Department of Political Science, Criminal Justice, and Organizational Leadership - LDR - 180

2020-2021 Gen-Ed Course - New

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General Education
  • To propose a course to meet a general education requirement, please show that the course meets general education student learning outcomes (SLOs) in a substantive way. Attach a syllabus and include a narrative statement that contains a statement of how the course fits into the Foundation of Knowledge (FOK) program. The narrative should indicate which FOK category and how all general education SLOs in that category are met.

    You may find it helpful to consult with the Chair of the General Education Committee as you prepare the proposal.  Visit the GEC Website for current committee information.

  • Department*
  • Prefix*
    Code*
    180
    180
  • Course Title*
    Leading Social and Cultural Change
    Leading Social and Cultural Change
  • Course Description Guidelines:

    Write the description as it will appear in the University Catalog.

    Course description should describe the content and be written in present tense. Do not repeat the title or include class activities or class requirements. The course designator/number, title, hours and prereq/coreqs are listed in separate fields.


    NOTE:   Course Description field is LIMITED to 50 words

  • Course Description*
    This course examines foundational theories and practices of leadership used to bring about social and cultural change. Viewed through historical and contemporary lenses, students are introduced to common threads and unique differences of the leadership process involved in social and cultural change on local, national, and global levels.
  • Please Check appropriate option:*
  • If the New Course has not yet been submitted to and passed by UCC, you will also need to submit a "2019-2020 Course - NEW" proposal form to have the new course created through the curriculum process.

  • If this is a New Course, on what date was it (or will it be) approved by UCC?
    To Be Determined (expected in Oct. 2019)
    To Be Determined (expected in Oct. 2019)
  • Does this request need TEC approval?*
  • Is this an Honors Block?
  • If this is an Honors Block, please explain and attach additional documentation in the file upload section.
  • PROPOSAL
  • Narrative: Statement of how the course fits into the FOK program:*

    As economic, political, technological, and environmental factors continually impact societal and cultural norms, we are all affected by social and/or cultural change. Whether we are leading or simply adopting change, our personal and professional pursuits are inevitably touched by some form of societal or cultural change. 

    Because culture impacts societal norms, and society is comprised of individuals, any cultural or societal change can affect individuals, just as individuals can affect culture and society. Thus, this general course is designed to provide all students with foundational knowledge of how leadership works to elicit social and cultural change from local to global contexts. Furthermore, the course is predicated on the idea that past and present social and cultural leaders can provide valuable lessons for future leaders. Additionally, social and cultural change agents stem from all walks of life, just as this course will provide valuable and applicable insight to a wide range of students (not just for LDR majors). This course is relevant and applicable to anyone because, at some future point, we will all be entrusted with the responsibility to lead social and cultural change. Whether it is as small as setting a positive example for a child, or undertaking a social movement to alter past inequalities, the foundational ideas and tools of effectively leading such change are the same.

    This course will, therefore, not only help students understand why social and cultural change happen; however, students will also acquire a basic set of tools to lead social and cultural change in their personal, professional, and community lives.

    Furthermore, in providing students with a holistic understanding of why and how to lead social and cultural change, the course also substantively meets the FOK SLOs in a number of ways.

    The Cultural Pluralism category of the FOK has the following SLOs:

    B.2. Students compare historical perspectives on the development of various cultures.

    B.4. Students demonstrate how literature and the arts (cultural artifacts**) reflect and influence cultures.

    E.2. Students identify and demonstrate an understanding of the role of actors and impact of factors on global issues.

    Our program recognizes the need in our rapidly changing local, regional, national, and global environment to develop students who are able to lead the social and cultural change associated with those environments. As you can see in the course SLOs, we address a variety of competencies designed to enhance students’ understanding and application of leadership theory in the context of social and cultural change. The SLOs of the FOK are met through a number of assignments.

     

     

     

     

    Case Analysis of a Change Agent Assignment (supplemental information/instructions attached)

    (B2 + B4 + E2)

     

    The Case Analysis of a Change Agent assignment (2-3 pages) requires students to select a change agent who made a significant change (social, cultural, etc.) and provide a detailed summary and analysis of the change. Most importantly, the analysis requires students to engage with multiple perspectives (historical, geographical, political, etc.) to explain the role that change agents, allies, opponents, and situational context play in effecting social and cultural change. Students must also provide an example of a cultural artifact that represents the essence of the change agent’s leadership (a speech, a video, a photograph, poem, newspaper article, etc.). These directly relate to the B2, B4 and E2 SLOs of the FOK.

     

    B.2. Students compare historical perspectives on the development of various cultures.

    • The Case Analysis of a Change Agent Assignment directly relates to the B2 SLO because the assignment requires students to engage with multiple perspectives (historical, geographical, political, etc.) in evaluating a change agent who made a significant social and/or cultural change.
      • For any change to take place, the forces for change (i.e. supporters of change/reasons for change) must outweigh those forces against change (i.e. opponents of change/reasons against change). The Case Analysis of a Change Agent Assignment requires students to look at the variety of factors (i.e. historical, geographical, political, etc.) impacting the perspective of change supporters and change opponents. For example, if a student were to choose Dr. Martin Luther King Jr. as their selected Change Agent, the student is required (as can be seen in the assignment instructions) to “highlight or emphasize the perspectives (historical, geographical, political, etc.) and factors informing the context of change.” In applying this to Dr. Martin Luther King Jr., the student would need to explain, for example, how the residual effects of the institution of slavery in the U.S.A. (historical), the Jim Crow laws of many southern US states (historical/geographical), and systematic exclusion of African-Americans from voting (historical/political), served as the backdrop upon which Dr. Martin Luther King Jr. led the social and cultural change of the Civil Rights Movement in the U.S.A. 


    B.4. Students demonstrate how literature and the arts (cultural artifacts**) reflect and influence cultures.

    • The Case Analysis of a Change Agent Assignment directly relates to the B4 SLO because the assignment requires students to provide an example of a cultural artifact that represents the essence of the change agent’s leadership (a speech, a video, a photograph, a poem, a newspaper article).
      • Just as bell-bottom jeans and longer hair may be viewed by some people as cultural artifacts to the 1960s and 1970s, many social and cultural changes are connected to and propagated through cultural and social artifacts. For example, in applying this to Dr. Martin Luther King Jr. (assuming a student chose MLK as their selected change agent), a student could briefly identify and explain how MLK’s “I Have a Dream” speech at the Lincoln Memorial (1963) was (and still is) a cultural artifact symbolizing the struggle during the Civil Rights Movement in the USA. The student might include the idea that even more than 50 years after the speech was made, the speech’s message of tolerance still influences the fight for equality in many cultures around the world. This directly addresses the B4 SLO of the FOK.

    E.2. Students identify and demonstrate an understanding of the role of actors and impact of factors on global issues.

    • The Case Analysis of a Change Agent Assignment directly relates to the E2 SLO because the assignment requires students to engage with multiple perspectives (historical, geographical, political, etc.) to explain the role that change agents, allies, opponents (i.e. “the actors” referred to in E2), and situational context (i.e. “the factors” referred to in E2) play in effecting social and cultural change (related to the “global issues” referred to in E2).
      • Again, the Case Analysis of a Change Agent Assignment requires students to look at the variety of factors (i.e. historical, geographical, political, etc.) impacting the perspective of change supporters and change opponents because, for any change to occur, the forces for change (i.e. the supporters of change/reasons for change) must outweigh the forces against change (i.e. opponents of change/reasons against change). Not only do change agents, allies (supporters of change), opponents of change, and situational context affect social and cultural change; however, they directly align with the “actors and the impact of factors on global issues” related to social and cultural change.

     

    • The Case Analysis  (as can be seen in the assignment instructions) requires students to provide, among other things:
      • Detailed background information about the reasons for change.  
      • Document the change process and consequences to the leader.
      • Identify and document the role of allies, champions, stakeholders. (E.2. SLO of FOK)    
      • Identify the processes used to influence people to support the change.  
      • Identify opponents of the change, describe their actions, and describe
        how they were handled. (E.2. SLO of FOK)  
      • Analyze the change process and identify the agent’s use of effective and ineffective practices in implementing the change. (E.2. SLO of FOK)  
      • Reflect on lessons learned and impact on your personal view of leading for social or cultural change.

     

    • In addressing these requirements, students meet the E.2. SLO of FOK by identifying and documenting the role of allies, champions, and stakeholders of change (i.e. “the actors”); by identifying opponents of the change (i.e. other “actors”), describing their actions, and describing how they were handled (i.e. “impact of factors”); and by analyzing the change process and identifying the agent’s use of effective and ineffective practices in implementing the change (i.e. “impact of factors on global issues”).
       
    • For example, in addressing these requirements for Dr. Martin Luther King Jr. (assuming a student chose MLK as their selected change agent), the student would need to explain,  how the supporters of the Civil Rights Movement (allies of change, champions of change, supporters of change), the Klu Klux Klan (opponents of change), and the peaceful “sit-ins” on college campuses, diners, and other locations across the USA (i.e. agent’s use of effective and ineffective practices in implementing change) affected the social and cultural change led by Dr. Martin Luther King Jr. in the Civil Rights Era. This directly aligns with the E.2. SLO, which requires students to identify and demonstrate an understanding of the role of actors (i.e. supporters and opponents of the Civil Rights Movement) and impact of factors (i.e. peaceful protests and “sit-ins”) on global issues (i.e. struggle for equality).

     

    ==

    Group Presentation (Be the Change You Want to See) Assignment (supplemental information/instructions attached)

    (B2 + B4 + E2)

    The Group Presentation (Be the Change You Want to See) assignment is designed to have students recognize how their personal values align with what they perceive as a necessary change, and then work collaboratively with their group to develop a change strategy, which they present to the class. The assignment is broken down into 3 collaborative components (please see attached assignment instructions):

    • Component 1 – Group Work – as a group develop a change strategy that you can work on together that utilizes what you have learned in class, in addition to your own leadership skills;

     

    • Component 2: Group Presentation – presenters should help their peers develop a deeper understanding of the proposed change strategy and the context that surrounds the change; and
       
    • Component 3 – Peer Feedback – Students ‘in the audience’ will be responsible for providing feedback that considers a variety of factors impacting the change strategy.
       

    B.2. Students compare historical perspectives on the development of various cultures.

    • Component 1 – Group Work -- directly addresses the B2 SLO of the FOK by requiring students to develop a strategy addressing what they will change, why the change is needed (B2 – provides background on historical context for why the change is needed), and who will be involved in the change.  Understanding why a change is needed requires students to delve into the historical context influencing the need for a change, which directly relates to the B2 SLO of the FOK.
      • For example, a precursor for many types of change (social, cultural, organizational, etc.) is the existence of dissatisfaction with the status quo. When something is not working in the present for any group of individuals, a change is often made to alter the present situation for a potential desired future outcome (i.e. a potential desired future social or cultural change). This is discussed in the course and Component 1 requires students to describe (as noted in the assignment instructions):
        • 1) Why a change is needed to the current situation by researching and describing what historical developments or perspectives have led to the current situation; and 2) How the current situation is not meeting the needs of certain change stakeholders (i.e. those affected by a potential change).
      • The focus on how historical developments or perspectives have contributed to an unpopular status quo is not only necessary to understand how a current situation came to exist; however, these historical developments or perspectives directly relate to the B2 SLO of the FOK.

    B.4. Students demonstrate how literature and the arts (cultural artifacts**) reflect and influence cultures.

    • Component 1 – Group Work – addresses the B4 SLO by requiring students to identify or create a cultural artifact (a picture, a video, a speech, a newspaper article, etc.) that symbolizes the essence of the proposed change.  
      • Just as bell-bottom jeans and longer hair may be viewed by some people as cultural artifacts to the 1960s and 1970s, many social and cultural changes are connected to and propagated through cultural and social artifacts. For example, with social media’s influence on swaying public opinion, students requesting a change for more strict penalties to companies pumping too much CO2 emissions into the atmosphere might choose to have a picture of a coal plant and a melting glacier as the backdrop for any rallies in support of the change. A picture of a coal plant and a melting glacier is a cultural artifact that not only symbolizes the proposed change, but directly relates to the B4 SLO of the FOK.

    E.2. Students identify and demonstrate an understanding of the role of actors and impact of factors on global issues.

    • Component 1 – Group Work – directly addresses the E2 SLO of the FOK by requiring students to develop a strategy addressing what they will change, why the change is needed, and who will be involved in the change.  Understanding why a change is needed and who will be involved in making the change a reality (i.e. change agents, supporters of change, opponents of change, etc.) is directly related to the E2 SLO of the FOK.
      • The precursor of many types of change (social, cultural, organizational, etc.) is the existence of dissatisfaction with a status quo. When something is not working in the present for any group of individuals, a change is often made to alter the present situation for a potential desired future outcome (i.e. a potential desired future social or cultural change). E.2. requires students to identify and demonstrate an understanding of the role of actors and impact of factors on global issues. E.2. is directly addressed in Component 1 as Component 1 requires students to describe (as noted in the assignment instructions): 1) why a change is needed to the current situation by researching and describing what historical developments or perspectives have led to the current situation; and 2) how the current situation is not meeting the needs of certain change stakeholders (i.e. those affected by a potential change). An understanding of the different actors, issues, and other factors that led to change stakeholders feeling dissatisfied with the status quo directly relates to the E.2. SLO of the FOK.

     

    • Component 3 – Peer Feedback – aligns well with the E2 SLO of the FOK by requiring students ‘in the audience” to provide feedback to the presenting group on whether the strategy represents or accounts for all stakeholders involved. In particular, Component 3 requires students ‘in the audience’ to answer the following questions:
      • (Required): Does the strategy represent or account for all stakeholders involved?   
      • (Required): Are there any vital elements that the group missed (budget, laws, policies, norms, interest groups, etc.)?

     

    • Understanding whether the views and wishes of those affected by a change (i.e. change stakeholders) are all considered is one of the foundations upon which effective social or cultural change are based. A proposed cultural or social change that does not reflect the wishes of those who are most affected by the proposed change (i.e. change stakeholders) will not garner the support needed to effectively carry out the change in the long-term. Subsequently, accounting for stakeholder views in social or cultural change fulfills the E2 SLO of the FOK – as taking into account stakeholder views recognizes the role of change stakeholders as actors who can impact the social or cultural change.

    ==

    Information Literacy Portfolio Assignment (supplemental information/instructions attached)

    (B4 + E2)

    The Information Literacy Portfolio assignment requires students to develop an integrated summary (2-3 pages) of scholarly articles and cultural artifacts to explore the nuances of leading social and cultural change. Students choose one person from a list of change agents covered in the course (from Nelson Mandela, Mahatma Gandhi, Ellen Johnson-Sirleaf, Rosa Parks, Genghis Khan, Angela Merkel, Joyce Banda, to Bono and more) and then summarize five (5) scholarly articles and three (3) cultural artifacts from primary resources (e.g. news articles, videos, speeches, photos, recordings, etc.). The summary must highlight or emphasize how the articles and cultural artifacts demonstrate the leader’s ability to influence social or cultural change.  

    B.4. Students demonstrate how literature and the arts (cultural artifacts**) reflect and influence cultures.

    • The Information Literacy Portfolio Assignment specifically addresses the B4 SLO by requiring students to develop an integrated summary (2-3 pages) of scholarly articles and cultural artifacts to explore the nuances of leading social and cultural change. Students choose from a list of change agents covered in the course (from Nelson Mandela, Mahatma Gandhi, Ellen Johnson-Sirleaf, Rosa Parks, Genghis Khan, Angela Merkel, Joyce Banda, to Bono and more) and then summarize five (5) scholarly articles and three (3) cultural artifacts from primary resources (e.g. news articles, videos, speeches, photos, recordings, etc.). The summary must highlight or emphasize how the articles and cultural artifacts demonstrate the leader’s ability to influence social or cultural change – again, this directly relates to the B4 SLO of the FOK.
       

    E.2. Students identify and demonstrate an understanding of the role of actors and impact of factors on global issues.

    • Through the integrated summary (2-3 pages) of scholarly articles and cultural artifacts related to a student’s selected change agent, the Information Literacy Portfolio Assignment directly addresses the E2 SLO. The background information on the selected change agent will provide students with a clear understanding of the factors, context, and other actors impacting the change agent’s ability to bring about social or cultural change.

     

    • Additionally, the course requires students to reflect and evaluate cultural artifacts (i.e. MLK’s “I Have a Dream Speech” to a picture of Malala Yousafzai) which have influenced past and present social and cultural changes. This directly aligns with the B4 SLO of the FOK because of the use of cultural artifacts to influence how change stakeholders (i.e. those affected by change) view a potential change (i.e. to support or not to support a change).

     

    It should also be noted that several of the course SLOs specifically match the FOK SLOs (listed in parentheses): 

    • Explain the impact that cultural, historical, local, national, or global perspectives have on leading change. (Aligns with B2 SLO of FOK)
    • Identify and demonstrate an understanding of the role of actors (leaders, change agents), global perspectives, and the impact of factors on social and cultural change. (Aligns with E2 SLO of FOK)
    • Critically evaluate cultural artifacts that reflect and influence social and cultural change. (Aligns with B4 SLO of FOK)

     

    The course also meets the FOK mission in a number of ways.

    As the FOK mission seeks to create graduates who think critically, communicate effectively, and frame philosophically, this course contributes to that mission by analyzing power structures that create systems of inequality, and social systems that govern individual and communal life. These are highlighted not only by classroom discussions on the contexts surrounding social and cultural change leaders, but also through, for example, the Case Analysis of a Change Agent assignment (See* attached assignment instructions), which requires students to develop an integrated summary (2-3 pages) of scholarly articles and cultural artifacts to explore the nuances of leading social and cultural change.

    Furthermore, the Case Analysis of a Change Agent assignment requires students to clearly communicate and critically assess the contextual factors bringing about the change, the change process itself, the roles of allies and opponents of the change, while also identifying the change agent’s use of effective and ineffective practices in implementing the social or cultural change. This directly relates to the FOK mission of creating graduates who think critically, communicate effectively, and frame philosophically.

  • FOK Category(s) for which the course is being proposed:*
  • Add all Student Learning Outcomes (SLOs) that apply.

    Click "Add Item" then click to select SLO from the list then click DONE to add to proposal.  To select multiple SLO's continue to hold CTRL and click each SLO.  Click DONE to add SLOs to the proposal form.

  • Student Learning Outcomes
    College of Arts & Science > Political Science, Criminal Justice and Organizational Leadership
    LDR 180 Course Learning Objectives [aka. Student Learning Outcomes (SLOs)]

    As a result of this course, students will be able to:

    • Explain the impact that cultural, historical, local, national, or global perspectives have on leading change.

    • Identify and demonstrate an understanding of the role of actors (leaders, change agents), global perspectives, and the impact of factors on social and cultural change.

    • Identify similarities and differences of historical and emergent approaches to leading social and cultural change.

    • Analyze power, structures of inequality, and social systems that govern individual and communal life.

    • Explore and apply the role that personal values play in the process of leading social and cultural change.

    • Critically evaluate cultural artifacts that reflect and influence social and cultural change.

  • Frequency of offering 
    Provide number of sections offered or range of offerings for each semester:

  • Fall:*
    2-3
    2-3
  • Spring:*
    2-3
    2-3
  • Summer:*
    1-2 (as needed)
    1-2 (as needed)
  • Delivery Method (check all that apply)*
  • If other was selected above. Please explain:
  • Required documents to be attached: *
  • Participation in Assessment Artifact Collection
  • The offering department agrees that all instructors of this course will participate in assessment artifact collection.
Additional Information
  • The General Education Committee (GEC) will continually monitor where the greatest needs within the program exist, and will allow the development of new courses in light of those needs.  Therefore, offering a course in the FOK program involves engagement in and support for the program's learning outcomes assessment initiatives.  In addition, changes to the FOK will be a result of which, if any, courses are added to the FOK, but will also evaluate which ones should remain or would need to be replaced of modified.  In examining newly submitted courses for FOK, the GEC will look at categories/courses where data suggest the greatest need/demand.  Further, courses that align with academic strategic initiatives (e.g. courses that emphasize transdisciplinarity) will be  given due consideration.  Demonstration of a course's ability to meet and match established student learning outcomes within the FOK is a significant element of any course submitted.

    You may find it helpful to consult with the Chair of the General Education Committee as you prepare the proposal.  Additionally, you can also review definitions/explanation of items requested, view the Rubric for Gen Ed course proposals and the approval process by visiting the GEC Website for current committee information. You will also be able to print a paper copy of the proposal form, from the GEC Website.

    Explanation for each item on the General Education Course Proposal form:

    1. Course prefix, number, and title:  Make sure course information (prefix, number, title) is the same as it appears in the Undergraduate Catalog.
    2. Existing courses only:  The course must have been approved by the UCC before it will be considered by the General Education Committee (GEC).  Indicate whether this is an already existing course or a course recently aproved by UCC.  If a newly approved course, please provide date of approval by UCC.
    3. FOK Category for which the course is being proposed:  Indicate which FOK Category the proposed course addresses. Some departments may want the GEC to consider the course for more than one FOK category.  In that case, a separate cover sheet and accompanying documentation must be attached for each category.
    4. SLOs for each category: All SLOs in the category must be included.  Please note that the assignments must be at the same cognitive level - Bloom's taxonomy - as the SLO. Therefore it is advised to include a brief description of what students are required to do in that assignment, as well as submit sample copies.
    5. Frequency of offering:  Provide number of sections offered or range of offerings for each semester.  Note that winter session courses are currently counted as part of the spring semester.
    6. Delivery:  Check all the categories that apply.  "Other" may include courses that will be offered only as study abroad.  For example, if a course is offered on campus but as part of a special category, one could check on campus and other.  (Other should be explained in the field provided.)
    7. Syllabus: The syllabus must use the required FOK Syllabus Template.
    8. Bibliography: Include the background bibliography that you used to prepare the course and that addresses the special nature of the course, e.g. transdisciplinary, statement showing connection with the SLOs, any supporting documents that can help the committee in the decision making process, etc.

    APROVAL PROCESS:

    1.  Faculty member uploads proposal to Curriculog, including required attachments.
    2. Curriculog approvals:
      1. Department Chair
      2. Dean (or designee)
    3. The GEC reviews the proposal and makes a decision on approval or non-approval.
    4. GEC members enter approval on Curriculog.  GEC chair forwards signed rubric sheet to the Curriculum Coordinator.
    5. Proposal moves on to Vice Provost's office for final approval.
    6. Curriculog forwards approval to Catalog Manager for inclusion on Undergraduate Catalog.
    7. Vice Provost's Office notifies Advising Council members about new course approvals.  Curriculum Coordinator uploads PDF of signed rubric sheet to Curriculog.

    NOTE:  Proposer and all others on the approval chain may view progress of the proposal on Curriculog and are notified via email at each step.

Vice Provost Section
  • CIP CODE

Proposal Toolbox

Status:
  • User Tracking

    Comments

    • Proposal History

      • Originator

        Status:Approved

        Participants

        • Jeffrey Zimmerman  9/27/2019 12:30 PM

        Activity View Step Settings

        Required Participation:
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        Date Completed:
        9/27/2019 12:30 PM
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        Comments:
        Yes

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        100%
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        cancel
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        Originator

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      • Department Chair

        Status:Approved

        Participants

        • Karen Miller  9/27/2019 12:55 PM

        Activity View Step Settings

        Required Participation:
        100% required
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        Date Completed:
        9/27/2019 12:55 PM
        Changes:
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        Comments:
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        What is this step set up to do?

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        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
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        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        No
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
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        Required for approval:
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        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

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      • College Curriculum Committee

        Status:Restarted

        Participants

        • College Curriculum Committee
        • Joseph Nolan *
        • Charles Acosta
        • Rebecca Bailey
        • Rachael Banks
        • Robin Bartlett
        • Sam Boateng
        • Ty Brumback
        • Michael Bush
        • David Cain
        • Jen Cellio
        • Megan Downing
        • Allen Ellis
        • Rudy Garns
        • Kebede Gemene
        • Perilou Goddard
        • Steven Gores
        • Michael Hatton
        • Zachary Hruby
        • Hilary Landwehr
        • JeeEun Lee
        • Lili Ma
        • Arelys Madero-Hernandez
        • Julie Olberding
        • Terry Powell
        • Kurt Sander
        • Ron Shaw
        • Ernest Smith
        • Danielle Todd
        • Andrea Watkins
        • Robert Wilcox
        • Jeffrey Zimmerman
        • Additional Participants
        • Richard Fox (System Administrator)  10/8/2019 9:11 AM

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Date Completed:
        10/8/2019 9:11 AM
        Changes:
        No
        Comments:
        No
        Agenda:
        Yes


        * Agenda Administrator

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        Yes
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • College Curriculum Committee

        Status:Approved

        Participants

        • College Curriculum Committee
        • CASCC 10-10-19
        • Joseph Nolan *  10/10/2019 4:08 PM
        • Charles Acosta
        • Rachael Banks
        • Robin Bartlett
        • Sam Boateng
        • Ty Brumback
        • Michael Bush
        • David Cain
        • Jen Cellio
        • Megan Downing
        • Allen Ellis
        • Rudy Garns
        • Kebede Gemene
        • Perilou Goddard
        • Steven Gores
        • Michael Hatton
        • Zachary Hruby
        • Hilary Landwehr
        • JeeEun Lee
        • Lili Ma
        • Arelys Madero-Hernandez
        • Julie Olberding
        • Terry Powell
        • Kurt Sander
        • Ron Shaw
        • Ernest Smith
        • Danielle Todd
        • Andrea Watkins
        • Robert Wilcox
        • Jeffrey Zimmerman

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Date Completed:
        10/10/2019 4:08 PM
        Changes:
        No
        Comments:
        Yes
        Agenda:
        Yes


        * Agenda Administrator

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        Yes
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • Dean

        Status:Approved

        Participants

        • EMILY DETMER-GOEBEL  10/10/2019 4:20 PM

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Date Completed:
        10/10/2019 4:20 PM
        Changes:
        No
        Comments:
        No

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        No
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • General Education Committee - approval for all by Committee Chair

        Status:Approved

        Participants

        • General Education Committee
        • Kimberly Weir *  12/4/2019 8:47 AM
        • Jason Applegate
        • Bethany Bowling
        • Andrea Brooks
        • Jen Cellio
        • EMILY DETMER-GOEBEL
        • John Farrar
        • Michael Hatton
        • Yasue Kuwahara
        • Nancy Lang
        • Ellen Maddin
        • Bethany Noblitt
        • Monica Wakefield

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Date Completed:
        12/4/2019 8:47 AM
        Changes:
        No
        Comments:
        No
        Agenda:
        Yes


        * Agenda Administrator

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        Yes
        Comments viewable by:
        Every user involved in the proposal at any time

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • UCC Members

        Status:Approved

        Participants

        • University Curriculum Committee
        • UCC agenda 12/5/19
        • Richard Fox *  12/5/2019 4:11 PM
        • Charles Acosta
        • Shannon Alexander
        • Seyed Allameh
        • Nana Arthur-Mensah
        • Rachael Banks
        • Robin Bartlett
        • Amanda Brown
        • Ty Brumback
        • Mary Bucklin
        • Michael Bush
        • David Cain
        • Jen Cellio
        • Ronnie Chamberlain
        • Majed Dabdoub
        • Sara Drabik
        • Traci Freeman
        • Rudy Garns
        • Kebede Gemene
        • Jaesook Gilbert
        • Steven Gores
        • Julie Hart
        • Kelsey Haskins
        • Michael Hatton
        • David Kime
        • Hilary Landwehr
        • Nancy Lang
        • Lili Ma
        • Kelly Moffett
        • Stephen Mueller
        • Megan Peek
        • Terry Pence
        • Terry Powell
        • Kc Russell
        • Amal Said
        • Toru Sakaguchi
        • Kurt Sander
        • Meredith Singleton
        • Ernest Smith
        • Danielle Todd
        • Rachele Vogelpohl
        • Andrea Watkins
        • Ginger Webb
        • Eileen Weisenbach Keller
        • Zachary Wells
        • Linda Wermeling
        • Threasa Wesley
        • Robert Wilcox
        • Roger Zarnowski

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Date Completed:
        12/5/2019 4:11 PM
        Changes:
        No
        Comments:
        No
        Agenda:
        Yes


        * Agenda Administrator

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        No
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        Yes
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        none
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • UCC Chair

        Status:Approved

        Participants

        • Richard Fox  12/5/2019 4:12 PM

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Date Completed:
        12/5/2019 4:12 PM
        Changes:
        No
        Comments:
        No

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        No
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • Coordinator - Curriculum Programs

        Status:Working

        Participants

        • Constance Kiskaden

        Activity View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Time Spent:
        4 days
        Changes:
        No
        Comments:
        No

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        No
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        hold, cancel, custom route, suspend
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
      • VPUAA

        Status:Incomplete

        Participants

        • Ande Durojaiye

        Step Details View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Work:
        edit, comment

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        No
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        none
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        14 days
        If deadline:
        Automatically Approve
        Reminders:
        3 days before the deadline
      • Coordinator - Curriculum Programs

        Status:Incomplete

        Participants

        • Constance Kiskaden

        Step Details View Step Settings

        Required Participation:
        100% required
        Required for Approval:
        100% required
        Work:
        edit, comment

        What is this step set up to do?

        Your System Administrator created this proposal's workflow steps with certain settings. These settings will determine what you can do on each step.

        Participants

        Conditions

        Mandatory:
        Yes

        Rules

        Can Edit:
        Yes
        Can Comment:
        Yes
        Signature required:
        No
        Agenda available:
        No
        Comments viewable by:
        Every user in the hierarchy branch that owns the item

        Decisions

        Required Participation:
        100%
        Required for approval:
        100%
        Additional requests:
        none
        If rejected, return to:
        Originator

        Deadlines

        Deadline:
        No
        Reminders:
        None
    • Signatures

      • There are no signatures required on this proposal.
    • Upload File

      You are not involved on the current step for this proposal, so you cannot upload files on the proposal at this time.

      Attached Files

    • Decisions

      You are not involved on the current step for this proposal, so you cannot make decisions on the proposal at this time.

      Current Step Activity

      • Coordinator - Curriculum Programs

        Status:Working

        Step Summary

        This step requires 100% approval from all participants to move forward.

        Participants

        • Constance Kiskaden

        Totals

        Users Approved:
        0
        Users Rejected:
        0
    • Custom Routes

      You are not involved on the current step for this proposal, so you cannot route the proposal at this time.
    • Crosslistings

      This proposal does not have any active crosslisted proposals.

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