PROPOSAL FOR CONTEMPORARY ISSUES AND SOLUTIONS …
PROPOSAL FOR CONTEMPORARY ISSUES AND SOLUTIONS (CIS) DESIGNATION APPROVALDepartment:Upper-Division Course Number and Title:Credit Hours:Course Description:Prerequisites (if any):Credit Restrictions (if any):Frequency of Course Offering:Course Capacity per Semester (per course & total if multiple sections):Contact Name, Phone, and Email: CIS courses should be upper-division and have a prerequisite of the first-year composition sequence. It is also recommended that these courses have a recommended background of an oral communication course and two expanded perspective courses. The prerequisite and recommended background courses provide students with a General Education foundation that can be used to examine critical issues. Experiences that satisfy the CIS requirement provide students with the opportunity to integrate the disciplinary ways of knowing, awareness of self and other, and communication and reasoning skills developed through their General Education curriculum with focused inquiry in one or more specific disciplines (often a student’s major) to examine critical issues facing today’s world. Courses or experiences with this designation address a contemporary issue or challenge, defined as a topic that currently affects individuals’ abilities to lead safe, fulfilling, healthy lives and to contribute to productive societies.CIS designated courses will produce the following learning outcomes for students:Students will be able to reflect on how the knowledge, awareness, and skills they have acquired through their General Education experiences contribute to their understanding of the contemporary issue and possible solutions.Students will be able to effectively communicate to one or more specific audiences about the contemporary issue, in terms of its history, scientific dimensions, cultural influences, underlying mechanisms, correlates, outcomes, and /or policy implications.Students will be able to analyze, evaluate, and/or create proposed solutions to a contemporary issue.Answer all questions below with respect to the description and learning outcomes given above.Outcome 1: Students will be able to reflect on how the knowledge, awareness, and skills they have acquired through their General Education experiences contribute to their understanding of the contemporary issue and possible solutions.How does the course meet learning outcome one?Outcome 2: Students will be able to effectively communicate to one or more specific audiences about the contemporary issue, in terms of its history, scientific dimensions, cultural influences, underlying mechanisms, correlates, outcomes, and /or policy implicationsHow does the course meet learning outcome two?Outcome 3: Students will be able to analyze, evaluate, and/or create proposed solutions to a contemporary issue. How does the course meet learning outcome three?Multiple Instructors or New Instructor: Plan for ensuring that each of the CIS learning outcomes are maintained when the course is taught by multiple instructors or changes to a new instructor. What is the department and/or college’s plan for ensuring that each of the CIS learning outcomes are maintained when the course is taught by multiple instructors or changes to a new instructor? Please attach:a representative course syllabus (with a clear explanation of how students will address a contemporary issue or challenge) and a sample of at least one assignment for the course related to CIS learning outcome(s).To submit: Please email the proposal form and all related attachments to Molly Sullivan.CIS COURSE DESIGNATION RUBRICThe CIS course designation is intended to allow instructors or departments to demonstrate alignment of proposed CIS courses with University of Tennessee, Knoxville CIS learning outcomes. CIS designation applications will be reviewed by the CIS Subcommittee, and successful applications routed to the Curriculum Committee of the Undergraduate Council. The following rubric will be used by the reviewers to score CIS proposals. An average score of 9 or higher with no entries in the Does Not Demonstrate (0) column is required to receive the CIS designation. Completely Demonstrates (2)Somewhat Demonstrates (1)Does Not Demonstrate (0)SyllabusThe syllabus presents a clear explanation of how students will address a contemporary issue or challenge, defined as a topic that currently affects individuals’ abilities to lead safe, fulfilling, healthy lives and to contribute to productive societies.The syllabus presents an explanation of how students will address a contemporary issue or challenge, defined as a topic that currently affects individuals’ abilities to lead safe, fulfilling, healthy lives and to contribute to productive societies, but the explanation lacks clarity.The syllabus does not explain how students will address a contemporary issue or challenge.The course should produce students able to reflect on how the knowledge, awareness, and skills they have acquired through their General Education experiences contribute to their understanding of the contemporary issue and possible solutions.There is a structured opportunity or assignment(s) which requires students to reflect on how the knowledge, awareness, and skills they have acquired through their General Education experiences contribute to their understanding of the contemporary issue and possible solutions.There is a structured opportunity or assignment(s) which requires students to reflect on how the knowledge, awareness, and skills they have acquired through their General Education experiences contribute to their understanding of an issue and possible solutions, but the issue does not meet the definition of a contemporary issue or the structured opportunity or assignment(s) is too narrowly focused and does not sufficiently integrate learning across the Volunteer Core.There is no structured opportunity or assignment(s) which requires students to reflect on how the knowledge, awareness, and skills they have acquired through their General Education experiences contribute to their understanding of the contemporary issue and possible solutions.The course should produce students able to effectively communicate to one or more specific audiences about the contemporary issue, in terms of its history, scientific dimensions, cultural influences, underlying mechanisms, correlates, outcomes, and /or policy implications.There is a structured opportunity or assignment(s) which requires students to effectively communicate to one or more specific audiences about the contemporary issue, in terms of its history, scientific dimensions, cultural influences, underlying mechanisms, correlates, outcomes, and /or policy implications.There is a structured opportunity or assignment(s) which requires students to effectively communicate to one or more specific audiences about a contemporary issue, but the issue does not meet the definition of a contemporary issue or the structured opportunity or assignment(s) is too narrowly focused and does not sufficiently integrate learning across the Volunteer Core or the communication is not in terms of the contemporary issue’s history, scientific dimensions, cultural influences, underlying mechanisms, correlates, outcomes, and /or policy implications.There is no structured opportunity or assignment(s) which requires students to effectively communicate to one or more specific audiences about a contemporary issue.The course should produce students able to analyze, evaluate, and/or create proposed solutions to a contemporary issue.There is a structured opportunity or assignment(s) which requires students to analyze, evaluate, and/or create proposed solutions to a contemporary issue.There is a structured opportunity or assignment(s) which requires students to analyze, evaluate, and/or create proposed solutions to an issue, but the issue does not meet the definition of a contemporary issue or the structured opportunity or assignment(s) is too narrowly focused and does not sufficiently integrate learning across the Volunteer Core.There is no structured opportunity or assignment(s) which requires students to analyze, evaluate, and/or create proposed solutions to a contemporary issue.Example assignment The example assignment is related to one or more of the contemporary issues learning outcomes and allows students the opportunity to provide sufficient evidence for the instructor to assess one or more learning outcomes.The example assignment is related to one or more of the contemporary issues learning outcomes but does not allow students the opportunity to provide sufficient evidence for the instructor to assess one or more learning outcomes.The example assignment is not related to one of the contemporary issues learning outcomes. Multiple Instructors or New InstructorA plan for multiple instructors or new instructor is provided, and the plan describes how the department and/or college will ensure that each of the CIS learning outcomes are maintained when the course is taught by multiple instructors or changes to a new instructor.A plan for multiple instructors or new instructor is provided, but the plan does not describe how the department and/or college will ensure that each of the CIS learning outcomes are maintained when the course is taught by multiple instructors or changes to a new instructor.A plan for multiple instructors or new instructor is not provided. ................
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