4/17/2018 FREN 494: Research Internship

Course Change Request

New Course Proposal In Workflow Date Submitted: 03/04/18 3:51 pm 1. CLAS Viewing: FREN 494 : Research Internship Undergraduate Last edit: 04/12/18 1:47 pm Program and Changes proposed by: pascott Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code FREN Course Number 494 Subcommittee 3. CUSA Committee Academic Unit Department French, Francophone, and Italian Studies 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Research Internship Approval Path 1. 03/09/18 10:12 Transcript Title Research Internship am

Effective Term Spring 2019 Rachel Schwien (rschwien): Catalog Practical research experience in French and Francophone studies gained by assisting a faculty member on a Approved for Description faculty research, editorial, pedagogical, or outreach project. Credit hours are graded by faculty on a CLAS satisfactory/unsatisfactory basis. May be used as a component of the Research Experience Program (REP). Undergraduate

Prerequisites At least one 300-level French course and permission of instructor. Program and Course Cross Listed Coordinator Courses: 2. 04/12/18 1:47 pm

Credits 1-3 Rachel Schwien (rschwien): Course Type Internship (INT) Approved for Grading Basis S, U, PI (G25) CUSA Subcommittee Is this course part of the No University Honors Program? Are you proposing this No course for KU Core? Typically Offered As necessary

Please explain This is intended for students to avail themselves of research projects with faculty that do not offer the incentivized benefit of credit for the skills and time involved.

Repeatable for Yes credit?

For how many maximum credits 6 Can a student be enrolled in multiple sections in the same semester? No

Principal Course Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No https://next.catalog.ku.edu/courseleaf/approve/ 1/2 4/17/2018 FREN 494: Research Internship

Rationale for This is a generic course that many humanities departments have added to their offerings and is one result of the committee on Course Proposal undergraduate research in the humanities and arts that Bruce Hayes served on in 2015-16.

Course Reviewer Paul Scott (pascott) (03/04/18 4:02 pm): Please change the grading to Satisfactory/Unsatisfactory. The "As necessary" explanation should Comments be amended as follows to read: "This is intended for students to avail themselves of research projects with faculty that do not offer the incentivized benefit of credit for the skills and time involved."

Key: 12476

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 4/17/2018 FREN 496: Internship

Course Change Request

New Course Proposal In Workflow Date Submitted: 03/04/18 3:58 pm 1. CLAS Viewing: FREN 496 : Internship Undergraduate Last edit: 04/12/18 1:48 pm Program and Changes proposed by: pascott Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code FREN Course Number 496 Subcommittee 3. CUSA Committee Academic Unit Department French, Francophone, and Italian Studies 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Internship Approval Path 1. 03/09/18 10:12 Transcript Title Internship am

Effective Term Spring 2019 Rachel Schwien (rschwien): Catalog Practical experience in the use of French skills in supervised academic, professional, or study-abroad setting. Approved for Description Credit hours are graded on a satisfactory/unsatisfactory basis, according to the written evaluation provided by the CLAS supervisor to the director. Undergraduate

Prerequisites At least one 300-level French course and permission of instructor. Program and Course Cross Listed Coordinator Courses: 2. 04/12/18 1:48 pm

Credits 1-3 Rachel Schwien (rschwien): Course Type Internship (INT) Approved for Grading Basis S, U, PI (G25) CUSA Subcommittee Is this course part of the No University Honors Program? Are you proposing this No course for KU Core? Typically Offered As necessary

Please explain This will primarily for study-abroad students in order for them to be able to avail themselves of opportunities to experience internships and gain linguistic, cultural, and professional expertise.

Repeatable for No credit?

Principal Course Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for This fills a gap in our study-abroad credit offerings and would enable such students to make use of and gain credit professional and Course Proposal academic opportunities.

Course Reviewer Comments https://next.catalog.ku.edu/courseleaf/approve/ 1/2 4/17/2018 FREN 496: Internship

Key: 12477

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 4/17/2018 HIST 363: Perspectives on Science, Engineering and Mathematics

Course Change Request

New Course Proposal In Workflow Date Submitted: 03/19/18 2:03 pm 1. CLAS Viewing: HIST 363 : Perspectives on Science, Engineering and Undergraduate Program and Mathematics Course Last edit: 03/19/18 2:03 pm Coordinator Changes proposed by: acon 2. CUSA Subcommittee Academic Career Undergraduate, Lawrence 3. CUSA Committee Subject Code HIST Course Number 363 4. CAC 5. CLAS Final Academic Unit Department History Approval School/College College of Lib Arts & Sciences 6. Registrar 7. PeopleSoft Locations Edwards 8. UCCC CIM Lawrence Support Do you intend to offer any portion of this course online? 9. UCCC Preliminary Yes Vote 10. UCCC Voting Please Explain Outcome This will mainly be an online course but there will be a required, once-a-week, synchronous 11. SIS KU Core discussion. Contact 12. Registrar Title Perspectives on Science, Engineering and Mathematics 13. PeopleSoft

Transcript Title Perspectives on STEM

Effective Term Fall 2018 Approval Path 1. 04/13/18 10:07 Catalog Perspectives explores a selection of topics and episodes in the history of science engineering and mathematics am

Description relevant to future secondary STEM teachers and to all students who seek to understand how knowledge has Rachel Schwien emerged through torturous struggles, against obstinate resistance, and within cultural, religious, and social structures. Students are (rschwien): brought to understand that the STEM disciplines are not merely a body of facts, theories, and techniques but they involve diverse, Approved for evolving processes which are continually generated and reformulated. The course provides historical perspectives on how practical CLAS needs, social conflicts, and personalities have shaped the content and direction of the STEM disciplines. The specific objectives and Undergraduate expectations are part of five broad, interlocking goals: 1) to provide an overview of the history of science, engineering, and Program and mathematics; 2) to enable an understanding of the nature and process of science, engineering, and mathematics 3) to enable students Course to put these historical and philosophical perspectives to work in both communication and instruction; 4) to promote intellectual curiosity Coordinator and sharpen critical thinking skills; and 5) to improve presentation and writing skills. The course is a mixture of online activities, 2. 04/17/18 11:37 am

readings, videos and discussion. A once a week synchronous online meetings for discussion is required. Rachel Schwien

(rschwien): Prerequisites None Approved for Cross Listed CUSA Courses: Subcommittee Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Associated Discussion – Mandatory discussion associated with a main component Components

(Optional)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this Yes course for KU Core? Typically Offered Typically Every Semester

Repeatable for Yes credit? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 4/17/2018 HIST 363: Perspectives on Science, Engineering and Mathematics How many times may this course be taken 3 - AND/OR - For how many maximum credits 9 Can a student be enrolled in multiple sections in the same semester? No

Principal Course Designator Course H - Humanities Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(HIST-BA/BGS) History, B.A./B.G.S.

(HIST-MIN) History, Minor

Describe how: This course will fulfill the Category 1 requirement for both the history major and minor.

Rationale for Perspectives is a required course in the UKanTeach STEM Teacher Preparation program. The Perspectives course prepares future Course Proposal STEM teachers to broaden their approach to mathematics, engineering and science instruction so that they might captivate and retain the interest of all students. This is been taught as a HIST 510 topics course for several years.

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Eve Levin Date of Departmental Approval 2/1/2018 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Perspectives explores a selection of topics in the history of STEM disciplines relevant to future secondary STEM teachers and to all students who seek to understand how knowledge has emerged through struggles against obstinate resistance within cultural, religious, and social structures. Students understand that the STEM disciplines are not merely a body of facts, theories, and techniques but they involve diverse, evolving processes which are continually generated and reformulated. The specific objectives which include development of effective written communication, are part of five broad, interlocking goals:1) to provide an overview of the history of STEM disciplines, 2) to enable an understanding of the nature and process of STEM disciplines, 3) to enable students to put these historical and philosophical perspectives to work in communication and instruction’ 4) to promote intellectual curiosity and critical thinking skills, and 5) to improve presentation and writing skills.

Selected Learning Outcome(s):

Goal 2, Learning Outcome 1 State what aspects of your course or educational experience will include instruction in how to: (Please limit responses to 1000 characters.) a) Analyze how language and rhetorical choices vary across texts and different institutional, historical, and/or public https://next.catalog.ku.edu/courseleaf/approve/ 2/3 4/17/2018 HIST 363: Perspectives on Science, Engineering and Mathematics contexts. b) Demonstrate rhetorical flexibility within and beyond academic writing, c) Revise and improve their own writing. Students are asked to create progressive drafts of their writing with a peer review benchmark. Students using the two evaluation rubrics; critical thinking and written communication, to evaluate a classmates. As students give feedback from the rubric they come to reflect on their own writing. A number of readings are used in the class that span a variety of writing styles. The Invention of Science (Wooten) is an academic text written by a historian. The Drunkard’s Walk (Moldinow) is a popular book. The different writing styles are discussed using the language from the evaluation rubrics. ABT narrative structure is used to support student’s growth from writing about something to telling a story with a structural backbone. The three main forces involved in creating a story; agreement, contradiction, consequence come together to give structure to their writing. Students are required to present their original topic paragraph in an ABT format to help them grow.

State what writing assignments (a minimum of 2000 words/course) in English will include at least three different types of writing for different purposes, audiences, or media. (Please limit responses to 1000 characters.) A research paper is an original work for students to pull together themes and facts from the class, combining them with additional research within the history and/or philosophy of science, engineering or mathematics. The paper must be 3,500 words long, using APA style for formatting. All sources must be cited in an annotated bibliography with a bibliographic analysis of the sources. Students evaluate and explain the provenance and reliability of each of their sources. Another key writing component of this course is a 5E lesson plan of at least1200 words in length. Students develop the STEM lesson then integrating the historical/philosophical content into the lesson. Blackboard reflections are regularly posted during the class as an exercise for students to pull together themes and facts from the class discussions, readings and activities. These reflective writings are 300 words long. Yammer/social media posts are regularly assigned to continue and extend class face to face discussions.

State how your course will deliver structured feedback to students that leads to revision and sequential improvement of their texts (for example, through the revision of successive drafts). (Please limit responses to 1000 characters.) Feedback to students is given in the context of the Written Communication and Critical thinking Rubrics. The Reflective writing on blackboard are evaluated and given feedback by the instructor. ,,The formal paper has “benchmark” mark due dates beginning early in the semester with the ABT topic paragraph with 3-5 source annotated bibliography due early in the semester. The instructor has a discussion with each student around the topic. The first draft is due for peer review using Rubrics by mid-semester. Reviewers have a week to get the review and comments back to the student. The students make the correction and respond to the suggestions followed by an appointment with a KU Writing Center reviewer. Final papers are due at least two weeks before the end of the semester.,,The Lesson Plans are reviewed by the instructor using the UKanTeach lesson plan feedback forms.

State how you will evaluate the quality of students'' written communication and how you will use this evaluation for a supermajority (greater than or equal to 60%) of the final course grade. (Please limit responses to 1000 characters.) Written communication is a stated learning outcome for the course. The point distribution for each activity is included on the syllabus. In reviewing the various writing point activity distribution the total is 62.9% out of the 1255 points possible.

KU Core HIST 363 Written_Communication_Prespectives.doc

Documents HIST 363 Syllabus.doc

HIST 363 Critical_Thinking_Prespectives.doc

HIST 363 ABT Article.pdf

Course Reviewer Karen Ledom (kjh) (04/13/18 10:07 am): UKanTeach advisor is aware and has no concerns. Comments

Key: 12491

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 History 510 - Perspectives on Science, Engineering and Mathematics

Course Syllabus History 510: Perspectives on Science Engineering and Mathematics

Date/Time: Wednesday 4:00 – 4:50 am Number: History 510: Perspectives Hybrid/ONLINE Instructor

Instructor: Steven Case Location: 3088 Dole Human Dev. Center Lawrence Office Phone: 785-864-4471 Office Hours: By Appointment E-mail: [email protected]

Class Location History 510: Perspectives on Science, Engineering, and Mathematics is a hybrid online course found through the University of Kansas Blackboard site. The first online class meeting is Wednesday January 17, 2018 from 4:00 – 4:50 pm. All other class meetings will be online through the Blackboard class site on Wednesdays from 4:00-4:50 pm.

Course Prerequisite(s) None, although it is useful to have completed LA&S 290 and understand the 5E Lesson structure.

Course Description This upper-division history course explores a selection of topics and episodes in the history and philosophy of science engineering and mathematics. The specific objectives and expectations in the table following this section are part of five broad, interlocking goals:

 to provide you with an overview of the history of science, engineering, and mathematics;

 to enable you to have an understanding of the nature and process of science, engineering, and mathematics

 to enable you to put these historical and philosophical perspectives to work in your instruction;

 to promote intellectual curiosity and sharpen your critical thinking skills; and

 to improve your presentation and writing skills.

 2015 The University of Kansas Center for STEM Learning Perspectives Course Syllabus

Learning Outcomes The Student will be able to:  describe the historical development of aspects of science and mathematics relevant to future teachers.

 describe the historical development of engineering; understanding the distinction between Science and Engineering approaches to problem solving and where does mathematics serve as a bridge.

 describe several analytic frameworks for understanding the history and philosophy of science, engineering and mathematics; the nature and processes of science, engineering and mathematics and distinguish science from non-science.

 describe the relationship to science and society (STS); multicultural relevance; ethics; knowledge legitimacy; how do I produce knowledge, how do I share it?

 analyze and discover commonly taught scientific knowledge that turns out to be a misperception/myth

 analyze the history, development and content of evolutionary theory

 express ideas and opinions clearly and effectively in formal writing

 develop skills in searching for, retrieving, and evaluating the provenance and reliability of, source materials, on- and offline, including specific resources available to teachers

 integrate approaches and material learned in the course with independent research and STEM content to design middle and high school STEM lessons

The assigned readings, activities, and videos for this course vary in length and you are encouraged to complete all work in a timely and thoughtful manner. Lightly skimming the material will not adequately prepare you for the level of critical thinking and engagement you are expected to display in class writing and discussions and on the final examination. Accordingly, participation and completion of all activities are important to your learning.

The course is a mixture of online activities, readings, videos and discussion. Wednesday online meetings are required unless otherwise noted. Participation in the class will be evaluated based on your completion of thoughtful completion of all activities.

All writing for the class will be evaluated on the basis of the attached rubrics for Written Communication and Critical Thinking. The rubrics will be used for your writing in the discussion areas of Blackboard and for the formal paper. You are encouraged to ask questions as well as to offer thoughts, ideas, and opinions during each of the discussions. You will be asked to evaluate your own work and participation in writing and discussions as well. You will receive

Page 2 of 13 Perspectives Course Syllabus regular email reminders about where you should be in your course work. Topic details are below.

Course Topics Completion dates Topic 1 Course Overview January 19, 2018 Topic 2 What is Science? February 2, 2018 Topic 3 What do I Know? February 7, 2018 Topic 4 What is Engineering? What is the Difference? February 14, 2018 Topic 5 Time February 19, 2018 Topic 6 Geosciences February 23, 2018 Topic 7 Evolution March 7, 2018 Topic 8 What is Mathematics - Probability March 14, 2018 Topic 9 What is Mathematics - Paradoxes March 26, 2018 Topic 10 Birth of the Modern March 30. 2018 Topic 11 Myths and Misconceptions April 4. 2018 Topic 12 Relationship between Science and Society April 18. 2018 Final Exam May 9, 2018

A formal research paper will be written for the class. The paper is an original work that is meant as an exercise for you to pull together themes and facts from the class and combine them with some further research into a particular subject of interest to you within the history and/or philosophy of science, engineering or mathematics. Details of the paper assignment are in a separate section of the Blackboard course site. Please refer to the details in this section.

The paper be 3,500 words long (with plus twenty, minus ten percent leeway). You must use APA style for formatting your paper. Your research for the paper must contain print sources in the history of science and mathematics (books and/or journal articles; these may be accessed online), online data sources and essays but may not contain history of science drawn from science textbooks or the equivalent.

All sources must be cited in an annotated bibliography (with a bibliographic analysis of the sources) so you must be prepared to evaluate and explain the provenance and reliability of each of your sources in the ways discussed in the library research skills and discussion section. Library resources are available to the class and there is a webpage dedicated to this class through the Library.

The KU Writing Center will be providing support for your paper development. At the KU Writing Center, you can work one-on-one with writing consultants trained to talk with you about writing. You can meet face-to-face, receive feedback via e-mail, or schedule a videoconference.

Page 3 of 13 Perspectives Course Syllabus

Consultants are coaches who work with you on any type of assignment—essays, research papers, reports, presentations---at any point of completeness or incompleteness. Students benefit from a visit early in the thinking and writing process. Don’t wait until you are frustrated. To learn more, browse to http://writing.ku.edu.

Another key component of this course, you will design and prepare a high quality 5E lesson plan of 1200 words in length. You will select the subject for your lesson plan from a variety of options that integrate the historical/philosophical content into your lesson. (Detailed instructions will be distributed separately).The Lesson Plan will be turned in on two occasions during its development.

As you work through the readings you will develop a timeline of science, engineering and mathematics. It is intended that you pull together all of the significant moments in the development of science, engineering and mathematics into a chronology that illustrates how the nature and process of the STEM disciplines have changed over time. This timeline will be developed across the semester based on your readings and activities and be submitted twice; once at mid-semester and with further development again at the end of the semester. It will be evaluated on completeness of material covered in the class.

The course includes a final exam designed to test the extent to which you have engaged, and learned from the topics, readings and videos covered in the online class. The final exam is comprehensive covering all of the reading and will have 4-7 multiple choice questions covering each of the topics above.

Course Objectives and Evidence of Student Learning and Engagement

Students will... Evidence: describe the historical development of aspects of  Participation in all online discussions science, engineering, and mathematics relevant class and group discussions to future teachers.  5 E Lesson Plan  final exam responses describe the historical development of  Participation in class and weekly section engineering; understanding the distinction discussions between science and engineering approaches to  Development of a timeline of STEM problem solving and where mathematics serve  final exam responses as a bridge.  5E lesson plans  Completion of the Understanding Science materials describe several analytic frameworks for  5E lesson plan understanding the history and philosophy of  Various writing assignments in science, engineering, and mathematics; the discussion areas nature and processes of science, engineering,  Formal Paper and mathematics.

Page 4 of 13 Perspectives Course Syllabus

Students will... Evidence: discuss ideas and opinions cogently and  Participation in class and weekly section articulately. discussions  Formal paper  Timeline  5E lesson plans describe the relationship to science and society  Participation in class and weekly section (STS); multicultural relevance; ethics; knowledge discussions legitimacy; how do I produce knowledge, how do  Research skills with university librarian I share it?  Ethical case studies discussions

analyze and discover commonly accepted  Exploration of textbooks scientific knowledge that turns out to be a  Application of a Private Universe misconnection/myth thinking to other misconceptions within STEM disciplines analyze the history and content of evolutionary  Completion of the Understanding theory. Evolution materials  Short paper discussion of evolution express ideas and opinions clearly and  Formal paper effectively in formal writing.  High Quality 5 E lesson plan

develop skills in searching for, retrieving, and  Formal paper evaluating the provenance and reliability of,  5 E lesson plans source materials, on- and offline, including  Understanding Science resource area specific resources available to teachers.

integrate approaches and material learned in the  5 E lesson plans course with independent research and STEM  Timeline of STEM content to design middle and high school STEM lessons.

reflect on and critique their own work, particularly  5 E lesson plans lesson plans and papers, and that of others.  Peer review of papers  Peer review of lesson plans  Reactions within discussions

Page 5 of 13 Perspectives Course Syllabus

Expectations

1. The course and course materials are online. Wednesday evening class meetings are scheduled and will occur through Zoom on the course website

2. All work in the class is required to be turned in for a course grade. Work turned in late and without an extension negotiated at least a week in advance will be penalized by losing half of the available points on the activity. Discussion and responses to classmates must be prompt; within 48 hours of the online discussion assignment.

A number of very valuable class resources are posted in the resource section of the blackboard site.

Activity Due Date Topic 1 Course Overview Completed by January 19, 2018 Topic 2 What is Science Completed by February 2, 2018 Topic 3 What do I Know? Completed by February 7, 2018 Paper Topic and Annotated Bibliography Wednesday, February 07, 2018 Topic 4 What is Engineering and What is the Difference? Completed by February 14, 2018 Topic 5 Time Completed by February 19, 2018 Topic 6 Geosciences Completed by February 23, 2018 Topic 7 Evolution Completed by March 7, 2018 Topic 8 What is Mathematics – Probability Completed by March 14, 2018 Timeline Timeline 1 Wednesday, March 14, 2018 Paper Peer Review of Classmates Paper Completed by March 14, 2018 Lesson Lesson Plan Topic Friday, March 16, 2018 Plan Paper Online Appointment with Writing Center Completed by March 30, 2018 Topic 9 What is Mathematics - Paradoxes Completed by March 26, 2018 Topic 10 Birth of the Modern Completed by March 30, 2018 Topic 11 Myths and Misconnections Completed by April 4, 2018 Timeline Timeline2 Wednesday, April 18, 2018 Paper Formal Paper Friday, April 20, 2018 Topic 12 Relationship between STEM and Society Completed by April 18, 2018 Lesson Lesson Plan Thursday, May 03, 2018 Plan Wednesday May 9th 4:00 – 6:30 Online Final Exam PM

Page 6 of 13 Perspectives Course Syllabus

Books and Readings

The Dreaded Discussion, Peter Frederick – PDF available on Blackboard The Universe Within, Chapter 4. Neal Subin – PDF available on Blackboard Book – Historical Thinking and other Unnatural Acts, Wineburg – available on Blackboard Book – The Invention of Science; a new history of the scientific revolution – available at Bookstore Book – The Drunkard’s Walk; How Randomness Rules our Lives, Moldinow - available at Bookstore

Students with Disabilities: The University of Kansas provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, review the material on the Blackboard site

Policy on Scholastic Dishonesty: Students who violate university rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. Review the material on the Blackboard site.

This is an Inclusive Classroom – both online and face to face.

At KU, administrators, faculty, and staff are committed to the creation and maintenance of “inclusive learning” spaces. These are classrooms, labs, and other places of learning where you will be treated with respect and dignity and where all individuals are provided equitable opportunity to participate, contribute, and succeed.

In this History/Philosophy course, all students are welcome regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socio-economic status, age, disabilities, religion, regional background, Veteran status, citizenship, status, nationality and other diverse identities that we each bring to class.

Your success at KU and beyond is enhanced by the innovation and creativity of thought that inclusive classrooms facilitate. The success of an inclusive classroom relies on the participation, support, and understanding of you and your peers. We encourage you to speak up and share your views, but also understand that you are doing so in a learning environment in which we all are expected to engage respectfully and with regard to the dignity of all others.

If you have any questions or concerns do not hesitate to raise them in class or with me directly.

Page 7 of 13 Perspectives Course Syllabus

Life Issues and Learning Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the Dean of Students for support. Furthermore, please notify the professor if you are comfortable in doing so. This will enable her to provide any resources that she may possess.

I want to encourage you to maintain your well-being. I understand that you can have to balance academic responsibilities with many work, health, and other life obligations. It is important to me that you know I can help you maintain your psychological, emotional, and physical well-being by advising and guiding you to make full use of KU health resources. If you feel comfortable in talking with me, please do. To your resource list there are two short videos below. One video reminds students of resources available to them at Counseling and Psychological Services and the other focuses on Watkins Health Services. Each is about 2-3 minutes.

1. Counseling and Psychological Services 2. Watkins Health Services

______Total Points Outline Below – 1255

A: 1100 + points B: 960-1099 C: 840-959 D: 720-839 F: below 719

Please remember that you must have a C in this course to continue in the UKanTeach program.

Page 8 of 13 Perspectives Course Syllabus

Assignments Due Dates and Points Due Dates Activities Points Getting Started (complete all activities in Getting Started Tuesday, January 16, 2018 Link) Watch Welcome Video Review Course Objectives Review Getting Started with this course Reading Assignment Historical Thinking Chap. 1 and 2 Introductions to Discussion Board Review materials in Course Resources Course Overview Video Thinking about Science Survey Historical Thinking Reading Assignment (3,4,5) Historical Thinking Discussion - 300 word on Blackboard 15 January 17, 2018 Online First Class - Overview and Discussion 5 Introduction to Understanding Science Website January 19, 2018 Completion Date for Topic 1 What is Science - Video Introduction to Topic 2 Reading Video Chapter 1 Wooten, Introduction and Chapter 1 The Invention of Science Introduction and Chapter 1 Reading Quiz 10 Understanding Science 101 10 Understanding Science website- Science Checklist 10 January 24, 2018 Online Class Discussion of Understanding Science 5 Understanding Science Discussion on Blackboard 15 Reading Video Introduction Chapter 2 Reading - Chapter 2 Scientific Revolution Reading Quiz 10 Reading Video Introduction Reading - Chapter 7 Facts Reading Quiz 10 Reading Video Introduction Reading - Chapter 8 Experiments Reading Quiz 10 Discussion of the Science Checklist: science vs. non science on Blackboard 10 January 31, 2018 Online Class January 31, 2018 Discussion on NOS 5

Page 9 of 13 Perspectives Course Syllabus

Video Act 1 An Earth Shattering Hypothesis How Science Works - Flow Chart Video Act 2 Following the Trail of Evidence Untangling our Twisted Path http://undsci.berkeley.edu/article/0_0_0/alvarez_01 Science Article - Drilling of dinosaurs - circular hills Writing Assignment Nature of Science 10 Friday February 2, 2018 Completion Date for Topic 2 What do I Know? Video The Mystery of Matter Reading Video Introduction Chapter 10 Reading - Chapter 10 Hypothesis Reading Quiz - Chapter 10 10 Reading Video Introduction Chapters 11 and 17 Reading Chapter 11 Evidence and Judgement Reading Chapter 17 What Do I Know? Reading Quiz - Chapter 11 and 17 10 Discussion Nature of Science - on Blackboard 10 Online Class - Feb. 7 5 Wednesday, February 07, 2018 Topic 3 completion date What is Engineering and What is the Difference? Intro Video Engineering videos Design Process writing activity 10 Discussion - 300 Words on Blackboard What is Engineering? 15 Online Class Discussion of Science and Engineering 5 Wednesday, February 14, 2018 Completion Date for Topic 4 Time Video - History of Keeping Time Reading - What time is it? Discussion on Yammer Time Keeping 5 Video - The Fundamentals of Space-Time Video - Cosmic Calendar Reading Assignment - The Universe Within Discussion on Yammer - the nature of time, deep time. 5 Monday, February 19, 2018 Completion Date for Topic 5 Geosciences Reading Video Introduction Chapter 4 - Planet Earth

Page 10 of 13 Perspectives Course Syllabus

Reading Quiz 10 Yammer discussion 5 Video The Story of Alfred Wegener Reading Assignment - When Continental Drift was Considered a pseudoscience Daly's Model of Subduction Reading Assignment Plate Tectonics Video Pangea Earthview App Activity 10 Flow Diagram Activity 15 Friday February 23, 2018 Completion Date for Topic 6 Evolution Map Story Charles Darwin and the Voyage of the HMS Beagle 10 Video A. R. Wallace 10 Introduction to Evolution Theory as an explanation 10 Video The Making of a Theory 10 Activity - Introduction to Evolution Theory Understanding Evolution Website (101) 20 BB Discussion 300 words on Evolution 20 Flock of Dodo's Movie 10 Wednesday, February 21, 2018 Online Class 5 Discussion on Evolution and Education 300 words on BB 25 Wednesday, March 7, 2018 Completion Date for Topic 7 Evolution What is Mathematics - Probability Reading Intro Video - Chapter 5 mathematics Chapter 5 The Mathematization of the World Reading Quiz 10 Wednesday, March 14, 2018 Class Discussion Mathematics 5 Monty Hall Problem Drunkard's Walk 1-3 Yammer discussion 5 Drunkard Walk 4-7 and 9 Yammer discussion 5 Assignment - Understanding how Mathematics Developed 600 word discussion on Blackboard 25 Wednesday, March 14, 2018 Completion Date for Topic 8 What is Mathematics - Paradoxes Chapter 6 Gulliver's World TED TALK - Math is the hidden secret to understanding the world

Page 11 of 13 Perspectives Course Syllabus

Dividing by Zero Discussion on Yammer 5 Negative Number Discussion on Yammer 5 Division Discussion Board on Yammer 5 Paradoxes and Modifying Rules 300 words on BB 10 Exploring the work of a mathematian Group work on BB 10 Monday, March 26, 2018 Completion Date for Topic 6 Birth of the Modern Video Reading Intro Chapter 12 Machines Reading Quiz Chapter 12 10 Discussion on Blackboard 300 words - Birth of the Modern 20 Chapter 13 The Disenchantment of the World Discussion on Yammer 5 Friday, March 30, 2018 Completion Date for Topic 10 35 Myths and Misconceptions Myth Busting from Textbook 10 Myth Busting Web Search Myth Busting Discussion on Yammer 5 Wednesday, April 4, 2018 Completion Date for Topic 11 Relationship between Science and Society Chapter 14 Knowledge is Power Yammer discussion 5 Chapter 15 In Defiance of Nature Yammer discussion 5 Chapter 16 These Postmodern Days Reading Quiz Chapter 14,15,16 20 Yammer discussion 5 Wednesday, April 18, 2018 Completion Date for Topic 12 Wednesday February 7, 2018 Topic (ABT) and Annotated Bibliography 25 Wednesday March 7, 2018 Due for Peer Review 15 Friday March 30, 2018 Online Appointment with Writing Center Completion 25 Friday April 20, 2018 Formal Paper 150

Friday March 16, 2018 Lesson Plan Topic 25 Thursday, May 3, 2018 Lesson Plan 150

Wednesday, March 14, 2018 Timeline 1 - at least 25 entries 75 Wednesday, April 18, 2018 Timeline2 - at least 50 entries 75

Wednesday May 9, 2018 4:00 - Final Exam 150

Page 12 of 13 Perspectives Course Syllabus

6:30 PM

Page 13 of 13 WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]

Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.

Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only.

• Content Development: The ways in which the text explores and represents its topic in relation to its audience and purpose. • Context of and purpose for writing: The context of writing is the situation surrounding a text: who is reading it? who is writing it? Under what circumstances will the text be shared or circulated? What social or political factors might affect how the text is composed or interpreted? The purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or summarize information; they might want to work through complexity or confusion; they might want to argue with other writers, or connect with other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember. • Disciplinary conventions: Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.g. introductory strategies, use of passive voice or first person point of view, expectations for thesis or hypothesis, expectations for kinds of evidence and support that are appropriate to the task at hand, use of primary and secondary sources to provide evidence and support arguments and to document critical perspectives on the topic. Writers will incorporate sources according to disciplinary and genre conventions, according to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide meaningful examples to readers. • Evidence: Source material that is used to extend, in purposeful ways, writers' ideas in a text. • Genre conventions: Formal and informal rules for particular kinds of texts and/or media that guide formatting, organization, and stylistic choices, e.g. lab reports, academic papers, poetry, webpages, or personal essays. • Sources: Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with, develop, define, or shape their ideas, for example.

Using this rubric

You should carefully read the first column of the rubric. These are the elements that need to be included for effective written communication. The second column (Capstone 4) are descriptions of the elements that should be found in your writing – the goals of your written communication. Read these carefully and the will guide you to effective writing. WRITTEN COMMUNICATION VALUE RUBRIC

Definition Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.

Evaluators will assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark 4 3 2 1 Context of and Purpose for Writing Demonstrates a thorough understanding Demonstrates adequate consideration of Demonstrates awareness of context, Demonstrates minimal attention to Includes considerations of audience, of context, audience, and purpose that is context, audience, and purpose and a audience, purpose, and to the assigned context, audience, purpose, and to the purpose, and the circumstances responsive to the assigned task(s) and clear focus on the assigned task(s) (e.g., tasks(s) (e.g., begins to show awareness assigned tasks(s) (e.g., expectation of surrounding the writing task(s). focuses all elements of the work. the task aligns with audience, purpose, of audience's perceptions and instructor or self as audience). and context). assumptions). Content Development Uses appropriate, relevant, and Uses appropriate, relevant, and Uses appropriate and relevant content to Uses appropriate and relevant content to compelling content to illustrate mastery compelling content to explore ideas develop and explore ideas through most develop simple ideas in some parts of the of the subject, conveying the writer's within the context of the discipline and of the work. work. understanding, and shaping the whole shape the whole work. work. Genre and Disciplinary Conventions Demonstrates detailed attention to and Demonstrates consistent use of Follows expectations appropriate to a Attempts to use a consistent system for Formal and informal rules inherent in successful execution of a wide range of important conventions particular to a specific discipline and/or writing task(s) basic organization and presentation. the expectations for writing in particular conventions particular to a specific specific discipline and/or writing task(s), for basic organization, content, and forms and/or academic fields (please see discipline and/or writing task (s) including organization, content, presentation glossary). including organization, content, presentation, and stylistic choices presentation, formatting, and stylistic choices Sources and Evidence Demonstrates skillful use of high- Demonstrates consistent use of credible, Demonstrates an attempt to use credible Demonstrates an attempt to use sources quality, credible, relevant sources to relevant sources to support ideas that are and/or relevant sources to support ideas to support ideas in the writing. develop ideas that are appropriate for the situated within the discipline and genre that are appropriate for the discipline and discipline and genre of the writing of the writing. genre of the writing. Control of Syntax and Mechanics Uses graceful language that skillfully Uses straightforward language that Uses language that generally conveys Uses language that sometimes impedes communicates meaning to readers with generally conveys meaning to readers. meaning to readers with clarity, although meaning because of errors in usage. clarity and fluency, and is virtually error- The language in the portfolio has few writing may include some errors. free. errors.

CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected]

Definition Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Framing Language

Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. • Ambiguity: Information that may be interpreted in more than one way. • Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or accepted as true without proof." (quoted from www.dictionary.reference.com/browse/assumptions) • Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, ideas, artifacts, and events. • Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy" would be interpreted to mean that her skin was green. • Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, "she was green with envy" is intended to convey an intensity of emotion, not a skin color.

Using this rubric

You should carefully read the first column of the rubric. These are the elements that need to be demonstrated to show critical thinking. The second column (Capstone 4) are descriptions of the elements that should be found in your writing that illustrate critical thinking. Read these carefully and the will guide you to effective communication of your arguments

CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected]

Definition Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Evaluators will assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones Benchmark 4 3 2 1

Explanation of issues Issue/problem to be considered critically is Issue/problem to be considered critically is Issue/problem to be considered critically is Issue/problem to be considered critically is stated clearly and described stated, described, and clarified so that stated but description leaves some terms stated without clarification or description. comprehensively, delivering all relevant understanding is not seriously impeded by undefined, ambiguities unexplored, information necessary for full omissions. boundaries undetermined, and/or understanding. backgrounds unknown. Evidence Information is taken from source(s) with Information is taken from source(s) with Information is taken from source(s) with Information is taken from source(s) without Selecting and using information to investigate a enough interpretation/evaluation to develop enough interpretation/evaluation to develop some interpretation/evaluation, but not any interpretation/evaluation. point of view or conclusion a comprehensive analysis or synthesis. a coherent analysis or synthesis. enough to develop a coherent analysis or Viewpoints of experts are taken as fact, Viewpoints of experts are questioned Viewpoints of experts are subject to synthesis. without question. thoroughly. questioning. Viewpoints of experts are taken as mostly fact, with little questioning. Influence of context and assumptions Thoroughly (systematically and Identifies own and others' assumptions and Questions some assumptions. Identifies Shows an emerging awareness of present methodically) analyzes own and others' several relevant contexts when presenting a several relevant contexts when presenting a assumptions (sometimes labels assertions as assumptions and carefully evaluates the position. position. May be more aware of others' assumptions). Begins to identify some relevance of contexts when presenting a assumptions than one's own (or vice versa). contexts when presenting a position. position. Student's position (perspective, Specific position (perspective, Specific position (perspective, Specific position (perspective, Specific position (perspective, thesis/hypothesis) thesis/hypothesis) is imaginative, taking into thesis/hypothesis) takes into account the thesis/hypothesis) acknowledges different thesis/hypothesis) is stated, but is simplistic account the complexities of an issue. complexities of an issue. sides of an issue. and obvious. Limits of position (perspective, Others' points of view are acknowledged thesis/hypothesis) are acknowledged. within position (perspective, Others' points of view are synthesized thesis/hypothesis). within position (perspective, thesis/hypothesis). Conclusions and related outcomes Conclusions and related outcomes Conclusion is logically tied to a range of Conclusion is logically tied to information Conclusion is inconsistently tied to some of (implications and consequences) (consequences and implications) are logical information, including opposing viewpoints; (because information is chosen to fit the the information discussed; related outcomes and reflect student’s informed evaluation related outcomes (consequences and desired conclusion); some related outcomes (consequences and implications) are and ability to place evidence and implications) are identified clearly. (consequences and implications) are oversimplified. perspectives discussed in priority order. identified clearly.

ABT: All you SCIENCE COMMUNICATION need to know to tell stories RANDY OLSON

Science can be made a We all like stories AND for over four thousand The story begins “when something happens”. lot more engaging if we years storytelling has been our most effective This is the second part, which is contradiction. incorporate elements of means of communication, BUT not everything The most common word for this is but. This storytelling. But, how do is a story, THEREFORE to draw on the power of means that we can go to a small town AND you actually get started storytelling, we need to begin by actually get to know a family AND everything seems with a story? The knowing what is and is not a story. fine, BUT then the father is found lying dead in answer lies in using the the back yard. Now we have a story. A resume is not a story. A timeline is not a universal narrative story. They are merely lists of facts. But, with a The third part, often referred to as “advancing template of “and, but, little bit of editing, they can be turned into a the narrative” is the force of consequence. We therefore” or the ABT. story – it just requires some work. found the father dead, which means we immediately want to know what the There are three main forces involved in consequence is going to be. For example, “… creating a story – agreement, contradiction, the father is found lying dead in the back yard, consequence. These forces come together to THEREFORE the police begin an investigation.” form what is known as the classical design for For this third term, therefore is actually not stories. This is the shape we find in most the most common word of consequence. So is myths, fables and allegories that have much more common, but in constructing a persisted over the ages. There are countless story “therefore” is often a more powerful variations on this form, but it is the simplest, word, and so it is better for structural reasons. clearest, and thus most powerful. Now we have our three functional words — Classical design begins with agreement. This is and, but, therefore. Let’s see how they work the part before the storytelling process begins to create a story. –before anything “happens”. In a murder mystery, this is the beginning, where we get to Take Aesop’s fable about the tortoise and the know the people of a town or business or a hare for example. This was the story of a race family. Nothing is “happening” yet; everyone between the two; AND the hare being much seems to be just fine. It is the country before faster, was way ahead of the lumbering the war, the married person before the tortoise. BUT she got so confident she took a betrayal, or the sports game before one team nap as the tortoise plodded onward, passing has a lead in the score. The most common the sleeping hare; THEREFORE the tortoise connector word used in this first part is and. won the race. That is the ABT. It captures the narrative core of the story. And because narrative principles There are three main forces involved in creating a story – agreement, contradiction, are universal, it works just as well for consequence. These forces come together to non-fiction as for fiction. For a non-fiction form what is known as the classical design narrative you can think of it as three things: for stories. set up, problem, solution. For example, you have the set up (we are fighting litter),

REDISCOVERING SCHOOL SCIENCE 71 compelling. For example, with our litter story, if we cut it all the way to, “We are doing things, but not all that is needed, therefore we’re doing more,” that may be an extremely concise statement of the narrative, but it’s so short as to have no impact. We need to know the context (combating litter) and what is being done (passing a law) a little more precisely. This means that to make it compelling we need to add back in a few pieces of information.

The core challenge of creating a good ABT is to have it be both concise and Fig. 1. The ABT exercise: ABT gives a “formula” to apply in any case. Fill in the blanks to compelling. create the ABT for this photo. “This boy was _____ AND _____ BUT _____ THEREFORE he is _____.” For example, “This boy was tired AND sweaty, BUT he needed to get clean, The ABT is a powerful tool for the THEREFORE he is washing in the river.” Now do your own version! development of narrative strength. It functions in two ways. It is a template for constructing concise and problem (but there are no laws), Let’s look at another example. In the compelling statements, as well as solution (therefore we need laws). 1800’s, people thought species never structuring over-arching narratives. changed AND did not know about What does that have to do with But, the ABT is also the ideal workout extinction, BUT fossils showed that teaching science? Let’s take a look at device, in the longer term, for those species do change, THEREFORE Charles some examples of how this formula who want to truly master the Darwin developed the theory of can be applied to science classrooms. communication power of narrative. It evolution by means of natural Here’s an ABT for dietary choices: is the central tool for training that will selection, which was eventually shown Palak-paneer (Spinach-cottage eventually lead to the ultimate goal of to be how species evolve over time. cheese) is a popular food choice AND narrative intuition, which is the ability palak (spinach) seems like a logical The core challenge of creating a good to not just see narrative structure but pairing for a meal, BUT palak contains ABT is to have it be both concise and to feel it as well. oxalic acid that prevents absorption of compelling. To make it concise you calcium1 from dairy items (paneer, in want to cut it down to the bare this case). THEREFORE these two minimum number of words. But ... if should not be eaten together. you cut it too far, it is no longer

Further readings: 1. Weaver CM, Martin BR, Ebner JS, Krueger CA. Oxalic acid decreases calcium absorption in rats. The Journal of Nutrition vol 117, 1903-1906, 1987. URL: http://jn.nutrition.org/content/117/11/1903.extract

Note: The hare and tortoise illustration appearing along the article title has been sourced from the following link: https://commons.wikimedia.org/w/index.php?title=Special:Search&limit=20&offset=60&profile=default&search=Aesop%27s+fables&searchToken=7gwn2c zfu7zylc6iwyibd6mws#/media/File:Page_37_illustration_to_Three_hundred_Aesop%27s_fables_(Townsend).png

Randy Olson earned his PhD in biology at Harvard University AND achieved tenure as a professor of marine biology at the University of New Hampshire, BUT then he developed an interest in the mass communication of science, THEREFORE he resigned his professorship, moved to Hollywood and became a filmmaker. He is the writer-director of many award-winning films and has written three books, including “Houston, We Have A Narrative: Why Science Needs Story” (University of Chicago Press, 2015). To know more about him, check out his web page: http://www.randyolsonproductions.com/randy_olson/randy_olson_index.html.

72 ECON-CONC: Accelerated Master's (BA/MA) https://next.catalog.ku.edu/courseleaf/courseleaf.cgi?page=/programadm...

Program Change Request

New Program Proposal Date Submitted: 04/09/18 10:35 am Viewing: ECON-CONC : Accelerated Master's (BA/MA) Last edit: 04/13/18 12:23 pm Changes proposed by: mrhuslig

Academic Career Graduate, Lawrence

Program Type Concentration

Department/ Economics Program School/College College of Lib Arts & Sciences Consulting School(s)/College(s) Consulting Department(s) Program Name Accelerated Master's (BA/MA)

Location(s) of Lawrence Instruction Do you intend for this program to be offered online? No

Effective Catalog 2019 - 2020

Program Description The 4+1 M.A. program enables qualified KU students to earn a BA degree in economics and count 12 hours of 500-level-or-above course work in the major completed in Year 4 of study for both the Bachelor’s and M.A. degrees. The M.A. degree is completed in the fifth year.

The M.A. may be pursued as a terminal degree or as preparation to petition for admission to doctoral studies at KU or to apply elsewhere.

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Demand/Need for the Program Regardless of discipline, accelerated undergraduate-graduate degree tracks are becoming progressively more common among our peer institutions and other major universities in the United States. Programs often use 4+1 options as a recruitment tool for incoming freshman, as a master’s degree is increasingly seen by students and their parents as essential to future career success.

The Department of Economics offers undergraduate BA, BS and BGS degrees, as well as an MA degree which most of our doctoral students receive on the way to PhD. Currently, between 100-130 students graduate with a bachelor’s degree in Economics every year. The number of MA degrees fluctuates around 20 per year in recent years. Offering a combined ‘4+1’ MA degree in Economics will increase these numbers across the board adding undergraduate Economics majors and certainly increasing the number of terminal masters students. Most of our current MA students are recruited through the applications for the PhD program and receive the MA as a first step before continuing to PhD. With the accelerated MA program we aim to recruit current KU undergraduates – either majors or minors in Economics to stay one additional year and obtain an MA degree from KU Economics. These students will benefit in one of two ways. Some students will use this program to strengthen their preparation for doctoral program application in order to receive admission by highly ranked PhD programs after receiving an MA from KU. Other students, perhaps the majority of the ‘4+1’ MA graduates will apply for employment at banks, investment management funds and other industry or government positions and the MA degree will give them an advantage over the BA students and better job prospects. Economics is already a popular major at KU due to the excellent job prospects at all levels. The availability of an additional ‘4+1’ MA degree option will add to the appeal of it without the need for extra resources since we are using regularly offered classes.

Comparative/Locational Advantage Kansas State University offers an accelerated 5-year degree program in economics. Other universities offering accelerated MA programs in economics include Washington University in St. Louis, North Carolina State University, UMass, and George Mason University.

Admission Requirements Careful course selection and steady progression through the undergraduate career is necessary to ensure all requirements for both degrees may be completed within the 5-year timeframe. All prospective students should discuss their interest in admission to the 4+1 track with their undergraduate advisor and the Director of Graduate Study (DGS) no later than the student’s Junior year (the first semester of Year 3). Prospective students are eligible to apply to the graduate program in second semester of their Junior year. The following requirements must be met by this time: Major and cumulative GPA of at least 3.25; On track to complete all requirements for a BA degree in Economics from KU by the second semester of the Senior Year (Year 4). Applicants must complete an Application for Graduate Study online. The following information should be gathered in advance and uploaded with the application: Statement of interest that succinctly summarizes the students’ interests, education, their long‐term career goals, and how the accelerated degree program will help them achieve those goals; A copy of the student’s KU transcript (the official copy); The names of three persons qualified to comment on the applicant’s academic abilities and probable success in graduate study. These individuals will be asked to provide a letter of recommendation. At least two should be faculty members who have had the student in class. Upon review of the Application for Admission, Economics will notify the student of his or her eligibility to begin coursework in the program. Final acceptance to the graduate program will be contingent upon the following: An undergraduate cumulative GPA of at least a 3.25; Successful completion of all requirements for the bachelor’s degree; A GPA of at least a 3.25 in all graduate-level coursework taken in Year 4; Grades of B or above in all Economics graduate-level coursework taken in Year 4 Any student who does not meet this minimum grade requirement may continue in the program but must repeat any graduate course for which they did not earn a B or above. Students should still aim to complete all requirements by the end of Year 5. Students may also elect to earn only the bachelor’s degree and re- apply to the graduate program at a later time. Degree Requirements

This accelerated program uses a carefully planned combination of pre-requisite coursework, graduate-level courses taken for both undergraduate and graduate credit in Year 4, and graduate credit courses taken in Year 5. At initial enrollment in graduate coursework, each candidate must discuss a preliminary plan of study with his or her graduate advisor. This plan may be revised over time. BA Degree Requirements Economics Core Knowledge and Skills (15) Majors pursuing the Accelerated 4+1 program must complete the following courses in each of the following areas: Principles of Microeconomics. Satisfied by: ECON 142 Principles of Microeconomics 3 or ECON 143 Principles of Microeconomics, Honors Principles of Macroeconomics. Satisfied by: ECON 144 Principles of Macroeconomics 3 or ECON 145 Principles of Macroeconomics, Honors Microeconomics. Satisfied by: ECON 700 Survey of Microeconomics 3 Macroeconomics. Satisfied by:

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ECON 701 Survey of Macroeconomics 3 Introduction to Economics. Satisfied by: ECON 715 Elementary Econometrics 3 Economics Required Electives (6) Majors must complete 2 courses (6 hours) in economics outside of the core courses at the 500-level or above. 6 Economics Required Capstone Elective Courses (9) Majors must complete 3 courses (9 hours) in economics outside of the core courses at the 600-level or above. 9 Of the requirements listed above, ECON 700, ECON 701, ECON 715 and one elective course at the 500-level or above must be completed after the student has been approved to begin coursework toward the MA. These courses will count toward both undergraduate and graduate degrees. The elective course may be in Economics or a related area (e.g., Business, Computer Science, Political Science, Psychology, Public Policy, or Mathematics). Major Hours & Major GPA While completing all required courses, majors must also meet each of the following hour and grade-point average minimum standards: Major Hours Satisfied by 30 hours of major courses. Major Hours in Residence Satisfied by a minimum of 15 hours of KU resident credit in the major. (At least 3 of the required elective courses must be taken from the KU Department of Economics.) Major Junior/Senior Hours Satisfied by a minimum of 24 hours from junior/senior courses (300+) in the major. At least 9 hours of the required elective courses must be taken from the KU Department of Economics.) Major Junior/Senior Graduation GPA Satisfied by a minimum of a 2.0 KU GPA in junior/senior courses (300+) in the major. GPA calculations include all junior/senior courses in the field of study including F’s and repeated courses. See the Semester/Cumulative GPA Calculator. Major Junior/Senior Major Attempts Summary includes Economics junior/senior (300+) hours attempted, including F's and incompletes. MA Degree Requirements Coursework Upon completion of the bachelor’s degree, students must complete an additional 18 credit hours (6 courses) of graduate electives for a total of 30 graduate credit hours or 10 courses. At least 18 of the 30 hours, including the required core courses, must be in economics; but students may take up to 12 hours in related areas, such as business administration, computer science, political science, or mathematics, subject to the approval of the M.A. advisor. No more than 9 hours of economics classes may be taken at the 500 and 600 levels. Thesis and Nonthesis Options Candidates may pursue either a thesis or a nonthesis track. Students electing the thesis track must complete 24 hours of formal course work and 6 hours of thesis under the direction of a thesis supervisor. This work is to be devoted to the completion of a satisfactory thesis. An oral examination is held on completion of the thesis. Accelerated 4+1 students electing the thesis option may take longer than 5 years to complete the full program. Students electing the nonthesis track must complete 30 hours of formal course work and demonstrate proficiency in the application of economic theory through a written examination taken during the last semester of enrollment. Progression Requirements Given the accelerated nature of this program, each student’s progress will be closely monitored at various points during the program: 1. Once authorized to begin coursework in the 4+1 track, the student must meet with the DGS to plan the final year of undergraduate study. 2. In the final semester of undergraduate study (Year 4), the student must meet with the DGS to review the student’s performance in ECON courses. The student must earn a grade of “B” or better in each of these courses to be eligible for regular admission to the master’s degree. 3. Following completion and award of the undergraduate degree (end of final semester of undergraduate study), the admitted student will again meet with the DGS to review the course plan for the fifth year of study and update as needed. The student’s performance in the graduate-level courses taken as an undergraduate will be evaluated. To continue in the track, students must earn a combined minimum GPA of 3.25 for these courses, as well as a cumulative undergraduate GPA of 3.25. 4. For those students who do not meet the minimum GPA requirement of 3.25, an alternative plan of study to address the student’s deficiencies may be developed, at the department’s sole discretion. 5. If the baccalaureate degree is not completed at the end of Year 4, the student will not be permitted to enroll in additional courses for graduate credit toward the master’s degree until the baccalaureate degree has been conferred. Students should complete all requirements for the 4+1 within one year of receiving the bachelor’s degree. If unforeseen circumstances prevent the timely completion of the master’s degree, the student must consult with their graduate adviser to develop an alternative plan for completion.

Faculty Profile

Name of Faculty Number of Faculty and Rank Highest Degree FTE

Elizabeth Asiedu, Professor PhD 1

William Barnett, Distinguished Professor PhD 1

Zongwu Cai, Professor PhD 1

Paul Comolli, Associate Professor PhD 1

Bernard Cornet, Distinguished Professor PhD 1

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Dietrich Earnhart, Professor PhD 1

Mohamed El-Hodiri, Professor PhD 1

Donna Ginther, Professor PhD 1

Shigeru Iwata, Professor PhD 1

John Keating, Associate Professor PhD 1

Alfred Okao, Lecturer PhD 1

Tarun Sabarwal, Associate Professor PhD 1

David Slusky, Assistant Professor PhD 1

Tsvetan Tsvetanov, Assistant Professor PhD 1

Shu Wu, Associate Professor PhD 1

Guangjian Xu, Visiting Professor PhD 1

Jianbo Zhang, Associate Professor PhD 1

Student Profile

Anticipated student enrollment

Full Time Part Time Total

Year 1 202

Year 2 505

Year 3 505

Anticipated number of program graduates

After 5 Years 20

After 7 Years 30

Academic Support None Facilities and Equipment None Program Review, Assessment, Accreditation This degree will be reviewed under any mandated program review.

The department will establish a tracking sheet customized to the requirements of the 4 + 1 M.A. degree that we will employ to monitor the progress-to-degree of students enrolled in the program. Students in Year 5 of the 4 + 1 program will undergo the standard departmental spring semester review of M.A. students.

Assessment: we will employ the department’s existing Bachelor’s and M.A. degree assessment plans, which are applicable to students in the 4 + 1 M.A. degree program.

Accreditation: n/a Costs, Financing

Salaries OOE Equipment Other TOTAL

Year 1 00 0 00

Year 2 00 0 00

Year 3 00 0 00

What is the source of the new funds? N/A

Rationale for Accelerated undergraduate-graduate programs often use 4+1 options to recruit incoming freshman, as a master’s degree is increasingly proposal seen by students & parents as essential to future career success. Job growth in economic fields continues at a steady pace. This accelerated master’s degree will offer highly qualified ECON students the opportunity to combine their academic passions with timely career options. Additional Information

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Supporting Documents Program Kristine Latta (klatta) (03/28/18 8:42 am): Rollback: Michelle - Please revise the faculty profile section, creating a separate entry for Reviewer each faculty member. Each entry should include rank and FTE (probably 1.0 for each). The way you entered it, in just one field, garbles the Comments names and does not include rank. There is a little green plus sign in the top right corner of that section that allows you to create as many separate entries as you need. Thanks, Kristine Kristine Latta (klatta) (03/30/18 9:29 am): Rollback: See email. Part of undergraduate requirements missing. Kristine Latta (klatta) (04/11/18 12:06 pm): Approved by Carl Lejuez on 4/11/18. Kristine Latta (klatta) (04/11/18 12:06 pm): Department contact is Milena Stanislavova (chair). Aileen Ball (aball) (04/13/18 9:56 am): Rollback: Roll back per K. Latta request

Key: 611

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Program Change Request

New Program Proposal Date Submitted: 04/11/18 1:30 pm Viewing: ECON-CONC : Accelerated Master's (Minor/MA) Last edit: 04/12/18 3:38 pm Changes proposed by: mrhuslig

Academic Career Graduate, Lawrence

Program Type Concentration

Department/ Economics Program School/College College of Lib Arts & Sciences Consulting School(s)/College(s) Consulting Department(s) Program Name Accelerated Master's (Minor/MA)

Location(s) of Lawrence Instruction Do you intend for this program to be offered online? No

Effective Catalog 2019 - 2020

Program Description The Accelerated Master's (Minor/MA) program enables qualified KU students to earn a minor degree in economics and count 12 hours of 500-level-or-above course work completed in Year 4 of study for both the minor and M.A. degrees. The M.A. degree is completed in the fifth year.

The M.A. may be pursued as a terminal degree or as preparation to petition for admission to doctoral studies at KU or to apply elsewhere. Demand/Need for the Program Regardless of discipline, accelerated undergraduate-graduate degree tracks are becoming progressively more common among our peer institutions and other major universities in the United States. Programs often use 4+1 or Accelerated Master's options as a recruitment tool for incoming freshman, as a master’s degree is increasingly seen by students and their parents as essential to future career success.

The Department of Economics offers undergraduate BA, BS and BGS degrees, a minor as well as an MA degree which most of our doctoral students receive on the way to PhD. Currently, between 100-130 students graduate with a bachelor’s degree in Economics every year. The number of MA degrees fluctuates around 20 per year in recent years. Offering a combined minor and MA degree in Economics will increase the number of terminal masters students. Most of our current MA students are recruited through the applications for the PhD program and receive the MA as a first step before continuing to PhD. With the Accelerated Master's (Minor/MA) program we aim to recruit current KU undergraduate minors in Economics to stay one additional year and obtain an MA degree from KU Economics. These students will benefit in one of two ways. Some students will use this program to strengthen their preparation for doctoral program application in order to receive admission by highly ranked PhD programs after receiving an MA from KU. Other students, perhaps the majority of the Accelerated Master's graduates will apply for employment at banks, investment management funds and other industry or government positions and the MA degree will give them an advantage over the BA students and better job prospects. Economics is already a popular major at KU due to the excellent job prospects at all levels. The availability of an additional Accelerated MA degree option will add to the appeal of it without the need for extra resources since we are using regularly offered classes.

Comparative/Locational Advantage Kansas State University offers an accelerated 5-year degree program in economics. Other universities offering accelerated MA programs in economics include Washington University in St. Louis, North Carolina State University, UMass, and George Mason University.

Admission Requirements Admissions Careful course selection and steady progression through the undergraduate career is necessary to ensure all requirements for both the minor and the master’s degree may be completed within the 5-year timeframe. All prospective students should discuss their interest in admission to the minor/master’s track with the Director of Graduate Study (DGS) no later than the student’s Junior year (the first semester of Year 3). Prospective students are eligible to apply to the graduate program in second semester of their Junior year. The following requirements must be met by this time: Major and cumulative GPA of at least 3.25; Minor GPA at least 3.25; On track to complete all requirements for a bachelor’s degree and a minor in Economics from KU by the second semester of their Senior year.

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Applicants must complete an Application for Graduate Study online. The following information should be gathered in advance and uploaded with the application: Statement of interest that succinctly summarizes the students’ interests, education, their long‐term career goals, and how the accelerated degree program will help them achieve those goals; A copy of the student’s KU transcript (the official copy); The names of three persons qualified to comment on the applicant’s academic abilities and probable success in graduate study. These individuals will be asked to provide a letter of recommendation. At least two should be faculty members who have had the student in class. Upon review of the Application for Admission, Economics will notify the student of his or her eligibility to begin coursework in the program. Final acceptance to the graduate program will be contingent upon the following: An undergraduate cumulative GPA of at least 3.25; Successful completion of all requirements for the bachelor’s degree and the minor; Grades of B or above in all Economics graduate-level coursework taken in Year 4 Any student who does not meet the minimum grade requirement may be permitted to continue in the program but must repeat any graduate course for which they did not earn a B or above. Students should still aim to complete all requirements by the end of Year 5. Students may also elect to earn only the bachelor’s degree and re-apply to the graduate program at a later time. Degree Requirements

This accelerated master’s program uses a carefully planned combination of graduate-level courses taken for both undergraduate and graduate credit in Year 4, and graduate credit courses taken in Year 5. Undergraduate Degree Requirements Requirements for the Economics Minor Economics Minor Course Requirements (6) Students selecting this minor must complete courses as specified in each of the following areas: College Algebra or Pre-Calculus Prerequisite. Satisfied by one of the following: MATH 105 Introduction to Topics in Mathematics MATH 115 Calculus I MATH 125 Calculus I MATH 365 Elementary Statistics BIOL 570 Introduction to Biostatistics AP Calculus (AB or BC) score of 3 or above AP Statistics score of 3 or above Equivalent transfer course Principles of Microeconomics. Satisfied by: ECON 142 Principles of Microeconomics 3 or ECON 143 Principles of Microeconomics, Honors Principles of Macroeconomics. Satisfied by one of the following: ECON 144 Principles of Macroeconomics 3 or ECON 145 Principles of Macroeconomics, Honors Additional Required Courses. Minors in the accelerated master's program must also complete the following 4 courses: ECON 700, ECON 701, ECON 715, and one graduate elective course numbered 500 level or above. The elective course may be in Economics or a related area (e.g., Business, Computer Science, Political Science, Psychology, Public Policy, or Mathematics).

Graduate Degree Requirements Coursework After completion of the bachelor’s degree, each candidate must discuss a continuing plan of study with his or her graduate advisor. This plan may be revised over time. Students must complete an additional 18 credit hours (6 courses) of graduate electives for a total of 30 graduate credit hours or 10 courses. At least 18 of the 30 hours, including the required core courses, must be in economics; but students may take up to 12 hours in related areas, such as business administration, computer science, political science, or mathematics, subject to the approval of the M.A. advisor. No more than 9 hours of economics classes may be taken at the 500 and 600 levels. Thesis and Nonthesis Options Candidates may pursue either a thesis or a nonthesis track. Students electing the thesis track must complete 24 hours of formal course work and 6 hours of thesis under the direction of a thesis supervisor. This work is to be devoted to the completion of a satisfactory thesis. An oral examination is held on completion of the thesis. Accelerated 4+1 students electing the thesis option may take longer than 5 years to complete the full program. Students electing the nonthesis track must complete 30 hours of formal course work and demonstrate proficiency in the application of economic theory through a written examination taken during the last semester of enrollment. Progression Requirements Given the accelerated nature of this program, each student’s progress will be closely monitored at various points during the program: A. Once authorized to begin coursework in the 4+1 track, the student must meet with the DGS to plan the final year of undergraduate study. B. In the final spring semester of undergraduate study (Year 4), the student must meet with the DGS to review the student’s performance in ECON courses. The student must earn a grade of “B” or better in these courses to be eligible for regular admission to the master’s degree.

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C. Following completion and award of the undergraduate degree (end of Spring Semester Year 4), the admitted student will again meet with the DGS to review the course plan for the fifth year of study and update as needed. The student’s performance in the graduate-level courses taken as an undergraduate will be evaluated. To continue in the track, students must earn a combined minimum GPA of 3.25 for these courses. D. For those students who do not meet the minimum GPA requirement of 3.25, an alternative plan of study to address the student’s deficiencies may be developed, at the department’s sole discretion.

Faculty Profile

Name of Faculty Number of Faculty and Rank Highest Degree FTE

Elizabeth Asiedu, Professor PhD 1

William Barnett, Distinguished Professor PhD 1

Zongwu Cai, Professor PhD 1

Paul Comolli, Associate Professor PhD 1

Bernard Cornet, Distinguished Professor PhD 1

Dietrich Earnhart, Professor PhD 1

Mohamed El-Hodiri, Professor PhD 1

Donna Ginther, Professor PhD 1

Shigeru Iwata, Professor PhD 1

John Keating, Associate Professor PhD 1

Alfred Okao, Lecturer PhD 1

Tarun Sabarwal, Associate Professor PhD 1

David Slusky, Assistant Professor PhD 1

Tsvetan Tsvetanov, Assistant Professor PhD 1

Shu Wu, Associate Professor PhD 1

Guangjian Xu, Visiting Professor PhD 1

Jianbo Zhang, Associate Professor PhD 1

Student Profile

Anticipated student enrollment

Full Time Part Time Total

Year 1 202

Year 2 505

Year 3 505

Anticipated number of program graduates

After 5 Years 20

After 7 Years 30

Academic Support None Facilities and Equipment None Program Review, Assessment, Accreditation This degree will be reviewed under any mandated program review.

The department will establish a tracking sheet customized to the requirements of the 4 + 1 M.A. degree that we will employ to monitor the progress-to-degree of students enrolled in the program. Students in Year 5 of the 4 + 1 program will undergo the standard departmental spring semester review of M.A. students.

Assessment: we will employ the department’s existing Bachelor’s and M.A. degree assessment plans, which are applicable to students in the 4 + 1 M.A. degree program.

Accreditation: n/a

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Program Change Request

Date Submitted: 04/12/18 2:23 pm Viewing: ENGL : English BA/MA track Last approved: 03/02/16 11:55 am Last edit: 04/12/18 2:23 pm Changes proposed by: lydia

Accelerated Master of Arts in English Catalog Pages Using this Program

Academic Career Graduate, Lawrence Program Type

Department/ English Program School/College College of Lib Arts & Sciences Consulting School(s)/College(s) Consulting Department(s) CIP Code

Program Name English BA/MA track Do you intend for this program to be offered online? No

Effective Catalog 2019 2016 - 2020 2017

Program Description The 4+1 BA-MA program will offer our best undergraduate majors the opportunity to earn both the BA and MA degrees in a focused and accelerated manner. The program enables qualified KU students to count 12 hours of graduate-level coursework toward by major requirements and the MA degree, which will be completed in the 5th year. Degree Requirements

DEGREE REQUIREMENTS: Degree Requirements Students in the B.A./M.A.The course requirements for program must complete all the accelerated MA program are fulfilled by a combination requirements of graduate-level courses taken for both undergraduate and graduate credit the existing Bachelor’s degree in Year 4, fulfilling both BA major requirements and MA degree requirements, and graduate credit courses taken in Year 5. English, 6 additional hours of 600-level or above coursework as pre-requisite to the M.A., and 24 hours of graduate-level M.A. The student must be approved to begin coursework toward the 4+1 program prior to enrolling in any classes that are to count for both undergraduate and graduate credit. coursework.All the course requirements of the regular M.A.(any of the M.A.REQUIREMENTS tracks) are required for the BA MAJOR: B.A./M.A. The major in English requires 31 program can complete the required 6 hours (34 for Honors English), of which 3 pre-requisite coursework and 24 hours may be an appropriate 200-level English course. Students in the 4+1 program must take 6 of graduate credit hours at the 590 level or above, and 6 credit hours at the 700 level or above. coursework by taking 10 courses. These courses may be selected from those that count toward major distribution requirements or major electives. (See the 590+ level options in the course lists below). As part of these 31 hours (34 for Honors English), all English majors must complete the Orientation to English Studies within their first two semesters as a declared major. In addition, year, for which they must also choose courses prepare a portfolio of work from each of the following 7 categories: their graduate courses over which they will be examined. A. Individual Authors or Movements B. Literary Theory C. English Language or Rhetoric D. Transcultural Approaches to Language, Literature, or Writing E. Writing F. Forms and Genres

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G. Literary History (2 courses) Note: courses may be listed in more than one category, but may only count in one category for an individual student. At least one course must be focused language, literature, or writing before 1850 (see course list below). Category requirements:

Orientation Requirement (1) 1 ENGL 199 Orientation to English Studies Individual Authors or Movements (3) 3 ENGL 301 Topics in British Literature to 1800: _____ ENGL 302 Topics in British Literature Since 1800: _____ ENGL 315 Studies in British Literature ENGL 317 Topics in American Literature to 1865: _____ ENGL 318 Topics in American Literature Since 1865: _____ ENGL 324 Contemporary Authors: _____ ENGL 325 Recent Popular Literature ENGL 327 Studies in Twentieth-Century Drama: _____ ENGL 331 Chaucer ENGL 332 Shakespeare ENGL 334 Major Authors: _____ ENGL 340 Topics in U.S. Ethnic Literature: _____ ENGL 479 The Literature of: _____ ENGL 521 Advanced Topics in British Literature 1800: _____ ENGL 522 Advanced Topics in British Literature After 1800: ______ENGL 530 Irish Literature and Culture: _____ ENGL 531 James Joyce ENGL 532 Whitman and Dickinson ENGL 533 William Faulkner ENGL 534 Major Authors (Capstone): _____ ENGL 560 British Literature of the 20th Century: _____ ENGL 565 The Gothic Tradition ENGL 567 Modern Drama: _____ ENGL 568 American Literary Environmentalism ENGL 570 Topics in American Literature: _____ ENGL 571 American Indian Literature: _____ ENGL 573 U.S. Latina/o Literature: _____ ENGL 574 African American Literature: _____ ENGL 575 Literature of the American South ENGL 576 Advanced Topics in American Literature to 1865: _____ ENGL 577 Advanced Topics in American Literature Since 1865: _____ ENGL 578 Poetry, 1900-1945 ENGL 579 Poetry since 1945 ENGL 610 The Literature of England to 1500 ENGL 620 Renaissance English Literature: _____ ENGL 633 Milton ENGL 640 British Literature, 1600-1800: _____ ENGL 650 Romantic Literature: _____ ENGL 655 Victorian LIterature: ______ENGL 674 African Literature: _____ ENGL 710 Introduction to Old English ENGL 712 Beowulf ENGL 714 Middle English Literature ENGL 720 Chaucer: _____ ENGL 725 Shakespeare: _____ ENGL 730 Topics in Early Modern Literature: _____ ENGL 750 British Literature of the19th Century: _____ ENGL 756 Forms: _____ ENGL 760 British Literature of the 20th Century: _____ ENGL 764 Modern Irish Literature: _____ ENGL 767 Studies in Modern Drama: _____ ENGL 770 Studies in Life Writing: _____ ENGL 774 Topics in Literatures of Africa and the African Diaspora: _____ ENGL 776 American Literature to 1900: _____ ENGL 777 American Literature after 1900: _____ ENGL 779 U.S. Poetries Since 1900 ENGL 781 Criticism and the Teaching of Literature ENGL 790 Studies in: _____

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Literary Theory (3) 3 ENGL 308 Introduction to Literary Criticism and Theory ENGL 508 Contemporary Literary Theory ENGL 660 Ecocriticism ENGL 707 Literary Criticism to 1800 ENGL 708 Literary Criticism after 1800 ENGL 709 Critical Theory: Problems and Principles: _____ English Language or Rhetoric (3) 3 ENGL 359 English Grammar ENGL 380 Introduction to Rhetoric and Composition ENGL 381 Topics in Rhetoric and Composition: _____ ENGL 385 The Development of Modern English ENGL 387 Introduction to the English Language ENGL 388 Topics in English Language Studies ENGL 580 Rhetoric and Writing: _____ ENGL 581 English Language Studies: ______ENGL 587 American English Transcultural Approaches to Language, Literature, or Writing (3) 3 ENGL 305 World Indigenous Literatures ENGL 306 Global Environmental Literature ENGL 326 Introduction to African Literature ENGL 336 Jewish American Literature and Culture ENGL 337 Introduction to U.S. Latino/a Literature ENGL 338 Introduction to African-American Literature ENGL 339 Introduction to Caribbean Literature ENGL 340 Topics in U.S. Ethnic Literature: _____ ENGL 341 American Literature of Social Justice ENGL 342 Topics in Transcultural Literature, Language, or Rhetoric: _____ ENGL 360 Topics in Writing: _____ ENGL 492 The London Review ENGL 571 American Indian Literature: _____ ENGL 572 Women and Literature: _____ ENGL 573 U.S. Latina/o Literature: _____ ENGL 574 African American Literature: _____ ENGL 674 African Literature: _____ ENGL 764 Modern Irish Literature: _____ ENGL 774 Topics in Literatures of Africa and the African Diaspora: _____ Writing (Note: students not pursing a BA in creative writing may only count one creative writing workshop toward the major; creative writing 3 workshops noted below.) (3) ENGL 203 Topics in Reading and Writing: _____ ENGL 205 Freshman-Sophomore Honors Proseminar: _____ ENGL 209 Introduction to Fiction ENGL 210 Introduction to Poetry ENGL 211 Introduction to the Drama ENGL 351 Fiction Writing I ENGL 352 Poetry Writing I ENGL 353 Screenwriting I ENGL 354 Playwriting I ENGL 355 Nonfiction Writing I ENGL 360 Topics in Writing: _____ ENGL 361 Professional Writing: _____ ENGL 362 Foundations of Technical Writing ENGL 400 Teaching and Tutoring Writing ENGL 492 The London Review ENGL 551 Fiction Writing II ENGL 552 Poetry Writing II ENGL 553 Screenwriting II ENGL 554 Playwriting II ENGL 555 Nonfiction Writing II ENGL 598 Honors Proseminar: ______ENGL 599 Honors Essay Forms and Genres (Note: students not pursing a BA in creative writing may only count one creative writing workshop toward the major; creative 3 writing workshops noted below.) (3) ENGL 209 Introduction to Fiction ENGL 210 Introduction to Poetry ENGL 211 Introduction to the Drama

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ENGL 309 The British Novel ENGL 327 Studies in Twentieth-Century Drama: _____ ENGL 328 Literature and Film: _____ ENGL 329 Topics in Forms and Genres: _____ ENGL 332 Shakespeare ENGL 351 Fiction Writing I ENGL 352 Poetry Writing I ENGL 353 Screenwriting I ENGL 354 Playwriting I ENGL 355 Nonfiction Writing I ENGL 360 Topics in Writing: _____ ENGL 506 Science Fiction ENGL 551 Fiction Writing II ENGL 552 Poetry Writing II ENGL 553 Screenwriting II ENGL 554 Playwriting II ENGL 555 Nonfiction Writing II ENGL 567 Modern Drama: _____ ENGL 578 Poetry, 1900-1945 ENGL 579 Poetry since 1945 ENGL 756 Forms: _____ ENGL 767 Studies in Modern Drama: _____ ENGL 770 Studies in Life Writing: _____ ENGL 779 U.S. Poetries Since 1900 Literary History (6) 6 ENGL 312 Major British Writers to 1800 & ENGL 322 and American Literature II ENGL 320 American Literature I & ENGL 314 and Major British Writers after 1800 ENGL 310 Literary History I & ENGL 330 and Literary History II ENGL 312 Major British Writers to 1800 & ENGL 330 and Literary History II ENGL 320 American Literature I & ENGL 330 and Literary History II ENGL 310 Literary History I & ENGL 314 and Major British Writers after 1800 ENGL 310 Literary History I & ENGL 322 and American Literature II Additional six hours of any ENGL course numbered 300 and above (6) 6 Total Hours 31 One course (three hours) in Literary History must focus on literature before 1850: (3) 3 ENGL 301 Topics in British Literature to 1800: _____ ENGL 312 Major British Writers to 1800 ENGL 317 Topics in American Literature to 1865: _____ ENGL 331 Chaucer ENGL 332 Shakespeare ENGL 520 History of the Book ENGL 521 Advanced Topics in British Literature 1800: _____ ENGL 525 Shakespeare: _____ ENGL 532 Whitman and Dickinson ENGL 575 Literature of the American South ENGL 576 Advanced Topics in American Literature to 1865: _____ Notes: 27 hours must be at the junior/senior level. One 200-level course may count toward major requirements. No 100-level ENGL courses count toward major requirements except ENGL 199. Only 1 (3 credits) creative writing workshop (fiction writing, nonfiction writing, poetry writing, screen writing or playwriting) may be applied as a major course. Up to 6 credits combined of ENGL 494 (Research Internship) or ENGL 495 (Directed Study) may be applied as major electives. There are two significant differences from the regular M.A.that enable students to complete both a B.A.and M.A.in 5 years:Students begin taking 600-level or above coursework by their senior year.Up Students complete a portfolio requirement, to 3 credit hours be evaluated by means of ENGL 496 (Internship) or ENGL 497 (Service Learning Internship) may be applied as a major elective. a final oral examination, in their last semester of graduate study. Major Hours & Major GPA While completing all required courses, majors must also meet each of the following hour and grade-point average minimum standards:

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Major Hours Satisfied by 31 hours of major courses (34 for Honors English). Major Hours in Residence Satisfied by a minimum of 25 hours of KU resident credit in the major; exceptions by permission of Director of Undergraduate Studies only. Major Junior/Senior Hours Satisfied by a minimum of 24 hours from junior/senior courses (300+) in the major. Major Junior/Senior Graduation GPA Satisfied by a minimum of a 2.0 KU GPA in junior/senior courses (300+) in the major. GPA calculations include all junior/senior courses in the field of study including F’s and repeated courses. See the Semester/Cumulative GPA Calculator. MA DEGREE REQUIREMENTS: In addition to the 12 graduate credit hours completed during the senior year, MA students must complete an additional 18 hours of graduate-level coursework. This requirement will be substituted in place of a thesis or text-based exam.The portfolio requirement is no less rigorous than the thesis or exam, but draws much more on previous work produced during the student’s graduate work.The portfolio involves written as well as oral components.Students in the B.A./M.A.program can complete the required 6 hours of pre-requisite coursework and 24 hours of graduate credit coursework by taking 10 courses.These courses might be spread over their Senior and M.A.years, for example:2 courses at 600 level or above during their Senior year, for 6 hours;2 graduate courses during the Summer after their senior year for 6 hours, or one graduate course that summer for 3 hours and one the following summer.3 graduate courses during the first semester of their M.A.year, for 9 hours;2 graduate courses during the second semester of their M.A.year, for 6 hours;The candidate’s program should be arranged in consultation with the Director of Graduate Studies (DGS) If students take fewer than 2 courses while an undergraduate or do not take a member of the departmental committee on summer course, they might take 4 graduate studies. No more than 6 hours of the 18 hours of graduate-level coursework for the MA may be taken at the 590-600 level. courses in their final semesters of work toward the MA. The following requirements also apply: 3 hours (1 course) on Methods or Theory appropriate to different areas of focus in Literary Studies: ordinarily 708, 709, 800, or another course appropriately designated by the Graduate Director. A 998 (Directed Reading) directly focused on questions of methods and theory can fulfill this requirement if approved by the Graduate Director. 3 hours (1 course) on Pedagogy: the 801-802 sequence (required for TAs), 780, or other appropriate course as approved by the Graduate Director. 21 distribution hours to be selected in consultation with advisors. Two options are available: Option 1a, Literature: At least 1 course (3 hours) must be pre-1700; at least 1 must be 1700-1900; and at least 1 must be after 1900. 2 graduate courses (6 hours) outside during the department may be included in the distribution hours with approval second semester of the Graduate Director. their M.A. Option 1b, Literature and Literary Theory: At least 1 course (3 hours) must be pre-1800; at least 1 (3 hours) must be post-1800. At least 2 courses (6 hours), besides the course used to fulfill requirement 2 (Methods or Theory) must focus primarily on Literary Theory. 2 courses (6 hours) outside the department may be included in the distribution hours with approval of the Graduate Director. English 899: All B.A./M.A.students must complete:Portfolio Preparation: English 897 Preparation for the MA Exam (3 hours). This course is completed during the last semester of the MA year (Year 5). their M.A. Students prepare a portfolio of work from their graduate courses over which they will be examined at an oral defense, not to exceed 90 minutes. PROGRESSION REQUIREMENTS: Given the accelerated nature of this program, each student’s progress will be closely monitored at various points during the program: Once approved to begin graduate coursework, the student must meet with the DGS to plan the final year of undergraduate study; At 3 graduate courses during the end of the final first semester of undergraduate study (Year 4), the department will review the student’s performance in graduate-level English courses taken in Year 4. of their M.A. The student must earn a grade of B or better This requirement will be substituted in each course to be eligible to continue in the 4+1 program; place of a thesis or text-based exam. Following 2 graduate courses during the completion and award of the BA Summer after their senior year for 6 hours, or BGS degree, the 4+1 student will meet again with the DGS to review the one graduate course plan for the 5th year of study and update it as needed. that summer for 3 hours and one the following summer. The student’s performance in the graduate-level courses taken as an undergraduate will be evaluated; For students who do not meet the minimum GPA requirement of 3.0 in the first semester of Year 5, the department may, at its discretion, devise a plan of study to address the student’s deficiencies, or may dismiss the student from the program; The program is designed so that students can complete all requirements for the 4+1 degree within one year of receiving the BA/BGS degree. If unforeseen circumstances prevent the timely completion of the MA degree, the student must consult with the DGS and her or his graduate advisor to develop an alternative plan for finishing the program. Similarly, a student may decide to discontinue in the graduate program after finishing the bachelor’s degree, or while still completing undergraduate requirements; the student should notify the DGS of this decision. Those still completing requirements for the BA should also contact their undergraduate advisor as soon as possible to ensure timely completion of the bachelor’s degree. If a student performs poorly in graduate coursework in Year 4 (receiving lower than a B in any graduate classe), the student will be advised to withdraw from the 4+1 program. As long as the BA requirements have been met, the student will be able to graduate with a bachelor’s degree. If the student performs poorly in Year 5 (dropping below a 3.0 GPA/“B” average in English classes), the student will fall out of Good Standing. The student’s name will be forwarded to the College and the student will be put on academic probation for one semester. The DGS and Graduate Committee senior staff will review the student’s progress regularly. If satisfactory progress is not being made, the student may be dismissed from the 4+1 program. The student can also withdraw voluntarily. year, for which they prepare a portfolio of work from their graduate courses over which they will be examined.

Rationale for The degree has advantages for students with a variety of career goals. It offers a chance to experience English graduate work without proposal committing to 2-3 years of graduate study, it makes them competitive in professional school applications, and could shorten time to degree

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for those who continue graduate work. It allows students extra time to develop skills in preparation for employment in fields that value experience such as grant-writing, administration, and publishing.

Additional "If students take fewer than 2 courses while an undergraduate or do not take a summer course, they might take 4 graduate courses in Information their final semesters of work toward the MA." Previously read “3 courses.” Anna verified on July 9 that this correction is accurate, but it did not make it into the final approved proposal.

Supporting Admission Requirements.docx Documents Program Reviewer Comments

Key: 501

6 of 6 4/12/2018, 3:52 PM ADMISSION REQUIREMENTS:

Careful course selection and steady progression through the undergraduate career is necessary to ensure all requirements for both degrees may be completed within the 5-year timeframe. All prospective students should discuss their interest in admission to the 4+1 track with both the Undergraduate Director (UGD) and the Director of Graduate Studies (DGS) no later than the Fall of the student’s Junior year (Year 3). Prospective students are eligible to apply to the graduate program in the Spring semester of their Junior Year. The following requirements must be met by this time:  Major GPA of at least 3.5  Overall GPA of at least 3.25  On track to complete all requirements for a BA degree in English from KU by the spring semester of Senior year (Year 4). GRE scores are not required. Applicants must complete an Application for Graduate Study online. The following information should be gathered in advance and uploaded with the application:  3 letters of recommendation (at least one from an English faculty member);  resume or curriculum vitae (CV);  one-page Statement of Purpose (maximum 750 words);  writing samples (15 to 20 pages total; more than one paper preferred). Upon review of the application for admission, the English Department will notify the student of her or his eligibility to begin coursework in the program. Final acceptance to the graduate program will be contingent upon the following:  grades of B or above in all English graduate-level coursework taken in Year 4;  successful completion of all requirements for the BA/BGS degree.