January 27, 1999

TO:

The University Senate

FROM:

University Subcommittee on Curriculum

The Subcommittee on Curriculum reviewed and approved the requests noted below. These were forwarded to the Curriculum and Regulations Committee for appropriate action. The following summary is provided for your action/information.

College of Education and Health Sciences

At the time the proposal for the Health Science major went through the process of approval last year, there were courses identified as starting the Fall of 2000. The Department of Physical Therapy is requesting a modification in the effective dates of three Health Science courses: HS/ETE 402, HS 410, and HS 460 from the Fall of 2000 to the Fall of 1999. The Department has discovered that transfer students who are enrolled in the Health Science major will need the three courses identified in the Fall of 1999.

College of Engineering and Technology

Course Addition

IME 305, Engineering Economy II, 3 sh

Course Description: Continuation of IME 301. Economic aspects of engineering decisions including techniques of obtaining cost data, product costing, & breakeven analysis. Industrial practices.

Prerequisites: IME 301

a) Rationale for Addition

Engineers in general, and Industrial engineers in particular, are agents of change in many corporate environments. As such they are required to interface with the measurement systems of these corporations. A key measurement in any firm is that on money. Hence, IEs have been required to understand basic cost accounting principles. This requirement has been met in a number of ways in the past. Currently there is no one course which provides the broad based introduction to the topic. By building on the Engineering Economics concepts, this course will provide such exposure.

b) Curriculum Objectives

Students successfully completing this course will have an appreciation for the power of cost accounting techniques as applied to engineering problems. They will be able to discuss with accounting professionals the cost ramifications of the various proposals they will offer a firm. This will be measured by tests and papers on engineering cost topics. A secondary measure will be during the students' senior design project with industry; these students will be able to more easily integrate a firms cost information into the project.

c) Course Content Description

The course will begin with a brief introduction to basic accounting concepts such as the accounting equation, valuation of assets, and a review of depreciation and leverage concepts from Engineering Economics. The major portion of the course will consist of coverage of cost accounting and budgeting processes. This will include process, job-order, and standard costs as developed from standard times and bills-of-material information. Activity based costing will be introduced especially as it applies to process design. Capital budgeting techniques, inventory valuation methods, and variance accounting will also be considered especially as applicable to engineering changes in product or process.

d) Possible Texts

COST AND OPTIMIZATION ENGINEERING, Third Edition by Kenneth Humphreys McGraw-Hill, 1991

e) Faculty Availability

Dr. F. Tayyari has significant experience in accounting and costs areas as well as teaching of these subjects.

Dr. D. Kroll has significant industrial experiences in these topics as well as teaching of engineering economics and costs.

f) Contribution to IMET/CEGT

This course adds to the engineering practice exposure of students especially in the area of justification of engineering projects. As such this course will be available as an elective to other engineering majors.

Dr. John Gillett, Chair of the Department of Accounting notes that the Accounting Department supports the IE creation of IME 305, Engineering Economy II and does not believe that there is significant overlap to any of their currently existing courses.

Course Modification

IME 386, Industrial and Managerial Engineering, 3 sh

Course Description: Principles of IE applied to design of an organization's physical facilities and operating systems. Analysis and measurement of human work applied to work system design. Laboratory and inter-disciplinary community projects.

Prerequisites: Computer competency, co-requisite MTH 122

This course will be required of all IE and MFE majors as well as those minoring in Applied Ergonomics. The title change reflects a change in emphasis suited to the new audience. The number change is consistent with the merger of the Industrial Engineering and Manufacturing departments. The description change institutionalizes various changes in the use of team projects that have developed over recent years.

College of Liberal Arts and Sciences

Course Modifications

SW 350, Foundations for Social Work Practice, 3 sh

Course Description: Historical development of social work. Introduction of generalist social work practice; systems perspective; knowledge, skills, values, and ethics required for practice; communication skills and the helping relationship as foundation for the problem-solving process. Overview of fields of practice. Includes required volunteer experience.

Prerequisites: None

Rationale: One modification is requested for SW 350. It should be added to the catalog that volunteer experience is required for this class. This is the first class in the professional practice core classes for social work majors. Students should have some experience in agencies early in the curriculum so that they are realistic about the profession of social work as their career choice.

SW 351, Social Work Practice I, 3 sh

Course Description: Assessment, planning, intervention, evaluation, termination, and follow-up phases of the problem-solving process. Students develop interviewing skills and apply knowledge of social systems, human development, diversity, and ethics with focus on the micro level.

Prerequisites: SW 350; social work major or consent of social work program director

Rationale: Two small changes are requested for SW 351. The wording in the catalog that a volunteer experience is required needs to be deleted. This requirement has been moved to SW 350 which is a far better course to introduce students to agency exposure.

SW 352, Social Work Practice II, 3 sh

Course Description: Generalist practice with focus on families and groups as well as individuals in group contexts. Includes required volunteer experience in group setting.

Prerequisites: SW 350; social work major or consent of social work program director

Rationale: There are two requests for modification to SW 352. The first requested modification includes deleting content in this course regarding practice in organizational and community contexts. A proposal for a course addition of SW 353 Social Work Practice III would cover this content. The current state of this course is to cover practice methods for families, groups, organizations, and communities which does not allow adequate coverage for any of the areas. The requested changes (modification to SW 352 and the addition of SW 353) would allow faculty to cover all required content in sufficient depth. This requested change is consistent with the standard curriculum in accredited social work programs.

The second modification is for the prerequisites to be changed to social work major or consent of social work program director to allow students from other disciplines (particularly psychology, sociology, or criminal justice) to take this class if there are available seats after all social work majors have signed up.

SW 354, Human Behavior in the Social Environment I, 3 sh

Course Description: Current research and theory concerning interaction of environment with individual behavior. Life span development, strengths approach, and issues of diversity as influences on individual development.

Prerequisites: None

Rationale: This course currently covers developmental content on individuals, families, groups, organizations, and communities which is far too much content for adequate coverage in one course. The modification requested is to cover developmental and environmental impacts on individual behavior only. A course addition request is being made to cover the remaining content including family, group, organizational, and community developmental issues in SW 358 Human Behavior in the Social Environment II. The requested changes (modification of SW 354 and the addition of SW 358) will allow us to adequately cover all of the content required by the Council on Social Work Education. These changes have been highly recommended by the consultant hired for the accreditation process and a two course sequence in Human Behavior in the Social Environment is the standard for accredited programs.

Department of History

Course Modification

HIS 311, History of American Political Economy, 3 sh

Course Description: Analyses the economic history of the United States, stressing the influence of government policy on economic development.

Prerequisites: None

Rationale

Requested within the terms of the Oglesby Professorship Endowment, History 210: "The History of American Political Economy" has been taught since 1981. Offered by Dr. Timothy P. Maga's predecessor as the Oglesby Professor of American Heritage, Dr. Les Brune, for sixteen years, HIS 210 has not been modified since its introduction. The Endowment terms do not require a specific numbering of the American Political Economy course; however, a course stressing that topic is required. Its continuation remains important to the chair of that Endowment. Nevertheless, given the complexity of the political economy topic, and the differing pedagogical techniques from Dr. Brune, the course would be better put at the 300 level. In terms of value and prestige, it might also better represent the Endowment at that level. Student evaluation feedback has further suggested that it would be better put in the 300 range. Dr. Maga agrees with the students. Furthermore, for the first time in a quarter century, the history department has been reviewing its curriculum and suggesting positive changes. Moving HIS 210 to HIS 311 is part of that package and positive change. There will be no "anticipated changes in instructional needs or resources required."

Subcommittee on Curriculum

John DePinto

Howard Goldbaum

Richard Hartman

Rita Jensen

F. Eugene Rebholz

Jeffrey Huberman, Chair

February 10, 1999

TO: The University Senate

FROM: University Subcommittee on Curriculum

The University Subcommittee on Curriculum reviewed and approved the requests noted below. These were forwarded to the Curriculum and Regulations Committee for appropriate action. The following summary is provided for your action/information.

College of Education and Health Sciences

Major Program Modification for Social Studies - Secondary Education

During the 1997-98 academic year, the Social Studies Secondary Education program was approved with the following statement in the proposal: "In addition to University and College requirements, students must complete 45 semester hours of social studies as described below." This statement is accurate, although it does not make mention of the State of Illinois teacher certification requirements which are listed in the 1999-2000 Bradley University Undergraduate Catalog. These additional requirements appear on page 111 under the heading "Requirements for Secondary Teaching Certificates."

At the request of the Registrar’s Office, The Department of Teacher Education is recommending that the above statement (which appears on page 236 of the current catalog) be modified to read:

"In addition to University requirements, College of Liberal Arts and Sciences requirements, College of Education and Health Sciences requirements, and State of Illinois teacher certification requirements, students must complete 45 semester hours of social studies as described below."

The courses or specific general education requirements which are a part of the Social Studies Secondary Education program appear on page 111 of the current undergraduate catalog. They include the following.

Biological science 3-4 credit hours

Physical science 3-4 credit hours

Laboratory course (if needed) 1 credit hour

Science elective 3 credit hours

Math or science elective 3 credit hours

American history 3 credit hours

American government 3 credit hours

Social science elective (PSY 103 or 104 recommended) 3 credit hours

Health/physical development 3 credit hours

ETE 100: Technology Applications 1 credit hour

Because all of the above courses already are being offered and students enrolled in the Social Studies Secondary Education program already are taking the courses, no additional resources are needed. The Teacher Education Program Advisory Committee, which includes representatives from departments which house secondary education certification programs, is aware of these requirements.

ETE 525 course addition materials and the ETE 543 course modification materials which appear in the special education package have been forwarded to to Graduate School Executive Committee for review and consideration.

Course Modifications

ETE 306, Novice Teaching, 4 sh

Course Description: The professional semester field experience: planning and teaching lessons. Weekly seminar. Pass/Fail

Prerequisites: Advancement to degree candidacy in the department. Corequisites: ETE 335, 336, 339, 342, 353.

Rationale: The new course, ETE 342 Guiding Learners and Developing Classroom Communities, was approved to replace ETE 329 Classroom Management last year. This modification will replace ETE 329 with ETE 342 as a corequisite for this course. No new instructional needs or resources are needed to make this modification.

ETE 335, Teaching Social Studies in the Elementary Grades, 2 sh

Course Description: Content and methods of teaching social studies in the elementary grades.

Prerequisites: Advancement to degree candidacy in the department. Corequisites: ETE 306, 336, 339, 342, 353

ETE 336, Teaching of Science in the Elementary Grades, 2 sh

Course Description: How to plan, implement, and evaluate a science program for elementary school children. Emphasis on the nature of school science, students’ misconceptions, and meaningful science activities.

Prerequisites: Advancement to degree candidacy in the department. Corequisites: ETE 306, ETE 335, 339, 342, 353

ETE 339, Methods of Teaching Mathematics, 2 sh

Course Description: Emphasis on teaching strategies, materials, and organizational plans related to the K-9 mathematics curriculum. Focus on active involvement of students in the learning process.

Prerequisites: ETE 107 Corequisites: ETE 306, 335, 336, 342, 353

ETE 353, Teaching Language Arts in the Elementary Grades, 3 sh

Course Description: Content and methods of teaching language arts in the elementary grades. Emphasis on curriculum integration and interdisciplinary teaching.

Prerequisites: Advance to degree candidacy in the department. Corequisites: ETE 306, 335, 336, 339, 342.

Major Program Modification for Special Education LD/MH T

The learning disabilities/mental retardation developmental disabilities (LD/MH T) program modifications reflect the Department of Teacher Education’s desire to develop and support collaborative opportunities for the students and faculty members involved in the department’s five undergraduate majors. The modifications, in part, are the result of curriculum work that began with the early childhood education faculty and resulted in the creation of several collaborative courses. Then, special education faculty met with faculty who teach in other content areas to discuss the potential for collaborative courses across majors. The results of those efforts are shown in the modifications being proposed to the learning disabilities/educable mentally handicapped (LD/EMH) program.

The proposed program consists of 56 hours in general education, 23 hours in the professional education sequence, 14 hours in the special education component; 20 hours in the learning disabilities component, and 20 hours in the mental retardation developmental disabilities component for a grand total of 133 hours. The current LD/EMH program consists of 56 hours in general education, 22 hours in the professional education sequence, 17 hours in the special education component, 20 hours in the learning disabilities component, and 20 hours in the educable mentally handicapped component for a grand total of 135 hours.

Proposed Special Education LD/MH T Program

Communication Skills (9 sh)

SP COM 103 The Oral Communication Process 3

C1 ENG 101 Freshman Composition 3

C2 ENG 300-306 Junior Composition 3

Mathematics (6-9 sh)

MA General Education Mathematics 3

ETE 107 Mathematics for Teachers 3

Math or Science Elective 3

Science (10-13 sh)

Must include one biological science, one physical science, and one laboratory course. CIS 300 may not be used. Most of the 4 semester hour science courses include a laboratory. These will meet the laboratory requirement.

FS Biological science 3-4

FS Physical science 3-4

Laboratory course (if needed) 1

Science elective (must be junior/senior level) 3

Science or Math Elective (hours counted above) (3)

Humanities (15 sh) [history, language, literature, philosophy, religion, and fine arts]

American

History HIS 200-203, 210, 212, 300-308 3

HL ENG English (may use Gen-Ed literature course) 3

FA ART, MUS,

THE Fine Arts 3

NW Nonwestern civilization 3

(His 104, 105, 107, 335, 336, 337; RLS 120, 331, 338, 340)

HP Humanities group elective 3

(PHIL 103, 307, 308, 347; RLS 101, 200, 332)

Social Science (9 sh) [anthropology, cultural geography, economics, political science,

psychology, and sociology]

SF PLS 105 Introduction to American Government 3

WC CIV 100 Western Civilization 3

PSY 103 Principles of Psychology (or PSY 104) 3

Other (4 sh)

FCS, NUR Health/Physical Development 3

(FCS 203; NUR 163, 220, 221, 263, 376)

CU ETE 100 Technology Applications 1

(or approved CU course)

Total 56 sh

Proposed Special Education LD/MH T Program

Professional Education Sequence

ETE 115 Schools and Schooling in American Society 3

ETE 116 Field Experience - Schools & Schooling in American Society 1

ETE 205 Effective Teaching Strategies 3

ETE 225 Human Development 4

ETE 280 Exploring Diversity: Learners, Families, and Communities 3

ETE 325 Introduction to Teaching Reading 3

ETE 335 Teaching of Social Studies in the Elementary Grades 2

ETE 336 Teaching of Science in the Elementary Grades 2

ETE 339 Methods of Teaching Mathematics 2

23 sh

Special Education Component

ETE 234 Language Development 3

ETE 342 Guiding Learners and Developing Classroom Communities 3

ETE 401 Secondary Special Education 2

ETE 525 Including Exceptional Learners 3

ETE 543 Assessment and Evaluation Procedures for Exceptional

Learners 3

14 sh

Learning Disability Component

ETE 307 Characteristics of the Learning Disabled 3

ETE 308 Methods for the Learning Disabled Student 3

ETE 392 Novice Teaching in Special Education 4

ETE 496 Preservice Teaching Internship in Special Education 10

Mental Retardation Developmental Disabilities Component

ETE 390 Characteristics of Mental Retardation Development

Disabilities 3

ETE 392 Teaching Techniques & Materials for Learners with Disabilities 3

ETE 392 Novice Teaching in Special Education 4

ETE 496 Preservice Teaching Internship in Special Education 10

20 sh

Total 77 hrs.

Total hours for graduation 133 hrs.

Current Special Education LD/EMH Program

General Education Requirements

Communication Skills (9 sh)

SP COM 103 The Oral Communication Process 3

C1 ENG 101 Freshman Composition 3

C2 ENG 300-306 Junior Composition 3

Mathematics (6-9 sh)

MA General Education Mathematics 3

ETE 107 Mathematics for Teachers 3

Math or Science Elective 3

Science (10-13 sh)

FS Biological Science 3-4

FS Physical Science 3-4

Laboratory course (if needed) 1

Science elective (must be junior/senior level) 3

Science or Math Elective (hours counted above) (3)

Humanities (15 sh) [history, language, literature, philosophy, religion, and

fine arts]

American history HIS 200-203, 210, 212, 300-308 3

HL ENG English (may use General Education literature course) 3

FA ART, MUS,

THE Fine Arts 3

NW Nonwestern civilization 3

(HIS 104, 105, 107, 335, 336, 337; RLS 120, 331, 338, 340)

HP Humanities group elective 3

(PHL 103, 307, 308, 347; RLS 101, 200, 232)

Social Science (9 sh) [anthropology, cultural geography, economics, political

science, psychology, and sociology]

SF PLS 105 Introduction to American Government 3

WC CIV 100 Western Civilization 3

PSY 103 Principles of Psychology (or PSY 104) 3

Other (4 sh)

FCS, NUR Health/Physical Development 3

(FCS 203, NUR 163, 220, 221, 263, 376)

CU ETE 100 Technology Applications 1

(or approved CU course)

Total 56 sh

Current Special Education LD/EMH Program

Professional Education Sequence

Professional Education Requirements (22 sh)

ETE 115 Schools and Schooling in American Society 3

ETE 116 Field Experience - Schools and Schooling in American Society 1

ETE 124 Introduction to Special Education 3

ETE 205 Effective Teaching Strategies 3

ETE 225 Human Development 4

ETE 280 Exploring Diversity 3

ETE 325 Introduction to Teaching Reading 3

ETE 339 Methods of Teaching Mathematics 2

22 sh

Special Education Component (17 sh)

ETE 234 Language Development 3

ETE 324 The Exceptional Child 3

(open to any major/advancement not required)

ETE 329 Classroom Management Techniques 3

ETE 342 Guiding Learners & Developing Classroom Communities 3

ETE 401 Secondary Special Education 2

ETE 543 Evaluation Procedures for Exceptional Children 3

17 sh

Learning Disability Component (20 sh)

ETE 307 Characteristics of the Learning Disabled 3

ETE 308 Methods for the Learning Disabled Student 3

ETE 392 Junior Assisting in Learning Disabilities 4

ETE 496 Student Teaching in Learning Disabilities 10

20 sh

Educable Mentally Handicapped Component (20 sh)

ETE 390 Characteristics of Mental Retardation 3

ETE 391 Teaching Techniques & Materials for Mentally Retarded 3

ETE 392 Junior Assisting in EMH 4

ETE 496 Student Teaching in EMH 10

Total 79 sh minimum

Total hours for graduation 135 sh minimum

There are no other departments and colleges which will be impacted by the purposed modifications and no additional resources will be needed.

Course Modifications

ETE 392, Novice Teaching in Special Education, 4 sh

Course Description: 75-150 clock hours supervised participation in an appropriate special education setting. Majors required to spend 5 days per week for 5 weeks in each major area. Pass/fail. Repeatable up to 8 hours.

Prerequisites: Advancement to degree candidacy in the department in the area of special education, LD/MH T or LD/ED.

Rationale: In providing for education reform efforts and with the proposed changes in the special education program to meet State and Federal changes in teacher education standards, the focus of the modified ETE 392, Novice Teaching in Special Education, has been designed to provide special education majors with a clinical experience prior to student teaching internship in schools or other appropriate educational settings. ETE 392, Novice Teaching in Special Education, fulfills the ISBE requirement of 100 clock hours of preclinical experiences for preservice teachers desiring to teach students who have been certified as learning disabled, emotionally disordered, or mentally impaired.

ETE 496, Preservice Teaching Internship in Special Education, 10 sh

Course Description: Internship in an appropriate special education setting in Peoria-area for internship in schools and other educational learning settings. Teacher responsibilities: Long-term planning, facilitating small and large group learning. Self-reflection with focus on professional growth and completion of a professional teaching portfolio. Weekly seminar. Pass/Fail. Open only to students who have: adequate preparation in subject matter, demonstrated proficiency with program and course objectives, completed prerequisites, and evidenced fitness for entering the teaching profession in special education. Repeatable up to 20 hours.

Prerequisites: Advancement to degree candidacy in the department: ETE 205, 307, 308, 325, 339, 342, and 392; grade point average of 2.50 overall and 2.50 in professional education courses; current certification of freedom from TB; approval of Departmental Chair. Additional prerequisites for LD/MH T majors: ETE 390, 391. Additional prerequisites for LD/SED majors: ETE 327, 328, 329.

Rationale: In providing for educational reform efforts and with the proposed changes in the special education program to meet State and Federal changes in teacher education standards, the focus of the modified ETE 496, Preservice Teaching Internship in Special Education, has been designed to provide student teaching as an internship in schools and other educational learning settings for special education majors only. ETE 496, Preservice Teaching Internship in Special Education, fulfills the ISBE requirements of 5 hours of student teaching for preservice teachers desiring to teach students who have been certified as learning disabled, socially and emotionally disordered, or educable mentally handicapped.

Course Deletions

ETE 124, Introduction to Special Education, 3 sh

ETE 324, The Exceptional Child, 3 sh

Forwarded to Graduate School Executive Committee

ETE 525, Including Exceptional Learners, 3 sh

ETE 543, Assessment and Evaluation Procedures for Exceptional Learners, 3 sh

Major Program Modification for Special Education LD/ED T

The learning disabilities/emotional, disorders (LD/ED T) program modifications reflect the Department of Teacher Education’s desire to develop and support collaborative opportunities for the students and faculty members involved in the department’s five undergraduate majors. The modifications, in part, are the result of curriculum work that began with the early childhood education faculty and resulted in the creation of several collaborative courses. Then, special education faculty met with faculty who teach in other content areas to discuss the potential for collaborative courses across majors. The results of those efforts are shown in the modifications being proposed to the learning disabilities/emotional disorders (LD/ED T) program.

The proposed program consists of 56 hours in general education, 23 hours in the professional education sequence, 14 hours in the special education component; 20 hours in the learning disabilities component, and 20 hours in the emotional disorders component for a grand total of 133 hours. The current LD/SED program consists of 56 hours in general education, 22 hours in the professional education sequence, 14 hours in the special education component, 20 hours in the learning disabilities component, and 25 hours in the social-emotional disorders component for a grand total of 137 hours.

Proposed Special Education LD/ED T Program

General Education Requirements

Communication Skills (9 sh)

SP COM 103 The Oral Communication Process 3

C1 ENG 101 Freshman Composition 3

C2 ENG 300-306 Junior Composition 3

Mathematics (6-9 sh)

MA General Education Mathematics 3

ETE 107 Math for Teachers 3

Math or Science Elective 3

Science

Must include one biological science, one physical science, and one laboratory course. Most of the 4 semester hour science courses include a laboratory. These will meet the laboratory requirement.

FS Biological Science 3-4

Physical Science 3-4

Laboratory Course (if needed) 1

Science Elective (must be 300-400 level) 3

Science or Math Elective (hours counted above) (3)

Humanities (15 sh) History, Language, Literature, Philosophy, Religion,

and Fine Arts

American History HIS 200, 201, 203, 210, 212, 300-308 3

HL ENG Course English (may use Gen-Ed Literature) 3

FA ART, MUS, THE Fine Arts 3

NW Nonwestern Civilization 3

(His 104, 105, 107, 335, 336, 337; RLS 120, 331, 338, 340)

HP Humanities Group Elective 3

(PHL 103, 307, 308, 347; RLS 101, 200, 332)

Social Science (9 sh) Anthropology, cultural Geography, Economics, Political Science, Psychology, and Sociology

SF PLS 105 Introduction to American Government 3

WC CIV 100 Western Civilization 3

PSY 103 Principles of Psychology (or PSY 104) 3

Other (4 sh)

FCS, NUR Health/Physical Development 3

(FCS 203; NUR 163, 220, 221, 263, 376)

CU ETE 100 Technology Applications 1

Total 56

Proposed Special Education LD/ED T Program

Professional Education Sequence

ETE 115 Schools and Schooling in American Society 3

ETE 116 Field Experience - Schools & Schooling in American Society 1

ETE 205 Effective Teaching Strategies 3

ETE 225 Human Development 4

ETE 280 Exploring Diversity: Learners, Families, and Communities 3

ETE 325 Introduction to Teaching Reading 3

ETE 335 Teaching of Social Studies in the Elementary Grades 2

ETE 336 Teaching of Science in the Elementary Grades 2

ETE 339 Methods of Teaching Mathematics 2

23 sh

Special Education Component

ETE 234 Language Development 3

ETE 342 Guiding Learners and Developing Classroom Communities 3

ETE 401 Secondary Special Education 2

ETE 525 Including Exceptional Learners 3

ETE 543 Assessment and Evaluation Procedures for Exceptional

Learners 3

14 sh

Learning Disability Component

ETE 307 Characteristics of the Learning Disabled 3

ETE 308 Methods for the Learning Disabled Student 3

ETE 392 Novice Teaching in Special Education 4

ETE 496 Preservice Teaching Internship in Special Education 10

20 sh

Social-Emotional Disorders Component

ETE 327 Characteristics of Troubled Learners 3

ETE 329 Creating Learning Environments for Troubled Learners 3

ETE 392 Novice Teaching in Special Education 4

ETE 496 Preservice Teaching Internship in Special Education 10

20 sh

Total 77 hrs.

Total Hours for Graduation 133 hrs.

No additional resources will be needed. Documentation from Dr. Lori Russell-Chapin confirms that the Department of ELH unanimously approved the deletion of ELH 370 from the Professional Education Requirements for the LD-SED major. Dr. Wendy Schweigert, Chair, Department of Psychology confirms that the Department of Psychology has no problem with the deletion of Psychology 245 from their LD/SED program.

Course Modifications

ETE 327, Characteristics of Troubled Learners, 3 sh

Course Description: Characteristics of various types of troubled learners. Models used and theorists known in the field of social-emotional disorders. Current literature: DSM IV, identification, placement, educational programming, and available supplemental resources for learners with mild to severe emotional disorders. Current legislation and new perspectives on mental health of learners. Observations through field trips and media presentations.

Prerequisites: PSY 103 or PSY 104; advancement to degree candidacy in the department.

Rationale: Combining ETE 328, Field Experience with Socially/Emotionally Disordered Children with ETE 327, Characteristics of Troubled Learners will provide consistency and a more concrete learning experience for students. Taking field trips with professor to make observations in the field will help students to integrate material discussed in ETE 327, and students will make a transfer of university learning into actual classroom settings. The new title and description of ETE 327 more accurately reflects the content of this characteristics course. ETE 327, Characteristics of Troubled Learners fulfills the ISBE requirements of two hours of characteristics for preservice teachers desiring to teach students who have been certified socially and emotionally disordered.

ETE 329, Creating Learning Environments for Troubled Learners, 3 sh

Course Description: Methods and techniques for use with troubled children and adolescents in elementary, secondary, and special education classrooms (K-12). Helping process, communication skills, and interpersonal skills covered. Emphasis on analysis of classroom situations and application of educational techniques to create positive learning environments for learners with mild to severe emotional disorders.

Prerequisites: PSY 103 or PSY 104; advancement to degree candidacy in the department.

Rationale: In the past, ETE 329, Classroom Management Techniques was required of all elementary, early childhood, and special education majors. With recent changes in educational programs, ETE faculty voted to delete ETE 329, Classroom Management Techniques from course requirements for early childhood and elementary education programs. Special education majors need this methods course for teaching troubled and troubling learners. Therefore, the revised ETE 329, Creating Learning Environments for Troubled Learners will be a SED methods course for LD/SED majors only. ETE 329, Creating Learning Environments for Troubled Learners fulfills the ISBE requirements of two hours of methods for preservice teachers desiring to teach students who have been certified with social and emotional disorders. The new title and description of ETE 329 more accurately reflects the content of this methods course.

Course Deletion

ETE 328, Field Study with Social-Emotional Disorders, 1 sh

College of Liberal Arts and Sciences

Major Program Modification

Department of History

This modification for History majors will assist in developing a broad historical understanding of the following three areas of the world: United States;

Europe; Africa, Asia, Latin America, Middle East, or Russia. Help students become acquainted with historical methods, theories, and debates, contribute to historical knowledge by engaging in original research, develop cross-cultural perspectives on world history by choosing relevant course work at Bradley or by enrolling in an off-campus program which has an international and/or multi-cultural component.

Major Requirement

Students majoring in History must complete a minimum of 30 hours of history credit, 15 of which must be above the 200 level. Western Civilization 100, or 111 and 112 cannot count towards the 30-hour history requirement. Majors, in consultation with their History advisor, must fulfill the following requirements:

1. U.S. History (six hours).

Either HIS 203 or 204, and a 300-level course chosen from HIS 300, 301, 302, 303, 304, 305, 306, 308, 309, 310, 311, 312, or 450.

2. European History (six hours).

Two 300-level courses chosen from HIS 320, 321, 322, 323, 324, 325, 326, 327, 328, 329, 340, 341, 342, 345, 346, 375, 382, 385, or 451. Western Civilization 100 or 111 and 112 must be completed before a student can enroll in a 300-level European History course

3. Africa, Asia, Latin American, Middle East, or Russia (six hours).

Either HIS 103, 104, 105, or 107 and a 300-level course chosen from HIS 331, 332, 334, 335, 336, 337, 338, 339, or 452.

4. HIS 350- Historical Methods Seminar (Prerequisites: three hours of history of consent of instructor)

5. HIS 450, 451, or 452-Research Seminar (See course description for prerequisites)

6. Six hours of electives chosen from History Department

7. Cross-cultural component. In addition to the 30 hours, all History majors must complete one of the five following options:

a. An approved international study experience selected from a variety of

Bradley programs including international internships, Bradley Summer Semester Abroad, and directed programs at selected international institutions. A minimum of 6 hours must be taken Abroad. (If a student studies abroad at one of the Bradley-directed Study Abroad programs other than the Bradley European Summer Semester, the requirement of 24 our of the last 30 hours on campus is modified to 30 of the last 60 hours. Courses taken in a Bradley-directed program during the senior year will count towards fulfilling the requirments of having 24 of the last 30 semester hours on campus).

b. Successful completion of the equivalent of 202 in any foreign language. c. At least 6 hours drawn from the following courses: AAS 210, 211, 300; HIS 304, 305, 339, 382; WMS 200: ENG 129, 190, 329, 330, 331: SOC 313, 314, 315. History courses in this category may also count towards the major

d. Secondary Education students can fulfill this requirement through ETE 280 and one of the approved courses in category c.

Students desiring to earn a teaching certificate in Illinois must have a minimum of 8 hours in U.S. History and 8 hours in European or World History. They also need a total of 36 hours of history. History majors may earn either a B.A. or a B.S. degree.

1. Supporting Data

a. Rationale. This History curriculum has not been modified in a significant way for over 20 years. As we approach the 21st century, the Department feels that certain changes need to be made to prepare our students better for the new challenges ahead. We have created four major goals for History Majors: 1) develop a broad historical understanding in three major areas of the world, 2) become acquainted with historical methods, theories, and debates, 3) engage in some form of original research, and 4) develop cross-cultural perspectives on world history.

b. Six additions to the major:

- Increase the number of hours for the major from 27 to 30.

- Add specific requirements at the lower and upper level in the three

areas of study. In addition, we are requiring six hours in each area.

- Change numbers of HIS 210 and 212 to 311 and 312 (approved by C&R 4/7)

- Create a new course, HIS 350, Historical Methods Seminar.

- Split HIS 450 into three courses, HIS 450, 451, and 452.

- Add a cross-cultural component

c. Additional college, department support. Despite the History Department’s heavy commitment to the General Education, Criminal Justice, Women’s Studies, and African-American Studies programs, we do not anticipate at this time the need for additional faculty.

2. The Departments of English, Foreign Languages, and Sociology have written letters of support.

3. These modifications do not require changes in the admission requirements.

Course Additions

HIS 350, Historical Methods Seminar, 3 sh

Course description: Exploration of historical arguments and debates; methods of interpreting primary sources.

Prerequisites: History major or consent of instructor

HIS 451, European History Research Seminar, 3 sh

Course description: Research paper required employing primary sources in European history. May be repeated under different topic for maximum of 6 hours.

Prerequisites: HIS 350; a 300-level European history course; senior standing; and history major; or consent of instructor.

HIS 452, Area Studies Research Seminar, 3 sh

Course description: Research paper required employing primary sources in African, Asian, Latin American, Middle Eastern, or Russian history. May be repeated under different topic for a maximum of 6 hours.

Prerequisites: HIS 103, 104, 105, 107; HIS 350; senior standing; and history major; or consent of instructor.

Course Modification

HIS 450, U.S. History Research Seminar, 3 sh

Course description: Research paper required employing primary sources in U.S. history. May be repeated under different topic for a maximum of 6 hours.

Prerequisites: HIS 203 or 204; HIS 350; senior standing; and history major; or consent of instructor.

Foster College of Business Administration

Concentration Deletion - Organization Administration

Reasons for Deletion

The concentration was developed in 1994 and became available to students in 1996. The BMA department offers four unique concentrations that we felt would appeal to our BMA students. While the concentrations in Human Resource Management, Legal Studies in Business, and Entrepreneurship have received solid student support, the concentration in Organization Administration has not. Currently, only two students are enrolled in the concentration. Accordingly, it seems unreasonable to schedule unique courses for this concentration to meet the needs of so few students. Rather than retain the concentration, substitute course requirements, and confuse and frustrate future students, it appears more reasonable to delete what appears to be a concentration with very low student demand. Additionally, there is no evidence or belief that the overall attractiveness of this concentration will improve in the foreseeable future.

Three of the required courses in this concentration are from the BMA department. Contact has been made with the Economics department (ECO 335) and the Finance and Quantitative Methods department (QM 326 and FIN 422). Because of the extremely low number of students in the concentration, these departments will experience no appreciable impact from the deletion. Because of the limited number of students involved, there will be no appreciable impact on existing programs. Students can still major in BMA without affecting their status or graduation progress.

Course Modification

ATG 401, Advanced Accounting I, 3 sh

Course Description: Application of accounting concepts, theories, and conventions to recording and reporting of problems arising from the use of non-corporate forms of organization, activities of fiduciaries, and public-sector accounting. Partnerships, joint ventures, segment and interim reporting, SEC reporting, corporations in financial difficulty, and fund accounting as applied to government.

Prerequisites: ATG 302

Rationale

Effective Fall 1996, the Department of Accounting modified is undergraduate accounting curriculum and created a new Master of Science in Accounting degree. As part of the changes in the accounting curriculums, two formerly required undergraduate accounting classes, ATG357 and ATG358, were renumbered ATG 401 and ATG 501, respectively. ATG401 remained a required undergraduate accounting class while ATG501 became an accounting elective at both the undergraduate and graduate level.

Since ATG501 was no longer required for all undergraduate accounting majors and the Department faculty wanted the undergraduate accounting majors to be exposed to the topic of business combinations, the topic of business combinations was moved from ATG501 to ATG401. To balance the course loads, an equivalent amount of material (segment and interim reporting, SEC reporting, and corporations in financial difficulty) was moved from ATG401 to ATG501.

This switching of material between ATG401 and ATG501 has not worked. It has not worked because an understanding of the accounting for business combinations, the topic moved to ATG401, is essential to the preparation of consolidated financial statement, a major topic to ATG501, but ATG401 is not a prerequisite for ATG501. Since business combinations is the only topic in ATG401 that is needed for ATG501, the Department of Accounting decided that undoing the switching of material between ATG401 and ATG501 was a better solution than making ATG401 a prerequisite to ATG501.

In addition to the switching of the material between ATG401 and ATG501, the topic of special types of sales contracts, i.e., consignment and installment sales, is being dropped from the course description of ATG401 because it is no longer covered in ATG401.

Course Additions

BMA 172, Business Computer Skills & Applications, 1 sh

Course Description: Computer skills needed in the business environment. Electronic communications, presentation software, electronic spreadsheets, computer graphics, Internet usage and WebPage development. May not be counted for degree credit in the Foster College of Business Administration. Pass/Fail.

Prerequisites: None

Rationale

BMA 172 covers the material required for the FCBA proficiency exam and provides the FCBA students an alternative to completing the proficiency exam requirement. Since the FCBA proficiency exam uses a pass/fail grading system, the BMA 172 course should reflect the same grading system. The change in the description reflects the modifications covered made over the summer of 1998 to topics in the course. Database topics were dropped. Presentation software and WebPage development topics were added to the exam.

BMA 373, Business Data Communications, 3 sh

Course Description: Study of the theories, design and technologies utilized in modern business data communications networks. Study of the functionality, performance and management of multiple network designs.

Prerequisites: BMA 272 and junior/senior standing

Rationale

The change in title and description reflect the trend of rapid changes in network technologies. We are attempting to respond to the rapid changes in network technologies and present a course that reflects the current business environment. The title corresponds to the titles of current textbooks in this discipline.

BMA 374, Database Management & Administration, 3 sh

Course Description: Investigation and application of advanced database concepts: administration, technology, and selection and acquisition of database management systems. In-depth business practicum in data modeling and system development in a database environment. Overview of future trends in data management. Prerequisites: BMA 272 and junior/senior standing

Rationale

This is being done in compliance with a request from the Registrar’s Office. CS405 and BMA374 are presently being taught as unique courses with the CS course being considerably focused on technical aspects and the BMA course focused on management application. The CS department now accepts credit for both. The CS course has two technical CS prerequisite courses.

BMA 375, Business Systems Analysis & Design, 3 sh

Course Description: Information systems in business applications. Emphasis on relationship of information systems planning to overall business goals, policies, plans, management style and industry condition: analysis, design and implementation of information systems. Overview of future trends in data management.

Prerequisites: BMA 272 and junior/senior standing

Rationale

To improve on the communication of the content of the BMA375 course to students and future employers it is recommended that the name be changed to Business Systems Analysis and Design. The course has been taught as a System Analysis and Design course for many years.

College of Liberal Arts and Sciences

Administration of Criminal Justice Program

ACJ 110, Introduction to the Criminal Justice System, 3 sh

Course Description: An introduction to the criminal justice systems in America, including policy making, law enforcement, prosecution, adjudication, and corrections. In addition to the institutions of the various systems, the major theoretical perspectives for explaining deviance and the societal response to deviance will be explored.

Prerequisites: none

ACJ 130, Introduction to Investigation, 3 sh

Course Description: An exploration of the principles of criminal investigation, including crime scene analysis, collection and analysis of physical evidence, the use of physical evidence in prosecution of crime, and the rules governing the introduction of physical evidence in court. Social and political issues affecting criminal investigations will also be covered.

Prerequisites: None

ACJ 225, Criminal Law, 3 sh

Course Description: An analysis of the history and development of the criminal law as a system of social control. Coverage includes the scope, purposes, and general principles of the criminal law as well as the elements of specific crimes.

Prerequisites: ACJ 110

ACJ 250, Police Organization and Administration, 3 sh

Course Description: An introduction to the principles of organization and management of law enforcement bureaucracies, with an emphasis on the tasks faced by managers and the guiding principles used to complete these tasks. Students will consider the unique problems of managing a police bureaucracy in a democratic society.

Prerequisites: ACJ 110

Rationale for course modifications for four ACJ courses

The course descriptions for the four ACJ courses in question have not been modified since 1986. Since that time, the focus of the discipline, and the department’s mission, have changed. The old course descriptions reflect a technical, applied focus, which is, in the opinion of the entire ACJ Coordinating Committee, inconsistent with the current mission of providing a broad based liberal arts education in the social science of Criminal Justice. A copy of our current mission statement is attached for the information of those considering the wisdom of the proposed modifications.

The mission of the Administration of Criminal Justice program at Bradley University is to provide our students with a thorough understanding of the institutions, structures and processes through which society defines, perceives and responds to deviance. Our graduates will understand the sociological, political and historical implications of crime in our society, the structures of the various criminal justice systems, crime policy, and the basics of the law involved in the implementation of crime policy. They will possess a theoretical framework and the analytical skills necessary to assimilate new developments in the discipline and in society as they occur.

No changes in instructional needs or resources will be required. There has been ongoing consultation with the faculty at Illinois Central College who teach these four courses, and they support the changes.

The rationale for the addition of a prerequisite of ACJ 110 for the ACJ 225 and ACJ 250 courses is that it is the opinion of the ACJ Coordinating Committee that students taking the two sophomore level courses would learn more and be more likely to succeed in these courses if they had a basic background in the subject area. In addition, the addition of these prerequisites would make it more likely that students would take these courses in a logical sequence that moves from the introductory material in ACJ 110 to the more specialized material in ACJ 225 and ACJ 250. The change from Illinois Central College teaching 3 courses per year to four courses after academic year 1997-19998 assure that this change will not preclude a student from completing all four courses during their first two years at Bradley.

Subcommittee on Curriculum

John DePinto

Howard Goldbaum

Richard Hartman

Rita Jensen

F. Eugene Rebholz

Jeffrey Huberman, Chair

TO:	The University Senate
FROM:	University Subcommittee on Curriculum