RATIONALE:
The goal of this proposal is to make clearer the various opportunities for students within the Mathematics major. As the major presently exists, there are two options, a Pure/Applied option and a Middle School/Junior High option. Students currently seeking secondary teacher certification in mathematics must pursue the Pure/Applied option, satisfying the requirement of MATH 400 by taking MATH 475, satisfying the “pure mathematics” elective requirement by taking MATH 320 (thus revoking the “elective” status of this requirement), and satisfying appropriate Integrative Studies Program requirements and Teacher Education requirements. As might be imagined, some students have found this co-mingling of non-teaching and teaching “tracks” in a single option to be confusing! This proposal separates the existing Pure/Applied option into two options, one for students seeking secondary teacher preparation within Mathematics and the other for Mathematics majors not seeking teaching certification. The Mathematics Department believes this will assist students by (1) more clearly identifying in the College Catalog the opportunity for students to pursue secondary teacher preparation in Mathematics and (2) separately specifying the requirements students must complete in the three different options the Mathematics major would provide: Mathematics Secondary Teaching, Mathematics Middle School/Junior High Teaching, and Mathematics (for majors not pursuing teacher preparation).
Program Redesign
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BA MATH Program Proposal
Anthropology Minor
RATIONALE:
With the continued decrease in students who matriculated prior to fall 2007, this course
does not adequately serve the needs of the incoming students, the minor program, and
ISP. By changing the ANTH 111 to ISANTH 111, this course will be able to satisfy ISP
perspectives requirements thus providing students with a knowledge of human prehistory
and development, highly appropriate for a liberal arts education. . This past year, the
course was redesigned with this anticipated change to ISP in mind. Important components
have been added including discussion of ethical issues for archaeologists and physical
anthropologists (such as repatriation and indigenous peoples), a section on social justice
(particularly the role of physical anthropologists and archaeologists in recognizing and
proving genocide through exhumation of mass graves) and greater focus on the question
of “race” when applied to human beings (can it be seen as something biological in the
process of human evolution?).
Physics Minor
RATIONALE:
This change is being made in the physics minor program to encourage students in related fields (e.g. Mathematics, Chemistry) to consider completing a physics minor. The courses added
to the list of choices come from outside the field of physics and contain a significant amount of
upper level material from the field of physics.
Sociology Minor Program Proposal
RATIONALE:
Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives.
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”. (Explained further in major proposal.)
Sociology Major Program Proposal
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. One of the benefits of deleting Sociology Proseminar from our major is that the number of required credits for a B.A. in sociology will be reduced from 38 to 36, which is what the requirement was under the 3-credit model. We feel as a department that these changes will best serve both our major students and students who take sociology for Integrative Studies requirements.
HGS Minor Program Proposal
RATIONALE:
Keene State College has supported an interdisciplinary minor in Holocaust Studies since 2002-03. During the past three years, faculty members engaged in that program have evolved an expanded academic option that combines genocide studies with an undergraduate major. As a separate document, that proposed new program is being evaluated concurrently with this redesign of the minor. Given the new Holocaust- and genocide-related courses planned for the new baccalaureate program, it is only proper to expand and redefine the options open to students wishing to pursue no more than a minor in Holocaust and Genocide Studies.
(see attachment for more explanation)
Health Science Program Proposal
RATIONALE:
HLSC 265 Exercise Science and Application has been changed to HLSC 365 Exercise Science and Application. This change is to reflect the course number change for HLSC 265 to HLSC 365. See course proposal HLSC 365 Exercise Science and Application.
EDUCSP Program Proposal
PROPOSED PROGRAM:
Master of Education: Special Education Option
Post Masters EDUC EL Program Proposal
RATIONALE:
The Educational Leadership Program has been redesigned to align more specifically with the Educational Leadership Constituent Council’s national standards for school principals. Our recent NCATE process and specific report from the ELCC have guided program overhaul to include alignment of the program assessments to the standards. Assessments, scoring guides and rubrics have been developed to provide more candidate assessment and data-driven decision-making. In addition, more visible connections to the Unit’s conceptual framework of Teacher Education are included in syllabi and course discourse.
EDUC EL Program Proposal
RATIONALE:
The Educational Leadership Program has been redesigned to align more specifically with the Educational Leadership Constituent Council’s national standards for school principals. Our recent NCATE process and specific report from the ELCC have guided program overhaul to include alignment of the program assessments to the standards. Assessments, scoring guides and rubrics have been developed to provide more candidate assessment and data-driven decision-making. In addition, more visible connections to the Unit’s conceptual framework of Teacher Education are included in syllabi and course discourse.