October 26, 2018

Upchurch Conference Room – Bell Engineering

MEMBERS PRESENT:

Voting: Karen Boston, Paul Cronan, Norman D. Dennis, Jr., Jim Gigantino, Fran Hagstrom, Thomas Jensen, Douglas Karcher, Patricia Koski, Cathy Lirgg, Ketevan Mamiseishvili, Jared Pack, and Jennie Popp

Non-Voting: Alice Griffin, Miran Kang, and Lisa Kulczak

MEMBERS ABSENT:

Voting: Kris Allee, Jeannine Durdik, Will Foster, Ethel Goodstein-Murphree, Lona Robertson, Manuel Rossetti, and Joel Thornton

Non-Voting: Amanda Corbell

GUESTS: Steven Bell, Robert Brady, Ryan Cochran, Patrick Conge, Elias Dominguez, Jan Emory, Alan Gosman, Laurence Hare, Mary Herrington, Michael Hevel, Marcia B. Imbeau, Mark Johnson, Julia Kennefick, Janet Knighten, Jim Lampinen, Sherry Muir, Steven Rosales, Mary Savin, John Shaw, Myrlinda Soedjede, Ron Warren, and Injeong Yoon, and Ka Zeng

On behalf of Chair Jeannine Durdik, Norman D. Dennis, Jr. called the meeting to order at 2:30 p.m.

1. The minutes for the September 28 meeting were approved.
   
   
2. Course Change Proposals:
   All course change proposals were approved without opposition. The approved courses are listed on the CIM Course Report created by CourseLeaf and will be forwarded for consideration as appropriate to the:
   • Faculty Senate, meeting scheduled for November 14, 2018
   • Graduate Council meeting scheduled for November 15, 2018
     
     
3. Old Business: None
   
   
4. New Business:
   The following program change proposals were approved on the CIM Program Report with one opposition.  See item cg.  The program changes will be forwarded for consideration as appropriate to the:
   • Faculty Senate, meeting scheduled for November 14, 2018
   • Graduate Council meeting scheduled for November 15, 2018
     
     
   1. Proposed undergraduate program change for the Bumpers College of Agricultural, Food, and Life Sciences, Department of Crop, Soil and Environmental Sciences – CPBT-M – Crop Biotechnology Minor presented by Mary Savin.
      
      Revising CSES 402V to CSES 400V. The requirement of two separate 2-hour courses taken in two different semesters will remain the same.
      
      The purpose of this course is to provide research experience and training in core plant biotechnology techniques. For example, students can select plant breeding, plant transformation, plant genomics etc. as research areas and arrange the course with the relevant faculty to learn related techniques and work on a project.
      (4a_cpbt-m_report_10262018)
      
      
   2. Proposed undergraduate program change for the Bumpers College of Agricultural, Food, and Life Sciences, Department of Crop, Soil and Environmental Sciences – CPSCBS – Crop Science, Bachelor of Science in Agricultural Food & Life Sciences presented by Mary Savin.
      
      Adding study abroad options. Program change to add other groups:
      • Soil Science
      • Natural Resource Management
      • Crop Biotechnology
      Giving the option of study abroad in the experiential learning options. The other three groups are relevant for CPSC students and offered in the CSES Department. (4b_cpscbs_report_10262018, 4b_cpscbs_revision_ltrofnotif_10262018, 4b_cpscbs_revision_curriculumplans_10262018)
      
      
   3. Proposed undergraduate program change for the Bumpers College of Agricultural, Food, and Life Sciences, Department of Crop, Soil and Environmental Sciences – ESWSBS – Environmental Soil and Water Science, Bachelor of Science in Agricultural Food & Life Sciences presented by Mary Savin.
      
      1. Remove requirement for additional hours in ENGL, JOUR, COMM, or foreign language if EXEMPT from ENGL 1013 and ENGL 1023
         
         
      2. Move STAT/AGST options to Environmental Science core and delete biostatistics (which has a Calculus pre-req); MATH section becomes 6 hours
         
         
      3. Add AGME 2903 (Ag and Human Environ Science Appl of Microcomputers to Environmental Science core for a total of 17 hours, remove 3 hours from Natural Resources core, and increase Departmental Requirements to 32-33 credits.
         
         
      4. Add CSES 4553 Wetland Soils and ENSC 3263 Soil and Water Conservation as options to 2nd Soil Science block
         
         
      5. Add GEOS 4363 Climatology and GEOS 4473 Applied Climatology as options to 2nd Water Science block
         
         
      6. Add AFLS 401V/401VH Experiential Learning in Indian Agriculture (Jan) or AFLS 401V/401VH Sustainability in the Euro Food System (May) to the Natural Resources core, Environmental Science block
         
         
      7. Add footnote that “courses taken in major cannot be taken for duplicate credit”
         
         
      8. Make sure that check sheet state 0-3 credits for Environmental Studies, which is the current program (not 3 hours).
      
      Change in ENGL 1013 and ENGL 1023 exemption allows students to enroll in upper division hours in the major or provides more flexibility to pursue experiential learning or other opportunities.
      
      STAT 2023 requires MATH 2554, which is not required for the major. Students need to be proficient in computer skills to be successful in the sciences, and many students lack computer skills, especially those to analyze data. ESWS attracts many transfer students and students with diverse interests in environmental sciences and the flexibility to pursue different upper division water and soil science courses allows students some customization to shape degree experience to fit future career interests and pursuits.
      
      Inclusion of study abroad programs focused on the natural and agricultural sciences within the natural resources core provides global enrichment and experiential learning opportunities.
      (4c_eswsbs_report_10262018)
      
      
   4. Proposed undergraduate program change for the Bumpers College of Agricultural, Food, and Life Sciences, Department of Horticulture – HLTSBS – Horticulture, Landscape, and Turf Sciences, Bachelor of Science in Agricultural Food & Life Sciences presented by Douglas Karcher.
      
      Made changes to Internship program by adding HORT 472V (2 hours) and decreasing summer requirement of HORT 462V (1 hour). Moved all online classes from discipline related electives to Horticulture electives. Changed HORT 3901 Career Development to a 2000 level course (HORT 2101).
      
      Removed BIOL 1613 and 1611L from Physical and Biological Sciences Core and added HORT 4413 to Horticulture Core. Added new course HORT 1303 - Intro to Floral Design to Horticulture Electives. Added FDSC to Discipline related Electives.
      
      To be in compliance with University policy on off-campus student enrollment changes made to Internship program for assessment purposes. Faculty voted to accept all on-line courses as part of Horticulture Electives instead of Discipline-related Electives. HORT 3901 re-aligned to lower level to capture incoming students for student learning outcome assessment. Faculty voted to accept HORT 4413 - Horticulture Physiology in lieu of BIOL 1613/1611L as being more relevant to HLTSBS majors.
      
      Faculty voted to accept courses in FDSC for Discipline-related electives.
      (4d_hltsbs_report_10262018)
      
      
   5. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Asian Studies – EAHP-M – East Asian History and Politics Minor presented by Ka Zeng.
      
      Creating a new minor.
      
      The growth of the AIST program justifies the need for the creation of a minor in East Asian history and politics with an emphasis on the humanities and social sciences. Currently, students of disciplinary majors are taking more and more courses focusing on China and Japan. Developing such a minor will cater to the need of this group, both allowing them to demonstrate their training in this field to future employers and increasing their competitiveness in graduate schools.
      
      Furthermore, currently the Asian Studies (AIST) program offers both a major and a minor in Asian Studies. Both the AIST major and minor require students to demonstrate fluency in an Asian language at the intermediate level. However, we increasingly have a growing number of students who have taken a relatively large number of upper-level Asian Studies, in particular East Asian history and politics content courses during their junior and senior years but are unable to obtain any credential for the coursework they have completed due to the lack of necessary language preparation. The creation of a East Asian history and politics minor will help to remedy this situation and potentially help to increase enrollment in the program by allowing us to accommodate students interested in the study of East Asia from various academic backgrounds.
      (4e_eahp-m_report_10262018, 4e_eahp-m_newminor_ltrofnotif_10262018)
      
      
   6. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Art – AREDBFA – Art Education, Bachelor of Fine Arts presented by Injeong Yoon.
      • The B.F.A. in Art with a Concentration in Art Education will be reconfigured to a stand-alone degree program with a concentration in K-12 Teaching and a concentration in Community Practice. Since 2015, the student numbers in the B.F.A. program have continued to grow. The general growth of students pursuing a B.F.A. in Art is expected to continue based on the $120 million endowment from the Walton Family Charitable Support Foundation, Inc. to increase faculty, facilities, and support, and an additional $40 million from the Windgate Charitable Foundation to build new facilities for studio art with additional support from the University of Arkansas, Fayetteville, for all programs in the School of Art with the most support for Art Education and Art History. The B.F.A. in Art with a concentration in Art Education has nearly doubled since spring 2016. In 2016, 15 students of 40 in the B.F.A. in Art program were active B.F.A. students with a concentration in Art Education. As of spring 2018, there are 24 of 53 active students in the Art Education concentration. This growth and the recent endowment agreement to increase faculty and students, build community partnerships, focus on diversity and inclusion, and build M.A. and Ph.D. programs in Art Education, there is a need to establish Art Education as a separate major with more rigor and a stronger emphasis on diversity, inclusion, and community. The reconfigured degree in Art Education will prepare students to work in a diverse world enabling collaboration with disciplines across the university including but not limited to—History, African and African American Studies, The College of Education and Health Professions, Human Development and Family Studies, Political Science and Criminal Justice, Psychology, and Gender Studies. There is also an opportunity for students who prefer not to become art teachers in the traditional school system to choose the Community Practice concentration and attract students pursuing professional employment with community-based institutions such as Crystal Bridges Museum of American Art or other employers within the community outside of K-12 schools and as teaching artists. Most graduates with K-12 certification have acquired teaching positions at public and private schools, pursued graduate school, or work in museums and other community programs. With the new proposed coursework, there will be more curriculum content and opportunities for preservice teacher experiences with student participants in the community, Crystal Bridges Museum, and schools, as well as more content on diversity and inclusion theory and practice. The B.F.A. in Studio Art will become a separate degree maintaining the same coursework, requirements, and rigor as it also continues to expand, preparing students for careers in art-related fields and graduate school. Below are some examples of how students from the current B.F.A. in Art with concentrations in studio art and art education have met employer needs and expectations during the past five years.
      • I changed the professional development course in studio art to ARED 4773 Professional Development in Art Education. The new course has been submitted for university review. This course will focus on professional development for Art Education.
      • The secondary studio focus has been deleted. This allows students to have a broader knowledge of studio practices outside of their one studio focus.
      • The studio art elective credit hours outside of the studio focus are 12. We eliminated the secondary studio focus, offering students more diverse experiences in studio art outside of their focus area. This should boost their studio content knowledge.
      • CIED 1013 Introduction to Education will be replaced by ARED 1003 Introduction to Art Education. This course has been submitted for university review. This new course will include similar course content, but have more of a focus on art education.
      • The catalog header now reads "B.F.A. in Art Education with concentrations in K-12 Teaching or Community Practice. We are creating a stand along degree with two concentrations.
      • I updated program requirements for both concentrations. These meet the requirements of the state and the new program concentrations.
        (4f_aredbfa_report_10262018, 4f_aredbfa_educationlicensure_ltrofnotife-secc_10262018, 4f_artbfa_deletion_ltrofnotif_10262018, 4f_artbfa_reconfig_ltrofnotif_10262018)
        
        
   7. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Art – ARTBFA – Art, Bachelor of Fine Arts presented by Injeong Yoon.
      
      I am deleting the B.F.A. with two concentrations because I am creating two stand-alone majors in studio art and art education. Since 2015, the student numbers in the B.F.A. program have continued to grow. The general growth of students pursuing a B.F.A. in Art is expected to continue based on the $120 million endowment from the Walton Family Charitable Support Foundation, Inc. to increase faculty, facilities, and support, and an additional $40 million from the Windgate Charitable Foundation to build new facilities for studio art with additional support from the University of Arkansas, Fayetteville, for all programs in the School of Art with the most support for Art Education and Art History. The B.F.A. in Art with a concentration in Art Education has nearly doubled since spring 2016. In 2016, 15 students of 40 in the B.F.A. in Art program were active B.F.A. students with a concentration in Art Education. As of spring 2018, there are 24 of 53 active students in the Art Education concentration. This growth and the recent endowment agreement to increase faculty and students, build community partnerships, focus on diversity and inclusion, and build M.A. and Ph.D. programs in Art Education, there is a need to establish Art Education as a separate major with more rigor and a stronger emphasis on diversity, inclusion, and community. The reconfigured degree in Art Education will prepare students to work in a diverse world enabling collaboration with disciplines across the university including but not limited to—History, African and African American Studies, The College of Education and Health Professions, Human Development and Family Studies, Political Science and Criminal Justice, Psychology, and Gender Studies. There is also an opportunity for students who prefer not to become art teachers in the traditional school system to choose the Community Practice concentration and attract students pursuing professional employment with community-based institutions such as Crystal Bridges Museum of American Art or other employers within the community outside of K-12 schools and as teaching artists. Most graduates with K-12 certification have acquired teaching positions at public and private schools, pursued graduate school, or work in museums and other community programs. With the new proposed coursework, there will be more curriculum content and opportunities for preservice teacher experiences with student participants in the community, Crystal Bridges Museum, and schools, as well as more content on diversity and inclusion theory and practice. The B.F.A. in Studio Art will become a separate degree maintaining the same coursework, requirements, and rigor as it also continues to expand, preparing students for careers in art-related fields and graduate school. Below are some examples of how students from the current B.F.A. in Art with concentrations in studio art and art education have met employer needs and expectations during the past five years.
      (4g_artbfa_report_10262018, 4g_artbfa_deletion_ltrofnotif_10262018, 4g_artbfa_reconfig_ltrofnotif_10262018)
      
      
   8. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Art – STARBFA – Studio Art, Bachelor of Fine Arts presented by Injeong Yoon.
      • The program title is changed to B.F.A. in Studio Art. The program is being reconfigured.
      • "Plus a Minimum of 18 Semester Hours in the Selected Studio Major" should read "...Selected Studio Focus. The program does not have a studio major, only a studio focus.
      • Visual Design and Graphic Design were eliminated. Graphic Design and Visual Design are no longer options for the B.F.A. in Studio Art Degree.
      • The footnote should read "focus" when referring to a focused study studio. The studio areas are focus areas, not tracks, etc.
      • "Selected studio major" should read "selected focused studio." The studio areas are focus areas, not majors.
      • Under "8-semester Plan" the title of the program is changed to "Art B.F.A. in Studio Art." The program is being reconfigured.
      • Visual Design is deleted from the primary focus areas. Graphic Design and Visual Design are no longer options for the B.F.A. in Studio Art Degree.
      • "Primary concentration" should read "Focused Studio Area" wherever it is in the text. The studio areas are focus areas, not concentrations.
      • Jewelry has been deleted from the focus area choices. Jewelry has not been taught for 15 years and should be deleted.
      • We changed "At Least 15" to "Plus a Minimum" in art history requirements. We need to use consistent language.
      • In the 8-semester plan, we changed the "Primary concentration" to "Focused Study Studio." The studio areas are focus areas, not concentrations.
      • We added UNIV 1001 to the first semester of the 8 semester plan. It was missing and is a university requirement.
      • We moved "Application to B.F.A. Program" from second year to end of first year. We made a catalog change to allow students to apply to the B.F.A. program after 1929C.
      • We changed all ARTS primary studio focus to ARTS Focused Study Studio. We want to be consistent with language.
      • We have changed all ARTS Elective Focused Area and ARTS Elective Area to ARTS Elective. We want to be consistent with language.
      • Removed General Elective (1 Credit Hour) from Fourth Semester to accommodate for UNIV 1001. General Elective unnecessary in lieu of UNIV 1001.
      • Changed Program Requirements and Description footnote 2 to reflect Focused Study Studio language, rearranged order of Focused Studio Studio areas alphabetically, and changed department to School of Art. We want to be consistent with language and list School of Art as the department.
      • Added Program Requirement and Description footnote 1 to explain Focused Study Studio options. To allow students to understand Focused Study Studio options.
        (4h_starbfa_report_10262018, 4h_artbfa_deletion_ltrofnotif_10262018, 4h_artbfa_reconfig_ltrofnotif_10262018)
        
        
   9. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Arts and Sciences Dean – ARSC Honors – ARSC College Honors Requirements presented by Jim Gigantino.
      
      Added a section on the academic integrity policy. The Fulbright Honors Program holds its students to the highest standards of academic achievement and integrity. In consultation with the Dean of the Honors College, the directors of all Honors programs have voted in support of adding an Academic Integrity component to our programs' stipulations. This is meant to be a concerted action implemented with consistency; as such, the same (or a very similar) statement is being adopted by honors programs in all colleges across the university. Our Fulbright College Honors Council has voted and approves this measure. We now seek to add this Academic Integrity clause to our program's requirements.
      (4i_arsc-honors_report_10262018)
      
      
   10. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Chemistry and Biochemistry – CHEMBA-BIOC – Chemistry: Biochemistry Concentration presented by Jim Gigantino.
       
       Removed CHEM 498V as an option for the senior thesis. The course CHEM 498V was deleted but the text remained in the senior thesis description in the program's requirements. Proposing to remove it from the description so degree audits will be accurate.
       (4j_chemba-bioc_report_10262018)
       
       
   11. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Chemistry and Biochemistry – CHEMBS-BIOS – Chemistry: Biochemistry Concentration presented by Jim Gigantino.
       
       Removed CHEM 498V as an option for the senior thesis. The course CHEM 498V was deleted but the text remained in the senior thesis description in the program's requirements. Proposing to remove it from the description so degree audits will be accurate.
       (4k_chembs-bios_report_10262018)
       
       
   12. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Communication – COMMBA – Communication, Bachelor of Arts presented by Ron Warren.
       
       The required introductory courses for the COMMBA degree will be changed. All majors will be required to complete two courses with a grade of “C” or better:
       • COMM 1313: Public Speaking
       • COMM 2333: Introduction to Communication Research 
         
         
       Majors will also be required to complete at least two of the following introductory courses with a grade of “C” or better:
       
       • COMM 1003: Film Lecture
       • COMM 2323: Interpersonal Communication
       • COMM 2343: Introduction to Small-Group Communication
       • COMM 2353: Argumentation & Advocacy (new course)
       • COMM 2813: Introduction to Mediated Communication (new title, previous title was Introduction to Electronic Media)
       
       From there, majors are required to complete 24 additional hours of COMM course work, at least 21 hours of which must be courses numbered 3000 or higher. These courses have been grouped on advising materials to reflect five areas of study (film studies, interpersonal communication, communication in organizations and communities, rhetoric and public communication, and mediated communication). Students may, but are not required to, pursue coursework in one or more of those groups to complete their degree.
       
       The department’s courses have been grouped into five emphasis areas (film studies, interpersonal communication, mediated communication, organizational/community communication, and rhetoric/public communication). Prospective and current majors will see a fully articulated set of topics of study, skills/knowledge acquired, and potential career paths in each emphasis area. This information will be delivered primarily in the advising process, but it also allows the faculty to identify how course content relates to specific emphasis areas.
       
       In addition, the number of communication majors has risen 83% since the fall 2011 semester, when the Fulbright College core requirements were changed and the department last revised the COMMBA requirements. This growth rate has resulted in enrollment issues for COMM majors seeking the required introductory courses (which also count toward the university core) and the required number of upper-level courses for the COMMBA degree. The department has, so far, managed this growth by increasing enrollment caps in all courses and by identifying a set of upper-level courses that could accommodate larger enrollment caps (70 to 130 students).
       
       Continued growth, however, has necessitated a closer look at curriculum changes to maintain recent gains in retention and graduation rates. This includes a revision of most of the 1000-level courses so that they served primarily non-majors seeking to fulfill university core requirements. Those courses will now be designed to serve primarily non-majors. COMM majors will now take the department’s 2000-level classes as their introductory courses. This should have the dual effect of providing majors with a more detailed introduction to the discipline, while also alleviating enrollment issues that potential delay degree progress.
       
       With these changes, we hope that students will have a more specific vision of their academic and career path in the field. Through academic and career advising, students should be able to better articulate their marketable skills as they develop them in the classroom and as they seek entry-level positions in communication.
       (4l_commba_report_10262018)
       
       
   13. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of English – RHET-M – Rhetoric and Writing Studies Minor presented by Elias Dominguez.  
       
       Proposal to offer an English minor in Rhetoric and Writing Studies. To meet the needs expressed across campus, and by regional and national employers, for additional upper-division writing instruction for non-English majors.
       (4m_rhet-m_report_10262018, 4m_rhet-m_newminor_ltrofnotif_10262018, 4m_rhet-m_newminor_employersurveyaddendum_10262018)
       
       
   14. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of History – HIST Dept Honors – History Departmental Honors presented by Jim Gigantino.   
       
       Added world language Intermediate II (2013) level to the list of honors requirements. In keeping with the Honors Program of Fulbright College, Departmental Honors, like College Honors, will be required to have at least one foreign language, reaching Intermediate II level of proficiency.
       (4n_histdepthonors_report_10262018)
       
       
   15. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of History – HISTBA – History, Bachelor of Arts presented by Jim Gigantino.
       
       The HISTORY BA no longer requires as mandatory for all majors the attainment of proficiency in one World Language at the Intermediate Level II. Students may now choose to take any four classes from a broad menu intended to provide them with multicultural and interdisciplinary competency, whether in the form of foreign language proficiency, or a course selection from area studies and other disciplines in the humanities or social sciences. The eight semester plan is thus changed accordingly, as shown in the attached file.
       • To maintain a multicultural exposure of our majors while giving them the option of choosing between introductory courses in various disciplines and area studies and/or proficiency in one foreign language.
       • To coordinate our program with the new program for a Bachelor of Arts in Teaching offered by the College of Education and Health Professions, allowing students to complete, within an eight semester plan of 120 credit hours, their B.A.T. in Social Studies, while majoring in History.
         (4o_histba_report_10262018)
         
         
   16. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of International Studies – INSTBA – International and Global Studies, Bachelor of Arts presented by Laurence Hare.
       
       Addition of new concentration in Global South. Concentration is needed to meet program's mission of studying global integration processes; concentration extends mission beyond Europe and U.S. Concentration meets needs of approximately one third of INST majors with focused interests in global south regions, especially Africa, Latin America, and Middle East.(4p_instba_report_10262018, 4p_instba-glso_newoption_ltrofnotif_10262018)
       
       
   17. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Mathematical Sciences – MATH Dept Honors – Mathematics Departmental Honors presented by Mark Johnson.
       
       Replace MATH 499VH by MATH 498V. MATH 498V is the correct course for the intended purpose, which students have typically used to satisfy the requirement.
       (4q_math-dept-honors_report_10262018)
       
       
   18. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Mathematical Sciences – MATH-M – Mathematics Minor presented by Mark Johnson.
       
       Require grade of C or better in each of the five required courses for the minor. As there are relatively few courses required for the minor, to be awarded a minor in the field, students should be expected to achieve a certain degree of proficiency in these courses. A grade below C is usually not considered satisfactory mastery of the basic content material.
       (4r_math-m_report_10262018)
       
       
   19. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM – Music, Bachelor of Music presented by Alan Gosman.
       • Creation of a Jazz Studies Concentration within the B.M. in Music degree. Over the last three years, the music department has hired four faculty members with jazz specialties with the purpose of offering more jazz courses to our students and create a strong Concentration in Jazz Studies. The addition of a jazz studies concentration for the Bachelor of Music degree will play a significant role in the growth of the Music Department and the University’s strategic plan to enrich campus diversity and inclusion. By complementing our existing programs based largely in the European art music tradition with a broader range of course offerings on the African American-based jazz idiom, this new will enhance our department’s capacity to both recruit a student body with a greater diversity of musical and cultural backgrounds and to educate all our students on a wider range of musical possibilities and forms of expression. The proposed jazz concentration will also open new career pathways to our students; they will have opportunities to pursue jazz-related careers and a variety of other options, as musical skills like improvisation and arranging that are central to the proposed curriculum translate easily from jazz to numerous popular music contexts, including rock, rhythm and blues, hip hop, country, bluegrass, film, and television music.
       • Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music.
         (4s_muscbm_report_10262018, 4s_musc-jazz_newoption_ltrofnotif_10262018)
         
         
   20. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-COMP – Music: Composition Concentration presented by Alan Gosman.
       • Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music. No curricular changes are taking place for this concentration.
       • Recital requirement changed from just MUAP 4201 to either MUAP 4201 or MUAP 4301. Composition concentration students may choose a performance recital (MUAP 4201) or to organize a recital of their own compositions (MUAP 4301).
         (4t_muscbm-comp_report_10262018)
         
         
   21. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-GPRF – Music: Guitar Performance Concentration presented by Alan Gosman.
       • Removal of jazz track. A proposal has been submitted for a B.M. in Music, Jazz Studies Concentration. Therefore there is not a need for jazz tracks within individual performance concentrations.
       • Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music. No curricular changes are taking place other than the track deletion.
         (4u_muscbm-gprf_report_10262018)
         
         
   22. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-PPRF – Music: Piano Performance Concentration presented by Alan Gosman.
       
       Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music.
       (4v_muscbm-pprf_report_10262018)
       
       
   23. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-SPRF – Music: String Performance Concentration presented by Alan Gosman.
       
       Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music. No curricular changes are taking place for this concentration.
       (4w_muscbm-sprf_report_10262018)
       
       
   24. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-THRY – Music: Theory Concentration presented by Alan Gosman.
       • Changed 5 credits of Electives to 5 credits of Music Electives. Our accrediting agency requests that 65% of the total credits are in music courses. Adding 5 credits of Music Electives brings the theory concentration into compliance with this guideline.
       • Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music.
         (4x_muscbm-thry_report_10262018)
         
         
   25. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-VPRF – Music: Voice Performance Concentration presented by Alan Gosman.
       • Change of number of MUAP credits from 20 to 24. Both semesters of MUAP 110V and both semesters of MUAP 210V will be 3 credits per semester instead of 2. All other performance concentration students take MUAP 110V and 210V for 3 credits per semester, so this makes our degree program more consistent and matches the importance of Voice Lessons in this concentration to the credit allotment.
       • Addition of MUPD 477V Special Topics in Pedagogy to the concentration's required curriculum. Vocal Pedagogy is a increasingly a required part of Voice Performance curricula. The course has been offered for several years at UA, but was not part of the curriculum. Faculty felt this was should be a required class.
       • Changing the World Language requirement from 12 to 6 credits and removing the condition that the languages must be in French, German, or Italian. Previously, our voice performance program had among the highest language requirements in the country. This was not in balance with the concentration's other curricular needs. In addition, it had the potential to raise the number of concentration credits beyond the state guidelines. The removal of requiring that the languages be French, German, or Italian recognizes that other languages also can be beneficial to a singer's education.
       • Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music.
         (4y_muscbm-vprf_report_10262018)
         
         
   26. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Music – MUSCBM-WPRF – Music: Woodwind-Brass-Percussion Performance Concentration presented by Alan Gosman.
       • Removal of jazz track. A proposal has been submitted for a B.M. in Music, Jazz Studies Concentration. Therefore there is not a need for jazz tracks within individual performance concentrations.
       • Changing the layout in the catalog copy. In order to make the program requirements more clear and consistent across the B.M. in Music. No curricular changes are taking place other than the track deletion.
         (4z_muscbm-wprf_report_10262018)
         
         
   27. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS – Physics, Bachelor of Science presented by Julia Kennefick.
       
       Correcting program hours from 39 to 38 (due to drop in EM requirement from 4 to 3 hours). We changed our 4 hour EM course to a two semester sequence. Majors are only required to take the first course of 3 hours.
       (4aa_physbs _report_10262018)
       
       
   28. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS-ASTR – Physics: Astronomy Concentration presented by Julia Kennefick.
       
       Adjusting 8-semester plan per Alice to include correct hours in elective courses. Too many elective courses listed in plan
       (4ab_physbs-astr_report_10262018)
       
       
   29. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS-BIPH – Physics: Biophysics Concentration presented by Julia Kennefick.
       
       We are adding a junior level laboratory course requirement to our BS degree to be chosen from PHYS 462VL (now 361VL), PHYS 3544 or PHYS 3213.   Our faculty feel that our majors need more laboratory experience at an advanced level. Each of these junior courses are applicable to all subareas of physics, especially those in our department, and letting students choose between these three gives them some flexibility in their program of study.
       
       I have listed two BIOL upper level courses in the 4th year as 1 of many possibilities, but am hesitant to remove the 2000 BIOL classes or Organic Chem I and II from the degree program as it was designed by our biophysics faculty to meet their recommendations.
       (4ac_physbs-biph_report_10262018)
       
       
   30. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS-CMPT – Physics: Computational Concentration presented by Julia Kennefick.
       
       We are adding a junior level laboratory course requirement to our BS degree to be chosen from PHYS 462VL (now 361VL), PHYS 3544 or PHYS 3213.   Our faculty feel that our majors need more laboratory experience at an advanced level. Each of these junior courses are applicable to all subareas of physics, especially those in our department, and letting students choose between these three gives them some flexibility in their program of study.
       (4ad_physbs-cmpt_report_10262018)
       
       
   31. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS-ELEC – Physics: Electronics Concentration presented by Julia Kennefick.
       
       Revised 8 semester plans to contain correct number of PHYS elective hours. 8 semester plan contained too many PHYS hours as electives.
       (4ae_physbs-elec_report_10262018)
       
       
   32. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS-OPTC – Physics: Optics Concentration presented by Julia Kennefick.
       
       Updated 8 semester plan to reflect correct number of PHYS electives. Number of PHYS electives were incorrect.
       (4af_physbs-optc_report_10262018)
       
       
   33. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Physics – PHYSBS-PROF – Physics: Professional Concentration presented by Julia Kennefick.
       
       We are adding a junior level laboratory course requirement to our BS degree to be chosen from PHYS 462VL (now 361VL), PHYS 3544 or PHYS 3213.
       
       Updated 8-semester plans to reflect degree requirements. Our faculty feel that our majors need more laboratory experience at an advanced level. Each of these junior courses are applicable to all subareas of physics, especially those in our department, and letting students choose between these three gives them some flexibility in their program of study.
       (4ag_physbs-prof_report_10262018). 
       
       
   34. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of Sociology and Criminology – CRIMBA – Criminology, Bachelor of Arts presented by Jim Gigantino.
       • We are removing CRIM 3043 and CRIM 3203 from the list of required courses and adding SOCI 3193. The BA in Criminology is designed to expose students to social science research and prepare them to engage in critical thinking with the emphasis on how social inequalities (e.g., race, class and gender) affect people’s lives, and especially their interactions with the criminal justice system. These critical thinking and research skills will prepare students for careers in criminological research and policy-making in the increasingly diverse world.
       • We are changing the number of elective hours from 12 to 15 and changing the language to: 15 hours of criminology courses not taken above, 6 hours of which must be sociology or cross-listed. The proposed changes decrease the number of required classes allowing students more flexibility in selecting the elective courses that appeal to them, expand on their interests, and allow for a more well-rounded intellectual growth.
       • Edited eight-semester degree plan to reflect these changes.
         (4ah_crimba_report_10262018)
         
         
   35. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of World Languages, Literatures and Cultures – ARABBA – Arabic, Bachelor of Arts presented by Steven Bell.
       
       The Arabic Program is requesting the addition of an Arabic major. In addition to the University Core requirements and the Fulbright College of Arts and Sciences Graduation Requirements, the Bachelor of Arts in Arabic requires 42 credit hours in departmental and major courses. The BA in Arabic will require 12 credit hours in upper-level Arabic language, literature, and culture courses beyond the existing Arabic Minor. No additional faculty or library or other resources will be required.
       
       The Arabic Program has seen tremendous growth over the past twelve years. SSCH figures show a steady increase in enrollment from 397 in 2003 to 1,071 in 2015 (a 170% increase). In comparison with other Critical Languages offered at the UA, the Arabic SSCH grand total from 2003 to 2015 tops the list at 10,471 as compared to 7,701 for Chinese and 3,146 for Russian. Since instituting a Minor in Arabic in 2008, total SSCH’s in Arabic steadily increased at an average rate of 48 students per year. In Spring 2016, there were 70 students with a declared minor in Arabic. Recent polling of Arabic and MEST students, minors, and MEST co-majors strongly suggests that the vast majority of these minors and majors would declare a major in Arabic if it were an option.
       
       The Arabic Program serves both undergraduate and graduate students in the various disciplines of Middle East Area Studies. MEST double-majors whose primary majors are in an approved area (anthropology, economics, world languages, geography, history, journalism, political science) are required to complete 6 hours of Arabic language beyond ARAB 2016. Most MEST double-majors and/or MEST minors also opt to Minor in Arabic, which requires the completion of an additional 15 hours of Arabic language beyond ARAB 2016. The addition of an Arabic major will dovetail with the MEST double-major, providing students with the most natural primary major to combine with MEST. It would require an additional 12 hours of upper-level courses in Arabic language, literature, and culture beyond the Arabic minor.
       
       Adding the proposed Arabic major will not require any additional funding from the University. The Arabic program recently added a tenure-track line and hired an Assistant Professor in 2017. The current Arabic faculty consists of one tenured full professor, one tenure-track assistant professor, and one clinical assistant professor. In addition, graduate assistants in Comparative Literature, Literary Translation, and other MEST-supported graduate programs are regularly assigned as teaching assistants in Arabic. The library holdings, with an impressive collection of Arabic titles, are adequate to support the proposed major in Arabic. Likewise, no additional lab facilities or other campus resources are needed. Furthermore, new courses to support the major have already been proposed and are in the process of being made available by Fall 2018, a full year ahead of the projected start date of the major in Arabic in Fall 2019.
       
       The addition of a major in Arabic will complement and enhance both the Department of World Languages, Literatures, and Cultures and the Middle East Studies Program. WLLC, which currently offers bachelor’s degrees in French, German, and Spanish, will be adding one more undergraduate major to its offerings. MEST, which offers a co-major in Middle East Studies, will be adding one more primary major to its list of combinable majors. As the number of Arabic majors grows, so will the enrollments in WLLC and MEST courses, thus expanding the overall visibility and strength of both.
       (4ai_arabba_report_10262018, 4ai_arabba_newdegree_ltrofintent_10262018, 4ai_arabba_newdegree_proposal_10262018, 4ai_arabba_newdegree_employersurveysandsummaries_10262018)
       
       
   36. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of World Languages, Literatures and Cultures – FRENBA – French, Bachelor of Arts presented by Steven Bell.
       
       Removed humanities requirements (PHIL 2003/WLIT 1113, HIST 1113, HIST 1123, and also added the Additional Studies Requirement of an additional major/minor or completion of the College Honors core.
       
       In conjunction with the pending final approval of the AMSPAN and AMFREN additional major proposals, as well as the BAT proposals in French, German, and Spanish Education, and in conjunction with the University-wide elimination of the requirement of 30 additional hours (150 total) for double degrees (in other words, double majors across colleges), we propose these changes to allow additional flexibility for students seeking to add a major in a world language. We have many students in every college interested in adding linguistic competency and intercultural knowledge to their study of other subjects, this revision of major requirements will give the department the ability to incorporate more students in areas as diverse as STEM, business, education, architecture, agriculture, as well as the arts and sciences. The elimination of the world civilization and the philosophy/world language stipulations from among the university requirements should allow this additional flexibility. It also makes quite realistic the addition of the requirement of an additional minor or major in a program in Fulbright College (a requirement that has a precedent in the current Math major.) We believe our students should pursue a broad education, but we also want to strongly encourage and incentivize our students to establish insofar as possible, in consultation with their advisors, a coherently integrated program of studies involving interdisciplinary work, one that will effectively enhance their preparation for their career goals and their future professional and life endeavors. We think this modification of our requirements should help achieve these goals for our students.
       (4aj_frenba_report_10262018, 4aj_frenba_revision_ltrofnotif_10262018)
       
       
   37. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of World Languages, Literatures and Cultures – GERMBA – German, Bachelor of Arts presented by Steven Bell.
       
       Removed humanities requirements (PHIL 2003/WLIT 1113, HIST 1113, HIST 1123, and also added the Additional Studies Requirement of an additional major/minor or completion of the College Honors core.
       
       In conjunction with the pending final approval of the AMSPAN and AMFREN additional major proposals, as well as the BAT proposals in French, German, and Spanish Education, and in conjunction with the University-wide elimination of the requirement of 30 additional hours (150 total) for double degrees (in other words, double majors across colleges), we propose these changes to allow additional flexibility for students seeking to add a major in a world language. We have many students in every college interested in adding linguistic competency and intercultural knowledge to their study of other subjects, this revision of major requirements will give the department the ability to incorporate more students in areas as diverse as STEM, business, education, architecture, agriculture, as well as the arts and sciences. The elimination of the world civilization and the philosophy/world language stipulations from among the university requirements should allow this additional flexibility. It also makes quite realistic the addition of the requirement of an additional minor or major in a program in Fulbright College (a requirement that has a precedent in the current Math major.) We believe our students should pursue a broad education, but we also want to strongly encourage and incentivize our students to establish insofar as possible, in consultation with their advisors, a coherently integrated program of studies involving interdisciplinary work, one that will effectively enhance their preparation for their career goals and their future professional and life endeavors. We think this modification of our requirements should help achieve these goals for our students.
       (4ak_germba_report_10262018, 4ak_germba_revision_ltrofnotif_10262018)
       
       
   38. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of World Languages, Literatures and Cultures – SPAN-M – Spanish Minor presented by Steven Bell.
       
       Added SPAN 4123 as equivalent to SPAN 4003. Considering their linguistic skills and needs, Heritage Speakers may take SPAN 4123 Heritage Speakers III in lieu of SPAN 4003 Advanced Grammar.
       (4al_span-m_report_10262018)
       
       
   39. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of World Languages, Literatures and Cultures – SPANBA – Spanish, Bachelor of Arts presented by Steven Bell.
       
       With a growing population of Spanish heritage speakers, the Spanish program created a three course sequence of courses that best address the needs of Spanish heritage speakers, SPAN2123, SPAN3123 and SPAN 4123. As it is an administrative action is needed to enroll students and complete degree audits. Program goals and outcomes added. The proposed changes make the respective course equivalences making the advising, course enrolling and degree completion audits in UA Connect more manageable and compatible w UA connect.
       
       Removed humanities requirements (PHIL 2003/WLIT 1113, HIST 1113, HIST 1123, and also added the Additional Studies Requirement of an additional major/minor or completion of the College Honors core. In conjunction with the pending final approval of the AMSPAN and AMFREN additional major proposals, as well as the BAT proposals in French, German, and Spanish Education, and in conjunction with the University-wide elimination of the requirement of 30 additional hours (150 total) for double degrees (in other words, double majors across colleges), we propose these changes to allow additional flexibility for students seeking to add a major in a world language. We have many students in every college interested in adding linguistic competency and intercultural knowledge to their study of other subjects, this revision of major requirements will give the department the ability to incorporate more students in areas as diverse as STEM, business, education, architecture, agriculture, as well as the arts and sciences. The elimination of the world civilization and the philosophy/world language stipulations from among the university requirements should allow this additional flexibility. It also makes quite realistic the addition of the requirement of an additional minor or major in a program in Fulbright College (a requirement that has a precedent in the current Math major.) We believe our students should pursue a broad education, but we also want to strongly encourage and incentivize our students to establish insofar as possible, in consultation with their advisors, a coherently integrated program of studies involving interdisciplinary work, one that will effectively enhance their preparation for their career goals and their future professional and life endeavors. We think this modification of our requirements should help achieve these goals for our students.
       (4am_spanba_report_10262018, 4am_spanba_revision_ltrofnotif_10262018)
       
       
   40. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Department of World Languages, Literatures and Cultures – SPPR-M – Spanish for the Professions Minor presented by Steven Bell.
       
       Added SPAN 4123 as equivalent to SPAN 4003. Based on their linguistic skills and needs, Spanish heritage speakers may take SPAN 4123 Heritage Speakers III in lieu of SPAN 4003 Advanced Grammar.
       (4an_sppr-m_report_10262018)
       
       
   41. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, International Studies – GLST-M – Global Studies Minor presented by Jim Gigantino.
       
       Changing the language in Option One allowing students to complete nine hours of language courses. We want option one to match the requirements for language in the International Business BS, which permits students to count one intermediate course and two advanced courses towards their required hours. This allows Int Business majors to meet their major requirements in part by completing the GLST minor.
       (4ao_glst-m_report_10262018)
       
       
   42. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Latin American and Latino Studies – LALS-COMBINED-MAJOR – Latin American and Latino Studies Combined Major presented by Steven Rosales.
       • Changed program acronym from LAST to LALS. To reflect the "Latino Studies" aspect of the program.
       • Changed course codes in program requirements from LAST to LALS. Consistency with program code change above. Courses are in the approval process.
       • Changed heading of Latin American courses from Latin American Studies to Latin American and Latino Studies. Consistency with program name.
       • Added/removed course options to the electives. The current course requirement listing was not up-to-date with offerings that have been created in the last few years or are no longer being taught.
         (4ap_lals-combined-major_report_10262018)
         
         
   43. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Latin American and Latino Studies – LALS-DEPT-HONORS – Latin American and Latino Studies Departmental Honors presented by Steven Rosales.
       
       Changed course codes from LAST to LALS. Consistency with program code change. Courses are currently in the approval process.
       (4aq_lals-dept-honors_report_10262018)
       
       
   44. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, Latin American and Latino Studies – LALS-M – Latin American and Latino Studies Minor presented by Steven Rosales.
       • Changed course codes from LAST to LALS. Consistency with program code change. Courses are in approval process.
       • Explained how the language and electives requirements are shown in the major instead of "see above," which they weren't. The wording "see above" or "listed above" was confusing because of how the program tabs in the catalog are displayed now.
         (4ar_lals-m_report_10262018)
         
         
   45. Proposed undergraduate program change for the Walton College of Business, Department of Accounting – ACCTBS – Accounting, Bachelor of Science in Business Administration presented by Karen Boston.
       
       Delete ACCT 4753, Intermediate Accounting III from the major requirements and add 27 hours (9 courses) of electives to choose from for the additional 3 hours of major course work. It was not clear that a third Intermediate course had significantly improved the financial accounting performance of our students and it was becoming an impediment to the completion of the Professional Internship. The Accounting department will move the content back to ACCT 3723 and ACCT 3753 as was previously taught.
       (4as_acctbs_report_10262018)
       
       
   46. Proposed undergraduate program change for the Walton College of Business, Department of Business Dean – WBLC-M – Blockchain Enterprise Systems for Business Majors Minor presented by Paul Cronan.
       
       Add a new minor in Blockchain Enterprise Systems for Business Majors. Consistent with the Sam M. Walton College of Business’ mission to deliver business knowledge that is innovative, the Walton College aims to create an inter-disciplinary minor that integrates a foundational innovation, namely blockchain technologies, across all business disciplines. Blockchain technologies use a crowd of independent computers to secure a record of transactions, which is a completely new way to design information systems. Blockchain’s implications are wide-spread across every business function, including accounting, economics, finance, management, marketing, retail, and supply chains.
       (4at_wblc-m_report_10262018, 4at_wblc-m_newminor_ltrofnotif_10262018, 4at_wblc-m_arcbestemployerneedssurvey_10262018, 4at_wblc-m_crederaemployerneedssurvey_10262018, 4at_wblc-m_ibmemployerneedssurvey_10262018, 4at_wblc-m_idatafyemployerneedssurvey_10262018, 4at_wblc-m_microsoftemployerneedssurvey_10262018, 4at_wblc-m_startupjunkieemployerneedssurvey_10262018, 4at_wblc-m_tysonemployerneedssurvey_10262018, 4at_wblc-m_walmartemployerneedssurvey_10262018, 4at_wblc-m_zoompayemployerneedssurvey_10262018, 4at_wblc-m_summaryemployerneedssurvey_10262018, 4at_wblc-m_idatafyletter_10262018, 4at_wblc-m_tysonletter_10262018, 4at_wblc-m_walmartletter_10262018)
       
       
   47. Proposed undergraduate program change for the Walton College of Business, Department of Economics – INTBBB – International Business, Bachelor of Science in International Business presented by Karen Boston.
       
       Adding the option for students to substitute a Minor in Global Studies (Option 1 only) in lieu of the 9 hours of World Language and the 6 hours of Area Studies requirement for the BSIB. The proposed Minor in Global Studies will meet the curricular and language objectives for the World Language and Area Studies requirements.
       (4au_intbbb_report_10262018)
       
       
   48. Proposed undergraduate program change for the Walton College of Business, Department of Economics – INTBBB-IBRT – International Business: Retail Concentration presented by Karen Boston.
       
       Adding MKTG 4453 New Product Development (new course) to course options in the Retail concentration in BSIB. Provide more options for students to meet Retail concentration requirement in BSIB.
       (4av_intbbb-ibrt_report_10262018)
       
       
   49. Proposed undergraduate program change for the Walton College of Business, Department of Management – GBUS-M – General Business Minor for Non-Business Students presented by Karen Boston.
       
       Adding ACCT 2023 or MGMT 2053 to the list of options for completion of the minor in General Business for non-business majors; General Business concentration.  Many non-business majors take ACCT 2023 with the intention to do a minor in Accounting but may also change to General Business. Course credit is already given for the other sophomore and upper level business core courses; this change puts these courses on equal status.
       (4aw_gbus-m_report_10262018)
       
       
   50. Proposed undergraduate program change for the Walton College of Business, Department of Management – MGMTBS-HRMG – Management: Human Resource Management Concentration presented by Karen Boston.
       
       Adding MGMT 3533 Alternative Dispute Resolution (new course) to Management elective options. Provide more elective options for to meet Management elective requirement.
       (4ax_mgmtbs-hrmg_report_10262018)
       
       
   51. Proposed undergraduate program change for the Walton College of Business, Department of Management – MGMTBS-SBMG – Management: Small Business Management Concentration presented by Karen Boston.
       
       Adding MGMT 3673 Social Entrepreneurship (new course) to course options in the Small Business and Entrepreneurship concentration. Provide more options for students to meet Management major elective requirement.
       (4ay_mgmtbs-sbmg_report_10262018)
       
       
   52. Proposed undergraduate program change for the Walton College of Business, Department of Management – WMGT-M – Management Minor for Business Majors presented by Karen Boston.
       
       Adding MGMT 3533 Alternative Dispute Resolution (new course) and MGMT 3673 Social Entrepreneurship (new course) to course options in the minor for business majors. Provide more elective options for to meet Management elective requirement.
       (4az_wmgt-m_report_10262018)
       
       
   53. Proposed undergraduate program change for the Walton College of Business, Department of Marketing – MKTG-M – Marketing and Logistics Minor for Non-Business Students presented by Karen Boston.
       
       Adding MKTG 4453 New Product Development (new course) to course options in the Marketing minor. Provide more options for students to meet Marketing minor elective requirement.
       (4ba_mktg-m_report_10262018)
       
       
   54. Proposed undergraduate program change for the Walton College of Business, Department of Marketing – MKTGBS – Marketing, Bachelor of Science in Business Administration presented by Karen Boston.
       
       Adding MKTG 4453 New Product Development (new course) to course options in the Marketing major. Provide more options for students to meet Marketing major elective requirement
       (4bb_mktgbs_report_10262018)
       
       
   55. Proposed undergraduate program change for the Walton College of Business, Department of Marketing – WMKG-M – Marketing Minor for Business Majors presented by Karen Boston.
       
       Include MKTG 4103, Special Topics in the Marketing minor for business majors and add MKTG 4453 New Product Development (new course) to course options in the Marketing minor. Provide more options for students to meet Marketing minor elective requirement.
       (4bc_wmkg-m_report_10262018)
       
       
   56. Proposed undergraduate program change for the Walton College of Business, Department of Marketing – WRTL-M – Retail Minor for Business Majors presented by Karen Boston.
       
       Adding MKTG 4453 New Product Development (new course) to course options in the Retail minor. Provide more options for students to meet Retail minor elective requirement.
       (4bd_wrtl-m_report_10262018)
       
       
   57. Proposed undergraduate program change for the College of Education and Health Professions, Department of Curriculum and Instruction – CHEDBS-EASL – Childhood Education: EASL Concentration presented by Marcia Imbeau.
       
       Removed 'At this point applicants must decide which program option they will follow; either CHED B.S.E. leading to M.A.T. option or ELEL B.S.E. licensure option. Both of these options are described on the application, which can be found on the College of Education and Health Professions website.' As the application deadline for CHEDBS and ELELBS are no longer the same thus eliminating the need for an option statement.
       
       (4be_chedbs-easl_report_10262018, 4be_chedbs_eledma_programrevision_sectionc_10262018, 4be_chedbs_eledma_atsmatrix_10262018, 4be_chedbs_eledma_k6matrix_10262018)
       
       
   58. Proposed undergraduate program change for the College of Education and Health Professions, Department of Curriculum and Instruction – CHEDBS-GATE – Childhood Education: Gifted and Talented Concentration presented by Marcia Imbeau.
       • Remove CIED 3262, Language Development for the Educator. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 3103, Children’s and Adolescent Literature. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4113, Integrated Communication Skills for the K-6 Classroom. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4363, Disciplinary Literacy in the K-6 Classroom. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change MLIT 1003 AND ARHS 1003 or EITHER MLIT 1003 OR ARHS 1003. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change STAT 2303, Principles of Statistics to STAT 2303 OR any 3-hour statistics course. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change 3-hour general elective to a 3-hour linguistics or phonology-focused elective (a list of suggested courses will be given to program advisors). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add ENSC 1001L, Environmental Science Lab. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 2943, Foundations of Language and Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 3453, Developmental Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4183, Instruction and Assessment in Writing (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4533, Reading Comprehension through Children and Adolescent Literature (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • These changes will move the CHEDBS with GATE concentration degree program to a total of 124 hours (from the previous 125) required for graduation. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
         (4bf_chedbs-gate_report_10262018, 4bf_chedbs_eledma_programrevision_sectionc_10262018, 4bf_chedbs_eledma_atsmatrix_10262018, 4bf_chedbs_eledma_k6matrix_10262018)
         
         
   59. Proposed undergraduate program change for the College of Education and Health Professions, Department of Curriculum and Instruction – CHEDBS-READ – Childhood Education: Reading Concentration presented by Marcia Imbeau.
       • Remove CIED 3262, Language Development for the Educator. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 3103, Children’s and Adolescent Literature   The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4113, Integrated Communication Skills for the K-6 Classroom. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4363, Disciplinary Literacy in the K-6 Classroom. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change MLIT 1003 AND ARHS 1003 to EITHER MLIT 1003 OR ARHS 1003. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change STAT 2303, Principles of Statistics to STAT 2303 OR any 3-hour statistics course. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change 3-hour general elective to a 3-hour linguistics or phonology-focused elective (a list of suggested courses will be given to program advisors). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add ENSC 1001L, Environmental Science Lab. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 2943, Foundations of Language and Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 3453, Developmental Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4183, Instruction and Assessment in Writing (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4533, Reading Comprehension through Children and Adolescent Literature (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add SPED 4173 and SPED 4483, Introduction to Dyslexia and Teaching Literacy Skills. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • These changes will move the CHEDBS with READ concentration degree program to a total of 124 hours (from the previous 122) required for graduation. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
         (4bg_chedbs-read_report_10262018, 4bg_chedbs_eledma_programrevision_sectionc_10262018, 4bg_chedbs_eledma_atsmatrix_10262018, 4bg_chedbs_eledma_k6matrix_10262018)
         
         
   60. Proposed undergraduate program change for the College of Education and Health Professions, Department of Curriculum and Instruction – CHEDBS-STEM – Childhood Education: STEM Concentration presented by Marcia Imbeau.
       • Remove CIED 3262, Language Development for the Educator. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 3103, Children’s and Adolescent Literature. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4113, Integrated Communication Skills for the K-6 Classroom. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4363, Disciplinary Literacy in the K-6 Classroom. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change MLIT 1003 AND ARHS 1003 to EITHER MLIT 1003 OR ARHS 1003. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change STAT 2303, Principles of Statistics to STAT 2303 OR any 3-hour statistics course. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change 3-hour general elective to a 3-hour linguistics or phonology-focused elective (a list of suggested courses will be given to program advisors). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add ENSC 1001L, Environmental Science Lab. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 2943, Foundations of Language and Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 3453, Developmental Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4183, Instruction and Assessment in Writing (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4533, Reading Comprehension through Children and Adolescent Literature (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • These changes will move the CHEDBS with STEM concentration degree program to a total of 124 hours (from the previous 122) required for graduation. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add 3 hr. general elective. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove STEM 5023 and replace it with STEM 4043, Innovation and Creativity in STEM. To ensure that the undergraduate degree program does not include any graduate level courses.(4bh_chedbs-stem_report_10262018, 4bh_chedbs_eledma_programrevisions_sectionc_10262018, 4bh_chedbs_eledma_atsmatrix_10262018, 4bh_chedbs_eledma_k6matrix_10262018)
         
         
   61. Proposed undergraduate program change for the College of Education and Health Professions, Department of Curriculum and Instruction – EDSTBS – Educational Studies, Bachelor of Science in Education presented by Ketevan Mamiseishvili.
       • Changes in internship courses from EDST 3203x2 & EDST 4003 to EDST 3913, EDST 3923, and EDST 4933. Courses now must be completed in sequence and coincide with specific content courses. The internship sequence change was made after coordination with the COEHP Director of Field Placement to ensure that students are being placed in the proper type of internship (formal, informal, or non-profit based). The courses materials have not changed, but each internship now has a specific code to correspond with the type of placement and the pre-requisite content course needed before enrolling.
       • CIED 4403/CIED 4413 was dropped and replaced with EDST 399V. CIED 4403/4413 are being dropped due to excessive content overlap with EDST 3203. Numerous offerings of EDST 399V have been developed over the programs history and different iterations are offered each spring and summer. Students may also complete a upper level elective approved by the EDST program coordinator.
       • Directed ULE have expanded to include additional SCWK and PBHL course options. SCWK and PBHL options are expanded to allow students available courses that have a rational overlap or impact on the field of education.   
         (4bi_edstbs_report_10262018)
         
         
   62. Proposed undergraduate program change for the College of Education and Health Professions, Department of Curriculum and Instruction – ELELBS – Elementary Education, Bachelor of Science in Education presented by Ketevan Mamiseishvili.
       • Remove CIED 3262, Language Development. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 3103, Children’s and Adolescent Literature. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4113, Integrated Communication Skills. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4363, Disciplinary Literacy. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 4423, Teaching a 2nd Language. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove STAT 2303, Principles of Statistics. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Change MLIT 1003 AND ARHS 1003 or EITHER MLIT 1003 OR ARHS 1003. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add 3 hour MATH elective. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 2943, Foundations of Language and Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 3453, Developmental Literacy (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4183, Instruction and Assessment in Writing (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4463, Culture and Learning (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 4533, Reading Comprehension through Children and Adolescent Literature (NEW COURSE). The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • These changes will move the ELELBS degree program to a total of 123 hours (from the previous 125) required for graduation. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • The proposed changes in the ELELBS admission policy will require candidates to submit their program application one semester earlier in the academic career. The changes will require sophomore candidates to submit their program admission applications by September 15 with subsequent admission to the program beginning Spring Semester 4 (Sophomore year spring). All other admission policies and procedures will remain the same. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
         (4bj_elelbs_report_10262018, 4bj_elelbs_programrevision_sectionc_10262018, 4bj_elelbs_atsmatrix_10262018, 4bj_elelbs_k6matrix_10262018)
         
         
   63. Proposed undergraduate program change for the College of Engineering, Department of Biological and Agricultural Engineering – BENGBS – Biological Engineering, Bachelor of Science in Biological Engineering presented by Norman Dennis.
       
       We are adding an Environmental Concentration to the B.S. degree in Biological Engineering. Students who choose to pursue the concentration must follow constraints on the selection of courses for 12 hours of electives in the program. Here is a list of the elective categories and the constraints for the concentration:
       • Biological Elective (3h): choose from restricted list for the Environmental Concentration, as maintained by the department.
       • Technical Elective (3h): CVEG 3213, Environmental Engineering
       • Technical Elective (Engineering, 3h): CVEG 4243, Environmental Engineering Design
       • Technical elective (3h): choose from restricted list for the Environmental Concentration, as maintained by the department.
       • To facilitate review, the restricted biological elective list, to be maintained by the department. will initially be populated by:
         • BIOL 3863 Ecology
         • CSES 2203 Soil Science
         • ENSC 4023 Water Quality
       • To facilitate review, the restricted technical elective list, to be maintained by the department, will initially be populated by:
         • BIOL 3863 Ecology (if not chosen for the biological elective)
         • BENG 4963 Modeling Environmental Biophysics
         • BENG 4973 Practice in Water Quality Monitoring and Analysis
         • CSES 2203 Soil Science (if not chosen for the biological elective)
         • CHEM 3613 Organic Chemistry II
         • CVEG 4203 Environmental Permits and Regulations
         • CVEG 4223 Groundwater Hydrology
         • CVEG 4263 Air Pollution Control
         • CVEG 4273 Open Channel Flow
         • ENSC 4023 Water Quality (if not chosen for the biological elective)
         • ENSC 4034 Analysis of Environmental Contaminants
         • GEOL 1113 General Geology
         • INEG 2313 Engineering Statistics
         • INEG 2413 Engineering Economics
       
       
       The proposed Environmental Concentration within the BS in Biological Engineering would provide undergraduates with the option to complete a focused set of elective choices in environmental engineering and other select environmental based courses, and to be recognized for this educational concentration on their transcripts, as well as resumes distributed to potential employers.
       • This concentration and its designation would benefit students by directing their studies and providing evidence that they have completed the focused program.
       • Prospective employers will benefit from their ability to selectively recruit graduates who have completed the concentration.
         
         
       As evidence of student interest for an environmental concentration, many BENG students have chosen to focus their elective courses in the environmental area and have then been successful after graduation in gaining employment with environmental consulting firms. They have also been successful in working toward professional registration in environmental engineering. A recent survey of juniors currently in the program indicated that at least 10 intend to take both of the CVEG courses (that are required as part of the proposed concentration) in the coming academic year. With the approval of the concentration, we estimate that the number of students in the concentration could rise to approximately 20 students per year.
       
       Our recent correspondence with several consulting firms have confirmed the priority given to courses selected for the concentration. Firms indicated that they would value the concentration and would recruit graduates who complete the BSBE with the proposed environmental concentration.
       There is a clear need for engineers and scientists that are specialists in the environment. We believe that graduates from this program will have fulfilling careers that will benefit communities in Arkansas and beyond.
       (4bk_bengbs_report_10262018, 4bk_bengbs_newoption_ltrofnotif_10262018)
       
       
   64. Proposed graduate program change for the Department of Agricultural Food and Life Sciences Dean – AFLSPH – Agricultural, Food and Life Sciences, Doctor of Philosophy presented by Douglas Karcher.
       
       Reconfiguring PTSCPH with concentrations in Plant Pathology and Horticulture to an AFLSPH with concentrations in Plant Pathology, Horticulture, Entomology and Agricultural Education, Communications and Technology.
       
       This college-level Ph.D. program, encompassing four concentration areas, will enable faculty from across the Dale Bumpers College of Agricultural, Food, and Life Sciences (Bumpers College) to best prepare students in a wide array of natural and social sciences within agriculture, food and life sciences. Specific concentrations in Agricultural Education, Communications, and Technology (AECT), Entomology, Horticulture, and Plant Pathology allow students to specialize within a specific discipline, while developing a tailored degree program with electives and committee members from other disciplines. Because students will have a discipline-specific concentration embedded within an interdisciplinary degree program, graduates will be well prepared to enter their concentration-related career field, and at the same time, they will be competitive within a cross-disciplinary job market. Furthermore, the structure of the degree program will give the program the flexibility to change as the needs of employers and students change. Additionally, the proposed new Ph.D. program (AFLSPH) will increase the administrative efficiency of our college’s graduate offerings.
       (4bl_aflsph_report_10262018, 4bl_aflsph_reconfig_ltrofnotif_10262018, 4bl_entoph_deletion_ltrofnotif_10262018, 4bl_ptscph_deletion_ltrofnotif_10262018)
       
       
   65. Proposed graduate program change for the Department of Agricultural Food and Life Sciences Dean – AFLSPH-HORT – Agricultural, Food and Life Sciences, Doctor of Philosophy: Horticulture Concentration presented by Douglas Karcher.
       
       PTSCPH-HORT to be replaced by AFLSPH-HORT. In an effort to best prepare graduates to enter the interdisciplinary agricultural, food, and life sciences workforce, an interdisciplinary Doctor of Philosophy (PhD) degree in Agricultural, Food, and Life Sciences is needed (AFLSPH).
       (4bm_aflsph-hort_report_10262018, 4bm_aflsph_reconfig_ltrofnotif_10262018, 4bm_entoph_deletion_ltrofnotif_10262018, 4bm_ptscph_deletion_ltrofnotif_10262018)
       
       
   66. Proposed graduate program change for the Department of Agricultural Food and Life Sciences Dean – AFLSPH-PLPA – Agricultural, Food and Life Sciences, Doctor of Philosophy: Plant Pathology Concentration presented by Douglas Karcher.
       
       PTSCPH-PLPA to be replaced by AFLSPH-PLPA. In an effort to best prepare graduates to enter the interdisciplinary agricultural, food, and life sciences workforce, an interdisciplinary Doctor of Philosophy (PhD) degree in Agricultural, Food, and Life Sciences is needed (AFLSPH).
       (4bn_ aflsph-plpa_report_10262018, 4bn_aflsph_reconfig_ltrofnotif_10262018, 4bn_entoph_deletion_ltrofnotif_10262018, 4bn_ptscph_deletion_ltrofnotif_10262018)
       
       
   67. Proposed graduate program change for the Department of Agricultural Education, Communication and Technology – AEEDMS – Agricultural and Extension Education, Master of Science presented by Douglas Karcher.
       
       Replacing AGED 5483 Technical Communication with AGED 5001 Seminar (3 1-hour courses), removing the AGED 5483 and AGED 510V Special Problem requirements for non-thesis students (the special problem is being replaced by a comprehensive exam), and adding six hours to the technical area or ag and extension education course requirement for non-thesis students.
       
       This change differentiates more clearly the thesis-track curricula from the non-thesis track curricula and removes courses from the non-thesis program that are targeted only toward thesis students. It also incorporates a new approach to thesis development in the form of three 1-hour seminars focused on thesis proposal development, grant writing, and technical communications, which will now be taught over a three-semester rotation, more closely aligning with the thesis research process.
       (4bo_aeedms_report_10262018)
       
       
   68. Proposed graduate program change for the Department of Business Dean – BUSNGC – Business Graduate Certificate presented by Karen Boston.
       
       Delete the Business Graduate Certificate. Enrollment has averaged less than 1 student per academic year. A department and advisor were never assigned to manage the program. Of the most recent 93 applications, 91 were ineligible or applied for the incorrect program. Only one student is currently enrolled in the program.
       (4bp_busngc_report_10262018, 4bp_busngc_deletion_ltrofnotif_10262018)
       
       
   69. Proposed graduate program change for the Department of Crop, Soil and Environmental Sciences – CSESMS – Crop, Soil & Environmental Science, Master of Science presented by Mary Savin.
       
       Deleted the non-thesis option. The Department no longer offer a non-thesis option for a Masters Degree. No students are pursuing the non-thesis opiton. The program has not been offered in 6 years.
       (4bq_csesms_report_10262018)
       
       
   70. Proposed graduate program change for the Department of Curriculum and Instruction – ACPAMC – Arkansas Curriculum/Program Administrator Post Master's Certificate presented by Ketevan Mamiseishvili.
       1. Moving the ACPAMC from an on-campus program to an online program. The courses that are required for completion of the ACPAMC are embedded in other degree programs of study that are offered only online.
          
          
       2. There were three course changes in the CIED specialization:
          1. CIED 5453 Evaluation Techniques changed to CIED 6013 Curriculum Theory, development, & Evaluation. CIED 5453 is not currently offered online and CIED 6013 is offered online. The CIED 6013 course content is much more comprehensive in looking at the development and evaluation of curriculum.
             
             
          2. CIED 5613 Contemporary Issues in Education was changed to CIED 5363 Methods and Assessment in K-12 Online Teaching. CIED 5613 is not offered online and CIED 5363 is offered online. The content in CIED 5363 is much more specific to online curriculum development and delivery - making this course more relevant than CIED 5613 which is more of a foundations-based course. Since this is a post-masters certificate, it is assumed that candidates will already have taken courses that address the content in CIED 5613, but hey most likely will need to know the content made available in CIED 5363.
             
             
          3. CIED 674V - PhD Research internship changed to CIED 5983 Practicum in Curriculum & Instruction. CIED 674V was changed to CIED 5983 to more accurately reflect the internship experience required for the certificate.
             
             
       3. The program requirements and description were changed. There was a need to specify that this was a post-master's certificate that required 15 hours to complete. Having a master's degree in one of three fields as a requirement for admission was not clear in the past language, and it appeared that the certificate was requiring 30 hours of coursework which is beyond the number allowed for graduate certificates (21 hours).
          (4br_acpamc_report_10262018, 4br_acpamc_distanceoffering_ltrofnotif_10262018, 4br_acpamc_syllabi_10262018)
          
          
   71. Proposed graduate program change for the Department of Curriculum and Instruction – ELEDMA – Elementary Education, Master of Arts in Teaching presented by Ketevan Mamiseishvili.
       • Remove CIED 5173, Literacy Assessment and Intervention from READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 5593, Advanced Diagnosis and Intervention from READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 5793, Practicum in Literacy from READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 5983, Practicum in Curriculum and Instruction from READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove CIED 6233, Organization of Reading Programs from READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add an additional 3 hours of CIED 508V, Elementary Education Cohort Teaching Internship in READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add CIED 5073, Action Research in Elementary Education in READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add SPED 5543, Dyslexia Teaching Practicum in READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Add SPED 5683, Literacy Skills in READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • SPED 5873, Assessment of Students with Disabilities in READ concentration ONLY. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
       • Remove SPED 5683; Add SPED 5633. The changes to the CHED and ELEL programs are being made in response to the Arkansas Department of Education's (ADE) significant revisions of the competencies required for K-6 elementary teacher education programs. In making the changes, program faculty consulted ADE's required content competencies, the content addressed in the Praxis and new state required Reading Exam candidates must pass to obtain licensure, various national and state standards documents, and leading research in the elementary education field.
         (4bs_eledma_report_10262018, 4bs_chedbs_eledma_programrevisions_sectionc_10262018, 4bs_chedbs_eledma_atsmatrix_10262018, 4bs_chedbs_eledma_k6matrix_10262018)
         
         
   72. Proposed graduate program change for the Department of Curriculum and Instruction – ETECME – Educational Technology, Master of Education presented by Ketevan Mamiseishvili.
       
       Addition of CIED 5363 and 5423 as well as ADLL 5183 as potential electives. Removal of HHPR 5353 as potential elective. The two CIED courses are part of the ETECGC but can also serve as electives for the MED. The graduate certificate went into effect last year but the courses had not been added to the MED list as electives. The addition of the ADLL 5183 course allows for more variety in elective choices to serve students who are completing the degree who do not have a K-12 focus some choice in courses. The HHPR 5353 course has grown enrollment and in discussions with the program our students are not able to enroll in that course due to seat availability.
       (4bt_etecme_report_10262018)
       
       
   73. Proposed graduate program change for the Department of Curriculum and Instruction – STEMGC – STEM Education for K-6 Graduate Certificate presented by Ketevan Mamiseishvili.
       
       Changed the name of the program to reflect the change of the licensure grades for Childhood education. It has changed from K-4 to K-6. Provided an undergraduate option for the Creativity and Innovation Course (STEM 5023 or STEM 4043). The new name will reflect the grade-level licensure changes in our teacher education program. The STEM concentration is one of the options for Childhood Education students and we can no longer require students to take graduate level courses. The changes will allow students to fulfill both their undergraduate requirements for graduation and complete the STEM Graduate Certificate during the MAT program.
       (4bu_stemgc_report_10262018, 4bu_stemgc_namechange_ltrofnotif_10262018)
       
       
   74. Proposed graduate program change for the Department of Curriculum and Instruction – TESLME – Teaching English to Speakers of Other Languages, Master of Education presented by Ketevan Mamiseishvili.
       1. Adjusted course of study to remove the action research project and add a comprehensive exam. Action Research was too similar to the thesis and students were confused.
          
          
       2. Removed CIED 5513 Sound System of American English and added two research courses (CIED 5313 Principles of Qualitative Research and SPED 5883 Research in Inclusive Education). Research courses fit better with the skill set needed for students.  
          
          
       3. Thesis was always an option for students. We just clarified that students who do not wish to complete a thesis can take a 3-hour elective and a comprehensive exam. No change, just clarification and better presentation.
          
          
       4. We also clarified that GRE is an option but they can also complete other standardized tests. Made it consistent with Graduate School requirement.
          (4bv_teslme_report_10262018)
          
          
   75. Proposed graduate program change for the Department of Entomology – ENTOPH – Entomology, Doctor of Philosophy presented by Doug Karcher.
       
       ENTOPH to be replaced by AFLSPH. In an effort to best prepare graduates to enter the interdisciplinary agricultural, food, and life sciences workforce, an interdisciplinary Doctor of Philosophy (PhD) degree in Agricultural, Food, and Life Sciences is needed (AFLSPH).
       (4bw_entoph_report_10262018, 4bw_entoph_deletion_ltrofnotif_10262018, 4bw_aflsph_reconfig_ltrofnotif_10262018)
       
       
   76. Proposed graduate program change for the Department of Geosciences – GEOLMS – Geology, Master of Science presented by John Shaw.
       
       We are dropping a tight list of MS Geology core required classes and moving toward a more unstructured requirement approach. This modernizes our MS Geology requirements. Our research shows this is in line with over half of our peer group of geology departments. Over the last couple of decades the scope of geology has broadened and the core class approach is seen as too restrictive and is now less useful. The new plan aligns graduate students better with tenure-line faculty and fairly represents the broadening of the geology discipline. Also, is better alignment with MS Geography requirements in our department.
       (4bx_geolms_report_10262018)
       
       
   77. Proposed graduate program change for the Department of History – HISTMA – History, Master of Arts presented by Jim Gigantino.
       
       The Department of History requests two changes to the graduate catalog this academic year. They are:
       1. Convert GRE test scores from numerical to percentiles. Conversion to percentiles for GRE test scores follows the recommendation of the graduate school and best practices for use of GRE scores.
          
          
       2. Alter language on admissions information to make clear to students that the GPA limits and GRE scores are not "cut scores" but are indicative of past students who have succeeded in gaining admission. Language is retained that applications are judged on a case by case basis. Students who do not meet the minimum GRE and GPA requirements have routinely queried about if their applications will even be considered. Following best practices of using GRE scores, the department has never employed "cut scores" and never discarded applications that fall below the stated minimums. The department will continue to evaluate them holistically on a case by case basis.
          (4by_histma_report_10262018)
          
          
   78. Proposed graduate program change for the Department of Information Systems – INSYMI – Information Systems, Master of Information Systems presented by Paul Cronan.
       
       Change name of Enterprise Systems concentration to Blockchain Enterprise Systems (BES) concentration. Add ISYS 5173, Blockchain Fundamentals to the Blockchain Enterprise (BES) Management and Enterprise Resource Planning (ERP) concentrations list of elective options. Add ISYS 5503, Decision Support and Analytics to the Blockchain Enterprise Systems (BES) Management concentration list of electives. We are updating the ERP curriculum to include blockchains, a current relevant technology affecting enterprise systems.
       (4bz_insymi_report_10262018, 4bz_insymi-esmt_namechange_ltrofnotif_10262018)
       
       
   79. Proposed graduate program change for the Department of Management – ENTRGC – Entrepreneurship Graduate Certificate presented by Karen Boston.
       
       Delete MGMT 5313 from the list of elective course options within the Walton College of Business. List MGMT 5313 within the list of Required Courses for business students. Clarification change that non-business students should complete MGMT 5213 and business students should complete MGMT 5313. All business students must complete MGMT 5313 and non-business students should complete MGMT 5213.
       (4ca_entrgc_report_10262018)
       
       
   80. Proposed graduate program change for the Department of Mathematical Sciences – SMTHMA – Secondary Mathematics, Master of Arts presented by Mark Johnson.
       
       Updated available courses. Allow course work to replace independent study. The change allows the program more flexibility and reduces the time for students to complete the degree program.
       (4cb_smthma_report_10262018)
       
       
   81. Proposed graduate program change for the Department of Music – MESNGC – Music Education for Special Needs Students Graduate Certificate presented by Janet Knighten.
       
       This program would provide additional education for practicing music educators in the field of teaching students with special needs. Through courses that provide an opportunity to expand knowledge of the characteristics of students, curriculum and assessment, family partnerships, and working with a diverse population as it pertains to a specific cohort in a music education setting, degree recipients will improve the quality of education for these children.
       
       Within the past 5 years, the number of identified students with special needs in public and private school has doubled. There is no indication that the number will decline. On the University of Arkansas campus, music education students have one 3 hour non-music specific course required for their degree in music education (CIED 3033). This requirement is concurrent with other teacher certification programs across the country. Certified music education professionals receive certification in Arkansas and throughout the nation as “PreK-12 Music” indicating they are certified to teach all levels of music education. One of the six principals of the Individuals with Disabilities Act (IDEA) is “zero reject”, indicating it is illegal to deny any students access to any program or activity in the public schools. Therefore, as a music teacher at the elementary or middle school level, general music teachers teach every child in the school population. Likewise, music teachers at the secondary level are required by law to teach every child who desires to be in a music class regardless of ability or disability.
       
       The current national statistic for students identified with special needs is 12.0%. In Arkansas, that number is 12.9% with some school systems reaching as high as 22% of the total school enrollment identified under IDEA. All teachers need additional training in working with students with disabilities. However, since music education is an area of study where teachers have contact with every single child at the elementary and middle level, much more concentrated instruction on how to effectively teach these students is desperately needed.
       (4cc_mesngc_report_10262018, 4cc_mesngc_newgraduatecertificate_ltrofintent_10262018)
       
       
   82. Proposed graduate program change for the Department of Occupational Therapy – OTDEDP – Occupational Therapy, Doctor of Occupational Therapy presented by Sherry Muir.
       1. The entire curriculum has been revised and all new courses have been developed and entered into the CIM system. The coursework for this approved degree program has not yet commenced; therefore, no students will be impacted by any of these changes. The first cohort of students will be admitted to the occupational therapy (OT) program in the fall, 2019, and begin coursework in January of 2020. Prior to initiating curricular redesign, feedback from multiple stakeholders was solicited and considered. Overall, stakeholders expressed frustrations and concerns with traditional teaching methods used to prepare students for entry-level practice. Some of these concerns included: a lack of knowledge about occupation as a foundation of our profession, a disconnect in the application of basic knowledge for the development of evidence-based interventions, and poor clinical reasoning skills. In response to this feedback, OT faculty identified an evidence-based teaching model to mitigate stakeholder concerns. The core curriculum was completely revised to reflect learning objectives and course sequencing based on the Subject-centered Integrative Learning Model for Occupational Therapy (SCIL-OT). This model of disciplinary instruction places occupation, the core subject of our profession, explicitly at the forefront of all courses. A systems-based approach and developmental framework were also used to organize content areas to enhance integration, retention, and application of content. For example, within semesters, content is arranged according to “systems” of human functioning, such as the musculoskeletal system, the neurological system, and mental/behavioral health, presented in a way that reflects development across the lifespan. Additionally, content is aligned across the duration of the program by themes, i.e. Research and Scholarship, Theory and Professional Development, etc. Course content and learning outcomes were specifically written to be integrative and progressive so that students will be prepared to complete their culminating capstone experience and project at the conclusion of the program.
          
          
       2. Prerequisite course requirements were updated. After the curriculum was revised, the prerequisite course requirements were revised to better prepare students for success. The revised list is:
          All prerequisites are at least 3 credits:
          • Human Anatomy with lab
          • Human Physiology with lab
          • Statistics
          • Terminology for Health Professions
          • Abnormal Psychology
          • Neuroscience of Behavior (Brain and Behavior, Behavioral or Cognitive Neuroscience, or Neurophysiology or Neuropsychology or Neurobiology, etc.)
          
          *If Anatomy and Physiology are offered together, as one course, then two semesters must be taken.
          
          Other admission requirements include:
          • A minimum overall GPA of 3.0 on a 4.0 scale.
          • International applicants must submit Test of English as a Foreign Language (TOEFL).
          • 25 hours of documented volunteering/shadowing/service learning with an occupational therapy professional in at least three different settings, with at least two different populations, e.g., children and adults. The required form for the student and the professional, a PDF, can be found here.
          • Three letters of recommendation from individuals who can address potential for graduate education.
          • Written personal statement.
          • Eligible applicants under consideration will be required to participate in an on- campus interview and an in person scholarly writing activity.
            
            
       3. Removal of GRE as a requirement for application to the program. The use of the GRE as a predictive tool for graduate student success has been in question since the mid 1980's. Despite changes in the exam over time, there is evidence that the GRE may be more of a barrier for potential applicants and that its predictive validity is inconsistent across fields of study, gender, race, and economic status. Reasons cited include exam bias against under-represented populations, decisions not to apply based on the prep time and cost involved, and inconsistent use of the tool across reviewers in specific fields. Growing numbers of MOT and OTD programs are discontinuing the practice, including Columbia University, Texas Tech, Indiana University, the University of Minnesota, the University of New Hampshire, and many others. These schools are replacing the GRE with performance-based exercises that include writing exercises and formal interviewing.
          (4cd_otdedp_report_10262018, 4cd_otdedp_revision_ltrofnotif_10262018)
          
          
   83. Proposed graduate program change for the Department of Political Science – PADMMP – Public Administration and Nonprofit Studies, Master of Public Administration presented by Patrick Conge.
       • The proposed changes are related to the total semester hours required for the MPA degree. In the existing MPA catalog, all MPA degree seekers are required to complete a minimum 42 semester hours of coursework. We decided to reduce such required credit hours from 42 hours to (a) 39 hours for those who are admitted as pre-career students and to (b) 36 hours for those who are admitted as in-career students. In-career students are those who hold a full time professional position at the time of their application, and pre-career students are those who are not classified as in-career at the time of application. The proposed changes are also related to required and elective courses: moving PLSC 5123 Public Budgeting and Finance to the required list; establishing 3 independent research credit hours for the MPA portfolio option. Stylistic changes include proper title for MPA degree program, proper course title and the semester it is offered, more explicit emphasis on the role of Graduate Coordinator in advising for students’ special interest area development, etc.
         
         Based on our research and internal review process, we propose these changes to educate our MPA students more effectively and efficiently. The change from 42 credit hours to 36-39 is based on researching peer institutions and programs along with considering the current status of our MPA program (e.g., lack of student enrollments, lack of faculty resources, etc.).
         
         The changes in required and elective courses are to keep the program competitive. PLSC 5123, Public Budgeting and Finance is a regular offering in peer MPA programs and the department now has the faculty to teach the class on a regular basis.
       • We are adding seven focused studies in community development, environmental policy and sustainability, health services administration, higher education administration, non-profit management, public policy analysis, and recreation and tourism.
         
         Adding the focused studies to more clearly identify the special interest areas we recommend for students.
         (4ce_padmmp_report_10262018)
         
         
   84. Proposed graduate program change for the Department of Political Science – PLSCMA – Political Science, Master of Arts presented by Patrick Conge.
       
       Remove from the required core option PLSC 5703 Research Design in Political Science and Public Policy. In reviewing our curriculum we determined that requiring students to take both PLSC 5703 and 5913 Research Methods in Political Science was redundant. In 5913 Students receive for the first half of the course a significant amount of the information that is provided in 5703.
       (4cf_plscma_report_10262018)
       
       
   85. Proposed graduate program change for the Department of Psychological Science – PSYCPH – Psychology, Doctor of Philosophy presented by Jim Lampinen.
       
       PSYC 5153 can now be fulfilled with the undergraduate course, PSYC 4143 (History and Systems of Psychology). Our accreditation agency has new Standards of Accreditation, effective January 2017, that now allows for History and Systems to be addressed at the undergraduate level. Our department voted to change our requirement to PSYC 4143 or the equivalent at another institution.
       (4cg_psycph_report_10262018)
       
       Dr. Pat Koski moved (Jennie Popp seconded) that the request be tabled in order to review the policy regarding undergraduate-level courses being required in doctorate-level programs.  The motion passed.  The proposal will be reconsidered at the November 16, UCPC meeting.
       
       
   86. Proposed graduate program change for the Department of Rehabilitation, Human Resources, and Communication Disorders – CCLEME – Community College Leadership, Master of Education presented by Michael Hevel.
       
       This request is for a new online Master of Education in Community College Leadership program. Based on the needs assessment, Arkansas community colleges estimate a minimum of 101 job openings in the next 2-5 years that would require or prefer this degree. In addition, they indicated that, at a minimum, 145 current employees would benefit from enrolling in this degree. In addition to Arkansas community colleges, we anticipate recruiting students from northeast Oklahoma, southwest Missouri, and southern Kansas, suggesting an even larger market for this degree. These institutions estimated the annual salaries of positions that would require or prefer this degree ranged from $35,000-185,000. An approximate average salary for positions that require or prefer this degree was $60,000. This proposed degree has a potential to improve the preparation of community college workforce and build their content expertise that will correspondingly improve their institutions and their local communities.
       (4ch_ccleme_report_10262018, 4ch_ccleme_newprogram_ltrofintent_10262018, 4ch_ccleme_newprogram_proposal_10262018, 4ch_ccleme_newprogram_needsassessment, 4ch_ccleme_newprogram_facultycurriculumvitae)
       
       
   87. Proposed graduate program change for the Department of Rehabilitation, Human Resources, and Communication Disorders – CDISMS – Communication Sciences and Disorders, Master of Science presented by Fran Hagstrom.
       • Change the name of the degree to Communication Sciences and Disorders.  There is an increased emphasis on science and research in the fields of speech-language pathology and audiology. The changed title of this graduate degree reflects the educational and professional standards of the field with which our degree is aligned. This proposed change is also consistent with the titles of graduate degrees at peer institutions. These changes will more effectively reflect the educational preparation of our students for entry level professional practice.
       • Adding course requirements to the catalog. The catalog currently refers to the program website to show courses requirements. Adding course requirements to the catalog will make it easier for the students to know what academic and clinical courses they are expected to complete.
         (4ci_cdisms_report_10262018, 4ci_cdisms_namechange_ltrofnotif_10262018)
         
         
   88. Proposed graduate program change for the Department of Social Work – SCWKMS – Social Work, Master of Social Work presented by Jim Gigantino.
       
       Separated the admissions requirements for the Advanced Standing and the two/three year programs. Removed thesis lab from list of courses.     Separated admissions requirements for clarity and removed thesis lab because it's no longer required.
       (4cj_scwkms_report_10262018)
       
       
   89. Proposed graduate program change for the Department of World Languages, Literatures and Cultures – SPANMA – Spanish, Master of Arts presented by Steven Bell.
       
       This change updates the organization of the Program Requirements and Description text in order to make the catalog copy more transparent. No program change is being requested at this time. The realignment also clarifies the requirements for the second M.A. concentration.
       
       We are requesting a name change for the second concentration from “Pedagogy Concentration” to “Language Learning and Teaching Concentration,” and includes a revised description of the target audience for this concentration.
       
       The first concentration, Literature, remains unchanged. 
       
       This change is needed in order to make it clearer to students what the requirements of the two Spanish M.A. concentrations are, and how these two concentrations differ from each other. The name change for the second concentration is necessary to reflect this concentration’s academic rigor and emphasis on research, which matches that of the Literature concentration. The two concentrations were never copied over into the catalog from CourseLeaf. The only way to add them is to "add" new concentrations.
       
       (4ck_spanma_report_10262018, 4ck_spanma_namechange_ltrofnotif_10262018)
       
       
   90. Proposed graduate program change for the Eleanor Mann School of Nursing – NURSMS – Nursing, Master of Science presented by Jan Emory
       • Moved MSN program admission requirements from a separate CIM block to the general MSN program CIM block. To better present information on Courseleaf.
       • Added Progression and Grade Requirements. Progression and Grade Requirements have always been included in the Graduate Student Handbook. Including this information in the catalog will ensure that they are being enforced.
         (4cl_nursms_report_10262018)
         
         
   91. Proposed law program change for the School of Law, Department of Law – JD/MBA – JD/MBA Program presented by Karen Boston.
       
       Modify the maximum number of hours approved for both law and MBA credit from 6 hours to 12 hours. Specify the law courses must be applied to the 12 hours of career track courses within the MBA. To allow students to maximize the number of hours that may be duplicated for both degree programs thus reducing the total time necessary for completion of both degrees.
       (4cm_jd-mba_report_10262018)
       
       
5. Additional items/Announcements:
   
   Lisa Kulczak announced that the Registrar’s Office previously we announced that Schedule of Classes access in UAConnect would be removed as of November 5th.  After further consideration, we’ve decided to postpone that action until Priority Registration is over.
   
   Also, I’ve heard from several people that they were unable to attend CLSS training last week. To that end, we are in the process of setting up a number of sessions next week, most probably Tuesday and Thursday afternoon. The sessions will last an hour, and I’ll send an update as soon as we’ve settled on specific times and secured rooms.
   
   Please share this information with others in your college or department.
   
   
6. Next Meeting: November 16, 2018 (agenda deadline is November 2, 2018)

Meeting adjourned at 4:15 p.m.