Add a Course:
Drop a Course:
Change: (note area of change here--i.e. prerequisite, credits, etc. Designate chg: from - to)
Add Topics Title: (must match credit and prerequisite of the blanket topics course)
Topic Long Title: (Up to 50-character only description of this topic)
Topic Abbreviated Title: (Up to 30-character only; appears on student transcript)
Topic Unit:(Amount of credits assigned to specific topic)

Requesting:
Graduate Credit
For 4xxx-level courses only, a memo requesting the course be offered for Graduate School credit (stating the reason for the request) must accompany the course proposal.
For 8xxx-level courses only, a completed Graduate School Form must accompany the course proposal.


EFFECTIVE DATE: The term which activates (or inactivates) the course/change.

SUBJECT AREA: Course designator. A specific area of instruction (Acct, Biol, Soc)

CATALOG NUMBER: Course number (4-digit)
0xxx-Courses that do not carry credit toward any University degree
1xxx-Primarily for undergraduate students in their first year of study.
2xxx-Primarily for undergraduate students in their second year of study.
3xxx-Primarily for undergraduate students in their third year of study.
4xxx-Primarily for undergraduate students in their fourth year of study; graduate students may enroll in such courses. 4xxx courses may be counted for a Graduate School degree if the course is taught by a member of the graduate faculty and has been approved for graduate credit.
5xxx-Primarily for graduate students; undergraduate students in their third or fourth year may enroll in such courses.
6xxx and 7xxx-Post-baccalaureate professional programs that are not offered through the Graduate School.
8xxx-Graduate students
9xxx-Graduate students
When designating a course number, please refer to The Ninety Series:
XX91-Independent Study: The class may be used for any of the following: Independent Study, Directed Reading, Directed Study, or Directed Research.
* The student will explore an area of study on a somewhat independent basis.
* The student and faculty member will develop a contract to include number of credits, nature of work to be accomplished, time expectations and the number of periodic meetings between the student and faculty member.
XX94-Research: Intended for courses which have the same guidelines as XX91, but for which the department wants the word "research" in the course title.
XX95-Problems or Topics:
** Problems: Investigates critical issues and specific problems confronting a given discipline.
** Topics: Deals with specific topics or issues which are particularly timely in nature.
A problems or topic title is effective for the one proposed term only.
XX96-Field Study: Industrial Assignment: The student will work as an intern in a professional setting. Clear guidelines will be available as to the student's responsibilities. Grading procedures will be identified. Full time (40 hours per week) field study courses should equate to 14 credits.
XX97-Internship: The student will work as an intern in a professional setting. Clear guidelines will be available as to the student's responsibilities. Grading procedures will be identified. Full time (40 hours per week) internships should equate to 14 credits.
XX98-Workshop: Generally offered on a concentrated basis, usually two weeks or less. The term workshop is generally intended for more participatory learning experiences, but may be used for more traditional presentation. Forty-five (45) hours of total effort is expected of the student per credit, and fifteen (15) of these must be direct contact hours.
XX99-Projects:
** The student will be provided with unique learning experiences.
** The student and faculty member will develop a contract to include the number of credits, nature of the work to be accomplished, time expectations, and the number of periodic meetings between the student and faculty member.

COURSE UNITS: Number of credits assigned to the course. The credit value of the course.

MINIMUM UNITS: MAXIMUM UNITS:
For variable credit courses, enter minimum and maximum credit amounts that the course can offer.

REPEATABLE COURSES: Indicates that the class may be repeated for additional credit opposed to repeating for grade improvement.
TOTAL UNITS ALLOWED: If the repeat for credit is selected, enter the total units (credits) allowed.
TOTAL COMPLETIONS ALLOWED: Enter the number of times the course can be repeated for credit.

ABBREVIATED TITLE (UP TO 30 CHARACTERS ONLY-WILL APPEAR ON THE STUDENT'S TRANSCRIPT):

TITLE (UP TO 100 CHARACTERS ONLY-WILL APPEAR IN THE COURSE CATALOG AND CLASS SCHEDULE):

GRADING BASIS: Courses are graded under one of three systems: mandatory letter grading (A/F), mandatory S/N grading (S=2.00, C), and optional grading in which a student may select either letter or S/N grading. (Med School is the only exception)

DELIVERY MODES (OR MEDIUMS):
01 - Internet delivered: A course where students can access course information and assignments through the Internet and communicate with the instructor and with fellow students through e-mail and other Internet communication technologies. Students must have their own Internet connections.
02 - Computer based:
03 - Videotape: A course taught with videotape may consist only of the material on the videotape and may not be led by an instructor. Some video courses may be supplemented with a study guide and may require communication with an instructor.
04 - Satellite TV: A course that is delivered on TV through a dedicated satellite link. The course can be delivered to multiple groups of students. Satellite TV in one-way presentation. The students can see and hear the instructor on the TV screen, but the instructor cannot see or hear the students.
05 - Broadcast TV: A course delivered over a regularly broadcast TV channel. Transmitted television waves are delivered for use through an antenna. These waves may or may not be scrambled. If scrambled, receivers need a descrambler in order to view the information.
06 - Independent study: Students study independently under instructor guidance.
07 - Correspondence: A course where students receive course materials and submit course assignments through the mail and may communicate with the instructor through e-mail or by telephone or fax.
08 - Classroom: A course where the instructor and the students are present in the classroom (or at community sites such as high schools, community centers, etc.). The instructor may use multiple media, including videotapes, the Internet, etc., to deliver the course in person.
09 - Interactive TV: A course where the instructor and learners interact via television. Some configurations allow learners at various sites to see and interact with the instructor, who can also see and interact with the learners. Others also allow the learner sites to see and interact with one another.
10 - Audio tape:
11 - Conference/workshop:
12 - Partially internet based: Any course that uses email or Web for teaching some portion of the class.

CONSENT REQUIRED: Course requires special consent for a student to enroll. At registration, if the correct consent is not achieved, the registration will be rejected:
** No Consent
** College Consent
** Department Consent
** Graduate Consent
** Instructor Consent
** Misc Consent
** UC Consent

PREREQUISITE TEXT (For 4XXX-level and above courses, not being considered for Graduate School credit, must state: Cr cannot be applied to a Graduate School program.) The prerequisite is intended to show what is required before taking the course. If no prerequisites are listed, there are none, except for the class standing requirement indicated by the course number. List of the courses which must be completed prior to enrolling in proposed course. If that course is in the same department as the course being proposed, no department designation precedes the course number. A prerequisite reading "6 cr." Means 6 credits in courses offered by the same department.

COURSE COMPONENTS Part of a course, such as lecture, lab, etc. Any class may have one or more components. A component may be optional or required. When enrolling, it is necessary to enroll in ALL required components. Every component is identified by a section number. Indicate multiple components ONLY if a separate section will be created for that component:
Components:
** Case Study
** Clinic - Primarily for health science courses taught in University hospitals, dental clinics, and veterinary medicine facilities in which students participate in the care of patients.
** Colloquium - A seminar on a broad field of study, usually led by a different lecturer at each meeting.
** Demonstration - Instructor demonstrates procedure; primarily used in health sciences courses.
** Directed Reading - Individual study under instructor advisement; student reads widely a given subject, usually to prepare for graduate courses or thesis.
** Directed Research - Scholarly or scientific investigation, often undertaken in 8000-level courses to prepare thesis or dissertations; students meet individually with an instructor who is usually an adviser.
** Directed Study - Individual learning experience arranged by a student and instructor to explore subjects not covered by regular courses; student develops and completes a special study project.
** Discussion - Class session in which students discuss lecture and reading material with an instructor.
** Extra Credit
** Field Work - Student activities conducted in actual settings, usually for social work or engineering.
** Independent Study
** Individual Instruction - Private lessons at specified time and day, primarily for applied music courses.
** Industrial Assignment
** Intern/Externship - A period of supervised practical training, primarily for health sciences and management sciences students.
** Laboratory - Class session is taught in lab setting with student participation.
** Lecture Workaround
** Lecture - Class session in which the instructor explains a given subject to students.
** Physical Education - Physical education course activities.
** Practicum - Supervised practical application of previously studied theory.
** Rehearsal
** Residency
** Seminar - Small group of students doing original research and exchanging results through reports and discussion.
** Studio
** Thesis Credit
** Workshop - Course which meets only a week or less during the semester and deals with a specific topic.

GRADED COMPONENT: If course has more than one component, which component will be associated to the grade. The graded component cannot be selected for more than one component of a course offering. **Note-If a lab component is included as part of a course, it will always be the graded component.

FINAL EXAM: Yes No (Each course component)

SCHEDULED COURSE CONTACT HOURS: One credit lecture is typically equivalent to 15 scheduled instructor contact hours (750 minutes) per semester. This will be different for various components, for example, lab.

INSTRUCTOR CONTACT HOURS (Actual Time Spent With The Student By The Person Who Teaches the Class): One credit is typically equivalent to 15 scheduled instructor contact hours (750 minutes) per unit (cr) per semester if lecture is involved. Thirty to 45 scheduled instructor contact hours (1550 to 2250 minutes) per semester if laboratory/recitation/discussion sessions are involved. Requests for deviation from this norm are to be justified on pedagogical grounds, and subject to normal curricular review at the collegiate and campus levels. The field allows one number, not a range.

WORKLOAD HOURS (Standard or Workload Protocols): Number of instructor contact hours based upon standard class-contact hours, agreed-existing workload protocols, or an exception to agreed-existing workload protocols.

Faculty Protocols:

Will this course be included in an Equivalent Course Group: (Please list):This will create a group identified as equivalent courses for requisite checking, repeat checking, and degree progress requirement purposes. Two courses that have the same Equivalent Course Group number are equal to each other. ("Credit will not be granted if credit received for....")

COURSE DESCRIPTION (40 words or less):


IN ADDITION, ANSWER EITHER A OR B BELOW:

A) To Change Course Credits, Prerequisites or Drop a Course, Answer the Following:

REASON FOR CHANGE/DROP:


WHAT PROGRAMS WILL BE AFFECTED BY THIS COURSE CHANGE: Please see the list of courses required by degree programs. If this proposal is affecting any degree program other than that of the proposing department, please describe the nature of consultation that has occurred with those other departments and programs.



B) To Add a Course, Add Topic Titles or Make Changes to All 8xxx-Level Course, Answer the Following: (Please remember to include a completed ECAS Graduate form with 8xxx-level changes, additions or deletions.)

PRINCIPAL REGULAR FACULTY SPONSOR: Specific instructor's name needs to be indicated for all graduate-level courses and they must have approved graduate faculty appointments

COURSE OBJECTIVES/OUTCOMES: (2000 characters) Summarize the course and educational objective and/or outcomes.

EXAMPLES: Course Objectives, Assessments

Objectives:

By the completion of this course, students will be able to:

• Develop program objectives based on findings from a needs assessment.
• Demonstrate the use of a logic model as a tool for linking the phases in the program development and program evaluation process.
• Describe the uses for program evaluation, including examples of front-end, formative, and summative uses.
• Compare and contrast selected approaches to program evaluation.
• Explain the steps in the program evaluation process.
• Develop an evaluation plan for an existing environmental education program.
• Select appropriate evaluation tools to use in response to specific evaluation questions.
• Conduct the data collection, analysis, and synthesis portions of the evaluation process for an existing environmental education program.

Assessment:

• Objectives 3, 4, 5 will be assessed through a written exam (essay format).
• Objectives 1, 2, 6 will be assessed by having students develop a proposal in response to the EPA’s Office of Environmental Education annual grant solicitation notice, which includes the development of program objectives based on needs assessment information, the creation of a logic model to describe the program they are proposing, and the development of an evaluation plan reflecting the program’s logic model (students’ proposals will be scored using a rubric that will be provided in advance to students, along with a sample proposal).
• Objectives 6, 7, 8 will be assessed through a class project, which involves an evaluation of an existing environmental education program, where students collectively work together to respond to the stakeholders’ evaluation questions by developing and carrying out a program evaluation (a performance-based rubric, provided in advance, will be used to assess students’ individual contribution to the group effort and their written reflections on what they learned through this class project)

CONCEPTUAL OUTLINE/TOPICS: (2000 characters) Provide a concise description of course content, teaching methods, and instructional materials exclusive of textbooks.

Conceptual Outline:

• The Program Development Process: phases; tools for linking program development and evaluation
• Program Development Considerations: organizational mission and goals; stakeholder participation; characteristics of quality environmental education programs; needs assessments; developing program objectives
• Program Evaluation: purposes and benefits; evaluation models; guiding principles and standards and IRB’s role; steps in the evaluation process; focusing an evaluation
• Developing an Evaluation Plan: evaluation questions; sources of information; methods and tools; sampling and design
• Overview of Class Project/Introduction to Program to Be Evaluated
• Selecting and Developing Data Collection Tools
• Administering Tools/Data Collection
• Data Analysis and Synthesis
• Reporting and Using Evaluation Information (presentation to Program that was evaluated)
• Application of Theory and Techniques to the Development of a Program Proposal (putting it all together; linking program development and evaluation)

REPRESENTATIVE BIBLIOGRAPHY (UP TO 10 PROBABLE READINGS): (1000 characters) List the actual text to be used. The specification of any other bibliographic materials is optional.

FINANCIAL AND STAFFING IMPLICATIONS: If the course has unusual financial or staffing implications, describe them.

METHODS OF EVALUATING STUDENT ACHIEVEMENT: Describe how student achievement will be evaluated and determined.

****WHAT PROGRAMS WILL BE AFFECTED BY THIS COURSE CHANGE:

Has consultation been made with those departments affected by this course change? Describe consultation with other units.


* * * * LIBERAL EDUCATION * * * *
The liberal education program is the overall framework around which all UMD baccalaureate degree programs are designed. While depth is achieved through requirements for majors and minors, breadth is achieved by exposure to disciplined inquiry in the liberal education program's ten categories of knowledge:
1 Liberal Education Category?
Category 1-Composition: Develop skills in composition and written communication.
Category 2-Math, Logic, and Critical Thinking: Develop the ability to use and analyze formal symbolic systems. Emphasis should be on the theory and/or development of skills in specific symbolic systems, logic, linguistics and linguistic analysis, mathematics, statistics, and critical thinking.
Category 3-Communication, Computer Science, and Foreign Languages: Develop the ability to use and analyze human and computer languages. Emphasis should be on the theory and/or development of skills in the methods of human and computer languages, and rhetoric.
Category 4-Physical and Biological Sciences With Lab: Focus on the observation, identification, description, experimental investigation, and theory of natural phenomena.
Category 5-Physical and Biological Sciences Without Lab: Focus on the observation, identification, description, experimental investigation, and theory of natural phenomena.
Category 6-The Social Sciences: Deal with the empirical/descriptive study of individual behavior and social institutions affecting individuals as members of society, including psychological, social, cultural, economic, and political phenomena.
Category 7-Historical and Philosophical Foundations: Focus on the study of societies and/or cultures and the analysis of basic philosophical issues and traditions.
Category 8-Contemporary Social Issues and Analysis: Analyze contemporary issues and their relationship to individuals and/or social institutions in economic, political, educational, or religious systems.
Category 9-Literary and Artistic Expression: Analysis and Criticism: Familiarize students with the basic aims, elements, and principles of interpretation and criticism of literature, folklore, myth, the visual arts, dance, film, music, and theatre. Emphasis should be on principles and techniques of analysis, interpretation, and criticism.
Category 10- Literary and Artistic Expression: Performance: Provide opportunities for creative expression through participation, production, or performance of literary or artistic expression and should pay significant attention to larger theoretical issues.
PE and Rec Courses: A maximum of 2 credits of 1xxx physical education and recreation courses may be included in the total liberal education credit requirement, but these courses are not applied to any category.
2 International Perspective (IP) or Cultural Diversity (CD)? A course cannot be both IP and CD.
Cultural Diversity: Increase students' awareness and understanding of significant differences among people in the U.S. and how these differences impact individuals and groups. Examine social, cultural, and political contributions of different groups, learn about diverse traditions and values, and consider their relationships to persons different from themselves.

Focus on being sensitive to and understanding significant differences that exist among people in the U.S. Primary emphasis is on dimensions such as race, class, gender, ethnicity, age, disability, affectional orientation, and religious diversity.

International Perspective: Increase students' awareness and understanding of issues or topics from an international or global perspective, examining interdependencies or differences that exist in our world.

Focus on at least one of the following topics: 1) issues or problems which transcend national boundaries, 2) cultural, political, economic, or other interdependencies, 3) significant differences across national or broad cultural boundaries, or 4) an in-depth study of some aspect of one or more nations or cultures outside of the U.S.

3 - How does the course meet the specific criteria for the proposed liberal education requirements, both core requirements and themes? Give some concrete and detailed examples from the course
syllabus, detailed outline readings, laboratory material, student projects, or other instructional materials or methods.