UNDERGRADUATE CURRICULUM COMMITTEE MINUTES
January 31, 2006
Members Present: Angell, Baggett, Frye, McDougal, Miller, Socha, Wood, Wycoff-Horn
Members Absent: Kastantin (exc), Kohl
Consultants: Dittman, Herling, Johnson, Keller, Schumacher
Guests: Duquette, Fearon, Fisher, Navar
1. M/S/P to approve minutes of December 13, 2005.
2. Second Readings:
Therapeutic Recreation Major, 73 credits, change from 61 credits, change in
required courses and electives.
(Science and Health) 73 credits
excluding general education credits
(Exercise, Science, health, and
Recreation) – 61 credits, excluding pre-professional core.
General education courses
Pre-Professional core requirements: 18-39
credits, including: General Education requirements BIO 103 or 105 or MIC 100,
C-S 101; CST 110, ENG 110, MTH 145 or 250, PSY 100; additional courses: ESS 205,
PSY 212, REC 100, REC 200, RTH 250, 326 or 327.
BIO 103 or 105 or MIC 100, MTH 145 or 250, PSY 100
Professional core requirements: 56 credits including PSY 304, 343, REC 302,
RTH 326 or 327 (which ever was not comple ted
for pre-professional requirement), RTH 252, 456, 355, 462, 470, 476, 480, 493,
PSY 212, 304, 343 or CST 250, ESS 205 or BIO 312
Professional Core requirements:
REC 150, 200, 302
RTH 250, 252, 326, 327, 355, 456, 462, 470, 476, 480, 496, 498
Electives: a minimum of 5-6 credit hours are required; select at least 3 credits from list 1.
- RTH 105, 267, 330, 332, 333, 345, 400, 401, 483
- RTH 203,204, 215474, 491, 495, 497, REC 430, PSY 305, 313, 318, 347, 382, 401,417
ESS 231, 233, 303, 323;
HED 205, 230, 345, 346, 409, 412, 417 418,
422, 469, 472, 485;
A. Students must have a minimum GPA of 2.5 or greater to enter the program.
- Students should obtain a therapeutic
recreation faculty advisor as early as possible.
While taking pre-professional courses. Before enrolling in professional courses, for the therapeutic recreation major the following minimum requirements must be met: All pre-professional course requirements must be comple ted with a grade of “C” or better.All required courses must be completed with a grade of “C” or better.
- Cumulative GPA of at least 2.5 to graduate.
- Fifty hours of
pre-professional volun teertherapeutic recreation experience (volunteer or paid) must be documented. (See faculty advisor about qualifying experiences before enrolling in 400 level courses.) 4. Comple te
application to therapeutic recreation professional program.
Note changing from 61 to 73 credits is due to changing the method of counting credits, not increasing program significantly.
M/S/P to approve proposal.
M-S 102, Basic Leadership, change prerequisites to: None.
M-S 201, Individual Leadership Studies, change prerequisites to: None.
M-S 202, Leadership and Teamwork, change prerequisites to: None.
M/S/P to waive second reading and approve proposals.
Proposal #2: Community Health Education, major, credit changes and in required courses and electives.
71 credits in health education and community health education, including
HED 205, 320, 335, 345, 425, 437, 469, 472, 473, 474, 477;
CHE 240, 340, 350, 440, 441, 491, 498. An additional 6 credits of electives in
health education, community health education, school health education, or
from another department, at the 300/400 level are to be selected under
advisement for exploration and competency development; and 28 credits in
interdisciplinary requirements: HPR 105, BIO 103 or 105, CHM 100 or 103, MTH
145, ESS 205 and 206 or BIO 312 and 313, CST 250.
School Health Education (Teaching Certification programs),
major, credit changes and in required courses.
credits in health education and school health education, including HED 205,
335, 345, 408, 409, 425, 439, 469, 472, 474, 475;
SHE 210, 252, 310, 312, 402; 3-15 credits student teaching, SHE 403 or
404, 410; plus 3-5 elective credits in HED, SHE or CHE must be
approved by program advisor; 31 29-31 credits
interdisciplinary requirements: HPR 105, BIO 103 or 105, ESS 205 and 206 or BIO
312 and 313; PSY 212, 370, RDG 328, EFN 205, C-I 492, ERS 100 or HIS 306 or W-S
230 or SOC 225.
School Health Education (Teaching Certification programs), minor, credit changes and in required courses.
29 credits in health education and school health education, including HED
205, 335, 345, 425, 469, 472, 474, 475; SHE 210,
310, 402, 410; 3-15 credits in student teaching SHE 403 or 404; 17 14
credits in interdisciplinary requirements: HPR 105, BIO 103 or 105, RDG 328, C-I
HED/R-T 320, U.S. Health Care System, new course, 3 credits. (Replaces R-T 340 submitted to UCC on September 13, 2005.) This course provides an overview and a developmental summary of the U.S. Health Care System and its driving forces and offers comparisons to other national health systems. Content includes major elements of the health care system and a consideration of today’s major health policy issues in a historical, economic, and political context. The course will also explore current issues confronting the health care system, raise important concerns and questions related to the different approaches to health care delivery, and identify key ethical issues. Prerequisite: HED 205 or R-T 325 (may be concurrent). Offered Sem. II.
HED 335, Human Ecology and Environmental Health, credits change from 2 to 3, change in course description and content. This course examines the interdisciplinary and global effects of human-environment relationships. Emphasis is placed on the critical nature of the relationship between ecosystem health and human health and well-being. Environmental politics and economics, global disease, and traditional environmental health topics are considered for the purpose of improving the quality of life for all people through the creation of a sustainable society. Prerequisite: BIO 103 or 105, CHM 100 or 103. Offered Sem. I.
HED 425/525, Violence and Injury Prevention, new course, 3 credits.
Participants will review the major forces leading to violent behavior and injury in the United States and globally. Trends over time will be carefully reviewed and analyzed in order to detect risk factors and protective factors. Violence and injury prevention strategies will be reviewed, resulting in the development of prevention and intervention proposals using community-based programming and curriculum development strategies. Prerequisite: Junior standing. Offered Sem. I.
HED 437/537, Theories of Health Behavior, credits changed from 2 to 3,
course description modified and prerequisites added. Overview of health behavior
through the examination of health behavior theoretical constructs. Emphasis is
on the application of behavior change theories and models to facilitate
positive behavior changes. Prerequisites: HED 205,
CHE 240. Offered occasionally Offered Sem. I.
HED 477/577, Grant seeking in Health, Human Services, and Education Program, credits from 1-3 to 3; change in prerequisites from senior standing to HED 205, CHE 240, 340, 350.
CHE 240, Community Health Education Foundations,
changes in course description and change to no prerequisites. Community health
education is explored as a career option. This course examines the role of
community health educators in agencies and organizations that address the health
needs of individuals and communities. This course emphasizes a skill-oriented
focus and will provide professional preparation for Community Health Education
roles and responsibilities. Examination of the role of health educators with
regard to the seven responsibility areas will be the foundation of this course.
Students will be engaged in critical thinking exercises, experiential learning
activities, and professional preparation assignments.
learn about the theoretical foundations of health education as applied to
program development for individuals, temporary groups, organizations and
communities. Students participate in one hour of lecture, one hour of small
group lab, and 5 to 8 hours of field experience for approximately 10 weeks.
Prerequisite: HED 205. Offered Sem. I.
CHE 491, Senior Seminar in Community Health Education, credits change from 1 to 2, course description.
This seminar is designed to review the areas of responsibility and competencies for health educators, coupled with an overview of the students’ professional preparation, credentialing issues, and professional development opportunities. Through discussion, interaction activities, and project development, students will be prepared to enter into the realistic challenges and opportunities afforded by the Community Health Education Preceptorship and eventual employment experiences. Prerequisite: To be taken during the final semester prior to CHE 498.
CHE 498, Community Health Education Preceptorship, credits change to 1-15 from 1-12.
The committee was concerned about increase from 55 to 71 credits. Chair explained that student can still get through in 4 years and that increase was based on professional organization/accreditation recommendations. UCC Chair Miller will request Department Chair provide a sample program showing that Community Health Education major can be completed in 120 credits .The School Health Education major must be endorsed by Teacher Education Governing Council prior to approval by UCC. Also asked if POL or SOC has been consulted re: HED/R-T 320 re: possible duplication.
This was a first reading. There will be a second reading
Proposal #3 was removed from agenda; graduate level course.
4. Consent Agenda:
Environmental Studies Minor, adding REC 380 as elective in social sciences category.
SPE 461/561 was changed from 2 credits to 1 credit at the December 13, 2005 UCC meeting. Students currently in the program may need the extra credit to graduate. Therefore, the course should be 1-2 credits.
M/S/P to approve consent agenda.
5. Dean approved substitutions:
SAH: SPA 425 for ENG 200; ENG 200 for ENG 210
CLS: Latin 1, Latin 2, Latin 3, Latin 211, at University of Missouri-Columbia, for MLG101, MLG102, MLG000L, MLG0000L
6. Old business: continued discussion of consistency in how credits are counted in program descriptions. Chair Miller will go through catalog to identify inconsistencies, particularly in “hidden prerequisites” area. Can also use assts to the deans as a resource. Chair and registrar will meet prior to next UCC meeting. Should there be a general discussion about program size?
Gen Ed Appeal process—Subcommittee (McDougal and Johnson) hasn’t met yet to discuss.
- New business: Miller distributed the new Faculty Senate charge to the committee about developing recommendations for a university policy on hybrid/online courses based on the 1/30/06 Morgan memo .
a) UCC should adopt a policy that on-line, hybrid and distance education courses must be identifyied as such in the timetable
b) UCC should adopt the following three definitions for the timetable.
1. On-line Courses:
On-line courses are delivered over the Internet and are usually web-based. Courseware management systems (e.g., D2L, WebCT, Blackboard) are often used to organize content, activities, communication, and assessment. Direct on-line interaction with the faculty member, and between students are components of this delivery method.
2. Hybrid Courses:
Course content is covered through some combination of traditional face-to-face on-campus classroom hours, on-line instruction, and/or traditional Interactive TV (ITV).
3. Distance Education (ITV) Courses:
This type of course connects instructors and students in simultaneous two-way communication. Everyone may see and speak with each other for real-time discussions. Multiple Distance Education ITV (Interactive TV) sites are located on the UW-L campus with connectivity to sites located outside of UW-L at public or private organizations.
c) UCC should require that any course converting to 50% or more in “on-line” format should be reviewed by UCC.
UCC agreed with a) and b), revised wording in a) slightly. More discussion needs to take place about point c).
Meeting adjourned. Time: 5:45 p.m. Next meeting will be Tuesday, February 14, 2006 at 3:30 p.m.