January 15, 2013 - Georgia Tech Faculty Governance - Georgia ...
January 15, 2013 - Georgia Tech Faculty Governance - Georgia ...
January 15, 2013 - Georgia Tech Faculty Governance - Georgia ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Institute Undergraduate Curriculum Committee<br />
Appeals and Academic Matters (Full Committee)<br />
Tuesday, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
Present: Agrawal (ChBE), Pikowsky (REG), Senf (LCC), Smith (ME), Loss (MATH), Berry<br />
(PUBP), Economou (ARCH), Forman (CoB), Goodisman (BIOL), Mayor (ME), Sankar (AE), Conte<br />
(CoC), Paredis (ME), Wilkinson (CHEM), Isbell (CoC), Potts (Provost’s Office)<br />
Visitors: Laros (REG), Merkousko (REG), Cook (MSE), Shook (MODLANGS), White (CoC),<br />
Raczynski (CM), Fujimoto (CSE), Hartley (EAS), Goldberg (MODLANGS)<br />
Note: All action items in these minutes require approval by the Academic Senate. In some instances,<br />
items may require further approval by the Board of Regents or the University System of <strong>Georgia</strong>. If<br />
the Regents' approval is required, the change is not official until notification is received from the<br />
Board to that effect. Academic units should take no action on these items until USG and/or BOR<br />
approval is secured. In addition, units should take no action on any of the items below until these<br />
minutes have been approved by the Academic Senate or the Executive Board.<br />
Administrative Note<br />
1. Many of the new course proposals did not include adequate syllabi. The Registrar’s Office<br />
will follow up with the academic units to make sure that complete syllabi are collected and<br />
will encourage them to upload the documents to the Syllabus section of the ICC web site.<br />
Academic Matters<br />
1. A motion was made to acknowledge without concern a request from the School of Materials<br />
Science and Engineering for prerequisite modifications. The motion was seconded and<br />
approved.<br />
For all courses the minimum grade = D.<br />
Highlighted in yellow = ADD<br />
Strikethough = Delete<br />
Course<br />
Number<br />
MSE 2001<br />
MSE 3005<br />
Course Title<br />
Principles & Applications -<br />
Engineering Materials<br />
Mechanical Behavior –<br />
Materials<br />
Current Prerequisite<br />
Information<br />
CHEM 1310 or CHEM<br />
1102 or CHEM 12X1 or<br />
CHEM 1211K<br />
MSE 2001 and ME 2211<br />
Requested Change<br />
CHEM 1310 or CHEM<br />
1102 or CHEM 12X1 or<br />
CHEM 1211K or CHEM<br />
1112<br />
MSE 2001 and ME 2211 or<br />
COE 3001<br />
Page1
2. A motion was made to approve a request from the School of Mathematics for new courses.<br />
The motion was seconded and approved.<br />
New Courses<br />
MATH <strong>15</strong>03: Calculus I for the Life Sciences 4-0-4<br />
MATH <strong>15</strong>04: Calculus II for the Life Sciences 4-0-4<br />
Note: There were several issues noted in regard to this proposal. There will need to be some<br />
clean-up, as needed, for all courses that have MATH <strong>15</strong>01 and <strong>15</strong>02 as prerequisites. Each<br />
academic unit will have to decide if MATH <strong>15</strong>03 and <strong>15</strong>04 are actually interchangeable as<br />
prerequisites or if the more limited Linear Algebra in the new courses will pose a problem.<br />
A question was raised about whether these courses would present a problem for Core Area<br />
A2. The determination of the Registrar is that they will not. MATH <strong>15</strong>01 and <strong>15</strong>02 will<br />
remain in A2 and students who take MATH <strong>15</strong>03 and <strong>15</strong>04 will be allowed to use them in this<br />
area. We are not changing area A2, but we are allowing this slightly different flavor of CALC<br />
I and II to be used as needed.<br />
There was also discussion about whether we need a bridge course. It was noted that we<br />
already have one, MATH <strong>15</strong>22, for students who need more Linear Algebra content. It was<br />
suggested that we will have to be very clear with students about the consequences of taking<br />
these alternative CALC I and II courses. The School of Mathematics noted that there are very<br />
few students who change majors from Biology to Engineering, so we don’t anticipate a<br />
problem or much confusion.<br />
It was also noted that we are already teaching this content because we have sections of MATH<br />
<strong>15</strong>01 and <strong>15</strong>02 that are restricted to Biology majors and that operate the way these new<br />
courses are proposed.<br />
3. A motion was made to table a request from the School of Building Construction for a degree<br />
modification. The motion was seconded and approved.<br />
The motion was made to table because there was no representative from the School of<br />
Building Construction present to address the proposal.<br />
Degree Modification<br />
Bachelor of Science in Building Construction<br />
4. A motion was made to approve a request from the School of Earth and Atmospheric Sciences<br />
for new courses, a degree modification, and minor modification. The motion was seconded<br />
and approved.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page2
New Courses<br />
EAS 4370 - Physics of Planets 3-0-3<br />
EAS 4656 - Atmospheric Dynamics Practicum 0-3-1<br />
Note: Change transcript abbreviation to: “Atmos Dynamics Practicum” from<br />
“Dynamics Practicum”. Also change co-requisite of EAS 4655 to Prerequite with<br />
concurrency.<br />
EAS 4670 - Atmospheric Dynamics II 3-0-3<br />
Note: Change transcript abbreviation to “Atmospheric Dynamics II” from “Dynamics<br />
II”. A graduate level version of the course will be requested with a 6670 number. The<br />
different requirements for graduate students will be outlined in the proposal to the<br />
Graduate Committee.<br />
Degree Modification<br />
Bachelor of Science in Earth and Atmospheric Sciences<br />
Rationale for changing the approved program:<br />
To remove the research requirement for the degree. Reasons and justifications for this<br />
are:<br />
We have had students who are not equipped to do research, and it is not fair to the<br />
faculty to require they take on such students in their lab. In theory, we like the<br />
requirement, in practice it has snags.<br />
Note - they were allowed to take a course 4651 toward research – it is a research<br />
project with the National Weather Service. However, it is especially inappropriate to<br />
send under-qualified students to one of our external partners.<br />
We also wanted to remove a requirement to open up our free electives for students to<br />
fit in a minor. By removing this requirement, we are creating <strong>15</strong> free electives for the<br />
major.<br />
Research for credit is still highly encouraged, and it will count towards the EAS<br />
<strong>Tech</strong>nical Elective Requirements.<br />
So, EAS 4699 or 4651 for 3 credit hours will no longer be required. But either does<br />
count as a <strong>Tech</strong>nical Elective.<br />
To correct an error in the degree requirements on DegreeWorks – GT1000 is not a<br />
required course. It is a suggested course and counts as a free elective. This was<br />
programmed into DegreeWorks as an error, and it was requested we send in something<br />
formal.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page3
So, GT1000 is not a requirement. We do highly recommend it. The issue is that we<br />
have many students that change into our major after their freshman year. So, requiring<br />
it would have been a frustrating option.<br />
These changes allow for more free electives. We want to make sure students can fit a<br />
minor into their degree.<br />
Bachelor of Science in Earth and Atmospheric Sciences 2012 - <strong>2013</strong> Degree<br />
Requirements<br />
REQUIREMENT REQ<br />
HRS<br />
COURSE(S) NOTES<br />
Wellness 2 HPS 1040<br />
Core A - Essential<br />
Skills<br />
3 ENGL 1101<br />
3 ENGL 1102<br />
4 MATH <strong>15</strong>01 c<br />
Core B - Institutional<br />
3<br />
Options<br />
CS 1371 c<br />
Core C - Humanities 6 Any HUM<br />
Core D - Science,<br />
Math, & <strong>Tech</strong>nology 4 CHEM 1211K c<br />
4 CHEM 1212K c<br />
4 MATH <strong>15</strong>02 c<br />
Core E - Social<br />
Sciences<br />
3<br />
HIST 2111 or HIST 2112 or INTA 1200 or POL 1101 or PUBP<br />
3000<br />
9 Any SS<br />
Core F - Courses<br />
Related to Major<br />
4 MATH 2401 c<br />
4 MATH 2403 c<br />
4 PHYS 2211 c<br />
4 PHYS 2212 c<br />
EAS Core 4 EAS 1600<br />
4 EAS 2600<br />
3 EAS 2655<br />
3 EAS 3603<br />
4 EAS 3620, or EAS 4641 and EAS 4740<br />
3<br />
EAS 3610, or EAS 3620, or EAS 4655, or EAS 4641 and EAS<br />
4740<br />
3 EAS 4651 or EAS 4699 a<br />
6 EAS 4420 or EAS 4480 or EAS 4610<br />
4 BIOL <strong>15</strong>10 or BIOL <strong>15</strong>20 c<br />
1 GT 1000<br />
EAS <strong>Tech</strong>nical <strong>15</strong> EAS 3000-level and higher or CEE 4210 or CEE 4300 or CEE a<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page4
Electives 4330 or EAS 1601 or EAS 2420 or EAS 2551 or EAS 2750 or<br />
EAS 2801 or EAS 2803 or EAS 4110 or EAS 4200 or EAS<br />
4300 or EAS 4350 or EAS 4410 or EAS 4450 or EAS 4460 or<br />
EAS 4470 or EAS 4510 or EAS 45<strong>15</strong> or EAS 4520 or EAS<br />
4602 or EAS 4625 or EAS 4651 or EAS 4699 or EAS 4795 or<br />
EAS 4801 or EAS 4803<br />
Free Electives 11<strong>15</strong> Free Electives<br />
TOTAL: 122<br />
Pass/fail allowed only for Humanities, Social Sciences, and Free Electives.<br />
Notes<br />
a = limit six hours total of EAS 4699 and EAS 4651 - three in EAS Core, three in <strong>Tech</strong>nical<br />
Electives.<br />
c = C-minimum required<br />
Bachelor of Science in EAS - Business Option 2012 - <strong>2013</strong> Degree Requirements<br />
REQUIREMENT REQ<br />
HRS<br />
COURSE(S) NOTES<br />
Wellness 2 HPS 1040<br />
Core A - Essential<br />
Skills<br />
3 ENGL 1101<br />
3 ENGL 1102<br />
4 MATH <strong>15</strong>01 c<br />
Core B - Institutional<br />
3<br />
Options<br />
CS 1371 c<br />
Core C - Humanities 6 Any HUM<br />
Core D - Science,<br />
Math, & <strong>Tech</strong>nology 4 CHEM 1211K c<br />
4 CHEM 1212K c<br />
4 MATH <strong>15</strong>02 c<br />
Core E - Social<br />
Sciences<br />
3<br />
HIST 2111 or HIST 2112 or INTA 1200 or POL 1101 or PUBP<br />
3000<br />
3 ECON 2106<br />
6 Any SS<br />
Core F - Courses<br />
Related to Major<br />
4 MATH 2401 c<br />
4 MATH 2403 c<br />
4 PHYS 2211 c<br />
4 PHYS 2212 c<br />
EAS Core 4 EAS 1600<br />
4 EAS 2600<br />
3 EAS 2655<br />
3 EAS 3603<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page5
4 EAS 3620, or EAS 4641 and EAS 4740<br />
3<br />
EAS 3610, or EAS 3620, or EAS 4655, or EAS 4641 and EAS<br />
4740<br />
3 EAS 4651 or EAS 4699 a<br />
6 EAS 4420 or EAS 4480 or EAS 4610<br />
4 BIOL <strong>15</strong>10 or BIOL <strong>15</strong>20 c<br />
1 GT 1000<br />
EAS 3000-level and higher or CEE 4210 or CEE 4300 or CEE<br />
4330 or EAS 1601 or EAS 2420 or EAS 2551 or EAS 2750 or<br />
EAS <strong>Tech</strong>nical<br />
Electives<br />
9<br />
EAS 2801 or EAS 2803 or EAS 4110 or EAS 4200 or EAS<br />
4300 or EAS 4350 or EAS 4410 or EAS 4450 or EAS 4460 or a<br />
EAS 4470 or EAS 4510 or EAS 45<strong>15</strong> or EAS 4520 or EAS<br />
4602 or EAS 4625 or EAS 4651 or EAS 4699 or EAS 4795 or<br />
EAS 4801 or EAS 4803<br />
Business Option 3 ACCT 2101 or MGT 3000<br />
3 MGT 3101 or MGT 3<strong>15</strong>0 or PSYC 2220<br />
MGT 3062 or MGT 3078 or MGT 3300 or MGT 3660 or MGT<br />
40<strong>15</strong> or MGT 4026 or MGT 4028 or MGT 4030 or MGT 4190<br />
6 or MGT 4191 or MGT 4192 or MGT 4193 or MGT 4194 or<br />
MGT 4303 or MGT 4304 or MGT 4307 or MGT 4335 or MGT<br />
4610 or MGT 4670<br />
Free Electives 59 Free Electives<br />
TOTAL: 122<br />
Pass/fail allowed only for Humanities, Social Sciences, and Free Electives.<br />
Notes<br />
a = limit six hours total of EAS 4699 and EAS 4651 - three in EAS Core, three in <strong>Tech</strong>nical<br />
Electives.<br />
c = C-minimum required<br />
Minor Modification<br />
We are updating the course requirements for the minors.<br />
We are removing courses that are not being taught.<br />
We are adding new elective courses.<br />
We are also adding Undergraduate Research, EAS 4699 to each of the minors as an option.<br />
We have courses listed as requirements that are no longer taught. We want to remove those from<br />
the list. There are new courses that we do offer on a regular basis that we want to add to the<br />
options. It is confusing to students to not address this inconsistency.<br />
Minor in Earth and Atmospheric Sciences<br />
Climate Change Track, Earth System Physics Track, Environmental Chemistry Track<br />
Environmental Science Track, Geophysics Track, Meteorology Track, Ocean Sciences Track<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page6
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page7
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page8
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page9
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page10
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page11
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page12
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page13
5. A motion was made to approve requests from the College of Computing for a new subject<br />
code, new courses, deactivation of courses, and new minors. The motion was seconded and<br />
approved.<br />
Note: The motion was amended to add that the new code of “CX” is subject to administrative<br />
change. A new designation for this new subject code may need to occur depending upon<br />
other campus discussions about “CX” and whether a claim to it already exists. The vote on<br />
this proposal was to allow an administrative adjustment as needed. It is anticipated that the<br />
final decision on the “CX” subject code will be made within one week. The Registrar’s<br />
Office will not build these course records in Banner until this issue has been resolved.<br />
Note: The new minors would not be open to CS majors, including CM. This would be an<br />
overlap with the Thread material.<br />
New Courses<br />
CX 4010: Computational Problem Solving for Scientists and Engineers 3-0-3<br />
Note: The Committee did not understand the mode of presentation that was originally<br />
listed as 40% lecture and 60% unsupervised lab. After discussing this in some detail,<br />
it was agreed that the new mode of delivery will be 100% lecture. A complete<br />
syllabus is needed for this course.<br />
CX 4240: Introduction to Computing for Data Analysis 3-0-3<br />
Note: The prerequisite was changed to read: CS 1371 or CS 1301 or Permission of<br />
Instructor. The Committee noted that the 25% of the class devoted to discussion needs<br />
to be accounted for in the grading scheme of the course. A complete syllabus is<br />
needed for this course.<br />
CX 4242: Data and Visual Analytics 3-0-3<br />
Note: The prerequisite for the courses was changed to read: MATH 2605, MATH<br />
2401, or MATH 32<strong>15</strong> (Any version of Calculus II). A complete syllabus is needed for<br />
this course.<br />
New Courses<br />
Note: These are existing courses that are being reinvented with the new CX subject code. The<br />
content and titles are not being changed from their current “CS” designation.<br />
CX 4140: Computational Modeling Algorithms 3-0-3<br />
CX 4220: Introduction to High Performance Computing 3-0-3<br />
CX 4230: Computer Simulation 3-0-3<br />
CX 4232: Simulation and Military Gaming 3-0-3<br />
CX 4236: Distributed Simulation 3-0-3<br />
Removed – submitted in error. CX 4245: Introduction to Data mining and Analysis<br />
CX 4640: Numerical Analysis I 3-0-3<br />
CX 4641: Numerical Analysis II 3-0-3<br />
CX 4777: Introduction to Parallel and Vector Scientific Computing 3-0-3<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page14
Deactivate Courses<br />
Note: These are the CS versions of the courses above that are being deactivated due to the fact<br />
that they will now exist as “CX”.<br />
Deactivate CS 4140 changing to CX 4140 (Comp Model Algorithms)<br />
Deactivate CS 4225 changing to CX 4220 (Intro to HPC)<br />
Deactivate CS 4335 changing to CX 4230 (Computer Simulation)<br />
Deactivate CS 4343 changing to CX 4232 (Sim & Military Gaming)<br />
Deactivate CS 4230 changing to CX 4236 (Distributed Sim Systems)<br />
Removed – submitted in error. Deactivate CS 4245 changing to CX 4245 (Intro Data Mining<br />
and Analysis)<br />
Deactivate CS 4642 changing to CX 4640 (Numerical Analysis I; cross-list M 4640)<br />
Deactivate CS 4643 changing to CX 4641 (Numerical Analysis II; cross-list M 4641)<br />
Deactivate CS 4777 changing to CX 4777 (Vector & Par Sci Comp; cross-list M 4777)<br />
New Courses<br />
Note: This proposal simply creates the universal special topics and special problems courses<br />
for the “CX” subject code.<br />
New Minor<br />
CX 1801: Special Topics CX 3801: Special Topics<br />
CX 1802: Special Topics CX 3802: Special Topics<br />
CX 1803: Special Topics CX 3803: Special Topics<br />
CX 1804: Special Topics CX 3804: Special Topics<br />
CX 1805: Special Topics CX 3805: Special Topics<br />
CX 2801: Special Topics CX 4801: Special Topics<br />
CX 2802: Special Topics CX 4802: Special Topics<br />
CX 2803: Special Topics CX 4803: Special Topics<br />
CX 2804: Special Topics CX 4804: Special Topics<br />
CX 2805: Special Topics CX 4805: Special Topics<br />
CX 4903: Special Problems<br />
Minor in Scientific and Engineering Computing<br />
School of Computational Science and Engineering, School of Aerospace Engineering<br />
CIP Code for new minor: 30.300101<br />
Program Description, Objectives, Justification, and Administration<br />
Description. Computational methods are now used routinely in virtually all fields of science<br />
and engineering, and are becoming more common in the social sciences. They have become<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page<strong>15</strong>
essential to understand natural and human-created phenomena and systems. Computation has<br />
been described as the third paradigm for scientific discovery and innovation, along with<br />
theory and experimentation. A minor curriculum in computation is a natural complement to<br />
major programs in science, engineering and the social sciences.<br />
The Scientific and Engineering Computing minor provides undergraduate students with<br />
computational and numerical skills and knowledge to augment their studies in their major<br />
programs. Core courses in mathematics and computing provide broad, general skills in<br />
numerical methods, algorithms, and scientific software development. Elective courses provide<br />
depth in applying numerical computation to problems in the field of the student’s major.<br />
Administration. A faculty committee with representation from each of the participating units<br />
will advise students enrolled in the program. The School of Computational Science and<br />
Engineering will provide centralized administrative program support through its academic<br />
program office. This office includes a program advisor who currently manages the<br />
interdisciplinary graduate programs in Computational Science and Engineering, and will be<br />
able to provide guidance concerning both the minor and possible employment and graduate<br />
program opportunities for students enrolled in the minor.<br />
In conjunction with this minor and associated new courses, the CX course designator will be<br />
created to denote undergraduate courses offered by the School of Computational Science and<br />
Engineering. This designator will help students outside the College of Computing to readily<br />
identify courses that target non-Computing students, relative to the broad array of computer<br />
science courses that are available (course designator CS). It will also simplify advising and<br />
administration of the program by faculty and staff, and will address issues concerning course<br />
number conflicts that currently exist for certain cross-listed courses. Existing courses that are<br />
now offered by the CSE School currently listed with the CS course designation will be<br />
renumbered to use the “CX” course designation.<br />
Student Declaration. Students will enroll in the minor by filing an application with the<br />
undergraduate minor program office in the School of Computational Science and Engineering.<br />
Such students will be given priority to enroll in undergraduate courses containing the CX<br />
program designation. The CSE program office will handle advising and other aspects of<br />
program administration such as checking that minor requirements have been fulfilled.<br />
Objectives. The minor has three main objectives related to knowledge, skills, and application:<br />
(1) provide students with foundational knowledge of computing topics such as algorithms and<br />
data structures in the context of contemporary science and engineering applications, (2)<br />
develop students’ skill in software development techniques using one or more high level<br />
programming languages, (3) enable students to effectively apply computational methods to<br />
solve exemplar problems in science and engineering.<br />
The minor directly supports goal 1 of <strong>Georgia</strong> <strong>Tech</strong>’s strategic plan (be among the most<br />
highly respected technology-focused learning institutions in the world) through innovative<br />
instructional methods, course design, and curricula. It similarly supports goal 2 (sustain and<br />
enhance excellence in scholarship and research) and indirectly supports goal 3 (ensure that<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page16
innovation, entrepreneurship and public service are fundamental characteristics of our<br />
graduates).<br />
Need and Student Demand. Bureau of Labor Statistics (BLS) indicate a large need for<br />
workforce with computational knowledge and skills. Jobs for “computer specialists” were<br />
projected to grow by 762,700 from 2008 to 2018. 1 This number exceeds job growth<br />
projections in life sciences, physical sciences, social sciences, engineering and architecture,<br />
combined. Among computer specialists, growth in computer software applications engineers,<br />
a principal target for the minor programs proposed here, leads the way, creating 175,100 jobs.<br />
The growth rate of computer professionals is more than twice the average for all occupations<br />
in the economy. At the same time, enrollments in computer science and computer engineering<br />
programs declined dramatically from 2000 to 2008 following the “dot-com” crash in 2000,<br />
and are only now beginning to recover. These programs, by themselves, will not fill this gap.<br />
More importantly, these programs do not produce students with domain expertise that will be<br />
necessary for many software application positions. Effective education in computing will<br />
greatly increase opportunities for employment 2 of graduates with engineering, science and<br />
other degrees.<br />
Prior to the development of the minor a survey was conducted among students in the College<br />
of Engineering and Sciences concerning their interest in augmenting their education by adding<br />
the development of knowledge and skills in computing. Though targeting graduate programs,<br />
these surveys demonstrated substantial interest among students in developing computing<br />
knowledge and skills. Strong interest was especially indicated among students from the<br />
Schools of Aerospace Engineering, Electrical and Computer Engineering, Industrial and<br />
Systems Engineering, and Mechanical Engineering.<br />
Beyond <strong>Georgia</strong> <strong>Tech</strong>, a recent survey conducted by the Society for Industrial and Applied<br />
Mathematics (SIAM) found 14 universities that have undergraduate programs in<br />
computational science and engineering. 3 The same survey reports 59 universities, including<br />
<strong>Georgia</strong> <strong>Tech</strong>, have graduate degree programs in this area. Among the 14 universities<br />
reporting undergraduate programs, 11 offer undergraduate degree programs, with the<br />
remainder offering a minor, certificate, or “track” in CSE. Prominent universities in the U.S.<br />
with undergraduate programs include Stanford, the University of Colorado (Boulder) and the<br />
University of Texas (Austin). Universities outside the U.S. include ETH Zurich (Switzerland),<br />
Seoul National University (Korea), and the University of Waterloo (Canada). The majority of<br />
these undergraduate programs were initiated since 2000, with 5 created in the last 5 years.<br />
These programs report a mean current enrollment of 70 students, and median enrollment of<br />
40. These data suggest that undergraduate education programs of the nature proposed here are<br />
increasing, and seeing significant student interest.<br />
1 T. Alan Lacey and Benjamin Wright, “Occupational Employment Projections to 2018,” Monthly Labor Review,<br />
November 2009, pp. 82‐123.<br />
2 http://www.cra.org/govaffairs/itworkforce.php<br />
3 http://bit.ly/cse‐survey‐2012<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page17
Development Process. A committee was formed in Fall 2010 spanning many schools and<br />
departments to consider how best to develop computing knowledge and skills among noncomputing<br />
students. Individuals participating in these discussions included: Christos<br />
Alexopoulos (ISyE), Paul Benkeser (BME), Carlee Bishop (GTRI), Jung Choi (Biology),<br />
Edmond Chow (CSE), Luca Dieci (Math), Leroy Emkin (CEE), Richard Fujimoto (CSE,<br />
committee chair), David Goldsman (ISyE), Michael Goodisman (Biology), Michael Hunter<br />
(CEE), Pablo Laguna (Physics), Michael Leamy (ME), Guy Lebanon (CSE), Eva Lee (ISyE),<br />
Doran Lubinsky (Math), David McDowell (ME), Leon McGinnis (ISyE), Paul Neitzel (ME),<br />
Wendy Newstetter (BME), Chris Paredis (ME), Russell Peak (ISyE), Farzad Rahnema (NRE),<br />
Matthew Realff (ChBE), George Riley (ECE), Lakshmi Sankar (AE), David Sherrill (Chem),<br />
and Glenn Sjoden (ME). Among these, several were designated by their respective chair to<br />
represent their school. The subcommittee that led the definition of the SEC minor included<br />
Professors Chow (co-lead), Sankar (co-lead), Dieci, Emkin, Fujimoto, Laguna, Leamy,<br />
Lubinsky, Realff, Riley and Sjoden. Documentation for the proposed minor was provided to<br />
administrators in the Colleges of Engineering, Science and Computing, in Spring 2012 and<br />
discussed with numerous undergraduate program directors in the schools of these colleges.<br />
As part of these deliberations, a catalog of existing computational courses across campus was<br />
developed, and computational needs were identified. The committee found that computational<br />
applications are broad and diverse, suggesting a “one size fits all” solution would be less than<br />
optimal. Three areas emerged and groups formed to focus on developing proposals for each.<br />
Draft proposals were developed and vetted by the full committee. New courses to fill gaps<br />
were identified and some were prototyped. Three separate, but complementary<br />
interdisciplinary undergraduate minors were recommended:<br />
Scientific and Engineering Computing (SEC) focusing on numerical computing and its<br />
application to science and engineering problems.<br />
Computational Data Analysis (CDA) focusing on computational methods for<br />
analyzing and visualizing data.<br />
Model-Based Systems Engineering (MBSE) focusing on modeling and simulation and<br />
its increasingly important role in the design and analysis of systems.<br />
This document focuses exclusively on the SEC minor.<br />
Relationship to existing minors. The proposed minor fills a void that now exists. With the<br />
exception of computer engineering, there are few computation-focused programs at <strong>Georgia</strong><br />
<strong>Tech</strong>, especially at the undergraduate level, targeting science and engineering students. The<br />
computer science minor is not an interdisciplinary program, and specifically, does not include<br />
coursework to link computation with specific disciplines. The Computational Science and<br />
Engineering (CSE), Bioinformatics, and Algorithms, Combinatorics, and Optimization (ACO)<br />
programs only cover graduate education. Computer Science and Computer Engineering<br />
programs are appropriately designed for majors in these fields, and most advanced courses are<br />
not readily accessible to, nor were designed for students in other disciplines.<br />
Computing minors will increase the supply of well qualified students, especially those with an<br />
undergraduate emphasis in mathematics, science, and engineering, who are prepared to go on<br />
to interdisciplinary graduate programs that combine computing with another discipline.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page18
Example programs at <strong>Georgia</strong> <strong>Tech</strong> include the aforementioned CSE, Bioinformatics, and<br />
ACO programs.<br />
Curriculum<br />
In accordance with institute guidelines, the minor require a minimum of <strong>15</strong> hours, including 9<br />
hours at 3xxx or above. 6 hours may be in a student’s major, but these courses cannot also be<br />
used to fulfill the requirements of the student’s major. The curriculum includes (1)<br />
foundational courses in mathematics and computing, (2) core courses in the minor’s field of<br />
study, and (3) one or more courses focusing on application in relevant problem domains. If<br />
any of the minor courses listed below are required by the students’ major, the student should<br />
substitute an additional elective course in its place. The minor is not available to majors in<br />
computer science or computational media.<br />
Prerequisites<br />
Math through Calculus III and Differential Equations<br />
CS 1371 Computing for Engineers<br />
Required Core Courses (4 core courses, one in each of the following areas)<br />
Computer Programming. This course may be taken before the prerequisites have been<br />
satisfied. If one of these courses is required by the student’s major, the student should<br />
substitute an additional elective. Courses that satisfy this requirement are:<br />
CS 1331 Intro Object-Oriented Prog (Java)<br />
CS 1372 Program Design for Engineers (C)<br />
ECE 2036 Engineering Software Design<br />
Numerical Methods. If Numerical Methods is required by the student’s Major, then the<br />
student may take an additional elective. Numerical Methods courses include (ECE and<br />
computer engineering students are restricted to taking AE 3090, CX/Math 4640, or MSE<br />
3025):<br />
AE 3090 Numerical Methods<br />
ChBE 2120 Numerical Methods<br />
CX/MATH 4640 Numerical Analysis I<br />
ME 2016 Computing <strong>Tech</strong>niques<br />
MSE 3025 Stats and Numerical Methods<br />
o Computational Problem Solving. Computer engineering students should take<br />
both CX 4220 and CX/Math 4777 (see requirement [4]) rather than CX 4010.<br />
CX 4010 Computational Problem Solving for Scientists and Engineers<br />
Introduction to Parallel Computing. Courses that satisfy this requirement are:<br />
o CX 4220 (formerly CS 4225) Intro to High Performance Computing<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page19
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
o CX/MATH 4777 Parallel and Vector Scientific Computing<br />
Electives<br />
Students must take one of the following electives.<br />
AE 4040 Computational Fluid Dynamics<br />
AE 4131 Intro Finite Element Methods<br />
BMED/ECE 4783 Intro Medical Image Proc<br />
CX 4140 (formerly CS 4140) Computational Modeling Algorithms<br />
CX 4220 (formerly CS 4225) Intro to High Performance Computing<br />
CX 4230 (formerly CS 4335) Modeling and Computer Simulation<br />
CX 4240 (formerly CS 4245) Intro Data Mining and Analysis<br />
CX/MATH 4641 Numerical Analysis II<br />
CS 4710 CS for Bioinformatics<br />
CX/MATH 4777 Parallel and Vector Scientific Computing<br />
ECE 4580 Computational Computer Vision<br />
ECE 4823 Computational Methods in Electrical Engineering (permanent<br />
number forthcoming)<br />
ECE 4893 Advanced Programming <strong>Tech</strong>niques for Engineering Apps<br />
MATH 4261 Mathematical Statistics I<br />
MATH 4305 Topics in Linear Algebra<br />
MATH 4581 Classical Math Methods in Engrg<br />
ME 4342 Comput Fluid Dynamics<br />
NRE 4234 Nuclear Criticality Safety Eng (infreq)<br />
PHYS 3266 Computational Physics<br />
Eight Semester Plan<br />
Semesters 1-4: Math prerequisites; Core 1 (Computer Programming)<br />
Semesters 5-6: Core 2 (Num Methods); Core 3 (Comput Problem Solving)<br />
Semesters 7-8: Core 4 (Parallel Comput); Elective<br />
The SEC minor includes one new course: Computational Problem Solving for Scientists and<br />
Engineers (CX 4010). This course is required to provide an accelerated, advanced coverage of<br />
material normally offered to computer science majors, but introduced in the context of solving<br />
computational problems in science and engineering. The course will not be available for<br />
credit to computer science, computational media, nor computer engineering students, since<br />
they receive coverage of many of the covered course topics in other classes within their major.<br />
The curriculum shall be delivered at the Atlanta campus of the <strong>Georgia</strong> Institute of<br />
<strong>Tech</strong>nology. Some courses in the curriculum, e.g., CX 4010 and CX 4230 use a problembased<br />
learning methodology the enable development of computing and knowledge skills<br />
within the context of solving engineering and science problems.<br />
Page20
Program Assessment<br />
Program assessment will be the responsibility of the units offering the program (CSE and<br />
AE). This assessment will be conducted on an ongoing basis in collaboration with advisors of<br />
the academic units whose students are enrolled in the minor.<br />
Learning Outcomes. Program assessment will be based on learning outcomes related to the<br />
program objectives described earlier. Specifically:<br />
Outcome 1: Students shall demonstrate foundational knowledge of computing topics<br />
such as algorithms and data structures in the context of contemporary science and<br />
engineering problems.<br />
Outcome 2: Students’ shall demonstrate skill in software development techniques<br />
using one or more high level programming languages.<br />
Outcome 3: Students shall be able to effectively apply computational methods to<br />
solving exemplar problems in science and engineering.<br />
Metrics. Students will be required to demonstrate all three outcomes in solving each of the<br />
challenge problems posed in the CX 4010 course. Student scores in addressing the challenge<br />
problems will be used to quantitatively assess the degree to which each of the learning<br />
outcomes have been achieved. Scores on student assignments and examinations will be used<br />
to assess the student’s knowledge of algorithms and data structures, software development<br />
skills, and ability to develop computational solutions to engineering and science problems.<br />
Process for improvement. The CX 4010 course will be instrumented to measure the<br />
effectiveness of achieving these outcomes. Further, we will track grades in other courses in<br />
the minor program to evaluate areas of difficulty, and identify mechanisms to improve the<br />
program in areas where students are showing deficiency.<br />
The assessment plan shall also include:<br />
We will conduct an exit interview with every graduating student. Among the areas to<br />
be covered include the effectiveness of the program relative the students’ career<br />
objectives, skills and knowledge acquired while in the program, and the relevance and<br />
satisfaction of courses. Students will be asked to suggest areas where the program<br />
could be improved.<br />
We will track where graduates are employed and in what positions.<br />
Records will be kept concerning the completion rate and time to completion of<br />
students admitted to the program.<br />
The results of these evaluations will be used to provide continual feedback and adjustment to<br />
the program as needed.<br />
<strong>Faculty</strong> and Instructors Directly Involved with the Minor<br />
Existing faculty will be utilized to offer the minor. One new course is proposed. <strong>Faculty</strong><br />
within the School of Computational Science and Engineering will be used to offer this course.<br />
We do not anticipate utilization of distance learning to offer courses associated with the<br />
minor.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page21
Student Learning and <strong>Faculty</strong> Resources<br />
Existing facilities and staff will be used to implement the program. The impact of this<br />
program on facilities will be small because the courses in the proposed program are already<br />
being offered as regular or special topics courses.<br />
Some courses included in the program utilize a problem-based learning methodology that<br />
requires classrooms that can be configured for group discussion and problem solving sessions.<br />
Facilities such as those available in the Clough Undergraduate Learning Center offer suitable<br />
facilities for offering these courses.<br />
Space Planning: Facilities, Classroom, Labs, and Equipment<br />
Existing space and computing equipment, currently used in courses that are being offered now<br />
will be utilized to implement the program. Computing equipment will need to be replenished<br />
and updated over time, e.g., through tech-fee and other proposal mechanisms. Additional staff<br />
for equipment support may be required as the program grows. However, existing staff is<br />
sufficient to launch the proposed program.<br />
Transcript Designation<br />
The proposed title of the minor is “Scientific and Engineering Computing.”<br />
Funding, Enrollment, Credit Hours, and Minors to be Awarded<br />
No additional resources are requested at this time for the minor. The number of students<br />
enrolled in the minor will be managed in a way that is consistent with available resources.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
1st Year<br />
FY 14<br />
2nd Year<br />
FY <strong>15</strong><br />
3rd Year<br />
FY 16<br />
4 th Year<br />
FY 17<br />
ENROLLMENT PROJECTIONS<br />
Students<br />
Existing Students in major program N/A N/A N/A N/A<br />
Students from other major programs 10 20 30 30<br />
Total Students Projected for this Minor 10 20 30 30<br />
COURSE SECTIONS SATISFYING<br />
MINOR REQUIREMENTS<br />
Existing 4 4 4 4<br />
New (being requested) 1 1 1 1<br />
Total Program Course Sections 5 5 5 5<br />
CREDIT HOURS GENERATED BY<br />
THOSE COURSES<br />
Existing enrollments (5 3-hour courses,<br />
20/course)<br />
300 300 300 300<br />
Page22
New enrollments (credit hours, students in<br />
minor)<br />
30 90 <strong>15</strong>0 <strong>15</strong>0<br />
Total Credit Hours 330 390 450 450<br />
MINORS TO BE AWARDED 0 0 10 10<br />
New Minor<br />
Minor in Computational Data Analysis<br />
School of Computational Science and Engineering<br />
CIP Code for new minor: 30.300100<br />
Program Description, Objectives, Justification, and Administration<br />
Description. Computational methods are now used routinely in virtually all fields of science<br />
and engineering, and are becoming more common in the social sciences. They have become<br />
essential to understand natural and human-created phenomena and systems. Computation has<br />
been described as the third paradigm for scientific discovery and innovation, along with<br />
theory and experimentation. A minor curriculum in computation is a natural complement to<br />
major programs in science, engineering and the social sciences.<br />
The emergence of “big data” has become widely recognized in industry, government, and<br />
academia. Advances in sensor, communication, and the Internet have given rise to the creation<br />
of massive amounts of data. The challenge has shifted from one of gathering sufficient data to<br />
extracting knowledge and insight from the massive amount of data that are available. Big data<br />
is having a dramatic impact in fields such as biology, health care, business and finance,<br />
energy, sustainability, materials, manufacturing, the Internet, to mention a few. New<br />
educational programs are essential to address the challenges of creating workforce to address<br />
these needs.<br />
The proposed minor will provide students with the necessary mathematical and statistical<br />
background to develop and apply various data analysis techniques to real world datasets.<br />
Students will core courses in introductory computing for data analysis, probability and<br />
statistics, advanced computing for data analysis, and practical data analysis techniques. An<br />
additional elective course is required covering additional advanced topics in data analysis or<br />
its application to specific problem domains.<br />
Administration. The School of Computational Science and Engineering will administer the<br />
program through its academic program office. This office includes a program advisor who<br />
currently manages the interdisciplinary graduate programs in Computational Science and<br />
Engineering, and will be able to provide guidance concerning both the minor and possible<br />
employment and graduate program opportunities.<br />
In conjunction with this minor and associated new courses, the CX course designator will be<br />
created to denote undergraduate courses offered by the School of Computational Science and<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page23
Engineering. This designator will help students outside the College of Computing to readily<br />
identify courses that target non-Computing students, relative to the broad array of computer<br />
science courses that are available (course designator CS). It will also simplify advising and<br />
administration of the program by faculty and staff, and will address issues concerning course<br />
number conflicts that currently exist for certain cross-listed courses. Existing courses that are<br />
now offered by the CSE School currently listed with the CS course designation will be<br />
renumbered to use the “CX” course designation.<br />
Student Declaration. Students will enroll in the minor by filing an application with the<br />
undergraduate minor program office in the School of Computational Science and Engineering.<br />
Such students will be given priority to enroll in undergraduate courses containing the CX<br />
program designation. The CSE program office will handle advising and other aspects of<br />
program administration such as checking that minor requirements have been fulfilled.<br />
Objectives. The minor has three main objectives related to knowledge, skills, and application:<br />
(1) provide students with foundational knowledge of topics such as probability and statistics,<br />
algorithms and data structures to solve data analysis problems arising in practical applications,<br />
(2) develop students’ skill in software development techniques using one or more high level<br />
programming languages relevant to data analytics, (3) enable students to effectively apply<br />
computational methods to solve exemplar data analysis problems arising in relevant<br />
applications.<br />
The minor directly supports goal 1 of <strong>Georgia</strong> <strong>Tech</strong>’s strategic plan (be among the most<br />
highly respected technology-focused learning institutions in the world) through innovative<br />
instructional methods, course design, and curricula. It similarly supports goal 2 (sustain and<br />
enhance excellence in scholarship and research) and indirectly supports goal 3 (ensure that<br />
innovation, entrepreneurship and public service are fundamental characteristics of our<br />
graduates).<br />
Need and Student Demand. Bureau of Labor Statistics (BLS) indicate a large need for<br />
workforce with computational knowledge and skills. Jobs for “computer specialists” were<br />
projected to grow by 762,700 from 2008 to 2018. 4 This number exceeds job growth<br />
projections in life sciences, physical sciences, social sciences, engineering and architecture,<br />
combined. Among computer specialists, growth in computer software applications engineers,<br />
a principal target for the minor programs proposed here, leads the way, creating 175,100 jobs.<br />
The growth rate of computer professionals is more than twice the average for all occupations<br />
in the economy. At the same time, enrollments in computer science and computer engineering<br />
programs declined dramatically from 2000 to 2008 following the “dot-com” crash in 2000,<br />
and are only now beginning to recover. These programs, by themselves, will not fill this gap.<br />
More importantly, these programs do not produce students with domain expertise that will be<br />
necessary for many software application positions. Effective education in computing will<br />
4<br />
T. Alan Lacey and Benjamin Wright, “Occupational Employment Projections to 2018,” Monthly Labor Review,<br />
November 2009, pp. 82‐123.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page24
greatly increase opportunities for employment 5 of graduates with engineering, science and<br />
other degrees.<br />
Prior to the development of the minor a survey was conducted among students in the College<br />
of Engineering and Sciences concerning their interest in augmenting their education by adding<br />
the development of knowledge and skills in computing. Though targeting graduate programs,<br />
these surveys demonstrated substantial interest among students in developing computing<br />
knowledge and skills. Strong interest was especially indicated among students from the<br />
Schools of Aerospace Engineering, Electrical and Computer Engineering, Industrial and<br />
Systems Engineering, and Mechanical Engineering.<br />
Beyond <strong>Georgia</strong> <strong>Tech</strong>, a recent survey conducted by the Society for Industrial and Applied<br />
Mathematics (SIAM) found 14 universities that have undergraduate programs in<br />
computational science and engineering. 6 The same survey reports 59 universities, including<br />
<strong>Georgia</strong> <strong>Tech</strong>, have graduate degree programs in this area. Among the 14 universities<br />
reporting undergraduate programs, 11 offer undergraduate degree programs, with the<br />
remainder offering a minor, certificate, or “track” in CSE. Prominent universities in the U.S.<br />
with undergraduate programs include Stanford, the University of Colorado (Boulder) and the<br />
University of Texas (Austin). Universities outside the U.S. include ETH Zurich (Switzerland),<br />
Seoul National University (Korea), and the University of Waterloo (Canada). The majority of<br />
these undergraduate programs were initiated since 2000, with 5 created in the last 5 years.<br />
These programs report a mean current enrollment of 70 students, and median enrollment of<br />
40. These data suggest that undergraduate education programs of the nature proposed here are<br />
increasing, and seeing significant student interest.<br />
Development Process. A committee was formed in Fall 2010 spanning many schools and<br />
departments to consider how best to develop computing knowledge and skills among noncomputing<br />
students. Individuals participating in these discussions included: Christos<br />
Alexopoulos (ISyE), Paul Benkeser (BME), Carlee Bishop (GTRI), Jung Choi (Biology),<br />
Edmond Chow (CSE), Luca Dieci (Math), Leroy Emkin (CEE), Richard Fujimoto (CSE,<br />
committee chair), David Goldsman (ISyE), Michael Goodisman (Biology), Michael Hunter<br />
(CEE), Pablo Laguna (Physics), Michael Leamy (ME), Guy Lebanon (CSE), Eva Lee (ISyE),<br />
Doran Lubinsky (Math), David McDowell (ME), Leon McGinnis (ISyE), Paul Neitzel (ME),<br />
Wendy Newstetter (BME), Chris Paredis (ME), Russell Peak (ISyE), Farzad Rahnema (NRE),<br />
Matthew Realff (ChBE), George Riley (ECE), Lakshmi Sankar (AE), David Sherrill (Chem),<br />
and Glenn Sjoden (ME). Among these, several were designated by their respective chair to<br />
represent their school. The subcommittee that led the definition of the CDA minor included<br />
Professors Lebanon (lead), Alexopoulos, Dieci, Goldsman, and Riley. Documentation for the<br />
proposed minor was provided to administrators in the Colleges of Engineering, Science and<br />
Computing, in Spring 2012 and discussed with numerous undergraduate program directors in<br />
the schools of these colleges.<br />
5 http://www.cra.org/govaffairs/itworkforce.php<br />
6 http://bit.ly/cse‐survey‐2012<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page25
As part of these deliberations, a catalog of existing computational courses across campus was<br />
developed, and computational needs were identified. The committee found that computational<br />
applications are broad and diverse, suggesting a “one size fits all” solution would be less than<br />
optimal. Three areas emerged and groups formed to focus on developing proposals for each.<br />
Draft proposals were developed and vetted by the full committee. New courses to fill gaps<br />
were identified and some were prototyped. Three separate, but complementary<br />
interdisciplinary undergraduate minors were recommended:<br />
o Scientific and Engineering Computing (SEC) focusing on numerical computing<br />
and its application to science and engineering problems.<br />
o Computational Data Analysis (CDA) focusing on computational methods for<br />
analyzing and visualizing data.<br />
o Model-Based Systems Engineering (MBSE) focusing on modeling and<br />
simulation and its increasingly important role in the design and analysis of<br />
systems.<br />
This document focuses exclusively on the CDA minor.<br />
Relationship to existing minors. The proposed minor fills a void that now exists. With the<br />
exception of computer engineering, there are few computation-focused programs at <strong>Georgia</strong><br />
<strong>Tech</strong>, especially at the undergraduate level, targeting science and engineering students. The<br />
computer science minor is not an interdisciplinary program, and specifically, does not include<br />
coursework to link computation with specific disciplines. The Computational Science and<br />
Engineering (CSE), Bioinformatics, and Algorithms, Combinatorics, and Optimization (ACO)<br />
programs only cover graduate education. Computer Science and Computer Engineering<br />
programs are appropriately designed for majors in these fields, and most advanced courses are<br />
not readily accessible to, nor were designed for students in other disciplines.<br />
Computing minors will increase the supply of well qualified students, especially those with an<br />
undergraduate emphasis in mathematics, science, and engineering, who are prepared to go on<br />
to interdisciplinary graduate programs that combine computing with another discipline.<br />
Example programs at <strong>Georgia</strong> <strong>Tech</strong> include the aforementioned CSE, Bioinformatics, and<br />
ACO programs.<br />
Curriculum<br />
This program is aimed at undergraduates who are interested in expanding their computational<br />
knowledge in the area of data analysis. We expect graduates to understand the mathematical<br />
and statistical background and to be able to apply various data analysis techniques to real<br />
world datasets. The students will take four core courses: one in introductory computing for<br />
data analysis, one in probability and statistics, one in advanced computing for data analysis,<br />
and one in practical data analysis techniques. An additional elective course is required<br />
covering additional advanced topics in data analysis or its application to specific problem<br />
domains.<br />
In accordance with institute guidelines, the minor requires a minimum of <strong>15</strong> hours, including<br />
9 hours at 3xxx or above. All hours must be outside the student’s major. The curriculum<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page26
includes (1) foundational courses in mathematics and computing, (2) core courses in the<br />
minor’s field of study, and (3) one or more courses focusing on advanced computing methods<br />
or their application in relevant problem domains. Any of the courses listed below that are<br />
required by the student’s major should be substituted by an additional elective course. If any<br />
of the minor courses listed below are required by the students’ major, the student should<br />
substitute an additional elective course in its place. The minor is not available to majors in<br />
computer science or computational media.<br />
Prerequisites<br />
Math through Calculus III<br />
CS 1371 Computing for Engineers<br />
Required Core Courses (4 core courses)<br />
CX 4240. Introduction to Computing for Data Analysis<br />
Introduction to Probability and Statistics (one of the following: MATH 32<strong>15</strong>, MATH<br />
3225, ECE 3077, ISYE 2027; students who have taken CEE/ISYE/MATH 3770 may<br />
be required to increase their background in probability, and will be considered on a<br />
case-by-case basis)<br />
Computational Methods (one of CX 4010 - Computational Problem Solving for<br />
Scientists and Engineers (new course), CS 4400 - Introduction to Database Systems, or<br />
CS 4460 - Introduction to Information Visualization)<br />
CX 4242. Data and Visual Analytics<br />
Data Analysis Elective<br />
Students will select one among a set of courses where they take an additional course in data<br />
analysis methods or systems, or may apply data analysis techniques in the context of a<br />
specific domain. A list of potential candidates appear below (additional courses may be<br />
approved by the minor coordinator or committee).<br />
ECE 4270 - Fundamentals of Digital Signal Processing<br />
ECE 4560 - Intro to Automation and Robotics<br />
ECE4580 - Computational Computer Vision<br />
ECE 4823 - Game Theory and Multiagent Systems (permanent number forthcoming)<br />
CS 3630 - Introduction to perception and Robotics<br />
CS 4400 - Introduction to Database Systems<br />
CS 4460 - Introduction to Information Visualization<br />
CS 4495 - Computer Vision<br />
CX 4010 - Computational Problem Solving for Scientists and Engineers<br />
ISYE 4311 - Capital Investment Analysis<br />
ISYE 3232 - Stochastic Manufacturing & Service Systems<br />
MGT 4067 - Financial Markets: Trading and Structure<br />
MGT 4803 - Introduction to Fixed Income<br />
BIOL 4<strong>15</strong>0 - Genomics & Applied Bioinformatics<br />
PSYC 4031 - Applied Experimental Psy<br />
EAS4430 - Remote Sensing and Data Analysis<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page27
EAS4480 - Environmental Data Analysis<br />
CEE 3010 - Geomatics<br />
Eight Semester Plan<br />
Semesters 1-4: Math prerequisites; Core 1 (Computing for Data Analysis)<br />
Semesters 5-6: Core 2 (Math 32<strong>15</strong>); Core 3 (Comput Problem Solving)<br />
Semesters 7-8: Core 4 (Data and Visual Analytics); Elective<br />
The CDA minor is largely based on courses that already exist and are currently offered on a<br />
regular basis. Three new courses are proposed:<br />
CX 4240 (Introduction to Computing for Data Analysis) is a new core course designed<br />
specifically for the CDA minor.<br />
CX 4242 (Data and Visual Analytics) is an undergraduate version of an existing graduate<br />
level course (CSE 6242).<br />
CX 4010 (Computational Problem Solving for Scientists and Engineers) is a core course<br />
in both this and the SEC minor.<br />
The School of Computational Science and Engineering plans to offer these courses on an<br />
annual basis.<br />
The curriculum shall be delivered at the Atlanta campus of the <strong>Georgia</strong> Institute of<br />
<strong>Tech</strong>nology. Some courses in the curriculum, e.g., CX 4010 use a problem-based learning<br />
methodology the enable development of computing and knowledge skills within the context<br />
of solving engineering and science problems.<br />
Program Assessment<br />
Program assessment will be the responsibility of the School of Computational Science and<br />
Engineering. This assessment will be conducted on an ongoing basis in collaboration with<br />
advisors of the academic units whose students are enrolled in the minor.<br />
Learning Outcomes. Program assessment will be based on learning outcomes related to the<br />
program objectives described earlier. Specifically:<br />
o Outcome 1: Students shall demonstrate foundational knowledge of topics such<br />
as statistics, algorithms and data structures relevant to solving data analysis<br />
problems.<br />
o Outcome 2: Students’ shall demonstrate skill in software development<br />
techniques using one or more programming languages relevant to data analysis.<br />
o Outcome 3: Students shall be able to effectively apply computational methods<br />
to solving exemplar data analysis problems.<br />
Metrics. Students will be required to demonstrate all three outcomes in developing solutions<br />
to data analysis problems posed in the CX 4242 course. Scores in assignments, projects and<br />
examinations will be used to quantitatively assess the degree to which each of the learning<br />
outcomes have been achieved.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page28
Process for improvement. The CX 4242 course will be instrumented to measure the<br />
effectiveness of achieving these outcomes. Further, we will track grades in other courses in<br />
the minor program to evaluate areas of difficulty, and identify mechanisms to improve the<br />
program in areas where students are showing deficiency.<br />
The assessment plan shall also include:<br />
o We will conduct an exit interview with every graduating student. Among the<br />
areas to be covered include the effectiveness of the program relative the<br />
students’ career objectives, skills and knowledge acquired while in the<br />
program, and the relevance and satisfaction of courses. Students will be asked<br />
to suggest areas where the program could be improved.<br />
o We will track where graduates are employed and in what positions.<br />
o Records will be kept concerning the completion rate and time to completion of<br />
students admitted to the program.<br />
The results of these evaluations will be used to provide continual feedback and adjustment to<br />
the program as needed.<br />
<strong>Faculty</strong> and Instructors Directly Involved with the Minor<br />
Existing faculty will be utilized to offer the minor. Three new courses are proposed. <strong>Faculty</strong><br />
within the School of Computational Science and Engineering will be used to offer these<br />
courses. We do not anticipate utilization of distance learning to offer courses associated with<br />
the minor.<br />
Student Learning and <strong>Faculty</strong> Resources<br />
Existing facilities and staff will be used to implement the program. The impact of this<br />
program on facilities will be modest because most of the courses in the proposed program are<br />
already being offered as regular or special topics courses.<br />
Some courses included in the program utilize a problem-based learning methodology that<br />
requires classrooms that can be configured for group discussion and problem solving sessions.<br />
Facilities such as those available in the Clough Undergraduate Learning Center offer suitable<br />
facilities for offering these courses.<br />
Space Planning: Facilities, Classroom, Labs, and Equipment<br />
Existing space and computing equipment, currently used in courses that are being offered now<br />
will be utilized to implement the program. Computing equipment will need to be replenished<br />
and updated over time, e.g., through tech-fee and other proposal mechanisms. Additional staff<br />
for equipment support may be required as the program grows. However, existing staff is<br />
sufficient to launch the proposed program.<br />
Transcript Designation<br />
The proposed title of the minor is “Computational Data Analysis.”<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page29
Funding, Enrollment, Credit Hours, and Minors to be Awarded<br />
No additional resources are requested at this time for the minor. The number of students<br />
enrolled in the minor will be managed in a way that is consistent with available resources.<br />
6. A motion was made to approve a request from the School of Modern Languages and the School of<br />
International Affairs for a degree modification. The motion was seconded and approved.<br />
Degree Modification<br />
Bachelor of Science in International Affairs and Modern Language<br />
(with a concentration in Chinese/French/German/Japanese/Spanish/Russian)<br />
Rationale for changing the approved program:<br />
o Create six concentrations for the IAML degree: CHIN, FREN, GRMN, JAPN, RUSS,<br />
SPAN.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
1st Year<br />
FY 14<br />
2nd Year<br />
FY <strong>15</strong><br />
3rd Year<br />
FY 16<br />
Currently, all IAML students form the same cohort inside the BANNER<br />
database; there is no indication of the language concentration of the five<br />
4 th Year<br />
FY 17<br />
ENROLLMENT PROJECTIONS<br />
Students<br />
Existing Students in major program N/A N/A N/A N/A<br />
Students from other major programs 10 20 30 30<br />
Total Students Projected for this Minor 10 20 30 30<br />
COURSE SECTIONS SATISFYING<br />
MINOR REQUIREMENTS<br />
Existing 2 2 2 2<br />
New (being requested) 3 3 3 3<br />
Total Program Course Sections 5 5 5 5<br />
CREDIT HOURS GENERATED BY<br />
THOSE COURSES<br />
Existing enrollments (5 3-hour courses,<br />
20/course)<br />
New enrollments (credit hours, students in<br />
minor)<br />
300 300 300 300<br />
30 90 <strong>15</strong>0 <strong>15</strong>0<br />
Total Credit Hours 330 390 450 450<br />
MINORS TO BE AWARDED 0 0 10 10<br />
Page30
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
available to students. Thus, identification of IAML majors according to<br />
language for assessment and communication is complicated and requires<br />
multiple searches to accomplish, especially for in-coming freshmen.<br />
o Require CHIN/FREN/GRMN/JAPN/RUS/SPAN 4500 as one of the courses<br />
completing the language core courses for the IAML degree.<br />
Since IAML is a joint degree, administered by INTA and ML, we have<br />
determined a need to get better access to majors for assessment purposes;<br />
advice to this effect was relayed to our Associate Chair for Research and<br />
Assessment by the GT Office of Assessment. While INTA currently has a<br />
required capstone course, taken by both INTA and IAML students—INTA<br />
4500—ML does not. Hence, requiring IAML students to take the ML<br />
capstone—Language 4500 (currently taken by ALIS majors)—will enhance<br />
ML’s ability to target instruction and assessment to majors in the same<br />
language in one setting. The requirement of this course will change the<br />
language portion of the IAML degree from 8 elective courses to 7 electives in<br />
addition to the 1 required course: CHIN/FREN/GRMN/JAPN/SPAN 4500.<br />
o Require an International Experience of each IAML major.<br />
According to a review of recent IAML graduates, it has come to our attention<br />
that approximately 5% of these graduates receive their degree without any<br />
appreciable international experience. Given the very nature of this degree, each<br />
graduate should be able to demonstrate an ability to use their language and<br />
cultural skills constructively in an environment that necessitates this, regardless<br />
of the ability to afford a study/work/research experience abroad. Thus, we<br />
would like to implement a non-academic requirement that all IAML students<br />
fulfill an International Experience as part of their graduation<br />
requirements. This requirement can be met through one of two ways:<br />
Complete a minimum 6-week overseas experience. If this is not a<br />
country whose primary language is in the student's language of study,<br />
the student must justify and receive prior approval.<br />
Complete a <strong>15</strong>-week internship or similar experience of at least 10<br />
hours per week at an international organization such as consulate, CNN<br />
International, etc. The internship must be approved in advance.<br />
All the vast majority of IAML graduates do indeed complete an international<br />
experience through study/work/research abroad, this additional requirement will allow<br />
all IAML graduates to state that they indeed have experience, whether domestically or<br />
in-country.<br />
In sum, the proposed IAML modifications clearly differentiate between the different language<br />
concentrations of the students; add RUSS to the available languages as a concentration; the<br />
Language core for the IAML degree changes from 8 elective courses to 7 elective plus 1<br />
Page31
equired course, Language 4500; and all students are required to undertake an international<br />
experience as part of the degree.<br />
Currently Approved vs. Proposed Program Curriculum<br />
http://www.catalog.gatech.edu/colleges/cola/inta/ugrad/intaml/geninfo.php<br />
Bachelor of Science in International Affairs and Modern Language<br />
ADD:CHIN/FREN/GRMN/JAPN/RUSS/SPAN<br />
Requirements<br />
REQUIREMENT<br />
REQ<br />
HRS<br />
Wellness 2 HPS 1040<br />
Core A - Essential<br />
Skills<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
3 ENGL 1101<br />
3 ENGL 1102<br />
4 MATH <strong>15</strong>01 or MATH 1712<br />
COURSE(S) NOTES<br />
Core B - Institutional<br />
Options<br />
3 CS 13<strong>15</strong><br />
Core C - Humanities 6 Modern Languages c<br />
Core D - Science,<br />
Math, & <strong>Tech</strong>nology<br />
4 Lab Science<br />
4 Lab Science<br />
4 MATH <strong>15</strong>02 or MATH 1711<br />
Core E - Social<br />
Sciences<br />
HIST 2111 or HIST 2112 or INTA 1200 or POL 1101 or PUBP<br />
3<br />
3000<br />
3 ECON 2100 or ECON 2101 or ECON 2105 or ECON 2106<br />
HTS 1031 or HTS 2033 or HTS 2036 or HTS 2037 or HTS 2041<br />
or HTS 2061 or HTS 2062 or HTS 2823 or HTS 3028 or HTS<br />
3 3029 or HTS 3030 or HTS 3033 or HTS 3035 or HTS 3036 or<br />
HTS 3038 or HTS 3039 or HTS 3041 or HTS 3043 or HTS 3045<br />
or HTS 3061 or HTS 3062 or HTS 3063 or HTS 3069<br />
3 INTA Social Science a<br />
Core F - Courses<br />
Related to Major<br />
1 INTA 2001<br />
3 INTA 1110 c<br />
3 INTA 2010 c<br />
3 INTA 2040 c<br />
6 INTA Electives c<br />
Major Requirements 3 INTA 3110 c<br />
3 INTA 3203 c<br />
3 INTA 3301 c<br />
3<br />
INTA 4500 or FREN 4500 or GRMN 4500 or JAPN 4500 or<br />
SPAN 4500<br />
c<br />
Page32
12 INTA 3000- or 4000-level Electives c<br />
Modern Language<br />
Electives<br />
18<br />
ADDModern<br />
Languages<br />
: <strong>15</strong><br />
b, c<br />
ADD CHIN 4500 or FREN 4500 or GRMN 4500 or JAPN 4500 or<br />
: 3 SPAN 4500 or RUSS 4500<br />
AE 1770 or ARCH 4420 or BC 3630 or BIOL 3332 or BMED<br />
2400 or CEE 1770 or CHBE 2120 or CP 4510 or CS 1301 or CS<br />
c<br />
Non-INTA<br />
Requirements<br />
3<br />
13<strong>15</strong> or CS 1316 or CS 1331 or CS 1332 or CS 4235 or EAS<br />
4430 or EAS 4610 or ECE 2030 or ID 3103 or ID 4103 or LCC<br />
3402 or LCC 3404 or LCC 3410 or ME 1770 or ME 2016 or<br />
MGT 2200 or MGT 4051 or MGT 4052 or MGT 4058 or MGT<br />
4661 or MUSI 4630 or PHYS 3266<br />
Free Electives 16 Free Electives<br />
TOTAL: 122<br />
Notes<br />
a = Students must complete a Social Science course with INTA prefix. Consult<br />
approved Social Sciences here: www.catalog.gatech.edu/students/ugrad/core/coree.php<br />
b = Students must complete 2421hours of the same language ADD: (3000- or 4000level<br />
for FREN. GRMN, SPAN; 2002, 3000- or 4000-level for CHIN, JAPN or RUSS)<br />
plus the 4500 course in that language. Six hours are counted in Humanities, and 18 <strong>15</strong><br />
in Modern Languages Electives.<br />
c = C-minimum required.<br />
ADD: Non-credit requirement:<br />
With the goal of enhanced educational and career prospects and in accordance with the<br />
pedagogical objectives of the degree in International Affairs and Modern Languages, all<br />
IAML students are required to fulfill an International Experience as part of their graduation<br />
requirements. This requirement can be met through one of two ways:<br />
Complete a minimum 6-week overseas experience. If this is not a country whose<br />
primary language is in the student's language of study, the student must justify and<br />
receive prior approval.<br />
Complete a <strong>15</strong>-week internship or similar experience of at least 10 hours per week at<br />
an international organization such as consulate, CNN International, etc. The<br />
internship must be approved in advance.<br />
7. A motion was made to approve a request from the School of Modern Languages and the<br />
School of Economics for a degree modification. The motion was seconded and approved.<br />
Degree Modification<br />
B.S. in Global Economics and Modern Languages<br />
(with a concentration in Chinese/French/German/Japanese/Spanish/Russian)<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page33
Create six concentrations for the GEML degree: CHIN, FREN, GRMN, JAPN,<br />
RUSS, SPAN.<br />
Currently, all GEML students form the same cohort inside the BANNER database;<br />
there is no indication of the language concentration of the five available to students.<br />
Thus, identification of GEML majors according to language for assessment and<br />
communication is complicated and requires multiple searches through multiple<br />
databases to accomplish. Sufficient upper-division courses exist to offer<br />
concentrations in each of the listed languages, 24 hours total (3/4000-level courses in<br />
FREN, GRMN and SPAN; 2002 and 3/4000-level courses in CHIN, JAPN and<br />
RUSS).<br />
Require CHIN/FREN/GRMN/JAPN/RUSS/SPAN 4500 as one of the courses<br />
completing the language core courses for the GEML degree.<br />
Since GEML is a joint degree, administered by ECON and ML, we have determined a<br />
need to obtain better access to majors for assessment purposes. This determination<br />
recently was highlighted by the GT Office of Assessment and communicated directly<br />
to both ECON and ML. Currently, however, ML does not require a capstone course,<br />
taken by all GEML students, in which some forms of assessment might be<br />
implemented. Hence, requiring GEML students to take the ML capstone—Language<br />
4500 (currently taken by ALIS majors)—will enhance ML’s ability to target<br />
instruction and assessment to majors in the same language in one setting. The<br />
requirement of this course will change the language portion of the GEML degree from<br />
8 elective courses to 7 electives in addition to the 1 required course:<br />
CHIN/FREN/GRMN/JAPN/ RUSS/SPAN 4500.<br />
Require an International Experience of each GEML major.<br />
According to a review of recent GEML graduates, it has come to our attention that<br />
approximately 5% of these graduates receive their degree without any appreciable<br />
international experience. Given the very nature of this degree, each graduate should be<br />
able to demonstrate an ability to use their language and cultural skills constructively in<br />
an environment that necessitates this, regardless of the ability to afford a<br />
study/work/research experience abroad. Thus, we would like to implement a nonacademic<br />
requirement that all GEML students fulfill an International Experience as<br />
part of their graduation requirements. This requirement can be met through one of two<br />
ways:<br />
o Complete a minimum 6-week overseas experience. If this is not a country<br />
whose primary language is in the student's language of study, the student must<br />
justify and receive prior approval.<br />
o Complete a <strong>15</strong>-week internship or similar experience of at least 10 hours per<br />
week at an international organization such as consulate, CNN International,<br />
etc. The internship must be approved in advance.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page34
The vast majority of GEML graduates do indeed complete an international experience<br />
through study/work/research abroad; however, this additional requirement will allow<br />
all GEML graduates to state that they indeed have experience, whether domestically or<br />
in-country.<br />
Add options to the Statistics Elective.<br />
In order to allow students more flexibility in completing a statistics course relevant to<br />
the GEML major, we propose to all the Statistics Elective requirement to be satisfied<br />
with a B in MGT 2250 or a C in MATH 32<strong>15</strong>, MATH 3770, ISYE 3770, or any other<br />
calculus based statistics course bearing the number 3770.<br />
Replace ECON 4160 with either ECON 4311 or 4350.<br />
It has been evident that the original GEML proposal indicated that a future<br />
development would be to add a more internationally-focused component to the ECON.<br />
This can now be established by eliminating the requirement of ECON 4160<br />
(Forecasting) and thus requiring either ECON 4311 (Global Enterprise) or 4350<br />
(International Economics).<br />
Allow students to specialize their ECON focus.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
o GEML students will no longer have free rein in choosing their ECON<br />
electives; on the contrary, they should seek to specialize in one of the<br />
following concentrations by taking two courses found in that area as their<br />
ECON electives:<br />
Industrial Organization<br />
ECON 4340: Industrial Organization<br />
ECON 4180: Game Theory Economics<br />
ECON 4360: Network Economics<br />
International Economics<br />
ECON 4311: Global Enterprise<br />
ECON 4350: International Economics<br />
ECON 4355: Global Financial Economics<br />
ECON 4610: Senior Policy Seminar<br />
Environmental Economics<br />
ECON 3300: International Energy Markets<br />
ECON 4421: Urban and Regional Economics<br />
ECON 4440: Environmental Economics<br />
Students wishing to concentrate in an area not listed should discuss this with the<br />
advisors in ECON and ML for approval. Total electives hours do not change.<br />
Page35
Establish a non-major cluster of studies.<br />
Post-graduation commentary from GEML students has indicated the desire to allow students<br />
to pursue additional studies in an area that will enhance the ECON + language/culture focus of<br />
this degree. Thus we propose moving 9 hours of free electives to the current 3 hours,<br />
establishing a true non-major cluster of 12 hours.<br />
In sum, the proposed GEML modifications clearly differentiate between the different<br />
language concentrations of the students; adds RUSS as a language of study; the Language<br />
core for the GEML degree changes from 8 elective courses to 7 elective plus 1 required<br />
course, Language 4500; GEML students are required to undertake an international experience<br />
as part of the degree; additional options are added to the Statistics requirement; ECON 4160 is<br />
replaced with either ECON 4311 or 4350; GEML students choose their ECON electives from<br />
one of three areas; and an expanded non-major cluster of 12 hours is established.<br />
http://www.catalog.gatech.edu/colleges/cola/ml/ugrad/bsgeml/geninfo.php<br />
c. BS IN GLOBAL ECONOMICS AND MODERN LANGUAGES<br />
ADD: WITH A CONCENTRATION IN CHIN/FREN/GRMN/JAPN/SPAN/RUSS<br />
REQUIREMENT<br />
REQ<br />
HRS<br />
COURSE(S) NOTES<br />
Wellness 2 HPS 1040<br />
Core A ‐ Essential Skills 3 ENGL 1101<br />
Core B ‐ Institutional<br />
Options<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
3 ENGL 1102<br />
4 MATH <strong>15</strong>01 or MATH 1712<br />
3 CS 13<strong>15</strong><br />
Core C ‐ Humanities 6 Modern Languages c<br />
Core D ‐ Science, Math, &<br />
<strong>Tech</strong>nology<br />
4 Lab Science<br />
4 Lab Science<br />
4 MATH <strong>15</strong>02 or MATH 1711<br />
Core E ‐ Social Sciences 3 HIST 2111 or HIST 2112 or INTA 1200 orPOL<br />
1101 or PUBP 3000<br />
Core F ‐ Courses Related to<br />
Major<br />
9 Any SS<br />
3 ECON 2105 c<br />
3 ECON 2106 c<br />
3 MGT 2250 ADD:<br />
Page36
NOTES<br />
a = Any 1000‐ or 2000‐level course with the following prefixes: AE, APPH, BIOL, BMED, CEE, CHBE,<br />
CHE, CHEM, EAS, ECE, ISYE, MATH, ME, MSE, NRE, PHYS, PTFE.<br />
b = Students must complete 24 hours of the same language beyond 2002 course. Six hours are<br />
counted in Humanities, six in Core Area F, and 12 in Modern Languages Requirements.<br />
c = C‐minimum required.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
ADD: Statistics Elective e<br />
3 Engineering/Science/Math Elective a<br />
6 Modern Languages b, c<br />
Major Requirements 3 ECON 3110 c<br />
3 ECON 3120 c<br />
3 ECON 3<strong>15</strong>0 c<br />
3 ECON 3161 c<br />
3 ECON 4160<br />
ADD: ECON 4311 or ECON 4350<br />
3 ECON 4910 c<br />
ECON Electives 6 ECON Electives ADD:<br />
f<br />
Non‐Major Cluster 3<br />
ADD:<br />
12<br />
Modern Languages 12<br />
ADD: 9<br />
ADD: 3<br />
Free Electives 20<br />
ADD:<br />
11<br />
TOTAL: 122<br />
Free Elective<br />
12 hours of courses that are thematic or from the same<br />
School/Department.<br />
Modern Languages<br />
ADD: Language 4500<br />
Free Electives<br />
c, d<br />
b, c<br />
Page37
d = Any non‐ECON or non‐GEML language courses allowed.<br />
e = The Statistics Elective requirement can be satisfied with a B in MGT 2250 or a C in MATH<br />
32<strong>15</strong>, MATH 3770, ISYE 3770, or any other calculus based statistics course bearing the number<br />
3770.<br />
f = the student must choose two courses from within one of the lists below.<br />
Industrial Organization<br />
ECON 4340: Industrial Organization<br />
ECON 4180: Game Theory Economics<br />
ECON 4360: Network Economics<br />
International Economics<br />
ECON 4311: Global Enterprise<br />
ECON 4350: International Economics<br />
ECON 4355: Global Financial Economics<br />
ECON 4610: Senior Policy Seminar<br />
Environmental Economics<br />
ECON 3300: International Energy Markets<br />
ECON 4421: Urban and Regional Economics<br />
ECON 4440: Environmental Economics<br />
Should the student wish to choose electives outside of the courses listed above, they must<br />
produce a document stating their career objectives, the courses they desire to take in lieu of those<br />
listed above, and an explanation of how those courses enable them to better achieve their career<br />
objectives than those listed above. The student must then submit this document to the Directors<br />
of the Undergraduate Programs in both the School of Modern Languages and the School of<br />
Economics for approval.<br />
ADD: International Experience Requirement<br />
All GEML students are required to fulfill an International Experience as part of their<br />
graduation requirements. This requirement can be met through one of two ways:<br />
Complete a minimum 6-week overseas experience. If this is not a country<br />
whose primary language is in the student's language of study, the student must<br />
justify and receive prior approval.<br />
Complete a <strong>15</strong>-week internship or similar experience of at least 10 hours per<br />
week at an international organization such as consulate, CNN International,<br />
etc. The internship must be approved in advance.<br />
8. A motion was made to approve a request from the School of Modern Languages for a degree<br />
modification, new courses, and the deactivation of courses. The motion was seconded and approved.<br />
A motion was made to deny general permission to add new subject codes as needed. The<br />
motion was seconded and approved.<br />
A motion was made to deny adding oral proficiency rating information to the transcript in BS<br />
in ALIS/GEML/IAML. The motion was seconded and approved.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page38
A motion was made to approve Advanced Standing credit for GRMN 3XXX for the DSD.<br />
The motion was seconded and approved.<br />
Degree Modification<br />
B.S. in Applied Language and Intercultural Studies Add Russian to the currently<br />
available language concentrations for ALIS.<br />
Recent ML surveys of current students enrolled in Russian courses at GT indicate 5<br />
current students—2 IAML and 3 of other majors—who would add to/change a degree<br />
program (ALIS, GEML or IAML) if it were available. Three incoming freshmen<br />
students at FASET sessions Summer 2012 indicated a desire to major in Russian,<br />
either alone or in conjunction with one of the current ALIS concentrations. With the<br />
addition of Dr. Dina Khapaeva, new Chair in Modern Languages, along with the<br />
approval of IAC Dean Royster to open a new tenure-track line in Russian, it is now<br />
possible to offer the 11 upper-division courses necessary to complete the Language<br />
Core of the ALIS degree in Russian.<br />
Currently Approved vs. Proposed Program Curriculum<br />
(Absolutely no changes besides the addition of the Russian concentration.)<br />
Current language core and addition:<br />
MODERN LANGUAGES CORE—33 CREDIT HOURS (CHECK IF EARNED ABROAD)<br />
Depending on beginning level, the 1001, 1002, 2001, and/or 2002 courses in your language may be necessary. These will be counted as Free Elective<br />
courses.<br />
Complete all courses in one of the following language groups:<br />
CHIN, FREN, GRMN, JAPN, ADD: RUSS or SPAN:<br />
1 course in societies/cultures thread ___________(3) Language elective<br />
___________(3)<br />
1 course in arts/media thread ___________(3) Language elective<br />
___________(3)<br />
1 course in industry/technology thread ___________(3) Language elective<br />
___________(3)<br />
1 course in advanced language acquisition ___________(3) Language elective<br />
___________(3)<br />
Capstone (Lang. 4500) ___________ (3) Language elective<br />
___________(3)<br />
Language elective<br />
___________(3)<br />
Language electives are any courses in your language group.<br />
You may specialize in a particular thread by taking your electives all in that thread.<br />
All language core classes must be taken for a letter grade and a minimum grade of “C” is required.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page39
New Courses<br />
NOTE: All new courses are requesting inclusion to meet the Humanities area<br />
requirement. This request will have to go to the IUCC Gen Ed Subcommittee and then<br />
to the Advisory Committees for review as well. It was noted that 4000-level classes<br />
are likely to be rejected.<br />
GRMN 3023: Advanced German Grammar 3-0-3<br />
Note: There was a question about the mode of presentation being 100%<br />
seminar. After some discussion, it seemed to make more sense to list it as 67%<br />
seminar and 33% lecture. It was also noted that a prerequisite of GRMN 3002<br />
or permission of the instructor would make sense for a grammar course at this<br />
level.<br />
GRMN 4691: Berlin: The Capital in the 20th Century 3-0-3<br />
Note: The co-requisites are listed as “GRMN 3695 and 3696”. It might make<br />
more sense to list the co-requisites as “GRMN 3695 and 3696 or whatever is<br />
offered as part of the LBAT program”.<br />
CHIN 4695 : Chinese Internship, variable credit, 1-3<br />
Note: Pass/Fail added as a grading option.<br />
FREN 4695 : French Internship, variable credit, 1-3<br />
Note: Line #3 of the NCP lists “Chinese” not “French”. Pass/Fail added as a<br />
grading option.<br />
GRMN 4695: German Internship, variable credit, 1-3<br />
Note: Line #3 of the NCP lists “Chinese” not “German”. Pass/Fail added as a<br />
grading option.<br />
JAPN 4695: Japanese Internship, variable credit, 1-3<br />
Note: Line #3 of the NCP lists “Chinese” not “Japanese”. Pass/Fail added as a<br />
grading option.<br />
RUSS 4695: Russian Internship, variable credit, 1-3<br />
Note: Line #3 of the NCP lists “Chinese” not “Russian”. Pass/Fail added as a<br />
grading option.<br />
SPAN 4695: Spanish Internship, variable credit, 1-3<br />
Note: Line #3 of the NCP lists “Chinese” not “Spanish”. Pass/Fail added as a<br />
grading option.<br />
RUSS 1250: Vampires and Memory of Stalinism in Post-Soviet R... 3-0-3<br />
RUSS 4340: Invention of Business Discourse in Russia (1990-) 3-0-3<br />
Note: It was noted that a prerequisite of RUSS 3002 or permission of the<br />
instructor would make sense for a course at this level.<br />
RUSS 4500: Russian Intercultural Capstone Seminar 3-0-3<br />
Note: The NCP listed the credit as 3-3-3, but it is actually 3-0-3.<br />
The Committee recommended cleaning up the title of this course at a future<br />
time to make sure that the “Capstone” nature of it is clear. It was also noted<br />
that a prerequisite of RUSS 3002 or permission of the instructor would make<br />
sense for a course at this level.<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page40
RUSS 3695: Contemporary Russia 3-0-3<br />
Note: After some discussion, it was recommended that the co-requisites of<br />
RUSS 3691 and 3692 be removed so that this course could be taught at any<br />
time at any location. It was also noted that the NCP should state a prerequisite<br />
of 2002 or permission of instructor.<br />
RUSS 4360: Russian Culture through the Prism of Song 3-0-3<br />
Note: It was recommended that the transcript title of the course be changed to<br />
“RUSS Culture Thru Song” to make it clear that the course is about “culture”<br />
as observed through song. It was also noted that the NCP should state a<br />
prerequisite of 2002 or permission of instructor.<br />
PERS 1001: Elementary Persian I 4-0-4<br />
PERS 1002: Elementary Persian II 4-0-4<br />
Note: There was some discussion about the interchange of Farsi with Persian<br />
and whether using a Persian designation was preferable, clearer, etc.<br />
Deactivate Courses:<br />
JAPN 3002<br />
JAPN 3062<br />
JAPN 4133<br />
LING 2760<br />
LING 3010<br />
LING 3750<br />
LING 4002<br />
LING 4065<br />
General Requests from ML:<br />
Create Subject codes for Special Topics classes in new languages:<br />
Create HIN course (Subject) code - APPROVED<br />
Beginning Hindi is being taught under the ML 1814 rubric for Fall 2012 and will be<br />
taught as ML 1824 for Spring 2012. Creating the HIN code will allow much more<br />
efficient marketing to students for registration purposes and for tracking exactly in<br />
which language the students enrolled.<br />
Permit ML and REG to work together to create new language course codes and<br />
Special Topics numbers when adding new languages to the curriculum, without having<br />
to make new proposals to the IUCC until such time as the language courses have been<br />
taught at least once and a viable new curriculum has been established. - DENIED<br />
As a general rule, ML and REG could create Language 1813, 1814, 1823, 1824, 2813,<br />
3813, 4813 courses when introducing new languages to the course offerings. Once<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Page41
each course has been taught at least once, and enrollments are satisfactory, then ML<br />
would bring a proposal to establish the official course numbers for each course/level.<br />
For example, ML would like to create a series of courses in Swahili in the not-toodistant<br />
future. Once funds have been established and an instructor employed, the ML<br />
could request that the Registrar create the first course, SWA/SWAH 1813; if approved<br />
for a second semester, then SWA 1823 could be added to the course schedule. Once<br />
these courses have been taught at least once, at that time ML could propose to create<br />
the official 1001 and 1002 courses in that language.<br />
Create Special Topics numbers for PERS and HIN (only requested if #2 above fails) -<br />
APPROVED<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
PERS 1814, 2813, 3813, 4813<br />
HIN 1814, 1824, 2813, 3813, 4813<br />
These course numbers will allow ML to teach new courses at new levels for each<br />
language as the programs develop; these numbers will make the proposing of new<br />
courses and official numbers much easier and much more efficient for both ML and<br />
REG.<br />
Add Oral Proficiency rating to the transcript – DENIED.<br />
In denying this request, the Committee noted that students may seek this proficiency<br />
rating directly and receive a certificate directly.<br />
Proposal to print Oral Proficiency Interview rating on ALIS/GEML/IAML graduates’<br />
transcript:<br />
The ACTFL Proficiency Guidelines were first published in 1986 as an adaptation for<br />
the academic community of the U.S. Government’s Interagency Language<br />
Roundtable (ILR) Skill Level Descriptions. The Speaking Guidelines describe the<br />
tasks that speakers can handle at each level, as well as the content, context, accuracy,<br />
and discourse types associated with tasks at each level. They also present the limits<br />
that speakers encounter when attempting to function at the next higher major level.<br />
(American Council of Teachers of Foreign Languages Proficiency Guidelines<br />
http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012<br />
_FINAL.pdf). Through an established set of interview procedures, speakers can be<br />
rated according to these guidelines, offering a means of global assessment for<br />
academic as well as workplace settings.<br />
Yearly, the School of Modern Languages requires that all graduating<br />
ALIS/GEML/IAML students participate in an Oral Proficiency interview. Each<br />
student receives a rating, which is then used in the School’s assessment programs. Past<br />
graduates have also requested that a statement of their achieved proficiency via their<br />
degree program would be a useful tool in their search for employment and for graduate<br />
applications, both domestically and abroad.<br />
Page42
In order to attest to the speaking level in a language that our ALIS/GEML/IAML<br />
graduates attain, the School of Modern Languages would like to request that a<br />
statement of the assessment of this ability be added to the degree line on the transcript<br />
for each graduate:<br />
Model: BS in Applied Language and Intercultural Studies, Concentration in Spanish,<br />
OPI (May <strong>2013</strong>): Intermediate High<br />
The following are the possible ratings we would use:<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
Superior Intermediate Mid<br />
Advanced High Intermediate Low<br />
Advanced Mid Novice High<br />
Advanced Low Novice Mid<br />
Intermediate High Novice Low<br />
Options: Language: OPI or Oral Proficiency Interview rating<br />
Use of date<br />
The School, through the Associate Chair for Undergraduate Studies<br />
and/or the Associate Chair for Assessment and Research, would work<br />
closely with the Registrar’s office to establish a mechanism for reporting<br />
these ratings in a way that would not interfere with the established<br />
guidelines for producing the final records of graduates. The Registrar has<br />
agreed that there exist sufficient fields on the transcript to allow such a<br />
rating to appear.<br />
Allow award of Advanced Standing credit for GRMN 3XXX based on the DSD –<br />
APPROVED.<br />
The School of Modern Languages would be interested in allowing enrolled students at<br />
<strong>Georgia</strong> <strong>Tech</strong> who have earned the Das Deutsche Sprachdiplom (DSD) certificate<br />
during their high school programs (outlined in the supporting materials) to earn<br />
advanced-level credit for GRMN.<br />
The DSD is sponsored by the German federal government and the various<br />
German states.<br />
The DSD I demonstrates skills at the Common European Framework of<br />
Reference level B1, which is equivalent to coursework at the 3XXX level at<br />
<strong>Georgia</strong> <strong>Tech</strong>.<br />
The DSD II demonstrates skills at the Common European Framework of<br />
Reference level B2, which is equivalent to coursework at the 3XXX or 4XXX<br />
level at <strong>Georgia</strong> <strong>Tech</strong>.<br />
Page43
Administrative Matters<br />
ML would be interested in granting credit in this fashion:<br />
Institute Undergraduate Curriculum Committee<br />
Minutes, <strong>January</strong> <strong>15</strong>, <strong>2013</strong><br />
1/30/<strong>2013</strong> 3:01 PM<br />
DSD I: 3 hours of GRMN 3XXX<br />
DSD II: 6 hours of GRMN 3XXX<br />
This credit would be authorized by the Registrar once a copy of the DSD assessment<br />
has been received or through the processing of a Non-Resident Credit form via the<br />
School of Modern Languages.<br />
In conversations between the German faculty here and with Petra Reuter, German<br />
Language Advisor /Coordinator, <strong>Georgia</strong> Department of Education, we do not believe<br />
this will amount to more than 1-2 students per academic year here at <strong>Georgia</strong> <strong>Tech</strong>.<br />
1. A motion was made to approve a new course, INTA 3242 Soccer and Global Politics,<br />
to meet the Social Science and Global Perspectives areas in the Core Curriculum. The motion was<br />
seconded and approved.<br />
Approved by subcommittee on 11/5/2012 and is pending approval of the Advisory Committee<br />
and the General Education Council. The Registrar’s Office will follow up on these additional<br />
approvals.<br />
Appeals<br />
1. A motion was made to deny a request for a waiver of the 36-hour rule. The motion was<br />
seconded and approved.<br />
2. A motion was made to deny a request for a late term withdrawal from Spring 2012. The<br />
motion was seconded and approved.<br />
Adjourned,<br />
Reta Pikowsky<br />
Registrar<br />
Page44