THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE

                         FACULTY SENATE 


                                                             
                              Senate Document Number   1295S
                                                              
                              Date of Senate Approval  2/9/95

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Statement of Faculty Senate Action:

       APC #12:  Catalogue Changes in Atmospheric Sciences


Effective Date:  Fall 1995

Change 1

Under Track in Climatology: p 71 of 1994-1995 catalogue.
Change:        ... Recommended course: MATH 391.
To:            ... Recommended courses: MATH 341 and STAT 321.
Rationale:     MATH 391 is Advanced Calculus.  If time permitted,
               the climatology students rarely took MATH 391;
               rather, they took MATH 341 (Numerical Analysis)
               and/or STAT 321 (Nonparametric Statistics), which
               are more appropriate for this discipline.
Impact:        These are recommended courses for a small number
               of students, about two per year; therefore, a
               negligible impact is expected.

Change 2

Under Track in Weather Forecasting: p 72.
Change:        ... Additional courses in Mathematics and
               Statistics are recommended.
To:            ... Additional courses in Mathematics, Statistics
               and Hydrology are recommended.
Rationale:     This is in response to the increased interest in
               hydrological applications by the National Weather
               Service.
Impact:        Little change in enrollment in Hydrology (ATMS
               338/ENVR 338) is anticipated.


Change 3

Under Atmospheric Sciences Minor: p 72.
Change:        20-22 hours in Atmospheric Sciences, of which at
               least six hours must be at the 100 level and at
               least six hours must be at the 300 level or above.
To:            20-22 hours in Atmospheric Sciences, of which at
               least six hours must be at the 100-200 levels.
Rationale:     This corrects an earlier typo.
Impact:        None.


Change 4

In course description for 106, p 72.
Delete:        Needed to fulfill the natural science requirement
               for students enrolled at the University prior to
               August 1986.
Rationale:     This removes an archaic statement.
Impact:        None.


Change 5

In course description for 115, p 73.
Delete:        Prerequisite: ATMS 103 or 105.
Rationale:     ATMS 115 is being taught independently of ATMS 103
               and ATMS 105.  It is an introductory-level course
               on climatology, which does not require the
               previously-named courses as prerequisites.
Impact:        Enrollment in ATMS 115 may be boosted.


Change 6

Delete:        The entry for 116, p 73.
Rationale:     The lab, ATMS 116, has not been taught for several
               years.  It was initially developed for the period
               when the science general education requirements
               were two courses, with each having a lab.  Since
               the current 5-hour and three-hour general
               education requirement has been in existence, there
               has been little demand for ATMS 116.
Impact:        None.


Change 7

In course description for 305, p 73.
Change:        Prerequisites: ATMS 214; MATH 291; PHYS 222 . . .
To:            Prerequisites: ATMS 214; MATH 192; PHYS 222 . . .
Rationale:     MATH 192 has been found to be a sufficient
               prerequisite for ATMS 305.
Impact:        None for course load, but a strong decrease of
               student paranoia.





Change 8

In course description for 340, p 74.
Change:        Prerequisite: ATMS 214.  Course offered . . .
To:            Prerequisite: ATMS 103.  Course offered . . .
Rationale:     This simplifies the path to ATMS 340, while still
               satisfying the needs for a common background.
Impact:        None.


Change 9

In course description for 495.
Change:        Prerequisite: Departmental permission.
To:            Prerequisite: Permission of a department mentor.
Rationale:     Research by an individual student requires a close
               liaison with a faculty member.  It is appropriate
               to acknowledge this synergism through the formal
               permission of the mentor.
Impact:        None.