_Jrf;J/; Date: '7 - S - rg

Arkansas Tech University DEPARTMENTAL SUPPORT FORM


Department Affected : This department Department of Behavioral Science IDupports 0 does not support College of Arts and Humanit ies the change.

Comments: The Department of Professional Studies requests permission to offer the following courses as electives for the Master of Arts in Leadership, Learning, and Organizational Development: SOC 6063 Evaluation and Assessment, PSY 5043/SOC 5043 Social Psychology, PSY 6003 Advanced Principles of Psychology I, PSY 6103 Advanced Principles of Psychology II, SOC 5183 Social Gerontology, SOC 6063 Advanced Topics in Gerontology, and SOC 6053 Advanced Topics and Criminal Justice.




Department Affected: College Engineering and This department Applied Science GJ'Supports D does not support Department of Agriculture the change.

Comments: The Department of Professional Studies is requesting that AGBU 3133 Intermediate Agricultural Economics be added to the Bachelor of Professional Studies with a concentration in Agriculture Business and the Bachelor of Arts in Organizational Leadership with a concentration in Agriculture Business

Department Head Signatur~:~--'--'~::;;..-~---=--'-'-·~'--"L--=-..:.../(...:..·---=--~'--~---r?"/

Date: 8 70--IE}

Appendix 8: Professional Studies Advisory Board Guide

Introduction

The Department of Professional Studies at Arkansas Tech University and its partners recognize the value and importance of involving external stakeholders from appropriate fields (business, industry, government, education, and others) in the development. delivery, and promotion of its collaborative credit through a program Advisory Board. This group will provide a critical link between educators, students and practitioners in the field to achieve program quality and relevance.

The Advisory Board and departmental staff wi ll work together to ensure the program delivers learning that is relevant to current business, industry, labor, and professional employment practices. The Professional Studies Advisory Board provides support and advice for academic programs, offers guidance on new programs, and identifies best practice standards. Board members vvi 1l also serve as ambassadors to the programs by providing a connection to an ongoing exchange of information and ideas with members of a broader society.

Mission

The Professional Studies Advisory Board offers its experience. expertise and energy to promote engagement between PS alumni , PS students, potential students and community leaders by providing opportunities for networking and professional development.

PS Advisory Board Objectives

• Foster connec tions • Access additiona l resources • Generate ideas that enhance the Professional Studies experience • Strengthen the broader Professional Studies community

Membership

Advisory Board members represent a cross section of business, industry, labor, and/or professions relevant to the academic programs of the Department of Professional Studies. Diversity of viewpoints is an important aspect or the board's function. Perspectives and experiences based on veteran status, gender, race, ethnicity, geographic location, age and other related qualities will be an important aspect in selecting members. Prospective Advisory Board members are identified by existing board or team members of the Department of Professional Studies. The suggested number of board members should be from 12-15 people. Advisory Board members vvill serve two-year terms with the possibility of renewal for additional terms based on interest, involveml:nt, and at the discretion or the Department of Professional Studies. A dedicated board position will be established for one current student pursuing a degree in the Department of Professional Studies. In addition, current students and program facult y will be invited and encouraged to attend meetings.

The Advisory Board is non-voting and will not engage in decision-making related to program personnel , budget or internal policy development within the pa11ner institutions.

Personal Characteristics

• Ability to: listen, analyze, think clearly and creatively, \VOrk well \:vith people individually and in a group. and provide constructive feedback.

• Willing to : prepare for and attend board meetings, ask questions, share ideas, opinions, and experiences, and open doors in the field.

• Possess: honesty, openness to ditTering views, a friendly, responsive, and patient approach, engagement skills, personal integrity, a developed sense of values, and concern for and interest in the program' s development.

Officers and Duties

A new chair will be identif'ied and appointed each calendar year from the Advisory Board membership. Members will be solicited each year for interest in serving in this role. A co- or vice-chair may also be identified. If there is not a board member who is able to serve as chair, the Department Head of Professional Studies may function as an interim chair until an Advisory Board member is identified. There are no other elected officers. The Advisory Board Chair facilitates effective functioning of meetings with support from the Department Head. Conducting meetings is the prime role of the Chair. He/she will also assist the Department Head in preparing meeting agendas and represents the Advisory Board at other meetings, as needed.

The Department Head will plan the meetings, ensure effective preparation, distribution, and archiving of the Advisory Board meeting minutes, and take follow-up action as required. The Department Head ,~· ill also establish and maintain a viable pool of prospective new board members, maintain a current list of members, monitor terms, and manage memberships to include maintaining consistent and effective communication.

Advisory Board Meetings

Advisory Board meetings vvill be held on a bi-annual schedule (fall and spring) and will include decisions and recommendations regarding the ongoing grovvth, development, and enhancement of academic programs.

Typical agenda items could include introductions, general program updates (e.g. new faculty, enrollments, course development, program marketing, student experiences), campus reports, updates from the field and primary discussion/decision topic(s) to solicit and secure input from external members. As a benefit to all attendees, it is recommended meetings consist of some form of professional development to include, but not limited to, presentations fi·om external subject/topic area experts, professional association representative, capstone site hosts, or others. It is also recommended students be invited to present on their capstone experiences.

Meeting location will be determined by the Department Head with input from board members. When necessary and available, distance technologies will be used to allow members to participate who are unable to attend in-person.

Advisory Board Member Responsibilities and Guidelines

Responsibilities

I. Attend biannual board meetings and other events/ functions (as requested). Review agenda and supporting materials prior to board meetings.

2. Be informed about the program(s), its students, curriculum, services/supports, and activities as well as inform others.

3. Share developments.

4. Provide support and advice to program(s), assist in the development of new programs, and identitY best practice standards.

5. Serve as an ambassador and advocate to the program(s). Provide a connection to an ongoing exchange of information and ideas with practitioners in the field and other external contacts.

6. Realistically assess labor market demand for program graduates. Advise programs to ensure they produce graduates with the skills required to meet employment needs.

7. Assess the currency of curriculum and teaching practice. Work with program staff and other board members to ensure the program is delivering learning that is current and relevant to business, industry, labor, and professional employment practices.

8. Assist with program marketing and promotion.

9. Assist in identification of external funding and resources to support the students and program (e.g. scholarships, program materials, other resources).

I 0. ldenti fy and present opportunities for students and/or host students for capstone projects or experiences.

II. Assist with placement of program graduates.

12. Assist in identification and recruitment of new board members.

13. Provide recommendations for topic presenters for Advisory Board meetings.

Advisory Board Member Compensation

There will be no formal compensation for Advisory Board members. The Department of Professional Studies will cover all s ite costs associated vvith Advisory Board meetings such as space rental. technology costs (conference call/video conferencing, equipment rental, technicians, and other), food services and parking. Costs other than mileage reimbursement to and from meetings related to travel are the responsibility of the board member. The Department of Professional Studies reimburses mileage expenses to those members physically attending a meeting.

Appendix 9: EAB Market Demand Study

.EAB

Market Demand for a Master's-Level Leadership and Manageinent Program Analysis of Employer Demand and Competitor Programs

... ·- :.:

COE Forum

Elizabeth Casey-Rutland

Market Research Associate

Murphy Donohue Market Research Manager

2

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b l' ~ 1't-Wb~f •S vnw 1lhf'Q tv ,'it; ·~ .. l'Y om'(

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Table of Contents 1) Research Methodology ............. ..... ... .......................... ............ .... ............... ... ......................... 4

Project Challenge ......... .... .... ................................ ... .......... ..... .. ... .... .... ............................. 4

Methodology and Definitions . .... .. .. .. .. .. .. . .. . .. .. . .. .. .. .. . .. .. .. .. .. .. . .. . .. .. . .. .. .. .. .. .. .. .. . .. .. .. .. .. .. .. .... . 4

Burnmg Glass Labor/Insight ' '·' .......................... .. ............ ......... ........................ .................. .. 4

ProJect Sources ..... .. . ... .. . ....... ... ...... ............................ . ................... .. ................................. 5

Profiled Institutions ................................................................................ .... ... ..................... 5

2) Executive Overview .......................... ............. . ........ ...... .. ....................................................... 6

3) Employer Demand .......... . .......... .. ... ...... ............... ............ ..... ....... ....... ....... ... .... .. ................... 7

Demand Over T1me .................................................... ..................................................... 7

Top Titles and In-Demand Sk1lls ... ........................ ..................................... ........................ 8

Top Locat1ons... .. .......... ........ .......... ....... ..... .... ..... . ................ .... ... ... ........... ......... .......... 9

Top Employers and lndustnes ...................................... . .. .. ....... ..... ...... ..... ........ .. ...... ...... ... 11

4) Competitor Programs .................... ...... .......... ..... .. ..... .. .................................. ...... .. .............. 13

Program Structure ........................................... . ... ... ................ .. ........................... ... ........ 13

Curriculum ........ .... ...... .... ........ ... ............. ..... ............ .. ............. ............... .... ..... ........ ....... 13

Marketing ...... .. .............. ... .................. .................... ........ .. ..... ................... . ..................... 14

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l) Research Methodology

Project Challenge

Methodology and Defi nit ions

Burning Glass Labor/Insight ™

Leadership at Arkansas Tech Un!vers1ty approached the Forum as they considered

launchmg a master's-level program m leadership and management. Through quantitative data anatyt•cs, the Forum sought to assess the market viability of a

leadership and management program.

EAB's market research funct1on provides insights which guide strategic programmatic deos1ons at member mstitutions. The Forum combmes qualitative and quantitative

data to help admmistrators 1dent1fy opportunitieS for new program development, assess JOb markel trends, and align curncutum w1th employer and student demand.

EAB reports rely primarily on labor market data from the Burning Glass

Labor/Insight-" tool (description below). Reports occasionally use data from the United States Census Bureau and United States Bureau of Labor Statistics data to explore occupation and job t rends. Market research reports may also incorporate Integrated Postsecondary Education Data System (JPEDS) data to assess student enrollment, demographics, and completion rates across compet itor programs.

Methodology: Unless stated otherwise, this report mcludes data from online JOb

postmgs from December 2016 to November 2017. The Forum identified the top titles, skills, employers, induslnes, and locat1ons for the profiled regton.

Definitions: "Reg1on" and "regional data" refer to the following areas:

Arkansas

• Louis1ana

Mississippi

Missouri

Oklahoma

Tennessee

Texas

Annual growth in job poslings IS measured in the change bet ween July 2013 and June

2017 by six-month halves (i.e., H2 2014 is July 2014 to December 2014).

EAB's Partner for Real -Time Labo r Market Data

This report mcludes data made available through EAB's partnership with Burning Glass Technologies, a Boston -based leader 111 human capital data analyti cs. Burning Glass Technolog1es specializes in the use of web spidenng technology to mine more than 80 million online JOb postings and analyze real-t1rne employer demand. Under this partnershtp , EAB may usc Burning Glass's propnetary Labor/Insight""' tool to answer member quest1ons about employer demand for educational requwements, JOb titles, and competenoes over t1me, as well as by geography. The tool conSiders JOD postings "unspectfied" for a sk1ll, mdustry, employer, geography, cert1ficat1on, or educatiOnal requirement when the JOb posting d1d not advertise for one o f these particular JOb characteristiCS. Unspeof1ed postings represent null values and should be excluded from the total number (n value) of job postings analyzed in the query. A more complete description of the tool is available at http ://www.burning -g I ass. com/Q.rod Uits/la bonnsiq ht-market-an at VSIS/ .

4 f'ab.com

Project Sources

Profiled Institutions

For more rnformatron about the Labor/Insight'"' tool, please contact Betsv Denious, Drrector of Busrness Development Learntng & Policy at bdenious@burnrnq-q lass.com or 301-525-6596.

The Forum consulted the following sources for this report:

EAB's internal and online research libraries (eab.com)

- Competing on Student Outcomes to Attract Today's Career Changt;U:

- f1arl<etrnq AcrQss the Program Lifecycle

- Reaching Search and Shop Students

Profiled rnstitut1ons' webs1tes:

- Duquesne University, MS tn Leadership, accessed December 2017, (http://www .dug. edu/ a cad em ICS/schools/1 i ber a 1-a rts/academic-prog ram s/ms

m-lea_dersl:l!.Q ).

- Texas A&l\1 University Commerce, MS in 1'1anagement, accessed December

2017, (http://www. tam uc. ed u/ academics/ colleqes/busmess/departme nts/ma rket1 ng M

ana_gement/_proqrams/msManagement.as~).

-Truman State University, MAin Leadership, accessed December 2017, (http://www. truman .edu/maJOrs-prog rams/qraduate-studies/masters-1 n

leadership/ ) .

- Univers1ty of La Verne, MS in Leadershrp and Management, accessed December 2017 (b.Hm;: 1/laverne_,e~tYLcatalogLQroq ram/ms-l~adershlp-and-manaqeme!ill).

- Unrversity of Texas at Dallas, MS tn Management Science, accessed December 2017 (http ://Jindal. utdallas.edu/masters-programs/ms-manaqementL ).

The Forum profiled programs v1a secondary research at the following rnstitutions:

A Guide to Institutions Profiled in this Briefl

Institution ·

I

Duquesne University

Texas A&M UniversityCommerce

Truman State University

University of La Verne

University of Texas at Dallas

Location

Mid-AtlantiC

South

Midwest

PacifiC West

::.outh

5

Approximate Institutional Enrollment (Undergraduate/Total)

6,000/9,500

8,500/13,500

6,000/6,500

5,500/8,500

17,500/27,000

Classification

Doctoral Universrt1es· Higher Research Act1v itv

Doctoral Umversrties: Higher Research Activ1ty

Master's Colleges and Universities Medium Programs

Doctoral Un1versit1es: Moderate Research ActiVIty

Doctoral Universities· rhghest Research Act1v1ty

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2) Executive Overview

Regional and statewide trends in employer demand indicate limited potential for program development. While bolh statewide and regtonal demand for leadership and management professionals increased slightly between H2 2013 and H 1 2017, demand declined steadily in both areas between H2 2015 and H1 2017. Regional and statew1de employer demand for master·s-level profeSSIOnals w1th relevant skills increased four percent and one percent respectively between H2 2013 and H1 2017. However, regional demand declmed 26 percent between H2 2015 and H1 2017 (i.e., from 40,181 postings to 29,632 postings) and statewide demand

declined 40 percent 111 th1s period (i.e., from 2,090 postmgs to 1,256 postings). Th1s steady decline in employer demand m recent years indicates lim1ted possibility for program development.

Market a new master's-level leadership and management program to professionals in health care and finance to attract prospective students. f\·larket a master's-level leadershtp and management program to professionals who

seek to enter or advance in finance pos1lions to attract prospective students. Finance positions (e.g., 'accountant') compose seven of the top 20 titles for master's-level

professiOnals with relevant skills, while financial sktlls (e.g., accounting ') account for three of the top 20 employer-sought skills. Similarly, health care employers (e.g., Hospital Corporation of America) account for five of the top 20 employers for professionals with relevant skills, and health care mdustries (e.g., 'offices of ohysiCians ') compose three of the top 20 regional industries. Professionals 111 the health care field can enroll 111 a new leadership and management program to gain or hone in-demand skillS.

Offer some or all components of a new master' s-Ieve! program online to compete with profiled programs and provide f lexibility. Students in all profiled

programs can complete some or all of the required courses online. An online or hybnd deltvery system for a new master's-level program at Arkansas Tech Universi ty can compete with profiled programs. Addttionally, an online or hybnd program can prov1de a high level of flexibtlity for students who must balance other obligatiOns (e.g ., work, family commitments) w1th school work.

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3) Employer Demand

Demand Over Time

The BLS projects an average growth in employment across all occupations of seven and a half percent between 2016 and 2026.

Between H2 2013 and Hl 2017, reg1ona1 employer demand increased four percent (i.e., from 28,525 postmgs to 29,632 postmgs) . During th1s same period , statewtde demand grew one percen t (i.e., from 1,239 postings to 1,256 postings ). Desp1te th1s overall increase m statewide and regional demand between H2 2013 and H 1 2017, the steady decline m demand after H2 2015, mdicates lim1ted potential for program development. Regional and statewide employer demand peaked 1n H2 2015, witl1 40,181 postings and 2,090 postings respecttvely. Statewide demand declined stead1ly

from its peak of 2,090 postings in H2 2015 to 1,256 postings in Hl 2017 (i.e., 40 percent). Regional demand also declined steadtly from its peak of 40,181 postings in

H2 2015 to 29,632 postings m H1 2017 (i.e., 26 percent ).

However, the BLS projects an above average increase in employment in multiple relevant occupations nat1onally bet ween 2016 and 2026, including " medtcal and health services managers " and "marketing managers" (1.e. , 20 percent and 10 percent growth respectively).

Historical Employer Demand f o r Master's-level leadership and Managem e nt Pro f essiona ls

"':) c

2,500

2,000

~ :.sao ~ 0

B ~ 1,000 :;;

0

39,966 40,181

35, 742 ---- . ~ 1,9 14 2

•090 2,0~ 29,632

31,63030 814 28,525 ,

30,57"

1,239 1,331

1 , 256

H2 2013 Hl 2014 H2 201<1 H 1 2015 H2 2015 Hl 20lG H2 2016 Hl 20 I 7

- state Data

7

45,000

<~Q,OQO

35 000 ;::

30,000 i5 c:

25,000 2 20 oon c

9 15,000 g

c:.

~.ooo

0

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Top Titles and In-Demand Skill s The inclusion of courses with a focus on finance can confer employer-sought skills and

prepare students for in-demand positions. Profess1onals who seek skills necessary to ad vance m their careers, mcluding financ1al management sk1lls (e.g. , 'budgeting') can

enroll in a new leadership and management master's-level degree at Arkansas Tech University. Financial positions (e.g ., 'tax manager') compose seven of the top 20

positions for master's-level leadership and management professionals. Additionally, fmance skills (e .g., 'accounting') account for three of the top 20 skills for professionals with relevant skills.

Additionally, highlight the applicability of management skills to positions in a variety of f1e lds to attract students with d iverse professional backgrounds and goals. The t op

t1tles fo r professionals w1tt1 relevant skills mcludes positions in health care (e.g., 'nurse manager'), fmance (e.g. , 't ax manager' ), and marketing (e.g., 'marketing

manager '). As expected, management sk1lls (e.g. , 'supervisory skills') account for 10 of the top 20 skills for master's-level leadership and management professionals. Simi larly, management positions (e.g. , 'tax manager') compose 16 of the top 20 positions of master's- level management and leadership posit ions.

Top Titles f or Master's-Level Leadership and Management Professionals

n= 59, 186 JOb postmgs, w•t h 12 unspcc•fied postmgs

5 8 9

- a:( i'1anager ~"""''""'''"' 483 Hu~·an Resources Mc>nager 428

Nurst? ~1anager 398

r>larketing l'lanager ·-- -• 398 l\ccount1ny Manager .. "'''"'""" 389

Accountant Financial Analyst Clinical Manager

Engineenng Manager Accou'1t r>lanager

Otrec~or of F;na.lce '-"'""'-"""'~

3SO 377

341 330 317 303

r-~)e:· 1"?11?-ger l''anac.e:':'le;·t positrons 302 • [~•recto- of 'Ju"Srng 287 :,a es "-12 ,ager --- 270

C·•rector of Human Resources 264

D•recto~ of 1>1a:-' .... etmg --· 261 Chief Financ•al Officer '"''''" 242

Senior frnancial Analyst 241 inwrmatron Technology Manager - 21.5

8

f'ma;-:cial pos•tions

• "-1arketing ana sales pc:s 'tiO"'S

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Top Locations

Top Skills for Master 's-Level l eadership and Management Professionals

·•• I - f') "' •· ' - 'v • -1•

n = 59 1 fl6 JOb postl'l£!', "' rh 0 unspec,'\ec postmgs

Pr•.)J<':C~ :la 1agerne0t 22,85 0

Budgetmg ~''''''''''''''" 21,178 5Joeul~.ocy Sk·lls 16,418

M1crosoft Excel 13,390 Staff Management 11,450

Microso<t Off1ce Scheduling

Microsoft Powerpo1n! 3t:s•ness Admmtstrat1on

Accounting 1

:0, 599 9,886

8,450 7,969

7,358 Cus~o'""ler Serv1ce - 6,370

Bus•ne:;s Development 6 ,080 Business P-ocess 4,975

:-" c ·oscft Word 4 , 784 Cf1ange ~anage;Jtent - 4, 722 ;'"OCf~ss IMp~ovemert - 4, 561

Customer Contact - 4 , 372 Cor ~-xt Man~gene'lt - 3 ,814

"manc1al Analys:s 3,809 S QL 3,468

• Manage'Tient sk.il's

f1:1an: a S'<IIIS

II Custc'~ler se-J ICe .J'1d cor,ta:- pos t1cns

Target marketmg efforts to prospective students in metropolitan areas in Texas w1th h1gh employer demand for master's-level leadership and management professionals. tvletropolitan statistical areas (MSAs) in Texas account for the three regional MSAs

with the most employer demand for management and leadership professionals. Employers in the Dallas-Fort Worth-Arlington, TX; Houston-The Wood lands-Sugar Land, TX; and Austin-Round Rock, TX MSAs post 13,882, 8 , 201 , and 4,680 relevant

JOb openings respectively . Employers in these top three MSAs post 45 percent of regional job openings for master's- level leadership and management profeSSionals.

Additionally, conduct secondary marketing efforts in the Little Rock and Fayetteville, AR areas to attract students prox1mate to the University . Arkansas Tech University's statew1de program recognttton and the relat1ve proximity of students in these MSAs to the University indicate marketing efforts 1n these areas may prove effect1ve. Only one of tne 10 reg1onal MSAs with the most job openings for master's

level leadership and management professtonals s1ts 111 Arkansas (t. e., tile Memphts, TN-MS-AR MSA). However, both the Little Rock-North Ltttl e Rock-Conway, AR MSA,

and the Fayettev•lle-Spnngdale-Rogers, AR-MO tv1SA rank among the 20 MSAs with the most demand for master's-level leadership and management professionals. Employers in the Little Rock-North Little Rock-Conway, AR MSA, and the FayettevilleSpringdale- Rogers, AR-MO MSA post 941 and 860 postings for master's-level leadership and management professtonals respectively.

9 tab. corn

Employers in the Dallas-Fort WorthArlington, TX MSA post 13,882 openings for master's-level leadership and management professionals.

Top Locations for Master's- leve! leadership and Management Professionals

t .. : 2 ,, -. ~~ : ·: - :- ~

...,= 59.186 jOb ;:~osu..,gs, with 3, 761 unspecified postmgs

c " 0 0

•:·

0 0 o · c

0 0 0

., .. c <:."'

<' "

e 0 ®_ " -- " f ) <) c \_,I

c '-"

0

0 ~·

Top locations for Master's-level Leadership and Management Professionals

no: 59,186 JOO posungs, w1th 3. 761 unspecified postmgs

c

Metropolitan Statistical Area Total Job Postings Job Postings per 100,00 Residents

Dallas-Fort Worth-Arlington, TX

Houston-The Woodlands-Sugar Land,TX

Austin-Round Rock, TX

St. louis, MO-IL

Nashvi lle-Davidson· Murfreesboro-Franklin, TN

San Antonio-New Braunfels, TX

Memphis, TN·MS-AR

Ka nsas City, MQ-KS

Baton Rouge, LA

New Or leans-Metairie, LA

Oklahoma City, OK

Little Rock-North little RockConway, AR

10

13,882

8,201

4,6!:$0

4,319

3,4!:!3

2,770

l, N7

1.679

1.503

1 ,317

1,153

94 1

204

130

249

154

198

122

134

82

183

106

87

130

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Top Employers and Industries

Fayettev il le-Spri ngdale-Rogers, 860 175 AR-MO

Knoxville, TN 788 92

Tulsa, OK 761 79

Jackson, MS 599 104

El Paso, TX 513 62

Springfield, MO 473 105

Chattanooga,TN-GA 452 83

Kingsport-Bristol-Br istol, TN-VA 313 102

Professtonals who seek to move into or advance in professions in the health care field can enroll in a new master's-level leadership and management program at Ar k ansas

Tech University to gain m-demand skills. Health care industnes account for three of the 20 regtonal mdustries wtth the highest demand for professiOnals with relevant sktlls. In the profiled region , employers in the ' general medtcal and surgtcal hospitals'

industry post more JOb open1ngs for professionals with relevant skills than employers in other industnes (i.e., 5,031 postings). Additionally, employers in the ' pharmaceutical and medtcme manufacturrng' and 'offices of physicians' industries post 685 relevant openings and 526 relevant openings respecttvely. Health care employers (e.g., Hospital Corporation of America) compose five o f the top 20 employers for professionals with relevant skills.

Additionally, market a new master's-level leadership and management program to

professionals in finance to attract prospective students. Finance compa nies (e.g ., JP Morgan Chase) compose two of the top 20 employers for professionals with relevant skills and financialtndustries (e.g ., 'deposttory credit intermediation ') account for four of the top 20 industries. Other top regional employers for master's-level leadershtp and management professionals include consulting companies (e.g ., Accenture) and technology compantes (e.g. , Dell).

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Administrators should note, 32 percent of postings do not specify an industry.

Top Employer s for Master's- level leadership and Management Professionals

r= 59,186 :oo post.rgs, w·th 10.248 ~.;nsocc f•cd postngs

.A.nthem 5 1ue Cross D,:,to1tte

Accenture Geqeral Electric Company

Texas AS.M Un1vers1ty !-iosp;'al Corporation o~ !1.menca

Dell JP Morgan Chase Co.-npa.-,y •

Hewlett-Packard

542 425 406 362 376 355

W.'!lrr.a1t Sarn·s 331

Jn1vers1ty ofTe::-:as - 277 J.S. Bancorp 254

'ovo:c- Moto,; 23 C Rayt"'eor 2.27

Southwestern Med:cal Ce'"lter - 210 rloust::>n !l.'lcthod,st - 20 7 State 0~ Lo~Hs•ana 198

redEx 196 Express Scripts - 191

DepartMent o f Ve:terans Affairs 1 90

975 8 99

1,308

• .,ea.~" ::nre :ompa:1 es

• Higher t>ducat1o'1 institutions

Top Industr ies for Master's-leve! Leadership and Management Professiona is

.. ·' ·•~ ~9.!8o pb po~tlngs, w•tr 18,704 wnspeCified oost1ngs

2,608

1,762

1,725

5 ,031

4,469

General Med1cal and Surg1ca' nosp1tals

Colleges, l.ln1versit1es, and Profess1onal Schools

lnsur;nce earners

1'1anage...,ent, Scientific, and Technical Consultmg •

Depository Credit Intermediation

/\rchilec~uraL Engrneenng, and Related SeN1ces

elementary and Secondar'f School;: 1 ,132

775 Executi'Je, Legr>latrvec, and Other General'·· 758

Comp~1te' .~:1d Per:pheral Eqvrpmem f'1C!"l ufa:::tunng - 749

.l\~"osoacE' P·od.Jct a."lc' Par..:; Man.:tactJ 'i~g - 691

?!"larmace.Jtlcal and Meorone Manufactun:1g

Accounti ·1g, Tax Prepuation. 6owl<keeo1ng, and'"" ~

Indrv1dual and ;:;amrl)· St:rv1ces

Natrona I Secunty a."ld I "'ltemat,onal Affa1rs

Other FmanCial I nvestrne"t Activrt~t~S

Scien' 1fic Research and Development Servrces

Off1ces o' Phvs•c•a"s Computer Systems Desrgn and Relate,1 Serv1ces

Nondeoos1torv Credit !nte·mediat1on

Ot'ler :nfc:--:i1at10r Sen11ces

,_ 685

660 6 4 2

634

613

609 - 526

521

500

457

• He~lth ca·e 1ndustnes

"inanc•31 llldustrres

• Manufacturrng mdustnes

~Management, Scrent1fic, and Technrca l Consulting Servrces • "'Exe:rJt rve, Legrslat1ve, and Other General Government Support • • • Accountrng, Tax Prepa-atron, Bookkeeomg, and Payroll Servrces

1!;.•70 !7 EA6 Global, Jnc • r~n '-'•O""tS 1-l,e')er ... ea 12 eab.com

4) Competitor Programs

Program Structure

Curriculum

Students can complete all or part of profiled programs online. A fully or partly online

delivery can serve workmg professionals who must balance academ1c work with other obligations (e.g., fam1ly commitments, work) . Students in the profiled program at the University of La Verne can complete the program online or can attend classes in multiple locat ions across Californ1a wh1ch provides a high level of flexibil ity for students located across the state. Of profi led programs, only the University of La

Verne and Duquesne University advertise a fully online delivery system. A fully online curriculum can distinguish a program at Arkansas Tech University from profi led reg1onal competitors. ln add it1on t o the profiled programs, multiple institutions in the profiled region offer master's-level leadership and management

programs w1thin a specific discipline (e.g. , MS in School LeadershiP. Management. and Ad mm1strat10n at the Univers1ty of Central Arkansas) . lnstitutions in the profiled region also offer relevant certificate-level programs (e.g., Leadership Graduate Certif!_cate at f'1issoun State Universi ty).

Characteristics of Profiled Master's-level leadership and Management Programs

' . Institution

Texas A&M UniversityCommerce

Truman State University

University of Texas-Dallas

University of La Verne

Duquesne University

Program

MS m Management

MA in Leadership

MS '" Management Sc1ence

MS '" LeadershiP and Management

MS •n Leadership

- Time to Number Completion of Credits

Hybnd Not advertised 30-39

Hybnd Not advertised 39

Hybnd Not advert1s~d 36

Online, on · Not advertised 33 ·36 campus,

Online Less thai" 2 30 years

Allow students to complete electives or concentrat1ons so they can customize the program to fit the1r goals and interests. Profiled programs allow students t o complete electives or pursue concentrations. Students m the profiled program at Truman State University pursue a speCialty area (e.g., public and not for prof•t management) that allows them to customize the program to fit their goals and interests. The progrCJm structure at Texas A&M University-Commerce allows students to choose a minor in entrepreneurship or corporate management, or to pursue a general oplion which includes courses on a vanety of 1ssues (e.g. ,

13 eah (Om

Marketing

leadership, managing groups). Similarly, students in the profiled program at the

University of Texas-Dallas can choose between 15 concentrations (e.g., accountmg, real estate) and students at the University ot La Verne can pursue one

of three concentrations (e.g., human resources).

Common Curriculum Topics of Profiled Master's-level Programs

r .. arke~ing

Highlight the ability of a ne•..v master's- level program m leadership and management at Arka nsas T ech University to serve working professionals to attract prospect1ve

students. Include statements that emphasize the flexibility of a new program and its ability to effectively serve workmg professionals to align with marketing messages of

profiled programs. The webstte of the proftled program at the Unive rsity of La Verne emphasizes the flexibility of the program for working professionals. Truman Stat e University 's website states the program serves "a diverse group of traditional and nontraditional students with a variety of academic and professional backgrounds." The University of Texas program websile includes a student profile sect1on that provtdes mformat1on on average age, work expenence, and the percent of the student populatiOn composed by women and minorities.

14 eo:\b.con1

t020l ? EA5 Global, Inc • t.ll R o9 hts RCAi~ r ,ecJ

Potential Marketing Strategies for a Master's- l evel Leadership and Management Program

Include testimonials from graduates and informatton about employment outcomes to attract students.

Create incentives for current and former students to refer new students .

Highlight the flexibi l ity of a new program and tts ability to serve working professionals to compete with profiled programs.

15

Include marketing personnel in program development to ensure timely and effective marketing efforts.

Focus marketing messages on outcomes to attract working professionals focused on return on tnvestment.

Include tnformatton on local employer demand tn marketing materials to appeal to underem ployed prospecttve students.

eab.ccm

™ARKANSAS TECH _U_N_I V_E_R_S_I_T_Y ____ R_ECEIVED



Department of Biological Sciences

Title

Department Head

Dr. John Jackson

Dean

Dr. Jeff Robertson

Assessment

Registrar



Committee

N-A



Curriculum Committee (Undergraduate Proposals On ly)



I Program Title: Biology- Biomedical

JUL 1 7 2018

Registrar's Office

Date

28June,2018

Date

~1~/1!6

Approval Date

NA NA

NA

RECEIVED

JUL 1 7 2018 Outline change in program: Limit Computer and Information Science course requirement to COMS

891•5t

· · K ar's Office 2003 Microcomputer Applications; Limit Communications choices to COMM 2003 Public Speaking or

COMM 2173 Business and Professional Speaking; Delete the "Cell/Molecular" Elective Group" and

replace with BIOL 3054 Microbiology; De lete the two Biology Elective Groups (Chemistry and Nursing)

and replace with one BioMed Elective Group· . Students will select twelve -sixteen hours (4 courses)

from: BIOL3064 Parasitology, BIOL3803 Applied Pathophysiology, BIOL 4023 Immunology, BIOL 4033

Cell Biology, BIOL4054 Vertebrate Histology, BIOL 4074 Molecular Genetics, BIOL 4083 Cancer Biology,

BIOL4951-4 Undergraduate Research in Biology (limited to 4 total hours). Creation of a "Major Support

Courses' g1·oup containing: AHS 2013 Medical Terminology, BIOL 4064 Evolutionary Biology, CHEM

3344 Principles of Biochemistry, CHEM 3363 Metabolic Biochemistry, PE 2513 First Aid, PHIL 3103

Logic, PSY 2033 Psychology of Adjustment, PSY 3003 Abnormal Psychology, PSY/SOC 3013 Psychosocial

Aspects of Death & Dying, PSY 3053 Physiologica l Psychology, PSY 3063 Developmental Psychology I,

PSY 3163 Developmenta l Psychology II, PSY 3813 Lifespan Development, PSY 4133

Psychopharmacology, SOC 4013 Drugs in Society, SOC 4053 Sociology of Health and Illness or SOC 4183

social Gerontology. VC.Iek .foolnefc fl. Chlnse eleG~ive.-5 from '" hoc.tf.5 to II n<* r~.

What impact w ill the change have on staffing, on other programs and space allocation? The proposed changes will have little to no effect upon the Biology- Biomed program, as it only simplifies/reorganizes the choices our students must make. There may be minimal effects upon COMS 2003 Microcomputer Applications, COMM 2003 Public Speaking, and COMS 2173 Business and Professional Speaking classes, as other COM$ and COMM classes are removed from the list of available classes.

Assessment:

In concert with the University's dedication to student success, the proposed Biology- Biomed changes

were set in motion in response to changes to the MCAT exam . The " new" MCAT now has four sections

instead of three. The new section of the exam is called the Psychological, Social, and Biological

Foundations of Behavior. This section ... "emphasizes concepts that tomorrow's doctors need to know

in order to serve an increasingly diverse population and have a clear understanding of the impact of

behavior on health. Further, it communicates the need for future physicians to be prepared to deal

with the human and social issues of medicine." (https://students-residents.aamc.org/applying-medical

school/article/mcat-2015-psbb-overview/) . In order to better prepare our Biomed students we have

restructured our required "non-biology" courses to include more Psychology and Sociology courses,

which will allow our students to perform better on the MCAT.' As an assessment measure, the Pre

Med. Committee will require MCAT scores from students requesting letters of recommendation for

biomedical professional schools. Comparison of future MCAT scores with past scores (percentiles) will

allow us to gauge program change success. The Pre-Med Committee also plans to meet with Christine

Austin, Director of Assessment and Institutional Effectiveness, to determine if additiona l assessment

measures are necessary, and, if so, to develop those measures.

·It should be noted that both U of A. and A.S.U. Biology Pre-Professional Programs of study include

Psychology/Sociology requirements.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.atu.edu/regist rar/curriculum forms.php.

RECEIVED

JUL 1 7 2018

Registrar's Office



Curriculum in BIOLOGY-- BIOMED RECEIVED

JUL 1 ~ 2018 (enter title for program changing)


Add/Change: Add/Change: Registrars Office

Delete:

Total Hours: 15-16


Add/Change: COMS Elective to COMS 2003

Microcomputer Applications

Biomed Elective6 to Major Support Course Elective%..

Delete:

Total Hours:17


Add/Change: Cellular Elective2 to BIOL 3054

Microbiology

Delete:

Total Hours:15


Add/Change: Biology Elective4 to BioMed Elective~'

Delete:

Total Hours: 13-15

Delete:

Total Hours: 14-15


Add/Change: Communication (3hrs) to COMM2003

Public Speaking or COMM 2173 Business and

Professional Speaking

Delete:

Total Hours:17


Add/Change: Biology Elective4 to BioMed Electivt.l/1

S'

Delete:

Total Hours:17-18


Add/Change : Biology Elective4 to BioMed Electiv~ t; Etec,ii~e & ~ ~ h~"'

Delete:

Total Hours: 13-15

•

RECEIVED

PROPOSED BIOMED CURRICULUM JUL 1 7 ?018

Fall

ENGL 1013 Composition P

MATH 1113 College Algebra or MATH 1914 Precalculus

CHEM 2124 General Chemistry I

BIOL 1011 Orientation to the Biological Sciences

BIOL 1114 Principles of Biology

Total Hours

Fall SOC 1003 lntroducto[V Sociology or PSY 2003 General Psychology

CHEM 3254 Fundamentals of Organic Chemist[¥

BIOL 2134 Principles of Botany

COMS 2003

Major Support Course Elective2

Total Hours

Fall

Fine Arts & Humanities1

PHYS 2014 Physical Principles I

BIOL 3074 Human Physiology BIOL 3054 Microbiology

Total Hours

Fall BIOL 3114 Principles of Ecology or BIOL 4094 Coastal Ecology

BioMed Elective4•5

Electives (as needed to reach a total of 120 hours for graduation5. See 2 for highly recommended courses)

Total Hours

Spring Registrar's Office 3 ENGL 1023 Composition IP 3

3-4 CHEM 2134 General Chemistry II 4

4 BIOL 2124 Principles of Zoology 4

MATH 2914 Calculus I or 1 other MATH higher than MATH 1113 College 3-4

Algebra

4

15-16 Total Hours 14-15

3

4

4

3

3 17

3 4 4

4

15

Spring

COMM 2003 or 2173 Communication

Social Sciences 1

CHEM 3264 Mechanistic Organic Chemist[¥

BIOL 2014 Human Anatomy

Statistics3

Total Hours

Spring

Fine Arts & Humanities1

U.S. Histo[V/Government1

PHYS 2024 Physical Principles II

BIOL 3034 Genetics

BioMed Elective4·5

Total Hours

Spring

4 BIOL 489 1 Seminar in Biology

6-8 BioMed Elective45

Electives (as needed to reach a total of 120 hours for graduation5. See 2 for highly

3 recommended courses)

13-15 Total Hours

3

3

4

4

3

17

3

3 4

4

3-4

17-18

3-4


2Major Support Course Elective courses include: AHS 2013 Medical Terminology, BIOL 4064 Evolutionary Biology, CHEM 3344 Principles of Biochemistry, CHEM 3363 Metabolic Biochemistry, PE 2513 First Aid, PHIL 3103 Logic, PSY 2033 Psychology of Adjustment, PSY 3003 Abnormal Psychology, PSY/SOC 3013 Psychosocial Aspects of Death & Dying, PSY 3053 Physiological Psychology, PSY 3063 Developmental Psychology I, PSY 3163 Developmental Psychology II , PSY 3813 Lifespan Development, PSY 4133 Psychopharmacology. SOC 4013 Drugs in Society, SOC 4053 Sociology of Health and Illness or SOC 4183 Social Gerontology.

3See advisor for alternatives.

•see catalog to assure pre-requisites are met. See advisor to select twelve - sixteen hours (4 courses) from: BIOL 4023 Immunology, BIOL 4033 Cell Biology, BIOL 3064 Parasitology, BIOL 3803 Applied Pathophysiology, BIOL 4054 Vertebrate Histology, BIOL 4074 Molecular Genetics. BIOL 4083 Cancer Biology, BIOL 4951-4 Undergraduate Research in Biology (limited to 4 total hours).

s At least 40 of the total hours required for graduation must be 3000-4000 level courses .. RECEIVED

Jlll_ 1 1 2018

Registrar's Office

2018 PROPOSED BIOMED CHANGES

Included are the learning outcomes for the biology program. The highlighted courses in the outcome

map are included in the proposed curriculum for the Medical Laboratory Science and Nuclear Medicine

programs.

The students in these two programs will be included in the standard assessment of learning outcomes.

In addition to assessing our standard program learning outcomes, we will also ask for feedback from

Baptist Health and Mercy Hospital to help evaluate if our students are prepared for the advanced course

work provided by these institutions.

Curriculum Mapping for Biology Major

Biology Learning Outcomes

1. Construct reports which analyze data using scientific models to justify their conclusions. a. Lab report rubric (Still, Dalton)

i. introduced in 1114 ii. reinforced in 2124, 2134, 3034 iii. mastery in 4033, 4074

2. Students should be able to evaluate the interactions between human and biological systems, and to articulate and convey societal relevance to the general public.

a. Risk benefit analysis rubric (Bowman, Eker) i. introduced in 1114 ii. reinforced in 2134, 3074, 3174

iii. mastery in 4074, 3114, 4094 3. Students will be able to describe characteristics and diversity of life.

a. Diversity of life rubric (Chaney) i. introduced in 1114 ii. reinforced in 2014, 2124, 2134, 3034, 3054 iii. mastery in 4033, 4074, 3074, 3114, 3174, 4094

4. Students will demonstrate common lab procedures, operate lab and field equipment, perform sterile techniques, and conduct online data analyses.

a. Will begin with microscopy rubric (Jacobs, Curran) other techniques like safety and dissection will be added at a later time

i. introduced in 1114 ii. reinforced in 2134, 3034, 2014, 3074, 3174 iii. mastery in 3074, 3054

5. Students should find, analyze, and critique current scientific literature and present their evaluation in written and oral formats

Course

a. Critical evaluation of the scientific literature rubric (Tedford, Barron) i. introduced in 2124, 2134 ii. reinforced in 3034, 4033, 3074, 3174

iii. mastery in 4891, 4074, 3114, 4094

L01 L02 L03 (Data (Science/Society) (Characteristics Analysis) and Diversity)

L04 (Techniques)

Core Requirements BIOL 1011 I BIOL 1114 I I I I BIOL 2124 R R/M I (Dissection) BIOL2134 R R R/M R (Microscopy) BIOL 2014 R R (Dissection/

Microscopy} BIOL 3034 R M (Molecular) R R

LOS (Scientific Literature)

1/R 1/R

R

BIOL4891 M Cell Elective BIOL3054 ? R/M (Cells) M

(Microscopy, sterile procedures, etc)

BIOL4023

BIOL4033 M M (Cells) 1/R R BIOL 4074 M M M M M Physiology Elective

BIOL 3074 R R R/M R R BIOL 3124 BIOL 3174 R R R/M R R BIOL4014 Ecology Course

BIOL 3114 R/M M (Ecological) M (Organismal) 1/R (Field R/M Techniques)

BIOL4094 M M (Ecological) M (Organismal) M (Field M Techniques)

I= Introduce R=Reinforce M=Mastery





6/13/2018

Title Date

Department Head

Dean

Assessment

Registrar

Graduate Dean (Graduate Proposals On ly)




NA ~ /

Teacher Education Committee (Graduate or Undergraduate Proposals) NA -----~ /



Graduate Council (Graduate Proposals On ly) NA _ _.//

Program Title: Medical Technology (Name change to M edical Laboratory Science)

Out line change in program : (e.g., list changes in program such as (1) delete three hours of elective and (2 ) add three hours of approved major electives)

1. Change name from Medical Technology to Medical Laboratory Science 2. Delete BIOL 2124 Principles of Zoology 3. Delete Math 1203 Plane Trigonometry 4. Delete BIOL 2004 Basic Human Anatomy and Physiology 5. Delete BIOL 2022 Medical laboratory Orientation and Instrumentation laboratory 6. Delete BIOL2023 Medical laboratory Orientation and Instrumentation 7. Delete PSY 2003 General Psychology 8. Add Speech Communication course as a general education 9. Aelel BIOL 39i4 Mierehiulugy 10. Add BIOL2014 Human Anatomy 11. Add BIOL3074 Human Physiology 12. Add CHEM 3254 Fundamentals of Organic Chemistry 13. Add Math 2163 Introduction to Statistical Methods or PSY 2053 Statistics for Behavioral

Sciences 14. Biology Electives: llelete Btet 3854 Mic1 ohiology, add BIOL 2124 Principles of Zoology 15. Chemistry Electives: delete CHEM 2204 Organic Physiological Chemistry, delete CHEM 3254

Fundamentals of Organic Chemistry

'"· .Atodify f~ 2.. What impact will t he change have on staffing, on other programs and space allocation? None, all ofthe courses deleted are either not currently taught, supported by students with a different major, or have been moved to an elective. All of the courses added are currently taught and required or an elective for the Biology major that is the primary major to Medical laboratory Science.

Answer t he fo llowing Assessment questions:

a. How does the program change align wit h the university mission? These changes are being implemented to improve student success and excellence in Medical laboratory Science and expands on the technological traditions of Arkansas Tech University.

b. If this change in the program is mandated by an accred it ing or cert ifying agency, include the directive. If not, state not applicable. The School of Medical laboratory Science at Baptist Health College little Rock and Mercy Hospital in Joplin, MO have modif ied their course entrance requ irements and program title. As a result, t he 3 plus 1 BS in Medical Laboratory Science (Medical Technology) curriculum needed the adjustments outlined below.

c. What is the rat ionale for this program change? 1. How will the program change impact learning for students enrolled in t his program?

The curriculum aligns with current knowledge base and skills needed to be successful during the final year at the affiliate institution and during employment.

2. Provide an example or examples of student learning assessment evidence w hich supports the changes in the program. As mentioned above, t hese changes are being implemented as a result of admission changes to affiliate institutions that are a result of knowledge base changes in t he profession.



Curriculum in Medical Laboratory Science


Add/Change: Social Sciences Add/Change: CHEM 2124, AHS 2013, and Social Sciences

Delete: BIOL 2124 and CHEM 2124 Delete: BIOL 2004, Math 1203, and CHEM 2134

Total Hours: 14 Total Hours: 13


Add/Change: Speech Communication, CHEM 2134, and

BIOL 3054

Delete: Fine Arts & Humanities, BIOL 2022, BIOL 2023,

AHS 2013

Total Hours: 14


Add/Change: Fine Arts & Humanities, BIOL 3074 . BIOL

Elective 3 or 4 credits, CHEM Elective 4 or 5 credits

Delete: All that currently exists

Total Hours: 14 to 16


Add/Change:

Delete:

Total Hours:

Add/Change: BIOL 2014, CHEM 3254, MATH 2163 or PSY

2053, General Elective 2 to 3 hours

Delete: Social Sciences 6 credits, Fine Arts & Humanities,

PSY 2003



Add/Change: Fine Arts & Humanities, BIOL Elective 3 or 4

credits, CHEM Elective 4 or 5 credits, General Elective 2

to 3 credits

Delete: All that currently exists



Add/Change:

Delete:

Total Hours:

b. How does this program fit in the current state of the discipline? Include Arkansas institutional comparisons. If Arkansas educational institutions do not have the course or program provide comparative examples from regional educational institutions. Similar changes have been incorporated in other partner 3 plus 1 universities. For example, the current University of Central Arkansas curriculum can be found at the website: http:// uca.edu/ academicmaps/files/2017 /04/2017 -mlabsci-bs-4yr. pdf

c. Attach a detailed assessment plan including three to five specific program student learning outcomes, means or instructional measures to assess each outcome, identify program courses where learning will be assessed, and performance standards or criteria for success which demonstrate student learning for each outcome. (Examples for assessment plans/curriculum mapping can be found at the Office of Assessment and Institutional Effectiveness web page.) This major will be using the same assessment plan as the BS in Biology. This plan is currently being reviewed and will be completed during the 2018-2019 academic year.

If this course will affect other departments, a Departmental Support Form for each affected department must be attached. The form is located on the Curriculum forms web page at http://www.at u.edu/registrar/curriculum forms.php.

LETTER OF NOTIFICATION - 1

NAME CHANGE OF EXISTING CERTIFICATE, DEGREE, MAJOR, OPTION OR ORGANIZATIONAL UNIT

(No change in program curriculum, option/emphasis or organizational structure)


2. Contact person/title: Dr. John Jackson, Ph.D., Head Department of Biological Sciences

3. Phone number/e-mail address: 479 964-3226 [email protected]


5. Current title of degree/certificate program: Bachelor of Science

6. Current title of major or option: Medical Technology

7. Current title of organizational unit: Department of Biological Sciences

8. Proposed name of certificate/degree: Bachelor of Science (no change)

9. Proposed name of major or option: Medical Laboratory Science

10. Semester credit hours for proposed major or option: 120 (no change)

11. Proposed name of organizational unit: Department of Biological Sciences (no change)

12. Program CIP Code: 51.1005

13. Degree/Department Code: Degree Code 2890 and Department Code 0830

14. Reason for proposed action: The School of Medical Laboratory Science at Baptist Health College Little Rock and Mercy Hospital in Joplin, MO have modified their course entrance requirements and program name. As a result, the 3 plus 1 BS in Medical Technology is proposing a name change to Medical Laboratory Science to align with the affiliates.

15.

16. Provide the curriculum/credits for the certificate/degree/major/option listed above. (See Attached)


PresidenUChancellor Approval Date:

Board of Trustees Notification Date:

Chief Academic Officer: Date:

Medical Laboratory Science (Formally Medical Technology) 120 Credits

Freshman

Fall

ENGL 2013 Composition I 3

BIOL 1011 Orientation to the Biological Sciences 1

BIOL 1114 Principles of Biology 4

MATH 1113 College Algebra 3

Social Sciences

Total Hours

Sophomore

Fall

U.S. Histor~dGovernment

Speech Communication

CHEM 2134 General Chemistry II

BIOL 3054 Microbiology

Total Hours

Junior

Fall

Fine Arts & Humanities

BIOL 3074 Human Physiology

BIOL Elective

CHEM Elective

Total Hours

Senior

MEDT 4001-9

Total Hours

3

14

3

3

4

4

14

3

4

3 or 4

4 or 5

14 to 16

38

38

Spring

ENGL 1023 Composition II 3

AHS 2013 Medical Termino logy 3

CHEM 2124 General Chemistry I 4

Social Sciences 3

Total Hours 13

Spring

BIOL 2014 Human Anatomy 4

CHEM 3254 Fundamentals of Organic Chemistry 4 MATH 2163 Statistics {or PSY 2053) 3

General Elective 2 to 3

Total Hours 13 to 14

Spring


BIOL Elective 3 or 4

CHEM Elective 4 or 5

General Elective 2 to 3

Total Hours 12 to 15


Biology Learning Outcomes

1. Construct reports which analyze data using scientific models to justify their conclusions. a. Lab report rubric (Still, Dalton)

i. introduced in 1114 ii. reinforced in 2124, 2134, 3034 iii. mastery in 4033, 4074

2. Students should be able to evaluate the interactions between human and biological systems, and to articulate and convey societal relevance to the general public.

a. Risk benefit analysis rubric (Bowman, Eker) i. introduced in 1114 ii. reinforced in 2134, 3074, 3174

iii. mastery in 4074, 3114, 4094 3. Students will be able to describe characteristics and diversity of life.

a. Diversity of life rubric (Chaney) i. introduced in 1114 ii. reinforced in 2124, 2134, 3034, 3054

iii. mastery in 4033, 4074, 3074, 3114, 3174, 4094 4. Students will demonstrate common lab procedures, operate lab and field equipment, perform

sterile techniques, and conduct online data analyses. a. Will begin with microscopy rubric (Jacobs, Curran) other techniques like safety and

dissection will be added at a later time i. introduced in 1114 ii. reinforced in 2134, 3034, 3074, 3174 iii. mastery in 3074, 3054

5. Students should find, analyze, and critique current scientific literature and present their evaluation in written and oral formats

Course

a. Critical evaluation of the scientific literature rubric (Tedford, Barron) i. introduced in 2124, 2134 ii. reinforced in 3034, 4033, 3074, 3174 iii. mastery in 4891, 4074, 3114, 4094

L01 L02 L03 (Data (Science/ Society) (Characteristics Analysis) and Diversity)

L04 (Techniques)

Core Requirements BIOL 1011 I BIOL 1114 I I I I

BIOL 2124 R R/M I (Dissection)

BIOL 2134 R R R/ M R (Microscopy)

BIOL 2014 R R (Dissection/ Microscopy)

BIOL 3034 R M (Molecular) R R

LOS (Scientific Literature)

1/R 1/R

R

BIOL 4891 M Cell Elective BIOL 3054 ? R/M (Cells) M

(Microscopy, sterile procedures, etc)

BIOL 4023

BIOL4033 M M (Cells) 1/R R BIOL4074 M M M M M Physiology Elective

BIOL 3074 R R R/M R R BIOL 3124

BIOL 3174 R R R/M R R BIOL 4014 Ecology Course

BIOL 3114 R/M M (Ecological) M (Organismal) 1/R (Field R/M Techniques)

BIOL4094 M M (Ecological) M (Organismal) M (Field M Techniques)



RECONFIGURATION OF EXISTING DEGREE PROGRAM

Modification to Create New Degree

(75% of coursework from existing degree}

ADHE LETTER OF NOTIFICATION -11M



Title

Department Head

Dean

Assessment

Registrar

Graduate Dean (Graduate Proposals Only) NA


Committee

General Education Committ ee (Undergraduate Proposals Only)


Curricu lum Committee (Undergraduate Proposals Only)


Graduate Council (Graduate Proposals On ly)

Program Title : B.S. Nuclear Medicine Technology

Date

RECEIVED

JUL 2 3 2018

Registrar's Office

7/20/2018

Date

NA

Approval Date

NA

NA

NA

1.

2.

LETTER OF NOTIFICATION - 11M

RECONFIGURATION OF EXISTING DEGREE PROGRAMS Modification to Create New Degree


Institution submitting request: Arkansas Tech University

Contact person/title:

RECEIVED

JUL 2 3 2018 Dr. John Jackson, Ph.D. Head, Department of Biological Sciences Registrar's Office

3. Title(s) of degree programs to be modified: B.S. Medical Technology (Changing name to Medical Laboratory Science)

4. Current CIP Code(s): 51.1005

5. Current Degree Code(s) : 2890

6. Proposed title of modified program: B.S. Nuclear Medicine Technology

7. Proposed CIP Code for new program: 51.0905

8. Proposed Effective Date(Term/Year): Summer/2019

9. Reason for proposed consolidation/reconfiguration: The B.S. Nuclear Medicine Technology degree would be a 3+1 program with an affiliation through Baptist Health Colleges Little Rock. ATU currently has a 3+1 program leading to a B.S. Medical Technology (Medical Laboratory Science) degree with Baptist Health in Little Rock, AR and Mercy Hospital in Joplin, MO. This would be an additional option for students who desire a high paying career in the health fields without requiring graduate degrees or professional school. The degree program would comprise three years at ATU utilizing already existing courses and schedules, followed by a senior year of study at Baptist Health College. The proposed Nuclear Medicine Technology curriculum is very similar to the existing Medical Technology curriculum. The main differences include the addition of two physics courses accompanied with two fewer chemistry courses. The Baptist Health programs enroll approximately a dozen students per year in each of their programs (Medical Laboratory Science, Radiography, Histotechnology, Nuclear Medicine Technology, etc.) and recruit them from around the state. They rely on 2-3 students per affiliated university per year to supply the cohorts each year to their programs.

10. Provide current and proposed curriculum outline by semester. Indicate total semester credit hours required for the proposed program. List new courses (in italics) and provide new course descriptions. Underline required general education core courses and mark courses offered by distance technology with an *asterisk. See Attached

11 . Institutional curriculum committee review/approval date:

12. Provide current and proposed organizational chart. See Attached

RECEIVED

JUL 2 3 2Cm

Registrar's Office

13. Will the proposed degree be offered on-campus, off-campus, or via distance delivery? If yes, identify the mode of distance delivery. This degree will be offered on-campus for three years with the final year at Baptist Health College, Little Rock AR or other affiliate.

14. Identify mode of distance delivery or the off-campus location for the proposed program. The final year of this 3+1 program will be at Baptist Health College, Little Rock AR or other affiliate.

15. Provide documentation that proposed program has received full approval by licensure/certification entity, if required. (For example: A program offered for teacher licensure must be approved by the Arkansas Department of Education prior to consideration by the Coordinating Board) . NA

16. Provide copy of e-mail notification to other institutions in the area of the proposed program and their responses; include your reply to the institutional responses. See Attached

17. List institutions offering similar program and identify the institution(s) used as a model to develop the proposed program. University of Central Arkansas Southern Arkansas University Henderson State University

18. Provide scheduled program review date (within 10 years of program implementation). The Nuclear Medicine Technology program review will occur as part of the next Biology program review in 2022-2023.


President/Chancellor Approval Date: Board of Trustees Notification Date: Chief Academic Officer: Date:

Item 10.

Medical laboratory Science (Formally Medical Technology) 120 Credits

Freshman

Fall

ENGL 2013 Composition I

BIOL 1011 Orientation to the Biological Sciences

BIOL 1114 Principles of Biology

MATH 1113 College Algebra

Social Sciences

Total Hours

Sophomore

Fall

U.S. Histor~LGovernment


CHEM 2134 General Chemistry II

BIOL 3054 Microbiology

Total Hours

Junior

Fall

Fi ne Arts & Humanities

BIOL 3074 Human Physiology

BIOL Elective

CHEM Elective

Total Hours

Senior

MEDT 4001-9

Total Hours

3 1

4

3 3

14

3 3 4 4

14

3 4

3 or 4 4 or 5

14 to 16

38

38

Spring

ENGL 1023 Composition II

AHS 2013 Medica l Terminology


Social Sciences

Total Hours

Spring


CHEM 3254 Fundamentals of Organic Chemistry

MATH 2163 Statistics (or PSY 2053) General Elective

Total Hours

Spring


BIOL Elective

CHEM Elective

General Elective

Total Hours

3 3

4

3

13

4 4

3 2 to 3

13 to 14

3 3 or 4 4 or 5 2 to 3

12 to 15

Item 10.

Nuclear Medicine Technology (Proposed Curriculum 120 total Credits)

Freshman

Fall

ENGL

BIOL

BIOL

MATH

2013

1011 1114

1113

Composition I

Orientation to the Biological Sciences

Principles of Biology

College Algebra

Social Sciences

Total Hours

Sophomore

Fall

CHEM

MATH

U.S. History/Government


2134 General Chemistry II

2163 Statistics (or PSY 2053)

Total Hours

Junior

Fall

PHYS

BIOL

BIOL


2014 Physical Principles I

3074 Human Physiology

Elective

Total Hours

Senior

NUMT 4001-9

Total Hours

3 1 4

3

3

14

3

3 4

3

13

3 4

4

3 or 4

14 or 15

38

38

Spring

ENGL 1023 Composition II

AHS 2013 Medical Terminology


Social Sciences

General Elective

Total Hours

Spring



BIOL Elective

General Elective

Total Hours

Spring

PHYS 2024 Physical Principles II BIOL Elective

General Elective

Total Hours

3 3 4

3

3

16

3 4

3 to 4

3

13 to 14

4

4 4

12

Medical Laborato!:Y Science Credits Nuclear Medicine Technology Credits

ENGL 1013 3 ENGL 1013 3

ENGL 1023 3 ENGL 1023 3

US HIST/GOVT 3 US HIST/GOVT 3

SOC SCI 3 SOC SCI 3

SOC SCI 3 SOC SCI 3

SPEECH COMMUNICATION 3 SPEECH COMMUNICATION 3

FINE ART/HUM 3 FINE ART/HUM 3

FINE ART/HUM 3 FINE ART/HUM 3

BIOL 1011 (Orientation) 1 BIOL 1011 (Orientation) 1

BIOL 1114 (Principles of Biology) 4 BIOL 1114 (Principles of Biology) 4

BIOL 2014 (Human Anatomy) 4 BIOL 2014 (Human Anatomy) 4

BIOL 3074 (Human Physiology) 4 BIOL 3074 (Human Physiology) 4

BIOL 3054 (Microbiology) 4

Biology Electives: 6to 8 Biology Electives: 10 to 12

BIOL 3034 (Genetics) BIOL 3034 (Genetics)

BIOL 3064 (Parasitology) BIOL 3064 (Parasitology)

BIOL 4023 (Immunology) BIOL 4023 (Immunology)

BIOL 4033 (Cell Biology) BIOL 4033 (Cell Biology)

BIOL 3054 (Microbiology)

MATH 1113 (Algebra) 3 MATH 1113 (Algebra) 3

MATH 2163 or PSY 2053 (Statistics) 3 MATH 2163 or PSY 2053 (Statistics) 3

AHS 2013 (Medical Terminology) 3 AHS 2013 (Medical Terminology) 3

CHEM 2124/2120 (Chemistry I} 4 CHEM 2124/2120 (Chemistry I) 4

CHEM 2134/2130 (Chemistry II) 4 CHEM 2134/2130 (Chemistry II) 4

CHEM 3254 (Fundamentals of Organic Chemistry) 4

Chemistry Electives: 8to 9 PHYS 2014 (Physical Principles I) 4

CHEM 3245 (Quantitative Analysis) PHYS 2024 (Physical Principles II} 4

CHEM 3264 (Mechanistic Organic Chemistry)

CHEM 3344 (Principles of Biochemistry)

CHEM 4414 (Instrumental Analysis)

General Electives 3 to 6 General Elecitves 8 to 11

MEDT 4001-9 38 NUMT 4001-9 38

Total Credits 120 120 RECEIVED

.lliL 2 3 2018

Registrar's Office

Item Number 12.


JUL 2 3 2018 Proposed Organizational Chart Registrar's Office

John Jackson

From: Sent: To: Subject: Attachments:

July 22, 2018

Dear Colleagues,

John Jackson Sunday, July 22, 2018 12:13 PM '[email protected] '; '[email protected] '; '[email protected]' BS Degree in Nuclear Medicine Technology Letter of Notification to Other lnstitutions.docx

Arkansas Tech University would like to inform you of our intent to develop a BS degree in Nuclear Medicine Techno logy. This addition will complement our current BS in Medical Laboratory Science. This degree is not expected to require any significant additional resources. It will, however, provide an additional career path for our students. Similar to Medical Laboratory Science, we plan to partner and develop affiliations for the final year of the curricu lum.

Sincerely,

Dr. John Jackson Professor of Fisheries Head, Department of Biologica l Sciences Arkansas Tech University 34D McEver 1701 North Boulder Ave. Russellville, AR 72801 479 964-3226

RECEIVED

JUL 2 3 2018

Registrar's Office

1

Included are the learning outcomes for the biology program. The highlighted courses in the outcome

map are included in the proposed curriculum for the Medical Laboratory Science and Nuclear Medicine

programs.

The students in these two programs will be included in the standard assessment of learning outcomes.

In addition to assessing our standard program learning outcomes, we will also ask for feedback from

Baptist Health and Mercy Hospital to help evaluate if our students are prepared for the advanced course

work provided by these institutions.


Biology learning Outcomes

1. Construct reports which analyze data using scientific models to justify their conclusions. a. lab report rubric (Still, Dalton)

i. introduced in 1114 ii. reinforced in 2124, 2134, 3034

iii. mastery in 4033, 4074 2. Students should be able to evaluate the interactions between human and biological systems,

and to articulate and convey societal relevance to the general public . a. Risk benefit analysis rubric (Bowman, Eker)

i. introduced in 1114 ii. reinforced in 2134, 3074, 3174 iii. mastery in 4074, 3114, 4094

3. Students will be able to describe characteristics and diversity of life. a. Diversity of life rubric (Chaney)

i. introduced in 1114 ii. reinforced in 2014, 2124, 2134, 3034, 3054

iii . mastery in 4033, 4074, 3074, 3114, 3174, 4094 4. Students will demonstrate common lab procedures, operate lab and field equipment, perform

sterile techniques, and conduct online data analyses. a. Will begin with microscopy rubric (Jacobs, Curran) other techniques like safety and

dissection will be added at a later time i. introduced in 1114 ii. reinforced in 2134, 3034, 2014, 3074, 3174

iii. mastery in 3074, 3054 5. Students should find, analyze, and critique current scientific literature and present their

evaluation in written and oral formats

Course

a. Critical evaluation of the scientific literature rubric (Tedford, Barron) i. introduced in 2124, 2134 ii. reinforced in 3034, 4033, 3074, 3174 iii. mastery in 4891, 4074, 3114, 4094

L01 L02 L03 (Data (Science/ Society) (Characteristics Analysis) and Diversity)

L04 (Techniques)

Core Requirements BIOL 1011 I BIOL 1114 I I I I BIOL 2124 R R/ M I (Dissection) BIOL 2134 R R R/ M R (Microscopy) BIOL 2014 R R (Dissection/

Microscopy) BIOL 3034 R M (Molecular) R R

LOS (Scientific literature)

1/R 1/R

R

BIOL4891 M Cell Elective BIOL 3054 ? R/M (Cells} M

(Microscopy, sterile procedures, etc}

BIOL4023 BIOL4033 M M (Cells} 1/R R BIOL 4074 M M M M M Physiology Elective

BIOL3074 R R R/M R R BIOL 3124

BIOL 3174 R R R/M R R BIOL4014 Ecology Course

BIOL 3114 R/M M (Ecological} M (Organismal} 1/R (Field R/M Techniques}

BIOL4094 M M (Ecological} M (Organismal} M (Field M Techniques}


Proposed Title:B.S. Nuclear Medicine Technology Proposed Effective Date: After all internal and extcmal approval processes are completed.

I. Justification The B.S. Nuclear l\fec!icine Technology degree would be a 3+1 program with an affiliation through Baptist Health Colleges Little Rock. A"l1J currently has a 3+1 program leading to a B.S. Medical Laboratory Sciences degree with Baptist Health in Little Rock and St. Joseph's in Joplin. This would be an additional option for srudents who desire a high paying career in the health fields without requiring graduate degrees or professional school. ll1c degree program comprises three years at t\ TU utilizing already existing courses and schedules, followed by a senior year of study at Baptist I Iealth College in Little Rock. The Baptist Health programs enroll approximately a dozen students per year in each of their programs (Medical Lab Technology, Radiography, Histotechnology, Nuclear Medicine Technology, etc.) and recruit them from around tl1e state. They rely on 2-3 students per affiliated university per year to supply the cohorts each year to their programs.

n P r · re 1m1nary N d A ee s ssessment

Employment Percent

Projected United States

Change Annual Job

2014 2024 O~enings •

Nuclear Medicine Technologists 20,700 21,000 +2% 420

Employment Percent

Projected Arkansas

Change Annual Job

2014 2024 O~enings 1

Nuclear Medicine Technologists 150 150 +1% 0

'Projected Annual Job Openings refers to t he average annual job openings due to growth and net replacement.

National Data Source: Bureau of Labor Statistics, Occupational Employment Statistics Survey State Data Source: Arkansas Data Analysis

Annual yearly salaries NMf.

III Curriculum: Nuclear Medicine Technology Semester 1 ENGL1013- Composition I BIOL 1011- Orientation to the Biological Sciences BIOL 1114-Principles of Biological Sciences Social Science for General Education Elective MATH 1113- College Algebra Semester 2 ENGL 1023- Composition II Social Science for General Education Elective BIOL 2124-Zoology COMS (computer science elective) MATH 1203- Plane Trigonometry Semester 3 U.S. History & Government CHEM 2124/2120- General Chemistry I BIOL 2134-Botany AHS 2013-Medical Terminology Semester 4

3 1 4

3 3

3 3 4 3 3

3 4

4 3

Fine Arts & Humanities for General Education Elective 6 CHEM 2134/2130- General Chemistry II 4 BIOL 2014- Human Anatomy 4 Speech Communication for General Education Elective 3 Semester 5 BIOL 3074-Human Physiology General elective Statistics (MATH 2163 or PSY 2053) PHYS 2014-Physical Principles I Semester 6

4

3 3 4

BIOL 3114-Ecology 4 BIOL 4891-Seminar 1 BIOL 3034-Genetics 4 Fine Arts & Humanities for General Education Elective 3 PHYS 2024-Physical Principles II 4

14 hrs

16 hrs

14 hrs

17 hrs

14 hrs

16 hrs

Senior Year: 12-months at Baptist Health College in Little Rock Arkansas involving the transfer of course credits to ATU in NUMT 4001 (Nuclear Medicine Technology Professional Coursework) 30 hrs. Course work at ATU covers core courses in the biology degree & qualifies for an Associate of Arts in General Education.

IV. Cost Nominally zero cost. TI1is program utilizes currently existing courses being regularly taught at Arkansas Tech University.

V. Enrollm ent and Marketing Student enrollment is likely to be similar to the enrollment in our current affiliated program in Medical Lab Sciences (2-4 students per year). This is the desired number of students because of the competitive nature and availability of admissions to these highly specialized programs. Current marketing would be similar to as is done with the Medical Lab Sciences degree program to pre-medical and allied health professions students.

ARKANSAS TECH UNIVERSITY BAPTIST HEALTH COLLEGE LITTLE ROCK

BACHELORS OF SCIENCE IN NUCLEAR MEDICINE TECHNOLOGY MEMORANDUM OF UNDERSTANDING

I. STATEMENT OF PURPOSE AND CONTACT INFORMATION

Arkansas Tech University (hereinafter University) and BAPTIST HEALTH College Little Rock-School of Nuclear Medicine Technology Little Rock, Arkansas (hereinafter Affiliate) do agree to affiliate for the purpose of offering a baccalaureate program in Nuclear Medicine. Both institutions share a common objective and responsibility for developing a high quality educational experience. It is recognized that this can best be achieved by providing maximum flexibility for both University and Affiliate in their respective areas of competence, by providing the medium for integrating the general education and professional phases of the Program, and by providing effective chatmels of communication between the two institutions. Thus, the institutions shall work cooperatively in the education of Technologists, culminating in the baccalaureate degree to be awarded by the University at the successful completion of the combined curricula. General education courses are defined as freshman, sophomore and junior courses offered at the University. Professional courses are didactic and clinical courses in Nuclear Medicine offered at the Affiliate during the senior year of attendance.

Arkansas Tech University Contact: Dr. Tsunemi Yamashita College of Natural and Health Sciences Arkansas Tech University 215 West 0 Street Russellville, AR, 72801

479-968-0327 [email protected]

Baptist Health Schools Little Rock Contact: Dr. Judy I Pile, Asst. Vice President, Education 11900 Colonel Glenn Road, Suite 1000 Little Rock, AR 7221 0 501-202-7433 [email protected]

II. PARTICIPATION OF THE UNIVERSITY

A) Admissions

Admission to the University is solely the responsibility of the University. Criteria for the admission of new and transfer students are stated in the University Catalog.

B) General Education Curriculum

The University will accept fifty seven (57) semester hours credit from the Affiliate's Nuclear Medicine Program toward the Bachelor of Science in Nuclear Medicine Degree. Candidates must complete a minimum of seventy seven (77) semester hours of general education courses prior to enrollment in the professional program.

Specific program prerequisites (See Appendix A) must be completed as well as the general education requirements of the University.

Transfer students must complete a least thirty (30) hours through the University. All general education course requirements must be completed by the end of the Summer I term prior to enrollment in the Affiliate professional program which begins each July. Students must present a statement of eligibility to apply to the professional program which has been signed by the University advisor.

C) Grading Policies of the University

The class work of the student will be rated according to the following pattern of values:

A=Superior W=Withdrawal during the third through sixth week

B=Good WP=Withdrawal after the sixth week with D or above

C=Average !=Incomplete

D=Poor

F=Failing

(4 Quality Point System)

D) Tuition, Fees and Student Financial Aid

Tuition and fees for the general education curriculum are detailed in the University Catalog and apply to the general education program. Students must pay a graduation fee prior to the awarding of the Nuclear Medicine degree from the University.

2

For students in the bachelor degree track with the University, financial aid will be handled through the University. The Affiliate financial aid office and the University financial aid office will communicate in order to serve the student in a timely and reasonable manner.

E) Health Services

Through all enrollment, students are eligible for healthcare through the University Student Health Center as desc1ibed in the University Catalog.

III. PARTICIPATION OF THE AFFILIATE

A) Admissions

Admission to the Affiliate is on a competitive basis and is determined by the Admissions Committee of the Affiliate. Applicants are required to have the results of the American College Test (ACT) with a preferred composite score of 21 or higher, and a preferred score of21 or higher in Math & Sciences to be eligible for this program.

The Affiliate reserves the right to select applicants based on qualifications. Students or graduates from other affiliated institutions and from non-affiliated institutions may be accepted into the affiliate, in accordance with the Joint Review Committee on Educational Programs in Nuclear Medicine Technology. The minimum and maximum number of students to be accepted from the University will be 0-9.

B) Professional CmTiculum

The professional program 1 academic year. Each academic year at the Affiliate commences in July and completes in June and includes 44 weeks of instruction. There is a didactic phase and clinical phase with rotations through the areas of the Baptist Health Medical Center - Little Rock Radiology Department and other affiliated clinical sites. A listing of the professional curriculum is found in Appendix B.

C) Grading Policies of the Affiliate

The work of the student will be rated according to the following pattern of values:

A=94-100% B=86-93% C=77-85% 0 =70-76% F=0-69% !=Incomplete CR=Credit NC=No Credit W=Withdrawal WX=Administrative Withdrawal

3

(4 Quality Point System)

Criteria for academic progress and retention are stated in the Affiliate's Student Handbook.

D) Schedule

Dates, holidays and vacation periods are given in the Affiliate's Student Handbook.

E) Tuition, Fees and Student Financial Aid

During the professional curriculum, students are required to pay tuition and fees to the Affiliate and purchase required textbooks and uniforms.

For students in the bachelor degree track with the University, financial aid will be handled through the University. The Affiliate financial aid office and the University financial aid office will communicate in order to serve the student in a timely and reasonable manner.

F) Health Care and Insurance

The Affiliate will procure and maintain such insurance as will protect the Affiliate from all acts, errors or omissions while administering this program of study. The Affiliate shall maintain general and professional liability insurance in the amount of at least $1,000,000 per occmTence and $3,000,000 in the aggregate per year. All private physicians and consulting fees are the student's financial responsibility, as well as emergency room costs. The Student assumes cost of hospitalization with no exception.

The Affiliate requires proof of immunization against MMR and TD, and a tuberculin skin test prior to registration. Hepatitis B immunization is recommended.

All students are strongly recommended to have personal health insurance while enrolled as a student at BHCLR.

If a student needs medical treatment during an educational experience, the student is responsible for any expenses related to the treatment. BHMC-LR Occupational Health in BHRI will provide the initial treatment for a student with a needle stick. Any additional medical treatment needed by a student will be at the student's expense. BHCLR may require a medical clearance from a student after an injury or illness to attend learning experiences.

All students are strongly recommended to have personal liability insurance while enrolled as a student at BHCLR. Many affordable options exist for students. For information on some of the options, please visit the following websites.

www.hpso.com

www.nso.com

www .americanprofessional.com

4

G) Grade Reports

Grades will be reported to the University at regular grade reporting periods of the University.

H) Role of Student

The student's role during the professional curriculum is that of learner. Students are not expected to render services for patient care beyond those with educational value. Students shall not be used in lieu of professional staff, and they shall be supervised at all times according to JRCNMT standards. When financial circumstances require that a student work during the school year, or when one wishes to work for experience, consideration for voluntary and remunerated work will be made on an individual basis. The number of hours per week that may be worked will be limited by the Program Director so that it does not interfere with satisfactory school performance.

JOINT PARTJ CIPA TJON

A) Non-Discrimination

The parties agree to comply with Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 ofthe Rehabilitation Act of 1973, Executive Order 11 ,246 and the related regulations to each. Each party assures that it will not discriminate against any individual including, but not limited to employees or applicants for employment and/or students, because of race, religion, color, sex, age, physical handicap or national origin.

B) Accreditation

Both the University and the Affiliate fulfill the standards required for accreditation by nationally recognized bodies, the North Central Association of Colleges and Schools and the Joint Review Committee on Nuclear Medicine Technology, respectively, and intend to continue meeting these criteria.

C) Right of Appeal and Due Process

Each institution shall make provision for students to have due process and the tight to appeal any decision made regarding academic or nonacademic matters. The steps in the appeal process are included in the University Student Handbook and the Affiliate's Student Handbook and Catalog.

D) Library, Reference Materials and Audiovisual Aids

Each institution agrees to meet at least the minimal standards of their respective accrediting bodies in regard to library holdings, reference and audiovisual materials.

5

E) Certification and Licensure

Upon satisfactory completion of all requirements of the Affiliate's program, the student is qualified for certification examinations given by nationally recognized certification agencies.

F) Courtesy Appointments

The Medical Director and the Program Director of the Affiliate may be granted adjunct faculty appointments in an appropriate department at the University. It is understood that any courtesy appointments to faculty and staff by the University or the Affiliate shall be without entitlement of the individual to compensation or benefits from the appointing agency.

G) Fo1mal Meetings

Meetings between appropriate faculty members of the University and the Affiliate will be held at least annually in order to discuss cwTent curriculum effectiveness and proposed curriculum changes and other matters of concern.

H) The Agreement shall be for a period of three (3) years commencing from the date on the signature page. The contract will renew automatically each year thereafter unless either party gives notice of termination of contract. Notice of termination must be given in writing by either party to the other, with at least a one ( 1) academic year advance notice. Such termination shall have no effect on students currently enrolled at the Affiliate.

V. CHOICE OF LAW, ASSIGNMENT AND ALL AGREEMENT

This Agreement shall be interpreted according to and enforced under the laws of the State of Arkansas. This Agreement may not be assigned by any party hereto without the expressed written consent of all parties.

This Agreement contains the entire agreement of all parties hereto, and no other oral or written agreement shall be binding on the parties hereto. This Agreement may not be amended or otherwise modified, unless agreed to by all parties, in writing. This Agreement supersedes all other agreements, contracts, understandings, representations, whether written or otherwise, between the parties relating to the subject matter hereof.

6

VI. NOTICES

All notices required to be sent hereunder shall be deemed sufficient if in writing and if personally delivered or if mailed by United States Mail, postage prepaid to: BAPTIST HEALTH ARKANSAS TECH UNIVERSITY Office of the President 9601 Interstate 630, Exit 7 Little Rock 72205-7299

Office of the President 1509 N. Boulder Ave Administration Building, Suite 210 Russellville, AR 72801

IN WITNESS WHEREOF, the parties have caused this Agreement to be executed in multiple counterparts, each of which shall be deemed an original , but all of which together shall constitute one and the same instrument.

BAPTIST HEALTH

Signature: ______________ Date: --------------

Troy R. Wells President & CEO

ARKANSAS TECH UNIVERSITY

Signature: ______________ Date: --------------

President

7

APPENDIX A

Nuclear Medicine

Semester 1 College of Natural and Health Sciences

Hrs

ENGL 1013- Camp I BIOL 1011- Orientation to the Biological Sciences BIOL 1114-Principles of Biological Sciences Social Science MATH 1113- College Algebra

Semester 2 ENGL 1023- Camp II Social Science BIOL 2124-Zoology COMS MATH 1203- Plane Trigonometr~

Semester 3 U.S. History & Government CHEM 2124/2120- General Chemistry I BIOL 2134-Botany AHS 2013-Medical Terminolog~

Semester 4 Fine Arts & Humanities CHEM 2134/2130- General Chemistry II BIOL 2014- Human Anatomy Sgeech Communication***

Semester 5 BIOL 3074-Human Physiology General elective Statistics (MATH 2163 or PSY 2053) PHYS 2014-Ph:lf!sical Princigles I

Semester 6 BIOL 3114-Ecology BIOL 4891-Seminar BIOL 3034-Genetics Fine Arts & Humanities PHYS 2024-Ph:lf!sical Princigles II

8

3 1 4 3 3

3 3 4 3 3

3 4 4 3

6 4 4 3

4 3 3 4

4 1 4 3 4

14hrs

16hrs

14hrs

17hrs

14hrs

16hrs

Senior Year 12months NUMT 4001 (Nuclear Medicine Technology Professional Coursework) 30hrs

***See appropriate courses in ATU catalog *** Course work covers core for biology degree & Associates degree conferred in General education (College of Arts and Humanities) after completion of all required coursework and hours.

Human anatomy & human physiology is pre-req Physical principles 1 & 2 also a pre-req

Both can be one semester courses, but UCA & Henderson show two semester of each.

APPENDIXB The Curriculum at the Affiliate will consist of the following coursework, 57 hours ofwhich will be transfen·ed to the University.

SEMESTER] NM 41 08 Clinical Practicum 1 NM 4101 Medica!Terminology NM 4604 Instrumentation I NM 4204 Diagnostic Nuclear Medicine I NM 4404 Nuclear Physics/Radiochemistry NM 4201 Medical Ethics and Law NM 41 02 Patient Care NM 4504 Radiopharmacy/RadionuclideThcrapy

Total Credits

SEMESTER If NM 4203 Diagnostic Nuclear Medicine II NM 4320 Clinical PracticumJI NM 4302 Instrumentation II NM 4202 Computed Tomography (CT, PET/CT) NM 41 04 Diagnostic Nuclear Medicine III NM 4303 Diagnostic Nuclear Medicine IV NM 4703 Radiation Health Physics NM 4301 Radiobiology NM 4601 Senior Seminars Total Credits Totals: Courses- 17 Credit Hours- 57

9

Credits 8

4 4 4 1 2 4

29

3 10 2 2 4 3 3 1 1

29