2007-2008

May 14, 2008

 

To:             University of Oregon University Senate

From:         Committee on Committees

Subject:      Final Report

 

Introduction

University Standing Committees are those committees established by University Senate legislation and whose charges have broad relevance to and impact upon the general University Community. The Committee on Committees is charged with filling vacancies on these committees from the pool of applicants who have indicated that they are willing to serve.

 

In addition, the Committee on Committees reviews the nominations for the Westling Award and makes a recommendation for an awardee.

 

A final charge for the committee relates to identifying existing committees that require revision, restructuring, and/or disbanding as well as considering the formation of new committees in response to arising issues within the university community.

 

COMPOSITION OF COMMITTEE

Paul van Donkelaar, Chair (Senate Vice-President, Human Physiology)

William Ayres (Anthropology)

Marcin Bownik (Mathematics)

Deb Carver (Library)

Herb Chereck (Registrar)

Debra Eisert (College of Education)

David Hulse (Landscape Architecture)

Lynn Kahle ( College  of Business )

Deb Merskin (Journalism)

Rick Mowday ( College  of Business )

Regina Psaki (Romance Languages)

Janet Wasko (Journalism)

 

Ex-officio members:

 

Dave Hubin (President's Office)

Alison Fox (ASUO Student Affairs Liaison)

 

 

 

RECOMMENDATIONS

 

i. Committee Selections:

 

Academic Requirements

            John Bergland                         Chemistry                               Asst Prof

            Heather Bottorff                     LCB                                        OA

            Andrew Goble                        History                                   Assoc Prof

            Cathleen Leue                         Social Science                          OA

 

Campus Planning

            Leslie Bennett                         Library                                    OA

            Carole Daly                             Development                          OA

            George Rowe                          English                                    Full Prof

            Eric Selker                               Biology                                   Full Prof

 

Child Care & Family Support

            Deb Casey                              ALS                                         OA

            Tze-Lan Sang                          E Asian Lang Lit                     Assoc Prof

 

Committee on Courses

            Shlomo Libeskind                   Mathematics                           Full Prof

            Robert Ribe                             Landscape                               Full Prof

            Jens Nockel                             Physics                                   Assoc Prof

 

Distinguished Service Award & Honorary Degree

            James Mohr                            History                                   Full Prof

            John Bergland                         Chemistry                               Asst Prof

            Lynn Kahle                             LCB                                        Full Prof

           

Distinguished Teaching Award

            Daniel Pope                            History                                   Assoc Prof

            Gina Psaki                               Rom Lang                                Full Prof

 

EMU Board of Directors

            Kathleen Lenn                         Library                                    OA

 

Environmental Issues

            Williams Cresko                      Biology                                   Asst Prof

            Fred Tepfer                             Univ Panning                          OA

            Mary Wood                            Law School                             Full Prof

            Sarah Douglas                         CIS                                          Full Prof

            Mark Reed                              Geo Science                             Full Prof

            Terrie Scharfer                        Univ Housing                          OA

 

Family Housing Board

            Roger Adkins                          IntÕl Affairs                             OA

 

Foreign Study Programs

            Jeffrey Stolet                          Music                                      Full Prof

            Hao Wang                               Mathematics                           Assoc Prof

            Andrew Goble                        History                                   Assoc Prof

            Alexander Mathas                   German                                   Assoc Prof

           

Johnson Memorial Award

            Christopher Murray               Special Ed                               Assoc Prof

            Martha Bayless                      English                                    Assoc Prof

 

Lesbian, Gay, Bisexual & Transgender Concerns

            Randal Collins                         Facilities                                  OA

            Dianne Dugaw                        English                                    Full Prof

           

Library

            Vallon Burris                           Sociology                                Full Prof

            Frances Cogan                         Honors College                       Full Prof

            Gordon Sayre                          English                                    Full Prof

            Marilyn Linton                       Undergrad Studies                   OA     

            Steven van Enk                       Physics                                   Assoc Prof

 

Nontenure-track Instructional Faculty

            Michele Henney                     LCB                                        Instructor

            Leland Roth                            Art History                             Full Prof

            Mary Jaeger                            Classics                                   Assoc Prof

 

Off-Campus Scholarships & Grants

            Leanne Ketterlin Geller           Educ. Lead.                             Asst Prof

            Sara Mason                             Development                          OA

 

ROTC Advisory

            David Fowler                          Library                                    OA

            Norman Myers                       Univ Housing                          OA

 

Scholarships

            Alexandre Dossin                    Music                                      Assoc Prof

            Katrina McGee                       Donor Relations                      OA

 

Scholastic Review

            Wendy Mitchell                      LCB                                        OA

            Elizabeth Reis                         WomenÕs Studies                    Assoc Prof

            James Imamura                       Physics                                   Full Prof

            John Foster                             Sociology                                Full Prof

 

Student Conduct & Community Standards

            Margaret Mahoney                 ED Academic                          Asst Prof

 

Student Conduct Hearings Panel

            David Fowler                          Library                                    OA

            Wendy Mitchell                      LCB                                        OA

 

Student Health Advisory

            Chantelle Russell                    Phys Ed                                  OA

            Beverly Smith                         Athletics                                 OA

            Matt Roberts                          Law School                             OA

 

Summer Research Award

            Shanka Chakraborty               Economics                               Assoc Prof

            Lisa Wolverton                       History                                   Assoc Prof

            Mary-Lyon Dolezal               Art History                             Assoc Prof

 

Tenure, Reduction, Retirement, Emeriti

            Bryna Goodman                     History                                   Full Prof

                                                           

Traffic Appeals Board

            Gerald Tindal                          ED Educ                                  Full Prof

 

University Appeals Board

            N. Christopher Phillips          Mathematics                           Full Prof

 

ii. Westling Award:

 

The Westling Award is presented each year by the University Senate in recognition of a member of the UO community for their outstanding and long-term commitment to leadership and service to the university. This year the Committee on Committees recommends James Reismuth from the Lundquist College of Business as the recipient of the Westling Award this year. During his time with the UO, Dr. Reismuth has served as the Dean of the College of Business, the interim Vice President for Public Affairs and Development, the acting Vice President of Academic Affairs, and the LCB Development Director. He has been instrumental in the evolution of development and fund-raising on campus – being one of the first deans to implement successful development efforts and then advising other colleges and units on best practices. This legacy is still felt today and has allowed the university to maintain financial viability despite the severe reductions in state support.

 

 

 

iii. New Committees:

 

The committee discussed the possibility of forming two new committees based on issues which arose during the year. The first is a restructured Public Safety Advisory Group (PSAG) and the second is the Committee on the Status of Women.

 

Public Safety Advisory Group: The PSAG is a student-based group which provides input to the Department of Public Safety (DPS) on matters pertaining to public safety on campus. Such issues are growing nationally and it is important to have a body that is able to contribute in a constructive manner to the interface between DPS and the larger campus community. The ASUO has suggested that PSAG be restructured to include broader representation, including faculty and staff, and, thus, provide a higher profile. The Committee on Committees concurs and recommends that the administration investigate the possibility of creating a new committee that would replace PSAG and be analogous in principle to other administrative advisory groups on campus. This new committee would include students, faculty, and staff and provide advice to the administration concerning issues surrounding the DPS. The Committee on Committees feels that replacing PSAG with a new committee that includes a broader presence of UO personnel would contribute to this issue.

 

Committee on the Status of Women: This committee functionally disbanded 3-4 years ago and was administratively abolished in the Senate this year (see Motion US07/08-03). At the time the senate motion was passed there was some discussion as to whether a new committee examining issues related to the status of women on campus should be formed. Given the apparent dysfunctional nature of the previous iteration of this committee it appears that any new committee should have a more clearly defined set of charges and responsibilities. The Committee on Committees recommends that this possibility be examined in greater detail in the coming academic year.

 

iv. Additional issues:

 

The committee recommends that the Registrar, or a designee from the Registrar's Office, be made an ex-officio member of the Committee on Committees. Although the Registrar is currently a member of the Committee on Committees, this is not a required component of the position. The knowledge that the Registrar brings to the functions of the various committees is vital to the success of the Committee on Committees. Therefore, the committee felt that making the Registrar an ex-officio member of the Committee on Committees would ensure the continued vital presence of this office.

 

Finally, the Johnson Memorial Award Committee has requested that the wording of their charge be changed slightly to remove the requirement that they name an awardee annually. There are some years when this Committee does not recommend any of the nominees, therefore, the wording of their charge should be changed to reflect this. The Committee on Committees concurs with this request.

2008 DRAFT Environmental Issues Committee Final Report

Summary: 

In April 2007 University of Oregon President Dave Frohnmayer signed the American College and University PresidentÕs Climate Commitment (ACUPCC).  The University of Oregon is now preparing a Climate Action Plan (CAP) to guide its emissions reduction work.  The complete document is due in October 2009.   Work on the CAP is currently proceeding along two parallel tracks.  Under the direction of Steve Mital, Director of Sustainability, specific recommendations for actions are being developed with input from staff, faulty and students whose technical expertise includes the central plant maintenance, heating and cooling buildings, transportation, and purchasing.  These recommendations will largely respond to the question of how to reduce emissions.   The Environmental Issues Committee (EIC) evaluated normative concerns and its work responds to the question of which emissions the University should be responsible for under the CAP, what our goals ought to be, and how we should measure our progress.  The following document describes an emissions classification framework which includes the responsibility the UO has in each of the listed areas, and recommendations for actions to reduce emissions in alignment with the ACUPCC.   This report contains a list of goals but not an associated timeline along which to achieve those goals (except for Class I emissions as defined on the following page).

Classifying Emissions:  (from the Carbon Disclosure ProjectÕs website)

Due to the international explosion of concern over climate change and its causes governments and businesses have begun to develop emissions profiles for their activities.  A commonly accepted framework for quantifying greenhouse gas (GHG) emissions soon became necessary. Several years ago the World Resources Institute (WRI) and the World Business Council for Sustainable Development (WBCSD) released Greenhouse Gas Protocol: A Corporate Accounting and Reporting Standard (Revised Edition).   It is now the standard method for classifying and quantifying carbon emissions.  The Protocol defines three ÒscopesÓ for carbon emissions accounting in order to distinguish between ÒdirectÓ and ÒindirectÓ emissions, to promote transparency and consistency and to ensure, as far as possible, that no two companies account for the same emissions.

Scope 1 - Scope 1 emissions occur from sources that are owned or controlled by a company, such as combustion facilities (e.g.: boilers, furnaces, burners, turbines, heaters, incinerators, engines, flares etc), combustion of fuels in transportation (e.g.: cars, buses, planes, ships, barges, trains etc), and physical or chemical processes.

Scope 2 - Scope 2 emissions are from the generation by another party of electricity that is purchased and consumed by the company. This is described as Òpurchased electricity.Ó

Scope 3 - Scope 3 covers all indirect emissions (other than from purchased electricity) that occur from sources that are not owned or controlled by the company. Examples include extraction, manufacture and production of purchased materials, transportation of purchased fuels and use of sold products and services, business travel and employee commuting in vehicles not owned or controlled by the company, and emissions associated with waste management.

The WRI/WBCSD GHG Protocol considers the quantification of Scope 3 emissions as optional when preparing an overall corporate GHG inventory, as do similar protocols such as the U.S. Environmental Protection Agency's Climate Leaders program. One reason for this is that one companyÕs Scope 3 emissions are other companiesÕ Scope 1 or Scope 2 emissions. If everyone were implementing the full GHG Protocol (including Scope 3 emissions), it would result in the same emissions being counted a number of times. In addition, a company is not likely to be regulated on its Scope 3 emissions in the future, whereas it might be for its Scope 1 and Scope 2 emissions.

University of Oregon Classification of and Responsibility for Emissions:

The table on the following pages is influenced by the WRI/WBCSD protocol.  We organized the UOÕs emissions into four categories.  Class I emissions translate into scope one and scope two emissions.  Class II, Class III and Class IV emissions each represent a piece of scope three emissions. During the 2007-08 academic year, the EIC defined each emissions class and provided examples of sources of emissions for each class.  Recommendations for the UOÕs responsibilities for each emissions class are then given followed by recommended goals, actions, measurement units, and monitoring requirements.

EIC Committee Chair for 2008-09

Professor Art Farley was nominated by outgoing committee chair Chuck Kalnbach to chair the Environmental Issues Committee for the 2008-09 academic year.  Committee members present at the June 12th meeting unanimously supported the motion and Professor Farley accepted the position.

EIC issues for 2008-09 Academic Year:

During the 2007-08 academic year the EIC identified and resolved numerous important questions related to the UOÕs climate action plan. The EIC will address the following questions that it did not have time to deliberate when its monthly meetings resume in the Fall Õ08.

• Buildings owned by UO and leased by UO will be included in the GHG emissions report.  Should buildings that UO leases to others be included in the GHG emissions report?
• What criteria should be used to determine which types carbon offset projects are acceptable?
• What criteria should be used to determine which carbon offset organizations the UO should work with?
• Can UO claim carbon offset credits for our commuter programs?
• How broadly should Class III emissions be interpreted?  Do they include emissions from fan travel to sporting events, graduation ceremonies, conferences and lectures?  Or is it limited to commute travel from current faculty, staff, and students?

Class I: Physical infrastructure
Definition		Emissions that result from the daily operation of all UO owned or leased property.
Sources		UO Central Power Station, purchased electricity, refrigerants, vehicles owned by UO, emissions resulting from water treatment, delivery, and waste water management.
EIC DRAFT Recommendations	UO Responsibility	UO will take action to reduce these emissions as much as possible and neutralize the remaining Class I emissions by purchasing carbon offsets.
	Goals	Use 1990 as a baseline year. Reduce and offset emissions 20% below 1990 levels by 2010, 40% below 1990 levels by 2020 and 100% below 1990 levels by 2050.  This allows UO to benefit from its existing efficiency work up through the first two interim timelines.  These goals are more aggressive than current goals for state owned buildings that aim for stabilization by 2010, 10% reduction by 2020 and 50% reduction by 2050.
	Actions	Draft recommendations to be developed by Sustainable Buildings technical working group.
	Measurement	Measure carbon emissions for all buildings owned or leased by UO in absolute terms, per building square foot, and per full time student. Use only the second two measurements to gauge success.  Imbedded emissions in water shall be estimated using figures provided by EWEB and the Metropolitan Wastewater Management Commission.
	Monitoring	Annual monitoring and reporting organized into three categories: 1) contiguous main campus properties and their associated vehicles, 2) all other properties in Eugene and their associated vehicles, and 3) all other properties and vehicles associated with those properties.  Annual monitoring of second two categories to be completed when data becomes readily accessible.
Class II: Direct transportation activities
Definition		Emissions resulting from travel conducted on behalf of and/or sanctioned by the University of Oregon.
Sources		Auto travel for university business, faculty and staff air travel, athletic staff and student travel, student travel to and from UO sanctioned study abroad programs.
EIC DRAFT Recommendations	UO Responsibility	UO will develop baseline Class II emissions profile, take action to reduce these emissions as much as possible, and neutralize the remaining Class II emissions by purchasing carbon offsets.
	Goals	Reduce business travel where appropriate. Encourage transportation modes that emit fewer emissions.  Develop carbon offset programs for travel emissions.
	Actions	Work with Department of Administrative Services to develop appropriate monitoring program and increase MPG requirements for motor pool vehicles.  Additional recommendations to be developed by Sustainable Transportation technical working group.
	Measurement	Measure carbon emissions in absolute terms and per user.
	Monitoring	Annual monitoring for vehicle miles.  Annual monitoring for air miles once system is operational.

Class III: Indirect transportation activities
Definition		Emissions resulting from travel to and from campus by current users that is not paid for by the University of Oregon. The exception to this rule is student travel to and from UO sanctioned Study Abroad program sites.
Sources		Daily commute travel.
EIC DRAFT Recommendations	UO Responsibility	UO will continue to provide and support safe low-carbon alternatives for automobile travel. However, UO will not be responsible for mitigating or offsetting commute related emissions. These emissions are not directly under UO control.
	Goals	Provide and support transportation alternatives for all faculty, staff, and students.
	Actions	Draft recommendations to be developed by Transportation Working Group.
	Measurement	Estimate carbon emissions per user.
	Monitoring	Conduct survey to estimate commute emissions every 5 years.
Class IV:  Goods and Services
Definition		Emissions resulting during any stage of the life cycle (manufacturing, processing, distribution, decay) of materials purchased for use by the University of Oregon.
Sources		Imbedded energy and greenhouse gas emissions in purchases (food, paper, computers, construction materials, etc).
EIC DRAFT Recommendations	UO Responsibility	UO will continue to support and enhance the Campus Recycling program (Reduce, Reuse, Recycle) and purchase wisely.  UO will not be responsible to mitigate or offset remaining emissions associated with its goods and services as these are Scope 1 and 2 emissions from the businesses that manufactured and/or provided these goods and/or services.
	Goals	UO will consider embodied energy in all of its purchases and reduce these related emissions through smarter purchasing decisions.
	Actions	Draft recommendations generated by Purchasing working group.
	Measurement	To be developed as tools and procedures become available.
	Monitoring	To be developed as tools and procedures become available.

        FINAL WINTER 2008 CURRICULUM REPORT

 

 

The body of this report consists of two major sections: Course Proposals reviewed winter 2008 and Other Curricular Matters. Policies and definitions governing group and multicultural general-education requirements are under Other Curricular Matters.

 

Course proposals approved by both the University of Oregon Committee on Courses (UOCC) and the University Senate are effective fall term 2008, unless a specific term is requested by an academic department and stated otherwise in this report.

 

The UOCC will consider new proposals during spring term and will submit a spring quarterly report to the University Senate in May 2008.

 

Routing of Minor Changes: The UOCC has confirmed that the following minor course changes may be made without review by the full committee: minor edits of course description, pre- or corequisites, grading option, and conditions of repeatability. Changes may be submitted in writing directly to the Office of the Registrar and Creative Publishing, in care of Mike Jefferis (jefferis@uoregon.edu) and Scott Skelton (sskelton@uoregon.edu). The memorandum should indicate the effective term for the change(s). Note: extensive changes may be referred to the UOCC for review.

 

Courses Not Taught Report: The UOCC has changed the policy of dropping courses not taught within the past three years from the fall curriculum report to the spring curriculum report. This allows the correct listing of courses in the catalog for the following curricular year. The intention for this change is to allow departments a chance to reply earlier and provide a more thoughtful response while still involved in curricular planning and staffing for the next academic year and can best determine which courses they are able to offer.

 

Multicultural Courses Policy: As part of general education, offerings of multicultural courses at the 100, 200, and 300 levels need to be available to a wide spectrum of students from all across the university. Departments wishing to offer courses to satisfy the multicultural requirement should make these courses available at the more general 100, 200, or 300 levels whenever possible, rather than at the more specialized 400 level.

 

Extended Course Descriptions for Group-Satisfying Courses: All proposals for courses that would satisfy a group requirement for general education must include a suitable extended course description for use with the course, as specified in senate legislation:

 

�For all group-satisfying courses to be offered during a particular term, faculty members or departments are asked to post electronically, in the Schedule of Classes, course descriptions that are substantially expanded over those provided in the catalog. The posted course information should be understandable to someone unfamiliar with the field and should emphasize the questions or issues that reveal, by their breadth and significance, why the course has earned group status.�(US03/04-8, May 12, 2004)

 

 

March 12, 2008:          University Senate considers winter 2008 preliminary report of the University of Oregon Committee on Courses.

March 19, 2008:          Curricular proposals for consideration in the spring round must be submitted to the provost�s office.

May 14, 2008:             University Senate considers spring 2008 preliminary report of the University of Oregon Committee on Courses.

 

Academic Year 2008–9

September 17, 2008:    Curricular proposals for consideration in the fall 2008 round must be submitted to the provost�s office.

November 26, 2008:     University Senate considers fall 2008 preliminary report of the University of Oregon Committee on Courses.

December 24, 2008:     Curricular proposals for consideration in the winter 2009 round must be submitted to the provost�s office.

March 11, 2009:          University Senate considers winter 2009 preliminary report of the University of Oregon Committee on Courses.

March 18, 2009:          Curricular proposals for consideration in the spring 2009 round must be submitted to the provost�s office.

May 13, 2009:             University Senate considers spring 2009 preliminary report of the University of Oregon Committee on Courses.

 

 

 

Members, University of Oregon Committee on Courses

 

Voting:       Paul Engelking, Chair                        Ex officio:        Herb Chereck

                  Jack Boss                                                               John Crosiar

                  Emma Martin                                                          Marian Friestad

                  Paul Peppis                                                             Scott Skelton

                  Arkady Vaintrob                                                      Andrew Wahlstrom          

                  Frances White

                                                                                              

Student:      Michelle Lewis                                 Staff:               Lizz Zitron

                                                                                               Mike Jefferis

 

The University of Oregon Committee on Courses moves that the following course proposals and other curricular matters be approved.

 

Unless indicated otherwise, courses may be taken either pass/no pass or for letter grades. �P/N only� or �graded only� indicates that all students must take the course as specified in the bold print. Separate grading options for majors are bracketed in this report and appear in UO class schedule notes; they are not printed in the UO Catalog. R after course credits means that the course number may be repeated for credit. �Sequence� after the description means the courses must be taken in numerical order.

 

 

NEW COURSES

 

CH 113 The Chemistry of Sustainability (4) Illustrates how chemistry provides innovative materials, processes, and consumer products that support sustainable solutions to problems of energy utilization, global warming, and pollution prevention. Prereq: MATH 95; high school chemistry. Effective spring term 2008.

Approved to satisfy Group III: Science general-education requirement.

 

 

 

DROPPED COURSES

 

COLT 201 The World of Epic (4)

Content to be covered in newly proposed course: COLT 211

Previously satisfied Arts and Letters group requirement.

 

COLT 202 The World of Drama (4)

Replace individual genre courses with COLT 211: a course that addresses world literature across genre.

Previously satisfied Arts and Letters group requirement.

 

COLT 203 The World of Poetry (4)

Replace individual genre courses with COLT 211: a course that addresses world literature across genre.

Previously satisfied Arts and Letters group requirement.

 

COLT 204 The World of Fiction (4)

Replace individual genre courses with COLT 211: a course that addresses world literature across genre.

Previously satisfied Arts and Letters group requirement.

 

COLT 206 The World of Autobiography (4)

Replace individual genre courses with COLT 211: a course that addresses world literature across genre.

Previously satisfied Arts and Letters group requirement.

 

COLT 208 Genre: [Topic] (4R)

Replace individual genre courses with COLT 211: a course that addresses world literature across genre.

Previously satisfied International Cultures multicultural requirement.

 

COLT 418/518 Modernisms [Topic] (4R)

This course will be replaced by COLT 430/530 Literary Movements, a course with similar content but in a broader context.

 

COLT 464/564 Cross-Cultural Investigations of Gender: [Topic] (4R)

This course will be replaced by COLT 470/570, Studies in Identity, with similar content but in a broader context.

Previously satisfied Identity, Pluralism and Tolerance multicultural requirement.

 

 

EXISTING COURSES

 

COLT 450/550 Cinematic Representations: [Topic] (4-5R)

(Changed course description, course title, credits)

COLT 450/550 Comparative Studies in Cinema: [Topic] (4R) Advanced consideration of the aesthetic (including literary) and cultural contexts of world film. R twice when topic changes for maximum of 12 credits. Calhoon.

 

COLT 461/561 Studies in Contemporary Theory: [Topic] (4–5R)

(Changed credits)

COLT 461/561 Studies in Contemporary Theory: [Topic] (4R)

 

COLT 462/562 Cultural Intersections: [Topic] (4–5R)

(Changed credits)

COLT 462/562 Cultural Intersections: [Topic] (4R)

 

COLT 490/590 Philosophical Problems and Literary Contexts:[Topic] (4–5R)

(Changed course title, credits)

COLT 490/590 Literature and Philosophy: [Topic] (4R)

 

 

NEW COURSES

 

COLT 211 Comparative World Literature (4) Explores literature from a global standpoint. Examines movement of literary forms (e.g., genres, motifs, rhetorical modes) from one culture, region, historical epoch to the next.

Approved to satisfy Group I: Arts and Letters general-education requirement.

Approved to satisfy Category C: International Cultures multicultural requirement.

 

COLT 212 Comparative World Cinema (4) Introduces the principles of comparative analysis, exploring the aesthetic, ideological, and socio-economic exchanges between national cinematic traditions. Themes vary by instructor. Recent themes include Melodrama, Zombies, Queer Cinema.

Approved to satisfy Group I: Arts and Letters general-education requirement.

Approved to satisfy Category C: International Cultures multicultural requirement.

 

COLT 302 Theories of Poetry (4) Introduction to the study of poetry and poetic form from a world perspective. Offered alternate years.

 

COLT 303 Theories of the Novel (4) Introduction to the study of narrative and the novel from a world perspective. Offered alternate years.

 

COLT 304 Theories of Drama (4) Introduction to the study of drama and performance from a world perspective. Offered alternate years.

 

COLT 305 Cultural Studies (4) [Graded only for majors] Introduction to the interdisciplinary study of cultural discourses and practices.

Approved to satisfy Group I: Arts and Letters general-education requirement.

Approved to satisfy Category C: International Cultures multicultural requirement.

 

COLT 415 Capstone Seminar (4) [Graded only for majors] Senior seminar for all comparative literature students includes development and presentation of an original research project.

 

COLT 430/530 Literary Movements: [Topic] (4R) Literature and other media considered within the context of intellectual, cultural and/or socio-political movements (e.g., modernism, situationism, the baroque). R when topic changes. Offered once every two or three years.

 

COLT 440/540 Studies in Genre: [Topic] (4R) Analysis of specific literary genres, modes, or both (e.g., lyric poetry, comedy, allegory). R when topic changes. Offered every two to three years.

 

COLT 460/560 Major Theorists: [Topic] (4R) Concentrates on the work of a single literary or cultural theorist (e.g., Walter Benjamin, Jacques Derrida, Gayatri Spivak). Rwhen topic changes. Offered every two to three years.

 

COLT 470/570 Studies in Identity: [Topic] (4R) Advanced study of gender, ethnicity, and other identity formations in literature. R when topic changes. Offered every two to three years.

 

 

 

NEW COURSES

UOCC administrative action

CRWR 608 Special Topics: [Topic] (1–5R) Effective fall 2008.

 

 

 

NEW COURSES

 

CHN 420 Intermediate Language Strategies (4) Graded only. Focuses on group and individual language study that is typically correlated with a specific content course concerning China or other Chinese-speaking areas. Sequence with CHN 421, 422. Prereq: third-year Chinese language proficiency.

 

CHN 421 Intermediate Language Strategies (4) Graded only. Focuses on group and individual language study that is typically correlated with a specific content course concerning China or other Chinese-speaking areas. Sequence with CHN 420, 422. Prereq: third-year Chinese language proficiency.

 

CHN 422 Intermediate Language Strategies (4) Graded only. Focuses on group and individual language study that is typically correlated with a specific content course concerning China or other Chinese-speaking areas. Sequence with CHN 420, 421. Prereq: third-year Chinese language proficiency.

 

CHN 440 Advanced Language Strategies (4) Graded only. Focuses on group and individual language study that is typically related to a content course and domain-specific language learning. Sequence with CHN 441, 442. Prereq: fourth-year Chinese language proficiency.

 

CHN 441 Advanced Language Strategies (4) Graded only. Focuses on group and individual language study that is typically related to a content course and domain-specific language learning. Sequence with CHN 440, 442. Prereq: fourth-year Chinese language proficiency.

 

CHN 442 Advanced Language Strategies (4) Graded only. Focuses on group and individual language study that is typically related to a content course and domain-specific language learning. Sequence with CHN 440, 441. Prereq: fourth-year Chinese language proficiency.

 

 

 

REINSTATED COURSES

 

UOCC administrative action

EC 461/561 Industrial Organization and Public Policy (4) Reinstated effective fall 2008.

 

 

 

NEW COURSES

 

(Course previously taught as 607 in fall 2003 and spring 2008)

ENG 614 Introduction to Literary and Cultural Theory (5) Graded only. Introduces students to a number of the most important and influential developments in 20th-century literary and cultural theory. Graduate seminar.

 

 

 

NEW COURSES

 

GEOL 418/518 Earth and Environmental Data Analysis (4) [Graded only for majors] Tools-based instruction in data analysis for earth and environmental scientists. Topics include descriptive statistics, visualization, uncertainty analysis, hypothesis testing, regression, time series, and directional data. Prereq: MATH 246 or 251.

 

 

 

DROPPED COURSES

 

UOCC administrative action

SCAN 250 Scandinavian Fantasies (4)

 

 

EXISTING COURSES

 

SCAN 315 Cinematic Traditions in Scandinavia (4)

(Changed course description, course title)

SCAN 315 Nordic Cinema (4) Examines cinematic culture in the Nordic countries of Denmark, Finland, Iceland, Norway, and Sweden. Includes works by Ingmar Bergman and the Danish group Dogma 95.

 

(Changed course description)

SCAN 340 Emergence of Nordic Cultures and Society (4)

Explores early history of Nordic region from pre-Viking days to 1750. Includes Viking history, settlement patterns, material culture, language development, political and belief systems.

 

(Changed course description)

SCAN 353 Scandinavian Women Writers (4)

Examines social issues, especially gender, in literature written by women from Denmark, Finland, Iceland, Norway, and Sweden. Primary emphasis on 19th- and 20th-century texts.

 

NEW COURSES

 

Previously taught as SCAN 250 Scandinavian Fantasies

SCAN 251 Text and Interpretation (4) An introduction to textual analysis; explores the relationship between experience, description, and identity through the reading and viewing of Scandinavian literature and film. Students may not receive credit for both SCAN 250 and SCAN 251.

Approved to satisfy Group I: Arts and Letters general-education requirement.

Approved to satisfy Category C: International Cultures multicultural requirement.

 

UOCC administrative action

SCAN 507 Seminar: [Topic] (1–5R)

 

UOCC administrative action

SCAN 510 Experimental Course (1–5R)

 

 

DROPPED COURSES

 

UOCC administrative action

HIST 354 American Foreign Relations since 1933

 

 

 

NEW COURSES

 

HPHY 104 Understanding Human Disease (4) Introduces fundamental physiological and anatomical concepts to nonscience majors, to better understand disease and how humans adapt to create solutions to environmental challenges. Effective spring term 2008.

Approved to satisfy Group III: Science general-education requirement.

 

 

EXISTING COURSES

 

(Changed course description, credits-workload, fee, instruction types)

LT 448/548 Curriculum and Materials Development (4) Introduction to elements of curriculum design and related materials development. Development and implementation of language curriculum. Practical application. Pre- or coreq: LT 446/546.

 

(Changed course description, credits-workload, instruction types)

LT 449/549 Testing and Assessment (4) Principles and types of language testing; focuses on classroom testing, test design and integration into curriculum, and test planning for teaching situations. Pre- or coreq: LT 448/548.

 

EXISTING COURSES

 

UOCC administrative action

PS 342, Politics of China I

(Changed course title)

PS 342 Politics of China

 

 

UOCC administrative action

PS 463/563, Government and Politics of Latin America I

(Changed course title)

PS 463/563 Government and Politics of Latin America

 

UOCC administrative action

PS 480/580, Introduction to Rational Choice I

(Changed course title)

PS 480/580 Introduction to Rational Choice

 

 

 

 

 

EXISTING COURSE CHANGES

 

(Changed course description)

ARTO 251 Creative Black-and-White Photography (4R) Basic black-and-white photographic processes and skills including camera use, film development, printing, and presentation. Exploration of fine art directions within photography. Manual 35mm camera required.

 

(Changed course description, repeatability)

ARTO 352 Creative Large-Format Photography (4R) Introduces large-format cameras and their aesthetic possibilities. Four-by-five and eight-by-ten view cameras provided. Includes camera use, film and development, printing skills. Pre- or coreq: ART 115, 116, 233; ARTO 251.

 

ARTO 353 Constructed Image in Creative Photography (4R)

(Changed course description, course title, repeatability)

ARTO 353 Conceptual Strategies in Photography (4R) Studio-based investigation into concepts extending beyond the single image. Through projects and the study of artists, strategies of narrative, layering of image, and consecutive imagery are explored. Pre- or coreq: ART 115, 116, 233; ARTO 251. R once for maximum of 8 credits.

 

ARTO 484/584 Advanced Photography (4R)

(Changed course description, course title)

ARTO 484/584 Advanced Photography: [Topic] (4R) Investigates photographic practice and philosophy through readings and discussion; students engage in personal studio practice and class critiques. Pre- or coreq: ARTO 251, 352, or 353. R once for maximum of 8 credits.

 

ARTP 281 Introductory Painting (3–4R)

(Changed Course Title)

ARTP 281 Introductory Painting I

 

NEW COURSES

 

ART 308 Technical Workshop: [Topic] (1–3R) Topics may include Beginning Woodworking, Basic Metal Fabrication, Dreamweaver, InDesign, Photoshop. R when topic changes.

 

ARTO 354 Digital Photography (4R) Introduction to digital still photography, utilizing the computer as a fine art tool. concentrates on photographic image capture, retouching, manipulation, color management and output. Digital camera required. Prereq: ART 115, 116, 233; ARTO 251. R with mastery of subject.

 

(Course previously taught as 408/508 in winter 2007)

ARTO 451/551 The Fabricated Image (4R) Concentrates on ideas surrounding narrative tableaux, cinema, and staged photography; introduces creative possibilities of artificial and natural lighting. Addresses historical and contemporary concerns. Studio setting. Prereq: ARTO 352 or 353 or 454/554. R with mastery of subject.

 

ARTP 381 Introductory Painting II (4R) Integrates concepts and approaches introduced in Introductory Painting I (ARTP 281) to develop more individual and complex strategies of form and meaning. Sequence with ARTP 281. Prereq: ART 115, 116, 233; ARTP 281. R with mastery of subject.

 

 

 

NEW COURSES

 

(Course previously taught as 408/508)

PPPM 434/534 Urban Geographic Information Systems (4) Graded only. Introduction to geographic information systems in areas of environmental, demographic, suitability, and transportation-related research.

(Course previously taught as 407/507)

PPPM 460/560 Health Policy (4) Introduction to the key health-policy issues of access, cost, quality, and racial and ethnic disparities.

 

EXISTING COURSES

 

(UOCC Administrative Action)

PPPM 636 Public Policy Analysis

(Change in prerequisite)

Prereq: PPPM 628 or equivalent.

 

 

 

NEW COURSES

 

PD 323 Drawing (4) Introduces specific techniques in drawing and modeling objects and their spatial context; the demonstration and implementation of various media and types of drawing. Prereq: ART 115, 116, 233 or ARCH 283, 284.

 

PD 340 Design for Use (4) Provides the basic theoretical underpinnings for considering the socio-cultural background and design of products. Lectures and readings present main issues; discussions complete conceptual principals.

 

PD 350 Objects and Impacts (4) Explores how design influences and is influenced by materials and manufacturing processes. Lectures, readings, and discussions present sustainability, aesthetic, and functional aspects of product design. Prereq: PD 340.

 

PD 370 Design Process (4) Explores various research methods and aspects of the design process from several disciplinary and professional perspectives using multiple role-playing and problem-solving possibilities. Lectures, readings, discussions. Prereq: PD 340.

 

PD 401 Research: [Topic] (1–12R) Prereq: instructor�s permission. R with change of topic.

 

PD 404 Internship: [Topic] (1–12R) Prereq: instructor�s permission. R with change of topic.

 

PD 404 B.F.A. Internship (4R) Students work in a designer�s office, at a manufacturer�s business, or in a research-based center; professional mentors provide specialized management of student and grade performance. Prereq: B.F.A. standing. R for three terms of student�s B.F.A. year.

 

PD 405 Reading and Conference: [Topic] (1–6R) Prereq: instructor�s permission. R with change of topic.

 

PD 406 Special Problems: [Topic] (1–8R) Prereq: instructor�s permission. R with change of topic.

 

PD 407 Seminar: [Topic] (1–4R) R with instructor�s permission.

 

PD 408 Workshop: [Topic] (1–6R) R with change of topic.

 

PD 410 Experimental Course: [Topic] (1–6R) R with instructor�s permission.

 

PD 484 Studio (4–6R) Varied studios combine practical problem-solving with a focus on schematic-to-design development and aspects of prototyping, manufacturing, and test marketing. Prereq: PD 323, 340, 350, 370 or junior standing in architecture, art, or interior architecture. R for three terms of student�s senior year.

 

PD 486 Studio: B.F.A. (6R) Explores problems that stress design development through innovation and the responsibility to solve complex societal, functional, and aesthetic issues. Seminar component fosters theoretical, professional, and creative discussion. Prereq: B.F.A. standing. R for three terms of student�s B.F.A. program.

 

 

 

 

 

EXISTING COURSES

 

BA 720 Financial Markets and Corporate Strategy (4)

(Changed course title, description)

BA 720 Global Financial Strategy (4) Examines the financial strategies of global firms. Includes analysis of such issues as firm valuation, acquisitions, restructuring, risk assessment, and raising capital across world markets.

 

(Change in credits and workload)

BA 723 Formulating Corporate Strategy (4)

(Change from 5-credit course to 4, reduce length of course from nine to eight weeks)

 

 

 

 

NEW COURSES

 

EDST 611 The Scholarship of Teaching (4) [Graded only for majors] Examines the recent emergence of a focus on teachers as reflective practitioners, inquirers, action researchers, and scholars of pedagogical understanding.

 

EDST 612 Foundations of Teaching and Learning (4) [Graded only for majors] Provides students with the psychological foundations of teaching and learning.

 

EDST 613 Motivation and Management (4) [Graded only for majors] Focuses on the inextricable relationship between assumptions about human motivation and classroom management practices.

 

EDST 614 Cultural Context of Education (4) [Graded only for majors] Examines the cultural foundations of educational practice through a critical review of four decades of ethnographic research on school and student culture.

 

EDST 615 Technology and Education (4) [Graded only for majors] Introduction to major contemporary issues affecting education in the digital age.

 

EDST 616 Language, Power, and Education (4) [Graded only for majors] Examines the politics, policies, and practical realities associated with language and literacy in educational settings and how these issues affect all students to some degree.

 

EDST 617 The English Language Learner (4) [Graded only for majors] Historical, demographic, political, and legal perspectives on the education of children whose native language is not English.

 

EDST 620 Evolution and the Math Wars (4) [Graded only for majors] Focuses on the debates that influence, and in some cases overshadow, the teaching of mathematics and science from kindergarten to grade 12. Sequence with EDST 621, 622 (or 623, 624); 625, 626.

 

EDST 621 Representing Mathematical Concepts (4) [Graded only for majors] Students deepen their content knowledge, widen their understanding of student conceptualizations of mathematics, and reflect on their own mathematics instructional practices. Sequence with EDST 620, 622, 625, 626.

 

EDST 622 Mathematical Problem-Solving Curriculum (4) [Graded only for majors] Prepares students to view mathematics as a problem-solving field rather than a set of discrete skills and operational rules. Sequence with EDST 620, 621, 625, 626. Prereq: EDST 621.

 

EDST 623 Representing Science Concepts (4) [Graded only for majors] Examines why science is taught, what science subjects need to be taught, and how science is learned. Sequence with EDST 620, 624, 625, 626.

 

EDST 624 Scientific Problem-Solving Curriculum (4) [Graded only for majors] Presents science as a problem-solving field rather than a set of discrete facts and concepts. Introduces scientific literacy as the aim of science teaching. Sequence with EDST 620, 623, 625, 626. Prereq: EDST 623.

 

EDST 625 Diverse Learners in Mathematics and Science (4) [Graded only for majors] Examines the research and practices that support an inclusive and culturally responsive approach to mathematics and science education. Sequence with EDST 620; 621, 622 (or 623, 624); 626. Prereq: EDST 622 or 624.

 

EDST 626 English Language Learners Pedagogy for Mathematics and Science (4) [Graded only for majors] Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the curricular mandates of mainstream mathematics and science courses. Sequence with EDST 620; 621, 622 (or 623, 624); 625. Prereq: EDST 622 or 624.

 

EDST 630 Humanities Curriculum and Cultural Conflict (4) [Graded only for majors] Examines the epistemology and conceptions of education that underlie the humanities curriculum at the secondary level. Sequence with EDST 631, 632 (or 633, 634 or 635, 636); 637; 638.

 

EDST 631 Representing Literature to Young People (4) [Graded only for majors] Examines why literature is taught and the way teachers represent literary works to students. Sequence with EDST 630, 632, 637, 638.

 

EDST 632 Engaging Students in Writing (4) [Graded only for majors] Overview of strategies and tools for engaging students in the writing process. Emphasis on genres of writing and use of technology to enhance student writing. Sequence with EDST 630, 631, 637, 638. Prereq: EDST 631.

 

EDST 633 Representing Second-Language Concepts (4) [Graded only for majors] Provides a research-based foundation for planning, teaching, assessing, and managing second-language learning for the great diversity of students encountered in middle and high school. Sequence with EDST 630, 634, 637, 638.

 

EDST 634 Second-Language Conversation and Composition (4) [Graded only for majors] Advanced teaching methodologies, techniques, and skills to effectively promote proficiency and fluency in second languages. Sequence with EDST 630, 633, 637, 638. Prereq: EDST 633.

 

EDST 635 Representing Social Studies Concepts (4) [Graded only for majors] Examines why social studies is taught and the way teachers represent social studies concepts to students. Sequence with EDST 630, 636, 637, 638.

 

EDST 636 Social Studies Inquiry and Analysis (4) [Graded only for majors] Explores the theory and practice of teaching social studies as a specialized form of inquiry. Sequence with EDST 630, 635, 637, 638. Prereq: EDST 635.

 

EDST 637 Serving Diverse Learners in Humanities (4) [Graded only for majors] Theories about and practical strategies for working with culturally, linguistically, and academically diverse learners. Sequence with EDST 630; 631, 632 (or 633, 634 or 635, 636); 638. Prereq: EDST 632 or 634 or 636.

 

EDST 638 English Language Learners Pedagogy for Humanities (4) [Graded only for majors] Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the curricular mandates of mainstream language arts and social studies courses. Sequence with EDST 630; 631, 632 (or 633, 634 or 635, 636); 637.

 

EDST 640 Constructing Meaning through Literacy (4) [Graded only for majors] Provides concepts and strategies used in teaching children to read. Focuses in particular on instruction for beginning and intermediate readers and writers. Sequence with EDST 641.

 

EDST 641 Reading as a Cultural Practice (4) [Graded only for majors] Examines the teaching of reading as a practice filled with cultural meaning, placing reading education in its wider social and cultural context. Sequence with EDST 640. Prereq: EDST 640.

 

EDST 642 Pedagogical Methods in the Humanities (4) [Graded only for majors] Explores the application of language arts and social studies methods and strategies for future elementary school practitioners.

 

EDST 643 Teaching Mathematics: Facts and Inquiry (4) [Graded only for majors] Focuses on four areas of instruction crucial to becoming a skillful beginning teacher of mathematics. Sequence with EDST 644.

 

EDST 644 Teaching Mathematics: Inquiry in Context (4) [Graded only for majors] Investigates techniques and strategies used to effectively teach mathematics and assess students. Sequence with EDST 643. Prereq: EDST 643.

 

EDST 645 Teaching Science: Detail and Discovery (4) [Graded only for majors] Emphasizes science as a process of contemplating, exploring, and raising questions about the world in elementary classrooms.

 

EDST 646 English Language Learners Pedagogy for Elementary Classrooms (4) [Graded only for majors] Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the mandates of elementary-level curriculum. Prereq: EDST 641.

 

 

 

DROPPED COURSES

 

PEL 301 Action Leadership (1)

 

PEMB 111 Self Breema (1R)

 

PEOL 287 Glacier Rig/Rescue Prep (1R)

 

PEOW 205 Fly Fishing I (1R)

 

EXISTING COURSES

 

PEAE 301 Core and Stretch (1R)

(Changed subject code)

PEF 301 Core and Stretch (1R)

 

PEMA 214 Italian Long Sword (1R)

(Changed course title)

PEMA 214 Italian Long Sword I

 

 

NEW COURSES

 

(Course previously taught as 399 in fall 2007)

PEMA 215 Italian Long Sword II (1R) P/NP. Advanced long sword techniques from the 14th, 15th, and 16th centuries are taught through drills and katas typical in martial arts traditions. Sequence with PEMA 214. Prereq: PEMA 214. R once for credit.

 

 

 

NEW COURSES

 

UOCC administrative action

CRES 410 Experimental Course (1–5R)

 

 

 

 

 

 

COLLEGE OF ARTS AND SCIENCES

 

Correction: In the final fall 2007 curriculum report, BI 309 Diseases of Africa (4) was erroneously titled as BI 309 Diseases in Africa (4).

 

COLLEGE OF EDUCATION

 

The proposed name change of the marriage and family therapy master�s program in the Department of Counseling Psychology and Human Services to couples and family therapy was approved and effective November 1, 2007. In conjunction with this change, the proposed subject code change of MFT (Marriage and Family Therapy) to CFT (Couples and Family Therapy) was approved, effective summer term 2008.

 

Correction: EDST 457/557 Equal Opportunity: Diaspora and Immigration approved fall 2007. Effective term changed to summer 2008.

 

Correction: EDST 458/558 Observation: Equal Opportunity I approved fall 2007. Effective term changed to summer 2008.

 

 

NEW COURSES

 

(Course previously taught as 407/507)

PPPM 442/542 Sustainable Urban Development (4) Examines the city as the nexus for environmental challenges, including land-use planning, transportation planning, community and neighborhood design, and green buildings.

 

 

 

NEW COURSES

 

(Course previously taught as FHS 410)

FHS 216 Diversity in Human Services (4) [Graded only for majors] Provides glimpses into various social groups and the rudimentary knowledge, awareness, and skills required to function effectively as a social-service worker within diverse populations.

 

 

 

 

 

 

 

 

 

 

 

The Committee on Courses offers the following reminders:

 

�      Proposals to the Committee on Courses must be submitted on electronic forms, available on the CAS website, http://uocurriculum.uoregon.edu/. Arrangements for access may be made by contacting the appropriate college curriculum coordinator for each individual professional school or college. Proposals submitted on old forms will be returned, without review, to academic departments, schools, or colleges. Proposals must be submitted to the Committee on Courses prior to the beginning of the term in which they are to be considered. Proposals received after the beginning of the term will be deferred to the following term. All departments should consult their college curriculum coordinator for deadline dates or go to http://uocurriculum.uoregon.edu/ and click the �Important Dates� link.

�     The following minor course changes may be made without review by the full committee: minor edits of course description, pre- or co-requisites, grading option, and conditions of repeatability. Changes may be submitted in writing directly to the Offices of the Registrar and Creative Publishing, in care of Mike Jefferis (jefferis@uoregon.edu) and Scott Skelton (sskelton@pages.uoregon.edu), respectively. The memorandum should indicate the effective term for the change(s). Note: extensive changes may be referred to the UOCC for review.

�     If there is any question that a proposed new or changed course might duplicate coverage in an existing course from another department or school, the proposing department must gain written confirmation that the other department has been consulted and does not object to the new or changed course.

�     Proposals for new courses must be accompanied by full syllabi.

�     For 4xx/5xx level courses, both proposal forms and syllabi must state explicitly the substantive and measurable differences in type and amount of work for the two levels.

�     The minimal requirements for general-education status of a course are regarded as necessary, but not always sufficient, for inclusion of a course as part of a comprehensive general-education program at the university.

Group satisfying courses are intended to provide students with a cohesive general-education program. Proposals for group-satisfying status of a course should explain how the course enhances general-education at the university, explicitly stating how the course would complement other group-satisfying courses, and which other courses would be especially suitable for students to take in accompaniment. Approved March 10, 2004.

According to University Senate legislation, courses submitted for group-satisfying status must be submitted to the Intercollege General-education Review Committee.

Proposals for undergraduate group-satisfying and multicultural courses must include written justification, regardless of whether they are new or existing courses.

�     The minimal requirements for multicultural status of a course are regarded as sufficient for inclusion of a course as part of the multicultural course requirements.

Any course that might appear to satisfy the university multicultural requirements, either by title, description, or content, is carefully examined to see if it should be listed as a multicultural course. If a course might appear on its face eligible for multicultural status, the committee needs clear explanation of why the course does—or does not—satisfy multicultural course guidelines. Arbitrary exclusion of courses from the list of multicultural satisfying courses can engender student confusion or cynicism. Approved on March 10, 2004.

�     The UO Committee on Courses has established the policy that the phrase �or instructor�s consent� will not be stated along with any other course prerequisites. The prerequisites of any course may be overridden by instructor�s consent, and need not be stated explicitly for individual courses. Academic departments are able to override any prerequisite requirements in Banner should a student qualify to enroll.

�Instructor�s consent� is reserved for use alone as a sole prerequisite to allow departments to monitor suitability of enrollment in courses for individual students, preventing enrollment without prior approval. Academic departments should be aware they must code the courses correctly and assume enrollment management responsibilities, preauthorizing each student individually, with this option. Approved March 10, 2004.

 

As the primary, commonly available summary of a course, the syllabus serves several purposes. It outlines the course, it denotes what students may expect from the course, and it locates the course in the curriculum. The syllabus is the best, most concise description of a course by its teacher available to both prospective students and colleagues. The Committee on Courses uses syllabuses in its review of courses. To maximize the usefulness of a syllabus to students and faculty, it should contain the following contents:

 

1. Course Number

2. Title

3. Credits

4. Term, place, time, instructor

(For a new course proposal, indicate when it is likely to be offered, and how frequently)

(For a new course proposal, indicate who is likely to teach the course)

 

5. Position in the curriculum

� Satisfies group requirement? Explain why

� Satisfies multicultural requirement? Explain why

� Satisfies other general-education requirement?

� Satisfies other major or program requirement?

� Preparatory for other courses?

� List prerequisites or other suggested preparation

 

6. Format (lecture, discussion, laboratory)

 

7. Outline of subject and topics explored

 

8. Course materials (texts, books, readings)

 

9. Instructor expectations of students

� Be explicit (by pages assigned, lengths of assignments)

� Level of student engagement expected (see suggested Student Engagement Inventory on following page)

� Readings

� Problems

� Attendance

� Project

� Writing

� Laboratory

� Field work

� Work with electronic media, network, online

� Performance

� Presentation

� Exams

� Differential expected for graduate work for joint 4xx/5xx-level courses

 

10. Assessment

� Methods (testing, homework)

� Times or frequency

� Grading policy

� Incomplete policy

 

[See Faculty Handbook for other recommendations regarding university policies.]

 

To aid in assigning student credit hours uniformly to courses in the curriculum, the committee inventories the amount of student engagement in a course. The committee has found the following tool to be useful. Departments preparing course proposals are invited to use this form when deciding how many SCH units to request for a proposed course. Departments are encouraged to report to the committee how this tool may be improved for their use.

 

Please identify the number of hours a typical or average student would expect to spend in each of the following activities. The general guideline is that each undergraduate credit should reflect thirty hours of student engagement. Therefore, a 3-credit course would engage students for ninety hours total among the activities listed below, whereas a 4-credit course would list 120 hours of activities in which students are engaged over the course of the term. (Graduate students are expected to perform work of higher quality and quantity, typically with an additional 20–25 percent effort expected.)

 

Educational activity	Hours student engaged	Explanatory comments (if any):
Course attendance
Assigned readings
Project
Writing assignments
Lab or workshop
Field work, experience
Online interaction
Performances, creative activities
Total hours:

 

Definition of terms:

Course attendance	Actual time student spends in class with instructor or GTF
Assigned readings	Estimated time it takes for a student with average reading ability to read all assigned readings
Writing assignments	Estimated time it takes for a student with average writing ability to produce a final, acceptable written product as required by the assignment
Project	Estimated time a student would be expected to spend creating or contributing to a project that meets course requirements (includes individual and group projects)
Lab or workshop	Actual time scheduled for any lab or workshop activities that are required but are scheduled outside of class hours
Field work, experience	Actual or estimated time a student would spend or be expected to spend engaged in required field work or other field-based activities
Online activities	Actual or estimated time a student would spend or be expected to spend engaged in online activities directly related to the course, separate from online research required for projects or writing assignments
Performance, creative activities	Actual or estimated time a student would spend or be expected to spend outside of class hours engaged in preparing for required performance or creative activity

 

 

The following criterions were proposed by the Undergraduate Council and the College of Arts and Sciences Curriculum Committee. The University Senate approved them in May 2001 by Motion US0001-3 Replacement Motion governing the approval of courses meeting general-education requirements and the distribution of courses student must complete within each group.

 

1. Group satisfying courses in Arts and Letters, Social Science, and Science must meet the following general criteria:

1.1. Group satisfying courses in arts and letters must create meaningful opportunities for students to engage actively in the modes of inquiry that define a discipline. Proposed courses must be broad in scope and demonstrably liberal in nature (that is, courses that promote open inquiry from a variety of perspectives). Though some courses may focus on specialized subjects or approaches, there must be a substantial course content locating that subject in the broader context of the major issues of the discipline. Qualifying courses will not focus on teaching basic skills but will require the application or engagement of those skills through analysis and interpretation.

1.2. Group satisfying courses in the social sciences must be liberal in nature rather than being professionally oriented or limited to the performance of professional skills. They must cover a representative cross-section of key issues, perspectives, and modes of analysis employed by scholars working on the subject matter addressed by the course. The subject matter of the course will be relatively broad, e.g. involving more than one issue, place, or time. Courses with an emphasis on methods and skills will satisfy the requirement only if there is also a substantial and coherent theoretical component.

1.3. Group satisfying courses in the sciences should introduce students to the foundations of one or more scientific disciplines, or should provide an introduction to fundamental methods (such as mathematics) that are widely used in scientific disciplines. Courses should introduce students to the process of scientific reasoning.

 

2. Specific Criteria:

2.1. Group satisfying courses must be numbered at the 100, 200, and 300 levels.

2.2. Lower division courses must be offered annually, and upper division courses at least every other year.

2.3. Approved courses must be at least 4 credits each.

2.4. Upper division group satisfying courses must provide depth and rigor beyond that of typical lower-division general-education courses. Departments must justify, in terms of content, workload, and method of instruction, the assignment of a course to the upper level.

2.5. Courses that are offered for majors only are excluded from group status, but courses that are designed for both majors and other students may qualify.

2.6. Although laboratory courses are not automatically excluded from group status in the sciences, to acquire this status, the courses must not focus primarily on techniques or data collection.

 

3. Procedures governing the approval of all courses designed to meet General-education requirements.:

3.1. Before submission to the Senate, such courses proposed by departments must be reviewed at several levels:

3.1.1. By the curricular committees of the various colleges and schools

3.1.2. By an inter-college committee including the members of the CAS Curricular Committee and two representatives appointed by the deans of the others schools and colleges. This second committee is also charged to review such courses as do not meet the standards set in paragraph (2.) and to negotiate a solution with the sponsoring department.

3.1.3. By the University Committee on Courses.

3.2. The inter college committee is authorized to establish procedures governing the review process.

4. Completion of group requirements (student progress):

4.1. Within the full set of courses that fulfills all of the requirements, students may not count

4.1.1. more than one course that has the subject code of the major, or

4.1.2. more than three courses that have the same subject code.

4.2. Within the smaller set of courses that fulfills the requirements of each group, students must complete at least two courses that have the same subject code.

 

The 2000–2001 academic year was the first year that the Committee on Courses systematically deleted from the university catalog courses that have not been taught for three years or more.

 

In several cases, departments had not offered a specialized course under a course number and title specified in the catalog. Yet similar courses had been taught regularly in the department in various formats, under experimental numbers (410, 510, 610), or under the general designations for special topics seminars, workshops, or practicums (the 406/407/408/409, 506/507/508/509, 606/607/608/609 series). With time, departments had discovered that a course description in the catalog was too specialized to apply to any of their courses as actually being taught.

 

Unfortunately, removal of an overly specialized course, although untaught, still might have consequences for departments. Often that course had been the sole representative in the catalog of subjects that are taught by a department and are part of the regular curriculum. Dropping that course could make it appear that a department offered no courses in that course�s subject area.

 

The committee has noted another, companion problem. Over the years, the committee has observed that new courses tailored to the particular research interests and instructional style of an individual faculty member are likely to fall into disuse within a few years as the person�s teaching assignments and interests change, or if the instructor becomes unavailable for teaching that particular course.

 

The Committee on Courses recommends that departments and programs develop more sustainable course descriptions. A sustainable course description would identify a subject area and general approach, but would not be so restrictive as to exclude different perspectives or specializations also representative of that subject area.

 

The committee also recommends that departments and programs be selective when proposing permanent course status for specialized courses that can only be taught by one particular instructor.

 

For example, a department with several experts qualified to teach ceramics, but having only one instructor who specializes in Ming porcelain per se, might currently have a specialized course titled Ming Dynasty Porcelains in the catalog. A more sustainable course title could be Chinese Porcelains or even Porcelains, depending upon the range of expertise available to teach the course. Another approach would use the topics course Ceramics, possibly repeatable as the exact subject material—and transcript title—changes.

 

Departments following these recommendations could then represent the full range of their curricular offerings and could maintain a sustainable list of courses in the catalog.

 

 

Category A: American Cultures. The goal is to focus on race and ethnicity in the United States by considering racial and ethnic groups from historical and comparative perspectives. Five racial or ethnic groups are identified: African American, Chicano or Latino, Native American, Asian American, European American. Approved courses deal with at least two of these groups in a comparative manner. They do not necessarily deal specifically with discrimination or prejudice, although many do.

 

Category B: Identity, Pluralism, and Tolerance. The goal is to gain scholarly insight into the construction of collective identities, the emergence of representative voices from varying social and cultural standpoints, and the effects of prejudice, intolerance, and discrimination. The identities at issue may include ethnicities as in the American Cultures category, as well as classes, genders, religions, sexual orientations, or other groups whose experiences contribute to cultural pluralism. This category includes courses that analyze the general principles underlying tolerance, or the lack of it.

 

Category C: International Cultures. The goal is to study world cultures in critical perspective. Approved courses either treat an international culture in view of the issues raised in Categories A and B (namely, race and ethnicity, pluralism and monoculturalism, prejudice and tolerance) or explicitly describe and analyze a worldview (i.e., a system of knowledge, feeling, and belief) that is substantially different from those prevalent in the twentieth-century United States.

 

 

The Committee on Courses has discussed the criteria for adding an �H� suffix to a course number and recommends the following:

 

The �H� suffix is intended to advise students that a course provides honors content of significant difficulty and requires honors effort from students. The Committee on Courses will be looking for evidence of the following in determining whether a course should hold an �H� suffix designation:

 

1.   Students enrolling should have a cumulative GPA of at least 3.30 in their major.

 

2. The content of the class, and the level of analysis, should be significantly deeper than for nonhonors classes.

 

3. Class size should be small enough to promote intensive student participation.

 

4. The faculty member(s) teaching the course should be available for close advising outside of class.

 

MAJOR

 

Definition

Courses in designated primary subject areas or disciplines in which a student commits to gaining in-depth knowledge, skills, competence, and attitudes through a coherent pattern of courses. A footnote accompanies the major definition: Divisional major programs emphasize a general and integrated approach to learning, with the student�s major program broadly inclusive of work in several of the discipline or subject areas within the specific division within which the student�s degree program lies (i.e., humanities, social science, science). For instance, a divisional major program in the social sciences would call for the student to include within his or her major work from several of the disciplines or subject areas in the social sciences (such as sociology, political science, or economics). Because of the breadth of disciplines or subjects included in the major, the student has less opportunity to delve in depth into a single subject area such as sociology, political science, or economics, than they would be able to do were they in a �departmental major� program in a single one of these disciplines or subject areas.

 

Minimal Requirements

36 credits, of which a minimum of 24 must be upper division. Departments should consider setting minimum residency requirements.

 

MINOR

Definition

Courses in a designated secondary subject area or discipline distinct from and usually outside the student�s degree major in which knowledge is gained in a coherent pattern of courses.

 

Minimal Requirements

24 credits, of which a minimum of 12 must be upper division. Should be within a discipline that already has a preexisting major or is sponsored by a department.

 

CERTIFICATE

 

Definition

An approved academic award given in conjunction with the satisfactory completion of a program of instruction requiring one year or more, but less than four years, of full-time equivalent, postsecondary-level work. The conditions and conferral of the award are governed by the faculty and ratified by the governing board of the institution granting the certificate.

 

Minimal Requirements

36 credits—24 upper division with 12 minimum at 400 level. The sponsoring department must provide guidance—a template or check list and the name of an adviser, with notice that the student must consult an adviser to apply for the certificate at least two terms prior to graduation.

 

 

 

 

 

 

 

 

 

 

 

 

 

Fund Balances Available to the Legislature: 2007-09 Biennium

 

Ending Fund Balance

 

Close of Session (June 2007) Forecasted Ending Fund Balance............................................................ $184.2 million

Accumulated General Fund Revenue Losses through the February Forecast..................................... ($155.4 million)

February Special Session Expenditures & Adjustments.............................................................................. ($12.3 million)

Transfers from Lottery........................................................................................................................................... $20.0 million

 

 

Other funds Potentially Available to the Legislature*

 

1.   Emergency Fund............................................................................................................................................. $30.0 million

 

2.   State Salary Package................................................................................................................................... $125.0 million

 

3.   Unallocated lottery balance............................................................................................................................. $5.8 million

 

4.   Education Stability Fund.............................................................................................................................. $356.0 million

 

5.   Rainy Day Fund............................................................................................................................................ $335.0 million

 

*Pages 2-3 contain notes that explain these other funds

 

 

Conclusions:

1... If the legislature does not go into a special session and wants to maintain a balanced budget, it has no choice but to reduce the state salary package dollar for dollar, for every dollar the June forecast shows falling more than $36.5 million beyond the February 2008 forecast. (For example, if the June forecast shows a reduction of revenues of $50.0 million beyond the February forecast, the state salary pool would have to be reduced by $13.5 million.)

2... If the June 2008 forecast shows a revenue loss of $167.3 million beyond the February 2008 forecast, the legislature must convene a special session in order to balance the state budget. ($36.5 million ending fund balance + 125.0 million salary package + 5.8 million unallocated lottery funds = $167.3 million)

Notes on Other Funds

1.   Emergency Fund. The legislature establishes the Emergency Fund each session to be expended if necessary by the Emergency Board between legislative sessions. These funds are typically held for use in emergencies such as natural disasters, unanticipated program increases, and other events. The further along in the biennium, the more apt the legislature may be to allocate these funds. The legislature has yet to make any appropriations from the Emergency Fund for this biennium.

2.   State Salary Package. As it did in the 2005 session, the legislature established a State Salary Package during the 2007 session to provide funding for state agencies to cover salary increases. Last biennium the legislature released these funds in April 2006. This biennium, the legislature chose not to release these funds during the February 2008 supplemental session. Budget leaders indicated they would wait until the June 2008 forecast before making any decisions. Since all state agencies have already raised salaries, withholding these funds in June will result in programmatic reductions, reduced levels of service, increased vacancies, etc. Salary levels for state employees will be unaffected by a legislative decision to withhold these funds.

      The Emergency Board may exercise discretion in releasing these funds. It may choose to: make across-the-board reductions applied proportionately to state agencies, release the funds to some agencies but not others, or not to release any of the funds. Some state agencies have more pressing problems than others. For example, withholding significant funding from the State Department of Corrections may result in releases of prisoners during a time when voters are considering two ballot measures calling for mandatory prison sentences. The legislature may choose to release proportionately more of the funds to Corrections to prevent or reduce the number of prisoners released.

      Some agencies may have access to other funds, such as fees or tuition revenues. The Emergency Board may approve actions to enable agencies to increase these funds in order to balance reductions in an agency�s general funds.

      If the June forecast is significantly below the February forecast, the Emergency Board may release the entire salary package even if doing so would result in the state�s budget becoming �un-balanced�. Doing so in a financially responsible manner would require the legislature to indicate its intent to subsequently meet in a special session to balance the budget. Deliberate actions taken that result in budget deficits with no course of correction may negatively affect the state�s bond rating.

      The Emergency Board may not reallocate the salary package funds for other purposes. Nevertheless, differentially releasing the salary package among state agencies may have the effect of targeting budget reductions among agencies. Explicitly reallocating the salary package funds to other purposes can only be accomplished in a special session.

3.   Unallocated Lottery Revenues. Some lottery funds are currently estimated to be available through the remainder of the biennium for purposes that may be specified by the legislature. Devoting these funds to any particular purpose can only be achieved in a special session. Estimates of unallocated revenues are subject to change, based on the degree to which lottery revenues rise and fall during the remainder of the biennium.

4.   Education Stability Fund. This fund was established in the Constitution by the voters in 2002 and is funded with 18% of lottery proceeds. The Education Stability Fund can be used for �public education.� Figures include expected growth in the fund through September 2008. Releasing the Educational Stability Fund requires a 3/5 vote in each chamber (18 votes in the Senate, 36 votes in the House) and meeting one of the following triggers:

a.   The final revenue forecast for the current biennium indicates revenues in the next biennium will be at least 3% less than appropriations for the current biennium. (It will not be possible for the legislature to meet this trigger for the current biennium in a special session because the final revenue forecast for the current biennium will not occur until the Legislature is in regular session in 2009.)

b.   Employment has dropped for two or more consecutive quarters in the last 12 months. (In June, it will not be possible to determine if this trigger has been met. While seasonally adjusted employment has now dropped for one quarter, information for the next quarter will not be available until July.) OR

c.   A quarterly revenue forecast that projects general fund revenues in the current biennium will be 2% below the forecast used for the current budget. (In order to meet this trigger in the current biennium before September, the June 2008 forecast would have to be down by $129.4 million over the February 2008 forecast.)

      The Education Stability Fund may also be released if the Governor declares an emergency and there is a 3/5 vote in each legislative chamber.

5.   Rainy Day Fund. As adopted by the legislature in 2007, the rainy day fund has no available balances in the current biennium. The current statute requires the funds be available at the beginningof the biennium in which withdrawals occur. Since the corporate kicker was not transferred into the new fund until after the biennium began, it is not available in the current biennium. However, the statue can be modified with a simple majority vote (16 votes in the Senate, 31 votes in the House).

      Releasing the rainy day fund in future biennia requires a 3/5 vote in each house of the legislature and the same triggers as the Education Stability Fund, with the exception that there is no option for the Governor to declare an emergency.

      The rainy day fund statute (HB 2707) also provides that after the end of the biennium an amount not to exceed 1% of the previous biennial general fund appropriations shall be transferred into the rainy day fund. If the ending balance doesn�t equal 1%, then whatever amount is in the ending balance gets transferred. This amount was forecasted to be roughly $140 million for 2007-09, but now amounts to only $36.5 million. The actual amount of ending balance available to be transferred into the rainy day fund will not be known until the books close on the 2007-09 biennium in January of 2010.

Prepared by the Office of Government Relations, Oregon State University, with assistance from the Legislative Revenue Office.

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Spring 2008 Faculty/Staff Election Results

The following people have been newly elected to the respective councils, committees, and University Senate as listed below. Where there are vacancies on committees and councils and were no candidates, the vacancies will be filled using procedures established by University Senate legislation, as follows: �If no eligible candidate is available to fill the vacancy, the Senate Executive Committee, with advice and recommendations from the Committee on Committees, shall appoint an eligible faculty member to fill the vacancy until the next regular election cycle. Filling a vacancy shall not preclude the appointee from standing for election to the same committee or council during the next election cycle if eligible�. (See University Senate By-Laws, Section 7.1 ) Vacancies on the University Senate remain vacant until the next election cycle in Spring 2009 (see Enabling Legislation, section 3.80. http://pages.uoregon.edu/uosenate/SenateCharter.html)

 

Faculty Advisory Council( 2 year term 16 June 2008 to 15 June 2010)

David Frank (Honors College)

Barbara Altmann (Romance Languages)

Leslie Steeves (Journalism and Communication)

Harry Price (Music and Dance)

Magid Shirzadegan (International Affairs)

 

Faculty Personnel Committee   (2 year term 16 June 2008 to 15 June 2010)

Marina Guenza (Chemistry)

Tze-Lan Sang (East Asian Languages)

Gordon Lafer (LERC)

Beth Stormshak (Education - Counseling Psychology)

TBA – professional schools/colleges (

TBA – professional schools/colleges

 

Graduate Council (3 year term 16 June 2008 through 15 June 2011)

Karen McPherson – (Romance Languages)

Anita Weiss (International Studies)

TBA – Social Sciences

Kim Sheehan – At-Large (Journalism and Communication) -

John Russial (Journalism and Communication)

Mary-Lyon Dolezal (Art History)

Benedict McWhirter (Education)

Lynn Kahle (Business)

 

Faculty Grievance Appeal Committee (3 year term 16 June 2008 to 15 June 2011)

Terrie Minner (Academic Advising) -- alternate position

Intercollegiate Athletics Committee(2 year term 16 June 2008 to 15 June 2010)

Richard Taylor (Physics)

Peter Gilkey (Mathematics)

Suzanne Rowe (Law)

Janet Wasko (Journalism and Communication)

Mandy Chong (EMU - Cultural Forum)

 

Promotion, Tenure, Retention Appeal Committee (3 year term 16 June 2008 to 15 June 2011)

Deb Merskin (Journalism and Communication)

TBA

TBA – alternate position

 

Undergraduate Council(3 year term 16 June 2008 to 15 June 2011)

.

Amy Goeser Kolb (Music and Dance)

Tom Wheeler (Journalism and Communication)

TBA – AAA representative

TBA – CAS – Humanities

TBA – CAS – Social Sciences

TBA – At-Large (not Physics or Mathematics)

 

University Senate(2 year term 1 June 2008 to 31 May 2010)

 

CAS – Natural Sciences

Reza Rejaie (Computer and Information Science)

Huaxin Lin (Mathematics)

Shlomo Libeskind (Mathematics)

CAS – Social Sciences

Shanka Chakraborty (Economics)

Christopher Ellis (Economics)

Vacant

CAS – Humanities

Mary Jaeger (Classics)

Vacant

Vacant

Architecture and Allied Arts

Jeffrey Hurwit (Art History)

Carla Bengtson

College of Education

Deb Olson (Special Education)

Journalism and Communication

Dan Miller

School of Law

Vacant

Library System

Katy Lenn (Reference)

Lundquist College of Business

Ali Emami (Finance)

Michele Henney (Accounting)

Vacant

School of Music and Dance

Vacant

Officer of Administration

Christopher Jones (AAA)

Natalie Butto (Law)

Classified Staff

Carla McNelly (Multicultural Academic Support) – 2-year position

Susan Plummer (Affirmative Action) – 2-year position

Janny Hunter (Admissions) – 1-year position

 

Officers of Administration Council (2 year term 1 July 2008 to 30 June 2010)

 

            Tenaya Meaux (Housing)

            David Espinoza (Counseling & Testing Center)

Shelley Elliott (Biology

            Linda Leon (Romance Languages)