Docstoc

epc_prop_guide

Document Sample
epc_prop_guide Powered By Docstoc
					Guidelines for submitting proposals for new courses
Revised March 2010

Faculty proposing courses that will be taught in regular rotation as additions to the course catalog
should use the “New Course Proposal Form,” which prompts faculty to provide the minimum
necessary information for the Educational Policy Committee to evaluate the course and make
recommendations to the faculty as a whole. The EPC may ask for additional specific information from
the proposer or from others affected by the proposal. Proposals for learning outcome designations
for colloquia or for existing courses may also use this form (and can skip section IV).

Section I asks for basic information about the course and the proposer.
    Course prefix and number: please provide the discipline prefix and a course number in the
       format 1xx, 2xx, etc. to indicate the level of the course.
    Off-campus availability: please note that courses required for majors offered within ADP must
       be available to ADP students.

Section II is used to indicate a request for learning outcome designations in the core curriculum. A
course may carry a single designation from learning outcomes 1 and 2. A single skill outcome from
learning outcome 3 may be added to any course, including those in learning outcomes I and II
(although departments are strongly urged not to add LO3 designations to senior projects).

Section III provides the rationale for the learning outcome designation. Please review the curricular
definitions (provided below) before completing this section. Courses offered for LO1a must provide
an introduction to the methodologies and theories of the discipline. Courses offered for LO1b must
include multiple perspectives on the topic. In LO2 courses, at least half of the content needs to come
from the designated learning outcome.
     Faculty can indicate their consultation with suggested learning outcome reviewers (listed
        below) or others with expertise in a skill or content area.
     EPC will only accept proposals when learning outcomes are clearly stated on the syllabus.

Section IV provides the catalog description of the course. Please note that catalog descriptions need
to be brief (approximately 80 words long).

Section V provides the rationale for adding a new course. Please use this section to explain how the
course enhances the MBC core curriculum, a major or minor, or a program of the college.

Section VI provides information on the impact of the new course on other course offerings.
   1. What other course will be dropped or taught less often to make room for the new course?
       Does this change create any difficulties for students completing majors, minors or other
       programs of study?
   2. Does this course overlap with courses offered elsewhere at Mary Baldwin College? If so, why
       is the proposed course necessary? Have you discussed the new course with the instructors of
       existing courses?
   3. Have you discussed the proposed course with your School Coordinator to ensure its fit with
       the mission of the School?
Section VII provides information on any expected costs of the new course. Will new library or
technology resources be required? Will adjunct instructors need to be hired to teach existing
courses?

Section IX: Signatures are requested from all full-time faculty members of the proposer’s discipline
(including ADP faculty).

 Suggested reviewers for Themes, LO2 and LO3 courses:
Themes (and other interdisciplinary courses): Alice Araujo
Race & Ethnicity in the U.S.: Dan Stuhlsatz
Gender Studies: Martha Walker
International: Gordon Bowen
Health and P.E.: Chair of PHED department
Community involvement: Steve Grande
Quantitative Reasoning: John Ong
Oral Communications Competency: Bruce Dorries
Writing Emphasis: Molly Petty
Research & Information Literacy: Carol Creager

Attachments to the proposal
   1. Syllabus (with clearly stated course goals and their connection to any requested learning
      outcome designation)
   2. Two-year course rotation for the instructor and the instructor’s discipline
   3. Any additional information that the proposer believes would be useful to EPC. For example:
      please provide the qualifications of the course instructor if the instructor does not have the
      relevant degree for teaching the course

Curricular Definitions
Adopted by the Mary Baldwin College Faculty on February 19, 2010

Learning Outcome 1 (definitions)
1 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.


Learning Outcome 2 (definitions)
In all LO2 areas the expectation is that no less than half of the course content is focused on the
designated area.
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 (definitions)
    Only one skill designation (LO3 a.) may be applied to a single course.
    Departments are strongly urged not to place skill designations (LO3 a.) in the senior
     requirement.
a. i.    Writing
        frequent (usually weekly) formal and informal writing assignments
        at least two formal writing assignments requiring multiple drafts and revisions based on
         feedback from the course instructor
a. ii.   Oral Communication
        multiple 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
         instructor
        at least one assignment for which a substantial percentage of the grade is based on the
         quality of the oral presentation
a. iii. Quantitative Reasoning
        these courses offer instruction in quantitative analysis, logic and/or mathematics
        frequent opportunities for students to interpret and understand the world using charts,
         graphs, probability and statistics, symbolic reasoning, logical deduction and other quantitative
         measures
a. iv.   Research and Information Literacy
        this requirement ensures that students recognize when information is needed and have the
         ability to locate, critically evaluate, and use information effectively
         Approved courses:
            o require students to demonstrate an understanding of the research process
            o teach how to access information effectively and efficiently from a variety of sources
              and a diverse range of formats (both hardcopy and on-line)
            o provide guidance on evaluating information critically
            o teach how to use information to accomplish a specific purpose such as a research
              paper or thesis, a class project, or an independent study
            o provide instruction on proper documentation and citation of sources


b. Authentic Problems
 Students are required to 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.

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:3
posted:5/6/2011
language:English
pages:5