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Knowledge, Inquiry, Creativity

Request for Cultural Visions Honors Course Designation

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|Core Values |

|The John V. Roach Honors College encourages its students to develop a deep understanding of the ideals, principles, and beliefs that guide their behavior and shape|

|their decisions. To promote this high level of self-understanding, the John V. Roach Honors College encourages collaboration and values integrity, equity, |

|empathy, responsibility, and courage. |

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|Vision |

|To be a world-class, values-centered Honors College characterized by critical, creative, cultural and cross-disciplinary inquiry. |

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|Mission |

|Dedicated to enriching the intellectual life of TCU, the John V. Roach Honors College seeks to empower, inspire, and motivate high-achieving students to become |

|leaders in our global society. |

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|To accomplish the mission, the TCU Honors College will: |

|1. promote self-discovery, critical thinking and conscientious understanding of world cultures through rigorous academic endeavors and creative inquiry in |

|the context of big questions, great ideas, and relevant issues that transcend the curriculum. |

|2. offer unique residential, curricular, and co-curricular opportunities, fostering a community of scholars for whom vigorous engagement with local, |

|national, and global communities becomes a way of life. |

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|Curriculum Philosophy |

|The curriculum in the John V. Roach Honors College offers dynamic, student-centered learning environments, where students can pursue academic excellence by |

|confronting significant challenges that stir passions, inspire wonder, and encourage intellectual exploration. Faculty are committed to promoting active student |

|engagement and to creating a supportive community of learners. Honors pedagogy is distinguished not by greater difficulty or additional work, but by enhanced |

|experiences that promote heightened reflection and realization. These intellectual challenges foster in students greater depth and understanding of themselves and |

|the world. |

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|Honors College Core Competencies |

|1)      Critical thinking, problem solving, or creative inquiry skills |

|2)      An understanding of world cultures and cross-cultural perspectives |

|3) Ability to synthesize ideas across disciplines or within a discipline |

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|Courses and Competencies |

|John V. Roach Honors College offers courses designated as either Honors Elective or Cultural Visions for lower-division honors and Honors Colloquium or Honors |

|Departmental Research for upper-division honors. |

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|The John V. Roach Honors College students are expected to complete six hours of Cultural Visions courses and nine hours of Honors Elective courses for |

|lower-division honors. For upper-division honors, students may choose either 12 hours of Honors Colloquia classes to complete University Honors, or Honors |

|Departmental Research classes (number of credits varies by department) to complete Departmental Honors, culminating in a production of a thesis. |

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|Students develop competencies outlined above through coursework as follows: |

|Honors Elective: Competency 1 OR 3 |

|Cultural Visions: Competency 2 |

|Honors Colloquium or Honors Thesis: Competency 1 AND 3 |

FACULTY INSTRUCTIONS

A TCU faculty member should use this form when he or she would like to propose a Cultural Visions designation for a course.

Faculty members interested in proposing a new cultural visions honors course should first gain the approval of their department/program chair before beginning the process.

For new courses with a discipline or program prefix outside honors, proposals begin with the disciplinary/program curriculum committee. That is if the course in question currently does NOT exist in the catalog, the faculty member should first fill out the new course proposal form from the TCU undergraduate council website and submit this form together with appropriate documents (e.g., sample syllabus) to the home department or other unit that houses the prefix. If the envisioned new course would be offered by honors, review begins with the honors curriculum committee. For all new lower-division courses, in addition to the undergraduate council new course proposal form and sample syllabus, faculty members should submit this form in hard and soft copy.

In proposing a cultural visions honors designation for an already-existing lower-division course in the TCU catalog, the faculty member should submit this form with the course syllabus to the honors curriculum committee chair in hard and soft copy.

The honors curriculum committee will examine the proposed course and provide the faculty with feedback as needed prior to the meeting when the proposal will be considered. The faculty member(s) proposing the course may be invited to make a presentation at the meeting to explain how the proposed course meets the Honors College course requirements. Should changes be required, the faculty member will be invited to revise and resubmit the materials to the committee. The Dean of the Honors College will then convene a virtual or in-person meeting with a selected team of faculty from the full committee to reexamine the course proposal.

Once the honors curriculum committee approves the proposal, the faculty proposing the course should then submit the new course proposal to the undergraduate council. Faculty need not submit already-existing course to the undergraduate council.

Deadlines for submitting requests to the TCU Undergraduate Council are available here.

*Please send the hardcopy materials to John V. Roach Honors College Curriculum Committee, 1016 Scharbauer Hall, TCU Box 297022 Fort Worth, TX 76129 and the soft copy to b.jones@tcu.edu or contact 817.257.7125 for more information.

|JOHN V. ROACH HONORS COLLEGE |

|Request for Cultural Visions Honors Course Designation |

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|Course Title: |

|Department and Course Number: |

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|Faculty Proposing the Course: |

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|Department Chair: |

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|Semester and Year Offered, Initially: |

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|How Often Will the Course be Offered: |

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|Maximum Class Size: |

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|Competency Developed: _X_ Understanding of World Cultures and Cross-Cultural Perspective |

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|Is this a Core Curriculum course? |

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|YES NO |

|If yes, what is the designation? |

|___Religious Traditions |

|___Historical Traditions |

|___Literary Traditions |

|___Cultural Awareness |

|___Global Awareness |

|___Citizenship and Social Values |

|___Humanities |

|___Social Sciences |

|___Natural Sciences |

|___Fine Arts |

|___Mathematical Reasoning |

|___Writing Emphasis |

|___Oral Communications |

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|Does the Course Carry a Web Component (eCollege)? |

|YES NO |

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Please attach a syllabus as a supporting document for your submission. Syllabi for Honors College courses should reflect the Learning Outcomes and the use of Action Steps that correlate with Honors College requirements and include the following:

a. University mission statement

b. Course purpose (e.g., fulfill part of university mission, discipline requirement)

c. Prerequisites (if applicable)

d. List of course objectives in terms of Learning Outcomes

e. Topical outline of the course

f. Instructional methodology (e.g., lecture, laboratory, clinical)

g. Description of assignments, including texts and other reading assignments, kinds and frequency of written assignments and examinations, and an outline of the semester’s study.

h. Description of grading procedures and attendance policies

i. Representative bibliography (if applicable)

j. Statements in reference to university policy for students with disabilities and university policy regarding academic conduct (dishonesty).

COMPETENCY: John V. Roach Honors College Graduates will demonstrate an

UNDERSTANDING OF WORLD CULTURES AND CROSS-CULTURAL PERSPECTIVES

A course approved under this competency will be designated as a Cultural Visions course in the John V. Roach Honors College

|Honors College Cultural Visions |Honors College |Honors College |

|Learning Outcomes: |Examples of |Examples of |

|Typically, proposal would address one outcome |Student Action Steps |Assessment Method(s) |

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|Students will demonstrate: |Students will identify issues germane to one |Students will be required to identify and |

| |or more other cultures and articulate salient |articulate the issues particular to one or |

|The ability to examine and accurately explain the mores, values, |elements relative to mores, values, |more cultures. |

|worldviews, and/or sensitivities of other cultures through the |worldviews, and/or cultural sensitivities. | |

|selection and use of appropriate tools and processes. | |Students will identify and report the |

| |Students will identify and apply the |elements from within cultural issues that are|

|Knowledge of two or more cultures and the ability to recognize, |analytical materials and techniques in |of particular importance relative to the |

|articulate, and analyze similarities and differences amongst these |developing processes appropriate to the study |study of mores, values, worldviews and |

|cultures relative to mores, values, worldviews, and sensitivities. |of mores, values, worldviews, and/or cultural |cultural sensitivities. |

| |sensitivities. | |

|The ability to analyze and assess a new situation with critical | |Students will choose analytical materials and|

|awareness that problem solving in the global community requires |Students will compare and contrast specific |processes and apply these to the study of |

|unbiased understanding and integration of multiple cultural |issues related to mores, values, worldviews, |cultural phenomena. |

|perspectives. |and/or cultural sensitivities between and | |

| |across cultures. |Students will be required to explain and |

| | |assess the similarities and differences that |

| |Students will articulate and explain the |arise from the examination of two or more |

| |effect(s) of specific cultural perspective(s) |cultures. |

| |upon the analysis and assessment of a new | |

| |situation. |Students create and compare analyses of |

| | |cultural phenomenon from the perspective of |

| |Students will articulate, explain, and propose|two or more cultures. |

| |solutions to problems while demonstrating | |

| |awareness of multiple cultural perspectives. |Given a specific culture-related problem, |

| | |students will examine and articulate the |

| | |nature of the problem and then construct |

| | |solutions. |

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| | |Students will be required to construct |

| | |solutions to culture- related problems with |

| | |rhetorical sensitivity expressed toward the |

| | |contrasting perspectives of two or more |

| | |cultures |

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| | |Students will explain their level of |

| | |Intercultural Competence using Intercultural |

| | |Effectiveness Scale: |

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| | |ltural-effectiveness-scale/ and assess their|

| | |need for Intercultural Competence growth. |

|Please explain in detail how students will achieve in your course ONE of the listed Learning Outcomes through the use of Action Step(s) and how you will assess the |

|student learning. Please indicate which Action Step(s) you will use to accomplish the Learning Outcome(s). |

|In describing your methods of assessment, please address the Learning Outcome and discuss who, what and when. |

|Finally, please be sure to describe characteristics that make this course an honors course and not a typical TCU course. (National Collegiate Honors Council’s |

|definition of Honors Education: |

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|__________________________________________ |

|Approval signature of department chairperson |

|__________________________________________ |

|Approval signature of Honors College Dean |

Revised 11/14

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