Educational programs (a) embody a coherent course of study, (b) are compatible with the stated mission and goals of the institution, and (c) are based upon fields of study appropriate to higher education.
x Compliance o Non-Compliance o Partial Compliance
All programs at
the University of Louisiana at Lafayette embody a coherent course of study.
They include breadth of knowledge and the development of progressively more
advanced expertise in the discipline. The following narrative refers primarily
to undergraduate programs, as the graduate programs are fully discussed in
Section 9.6 (Post-baccalaureate rigor and curriculum). However, some examples
of articulation between undergraduate and graduate programs in the same
discipline are given to demonstrate program coherence and gradual advancement
of learning objectives. All curricula for degree programs follow sequential paths
toward 1) increasing levels of integration of knowledge and mastery of topics
in a given field, 2) increasing complexity of learning objectives and relevant
course assignments, and 3) development of theoretical awareness, analytical
skills, and communication of expertise. Course listings, degree requirements,
and definitions of all majors and programs are listed in the Catalog.
All undergraduate
students acquire breadth of knowledge by completing a 42-credit hour General
Education Core
Curriculum as part of their
degree requirements. Since Fall 2011, the maximum total
of semester credit hours required for a baccalaureate degree has been 120.
Fifty-five percent of the total hours may be in the major and/or area
of specialization. Certain programs require more than 120 semester hours, as
stipulated by accreditation or certification; certain programs limit the number
of hours in the major and/or area of specialty. All students are required to complete at least 45 semester
hours in advanced-level courses (3XX and 4XX levels).
All degree
programs are presented in detail in the UL Lafayette Catalog. Degree descriptions include program
requirements and curriculum (required number of hours, required courses and
electives, required pre-requisites for each course, as well as the General
Education Core Curriculum), and minors (if applicable to the individual
degree).
The process for curriculum design, review, and development
requires multiple stages of oversight. In each department, an internal
Curriculum Committee is responsible for regularly reviewing the current
curriculum and making course changes based on evolving program needs and
articulation of learning outcomes. All course change forms are reviewed either by the Undergraduate Curriculum Committee or the Committee on Graduate
Curriculum, based on the level of the courses. The purpose of the Curriculum
Committee, which reports directly to the Provost/Vice President for Academic
Affairs, is to encourage the orderly growth of the course offerings and new
curricula of the University by examining all facets of proposed change in
offerings and recommending to the administration only those changes that the
committee feels reflect students’ needs. This committee is slated by the
Committee on Committees of the Faculty Senate, and is charged with processing
course changes, updating course change guidelines, and coordinating with the
General Education and Strategic Program Review Committees. Similarly, the
purpose of the Graduate Curriculum Committee is to evaluate graduate course
additions, deletions, and changes, and to make recommendations to the Graduate
Council. The committee considers course proposals, makes
recommendations for approval/denial, and submits a written report to the Graduate Council. Decisions
of the committee are final, but are reported to the Graduate Council. A copy of
the report is presented to the members of the Graduate Council.
Requests for curriculum changes are initiated at the faculty level, then
recommended by the Department Head/School Director and the Dean of the college
for consideration by the Curriculum Committee or the Graduate Curriculum
Committee. In evaluating the proposals, the two committees review:
·
Clarity of
the course title, description, and any prerequisite and/or co-requisite
requirements;
·
Justification
for the course addition, deletion, or change to the course;
·
Duplication
and/or infringement on another department's domain; and
·
Quality of
the course, qualifications of the faculty, and resources available for the
course.
The following
program examples demonstrate curricular coherence and the progressive
development of competencies, skills, and expertise in a given area.
The curriculum of
the BS in Chemical Engineering is aligned with a series of systematic and
progressive learning outcomes. The first five semesters of the program build
the Math, Chemistry, Biology, and general Engineering foundation necessary to
understand the theoretical principles of unit operations used to transport,
transform, and recover/reuse raw materials; refine products; and treat waste
streams to regulatory levels in the chemical process industries. In these
foundational courses, students are taught essential, specific skills necessary
to find solutions to engineering problems. During the last three semesters,
students apply these foundational principles to design (e.g., size, cost, and
model) individual unit operations relevant to chemical process industries. Students
also integrate this knowledge to design and simulate chemical facilities,
taking into consideration factors such as safety, environmental regulations,
energy efficiency, and economics. The work product of the senior design
sequence (CHEE 407, Plant Design and CHEE 408, Computer Aided Process Design)
is the design of a chemical facility to generate products of global
significance. Students defend their designs before a panel of industrial
representatives who evaluate communication skills and the ability to answer
technical questions on the theory and application of chemical engineering
principles associated with the design and performance of industrial equipment
to meet operational and financial goals.
Students enrolled
in the Chemical Engineering program have the opportunity to actually experience
unit operations, such as distillation, reaction, heat exchangers, and
extraction during unit operations laboratories (CHEE 403 and CHEE 404). These
labs integrate knowledge acquired over several courses (CHEE 302, CHEE 401,
CHEE 405, and CHEE 420). Students prepare detailed reports describing theory,
objectives, experimental design, results, and analysis of results for the
particular unit operations. Prior to initiating experiments, students must
defend the safety thereof, and demonstrate their understanding of the theory
and operation of the specific equipment to the course instructor.
As can be
observed in Table 9.1 – 1 and the flowchart discussed below it, the level of
complexity of the program increases significantly every semester. Many of the
courses are sequential and build upon each other. This is clearly observed in
the sequence of Chemistry and Mathematics courses (CHEM 107 and CHEM 108, CHEM
231 and CHEM 232; Calculus 1, 2, and 3), but also, as mentioned above, in the
senior design sequence and unit operations laboratories.
Table
9.1 – 1: Progressive Learning Outcomes in Chemical Engineering
|
Courses |
Learning Outcomes |
|
CHEE 201: Material
Balance CHEE 407: Plant Design |
a. An ability to apply knowledge of mathematics, science, and
engineering The Engineering courses in the Chemical
Engineering curriculum all use Math and Science to solve complex engineering
problems. The large amount of Chemistry that is learned is applied in courses
from Material Balance (CHEE 201) to Plant Design (CHEE 407). Chemical
Engineering courses become progressively more complex as students progress in
the program. In CHEE 201 (scheduled during the sophomore year), students
learn to apply Math, Chemistry, and basic Engineering principles to calculate
mass and energy flows into and out of a system. Other Chemical Engineering
courses build on this foundation. In CHEE 407, students apply this knowledge
to design a chemical facility. |
|
CHEE 405: Heat Transfer CHEE 302: Transfer
Operations CHEE 420: Reaction
Engineering CHEE 401: Stage
Operations CHEE 403 and
404:
Unit Operations Laboratory 1 and 2 CHEE 413: Process
Control |
b. An ability to design and conduct experiments and to analyze and
interpret data The
Laboratories in Chemical Engineering, Unit Operations Laboratory 1 and 2
(CHEE 403 and 404), and Process Control (CHEE 413) allow for the performance
of experiments and data interpretation associated with Chemical Engineering
unit operations (e.g., reaction engineering, separations, and fluids
transport). Students are taught to prepare professional presentations and
reports. Interpretation of data must be directly linked to Chemical
Engineering principles. Prior to performing the unit operations labs,
students must complete courses on the specific unit operations, such as Heat
Transfer (CHEE 405), Transfer Operations (CHEE 302), Reaction Engineering
(CHEE 420), and Stage Operations (CHEE 401). |
|
CHEE 407: Chemical
Engineering Plant Design and CHEE 408: Computer-Aided
Process Design CHEE 302: Transfer
Operations or CHEE 405: Process Heat
Transfer |
c.
An ability to
design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability The two senior plant design courses (CHEE
407 and CHEE 408) formally require the design of industrial chemical
processes. To reach this point, students take several courses such as CHEE
302 or CHEE 405, in which distillation systems and heat exchanger units are designed
as part of the course assessment instruments. |
|
CHEE 317: Materials of
Engineering ENGR 305: Transport
Phenomena CHEE 210: Engineering
Analysis CHEE 400: Process
Simulation CHEE 403 and
404:
Chemical Engineering Lab I and II CHEE 407: Chemical
Engineering Plant Design and CHEE 408: Computer-Aided
Process Design |
d. An ability to function on multi-disciplinary teams Chemical Engineering students have the
opportunity to work on teams with their peers, as well as with students in
other departments. In Materials of Engineering (CHEE 317), teams of Chemical
and Mechanical Engineering students work on a materials selection problem. In
Transport Phenomena (ENGR 305), the Chemical and Petroleum Engineering
students work in groups on a transport design project. In addition, in CHEE
210, 400, 403, 404, 407, and 408, CHEE teams are selected to work on
projects. |
|
Every Chemical
Engineering course |
e. An ability to identify, formulate, and solve engineering
problems This outcome is covered in every Chemical
Engineering course in the curriculum. All of our courses solve problems and
follow a systematic approach. |
|
CHEE 307: Safety,
Ethics, and Environmental Policy |
f.
An
understanding of professional and ethical responsibility Professionalism is a behavior pattern in
which a person does not react immediately to a given problem, but analyzes
the situation and responds appropriately in a measured manner. The
pedagogical preparation of faculty members, as well as the interaction of
faculty members with peers and students provides a model of professionalism
in the department, and aligns with the code of ethics of Chemical
Engineering, which is prominently posted throughout the department. It
emphasizes professionalism and ethical responsibility, and communicates to
the students the importance of integrating these ethical principles in
decisions associated with the Chemical Engineering practice, in order to
protect the public. The students take a safety, ethics, and environmental
policy course (CHEE 307), and are encouraged to become professional engineers
by taking the Fundamentals of Engineering (FE) Exam while they are still in
college. |
|
ENGL 101: Intro to
Academic Writing ENGL 102: Writing and
Research about Culture ENGL Elective CMCN 310: Public
Speaking CHEE 403 and
404:
Chemical Engineering Lab I and II CHEE 413: Process
Control |
g. An ability to communicate effectively The program curriculum includes three
required English courses and one Communication course in Public Speaking. In
addition, the three Chemical Engineering laboratory courses require students
to write laboratory reports and make numerous PowerPoint presentations. In
Plant Design, the final design project is a formal report and group
presentation to faculty, peers, and Industrial External Advisory Board
members. |
|
CHEE 407: Chemical
Engineering Plant Design and CHEE 408: Computer-Aided
Process Design |
h. The broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and societal
context The senior Plant Design courses (CHEE 407
and 408) incorporate global, economic, environmental, and societal
considerations into student design experiences. The concept of an effective
plant design means that all these factors are discussed and evaluated. This
concept of an “effective” design that incorporates all of these
considerations is taught in these courses and emphasized throughout the
curriculum. |
|
|
i.
A recognition
of the need for, and an ability to engage in, life-long learning This objective is not specifically covered
in any single course, but is a philosophy that becomes incorporated in the
students’ thought process over the course of their educational experience
within the department. Through discussions and assignments designed to
illustrate that the field of chemical engineering is a technically dynamic
one, students come to understand they will be required to maintain a
continual education process throughout their careers. In junior and senior
courses, students are assigned projects in which they work independently or
in teams to seek solutions to open-ended problems, and write reports on their
findings. In laboratories, students must develop their own operational
procedures to achieve an objective with minimal direction. Students are
encouraged to take the FE examination and to strive for professional
registration. |
|
CHEE 317: Materials of
Engineering and ENGR 305: Transport
Phenomena |
j.
A knowledge of
contemporary issues In the first materials course (CHEE 317) and
in the Transport Phenomena Course (ENGR 305) the faculty assigns projects to
individual students to obtain information on a specific topic. These projects
expand the students’ knowledge of materials and fluids. In the senior class,
students are required to attend two graduate seminars in the Spring semester
to expand their knowledge of the profession. Plant Design informs students
about options that are available when designing a process. |
|
CHEE 210: Engineering
Analysis |
k. An ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice In their sophomore year, Chemical
Engineering students take a formal computer programming course, Visual Basic
(CHEE 210), which is intended to give them the experience of working with
logic-based programming methods. To ensure that they remain proficient with
this simulation software program, students also use the ASPEN process
simulation package in various subsequent courses, such as Chemical
Engineering Calculations (CHEE 201) and, in their junior year, in the Unit
Operations (CHEE 302) and Heat Transfer courses (CHEE 405G). In the senior
year, Process Simulation (CHEE 400G) introduces MatLab, Polymath, and
programming in Excel. All of these tools are integrated in plant design and
process design projects during the senior year. Knowledge of these tools is
critical to the development of a well-prepared engineer. |
Faculty advisors
and students use a flow chart in designing their schedules for the
upcoming semester. It provides a map of the curriculum, and summarizes program
requirements, pre-requisites per course, courses per semester, and the degree
of course complexity as students progress through the curriculum from semester
to semester. The chart also illustrates for students the integration of
Chemical Engineering, Math, and Science courses.
The curriculum of the BS in Computer Science uses
fundamental principles from mathematics and programming as its foundation. In
the first two years, students take courses such as MATH 270, MATH 301, CMPS
150, CMPS 260, CMPS 261, and CMPS 341, which build a solid mathematical and
computational basis for problem-solving and developing new computer programs.
More advanced courses at the 300 and 400 levels impart new knowledge in the
subject, build on the prior courses, and strengthen students’ advanced problem-solving
and software development skills. In 400-level courses, students acquire the
experience of creating new, sizable software of significance; evaluate the
quality of their proposed solutions; work in groups, as well as individually;
and communicate their work professionally, both orally and in writing. Students
also consider issues in depth, such as the speed, complexity, and accuracy of
their solutions, as well as their societal, ethical, and global impact. Through
its coherent design, the BS in Computer Science curriculum provides
increasingly higher levels of learning experiences, as defined in Bloom’s
Taxonomy. Courses progress from 100 to 400 level, with the highest experience
provided in CMPS 400-level courses. The curriculum meets ABET's "a
through k" outcomes, which have been adopted as the learning objectives by
the School of Computing and Informatics, the Ray P. Authement College of
Sciences, and UL Lafayette. Table 9.1 – 2 explains how the courses in the
Computer Science curriculum meet the progressive learning outcomes.
Table 9.1 – 2: Progressive and Systematic
Learning Outcomes in Computer Science
|
Courses |
Learning Outcomes |
|
CMPS 341: Formal Foundations of Computer
Science |
a. An ability to apply knowledge of
computing and mathematics appropriate to the discipline CMPS
341, Formal Foundations of Computer Science, enables learning outcome (a) by
covering formal logic and its applications, proof of correctness, sets and
combinatorics, induction, recursion, and recurrence equations, relations, functions
and graphs, shortest path, minimal spanning tree, planarity and finite-state
machines. Students are taught the concepts and are asked to apply their
knowledge of those concepts to solve problems on homework, tests, and the
final exam. |
|
CMPS 453: Intro to Software Methodology CMPS 455: Intro to Operating Systems CMPS 460: Database Management Systems |
b.
An
ability to analyze a problem and identify and define the computing
requirements appropriate to its solution CMPS
453, Introduction to Software Methodology, CMPS 455, Introduction to
Operating Systems, and CMPS 460, Database Management Systems enable learning
outcome (b) through assignment of projects. Students are assigned design and
implementation projects in each of these courses. Analyzing a problem and
defining computing requirements such as data structures, software
methodology, algorithm, or databases are the first steps toward solving
problems assigned in those projects. |
|
CMPS 453: Intro to Software Methodology CMPS 455: Intro to Operating Systems CMPS 460: Database Management Systems |
c.
An
ability to design, implement, and evaluate a computer-based system, process,
component, or program to meet desired needs As
stated above for enabling learning outcome (b), CMPS 453, CMPS 455, and CMPS
460 assign projects that require students to identify requirements, then
implement and test them thoroughly. Significant importance is given to
implementing for correctness and efficiency, and stress-testing for
functional correctness. |
|
CMPS 453: Intro to Software Methodology CMPS 455: Intro to Operating Systems CMPS 460: Database Management Systems |
d.
An ability to
function effectively on teams to accomplish a common goal CMPS 453, CMPS
455, and CMPS 460 each provide at least one team project that requires
students to function effectively in a team setting, and to complete projects
by the deadline. |
|
CMPS 310: Computers in Society |
e.
An
ability to understand professional, ethical, legal, security, and social
issues and responsibilities CMPS
310, Computers in Society focuses on enabling students to understand
professional, ethical, legal, security, and social issues and responsibility.
Students are taught the relevant theory and are tested on the relevant
concepts. In addition, they are asked to show their understanding of such
concepts by writing and orally presenting their understanding of issues
associated with an important problem. |
|
CMPS 310: Computers in Society CMPS 430: Computer Architecture CMPS 453: Intro to Software Methodology CMPS 460: Database Management Systems |
f.
An ability to
communicate effectively with a range of audiences CMPS
310, CMPS 430, CMPS 453, and CMPS 460 all require students to make oral
presentations. For example, in CMPS 310, students make oral presentations on
a topic they have researched, and expose their views on the impact of choices
on social, ethical, legal, and public interest issues. In CMPS 430, students
make oral presentations on an emerging topic of research or development in
computer architecture. In CMPS 453 and CMPS 460, each team makes a
presentation of its project. |
|
CMPS 310: Computers in Society CMPS 430: Computer Architecture CMPS 453: Intro to Software Methodology |
g.
An
ability to analyze the local and global impact of computing on individuals, organizations,
and society CMPS
310, CMPS 430, and CMPS 453 enable this outcome. CMPS 310 challenges students
to analyze computing issues and their impact on society. CMPS 430 covers the
importance of hardware design for efficiency, accuracy, speed, and low power
consumption. CMPS 453 addresses how design choices impact the cost of
software development. CMPS 453 also presents individual roles in software
development, and the impact of team size on a project. |
|
CMPS 430: Computer Architecture CMPS 453: Intro to Software Methodology CMPS 460: Database Management Systems |
h.
An ability to
engage in continuing professional development CMPS
430 introduces students to the significance of rapidly changing processors,
memory capacities, and peripherals, and how such changes impact software
development. CMPS 453 introduces students to paradigms in software
engineering, and explores how new methods, such as agile development, are
more beneficial than previous approaches. CMPS 460 enables students to work
with a relational database through a web interface. Students are taught how
different databases and languages shape design and development. Through these
courses, students understand the importance of maintaining current knowledge
on emerging software and hardware technologies. |
|
CMPS 150: Intro to Computer Science CMPS 260: Intro to Data Structures and
Software Design CMPS 261: Advanced Data Structures and
Software Engineering CMPS 351: Computer Organization and Assembly
Language Programming CMPS 450: Programming Languages CMPS 455: Operating Systems CMPS 460: Database Management Systems |
i.
An
ability to use current techniques, skills, and tools necessary for computing
practices CMPS
150, Introduction to Computer Science teaches students programming with
Python under Linux and Windows. CMPS 260m Introduction to Data Structures and
Software Design teaches students how to program in C++ under Linux. CMPS 261,
Advanced Data Structures and Software Engineering teaches students how to
solve problems from algorithmic and software engineering points of view. CMPS
351, Computer Organization and Assembly Language Programming teaches students
how to program in MIPS assembly language. CMPS 450 covers a variety of
languages and requires students to implement projects using at least two languages.
CMPS 455 requires students to implement their projects using C and C++. CMPS
460 requires students to implement their projects using PHP and MySQL. |
|
CMPS 453: Intro to Software Methodology CMPS 455: Operating Systems |
j.
An
ability to apply mathematical foundations, algorithmic principles, and
computer science theory in the modeling and design of computer-based systems
that demonstrates comprehension of the tradeoffs involved in design choices In
CMPS 453, students learn how the choice of different software design styles
impacts the selection of tools, as well as the development cycle for software
projects. Students apply that theory to projects and discuss their choices
during project demonstrations. In CMPS 455, students are asked to analyze
their choice of algorithms and data structures for at least one project. |
|
CMPS 453: Intro to Software Methodology CMPS 455: Operating Systems CMPS 460: Database Management Systems |
k.
An
ability to apply design and development principles in the construction of
software systems of varying complexity CMPS
453, 455, and 460 require students to implement complex software systems.
CMPS 453 requires students to use software principles and design patterns.
CMPS 455 requires students to work on at least one substantial project
managing memory and demand-paging or implementing a file system. CMPS 460
requires students to use design and development principles of databases to
implement a web-interfaced working system. |
The scaffolding
of courses is evident in the increased level of knowledge, performance
expectations, and activities in the Clinical course sequence of the BS in
Nursing (BSN) program. The curriculum for the pre-licensure BSN program
includes both didactic and clinical components, and is based on the AACN Essentials of Baccalaureate Education for
Professional Nursing Practice (2008). Didactic content for Nursing courses
is delivered primarily face to face, although hybrid courses are offered on a
limited basis. Students enrolled in the first three semesters of the Nursing
program take pre-clinical courses and meet on campus throughout the semester in
a classroom setting. During the second semester of the sophomore year, students
apply for admission to the first clinical course. Upon clinical course
admission, students begin to actively engage in practice activities, both in
clinical settings and in the nationally accredited Simulation Labs located in
Wharton Hall. Throughout the following five semesters, students proceed through
courses in which content increases in complexity. Expectations also increase,
as evidenced in clinical performance expectations and progressively more
challenging simulation and patient care activities. This is illustrated in
Table 9.1 – 3.
Table 9.1 – 3: Progressive and Systematic
Learning Outcomes in Clinical Nursing Curriculum
|
Course |
Clinical Performance
Expectations Core Knowledge |
Examples of Simulation
Activities |
Clinical Activities |
|
|
NURS 208: Fundamentals of
Caregiving Second Semester, Sophomore |
·
Incorporates
knowledge from sciences, humanities, technology, growth and development, and
nursing into a framework for professional nursing practice; ·
Recognizes and differentiates normal
and abnormal assessment data; ·
Understands the
relationship between observed data and physiological and pathological
processes; ·
Integrates knowledge,
skills, and values into nursing practice; and ·
Applies the nursing process in
completion of the care-mapping process and adapts plan of care based on
individual patient needs. |
·
Basic Nursing Skills ·
Issues of Safety ·
Safe Use of Restraints |
Students care for 1 patient for 3 hours/day,
1 day a week, providing basic care and administering a limited number of oral
medications only. |
|
|
NURS 308: Adult Health
& Illness I First Semester, Junior |
·
Incorporates
knowledge from sciences, humanities, technology, growth and development, and
nursing into a framework for professional nursing practice; ·
Recognizes and differentiates normal
and abnormal assessment data; ·
Incorporates observed
data and physiological and pathological processes into patient care; ·
Integrates knowledge,
skills, and values into nursing practice; ·
Applies the nursing process in
completion of the care-mapping process, and adapts plan of care based on
individual patient needs; and ·
Selects appropriate assessment
techniques to determine individual and family needs. |
·
Care of the Cardiac Patient with Congestive Heart Failure ·
Care of the Patient with GI Bleed |
Students care for 1-2 patients for 2 full
days each week on general medical/surgical units, administering all
medications and providing total care. |
|
|
NURS 340: Community and
Psych/Mental Health Nursing Second Semester, Junior |
·
Incorporates knowledge from sciences, humanities, technology, growth and
development, and nursing into a framework for professional nursing practice; ·
Utilizes a bio-psychosocial basis for differentiating
normal and abnormal assessment data; ·
Incorporates observed data and physiological and pathological processes
into patient care; ·
Applies knowledge, skills, and values from previous courses to the
community and mental health setting; ·
Applies
the nursing process using a holistic approach (mind, body, spirit) in caring
for patients, families, and
communities; and ·
Selects
and utilizes appropriate assessment techniques to determine individual,
group, and community needs. |
·
Hearing Voices: Care of the Patient with Auditory Hallucinations |
Students work in a specialty setting for the
first time with groups of patients 2 days each week in the psychiatric
setting and provide various population focused services to communities. |
|
|
NURS 403: Childbearing
Family, Child & Adolescent Health Care First Semester, Senior |
·
Incorporates knowledge from sciences,
humanities, technology, growth and development, and nursing into a framework
for professional nursing practice; ·
Utilizes a bio-psychosocial basis for
differentiating normal and abnormal assessment data; ·
Incorporates observed data and
physiological and pathological processes into patient care; ·
Applies knowledge, skills, and values
from previous courses to the maternity and pediatric care setting; ·
Applies the nursing process using a
holistic approach in caring for children and the child-bearing family; and ·
Selects and utilizes appropriate
assessment techniques to determine individual and family needs. |
·
Postpartum Hemorrhage ·
Asthma ·
Sickle Cell Crisis |
Students care for 1-3 patients in Labor and
Delivery, Postpartum, and Pediatric settings, acquiring an understanding of
the needs of patients on these specialized units. |
|
|
NURS 418: Adult Health
& Illness II Second Semester, Senior |
·
Incorporates knowledge from sciences,
humanities, technology, growth and development, and nursing into a framework
for professional nursing practice; ·
Utilizes a bio-psychosocial basis for
differentiating normal and abnormal assessment data; ·
Incorporates observed data, and
physiological and pathological processes into patient care; ·
Applies knowledge, skills, and values
from previous courses to the acute care setting; ·
Applies the nursing process using a
holistic approach in caring for adults in the acute and/or critical care
setting; and ·
Selects and utilizes appropriate
assessment techniques to determine individual and family needs. |
·
Code Blue, including EKG Interpretation and Cardiac
Defibrillation ·
Trauma ·
Stages of Shock |
Students are assigned to 3-4 acutely and
critically ill patients in the hospital setting on units such as telemetry,
ICU, ED, and ortho/neuro each day for 2 days each week, functioning in the
full role of the registered nurse as they prepare for professional practice. |
|
The BS in
Architectural Studies is a 124-credit hour undergraduate degree program
(non-accredited). The Master’s in Architecture is a 45-credit hour graduate
program (accredited by the National Architecture Accrediting Board: NAAB). In
both programs, the curricula exhibit coherence through the progressing
complexity of design problems, and the increased integration of technical and
professional considerations into the design problem. The primary course that
Architecture students take each semester is the “Studio” — an active learning
course in which students complete design projects and incorporate the
information from support courses into their designs. These design projects
serve to stimulate personal interest as a means to further investigation. The
formulation of open-ended questions engages a heuristic process that encourages
students to discover for themselves. A studio course is included in each
semester of both degrees. The only topical studio occurs at the end of the
undergraduate sequence. The Graduate Program re-engages the heuristic,
personal, and process-driven thinking introduced in the first year. At the graduate level, the program continues to
engage the students in a heuristic process that synthesizes acquired knowledge
with the critical production of a project relevant to the profession.
The curriculum
consists of a deliberate sequence of progressive and integrated experiences
rather than a collection of discrete and detached increments. The faculty has
developed an operational framework that determines the goals of each studio,
and the interaction of the support courses with each studio. As students
progress through the curricula, the studio projects, learning outcomes,
evaluation criteria, and expected incorporation of outside information increase
in complexity. This progressive advancement of work is illustrated in the chart
“4 +1.5 Curriculum” in which the Studio Course and its corresponding Conceptual
Framework, support courses, and thematic content are mapped.
The four years of
the architectural undergraduate curriculum are structured in two parts; each
contains semesters of overlap. The first part of the four-year undergraduate
sequence is the foundation — a
carefully orchestrated set of pivotal experiences that begin in the first year
and conclude with entry into the third year. The second part of the four-year
undergraduate sequence is identified as the professional
development phase and is composed of a set of experiences that engages issues
of practice. The graduate program is conceived as a synthesis of the two halves
of the undergraduate program. Foundation and professional issues are revisited
at a higher level of rigor. This scaffolding is illustrated in Table 9.1 – 4.
Table 9.1 – 4: Progressive and Systematic
Learning Outcomes in Architecture Curriculum
|
Courses |
Learning Outcome –
Thematic Content |
NAAB Performance Criteria
met |
|
Development/Foundation Studio DSGN 101: Basic Design I DSGN 102: Basic Design II ARCH 201: Architectural
Design I ARCH 202: Architectural
Design II Support Courses DSGN 114: Design
Communication DSGN 121: Survey of
Design DSGN 235: Design and the
Computer ECON Elective CMCN Elective ENGL Elective |
Discovery ·
Design Process ·
First Scaled Design ·
Site/Context ·
Small Building |
|
|
Professional Studio ARCH 301: Architectural
Design III ARCH 302: Architectural
Design IV ARCH 401: Architectural
Design V ARCH 402: Architectural
Design VI Support Courses ARCH 321: History of
Architecture ARCH 332: Building
Systems I ARCH 333: Building
Systems II ARCH 432: Building
Systems III ARCH 464: Professional
Practice and Contract Documents ARCH 432: Building
Systems III CIVE 335: Structural
Engineering I CIVE 336: Structural
Engineering II |
Design Evidence, Competency ·
Medium Building ·
Large Building ·
Comprehensive Design ·
Topical Competition |
Critical
Thinking ·
Visual
Communication ·
Fundamental
Design ·
Ordering
System ·
Culture
Diversity ·
Applied
Research ·
Tech
Document ·
History,
Tradition, & Global Culture Technology ·
Pre-Design ·
Accessibility ·
Sustainability ·
Site
Design ·
Life
Safety ·
Structural
Systems ·
Environmental
System ·
Building
Service ·
Comprehensive ·
Financial ·
Building
Envelope ·
Materials Leadership/Practice ·
Human
Behavior ·
Practice
Management ·
Legal
Responsibility |
|
Synthesis /
Professional Studio ARCH 501: Advanced
Architectural Design ARCH 502: Advanced
Architectural Design II ARCH 509: Master’s
Project Support Courses ARCH 521: Architectural
History and Theory ARCH 540: Architectural
Practice ARCH 521: Architectural
History and Theory ARCH 530: Urban Theory ARCH 560: Theory in
Architecture |
Collaborative, Integrated Mastery ·
Integrated Design ·
Urban Design ·
Capstone |
Critical
Thinking ·
Communication ·
Design
Thinking ·
Visual
Communication ·
Investigate ·
Precedents ·
Fundamental
Design ·
Culture
Diversity ·
Applied
Research ·
Tech
Document ·
History,
Tradition, & Global Culture Technology ·
Pre-Design ·
Sustainability ·
Site
Design ·
Financial Leadership/Practice ·
Human
Behavior ·
Practice
Management ·
Legal ·
Responsibility ·
Collaboration ·
Client
Role ·
Project
Management ·
Leadership ·
Ethics |
The coherence of
the curriculum of the Communicative Disorders (CODI) program is based on
standards prescribed by the Council on Clinical Certification of the American
Speech-Language-Hearing Association, which describes the knowledge and skills
(competencies) that an applicant for certification must possess. Students
applying for the Certificate of Clinical Competence (CCC) must have completed
both an undergraduate pre-professional degree and a Master’s degree in Speech
Language Pathology to be eligible for national certification, as well as a
license to practice as a Speech Language Pathologist in Louisiana and in most
states in the nation. The standards are sequential, insofar as the knowledge
and skills covered in early standards must be acquired first, and then used to
understand the knowledge and skills covered in later standards. The curriculum
is designed across the Bachelor’s and Master’s programs in a comprehensive
manner, so that lower-level courses address early standards while later courses
include and build upon those foundational standards, yet also incorporate later
standards. Thus, courses throughout the curriculum are designed to address
specific standards in a sequential progression so that, as students advance
through the curriculum, they are required to demonstrate increasing levels of
integration and critical thinking. In addition, students receive information in
didactic classes before being assigned clinical cases, so that they have the
basic knowledge necessary to develop the clinical skills needed for therapeutic
intervention. The learning objectives of the courses also demonstrate the
progressive nature of the level of integration required of students at
different levels. Learning objectives for undergraduate courses ask students to
name, describe, and discuss topics and concepts, while objectives at the
graduate level require that students compare, contrast, interpret, critique,
and apply information to specific clinical cases.
The sequence of
courses in the area of Language demonstrates these curricular principles and is
illustrated in Table 9.1 – 5. The sequence of CODI BA and MS courses and their
relation to learning outcomes are presented in Table 9.1 – 6.
Table
9.1 – 5: Sequence of Communicative Disorders Language courses
and
corresponding American Speech-Language-Hearing Association (ASHA) Knowledge and
Skills Acquisition (KASA) Standards
|
Courses |
ASHA KASA Standards |
|
CODI 275: Language
Acquisition CODI 384: Language
Pathology in Children |
III-B: The applicant
must demonstrate knowledge of basic human communication and swallowing
processes, including their biological, neurological, acoustic, psychological,
developmental, and linguistic and cultural bases. |
|
CODI 275: Language
Acquisition CODI 384: Language
Pathology in Children |
III-C: The applicant
must demonstrate knowledge of the nature of speech, language, hearing, and
communication disorders, and differences and swallowing disorders, including
their etiologies, characteristics, anatomical/physiological, acoustic,
psychological, developmental, and linguistic and cultural correlates.
Specific knowledge must be demonstrated in the following areas (III-C, a-d): a)
Receptive and expressive language (e.g., phonology, morphology,
syntax, semantics, and pragmatics) in speaking, listening, reading, writing,
and manual modalities; b)
Cognitive aspects of communication (e.g., attention, memory,
sequencing, problem-solving, executive functioning); c)
Social aspects of communication (e.g., challenging behavior,
ineffective social skills, lack of communication opportunities); and d)
Communication modalities (including oral, manual, augmentative,
and alternative communication techniques, and assistive technologies). |
|
CODI 384: Language
Pathology in Children |
III-D: The applicant
must possess knowledge of the principles and methods of prevention,
assessment, and intervention for people with communication disorders,
including consideration of anatomical/physiological, psychological,
developmental, and linguistic and cultural correlates of the disorders. |
|
CODI 275: Language
Acquisition CODI 384: Language
Pathology in Children |
IV-G-3a: Students
acquire knowledge regarding cultural and dialectal variability, and
individual variation in communicative development, and learn strategies for
effectively communicating with client/patient, family, caregivers, and
relevant others. |
|
CODI 526: Language
Disorders in Children |
IV-B: The applicant
must possess skill in oral and written or other forms of communication
sufficient for entry into professional practice. IV-C: The applicant
for certification in speech-language pathology must complete a minimum of 400
clock hours of supervised clinical experience in the practice of
speech-language pathology. Twenty-five hours must be spent in clinical
observation, and 375 hours must be spent in direct client/patient contact. IV-D: At least 325 of
the 400 clock hours must be completed while the applicant is engaged in
graduate study in a program accredited in speech-language pathology by the
Council on Academic Accreditation in Audiology and Speech-Language Pathology. IV-E: Supervision
must be provided by individuals who hold the Certificate of Clinical
Competence in the appropriate area of practice. The amount of supervision
must be appropriate to the student’s level of knowledge, experience, and
competence. Supervision must be sufficient to ensure the welfare of the
client/patient. |
Table
9.1 – 6: Sequence of Communicative Disorders Language courses
and
corresponding Learning Outcomes
|
Courses |
Learning Outcomes |
|
CODI 118: Intro to
Communicative Disorders CODI 384: Language
Pathology in Children |
1. Demonstrate
knowledge of the processes of normal development of communication 2. Describe
how the ability to communicate can be disrupted across the life span 3. Name
and describe specific disorders that can have a detrimental impact on the
individual’s ability to communicate 4. Discuss
the impact of communication disorders on both the individual and his/her
social environment 5. Understand
and discuss multicultural and multilingual issues as applied in the field of
speech-language pathology and audiology 6. Describe
and discuss the roles and responsibilities of speech-language pathologists
and audiologists to their clients, the profession, and the community |
|
CODI 275: Language
Acquisition |
1. Describe
speech, language, and communication 2. Explain
components of language and theories underlying language
acquisition/development 3. Identify
language, cognitive, social, and motor milestones of development 4. Apply
various indices measuring language development 5. Recognize
the influence of dialect and bilingualism (e.g., second-language learning). |
|
CODI 526: Language
Disorders in Children |
1. Compare,
contrast, and discuss the relative advantages of a constructivist over a
behaviorist framework of language and language disorders 2. Discuss
the cognitive, cultural, linguistic, and social variables that come into play
when providing service delivery (including prevention, assessment and
intervention) to students with or at risk for language impairment 3. Collect
authentic performance data that may be analyzed for assessment purposes from
structural, as well as functional perspectives 4. Identify,
compare, and contrast various language assessment technologies, tools, and
techniques available from language sciences and disorders 5. Employ
effective tools and techniques for the assessment of school-aged children
with language disorders 6. Conduct
appropriate analysis of collected data by incorporating structural and
functional analyses with academic, developmental, and diversity data 7. Interpret
the assessment findings in light of all collected data, and the social,
academic, and cultural expectations set within the contexts of interest 8. Employ
language assessment data to plan effective and appropriate language,
academic, and literacy intervention – including collaborations with teachers
and parents for prevention and support activities 9. Be
able to critique and apply various types of materials and intervention
techniques within school-based and community clinic settings in the
remediation of language impairments among school-aged individuals while
considering reimbursement and other contemporary professional issues 10. Establish
procedures to monitor the effectiveness and efficacy of the interventions
employed for client’s benefit, as well as reimbursement, credentialing, and
other contemporary professional issues |
|
CODI 611: Advanced
Topics in Language Sciences and Disorders |
1. Connect
a constructivist theory of learning to narrative as a human construction of
mind 2. Describe
the implications of narrative for organizing human experience 3. Discuss
the impact of cultural diversity on narrative construction 4. Outline
theoretical aspects of narrative as it relates to consciousness and identity 5. Apply
principles of narrative assessment and intervention to clinical populations |
All of UL Lafayette’s degree programs align with the University’s stated mission: “The University of Louisiana at Lafayette offers an exceptional education informed by diverse worldviews grounded in tradition, heritage, and culture. We develop leaders and innovators who advance knowledge, cultivate aesthetic sensibility, and improve the human condition.”
The University defines its mission and goals in the following statement from the Mission, Vision, Values: “We strive to create a community of leaders and innovators in an environment that fosters a desire to advance and disseminate knowledge.” It goes on,
We support the mission of the University by actualizing our core values:
· Equity: striving for fair treatment and justice;
· Integrity: demonstrating character, honesty, and trustworthiness;
· Intellectual Curiosity: pursuing knowledge and appreciating its inherent value;
· Creativity: transcending established ideas;
· Tradition: acknowledging the contributions of the Acadian and Creole cultures to this region, and to our University’s history;
· Transparency: practicing open communication and sharing information;
· Respect: demonstrating empathy and esteem for others;
· Collaboration: understanding our connection with others, and working to realize synergies through teamwork and collegiality;
· Pluralism: believing in the inherent worth of diverse cultures and perspectives; and
· Sustainability: making decisions and allocating resources to meet the needs of the present, while preserving resources for the future.
As defined by the
Louisiana Board of Regents’ (BOR) Master
Plan for Public Postsecondary Education in Louisiana (2011), UL Lafayette is a
comprehensive university with a mission to educate undergraduate and graduate
students in a variety of arts, sciences, and professional programs, and to
conduct research in these fields. Admission to the University is selective, based
on courses completed and academic performance.
By the BOR’s Role, Scope, and Mission Designations of Louisiana Institutions of
Higher Education, UL
Lafayette has a “statewide mission,” and is responsible for serving the
following audiences:
1. Residents from throughout Louisiana, especially those of the Acadiana region, who have excelled in high school studies, and are seeking an undergraduate or graduate degree or continuing professional education;
2. Two-year college transfer students;
3. Employers, both public and private – including school districts, health care providers, local governments, and private businesses and community agencies seeking technical assistance and applied research;
4. Economic development interests and entrepreneurs throughout the state;
5. Academic disciplines and the research community; and
6. The community and region, by providing a broad range of academic and cultural activities, and public events.
In the same
document, the BOR defines UL Lafayette’s array of programs and services in
these terms:
1. A broad range of bachelor’s and master’s-level core arts and sciences programs appropriate to a comprehensive, teaching, and research university;
2. Undergraduate and graduate programs in the professional fields of architecture, computer science, education, engineering, criminal justice, nursing and allied health, and business;
3. Support for area K-12 schools seeking college general education courses for advanced students; and assistance in ensuring that their graduates are college- and career-ready;
4. Doctoral programs in a variety of arts, sciences and professional fields, including English, education, nursing, computer and systems engineering, mathematics, and environmental biology; and
5. Services specifically designed to meet the economic development needs of the state.
All of the
University’s degree programs, organized under eight academic colleges, are
compatible with the aforementioned mission and goals. Among these programs, the
University and the BOR recognize several areas as programmatic foci that
contribute to UL Lafayette’s distinctive identity. The following list, albeit
not all-inclusive, highlights targeted accomplishments aligned with the
University’s mission:
·
Lifespan development
with early childhood emphasis. Among others, degrees in this area include
those in Psychology; Child and Family Studies; Sociology; Anthropology; the highly selective Speech Pathology and
Audiology MA and PhD programs, which support a world-class research
faculty whose achievements and publication record are unmatched in the state,
as well as a clinic that serves as both a research center for students, and a
public outreach arm of the program and the University; and a wide array of
education programs, including the Master’s in Counselor Education, with
concentrations in Mental Health Counseling and School Counseling, which
operates the Clinic for Counseling and Personal Development (CCPD), and has
served more than 500 members of the community over the span of more than 3,000
hours of free community service.
·
Louisiana arts,
culture, and heritage programs and research, including a focus on Cajun and
Creole cultural traditions. Among the programs in this area are History
and Historic Preservation; Architecture; Fine Arts; Francophone Studies, one of
only a handful in the country that covers literary, linguistic, and cultural
issues of the entire French-speaking world; and the Traditional Music
concentration, which focuses on regional cultures, and gives musicians an
opportunity to improve their craft in styles such as Cajun, zydeco, and
bluegrass, and has become an advocate for folk and traditional arts.
·
Graduate and
undergraduate programs in environment, energy, and economics. The degree
programs in this area include Chemical Engineering, one of the top programs in
the U.S. for alternative energy and green chemical production, and whose
student team won the recent VerTec Green City competition in Belgium; Biology,
which includes the state’s largest doctoral program in Environmental and
Evolutionary Biology, is ranked among the top 121 Biology programs in federal
R&D funding in the U.S. by National Science Foundation’s HERD Data Report, and is a leader
in the field of Coastal Ecology; Petroleum Engineering, nationally recognized
for resource management; and a strong cadre of business programs including the
Professional Land and Resource Management program, which is one of 11 accredited
programs in petroleum land management and/or energy management in the United
States, and a strong Accounting program whose graduates regularly perform above
state and national averages on two of the four sections of the CPA exam.
·
Graduate and
undergraduate programs in nursing and health care systems and support. The MBA in Health
Care Administration, the BS in Health Information Management, and the BS degree
in Exercise Science, among others, join the UL Lafayette Nursing program, one
of the largest in the country offering degrees from BSN through DNP, to provide
degree programs in this area. At a stellar 95 percent, pass rates of UL
Lafayette’s nursing graduates on the national licensure examination (the
NCLEX-RN) are some of the highest in the country, and have consistently
exceeded national and state pass rate averages for several decades.
·
Computing,
informatics, and smart systems development. Programs in Systems Technology,
Systems Engineering, and Informatics join the largest Computer Science program
of its kind in the State to offer programs in this area. As the first MS
program in Computer Science in the nation and the first Computer Science PhD
program in the state, it has a long and distinguished history at UL Lafayette,
and continues to produce a large number of graduates (approximately 100 degrees
granted annually at the BS, MS, and PhD levels combined).
Degree programs at UL Lafayette are based upon types
of academic programs appropriate to higher education because they:
·
are developed and approved by University faculty who hold content
expertise in their respective fields;
·
are reviewed and approved by both the governing board, UL System
Board of Supervisors (BOS) and the coordinating board, the BOR;
·
conform without exception to the description of the United States
Department of Education’s (USDOE) Classification
of Instructional Programs (CIP), a “taxonomic scheme that
supports the accurate tracking and reporting of fields of study and program
completions activity”; and
·
(whenever appropriate) meet the standards and expectations of
individual accreditation agencies recognized by the USDOE.
Faculty members within a department or college initiate the
creation of new programs by drafting a concise concept proposal that outlines
the focus, structure, and necessity of the intended degree, and presenting it
to the appropriate Dean. Upon the endorsement of the Dean of the college that
will house the program, the faculty prepares a formal Letter of
Intent, which is reviewed by the Assistant Vice President for Academic
Affairs, then approved by the Provost and the President for submission to the
BOS and to the BOR for review and approval. The Letter of Intent must address
the need for the program, its curriculum structure, faculty qualifications,
student demand and projected student enrollment, facilities, and required
library, facilities, or equipment support. The approval process requires
multiple stages: the Letter of Intent is first reviewed by the BOS, then, upon
its recommendation, transmitted to the BOR for its own review and approval.
Subsequently, a more detailed Full Proposal
must be submitted to the same chain of scrutiny. Full Proposals must contain
the following information, as per the Louisiana
Board of Regents AA Policy 2.05:
· DESCRIPTION should include the purpose of the program, as well as the curriculum, plus any prerequisite courses. Identify any incremental credentials that might be incorporated within the curriculum, concentrations, and/or approved electives. A reader should be able to describe what the program will accomplish for the completer, and how it will do it.
· NEED/RELEVANCE is the argument for program approval. Address duplication or similarities with existing programs elsewhere, and explain why the proposed program is different and/or necessary.
· STUDENTS should include a justification for projected enrollments and completers. If the new program is the expansion of an existing, successful concentration or minor, provide the existing curriculum and recent enrollment/completer data.
· FACULTY should demonstrate preparation or a plan to offer the program, explaining how the program would be offered, whether/how existing faculty can absorb the new courses and students, and expected sources of additional faculty that would be needed.
· LIBRARY, SPECIAL RESOURCES, FACILITIES, & EQUIPMENT describe what will be needed, and how and when the institution will acquire it. Costs for additional resources should be reflected in the budget.
· ADMINISTRATION includes new directors, and anticipated timing of the administrative additions or changes.
· ACCREDITATION should address any impact on, and plans to protect the institutions status with SACSCOC, as well as any relevant program requirements or recommendations in AcAf 2.13. If the institution will seek new or expanded accreditation, include an anticipated schedule of actions to be taken.
· RELATED FIELDS summarizes how the proposed program “fits into” the institution’s existing offerings and strengths.
· COSTS & REVENUE (BUDGET) should include new/additional costs referenced in the preceding text to show what new commitments the program would bring to the institution, and how they would be covered.
· Factors that will be considered in assessing a proposed program include, but are not limited to, the following:
o Relevance to the existing role, scope and, mission of the institution;
o Contribution to the well-being of the state, region, or academy;
o Program duplication (existing/related programs at other institutions); and
o Institutional commitment to appropriately fund proposed program.
Because both the governing board (BOS) and the coordinating board (BOR) review all requests for new programs independently and in consecution, and because all proposed programs must correspond to a recognized CIP code, the approval process ensures that new programs are appropriate for higher education, are compatible with the role and scope of the proposing institution, that appropriate funding is available to support the programs, and that unnecessary program duplication within the State of Louisiana is avoided. In addition, the reviewing bodies require the input of an external reviewer—a faculty member at a peer or peer-plus institution who has established a national reputation in the relevant field of study and can assess the program’s conformity with best academic practices and current trends in the discipline. The external reviewer’s recommendation provides additional validation of the appropriateness of the program in the context of higher education.
In the case of separately accredited programs, accrediting agencies review the program’s conformity with accepted standards of appropriateness for higher education in the discipline. See Section 14.4 of this report for additional information on all accredited programs at UL Lafayette.
Chemical Engineering Curriculum in
Catalog
Chemical Engineering Flow Chart
General Education Program Core UL
Lafayette
Master Plan for Public Postsecondary
Education in Louisiana
Mission, Vision and Values statement
Report to
the Graduate Council
Section 9.3. General Education Requirements