ࡱ> #` 'Nbjbj\.\. 8>D>DEW  TSTSTS8SLS ɎUU((U(U(UVVVHJJJJJJ$hOn ZV@VZZn (U(U ] ] ]Z 8(U (UH ]ZH ] ]nP  (UT KTS[ 0Ɏ[@ VWr ]W\WX.VVVnn\^VVVɎZZZZ $ $, -:d  , :  University Senate Agenda EBERLY AUDITORIUM February 13, 2007 3:15 5:00 p.m.Standing Committee ReportChairpersonAppendixPage(s)A.University-Wide Undergraduate Curriculum CommitteeSechrist / NumanA2-9 Adjournment APPENDIX A University-Wide Undergraduate Curriculum Committee Co-Chairs Sechrist and Numan DRAFT DRAFT DRAFT Liberal Studies Curriculum Framework I. Skills for Liberal Learning: Courses in this component provide students with the theory and practice to achieve foundational collegiate level competencies in the areas of written and oral communication and mathematics. A. English Component A two-course sequence of foundational and advanced composition. B. Mathematics component A course that focuses on foundational quantitative reasoning competencies. C. Oral Expression - A course that provides opportunities to develop fundamental communication skills. II. Curricular Categories: Course requirements are grouped into six curricular areas: 1) The Examined Life, 2) The Natural World, 3) Creative Arts, 4) Global and Multicultural Awareness, 5) Intellectual Heritage of Modern Societies, and 6) Human Behavior and Social Institutions. It is envisioned that each category offers two levels that include a limited number of required foundation courses in the first level and a larger number of second-level or more advanced courses in the second level. Courses in Level I Cluster are required courses from the traditional liberal arts disciplines such as the humanities, natural sciences, fine arts, and social sciences. These will be knowledge area and skill courses that provide a solid liberal arts foundation. The Level II Cluster would comprise courses from the traditional disciplines that build on the Level I foundation courses. Level II courses may be interdisciplinary and/or may include courses in the major that demonstrate how students will achieve specific Expected Undergraduate Student Learning Outcomes that relate to the category. For each category and level, specific criteria will be written that will guide the development and approval of appropriate courses. Representatives from the related disciplinary areas will be involved in the writing of these criteria. Category 1 The Examined Life This category fosters the development of a community of learners who are self-motivated, intellectually curious students who recognize the value of a college education and the benefits of intellectual engagement. These courses aim to develop the critical thinking skills necessary for the formulation of both the very questions that drive academic explorations and the ongoing efforts to answer them. They also provide a forum for investigation of ethical, social, and political topics and the frameworks that underwrite and drive the advance of ideas and culture. This category will serve as the umbrella for three curricular components: First-Year Seminar component creates a community of entering students, providing them an opportunity to identify with people who take pleasure in the process of education, and who put its results to work for the greater good. Students are encouraged to re-conceive themselves as active citizens, reflective about the world, creative in addressing its problems and engaged actively in a joint effort toward its improvement. Courses may be designed around a theme, common reading, and/or a set of over-arching questions. First-Year Seminars are designed that: focus on the development of reading and writing skills focus on cognitive competencies related to critical thinking introduce students to one or more frameworks for ethical and moral reasoning promote understanding of the learning process, intellectual honesty and the self as a lifelong learner foster opportunities to develop a respect for the freedom of others to express their views promote the development of self-discovery, self-assessment, and self-management provide opportunities for leadership development and participation in the social, cultural, and intellectual milieu of the community The Dimensions of Wellness component should help students to recognize and develop strategies for personal well-being from a holistic perspective. These courses should help students understand the interconnectedness of mind-body-spirit and how ones individual worldview helps to shape decision-making and behavior. Courses in Dimensions of Wellness are designed that: understand and challenge underlying assumptions that influence personal responsibilities and decision-making include active participation in behaviors that promote lifelong well-being examine aspects of wellness such as emotional, intellectual, physical, social, spiritual, occupational, and financial A Senior Capstone course that ensures opportunities for students to experience a systematic approach to synthetic reasoning, contributing to their ability to think effectively about broad and complex intellectual, social and political issues as seen from multiple perspectives. Courses in this category provide opportunities for a culminating course in the discipline. Capstone courses are designed that: provide opportunities for critical thinking, oral and written communication, and inquiry skills include a synthesis of disciplinary or interdisciplinary knowledge and application of this knowledge in appropriate settings enable students to relate disciplinary perspectives to the analysis of current issues promote an understanding of the linkage between private values and public issues provide opportunities for leadership development and participation in the chosen discipline provide for collaborative learning, service learning, civic engagement, and other experiential opportunities Category 2 The Natural World Observation and analysis of the physical and biological world foster an understanding of basic principles that explain natural phenomena and unravel many mysteries. These courses extend scientific literacy, which is defined as an experience with the scientific method of inquiry as applied to a given body of knowledge. The aim of scientific literacy is not only to engender an awareness and appreciation of the natural world but also to understand better the complexity of contemporary human life. In this category, courses will be designed that: examine a body of knowledge that will contribute to an understanding of the workings of the natural world demonstrate how experimentation can be used to replicate and refine data, control variables, assign margin of error, and build mathematical models and theories to explain natural phenomena examine critically the historical development and contemporary status of scientific methods, concepts, theories, and principles of the physical, behavioral, and life sciences use scientific experimentation to formulate and test hypotheses, to collect and analyze data, employing statistical methods and computer technology develop an appreciation for the finite resources of our planet in the context of rapid population growth, the responsible use of technology, the limits of humane research, and the equilibrium of the natural world Category 3 Creative Arts The creative arts celebrate the human capacity to imagine, to create, and to transform ideas into expressive forms. The arts provide a rich record of human cultures and values throughout time. A major emphasis of courses in the creative arts is to address the aesthetic aspects of artistic works so that students appreciate the creative nature of human beings. In this category, courses will be designed that: engage students in a specific creative activity, emphasizing symbolic, affective, and imaginative ways of knowing explore the creative arts through analysis and practice in creative writing and the studio arts such as painting, photography, dance, theater, and music encourage students to study literature, art, music, dance, or theater ranging from classical to contemporary works focus on the use and function of the creative arts in society and in cultures develop critical skills through the study of the aesthetics, theory and history of literature and the arts examine the interplay between changing technology and the creative imagination Category 4 Global and Multicultural Perspectives Global interdependence has become a more central influence on every aspect of human life. Through an exploration of societies, this category opens the doors into varied cultures and issues that challenge a parochial understanding of the world. This category helps students understand the experiences and beliefs that distinguish cultures and countries from one another and, conversely, the commonalities that bind the human experience. Students competence in this domain may be increased by study of a world language, study abroad, or study of a culture and its language. In this category, courses will be designed that: focus on the major issues of contemporary world politics, including management of conflict, economic organization, the arts, language, and environmental threats to the quality of life compare or examine societies, polities, and belief systems and acknowledge the importance of recognizing and overcoming cultural barriers focus on the dilemma of the global majoritythe three-quarters of the worlds population who live in countries striving for national identity as well as economic and political development include the perspectives and contributions of ethnic and racial minorities, of women, and other underrepresented groups include religion, economics, politics, geography, history, art, language, literature, ethics, as well as other dimensions of the cultural milieu expose students to a world language or study of a culture and its language Category 5 Intellectual Heritage of Modern Societies Courses in this area explore intellectual traditions that have shaped todays society. Courses acquaint students with the evolution of historical, philosophical, and scientific ideas of the United States and the world. Students learn to ask questions, debate ideas, and come to understand the ways that we experience the events and ideas of the past in our own lives. In this category, courses will be designed that: explore intellectual foundations of democracies recognize the diversity and commonality of intellectual traditions explain contributions of ethical, legal, spatial, political, economic, and religious systems to the development of modern societies explore fundamental texts identified in established intellectual traditions define the challenges to conventional thinking that have been an important part of human history suggest the major intellectual questions/problems that have been a part of our human heritage and explore critically the important theories and principles Category 6 Human Behavior and Social Institutions This area includes the empirical and theoretical study of human behavior. Courses in this area introduce students to some of the central concepts and methods of inquiry used to study human behavior and social institutions. Courses may also address the complexity of human behavior and the variety and interconnectedness of social institutions. In this category, courses will be designed that: use scientific methods to describe, analyze, explain, and predict human behavior include the study of social groups, institutions, and organizations and their context present how and why particular forms of social organization and social relations emerge within a group or culture; and the origins, characteristics, and consequences of social conflict and change focus on institutions through which societies, cultures and the individuals who make up the population of these societies pursue activities important to them and examine the effect of environment on these institutions and individuals examine the development of government policies, and their consequences compare the connection between an individuals own perspective and that of society, and recognize the effect by which that social forces affect the individual and the individual can affect/shape the environment explore the values and ethical issues that underlie individual behavior as well as social, political, economic, and cultural organizations use scientific experimentation to formulate and test hypotheses, to collect and analyze data, employing statistical methods and computer technology develop an appreciation for the finite resources of our planet, the responsible use of technology, the limits of humane research, and the equilibrium of the natural world III. Competencies across the Curriculum In order for students to graduate with a degree of proficiency, faculty must be intentional in ensuring that seven Competencies across the Curriculum are emphasized in and across the curriculum. Assignments should be designed to increase learning by encouraging students to integrate new knowledge with previous knowledge and to teach discipline-specific applications of these skills: Critical Reading Critical Thinking Information Literacy Oral Communication Quantitative Reasoning Technological Literacy Written Communication _______________________________________________________________________ First Draft 9/22/06 Revised 9/27/06; 10/25/06; 10/30/06; 11/18/06; 11/21/06; 12/15/06; 1/16/07; 1/30/07; 2/2/07; 2/5/07 Mapping of LS Framework and Expected Undergraduate Student Learning Outcomes (Outcomes are on page 8 ) Curricular ComponentsOutcome #1 Informed LearnerOutcome #2 Empowered LearnerOutcome #3 Responsible LearnerLearning Skills:IndicatorsIndicatorsIndicatorsEnglish Comp7, 10, 14Mathematics19Oral Expression7Curricular Categories:1 - The Examined Life69,10, 11, 13, 1415, 16, 17, 18, 192 - The Natural World19, 12, 13183 - The Creative Arts2, 44 - Global & Multicultural Perspectives3, 4, 5, 61216, 17, 195 - Intellectual Heritage of Modern Societies2, 3, 4, 61416, 17, 196 - Human Behavior and Social Institutions19, 12, 1316, 18Competencies across the Curriculum:Critical reading8Critical thinking9, 11, 1315, 18Information literacy8, 10Oral communication7Quantitative reasoning9Technological literacy18, 9Written communication7, 14 Draft: 2/2/07 Mapping of LS Framework to Expected Undergraduate Student Learning Outcomes (Outcomes are on the next page) I. Skills for Liberal Learning A. English Component (7, 10, 14) B. Mathematics component (1, 9) C. Oral Expression (7) II. Disciplinary Categories Category 1 The Examined Life (6, 9, 10, 11, 13, 14, 15, 16, 17, 18) Category 2 The Natural World (1, 9, 12, 13, 18) Category 3 Creative Arts (2, 4) Category 4 Global and Multicultural Perspectives (3, 4, 5, 6, 12, 16, 17, 19) Category 5 Intellectual Heritage of Modern Societies (2, 3, 4, 6, 14, 16, 17, 19) Category 6 Human Behavior and Social Institutions (1, 9, 12, 13, 16, 18) III. Competencies across the Curriculum Critical Reading (8) Critical Thinking (9, 11, 13, 15, 18) Information Literacy (8, 10) Oral Communication (7) Quantitative Reasoning (9) Technological Literacy (1, 8, 9) Written Communication (7, 14) Drafts 5/29/06; 8/15/06; 1/16/07; 2/2/07 ɫӰ Expected Undergraduate Student Learning Outcomes Informed Learners understand nature and society through forms of inquiry fundamental to the sciences, the humanities, and the arts. Learners are informed by knowledge and ways of knowing that extend beyond core concepts enabling them to link theory and practice. Informed Learners demonstrate knowledge and understanding of: the ways of modeling the natural, social and technical worlds (1) the aesthetic facets of human experience (2) the past and present from historical, philosophical and social perspectives (3) the human imagination, expression and traditions of many cultures (4) the interrelationships within and across cultures and global communities (5) the interrelationships within and across disciplines (6) Empowered Learners are critical thinkers who demonstrate intellectual agility and creativity and the ability to manage or create change. They are able to derive meaning from experience and observation. They communicate well in diverse settings and employ various strategies to solve problems. They are empowered through mastery of intellectual and practical skills. Empowered Learners demonstrate: effective oral and written communication abilities (7) ease with textual, visual and electronically-mediated literacies (8) problem solving skills using a variety of methods and tools (9) information literacy skills including the ability to access, evaluate, interpret and use information from a variety of sources (10) the ability to transform information into knowledge and knowledge into judgment and action (11) the ability to work within complex systems and with diverse groups (12) critical thinking skills including analysis, application and evaluation (13) reflective thinking and the ability to synthesize information and ideas (14) Responsible Learners are engaged citizens of a diverse democratic society who have a deep sense of social responsibility and ethical judgment. They are responsible for their personal actions and civic values. 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