ࡱ> ilfgh] ˥bjbj۷۷ 0&\&\j0 8HD|ZV '"((((vQ* +`WWWWWWW$V\ _Wm+((m+m+W((Y]/]/]/m+((W]/m+W]/]/MOR( Q-iP"WY0ZP_W._DRR&_Rm+m+]/m+m+m+m+m+WW]/m+m+m+Zm+m+m+m+_m+m+m+m+m+m+m+m+m+ > : 91Ƶ Course Modification Proposal Courses must be submitted by October 15, 2014, and finalized by the end of the fall semester to make the next catalog (2015-16) production Date (Change date each time revised): 10/20/14; 11/20/14 Program Area(s): UNIV Course no: 250 Directions: All sections of this form must be completed. Use YELLOWED areas to enter data. All documents are stand-alone sources of course information. Indicate Changes and Justification for Each. [Mark all change areas that apply]  FORMTEXT     Course title  FORMTEXT     Course Content  FORMTEXT     Prefix/suffix X Course Learning Outcomes  FORMTEXT     Course number  FORMTEXT     References  FORMTEXT     Units X GE  FORMTEXT     Staffing formula and enrollment limits  FORMTEXT     Other  FORMTEXT        FORMTEXT     Prerequisites/Corequisites  FORMTEXT     Reactivate Course  FORMTEXT     Catalog description  FORMTEXT     Mode of Instruction Justification:  FORMTEXT       (Please provide justification(s) for each marked item above). Be as brief as possible but use as much space as necessary.]: The course is removing area D designation at the request of the social science chairs. 2. Course Information. [Follow accepted catalog format.] (Add additional prefixes i f cross-listed) OLDNEWPrefix UNIV Course# 250 Title Second Year Seminar Units (3)Prefix UNIV Course# 250 Title Second Year Seminar Units (3)3 hours  FORMDROPDOWN  per week3 hours  FORMDROPDOWN  per week FORMTEXT       hours  FORMTEXT       per week FORMTEXT       hours  FORMTEXT       per week FORMTEXT     Prerequisites:  FORMTEXT       FORMTEXT     Prerequisites:  FORMTEXT       FORMTEXT     Consent of Instructor Required for Enrollment FORMTEXT     Consent of Instructor Required for Enrollment FORMTEXT     Corequisites:  FORMTEXT       FORMTEXT     Corequisites:  FORMTEXT      Catalog Description (Do not use any symbols): Examining ideas and perspectives in a complex world, this sophomore seminar highlights interdisciplinary connections in scholarship and ways of knowing and fosters in students their development as self-reflective, culturally aware, and responsive community participants. Students gain hands-on experience, knowledge, and skills about local communities and community organizations and learn how different academic disciplines apply to real world problems. Requires community service work, in addition to class time, during the semester. Topical content and community-based projects will vary from semester to semester.Catalog Description (Do not use any symbols): Examining ideas and perspectives in a complex world, this sophomore seminar highlights interdisciplinary connections in scholarship and ways of knowing and fosters in students their development as self-reflective, culturally aware, and responsive community participants. Students gain hands-on experience, knowledge, and skills about local communities and community organizations and learn how different academic disciplines apply to real world problems. Requires community service work, in addition to class time, during the semester. Topical content and community-based projects will vary from semester to semester.General Education Categories: A-3, D, EGeneral Education Categories: A-3, EGrading Scheme (Select one below):Grading Scheme (Select one below): X A F  X A F   FORMTEXT       Credit/No Credit  FORMTEXT       Credit/No Credit  FORMTEXT       Optional (Student s Choice)  FORMTEXT       Optional (Student s Choice)Repeatable for up to  FORMTEXT       unitsRepeatable for up to  FORMTEXT       units Total Completions  FORMTEXT       Total Completions  FORMTEXT       Multiple Enrollment in Same Semester Y/N  FORMTEXT       Multiple Enrollment in Same Semester Y/N  FORMTEXT      Course Level: Course Level:  X Undergraduate X Undergraduate  FORMTEXT       Post-Baccalaureate  FORMTEXT       Post-Baccalaureate  FORMTEXT       Graduate  FORMTEXT       Graduate 3. Mode of Instruction (Hours per Unit are defaulted) Hegis Code(s)__________________________________ (Provided by the Dean) Existing Proposed  Units Hours Per Unit Benchmark Enrollment Graded  Units Hours Per Unit Benchmark Enrollment Graded CS No. (filled out by Dean)Lecture FORMTEXT       FORMTEXT 1 FORMTEXT       FORMTEXT    Lecture FORMTEXT       FORMTEXT 1 FORMTEXT       FORMTEXT     FORMTEXT      Seminar3 FORMTEXT 125YSeminar3 FORMTEXT 125Y FORMTEXT      Lab FORMTEXT       FORMTEXT 3 FORMTEXT       FORMTEXT    Lab FORMTEXT       FORMTEXT 3 FORMTEXT       FORMTEXT     FORMTEXT      Activity FORMTEXT       FORMTEXT 2 FORMTEXT       FORMTEXT    Activity FORMTEXT       FORMTEXT 2 FORMTEXT       FORMTEXT     FORMTEXT      Field Studies FORMTEXT       FORMTEXT       FORMTEXT    Field Studies FORMTEXT       FORMTEXT       FORMTEXT     FORMTEXT      Indep Study FORMTEXT       FORMTEXT       FORMTEXT    Indep Study FORMTEXT       FORMTEXT       FORMTEXT     FORMTEXT      Other  FORMDROPDOWN  FORMTEXT       FORMTEXT       FORMTEXT    Other  FORMDROPDOWN  FORMTEXT       FORMTEXT       FORMTEXT     FORMTEXT      Online____ FORMTEXT    Online____ FORMTEXT      4. Course Attributes:  FORMTEXT     General Education Categories: All courses with GE category notations (including deletions) must be submitted to the GE website:  HYPERLINK "http://summit.csuci.edu/geapproval" \o "http://summit.csuci.edu/geapproval" http://summit.csuci.edu/geapproval. Upon completion, the GE Committee will forward your documents to the Curriculum Committee for further processing. A (English Language, Communication, Critical Thinking)  FORMTEXT     A-1 Oral Communication  FORMTEXT     A-2 English Writing X A-3 Critical Thinking B (Mathematics, Sciences & Technology)  FORMTEXT     B-1 Physical Sciences  FORMTEXT     B-2 Life Sciences  Biology  FORMTEXT     B-3 Mathematics  Mathematics and Applications  FORMTEXT     B-4 Computers and Information Technology C (Fine Arts, Literature, Languages & Cultures)  FORMTEXT     C-1 Art  FORMTEXT     C-2 Literature Courses  FORMTEXT     C-3a Language  FORMTEXT     C-3b Multicultural  FORMTEXT     D (Social Perspectives) X E (Human Psychological and Physiological Perspectives)  FORMTEXT     UDIGE/INTD Interdisciplinary  FORMTEXT     Meets University Writing Requirement (Graduation Writing Assessment Requirement)  FORMTEXT     Meets University Language Requirement FORMTEXT     American Institutions, Title V Section 40404:  FORMTEXT     Government  FORMTEXT     US Constitution  FORMTEXT     US History Regarding Exec Order 405, for more information:  HYPERLINK "http://senate.csuci.edu/comm/curriculum/resources.htm" http://senate.csuci.edu/comm/curriculum/resources.htm X Service Learning Course (Approval from the Center for Community Engagement must be received before you can request this course attribute).  FORMTEXT     Online Course (Answer YES if the course is ALWAYS delivered online).  5. Justification and Requirements for the Course. [Make a brief statement to justify the need for the course] OLDNEW A. Justification: The Second Year Seminars, focused on student engagement and avoidance of the sophomore slump with intensive writing and reflection, build on multicultural perspectives in the First Year Seminars and in students lived experiences (i.e. students do not have to have taken the First Year Seminar to take the Second Year Seminar) with students applying cultural competencies in service-learning experienes in Ventura County. The sophomore seminar will prepare students for more effective service-learning, internship, and community-based elements at the upper-division level within majors, and at the same time introduces students to interdisciplinary inquiry, to better prepare them for success in Upper Division Interdisciplinary GE courses. Research shows that high impact practices such as intersdisciplinary perspectives, service learning and reflection on that learning, and writing intensive courses engage students and promote their successfully completing college (AACU 2010). The service-learning project and relationship with the community partner will be developed following the guidelines from and in consultation with the Center for Community Engagement. This version of the course meets the current A3 (Critical Thinking), D (Social Science) and E (Human Psychological and Physiological Perspectives) General Education categories. It is expected that UNIV 250s will be developed in the near future (perhaps numbered 250A, 250B), one meeting A3, B, and E categories, and another meeting A3, C, and E categories to facilitate embedding GE and sophomore-level service learning into major pathways. The Second Year Seminars continue the development of the University Experience Program (begun with Title V HSI grant in October 2010), with students documenting and reflecting on their mission-based learning in e-portfolios. The first iteration of UNIV 250 will be piloted as part of a CSU and Gilbert Foundation funded initiative Giving Students a Compass II Making GE Relevant in Spring 2012, paired with a simultaneous sophomore seminar taught at Oxnard College with a shared service learning project, with the aim of strengthening the transfer pipeline and developing systems of outcomes-based assessment for general education SLOs on both campuses. Assignments will target achievement of SLOs focused on integrative perspectives, individual and collective actions on public issues, the complexities of the use of information, and effective written communication (with SLOs drawn from Revisions to SP 06-06 General Education Learning Goals and Outcomes, facilitating the transition to outcomes-based GE). Students in the Seminars will learn to use folioCI, the e-portfolio system (funded by Title V HSI ISLAS grant, the platform for the outcomes-based University Studies GE transition as well as the University Experience Program assessment). Students will upload artifacts meeting signature assignments and write reflective self-assessments regarding mission-based outcomes, and faculty will assess the learning outcomes with rubrics in the electronic system as part of the regular grading for the course. As is true for UNIV 150, students will be assigned a Co-Curricular Learning Community (aka Dolphin Interest Groups, or DIGS), made up of 5 to 8 students, which will meet outside of class with a University Experience Associate peer mentor to serve as an affinity group for students to discuss the work of the seminar, other Mission-based programming on campus (lectures, films, etc.), and challenges associated with the sophomore year.  A. Justification: The Second Year Seminars, focused on student engagement and avoidance of the sophomore slump with intensive writing and reflection, build on multicultural perspectives in the First Year Seminars and in students lived experiences (i.e. students do not have to have taken the First Year Seminar to take the Second Year Seminar) with students applying cultural competencies in service-learning experienes in Ventura County. The sophomore seminar will prepare students for more effective service-learning, internship, and community-based elements at the upper-division level within majors, and at the same time introduces students to interdisciplinary inquiry, to better prepare them for success in Upper Division Interdisciplinary GE courses. Research shows that high impact practices such as intersdisciplinary perspectives, service learning and reflection on that learning, and writing intensive courses engage students and promote their successfully completing college (AACU 2010). The service-learning project and relationship with the community partner will be developed following the guidelines from and in consultation with the Center for Community Engagement. This version of the course meets the current A3 (Critical Thinking), D (Social Science) and E (Human Psychological and Physiological Perspectives) General Education categories. It is expected that UNIV 250s will be developed in the near future (perhaps numbered 250A, 250B), one meeting A3, B, and E categories, and another meeting A3, C, and E categories to facilitate embedding GE and sophomore-level service learning into major pathways. The Second Year Seminars continue the development of the University Experience Program (begun with Title V HSI grant in October 2010), with students documenting and reflecting on their mission-based learning in e-portfolios. The first iteration of UNIV 250 will be piloted as part of a CSU and Gilbert Foundation funded initiative Giving Students a Compass II Making GE Relevant in Spring 2012, paired with a simultaneous sophomore seminar taught at Oxnard College with a shared service learning project, with the aim of strengthening the transfer pipeline and developing systems of outcomes-based assessment for general education SLOs on both campuses. Assignments will target achievement of SLOs focused on integrative perspectives, individual and collective actions on public issues, the complexities of the use of information, and effective written communication (with SLOs drawn from Revisions to SP 06-06 General Education Learning Goals and Outcomes, facilitating the transition to outcomes-based GE). Students in the Seminars will learn to use folioCI, the e-portfolio system (funded by Title V HSI ISLAS grant, the platform for the outcomes-based University Studies GE transition as well as the University Experience Program assessment). Students will upload artifacts meeting signature assignments and write reflective self-assessments regarding mission-based outcomes, and faculty will assess the learning outcomes with rubrics in the electronic system as part of the regular grading for the course. As is true for UNIV 150, students will be assigned a Co-Curricular Learning Community (aka Dolphin Interest Groups, or DIGS), made up of 5 to 8 students, which will meet outside of class with a University Experience Associate peer mentor to serve as an affinity group for students to discuss the work of the seminar, other Mission-based programming on campus (lectures, films, etc.), and challenges associated with the sophomore year.  FORMTEXT     Requirement for the Major/Minor FORMTEXT     Requirement for the Major/Minor FORMTEXT     Elective for the Major/Minor FORMTEXT     Elective for the Major/MinorX Free Elective X Free Elective Submit Program Modification if this course changes your program. 6. Student Learning Outcomes. (List in numerical order. Please refer to the Curriculum Committees Learning Outcomes guideline for measurable outcomes that reflect elements of Blooms Taxonomy:  HYPERLINK "http://senate.csuci.edu/comm/curriculum/resources.htm" http://senate.csuci.edu/comm/curriculum/resources.htm. The committee recommends 4 to 8 student learning outcomes, unless governed by an external agency (e.g., Nursing). Upon completion of the course, the student will be able to: Upon completion of the course, the student will be able to: OLDNEWUpon completion of the course, the student will be able to: (1) Integrate content, ideas, and approaches from perspectives across disciplines. (2) Take individual and collective actions which can address issues of public concern. (3) Deliberate with others and present arguments clearly, logically, and creatively. (4) Explain the economic, legal, social, and ethical issues surrounding the use of information. (5) Convey how issues relevant to social, cultural, political, contemporary/ historical, economic, educational, or psychological realities interact with each other.Upon completion of the course, the student will be able to: Examine real world problems effecting local communities using perspectives from multiple disciplines. Take individual and collective actions which can address issues of public concern. (GE 1.2) Deliberate with others and present arguments clearly, logically, and creatively. (GE 2.2) Convey how issues relevant to social, cultural, political, contemporary/ historical, economic, educational, or psychological realities interact with each other. (GE 7.1) 7. Course Content in Outline Form. (Be as brief as possible, but use as much space as necessary) OLDNEWOngoing: pariticipation in and reflection on service-learning experience; tutoring in use of e-portfolio; participation in peer-led learning communities; frequent writing and rewriting exercises Topic 1: CI Mission: definitions and understandings of integrative perspectives and service- and community-based learning. How is the community connected to the mission? Topic 2: Defining a local problem/project (i.e. homelessness and housing; health care; elder care; childrens reading program; hunger; environmental sustainability; youth recreation, etc.) from different disciplinary perspectives (i.e. science, social science, humantities, education, and/or business). Topic 3: Civic engagement: Serving in a multicultural county Topic 4: Basic research methodologies to conduct a case study Topic 5: Data and information collection on the problem/service-learning project: what do we need to know to most effectively to serve this community, complete this project, solve this problem? Where do we find information? How authoritative is it? What does it mean? How might it be presented usefully (quantitative, qualitative, narrative, graphic, etc.). Topic 6: Thinking critically about civic engagement: How does one evaluate evidence gathered in and about the community? What are the issues surrounding the use of information? How does one account for diverse cultural and disciplinary perspectives? Topic 7: Application of theory of service-learning to practice of community problem solving. Topic 8: Reflection on civic resonsibility, strengthening communities, and learning from experience. Topic 9: Presentation of case study done in teams, lessons learned, and possible solutions to peers and community partnersOngoing: pariticipation in and reflection on service-learning experience; tutoring in use of e-portfolio; participation in peer-led learning communities; frequent writing and rewriting exercises Topic 1: CI Mission: definitions and understandings of integrative perspectives and service- and community-based learning. How is the community connected to the mission? Topic 2: Defining a local problem/project (i.e. homelessness and housing; health care; elder care; childrens reading program; hunger; environmental sustainability; youth recreation, etc.) from different disciplinary perspectives (i.e. science, social science, humantities, education, and/or business). Topic 3: Civic engagement: Serving in a multicultural county Topic 4: Basic research methodologies to conduct a case study Topic 5: Data and information collection on the problem/service-learning project: what do we need to know to most effectively to serve this community, complete this project, solve this problem? Where do we find information? How authoritative is it? What does it mean? How might it be presented usefully (quantitative, qualitative, narrative, graphic, etc.). Topic 6: Thinking critically about civic engagement: How does one evaluate evidence gathered in and about the community? What are the issues surrounding the use of information? How does one account for diverse cultural and disciplinary perspectives? Topic 7: Application of theory of service-learning to practice of community problem solving. Topic 8: Reflection on civic resonsibility, strengthening communities, and learning from experience. Topic 9: Presentation of case study done in teams, lessons learned, and possible solutions to peers and community partners Does this course content overlap with a course offered in your academic program? Yes  FORMTEXT     No X If YES, what course(s) and provide a justification of the overlap.  FORMTEXT       Does this course content overlap a course offered in another academic area? Yes  FORMTEXT     No X If YES, what course(s) and provide a justification of the overlap.  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k(k)kkk-l.l9lnlulyllllmnnowoppppfqhqjq~qqqqqqqqq>r@rƶzscj *hohJC5CJU h;CJ\ h5CJ*j *hohNCJU\mHnHu%jy *hohNCJU\ *hohNCJ\j *hohNCJU\ hN5CJ hJC5CJ h/5CJ h/CJ] h/]aJ h;] h@hh; h:h;h;$nllnoxoopppqfrhrNspp9p $h^h`a$Gkdy$$Ifl0*64 lah  !$Ifgd; $Ifgd; $$Ifa$gd;@rTrVrXrbrdrfrhrrsss$s&s(s.s0sJsLsNsssѻѴpZSCj *hoh|5CJU h;CJ\*j *hohNCJU\mHnHu%jz *hohNCJU\ *hohNCJ\j *hohNCJU\ hN5CJ h|5CJ h/5CJ hJC5CJ*j *hohJC5CJUmHnHuj *hohJC5CJU%jDz *hoh5CJU *hohJC5CJsssssstp:p>pqqqqqr r rTrVrjrlrnrxrzr~rrѻѴnXEѻѫ%j| *hoh5CJU*j *hoh65CJUmHnHu%j{ *hoh:5CJU *hoh65CJj *hoh65CJU h65CJ hT5CJ h|5CJU h5CJ*j *hoh|5CJUmHnHuj *hoh|5CJU%j&{ *hoh5CJU *hoh|5CJ Overlapping courses require Chairs signatures. 8. Cross-listed Courses (Please note each prefix in item No. 1) List cross-listed courses (Signature of Academic Chair(s) of the other academic area(s) is required). List each cross-listed prefix for the course:  FORMTEXT       Program responsible for staffing:  FORMTEXT       9. References. [Provide 3-5 references] OLD Paul Rogat Loeb, Soul of a Citizen: Living With Conviction in Challenging Times. New and revised edition. St. Martin s Press, 2010. Gary Colombo, Robert Cullen, and Bonnie Lisle. Rereading America: Cultural Contexts for Critical Thinking and Writing, 5th ed Bedford, 2001. Korandi, Amanda and Martha Schmidt. Reading Between the Lines: toward an Understanding of Current Social Problems. Boston: McGraw-Hill, 2004. Hays, Bill, Charles Degelman, and Constitutional Rights Foundation. Active Citizenship Today: Field Guide. 2nd edition. Constitutional Rights Foundation and Close Up Foundation, 2005. Integrating Service Learning and Multicultural Education in Colleges and Universities. Lawrence Erlbaum Associations, 2000. NEW Paul Rogat Loeb, Soul of a Citizen: Living With Conviction in Challenging Times. New and revised edition. St. Martins Press, 2010. Gary Colombo, Robert Cullen, and Bonnie Lisle. Rereading America: Cultural Contexts for Critical Thinking and Writing, 5th ed Bedford, 2001. Korandi, Amanda and Martha Schmidt. Reading Between the Lines: toward an Understanding of Current Social Problems. Boston: McGraw-Hill, 2004. Hays, Bill, Charles Degelman, and Constitutional Rights Foundation. Active Citizenship Today: Field Guide. 2nd edition. Constitutional Rights Foundation and Close Up Foundation, 2005. Integrating Service Learning and Multicultural Education in Colleges and Universities. Lawrence Erlbaum Associations, 2000. 10. Tenure Track Faculty qualified to teach this course. Many of them, including Julia Balen, Andrea Grove, Marie Francois, Dennis Downey, Beth Hartung, Sean Kelly, Colleen Delaney-Rivera, Sean Anderson, Steve Stratton, Ellie Tayag, Frank Barajas, Jose Alamillo, etc. 11. Requested Effective Date or First Semester offered: Fall 2015 12. New Resource Requested: Yes  FORMTEXT     No X If YES, list the resources needed. A. Computer Needs (data processing, audio visual, broadcasting, other equipment, etc.)  FORMTEXT       B. Library Needs (streaming media, video hosting, databases, exhibit space, etc.)  FORMTEXT       C. Facility/Space/Transportation Needs:  FORMTEXT       D. Lab Fee Requested: Yes  FORMTEXT     No  FORMTEXT     ( Refer to the Dean s Office for additional processing) E. Other.  FORMTEXT       13. Will this course modification alter any degree, credential, certificate, or minor in your program? Yes  FORMTEXT     No  FORMTEXT     If, YES attach a program update or program modification form for all programs affected. Deadline for New Minors and Programs: October 1, 2014. Deadline for Course Proposals and Modifications, and for Program Modifications: October 15, 2014. Last day to submit forms to be considered during the current academic year: April 1, 2015. . Geoffrey10/20/14Proposer(s) of Course Modification Date Type in name. Signatures will be collected after Curriculum approval. GE Committee response to your request have UNIV250: Second Year Seminar added to E: Human Physiological and Psychological Perspectives GE Committee response to your request have UNIV250: Second Year Seminar added to A3: Critical Thinking Approved by 2014-2015 GE Committee: Forwarded to CC for review. ------------------------------------- Course: UNIV250 Second Year Seminar Area: A3 Critical Thinking Date Submitted: 11/19/2014 8:53:31 AM Date Approved: 11/20/2014 3:23:22 PM 1. Prepare the student to use reasoning of both inductive and deductive types already approved 2. Focus on the analysis of written, oral, visual and/or symbolic communication already approved 3. Prepare the student to assess common fallacies in reasoning already approved 4. Address modes of argument, rhetorical perspectives, and the relationship of language to logic already approved Approved by 2014-2015 GE Committee: Forwarded to CC for review. ------------------------------------- Course: UNIV250 Second Year Seminar Area: E9p:p|ppr|r~rrrssttuuuu 7$8$H$^gd; 7$8$H$gd;1$7$8$H$^gd; 1$7$8$H$gd; 7$8$H$gd;$a$gd| $ & F a$gd|gdT $h^h`a$rrrrrrrrrrss(tnttttuu]uuuuuuu+vQvXvZv]v^v_vpvvw]wxwwwxxLxuxvxxxxxxy@yByJyֆ hXCJ\ h;\hahh;H*\hahh;CJaJhahh;6 hahh;hahh;6\hahh;\ h;5CJ h5CJ hX5CJ hW(CJ h|6CJ hW(6CJ hW(5CJ h|5CJ4uYvZv_vvvwwxwxxxxByKyyz$a$gd; $h^h`a$ $h^ha$gd; 7$8$H$^gd; 7$8$H$gd;1$7$8$H$^gd; 1$7$8$H$gd; 7$8$H$gd; $h^ha$gd$h^h`a$gd;JyKyMyyyyzzzz2{D{J{L{N{{{{{{{{{{{{||||}Ѻ~wpiYM *hoh5F5CJj *hoh5F5CJU h65CJ h;CJ\ hN5CJ hNCJ\*j *hohNCJU\mHnHu%j| *hohNCJU\ *hohNCJ\j *hohNCJU\ h;5CJ h5F5CJ h9(h;h; hW(5CJ h]5n5CJ hT5CJ hW(CJ\zzzF{H{{ |"||}}~x~~$&X= $h^ha$gdX $h^ha$gd{8$h^h`a$gdX $h^h`a$} } }}}}}}}~~~~~v~~~~~~~~~~ܿܬܿܬܿocPo%j`~ *hohNCJU\ *hohNCJ\j *hohNCJU\ hN5CJ%j} *hoh5CJU%jp} *hoh5CJU *hoh5F5CJ h65CJ h5F5CJ*j *hoh5F5CJUmHnHuj *hoh5F5CJU%j| *hoh5CJU$&,68LNPVX^`b&(*ڦpZQHh]5n5CJaJh5F5CJaJ*j *hoh5F5CJUmHnHu%j4 *hoh5CJU *hoh5F5CJj *hoh5F5CJU h5F5CJ h65CJ%j~ *hohNCJU\ *hohNCJ\ hN5CJ hNCJ\j *hohNCJU\*j *hohNCJU\mHnHu*0BPj"$*46JLNTVX,4ǻǒNjǻxǒmbZbZKh5Fh{8B*CJaJphh{8CJaJhxth{8CJaJhxthXCJaJ%j *hoh CJU\ h CJ\*j *hoh CJU\mHnHu%j *hoh CJU\ *hoh CJ\j *hoh CJU\ h 5CJhxt5CJaJhxthxt5CJaJhxthX5CJaJ459< Ew}ÃŃMV^IӇڇ侲}yukuycay}[ hJ!CJU *hh.?~ *hh5hh.?~ h.?~CJ hmCJ h CJ hCJ *hohW(CJ *h;CJ hW(CJ h;CJhh5CJaJh5Fh5FB*CJaJphh+vh{8B*CJaJphh{8CJaJh5Fh{8B*CJaJphh{8B*CJaJph!  }ăŃLMNOPQRSgd.?~gdm$a$akd$$IflFP@6    4 la $$Ifa$STUVWXYZ[\]^_`abc˄̄ 2Vr  gdgd.?~ op†ӆԆ56GHImӇ֠נpqgd.?~gd Human Physiological and Psychological Perspectives Date Submitted: 11/19/2014 8:53:35 AM Date Approved: 11/20/2014 3:23:59 PM 1. Focus on some aspect of human physiology, psychology, health, or physical activity already approved 2. Promote an understanding the humans, as physiological and psychological beings, exist and live in a social and physical environment already approved Approval Sheet Course: UNIV 250 If your course has a General Education Component or involves Center affiliation, the Center will also sign off during the approval process. Multiple Chair fields are available for cross-listed courses. The CI program review process includes a report from the respective department/program on its progress toward accessibility requirement compliance. By signing below, I acknowledge the importance of incorporating accessibility in course design. 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