Perspectives on the Liberal Arts



Perspectives on the Liberal Arts and Sciences

Course Proposal

General Education Advisory Committee

Queens College, City University of New York

I. Course Information

Course Title: [pic]

Credits: [pic] Prerequisites: [pic]

[pic] Existing course, course number: [pic]

[pic] New course

Department: [pic]

Department Contact: [pic]

|Area of Knowledge and Inquiry |Context of Experience |Extended Requirements |

|(select one) |(select only if the course emphasizes one |(select only if the course meets one of the |

|[pic] Reading Literature (RL) |of the following) |following) |

|[pic] Appreciating and Participating |[pic] United States (US) |[pic] Pre-Industrial Society (PI) |

|in the Arts (AP) |[pic] European Traditions (ET) |[pic] Abstract or Quantitative Reasoning (QR) |

|[pic] Culture and Values (CV) |[pic] World Cultures (WC) | |

|[pic] Analyzing Social Structures (SS) | | |

|[pic] Natural Science (NS) | | |

The following information is useful to the subcommittee to estimate the college's progress toward the goal of offering enough sections and seats in each Perspectives category. How often does the department anticipate the course will be offered? Please also estimate the anticipated number of sections and number of seats per section.

[pic] Every semester number of sections: [pic] number of seats per section: [pic]

[pic] Every Fall or [pic] Every Spring number of sections: [pic] number of seats per section: [pic]

[pic] Other: [pic] number of sections: [pic] number of seats per section: [pic]

Course Description

Please include a course description. If the course will include variable topics or be taught in various forms, please provide as many descriptions of specific sections as possible.

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II. Criteria for Perspectives Courses

Justification

Please describe how the course will address criteria for Perspectives on the Liberal Arts and Sciences courses.

Be sure to include an explanation of the course’s specific learning goals for students to make a connection between these and the general criteria for Perspectives courses.

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Criteria Checklist

Please be sure that your justification addresses all three criteria 1-3, below. For criteria 4-8, please check all that apply and discuss these in your justification.

|A Perspectives course must: |In addition, a Perspectives course will, where appropriate to its |

| |discipline(s) and subject matter: |

|1. Be designed to introduce students to how a particular discipline creates | |

|knowledge and understanding. |[pic] 4. Be global or comparative in approach. |

| | |

|2. Position the discipline(s) within the liberal arts and the larger |[pic] 5. Consider diversity and the nature and construction of forms of |

|society. |difference. |

| | |

|3. Address the goals defined for the particular Area(s) of Knowledge the |[pic] 6. Engage students in active inquiry. |

|course is designed to fulfill. | |

| |[pic] 7. Reveal the existence and importance of change over time. |

| | |

| |[pic] 8. Use primary documents and materials. |

III. Course Materials, Assignments, and Activities

Please provide an annotated list of course readings and descriptions of major assignments or exams for the course, as well as distinctive student activities that will engage students in working toward the course goals discussed in the course description and/or justification.

Please include the author and title for each reading or text, along with a short description providing information about how the reading will contribute to course goals.

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IV. Assessment

Perspectives courses must be recertified every five years, and we are seeking ideas for how to best carry out this assessment. What forms of evidence that the course is meeting its goals as a Perspectives course would be appropriate to collect for this course during the next five years? How would you prefer assessment to be conducted? How might evidence of effective teaching and student learning be collected and evaluated?

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V. Administration

What process will your department develop to oversee this course, suggest and approve changes, and conduct assessment? Who will be in charge of this process? Also indicate whether the course will be primarily taught by full-time or adjunct faculty, or by a combination of the two types of instructor.

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VI. Syllabus

Please attach a sample syllabus (or set of syllabi, for courses on variable topics or courses that will be taught in variable formats).

Some resources to guide syllabus construction:

• The Provost's page outlining guidelines for syllabi:

expectations.htm

• Sample syllabi for W courses, from Writing Across the Curriculum:

• Goals for Student Writing at Queens College:



• Harvard’s Bok Center for Teaching and Learning, suggestions for syllabus planning:

• Lehman College’s Gen Ed Syllabi Project:

Submit this completed form and a sample syllabus (or set of syllabi) by email to Eva Fernández (eva.fernandez@qc.cuny.edu), Director, Center for Teaching and Learning.

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Introduction to Oriental Philosophy

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PHIL118

Philosophy

Stephen Grover, Chair, Curriculum Committee

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PHIL118: Introduction to Oriental Philosophy. A philosophical examination of systems of thought that developed in East Asia - principally in India, China, and Japan. The course covers the Upanishads; Vedanta, Mahayana, and Theravada Buddhism; Confucianism; Taoism; Sikhism: Zen.

In many ways this course is an 'eastern' companion to PHIL116: Introduction to Philosophy of Religion, doing for Hinduism, Buddhism, Taoism, Confucianism, etc what PHIL116 does for Judaism, Christianity, and Islam. Emphasis naturally falls on those places where eastern traditions are at deep variance with western - for example, on the origin of the universe, the nature of the soul, the relations between soul and body, etc.

Through an examination of major Eastern systems of thought, the distinctive cultural formations and value-systems of India, China, and Japan are introduced and analysed. Philosophical methods are used to aid understanding, and these methods are contrasted with those of empirical social sciences, or with literary approaches to texts. The course is historical, comparative, analytical. Ancient texts are studied and discussed, though obviously in translation.

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Primary texts in Hindu, Buddhist, Confucian and Taoist traditions are used, typically in one of the standard anthologies on 'Eastern' or 'Oriental' philosophy. As in other introductory philosophy courses, teaching is through lecture, discussion, written assignments and examinations.

Through the normal methods of observation and evaluation, the general adequacy of the course can be assessed. Given its content, it cannot fail to meet the goals of PLAS Cultures and Values, of the World Cultures Contexts of Experience, and the Pre-Industrial Society Extended Requirement.

Teaching is by adjuncts, usually specially chosen to teach this course because of a demonstrated expertise or competence in eastern philosophical traditions. Adjuncts are observed each semester by full-time faculty. The process is overseen by the departmental P & B.

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