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REVISED FINAL REPORT

of the
UNDERGRADUATE EDUCATION INITIATIVE
SEPTEMBER 1, 2004
This report cot!is
• Revisions to the original proposal, developed in
response to faclt! inpt received in spring, "##$%
• Sggestions for i&ple&enting speci'c initiatives%
• Ti&eline illstrating a reco&&ended (phase)in*
process, +eginning in the fall of "##,, for ne-
initiatives%
• Frther discssion on the irrefta+le engage&ent of
assess&ent as a .e! co&ponent in the process of
teaching, learning, and crriclar refor&%
Report compiled by Dr. James Limbaugh, Assistant to the Provost
Revised Final Proposal of the /EI0Septe&+er, "##$
1
T!"#e o$ Cotets
The /ndergradate Edcation Initiative Steering 2o&&ittee $
Introdction ,
A Revised 2onte3t for Or Reco&&endations 4
Reiterating Speci'c Reco&&endations 5
6hat this Report Does7and Does NOT))2ontain 8
The Otline of Or Report 8
Sggested 2o&&ittee Re)Strctring 1#
The Ti&eline 11
The Ti&eline7I&ple&entation +! 2ategor! 1"
Technolog! and Infor&ation 2o&petenc! and Literac! 1,
Applica+ilit! to Transfer Stdents 19
The Progra& of :eneral Edcation 15
:oals of :eneral Edcation "#
The :EP 2hec.list for "##,)"##9 "1
The :EP 2hec.list for "##9)"##8 ""
2o&parison of 2O;AR0FS/ :eneral Edcation Re<ire&ents "=
A% >asic S.ills Pro'ciencies "$
>% Fresh&an 2o&position "9
2% Advanced 2o&position or 6riting "8
D% ;athe&atics =#
E% Foreign Langages =1
F% The Natral Sciences ==
:% Identit! and Di?erence =9
Revised Final Proposal of the /EI0Septe&+er, "##$
"
@% The FS/ 2ollo<ia $#
I% Eli&ination of @EED 1## $1
A% 6riting)Intensive 2orses $"
B% Spea.ing)Intensive 2orses $,
The ;aCors $5
L% 2apstone 2orse $5
;% @onors Initiatives -ithin the ;aCors ,1
N% 2o)2rriclar Initiatives ,"
O% Assess&ent ,=
Ad&inistrative Responsi+ilities ,4
Faclt! Planning :rops ,9
ProCected Annal 2osts and SavingsD "##$)"##9 ,8
Attach&ent AD /ndergradate Instittional Learning :oals 41
Attach&ent >D >asic Technolog! E Infor&ation Literac! S.ills 4=
Attach&ent 2D Infor&ation Literac! and Flenc! Learning :oals 4$
Attach&ent DD Three)2redit Science 2orse 4,
Attach&ent ED The FS/ 2ollo<ia 45
Attach&ent FD 6riting)Intensive 2orses 8"
Attach&ent :D Spea.ing)Intensive 2orses 84
Attach&ent @D 2apstone 2orses 88
Revised Final Proposal of the /EI0Septe&+er, "##$
=
The U%er&r!%'!te E%'c!tio Iiti!ti(e
Steeri& Co))ittee
Dr% Diane >lan.enship
Recreation
Dr% Tho&as >o-ling
Student and Educational Services
Dr% ;areen 2onnell!
Sociology/Social or!/"onors
Dr% ;ar! Ba! Finan
Educational Pro#essions
Dr% Scott FritF
$iology
Dr% Ro+ert Larivee
%hemistry
Dr% Aa&es Li&+agh &chair'
Academic A(airs
;r% Rand! Lo-e
Library
Dr% Ao!ce ;iddleton
Accounting
Dr% Ssan ;ills
)usic
Dr% Aohn Neral
Economics
Dr% Randall Rhodes
Art and Design
Dr% Aa&es Sa.
*eography
Dr% ;aria GLisa SancheF
+oreign Languages
Dr% Beith Schlegel
English
Revised Final Proposal of the /EI0Septe&+er, "##$
$
The U%er&r!%'!te E%'c!tio Iiti!ti(e
*i!# Report +Re(ise%, o$ the Steeri& Co))ittee
*rost"'r& St!te Ui(ersit-
Septe)"er 1, 2004
Itro%'ctio
This doc&ent, or a&ended proposal as a steering co&&ittee in response to
the goals of the /ndergradate Edcation Initiative, reHects revisions sggested in
spring, "##$, +! faclt! in response to the 'rst iteration of /EI reco&&endations
distri+ted to the ca&ps in ;arch, "##$%
Ast as i&portantl!, this proposal also recogniFes those e3ternal entities -hose
policies and e3pectations -ill a?ect s+stantivel! the crricl& and co)crricl& of
ever! ;ar!land p+lic for)!ear niversit!% These agencies, and the scope of their
e3pectations, incldeD
,he )aryland "igher Education %ommission, -ho has no- esta+lished a
re<ire&ent that all instittions identif! +ench&ar.s for &ini&& pro'cienc! in
speci'c general edcation s.ills I-ritten co&&nication, oral co&&nication,
scienti'c and <antitative reasoning, critical thin.ing, technological co&petenc!, and
infor&ation literac!J and reglarl! assess stdentsK perfor&ance against these
+ench&ar.sL
,he -niversity System o# )aryland, -hose varios directives Ie%g%, the
Resoltion on Technolog! Flenc!, the e3pectations voiced in the revised /S;
Strategic PlanJ directl! i&pact the develop&ent and assess&ent of crricl& and
co)crricl& at the local levelL
,he )iddle States %ommission on "igher Education, -hose ne- accreditation
standards specif! the esta+lish&ent and &easre&ent of speci'c standards for
crriclar perfor&ance in general edcation and the &aCors, and -hose ne-
e&phasis leans heavil! on instittional a+ilit! to actall! prove, throgh an ongoing
assess&ent process, the depth and scope of stdentsK learning in +oth the crricl&
and co)crricl&%
Revised Final Proposal of the /EI0Septe&+er, "##$
,
Assess&ent7and its position as an integral part of the teaching and learning
process7serves as the co&&on thread that ties together or crriclar proposals
-ith the e3pectations of or e3ternal p+lics and7&ost i&portantl!7or co&plete
engage&ent -ith the process of teaching and learning% As Figre A Ipage 9J
illstrates, assess&ent has e&erged as the &ost signi'cant co&ponent of an!
crriclar refor&, a co&ponent of change that connects see&ingl! disparate
ele&ents into a ni'ed crriclar -hole% As a reslt, this proposal incldes, in &ch
greater detail than previosl!, speci'c reco&&endations and ti&elines for
i&ple&enting assess&ent e?orts throghot +oth the crricl& and the co)
crricl&%
A Re(ise% Cote.t $or O'r Reco))e%!tios
>ecase assess&ent of stdent learning no- occpies a center position in or
proposal, /e reco))e% th!t the *!c'#t- Se!te !ppro(e the 0ph!si& i1
o$ (!rio's e#e)ets o$ the U%er&r!%'!te E%'c!tio Iiti!ti(e, as otlined in
detail in +oth ti&eline and te3t throghot the follo-ing pages% Sch a (phase)in*
-ill allo- a&ple opportnities for assess&ent of stdent learning and for sing the
reslts of that assess&ent to frther re'ne crriclar o?erings%
To facilitate nderstanding of the &an! la!ers of opportnities that e3ist to
engage stdents and faclt! in e3citing ne- opportnities for learning and teaching,
this proposal incldes a detailed ti&eline, displa!ed on pages 1")1,, that presents
speci'c i&ple&entation c!cles for all the reco&&endations discssed herein%
2entral to this ti&eline is the esta+lish&ent of faclt! planning grops to deal
-ith speci'c initiatives, for -ith the s+&ission of this 'nal report, or -or. as the
steering co&&ittee of the /ndergradate Edcation Initiative is co&pleted% These
varios planning gropsK charges are otlined in appropriate sections of this
doc&ent%
In collecting faclt! opinions a+ot the 'rst set of /EI proposals, &entioned often
-as the isse of ad&inistrative responsi+ilit!% Faclt! clearl! recogniFed the need for
an ad&inistrative entit! to +e identi'ed to shepherd the n&eros reco&&endations
of the /EI to frition% Therefore, ad&inistrative responsi+ilities are otlined in &ore
detail in this report%
Revised Final Proposal of the /EI0Septe&+er, "##$
4
*IGURE A
Finall!, -e o?er proCected costs, over for acade&ic !ears, for i&ple&entation
of the initiatives presented% Please re&e&+er, ho-ever, that these esti&ates are
Revised Final Proposal of the /EI0Septe&+er, "##$
9
FS/
;ISSION
/NDER:RAD/ATE INSTIT/TIONAL
LEARNIN: :OALS
and FS/ State&ent on Li+eral
Edcation
ASSESS;ENT
as part of the teaching
and learning process
;IDDLE STATES
2O;;ISSION
ON @I:@ER
ED/2ATION
/NIVERSITM
SMSTE; OF
;ARMLAND
;ARMLAND @I:@ER
ED/2ATION
2O;;ISSION
A22REDITORS
FOR INDIVID/AL
PRO:RA;S
/NDER:RAD/ATE
ED/2ATION INITIATIVE
A/T@ENTI2 2/RRI2/LAR REFOR;
Iacco&panied +! a contining c!cle of
assess&entJ
For the "1
st
centr!
provided as an illstration of potential resorce allocation, and are fll! dependent
+oth pon the scope of initiatives lti&atel! accepted +! the Faclt! Senate and the
a&ont of fnding eventall! provided +! the Provost%
Reiter!ti& Speci2c Reco))e%!tios
Althogh in so&e cases revisions have +een s+stantive, the Steering
2o&&ittee &aintains its co&&it&ent to several speci'c reco&&endations%
• Li+eral edcation contines to +e a de'ning characteristic of or vision of
ndergradate edcation% In spport of or co&&it&ent to an
e&po-ering for& of edcation, -e drafted a State&ent on Li+eral
Edcation, a prononce&ent lti&atel! approved +! Faclt! SenateD
Liberal education empo.ers students and #rees them #rom ignorance by
in#orming them about the .orld, its histories, methods o# in/uiry, and
values. Liberal education develops students0 intellects and enhances their
love o# learning and a.areness o# individual and social responsibility by
encouraging them to learn and apply !no.ledge to solve important
problems.
• 6e contine in or fervent spport for the introdction of speci'c
interdisciplinar! e3periences into the progra& of general edcation% To
this end, -e have replaced the three (FS/ Se&inars* of the 'rst proposal
-ith t-o e3citing conceptsD the First)Mear FS/ 2ollo<i& and the
Advanced FS/ 2ollo<i&% These 2ollo<ia are gronded in speci'c
theories of pedagog! and intellectal develop&ent%
• A (vertical core* of general edcation contines as a hall&ar. of or
proposals for the progra& of general edcation%
• The crrent version of or proposal repeats or previos stance regarding
speci'c re'ne&ents to general edcationD -riting)intensive and spea.ing)
intensive corses for all stdentsL the inclsion of a corse in identit! and
di?erenceL the introdction of a three)credit science corseL an e&phasis
on technolog! and infor&ation literac! and Henc!%
• Or ti&eline cites speci'c chec.points for the revie- and inclsion of
i&portant co)crriclar e3periences in stdentsK acade&ic careers%
• 6e frther &aintain or co&&it&ent to the contination of the 'rst)!ear
learning co&&nit! progra&%
Revised Final Proposal of the /EI0Septe&+er, "##$
5
3h!t This Report Does4!% Does NOT4Cot!i
This doc&ent contains revised reco&&endations developed as a reslt of
co&&ents received in response to the 'rst version of or report% As a reslt, !o -ill
'nd in this isse
• Reiterations of certain +asic principles and concepts -hich, in or opinion,
re&ain nchangedL
• Speci'c details otlining revisions and, in so&e cases, ne- initiatives that
have +een developed as a reslt of faclt! co&&entsL
• Sggested approaches for i&ple&entation, as seen in the ti&eline and the
details provided for each initiative%
@o-ever, -e perceived no need to nnecessaril! repeat large chn.s of or
'rst report% Therefore, !o -ill NOT see in this (se<el*
• 2opies of each s+)co&&itteeKs report,
• The voca+lar! listing, or
• The &ltiple appendices%
6e as. that !o refer to the initial report Iavaila+le online at
httpD00---%frost+rg%ed0proCects0ei0reports%ht&J if !o have an! <estions or need
clari'cation a+ot the original pre&ises of or reco&&endations%
The O't#ie o$ o'r Report
First, -e o?er a sggested co&&ittee re)strctring to assist in the approval
process for ne- corses in the progra& of general edcation% Then -e present a
detailed ti&eline, +oth for ease of revie- and for ftre service as a gide to
i&ple&entation%
Ne3t, -e discss the pervasiveness of e3pectations related to technolog! and
infor&ation co&petenc! and Henc!% 6e follo- this -ith a re&inder a+ot the
i&pact of or reco&&endations on transfer stdents%
6e then discss the varios reco&&endations for general edcation, o?ering
a revised (:EP chec.list* and providing speci'c details I+oth crriclar and
operationalJ on sggested &odi'cations% >ecase the interdisciplinar! corses
e&erged as the &ost)discssed portion of or proposal, signi'cant pages are
devoted to the presentation of details on the First)Mear FS/ 2ollo<i& and the
Revised Final Proposal of the /EI0Septe&+er, "##$
8
Advanced FS/ 2ollo<i&% In addition, -e introdce ne- reco&&endations in
response to ;@E2 &andates regarding the esta+lish&ent of instittional +ench&ar.s
for +asic pro'ciencies in essential s.ills%
6e follo- or co&&ents a+ot general edcation -ith reco&&endations for
the &aCors Ipages $5),1J, inclding an e3panded discssion on capstone corses and
a ne- reco&&endation to e3plore the creation of honors initiatives -ithin the &aCors%
After the listing of reco&&endations for the &aCors, -e reiterate or s+)
co&&itteesK proposals for +oth ne- and enhanced co)crriclar e3periences Ipages
,"),=J%
Finall!, -e devote signi'cant space to assess&ent and ho- the esta+lish&ent
of an aggressive progra& of assess&ent is clearl! an integral co&ponent of an!
e?orts in crriclar refor& Ipages ,$),9J%
As a conclding ite&, -e propose ad&inistrative responsi+ilities and additional
faclt! opportnities for i&ple&entation of the /EI reco&&endations, and -e discss
'nancial i&plications of or proposal Ipages ,9)41J%
S'&&este% Co))ittee Re5Str'ct'ri&
2rrentl!, the /niversit!Ks faclt! governance s!ste& places responsi+ilit! for
+oth the general edcation progra& and assess&ent -ithin one s+)co&&itteeD The
:eneral Edcation)Progra& Assess&ent S+)2o&&ittee% :iven the si&ltaneos
esta+lish&ent of assess&ent as a part of the teaching and learning process AND or
proposals for s+stantive changes to the progra& of general edcation, -e
reco&&end that the crrent :EPA S+)2o&&ittee +e realigned to provide e3panded
leadership in the initial revie- of crriclar initiatives%
Therefore, -e sggest the follo-ing changesD
1% The :eneral Edcation S+)2o&&ittee shold +e re)na&ed the
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee to reHect its
e3panded athorit! for initial revie- over the n&eros changes to the
ndergradate crricl& as en&erated throghot this report%
"% Responsi+ilit! for assess&ent isses shold +e eli&inated fro& the :EPA
S+)2o&&itteeKs roster of responsi+ilities% Isses of stdent learning
assess&ent -ill +e assigned to a planning grop given a speci'c charge +!
Revised Final Proposal of the /EI0Septe&+er, "##$
1#
the Provost Iplease see, on pages ,$),9, a co&plete discssion on this ne-
strctre -ithin the conte3t of a larger assess&ent narrativeJ%
=% A &e&+er of the afore&entioned assess&ent planning grop shold +e
inclded in the &e&+ership of the re)strctred :eneral Edcation S+)
2o&&ittee%
The Ti)e#ie
Recrring the&es in the response to or previos report are +est stated in
three sccinct <estionsD "o. .ill curriculum revision be enacted1 hen .ill
change occur1 ho .ill be responsible #or e(ecting change1 To respond to these
ver! legiti&ate concerns, a detailed ti&eline has +een constrcted to articlate
possi+le approaches to enacting refor&, inclding
• The (phase)in* process for certain ne- initiativesL
• The i&ple&entation of other reco&&endationsL
• The inter-eaving of an aggressive assess&ent initiativeL
• Speci'c deadlines for co&pletion to +e sre that ne- progra&s and
services do, in fact, +eco&e realit!%
This ti&eline serves as a (signpost* for the revie- of or revised
reco&&endations% In addition, the ti&eline -ill +e a vala+le gide as the instittion
&oves +e!ond the approval process and into the actal i&ple&entation of the
enclosed reco&&endations% ;ost i&portantl!, the ti&eline o?ers a clear illstration
of the interdependenc! +et-een crriclar change and the engage&ent of
assess&ent as the third leg of the teaching0learning0assess&ent triad%
As !o revie- the follo-ing pages, !o -ill note varios alpha+et codes
attached to the action noted% These codes are to assist !o in 'nding details on that
particlar ite&, for the capital letter coincides -ith a capital letter assigned on the
ta+le of contents% For e3a&ple, if !o -ish to read &ore a+ot +asic s.ills IAJ, si&pl!
trn to the Ta+le of 2ontents to 'nd the page n&+er for the relevant discssion%
Revised Final Proposal of the /EI0Septe&+er, "##$
11
T6E UEI TIME7INE
IMP7EMENTATION B8 CATEGOR8
,he letter in parentheses relates to the topic0s code as outlined in the table o# contents. ,o revie. #ull
details o# the recommendation in /uestion, please re#er to the table o# contents #or the applicable pages
o# this report. 23,E4 -%R means -ndergraduate %urriculum Re/uirements Sub5%ommittee.
6ertical triple lines indicate actions as related to catalog issue
&e.g., 78895788:, 788:5788;, 788;5788<'.
A
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
B!sic S9i##s
I<antitative E
scienti'c
reasoning,
critical
thin.ing, oral
co&&nication
, tech literac! E
Henc!J
>ench&ar.s
esta+lished
for +asic
s.ills as
cited%
>ench&ar.
revie- and
approval%
Pilot
assess&e
nt of
+ench)
&ar.s%
>asic Tech
S.ills test
no-
re<ired%
B
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
*resh)!
Co)positio

Iinclding +asic
s.ills in -ritten
co&&nica)
tion and infor)
&ation literac!
and Henc!J
>ench&ar.s
esta+lished
for &ini&&
-riting
pro'ciencies%
Discssion on
info lit s.ills
in EN:L1#1
+egins -ith
EN:L and
Li+rar!%
>ench&ar.
revie- and
approvalL
consenss
on info lit in
EN:L 1#%
EN:L and
Li+rar!
develop info
literac!
approaches
for EN:L
1#1%
Pilot
assess&e
nt of
+ench)
&ar.s%
Info lit
piloted in
EN:L 1#1
and
assessed%
Assess&e
nt reslts
revie-edL
changes
&ade%
"
nd
phase
of info lit
pilotL
EN:L E
Li+rar!
agree on
standards
for info lit
in all 1#1%
Info lit
re<ire)
&ent no-
inclded in
all EN:L
1#1 s!lla+i%
C
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
A%(!ce%
Co)positio
or
3riti&
Discssion
+egins on
info Henc!
s.ills
+et-een
EN:L and
Li+rar!%
2onsenss
esta+lished
on info
Henc! in
=##)level
EN:L%
:idelines
s+&itted
to faclt!
governance%
Info
Henc!
piloted in
=##)level
EN:L%
"
nd
phase
of info lit
pilot and
related
assess)
&ents%
Info Henc!
no- a
re<ire&en
t in all
EN:L =##)
level
-riting
corses%
D
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
M!the)!ti
cs
Or reco&&endations for ;athe&atics focs on the esta+lish&ent of +asic s.ills +ench&ar.s
for <antitative reasoning% Therefore, please see the ti&eline for >asic S.ills IAJ%
E
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
*orei&
7!&'!&es
Proposal to
inclde
FREN0SPAN
",#
considered%
If
approved,
FREN ",#
E SPAN
",# no-
part of the
:EP%
Revised Final Proposal of the /EI0Septe&+er, "##$
1"
Assess&ent of +asic s.ills
contines on ongoing, reglar
+asis%
Assess&ent of +asic s.ills
contines on ongoing, reglar
+asis%
*
Fall
"##$
Spring "##, Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
The
N!t'r!#
Scieces
/EI proposal
for ne-
science0tech
corse
considered%
2orse
s+&itted
throgh
faclt!
governance%
Pilot
sections I=J
o?ered as
options%
2orse
o?ered
againL
assess&ent
co&pleted
and
revie-ed%
2orse
o?ered
again Iinc%
in a
learning
co&&nit!J
L
assess&ent
co&pleted
and
revie-ed%
2orse
o?ered
againL
assess&en
t
co&pleted
and
revie-ed%
2orse is
sanctioned
part of
:EP for
entering
stdents%
Or reco&&endations for the natral sciences also focs on the esta+lish&ent of +asic s.ills
+ench&ar.s for scienti'c reasoning% Therefore, please see the ti&eline for >asic S.ills IAJ%
G
Fall
"##$
Spring "##, Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
I%etit-
!%
Di:erec
e Co'rses
/EI proposal
for inclsion
of IEE
corse in
:EP
considered%
Depart&ents
s+&it
corses to
/2R nder
gidelines as
lti&atel!
approved%
2orses
o?ered for
the 'rst
ti&eL
re<ired of
all stdents
entering
nder
"##,)"##9
catalog and
+e!ond%
6
Fall
"##$
Spring "##, Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
The *SU
Co##o;'i!
2riteria for
FS/
2ollo<ia
consideredL
ass&ing
approval,
faclt! tea&
asse&+led%
Proposals for
First)Mear FS/
2ollo<i&
revie-ed in
faclt!
governance%
For
sections of
First)Mear
FS/
2ollo<i&
o?ered as
:EP option
on a
phased)in
+asisL
assess&ent
s
co&pleted%
For
sections
o?ered
againL
assess&ent
continesL
2all for
proposals
for
Advanced
FS/
2ollo<i&%
For First)
Mear FS/
2ollo<ia
o?eredL at
least one
section
inclded in
a learning
co&&nit!%
For First)
Mear FS/
2ollo<ia
o?eredL
initial
o?ering of
Advanced
FS/
2ollo<ia%
First)Mear
E
Advanced
FS/
2ollo<ia
no- part
of :EP
re<ire)
&ents for
stdents
entering
"##9%
I
Fall
"##$
Spring "##, Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
E#i)i!ti
o o$
6EED 100
@EED 1##
no longer
in :EP, +t
availa+le
on a
di&inishing
+asis to
stdents
nder the
"##=)"##,
catalog%
@EED 1##
availa+le on
a
di&inishing
+asis to
stdents
nder the
"##=)"##,
catalog%
Revised Final Proposal of the /EI0Septe&+er, "##$
1=
Frther availa+ilit!
depends on @PER
proCections as to need%
@EED 1## availa+le to
stdents nder "##=)
"##, IE earlierJ
catalogs%
<
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
3riti&5
Itesi(e
Co'rses
+3I,
/EI
reco&&en)
dations
s+&itted%
Solicit
volnteers
interested
in teaching
6I in the
:EP%
Professional
develop&ent
activities for
faclt!%
:idelines
developed%
S+&it
gidelines to
/2R%
O?er 'rst
corses
-ithin
reglar
slate of
corses%
Assess
reslts%
O?er
second
rond of
corses I=J
-ithin :EP%
Inclde 6I
in at least
one
learning
co&&nit!%
O?er at
least =
&aCor)
speci'c 6I%
Assess
reslts%
Final rond
of phase)in
6I corses%
Asssess&e
nt
contines%
6I
corses
are noted
in the
catalog as
a re<ire)
&ent for
stdents
entering
nder the
"##9)
"##8
catalog%
Or reco&&endations for -riting)intensive corses also focs on the esta+lish&ent of +asic s.ills
+ench&ar.s for -ritten co&&nication% Therefore, please see the ti&eline for Fresh% 2o&position
I>J%
=
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
Spe!9i&
5
Itesi(e
Co'rses
+SI,
/EI
reco&&en)
dations
s+&itted%
Solicit
volnteers
interested
in teaching
SI in the
:EP%
Professional
develop&ent
activities for
faclt!%
:idelines
developed%
S+&it
gidelines to
/2R%
O?er 'rst
corses
-ithin
reglar
slate of
corses%
Assess
reslts%
O?er
second
rond of
corses I=J
-ithin :EP%
Inclde SI
in at least
one
learning
co&&nit!%
O?er at
least =
&aCor)
speci'c SI%
Assess
reslts%
Final rond
of phase)in
6I corses%
Assess&en
t
contines%
SI corses
are noted
in the
catalog as
a re<ire)
&ent for
stdents
entering
nder the
"##9)
"##8
catalog%
Or reco&&endations for spea.ing)intensive corses also focs on the esta+lish&ent of +asic s.ills
+ench&ar.s for oral co&&nication% Therefore, please see the ti&eline for >asic S.ills IAJ%
7
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
C!pstoe
Co'rses
i the
M!>ors
2apstone
corse
revie-ed
as part of
/EI%
Faclt!
planning
grop
for&ed%
Approved
gidelines
circlated
to depart)
&ent
chairs%
Final
versions of
capstones
s+&itted
to /2R%
2apstones
no- part
of each
&aCor E
noted as
sch in
"##9)
"##8
catalog%
M
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
6oors
Iiti!ti(e
s 3ithi
the
M!>ors
Proposal
s+&itted
-ith /EI
initiative%
Faclt!
planning
grop
convenes to
+egin
discssions%
Discssions
contine%
Professional
develop)
&ent
opportnitie
s are &ade
availa+le as
appropriate%
Planning
grop
s+&its its
reco&&en)
dations to
/2R for
revie-%
Approved
gidelines
circlated
to &aCors%
An! &aCor
interested
+egins
develop)
&ent of its
o-n
progra&%
All honors
corses in
&aCors are
s+&itted
to faclt!
govern)
ance for
revie-%
Approved
progra&s
are
inclded
in "##9)
"##8
catalog%
Revised Final Proposal of the /EI0Septe&+er, "##$
1$
Faclt! planning grop
develops instittional
para&eters for capstone
corses and s+&it to /2R
for initial revie-%
N
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
Co5
C'rric'#!r
Iiti!ti(e
s
S+)
co&&ittee
sggestions
revie-ed as
part of /EI
proposal%
Investigate
feasi+ilit! of
cited
initiatives%
;a.e
reco&&en)
dation for
actions%
I&ple&en)
tation +egins
as fnding
allo-s%
O
Fall
"##$
Spring
"##,
Fall
"##,
Spring
"##4
Fall
"##4
Spring
"##9
Fall
"##9
Assess)e
t
(in
addition
to
assessmen
t cycle for
basic skills
and other
eforts
cited
elsewhere
in this
report)
N Faclt!
grop
convened on
stdent
learning
assess&ent%
N 6or.shops
+egin%
NDepts%
as.ed to
develop
learning
goals%
NAssess&en
t adit
nderta.en%
NInstittional
Assess&ent
grop
+egins%%
N Stdent
learning
assess&ent
plan
for&lated%
N 6or.shops
contine%
N Depts%
co&plete
initial
assess&ent
of selected
learning
goal%
N Stdent
learning
assess&ent
plan
revie-ed +!
Senate and
distri+ted
across
ca&ps%
N Depts
+egin -or.
on dept
assess&ent
plans and
contine
assess&ents
%
N 6or.shops
contine%
N Dept%
assess&ent
plans
co&pleted%
N;iddle
States visit%
Techo#o&- !% I$or)!tio Co)petec- !% 7iter!c-
Second onl! to the concept of li+eral learning as a nif!ing ele&ent of or
proposal is the inHence of technolog! and infor&ation literac! and Henc!%
Throghot this report, !o -ill see references to developing +asic and pper)level
s.ills in these areas and the i&ple&entation of discipline)speci'c e3pectations for
stdents%
@o-ever, -e o+served in s+se<ent conversations that confsion still e3ists
regarding correct no&enclatreL i%e%, technolog! and infor&ation technolog! are
often sed to descri+e the sa&e concept, -hen in fact the phrases (technolog!* and
(infor&ation technolog!* actall! refer to t-o di?erent aspects of technolog! in
edcation% Therefore, -e -ill se in this report the de'nitions o?ered +! the /EI S+)
2o&&ittee on Technolog! and Infor&ation Literac!D
Revised Final Proposal of the /EI0Septe&+er, "##$
1,
The assess&ent c!cle contines
for +oth instittional)level isses
as -ell as stdent learning
otco&es in general edcation
and in the &aCors%
TERM DE*INITION
Techo#o&- co&pters and related tools for ac<iring, processing, and
disse&inating infor&ation
I$or)!tio .no-ledge ac<ired throgh learning, inclding facts, data,
theories, and ideas
7iter!c-? 7iter!te the state0 <alit! of +eing .no-ledgea+le a+ot and co&petent
in lo-er)level s.ills Ie%g%, nderstanding relevant voca+lar!,
perfor&ing +asic fnctionsJ
*#'ec-? *#'et the state0 <alit! of +eing .no-ledgea+le a+ot and pro'cient
in lo-er)level s.ills and co&petent in higher)level s.ills Ie%g%,
operational nderstanding of contentJ
Co)petec-?
Co)petet
the state0 <alit! of +eing ade<atel! or -ell <ali'ed to
sccessfll! perfor& +asic applications and0or e3hi+it a +asic
nderstanding
Pro2ciec-?
Pro2ciet
the state0 <alit! of having an advanced degree of co&petenc!,
i&pl!ing advanced application of .no-ledge and s.ills
Techo#o&-
7iter!c-
the state of +eing .no-ledgea+le a+ot and co&petent in
lo-er)level technolog! s.ills
Techo#o&- *#'ec- the state of +eing .no-ledgea+le a+ot and pro'cient in lo-er)
level technolog! s.ills and co&petent in higher)level technolog!
s.ills
I$or)!tio
7iter!c-
the state of +eing .no-ledgea+le a+ot and co&petent in
lo-er)level infor&ation s.ills
I$or)!tio
*#'ec-
the state of +eing .no-ledgea+le a+ot and pro'cient in lo-er)
level infor&ation s.ills and co&petent in higher)level
infor&ation s.ills
Please note that in so&e instances the title of a particlar co&&ittee,
directive, or &andate &a! (&i3* the ter&s Ie%g%, Infor&ation Technolog!J% In or
narrative, -e -ill provide additional interpretations as necessar! sing the a+ove)
cited de'nitions%
6e frther recogniFe that the /niversit! has +een charged -ith i&ple&enting
the &andate of the /S; >oard of Regents in its resoltion on stdentsK technological
Henc!L i%e%, that all /S; instittions provide speci'c opportnities for stdent
gro-th in technolog! and infor&ation literac! and Henc! and, Cst as i&portantl!,
report annall! stdentsK levels of attain&ent of pre)esta+lished +ench&ar.s in +oth
literac! and Henc!% To this end, -e inclde in this report, as Attach&ents > and 2, a
roster of the +asic co&pting and infor&ation s.ills identi'ed +! FS/Ks Stdent
Technolog! Advisor! :rop and an overvie- of the si3 di?erent levels of infor&ation
literac! and Henc! as descri+ed +! the ;iddle States 2o&&ission on @igher
Edcation%
Revised Final Proposal of the /EI0Septe&+er, "##$
14
To respond in part to these e3pectations, -e reco&&end that the e3isting
Stdent Technolog! Flenc! :rop contine in its role of spearheading instittional
initiatives in technolog! literac! and Henc!%
6e also recogniFe the level of attention that &st +e focsed on infor&ation
literac! and Henc! at all levels of the /niversit!Ks crricl&% As a reslt, -e
reco&&end, as otlined in s+se<ent sections of this report, that the =##)level
-riting or co&position corses and the &aCors provide speci'c focs on the three
pper)level s.ills leading to infor&ation Henc!, as de'ned +! ;iddle StatesD
• Evalating contentL
• /sing infor&ation for a speci'c prposeL
• /nderstanding isses a?ecting the se of infor&ation, and o+serving la-s,
reglations, and instittional policies%
Developing thoghtfl, integrated gidelines to assist faclt! in isses of
infor&ation literac! and Henc! is no s&all tas.% Therefore, -e sggest that a
faclt! planning grop7inclding t-o &e&+ers of the Li+rar! faclt!7+e convened
to provide gidance in the creation of infor&ation literac!0Henc! gidelines that -ill
help faclt! as the! infse infor&ation literac! and Henc! into their corses% 6e
frther reco&&end that the Li+rar! faclt!, as the ca&ps (e3perts* in infor&ation
literac! and Henc!, provide leadership to the planning grop%
App#ic!"i#it- to Tr!s$er St'%ets
As !o revie- or proposals, please nderstand that or conte3t is that of
native, 'rst)ti&e stdents Ii%e%, those stdents +eginning at FS/J% @o-ever, -e are
fll! a-are of isses regarding the applica+ilit! of or reco&&endations to transfer
stdents% Therefore, prior to presenting or 'nal reco&&endations, -e reiterate or
earlier state&ent regarding crriclar change and its i&pact on transfer stdents%
;ar!land state la- and inter)instittional agree&ents concerning the transfer
of general edcation corses prohi+it re<iring transfer stdents fro& ;ar!land
p+lic instittions of higher edcation to &eet all the re<ire&ents of or crriclar
proposals% >ecase -e cannot re<ire &ore general edcation credits for sch
transfer stdents than -e do for or native stdents if a stdent has co&pleted $#
credits designated as general edcation at a for)!ear p+lic instittion in ;ar!land,
-e &a! not re<ire an! additional general edcation corse -or.% Nonetheless, if a
Revised Final Proposal of the /EI0Septe&+er, "##$
19
stdent transfers the =4 &a3i&& general edcation credits allo-ed at a t-o)!ear
p+lic instittion in ;ar!land, -e can re<ire for additional general edcation
credits% All transfer stdents &st co&plete the &ini&& credits of general
edcation re<ired for native stdents, and those needing additional general
edcation credits -ill +e re<ired to select corses fro& Frost+rg State /niversit!Os
general edcation corse list% Priorit! -ill +e assigned to pper)division general
edcation corses Isch as advanced -ritingJ and the interdisciplinar! corses in
de'ning the re&aining general edcation re<ire&ents for transfer stdents%
The Pro&r!) o$ Geer!# E%'c!tio
2onversations regarding changes to the progra& of general edcation have
&aintained a (center stage* position since the inception of the /EI% /nderstanda+l!,
feelings a+ot -hat general edcation shold and shold not inclde rn strong and
deep throghot the ca&ps co&&nit!%
As a steering co&&ittee, -e reiterate or co&&it&ent to a progra& of general
edcation predicated on the concept of a li+eral edcation, a co&&it&ent that has
reslted in the creation, as &entioned earlier in this report, of the Frost+rg State
/niversit! State&ent on Li+eral Edcation% In addition, or dedication to the
constrcts of li+eral learning is also reHected in the content of the /ndergradate
Instittional Learning :oals Iplease see attach&ent AJ%
A progra& of general edcation &st also have its o-n set of learning goals
that spport instittional goals and that lend the&selves to ongoing assess&ent%
Figre > Ip% "#J otlines or reco&&endations for a set of otco&es)oriented
learning goals, goals that -ill serve as the fondation for assess&ent of stdent
learning in general edcation%
The scope and +readth of or revised reco&&endations for the progra& of
general edcation are +est introdced in a for&at -ell).no-n to virtall! ever!
faclt! and professional sta? &e&+er -ho has advised stdentsD the +i<itos
(:EP 2hec.list%* As an introdction to or reco&&endations, please revie- Figre 2
Ip% "1J, -hich clearl! articlates ho- a ne- :EP -old appear in "##,)"##9 as a
reslt of or reco&&endations% Figre D Ip% ""J provides an overvie- of the progra&
of general edcation as it -old appear in the "##9)"##8 catalog AFTER all the /EI
reco&&endations have +een piloted, re'ned, approved, and i&ple&ented% Please
note that -e have also &aintained or reco&&endation that (>asic S.ills* +e
Revised Final Proposal of the /EI0Septe&+er, "##$
15
rena&ed (2ore S.ills,* and that (Li+eral Arts 2o&ponent* +e re)titled as (;odes of
In<ir!,* for -e feel that this ne- no&enclatre &ore ade<atel! reHects a ne-
approach to general edcation%
Figre E Ip% "=J repeats, fro& or 'rst report, the co&parison of FS/Ks :EP
strctre -ith the crriclar re<ire&ents of the ;ar!land @igher Edcation
2o&&ission%
Individal reco&&endations follo- Figre E% For ease of revie-,
reco&&endations are otlined in ta+le for&, listing the isse, the reco&&endation,
the adherence to instittional learning goals, the i&ple&entation approach, and an!
speci'c co&&ents a+ot relevant assess&ent and ad&inistrative isses%
Finall!, !o -ill note the e&phasis on assess&ent of each reco&&endation
listed for the progra& of general edcation and the &aCors% As a steering co&&ittee,
-e are resolte in or stance that or sggestions for change are +t the 'rst step in
an ongoing process% In a reglar and consistent &anner, -e, as an instittion, &st
contine to as. if stdents are learning, throgh or progra&s of general edcation
and the &aCors, -hat -e -ant the& to learn%
Revised Final Proposal of the /EI0Septe&+er, "##$
18
*IGURE B
The :oals for the Progra& of :eneral Edcation
*rost"'r& St!te Ui(ersit-@s Go!#s $or Geer!# E%'c!tio reAect the )issio o$ the Ui(ersit-
!% its U%er&r!%'!te Istit'tio!# 7e!ri& Go!#s thro'&h ! $oc's o $o'r speci2c !re!s o$
st'%et #e!ri&B
1B CORE S=I77S
Stdents -ill +eco&e pro'cient in reading, -riting, spea.ing, and listening s.ills necessar! for
e?ective co&&nication% The! -ill also develop <antitative literac!, technolog! literac!, and
infor&ation literac!%
Students .ill
• de&onstrate fondational s.ills in the co&prehension and interpretation of infor&ation in
-ritten and oral for&sL
• co&&nicate infor&ation and ideas e?ectivel!L
• nderstand and appl! &athe&atical reasoning to solve <antitative pro+le&s and to evalate
<antitative infor&ation and arg&entsL
• se technological resorces as appropriate to access and co&&nicate relevant infor&ation%
2B 7IBERA7 =NO37EDGE AND S=I77S O* INCUIR8, CRITICA7 T6IN=ING, AND S8NT6ESIS
Stdents -ill develop the fondational s.ills necessar! to ac<ire .no-ledge in the h&anities, the
natral sciences, the social sciences, and the arts, -hich collectivel! e&+od! the h&an cltral
heritage% Stdents -ill +e introdced to critical thin.ing%
Students .ill
• de&onstrate fondational a+ilities to appl! di?erent &ethods of in<ir! fro& varios
perspectives and disciplines to gather infor&ationL
• co&prehend and se varios fnda&ental research &ethods to evalate infor&ation criticall!L
• se pro+le&)de'ning and pro+le&)solving s.ills +! s!nthesiFing core concepts -ithin and across
disciplinesL
• de&onstrate sstained intellectal criosit! throgh e3ploration of e&erging isses%
DB VA7UES AND SOCIA7 RESPONSIBI7IT8
Stdents -ill develop the fondational s.ills necessar! to criticall! e3plore, evalate, and de'ne
their vales and +eco&e responsi+le citiFens in a co&ple3 and changing societ!%
Students .ill
• De&onstrate respect and tolerance for other cltres and societiesL
• ;a.e personal Cdg&ents +ased on ethical considerations and societal valesL
• E3hi+it civic responsi+ilit! and leadershipL
• /nderstand the prpose and vale of co&&nit! service in advancing societ!%
4B APPRECIATION O* CU7TURA7 IDENTITIES
Stdents -ill gain insight into the -a!s cltral identities and e3periences shape individal
perspectives of the -orld and inHence interactions -ith people fro& di?erent +ac.gronds%
Students .ill
• De&onstrate the fnda&ental .no-ledge, s.ills, and attitdes essential for co&&nicating and
cooperating e?ectivel! -ith people of diverse +ac.grondsL
• De&onstrate an a-areness of the cltral and social e3ercise of po-erL
• RecogniFe and appreciate arg&ents spporting perspectives di?erent fro& their o-n%
Revised Final Proposal of the /EI0Septe&+er, "##$
"#
*IGURE C
Re(ise% 0GEP C6EC=7IST1 *or the 200E5200F c!t!#o&
Total of a &ini&& of $# credits
&-E= changes are italici>ed and highlighted in gray'
CORE S=I77S G$or)er#- B!sic Re;'ire)etsHI Mii)') o$ J cre%it ho'rs "- /!i(er or "-
e.!)
All o# the #ollo.ing
1% EN:L 1#10111N Fresh&an 2o&positions = cr
"% EN:L =1"N0=#50=#80=1# Advanced 2o&position = cr
or EN:L =## 2ritical 6riting a+ot Literatre = cr
or EN:L ==# >siness 6riting = cr
or EN:L ==5 Technical 6riting = cr
or EN:L ==8 Scienti'c 6riting = cr
=% ;AT@7One of the follo-ingD
;AT@ 1#$ Intro to ;athe&atical Pro+le& Solving = cr
;AT@ 1#" 2ollege Alge+ra = cr
;AT@ 1"# Pre)2alcls = cr
;AT@ "#80"18 Ele&ents of Applied Pro+a+ilit! E Statistics = cr
;AT@ "=4 2alcls I $ cr
"EED ?88 is no longer o(ered.
MODES O* INCUIR8 G$or)er#- 7i"er!# Arts Co)poetH +tot!#i& D15DD cre%it ho'rs,
AB The *ie !% Per$or)i& ArtsI At #e!st oe o$ the $o##o/i& +D cre%its e!ch,
D cre%its
Art ART 1##0111N Art Appreciation OR ART 11# Visal I&ager!
The!tre T@EA 1#4 Introdction to Theatre OR T@EA 1#9 Introdction to Theatrical
Vision
M'sic ;/S2 11# Introdction to 6orld ;sic OR ;/S2 119 I;sic of Africa, Asia,
E the A&ericasJ
D!ce DAN2 11# Dance Appreciation
BB The 6')!itiesI At #e!st t/o o$ the $o##o/i& +D54 cre%its e!ch,
K5F cre%its
7iter!t're EN:L 1,#0",#N OR EN:L ""1 Introdction to Literatre0Inter&ediate
2o&position
6istor- @IST1##0111N The 2onte&porar! 6orld in @istorical Perspective
Phi#osoph- P@IL 1#10111N Introdction to Philosoph! OR P@IL 1#" 2onte&porar! Ethical
Pro+le&s
Languages +RE2 7:8 or SPA2 7:8
CB The N!t'r!# SciecesI At #e!st t/o o$ the $o##o/i& +D54 cre%its e!ch,
F5L cre%its
Bio#o&- >IOL 1#8 @&an >iolog! and the Environ&ent OR >IOL 1$8 :eneral >iolog! I
Che)istr- 2@E; 1##011=N 2he&istr! and Societ! OR 2@E; 1#1 :eneral 2he&istr! I
Geo&r!ph- :EO: 1#=011=N Ph!sical :eograph!
Ph-sic!# SciecesP@MS "1, :eneral Ph!sics I OR P@MS "41 Principles of Ph!sicsD ;echanics OR
P@S2 1## 2os&ic 2oncepts I= crJ and P@S2 1#1 ;easre&ent I1 crJ or P@S2
"#= Ph!sical Science
IDIS 1xx (!"I#$L) ,echnology, Science, and Society &9 cr'
DB The Soci!# SciecesI !t #e!st t/o o$ the $o##o/i& +D cre%its e!ch,
K cre%its
Ecoo)ics E2ON "## >asic Econo&ics OR E2ON "#10"11N Principles of Econo&ics I;acroJ
Geo&r!ph- :EO: 1#$ @&an :eograph!
Po#itic!# Sciece POS2 11#011"N Introdction to A&erican Politics OR POS2 "110"1=N
Introdction to 6orld Politics OR POS2 1=1 Introdction to 2o&parative Politics
Ps-cho#o&- PSM2 1,#01,1N :eneral Ps!cholog!
Socio#o&- SO2I 1##0111N Introdction to Sociolog!
EB Identity and Diference% one of the following (& credits each)
& credits
@%ourses to be identiAedB see page 9; #or detailsC
Revised Final Proposal of the /EI0Septe&+er, "##$
"1
N @onors 2orse
*B "he 'S( )ollo*uia% two courses (& credits each,
+ credits
+irst5Dear +S- %ollo/uium& =D=S ?EE'4 3P,=32AL to be completed prior to attaining 98 credit hours
Advanced +S- %ollo/uium &=D=S 7EE'4 3P,=32ALB A6A=LA$LE SPR=2* 788; to be completed a#ter
Attaining F: credit hours
3R Select a minimum o# siE additional credits #rom the )odes o# =n/uiry courses listed above
Revised Final Proposal of the /EI0Septe&+er, "##$
""
*IGURE D
Represet!ti(e 0GEP C6EC=7IST1 *or the 200F5200J c!t!#o&
Total of a &ini&& of $# credits
ReGecting approval o# -E= recommendations
CORE S=I77S G$or)er#- B!sic Re;'ire)etsHI Mii)') o$ J cre%it ho'rs "- /!i(er or "-
e.!)
All o# the #ollo.ing
1% EN:L 1#10111N Fresh&an 2o&positions = cr
"% EN:L =1"N0=#50=#80=1# Advanced 2o&position = cr
or EN:L =## 2ritical 6riting a+ot Literatre = cr
or EN:L ==# >siness 6riting = cr
or EN:L ==5 Technical 6riting = cr
or EN:L ==8 Scienti'c 6riting = cr
=% ;AT@7One of the follo-ingD
;AT@ 1#$ Intro to ;athe&atical Pro+le& Solving = cr
;AT@ 1#" 2ollege Alge+ra = cr
;AT@ 1"# Pre)2alcls = cr
;AT@ "#80"18 Ele&ents of Applied Pro+a+ilit! E Statistics = cr
;AT@ "=4 2alcls I $ cr
MODES O* INCUIR8 G$or)er#- 7i"er!# Arts Co)poetH +tot!#i& D15DD cre%it ho'rs,
AB The *ie !% Per$or)i& ArtsI At #e!st oe o$ the $o##o/i& +D cre%its e!ch,
D cre%its
Art ART 1##0111N Art Appreciation OR ART 11# Visal I&ager!
The!tre T@EA 1#4 Introdction to Theatre OR T@EA 1#9 Introdction to Theatrical
Vision
M'sic ;/S2 11# Introdction to 6orld ;sic OR ;/S2 119 I;sic of Africa, Asia,
E the A&ericasJ
D!ce DAN2 11# Dance Appreciation
BB The 6')!itiesI At #e!st t/o o$ the $o##o/i& +D54 cre%its e!ch,
K5F cre%its
7iter!t're EN:L 1,#0",#N OR EN:L ""1 Introdction to Literatre0Inter&ediate
2o&position
6istor- @IST1##0111N The 2onte&porar! 6orld in @istorical Perspective
Phi#osoph- P@IL 1#10111N Introdction to Philosoph! OR P@IL 1#" 2onte&porar! Ethical
Pro+le&s
7!&'!&es FREN ",# or SPAN ",#
CB The N!t'r!# SciecesI At #e!st t/o o$ the $o##o/i& +D54 cre%its e!ch,
F5L cre%its
Bio#o&- >IOL 1#8 @&an >iolog! and the Environ&ent OR >IOL 1$8 :eneral >iolog! I
Che)istr- 2@E; 1##011=N 2he&istr! and Societ! OR 2@E; 1#1 :eneral 2he&istr! I
Geo&r!ph- :EO: 1#=011=N Ph!sical :eograph!
Ph-sic!# SciecesP@MS "1, :eneral Ph!sics I OR P@MS "41 Principles of Ph!sicsD ;echanics OR
P@S2 1## 2os&ic 2oncepts I= crJ and P@S2 1#1 ;easre&ent I1 crJ or P@S2
"#= Ph!sical Science
IDIS 1.. Technolog!, Science, and Societ! I= crJ
DB The Soci!# SciecesI !t #e!st t/o o$ the $o##o/i& +D cre%its e!ch,
K cre%its
Ecoo)ics E2ON "## >asic Econo&ics OR E2ON "#10"11N Principles of Econo&ics I;acroJ
Geo&r!ph- :EO: 1#$ @&an :eograph!
Po#itic!# Sciece POS2 11#011"N Introdction to A&erican Politics OR POS2 "110"1=N
Introdction to 6orld Politics OR POS2 1=1 Introdction to 2o&parative Politics
Ps-cho#o&- PSM2 1,#01,1N :eneral Ps!cholog!
Socio#o&- SO2I 1##0111N Introdction to Sociolog!
EB I%etit- !% Di:ereceI oe o$ the $o##o/i& +D cre%its e!ch,
D cre%its
P2orses to +e identi'edL see page =9 for detailsQ
Revised Final Proposal of the /EI0Septe&+er, "##$
"=
N @onors 2orse
*B The *SU Co##o;'i!I t/o co'rses +D cre%its e!ch,
K cre%its
IDIS 1.. First)Mear FS/ 2ollo<i& Ito +e co&pleted prior to attaining =# credit horsJ
IDIS 2.. Advanced FS/ 2ollo<i& Ito +e co&pleted after attaining $, credit horsJ
Revised Final Proposal of the /EI0Septe&+er, "##$
"$
*IGURE E
2o&parison of 2O;AR Re<ire&ents02rrent FS/ :eneral Edcation0Proposed
FS/ :eneral Edcation
COMAR
Re;'ire)et
s
C'rret *SU
pro&r!)
6r
s
Possi"#e Re(isio 6rs *SU
C!te&or-
One corse in
English
co&position
T-o =)2@ corses 4 ;AINTAIN 2/RRENT
2ONFI:/RATIOND
Fresh&an
2o&position and
Advanced
2o&position or
Advanced 6riting
=
=
%ore S!ills
One corse in
&athe&atics
at or a+ove the
level of college
alge+ra
One =)2@ corse = ;AINTAIN 2/RRENT
2ONFI:/RATION
= %ore S!ills
One corse in
each of t-o
disciplines in
arts E
h&anities
Three =)2@
corses re<iredL
one in arts, t-o in
h&anities
8 ;AINTAIN 2/RRENT
2ONFI:/RATION
8 )odes o#
=n/uiry
&disciplinar
y'
T-o science
corses, at
least one of
-hich shall +e
a la+orator!
corse
T-o $)2@ la+
corsesJ
5 ;AINTAIN One $)2@
la+ corse
ADD =)credit non)
la+orator! corse
=
$
)odes o#
=n/uiry
&disciplinar
y'
One corse in
each of t-o
disciplines in
social E
+ehavioral
sciences
T-o =)2@ corses 4 ;AINTAIN 2/RRENT
2ONFI:/RATION
=
=
)odes o#
=n/uiry
&disciplinar
y'
Interdisciplinar
! E E&erging
Isses Ip to
eight horsJ
Personal 6ellness " DELETE Personal
6ellness
ADD T-o ne- =)2@
interdisciplinar!
corses
4 )odes o#
=n/uiry
&inter5
disciplinary
'
Other INOT a
2O;AR
re<ire&entJ
T-o =)2@
electives
4 ADD 2orse in
Identit! and
Di?erence Ifro&
e3isting corsesJ
= )odes o#
=n/uiry
&disciplinar
y or inter5
disciplinary
'
TOTAL @O/RS $# $#
Revised Final Proposal of the /EI0Septe&+er, "##$
",
+or ease o# re#erence, any citations are #ootnoted .ithin the particular section,
rather than as bul! endnotes.
The GEPI B!sic S9i##s Pro2ciecies +A,
The Iss'e The /niversit!Ks &ission state&ent indicates that, as an
instittion, -e assert that stdents -ill develop
co&&nication s.ills and pro+le&)solving a+ilities and -ill
+eco&e adept in decision)&a.ing% No-, the ;ar!land
@igher Edcation 2o&&ission I;@E2J and The ;iddle States
2o&&ission on @igher Edcation I;iddle StatesJ have
esta+lished clear e3pectations that -e develop speci'c
+aseline standards of college)level pro'cienc! in each of si3
categories of +asic s.ills that shold +e part of a progra& of
general edcationD
• 6ritten co&&nicationL
• Oral co&&nicationL
• Scienti'c and <antitative reasoningL
• 2ritical thin.ingL
• Technological co&petenc!L
• Infor&ation literac!%
>oth ;@E2 and ;iddle States no- re<ire that -e sho-
speci'c assess&ent strategies and otco&es regarding or
stdentsK perfor&ance against the pro'cienc! +ench&ar.s
that -e have esta+lished%
2rrentl!, +ench&ar.s e3ist for technological co&petenc!,
as developed +! the Stdent Infor&ation Technolog!
Flenc! Advisor! :rop in response to the >oard of RegentsK
resoltion &andating the esta+lish&ent of &ini&&
pro'cienc! levels at all /S; instittions% The /niversit!Ks
Polic! on Stdent Infor&ation Technolog! Flenc! otlines
re<ire&ents for &ini&& pro'cienc! in technolog!
co&petenc! and infor&ation literac!% Ten +asic s.ills, -hen
&astered, indicate &ini&& pro'cienc! Isee Attach&ent >,
page 4=J% T-o of the s.ills speci'call! &ention infor&ation
literac!D sing the Internet Iinclding on)line scholarl!
data+asesJ to 'nd infor&ation and resorces, and sing
infor&ation appropriatel!% Attach&ent 2 Ipage 4$J provides
frther details on the eight levels of infor&ation literac! and
Henc! as identi'ed +! the ;iddle States 2o&&ission on
@igher Edcation%
The /niversit! identi'es college)level pro'cienc! in
technolog! literac! as sccessfll! passing the Test of >asic
Infor&ation Technolog! S.ills developed +! the /niversit!% If
the stdent does not sccessfll! pass this test, s0he &st
satisf! one of three re<ire&ents +efore the co&pletion of
Revised Final Proposal of the /EI0Septe&+er, "##$
"4
$, credit horsD I1J sccessfll! pass the Test of >asic
Technolog! S.ills after co&pletion of on)line ttorialsL I"J
sccessfll! co&plete 2OS2 1## IIntrodction to 2o&pter
ScienceJ -ith a 2 or +etterL or I=J sccessfll! co&plete,
-ith a 2 or +etter, an FS/ corse that provides instrction in
the +asic technolog! s.ills identi'ed +! the /niversit!%
Standards of +asic pro'cienc! do not crrentl! e3ist for
the other +asic s.ills% :rades are speci'call! cited as an
indirect &easre of achieve&entL i%e%, receiving a passing
grade in a core corse Ie%g%, EN:L 1#1J is not considered an
ade<ate assess&ent of stdentsK attain&ent of +asic s.ills%
Reco))e%!tio
s
6e reco&&end that the Provost esta+lish separate
faclt! planning grops to create +ench&ar.s for +asic s.ills
in oral co&&nication, scienti'c reasoning, and critical
thin.ing%
>ench&ar.s for -ritten co&&nication shold +e
identi'ed +! the Depart&ent of English, as otlined in a
s+se<ent section on EN:L 1#1 ISection >, page "9J%
>ench&ar.s for <antitative reasoning -ill +e crafted +! the
Depart&ent of ;athe&atics, as otlined in a s+se<ent
section on &athe&atics ISection D, page =#J%
Representation shold inclde learning specialists fro& PASS
IProgra&s for Acade&ic Spport and SccessJ, individals
-ho reglarl! deal -ith isses of pro'cienc! in -riting and
&athe&atics%
>ench&ar.s for infor&ation literac! shold +e
developed +! a planning grop chaired +! Li+rar! faclt!
and inclding a cross)section of faclt! representing varios
disciplines%
>ench&ar.s can +e constrcted on locall!)developed
e3pectations or on national standards as esta+lished +!
speci'c tests% If the latter is preferred, then the costs of
sch testing shold +e inclded in the planning gropsK
reco&&endations%
A speci'c charge for each planning grop -ill +e
otlined +! the Provost%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R1D Li+eral .no-ledge and s.ills of
in<ir!, critical thin.ing, and s!nthesisL speci'call!,
(Stdents -ill develop their a+ilities to practice
higher)level critical thin.ing%*
• Learning :oal R"D 2ore s.illsL speci'call!, (Stdents
-ill +eco&e pro'cient in reading, -riting, spea.ing,
and listening% The! -ill also develop <antitative
literac! and technological Henc!%*
Revised Final Proposal of the /EI0Septe&+er, "##$
"9
I)p#e)et!tio
Ti)e#ie
 S&&er, "##$D Pro'cienc! +ench&ar.s are inclded as
a goal in the /niversit!Ks strategic plan%
 Fall, "##$D Planning grops Ias descri+ed a+oveJ
esta+lish +ench&ar.s for essential s.ills%
 Spring "##,D >ench&ar.s are s+&itted to
/ndergradate 2rricl& Re<ire&ents 2o&&ittee for
revie- and approval%
 Fall "##,D Approved +ench&ar.s are s+Cect of a pilot
sa&ple assess&ent% Reslts are revie-ed and sed in
adCsting corses as necessar! for spring "##4%
Fall "##,D Test of >asic Technolog! S.ills is ad&inistered
as part of entering stdentsK testing re<ire&ents% On)
line ttorials are also availa+le%
 Spring "##4 and +e!ondD Periodic assess&ent is
co&pleted for varios aspects of the attain&ent of
pro'ciencies in +asic s.ills%
Assess)et
Str!te&ies
The follo-ing t!pes of direct assess&ents can +e
considered in the revie- of +asic s.ills related to general
edcationD
• 2orse)e&+edded assess&ents, inclding -ritten
-or. and presentations scored sing a r+ricL
• Scores on locall! designed tests and co&petenc!
e3a&s acco&panied +! test (+leprints* descri+ing
-hat is +eing assessedL
• Score gains +et-een entr! and e3it on tests,
co&petenc! e3a&s, and -riting sa&plesL
• Ratings of stdent s.ills in the conte3t of class
activities, proCects and discssionsL
• Portfolios of stdent -or.L
• Scores on nationall!)nor&ed instr&ents Ie%g%, Tas.s
in 2ritical Thin.ing, Acade&ic Pro'le IETSJ%
IList of assess&ent options as sggested +! ;@E2J
Also, please see the discssion on assess&ent Ipages ,=)
,4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI *resh)! Co)positio +B,
Revised Final Proposal of the /EI0Septe&+er, "##$
"5
The Iss'e In this proposal, Fresh&an 2o&position IEN:L 1#1J
retains its position as one of t-o speci'c co&position
corses re<ired of all FS/ gradates% Fresh&an
2o&position, ho-ever, is i&pacted +! the e&ergence of t-o
fnda&ental isses regarding -ritten co&&nicationD the
esta+lish&ent of a +ench&ar. for +asic s.ills and the
inclsion of ele&entar! e3periences in infor&ation literac!%
Reco))e%!tio
s
>asic S.ills Pro'ciencies
6e reco&&end that the Depart&ent of English serve as
the faclt! planning grop to develop gidelines for
instittional standards in +asic s.ills of -ritten
co&&nication, as per the discssion nder >asic S.ills
earlier in this report Ipages "$)"4J% In esta+lishing said
standards, learning specialists fro& PASS IProgra&s for
Acade&ic Spport and SccessJ shold +e inclded +ecase
of their e3periences in dealing -ith stdents -ho are
nderprepared for -riting at the college level%
Infor&ation Literac!
In the Test of >asic Technolog! S.ills, the <estions
related to infor&ation literac! are, +! necessit!, +roadl!
+ased% 6e reco&&end that EN:L 1#1 provide deeper,
assessa+le e3periences in the 'rst three levels of
infor&ation literac! Isee Attach&ent 2JD
• Fra&ing the research <estion,
• Accessing sorces, and
• Evalating sorces%
Therefore, -e as. that the Depart&ent of English, as it
e&+ar.s on its revie- of EN:L 1#1, colla+orate -ith Li+rar!
faclt! on the inclsion of e3periences in EN:L 1#1 in the
'rst three levels of infor&ation literac!%
Attach&ent 2 Ip% 4$J also provides sggested learning
goals for infor&ation literac! -hich can serve as a +asis for
in)class assess&ent &easres%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R", 2ore S.illsD speci'call!, (Stdents
-ill +eco&e pro'cient in reading, -riting, spea.ing,
and listening% Stdents -ill also develop % % %
technological Henc!%*
I)p#e)et!tio
Ti)e#ie
 S&&er, "##$D Pro'cienc! +ench&ar.s are inclded as
a goal in the /niversit!Ks strategic plan%
 Fall, "##$D Planning grop esta+lishes +ench&ar.s for
essential s.ills in -ritten co&&nication%
Depart&ent of English +egins discssion, in colla+oration
Revised Final Proposal of the /EI0Septe&+er, "##$
"8
-ith Li+rar! faclt!, on inclsion of +asic infor&ation
literac! s.ills in EN:L 1#1%
 Spring "##,D >ench&ar.s are s+&itted to
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
for revie- and approval%
EN:L faclt!, Li+rar! faclt! reach consenss on
approaches for inclsion of infor&ation literac! in EN:L
1#1%
 Fall "##,D Approved +ench&ar.s are s+Cect of a pilot
sa&ple assess&ent% Reslts are revie-ed and sed in
adCsting corses as necessar! for spring "##4%
 Spring "##4 and +e!ondD Periodic assess&ent is
co&pleted for varios aspects of the attain&ent of
pro'ciencies in +asic s.ills%
 Spring "##4D Second phase of infor&ation literac! pilot
is co&pleted% EN:L and Li+rar! faclt! reach agree&ent
on 'nal for&at of infor&ation technolog! gidelines for
EN:L 1#1%
 Fall "##4D First se&ester for revised EN:L1#1 s!lla+s
that incldes infor&ation literac! activities and that
spports assess&ent of +asic s.ills via sa&pling of
stdent -or.%
Assess)et
Str!te&ies
Assess&ent of +asic s.ills in +oth -ritten
co&&nication and infor&ation literac! can +e handled via
• Develop&ent of a set of +ench&ar.s against -hich
sa&ple essa!s are revie-ed +! a panel of faclt!L
• Portfolio revie-L
• 2orse)i&+edded assess&ents scored against a pre)
esta+lished r+ric Ie%g%, assigned essa!J%
• For +asic s.ills assess&ent, a speci'c class period
&a! +e set aside for e3te&poraneos -riting,
sa&ples of -hich are revie-ed against a r+ric%
Also, please see the discssion on assess&ent Ipages ,=)
,4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI A%(!ce% Co)positio or 3riti& +C,
The Iss'e The e3isting selections of =##)level -riting and
Revised Final Proposal of the /EI0Septe&+er, "##$
=#
co&position corses -ill contine as the approved options
to fl'll the second three hors of :EP -riting re<ire&ents%
In or original proposal, -e sggested that =##)level
-riting corses +e the site to fl'll a general edcation
re<ire&ent for develop&ent of s.ills in oral co&&nication
Ia pre&ise to +e discssed in detail later in this report7:EP
Section B, pages $,)$5J% Inclsion of a sanctioned oral
co&ponent, according to or previos report, -old
necessitate that the enroll&ent li&it +e dropped to 19
stdents%
Reco))e%!tio
s
As a reslt of faclt! inpt, -e are dropping or
reco&&endation that =##)level co&position and -riting
corses inclde a spea.ing co&ponent Iplease see or
reco&&endations for spea.ing)intensive corses else-here
in this reportJ%
@o-ever, -e do reco&&end an adCst&ent to the =##)
level co&position and -riting corses% 6e sggest that the
three pper)level s.ills in infor&ation Henc! Isee
Attach&ent 2, page 4$J +eco&e part of the corsesK goalsD
• Evalating contentL
• /sing infor&ation for a speci'c prposeL
• /nderstanding isses a?ecting the se of
infor&ation and o+serving la-s, reglations, and
instittional policies%
To i&ple&ent this reco&&endation, -e sggest that the
sa&e planning grop discssing infor&ation literac! Ias
discssed in the preceding Section >J inclde in its
conversations appropriate -a!s to address infor&ation
Henc! in =##)level -riting and co&position corses%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
A =##)level -riting or co&position corse, as is crrentl!
con'gred, spports the follo-ing goalsD
• Learning :oal R"D 2ore s.illsL speci'call!, (Stdents -ill
+eco&e pro'cient in reading, -riting, spea.ing, and
listening% Stdents -ill also develop % % % technological
Henc!*L
• Learning :oal R=D Ac<isition and application of
specialiFed .no-ledgeL speci'call!, (Stdents -ill gain
.no-ledge and s.ills appropriate +oth for their 'elds of
std! and to enter into the professional sector and0or
gradate school%*
6hen an infor&ation Henc! co&ponent is added, these
sa&e goals -ill +e &et%
I)p#e)et!tio
Ti)e#ie
 Fall "##$D The reco&&endation for inclsion of training
in infor&ation Henc! as part of =##)level co&position
Revised Final Proposal of the /EI0Septe&+er, "##$
=1
and -riting corses is inclded in the /EI proposals%
6hen passed, a faclt! planning grop convenes to
+egin discssion of appropriate approaches for
i&ple&entation%
 Spring "##,D 2onsenss is esta+lished regarding
infor&ation Henc! gidelines for =##)level co&position
and -riting corses% :idelines are s+&itted to
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
for revie-%
 Fall "##,D Infor&ation Henc! activities are piloted in
selected sections of =##)level -riting and co&position
corses and assessed%
 Spring "##4D Second phase of infor&ation Henc! pilot
in selected corses is co&pleted and assessed% Reslts
are sed to frther re'ne s+se<ent corse content%
 Fall "##4 and +e!ondD Infor&ation Henc! re<ire&ents
are fll! in place in all =##)level co&position and -riting
corses%
Assess)et
Str!te&ies
Assess&ent of stdentsK develop&ent of s.ills in infor&ation
Henc! can +e achieved throgh corse)e&+edded
assess&ents sing an esta+lished r+ric% Reslts are
reported on a reglar +asis +! the faclt! to the depart&ent
chair%
Also, please see the discssion on assess&ent Ipages ,=)
,4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI M!the)!tics +D,
The Iss'e The e3isting selections of &athe&atics corses -ill
contine as the approved options for co&pletion of the
progra& of general edcation%
6ithin these corses, ho-ever, a &easre&ent of
stdentsK attain&ent of +asic s.ills in <antitative reasoning
&st +e developed%
Reco))e%!tio
s
6e reco&&end that the Depart&ent of ;athe&atics
propose an instittional standard for pro'cienc! in +asic
<antitative reasoning s.ills, as otlined in the section on
+asic s.ills presented earlier in this report Ipages "$)"4J%
6e frther reco&&end that learning specialists fro&
Progra&s for Acade&ic Spport and Sccess, -ho deal on a
Revised Final Proposal of the /EI0Septe&+er, "##$
="
reglar +asis -ith stdents nderprepared in &athe&atics,
+e inclded in the discssion%
Additionall!, the Depart&ent of ;athe&atics -ill +e
s+&itting, throgh appropriate channels of faclt!
governance, a re<est for the esta+lish&ent of a ne-
acade&ic standardD that all stdents &st co&plete their
re<ired &ath corse +efore the acc&lation of 4# credit
hors%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R", 2ore S.illsL speci'call!,
(PStdentsQ -ill also develop <antitative literac!%*
I)p#e)et!tio
Ti)e#ie
 S&&er, "##$D Pro'cienc! +ench&ar.s are inclded as
a goal in the /niversit!Ks strategic plan%
 Fall, "##$D Planning grops Ias descri+ed a+oveJ
esta+lish +ench&ar.s for essential s.ills in <antitative
reasoning%
 Spring "##,D >ench&ar.s are s+&itted to
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
for revie- and approval%
 Fall "##,D Approved +ench&ar.s are s+Cect of a pilot
sa&ple assess&ent% Reslts are revie-ed and sed in
adCsting corses as necessar! for spring "##4%
 Spring "##4 and +e!ondD Periodic assess&ent is
co&pleted for varios aspects of the attain&ent of
pro'ciencies in +asic s.ills of <antitative reasoning%
Assess)et
Str!te&ies
Assess&ent of stdentsK develop&ent of +asic s.ills in
<antitative reasoning can +e achieved throgh corse)
i&+edded assess&ents sing an esta+lished r+ric% Reslts
are reported on a reglar +asis +! the faclt! to the
depart&ent chair% Also, please see the discssion on
assess&ent Ipages ,=),4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI *orei& 7!&'!&es +E,
The Iss'e 2rrentl!, the inclsion of foreign langages in FS/Ks
progra& of general edcation is a?orded as an option -ithin
the h&anitiesL i%e%, stdents &a! ta.e, in lie of si3 credits
of histor!, philosoph!, and0or literatre, enogh langage
corses to earn either a &inor or a second &aCor in a
langage%
Revised Final Proposal of the /EI0Septe&+er, "##$
==
As a steering co&&ittee, -e feel that langages shold
+e given a &ore distinct, &ore recogniFa+le position -ith
the progra& of general edcation% In or original proposals,
-e sggested that the option cited a+ove replace the si3)
hor (E&erging Isses* re<ire&ent%
Reco))e%!tio
s
In this doc&ent, -e have co&pletel! revised the
interdisciplinar! general edcation corses in response to
the co&&ents received this spring% Or revision de&ands
that -e reconsider foreign langages -ithin the progra& of
general edcation% Therefore, -e reco&&end that the
/ndergradate 2rricl& Re<ire&ents 2o&&ittee
sanction the inclsion of FREN ",#N and SPAN ",#N as a
sanctioned option in the @&anities portion of general
edcation re<ire&ents as the forth of for categor!
choices, in the sa&e &anner that, for e3a&ple, P@IL 1#1
and P@IL 1#" are o?ered% 6e have three reasons for this
reco&&endation%
• Listing speci'c langage corses increases the
stdentsK e3posre to other e3periences in the
h&anities, +ecase stdents ta.ing either FREN
",# or SPAN ",# -ill also have to enroll in either
P@IL 1#1 or 1#", @IST 1##, or EN:L 1,#%
• Listing speci'c langage corses spports and
clari'es instittional re<ire&ents to earn a >achelor
of Arts degree Ii%e%, that stdents &st co&plete or
test ot of the ",#)level corse in one foreign
langage o?ered at the /niversit! or transferred
fro& another college or niversit!J%
• Listing speci'c langage corses clari'es the
advising process in that the (&ltiple choice* for&at
is consistent -ith other categories of general
edcation%
Please note that this reco&&endation incldes SPAN
",# or FREN ",# onl! +ecase of their stats as esta+lished
corses -ithin recogniFed &aCors% 6e do not reco&&end
the inclsion for general edcation credit of an! other
corses in langages o?ered at this level as special topics
Ie%g%, Aapanese, Italian, 2hinese, etc%J%
H ,he Department o# +oreign Languages and Literature has
developed a proposal to renumber these courses to the 988 level in order
to clari#y re/uirements .ithin the language maIors. Should this
renumbering occur, a 9885level language course, in addition to #ulAlling
three *EP credits, contributes to the concept o# a vertical core o# general
education. =n addition, the course could serve Jdouble dutyK as an
=dentity and Di(erence course, depending on .hat criteria are ultimately
recommended by +aculty Senate. Please see Section *, pages 9;59<, #or
#urther in#ormation on recommended parameters #or =dentity and
Di(erence courses. Also see the discussion on trans#er students, page
?L,regarding trans#er re/uirements should the re5numbering as described
Revised Final Proposal of the /EI0Septe&+er, "##$
=$
occur.
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R1D Li+eral .no-ledge and s.ills of
in<ir!, critical thin.ing, and s!nthesisL speci'call!,
(Stdents -ill ac<ire .no-ledge in the h&anities,
the natral sciences, the social sciences, and the
arts, -hich collectivel! e&+od! the h&an cltral
heritage%*
• Learning :oals R,D Appreciation of cltral
identitiesL speci'call!, (Stdents -ill gain insight
into the -a!s cltral identities and e3periences
shape individal perspectives of the -orld and
inHence interactions -ith people fro& di?erent
+ac.gronds%*
I)p#e)et!tio
Ti)e#ie
>ecase FREN ",# and SPAN ",# crrentl! e3ist -ithin
the Depart&ent of Foreign Langages and Literatre, these
corses can +e &ade part of the sanctioned roster of
general edcation corses as of fall "##,%
Assess)et
Str!te&ies
Speci'c assess&ent strategies related to general
edcation goals for appreciation of cltral identities are
en&erated in Section :D Identit! and Di?erence Ipages
=9)=8J%
Also, please see the discssion on assess&ent Ipages
,=),4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI The N!t'r!# Scieces +*,
The Iss'e In or 'rst set of proposals, -e reco&&ended a change
in the general edcation re<ire&ents for natral sciences%
2iting State speci'cations, transfera+ilit! of other science
corses to FS/, align&ent -ith other /S; instittions, and
isses of (ti&e to degree,* -e reco&&ended that the eight)
credit re<ire&ents It-o for)credit la+orator! corsesJ +e
dropped to seven credits Ione for)credit la+orator! corse
and a ne- three)credit interdisciplinar! science corseJ%
6e have received several thoghtfl responses to this
particlar portion of or proposal% For e3a&ple, concerns
have +een voiced a+ot a perceived diltion of or science
edcation at a ti&e -hen the /nited States falls +ehind
other contries in its preparation of college stdents in
science% Also cited -ere potential conHicts for stdents
-hose &aCors re<ire &ltiple la+orator! sciences in
Revised Final Proposal of the /EI0Septe&+er, "##$
=,
di?erent disciplines%
S+se<entl!, as -e revie-ed the inpt received, -e
.ept in &ind the de'nition of a science)literate individal
IFlo-er, "###JD
A science)literate individal possesses a +asic voca+lar! of
scienti'c concepts and ter&s, .no-ledge of the processes of
science tiliFed to test or &odels for &a.ing sense of the
-orld, and an appreciation of the e?ect of science and
technolog! on societ!, to a degree sScient to participate in
dealing -ith the increasingl! large n&+er of science)and
technolog!)laden p+lic polic! <estions -e face% Ip% =9J
After &ch discssion, and after reconsidering the trends
-hich -e felt -ere i&portant contri+tors to or
deli+erations, -e have decided to &aintain or
reco&&endation for an interdisciplinar! three)credit corse
in the natral sciences%
6e feel that an interdisciplinar! corse addresses the
concept of science literac! as ennciated +! Flo-ers% 6e
also feel that or proposed corse is in accord -ith the trend
noted +! @arvard 2ollege I"##$J in its general edcation
revie-L speci'call!, that (Science has +eco&e increasingl!
interdisciplinar!, as -or. that has traditionall! fallen -ithin
one or another scienti'c discipline is +roght together in
e3citing ne- -a!s* Ip% "1J%
Flo-er, ;% I"###J% /nsettling science literac!% Liberal education 54 I=J,
pp% =4)$,%
@arvard 2ollege I"##$J% A report on the "arvard %ollege curricular
revie.% Retrieved Agst 1#, "##$, fro&
httpD00---%fas%harvard%ed0crricl&)revie-0@22RTReport%pdf%
Reco))e%!tio
s
Or reco&&endations in this area fall into for
categoriesD the three)credit interdisciplinar! science corse,
crrent science corses, sitations re<iring s+stittion,
and the esta+lish&ent of &ini&& pro'ciencies -ithin
general edcation corses for scienti'c reasoning%
Three)2redit Science 2orse
Initiall!, -e propose three sections of an inagral
interdisciplinar! corse entitled (Science, Technolog!, and
Societ!,* to +e phased in as a :EP option over a t-o)!ear
period +eginning in fall "##,% A fll corse description is
availa+le in Attach&ent D Ipages 4,)49J% Dring the phase)
in stage, the learning goals of the corse -ill +e assessed on
a reglar +asis, -ith the reslts sed to frther re'ne the
corse in ensing se&ester%
In order to introdce, o?er, and assess the corse, -e
reco&&end the follo-ing actionsD
1% S+&it the corse throgh reglar faclt! governance
channels for revie- and approval of ne- o?erings in
Revised Final Proposal of the /EI0Septe&+er, "##$
=4
the general edcation progra& for the fall "##,
se&ester%
"% List the corse as an option nder section (D* of the
:eneral Edcation chec.list Isee sa&ple, page "1Jfor
those stdents entering nder the "##,)"##9 catalog%
=% Solicit faclt! volnteers to teach the corse% Said
volnteers -ill serve as a faclt! planning grop to
plan the corse and to teach it in the fall of "##,%
Ideall!, -e -ill have three faclt! Ihopefll! reslting
in three sections o?eredJ%
$% For the fall "##, slate of corses, enlist the aid of
advisors in S&&er Planning 2onferences to enroll
stdents%
Speci'c operational considerations revolve arond this
corse%
a% The average corse siFe shold +e dictated +! the
depart&ents -ithin the natral sciences%
+% >ecase this corse is (free standing* Ii%e%, it has
no speci'c depart&ental aSliationJ, it -ill +e
designated as IDIS IInterdisciplinar! StdiesJ, -ith
credit hors +eing assigned to the depart&ent
hosting the faclt! teaching that particlar
section%
c% >ecase an e&+edded la+orator! e3perience is
part of the class, the la+ fee shold contine to +e
levied% Precedents for la+ fees for three)credit
corses alread! e3ist on ca&psL for e3a&ple, Art
and Design charges a la+ fee for several of its
three)hor stdio corses%
2rrent Science 2orses
6e reco&&end that the crrent roster of for)credit
science corses re&ain as choices nder section (D* of the
slate of general edcation corses% In this &anner, stdents
-ho need &ore than one la+orator! science for their &aCors
-ill not +e re<ired to ta.e an! three)credit science corseL
i%e%, stdentsK :EP re<ire&ents -ill contine to +e satis'ed
-ith t-o for)credit science corses fro& t-o di?erent
disciplines% Stdents not needing a second la+orator!
corse can opt for the ne- science0technolog! corse%
Sitations Re<iring S+stittions
In response to or previos proposal, concerns -ere
voiced a+ot s+stitting a for)credit la+orator! corse for
the three)credit corse de to de&ands of particlar &aCors%
Revised Final Proposal of the /EI0Septe&+er, "##$
=9
In this revision, sch s+stittions are not necessar!
+ecase the three)credit corse is not &andator!L rather, it
is listed as one option availa+le to stdents to &eet the
seven)hor natral science re<ire&ent% If a stdentKs
corse of std! re<ires, for e3a&ple, +oth >IOL 1$8 and
2@E; 1#1, then these corses -ill +oth cont to-ard
general edcation re<ire&ents as is crrentl! the case%
;ini&& Pro'ciencies in Scienti'c Reasoning
6e reco&&end that the faclt! planning grop
developing the three)credit interdisciplinar! science corse
also +e charged -ith the esta+lish&ent of +ench&ar.s for
the de&onstration of +asic s.ills in scienti'c reasoning%
Please see the section on >asic S.ills Ipages "$)"4J for a
co&plete rationale for this reco&&endation%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning goal R1D Li+eral .no-ledge and s.ills of
in<ir!, critical thin.ing, and s!nthesisL speci'call!,
(Stdents -ill ac<ire .no-ledge in the h&anities,
the natral sciences, the social sciences, and the
arts, -hich collectivel! e&+od! the h&an cltral
heritage%*
I)p#e)et!tio
Ti)e#ie
 S&&er, "##$D Pro'cienc! +ench&ar.s are inclded as
a goal in the /niversit!Ks strategic plan%
 Fall, "##$D The three)credit science corse is s+&itted
as part of the /EI proposal%
Planning grop esta+lishes +ench&ar.s for essential
s.ills in scienti'c reasoning%
 Spring "##,D The three)credit interdisciplinar! corse is
s+&itted throgh faclt! governance as an option,
+eginning fall "##,, in the progra& of general edcation%
>ench&ar.s for &ini&& pro'ciencies in scienti'c
reasoning are s+&itted to the /ndergradate
2rricl& Re<ire&ents S+)2o&&ittee for revie- and
approval%
 Fall "##,D At least three sections of (Science,
Technolog!, and Societ!* corse is o?ered as a phased)in
option to stdents entering nder the "##,)"##9 catalog%
E3tensive assess&ents on the corse are co&pleted%
Approved +ench&ar.s are s+Cect of a pilot sa&ple
assess&ent% Reslts are revie-ed and sed in adCsting
corses as necessar! for spring "##4%
 Spring "##4D At least three sections of the
interdisciplinar! three)credit science corse are o?ered
Revised Final Proposal of the /EI0Septe&+er, "##$
=5
and assessed%
Spring "##4 and +e!ondD Periodic assess&ent is
co&pleted for varios aspects of the attain&ent of
pro'ciencies in +asic s.ills in scienti'c reasoning%
 Fall "##4D 2ontine o?ering at least three sections of the
interdisciplinar! corses7or &ore if enroll&ent trends
dictate so% E3pand assess&ent opportnities -ith
inclsion of the corse in at least one learning
co&&nit!%
 Spring "##9D The three)credit interdisciplinar! science
corse is approved as part of the progra& of general
edcation%
 Fall "##9D The interdisciplinar! corse is inclded as a
sanctioned option for &eeting the general edcation
re<ire&ent in the natral sciences%
Assess)et
Str!te&ies
Assess&ents for this t!pe of corse inclde corse)
e&+edded assess&ents tied to grading s!ste& and +ased
on a r+ric% Also, please see the discssion on assess&ent
Ipages ,=),4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI I%etit- !% Di:erece +G,
The Iss'e In or original proposal, -e cited the i&portance of
e3posing stdents to isses of identit! and di?erence,
noting that (Frost+rg State /niversit! has a responsi+ilit!
to prepare stdents to live and to fnction e?ectivel! in a
co&ple3 glo+al societ!%*
Reco))e%!tio
s
6e contine to spport or previos reco&&endation
that +oth crriclar and co)crriclar progra&s accelerate
their e?orts to inclde content and activities that cele+rate
identit! and di?erence%
6e re)s+&it or reco&&endation that one three)credit
corse in identit! and di?erence +eco&e a re<ired
co&ponent of the progra& of general edcation%
Additionall!, the corse, selected fro& the /niversit!Ks
e3isting slate of corses, can +e at an! level71## throgh
$##7as long as it &eets the revie- criteria as otlined
+elo-% In addition, -e reco&&end that the identit! and
di?erence corse +e part of the general edcation
re<ire&ents listed in the "##,)"##9 catalog%
>ecase the corses are +eing s+&itted as part of a
Revised Final Proposal of the /EI0Septe&+er, "##$
=8
general edcation re<ire&ent, said corses shold +e
presented to the /niversit! 2rricl& Re<ire&ents S+)
2o&&ittee% The follo-ing criteria have +een sggested +!
/EIKs S+)2o&&ittee on ;lticltralis&, :ender, and
InternationaliFation for se in revie-ing proposed identit!
and di?erence corses% 6e frther reco&&end that the
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
revie- these criteria for sScienc! and otline sggested
assessa+le learning goals prior to consideration of an!
corses s+&itted%
A corse &a! +e inclded on the roster of :EP)
sanctioned Identit! and Di?erence corses if it &eets an! of
the follo-ing criteria%
 2riterion OneD The corse is intended to encorage a
stdent to nderstand his0her o-n co&ple3 identit!
in relation to three or &ore of the follo-ing factors
that help shape that identit! over ti&eD cltre,
ethnicit!, race, gender, social class, se3al
preference, r+an0rral s+r+an environ&ent%
 2riterion T-oD The corse is intended to encorage a
stdent to nderstand his0her o-n co&ple3 identit!
in relation to three or &ore alternative factors7of
cltre, ethnicit!, race, gender, social class, se3al
preference, r+an0rral s+r+an environ&ent7that
help for& identities di?erent fro& their o-n%
 2riterion ThreeD the corse is designed to indce
stdents to appreciate
a% ho- po-er operates to inclde and e3clde grops
in three or &ore distinct societies otside the
/nited States, or
+% -hat cases tendencies to-ard e<alit! and
ine<alit! in three or &ore distinct societies
otside the /nited States, or
c% ho- representatives of at least three distinct
societies otside the /nited States vie- isses of
race, gender, po-er and class%
 2riterion ForD The corse is intended to encorage
stdents
a% to nderstand the social, political, econo&ic, and
instittional co&ple3ities of a national cltre
otside the /nited States, or
+% to learn &ethods of fnctioning e?ectivel! in a
co&ple3 national cltre otside the /nited States
Inor&all! throgh incorporating an overseas
co&ponent into the corse e3perienceJ, or
Revised Final Proposal of the /EI0Septe&+er, "##$
$#
c% to fnction as agents of inclsion in their o-n
societies%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R$D Vales and social responsi+ilit!L
speci'call!, (Stdents -ill criticall! e3plore,
evalate, and de'ne their vales and +eco&e
responsi+le citiFens in a co&ple3 and changing
societ!%*
• Learning :oal R,D Appreciation of cltral identitiesL
speci'call!, (Stdent -ill gain insight into the -a!s
cltral identities and e3periences shape individal
perspectives of the -orld and inHence interactions
-ith people fro& di?erent +ac.gronds%*
I)p#e)et!tio
Ti)e#ie
 Fall "##$)Spring "##,D 2riteria for selection of identit!
and di?erence corses are revie-ed +! the
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
and for-arded for 'nal approval% Depart&ents s+&it
corses for consideration nder the gidelines as
lti&atel! approved%
 Fall "##,D Identit! and di?erence corses are availa+le
for the 'rst ti&e% Stdents entering nder the "##,)
"##9 catalog are re<ired to co&plete this corse%
2orses are assessed for levels of sccess in helping
stdents attain speci'ed learning otco&esL
adCst&ents0revisions are &ade prior to corses +eing
o?ered again%
Assess)et
Str!te&ies
Sggested assess&ent approaches inclde
• ReHection papersL
• Al&ni pollsL
• Pre) and post)in<iries on attitdes and vales%
Also, please see the discssion on assess&ent Ipages
,=),4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI The *SU Co##o;'i! +6,
The Iss'e The concept of interdisciplinarit! -ithin the progra& of
general edcation <ic.l! esta+lished itself of the
centerpiece of discssions in response to or initial proposal%
Revised Final Proposal of the /EI0Septe&+er, "##$
$1
As co&&ittee &e&+ers, -e e3pended signi'cantl! &ore
hors7throgh phone calls, e&ails, and faclt! &eetings7
deli+erating on the (FS/ Se&inars* than on all the other
reco&&endations co&+ined%
As a steering co&&ittee, -e re&ain co&&itted to the
concept of interdisciplinarit! -ithin the progra& of general
edcation, +ecase -e are sending or stdents into a -orld
that, +! its ver! natre, de&ands citiFens -ho are a+le to
vie- isses throgh an interdisciplinar! lens% 6e frther
assert that the introdction of interdisciplinar! corses
-ithin general edcation spports or vie- of li+eral
edcation, and that sch corses can trl! inclcate in or
stdents the (love of learning* that -e have identi'ed as a
core co&ponent in or interpretation of li+eral learning%
Reco))e%!tio
s
6e have eli&inated the concept of the (FS/ Se&inars,*
as posed in the 'rst proposal, an approach that focsed on
acade&ic clsters as esta+lished +! 2O;AR re<ire&ents%
Instead, -e reco&&end the inclsion in the progra& of
general edcation t-o three)credit corses entitled (First)
Mear FS/ 2ollo<i&* and (Advanced FS/ 2ollo<i&%*
These corses -old +e re<ired -ithin section (E* of the
general edcation chec.list Ias illstrated on pages "# and
"1J%
>ecase or initial proposal generated sch signi'cant
response, -e have otlined or revised proposal in &ch
greater detail, o?ering a literatre revie- and speci'c
para&eters for each corse% In addition, a sa&ple corse is
displa!ed% 6e as. that !o revie-, in its entiret!,
Attach&ent E Ipages 45)81J%
In addition, -e nderstand that the inclsion of
interdisciplinar! corses in or progra& of general
edcation &st follo- speci'c State re<ire&ents% 6e have
for-arded or proposal for the FS/ 2ollo<ia to the
;ar!land @igher Edcation 2o&&ission for an initial
interpretation to +e sre that -e are &eeting said
re<ire&ents prior to s+&itting the corses to the ca&ps
co&&nit! for its consideration% 6e have +een infor&ed
that the 2ollo<ia, +ased on initial revie-, do &eet ;ar!land
re<ire&ents for general edcation Idoc&entation is
availa+le pon re<est fro& either the Assistant to the
Provost or the Assistant ProvostJ%
Revised Final Proposal of the /EI0Septe&+er, "##$
$"
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R1D Li+eral .no-ledge and s.ills of
in<ir!, critical thin.ing, and s!nthesisL speci'call!,
(Stdents -ill develop their a+ilities to practice
higher)level critical thin.ing%*
• Learning :oal R$D Vales and social responsi+ilit!L
speci'call!, (Stdents -ill criticall! e3plore,
evalate, and de'ne their vales and +eco&e
responsi+le citiFens in a co&ple3 and changing
societ!%*
I)p#e)et!tio
Ti)e#ie
Please see fll details in Attach&ent E%
Assess)et
Str!te&ies
Please see fll details in Attach&ent E%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEPI E#i)i!tio o$ 6EED 100 +I,
The Iss'e In or previos proposal, -e cited for reasons for the
eli&ination of @EED 1## IPersonal 6ellnessJ fro& the roster
of re<ire&ents for general edcationD
1% Its content area is not a&ong those &andated +!
State reglations for inclsion in a progra& of
general edcationL
"% 2o&&ents fro& &ltiple focs grops I+oth faclt!
and stdentJ revealed the perception that @EED
1##Ks s+Cect &atter is addressed in high school and
in other venesL
=% An overlap of content e3ists +et-een @EED 1## and
ORIE 1#1 Iintrodction to @igher EdcationJL
$% The &ission of the class7to inclcate, at the
+eginning of stdentsK college edcations, positive
+ehaviors regarding their health7is +lnted +ecase
the re<ire&ent that the corse +e ta.en -ithin the
'rst 4# hors of a stdentKs edcation is not
enforced%
Reco))e%!tio
s
In developing or revised proposal, -e fond no frther
reasons to change or initial reco&&endation% Therefore,
-e &aintain or original positionD that @EED 1## +e
re&oved as a general edcation re<ire&ent +eginning fall
"##,%
Revised Final Proposal of the /EI0Septe&+er, "##$
$=
I)p#e)et!tio
Ti)e#ie,
A%)iistr!ti(e
Iss'es
Ade<ate sections of this corse -ill have to +e o?ered
for stdents entering FS/ nder the aspices of the crrent
catalog I"##=)"##,J% 6e reco&&end that the Depart&ent
of @ealth, Ph!sical Edcation, and Recreation develop an
appropriate schedle to assre that stdents needing the
corse have an opportnit! to enroll in a ti&el! &anner%
The GEP !% the M!>orsI 3riti&5Itesi(e Co'rses +<,
The Iss'e The National 2o&&ission on 6riting for A&ericaKs
Fa&ilies, Schools, and 2olleges I"##=J states &ost
sccinctl! or original reason for reco&&ending that each
stdent co&plete a -riting)intensive corse either in the
progra& of general edcation or -ithin the &aCorD
If stdents are to &a.e .no-ledge their o-n, the! &st
strggle -ith the details, -restle -ith the facts, and
re-or. ra- infor&ation and di&l! nderstood concepts
into langage the! can co&&nicate to so&eone else%
In short, if stdents are to learn, the! &st -rite% Ip% 8J
In addition, the National 2o&&ission frther notes that
colleges and niversities have a particlar responsi+ilit! in
pro&oting the i&portance of -riting in p+lic edcation +!
re<iring &ore practice in -riting s.ills for teacher
candidates Ip% ="J%
Therefore, -e do not +elieve that an! &e&+er of or
acade&ic co&&nit! -old disagree -ith or pre&ise that
-riting is a fnda&ental for& of co&&nication that &st
+e e&phasiFed, not onl! in co&position and -riting corses,
+t as an avene of +oth for&al and infor&al
co&&nication in or stdentsK personal and, lti&atel!,
professional lives% The creation of additional gided -riting
opportnities for stdents &st +e considered an integral
part of the edcational process and not an e3traneos,
ad&inistrativel!)indced increase in -or.load%
National 2o&&ission on 6riting for A&ericaKs Fa&ilies, Schools, and
2olleges I"##=J% ,he neglected JRK4 ,he need #or a .riting
revolution% Ne- Mor.D 2ollege Entrance E3a&ination >oard
Reco))e%!tio
s
6e repeat or reco&&endation that ever! stdent +e
re<ired to enroll in one -riting)intensive corse, either in
the progra& of general edcation or in a &aCor)speci'c
corse% >ecase co&&ents received in response to or 'rst
proposal as.ed for &ore details to help faclt! +etter
nderstand the concept of -riting)intensive corses, -e
have developed a co&plete overvie-, presented in
Attach&ent F Ipages 8")8,J%
@ighlights of or reco&&endation regarding the
Revised Final Proposal of the /EI0Septe&+er, "##$
$$
introdction of a -riting)intensive corse to FS/Ks
crricl& inclde the follo-ing points%
1% Each depart&ent0progra& &st consider its
e3pectations of its gradates regarding the -riting
level that its stdents shold attain% For so&e
depart&ents, stdentsK co&pletion of a -riting)
intensive corse in general edcation -ill sSceL for
others, stdents &a! +e +etter served if a &aCor)
speci'c corse is revised to &eet -riting)intensive
re<ire&ents%
"% A corse is designated as -riting)intensive if it
re<ires (&eaningfl a&onts of graded -ritingD*
$,### to 4,### -ords Iappro3i&atel! 1,U do+le)
spaced pagesJ% 6e are not advocating a ",)page
ter& paperL rather, -e sggest a co&+ination of
approaches% Please see Attach&ent F Ipages 8")8,J
for fll details%
=% 6riting)intensive corses -ill +e developed fro&
sections of e3isting corses across the disciplines
inclded in general edcation and -ithin the corses
identi'ed for a speci'c &aCor% This reco&&endation
shold not +e interpreted to &ean that -e are
advocating the creation of co&pletel! ne- corses%
$% Ideall!, the -riting)intensive corse in general
edcation shold +e ta.en after stdents co&plete
EN:L1#1%
,% The -riting)intensive e3perience in the &aCor shold
+e lodged in a corse separate fro& the capstone
corse% Of corse, the capstone can also inclde
signi'cant -riting e3periences%
4% In order to allo- ade<ate ti&e to deal -ith stdentsK
-riting isses, -e reco&&end that an! section of
an! corse in general edcation identi'ed as -riting)
intensive +e li&ited to =# stdents% 2orse siFe for
-riting)speci'c corses -ithin the &aCors lti&atel!
is the decision of each depart&ent%
9% 6riting)intensive corses in general edcation and in
the &aCors -ill +e availa+le as options for the
dration of the "##,)"##9 catalog, allo-ing
ade<ate ti&e for professional develop&ent and
assess&ent% The ti&eline presented in a s+se<ent
section o?ers a chronolog! for i&ple&entation%
5% Dring the develop&ent and assess&ent process, -e
-ill indicate in the corse schedles7in fairness to
or stdents7-hich corses are +eing piloted as
-riting)intensive corses% To assist in registration,
Revised Final Proposal of the /EI0Septe&+er, "##$
$,
-e -ill provide details on the concept to acade&ic
advisors%
8% The Depart&ent of English has indicated its
-illingness to ta.e the lead in serving as a resorce
for professional develop&ent activities%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R"D 2ore s.illsL speci'call!, (Stdents
-ill +eco&e pro'cient in reading, -riting, spea.ing,
and listening%*
• Learning :oal R=, Ac<isition and application of
specialiFed .no-ledgeL speci'call!, (Stdents -ill
gain .no-ledge and s.ills appropriate +oth for their
'elds of std! and to enter into the professional
sector and0or gradate school%*
I)p#e)et!tio
Ti)e#ie
 Fall "##$D Reco&&endations are s+&itted to
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
for revie- and approval%
Depart&ent of English +egins develop&ent of gidelines
for inclding creating -riting)intensive corses Ie%g%,
sggestions for e3panding -riting opportnities -ithin
e3isting corsesJ%
Solicit volnteers fro& faclt! interested in the concept
of -riting)intensive corses% Ideall!, -e -old li.e to
initiate the develop&ent process -ith at least three
faclt!D t-o in general edcation, one in a speci'c
discipline%
 Spring "##,D Engage interested faclt! in varios
professional develop&ent activities Ie%g%, presentations
+! FS/ English faclt!, attendance at conferences and0or
-or.shopsJ% :idelines are co&pleted%
 Fall "##,D S+&it gidelines to /ndergradate
2rricl& Re<ire&ents S+)2o&&ittee for revie- and
approval%
 Spring "##4D O?er 'rst corses -ithin reglar slate of
corses% Assess resltsL &a.e changes as necessar! for
ne3t rond of piloted corses Ifall "##4J%
 Fall "##4D O?er at least three sections of -riting)
intensive corses in general edcation% E3pand
enroll&ent options to inclde a -riting)intensive
e3perience -ithin at least one learning co&&nit!% O?er
at least three -riting)intensive corses, on a pilot +asis,
-ithin three di?erent &aCors% Assess reslts%
 Spring "##9D O?er 'nal rond of pilot corses and
Revised Final Proposal of the /EI0Septe&+er, "##$
$4
assess reslts%%
 Fall "##9D 2o&pletion of a -riting)intensive corse is a
sanctioned re<ire&ent for all stdents entering nder
the aspices of the "##9)"##8 catalog%
Assess)et
Str!te&ies
6riting corses lend the&selves to assess&ents +ased
on stdentsK -riting graded against a pre)esta+lished r+ric,
the esta+lish&ent of a portfolio, or a series of short -riting
assign&ents geared to (trac.ing* stdentsK co&prehension
of the s+Cect &atter% Also, please see the discssion on
assess&ent Ipages ,=),4J for frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The GEP !% the M!>orsI Spe!9i&5Itesi(e Co'rses +=,
The Iss'e >o!er I1885J o+serves, in Reinventing -ndergraduate
Education, that a signi'cant failre of A&erican colleges and
niversities is fond in (conferring degrees on inarticlate
stdents* Ip% "$J% In its ne- accreditation re<ire&ents, the
;iddle States 2o&&ission on @igher Edcation echoes
>o!erKs concerns in ne- standards that cite oral
co&&nication as one of several essential s.ills that shold
+e taght in corses of general edcation Iplease refer to
the section on +asic s.ills, pages "$)"4J% In addition, focs
grops and open &eetings of FS/ faclt! clearl! identi'ed a
need to train stdents to +e a+le to co&&nicate orall!
-ithin their chosen disciplines%
>o!er, E% I1885J% Re5inventing higher education4 A blueprint #or
America0s research universities% Retrieved Agst 1,, "##$, fro&
httpD00naples%cc%sn!s+%ed0Pres0+o!er%nsf0
Reco))e%!tio
s
6e repeat or reco&&endation that ever! stdent +e
re<ired to enroll in one spea.ing)intensive corse, either in
the progra& of general edcation or in a &aCor)speci'c
corse% >ecase co&&ents received in response to or 'rst
proposal as.ed for &ore details to help faclt! +etter
nderstand the concept of spea.ing)intensive corses, -e
have developed a co&plete overvie-, presented in
Attach&ent : Ipages 84)85J%
Or reco&&endation regarding the introdction of a
spea.ing)intensive corse to FS/Ks crricl& incldes the
follo-ing points%
1% Each depart&ent0progra& &st consider its
e3pectations of its gradates regarding the spea.ing
level that its stdents shold attain% For so&e
depart&ents, stdentsK co&pletion of a spea.ing)
Revised Final Proposal of the /EI0Septe&+er, "##$
$9
intensive corse in general edcation -ill sSceL for
others, stdents &a! +e +etter served if a &aCor)
speci'c corse is revised to &eet spea.ing)intensive
re<ire&ents%
"% A corse is designated as spea.ing)intensive if it
re<ires at least ", &intes of graded spea.ing
assign&ents% 6e are not advocating one =#)&inte
presentation per stdentsL rather, -e sggest a
co&+ination of approaches% Please see Attach&ent
: Ipages 84)85J for fll details%
=% Spea.ing)intensive corses -ill +e developed fro&
sections of e3isting corses across the disciplines
inclded in general edcation and -ithin the corses
identi'ed for a speci'c &aCor% This reco&&endation
shold not +e interpreted to &ean that -e are
advocating the creation of co&pletel! ne- corses%
$% The spea.ing)intensive e3perience in the &aCor
shold +e lodged in a corse separate fro& the
capstone corse% Of corse, the capstone can also
inclde signi'cant spea.ing e3periences%
,% In order to allo- ade<ate ti&e to deal -ith stdentsK
spea.ing isses, -e reco&&end that an! section of
an! corse in general edcation identi'ed as -riting)
intensive +e li&ited to ", stdents% 2orse siFe for
spea.ing)speci'c corses -ithin the &aCors
lti&atel! is the decision of each depart&ent%
4% Spea.ing)intensive corses in general edcation and
in the &aCors -ill +e availa+le as options for the
dration of the "##,)"##9 catalog, allo-ing
ade<ate ti&e for professional develop&ent and
assess&ent% The ti&eline presented in a s+se<ent
section o?ers a chronolog! for i&ple&entation%
9% Dring the develop&ent and assess&ent process, -e
-ill indicate in the corse schedles7in fairness to
or stdents7-hich corses are +eing piloted as
spea.ing)intensive corses% To assist in registration,
-e -ill provide details on the concept to acade&ic
advisors%
In addition, -e reco&&end that the planning grop of
faclt! interested in spea.ing)intensive e3periences also +e
charged -ith the responsi+ilit! of developing reco&&ended
+ench&ar.s for +asic pro'ciencies in oral co&&nication%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation spportsD
• Learning :oal R"D 2ore s.illsL speci'call!, (Stdents
-ill +eco&e pro'cient in reading, -riting, spea.ing,
Revised Final Proposal of the /EI0Septe&+er, "##$
$5
and listening%*
• Learning :oal R=, Ac<isition and application of
specialiFed .no-ledgeL speci'call!, (Stdents -ill
gain .no-ledge and s.ills appropriate +oth for their
'elds of std! and to enter into the professional
sector and0or gradate school%*
I)p#e)et!tio
Ti)e#ie
 Fall "##$D Reco&&endations are s+&itted to
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
for revie- and approval%
A faclt! planning grop +egins develop&ent of
gidelines for inclding creating spea.ing)intensive
corses Ie%g%, sggestions for e3panding spea.ing
opportnities -ithin e3isting corsesJ and initiates the
discssion on +ench&ar.s for +asic s.ills in oral
co&&nication%
Solicit volnteers fro& faclt! interested in the concept
of spea.ing)intensive corses% Ideall!, -e -old li.e to
initiate the develop&ent process -ith at least three
faclt!D t-o in general edcation, one in a speci'c
discipline%
 Spring "##,D Engage interested faclt! in varios
professional develop&ent activities Iattendance at
conferences and0or -or.shopsJ% :idelines are
co&pleted%
>ench&ar.s for +asic s.ills are revie-ed +! the
/ndergradate 2rricl& Re<ire&ents S+)
2o&&ittee%
 Fall "##,D S+&it gidelines to /ndergradate
2rricl& Re<ire&ents S+)2o&&ittee for revie- and
approval%
Pilot assess&ent of oral co&&nication s.ills is
nderta.enL reslts are revie-ed%
 Spring "##4D O?er 'rst corses -ithin reglar slate of
corses% Assess resltsL &a.e changes as necessar! for
ne3t rond of piloted corses Ifall "##4J%
Assess&ent of +asic s.ills in oral co&&nication
contines on a reglar +asis%
 Fall "##4D O?er at least three sections of spea.ing)
intensive corses in general edcation% E3pand
enroll&ent options to inclde a spea.ing)intensive
e3perience -ithin at least one learning co&&nit!% O?er
at least three spea.ing)intensive corses, on a pilot
+asis, -ithin three di?erent &aCors% Assess reslts%
 Spring "##9D O?er 'nal rond of pilot corses and
Revised Final Proposal of the /EI0Septe&+er, "##$
$8
assess reslts%
 Fall "##9D 2o&pletion of a spea.ing)intensive corse is a
sanctioned re<ire&ent for all stdents entering nder
the aspices of the "##9)"##8 catalog%
Assess)et
Str!te&ies
Spea.ing)intensive corses lend the&selves to
assess&ents +ased on the develop&ent of r+rics against
-hich stdentsK perfor&ances are &easred, +oth in displa!
of content .no-ledge and in a+ilities to present orall!% Also,
please see the discssion on assess&ent Ipages ,=),4J for
frther infor&ation%
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
The M!>ors
C!pstoe Co'rse +7,
The Isse Ver! earl! in or deli+erations, -e agreed that a
capstone corse, -ith an e&+edded capstone e3perience,
+e a co&ponent of ever! &aCor o?ered at FS/% :iven the
national e&phasis on assess&ent and or o-n desire, as an
instittion, to continall! i&prove the teaching and learning
process, -e vie-ed a capstone corse as the lti&ate vene
+! -hich -e cold ans-er the <estion, (6hat have or
stdents learnedV*
Reco))e%!tio
s
6e reiterate or original reco&&endationD that each
&aCor0progra& develop a capstone corse for its &aCors%
The capstone corse shold +e co&pleted dring the 'nal
se&ester Ior !ear, if appropriateJ of a stdentKs acade&ic
career% 6ith this reco&&endation, ho-ever, -e nderstand
that &an! depart&ents alread! have capstone corses, and
that others are activel! in the process of developing a
corse appropriate for their stdents% In these cases,
depart&ental revie-s shold +e nderta.en to assre
co&pliance -ith instittional standards for capstone
corses0e3periences as lti&atel! approved%
>efore proceeding frther, ho-ever, -e shold de'ne
the di?erence +et-een a capstone corse and a capstone
e3perience% According to Palo&+a and >anta I1888J, a
capstone corse is sall! a class, relativel! s&aller than
other classes of the &aCor, that help stdents integrate their
.no-ledge Ip% 1"$J% The corse serves as the site for the
capstone e3perience, de'ned as (a -ell)thoght)ot proCect
that is co&prehensive in natre and allo-s stdents to
Revised Final Proposal of the /EI0Septe&+er, "##$
,#
de&onstrate a range of a+ilities* Ip% 1",J% Activities in
capstone corses7inclding the capstone e3perience7are
designed +! the faclt! of the depart&ent to reHect its
agreed)pon learning goals% The corse also serves as the
locs for assess&ent of stdentsK learning as de&onstrated
in the capstone e3perience%
6e reco&&end a capstone corse for the follo-ing
reasonsD
1% 2apstone corses allo- stdents to appl! their area
of e3pertise to real -orld isses and pro+le&s, giving
stdents the opportnit! to -or. independentl! or in
tea&s%
"% 2apstone corses e&po-er stdents to +e active
learners, creative thin.ers, and pro+le& solvers%
=% 2apstone corses are a vala+le tool for depart&ents
in the assess&ent of the overall learning of their
stdents% The corse provides instrctors -ith
evalative instr&ents that are sed to assess not
onl! the past cognitive learning of stdents
co&pleting the &aCor, +t also their a+ilit! to
integrate discipline)+ased .no-ledge -ith
infor&ation fro& other corses and fro& other
disciplines, inclding those corses -ithin the
progra& of general edcation%
Therefore, a capstone corse is an e?ective &ethod of
deter&ining stdentsK learning e3perience% According to
;oore I"##$J (A capstone corse integrates corse-or.,
.no-ledge, s.ills and e3periential learning to ena+le the
stdents to de&onstrate a +road &aster! of learning across
the crricl& for a pro&ise of initial e&plo!a+ilit! and
frther career advance&ent* Ip% 9J%
Operationall!, -e reco&&end that fll!)designated
capstone corses oSciall! appear in the "##9)"##8 catalog,
allo-ing depart&ents ti&e to i&ple&ent pilot proCects,
assess the reslts, and &a.e necessar! ad&inistrative
decisions Ie%g%, adCsting other corses, reallocating faclt!
-or.load, etc%J, prior to the corses +eing listed as a
niversal degree re<ire&ent in individal depart&ents and
else-here% Please see the ti&eline Ias otlined in the
section +elo-J for a chronolog! of necessar! actions%
Please see Attach&ent @ Ipages 88)1##J for frther
infor&ation regarding sggested para&eters and policies for
capstone corses0e3periences%
;oore, R% I188$J% The capstone corse% In 6% 2hrist IEd%J, Assessing
communication education4 A handboo! #or media, speech, and
theatre educators. @illsdale, NAD Erl+a&%
Palo&+a, 2% and >anta, T% I1888J% Assessment essentials4 Planning,
Revised Final Proposal of the /EI0Septe&+er, "##$
,1
implementing, and improving assessment in higher education% San
FranciscoD Aosse!)>ass%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
In realit!, this reco&&endation spports all 've
/ndergradate Instittional Learning :oalsD
• :oal R1D Li+eral .no-ledge and s.ills of in<ir!,
critical thin.ing, and s!nthesisL
• :oal R"D 2ore s.illsL
• :oal R=D Ac<isition and application of specialiFed
.no-ledgeL
• :oal R$D Vales and social responsi+ilit!L
• :oal W,D Appreciation of cltral identities%
I)p#e)et!tio
Ti)e#ie
In revie-ing the ti&eline, please nderstand that rnning
concrrentl! -ill +e the -or. of individal depart&ents in
o?ering and re'ning crrent capstone corses or developing
a capstone corse in response to depart&ental learning
goals% Assess&ent of these e?orts shold +e ongoing%
 Fall "##$D 2apstone corse is s+&itted to Faclt!
Senate as part of the /EI reco&&endations% A faclt!
planning grop is asse&+led, co&prised of faclt!
interested in the capstone e3perience%
 Spring "##,)Fall "##,D The faclt! planning grop
develops instittional para&eters for capstone corses,
dra-ing on the s.eletal reco&&endations inclded in
this proposal% >! late fall, "##,, the gropKs
reco&&endations -ill +e s+&itted to the
/ndergradate 2rricl& Re<ire&ents S+)2o&&ittee
for initial revie-%
 Spring "##4D Approved gidelines for capstone corses
are circlated to depart&ent0progra& chairs%
 Fall "##4D 2apstone corses are s+&itted to faclt!
governance throgh reglar corse approval procedres
Ii%e%, to /ndergradate 2rricl& Re<ire&ents S+)
2o&&ittee for e3isting corses, throgh traditional
avenes of approval for ne- corsesJ%
 Spring "##9D 2apstone corses for all &aCors -ill +e
inclded in the "##9)"##8 catalog%
 Fall "##9D Stdents entering FS/ for the 'rst ti&e -ill +e
re<ired to co&plete a capstone corse0e3perience%
Assess)et
Str!te&ies
Assess&ents of a capstone corse &st relate directl!
to the learning goals of the depart&ent% Assess&ent tools
are as varied as the disciplines the&selves% Also, please see
the discssion on assess&ent Ipages ,=),4J for frther
infor&ation%
Revised Final Proposal of the /EI0Septe&+er, "##$
,"
A%)iistr!ti(e
Iss'es
Please see the section on ad&inistrative responsi+ilities
and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
6oors Iiti!ti(es /ithi the M!>ors +M,
The Iss'e 2rrentl!, FS/ has a -ell)esta+lished progra& of honors
in general edcation% @o-ever, depart&ental honors are
li&ited onl! to those one)t-o stdents per !ear -ho are
selected +! the depart&ents for recognition at the @onors
2onvocation%
Reco))e%!tio
s
6e reco&&end that each depart&ent e3plore the
feasi+ilit! of creating a series of honors)<alit! e3periences
-ithin the &aCors% ;ltiple &odels e3ist7fro& speci'c
corses to ancillar! e3periences sch as presentation of
theses and research reslts% Or goal -ith this
reco&&endation is to provide additional opportnities for
stdents to displa! gro-th in their nderstanding of their
selected disciplines%
A%herece to
U%er&r!%'!te
Istit'tio!#
7e!ri& Go!#s
This reco&&endation can spport all 've instittional
learning goals in its e3pectations for higher)order thin.ing
s.ills and its focs on e3cellence -ithin the discipline%
I)p#e)et!tio
Ti)e#ie
 Fall "##$D Proposal for honors)<alit! e3perience in the
&aCors is s+&itted -ith /EI initiative% A faclt!
planning grop is then convened to +egin discssions on
general para&eters for honors initiatives -ithin the
&aCors%
 Spring "##,D Discssions contine% Professional
develop&ent opportnities are &ade availa+le as
appropriate%
 Fall "##,D Planning grop s+&its its reco&&endations
to the /ndergradate 2rricl& Re<ire&ents S+)
2o&&ittee and to appropriate ad&inistrative entities for
revie-%
 Spring "##4D Approved reco&&endations are circlated
to &aCors% An! &aCor interested in doing so &a! +egin
develop&ent of its o-n progra&%
 Fall "##9D A progra& of honors -ithin the &aCors is a
sanctioned part of instittional acade&ic o?erings and is
identi'ed in the "##9)"##8 ndergradate catalog%
Assess)et
Str!te&ies
Please see the discssion on assess&ent Ipages ,=),4J
for frther infor&ation%
A%)iistr!ti(e Please see the section on ad&inistrative responsi+ilities
Revised Final Proposal of the /EI0Septe&+er, "##$
,=
Iss'es and faclt! planning grops Ipages ,4),8J%
*i!ci!#
I)p#ic!tios
Please see the section on proCected costs Ipages ,8)4#J%
Co5C'rric'#!r Iiti!ti(es +N,
In or original proposal, varios s+)co&&ittees o?ered e3cellent
reco&&endations regarding opportnities for co)crriclar edcation% >ecase a
college edcation is the s& of -hat is learned +oth in and ot of the classroo&, the
sggested initiatives &st activel! +e e3plored and i&ple&ented -here feasi+le%
Therefore, on the ti&eline !o -ill see action ite&s related to the follo-ing co)
crriclar concepts as selected fro& the initial reco&&endations of the /EI s+)
co&&ittees% 6e reco&&end that the Provost identif! appropriate ad&inistrative
personnel to revie- these reco&&endations, research their feasi+ilit!, and report to
the Provost strategies for frther action%
• Fro& the S+)2o&&ittee on the 2lassroo& E3perienceD
o Re'ne the content and strctre of Introdction to @igher Edcation
IORIE 1#1J,
o Increase fnding for faclt! develop&ent,
o 2reate a (Professional Develop&ent Da!* for faclt! develop&ent
-or.shops and se&inars on ca&ps)-ide isses,
o 2reate a (Faclt!0Stdent Sho-case Da!* for presentation of
faclt!0stdent proCects and research,
o 2reate a Develop&ental Edcation 2o&&ittee to address isses
relating nderpreparedness in stdents%
• Fro& the S+)2o&&ittee on 2o)2rriclar and E3periential EdcationD
o Devise a classi'cation s!ste& for e3periential edcation that tiliFes
a nifor& langage,
o Identif! feasi+le options for diversif!ing and e3panding e3periential
edcation opportnities Ias otlined on pages 91)9" of or original
reportJ,
o Identif! feasi+le options for &a.ing e3periential edcation &ore
visi+le on ca&ps Ipages 9")9= of or original reportJ,
o Investigate additional grant opportnities for e3periential edcation,
Revised Final Proposal of the /EI0Septe&+er, "##$
,$
o Identif! feasi+le options to p+licl! ac.no-ledge and re-ard faclt!
and stdents for their achieve&ents in e3periential edcation%
• Fro& the S+)2o&&ittee on ;lticltralis&, :ender, and
InternationaliFationD
o Re)constitte the PresidentKs Advisor! 2oncil on Diversit! as the
sanctioned entit! to condct a feasi+ilit! revie- and to &a.e
reco&&endations in response to the "# sggestions posted in or
initial report Ipages 51)5$J%
No speci'c reco&&endations are listed here fro& the S+)2o&&ittee on
Technolog! and Infor&ation Literac!, +ecase their co&&ents are -oven into other
sections of this report%
Assess)et +O,
At this Cnctre in the proposal process, -e see no real need to repeat an! sort
of &antra regarding the vale of assess&ent to the teaching and learning process,
nor do -e need to ponti'cate a+ot the necessit! of assess&ent in response to
e3ternal &andates% Assess&ent is 'r&l! esta+lished as an i&portant co&ponent of
higher edcationL therefore, the challenge +efore s is to &ove a-a! fro&
philosophical ponderings and to-ard a clear corse of action%
To this end, the /niversit! has registered to participate in the National Srve!
for Stdent Engage&ent, an annal stdent srve! ad&inistered on a national level
that focses on learning and that collects infor&ation a+ot stdentsK perceptions of
the <alit! of their learning e3periences% The /niversit! -ill also ta.e part in the
national srve! of faclt! coordinated +! the @igher Edcation Research Institte%
This srve! focses on the attitdes, e3periences, concerns, Co+ satisfaction,
-or.load, teaching practices, and professional activities of collegiate faclt! and
ad&inistrators% On a local level, the Provost -ill +e re<esting this fall Ifall "##$J that
all depart&ents identif!, if the! have not !et alread! done so, speci'c learning goals
related to their &aCors% In other -ords, -hat do -e -ant or &aCors to learn in or
corse of std!V These learning goals shold reHect faclt! consenss, and the!
shold connect directl! to appropriate instittional learning goals% Depart&ent goals
-ill then fnction as a platfor& fro& -hich assess&ents can +e +ilt% To assist in this
process, each depart&ent chair -ill +e provided a cop! of Student Learning
Revised Final Proposal of the /EI0Septe&+er, "##$
,,
Assessment4 3ptions and Resources, p+lished +! the ;iddle States 2o&&ission on
@igher Edcation%
To spport faclt! in the process of setting goals and creating assess&ents, an
aggressive slate of professional develop&ent opportnities has also +een schedled
and -ill +e annonced in earl! Septe&+er% @ighlights of this faclt! develop&ent
series incldesD
• A half)da! -or.shop -ith Linda Ss.ie, Director of Assess&ent at To-son
/niversit! and athor, Assessing Student Learning4 A %ommon Sense
*uideL
• Dring the fall se&ester, -or.shops focsing on
o :eneral assess&ent principles,
o 6riting action)oriented progra& learning goals,
o E3panding the grading process to inclde assess&ent,
o 2hoosing assess&ent strategies, and
o 6riting r+ricsL
• Dring the spring se&ester, -or.shops focsing on
o 2reating a depart&ent assess&ent plan,
o /sing classroo& assess&ent tools,
o Developing (test +leprints,*
o 2onnecting assess&ent and progra& revie- re<ire&ents,
o Revie-ing <alitative and <antitative assess&ent tools, and
o /sing assess&ent reslts e?ectivel!%
@o-ever, assess&ent is sccessfl onl! -hen faclt! spport and are involved
-ith the initiative% Therefore, -e reco&&end that the Provost create a stdent
learning assess&ent planning grop, inviting faclt! -ho are interested in
assess&ent to volnteer to serve on the co&&ittee and to activel! direct the
develop&ent of the /niversit!Ks assess&ent e?orts% This assess&ent grop -ill have
inclded in its charge developing reco&&endations for ftre actions, inclding
for&aliFing a stdent learning assess&ent grop, strctring on)going assess&ent
e?orts in general edcation, and esta+lishing para&eters for an instittional
assess&ent plan for stdent learning otco&es%
Finall!, -e -ish to retract or original reco&&endation that the /niversit!
esta+lish an (Assess&ent Da!* in -hich depart&ents focs on assess&ent of speci'c
Revised Final Proposal of the /EI0Septe&+er, "##$
,4
learning goals% This reco&&endation -as originall! s+&itted in spport of a long)
standing, +t as)!et)nrealiFed, state&ent in the ndergradate catalogL speci'call!,
that one of the re<ire&ents for earning a >achelor of Science degree at FS/ is
(co&pletion of all approved stdent otco&es assess&ent activities re<ired +! the
/niversit! and the acade&ic progra&s* Isee page "8 of the "##=)"##,
/ndergradate 2atalogJ% @o-ever, -e no- feel that sch a re<ire&ent can +e &et
throgh &ltiple approaches as developed +! each depart&ent%
The follo-ing ti&eline provides an overvie- of assess&ent)related activities
throgh fall "##9 and +e!ond%
Fall "##$ • Proposals for crriclar refor& are s+&itted to Faclt! Senate
for deli+eration and approval%
• >ench&ar.s are proposed for &easre&ent of for of the 've
essential s.ills as identi'ed +! ;@E2 I+ench&ar.s are alread!
esta+lished for technological co&petenc!J%
• All acade&ic progra&s0depart&ents create discipline)speci'c
learning goals that connect to the /ndergradate Instittional
Learning :oals%
• A stdent learning assess&ent grop +egins its discssions on
ca&ps)-ide assess&ent strategies%
• Initial concepts for an instittional assess&ent plan and a
stdent learning otco&es assess&ent plan are presented for
discssion%
Spring "##, • Progra&s0depart&ents co&plete initial assess&ents of at
least one of their learning goals% Reslts are anal!FedL
crriclar changes are &ade for fall se&ester%
• >ench&ar.s for essential s.ills are approved as +asis for
assess&ent% Pilot assess&ent is co&pleted and anal!FedL
reslts are sed to adCst corses for the fall se&ester%
• An instittional assess&ent plan and a stdent learning
otco&es assess&ent plan are approved%
• Avenes are identi'ed to tie assess&ent otco&es to the
/niversit!Ks strategic planning and resorce allocation
processes%
• Reslts of assess&ent e?orts -ithin the conte3t of planning
and resorce allocation are revie-ed at the annal strategic
planning retreats in ;a! and Agst%
Fall "##, • Inagral report on assess&ent Istdent learning, essential
s.ills, instittional initiativesJ is circlated on ca&ps and to
varios constitencies%
• 2rriclar refor&, as reco&&ended +! Faclt! Senate and
approved +! the President and State agencies as appropriate,
goes into e?ect%
• Depart&ents0progra&s i&ple&ent changes as a reslt of their
spring assess&entL assess&ent c!cle contines%
• Pilot assess&ent is co&pleted and anal!Fed% Reslts of pilot
test on essential s.ills are circlated to ca&ps% Re'ne&ents
are &ade to +ench&ar. as a reslt of pilot test%
Revised Final Proposal of the /EI0Septe&+er, "##$
,9
• Pilot sections of the First)Mear FS/ 2ollo<i& and the three)
credit science corse are o?ered and assessed%
• Assess&ent of general edcation +egins, sing criteria +ased
on the /ndergradate Instittional Learning :oals%
• I&ple&ent fll! the Test of >asic Technolog! S.ills and on)line
ttorials for entering class%
• Assess&ent c!cle contines, sing a staggered approach to
address varios points of each assess&ent +ench&ar.%
Spring "##4 • Annal report on otco&es of stdent learning assess&ent
and instittional assess&ent is disse&inated%
• Annal assess&ent of essential s.ills is co&pletedL reslts are
sed to adCst corses for the fall se&ester%
• Piloting of First)Mear FS/ 2ollo<ia and three)credit science
corse continesL assess&ents contine%
• Reslts of assess&ent e?orts -ithin the conte3t of planning
and resorce allocation are revie-ed at the annal strategic
planning retreats in ;a! and Agst%
Fall "##4 • Annal report on assess&ent Istdent learning, essential
s.ills, instittional initiativesJ circlated on ca&ps and to
varios constitencies%
• Piloting of First)Mear FS/ 2ollo<ia and three)credit science
corse continesL assess&ents contine%
• Assess&ent c!cle contines, sing a staggered approach to
address varios points of each assess&ent +ench&ar.%
Spring "##9 • /pper)level interdisciplinar! se&inar is availa+le to stdents
as an enroll&ent option%
• Annal assess&ent of essential s.ills is co&pletedL reslts are
sed to adCst corses for the fall se&ester%
• Piloting of First)Mear FS/ 2ollo<ia and three)credit science
corse continesL assess&ents contine%
• Assess&ent c!cle contines, sing a staggered approach to
address varios points of each assess&ent +ench&ar.%
• Reslts of assess&ent e?orts -ithin the conte3t of planning
and resorce allocation are revie-ed at the annal strategic
planning retreats in ;a! and Agst%
• SLOAR IStdent Learning Otco&es Assess&entJ report is
prepared for the ;ar!land @igher Edcation 2o&&ission%
Fall "##9 • All crriclar changes reco&&ended +! the /ndergradate
Edcation Initiative are in place%
• Assess&ents contine at all levels on a reglar +asis%
A%)iistr!ti(e Resposi"i#ities
Or original report reHected or nderstanding that an initiative of the scope
-e are reco&&ending -ill need speci'c ad&inistrative spport% Ad&inistrative
dties to facilitate the enact&ent of or proposals incldeD
Revised Final Proposal of the /EI0Septe&+er, "##$
,5
• Providing assrance that all participating faclt! nderstand /niversit!
e3pectations regarding corse content, rigor, and adherence to /niversit!
Learning :oalsL
• Overseeing the deliver! and assess&ent of corses consistent -ith the
progra&Ks &issionL
• Recriting and providing spport for participating faclt!, secring faclt!
develop&ent fnds, and negotiating -ith chairs and deans for release
ti&eL
• Negotiating the distri+tion of fnds in order to co&pensate depart&ents
-hose faclt! participate in presentation of ne- corsesL
• 6or.ing -ith the depart&ents, deans, and registrar in the schedling of
corsesL
• Providing a locs for appropriate clerical spport of the varios planning
gropsL
• Investigating the feasi+ilit! of /EI s+)co&&ittee reco&&endations and
reporting sggested i&ple&entation approachesL
• Serving as an ad&inistrative (center* for general edcation activities%
6e as. that the Provost, in colla+oration -ith the Deans, spple&ent or slate
of proposals -ith a speci'c charge to an ad&inistrative entit! or entities for the
enact&ent of or reco&&endations% 6e frther sggest that the Provost and Deans
evalate, on a reglar +asis, progress to-ards achieve&ent of the reco&&endations
o?ered throgh the /ndergradate Edcation Initiative%
*!c'#t- P#!i& Gro'ps
After the thosands of -ords -ritten a+ot the /EI have settled onto or
collective +oo.shelves, the sccess of crriclar changes sggested -ill fall s<arel!
on the sholders of interested faclt! and the designated ad&inistrative nit% To
s&&ariFe, therefore, -e o?er the follo-ing list of faclt! planning grops that
shold +e convened +! the Provost to frther re'ne or reco&&endations Ii%e%,
develop operating gidelines, sggest assess&ent criteria, esta+lish +ench&ar.s,
etc%J% All reco&&endations -ill +e s+&itted to the /ndergradate 2rricl&
Re<ire&ents S+)2o&&ittee nless other-ise noted%
Revised Final Proposal of the /EI0Septe&+er, "##$
,8
1% Infor&ation Literac! and Flenc! Planning :ropD chaired +! Li+rar!
faclt!L to develop reco&&endations for +ench&ar.s in +asic infor&ation
literac! s.ills and to sggest approaches for e&+edding infor&ation literac!
and Henc! in the progra& of general edcation Iand speci'call! in
EN:L1#1 and the =##)level co&position corsesJ and in the &aCors%
"% >asic S.ills in Technolog! Literac! and Flenc! Planning :ropD to &onitor
achieve&ent of e3isting +ench&ar.s in +asic s.ills in technolog! literac!
and to spport initiatives in technolog! Henc!% 6e reco&&end that the
e3isting Technolog! Flenc! Advisor! :rop +e assigned this responsi+ilit!%
=% >asic S.ills in Xantitative Reasoning Planning :rop Ithe Depart&ent of
;athe&atics and PASS learning specialistsJD to reco&&end speci'c
+ench&ar.s for /niversit! +asic pro'ciencies in &athe&atics%
$% >asic S.ills in 2ritical Thin.ing Planning :ropD to reco&&end +ench&ar.s
for +asic pro'cienc! in critical thin.ing%
,% >asic S.ills in Scienti'c Reasoning0Three)2redit Science 2orse Planning
:ropD to reco&&end +ench&ar.s for +asic pro'cienc! in scienti'c
reasoning and to develop para&eters for interdisciplinar! three)credit
science corse Iand, ideall!, to teach the pilot sections in the fall of "##,J%
The ne- science corse &st also go throgh e3isting approval channels%
4% >asic S.ills in 6ritten 2o&&nication06riting)Intensive Planning :rop
IThe Depart&ent of English and PASS learning specialistsJD to reco&&end
+ench&ar.s for +asic s.ills in -ritten co&&nication and to develop
para&eters for -riting)intensive corses in the progra& of general
edcation and in the &aCors%
9% >asic S.ills in Oral 2o&&nication0Spea.ing)Intensive Planning :ropD to
reco&&end +ench&ar.s for +asic s.ills in oral co&&nication and to
develop para&eters for spea.ing)intensive corses in the progra& of
general edcation and in the &aCors%
5% First)Mear FS/ 2ollo<i& Planning :ropD to develop pilot sections and,
ideall!, to teach said sections in the fall of "##,%
8% Advanced FS/ 2ollo<i& Planning :ropD to develop gidelines for the
second)tier interdisciplinar! corse in general edcation%
Revised Final Proposal of the /EI0Septe&+er, "##$
4#
1#%2apstone 2orse Planning :ropD to develop gidelines for capstone
corses and e3periences% An! ne- corse &st also go throgh e3isting
governance channels for corse approval%
11%@onors Initiatives in the ;aCors Planning :ropD to develop
reco&&endations for the creation of honors opportnities -ithin the
&aCors% An! ne- corse0s &st also go throgh e3isting governance
channels%
1"%The Stdent Learning Assess&ent Planning :rop Ias discssed previosl!
on pages ,=),4J%
To facilitate the planning gropsK -or., -e reco&&end that fnding +e
availa+le to provide ade<ate professional develop&ent opportnities Ie%g%,
attendance at -or.shops, invitations for visiting specialistsJ as otlined in &ore detail
in the ne3t section%
Pro>ecte% A'!# Costs !% S!(i&sI 20045200F
6e reco&&end the follo-ing annal +dgets to spport of the concepts
presented +! the /ndergradate Edcation initiativeD
Professional Develop&ent
E Operations
Assess&ent Total Ne-
;one!
AM "##$)"##, W1#,### #N W1#,###
AM "##,)"##4 W"#,### W4,### W"4,###
AM "##4)"##9 W"#,### W8,### W"8,###
A! "##9)"##5 W"#,### W11,### W=1,###
W84,###
H ,he assessment budget is currently M<,888. ,he #our years o# assessment budgets assume that said
amount is included as a base #or supplemental #unds in assessment.
(Professional Develop&ent and Operations* incldesD
• Attendance +! faclt! at conferences related to corse planning or the
-or. of planning gropsL
• @osting of special lectrers0consltants for professional develop&ent
activities related to /EI reco&&endationsL
• Pa!&ents to faclt! for corse overloads or for planning ne- corses
Ifollo-ing the e3isting &odel tiliFed for on)line corses and learning
co&&nitiesJL
Revised Final Proposal of the /EI0Septe&+er, "##$
41
• Other initiatives identi'ed +! the Provost and Deans to spport or
proposals%
(Assess&ent* incldesD
• Annal pa!&ents for participation in national srve!sL
• Assess&ent)related professional develop&ent activitiesL
• Spport for ca&ps and depart&ent incentives in assess&ent%
As !o consider the 'nancial i&plications of or proposal, please note the
follo-ingD
1% Savings -ill +e achieved as of fall "##, -ith the redction of @EED 1##
sections taght +! adCncts% For e3a&ple, the fall "##$ se&ester lists "=
sections of @EED 1##L nine are taght +! adCnct faclt!% >ecase @EED
1## -ill not need as &an! sections as of fall "##,, the n&+er of sections
-ill +e redced% To illstrate, eli&inating nine adCnct sections reslts in a
savings in one se&ester of W1#,5## IW1"## per corse and -ithot
calclating FI2A0social secrit! pa!&entsJ%
"% Or atte&pts to proCect possi+le costs and0or savings of s&aller classes,
redction in la+orator! corses, or eli&ination of corses fro& Section E of
the progra& of general edcation in favor of the FS/ 2ollo<ia reslted in
an increasingl! co&ple3 spiral of (-hat if* scenarios% Therefore, -e
sggest that the i&ple&entation of or reco&&endations +e closel!
&onitored +! the Provost, Deans, and the ad&inistrative entit! identi'ed to
trac. stdent enroll&ent patterns and to proCect esti&ated costs and
savings%
=% Dollars ear&ar.ed in spport of /EI)related professional develop&ent -ill
+e &anaged +! the ad&inistrative entit! lti&atel! identi'ed as
responsi+le for i&ple&entation of or reco&&endations% An! increase in
assess&ent fnding -ill +e applied to the e3isting assess&ent +dget in
Acade&ic A?airs%
6e fll! nderstand the 'scal constraints that the /niversit! is crrentl!
endring% @o-ever, -e also .no- that althogh a &ove to-ard e3cellence &a! carr!
a price tag, the costs of not changing to i&prove or crricl& &a!, in the long rn,
prove to +e even &ore e3pensive%
Revised Final Proposal of the /EI0Septe&+er, "##$
4"
ATTAC6MENT A
UNDERGRADUATE
INSTITUTIONAL LEARNING GOALS
As approved by the FACULTY SENATE on December 3, 2003
“COUCHED WITHIN A LIBERAL ARTS TRADITION, UNDERGRADUATE PROGRAMS PROMOTE INTELLECTUAL
GROWTH AND EQUIP LEARNERS WITH PROBLEM-SOLVING AND DECISION-MAKING ABILITIES USEFUL IN
DEVELOPING GLOBAL UNDERSTANDING AND EFFECTING CIVIC RESPONSIBILITY AND CONSTRUCTIVE
CHANGE.”
200-200! U"#$%&%'#(')$ C')'*+&, ,. -
F%+.)/(%& S)')$ U"01$%.0)23. I".)0)()0+"'* L$'%"0"& G+'*. %$4*$5) )6$ 70..0+" +4 )6$ U"01$%.0)2 )6%+(&6 ' 4+5(. +" 401$
.,$50405 '%$'. +4 .)(#$") *$'%"0"&. I"#010#('* #$,'%)7$")., ,%+&%'7., '"# .$%105$. 80** ,%+10#$ +,,+%)("0)0$., 86$%$
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1. LIBERAL KNOWLEDGE AND SKILLS OF INQUIRY, CRITICAL THINKING, AND SYNTHESIS
Students will acquire knowledge in the humanities, the natural sciences, the social sciences, and the arts, which
collectively embody the human cultural heritage. Students will develop their abilities to practice higher-level critical
thinking.
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• #$7+".)%')$ .(.)'0"$# 0")$**$5)('* 5(%0+.0)2.
2. CORE SKILLS
Students will become proficient in reading, writing, speaking and listening. They will also develop quantitative literacy
and technological fluency.
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3. ACQUISITION AND APPLICATION OF SPECIALIZED KNOWLEDGE
Revised Final Proposal of the /EI0Septe&+er, "##$
4=
Students will gain knowledge and skills appropriate both for their fields of study and to enter into the professional
sector and/or graduate school.
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5'%$$%.;
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• #$7+".)%')$ 5+7,$)$"50$. '"# '560$1$7$"). ',,%+,%0')$ )+ )6$0% 40$*#. +4 .)(#2;
• ',,*2 5*'..%++7 *$'%"0"& 0" ' 5+7/0"')0+" +4 %$4*$5)01$ ,%'5)05$ '"# $=,$%0$")0'* $#(5')0+".
4. VALUES & SOCIAL RESPONSIBILITY
Students will critically explore, evaluate, and define their values and become responsible citiens in a complex and
changing society.
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• #$7+".)%')$ '" '8'%$"$.. +4 '"# ',,%$50')0+" 4+% )6$ "')(%'* $"10%+"7$").
. APPRECIATION OF CULTURAL IDENTITIES
Students will gain insight into the ways cultural identities and experiences shape individual perspectives of the world
and influence interactions with people from different backgrounds.
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,$+,*$ +4 #01$%.$ /'59&%+("#.;
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Revised Final Proposal of the /EI0Septe&+er, "##$
4$
ATTAC6MENT B
B!sic Techo#o&- M I$or)!tio 7iter!c- S9i##s
Co)poets FS/ Stdents% % %
1B Usi&
!ppropri!te
ter)io#o&- to
%isc'ss "!sic
cocepts
2an de&onstrate an nderstanding of +asic co&pting ter&s
and acron!&s%
2an e3plain an advertise&ent for a co&pter and co&&on
peripheral e<ip&ent%
2B Usi& "!sic
oper!ti&
s-ste) $e!t'res
2an de&onstrate a +asic nderstanding of and se the
featres and tilities of an operating s!ste&%
2an install ne- soft-are, delete n-anted soft-are, invo.e
applications, and nderstand the reasons for di?erent 'le
for&ats%
2an de&onstrate the a+ilit! to save 'les to a personal folder
or dis., cop! 'les fro& one location to another, and print 'les%
2an de&onstrate an a-areness of the variet! of operating
s!ste& and hard-are platfor&s%
DB Usi& e5)!i#  2an se e&ail e?ectivel! and appropriatel! to receive and
send &essages and doc&ents Ie%g%, &anaging a personal
&ail+o3, creating an address +oo., adding attach&ents,
o+serving e)&ail eti<etteJ%
4B Usi& the
Iteret to 2%
i$or)!tio !%
reso'rces
 2an eScientl! se +ro-sers, search engines, and online
scholarl! data+ases to locate infor&ation fro& a variet! of
6e+)+ased resorces%
2an evalate this infor&ation and doc&ent its sorces, and
can participate in Ychat roo&sY and other Yreal)ti&eY electronic
co&&nication%
EB Usi& /or%
processi& to
cre!te ! te.t
%oc')et
 2an &aniplate te3t to create a variet! of doc&ent for&ats,
create ta+les and charts to sho- a co&parison of data, se a
spelling and gra&&ar chec.er, and insert i&ages and other
ite&s into a te3t doc&ent%
KB Usi&
i$or)!tio
!ppropri!te#-
 2an nderstand and discss the social, ethical, legal, and
political conse<ences of infor&ation technolog!%
FB Usi&
istr'ctio!#
)!teri!#s
2an se online help 'les and nderstand printed instrctional
&aterials%
2an se a ttorial to nderstand essential &odels and ideas
nderl!ing ne- hard-are and soft-are%
LB Usi& !
spre!%sheet to
)o%e# si)p#e
processes or
2!ci!# t!"#es
2an ac<ire the necessar! s.ills to &odif! cells in a
spreadsheet 'le, se for&las appropriatel!, create varios
graphs fro& a spreadsheet progra& to represent data, and
design appropriate print for&ats for a spreadsheet%
JB Usi& !
%!t!"!se s-ste)
to set 'p !%
!ccess 'se$'#
i$or)!tio
2an constrct and &aniplate a Hat data'le, search the
data'le for speci'c infor&ation sing .e!-ords search
patterns, pload and do-nload 'les fro& the data'le, and
for&at the data for printing%
10BUsi&
preset!tio
so$t/!re
2an se general)prpose presentation soft-are and can
incorporate &lti&edia into presentations Ie%g%, adio and
video clipsJ%
Revised Final Proposal of the /EI0Septe&+er, "##$
4,
ATTAC6MENT C
Infor&ation Literac! and Flenc! Learning :oals
Co)poets 7iter!c- 7e!ri& Go!#s *#'ec- 7e!ri& Go!#s
1B *r!)i& the
Rese!rch C'estio
RecogniFes the need to 'nd
infor&ation to 'll the gaps in his0
her .no-ledge%
>egins to nderstand the vale of
'nding infor&ation to spport o-n
ideas and opinions%
RecogniFes the vale of sing
infor&ation to strengthen his0 her
o-n arg&ents%
Articlates focsed research
<estions%
2B Accessi& So'rces /nderstands that there are
di?erences a&ong infor&ation
sorces%
2an search several .inds of
sorces to retrieve infor&ation%
Identi'es the &ost appropriate
sorces to ans-er the <estion
Develops e?ective search
strategies that &a! +e ni<e to
each sorce%
DB E(!#'!ti& So'rces Revie-s infor&ation retrieved to
assess the relia+ilit! of each
sorce%
2onsiders -hether or not the
a&ont of infor&ation is sScient
to address the isse%
Revie-s infor&ation retrieved to
assess the relia+ilit! of each
sorce%
Deter&ines -a!s of &odif!ing
search strategies to ensre that
infor&ation is sScient to
address the isse at Pthis levelQ%
4B E(!#'!ti& Cotet E3a&ines and co&pares
infor&ation fro& varios sorces%
Deter&ines the pro+a+ilit! of
accrac! and relia+ilit! of the
content%
Identi'es an athorKs thesis and
the +asic strctre of the
infor&ation%
Avoids i&&ediate agree&ent or
disagree&ent -ith the infor&ation%
Anal!Fes infor&ation and
evalates point of vie-%
2onsiders contradictor!
infor&ation%
RecogniFes preCdice, deception,
or &aniplation%
2o&pares ne- infor&ation -ith
prior .no-ledge%
Dra-s conclsions +ased on the
infor&ation retrieved%
Develops a critical response to
the infor&ation%
EB Usi& I$or)!tio
$or ! Speci2c
P'rpose
OrganiFes content to spport the
prposes of the stdentKs prodct%
Develops topic in essa! or other
for&at%
2o&&nicates cogentl!%
2an prepare an annotated
+i+liograph!%
/ses the designated editorial
st!le appropriatel!%
E?ectivel! organiFes content in
spport of the prposes of a
prodct, sing &ltiple sorces%
2hooses a co&&nication
&edi& that +est spports the
prposes of the assign&ent%
/ses an editorial st!le
appropriate to the speci'c
discipline involved%
KB U%erst!%i&
Iss'es A:ecti& the
Use o$ I$or)!tioN
O"ser(i& 7!/s,
Re&'#!tios, !%
Istit'tio!#
Po#icies
/nderstands -hat plagiaris& is
and does not plagiariFe%
/ses appropriate doc&entation
st!le for citing sorces%
O+serves cop!right la-s%
/nderstands isses of privac!,
infor&ation secrit!, censorship,
and freedo& of speech%
SorceD ;iddle States 2o&&ission on @igher Edcation I"##=J% Developing research and
communication s!ills4 *uidelines #or in#ormation literacy in the curriculum% Philadelphia, PA%
Revised Final Proposal of the /EI0Septe&+er, "##$
44
ATTAC6MENT D
Propose% O't#ie $or Three5Cre%it Sciece Co'rse
0Sciece, Techo#o&-, !% Societ-1
Go!#s o$ the Co'rse
• /nderstanding the Interdisciplinar! natre of science and technolog!
• /nderstanding the scienti'c &ethod
• /nderstanding science and technolog! and their interaction
• /nderstanding the i&pact of science and technolog! on societ!
• /nderstanding the +asic concepts of science
• /nderstanding crrent isses involving science and technolog!
7e!ri& O'tco)es
/pon the co&pletion of this corse, a stdent shold +e a+le to
• /se the scienti'c &ethod to solve co&ple3 pro+le&s
• Discss the di?erence +et-een science and technolog! and ho- the! interact
• Discss ho- technolog! i&pacts on societ! econo&icall!, environ&entall!,
sociall!, and cltrall!
• E3hi+it an nderstanding of +asic scienti'c concepts concerning &atter,
energ!, living organis&s, and the environ&ent
• E3plain the interdisciplinar! natre of science and technolog!
Co'rse Cotet
The corse is co&posed of three sections% The 'rst section e3a&ines the natre of
science and technolog! and the role it has pla!ed and contines to pla! in or
societ!% The second section presents +asic scienti'c concepts -ith -hich all -ell
edcated individals shold +e fa&iliar% The third section investigates in an
interdisciplinar! &anner ho- science and technolog! signi'cantl! i&pacts on societ!,
-ith an e&phasis on international and national develop&ents and crrent events and
trends%
I&+edded in the corse -ill +e a speci'c la+orator! co&ponent to provide stdents
(hands)on* e3periences%
Sectio OeI Sciece !% Techo#o&-
• De(e#opi& the Cocept o$ Sciece
o The Natre of Science
o The Po-er >ehind Science
o The Scienti'c ;ethod
o @o- the ;ethod 6or.s
o Scienti'c Notation
• De(e#opi& the Cocept o$ Techo#o&- (sB Sciece
o The Natre of Technolog!
Revised Final Proposal of the /EI0Septe&+er, "##$
49
o @o- Technolog! di?ers fro& Science
o The Po-er >ehind Technolog!
o Technological Revoltions and I&pact on Societ!
o ;aCor @istorical Technological Revoltions
o Technolog! in the "1st 2entr!
o Pro+le&s Associated 6ith Technolog!
o 2ontrolling Technolog!
Sectio T/oI Eer&- !% M!tter
• B!sic Cocept o$ Eer&-
o For&s of Energ!
o 1st La- of Ther&od!na&ics
o 2oncept of 6or.
o 2oncept of Force
o 2oncept of EScienc!
o "nd La- of Ther&od!na&ics

• B!sic Cocept o$ M!tter
o ;ass, Vol&e, Densit!
o Ato&s
o ;olecles
o Di?erent T!pes of ;atter
o ;olecles of Life Ipol!&ersJ
 Organic 2o&ponds
 2ar+oh!drates
 Lipids
 Proteins
 Ncleic Acids

• M!tter !% Eer&- Iter!ctios, Re!ctios
o Ph!sical Reactions )) Phase changes
o 2he&ical Reactions )) ;a.ing and +rea.ing che&ical +onds
o >iological Reactions )) Life processes inclding &eta+olis&,
reprodction, and loco&otion
o Nclear reactions )) 2hanges in ele&ents
• 7i(i& M!tter
o Properties of Life
 2elllar OrganiFation02ell Strctre
 ;eta+olis&0@o- 2ells Ac<ire Energ!
Atotrophs
Phototrophs
2he&otrophs
@eterotrophs
 @o&eostasis
 Reprodction
>inar! Fission +acterial division
Revised Final Proposal of the /EI0Septe&+er, "##$
45
;itosis celllar division
;eiosis se3al reprodction
 @eredit!0Evoltion
 Ecolog!0>iosphere
Ecos!ste&s
Food 6e+s
>iogeoche&ical 2!cles
 >iodiversit!
Sectio ThreeI C'rret Iss'es i Sciece, Techo#o&-, !% Societ-
This portion of the corse &st address the follo-ing pre&isesD
1% Isses e3panding on the clear relationship +et-een science and technolog!L
"% Isses a+ot the relationship +et-een science and technolog! that are
international in scope, inHence, or i&pactL
=% Inclsion of activities, assign&ents, proCects, etc% that e&phasiFe the
interdisciplinar! natre of the corseL
$% Topics that reHect crrent isses and, particlarl!, have relevance to stdentsK
lives%
E3a&ple discssions incldeD
1% Science and Energ!
Or technological -orld re<ires energ! to .eep it going% The prodction of
energ! is an e3tre&el! i&portant isse in the -orld toda!% 6ithot a good cheap
sorce of energ!, technolog! +eco&es too costl!, slo-ing do-n econo&ic gro-th
and national develop&ent% Isses associated -ith energ! prodction, glo+al
distri+tion and glo+al i&pact -ill +e e3a&ined%
"% Science and National Secrit!
Science and technolog! have pla!ed a &aCor role in -arfare for centries% 6ith
&odern technolog!, ne- areas of concern have developed% Topics sch as
nclear proliferation, -eapons of &ass destrction and +io)terroris& are no-
pro&inent in the ne-s and pla! a &aCor role in for&ing national polic!% The
science srronding these isses -ill +e stdied%
=% Science and @ealth
>iotechnolog! is changing the natre of &edicine% Isses sch as ste& cell
research, genetic engineering and +iological cloning are no- part of or national
discssion% International pro+le&s of invasive species and infectios diseases
sch as SARS, AIDS and ;ad 2o- Disease have had not onl! an i&pact the
-orldKs econo&!, +t also on the -orldKs activities sch as traveling and social
gatherings% The science +ehind these isses -ill +e investigated%
Revised Final Proposal of the /EI0Septe&+er, "##$
48
ATTAC6MENT E
The 0*SU Co##o;'i!1
Scope o$ This Propos!#
As the steering co&&ittee of the /ndergradate Edcation Initiative, -e
reco&&end inclsion in the crrent progra& of ndergradate general edcation t-o
I"J three)credit interdisciplinar! corses Pas de'ned in the Annotated 2ode of
;ar!land, Title 1=>, #1%#=%D% I1JQ% 6e have tentativel! titled these corses (The FS/
2ollo<ia,* -ith the initials FS/ serving not onl! as an indicator of the instittion, +t
also as a representation of the focs of the corsesD (Fostering a Sense of
/nderstanding%* Each of these corses -ill +e +ilt on a (niversal* te&plate that
&eets 2O;AR criteria% The topics for the t-o classes -ill change periodicall! as
i&portant isses develop, in .eeping -ith the /niversit!Ks goal to o?er stdents an
edcation (coched in a li+eral arts tradition* +! providing stdents opportnities for
discssion of and investigation into crrent topics and pro+le&s% A faclt! co&&ittee
-ill +e responsi+le for revie-ing proposals and assring that all corses &eet ;@E2
criteria for content in an interdisciplinar! corse -ithin a progra& of general
edcation%
For provision of conte3t, Figres 2 and D Ipages "1 and ""J present sa&ple
(:EP chec.lists* for "##,)"##9 and "##9)"##8 that inclde the FS/ 2ollo<ia, -hile
Figre E Ipage "=Jo?ers a co&parison of the crrent :eneral Edcation Progra& and
the con'gration -ith proposed changes as otlined in this doc&ent%
The Ui(ersit-@s R!tio!#e
Several reasons nderlie or proposal for the inclsion of t-o three)hor
interdisciplinar! corses in its progra& of general edcation%
,he .orld students .ill #ace in the t.enty5Arst century is, by its very nature,
interdisciplinary. In its report on the isses facing higher edcation in the t-ent!)'rst
centr!, the Association of A&erican 2olleges and /niversities I"##"J notes, (Or
nation goes to college +ecase the -orld is co&ple3, interconnected, and &ore
reliant on .no-ledge than ever +efore* Ip% $J% Societ! does not e3ist in discrete
disciplinar! silosL as a reslt, post)secondar! instittions have the responsi+ilit! to
help stdents develop the s.ills necessar! to consider a topic or isse fro& a variet!
Revised Final Proposal of the /EI0Septe&+er, "##$
9#
of perspectives% Accordingl!, FS/ proposes to provide to stdents, as a necessar!
co&ple&ent to stdies in their &aCors, the opportnit! for general edcation corses
that reHects the interdisciplinarit! of the -orld% Blein and Ne-ell I1889J, in
discssing the crrent stats of interdisciplinar! stdies in higher edcation,
e&phasiFe the i&portance of introdcing stdents to interdisciplinar! thoghtD
Bno-ledge has +eco&e increasingl! interdisciplinar!% The reasons inclde ne-
develop&ent in research and scholarship, the contining evoltion of ne-
h!+rid 'elds, the e3panding inHence of particlar interdisciplinar! &ethods
and concepts, and the pressing need for integrated approaches to social,
econo&ic, and technological pro+le&s% Ip% =8,J
Frost+rg State /niversit! considers as interdisciplinar! corses those
organiFed to integrate insights fro& &ltiple perspectives a+ot a crrent isse,
the&e, pro+le&, cltral or historical period, -orld area or national region, or other
nif!ing principle%
=nterdisciplinary courses in the program o# general education #urther embrace
the -niversity0s Jliberal arts traditionK as espoused in its institutional mission
statement. Or &ission state&ent provides a +asis for an e&phasis on li+eral
learningD (2oched -ithin a li+eral arts tradition, ndergradate progra&s pro&ote
intellectal gro-th and e<ip learners -ith pro+le&)solving and decision)&a.ing
a+ilities sefl in developing glo+al nderstanding and e?ecting civic responsi+ilit!
and constrctive change* IFrost+rg State /niversit!, p% 1J% Ne-ell I188$J, in his
research on interdisciplinar! corses -ithin general edcation, con'r&s this pre&iseD
Stdents in high)<alit! interdisciplinar! corses are consistentl! reported to
develop the traditional li+eral arts s.ills of precision and clarit! in reading,
-riting, spea.ing, and thin.ingL to confront challenges to their ass&ptions
a+ot the&selves and their -orldL and to develop the ha+it of as.ing -h!
instead of &erel! &e&oriFing accepted facts% Ip% =,J
To characteriFe the (li+eral arts tradition* for or constitencies, -e have
adopted the follo-ing State&ent on Li+eral Learning Pas approved +! Frost+rg State
/niversit!Ks Faclt! Senate in Dece&+er, "##=QD
Li+eral edcation e&po-ers stdents and frees the& fro& ignorance +!
infor&ing the& a+ot the -orld, its histories, &ethods of in<ir!, and vales%
Li+eral edcation develops stdentsK intellects and enhances their love of
learning and a-areness of individal and social responsi+ilit! +! encoraging
the& to learn and appl! .no-ledge to solve i&portant pro+le&s%
3ur institutional learning goals additionally emphasi>e and embrace the
concept o# interdisciplinarity. As part of or revie- of the ndergradate crricl&,
Revised Final Proposal of the /EI0Septe&+er, "##$
91
-e realiFed that -e lac.ed overarching learning goals that cold provide a cohesive
fondation for stdent learning% As a reslt, the Faclt! Senate revie-ed and
approved, in Dece&+er of "##=, Frost+rg State /niversit!Ks /ndergradate
Instittional Learning :oals% These 've Learning :oals Ias presented in Attach&ent
AJ clearl! identif! isses of critical thin.ing and s!nthesis7cornerstones of an
interdisciplinar! e3perience7as s.ills integral to all 've learning goals% Figre >
Ipage "#J displa!s learning goals speci'c to general edcation that have +een
gleaned fro& the overarching instittional goals%
Providing students eEperiences in interdisciplinary thought and study .ithin
their program o# general education responds to speciAc accreditation and
accountability re/uirements. The ;iddle States 2o&&ission on @igher Edcation,
Frost+rg State /niversit!Ks accrediting +od!, notes in Standard 1" I:eneral
EdcationJ that (The instittionKs a+ilit! to de&onstrate that its stdents are a+le to
integrate and appl! in di?erent conte3ts the core .no-ledge and s.ills learned in
their corse-or. is a critical co&ponent of sccessfl ndergradate edcational
progra&s* Ip% =9J% Interdisciplinar! corses li.e-ise address State re<ire&ents for
acconta+ilit! in the &easre&ent and evalation of +asic s.ills% The ;ar!land
@igher Edcation 2o&&ission In%d%J has also identi'ed, in its revised e3pectations for
its triennial Stdent Learning Otco&es Assess&ent Report, the &easre&ent of 've
co&petencies related to general edcation and essential s.ills% One of these
essential s.ills is critical anal!sis and reasoning, a s.ill that serves as a centerpiece
for FS/Ks interdisciplinar! corses%
A%herece to St!te Re;'ire)ets $or Geer!# E%'c!tio
In developing or proposal for the FS/ 2ollo<ia, -e have .ept in &ind speci'c
para&eters for interdisciplinar! corses as stated in the Annotated 2ode of ;ar!land
PTitle 1=>, #1%#=%D% I1J IaJ I+J IiJ I"JQD
• That these corses can +e presented as separate corses Ito a &a3i&& of
eight credit horsJL
• That these corses &st provide an interdisciplinar! e3a&ination of isses
across the 've crriclar areas as de'ned in 2O;AR Ii%e%, arts and
h&anities, social and +ehavioral sciences, +iological and ph!sical
sciences, &athe&atics, English co&positionJL
Revised Final Proposal of the /EI0Septe&+er, "##$
9"
• That these corses &st provide acade&ic content and rigor e<ivalent to
that e3pected for an! corse in the 've crriclar areas as previosl! cited%
6e also ac.no-ledge the spple&ental interpretation of interdisciplinar!
corses presented +! the ;ar!land Interseg&ental 2hief Acade&ic A?airs OScers
I1889J, that sch corses shold e3a&ine (a +road the&e fro& &ltiple perspectives
% % % P-hich leadsQ to a s!nthesis of e3periences fro& at least t-o of the 've general
edcation areas%* The ;ar!land I2AAO frther reco&&ends that an! corse o?ered
(&st +e +ased on a credi+le +od! of esta+lished scholarship -ith pertinent evidence
of &ethodolog! and0or episte&olog!* IhttpD00&hec%stac%s&d%ed0app)ie%ht&lJ%
The *irst58e!r *SU Co##o;'i') !% The A%(!ce% *SU Co##o;'i')I Co'rse
P!r!)eters
6e propose that the FS/ 2ollo<ia +e o?ered at t-o distinct levels in or
stdentsK progra& of ndergradate general edcationD one three)credit corse
-ithin the 'rst thirt! hors IFirst)Mear FS/ 2ollo<i&, listed at the 1##)levelJ and one
three)credit corse after co&pletion of fort!)'ve credit hors IAdvanced FS/
2ollo<i&, listed at the "##)levelJ% Place&ent of the 2ollo<ia at separate stages in
stdentsK acade&ic careers spports or desire to develop a (vertical core* of
general edcationL i%e%, to distri+te general edcation corses throghot stdentsK
stdies, ths ent-ining general edcation e3periences -ith stdentsK &aCors rather
than (front)loading* all fort! general edcation credits in the 'rst t-o !ears of std!%
Each of the t-o levels of the 2ollo<ia -ill e3plore a (crrent isse, the&e,
pro+le&, person or persons, cltral or historical period, -orld area or national
region, or other nif!ing principle* Ito retrn to or de'nition of an interdisciplinar!
corseJ -ithin the constrcts of interdisciplinar! gidelines% 2orse pedagog! and
activities -ill also +e inHenced +! an nderstanding of the varios stages of
stdentsK intellectal develop&ent% Topics -ill +e approved +! a faclt! co&&ittee,
sing gidelines that adhere to 2O;AR re<ire&ents% The approval process -ill +e
discssed later in this proposal%
The First)Mear FS/ 2ollo<i&
The First)Mear FS/ 2ollo<i& -ill have as its pri&ar! goal the &odeling +!
faclt! of diverse approaches and the integration of those approaches in
consideration of an inherentl! interdisciplinar! corse topic% The research and
Revised Final Proposal of the /EI0Septe&+er, "##$
9=
-riting of &ltiple edcators and researchers I>a3ter);agolda, 188"L >elen.! et% al,
1854L @ofer E Pintrich, 1889L ;eacha&, "##=L Perr!, 189#01851J clearl! indicate that
stdentsK intellectal and ethical l develop&ent as !ong adlts, -hen the! enter
college, &ost often reveals a for& of dalist thin.ingL i%e%, stdents tend to vie-
concepts as either (right or -rong* or (accepta+le or naccepta+le%* As a reslt, in
the earl! stages of stdentsK college careers, &odeling the a&+igities and the
search for resoltions in interdisciplinar! thoght is particlarl! vala+le as a
precrsor to the t!pes of connections the! -ill +e e3pected to &a.e in their stdies%
;odeling +! faclt! is i&portant, according to Bhn I"##=J, +ecase
The goal Pof intellectal gro-thQ -ill not +e achieved +! e3hortation7+! telling
stdents that a particlar .ind of activit! is vala+le, or even ho- or -h! itKs
vala+le% A &ore pro&ising adlt role is that of introdcing !ong people to
activities that have a vale that +eco&es self)evident in the corse of
engaging the& and developing the s.ills the! entail% >! serving as a gide, or
coach, as stdents engage in sch activities, the adlt &odels his or her o-n
co&&it&ent to the activit! and +elief in its -orth% As stdentsK s.ill and
co&&it&ent and self)direction increase, the coachKs role di&inishes% Ip% "1J
Therefore, the First)Mear FS/ 2ollo<i& -ill e3a&ine a selected the&e or
s+Cect fro& &ltiple perspectives -ithin t-o or &ore of the 've acade&ic areas as
identi'ed +! the 2ode of ;ar!land% The topic of each 2ollo<i& -ill +e for&lated
as a fra&e-or. for the scope of the corse% For e3a&ple, the follo-ing state&ent
e3plains the +readth and focs of a corse that -ill introdce stdents to the &ltiple
perspectives +earing on A&erican architectre, ta.en as an interdisciplinar! s+CectD
J=n +irst5Dear +S- %ollo/uium, NArchitecture and American Society,0 students
.ill eEplore the Nbuilt environment0 as the visible product o# multiple #actors4
economic gro.th, social trends, aesthetic pre#erences, and historical antecedent.K
Other s+Cects that lend the&selves to interdisciplinar! treat&ent rn the ga&t
fro& environ&ental isses and political strctres to crrent events and sociological
trends%
The Advanced FS/ 2ollo<i&
The Advanced FS/ 2ollo<i&, availa+le to ndergradate stdents -ho have
co&pleted fort!)'ve credit hors, e&plo!s a pedagogical &odel predicated on
in<ir!)+ased learning% In co&parison to the First)Mear FS/ 2ollo<i&, -hich focses
on considering a co&ple3, deter&ined topic fro& &ltiple disciplinar! perspectives,
an in<ir! centered collo<i& e&phasiFes that (Disciplinar! connections and
Revised Final Proposal of the /EI0Septe&+er, "##$
9$
perspectives are not soght as ends in the&selves, +t rather as tools for &a.ing
sense of a pro+le&* IFin.el, "##1, p% "19J%
In an in<ir!)centered collo<i&, the focs shifts fro& the teacherKs &odeling
of interdisciplinarit! to the stdentsK develop&ent of .no-ing throgh
interdisciplinar! thoght and e3ploration, inclding research% According to Fin.el
I"##1J, this approach creates a Ho- of .no-ledge fro& the classroo& to a real)life
sitation or pro+le&D
In<ir!)centered teaching not onl! ses in<ir! as a +asis for organiFing
teaching and learning, +t it also teaches in<ir!% That is perhaps its pri&ar!
Csti'cation% >! organiFing std! arond in<ir!, a teacher engages his0her
stdents in critical thin.ing a+ot a pro+le& or <estion% In addition to
learning -hatever the! &st learn to confront the speci'c <estion, the
stdents -ill learn ho- to se the resorces arond and -ithin the& to solve
an! pro+le&% These resorces inclde 'rst, their o-n &inds, second, the
&inds of their fello- in<irers in the class, and third, -hatever e3ternal
resorces the! end p dra-ing pon Iassigned +oo.s, li+rar!, internet, 'eld
trips, la+s, the teacher, etc%J% Ip% "19J
The schedling of a second interdisciplinar! e3perience at this point in
stdentsK careers Ii%e%, after the co&pletion of fort!)'ve credit horsJ provides a
frther opportnit! to spport stdentsK intellectal develop&ent% 6est I"##$J has
s!nthesiFed a for)stage &odel of episte&ological gro-th in !ong adlts +ased on
the se&inal research of Perr!, >elen.!, and others% According to 6est, the third
stage of .no-ing is rles)+asedL i%e%, stdents recogniFe that disciplines have
di?erent approaches to co&paring and Cdging .no-ledge7a concept initiall!
introdced in First)Mear FS/ 2ollo<i&% The Advanced FS/ 2ollo<i& -ill provide
an opportnit!, throgh an in<ir!)+ased approach, for each stdent to &ove
throgh Stage = and to-ards Stage $7(evalative .no-ing*D
To resolve &ost of the e&erging pro+le&s in the real -orld, stdents &st
develop a -a! of .no-ing that is capa+le of evalating not onl! the speci'c
pro+le& sitation, +t also of evalating the -a!s in -hich that sitation can
+e thoght a+ot% I6est, "##$, p% 4,J
An e3a&ple <estion of in<ir! illstrates the strctre of an Advanced FS/
2ollo<i& and de&onstrates ho- sch a corse can facilitate gro-th in Stage $
intellectal develop&ent% In a collo<i& that e3a&ines post)Septe&+er 11 social
strctres, the <estion of in<ir! &a! +e posed as follo-sD (@o- can a &odern
societ! +alance isses of personal safet!, national secrit!, and individal freedo&V*
Stdents then consider a variet! of indicators in their search to +ild a coherent
response to a single co&ple3 isse% /lti&atel!, the each stdent develops a personal
Revised Final Proposal of the /EI0Septe&+er, "##$
9,
integration of e3perience, research, and opinion, creating a distinct achieve&ent
ni<e to each stdent% >ecase the Advanced FS/ 2ollo<i& is schedled at a
ti&e in stdentsK acade&ic careers -hen the! have co&pleted the &aCorit! of
corses in general edcation and have sall! +egn their &aCors, an in<ir!)+ased
corse also o?ers the opportnit! to vie-, throgh research and personal
e3ploration, an isse fro& the conte3t of their &aCor disciplines in relation to the
larger -orld%
Other e3a&ples of an in<ir!)+ased 2ollo<i& incldeD
• A&erican 2ltreD (@o- -ill the increase in the Latino poplation
i&pact the /nited StatesV*
• Econo&ics and the Environ&entD (@o- shold -e +alance econo&ic
prosperit! and environ&ental protectionV*
• :lo+alis&D (@o- can -e create an (interdependent glo+al co&&nit!V*
Te)p#!tes $or the Co##o;'i!
To facilitate revie- of adherence to 2O;AR re<ire&ents for interdisciplinar!
corses, FS/ -ill i&ple&ent an e3acting te&plate to gide faclt! proposals for +oth
levels of the corse% Attach&ent E)1 Ipages 51)5"J o?ers a te&plate for the First)
Mear FS/ 2ollo<i&L Attach&ent E)" Ipages 5=)5$J otlines re<ire&ents for the
Advanced FS/ 2ollo<i&%
In addition, Attach&ent E)= Ipages 5,)8$J provides a sa&ple proposal for the
First)Mear FS/ 2ollo<i&, +ilding on the e3a&ple cited previosl! regarding
architectre and A&erican histor!%
The Re(ie/ Process
>ecase the FS/ 2ollo<ia are reco&&ended as part of a revised progra& of
general edcation, -e propose that the /ndergradate 2rricl& Re<ire&ents
S+)2o&&ittee of Frost+rg State /niversit!Ks Faclt! Senate have initial
responsi+ilit! for revie-ing s+&ittals for First)Mear FS/ 2ollo<ia and Advanced FS/
2ollo<ia, sing criteria +ased on 2O;AR re<ire&ents for interdisciplinar! corses
as de'ned in the corse te&plates Isee Attach&ents E)1 and E)", pages 51)5$J%
Revised Final Proposal of the /EI0Septe&+er, "##$
94
The I)p#e)et!tio Process
Or goal is to i&ple&ent a t-o !ear (phase)in* process Ifall "##,)spring "##9J
for the creation, presentation, and in)depth assess&ent of First)Mear FS/ 2ollo<ia
and Advanced FS/ 2ollo<ia, -ith an lti&ate target date of fall "##9 for fll
i&ple&entation for all ndergradate stdents%
6e are reco&&ending a &odest inagral i&ple&entationD that a tea& of
for faclt! colla+orate to o?er for sections Ieach section +eing taght +! one
&e&+er of the tea&J of First)Mear FS/ 2ollo<ia, focsing on one interdisciplinar!
the&e% 6e frther sggest that this faclt! tea&, if possi+le, +e -illing to teach one
section of the First)Mear FS/ 2ollo<i& dring each fll se&ester of the "##$)"##,
acade&ic !ear% Sch a one)!ear co&&it&ent, -hen copled -ith spple&ental
opportnities for professional develop&ent and intensive assess&ent, -ill provide
the /niversit! -ill s+stantive data and e3periences fro& -hich to +ild the (ne3t
rond* of 2ollo<ia, a process &ore fll! de'ned in the ti&eta+le +elo-% Additionall!,
-e sggest that each 2ollo<i& +e li&ited to ", stdents, +ilding on the
precedent set for corses involved in learning co&&nities%
Also, please note that the phase)in process allo-s for +oth First)Mear FS/
2ollo<i& and Advanced FS/ 2ollo<i& to serve as electives -ithin the progra& of
general edcation for all stdents entering nder the re<ire&ents of the "##,)"##9
/ndergradate 2atalog% The Advanced FS/ 2ollo<i& -ill +e availa+le on a li&ited
and optional +asis in spring "##9, +ilding +oth pon the reslts of the assess&ent of
the First)Mear FS/ 2ollo<i& and the -or. of interested faclt!%
The follo-ing ti&eline provides an overvie- of the i&ple&entation process%
Fall "##$ • 2ollo<ia criteria Ifor +oth First)Mear and AdvancedJ are
s+&itted to /ndergradate 2rricl& Re<ire&ents
S+)2o&&ittee for revie- and reco&&endation of
acceptance%
• Ass&ing all necessar! approvals are in place, a for)
&e&+er faclt! tea& is asse&+led to create the
inagral First)Mear FS/ 2ollo<i&%
Spring "##, • Proposals for First)Mear FS/ 2ollo<i& are revie-ed +!
the /ndergradate 2rricl& Re<ire&ents S+)
2o&&ittee%
• /ndergradate 2rricl& Re<ire&ents S+)
2o&&ittee reco&&endations are for-arded to the
Faclt! Senate for its revie-%
• Approved 2ollo<ia Ifor corses presenting one
Revised Final Proposal of the /EI0Septe&+er, "##$
99
interdisciplinar! the&eJ are inclded in the schedle for
fall "##, as an elective%
Fall "##,
I+eginning of
t-o)!ear
catalog
c!cleJ
• (Pilot* First)Mear FS/ 2ollo<ia are o?ered to entering
'rst)!ear stdents as on option in their progra& of
general edcation%
• Each 2ollo<i& is assessed, sing assess&ent
instr&ents as appropriate Isee s+se<ent section on
assess&ent, p% 99, for frther detailsJ% Findings are
evalated and pertinent changes are &ade%
• A (call for proposals* is annonced for frther o?erings
of the First)Mear FS/ 2ollo<i& in the fall of "##4%
Spring "##4 • For sections of First)Mear FS/ 2ollo<ia are o?ered
again as an elective%
• Assess&ent contines on the First)Mear FS/ 2ollo<i&%
Findings are evalated and pertinent changes are
&ade%
• A (call for proposals* is annonced for the Advanced
FS/ 2ollo<i& Iavaila+le in the spring of "##9 as an
elective for all ndergradate stdents -ho entered fall
"##, and thereafterL to +e availa+le as of spring "##9J%
The sa&e approach sed in the develop&ent of the
First)Mear FS/ 2ollo<i&7a for)&e&+er faclt! tea&
e3ploring, in this case, a particlar <estion7-ill +e
tiliFed%
• Proposals for First)Mear FS/ 2ollo<ia for the fall of "##4
are revie-ed +! the :eneral Edcation S+)2o&&ittee%
• Proposals for the Advanced FS/ 2ollo<i& are
approved in the sa&e &anner as First)Mear FS/
2ollo<i&%
Fall "##4 • A report is circlated to the ca&ps co&&nit! on the
e3periences of the 'rst !ear of the First)Mear FS/
2ollo<i&, dra-ing on assess&ent data and faclt!
perspective%
• The First)Mear FS/ 2ollo<ia are o?ered again as an
elective Ieither repeating the topics fro& the fall or
inclding ne- topics, depending on the initial proposals
and faclt! -or.loadsJ% A section of the 2ollo<i& is
also inclded in at least one learning co&&nit!%
• Assess&ent contines% Findings are evalated and
pertinent changes are &ade%
Spring "##9 • First)Mear FS/ 2ollo<ia are o?ered again as an elective
Ieither repeating the topics fro& the fall or inclding
ne- topics, depending on the initial proposals and
faclt! -or.loadsJ%
• The Advanced FS/ 2ollo<i& is initiall! o?ered%
• Assess&ent contines% Findings are evalated and
pertinent changes are &ade%
Fall "##9 • The First)Mear FS/ 2ollo<i& is no- a re<ired part of
Revised Final Proposal of the /EI0Septe&+er, "##$
95
I+eginning of
t-o)!ear
catalog
c!cleJ
the progra& of general edcation, to +e co&pleted
-ithin the 'rst thirt! hors of all stdentsK acade&ic
careers -ho +egin college of fall "##9 Ie3ceptions
appl! for transfer stdents, as e3plained else-here in
this proposalJ%
• The Advanced FS/ 2ollo<i& is no- a gradation
re<ire&ent for stdents entering nder the
para&eters of the "##9)"##8 catalog% The corse -ill
+e availa+le on a li&ited and optional +asis for fall
"##9, spring "##5, and fall "##5 de to its stats as an
elective for stdents entering nder the "##,)"##9
catalog Iand to allo- for frther 'ne)tning and
assess&entJ% The corse -ill +e fll! in place as of
spring "##8 +ecase it is to +e availa+le after stdents
have co&pleted $, credit hors Iso&e e3ceptions &a!
appl! for transfer stdents, as e3plained else-here in
this proposalJ%
The Assess)et Process
As part of the /niversit!Ks accelerated co&&it&ent to assess&ent, the First)
Mear FS/ 2ollo<ia and the Advanced FS/ 2ollo<ia -ill +e assessed +ased on the
learning goals identi'ed +! each corse, goals that &st sho- speci'c lin.s +ac. to
instittional learning goals% For the 2ollo<ia, the for)step assess&ent c!cle -ill +e
follo-edD
1% Esta+lish learning goals%
"% Provide learning opportnities%
=% Assess stdent learning%
$% /se the reslts in s+se<ent 2ollo<ia%
T!pes of assess&ent tools appropriate to the FS/ 2ollo<ia incldeD
• Pre) and post) tests on stdentsK attitdes, perceptions, levels of
sti&lation, scope of e3isting .no-ledgeL
• Portfolio revie-L
• 2lass0individal proCects and presentations +ased on pre)esta+lished
r+ricsL
• Stdent reHectionsL
• Focs grops%
In addition, -e sggest that the /niversit! i&ple&ent the Interdisciplinar!
6riting Assess&ent Pro'le developed +! 6olf and @a!nes nder the aegis of the
Revised Final Proposal of the /EI0Septe&+er, "##$
98
Association for Integrative Stdies% The services of an e3ternal revie-er shold +e
also +e considered as part of or initial rond of assess&ent e?orts%
All assess&ent initiatives -ill +e coordinated and evalated +! the
ad&inistrator assigned responsi+ilit! for the 2ollo<ia% A signi'cant co&ponent of
that responsi+ilit! -ill inclde co&pletion of the assess&ent c!cleL i%e%, sing reslts
of assess&ent to i&prove s+se<ent 2ollo<ia%
Revised Final Proposal of the /EI0Septe&+er, "##$
5#
Re$ereces
Association of A&erican 2olleges and /niversities I"##"J% *reater eEpectations4 A ne.
vision #or learning as a nation goes to college. 6ashington, D%2%D Association of
A&erican 2olleges and /niversities%
>a3ter);agolda, ;% I188"J% Ono.ing and reasoning in college4 *ender5related patterns in
students0 intellectual development% San FranciscoD Aosse!)>ass%
>elen.!, ;%, 2linc!, >% , :old+erger, N%, and Tarle, A% I1854J% omen0s .ays o# !no.ing4
,he development o# sel#, voice, and mind. Ne- Mor.D >asic >oo.s%
Fin.el, D% I"##1J% Shold the teacher .no- the ans-erV T-o -a!s to organiFe
interdisciplinar! std! arond in<ir!% In >% S&ith and A% ;c2ann IEds%J, Reinventing
ourselves4 =nterdisciplinary education, collaborative learning, and eEperimentation in
higher education Ipp% "1")""8J% >olton, ;AD An.er P+lishing%
Frost+rg State /niversit! I"##=J% 78895788: undergraduate catalog% Frost+rg, ;D%
@ofer, >%, and Pintrich, P%I1889J% Episte&olog!D The develop&ent of episte&ological
theoriesD >eliefs a+ot .no-ledge and .no-ing and their relation to learning% In
Revie. o# Educational Research &P;', pp% 55)8$%
Blein, A%, and Ne-ell, 6% I1889J% Advancing interdisciplinar! stdies% In A% :a? and A% Ratcli?
IEds,J "andboo! o# the undergraduate curriculum4 A comprehensive guide to
purposes, structures, practices, and change Ipp% =8=)$1,J% San FranciscoD Aosse!)
>ass%
Bhn, D% I"##=J% /nderstanding and valing .no-ing as develop&ent goals% Liberal
Education &L<' 9, pp% 14)"1%
;ar!land @igher Edcation 2o&&ission In%d%J% (Progress reports on stdent learning
otco&es assess&ent reporting gidelines* I&e&orand& circlated to all ;ar!land
postsecondar! edcational instittionsJ%
;ar!land Interseg&ental 2hief Acade&ic OScers I1889J% *eneral education
implementation guiding principles% Retrieved Ane "#, "##$, fro&
httpD00&hec%stac%s&d%ed0app)ie%ht&l%
Revised Final Proposal of the /EI0Septe&+er, "##$
51
;eacha&, A% I"##=J% Stdent intellectal develop&entD An introdction% Liberal education
&L<' 9, pp% 4)8%
;iddle States 2o&&ission on @igher Edcation I"##"J% %haracteristics o# eEcellence in
higher education4 Eligibility re/uirements and standards #or accreditation.
PhiladelphiaD ;iddle States 2o&&ission on @igher Edcation%
Ne-ell, 6% I188$J% Designing interdisciplinar! corses% 2e. directions #or teaching and
learning I,5J, pp% =,),1%
Perr!, 6% I189#J% +orms o# intellectual and ethical development in the college years4 A
scheme% Ne- Mor.D @olt, Rinehart, and 6inston%
Perr!, 6% I1851J% 2ognitive and ethical gro-thD The &a.ing of &eaning% In A% 2hic.ering
IEd%J, ,he modern American college4 Responding to the ne. realities o# diverse
students and a changing society, pp% 94)114% San FranciscoD Aosse!)>ass%
6est, E% I"##$J% Perr!Ks legac!D ;odels of episte&ological develop&ent% In Journal o#
Adult Development &??' 7, pp% 41)9#J%
Revised Final Proposal of the /EI0Septe&+er, "##$
5"
Att!ch)et E51
Proposal Te&plate
First)Mear FS/ 2ollo<i&
IB Tit#e o$ Co'rse
IIB C'rric'#!r *oc's
A% 6hich of the follo-ing +est descri+es the focs of the corseV
1% The&e
"% Pro+le&
=% Isse
$% Idea
,% Person or persons
4% 2ltral or historical period
9% 6orld area or national region
>% Provide rationale for proposing the corse in this categor!%
2% Descri+e discipline areas to +e considered in this corse% @o- -ill
infor&ation0.no-ledge fro& these disciplines +e -oven into the corseV
IIIB Descriptio o$ Co'rse
A% Provide t-o)three sentence s&&ar! of corse Iappropriate for p+lic
annonce&ents, corse schedles, etc%J% S&&ar! shold clearl! identif! the
organiFing principle of the corse and ho- it -ill +e de'ned%
>% Descri+e the corse se<ence% De'ne ho- the interdisciplinar! process -ill +e
addressed and e3plain approaches to +e ta.en Ivia pedagog!, readings, and
activitiesJ to achieve a -or.ing +alance a&ong +readth, depth, and s!nthesis%
IV% A%herece to G'i%e#ies o$ the M!r-#!% 6i&her E%'c!tio Co))issio
Iand as frther interpreted +! the ;ar!land Interseg&ental 2hief Acade&ic
A?airs OScersJ
A% Address ho- the topic is to +e e3a&ined across at least t-o of the 've general
edcation areas as otlined +! ;@E2 Iarts and sciences, social and +ehavioral
sciences, +iological and ph!sical sciences, &athe&atics, English co&positionJ%
>% State ho- the corse provides (acade&ic content and rigor* e<ivalent to
other corses in the progra& of general edcation%
Revised Final Proposal of the /EI0Septe&+er, "##$
5=
2% State ho- the corse is (+ased on a credi+le +od! of esta+lished scholarship
-ith pertinent evidence of &ethodolog! and0or episte&olog!%*
VB Coectios o$ Co'rse to 7e!ri& Go!#s
A% Identif! the speci'c Instittional Learning :oals that are spported +! this
corse% E3plain ho- this corse provides said spport%
>% Identif! the speci'c :eneral Edcation Learning :oals that are spported +!
this corse% E3plain ho- this corse provides said spport%
VIB 7e!ri& Go!#s
A% Identif! speci'c learning goals for this corse, -riting the goals in concrete
action -ords that descri+e, in e3plicit, o+serva+le ter&s, -hat stdents shold
+e a+le to do as a reslt of co&pletion of this corseL for e3a&ple ISs.ie,
"##$, pp% 51)5,JD
1% S&&ariFe the distinctive characteristics of a distinctive Iti&e period,
literar! genre, che&ical reaction, etc%J%
"% E3plain the i&pact of the Borean 6ar on /%S%7Far East relations toda!%
=% 6rite a poe& that ses i&ager! and strctre t!pical of earl! "8
th

centr! A&erican poets%
$% 2hoose and Cstif! the appropriate &athe&atical se<ence for a given
pro+le&%
>% Identif! speci'c corse activities, e3plaining ho- each activit! spports the
corseKs learning goals%
VIIB Assess)et
A% E3plain ho- the corse -ill +e assessed vis a vis its speci'c learning goals%
>% Provide speci'c e3a&ples Ie%g%, pre)post tests, corse activities, portfolios,
etc%J%
Revised Final Proposal of the /EI0Septe&+er, "##$
5$
Att!ch)et E52
Strctral Te&plate
Advanced FS/ 2ollo<i&
IB Tit#e o$ Co'rse
IIB C'rric'#!r *oc's
A% 6hich of the follo-ing +est descri+es the focs of the corseV
1% The&e
"% Pro+le&
=% Isse
$% Idea
,% Person or persons
4% 2ltral or historical period
9% 6orld area or national region
>% Provide rationale for its selection for proposing a corse in this categor!%
IIIB Descriptio o$ Co'rse
A% State the <estion arond -hich the corse in<ir! -ill +e centered%
>% Provide t-o)three sentence s&&ar! of corse Iappropriate for p+lic
annonce&ents, corse schedles, etc%J% S&&ar! shold clearl! identif! the
organiFing principle of the corse and ho- it -ill +e de'ned% An alternative
s&&ar! cold +e a listing of s+sidiar! <estions that frther open p the
pri&ar! <estion%
2% Descri+e the corse se<ence% De'ne ho- the process of in<ir! -ill +e
addressed and e3plain approaches to +e ta.en Ivia pedagog!, classroo&
activities, assign&entsJ to achieve a -or.ing +alance a&ong +readth, depth,
and s!nthesis%
IV% A%herece to G'i%e#ies o$ the M!r-#!% 6i&her E%'c!tio Co))issio
Iand as frther interpreted +! the ;ar!land Interseg&ental 2hief Acade&ic
A?airs OScersJ
A% Address ho- the topic is to +e e3a&ined across at least t-o of the 've general
edcation areas as otlined +! ;@E2 Iarts and sciences, social and +ehavioral
sciences, +iological and ph!sical sciences, &athe&atics, English co&positionJ%
>% State ho- the corse provides (acade&ic content and rigor* e<ivalent to
other corses in the progra& of general edcation%
Revised Final Proposal of the /EI0Septe&+er, "##$
5,
2% State ho- the corse is (+ased on a credi+le +od! of esta+lished scholarship
-ith pertinent evidence of &ethodolog! and0or episte&olog!%*
VB Coectios o$ Co'rse to 7e!ri& Go!#s
A% Identif! the speci'c Instittional Learning :oals that are spported +! this
corse% E3plain ho- this corse provides said spport%
>% Identif! the speci'c :eneral Edcation Learning :oals that are spported +!
this corse% E3plain ho- this corse provides said spport%
VIB 7e!ri& Go!#s
A% Identif! speci'c learning goals for this corse, -riting the goals in concrete
action -ords that descri+e, in e3plicit, o+serva+le ter&s, -hat stdents shold
+e a+le to do as a reslt of co&pletion of this corseL for e3a&ple ISs.ie,
"##$, pp% 51)5,JD
1% Design an e3peri&ent to test a che&ical h!pothesis or theor!%
"% /se gender as an anal!tical categor! to criti<e cltral and social
instittions%
=% Present original interpretations of literar! -or.s in the conte3t of
e3isting research on these -or.s%
$% 2riticall! evalate the e?ectiveness of agencies, organiFations, and
progra&s addressing environ&ental pro+le&s%
>% Identif! speci'c corse activities, e3plaining ho- each activit! spports the
corseKs learning goals%
VIIB Assess)et
A% E3plain ho- the corse -ill +e assessed vis a vis its speci'c learning goals%
>% Provide speci'c e3a&ples Ie%g%, pre)post tests, corse activities, portfolios,
etc%J%
Revised Final Proposal of the /EI0Septe&+er, "##$
54
Att!ch)et E5D
Sa&ple of 2orse S+&itted for First)Mear FS/ 2ollo<i& 2onsideration
PFor ease of revie-, the giding <estions are left intact%Q
IB Tit#e o$ Co'rse
Architecture and American Society
IIB C'rric'#!r *oc's
A% Focs of the 2orse
,his course0s #ocus is best described as thematic in its consideration o#
American architecture as the result o# a compleE interrelationship o# social
structures, aesthetic ideals, historical inGuences, cultural norms, and economic
trends.
>% Provide rationale for its selection%
,he Jbuilt environmentK Agures prominently in both individual and
collective history, culture, and Jsense o# place.K An in5depth eEploration o# the
multiple #acets o# architecture .ill introduce students to a portion o# their
environment that is o#ten ta!en #or granted.
2% Descri+e discipline areas to +e considered in this corse% @o- -ill
infor&ation0.no-ledge fro& these disciplines +e -oven into the corseV
"istory
"istory is used as the uni#ying element o# the course, eEploring
American architecture in its chronological development against a bac!drop o#
American history. ,hrough the use o# Jchronological clusters,K students .ill
move through their study o# American architecture #rom pre5contact times to
the present, stopping to eEamine in detail the compleE interplay o# elements
that resulted in architecture both monumental and humble. +or eEample,
.hen studying the structures o# the J*ilded AgeK &late nineteenth century',
the course .ill eEpand upon the economic climate that made possible the
development o# massive homes as a sign o# individual .ealth and the
sociological implications o# the migration to.ard the .estern regions o#
America &and, as a result, ho. architectural styles moved #rom east to .est'.
Economics
Revised Final Proposal of the /EI0Septe&+er, "##$
59
%onsidering architecture through the lens o# economics allo.s students
to consider ho. architecture is the product o# issues o# supply and demand,
resource allocation, and determinants o# income and .ealth. +or eEample,
architecture is o#ten considered one o# the most obvious statements o#
attainment o# material .ealth and Anancial success. ,here#ore, the course .ill
eEplore ho. structures considered signiAcant in today0s culture actually Jcame
to be.K +or instance, during the period bet.een the t.o .orld .ars, Edgar
Oau#man, a .ealthy retailer in Pittsburgh, PA, .anted a .ee!end retreat that
.ould surpass any o# those o.ned by members o# Pittsburgh0s .ealthiest
residents. ,he result1 J+alling.ater,K designed by +ran! Lloyd right,
constructed in the ?<98s, and since named by the American =nstitute o#
Architects as one o# the ten most signiAcant buildings in America.
Sociology
=ntroducing concepts o# sociology to the study o# architecture helps
students see that structures li!e schools, hospitals, and churches reGect group
norms, attitudes, and goals, #or social movements have signiAcantly impacted
the design and use o# architecture in America. As a result, students .ill
investigate the impact o# signiAcant sociological trends and their inGuence on
structures. +or eEample, the rapid gro.th o# cities at the beginning o# the
t.entieth century in response to an eEplosive inGuE o# immigrants resulted in
the J%ity $eauti#ulK movement4 a desire to create cities .ith JtemplesK based
on Roman and *ree! antecedents and broad, tree5lined boulevards as a
response to the cro.ded conditions occurring in maIor metropolitan areas.
Art and Design
$ecause architectural design reGects individual interpretation o# trends
and contemporary inGuences, theories o# art and design guide the eEploration
o# architecture #rom an aesthetic standpoint. =n this course, students .ill
study ho. architectural design is an end to itsel# as .ell as an indicator o#
eEternal inGuence. +or eEample, the emigration o# *erman architects to the
-nited States immediately prior to orld ar == brought the $auhaus
movement, a design premise based in non5historical allusions that spread
through architecture and spa.ned the )odernist movement.
IIIB Descriptio o$ Co'rse
Revised Final Proposal of the /EI0Septe&+er, "##$
55
A% Provide t-o)three sentence s&&ar! of corse Iappropriate for p+lic
annonce&ents, corse schedles, etc%J% S&&ar! shold clearl! identif! the
organiFing principle of the corse and ho- it -ill +e de'ned%
J=n +irst5Dear +S- %ollo/uium, NArchitecture and American Society,0
students .ill eEplore the Nbuilt environment0 as the visible product o# multiple
#actors4 economic gro.th, social trends, aesthetic pre#erences, and historical
antecedent. ,hese aspects o# American architecture .ill be discussed in
Nchronological clusters,0 moving #rom pre5contact civili>ations through current
trends.K
>% Descri+e the corse se<ence% De'ne ho- the interdisciplinar! process -ill +e
addressed and e3plain approaches to +e ta.en Ivia pedagog!, readings, and
activitiesJ to achieve a -or.ing +alance a&ong +readth, depth, and s!nthesis%
J%hronological clustersK .ill eEplore various periods in architecture and
ho. economic and social conditions contributed to architectural design. +or
eEample, a Jchronological clusterK that discusses the development o#
architecture during the era immediately preceding the %ivil ar .ill eEpand to
include architecture as a representation o# the =ndustrial Revolution and its
economic impact, the stratiAcation o# social structures that occurred as
manu#acturing #acilities gre., and the responses o# the Romantic )ovement
and its reGection in such styles as "igh *othic.
Pedagogically, the Jchronological clustersK .ill provide a conteEt #or the
students to broaden their perceptions o# architectureB i.e., that structures are
not built in a vacuum, separate #rom eEternal inGuences. ,he teEtboo! &A
"istory o# American Architecture, by ). *elertner' provides such a conteEt #or
class discussions based on assigned readings. =n addition, special topics
outside the readings .ill be presented to #urther ampli#y the interdisciplinary
nature o# architectureB e.g., the ethnic roots o# architecture, the contributions
o# .omen and minorities to architectural design, and anecdotal histories o# the
architects and o.ners o# signiAcant buildings &e.g., the %hrysler $uilding in
2e. Dor! %ity'. %lasses .ill be based on lectures based on a JPo.erPointK
display o# buildings and group discussions in response to a /uestion posed in
class &e.g., J"o. does architecture represent po.er @or !no.ledge, or
democracyC1K'
Revised Final Proposal of the /EI0Septe&+er, "##$
58
IVB A%herece to G'i%e#ies o$ the M!r-#!% 6i&her E%'c!tio Co))issio
Iand as frther interpreted +! the ;ar!land Interseg&ental 2hief Acade&ic
A?airs OScersJ
A% Address ho- the topic is to +e e3a&ined across at least t-o of the 've general
edcation areas as otlined +! ;@E2 Iarts and sciences, social and +ehavioral
sciences, +iological and ph!sical sciences, &athe&atics, English co&positionJ%
,he #ollo.ing content areas .ill be included in this course4 history,
sociology, art and design, economics.
>% State ho- the corse provides (acade&ic content and rigor* e<ivalent to
other corses in the progra& of general edcation%
=n this course, students .ill be eEpected to complete reading
assignments, to ta!e eEams &including an essay component', and to present a
Anal proIect to the class. ,hese re/uirements are e/uivalent to, and in some
cases surpass, the eEpectations o# any other ?885level course in general
education.
2% State ho- the corse is (+ased on a credi+le +od! of esta+lished scholarship
-ith pertinent evidence of &ethodolog! and0or episte&olog!%*
Architectural history is a speciali>ed discipline .ithin the study o#
history and is o#ten lin!ed to the study o# architecture and urban planning.
Architectural history #ocuses on the evolution o# buildings, monuments, and
settlements in relation to art, history, and speciAc issues .ithin the social
sciences &e.g., sociology, economics'.
Degrees at master0s and doctoral levels are o(ered at institutions as
diverse as Princeton, the -niversity o# 6irginia, the -niversity o#
)assachusetts, and the -niversity o# ,eEas. =n addition, many institutions
o(er speciali>ations in historic preservation, training practitioners to .or! .ith
the preservation and adaptive re5use o# historically signiAcant structures.
VB Coectios o$ Co'rse to 7e!ri& Go!#s
A% Identif! the speci'c Instittional Learning :oals that are spported +! this
corse% E3plain ho- this corse provides said spport%
,his +irst5Dear +S- %ollo/uium supports the #ollo.ing institutional
learning goal4
• *oal Q?4 L=$ERAL O23LED*E A2D SO=LLS 3+ =2R-=RD, %R=,=%AL
,"=2O=2*, A2D SD2,"ES=S. JStudents .ill ac/uire !no.ledge in the
Revised Final Proposal of the /EI0Septe&+er, "##$
8#
humanities, the natural sciences, the social sciences, and the arts,
.hich collectively embody the human cultural heritage. Students .ill
develop their abilities to practice higher5level critical thin!ing.K
• Support is provided through the pedagogical structure o# Jchronological
clustersK and the assignment o# a Anal proIect that re/uires an
interdisciplinary approach.
>% Identif! the speci'c :eneral Edcation Learning :oals that are spported +!
this corse% E3plain ho- this corse provides said spport%
,his +irst5Dear +S- %ollo/uium supports the #ollo.ing general education
learning goals4
• *oal Q74 L=$ERAL O23LED*E A2D SO=LLS 3+ =2R-=RD, %R=,=%AL
,"=2O=2*, A2D SD2,"ES=S. JStudents .ill develop the #oundational
s!ills necessary to ac/uire !no.ledge in the humanities, the natural
sciences, the social sciences, and the arts, .hich collectively embody
the human cultural heritage. Students .ill be introduced to critical
thin!ing.K
• Support is provided through the pedagogical structure o# Jchronological
clustersK and the assignment o# a Anal proIect that re/uires an
interdisciplinary approach.
VIB 7e!ri& Go!#s
A% Identif! speci'c learning goals for this corse, -riting the goals in concrete
action -ords that descri+e, in e3plicit, o+serva+le ter&s, -hat stdents shold
+e a+le to do as a reslt of co&pletion of this corse%
As a result o# this course, students should be able to4
• =denti#y and name speciAc architectural styles and elementsB
• EEplain ho. architectural style is inGuenced by economic gro.th and
sociological movementsB
• Evaluate the relationship bet.een architecture and its environmentB
• Present an individual proIect using visual aids and building on individual
investigation.
>% Identif! speci'c corse activities nderta.en, e3plaining ho- each corse
activit! spports the corse focs and learning goals%
Revised Final Proposal of the /EI0Septe&+er, "##$
81
=n addition to eEaminations &mid5term and Anal', the course .ill #eature
t.o speciAc activities4
• Each student .ill !eep a s!etchboo! in .hich he/she .ill s!etch the
#ollo.ing #eatures o# each o# ten structures4 its basic #ormB a speciAc
architectural or design #eatureB its site placement. Each student .ill
then .rite a short narrative that cites architectural #eatures &using the
correct terminology' and provides his/her impression o# the building.
,his assignment #ocuses on both institutional and general education
learning goals regarding critical thin!ing. As #or course goals, the goal
o# being able to identi#y architectural styles and elements is addressed,
as is the goal o# evaluating the relationship bet.een architecture and its
environment.
• Each student .ill ma!e an oral presentation about a building he/she has
visited &selection .ill be made in consultation .ith the instructor'. =n
this presentation, the student .ill use JPo.erPointK or video to give
students a JtourK o# the building. %ommentary .ill include a discussion
on economic and social trends at the time o# the building0s construction,
an identiAcation o# speciAc design elements germane to the time period
&again using appropriate terminology', and an overvie. o# the building0s
history. ,his assignment addresses all three course goals.
VIIB Assess)et
A% E3plain ho- the corse -ill +e assessed vis a vis its speci'c learning goals%
>% Provide speci'c e3a&ples Ie%g%, pre)post tests, corse activities, portfolios,
etc%J%
• A pre5test .ill be given on the Arst day o# class to all students, using the
J$ac!ground Ono.ledge ProbeK instrument designed by Angelo and
%ross &%lassroom Assessment Strategies, ?<<9'. Students .ill be as!ed
to rate their level o# !no.ledge about various aspects o# architecture. A
post5test .ill be given on the last day o# class, using the same
/uestions. Ans.ers .ill be compared #or gro.th in students0
understanding.
Revised Final Proposal of the /EI0Septe&+er, "##$
8"
• =n preparation #or their class presentation, students .ill be given in
advance the rubric #or the assignment. ,he rubric .ill outline speciAc
eEpectations and standards o# grading.
• =n addition to grading o# Anal proIects by the instructor, #ello. students
.ill also submit a grade #or each student presentation. Student grades
.ill be averaged into the Anal proIect grade.
Revised Final Proposal of the /EI0Septe&+er, "##$
8=
ATTAC6MENT *
3riti&5Itesi(e Co'rses
in#ormation provided in this attachment is intended to give #aculty and sta( un#amiliar .ith
the concept o# J.riting5intensiveK an introduction to the premise
as it could be implemented in +S-0s program.
Geer!# De2itio
A -riting)intensive corse is a content corse that e&phasiFes -riting as a
pri&ar! tool of learning, o?ering stdents additional -a!s of engage&ent -ith corse
content% A -riting)intensive corse is not a corse on -riting as a s.ill%
=i%s !% C'!tit- o$ 3riti&
2ertain niversal constrcts appl! to -riting)intensive corses -ithin +oth the
progra& of general edcation and the &aCors%
1% >oth for&al IgradedJ and infor&al IngradedJ -riting shold +e inclded%
Stdents can i&prove the process of their -riting7and, in the process, the
a+ilit! to se -riting as a -a! to learn7if +oth t!pes of -riting are
e3pected%
"% Stdents need to -rite e3tensivel! in order to i&prove their -riting% Vage,
i&precise e3pectations of (signi'cant* -riting -ithin a -riting)intensive
corse are too s+Cective and lead to signi'cant discrepancies -ithin
depart&ents% As a reslt, a -ord0page cont is indicated for +oth t!pes of
corses, a practice not nco&&on in the crriclar strctres of post)
secondar! instittions that spport (-riting)intensive* crriclar
re<ire&ents Ie%g%, $###)4### -ords, 1,U pagesJ%
=% Fre<ent -riting &st +e a clear e3pectation% Stdents need to not onl!
-rite a s+stantial a&ont, +t to -rite often%
7e!ri& Go!#s $or 3riti&5Itesi(e Co'rses
O+viosl!, individal corses -ill develop their o-n assessa+le learning goals
that reHect that corseKs particlar content% @o-ever, so&e general learning goals
provide an illstration of -hat -riting)intensive corses7+oth -ithin general
edcation and the &aCors7shold hope to achieve%
/pon the co&pletion of a -riting)intensive corse, a stdent shold +e a+le to
• 6rite in a &anner that sho-s an nderstanding of the discipline
represented in the corseL
• 6rite -ith a clear prpose and for a de'ned adienceL
Revised Final Proposal of the /EI0Septe&+er, "##$
8$
• 6rite sing data gleaned fro& statistical &odels, <antitative data, or
graphical ele&ents I-here appropriate to the disciplineJ%
The I)p!ct o Pe%!&o&-
Teaching a -riting)intensive corse dictates a &ove a-a! fro& traditional
lectre for&ats in favor of an approach that incldesD
1% Discssions of content co&+ined -ith in)class instrction in -riting Ie% g%,
identif!ing discipline)speci'c -riting s.ills, editing in peer grops,
addressing co&&on strengths and -ea.ness in -riting, or highlighting the
t!pes of -riting fond in class readingsJL
"% Develop&ent and e3planation of speci'c r+rics that -ill gide -riting
assign&entsL
=% ;ore ti&e spent -ith individal stdents to discss their particlar isses in
-riting as the! learn to se their o-n -riting as a path to-ard
nderstanding the corseKs content Ie%g%, throgh individal conferences,
ttoring, peer)grop editing, or focsed -ritten co&&entsJL
$% :rading for signi'cant errors in gra&&ar as -ell as for nderstanding of
the speci'c constrcts of the disciplineL
,% Engaging in a partnership -ith the 6riting 2enter and the ttoring services
provided%
T-pes o$ 3riti& Acti(ities
6riting)intensive corses are &ost e?ective -hen the faclt! &e&+ers
responsi+le see the -riting portion as an opportnit! to introdce ne- and e3citing
learning &ethods% A revie- of the progra&s at other instittionsN reveals a -ide
variet! of options that increase stdentsK learning throgh -ritingD
Infor&al -riting IngradedJ is sall! done in class and is often collected +!
the faclt!, revie-ed, and retrned to the stdent -ith short co&&ents, +t no
grade% Infor&al -riting is rarel! assessed for gra&&ar or &echanics, +ecase the
goal is to help stdents +etter nderstand corse content% An! te&ptation to correct
&isspellings or gra&&atical errors shold +e resistedL instead, the focs shold +e
on providing co&&ents in response to each stdentKs interpretation of corse
&aterial%
An added +ene't of this t!pe of activit! is its vale as an in)class assess&ent,
+ecase gaps in stdentsK nderstanding &a! appear throgh their -riting, gaps
-hich the faclt! can ('ll in* in s+se<ent sessions% In)class -riting can serve as
Revised Final Proposal of the /EI0Septe&+er, "##$
8,
constrcts for a -riting)intensive e3perience and o?er assess&ent infor&ation%
These goals can often +e addressed throgh the for&lation of a <estion or
instrction that re<ires a response, a sho-n in the follo-ing e3a&plesD
 (>ased on !or reading or on this lectre, -rite one thing Inotion,
concept, idea, or partJ that !o are sre a+ot right no-, and e3plain
-h! !o are sre%*
 (Discss one -a!0process0procedre !o cold follo- to ans-er a
<estion !o still have a+ot toda!Ks topic%*
 (E3plain ho- Z is di?erent fro& Ior si&ilar toJ M%*
 (Dra- so&e visal pictre or reco&&endation Igraph, diagra&, Ho-
chartJ of this concept or notion or process, then e3plain ho- !or
dra-ing shold +e [read%K*
 (E3plain toda!Ks concept to a stdent -ho &issed class or coldnKt do
the reading +ecase of illness%*
 (Predict -hat a reading &ight sa! +ased on its title and on !or previos
e3perience%*
For&al -riting IgradedJ is &ost often represented +! traditional acade&ic
essa!s, for&al papers Ie%g%, the (ter& paper*J, proposals, and research reports%
For&al -riting is +est sed as a vehicle +! -hich faclt! can assess stdentsK a+ilit!
to s!nthesiFe and nderstand large a&onts of classroo& &aterial, or to assess the
a+ilit! to address the varios nances of -riting -ithin a particlar discipline%
For&al -riting characteristics -ill var! fro& discipline to discipline, +t the
follo-ing gidelines provide an overvie- of so&e of the &ost co&&onl!)sed
for&ats%
 Stdents -rite in response to -ritten gidelines Ir+ricsJ that are
discssed in class%
 Stdents -rite a s!nthesis of corse &aterial Iinclding, &ost li.el!,
otside researchJ%
 Stdents -rite a position paper, developing arg&ents +ilt pon corse
&aterial and additional research%
 Stdents -rite in a for&at that adheres to discipline)speci'c conventions
of a for&al genre Ilength, for&at, citation st!le, etc%J%
Gr!%i& 3riti& Assi&)ets
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The develop&ent of criteria that faclt! ntrained in (grading for &echanics*
can se in their corses -ill +e left to the reco&&endations of the faclt! planning
grop% @o-ever, the follo-ing e3a&ples of responses to stdent -riting illstrate
-hat -riting specialists at ;arietta 2ollege IO@J identif! as (teaching &o&ents*D
 Respond to stdent -riting in -ell)developed &arginal end co&&ents,
+oth a+ot the content and the strctre%
 Focs on large conceptal isses in strctre%
 Focs co&&ents on a li&ited n&+er of concerns in a given paper%
 >alance positive and negative co&&ents%
 As. <estions in response to stdentsK positions as sho-n in content%
 Develop a response grid that provides <ic. anal!tic feed+ac.%
H Recommendations included in this attachment are the result o# a revie. o# a compendium o#
concepts, ideas, and suggestions #rom a .ide variety o# sources, including pro#essional literature and
programs in .riting5intensive initiatives currently in place at several institutions4 SpringAeld %ollege
&)A', heaton %ollege &)A', *eorge )ason -niversity &6A', St. Louis %ommunity %ollege &)3', )arietta
%ollege &3"', the -niversity o# )innesota, and the -niversity o# *eorgia.
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ATTAC6MENT G
Spe!9i&5Itesi(e Co'rses
in#ormation provided in this attachment is intended to give #aculty and sta( un#amiliar .ith
the concept o# Jspea!ing5intensiveK an introduction to the premise
as it could be implemented in +S-0s curriculum.
Geer!# De2itio
A spea.ing)intensive corse is a content corse that e&phasiFes spea.ing as a
pri&ar! tool of learning, o?ering stdents additional -a!s of engage&ent -ith corse
content, and providing stdents &ltiple opportnities for spea.ing, -ith preparation
and feed+ac.% A spea.ing)intensive corse is not a corse on co&&nications
theor!%
Co))o Costr'cts o$ Spe!9i&5Itesi(e Co'rses
2ertain niversal constrcts appl! to spea.ing)intensive corses -ithin +oth
the progra& of general edcation and the &aCors%
1% :ar! S&ith I1889J, a professor of econo&ics, notes that (Professors often
re&ar. that althogh the! earned good grades as stdents, the! never
nderstood the &aterial fll! ntil the! +egan spea.ing on it* Ip% $8J% In
other -ords, stdents -ill learn the &aterial &ore e3tensivel! if the! have
to (teach it%*
"% Stdents need to have &ltiple and varied opportnities for spea.ing in
order to i&prove their oral co&&nication s.ills%
=% Each corse s!lla+s shold clearl! identif! the t!pes and dration of each
spea.ing assign&ent% R+rics for grading shold +e articlated in advance%
7e!ri& Go!#s $or Spe!9i&5Itesi(e Co'rses
O+viosl!, individal corses -ill develop their o-n assessa+le learning goals
that reHect that corseKs particlar content% @o-ever, so&e general learning goals
provide an illstration of -hat spea.ing)intensive corses7+oth -ithin general
edcation and the &aCors7shold hope to achieve%
/pon the co&pletion of a spea.ing)intensive corse, a stdent shold +e a+le
to
• De&onstrate the a+ilit! to spea. e3te&poraneosl! on a discipline)related
topicL
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85
• ;a.e a for&al oral presentation in a &anner that sho-s an nderstanding
of the discipline represented in the corseL
• ;a.e a for&al oral presentation that e3hi+its clear prpose and that is
directed to a de'ned adienceL
• ;a.e a for&al oral presentation that ses so&e for& of visal aid
Iinclding, +t not necessaril! li&ited to, electronic for&atsJ%
The I)p!ct o Pe%!&o&-
Teaching a spea.ing)intensive corse dictates a &ove a-a! fro& traditional
lectre for&ats in favor of an approach that incldesD
1% Discssions of content co&+ined -ith in)class instrction on the principles
and practices of e?ective spea.ing Ie% g%, adCsting lectres to inclde &ore
directed opportnities for in)class discssions, identif!ing discipline)speci'c
spea.ing s.ills, addressing co&&on strengths and -ea.ness in spea.ingJL
"% Providing assistance in e?ective se of visal aids Ie%g%, discssing the
vales7and disadvantages7of Po-erPoint presentationsJL
=% Develop&ent and e3planation of speci'c r+rics that -ill gide spea.ing
assign&entsL
$% Provision of -ritten co&&ents for achieve&ents and de'ciencies in
presentation s.ills as -ell as for nderstanding of the speci'c constrcts of
the discipline%
T-pes o$ Spe!9i& Acti(ities
Spea.ing)intensive corses are &ost e?ective -hen the faclt! &e&+ers
responsi+le see the spea.ing portion as an opportnit! to introdce ne- and e3citing
learning &ethods% A revie- of the progra&s at other instittionsN reveals a -ide
variet! of options that increase stdentsK learning throgh spea.ing, +oth in graded
and ngraded for&atsD
 /se oral e3a&s%
 2reate an in)class (s&&it conference,* in -hich stdents are re<ired
to ta.e on roles of participants and then research and arge a particlar
vie-point%
 (Pre)discss* i&portant topics or the&es, engaging stdents in a
discssion +! e3ploring their gesses on i&pact0otco&e0inHence%
 OrganiFe classroo& de+ates%
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88
 @elp stdents nderstand ho- to hold prodctive discssions Ie%g%,
introdcing the& to e?ective listening s.illsJ%
 2ondct a s!&posi& Iespeciall! vala+le in pper)level corses for
&aCorsJ%
 2onstrain discssions to help stdents see &ltiple vie-points Ie%g%,
divide the class into (for* or (against* a particlar controvers! and allo-
discssion onl! fro& the assigned positionsJ%
Gr!%i& Spe!9i& Assi&)ets
The develop&ent of criteria that faclt! ntrained in (grading a speech* can
se in their corses -ill +e left to the reco&&endations of the faclt! planning grop%
@o-ever, the follo-ing e3a&ples of responses to stdent spea.ing provide an
introdction to varios approachesD
 Provide feed+ac. on stdentsK oral presentations throgh notes, +oth
a+ot the content and the strctre, ta.en dring the presentation%
 Focs on large conceptal isses in strctre%
 Focs co&&ents on a li&ited n&+er of concerns in a given
presentation%
 >alance positive and negative co&&ents%
 As. <estions in response to stdentsK positions as sho-n in their se of
speci'c content%
 Develop a response grid that provides <ic. anal!tic feed+ac.%
H Recommendations included in this attachment are the result o# a revie. o# a compendium o#
concepts, ideas, and suggestions #rom a .ide variety o# sources, including pro#essional literature and
programs in spea!ing across the curriculum currently in place at several institutions4 )t. "olyo!e
%ollege &)A', )ary ashington %ollege &6A', Pomona %ollege &%A', and St. Louis %ommunity %ollege
&)3'.
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1##
ATTAC6MENT 6
C!pstoe Co'rses
Featres and Sggested :idelines
7e!ri& Go!#s o$ ! C!pstoe Co'rse
The learning goals of a capstone corse shold reHect the learning goals for the
&aCor% @o-ever, so&e general e3pectations shold +e considered (niversal%*
/pon the co&pletion of a capstone corse, a stdent shold +e a+le to
1% De&onstrate co&prehensive learning in the &aCor throgh a speci'c set of
re<ire&ents Ie%g%, thesis, oral presentation, portfolio, perfor&ance, or
internshipJL
"% De&onstrate the inherent interdisciplinarit! fond in the &aCor throgh
connections &ade to the learning o+Cectives of the progra& of general
edcationL
=% De&onstrate the attain&ent of discipline)speci'c levels of technolog! and
infor&ation Henc!L
$% De&onstrate attitdes and vales appropriate to entering a profession related
to the discipline%
*or)!ts o$ C!pstoe E.perieces
The capstone e3perience, e&+edded -ithin the capstone corse, is li&ited onl!
+! the creativit! of the faclt! -ho develop e3pectations in response to their
depart&entKs learning goals% The list +elo- en&erates +t a fe- of the options
availa+le, options that lend the&selves to a fll assess&ent of the stdentsK learning
-ithin the &aCor%
1% Senior thesis Ie%g%, research essa!, case stdiesJ
"% Oral presentation, longer than those re<ired for spea.ing)intensive corses,
and acco&panied +! signi'cant for&s of visal aids
=% the (Senior Perfor&ance* Ie%g%, &sic, art and design, danceJ
$% Portfolio Isall! acc&lated over the corse of a stdentKs acade&ic careerJ
,% Interdisciplinar! tea&s that focs on a proCect of so&e sort Ie%g%, co&&nit!
initiativesJ
2apstones can inclde -riting and spea.ing)intensive for&ats% @o-ever, these
re<ire&ents shold +e in addition to previosl!)cited stiplations that each stdent
co&plete Ias of fall "##9J one -riting)intensive corse and one spea.ing)intensive
corse%
A%)iistr!ti(e S'&&estios
2apstone corses shold share a co&&on (signatre* in ter&s of +asic
ad&inistrative0operational e3pectations% 6e sggest the follo-ing as a starting point
for additional discssion%
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1% The connection +et-een the capstone corse0e3perience and
depart&ent0progra& learning goals shold +e articlated, clearl! and
reglarl!, to stdents throghot their acade&ic careers%
"% The goals of the capstone corse shold +e articlated in clear, assessa+le
ter&s that relate directl! to the learning goals of the depart&ent%
=% E3plain to stdents, earl! in their &aCor, the para&eters of the capstone
corse% E&phasiFe that appropriate constrcts of interdisciplinarit!, general
edcation .no-ledge, and isses of identit! and di?erence -ill +e considered
Ias applica+leJ in addition to stdentsK content .no-ledge%
$% Each capstone corse shold re<ire that a stdent de&onstrate levels of
technolog! and infor&ation Henc! appropriate for the &aCor%
,% A clear, approved procedre shold +e in place for those sitations -hen a
stdent does not pass the capstone corse%
4% >ecase the para&eters and re<ire&ents of a capstone corse -ill var!
a&ong depart&ents, the n&+er of credits assigned to a capstone corse
shold +e deter&ined +! each depart&ent% 6e reco&&end a credit)+earing
corse -ith a vale that reHects the scope of the capstone e3perience Ie%g%,
long)ter& internships or other e3periences &a! carr! larger credit valeJ% A
capstone corse &a! also e3pand over the corse of t-o se&esters Iths
+eing repeata+le for creditJ%
9% Speci'c assess&ent &ethods to +e sed shold +e identi'ed in advance, and
the reslts shold +e revie-ed at reglar faclt! &eetings so that revisions to
the capstone corse &a! +e &ade if needed%
5% A clear polic! shold e3ist regarding the e3pectations of stdents -ho have
do+le &aCors%
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1#"