Undergraduate Academic Board Agenda...1. Introduction to the impact of traumatic stress on children...

Undergraduate Academic Board Agenda

January 27, 2012 2:00-5:00 ADM 204

I. Roll ( ) Hilary Davies (CAS) ( ) Joan O’Leary (Mat-Su) ( ) Barbara Harville (FS Rep.) ( ) USUAA vacancy ( ) Mari Ippolito (CAS) ( ) Hilary Seitz (COE) ( ) Francisco Miranda (FS Rep.) ( ) Adjunct vacancy ( ) David Edgecombe (CAS) ( ) Cheryl Smith (CTC) ( ) Vacancy (FS at Large) Ex-Officio Members: ( ) Paola Banchero (CAS) ( ) Kevin Keating (LIB) ( ) Vacancy (FS At Large) ( ) Bart Quimby ( ) Helena Jermalovic (COH) ( ) Utpal Dutta (SOE) ( ) Vacancy (COH) ( ) Shirlee Willis-Haslip ( ) Marion Yapuncich (KPC) ( ) Bettina Kipp (SA) ( ) Kathrynn Hollis Buchanan (Kodiak) ( ) Scheduling & Publications II. Approval of the Agenda (pg. 1-2) III. Approval of Meeting Summary (pg. 3-4) IV. Administrative Report

A. Interim Vice Provost for Curriculum and Assessment Bart Quimby

B. Interim University Registrar Shirlee Willis-Haslip and Associate Registrar Lora Volden

V. Chair’s Report A. UAB Chair- Hilary Davies

B. GERC- Sandra Pence

VI. Program/Course Action Request- Second Readings Add SWK A410 Trauma in Childhood (3 cr)(3+0)(pg. 5-9) Chg Post-Baccalaureate Certificate, Early Childhood Pre-K-Third Grade (pg. 10-19)

Add CEL A392 Advanced Civic Engagement: Community Inquiry & Action

(3 cr)(3+0)(pg. 20-24) Chg Civic Engagement Certificate (pg. 25-32) Chg ES A341 Fluid Mechanics (3 cr)(3+0)(pg. 33-39) Chg ES A341L Fluid Mechanics (3 cr)(3+0)(pg. 40-45) Chg CE A446 Biological Treatment Processes (Stacked with CE A646)(3 cr)(3+0)(pg. 46-53)

VII. Program/Course Action Request- First Readings Chg PARL A340 Family Law (stacked with JUST A340) (3 cr)(3+0)(pg. 54-58) Chg JUST A340 Family Law (stacked with PARL A340)(3 cr)(3+0)(pg. 59-63) Add JUST A374 The Courts (3 cr)(3+0)(pg. 64-68) Chg JUST A445 Probation, Parole and Community Corrections (3 cr)(3+0)(pg. 69-72) Chg JUST A484 Corrections Theory and Policy (3 cr)(3+0)(pg. 73-76) VIII. Old Business

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January 27, 2012 Undergraduate Academic Board Agenda

IX. New Business

A. Curriculum Handbook Edits (pg. 77) Box 16d. and 16e.

B. BOR Policy and Regulations (pg. 78-99) X. Informational Items and Adjournment

2

Undergraduate Academic Board Summary

January 20, 2012 2:00-5:00 ADM 204

I. Roll (x) Hilary Davies (CAS) (x) Joan O’Leary (Mat-Su) (x) Barbara Harville (FS Rep.) ( ) USUAA vacancy (x) Mari Ippolito (CAS) (x) Hilary Seitz (COE) (x) Francisco Miranda (FS Rep.) ( ) Adjunct vacancy (x) David Edgecombe (CAS) (x) Cheryl Smith (CTC) ( ) Vacancy (FS at Large) Ex-Officio Members: (e) Paola Banchero (CAS) (x) Kevin Keating (LIB) ( ) Vacancy (FS At Large) (x) Bart Quimby (x) Helena Jermalovic (COH) (x) Utpal Dutta (SOE) ( ) Vacancy (COH) (x) Shirlee Willis-Haslip (x) Marion Yapuncich(KPC) (x) Bettina Kipp (SA) (x) Kathrynn Hollis Buchanan (Kodiak) (x) Scheduling&Publications II. Approval of the Agenda (pg. 1) Approved III. Approval of Meeting Summary (pg. 2-3) Approved IV. Administrative Report

A. Interim Vice Provost for Curriculum and Assessment Bart Quimby Provost Mike Driscoll is leaving UAA at the end of the academic year They hope to get a provost search started right away

B. Interim University Registrar Shirlee Willis-Haslip and Associate Registrar Lora Volden First week of classes

V. Chair’s Report A. UAB Chair- Hilary Davies

Handouts were distributed to the board. They included: BOR policies to be reviewed by UAB Box 13a. changes

B. GERC- Sandra Pence

Discussed the assessment process of GER Elected Sandra Pence as chair

VI. Program/Course Action Request- Second Readings

Add ANTH A470 Landscape Archaeology (3 cr)(3+0)(pg. 4-9) Add ANTH A475 Archaeological Surveying and Illustration (4 cr)(2+4)(pg. 10-14) Unanimously Approved VII. Program/Course Action Request- First Readings VIII. Old Business

A.

IX. New Business A. Curriculum Handbook issues and edits

Section 12 (pg. 15) Approved

Box 13a. (pg. 16) Cross out page numbers in the Box 13a. example and take out parenthesis

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January 20, 2012 Undergraduate Academic Board Page 2 Summary

Approved B. Purge Lists (pg. 17-20)

X. Informational Items and Adjournment

4

1a. School or College CH College of Health

1b. Division ASWK Division of Social Work

1c. Department BSWK

2. Course Prefix

SWK

3. Course Number

A410

4. Previous Course Prefix & Number

N/A

5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course Title Trauma in Childhood Abbreviated Title for Transcript (30 character)

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

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2012 To: /9999

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

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance. Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted

1. EDSE A212 Courtesy 11/8/11 Hilary Seitz 2. PSY A365 Courtesy 11/8/11 Rosellen Rosich 3.

Initiator Name (typed): Kathi Trawver Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 11/22/11 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 11/22/11

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities

Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Provides students with an understanding of the psychobiological, developmental, and social implications of trauma exposure throughout childhood and adolescence. Introduces students to the principles of prevention, intervention, and resiliency as related to childhood trauma.

16a. Course Prerequisite(s) (list prefix and number) [EDSE A212 or PSY A365]

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) None

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action This course will contribute to students’ preparation for entry-level direct care of children and adolescents who have experienced traumatic events in their lives.

__________________________________________________ ___________ Initiator (faculty only) Date Kathi Trawver Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

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UNIVERSITY OF ALASKA ANCHORAGE COURSE CONTENT GUIDE

I. Initiation Date: November, 2011

II. Course Information: A. College/School College of Health/School of Social Work B. Course Prefix: SWK C. Course Number: A410 D. Number of Credits 3 E. Contact Hours: 3+0 F. Course Title: Trauma in Childhood G. Grading Basis: A-F H. Implementation Date: Fall, 2012 I. Cross Listing: N/A J. Stacking: N/A K. Course Description: Provides students with an understanding of the

psychobiological, developmental, and social implications of trauma exposure throughout childhood and adolescence. Introduces students to the principles of prevention, intervention, and resiliency as related to childhood trauma.

L. Course Prerequisite: EDSE A212 or PSY A365 M. Registration Restrictions: None N. Course Fee: No

III. Course Level Justification: This course will contribute to students’ preparation for entry-level direct care of children and adolescents who have experienced traumatic events in their lives. Students will be expected to analyze, integrate, and apply knowledge of multiple theoretical frameworks and clinical paradigms for prevention and intervention with trauma-impacted children and adolescents. Students will be expected to demonstrate the ability to analyze case examples in oral or written form.

IV. Instructional Goals and Outcomes: A. The instructor will:

1. Define trauma, complex trauma, types of trauma, and factors determining the impact of trauma on children and adolescents;

2. Provide information on psychobiological, social, emotional, and developmental impacts of childhood trauma;

3. Provide best practice knowledge on prevention and intervention for children exposed to traumatic events;

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4. Provide and facilitate the integration of knowledge on resiliency in childhood as it relates to childhood trauma;

5. Demonstrate appropriate analysis of case vignettes and case planning for children who have experienced trauma.

B. Students will:

V. Outline: A. Definitions, types, and impacts of trauma

1. Introduction to the impact of traumatic stress on children and adolescents 2. The psychobiology of traumatic stress 3. Implications for brain development 4. Implications for development of attachment and social relatedness

B. A descriptive approach to childhood trauma

1. Types of trauma exposure and prevalence 2. Single event trauma and complex trauma 3. Co-morbidity and trauma as etiological factors 4. The impact of trauma during childhood on health and life quality (e.g., social relatedness,

and development in general) C. Prevention and early intervention for childhood trauma

Outcomes Assessment Procedures 1. Differentiate types and levels of trauma and

factors determining the impact of trauma on children and adolescents;

Written assignments and synthesis of material in class discussions;

2. Evaluate how trauma occurs within a broad context, including the child’s personal characteristics, family, community, and culture;

Written assignments, case reviews and critical analyses of case materials;

3. Synthesize information on the psychobiology of trauma, types of trauma, and impact of trauma on children within the context of culture and developmental stage;

Written assignments, class activities, and critical analyses of case materials;

4. Identify best practice prevention or intervention strategies for addressing clients impacted by trauma;

Written and oral case analyses applying concepts from readings and class;

5. Assess elements of risk, protective factors, and resiliency in childhood related to trauma;

Written assignments and class discussion;

6. Analyze various approaches to assessment and intervention.

Written case summary including plan for assessment and intervention.

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D. Trauma and attachment 1. Normative attachment 2. Attachment disrupted by trauma

E. Assessment and multi-disciplinary intervention for young children exposed to trauma

1. Diagnostic issues in early childhood trauma 2. Introduction to assessment tools and strategies 3. Limitations of existing diagnostic paradigms 4. Assessment across multiple disciplines

F. Conceptualization of interventions for children and adolescents

1. From assessment to intervention: a multi-disciplinary approach to intervention planning 2. Hypothesis development and testing

G. Intervention with young children exposed to trauma

1. Family and dyadic approaches 2. Traumatic experience integration 3. Developmental approaches

H. Childhood trauma and systems

1. Childcare and preschool settings, child care consultation in trauma cases, and creating healing environments

2. Pediatric and mental health settings 3. Child protection, law enforcement, and legal systems

VI. Suggested Texts(s): Blaustein, M., & Kinniburgh, K. (2010). Treating traumatic stress in children and adolescents:

How to foster resilience through attachment, self-regulation, and competency. New York, NY: Guilford Press.

Perry, B. D., & Szalavitz, M. (2006). The boy who was raised as a dog and other stories from a child psychiatrist’s notebook: What traumatized children can teach us about loss, love and healing. Cambridge, MA: Basic Books.

VII. Bibliography: Arvidson, J., Kinniburgh, K., Howard, K., Spinazzola, J., Strothers, H., Evans, M., Andres, B.,

Cohen, C., & Blaustein, M. (2011). Treatment of complex trauma in young children: Developmental and cultural considerations in application of the ARC intervention model. Journal of Child & Adolescent Trauma, 4(1), 34-51.

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Sprague, C., & van der Kolk, B. (2007). Complex trauma in children and adolescents. Focal Point, 21(1), 4-8.

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Felitti, J., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., & Marks, J. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine 14(4), 245-258.

Ford, J. (2011). Developmental trauma-informed treatment for children and adults: The next paradigm shift in psychotherapy. 22nd Annual International Trauma Conference. Boston, MA.

Garbarino, J., (1999). Lost boys: Why our sons turn violent and how we can save them. New York, NY: Free Press.

Henry, J., Sloan, M., & Black-Pond, C. (2007). Neurobiology and neurodevelopmental impact of childhood traumatic stress on prenatal alcohol exposure. Language, Speech, and Hearing Services in Schools, 38, 99-108.

Hodas, G. (2003). Building relationships: The role of the direct care worker and the use of self in reducing seclusion and restraint. Training Curriculum for the Reduction of Seclusion and Restraint. Alexandria, VA: National Executive Training Institute (NETI), National Association of State Mental Health Program Directors (NASMHPD), National Technical Assistance Center for State Mental Health Planning (NTAC).

Leiberman, A. F., Briscoe-Smith, A., Ghosh Ippen, C., & Van Horn, P. (2006). Violence in infancy and early childhood: Relationship-based treatment and evaluation. In Leiberman, A.F., & DeMartino, R. (Eds.), Interventions for children exposed to violence, 65-83. Brookline, MA: Trauma Center at Justice Resource Institute.

Marsella, A. J. (2010). Ethnocultural aspects of PTSD: An overview of concepts, issues, and treatments. Traumatology, 16(4), 17-26.

Perry, B. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential model of therapeutics. Journal of Loss and Trauma, 14, 240-255.

Rutter, M. (1993). Resilience: Some conceptual considerations. Journal of Adolescent Health, 14(8), 626-631.

Swartz, E., & Perry, B. (1994). The post-traumatic response in children and adolescents. Psychiatric Clinics of North America, 12(2), 311-326.

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EARLY CHILDHOOD Professional Studies Building (PSB), Room 220, (907) 786-4481 http://coe.uaa.alaska.edu/earlychildhood

Post-Baccalaureate Certificate, Early Childhood Pre-K-Third Grade (with Teacher Certification) Those students who already have a baccalaureate degree may obtain an Early Childhood Pre‐K ‐ Third Grade Post‐Baccalaureate

Certificate by completing the following requirements.

Program Descriptions and Outcomes The Post‐Baccalaureate Certificate in Early Childhood Pre‐K‐Third Grade prepares professionals who already have baccalaureate

degrees to work with young children from birth through eight years in preschool primary school settings. Successful completion of

program requirements leads to an institutional recommendations for initial teacher certification with an endorsement in pre‐K‐third

grade. Courses at the 400‐level and above applied to the certificate may also be applied to MEd programs with advisor approval.

Students who complete the post‐baccalaureate certificate will demonstrate advanced integrated knowledge and skills in preparation

for careers in teaching primary grades (K‐3) as well as in preschool educational programs.

Student outcomes for the program are based on the Standards for Alaska’s Teachers located at www.eed.state.ak.us/standards.

Outcomes are also based on the professional preparation standards of the National Association for the Education of Young Children

(NAEYC) found at www.naeyc.org. Outcomes for the post‐baccalaureate program include the following:

1. Create a healthy, respectful, supportive, and challenging learning environment based on knowledge of child

development.

2. Create respectful, reciprocal relationships that support and empower families, and involve all families in their children’s

development and learning.

3. Use systematic observations, documentation, and other effective assessment strategies in a responsible way, in

partnership with families and other professionals, to positively influence children’s development and learning.

4. Design effective approaches to teaching and learning, implement and evaluate experiences that promote positive

development and learning for all children.

5. Incorporate knowledge of content areas to create appropriate experiences for young children.

6. Use ethical guidelines and other professional standards related to early childhood practice.

7. Demonstrate knowledgeable, reflective, and critical perspectives on professional practice, making informed decisions that

integrate knowledge from a variety of sources.

Admission Requirements Admission to the University of Alaska Anchorage: Early Childhood Pre-K-Third Grade Post-Baccalaureate Certificate See information on post‐baccalaureate certificate programs at the beginning of this chapter. Complete the UAA Undergraduate

Application for Admission, available on the UAA website at www.uaa.alaska.edu/admissions.

Admission to the Department of Teaching and Learning, College of Education: Early Childhood Pre-K-Third Grade Post-Baccalaureate Certificate In order to be admitted to the College of Education as an Early Childhood Pre‐K‐Third Grade Post‐Baccalaureate Certificate

Program candidate, applicants must meet the following requirements.

1. Complete a Department of Teaching and Learning application for admission to the Early Childhood Pre‐K‐3rd Grade

Post‐Baccalaureate Certificate Program by one of the following dates: March 1, August 1, or November 1. (Please be aware that

the admission deadlines for UAA may vary from those of the Department of Teaching and Learning. For financial aid

purposes, applicants must adhere to the deadlines established for the UAA Undergraduate Application for Admission.)

11

2. Have a cumulative grade point average of 2.75 for the baccalaureate degree.

3. Successfully complete the Praxis I examination or other Alaska Early Education and Development (EED) approved basic

competency exam requirement. http://www.eed.state.ak.us/teachercertification.html. Contact the College of Education for

current passing scores.

4. Submit an Interested Person Report.

Note: Qualified applicants are accepted on a space‐available basis. Admission to the Department of Teaching and Learning does not guarantee

admission to the internship.

Admission to Internship The Admission Committee has the responsibility of determining a candidate’s readiness to enroll in and continue progress in

methods and the internship. The candidate must realize that standards set forth below constitute minimum preparation, and it may

be the judgment of the committee that the candidate needs further work to develop content, methodology, or classroom experience.

1. Meet all the requirements for and be admitted to the Department of Teaching and Learning as an Early Childhood Pre‐K‐Third

Grade Post‐Baccalaureate Certificate program candidate.

2. Submit an application form for admission to methods and internship. Contact the College of Education for appropriate

deadlines.

3. Submit one letter of recommendation from someone who can speak to the applicant’s potential as a future early childhood

teacher.

4. Demonstrate general content knowledge competency through successful completion of a baccalaureate degree and a passing

score on the Praxis II (0011 or 0014 or other state approved). Contact the College of Education for details.

5. Provide evidence of successful experiences working with children.

6. Initiate fingerprinting and criminal background check.

7. Provide evidence of current physical examination. This service is available free at the UAA Student Health and Counseling

Center for current UAA students.

8. Maintain health insurance throughout internship. Candidates may purchase this insurance through UAA.



Academic Progress All Early Childhood Pre‐K‐Third Grade Post‐Baccalaureate Certificate courses must be completed with a grade of C or higher in

order to obtain an institutional recommendation for teacher certification.

Graduation Requirements Candidates must complete the following graduation requirements:

A. General University Requirements for Post-Baccalaureate Certificates Complete the General University Requirements for Post‐Baccalaureate Certificates listed at the beginning of this chapter.

B. Background Check Requirements See Field Placements located at the beginning of the College of Education section of this chapter.

C. Concentrations There are three concentrations within the program leading to an Early Childhood Pre‐K‐Third Grade Post‐Baccalaureate Certificate.

a. Certification Route I: This concentration is for applicants who have a baccalaureate degree and are seeking

their initial teacher certificate. The certificate requires foundations coursework, early childhood major

coursework, methodology coursework, and internship.

b. Certification Route II: This concentration is for applicants who have a baccalaureate degree and an Associate

Degree in Early Childhood or a Baccalaureate in Early Childhood (non‐licensure program).

c. Certification Route III: This concentration is for applicants seeking an early childhood endorsement on an

existing teacher certificate.

Certification Route I (36 credits): (for applicants with a baccalaureate degree) 1. Complete the following foundation area course work (6 credits):

Field experience in early childhood programs may be required as part of the courses.

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EDFN A300 Philosophical and Social Context

of American Education (3) 3

or

EDFN A304 Comparative Education (3)

EDSE A212 Human Development and Learning (3) 3

or

EDEC A600 Contemporary Issues and Approaches in Early Childhood (3)

2. Complete the following early childhood major course work (13 Credits):

EDEC A242 Family and Community Partnerships 3

EDEC A407 Observation and Documentation in

Early Childhood (4) 4

or

EDEC A607 Observation and Documentation:

Inquiry in Action (4)

Complete two courses from the following: 6

EDEC A206 Integrated Curriculum for Young Children (3)

EDEC A210 Guiding Young Children (3)

EDEC A303 Young Children in Inclusive Settings (3)

EDEC A408 Children’s Literature: Early

Childhood Years (3)

or

EDEC A608 Analysis of Children’s Literature:

Early Childhood Years (3)

EDEC A604 Responsive Practices in Early Childhood (3)

EDEC A650 Leadership and Advocacy in Early Childhood (3)

3. Complete the following methodology requirements (6 credits):

EDEC A403 Mathematics and Science in Early

Childhood 3

EDEC A404 Literacy for Young Children 3

4. Complete the following internship and seminar requirements (11 credits):

EDEC A492 Early Childhood Seminar (1+1) 2

EDEC A495 Early Childhood Internship (3+6) 9*

*Special note: Completion of 9 credits required for degree and certification.

Satisfaction of all major requirements, totaling 36 credits, must be demonstrated through coursework completed either before

or after the award of the student’s first baccalaureate degree. However a minimum of 24 approved credits, including

EDEC A495, must be completed after the award of the baccalaureate degree.

Certification Route II (24-27 credits): (for applicants with a baccalaureate degree and an Associate Degree in Early Childhood or a Baccalaureate in Early Childhood) 1. Complete the following early childhood major course work (7 Credits):



or



Complete one course from the following: 3


Childhood Years (3)

or







Childhood 3

13


3. Complete the following internship and seminar requirements (11‐14 credits):

EDEC A492 Early Childhood Seminar 2

EDEC A495 Early Childhood Internship 9‐12**

**Internship credits will vary depending on past teaching experience.

Satisfaction of all major requirements, totaling 24‐27 credits, must be demonstrated through coursework completed either

before or after the award of the student’s first baccalaureate degree. However a minimum of 16 approved credits, including


Certification Route III (24-26 credits): (for applicants seeking an early childhood endorsement on an existing teacher certificate) 1. Complete the following foundation area course work (3 credits):



or






or



Complete two courses from the following: 6





Childhood Years (3)

or








**Internship credits will vary depending on past teaching experience. Satisfaction of all major requirements, totaling 24‐27 credits, must be demonstrated through coursework completed either



Alaska certification note: If the candidate is seeking certification in the state of Alaska, the candidate must complete a state‐approved

Alaska studies course (3 credits) and Alaska multi‐cultural course (3 credits). See eed.alaska.org for more details.

Institutional Recommendation - Pre-K-Third Grade Teacher Certification Following are the requirements for an institutional recommendation.

1. All course requirements completed with a grade of C or higher.

2. Cumulative GPA of 2.75 in the Pre‐K‐Third Grade Post‐Baccalaureate Certificate courses.

3. Passing scores on the Praxis I and II examinations or other EED approved highly qualified exam requirement.

http://www.eed.state.ak.us/teachercertification.html.

4. Internships satisfactorily completed.

14

EARLY CHILDHOOD Professional Studies Building (PSB), Room 220, (907) 786-4481 http://coe.uaa.alaska.edu/earlychildhood

Post-Baccalaureate Certificate, Early Childhood Pre-K-Third Grade (with Teacher Certification) Those students who already have a baccalaureate degree may obtain an Early Childhood Pre‐K ‐ Third Grade Post‐Baccalaureate

Certificate by completing the following requirements.

Program Descriptions and Outcomes The Post‐Baccalaureate Certificate in Early Childhood Pre‐K‐Third Grade prepares professionals who already have baccalaureate

degrees to work with young children from birth through eight years in preschool primary school settings. Successful completion of

program requirements leads to an institutional recommendations for initial teacher certification with an endorsement in pre‐K‐third

grade. Courses at the 400‐level and above applied to the certificate may also be applied to MEd programs with advisor approval.

Students who complete the post‐baccalaureate certificate will demonstrate advanced integrated knowledge and skills in preparation

for careers in teaching primary grades (K‐3) as well as in preschool educational programs.

Student outcomes for the program are based on the Standards for Alaska’s Teachers located at www.eed.state.ak.us/standards.

Outcomes are also based on the professional preparation standards of the National Association for the Education of Young Children

(NAEYC) found at www.naeyc.org. Outcomes for the post‐baccalaureate program include the following:

1. Create a healthy, respectful, supportive, and challenging learning environment based on knowledge of child

development.

2. Create respectful, reciprocal relationships that support and empower families, and involve all families in their children’s

development and learning.

3. Use systematic observations, documentation, and other effective assessment strategies in a responsible way, in

partnership with families and other professionals, to positively influence children’s development and learning.

4. Design effective approaches to teaching and learning, implement and evaluate experiences that promote positive

development and learning for all children.

5. Incorporate knowledge of content areas to create appropriate experiences for young children.

6. Use ethical guidelines and other professional standards related to early childhood practice.

7. Demonstrate knowledgeable, reflective, and critical perspectives on professional practice, making informed decisions that

integrate knowledge from a variety of sources.

Admission Requirements Admission to the University of Alaska Anchorage: Early Childhood Pre-K-Third Grade Post-Baccalaureate Certificate See information on post‐baccalaureate certificate programs at the beginning of this chapter. Complete the UAA Undergraduate

Application for Admission, available on the UAA website at www.uaa.alaska.edu/admissions.

Admission to the Department of Teaching and Learning, College of Education: Early Childhood Pre-K-Third Grade Post-Baccalaureate Certificate In order to be admitted to the College of Education as an Early Childhood Pre‐K‐Third Grade Post‐Baccalaureate Certificate

Program candidate, applicants must meet the following requirements.

1. Complete a Department of Teaching and Learning application for admission to the Early Childhood Pre‐K‐3rd Grade

Post‐Baccalaureate Certificate Program by one of the following dates: March 1, August 1, or November 1. (Please be aware that

the admission deadlines for UAA may vary from those of the Department of Teaching and Learning. For financial aid

purposes, applicants must adhere to the deadlines established for the UAA Undergraduate Application for Admission.)

15

2. Have a cumulative grade point average of 2.75 for the baccalaureate degree.

3. Successfully complete the Praxis I examination or other Alaska Early Education and Development (EED) approved basic

competency exam requirement. http://www.eed.state.ak.us/teachercertification.html . Contact the College of Education for

current passing scores.

4. Submit an Interested Person Report.



Admission to Internship The Admission Committee has the responsibility of determining a candidate’s readiness to enroll in and continue progress in

methods and the internship. The candidate must realize that standards set forth below constitute minimum preparation, and it may

be the judgment of the committee that the candidate needs further work to develop content, methodology, or classroom experience.

1. Meet all the requirements for and be admitted to the Department of Teaching and Learning as an Early Childhood Pre‐K‐Third

Grade Post‐Baccalaureate Certificate program candidate.

2. Submit an application form for admission to methods and internship. Contact the Office of Clinical Services and

CertificationCollege of Education for appropriate deadlines.

3. Submit one letter of recommendation from someone who can speak to the applicant’s potential as a future early childhood

teacher.

4. Demonstrate general content knowledge competency through successful completion of a baccalaureate degree and a passing

score on the Praxis II (0011 or 0014 or other state approved). Contact the College of Education for details.

5. Provide evidence of successful experiences working with children.

6. Initiate fingerprinting and criminal background check.

7. Provide evidence of current physical examination. This service is available free at the UAA Student Health and Counseling

Center for current UAA students.

8. Maintain health insurance throughout internship. Candidates may purchase this insurance through UAA.



Academic Progress All Early Childhood Pre‐K‐Third Grade Post‐Baccalaureate Certificate courses must be completed with a grade of C or higher in

order to obtain an institutional recommendation for teacher certification.

Graduation Requirements Candidates must complete the following graduation requirements:

A. General University Requirements for Post-Baccalaureate Certificates Complete the General University Requirements for Post‐Baccalaureate Certificates listed at the beginning of this chapter.

B. Background Check Requirements See Field Placements located at the beginning of the College of Education section of this chapter.

C. Concentrations There are twothree concentrations within the program leading to an Early Childhood Pre‐K‐Third Grade Post‐Baccalaureate

Certificate.

a. Certification Route I: This concentration is for applicants who have a baccalaureate degree and are seeking

their initial teacher certificate. The certificate requires foundations coursework, early childhood major

coursework, methodology coursework, and internship.

b. Certification Route II: This concentration is for applicants who have a baccalaureate degree and an Associate

Degree in Early Childhood or a Baccalaureate in Early Childhood (non‐licensure program).

c. Certification Route III: This concentration is for applicants seeking an early childhood endorsement on an

existing teacher certificate.

Certification Route I (36 credits): (for applicants with a baccalaureate degree)

16

1. Complete the following foundation area course work (6 credits):


EDFN A300 Philosophical and Social Context

of American Education (3) 3

or

EDFN A304 Comparative Education (3)


or






or



3. Complete two courses from the following (6 credits): 6





Childhood Years (3)

or







Childhood 3


45. Complete the following internship and seminar requirements (11 credits):

EDEC A492 Early Childhood Seminar (1+1) 2

EDEC A495 Early Childhood Internship (3+6) 9*

*Special note: Completion of 9 credits required for degree and certification.

Satisfaction of all major requirements, totaling 36 credits, must be demonstrated through coursework completed either before

or after the award of the student’s first baccalaureate degree. However a minimum of 24 approved credits, including


Certification Route II (24-27 credits): (for applicants with a baccalaureate degree and an Associate Degree in Early Childhood or a Baccalaureate in Early Childhood) 1. Complete the following early childhood major course work (7 Credits):



or



2. Complete one courses from the following (3 credits): 3


Childhood Years (3)

or




17




Childhood 3





**Internship credits will vary depending on past teaching experience.

Satisfaction of all major requirements, totaling 24‐27 credits, must be demonstrated through coursework completed either



Certification Route III (24-276 credits): (for applicants seeking an early childhood endorsement on an existing teacher certificate) 1. Complete the following foundation area course work (3 credits):



or






or



Complete two courses from the following (6 credits): 6





Childhood Years (3)

or

EDEC A608 Analysis of Children’s Literature (3):







**Internship credits will vary depending on past teaching experience. Satisfaction of all major requirements, totaling 24‐27 credits, must be demonstrated through coursework completed either



Alaska certification note: If the candidate is seeking certification in the state of Alaska, the candidate must complete a state‐approved

Alaska studies course. (3 credits) and Alaska multi‐cultural course (3 credits). See eed.alaska.org for more details.

Institutional Recommendation - Pre-K-Third Grade Teacher Certification Following are the requirements for an institutional recommendation.

Formatted: Font: Palatino Linotype, 8 pt

Formatted: Font: 12 pt

18

1. All course requirements completed with a grade of C or higher.

2. Cumulative GPA of 2.75 in the Pre‐K‐Third Grade Post‐Baccalaureate Certificate courses.

3. Passing scores on the Praxis I and II examinations or other EED approved highly qualified exam requirement.

http://www.eed.state.ak.us/teachercertification.html.

4. Internships satisfactorily completed.

19


1b. Division No Division Code

1c. Department Civic Engagement/CEL

2. Course Prefix

CEL

3. Course Number

A392


N/A

5a. Credits/CEUs

3.0


6. Complete Course Title Advanced Civic Engagement: Community Inquiry & Action Comm Inquiry & Action Abbreviated Title for Transcript (30 character)










1. Environment & Society BS courtesy 11/30/11 Dorn Van Dommelen 2. Natural Sciences BS courtesy 11/30/11 Fred Rainey 3. Early Childhood Education BA courtesy 11/30/11 Hilary Seitz

Initiator Name (typed): Tara Smith & Hilary Seitz & Tracey Burke Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 11/3011 submitted to Faculty Listserv: ([email protected])




15. Course Description (suggested length 20 to 50 words) Examines concepts of community leadership and principles of practice for healthy communities. Community-based research and civic-minded engagement practices are addressed through action research.

16a. Course Prerequisite(s) (list prefix and number) CEL A292 with a minimum grade of C





16e. Registration Restriction(s) (non-codable) N/A


19. Justification for Action Prepares students for advanced community engagement coursework (CEL A395 and CEL A450).

__________________________________________________ ___________ Initiator (faculty only) Date Hilary Seitz and Tara Smith & Tracey Burke Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




20

1

Course Content Guide University of Alaska Anchorage

Center for Community Engagement & Learning CEL A392 Advanced Civic Engagement: Community Inquiry and Action

I. Date Initiated October 18, 2011

II. Information for the Course Action Request

A. College/School: College of Health

B. Department: Civic Engagement

C. Course Prefix: CEL

D. Course Number: A392

E. Title: Advanced Civic Engagement: Community Inquiry and Action

F. Credits: 3.0

G. Grading Basis: A-F

H. Implementation Date: Fall 2012

I. Course Description: Examines concepts of community leadership and principles of practice for healthy communities. Community-based research and civic-minded engagement practices are addressed through action research.

J. Course Prerequisites(s): CEL A292 with a minimum grade of C

K. Test Scores(s): N/A

L. Corequisite(s) N/A

M. Registration Restrictions:

N/A

N. Course Fee: No

21

2

III. Instructional Goals, Student Outcomes, and Assessment Procedures A. Instructional Goals

The instructor will: 1. Facilitate discussion and analysis of concepts and theories of community

leadership and healthy communities through readings and case studies related to key concepts.

2. Provide foundational knowledge of community-based participatory research.

3. Provide capacities for conducting research with the community. 4. Present an overview of the Certificate in Civic Engagement e-portfolio

goals to begin students’ development of their portfolios.

IV. Course Level Justification

This course is designed for students who are interested in pursuing the Civic Engagement Certificate. The 300-level seminar has a high expectation for critical thinking and the application of skills and theoretical concepts from earlier courses. Active participation and working together as a cohort are essential for success. Performance in the phases of the research project and collaboration with the community are key.

B. Student Outcomes/Assessment Procedures

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

Assessment Procedures The outcome will be assessed by one or more of the following:

1. Apply framework of healthy communities to critique of a community plan/community issue as observed in practice.

Reflection papers

2. Analyze a social issue for impacts of current policy and practice.

Policy brief assignment

3. Design a logic model for the foundation of social research.

Logic model assignment

4. Design and carry out basic steps of participatory action research with the community.

Final project and paper

22

3

V. Course Outline A Civic leadership in healthy communities 1. Community engagement 2. Citizenship 3. Democracy 4. Community capacity 5. Social capital B. Key elements of community-based participatory research 1. Leadership 2. Advocacy 3. Reciprocity 4. Respect for local knowledge 5. Collaboration C. Key methods of community-based participatory research 1. Pedagogical approach 2. Case studies 3. Understanding social problems 4. Planning with community 5. Research designs with community D. Development of community-based research project 1. Proposal 2. Policy briefs 3. Logic models 4. Collaborative process with community 5. Reporting results E. Development of the e-portfolio and program of study for Certificate 1. Program of study 2. Exploration of civic interests 3. Compatibility with major 4. Advising and planning 5. Exploration and preparation for e-portfolio VI. Suggested Text(s) Block, P. (2009). Community: The structure of belonging. San Francisco, CA: Berrett-

Koehler. Robson, C. (2007). How to do a research project: A guide for undergraduate

students. San Francisco, CA: Wiley-Blackwell.

VII. Bibliography Ball, J., & Janyst, P. (2008). Enacting research ethics in partnerships with indigenous

communities in Canada: “Do it in a good way.” Journal of Empirical Research on Human Research Ethics, 3(2), 33-51.

23

4

*Chrislip, D. D. (2002). The collaborative leadership fieldbook: A guide for citizens and civic leaders. San Francisco, CA: Jossey-Bass.

Longo, N., Williams, J., & Zlotkowski, E. (2009). Students as colleagues: Expanding

the circle of service-learning leadership. Providence, RI: Campus Compact. McKnight, J., & Block, P. (2010). The abundant community. San Francisco, CA:

Berrett-Koehler. *Minkler, M., & Wallerstein, N. (Eds.). (2003). Community-based participatory

research for health. San Francisco, CA: Jossey-Bass. Montoya, M. J., & Kent, E. E. (2011). Dialogical action: Moving from community-

based to community-driven participatory research. Qualitative Health Research, 21(7), 1000-1011. Doi: 10.1177/1049732311403500

*Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research:

Participative inquiry and practice. Thousand Oaks, CA: Sage. *Robson, C. (2002). Real world research, (2nd ed.). Malden, MA: Blackwell. Ross, L. F., Loup, A., Nelson, R. M., Botkin, J. R, Kost, R., Smith, G. R. Jr., &

Gehlert, S. (2010). The challenges of collaboration for academic and community partners in a research partnership: Points to consider. Journal of Empirical Research on Human Research Ethics, 5(1), 19-32.

Silka, L., Cleghorn, G. D., Grullon, M., & Tellez, T. (2008). Creating community-

based participatory research in a diverse community: A case study. Journal of Empirical Research on Human Research Ethics, 3(2), 5-16.

*Wheatley, M. J. (2002). Turning to one another. San Francisco, CA: Berrett-Koehler.

*Classic texts

24

Memo To: UAB From: Judith Owens‐Manley, Ph.D., Director, Center for Community Engagement & Learning Date: 12/16/11 The Civic Engagement Certificate program is proposing a new course, which is titled CEL A392 Advanced Civic Engagement: Community Inquiry and Action. The course provides a pathway and advanced civic engagement skills for those students who are exploring the Civic Engagement Certificate. Sincerely,

Judith Owens-Manley, Ph.D., Director Chair, Civic Engagement Certificate Program Center for Community Engagement & Learning University of Alaska Anchorage LIB 211F 3211 Providence Dr., Anchorage, AK 99508 907-786-4087 p 907-786-4966 f [email protected] www.uaa.alaska.edu/engage

25

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26

CENTER FOR COMMUNITY ENGAGEMENT AND LEARNING Consortium Library (LIB), Room 211G

(907) 786-4062, www.uaa.alaska.edu/engage

The Center for Community Engagement and Learning serves the entire university and connects academic programs with

community needs to use scholarship and action for the mutual benefit of the university and state, its communities, and its

diverse peoples. The Center offers an Undergraduate Certificate in Civic Engagement, support for faculty members

interested in community engaged teaching and research, and provides opportunities for students who wish to pursue

public issues, action research, and service projects.

Undergraduate Certificate, Civic Engagement UAA’s Certificate in Civic Engagement prepares students to become active, effective, ethical citizens in their professional

and personal lives. Students develop reflective, analytic, and practical skills to link their learning to civic engagement

through service‐learning experiences, internships, community‐engaged scholarship, and creative activities. This program

highlights scholarly, community‐based engagement in students’ major coursework while facilitating connections to a

broad spectrum of civic participation.

Students who earn the Certificate in Civic Engagement will achieve the outcomes of their majors and will be able to:

Demonstrate democratic skills, such as communication, problem‐solving, and negotiation, necessary for

addressing public problems at multiple levels;

Articulate public uses of their education and civic engagement;

Synthesize civic imagination and the abilities and needs of individuals, groups, and communities into a vision

for the future;

Compose personal roles and ethical standards for participation in a diverse, global community.

Advising All Certificate in Civic Engagement majors are required to meet with a Certificate advisor to create a plan of study that is

integrated with her/his major course of study. The plan of study must be approved by the Certificate Faculty Committee.

Plans, and any amendments to them, must be submitted to the Certificate Faculty Committee by the student and the

Certificate advisor. Students are strongly encouraged to remain in contact with their Certificate advisor throughout the

course of their studies.

Admission Requirements A student must satisfy the Admission to Certificate Requirements in Chapter 7, Academic Standards and Regulations. A

student must be enrolled in a major or pre‐major baccalaureate degree program or have completed a baccalaureate

degree.

27

Graduation Requirements Students must complete the following requirements:

A. General University Requirements

Complete all general university requirements for undergraduate certificates listed at the beginning of this chapter.

B. Baccalaureate Degree Requirement

Complete a baccalaureate degree program concurrently or before the Certificate in Civic Engagement.

C. Major Requirements

1. Complete a plan of study

Written with a Certificate advisor, reviewed and approved by Certificate Faculty Committee and submitted to Director of the Center

for Community Engagement & Learning and Dean of College of Health, for approval, and to Registrar.

2. Complete the following required core courses (15 credits):

CEL A292 Introduction to Civic Engagement 3 credits

CEL A392 Advanced Civic Engagement Seminar 3 credits

CEL A395 Civic Engagement Internship 6 credits*

CEL A450 Civic Engagement Capstone 3 credits*

*Students may substitute another internship and/or capstone course if approved by Certificate Faculty Committee

3. Complete approved electives (15 credits):

Approved for Certificate by Certificate Faculty Committee; community‐engaged learning component required in at least 9 total

elective credits; courses must help students meet Certificate learning outcomes.

Lower division (100‐299) up to 6 credits

Upper division (300‐499) 9 credits minimum

4. Complete a Civic Engagement Portfolio

Evaluated for graduation by Certificate Faculty Committee.

5. A total of 30 credits and the Civic Engagement Portfolio are required for the certificate.

CERTIFICATE FACULTY COMMITTEE

Tracey Burke, Associate Professor, College of Health, [email protected]

Shannon Donovan, Assistant Professor, College of Arts & Sciences, [email protected]

Diane Hirshberg, Associate Professor, Institute for Social & Economic Research, [email protected]

Rhonda Johnson, Associate Professor, College of Health, [email protected]

Judith Owens‐Manley, Associate Professor, Center for Community Engagement & Learning, [email protected]

Deborah Periman, Associate Professor, College of Health, [email protected]

Hilary Seitz, Associate Professor, College of Education, [email protected]

Tara Smith, Associate Professor, Community and Technical College, [email protected]

28

CENTER FOR COMMUNITY ENGAGEMENT AND LEARNING Consortium Library (LIB), Room 211G

(907) 786-4062, www.uaa.alaska.edu/engage



diverse peoples. The Center offers an Undergraduate Certificate in Civic Engagement, support for faculty members

interested in community engaged teaching and research, and provides opportunities for students who wish to pursue

public issues, action research, and service projects.



diverse peoples. The center offers a baccalaureate Civic Engagement Certificate, support for faculty members interested in

community engaged teaching and research, and provides opportunities for students who wish to pursue public issues,

action research, and service projects.

Undergraduate Certificate, Civic Engagement UAA’s Certificate in Civic Engagement prepares students to become active, effective, ethical citizens in their professional

and personal lives. Students develop reflective, analytic, and practical skills to link their learning to civic engagement

through service‐learning experiences, internships, community‐engaged scholarship, and creative activities. This program

highlights scholarly, community‐based engagement in students’ major coursework while facilitating connections to a

broad spectrum of civic participation.

Students who earn the Certificate in Civic Engagement will achieve the outcomes of their majors and will be able to:

Demonstrate democratic skills, such as communication, problem‐solving, and negotiation, necessary for

addressing public problems at multiple levels;

Articulate public uses of their education and civic engagement;

Synthesize civic imagination and the abilities and needs of individuals, groups, and communities into a vision

for the future;

Compose personal roles and ethical standards for participation in a diverse, global community.

The Certificate in Civic Engagement prepares undergraduates and people with bachelor’s degrees to become active,

effective, ethical citizens in their professional and personal lives. Students from any major degree program develop the

reflective, analytic, and practical skills to link curricular and co‐curricular learning to civic engagement outside the

academy through service‐learning classes, internships, and community‐engaged scholarship and creative activity. The

certificate is intended for motivated students committed to action for the greater good.

Civic, personal, and academic growth are equally important in this program. Civic and personal growth are best

accomplished through experiential education in the community together with critical reflection. Community‐based service‐

learning is defined as a course or competency‐based, credit‐bearing educational experience in which students:

1. Participate in an organized service activity that meets identified community needs;

2. Gain an enhanced sense of civic responsibility; and

3. Reflect on the service activity in such a way as to gain further understanding of course content and a broader

appreciation of the discipline.

29

Critical reflection entails describing activities, examining them in light of specific learning objectives, and articulating

lessons and action plans from them. Reflection is widely recognized as a key means of linking scholarly ideas with the

empirical world in everyday life.

Certificate Learning Outcomes & Competencies Students who earn the Certificate in Civic Engagement will gain competencies in three domains: academic, personal, and

civic.

Academically, students will achieve the outcomes of their majors and will be able to:

• Relate service and professional ethics to civic engagement frameworks;

• Identify and analyze social, cultural, economic, environmental, technical, and political aspects of public problems;

• Translate theoretical perspectives and frameworks of their disciplinary majors into actions solving concrete public

problems affecting Alaskan, U.S. and international communities, with substantive emphases on ethics, community

building or public policy, human and civil rights or sustainability; and

• Apply critical thinking skills and empirical evidence to make judgments regarding public problems outside the

classroom.

Personally, students will be able to:

• Develop moral dispositions of judgment, civic participation and public commitments related to their personal

values;

• Enter unfamiliar situations with confidence and participate effectively;

• Identify the disciplinary, societal, and cultural values that shape their own and others’ commitments to human and

civil rights and sustainability; and

• Assume responsibility for enacting public uses of their education and civic engagement in their anticipated

vocational and personal trajectories.

Civically, students will be able to:

• Utilize communication and problem‐solving skills in addressing public problems at multiple levels;

• Evaluate the places, interests and competing demands of others in the community and consider ethical implications

to resolving them;

• Demonstrate commitment to resolving public problems beyond their college careers and to fostering others’

involvement;

• Transform civic imaginations to enhance abilities of individuals, groups, and communities to embrace a vision for

the future; and

• Assume leadership roles in groups and organizations capable of taking action on matters of common concern.

Advising All Certificate in Civic Engagement majors are required to meet with a Certificate advisor to create a plan of study that is

integrated with her/his major course of study. The plan of study must be approved by the Certificate Faculty Committee.

Plans, and any amendments to them, must be submitted to the Certificate Faculty Committee by the student and the

Certificate advisor. Students are strongly encouraged to remain in contact with their Certificate advisor throughout the

course of their studies.

Admission Requirements A student must satisfy the Admission to Certificate Requirements in Chapter 7, Academic Standards and Regulations.

A student must be enrolled in a major or pre‐major baccalaureate degree program or have completed a baccalaureate

degree.

30

A student must submit a plan of study demonstrating integration of the certificate with her/his major course of study,

formulated in conjunction with certificate and departmental advisors. Regular advising is a crucial component of the

certificate program. Although the CEL Curriculum Committee approves courses as meeting certificate criteria, the

certificate faculty advisor approves courses with and for individual students.

Graduation Requirements Students must complete the following requirements:

A. General University Requirements

Complete all general university requirements for undergraduate certificates listed at the beginning of this chapter.

B. Baccalaureate Degree Requirement

Complete a baccalaureate degree program concurrently or before the Certificate in Civic Engagement.

C. Major Requirements

1. Complete a plan of study

Written with a Certificate advisor, reviewed and approved by Certificate Faculty Committee and submitted to Director of the Center

for Community Engagement & Learning and Dean of College of Health, for approval, and to Registrar.

2. Complete the following required core courses (15 credits):

CEL A292 Introduction to Civic Engagement 3 credits

CEL A392 Advanced Civic Engagement Seminar 3 credits

CEL A395 Civic Engagement Internship 6 credits*

CEL A450 Civic Engagement Capstone 3 credits*

*Students may substitute another internship and/or capstone course if approved by Certificate Faculty Committee

3. Complete approved electives (15 credits):

Approved for Certificate by Certificate Faculty Committee; community‐engaged learning component required in at least 9 total

elective credits; courses must help students meet Certificate learning outcomes.

Lower division (100‐299) up to 6 credits

Upper division (300‐499) 9 credits minimum

4. Complete a Civic Engagement Portfolio

Evaluated for graduation by Certificate Faculty Committee.

5. A total of 30 credits and the Civic Engagement Portfolio are required for the certificate.

1. Meet all General University Requirements for undergraduate certificates.

2. Concurrent completion of a baccalaureate degree program or completed baccalaureate degree.

3. Submission of a final Program of Study, which indicates all approved classes, to the certificate faculty advisor, the

director of the Center for Community Engagement and Learning, and the dean of the College of Health & Social

Welfare. The program of study must be forwarded to Degree Services at least two semesters prior to graduation.

4. Completion of the following according to the student’s individual Program Plan:

Certificate core courses:

CEL A292 Introduction to Civic Engagement 3

CEL A395 Civic Engagement Internship* (3‐9) 9

CEL A450 Civic Engagement Capstone* 3

*Special note: Students in the Certificate for Civic Engagement may substitute a major‐departmental internship and/or capstone

course if specified civic engagement instructional goals are achieved, the minimum number of hours are realized, and the

certificate faculty advisor approves.

Area concentration courses, approved for certificate by CEL Curriculum Committee, approved for student by certificate faculty

advisor:

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31

• Course with human and civil rights or environmental

sustainability as a substantive focus. A course that has

a community‐based learning component is preferred. 3

• Course with community‐building or public

policy as a substantive focus. A course that has a community‐based learning component is preferred.

3

• Course with ethics as a substantive focus. Course

must have a community‐based learning component. 3

Electives (must have community‐based learning component), approved for certificate by CEL Curriculum Committee,

approved for student by certificate faculty advisor:

• 1 lower division (100‐299) 3

• 1 upper division (300‐499) 3

5. A total of 30 credits is required for the certificate.

6. Certificate portfolio.

FACULTYCERTIFICATE FACULTY COMMITTEE

Tracey Burke, Associate Professor, College of Health, [email protected]

Shannon Donovan, Assistant Professor, College of Arts & Sciences, [email protected]

Diane Hirshberg, Associate Professor, Institute for Social & Economic Research, [email protected]

Rhonda Johnson, Associate Professor, College of Health, [email protected]

Judith Owens‐Manley, Associate Professor, Center for Community Engagement & Learning, [email protected]

Deborah Periman, Associate Professor, College of Health, [email protected]

Hilary Seitz, Associate Professor, College of Education, [email protected]

Tara Smith, Associate Professor, Community and Technical College, [email protected]

Tracey Burke, Associate Professor, [email protected]

Shannon Donovan, Assistant Professor, [email protected]

Diane Hirshberg, Associate Professor, [email protected]

Judith Owens‐Manley, Associate Professor, [email protected]

Tara Smith, Associate Professor, [email protected]

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32

1a. School or College EN SOENGR


1c. Department Civil Engineering

2. Course Prefix

ES

3. Course Number

A341


N/A

5a. Credits/CEUs

3


6. Complete Course Title Fluid Mechanics Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Fall/2012 To: 99/9999

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



1. See attached list 2. 3.

Initiator Name (typed): Aaron Dotson Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Introduction to physical properties and behavior of fluids. Topics include hydrostatics and dynamics of liquids and gases, dimensional analysis, fluid forces on immersed bodies, pipe flow, fluid machinery, and open channel flow.

16a. Course Prerequisite(s) (list prefix and number) [ES A209 with a minimum grade of C ] and [(ES A302 and MATH A302) with a minimum grade of C or concurrent enrollment]







19. Justification for Action Prerequisites are updated to ensure student preparedness.

__________________________________________________ ___________ Initiator (faculty only) Date Aaron D. Dotson Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




33

Impacted courses for ES A341 (Table 13a)

Impacted Program Catalogue Pages impacted

Date of coordination Chair /Coordinator contacted

Civil Engineering, BS 234 09/30/2011 Osama Abaza Mechanical Engineering, BS

238 09/30/2011 Jeff Hoffman

General Engineering, Minor

243 9/30/2011 Osama Abaza

Mechanical Engineering, Minor


CE A344 352 09/30/2011 Osama Abaza CE A441 352 09/30/2011 Osama Abaza CE A662 354 09/30/2011 Osama Abaza/ Orson

Smith CE A663 354 09/30/2011 Osama Abaza/ Thomas

Ravens CE A674 354 09/30/2011 Osama Abaza CE A675 354 09/30/2011 Osama Abaza /Orson

Smith CE A341L ME A414 400 09/30/2011 Jeff Hoffman ME A441 400 09/30/2011 Jeff Hoffman ME A453 400 09/30/2011 Jeff Hoffman ME A455 400 09/30/2011 Jeff Hoffman

34

1

UNIVERSITYOF ALASKA ANCHORAGE SCHOOL OF ENGINEERING

COURSE CONTENT GUIDE

Date: 9/30/2011

Department: Civil Engineering

Course Prefix, Number, and Title: ES A341 Fluid Mechanics

I. Course Description Introduction to physical properties and behavior of fluids. Topics include hydrostatics and dynamics of liquids and gases, dimensional analysis, fluid forces on immersed bodies, pipe flow, fluid machinery, and open channel flow.

II. Course Design

A. Fundamental intent: The course is designed to fit into a continuous curriculum of undergraduate education in either civil or mechanical engineering, building on prior education in mathematics and applied physics typical of ABET-accredited Bachelor of Science degree programs.

B. Number of Credits: Three (3)

C. Course schedule: Standard semester timeframe.

D. Lecture hours/week: Three (3) hours /week

E. Total time of work expected outside of class: Six (6) hours/week.

F. Programs that require this course: BS Civil Engineering and BS Mechanical Engineering, Minor in General Engineering.

G. Grading: A-F

H. Coordination with affected units: UAA list serve.

I. Justification for action: Prerequisites are updated to ensure student preparedness

J. Prerequisites: [ES A209 with a minimum grade of C] and [(ES A302 and MATH A302) with a minimum grade of C or concurrent enrollment].

K. Registration Restrictions: N/A

L. Course level justification: This course requires prerequisite knowledge from courses typically completed in the sophomore year of ABET-accredited engineering degree programs.

35

2

III. Course Outline

A. Introduction

1. Course organization and expectations 2. Review of units of measure 3. Basic fluid properties

B. Fluid Statics

1. Principles governing pressure in a fluid at rest 2. Measurement of pressure 3. Hydrostatic forces 4. Buoyancy, flotation, and stability

C. Elementary Fluid Dynamics

1. Equations of fluid motion 2. Bernoulli equation and applications

D. Fluid Kinematics

1. Velocity fields 2. Acceleration fields 3. Reynolds transport theorem and applications

E. Finite Control Volume Analysis

1. Review conservation of mass, linear momentum, and moment of momentum 2. Review the first law of thermodynamics and applications to fluid behavior 3. Irreversible flow

F. Similitude, Dimensional Analysis, and Modeling

1. Buckingham Pi Theorem 2. Common dimensionless parameters for fluid mechanics 3. Correlation of experimental data 4. Typical model studies

G. Pipe flow

1. General characteristics 2. Laminar flow 3. Turbulent flow

H. Turbomachines

1. General characteristics 2. Pump performance 3. System characteristics

I. Flow over Immersed Bodies

1. Boundary layers

36

3

2. Drag 3. Lift

J. Introduction to Open Channel Flow

1. General characteristics and governing equations 2. Uniform flow 3. Gradually varied flow 4. Non-uniform flow

K. Other topics of current importance related to fluid mechanics as time permits

IV. Course Activities

Conventional lectures are supplemented by reading assignments in the required text, handouts, Internet web pages, and other references. Practical problems are assigned and solutions are graded, annotated, returned, and reviewed in class.

V. Instructional Goals

Provide engineering students with a working knowledge of properties and behavior of fluids sufficient to solve common practical engineering problems involving liquids and gases, including those encountered on examinations for Professional Engineering license, and as a basis for advanced courses requiring this knowledge.

VI. Student Outcome & Course Evaluation

Student Outcomes Evaluation Introduction: Students will be conversant with British and SI (metric) units of

measure, and are able to solve elementary problems dealing with the ideal gas

law, viscosity, vapor pressure, and surface tension.

Homework assignments, quizzes, and mid-term and final exams

Fluid Statics: Students will solve practical problems involving manometers and

other pressure-measuring devices, static fluid pressures and forces on immersed

surfaces, and Archimedes' Principle of buoyancy.


Elementary Fluid Dynamics: Students will be able to solve basic practical

problems with applications of the Bernoulli Equation involving streamlines, jets, and energy and hydraulic grade lines.


Fluid Kinematics: Students will apply Eulerian and Lagrangian descriptions of


37

4

VII. Suggested Text

*French, R.H., 1985. Open Channel Hydraulics, McGraw-Hill, New York.

Munson, B.R., Young, D.F., Okiishi, T.H., (2009). Fundamentals of Fluid Mechanics, Wiley & Sons. Hoboken, Hoboken, New Jersey.

*Vennard, J.K. and R.L. Street, 1982. Elementary Fluid Mechanics, Wiley, New York.

VIII. Bibliography

Crowe, C.T., Elger, D.F., Roberson, J.A., 2008. Engineering Fluid Mechanics, Wiley, New York.

velocity fields and basic characteristics of steady and unsteady flows. Students

are able to solve elementary practical problems involving the impulse-

momentum method. Similitude, Dimensional Analysis, and Modeling: The principles and

applications of the Buckingham Pi Theorem and common dimensionless fluids parameters are applied by students. Students are practiced in solving problems related to scale modeling of hydraulic engineering works.


Pipe flow: Students will be able to solve practical problems involving laminar and

turbulent flow in conduits and pipes.


Turbomachines: Students will be able to solve practical problems involving pumps and turbines in basic fluid conveyance systems.


Flow over Immersed Bodies: Students will be able to solve practical problems

involving lift and drag on immersed bodies.


Introduction to Open Channel Flow: Students are able to apply fundamental

principles and practical conventions of flow in open channels and are able to

solve elementary problems of this type.


38

5

White, F., (2010) Fluid Mechanics. McGraw Hill, New York.

*Classic Text

39




2. Course Prefix

ES

3. Course Number

A341L


N/A

5a. Credits/CEUs

1


6. Complete Course Title Fluid Mechanics Laboratory Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other CCG update (please specify)




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



1. See attached list 2. 3.






15. Course Description (suggested length 20 to 50 words) Provides supplemental explanation and practical exercises applying physical properties and behaviour of fluids, including hydrostatics, fluid forces, pipe flow, fluid machinery, and open channel flow.

16a. Course Prerequisite(s) (list prefix and number) ES A341 with a minimum grade of C or concurrent enrollment







19. Justification for Action Updating CCG to support changes associated with ES A341.

__________________________________________________ ___________ Initiator (faculty only) Date Aaron D. Dotson Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




40

Impacted courses for ES A341L (Table 13a)

Impacted Program Catalogue Pages Impacted

Date of Coordination Chair /Coordinator Contacted

Civil Engineering, BS 234 09/30/2011 Osama Abaza Mechanical Engineering, BS


Mechanical Engineering, Minor


CE A344 352 09/30/2011 Osama Abaza CE A441 352 09/30/2011 Osama Abaza

41

1

UNIVERSITY OF ALASKA ANCHORAGE SCHOOL OF ENGINEERING


Date: 09/30/2011

Department: Civil Engineering

Course Prefix, Number, and Title: ES A341L Fluid Mechanics Laboratory

I. Course Description

Provides supplemental explanation and practical exercises applying physical properties and behavior of fluids, including hydrostatics, fluid forces, pipe flow, fluid machinery, and open channel flow.

II. Course Design

A. Course intent:

This course is designed to supplement a lecture course in theory and practice of fluid mechanics, such as ES A341 Fluid Mechanics, typical of similar courses in ABET-accredited Bachelor of Science in civil and mechanical engineering degree programs.

B. Number of Credits: One (1)


D. Laboratory hours/week: Three (3) hours/week

E. Total time of work expected outside of class: Three (3) hours/week.

F. Programs that require this course: BS Civil Engineering and BS Engineering (Mechanical Engineering track).

G. Grading: A-F

H. Coordination with affected units: UAA list serve.

I. Justification for action: Updating CCG to support changes associated with ES A341.

J. Prerequisites: ES A341 with a minimum grade of C or concurrent enrollment

K. Registration Restrictions: N/A

42

2

L. Course level justification: This course requires prerequisite knowledge from courses typically completed in the sophomore year of ABET-accredited engineering degree programs.

III. Laboratory Exercises

A. Fluid Properties

1. Measurement of viscosity 2. Measurement of temperature 3. Measurement of density and specific weight

B. Fluid Statics

1. Measurement of pressure 2. Measurement of hydrostatic forces 3. Measurement of buoyancy

C. Elementary Fluid Dynamics

1. Measurement of static and dynamic pressure in moving fluids 2. Measurement of volumetric flow 3. Measurement of frictional energy losses

D. Fluid Kinematics

1. Measurement of fluid velocity 2. Measurement of forces due to fluid motion 3. Measurement of fluid power and related fluid machinery variables such as

torque and rotational speed E. Similitude, Dimensional Analysis, and Modeling

1. Conduct simple hydraulic scale model studies with application of similitude principles

F. Introduction to Open Channel Flow

1. Measurement of parameters in open channel flow 2. Measurement of hydraulic jumps and associated transitions from

supercritical to subcritical flow

IV. Instructional Goals and Student Outcomes

A. Instructional Goals

Provide engineering students with a working knowledge of properties and behavior of fluids sufficient to conduct elementary laboratory experiments and to accomplish ordinary measurements of fluid properties and behavior with instruments and devices commonly used for these purposes.

B. Student Outcomes

43

3

1. Students will be conversant with British and SI (metric) units of measure,

and are able to accomplish elementary measurements of fluid properties such a density, specific weight, and viscosity

2. Students will be able to accomplish elementary measurements of involving manometers and other pressure-measuring devices, static fluid pressures and forces on immersed surfaces, and Archimedes' Principle of buoyancy

3. Students will be able to accomplish elementary measurements of static and

dynamic pressure in moving fluids, volumetric flow, and frictional energy losses

4. Students will be able to accomplish elementary measurements of fluid velocity, of forces due to fluid motion, and fluid power and related fluid machinery variables such as torque and rotational speed

5. Students will be able to conduct simple hydraulic scale model studies with application of similitude principles

6. Students will be able to measure basic parameters of open channel flow, of hydraulic jumps and associated transitions from supercritical to subcritical flow

7. Students will be able to accomplish numerical and statistical analyses of fluid property and behavior measurements with comparison to predictions based on theory and to present graphical and tabular results with accompanying narrative explanation in a modern professional manner

V. Course Activities

Supervised laboratory sessions begin with review of applicable theory, explanation and demonstration of instrumentation and equipment, and review of expectations regarding the exercise at hand. Supplemental guidance is provided for appropriate analysis and documentation in the form of a written laboratory report. Students conduct experiments in groups sharing raw measurements. Analyses and preparation of laboratory reports are individually accomplished.

VI. Course Evaluation

Student outcomes are evaluated on the basis of individually prepared and submitted laboratory reports.

VII. Suggested Texts

*French, R.H., 1985. Open Channel Hydraulics, McGraw-Hill, New York

44

4

Munson, B.R., Young, D.F., Okiishi, T.H., 2009. Fundamentals of Fluid Mechanics, Wiley & Sons. Hoboken, New Jersey. *Vennard, J.K. and R.L. Street, 1982. Elementary Fluid Mechanics, Wiley, New York.

VIII. Bibliography

Crowe, C.T., Elger, D.F., Roberson, J.A., 2008. Engineering Fluid Mechanics, Wiley, New York.

White, F., (2010) Fluid Mechanics. McGraw Hill, New York.

*Classic Text

45




2. Course Prefix

CE

3. Course Number

A446


N/A

5a. Credits/CEUs

3


6. Complete Course Title Biological Treatment Processes Abbreviated Title for Transcript (30 character)







12. Cross Listed with Stacked with CE A646 Cross-Listed Coordination Signature



1. BS Civil Engineering Courtesy Coordination 10/1/2011 Osama Abaza 2. 3.






15. Course Description (suggested length 20 to 50 words) Study of the theoretical and biological processes including activated sludge, trickling filters, lagoons, sludge digestion and processing, septic tanks, analysis and design, nutrient removal processes, and biology of polluted waters.

16a. Course Prerequisite(s) (list prefix and number) CE A442 with a minimum grade of C.







19. Justification for Action Added to undergraduate CE curriculum as a technical elective; stacked with CE A646.

__________________________________________________ ___________ Initiator (faculty only) Date Aaron Dotson Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




46

1



Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A446 Biological Treatment Processes


Study of the theoretical and biological processes including activated sludge, trickling filters, lagoons, sludge digestion and processing, septic tanks, analysis and design, nutrient removal processes, and biology of polluted waters.

II. Course Design

A. Fundamental intent: This course will explore advanced theory associated with the biological treatment of water and wastewater. The course will prepare Civil Engineering students to evaluate and design water and wastewater treatment systems capable of producing high-quality water to protect to human health and environmental quality.



D. Lecture hours/week: Three (3)

E. Laboratory hours/week: None

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

G. Programs that require this course: Technical Elective for BSCE and

elective course for graduate degrees in Civil Engineering and Applied Environmental Science & Technology.

H. Grading: A-F I. Coordination with affected units: UAA list serve.

J. Justification for action: Added to undergraduate CE curriculum as a

technical elective; stacked with CE A646.

47

2

K. Prerequisites: CE A442 with a minimum grade of C.

L. Registration Restrictions: None.

M. Course level justification: The course requires prerequisite knowledge of

environmental engineering, integrating basic sciences with engineered technologies.

N. Stacked: Yes, stacked with CE A646

III. Course Outline

A. Constituents of wastewater a. Suspended Solids b. Aqueous Phase Water Quality

B. Analysis and selection of flow rates and loading a. Wastewater Production b. Diurnal Municipal and Industrial Production

C. Process analysis and selection a. Effluent Water Quality Drivers b. Optimization Methodology of Biological Processes

D. Suspended growth processes a. Biological Oxygen Demand Removal b. Nitrification/Denitrification

E. Attached growth and combined treatment processes a. Trickling Filters b. Activated Sludge

F. Anaerobic treatment processes a. Organic Matter Degradation b. Design Theory

G. Treatment, reuse and disposal of biosolids a. Digestion b. Thickening c. Conditioning

IV. Instructional Goals

The instructor will: 1. promote the ability to evaluate biological unit processes 2. enhanced the ability to perform technical calculation necessary for unit

process design 3. engender an appreciation for the history of the topic and current state

of the art.

V. Course Activities Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other

48

3

measurement are administered to assess the abilities of the students to apply principles presented in the course.

VI. Student Outcomes and Course Evaluation

VII. Suggested Text

Grady, C.P.L., Daigger, G.T., & Lim, H.C. 1999. Biological Wastewater Treatment, 2nd ed., 1999. Marcel Dekker, Inc., New York. Tchobanoglous, G., Burton, F.L., & Stensel, H. D. 2004, Wastewater Engineering: Treatment and Reuse, 4th ed.. McGraw-Hill Professional. New York. Viessman, W., Hammer, M., Perez, E.M. & Chadik, P. A. 2009. Water Supply and Pollution Control, 8th ed., Prentice Hall, Upper Saddle River, NJ.

VIII. Bibliography

Crites, R.W. & Tchobanoglous, G. 1998. Small and Decentralized Wastewater Management Systems, 1st ed., McGraw-Hill, New York. Davis, M. 2010. Water and Wastewater Engineering: Design Principals and Practice. McGraw-Hill, New York.

Student Outcomes Evaluation Evaluate the function of biological unit for wastewater treatment


Perform preliminary engineering design and analysis calculation for individual biological unit processes and wastewater treatment streams


Effectively communicate technical information regard unit processes with wastewater professionals


49

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50

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Date: 10/1/2011

Department: Civil Engineering Course Prefix, Number, and Title: CE A646 Biological Treatment Processes


Study of the theoretical and biological processes including activated sludge, trickling filters, lagoons, sludge digestion and processing, septic tanks, analysis and design, nutrient removal processes, and biology of polluted waters..

II. Course Design

A. Fundamental intent: This course will explore advanced theory associated with the biological treatment of water and wastewater. The course will prepare Civil Engineering students to evaluate and design water and wastewater treatment systems capable of producing high-quality water to protect to human health and environmental quality.



D. Lecture hours/week: Three (3)

E. Laboratory hours/week: None

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

G. Programs that require this course: Technical Elective for BSCE and

elective course for graduate degrees in Civil Engineering and Applied Environmental Science & Technology.

H. Grading: A-F

I. Coordination with affected units: UAA list serve.

J. Justification for action: Updated course content and course number and

stacked with CE A446.

51

2

K. Prerequisites: None.

L. Registration Restrictions: Graduate standing in Civil Engineering or Applied

Environmental Science & Technology.

M. Course level justification: The course requires prerequisite knowledge of environmental engineering, integrating basic sciences with engineered technologies. Further background is required to apply basic fundamental sciences in real-world situations as typically gained by completion of a bachelor’s degree in physics, chemistry, geology, biology or similar scientific degree.

N. Stacked: Yes, stacked with CE A446

III. Course Outline

A. Constituents of wastewater a. Suspended Solids b. Aqueous Phase Water Quality

B. Analysis and selection of flow rates and loading a. Wastewater Production b. Diurnal Municipal and Industrial Production

C. Process analysis and selection a. Effluent Water Quality Drivers b. Optimization Methodology of Biological Processes

D. Suspended growth processes a. Biological Oxygen Demand Removal b. Nitrification/Denitrification

E. Attached growth and combined treatment processes a. Trickling Filters b. Activated Sludge

F. Anaerobic treatment processes a. Organic Matter Degradation b. Design Theory

G. Treatment, reuse and disposal of biosolids a. Digestion b. Thickening c. Conditioning

IV. Instructional Goals

The instructor will: a. promote the ability to evaluate biological unit processes b. enhanced the ability to perform calculation necessary for unit process

design c. engender an appreciation for the history of the topic and current state

of the art

52

3

V. Course Activities Class sessions consist of lectures. Assignments are made to allow students to learn by application of the principles taught in the course. Exams and other measurement are administered to assess the abilities of the students to apply principles presented in the course.

VI. Student Outcomes and Course Evaluation

VII. Suggested Text

Grady, C. P. L., Daigger, G.T., & Lim, H.C. 1999. Biological Wastewater Treatment, 2nd ed., 1999. Marcel Dekker, Inc., New York. Tchobanoglous, G., Burton, F.L., & Stensel, H.D., 2004, Wastewater Engineering: Treatment and Reuse, 4th ed.. McGraw-Hill Professional. New York. Viessman, W., Hammer, M., Perez, E.M. & Chadik, P. A. 2009. Water Supply and Pollution Control, 8th ed., Prentice Hall, Upper Saddle River, NJ.

VIII. Bibliography

Crites, R.W. & Tchobanoglous, G. 1998. Small and Decentralized Wastewater Management Systems, 1st ed., McGraw-Hill, New York. Davis, M. 2010. Water and Wastewater Engineering: Design Principals and Practice. McGraw-Hill, New York.

Student Outcomes Evaluation Evaluate the function of biological unit for wastewater treatment


Perform preliminary engineering design and analysis calculation for individual biological unit processes and wastewater treatment streams


Effectively communicate technical information regard unit processes with wastewater professionals


Utilize and critically evaluate peer-reviewed scientific literature to support decision making, process selection or site characterization

Term paper and oral presentation.

53


1b. Division AJUS Division of Justice

1c. Department Justice Center

2. Course Prefix

PARL

3. Course Number

A340


NA

5a. Credits/CEUs

3


6. Complete Course Title Family Law Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG (please specify)




12. Cross Listed with JUST A340 Stacked with N/A Cross-Listed Coordination Signature



1. 2. 3.

Initiator Name (typed): Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Comprehensive study of federal and state statutes and judicial doctrines governing familial relationships. Emphasis on marriage, divorce, child custody, support, property rights, adoption and child protection. The impact of the Indian Child Welfare Act in Alaska family law is explored.

16a. Course Prerequisite(s) (list prefix and number) [JUST A110 or PARL A101] with a minimum grade of D

16b. Test Score(s) NA

16c. Co-requisite(s) (concurrent enrollment required) NA



16e. Registration Restriction(s) (non-codable) NA


19. Justification for Action Updating course content guide and clarifying course prerequisite.

__________________________________________________ ___________ Initiator (faculty only) Date Deborah Periman Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




54

University of Alaska Anchorage College of Health

Course Content Guide

I. Date of Initiation: September 2011 II. Curriculum Action Request

A. School: College of Health B. Course Subject: PARL C. Course Number: A340 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Undergraduate Certificate, Paralegal Studies G. Course Title: Family Law H. Grading Basis: A-F I. Implementation Date: Fall/2012 J. Cross-listed/Stacked: JUST A340 K. Course Description: Comprehensive study of federal and state

statutes and judicial doctrines governing familial relationships. Emphasis on marriage, divorce, child custody, support, property rights, adoption and child protection. The impact of the Indian Child Welfare Act in Alaska family law is explored.

L. Course Prerequisites: [JUST A110 or PARL A101] with a minimum grade of D

M. Test Scores: N/A N. Course Co-requisites: N/A O. Other Restrictions: N/A P. Registration Restrictions: N/A Q. Course Fees: No

III. Instructional Goals and Student Outcomes A. The instructor will:

1. Provide an overview of the function of family law and family court processes in the context of state and federal justice systems and the resolution of family and interpersonal conflict in the United States.

2. Summarize competing public interests and important historical trends in the development of contemporary American family law and family court processes.

3. Explain the nature of statutory control in the areas of marriage and divorce, child custody and support, property rights, adoption and child protection, with special attention to Alaska law.

4. Review key judicial doctrines and the role of the judiciary and court processes in the areas of marriage and divorce, child custody and support, property rights, adoption and child protection, with special attention to the Alaska courts.

55

B. Upon completion of this course, the student will be able to:

Outcomes and Assessment Measures Outcomes Measures

1. Assess the role of family courts and substantive family law doctrines in the state and federal justice systems and explain the function of family law processes in the resolution of family and interpersonal conflict in the United States.

Examinations, structured course discussion, writing assignments

2. Appraise and explain the effect of competing public interests and significant trends in American legal history on the development of contemporary American family law.


3. Evaluate federal and state statutory control over family law issues and illustrate the effect of Alaska statutes on problems related to marriage and divorce, child custody and support, property rights, adoption and child protection.


4. Synthesize contemporary family court processes, substantive judicial doctrines, and statutory controls; assess their cumulative impact on individuals and the community in the areas of marriage and divorce, child custody and support, property rights, adoption and child protection.

Examinations, structured course discussion, writing assignments, oral class presentation


The course builds upon lower-division foundation courses in the justice and paralegal programs, and requires mastery of concepts and vocabulary introduced in those courses. Competent student performance requires a thorough understanding of civil justice systems, institutional sources of law, limitations on judicial relief and legislative power, alternatives to judicial relief, and the impact of social change on evolving judicial doctrines. Successful course completion requires a substantial degree of independent legal analysis, evidenced through oral communication, written work product, and examination. The course is best suited to students in their junior and senior years.

56

V. Topical Course Outline A. Family

1. Historical perspective on rights and responsibilities between parents and children, wives and husbands

2. Social changes in family structure, from "Married Women's Property Acts" to domestic partnerships

3. Parental prerogatives and governmental limitations B. Adoption 1. Voluntary adoption 2. Involuntary adoption 3. Indian Child Welfare Act (ICWA) C. Child p rotection

1. Child Protective Services 2. Children in Need of Aid (CINA) cases 3. Family Preservation 4. Permanency Placement 5. ICWA D. Marriage 1. Requirements and restrictions 2. Common law marriage 3. Aspects of the civil contract 4. Privileges and benefits associated with marriage E. Divorce and dissolution 1. Distinctions between divorce and dissolution 2. Dissolution process 3. Divorce process 4. Interim orders 5. Property settlements

a. Equitable distribution 6. Alimony

a. Rehabilitative alimony 7. Jurisdiction

F. Child custody and support 1. Interim orders 2. Duty of support 3. Classifications of custody

a. Impact of custodial arrangements on support obligations 4. Child support enforcement agencies 5. Uniform child custody jurisdiction acts a. Interstate compacts 6. "Best Interests of the Child" standards 7. Grandparents' r ights 8. Custody and support enforcement

G. The impact of domestic violence in family law matters

57

VI. Suggested Texts Harris, L., Carbone, J. R., & Teitelbaum, L. E. (2009). Family law (4th ed.). New

York, NY: Aspen.

Luppino, G. A., & Miller, J. F. (2011). Family law and practice (3rd ed.). Upper Saddle River, NJ: Pearson.

VII. Bibliography

Abrams, D. E., Cahn, N. R., Ross, C. J., & Meyer, D. D. (2009). Contemporary

family law (2nd ed.). Albany, NY: West. Ehrlich, J. S. (2010). Family law for paralegals (5th ed.). New York, NY: Aspen. Oliphant, R. E. (2010). Examples and explanations: Family law (3rd ed.). New York,

NY: Aspen. Weisberg, D. K., & Appleton, S. F. (2009). Modern family law (4th ed.). New York,

NY: Aspen. Indian Child Welfare Act (Pub.L. 95-608, 93 Stat. 3071, enacted November 8, 1978),

25 U.S.C. §§ 1901-1963.

58




2. Course Prefix

JUST

3. Course Number

A340


NA

5a. Credits/CEUs

3


6. Complete Course Title Family Law Abbreviated Title for Transcript (30 character)







12. Cross Listed with PARL A340 Stacked with N/A Cross-Listed Coordination Signature



1. 2. 3.






15. Course Description (suggested length 20 to 50 words) Comprehensive study of federal and state statutes and judicial doctrines governing familial relationships. Emphasis on marriage, divorce, child custody, support, property rights, adoption and child protection. The impact of the Indian Child Welfare Act in Alaska family law is explored.

16a. Course Prerequisite(s) (list prefix and number) [JUST A110 or PARL A101] with a minimum grade of D

16b. Test Score(s) NA

16c. Co-requisite(s) (concurrent enrollment required) NA



16e. Registration Restriction(s) (non-codable) NA


19. Justification for Action Updating course content guide and clarifying course prerequisite.

__________________________________________________ ___________ Initiator (faculty only) Date Deborah Periman Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




59



I. Date of Initiation: September 2011 II. Curriculum Action Request

A. School: College of Health B. Course Subject: JUST C. Course Number: A340 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Undergraduate Certificate, Paralegal Studies G. Course Title: Family Law H. Grading Basis: A-F I. Implementation Date: Fall/2012 J. Cross-listed/Stacked: PARL A340 K. Course Description: Comprehensive study of federal and state

statutes and judicial doctrines governing familial relationships. Emphasis on marriage, divorce, child custody, support, property rights, adoption and child protection. The impact of the Indian Child Welfare Act in Alaska family law is explored.

L. Course Prerequisites: [JUST A110 or PARL A101] with a minimum grade of D

M. Test Scores: N/A N. Course Co-requisites: N/A O. Other Restrictions: N/A P. Registration Restrictions: N/A Q. Course Fees: No


1. Provide an overview of the function of family law and family court processes in the context of state and federal justice systems and the resolution of family and interpersonal conflict in the United States.

2. Summarize competing public interests and important historical trends in the development of contemporary American family law and family court processes.

3. Explain the nature of statutory control in the areas of marriage and divorce, child custody and support, property rights, adoption and child protection, with special attention to Alaska law.

4. Review key judicial doctrines and the role of the judiciary and court processes in the areas of marriage and divorce, child custody and support, property rights, adoption and child protection, with special attention to the Alaska courts.

60



1. Assess the role of family courts and substantive family law doctrines in the state and federal justice systems and explain the function of family law processes in the resolution of family and interpersonal conflict in the United States.


2. Appraise and explain the effect of competing public interests and significant trends in American legal history on the development of contemporary American family law.


3. Evaluate federal and state statutory control over family law issues and illustrate the effect of Alaska statutes on problems related to marriage and divorce, child custody and support, property rights, adoption and child protection.


4. Synthesize contemporary family court processes, substantive judicial doctrines, and statutory controls; assess their cumulative impact on individuals and the community in the areas of marriage and divorce, child custody and support, property rights, adoption and child protection.

Examinations, structured course discussion, writing assignments, oral class presentation


The course builds upon lower-division foundation courses in the justice and paralegal programs, and requires mastery of concepts and vocabulary introduced in those courses. Competent student performance requires a thorough understanding of civil justice systems, institutional sources of law, limitations on judicial relief and legislative power, alternatives to judicial relief, and the impact of social change on evolving judicial doctrines. Successful course completion requires a substantial degree of independent legal analysis, evidenced through oral communication, written work product, and examination. The course is best suited to students in their junior and senior years.

61

V. Topical Course Outline A. Family

1. Historical perspective on rights and responsibilities between parents and children, wives and husbands

2. Social changes in family structure, from "Married Women's Property Acts" to domestic partnerships

3. Parental prerogatives and governmental limitations B. Adoption 1. Voluntary adoption 2. Involuntary adoption 3. Indian Child Welfare Act (ICWA) C. Child p rotection

1. Child Protective Services 2. Children in Need of Aid (CINA) cases 3. Family Preservation 4. Permanency Placement 5. ICWA D. Marriage 1. Requirements and restrictions 2. Common law marriage 3. Aspects of the civil contract 4. Privileges and benefits associated with marriage E. Divorce and dissolution 1. Distinctions between divorce and dissolution 2. Dissolution process 3. Divorce process 4. Interim orders 5. Property settlements

a. Equitable distribution 6. Alimony

a. Rehabilitative alimony 7. Jurisdiction

F. Child custody and support 1. Interim orders 2. Duty of support 3. Classifications of custody

a. Impact of custodial arrangements on support obligations 4. Child support enforcement agencies 5. Uniform child custody jurisdiction acts a. Interstate compacts 6. "Best Interests of the Child" standards 7. Grandparents' r ights 8. Custody and support enforcement

G. The impact of domestic violence in family law matters

62

VI. Suggested Texts Harris, L., Carbone, J. R., & Teitelbaum, L. E. (2009). Family law (4th ed.). New

York, NY: Aspen.

Luppino, G. A., & Miller, J. F. (2011). Family law and practice (3rd ed.). Upper Saddle River, NJ: Pearson.

VII. Bibliography

Abrams, D. E., Cahn, N. R., Ross, C. J., & Meyer, D. D. (2009). Contemporary

family law (2nd ed.). Albany, NY: West. Ehrlich, J. S. (2010). Family law for paralegals (5th ed.). New York, NY: Aspen. Oliphant, R. E. (2010). Examples and explanations: Family law (3rd ed.). New York,

NY: Aspen. Weisberg, D. K., & Appleton, S. F. (2009). Modern family law (4th ed.). New York,

NY: Aspen. Indian Child Welfare Act (Pub.L. 95-608, 93 Stat. 3071, enacted November 8, 1978),

25 U.S.C. §§ 1901-1963.

63




2. Course Prefix

JUST

3. Course Number

A374


N/A

5a. Credits/CEUs

3


6. Complete Course Title The Courts Abbreviated Title for Transcript (30 character)










1. 2. 3.






15. Course Description (suggested length 20 to 50 words) Examines the basic components of the U.S. courts with particular emphasis on case processing through the court system and the roles of court actors. Covers the history as well as the current structure and function of the court system and assesses the gap between the ideals and the realities of court processes and practices.

16a. Course Prerequisite(s) (list prefix and number) JUST A110 with a minimum grade of D







19. Justification for Action This course strengthens existing offerings by expanding the number of courses available for the Bachelor of Arts degree in Justice.

__________________________________________________ ___________ Initiator (faculty only) Date Cory Lepage Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




64



I. Date of Initiation: November 2011 II. Curriculum Action Request

A. School: College of Health B. Course Subject: JUST C. Course Number: A374 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Bachelor of Arts, Justice G. Course Title: The Courts H. Grading Basis: A-F I. Implementation Date: Fall/2012 J. Cross-listed/Stacked: N/A K. Course Description: Examines the basic components of the U.S. courts

with particular emphasis on case processing through the court system and the roles of the court actors. Covers the history as well as the current structure and function of the court system and assesses the gap between the ideals and the realities of court processes and practices.

L. Course Prerequisites: JUST A110 with a minimum grade of D M. Test Scores: N/A N. Course Co-requisites: N/A O. Other Restrictions: N/A P. Registration Restrictions: N/A Q. Course Fees: No


1. Describe the historical development of the modern court system with emphasis on the European historical roots.

2. Review the evolution and the current state of the legal theoretical paradigms. 3. Present the institutional structure and processes of the American court system. 4. Identify the actors in the court setting and discuss their authority and roles. 5. Discuss the differences between theory and practice in the operation of the court

system.

B. Upon completion of this course, the student will be able to: Outcomes and Assessment Measures

Outcomes Measures 1. Evaluate effect of history on current court

policies and practices. Examination

2. Compare the theoretical paradigms with the current policies and practices in the courts.

Examinations, writing assignments, and faculty directed discussions

3. Distinguish among the sources, types, and Examination

65

socio-political influences on formation of law and judicial processes.

4. Categorize the different actors in the court and examine the power differences between those actors

Examinations, and writing assignments.

5. Review contemporary scholarship on court policies.

Written assignment, faculty directed discussions, and presentations.

6. Conclude how court policies and procedures have varying effects on different segments of the population.

In-class group exercises and take home written assignments, in class presentations.


The Courts builds upon previous justice course work that is presented JUST A110, Introduction to Justice. The course provides an in-depth coverage of the empirical and methodological issues present in the study of the courts.

V. Topical Course Outline

A. Historical roots and evolution of legal systems 1) Medieval legal systems 2) European legal systems 3) American legal systems

B. Nature of law 1) Definition of law 2) Law and judicial function

C. Sources of law 1) Natural law 2) Common law 3) Statutes 4) Constitutional rights 5) The Bill of Rights

D. Legal systems 1) Civil law 2) Criminal law

E. Theories of law 1) Classical theories 2) Contemporary theories

F. Court organization and structure 1) Federal courts 2) State courts 3) Local courts 4) Tribal courts 5) Overview of case-flow and processing

G. Authority and power of the actors in the courtroom workgroup 1) Power of the prosecutor and ethical issues 2) Limits on power of defense and ethical guidelines 3) Judicial limits and responsibilities 4) Role of the jury

H. Criminal proceedings and impacts on defendants

66

1) Pretrial processes 2) The trial proceedings 3) Sentencing 4) The appellate process

I. Civil proceedings 1) Nature of civil litigation 2) Civil procedure 3) Alternative dispute resolution

J. Specialized courts 1) History of specialized courts 2) Types of specialized courts

K. Tribal courts 1) Structure and authority 2) Contemporary issues

L. Contemporary problems in: 1) Abuse of prosecutorial discretion 2) Bias in the courtroom 3) Access to justice 4) Judicial/prosecutorial independence

VI. Suggested Texts

Baum, L. (2012). American courts: Process and policy (6th ed.). Belmont, CA: Wadsworth. Hemmens, C., Brody, D., & Spohn, C. (2010). Criminal courts: A contemporary perspective.

Thousand Oaks, CA: Sage. Neubauer, D., & Fradella, H. (2011). America’s courts and the criminal justice system (10th

ed.). Belmont, CA: Wadsworth.

VII. Bibliography * Abraham, H. (1975). The judicial process. New York, NY: Oxford University Press. * Baum, L. (2006). Judges and their audiences: A perspective on judicial behavior.

Princeton, NJ: Princeton University Press. * Berman, G., & Feinblatt, J. (2005). Good courts: The case for problem-solving justice. New

York, NY: The New Press. * Bright, S. B. (1997). Capital punishment on the 25th anniversary of Furman v. Georgia.

Atlanta, GA: Southern Center for Human Rights. * Duane, J. J. (1996). Jury nullification: The top secret Constitutional right. Litigation, 22(4),

6-60. * Feeley, M. (1971). The Process is the punishment: Handling cases in a lower criminal

court. New York, NY: Russell Sage Foundation. * Friedman, L. M. (1993). Crime and punishment in American history. New York, NY: Basic

Books.

67

* Gershman, B. L. (1992). The new prosecutors. University of Pittsburgh Law Review, 53, 393-458.

* Hall, K. L., & McGuire, K. T. (Ed.). (2005). The judicial branch. New York, NY: Oxford

University Press. * Hans, V., & Vidmar, N. (1986). Judging the jury. Cambridge, MA: Perseus. * Hogarth, J. (1971). Sentencing as a human process. Toronto, ON: University of Toronto

Press. * Klonoski, J. R., & Mendelsohn, R.I. (Ed.). (1970). The Politics of local justice. New York,

NY: Little Brown & Co. Lynch, D. R. (2009). Inside the criminal courts. Durham, NC: Carolina Academic Press. Malsch, M. (2009). Democracy in the courts: Lay participation in European criminal justice

systems. Burlington, VT: Ashgate. * McFarland, M. C. (2004). The role of quasi-judicial officers in today's changing courts. The

Court Manager, 19(2), 18-24.

* Murphy, W. F., Pritchett, C. H., Epstein, L., & Knight, J. (2006). Courts, judges, & politics: An introduction to the judicial process (6th ed.). New York, NY: McGraw Hill.

* Nugent, M. E. (2004). The changing nature of prosecution. Alexandria, VA: American

Prosecutors Research Institute. * Petersilia, J. (2003). When prisoners come home. New York, NY: Oxford University Press. * Provine, D. M. (1981). Persistent anomaly: The lay judge in the American legal system.

Justice System Journal, 6(1), 28-43. * Provine, D. M. (1986). Judging credentials: Nonlawyer judges and the politics of

professionalism. Chicago, IL: University of Chicago Press. * Renteln, A. D. (2004). The cultural defense. New York, NY: Oxford University Press. * Smith, A. (2004). Law, social science, and the criminal courts. Durham, NC: Carolina

Academic Press. Spohn, C., & Hemmens, C. (2009). Courts: A text/reader. Thousand Oaks, CA: Sage. Spohn, C. (2009). How do judges decide? Thousand Oaks, CA: Sage. * Tobin, R. W. (2004). Creating the judicial branch: The unfinished reform. Washington,

DC: National Center for State Courts. * Turk, A. (1976). Law as a weapon in social confict. Social Problems, 23(3), 276-291. *denotes classic/seminal work.

68




2. Course Prefix

JUST

3. Course Number

A445


N/A

5a. Credits/CEUs

3


6. Complete Course Title Probation, Parole and Community Corrections Probation, Parole & Comm Corr Abbreviated Title for Transcript (30 character)










1. 2. 3.






15. Course Description (suggested length 20 to 50 words) Covers the history and development of probation and parole, including notions of rehabilitation, reentry and reintegration. Investigates evidence-based standards, numerous and diverse types of supervision, treatment, control, restoration and supportive programs for criminal offenders within the community.

16a. Course Prerequisite(s) (list prefix and number) JUST A110 with a minimum grade of D







19. Justification for Action Updating course content guide

__________________________________________________ ___________ Initiator (faculty only) Date Ronald Everett Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




69




A. School: College of Health B. Course Subject: JUST C. Course Number: A445 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Bachelor of Arts, Justice G. Course Title: Probation, Parole and Community Corrections H. Grading Basis: A-F I. Implementation Date: Fall/2012 J. Cross-listed/Stacked: N/A K. Course Description: Covers the history and development of

probation and parole, including notions of rehabilitation, reentry and reintegration. Investigates evidence-based standards, numerous and diverse types of supervision, treatment, control, restoration and supportive programs for criminal offenders within the community.

L. Course Prerequisites: JUST A110 with a minimum grade of D M. Test Scores: N/A N. Course Co-requisites: N/A O. Other Restrictions: N/A P. Registration Restrictions: N/A Q. Course Fees: No

III. Instructional Goals and Student Outcomes

A. The instructor will: 1. Review the history, development and changes in probation and parole,

including the crisis of rehabilitation and changes in sentencing. 2. Discuss contemporary research on community treatment programs,

rehabilitation and reintegration of offenders. 3. Present recent developments in intermediate sanctions and their role in

community corrections. 4. Explain the contemporary trends in reentry, restorative justice and diversion.

70



1. Analyze the history of probation and parole, including the influence of rehabilitation and changes in sentencing.

Objective and essay examinations; written assignments; class discussion

2. Evaluate research on the effectiveness of community based treatment programs.


3. Examine the development and effectiveness of intermediate sanctions.


4. Appraise contemporary trends in diversion, restorative justice and reentry.



This course builds on the foundational concepts and knowledge acquired by the students in the prerequisite course JUST A110. The course lectures and readings assume that students have a good understanding of justice system structure and institutional corrections and a basic understanding of social science research methods. Students are expected to analyze correctional policies and research.


A. History of Probation 1. Early Forms 2. Founders of Probation 3. Philosophical Bases of Probation 4. Modern Probation

B. History of Parole

1. The Development of Parole 2. Origins of Parole in America 3. Criticism and Reform 4. Parole and Rehabilitation

C. Sentencing and Community Corrections

1. The Indeterminate Sentence 2. The Presentence Investigation

71

3. Determinate Sentencing 4. Sentencing and Intermediate Sanctions

D. Community Corrections

1. Pretrial Release 2. Division 3. Halfway Houses 4. Special Needs Offenders

E. Intermediate Sanctions

1. Intensive Supervision 2. Day Reporting Centers 3. Home Detention 4. Drug Courts

VI. Suggested Texts * Gibbons, S. G., & Rosecrance, J. D. (2005). Probation, parole and community

corrections. Boston, MA: Pearson. Gideon, L., & Sung, H. (2011). Rethinking corrections: Rehabilitation, reentry, and

reintegraton. Los Angeles, CA: Sage.

VII. Bibliography Barton-Bellessa, M., & Hanser, R. D. (Eds.). (2011). Community-based corrections.

Los Angeles, CA: Sage. * Irwin, J. (1970). The felon. Berkeley, CA: University of California Press. * MacKenzie, D. L. (2006). What works in corrections. Cambridge, MA: Cambridge

University Press. * Pertersilia, J. (2003). When prisoners come home: Parole and prisoner reentry.

Oxford, United Kingdom: Oxford University Press. * Simon, J. (1993). Poor discipline: Parole and the social control of the underclass,

1890-1990. Chicago, IL: University of Chicago Press. Ward, T., & Maruna, S. (2007). Rehabilitation. New York, NY: Routledge.

*denotes classic/seminal work.

72




2. Course Prefix

JUST

3. Course Number

A484


JUST A480

5a. Credits/CEUs

3


6. Complete Course Title Corrections Theory and Policy Abbreviated Title for Transcript (30 character)










1. 2. 3.






15. Course Description (suggested length 20 to 50 words) Analyzes various issues and problems pertaining to the operation of correctional facilities with an emphasis on theory. Issues investigated include prison health care, inmate health, inmate violence and the practical day-to-day work of correctional staff.

16a. Course Prerequisite(s) (list prefix and number) [JUST A110 and JUST A200 and JUST A201] with a minimum grade of D







19. Justification for Action Changing course number to reflect changes in Justice curriculum and updating course content guide.

__________________________________________________ ___________ Initiator (faculty only) Date Ronald Everett Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




73




A. School: College of Health B. Course Subject: JUST C. Course Number: A484 D. Number of Credits: 3 E. Contact Hours: 3+0 F. Course Program: Bachelor of Arts, Justice G. Course Title: Corrections Theory and Policy H. Grading Basis: A-F I. Implementation Date: Fall/2012 J. Cross-listed: N/A K. Course Description: Analyzes various issues and problems

pertaining to the operation of correctional facilities with an emphasis on theory. Issues investigated include prison health care, inmate health, inmate violence and the practical day-to-day work of correctional staff.

L. Course Prerequisites: [JUST A110 and JUST A200 and JUST A201] with a minimum grade of D

M. Course Co-requisites: N/A N. Other Restrictions: N/A O. Registration Restrictions: N/A P. Course Fees: No Q. Course Attribute: N/A


1. Review history of prison operation and current prison population growth and trends.

2. Discuss the changes in policy and the patterns of authority within the prison over the past century.

3. Present research on prison work and the prison social environment. 4. Review current trends in prison policy, operation and performance.

74

B. Upon completion of this course, the student will be able to: Outcomes and Assessment Measures

Outcomes Measures 1. Analyze prison policy, operation and

prison population trends. Objective and essay examinations; written assignments; class discussion

2. Interpret the history and changes in correctional philosophy and the governing of prisons.


3. Evaluate research on prison administration, working in prisons and the social order in prisons.


4. Analyze recent developments in prison policy, theory and research.



This course is one of the core courses in the area of corrections and builds on the foundational concepts and knowledge acquired by the students in the prerequisite courses (JUST A110 and JUST A200 and JUST A201). The course lectures and readings assume that students have a good understanding of justice system structure and institutional corrections and a basic understanding of social science research methods. Students are expected to analyze contemporary correctional policies and research.


A. U.S. Prison Policy 1. The Origins of the Prison 2. The Penitentiary and Beyond 3. Population Growth 4. Prison Policy and Population Trends

B. Prison Operation and Patterns of Authority

1. The Authoritarian Regime 2. Professional Administration 3. Intrusion of Legal System and Interest Groups 4. A Culture of Control

C. Prison Culture and Environment

1. The Prison Community 2. Managing and Responding to Misconduct 3. Correctional Staff 4. Governing Prisons

D. Contemporary Issues in Correctional Systems

1. Beyond Mass Incarceration 2. Health and Disease

75

3. Institutional Programming 4. Evidence-based Corrections

VI. Suggested Texts

Bosworth, M. (2010). Explaining U.S. imprisonment. Los Angeles, CA: Sage. Tewksbury, R., & Dabney, D. (Eds.). (2009). Prisons and jails. Boston, MA:

McGraw Hill.

VII. Bibliography

* Crawley, E. (2004). Doing prison work: The public and private lives of prison officers. Portland, OR: Willan.

* DiIulio, J. J., Jr. (1987). Governing prisons: A comparative study in correctional

management. New York, NY: The Free Press. * Irwin, J. (2005). The warehouse prison. Los Angeles, CA: Roxbury. * Jacobson, M. (2005). Downsizing prisons. New York, NY: New York University

Press. * Liebling, A., & Maruna, S. (2006). The effects of imprisonment. Portland, OR:

Willan. *denotes classic/seminal work.

76

Curriculum Handbook pp. 48-49 Box 16d. Other Restriction(s) Identifies additional requirements that a student must have satisfied prior to registering for the course (e.g., college or school admissiona, majorb, class standingc, or leveld). The name of the college or school, major, class standing, or level required should be specified in Box 16e. Must be enforced by the program/department/instructor. When these boxes are checked, Banner will automatically enforce the restrictions. It is assumed that faculty may waive override the requirement. a College or school admission – identifies a college/school to which a student must be admitted

to in order to enroll in the course. b Major – identifies a major which a student must have declared in order to enroll in the course c Class – identifies a class standing which a student must have attained in order to enroll in the

course (0-29 credits = freshmen; 30-59 credits = sophomore; 60-89 = junior, 90+ = senior). d Level – identifies a level which a student must be at in order to enroll in the course (graduate or

undergraduate). Checking the level box in 16d is mandatory for all graduate level 600 courses.

Box 16e. Registration Restriction(s) Identifies additional requirements that a student must have satisfied prior to registering for the course (e.g. instructor permission, departmental permission). Must be enforced by the program/department/ instructor. It is assumed that faculty may waive the requirement.

NOTE: Responsibility for confirming prerequisites, test scores, co-requisites, registration restrictions, and other restrictions lies with the department. It is assumed that the faculty may waive or enforce any of these requirements, subject to program, department and college policy.

77

1

Date: January 21, 2012 To: UAB members From: Hilary Davies, UAB Chair Here is the list of BOR Policy and Regulation that UAB has been asked to review and categorize:. RED - policies which are incorrect or out-of-date and need to be revised. YELLOW - policies which may require a detailed examination at a later time after dealing with the RED category. GREEN - policies which do not need to be changed. BOR website: http://www.alaska.edu/bor/policy-regulations/ 09.01.012. Expectations: Teaching and Learning 09.01.014. Expectations: Curriculum 10.04.010. Academic Program Integration 10.04.020. Degree and Certificate Program Approval 10.04.030. Credit Hour Requirements for Degree and Certificate Programs 10.04.040. General Education Requirements 10.04.050. Discipline Course and Credit Hour Requirements. 10.04.060. Transfer of Credit 10.04.062. General Education Coursework Transfer 10.04.064. Degree and Certificate Credit Transfer 10.04.070. Non-Traditional Learning 10.04.080. Developmental and Remedial Education 10.04.090. Evaluation of Student Performance and Course Level Definitions 10.04.100. Academic Calendar 10.04.110. Inter-Institutional Delivery of Courses and Programs 10.04.120. Reserve Officers Training Corps (ROTC)

78

2

10.05.010. Enrollment and Admission Requirements 10.05.020. Grade Point Average Requirements 10.05.030. Residency Requirements 10.05.040. Residence Eligibility for the WWAMI Medical Education Program

REGENTS’ POLICY

PART IX – ACADEMIC POLICY Chapter 9.01 - Student Affairs; General Provisions

P09.01.012. Expectations: Teaching and Learning. A. The university will provide a faculty that:

1. is actively involved in curriculum development and refinement; 2. is proficient and current in the subject matter; 3. uses effective teaching and learning strategies; 4. is available for consultation; 5. works cooperatively with students and colleagues; and 6. works to instill in each student a life-long joy of learning.

B. Students will:

1. meet the prerequisites for courses in which they enroll; 2. participate in course activities to the best of their abilities; 3. invest the time and effort demanded by course requirements; and 4. work cooperatively with faculty and colleagues.

(10-02-98) P09.01.014. Expectations: Curriculum. A. The university will:

79

3

1. design and implement a curriculum of high quality that is current, responsive to student and community needs, consistent with the university's mission, meets accreditation standards when applicable in accordance with P10.02.070, and is within the limits of facilities, resources, and personnel;

2. provide accurate and available statements of program and other academic

requirements; 3. offer courses on a schedule and sequence that permit students to complete a

degree or certificate within the time specified by the program; and 4. provide knowledgeable advisors to help students identify appropriate courses and

possible vocational options. B. Students will:

1. seek advice from faculty and staff who are knowledgeable about program and other academic requirements;

2. be familiar with program and other academic requirements; 3. be familiar with the course schedule and sequence and plan a program of study

accordingly; and 4. undertake a manageable course load.

(10-02-98)

REGENTS’ POLICY PART X – ACADEMIC POLICY

Chapter 10.04 - Admission and Graduation Requirements P10.04.010. Academic Program Integration. A. The University of Alaska will endeavor to provide access for the citizens of the state to a

broad array of instructional programs and to facilitate student progress toward achievement of academic goals. To provide access without unnecessary duplication of programs, each MAU will have the responsibility of serving both local and statewide constituencies. Each MAU will contribute to the integrated instructional program of the university through practices such as:

1. sharing intellectual and material resources; 2. collaboration among units in teaching, research/creative activity, and public

service;

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3. establishing common curricula or reciprocity agreements for meeting general education core requirements and core requirements for similar academic degrees and certificates;

4. coordinated planning to assure orderly and efficient changes in educational

programs in response to shifts in the needs of the state and its people; and 5. employing alternative delivery methods where academically appropriate and cost

effective to improve educational opportunities. B. The faculty and academic officers of the university will be collectively responsible for

establishing and maintaining procedures to affect these practices, in accordance with applicable regents’ policy and university regulation .

(02-16-96) P10.04.020. Degree and Certificate Program Approval. All program additions, deletions, major revisions, or the offering of existing programs outside the State of Alaska, requires approval by the board. The board delegates approval authority of occupational endorsements and workforce credentials to the president. (12-08-05) P10.04.030. Credit Hour Requirements for Degree and Certificate Programs. A. The minimum number of credits that may be required by a degree or certificate program

will be, for each level:

Occupational Endorsement 9 credits Certificate 30 credits Associate degree 60 credits Bachelor's degree 120 credits Master's degree 30 credits Graduate Certificate 12 credits Post-Baccalaureate Certificate 24 credits

B. The maximum number of credits that may be required by a degree or certificate program

will be, for each level:

Occupational Endorsement 29 credits Certificate 60 credits Associate degree 75 credits Bachelor's degree 132 credits Master's degree 45 credits Graduate Certificate 29 credits Post-Baccalaureate Certificate 60 credits

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C. The actual number of credits required for each degree and certificate, including prerequisites for required courses, will be specified in the current catalog of each university or community college.

D. The president may make exceptions to minimum or maximum credit hours for individual

programs on the recommendation of the appropriate MAU faculty senate and chancellor. E. Non-credit only workforce credentials have no minimum or maximum number of

continuing education units or contact hours. F. While no minimum or maximum credit hours are required for the doctorate, a student is

expected to be affiliated with the university for at least two years and complete all requirements for the degree within ten years.

(12-08-05) P10.04.040. General Education Requirements. University general education requirements will provide a nucleus of a broad cultural background that includes a critical awareness of the human heritage, of the challenging requirements and opportunities of the present and future, and of the complexities and possibilities of the human mind and personality. Each MAU will have a common core of general education requirements consisting of a minimum of 34 credits of coursework distributed among categories as described in the accompanying university regulation. This core will be the minimal requirements for the general education curriculum for baccalaureate degrees. The definitions of distribution categories for the common core of general education requirements and the distribution of credit among these categories will be established by university regulation, following review by the faculty and the MAU chief academic officers and the recommendation of the chancellors. (02-16-96) P10.04.050. Discipline Course and Credit Hour Requirements. Courses and credit hour requirements will be established by each MAU for each degree and certificate program approved by the board and will be published in current catalogs. (02-16-96) P10.04.060. Transfer of Credit. A. To serve students who obtain their college education from two or more institutions, the

university will provide transfer processes that:

1. enhance the ability of students to achieve their educational goals; 2. expand student access to the educational opportunities in the university ; and 3. recognize the distinction and maintain the integrity of individual degree programs.

B. It is in the interest of both the student and the university that its universities accept in

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transfer as much credit as is appropriate to the student's new degree and graduation requirements. To further facilitate student ability to benefit from the range of academic offerings available within the university system, the maximum articulation possible among degree and certificate programs will be sought. Information on course transfer and articulation among the programs of the universities and community colleges will be published in their catalogs.

(02-16-96) P10.04.062. General Education Coursework Transfer. A. The general education requirements for each university and community college will

include a common core of coursework constructed in part to facilitate transfer of general education credit among the universities and community colleges.

B. A student who has completed the general education requirements at one university

system university or community college and transfers to another system university or community college will be considered to have completed the general education requirements at all University of Alaska universities and community colleges.

C. A student who has completed some of the general education requirements at one

university system university or community college will have those credits count toward fulfillment of the same categories of general education requirements outlined in the common core at all University of Alaska universities and community colleges. This applies even if there is no directly matching coursework at the institution to which the student transfers. This statement will be published in each university and community college catalog.

(02-16-96) P10.04.064. Degree and Certificate Credit Transfer. A. Articulation agreements developed for transfer of credit between universities to meet

degree or certificate requirements or for joint delivery of similar programs will be approved by the appropriate chancellors. They will be made readily available to advisers and students.

B. Admission of students to degree and certificate programs will be subject to completion of

appropriate prerequisites, to timely completion of application procedures, and to space availability.

C. Students will fulfill the graduation requirements of the university and the requirements of

the certificate or degree program from which they expect to graduate. D. University system universities and community colleges are encouraged to develop degree

programs that build upon a student's prior experience. Such degrees may include:

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1. associate of applied science degrees, which build upon a student's previous training, or

2. baccalaureate programs, which build upon certificate and associate programs.

(02-16-96) P10.04.070. Non-Traditional Learning. Each MAU, in recognition of the validity of credit for experiential learning, credit for prior learning, and credit by examination, may provide students the opportunity to apply for such credit in subjects which fall within the institution's regular curriculum. (02-16-96) P10.04.080. Developmental and Remedial Education. To assist students in the successful completion of their educational goals, universities and community colleges of the University of Alaska will make available developmental and remedial courses in basic skills. (02-16-96) P10.04.090. Evaluation of Student Performance and Course Level Definitions. The university will establish in university regulation a common grading system and course level definitions applicable across the university system to use in the evaluation of student performance. Student grade point averages will also be computed by a common methodology established in university regulation. (06-10-04) P10.04.100. Academic Calendar. The academic calendar for each university campus will provide for a fall and spring semester of not less than fifteen weeks of instruction, which may include examination days. Class schedules must provide for a minimum of 750 minutes of instruction per credit hour. (02-16-96) P10.04.110. Inter-Institutional Delivery of Courses and Programs. A. The MAUs will cooperate in the establishment and delivery of educational courses and

programs to promote access to a quality education, minimize ineffective duplication of effort, and ensure the effective use of university resources. Inter-MAU use of faculty expertise, specialized equipment, and library collections will be promoted and collaboration with other colleges and universities will be sought.

B. Each MAU will develop rules and procedures to provide students opportunities for

academic advising prior to registration. These rules and procedures will be reviewed by

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the university’s chief academic officers collectively in order to promote maximum facilitation and coordination of systemwide advising.

C. Procedures governing the development and sharing of courses and programs will be

outlined in university regulation. (02-16-96) P10.04.120. Reserve Officers Training Corps (ROTC). Reserve Officers Training Corps (ROTC) programs may be offered as a contractual arrangement with the federal government. (04-19-96)

REGENTS REGULATION

PART X – ACADEMIC POLICY Chapter 10.04 - Academic Programs

R10.04.020. Degree and Certificate Program Approval

All degree and certificate programs must be approved by the Board of Regents prior to their being offered with the exception of Occupational Endorsements and Workforce Credentials. The President delegates approval authority for Occupational Endorsements and Workforce Credentials to the Chancellor. Guidelines for the presentation of proposals to the Board of Regents to add, delete, or make major revisions in degree and certificate programs or to offer existing programs outside the State of Alaska are as follows. A. Proposals will be submitted to Statewide Office of Academic Affairs at least 60 days

prior to a scheduled Academic and Student Affairs Committee meeting in order to allow for statewide review and lead time for distribution in the committee meeting agenda. Review of program proposals will focus on Alaska's need for the program, effective use of resources, and consistency with institutional mission and program priorities. The nature and extent of program duplication and coordination of delivery among the universities and community colleges will also be evaluated.

B. Proposals for occupational endorsements and workforce credentials will be forwarded to

SAC on a SAC approved summary form for review. All approved endorsements and credentials will be reported to the VPAA.

C. New degree or certificate program proposals must address the following points:

1. degree or certificate title, university or community college unit responsible for

program (e.g. Bachelor of Arts in English, UAA);

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2. catalog descriptions of the program and of new or modified courses that constitute the major field of study;

3. rationale for the new program and educational objectives, student learning

outcomes and plan for assessment; 4. relevance to the university or community college mission, goals, and objectives; 5. collaboration with other universities and community colleges; 6. demand for program (citing manpower studies or similar statistics), relation to

state of Alaska long-range development, relation to other programs in the University of Alaska that may depend on or interact with the proposed program;

7. effects of program on other academic units (e.g. GER course requirements) 8. availability of appropriate student services for program participants. 9. opportunities for research and community engagement for admitted graduate and

undergraduate students; 10. outline of schedule for implementation of the program; 11. projection of enrollments (FTE (full-time equivalent) and headcount) and

graduates over next five years; 12. availability and quality and/or requirement for new faculty and/or staff to support

the program; 13. library, equipment, and similar resource requirement, availability,

appropriateness, and quality; 14. new facility or renovated space requirements; 15. projected cost of all required resources, revenue from all sources and a budgetary

plan for implementing and sustaining the program; 16. other special needs or conditions that were considered in the program’s

development (e.g. delivery mode, special faculty appointments, shared facilities, collaboration with other institutions);

17. consultant reviews, reports from visitations to other institutions, or names and

opinions of personnel consulted in preparing the proposal; 18. concurrence of appropriate advisory councils; and

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19. A Program Approval Summary of two pages in a form acceptable to SAC. D. Program deletion proposals address the following points:

1. degree or certificate title, university or community college unit responsible for program;

2. rationale for deleting the program (lack of relevance, drop in enrollment, loss of

quality, cost containment, etc., as determined through program review); and 3. concurrence of appropriate advisory councils.

E. Major revisions of program proposals must address the following points: This applies to revision of degree or certificate programs that substantially alter the

purpose of the program. It does not mean changes, additions, or deletion of a major or minor.

1. degree or certificate title, university or community college unit responsible for

program; 2. rationale for revision (change in focus, demand, budget, etc. as determined

through program review); 3. justification if the revision results in duplication of a program at another

University of Alaska unit, and description of collaboration with other university and community colleges within the University of Alaska;

4. impact the revision will have on other programs within the University of Alaska

(enhance, interact, result in deletion, etc.); 5. requirements the revision will have for addition of new faculty and staff, new

library, equipment or related resources, or new or altered space; 6. budgetary impacts resulting from the revision;

7. concurrence of appropriate advisory councils; and 8. an executive summary of about one page.

F. For offering existing programs outside the state of Alaska, proposals must address the

following points:

1. degree level, program, university or community college unit responsible for program;

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2. educational objectives and rational for offering program outside of Alaska; 3. relevance of offering to university or community college mission, goals, and

objectives; 4. outline of schedule for implementation of program; 5. projection of enrollments (FTE and headcount) and graduates over next several

years;

6. faculty availability and quality and/or requirement for new faculty and/or staff to support the proposed program;

7. projection of costs and revenues and analyze the fiscal implications for the

university unit and the campus program; 8. provisions for student services, physical facilities, equipment, library, and

learning resources; 9. authorizations from governmental or other agencies (e.g. Northwest Association

of Schools and Colleges, state higher education commissions) which will be needed to operate and grant degrees; and

10. an executive summary of about one page.

(12-03-07) R10.04.030. Credit Hour Requirements for Degree and Certificate Programs. Unless otherwise specified by the appropriate academic unit, a course may be used more than once for fulfilling degree, certificate, major, and minor requirements. Credit hours for such courses count only once toward total credits required for the degree or certificate. (01-10-01) R10.04.040. General Education Requirements. A. Categories for the Common Core of General Education Requirements for Baccalaureate

Degrees

1. Oral Communication Skills Courses that fulfill this requirement are those which emphasize the acquisition of

English language skills in orally communicating ideas in an organized fashion through instruction accompanied by practice.

2. Written Communication Skills Courses that fulfill this requirement are those which emphasize the acquisition of

English language skills in organizing and communicating

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3. Quantitative Skills Courses that fulfill this requirement are those which emphasize the development

and application of quantitative problem-solving skills as well as skills in the manipulation and/or evaluation of quantitative data.

4. Natural Sciences Courses that fulfill this requirement are those that provide the student with broad

exposure and include general introduction to the theory, methods, and disciplines of the natural sciences.

5. Humanities Courses that fulfill this requirement are those that provide the student with an

introduction to the visual arts and performing arts as academic disciplines as opposed to those that emphasize acquisition of skills. General humanities courses introduce the student to the humanistic fields of language, arts, literature, history, and philosophy within the context of their traditions.

6. Social Sciences Courses that fulfill this requirement are broad survey courses which provide the

student with exposure to the theory, methods, and data of the social sciences.

B. Credit Distribution for the Common Core of the General Education Requirements for Baccalaureate Degrees

Written Communication Skills 6 credits minimum Oral Communication Skills 3 credits minimum Humanities/Social Sciences 15 credits minimum

at least 3 credits in the arts at least 3 credits in general humanities at least 6 credits in the social sciences, from 2 different

disciplines Quantitative Skills/Natural Sciences 10 credits minimum

at least 3 credits in mathematics at least 4 credits in the natural sciences, including a

laboratory -------------------------

Total 34 credits minimum C. Assumptions Regarding General Education Requirements for Baccalaureate Degrees

1. All credits must be at 100 level or above.

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2. Most requirements will be fulfilled at the 100 or 200 level. In some cases, upper division courses may meet the criteria.

3. Credit may be counted towards general education or a degree major requirement,

but not both. 4. General education requirements may extend beyond the 34 credit minimum

described by the common core outlined in this Regulation. (02-16-96)

R10.04.060. Transfer of Credit. In accepting credits from regionally accredited colleges and universities in the United States, maximum recognition of courses satisfactorily completed will be granted to transfer students toward satisfying requirements at the receiving institution. Coursework must be at the 100 level or above to transfer and, from institutions outside the University of Alaska, must be completed with a grade of C or better. A student's entire transcript from any MAU within the University of Alaska will be transferred to another MAU, subject to applicability toward degree requirements and measures of academic performance as established elsewhere in Regents' Policy, University Regulation, and the rules and procedures of the MAU from which the student is to receive a degree or certificate. In accordance with Policy 2.5, Transfer and Award of Academic Credit, of the Northwest Commission on Colleges and Universities (NWCCU), the accrediting commission for University of Alaska, MAUs will institute special steps for review of transfer credits from non-regionally accredited higher education institutions in the United States. While procedures differ somewhat among MAUs, the special steps will be designed to ensure that the accepted courses are equivalent in content, delivery and outcomes to the courses offered at that MAU. These procedures will be applied on a case-by-case basis on the request of a student who has applied and been admitted to the MAU. If the student transfers within the UA system these credits would be subject to review by each MAU based on existing transfer credit standards. As such, the course may or may not apply to discipline specific degree requirements in the same manner across the UA system.

(03-10-05) R10.04.090. Evaluation of Student Performance and Course Level Definitions. A. Grading System

This regulation establishes the common grading system applicable across the University of Alaska. All course grades will be letter grades. While an MAU need not adopt for its use all the elements of the common grading system, only the elements included in the common grading system may be used for the evaluation of students. The method of grading will be considered an integral part of the course structure and will be applied uniformly to all students in a course according to student status as credit or

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audit. Instructors will inform students of the grading mode(s) used in each course in a written course syllabus provided at the beginning of the course.

B. Grading Modes

1. Academic letter grades: A, B, C, D, F, including + and –

These letter grades will carry grade points and will be used to calculate grade point averages (GPAs).

2. Non-academic grades CR, NB, NC, DF, I, P, NP

These grades will not carry grade points and will not be used to calculate GPAs. These grades may be used to indicate academic progress.

a. Credit/No-Credit (Student Option)

A student-initiated grading option that encourages students to explore areas of interest not related to their academic major (i.e., undesignated electives). The instructor is not aware that this option has been selected by the student and grades the student using the grade mode approved for that course (A-F, P/NP, or P/F). If the final grade is “P” or “C” or higher, a grade of “CR” is entered in the student’s transcript. If performance falls below that level (“D”, “F”, “NP”), neither the grade “NC” nor the course is recorded on the student’s transcript. The student may elect the CR/NC option for one undesignated elective each semester during the first two weeks of the semester, with a maximum of 15 credits earned by this option applied to an Associate or Baccalaureate degree. Courses in a student’s major or minor, GER/core, or specific degree requirements are not allowed under this option. If a student later changes a major or minor and the course becomes a requirement, the course may be accepted in the new major or minor at the discretion of the new department. The CR/NC option is not available for graduate courses, nor can this option be used on courses repeated for GPA improvement. A student may either elect credit/no-credit status or change from it during the first two weeks of any regular semester for a prorated length of time in a compressed course period (e.g., the summer session or in any fall- or spring-semester course completed in less than the full duration of the semester by filing the appropriate forms.

b. Pass/No-Pass and Pass/Fail Grade Modes.

These grade modes are established at the time the course is approved and must apply to the class as a whole; it is not a student option. When a course is graded Pass/No-Pass or Pass/Fail, the faculty member must

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clearly explain this fact to the students at the beginning of the class. For performance comparison only, a grade of “P” (Pass) is considered equivalent to a grade of “C” or higher in undergraduate courses and a grade of “B” or higher in graduate courses. Pass/No-Pass and Pass/Fail grades are used to determine satisfactory academic progress and may be used to meet degree requirements. In the Pass/Fail grade mode, a "P" or “F” is recorded on the student’s transcript. A recorded “F” is used in computing the GPA.

3. Registration status: AU, W

These grades do not carry grade points, are not used to calculate GPAs, and do not indicate academic progress.

C. Grades Definitions

1. A, including + and –

A grade of “A” indicates a thorough mastery of course content and outstanding performance in completion of all course requirements.

2. B, including + and -

A grade of “B” indicates a high level of acquired knowledge and performance in completion of course requirements.

3. C, including + and -

A grade of “C” indicates a satisfactory level of acquired knowledge and performance in completion of course requirements.

4. D, including + and -

A grade of “D”, the lowest passing grade, indicates a minimal level of acquired knowledge and minimal performance in completion of course requirements. It is generally not accepted to satisfy requirements in certain majors and in graduate programs.

5. F A grade of “F” indicates failure to meet a minimal level of understanding of course content and/or performance in completion of course requirements.

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6. CR, or Credit

A grade of “CR” indicates that course credit was awarded under the credit/no-credit option and the student’s knowledge and performance was equivalent to a grade of “C” or higher.

7. P, or Pass

A grade of “P” indicates the satisfactory completion of course requirements under either the pass/fail or the pass/no-pass grade mode. For performance comparison only, a grade of “P” (pass) is considered equivalent to a grade of “C” or higher in undergraduate courses and a grade of “B” or higher in graduate courses.

8. NP, or No Pass

A grade of “NP” indicates failure to meet a minimal level of understanding of course content and/or performance in completion of course requirements.

9. DF, or Deferred

A grade of “DF” indicates that the course requirements may extend beyond the end of the course: e.g., thesis, project, research courses, internships, etc. A final grade and credit will be withheld without penalty until the course requirements are met within an approved time.

10. NB, or No-Basis

A grade of “NB” indicates that a student has not completed the coursework by the end of the semester. No credit is given nor is NB calculated in the GPA. This is a permanent grade and may not be used to substitute for an Incomplete.

11. I, or Incomplete

A grade of “I” indicates that a student has not completed the coursework by the end of the course. A final grade and credit will be withheld without penalty until the course requirements are met within an approved time, not to exceed one year. After one year, the “I” becomes a permanent grade.

12. AU, or Audit

Audit is a registration status indicating that the student has enrolled for informational instruction only. No course credit is granted. The student may receive a “W” if he or she does not meet agreed-upon terms or attend the course being audited.

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13. W, or Withdrawal

Withdrawal is a registration status that indicates withdrawal from a course after the official course drop date.

D. Computation of Grade Point Average (GPA)

1. Definition and application

The grade point average (GPA) is a weighted numerical average of the grades earned in courses at the undergraduate or graduate level at an MAU within the University of Alaska.

Once a student completes a bachelor’s degree, the student’s GPA in future work is calculated only on the credits and grades earned since the baccalaureate was awarded. An exception is made if the student is officially admitted to a second bachelor’s degree program. Undergraduate courses taken while in a graduate degree program, however, are calculated in the student’s graduate GPA only if they directly apply to the graduate degree.

2. GPA Computation

a. Grade points for each course are computed by multiplying the numerical value of the academic grade awarded, according to the chart below, by the number of credits attempted for the course.

Numerical Equivalencies for Grades

A+ = 4.0 A = 4.0 A- = 3.7 B+ = 3.3 B = 3.0 B- = 2.7 C+ = 2.3 C = 2.0 C- = 1.7 D+ = 1.3 D = 1.0 D- = 0.7 F = 0.0

b. The cumulative GPA for each level (undergraduate or graduate) is

calculated by dividing the number of grade points earned at that level by the total number of credits at that level for which an academic letter grade was awarded. Credits accepted in transfer from any institution outside the MAU are not used to calculate the student’s cumulative GPA.

c. Grades of AU, CR, DF, P, NP, I and W do not carry grade points and

therefore are excluded from GPA calculations. Grades received for non-credit courses, 500 level courses, continuing education units (CEUs) and credit-by-examination are also excluded from GPA calculations.

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d. Although all grades (original and repeats) for a repeated course are included in the student’s academic record, only the last grade earned for a course is used in the GPA computation, unless the course is one that may be repeated for credit.

3. Honors

a. Graduation with Honors: Each MAU shall establish the criteria by which graduation with honors is determined, and may elect the method by which transfer credits from other institutions are used in this determination.

b. Semester Honors: Each MAU shall determine the criteria by which

semester honors (Dean’s List, Chancellor’s List, etc.) are determined, but a student’s semester GPA for this determination shall include all letter grades awarded by any unit of the University of Alaska.

E. Course Definitions

1. Course identification system

Each course offered by the university will be identified by designators for MAU and department of origin and a three-digit number indicating the course level as defined in section B. below.

F. Course numbering system

Courses offered by the University of Alaska will be numbered as follows. 1. Non-degree and preparatory courses.

001-049: Courses with these numbers are career development courses or community interest courses and are not applicable toward any degree or certificate program, even by petition. Continuing education units may be awarded for completion of these courses. The number of CEUs awarded is related to the amount of time required to master the material presented, with one CEU typically awarded for 10 hours of active participation in a directed learning environment with an instructor available, or for 20 hours of laboratory or experiential learning where the student’s investigation and discovery are largely independent. The number of CEUs awarded is determined by the Chief Academic Officer (dean or director) of the offering unit. Fractional CEUs may be awarded.

050-099: Courses with these numbers provide basic or supplemental preparation for introductory college courses. They may be applicable to some department

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awarded certificates of completion in accordance with program requirements, but they are not applicable to transcripted certificates or to associate, baccalaureate, or graduate degrees, even by petition. The student’s effort is indicated by credit hours (as defined in section 2. below), which are not transcripted as academic credit unless the course includes a component for evaluation of student performance.

2. Academic Credit Courses

Courses with these numbers count toward undergraduate and graduate degrees and certificates as described below. Each course includes a component for evaluation of student performance. Student effort is indicated by credit hours. One credit hour represents three hours of student work per week for a 15-week semester (e.g., one class-hour of lecture and two hours of study or three class-hours of laboratory) for a minimum of 2250 minutes of total student engagement, which may include exam periods. Equivalencies to this standard may be approved by the chief academic officer of the university or community college. Academic credit courses are numbered as follows. The numbering sequence signifies increasing sophistication in a student’s ability to extract, summarize, evaluate and apply relevant class material. Students are expected to demonstrate learning skills commensurate with the appropriate course level, and to meet, prior to registration, prerequisites for all courses as listed with the course descriptions. a. Lower division courses usually taken by freshmen and sophomores

100-199: Courses with these numbers introduce a field of knowledge and/or develop basic skills and concepts, usually as foundation or survey courses. They are applicable to certificates, and associate and baccalaureate degrees, in accordance with certificate/degree requirements.

200-299: Courses with these numbers provide more depth than 100-level courses and/or build upon 100-level courses. These courses may connect foundation or survey courses with advanced work in a given field, require previous college experience, or develop advanced skills. They are applicable to certificates, and associate and baccalaureate degrees, in accordance with certificate/degree requirements.

b. Upper division courses usually taken by juniors and seniors

300-399: Courses with these numbers build upon previous course work and require familiarity with the concepts, methods, and vocabulary of a discipline. They are applicable to baccalaureate degrees and may be applicable to associate degrees, in accordance with degree requirements. These courses are not applicable to graduate degree requirements.

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400-499: Courses with these numbers require the ability to analyze, synthesize, compare and contrast, research, create, innovate, develop, elaborate, transform, and/or apply course material to solving complex problems, and generally require a substantial background of study in lower-level courses. These courses are applicable to baccalaureate degrees, in accordance with degree requirements. These courses may be applied to graduate requirements for some master’s degrees with prior approval of the student’s graduate study committee. However, a student may not apply a course to both a baccalaureate and a master’s degree.

c. Graduate level courses

600-699: Courses with these numbers demand rigorous analysis, synthesis, and research skills. These courses are applicable to masters and doctoral degrees, in accordance with degree requirements. With prior approval of the major department they may be used to meet degree or graduation requirements for some baccalaureate degrees, but a student may not apply a course to both a baccalaureate and a graduate degree.

3. Professional Development Courses

500-599: Courses with these numbers are designed to provide continuing education for professionals at a post-baccalaureate level. These courses are not applicable to university degree or certificate program requirements, are not interchangeable with credit courses, even by petition, and may not be delivered simultaneously (stacked) with credit courses of similar content.

Courses may be graded Pass/No pass or, if the course includes an evaluation component, by letter grading. The measurement of student effort is indicated by professional development credits. Each professional development credit awarded requires at least 12.5 hours of student engagement in a directed learning environment under the supervision of a qualified instructor. These courses are provided on a self-support basis.

(06-10-04)

REGENTS’ POLICY PART X – ACADEMIC POLICY

Chapter 10.05 - Admission and Graduation Requirements P10.05.010. Enrollment and Admission Requirements. The University of Alaska will have an open enrollment policy allowing students to register for courses for which they have an adequate background. Requirements for admission into courses will be limited to those that indicate a student is sufficiently prepared. Additional requirements may be made for formal admission into degree and certificate programs approved by the board as

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well as other training programs. Requirements for enrollment in classes and admission into programs will be recommended by the program faculty and approved by the MAU chief academic officer. (02-16-96) P10.05.020. Grade Point Average Requirements. Minimum grade point averages required for degrees will be: Certificate 2.00 (C) Associate degree 2.00 (C) overall and in major field Bachelor's degree 2.00 (C) overall and in major and minor field Master's degree 3.00 (B) overall Doctor's degree 3.00 (B) overall (02-16-96) P10.05.030. Residency Requirements. A. In order to satisfy the residency requirements for the degree or certificate program from

which a student wishes to graduate, students will be required to earn credits from the university or community college offering the program as specified in university regulation.

B. More residency credit requirements to meet program accreditation standards may be

established following recommendation by the program faculty and the chancellor and approval by the president.

C. If a program is delivered collaboratively, credit from each participating institution will be

counted toward fulfillment of residency requirements unless specified in collaborative agreement. Residency requirements will be specified in catalogs.

(04-14-05) P10.05.040. Residence Eligibility for the WWAMI Medical Education Program. A. The criteria for eligibility for the WWAMI Medical Education Program will be as set out

in Alaska statutes and/or regulations. B. The WWAMI Program Eligibility Committee will consider the evidence of eligibility and

will determine whether the applicant has met the residence eligibility requirements as defined in the Alaska Statutes and/or the Alaska Administrative Code for Alaska WWAMI. As of September 2008, those are located at 20 AAC 19.030. The applicant will bear the burden of proving that the eligibility requirements have been met.

(09-19-08)

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UNIVERSITY REGULATIONS PART X – ACADEMIC POLICY

Chapter 10.05 - Admission and Graduation Requirements R10.05.030. Residency Requirements. Requirements for undergraduate degrees will be:

Associate degree 15 credits Bachelor's degree 30 credits overall 24 upper division credits 12 credits in the major (04-14-05)

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