MEMORANDUM TO: Undergraduate Curriculum Committee FROM ... · DATE: May 5, 2015 RE: Materials for...

MEMORANDUM TO: Undergraduate Curriculum Committee

FROM: Debbie Tahmassebi, Associate Dean

DATE: May 5, 2015

RE: Materials for Curriculum Committee Meeting 5/12/15

1) New Business a. Expedited Actions

Agenda

i. Changes to course codes in EOS department (pages 2-4) ii. MUSC 151/351 –title change; new #: USD Strings; approved core course (pages 5-6)

b. Non-Expedited Curricular Changes i. Revision of MARS 220 – Intro to Phys Oceanography – pre-req (pages 7-14)

ii. New Honors Course – It’s About Time; Physics/English (pages 15-26) iii. COMP 280 – Intro to Computer Systems – content/units (pages 27-38) iv. Changes to Theatre major and minor Practicum courses (pages 39-53)

1. THEA 116 - Acting/Stage Mgmt - content change 2. THEA 117 – Production – new course 3. THEA 316 – Costume – content change 4. THEA 317 – Stage Craft – new course 5. Increase of 2 UD units required for the major (from 24) 6. Increase of 2 total units required for the minor (from 24) 7. Reorganization of UD unit categories 8. Reinstate THEA 498 and THEA 499

v. MUSC 315 – Introduction to Conducting – new course (pages 54-58) vi. MUSC 336 – Music Therapy – new course (pages 59-66)

vii. MUSC 156/356 – Band – new course (67-70) viii. BIOL 110 – Life Science for Educators – course deletion

ix. BIOL/ENVI 116 – Earth and Life Science for Educators – new course (pages 71-79) x. ENGL 100 – Intro to College Writing for ESL Students – new course (pages 80-82)

xi. Changes to LATS minor (pages 83-85) c. Consideration of proposal for joint policies for double-counting of courses (pages 86-87) d. Memo from Kevin Guerrieri regarding W courses in Languages and Literature (pages 88-89)

2) Adjournment

Environmental and Ocean Sciences Shiley Center for Science and Technology Room 284 5998 Alcalá Park San Diego, CA 92110-2492 P: (619) 260-0000, ext. 4795 F: (619) 260-6874

ME MO R A N D U M

To: Undergraduate Curriculum Committee (UCC) of the College of Arts and Sciences

From: Michel Boudrias, EOS Department Chair

Date: 3/26/15

Re: Changes to course codes in the EOS department

Expedited Action: Changing course codes from ENVI/MARS to EOSC

To better reflect our new department name (Environmental and Ocean Sciences) the EOS department voted 8-0-0 on 3/24/15 to change our course codes from ENVI/MARS to EOSC.

As a consequence of this change some courses were renumbered and/or had their course titles modified. One course was deleted. A summary of these changes is presented here:

⎪ MARS 101 Physical Aspects of the Ocean was renamed EOSC 101 Exploring Oceanography

⎪ ENVI 294 Special Topics in Environmental Studies AND MARS 294 Special Topics in Marine Science were both renamed EOSC 294 Special Topics in Environmental and Ocean Sciences

⎪ ENVI 420 Introduction to Remote Sensing was renumbered EOSC 320 ⎪ MARS 300 Marine Environment was renumbered EOSC 340 ⎪ ENVI 331W Coastal Environmental Science was renumbered EOSC 431W ⎪ MARS 462 Marine Community Ecology was renumbered EOSC 432 ⎪ MARS 468 Marine Ecology was deleted ⎪ MARS 493 Methods in Marine Science was renamed EOSC 493 Methods in

Environmental and Ocean Sciences ⎪ ENVI 494 Special Topics in Environmental Studies AND MARS 494 Special Topics in

Marine Science were both renamed EOSC 494 Special Topics in Environmental and Ocean Sciences

These changes do not affect any other majors/minors in any College/School.

The attached table provides a full list of all current EOSC courses and their proposed numbering.

Environmental and Ocean Sciences Existing MARS/ENVI course numbers and proposed new EOSC course numbers

Existing Course #

Proposed Course #

Course Title Black = unchanged

Green = same course content, new course name Orange = course renumbered

Red = deleted course

MARS 101 EOSC 101 Physical Aspects of the Ocean (existing name) Exploring Oceanography

ENVI 104 EOSC 104 Natural Disasters ENVI 104L EOSC 104L Natural Disasters Lab ENVI 109 EOSC 109 Introduction to Physical Geography ENVI 110 EOSC 110 Introduction to Earth Systems ENVI 112 EOSC 112 Ecology and Environmental Biology ENVI 121 EOSC 121 Life in the Ocean ENVI 170 EOSC 170 The Science of Climate Change MARS 220 EOSC 220 Introduction to Physical Oceanography

ENVI 294/ MARS 294

EOSC 294

Special Topics in Environmental Studies (existing name) Special Topics in Marine Science (existing name)

Special Topics in Environmental and Ocean Sciences ENVI 300 EOSC 300 Environmental Issues ENVI 305 EOSC 305 Environmental Assessment Practices ENVI 312 EOSC 312 Introduction to GIS ENVI 313 EOSC 313 Geospatial Information Systems for Organizations ENVI 314 EOSC 314 Introduction to Maps and Spatial Data Analysis ENVI 315 EOSC 315 Geographic Information Systems ENVI 420 EOSC 320 Introduction to Remote Sensing MARS 300 EOSC 340 Marine Environment ENVI 355 EOSC 355 Environmental Chemistry ENVI 361 EOSC 361 Ecological Communities of San Diego County ENVI 364 EOSC 364 Conservation Biology ENVI 331W EOSC 431W Coastal Environmental Science MARS 464 EOSC 432 Marine Community Ecology MARS 450 EOSC 450 Geological Oceanography MARS 451W EOSC 451W Biological Oceanography MARS 452 EOSC 452 Marine Geochemistry MARS 462 EOSC 462 Biology of Fishes MARS 465 EOSC 465 Marine Mammals MARS 468 To be deleted Marine Ecology MARS 473 EOSC 473 Climatology MARS 474 EOSC 474 History of the Earth and Climate MARS 474L EOSC 474L History of the Earth and Climate Laboratory MARS 478 EOSC 478 Boundary Layer Flow ENVI 485 EOSC 485 Environmental Geology ENVI 487 EOSC 487 Surface Water Hydrology

MARS 493 EOSC 493 Methods in Marine Science (existing name) Methods in Environmental and Ocean Sciences

ENVI 494/ MARS 494

EOSC 494

Special Topics in Environmental Studies (existing name) Special Topics in Marine Science (existing name)

Special Topics in Environmental and Ocean Sciences ENVI 495/ MARS 495 EOSC 495 Senior Seminar

ENVI 496/ MARS 496 EOSC 496 Research

ENVI 497/ MARS 497 EOSC 497 Undergraduate Laboratory Assistant

ENVI 498/ MARS 498 EOSC 498 Internship

ENVI 499/ MARS 499 EOSC 499 Independent Study

Course Proposal (new or changes) Action Sheet 1. Today’s Date March 13, 2015

2. Course Action Will the proposed action affect other majors/minors in any College/School?

Yes (Non-Expedited Action Items require Department Report Form) X No

What type of curricular Action is being requested?

Bulletin description change (editorial only) Change in course #

X Change in course title (editorial only) Change in course pre-requisite(s) Deletion of course(s) Addition of new course Revision of existing course Revision of existing major/minor/concentration

Effective Term: (list preferred semester/year) Fall 2015

3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and schedules) USD Strings

b. Bulletin Title (60 characters maximum; appears only in Bulletin) MUSC 151/351 USD Strings (NOTE, this is a course title change only)

c. New Course Information Department Code Credit Hours _1 Course Number _MUSC 151/351_

Lecture Contact Hours Lab Contact Hours Other Contact Hours 2

d. Bulletin Course Description (if new or changed) Study and public performance of strings music. On- and off-campus performances each semester. Audition required. Must be taken concurrently with individual music lessons on enrolled instrument. May be repeated for credit without limit. [This course fulfills a core curriculum requirement.]

e. Grading Mode(s) (check all that apply)

X Standard P/F Audit

4. Course Format: method of delivery (check all that apply)

Lecture Lab Lecture/Lab Seminar Recitation Internship

Independent Study X Performance

Field Experience Practicum Research/Thesis/Dissertation Community Service Learning

5. Course Designation (check all that apply) X Core (include Core proposal form)

Honors Writing (include W course proposal form)

Diversity (include D course proposal form) Other

6. Faculty Course Workload X Same as course credit

Same as weekly contact hours Percent of weekly contact hours (specify): Based on enrollment (specify): Team taught, full load No load Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed (Y/N); If Y, with what course? Prerequisites? (Y/N) if Y, list prerequisite courses Is this course linked with another course (e.g., lecture and lab)? (Y/N) If Y, with what course? ; Will the linked course be deleted? Y/N Core curriculum requirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeatable course for credit? (Y/N)

8. Department vote (# Yes, # No, # Abstentions) _5/0/0

Approvals (Curriculum Committee Use Only) Department Vote; Date _2/5/15 Department Chair; Date _2/5/15 Core Curriculum Committee; Core Designation Date (if needed) Other Curriculum Committee; Name Date Other Curriculum Committee; Name Date (if needed) Other Curriculum Committee; Name Date (if needed) Dean; Date

Change in course title (editorial only)

Course Proposal (new or changes) Action Sheet 1. Today’s Date March 10, 2015


!!

!!x Yes No

What type of curricular Action is being requested? !! Bulletin description change (editorial only) !! !! x

Change in course #

!! x Change in course pre-requisite(s) EOSC 110 being added as a prerequisite !! Deletion of course(s) !! !! x

Addition of new course Revision of existing course

Original course: MARS 220 – Introduction to Physical Oceanography !! Revision of existing major/minor/concentration


3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and schedules) Introduction to Atmospheric and Ocean Sciences

b. Bulletin Title (60 characters maximum; appears only in Bulletin) Introduction to Atmospheric and Ocean Sciences

c. New Course Information Department Code _EOSC_ Credit Hours _4 Course Number _220_

Lecture Contact Hours _3 Lab Contact Hours 3 Other Contact Hours NA

d. Bulletin Course Description (if new or changed) An introduction to the physical and chemical processes of Earth’s atmosphere and ocean. Topics include the composition and structure of the atmosphere and ocean, chemistry and physics of seawater, atmospheric circulation, air-‐-‐-‐sea interactions, climate and weather, ocean circulation, waves, tides, and shoreline processes. This course is intended for students majoring or minoring in environmental and ocean sciences. Three hours of lecture and one laboratory per week. Every semester.

e. G rading Mode(s) (check all that apply) !! x Standard !! P/F !! Audit

4. Course Format: method of delivery (check all that apply) !! Lecture !! Lab

!! Independent Study !! Performance

!!x Lecture/Lab !! Field Experience !! Seminar !! Recitation !! Internship

!! Practicum !! Research/Thesis/Dissertation !! Community Service Learning

5. Course Designation (check all that apply) !! Core (include Core proposal form) !! Honors !! Writing (include W course proposal

form)

!! Diversity (include D course proposal

form) !! Other

6. Faculty Course Workload !! Same as course credit !! Same as weekly contact hours !! Percent of weekly contact hours (specify): !! Based on enrollment (specify): !! Team taught, full load !! No load !!x Other: (specify) _Faculty course workload equal to 3 units for the lecture and 2 units for

the lab section

7. Course Details (circle Y/N) Will this course be course cross-listed (Y/N); If Y, with what course? _N Prerequisites? (Y/N) if Y, list prerequisite courses _Y:_corequisites: EOSC 110, and CHEM 111 or 151/151L, or consent of instructor. Is this course linked with another course (e.g., lecture and lab)? (Y/N) If Y, with what course? ; Will the linked course be deleted? Y/N Core curriculum requirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeatable course for credit? N

8. Department vote (# Yes, # No, # Abstentions) _7 Yes, 0 No, 0 Abstentions

Approvals (Curriculum Committee Use Only) !! Department Vote; Date !! Department Chair; Date !! Core Curriculum Committee; Core Designation Date !! Other Curriculum Committee; Name Date !! Other Curriculum Committee; Name Date (if needed) !! Other Curriculum Committee; Name Date (if needed) !! Dean; Date

Department Report Form *adjust the space needed for each section on this word document as necessary

1. Rationale

The Department of Environmental and Ocean Sciences is currently revising our major(s) to provide for more integration among our courses, and at the same time both reducing the total number of required courses and any redundancy between courses. The new proposed course, EOSC 220 – Introduction to Atmospheric and Ocean Sciences, will replace the current course, MARS 220 – Introduction to Physical Oceanography, and will be a required lower-level course for all majors in our department. This new course will include a focus on atmospheric processes in addition to oceanic processes, providing a students a better understanding of the interactions between the two and removing the need for a separate lower-level course on climate.

2. Impact

a. Discuss the likely effects on both department curriculum and curricula of other departments.

As described above, the revision of this course to integrate topics of atmospheric and ocean processes will allow a reduction in the number of courses required for our major(s) and a better integration of the material. Since this course is intended for Environmental and Ocean Sciences majors and minors, it should not affect the curricula of any other department.

b. Will this change impact the requirements for a major or minor? If Y provide a

summary of the changes.

Yes. It will be a required lower-level course for all majors in Environmental and Ocean Sciences. It will replace the previously required MARS 220 for our marine science major.

c. Will this change have any staffing/budgetary impact? If yes, provide a brief

explanation (include commentary on personnel, facilities, library holdings and academic computing)

Since it replaces a similar course, and will have a lab with very similar equipment needs, there should be no net change in staffing or budgetary needs.

d. Might this change have an impact on any other departments? If Y, what majors

and/or minors might be affected by this change?

No.

e. Will this change impact student enrollment numbers? If Y, in what courses and in what ways?

Yes, given that MARS 220 is currently only required for Marine Science majors, and this new course will be required for all majors in the Department of Environmental and Ocean Sciences, we expect to see an increase in enrollment. However, MARS 220 is currently offered every semester, sometime with very low enrollment. With EOSC 220 being similarly offered every semester, the increase in students should be able to be accommodated.

3. Syllabus - Attach a sample syllabus, which specifies learning objectives, possible

assignments, evaluation and supplemental readings.

Sample syllabus attached on following pages.

Introduction to Atmospheric and Ocean Sciences – Sample Syllabus EOSC 220 - Fall 2015

M W F: xx - xx SCST xxx

Instructor: Dr. xxxx

Office: SCST xx Email: xxxx

Phone: 619-260-xxxx

Office Hours: Monday xx - xx Tuesday xx - xx Thursday xx - xx and by appointment

Lab: F xx - xx in SCST xx

Lab Instructor: xxx

Lab exercises to be downloaded and printed, prior to lab, from the course website on Blackboard: http://ole.sandiego.edu

Texts for the course:

The primary (and required) textbook for this course will be:

Introduction to Ocean Sciences by Douglas A. Segar, Second Edition (referred to as “Segar” on reading assignment schedule)

Other supplementary texts will be assigned and posted on the course website on

Blackboard: http://ole.sandiego.edu

Supplementary texts may include selections from: - The Atmosphere and the Ocean by Neil C. Wells, Third Edition and - The Oceans and Climate by Grant Bigg, Second Edition

Course Description: An introduction to the physical and chemical processes of Earth’s atmosphere and ocean. Topics include the composition and structure of the atmosphere and ocean, chemistry and physics of seawater, atmospheric circulation, air-

sea interactions, climate and weather, ocean circulation, waves, tides, and shoreline processes. This course is intended for students majoring or minoring in environmental and ocean sciences. Three hours of lecture and one laboratory per week.

Learning Outcomes: By the end of the course, students will be able to:

1. Describe and explain basic atmospheric and oceanographic processes 2. Apply concepts from atmospheric science and physical oceanography to

problems in biology, chemistry, geology, and environmental science 3. Analyze and critically discuss peer-reviewed research articles in atmospheric

science and physical oceanography 4. Interpret and create figures and graphs based on atmospheric and

oceanographic data and relate them to the concepts learned throughout the course

My Expectations for You: This class will introduce you to the basic principles and processes in atmospheric science and oceanography. These subjects are inherently interdisciplinary, and although in this class we will focus primarily on the physical aspects of the atmosphere and ocean, I expect you to think beyond the specific course material and make connections between physical processes and those in biology, chemistry, geology, and environmental science.

Students are expected to regularly attend class, be on time and ready to learn, and complete the reading assignments prior to each class (See participation rubric for full details).

Grading: Your final course grade will be out of 700 points, and will be the sum of your lecture grade (450 points) and your lab grade (250 points). The lecture grade will be determined by class discussions on scientific articles, a final written report, 2 midterms, and a final exam. Your lab grade will be determined by lab quizzes, lab assignments, a lab presentation, and a lab practical. The breakdown of points for the lecture part of your grade is shown below. Grading for the lab will be detailed in your lab syllabus. Note that you must pass both the lecture and lab to pass this course.

Lecture Grade: Midterm Exams (2 @ 100 points each) (LO #1, #2, and #4) 200 points Final Exam (LO #1, #2, and #4) 150 points Class Article Discussions (LO #3, #4) 50 points Final Article Write-up (LO #2, #3, and #4) 25 points Participation 25 points Lecture Total 450 points

Lab Total 250 points

Course total: 700 points

Tentative Course Schedule: Below dates are provided for the class article discussions, midterm exams, final exams, and due date of the final report. A tentative schedule of topics covered is also shown (note that the schedule is tentative and subject to change).

Midterm Exam 1 Wednesday, October xx (Week 5) Article Discussion 1 Monday, October xx (Week 6) Article Discussion 2 Wednesday, October xx (Week 8) Midterm Exam 2 Wednesday, November xx (Week 10) Article Discussion 3 Wednesday, November xx (Week 12) Final Report Due Wednesday, December xx (Week 14) Final Exam Monday, December xx (Week 15)

Topic Covered Week 1 Introduction, Origin of the Earth, Atmosphere, and Oceans Week 2 Physical setting of the ocean Week 3 Physical properties of seawater (temperature and salinity) Week 4 Physical properties of seawater (density, pressure, light, etc.) Week 5 Heat budget of the Earth, Properties of Earth’s atmosphere Week 6 Atmospheric circulation, climate, and weather Week 7 Ocean circulation: surface currents Week 8 Ocean circulation: upwelling, downwelling and deep currents Week 9 Ocean circulation (cont.) and global climate change Week 10 Global climate change (cont.) Week 11 El Niño and other climatic variability Week 12 Ocean waves Week 13 Tides Week 14 Coastal processes

Reading Assignments and Class Article Discussions: Students are expected to have completed the reading assignment prior to each class. Reading assignments can be found on the detailed course schedule on the Blackboard course for this site.

In addition, there will be three class discussions on scientific articles throughout the course. Each student will be assigned to a group to lead one of the discussions. The leaders for each discussion are responsible to work as a group to prepare a discussion guide to be emailed to Dr. Prairie by the beginning of the class period before the discussion (that is, if the discussion will take place on Wednesday, discussion questions should be emailed by class time on Monday). Leaders are also responsible for guiding the discussion for that article during class. Students who are not leading the discussion that day are expected to have read and printed out the discussion questions, and carefully read the scientific article prior to the discussion. In class, all students are expected to actively participate in discussion. Up to 30 points can be earned for the leaders of a discussion, and up to 10 points can be earned for other participants in the discussion (for a total of 50 possible points for the course). Full instructions for the

article discussions and preparing a discussion guide will be provided on Blackboard.

Final Paper: Students will individually complete a final report worth 25 points to be due on Friday, xx in class. For this paper, students will find a peer-reviewed scientific article that applies a topic we have covered in class to concepts in biological oceanography, environmental science, or another field. Students will analyze this article, discussing the main objectives of the study, the methods, the results, and conclusions. The student should also think critically about the study (as was done in the in-class article discussions), discussing issues such as any unanswered questions from the study, potential sources of error, or possible future directions. The final report will be between 3-4 pages double-spaced. Full instructions on the final report will be provided after the first midterm. Students will also give an oral presentation on the peer-reviewed scientific article for the lab portion of the course.

Exams: The midterm exams will be given in class and will cover all material up until that point. Rescheduling the midterm is only possible with advance notice and special circumstances (which does not include travel plans). If there is an emergency situation, please contact me right away so we can make arrangements. The final exam will cover material from the entire course and will be given on Monday, xx from 11 am - 1 pm in our normal classroom. Under no circumstances will the final be given at another time without the Dean’s permission. Exams are taken individually and are closed book.

Academic Integrity: It is expected that each student in this class conduct him or herself within the guidelines of the USD Honor Code (http://www.sandiego.edu/documents/conduct/HonorCode.pdf). All academic work should be done with the high level of honesty and integrity that this university demands. Guidelines for working with other students on specific assignments are described above, but if there is ever any confusion, please ask me.

Electronics: Electronic devices (e.g., cell phones, iPods, etc.) should be turned off and put away when class begins with the exceptions of laptops/tablets being used specifically for class activities.

Office Hours: Please do not hesitate to come to office hours if you are having any difficulty with the course material. If your schedule does not allow you to come to the set office hours, please email me to set up alternate times to meet.

Students with Disabilities: Any students who will require special attention should contact me as soon as possible to make the appropriate arrangements

Ji·· IIM\ ·

University oJSanDiego

Course Proposal (new or changes) Action Sheet (Undergraduate and Graduate)

I. ACTION for Course Today's Date _!_!_

D Drop Course (complete title, course number, and effective term only) .I New Course D Revise Existing Course

Effective Term: FA IN SP ./ SU 20 ..:!.§.

II. Basic Information

Title of Course It's About Ti me (30 characters maximum; appears on transcripts & schedules)

Bulletin Title It's About Time (60 characters maximum; appears only in Bulletin)

Department Code _H _

Credit Hours _

Program Code _

Degree Code _

Course Number _

Lecture Contact Hours

Lab Contact Hours

Other Contact Hours

Bulletin Course Description (if new or changed): This course explores the phenomenon of ti me th rough the lenses of literatu re and physics. It will i ncorporate classroom lectu res and discussions, student presentations, visits by experts, laboratory experiments, readings of tech nical material, novels and short stories, as well as occasional Friday-night movies.

Grading Mode(s): (check all that apply) Standard II' PIP Audit

III. Course Format: method of delivery (check all that apply)

(("Lecture Lab Lecture/Lab Seminar Recitation

_ Internship _ Independent Study _ Field Experience

Practicum Research/Thesis/Dissertation

_ Community v _ Honors

_ Writing _ Diversity

Curriculum Committee Use Only

Course Number Assigned: Initials Date_/_/_

IV. Faculty Course Workload

LSame as course credit _ Same as weekly contact hours _ Percent of weekly contact hours (specify): _ _ Based on enrollment (specif y):----------- -Team taught, full load

No load _ Other: (specif y):----------------

V. Course Details

Is this course cross-listed? Yes (If yes, with what course?) Honors, English, Physics

Prerequisites? Yes/No (If yes, list prerequisite courses.) No

Is this course linked with another course (e.g., lecture and lab)? Yes/No (If yes, with what course?)

No

Must they be taken concurrently? No

Core Curriculum requirement met, if any: ----------------

Is this course a topics or repeatable course for credit? No

This course will count towards:

v' Major: English, Physics

.I Minor: English, Physics

DElective: _

Contact Person: _H_a_li_n_a_D_u_r_a.j._ Email: [email protected]

Campus Phone: _7_4_29 _

APPR9vAL: t1) 1 , r 1 --1 g" Department: ---"V- "' V1--1E' i! P:..-J_ ;/ _ C_ f?"'-v--'.-. ...Rj . )_ vi/. S v.. Date:

D Curriculum committee: ----------- Date: _/_/_

D Dean of School/College: _ Date: _/_/_

_;2 (,l /¥,

It’s About Time

Halina Duraj, English

Daniel Sheehan, Physics

Time flies like an arrow.

Fruit flies like a banana.

G. Marx

INTRODUCTION

Time lies at the heart of the human condition and science’s description of the natural world.

Nothing ’happens’ without it. Despite its seeming familiarity it remains elusive, mysterious,

paradoxical in nature.

This team-taught, upper-division honors class will explore the phenomenon of time

through the lenses of literature and physics. Enrollment will be capped at 20 students;

a rough balance will be sought between numbers of humanities and science majors. 80%

of the class’s subject matter will be shared, while the remaining 20% will be enrichment

materials for either humanities or science majors, overseen by the appropriate instructor.

The class will be sufficiently rigorous to satisfy major requirements in several disciplines.

The preferred class schedule is Monday/Wednesday afternoons.

Teaching will incorporate a variety of methods, including classroom lectures and discus-

sion, student presentations, visits by experts, laboratory experiments, readings of technical

material, novels and short stories, as well as an occasional Friday-night movie. A premium

will be placed on integrating the subject matter across the traditional divide between the

humanities and sciences. Class projects, tests, and research papers will be synthetic, inte-

grative, and interdisciplinary.

TOPICS IN LITERATURE

a) Narrative Time: Unlike poetry, a narrative’s very existence depends upon the phenomenon

1

of time. Using theories of narrative, we’ll investigate time’s role in fiction, from the level of

the sentence to a work as whole.

b) Modern(ist) Time: The modernist literary movement of the early 20th century is fun-

damentally tied to changes in the semiotics of time (in Virginia Woolf’s Mrs. Dalloway,

the old bells of London all ring at slightly different ‘times’ but signal, supposedly, the same

‘time.’) We’ll examine formal representation of perception of time in the modernist move-

ment, including connections to Einstein and special relativity.

c) Literary Time in Representation of War and Trauma: Post-traumatic stress disorder,

as experienced through combat or other kinds of violence or traumatic accidents, affects

victims’ ability to distinguish between past and present; the ‘flashback’ of war triggered by

a present-moment sound or sight is a case of the past becoming present – or never having

become the past at all (Faulkner: “The past is never dead. It’s not even past.”). How

do narratives bound by temporal laws liberate themselves from conventions of linearity to

represent more accurately traumatized characters’ nonlinear experiences of time?

d) Non-“Western” Time: Trauma victims are not the only segment of the human popu-

lation who experience time in unconventional, non-linear ways. Indigenous and non-western

cultures rely on models of time vastly different from western, industrialized time. We’ll

compare and contrast different models of time through literature of different cultures.

e) Time Travel and Speculative Fiction: A “flashback” is akin to psychological time

travel, but could humans physically travel in time, as so many science fiction and specu-

lative fiction works imagine? We’ll trace the time-travel trope from classics such as H.G.

Wells’ The Time Machine to hot-off-the-press speculative short fiction (March 2014 New

Yorker story, The Relive Box, by T.C. Boyle.

TOPICS IN PHYSICS

Time is inextricably entwined into all fields of science, and it is now widely believed that the

next revolution in physics will (or must) involve a reconception of time itself. Physics topics

to be considered in this course will include:

2

a) Arrows of Time: The apparent unidirectionality of time is one of the most vexing

explanandums in physics – as well as the root of many of humanity’s deepest existential

issues. Depending on how one counts, there are roughly six recognized arrows, including the

experiential, cosmological, radiation, thermodynamic, particle CPT-violation, and quantum

mechanical.

b) Second Law of Thermodynamics: The dominant arrow of time in everyday affairs

seems to arise from the second law, the physical axiom stating that the entropy (disorder)

of the universe never decreases but instead tends to irreversibly increase. It has often been

called “the supreme law of nature,” and yet in recent years its absolute status has come into

question. Does this mean that time’s arrow can be reversed? The physics behind the second

law, as well as recent theory and experiments challenging it, will be explored.

c) Causation and Retrocausation: Causation – the principle that the past determines

the present and future – is fundamental to science and western thinking, but its foundations

have been philosophically suspect at least since Hume. We will exhume the philosophy and

science underlying causation, and explore the relatively recent subject of retrocausation,

which posits that the future can affect the present and past. The theory and experimental

support for retrocausation will be examined – and perhaps tested in the classroom.

d) Clocks: Societies rely on timekeeping to organize agricultural, economic, civic, political

and military activities. The earliest timekeeping merely marked the passing of days or seasons

(105 − 107 second increments), while modern clocks can measure down to increments of 10−17

seconds. The technical sophistication of a civilization is directly related the precision with

which it measures time. Timekeeping will be examined, from its ancient to its most modern

forms.

e) Special and General Relativity: Einstein’s theories of space-time and gravity have

heavily influenced western science and its worldview. Principal results of Einstein’s theo-

ries will be introduced, focussing on well established temporal phenomena – including time

dilation, the twin paradox, black hole physics – followed by some of its more speculative

predictions such as warp drive, worm holes, time travel, and causal loops. Many of these

3

have been adopted into mainstream literature.

f) Cultural Time: Among different cultures and at different times within single cultures,

the nature and conception of time can vary. Time will be examined from the viewpoint

of several disparate cultures and also in the western tradition, in which philosophies and

theories of time have consumed much intellectual oxygen.

g) Creation and Apocalyse: The universe unfolds in time. According to western science,

the universe began 13.8 billion years ago. We’ll trace the universe back to as close to its

beginning as scientifically possible and project as far into the future as current understanding

allows, appealing to the nascent field of physical eschatology. Here we approach the deepest

of questions: When did time begin? When will it end? And what the hell’s going on in

between?

BEYOND THE CLASSROOM

Enrichment activities beyond traditional classroom lecture and discussion will include:

a) Experts: To gain perspective about time in other disciplines and intellectual/cultural/religious

traditions, colleagues from other departments in the College, e.g., Anthropology, Sociology,

and Theology and Religious Studies, will be invited to participate as guest lecturers. Local

scientists and researchers in areas such as astronomy, general relativity and retrocausation

will also be invited to participate in the class.

b) Experiments: Interactive classroom demonstrations will be used to reinforce lectures

and discussions. When possible students will also test some of the more controversial claims

surrounding time, for instance, retrocausation. Recent experiments by Bem, Radin, Bierman

and others, indicate that information from the future can be subtly accessed in a number

of ways. Students will be guided in setting up and conducting rigorous experiments to test

some of these claims.

c) Friday Night at the Movies: Five times during the semester (roughly every three weeks)

we’ll screen a movie on a Friday or Saturday night that has time as a major theme or plot

element. (These will be accompanied by liberal amounts of popcorn and sodas, generously

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provided by the Honors Program.) The first film will be required and subsequent offerings

will be contingent on the student response. Among the many possibilities are:

The Time Machine (1960 or 2002)

Terminator (1984)

Bill and Ted’s Excellent Adventure (1989)

Memento (2000)

Next (2007)

Looper (2012)

Somewhere in Time (1980)

Minority Report (2002)

Planet of the Apes (1968)

Groundhog Day (1993)

Deja Vu (2006)

Primer (2004)

Back to the Future (1985) EVALUATION

Students will be evaluated by several means:

a) Midterm: One midterm (with oral and written components) will be given half way through

the course.

b) Final Exam: The final (also with oral and written components) will be comprehensive

but will accentuate the final half of the course.

c) Two Reports: Each student shall write two reports on original subjects mutually agreed

upon by the student and the instructors. One report will pertain to literature, e.g., an

original short story with a theme or plot device involving time, or portrayals of time in

narratives such as Virginia Woolf’s Mrs. Dalloway or Leslie Marmon Silko’s Ceremony,

while the other report will pertain to science, e.g., CPT symmetry, time distortions around

black holes, biological clocks.

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d) Final Project: Students will work alone or in small groups to research and present a major

topic beyond those already covered in the class. Topics will be reviewed and mentored by

the appropriate major instructor. Students will give a class presentation accompanied by a

10-15 page paper.

e) Class Participation: This course will largely succeed or fail based on class participation.

We hope to rely less on standard lecture format and more heavily on a lively feedback

between the instructors and well-prepared students, like a good jazz ensemble. We will

strongly encourage students take responsibility for driving the discussions forward.

In determining final grades, the above catagories will be given roughly equal weight,

though consideration will be given such that strengths in some catagories can offset weak-

nesses in others.

a) Midterm: 20%

b) Final Exam: 20%

c) Final Project: 20%

d) Two Papers: 20%

e) Class Participation: 20% INTERDISCIPLINARY LEARNING GOALS AND OUTCOME FOR THE COURSE

AND MODE OF ASSESSMENT

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

1) demonstrate understanding of scientific models of time and cutting-edge developments in

research on the physics of time (exams);

2) apply knowledge of one discipline (literature) to another discipline (physics) for a more

dynamic understanding of both disciplines (essays);

3) think critically and creatively about literary and scientific texts both individually and in

relation to each other (essays);

4) craft a detailed and well-supported argument about the representation of time in a work

of literature (exam); and

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5) synthesize texts of at least two different disciplines into one complex, interdisciplinary

presentation (final project).

CLASS TEXTS and PRIMARY LITERATURE English/Literature

Full Texts:

1) Virginia Woolf, Mrs. Dalloway.

2) Kurt Vonnegut, Slaughterhouse-Five.

3) Ernest Hemingway, “Soldier’s Home,” The Complete Short Stories of Ernest Hemingway

(The Finca Vigia Edition).

4) Leslie Marmon Silko, Ceremony.

5) H.G. Wells, The Time Machine. Selections from:

1) Paul Ricoeur, Time and Narrative.

2) Paul Gallison, Einstein’s Clocks and Poincare’s Maps. Physics

Full Texts:

1) P. Coveney and R. Highfield, The Arrow of Time: A Voyage through Science to Solve

Time’s Greatest Mystery, (Ballantine, USA, 1991).

2) J. Barbour, The End of Time: The Next Revolution in Physics, (Oxford University Press,

New York, 1999).

Selections from:

1) D.P. Sheehan (Editor), Frontiers of Time: Retrocausation – Experiment and Theory; AIP

Conference Series, Volume 863, (AIP Press, Melville, NY, 2006).

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2) V. Capek and D.P. Sheehan, Challenges to the Second Law of Thermodynamics (Theory

and Experiment); Vol. 146 in Fundamental Theories of Physics Series, (Springer, Dordrecht,

Netherlands, 2005).

Science Majors Only:

1) H.D. Zeh, The Physical Basis of the Direction of Time; 5th Edit. (Springer, Berlin, 2007).

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Weekly Schedule

Week 1: English: begin Mrs. Dalloway; time in narration

Physics: Clocks.

Week 2: English: discuss Mrs. Dalloway Physics: Arrows of time

Week 3: English: discuss Mrs. Dalloway; begin Soldier’s Home

Physics: Arrows of time

Week 4: English: discuss Soldier’s Home

Physics: General and special relativity

Week 5: English: discuss Soldier’s Home; begin Time Machine

Physics: General and special relativity

Week 6: English: discuss Time Machine

Physics: Causation and retrocausation

Week 7: English: discuss Time Machine; begin Slaughterhouse Five

Physics: Time travel

Week 8: English: discuss Slaughterhouse Five

Physics: Time travel

Week 9: English: discuss Slaughterhouse Five; begin Ceremony

Physics: Second law of thermodynamics

Week 10: English: discuss Ceremony

Physics: Creation and apocalypse

Week 11: English: discuss Ceremony

Physics: Creation and apocalypse

Week 12: English: this/that/and other slippage

Physics: Cultural time

Week 13: English: student presentations

Physics: student presentations


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Physics: student presentations


Physics: student presentations.

The End

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Course Proposal (new or changes) Action Sheet 1. Today’s Date March 23, 2015_


Yes (Non-Expedited Action Items require Department Report Form) No


Bulletin description change (editorial only) Change in course # Change in course title (editorial only) Change in course pre-requisite(s) Deletion of course(s) Addition of new course Revision of existing course Revision of existing major/minor/concentration


3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and schedules)

Intro to Computer Systems

b. Bulletin Title (60 characters maximum; appears only in Bulletin)

Introduction to Computer Systems

c. New Course Information Department Code COMP Credit Hours 4 Course Number 280

Lecture Contact Hours 3 Lab Contact Hours 1 hr, 20m Other Contact Hours 0

d. Bulletin Course Description (if new or changed) Introduction to computer systems; data representation; machine/assembly languages; memory organization; virtual memory; and concurrency.

e. Grading Mode(s) (check all that apply) Standard P/F Audit

4. Course Format: method of delivery (check all that apply) Lecture Lab Lecture/Lab Seminar Recitation Internship

Independent Study Performance Field Experience Practicum Research/Thesis/Dissertation Community Service Learning

5. Course Designation (check all that apply) Core (include Core proposal form) Honors Writing (include W course proposal form)


6. Faculty Course Workload Same as course credit Same as weekly contact hours Percent of weekly contact hours (specify): Based on enrollment (specify): Team taught, full load No load Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed (Y/N); If Y, with what course? NO_ Prerequisites? (Y/N) if Y, list prerequisite courses COMP 151 Is this course linked with another course (e.g., lecture and lab)? (Y/N) If Y, with what course? NO ; Will the linked course be deleted? Y/N Core curriculum requirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeatable course for credit? (Y/N) NO

8. Department vote (# Yes, # No, # Abstentions) Change in Content: 10Y, 0N, 0A

Change from 3 to 4 units: 7Y, 1N, 3A

Approvals (Curriculum Committee Use Only) Department Vote; Date Department Chair; Date Core Curriculum Committee; Core Designation Date (if needed) Other Curriculum Committee; Name Date Other Curriculum Committee; Name Date (if needed) Other Curriculum Committee; Name Date (if needed) Dean; Date

1. Rationale

Department Report Form

COMP 280 is currently an introduction to assembly language programming. While it is important for programmers to understand the role of assembly language in today’s computers, today it is very rare that programmers will read or write programs in assembly language. This proposal is to change COMP 280 into an “Introduction to Computer Systems” course. This course will still introduce students to assembly language but it will be in the larger context of learning about the many layers of abstraction that are involved in creating/maintaining computing systems. The course will cover a number of topics that are fundamental to today’s computer systems (e.g. binary number representation, caches, virtual memory). It should prepare students to succeed in subsequent “computer systems” courses such as COMP 300 (Digital Hardware) and COMP 310 (Operating Systems). Part of the proposed change is to add a weekly, 1 hour and 20 minute lab session to the course. The goal of this lab session is to introduce students to the tools and techniques used in “systems programming.”

2. Impact

a. Curricular impacts on our department and others: This change does not affect the number of courses in our curriculum nor does it change the pre-‐-‐-‐requisite structure. It should therefore have minimal impact.

b. Impact major or minor requirements? COMP 280 is required only

for CS majors. Because of the increase from 3 units to 4, majors will have to take 1 more unit overall.

c. Staffing/budgetary Impact: None outside of the 1 unit increase of

teaching credit for the instructor of the course.

d. Impact on other departments: Again, as this course is not required outside of the CS major, the impact to other departments should be minimal.

e. Impact on student enrollment numbers? While it is not required

outside of the CS major, the changes may make the course more attractive to CS minors. Any change would likely be very small though.

3. Syllabus

See attached document for a draft syllabus.

Course Syllabus - COMP 280 (Fall 2015)

Introduction to Computer Systems Course Instructor

Dr. Sat Garcia1

ï Office: Serra 159E • Phone: (619) 260-4017 (on campus: x4017) ï Email2: [email protected]

Office Hours

Location: Serra Hall, Room 159E

Schedule:

Monday TBA Tuesday TBA Wednesday TBA Thursday TBA Friday TBA

I also welcome individual meetings by appointment. Send me a note or see me in class to schedule a time.

Online Course Components

Website: Blackboard Learn (Olé)

Log in with your MySanDiego username and password. You will be able to find important announcements and monitor changes to the course through the website. Please check it often.

Discussion Site: Piazza

Piazza is a fantastic site that enables everyone in class to quickly ask and answer questions. Please make Piazza your first stop for asking all class-related questions: it is much faster than waiting for me to reply to

1Please feel free to call me: Dr. Sat, Dr. Garcia, Professor Garcia, or just Sat. 2I highly prefer to communicate via Piazza. You are much more likely to quickly get an answer if you send questions through

Piazza. Read onward for details about Piazza!

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your e-mails and there is no better feeling than having the instructor endorse one of your answers to another student’s question.

The more that everyone uses Piazza, the more useful it be becomes so please use it regularly. You may be intimidated to post to online forums, especially if you are afraid that your question is “silly.” Have no fear though: you won’t be judged as there are no silly questions. If you are still nervous, Piazza has you covered: you can post anonymously.

Piazza makes it much easier for me to keep track of “open problems” and therefore I highly prefer all course communication to go through there instead of e-mail. Please don’t be offended if I redirect your e-mail questions to Piazza: most questions are of interest to your classmates as well. If you don’t want anyone but me to see your question, Piazza allows you to make questions/notes as private so that only I can see them.

Neither I nor your classmates will tolerate abusive online behavior so please keep your discussion civil. To keep the mood light on Piazza, I encourage the use of whimsical hashtags such as #GonnaRockThisExam.

Course Materials

Required Textbook: Computer Systems: A Programmer’s Perspective, 2nd Ed., Randal E. Bryant and David O’Hallaron.

This textbook is the gold standard for computer systems textbooks. It covers a lot of material and it covers it well with crisp prose. The material in this textbook is challenging so it’s important that you approach this textbook with the right mindset (i.e. don’t attempt to read it like a novel).

Here are a few hints on getting the most from the textbook:

ï There are many practice problems posed throughout the text. It’s in your best interest to try these problems.

ï The solutions to the practice problems are given at the end of the chapter. However, I highly suggest that you don’t look at the answer before completing the problem. Even more I would suggest that you find a friend or two and compare practice problem answers before looking at the solutions. If you have the same answers, that is great; check the solution in the back to see if its the right answer. If your group gets different answers, try to come to a consensus on the right answer then check the answer in the back. You’ll learn a lot more from your peers than from reading the answer in the textbook.

ï Break your reading up into short bursts and take a nap after reading. Many studies show that you can greatly increase your ability to remember things by taking a 10-20 minute nap after reading3.

ï The textbook has an accompanying student website: CS:APP2e Student Site. This site has a few resources that you might find useful/interesting.

We will not be covering all the content in the book but I recommend you at least skim through the chapters we don’t cover. I know the temptation will be great to recoup the money spent on this weighty tome, but I would suggest that you don’t sell your copy of the textbook after the semester is over. This textbook will provide a valuable reference for you throughout the rest of your studies, especially in subsequent “systems” courses such as COMP 300 (Digital Hardware), COMP 310 (Operating Systems), and COMP 375 (Computer Networks).

3See (Simon, 2012). Another interesting study showed that you can improve your memory by taking a nature walk or simply by looking at pictures of natural landscapes (Berman et al, 2008). Isn’t evolutionary psychology amazing?

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Classroom Clicker: We will be using clickers to enhance learning during lectures. Clickers allow me to instantly receive feedback from you and your classmates, helping me to tailor each lecture to address misunderstandings. You will receive credit for answering clicker questions so please make sure you have your own clicker and bring it to every lecture. We will be using the iClicker brand: the iClicker, iClicker+, and iClicker2 should all work equally well. The iClicker GO, a smartphone app, will not work. Clickers are battery operated: it is a good idea to carry spare batteries with you in case your clicker dies during the middle of lecture.

Course Goal

At this point in your education you have had experience developing software in a high-level language. What you may be unaware of is all the steps required to actually execute the programs you have written. In this class I will introduce you to the wonderful world of computer systems, allowing you to understand how hardware and software work together to bring your programs to life.

This course will be taking a “programmer’s perspective” to computer system, with a focus on how various computer subsystems impact your life as a software engineer. We’ll look at the various mechanisms put in place to improve program performance and examine how you write code that works in harmony with these mechanisms. After this course I hope that you will have an appreciation for the complex nature of computer systems and an even bigger appreciation for the various abstractions that have been developed to simplify your life as a programmer.

Course Learning Outcomes

At the end of this course you should be able to. . .

1. Design programs in the C programming language, engaging in industry-standard practices such as using revision control software.

2. Read complex programs written in an assembly language and describe the process by which high-level languages are converted to assembly code and how assembly code is used to produce an executable program.

3. Identify the major subsystems in a modern computing system and describe how they interact to execute programs.

4. Identify the abstractions used by operating systems to support safe, concurrent execution of multiple programs in a multi-user environment.

5. Create parallel and concurrent programs and evaluate their performance on modern hardware.

Tentative Schedule of Course Topics

Below is a list of topics that I expect to cover during course lectures. It is tentative and subject to change based on how we progress throughout the semester.

1. C Programming 2. Binary Data Representation 3. Assembly / Machine Language 4. Memory Hierarchy / Caching 5. Static and Dynamic Linking 6. Processes

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7. Exceptions / Signals 8. Virtual Memory 9. Threads

10. Top-secret awesomeness (if time)

Additionally, our weekly lab sessions will cover the following topics:

1. Linux / Unix Command Line Operation 2. Editing Text Files with Vim 3. Compiling and Executing C Programs 4. Managing Software Development with Git 5. Debugging C programs with GDB 6. Disassembling and Debugging Assembly Programs 7. Detecting Memory Management Errors with Valgrind 8. Advanced C Programming Techniques 9. Process Management

10. Debugging Multi-threaded Programs

Grading

The university forces me to give out grades at the end of the semester4. I would like to make the grading process as painless as possible and as such I have tried to develop a grading system that is both fair and transparent.

Your final grade will be a weighted average of the components listed below. Each of these components will be described in more detail throughout the rest of this document. Please make sure you read them carefully. If anything is unclear, please feel free to ask me.

ï Projects: 30% ï Midterm Exams: 25% ï Final Exam: 20% ï Quizzes: 10% ï Homework: 5% ï Class Participation: 5% ï Reading Comprehension Quizzes: 5%

As much as I hate to admit it I do occasionally make grading mistakes. If you happen upon such an error (e.g. incorrect or missing grade), let me know in writing within a week of posting and I will fix the error5. After one week the grade will become immutable.

Project

I have chosen projects that will provide an opportunity to acquaint yourself with systems programming in a mix of languages (mainly C and assembly). These projects will challenge you to think about multiple layers of abstraction, from the lowest levels (bits and bytes) on up.

4This is probably my least favorite part of being a professor. 5Please be nice about it: my ego will probably be bruised from realizing I made a mistake.

4

Submission / Deadlines I will post projects on the course website, roughly once every week or two. We will work at a brisk pace in this course so it is important for you to stay on top of your assignments and submit them on time. I realize that you likely have a full schedule of classes and sometimes it is not possible to submit everything on time. To accommodate your sometimes hectic schedule I will give you 5 “project bucks” to spend throughout the semester. You can spend one project buck to buy you an extra day on any project. You can spend your project bucks in any way that you choose. For example, you might choose to spend one buck on 5 separate projects. Alternatively, you might choose to spend 5 project bucks on a single project. Please make sure you use your project bucks wisely: there may be a reward for having unused project bucks at the end of the semester.

We’ll be using git to manage your code and also to submit assignments. Don’t worry if you aren’t familiar or comfortable with git as we’ll cover the basics in class.

Collaboration Some of the projects will require you to work with a partner. For these projects you are highly encouraged to employ the “pair programming” methodology. Pair programming does not mean, “You do this project and I’ll do the next one.” Pair programming means actively working together on a single problem in the same room, using the same computer. In pair programming one person is the driver while the other is the navigator. The driver operates the keyboard and mouse while the navigator checks what the driver is doing and offers input about what to do next. These two roles should switch periodically with equal time spent on each role.

Please remember that it is your responsibility to understand all of the code that you submit. Several labs may include an “interview” component that will require both group members to demonstrate their mastery of the group’s work. If it is apparent that one person did most or all of the work, I will penalize all group members.

You should never share code with anyone except with your partner on partner-based assignments; doing so is a breach of academic integrity. Sharing code is not limited to sending a file: it also includes letting someone examine your code while its on your screen and/or dictating to them the code that they should use. You should however feel free to discuss important course concepts with your classmates as long as you do not give away solutions for an assignment. If you are unsure whether it is OK to discuss a particular topic, please contact me but err on the side of caution until you receive a definitive answer.

Seeking Help I will try to include links to useful outside resources (e.g. tutorials on websites) for each project. In general you should limit yourself to these resources. If you still feel like you need help with specific aspects of a project, the following is a list of suggested resources.

1. Piazza: Someone may have already asked a question about the same problem. If not, please ask a new

question.

2. Office Hours: I will gladly provide more guidance on the projects if you come see me during office hours.

3. Classmates: As noted in the collaboration section above, you may discuss high level details of the labs with your classmates.

4. Google: ONLY USE THIS IF YOU HAVE EXHAUSTED ALL OTHER RESOURCES! See note below. In the spirit of openness, you MUST disclose any online resources you use. On Piazza, use the “open_disclosure” folder to post links to the resources you consulted.

Under no circumstances should you consult outside resources that contain solutions, guides, or tips on how to complete a specific project or portion of a project. Use of these types of resources is considered a breach of academic integrity and will be handled accordingly.

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Exams

There will be three major exams in this course: two midterm exams and a final exam. The midterm exams are tentatively scheduled for FIXME and FIXME, both during our regularly scheduled lecture time. The final will be in our normal lecture room and is definitively scheduled for FIXME, 1:00PM - 2:00PM.

Please note that the final exam may contain a “take home” portion that you will need to complete outside of the scheduled exam period.

An exam may cover all the assigned reading, lecture material, and assignments up to (and including) the lecture before the exam. It will likely be closed book and closed note, with no calculators allowed. Unless explicitly authorized in writing by the instructor, you may not receive any kind of external help on an exam.

A serious illness, a death in the family, and other traumatic events are unfortunately part of life. If you contact me within 24 hours with documentation, I will make an arrangement to make up for your missed exam. This arrangement may include taking the exam later or re-weighting other components of your grade to compensate for the missed exam. Otherwise, exams must be taken on time.

Quizzes

We will have a number of short quizzes to test your mastery of recently discussed topics. These quizzes may include short programming questions, short answer, essay, or similar type problems.

Quizzes will be announced before they occur (i.e. no “pop” quizzes). Quizzes will usually be at the beginning of class so please make sure you arrive on time. If you have trouble making it to class on time (e.g. you have a class right before this that meets in a far-away location) see me at the beginning of the semester and we can try to make arrangements.

I do not offer make-up or early quizzes but will drop your lowest quiz grade to accommodate for you missing a quiz or just having a bad day.

Homework

I will periodically assign homework problems from the textbook and possibly other sources. The goal of homework assignments is to provide additional opportunities for you to work on important skills.

I have made the homework worth a relatively small percentage of the overall grade (5%) with the hopes of providing a low-pressure learning environment. For homework, the most important part isn’t the final answer but the process of working through the problems. Because the process is so important, I expect each assignment to have a proper write-up that demonstrates to me both the work you performed and the final answer; problems that contain only an answer will not be graded.

Unless otherwise noted, you may work with one other person on your homework assignments. If you work with a partner, you should do a joint submission (i.e. only one of you needs to do the turn in). When working with a partner, you must both contribute equally to all problems that are submitted: it is not acceptable for one person to do the work then the person “checks off” on the work. I consider it a breach of academic integrity if you or your partner work alone on any part of the assignment yet claim it is joint work.

Class Participation

The course will be taught using peer instruction, a pedagogical technique that relies heavily on active participation by all students during lecture. Lectures are designed to illuminate common misconceptions

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with the material and not just to summarize/rephrase what is in the textbook. Attending every class and actively participating puts you in a strong position to succeed in this course.

Lab sessions will expose you to advanced systems programming techniques and will be critical to your success in this course (especially in projects). Attendance is both required and expected.

I realize that smartphones are now ubiquitous and that you likely have one with you at all times. Resist the urge to use your phone in class[ˆ5]. Not only does it hurt you–many studies have shown students who text in class get lower grades than those that don’t–it is also disrespectful to both your classmates and me.

Participation Credit A significant part of your final grade will come from answering clicker questions in class. You will receive credit for each lecture where you click in on at least 75% of all clicker questions, regardless of whether your answers were correct or not. Please remember that if you forget your clicker, you won’t get participation points for that day.

In our lab sessions we will rarely use clickers. I will use other methods to track lab participation.

Occasionally events arise that make it so that you cannot attend class. If such an extenuating circumstance arises, please send me a note before class to let me know you will not be in attendance. A significant part of your final grade will come from answering clicker questions in class. You can miss up to two lectures and one lab session and still receive all of your participation points. If you miss more days than that, you may be overextended and you should talk to me to see if it makes sense to withdraw from the course.

In-class Collaboration You will be working closely with your classmates during lecture. You should expect them to fully participate in group activities so please offer them the same courtesy. This will require that both you and they perform all the assigned pre-class activities (e.g. readings). You may find that many times you are unsure of the correct answer. This is 100% expected so please don’t let it discourage you from letting others know what you are thinking: you likely have a lot more to contribute than you believe.

Working in a group can be intimidating, especially if you feel you are not at the same level as other students. Please remember that the other students are probably feeling the same way: one of my goals in getting you to work in groups is to realize that other students are having similar struggles and that you can overcome them by working together. On the flip side: if one of your classmates seems particularly shy, do your best to support them and encourage them to participate.

Assigned Reading & Comprehension Quizzes

Assigned reading will mostly come from the required textbook but may also include online documents and videos linked to from the course website. Doing the assigned reading will allow you to actively engage in discussion during class and is therefore a critical component of the course. You’ll get the most of your reading if you take the time to read critically, not just to memorize what is written.

Assigned reading will usually be accompanied by a reading comprehension quiz. This quiz provides an extra incentive to read the material before the class. These quizzes will be made available on the course website and must be completed by the announced deadline.

Grading Scale

Your final grade will be based upon a weighted average of the individual course grading components (i.e. participation, quizzes, exams, etc.). I do not grade on a strict scale, but you will do no worse than the scale shown below for your final, weighted average. One important exception is that you must pass the final exam (i.e. get 55% or higher) in order to pass the course.

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[93 - 100] A [90 - 93) A- [87 - 90) B+ [83 - 87) B [80 - 83) B- [76 - 80) C+ [69 - 76) C [65 - 69) C- [55 - 65) D [0 - 55) F

Note that the upper end of the each range is non-inclusive. For example, 90% would be considered an A-, not a B+.

If you are taking the pass/fail option, you must receive at least a C- to pass.

Academic Integrity

The Mathematics and Computer Science Department strongly promotes academic integrity. There have been cases in the past of students copying someone else’s work in programming courses or using code from the web or other books. This is considered plagiarism and is a major violation of academic integrity.

When working on an assignment, you are allowed to discuss the problem and the possible ways of solving it, but what you submit for grade must be the result of your (and your partner’s) own work and based on your understanding. No discussion with anyone other than me is allowed on quizzes or exams. The possible consequences of academic integrity violation include, but are not limited to: a score of 0 on the given assignment and lowering the course grade or assigning an F in the course.

I’ll end on a personal note. It’s no fun when I have to report academic integrity violations—and I do report them—so please do us both a favor and don’t cheat.

Additional Information

The last day to select the pass/fail option is FIXME. The last day to withdraw from the course without a W is FIXME. The last day to withdraw from the course is FIXME.

A grade of incomplete will be assigned only if there is a serious, documented reason that prevents you from completing the requirements of the course. Getting a low grade or falling behind is not a sufficient reason.

The only exceptions to the rules regarding no late assignments are extended absences (one week or more) due to verifiable extraordinary circumstances, and absences due to official USD activity travel. In the case of absences due to a USD activity travel, you must give me as soon as it is available a list of your travel dates.

If because of a disability you need special consideration from me in this class, contact disability services (Phone (619) 260-4655, Serra Hall 300) as soon as possible and bring me the authorization paperwork you receive.

Changes to Syllabus

It is possible that the course will evolve in exciting and unexpected ways, resulting in a need to modify the syllabus during the semester. I will make announcements about any non-trivial changes within a day of the changes.

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In March and April 2015 the undergraduate Theatre faculty unanimously (5-0-0) approved the following changes in the Theatre major and minor:

1. We have submitted proposals to change the content of the existing Practicum courses for majors and minors (THEA 116 and 316) and to add 2 new Practicum courses (THEA 117 and 317).

Practicum courses for non-majors are unchanged.

This change of practicum credits for the major would require 26 upper division units total (change from 24 units) The change for the minor would require 26 total units (change from 24 units)

2. Faculty also approved a reorganization that separates the last 12 units of upper division classes for the TAPS major into two categories instead of the existing one category.

Students would be required to choose one class (3 units) from 4 upper level design/tech classes: Lighting and Sound Design, Scenic Design, Costume Design, and Stage Management/Production Management. These 4 classes would be scheduled to rotate in a two year cycle, allowing students several opportunities to take their chosen class.

3. Reinstate THEA 498 (Internship) and THEA 499 (Independent Study). According to faculty these were previously a part of the elective options for Theatre students. In some iteration of the bulletin they were dropped. These could be repeated for up to 3 units of credit.

Rationale: Students in the program need a comprehensive set of technical experiences to be better rounded in their Theatre major and prepared for eventual graduate work or job opportunities. The naming of the practicum experiences and the addition of two practicum courses insure that students will have a well balanced background while not preventing them from concentrating in a particular area (acting, costume, set design etc) that appeals to them. The reorganization of the elective units insures that students will have at least one upper division course in technical aspects of theatre.

Impact: Practicum changes have no impact on faculty load since these courses do not generally count toward load. It effectively adds 2 units to the major and minor, but we do not believe that this will be a deterrent since most students already complete many more than 4 practicum experiences in the course of their Theatre major or minor. The reorganization of the elective units and the regular rotation of the 4 courses proposed in the new category will allow students to better plan their curriculum at USD and hopefully prevent having either over or under enrolled technical classes.

Major (proposed) The Theatre Arts and Performance Studies MAJOR requires 41 total units of study. Students may concentrate, in their upper-division electives, on performance or design.

Lower Division (15 units) Take all of the following courses: THEA 111 Theatre and Society / 3 units THEA 116 Theatre Practicum – Acting or Stage Management (1 unit) THEA 117 Theatre Practicum – Production Run Crew (1 unit) THEA 220 Fundamentals of Theatrical Design / 3 units THEA 230 Acting I / 3 units THEA 205 Technical Theatre with Lab / 4 units

Upper Division (26 units) Take all of the following courses: THEA 316 Theatre Practicum - Costume Construction (1 unit) THEA 317 Theatre Practicum - Stage Craft (1 unit) THEA 360W Theatre History / 3 units THEA 370 Performance Studies/ 3 units THEA 375C Theatre and Community / 3 units

Take one course (3 units) from the following: ENGL 280 Introduction to Shakespeare / 3 units* ENGL 324 Renaissance Drama / 3 units ENGL 334 Restoration and 18th-Century Drama / 3 units ENGL 362 Modern Drama / 3 units THEA 369 Contemporary Theatre / 3 units *Students selecting this course will be choosing a major of 18 lower-division and 23 upper- division units.

Take one course (3units) from the following: THEA 320 Scenic Design / 3 units THEA 330 Costume Design / 3 units THEA 455 Stage Management / 3 units THEA 3-- Sound and Lighting Design (NEW class to be proposed in F2015)

Take three courses (9 units) from the following:

THEA 302 Acting II / 3 units THEA 303 Costume Construction / 3 units THEA 320 Scenic Design / 3 units THEA 330 Costume Design / 3 units THEA 340 Voice and Speech / 3 units THEA 350 Movement for Actors / 3 units THEA 365W Playwriting / 3 units THEA 385 Acting for the Musical Theatre / 3 units THEA 435 Acting III / 3 units THEA 445 Producing and Directing / 3 units THEA 455 Stage Management / 3 units THEA 494 Special Topics / 3 units

Minor The Theatre Arts and Performance Studies Department MINOR requires 26 total units of study. Lower Division (15 units) Take all of the following courses: THEA 111 Theatre and Society / 3 units THEA 116 Theatre Practicum – Acting or Stage Management THEA 1117 Theatre Practicum – Production Run Crew (1 unit) THEA 220 Fundamentals of Theatrical Design / 3 units THEA 230 Acting I / 3 units THEA 205 Technical Theatre with Lab / 4 units

Upper Division (8 units) Take all of the following courses: THEA 316 Theatre Practicum – Costume Construction THEA 317 Theatre Practicum – Stage Craft

Take one course (3 units) from the following:

THEA 360W Theatre History / 3 units THEA 369 Contemporary Theatre / 3 units

Take one from the remaining upper-division courses (3 units)

THEA 302 Acting II / 3 units THEA 303 Costume Construction / 3 units THEA 320 Scenic Design / 3 units THEA 330 Costume Design / 3 units THEA 3-- Sound and Lighting Design (NEW class to be proposed in F2015) THEA 340 Voice and Speech / 3 units THEA 350 Movement for Actors / 3 units THEA 365W Playwriting / 3 units THEA 385 Acting for the Musical Theatre / 3 units THEA 435 Acting III / 3 units THEA 445 Producing and Directing / 3 units THEA 455 Stage Management / 3 units THEA 494 Special Topics / 3 units

Course Proposal (new or changes) Action Sheet

1. Today's Date +_{_c; cl__, ------


D Yes (Non-Expedited Action Items requ ire Department Report Form) No


D Bulletin description change (editorial only) D Change in course # D Change in course title (editorial only) D Change in course pre-requisi te(s) D Deletion of course(s) D Addition of new course

Revision of existing course D Revision of existing major/minor/concentration

Effecti ve Term: (list preferred semester/year) F D l;; 3. Basic Information a. Title of Course (30 characters maximu m; appears on transcri pts and schedu les)

"T +-re_,Vr-c._ c.. c.,u rn ·- Ac+i.nJ m+

b. Bulleti n Title (60 characters maxi mum ; appears only in Bulleti n ) c. New Course Information

Department Code Pc-- Credit Hours \ - 3 Course N umber JJ.J.a_

Lectu re Contact Hours Lab Contact Hou rs Other Contact Hou rs '"t., 57::,

d. Bulleti n Course Description (if new or changed)

e. Grading Mode(s) (check all that apply )

'!Zl Standard D P/F D Audit

4. Course Format: D Lecture D Lab D Lecture/Lab D Seminar D Recitation D Internship

method of delivery (check all that apply)

D Independent Study D Performance D Field Experience [Sa Practicum D Research/Thesis /Dissertation D Community Service Learning

5. Course Designation (check all that apply) D Core (include Core proposal form)

Honors D Writing (include W course proposal

form)

D Diversity (incl ude D course proposal

form) D Other __

6. Faculty Course Workload D Same as course credit D Same as weekly contact hours D Percent of weekly contact hours (specify): _ D Based on enrollment (specify): _ D Team taught, full load

No load D Other: (specify) _

7. Course Details (circle YIN) Will this course be course cross-l isted (Y@ If Y , with what course? _ _ Prerequisites? (Y/N) if Y , list prerequisite courses------:..,,,.--------- Is this course linked wi th another course (e.g., lecture and Jab)? (Y If Y , with what course? _ ; Will the linked course be deleted? Y Core curriculum requirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeata ble course for credit? (Y/N)

8. Department vote (# Yes, # No, # Abstentions) 5 0 0

Approvals (Curriculum Committee Use Only) D Department Vote; Date __ _ D Department Chair; Date _ D Core Curriculum Committee; Core Designation _Date _ _ (if needed) D Other Curriculum Committee ; Name __ _ Date _ D Other Curriculum Committee; Name Date (if needed) D Other Curriculum Committee; Name Date (if needed) D Dean; Date _

THEA 116 Theatre Practicum - Acting or Stage Management / 1 UNIT A course for majors and minors only. Students serve on a faculty- supervised production for a minimum of 50 crew hours (most productions and projects will require more hours). This course is repeatable for up to 3 units.

1. Today's Date


+--+{ -Cl ( _lo" _


O Yes (Non-Expedited Action Items require Department Report Form) No

What type of curricular Action is being requested? O Bulletin description change (editorial only) O Change in course # O Change in course title (editorial only) O Change in course pre-requisite(s) O Deletion of course(s) 00 Addition of new course O Revision of existing course O Revision of existing major/minor/concentration

Effective Term: (list preferred semester/year)

3. Basic Information a. Title of Course (30 characters maximum; appears on transcri pts and schedules)

rple.G.. e.. 6ec:.- a... cl \ e._--Pr-a.c:k- c..u.(Y'l - .c:cLu--

b. Bulletin Title (60 characters maxi mum; appears only in Bulletin)

c. New Course Information Department Code \ \.l- P. Credit Hours Course Number llJ_

Lecture Contact Hours Lab Contact Hours Other Contact Hours D

d. Bulletin Course Description (if new or changed)

e. Grading Mode(s) (check all that apply) Standard

D P/F O Audit

@N)

4. Course Format:

O Lecture O Lab O Lecture/La b O Seminar O Recitation O Internship


O Independent Study O Performance O Field Experience 0"Practicum O Research/Thesis /Dissertation O Community Service Learning

5. Course Designation (check all that apply) O Core (include Core proposal form)

Honors O Writi ng (include W course proposal

form)

O Diversity (include D course proposal

form) O Other _

6. Faculty Course Workload O Same as course credit O Same as weekly contact hours O Percent of weekly contact hours (specify): _ O Based on enrollment (specify): _ O Team taught , full load

No load O Other: (specify) _

7. Course Details (circle YIN) Will this course be course cross-listed (Y If Y , with w hat course? _ Prerequisites? (Y/N) if Y , list prerequisite courses ------ --------- Is this course linked with another course (e.g., lecture and lab)? (Y N If Y , with w hat course?

; Will the linked course be deleted?

Core curriculum requi rement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y@ Is this course a topics or repeatable course for credit?

8. Department vote (# Yes, # No, # Abstentions) 5 '. O ' 0

Approvals (Curriculum Committee Use Only)

O Department Vote; Date _ O Department Chair; Date _ O Core Curricul um Committee; Core Designation Date __ (if needed) O Other Curriculum Committee; Name Date _ O Other Curriculum Committee; Name Date (if needed) O Other Curriculum Committee; Name Date (if needed) O Dean; Date _

THEA 117 Theatre Practicum - Production Run Crew/ 1UNIT A course for majors and minors only. Students serve on a faculty-supervised production for a minimum of 50 crew hours (most productions and projects will require more hours). This course is repeatable for up to 3 units.

1. Today's Date


if ( 1 ( I 6°'


D Yes (Non-Expedited Action Items require Department Report Form) 00 No

What type of curricular Action is being requested? D Bulleti n description change (editorial only) D Change in course # D Change i n course ti tle (editorial only) D Change in course pre-req uisite(s) D Deletion of course(s) D Addition of new course gJ Revision of existing course D Revision of existing major/minor/concentration


3. Basic Information a. Title of Course (30 characters maxi mum; appears on transcri pts and schedules)

\ +re. rc..c..-\-.CJ...J..m - C,o b. Bulleti n Title (60 characters maximum; appears only in Bulleti n)

-Pi .se aAA-a-

c. New Course Information Department Code \l:tE.P.. Credit Hours L -3 Course Numb <..o

Lecture Contact Hours Lab Contact Hours Other Contact Hoursi--50

d . Bulleti n Course Description (if new or changed)


D P/F D Audit

-

4. Course Format:

D Lecture D Lab D Lecture/Lab D Seminar D Recitation D Internshi p

method of delivery (check all that appl y)

D Independent Study D Performance D Field Experience

Practicum D Researchff hesis/Dissertation D Community Service Learni ng

5. Course Designation (check all that apply) D Core (incl ude Core proposal form)


form)

D Diversity (include D course proposal

form) D Other _

6. Faculty Course Workload

D Same as course credit D Same as weekly contact hours D Percent of weekly contact hours (specify): _ D Based on enrollment (specify): D Team taught , full load ∑ No load D Other: (specify) _

7. Course Details (circle YIN) Will this cours*-course cross-listed (Y@, If Y , ww hat course? Prereq uisites?C97N) if Y , list prerequisite courses _\ l+ _Q ._')_£" - - - - - - - - Is this course linked with another course (e.g., lecture and lab)? (Y/ Y , with w hat course?

; Will the linked course be deleted ? Y@

Core curriculum req uirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeata ble course for cred it? (Y/N)

8. Department vote (# Yes,# No, # Abstention s)-cC' / o ". o

Approvals (Curriculum Committee Use Only) D Department Vote ; Date _ D Department Chair; Date __ _ D Core Curricul um Committee; Core Designation ___ Date (if need ed) D Other Curriculum Committee; Name _Date __ _ D Other Curricul um Committee; Name Date (if needed ) D Other Curricul um Committee ; Name Date (if needed ) D Dean ; Date _

THEA 316 Theatre Practicum - Costume Construction / 1 UNIT A course for majors and minors only. Students serve on a faculty-supervised production for a minimum of 50 crew hours (most productions and projects will require more hours). Pre-requisite THEA 205. This course is repeatable for up to 3 units.

1. Today's Date


{ / 1 6""


D Yes (Non-Expedited Action Items requi re Department Report Form) No


D Bulletin description change (editorial only) D Change in course # D Change in course title (editorial only) D Change in course pre-requisite(s) D Deletion of course(s)

Addition of new course D Revision of existing course D Revision of existing major/minor/concentration


3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and sched ul es)

Th<l-r-e-? d--.c..u{"Yt - 5-l c:::.. Qr

b. Bulletin Title (60 characters maxi mu m; appears only in Bulleti n)

<!:See....

c. New Course Information Department Code ·T.w:-=A- Credit Hours l - Course Number

Lecture Contact Hours Lab Contact Hours Other Contact Hours· 0

d. Bulleti n Course Description (if new or changed)


D P/F D A udit

4. Course Format:

O Lecture O Lab O Lecture/Lab O Seminar O Recitation O Internship


O Independent Study D Performance O Field Experience l)Zl Practicum D Researchff hesis/Dissertation D Communi ty Service Learni ng

5. Course Designation (check all that apply) D Core (include Core proposal form)


form)

D Diversity (include D course proposal

form) O Other _ _

6. Faculty Course Workload

O Same as course credit O Same as weekly contact hours D Percent of weekly contact hours (specify): _ O Based on enrollment (specify): D Team taught, full load

No load O Other: (specify) _ _

7. Course Details (circle YIN) Will this cours course cross-l isted (Y!@If Y , with what course? Prerequisites? "t_ if Y , list prerequisite courses --r1-\- A Is this course lin e with another course (e.g., lecture and lab)? (Y{N))If Y , with what course? ; Will the linked course be deleted? Y©' Core curriculum requirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeatable course for credit? (Y/N)

8. Department vote (# Yes ,# No, # Abstention s) G \ 0 \ 0

Approvals (Curriculum Committee Use Only) O Department Vote; Date _ _ O Department Chair; Date ______ O Core Curriculum Commi ttee ; Core Designation Date __ (if needed) O Other Curriculum Committee ; Name Date _ O Other Curriculum Committee ; Name Date (if needed) O Other Curriculu m Committee; Name Date (if need ed) O Dean; Date _ _

THEA 317 Theatre Practicum - Stage Craft / 1 UNIT A course for majors and minors only. Students serve on a faculty-supervised production for a minimum of 50 crew hours (most productions and projects will require more hours).Pre-requisite THEA 205. This course is repeatable for up to 3 units.

Course Proposal (new or changes) Action Sheet 1. Today’s Date April 8, 2015

2. Course Action

Will the proposed action affect other majors/minors in any College/School?

Yes X No


Bulletin description change (editorial only) Change in course # Change in course title (editorial only) Change in course pre-requisite(s) Deletion of course(s)

X Addition of new course Revision of existing course Revision of existing major/minor/concentration

Effective Term: (list preferred semester/year) SPRING 2016

3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and schedules) Introduction to Conducting

b. Bulletin Title (60 characters maximum; appears only in Bulletin) Introduction to Conducting

c. New Course Information Department Code MUSC Credit Hours 3 credits Course Number 315

Lecture Contact Hours 3 hours Lab Contact Hours 0 hours Other Contact Hours 0 hours

d. Bulletin Course Description (if new or changed) Good conductors combine technique, a repertoire of interpretative gestures, verbal skills...and a bit of charisma to lead an ensemble musically. In this course, we will cultivate this special skill set with gestural practice, score study exercises and conducting laboratories. We will develop a technique to articulate an interpretive vision for a piece of music both verbally and gesturally, to set and vary tempo, as well as control and mix the sound produced by each musician in the ensemble using concise and communicative conducting gestures. Pre-‐-‐-‐requisites: MUSC 220 & MUSC 210 or Instructor’s Permission.

e. Grading Mode(s) (check all that apply) X Standard

P/F Audit

4. Course Format: method of delivery (check all that apply) Lecture Lab Lecture/Lab

X Seminar Recitation Internship





6. Faculty Course Workload X Same as course credit

Same as weekly contact hours Percent of weekly contact hours (specify): Based on enrollment (specify): Team taught, full load No load Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed No; If Y, with what course? Not applicable Prerequisites? Y if Y, list prerequisite courses MUSC 220 and 210 Is this course linked with another course (e.g., lecture and lab)? No If Y, with what course? Not applicable; Will the linked course be deleted? Not applicable Core curriculum requirement met, if any (D, W): NA ; Has this course been approved as a D or W course already? No Is this course a topics or repeatable course for credit? No

8. Department vote (# Yes, # No, # Abstentions) 5-0-0


SPRING 2016: MUSC 315 Introduction to Conducting Dr. Emilie Amrein Office Hours: MTWR 2:30-‐-‐-‐4:00 and by appointment [email protected], Camino Hall 144A, (619) 260-‐-‐-‐4111

I. Course Description Good conductors combine technique, a repertoire of interpretative gestures, verbal skills...and a bit of charisma to lead an ensemble musically. In this course, we will cultivate this special skill set with gestural practice, score study exercises and conducting laboratories. We will develop a technique to articulate an interpretive vision for a piece of music both verbally and gesturally, to set and vary tempo, as well as control and mix the sound produced by each musician in the ensemble using concise and communicative conducting gestures. Pre-‐-‐-‐requisites: MUSC 220 & MUSC 210 or Instructor’s Permission.

II. Learning Outcomes By the end of this course, students will be able to:

⎪ Communicate meter and tempo using standard beat-‐-‐-‐patterns ⎪ Indicate dynamics, articulation, and phrasing with variations to those beat-‐-‐-‐patterns ⎪ Effectively cue an ensemble to come in and cut off together ⎪ Interpret at least three pieces of music from varying time periods and ensemble

configurations using a standard method of score marking and graphical analysis ⎪ Convey the interpretation of these pieces by using appropriate conducting gestures and

verbal directives in a laboratory setting ⎪ Defend musical choices in writing, supplying an audience with musical evidence to support

an interpretive claim

III. Course Materials All students will be required to purchase a score packet, a conducting baton, a metronome, and a set of erasable colored pencils for score marking, as well as the following textbook:

Bailey, Wayne with Brandt Payne. Conducting: The Art of Communication, Second Edition. Oxford: Oxford University Press, 2015.

IV. Overall Structure of the Course This course is structured as a seminar with a portion of each class period dedicated as a performance laboratory. During our course meeting time we will discuss various conducting and score study techniques before practicing with our laboratory ensemble. Every member of the course is expected to sing or play in the performance laboratory as well as in our seminars.

V. Required Coursework CONDUCTING LABORATORIES (400 points, 40% of your final grade): You will conduct our laboratory ensemble four times throughout the semester (twice at the end of the semester). Your peers will evaluate your performance with a rubric, and your score will be averaged with your instructor’s evaluation.

HOMEWORK (400 points, 40% of your final grade): Over the course of the semester, there will be one homework assignment for each of the three units (40 points for each paper = 120 points total), four laboratory reflection papers (40 points each = 160 points total), and four rehearsal observations (30 points each = 120 points total),

CONDUCTING PORTFOLIO (100 points, 10% of your final grade): At the end of the semester, you will produce an online conducting portfolio that includes your conducting videos, your revised writing assignments (excluding your observation notebook), and a culminating statement of conducting philosophy.

ATTENDANCE AND PARTICIPATION (100 points, 10% of your final grade) Your attendance and participation at each class session and all required outside events are expected.

VI. Tentative Course Schedule (Subject to Change) Week #1 Topic: Introduction to the Art of Conducting

Reading: Bailey and Payne, Chapter 1 & Selected Conducting Philosophy Statements Week #2 Topic: The Basics of Gestural Language & Podium Posture

Reading: Bailey and Payne, Chapter 2 & 3 Week #3 Topic: Basic Pattern Development

Reading: Bailey and Payne, Chapter 4 Week #4 Laboratory Week

Homework #1 due: Gestural Worksheet for assigned repertoire Reflection Paper due one week after lab

Week #5 Topic: Introduction to Score Study

Reading: Bailey and Payne, Chapter 7 Week #6 Topic: Herfordian Analysis

Reading: Bailey and Payne, Chapter 8 Week #7 Topic: Error Detection

Reading: Bailey and Payne, Chapter 9 Week #8 Laboratory Week

Homework #2 due: Score Analysis & Herfordian Analysis for assigned repertoire Reflection Paper due one week after lab

Week #9 Topic: Intermediate Gestural Techniques

Reading: Bailey and Payne, Chapter 5 (pg. 61-‐-‐-‐93) Week #10 Topic: Intermediate Gestural Techniques, continued

Reading: Bailey and Payne, Chapter 5 (pg. 94-‐-‐-‐111) Week #11 Topic: Expression in Conducting

Reading: Bailey and Payne, Chapter 6 (pg. 112-‐-‐-‐122) Week #12 Topic: Expression in Conducting, continued

Reading: Bailey and Payne, Chapter 6 (pg. 123-‐-‐-‐144) Week #13 Laboratory Week

Homework #3 due: Interpretive defense paper for assigned repertoire Reflection Paper due one week after lab

Week #14 Final Laboratory

Observation Notebook due Reflection Paper due by the last day of classes

Final Exam Conducting Portfolio due

Sample Rubric for Homework #2 (Course Objective #4) Provide a fully marked score and Herefordian analysis of your repertoire for laboratory #2 for evaluation.

INADEQUATE MARGINAL PROFICIENT EXEMPLARY TOTAL SCORE STUDY: Indicates structural divisions with green pencil

1

2

3

4

SCORE STUDY: Indicates dynamics with blue pencil

1

2

3

4

SCORE STUDY: Indicates articulations with green pencil

1

2

3

4

SCORE STUDY: Indicates cues and meter changes with red pencil

1

2

3

4

SCORE STUDY: Provides harmonic analysis with lead pencil

1

2

3

4

SCORE STUDY: Provides text translation and commentary with lead pencil

1

2

3

4

ANALYSIS CHART: Proportionally represents the passing of time with space

1

2

3

4

ANALYSIS CHART: Indicates form and architecture 1 2 3 4

ANALYSIS CHART: Indicates phrase analysis with bracketing

1

2

3

4

ANALYSIS CHART: Reveals underlying harmonic motion through analysis of primary key areas

1

2

3

4

TOTAL: /40


1. Today’s Date 04/24/2015


!! Yes !! NO

What type of curricular Action is being requested? !! Bulletin description change (editorial only) !! Change in course # !! Change in course title (editorial only) !! Change in course pre-requisite(s) !! Deletion of course(s) !! Addition of new course !! Revision of existing course !! Revision of existing major/minor/concentration



Music Therapy


Music Therapy

c. New Course Information Department Code _MUSC Credit Hours 3 Course Number 336

Lecture Contact Hours 3 Lab Contact Hours Other Contact Hours

d. Bulletin Course Description (if new or changed) An exploration of theories and practical intervention models in Music Therapy.


!! Standard !! P/F !! Audit

4. Course Format: method of delivery (check all that apply) !! Lecture !! Lab !! Lecture/Lab !! Seminar !! Recitation !! Internship

!! Independent Study !! Performance !! Field Experience !! Practicum !! Research/Thesis/Dissertation !! Community Service Learning

5. Course Designation (check all that apply) !! Core (include Core proposal form) !! Honors !! Writing (include W course proposal

form)

!! Diversity (include D course proposal

form) !! Other

6. Faculty Course Workload !! Same as course credit !! Same as weekly contact hours !! Percent of weekly contact hours (specify): !! Based on enrollment (specify): !! Team taught, full load !! No load !! Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed (NO); If Y, with what course? Prerequisites? (NO) if Y, list prerequisite courses Is this course linked with another course (e.g., lecture and lab)? (NO) If Y, with what course? ; Will the linked course be deleted? Y/N Core curriculum requirement met, if any (D, W): n/a ; Has this course been approved as a D or W course already? (Y/N) n/a Is this course a topics or repeatable course for credit? (NO)

8. Department vote (# Yes, # No, # Abstentions) 4-0-0


Department Report Form*adjust the space needed for each section on this word document as necessary

MUSC 336: Music Therapy

Marianne Pfau

1. Rationale

Provide a brief rationale for the change/deletion/addition/revision of this course

This course adds a new component to the study of music offered by USD’s Music Department, exploring music’s significant healing powers when used in health-related environments. It opens up a new professional venue for students wanting to work in music after graduating from USD. Prepares them for graduate degrees in MT, for licensing through the American MT Association, for internships in health-related fields, and for volunteer work in the health and rehabilitation field.

The course content focuses on the therapeutic uses of music in hospitals, rehabilitation centers, special education, assisted living facilities and palliative care, and explores music as a means of community building in underserved communities.

2. Impact

a. Discuss the likely effects on both department curriculum and curricula of other departments.

This course will be included among a list of upper-division courses that may fulfill history/culture area requirement for the Music Major. It will have no impact on other departments.

b. Will this change impact the requirements for a major or minor? If Y provide a summary of the changes.

For the Music Major with emphasis, the following component of the requirements is amended:

Two from MUSC 333W, 334, 336, 340, 440W, 442, 444D, 493.

Likewise for the History/Culture emphasis:

Must take one additional upper-‐-‐-‐division seminar in Music History/Culture (MUSC333W, 334, 336, 340, 440W, 442, 444D or 493)

c. Will this change have any staffing/budgetary impact? If yes, provide a brief explanation (include commentary on personnel, facilities, library holdings and academic computing)

No. It will be included in the regular rotation of upper-division history/culture offerings, and be taught by Dr. Marianne Pfau, Ph.D.; LGSM-MT (Licentiate in Music Therapy from Guildhall School of Music, London).

d. Might this change have an impact on any other departments? If Y, what majors and/or minors might be affected by this change?

e. Will this change impact student enrollment numbers? If Y, in

what courses and in what ways? None, as the total number of upper division history/culture courses offered will not change.

3. Syllabus - Attach a sample syllabus, which specifies learning objectives, possible assignments, evaluation and supplemental readings.

(attached)

Dr. Marianne R. Pfau Camino 161-D, x4101, [email protected] T/Th: 8:45-9:15, 3:50-4:10 T: 1:30-2:30 Th: 12:05-2:25 or by appointment

COURSE DESCRIPTION This course offers an overview of Music Therapy in Theory and Practice. It traces the historical connections between music and healing, and introduces the modern field of music therapy as practiced in the United States and in Europe. Organized in three parts, the course surveys the various forms that music therapy takes today, defines the diverse clinical populations served by music therapists, and explores professional issues such as the education and training of music therapists, as well as employment options.

MATERIALS

1. William B. Davis, Kate E. Gfeller, Michael H. Thaut. An Introduction to Music

Therapy: Theory and Practice, 3rd edition. American Music Therapy Association, Inc., Silver Spring, Maryland, 2008. Required.

2. Brynjulf Stige et al. Where Music Helps. Community Music Therapy in Action and Reflection. Ashgate, 2010. Optional

3. William Forde Thompson. Music, Thought, and Feeling: Understanding the Psychology of Music. 2nd Edition. Oxford University Press, 2015. Optional

Copley Library has more than 50 books on Music Therapy and thus provides ample materials for research beyond these volumes listed above.

REQUIREMENTS (subject to change)

Live Concert Attendance and Reflection Paper (20%): You will be asked to attend one live concert offered at the USD Music Department. In a two-page response paper, please reflect on the music’s potential significance in receptive music therapy, discussing what might be the therapeutic aspects of the works you hear performed?

1

MUSC 336: Music Therapy

You are responsible for getting tickets (in advance). Make sure to sign the Attendance Stub at the USD concert, and hand it to the usher. I will receive the stub directly from the usher. This is your proof of attendance.

Papers (55%): There are two research papers. Please base your papers on the topics of your two class presentations, to be chosen from the course outline below. Go more deeply into each topic in your research papers (3 pages, plus bibliography and musical examples).

Presentations (20%): Please prepare two class presentations on the topics listed below, and provide a one-page handout to your classmates for each. Power Point-format.

Creation of Musical Instrument (10%): Prepare a home-made instrument that can be used in Active MT. Bring to class, demonstrate, and use in group improvisation.

Participation (10%): Active participation in class discussions and responses to your colleagues’ presentations. Regular class attendance: more than 3 absences for any reason result in a final grade lower than an A. I take attendance at the beginning of class.

Learning Goals and Outcomes

To be able to define the concept of music therapy, to understand the major theories of MT, to demonstrate an understanding of the populations served by MT, to understand the techniques used in music therapy – both, active and perceptive interventions-- and to be aware of the contexts and conditions under which the MT profession operates.

GRADES (subject to change)

1 Concert Attendance 1 Concert Reflection Paper 2 Research Papers

50 pts 150 pts 200 pts each

100-93% = A, 92.9-90% = A- 89.-87 = B+, 86.9-83 = B, 82.9-80 = B- 79.9-77 = C+, 76.9-73 = C, 72.9-70 = C-

2 Presentations 100 pts each 69.9-67 = D+, 66.9-63 = D, 62.9-60 = D- Musical Instrument 100 pts below 59.9= F Participation 100 pts

Total 1000 (divide by 10 to get grading percentages, e.g. 1000 pts = 100%)

COURSE SCHEDULE (subject to change)

Part I: An Overview of Music Therapy

Week 1: Jan 27 and 29 Clinical Practice in Music Therapy (chapter 1)

Week 2: Feb 3 and 5

2

Historical Perspectives (ch.2)

Week 3: Feb 10 and 12 Music: A Human Phenomenon and Therapeutic Tool (ch. 3) Physical Systems; Music and Cognition; Music as Communication; Music and Emotions; Music, Culture, and Society.

Part II. Populations Served By Music Therapists

Week 4: Feb 17 and 19 Music Therapy with Children and Adults with Intellectual Disabling Conditions (ch. 4)

Individuals with Autism and Autism Spectrum Disorder (ASD) (ch. 5)

Week 5: Feb 24 and 26

Music Therapy for Children and Adults with Physical Disabilities (ch. 6) Music Therapy and Elderly Populations (ch. 7)

Week 6: Mar 3 and 5

Music Therapy in the Treatment of Behavioral-Emotional Disorders (ch. 8) Group Music Psychotherapy in Correctional Psychiatry (ch. 9)

Week 7: Mar 10 and 12

Music Therapy in Neurological Rehabilitation (ch. 10) Music Therapy, Medicine, and Well-Being (ch. 11)


Music Therapy in Hospice and Palliative Care (ch. 12) Music Therapy in the Treatment of Sensory Disorders (ch. 13)


Music Therapy in Special Education (ch. 14) Create home-made musical instruments for use in MT

Part IV: Practical Applications

Week 10: Apr 7 and 9 Active MT: Improvisation Techniques Group Improvisations using these instruments Improvisations using your own main instruments

Week 11: Apr 14 and 16

Receptive MT Generate a list of classical musical works with their potential uses in MT Designing perceptive MT sessions with these works

3

Week 12: Apr 21 and 23 Practical Applications, ctd.

Part III: Professional Issues

Week 13: Apr 28 and 30 Music Therapy Treatment Process: Referral, Assessment, Treatment Plan, Documentation of Progress, Evaluation, Professional Ethics (ch. 15)

Week 14: May 5 and 7

The Role of Research in Music Therapy: Descriptive Research; Experimental; Historical; Qualitative Research (ch. 16)

FINAL: final paper due

4


2. Course Action

Will the proposed action affect other majors/minors in any College/School?

Yes X No




Effective Term: (list preferred semester/year) FALL 2015

3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and schedules) Band

b. Bulletin Title (60 characters maximum; appears only in Bulletin) Band

c. New Course Information Department Code MUSC Credit Hours 1 unit Course Number 156-356


Lecture Contact Hours Lab Contact Hours 0 hours Other Contact Hours 3 hours** **(rehearsal and performance)

This course involves study and public performance of band (Concert Band and Athletic Band-including Marching and Pep Band) music. There will be on- and off-campus performances each semester. Audition required. Must be taken concurrently with individual music lessons on enrolled instrument. This course fulfills one unit of the core curriculum requirement for Fine Arts. May be repeated for credit without limit.


P/F Audit




5. Course Designation (check all that apply) X Core (include Core proposal form)

Honors Writing (include W course proposal form)


6. Faculty Course Workload Same as course credit

X Same as weekly contact hours Percent of weekly contact hours (specify): Based on enrollment (specify): Team taught, full load No load Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed No; If Y, with what course? Not applicable Prerequisites? No if Y, list prerequisite courses Not applicable Is this course linked with another course (e.g., lecture and lab)? No If Y, with what course? Not applicable; Will the linked course be deleted? Not applicable Core curriculum requirement met, if any (D, W): Fine arts credit ; Has this course been approved as a D or W course already? No Is this course a topics or repeatable course for credit? Yes

8. Department vote (# Yes, # No, # Abstentions)

Approvals (Curriculum Committee Use Only) !! Department Vote 5-0-0; Date 3/28/15 !! Department Chair; Date _3/28/15 !! Core Curriculum Committee; Core Designation Date !! Other Curriculum Committee; Name Date !! Other Curriculum Committee; Name Date (if needed) !! Other Curriculum Committee; Name Date (if needed) !! Dean; Date

University of San Diego MUSC 156/356 Band

Class Time: Monday. 7:00 p.m. – 9:30 p.m

General Description The purpose of this one-unit, ensemble performance course is to introduce students to a wide and rich variety of band repertoire consisting of traditional and original Band compositions, and to help make them better musicians. Students will be coached and expected to develop musical, technical, and ensemble-playing skills and become more competent as musicians. The ensemble will perform various styles of band music. Through performing the repertoire in venues, students will learn about the cultural context and value of band playing. There are no tests or written work in this course; all students perform and learn about the art of band directly through performance.

Music Department Learning Outcomes Our curricular goal is to offer students who possess musical talent a solid foundation in the discipline that will equip them with the essential knowledge and skills to pursue a career in music beyond graduation and to be a culturally aware citizen. Specifically, students will:

1. Demonstrate proficiency in the basic vocabulary of music, how this vocabulary works in band music, and become acquainted with the forms and instrumentation of band. 2. Apply this musical vocabulary to historical contexts and to the aural analysis and formal interpretation of performed music, specifically band music. 3. Rehearse music to a performance level and perform it in a stylistically appropriate and professional manner, both individually and in ensembles. 4. Understand the cultural context of band music and communicate the ethos of the music to audiences through performance.

Text There is no text for this course. The music to be rehearsed and performed will be given out during class. Students will receive copies of music to take home.

Participation/Attendance Regular attendance and participation is absolutely critical, not only for the individual student, but for the rest of the ensemble as well. If a student is to be absent he/she should contact me (text, email or call) at either the above phone number or email address and give notification of an anticipated absence. The ensemble only meets once a week. Learning to play together is a priority and thus attendance is essential. To perform well in this course, come to class, be attentive, learn your instrument, and experience blending properly in performance. An absence without notification is considered an unexcused absence and may affect the student’s grade.

Grading Participation and effort 25% Mastery of instrument/music/style 75%

A/A- = Consistent attendance and participation. No unexcused absences. No missed dress rehearsals or concerts without instructor permission. Student must use appropriate vocabulary, refer to instruments and their ensemble functions correctly, comprehend the stylistic and historical distinctions in their playing, perform the music appropriately to the genre and its context, and demonstrate clear progress in mastering their instrument and the music and understanding its form and medium of communication individually to the instructor and collectively in ensemble.

B+/B/B- = Mostly consistent attendance and participation. Few unexcused absences. No missed dress rehearsals or concerts without instructor permission. Some marked progress in music competence, playing their instrument, in understanding the forms, instruments and styles of band music, and in properly communicating the music’s feeling, evaluated through rehearsals and performances.

C+/C/C- or less = Inconsistent attendance and/or participation. Several unexcused absences or missed dress rehearsals or concerts without instructor permission. Little progress in understanding the music, its form, the instruments, or distinctions of the repertoire or in mastering parts, based on performance individually and in ensemble and in behavior. More unexcused absences and less performance competence and progress can equate to a grade of a D or even an F if students rarely attend and cannot play their instrument.

Class Expectations Students are expected to be present and on time to all rehearsals. Students are expected to be prepared for all rehearsals.

Class Schedule Every Monday class throughout the semester we will work and refine the repertory.

CONCERT/FINAL EXAM: The end-of-semester Concert for the USD campus serves as the Final Exam for the class. Participation is mandatory.



Yes (Non-Expedited Action Items require Department Report Form) No


Bulletin description change (editorial only) Change in course # Change in course title (editorial only) Change in course pre-requisite(s) Deletion of course(s) - Deletion of BIOL 110 (Life Science for Educators) Addition of new course - Addition of BIOL/ENVI 116 (Earth and Life Science for Educators) Revision of existing course Revision of existing major/minor/concentration - Liberal Studies majors will now require 6

units in the Natural Sciences instead of 10 units Effective Term: (list preferred semester/year) Spring 2016

3. Basic Information a. Title of Course (30 characters maximum; appears on transcripts and schedules) Earth/Life Sci. for Educators

b. Bulletin Title (60 characters maximum; appears only in Bulletin) Earth and Life Science for Educators

c. New Course Information Department Code _BIOL / ENVI__ Credit Hours _3 Course Number _116


Lecture Contact Hours Lab Contact Hours Other Contact Hours _4__ (integrated

lab/lecture)

A laboratory/lecture/discussion class in the general concepts of earth science and life science for Liberal Studies majors. The course topics are selected to satisfy the earth and life science specifications for the science content standards for California Public Schools and the Multiple Subject Teaching Credential. Laboratory activities and field trips will provide experience with selected principles and relate them to suggested teaching practice at the K-8 grade level. Two two-hour laboratory sessions per week. Spring semester.


Standard P/F Audit





6. Faculty Course Workload Same as course credit Same as weekly contact hours Percent of weekly contact hours (specify): Based on enrollment (specify): Team taught, full load No load Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed (Y/N); If Y, with what course? Y (BIOL 116 and ENVI 116 will be cross-listed) Prerequisites? (Y/N) if Y, list prerequisite courses N Is this course linked with another course (e.g., lecture and lab)? (Y/N) N

If Y, with what course? ; Will the linked course be deleted? Y/N Core curriculum requirement met, if any (D, W): N ; Has this course been approved

as a D or W course already? (Y/N) N Is this course a topics or repeatable course for credit? (Y/N) N

8. Department vote (# Yes, # No, # Abstentions)

Liberal Studies Advisory Council (Mar 26): 9 Yes, 0 No, 0 Abstentions Biology (Apr 8): 13 Yes, 0 No, 0 Abstentions Environmental and Ocean Sciences (Apr 9): 8 Yes, 0 No, 0 Abstentions

Approvals (Curriculum Committee Use Only)

Department Vote; Date Department Chair; Date Core Curriculum Committee; Core Designation Date (if needed) Other Curriculum Committee; Name Date Other Curriculum Committee; Name Date (if needed) Other Curriculum Committee; Name Date (if needed) Dean; Date

Department Report Form Submitted by the Liberal Studies Program Director Kay Etheridge and members of the Liberal Studies

Advisory Council (Margaret Daley, Neena Din, Nancy Hanssen, Karen Lee, Helene Mandell, Perla Myers, Robin Spruce, Deborah Sundmacher) in collaboration with and with the full support of both the

Department of Biology and the Department of Environmental and Ocean Sciences. 1. Rationale The creation of this blended Earth and Life Science for Educators course will allow for the course material to focus on the topics most needed by elementary/middle school teachers. The learning objectives relate course topics to the State science standards and include topics required of candidates for the Multiple Subject Teaching Credential. Currently Life Science for Educators (BIOL 110) does this, while the ENVI course options allowed for Liberal Studies majors are classes taken by many different majors. In this course future educators will also benefit greatly from having their learning take place using methods applicable to their own classroom situations. By learning both earth and life science material in the same course, the students will understand the interrelatedness of science disciplines, a key feature of the Next Generation Science Standards recently approved by California. Finally, this change has the additional benefit of reducing the number of courses required for the Liberal Studies major. The overall number of courses is high due to the breadth of topics needed for teaching in a self-contained elementary school classroom and the required education courses for the Credential program.

2. Impact a. Discuss the likely effects on both department curriculum and curricula of other departments.

The Liberal Studies majors will have a course focused on the earth and life science material required of elementary and middle school teachers using the State’s adopted science standards and content for the California Teaching Credentialing exams. It has no pre-requisites, nor is it a pre-requisite for any other course. The curricula of other departments will not be affected.

b. Will this change impact the requirements for a major or minor? If Y provide a summary of the

changes. Yes, this will impact the requirements for the Liberal Studies major. Liberal Studies majors will now have 6 units in the Natural Sciences, instead of the 10 units required currently.

c. Will this change have any staffing/budgetary impact? If yes, provide a brief explanation (include

commentary on personnel, facilities, library holdings and academic computing).

No, because the teaching staff and budget will be shifted from the existing BIOL 110 and ENVI 104/104L/110 courses the Liberal Studies majors currently take. For the Department of Biology, the proposed course will directly replace BIOL 110. For the Department of Environmental and Ocean Sciences, the Spring semester offering is advantageous in terms of staff and scheduling.

d. Might this change have an impact on any other departments? If Y, what majors and/or minors might

be affected by this change?

No other departments will be affected, outside of the Biology and Environmental and Ocean Sciences departments supporting this proposal.

e. Will this change impact student enrollment numbers? If Y, in what courses and in what ways?

Overall student enrollment numbers will not be affected because the enrollments will be shifted from the existing BIOL 110 and ENVI 104/104L/110 courses the Liberal Studies majors currently take.

3. Syllabus - Attach a sample syllabus, which specifies learning objectives, possible assignments,

evaluation and supplemental readings. (Sample syllabus attached on the following pages.)

Earth Science / Life Science 116 − Spring 2016 Earth and Life Science for Educators

Mondays and Wednesdays / 2:30 – 4:30 pm Earth Science: Elizabeth Baker-Treloar Office: ST-250 [email protected]

Office Hours

Life Science: Keith Macdonald Office: ST-366 [email protected]

Office Hours

Course Description: This course is a laboratory/lecture/discussion class intended to teach some basic principles in Earth Science and Life Science, the process of scientific inquiry, the value of hands-on learning, and the importance of group discussion in developing an understanding of complex phenomena. After completing this course, the student should have developed sufficient knowledge and laboratory skill to prepare, understand, and explain her/his own demonstrations and experiments for elementary and middle school science classes. The topics in this course have been selected based upon the Science Content Standards for California Public Schools (K-8) and the Content Specifications in Science for the Multiple Subject Teaching Credential – please see specifications attached to the end of this syllabus. This course is not intended to teach the student everything she/he may need to know in the sciences, but should stimulate the desire for independent learning in the subject. Emphasis will be placed on interactive, hands-on group learning, and every effort will be made to perform experiments using everyday materials.

Course Learning Outcomes: As an integrated science lecture/lab course in the Liberal Studies program, Earth Science / Life Science 116 may be different than other courses you take while at USD. Listed below are our course learning outcomes; the work expected is tightly linked to the skills and requirements of your professional goals.

⎪ Utilize inductive and deductive reasoning to obtain and disseminate scientific information. ⎪ Evaluate media messages (secondary sources and advertising) for the validity of their claims based on

evidence criteria, criteria for valid hypothesis testing, and general acceptance in the scientific community. ⎪ Explain the relationships between form and function at various levels of biological organization. ⎪ Relate unity and diversity of living organisms to genetics and evolution in accordance with changes of

local and global environment over time. ⎪ Explain the dynamics of Earth’s internal and external processes ⎪ Relate the dynamics of Earth’s processes to the changes seen over geologic time periods. ⎪ Evaluate the impact of humans on the environment and its impact in turn on them. ⎪ Relate the course material to California’s K – 8th grade Standards. ⎪ Write and present reports on selected Earth Science and Life Science topics. ⎪ Apply scientific knowledge and principles to your professional and personal life.

Class Materials & Resources

Required:

Textbook: Conceptual Integrated Science, 2nd ed. Paul Hewitt, Suzanne Lyons, John Suchocki, Jennifer Yeh. Pearson Publishing, (ISBN: 978-0-321-81850-8)

Student Lab Notebook, 100 Carbonless Duplicate Sets, Hayden McNeil Specialty Products (ISBN: 1-930882-00- 9)

You are expected to access the class web page through Black Board to prepare for each class meeting and access additional resources. To log in: go to ole.sandiego.edu and use your USD username and password.

Supplementary materials:

The National Science Education Standards are useful, and the National Academies Press (www.nap.edu) hosts free web versions of the available documents.

This link is for the 1996 version of the standards, which the current Science Content Standards for California Public Schools (K-8) (links posted on Black Board) are based on: http://www.nap.edu/openbook.php?record_id=4962

The Next Generation Science Standards have been recently adopted by 14 states, including California. www.nextgenscience.org/next-generation-science-standards

These represent a shift for K-12 science education, focusing on a limited number of disciplinary core ideas and cross-cutting concepts which allow students to continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design. (from “A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas”, National Academies of Science, 2012) http://www.nap.edu/catalog.php?record_id=13165

A list of potentially useful Science Education resources will also be posted on Blackboard for future reference. Schedule: The class will be divided into two sections, I and II. As shown on the detailed schedule on page 3 of this syllabus, Section I will start with life science and then after the midterm exam, will switch to earth science. Section II will start with earth science and then end with life science.

Grades: Grades will be based upon the following scheme with +/– added where appropriate.

Points Grading Scale Life Science Coursework 125 A = 90 – 100% Life Science Exam 125 B = 80 – 89% Earth Science Coursework 125 C = 70 – 79% Earth Science Exam 125 D = 60 – 69% 500

Exams and quizzes will be closed-book, closed-notes, unless otherwise specified. Your instructor will give you specific guidelines for graded coursework at the first class meeting.

Attendance: This is a laboratory-based class, so it is imperative that you attend class regularly. Excused absences can only include 1) official University or academically related event approved by your instructor in advance, or 2) illness, if you notify the instructor as soon as possible, and provide a doctor’s note. In the event of an unexcused absence, you will not be allowed to make up the missed session and you will not receive credit for that day’s work.

Academic Integrity: Please read USD’s Academic Integrity Policy. No violations of this policy will be tolerated, and may result in a failing grade. All individual work turned in for credit must be your own, group work structure and grading will be discussed on the first day.

Class Schedule1

Class # Date Section I Section II A Orientation, Science, Personality, Learning Styles, Group Roles and Goals B 5 Minute Science Fact, Assessment Results, Sci. Method/Tools and Models 1 Story of Evolution Earth Origin / Geologic Time

2 Mechanics of Evolution The Earth System / Earth’s Structure

3 Genetics Plate Tectonics

4 Plants Earth Materials: Rocks and Minerals

5 Animals Internal Processes: Earthquakes / Volcanoes

6 Other Organisms External Processes: Weathering / Rivers / Glaciers

7 Form and Function Earth’s Atmosphere / Radiation Budget

8 Ecology The Dynamic Atmosphere

9 Organismal Systems and Senses Ocean Circulation

10 Cellular Functions Climate Change

11 Intersections of Life and Science Humans and the Environment: Natural Resources and Hazards

12 Full class field experience – Weekend Day Trip P Poster Session 1 Poster Session 1

Ex / O

Life Science exam (1.25 hr)

Orientation to Earth Science Earth Science exam (1.25 hr)

Orientation to Life Science

1 Earth Origin / Geologic Time Story of Evolution

2 The Earth System / Earth’s Structure Mechanics of Evolution

3 Plate Tectonics Genetics

4 Earth Materials: Rocks and Minerals Plants

5 Internal Processes: Earthquakes / Volcanoes

Animals

6 External Processes: Weathering / Rivers / Glaciers

Other Organisms

7 Earth’s Atmosphere / Radiation Budget

Form and Function

8 The Dynamic Atmosphere Ecology

9 Ocean Circulation Organismal Systems and Senses

10 Climate Change Cellular Functions

11 Humans and the Environment: Natural Resources and Hazards

Intersections of Life and Science

12 Full class field experience – Weekend Day Trip P Poster Session 2 Poster Session 2

Ex Life Science exam (1.25 hr) Earth Science exam (1.25 hr)

1 Note: The schedule is tentative and will be adjusted based on student performance/interest

Life Science – Professor Macdonald The 250 points allotted to the life science portion of the course will be graded as follows:

Exam (125 points / 50%)

There will be one comprehensive final exam at the end of the life science coursework. Quizzes (5 x 5 points = 25 points / 10%)

We will have 6 quizzes that will take place at the beginning of class. These will be announced ahead of time (not pop quizzes). Please be sure to arrive to class promptly as extra time will not be given for the quiz. Quizzes will cover new material since the last quiz, including preparation for the experiment we’ll be doing that day. Your top 5 quiz scores will be counted in your grade.

Poster (25 points / 10%)

You will work in a group of 4 or 3 students to create a poster on a K-8 activity linked with a relevant standard related to the life science portion of the class. Your group will present your poster and activity in a poster session at the end of the life science section of the course. More details will be provided in class and on Black Board.

Lab Activity Points (10 days x ~7.5 points = 75 points / 30%)

Each class period includes a mixture of class preparation, pre- and post- lab assignments, and other post-class work. In a class period you are responsible for the experimental work performed, any worksheets or handouts provided, group work to explore new topics, other assignments, and participation. Preparation for the experiment is very important. You are expected to prepare for each lab in advance and consider the results of your experiment after performing the lab. Pre- and post- lab activities may include reading assignments, questions to answer, websites to visit, etc. The pre- and post- lab work will often reappear on quizzes so it is vital that you stay up to date. These assignments are clearly designated in Black Board.

Pre-lab and class preparation assignments may include questions to be turned in before lab. If so, they are due on a fresh lab notebook page by noon the day of the experiment. Turn in the yellow carbon page; this allows you to keep a record of your preparation for each topic on the white page. (You are always welcome to submit pre-lab assignments a day or two in advance.) The experiment is also completed in your lab notebook and the post- lab questions are part of the experiment. The carbon copy of your lab work will be collected after the activity is completed (usually by 5:00 pm on the day following completion of the experiment). No late pre- or post- lab work will be accepted. While you may work in groups to discuss and consider your pre- and post- lab work, your written answers must be your own.

Safety In a laboratory, safety is paramount. We will discuss in detail the safety guidelines for our lab and all of the materials we will be working with. You can lose points for notable and/or repeated safety violations throughout the semester. Be responsible for your personal safety by always wearing the appropriate footwear (closed-toe shoes), tying back long hair, wearing lab coats and safety glasses when instructed, and disposing of chemicals in the correct manner.

Note: Participation and Preparation ⎪ This class includes collaborative activity, based on thoughtful reflection and discussion during labs. You

are asked to work as a team, working out strategies or procedures, interpreting results, and formulating questions. Your respect for others’ input and for the efficient use of class time is essential to a productive course.

⎪ Preparation for an activity-based class is essential. You will need to read the lab activities in advance. Make use of email and office hours to seek assistance with work in between class meetings.

⎪ A commitment to learning includes the appropriate use of collaboration and group study to explore topics, but ultimately your educational experience requires that you formulate your own thoughts and responses.

Earth Science – Professor Treloar The 250 points allotted to the life science portion of the course will be graded as follows:

Exam (125 points / 50%)

There will be one comprehensive final exam at the end of the life science coursework. Quizzes (5 x 5 points = 25 points / 10%)

We will have 6 quizzes that will take place at the beginning of class. These will be announced ahead of time (not pop quizzes). Please be sure to arrive to class promptly as extra time will not be given for the quiz. Quizzes will cover new material since the last quiz, including preparation for the experiment we’ll be doing that day. Your top 5 quiz scores will be counted in your grade.

Poster (25 points / 10%)

You will work in a group of 4 or 3 students to create a poster on a K-8 activity linked with a relevant standard related to the life science portion of the class. Your group will present your poster and activity in a poster session at the end of the life science section of the course. More details will be provided in class and on Black Board.

Lab Activity Points (10 days x ~7.5 points = 75 points / 30%)

Each class period includes a mixture of class preparation, pre- and post- lab assignments, and other post-class work. In a class period you are responsible for the experimental work performed, any worksheets or handouts provided, group work to explore new topics, other assignments, and participation. Preparation for the experiment is very important. You are expected to prepare for each lab in advance and consider the results of your experiment after performing the lab. Pre- and post- lab activities may include reading assignments, questions to answer, websites to visit, etc. The pre- and post- lab work will often reappear on quizzes so it is vital that you stay up to date. These assignments are clearly designated in Black Board.

Pre-lab and class preparation assignments may include questions to be turned in before lab. If so, they are due on a fresh lab notebook page by noon the day of the experiment. Turn in the yellow carbon page; this allows you to keep a record of your preparation for each topic on the white page. (You are always welcome to submit pre-lab assignments a day or two in advance.) The experiment is also completed in your lab notebook and the post- lab questions are part of the experiment. The carbon copy of your lab work will be collected after the activity is completed (usually by 5:00 pm on the day following completion of the experiment). No late pre- or post- lab work will be accepted. While you may work in groups to discuss and consider your pre- and post- lab work, your written answers must be your own.

Safety In a laboratory, safety is paramount. We will discuss in detail the safety guidelines for our lab and all of the materials we will be working with. You can lose points for notable and/or repeated safety violations throughout the semester. Be responsible for your personal safety by always wearing the appropriate footwear (closed-toe shoes), tying back long hair, wearing lab coats and safety glasses when instructed, and disposing of chemicals in the correct manner.

Note: Participation and Preparation ⎪ This class includes collaborative activity, based on thoughtful reflection and discussion during labs. You

are asked to work as a team, working out strategies or procedures, interpreting results, and formulating questions. Your respect for others’ input and for the efficient use of class time is essential to a productive course.

⎪ Preparation for an activity-based class is essential. You will need to read the lab activities in advance. Make use of email and office hours to seek assistance with work in between class meetings.

A commitment to learning includes the appropriate use of collaboration and group study to explore topics, but ultimately your educational experience requires that you formulate your own thoughts and responses.

To understand how learning outcomes will be required of you as an elementary teacher, you can review the content and skills standards for each grade. (You will be asked to do this in both during the semester and for your poster presentations.) The K-8 Science Content Standards for the state of California can be found at www.cde.ca.gov/be/st/ss.

Applicable to the Content Domains in Science

All of these will be covered in both the Life Science and Earth Science portions of the course.

1 Know how to plan and conduct a scientific investigation to test a hypothesis.

2

Apply principles of experimental design, including formulation of testable questions and hypotheses, and evaluation of the accuracy and reproducibility of data.

3

Distinguish between dependent and independent variables and controlled parameters, and between linear and nonlinear relationships on a graph of data.

4

Use scientific vocabulary appropriately (e.g., observation, organization, experimentation, inference, prediction, evidence, opinion, hypothesis, theory, and law).

5

Select and use a variety of scientific tools (e.g., microscopes) and know how to record length, mass, and volume measurements using the metric system.

6

Interpret results of experiments and interpret events by sequence and time (e.g., relative age of rocks, phases of the moon) from evidence of natural phenomena.

7

Communicate the steps in an investigation, record data, and interpret and analyze numerical and non-numerical results using charts, maps, tables, models, graphs, and labeled diagrams.

8

Make appropriate use of print and electronic resources, including the World Wide Web, in preparing for an investigative activity.

9

Communicate the steps and results of a scientific investigation in both verbal and written formats.

Adapted from http://www.cset.nesinc.com/CS_SMR_opener.asp


2. Course Action: New course (existing ENGL 100 course should be renumbered to

ENGL 101) Will the proposed action affect other majors/minors in any College/School?

Yes (Non-Expedited Action Items require Department Report Form) X No




Effective Term: (list preferred semester/year) Summer, 2015_


Intro to College Writing for ESL Students Intro to College Wrtng/ESL Students


ENGL 100 Introduction to College Writing for ESL Students (3)

c. New Course Information Department Code ENGL Credit Hours 3_ Course Number 100

Lecture Contact Hours 3 Lab Contact Hours 0 Other Contact Hours 0

d. Bulletin Course Description (if new or changed) A writing workshop designed for non-‐-‐-‐native speakers of English to prepare them to

take ENGL 121. Instruction in the fundamentals of various modes of written expression, including English grammar, sentence structure, understanding the importance of audience, editing and revision. Readings selected from non-‐-‐-‐fictional prose works and film documentaries. Students are encouraged to use the Writing Center, staffed by trained peer-‐-‐-‐tutors.


P/F Audit

4. Course Format: method of delivery (check all that apply)

X Lecture Lab Lecture/Lab

X Seminar Recitation Internship



Diversity (include D course proposal form)

X Other: Elective units

6. Faculty Course Workload X Same as course credit X Same as weekly contact hours

Percent of weekly contact hours (specify): Based on enrollment (specify): Team taught, full load No load Other: (specify)

7. Course Details (circle Y/N) Will this course be course cross-listed (Y/N); If Y, with what course? Prerequisites? (Y/N) if Y, list prerequisite courses Is this course linked with another course (e.g., lecture and lab)? (Y/N) If Y, with what course? ; Will the linked course be deleted? Y/N NA Core curriculum requirement met, if any (D, W): ; Has this course been approved as a D or W course already? (Y/N) Is this course a topics or repeatable course for credit? (Y/N)

8. Department vote (# Yes, # No, # Abstentions) 16 Y, 0 N, 0 Abstentions

Approvals (Curriculum Committee Use Only) X Department Vote; Date April 8, 2015 X Department Chair; Date April 8, 3015

Core Curriculum Committee; Core Designation Date (if needed) Other Curriculum Committee; Name Date Other Curriculum Committee; Name Date (if needed) Other Curriculum Committee; Name Date (if needed) Dean; Date

Proposed Changes to the Latin American Studies (LATS) Minor Spring 2015

A. Revise the language requirement. Currently, lower-‐-‐-‐division Spanish courses

are considered “Preparation for the Minor.” The change would allow students to apply 3 units of lower-‐-‐-‐division Spanish (or other language) both toward the minor’s language requirement and toward its overall 18-‐-‐-‐unit requirement.

B. Create an “Area Studies” requirement that explicitly allows lower division units to count toward the minor. Currently, the language in the bulletin is ambiguous about whether/what/how lower-‐-‐-‐division courses may be counted toward the minor. This change would clarify that up to 9 lower-‐-‐-‐ division units can be counted toward the minor’s 18-‐-‐-‐unit requirement.

C. Replace the “Panoramic/Focused” course requirement with an “Interdisciplinary” requirement. Currently, students are required to choose three “panoramic” and three “focused” courses to fulfill the 18-‐-‐-‐unit requirement. The change would do away with the distinction between panoramic and focused courses and replace it with a requirement that students take courses from at least two different disciplines.

D. Add a stipulation that courses used to fulfill the language requirement cannot be double counted toward the “Area Studies” requirement, or toward a language minor.

Rationale: After five years of existence, we have found the current version of the LATS minor to be so restrictive that it deters students from pursuing it. In order to increase its accessibility and therefore attractiveness, we propose to revise the minor with the changes listed above. It is important to note that the overall number of units and intellectual integrity of the minor remain unchanged. These changes also bring the LATS requirements more in line with other interdisciplinary minors in the College. New Course Catalog Description of the Latin American Studies Minor The Latin American Studies minor consists of 18 units. Language Requirement: Students must take at least 3 units of a Latin American language (Spanish, Portuguese, French, or any language indigenous to the region) equivalent to 101, 102, 201, 202, 301. Other language courses may be used to fulfill the language requirement with approval of the program director. Area Studies Requirement: Students must take 15 units of approved Latin American Studies courses. A minimum of 9 units must be taken at the upper-‐-‐-‐ division level.

Interdisciplinary Requirement: Students must take courses from at least two different disciplines. Study Abroad Requirement: 3 units of coursework (to be counted toward the total 18) must be taken as part of a study abroad experience in a Latin American country with a USD affiliated program. In the event that a student is unable to participate in a study abroad program, s/he may fulfill this requirement by participating in a USD-‐-‐-‐ sponsored service-‐-‐-‐learning trip to Latin America or, with approval of the program director, participation in an internship or community-‐-‐-‐based project focused on a Latin American topic. Important Note: Any course used to fulfill the LATS Minor Language requirement may also be used to fulfill the Study Abroad requirement, but it may not be double counted toward the Area Studies requirement of the Minor.

Approved Latin American Studies Courses (April 2015)

Anthropology ANTH 327: South American Indian Cultures ANTH 328: Caribbean Cultures ANTH 334: South American Archeology Communication Studies COMM 480: Latin American Media Systems Economics ECON 335: Economic Development in Latin America Ethnic Studies ETHN 240D: Introduction to Chicano/Latino Studies (formerly ETHN 140) ETHN 343: Chicano/Latino Studies ETHN 361: Immigration at the US-‐-‐-‐Mexico Border, Ethnicity, Race, and Gender History HIST 210: Latin America Through Film HIST 360: Colonial Latin America HIST 361: Modern Latin America HIST 362: Topics in Latin American History HIST 363: History of Brazil HIST 383: Chicano History HIST 384: History of Mexico HIST 387: History of Baja California Latin American Studies

LANG 194/LATS 194: Social Justice in Latin America LATS 494/SPAN 494: Argentina: Memory and Justice Political Science/International Relations POLS 366: Politics of Mexico POL 357: Politics of Latin America POL 374: US-‐-‐-‐Latin American Relations POLS 494: Latin American Politics and Film Spanish SPAN 194D/294D: Narratives of the Mexico/US Border SPAN 304: Cultural History of Latin America SPAN 305: Spanish for Business and Social Innovation SPAN 360: Survey of Latin American Literature SPAN 410D: Latin@ Literatures and Cultures SPAN 434: The "New World" SPAN 448: Latin American Short Story SPAN 449: Latin American Novel SPAN 451: Latin American Poetry SPAN 453: Mexican Literature and Culture SPAN 458: Jewish Latin America SPAN 494: Afro-‐-‐-‐Caribbean Literature SPAN 494/LATS 494: Argentina: Memory and Justice SPAN 494: Border Narratives Theology and Religious Studies THRS 321: Afro-‐-‐-‐Latin Religions THRS 358: Latino/a Catholicism Honors Rupture and Conflict: Politics and Literature of the Southern Cone (POLS/SPAN) Journalism and Literature in Spanish America (COMM/SPAN) Respectfully submitted by Emily Edmonds-‐-‐-‐Poli, Latin American Studies Director 5/1/2015

Double-Counting for Majors and Minors USD General Requirements for a Bachelor’s Degree (part) Students must complete a major concentration including at least 24 units of upper division work, and satisfying the requirements of the department/school in question (i.e. a student who completes two majors with courses that overlap must have 24 minimum distinct units in each for a total of 48 units)

Current CAS rules regarding double-counting: Double-counting in majors: Students exceptionally well qualified may fulfill the requirements of a double major. Students are permitted the counting of Upper-Division Courses to more than one major. Departments retain the option of restricting students from double-counting departmental courses to separate majors offered by that department. Double counting of courses toward two majors is not permitted for interdisciplinary majors (e.g., Ethnic Studies, Environmental Studies, Interdisciplinary Humanities, International Relations, and Liberal Studies).

Double-counting between majors and minors (same as SBA): The student may specialize to a lesser extent in another area (the "minor) ordinarily related to the area of primary interest. The minor is optional, although related to the area of primary interest. The minor is optional, although most departments urge their students to earn credit in such a concentration. Courses in the minor may not be counted toward the major, but may be used to satisfy the preparation for the major and core curriculum requirements.

UCC proposal approved 4/9/13 (recently reviewed and not supported by ENGR or SBA) Students exceptionally well qualified may fulfill the requirements of a double major. Students are permitted the counting of upper-division courses to more than one major, with the exception of the following interdisciplinary majors: Biophysics, International Relations, and Liberal Studies. For all other majors, a maximum of two upper-division courses may be double counted toward separate majors. Departments retain the option of restricting students from double counting departmental courses to separate majors offered within that department.

Art, Architecture and Art History In the case of double majors in Art History and Architecture, the policy has been that there must be 48 distinct units between the two majors.

Current ENGR rule: Engineering Policy on Double Credits for Additional Majors and Minors: Engineering student are permitted the counting of Upper-Division Courses to both their engineering major and to additional major or minors, such as computer science, mathematics, and physics, unless this double counting is restricted by the other involved major or minor.

Current SBA rule: Courses taken in the minor may not be counted toward the major but may be used to satisfy courses taken in preparation for a major and core curriculum requirements.

Proposal for new joint policies for (CAS, ENGR and SBA) Majors Students may fulfill the requirements of a double major. Courses that are Preparation for the Major and the Business Component courses may be double-counted for both majors. A maximum of two upper-division courses may be double-counted towards two majors with the following exceptions:

1. No courses may be double-counted for the following majors: Biophysics, International

Business, International Relations and Liberal Studies. 2. Students cannot double-count upper division classes between two business majors. 3. There is no course double-counting limit for students who wish to double-major between

engineering and any major within another academic unit. Minors Courses in the minor may not be counted toward the major, but may be used to satisfy the preparation for the major and core curriculum requirements. Because Engineering majors do not have Preparation for the Major classes, they may double-count up to 2 upper division courses toward their major and any minor.

MEMORANDUM

Languages and Literatures Founders Hall, Room 121 5998 Alcalá Park San Diego, CA 92110-2492 P: (619) 260-4070 F: (619) 260-4190 www.sandiego.edu/cas/languages

To: Undergraduate Curriculum Committees of the College of Arts and Sciences, School of Business Administration, and Shiley-‐-‐-‐Marcos School of Engineering From: Kevin Guerrieri Chair, Department of Languages and Literatures Date: April 23, 2015 Re: W Courses in the Department of Languages and Literatures Proposal for change to language in Written Literacy for the Core Curriculum My department proposes that a change be made to the language for the upper-‐-‐-‐division writing requirement in the Core Curriculum. Currently, the first sentence of the second point under “Written Literacy,” which is found in I. Indispensable Competencies, reads as follows:

“At the upper division level, students must demonstrate advanced proficiency in written English either by completing successfully an approved upper division writing course or by passing an upper division proficiency examination.”

(http://catalogs.sandiego.edu/undergraduate/academic-‐-‐-‐programs/core-‐-‐-‐curriculum/) We propose that the word “English” be replaced with the word “expression”:

“At the upper division level, students must demonstrate advanced proficiency in written expression English either by completing successfully an approved upper division writing course or by passing an upper division proficiency examination.”

Rationale 1. Last year the Core Curriculum Committee (CCC) approved three courses in our department as W courses: ITAL 301 Writing and Composition, SPAN 301 Writing and Composition, and SPAN 311 Writing and Composition for Heritage Speakers. All our W courses fulfill the student learning outcomes (SLOs) that have been defined for this area of the Core: Our 301s (and SPAN 311) are intensive and instructive upper-‐-‐-‐division writing courses designed to develop students’ ability to 1. Demonstrate significantly more advanced and sophisticated written literacy through frequent writing tasks with instructor feedback; 2. Write with clarity and cogency as inquiring and analytical readers of texts in the field of their major or other discipline; 3. Articulate observations, express ideas, and formulate arguments within the relevant discipline; and 4. Demonstrate a process-‐-‐-‐oriented approach to writing, through drafting, feedback (instructor feedback required; peer feedback optional), revision and editing, and final drafts. 2. In the list of criteria for the W courses, it states that “the W course does not have to be in the student’s major discipline, but this is encouraged.” Similarly, the SLOs make reference

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to “texts in the field of their major or other discipline” and “within the relevant discipline.” If the English-‐-‐-‐only restriction is maintained for the W requirement, our majors will effectively be rendered “non-‐-‐-‐majors” and “non-‐-‐-‐disciplines” for this Core component (in spite of the fact that the courses fulfill all the SLOs and requirements for the W designation). In other words, all programs are being encouraged to develop W courses, while this restriction simultaneously excludes our programs from doing so. 3. Currently, there are approved W courses across the curricula at USD, including many courses in the sciences, mathematics, business, accounting, music, theater, etc. (just to name a few here to illustrate the wide disciplinary range of W courses). Nonetheless, if this restriction is upheld, ironically, the programs in our department—for which both advanced written and reading proficiency as well as literary and cultural analysis are fundamental components—will effectively be excluded. 4. The University of San Diego prides itself on its ongoing internationalization initiative. Likewise, our core values include the pursuit of “academic excellence in its teaching, learning, and research to serve the local, national, and international communities.” We promote “democratic and global citizenship.” Additionally, we actively strive to promote questions of diversity and inclusion. It seems contradictory, at best, to pronounce such values and initiatives while, simultaneously, not only undervaluing but explicitly excluding advanced written proficiency in languages other than English as part of our Core Curriculum. For all these reasons, we are respectfully submitting this proposal. Thank you for your consideration.

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