· Graduate Academic Board Agenda. November 14, 2008 . ADM 204 . 9:30 – 11:30 am . I. Roll Call...

Graduate Academic Board Agenda

November 14, 2008

ADM 204 9:30 – 11:30 am

I. Roll Call

( ) Patricia Sandberg, Chair ( ) Debra Russ ( ) Judith Moore ( ) Arun Upadhyay ( ) Diane Erickson ( ) Peter Olsson ( ) Terri Olson ( ) Vacant (FS At Large) ( ) Minnie Yen ( ) Arlene Schmuland ( ) Paula Williams ( ) Gabe Garcia ( ) Jens Munk ( ) Dan Kline

II. Approval of Agenda (pg. 1-2)

III. Approval of Meeting Summary (pg. 3-4)

IV. Administrative Reports A. Vice Provost Tom Miller

B. Vice Provost for Research and Dean of the Graduate School

V. Chair’s Report

A. GAB Chair – Patt Sandberg B. Faculty Alliance- Patt Sandberg

VI. New Business A. UAB/GAB ILO Task Force (documents emailed)

VII. Program/Course Action Request - Second Reading

VIII. Program/Course Action Request - First Reading

Chg NS A602 Advanced Health Assessment in Primary Care (3 cr) (2+3) (pg. 5-10) Chg NS A610 Pharmacology for Primary Care (3 cr) (3+0) (pg. 11-17) Chg NS A621 Knowledge Development for Advanced Nursing Practice (4 cr) (4+0) (pg. 18-23) Chg NS A624 Qualitative Nursing Research (3 cr) (3+0) (pg. 24-29) Add CE A623 Traffic Engineering (3 cr) (2+2) (stacked with CE A423) (pg. 30-39) Add CE A624 Pavement Design (3 cr) (2+2) (stacked with CE A424) (pg. 40-51) Add CE A625 Highway Engineering (3 cr) (2+3) (stacked with CE A425) (pg. 52-63) Chg Master of Science, Career and Technical Education (pg. 64-66) Add CTE A643 Teaching in Career and Technical Education (3 cr) (3+0) (pg. 67-71) Add CTE A655 Curriculum and Assessment in Career and Technical Education (3 cr) (3+0)

(pg. 72-76)

IX. Old Business

X. Informational Items and Adjournment A. Curriculum Log B. Catalog Copy (Chapters 10, 11, 12) in Word Format C. Reminder Additional GAB meeting in November 21 at 11:00 1

http://www.uaa.alaska.edu/governance/�

D. http://gov.alaska.edu/faculty/2008-08-19AMP.pdf E. http://gov.alaska.edu/faculty/2008-08-28.trans-motions.pdf

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http://www.uaa.alaska.edu/governance�

http://gov.alaska.edu/faculty/2008-08-19AMP.pdf�

http://gov.alaska.edu/faculty/2008-08-28.trans-motions.pdf�

Graduate Academic Board Summary

October 24, 2008 ADM 204

9:30 – 11:30 am

I. Roll Call (x) Patricia Sandberg, Chair (x) Debra Russ (x) Judith Moore ( ) Arun Upadhyay (x) Diane Erickson (x) Peter Olsson ( ) Terri Olson ( ) Vacant (FS At Large) (x) Minnie Yen (e) Arlene Schmuland (x) Paula Williams (e) Gabe Garcia (x) Jens Munk (x) Dan Kline

II. Approval of Agenda (pg. 1)

III. Approval of Meeting Summary – October 10, 2008 (pg. 2)

IV. Administrative Reports A. Vice Provost Tom Miller

No report B. Vice Provost for Research and Dean of the Graduate School

Interim Vice Provost announcement will be made by the end of next week

V. Chair’s Report A. GAB Chair – Patt Sandberg Goals for year ILO Task Force Volunteer Extra meeting for Accreditation Master Plan B. Faculty Alliance- Patt Sandberg

VI. Program/Course Action Request - Second Reading

Add Earthquake Engineering Graduate Certificate (pg. 3-10) Approved Chg CE A610 Engineering Seismology (3 cr) (3+0) (pg. 11-15) Chg CE A611 Geotechnical Earthquake Engineering (3 cr) (3+0) (pg. 16-21) Chg CE A634 Structural Earthquake Engineering (3 cr) (3+0) (pg. 22-26) Add CE A636 Multi-Story Building Structural Design (3 cr) (3+0) (pg. 27-31) Add CE A637 Earthquake Resistant Structural Design (3 cr) (3+0) (pg. 32-35) Add CE A639 Loads on Structures (3 cr) (3+0) (pg. 36-40) Approved all CE courses Add Post-Graduate Certificate in Counselor Education (pg. 41-50) Approved

VII. Program/Course Action Request - First Reading None

VIII. Old Business IX. New Business

A. GAB Goals for 2008-2009 Approved

B. Additional GAB meeting in November 7 people able to attend extra meeting on November 21 at 11:00 Paula, Dan, Diane, Minnie, Arlene, Peter, Patt

C. UAB/GAB ILO Task Force

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X. Informational Items and Adjournment A. Curriculum Log B. Catalog Copy (Chapters 10, 11, 12) in Word Format

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http://www.uaa.alaska.edu/governance/�

http://www.uaa.alaska.edu/governance�

Approved Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson

Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date

1a. School or College HW CHSW

1b. Division ADSN Division of Nursing

1c. Department NUR

2. Course Prefix NS

3. Course Number A602

4. Previous Course Prefix & Number N/A

5a. Credits/CEU

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5b. Contact Hours (Lecture + Lab) (2+3)

6. Complete Course/Program Title Advanced Health Assessment in Primary Care Adv Health Assessment Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development

9. Repeat Status NA # of Repeats Max Credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2008 To: /9999

8. Type of Action Course Program

Add Prefix Course Number Change Credits Contact Hours

(mark appropriate boxes) Title Repeat Status Delete Grading Basis Cross-Listed/Stacked

Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG

12. Cross Listed with NA Stacked with NA Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Master of Science, Nursing Science: Family Nurse Practitioner, Nursing Education, or Psychiatric-Mental Health Nurse Practitioner options. 14. Coordinate with Affected Units: Faculty List serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Provides a systematic approach to advanced physical, psychological, sociocultural, developmental and spiritual assessment of individuals across the lifespan. Builds on basic health assessment knowledge and skills, laboratory and radiology interpretation, validation, documentation and analysis of assessment findings. 17a. Course Prerequisite(s) (list prefix and number) N/A

17b. Test Score(s) NA

17c. Co-requisite(s) (concurrent enrollment required) NA

17d. Other Restriction(s)

College Major Class Level

17e. Registration Restriction(s) (non-codable) Grade of C or better in an undergraduate health and physical assessment course. Admission to graduate nursing program, Family Nurse Practitioner, Nursing Education, or Psychiatric-Mental Health Nurse Practitioner option. Current Alaska RN licensure.

18. Mark if course has fees

19. Justification for Action Update course description, CCG and registration restrictions.

Curriculum Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course or Program of Study

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Course Content Guide University of Alaska Anchorage

College of Health and Social Welfare

I. Date of Initiation: Spring 2008 II. Course Information

A. College/School: CHSW / School of Nursing B. Course Subject: NS C. Course Number: A602 D. Number of Course Credits: 3.0 E. Contact Hours: (2 + 3) F. Course Program: Master of Science, Nursing Science G. Course Title: Advanced Health Assessment in Primary Care H. Grading Basis: A-F I. Implementation Date: Fall 2008 J. Course Description: Provides a systematic approach to advanced

physical, psychological, sociocultural, developmental and spiritual assessment of individuals across the lifespan. Builds on basic health assessment knowledge and skills, laboratory and radiology interpretation, validation, documentation and analysis of assessment findings.

K. Course Prerequisites: N/A L. Course Co-requisites: N/A M. Other Restrictions: Level N. Registration Restrictions: Grade of C or better in an undergraduate

health and physical assessment course. Admission to graduate nursing program, Family Nurse Practitioner, Nursing Education, or Psychiatric-Mental Health Nurse Practitioner option. Current Alaska RN licensure.

O. Course Fee: Yes III. Instructional Goals:

The instructor will: A. Demonstrate appropriate health history taking, physical assessment, and

documentation techniques for individuals of all ages, taking into consideration physiological, cultural, spiritual, and developmental differences

B. Familiarize students with various diagnostic tests and how they can aid in making a diagnosis

C. Provide an overview of how to develop differential diagnosis D. Assist students in recognizing the limits of their scope of practice.

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IV. Student Outcomes The student will:

V. Assessment Methods

1. Utilize advanced communication skills in completing episodic and comprehensive health histories with clients of all ages, addressing psychological, physiological, sociocultural, developmental and spiritual differences.

Exam, interactive role playing, physical exam check-offs on clients across lifespan

2. Conduct holistic, systematic and comprehensive physical assessments.

Physical exam check-off on clients across lifespan

3. Apply a problem-solving approach to the collection, synthesis and communication of data gathered and formulate accurate differential diagnoses based on assessment findings.

Case study analysis, student presentations, exam

4. Correlate history and physical findings with diagnostic tests and/or other assessment data.

Exam, write-ups of in-class scenarios, completion of online radiographic module, case studies

5. Recognize scope of practice limitations by seeking physician consultation appropriately.

Exam, class discussion, case studies

6. Accurately report and document assessment findings.

Exam, write-ups of in-class scenarios

VI. Course Level Justification: This is a graduate-level core course in the Masters

of Science that is required of all graduate students in the nurse practitioner tracks. This course builds on undergraduate physical assessment skills. It provides the foundation for physical assessment needed in diagnosing and screening of clients as a certified nurse practitioner.

VII. Topical Course Outline: 1.0 Role of advanced practice nurse

1.1 History taking 1.2 Physical assessment 1.3 Differential diagnosis 1.4 Documentation 1.5 Scope of practice

2.0 Health history 2.1 Chief complaint

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2.2 Components of the history of present illness (HPI) 2.3 Past medical history 2.4 Family and social history 2.5 Review of systems

3.0 Components of documentation 3.1 Subjective 3.2 Objective 3.3 Assessment 3.4 Plan 3.5 Complete exam write-up versus a problem-focused write-up

4.0 Diagnosis 4.1 Symptom analysis 4.2 Differential diagnosis

5.0 Skin and Lymph 5.1 Hair and nails 5.2 Describing skin lesions 5.3 Lymph glands by region

6.0 Head, eyes, ears, nose and throat (HEENT) 6.1 Eye exam, visual testing, ophthalmoscope 6.2 Ear exam, otoscopic, hearing evaluation 6.3 Nose, sinuses, mouth, throat evaluation

7.0 Breast evaluation 7.1 Mammacare 7.2 Breast masses

8.0 Abdomen 9.0 Cardiac

9.1 EKGs 9.2 Heart sounds

10.0 Pulmonary 10.1 Lung sounds 10.2 Thorax configurations 10.3 Peripheral vascular system

11.0 Neurology 11.1 Cranial Nerves 11.2 Motor/sensory

12.0 Mental Health 12.1 Mini-mental exam 12.2 Anxiety/depression

13.0 Genital 13.1 Sexually transmitted infections (STI)

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13.2 Female exam 13.3 Male exam

14.0 Pediatrics 14.1 Eye exam 14.2 Denver Developmental Screening Test (DDST-II) 14.3 The uncooperative child

15.0 Musculoskeletal assessment 15.1 Joints, extremities 15.2 Reflexes

VIII. Suggested Textbooks:

DeGowin, R., & Brown, D. (2004). DeGowin’s diagnostic examination (8th ed.). New York: McGraw-Hill.

Jarvis, C. (2007). Physical examination and health assessment (5th ed.).

Philadelphia: W. B. Saunders. Jarvis, C. (2007). Student laboratory manual for physical examination and health

assessment (5th ed.). Philadelphia: W. B. Saunders. Seller, R. (2008). Differential diagnosis of common complaints (5th ed.).

Philadelphia: W. B. Saunders.

IX. Bibliography Boulware, L. E., Marinopoulos, S., Phillips, K. A. et al. (2007). Systematic review:

The value of the periodic health evaluation. Annals of Internal Medicine, 146(4), 289-300.

Fletcher, R. H. (2007). Review: Periodic health examination increases delivery of

some clinical preventive services and reduces patient worry. American College of Physicians Journal Club, 147(1), 6.

Holcomb, S. S. (2006). This just in. Recommendations for assessing insomnia.

Nurse Practitioner: American Journal of Primary Health Care, 31(2), 55-60.

Judge, N. L. (2007). Assessing and managing patients with musculoskeletal

conditions. Nursing Standard, 22(1), 51-58, 60. Miller, S. K., & Alpert, P. T. (2006). Assessment and differential diagnosis of

abdominal pain. Nurse Practitioner: American Journal of Primary Health Care, 31(7), 38-47.

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Roebuck, H. L., & Siegel, M. T. (2006). Dermatology discussion. The ABCs of melanoma recognition. Nurse Practitioner: American Journal of Primary Health Care, 31(6), 11-13.

Rooks, Y. L., & Corwell, B. (2006). Common urgent musculoskeletal injuries in

primary care. Primary Care: Clinics in Office Practice, 33(3), 751-777. Smith, L. (2007). Practice guidelines. Updated AAP guidelines on newborn

screening and therapy for congenital hypothyroidism. American Family Physician, 76(3), 439-440, 443-444.

Smith, P. E. (2005). Menopause: Assessment, treatment, and patient education.

Nurse Practitioner: American Journal of Primary Health Care, 30(2), 32-33, 36-38, 39-40.

Stewart, R. A., & Thistlethwaite, J. (2006). Routine pelvic examination for

asymptomatic women: Exploring the evidence. Australian Family Physician, 35(11), 873-877.

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Initiator (faculty only) Date Approved Disapproved: Initiator (PRINT NAME) Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date



1c. Department NUR

2. Course Prefix NS



5a. Credits/CEU

3


6. Complete Course/Program Title Pharmacology for Primary Care Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development

9. Repeat Status N/A No # of Repeats Max Credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall /2008 To: /9999

8. Type of Action Course Program



Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG UPDATE

12. Cross Listed with N/A Stacked with N/A Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Master of Science, Nursing Science, Family Nurse Practitioner and Psychiatric Mental-Health Nurse Practitioner options 14. Coordinate with Affected Units: Faculty Listserve Department, School, or College Initiator Signature Date 15. N/A General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Advanced level pharmacology course that assists health care professionals in the selecting, prescribing, and monitoring of pharmaceutical agents utilized in the primary care setting. Legend drugs, over-the-counter agents, and some complementary therapeutics will be discussed. Emphasis is on the pharmacodynamics of medications most commonly prescribed for the treatment of respiratory diseases, infections, genitourinary disease, preventive health, dermatological diseases, musculoskeletal conditions, cardiovascular diseases, depression and anxiety, and reproductive health. 17a. Course Prerequisite(s) (list prefix and number) None

17b. Test Score(s) N/A

17c. Co-requisite(s) (concurrent enrollment required) NS A661 or NS A671



17e. Registration Restriction(s) (non-codable) Current license to practice as a registered nurse in the state of Alaska.


19. Justification for Action CCG, course description update, and addition of co-requisites.



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1

Course Content Guide University of Alaska Anchorage

College of Health and Social Welfare

I. Date of Initiation: Spring 2008

II. Course Information A. College/School: CHSW / School of Nursing B. Course Subject: NS C. Course Number: A610 D. Course Credits: 3.0 E. Contact Hours: (3 + 0) F. Course Program: Master of Science, Nursing Science G. Course Title: Pharmacology for Primary Care H. Grading Basis: A-F I. Implementation Date: Fall 2008 J. Course Description: Advanced level pharmacology course that assists

health care professionals in the selecting, prescribing, and monitoring of pharmaceutical agents utilized in the primary care setting. Legend drugs, over-the-counter agents, and some complementary therapeutics will be discussed. Emphasis is on the pharmacodynamics of medications most commonly prescribed for the treatment of respiratory diseases, infections, genitourinary disease, preventive health, dermatological diseases, musculoskeletal conditions, cardiovascular diseases, depression and anxiety, and reproductive health.

K. Course Prerequisites: N/A L. Course Co-requisites: NS A661 or NS A671 M. Other Restrictions: Level N. Registration Restrictions: Current license to practice as a registered

nurse in the state of Alaska. O. Course Fee: Yes

III. Instructional Goals:

The instructor will: A. Provide an overview of the principles of pharmacokinetics. B. Familiarize students with physiologic effect, common adverse effects,

dosing, scheduling, route of administration and contraindications to drug therapy.

C. Foster an understanding of the following issues as they relate to prescribing and monitoring of pharmacologic therapies in patients across

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the lifespan: the economical issues, the ethical and legal scope of practice, and the interactions of non-prescription therapies with prescription therapies.

D. Present relevant client education strategies to facilitate client compliance and collaboration in treatment and to maximize therapeutic response.

IV. Student Outcomes

The student will: V. Assessment Methods

1. Utilize pharmacokinetic principles as a guide in selecting appropriate agents, prescribing appropriate dosing schedules and administration routes, and establishing effective monitoring systems.

Exam questions, case studies, Blackboard discussion board or other e-learning modalities.

2. Apply assessment information about the client and knowledge of pathophysiology to prescribe or recommend appropriate pharmacologic interventions.

Exam questions, Blackboard discussion board or other e-learning modalities, and student presentations.

3. Employ principles of teaching/learning and understanding of compliance theory to enable the client to take prescribed and recommended drugs safely and effectively.

Student presentations, Blackboard discussion cases, and exam questions.

4. Predict potential adverse reactions to prescribed and/or recommended pharmacologic agents and identify such reactions when they occur.

Blackboard case discussions, exam questions, and student presentations.

5. Facilitate clients’ ability to take prescribed and recommended agents in a manner that will maximize therapeutic effect and minimize the development of adverse drug reactions.

Student presentations, Blackboard case studies, and exam questions.

6. Recognize the potential for adverse drug reactions based on drug-drug, drug-diet, including herbal and dietary supplements, and drug-disease interactions and integrate that recognition into clinical practice.

Student presentations, Blackboard case studies, and exam questions.

7. Demonstrate recognition of scope of practice limitations by identifying when there is a need for physician consultation.

Blackboard case studies and exam questions.

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VI. Course Level Justification: This is a graduate-level core course in the Master of Science, Nursing Science program that is required for the Family Nurse Practitioner and Psychiatric-Mental Health Nurse Practitioner options. This course builds on undergraduate pharmacology. It provides the foundation for prescriptive authority as a certified Family or Psychiatric-Mental Health nurse practitioner.

VII. Topical Course Outline:

1.0 Course overview 2.0 Scope of practice

2.1 Scope of practice variations across the U.S. 2.2 Approach to prescribing

2.2.1 Prescriptive authority 2.2.2 Barriers 2.2.3 Decisions

2.3 Role delineation of registered nurses and advanced nurse practitioners

3.0 Pharmacologic agents and special populations 3.1 Pediatrics 3.2 Geriatrics 3.3 Pregnant women 3.4 Lactating women

4.0 Non-steroidal anti-inflammatory drugs and analgesics 4.1 Components and types of pain 4.2 Treatments 4.3 Addiction 4.4 Adjunctive therapies

5.0 Neurology problems & medication 5.1 Dementias 5.2 Headaches 5.3 Seizures 5.4 Parkinson’s disease

6.0 Psychotropic medications 6.1 Attention deficit disorder (ADD) and attention deficit hyperactive

disorder (ADHD) 6.2 Depression 6.3 Anxiety 6.4 Mood disorders 6.5 Smoking cessation 6.6 Weight loss

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6.7 Other psychiatric diagnoses 7.0 Endocrine disorders & medications

7.1 Thyroid 7.2 Adrenals 7.3 Pancreas 7.4 Sex Hormones

8.0 Cardiac disorders & medications 8.1 Hypertension 8.2 Dyslipidemia 8.3 Angina 8.4 Congested heart failure 8.5 Anemia

9.0 Infection & antimicrobials 9.1 Host 9.2 Drugs 9.3 Lab factors associated with antibiotic treatments 9.4 Treatment failures 9.5 Classes of antimicrobials

10.0 Antimicrobial treatment for common respiratory infections 10.1 Chronic Obstructive Pulmonary Disease (COPD) 10.2 Asthma 10.3 Pneumonia 10.4 Tuberculosis

11.0 Gastrointestinal disorders & medications 12.0 Dermatology disorders & medications 13.0 Dietary Supplements

13.1 Definition 13.2 Reputable resources 13.3 Interactions with other medications

14.0 Alternative Medications 14.1 Definitions 14.2 Current research 14.3 Interactions with other medications.


Edmunds, M. W., & Mayhew, S. M. (2005). Pharmacology for the primary care

provider (2nd ed.). St. Louis, MO: Mosby.

Gilbert, D. N., Moellering, R. C., Eliopoulis, G. M., & Sande, M. A. (2006). The Sandford guide to antimicrobial therapy (36th ed.). Sperryville, VA: Antimicrobial Therapy.

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Turkoski, B. B., Lance, B. R., & Bonfiglio, M. F. (2006). Drug information handbook for advanced practice nursing: A comprehensive resource for all nurse practitioners, nurse midwives & clinical specialists (8th ed.). Houston, OH: Lexi-Comp.

Wynne, A., Woo, T., & Olyaei, A. (2007). Pharmacotheraputics for nurse

practitioner prescribers. Philadelphia: F. A. Davis. IX. Bibliography:

Ben-Ari, Z., Vaknin, H., & Tur-Kaspa, R. (2000). N-Acetylcysteine in acute liver

failure (non-paracetamol induced) [Electronic version]. Hepatogastroenterology, 47, 786-789.

Caruso, T. J., & Pleva, D. J. (2006). Getting your back back to work: Pain relief - where to start. Oral Health, 96(2), 39.

Gilron, I., Peter, C., Watson, N., Cahill, C. M., & Moulin, D. E. (2006). Neuropathic pain: A practical guide for the clinician. Canadian Medical Association Journal, 175(3), 265-276.

Goldstein, J. (2001). Clinical relevance of genetic polymorphism in the human CYP2C subfamily. British Journal of Clinical Pharmacology, 52(4),

349-355.

Hahne, A. J., & Ford, J. J. (2006). Functional restoration for a chronic lumbar disk extrusion with associated radiculopathy. Physical Therapy, 86(12),1668.

Mandell, L. A. (2007). Infectious Diseases Society of America/American Thoracic Society consensus guidelines on the management of community-acquired pneumonia in adults. Clinical Infectious Diseases, 44, S27-S72.

Patel, A. T., & Ogle, A. A., (2000). Diagnosis and management of acute back

pain [Electronic version]. American Family Physician, 61(6). Ranney, L., Melvin, C., Lux, L., McClain, E., & Lohr, K. (2006). Systematic

review: Smoking cessation intervention strategies for adults and adults in special populations. Annals of Internal Medicine, 145, 845-856.

Vanderhoff, B. T., & Tahboub, R. M. (2002). Proton pump inhibitors: An update

[Electronic version]. American Family Physician, 66(2).

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Yang, Y., Lewis, J., & Metz, D. (2006). Long–term proton pump inhibitor therapy and risk of hip fracture. JAMA, 296, 2974-2953.

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1c. Department NUR

2. Course Prefix NS



5a. Credits/CEU

4.0


6. Complete Course/Program Title Knowledge Development for Advanced Nursing Practice Knowledge Development ANP Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development 8. Type of Action Course Program



Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG UPDATE

9. Repeat Status No # of Repeats Max Credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: FALL/2009 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Master of Science, Nursing Science 14. Coordinate with Affected Units: FACULTY LIST SERVE Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Contributes to the development of advanced practice nurses through the integration of theory from nursing and other disciplines to describe and explain human responses in health and illness. Theories will be critically analyzed for adequacy of conceptualization, measurement, and application. Selected theories vary and include adaptation, illness prevention, health promotion, and change in relation to individuals, families, and groups. 17a. Course Prerequisite(s) (list prefix and number) None


17c. Co-requisite(s) (concurrent enrollment required) N/A



17e. Registration Restriction(s) (non-codable) Graduate standing


19. Justification for Action Updated in accordance with current state of knowledge related to theoretical content within graduate nursing programs. Consistent with recommendations of the American Association of Colleges of Nursing (AACN) .



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Course Content Guide School of Nursing

Master of Science Program

I. Date of Initiation: Spring 2008 II. Course Information

A. College: HW CHSW

B. Course Subject: NS

C. Course Number: A621

D. Number of Course Credits: 4

E. Contact Hours: (4+0)

F. Course Program: Master of Science, Nursing Science

G. Course Title: Knowledge Development in Advanced Nursing Practice

H. Grading Basis: A-F

I. Implementation Date: Fall 2009

J. Course Description: Contributes to the development of advanced practice nurses through the integration of theory from nursing and other disciplines to describe and explain human responses in health and illness. Theories will be critically analyzed for adequacy of conceptualization, measurement, and application. Selected theories vary and include adaptation, illness prevention, health promotion, and change in relation to individuals, families, and groups.

K. Course Prerequisites: None

L. Course Co-requisites: None

M. Registration Restrictions: Graduate standing

N. Course Fee: Yes III. Instructional Goals

The instructor will:

A. Foster an understanding of historical foundations, philosophic and current perspectives on various theories relevant to the development of nursing knowledge.

B. Review theory construction, including concept analysis and the use of models.

C. Introduce levels of theory development in the building of nursing knowledge.

D. Facilitate critical dialogue on application and implications of theory in nursing practice.

E. Guide discussion on the ethical and scientific principles/issues relevant to the theoretical basis of advanced practice nursing.

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IV. Student Outcomes Upon completion of the course, the student will be able to:

V. Assessment Methods

1. Discuss the enterprise of knowledge development, its aims and goals, and the current state of knowledge development.

Demonstrate participation and critical reflection in online discussion board regarding the evolution of using nursing theory in nursing practice.

2. Examine the sources of family theories and their contribution to advanced nursing practice.

Peer group discussion based on relevant assignments and critique. Written Family application paper.

3. Compare and contrast various levels and types of theory.

Peer group dialogue based on relevant assignments and critique. Written Theoretical Model paper.

4. Critically analyze theories for their relevance to diverse populations.

Peer group discussions and presentation critiques using e-learning formats.

5. Explore and examine relationships of knowledge development and ethics for advanced practice.

Successful completion of theoretical PowerPoint presentation. Inclusion of ethical considerations in all discussions of theoretical application to practice.

VI. Course Level Justification: Updated in accordance with current state of knowledge

related to theoretical content within graduate nursing programs that builds on essential foundational content in baccalaureate nursing education. Consistent with recommendations of the American Association of Colleges of Nursing (AACN) for content considered essential to a master’s educational program in nursing.

VII. Topical Course Outline: 1.0 Introduction 1.1 Ways of knowing 1.2 What is nursing theory? 1.3 Why does nursing need theory? 2.0 Historical overview: Perspectives on science and nursing 3.0 Concept analysis of family: Family theories 4.0 Application of family theories to advanced nursing practice 5.0 Theory construction 5.1 Concept analysis

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5.2 Use of models 6.0 Types of theories 6.1 Grand theories 6.2 Middle range theories 6.3 Educational theories 7.0 Relationships among theory, research and advanced nursing practice 8.0 Theory and ethics


Parker, M. E. (2006). Nursing theories and nursing practice (2nd ed.). Philadelphia: F.A.

Davis. Harmon-Hanson, S. M., Gedaly-Duff, V., & Rowe-Kaakinen, J. (2005). Family health care nursing

(3rd ed.). Philadelphia: F. A. Davis. Powers, B. A., & Knapp, T.R. (2006). A dictionary of nursing theory and research (3rd ed.). New

York: Springer Pub. IX. Bibliography: Ahlshtrom, G. (2007). Experiences of loss and chronic sorrow in persons with severe chronic

illness. Journal of Clinical Nursing, 16(3a), 76-83. Arbuthnot, E., Hansen-Ketchum, P., Jewers, H., Moseley, J., & Wilson, C. (2007). Bringing theory

to life: Engaging nursing students in a collaborative population-based screening project. International Journal of Nursing Scholarship. Retrieved November 7, 2007, from: http://www.bepress.com/ijnes/vol4/iss1/art3

Bennett, S. J., Sauve, M. J., & Shaw, R. M. (2005). A conceptual model of cognitive deficits in

chronic heart failure. Journal of Nursing Scholarship, 37(3), 222-228.

Boykin, A., Schoenhofer, S., Smith, N., Jean, J., & Aleman, D. (2003). Transforming practice using a caring-based nursing model. Nursing Administration Quarterly, 27(3), 223-230.

Brooks, B. A., & Anderson, M. A. (2005). Defining quality of nursing work life. Nursing

Economics, 23(6), 319-327. Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science,

1(1), 13-24.***

21

Chinn, P. L. (1991). Nursing patterns of knowing & feminist thought. Nursing & Healthcare, February, 71-75.***

Cloutier, J., Duncan, C., & Hill-Bailey, P. (2007). Locating Carper’s aesthetic pattern of knowing

within contemporary nursing evidence, praxis and theory. International Journal of Nursing Scholarship. Retrieved November 7, 2007, from: http://www.bepress.xom/ijnes/vol4/iss1/art5

Cramer, M. E., Atwood, J. R., & Stoner, J. A. (2006). A conceptual model for understanding

effective coalitions involved in health promotion programming. Public Health Nursing, 23(1), 67-73.

Cumbie, S., Conley, V., & Burman, M. ( 2004). Advanced practice nursing model for

comprehensive care with chronic illness: Model for promoting process engagement. Advances in Nursing Science, 27(1), 70-81.

Duffy, J., Hoskins, L., & Dudley-Brown, S. (2005). Development & testing of a caring-based

intervention for older adults with heart failure. Journal of Cardiovascular Nursing, 20(50), 325-333.

Fawcett, J. (2003). Guest editorial: On bed baths and conceptual models of nursing. Journal of

Advanced Nursing, 44(3), 229-230. Flood, M. (2002). Successful aging: A concept analysis. Journal of Theory Construction & Testing,

6(2), 105-111. Im, E. O. (2005). Development of situation-specific theories: An integrative approach. Advances

in Nursing Science, 28(2), 137-151. Jackson, D., McKonald, G., Mannix, J., Faga, P., & Firtko, A. (2005-2006). Mothers’ perceptions

of overweight and obesity in their children. Australian Journal of Advanced Nursing, 23(2), 8-13.

Jonas-Simpson, C., Mitchell, G., Fisher, A., Jones, G., & Linscott, J. (2006). The experience of

being listened to: A qualitative study of older adults in long-term care settings. Journal of Gerontological Nursing, 32(1), 46-53.

Kansanaho, H., Cordina, M., Puumalainen, I., & Airaksinen, M. (2005). Practicing pharmacists'

patient counseling skills in the context of reflectivity. Pharmacy Education, 5(1), 19-26. Lefaiver, C., Keough, V., Letizia, M., & Lanuza, D. (2007). Using the Roy Adaptation Model to

explore the dynamics of quality of life and the relationship between lung transplant candidates and their caregivers. Advances in Nursing Science, 30(3), 266-274.

22

Loeb, S. J. (2005). Perseverance: Analysis of a concept with utility for caregiver research. Journal of Theory Construction & Testing, 9(1), 21-26.

Mathes, M. (2005). On nursing, moral autonomy, and moral responsibility. MEDSURG Nursing,

14(4), 395-397. Mehta, A., & Ezer, H. (2003). My love is hurting: The meaning spouses attribute to their loved

ones’ pain during palliative care. Journal of Palliative Care, 19(2), 87-95. Mitchell, G. (2007). A synthesis of views for nursing theory-based practice in the year 2050.

Nursing Science Quarterly, 20(4), 336. Milton, C. L. (2003). The American Nurses Association Code of Ethics: A reflection on the ethics

of respect and human dignity with nurse as expert. Nursing Science Quarterly, 16(4), 301-304.

Puentes, W. J. (2004). Cognitive life therapy integrated with life review techniques: An eclectic

treatment approach for affective symptoms in older adults. Journal of Clinical Nursing, 12(5), 84-89.

Purnell, L. (2005). The Purnell model for cultural competence. Journal of Multicultural Nursing

& Health, 11(2), 7-15. Singh, J. A., Nkala, B., Amuah, E., Mehta, N., & Ahmad, A. (2003). The ethics of nurse poaching

from the developing world. Nursing Ethics, 10(6), 666-670. Smith, M.J., & Liehr, P. (2005). Story theory: Advancing nursing practice scholarship. Holistic

Nursing Practice, 19(6). 272-276. Wallace, M., Lange, J., & Grossman, S. (2005). Isolation followed by integration: A model for

development of a separate geriatric course. Journal of Nursing Education, 44(6), 253-256.

Wetle, T., Sheild, R., Teno, J., Miller, S., & Welch, L. (2005). Family perspectives on end-of-life

care experiences in nursing homes. The Gerontologist, 45(5), 642-650. Wikberg, I. (2007). Imagining nursing practice 2050: The Caritative Caring Theory. Nursing

Science Quarterly. Retrieved October 2, 2007, from: http://nsq.sagepub.com Wiseman, T. ( 2007). Toward a holistic conceptualization of empathy for nursing practice.

Advances in Nursing Science, 30(3), 61-72. ***Indicates classic article

23

http://nsq.sagepub.com/�



1c. Department NUR

2. Course Prefix NS



5a. Credits/CEU

3


6. Complete Course/Program Title Qualitative Nursing Research Qualitative Nursing Research Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG

9. Repeat Status No # of Repeats N/A Max Credits N/A 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2009 To: /9999


13. List any programs or college requirements that require this course N/A this is an elective 14. Coordinate with Affected Units: Faculty list serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Focuses on qualitative paradigms, traditions, philosophical foundations and methods for studying nursing and health related phenomena. Develop and critique data collection processes and approaches to data analysis. Explore scientific and ethical issues surrounding qualitative research. 17a. Course Prerequisite(s) (list prefix and number) NS A620





17e. Registration Restriction(s) (non-codable) Graduate standing or faculty permission


19. Justification for Action This is an elective course for graduate students who wish to use qualitative methodology for their Thesis or Project. It builds on the introduction to qualitative research taught in the core graduate Research Methods class.



24

Course Content Guide School of Nursing

Master’s of Science Program

I. Date of Initiation: 11/2008

II. Course Information

A. College: HW CHSW B. Course Subject: NS C. Course Number: A624 D. Number of Course Credits: 3 E. Contact Hours: (3 + 0) F. Course Program: Master of Science, Nursing Science G. Course Title: Qualitative Nursing Research H. Grading Basis: A-F I. Implementation Date: Spring 2009 J. Course Description: Focuses on qualitative paradigms, traditions,

philosophical foundations and methods for studying nursing and health related phenomena. Develop and critique data collection processes and approaches to data analysis. Explore scientific and ethical issues surrounding qualitative research.

K. Course Prerequisites: NS A620 L. Course Co-requisites: N/A M. Registration Restrictions: Graduate standing or faculty permission. N. Course Fee: Yes

III. Instructional Goals The instructor will:

1. Provide historical and current perspectives on various qualitative paradigms, traditions, philosophical foundations and methods as they relate to nursing research.

2. Illustrate evidence-based practices related to qualitative research. 3. Introduce ethical and scientific principles and issues concerning qualitative

research IV. Student Outcomes: The students will: Assessment Methods 1. Describe qualitative paradigms, traditions, philosophical foundations and methods.

Participation and critical reflection in online discussion board regarding qualitative paradigm

2. Evaluate the role of qualitative research in the development of nursing and health related theory.

Peer group discussion online and in class

25

IV. Student Outcomes: The students will: Assessment Methods 3. Critique qualitative data collection methods. Complete self critique of an

interview and transcription 4. Critically appraise literature focusing on a qualitative method.

Oral presentation of evidence-based synthesis report on a focused topic of interest related to a qualitative method

5. Assess ethical and scientific issues concerning qualitative research.

Successful completion of ethics module and application to interview

V. Course Level Justification

This is an elective course for graduate students who wish to use qualitative methodology for their Thesis or Project. It builds on the introduction to qualitative research taught in the core graduate Research Methods class.

VI. Topical Course Outline 1.0 The Qualitative Perspective

1.1 Qualitative research paradigms 1.2 Philosophical foundations, traditions, and methods

2.0 Qualitative Methods of Inquiry 2.1 Phenomenology 2.2 Grounded Theory 2.3 Ethnography 2.4 Action 2.5 Narrative

3.0 Data Collection and Analyses 3.1 Interview approaches 3.2 Participant observation 3.3 Transcription issues 3.4 Journaling 3.5 Coding 3.6 Computer techniques

4.0 Evidence-based processes in qualitative research 5.0 Issues and Strategies

5.1 Ethical concerns 5.2 Rigor 5.3 Trustworthiness 5.4 Role of theory

VII. Suggested Textbooks

Munhall, P. (2007). Nursing research: A qualitative perspective (4th ed.). Boston: Jones & Bartlett.

26

Schwandt, T. (2001). Qualitative inquiry: A dictionary of terms. Thousand Oaks, CA: Sage.

VIII. Bibliography

Byrne, M. M. (2001). Research corner. Evaluating the findings of qualitative research. AORN Journal, 73, 703-4.

Chiovitti, R. R., & Piran, N. (2003). Rigour and grounded theory research. Journal of

Advanced Nursing, 44, 427-35. Crist, J. D., & Tanner, C. A. (2003). Methods. Interpretation/analysis methods in

hermeneutic interpretive phenomenology. Nursing Research, 52, 202-5. Donalek, J. G. (2004). Choosing among qualitative traditions. Urologic Nursing, 24, 409-

410, 422. Donalek, J. G. (2004). Phenomenology as a qualitative research method. Urologic

Nursing, 24, 516-517. Donalek, J. G., (2005). The interview in qualitative research. Urologic Nursing, 25, 124-

125. Edwards, C., & Titchen, A. (2003). Research into patients' perspectives: Relevance and

usefulness of phenomenological sociology. Journal of Advanced Nursing, 44, 450-60.

Ekstedt, M., & Fagerberg, I. (2005). Lived experiences of the time preceding burnout.

Journal of Advanced Nursing, 49, 59-67. Ensign, J. (2003). Ethical issues in qualitative health research with homeless youths.

Journal of Advanced Nursing, 43, 43-50. Freda, M. C., Devine, K. S., & Semelsberger, C. (2003). The lived experience of

miscarriage after infertility. MCN: The American Journal of Maternal/Child Nursing, 28(1), 16-23.

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing

research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105-112.

Hofman, N. G. (2004). Toward critical research ethics: Transforming ethical conduct in

qualitative health care research. Health Care for Women International, 25, 647-62.

Horsburgh, D. (2003). Evaluation of qualitative research. Journal of Clinical Nursing.

12(2), 307-12.

27

Jokinen, P., Lappalainen, M., Merilainen, P., & Pelkonen, M. (2002). Ethical issues in ethnographic nursing research with children and elderly people. Scandinavian Journal of Caring Sciences, 16, 165-70.

Kerr, E. E., & Fothergill-Bourbonnais, F. (2002). The recovery mosaic: Older women's

lived experiences after a myocardial infarction. Heart & Lung: The Journal of Acute and Critical Care, 31, 355-67.

Koch, T. (1995). Interpretive approaches in nursing research: The influence of Husserl

and Heidegger. Journal of Advanced Nursing, 21, 827-36. Kushner, K. E., & Morrow, R. (2003). Grounded theory, feminist theory, critical theory:

Toward theoretical triangulation. Advances in Nursing Science, 26(1), 30-43. Lawton, J. (2001). Gaining and maintaining consent: Ethical concerns raised in a study of

dying patients, Qualitative Health Research, 11, 693-705. Liehr, P., Takahashi, R., Liu, H., Nishimura, C., Ito, M., & Summers, L. C. (2004).

Bridging distance and culture with a cyberspace method of qualitative analysis. Advances in Nursing Science, 27, 176-86.

Lowenberg, J. S. (1993). Interpretive research methodology: Broadening the dialogue.

Advances in Nursing Science, 16(2), 57-69. Mahoney, J. S. (2001). An ethnographic approach to understanding the illness

experiences of patients with congestive heart failure and their family members, Heart & Lung: The Journal of Acute and Critical Care, 30, 429-36.

McCann, T., & Clark, E. (2003). Grounded theory in nursing research: Part 2 -- critique.

Nurse Researcher, 11(2), 19-28. Mishna, F., Antle, B. J., & Regehr, C. (2004). Tapping the perspectives of children:

Emerging ethical issues in qualitative research. Qualitative Social Work, 3, 449-68.

Morse, J., Barret, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies

for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1, 1-19.

Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Profession and society. Ethics in qualitative research. Journal of Nursing Scholarship, 33, 93-6.

Predeger, E., & Mumma C. (2004). Connectedness in chronic illness: Women's journeys.

International Journal for Human Caring, 8(1), 13-9. Priest, H. (2002). An approach to the phenomenological analysis of data. Nurse

Researcher, 10(2), 50-63.

28

Priest, H., Roberts, P., & Woods, L. (2002). An overview of three different approaches to the interpretation of qualitative data. Part 1: Theoretical issues. Nurse Researcher, 10(1), 30-42.

Russell, C. K., & Gregory, D. M. (2003). EBN users' guide. Evaluation of qualitative

research studies. Evidence-Based Nursing, 6(2), 36-40. Sandelowski, M., & Barroso, J. (2002). Finding the findings in qualitative studies.

Journal of Nursing Scholarship, 34, 213-19. Sandelowski, M. (1993). Rigor and rigor mortis: The problem of rigor in qualitative

research revisited. Advances in Nursing Science, 16(2), 1-8. Thorne, S., Kirkham, S. R., & MacDonald-Emes, J. (1997). Interpretive description: A

noncategorical qualitative alternative for developing nursing knowledge. Research in Nursing & Health, 20, 169-177.

Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33,

253-8. Tobin, G. A., & Begley, C. M. (2004). Methodological rigour within a qualitative

framework. Journal of Advanced Nursing, 48, 388-96. Van Manen, M. (1990). Researching lived experience. Albany, NY: SUNY Press Wallis, M., & Tyson, S. (2003). Improving the nursing management of patients in a

hematology/oncology day unit: An action research project. Cancer Nursing, 26(1), 75-8.

Wilson, D. W. (2003). Conceptualizing African American registered nurses as a

vulnerable population. Journal of Multicultural Nursing & Health, 9(1), 61-7. Woods, L., Priest, H., & Roberts, P. (2002). An overview of three different approaches to

the interpretation of qualitative data. Part 2: Practical illustrations. Nurse Researcher, 10(1), 43-51.

29

1a. School or College EN SOENGR

1b. Division

1c. Department CIVIL ENGINEERING

2. Course Prefix CE


4. Previous Course Prefix & Number

5a. Credits/CEU

3.0 CR


6. Complete Course/Program Title Traffic Engineering Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other

9. Repeat Status No # of Repeats 0 Max Credits 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: 01/2009 To: 99 /9999

12. Cross Listed with Stacked with CE A423 Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Technical elective for Masters of Science of Science in Civil Engineering. 14. Coordinate with Affected Units: Faculty list serve. Only the Department of Civil Engineering is affected. Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Traffic engineering studies and analysis, traffic flow theory, traffic control systems design, signalization, and capacity analyses. 17a. Course Prerequisite(s) (list prefix and number) Graduate level.

17b. Test Score(s)

17c. Co-requisite(s) (concurrent enrollment required)



17e. Registration Restriction(s) (non-codable) Graduate standing.


19. Justification for Action Elective course for Master of Science in Civil Engineering, providing specialized practical training in transportation engineering. Course to be stacked with CE A423 Traffic Engineering.



30

UNIVERSITY OF ALASKA ANCHORAGE, SCHOOL OF ENGINEERING

COURSE CONTENT GUIDE

DATE: 10/13/2008

Department: Civil Engineering

Course Prefix, Number, and Title: CE A623 Traffic Engineering I. Course description

Traffic engineering studies and analysis, traffic flow theory, traffic control systems design, signalization, and capacity analyses.

II. Course Design

A. Fundamental intent: Designed as a technical elective for graduate students majoring in Civil Engineering. Course to be stacked with CE A423 Traffic Engineering.

B. Number of Semester Credits: Three (3)

C. Course Schedule: Standard fifteen (15) week semester.

D. Lectures Hours/week: Two (2)

E. Laboratory Hours/week: Two (2)

F. Total time of work expected outside of class: Five (5) hours per week.

G. Programs that require this course: Technical elective for Masters of Science in Civil

Engineering.

H. Grading: A – F

I. Coordination with affected unites: Faculty list serve. Only the Department of Civil Engineering is affected.

J. Justification for Action: Elective course for the Masters of Science in Civil Engineering,

providing specialized practical training in transportation engineering.

K. Prerequisite: Graduate Level.

L. Registration Restrictions: Graduate standing.

31

III. Course level justification A. The course will involve application of engineering and scientific knowledge and skills typical of

graduate engineering students. B. The primary context of the course will be discussion and interaction among professional peers on

advanced topics, with the basic assumption that students are accustomed to this level of interaction.

C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of master’s degree programs in engineering.

D. Students in the course analyze measured data and evaluate analytical methods to solve problems typical of advanced engineering and applied science research and practice.

E. Significant responsibility for independent critical thinking, efficient learning habits, and interpretation of technical information will fall on the student, at a level commonly associated with graduate education.

IV. Course Outline

A. Introduction to traffic engineering and its scope 1. Components of the systems and their characteristics 2. Roadways and their geometric characteristics 3. Introduction to traffic control devices 4. Intelligent transportation systems

B. Traffic engineering studies and analysis 1. Statistical applications in traffic engineering 2. Volume studies and characteristics 3. Speed, travel, time and delay studies 4. Parking studies and programs

C. Traffic control 1. Traffic control for freeways 2. Traffic control for rural highways

D. Intersection control and design 1. Introduction to intersection control 2. Basic principles of intersection signalization 3. Fundamentals of signal design and timing 4. Elements of intersection design 5. Actuated signal control and detection 6. Analysis of signalized intersections 7. Applications of signalized intersection analysis

E. Capacity level and level of service analysis 1. Freeways and multilane rural highways 2. Signalized intersections

V. Instructional Goals and Student Outcomes

A. Instructional Goals. Instructor will enable the student to: 1. have basic skills in the traffic engineering design and analysis of highway facilities, 2. have skills for conducting traffic engineering data collection, and studies, 3. understand the basics in traffic design and control, 4. design a signalized intersection, 5. understand the basics in capacity and Level of Service analysis, 6. analyze and evaluate the capacity of a signalized intersection,

32

7. present his/her work as an engineer and communicate with others in a professional manner, 8. preserve, share, and analyze information in traffic engineering using the basic knowledge

and skills attained during class and field work, 9. work as a team to achieve their goals efficiently and professionally, 10. consider the wider perspective and diversity of the engineering profession when dealing with

the social, economic, and environmental aspects in traffic engineering.

B. Student Outcomes. Students who successfully complete this course will demonstrate knowledge and skills in the following areas: 1. visualize the traffic engineering in perspective to highway engineering, 2. integrate and interact with the prospective transportation professionals and agencies, 3. understand the importance of the interaction of the different components of traffic

engineering components, 4. be able to deliver a project report that meets the objectives of the traffic design aspect under

consideration, 5. realize the diminutions’ of the components of traffic systems, 6. be able to understand the basics in the design and analysis of traffic engineering systems, 7. have the ability to focus on further courses in the field of transportation engineering to

enhance his/her knowledge and skills in the design, operation, and management of highway facilities.

VI. Course Activities

A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic examinations.

B. Students are assigned required reading and homework problems to analyze measured data and evaluate analytical solution methods.

C. Students will complete a scientific paper and design project in the field of Traffic Engineering within the course time frame.

D. Students are required to perform experiments in the field, collect data, and analyze data in the field of Traffic engineering.

VII. Course Evaluation. Methods of evaluation may include but are not limited to: Outcomes Measures

Visualize the traffic engineering in perspective to highway engineering.

Performance in the exam, quizzes, and homework assignments.

Integrate and interact with the prospective transportation professionals and agencies.

Performance in presentation of scientific paper and in a design project.

Understand the importance of the interaction of the different components of traffic engineering components.

Performance in the exam, quizzes, field projects, and homework assignments.

Be able to deliver a project report that meets the objectives of the traffic design aspect under consideration.


Realize the diminutions’ of the components of traffic systems.


Be able to understand the basics in the design and analysis of traffic engineering systems.

Performance in presentation of scientific paper and in a design project.

Have the ability to focus on further courses in the field of transportation engineering to enhance his/her knowledge and skills in the design, operation, and management of highway facilities.

Performance in preparing, presenting, and writing a design project and scientific paper.

33

VIII. Suggested Text:

Roess, R.P., Prassas, E.S., McShane, W.R., (2004). Traffic Engineering, 3rd

edition, Prentice Hall.

IX. Alternative texts and references: Fricker, J.D., and Whitford, R.K., (2004). Fundamentals of Transportation Engineering – A Multimodal Systems Approac, Prentice Hall.

Washington, S., Karlaftis, M., and Mannering, F., (2003), Statistical and Econometric Methods for Transportation Data, CHAPMAN & HALL/CRC.

Wright, P., (1996). Highway Engineering, 6th edition, Wiley.

1994, Highway Capacity Manual, 3rd

edition, Transportation Research Board.

Mannering, F., and Kilareski, W., (1998). Principles of Highway Engineering and Traffic Analysis, 2nd

edition, Wiley.

Manual of Uniform Traffic Control Devices (MUTCD), Federal Highway Administration (FHWA).

X. Websites:

American Association of State and Highway transportation Officials (AASHTO)

www.aashto.org

American Public Transit Association www.apta.com Transportation Research Board www.trb.org U.S. Bureau of Transportation Statistics www.bts.gov Automotive Technology www.automotive-technology.com Institute of Transportation Engineers www.ite.org U.S. Department of Transportation www.dot.gov ITS Research Center, Texas A&M www.rce.tamu.edu

34

http://www.aashto.org/�

http://www.apta.com/�

http://www.trb.org/�

http://www.bts.gov/�

http://www.automotive-technology.com/�

http://www.ite.org/�

http://www.dot.gov/�

http://www.rce.tamu.edu/�


1b. Division


2. Course Prefix CE



5a. Credits/CEU

3.0 CR


6. Complete Course/Program Title Traffic Engineering Abbreviated Title for Transcript (30 character)








13. List any programs or college requirements that require this course Technical elective for Bachelor of Science of Science in Civil Engineering. 14. Coordinate with Affected Units: Faculty list serve. Only the Department of Civil Engineering is affected. Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Traffic engineering studies and analysis, traffic flow theory, traffic control systems design, signalization, and capacity analyses. 17a. Course Prerequisite(s) (list prefix and number) CE A402.

17b. Test Score(s)




17e. Registration Restriction(s) (non-codable) Undergraduate standing.


19. Justification for Action Elective course for Bachelor of Science in Civil Engineering, providing specialized practical training in transportation engineering. Course to be stacked with CE A623 Traffic Engineering.



35



DATE: 10/13/2008


Course Prefix, Number, and Title: CE A423 Traffic Engineering I. Course description

Traffic engineering studies and analysis, traffic flow theory, traffic control systems design, signalization, and capacity analyses.

II. Course Design

A. Fundamental intent: Designed as a technical elective for undergraduate students majoring in Civil Engineering. Course to be stacked with CE A623 Traffic Engineering.






G. Programs that require this course: Technical elective for Bachelor of Science in Civil

Engineering.

H. Grading: A – F


J. Justification for Action: Elective course for the Bachelor of Science in Civil Engineering,


K. Prerequisite: CE A402.

L. Registration Restrictions: Undergraduate senior standing.

36




C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of Bachelors degree programs in engineering.



IV. Course Outline

A. Introduction to traffic engineering and its scope 1. Components of the systems and their characteristics 2. Roadways and their geometric characteristics 3. Introduction to traffic control devices 4. Intelligent transportation systems

B. Traffic engineering studies and analysis 1. Statistical applications in traffic engineering 2. Volume studies and characteristics 3. Speed, travel, time and delay studies 4. Parking studies and programs

C. Traffic control 1. Traffic control for freeways 2. Traffic control for rural highways

D. Intersection control and design 1. Introduction to intersection control 2. Basic principles of intersection signalization 3. Fundamentals of signal design and timing 4. Elements of intersection design 5. Actuated signal control and detection 6. Analysis of signalized intersections 7. Applications of signalized intersection analysis

E. Capacity level and level of service analysis 1. Freeways and multilane rural highways 2. Signalized intersections


A. Instructional Goals. Instructor will enable the student to: 1. have basic skills in the traffic engineering design and analysis of highway facilities, 2. have skills for conducting traffic engineering data collection, and studies, 3. understand the basics in traffic design and control, 4. design a signalized intersection, 5. understand the basics in capacity and Level of Service analysis, 6. analyze and evaluate the capacity of a signalized intersection,

37

7. present his/her work as an engineer and communicate with others in a professional manner, 8. preserve, share, and analyze information in traffic engineering using the basic knowledge


the social, economic, and environmental aspects in traffic engineering.

B. Student Outcomes. Students who successfully complete this course will demonstrate knowledge and skills in the following areas: 1. visualize the traffic engineering in perspective to highway engineering, 2. integrate and interact with the prospective transportation professionals and agencies, 3. understand the importance of the interaction of the different components of traffic

engineering components, 4. be able to deliver a project report that meets the objectives of the traffic design aspect under

consideration, 5. realize the diminutions’ of the components of traffic systems, 6. be able to understand the basics in the design and analysis of traffic engineering systems, 7. have the ability to focus on further courses in the field of transportation engineering to

enhance his/her knowledge and skills in the design, operation, and management of highway facilities.

VI. Course Activities



C. Students will complete a design project in the field of Traffic Engineering within course time frame.

D. Students are required to perform experiments in the field, collect data, and analyze data in the field of Traffic Engineering.


Visualize the traffic engineering in perspective to highway engineering.


Integrate and interact with the prospective transportation professionals and agencies.

Performance in presentation of in a design project.

Understand the importance of the interaction of the different components of traffic engineering components.


Be able to deliver a project report that meets the objectives of the traffic design aspect under consideration.


Realize the diminutions’ of the components of traffic systems.


Be able to understand the basics in the design and analysis of traffic engineering systems.

Performance in presentation of a design project.

Have the ability to focus on further courses in the field of transportation engineering to enhance his/her knowledge and skills in the design, operation, and management of highway facilities.

Performance in preparing, presenting, and writing a design project.

38


Roess, R.P., Prassas, E.S., McShane, W.R., (2004). Traffic Engineering, 3rd


IX. Alternative texts and references: Fricker, J.D., and Whitford, R.K., (2004). Fundamentals of Transportation Engineering – A Multimodal Systems Approac, Prentice Hall. Washington, S., Karlaftis, M., and Mannering, F., (2003), Statistical and Econometric Methods for Transportation Data, CHAPMAN & HALL/CRC. Wright, P., (1996). Highway Engineering, 6th edition, Wiley. 1994, Highway Capacity Manual, 3rd

edition, Transportation Research Board.


edition, Wiley.

Manual of Uniform Traffic Control Devices (MUTCD), Federal Highway Administration (FHWA).

X. Websites:


www.aashto.org

American Public Transit Association www.apta.com Transportation Research Board www.trb.org U.S. Bureau of Transportation Statistics www.bts.gov Automotive Technology www.automotive-technology.com Institute of Transportation Engineers www.ite.org U.S. Department of Transportation www.dot.gov ITS Research Center, Texas A&M www.rce.tamu.edu

39










1b. Division


2. Course Prefix CE



5a. Credits/CEU

3.0 CR


6. Complete Course/Program Title Pavement Design Abbreviated Title for Transcript (30 character)








13. List any programs or college requirements that require this course Technical elective for Masters of Science in Civil Engineering. 14. Coordinate with Affected Units: Faculty list serve. Only the Department of Civil Engineering is affected. Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures. 17a. Course Prerequisite(s) (list prefix and number) Graduate Level

17b. Test Score(s)




17e. Registration Restriction(s) (non-codable) Graduate standing.


19. Justification for Action Elective course for Master in Science in Civil Engineering, providing specialized practical training in transportation engineering. Course to be stacked with CE A424 Pavement Design.



40

[UNIVERSITY OF ALASKA ANCHORAGE, SCHOOL OF ENGINEERING


DATE: 10/13/2008


Course Prefix, Number, and Title: CE A624 Pavement Design I. Course description

Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures.

II. Course Design

A. Fundamental intent: Designed as a technical elective for graduate students majoring in Civil Engineering. Course to be stacked with CE A424 Pavement Design.






G. Programs that require this course: Technical elective for Masters of Science in Civil

Engineering.

H. Grading: A – F


J. Justification for Action: Elective course for the Masters in Science in Civil Engineering,


K. Prerequisite: Graduate level.

L. Registration Restrictions: Graduate standing.

41




C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of master’s degree programs in engineering.



IV. Course Outline

A. Introduction 1. Introduction to Pavement structures. 2. Pavements types. 3. Design factors. 4. Pavements (airports& highways).

B. Stresses and strains in flexible pavements 1. Homogeneous mass. 2. Layered systems. 3. Viscoelestice solutions.

C. Stresses and strains in rigid pavements 1. Stresses due to curling 2. Stresses and deflections due to loading. 3. Stresses due to friction. 4. Design of dowels and joints.

D. Traffic loading and volume. 1. Design procedures. 2. Equivalent single-wheel load. 3. Equivalent single-axle factor. 4. Traffic analysis.

E. Material characterization 1. Resilient modulus. 2. Fatigue characteristic.

F. Pavement performance G. Reliability H. Flexible pavement design

1. AASHTO design method I. Rigid pavement design

1. PCA method J. Asphaltic Concrete Mixture Design

1. AASHTO Mix Design 2. Superpave Mix Design

42


A. Instructional Goals. Instructor will enable the student to: 1. have basic skills in pavement design and analysis for highways and airports, 2. have skills for conducting pavement related testing and studies, 3. understand the basics in theoretical design of pavement structures, 4. understand the practical aspects pavement design, 5. analyze and evaluate pavement design parameters, 6. analyze and evaluate pavement materials and construction methods, 7. present his/her work as an engineer and communicate with others in a professional manner, 8. preserve, share, and analyze information for pavement structures using the basic knowledge


the social, economic, and environmental aspects in pavement design.

B. Student Outcomes. Students who successfully complete this course will demonstrate knowledge and skills in the following areas: 1. visualization of the pavement design in perspective to highway engineering, 2. integration and interaction with the prospective transportation professionals and agencies, 3. understanding the importance of the interaction of the different components of highway

engineering components, 4. delivering a project report that meets the objectives of the pavement materials and pavement

design aspects under consideration, 5. realization of the diminutions and aspects of pavement structures, 6. understanding the basics in the design and analysis of pavement structures, 7. focusing on further courses in the field of transportation engineering to enhance his/her

knowledge and skills in the design, operation, and management of highway facilities.

VI. Course Activities A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic

examinations. B. Students are assigned required reading and homework problems to analyze measured data and

evaluate analytical solution methods. C. Students will complete a scientific paper and design project in the field of pavement structures

and materials within the time frame of the course. D. Students are required to perform experiments in the lab, collect data, and analyze data.

43

VII. Course Evaluation. Methods of evaluation may include but are not limited to:

Outcomes Measures visualization of the pavement design in perspective to highway engineering,


integration and interaction with the prospective transportation professionals and agencies,

Performance in the lab, presentation of scientific paper and in a design project.

understanding the importance of the interaction of the different components of highway engineering components,


delivering a project report that meets the objectives of the pavement materials and pavement design aspects under consideration,


realization of the diminutions and aspects of pavement structures,

Performance in the final exam, quizzes, field projects, term design project, and homework assignments.

understanding the basics in the design and analysis of pavement structures,


focusing on further courses in the field of transportation engineering to enhance his/her knowledge and skills in the design.

Performance in preparing, presenting, writing a design project and scientific paper.


Huang, Y. H., (2004). Pavement Analysis and Design, 2rd

edition, Prentice Hall

IX. Alternative texts and references: Youder, E. S., and Witezak, M. W., (1975). Principles Of Pavement Design, Wiley. American Society of Testing and Materials, ASTM standards (all relevant tests and standards). (2007), Standard Specifications for Transportation and Methods of Sampling and Testing AndProvisional Standards, 27

th

Garber, and Hoel, L., (2002). Traffic and Highway Engineering, 4 , AASHTO, edition.

th

edition, Garber Hoel.

(2007), AASHTO Guide for the Design of Pavement Structures, America Association of State and Highway Transportation Officials. (2001), MS-22 Construction of Hot Mix Asphalt Pavements, 2nd

edition, Asphalt Institute.

(2000),MS-11 Full-Depth Asphalt Pavements for Air Carrier Airports, , 3rd


(2000), MS-1 Thickness Design--Asphalt, 10th


(2001), SP-2 Super pave Mix Design, 3rd edition, Asphalt Institute. (2003), SP-1 Performance Graded Asphalt Binder Specification and Testing Superpave Mix Design,

44

3rd

Websites: edition, Asphalt Institute.


www.aashto.org

Transportation Research Board www.trb.org

U.S. Bureau of Transportation Statistics www.bts.gov

Automotive Technology www.automotive-technology.com

U.S. Department of Transportation www.dot.gov

ITS Research Center, Texas A&M www.rce.tamu.edu

Asphalt Institute www.asphaltinstitute.org

45








1b. Division


2. Course Prefix CE



5a. Credits/CEU

3.0 CR


6. Complete Course/Program Title Pavement Design Abbreviated Title for Transcript (30 character)








13. List any programs or college requirements that require this course Technical elective for Bachelor of Science in Civil Engineering. 14. Coordinate with Affected Units: Faculty list serve. Only the Department of Civil Engineering is affected. Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures. 17a. Course Prerequisite(s) (list prefix and number) CE A402 .

17b. Test Score(s)




17e. Registration Restriction(s) (non-codable) Undergraduate senior standing.


19. Justification for Action Elective course for Bachelor in Science in Civil Engineering, providing specialized practical training in transportation engineering.Course to be stacked with CE A624 Pavement Design.



46

[UNIVERSITY OF ALASKA ANCHORAGE, SCHOOL OF ENGINEERING


DATE: 10/13/2008


Course Prefix, Number, and Title: CE A424 Pavement Design I. Course description

Analysis and design of highway and airport pavements, principles of theoretical and practical approaches for the design of flexible and rigid pavement structures. Methods for asphalt concrete mixture design and performance measures.

II. Course Design

A. Fundamental intent: Designed as a technical elective for undergraduate students majoring in Civil Engineering. Course to be stacked with CE A624 Pavement Design.







Engineering.

H. Grading: A – F


J. Justification for Action: Elective course for the Bachelor in Science in Civil Engineering,


K. Prerequisite: CE A402.

L. Registration Restrictions: Undergraduate senior standing.

47




C. Lectures, multimedia presentations, and required reading will include advanced scientific and engineering topics that require for correct interpretation a background in math and science equivalent to that of bachelor degree programs in engineering.

D. Students in the course analyze measured data and evaluate analytical methods to solve problems typical of advanced engineering practice.


IV. Course Outline

A. Introduction 1. Introduction to Pavement structures. 2. Pavements types. 3. Design factors. 4. Pavements (airports& highways).

B. Stresses and strains in flexible pavements 1. Homogeneous mass. 2. Layered systems. 3. Viscoelestice solutions.

C. Stresses and strains in rigid pavements 1. Stresses due to curling 2. Stresses and deflections due to loading. 3. Stresses due to friction. 4. Design of dowels and joints.

D. Traffic loading and volume. 1. Design procedures. 2. Equivalent single-wheel load. 3. Equivalent single-axle factor. 4. Traffic analysis.

E. Material characterization 1. Resilient modulus. 2. Fatigue characteristic.

F. Pavement performance G. Reliability H. Flexible pavement design

1. AASHTO design method I. Rigid pavement design

1. PCA method J. Asphaltic Concrete Mixture Design

1. AASHTO Mix Design 2. Superpave Mix Design

48

V. Instructional Goals and Student Outcomes A. Instructional Goals. Instructor will enable the student to:

1. have basic skills in pavement design and analysis for highways and airports, 2. have skills for conducting pavement related testing and studies, 3. understand the basics in theoretical design of pavement structures, 4. understand the practical aspects pavement design, 5. analyze and evaluate pavement design parameters, 6. analyze and evaluate pavement materials and construction methods, 7. present his/her work as an engineer and communicate with others in a professional manner, 8. preserve, share, and analyze information for pavement structures using the basic knowledge


the social, economic, and environmental aspects in pavement design.

B. Student Outcomes. Students who successfully complete this course will demonstrate knowledge and skills in the following areas: 1. visualization of the pavement design in perspective to highway engineering, 2. integration and interaction with the prospective transportation professionals and agencies, 3. understanding the importance of the interaction of the different components of highway

engineering components, 4. delivering a project report that meets the objectives of the pavement materials and pavement

design aspects under consideration, 5. realization of the diminutions and aspects of pavement structures, 6. understanding the basics in the design and analysis of pavement structures, 7. focusing on further courses in the field of transportation engineering to enhance his/her

knowledge and skills in the design, operation, and management of highway facilities.

VI. Course Activities A. Class meetings consist of lectures, multimedia presentations, discussions, and periodic

examinations. B. Students are assigned required reading and homework problems to analyze measured data and

evaluate analytical solution methods. C. Students will complete a design project in the field of pavement structure within the time frame of

the course. D. Students are required to perform experiments in the lab, collect data, and analyze data.

49


visualization of the pavement design in perspective to highway engineering


integration and interaction with the prospective transportation professionals and agencies

Performance in the lab, presentation of a design project.

understanding the importance of the interaction of the different components of highway engineering components


delivering a project report that meets the objectives of the pavement materials and pavement design aspects under consideration


realization of the diminutions and aspects of pavement structures


understanding the basics in the design and analysis of pavement structures


focusing on further courses in the field of transportation engineering to enhance his/her knowledge and skills in the design

Performance in preparing, presenting, and writing a design project.


Huang, Y. H., (2004). Pavement Analysis and Design, 2rd

edition, Prentice Hall

IX. Alternative texts and references: Youder, E. S., and Witezak, M. W., (1975). Principles Of Pavement Design, Wiley. American Society of Testing and Materials, ASTM standards (all relevant tests and standards). (2007), Standard Specifications for Transportation and Methods of Sampling and Testing AndProvisional Standards, 27

th

Garber, and Hoel, L., (2002). Traffic and Highway Engineering, 4 , AASHTO, edition.

th

edition, Garber Hoel.

(2007), AASHTO Guide for the Design of Pavement Structures, America Association of State and Highway Transportation Officials. (2001), MS-22 Construction of Hot Mix Asphalt Pavements, 2nd


(2000),MS-11 Full-Depth Asphalt Pavements for Air Carrier Airports, , 3rd


(2000), MS-1 Thickness Design--Asphalt, 10th


(2001), SP-2 Super pave Mix Design, 3rd edition, Asphalt Institute. (2003), SP-1 Performance Graded Asphalt Binder Specification and Testing Superpave Mix Design,

50

3rd edition, Asphalt Institute.Websites:


www.aashto.org



Automotive Technology www.automotive-technology.com



Asphalt Institute www.asphaltinstitute.org

51








1b. Division


2. Course Prefix CE



5a. Credits/CEU

3.0 CR


6. Complete Course/Program Title Highway Engineering Abbreviated Title for Transcript (30 character)





9. Repeat Status No # of Repeats 0 Max Credits N/A 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2009 To: 99 /9999

12. Cross Listed with N/A Stacked with CE A425 Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Technical elective for Master of Science in Civil Engineering. 14. Coordinate with Affected Units: UAA list serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Geometrical and structural design, construction, and maintenance of highway facilities and associated economic, social, and environmental consequences. The stacked course CE A425 designed as a technical elective for undergraduate students pursuing a Bachelor of Science in Civil Engineering. 17a. Course Prerequisite(s) (list prefix and number) CE A402 with minium grade of "C".





17e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action New elective course for the Masters of Science in Civil Engineering degree. Course to be stacked with CE A425 Highway Engineering. The stacked course CE A425 designed as a technical elective for undergraduate students pursuing a Bachelor of Science in Civil Engineering.



52



DATE: 10/14/2008


Course Prefix, Number, and Title: CE A625 Highway Engineering I. Course description Geometrical and structural design, construction, and maintenance of highway facilities and associated economic, social, and environmental consequences. The stacked course CE A425 designed as a technical elective for undergraduate students pursuing a Bachelor of Science in Civil Engineering.

II. Course Design

A. Fundamental Intent: Designed as an elective course for graduate students majoring in Civil Engineering.

B. Number of Semester Credits: Three (3).



E. Laboratory Hours/week: Three (3)

F. Total time of work expected outside of class: Six (6) hours per week.

G. Programs that require this course: Elective course for Masters of Science in Civil

Engineering.

H. Grading: A – F

I. Fee: Yes

J. Coordination with affected units: UAA list serve

K. Justification for action: New elective course for the Masters of Science in Civil Engineering degree.

L. Prerequisite: CE A402 with minimum grade of “C”.

M. Registration Restrictions: Masters of Science in Civil Engineering degree students.

53

III. Course level justification This graduate level elective course requires specialized prerequisite knowledge and skills and the ability to synthesize this knowledge to plan and design highway components at a level equivalent to professional practice. The student should have the ability to conduct research in the subject area and produce a draft research paper.

IV. Course Outline A. Highway surveys and location

1. Techniques for highway location 2. Principles of highway location

B. Geometric design of highway facilities 1. Highway functional classification 2. Factors influencing highway location 3. Highway design standards 4. Cross-sectional elements 5. Design of alignment – vertical alignment 6. Horizontal alignment 7. Special facilities for heavy vehicle/grades 8. Parking facilities

C. Local urban streets 1. General design considerations:

a. Design traffic volumes b. Design speed c. Sight distance d. Grades e. Alignment

D. Urban arterials 1. General design considerations:

a. Design speed b. Design traffic volumes c. Sight distance d. Grades e. Alignment

E. Freeways 1. General design considerations

a. Design speed b. Design traffic volumes c. Levels of service d. Pavement and shoulders

F. Highway Drainage 1. Surface drainage 2. Highway drainage structures 3. Subsurface drainage

G. Soil engineering for highway design 1. Classification of soils for highway use 2. Soil survey for highway construction 3. Soil compaction 4. Tests for soil for pavement design

H. Bituminous mixtures 1. Bituminous materials 2. Properties of asphalt mixtures 3. Mix design methods and tests

54

I. Flexible pavement design 1. Components of flexible pavements 2. Design variables 3. Thickness design of flexible pavements

J. Rigid pavement design 1. Materials used in rigid pavement 2. Joints in concrete pavements 3. Pumping of rigid pavements 4. Stresses in rigid pavements 5. Thickness design of rigid pavements

K. Introduction to pavement management 1. Highway rehabilitation 2. Methods for measuring roadway condition 3. Pavement rehabilitation


A. Instructional Goals. The instructor will enable students: 1. with basic skills in the highway engineering and design, 2. with skills for analysis of route survey and location, 3. to understand the basics in the evaluation route alternatives, 4. to understand the basics in highway design criteria and standards, 5. to understand the basics in material properties, specification, and analysis which relate to

pavement structures, 6. to design flexible and rigid pavements and understand the criteria for design, 7. to understand the basics in pavement management, 8. to present his/her work as an engineer and communicate with others in a professional

manner, 9. to preserve, share, analyze, and conduct a research in highway engineering using the basic

knowledge and skills attained during class and field work, 10. to work as a team to achieve their goals efficiently and professionally, 11. to consider the wider perspective and diversity of the engineering profession when dealing

with the social, economic, and environmental aspects in traffic engineering. B. Student Outcomes. Students who successfully complete this course will be able to:

1. comprehend and determine parameters related to selection of highway routes, 2. recognize and apply the techniques for evaluation of highway routes, 3. identify and apply highway design standards, 4. discuss and analyze highway design case studies, 5. analyze properties of construction materials related to transportation facilities, 6. design highway pavement structures, 7. prepare and write a design project report within a team and conduct a research in the

subject area, 8. integrate the social, economic, and environmental aspects in a design project report,

VI. Course activities



C. Students will complete a scientific paper and design project in any field related of highway geometric design.

D. Students are required to perform experiments in the field, collect data, and analyze data.

55

Course Evaluation: Methods of evaluation may include but are not limited to:

VII. Suggested Text: Garber, and Hoel, L., (2002). Traffic and Highway Engineering, 3rd

edition, print # 07

A Policy on Geometric Design of Highways and Streets, 5th

edition.

AASHTO Guide for Design of Pavement Structures, 1993. Washington D.C.

VIII. Alternative texts and references: Fricker, J.D., and Whitford, R.K., (2004). Fundamentals of Transportation Engineering – A Multimodal Systems Approach, Wiley. Wright, P., (1996). Highway Engineering, 6th

edition, Wiley.

Highway Capacity Manual, 3rd

edition, 1994. Transportation Research Board.


edition, Wiley.

Manual of Uniform Traffic Control Devices (MUTCD), Federal Highway Administration (FHWA). Highway Capacity Manual (2000), Transportation Research Board.

Outcomes Measures Comprehend and determine parameters related to the selection of highway route.


Recognize and review the techniques in the evaluation of highway routes.

Performance in presentation of a design project report and in a design project.

Identify and review highway design parameters and standards.


Discuss and analyze cases of highway design. Performance in presentation design project report.

Comprehend and discuss properties of construction materials related to transportation facilities.


Analyze and design highway pavement structures.

Performance in presentation a design project report and in a design project.

prepare and write a design project report within a team and conduct a research in the subject area,

Performance in preparing, presenting and writing a design project report and scientific paper.

Integrate the social, economic, and environmental aspects in the design.

Performance in preparing, presenting, and writing a design project and scientific paper.

56

Kristy, C., and Lall, B., (1998). Transportation Engineering, 2nd


Dickey, J., (1982). Metropolitan Transportation Planning, 2nd

edition, Wiley.

Vergill, G., Stover, and Koepke, F.J., (1988). Transportation and Land Development, Institute of Transportation Engineers. American Society of Testing and Materials, ASTM standards. 2007, Standard Specifications for Transportation and Methods of Sampling and Testing and Provisional Standards, 27th

edition.

IX. Web References American Association of State and Highway transportation Officials (AASHTO)

www.aashto.org

American Public Transit Association www.apta.com



Automotive Technology (Projects …etc) www.automotive-technology.com

Institute of Transportation Engineers www.ite.org



57










1b. Division


2. Course Prefix CE


4. Previous Course Prefix & Number CE A404

5a. Credits/CEU

3.0 CR


6. Complete Course/Program Title Highway Engineering Abbreviated Title for Transcript (30 character)





9. Repeat Status No # of Repeats 0 Max Credits N/A 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2009 To: 99 /9999

12. Cross Listed with N/A Stacked with CE A625 Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course Technical elective for Bachelor of Science in Civil Engineering. 14. Coordinate with Affected Units: UAA list serve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Geometrical and structural design, construction, and maintenance of highway facilities and associated economic, social, and environmental consequences.The stacked course CE A625 designed as a technical elective for graduate students pursuing a Master of Science in Civil Engineering. 17a. Course Prerequisite(s) (list prefix and number) CE A402 with a minimum grade of "C".





17e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action Elective course for the Bachelor of Science in Civil Engineering degree. Course description updated and refined. Goals and outcomes updated and refined. Course is to be stacked with CE A625 Highway Engineering.



58



DATE: 10/14/2008


Course Prefix, Number, and Title: CE A425 Highway Engineering I. Course description

Geometrical and structural design, construction, and maintenance of highway facilities and associated economic, social, and environmental consequences. The stacked course CE A625 designed as a technical elective for graduate students pursuing a Master of Science in Civil Engineering.

II. Course Design

A. Fundamental Intent: Designed as a technical elective for undergraduate seniors majoring in Civil Engineering.

B. Number of Semester Credits: Three (3).



E. Laboratory Hours/week: Three (3)

F. Total time of work expected outside of class: Six (6) hours per week.


Engineering.

H. Grading: A – F

I. Fee: Yes

J. Coordination with affected units: UAA list serve

K. Justification for action: Elective course for the Bachelor of Science in Civil Engineering degree. Course description updated and refined. Goals and outcomes updated and refined.

L. Prerequisite: CE A402 with minimum grade of “C”.

M. Registration Restrictions: N/A.

59

III. Course level justification This senior level technical elective requires specialized prerequisite knowledge and skills and the ability to synthesize this knowledge to plan and design highway components at a level equivalent to professional practice.

IV. Course Outline A. Highway surveys and location

1. Techniques for highway location 2. Principles of highway location

B. Geometric design of highway facilities 1. Highway functional classification 2. Factors influencing highway location 3. Highway design standards 4. Cross-sectional elements 5. Design of alignment – vertical alignment 6. Horizontal alignment 7. Special facilities for heavy vehicle/grades 8. Parking facilities

C. Local urban streets 1. General design considerations:

a. Design traffic volumes b. Design speed c. Sight distance d. Grades e. Alignment

D. Urban arterials 1. General design considerations:

a. Design speed b. Design traffic volumes c. Sight distance d. Grades e. Alignment

E. Freeways 1. General design considerations

a. Design speed b. Design traffic volumes c. Levels of service d. Pavement and shoulders

F. Highway Drainage 1. Surface drainage 2. Highway drainage structures 3. Subsurface drainage

G. Soil engineering for highway design 1. Classification of soils for highway use 2. Soil survey for highway construction 3. Soil compaction 4. Tests for soil for pavement design

H. Bituminous mixtures 1. Bituminous materials 2. Properties of asphalt mixtures 3. Mix design methods and tests

60

I. Flexible pavement design 1. Components of flexible pavements 2. Design variables 3. Thickness design of flexible pavements

J. Rigid pavement design 1. Materials used in rigid pavement 2. Joints in concrete pavements 3. Pumping of rigid pavements 4. Stresses in rigid pavements 5. Thickness design of rigid pavements

K. Introduction to pavement management 1. Highway rehabilitation 2. Methods for measuring roadway condition 3. Pavement rehabilitation


A. Instructional Goals. The instructor will enable students: 1. with basic skills in the highway engineering and design, 2. with skills for analysis of route survey and location, 3. to understand the basics in the evaluation route alternatives, 4. to understand the basics in highway design criteria and standards, 5. to understand the basics in material properties, specification, and analysis which relate to

pavement structures, 6. to design flexible and rigid pavements and understand the criteria for design, 7. to understand the basics in pavement management, 8. to present his/her work as an engineer and communicate with others in a professional

manner, 9. to preserve, share, and analyze information in highway engineering using the basic

knowledge and skills attained during class and field work, 10. to work as a team to achieve their goals efficiently and professionally, 11. to consider the wider perspective and diversity of the engineering profession when dealing

with the social, economic, and environmental aspects in traffic engineering.

B. Student Outcomes. Students who successfully complete this course will be able to: 1. comprehend and determine parameters related to selection of highway routes, 2. recognize and apply the techniques for evaluation of highway routes, 3. identify and apply highway design standards, 4. discuss and analyze highway design case studies, 5. analyze properties of construction materials related to transportation facilities, 6. design highway pavement structures, 7. prepare and write a design project report within a team, 8. integrate the social, economic, and environmental aspects in a design project report,

VI. Course activities



C. Students will complete a design project in the field of highway geometrical design. D. Students are required to perform experiments in the field, collect data, and analyze data.

61

Course Evaluation: Methods of evaluation may include but are not limited to:

VII. Suggested Text:

Garber, and Hoel, L., (2002). Traffic and Highway Engineering, 3rd

edition, print # 07

A Policy on Geometric Design of Highways and Streets, 5th

edition.

AASHTO Guide for Design of Pavement Structures, 1993. Washington D.C.

VIII. Alternative texts and references: Fricker, J.D., and Whitford, R.K., (2004). Fundamentals of Transportation Engineering – A Multimodal Systems Approach, Wiley.

Wright, P., (1996). Highway Engineering, 6th

edition, Wiley.

Highway Capacity Manual, 3rd

edition, 1994. Transportation Research Board.


edition, Wiley.

Manual of Uniform Traffic Control Devices (MUTCD), Federal Highway Administration (FHWA). Highway Capacity Manual (2000), Transportation Research Board.

Kristy, C., and Lall, B., (1998). Transportation Engineering, 2nd


Outcomes Measures Comprehend and determine parameters related to the selection of highway route.


Recognize and review the techniques in the evaluation of highway routes.

Performance in presentation of a design project report.

Identify and review highway design parameters and standards.


Discuss and analyze cases of highway design. Performance in presentation design project report.

Comprehend and discuss properties of construction materials related to transportation facilities.


Analyze and design highway pavement structures.

Performance in presentation a design project report.

Prepare and write a design project with a team. Performance in preparing, presenting and writing a design project report.

Integrate the social, economic, and environmental aspects in the design.

Performance in the final exam and term design project report.

62

Dickey, J., (1982). Metropolitan Transportation Planning, 2nd

edition, Wiley.

Vergill, G., Stover, and Koepke, F.J., (1988). Transportation and Land Development, Institute of Transportation Engineers.

American Society of Testing and Materials, ASTM standards.

2007, Standard Specifications for Transportation and Methods of Sampling and Testing and Provisional Standards, 27th

edition.

IX. Web References American Association of State and Highway transportation Officials (AASHTO)

www.aashto.org

American Public Transit Association www.apta.com



Automotive Technology (Projects …etc) www.automotive-technology.com

Institute of Transportation Engineers www.ite.org



63









1a. School or College CT CTC

1b. Division ADVE Division of Career Voc Ed

1c. Department Career and Technical Education

2. Course Prefix NA

3. Course Number NA

4. Previous Course Prefix & Number NA

5a. Credits/CEU

NA

5b. Contact Hours (Lecture + Lab) (NA+ )

6. Complete Course/Program Title Master of Science, Career and Technical Education MSCTE Abbreviated Title for Transcript (30 character)




Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Catalog copy

9. Repeat Status # of Repeats Max Credits 10. Grading Basis A-F P/NP NG


12. Cross Listed with NA Stacked with Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course NA 14. Coordinate with Affected Units: College of Education, UAA listserve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description See attached catalog copy. 17a. Course Prerequisite(s) (list prefix and number) NA





17e. Registration Restriction(s) (non-codable) NA

18. Mark if course has fees NONE

19. Justification for Action Updates to the program are based on prefix and course changes in the College of Education. New courses will add to the quality of the program.

Initiator (faculty only) Date Approved Deanna Schultz Disapproved: Initiator (TYPE NAME) Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date




64

MASTER OF SCIENCE, CAREER AND TECHNICAL EDUCATION University Center (UC), Suite 130, (907) 786-6423 The Master of Science in Career and Technical Education program at UAA provides instruction for teachers, administrators, industry trainers, and workforce development professionals specializing in career and technical education at the secondary and postsecondary level. Face-to-face and distance delivery options meet the learning needs of students while making instruction available statewide. Internships are available for students interested in updating their skills in an aspect of industry. Each student’s program is jointly designed by the student and a faculty adviser. Upon completion the graduate will be able to:

• Defend a philosophy of career and technical education using literature and personal experience.

• Facilitate discussions on and advocate for or argue against career and technical education.

• Design and implement curriculum using methodology that meets the needs of diverse learners.

• Develop, organize, and critically analyze research for a specific audience. • Apply leadership and management theory through research and practice in

organizations. • Incorporate technology to facilitate learning.

ADMISSION REQUIREMENTS

1. See the beginning of this chapter for Admission Requirements for Master’s Degrees.

2. Complete a writing exercise. 3. Participate in a program interview with faculty adviser.

GRADUATION REQUIREMENTS 1. See the beginning of this chapter for University Requirements for Master’s

Degrees. 2. Complete 36 credits of approved course work. (Up to 9 credits may be at the 400 level.) 3. Complete, present, and obtain approval from graduate committee for individual research project or thesis. 4. Pass an oral or written examination based on the core program of study.

PROGRAM REQUIREMENTS

1. Develop an Official Graduate Studies Plan with faculty adviser and obtain approval before completion of more than 9 credits of course work.

2. Complete the Career and Technical Education core courses (121 credits): CTE A611 Historical and Philosophical Foundations of Career 3* and Technical Education CTE A633 Current Issues in Career and Technical Education 3

65

CTE A643 Teaching in Career and Technical Education 3 CTE A655 Curriculum and Assessment in Career and Technical 3 Education *If credit was earned for Historical and Philosophical Foundations of Career and Technical Education CTE A411, students must substitute a three credit, CTE 600-level course approved by the adviser for CTE A611.

3. Complete a component in human resources and leadership using one of the following courses (3 credits): 3

BA A632 Organizational Behavior and Human Resource Management (3)

EDL A637 Educational Leadership and Organizational Behavior (3) PADM A610 Organizational Theory and Behavior (3) Other human resources/leadership class with approval by faculty adviser (3)

4. Complete a technology education component using one of the following 3 courses. (3 credits) EDET A637 Design of e-Learning (3) EDET A638 Facilitation of Learning with Technology (3) Other technology course with approval by faculty adviser (3) 5. Complete the following research courses. (9 credits)

EDRS A660 Fundamentals of Research in Education 2 EDRS A664 Developing and Writing Literature Reviews 2 Other research course approved by faculty adviser 2

CTE A698 Individual Research (1-6) 3 or CTE A699 Thesis (1-6)

6. Complete 9 credits of electives jointly selected with the graduate adviser. 9 Electives may be in a technical area.

A total of 36 credits is required for the degree.

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1c. Department CTE

2. Course Prefix CTE



5a. Credits/CEU

3 credits


6. Complete Course/Program Title Teaching in Career and Technical Education Teaching in CTE Abbreviated Title for Transcript (30 character)





9. Repeat Status No # of Repeats N/A Max Credits N/A 10. Grading Basis A-F P/NP NG



13. List any programs or college requirements that require this course MS Career and Technical Education, Master of Arts in Teaching 14. Coordinate with Affected Units: College of Education, Listserve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Explores teaching strategies, applied research regarding learning, and concept development in Career and Technical Education (CTE). Evaluates content and materials. Examines teaching and learning to facilitate application in the classroom or training situation. Provides fundamentals of standards-based curriculum design and assessment for CTE. 17a. Course Prerequisite(s) (list prefix and number) N/A







19. Justification for Action In coordination with College of Education this is a new course to cover content methods to be used with a general methods course in the MAT. This course will be combined with Curriculum and Assessment in Career and Technical Education for the MSCTE.



67

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

Community and Technical College Division: ADVE: Career and Vocational Education November 3, 2008 Programs: M.S. Career and Technical Education

Master of Arts in Teaching Course Title: Teaching in Career and Technical Education Course Number: CTE A643 3.0 Credits

I. Course Description: Explores teaching strategies, applied research regarding learning, and concept development in Career and Technical Education (CTE). Evaluates content and materials. Examines teaching and learning to facilitate application in the classroom or training situation. Provides fundamentals of standards-based curriculum design and assessment for CTE. II. Course Design:

A. This course is part of a master of arts in teaching and a master’s degree in career and technical education.

B. 3.0 credits. C. Class includes 45 hours of lecture and class participation and 90 hours outside

work. D. This course is required for M. S. in Career and Technical Education; Master of Arts in Teaching E. No additional fees are charged. F. This course may be taught in any time frame, but not less than 3 weeks. G. This is a new course. H. Coordinated with College of Education, UAA Listserve. I. Course level justification: Requires the ability to analyze, synthesize, demonstrate

teaching strategies, and apply principles learned as evidenced through discussion and written lesson plans.

III. Course Activities: Class is conducted using discussion, projects, written assignments,

simulation, constructivism, lecture, and technology.

IV. Registration Restriction: Graduate standing

V. Course Evaluation: Course will be graded A-F.

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VI. Outline

1.0 Safety and Procedures 1.1 Institutional policies (e.g., University of Alaska Anchorage) 1.2 Emergency procedures 1.3 Classroom safety 1.4 Workplace health and safety

2.0 Definition and Goals of Career and Technical Education 2.1 Educational goals and rationale 2.2 Curriculum orientation and philosophical stance

3.0 Partnerships

3.1 Advisory committee 3.2 Special education/disability support staff 3.3 Family members 3.4 Supervisors 3.5 Business persons

4.0 Principles of Standards-Based Curriculum and Instruction 4.1 Lesson and unit planning 4.2 Planning for continuous assessment 4.3 Validation and verification of source materials 4.4 Reflective practice

5.0 CTE Content Areas 5.1 Career clusters 5.2 Career pathways 5.3 Contextual teaching and learning

6.0 Integration Approaches

6.1 Themes 6.2 Issues 6.3 Integration of career and technical/academic

7.0 Instructional Methods 7.1 Instructional planning, scheduling, and delivery 7.2 Laboratory experiences 7.3 Demonstration/performance 7.4 Lecture and constructivism 7.5 Projects, contests, CTSO activities, field trips 7.6 Use of media and technology 7.7 Habits of mind 7.8 Creative and critical thinking

8.0 Instruction and Assessment 8.1 Lesson planning 8.2 Goals, objectives, and student outcomes 8.3 Material selection and evaluation 8.4 Purposes and forms of assessment

8.4.1 Formative and summative assessment 8.4.2 Alternative forms of assessment 8.4.3 Classroom grading

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VII. Suggested Text Bottoms, G., Pucel, D. J., & Phillips, I. (1997). Designing challenging vocational courses: A

guide to preparing a syllabus. Atlanta, GA: Southern Regional Education Board.

VIII. Bibliography Association for Career and Technical Education. (1999). Career and technical educator’s

survival guide (Rev. ed). Alexandria, VA: Author.

Bottoms, G., & Sharpe, D. (n.d.). Teaching for understanding through integration of academic

and technical education. Atlanta, GA: Southern Regional Education Board.

Brooks, J., & Brooks, M. (1999). In search of understanding: The case for constructivist

classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

International Technology Education Association. (2005). Planning learning: Developing

technology curricula. Reston, VA: Author.

International Technology Education Association. (2007). Standards for technological literacy:

Content for the study technology (3rd ed.). Reston, VA: Author.

Gordon, H. R. D. (2008). The history and growth of career and technical education in America.

(3rd ed.). Long Grove, IL: Waveland Press.

Johnson, E. (2002). Contextual teaching and learning: What it is and why it is here to stay.

Thousand Oaks, CA: Corwin Press.

Lee, H. D., & Nelson, O. (2006). Instructional analysis and course development.

Homewood, IL: American Technical.

Martinello, M., & Cook, G. (2000). Interdisciplinary inquiry in teaching and learning (2nd ed.).

Columbus, OH: Merrill.

McTighe, J., & Wiggins, G. (2005). Understanding by design (2nd ed.). Alexandria, VA:

Association for Supervision & Curriculum Development.

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Miller, W. R., & Miller, M. F. (2007) Hints for the highly effective instructor: Survival skills for

the technical trainer (2nd ed.). Homewood, IL: American Technical.

National Board for Professional Teaching Standards. (2001). Career and technical education

standards. Washington, DC: Author.

National Business Education Association. (2007). National standards for business education.

Reston, VA: Author.

Radar, M. H. (Ed.). (2003). Effective methods of teaching business education in the 21st century.

Reston, VA: National Business Education Association.

Storm, G., (1993). Managing the occupational education laboratory (2nd ed.). Ann Arbor, MI:

Prakken.

Instructional Goal: Provides appropriate instruction and assessment strategies that constitute best practice in CTE teaching and learning.

Student Outcomes Assessment Procedures Analyze safety hazards in the classroom and workplace and design lessons that include procedures to ensure safe CTE classrooms.

Lesson plan Unit plan Class discussion

Examine goals and purposes, principles and theories, and develop and defend a CTE statement of philosophy.

Philosophy statement

Plan and work cooperatively with business, advisory committees, support personnel, career and technical student organizations, and family members.

Community involvement activity with reflection paper

Demonstrate contextual teaching and learning concepts, principles, elements, and strategies.

Lesson Plan Unit Plan

Integrate academic and CTE disciplines by engaging students in activities that draw upon various methods, strategies, and resources including technology.

Textbook/curriculum evaluation Lesson plan Unit plan

Apply the National Board for Professional Teaching Standards for Career and Technical Education by demonstrating effective teaching strategies and techniques for CTE content areas in response to the diverse needs of learners.

Lesson plan Unit plan Written paper

Assess learning by identifying industry recognized certifications.

Unit plan Written assignment

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1c. Department Career and Technical Education

2. Course Prefix CTE



5a. Credits/CEU

3 credits


6. Complete Course/Program Title Curriculum and Assessment in Career and Technical Education Curriculum & Assessment in CTE Abbreviated Title for Transcript (30 character)





9. Repeat Status No # of Repeats Max Credits 10. Grading Basis A-F P/NP NG


12. Cross Listed with NA Stacked with Cross-Listed Coordination Signature

13. List any programs or college requirements that require this course M.S. Career and Technical Education 14. Coordinate with Affected Units: College of Education, UAA listserve Department, School, or College Initiator Signature Date 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities Fine Arts Social Sciences Natural Sciences Integrative Capstone

16. Course Description Examines principles and procedures in the development of career and technical education curriculum. Studies theory and principles of quality assessment and assessment techniques. Addresses current trends in career and technical education curriculum and assessment, including programs of study and third party assessment. 17a. Course Prerequisite(s) (list prefix and number) NA






18. Mark if course has fees NONE

19. Justification for Action This is a new course in the M.S. Career and Technical Education program. It provides in-depth study of curriculum and assessment for career and technical educators.

Initiator (faculty only) Date Approved Deanna Schultz Disapproved: Initiator (TYPE NAME) Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date




72

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

Community and Technical College Division: ADVE: Career and Vocational Education October 24, 2008 Programs: M.S. Career and Technical Education Course Title: Curriculum and Assessment in Career and Technical Education Course Number: CTE A655 3.0 Credits

I. Course Description: Examines principles and procedures in the development of career and technical education curriculum. Studies theory and principles of quality assessment and assessment techniques. Addresses current trends in career and technical education curriculum and assessment.

II. Course Design:

A. Designed as a course for students seeking a master’s degree in career and technical education, and for current professionals in the field.

B. 3.0 credits. C. Class includes 45 hours of lecture and class participation and 90 hours outside

work. D. This course is required for M. S. Career and Technical Education. E. No additional fees are charged. F. This course may be taught in any time frame, but not less than 3 weeks. G. This is a new course. H. Coordinated with College of Education, UAA Listserve. I. Course level justification: Requires the ability to analyze, synthesize and apply

principles learned as demonstrated by a curriculum project and a written research paper.

III. Course Activities: Class is conducted using discussion, projects, written assignments,

simulation, debate, lecture, and technology.

IV. Registration Restriction: Graduate standing.

V. Course Evaluation: Course will be graded A-F.

VI. Course Curriculum: 1.0 Safety 1.1 General classroom safety 1.2 General building safety 1.3 General campus safety

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2.0 Curriculum Development Theory and Models 2.1 Oliva 2.2 Wiggins & McTighe 2.3 Standards-based models 2.3.1 Integrated System for Workforce Education Curricula (ISWEC) 2.3.2 Performance-based Instructional Design (PBID) System

3.0 Planning the Curriculum 3.1 Collecting and assessing school-related data 3.2 Collecting and assessing community-related data 3.3 Decision-making in curriculum planning 3.3.1 Role of philosophy in decision-making 3.3.2 Influence of national legislation and policies 3.3.3 Strategies for decision-making

4.0 Establishing the Curriculum Content 4.1 Setting curriculum goals and objectives 4.2 Determining curriculum content 4.2.1 DACUM approach 4.2.2 Task analysis 4.2.3 All Aspects of Industry approach 4.3 Programs of Study 4.4 Constraints in determining curriculum content

5.0 Foundations of Assessment 5.1 Role of assessment in teaching 5.1.1 Measurement 5.1.2 Evaluation 5.2 Establishing learning targets

6.0 Quality Assessment Criteria 6.1 Validity 6.2 Reliability 6.3 Bias 7.0 Developing Classroom Assessments 7.1 Selected response items 7.2 Constructed response items 7.3 Performance-based assessment 8.0 Third-party Assessments 8.1 Selection criteria 8.2 Sources VII. Suggested Texts Finch, C. R., & Crunkilton, J. R. (1999). Curriculum development in vocational and technical

education: Planning, content, and implementation (5th ed.). Needham Heights, MA:

Allyn & Bacon.

74

Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Boston:

Pearson Education.

American Psychological Association. (2001). Publication manual of the American

Psychological Association (5th ed.). Washington, DC: Author.

VIII. Bibliography

Ainsworth, L. (2003). “Unwrapping” the standards: A simple process to make standards

manageable. Englewood, CO: Lead + Learn Press.

Bott, P. A. (1996). Testing and assessment in occupational and technical education. Needham

Heights, MA: Allyn and Bacon.

Foriska, T. J. (1998). Restructuring around standards: A practitioner’s guide to design and

implementation. Thousand Oaks, CA: Corwin Press.

McMillan, J. H. (2008). Assessment essential for standards-based education (2nd ed.).

Thousand Oaks, CA: Corwin Press.

McMillan, J. H. (2004). Classroom assessment: Principles and practice for effective instruction

(3rd ed.). Boston: Pearson Education.

Oliva, P. F. (1997). Developing the curriculum (4th ed.). New York: Longman.

Taggart, G. L., Phifer, S. J., Nixon, J. A., & Wood, M. (Eds.). (2001). Rubrics: A handbook for

construction and use. Lanham, MD: Scarecrow Press.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:

Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2005). Understanding by design: Professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

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Wiles, J., & Bondi, J. (2002). Curriculum development: A guide to practice (6th ed.). Upper

Saddle River, NJ: Merrill/Prentice Hall.

IX. Instructional Goals, Student Outcomes, and Assessment Procedures: A. Instructional Goal: Assist students in integrating CTE principles into curriculum

planning at the program level and analyze assessments for quality and appropriateness to the instructional goals of the course or program.

B. Student Outcomes/Assessment Procedures:

Student Outcomes Assessment Procedures

Identify the fundamental principles and procedures for curriculum planning as they pertain to career and technical education.

Discussion Written work Project

Demonstrate integration of industry standards into instructional design through development of programs of study.

Written work Project

Describe elements of quality assessment in classroom and program assessments.

Discussion Written work

Evaluate and critique different formative and summative assessment procedures and techniques.

Discussion Written work Project

Analyze current assessment trends in career and technical education and the use of third-party assessments.

Discussion Research paper

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