Graduate Academic Board · 2016-10-29 · Chg JUST A625 Seminar in Criminal Violation (3 cr) (3+0) (pg. 71-75) 1. ... approaches for the design of flexible and rigid pavement structures

Graduate Academic Board Agenda

September 10, 2010 ADM 204

9:30 – 11:30 am I. Roll Call

( ) Susan Modlin ( ) Bogdan Hoanca ( ) Peter Olsson ( ) FS at large vacancy ( ) Vacant ( ) Minnie Yen ( ) Deborah Mole ( ) FS at large vacancy (CAS) ( ) Patricia Sandberg ( ) Mary Dallas Allen ( ) Jens Munk ( ) Judith Moore ( ) Deb Russ ( ) Veronica Padula (GSA)

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

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

A. Associate Vice Provost Bart Quimby

B. Vice Provost for Research and Dean of the Graduate School Robert White

C. Registrar John Allred

V. Chair’s Report A. GAB Chair-Judith Moore B. Faculty Alliance-? C. Graduate Council- ?

VI. Program/Course Action Request - Second Reading VII. Program/Course Action Request - First Reading

Chg CE A624 Pavement Design (3 cr) (2+2) (stacked with CE A424) (pg. 5-16) Chg CE A689 Cold Regions Pavement Design (3 cr) (3+0) (pg. 17-21)

Chg SWK A663 Clinical Social Work with Children and Adolescents (2-3 cr) (2-3+0)

(pg. 22-26) Add SWK A673 Geriatric Social Work Practice (3 cr) (3+0) (stacked with SWK A471)

(pg. 27-40) Chg LOG A661 Supply Chain Strategic Planning (6 cr) (6+0) (pg. 41-46) Chg LOG A662 Supply Chain Knowledge Management (6 cr) (6+0) (pg. 47-51) Chg LOG A663 International Supply Chain Management and Marketing Strategies (6 cr) (6+0)

(pg. 52-56)

Chg LOG A664 Supply Chain Strategic Management Leadership (6 cr) (6+0) (pg. 57-61) Chg LOG A665 Supply Chain Knowledge Measurement (6 cr) (6+0) (pg. 62-66)

Chg LOG A678 Strategic Logistics and Global Supply Chain Management (3 cr) (3+0)

(pg. 67-70) Chg JUST A625 Seminar in Criminal Violation (3 cr) (3+0) (pg. 71-75)

1

September 10, 2010 Graduate Academic Board Page 2 Agenda Chg JUST A630 Justice Administrative Theory and Practice (3 cr) (3+0) (pg. 76-80) Chg PM A650 Information Technology Project Management (3 cr) (3+0) (pg. 81-84)

VIII. Old Business IX. New Business

A. Curriculum Update memo (pg. 85-87) B. Restatement of a class: Proposal: Add it to page 39 of the Curriculum Handbook under Box 4. Previous Course Prefix & Number. Add a new paragraph stating: “When an inactive course is being reinstated with the same course prefix and number, put the word Reinstate in box 4. In box 8, Type of Action, select add.” [Note: This was approved at UAB on April 23, 2010.] C. GAB Goals (pg. 88) D. Revised PAR (pg. 89)

X. Informational Items and Adjournment A. Curriculum Log B. Catalog Copy (Chapters 10, 11, 12) in Word Format C. Accreditation website D. Doctoral Program Criteria- Quick Links column on right hand side of Governance website http://www.uaa.alaska.edu/governance/

2

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Graduate Academic Board Summary

April 23, 2010 ADM 204

9:30 – 11:30 am I. Roll Call

(e) Patricia Sandberg (x) Deborah Mole (x) Mary Dallas Allen ( ) Vacant (USUAA/GSA) (x) Judith Moore ( ) Peter Olsson (x) Deb Russ (x) Minnie Yen (x) Ed McLain ( ) Tom Ravens (x) Arun Upadhyay (x) Jens Munk (x) Susan Modlin

II. Welcome 2010-2011 GAB members Bogdan Hoanca Peter Olsson

III. Approval of Agenda (pg. 1) Approved

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

V. Randy Brutkiewicz candidate for Vice Provost for Research and Graduate Studies (pg. 4-30) VI. Administrative Reports

A. Associate Vice Provost Bart Quimby Unable to attend

B. Vice Provost for Research and Dean of the Graduate School Robert White Hooding Ceremony is on May 1 Need more volunteers 176 graduate attending; 40 more than last year 2nd

candidate for Vice Provost for Research and Graduate Studies

C. Registrar John Allred

VII. Chair’s Report A. GAB Chair-Patt Sandberg B. Faculty Alliance C. Graduate Council- Deb Russ

VIII. Program/Course Action Request - Second Reading

Chg BA A690 Current Topics in Business (stacked with BA A490A) (1-6) (1-6+0) (pg. 31-35) Approved

Chg BA A490A Current Topics in Business (stacked with BA A690) (1-6) (1-6+0) (pg. 36-40) Reviewed at UAB Chg Master of Arts, English (pg. 41-51) Approved

IX. Program/Course Action Request - First Reading

X. Old Business XI. New Business

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April 23, 2010 Graduate Academic Board Page 2 Summary

A. Doctor of Education (pg. 52-92) MOTION (Ed McLain): Approved the concept of the Doctor of Education as submitted. 2nd

Unanimously Approved : Susan Modlin

B. Election of Graduate Academic Board Chair Judith Moore elected as chair for 2010-2011

XII. Informational Items and Adjournment A. Curriculum Log B. Catalog Copy (Chapters 10, 11, 12) in Word Format C. Accreditation website D. Doctoral Program Criteria- Quick Links column on right hand side of Governance website http://www.uaa.alaska.edu/governance/

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1a. School or College EN SOENGR

1b. Division choose one

1c. Department CIVIL ENGINEERING

2. Course Prefix

CE

3. Course Number

A624

4. Previous Course Prefix & Number

5a. Credits/CEUs

3.0 CR

5b. Contact Hours (Lecture + Lab) (2+2)

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

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

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

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

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2011 To: 99/9999

12. Cross Listed with Stacked with CE A424 Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance.

Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Civil Engineering, MS 298 Thomas Ravens 2. 3.

Initiator Name (typed): Osama Abaza Initiator Signed Initials: _________ Date:________________

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

13c. Coordination with Library Liaison Date: Dec. 08

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures. 16a. Course Prerequisite(s) (list prefix and number) [CE A334 and ES A331] with a grade of C or better .

16b. Test Score(s)

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

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable)

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

19. Justification for Action Elective course for Master in Science in Civil Engineering, providing specialized practical training in transportation engineering.

__________________________________________________ ___________ Initiator (faculty only) Date Osama Abaza Initiator (TYPE NAME)

Approved Disapproved

__________________________________________________________ Dean/Director of School/College Date


______________________________________ __________ Department Chairperson Date


__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson


_____________________________________ ___________ Curriculum Committee Chairperson Date


__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

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

5


mailto:[email protected]�

UNIVERSITY OF ALASKA ANCHORAGE SCHOOL OF ENGINEERING

COURSE CONTENT GUIDE

DATE: 8/20/2010

Department: Civil Engineering

Course Prefix, Number, and Title: CE A624 Pavement Design I. Course description

Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures.

II. Course Design

A. Fundamental intent: Designed as a technical elective for graduate students majoring in Civil Engineering. Note; Course to be stacked with CE A424 Pavement Design.

B. Number of Semester Credits: Three (3)

C. Course Schedule: Standard fifteen (15) week semester.

D. Lectures Hours/week: Two (2)

E. Laboratory Hours/week: Two (2)

F. Total time of work expected outside of class: Five (8) hours per week.

G. Programs that require this course: Technical elective for Masters of Science in Civil

Engineering.

H. Grading: A – F

I. Coordination with affected unites: Faculty list serve. Only the Department of Civil Engineering is affected.

J. Justification for Action: Elective course for the Masters in Science in Civil Engineering,

providing specialized practical training in transportation engineering.

K. Prerequisite: [CE A334 and ES A331] with a grade of C or better.

L. Registration Restrictions:

6

CE A624 Pavement Design Course Content Guide 12/18/08

III. Course level justification A. The course will involve application of engineering and scientific knowledge and skills typical of

graduate engineering students. B. The primary context of the course will be discussion and interaction among professional peers on

advanced topics, with the basic assumption that students are accustomed to this level of interaction.

C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of master’s degree programs in engineering.

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

E. Significant responsibility for independent critical thinking, efficient learning habits, and interpretation of technical information will fall on the student, at a level commonly associated with graduate education.

IV. Course Outline

A. Introduction 1. Introduction to Pavement structures 2. Pavements types 3. Design factors 4. Pavements (airports & highways)

B. Stresses and strains in flexible pavements 1. Homogeneous mass 2. Layered systems 3. Viscoelastice solutions

C. Stresses and strains in rigid pavements 1. Stresses due to curling 2. Stresses and deflections due to loading 3. Stresses due to friction 4. Design of dowels and joints

D. Traffic loading and volume 1. Design procedures 2. Equivalent single-wheel load 3. Equivalent single-axle factor 4. Traffic analysis

E. Material characterization 1. Resilient modulus 2. Fatigue characteristic

F. Pavement performance G. Reliability H. Flexible pavement design

1. AASHTO design method I. Rigid pavement design

1. PCA method J. Asphaltic Concrete Mixture Design

1. AASHTO Mix Design 2. Superpave Mix Design

K. Research application in the field of pavement materials and design.

7


V. Instructional Goals and Student Outcomes A. Instructional Goals. Instructor will introduce:

1. basic skills in pavement design and analysis for highways and airports, 2. pavement related testing and studies, 3. the theoretical design of pavement structures, 4. the practical (empirical) aspects of pavement design, 5. analysis and evaluation of pavement design parameters, 6. analysis and evaluation of pavement materials and construction methods, 7. the typical engineering documentation and interaction with others in a professional manner, 8. preservation, sharing, and analyzing information for pavement structures, 9. team work to achieve goals efficiently and professionally, 10. consideration of the wider perspective and diversity of the engineering profession when

dealing with the social, economic, and environmental aspects in pavement design.

B. Student Outcomes. Students who successfully complete this course will demonstrate knowledge and skills in the following areas: 1. visualize pavement design from the perspective of highway engineering, 2. integrate and interact with transportation professionals and agencies, 3. articulate the importance of the interaction of the different highway engineering

components, 4. delivering a project report that meets the objectives of the pavement materials and pavement

design aspects under consideration, 5. realize of the dimensions and aspects of pavement structures, 6. articulate the basics of the design and analysis of pavement structures, 7. apply pavement design issues to fields of traffic engineering and geometrical design of

highways

VI. Course Activities A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic

examinations. B. Students are assigned required reading and homework problems to analyze measured data and

evaluate analytical solution methods. C. Students will complete a scientific paper and design project in the field of pavement structures

and materials within the time frame of the course. D. Students are required to perform experiments in the lab, collect data, and analyze data.

8


VII. Course Evaluation. Methods of evaluation may include but are not limited to:

Outcomes Measures Visualize pavement design in the perspective to highway engineering

Performance in the exam, quizzes, and homework assignments.

Integrate and interact with transportation professionals and agencies

Performance in the lab, presentation of scientific paper and in a design project.

Understand the importance of the interaction of the different highway engineering components

Performance in the exam, quizzes, field projects, and homework assignments.

Delivering a project report that meets the objectives of the pavement materials and pavement design aspects under consideration

Performance in the lab, presentation of a design project.

Realize of the dimensions and aspects of pavement structures

Performance in the final exam, quizzes, field projects, term design project, and homework assignments.

Understanding the basics of the design and analysis of pavement structures


Relate to other courses in the field of transportation engineering to enhance his/her knowledge and skills in the design

Performance in preparing, presenting, writing a design project and scientific paper.

VIII. Suggested Text:

Huang, Y. H., (2004). Pavement Analysis and Design, 2rd edition, Prentice Hall. IX. Alternative texts and references:

Garber, and Hoel, L., (2009). Traffic and Highway Engineering, 5th edition, Garber Hoel. Youder, E. S., and Witezak, M. W., (1975). Principles Of Pavement Design, Wiley. (2007), Standard Specifications for Transportation and Methods of Sampling and Testing And Provisional Standards, 27th , AASHTO, edition. (2008) American Society of Testing and Materials, ASTM standards (all relevant tests and standards). (2007), AASHTO Guide for the Design of Pavement Structures, America Association of State and Highway Transportation Officials. (2001), MS-22 Construction of Hot Mix Asphalt Pavements, 2nd edition, Asphalt Institute. (2000), MS-11 Full-Depth Asphalt Pavements for Air Carrier Airports, , 3rd edition, Asphalt Institute. (2000), MS-1 Thickness Design--Asphalt, 10th edition, Asphalt Institute. (2001), SP-2 Super pave Mix Design, 3rd edition, Asphalt Institute. (2003), SP-1 Performance Graded Asphalt Binder Specification and Testing Superpave Mix Design, 3rd edition, Asphalt Institute.

9


Websites:

American Association of State and Highway Transportation Officials (AASHTO)

www.transporation.org

Asphalt Institute www.asphaltinstitute.org

Automotive Technology www.automotive-technology.com

ITS Research Center, Texas A&M www.rce.tamu.edu

Transportation Research Board www.trb.org

U.S. Bureau of Transportation Statistics www.bts.gov

U.S. Department of Transportation www.dot.gov

10

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1c. Department CIVIL ENGINEERING

2. Course Prefix

CE

3. Course Number

A424


5a. Credits/CEUs

3.0 CR


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






11. Implementation Date semester/year From: Spring/2011 To: 99/9999

12. Cross Listed with Stacked with CE A624 Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Civil Engineering, BS 225 Thomas Ravens 2. 3.

Initiator Name (typed): Osama Abaza Initiator Signed Initials: _________ Date:________________

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

13c. Coordination with Library Liaison Date: DEC. 08


15. Course Description (suggested length 20 to 50 words) Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures. 16a. Course Prerequisite(s) (list prefix and number) [CE A334 and ES A331] with a grade of C or better .

16b. Test Score(s)




16e. Registration Restriction(s) (non-codable)


19. Justification for Action Elective course for Bachelor in Science in Civil Engineering, providing specialized practical training in transportation engineering.

__________________________________________________ ___________ Initiator (faculty only) Date Osama Abaza Initiator (TYPE NAME)













11





DATE: 12/2/2009

Department: Civil Engineering

Course Prefix, Number, and Title: CE A424 Pavement Design I. Course description

Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures.

II. Course Design

A. Fundamental intent: Designed as a technical elective for undergraduate students majoring in Civil Engineering.

B. Number of Semester Credits: Three (3).

C. Course Schedule: Standard fifteen (15) week semester.

D. Lectures Hours/week: Two (2).

E. Laboratory Hours/week: Two (2).

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

G. Programs that require this course: Technical elective for Bachelor of Science in Civil

Engineering.

H. Grading: A – F.

I. Coordination with affected units: Faculty list serve. Only the Department of Civil Engineering is affected.

J. Justification for Action: Elective course for the Bachelor in Science in Civil Engineering,

providing specialized practical training in transportation engineering.

K. Prerequisite: [CE A334 and ES A331] with grade of C or better.

L. Registration Restrictions:

12


III. Course level justification A. The course will involve application of engineering and scientific knowledge and skills typical of

undergraduate engineering students. B. The primary context of the course will be discussion and interaction among professional peers on

advanced topics, with the basic assumption that students are accustomed to this level of interaction.

C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of bachelor degree programs in engineering.

D. Students in the course analyze measured data and evaluate analytical methods to solve problems typical of advanced engineering practice.

E. Significant responsibility for independent critical thinking, efficient learning habits, and interpretation of technical information will fall on the student, at a level commonly associated with undergraduate education.

IV. Course Outline

A. Introduction 1. Introduction to Pavement structures 2. Pavements types 3. Design factors 4. Pavements (airports & highways)

B. Stresses and strains in flexible pavements 1. Homogeneous mass 2. Layered systems 3. Viscoelastice solutions

C. Stresses and strains in rigid pavements 1. Stresses due to curling 2. Stresses and deflections due to loading. 3. Stresses due to friction. 4. Design of dowels and joints

D. Traffic loading and volume 1. Design procedures 2. Equivalent single-wheel load 3. Equivalent single-axle factor 4. Traffic analysis

E. Material characterization 1. Resilient modulus 2. Fatigue characteristic

F. Pavement performance G. Reliability H. Flexible pavement design

1. AASHTO design method I. Rigid pavement design

1. PCA method J. Asphaltic Concrete Mixture Design

1. AASHTO Mix Design 2. Superpave Mix Design

13


V. Instructional Goals and Student Outcomes A. Instructional Goals. Instructor will introduce:

1. basic skills in pavement design and analysis for highways and airports, 2. pavement related testing and studies, 3. the theoretical design of pavement structures, 4. the practical (empirical) aspects of pavement design, 5. analysis and evaluation of pavement design parameters, 6. analysis and evaluation of pavement materials and construction methods, 7. the typical engineering documentation and interaction with others in a professional manner, 8. preservation, sharing, and analyzing information for pavement structures, 9. team work to achieve goals efficiently and professionally, 10. consideration of the wider perspective and diversity of the engineering profession when

dealing with the social, economic, and environmental aspects in pavement design.

B. Student Outcomes. Students who successfully complete this course will be able to: 1. visualize pavement design from the perspective of highway engineering, 2. integrate and interact with transportation professionals and agencies, 3. articulate the importance of the interaction of the different highway engineering

components, 4. delivering a project report that meets the objectives of the pavement materials and pavement

design aspects under consideration, 5. realize of the dimensions and aspects of pavement structures, 6. articulate the basics of the design and analysis of pavement structures, 7. apply pavement design issues to fields of traffic engineering and geometrical design of

highways

VI. Course Activities A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic

examinations. B. Students are assigned required reading and homework problems to analyze measured data and

evaluate analytical solution methods. C. Students will complete a design project in the field of pavement structure within the time frame of

the course. D. Students are required to perform experiments in the lab, collect data, and analyze data.

14


VII. Course Evaluation. Methods of evaluation may include but are not limited to: Outcomes Measures

Visualize pavement design in the perspective to highway engineering

Performance in the exam, quizzes, and homework assignments.

Integrate and interact with transportation professionals and agencies

Performance in the lab, presentation of a design project.

Understand the importance of the interaction of the different highway engineering components


Deliver a project report that meets the objectives of the pavement materials and pavement design aspects under consideration


Realize of the dimensions and aspects of pavement structures


Understand the basics of the design and analysis of pavement structures


Relate to other courses in the field of transportation engineering to enhance his/her knowledge and skills in the design

Performance in preparing, presenting, and writing a design project.


Huang, Y. H., (2004). Pavement Analysis and Design, 2rd edition, Prentice Hall IX. Alternative texts and references:

Garber, and Hoel, L., (2009). Traffic and Highway Engineering, 5th edition, Garber Hoel. Youder, E. S., and Witezak, M. W., (1975). Principles Of Pavement Design, Wiley. (2007), Standard Specifications for Transportation and Methods of Sampling and Testing And Provisional Standards, 27th , AASHTO, edition. (2008)American Society of Testing and Materials, ASTM standards (all relevant tests and standards). (2007), AASHTO Guide for the Design of Pavement Structures, America Association of State and Highway Transportation Officials. (2001), MS-22 Construction of Hot Mix Asphalt Pavements, 2nd edition, Asphalt Institute. (2000),MS-11 Full-Depth Asphalt Pavements for Air Carrier Airports, , 3rd edition, Asphalt Institute. (2000), MS-1 Thickness Design--Asphalt, 10th edition, Asphalt Institute. (2001), SP-2 Super pave Mix Design, 3rd edition, Asphalt Institute. (2003), SP-1 Performance Graded Asphalt Binder Specification and Testing Superpave Mix Design, 3rd edition, Asphalt Institute.

Websites:

15


American Association of State and Highway Transportation Officials (AASHTO)

www.transporation.org

Asphalt Institute www.asphaltinstitute.org

Automotive Technology www.automotive-technology.com

ITS Research Center, Texas A&M www.rce.tamu.edu

Transportation Research Board www.trb.org

U.S. Bureau of Transportation Statistics www.bts.gov

U.S. Department of Transportation www.dot.gov

16

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http://www.dot.gov/�


1b. Division No Division Code

1c. Department Civil Engineering

2. Course Prefix

CE

3. Course Number

A689


CE A694U

5a. Credits/CEUs

3 credits


6. Complete Course Title Cold Regions Pavement Design Cold Regions Pavement Design Abbreviated Title for Transcript (30 character)




9. Repeat Status Yes # of Repeats Max Credits


11. Implementation Date semester/year From: Fall/2010 To: /9999

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


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Arctic Engineering M.S. Program 297-298 Orson Smith 2. Civil Engineering M.S. Program 298 Orson Smith 3. Civil Engineering Undergraduate Program 224 Orson Smith

Initiator Name (typed): Hannele Zubeck Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 2/9/2010 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date:


15. Course Description (suggested length 20 to 50 words) Design of pavement structures and their maintenance and rehabilitation in cold regions where frost, snow and ice threaten pavements’ service life.Web-based. 16a. Course Prerequisite(s) (list prefix and number) CE A402 with grade C or better

16b. Test Score(s)




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


19. Justification for Action This course addresses a critical aspect of advanced civil engineering practice in cold regions and expands web-based technical electives for engineering graduate students.

__________________________________________________ ___________ Initiator (faculty only) Date Hannele Zubeck Initiator (TYPE NAME)













17



1



Date: 03/09/2010

Department: Civil Engineering Course Prefix, Number, and Title: CE A689 Cold Regions Pavement Design

I. Course Description: Design of pavement structures, maintenance and rehabilitation in cold regions where frost, snow and ice threaten pavements’ service life. Web-based.

II. Course Design

A. Fundamental intent: Provide engineers with theoretical knowledge and practical skills to engineer pavements in areas where freezing temperatures, unstable soils, snow and ice, sparse population, long road mileage, and often limited funds constrain design and maintenance choices for pavement structures.

B. Number of Semester Credits: Three (3)

C. Course schedule: Standard semester timeframe.

D. Lecture hours/week: Three (3)

E. Laboratory hours/week: None

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

G. Programs that require this course: This course is a 1) elective course for the

MS Arctic Engineering program, 2) design elective for the MS Civil Engineering program and 3) transportation engineering technical elective for the BS Civil Engineering program.

H. Grading: A-F

I. Coordination with affected units: All affected programs are under the School of

Engineering Civil Engineering Department.

J. Justification for action: This course addresses a critical aspect of advanced civil engineering practice in cold regions and expands web-based technical electives for engineering graduate students.

K. Prerequisites: CE A402 with grade “C” or better.

18

CE A689 Cold Regions Pavement Design CCG 03/09/2010

2

L. Registration Restrictions: Graduate standing in engineering or instructor permission

III. Course level justification

A. The course will involve application of engineering and scientific knowledge and skills typical of graduate engineering students.

B. Multimedia presentations and required reading will include advanced scientific and engineering topics that require a background in math and science equivalent to that of bachelor degree programs in engineering for correct interpretation.

C. Students in the course analyze measured data and apply analytical and numerical models to solve problems typical of advanced engineering practice.

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

IV. Course Outline

A. Introduction to cold regions pavements B. Pavement environment C. Calculation of engineering parameters D. Pavement deterioration modes E. Soil investigation and material testing F. Design approaches G. Mix design of bound layers H. Pavement structural design I. Maintenance and rehabilitation J. Pavements on permafrost

V. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will: 1. Provide students with understanding and skills to apply factors

affecting pavement design in cold regions. 2. Provide students with skills to calculate engineering parameters

needed in pavement design. 3. Provide students with understanding on the failure modes of

pavements under the effects of traffic, environmental stresses and the combination of the two.

4. Provide students with knowledge and skills to apply on site investigation and material testing.

5. Acquaint students with alternatives for design and maintenance strategies and their financial impacts.

6. Provide students with understanding of a volumetric mix design and performance based mix design of bituminous pavement

19


3

surfaces. 7. Prepare students to perform pavement structural design. 8. Provide students knowledge of maintenance operations,

rehabilitation techniques and seasonal load restrictions. 9. Prepare students to design pavement in a permafrost environment.

B. Student Outcomes. Students who successfully complete this course will:

Assessment Method:

• Understand and be able to analyze factors affecting pavement design in cold regions.

Exam, homework submittals, discussion, term paper

• Be able to analyze failure modes of pavements under the effects of traffic, environmental stresses and the combination of the two.


• Have knowledge on site investigations material testing.


• Be able to evaluate alternatives for design and maintenance techniques, strategies and their financial impacts.


• Have knowledge and preparation to perform pavement designs in cold regions.


VI. Course Activities

A. Weekly learning modules include multimedia presentations, discussions, reading assignments and homework problems.

B. Course includes a midterm and a final exam. C. Students will author a term paper and participate in a virtual term paper

conference.

VII. Course Evaluation: Each student learning outcome above is to be assessed on the basis of student solutions to homework and exam problems and on the completeness and quality of the term paper.


Doré, G. and Zubeck, H., (2008). Cold Regions Pavement Engineering, ASCE Press & McGraw Hill.

20


4

IX. Alternative texts and references • Vinson, T., Rooney, J. and Haas, W., (1996). Roads and Airfields in Cold

Regions, ASCE Press. • Andersland, O. and Ladanyi, B., (2004). Frozen Ground Engineering, ASCE

Press. • Huang, Y. 2004. Pavement Analysis and Design, Pearson, Prentice Hall.

21

1a. School or College HW CHSW

1b. Division ASWK Division of Social Work

1c. Department MSWK

2. Course Prefix

SWK

3. Course Number

A663


n/a

5a. Credits/CEUs

2 - 3

5b. Contact Hours (Lecture + Lab) (2-3+0)

6. Complete Course Title Clinical Social Work with Children and Adolescents Clin SWK/Child & Adolescents Abbreviated Title for Transcript (30 character)







12. Cross Listed with n/a Stacked with n/a Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. 2. 3.

Initiator Name (typed): Elizabeth Sirles Initiator Signed Initials: _________ Date:________________


13c. Coordination with Library Liaison Date: 2/17/10


15. Course Description (suggested length 20 to 50 words) Preparation for clinical work with children, adolescents and their families. Review of fundamental issues in child and adolescent development will provide the groundwork for development of effective assessment and treatment skills. Emphasis will be placed upon understanding the child/adolescent within the family, community, and cultural context, incorporating these factors into treatment approaches and planning. 16a. Course Prerequisite(s) (list prefix and number) n/a

16b. Test Score(s) n/a

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



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

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

19. Justification for Action Updating course description. The variable credit option and change in registration restriction are intended to allow non-MSW students to enroll in this graduate elective course.

__________________________________________________ ___________ Initiator (faculty only) Date Elizabeth Sirles Initiator (TYPE NAME)













22



COURSE CONTENT GUIDE University of Alaska Anchorage

College of Health and Social Welfare School of Social Work

Master of Social Work Program I. Date of Initiation: Spring 2010 II. College or School: School of Social Work III. Course Information:

Course Subject/Title: Clinical Social Work with Children and Adolescents Course Number: SWK A663 Credits and Contact Hours: 2-3 (2-3 + 0) Course Program Title: Master of Social Work Grading Basis: A – F Course Description: Preparation for clinical work with children,

adolescents and their families. Review of fundamental issues in child and adolescent development will provide the groundwork for development of effective assessment and treatment skills. Emphasis will be placed upon understanding the child/adolescent within the family, community, and cultural context, incorporating these factors into treatment approaches and planning.

Course Prerequisites: N/A Registration Restrictions: Graduate standing. Fees: N/A

IV. Instructional Goals:

The instructor will: 1. Explain bio/psycho/social theories of early childhood and adolescent

development which support assessment and treatment planning; 2. Contrast and compare evidenced based modalities for treatment of

children and adolescents; 3. Discuss the role of social work in community based and residential

behavioral health programs for children and adolescents; 4. Explain the links among behavioral health services, special education,

medical, early care, juvenile justice, and child protective services for children and adolescents; For three credit option:

1. Present and explain recent research in neurobiology, attachment and object relations theory about early childhood.

23

Va. Student Outcomes for 2 credit option: Evaluation

1 Integrate relevant bio/psycho/social theories in assessment and treatment planning for children and adolescents.

Reading logs and class discussion

2. Apply evidenced based modalities in the treatment planning for children and adolescents in need of behavioral health services.


3. Participate in multidisciplinary treatment planning for children and adolescents suffering from behavioral disorders.


4. Coordinate children and adolescent mental health services with early care, child protection, special education, juvenile justice and medical services.


5. Articulate the significance of culture with children and adolescents’ behavioral health assessment, diagnosis, prevention and intervention.


Vb. Student Outcomes for 3 credit option: Evaluation

6. Integrate recent research in object relations theory related to early childhood

Written assignments

7. Contrast, compare and integrate recent research in attachment theory related to early childhood.

Written assignments

8. Contrast, compare and integrate recent research in neurobiology of early childhood.

Written assignments

VI. Course Level Justification:

The purpose of the course is to equip students with theoretical and practical knowledge to do clinical assessment and interventions with children, adolescents and their caregivers. This is a variable credit course which allows students to enroll for either two or three credits. Students who enroll for three credits will be expected to complete additional readings and course assignments.

VII. Topical Course Outline: 1. Linking nature and nurture: the bio/psycho/social perspective to assessment

and treatment planning; 2. Evidence based approaches in children’s mental health; 3. Sillls for effective participation in multidisciplinary treatment teams; 4. Inter-agency treatment planning among behavioral health, special education,

medical, juvenile justice, early care and child protective services;

24

5. The intersection of culture with behavioral health assessment, diagnosis, prevention and intervention;

6. Intergrating contempory research in neurobiogy, attachment and object relations theory of early childhood development.

VIII. Suggested Texts:

Cooper, M.G., & Granucci-Lesser, J. (2008). Clinical Social Work Practice: An Integrated Approach. New York, NY: Aliyn & Bacon,

IX. Bibliography:

Applegate, J. S. (1997). The holding environment: An organizing metaphor for social work theory and practice. Smith College Studies in Social Work, 68(1), 7-29.

Bassett, D. J., & Johnson, J. A. (2004). The role of clinical consultation in child

protection investigations. Child and Adolescent Social Work, 74(3), 486–502.

Fonagy, P. (1999). The attachment system as a bio-social mechanism of

homeostatic regulation. From http://psychematters.com/papers/fonagy2.htm

Gubman, N. (2004). Disorganized attachment: A compass for navigating the

confusing behavior of the “ difficult to treat” patient. Clinical Social Work Journal, 32(2), 159–167.

Huebner, C. E., Dunlop, M., & Case, A. (2004). Containing violence: A case

study illustration of Bion’s container-contained model as applied to mother-infant intervention. Clinical Social Work Journal, 32(2), 141–162.

Jensen, C. E. (2004). Medication with children with attention-deficit hyperactivity

disorder. Clinical Social Work Journal, 32(2), 197-216. Leathers, S., McMeel, L., & Atkins, M. (2009). Trends in child welfare’s focus on

children’s mental health and services from 1980 – 2004. Children and Youth Services Review, 31(4), 445-450.

Lee, M., & Jhonson-Reed, M. (2009). Needs and outcomes for low income youth

in special education: variations by emotional disturbance diagnosis and child welfare contact. Children and Youth Services Review, 31(7), 722-731.

Levine, J. (1997). Re-visioning attention deficit hyperactivity disorder (ADHD).

Clinical Social Work Journal, 25(2), 197-209.

25

http://psychematters.com/papers/fonagy2.htm�

Maher, E., Jackson, L., Pecora, P., Shultz, D., & Barnes-Proby, S. (2009). Overcoming challenges to implementing and evaluating evidence-based interventions in child welfare: a matter of necessity. Children and Youth Services Review, 31(5), 555-562.

Plefferle, S., & Spitznagle, E. (2009). Children’s mental health service use and

maternal mental health: a path analytic model. Children and Youth Service Review, 31(3), 378-382.

Robb, B. (2003). Changing the future: The story of attachment with a child with

special needs. Clinical Social Work Journal, 31(1), 9–20. Sherman, S. B. (2003). Early intervention with a mother-infant pair: The impact

of an enduring and adaptive relationship. Clinical Social Work Journal, 31(3), 223–232.

Smolen, A. (2001). Connecting with Sara: Facilitating attachment. Smith College

Studies in Social Work, 72(1), 53–75. Stein, J. (2002). He survives everything: A latency-aged child with play

disruption in the face of trauma and early loss. Clinical Social Work Journal, 30(2), 145-157.

Taylor, C. (2004). Underpinning knowledge for child care practice: Reconsidering

child development theory. Child and Adolescent Social Work, 9(3), 11–28. Yip, K. (2003). A strengths perspective in working with an adolescent with dual

diagnosis. Clinical Social Work Journal, 31(2), 189–201.

26



1c. Department MSWK

2. Course Prefix

SWK

3. Course Number

A673


n/a

5a. Credits/CEUs

3


6. Complete Course Title Geriatric Social Work Practice Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Spring/2011 To: /9999

12. Cross Listed with SWK A473 Stacked with n/a Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Social Work 289-291 Randy Magen 2. 3.

Initiator Name (typed): Patrick Cunningham Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Covers the knowledge, skills, and values needed for effective social work practice with older adults and their families. Students will have the opportunity to develop the capability for accurate multidimensional assessments and effective interventions with and on behalf of older adults and their families. 16a. Course Prerequisite(s) (list prefix and number) none







19. Justification for Action Requesting permanent course number for a course which has successfully been offered as a special topics course.

__________________________________________________ ___________ Initiator (faculty only) Date Patrick Cunningham Initiator (TYPE NAME)













27



University of Alaska Anchorage College of Health and Social Welfare

Course Content Guide

I. Date of Initiation: Spring 2010 II. Curriculum Action Request

School: School of Social Work Course Subject: SWK Course Number: A673 Number of Credits: 3 Contact Hours: 3+0 Course Program: Master of Social Work Title: Geriatric Social Work Practice Stacked Course: SWK A473 Grading Basis: A-F Implementation Date: Spring 2011 Course Description: Develops the knowledge, skills, and values needed for effective social work practice with older adults and their families. Students will have the opportunity to develop the capability for accurate multidimensional assessments and effective interventions with and on behalf of older adults and their families. Course Prerequisites: None Course Co-requisites: None Registration Restrictions: Graduate Standing Course Fee: None

III. Instructional Goals and Student Outcomes The instructor will: 1. Provide the opportunity for students to explore the field of geriatrics,

obtain a realistic view of the aging process, and develop an awareness of both mainstream U.S. society’s response to aging and one’s personal viewpoint.

2. Introduce theories on the biological, psychological, social, and spiritual functioning of older adults in order to assess functioning, plan and implement interventions from a social work perspective.

3. Provide an overview of the process of assessing the needs of older adults including social and behavioral health services.

4. Provide content on abuse and neglect of older adults, drug and alcohol abuse and the social worker’s role in dying, bereavement, and advance directives.

5. Identify macro geriatric practice issues and what strategies will be effective in obtaining social and economic justice for older populations.

Upon complete on of this course, the student will be able to:

28

Outcomes and Assessment Measures Outcomes Measures

1. recognize awareness of one’s own values, preferences, and aspirations regarding aging and, as necessary, take steps to dispel myths about aging.

class discussion questions, response to questionnaires, and video reaction papers.

2. describe the biopsychosocial characteristics of the heterogeneous cohort of older adults and of how these, individually and collectively, create need and affect behavior.

class discussion questions, video reaction papers, and testing.

3. apply principles of biopsychosocial assessment to case studies of older adults with particular attention to assessment of needs of diverse populations.

reaction paper response to CD assignment and case study assignment.

4. describe the major services in the continuum of care for older adults, including preventive and well-elder services, in-home services and family care, family-centered and community-based services, as well as institutional services.

case study assignment, video reaction papers, and testing.

5. discuss the relation of diversity to variations in the aging process (e.g., gender, race, culture, economic status, ethnicity, and sexual orientation).

video reaction papers, class discussion questions, and reaction to CD assignment.

6. integrate an understanding of key values and ethical dilemmas that are involved in social work practice and research with older adults and their families from diverse, ethnic, cultural, and socioeconomic backgrounds.

response to class discussion questions, video reaction papers, interview of older adult assignment.

7. apply the theory of selected treatment approaches that are known to be effective in practice with older adults.

class discussion response to questions, reaction papers, and testing.

29

8. prepare to collaboration skills

needed for working with other health, mental health, and allied health professionals in delivering services to older adults.

case study assignment, testing, interview of older adult assignment.

9. explain the impact of and delineate the issues for adult children and their families as they provide support and care for aging relatives such as long-term care and end of life decisions and processes.

testing, case study assignment, interview of older adult assignment, CD assignment.

10. assess, and influence the effect of social policies at the local, state, and national level on the biopsychosocial well being of persons who are aging and elderly.

video reaction papers, response to class discussion questions, interview of older adult assignment, testing, and issue letter to editor, government official, or other policy maker.

IV. Course Level Justification This is an upper division and graduate social work elective course offered to BSW and MSW social work students as well as to students seeking a minor in Gerontology, and other students with an interest in an introductory course covering geriatric social work practice. Students taking this course for graduate credit will be given complex case studies assignments requiring the application of the change process model to include engagement, assessment, case planning, interventions, and evaluation. They will also research a policy issue pertaining to elders and their families and create a policy brief advocating for change and submit it as a letter to the editor of a newspaper, government official, or other policy maker. V. Topical Course Outline

1. Demographics and Myths a. Introduction to geriatric social work b. Myths and realities of aging c. Demographics and characteristics of older Americans d. Active aging

2. Social Work Practice and Physical Health a. Foundation core competencies for generalist geriatric social work practice b. How the body ages c. The older Alaskan d. Effective practice with elderly clients

3. Psychology, Relationships, and Assessment a. Social roles and relationships in old age b. Psychological aspects of aging

30

c. Distinguishing features of age groups d. Geriatric subject areas and terms e. Visual assessment f. Biopsychosocial/spiritual assessment g. Accessing assessment scales h. Strengths inventory

4. Mental Health and Alzheimer’s Disease a. Intellect, personality, and mental health b. Psychological problems of older adults c. Older adults and mental health d. Late life mental health components e. Depression in the older adult f. Helping families face the early stages of Alzheimer’s disease

5. Sexuality a. Love, intimacy, and sexuality b. Sexuality in aging c. Geriatric social worker’s role d. Social services assessment

6. Case Management and Substance Abuse a. Family and intergenerational relationships b. Case management c. Elder substance abuse

7. Wellness and Prevention a. Maximizing physical potential of older adults b. Suicide prevention c. Connecting with domestic violence programs

8. Illness and Disability a. Illness and disability factors b. Elder abuse and neglect c. Adult Protective Services d. Alaska Senior and Disability Services

9. End of Life Care a. Work, retirement, and economic status in respect to end of life care. b. Coping with chronic illness c. Elder care giving d. Death, dying, and bereavement e. Euthanasia f. Last acts

10. Aging Policy a. Living old

31

b. The future of aging

VI. Suggested Texts McInnis-Dittrich, K. (2009). (3rd Ed). Social work with elders: A biopsychosocial

approach to assessment and intervention. Boston: Allyn and Bacon. VII. Bibliography Adams K. & McClendon K. (2006). Early-stage cognitive impairment: A

social work practice and research agenda. Families in Society: The Journal of Contemporary Social Services, 87(4), 590-600.

Berzoff, L. & Silverman, P. (2004). Living with dying: A handbook for end-of-life healthcare practictioners. New York: Columbia University Press. Braun, K. & Cheang, M. (2005). Growing old in a new age: Study guide (5th ed.). Boston: Allyn & Bacon. Burnette, D. (2002). Social work practice with older adults. (CD-ROM). New York:

Columbia University School of Social Work and Columbia Center for New Media and Teaching.

Coor, C., Nabe, C., & Coor, D. (2006). Death and dying - life and living. (5th ed.), New York: Wadsworth Publishing. Cruikshank, M. (2008) Politics of healthy aging: Learning to be old. Lanham, MD:

Rowman and Littlefield Publisher, Inc. Gallo, J., Bogner, H., Fulmer, T., & Paveza, G. (2006). Geriatric assessment (4th ed.) Sudbury, MA.: Jones and Bartlett Publishers Generations: Journal of the American Society on Aging. Recognizing diversity in aging moving toward cultural competence Fall 2002 XXVI, Number 3 (entire issue) Hooyman, N., & Kiyak, H. A. (2008). Social gerontology. (8th ed.). Boston: Allyn & Bacon. Kaye, L. (2005). Perspectives on productive aging: Social work with the new aged. Washington, DC: NASW Press. Kuhn D. (2007). Helping families face the challenges of early stages of dementia. In C. Cox (ed.) Dementia and social workpractice. (pp. 47-68) New York: Springer Publishing. Laidlaw, K., Gallagher-Thompson, D., & Dick-Siskin, L. (2003). Cognitive behaviour therapy with older people. New York: Wiley.

32

Naleppa, M. & Reid, W. (2003). Gerontological social work: A task-centered approach. New York: Columbia University Press.

Nelson-Becker, H., Nakashima, M. & Canda, E.(2007). Spiritual assessment in aging: A framework for clinicians. Journal of Gerontological Social Work, 48, 331-347. Nichols, J. (2002). Aging with HIV: Psychological, social, and health

issues. Burlingon, MA: Academic Press.

Pratt, J. (2004). Long-Term care: Managing across the continuum, (2nd ed.). Boston: Jones and Bartlett Publishers.

Quadagno, J. (2008). Aging and the life course: An introduction to social gerontology (4th ed.). New York: McGraw Hill. Snyder, L, & Drego, R. (2006). Experiences of loss and methods for coping with loss for

persons with mild-moderate Alzheimer’s. Alzheimer’s Care Quarterly, 7(3), 152-162.

Stoppe G. (2008). Competence assessment in dementia. New York: Springer. Taylor R. (2006). Alzheimer’s from the inside out. Baltimore: Health Professions Press. Vaillant, G. E. (2002). Aging well: Surprising guideposts to a happier life from

The landmark Harvard study of adult development. New York: Little, Brown and Company.

Wacker, R. & Roberto, K. (2008). Community resources for older adults: Programs

and services in an era of change (3rd ed.). Thousand Oaks, CA: Sage Publications. Zarit, S. & Sarit, J. (2007). Mental disorders in older adults: Fundamentals of assessment and treatment (2nd ed.). New York: Guilford.

33



1c. Department BSWK

2. Course Prefix

SWK

3. Course Number

A473


n/a

5a. Credits/CEUs

3


6. Complete Course Title Geriatric Social Work Practice Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Spring/2011 To: /9999

12. Cross Listed with SWK A673 Stacked with n/a Cross-Listed Coordination Signature


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Bachelor of Social Workk 160 - 1621 Kathi Trawver 2. 3.

Initiator Name (typed): Patrick Cunningham Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Covers the knowledge, skills, and values needed for effective social work practice with older adults and their families. Students will have the opportunity to develop the capability for accurate multi¬dimensional assessments and effective interventions with and on behalf of older adults and their families. 16a. Course Prerequisite(s) (list prefix and number)





16e. Registration Restriction(s) (non-codable) Departmental Approval


19. Justification for Action Requesting permanent course number for a course which has successfully been offered as a special topics course.

__________________________________________________ ___________ Initiator (faculty only) Date Patrick Cunningham Initiator (TYPE NAME)













34





I. Date of Initiation: Spring 2011 II. Curriculum Action Request

School: School of Social Work Course Subject: SWK Course Number: A473 Number of Credits: 3 Contact Hours: 3+0 Course Program: Bachelor of Social Work Title: Geriatric Social Work Practice Stacked Course: SWK A673 Grading Basis: A-F Implementation Date: Spring 2011 Course Description: Develops the knowledge, skills, and values needed for effective social work practice with older adults and their families. Students will have the opportunity to develop the capability for accurate multidimensional assessments and effective interventions with and on behalf of older adults and their families. Course Prerequisites: None Course Co-requisites: None Registration Restrictions: Department Approval Course Fee: None

III. Instructional Goals and Student Outcomes The instructor will: 1. Provide the opportunity for students to explore the field of geriatrics,

obtain a realistic view of the aging process, and develop an awareness of both mainstream U.S. society’s response to aging and one’s personal viewpoint, as a social work student.

2. Introduce theories on the biological, psychological, social, and spiritual functioning of older adults in order to assess functioning, plan and implement interventions from a social work perspective.

3. Provide an overview of the process of assessing the needs of older adults including social and behavioral health services.

4. Provide content on abuse and neglect of older adults, drug and alcohol abuse and the social worker’s role in dying, bereavement, and advance directives.

5. Identify macro geriatric practice issues and what strategies will be effective in obtaining social and economic justice for older populations.

35

Upon complete on of this course, the student will be able to: Outcomes and Assessment Measures

Outcomes Measures 1. recognize awareness of one’s own

values, preferences, and aspirations regarding aging and, as necessary, take steps to dispel myths about aging.

class discussion questions, questionnaires, and video reaction papers.

2. describe the biopsychosocial characteristics of the heterogeneous cohort of older adults and how these, individually and collectively, create need and affect behavior.

class discussion questions, video reaction papers, and testing.

3. apply principles of biopsychosocial assessment to case studies of older adults with particular attention to assessment of needs of diverse populations.

reaction paper response to CD assignment and case study assignment.

4. describe the major services in the continuum of care for older adults, including preventive and well-elder services, in-home services and family care, family-centered and community-based services, as well as institutional services.

case study assignment, video reaction papers, and testing.

5. recognize the relation of diversity to variations in the aging process (e.g., gender, race, culture, economic status, ethnicity, and sexual orientation).

video reaction papers, class discussion questions, and reaction to CD assignment.

6. demonstrate an understanding of key values and ethical dilemmas that are involved in social work practice and research with older adults and their families from diverse, ethnic, cultural, and socioeconomic backgrounds.

class discussion questions, video reaction papers, interview of older adult assignment.

7. apply the theory of selected treatment approaches that are known to be effective in practice

class discussion response to questions, reaction papers, and testing.

36

with older adults.

8. prepare to collaborate with other health, mental health, and allied health professionals in delivering services to older adults.

case study assignment, testing, interview of older adult assignment.

9. explain the impact of and delineate the issues for adult children and their families as they provide support and care for aging relatives such as long-term care and end of life decisions and processes.

testing, case study assignment, interview of older adult assignment, CD assignment.

10. assess the impact of social policies at the local, state, and national level on the biopsychosocial well being of persons who are aging and elderly.

video reaction papers, response to class discussion questions, interview of older adult assignment, testing.

IV. Course Level Justification This is an upper division and graduate social work elective course offered to BSW and MSW social work students as well as to students seeking a minor in Gerontology, and other students with an interest in an introductory course covering geriatric social work practice. Students taking this course for graduate credit will be given complex case studies assignments requiring the application of the change process model to include engagement, assessment, case planning, interventions, and evaluation. They will also research a policy issue pertaining to elders and their families and create a policy brief advocating for change and submit it as a letter to the editor of a newspaper, government official, or other policy maker. V. Topical Course Outline

1. Demographics and Myths a. Introduction to geriatric social work b. Myths and realities of aging c. Demographics and characteristics of older Americans d. Active aging

2. Social Work Practice and Physical Health a. Foundation core competencies for generalist geriatric social work practice b. How the body ages c. The older Alaskan d. Effective practice with elderly clients

3. Psychology, Relationships, and Assessment a. Social roles and relationships in old age b. Psychological aspects of aging

37

c. Distinguishing features of age groups d. Geriatric subject areas and terms e. Visual assessment f. Biopsychosocial/spiritual assessment g. Accessing assessment scales h. Strengths inventory

4. Mental Health and Alzheimer’s Disease a. Intellect, personality, and mental health b. Psychological problems of older adults c. Older adults and mental health d. Late life mental health components e. Depression in the older adult f. Helping families face the early stages of Alzheimer’s disease

5. Sexuality a. Love, intimacy, and sexuality b. Sexuality in aging c. Geriatric social worker’s role d. Social services assessment

6. Case Management and Substance Abuse a. Family and intergenerational relationships b. Case management c. Elder substance abuse

7. Wellness and Prevention a. Maximizing physical potential of older adults b. Suicide prevention c. Connecting with domestic violence programs

8. Illness and Disability a. Illness and disability factors b. Elder abuse and neglect c. Adult Protective Services d. Alaska Senior and Disability Services

9. End of Life Care a. Work, retirement, and economic status in respect to end of life care b. Coping with chronic illness c. Elder care giving d. Death, dying, and bereavement e. Euthanasia f. Last acts

10. Aging Policy a. Living old

38

b. The future of aging

VI. Suggested Texts McInnis-Dittrich, K. (2009). (3rd ed.). Social work with elders: A biopsychosocial

approach to assessment and intervention. Boston: Allyn and Bacon.

VII. Bibliography Adams K. & McClendon K. (2006). Early-stage cognitive impairment: A

social work practice and research agenda. Families in Society: The Journal of Contemporary Social Services, 87(4), 590-600.

Berzoff, L. & Silverman, P. (2004). Living with dying: A handbook for end-of-life healthcare practictioners. New York: Columbia University Press. Braun, K. & Cheang, M. (2005). Growing old in a new age: Study guide (5th ed.). Boston: Allyn & Bacon. Burnette, D. (2002). Social work practice with older adults. (CD-ROM). New York:

Columbia University School of Social Work and Columbia Center for New Media and Teaching.

Coor, C., Nabe, C., & Coor, D. (2006). Death and dying - life and living. (5th ed.), New York: Wadsworth Publishing. Cruikshank, M. (2008) Politics of healthy aging: Learning to be old. Lanham, MD:

Rowman and Littlefield Publisher, Inc. Gallo, J., Bogner, H., Fulmer, T., & Paveza, G. (2006). Geriatric assessment (4th ed.) Sudbury, MA.: Jones and Bartlett Publishers Generations: Journal of the American Society on Aging. Recognizing diversity in aging moving toward cultural competence Fall 2002 XXVI, Number 3 (entire issue) Hooyman, N., & Kiyak, H. A. (2008). Social gerontology. (8th ed.). Boston: Allyn & Bacon. Kaye, L. (2005). Perspectives on productive aging: Social work with the new aged. Washington, DC: NASW Press. Kuhn D. (2007). Helping families face the challenges of early stages of dementia. In C. Cox (ed.) Dementia and social workpractice. (pp. 47-68) New York: Springer Publishing. Laidlaw, K., Gallagher-Thompson, D., & Dick-Siskin, L. (2003).

39

Cognitive behaviour therapy with older people. New York: Wiley. Naleppa, M. & Reid, W. (2003). Gerontological social work: A task-centered

approach. New York: Columbia University Press. Nelson-Becker, H., Nakashima, M. & Canda, E.(2007). Spiritual assessment in aging: A framework for clinicians. Journal of Gerontological Social Work, 48, 331-347. Nichols, J. (2002). Aging with HIV: Psychological, social, and health

issues. Burlingon, MA: Academic Press.

Pratt, J. (2004). Long-Term care: Managing across the continuum, (2nd ed.). Boston: Jones and Bartlett Publishers.

Quadagno, J. (2008). Aging and the life course: An introduction to social gerontology (4th ed.). New York: McGraw Hill. Snyder, L, & Drego, R. (2006). Experiences of loss and methods for coping with loss for

persons with mild-moderate Alzheimer’s. Alzheimer’s Care Quarterly, 7(3), 152-162.

Stoppe G. (2008). Competence assessment in dementia. New York: Springer. Taylor R. (2006). Alzheimer’s from the inside out. Baltimore: Health Professions Press. Vaillant, G. E. (2002). Aging well: Surprising guideposts to a happier life from

The landmark Harvard study of adult development. New York: Little, Brown and Company.

Wacker, R. & Roberto, K. (2008). Community resources for older adults: Programs

and services in an era of change (3rd ed.). Thousand Oaks, CA: Sage Publications. Zarit, S. & Sarit, J. (2007). Mental disorders in older adults: Fundamentals of assessment and treatment (2nd ed.). New York: Guilford.

40

1a. School or College CB CBPP

1b. Division ADBP Division of Business Programs

1c. Department Logistics

2. Course Prefix

LOG

3. Course Number

A661


5a. Credits/CEUs

6


6. Complete Course Title Supply Chain Strategic Planning Supply Chain Strat Planning Abbreviated Title for Transcript (30 character)



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






Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Science, Global Supply Chain Management

267 04/09/2010 Darren Prokop

2. 3.

Initiator Name (typed): Darren Prokop Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Study of supply chain management as corporate strategy within a globally competitive environment. Theories of strategy and the principles of financial accounting are used to evaluate various supply chain systems. Logistical processes within supply chains are also assessed in terms of their structure and efficiency.

16a. Course Prerequisite(s) (list prefix and number) NA

16b. Test Score(s) GMAT




16e. Registration Restriction(s) (non-codable) Admission to the Master of Science, Global Supply Chain Management Program

17. Mark if course has fees Standard CBPP computer lab fee

18. Mark if course is a selected topic course

19. Justification for Action Course content guide is being updated as part of a five-year review cycle for the degree program.



41



__________________________________________________ ___________ Initiator (faculty only) Date Darren Prokop Initiator (TYPE NAME)











42

CCG LOG A661 Page 1 of 4

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated April 14, 2010

II. Course Information College/School: College of Business and Public Policy Department: Logistics

Program: Master of Science, Global Supply Chain Management Course Title: Supply Chain Strategic Planning Course Number: LOG A661 Credits: 6 Contact Hours: 6 per week x 15 weeks = 90 hours 0 lab hours 12 hours outside of class per week x 15 weeks = 180 hours Grading Basis: A - F

Course Description: Study of supply chain management as corporate strategy within a globally competitive environment. Theories of strategy and the principles of financial accounting are used to evaluate various supply chain systems. Logistical processes within supply chains are also assessed in terms of their structure and efficiency.

Course Prerequisites: NA Registration Restrictions: Admission to the Master of Science, Global Supply Chain Management Program

Fees: College of Business and Public Policy standard computer lab fees

III. Course Activities A. Lectures B. Discussions C. Guest lecturers

IV. Guidelines for Evaluation

A. Projects B. Presentations C. Research paper D. Case analyses

V. Course Level Justification This is a core course for students in the Master of Science, Global Supply Chain Management program.

43


VI. Outline A. Definition of Supply Chain Management (SCM) B. Logistical Outputs C. The Need for a Logistics Department D. Transportation Cost Structure E. Private vs. For-hire Contracting F. Transportation Economies G. Definition of Customer Service (CS) H. The Role of Information and Logistics in CS I. The Transaction Element of CS J. The Inventory-CS Trade-off K. Strategic Analysis in Business L. Accounting Methods and Financial Statements

VII. Suggested Texts

Gourdin, K. (2006). Global logistics management. 2nd Edition. Malden, MA: Blackwell Publishing.

Hamel, G. (2000). Leading the revolution. Boston, MA: Harvard Business Review Press.

Hax, A. and N. Majluf. (1996). The strategy concept and process: a pragmatic approach. New York, NY: Prentice Hall.

Houghton Mifflin Brief. (2000). Accounting dictionary. Boston, MA: Houghton Mifflin Co.

Tracy, J. (1999). How to read a financial report. New York, NY: John Wiley.

44


VIII. Bibliography Chopra, S. and P. Meindl. (2004). Supply chain management: strategy, planning and

operation. 2nd Edition. Upper Saddle River, NJ: Prentice Hall.

Hubner, U. and M. Elmhorst (eds.) (2008). eBusiness in healthcare: from eProcurement to supply chain management. New York, NY: Springer Science.

WX 147.E16 2008

Pearlson, K. and C. Saunders. (2006). Managing and using information systems: a strategic approach. 3rd Edition. New York, NY: John Wiley & Sons.

Rogers, D. and R. Tibben-Lembke. (1999). Going backwards: reverse logistics trends and practices. Reno, NV: University of Nevada, Reno Press.

HD38.5.R63 1999

Stopford, M. (2002). Maritime economics. London: UK: Routledge. HE 735 S76 2002

Tuttle, W. (2005). Defense logistics for the 21st century. Annapolis, MD: Naval Institute Press.

U168.T88 2005

IX. Instructional Goals and Student Outcomes

A. Instructional Goals. The instructor will: 1. Determine the relationship between supply chain management and

logistical activities 2. Explain logistical trade-offs 3. Demonstrate how to think with “The Mind of the Strategist” 4. Develop and assess a company’s business strategy 5. Discuss how to evaluate an annual report and financial statements 6. Demonstrate how to communicate with senior management in the

language of accounting

45


B. Student Outcomes. Students will be able to: Assessment Method

1. Organize transportation costs into a coherent structure

Case analyses and research paper

2. Assess logistical activities in terms of their attention to customer service provision

Presentations, case analyses and research paper

3. Evaluate a company’s business strategy through preparing a strategic audit

Project and research paper

4. Describe a firm’s logistics strategy to its overall strategy

Project and research paper

5. Discuss the role that accounting information plays in a company


6. Analyze the information that is found in the three main financial statements (income, balance sheet, and cash flow)


7. Formulate methods for how financial statements are integrated into a company’s annual report


46




2. Course Prefix

LOG

3. Course Number

A662


5a. Credits/CEUs

6


6. Complete Course Title Supply Chain Knowledge Management Supply Chain Knowledge Mgmt Abbreviated Title for Transcript (30 character)











2. 3.





15. Course Description (suggested length 20 to 50 words) Study of theories, information systems and practices used to share information and knowledge within the community of practitioners operating in a global supply chain. Challenges and opportunities associated with applying information technology to supply chain systems are evaluated.

16a. Course Prerequisite(s) (list prefix and number) LOG A661











47














48






Program: Master of Science, Global Supply Chain Management Course Title: Supply Chain Knowledge Management Course Number: LOG A662 Credits: 6 Contact Hours: 6 per week x 15 weeks = 90 hours 0 lab hours 12 hours outside of class per week x 15 weeks = 180 hours Grading Basis: A - F

Course Description: Study of theories, information systems and practices used to share information and knowledge within the community of practitioners operating in a global supply chain. Challenges and opportunities associated with applying information technology to supply chain systems are evaluated.

Course Prerequisites: LOG A661 Registration Restrictions: Admission to the Master of Science, Global Supply Chain Management Program






49


VI. Outline A. Appraising the Knowledge Economy B. The New Economics of Information C. Knowledge Management and the Learning Organization D. The Role of the Manager in a Knowledge-Based Company E. Information in Partnership Relationships F. The Logistics of Information as a Competitive Strategy G. E-Commerce and the Supply Chain H. E-Procurement Systems I. Using Information Systems for Competitive Advantage


Corona, L. et al. (2006). Building knowledge regions in North America: emerging technology innovation poles. Northampton, MA: Edward Elgar. T 173.8.C69 2006

D’Adderio, L. (2004). Inside the virtual product: how organizations create knowledge through software. Northampton, MA: Edward Elgar.

HF 5415.153.D333 2004

Dolfsma, W. and L. Soete (eds.) (2006). Understanding the dynamics of a knowledge economy. Northampton, MA: Edward Elgar.

HC 79.155 U575 2006

Warsh, D. (2006). Knowledge and the wealth of nations: a story of economic discovery. New York, NY: W.W. Norton & Co.

Loussac 330.0973 WARSH

VIII. Bibliography Andersen, B. et al. (eds.) (2000). Knowledge and innovation in the new service economy. Northampton, MA: Edward Elgar. HD 30.2 K635 2000

Cortada, J. and J. Woods. (eds.) (2000). The knowledge management yearbook: 2000-2001. Oxford, UK: Butterworth-Heinemann. HD 30.2 K639 2000-01

Cross, R. and S. Israelit. (2000). Strategic learning in a knowledge economy. Oxford, UK: Butterworth-Heinemann. HD 30.2 S789 2000

Davenport, T. and L. Prusak. (2000). Working knowledge: how organizations manage what they know. Cambridge, MA: Harvard Business School Press.

HD 58.82 D38 1998

Frappaolo, C. (2002). Knowledge management. Oxford, UK: Oxford University Press.

HD 30.2 F73 2002

50


Gamble, P. (2001). Knowledge management: a state of the art guide. London, UK: Kogan Page.

HD 30.2 G34 2001

Lopez-Martinez, R. and A. Piccaluga. (2001). Knowledge flows in national systems of innovation: a comparative analysis of sociotechnical constituencies in Europe and Latin America. Northampton, MA: Edward Elgar.

HC 240.9 T4 K66 2000

Rodrigues, M. (ed.) (2002). The new knowledge economy in Europe: a strategy for international competitiveness and social cohesion. Northampton, MA: Edward

Elgar. HC 240.9 T4 N49 2002


A. Instructional Goals. The instructor will: 1. Discuss how to formulate an effective design of the components of a

knowledge-based information system 2. Demonstrate how to outline the structure of an information network 3. Explain inter-organizational information strategies 4. Discuss how to design and appraise efficient logistics information

systems 5. Explain how to appraise information and knowledge in the supply

chain culture 6. Discuss the organizational foundation of information systems


1. Develop an integrated perspective on the role of information management in the global supply chain

Presentations, case analyses, and research paper

2. Describe the role of the supply chain manager in managing information


3. Select information technology to support the supply chain process

Presentations and project

4. Assess the skills necessary to contribute to a community of practice and develop a knowledge management system

Research paper and project

51




2. Course Prefix

LOG

3. Course Number

A663


5a. Credits/CEUs

6


6. Complete Course Title International Supply Chain Management and Marketing Strategies Intl Supp Chain Mgt Mktg Strat Abbreviated Title for Transcript (30 character)











2. 3.





15. Course Description (suggested length 20 to 50 words) Study of the logistical activities of international businesses. Sourcing, manufacturing, marketing, and transportation are assessed in a cross-border, cross-cultural context. The impacts of import-export practices, foreign direct investment, and trade policy on supply chain management are determined and evaluated.












52














53






Program: Master of Science, Global Supply Chain Management Course Title: International Supply Chain Management and Marketing Strategies Course Number: LOG A663 Credits: 6 Contact Hours: 6 per week x 15 weeks = 90 hours 0 lab hours 12 hours outside of class per week x 15 weeks = 180 hours Grading Basis: A - F

Course Description: Study of the logistical activities of international businesses. Sourcing, manufacturing, marketing, and transportation are assessed in a cross-border, cross-cultural context. The impacts of import-export practices, foreign direct investment, and trade policy on supply chain management are determined and evaluated.







54


VI. Outline A. Use and Analysis of International Economic and Financial Indicators B. Overview of the Theory and Practice of International Trade C. Foreign Direct Investment Flows Within the Balance of Payments D. Regional Economic Integration E. International Opportunities, Planning, and Organizing F. Transportation and Trade in Goods: A Modal Non-Tariff Barrier G. Bilateral Air Agreements and Air Cargo H. Strategies for Foreign Market Entry: Subsidiaries, Alliances, Licensing I. Acquiring Business Resources In International Markets J. Managing the International Business Through Marketing: Global vs. Local


Cellich, C. and S. Jain. (2004). Global business negotiations: a practical guide. Mason, OH: Thomson/South-Western.

HD 58.6.C38 2004

Neipert. D. (2000). A tour of international trade. Upper Saddle River, NJ: Prentice Hall.

Steininger, K. (2001). International trade and transport. Northampton, MA: Edward Elgar. HF 1379 S74 2001

Tolley, R. and B. Turton. (eds.) (2001). Global transport issues. New York, NY: Palgrave. HE 193 G56 2001 vol. 1-4

VIII. Bibliography

Axtell, R. (1989). The do’s and taboos of international trade: a small business primer. New York, NY: John Wiley & Sons. HF 1379.A96 1989

Gray, S. et al. (eds.) (2001). Asia-Pacific issues in international business. Northampton, MA: Edward Elgar. HF 1600.5.A84 2001

Hinkelman, E. (2005). Dictionary of international trade: handbook of the global trade community. Petaluma, CA: World Trade Press. Reference HF 1373 H55 2002

Krugman, P. (1991). Geography and trade. Boston, MA: The MIT Press. HF 1025 K75 1991

Lal Das, B. (1998). An introduction to WTO agreements. New York, NY: St. Martin’s Press. HF 1713 D33 1998

Lal Das, B. (2000). The World Trade Organization: a guide to new frameworks for international trade. New York, NY: St. Martin’s Press.

55


K 3943 D37 2000

Maneschi, A. (1998). Comparative advantage in international trade. Northampton, MA: Edward Elgar. HF 1379 M357 1998

Perdikis, N. and R. Read. (eds.) (2004). The WTO and the regulation of international trade: recent trade disputes between the EU and US. Northampton, MA: Edward Elgar. K 4600 W76 2005


A. Instructional Goals. The instructor will: 1. Discuss international economic and financial data 2. Explain how to measure flows of foreign direct investment through

the balance of payments 3. Discuss various types of regional integration agreements 4. Demonstrate how to select appropriate market entry strategies


1. Measure and evaluate international markets for exporting and importing opportunities


2. Appraise and rank international business investment opportunities


3. Determine the effects of different modes of transportation on international trade flows


4. Judge the effectiveness of international marketing plans


56




2. Course Prefix

LOG

3. Course Number

A664


5a. Credits/CEUs

6


6. Complete Course Title Supply Chain Management Leadership Supply Chain Mgmt Leadership Abbreviated Title for Transcript (30 character)











2. 3.





15. Course Description (suggested length 20 to 50 words) Study of the human factors involved in effective supply chain management. Techniques for motivation, human resource management, evaluation of organizational culture and change, leadership, and negotiation are developed and assessed.












57














58






Program: Master of Science, Global Supply Chain Management Course Title: Supply Chain Leadership Course Number: LOG A664 Credits: 6 Contact Hours: 6 per week x 15 weeks = 90 hours 0 lab hours 12 hours outside of class per week x 15 weeks = 180 hours Grading Basis: A - F

Course Description: Study of the human factors involved in effective supply chain management. Techniques for motivation, human resource management, evaluation of organizational culture and change, leadership, and negotiation are developed and assessed.







59


VI. Outline A. Attitudes, Perceptions, and Motivation Organizational Culture B. Dealing with Resistance to Change C. Transformational and Cultural Leadership D. Conflict Management E. Negotiation and Bargaining F. Influence Processes and Managerial Effectiveness G. Ethics in Negotiation and Logistics Management H. Group and Team Dynamics I. Empowerment J. Leadership in Teams and Self-Managed Groups K. Strategic Leadership in Supply Chain Management L. Integration of Motivation and Negotiation into the Supply Chain M. Relational Contracting and Mutual Gain N. Leveraging Efficiency and Collaboration in the Supply Chain


Coffey, D. (2007). The myth of Japanese efficiency: the world car industry in a globalizing age. Northampton, MA: Edward Elgar. HD 9710.J32 C635 2006

Fishman, C. (2006). The Wal-Mart effect: how the world’s most powerful company

really works--- and how it’s transforming the American economy. New York, NY: Penguin. HF 5429.215 U6 F56 2006

VIII. Bibliography

Axtell, R. (1998). Do’s and taboos of humor around the world: stories and tips from business and life. New York, NY: John Wiley & Sons. UAA/APU BF 637 N66 A88 1998

Bazerman, M. (1998). Judgment in managerial decision making. New York, NY: John Wiley & Sons. HD 30.23 B38 1998

Bazerman, M. and M. Neale. (1992). Negotiating rationally. New York, NY: The Free Press. BF 637 N4 B39 1992

Fisher, R. and W. Ury. (1991). Getting to YES. New York, NY: Penguin. ARLIS BF 637 N4 F57 1991

Flynn, A. and S. Farney. (2000). The supply management leadership process. Tempe, AZ: National Association of Purchasing Management. HD 39.5 F59 2000

Kouzes, J. and B. Posner. (1995). The leadership challenge: how to keep getting extraordinary things done in organizations. New York, NY: Jossey-Bass.

60


Valdez Consortium Library: 658.4 KOUZES

Schein, E. (1992). Organizational culture and leadership. New York, NY: Jossey-Bass. HD 58.7.S33 1992

Whetten, D. and K. Cameron. (1998). Developing management skills. New York, NY: Harper Collins. AML Loussac Level 3 Nonfiction: 658.40071173 WHETTEN

Yukl, G. (1981). Leadership in organizations. Upper Saddle River, NJ: Prentice-Hall. HM 141.Y84 1981


A. Instructional Goals. The instructor will: 1. Discuss how to integrate leadership into supply chain management 2. Describe negotiation techniques 3. Explain how to differentiate between intra- and inter-organizational

leadership 4. Describe how to outline methods for team-building 5. Discuss the cross-cultural ethics


1. Demonstrate appropriate negotiation techniques in building supply chain alliances


2. Exhibit leadership skills Presentations, case analyses, and research paper

3. Create plans for organizational change


4. Demonstrate techniques for motivating and empowering teams to achieve strategic results in supply chain management


61




2. Course Prefix

LOG

3. Course Number

A665


5a. Credits/CEUs

6


6. Complete Course Title Supply Chain Measurement Abbreviated Title for Transcript (30 character)











2. 3.





15. Course Description (suggested length 20 to 50 words) Study of the tools needed to measure and sell the value created by logistics throughout the supply chain. An evaluation of factors of complexity and their impact on the creation of this value. Physical valuation will be determined through the techniques of supply chain modeling and computer-based simulation. Financial valuation will be determined through activity-based cost accounting and capital budgeting techniques.












62














63






Program: Master of Science, Global Supply Chain Management Course Title: Supply Chain Measurement Course Number: LOG A665 Credits: 6 Contact Hours: 6 per week x 15 weeks = 90 hours 0 lab hours 12 hours outside of class per week x 15 weeks = 180 hours Grading Basis: A - F

Course Description: Study of the tools needed to measure and sell the value created by logistics throughout the supply chain. An evaluation of factors of complexity and their impact on the creation of this value. Physical valuation will be determined through the techniques of supply chain modeling and computer-based simulation. Financial valuation will be determined through activity-based cost accounting and capital budgeting techniques.







64


VI. Outline A. Systems Dynamics of Supply Chain Management B. Complexity Factors in Logistics C. Logistics Performance: Cost and Value Measures D. Measuring the Efficiency of Logistics Processes E. Global Supply Chain Management and Corporate Profits F. Creating a System to Measure Logistics Performance G. Performance-based Evaluation Systems H. Measuring Customer Service I. Time Value of Money Concepts J. Capital Budgeting K. Activity-based Costing


Hedgepeth, O. (2007). RFID metrics: decision-making tools for today’s supply chains. Boca Raton, FL: CRC Press. TS 160.H43 2007

Martin, J. (2007). Lean Six-Sigma for supply chain management: the 10-step solution process. New York, NY: McGraw-Hill. HD 38.5.M374 2007

VIII. Bibliography

Cokins, G. (1996). Activity-based cost management: making it work. New York, NY: McGraw-Hill.

UAA/APU HF 5686 C8 C657 1996

Ellram, L. and T. Choi. (2000). Supply management for value enhancement. Tempe, AZ: National Association of Purchasing Management.

HD 39.5 E44 2000

Forrester, J. (1961). Industrial dynamics. Boston, MA: The MIT Press. HD 31 F573

Gardner, C. (2000). The valuation of information technology. New York, NY: John Wiley & Sons.

HD 30.2 G37 2000

Hines et al. (2000). Value stream management. Upper Saddle River, NJ: Prentice Hall.

HD 38.5.V35 2000

Novack, R. et al. (1995). Creating logistics value: themes for the future. Columbus, OH: Council of Logistics Management.

HD 38.5 N678 1995

Read, C. et al. (2001). eCFO: sustaining value in the new corporation. New York, NY: John Wiley & Sons.

HF 5548.32 E189 2001

65



A. Instructional Goals. The instructor will: 1. Discuss system-thinking in supply chain management 2. Describe how to measure the effectiveness of the supply chain 3. Present the key factors for supply chain impact on the return on

investment 4. Describe the effect of complexity in supply chain planning 5. Discuss the role of activity-based costing in supply chain

management


1. Demonstrate the need for projects using the language of accounting and finance


2. Calculate the return on investment in supply chain planning

Presentations and case analyses

3. Use system-thinking to handle complexity across the supply chain


4. Analyze a company’s strategy and effectiveness

Case analyses and research paper

66




2. Course Prefix

LOG

3. Course Number

A678


5a. Credits/CEUs

3


6. Complete Course Title Strategic Logistics and Global Supply Chain Management Strat Log Glob Supp Chn Mgt Abbreviated Title for Transcript (30 character)









Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. 2. 3.





15. Course Description (suggested length 20 to 50 words) Study of logistics and supply chain management as related to strategic activities within domestic and international organizations. Analyzes and evaluates decision-making with respect to outsourcing, purchasing, environmental impact, and supply chain security.

16a. Course Prerequisite(s) (list prefix and number) NA

16b. Test Score(s)







19. Justification for Action Course content guide is being updated.














67








Program: Master of Business Administration Course Title: Strategic Logistics and Global Supply Chain Management Course Number: LOG A678 Credits: 3 Contact Hours: 3 per week x 15 weeks = 45 hours 0 lab hours 6 hours outside of class per week x 15 weeks = 90 hours Grading Basis: A - F

Course Description: Study of logistics and supply chain management as related to strategic activities within domestic and international organizations. Analyzes and evaluates decision-making with respect to outsourcing, purchasing, environmental impact, and supply chain security.

Course Prerequisites: N/A Registration Restrictions: Graduate standing





V. Course Level Justification This course provides a strategic overview of logistics and supply chain management with analysis appropriate for students pursuing graduate degree studies.

68


VI. Outline A. Definition of Supply Chain Management (SCM) B. Distinctions Between SCM and Logistics C. Logistics as an Exercise in Trade-Offs D. Logistical Outputs E. The Need for a Logistics Department F. Definition of Customer Service (CS) G. The Role of Information and Logistics in CS H. The Inventory-CS Trade-off I. The Fundamental Nature of Strategy J. Strategic Environmental Analysis K. Global Strategy L. Linking Logistics Strategy to Total Firm Strategy


Gourdin, K. (2006). Global logistics management. 2nd Edition. Malden, MA: Blackwell Publishing.

Chopra, S. and P. Meindl. (2004). Supply chain management: strategy, planning and operation. 2nd Edition. Upper Saddle River, NJ: Prentice Hall.

VIII. Bibliography Rogers, D. and R. Tibben-Lembke. (1999). Going backwards: reverse logistics trends

and practices. Reno, NV: University of Nevada, Reno Press. HD38.5.R63 1999

Stopford, M. (2002). Maritime economics. London: UK: Routledge. HE 735 S76 2002

Tuttle, W. (2005). Defense logistics for the 21st century. Annapolis, MD: Naval Institute Press.

U168.T88 2005


A. Instructional Goals. The instructor will: 1. Explain the relationship between supply chain management and

logistical activities

2. Discuss logistical trade-offs 3. Discuss the environmental impact of logistical activities 4. Introduce programs to secure supply chains 5. Provide an overview of supply chain management as a business

strategy

69



1. Explain logistical activities in terms of their attention to customer service provision


2. Assess a firm’s logistics strategy to its overall strategy


3. Describe the environmental impact of logistics

Case analyses and project

4. Use trade-off techniques to determine appropriate supply chain relationships


70


1b. Division AJUS Division of Justice

1c. Department Justice Center

2. Course Prefix

JUST

3. Course Number

A625


N/A

5a. Credits/CEUs

3


6. Complete Course Title Seminar in Criminal Violation Abbreviated Title for Transcript (30 character)



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

9. Repeat Status No # of Repeats 0 Max Credits 3



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


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Public Administration (Criminal Justice Emphasis)

269 3/18/10 Greg Protasel

2. 3.

Initiator Name (typed): Allan R. Barnes Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Applies theories of crime causation to specific types of criminal violations in a seminar format. Assesses methods of prevention and potential treatment of the violator. Includes crimes of violence, crimes against the public order, organized crime and white collar crime. 16a. Course Prerequisite(s) (list prefix and number) N/A

16b. Test Score(s) N/A

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



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

17. Mark if course has fees No 18. Mark if course is a selected topic course

19. Justification for Action Updating course content guide

__________________________________________________ ___________ Initiator (faculty only) Date Allan R. Barnes Initiator (TYPE NAME)













71





I. Date of Initiation: February 2010 II. Curriculum Action Request

A. School: College of Health and Social Welfare B. Course Subject: JUST C. Course Number: A625 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Master of Public Administration (Criminal

Justice Emphasis) G. Course Title: Seminar in Criminal Violation H. Grading Basis: A-F I. Implementation Date: Fall/2010 J. Cross-listed: N/A K. Course Description: Applies theories of crime causation to specific

types of criminal violations in a seminar format. Assesses methods of prevention and potential treatment of the violator. Includes crimes of violence, crimes against the public order, organized crime and white collar crime.

L. Course Prerequisites: N/A M. Course Co-requisites: N/A N. Other Restrictions: Level O. Registration Restrictions: N/A P. Course Fees: No Q. Course Attribute: N/A

III. Instructional Goals and Student Outcomes A. The instructor will:

1. Discuss the role of theory in explaining, preventing and treating criminal behavior.

2. Provide an historical overview to current criminological theory. 3. Review the current theories of crime causation. 4. Discuss the moral, legal and procedural aspects of applying theory in a diverse

society.

B. Upon completion of this course, the student will be able to: Outcomes and Assessment Measures

Outcomes Measures Analyze specific crime types or criminals. Paper

Short written summaries distributed to the class for discussion Formal class presentation

Evaluate the moral, legal and procedural aspects of applying criminological theory.

Examination Paper Formal and informal class presentations

72

Outcomes Measures Articulate the potential for specific theory-based policies to reduce crime or rehabilitate offenders, particularly violent offenses and offenders.

Examination Paper Class participation assessments Formal class presentation

IV. Course Level Justification

This course is appropriate at the graduate level because it requires students to contribute to written and oral discourse on advanced topics in criminology at a level beyond that required by a bachelor’s degree. Students are required to read and evaluate primary literature in criminology and to independently draw conclusions from their evaluation of models of crime causation.

V. Topical Course Outline

1. Discussion of the role of theory in criminology. 2. A brief overview of criminological theory and schools of thought from the

18th Century to the present. 3. Ethical standards and practices common in the control and treatment of

offenders. 4. Outline and review the most salient theories of crime causation generally

found in public policy today. 5. Discuss and evaluate competing theoretical perspectives with respect to their

relevance to: a. Violent crime and offenders b. Property crime c. White collar crime d. Organized crime e. Victimless crime 6. Theoretical domains from which student will be expected to read, evaluate

and apply specific theories to the above include: a. Rational choice theories b. Psychological theories c. Biological theories d. Genetic and evolutionary theories e. Social structure theories f. Social process theories g. Developmental and life-course theories h. Conflict, feminist and restorative justice theories

VI. Suggested Texts

Given that the course is conducted as a seminar in which students are expected to read a wide variety of primary and secondary source material relevant to the theory, the crime and the offender types they have chosen, any of the following readings should be considered as starting point for general class discussion and a starting point for the efforts of each student which make up the bulk of the class material read.

73

Garland, D. (1990). Punishment & modern society. Chicago, IL: University of

Chicago Press. Lilly, J. R., Cullen, F. T., & Ball, R. A. (2007). Criminological theory: Context and

consequences (4th ed.). Thousand Oaks, CA: Sage. Sampson, R., & Laub, J. (1993). Crime in the making: Pathways and turning points

through life. Cambridge, MA: Harvard University Press. Walsh, A., & Beaver, K. M. (Eds.). (2008). Biosocial criminology: New directions in

theory and research. New York, NY: Routledge.

VII. Bibliography Baumer, E. P., Horney, J., Felson, R., & Lauritsen, J. (2003). Neighborhood disadvantage

and the nature of violence. Criminology, 41, 39-72. Blau, J. R., & Blau, P. M. (1982). The cost of inequality: Metropolitan structure and

violent crime. American Sociological Review, 47, 114-129. Blumstein, A. (1996). Interaction of criminological research and public policy. Journal of

Quantitative Criminology, 12, 349-362. Caspi, A., McClay, J., Moffitt, T. E., Mill, M., Martin, J., Craig, I. W., Taylor, A., &

Poulton, R. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297, 851-854.

Felson, R. B., Burchfield, K., & Teasdale, B., (2007). The impact of alcohol on different

types of violent incidents. Criminal Justice and Behavior, 34, 1057-1068. Gottfredson, D. C., Najaka, S. S., & Kearley. B. (2003). Effectiveness of drug treatment

courts: Evidence from a randomized trial. Criminology and Public Policy, 2(2), 171-196.

Hay, C. (2001). Parenting, self-control, and delinquency: A test of self-control theory.

Criminology, 39, 707–736. Jensen, G. F. (2001). The invention of television as a cause of homicide: Reification of a

spurious relationship. Homicide Studies, 5, 114-130. Kleck, G. (1998). What are the risks and benefits of keeping a gun in the home? Journal

of the American Medical Association, 280, 473-475. Mears, D. P. (2003). A critique of waiver research: Critical next steps in assessing the

impacts of laws for transferring juveniles to the criminal justice system. Youth Violence and Juvenile Justice, 1(2), 156-172.

Mednick, S. A., Gabrielli, W. F., & Hutchings, B. (1984). Genetic influences in

criminal convictions: Evidence from an adoption cohort. Science, 224, 891-894.

74

Raine, A. (2002). Biosocial studies of antisocial and violent behaviors in children and adolescents: A review. Journal of Abnormal Child Psychology, 30, 311-326.

Rodriguez, N. (2005). Restorative justice, communities, and delinquency: Whom do we

reintegrate? Criminology and Public Policy, 4, 103-130. Stucky, T. D. (2003). Local politics and violent crime in U.S. cities. Criminology, 41,

1101-1135. Walsh, A., & Ellis, L. (2004). Ideology: Criminology’s Achilles’ heel? Quarterly Journal

of Ideology, 27, 1-25. Wright, J. P., Beaver, K. M., DeLisi, M., Vaughn, M. G., Boisvert, D., & Vaske, J.

(2008). Lombroso’s legacy: The miseducation of criminologists. Journal of Criminal Justice Education, 19, 325-338.

75


1b. Division AJUS Division of Justice

1c. Department Justice Center

2. Course Prefix

JUST

3. Course Number

A630


N/A

5a. Credits/CEUs

3


6. Complete Course Title Justice Administrative Theory and Practice Just Admin Theory & Practice Abbreviated Title for Transcript (30 character)



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

9. Repeat Status No # of Repeats 0 Max Credits 3



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


Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Master of Public Administration (Criminal Justice Emphasis)

269 3/18/10 Greg Protasel

2. 3.

Initiator Name (typed): Allan Barnes Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Synthesizes policy development with theory and research in the administration of justice organizations. Analyzes theories, practices, innovations and administration strategies. 16a. Course Prerequisite(s) (list prefix and number) N/A

16b. Test Score(s) N/A

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



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

17. Mark if course has fees No 18. Mark if course is a selected topic course

19. Justification for Action Updating course content guide

__________________________________________________ ___________ Initiator (faculty only) Date Allan Barnes Initiator (TYPE NAME)













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I. Date of Initiation: February 2010 II. Curriculum Action Request

A. School: College of Health and Social Welfare B. Course Subject: JUST C. Course Number: A630 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Master of Public Administration (Criminal

Justice Emphasis) G. Course Title: Justice Administrative Theory and Practice H. Grading Basis: A-F I. Implementation Date: Fall 2010 J. Cross-listed: N/A K. Course Description: Synthesizes policy development with theory and

research in the administration of justice organizations. Analyzes theories, practices, innovations and administration strategies.

L. Course Prerequisites: N/A M. Course Co-requisites: N/A N. Other Restrictions: Level O. Registration Restrictions: N/A P. Course Fees: No Q. Course Attribute: N/A

III. Instructional Goals and Student Outcomes A. The instructor will:

1. Provide an overview of the development of administrative theory. 2. Provide an overview of the current theories of justice administration and

practice. 3. Discuss the moral, legal and procedural aspects of applying theory in a diverse

society.

B. Upon completion of this course, the student will be able to: Outcomes and Assessment Measures

Outcomes Measures 1. Analyze the efficacy of a particular

justice administration theory

Paper Short written summaries distributed to the class for discussion Formal class presentation

2. Evaluate the moral, legal and procedural aspects of implementing justice administrative theory

Examination Paper Formal and informal class presentations

77

Outcomes Measures 3. Articulate the relevancy of justice

administrative theory to current justice administration issues and problems.

Examination Paper Class participation assessments Formal class presentation

IV. Course Level Justification

This course is appropriate at the graduate level because it requires students to contribute to written and oral discourse on advanced topics in justice administrative theory at a level beyond that required by a bachelors’ degree. Students are required to read and evaluate primary literature in administrative theory and to independently draw conclusions from their evaluation of models of justice administration.

V. Topical Course Outline

1. Overview of administration theories 2. Historical overview of the development of justice administration theory 3. Application of administration theory for interpreting the practice of justice

agencies 4. Contemporary research in justice administration theory and practice 5. Innovations in justice administration theory and practice

VI. Suggested Texts

Given that the course is conducted as a seminar in which students are expected to read a wide variety of primary and secondary source material relevant to the administrative theories they have chosen, any of the following readings should be considered as starting point for general class discussion and a starting point for the efforts of each student which make up the bulk of the class material read. Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice and

leadership (4th ed.). San Francisco, CA: Jossey-Bass. Champion, D. (2003). Administration of criminal justice: Structure, function, and

process. Boston, MA: Pearson. Denhardt, R. B. (2007). Theories of public organization (5th ed.). Belmont, CA:

Cengage. Kania, R. R. E. (2008). Managing criminal justice organizations. Newark, NJ: Lexis

Nexis. Peak, K. (2010). Justice administration (6th ed.). Boston, MA: Pearson. Mintzberg, H. (2007). Mintzberg on management – Inside our strange world of

organizations. New York, NY: The Free Press. Wren, D. A. (2005). The history of management thought (5th ed.). New York, NY:

Wiley.

78

VII. Bibliography Bass, B. M., & Barrett, G. V. (1981). People, work, and organizations (2nd ed.).

Boston, MA: Allyn and Bacon. Benjamin, L. T. Jr., & Perloff, R. (1982). A case of delayed recognition: Frederick

Winslow Taylor and the immediacy of reinforcement. American Psychologist, 37, 340-342.

Brannick, M. T., & Levine, E. L. (2002). Job analysis: Methods, research, and

applications for human resource management in the new millennium. Thousand Oaks, CA: Sage.

Copley, F. B. (1923). Frederick W. Taylor: Father of scientific management. New

York, NY: Harper. Coyle-Shapiro, J. A. M. (1999). Employee participation and assessment of an

organizational change intervention. Journal of Applied Behavioral Science, 35, 439-456.

Dirks, K. T., Cummings, L. L., & Pierce, J. L. (1996). Psychological ownership in

organizations: Conditions under which individuals promote and resist change. In R. Woodman & W. Pasmore (Eds.), Research in organizational change and development (Vol. 9, pp. 1-13). Greenwich, CT: RAI.

Drucker, P. F. (1976). The coming rediscovery of scientific management. Conference

Board Record, 13, 23-27. Heneman, H. G. Jr., & Judge, T. A. (2003). Staffing organizations (4th ed.). Boston,

MA: McGraw-Hill. Jensen, R., & Burgess, H. (1997). Mythmaking: How introductory psychology texts

present B. F. Skinner's analysis of cognition. Psychological Record, 47, 221-232.

Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job

satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376-407.

Kotter, J. P., & Schesinger, L. A. (1979). Choosing strategies for change. Harvard

Business Review, March/April. Locke, E. A., Cartledge, N., & Koeppel, J. (1968). Motivational effects of knowledge

of results: A goal-setting phenomenon. Psychological Bulletin, 70, 474-485. Locke, E. A., Shaw, K. N., Sarri, L. M., & Latham, G. P. (1981). Goal setting and

task performance: 1969-1980. Psychological Bulletin, 90, 125-152.

79

Love, K. G. (1981). Comparison of peer assessment methods: Reliability, validity, friendship bias, and user reaction. Journal of Applied Psychology, 66, 451-457.

Mahoney, T. A. (1983). Approaches to the definition of comparable worth. Academy

of Management Review, 8, 14-22. Robbins, S. P., & Decenzo, D. A. (2004). Fundamentals of management: Essential

concepts and applications (4th ed.). Upper Saddle River, NJ: Prentice-Hall. Sackett, P. R., Zedeck, S., & Fogli, L. (1988). Relations between measures of typical

and maximum job performance. Journal of Applied Psychology, 73, 482-486. Schachter, H. L. (2002). Women, progressive-era reform, and scientific management.

Administration and Society, 34, 563-578. Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in

personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262-274.

Schmitt, N., & Borman, W. C. (1993). Personnel selection in organizations. San

Francisco, CA: Jossey-Bass. Shell, R. L., & Allgeier, R. G. (1992). A multi-level incentive model for service

organizations. Applied Ergonomics, 23, 43-48. Taylor, F. W. (1970). The principles of scientific management. In H. Merrill (Ed.),

Classics in management. New York, NY: American Management Association.

80


1b. Division No Division Code

1c. Department PM

2. Course Prefix

PM

3. Course Number

A650


PM A694C

5a. Credits/CEUs

3


6. Complete Course Title Information Technology Project Management Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Fall/2010 To: 99999//



Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted 1. Project Management 301 8/04/10 Dr. Robert Lang (PM Chair, SOE Dean) 2. 3.

Initiator Name (typed): LuAnn Piccard Initiator Signed Initials: _________ Date:________________




15. Course Description (suggested length 20 to 50 words) Unique characteristics and necessary PM tools and techniques for IT oriented projects. Students will learn how to plan and execute IT project tasks and to manage and communicate with IT technical professionals. 16a. Course Prerequisite(s) (list prefix and number) PM A601





16e. Registration Restriction(s) (non-codable) Or Departmental Approval

17. Mark if course has fees Project Management Super Tuition (equals current Graduate Level Tuition Rate) in addition to student tuition


19. Justification for Action This class has been successfully offered three times as the temporary course PM 694C. The PM department would like to continue to provide this content to students as an elective in the MSPM program.

__________________________________________________ ___________ Initiator (faculty only) Date LuAnn Piccard Initiator (TYPE NAME)













81



Course Content Guide University of Alaska Anchorage

School of Engineering Project Management

PM A 650– Information Technology Project Management Page 1

PM A650 – Information Technology Project Management Implementation Date – Fall 2010

1. Initiation or Revision Date: August 4th, 2010

2. Course Information from CAR:

A. College or School: EN (School of Engineering) B. Course Prefix/Subject: PM (Project Management) C. Course Number: A650 D. Number of Credits: 3 credits E. Title: Information Technology Project Management F. Grading Basis: A-F G. Implementation Date: Fall 2010 H. Cross Listing: None I. Stacking: None J. Course Description: Unique characteristics and necessary PM tools and

techniques for IT oriented projects. Students will learn how to plan and execute IT project tasks and to manage and communicate with IT technical professionals.

K. Course Attributes (GER?): N/A L. Course Prerequisites/Registration Restrictions:

i. Prerequisites: PM 601 ii. Registration Restrictions: PM Major or Departmental Approval

M. Course Fee: Project Management Fee (equals current Graduate Level Tuition Rate) in addition to student tuition.

3. Course Level Justification - Graduate:

i. Address Level Descriptors from Catalog- Graduate: Students will be required to use their previous education regarding Project Management and its processes to analyze, research and evaluate information technology best practices in conjunction with project management techniques to successfully manage the unique difficulties faced in IT project management.

ii. Specify Registration Restrictions: o Prerequisite: PM A601 o Restriction: PM Majors Only or Departmental Approval

iii. State the Disciplinary Background: Project Management 4. Instructional Goals and Student Outcomes

1. Instructional Goals: • Provide an integrated perspective of IT technical areas and project

management processes and their interactions. • Introduce IT project concepts, issues, procedures, and terminology.

82




• Illustrate how user’s requirements are created and changed through IT project lifecycle.

• Reveal the effects of efficient IT infrastructure and operations on communications prosperity in Alaska.

• Explore how IT is used to integrate and manage non-IT projects. • Explore the driving forces changing the IT environment. • Explore how the individual and the organization can provide a level of

customer services that exceeds customer expectations.

2. Course Structure: The course will be conducted as a series class sessions that will include lectures,

class participation, presentations, in-class exercises, case studies and homework.

3. Outcomes: At the end of the course, students will understand and should be able to:

1. examine responsibilities and risks that the project team will encounter. 2. demonstrate an ability to apply basic IT project management tools and

techniques. 3. interpret IT contracts and determine roles and responsibilities of parties. 4. understand the regulatory environment and licensing 5. recognize global IT law issues and trends.

5. Guidelines for Evaluation or Assessment Methods: Students are evaluated on successful completion of the following:

(a) a comprehensive set of assignments (b) oral presentations and discussion (c) projects (d) examinations.

6. Topical Course Outline 1. The role of structured and repeatable project management processes in IT

technical areas 2. Unique IT Project characteristics 3. IT project failure statistics and cases 4. Unique PM tools and techniques for IT projects 5. IT technology changes and trends for the future 6. IT product and system lifecycles 7. Project Presentations

7. Suggested Texts:

83




1. Brooks, Frederick. The Mythical Man-Month, Addison-Wesley Professional, (1995 ed.). ISBN-13: 9780201835953.

2. Project Management Institute. (2000) A Guide to the Project Management Body of Knowledge (PMBOK®) (2009 ed.). Newtown Square, PA: Project Management Institute. ISBN: 9781933890517.

8. Bibliography and Resources:

1. Wysocki, Robert K. Effective Software Project Management; Wiley (March 2006). ISBN-13: 978-0764596360.

2. Garton, Colleen and McCulloch, Erika. Fundamentals of Technology Project Management; Mc Press (2005). ISBN-13: 978-1583470534

3. Project Management Institute. (2000) A Guide to the Project Management Body of Knowledge (PMBOK®) (2009 ed.). Newtown Square, PA: Project Management Institute. ISBN: 9781933890517.

84

August 9, 2010 To: UAA Faculty CC: Deans and Directors From: Judith Moore, Chair, Graduate Academic Board

Hilary Davies, Chair, Undergraduate Academic Board T. Bart Quimby, Office of Academic Affairs

Subject: Curriculum Update Thank you for your continued work in ensuring the currency of all curriculum being offered at UAA. In 2008-2009, the task of updating Course Content Guides of all GER courses was completed. . This was a first step towards renewal of the entire curriculum. Many program and elective courses were updated in 2008-2010. However, a significant number of courses still exist with initiation dates from the last century. Our intention is to update these in an organized manner that will not unduly slow the approval process or interfere with other important curricular and policy actions. That leads us to plan this effort in the following way:

1. If you were planning for or engaged in revision of courses or programs in advance of the schedule below, please proceed.

2. Please initiate revisions of the oldest courses first. The spreadsheet on the Governance website notes approximately 109 courses (undergraduate and graduate) with an initiation dates of 1988, and 9 courses with an initiation date of 1989. Revision of these should begin immediately so that they can proceed through the college and governance boards in the fall of 2010.

3. Another set of courses (about155) have initiation dates between 1990 and 1995. These should also be revised on a schedule that allows their review and approval by the academic boards by the end of fall 2010.

4. Courses with initiation dates between 1996 and 2000 should be reviewed, and any that do not meet UAA standards for CCGs (e.g. containing content, goals, outcomes and assessment methods) should be revised by the end of spring 2011. . Examples of current CCGs are at www.curric.uaa.alaska.edu.

Since faculty may decide to delete many of the older courses, the academic boards are prepared to accept a memo listing those deletions after proper coordination. No rationale is needed. However, it is essential to search the catalog (posted on the Governance Website) for programs using courses proposed for deletion and to coordinate with the associated departments. The academic boards will ask for evidence of coordination. Other requirements may apply in individual college curriculum committees. Some suggestions from the chairs of the academic boards to facilitate the process:

• Start early. Large volumes of curriculum materials are common late in the spring. • Use the new CAR (with drop-down boxes) from the Governance website. • Contact the chairs of the academic boards if you have a special situation – such as a large

number of courses that require similar, but minor revisions. Further adjustments of the review process may be considered.

85

https://webaccess.uaa.alaska.edu/exchweb/bin/redir.asp?URL=https://webaccess.uaa.alaska.edu/exchweb/bin/redir.asp?URL=http://www.curric.uaa.alaska.edu/�

https://webaccess.uaa.alaska.edu/exchweb/bin/redir.asp?URL=https://webaccess.uaa.alaska.edu/exchweb/bin/redir.asp?URL=http://edit.uaa.alaska.edu/governance/�

Course approval datesJanuary 2010

YearTotal # of courses GAB UAB CAS CBBP COE CTC ENGR CHSW KO KP MA HC

1988 140 25 115 82 10 3 9 9 18 2 7 0 01989 12 4 8 2 0 0 5 2 3 0 0 0 01990 24 5 19 7 5 0 1 1 10 0 0 0 01991 49 4 45 24 4 0 10 1 10 0 0 0 01992 27 3 24 14 3 0 5 2 3 0 0 0 01993 31 1 30 21 0 0 7 1 2 0 0 0 01994 31 9 22 13 4 5 7 1 1 0 0 0 01995 39 13 26 15 3 7 5 3 6 0 0 0 01996 50 3 47 23 1 0 7 17 2 0 0 0 01997 53 17 36 33 2 6 3 1 8 0 0 0 01998 79 22 57 61 0 0 5 5 8 0 0 0 01999 67 15 52 24 1 15 8 7 1 0 11 0 02000 49 6 43 20 0 0 16 4 9 0 0 0 02001 126 5 121 54 4 3 50 2 13 0 0 0 02002 94 2 92 20 12 0 38 15 9 0 0 0 02003 110 32 78 28 5 0 44 19 13 0 1 0 02004 143 7 136 56 0 3 64 1 18 0 1 0 02005 381 75 306 74 4 55 182 36 22 0 8 0 02006 370 70 300 181 16 44 95 14 11 2 7 0 02007 230 45 185 76 52 25 47 3 17 0 2 0 82008 411 92 319 183 23 34 70 20 75 0 2 0 42009 367 97 270 142 44 17 74 24 39 0 10 16 1

86

Course approval datesAugust 12, 2010

YearTotal # of courses GAB UAB CAS CBBP COE CTC ENGR CHSW KO KP MA HC

1988 109 17 92 63 6 0 3 9 18 2 5 0 01989 9 3 6 1 0 0 3 2 3 0 0 0 01990 15 2 13 3 2 0 1 1 8 0 0 0 01991 36 4 32 15 4 0 6 1 10 0 0 0 01992 22 3 19 12 1 0 5 2 2 0 0 0 01993 28 1 27 18 0 0 7 1 2 0 0 0 01994 25 7 18 11 0 5 7 1 1 0 0 0 01995 29 7 22 11 2 5 5 1 5 0 0 0 01996 43 2 41 19 0 0 5 17 2 0 0 0 01997 35 8 27 15 2 6 3 1 8 0 0 0 01998 58 21 36 42 0 0 4 5 7 0 0 0 01999 58 15 43 15 1 15 8 7 1 0 11 0 02000 44 6 38 15 0 0 16 4 9 0 0 0 02001 119 5 114 51 4 0 49 2 13 0 0 0 02002 82 2 80 20 1 0 37 15 9 0 0 0 02003 99 32 67 25 5 0 37 19 13 0 0 0 02004 140 7 133 53 0 3 64 1 18 0 1 0 02005 334 45 289 70 2 25 179 36 14 0 8 0 02006 366 70 296 178 16 44 94 14 11 2 7 0 02007 218 45 173 76 45 25 47 3 12 0 2 0 82008 401 86 315 175 23 34 70 20 73 0 2 0 42009 366 97 270 144 41 17 74 24 39 0 10 16 12010 212 35 177 114 39 14 17 2 24 0 2 0 0

87

Annual Activities Report 2009-20010 Graduate Academic Board May 1 2010

The Graduate Academic Board was successful in addressing their goals for 2009-10 academic year by the following activities: 1. GAB participated in continuing to revise the Curriculum Handbook submitted last year. There has been excellent coordination between UAB and GAB. 2. GAB was involved with the Office of Academic Affairs and the Office of the Registrar to review policies and procedures for their impacts on academics. Motions were presented or developed numerous times during the year regarding registration and records procedures, graduation policies and catalog content. GAB also coordinated with the Graduate Academic Board and the Graduate School office to insure full communication and participation in these decisions. There was excellent coordination between GAB, UAB, GC, OAA and the registrar’s office in these matters. 3. GAB was successful in its goal to continue to encourage departmental participation in the plan for curriculum updates in preparation for 2010 accreditation visits. The chair of GAB continued to meet jointly with the UAB chair and OAA’s Bart Quimby to plan notification of remaining departments and programs about needed curriculum updates. 4. GAB did not create a subgroup to Review Doctoral Proposals according to the Doctoral Program Proposal Criteria and report back to the GAB. It was decided that the Graduate Council’s review committees had done comprehensive in-depth reviews and a board member, who is also a member of the Graduate Council, would present those findings to the Graduate Academic Board. The full proposals, doctoral review criteria, and GC’s full committee review reports were made available and the Graduate Council liason to GAB responded to discussion of the matter. GAB approved the concept of both first-round proposals for doctoral programs presented this spring. The two proposals are the Doctor of Nurse Practitioner and the Doctor of Educational Leadership. 5. GAB did support establishment of the GAB/UAB Subcommittee on Assessment. GAB worked with the organizing committee representatives, the UAB chair and Bart Quimby from the Office of Academic Affairs to review a set of Bylaws developed by the committee. Those bylaws are currently before the Faculty for a vote of approval. The committee has begun development of the Assessment Handbook as directed in the committee’s charge. This spring an official election of members was included in the Faculty Senate ballot.

88

1a. School or College choose one


1c. Department

2. Complete Program Title/Prefix

3. Type of Program Choose one from the appropriate drop down menu: Undergraduate: or Graduate: CHOOSE ONE CHOOSE ONE

4. Type of Action: PROGRAM PREFIX

Add Add Change Change Delete Inactivate

5. Implementation Date (semester/year) From: / To: /

6a. Coordination with Affected Units Department, School, or College:

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

6b. Coordination Email submitted to Faculty Listserv ([email protected]) Date:

6c. Coordination with Library Liaison Date:

7. Title and Program Description - Please attach the following: Cover Memo Catalog Copy in Word using the track changes function

8. Justification for Action

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











Program/Prefix Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Program of Study or Prefix

89


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