**Graduate Curriculum
Committee Minutes**

April 19, 2005

** **

Members Present: Angell, Eide, Fater, Majak, Seebach, Steffen, Zellmer

Members Absent: Elgin (exc), Kuffel, Foos (student member)

Consultants: Jax, Martin-Stanley, Schumacher

Guests: Ketelhut, Skala, Riley, B., Kosiak, Wagner, Bakkum

- M/S/P to approve minutes of March 1, 2005

- Second Readings: none

First Reading:

Proposal # 14, **BIO 511, Human Gross Anatomy, 6 cr. Revise number and credits
to match cross-listed courses PTS/PAS 511 (was BIO 501, 7 cr.)**

**BIO 424 Endocrinology, 3 cr. revise
description **

“A comprehensive study of the production, regulation, structure, molecular to whole body actions, metabolism, and excretion of biochemical signaling molecules. The classical and more recently recognized neurotransmitter and hormone pathways and clinical considerations of each will be explored using lecture, laboratory exercises, and case studies. Prerequisite: BIO 303, or 312 and 313. Offered Sem. 1.”

*
M/S/P to waive second reading and approve proposal.*

Proposal # 15, **CSDA on-line degree option**

Follow-up to earlier presentation (see 2/15/05 minutes). On-line program will use D2L, not planning to use interactive video. Proposers are working with System to develop market research plan. Goal is 15 students/year in the cohort. Not much opportunity for mixing on-line and campus based students and courses. In order to be a partner school and practicum/internship site, institution will need to be “approved”. Program faculty also will likely visit students on-site to evaluate. The proposers asked for endorsement of the plan to offer an on-line program in order to pursue funding for planning.

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M/S/P to support development of an on-line option for the CSDA master’s program.*

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Proposal # 16, **Middle School Mathematics
Certificate Program, 10 credits**

Proposed program designed for licensed teachers. Students will be able to complete this 10-credit graduate certificate program in 2 summers and one academic year. The summer courses will be offered on campus and the 2 academic year courses will be offered on-line. Students must commit to the entire program. The program does not make a student eligible for teacher certification at this point. Perhaps this will be pursued sometime in the future. A DPI grant has been received for the program (UWL’s proposal was ranked #1). The focus is on content, not methodologies.

New courses-MTH 651 1 cr. Number and Operations in Middle School Mathematics

“A study of the mathematical concepts, properties and techniques that are fundamental to integers, rational and irrational numbers, and other number systems. Emphasis is on using mathematical reasoning, explaining concepts, justifying statements with informal logical arguments, developing mathematical models and integrating knowledge from different areas of mathematics as appropriate for middle school mathematics. Students will be expected to become knowledgeable with the results of research in the teaching and learning of numbers and operation with numbers. Lect/Lab. Prerequisite: Admission to certificate program. Offered Summer session.”

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**

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MTH 652 1 cr., Geometry and Measurement for
Middle School Teachers**

“A study of the mathematical concepts, properties and techniques that are fundamental to two- and three-dimensional geometry, including measurement, transformations, constructions, definitions and proofs. Emphasis is on using mathematical reasoning, explaining concepts, justifying statements with informal logical arguments, developing mathematical models and integrating knowledge from different areas of mathematics as appropriate for middle school mathematics. Students will be expected to become knowledgeabe with the results of research in the teaching and learning of geometry. Lect/Lab. Prerequisite: Admission to certificate program. Offered Summer session.”

MTH 653 1 cr., Algebraic Reasoning in Middle School Mathematics

“A study of the mathematical concepts, properties and techniques that are fundamental to the development of algebraic structures, including variables, patterns, algebraic expressions and operations, and solving equations . Emphasis is on using mathematical reasoning, explaining processes, describing and modeling real-world phenomena and integrating knowledge from different areas of mathematics as appropriate for middle school mathematics. Students will be expected to become knowledgeable with the results of research in the teaching and learning of algebraic concepts. Lect/Lab. Prerequisite: Admission to certificate program. Offered Summer session.”

**
MTH 654 1 cr., Probability for Middle School
Teachers**

**
“**A
study of the mathematical concepts, properties and techniques that are
fundamental to probability, including counting techniques, expected value,
probability distributions, and conditional probability. Emphasis is on
using mathematical reasoning, explaining concepts, interpreting probabilities,
applying both experimental and theoretical techniques to solve problems and
integrating knowledge from different areas of mathematics as appropriate for
middle school mathematics. Students will be expected to become familiar
with the results of research in the teaching and learning of probability
concepts. Lect/Lab. Prerequisite: Admission to certificate program.
Offered Summer session.”

**
MTH 655 1 cr., Statistics in Middle School
Mathematics**

**
“**A
study of the mathematical concepts, properties and techniques that are
fundamental to statistical analysis. Emphasis is on collecting,
interpreting, and analyzing data, using the results of data analysis to make
predictions and confirm or deny hypotheses, and integrating knowledge from
different areas of mathematics as appropriate for middle school mathematics.
Technology is used to generate displays, compute summary statistics and design
presentations. Students will be expected to become familiar with the
results of research in the teaching and learning of statistics. Lect/Lab.
Prerequisite: Admission to certificate program. Offered Summer session.”

**
MTH 656 1 cr., Functions and Graphs in Middle
School Mathematics**

**
“**A
study of the mathematical properties, graphs and applications of linear,
quadratic, polynomial, exponential and power functions. Emphasis is on
recognizing functional relationships, demonstrating the relationship between a
function and its graph, describing and modeling real-world phenomena and
integrating knowledge from different areas of mathematics as appropriate for
middle school mathematics. Students will be expected to become knowledgeable
with the results of research in the teaching and learning of concepts
relating to functional relationships and graphical representations. Lect/Lab.
Prerequisite: Admission to certificate program. Offered Summer session.”

**
MTH 657 2 cr., Mathematical Problem Solving in
Middle School Mathematics**

“A study of general mathematical processes and techniques that are used to solve problems in middle school mathematics. Emphasis is on communicating logical arguments, applying a variety of problem-solving stategies, using appropriate mathematical language and analyzing both routine and non-routine problems encountered in middle school mathematics. Issues relating to the methods, materials, and the research-based teaching strategies of problem solving at the middle school level also will be discussed.

On-line course with one face-to-face meeting. Prerequisite: Admission to certificate program. Offered Sem. I.”

**
MTH 658 2 cr., Mathematical
Assessment in Middle School Mathematics**

**
“**A
study of current strategies and techniques to assess student knowledge and
problem-solving ability in mathematics. Emphasis is on connecting
assessment theory and models to teachers' practices through recognizing
student errors and misconceptions, identifying prerequisite knowledge necessary
for understanding of mathematical concepts, developing constructed-response
questions and creating performance based activities for assessing both
procedural and conceptual mathematical understanding, and implementation of an
action research plan. On-line course with one face-to-face meeting.
Prerequisite: Admission to certificate program. Offered Sem. II.”

*
This certificate proposal has been approved by
the Academic Planning committee. Since Mathematics does not have a graduate
program, it needs to be sponsored by a program. That will be obtained by the
next meeting. It also should be shared with TEGC, although it does not need
official approval from that group since it is post-licensure. The proposer will
review the individual courses with GCC at its next meeting. *

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*
This was a first reading. There will be a second
reading. *

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- Consent agenda:

MIC 516, Microbial Genetics, 5 cr. Change prerequisite __from __MIC 406, 4
sem. of chemistry including organic, and admitted to MIC major __to__ MIC
406, 3 sem. of chemistry….

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*

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M/S/P to approve consent agenda item.*

- Old business: None

- New business: Schumacher described and asked for feedback on a project that addresses the potential role of technology in curriculum approval process. It would include Web-accessible LX forms that are populated with current data; a lockout feature as proposals are approved at each appropriate step along the process; agendas distributed electronically and viewed electronically at the meetings. There would be a static version of the catalog on-line as well as an updated version.

* *

*
Committee questioned lockout and workflow
features. No significant objection to receiving materials and reviewing them
electronically. *

Meeting adjourned at 4:50 p.m. The next GCC meeting is set for May 3, 2005. That is the last meeting of the year.

Diane Schumacher

GCC Secretary