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Keene State College Catalog information
SUSTAINABLE PRODUCT DESIGN AND INNOVATION
Bachelor of Science
The Sustainable Product Design and Innovation major at Keene State College is a pre-professional four-year program offering a cross-disciplinary curriculum to give the student a solid foundation in the artistic, scientific, and technical aspects of product design and the social and scientific aspects of sustainability concerns. [...]
RATIONALE:
This course is no longer being taught. It has been replaced with ISANTH 110.
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This course will no longer be taught. It will be replaced with ISANTH 111.
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PHYS 201 (Phenomenal Science) is being converted to INPHYS 201.
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The topical material and the format is essentially the same as presented in Physics 201 Phenomenal Science. Physics 201 is also being converted to INPHYS 201 (see additional proposal). Rather than continue this duplication we will merely offer two sections of INPHYS 201 in the future.
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Last year we added two Integrative Studies courses, IS-Soc 225 and IS-Soc 260, as perspectives courses. At the time of the proposal, we weren’t sure if we wanted to delete the original titles from the catalog, because we thought that it could make sense to offer those courses from time to time outside of the auspices of Integrative Studies. After giving it further reflection, we do not foresee the need to offer either course under their previous titles. Therefore, we would just prefer to delete both courses, and only list the ISP versions of the titles for clarity sake.
RATIONALE:
Last year we added two Integrative Studies courses, IS-Soc 225 and IS-Soc 260, as perspectives courses. At the time of the proposal, we weren’t sure if we wanted to delete the original titles from the catalog, because we thought that it could make sense to offer those courses from time to time outside of the auspices of Integrative Studies. After giving it further reflection, we do not foresee the need to offer either course under their previous titles. Therefore, we would just prefer to delete both courses, and only list the ISP versions of the titles for clarity sake.
RATIONALE:
Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives.
Sociology is adapting to the Integrative Studies Program by adding a 100 level sociology course that will fulfill a Perspectives requirement for ISP. The new perspectives course will not be a requirement for our major, as Sociology 101 traditionally has been. Therefore, we have decided to eliminate Sociology 101 as a required course in our program, and to replace that with a new course entitled “Soc 201: Introduction to Sociology Major”. This course will be available to students majoring in sociology, and will incorporate aspects of our current required course Sociology Proseminar. Therefore we are also deleting Sociology Proseminar from our list of required courses. We feel as a department that these changes will best serve both our major students and students who take sociology for Integrative Studies requirements.
RATIONALE:
Sociology is adapting to the Integrative Studies Program by adding a 100 level sociology course that will fulfill a Perspectives requirement for ISP. The new perspectives course will not be a requirement for our major, as Sociology 101 traditionally has been. Therefore, we have decided to eliminate Sociology 101 as a required course in our program, and to replace that with a new course entitled “Soc 201: Introduction to Sociology Major”. This course will be available to students majoring in sociology, and will incorporate aspects of our current required course Sociology Proseminar. Therefore we are also deleting Sociology Proseminar from our list of required courses. We feel as a department that these changes will best serve both our major students and students who take sociology for Integrative Studies requirements.
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The Educational Leadership Program has been redesigned to align more specifically with the Educational Leadership Constituent Council’s national standards for school principals. Additionally, the New Hampshire Department of Education visited the campus in March 2005.
As part of that process, the Council for Teacher Education praised the program for the emphasis on field-based education and the use of the Learning Plan and the Educational Leadership Portfolio to plan, benchmark and document candidate learning. The Visiting Committee also recommended more study in curriculum development, special education and technology while integrating course content across the curriculum.
In response to ELCC and NHCTE, the use technology will be made more visible in this course while addressing school redesign efforts. Portfolio work will be integrated into courses.