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The Common Curriculum at MBU Adopted by the Mary Baldwin Faculty on February 19, 2010INCLUDES GUIDELINES FOR W, O, Q and R CoursesLearning Outcomes in the Common Curriculum are organized into three broad areas. Learning Outcome 1 (LO1) courses provide introductions to the liberal arts disciplines and to interdisciplinary study. Learning Outcome 2 (LO2) courses address specific topics we consider important to the education of undergraduates at MBU. Learning Outcome 3 (LO3) courses address skills: writing, research, oral communications and quantitative reasoning. Courses can only have one LO1 or LO2 designation. However, LO1 and LO2 courses CAN also have a LO3 designation. (In other words, you can add a Quantitative or Writing designation to a Social Science course but a single course may not count for both Social Science (LO1) and Global (LO2)).Learning Outcome 1 (LO1): Students will demonstrate an understanding of the liberal arts and sciences through: a. Knowledge of the methods and theoretical approaches of the i. Humanities (note: now includes history) ii. Arts (includes studio/applied Arts courses as well as those with an historical focus) iii. Social sciences iv. Natural sciencesb. Recognition of themes of enduring importance to humanitycourses in a. and b. usually emphasize one of the four LO3 skill areascourses within each area of? “a. i.-iv.” must be from different disciplinescourses? for a.i-iv will be 100 or 200 level;? award? at least 3 s.h. of credit; and serve as an introduction to the approaches and methods of the discipline Learning Outcome 2 (LO2) In all LO2 areas the expectation is that no less than half of the course content is focused on the designated area. Students will demonstrate an understanding of self in relationship to the broader community through….a. International / Global: Global coursework consists of foreign language study as well as courses that introduce students to contemporary cultures and social, political, and economic systems outside of the?United States. The objective of this coursework is to further students’ appreciation of other peoples allowing graduates to more fully engage globally. Options include one year of a single modern foreign language at the beginning and/or intermediate level (F courses) and designated language and non-language courses with an international/global focus (I courses).b. Race & Ethnicity in the US: Courses for this requirement build awareness of the role race and ethnicity have played and continue to play in the?United States.??The objective of this coursework is to broaden the perspective from which students understand American culture.c. Gender: Students in an historic women’s college should understand the role gender has played and continues to play in culture.??The objective of this coursework is to critically identify and analyze gender/women’s issues and their impact on society.d. Community Involvement: Graduates must be actively involved in the communities in which they live and work.??The objective of this requirement is to provide opportunities for students to enter into the life of their communities and reflect on the experience. Courses and internships that provide for meaningful interactions with members of the larger community meet this requirement.e. Physical Fitness and Health: The physical education requirement provides students with the knowledge and ability to maintain active and healthy lifestyles. Learning Outcome 3 (LO3)Only one skill designation (LO3 a.) may be applied to a single course.Departments may not to place skill designations (LO3 a.) in the senior requirement.LO1 and LO2 courses may also have one LO3 designationMore specific guidelines for Writing, Oral Communication and Quantitative Reasoning are provided at the end of this document. a. i. Writingfrequent (usually weekly) formal and informal writing assignmentsat least two formal writing assignments requiring multiple drafts and revisions based on feedback from the course instructora. ii. Oral Communicationmultiple structured opportunities for students to explore and express ideas orally (e.g. class debates, presentations, leading peer discussion, etc) and to receive feedback from the instructorat least one assignment for which a substantial percentage of the grade is based on the quality of the oral presentationa. iii. Quantitative Reasoningthese courses offer instruction in quantitative analysis, logic and/or mathematicsfrequent opportunities for students to interpret and understand the world using charts, graphs, probability and statistics, symbolic reasoning, logical deduction and other quantitative measuresMore information about Q course requirements is attached at the end of this document.a. iv. Research and Information Literacythis requirement ensures that students recognize when information is needed and have the ability to locate, critically evaluate, and use information effectivelyApproved courses: require students to demonstrate an understanding of the research processteach how to access information effectively and efficiently from a variety of sources and a diverse range of formats (both hardcopy and on-line)provide guidance on evaluating information critically teach how to use information to accomplish a specific purpose such as a research paper or thesis, a class project, or an independent studyprovide instruction on proper documentation and citation of sourcesb. Authentic Problems: Students address an authentic problem in their major by applying theory and evidence to a clearly defined issue or problem in the field. (Note: the “M” designation indicates that this common curriculum outcome is met through the major.) Typically this upper-level requirement is met through the Senior Thesis or project, a Capstone project and presentation, and/ or an interdisciplinary Honors Thesis.95250Learning Outcome 1 definitions1 a. i.? Humanities: Courses fulfilling the humanities component of the common curriculum are those that study human beings and their cultures through examination of their histories, philosophies, religions, and literatures. Students who complete humanities courses increase their knowledge of the critical methods used in such disciplines as history, philosophy, religion, or literature, while developing their ability to interpret and analyze texts and primary sources as well as synthesize this information and effectively communicate their findings.1 a. ii.? Arts: Courses fulfilling the arts component of the common curriculum are those that develop aesthetic awareness, offer practice in artistic skills, and/or promote analytical abilities through an introduction to the visual arts, music, dance, creative writing, and theater. Students gain experience in the practice of an artistic form or are able to express their understanding of the arts and their critical sensitivity through the interpretation of diverse forms of art and through the resolution of artistic problems.?1 a. iii.? Social Sciences: Courses fulfilling the social sciences component of the common curriculum are those that seek to explore, describe, explain, and predict phenomena in human society through empirical investigation of economic, political, and social behavior. Students increase their knowledge of the critical methods used in such disciplines as anthropology, economics, political science, sociology, selected areas of psychology, and other social science disciplines. Students also learn to evaluate the degree to which theories or conclusions about human behavior and society are based on sufficient empirical evidence obtained from experimentation, systematic observation, interviews, and/ or surveys and questionnaires.1 a. iv.? Natural Sciences: Courses fulfilling the natural sciences component of the common curriculum are those that study the natural world through inferences based on systematic observations and controlled experiments. Students who complete these courses increase their knowledge of the critical methods used in such disciplines as biology, chemistry, physics, and experimental psychology.? Students also develop a greater understanding of their physical environment, the laws that govern it, and the methods by which these laws are discovered.?1b.? Themes: Courses that address a theme of enduring importance require students to consider a central problem from multiple perspectives.? Students analyze and contemplate the impact that important issues have on society using knowledge gained from multiple points of view. (Examples might include: Poverty, War & Violence, Environmental Sustainability….) Options for this requirement include interdisciplinary and cross-listed courses in addition to thematic courses within a single discipline. 00Learning Outcome 1 definitions1 a. i.? Humanities: Courses fulfilling the humanities component of the common curriculum are those that study human beings and their cultures through examination of their histories, philosophies, religions, and literatures. Students who complete humanities courses increase their knowledge of the critical methods used in such disciplines as history, philosophy, religion, or literature, while developing their ability to interpret and analyze texts and primary sources as well as synthesize this information and effectively communicate their findings.1 a. ii.? Arts: Courses fulfilling the arts component of the common curriculum are those that develop aesthetic awareness, offer practice in artistic skills, and/or promote analytical abilities through an introduction to the visual arts, music, dance, creative writing, and theater. Students gain experience in the practice of an artistic form or are able to express their understanding of the arts and their critical sensitivity through the interpretation of diverse forms of art and through the resolution of artistic problems.?1 a. iii.? Social Sciences: Courses fulfilling the social sciences component of the common curriculum are those that seek to explore, describe, explain, and predict phenomena in human society through empirical investigation of economic, political, and social behavior. Students increase their knowledge of the critical methods used in such disciplines as anthropology, economics, political science, sociology, selected areas of psychology, and other social science disciplines. Students also learn to evaluate the degree to which theories or conclusions about human behavior and society are based on sufficient empirical evidence obtained from experimentation, systematic observation, interviews, and/ or surveys and questionnaires.1 a. iv.? Natural Sciences: Courses fulfilling the natural sciences component of the common curriculum are those that study the natural world through inferences based on systematic observations and controlled experiments. Students who complete these courses increase their knowledge of the critical methods used in such disciplines as biology, chemistry, physics, and experimental psychology.? Students also develop a greater understanding of their physical environment, the laws that govern it, and the methods by which these laws are discovered.?1b.? Themes: Courses that address a theme of enduring importance require students to consider a central problem from multiple perspectives.? Students analyze and contemplate the impact that important issues have on society using knowledge gained from multiple points of view. (Examples might include: Poverty, War & Violence, Environmental Sustainability….) Options for this requirement include interdisciplinary and cross-listed courses in addition to thematic courses within a single discipline. Descriptions of LO3 skills areas – Writing, Oral Communication and Quantitative ReasoningLO3.a.i: Criteria for Writing designation:Frequent (usually weekly) formal and informal writing assignmentsAt least two formal writing assignments requiring multiple drafts and revisions based on feedback from the course instructorEPC will consider departures from these criteria if a rationale for their equivalence is provided.Guidelines: Writing courses require frequent writing practice. Writing courses are process, not product, oriented: they require students to write multiple drafts and revisions for at least two formal assignments after receiving instructor feedback. Through informal and formal assignments, students practice the critical thinking and recursive steps in writing (invention, writing, revision, and proofreading and editing). Writing tasks complement and facilitate the learning of course content and the rhetorical conventions of the discipline.A strong writing course proposal includes the following:A clear statement of expectations and goals pertaining to the writing in the course.Specific information describing opportunities for revision and frequent writing practice.Evidence that writing tasks are sequenced to reflect writing as a process (i.e., writing tasks early in the course prepare students for increasingly challenging writing tasks; help students move from informal to formal writing tasks; and/or break large tasks into smaller stages).Specific information about the basis upon which writing will be evaluated and/or assessed.Examples of informal writing assignments (graded or ungraded, frequent assignments)double-entry learning logsjournal entriescreative assignments : monologue, skit, proclamation, advertisement, etc.in-class free-writingblogs or Blackboard discussion responsesshort reaction essays to out of class lectures, films, and other learning experiencesFormal writing assignments (generally informed by research)research papers, including writing assignments leading up to a research paper, for example, a prospectus, abstract, summary and evaluation essay, annotated bibliography, draft, etc.critical essays or persuasive essayslab reportsartist statementsfilm or book critiquescreative writing (scripts, plays, short stories)literature reviewsreports (cost/benefit analysis, scientific, etc.)feature articles or creative non-fiction essays for publicationLO3.a.II: Criteria for Oral Communication Competency ApplicabilityTo qualify for Oral Communications competency, a course (or set of required courses within a major) must address the two skills outlined below:The ability to participate in discussion as both speaker and listener and be understood.The ability to identify and speak appropriately to the audience’s needs, interests, and level of understanding.Oral courses should include a clear statement of the expectations and criteria pertaining to the oral portion of the course and should make clear the manner in which those expectations and criteria will be addressed. This may be in the syllabus or it may be a rubric or other evaluation sheet.Each student must have more than one opportunity to present, receive feedback, and improve on his/her performance. As a guide to improvement, every student must receive an evaluation of her/his presentation’s content and performance that contains specific information with expectation that the student will use that feedback to improve.Presentations appropriate for oral communications courses may include presenting proposals or research, delivering formal speeches, leading discussions, moderating a focus group, or leading a seminar. At least one presentation should provide for interaction with the audience.If the requirement is to be fulfilled through required courses in a majorThe major faculty may document that the two skills and guidelines are addressed by several required courses within the major. In such cases, the major faculty should submitA brief explanation of how the required courses, as a whole, provide opportunities for students to gain the skills outlined above andSyllabi for the required courses that provide the occasions to formally exercise and demonstrate oral competency. Syllabi should clearly show how and when students practice oral communication skills and how feedback is given and used in the courses.When a major has an approved sequence of courses satisfying the oral requirement, the “oral” designation will be attached to the final course in the senior requirement.LO3.a.III. Criteria for Quantitative Reasoning (Q) creditRationale: the Q designation identifies courses that significantly develop Quantitative Reasoning skills. Many of these skills will be broadly applied throughout the liberal arts curriculum. Q courses offer instruction in quantitative analysis, logic and/or mathematicsQ courses provide frequent opportunities for students to interpret and understand the world using charts, graphs, probability and statistics, symbolic reasoning, logical deduction and other quantitative measuresQ courses taken to fulfill the CC requirement must come from two separate disciplines. At least 50% of the course content for Q courses must be drawn from at least two of the four broad content areas listed below (Use, Interpret and Analyze Data; Operations and Calculations; Working With Data; Representation of Ideas). Examples of skills developed in each of these areas include the following: Use, Interpret and Analyze DataDraw accurate conclusions from graphs, charts and tables.Distinguish between association and causation.Correct use of summary statistics, confidence levels, and statistical significance.Able to write clearly about data in graphs, charts and tables.Recognize limits of data analysis.Operations and CalculationsCorrect calculation and clear expression of results.Can identify and use correct tools to solve a problem.Ability to use / solve algebraic equations.Ability to represent ideas using symbols.Working directly with data using softwareAbility to use a spreadsheet, such as Excel, to do calculations and make charts.Skill in using advanced statistical software (Systat, SPSS, R).Representation of ideasAbility to convert relevant information into another mathematical form (graphs, equations, diagrams, tables).Ability to manipulate geometric forms to explain outcomes (such as with D & S curves in market diagram).Ability to use logic (in making comparisons, categorizing causes and effects, drawing conclusions). ................
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