General Education Revisions

ACADEMIC AFFAIRS COUNCIL

AGENDA ITEM: 3.B (1)

DATE: November 7, 2013

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SUBJECT: General Education Revisions

Institutions may submit for consideration changes to the lists of approved courses that fulfill any component of the general education requirements each year during the December Board meeting. Institutions have submitted proposals that would move forward to the November COPS and December BOR meetings. These changes would be included in revisions to BOR policy 2:7 and 2:26.

Black Hills State University (Attachment I) Institutional Graduation Requirements  Part III Writing Intensive Requirements Add TECH 240 Industrial Communications (3) to the set of the approved courses in fulfillment of the Writing Intensive Requirement. Remove TECH 185 Technology and Our Lives from the set of the approved courses in fulfillment of the Writing Intensive Requirement.

Dakota State University (Attachment II) System General Education Requirements  Goal 3: Add ANTH 210 Cultural Anthropology (3) to the approved list of courses meeting Goal 3.  Goal 6: Add A&S 121/121L Science: The Core of Discovery I (4) to the approved list of courses meeting Goal 6.

Institutional Graduation Requirements  Part II Globalization/Global Issues Add ANTH 210 Cultural Anthropology (3) to the set of approved courses in fulfillment of the Global Issues Requirements.  Goal 1: Add CSC 123 Problem Solving & Programming (3) to the approved list of courses meeting Goal 1.

Northern State University (Attachment III) System General Education Requirements  Goal 6: Add BIOL 235/235L Introduction to Biotechnology (3) from the approved list of courses meeting Goal 6. (Continued) ****************************************************************************** RECOMMENDED ACTION

Approval, move forward. General Education Revisions November 7, 2013 Page 2 of 3

Institutional Graduation Requirements  Part III Writing Intensive Requirements Add GER 455 German Film (3) and SPAN 469 Texts, History and Contexts (3) to the set of the approved courses in fulfillment of the Writing Intensive Requirement. Remove GER 311 Composition and Conversation I (2), GER 312 Composition and Conversation II (2), SPAN 333 Spanish Civilization & Culture (3) from the set of approved courses in fulfillment of the Writing Intensive Requirement.  Goal 2: Add EXCH 289 Student Exchange International (3), EXCH 389 Student Exchange International (3), and EXCH 489 Student Exchange International (3) to the approved list of courses meeting Goal 2 to be placed under Group C: Social Connections with a maximum of 3 credits.

South Dakota School of Mines & Technology (Attachment IV) System General Education Requirements  Goal 4: Add MUS 117 Music in Performance I (3) to the approved list of courses meeting Goal 4.

Institutional Graduation Requirements  Part II Globalization/Global Issues Add BIOL 311 Principle of Ecology (3) to the set of approved courses in fulfillment of the Global Issues Requirements.

South Dakota State University (Attachment V) System General Education Requirements  Goal 2: Remove SPCM 222 Argumentation and Debate (3) from the approved list of courses meeting Goal 2.  Goal 3: Add ABS 203 Global Food Systems (3) and POLS 141 Governments of the World (3) to the approved list of courses meeting Goal 3. Remove ECON 101 Global Economy from the approved list of courses meeting Goal 3.  Goal 4: Add ARCH 120 Film as Art (3), ARCH 241 Building History I (3), and ENGL/GLST 125 Introduction to Peace and Conflict to the approved list of courses meeting Goal 4. Remove ARAB 101 Introductory to Arabic I (3), ARAB 102 Introductory to Arabic II (3), MFL 101 Introduction to Foreign Language and Culture I (3), MFL 102 Introduction to Foreign Language and Culture II (3), RUS 101 Introductory Russian I (3), RUS 102 Introductory Russian II (3), and REL 270 Middle East Survey (3) from the approved list of courses meeting Goal 4. Update ENGL/WMST 248 Women in Literature (3) to reflect cross- list with WMST in the approved list of courses meeting Goal 4.  Goal 6: Add RANG 105-105L Introduction to Range Management and Lab (3) to the approved list of courses meeting Goal 6. Remove BIOL 200-200L Animal Diversity and Lab from the approved list of courses meeting Goal 6.

Institutional Graduation Requirements  Part II Globalization/Global Issues

General Education Revisions November 7, 2013 Page 3 of 3

Add ABS 203 Global Food Systems (3), ARCH 241 Building History I (3), and POLS 141 Governments of the World (3) to the set of approved courses in fulfillment of the Global Issues Requirements. Remove ARAB 101 Introductory to Arabic I (3), ARAB 102 Introductory Arabic 11 (3), MFL 101 Introduction to Foreign Language and Culture I (3), and MFL 102 Introduction to Foreign Language and Culture II (3) from the set of approved courses in fulfillment of the Global Issues Requirements. Update IDL 100 Concepts in Sustainability to change a prefix error and SPCM/GEOG 470 Intercultural to reflect cross-list with GEOG in the approved course in fulfillment of the Global Issues Requirements.  Goal 2: Update GEOG 365 Land Use and Planning (3) to reflect revised course title, GEOG 459 Political Geography (3) to reflect revised course number, and PHIL/REL 454/332 Environmental Ethics (3) to reflect revised course number in the approved list of courses meeting Goal 2.  Globalization: update of definition, goal statement and student learning outcomes.  Part III Writing Intensive Requirements Remove MNET 494 Internship (3) and THEA 410 Dramatic Literature (3) from the set of approved courses in fulfillment of the Writing Intensive Requirement. Update PHIL/POLS 462 Modern Political Philosophy to reflect revised course number in the approved courses in fulfillment of the Writing Intensive Requirement.

University of South Dakota (Attachment VI) System General Education Requirements  Goal 6: Add CHEM 110/L Chemistry and the Environment to the approved list of courses meeting Goal 6.  Goal 3: Add EPSY 210 Lifespan Development to the approved list of courses meeting Goal 3.  Goal 7: Add UHON 101 Honors Speech Communication to the approved list of courses meeting Goal 7.  Goal 7: Add UHON 110 Honors English to the approved list of courses meeting Goal 7.

Institutional Graduation Requirements  Part II Globalization/Global Issues Add ECON 441 International Trade (3) to the set of approved courses in fulfillment of the Global Issues Requirements. Add ECON 445 International Macroeconomics (3) to the set of approved courses in fulfillment of the Global Issues Requirements. Add MUS 100 Music Appreciation (3) to the list of courses in fulfillment of the Global Issues Requirement. Add THEA 350 Film History (3) to the list of courses that meets the General Education Core requirement for Globalization.  Part III Writing Intensive Requirements Add ENGL 305 Professional, Technical, Grant Writing (3), MCOM 402 Media Law and Ethics (3), SPCM 407 Critical Studies in Popular Culture and Communications (3), and SPCM 440 Health Communication (3) to the set of approved courses in fulfillment of the Writing Intensive Requirement.  Goal 1: Add UHON 111 Ideas in History (3) to the approved list of courses meeting Goal 1.

ATTACHMENT I 4 ATTACHMENT I 5 ATTACHMENT I 6 ATTACHMENT I 7 ATTACHMENT I 8 ATTACHMENT I 9 ATTACHMENT II 10

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

This form is to be used to request any change to the General Education Requirements specified in Policies 2:7 – Baccalaureate General Education Curriculum and 2:26 – Associate Degree General Education Requirements. This includes any changes to the System General Education Requirements, Institutional Graduation Requirements, Globalization/Global Issues Requirement, and Writing Intensive Requirement.

NOTE: This process does not include approval for the development of a new course. If the proposal does include the development of a new course, the new course process must be completed before the course will be considered for inclusion in any set of the General Education Requirements

DSU September, 2013

Institution Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements X Institutional Graduation Requirements X Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change

BHSU, NSU, SDSMT, SDSU and USD offer ANTH 210 Cultural Anthropology. This course currently meets SGE Goal 3 Social Scences. DSU has recently received approval to offer this course and is now proposing that this course meet SGE Goal 3 at DSU.

DSU is also requesting that this course meet DSU’s IGR Part II: Global Issues Requirement.

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Section 2. Provide the Effective Date for the Proposed Change

Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change

The DSU Assessment Committee has concurred with the recommendation that this course meets the goals for this requirement.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

See course syllabus.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

Course Form #11

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Course Syllabus

Course Prefix, Number, and Title: ANTH 210, Cultural Anthropology Credits: 3 credit hours

University name: Dakota State University

Academic term/year: XX

Last date to Drop and receive 100% refund: XX Last date to Withdraw and earn a grade of 'W': XX

Course meeting time and location: TBA

Instructor information: Name: Kari Forbes-Boyte, Ph.D, Office: Beadle Hall 114 Phone number(s): 605-256-5270 Email address: [email protected] Office hours: T/TH/FR 1:00-1:50

Approved course description: Catalog description: Introduces the nature of human culture as an adaptive ecological and evolutionary system, emphasizing basic anthropological concepts, principles and problems. Draws data from both traditional and industrial cultures to cover such concepts as values, beliefs, social organization, economic and political order, science, technology, and aesthetic expression.

Additional course information: none Prerequisites: Course prerequisite(s): There are no prerequisites for the course.

Technology skills: There are no specific technology skills required for the course, other than as outlined in the WMCI statement below. Course materials: Required textbook(s): Lenkeit, Roberta, Introducing Cultural Anthropology, 4th Edition. Required supplementary materials: Any supplementary materials will be either on-line or provided by the professor.

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Optional materials: none Course delivery and instructional methods: This course will be taught, utilizing a variety of teaching methods to reach the variety of students’ learning styles. There are some lecture, discussions, in-class exercises, multi-media presentations, and out-of-class assignments. Readings will come from the textbook and other supplementary materials. Classroom policies: Attendance and make-up policy: Students will be responsible for both in-class material and textbook material. In addition, graded activities will occur during classroom time, thus it is imperative that students attend class regularly. Attendance will be taken. A student is allowed three unexcused absences, after that they may be dropped from the class. If a student misses a graded in-class activity and has an excused absence, the student will be allowed to make-up the activity within one week’s time. If the student does not have an excused absence, the student will not be able to make up the missed activity. All in- class activities will be turned in at the end of the class period. Out of class assignments will be given a due date and will not accepted after that due date.

All assignments should be submitted to the D2L dropbox for the course. If you have any problems with submitting them this way, you can use the D2L email or my regular DSU email, Kari.Forbes- [email protected]. I use the time indicated on the D2L for submissions, or the time and date of the email to determine if an assignment is on time.

ADA Statement: If you have a documented disability and/or anticipate needing accommodations (e.g., non- standard note taking, extended time on exams or a quiet space for taking exams) in this course, please contact the instructor. Also, please contact Dakota State University’s ADA coordinator, Keith Bundy (located in the Student Development Office in the Trojan Center Underground or via email at [email protected] or via phone (605-256-5121) as soon as possible. The DSU website containing additional information, along with the form to request accommodations, is available at http://www.dsu.edu/student-life/disability-services/index.aspx. You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.

Academic Honesty Statement: Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. Please be advised that, when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor’s concerns. DSU’s policy on academic integrity (DSU Policy 03-22-00) is available online.

All forms of academic dishonesty will result in a zero for the assignment.

Freedom in Learning Statement: Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees. Students who believe that an academic evaluation

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is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

University Policy Regarding the Use of Tablets in the Classroom: The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors. However, inappropriate and distracting use will not be tolerated in the classroom. Instructors set policy for individual classes and are responsible for informing students of class-specific expectations relative to Tablet PC usage. Failure to follow the instructor’s guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class.

Because tablet technology is an integral part of this course, it is the student’s responsibility to ensure that his/her Tablet PC is operational prior to the beginning of each class period. Course Goals: Goal 3: Social Sciences Students will understand the organization, potential, and diversity of the human community through study of social studies. Student Learning Outcomes: 1. Identify and explain basic concepts, terminology, theories of the selected social science disciplines from different spatial, temporal, cultural and/or institutional contexts. 2. Apply selected social science concepts and theories to contemporary issues. 3. Identify and explain the social and aesthetic values of different cultures. In addition, as a result of taking courses meeting this goal, students will be able to demonstrate a basic understanding of at least one of the following: 4. The origin and evolution of human institutions. 5. The allocation of human and natural resources within societies. 6. The impact of diverse philosophical, ethical and religious views.

Part II: Global Issues Requirement Students will understand global issues and how they affect the human community. 1. Demonstrate a basic understanding of global issues. 2. Identify and analyze global issues including how multiple-perspectives impact such issues. 3. Identify the benefit and cost implications of global issues. 4. Interpret global issues and data utilizing discipline specific analytical and/or philosophical tools. 5. Reference knowledge from international sources, including sources that may be fragmented, conflicting and multidisciplinary. 6. Identify issues related to family and national origin as they relate to global issues. 7. Directly and constructively address cultural differences and similarities. 8. Demonstrate an understanding of the historical development of global issues.

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Evaluation Procedures: Assessments: There will be writing prompts, worth 25 points given after each chapter. In addition, students will be given a variety of projects in which they will receive points. Each week students can earn up to ten points for these assignments, for a total of 150 points. The students will also do a presentation during final weeks for 75 points.

Final examination: TBA

Performance standards and grading policy: Grades will be based on a 10-point scale, with 600 points possible for the class. These points are as follows: 10 points per week for projects for a total of 150 points; 15 writing prompt (one after each chapter) worth 50 points for each exam for a total of 450; final project worth 75 points.

90-100%--A

80-89%--B

70-79%--C

60-69%--D

59% or below--F Tentative Course Outline and Schedule: Week Date Topics, Readings, Assignments, Deadlines 1 Anthropology—Chapter 1 2 Culture—Chapter 2 3 Applied Anthropology—Chapter 14 4 Language—Chapter 4 5 Enculturation—reading will be provided by faculty 6 Subsistence—Chapter 5 7 Economics—Chapter 6 8 Sex and Marriage—Chapter 7 9 Family, Household and Kinship—Chapter 8 10 Gender & Grouping—Chapter 9 11 Social Stratification—Chapter 10 12 Political Organization—reading will be provided by faculty 13 Religion and the Supernatural 14 Art—reading will be provided by faculty 15 Culture Change 16 Presentations

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SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

DSU October 28, 2013

Institution Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change

USD offers A&S 121/121L Science: The Core of Discovery I/Lab. These courses currently meet SGE Goal 6 Natural Sciences. DSU received approval to offer these courses and is now proposing that these courses meet SGE Goal 6 at DSU.

Section 2. Provide the Effective Date for the Proposed Change

Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change

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USD offers this course and A&S 123/123L as a two-class, eight-credit sequence; DSU will be offering only the first semester of the course to support the General Beadle Honors Program in the College of Arts and Sciences. Several majors in the College require four credit hours of Physics, but do not proscribe the second four credit hours necessary to fulfill SGE #6. The proposed course will allow students in the Honors program to fulfill their SGE #6 with a course that takes a multidisciplinary perspective to the concepts and approach of science in an accelerated environment, without conflicting with requirements in their academic majors.

The DSU Assessment Committee has concurred with the recommendation that this course meets the goals for this requirement.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

See course syllabus.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

Course Form #11

ATTACHMENT II 18

Course Syllabus

Course Prefix, Number, and Title: A&S 121 Science: The Core of Discovery I

Credits: 4 credit hours

University name: Dakota State University

Course meeting time and location: TBA Instructor information: Name: Dr. Michael Gaylor Office: SC 146H Phone number(s): 605-256-5822 Email address: [email protected] Office hours: By appointment.

Approved course description: Catalog description: This course and accompanying lab will integrate principles and theories from a variety of scientific disciplines including astronomy, biology, chemistry, earth sciences, and physics to explore contemporary issues relating to science and society. Special emphasis is placed on scholarly analysis of science as a hallmark of intellectualism and of the human condition, as well as on innovating authentic interdisciplinary solutions to real- world scientific problems.

Prerequisites: Course corequisite(s): A&S 121L Lab

Course delivery and instructional methods: Course content will be delivered via lecture, discussion, group analysis of literature/case studies, audio/video simulations (e.g. molecular modeling etc.), documentary presentations etc. Course content will also be routinely supplemented via instructor email and relevant complementary instructional resources upload to D2L.

Course Goals: A&S 121/121L meets the General Education, Goal 6: Natural Sciences. Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world. Student Learning Outcomes: As a result of taking courses meeting this goal, students will: 1. Demonstrate the scientific method in laboratory experience. This is embedded into the course and individual projects are designed to demonstrate the scientific method and provide the laboratory experience. 2. Gather and critically evaluated data using the scientific method. Classroom projects are designed to gather and critically evaluate data, as are the final individual student presentations.

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3. Identify and explain basic concepts, terminology and theories of the selected natural science. Quizzes have been designed to identify students’ abilities to explain concepts, terminology and theories of physical geography. 4. Apply selected natural science concepts and theories to contemporary issues. Classroom projects and the final individual student presentations will apply concepts and theories to contemporary issues.

Tentative Schedule of Topics (HON A&S 121 Science: The Core of Discovery I)

Unit 1: What is this thing called Science? Exploring the history of scientific thought, practices and apparatuses, and their implications for human biological, social and cultural evolution.

Unit 2: From whence has all this infiniteness come? Investigating the origins of the cosmos, matter and energy.

Unit 3: The dawn of the blue planet—examining the biogeochemical origins of Spaceship Earth and its passengers.

Unit 4: Are we alone? Can science and technology answer this profound question and, if so, what if the answer is no?

Unit 5: We know it when we see it, but what is “it?” Surveying the nature of terran life as we know it (and don’t yet know it).

Evaluation Procedures: Assessments: Assessments will occur via traditional in-class and take-home examinations, graded analytical writing assignments, graded oral presentations, graded group critical thinking/research activities, graded laboratory practicums, graded laboratory/quantitative problem sets, pre- and post-course student satisfaction/comprehension surveys etc.

Final examination: The final examination will occur as a hybridized writing, quantitative/critical thinking problem solving and oral presentation/research project.

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Performance standards and grading policy:

Biweekly literature research abstracts—20% Student-hosted research paper analysis/discussion—10% Final literature/research seminar—20% Mid-term exam/research project—10% Lab Grade—20% Final Exam—10% Class participation/engagement (instructor evaluation)—10% Letter grades are assigned strictly as follows:

A > 90% B > 80%; C > 70%; D > 60%; F < 60%

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SOUTH DAKOTA BOARD OF REGENTS Revised Course Request: Unique Course

This form is to be used to request a substantive change in a unique course.

DSU____ College of Arts and ______Science Institution Division/Department Institutional Approval Signature Date

Section 1. Current Course Title and Description

If changing from a course that previously had only a lecture or laboratory component to a composite course, identify both the course and laboratory numbers (xxx and xxxL) and credit hours associated with each.

Prefix & No. Course Title Credits A&S 121 Science: The Core of Discovery I 4 Course Description as it currently appears in the system course database:

This course and accompanying lab will integrate principles and theories from a variety of scientific disciplines including astronomy, biology, chemistry, earth sciences, and physics to explore contemporary issues relating to science and society and is the first part of a year-long sequence. Prerequisite: MATH 102; Corequisite: A&S 121L

Prefix & No. Course Title Credits A&S 121L Science: The Core of Discovery I Lab 0 Course Description as it currently appears in the system course database:

Accompanying lab for A&S 121. Corequisite: A&S 121

Section 2. Modification(s) Requested

1. This modification will include (check all that apply):

A change in course description/subject matter content (including pre- and/or co- X requisites and/or registration restrictions) Revised Course Description: This course and accompanying lab will integrate principles and theories from a variety of scientific disciplines including astronomy, biology, chemistry, earth sciences, and physics to explore contemporary issues relating to science and society and is the first part of a year-long sequence.

A change in instructional method

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Current Revised May be found at: http://www.sdbor.edu/services/academics/AAC/guidelines.htm

X Move from a unique course to this common course

Term change will be effective: Fall 2014 academic year/term

Indicate (X) the universities that offer the common course.

BHSU X DSU NSU SDSMT SDSU X USD

Additional minor changes also proposed at this time (enumerate below): For a list of minor course modifications, see http://www.sdbor.edu/services/academics/AAC/guidelines.htm

2. Provide a justification for all of the changes noted.

USD currently teaches A&S 121 and 121L. These courses meet the SGE Goal 6 Natural Science requirement. DSU has received permission to share this course with USD. DSU does not currently have the A&S prefix.

Section 3. To be Completed by Academic Affairs

Current New

Change in University Dept Code to DSCI

Change in CIP Code to 301801

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SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

DSU October, 2013

Institution Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

System General Education Requirements X Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change

DSU is adding CSC 123 to the list of courses that will fulfill the Goal 1: Information Systems & Computer Technology

Section 2. Provide the Effective Date for the Proposed Change

Fall 2014

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Section 3. Provide a Detailed Reason for the Proposed Change

The DSU Assessment Committee has concurred with the recommendation that this course meets the goals for this requirement.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

See course syllabus.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

Course Form #11

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SOUTH DAKOTA BOARD OF REGENTS New Course Request

DSU College BIS 08/13/13 Institution Division/Department Institutional Approval Signature Date

Section 1. Course Title and Description

If the course contains a lecture and laboratory component, identify both the lecture and laboratory numbers (xxx and xxxL) and credit hours associated with each. Provide the complete description as it will appear in the system common or unique database, including pre-requisites, co-requisites, and registration restrictions.

Prefix & No. Course Title Credits CSC 123 Problem Solving & Programming 3 Course Description: An introduction to problem solving and computer programming. Students will learn essential problem solving techniques. This class uses engaging environments (such as web scripting or visual programming) to introduce programming concepts and logic. Students will create interactive applications to learn techniques on using a computer to solve problems and the fundamental constructs that are used in computer programs. Prereq: none

Section 2. Review of Course

Will this be a common or unique course? (select the appropriate option below)

x This course will be a unique course. (Go to Section 3.)

This course will be a common course. (Complete below, then go to Section 3.)

Indicate universities that are proposing this common course: BHSU DSU NSU SDSMT SDSU USD

Section 3. Other Course Information

1. Are there instructional staffing impacts?

No. Replacement of which is (prefix, number, name of course, credits) being deleted. Effective date of deletion:

X No, schedule management. Explain: Adjustment in specific business classes due

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to small enrollment allows for the addition of this course. Yes. Specify:

2. Existing program in which course will be DSU’s IGR Requirement offered:

3. Proposed instructional method: Lecture (may be found at http://www.sdbor.edu/services/academics/AAC/guidelines.htm )

Provide a brief justification:

4. Proposed primary delivery: Face to face (may be found at http://www.sdbor.edu/services/academics/AAC/guidelines.htm )

5. Term in which change will be effective: Spring 2014

6. Can this course be repeated for additional credit? Yes, total credit x No. limit:

7. Will the grade for this course be limited to Yes x No S/U (pass/fail)?

8. Will section enrollments be capped? Yes, maximum x No per section

9. Will this course be equated (i.e. considered the same course for degree completion) with any other unique or common course in the course database? x No Yes

If yes, indicate the course(s) to which it will be equated.

10. Is this prefix already approved for your university? x Yes No

If no, provide a brief justification:

Section 4. To be completed by Academic Affairs

1. University department code: DCSC

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2. Proposed CIP code: 110201

Is this a new CIP code for this university? Yes X No

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CSC 123 Course Syllabus

PREFIX, NUMBER, AND TITLE: CSC 123 Problem Solving & Programming

CREDIT HOURS: 3 credits

UNIVERSITY NAME: Dakota State University

ACADEMIC TERM/YEAR: Fall/Spring 20__

LAST DAY TO DROP AND RECEIVE 100% REFUND:

LAST DAY TO WITHDRAW AND EARN A GRADE OF 'W':

COURSE MEETING TIME AND LOCATION:

INSTRUCTOR'S CONTACT INFORMATION:

COURSE DESCRIPTION:

An introduction to problem solving and computer programming. Students will learn essential problem solving techniques. This class uses engaging environments (such as web scripting or visual programming) to introduce programming concepts and logic. Students will create interactive applications to learn techniques on using a computer to solve problems and the fundamental constructs that are used in computer programs.

COURSE PREREQUISITES:

TECHNOLOGY SKILLS: Word processing, Internet Desire2Learn, and electronic mail. Students will be required to use email for communication. Desire2Learn will be used to deliver course materials and weekly assignments, as well as serve as a communication tool between students and faculty.

COURSE PREREQUISITE: None

DESCRIPTION OF INSTRUCTIONAL METHODS:

Students will be given lab assignments, quizzes, and exams through the Desire2Learn course website.

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COURSE REQUIREMENTS:

REQUIRED TEXTBOOK AND OTHER REFERENCES: None

REQUIRED SOFTWARE:

 You will need a text editor or an IDE to write HTML and JavaScript.  The Respondus LockDown Browser must be used when viewing the results of a quiz or test. A link where it can be downloaded for free appears on the Desire2Learn course site.

POLICIES:

ATTENDANCE POLICY:

Attendance is expected. While there is no formal attendance policy, students will miss quizzes and/or in-class activities if they choose not to attend class regularly.

ADA STATEMENT:

If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, extended time on exams or a quiet space for taking exams) in this course, please arrange to meet with the instructor. Also, please contact Dakota State University's ADA coordinator, Keith Bundy in the Student Development Office located in the Trojan Center Underground or at 605-256-5121, as soon as possible. The DSU website containing additional information, along with the form to request accommodations is http://www.departments.dsu.edu/disability_services/. You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.

ACADEMIC INTEGRITY POLICY:

Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. Please be advised that, when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor's concerns. DSU's policy on academic integrity (DSU Policy 03-22-00) is available online.

FREEDOM IN LEARNING STATEMENT:

Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic

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ATTACHMENT II 30

performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

UNIVERSITY POLICY REGARDING THE USE OF TABLETS IN THE CLASSROOM (WHEN APPLICABLE):

The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors. However, inappropriate and distracting use will not be tolerated in the classroom. Instructors set policy for individual classes and are responsible for informing students of class- specific expectations relative to Tablet PC usage. Failure to follow the instructor's guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class.

Because tablet technology is an integral part of this course, it is the student's responsibility to ensure that his/her Tablet PC is operational prior to the beginning of each class period.

COMMUNICATION AND FEEDBACK:

PREFERRED EMAIL CONTACT METHOD:

EMAIL RESPONSE TIME:

FEEDBACK ON ASSIGNMENTS:

COURSE GOALS:

Dakota State University Institutional Graduation Requirements Goal 1: Information Systems & Computer Technology Students will demonstrate competence in information systems and computer technology through software and programming classes. The student learning outcomes address the IGR in the following ways: 1. Demonstrate competence in use of computer application software.  understand how browsers interpret client-side scripts  use a text editor and/or IDE to write HTML and JavaScript

Course Form #11

ATTACHMENT II 31

2. Demonstrate competence in programming concepts.  solve problems using web scripting  understand programming logic  understand fundamental programming constructs o understand how certain programming tasks need to be performed sequentially o use selection structures to allow scripts to perform actions based on criteria o use repetition structures (loops) to repeat and automate scripts 3. Demonstrate knowledge of computer technology.  understand problem solving and computer programming using web technology  understand how users interact with web pages Topics

 HTML Page Structure  HTML Elements  Basic JavaScript output  Variables  Data Types  Arithmetic Operators  If Statements  If...Else Statements  Nested If Statements  Comparison Operators  Logical Operators  Conditional Operator (? :)  For Loops  While Loops  Functions  Strings  Events  Arrays

Course Form #11

ATTACHMENT II 32

EVALUATION PROCEDURES:

ASSESSMENTS:

Submission Type Percentage of Overall Grade Tests 40% Assignments 40% Quizzes 20% TOTAL 100%

GRADING SCALE:

Percentage % Letter Grade 90 - 100% A 80 - 90% B 70 - 80% C 60 - 70% D below 60 % F

MAKE-UP POLICY FOR MISSED SUBMISSION DEADLINES:

FINAL EXAM:

LAST DATE AND TIME TO SUBMIT COURSEWORK:

The class officially ends at the conclusion of the applicable final exam period. All coursework must be completed before that time. No exceptions.

ADDITIONAL INFORMATION:

MODIFICATIONS TO THE COURSE:

The instructor reserves the right to make adjustments to this syllabus during the course of the semester in order to better meet the needs of the students.

Course Form #11

ATTACHMENT III 33

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

NSU Biology

10/23/13 Institution Division/Department Institutional Approval Signature Date

NSU Jodie Ramsay Tino Mendez Institution Form Initiator Dean’s Approval Signature Date

Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT III 34

Section 1. Provide a Concise Description of the Proposed Change

We would like to add Biology 235/235L (Introduction to Biotechnology) to the list of lab courses that meet General Education Goal #6: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

Section 2. Provide the Effective Date for the Proposed Change

Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change

Allowing students to take this course for GE lab credit will have the following benefits: • Provide an additional course option as most other lab courses fill every time they are offered. • Provide training for students in a variety of disciplines incorporating biotechnology, including science, business, and education. • Provide an additional course option for international students.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

Learning outcomes from the course

1) Understand & utilize the scientific method in a laboratory experience. 2) Gather and critically evaluate data from the literature using the scientific method. 3) Identify and explain the basic concepts, terminology and theories of biotechnology and understand their applications towards the selected natural sciences. 4) Apply selected biotechnology topics & concepts to contemporary issues. 5) Gain an understanding of techniques utilized in various biotechnology applications (e.g. ethical, legal, biosafety)

To meet Student Learning Outcomes 1 and 2, students in this course will: a. become proficient at mining the current biotechnology literature and utilizing this knowledge to critically evaluate and understand the potential hazards & benefits of biotechnology. b. demonstrate knowledge and depth of understanding of material through exams, quizzes, demonstration of lab skills, and written assignments/reports. c. enhance problem solving and interpersonal skills through group work and presentations.

ATTACHMENT III 35

To meet Student Learning Outcomes 3, 4, & 5, students in this course will: a. understand concepts related to numerous disciplines of biotechnology (e.g. plant, bacterial, animal, molecular and evolution. b. become familiar with the diversity of biotechnology. c. demonstrate knowledge and depth of understanding of material through exams, quizzes, and oral presentations. d. demonstrate the ability to use technology in presentations, analysis of data, and the acquisition of information via electronic media. e. develop critical thinking skill as associated with the utilization of past, current and future biotechnology as it relates to natural sciences.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

ATTACHMENT III 36

Introduction to Biotechnology (BIOL 235 - 3 credits) Northern State University Fall 2013

Course Meeting Time and Location Lecture - MW 12:00-12:50 PM, MJ 303 Lab – F 12:00 – 2 PM, MJ 303

Instructor’s Contact Information Name: Jon C. Mitchell, Ph.D. Office location: MJ 232 Office hours: Wednesday 10-12 AM & 1-2 PM; Tuesday/Thursday 1-2 PM; Friday 10-11 AM or by appointment Office phone number: 605-626-2458 or Linda Richards (Dept. Secretary), 605-626-2456 Email address: [email protected] Research Lab: MJ303 (if I am not in my office, there’s a good chance of finding me here)

Course Description/Catalog description: Presents a basic overview of biotechnology emphasizing current DNA and RNA technologies and structure and function of biomolecules. The application of these techniques in the field of medicine, agriculture, forensics and environment is emphasized. Scientific methods, current good laboratory practices (cGLP), standard operating procedures (SOP), environmental regulations and ethics of the biotechnology industry will also be covered. Lecture - two hours, lab – two hours.

Course Prerequisites Previous courses/experience: none. Technology skills: None. We may be using statistics and graphing using Microsoft Excel. You will also use PowerPoint and word processing programs. We will be using the Internet, so make sure you have your login name and password from the computer center.

Course Learning Goals or Objectives: This course addresses the System General Education Goal #6: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world. The Student Learning Outcomes for this goal include:

To meet Student Learning Outcomes 1 and 2, students in this course will: ATTACHMENT III 37

a. become proficient at mining the current biotechnology literature and utilizing this knowledge to critically evaluate and understand the potential hazards & benefits of biotechnology. b. demonstrate knowledge and depth of understanding of material through exams, quizzes, demonstration of lab skills, and written assignments/reports. c. enhance problem solving and interpersonal skills through group work and presentations.

Description of Instructional Methods: This course is taught primarily through lecture with some laboratory experiences. Class discussions will occur frequently. It also contains a D2L component in which, among other features, students can review lecture notes, communicate with their professor and fellow students, and check grades.

Course Requirements Required textbook(s): Introduction To Biotechnology, 3rd edition. William J. Thieman & Michael A. Palladino. 2013. Pearson Education, Inc., Glenview, IL. ISBN: 0- 321-76611-3. Links to online periodicals & journals will be assigned in class and made available either through D2L or the library. Supplementary materials: A lab notebook (e.g. composition, spiral notebook). Materials for all lab experiments will be provided and available on D2L. Assignments: Readings following the sequence of lecture topics and the syllabus; homework assignments, lab write-ups and/or work sheets, in-class presentations/projects as announced.

Attendance: Not mandatory…..however, a basic requirement of this course is that you will participate in class and conscientiously complete writing and reading assignments. I realize that there may be times when you are unable to attend class…Please keep in touch with me if you are unable to attend class or complete an assignment on time. Absentees must take full responsibility for missed work and to make arrangements for make-ups. Lecture notes & all course materials will be available on D2L.

Laboratories: We will have ~10 labs during the course of the semester. Many of our labs will extend into the following lecture periods or non-class days; so while lab is actually scheduled, we will be doing more lab things than lecture things. Lab will meet Friday from noon until 2 pm starting 8/30. We will discuss the details & expectations of these labs in class.

ATTACHMENT III 38

Cheating and plagiarism policy: Academic misconduct is a serious offense. This includes cheating, helping others to cheat, plagiarism, etc. Academic misconduct cases will be reported to the Student Code of Conduct Board for investigation and may result in a zero for the assignment and a report filed with the vice president of academic affairs. Additional information may be found in the current NSU student handbook.

Make-up policy: No exams will be given early. I must be notified ahead of time if you will miss an exam. If you miss a lecture exam, you must take a makeup. Makeup exams are written in an essay format and are only allowed in case of emergencies. These exams must be made up within 1 week of the original exam date. Please note: appointments, such as doctor appointments, should be scheduled for other than class time. Students who have extracurricular activities must inform me of absences before they leave campus. Regularly scheduled lecture exams will consist of multiple choice, matching, short-answer, essay style questions; make-up exams will be entirely of the essay type.

Evaluation Procedures

Assessments

Tests, projects, and assignments: There will be 3 lecture exams, each worth ~75-100 points. Exams will consist of multiple-choice, matching, and/or short answer/essay questions and may be take-home in nature. Our final exam will be given during finals week and be comprehensive. There will also be at least two, 50 pt. “formal” presentations (details to follow) and in-class presentation/assignments. One end of the semester, research-style paper & oral presentation will be worth 100 pts. A “Biotech Stock-Pick’em” project will be worth 50 pts in addition to general lab write ups/in-class skills. Details to follow. 50 additional points will come from your lab notebook, which will be checked twice during the semester. Also, one lab practical exam will be given and be worth ~50 pts. More detailed information will be provided for our labs and semester projects. Total points possible are ~600.

Performance standards/grading policy: A: 90-100% B: 80-89% C: 70-79% D: 60-69% F: < 60%

**Attendance and participation may be taken into account for students whose grades are borderline between 2 letter grades. No extra credit will be given.

AMERICANS WITH DISABILITIES ACT (ADA) STATEMENT: Northern State University recognizes its responsibility for creating an institutional climate in which students with ATTACHMENT III 39

disabilities can thrive. If you have any type of disability for which you require accommodations, please contact Doris Stusiak (Student Center Rm. 217) at the NSU Office of Disability Services (ODS) as soon as possible to discuss your particular needs.

The mission of the Office of Disability Services is to provide equal access to university programs, as mandated by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Any student requesting accommodations must submit adequate documentation of disability before accommodations can be provided.

Contact information for the ODS: Phone – 605-626-2371; Fax – 605-626-3399 E-mail – [email protected]

You must contact me regarding disabilities before assignments are due or before exams are given.

Freedom to Learn Statement: Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should contact the academic dean administratively in charge of the class to initiate a review of the evaluation.

Northern State University Diversity Statement: Northern State University strives to build an academic community of people from diverse backgrounds and experiences who are committed to sharing diverse ideas in a mutually respectful environment. We value open discourse and consideration of multiple perspectives on issues of regional, national, and international importance, in which individuals are free to express their points of view. Our goal is a diverse learning community with equal opportunity for all.

Attendance confirmation: All students are required to complete the online Attendance Confirmation through WebAdvisor at the start of the fall semester. No Financial Aid refunds will be processed until Attendance Confirmation is completed and registrations will be cancelled if not completed by Thursday, September 5, 2013. Tuition and fees must be paid in full by Friday, September 6, 2013.

Please contact the Finance Office in the Krikac Administration Building, (605) 626-2566, or email [email protected] if you have any questions.

Tentative Course Outline/Schedule: The tentative order of lecture topics and exam schedule is shown below. Dates of exams may change depending on progress of material covered. Any important changes will be discussed in class and placed on the D2L calendar. ATTACHMENT III 40

Semester Topics: What is Biotechnology? Historical perspectives (fermentation/agriculture/medicine) Modern Biotechnology Microscopy/Cell Theory/Role of Biochemistry & Genetics Role of the Gene Molecular Biology Recombinant Biology DNA to Proteins Review of Molecular Biology Transcription vs. Translation Regulation of Gene Expression Basic Principles of Recombinant DNA (rDNA) Technology DNA Manipulations (e.g. electrophoresis, restriction analysis, plasmids, transformations library constructions, PCR, protein methods, microarray analysis) Applications/Examples of rDNA Technology-Cloning Microbial Biotechnology Fermentation Food Production Products from microorganisms Bioconversions & Bioremediations Plant Biotechnology Plant tissue culture & in vitro manipulations Genetically Engineered Plants/Agrobacterium tumefaciens Genetically engineered Foods/Vaccines/Molecular Pharming Animal Biotechnology Aquatic Biotechnology Bioinformatics/Genomics/Proteomics/Metabolomics Medical Biotechnology Forensics/DNA Profiling Business of Biotechnology Biotechnology Regulation/Intellectual Property NIH, USDA, CDC, FDA Government Agencies Biosafety Waste Disposal & Handling Aeseptic Techniques Biotechnology Ethics

**NOTE: I plan on having 1-2 guest seminar speakers you will be required to attend. I am also planning on scheduling a plant visit to the South Dakota Department of Health lab (Pierre, SD), Glacial Lakes Energy (Mina, SD), Hematech (Sioux Falls, SD) and/or possibly one other Biotech Co. tour. Trips may be on a Saturday and will be announced as early as possible. Class the day of these will be cancelled. I will provide more details as I get them.

ATTACHMENT III 41

A few important dates: Mon. Aug. 26 Begin Class/Introduction Mon. Sept. 2 NO CLASS! – Labor Day Wed. Sept. 25 Exam #1 Mon. Oct. 14 NO CLASS – Native American Day Tues. Nov. 5 NO CLASS! – Assessment Day Mon. Nov. 11 NO CLASS! – Veteran’s Day Wed. Nov. 13 Exam #2 Wed./Fri. Nov. 27-29 NO CLASS! – Thanksgiving Fri. Dec. 6 Lab Exam #1 Mon. Dec. 16 FINAL EXAM (Exam #3): noon – 2:00 PM, MJ 303. Please do not make travel plans that would preclude you from taking the exam at this scheduled time.

IMPORTANT DEADLINES & DATES (August 26 – December 18, 2013) August 26 Mon. Classes begin. Aug. 26 – Sept. 6 Mon.-Fri. Tuition/Fee Payment August 29 Thurs. Last day to drop a first half semester course in the Registrar’s Office and receive a refund. September 2 Mon. Labor Day – No classes; offices closed. September 5 Thurs. Last day to drop/add a 16-week, standard semester course and receive a refund. Last day to withdraw from school and receive 100% refund (for standard length classes) Census Date September 6 Fri. Registrations will be cancelled at the close of business if payment or payment arrangements have not been made and Attendance Confirmation has not been completed. October 2 Wed. Last day to drop/withdraw a 1st half semester (no refund) October 14 Mon. Native American Day—No classes; offices closed October 18 Fri. End of first half of semester courses October 21 Mon. Start of 2nd half semester courses October 25 Fri. Last day to drop second half semester course in the Registrar’s Office and receive a refund. October 29 Tues. Last day to withdraw from school and receive pro-rated refund (60%). November 5 Tues. Assessment Day – Proficiency and Exit exams given. No day classes. November 8 Fri. Last day to drop/withdraw from full term class or school. (no refund) Last day to apply for December 2013 graduation November 11 Mon. Veterans’ Day – No classes; offices closed November 27-29 Wed.-Fri. Thanksgiving Break – no classes December 2 Mon. Last day to drop/withdraw 2nd half semester course December 11 Wed. Reading Day – no classes ATTACHMENT III 42

December 14 Sat. Winter Commencement 10:30 a.m. Johnson Fine Arts Center December 12-18 Thurs.-Wed. Final Exams

NOTE: Census Date is the last day for refunds on standard-length classes. Refunds for non- standard-length classes are based on the percent of calendar days elapsed. Drops cannot be backdated.

Please note: • NO cell phones and NO texting. No Facebook, etc…. Please shut your phone off or put it on vibrate. Do not answer your phone in class. If it is an emergency and you must answer, please leave the classroom. This is a courtesy to me and to your classmates. • Laptops are allowed only for taking notes. • Please keep talking to a minimum when not working with your classmates on assignments.

**Also…this syllabus may change as we get further into the semester. I will post notices and update in D2L and announce them in class. Fall 2013 Final Exam Schedule Thursday, December 12, 2013 7:30 - 9:30 MATH 101/102 (Rojas-MJ 204) 9:45 - 11:45 All 11:00 a.m. classes meeting regularly on Tuesday. 12:00 - 2:00 All 9:00 a.m. classes meeting regularly on Tuesday. 2:15 - 4:15 All 3:00 p.m. classes meeting regularly on Monday. 4:30 - 6:30

Friday, December 13, 2013 7:30 - 9:30 HIST 152 (Dias – JC Theatre) 9:45 - 11:45 All 2:00 p.m. classes meeting regularly on Monday. 12:00 - 2:00 All 10:00 a.m. classes meeting regularly on Tuesday. 2:15 - 4:15 All 8:00 a.m. classes meeting regularly on Tuesday. 4:30 - 6:30

Monday, December 16, 2013 7:30 - 9:30 9:45 - 11:45 All 1:00 p.m. classes meeting regularly on Monday. 12:00 - 2:00 All 12:00 p.m. classes meeting regularly on Monday. 2:15 - 4:15 All 2:00 p.m. classes meeting regularly on Tuesday. 4:30 - 6:30

Tuesday, December 17, 2013 7:30 - 9:30 9:45 - 11:45 All 9:00 a.m. classes meeting regularly on Monday. 12:00 - 2:00 All 1:00 p.m. classes meeting regularly on Tuesday. 2:15 - 4:15 All 11:00 a.m. classes meeting regularly on Monday. 4:30 - 6:30 ATTACHMENT III 43

Wednesday, December 18, 2013 7:30 - 9:30 All 12:00 p.m. classes meeting regularly on Tuesday. 9:45 - 11:45 All 8:00 a.m. classes meeting regularly on Monday. 12:00 - 2:00 All 3:00 p.m. classes meeting regularly on Tuesday. 2:15 - 4:15 All 10:00 a.m. classes meeting regularly on Monday. 4:30 - 6:30 ATTACHMENT III 44

From: Sinden, Richard R. Sent: Friday, September 20, 2013 11:36 AM To: Lamb, Charles; Ramsay, Jodie Cc: Brozel, Volker; Droge, Dale; Helenurm, Kaius Subject: RE: Question from NSU

I concur. This looks like a comprehensive review of Biotechnology, a rather important topic these days. Good addition to the GE list.

Richard R Sinden, Ph.D. Professor and Head Department of Chemistry and Applied Biological Sciences South Dakota School of Mines and Technology 501 East Saint Joseph Street Rapid City, SD 57701 Ph. 605 394 1678 [email protected]

From: Lamb, Charles Sent: Friday, September 20, 2013 10:33 AM To: Ramsay, Jodie Cc: Brozel, Volker; Droge, Dale; Helenurm, Kaius; Sinden, Richard R. Subject: Re: Question from NSU

I don't see why BIOL 235 couldn't be used as a general education course in the natural sciences. Sincerely,

Dr. Charles Lamb Chair, School of Natural Sciences Black Hills State University

On Sep 20, 2013, at 9:20, "Ramsay, Jodie" wrote:

Hi Charles. It does have a strong hands-on lab component. I believe that students design various experiments based on the lab/lecture content. A more detailed list of topics covered is shown below. If you have further questions, please let me know and I will check with the instructor of the course for more information.

Thank you, Jodie

What is Biotechnology? Historical perspectives (fermentation/agriculture/medicine) Modern Biotechnology ATTACHMENT III 45

Microscopy/Cell Theory/Role of Biochemistry & Genetics Role of the Gene Molecular Biology Recombinant Biology DNA to Proteins Review of Molecular Biology Transcription vs. Translation Regulation of Gene Expression Basic Principles of Recombinant DNA (rDNA) Technology DNA Manipulations (e.g. electrophoresis, restriction analysis, plasmids, transformations library constructions, PCR, protein methods, microarray analysis) Applications/Examples of rDNA Technology-Cloning Microbial Biotechnology Fermentation Food Production Products from microorganisms Bioconversions & Bioremediations Plant Biotechnology Plant tissue culture & in vitro manipulations Genetically Engineered Plants/Agrobacterium tumefaciens Genetically engineered Foods/Vaccines/Molecular Pharming Animal Biotechnology Aquatic Biotechnology Bioinformatics/Genomics/Proteomics/Metabolomics Medical Biotechnology Forensics/DNA Profiling Business of Biotechnology Biotechnology Regulation/Intellectual Property NIH, USDA, CDC, FDA Government Agencies Biosafety Waste Disposal & Handling Aeseptic Techniques Biotechnology Ethics

From: Lamb, Charles Sent: Thursday, September 19, 2013 4:48 PM To: Ramsay, Jodie Cc: Brozel, Volker; Droge, Dale; Helenurm, Kaius; Winter, Robb M.; Ramsay, Jodie Subject: Re: Question from NSU

Hi Jodie, My only questions for this course would be: 1) Does it have a strong laboratory component?, and 2) Would it give non-majors a solid coverage of scientific reasoning? ATTACHMENT III 46

Those are two of my 'litmus tests' for general education science courses that weren't absolutely clear to me in the description.

Sincerely,

Dr. Charles Lamb Chair, School of Natural Sciences Black Hills State University

On Sep 19, 2013, at 14:24, "Ramsay, Jodie" wrote:

Hi everyone. I had you all on my list as Biology Department chairs last year. If any changes have occurred, please let me know who to contact.

We would like to add one of our unique courses to the list of GE lab courses, namely Biology 235 (Introduction to Biotechnology). The description is shown below. We feel that this would benefit not only our students in terms of having an additional option, but also international students looking for a unique lab experience.

Biology 235: Presents a basic overview of biotechnology emphasizing current DNA and RNA technologies and structure and function of biomolecules. The application of these techniques in the fields of medicine, agriculture, forensics and the environment is emphasized. Scientific methods, current good laboratory practices (cGLP), standard operating procedures (SOP), environmental regulations and ethics of the biotechnology industry will also be covered.

Please let me know if you have any concerns with this proposal. Thank you.

Jodie Ramsay Department Chair Biology, Chemistry & Physics, and Mathematics Northern State University

From: Lamb, Charles Sent: Friday, September 20, 2013 11:33 AM To: Ramsay, Jodie Cc: Brozel, Volker; Droge, Dale; Helenurm, Kaius; Sinden, Richard R. Subject: Re: Question from NSU

I don't see why BIOL 235 couldn't be used as a general education course in the natural sciences. Sincerely,

Dr. Charles Lamb Chair, School of Natural Sciences Black Hills State University

On Sep 20, 2013, at 9:20, "Ramsay, Jodie" wrote: ATTACHMENT III 47

Thank you, Jodie

What is Biotechnology? Historical perspectives (fermentation/agriculture/medicine) Modern Biotechnology Microscopy/Cell Theory/Role of Biochemistry & Genetics Role of the Gene Molecular Biology Recombinant Biology DNA to Proteins Review of Molecular Biology Transcription vs. Translation Regulation of Gene Expression Basic Principles of Recombinant DNA (rDNA) Technology DNA Manipulations (e.g. electrophoresis, restriction analysis, plasmids, transformations library constructions, PCR, protein methods, microarray analysis) Applications/Examples of rDNA Technology-Cloning Microbial Biotechnology Fermentation Food Production Products from microorganisms Bioconversions & Bioremediations Plant Biotechnology Plant tissue culture & in vitro manipulations Genetically Engineered Plants/Agrobacterium tumefaciens Genetically engineered Foods/Vaccines/Molecular Pharming Animal Biotechnology Aquatic Biotechnology Bioinformatics/Genomics/Proteomics/Metabolomics Medical Biotechnology Forensics/DNA Profiling Business of Biotechnology Biotechnology Regulation/Intellectual Property NIH, USDA, CDC, FDA Government Agencies Biosafety Waste Disposal & Handling Aeseptic Techniques Biotechnology Ethics

ATTACHMENT III 48

From: Lamb, Charles Sent: Thursday, September 19, 2013 4:48 PM To: Ramsay, Jodie Cc: Brozel, Volker; Droge, Dale; Helenurm, Kaius; Winter, Robb M.; Ramsay, Jodie Subject: Re: Question from NSU

Hi Jodie, My only questions for this course would be: 1) Does it have a strong laboratory component?, and 2) Would it give non-majors a solid coverage of scientific reasoning? Those are two of my 'litmus tests' for general education science courses that weren't absolutely clear to me in the description.

Sincerely,

Dr. Charles Lamb Chair, School of Natural Sciences Black Hills State University

On Sep 19, 2013, at 14:24, "Ramsay, Jodie" wrote:

Hi everyone. I had you all on my list as Biology Department chairs last year. If any changes have occurred, please let me know who to contact.

Please let me know if you have any concerns with this proposal. Thank you.

Jodie Ramsay Department Chair Biology, Chemistry & Physics, and Mathematics Northern State University

From: Brozel, Volker Sent: Thursday, September 19, 2013 4:47 PM To: Ramsay, Jodie; Droge, Dale; Helenurm, Kaius; Lamb, Charles; Winter, Robb M. Subject: Re: Question from NSU Importance: High ATTACHMENT III 49

Hi Jodie

Bio Micro at SDSU has no objection to you adding Biol 235 to the GE lab courses list.

Best,

Volker

Volker Brözel Head: Biology and Microbiology Department South Dakota State University Brookings, SD, USA Voice: 605 688 6141

From: , Jodie Date: Thursday, September 19, 2013 3:24 PM To: volker , "Droge, Dale" , "Helenurm, Kaius" , "Lamb, Charles" , "Winter, Robb M." Cc: "Ramsay, Jodie" Subject: Question from NSU

Hi everyone. I had you all on my list as Biology Department chairs last year. If any changes have occurred, please let me know who to contact.

Please let me know if you have any concerns with this proposal. Thank you.

Jodie Ramsay Department Chair Biology, Chemistry & Physics, and Mathematics Northern State University

From: Ramsay, Jodie Sent: Thursday, September 26, 2013 9:48 AM ATTACHMENT III 50

To: Lapka, Judy Cc: Richards, Linda - NSU; Mendez, Celestino; Mitchell, Jon C; Ramsay, Jodie Subject: Bio 235 as GE AAC documents Importance: High

Dear all: Attached is the updated version of the Bio 235 paperwork along with the syllabus. I’m also attaching emails from the department chairs that I have heard from so far (nothing from DSU or USD).

Thank you, Jodie

ATTACHMENT III 51

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

NSU Languages, 12/11/12 Literature, and Communication Studies Institution Division/Department Institutional Approval Signature Date

NSU Ginny Lewis Celestino Mendez Institution Form Initiator Dean’s Approval Signature Date

Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement X Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses X Deletion of an approved course from the set of approved courses

ATTACHMENT III 52

Section 1. Provide a Concise Description of the Proposed Change Designate GER 455 “German Film” as the Writing Intensive course for the German major. Remove this designation from GER 311 and GER 312.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Students are not ready to engage in intensive writing in German after only two years of college- level study. This requirement is more appropriate at the 400 level, given the challenge of writing in a new language (German). The new “German Film” course that has been proposed for addition to the major will serve simultaneously as the Capstone course and the Writing Intensive course and will thus be required of all German majors at Northern.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes GER 455 “German Film” will require the following written work: 1) participation in five written discussion fora (ca. 300-500 words per forum); 2) a process-oriented research paper spread over the entire semester (ca. 3000 words)

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation attached

ATTACHMENT III 53

German 455

Prof. Ginny Lewis, Tech Center 248, tel. 626-7696, e-mail [email protected] AVAILABILITY: Reach me via e-mail any time (24-hour response turnaround); individual conferences via phone or Collaborate available on demand; “friend” Wolfi Nsu German on Facebook to message/chat with me: Office Hours MWF 11AM-12 noon, Tues. 12:30-2:30PM, Thurs. 12:30-1:30PM. NSU Computer Help Desk (605)626-2283, e-mail: [email protected]

GER 455 N800T ##### German Film, 3 Cr. Northern State University Spring 2014 Internet/TuTh 11AM-12:15PM

Course Description and Information Description: An exploration of German film from its inception to the present, with research and discussion of the interrelationship between film as an aesthetic medium and historical experience.

Rationale: Film has become a crucial means of cultural transmission and consumption of narrative in the modern era. Any attempt to come to grips with another culture must incorporate a study of film. The course of German culture since the end of the nineteenth century has been accompanied and documented by the accumulation of a record of film production featuring a rich variety of highly regarded classics. The study of a selection of these classics will open new and meaningful windows onto the controversies and accomplishments of modern German history.

Knowledge Base: Students taking GER 455 should have completed level A2.2 of the Common European Framework of Reference for Languages in German. For further information, see: http://deutschkurse.dw-world.de/dw_static_content/langerklaerung_en.html

Prerequisites: Successful completion of GER 202 or the equivalent (based on instructor recommendation).

Technology Skills: Navigation in D2L, Microsoft Word or comparable program, PowerPoint, simple blog tool such as Google Blogger, making audio recordings using D2L and in PowerPoint, making and uploading simple videos, accessing online dictionaries.

Description of Instructional Methods: GER 455 is taught using a blended approach of Active Learning, Content-Based Learning, and Task-Based Instruction. You will interact with the content of the course critically, creatively, and actively. Film viewing will be supported by asynchronous critical discussion orally and in writing and projects designed to get you to engage with the material using your skills in critical thinking and writing in German. In order to develop your research and writing skills, you will undertake a sequenced project that will culminate in a 15-page paper.

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Course Materials http://bookstore.northern.edu/ REQUIRED: 1) Access to the following films: Der Student von Prag (Hanns Heinz Ewers, 1913) Nosferatu (Friedrich Wilhelm Murnau, 1922) Metropolis (Fritz Lang, 1927) Der blaue Engel (Josef von Sternberg, 1930) Triumph of the Will (Leni Riefenstahl, 1935) Des Teufels General (Helmut Käutner, 1955) Wozzeck (Werner Herzog, 1979) Die Architekten (Peter Kahane, 1990) Goodbye, Lenin! (Wolfgang Becker, 2003)

2) Access to the following books: Professor Unrat, by Heinrich Mann Des Teufels General, by Carl Zuckmayer Woyzek, by Georg Büchner Geschichte des deutschen Films, by Wolfgang Jacobsen

3) D2L Coursesite and Content Items: https://d2l.sdbor.edu/

Attendance and Make-Up Policy In order to succeed in this course, you must make every effort to complete each unit and accompanying assignments and assessments on schedule. Please let me know as soon as possible if unforeseen events interfere with your progress in GER 455. In the case of DOCUMENTED emergencies, I will be happy to make whatever arrangements are necessary to assure your successful performance in the course. Assignments should not be turned in late. In the absence of a documented emergency, there will be a 5% grade reduction per day an assignment is turned in late. All assignments are due by 12 midnight Central Time on the day posted in the syllabus below. Again, please contact me if a legitimate emergency interferes with your ability to perform in German class. In this situation, I am your best advocate!

Academic Honesty Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards academic dishonesty as an extremely serious matter. It is every student’s responsibility to understand and follow Northern State University policies regarding academic honesty, which are found in the NSU Student Handbook. http://www.northern.edu/studentlife/Documents/StudentHandbook.pdf As applied to this course, Academic Honesty means that all the work you turn in is entirely your own and NOT the result of computerized translators, help from German speakers, language forums, classmates, or other illicit resources, otherwise the work will not be graded and no credit will be awarded. ALL ATTACHMENT III 55

GRADED ASSIGNMENTS MUST BE ENTIRELY THE WORK OF THE STUDENT COMPLETING THEM - there will be no exceptions to this rule.

Course Goals GER 455 is both the Capstone course and the Writing Intensive course for the German major. This course will give you an opportunity to solidify and deepen your knowledge of modern German civilization and the interconnections between art, literature, and society, while extending your skills in understanding and writing sophisticated German.

Learning Outcomes Students who successfully complete GER 455 have the skills necessary to compose a substantive research paper in German concerning a German cultural theme. They can comprehend sophisticated media in German and engage in written and oral discussion of complex intellectual topics.

Student Expectation Statement It is vitally important that you play an active role in the learning process. As a result, your participation in all aspects of this online class will be encouraged, expected and rewarded (quality, not just quantity!). The 4 P’s of student involvement in class are: 1) Preparation (complete all assigned material) 2) Presence (be engaged in all class-related activities) 3) Promptness (turn in all assigned work on time) 4) Participation (communicate regularly with your instructor and fellow students). You as the student are expected to participate in this course via electronic exchange with the instructor, by completing all the readings and submitting all the assignments in a timely fashion, and posting relevant comments to the discussion forums. Students are expected to check at least every 48 hours for course- related correspondence and announcements.

Students with Disabilities Northern State University recognizes its responsibility for creating an institutional climate in which students with disabilities can thrive. If you have any type of disability for which you require accommodations, please contact Doris Stusiak in the NSU Office of Disability Services (ODS) as soon as possible to discuss your particular needs. The mission of the Office of Disability Services is to provide equal access to university programs, as mandated by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Any student requesting accommodations must submit adequate documentation of disability before accommodations can be provided. Contact information for the ODS: Phone – 605-626-2371, Fax – 605-626-3399 E-mail – [email protected] Office Location: Student Center 247

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NSU Diversity Statement Northern State University strives to build an academic community of people from diverse backgrounds and experiences who are committed to sharing diverse ideas in a mutually respectful environment. We value open discourse and consideration of multiple perspectives on issues of regional, national, and international importance, in which individuals are free to express their points of view. Our goal is a diverse learning community with equal opportunity for all. Registration Confirmation All students are required to complete the online “Attendance Confirmation” through WebAdvisor at the start of every semester. It opened on December #, 2013 for Spring 2014. No Financial Aid refunds will be processed until Attendance Confirmation is completed and registrations will be cancelled if not done by Friday, January ##, 2014. Tuition and fees must be paid in full by Tuesday, January ##, 2014. Please contact the Finance Office in the Krikac Administration Building, (605)626-2566 or email [email protected] if you have any questions. Resources for Student Success Your success in this course is my goal. Please let me know what I can do to ensure your successful completion of all the assignments in GER 455. Feel free to contact me in the following ways: e-mail: [email protected] – I will respond within 24 hours or less to your e-mail. Facebook: Friend “Wolfi Nsu German” so you can message or chat with me on Facebook. D2L Discussion Forums: Unit discussions are posted under “Discuss” on D2L. I will check these daily for your questions and comments. Telephone/Videoconference: I can be reached by my office phone at (605)626-7696. In case of absolute necessity, I may share my home phone number with you so we can discuss any issues or problems over the phone. It is also possible to set up a conference via Collaborate or Skype in case of absolute need. Given my busy family life, these would be communication methods of last resort for me. In person: If you are in Aberdeen, we can make an appointment to visit together in person. If there is sufficient interest, I will schedule weekly face-to-face meetings with on-campus students in order to further your progress in the course. I would welcome the chance to meet with you! Student Success Center: http://www.northern.edu/studentservices/Pages/success.aspx Technology Support: http://www.northern.edu/It/pages/default.aspx Or contact the Help Desk: [email protected], or call: 1-866-693-0163 or 1-605-626-2283 Evaluation and Assignments The individual assignments you must complete in this German course are detailed in the syllabus below. Please submit all of your assignments electronically, using the designated “Dropboxes” on D2L. All assignments will be graded within a maximum of one week after submission. Feedback will be provided for you in these same designated Dropboxes. You are responsible for following the syllabus closely and completing all the assignments according to the dates given below. Assignment submission instructions are also recorded in each Dropbox or, when applicable, in the Discuss tool, to help you keep up with the course. ATTACHMENT III 57

Course grading will take place using a 1000-point system of points earned. Your final grade will be based on the number of points you earn out of the 1000 total possible points, according to the following scale: 900 points and above: A 800-899.9 points: B 700-799.9 points: C 600-699.9 points: D 599.9 points or less: F Syllabus (The Instructor reserves the right to change the syllabus as needed to accomplish course goals.)

Weeks 1-2 Read: Jacobsen, Foreword, Ch. 1 “Frühgechichte des deutschen Films” View: Der Student von Prag, Nosferatu Submit: 1) Introductory Discussion: Introduce yourself in spoken German using the “Discuss” tool in D2L; 2) Written Discussion: What was the impact of World War I on Germany’s early film industry? Discuss in German using D2L. Minimum 300 words.

Weeks 3-4 Read: Jacobsen, Ch. 2 “Film in der Weimarer Republik” View: Metropolis Submit: 1) Preliminary work for your research project: Write down five possible problem areas you could select from to address in your paper (examples: the limitations posed by technology to film makers; censorship and its impact on film; etc.), and propose five scholarly resources you will consult as background reading for your research. 2) Oral discussion: What are the resemblances between Lang’s futuristic vision and current capitalist society in nations like Germany or the US? Discuss using the “record audio” feature in spoken German on D2L.

Weeks 5-6 Read: Professor Unrat, by Heinrich Mann View: Der blaue Engel Submit: 1) Written Discussion: Many films are based on literary works. The translation of a novel onto the screen involves opportunities (such as the chance to retell a story in a way that reaches a new audience) as well as compromises (such as alterations to the original author’s intentions with the literary text). Discuss examples of such opportunities and compromises as found in von Sternberg’s adaptation of Mann’s novel Professor Unrat. Minimum contribution 300 words. 2) Based on what you have learned in GER 455 so far, write a proposal or abstract for your research project (minimum 300 words). Choose one of the problem areas you presented in the assignment for Weeks 3-4 and develop it with reference to at least one of the films we have viewed and studied so far. Keep in mind that your final project must incorporate at least three different films from three different decades or eras of German film history.

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Weeks 7-8 Read: Jacobsen Ch. 4 “Film im Nationalsozialismus” View: Triumph of the Will Submit: 1) Oral Discussion: Address the tension between the aesthetic greatness Riefenstahl realized with her film “Triumph des Willens” and the ethical disasters of Nazi Germany her work was designed to support in spoken discussion over D2L. 2) Undertake enough background information on the remaining films to be viewed during this course to propose an outline for your final research paper. Submit your written outline along with a rough draft of at least 200 words in German of the introduction for your paper.

Weeks 9-10 Read: Des Teufels General, play by Zuckmayer; Jacobsen Ch. 5 “Westdeutscher Nachkriegsfilm” View: Des Teufels General (film) Submit: 1) Written Discussion: General Harras is portrayed in this work as simultaneously being somehow both for and against the Nazi regime. Discuss the challenges faced by a man of great responsibility in the midst of a regime he morally opposes and whether the play or the film does a better job of shedding light on this dilemma. Minimum contribution 300 words in German. 2) Continued work on your written project with the following requirements for this submission: length min. 600 words, bibliography min. 6 entries. Submit this early draft of your work for review by your professor.

Week2 11-12 Read: Woyzeck; Jacobsen Ch. 7 “Filme der siebziger Jahre” View: Wozzeck Submit: 1) Oral Discussion: How does Herzog’s filming of a play from the early nineteenth century illuminate German society in the 1970s – why do you think he chose to make a film version of Büchner’s Woyzeck for modern German audiences? Discuss in spoken German over D2L. 2) Continue working on your paper. By now you must incorporate at least your second film you’ve chosen to analyze into your discussion. Submit a draft of your paper that is a minimum of 1200 words in length. Include any and all revisions and additions to your bibliography.

Weeks 13-14 Read: Jacobsen Ch. 10 “Film in der DDR” View: Die Architekten Submit: 1) Written Discussion: Kahane is recognized here for his untimely portrayal of the overwhelming tensions experienced in East Germany by individuals who strove to improve a society that was at bottom irreparably broken. Discuss the irony of a film that finally comes to grips with the social and economic challenges faced by young professionals in East Germany yet does not come out until after the government of the GDR has collapsed. Minimum 300 words. 2) Your research paper should now incorporate at least some attention to all three of the films you have chosen for analysis. Submit a draft that is at least 2000 words in length for review and commentary by your professor.

Week 15 Read: Jacobsen Ch. 14 “Filmkritik und Filmtheorie” ATTACHMENT III 59

View: Goodbye Lenin Submit: Turn in the finished version of your research paper. Minimum words: 3000.

ABSCHLUSSEXAMEN: Our “final exam” will take place via asynchronous discussion of the content of our GER 455 course. Address via written discussion the way in which historical reality is reflected and commented on by aesthetic products such as literature and film. Support your contributions to the discussion with specific examples drawn from the works of literature and film and the historical events studied in the course. Minimum contribution 500 words.

Statement required on course syllabi by the Board of Regents:

Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should contact the academic dean administratively in charge of the class to initiate a review of the evaluation.

Academic freedom as the freedom of faculty to teach the knowledge encompassed by their academic disciplines is vital to successful education, and thus must be defended. Your instructor is dedicated to providing you with the latest best information addressed by this course. As stated in the Higher Education Agreement, “Academic freedom in its teaching aspect is fundamental to the protection of the rights of the teacher in teaching and of students to freedom in learning. It includes the freedom to perform one's professional duties and to present differing and sometimes controversial points of view, free from reprisal.” This academic freedom must be shielded against harassment and limitation in accordance with the words and spirit of the Higher Education Agreement. Furthermore, students bear the responsibility to become informed on the subject matter of the course and base their comments on a coherent understanding of these materials. The mastery of these materials will constitute the basis for judgments of academic achievement and performance in this course.

ATTACHMENT III 60

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Languages, Literature, and Communication NSU Studies 11/20/12 Institution Division/Department Institutional Approval Signature Date

Juan Gonzalez Celestino Mendez 10/29/12 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement X Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses X Deletion of an approved course from the set of approved courses

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Section 1. Provide a Concise Description of the Proposed Change SPAN 469 replaces SPAN 333 by providing a broader panorama of culture, history, art, and language spanning both Latin America and Spain rather than just Spain.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change NSU Spanish graduates should bear a more well rounded perspective reflecting both Spain and Latin America as a point of departure in their professional foundation.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes The new course, SPAN 469, utilizes the former Spain text from SPAN 333 in conjunction with a supplementary text covering Latin American history, culture, art and literature.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation attached

Course Form #11 AAC Feb2007 ATTACHMENT III 62

SPAN 469 Texts, History and Contexts in Spain and Latin America Northern State University

Instructor: Juan M. González Phone: 626 - 3352 or 226 – 0407 Email: [email protected]

Catalog Description: An exploration of themes concerning Spain, Latin America, and/or Latinos in the U.S. as reflected in a variety of textual genres, including film. 3.0 credit hours

Required Texts: España ayer y hoy. Pedro M. Muñoz and Marcellino C. Marcos. Segunda edición. Prentice Hall, 2010.

Latinoamérica presente y pasado. Arturo A. Fox. Third edition. Prentice Hall, 2007 Or electronic equivalent

Course Content/Description: Spanish 469 is the final course toward completion of the NSU Spanish BA. The course comprises a panorama of Latin American and Spanish history and culture from the prehistoric through the present era. All aspects of the Iberian Peninsula and Latin America are examined through readings and writing. Dialogue about the chapters of the text will encompass an approach toward the ability to understand and analyze the development of the Spanish language and culture while highlighting historical, intellectual, economic, political and social advancements in the region. Online exchange, combined with focused assessment of the readings, will encourage students to think critically as well as provide tools for analysis of historical figures, major events and cultural artifacts such as literature, art, architecture, film and lifestyle.

Course Objectives/Focus: The principal course objective is the cultivation of the ability to read, analyze and write in response to the history and culture of Spain and Latin America in the target language. Thus, students will be guided through an exploration of noteworthy cultural and historical developments and trends via the reading of the selected passages, in tandem with exposure to the process of critical analysis and composition.

Student Learning Objectives: Upon completion of Spanish 469 students will:

1) Advance their capacity to read, evaluate and think critically regarding the principal events and movements that have played a role in the shaping of today’s Spain and Latin America. 2) Distinguish the variety of factors, both internal and external, which have shaped modern day Spain and Latin America. 3) Improve their aptitude to write analytically in Spanish. 4) Increase their skills in editing and revising academic compositions before submission. ATTACHMENT III 63

5) Fortify their knowledge of complex grammatical concepts critical to writing well in Spanish. 6) Reinforce their understanding regarding the interconnectedness of history, culture, literature, art and the human experience. 7) Strengthen their appreciation of Spanish and Latin American culture in all of its varieties.

Method of Instruction: Students are required to read the texts and submit 15 weekly one page response papers to text for each chapter. Cultural and historical points not highlighted by students will be supplemented by the instructor in order to emphasize and reaffirm the relevance/significance of the passages in question as well as establish historical, cultural and social context. Two 4 to 6 page compositions will comprise in-depth written response to the texts. Students will record 15 audio/video responses to text prompts using the software included with the D2L platform or using a webcam. If webcam video, students will upload video to Youtube or other similar website. A final oral project of 10 minutes in length will be filmed using webcam video and uploaded to Youtube. The final project must be an original work tied to course topics or may be based on an expanded reaction paper or composition. The final project must be accompanied by an outline in Spanish highlighting the major points of the presentation.

Course Requirements/Method of Evaluation: - 2 4 to 6 page compositions @100 points ea. = 200 points - 15 weekly reaction papers @50 points ea. = 750 points - 1 oral/cyber project/presentation @100 points ea. = 100 points - 14 oral reports @50 points each ea. = 700 points

Grading Scale: The grading scale for Spanish 469 is as follows:

A…………90 -100% B…………80 – 89% C…………70 – 79% D…………60 – 69% F…………59% and below

Disclaimer: The instructor reserves the right, within policies and procedures of Northern State University, to make changes in course content or instructional techniques.

Cellular Telephone/Pager Policy: Please turn off all cell phones/pagers when entering the classroom. Any text messaging attempted during the course of our 50 minutes together will result in a zero participation grade for that day. No exceptions. If you need to receive or make a telephone call, feel free to leave the classroom and return at your discretion.

AMERICANS WITH DISABILITIES ACT (ADA) STATEMENT: Northern State University recognizes its responsibility for creating an institutional climate in which students with disabilities can ATTACHMENT III 64

thrive. If you have any type of disability for which you require accommodations, please contact Karen Gerety at the NSU Office of Disability Services (626-2371, Student Center 217) as soon as possible to discuss your particular needs.

NORTHERN STATE UNIVERSITY DIVERSITY STATEMENT: Northern State University strives to build an academic community of people from diverse backgrounds and experiences who are committed to sharing diverse ideas in a mutually respectful environment. We value open discourse and consideration of multiple perspectives on issues of regional, national, and international importance, in which individuals are free to express their points of view. Our goal is a diverse learning community with equal opportunity for all.

ACADEMIC FREEDOM STATEMENT: FREEDOM IN LEARNING. Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should contact the dean of the college which offers the class to initiate a review of the evaluation.

"Northern State University recognizes its responsibility for creating an institutional climate in which students with disabilities can thrive. If you have any type of disability for which you require accommodations, please contact Karen Gerety at the NSU Office of Disability Services (ODS) as soon as possible to discuss your particular needs.

Contact information for the ODS: Phone – 605-626-2371; E-mail – [email protected]; Location for the 2011-12 school year: Graham Hall 202 Fax – 605-626-3399

All students are required to complete Attendance Confirmation and pay their tuition and fee charges no later than the third day of the semester. To do this, log in to WebAdvisor, click on "Fall 2011 Attendance Confirmation", and follow the steps indicated. Financial aid refunds will not be processed until the Attendance Confirmation has been completed. Failure to pay your bill and complete the Attendance Confirmation by August 31, 2011 will result in the cancellation of your enrollment. Contact the Finance Office in the Krikac Administration Building, email [email protected], or call 626-2566 with any questions concerning this.

ATTACHMENT III 65

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

NSU Int’l Programs

5/10/13 Institution Division/Department Institutional Approval Signature Date

NSU Connie Ruhl-Smith Supported by all deans on campus Institution Form Initiator Dean’s Approval Signature Date

Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

System General Education Requirements X Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT III 66

Section 1. Provide a Concise Description of the Proposed Change Allow EXCH 289, 389 and/or 489 to be added to the list of acceptable courses to fulfill IGR Goal #2. EXCH 289, 389 and/or 489 should be placed under Group C: Social Connections. Maximum of 3 credits.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change NSU has a number of partnerships that provide students with opportunities to study abroad for varied periods of time ranging from 3-5 weeks during the academic year. These cultural exchange experiences encourage students to expand their understanding of another country, as well as develop the language skills of said country. Participants broaden their knowledge of the host culture through a wide array of experiences including, but not limited to: classroom attendance, directed group projects, home stay experiences, lectures, visits/tours of landmark sites, and activities with students from the partner institution. At the completion of the program, the participating students should be able to understand and explain significant differences between their home country and the host country related to the cultural, political, social and economic aspects of the country they have visited.

In the past, students have been required to register for a 3-credit exchange course, which has fulfilled general elective requirements. With the system requirement to decrease the number of credits from 128 to 120 for degree completion, NSU has opted to initiate that decrease by reducing the general education elective requirements for most of its degrees. As a result, students have few general education elective credits available to them. After completion of the study abroad experience, the result is that students have excess credits not required for graduation.

NSU’s strategic priority # 4 aims to “Prepare students for success in an increasingly global culture by coupling a solid foundation in critical thinking and communication with international learning opportunities and up-to-date technologies.” Encouraging students to undertake an international experience directly supports this strategic priority. In an effort to encourage students to study abroad, it is important that these credits be counted toward the student’s graduation requirements.

Section 4. Provide Clear Evidence that the Proposed Modification Will Address the Specified Goals and Student Learning Outcomes IGR Goal #2 states that “Students will explore in greater depth the range of subjects meeting System General Education Requirement Goal #4, understanding and appreciating the human experience through arts and humanities.” Required student learning outcomes include: 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience; 2. Identify and explain basic concepts of the selected disciplines within the arts and humanities; In addition, students will be able to do at least one of the following: ATTACHMENT III 67

3. Identify and explain the contributions of other cultures from the perspective of the selected disciplines within the arts and humanities; 4. Demonstrate creative and aesthetic understanding; 5. Explain and interpret formal and stylistic elements of the literary or fine arts; 6. Demonstrate foundational competency in reading, writing and speaking a non-English language.

Participation in a cultural exchange program addresses outcomes 1 and 2 above, as well as 3 and 4. As each program provides some language training, outcome 6 is partially addressed. This experience will enable students to understand and demonstrate knowledge of the diversity of values, beliefs and ideas embodied in the arts and humanities of different cultures. It will also allow students to identify and explain concepts of cultural differences between their home and host countries.

This experience will also provide students with a broadened understanding of another culture, which will allow them to identify and explain the contribution of that culture within a political, economic and historical context. Students will learn about and demonstrate creative and aesthetic understanding of the arts in the host country.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Please note that cultural exchange programs are offered on the basis of availability by our partner institutions. The programs highlighted below are two examples of just such programs for which we are requesting approval. Double click on image to view complete documentation.

ATTACHMENT IV 68

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSM&T Humanities Duane Hrncir 03/29/2013 Institution Division/Department Institutional Approval Signature Date

SDSM&T James D. Feiszli Institution Form Initiator Dean’s Approval Signature Date

SDSM&T Humanities Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT IV 69

Section 1. Provide a Concise Description of the Proposed Change

Incorporation of general Humanities learning outcomes into existing music ensemble courses to provide fulfillment of Goal Four General Education Requirements.

Section 2. Provide the Effective Date for the Proposed Change

August 15, 2013

Section 3. Provide a Detailed Reason for the Proposed Change

Provide opportunities for SDSMT students to develop knowledge and practice of the fine arts and humanities through practicum/seminar in the creation and performance of music.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

Students will: 1. Identify and understand musical characteristics from various musical periods and styles and understand the cultural phenomenon that created the music under study 2. Aurally recognize and describe differences between music styles and cultural influences on those styles, including the distinguishing characteristics of Western and non-Western music 3. Aurally recognize and demonstrate knowledge of the basic elements of music: rhythm, pitch, harmony, melody 4. Play or sing music literature, with others and alone, using technical accuracy, artistic expression, and sensitivity to ensemble

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

Sample Syllabi for: Concert Choir, University Choir, Symphonic Band, University Orchestra. Sample Test Rubrics to be used

ATTACHMENT IV 70

South Dakota School of Mines & Technology Syllabus Fall 2013

MUS117 – Music in Performance I (University Orchestra)

Music Center 202, T 6:00-8:50 Tammy Schnittgrund, M.M. ([email protected]) Music Center 305, Telephone: 605.394.2433 / Office Hours: by appt.

Catalog Description MUS 117 Music in Performance I 1 credit. Prerequisite: none. This course introduces the functions and techniques of the craft of music through the study of the music of both western and non-western cultures. It establishes fundamental performance tools and develops basic systematic processes and skills in musical analysis that allow for cultural understanding through the study, rehearsal, and performance of ensemble music. [meets Goal 4 General Education Requirement]

Required Materials 1. Instrument: Students using SDSMT instruments must sign a separate contract for their use 2. Music: Each student is responsible for the folder and music issued to them and is responsible for the loss or damage of all music; markings in music should only be made in pencil 3. Concert Attire: Men - Black tuxedo or black suit with white shirt, black bow tie, black shoes and black socks. Women - All black dress or black skirt/pants and blouse with black shoes 4. Pencil

b. Play, with others and alone, with technical accuracy, artistic expression, and sensitivity to ensemble i. Various meters and rhythms ii. Various harmonic systems (major, minor, modal) 3. Understand and interpret formal and stylistic elements of the literary or fine arts. Assessment: Students will, through playing, listening, class lecture/discussion, aural examinations, and public presentation a. Demonstrate and aurally identify differences between culturally diverse music styles, especially those of the major historical periods of western civilization b. Recognize cultural influences in diverse styles of music, including the distinguishing characteristics of basic styles of western art music and non-West characteristics found in traditional western art forms 4. Furthermore, students will demonstrate foundational competency in technical skills. Assessment: Students will, through class lecture/discussion, class laboratory, and examination a. Understand the basic principles of their instrument b. Be able to identify factors that constitute good tonal production and factors which hinder good tonal production c. Be able to improve their tonal production and technical proficiency

Music for Fall 2013

Schedule Playing Test: August -27 Class syllabus explanation, grading policy, October 8 ensemble responsibilities, semester expectations Concepts –stylistic characteristics Materials – syllabus, music Playing Test:

September 3 October 15 Technical: Five Elements of Good Playing Concepts –stylistic characteristics Theory: keys. key signatures, scales October 22 September 10 Connecting technique to expression Sectionals: violins, violas, cellos/basses Theory – form and style analysis Written Quiz: Playing Test:

September 17 October 29 Sectionals: violins, violas, cellos/basses Connecting style to technique Written Quiz: Playing Test:

September 24 Sectionals: violins, violas, cellos/basses November 5 Connecting style to technique October 1 Playing Test: Concepts –stylistic characteristics ATTACHMENT IV 72 November 14 run-through entire pieces tape rehearsal, analyze clean up problem spots Concert Concerns: riser etiquette, visual appearance

November 21,22 run-through entire pieces clean up problem spots Friday: Warm-Up 6:00 pm, Concert 7:30 PM

November 28 Student Opinion Surveys Discussion and analyzation of performance Discussion and thoughts for next semester Music for commencement

December 3 run-through entire pieces clean up problem spots

December 10 run-through entire pieces clean up problem spots

December 17 (Finals week), 22 run-through entire pieces clean up problem spots Commencement at Rushmore Plaza Civic Center Theatre

ATTACHMENT IV 73

Grading Policy The success or failure of each participant in a music ensemble affects all others and therefore requires a cooperative effort on the part of all. SDSMT ensembles are laboratory courses in aesthetics and everyone is part of the lab team. This grading policy encourages responsibility to the whole while recognizing the fact that you are ultimately responsible for your own achievement. Two factors constitute the final grade for the course: I. Personal Responsibility - Examinations You will be examined at regular intervals to see if you can successfully demonstrate the understandings required to perform the music. The criteria for these examinations are: 1) melodic and rhythmic accuracy, 2) tonal production, 3) ensemble awareness. In other words, can you play your part accurately with what would be considered good tone (for you) in a manner that works with the other people in the ensemble? 1. You will perform your part with one or more players from your section, along with players from other sections. 2. You will have at least one week's notice of the specific music to be examined. The instructor reserves the right to make changes from the printed syllabus, but will observe the one week’s notice. 3. Grades from 0-4 are assessed for each examination. At semester’s end, your lowest examination score is dropped. The rest are totaled and averaged to achieve the Average Playing Test Score. II. Communal Responsibility – Are you working with the group or against the group? You are part of a team. Your presence or absence does not affect only you, but every single other singer in the room. It does not matter whatsoever whether you are the best singer or the worst singer in the ensemble, you are an important cog in the machinery. Therefore: 1. You are allowed 1 missed class with no penalty. For every absence after that, 0.5 is deducted from your Average Playing Test Score. If no classes have been missed, 0.6 is added to achieve the final grade. The only excused absences are those that involve official professional activities: common exams, official school activities, conferences, etc. Other absences, for whatever reasons, are absences. 2. If you miss more than three classes, you will be dropped from the class - extenuating circumstances excepted. 3. No absences are allowed within the week of a performance! We have two scheduled performances this semester: November 22 and December 21st 4. Do not be late. Sometimes accidents happen. So, you are allowed 3 tardy appearances with no penalty. Anything beyond that and it’s probably carelessness. 0.5 will be deducted from your Average Playing Test Score. The good news: If you're never late, 0.6 is added. 5. Individual situations are unique. When the limits of tolerance are reached, the situation will be evaluated by the instructor to determine appropriate action. III. Grading Scale: A = 3.4 - 4.0 B = 2.6 - 3.3 C = 1.6 - 2.5 D = 0.6 - 1.5 F = 0 - .5

Freedom in learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

Students with special needs or requiring special accommodations should contact the instructor and/or the campus ADA coordinator, Jolie McCoy at 394-1924 at the earliest opportunity.

ATTACHMENT IV 74 South Dakota School of Mines & Technology Syllabus Fall 2013

MUS117 – Music in Performance I (University Choir)

Music Center 202, Thursdays 6:00-8:30 Dr. James D. Feiszli ([email protected]) Music Center 206, Telephone: 605.394.5101 / Office Hours:MWF 9:00; other times by appt. Mobile phone:605. 415.6829 (yes, I text)

Required Text none – music will be provided for semester and must be returned

Course Goals and Outcomes: This course fulfills the following South Dakota Board of Regents (BOR) General Education Goal #4: Students will understand the diversity and complexity of the human experience through the study of the arts and the humanities. Students will: 1. Develop knowledge of the range of values, beliefs, and ideas embodied in the human experience. Assessment: Students will through singing/listening, class lecture/discussion, and examination a. Identify and understand musical characteristics from various musical periods and styles b. Understand the cultural phenomenon that created the music under study 2. Understand and interpret basic concepts and theories of the selected disciplines within the humanities and arts. Assessment: Students will; through listening, class lecture, practicum, and aural/written examinations a. Aurally recognize and demonstrate knowledge of the basic elements of music: rhythm, pitch, harmony, melody b. Sing choral literature with others and alone and with technical accuracy, artistic expression, and sensitivity to ensemble 3. Understand and interpret formal and stylistic elements of literary and musical arts. Assessment: Students will, through singing, listening, class lecture/discussion, aural examinations, and public presentation a. Aurally recognize and describe differences between music styles, especially those of the major historical periods of western civilization b. Recognize cultural influences in music, including the distinguishing characteristics of Western and non- Western music 4. In addition, students will gain fluency in, and demonstrate foundational competency in, vocal skills. Assessment: Students will, through class lecture/discussion, class laboratory, and sung examinations a. Understand basic physiological workings of human vocal production. b. Identify factors that produce good vocal production and factors which hinder good vocal production. c. Improve their individual vocal production

Music for Fall 2013 Magnificat – Arvo Pärt Psalmo 150 – Ernesto Aguiar Ubi caritas – Maurice Durufle Sanctus (from Requiem) - Gabriel Faure I Got Shoes – Shaw/Parker Ain’ Got Time to Die – Hall Johnson ATTACHMENT IV 75

Practice Files Link at: you will receive a Dropbox invitation which includes a link to the practice files for the semester

Achieving Excellence Everyone has the desire to be the best. Few have the desire to do the work to be the best. We are what we repeatedly do. Excellence, then, is not an act but a habit.

Without everyone achieving their personal best, this will not be as great an experience as it should be. A music ensemble is a team effort. The success or failure of any one of us affects all of us. Your primary job is to be responsible for yourself to every other singer here. Your secondary job is to encourage and help others to be excellent as well.

I. CHOIR IS MORE THAN WHAT HAPPENS IN CLASS If you leave Thursday night and do nothing with your voice or your music until the next Thursday, we all lose. What you do outside class makes or breaks the choral experience. Ccollectively we create something that is greater than any of us can achieve alone. If little is done outside of class in review or in preparation; it will be obvious. Everyone needs to do this – there are no exceptions. A. Use the rehearsal files. B. Spend time working on your voice and parts. There are practice rooms available, use them. C. Set up a time to work with me, your section leader, or other choir members if you need help. II. CHOIR IS BIGGER THAN THE INDIVIDUAL We meet 12 times before we present a concert. The audience on November 16th expects to hear a quality performance. They will not understand how sick you were on October 11th or how important the M-week bonfire was on September 20th. Of course, sometimes things happen. But, you owe it to the rest of us to be in all rehearsals at all times. This will not always be personally convenient for you. Every individual absence weakens the choir. If you miss two rehearsals, you have missed 16% of the total rehearsal time. Nothing good comes from 84% efficiency (two missed rehearsals). That is equivalent to missing a day of work every single week in a five-day work week. Yikes. III. EXCELLENCE DOESN’T JUST HAPPEN Music will be tested in class at regular intervals. The tests are listed on the syllabus. I may make changes from the printed syllabus, but will always give one week’s notice of any testing changes. Why do we do this? Not because I can’t tell if you have the part or not. It’s for your own personal integrity. The criteria are 1) melodic and rhythmic accuracy, 2) vocal production, 3) ensemble awareness.

Grading Policy The success or failure of each participant in a music ensemble affects all others and therefore requires a cooperative effort on the part of all. SDSMT ensembles are laboratory courses in aesthetics and everyone is part of the lab team. This grading policy encourages responsibility to the whole while recognizing the fact that you are ultimately responsible for your own achievement. Two factors constitute the final grade for the course: I. Personal Responsibility - Examinations You will be examined at regular intervals to see if you can successfully demonstrate the understahdings required to perform the music. The criteria for these examinations are: 1) melodic and rhythmic accuracy, 2) vocal production, 3) ensemble awareness. In other words, can you sing your part accurately with what would be considered good vocal tone (for you)? A. You will sing your part with one or more singers from your section, along with singers from other sections. B. You will have at least one week's notice of the specific music to be examined. The instructor reserves the right to make changes from the printed syllabus, but will observe the one week’s notice. ATTACHMENT IV 76 C. Grades from 0-4 are assessed for each examination. At semester’s end, your lowest examination score is dropped. The rest are totaled and averaged to achieve the Average Test Score. II. Communal Responsibility – Are you working with the group or against the group? You are part of a team. Your presence or absence does not affect only you, but every single other singer in the room. It does not matter whatsoever whether you are the best singer or the worst singer in the ensemble, you are an important cog in the machinery. Therefore: A. You are allowed 2 missed classes with no penalty. For every absence after that, .5 is deducted from your Average Test Score. If no classes have been missed, 0.6 is added to achieve the final grade. 1. The only excused absences are those that involve official professional activities. Other absences, for whatever reasons, are absences. 2. If you miss more than three classes, you will be dropped from the class - extenuating circumstances excepted. 3. No absences are allowed within one week of a performance! Absences count double during that timeframe. B. We do important vocal training during the first twenty minutes of class. Do not be late. Sometimes accidents happen. So, you are allowed 3 tardy appearances with no penalty. Anything beyond that and it’s probably carelessness and 0.5 will be deducted from your Average Test Score. The good news: If you've never been tardy, 0.6 is added. C. The meetings outside regular class scheduled on this syllabus are crucial to our success. You are given these dates now so that conflicts may be resolved immediately. If you have a conflict with any of these dates, you are expected to notify the instructor prior to September 20. Failure to be in attendance will be counted as two absences and could result in expulsion from the course. D. Individual situations are unique. When the limits of tolerance are reached, the situation will be evaluated by the instructor in consultation with singers in that individual’s section to determine appropriate action. III. Grading Scale: A = 3.4 - 4.0 B = 2.6 - 3.3 C = 1.6 - 2.5 D = 0.6 - 1.5 F = 0 - .5

Performance Attire Men – Tuxedos: black pant/coat; white shirt; black bowtie; black socks; black dress shoes. Music Activities has some used tuxedos for sale or we can assist you to find a dealer from which to purchase a new one. Men may have a black suit which will pass for a tuxedo. That also works. Women - concert dresses, black shoes. Women may rent a dress from Music Activities at $35.00 per semester or you may purchase one for $80.00 total.

Semester Schedule ATTACHMENT IV 77 August 29 Administrative matters credit enrollment, non-student participants, ensemble responsibilities, music # assignments Materials music reading handouts, Fauré, Duruflé, Pärt, Aguiar Assignments (to be completed prior to next class): Join Dropbox, download pertinent files Number measures of Pärt(93), Duruflé (37) Know major key signatures up to 5 sharps/flats Know bass and treble clef note names Mark counting for Pärt to m.37, if needed Get parts for Ubi caritas to m. 15 September 5 Introductions, Roster familiarity Sectionals/Voice Matching Fauré, Pärt, Aguiar After voice matching: Duruflé, mm. 1-15, Faure, 1-26 Quiz over pitch names, rhythms Assignments: Mark counting for Aguiar rhythms, Get parts for middle of Duruflé September 12 Fauré: mm. 1-42 Duruflé: mm. 15-26 Aguiar: mm. 1-10 Part: 1-33 Quiz2 over pitch names, rhythms Assignment: Have all notes for Duruflé and Fauré secure September 19 Sectionals, first half Fauré: all Duruflé: all Aguiar: mm. 1-15 Part: 1-60 Quiz over major key signatures Assignment: Pärt, mm. 1-70; Aguiar, mm. 1-20 September 26 Sectionals, first half Duruflé: fluidity Aguiar: all Part: 1-77 Introduce Johnson Assignments: Pärt – all, Place all music in a black binder or folder Quiz over major key signatures and pitches Test: Fauré October 3 By this date you should have notes for Fauré, Duruflé, Sectionals, first half Aguiar, run through, address problems Johnson: style, historical background Introduce Shaw/Parker Quiz over major key signatures and pitches Test: Duruflé October 10 Sectionals, first half Shaw/Parker: style, historical background Johnson: vocal style, stylistic considerations Quiz over major key signatures and pitches with solfege Test: Aguiar to m.15 ATTACHMENT IV 78 October 17 Sectionals, first half Shaw/Parker, v. 3 Johnson; Ending Run-throughs: Fauré, Aguiar, Duruflé Quiz over major/minor key signatures Test: Pärt, 1-46 October 24 Continuity work, run without breaks, go back, correct problems Quiz over major/minor key signatures Test: Aguiar, m. 16 to end October 31 Continuity work, run without breaks, go back, correct problems Quiz over major/minor key signatures and pitches with solfege Test Johnson November 7 Continuity work, run without breaks, go back, correct problems Test Shaw/Parker November 14 Complete run-throughs Check concert attire, make sure you have everything November 21- Dress Rehearsal Complete run-throughs Check concert attire, make sure you have everything November 22 - Concert – 7:30 call time – 6:30pm December 5 final meeting, debrief, turn in music.

Students with special needs or requiring special accommodations should contact the instructor and/or the campus ADA coordinator, Jolie McCoy at 394-1924 at the earliest opportunity.

ATTACHMENT IV 79 South Dakota School of Mines & Technology Syllabus Fall 2013

MUS117 – Music in Performance I (Concert Choir)

Music Center 202, MWF 8:00-8:50 (section 01) / MWF 12:00-12:50 (section 02) Dr. James D. Feiszli ([email protected]) Music Center 206, Telephone: 605.394.5101 / Office Hours:MWF 9:00; other times by appt. Mobile phone:605. 415.6829 (yes, I text)

Required Text none – music will be provided for semester and must be returned

ATTACHMENT IV 80

Music for Fall 2013 Adam/McGlynn - O Holy Night Burt - Some Children See Him Caracciolo - Make We Joy Now in this Fest Feiszli - Ding! Dong! Merrily on High Gruber/Lindner - Silent Night Hogan - Glory, Glory, Glory to the Newborn King Johnson - Do You Hear What I Hear? Lauridsen – O Magnum Mysterium plainsong – Christus natus est Poston - Jesus Christ, the Apple Tree Rachmaninoff - Bogoroditse Devo raduysa Rutter – Wexford Carol traditional - Star-Spangled Banner

Meeting Times: Section 01 - MWF 8:00 am / Section 02 - MWF 12:00 pm

Meeting Times outside normal hours Saturday, September 21, 9:00-11:00am Saturday, October 5, 9:00-11:00am Saturday, October 26, 9:00-11:00am Saturday, November 16, 9:00-11:00am Saturday, November 23, 9:00-11:00am Monday, December 2, 4:00-6:00pm Friday, December 6, 6:30-9:30pm Saturday, December 7, 6:30-9:30pm Sunday, December 8, 6:30-9:30pm

Schedule Test - Gruber August 26, 28, 30 Class syllabus explanation, grading policy, ensemble responsibilities, semester expectations Voice – common understandings, terminologies Theory - clefs, pitch names, meters, rhythms Materials - syllabus, solfege, notation handouts, Gruber, Star-Spangled Banner

September 4, 6 (2nd – holiday) Voice: Five Elements of Good Singing Theory: keys. key signatures, solfege system New Materials: Feiszli, Poston

September 9, 11, 13 Voice: vocal characteristics, partner assignments, physical conditioning basic Theory: drills on assigned materials, music lab training New Materials: Rachmaninoff, Lauridsen

September 16, 18, 20, 21 Saturday common rehearsal - 9:00-11:00am Voice: basic breath & vowel concepts; keys, clefs, pitch names Sectionals: individualized gender issues in voice; guest instructors in vocal training Theory – advanced solfege concepts, non-harmonic tones ATTACHMENT IV 81 September 23, 25, 28 (27th M-day) Test – Rutter status check – run-throughs of: SSB, Feiszli, Poston, Lauridsen, Rachmaninoff, recording and playback for analysis Voice- Oral Cavity concepts – soft palate, tongue, jaw Theory – solfege drills using music Test - Perform SSB at M-Day football game Saturday afternoon

September 30, October 2, 4, 5 Saturday common rehearsal - 9:00-11:00am New Materials: Burt, Hogan, Johnson Voice- connecting breath to lower body Theory – applying solfege to sightreading Test – Poston

October 7, 9, 11 Sectionals: Poston, Lauridsen, Hogan, Burt, Johnson Voice- connecting body to voice Theory – applying solfege continued New Materials: Rutter, Adam Test – Feiszli

October 16, 18 (14th holiday) Sectionals: Rachmaninoff, Rutter, Hogan, Lauridsen, Johnson Voice- advanced vocal concepts - placement Theory – formal analysis, stylistic characteristics New Materials: Caracciolo, plainsong Quiz - Key signatures

October 21, 23, 25, 26 Saturday common rehearsal - 9:00-11:00am Sectionals: Lauridsen, Rutter, Hogan, Johnson Voice- placement/focus continued Theory – form and style study continued Test – Lauridsen

October 28, 30, November 1 Sectionals: Johnson, Rutter, Adam, Hogan Voice- connecting body to voice revisited Theory – form and style analysis run-through entire pieces tape rehearsals, analyse Test – Hogan

November 4, 6, 8 Sectionals: Rutter, Adam, Johnson Voice- vocal characteristics revisited, tone Theory – vocal stylistic characteristics run-through entire pieces tape rehearsals, analyse ATTACHMENT IV 82

November 13, 15, 16 (11th holiday) Saturday common rehearsal in Cathedral, 9:00- 11:00am Riser etiquette, visual appearance Voice- connecting voice to music Theory – connecting style to voice Test - Johnson November 18, 20, 22, 23 Saturday common rehearsal - 9:00-11:00am run-through entire pieces tape rehearsals, analyse clean up problem spots

November 25 run-through entire pieces clean up problem spots

December 2, 4, 6, 7, 8 Monday common rehearsal 4:00pm Friday dress rehearsal at cathedral; 6:30-9:30pm Saturday concert – call 6:30pm Sunday concert – call 6:30pm

December 9 Student Opinion Surveys Discussion and analyzation of performance Discussion and thoughts for next semester

ATTACHMENT IV 83

Grading Policy The success or failure of each participant in a music ensemble affects all others and therefore requires a cooperative effort on the part of all. SDSMT ensembles are laboratory courses in aesthetics and everyone is part of the lab team. This grading policy encourages responsibility to the whole while recognizing the fact that you are ultimately responsible for your own achievement. Two factors constitute the final grade for the course: I. Personal Responsibility - Examinations You will be examined at regular intervals to see if you can successfully demonstrate the understahdings required to perform the music. The criteria for these examinations are: 1) melodic and rhythmic accuracy, 2) vocal production, 3) ensemble awareness. In other words, can you sing your part accurately with what would be considered good vocal tone (for you)? A. You will sing your part with one or more singers from your section, along with singers from other sections. B. You will have at least one week's notice of the specific music to be examined. The instructor reserves the right to make changes from the printed syllabus, but will observe the one week’s notice. C. Grades from 0-4 are assessed for each examination. At semester’s end, your lowest examination score is dropped. The rest are totaled and averaged to achieve the Average Test Score. II. Communal Responsibility – Are you working with the group or against the group? You are part of a team. Your presence or absence does not affect only you, but every single other singer in the room. It does not matter whatsoever whether you are the best singer or the worst singer in the ensemble, you are an important cog in the machinery. Therefore: A. You are allowed 3 missed classes with no penalty. For every absence after that, .5 is deducted from your Average Test Score. If no classes have been missed, 0.6 is added to achieve the final grade. 1. The only excused absences are those that involve official professional activities. Other absences, for whatever reasons, are absences. 2. If you miss more than five classes, you will be dropped from the class - extenuating circumstances excepted. 3. No absences are allowed within one week of a performance! Absences count double during that timeframe. B. We do important vocal training during the first fifteen minutes of class. Do not be late. Sometimes accidents happen. So, you are allowed 3 tardy appearances with no penalty. Anything beyond that and it’s probably carelessness and 0.5 will be deducted from your Average Test Score. Good news: If you've never been tardy, 0.6 is added. C. Because this is a multi-section course, the meetings outside regular class scheduled on this syllabus are crucial to our success as a performing as one choir. You are given these dates now so that conflicts may be resolved immediately. If you have a conflict with any of these dates, you are expected to notify the instructor prior to September 18. Failure to be in attendance at any of these will be counted as two absences and could result in expulsion from the course. D. Individual situations are unique. When the limits of tolerance are reached, the situation will be evaluated by the instructor in consultation with singers in that individual’s section to determine appropriate action. III. Grading Scale: A = 3.4 - 4.0 B = 2.6 - 3.3 C = 1.6 - 2.5 D = 0.6 - 1.5 F = 0 - .5 Freedom in learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

ATTACHMENT IV 84 Students with special needs or requiring special accommodations should contact the instructor and/or the campus ADA coordinator, Jolie McCoy at 394-1924 at the earliest opportunity.

ATTACHMENT IV 85 South Dakota School of Mines & Technology Syllabus Fall 2013

MUS117 – Music in Performance I (Symphonic Band)

Music Center 202, MW 7:00-8:50 Dr. Kenneth Drobnak ([email protected]) Music Center 305, Telephone: 605.394.2433 / Office Hours:MTWRF 10:00; other times by appt.

Course Goals and Outcomes: This course fulfills the following South Dakota Board of Regents (BOR) General Education Goal #4: Students will understand the diversity and complexity of the human experience through the study of the arts and the humanities. As a result of taking courses meeting this goal, students will: 5. Develop knowledge of the range of values, beliefs, and ideas embodied in the human experience. Assessment: Students will through playing, listening, class lecture/discussion, and examination a. Identify and understand musical characteristics from various musical periods and styles b. Understand the cultural phenomenon that created the music under study 6. Understand and interpret basic concepts and theories of the selected disciplines within the humanities and arts. Assessment: Students will, through playing, listening, class lecture/exercise and aural/written examinations a. Recognize and demonstrate knowledge of the basic elements of music i. Pitch notation ii. Rhythm notation iii. Key signatures iv. Expression Designators b. Play, with others and alone, with technical accuracy, artistic expression, and sensitivity to ensemble i. Various meters and rhythms ii. Various harmonic systems (major, minor, modal) 7. Understand and interpret formal and stylistic elements of the literary or fine arts. Assessment: Students will, through playing, listening, class lecture/discussion, aural examinations, and public presentation a. Demonstrate and aurally identify differences between culturally diverse music styles, especially those of the major historical periods of western civilization b. Recognize cultural influences in diverse styles of music, including the distinguishing characteristics of basic styles of western art music and non-West characteristics found in traditional western art forms 8. Furthermore, students will demonstrate foundational competency in technical skills. Assessment: Students will, through class lecture/discussion, class laboratory, and examination a. Understand the basic principles of their instrument b. Be able to identify factors that constitute good tonal production and factors which hinder good tonal production c. Be able to improve their tonal production and technical proficiency

ATTACHMENT IV 86 Required Materials 5. Instrument: Students using SDSMT instruments must sign a separate contract for their use 6. Music: Each student is responsible for the folder and music issued to them and is responsible for the loss or damage of all music; markings in music should only be made in pencil 7. Concert Attire: Men - Black tuxedo or black suit with white shirt, black bow tie, black shoes and black socks. Women - All black dress or black skirt/pants and blouse with black shoes 8. Pencil

Music for Fall 2013

Schedule

August -26, 28 October 28, 30 Class syllabus explanation, grading policy, Connecting style to technique ensemble responsibilities, semester expectations Playing Test: Materials – syllabus November 4, 6 September 4 (Monday holiday) Connecting style to technique Technical: Five Elements of Good Playing Playing Test: Theory: keys. key signatures, scales November 13 (Monday holiday) September 9, 11 run-through entire pieces Sectionals: woodwinds, brass, percussion tape rehearsal, analyze Written Quiz: clean up problem spots

September 16, 18 November 18, 20 Sectionals: woodwinds, brass, percussion run-through entire pieces Written Quiz: tape rehearsal, analyze clean up problem spots September 23, 25 Playing Test: Sectionals: woodwinds, brass, percussion November 25 (Wednesday holiday) September 30, October 2 run-through entire pieces Concepts –stylistic characteristics tape rehearsal, analyze Playing Test: clean up problem spots

October 7, 9 December 2, 4, 7, 8 Concepts –stylistic characteristics Concert Concerns: riser etiquette, visual Playing Test: appearance Saturday Dress Rehearsal 10 AM-Noon October 16 (Monday holiday) Sunday Warm-Up/Tune 2:00 PM, Fall Concert Concepts –stylistic characteristics 3:00 PM

October 21, 23 December 9 Connecting technique to expression Student Opinion Surveys Theory – form and style analysis Discussion and analyzation of performance Playing Test: Discussion and thoughts for next semester

ATTACHMENT IV 87

Grading Policy The success or failure of each participant in a music ensemble affects all others and therefore requires a cooperative effort on the part of all. SDSMT ensembles are laboratory courses in aesthetics and everyone is part of the lab team. This grading policy encourages responsibility to the whole while recognizing the fact that you are ultimately responsible for your own achievement. Two factors constitute the final grade for the course: I. Personal Responsibility - Examinations You will be examined at regular intervals to see if you can successfully demonstrate the understandings required to perform the music. The criteria for these examinations are: 1) melodic and rhythmic accuracy, 2) vocal production, 3) ensemble awareness. In other words, can you play your part accurately with what would be considered good tone (for you) in a manner that works with the other people in the ensemble? 1. You will perform your part with one or more players from your section, along with players from other sections. 2. You will have at least one week's notice of the specific music to be examined. The instructor reserves the right to make changes from the printed syllabus, but will observe the one week’s notice. 3. Grades from 0-4 are assessed for each examination. At semester’s end, your lowest examination score is dropped. The rest are totaled and averaged to achieve the Average Playing Test Score. II. Communal Responsibility – Are you working with the group or against the group? You are part of a team. Your presence or absence does not affect only you, but every single other singer in the room. It does not matter whatsoever whether you are the best singer or the worst singer in the ensemble, you are an important cog in the machinery. Therefore: 6. You are allowed 2 missed classes with no penalty. For every absence after that, 0.5 is deducted from your Average Playing Test Score. If no classes have been missed, 0.6 is added to achieve the final grade. The only excused absences are those that involve official professional activities. Other absences, for whatever reasons, are absences. 7. If you miss more than five classes, you will be dropped from the class - extenuating circumstances excepted. 8. No absences are allowed within a week of a performance! Absences count double during that timeframe. 9. Do not be late. Sometimes accidents happen. So, you are allowed 3 tardy appearances with no penalty. Anything beyond that and it’s probably carelessness. 0.5 will be deducted from your Average Playing Test Score. The good news: If you're never late, 0.6 is added. 10. Individual situations are unique. When the limits of tolerance are reached, the situation will be evaluated by the instructor to determine appropriate action. III. Grading Scale: A = 3.4 - 4.0 B = 2.6 - 3.3 C = 1.6 - 2.5 D = 0.6 - 1.5 F = 0 - .5

Students with special needs or requiring special accommodations should contact the instructor and/or the campus ADA coordinator, Jolie McCoy at 394-1924 at the earliest opportunity.

ATTACHMENT IV 88 Rubrics/Evaluation Form for Music Ensemble Goal Four Assessment

ASSESSMENT FOR “Recognize and demonstrate knowledge of basic elements of music” and “Play/Sing alone and with others, using technical accuracy, artistic expression, and awareness of ensemble”

4 3 2 1 0 Written Quizzes over note as based on as based on as based on as based on as based on names, key signatures, scoring scoring scoring scoring scoring etc. Performance tests over Sings/plays with Has few (2-3) Adequate Below average Poor tone, pre-selected music in fluency, rarely mistakes, can be performance with performance with insecure parts, ensemble with others missing a pitch or affected by acceptable quality 5 or more does not rhythm mistakes of others and mistakes (3- mistakes. contribute to 4), affected by Contributes to overall effort of mistakes of others mistakes made by the ensemble others Performance tests Sings/plays with Sings/plays with Sings/play with Tonal quality and Poor grasp of displaying knowledge of excellent tone=al pleasing tonal adequate tonal intonation are technique good technical production quality and quality and quality and hindered by resulting in sub- intonation using intonation with a intonation. Uses inadequate par tonal quality appropriate moderate use of little appropriate technique. Little and intonation. expression and expression and expression or attempt at No evidence of phrasing phrasing phrasing expression or expression or phrasing phrasing

COMMENTS:

ASSESSMENT FOR “Identify and understand musical characteristics from various musical periods and styles” and “Understand the cultural phenomenon that created the music under study”

4 3 2 1 0 Identify and understand sings/plays with sings/plays with sings/plays with sings/plays with sings/plays musical characteristics with appropriate moderate use of few instances of little use of without use of from various musical dynamics, proper dynamics proper dynamics dynamics and dynamics and periods and styles phrasing, and phrasing and and phrasing, and phrasing or phrasing or performance performance performance understanding of understanding of practice, or style practice, or style practice, or style performance performance practice, or style practice, or style Cultural, historical, Can answer Can answer Can answer Has difficulty Has difficulty philosophical origins or questions questions questions answering articulating any basis for the music regarding the regarding the regarding the questions responses origins of the origins of the origins of the regarding the regarding the music, and music, and music, and origins of the origins of the composer’s composer’s composer’s music, and music, and intentions for intentions for intentions for composer’s composer’s creating it with no creating it with creating it with intentions for intentions for hesitancy little hesitancy some prompting creating it without creating it prompting

COMMENTS:

ASSESSMENT FOR “Recognize cultural influences in music and distinguishing characteristics of styles of music” and “Aurally recognize and describe differences between musical styles”

Course Form #11 AAC Feb2007 ATTACHMENT IV 89

4 3 2 1 0 cultural influences Can speak with Can speak with Can speak with Cannot speak Cannot speak little hesitancy some hesitancy some prompting about the cultural about the cultural about the cultural about the cultural about the cultural milieu that milieu that milieu that milieu that milieu that produced the produced the produced the produced the produced the music without music with music music music prompting prompting or broad hints distinguishing Can articulate with Can articulate with Can articulate after Cannot articulate Cannot articulate characteristics little hesitancy the some hesitancy the prompting the without prompting with prompting or factors that create factors that create factors that create the factors that broad hints the the style under the style under the style under create the style factors that create consideration consideration consideration under the style under consideration consideration aural recognization Can hear and Can speak with Can speak with Cannot articulate Cannot articulate explain with little some hesitancy some prompting why a why a performance hesitancy why a why a why a performance has/has not performance performance performance has/has not characteristics that has/has not has/has not has/has not characteristics that reflect the style characteristics that characteristics that characteristics that reflect the style under reflect the style reflect the style reflect the style under consideration with under under under consideration prompting or consideration consideration consideration without prompting broad hints

COMMENTS:

Four Point Scale: 0-.5=F .6-1.5=D 1.6-2.5=C 2.6-3.3=B 3.4=4.0=A

Course Form #11 AAC Feb2007 ATTACHMENT IV 90

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSM&T Chemistry & Applied 8/28/12 Biological Sciences Duane Hrncir Institution Division/Department Institutional Approval Signature Date

SDSM&T Richard R. Sinden Institution Form Initiator Dean’s Approval Signature Date

Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

System General Education Requirements Institutional Graduation Requirements X Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT IV 91

Section 1. Provide a Concise Description of the Proposed Change

We request that BIOL 311: Principles of Ecology be approved to meet the Globalization Requirement.

BIOL 311: Principles of Ecology (3-0) 3 credits. Basic principles of ecology including the sub disciplines of physiological ecology, population ecology, community ecology, evolutionary ecology, and ecosystems ecology from both a theoretical and applied aspect.

Section 2. Provide the Effective Date for the Proposed Change

Fall 2013

Section 3. Provide a Detailed Reason for the Proposed Change

With the advent of the BS in Applied Biological Sciences (ABS) at SDSM&T, a biology-related course is needed to facilitate completing the Globalization requirement. At present, the most relevant course for CHEM and ABS majors in the Department of Chemistry and Applied Biological Sciences is Environmental Chemistry. As described below in Section 4, Principles of Ecology makes an outstanding Globalization Requirement course. While BIOL 311 is not a required course in the program, ABS students will be able to select between the two Globalization courses the department would offer (if this change is approved): Environmental Chemistry and Principles of Ecology.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

BIOL 311 Principles of Ecology includes an investigation of ecological processes that occur at the site level (competition amongst and between species), community and ecosystems level such as nutrient cycling, food webs, energy flow through ecosystems, and succession that occur in different biomes of the globe. In addition, this course combines landscape ecology and natural resource planning and examines the social aspects of the planning process. Examples from the U.K., Australia, Mexico, and the Netherlands are included.

The objectives of the course include that the students be able to:  analyze various population models, migration patterns, and behavior models,  recognize various life histories and life tables for age-specific mortality and survivorship for various species  understand the global diversity of organisms  explain niche concepts,  recognize various ecological planning tools.

This course is significant in that students will be able to understanding and appreciate contemporary global issues. They will be able to:

Course Form #11 AAC Feb2007 ATTACHMENT IV 92

 make informed decisions related to environmental issues found in ecological policy today,  explain how behavior can underpin the movement of populations and individuals, and  reflect on and communicate various ecological topics in the news.

In summary, BIOL 311would constitute an outstanding global issues course, instilling in students an appreciation of biological diversity and the interdependency of all forms of life on one another. During the geographic ecology section of the course, we discuss the difference between good planning and poor planning in the context of economic well-being and sustaining biodiversity. Continued survival of our species, and perhaps ultimately all species, depends on a sound and scientific global ecology policy that must include managing global warming, species action plans (which include societal impact), the world food supply, sustainable farming practices, and maintaining an environment that can continue to sustain life on our planet.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Attached

Course Form #11 AAC Feb2007 ATTACHMENT IV 93

BIOL 311 PRINCIPLES OF ECOLOGY South Dakota School of Mines and Technology Fall 2012 3cr. MWF 12:00-1:00 MWF Instructor contact details Kelsey Gilcrease 104B McLaury Building Office hours: by e-mail appointment Office phone number: 394.6020 E-mail address: [email protected]

Course description and overview This course provides an overview of the general principles of various aspects of ecology: population ecology, physiological ecology, evolutionary ecology, behavioral ecology, landscape ecology, community, and ecosystems ecology. This will include an examination of historical concepts in ecology, both theoretical and applied; trophic structures, niche overlap, speciation, sociobiology, nature reserves and protected areas, nutrient cycling, and ecological succession. In order to facilitate your learning process, this course will utilize lecture, group work, classroom discussions, projects, and presentations.

We will begin the course starting at the individual level (species), population, interspecies interactions, landscape, community, and finishing at the ecosystem scale. By the end of this course, you should be able to analyze various population models, recognize various life tables, explain niche concepts, recognize various ecological planning tools that can help inform environmental issues found in ecological policy today, explain how behavior can underpin the movement of populations and individuals, reflect on and communicate various ecological topics in the news.

Course prerequisite There is no course prerequisite.

Course requirements: Course textbook: Ecology: Concepts and Applications 5th edition (2010) Manuel C. Molles Jr. Optional textbook: The Climate Near the Ground 7th edition (2009) Gieger et al.

Supplementary materials: Any supplemental materials such as journal articles or other visual or auditory material will be available on the web site.

Honesty and Academic Integrity Individuals are responsible for their own work and participation in group activities. Any form of cheating and plagiarism will not be tolerated in this class.

Class attendance policy and Absences Unforeseen circumstances can arise that may prevent students from attending class or turning assignments in on time. This is understandable and if you are unable to attend class, please notify me as soon as possible.

Late assignments A total of 5% will be deducted for each day an assignment is overdue unless prior arrangement is made.

Grading Grading will occur on a point system basis as follows:

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Task Total points Assignments x First exam 100 Second exam 100 Final exam 150 Final Project 55 150 Total x

Grading scale 90-100% A 80-89 B 70-79 C 60-69 D <60 F

Assignments Assignments in this course will consist of a climate diagram, systematic review assignment, and some select questions from the text. We will have some in-class assignments too, which consist of group work.

Extra credit options  For extra credit, you can create a report 2-3 pages long (with referenced literature) on why fauna are distributed where they are. Be creative on this one – not just that it is for food, mates, and shelter, think of other reasons too!  Create a report 2-3 pages long with referenced literature on why evidence-based management or practice should be incorporated within wildlife policies.

Final project – Ecology in the news At the beginning of the semester, you will be assigned to a group which will be responsible for finding a recent (i.e. in the past year) ecological topic in the news (newspaper, magazine, television, internet article, etc.). During the last week of class, you and your group will be responsible for a 20 minute presentation reflecting on this news piece and your learning experience within the course material. Please expose your creative sides!

Academic dishonesty All students are expected to be familiar with the student code of conduct. Regulations regarding academic integrity are described in Board of Regents Policy 3-4. Students are encouraged to work together and learn from each other. However, cheating on examinations or quizzes will not be tolerated. Appropriate penalties may Include retaking the examination, reduction of grade, or discharge from class.

ADA Statement Students with special needs or requiring special accommodations should contact the instructor, Kelsey Dahl at 394-5150 and/or the campus ADA Coordinator, Jolie McCoy at 394-1924 at the earliest opportunity.

Freedom in Learning Statement Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or vies offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but

Course Form #11 AAC Feb2007 ATTACHMENT IV 95

is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

COURSE SCHEDULE AND CONTENT

Week Topic Reading (to be completed before class) Week 1 Introduction to course and ecology Chapter 1 Aug 29 Aug 31 Chapter 1 and walk around campus Week 2 Life on land, systematic review assignment. Chapter 2 in book, parts Sept 3 NO CLASS on Sept. 3 Labor Day. of Chap 2 in The Climate September 5 – systematic review, literature ppt. Near the Ground 7th ed. September 7 – get into groups for final project. Gieger et al. Week 3 Physiological Ecology Chapters 5, 7 Sept 10 Week 4 Population Ecology Chapters 10, 11 Sept 17 M&M activity Week 5 Population Ecology Chapter 12 Sept 24 FIRST EXAM, Friday Sep. 28 Week 6 Behavioral Ecology Chapter 8 Oct 1 Week 7 Evolutionary Ecology Chapter 4 Oct 8 NO CLASS Oct. 8, 2012 Native American Day Week 8 Community Ecology Chapter 16 Oct 15 Week 9 Community Ecology Chapter 17, 18 Oct 22 Week 10 Landscape Ecology Chapter 21 Oct 29 Week 11 Landscape Ecology and role of ecology in planning Cuperus et al. (1999) Nov 5 SECOND EXAM, Nov. 9. Chapter 8 in Gieger et al. (2009) Week 12 Ecosystems Ecology Chapter 18 Nov 12 NO CLASS Nov 12 Veteran’s Day Week 13 Ecosystems Ecology and wilderness logistics Chapter 19 Nov 19 Week 14 Geographic Ecology Chapter 22 Nov 26 NO CLASS Nov 23 Thanksgiving Holiday Week 15 Where to from here? Course overview, project presentations. None Dec 3 December FINAL EXAM Room: TBA xx 2012

Course Form #11 AAC Feb2007 ATTACHMENT V 96

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts & Sciences / Communication SDSU Studies and Theatre Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Laurie Haleta Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete SPCM 222 Argumentation and Debate from the list of courses approved to meet SGR Goal #2 Oral Communication.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Department request to remove course listing.

ATTACHMENT V 97

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Agriculture and Biological Sciences / SDSU Economics Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Eluned Jones Don Marshall 10/10/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Addition of a course to the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Add ABS 203 Global Food Systems to the list of courses approved to meet SGR #3 Social Sciences/Diversity and Globalization.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Course content of ABS 203 (Global Food Systems) is directly related to major issues of our contemporary global agriculture and food systems. Student understanding of the global issues is assessed through exams and written assignments. Student team and individual assignments related to Millions Fed case studies are used to assess more in-depth understanding of specific issues involved in the case study.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes SGR #3 goals, Globalization goals and SLO’s are detailed below, along with specific means by which this course will address each goal and achieve each objective. The course description is provided here for reference.

Course Description: ABS 203 Global Food Systems: Introduction to global food systems and agricultural diversity. Food production techniques, economics, society/ cultural values, and agricultural constraints in several countries will be studied. ATTACHMENT V 98

SGR #3 - ABS 203 Global Food Systems

SGR #3 goal: Students will understand the organization, potential, and diversity of the human community through study of the social sciences. Social science concepts and approaches, especially economics and business, along with selected agronomic concepts are used to help understand global food and agricultural systems on a worldwide and global regional level. The extent of major assessment methods used varies by SLO with tests/ quizzes and directed discussion used more to identify and explain basic concepts, while application of concepts (SLO 2,3,5) uses all of the assessment items listed.

Student Learning Outcomes: As a result of taking courses meeting this goal, students will: 1. Identify and explain basic concepts, terminology and theories of the selected social science disciplines from different spatial, temporal, cultural and/or institutional contexts; Key concepts include factors affecting supply and demand for agricultural / food products, population and income growth determinants, role of markets and government in agricultural / rural development globally and in specific world regions, roles of leadership (individual and community) in changing agricultural systems over time. The fundamental concept of food security and the major factors influencing it in different cultures is examined. These concepts are applied in SLO #2.

2. Apply selected social science concepts and theories to contemporary issues; Several concepts from economics, agricultural economics, and business management (discussed in SLO #1) along with key agronomic concepts are presented and applied to contemporary issues of food production, food consumption, global trade of agricultural products, food security, and environmental degradation. In addition, students examine the application of selected concepts in their Global Food Systems project – which involves team presentation and individual writing.

3. Identify and explain the social or aesthetic values of different cultures. This course requires students to examine the major differences in agricultural / food production, food consumption, farm organization in different world regions and explain major reasons for these differences.

5. The allocation of human or natural resources within societies; Students examine the major factors that influence: (1) the location of different farming systems (crop and livestock production systems) around the world, (2) major reasons why farming systems change over time, (3) different food consumption patterns around the world and how these patterns are changing.

6. The impact of diverse philosophical ethical or religious views.

Each course meeting this goal includes the following student learning outcomes:

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SGR #3 - ABS 203 Global Food Systems

Required: #1, #2, and #3; At least one of the following: #4, #5, or #6.

Globalization goal: Globalization is defined as a process of interaction and integration among different people, organizations, and governments that takes place outside of and above the level of national boundaries. The primary result of this process is the interdependence of capital, technology, information, and people across national borders. This interdependence of economic and cultural activities has implications for a variety of issues around the world, including, but not limited to, political systems, economic systems, the environment, agriculture, public health, health care, information technology, social networking, communications, transportation, education, governance, and prosperity. Through the process of globalization, people and organizations communicate, conduct business, and address challenges, across and irrespective of national borders. Students will be able to identify global issues and how they impact their lives and discipline.

Student Learning Outcomes: As a result of taking courses meeting this goal, students will: 1. Demonstrate a basic understanding of modern-day globalization, including outlining the benefits and cost implications of globalization, and interpret consequences of global issues through various forms of analysis. As a result of taking ABS 203, students will be able to demonstrate a basic understanding of globalization, including outlining the benefits and cost implications of globalization and interpret consequences of global issues through various forms of analysis. Each of these learning outcomes will be assessed by written exams, group discussions/presentation, written paper, and homework assignments.

or 2. Express knowledge of the customs and cultures of a particular country or a specific region outside of one’s own national borders.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

Please see following pages.

Course Syllabus GLOBAL FOOD SYSTEMS (ABS 203) - 3 Credits. South Dakota State University FALL SEMESTER, 2012

NO COURSE PREREQUISITES

Classroom Ag Hall 139 And Time: Tuesday & Thursday: 3:00 p.m. - 4:15 p.m. Instructors: Dr. Larry Janssen, Dr. Howard Woodard, Course Coordinator Department: Economics Plant Science Office: Scobey 103 Ag Hall 316 Office Hours: M-W, 1:30– 3 pm M – Th 4:00 – 5:00 pm Tues, 9– 11 a.m. Office hours can be pre-empted by University/ Dept meetings or scheduled University travel. We encourage you to schedule an appointment with the appropriate instructor.

Office Phone: 688-4871 688-4774

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SGR #3 - ABS 203 Global Food Systems

Dept. Phone: 688-4141 688-4600 Home Phone: 627-9442 cell: 690-4569 (no calls after 10:30 pm, please) E-mail: [email protected] [email protected]

This course on Global Food Systems is open to all university students in all majors. It is designed as an entry-level course in international / global agriculture at SDSU. Dr. Janssen is the course coordinator and principal instructor. Several faculty members from Plant Science, Animal Science and Economics will provide varied presentations / lectures to this class.

COURSE CATALOG DESCRIPTION: “Introduction to global food systems and agricultural diversity. Food production techniques, economics, society/ cultural values, and agricultural constraints in several countries will be studied.”

This course is approved as a Group I elective in agriculture and can also meet the Globalization Requirement. This course also meets the SDSU IGR Goal #2 (Cultural Awareness and Social and Environmental Responsibility) in the 2012 catalog and is requested to meet the SDSU SGR Goal #3 (Social Sciences / Diversity). This course is recommended for students planning to participate in SDSU travel/study courses (such as ABS 482). It is an elective course in the Global Studies major.

COURSE APPROACH / INSTRUCTIONAL METHODS In this course we examine global food systems (agriculture, agribusiness, and society) from a multi-disciplinary approach. An important theme of this course is investigation of the major interrelationships between natural resource, economic, social /cultural, and political factors on the changing face of global agriculture and agribusiness. The role of agriculture and agribusiness in the social / economic development of the global regions and several nations (China, India, Brazil etc.) will be studied. International institutions such as the World Trade Organization and International Ag Research Institutes that have a major impact on the global agricultural / food sector are investigated.

Course format includes lectures, class discussion and student group presentations. Successful strategies used in different cultures to address an important agro-environmental problem, along with a comparative study of a specific farming system or will be emphasized in a Global Ag / Food System project. Course grade is determined from three exams, student projects, and class participation / homework and quizzes.

MAJOR REFERENCES The following reference is REQUIRED and is available for purchase at the SDSU bookstore: (1) Douglas Southgate, D.H. Graham, and Luther Tweeten. The World Food Economy Second Edition. John Wiley & Sons. 2011.

We will also use several chapters from an internet book edited by David Spielman and Rajul Pandya-Lorch: Millions Fed: Proven Success in Agricultural Development. International Food Policy Research Institute (IFPRI), 2009. This book is particularly useful in helping meet student learning outcomes for IGR #2. The links to specific chapters of this reference will be on the ABS 203 course D2L (Desire to Learn Website). The direct internet link is http://www.ifpri.org click on “Millions Fed” icon and go to the “book” link to download the book or specific chapters of the book. There are also many other useful links in this website.

Another reference source used in the Livestock section of the class are selected chapters from the FAO State of Agriculture report, Livestock in the Balance, also available on the internet and referenced in the class D2L website. Other resources from USDA and other sources may also be used as additional reference material.

The D2L site for this course will be used for posting class assignments & homework, grading, class lecture notes (usually partly completed), links to chapters of Millions Fed and other required reading assignments. You should download course lecture notes / assignments prior to class.

COURSE GOALS and STUDENT LEARNING OUTCOMES This course meets the university and system Globalization goal. It also meets SDSU IGR (Institutional Graduation Requirements) Goal #2 on Cultural Awareness and Social and Environmental Responsibility and is requested to meet SDSU SGR Goal #3 (Social Sciences / Diversity). Upon completion of this course: “Students will be able to identify global issues and how they impact their lives and discipline.” and “Students will acquire knowledge about the world’s peoples that prepares them for further study, deepens their understanding of the human conditions and strengthens their commitment to social and environmental responsibilities.” and “Students will understand the organization, potential, and diversity of the human community through the study of the social sciences.”

A major goal of this course is to provide students with a multi-disciplinary approach to examine major components of global agriculture / food systems. To achieve these goals, specific topics include: 1. Global land and environmental resources and their stewardship 2. Global food demand, consumption, and trading patterns. 3. Major livestock and crop production systems in the world 4. Green revolution; agricultural research / technology issues 5. Globalization, economic development and agriculture issues 6. World food problems and global food security issues; 7. Agricultural / food system issues (production, marketing, trade, development etc.) in different regions and countries of the world.

Course Form #11 AAC Feb2007 ATTACHMENT V 101

SGR #3 - ABS 203 Global Food Systems

a. Asia (case studies on China, India and others) b. Latin America (case studies on Brazil / Argentina) c. Africa and the Middle East (case studies) d. European Union and Eastern Europe / former Soviet Union

Approximately two-fifths of the course is related to the first four topics and one-fifth of the course is related to topics # 5 and 6. The remaining two fifths of course time is devoted to the final section (topic #7) that emphasizes different regional / cultural perspectives on global food systems and includes case studies on proven success stories in agricultural development in different areas of the world.

The content of this entire course is devoted to students obtaining a basic understanding of the major characteristics of contemporary global agricultural and food systems and the key issues involved in assessing their performance. A global region and global farming systems approach is used to develop student understanding and appreciation of the diversity of agricultural / food systems, the varying magnitude of problems / issues encountered, and strategies / tactics used to improve the systems (proven success stories in #7 above). More specific student learning outcomes are discussed in the next section of the syllabus

STUDENT LEARNING OUTCOMES: Globalization goal: Students will: 1. Demonstrate a basic understanding of globalization, including outlining the benefits and cost implications of globalization. Interpret consequences of global issues through various forms of analysis. Assessment: Each of these learning outcomes will be assessed by written exams, group discussions / presentation, written paper, and homework assignments.

STUDENT LEARNING OUTCOMES: Social Science / Diversity (SGR Goal #3) Students will: 1. Identify and explain basic concepts, terminology, and theories of the selected social science disciplines from different spatial, temporal, cultural, and or institutional contexts. 2. Apply selected social science concepts and theories to contemporary issues 3. Identify and explain the social or aesthetic values of different cultures 4. The allocation of human or natural resources within societies. Assessment: The first learning outcome (identify and explain basic concepts….) will primarily be evaluated from written exams / quizzes and group discussion. The remaining learning outcomes will be assessed by combination of written exams, group discussions / presentations, written paper, and homework assignments.

STUDENT LEARNING OUTCOMES: Cultural Awareness and Social and Environmental Responsibility (IGR Goal #2) Students will use a global farming / food systems approach to: 1. Articulate the ways in which different peoples express an understanding of the human condition and respond to environmental opportunities and constraints. 2. Describe how personal choices derive from and affect social, cultural, and environmental contexts. 3. Explain the ethical consequences of decisions and actions concerning the environment to strengthen commitment to local, national, and global citizenship. Assessment: Each of these learning outcomes will be assessed by written exams, group discussions / presentation, written paper, and homework assignments.

EVALUATION METHODS: Most of the course grade is determined from exams, quizzes, homework, and completion of a Global Ag / Food Systems project. Class attendance and participation will also influence assignment of course grades. Specific evaluation methods are: Approximate Percent Course Points Exams (3) = 53% 320 Class Projects = 24% 145 Homework, quizzes, and participation = 23% 135 TOTAL = 100 % 600 A. Exams Two exams (100 pts each) are given during the semester. The scheduled date for each exam is: THURSDAY, SEPTEMBER 27 THURSDAY, NOVEMBER 1

The FINAL EXAM (120 points) is scheduled in the same classroom for: THURSDAY, DECEMBER 13, 4:00 – 5:45 p.m.

The two midterm exams will contain a combination of short answer / essay questions and some objective questions (fill-in-blank, multiple choice, matching, and map skills). Exams will be graded and returned to students for inspection two class periods after the test is administered.

Makeup midterm exams are only scheduled for students with University excused absences for the days that the exam is offered or due to major illness / hospitalization. Makeup midterm exams must be taken prior to return of regular exam.

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SGR #3 - ABS 203 Global Food Systems

The final exam (120 points) will contain some midterm style questions over material covered after the second exam. The rest of the exam will be based on take-home study questions that ask for discussion on the major themes in the course.

B. Class Projects (total of 145 points) The major emphasis of your Global Food Systems project (80 pts) is a comparative study of important elements of successful production / marketing strategies used in a specific “farming system” in a lesser developed region of the world. The farming systems examined will primarily be based on presentation of a chapter in the book Millions Fed: Proven Successes in Agricultural Development. The project includes development of a presentation outline, a PowerPoint presentation and making a team presentation to the class on your assigned topic (15-18 minutes + added time for discussion). This team project is worth 80 points. In addition, each student will complete an individual essay (35 points) concerning their assessment of the most important factors that contributed to the contemporary success of the farming systems project. In most cases, this includes some discussion of earlier unsuccessful efforts.

A smaller project (35 pts.) will be an examination of the major characteristics of a specific farming system in a specific global region and assessment of its modernization potential and pitfalls. The assignment is based on the Global Farming Systems initiative of the FAO and is from review of key articles on reserve or located at specific internet sites.

C. Homework, quizzes, class participation (total of 135 points) The course coordinator will assign homework and a few quizzes (10 to 20 pts each) related to various topics covered in the class. Homework will emphasize obtaining and interpreting information and data from internet sites on world agriculture (USDA – ERS, UN – FAO, IFPRI)

All students will have an extra credit opportunity to attend / participate in ONE class enrichment activity that is closely related to the class subject matter but is presented to the University community outside of this class period. You would be required to write a 1-2 page discussion (using a word processor) of the major points of the presentation and your evaluation of its contents in relation to class subject matter. This activity is worth a max of 10 - 15 points.

As a student it is your professional obligation to attend ALL class periods and participate in class discussion / activities, unless you are ill or have a University excused absence. Class participation and attendance is worth 25 to 30 points. To receive ANY attendance / participation points, you must be present for most periods when attendance is taken.

GRADING POLICIES: 90% - 100% = A Course grade standards are shown on the left. Slight adjustments from these 80% - 89.9% = B standards may occur at the end of the semester. Class participation and 70% - 79.9% = C attendance will influence your grade. 60% - 69.9% = D Below 60% = F

Effective class participation by you is strongly encouraged. Class attendance and participation will influence assignment of grades. It is your responsibility to obtain materials for absent classes. Missed lecture notes will have to be obtained from other students.

ACADEMIC DISHONESTY: The penalty for academic dishonesty may be one or more of the following, at the discretion of the instructor, and based on the seriousness of the situation. Cheating or plagiarizing on tests, quizzes, problems, research papers, or other assignments may result in: 1. a grade of zero on the text, quiz, problem or other assignment for the student(s) involved. 2. a grade of F for the course. 3. referral of the matter to the Student Conduct Committee for disciplinary action.

Other class policies: Electronic devices (including cell phones) should be turned off during the class period.

SPECIAL ACCOMMODATIONS (ADA Statement): Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Coordinator of Disability Services (605-688-4504 or fax 605-6844-4987) to privately discuss their specific needs. The Office of Disability Services is located in room 065 of the Student Union.

IMPORTANT DATES: Monday 9/3 LABOR DAY / HOLIDAY. NO CLASSES Wednesday 9/5 Last day to ADD / DROP without charge Friday 9/14 Last day to submit graduation card Monday 10/8 Native American Day / HOLIDAY. NO CLASSES Saturday 10/27 HOBO DAY Thursday 11/8 Last day to drop course or withdraw Monday 11/12 Veteran’s Day / HOLIDAY. NO CLASSES November 21 - 23 THANKSGIVING BREAK. NO CLASSES Thursday12/6 Last day of ABS 203 class Thursday 12/13 Final Exam ABS 203 in this classroom, 2 – 3:45 pm

FREEDOM IN LEARNING:

Course Form #11 AAC Feb2007 ATTACHMENT V 103

SGR #3 - ABS 203 Global Food Systems

Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance may be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and /or dean of the college which offers the class to initiate a review of the evaluation.

COURSE OUTLINE & READING ASSIGNMENTS:

Class Period Topic / Activity Major Reference Leader Tuesday Course Introduction Course Syllabus; Southgate, Graham, and Tweeten Dr. Larry Janssen August 28 Global Ag Issues (SGT) The World Food Economy, Chapter 1 Thurs/Tues/ Thurs Global Food Demand and SGT. Word Food Economy, Chapter 2, 3 & 4 Dr. Janssen August 30, Sept 4 & 6 Production Global Ag Markets Notes and assigned readings Tuesday, Sept. 11 Soils and Climate Notes, assigned readings or handouts Dr. Howard Woodard

Thurs/Tues/ Thurs, Major Crop Production Systems and Notes, assigned readings or handouts Dr. Woodard Sept 13, 18, 20 Farming Systems in the world and Janssen Tuesday, Sept 25 Int’1 Ag Research & Green Millions Fed. Chapter 3 Dr. Janssen & Woodard Revolution Thursday, Sept. 27 EXAM # 1: 100 pts. Students Tuesday, Oct 2 Farming System: Success Stories Millions Fed, Chapter 1; Dr. Janssen & Woodard Semester Project Assignments Return exam #1 Thurs/Tues/ Thurs Livestock Production Systems “Livestock in the Balance” FAO State of Dr. Janssen + 2 Speakers: Oct 4,9,11 around the world; Global Trends in Agriculture report for 2009 Dr. Daly, DVM LS production and & Mgr. of Bel Brands dairy co. consumption Tuesday, Oct 16 Selected livestock issues “Livestock in the Balance” FAO State of Dr. Janssen Agriculture report for 2009 Thurs/ Tues, Oct. Agriculture and Environment; SGT. The World Food Economy. Dr. Janssen 18,23 Globalization Chpt.5 and 6 Dr. Todey Thurs/Tues, Oct. 25, Econ Development and Agriculture; SGT. The World Food Economy, Dr. Janssen 30 Global Food Security Chpt.7 and 8

Thursday, Nov. 1 EXAM #2: 100 pts Students GLOBAL READING ASSIGNMENTS - continued FOOD SYSTEMS Tues/Thurs, Nov. 6, 8 European Union and former Soviet SGT. The World Food Economy, Dr. Janssen Union Chapter 14 and part of 10 and Woodard Return exam #2 Tues/Thurs Nov 13,15 Asian Agriculture; Food and Ag SGT. The World Food Economy Chapter 11 Dr. Janssen and Dr. Thaler Issues in China and India Assigned readings on China and India Tuesday, Nov. 20 Food Security & Agriculture in SGT The World Food Economy, Chapter 13,15 Dr. Janssen Africa and Middle East Thursday, Nov. 22 THANKSGIVING NO CLASSES Tuesday, Nov 29 Latin American Agriculture SGT The World Food Economy, Chapter 12 Dr. Janssen Thurs/Tues/ Thurs Case Study Presentations Ag / Food System Presentations based on selected Student Teams Nov 29, Dec. 4,6 chapters in Millions Fed book; Course Evaluations. Tuesday Dec. 13 Final Exam: 120 pts. 4:00 to 5:40 pm in Ag Hall 139 Students

The course outline could be changed slightly due to currently unforeseen circumstances such as a change in availability times of guest speakers. The current plan is to include student team presentations after Thanksgiving.

System/Institutional (SDSU) Graduation Requirements (SGR) Course Review Faculty Self-Report Form Directions: 1. Complete this form for each course you are submitting for consideration as an SGR course. 2. Attach one copy of the proposed syllabus for the course. Please follow the SDSU/SDBOR guidelines for syllabi found on Inside State. NOTE: For multiple section courses, please submit one syllabus that is representative of all course sections, unless the sections are taught substantially differently (then a syllabus for each section is needed). For courses that are listed as meeting both SGR, IGR and/or globalization include all information for SGR, IGR and/or globalization requirements.

Due: January 14, 2013 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required ([email protected] ).

Course Form #11 AAC Feb2007 ATTACHMENT V 104

SGR #3 - ABS 203 Global Food Systems

SGR Goal ___ #1: Written Communication ___ #2: Oral Communication __X_ #3: Social Sciences/Diversity ___ #4: Humanities and Arts/Diversity ___ #5: Mathematics ___ #6: Natural Sciences __X_ Globalization

1. SGR/global Course prefix, number, and title: ABS 203: Global Food Systems 2. Number of Credits: 3 3. Faculty member’s name, department, college: Dr. Larry Janssen, Economics, ABS College (lead instructor) 4. Department Head Jason Zimmerman (Electronic signature indicates approval)

DOES THIS SYLLABUS CONTAIN: Y N COMMENTS Course Prefix, Number Title, Credit Hours X University Name X Academic Term, Year X Course Meeting Time and Location X Instructor’s Contact Info (Name, Office Location, Office hours, Office X Phone Number, Email Address) Course Description: X Catalog description and added description is provided Catalog description Addition course description (optional) Course Prerequisites: X Catalog description Technology skills (optional) Description of Instructional Methods X Course Requirements All items are covered Required textbook(s) and other supplementary materials X Class attendance policy Cheating and plagiarism policy Key deadlines Course Goals (includes specific reference to SGR goal) X All major goals for globalization, social science / diversity, and cultural awareness /social & environmental responsibility are listed Student Learning Outcomes (SLOs) X For Globalization, IGR #2, and SGR #3. Discussion includes linkage of student learning outcomes for each goal and how outcomes are related to the three goals. Grading Procedures X For Fall Semester 2012 ADA Statement and Freedom in Learning Statement X Tentative Course Outline/Schedule X How SLOs Are Assessed/Covered in Course Schedule X

DO THE MEASUREABLE ASSESSMENT ARE THE GOAL(S) AND METHODS GOAL(S) AND STUDENT LEARNING OUTCOMES STUDENT LEARNING INCLUDED (SLOS) MET (LIST ONLY THOSE GOALS AND OUTCOMES INCLUDED MEASURE THE LIST ASSESSMENT TOOLS AND HOW THEY STUDENT LEARNING OUTCOMES MET BY THE ON THE SYLLABUS? SLOS LISTED? DEMONSTRATE STUDENT PERFORMANCE RELATED COURSE)* (YES/NO) (YES/NO) TO EACH STUDENT LEARNING OUTCOME+ Goal as listed in the latest College Catalog T,D,S,W Course content of ABS 203 (Global Food Globalization: Students will be able to Yes Yes Systems) is directly related to major issues of our identify global issues and how they contemporary global agriculture and food systems. impact their lives and discipline. Student understanding of the global issues is assessed through exams and written assignments. Student team and individual assignments related to Millions Fed case studies are used to assess more in-depth understanding of specific issues involved in the case study. List all SLOs (Student Learning Outcomes) for the Globalization Goal met by this course : SLO #1: Demonstrate a basic Yes Yes T, D, S, W Most of the course content is related to understanding of globalization, understanding globalization as it effects and is effected including outlining the benefits and cost by the global agricultural and food system. Discussion implications of globalization. of benefit and cost implications is included in the discussion of each global issue (which are listed in

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SGR #3 - ABS 203 Global Food Systems

SLO 2). SLO #2: Interpret consequences of Yes Yes T, D, S, W Many specific global issues related to global issues through various forms of agriculture – food systems are examined in this course analysis. – food production trends, agricultural research / technology, environmental degradation, food security, globalization, and rural development at the global level and at world regional levels.

SGR Goal #3: Social Sciences / Diversity – T, D, S, W Social science concepts and approaches, Students will understand the organization, Yes Yes especially economics and business, along with selected potential, and diversity of the human community agronomic concepts are used to help understand global through study of the social sciences. food and agricultural systems on a worldwide and global regional level. The extent of major assessment methods used varies by SLO with tests/ quizzes and directed discussion used more to identify and explain basic concepts, while application of concepts (SLO 2,3,5) uses all of the assessment items listed. List all SLOs for SGR #3 met by this course: SLO #1: Identify and explain basic Yes Yes T, D, Key concepts include factors affecting supply concepts, terminology, and theories of the social and demand for agricultural / food products, science disciplines from different spatial, population and income growth determinants, role of temporal, cultural, and/or institutional contexts. markets and government in agricultural / rural development globally and in specific world regions, roles of leadership (individual and community) in changing agricultural systems over time. The fundamental concept of food security and the major factors influencing it in different cultures is examined. These concepts are applied in SLO #2 SLO #2: Apply selected social science Yes Yes T, D, S, W Several concepts from economics, concepts to contemporary issues agricultural economics, and business management (discussed in SLO #1) along with key agronomic concepts are presented and applied to contemporary issues of food production, food consumption, global trade of agricultural products, food security, and environmental degradation. In addition, students examine the application of selected concepts in their Global Food Systems project – which involves team presentation and individual writing. SLO #3: Identify and explain the social or Yes Yes T, D, S, W This course requires students to examine aesthetic values of different cultures the major differences in agricultural / food production, food consumption, farm organization in different world regions and explain major reasons for these differences SLO #5: Basic understanding of the Yes Yes T, D, S, W Students examine the major factors that allocation of human or natural resources with influence: (1) the location of different farming systems societies. (crop and livestock production systems) around the world, (2) major reasons why farming systems change over time, (3) different food consumption patterns around the world and how these patterns are changing.

IGR Goal #2: Students will acquire knowledge of the world’s peoples that prepares them for Yes Yes T,D,S,W The combination of reference book further study, deepens their understanding of the discussion of major concepts and data used to examine human conditions and strengthens their key issues at the global region and worldwide level, commitment to social and environmental combined with team and individual student responsibilities assignments related to specific global food and agricultural systems is used to develop student knowledge and understanding of the major characteristics of and key issues of global food and agricultural systems. Tests/ quizzes and discussion is primarily used to assess understanding of reference book material, while all assessment methods are used in the student team presentation and individual written paper assignment. List all SLOs for the IGR #2 Goal met by this course

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SGR #3 - ABS 203 Global Food Systems

SLO #1: Articulate the ways in which Yes Yes T, D, S, W Understanding the human condition is different peoples express an understanding of through the perspective of global food and agricultural the human condition and respond to systems which employs half of the world’s environmental opportunities and constraints. households. Major characteristics of farming systems (both crop and livestock) around the world are presented. This provides the framework to examine the issues listed in SLO 2 below. All of these issues have environmental and globalization consequences. SLO #2: Describe how personal choices Yes Yes T, D, S, W Many specific global food systems issues derive from and affect social, cultural, and are examined in the textbook – food production, environmental contexts agricultural research / technology, environmental degradation, food security, globalization, and rural development at the global level and world regional levels. Examination of these issues highlights the different choices made in different regions of the world due to agro-ecological, social, political and cultural reasons. SLO #4: Explain the ethical consequences Yes Yes T, D, S, W Student teams examine a specific global of decisions and actions concerning the food / agricultural system problem in a specific (non environment to strengthen commitment to local, USA) culture for their group presentation and national, and global citizenship. discussion. After examining the problem, students must provide their own assessment of how well the specific cultural group met the social, cultural, and agro-environmental goals of projects implemented to meet or combat the problem. * For courses meeting SGR / IGR/globalization requirements include goals and SLOs for all.

+ P = portfolio T = tests/exams C = clinical field demonstration D = group discussion S = speech or L = lab skill W = written assignment (research paper, O = Other, please presentation demonstration reaction paper, creative writing, etc.) specify E = performance V = visual arts/design (music, theatre, studio work forensics)

Semester Projects for ABS 203: Global Food Systems

The semester projects for ABS 203 are a combination of team assignments and an individual assignment that are intended for student application of concepts developed in the textbook as they pertain to the assigned global farming systems and related case studies. Students are expected to gain greater depth of knowledge about global agricultural / food system issues from their specific case study / farming system assignments. However, all students are expected to examine to gain sufficient knowledge from other team presentations to be able to make thematic comparisons of major issues that are common to many of the case studies. The connections across the case studies are evaluated from group discussion and from a section of the final exam.

The case study / farming system approach used in the Millions Fed and FAO Global Farming Systems materials (entirely internet based) connects very well to the global food system issues and world / global regional discussion of the main textbook World Food Economy.

The major components of the Semester Project and the section of the final exam used to evaluate student understanding of common themes across the case studies are listed below along with the page numbers in this document:

Page Numbers Description of Project Items 2 – 4 Farming Systems team project (35 pts) and evaluation instrument 5 – 7 Millions Fed Case Study Team Project components (75 pts) 8 – 9 Evaluation Instruments of Team Project Powerpoint Slides & Team Presentation 10 - 11 Individual Writing Project “Digging Deeper” into the case study Assignment components and evaluation instrument (35 pts) 12 -1 3 Final Exam essay questions related to the Millions Fed case studies (48 pts of a 120 point final exam)

Farming Systems Team Project (35 points) Agriculture – Food Systems Report I DUE DATE: TUESDAY, OCTOBER 9

Objectives: To: Learn about the major characteristics of 2-3 farming systems Compare / contrast the major characteristics of these 2-3 systems Discuss the major challenges faced by typical farmers in these systems and how these challenges are similar (or different) to those faced by farmers in the Midwest / Northern Plains.

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SGR #3 - ABS 203 Global Food Systems

Resource Materials: The main resource materials are from selecting 3 of the following 12 power point presentations that were prepared by selected ABS 203 student teams from 2008 through 2011. Each power point presentation summarizes key characteristics of a specific farming system in a global region. A total of 12 power point presentations are in Unit 4: Farming Systems 2012 in the D2L content folder for this course. There are two farming systems examined for each of the following SIX global regions: East Asia South Asia Middle East Eastern Europe / Former Soviet Union Latin America Sub-Saharan Africa

These student teams were asked to prepare slides that addressed most of the following issues in their farming system.  Location of farming system in the context of its climate, topography, and ecological regions (one or two maps  Land use pattern with emphasis on crops grown and livestock raised  Production practices / technology used in farming  Farm size and farm household characteristics  Population pressures (if any) on the farming systems  Environmental / ecological pressures  Major opportunities / challenges for the future in terms of modernizing the system, greater production / profitability etc.  Major farming system in the context of regional trends These 12 farming systems will also be used as a supplement to instructor lecture notes (in late Oct and through November) on contemporary agricultural issues in the different Global Regions

Your Assignment Due Date: Tuesday, October 9 Select one (or two) other persons in our class as your team mate for this assignment. On the Sept. 27 exam you will be asked for the names of team members. Review the pdf files (located in Unit 4: Farming Systems 2012) on Major Farming Systems – Maps and Major Farming Systems by Region. The maps show the geographic location of all Major Farming Systems while the other file has a brief description of each major farming system in each region.

Examine at least six power point presentations and collectively determine which three farming systems will be discussed in your team report. (You may select two farming systems in one global region and the third one from a different region OR you may select one farming system each from three different regions)

Develop a 3 - 4 page report that provides a comparison / contrast of the THREE farming systems on several of the issues summarized in the power points examined (refer to the bullet items on the previous page). Please identify the farming systems examined in the title and first paragraph of your report. The final section of your report should discuss the major challenges faced by the farmers in these systems examined compared to farmers in the Midwest / Northern Plains.

The report narrative should be composed in WORD. If you wish to prepare comparison tables as part of the report you could use the Tables Option in WORD or import a table created in EXCEL. Please sign your names to the report which can be turned in during class as a hard copy OR sent prior to class time as an electronic copy. Only one copy per team is needed.

Related Information *** The material used to develop the power point presentations of a major global farming system was primarily obtained from the GLOBAL FARMING SYSTEMS regional studies provided by United Nations FAO (Food and Agricultural Organization) to the World Bank for ag development programs. A single copy of each regional report is on central reserve in Briggs Library under Janssen for ABS 203 class. It is available in the library on a 2 hour checkout basis. For example the report for South Asia is entitled: GLOBAL FARMING SYSTEMS STUDY for South Asia. The website handout from http://www.fao.org/farmingsystems or from http://www.fao.org/ag on AGRICULTURE 21 provides information and internet links to the entire GLOBAL FARMING SYSTEM studies. If you visit these sites you will find a lot more information on numerous world agriculture topics. The Introduction chapter to the entire Global Farming Systems report is in the attached pdf file “Introduction to Farming Systems and Poverty” in Unit 4 of the D2L CONTENT folder.

Farming System Team Evaluation, Fall 2012

Team Members: Farming Systems Examined:

Evaluation of Content: Max Pts. For the farming systems examined: Describe, Compare, Contrast 20 pts Discuss Major Challenges of Systems 7 pts Organization, Writing Quality 8 pts. Team Score: Max of 35 pts

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SGR #3 - ABS 203 Global Food Systems

Comments:

Millions Fed – Team Project (75 pts) & Individual Essay (35 pts)

Millions Fed Team Project (75 points) Agriculture - Food Systems Team Report II and Due Date: Tuesday, November 13

Team Project (75 pts.) Each student team consists of 3-4 individuals. Each team will be assigned one case study from Millions Fed: Proven Successes in Agricultural Development . Each team will review the case study – including some of the references cited in the case study chapter and, as needed, more recent data. Two items / activities are part of the team project.

a. Develop a Power point presentation that summarizes the case study with special emphasis on factors that contributed to the success of the project (and perhaps the failures). Some pictures and background information about the crop / livestock system in the region / country of the case study would be helpful. Overall, a Power point presentation of 18 – 24 slides should be sufficient to cover the major points of the case study and necessary background information. The first slide should contain the title of the case study, the course name, and names of student team presenters. The final slide should list the reference source(s) used for the source material in the Power Point presentation.

The Power Point should be sent electronically to Dr. Janssen on or before class time Tuesday, November 13 with a cc: to Dr. Woodard and to all team members. One person from the team should send this final version and also send the outline that was used to develop the Power Point. Item (a) developing the presentation is worth a maximum of 50 points.

b. Student team presentation and discussion will be based on Power Point materials developed by the team for the case study. Dr. Janssen will upload the Power point to the course D2Lcontent folder – student team presentations. The student team presentations will be given during three class periods after Thanksgiving: Thursday, Nov. 29; Tuesday, Dec. 4, and Thursday, Dec. 6. The presentation materials will be used to construct questions on the final exam. All students are “required” to attend all presentations. The team presentation to the class is worth a maximum of 25 points.

ABS 203 Student Team Presentation Topic Assignments, Fall 2012

Topics for 11 Student Team Presentations were selected from 14 possible case study topics in Millions Fed. The main reference source and chapter is listed. All chapter materials are in the CONTENT folder Millions Fed of the ABS 203 course D2L site. In addition, the complete book (technical compendium) on Millions Fed is also available on the D2L site. The chapter in the complete book related to the case study should be reviewed as in-depth background information by the team members presenting the case study.

Each team will present their power point and discuss their topic on their assigned date. In general, presentations will be made in the order listed. Due to changing circumstances, beyond the control of student team members, teams listed for the next presentation date should be ready to go earlier. Each team leader should bring a memory stick which contains the team power point. However, Dr. Janssen intends to bring all presentations on a memory stick. Dr. Woodard and Janssen will jointly grade the presentations.

Four presentations are proposed for the first and second presentation periods (Thursday, Nov. 29 and Tuesday, Dec. 4) and three presentations for the final period (Dec. 6). Each presentation should be 14 to 18 minutes in length with another 4-6 minutes allowed for questions / discussion. The focal point of each presentation should be its own specific content with special attention to the lessons learned about the main contributing factors that made it a successful project. All students should think about the factors that make successful changes in agricultural systems in your own locality and the similarity / differences from the factors examined in the case studies.

All student team power point presentations will be located in Unit 10: Student Team Presentation files of the CONTENT folder of the D2L system for this class and are filed in the expected order of presentation. All students are expected to be present for all presentation periods – attendance will be taken. Time will be allotted for questions / discussion of each presentation.

Materials from the student presentations / power points will be eligible for developing questions on the final exam. Thus, it is important that you have a basic understanding of the content of other student team presentation materials and a much deeper understanding of the content of your team’s presentation.

Student members of each team will be required to complete a short confidential evaluation sheet stating their contribution to the project, their evaluation of how well team members worked together, and overall team accomplishment for this project.

For 2012, a total of 11 student teams (3 or 4 students per team) were assigned the bolded topics from the Millions Fed book, with the remaining case studies not covered this semester.

a. Millions Fed, Chpt 20, Land Reform in Vietnam b. Millions Fed, Chpt. 21 Diversifying into healthy diets: homestead food production in Bangladesh c. Millions Fed: Chpt. 15 Counting on Beans, Improvements in Asia d. Millions Fed, Chpt 8, Zero-tillage in Pampas of Argentina e. Millions Fed, Chpt. 11, Hybrid Rice in China f. Millions Fed, Chpt. 5, Cassava in Sub-Saharan Africa g. Millions Fed, Chpt 4, Amaizing Crop: improved maize in Africa

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SGR #3 - ABS 203 Global Food Systems

h. Millions Fed, Chpt 12, Pearl Millet and Sorghum in India i. Millions Fed, Chpt 16, Conquering the cattle plague: global effort to eradicate rinderpest in cattle j. Millions Fed, Chpt 17, Smallholder Dairy in India k. Millions Fed, Chpt 18, Farming Aquatic Chicken: Improved Tilapia in the Philippines

Each of these case studies are linked to one or more global farming systems reviewed in the farming systems assignment. The focus of each case study is on major problems encountered in specific crop –livestock systems and the approaches used to combat the problem, with considerable discussion of early failed attempts and later corrections made. In most case studies the proven successful strategies need to be continuously adapted or modified over time given the biological and natural resource characteristics of agricultural systems and human induced changes in technology, social, and economic systems. The case studies were presented over three class periods and all students were assessed on their understanding of their case study and could provide key comparisons of other case studies presented.

Evaluation of Team Powerpoint (50 points) were based on the items included in part (a) of the team project assignment. The evaluation instrument used is shown below:

Evaluation Sheet for Millions Fed Team Project Slides, Team Members: Topic: Total Score: _____ / 50 points (prior to presentation)

Technical Writing & Project Guidelines max of 15 points First slide has topic / team members / course name Reference slide(s) are included Few, if any, spelling errors Figures / maps / charts are labeled & include source Minimum / maximum number of slides (18 to 24)

Comments:

Organization and Content max of 35 points Logical sequence of presentation slides Depth of content of case study (based on Millions Fed chapter assigned for team) Added material, closely related, that places your case study in context of region or food / resource problem or farming system Factors explaining “successes” or “failures” of the project

Comments:

Evaluation of Team Presentation (25 points) is based on the following items:

Evaluation of ABS-203 Presentations for 2012 Short Title: ______Date ______Presenters: ______

Evaluation Level Low Avg. High 1. Presentation Approach 1 3 4 5 6 (enunciation, grammar, eye contact grooming, dress, mannerisms) Positive Characteristics: Issues for Improvement:

2. Organization 1 3 4 5 6 (logical flow of ideas, teamwork, division of labor, etc.) Positive Characteristics: Issues for Improvement:

3. Visual aids 1 3 4 5 6 (appropriate, clear, readable, use of images) Positive Characteristics: Issues for Improvement:

4. Content 1 3 5 6 7 (complete, informative, interesting) Positive Characteristics:

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SGR #3 - ABS 203 Global Food Systems

Issues for Improvement:

TOTAL POINTS ______25

Individual Project “Digging Deeper” (35 points) Agriculture - Food Systems, Report III Due Date: Thursday, November 29, class time

This individual project consists of writing a 4-5 page paper (double spaced, 1” margins, 11 or 12 pt. font), that provides you with an opportunity to “dig deeper” into and “think critically” about the Millions Fed case study that you have already worked on as a team member.

Begin this project by reading the chapter (typically 6 – 8 pages) related to your team’s assigned topic found in Unit 9 of the CONTENT folder. This is the ‘Outreach” version of the case study which you are mainly using to prepare for the team presentation. Also read chapter 1: success factors from the Millions Fed outreach book, also found in Unit 9 of the CONTENT folder.

Then read the same case study chapter in the Millions Fed Complete Book found in Unit 11 of the CONTENT folder. This longer (30+ page) version of the same chapter in the Millions Fed is written as a research paper from which the outreach chapter is condensed. It provides more complete information and analysis of the case study than found in the “outreach” version.

Based on these readings, write an essay that addresses the following issues:

a. What were the main problems / issue examined in the case study and what strategies were eventually used to address the problem(s). b. Discuss 2 or 3 major impacts that the strategies had on reducing the problem scope and explain why you believe these were the most important impacts. c. Discuss at least three major lessons learned from this specific case study and how these lessons are specifically connected to the discussion in chapter 1 of Millions Fed on “how did it work” and “why it worked”. Explain why you think these three major lessons are the most important lessons learned from the case study. d. Discuss how the major lessons learned from your case study may transfer to agricultural / rural development issues in your home region / community. Please note that some lessons may be transferable, while other lessons may not be transferable.

The first page should include your name and the title of the case study that you examined, followed by the start of your essay. The last page of your essay should include the list of references examined (including the page numbers) from the documents examined.

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SGR #3 - ABS 203 Global Food Systems

ABS 203 INDIVIDUAL ESSAY for 2012 NAME ______

Millions Fed Case Study ______

Total Score: Maximum of 35 points _____ pts. Technical Writing / Guidelines: 10 points max _____ pts.

3 to 5 pages, double spaced, 1” margins, 11 or 12 pt font First page includes your name and title of case study Last page includes list of references examined (including page #) Minimum of spelling and grammatical errors: complete sentences & paragraphs were used

Content / Discussion: 25 points max _____ pts. a. What were the main problems / issue examined in the case study and what strategies were eventually used to address the problem(s). b. Discuss 2 or 3 major impacts that the strategies had on reducing the problem scope and explain why you believe these were the most important impacts. c. Discuss at least three major lessons learned from this specific case study and how these lessons are specifically connected to the discussion in chapter 1 of Millions Fed on “how did it work” and “why it worked”. Explain why you think these three major lessons are the most important lessons learned from the case study. d. Discuss how the major lessons learned from your case study may transfer to agricultural / rural development issues in your home region / community. Please note that some lessons may be transferable, while other lessons may not be transferable.

Comments:

Final Exam Essays related to Student Case Studies from Millions Fed

This 48 point essay section of the 120 point final exam was used to evaluate student understanding of key linkages between various Millions Fed case studies and major concepts covered in the course. Students had some selection of essay questions. The remainder of the final exam (multiple choice, matching, and short answer) was related to more general content covered in the course. Part A and B of this essay section is shown on pages 12 and 13 of this document.

III (48 pts) Essay Questions: Part A and B. Each section is worth a maximum of 24 pts.

A. Write your answer to ONE of the following TWO 24 point essay questions

1. Discuss and define the concept of “food security”. Discuss, compare, and contrast the major issues involved in achieving food security in South Asia vs. Sub-Saharan Africa.

Five case studies from Millions Fed were related to food security issues in these two global regions. Three case studies were from South Asia (Pearl Millet & Sorghum, Counting on Beans, and Diversifying Diets in Bangladesh) and two case studies were from Sub-Saharan Africa (Cassava, Amaizing Crop). Select any two of these case studies and discuss the major food security issues involved and lessons learned from each case. Be sure to indicate which two specific case studies are being discussed.

2. Discuss the concept and application of the Green Revolution (GR) to increasing crop production, especially in Asia and in Latin America. What were the major components of the GR “package” and what factors made it successful?

Several Millions Fed case studies this semester, including the Hybrid Rice in China case study, are specific applications of the Green Revolution concept. Discuss the Hybrid Rice case and one other case study (that you select) as applications of the Green Revolution concepts and the major lessons learned from these two case studies. (The list of case studies to select from is included in the previous section – II B.)

B. Write your answer to TWO of the following FOUR essay questions (max. of 12 pts each)

1. Two case studies were focused on livestock / fish: Smallholder Dairy and Farming Aquatic Chicken: Tilapia. Discuss, compare and contrast the major achievements and lessons learned from each of these two case studies.

2. Conquering the Cattle Plague was a case a study on global disease eradication. Discuss the major issues / obstacles involved in eradicating rinderpest. Then discuss the major lessons learned from this case study that could transfer toward possible eradication of other major diseases that impact livestock and/or humans.

3. During the past 25 years, land reform was a major change in the agricultural systems of Vietnam, a Communist nation. Discuss the major components of land reform in Vietnam and compare it to the transition of the farm sector in Eastern Europe from communism to a market- oriented economy. What are the main lessons to be learned from cross-comparisons of land reform in Vietnam compared to Eastern Europe?

4. Discuss the major reasons for adoption and the major lessons learned from the case study of no-till cropping systems in the Pampas of Argentina and make appropriate comparisons and contrasts to adoption of no-till cropping systems in the Upper Midwest of the United States.

Course Form #11 AAC Feb2007 ATTACHMENT V 112

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / History, Political Science, Philosophy, SDSU and Religion Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU April Brooks Kathleen Donovan 10/11/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Addition of a course to the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Add POLS 141 Governments of the World to the list of courses approved to satisfy SGR #3 Social Sciences/Diversity and Globalization. This is a common course for the system and currently meets SGR #3 requirements for Black Hills State University and University of South Dakota.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change The components of the POLS 141 Governments of the World course correspond with SGR #3 and Globalization objectives, and thus the department seeks approval and inclusion of POLS 141 on the designated list of SGR #3 and Globalization courses.

Course Description: POLS 141 Governments of the World: An introduction to political systems of the world emphasizing political philosophy and comparative government. The course focuses on democratic systems other than the United States, authoritarian systems and third world systems.

ATTACHMENT V 113 SGR #3 - POLS 141Governments of the World

SGR #3 goal: Students will understand the organization, potential, and diversity of the human community through study of the social sciences.

Student Learning Outcomes: As a result of taking courses meeting this goal, students will: 1. Identify and explain basic concepts, terminology and theories of the selected social science disciplines from different spatial, temporal, cultural and/or institutional contexts; As a result of taking POLS 141, students will be able to identify and explain basic concepts, terminology and theories in political science –particularly in comparative politics, which they could subsequently apply in their analysis of politics in advanced democratic countries of Europe and North America.

2. Apply selected social science concepts and theories to contemporary issues; As a result of taking POLS 141, students will be able to apply core concepts in democratization theory to the ongoing democratic transitions in the Middle East, and democratic consolidations in Latin America and East & South East Asia.

3. Identify and explain the social or aesthetic values of different cultures. As a result of taking POLS 141, students will be able to identify and explain the socio-political value systems of different regions in the world, that give rise to different forms of government, political party and interest representation systems.

In addition, as a result of taking courses meeting this goal, students will be able to demonstrate a basic understanding of at least one of the following: 4. The origin and evolution of human institutions; As a result of taking POLS 141, students will be able to identify the origins and evolution of democratic governance institutions, from the early parliamentary experiences of England, to the latest democratic movements in the MENA region (Middle East & North Africa).

5. The allocation of human or natural resources within societies;

6. The impact of diverse philosophical ethical or religious views.

Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, and #3; At least one of the following: #4, #5, or #6.

Course Form #11 AAC Feb2007 ATTACHMENT V 114 SGR #3 - POLS 141Governments of the World

lives and discipline.

2. Express knowledge of the customs and cultures of a particular country or a specific region outside of one’s own national borders. As a result of taking POLS 141, students will be able to interpret consequences of global issues through various forms of analysis. The case studies throughout the semester that focus on the UK, France, Russia, Mexico, Iran and the Arab World are particularly geared towards achieving this outcome.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Please see the following pages.

Course Syllabus  POLS 141- GOVERNMENTS of the WORLD  South Dakota State University, History & Political Science Department Fall 2013 Assist. Prof. Evren CELIK WILTSE

Class Times: M W F 09:00 -09:50 am, Northern Plains Bio Lab, Room 0184 Office: 226 West Hall Office Hours: T TH 13:00-15:00 Contact info: 688-4134 (Office); [email protected]

“Knowledge of self is acquired through the knowledge of others”

Catalog Description: This is an introduction to political systems of the world, emphasizing political philosophy and comparative government. The course focuses on democratic systems other than the United States, authoritarian systems and third world systems.

System General Requirement Statement: This course fulfills System Goal #3: Social Sciences/Diversity: Students will understand the organization, potential, and diversity of the human community through study of the social sciences.

Student Learning Outcomes: After successfully completing this course, students will be able to: 1. identify and explain basic concepts, terminology and theories in political science –particularly in comparative politics, which they could subsequently apply in their analysis of politics in advanced democratic countries of Europe and North America 2. apply core concepts in democratization theory to the ongoing democratic transitions in the Middle East, and democratic consolidations in Latin America and East & South East Asia. 3. identify and explain the socio-political value systems of different regions in the world, that give rise to different forms of government, political party and interest representation systems. 4. identify the origins and evolution of democratic governance institutions, from the early parliamentary experiences of England, to the latest democratic movements in the MENA region (Middle East & North Africa).

This course also fulfills the Globalization Requirement: Globalization is defined as a process of interaction and integration among different people, organizations, and governments that takes place outside of and above the level of national boundaries. The primary result of this process is the interdependence of capital, technology, information, and people across national borders. This interdependence of economic and cultural activities has implications for a variety of issues around the world, including, but not limited to, political systems, economic systems, the environment, agriculture, public health, health care, information technology, social networking, communications, transportation, education, governance, and prosperity. Through the process of globalization, people and organizations communicate, conduct business, and address challenges, across and irrespective of national borders.

Students will be able to identify global issues and how they impact their lives and discipline.

Course Form #11 AAC Feb2007 ATTACHMENT V 115 SGR #3 - POLS 141Governments of the World

Student Learning Outcomes: The world we are living in is progressively becoming a more interconnected and intimate space, thanks to the neck breaking pace of globalization. As the world shrinks, it becomes ever more important for the citizens to uncover the links that ties us all together in a systematic and analytical fashion. The purpose of this course is to equip you with the necessary skills to become smart and engaged citizens in a highly competitive global system. Students who successfully complete this course should be able to:

Student Learning Outcomes: Students will be able to: 1. Demonstrate a basic understanding of modern-day globalization, including outlining the benefits and cost implications of globalization, and interpret consequences of global issues through various forms of analysis, particularly with the help of analytical tools that political science and comparative politics provides us with. 2. Express knowledge of the customs and cultures of a particular country or a specific region outside of one’s own national borders. The case studies throughout the semester that focus on the UK, France, Russia, Mexico, Iran and the Arab World are particularly geared towards achieving this outcome.

Purpose and Scope of the Course: Throughout the semester, we will look at political systems around the world, highlighting similarities as well as differences among the countries. By following a comparative method, we can explore the patterns and regularities across the world.

Everyday, we are bombarded with massive quantities of information from all corners of the world. Taking this class will help you grasp the larger picture or the proverbial forest, instead of a narrow focus on each and every tree. Our comparative methodology would also complement your understanding of the American political system, for it will highlight both the similarities of the US with other advanced democracies -economic downturns, security concerns, etc.- and its unique aspects.

This course will introduce you to some of the basic concepts, theoretical approaches, and predominant issues in the subfield of comparative politics. Therefore, should you be interested in concentrating on Political Science, it would be a useful point of departure before taking advanced courses.

Instead of a country-by-country approach, this course will have a thematic focus. We tend to learn better when an issue is presented in the form of a question, or a puzzle. The puzzle that this course will try to tackle is, how do democracies emerge? After a brief discussion of comparative method, we will look at:  Old and established democracies (UK, US, Continental Europe)  Competing theoretical explanations: Institutionalism, political culture, etc.  Consolidating democracies (Latin America, East Asia)  New democracies (especially in the Middle East, since the Arab Spring)  Mechanics of democratic governance: constitutions; unitary vs. federal systems; parliamentary vs. presidential system, etc.  Can we export democracy? Universality versus particularist values  Impact of globalization, latest debates on economic, political and social aspects of global interconnectedness

Office Hours and Open Door Policy: Aside from the posted office hours, feel free to stop by if you see my office door wide open, I am happy to have walk-ins!

Grading Scale: As established by the University: 100-90 A 89-80B 79-10C 69-60D 59 and below  F

Components of Grade: Attendance and ACTIVE Class Participation: 10% Pop Quizzes: 10 % Midterm exam: 30 % Group Research Project and Presentation: 10% Writing Assignments: 10% Final exam: 30%

 Attendance and ACTIVE Class Participation: Attending the lectures is of utmost importance for this class. However, just showing up, sitting in the back and daydreaming would not guarantee you the 10%. You are expected to do the readings in advance, and actively participate in classroom discussions. While this might sound rather unpleasant initially, you will soon realize that prior familiarity with the class material will immensely improve your in-class learning. You will feel more comfortable to speak up in class, which in turn would increase your grasp of the course material. Meaningful participation will make our classroom discussions a lot more lively and productive as well. Documentaries, movies, student presentations and guest lectures are all incorporated into this course in an effort to make you learning experience more interactive and engaging. Class participation would also help you during the exams. If you do your weekly reading assignments, there won’t be any desperate attempts to cram the whole semester’s work in one night. In short, regular attendance and meaningful participation will certainly have a positive impact on your grade, whereas sporadic attendance will undermine your success.

Absence due to University approved activities: Please inform me one week prior to the event, bringing with you the official paperwork (trip absence card).

Pop Quizzes: As the name implies, these will be very short, unannounced exams in class. The purpose is to award those who chose to attend the classes. Throughout the semester we will probably have 5 or 6 quizzes. Your lowest one will be dropped when grades are calculated. No make up quiz will be offered under any circumstances.

Course Form #11 AAC Feb2007 ATTACHMENT V 116 SGR #3 - POLS 141Governments of the World

 Midterm and Final Exams: Both exams will include questions in various formats. There will be short identifications, multiple choice questions, True-False section and essays. The purpose of this diverse format is to make everyone (essay writers as well as multiple choice types) feel comfortable with the exam. NOTE: Both exams weigh equally (30% each)!

 Make Up Policy: Please make every effort to NOT miss a scheduled exam. Significant time and effort is spent on putting together the exams. Unless you have a compelling reason and the paperwork to prove that, I would strongly recommend you to not miss the exams.

Group Presentation: Throughout your professional careers, you will be put in situations where you’ll need to work as part of a team. The purpose of this assignment is to sharpen your skills as productive participants in a group setting. Details of the assignment and possible topics will be provided in class. The gist of the assignment is to choose a particular country, and analyze its current state of democracy from a particular theoretical perspective. Essentially, you will try to answer: “What is the state of democracy in ……?” You may choose countries with strong and established democratic traditions, such as United Kingdom, Switzerland and France, or recently emerging and consolidating democracies such as Mexico, Brazil or Turkey. Your presentation should also highlight which theoretical approach best applies to the facts of your case. Basic sections of your presentation should include the following:  Brief introduction/background about your case  The state of democratic progress  Application of theoretical arguments to the facts of your case  Current debates/challenges to democracy relevant to your case  Your analysis/critical evaluation of the state of democracy in …  Conclusions

Writing Assignments: You will have two options as your writing assignment for this class. Hopefully you will find one of them a better fit for your personal writing skills and academic interests.

Research paper Option: This is the more traditional track for writing: a 12-15 page research paper. Possible topics and detailed guidelines will be distributed in class. You are expected to put sufficient amount of effort to it from the beginning of semester. I will expect regular visits from the paper writers and a flow of their progress in the form of annotated bibliography, outline and drafts of papers, before turning in the final paper in last week of November.

Blog Option: Alternatively, you may choose to write blog entries (approximately 2-3 pages long) based on the readings, documentaries or movies that we covered during that week. I will expect a total of 5 blogs from you, which if you decide to evenly spread throughout the semester, would amount to writing a blog entry every other week. You need to turn in at least two blog entries by mid-semester. We will then post those on a course blog that we will create and fellow classmates can comment on the entries. If you prefer the blog option but are not comfortable with making your work public, please let me know. We can certainly accommodate your privacy concerns, by posting your work as anonymous.

Academic Honesty: Please do not resort to any dishonest means in order to pass this class or get a better grade. What I value the most is intellectual honesty. Contact me in advance if you are having difficulties with this course. Every problem has a solution, as long as you come and contact me in a timely manner. Plagiarism in writing assignments or attempts to cheat in the exams will be punished by the appropriate authorities of the University. Trying to cut corners or pass other’s work as your own would guarantee that you would fail this course. There is no need to resort to such unpleasant tactics.

Americans with Disabilities Act (ADA) Statement: Any student who feels s/he may need an accommodation based on the impact of disability should contact Nancy Hartenhoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union.

Freedom of Learning Statement: Students are responsible for learning the content of any course in which they are enrolled. Under BOR (1:11) and SDSU policy, student academic performance shall be evaluated solely on academic basis and students will be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to the academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of college which offers the class to initiate a review of the evaluation.

Course Material: Following 3 books will constitute the bulk of readings for this class. Aside from the books, we will have some journal articles and book chapters that complement the textbooks. I will try to send you either the link, or PDF copies of these articles in advance. Copies will also be made available at the library reserve.

* Comparative Politics: Principles of Democracy and Democratization, John T. Ishiyama, Wiley-Blackwell, 2012 * Power and Choice: An Introduction to Political Science, Phil Shively, McGraw-Hill, any edition will do. * Persepolis: The Story of a Childhood, Marjane Satrapi, Pantheon, 2004 (This is the first book of the Persepolis set. It is a black-and-white comic book that would make an easy read on a weekend)

Web sources: www.freedomhouse.org for reliable information on democratic progress in the world, individual country reports on political rights and civil liberties. CIA World Factbook, for basic political information of individual countries.

Course Form #11 AAC Feb2007 ATTACHMENT V 117 SGR #3 - POLS 141Governments of the World

Human Development Index to gauge the state of socio-economic development in each country.

Flow of the Semester: (Please keep in mind that there could be minor changes to this flow, based on the academic needs and preferences of the class.)

Week I: Introduction to Comparative Method Ishiyama, Chapter I, Dogan and Pelassy, How to Compare Nations, pp.5-23

Week II: The Modern State Shively, Chapter 3, Charles Tilly, Chapter 3, “How War Made States and Vice Versa”, Chapter 4, “States and their Citizens”, in Coercion, Capital and European States: AD 990-1992, Blackwell Publishers, (2000) JN94.A2T54 1990 Recommended Movie: Queen Margot (La Reine Margot), Director Patrice Chereau, 1994 .Recommended Novel: Birds Without Wings, Louis de Bernieres, Knopf, 2004

Week III: Democracy, Historical Perspective Ishiyama: Chapter 2 Philip Schmitter & Terry Karl, What Democracy Is… And Is Not, Journal of Democracy, Summer 1991

Week IV: Democratic Transitions/Economic Development and Democracy Ishiyama: Chapter 3 Shively: Chapter 7 Berrington Moore. 1968. Chapter 7, “Democratic Route to Modern Society” Social Origins of Dictatorship and Democracy, pp. 413-432

Week V: Political Culture and Democracy Ishiyama: Chapter 4 Ronald Inglehart and Christian Welzel. 2010. "Changing Mass Priorities: The Link between Modernization and Democracy." Perspectives on Politics, 8(2): 551-567 Mark Howard Ross, “Culture in Comparative Analysis”, in Comparative Politics: Rationality, Culture & Structure, eds M. Lichbach & A. Zuckerman Attention, Research paper writers! Annotated bibliographies are due this week.

Week VI: Democracy and International Dynamics/Waves of Democracy Ishiyama, Chapter 6 Huntington: Selections from The Third Wave Discussion: Persepolis: The Story of a Childhood, Marjane Satrapi

Week VII: Mechanisms of Democratic Governance: A) Constitutions & Territorial Arrangement of Government Ishiyama, Chapter 9 Shively, Chapter 9 Week VIII: Review  Midterm Exam  Attention Blog Writers! This is mid-semester. You should’ve turned in at least two blog entries by now.

Week IX: Mechanisms of Democratic Governance: B) Parliamentary and Presidential regimes Shively Chapters 14, 15  Recommended TV Shows: Yes Minister, if you like dry British humor; Borgen, if you like Scandinavian political suspense

Week X: Mechanisms of Democratic Governance: C) Interest Groups, Pluralism, Corporatism, Social movements Shively Chapters 12 & 13 Recommended Movie: Citizen Ruth, Director Alexander Payne, 1996  Attention, Research paper writers! draft papers are due

Week XI: Democracy Promotion: Globalization & Role of International Actors Eric Hobsbawm “Spreading Democracy” Foreign Policy, Sept-Oct.2004 Julia Preston & Samuel Dillon, Opening Mexico: The Making of a Democracy,

Week XII: Globalization: Universalism versus Cultural Particularity Fares Braizat, “The Meaning of Democracy: What Arabs Think”, Journal of Democracy, 21 (4), October 2010 Foreign Affairs, Special Issue on Arab Spring; Zoltan Barany, “Comparing the Arab Revolts, The Role of Military”, Journal of Democracy, 22 (4), 2011

Week XIII: Student presentations   Thanksgiving!

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Week XIV: Student presentations

 Research papers are due! (for those who picked the paper option) Blog writers: you should’ve turned in at least 5 blogs by now. Final Discussions, Review Final Exam, as scheduled by SDSU

Guidelines & Rubric for Class Presentations: Throughout your professional careers, you will be in situations where you’ll need to work as part of a team. This assignment is an exercise to sharpen your skills as productive participants in a group setting. Your team will prepare a 25-30 minute presentation, and subsequently we will open the floor for discussion.

This presentation will measure your grasp of the State of Democracy in the particular country of your choice. Specifically, you’ll need to demonstrate how democratic process is impacted by the social, economic and political dimensions of Globalization. Please use the Freedom in the World Map below as a reference, while choosing your country. Remember, you CANNOT choose the US for this assignment. The purpose of this assignment is to:  measure your grasp of the intertwined relationship between globalization and democracy  evaluate your comprehension of global & regional trends in economic development and political democracy (i.e. in Latin America, MENA, Sub-Saharan Africa, South & South East Asia)  assess your comprehension of a specific country, and how it converges with or diverges from the regional and global trends.

If your choice is one of the established democratic countries, such as Canada or Norway, you need to look at the current challenges and debates in that country regarding democracy. For example: Is everyone content with the democratic politics in Canada? Are there any groups that feel disenfranchised, such as the indigenous groups, immigrants, etc. How is the democratic system accommodating such challenges?

If you choose a country from the “Partly-Free” group (marked Yellow on the map), such as Mexico, Guatemala, Colombia, Turkey, Pakistan, Morocco, etc, you need to look in what ways this country is failing to reach the minimal definition of electoral democracy. Is it political freedoms, civil-military relations, compromised elections, authoritarian leaders, lack of socio-economic development, etc…

Finally, if your country is from the “Not Free” group (marked Purple on the map), such as Russia, Iran, Saudi Arabia, Egypt, etc, you’ll need to explain us the main factors that hinder democratic progress in this country.

Your presentations should reflect a strong comprehension of the country, current debates over democracy in that country, and how they are impacted by social, economic and political aspects of globalization. What are the main democratic challenges? If the country has not yet established a minimally democratic regime, what are its prospects to achieve a democratic form of government? Finally, where do they fit in the global trend towards development and democratization?

While tackling these questions, make sure you have sufficient references to the core concepts and theoretical approaches that we cover in class regarding democracy and globalization. For a thorough analysis, a significant portion of your presentation should be allocated to the political implications of social, economic, and cultural globalization.

The keys to success in group presentations are:  form your team & chose your presentation topic early on  meet regularly with your team mates  inform the professor about your progress, ask help whenever you need  use quality resources  practice your slide show prior to your big day!

Feel free to contact me any time. Good luck everyone!

Grading Rubric: Criteria Excellent (A) Very Good (B) Average (C) Insufficient work for a passing grade Content: *Addresses current debates on the *Addresses most of the current *Content of the presentation is *Presentation is not prepared or state of democracy in Country X. debates on democracy, but very mediocre is very poorly done 70% *Includes comprehensive analysis of misses some. *It offers scant mentioning of *Hardly addresses the main the various impacts of Globalization. *Impact of Globalization is Globalization. democratic debates in Country X *Places the country in the larger included, but in a limited *Weak comprehension *Little or no mentioning of regional context. manner domestic political dynamics Global dynamics & impact of *Illustrates solid comprehension of *Good comprehension of *Most resources are non- Globalization domestic politics in Country X. domestic politics in Country X academic *Poor comprehension of subject *Uses high quality, up-to-date *Not all resources are of the *Not enough examples included *Random internet resources, no resources same quality concrete examples *Valid & timely examples are used *Some examples are included Form: *Slides are prepared in a *Slides are good but as *Slides have poor quality (i.e. *No presentation, or a last professional manner compelling long paragraphs with no visual minute work 30% *Nice flow of presentation *Nice flow and coordination aids) *Lack of coordination among

Course Form #11 AAC Feb2007 ATTACHMENT V 119 SGR #3 - POLS 141Governments of the World

*Excellent communication & among team members *Poor communication & team members (no shows) coordination among team members *Some engagement with coordination among team *No engagement with *Interactive & engages with class (Q classmates members classmates & As) * No Q & A with classmates

Due: January 14, 2013 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required ([email protected] ).

SGR Goal ___ #1: Written Communication ___ #2: Oral Communication __x_ #3: Social Sciences/Diversity ___ #4: Humanities and Arts/Diversity ___ #5: Mathematics ___ #6: Natural Sciences _x_ Globalization

1. SGR/global Course prefix, number, and title: POLS 141 Governments of the World 2. Number of Credits: 3 3. Faculty member’s name, department, college: Evren Wiltse, History & Political Science Dept., School of Arts & Sciences 4. Department Head April A. Brooks (Electronic signature indicates approval)

Course Form #11 AAC Feb2007 ATTACHMENT V 120 SGR #3 - POLS 141Governments of the World

OUTCOMES MET BY THE COURSE)* AND ASSESSMENT RELATED TO EACH STUDENT LEARNING STUDENT METHODS OUTCOME+ LEARNING INCLUDED OUTCOMES MEASURE THE INCLUDED SLOS LISTED? ON THE (YES/NO) SYLLABUS? (YES/NO) Goal as listed in the latest College Catalog YES SGR #3 List all SLOs for the Goal met by this course YES As a result of taking this course, students will: Students will understand the organization, potential, and YES T Examinations diversity of the human community through study of the social W Written work sciences D Discussion S Student Presentations Identify and explain basic concepts, terminology and theories YES T Examinations of the selected social science disciplines from different spatial, W Written work temporal, cultural and/or institutional contexts Discussion Student Presentations Apply selected social science concepts and theories to YES T Examinations contemporary issues W Written work D Discussion S Student Presentations Identify and explain the social or aesthetic values of different cultures In addition, as a result of taking courses meeting this goal, YES students will be able to demonstrate a basic understanding of at least one of the following: The origin and evolution lf human institutions; YES T Examinations The allocation of human or natural resources within societies; W Written work The impact of diverse philosophical, ethical or religious D Discussion views. S Student Presentations Globalization Students will understand globalization and how it affects the YES T Examinations human community. W Written work D Discussion S Student Presentations Students will: T Examinations W Written work D Discussion S Student Presentations Students will: 1) Demonstrate a basic understanding of YES T Examinations globalization, including outlining the benefits and W Written work cost implications of globalization. D Discussion

2) Interpret consequences of global issues through YES T Examinations various forms of analysis W Written work D Discussion S Student Presentations * For courses meeting SGR / IGR/globalization requirements include goals and SLOs for all.

+ P = portfolio T = tests/exams C = clinical field demonstration D = group discussion S = speech or presentation L = lab skill demonstration W = written assignment (research O = Other, please specify paper, reaction paper, creative writing, etc.) E = performance (music, theatre, V = visual arts/design studio work forensics)

POLS 141 Governments of the World (Dr. Wiltse)

Course Form #11 AAC Feb2007 ATTACHMENT V 121 SGR #3 - POLS 141Governments of the World

Midterm Exam, Fall 2013, SDSU

PART 1: Multiple Choice: Please CIRCLE the correct answer: (30 pts) 1. Historically, which social class below had been the strongest supporter of democratic rights in Europe? A) Bourgeoisie B) Clergy C) Aristocrats D) Royal families

2. According to the World Values Surveys, which advanced industrial democracy below has the highest percentage of people who state that they believe in God? A) Sweden B) Norway C) Italy D) US

3.Despite its fascist ideology and horribly discriminatory policies, why did the Hitler regime gain legitimacy and support in the eyes of most Germans? A) Because Germans didn’t know what Hitler was doing, they weren’t aware of the death camps. B) Because the Hitler regime could deliver results (better economy, jobs, increasing living standards, etc.) C) The society was not disturbed by the racism of the Hitler regime. D) They were coerced to follow the fascist party and its policies.

4.Among the royal families below, which one has real political power to rule? A) Norwegian royal family B) The British royal family C) The Saudi royal family D) The Danish royal family

5.Which country below does not have an authoritarian form of government? A) Brazil B) Islamic Republic of Iran C) Cuba D) Russian Federation

6.Which statement below is INCORRECT about Samuel Huntington and his democratic waves theory? A) Democracy tends to spread from one country to the next, expanding across regions. B) Democracy is irreversible. Once a country becomes democracy, it stays that way. C) Democratic waves are usually followed by reverse waves, which bring authoritarianism. D) The third democratic wave included Spain, Portugal, Southern Europe, as well as Latin America.

7. Which country below has the earliest and most gradual transition to democracy? A) US B) UK C) Canada D) France

8. According to Barrington Moore, why is feudalism NOT conducive to a democratic political system? A) It is static, unproductive, and does not generate enough surplus for vast amounts of capital accumulation B) Its ascriptive class divisions does not allow social mobility or egalitarian class dynamics C) It is a rural system, does not have the progressive class forces of urban sector (bourgeoisie + working classes) D) All of the above are correct

9. Which nations score the highest on both secular values and self-expression values, according to the World Values Survey? A) Latin American Countries B) Protestant European countries C) US, UK and the English speaking countries D) Confucian Asian countries

10. Which groups/nations listed below does NOT have an independent state? A. Armenians B. Persians C. Kurds D. Arabs

PART 2: Please place each country to the appropriate box according to the Freedom in the World Map of 2012. (30 pts)

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Brazil Turkey Japan China Saudi Arabia South Korea Russia South Africa Cuba Canada Greece India Mexico France Chile

Free Partly Free Not Free

PART 3: ESSAY QUESTION: (40 pts) Select only ONE of the questions below. Make sure you address ALL PARTS of the Question.

1.When we discussed the waves of democracy, international factors were mentioned among the causes of democratic transition in certain countries. Please apply this principle to the US involvement in Afghanistan. In your opinion, can the US intervention in Afghanistan bring democracy to this country? Please use historical cases to compare and contrast with the Afghan case.

2. In light of our lectures on democratization, democratic waves and transitions, analyze the Iranian Revolution (it’s causes + consequences). What are the prospects of democracy in Iran? Can Iran establish a democracy? Please make sure to use Satrapi’s book, Persepolis, for your arguments and examples.

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SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Agriculture and Biological Sciences / SDSU Economics Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Eluned Jones Don Marshall 10/8/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete ECON 101 Global Economy from the list of courses approved to meet SGR Goal #3 Social Sciences/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Department request to remove course listing.

ATTACHMENT V 124

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts & Sciences/ SDSU Visual Arts Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Tim Steele Kathleen Donovan 10/11/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Addition of a course to the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Add ARTH 120 Film as Art to the list of courses approved to meet SGR #4 Humanities and Arts/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change The components of the ARTH 120 Film as Art course correspond with the SGR #4 objectives, and thus the department seeks approval and inclusion of ARTH 120 on the designated list of SGR #4 courses. ARTH 120 was previously approved for IGR #2. Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes SGR #4 goals and SLO’s are detailed below, along with specific means by which this course will address each goal and achieve each objective. This course description is provided here for reference.

Course Description: ARTH 120 Film as Art: This course introduces and explores concepts of the moving image as an art form. Aspects explored include film history, narrative elements, alternatives to mainstream media and visual compositional elements.

SGR#4 goal: Students will understand the diversity and complexity of the human experience through study of the arts and humanities. SGR #4 Student Learning Outcomes: As a result of taking ARTH 120, through tests and discussions, students will be able to: 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience; As a result of taking ARTH 120, students will demonstrate their knowledge of basic film ATTACHMENT V 125 SGR #4 – ARTH 120 Film as Art

history and categorical classifications (genres) of films from specific examples presented in class.

2. Identify and explain basic concepts of the selected disciplines within the arts and humanities. As a result of taking ARTH 120, students will demonstrate their knowledge of conventional and alternative cinematic language and grammar.

4. Demonstrate creative and aesthetic understanding; As a result of taking ARTH 120, students will demonstrate their knowledge of analysis of the film frame in terms of visual composition and design.

5. Explain and interpret formal and stylistic elements of the literacy or fine arts; As a result of taking ARTH 120, students will demonstrate their knowledge of varied methods of critical analysis and formal analysis of specific films presented in class through aesthetic, narrative, social, and historical perspectives.

6. Demonstrate foundational competency in reading, writing, and speaking a non-English language.

Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, at least one of the following: #3, #4, #5 or #6.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Please see attached.

ARTH 120 Film as Art Spring Semester 2012, Wagner Hall 125 M 4-4:50, W 4-5:50 South Dakota State University, Brookings Main Campus

Credit Hours: Three Academic Term: Spring 2013 Course Meeting Times and Location: s01 M 4-4:50, W 4-5:50 Wagner Hall 125 Instructor Contact Information: Cable Hardin, Grove Hall 103 Office Hours: TBA and by appointment Email (the BEST way to contact me): [email protected] Office Phone: 688-4657/ leave message at 688-4103

Course Description This course introduces and explores concepts of the moving image as an art form. Aspects explored include compositional visual and design elements, film history, and narrative elements and alternatives to mainstream media.

Course Prerequisites None

Required Textbooks Looking at Movies: An Introduction to Film, Barsam, Richard and Dave Monahan, W.W. Norton, 4th Edition, 2012

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Required Materials and Supplies Note-taking materials

Listing of Instructional Methods  Group discussions  Screenings of films and film clips  3 reading/lecture tests

Course Goals By the completion of the course, students should possess: 1. Basic Knowledge of film history. 2. Awareness of active film viewing and criticism. 3. Knowledge of film grammar, cinematic language and classifications in film.

Student Learning Outcomes: In accordance to the System Graduation Requirement SGR Goal #4 for the Baccalaureate Degree at South Dakota State University, at the end of this course students should be able to: 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience by assigned readings and film screenings. This will be assessed by written tests and discussion. 2. Identify and explain basic concepts of the selected disciplines within the arts and humanities by assigned readings and film screenings. This will be assessed by written tests and discussion. 3. Demonstrate creative and aesthetic understanding through assigned readings and film screenings. This will be assessed by written tests and discussion. 4. Explain and interpret formal and stylistic elements of the literary or fine arts through assigned readings and film screenings. This will be assessed by written tests and discussion.

Assessment of students’ Learning Outcomes: 1. Student learning outcome #1 will be met through tests and discussion, which will assess: -Knowledge of basic film history and categorical classifications (genres) of films from specific examples presented in class.

2. Student learning outcome #2 will be met through tests and discussion, which will assess: -Knowledge of conventional and alternative cinematic language and grammar.

3. Student learning outcome #3 will be met through tests and group discussion, where students will engage in: -Knowledge of analysis of the film frame in terms of visual composition and design.

4. Student learning outcome #4 will be met through tests and discussion, where students will engage in and assess: -Knowledge of varied methods of critical analysis and formal analysis of specific films presented in class through aesthetic, narrative, social, and historical perspectives.

Evaluation/Final Grade Breakdown 3 Tests, each worth 33.3% of final grade Accuracy of responses on written tests will quantify results. A=90-100, B=80-89, C=70-79, D=60-69, F=0-59

Assessment Tool Learning Outcome Addressed Test #1 and review discussion 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in 25-30 Multiple choice questions, in-class the human experience; Course topic-Genres Covering the following: 2. Identify and explain basic concepts of the selected disciplines within the arts and Film genres humanities; Course topic- cinematic language Basic cinematic language (mise-en-scene) 3. Demonstrate creative and aesthetic understanding; Course topic- composition Composition and design in the frame and design General formal analysis 4. Explain and interpret formal and stylistic elements of the literary or fine arts; Course topic-formal analysis Test #2 and review discussion: 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in 25-30 Multiple choice questions, in-class the human experience; Course topic-film history Covering the following: 2. Identify and explain basic concepts of the selected disciplines within the arts and Film history humanities; Course topic- cinematic language Cinematic language (editing) 3. Demonstrate creative and aesthetic understanding; composition and design Composition and Design (cinematography) 4. Explain and interpret formal and stylistic elements of the literary or fine arts; Formal analysis Course topic-formal analysis Test #3 and review discussion 1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in 25-30 Multiple choice questions, in-class the human experience; Course topic-Genres Covering the following: 2. Identify and explain basic concepts of the selected disciplines within the arts and Genres (alternatives to Hollywood, animation) humanities; Course topic- cinematic language Cinematic language (avant-garde, animation techniques) 3. Demonstrate creative and aesthetic understanding; Course topic- composition Composition and Design and design Formal Analysis (independent production) 4. Explain and interpret formal and stylistic elements of the literary or fine arts;

Course Form #11 AAC Feb2007 ATTACHMENT V 127 SGR #4 – ARTH 120 Film as Art

Course topic-formal analysis

Unprofessional Conduct Any student who is deemed unprofessional or disrespectful to others or the class will receive one (1) warning. Each additional warning will result in the final grade being lowered by one letter grade. The below conditions also apply:  Restrain use of laptop computers (note taking excepted) – NO email or web use during class times.  No mobile phones, mp3 players or PDA’s. Cell Phones are not to ring or be answered in class. This is very distracting to the instructor and students. Set rings to silent and do not use them in the classroom, this includes text messaging. After one warning, failure to comply will result in the student’s final grade begin lowered one (1) letter grade.  No sleeping in class. A hotel is cheaper anyway. If you’re too tired to stay awake then stay home and take an absence.

Class Attendance  Class attendance is required. It is the policy of the Visual Arts Department that there be no absences above the one per credit hour tolerated per semester course.  Excused absences above this may include field trips, administrative excuses, extreme illness or death in the family.  More than three (3) absences will result in a final letter grade lowering. Each unexcused absence thereafter will result in an additional letter grade lowering.  Tardiness and early leave of the class must be explained and may result in an absence. Students are expected to attend all classes, to arrive on time and stay in attendance until dismissed at the end of each class period. Three (3) tardy notations equal one (1) unexcused absence.

Excused absence and Make-up Policy  It is the students’ responsibility to keep up with screenings, information, notes, assignments and work missed. For best results, ask a classmate first, and then seek the instructor if further explanation is needed (as the instructor will not repeat the lecture or technical demonstration for one or a few students not in class). It is NOT the instructor’s responsibility to inform students of work missed.  Students who have missed class for genuinely legitimate reasons (such as death in the family, etc.) may be given an opportunity to make-up their work. Health reasons generally necessitate a doctor or nurse’s note. Students should make the instructor aware of their excused absence as soon as possible.

Late Assignments Anything is better than a zero (0). LATE WORK IS NOT ACCEPTED (except for extreme conditions with documentation)! The official class time is indicated by www.time.gov and will be verified by the instructor computer. DO NOT wait until the last minute to finalize, export or burn files to disc or print. If there is bad weather or if you anticipate problems – leave for class early or submit your assignment the day before. ALWAYS notify the instructor in advance if you anticipate conflicts on project due dates.

Cheating and Plagiarism Cheating and plagiarism are grave offenses; they are academic crimes. They will not be tolerated by the instructor or the department under any circumstances. For studio assignments or written papers it is vitally important that you do not copy directly from a source. It is also essential that you cite your sources appropriately when they influence work heavily.

Accommodation/Disability Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union.

Board of Regents’ Policy on Academic Freedom and Responsibility Freedom in Learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any courses of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation.

MONDAY WEDNESDAY SLO Assessment Week 1 No CLASS Introductions, Syllabus read: Jan 9 Looking at Movies Ch.1 What is a Movie? MEETS SLO 1,2,3,4 Week 2 Martin Luther King Day Screening: Juno, 2007 read: Jan 16 NO CLASS Dir. Jason Reitman Ch. 2 Film Form MEETS SLO #1-4 MEETS SLO 4 Week 3 Film Form-clips from: Juno, Jason Genre and Narrative Elements read: Jan 23 Reitman, 2007 Screening: Stagecoach, John Ford 1939, 96 min. Ch. 5 Mise-En-Scene read: MEETS SLO 3,4 Ch. 3 Types of Movies Ch. 4 Narrative Elements Week 4 Mise-En-Scene and Composition Screening: Night of the Hunter, Charles Laughton, Review for test Jan 30 Review 1955, 93 min. Read: Ch. 6 Cinematography MEETS SLO 2,3,4 Week 5 TEST #1 Screening: MEETS SLO 2,3

Course Form #11 AAC Feb2007 ATTACHMENT V 128 SGR #4 – ARTH 120 Film as Art

Feb 4 Meets SLO 1,2,3,4 Visions of Light, Samuels/Glassman, 1992, 92 min. Week 6 Cinematography, cont’d Acting MEETS SLO 1,2,3,4 Feb 11 read: Ch. 7 Acting Week 7 Presidents’ Day Holiday Screening: read: Feb 18 NO CLASS Amadeus, Milos Foreman, 1984, 180 min Ch. 8 Editing MEETS SLO 2,3 Week 8 Editing: Screening: read: Feb 25 Battleship Potempkin, Psycho and Citizen Kane, Orson Welles, 1941, 119 min. Ch. 9 Sound others MEETS SLO 2,3,4 Week 9 Spring Break Spring Break Spring Break March 4 Week 10 Sound Design and Sound Editing. ADVISING DAY read: March 11 Clips: Art Majors MUST attend a session! Ch. 10 Film History Jaws, Wall-E, Seven Samurai NO CLASS MEETS SLO 1,2,3,4 Week 11 Film History Overview TEST #2 MEETS SLO 1 March 18 Review for test Meets SLO 1,2,3,4 Week 12 Film as Process: Filmmaking Alternatives to Mainstream Cinema Screening: MEETS SLO 2,3,4 March 25 Production Clips TBA Week 13 EASTER RECESS- Screening: Experimental and Avant-Garde Film MEETS SLO 2,3,4 April 1 NO CLASS Classics Week 14 Alternatives to mainstream cinema, Animation Overview MEETS SLO 1,2,3,4 April 8 cont’d Screenings: Animation TBA Week 15 Independent production Guatemalan Handshake, Todd Rohal, 2006, 89 MEETS SLO 1,2,3,4 April 15 min. Week 16 Short Films, cont’d. Screening: Young Frankenstein, Mel Brooks, MEETS SLO 1,2,3,4 April 22 Satire & Parody Review 1974 Week 17 Test #3 SATURDAY, May 7, Commencement April 29 MEETS SLO 1,2,3,4 10:00 AM EXAM: TUESDAY MAY 3rd, 2-3:40

All information is subject to change without notice based on class progress and instructor discretion per success of the class meeting course goals.

System/Institutional (SDSU) Graduation Requirements (SGR) Course Review Faculty Self-Report Form Directions: 1. Complete this form for each course you are submitting for consideration as an SGR course. 2. Attach one copy of the proposed syllabus for the course. Please follow the SDSU/SDBOR guidelines for syllabi found on Inside State. NOTE: For multiple section courses, please submit one syllabus that is representative of all course sections, unless the sections are taught substantially differently (then a syllabus for each section is needed). For courses that are listed as meeting both SGR and IGR include all information for both SGR and IGR requirements.

Due: November 2, 2012 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required ([email protected] ).

SGR Goal ___ #1: Written Communication ___ #2: Oral Communication ____#3: Social Sciences/Diversity X #4: Humanities and Arts/Diversity ___ #5: Mathematics ___#6: Natural Sciences

1. SGR Course prefix, number, and title: ARTH 120 Film as Art 2. Number of Credits: 3 3. Faculty member’s name, department, college: Cable Hardin, Visual Arts, Arts & Sciences 4. Department Head Tim Steele (Electronic signature indicates approval)

DOES THIS SYLLABUS CONTAIN: Y N COMMENTS Course Prefix, Number Title, Credit Hours Y University Name Y Academic Term, Year Y Course Meeting Time and Location Y Instructor’s Contact Info (Name, Office Location, Office Y hours, Office Phone Number, Email Address) Course Description: Y Catalog description Addition course description (optional) Course Prerequisites: Y Catalog description Technology skills (optional)

Course Form #11 AAC Feb2007 ATTACHMENT V 129 SGR #4 – ARTH 120 Film as Art

Description of Instructional Methods Y Course Requirements Y Required textbook(s) and other supplementary materials Class attendance policy Cheating and plagiarism policy Key deadlines Course Goals (includes specific reference to SGR goal) Y Student Learning Outcomes (SLOs) Y Grading Procedures Y ADA Statement and Freedom in Learning Statement Y Tentative Course Outline/Schedule Y How SLOs Are Assessed/Covered in Course Schedule Y ARE THE GOAL(S) DO THE AND STUDENT MEASUREABLE GOAL(S) AND STUDENT LEARNING LEARNING ASSESSMENT OUTCOMES (SLOS) MET (LIST ONLY OUTCOMES METHODS INCLUDED THOSE GOALS AND STUDENT INCLUDED ON THE MEASURE THE SLOS LIST ASSESSMENT TOOLS AND HOW THEY DEMONSTRATE LEARNING OUTCOMES MET BY THE SYLLABUS? LISTED? (YES/NO) STUDENT PERFORMANCE RELATED TO EACH STUDENT COURSE)* (YES/NO) LEARNING OUTCOME+ Goal as listed in the latest College Yes Yes T,D Catalog Tests and discussions will assess as explained below. System Graduation Requirement Goal #4: Humanities and Arts/Diversity - Three (3) 25-30 question in-class tests to which students will Students will understand the diversity and respond with correct information as presented in class complexity of the human experience lectures and discussions, film screenings, and readings. through study of the arts and humanities. SLOs include 1, 2, and at least one of 3, 4, 5, or 6. List all SLOs for the Goal met by this course 1. Demonstrate knowledge of the Yes Yes T,D diversity of values, beliefs, and ideas  Through tests 1-3 and discussions, students will embodied in the human experience; demonstrate their knowledge of basic film history and categorical classifications (genres) of films from specific examples presented in class 2. Identify and explain basic concepts of Yes Yes T,D the selected disciplines within the arts  Through tests 1-3 and discussions, students will and humanities; demonstrate their knowledge of conventional and alternative cinematic language and grammar. 4. Demonstrate creative and aesthetic Yes Yes T,D understanding;  Through tests 1-3 and discussions, students will demonstrate their knowledge of analysis of the film frame in terms of visual composition and design. 5. Explain and interpret formal and Yes Yes T,D stylistic elements of the literary or fine  Through tests 1-3 and discussions, students will arts; demonstrate their knowledge of varied methods of critical analysis and formal analysis of specific films presented in class through aesthetic, narrative, social, and historical perspectives. * For courses meeting both SGR and IGR requirements include SGR and IGR goals and SLOs for each SGR and IGR Goal. + P = portfolio T = tests/exams C = clinical field demonstration D = group discussion S = speech or presentation L = lab skill demonstration W = written assignment (research O = Other, please specify paper, reaction paper, creative writing, etc.) E = performance (music, theatre, forensics) V = visual arts/design studio work

Course Form #11 AAC Feb2007 ATTACHMENT V 130 SGR #4 – ARTH 120 Film as Art

Course Form #11 AAC Feb2007 ATTACHMENT V 131

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts & Sciences/ SDSU Architecture Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Brian T Rex Kathleen Donovan 10/11/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X Sytem General Education Requirements X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Addition of a course to the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Add ARCH 241 Building History I to the list of courses approved to meet SGR # 4 Humanities and Arts/Diversity and Globalization.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change ARCH 241: Building History I employs the study of architecture through the frame of history by emphasizing buildings as artifacts of the technological processes of construction. Buildings from across diverse societies and geographies are put into historical context in categories of carving, stacking, casting, framing, and skinning space.

This is the first Architectural History course in a series of three DoArch History courses. Throughout the semester, students will look at a survey of architecture in Egypt, Italy, Greece, China, India, France, England, etc. from ancient to contemporary times.

Lectures, readings, discussions, assigned exercises, and exams will allow students to explore and demonstrate knowledge of cultural diversity and explain the creative and aesthetic contributions of global cultures across time. Additionally, students will investigate and analyze the impact of global issues as they relate to architecture. This is evidenced in the formal elements each culture constructs or has constructed.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes SGR #4 goals, Globalization goals and SLO’s are detailed below, along with specific means by which this course will address each goal and achieve each objective. This course description is provided here for reference.

Course Description: ARCH 241 Building History I: Studying architecture through the frame of history emphasizing buildings as artifacts of the technological processes of construction. Buildings from across diverse societies and geographies are put into historical context in categories of carving, stacking, framing, ATTACHMENT V 132 SGR #4‐ ARCH 241 Building History I

skinning, and casting space.

SGR#4 goal: Students will understand the diversity and complexity of the human experience through study of the arts and humanities.

Student Learning Outcomes: ARCH 241: Building History I fulfills the university’s General Education System Goal #4 Humanities and Arts/Diversity. Furthermore, ARCH 241 satisfies requirements outlined by the National Architectural Accreditation Board (NAAB) as part of a professional degree program in architecture (see NAAB Criteria and NAAB Student Performance Criteria below). As a result of taking ARCH 241,students will be able to:

1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience; As a result of taking ARCH 241, Students will develop an understanding of architectural history as a cultural construct and will identify cultural artifacts in the built environment that exemplify the diversity and complexity of the human experience across time.

2. Identify and explain basic concepts of the selected disciplines within the arts and humanities. As a result of taking ARCH 241, students will assess the changing role of construction and technological processes through history and will evaluate these as catalysts that exemplify interaction and integration among people and cultures.

In addition, as a result of taking courses meeting this goal, students will be able to do at least one of the following: 3. Identify and explain the contributions of other cultures from the perspective of the selected disciplines within the arts and humanities; As a result of taking ARCH 241, students will demonstrate knowledge of changing construction and technological processes across global cultures and time through readings, in-class discussions, graphic & writing exercises, as well as exams.

4. Demonstrate creative and aesthetic understanding;

5. Explain and interpret formal and stylistic elements of the literacy or fine arts; As a result of taking ARCH 241, students will interpret how architectural history provides an evolutionary framework for how architecture is designed today.

6. Demonstrate foundational competency in reading, writing, and speaking a non-English language.

Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, at least one of the following: #3, #4, #5 or #6.

across national borders. This interdependence of economic and cultural activities has implications for a variety of issues around the world, including, but not limited to, political systems, economic systems, the environment, agriculture, public health, health care, information technology, social networking, communications, transportation, education, governance, and prosperity. Through the process of globalization, people and organizations communicate, conduct business, and address challenges, across and irrespective of national borders. Students will be able to identify global issues and how they impact their lives and discipline.

Student Learning Outcomes: As a result of taking courses meeting this goal, students will: 1. Demonstrate a basic understanding of modern-day globalization, including outlining the benefits and cost implications of globalization, and interpret consequences of global issues through various forms of analysis. As a result of taking ARCH 241, students will develop an understanind of architectural history as a cultural construct and will identify cultural artifcacts in the built environment that exemplify the diversity and complexity of the human experience across time. Students will assess the changing role of construction and technological processes across global cultures and time through readings, in-class discussions,graphic and writing exercises, as well as exams. Students will interpret how architectural history provides an evolutionary framework for how architecture is designed today.

Or 2. Express knowledge of the customs and cultures of a particular country or a specific region outside of one’s own national borders.

NAAB Student Performance Criteria For ARCH 241: Building History I, the following NAAB criteria will be introduced in this course and satisfied fully in a future course within the major. Each of these will be explained in class and student work will be evaluated in part by demonstrating an increased understanding of these criteria.

A.1 Communication Skills: Ability to read, write, speak and listen effectively. A.7 Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design.projects. A.9 Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular, local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors. A.10 Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects. C.2 Human Behavior: Understanding of the relationship between human behavior, the natural environment and the design of the built environment.

A grading Rubric is included in the attached syllabus.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

Please see attached.

ATTACHMENT V 134 SGR #4‐ ARCH 241 Building History I

ARCH 241: Building History I Constructing a Global Architectural History

By weaving form, space, and light, architecture can elevate the experience of daily life through the various phenomena that emerge from specific site, programs, and architectures. On one level, an idea-force drives architecture; on another, structure, material, space, color, light, and shadow intertwine in the fabrication of architecture. When we move through space with a twist and turn of the head, mysteries of gradually unfolding fields of overlapping perspectives are charged with a range of light-from the steep shadows of bright sun to the translucence of dusk. A range of smell, sound, and material- from hard stone and steel to the free billowing of silk- returns us to primordial experiences framing and penetrating our everyday lives. -Steven Hall, Intertwining

Course Information: ARCH 241/ Building History I: Constructing A Global Architectural History / Department of Architecture/ South Dakota State University/ Credits: 2 Friday 10:00AM – 11:50AM in Alvida Myre Sorenson Center, Room 0001

Contact Information: Jessica Garcia Fritz, Full-Time Instructor Email : [email protected] Phone: 605.688.4841 Office Location: Intramural 108 i.e. “The Barn” Office Hours: Tuesday 2:00PM-5:00PM Thursday 2:00PM-5:00PM

Course Prerequisites: None

Course Website: https://d2l.sdbor.edu

Course Description: ARCH 241: Building History I employs the study of architecture through the frame of history by emphasizing buildings as artifacts of the technological processes of construction. Buildings from across diverse societies and geographies are put into historical context in categories of carving, stacking, casting, framing, and skinning space.

ARCH 241 satisfies SDSU’s System Goal #4 Humanities and Arts/Diversity and the Globalization Requirement. Lectures, readings, discussions, assigned exercises, and exams will allow students to explore and demonstrate knowledge of cultural diversity and explain the creative and aesthetic contributions of global cultures across time. Additionally, students will investigate and analyze the impact of global issues as they relate to architecture. This is evidenced in the formal elements each culture constructs or has constructed.

System Goal #4 Humanities and Arts/Diversity: Students will understand the diversity and complexity of the human experience through the study of the arts and humanities.

Globalization Requirement: Globalization is defined as a process of interaction and integration among people, organizations, governments and cultures. This process affects: - Environmental Resources - Culture(s), including people’s well-being - Political systems, national sovereignty - National security - Agriculture - Public health/health care - Economic systems/international trade - Transportation - Information technology/communication - Education - Global governance Students will understand globalization and how it affects the human community.

ATTACHMENT V 135 SGR #4‐ ARCH 241 Building History I

Instructional Methods & Requirements: This course depends on both lecture and in-class discussions in order to cover the course material. Each week, students will be required to read the assigned text. Both required and recommended readings will be assigned from the required text or posted weekly on the course web site (https://d2l.sdbor.edu). Readings must be completed for the discussion they are listed for. Readings will be addressed during class and material from required readings may be included on the midterm or final exams. A midterm and final exam will constitute each student’s evaluation. Additionally, three (3) Exercises based in the research of different construction methods across time and cultures will be assigned. Students must have an ability to navigate online and to compose documents with word processing software. Students will use other online tools and research resources in order to make use of the collection at Briggs Library. If technical problems do surface, contact the University Helpdesk at SDSU ([email protected] or 605.688.6776).

Course Goals and Objectives: - Students will develop an understanding of architectural history as a cultural construct and will identify cultural artifacts in the built environment that exemplify the diversity and complexity of the human experience across time. - Students will assess the changing role of construction and technological processes through history and will evaluate these as catalysts that exemplify interaction and integration among people and cultures. - Students will demonstrate knowledge of changing construction and technological processes across global cultures and time through readings, in-class discussions, graphic & writing exercises, as well as exams. - Students will interpret how architectural history provides an evolutionary framework for how architecture is designed today.

Salient Questions: - What is history, culture, and a cultural artifact? - What are the basic methods of construction and how have they developed through history? - What is the built environment and how has it been constructed as a cultural artifact through history? - How does one’s understanding of history affect the way the built environment is constructed today?

Student Learning Outcomes: ARCH 241: Building History I fulfills the university’s General Education System Goal #4 Humanities and Arts/Diversity and the Globalization Requirement. Furthermore, ARCH 241 satisfies requirements outlined by the National Architectural Accreditation Board (NAAB) as part of a professional degree program in architecture (see NAAB Criteria and NAAB Student Performance Criteria below).

South Dakota State University System Goal #4 Humanities and Arts/Diversity (SGR#4) Outcomes Students will: SGR#4.1 Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience. SGR#4.2 Identify and explain basic concepts of the selected disciplines within the arts and humanities. In addition, as a result of taking courses meeting this goal, students will be able to do at least one of the following: SGR #4.3, SGR#4.4, SGR #4.5. SGR#4.3 Identify and explain the contributions of other cultures from the perspective of the selected disciplines within the arts and humanities. SGR#4.5 Explain and interpret formal and stylistic elements of the literary or fine arts.

South Dakota State University Globalization Requirement (GR) Outcomes Students will: GR1 Demonstrate a basic understanding of globalization, including outlining the benefits and cost implications of globalization. Interpret consequences of global issues through various forms of analysis.

NAAB Criteria: The Department of Architecture (DoArch) must demonstrate that each graduate possesses the knowledge and skills defined by the criteria set out below. The knowledge and skills are the minimum for meeting the demands of an internship leading to registration for practice. The school must provide evidence that its graduates have satisfied each criterion through required coursework. The 2009 NAAB Conditions for Accreditation, including a full description of Student Performance Criteria, can be found at http://www.naab.org/

The criteria encompass two levels of accomplishment: • Understanding: The capacity to classify, compare, summarize, explain and/or interpret information. • Ability: Proficiency in using specific information to accomplish a task, correctly selecting the appropriate information, and accurately applying it to the solution of a specific problem, while also distinguishing the effects of its implementation. Student Performance Criteria are organized into realms to more easily understand the relationships between individual criteria.

Realm A: Critical Thinking and Representation: Architects must have the ability to build abstract relationships and understand the impact of ideas based on research and analysis of multiple theoretical, social, political, economic, cultural and environmental contexts. This ability includes facility with the wider range of media used to think about architecture including writing, investigative skills, speaking, drawing and model making.

Realm B: Integrated Building Practices, Technical Skills and Knowledge: Architects are called upon to comprehend the technical aspects of design, systems and materials, and be able to apply that comprehension to their services. Additionally they must appreciate their role in the implementation of design decisions, and the impact of such decisions on the environment.

Realm C: Leadership and Practice: Architects need to manage, advocate, and act legally, ethically and critically for the good of the client, society and the public. This includes collaboration, business, and leadership skills.

NAAB Student Performance Criteria: For ARCH 241: Building History I, the following NAAB criteria will be introduced in this course and satisfied fully in a future course within the major. Each of these will be explained in class and student work will be evaluated in part by demonstrating an increased understanding of these criteria. A.1 Communication Skills: Ability to read, write, speak and listen effectively. A.7 Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects. A.9 Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including ATTACHMENT V 136 SGR #4‐ ARCH 241 Building History I

examples of indigenous, vernacular, local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors. A.10 Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects. C.2 Human Behavior: Understanding of the relationship between human behavior, the natural environment and the design of the built environment.

Lectures / Readings/ Participation in Discussion: The first hour of each week’s class session will be presented by the instructor or guest speaker in a formalized lecture format. A broad cultural background using specific architectural examples that address carving, stacking, casting, framing, and skinning spaces will be presented. The second hour of the class will be formatted as a less formal in-class discussion. Discussions must relate information from the required reading and the lecture and must address the prepared questions the instructor presents each week.

Attendance: Attendance is required for all sessions. More than two (2) unexcused absences will result in a lowered final grade. Attendance is required at the beginning of each class meeting and a sign-in sheet will circulate during each class session. Attendance is extremely important for this class. In-class discussion about the topic at hand is essential to understanding the course material. After four (4) unexcused absences, the student may fail the course. Late arrivals and early departures will be treated as absences. “Excused” absences include the following: 1- Absence due to religious observance - The University Catalog states that a student may be excused from attending classes or other required activities, including examinations, for the observance of a religious holy day, including travel for that purpose. A student whose absence is excused for this purpose may not be penalized for that absence and shall be allowed to take an examination or complete an assignment from which the student is excused.

2- Absence due to officially approved trips – Absence due to approved university sponsored/recognized trips: Faculty and administration will honor officially approved absences where individuals are absent in the interest of officially representing the University. Appropriate sanctioned activities include: - Collegiate club sports and competitions - Conferences and workshops recognized by the University not related to academics - Commitments on behalf of the University (Students’ Association, Band, Choir, etc.) - Intercollegiate athletics - Professional activities recognized by the University related to academics

Requests for excused absences must be submitted one week prior to the trip or event. Students must present the completed approved trip absence card to the instructor prior to the trip or event in order to receive an official excused absence. Faculty members are not required to honor incomplete or late cards.

Required Readings: All readings, except for the required text will be made available on the class website one week before they are to be discussed. Readings listed in the syllabus are subject to change or may be added to. Briggs Library offers various architectural materials via their online catalog and by request. Reserved course materials will be posted on the class website. The required text for this course is available in the South Dakota State University Bookstore as well as Amazon.com(www.amazon.com/Buildings-across- Time-Introduction-Architecture/dp/007305304X). The required text is the following:

BAT Fazio, Michael (auth.), Moffett, Marian (auth.), and Wodehouse, Lawrence (auth.). Buildings Across Time:An Introduction to World Architecture, third edition. Boston, MA: McGraw-Hill Higher Education, 2009.

Recommended Readings: The following list of readings are not required, yet are highly recommended. They are for your reference only and will be on course reserve in H.M. Briggs Library.

Hyman, Isabelle (auth.) and Trachtenberg, Marvin (auth.). Architecture, from prehistory to post-modernism, the western tradition, first edition. Upper Saddle River, NJ: Prentice Hall. 1986.

Moussavi, Farshid (auth.), Ambrose, Garrick (ed.), Fortunato, Ben (ed.), Lopez, Daniel (ed.), Ludwig, Ryan (ed.), and Schricker, Ahmadreza (ed.). The Function of Form. Cambridge, MA: Actar & The Harvard Graduate School of Design. 2009.

Moussavi, Farshid (auth.), Kubo, Michael (ed.). The Function of Ornament. Cambridge, MA: Actar & The Harvard Graduate School of Design. 2006.

Salvadori, Mario. Why Buildings Stand Up: The Strength of Architecture. New York, NY: W.W. Norton & Company, Inc. 1980.

Levy, Matthys (auth.) and Salvadori, Mario (auth.). Why Buildings Fall Down: How Structures Fail. New York, NY: W.W. Norton & Company, Inc. 1987.

Exercises: Successful completion of this System Goal #4 Humanities and Arts/Diversity and the Globalization Requirement will depend largely on the student’s effort in completing assigned exercises and exams for this course. The required structure of assigned exercises will be outlined in individual project briefs to be issued on scheduled dates. While the structure of these exercises remain relatively straightforward, the amount of descriptive, analytical, and synthesized information necessary to complete the exercise requires a commitment to creative and focused outside work. Briggs Library and the Wintrode Writing Center both provide critical resources in terms of research, writing skills, and technology that will be a requirement for these exercises.

Exercise 1 Overview: Based on the information Melissa Clark will be providing for navigating Artstor and Jstor in her library presentation, Exercise 1 will require the use of these databases in order to gather information. Students must select two (2) images from Artstor of cultural artifacts that support one of the five processes of carving, stacking, casting, framing, and skinning. One image will represent a pre-modern (before 1750) example of the process and the other will represent a post-modern (after 1750) example. Ten (10) images will be selected in total from various global cultures. For each pairing, students must write a paragraph, no more than 100 words, defining the cultures from which the artifacts came from and explain how both exemplify the supported construction technique. Globalization will be assessed through the comparison of these cultural approaches as well as how globalization altered the nature of cultural artifacts post 1750.

Exercise 2 Overview: Based on the information Melissa Clark will be providing for citing sources in APA, MLA, and Chicago Manual Style, Exercise 2 will require the use of Jstor in order to ATTACHMENT V 137 SGR #4‐ ARCH 241 Building History I

gather information. Students will collect one (1) article that supports each of the five construction processes of carving, stacking, casting, framing, and skinning. Five (5) articles will be selected in total. Each student must write a paragraph, no more than 100 words, explaining why the article was selected for the particular construction and technology process. A good selection of articles will address cultural and global diversity. All five articles must be cited in APA, MLA, and Chicago Manual of Style.

Exercise 3 Overview: Using the information you gathered from Exercise 1 and Exercise 2, select two (2) of the five construction processes of carving, stacking, casting, framing, and skinning. Using the images and the articles you gathered from the previous exercises, write a paper no longer than three (3) pages that compares and contrasts the two selected construction processes. The paper must address the cultures in which the cultural artifacts came from, how time has affected the perception of these construction processes, as well as the global issues that brought these cultural artifacts into the built environment and how these global issues altered the artifact over the course of time. You may add more articles or information from reference books in order to support your argument.

Exams: Exams will test each student’s knowledge of the material covered in class. Two exams, a midterm and a final, will be given throughout the course of the semester. The exams will consist of two parts: slide identification and essays.

Slide Identification: For slide identification, students will be shown an architectural image in which they must identify the name of the cultural artifact, its architect, its location, its date of construction, and a written paragraph must be provided in which the cultural artifact’s importance to architectural history is described. Garcia Fritz _ ARCH 241: Building History I _ Spring 2013 _ DoArch _ South Dakota State University 07 arch 2 4 1 : building history I Constructing a Global Architectural History

Essays: Three essays will be provided the week before the exam. On exam day, two of the three questions will be selected and students must write a well-organized, consistent, and concise response to each question. Questions for the essays will cover lecture, readings, and discussions from previous classes.

Evaluation & Grading Procedures: Final grades will be given based on the following combination of assignments and exams: Attendance/ Readings/ Participation in Discussion: 5% Exercise 1: 10% Exercise 2: 10% Exercise 3: 15% Midterm Exam: 30% Final Exam: 30% Total 100% The three (3) Exercises will be assigned in accordance with the schedule. Midterm and Final Exams will consist of slide identification as well as essay questions. Assignments are due on the day and time indicated. Five percent will be subtracted per day for late assignments.

Grading Criteria: A Excellent (92% - 100%) Exceptional performance; strongly exceeding the requirements of the course, showing strong academic initiative and independent resourcefulness.

B Good (83% - 91%) Performance above the norm; accurate, complete, and beyond the minimum requirements of the course; work demonstrates marked progress and initiative.

C Average (74% - 82%) Satisfactory/adequate work; adequately meets minimum requirements and demonstrates satisfactory comprehension, communication skills, and effort; demonstrates little initiative to investigate the problem without substantial prodding of the instructor; work shows little improvement.

D Inferior (65% - 73%) Unsatisfactory/ inferior work; unsatisfactorily meets minimum requirements and demonstrates minimum comprehension, communication skills, and effort, at an inferior level; initiative lacking; improvement not noticeable.

F Failing (64% and below) Does not meet minimum requirements; fails to adequately demonstrate comprehension or communication skills.

Grading Rubric: The following ARCH 241 Grading Rubric breaks down the exercises, exams, and the participation each student will be responsible for. Exercises include Exercise 1-3 and exams include a breakdown for Slide Identifications as well as Essays. Additionally, Class-Participation is accounted for as a portion of the grading rubric. The learning outcomes each exercise, exam element, or participation meets are listed below the description of each. Criteria for submissions that are Implemented/Integrated (A, B), Developing (B, C, D), and Emerging/Abstract (D, F) are provided next to each exercise, exam element, or participation description.

ARCH 241 Grading Rubric Implemented/Integrated Developing Emerging/Absent (A, B) (B, C, D) (D, F) Exercise 1 a concise, well-organized collection a satisfactorily organized collection a poorly organized collection of images Two (2) images of cultural artifacts of images that demonstrates and of images that somewhat that may or may not demonstrate and from various cultures selected from explains visual literacy; brief, but demonstrates and explains visual explain visual literacy; poorly-written Artstor, followed by a brief paragraph descriptive and well-written literacy; limited and satisfactorily- paragraphs which somewhat relate to that describes their relation to one of paragraphs which clearly relate to written paragraphs which the five construction processes; does the five construction processes of the five construction processes; somewhat relate to the five not identify and explain the carving, stacking, casting, framing, and clearly identifies and explains the construction processes; somewhat contribution of other cultures as well as skinning (10 images & 5 paragraphs, contribution of other cultures as well identifies and explains the the benefits or cost implications of total). as the benefits or cost implications of contribution of other cultures as globalization on a particular cultural Learning Outcomes Met: globalization on a particular cultural well as the benefits or cost artifact. SGR#4.2, 4.3, 4.5; GR1; NAAB A.1, artifact. implications of globalization on a ATTACHMENT V 138 SGR #4‐ ARCH 241 Building History I

A.9 particular cultural artifact. Exercise 2 an organized and concise list of an organized, but limited list of a disorganized and limited list of Five (5) articles selected from Jstor, references and citations; brief but references and citations; somewhat references and citations; unclear and followed by a brief paragraph that descriptive and well-written descriptive paragraphs which poorly written annotations which may describes their relation to the five paragraphs which clearly relate to somewhat relate to the five or may not relate to the five construction processes of carving, the five construction processes; construction processes; satisfactory construction processes; lacking in stacking, casting, framing, and skinning precise in mechanics and format. in mechanics and format. proper mechanics and format. as they relate to cultures covered in the course. All five articles must be cited in APA, MLA, and CMS format (5 articles & 5 paragraphs, total). Learning Outcomes Met: SGR#4.2, 4.3; GR1; NAAB A.1, A.7, A.9 Exercise 3 a well-written, researched, a satisfactorily researched, written, a poorly researched, written, and An in depth analysis of two (2) of the conceived, organized, clear, and and conceived essay that is well- conceived essay; contains little to no five (5) construction processes of concise essay that addresses the organized; contains an introduction, organization; a general or non-existent carving, stacking, casting, framing, and essay question; contains a clear body, and conclusion; a general thesis statement is made and is skinning through contrast and introduction, body, and conclusion; a thesis statement is made and is supported with little to no facts or comparison, presented in a formal stance is taken in the form of a thesis supported with facts and various examples of cultural artifacts; identifies manner and using citations in the MLA statement; the stance is well examples of cultural artifacts; little to no global and construction format (1 three-page paper.) supported with facts and various identifies global and construction issues. Learning Outcomes Met: examples of cultural artifacts; issues. SGR#4.1, 4.2, 4.3, 4.5; GR1; NAAB identifies and defines global and A.1, A.7, A.9, A.10, C.2 construction issues. Slide Identification (Exams) identifies all or most of the slides by identifies most of the slides by identifies little to none of the slides by Four (4) images selected from previous stating all or most of the initial facts; stating most of the initial facts; stating the initial facts; writes weak or lectures, in which students must writes well-conceived paragraphs for writes paragraphs for each slide no paragraphs for each slide that does identify the name of the each slide that demonstrates and that demonstrates and explains not demonstrate and explain knowledge building/cultural artifact, the name of explains a strong knowledge of some knowledge of cultural of cultural diversity, aesthetic the architect, the global location, the cultural diversity, aesthetic diversity, aesthetic understanding, understanding, and formal elements. date of construciton, as well as write a understanding, and formal elements. and formal elements. paragraph that describes its cultural importance in architectural history. Learning Outcomes Met: SGR#4.1, 4.2, 4.3, 4.5; GR1; NAAB A.1, A.7, A.9, A.10, C.2

Key University Dates: The following dates are key dates for the South Dakota State University Spring 2013 semester. Week One W. 01/09 Orientation/Start Date/Instruction begins @4:00pm W. 01/09 Tuition and Fee Payment Day Week Two F. 01/18 Last day to drop or add classes and adjust final fees SA.01/19 “W” grade begins Week Three M. 01/21 No Class - Martin Luther King Day Holiday Week Four F. 02/01 Last day to submit graduation application for Spring 2012 Week Seven M. 02/18 Presidents’ Day Holiday Week Nine M. 03/04-03/08 No Class - Spring Break Week Ten M. 03/11 First half Spring Term ends Th.03/14 Deficiency reports due on WebAdvisor by midnight Week Twelve F. 03/29-04/01 Easter Recess Week Thirteen W. 04/03 Last day to drop a course Week Seventeen M. 04/29-05/03 Final Exams W. 05/08 Grades due on WebAdvisor by midnight

Key Exercise & Exam Dates: The following dates are key dates for ARCH 241: Building History I. Week Five F. 02/08 Exercise 1 Due: physical copy due at 10:00am. Comments returned by 02/22. Week Ten F. 03/15 Exercise 2 Due: physical copy due at 10:00am. Comments returned by 03/22. Week Eleven F. 03/22 Midterm Exam: begins promptly at 10:00am. Slide Identification (20 minutes) and Essay (90 minutes). Week Fifteen F. 04/19 Exercise 3 Due: physical copy due at 10:00am. Comments returned by 05/03. Week Seventeen F. 05/03 Final Exam: begins promptly at 10:00am. Slide Identification (20 minutes) and Essay (90 minutes).

Class Schedule: The following dates are regularly scheduled class dates for ARCH 241: Building History I.

Week One, 01/11 Lecture: Introduction Discussion: Introduction

Section 1: Carving Space Week Two, 01/18 Lecture: Volumetric Carving ATTACHMENT V 139 SGR #4‐ ARCH 241 Building History I

Discussion: Melissa Clark, Library Presentation Meet in Briggs Library, Room 125@ 10am

Section 2: Stacking Space Week Three, 01/25 Lecture: Volumetric Stacking Discussion: BAT, (Ch 1) The Beginnings of Architecture & O’Gorman, James F. “B is for Firmitas” in ABC of Architecture. B is for Firmitas, 31-63. Philadelphia, PA: University of Pennsylvania Press. 1998. (on Course Website) Exercise 1 Issued

Week Four, 02/01 Lecture: Planar Stacking Discussion: BAT, (Ch 2) The Greek World

Week Five, 02/08 Lecture: Vaulted Stacking Discussion: BAT, (Ch 3) The Architecture of Ancient India and Southeast Asia & (Ch 9) Gothic Architecture Exercise 1 Due

Section 3: Casting Space Week Six, 02/15 Lecture: Planar & Vaulted Casting Discussion: BAT, (Ch 5) The Roman World

Week Seven, 02/22 Planar & Free- form Casting Discussion: BAT, (Ch 15) The Twentieth Century and Modernism Exercise 2 Issued

Section 4: Framing Space Week Eight, 03/01 Lecture: Guest Lecturer, TBA Discussion: (Ch 4) Traditional Architecture of China & Japan & (Ch 10) Indigenous Architecture in the Americas & Africa

Week Nine, 03/08 NO CLASS Spring Break

Week Ten, 03/15 Lecture: Arcaded Framing Discussion: BAT, (Ch 7) Islamic Architecture & (Ch 8) Early Medieval and Romanesque Architecture Exercise 2 Due

Week Eleven, 03/22 MIDTERM EXAM Week Twelve, 03/29 NO CLASS Easter Recess

Week Thirteen, 04/05 Lecture: Trabeated Framing Discussion: BAT, (Ch 11) Renaissance Architecture & (Ch 13) The Eighteenth Century Exercise 3 Issued Week Fourteen, 04/12 Lecture: Skeletal Framing Discussion: BAT, (Ch 14) Nineteenth-Century Developments

Section 5: Skinning Space Week Fifteen, 04/19 Lecture: Transparent Skinning Discussion: Exercise 3 Exercise 3 Due

Week Sixteen, 04/26 Lecture: Opaque & Translucent Skinning Discussion: Zaera Polo, Alejandro. “The Politics of the Envelope: A Political Critique of Materialism.” Log #13|14 (Fall 2008): 193-207. (on Course Website)

Week Seventeen, 05/03 FINAL EXAM Time and Location TBD

Academic Honesty Policy: In written papers and other class projects (electronic format, hard copy, or otherwise) it is unethical and unprofessional to present the work done by others in a manner that indicates that the student is presenting the material as his/her original ideas or work. Cheating, assisting others, or plagiarizing on tests, quizzes, problems, research papers, ATTACHMENT V 140 SGR #4‐ ARCH 241 Building History I

or other assignments will result in written notification to the student involved, the academic advisor, the department that offers the course, the appropriate college or administrative dean, and parent/guardian (when student is dependent for financial aid purposes). Plagiarizing is submitting uncited materials as your own work, which was in fact produced by others. Examples include uncited work from journals, books, work of other students, or electronic sources (i.e. world wide web (www), CD Rom, video and audio, graphic materials, etc.). In addition, the penalty for academic dishonesty may be one or more of the following, at the discretion of the instructor, and based on the seriousness of the situation: - A grade of zero on the test, quiz, homework, problem, or other assignment for the student(s) involved. - A grade of F for the course. - Referral of the matter to the student conduct committee or the graduate school for disciplinary action. - Students have the right to appeal an academic dishonesty charge. Procedures for this process are available in department offices and the dean’s office. No final course grades will be given until all avenues of appeal have been completed or the case resolved. If repeated offenses occur in either a specific class or in 2 more different classes, the matter will be automatically referred to the student conduct committee/graduate school.

Freedom in Learning Statement: Freedom in Learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any courses of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college which offers the class to initiate a review of the evaluation.

ADA Statement: Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenhoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union.

Student Conduct: Students will conduct themselves in a manner that promotes learning. Disruptive behavior and disrespectful attitudes will not be tolerated.

Preparation for Class: For each class meeting, read the required material and come to class prepared to participate, with questions for the instructor or guest speaker, and for discussion of assigned texts.

Laptop Usage: The use of laptops in the classroom is not permitted. Please bring a sketchbook and a pen or pencil for note taking.

Cellular Phone Policy: The use of cellular phones in the classroom is not permitted. Phones must be turned off.

System/Institutional (SDSU) Graduation Requirements (SGR) Course Review Faculty Self-Report Form

Directions: 1. Complete this form for each course you are submitting for consideration as an SGR course. 2. Attach one copy of the proposed syllabus for the course. Please follow the SDSU/SDBOR guidelines for syllabi found on Inside State. NOTE: For multiple section courses, please submit one syllabus that is representative of all course sections, unless the sections are taught substantially differently (then a syllabus for each section is needed). For courses that are listed as meeting both SGR, IGR and/or globalization include all information for SGR, IGR and/or globalization requirements. Due: January 14, 2013 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required ([email protected] ).

SGR Goal ___ #1: Written Communication ___ #2: Oral Communication ___ #3: Social Sciences/Diversity _X_ #4: Humanities and Arts/Diversity ___ #5: Mathematics ___ #6: Natural Sciences ___ Globalization __ Advanced Writing Requirement

1. SGR/global Course prefix, number, and title: ARCH 241: BUILDING HISTORY I Constructing a Global Architectural History 2. Number of Credits: 2 cr 3. Faculty member’s name, department, college: Jessica Garcia Fritz, Department of Architecture, College of Arts and Sciences 4. Department Head Brian T. Rex (Electronic signature indicates approval)

Description of Instructional Methods X Course Requirements X Required textbook(s) and other supplementary materials Class attendance policy Cheating and plagiarism policy Key deadlines Course Goals (includes specific reference to SGR goal) X Student Learning Outcomes (SLOs) X Grading Procedures X ADA Statement and Freedom in Learning Statement X Tentative Course Outline/Schedule X How SLOs Are Assessed/Covered in Course Schedule X ARE THE GOAL(S) DO THE AND STUDENT MEASUREABLE GOAL(S) AND STUDENT LEARNING OUTCOMES LEARNING ASSESSMENT (SLOS) MET (LIST ONLY THOSE GOALS AND OUTCOMES METHODS INCLUDED LIST ASSESSMENT TOOLS AND HOW THEY DEMONSTRATE STUDENT LEARNING OUTCOMES MET BY THE INCLUDED ON THE MEASURE THE SLOS STUDENT PERFORMANCE RELATED TO EACH STUDENT COURSE)* SYLLABUS? (YES/NO) LISTED? (YES/NO) LEARNING OUTCOME+ Goal as listed in the latest College Catalog YES YES W = written assignments: writing/graphic exercises & essays that Students will understand the diversity and address recognizing cultural diversity in text and images in complexity of the human experience through five particular construction techniques (carving, stacking, study of the arts and humanities. casting, framing, and skinning) T = tests/exams; D = in-class group discussion List all SLOs for the Goal met by this course .

SGR#4.1 Demonstrate knowledge of the YES YES W = written assignments: writing/graphic exercises & essays that diversity of values, beliefs, and ideas embodied address recognizing cultural diversity in text and images in in the human experience. five particular construction techniques (carving, stacking, casting, framing, and skinning) T = tests/exams SGR#4.2 Identify and explain basic concepts of YES YES W = written assignments: writing/graphic exercises & essays that the selected disciplines within the arts and address recognizing cultural diversity in text and images in humanities. In addition, as a result of taking five particular construction techniques (carving, stacking, courses meeting this goal, students will be able casting, framing, and skinning) to do at least one of the following: SGR #4.3, T = tests/exams; D = in-class group discussion SGR#4.4, SGR #4.5. SGR#4.3 Identify and explain the contributions YES YES W = written assignment: writing/graphic exercises & essays that of other cultures from the perspective of the address recognizing cultural diversity in text and images in five selected disciplines within the arts and particular construction techniques (carving, stacking, casting, humanities. framing, and skinning) T = tests/exams in which students must identify cultural artifacts from various cultures times; D = group discussion. SGR#4.5 Explain and interpret formal and YES YES W = written assignment: writing/graphic exercises & essays that stylistic elements of the literary or fine arts. address recognizing cultural diversity in text and images in five particular construction techniques (carving, stacking, casting, framing, and skinning) T = tests/exams in which students must identify cultural artifacts from various cultures times Globalization is defined as a process of YES YES W = written assignments: writing/graphic exercises & essays interaction and integration among different that address recognition of cultural diversity & global issues in people, organizations, and governments that text and images in five particular construction techniques (carving, stacking, casting, framing, and skinning). takes place outside of and above the level of T = tests/exams; D = in-class group discussion national boundaries. The primary result of this process is the interdependence of capital, technology, information, and people across national borders. This interdependence of economic and cultural activities has implications for a variety of issues around the world, including, but not limited to, political systems, economic systems, the environment, agriculture, public health, health care, information technology, social networking, communications, transportation, education, governance, and prosperity. Through the process of globalization, people and organizations communicate, conduct business, and address challenges, across and ATTACHMENT V 142 SGR #4‐ ARCH 241 Building History I

irrespective of national borders.

List all SLOs for the Goal met by this course GR1 Demonstrate a basic understanding of YES YES W = written assignments: writing/graphic exercises & essays globalization, including outlining the benefits that address recognition of cultural diversity & global issues in and cost implications of globalization. Interpret text and images in five particular construction techniques consequences of global issues through various (carving, stacking, casting, framing, and skinning). forms of analysis. T = tests/exams, D = in-class group discussion * For courses meeting SGR / IGR/globalization requirements include goals and SLOs for all.

E = performance (music, theatre, V = visual arts/design studio work forensics)

ATTACHMENT V 143

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts & Sciences/ SDSU English Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Jason McEntee Kathleen Donovan 10/11/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Addition of a course to the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Add ENGL/GLST 125 Introduction to Peace and Conflict Studies to the list of courses approved to meet SGR #4 Humanities and Arts/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014 Section 3. Provide a Detailed Reason for the Proposed Change The components of the ENGL/GLST 125 Introduction to Peace and Conflict Studies course correspond with the SGR #4 objectives, and thus the department seeks approval and inclusion of ENGL/GLST 125 on the designated list of SGR #4 courses. These classes have been already approved to meet IGR #2. Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes SGR #4 goals and SLO’s are detailed below, along with specific means by which this course will address each goal and achieve each objective. This course description is provided here for reference.

Course Description: ENGL/GLST 125 Introduction to Peace and Conflict Studies: Introduction to historical and contemporary debates within the discipline of Peace and Conflict Studies, during which each student is guided to identify her or his own interests within those debates, and then encouraged to evaluate and apply those interests within a coordinated service learning experience. Cross-Listed: GLST 125 and ENG 125

SGR#4 goal: Students will understand the diversity and complexity of the human experience through study of the arts and humanities.

SGR #4 Student Learning Outcomes: As a result of taking ENGL/GLST 125,students will be able to: ATTACHMENT V 144 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

1. Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience; As the result of a wide variety of readings and discussions, interactions with the diverse perspectives of guest speakers, and the service learning experience, students will be able to respond effectively in assigned writings to diversity questions.

2. Identify and explain basic concepts of the selected disciplines within the arts and humanities. As a result of course readings and discussions and the service learning experience, students will understand and be able to articulate, in assigned writings, some of the fundamental tenets of the discipline of literature and the related disciplines of history, geography, sociology, and philosophy.

In addition, as a result of taking courses meeting this goal, students will be able to do at least one of the following: 3. Identify and explain the contributions of other cultures from the perspective of the selected disciplines within the arts and humanities; As a result of course readings and discussions, students will understand and be able to articulate, in assigned writings, a variety of past and present world cultures perspectives.

4. Demonstrate creative and aesthetic understanding; As a result of readings and class discussions, students will be able to creatively interpret literary art in its various forms and be able to explain those interpretations in assigned writings.

5. Explain and interpret formal and stylistic elements of the literacy or fine arts;

6. Demonstrate foundational competency in reading, writing, and speaking a non-English language.

Each course meeting this goal includes the following student learning outcomes: Required: #1, #2, at least one of the following: #3, #4, #5 or #6.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Please see attached.

English 125-1, 3 credit hours Introduction to Peace and Conflict Studies South Dakota State University TTh 10:00-11:15, Scobey 020 XXXX, Scobey Hall 00X, Phone 688-XXXX [email protected]

Office Hours: Tuesday, 1:15-3:15 Thursday, 1:15-4:00; 6:50-7:05 Other times by appointment

Required Texts: Online journal articles and essays Peace Is Every Step, Thich Nhat Hahn A Lesson Before Dying, Ernest Gaines The Reluctant Fundamentalist, Mohsin Hamid

Course Form #11 AAC Feb2007 ATTACHMENT V 145 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

Terror in the Name of God, Jessica Stern Shaping Survival, ed. Marken and Woodard The Little Book of Conflict Transformation, John Paul Lederach

There will also be supplementary handouts of poetry and prose.

SDSU Catalog Course Description: Introduction to historical and contemporary debates within the discipline of Peace and Conflict Studies, during which each student is guided to identify her or his interests within those debates, and then encouraged to evaluate and apply those interests within a coordinated service learning experience.

Course Objectives and Goals: The primary objective of the course will be to examine and discuss alternative means of conflict resolution on the personal, local, state-wide, national, and global levels This objective will be achieved through reading and discussing the assigned literature, through discussions with guest speakers, and through a service learning experience. The following statements also represent some of the main ideas which will be reflected upon and discussed throughout the course:

Sometimes snakes can’t slough. They can’t burst their old skin. Then they go sick and die inside the old skin, and nobody ever sees the new pattern. - D.H. Lawrence

There are two ways of spreading light; to be the candle or the mirror that reflects it. - Edith Wharton

There is first the literature of knowledge, and secondly, the literature of power. The function of the first is to teach; the function of the second is to move. - Thomas De Quincy

Let us put our minds together and see what life we can make for our children. - Sitting Bull

Related objectives and goals of this course will be to:

achieve a better understanding of and appreciation for the history of the human spirit which is literature,

learn literary techniques which will be useful in other courses and in professional environments,

learn more about and develop greater appreciation for the human and biological diversity of the world,

learn how to make more connections between literatures and our lives and those of others, locally, regionally, nationally, and internationally, and

acquire more understanding of the practical value of a liberal education in the humanities.

Note: The English Department will be submitting a request to the Board of Regents asking that the course also fulfill the “Humanities and Arts/Diversity” and “Cultural and Aesthetic Awareness” goals listed and described on Pages 41 and 44 of the 2010-2011 Undergraduate Programs Catalog. It is possible that these applications will be available to you retroactively if the request is approved. The goals are as follows:

Goal 4 of the System General Education Requirements: “Students will understand the diversity and complexity of the human experience through the study of the arts and humanities.” As a result of this course, students will be able to:

1. “Demonstrate knowledge of the diversity of values, beliefs, and ideas embodied in the human experience.” Assessment: As the result of a wide variety of readings and discussions, interactions with the diverse perspectives of guest speakers, and the service learning experience, students will be able to respond effectively in assigned writings to diversity questions.

2. “Identify and explain basic concepts of the selected disciplines within the arts and humanities.” Assessment: As a result of course readings and discussions and the service learning experience, students will understand and be able to articulate, in assigned writings, some of the fundamental tenets of the discipline of literature and the related disciplines of history, geography, sociology, and philosophy.

3. “Identify and explain the contributions of other cultures from the perspectives of the selected disciplines within the arts and humanities.” Assessment: As a result of course readings and discussions, students will understand and be able to articulate, in assigned writings, a variety of past and present world cultures perspectives.

4. “Demonstrate creative and aesthetic understanding.” Assessment: As a result of readings and class discussions, students will be able to creatively interpret literary art in its various forms and be able to explain those interpretations in assigned writings.

Goal 3 of the Institutional Graduation Requirements: “Students will demonstrate social responsibility or cultural and aesthetic awareness to foster individual responsibility and creativity.” As a result of this course, students will be able to:

Course Form #11 AAC Feb2007 ATTACHMENT V 146 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

1. “Demonstrate an appreciation of the different ways in which people express their understanding of the human condition.” Assessment: As a result of reading and discussing diverse cultural perspectives, students will be able to articulate those perspectives in course writings and discussions.

2. “Understand their responsibilities and choices as related to behavioral, cultural, and/or institutional contexts.” Assessment: As a result of the service learning experience, students will be able to express their understandings of these contexts.

3. “Demonstrate their knowledge of the structures and possibilities of the human community.” Assessment: Through the practical experience of service learning and class readings and discussions, students will be able to express in assigned writings their understandings of community on all levels.

4. “Foster individual responsibility by use of service learning, leadership, or experiential learning activities.” Assessment: As a result of the service learning experience, students will be able to express orally and in writing their understandings of their individual responsibilities.

Instructional Methods: Most of the classes will be devoted to discussions. In addition, there will be occasional topical mini-lectures, and a variety of guest speakers.

Grades: In-Class Writings – ¼ Service Learning Assignment – ¼ Final Examination – ¼ Caring – ¼

There will be 6-7 unannounced in-class writings over assigned readings and discussions.

For your service learning experience, you will spend 12-15 hours working within and learning from an organization which must regularly employ conflict resolution methods to function effectively. You will have the option of either making your own arrangements with such an organization or accepting an assignment provided for you with a local organization such as Dakota Rural Action, the Domestic Abuse Shelter, Non-Violent Alternatives, and the Brookings Reconciliation Council. You will briefly explain your experience to your classmates during the last two weeks of class, and give each of them a page or two of excerpts from the 5 or 6- page written summary of your experience which you will submit on or before December 9, the last day of class. Your will receive a fuller written explanation of this assignment soon.

The final examination will require short essay responses to philosophical questions about the course readings and your service learning experience.

Caring is attendance, keeping up with readings, bringing your assigned text to class every day, classroom attentiveness and participation, and a strong service learning effort.

There will also be extra credit opportunities, and those papers will be averaged in with your in-class writing grades and may also add to your caring grade. For extra credit, you may choose to attend one or more designated university events and submit an opinionated response paper of 1-2 pages, double-spaced typed.

All writings and the caring category will be assigned letter grades. At the end of the term, all letter grades will be changed to numbers (A is 11, A- is 10, B+ is 9, etc.) and averaged.

Attendance: Regular attendance is essential. More than 4 absences will result in the loss of one letter grade.

If you have to miss a class, please contact a classmate for the reading assignment for the next class period or use my home email address to request the assignment.

Conferences: Individual conferences will be scheduled as needed.

Make-up Policy: Assignments due on the day of an excused absence (for illness, injury, official school activities, and unforeseeable work or family complications) can be made up without penalty.

Academic Honesty: The consequences of academic dishonesty range from disciplinary probation to expulsion. The full policies are found in Chapter 1 of the Student Code (01:10:23:01-1:10:23:04) of the Student Policy Manual.

Freedom in Learning: Under Board of Regents and University policy, student academic performances may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. A student who believes that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head

Course Form #11 AAC Feb2007 ATTACHMENT V 147 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

and/or dean of the college which offers the class to initiate a review of the evaluation.

Disability Services: Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenhoff-Crooks, Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union.

Tentative Course Outline/Schedule: A daily reading schedule would not give us the flexibility we need for adequate discussion. We will be reading and discussing the course texts in the order in which they appear above, and we will be spending approximately 2-3 weeks on each of them. We will also be hearing from a guest speaker every 3-4 weeks.

Final Examination: The final examination will be Monday, December 13, 12:00 – 1:40.

Grading Rubric for ENGL 125 Applies to Research Papers, Exams, Presentations, and Class Participation

CATEGORY A (4.0) B (3.0) C (2.0) D (1.0) F (0.0) FULFILLMENT fulfillment of the fulfillment of fulfillment of the major insufficient a failure to follow or complete the OF ASSIGNMENT requirements and most of the requirements and fulfillment of the assignment objectives of the requirements objectives of the requirements and assignment and objectives assignment, though objectives of the of the minor ones are only assignment assignment partially fulfilled or unfulfilled CONTENT an excellent, a competent an adequate command an inadequate a failure to control or comprehend the impressive command of of subject matter command of content command of content content content IDEAS a clear mostly clear adequate explanation, insufficient a failure to sufficiently explain, explanation, explanation, development, and explanation, develop, or apply ideas development, development, application of ideas, development, and and application and application though lack of depth is application of ideas of ideas of ideas evident INDEPENDENT independent a capacity for lack of independent unexamined, a failure to analyze THOUGHT thought and independent thought or sustained clichéd thinking and analysis thought and analysis little analysis analysis, though it is not fully realized

SUBSTANTIATION thorough and sufficient and inconsistent inadequate a failure to sufficiently substantiate persuasive mostly substantiation of claims substantiation of claims substantiation of persuasive claims claims substantiation of claims

ORGANIZATION clear and mostly clear adequate organization, inadequate a failure to organize the content, effective and effective though lapses are organization, making the text or oral presentation organization organization evident making the text largely incoherent hard to follow

EXPRESSION precise, fluent, mostly precise, adequate expression— inadequate a failure to write or speak with any and distinctive fluent, and clear written or oral—though expression—written degree of precision, fluency or clarity expression— expression— lapses in precision, or oral—with written or oral written or oral fluency, and clarity are significant lapses in evident precision, fluency, and clarity GRAMMAR & correct grammar, mostly correct adequate grammar, numerous and a failure to abide by the conventions of PUNCTUATION punctuation, grammar, punctuation, significant errors in grammar, punctuation, documentation documentation, punctuation, documentation, and grammar, or format and format documentation, format, though errors are punctuation, and format evident documentation, and format

Course Form #11 AAC Feb2007 ATTACHMENT V 148 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

A The grade of “A” (“exceptional”) designates: 4.00 Grade Points  fulfillment of the requirements and objectives of the assignment  an excellent, impressive command of content  a clear explanation, development, and application of ideas  independent thought and analysis  thorough and persuasive substantiation of claims  clear and effective organization  precise, fluent, and distinctive expression—written or oral  correct grammar, punctuation, documentation, and format

B The grade of “B” (“above average”) designates: 3.00 Grade Points  fulfillment of most of the requirements and objectives of the assignment  a competent command of content  mostly clear explanation, development, and application of ideas  a capacity for independent thought and analysis, though it is not fully realized  sufficient and mostly persuasive substantiation of claims  mostly clear and effective organization  mostly precise, fluent, and clear expression—written or oral  mostly correct grammar, punctuation, documentation, and format

C The grade of “C” (“average”) designates: 2.00 Grade Points  fulfillment of the major requirements and objectives of the assignment, though minor ones are only partially fulfilled or unfulfilled  an adequate command of subject matter  adequate explanation, development, and application of ideas, though lack of depth is evident  lack of independent thought or sustained analysis  inconsistent substantiation of claims  adequate organization, though lapses are evident  adequate expression—written or oral—though lapses in precision, fluency, and clarity are evident  adequate grammar, punctuation, documentation, and format, though errors are evident

D The grade of “D” (“lowest passing grade”) designates: 1.00 Grade Points  insufficient fulfillment of the requirements and objectives of the assignment  an inadequate command of content  insufficient explanation, development, and application of ideas  unexamined, clichéd thinking and little analysis  inadequate substantiation of claims  inadequate organization, making the text hard to follow  inadequate expression—written or oral—with significant lapses in precision, fluency, and clarity  numerous and significant errors in grammar, punctuation, documentation, and format

F The grade of “F” (“failure”) designates:  a failure to follow or complete the assignment  a failure to control or comprehend the content  a failure to sufficiently explain, develop, or apply ideas  a failure to analyze  a failure to sufficiently substantiate claims

 a failure to organize the content, making the text or oral presentation largely incoherent  a failure to write or speak with any degree of precision, fluency or clarity  a failure to abide by the conventions of grammar, punctuation, documentation or format

Course Form #11 AAC Feb2007 ATTACHMENT V 149 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

Due: January 14, 2013 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required ([email protected] ).

SGR Goal ___ #1: Written Communication ___ #2: Oral Communication ___ #3: Social Sciences/Diversity _X__ #4: Humanities and Arts/Diversity ___ #5: Mathematics ___ #6: Natural Sciences ___ Globalization

1. SGR/global Course prefix, number, and title: ENGL 125: Introduction to Peace and Conflict Studies 2. Number of Credits: 3 3. Faculty member’s name, department, college: Charles Woodard, Paul Baggett, English, A&S 4. Department Head Jason McEntee (Electronic signature indicates approval)

DOES THIS SYLLABUS CONTAIN: Y N COMMENTS Course Prefix, Number Title, Credit Hours X University Name X Academic Term, Year X Course Meeting Time and Location X Instructor’s Contact Info (Name, Office Location, Office hours, Office Phone Number, Email X Address) Course Description: X Catalog description Addition course description (optional) Course Prerequisites: X Catalog description Technology skills (optional) Description of Instructional Methods X Course Requirements X Required textbook(s) and other supplementary materials Class attendance policy Cheating and plagiarism policy Key deadlines Course Goals (includes specific reference to SGR goal) X Student Learning Outcomes (SLOs) X Grading Procedures X ADA Statement and Freedom in Learning Statement X Tentative Course Outline/Schedule X How SLOs Are Assessed/Covered in Course Schedule X ARE THE GOAL(S) DO THE AND STUDENT MEASUREABLE LEARNING ASSESSMENT GOAL(S) AND STUDENT LEARNING OUTCOMES OUTCOMES METHODS INCLUDED LIST ASSESSMENT TOOLS AND HOW THEY (SLOS) MET (LIST ONLY THOSE GOALS AND INCLUDED ON THE MEASURE THE SLOS DEMONSTRATE STUDENT PERFORMANCE STUDENT LEARNING OUTCOMES MET BY THE SYLLABUS? LISTED? (YES/NO) RELATED TO EACH STUDENT LEARNING COURSE)* (YES/NO) OUTCOME+ SGR#4: “Students will understand the diversity and complexity of the human experience through study of the arts and humanities.” SLOs 1 and 2 (required); must meet one of SLOs 3-6.

Course Form #11 AAC Feb2007 ATTACHMENT V 150 SGR #4 – ENGL 125 Introduction to Peace and Conflict Studies

1. Demonstrate knowledge of the diversity of T, W, D, S; Assessment: As the result of a wide values, beliefs, and ideas embodied in the variety of readings and discussions, interactions human experience. with the diverse perspectives of guest speakers, and the service learning experience, students will be able to respond effectively in assigned writings to diversity questions.

2. Identify and explain basic concepts of the T, W, D, S; Assessment: As a result of course selected disciplines within the arts and readings and discussions and the service learning humanities. experience, students will understand and be able to articulate, in assigned writings, some of the fundamental tenets of the discipline of literature and the related disciplines of history, geography, sociology, and philosophy.

3. Identify and explain the contributions of T, W, D, S; Assessment: As a result of course other cultures from the perspectives of the readings and discussions, students will understand selected disciplines within the arts and and be able to articulate, in assigned writings, a humanities. variety of past and present world cultures perspectives. 4. Demonstrate creative and aesthetic T, W, D, S; Assessment: As a result of readings understanding. and class discussions, students will be able to creatively interpret literary art in its various forms and be able to explain those interpretations in assigned writings. 5. Explain and interpret formal and stylistic elements of the literary or fine arts.

* For courses meeting SGR / IGR/globalization requirements include goals and SLOs for all.

+ P = portfolio T = tests/exams C = clinical field D = group discussion demonstration S = speech or presentation L = lab skill demonstration W = written assignment O = Other, please (research paper, reaction specify paper, creative writing, etc.) E = performance (music, V = visual arts/design studio work theatre, forensics)

Course Form #11 AAC Feb2007 ATTACHMENT V 151

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / Modern Languages SDSU and Global Studies Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Maria Ramos-Garcia Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete ARAB 101 Introductory Arabic I from the list of courses approved to meet SGR Goal #4 Humanities and Arts/Diversity and Globalization.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Courses with low enrollment have been recommended for deletion based upon 2012-2013 SGR course review.

ATTACHMENT V 152

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / Modern Languages SDSU and Global Studies Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Maria Ramos-Garcia Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete ARAB 102 Introductory Arabic II from the list of courses approved to meet SGR Goal # 4 Humanities and Arts/Diversity and Globalization.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Courses with low enrollment have been recommended for deletion based upon 2012-2013 SGR course review.

ATTACHMENT V 153

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / Modern Languages SDSU and Global Studies Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Maria Ramos-Garcia Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete MFL 101 Introduction to Foreign Language and Culture I from the list of courses approved to meet SGR Goal #4 Humanities and Arts/Diversity and Globalization.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Courses with low enrollment have been recommended for deletion based upon 2012-2013 SGR course review.

ATTACHMENT V 154

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / Modern Languages SDSU and Global Studies Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Maria Ramos-Garcia Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete MFL 102 Introduction to Foreign Language and Culture II from the list of courses approved to meet SGR Goal #4 Humanities and Arts/Diversity and Globalization . Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Courses with low enrollment have been recommended for deletion based upon 2012-2013 SGR course review.

ATTACHMENT V 155

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / Modern Languages SDSU and Global Studies Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Maria Ramos-Garcia Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete RUSS 101 Introductory Russian I from the list of courses approved to meet SGR Goal #4 Humanities and Arts/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Courses with low enrollment have been recommended for deletion based upon 2012-2013 SGR course review.

ATTACHMENT V 156

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts and Sciences / Modern Languages SDSU and Global Studies Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU Maria Ramos-Garcia Kathleen Donovan 10/4/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete RUSS 102 Introductory Russian II from the list of courses approved to meet SGR Goal #4 Humanities and Arts/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Courses with low enrollment have been recommended for deletion based upon 2012-2013 SGR course review.

ATTACHMENT V 157

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete REL 270 Middle East Survey from the list of courses approved to meet SGR Goal #4 Humanities and Arts/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change REL 270 Middle East Survey was discontinued and deleted at South Dakota State University effective Summer 2012.

ATTACHMENT V 158

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update ENGL 248 Women in Literature to reflect ENGL/WMST 248 Women in Literature in the list of courses approved to meet SGR #4 Humanities and Arts/Diversity.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change ENGL 248 Women in Literature is cross-listed with WMST 248. This request is to update the list of approved courses to meet SGR #4 to reflect both prefixes.

ATTACHMENT V 159

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Arts & Sciences/ SDSU English Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU David Willis Don Marshall 10/10/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts. X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Addition of a course to the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Add RANG 105-105L Introduction to Range Management and Lab to the list of courses approved to meet SGR #6 Natural Sciences.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014 Section 3. Provide a Detailed Reason for the Proposed Change The components of the RANG 105-105L Introduction to Range Management and Lab course correspond with the SGR #6 objectives, and thus the department seeks approval and inclusion of RANG 105-105L on the designated list of SGR #6 courses.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes SGR #6 goals and SLO’s are detailed below, along with specific means by which this course will address each goal and achieve each objective. This course description is provided here for reference.

Course Description: RANG 105-105L Introduction to Range Management and Lab: Basic principles and application of range science including ecosystem structure, function and management. Water and nutrient cycles, energy flow, plant physiology, grazing management and grazing systems will be discussed. Identification and management of important range plants in the Northern Great Plains are included. Range improvements such as seeding, fertilization, brush control and prescribed burning will be introduced. Co-requisites: RANG 105L-RANG 105.

SGR#6 goal: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

ATTACHMENT V 160 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

SGR #6 Student Learning Outcomes: As a result of taking RANG 105-105L,students will be able to: 1. Demonstrate the scientific method in a laboratory experience; To meet this goal, we will conduct as many labs outside as possible. We will identify range management problems and collect real data out in the world to analyze these problems. Using the scientific method to evaluate problems is a key attribute for good range management. This outcome will be assessed using lab participation, reports, and the lab exam.

2. Gather and critically evaluate data using the scientific method; To meet this goal, we will use the data collected in the field to learn important range management calculations and then critically evaluate our data. Not all range problems are easily observed, precise calculations and rigorous evaluation of data is required. This outcome will be assessed using lab participation, reports, and exam.

The first four labs are dedicated to using the scientific method (SLO 1), collecting data in the field (SLO 2), and analyzing data (SLO 2). Due to the nature of range management, we need to be able to access field sites and be able to physically get out into natural rangelands, so these labs are scheduled early in the semester when the chance of favorable weather is highest. Enough flexibility is built into the lab schedule that if the weather is conducive, more field trips can be added. Although, these labs are the only time that students will be conducting research themselves, many of the lectures include examples of recent research and the experimental design, data collection, data analysis, and results are discussed. These SLOs are assessed with lab participation, lab reports, and a lab exam.

3. Identify and explain the basic concepts, terminology and theories of the selected natural sciences; Eighteen lectures and seven labs discuss basic concepts, terminology, and theories of natural science. This a major focus of the class. Range Management is unique in that it involves many physical and biological sciences. As an introductory level class, we introduce and provide an overview of natural sciences such as: climate, hydrology, soil (e.g., lecture 4), plant physiology, ecology, wildlife management, and livestock production. This SLO is assessed with group discussion, in-class writing, and quizzes/exams.

4. Apply selected natural science concepts and theories to contemporary issues. Contemporary issues are specifically addressed in eleven lectures and four labs through presentation of recent research, guided discussions on current topics (e.g., lab 12), and presentation of current rangeland problems (e.g. lecture 7). This SLO is emphasized whenever is possible. Many students come into the class with some ideas or knowledge about current problems (for example, last summer’s drought), so addressing these topics in class may help students feel more connected and interested in class material. This SLO is assessed with group discussion, in-class writing, lab reports, and quizzes/exams.

Each course meeting this goal includes the following student outcomes: Required #1, #2, #3 and #4.

Course Form #11 AAC Feb2007 ATTACHMENT V 161 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Please see attached.

Introduction to Range Management RANG 105, 3 Credits South Dakota State University Fall 2012

Instructor Office hours Dr. Lora Perkins Tuesday 9-11 and Wednesday 9-11 (605) 688-6970 or by appointment or feel free to drop-in [email protected] SNP 141D

Class time and location (unless otherwise noted): Lecture: Tuesday/ Thursday 8:00-8:50 a.m. Ag Hall 100A Lab Section 1: Tuesday 1:00-3:50 p.m. Hansen Hall 010 Lab Section 2: Thursday 1:00-3:50 p.m. Hansen Hall 010 Course Website: https://d2l.sdbor.edu (Any supplemental materials outside of your textbook and a fill-in-the-blank style outline for each lecture will be posted on the course page in D2L.) Course description: Basic principles and application of range science including ecosystem structure, function and management will be introduced. Water and nutrient cycles, energy flow, plant physiology, wildlife, and grazing management will be discussed. Identification and management of important range plants in the Northern Great Plains are included. Range improvements such as seeding, fertilization, brush control and prescribed burning will be introduced.

Additional course description: Rangelands are generally described as all lands that are not cultivated, under ice or water, and not paved. This course will provide students with factual knowledge of the basic physical science (such as soils, plant physiology, hydrology, and geography) important in rangelands and the concepts an dprinciples on how to best manage land for optimum wildlife, livestock, and human use.

Course prerequisites: None

Instructional Methods: Our classes will mostly be lectures. However, I do try to spice it up with videos, mini class discussions, and ‘one minute papers’ during class. These mini-discussions and papers will count toward the class participation part of your grade.

** I try to post an outline of the lecture the day before class, so you can print that out and save yourself some writing during the lecture.**

Textbook: Range Management: Principles and Practices (6th ed). Author: Holechek, Pieper, and Herbel.

Class attendance policy: Students should attend class regularly as poor attendance will probably be reflected in poor achievement and low scores. Students should be in their seats at 8:00 a.m. and students coming in late should try to minimize disturbance. Attendance will not be taken but any class participation points or pop quizzes missed due to unexcused absences cannot be made up.

Academic Dishonesty Policy: Academic dishonesty will not be tolerated. Cheating and plagiarism will result in the student receiving zero points for that assignment. Additional action may be justified depending on the severity of the offence.

Make-up work: If you know in advance that you will miss an exam, quiz, or lab, contact me and arrangements can be made. Unless you let me know in advance that you will miss a class or lab, any quiz or class participation given in that class cannot be made up!

Phones: Phones should not be seen or heard during class. The first time during a given class period that your phone is seen or heard, you will receive a reminder to put it away. The second time during a given class period that your phone is seen or heard, you will be dismissed from class. Freedom in Learning Policy: Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head and/ or dean of the college which offers the class to initiate a review of the evaluation. ADA Statement: Students are entitled to ‘reasonable accommodations’ under the provisions of the Americans with Disabilities Act. Those in need of such accommodation should make appropriate arrangements with Nancy Hartenhoff-Crooks, Coordinator of Disability Services, to develop an accommodation plan. She can be reached at 605-688-4504 (voice) or 605-688-4394 (TTD), by e-mail at [email protected], or at the office in SWSC 125. Additional information is available at http://www.sdstate.edu/campus/student-services/disability/index.cfm. Please discuss your needs with the instructor as well. **I feel like in order to be a good instructor; I need to make it as easy as possible for all of our course information to get into your brain. I am happy to make any accommodations that you need for that to happen** RANG 105 fulfills 3 credits for SGR GOAL #6 Natural Sciences. SGR 6 outcomes include: 1. Demonstrate the scientific method in a laboratory experience.

Course Form #11 AAC Feb2007 ATTACHMENT V 162 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

To meet this goal, we will conduct as many labs outside as possible. We will identify range management problems and collect real data out in the world to analyze these problems. Using the scientific method to evaluate problems is a key attribute for good range management.  This outcome will be assessed using lab participation, reports, and the lab exam. 2. Gather and critically evaluate data using the scientific method. To meet this goal, we will use the data collected in the field to learn important range management calculations and then critically evaluate our data. Not all range problems are easily observed, precise calculations and rigorous evaluation of data is required.  This outcome will be assessed using lab participation, reports, and exam. 3. Identify and explain the basic concepts, terminology and theories of the selected natural sciences. This goal is the main focus of our lectures. We will also discuss how to apply concepts and theories for optimal range management.  This outcome will be assessed using class participation, quizzes and exams. 4. Apply selected natural science concepts and theories to contemporary issues. This is the most exciting part of our class. Range management is an applied science and there is so much ongoing research that relates to us. We will discuss current research and the current condition of our local SD rangelands. I think it is nifty when we can just go outside and see the things that we talk about in class!  This outcome will be assessed using class participation, lab discussions, quizzes and exams.

Course learning objectives: The overall goal of this class is to provide students with an overview of the many aspects of range management. 1. IDEA goal: gain factual knowledge of the basic science behind range management 2. IDEA goal: learn fundamental principles and theories of range management 3. IDEA goal: learn how to find and use resources to answer questions and solve problems

Additional learning objectives: At the conclusion of this class, students will be able to: What is range management?  Define range terminology  Describe range management history What is rangeland?  Explain the physical characteristics of rangelands  Recognize the different rangeland types Why do we care about rangelands?  Review the major uses of rangelands (including livestock production, recreation, wildlife habitat, and ecosystem services) How do we manage rangelands?  Discuss range management goals  Apply range management methods aimed to meet those goals

Assignments and Grading: Exam 1 10% Exam 2 10% Exam 3 10% Laboratory 25% Class participation and quizzes 25% Final Exam 20%

Final letter grades will be based upon a 100 point scale: A = >90%, B = 80-90%, C = 70-80%, D = 60-70%, F = <60%

Exams: Each exam will be comprehensive and cover lecture material, assigned readings, and guest lectures. Exam #1 will cover all concepts and knowledge covered up to the date of the exam. Exam #2 & 3 will primarily cover concepts and knowledge covered after the previous exam, but may also include material presented earlier. The Final Exam will cover all concepts and knowledge included in the course. All exams may consist of multiple choice, matching, short answer, and short essay questions.

Quizzes and class participation: Unannounced quizzes will be given and will cover lecture material and handouts. Class participation will be given fairly often as a way to record attendance and attention during lecture.

Laboratory: Lab grades will come from participation, reports and exams. During the course of the semester, we will have lab outside as much as possible. This includes big field trips to Oak Lake Research Station and Sioux Prairie Nature Conservancy Land! At Oak Lake, you will practice assessing fundamental range characteristics. At Sioux Prairie, we will inventory and assess vegetation. Lab reports will be required for the field labs (rubric provided in class). We will also have labs inside. Inside, you will practice other skills like plant identification and range calculations. Come to lab prepared, engage in the laboratory activity, write your lab report, study for the plant identification exam, and you will do fine.

Course Form #11 AAC Feb2007 ATTACHMENT V 163 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

Tentative course schedule- we are flexible!

SGR SGR Date Topic Reading outcome #Labsoutcome # 28‐Aug What do you think Rangeland is? Syllabus 3 Introduction, pre‐assessment, & Syllabus day No lab 30‐Aug Rangeland and Man Chapt 1 & 23 Rangeland defined 4‐Sep Range Management History Chapt 1 & 2 3 Rangeland Health field 1 & 2 History of Range Science & Land grant schools trips to Oak Lake Field 6‐Sep Rangeland Physical Characteristics Chapt 3 31Station for data collection & 2 Climate, Soil, Hydrology 11‐Sep Description of Rangeland Types Chapt 43 Types of rangelands that occur in the US Rangeland health data 1 & 2 13‐Sep Rangeland Plant Physiology calculation and evaluation Chapt 5 3 How rangeland plants 'work' 18‐Sep Rangeland problems Handouts Invasive plants, Fire, & other current problems 3 & 4 Data collection field trip to 1 & 2 20‐Sep Catch‐up & review Chapt 1‐5 + TNC Sioux Prairie handouts 25‐Sep Chapt 1‐5 + Exam 1 handouts Plant productivity data 1 & 2 27‐Sep Range Inventory and Monitoring Chapt 7 + calculation and evaluation 3 & 4 What is out there and how is it changing? handouts 2‐Oct Manipulation of Range Vegetation Chapt 15 + 3 & 4 How to influence what is growing on rangelands handouts Plant ID 1 3 4‐Oct Rangeland Ecology Chapt 63 Rangeland organisms and their environment 9‐Oct Rangeland Ecology 2 Chapt 63 Rangeland organisms and their environment Plant ID 2 3 11‐Oct Multiple Use of Rangelands Chapt 12 + 3 & 4 What we need from range management handouts 16‐Oct Catch‐up & review Chapts 6,7,12, 15 + Plant ID 33 18‐Oct Chapt 1‐7, Mid‐term 12, 15 + 23‐Oct Livestock production Chapt 8 + 3 & 4 Stocking rate handouts Plant ID 4 3 25‐Oct Livestock production Chapt 9 + 3 & 4 Grazing systems handouts 30‐Oct Livestock production Chapt 10 3 Improving livestock distribution Final Plant ID 3 1‐Nov Guest Lecture! 4 A local cattle producer will talk to the class 6‐Nov Livestock production Chapt 11 & 13 3 Animal nutrition and common‐use Livestock production 2, 3 & 4 8‐Nov Catch‐up & review Chapt 8‐11, calculations 13 + 13‐Nov Chapt 1‐13, Exam 3 15 + Internet resources‐ Web Soil Survey, Ecological Site Descriptions, 3 & 4 15‐Nov Rangeland animals and habitat Chapt 14 + 3 & 4 USDA Plants Database, Google Earth There are so many animals that are not cattle! handouts 20‐Nov Rangeland animals and habitat 2 Chapt 14 + 3 & 4 Discussion‐ participate in a There are so many animals that are not cattle! handouts collaborative 4 22‐Nov No School planning/management activityof competing interests 27‐Nov Guest Lecture! 4 A local wildlife expert will talk to the class Discussion‐ Responsibilities & 4 29‐Nov South Dakota Predators and Prairie Dogs Ethics of Range Management handout 4 Range animals of local concern 4‐Dec Adaptive Management handout 4 Lab final Course FormBest way #11 to plan for an uncertain future 6‐Dec Catch‐up, review, and post‐assessment Chapt 1‐15 AAC Feb2007 No lab 14‐Dec Final Exam + handouts ATTACHMENT V 164 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

Due: January 14, 2013 to (Doug Malo), Chair, Academic Affairs Committee-SGR/IGR Review Sub-committee. E-mail copy is required ([email protected] ).

SGR Goal ___ #1: Written Communication ___ #2: Oral Communication ___ #3: Social Sciences/Diversity ___ #4: Humanities and Arts/Diversity ___ #5: Mathematics _X__ #6: Natural Sciences ___ Globalization

1. SGR/global Course prefix, number, and title: RANG 105 Introduction to Range Management 2. Number of Credits: 3 3. Faculty member’s name, department, college: Dr. Lora Perkins, Department of Natural Resources Management, College of Agriculture and Biological Sciences 4. Department Head (Electronic signature indicates approval)

DOES THIS SYLLABUS CONTAIN: Y N COMMENTS Course Prefix, Number Title, Credit Hours X Pg 1 University Name X Pg 1 Academic Term, Year X Pg 1 Course Meeting Time and Location X Pg 1 Instructor’s Contact Info (Name, Office Location, Office hours, Office X Pg 1 Phone Number, Email Address) Course Description: Pg 1 Catalog description X Addition course description (optional) X Course Prerequisites: X Pg 1 Catalog description Technology skills (optional) Description of Instructional Methods X Pg 1 Course Requirements X Pg 1 Required textbook(s) and other supplementary materials X Pg 1 Class attendance policy X Pg 1 Cheating and plagiarism policy X Pg 2 Key deadlines X On class schedule (Pg 5) Course Goals (includes specific reference to SGR goal) X Pg 3 Student Learning Outcomes (SLOs) X Pg 3 Grading Procedures X Pg 4 ADA Statement and Freedom in Learning Statement X Pg 2 Tentative Course Outline/Schedule X Pg 5 How SLOs Are Assessed/Covered in Course Schedule X Pg 3 & Pg 5 ARE THE DO THE GOAL(S) AND MEASUREABLE STUDENT ASSESSMENT LEARNING METHODS OUTCOMES INCLUDED INCLUDED ON MEASURE THE GOAL(S) AND STUDENT LEARNING OUTCOMES (SLOS) THE SLOS LISTED? LIST ASSESSMENT TOOLS AND HOW THEY MET (LIST ONLY THOSE GOALS AND STUDENT SYLLABUS? (YES/NO) DEMONSTRATE STUDENT PERFORMANCE RELATED LEARNING OUTCOMES MET BY THE COURSE)* (YES/NO) TO EACH STUDENT LEARNING OUTCOME+ Goal as listed in the latest College Catalog (e.g., System Graduation Requirement Goal #6: Yes Yes The course assessment is designed to measure Natural Sciences - Students will understand the student performance related to each SLO. This fundamental principles of the natural sciences and includes lecture and lab exams (T), class apply scientific methods of inquiry to investigate participation (W and D), lecture quizzes (T), lab the natural world) participation and reports (W and L), and lab group discussion (D). List all SLOs for the Goal met by this course

1. Demonstrate the scientific method in a laboratory Yes Yes- L,W,T Our first four labs are dedicated to using the

Course Form #11 AAC Feb2007 ATTACHMENT V 165 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

experience scientific method (SLO 1), collecting data in the field (SLO 2), and analyzing data (SLO 2). Due to the 2. Gather and critically evaluate data using the nature of range management, we need to be able to scientific method Yes Yes- L,W,T access field sites and be able to physically get out into natural rangelands, so these labs are scheduled early in the semester when the chance of favorable weather is highest. Enough flexibility is built into the lab schedule that if the weather is conducive, more field trips can be added. Although, these labs are the only time that students will be conducting research themselves, many of the lectures include examples of recent research and the experimental design, data collection, data analysis, and results are discussed. These SLOs are assessed with lab participation (L), lab reports (W), and a lab exam (T). 3. Identify and explain the basic concepts, terminology Yes Yes-D,T,W Eighteen of our lectures and seven of our labs and theories of the selected natural sciences discuss basic concepts, terminology, and theories of natural science. This a major focus of the class. Range Management is unique in that it involves many physical and biological sciences. As an introductory level class, we introduce and provide an overview of natural sciences such as: climate, hydrology, soil (e.g., lecture 4), plant physiology, ecology, wildlife management, and livestock production. This SLO is assessed with group discussion (D), in-class writing (W), and quizzes/exams (T). 4. Apply selected natural science concepts and Yes Yes- D,T,W Contemporary issues are specifically addressed in theories to contemporary issues eleven of our lectures and four of our labs. Contemporary issues are addressed by presentation of recent research in lectures and labs, guided discussions on current topics (e.g., lab 12), and presentation of current rangeland problems (e.g. lecture 7). This SLO is emphasized whenever is possible. Many students come into the class with some ideas or knowledge about current problems (for example, last summer’s drought), so addressing these topics in class may help students feel more connected and interested in class material. This SLO is assessed with group discussion (D), in-class writing (W), lab reports (W), and quizzes/exams (T). * For courses meeting SGR / IGR/globalization requirements include goals and SLOs for all.

+ P = portfolio T = tests/exams C = clinical field demonstration D = group discussion S = speech or presentation L = lab skill demonstration W = written assignment (research O = Other, please specify paper, reaction paper, creative writing, etc.) E = performance (music, V = visual arts/design studio work theatre, forensics)

This assignment is an example of how this class meets SLO 3 and SLO 4. It is a lab discussion that takes place very late in the semester. During this lab, students demonstrate basic concepts and theories of Range Management while addressing very contemporary issues.

In short, during the lab period the students divide into groups. Each group represents one point of view on range management (wildlife, livestock producers, conservationists, etc). The students discuss within their groups how to best manage a parcel of land, then all the groups come together as an ‘Advisory Council’ to develop the management plan for this land. The objectives of the lab are to interpret the competing interests involved with rangeland and to creatively address potential disputes over rangeland resources (both are very contemporary issues).

This lab is assessed both with class participation and a lab report.

Attached are the rubric for the lab report and the student handout for the lab.

Little Muddy Creek Watershed Lab report guideline

Course Form #11 AAC Feb2007 ATTACHMENT V 166 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

**Attach this page to the front of your lab report** Lab report is due in class or lab on Nov 20. Write a 1-2 page paper that: 1. Describes the point of view of each organization in the Advisory council and their plan for the watershed. 2. Restates the final management plan for Little Muddy Creek Watershed. 3. Discusses how the point of view of each group was addressed and incorporated in the final plan.

Remember to balance being concise and including all relevant information. Use good grammar, sentence structure, and paragraph structure. Use 12 point font, 1.5 line spacing, and 1 in. margins. Achieved Possible 15 Content (Did you clearly address all three points above?)

5 Clarity (Did you take your time, use good writing skills, and write an easy to understand paper?) 20 total

Little Muddy Creek Watershed A Rangeland Planning Simulation

Objectives: 1. Experience the give-and-take that occurs when representatives of competing interests participate in a collaborative planning/management activity.

2. Encourage creative solutions in disputes over rangeland resources.

General Plan for the lab: The mayor of Williston has called for the creation of the Little Muddy Advisory Panel (LMAP) to manage Little Muddy Creek Watershed. This will be done in a meeting of the Advisory Panel using the following steps: 1. Groups will meet and review the history of Little Muddy Creek Watershed. Groups will also review their values and decide what they want to do with the land.

2. Everyone will meet for the Advisory Panel. The mayor will run the meeting. First, each group will introduce themselves and present their values, beliefs, and what they want to do with the land.

3. The Advisory Panel as a whole will then come up with ideas for the management plan that everyone is happy with.

4. Oh no! A conflict has arisen between and endangered bird species and the livestock that graze land in that bird's habitat. The Advisory Panel as a whole needs to decide what to do.

Overview and History of Little Muddy Creek Watershed:  The Little Muddy Creek Watershed is a 51,840 acre (91 square mile) area which forms the drainage of Little Muddy Creek.

 The creek got its name during the homesteading era by the pioneers and settlers. The meadows around the creek were excellent forage for cattle so the valley was quickly homesteaded.

 A natural leader among the homesteaders was a young widow named Molly Willis. Her ranch was located at the base of the valley which was also the location of the school. All social activities in the valley were held at the Little Muddy School and at Molly's house. Because of her hospitality and leadership, the town that grew up around the school was named "Williston".

 These early homesteaders raised hay on their homesteaded land to provide for livestock in winter. They grazed their stock on the foothills and mountains surrounding the valley during the grazing season. These foothill and mountain ranges were not controlled and were "open range" until the early 1900's.

 Years and years of buying and selling ranch property has resulted in only 11 livestock producers owning the land that was originally homesteaded. These ranchers each own 3,000-7,000 acres of deeded land and they have leases for grazing the State, Bureau of Land Management (BLM), and Forest Service land at higher elevations in the watershed.

 In the late 1920's and 1930's, the U.S. Government claimed all the land that was not homesteaded. The forested lands in the mountains were declared to be administered by the U.S. Forest Service for timber production, grazing, and recreation. The sagebrush grasslands on the mountain foothills were not valuable for timber but were recognized as important areas for grazing, recreation, and watershed management. They were designated for management by Bureau of Land Management.

 Williston grew quickly to support the ranchers in Little Muddy Creek Valley and the farmland located south of Williston.

Course Form #11 AAC Feb2007 ATTACHMENT V 167 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

Summary of land ownership in Little Muddy Acres % of Watershed Creek: Privately-Owned Deeded 8,290 16%

State 2,074 4%

Bureau of Land Management 21,254 41%

US Forest Service 20,218 39% Total 531,748 100%

Modern Developments: Ideas of what people want out of the Little Muddy Creek Watershed have changed over the years.  In the homesteading era, most people just wanted healthy cattle ranches to turn grass into money to fuel the economy of Williston.

 In the 1940's, people from other parts of the state started to visit Little Muddy Creek for the great fly-fishing that the locals had long recognized. There is one particular spot along the creek that is well known for the big, tasty, and hard to catch "Chubby Trout".

 In 1945, Route 200 was paved. This brought lots of travelers through Williston and Little Muddy Creek Valley. These travelers often go out of their way to visit the beautiful valley because it is so scenic.

 In 1953, the USFS created the East Fork Campground so people could camp and overlook the beautiful valley. A few years later, the USFS established the "Loop Trail" that is now used heavily by hikers and horseback riders in the summer, and cross-country skiers in the winter. Currently, no motorized vehicles are allowed on the trail, excluding motorbikes and snowmobiles.

Conflicts in the Valley: The past few decades have seen changes in how people value Little Muddy Creek Valley, and how they believe it should be managed. Some people want growth; others do not. While some revere the area's ranching heritage, others are more impressed by its relatively underdeveloped condition. Inevitably these interests collide from time to time. The mayor of Williston is a very progressive person who loves the Little Muddy Creek Watershed and does not want to see the citizens of Williston torn apart by environmental conflicts. The mayor has called for the formation of a Little Muddy Advisory Panel to seek solutions to conflicts before they result in law suits and ill feelings in the community. The advisory panel consists of representatives from the following organizations: The Little Muddy Creek Livestock Association consists of the eleven ranching families who own the deeded land along Little Muddy Creek. Most of these ranched have been operating in the Little Muddy Creek Watershed for three or four generations. Historically, there were a few sheep operations in the association; however today, all the members of the association own only cattle. All eleven families have a representative in B-MAP although usually no more than three show up for any one meeting. The Williston Horizons Development Council (WHDC) was created several years ago by the city council to encourage development of Williston. The council, made up of local business owners and entrepreneurs, want to encourage growth. They are especially interested in promoting the area's recreation potential through upscale shops, restaurants, and motels to serve the hikers, campers, and anglers who might visit Little Muddy Creek Watershed. The Rugged Mountain Recreationists are a group of local residents who like to recreate in the mountains and valleys of Little Muddy Creek. This group gets together every month to share hunting and fishing stories and learn ho to do recreational activities such as fly fishing, back packing, bird watching, low-impact camping, etc. The Williston Environmental Coalition (WEC) is a regional environmental organization concerned with preserving the health and western rangelands. The "preservation" goal of WEC yields several campaigns to limit the use of public lands for grazing, timber, and recreation. Several members of WEC live in Williston and focus on monitoring wildlife species and encouraging wise management of lands. They keep a close eye on the activities of public land agencies and try to discourage use and development of the Little Muddy Creek Watershed. NWEC is also concerned with maintaining open space for wildlife and people. The Public Lands Agencies include the USFS, BLM, and State which all manage land in the Little Muddy Creek Watershed. They have a difficult job because they need to ensure the health and integrity of the ecosystems but they also have to mandate for "multiple use" management. This means that they must try to manage for recreation, ranching, wildlife, timber, and water all at the same times. The land managers in these agencies went to the University and obtained degrees in rangeland management so they understand the biological constraints and opportunities of the system. Each B-MAP will include a member of the state land management agency and occasionally a member of one of the federal agencies.

Ground Rules for Little Muddy Creek Advisory Panel Meeting 1. Respect. All participants recognize and respect the concerns of others, and expect that their interests will be respected as well.

2. Active Listening and Involvement. Everyone should be able to speak their opinion on the topic at hand without the interruption of others. Participants listen carefully to each other, ask questions for clarification or explanation and recognize each person's concerns.

3. Calm and Collected Discussion. Participants should raise their hand if they want to speak. The mediator will let them know when it is their turn to talk. Members should speak in turn, let people finish their statements and do not cut them off. Everyone needs to stay

Course Form #11 AAC Feb2007 ATTACHMENT V 168 SGR #6 – RANG 105-105L Introduction to Range Management and Lab

on task. Please do not lash out with ridiculous comments. Participants must commit to being open by stating needs and problems instead of positions.

4. Freedom to Disagree. Participants "agree to disagree". Members should respect the right of others to disagree with their points of view.

5. Consensus. Participants agree that any direction will be reached by consensus. This means that everyone approves of the decision.

6. Creativity. Participants commit to search for opportunities and alternative solutions. Be creative. Creativity often leads to the best solutions.

Conflict Management Styles Name of Style Characteristics Win/Lose Do it my way, or not at all Coerce, outwit, fight, try to gain control Impatience with information gathering High concern for personal goals Low concern for relationship

Win/Win Gather information Look for options Welcome disagreement Open discussion High concern for personal goals High concern for relationship

Compromise I'll give in if you do the same Bargain Split the difference Reduce expectations Tolerate some less-than comfortable bargaining

Lose/Win Whatever you say Agree to anything Appease Refuse to discuss or gather information Low concern for personal goals High concern for relationship

Lose/Lose Conflict, what's conflict? Run away Deny conflict exists Refuse to discuss or gather information Low concern for personal goals Low concern for relationship

Course Form #11 AAC Feb2007 ATTACHMENT V 169

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Agriculture and Biological Sciences / Natural Resource SDSU Management Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

SDSU David Willis Don Marshall 10/8/13 Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete BIOL 200-200L Animal Diversity and Lab from the list of courses approved to meet SGR Goal #6 Natural Sciences.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Department request to remove course listing.

ATTACHMENT V 170

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Institutional Graduation Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update IDS 100 Concepts of Sustainability to reflect IDL 100 Concepts of Sustainability in the list of courses approved to meet IGR #2.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change IDS 100 Concepts of Sustainability is currently on the list of approved courses to meet IGR #2. This request is to correct a clerical error. The original request reflected the prefix as IDS instead of IDL. The course listed in the Course Inventory Report reflects IDL 100 Concepts of Sustainability.

ATTACHMENT V 171

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update SPCM 470 Intercultural Communication to reflect SPCM/GEOG 470 Intercultural Communication in the list of courses approved to meet Globalization.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change SPCM 470 Intercultural Communication is cross-listed with GEOG 470. This request is to update the list of approved courses to meet Globalization to reflect both prefixes.

ATTACHMENT V 172

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Institutional Graduation Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update GEOG 365 Land Use Planning to reflect GEOG 365 Land Use and Planning in the list of courses approved to meet IGR #2.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change GEOG 365 Land Use Planning is currently on the list of approved courses to meet IGR #2. The course title was updated to GEOG 365 Land Use and Planning in a Minor Course Modification effective Fall 2013.

ATTACHMENT V 173

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Institutional Graduation Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update GEOG 358 Political Geography to reflect GEOG 459 Political Geography in the list of courses approved to meet IGR #2.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change GEOG 358 Political Geography is currently on the list of approved courses to meet IGR #2. The course number was updated in a Revised Course Request: Common Course approved by the Board of Regents in December 2011.

ATTACHMENT V 174

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Institutional Graduation Requirements

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update PHIL/REL 454/332 Environmental Ethics to reflect PHIL/REL 454 Environmental Ethics in the list of courses approved to meet IGR #2.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change REL 332 Environmental Ethics updated the course number to REL 454 in a Minor Course Modification request. The change was effective Fall 2012.

ATTACHMENT V 175

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/17/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Globalization/Global Issues Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to Globalization/Global Issues Requirement – update of definition, goal X statement and student learning outcomes

Section 1. Provide a Concise Description of the Proposed Change South Dakota State University proposes an update to the Globalization definition, goal statement and student learning outcomes. See Section 5 for specific update.

Section 2. Provide the Effective Date for the Proposed Change

Academic Year 2014-15

Section 3. Provide a Detailed Reason for the Proposed Change

The globalization definition, goal statement and student learning outcomes were reviewed and updated by the SDSU International Committee. The globalization materials had not been reviewed since being implemented in 2003. An update was needed to reflect current perspectives on globalization.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

The updated framework includes a current definition, goal statement and student learning outcomes which adhere to the format used by the SD BOR institutions. A review of courses submitted to meet the updated globalization framework is underway. Courses submitted for review are required to meet the updated framework and include the identification of learning strategies, assessment techniques and evidence of student learning.

Section 5. Provide a Copy of Other Supporting Documentation

Proposed Globalization framework

ATTACHMENT V 176

Globalization Requirement

Globalization is defined as a process of interaction and integration among different people, organizations, and governments that takes place outside of and above the level of national boundaries. The primary result of this process is the interdependence of capital, technology, information, and people across national borders. This interdependence of economic and cultural activities has implications for a variety of issues around the world, including, but not limited to, political systems, economic systems, the environment, agriculture, public health, health care, information technology, social networking, communications, transportation, education, governance, and prosperity. Through the process of globalization, people and organizations communicate, conduct business, and address challenges, across and irrespective of national borders.

Students will be able to identify global issues and how they impact their lives and discipline.

Student Learning Outcomes: The primary objective of this requirement is to offer courses that present meaningful global content of contemporary relevance (i.e., content based on trends, events or interactions from the post-WWII era to the present). Each course that fulfills this requirement must include ONE of the following two student learning outcomes.

Students will be able to: 1. Demonstrate a basic understanding of modern-day globalization, including outlining the benefits and cost implications of globalization, and interpret consequences of global issues through various forms of analysis.

2. Express knowledge of the customs and cultures of a particular country or a specific region outside of one’s own national borders. (The emphasis in this SLO is the more in-depth study of one particular country or region.)

Credit Hours: Students can select a course to meet the globalization requirement which also meets one of the SGR/IGR requirements or a major requirement. Selected courses do not add to the total number of credits required for the major.

Course Form #11 AAC Feb2007 ATTACHMENT V 177

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Remove MNET 494 Internship from the list of courses approved to meet the Writing Intensive Requirement.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change Department request to remove the course listing.

ATTACHMENT V 178

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Deletion of an approved course from the set of approved courses

Section 1. Provide a Concise Description of the Proposed Change Delete THEA 410 Dramatic Literature from the list of courses approved to meet the Writing Intensive Requirement.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change THEA 410-510 Dramatic Literature was discontinued and deleted at South Dakota State University effective Fall 2013.

ATTACHMENT V 179

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SDSU Academic Affairs Laurie Stenberg Nichols 10/25/13 Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked). X Revision to an approved course

Section 1. Provide a Concise Description of the Proposed Change Update POLS/PHIL 462/424 Modern Political Philosophy to reflect POLS/PHIL 462 Modern Political Philosophy in the list of courses approved to meet the Writing Intensive Requirement.

Section 2. Provide the Effective Date for the Proposed Change Fall 2014

Section 3. Provide a Detailed Reason for the Proposed Change PHIL 424 Modern Political Philosophy updated the course number to PHIL 462 in a Revised Course Request: Common Course approved by the Executive Director in June 2013. The change was effective Fall 2013.

ATTACHMENT VI 180

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

USD Chemistry Deborah Dodge 05/13/2013 Institution Division/Department Institutional Approval Signature Date

USD Andrew Sykes Institution Form Initiator Dean’s Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT VI 181

Section 1. Provide a Concise Description of the Proposed Change We are requesting to add CHEM 110/L: Chemistry and the Environment to the list of courses approved for SGR Goal #6 (natural sciences). This is a unique course recently approved at USD.

Section 2. Provide the Effective Date for the Proposed Change Spring 2014

Section 3. Provide a Detailed Reason for the Proposed Change CHEM 110 and its laboratory co-requisite cover a variety of specific chemistry topics applied to environmental issues. CHEM 110 follows CHEM 106: Chemistry Survey, a broad introduction to chemistry, giving students the opportunity to develop more detailed and applied knowledge of chemistry. The content of CHEM 110 is highly relevant to the learning outcomes of SGR Goal #6.

CHEM 110/L will be available to any student who has completed CHEM 106. It will be of particular value to students pursuing a major or minor in Sustainability. It is also an elective in the natural sciences specialization within the Sustainability major.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes Goal #6 stipulates: “Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.” Specific student learning outcomes are assessed as follows:

1. Demonstrate the scientific method in a laboratory experience.  Results and lab reports from the experiments performed in CHEM 110L. 2. Gather and critically evaluate data using the scientific method.  Results and lab reports from the experiments performed in CHEM 110L and from the laboratory exam. 3. Identify and explain the basic concepts, terminology and theories of the selected natural sciences.  Five unit exams and a comprehensive final exam. 4. Apply selected natural science concepts and theories to contemporary issues.  Five unit exams and a comprehensive final exam.

The fulfillment of these learning outcomes is consistent with CHEM 110’s focus on the application of basic chemical principles to environmental topics (climate change, acid rain, ozone hole, pollution, etc.). Connections with current events, science awareness, and public policy are especially relevant to SLO #4.

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation See below. The syllabus for CHEM 110L follows CHEM 110.

ATTACHMENT VI 182

CHEM 110: CHEMISTRY AND THE ENVIRONMENT (3 Credits) SPRING 2014 SYLLABUS

Pre-requisite: CHEM 106/106L Co-requisite: CHEM 110L Section ###: MWF 8:00-8:50 am Classroom: TBA

CHEM 110: An introduction to chemical processes relevant to the environment. Topics include global energy budget, albedo, greenhouse gases, chemistry of the stratosphere, chemistry of the troposphere, acid-base chemistry, aqueous redox reactions, interaction of gases with water, recycling, and energy.

Items Principal instructor & Course Coordinator Name Dr. James D. Hoefelmeyer Email ID [email protected] Office Churchill – Haines 111 Office hours Tuesday 10AM-11AM Phone number 677-6196

This course partially fulfills the System-wide (South Dakota Board of Regents Institution) Graduation Requirement, Goal #6: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

Student Learning Outcomes: As a result of taking courses meeting this goal, students will: Learning Outcomes: Assessment 1. Demonstrate the scientific method Results and lab reports from the in a laboratory experience experiments performed in CHEM 110L. 2. Gather and critically evaluate data Results and lab reports from the using the scientific method experiments performed in CHEM 110L and from the laboratory exam. 3. Identify and explain the basic Performance on unit exams and a concepts, terminology and theories comprehensive final exam. of chemistry 4. Apply selected chemical concepts Performance on unit exams and a and theories to contemporary issues comprehensive final exam.

TEXTBOOK:

James E. Girard ‘Principles of Environmental Chemistry’ 3rd ed. Jones and Bartlett, Sudbury, MA, USA, 2013. (or equivalent)

Tentative Schedule

W, Jan. 15 Introduction F, Jan. 17 Hydrosphere I M, Jan. 20 Martin Luther King, Jr. Holiday W, Jan. 22 Hydrosphere I F, Jan. 24 Hydrosphere I M, Jan. 27 Hydrosphere I ATTACHMENT VI 183

W, Jan. 29 Hydrosphere I F, Jan. 31 Exam I M, Feb. 3 Hydrosphere II W, Feb. 5 Hydrosphere II F, Feb. 7 Hydrosphere II M, Feb. 10 Hydrosphere II W, Feb. 12 Hydrosphere II F, Feb. 14 Hydrosphere II M, Feb. 17 President’s Day Holiday W, Feb. 19 Exam II F, Feb. 21 Lithosphere M, Feb. 24 Lithosphere W, Feb. 26 Lithosphere F, Feb. 28 Lithosphere M, Mar. 3 Lithosphere W, Mar. 5 Lithosphere F, Mar. 7 Exam III M, Mar. 10 Spring Break W, Mar. 12 Spring Break F, Mar. 14 Spring Break M, Mar. 17 Atmosphere W, Mar. 19 Atmosphere F, Mar. 21 Atmosphere M, Mar. 24 Atmosphere W, Mar. 26 Atmosphere F, Mar. 28 Atmosphere M, Mar. 31 Atmosphere W, Apr. 2 Atmosphere F, Apr. 4 Exam IV M, Apr. 7 Energy W, Apr. 9 Energy F, Apr. 11 Energy M, Apr. 14 Energy W, Apr. 16 Energy F, Apr. 18 Energy M, Apr. 21 Energy W, Apr. 23 Energy F, Apr. 25 Exam V M, Apr. 28 Review W, Apr. 30 Review F, May 2 Review

Final Exam: May (day, time tba)

If you are scheduled for more than three final exams in one day, you may contact your instructor and schedule an alternate time. Otherwise, the final exam time is non-negotiable!

COURSE POLICIES:

Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with Disability Services must obtain a new accommodation memo each semester. ATTACHMENT VI 184

For information contact:

Ernetta L. Fox, Director Disability Services Room 119 Service Center (605)677-6389 www.usd.edu/ds; [email protected]

USD College of Arts and Sciences Policy on Academic Dishonesty

The College of Arts and Sciences considers plagiarism, cheating, and other forms of academic dishonesty inimical to the objectives of higher education. The College supports the imposition of penalties on students who engage in academic dishonesty, as defined in the “Conduct” section of the University of South Dakota Student Handbook.

No credit can be given for a dishonest assignment. At the discretion of the instructor, a student caught engaging in any form of academic dishonesty may be:

a. Given a zero for that assignment. b. Allowed to rewrite and resubmit the assignment for credit. c. Assigned a reduced grade for the course. d. Dropped from the course. e. Failed in the course.

-- Adopted by vote of the faculty April 12, 2005

Freedom in learning: Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

Exam Absence: If you are absent on an exam date, then you must present proof that the absence can be classified as excused under university policy. The procedure to document your absence as excused is to contact the Dean of Students Office (MUC 218, Dr. Kim Grieve, Dean of Students), confirm that the nature of the absence is excused, and provide written documentation from the Dean’s Office. If you are a student athlete (or participating in some other extra-curricular activity), then you only need to provide a schedule of your events in advance, signed by your coach/advisor. On confirmation of your exam, you must schedule to complete your make-up exam within two days of your return to campus.

If you are absent for the final exam, and the absence is proven to be excused under university policy, then you may be assigned a grade of incomplete.

Withdraw Deadlines: The last day to drop this class with a refund is Wednesday January 22, 2014. The last day to drop this class with a grade of “W” recorded on your transcript is Thursday, April 7, 2014.

ATTACHMENT VI 185

Grading. Your grade will be determined as follows:

Exam I – 16% Exam II – 16% Exam III – 16% Exam IV – 16% Exam V – 16% Final Exam – 20%

Letter grades will be assigned based on points accumulated, with the following cutoffs: A: 90 % B: 80 – 89 % C: 70 – 79 % D: 60 – 69 % F: Less than 60%

SUGGESTIONS FOR LEARNING CHEMISTRY & SOLVING THE PROBLEMS:

Participate in lecture, read the text, and review lecture notes. Writing out structures, equations, and diagrams is helpful to understanding chemistry. When working problems, do not rush through the solution; carefully think about the problem and work out the solution. It is usually not helpful to jump to answers found in the solutions manual until you have made a reasonable attempt to solve the problem on your own. If you answer a problem incorrectly, make sure you understand the mistake and the correct answer. If you are struggling, then get help.

KEEP UP WITH THE MATERIAL AND SPREAD OUT YOUR STUDY TIME:

Almost every lecture in this course will build upon concepts developed in previous lectures. Try to spend some time each day reading and working problems. Don’t try to learn all of the material a day or two before an exam – most successful students find that spreading out study time over several one to two hour study periods is much more productive than all-night “cram sessions”. Studying in groups, or attending SI sessions can be helpful.

CHEM 110L: Chemistry and the Environment Laboratory (1 Hour) The University of South Dakota Spring 2014

Course Sections: (sections TBD, time slots TBD – illustrative examples shown)

Sections 115/125 Wednesday 3:00-5:50 pm Sections 135/145 Wednesday 6:00-8:50 pm Section 155/165 Thursday 8:00-10:50 am ATTACHMENT VI 186

Course Meeting Locations:

Akeley-Lawrence Science Center, Rooms AK 313 (Pre-Lab) and AK 207 (Lab)

Instructors: (TBD – illustrative examples shown)

Name: Dr. James D. Hoefelmeyer Dr. M. Kadarkaraisamy Sections: 115/125 135/145; 155/165 Office: CL 111 CL 107 Office Hours: TBA TBA Phone: 677-6186 677-5487 Email: [email protected] [email protected]

Teaching Assistants:

TBA -

Course Description:

CHEM 110L: Laboratory designed to accompany CHEM 110. Corequisite: CHEM 110.

CHEM 110L, when taken in conjunction with CHEM 110, will fulfill the following Goal of the South Dakota System General Education Requirements:

Goal #6: Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

Student Learning Outcomes: As a result of taking courses meeting this goal, students will: Learning Outcomes: Assessment 1. Demonstrate the scientific method in a Student ability to demonstrate the scientific method will be assessed by their laboratory experience results and lab reports from the experiments performed in CHEM 110L. 2. Gather and critically evaluate data using the Student ability to gather and critically evaluate data will be assessed by their scientific method results and lab reports from the experiments performed in CHEM 110L and from the laboratory exam in that course. Student ability evaluate data will also be assessed via exams in CHEM 110. 3. Identify and explain the basic concepts, Student ability to demonstrate factual and conceptual knowledge of chemistry terminology and theories of chemistry will be assessed by their performance on unit exams and a comprehensive final exam. 4. Apply selected chemical concepts and Student ability to apply conceptual knowledge of chemistry to contemporary theories to contemporary issues and practical issues will be assessed by their performance on unit exams and a comprehensive final exam.

Materials Required:

1. Chemistry 110L Laboratory Manual, Spring 2014, USD Department of Chemistry (available for purchase at the bookstore). (Or equivalent substitution) 2. Safety Glasses or Goggles: Must provide adequate front and side protection. LABORATORY SAFETY POLICY: Students will not be allowed to work in the laboratory until they have signed and handed in the “Chemistry Laboratory Safety Agreement”. Failure to ATTACHMENT VI 187

follow the laboratory safety practices listed on the agreement could result a reduction in your score for that week’s experiment or in your immediate dismissal from the laboratory without credit for that experiment.

Attendance and Grading Policies: Attendance: Attendance at laboratory, including the pre-lab meeting, is mandatory. You may conduct the experiment for a given week only during your assigned laboratory period. The only exception is for students who must miss a laboratory for Institutional reasons (i.e., absence from campus due to participation in intercollegiate athletics, academic conferences, etc.). Students who must miss a laboratory for Institutional reasons may conduct the experiment in another lab section the same week that experiment is scheduled provided they notify the instructor at least one week prior to the lab to be missed.

If you miss a laboratory for an excusable reason, your score on that laboratory will be zero. However, you will have an opportunity replace one zero score on a lab due to an excused absence by conducting the make-up experiment during the last week of the course. If you miss a lab for an excusable reason (e.g., illness), contact the instructor as soon as possible.

If you miss a lab for an inexcusable reason, you will receive zero points towards your final grade for the course.

Grading: During this semester, ten experiments will be conducted; lab reports for each experiment will count 20 points towards the final grade for the course (250 total points possible). Lab reports will be graded on the following criteria: accuracy and precision of data collected, interpretation of experimental data (including calculations based on experimental data), and answers to questions related to the experiment. In addition to lab reports, there will be a final lab exam worth 50 points.

Ten Lab Reports 200 points (20 points each) Lab Exam 50 points Total 250 points

Letter grades will be assigned on the basis of total points accumulated, with cutoffs no higher than listed below. A: 225 pts (90%) B: 200 pts (80%) C: 175 pts (70%) D: 150 pts (60%) F: < 150 pts

Lab Reports: Lab reports are due at the beginning of the pre-lab meeting the week following completion of the experiment. However, you are strongly encouraged to complete the lab report and hand it in before leaving the laboratory. Lab reports handed in late will be penalized by deduction of 3 points per day late, exclusive of weekends and holidays. Late lab reports should be handed in to the instructor.

ATTACHMENT VI 188

OTHER LABORATORY POLICIES:

Check-In: You are financially responsible for the equipment loaned to you for this course - that is, you will have to pay for missing or damaged equipment. When you check into the lab, make certain that your drawer contains all items on the inventory list, and that they are unbroken and in good working condition. Replace any missing or damaged equipment before signing the inventory list. At the end of each lab period, make sure you return all of your equipment to your drawer and lock it.

Check-Out: All students must check out of the laboratory by the last scheduled laboratory meeting; students who fail to check out of lab will receive a penalty of –60 points towards their final grade for the course. If you are dropping or withdrawing from the course, you must check out before the instructor will sign your add/drop form.

Withdraw Deadline: The last day to drop this class with a grade of “W” recorded on your transcript is Thursday, April 7, 2014.

Incomplete Grades (INC): According to University policy, the grade of INC may be assigned at the discretion of the instructor when a student, for good reason (e.g., serious health problems) has not completed a portion of the work for the course while the rest of the work for the course has been satisfactorily completed. Therefore, except for extenuating circumstances, a grade of incomplete will only be assigned to students who are earning a grade of C or better. When the incomplete is granted, the instructor will stipulate what work is required to complete the course and a deadline for completion of that work; grades for all of the student’s work completed before assignment of the incomplete, in combination with the work completed after the assignment of the incomplete will be used to complete the final grade for the course.

USD College of Arts and Sciences Policy on Academic Dishonesty The College of Arts and Sciences considers plagiarism, cheating, and other forms of academic dishonesty inimical to the objectives of higher education. The College supports the imposition of penalties on students who engage in academic dishonesty, as defined in the “Conduct” section of the University of South Dakota Student Handbook.

No credit can be given for a dishonest assignment. At the discretion of the instructor, a student caught engaging in any form of academic dishonesty may be:

a. Given a zero for that assignment. b. Allowed to rewrite and resubmit the assignment for credit. c. Assigned a reduced grade for the course. d. Dropped from the course. e. Failed in the course.

-- Adopted by vote of the faculty April 12. 2005

ATTACHMENT VI 189

Disability Statement: Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with Disability Services must obtain a new accommodation memo each semester.

For information contact:

Ernetta L. Fox, Director Disability Services Room 119 Service Center (605)677-6389 www.usd.edu/ds; [email protected]

Laboratory Schedule:

Lab Dates Activity

Jan. 27-31 Check-In / Laboratory Safety / Laboratory Equipment Worksheet

Feb. 3-7 Exp. 1 – Aqueous inorganic carbon equilibria

Feb. 10-14 Exp. 2 – Measurement of aqueous ions

Feb. 17-21 Exp. 3 – Biological oxygen demand

Feb. 24-28 Exp. 4 – Accelerated weathering at low pH

Mar. 3-7 Exp. 5 – Solubility of aqueous Al3+ versus pH

Mar. 10-14 Spring Break – No Labs

Mar. 17-21 Exp. 6 – Albedo

Mar. 24-28 Exp. 7 – Greenhouse Gases

Mar. 31-Apr. 4 Exp. 8 – Energy content of fuels

Apr. 7-11 Exp. 9 – Dye sensitized solar cell

Apr. 14-18 Exp. 10 – Classification and Identification of Plastics

Apr. 21-25 Lab Exam Check-Out (unless conducting make-up lab)

Apr. 28-May 2 Make-Up Laboratory ATTACHMENT VI 190

Laboratory Safety

Chemistry is an experimental science, and that means working in the laboratory. While there is no question that actually doing an experiment provides a much richer experience—an essential experience—it also poses some risks. This is why it is especially important that all who work in the lab understand and agree to the guidelines for working safely. This document will introduce you to the important safety rules, help familiarize you with the safety equipment in the lab, and guide you in accessing safety information for the lab experiments this semester. Each experiment will also include specific safety information where necessary for that experiment. Because of the primary importance of safety, you must sign an agreement that you will follow all the safety rules in order to participate in lab.

LABORATORY SAFETY POLICIES: Failure to follow laboratory safety practices could result in your immediate dismissal from the laboratory, without credit for that experiment.

1. SAFETY GOGGLES OR SAFETY GLASSES WITH SIDE SHIELDS MUST BE WORN AT ALL TIMES.

2. Eating, drinking, chewing gum, etc., are prohibited in the laboratory.

3. Do not perform unauthorized experiments or alter the designated procedure without obtaining permission.

4. Avoid getting chemicals on your skin; if you happen to do so, wash the affected area immediately. Avoid rubbing your eyes, etc. while in the laboratory. Wash your hands thoroughly at the end of laboratory.

5. Dress for the laboratory - Clothing worn in the laboratory should provide maximum protection. Full, low-heeled shoes must be worn; open toed/heeled shoes, sandals, etc., and high heels/platforms are not permitted. Long pants should be worn, as they will provide protection against items dropped on floor. Long hair should be tied or pinned back. Also, remember that we may use chemicals that will destroy or permanently stain many fabrics.

6. Know the location of all safety equipment (eyewashes, fire extinguishers, fire blankets, safety showers, emergency phone) and fire escapes.

7. Use the fume hood when directed to do so.

8. Use burners and open flames (e.g., matches, and lighters) only when specifically instructed to do so. When lighting a burner, make sure there are no flammable solvents in the area.

9. Dispose of chemicals in designated waste containers when necessary, as indicated in the experimental procedure or pre-lab lecture.

ATTACHMENT VI 191

10. Keep your laboratory bench and common areas (hoods, balances, etc.) clean and free of clutter at all times. Backpacks, coats, etc. are to be stored in designated areas outside of the lab, not on the bench top.

11. Work Defensively! Use good judgment and care when working in the laboratory! Even though you are working carefully, don't assume you or someone else won't have an accident that could injure you. Read the experimental procedure before laboratory and take special note of precautions given in the laboratory manual and/or by the instructor. Read labels on reagent bottles before using them. Label all flasks, beakers and test tubes as to their contents. Avoid touching hot objects. When in doubt, ask the instructor. Asking a question when you are unsure of a procedure or operation could prevent an accident.

12. Report all injuries (cuts, burns, etc.) and accidents (spills, fires, etc.) to the instructor immediately. Spills are to be cleaned up immediately after consulting the instructor. In the event of a fire, notify your instructor immediately and he or she will put out the fire. If the fire involves a person or their clothes, immediately assist them and call for your instructor. If you or your clothes catch fire, remember to stop, drop, and roll. Do not run to the fire blanket, but instead call out for help. In the event you spill a chemical on yourself, immediately begin washing the spill off in the sink and get the attention of your instructor. If the spill involves your eyes call for help in getting to the eye wash; your instructor will help wash your eyes and call for medical attention.

13. If you are or become pregnant during the semester, you should consult with your physician concerning your participation in the lab.

OTHER LABORATORY POLICIES:

1. It is every student's job to make sure that their bench and the common areas of the laboratory are kept clean and neat.

2. Garbage & Chemical Waste: a. Place waste chemical reagents in the appropriate containers so that they can be recycled or disposed of in a safe, environmentally acceptable manner. b. Broken glass (and nothing else) should only be disposed of in the designated broken glass container. c. Dispose of matches, boiling chips, paper, etc. in the garbage can, not in sinks or drain troughs.

3. Reagents: a. When using chemical reagents, take only the amount you will need to avoid creating excess waste (see 2b). b. To avoid contamination, never put excess reagents back into bottles (dispose of the excess as waste) or place droppers, pipettes, etc. into common liquid reagent or solvent bottles/cans. c. Do not attempt to pour liquids from large reagent cans/bottles into a small beaker or flask. Use an intermediate-sized beaker/flask to transfer from the larger to smaller container.

ATTACHMENT VI 192

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

Counseling and USD Psychology in Education Deborah Dodge 10/07/2013 Institution Division/Department Institutional Approval Signature Date

USD Amy Schweinle Hee-Sook Choi 09/19/2013 Institution Form Initiator Dean’s Approval Signature Date

Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT VI 193

Section 1. Provide a Concise Description of the Proposed Change

The University of South Dakota was recently granted authority to offer EPSY 210, Lifespan Development, a course currently approved as meeting System General Education Requirement #3 at both Dakota State University and South Dakota State University. USD requests the addition of EPSY 210 to the list of courses that satisfy the Social Science SGR for its campus.

Section 2. Provide the Effective Date for the Proposed Change

January 1, 2014

Section 3. Provide a Detailed Reason for the Proposed Change

EPSY 210 covers development from conception through death, as well as the theoretical and historical conceptions of the changes that occur with aging. Students will discuss how cognitive, emotional, biological, familial and societal/cultural factors influence humans across our lifespans. Understanding the underlying influences, both personal and environmental, can lead to greater appreciation of the diversity of philosophical, ethical and religious views.

This course fulfills the goals and student learning outcomes for the Social Science area of the General Education Requirements by addressing the diversity of the human community as we grow and develop across the lifespan. The course identifies and explains basic concepts, terminology and theories of human development across cultures and through history. These concepts will be applied to current issues related to children, families, adults and the elderly. For example, students could discuss how different theoretical approaches would explain and predict how cultures view and treat elderly. As such, students will also be exposed to the values and behaviors of different cultures, as they relate to our conceptions of and treatment of people across age groups.

ATTACHMENT VI 194

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes Objectives Specific Learning Outcomes

Identify and explain basic concepts, 1. Explain scientifically based information on prenatal terminology and theories of development care. from different temporal, cultural and/or 2. Explain Vygotsky’s sociocultural theory of cognitive institutional contexts. development and contrast it with Piaget’s theory. 3. Explain the imaginary audience and the personal fable and how they reflect egocentrism in adolescence. 4. Explain the extent to which IQ scores in childhood and adolescence predict career success in young adulthood. Apply selected social sciences concepts and 1. Compare and contrast Freud’s psychosexual and theories to contemporary issues Erikson’s psychosocial theories of human development with Bronfenbrenner’s ecological theory and how they apply to current issues. 2. Explain maturation, schemes, assimilation, and accommodation and how they apply to current issues. 3. Explain the main features and critiques of intelligence tests and compare and contrast Gardner’s and Sternberg’s approaches to conceptualizing intelligence and how they apply to current issues. 4. Explain the major health problems of middle adulthood, and identify the variations in their rates by gender, culture and ethnicity and how they apply to current issues. Identify and explain the social values of 1. Explain changes in gross and fine motor development different cultures during early childhood, and explain how these changes may have a cultural basis. 2. Explain how different ways of thinking about the self are rooted in cultural beliefs and how self-concept, self-esteem, and beliefs and behaviors change in middle childhood, including cultural variations. 3. Explain wisdom, and summarize research on the impact of age and culture on wisdom. The impact of diverse philosophical, ethical 1. Summarize the major critiques of attachment theory, or religious views including the cultural critique. 2. Explain the normative timing of pubertal events, cultural variations, how being early or late influences emotional and social development and the main gender differences in puberty rituals worldwide. 3. Explain some of the ways emerging adulthood varies among cultures, with specific reference to European and Asian countries. 4. Compare and contrast the mourning rituals of Hinduism, Buddhism, Judaism, Christianity, and

Islam.

ATTACHMENT VI 195

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation

University of South Dakota School of Education Division of Counseling and Psychology in Education

EPSY 210: Lifespan Development

Instructor: Class Meets: Phone: (605) 677- Email: @usd.edu Office hours: Office: ED

The timeframes/order of topics/specific readings/etc. discussed herein may change over the semester as necessary to meet course goals.

I. Course Description (from catalog) Study of the changes that take place during an individual's life, from conception until death. Emphases placed on theory, psychosocial, biosocial, and cognitive development. No prerequisites. II. Rationale Learning and Leading through Reflective Practice is the shared vision of the USD School of Education for all of its programs. The underlying intent of the vision requires that students be exposed to learning experiences that will enhance their ability to engage in life-long learning and leadership roles anchored in reflective practice. III. Textbook(s) The textbook(s) adopted for this course is/are: Arnett, J.J. (2012). Human development: A cultural approach, Prentice Hall. ISBN 13: 9780205595266

Students are encouraged to find additional supplementary sources, as needed, to help understand concepts. The instructor can offer suggestions. IV. The potential major topics to be covered in this course include: 1. Prenatal development 10. Diversity and individual differences 2. Physical development 11. Diversity and cultural/societal differences 3. Social and emotional development 4. Cognitive development 5. Relevant history of the field of lifespan development 6. Relevant theories of lifespan development 7. Atypical development 8. Death and dying 9. Cultural differences ATTACHMENT VI 196

V. Course Objectives/Outcomes - Standard - Assessment

Objectives/Outcomes Assessment Students will understand the organization, potential, and diversity of the human community through study of the social sciences. Identify and explain basic concepts, terminology and Chapter Quizzes and Unit Tests theories of development from different temporal, cultural and/or institutional contexts. Apply selected social sciences concepts and theories to Instructor- and Student-Organized contemporary issues Group Discussions Identify and explain the social values of different cultures Unit Tests, Instructor-Organized Group Discussions

In addition, as a result of taking courses meeting this goal, students will be able to demonstrate a basic understanding of The impact of diverse philosophical, ethical or religious Student-Organized Group Discussions; views Unit Tests

A. Methods Plagiarism will not be tolerated. Direct quotes will receive minimal credit. All work submitted should be the result of the student’s own, independent effort. The methods of evaluation and the criteria for grade assignment for this course are: 1. Student-Organized Group Discussions. Students will be assigned to groups of approximately 4 people each, depending on class size. Each student is responsible for leading a 15-minute discussion during 2 class days. On the day of the discussion, leaders must provide to their group, and turn in to the instructor, a discussion guide (see template on D2L) with a one-sentence description of the topic, 2-3 learning objectives for the group, a list of at least 3 key questions and any appropriate sub-questions to guide the discussion. The goal of the discussions is to engage students in current topics by applying course concepts. Key questions should encourage discussion of how course information informs or explains the information for discussion. Following the discussion, leaders should write a 1-page reflection on how well the group met the objectives and how the leader could make changes to improve the discussion and the extent to which objectives were met. One discussion will be on a current media report and one on current research. Learning Objectives: (1) Apply selected social sciences concepts and theories to contemporary issues; (2) The impact of diverse philosophical, ethical or religious views. A. Media Reports. Media reports will be either print or video reports of a current event or concern that relate to lifespan development. A list of reports, from which students may choose, will be provided by the instructor, on D2L. Materials will be available on D2L or on library reserves, as indicated on the list. B. Research Reports. Research reports will be reports of current research either from journal articles or reports that relate to lifespan development. A list of reports, from which students may choose, will be provided by the instructor, on D2L. Materials will be available on D2L or on library reserves, as indicated on the list. ATTACHMENT VI 197

2. Instructor-Organized Group Discussions. The instructor will organize 4 group discussions. The instructor will provide a set of questions to discuss and objectives to meet followed by a brief (up to 5-question) multiple choice quiz over the topics. Learning Objectives: (1) Apply selected social sciences concepts and theories to contemporary issues; (2) Identify and explain the social values of different cultures. 3. Chapter Quizzes. Chapter exams cover specific learning objectives from each chapter. They will include multiple choice and short answer questions. Students have up to 30 minutes to complete each quiz. Quizzes are taken on D2L outside of class. They are available only on selected dates. Learning objectives: Students will identify and explain basic concepts, terminology and theories of development from multiple contexts. 4. Unit Tests. Unit tests focus on a group of chapters from the text and corresponding lectures, group work, and supplementary materials. Tests are taken during class time and will include multiple choice and short answer questions. Learning objectives: (1) Students will identify and explain basic concepts, terminology and theories of development from multiple contexts; (2) Identify and explain the social values of different cultures, (3) The impact of diverse philosophical, ethical or religious views. B. Grading 1. Grading Scale Grade Definition Percentage A Exceptional 90-100% B Good 80-89.99 C Average 70-79.99 D Unsatisfactory 60-69.99 F Failure <60 2. Grades of incomplete will only be allowed if all of the conditions set by the SD Board of Regents have been met. See http://www.sdbor.edu/policy/2- Academic_Affairs/documents/2-10.pdf. 3. Grade computations. There are 165 possible points to be earned. The final grade will equal the number of points earned divided by 165. a. Student-Organized Discussions 10 points each 12% of final grade b. Instructor-Organized Discussions 5 points each 12% of final grade c. Chapter quizzes 5 points each 39% of final grade d. Unit Tests 20 points each 36% of final grade

VI. Instructional Methods and Activities Methods and activities for instruction include: Lecture instruction, class discussions, reading assignments, demonstrations, and exercises designed to promote understanding of developmental concepts.

VII. Course Schedule and Policies Course Schedule The course schedule will be a function of the specific semester and course dates (e.g., T/Th or M/W/F or 1-day/week) B. Class Policies Students are expected to take responsibility for their education and utilize the many resources on and off campus to better advance learning. Please see the student code of conduct and academic integrity. ATTACHMENT VI 198

1. Students are expected to attend all scheduled class dates and complete all assigned reading prior to class. Come prepared with the course materials either printed or electronically available during class. Since much of the class is dependent on group discussions, failure to attend can be detrimental to you and to your group. 2. Assignments will not be accepted after the due date. If an extreme emergence arises, contact the instructor immediately. Otherwise, assignments will be accepted in class or by mail, fax, or email – provided they are readable and arrive on time. Excuses such as computer/printer problems will not be accepted. Students are advised to save their work on disk as well as hard drive and arrange to finish the assignment prior to the deadline. Make-up assignments are not allowed except in unusual and extreme situations. Contact the instructor immediately to discuss the situation. 3. Although it is often used for personal or informal messages, email is also a professional means of communication (e.g., communication with instructors). What you say in an email and how you say it reflects on you professionally. All emails to the instructor are considered public information. I will only respond to emails that: (1.) seek assistance for which other sources are not available (e.g., textbook, Web, other students), and (2.) are written professionally (including grammar and capitalization). I will not respond to emails that are: informal, too familiar or imperative. 4. Freedom in learning. Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation. 5. Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. You can contact Ernetta Fox, Director of the Office of Disability Services, at Service Center 199 or 677-6389. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with Disability Services must obtain a new accommodation memo each semester. 6. No credit can be given for a dishonest assignment. At the discretion of the instructor, a student caught engaging in any form of academic dishonesty may be: a. Given a zero for that assignment. ** d. Dropped from the course. b. Allowed to rewrite & resubmit the e. Failed in the course. ** assignment for credit. c. Assigned a reduced grade for the ** Preferred for this course course. ** Plagiarism is considered academic dishonesty. See http://www.sdbor.edu/policy/3- Student_Affairs/documents/3-4.pdf for the BOR policy.

VIII. Bibliography The knowledge bases that support course content and procedures include: A. Contemporary References (among others, as listed above in required readings) Freund, A. M., Nikitin, J., & Riediger, M. (2013). Successful aging. In R. M. Lerner, M. Easterbrooks, J. Mistry, I. B. Weiner (Eds.), Handbook of psychology, Vol. 6: ATTACHMENT VI 199

Developmental psychology (2nd ed.) (pp. 615-637). Hoboken, NJ US: John Wiley & Sons Inc. Goldhaber, D. (2012). The nature-nurture debates: Bridging the gap. New York, NY US: Cambridge University Press. doi:10.1017/CBO9781139022583 Laursen, B., Little, T. D., & Card, N. A. (2012). Handbook of developmental research methods. New York, NY US: Guilford Press. Lerner, R. M., Easterbrooks, M., & Mistry, J. (2013). Developmental science across the life span: An introduction. In R. M. Lerner, M. Easterbrooks, J. Mistry, I. B. Weiner (Eds.) , Handbook of psychology, Vol. 6: Developmental psychology (2nd ed.) (pp. 3-17). Hoboken, NJ US: John Wiley & Sons Inc. Lerner, R. M., Easterbrooks, M., Mistry, J., & Weiner, I. B. (2013). Handbook of psychology, Vol. 6: Developmental psychology (2nd ed.). Hoboken, NJ US: John Wiley & Sons Inc. Marshall, C. R. (2013). Current issues in developmental disorders. New York, NY US: Psychology Press. ( Mikulincer, M., & Shaver, P. R. (2014). Mechanisms of social connection: From brain to group. Washington, DC US: American Psychological Association. doi:10.1037/14250-000 Overton, W. F., & Müller, U. (2013). Metatheories, theories, and concepts in the study of development. In R. M. Lerner, M. Easterbrooks, J. Mistry, I. B. Weiner (Eds.) , Handbook of psychology, Vol. 6: Developmental psychology (2nd ed.) (pp. 19-58). Hoboken, NJ US: John Wiley & Sons Inc. Pickren, W. E., Dewsbury, D. A., & Wertheimer, M. (2012). Portraits of pioneers in developmental psychology. New York, NY US: Psychology Press. Sawyer, R., John-Steiner, V., Moran, S., Sternberg, R. J., Feldman, D., Nakamura, J., & Csikszentmihalyi, M. (2003). Creativity and development. New York, NY US: Oxford University Press. Sternberg, R. J., & Grigorenko, E. L. (2007). Why we need to explore development in its cultural context. In G. W. Ladd (Ed.) , Appraising the human developmental sciences: Essays in honor of Merrill-Palmer Quarterly (pp. 272-289). Detroit, MI US: Wayne State University Press. Stiles, J. (2008). The fundamentals of brain development: Integrating nature and nurture. Cambridge, MA US: Harvard University Press. Thompson, D., Hogan, J. D., & Clark, P. M. (2012). Developmental psychology in historical perspective. Wiley-Blackwell. doi:10.1002/9781444355277 VandenBos, G. R. (2013). APA dictionary of lifespan developmental psychology. Washington, DC US: American Psychological Association. doi:10.1037/14252-000 Vondracek, F. W., & Crouter, A. C. (2013). Health and human development. In R. M. Lerner, M. Easterbrooks, J. Mistry, I. B. Weiner (Eds.) , Handbook of psychology, Vol. 6: Developmental psychology (2nd ed.) (pp. 595-614). Hoboken, NJ US: John Wiley & Sons Inc. B. Classic References Inhelder, B., Piaget, J., Parsons, A., & Milgram, S. (1958). The growth of logical thinking: From childhood to adolescence. New York, NY US: Basic Books. doi:10.1037/10034-000 Vygotsky, L. S. (1962). The Development of Scientific Concepts in Childhood. In E. Hanfmann, G. Vakar (Eds.), Thought and language (pp. 82-118). Cambridge, MA US: MIT Press. doi:10.1037/11193-006 Kohlberg, L. (1963). Moral development and identification. In H. W. Stevenson, N. B. Henry, H. G. Richey (Eds.) , Child psychology: The sixty-second yearbook of the National Society for ATTACHMENT VI 200

the Study of Education, Part 1 (pp. 277-332). Chicago, IL Chicago, IL USUS: National Society for the Study of Education. doi:10.1037/13101-008 Sroufe, L., Cooper, R. G., DeHart, G. B., Marshall, M. E., & Bronfenbrenner, U. (1992). Child development: Its nature and course (2nd ed.). New York, NY England: Mcgraw-Hill Book Company. Erikson, E., & Coles, R. (2000). The Erik Erikson reader. New York, NY US: W W Norton & Co. C. Key Journals 1. Developmental Psychology 2. Journal of Child Development 3. Adolescence 4. Applications of Developmental Science 5. Development, Transitions and Adjustments in Adolescence 6. Emerging Issues in Geriatric Rehabilitation Psychology 7. Intelligence and Lifelong Learning 8. Sexual Orientation and Human Development 9. Social and Emotional Development: A Cross-Cultural Perspective ATTACHMENT VI 201

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

USD Honors Program Deborah Dodge 09/09/2013 Institution Division/Department Institutional Approval Signature Date

USD Scott Breuninger Institution Form Initiator Dean’s Approval Signature Date

Institution Division/Department Institutional Approval Signature Date

Indicate (X) the component of the General Education Curriculum that the proposal impacts.

X System General Education Requirements Institutional Graduation Requirements Globalization/Global Issues Requirement Writing Intensive Requirement

Indicate (X) the revision(s) that is being proposed (more than one may be checked).

Revision to an approved course X Addition of a course to the set of approved courses Deletion of an approved course from the set of approved courses

ATTACHMENT VI 202

Section 1. Provide a Concise Description of the Proposed Change The University of South Dakota requests the addition of UHON 101, Honors Speech Communication, to the list of courses that satisfy System General Education Requirement #7, the Information Literacy requirement. Students enrolled in the Honors Program at USD fulfill the System General Education Requirement #2 by taking UHON 101 (Honors Speech Communication). As originally designed and currently taught, this course also fulfills the System General Education Requirement Goal #7; however, when originally proposed, UHON 101 was not considered for inclusion on the list of courses to satisfy this requirement. The addition of UHON 101 to this list will ensure that students in the Honors Program are meeting Goal #7.

Section 2. Provide the Effective Date for the Proposed Change

Spring 2014

Section 3. Provide a Detailed Reason for the Proposed Change Students enrolled in the Honors Program fulfill SGR #2, the Oral Communications requirement with UHON 101. UHON 101 was originally designed and has been taught to also meet SGR #7’s stated goal and student learning outcomes (as does SPCM 101, the course equivalent for non- Honors students).. The inclusion of UHON 101 on the list of approved classes will ensure that students enrolled in the Honors Program are recognized as fulfilling Goal #7 as part of their Honors curriculum.

Section 4. Provide Clear Evidence that the Proposed Modification will Address the Specified Goals and Student Learning Outcomes

BOR GOAL #7: Students will recognize when information is needed and have the ability to locate, organize, critically evaluate, and effectively use information from a variety of sources with intellectual integrity. Learning Outcomes: Assessment 1. Determine the extent of information Student’s knowledge of information and needed sources will be assessed with: A research paper discussing communication theories and scholars 2. Access the needed information A research paper discussing communication effectively and efficiently theories and scholars 3. Evaluate information and its A research paper discussing communication sources critically theories and scholars 4. Use information effectively to A research paper discussing communication accomplish a specific purpose theories and scholars 5. Use information in an ethical and A research paper discussing communication

legal manner theories and scholars ATTACHMENT VI 203

Section 5. Provide a Copy of all Course Syllabi and Other Supporting Documentation Content in yellow highlight below is particularly relevant to the SGR goal and learning outcomes. Should this request be accepted, the content in blue highlight would be added to the course syllabus.

University of South Dakota HONORS SPEECH COMMUNICATION 101 Spring 2012

Instructor: Terry Robertson, Ph.D Phone 605-677-6208 E-mail : [email protected] Office: 217 Beacom Hall

Course Description: The focus of the Public Speaking and Principles of Communication course is to introduce the study of communication in public contexts, with an emphasis on advocacy and change in rhetorical situations. This course emphasizes the practice of speaking and expression, critical thinking, audience analysis, listening, decision-making, persuasion, and argument construction and evaluation (USD undergraduate catalog). The specific goals of the course include:

1) The development of an understanding and appreciation of communication by studying the theoretical and applied aspects of the communication process. 2) The development of skills in critical listening and analysis of communication. 3) An increased awareness of ethical responsibility in communication. 4) The development of competence in argument construction and evaluation. 5) An increased ability to influence and improve one’s personal and social environment through enhanced communication skills. 6) An understanding and appreciation of scientific theories developed by communication scholars.

Course Prerequisites

General Education Requirement Technology Skills: basic word processing skills

Required Materials:

SPCM 101 TEXT (in bookstore)

Description of Instructional Methods Lecture, Discussion, Group Work, Individuals Speeches/Opinions

ATTACHMENT VI 204

Course Policies: Although there are different sections and instructors of SPCM 101, certain general expectations apply to everyone in this course. You are expected to submit all assignments on time and to be fully involved in the activities of the class. In addition, the following specific policies apply to all students enrolled in SPCM 101. If you have any questions about these policies, please contact your instructor or Aimee Sorensen, Basic Course Director, at 677-6211.

Attendance: Much of what you learn in this course will come directly from classroom activities. As a result, your attendance and participation in each class session is unusually important. Attendance will be taken in each class. Excessive absences, i.e. greater than one week of class, will negatively influence your grade. The following is the number of absences you are allowed:

Three (3) absences for Monday/Wednesday/Friday Two (2) absences for Tuesday/Thursday

Additional absences beyond the allotted amount will result in a ten (10) point deduction from your final grade for each occurrence.

Late Assignments In the “real world” people live with a variety of deadlines and learn to plan their work and schedules around them. If you are unable to attend class because you are sick or for some other university sanctioned reason, send your assignment to class with another student by class time on the due date. A rigid policy is followed in this class for these reasons: (1) to encourage students to establish the habit of meeting deadlines, (2) to enable course time management, (3) to maximize consistent grading, (4) to schedule equal amounts of group and speech time for each student, (5) to avoid attempting to determine the validity or priority of one student excuse over another, (6) to ensure fair treatment for students who complete their work on time, and (7) because a group performance assignment cannot be repeated. If you hand in an assignment late, 20% per day will automatically be deducted from your grade, regardless of the reason for the late assignment. Anything over five (5) days late will receive a zero (0). This assignment policy also applies to giving speeches on the date assigned. (If you have a serious or extended illness, please talk to your instructor so necessary arrangements can be made).

Online learners: please familiarize yourself with the functions of the interfacing software utilized to facilitate the online course. Be aware of the assignment timelines and submission periods of each assignment. LATE assignments will simply not be tolerated (or able to be submitted) through either Desire2Learn or WebCt. For more specific technological equipment needs and skills, please visit the “Student’s Guide to Online Learning” at http://www.usd.edu/ce/orientation.pdf

Participation: Education can be exciting! However, we need to work together in order for this class to be effective. Your attendance is expected, but more than just your presence, your cooperation and willingness to share your observations and insights are essential. When a reading assignment is made, you are expected to come to class not only having read the material but prepared to discuss it in a meaningful way. Throughout the semester I will give short writing assignments, ATTACHMENT VI 205

speaking assignments, quizzes, and exercises. These assignments comprise the 100 participation points for the course. There are not make-ups on participation assignments. If you miss a participation assignment, regardless of the reason, you will not be allowed to make-up the assignment.

Responsibilities and Ethics:

Students need to take responsibility for their own motivation and learning. You have a responsibility to yourself and to the other members of this class. A participatory approach to learning means that others depend on you for their success in the class. Because this course requires your and other people’s participation, be respectful of your classmates and their opinions. You will receive from this class what you give to it. Each assignment should be original and done completely by each student. Student dishonesty includes plagiarism, using someone else’s work as one’s own, removing an examination from the classroom, unauthorized communication with another student during or about tests, falsifying work, turning in another student’s name on an assignment when that student failed to contribute, looking at another student’s work during testing, and similar misconduct. Students are expected to follow university policies. The following policy was adopted by the faculty of the College of Arts and Sciences on April 12, 2005:

College Of Arts and Science Cheating/Plagiarism Policy: Because the entire educational process rests upon an atmosphere of academic honesty and trust, the College community must promote and protect the sanctity of such an environment at the University. To that end, the College of Arts and Sciences considers the following infractions as being inimical to the objectives of higher education: Cheating is defined as intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. (Student Conduct Code) Plagiarism is defined as intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise. (Student Conduct Code) At the discretion of the instructor, a student caught cheating or plagiarizing may be: a. Given a zero for that assignment. b. Allowed to rewrite and resubmit the assignment for credit. c. Assigned a reduced grade for the course. d. Dropped from the course. e. Failed in the course.

The administrative policies for this course will be in accordance with standard academic policies adopted by the University of South Dakota to include drop/add dates, withdrawal, incompletes, academic honesty, and other general policies.

Accommodations The instructor in this course will act with integrity and strive to engage in equitable verbal and nonverbal behavior with respect to differences arising from age, gender, race, handicapping conditions, and religion. If you have special needs as addressed in the Americans Disabilities Act (ADA) and need course materials in alternative formats, notify you instructor immediately. Reasonable efforts will be made to accommodate your needs. Also, if you have a disability for ATTACHMENT VI 206

which you are or may be requesting an accommodation, you are encouraged to contact your instructor and for additional information and/or assistance, contact the Disability Services Center Director, Ernetta Fox at 677-6389. Course Goals This class fulfills the following Goals of the South Dakota System General Education Requirements:

BOR GOAL #2: Students will communicate effectively and responsibly through listening and speaking. Learning Outcomes: Assessment 1. Prepare and deliver speeches for a Construct and deliver an informative, variety of audiences and settings persuasive presentation. 2. Demonstrate speaking Construct and deliver an informative, competencies including choice and persuasive presentation. use of topic, supporting materials, organizational pattern, language Demonstrate the understanding of all usage, presentational aids, and terms on a mid-term and final delivery comprehensive multiple choice tests.

3. Demonstrate listening Participate in an outside research competencies by summarizing, project. analyzing, and paraphrasing ideas, perspectives and emotional content Write a communication research paper discussing communication theories and scholars.

Attend two speeches/lectures and evaluate the communication situation by completing the written speech criticisms.

(a) A research paper discussing communication theories and scholarship

2. Access the needed information (a) A research paper discussing communication effectively and efficiently theories and scholarship 3. Evaluate information and its (a) A research paper discussing communication sources critically theories and scholarship 4. Use information effectively to (a) A research paper discussing communication ATTACHMENT VI 207

accomplish a specific purpose theories and scholarship 5. Use information in an ethical and (a) A research paper discussing communication legal manner theories and scholarship

Grading and Assignments (All major assignments must be completed to pass the course.)

Assignments will be graded using a point system. For each assignment there is a corresponding assignment sheet which explains expectations. The point breakdown below represents the maximum credit allowed for each assignment. There is no provision for extra credit in the course.

Assignment Possible Points Earned Points

Weekly exercises (Instructor choice) 100 ______

Introductory Speech Project (AOB)100 ______Research Assignment/Speech 100 ______Speech Criticism 100 ______Popular Culture (1) Assignment 100 Environmental (2) Assignment 100 Am I postmodern paper 100 Informative Speech 100 ______Persuasive Speech 100 ______Final Presentation 100 ______

Course totals 1000 900 -1000= A 899 - 800 = B 799 - 700 = C 699 - 600 = D 000 - 599 = F

ATTACHMENT VI 208

Course Schedule DATE TOPIC CHAPTER & ASSIGNMENT

Week 1 Introductions – My Bias Read Chapter 1

Week 2 100,000 thousand years of communication history Read Chapter 2 Assign Paper 1 – “Am I PostModern”

Week 3 Any Old Bag Speeches Read Chapter 3

Week 4 Sameness and The “Other” – Diversity in Read Chapter 4-5 Communication

Week 5 Western Communication Read Chapter 6 (Old Dead Greek Men)

Week 6 Speech Making 101 Read Chapters 9-15

Week 7 Speech Making 101

Week 8 Informative Speeches (Use Visual Aid)

Week 9 Persuasion

Week 10 More Persuasion

Week 11 Persuasive Speeches

Week 12 Popular Culture & Communication 1 Assign Paper Two

Week 13 Popular Culture & Communication 2

Week 14 Environmental Communication 1 Assign Paper 3 Week 15 Environmental Communication 2

Week 16 Final Presentations

On the following page you will find the sequence of information that will be covered in the course for the fall and spring semesters. At times we may move more rapidly or slowly than the schedule indicates, thus you are responsible for adapting any schedule changes announced in class. After each topic, you will find a reading or assignment. Readings are to be completed before coming to class. Written and oral assignments are due during the class indicated. ATTACHMENT VI 209

Respect and Responsibilities: You can expect that the instructor and lab assistants are concerned about the educational experience of each student in the class, respectful of individual differences, encouraging of creativity, reasonably open and accessible to discuss material and assignments, thorough in evaluating assignments, and rigorous yet supportive in maintaining high standards for performance.

As a student, you are expected to work individually and with others, to create an atmosphere that is safe, valuing of one another, and open to diverse perspectives. Everyone is expected to show courtesy, civility, and respect for one another.

Each assignment should be original and done completely by each student. As stated in the Student Code of Conduct, academic dishonesty includes all forms of plagiarism or the unacknowledged use of someone else’s work, including the use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Academic dishonesty also includes removing an examination or quiz question from the course management system (D2L), unauthorized communication with another student during or about tests, falsifying work, turning in another student’s name on an assignment when that student failed to contribute, looking at another student’s work during testing, and similar misconduct. Students are expected to follow university policies.

Reasonable Accommodation: Any student who needs academic accommodations or access to accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with Disability Services must obtain a new accommodation memo each semester. For assistance with accommodations, contact:

Ernetta L. Fox, Director Disability Services, Room 119 Service Center (605)677-6389 Web Site: www.usd.edu/ds E-mail: [email protected]

Freedom in Learning: Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should contact the dean of the college or school that offers the class to initiate a review of the evaluation.

ATTACHMENT VI 210