Guidelines for Integrative Core Curriculum Themes and Perspectives Designations

Size: px
Start display at page:

Download "Guidelines for Integrative Core Curriculum Themes and Perspectives Designations"

Transcription

1 Guidelines for Integrative Core Curriculum Themes and Perspectives Designations The purpose of this document is to provide guidelines for faculty wishing to have new or existing courses carry Themes and Perspectives designations in the Integrative Core Curriculum (ICC). Paperwork 1. For existing courses applying for designation without significant course revisions that would require an APC revised course form, the following process should be used: a. Read this guidelines document and complete the Theme and Perspective designation request form available on the CCR Website. Questions about completing the forms can be addressed to the Director of the Integrative Core Curriculum or any CCR member. b. Submit the completed Theme and Perspective designation form to This submission must be made by the department chair. c. Themes and Perspectives designation requests will be reviewed by CCR Designation groups composed of CCR members plus additional faculty representing the relevant Theme and Perspective areas. Proposers will be notified and approved designations will be forwarded to APC on an ROA form (notifying proposers and completing this form is the responsibility of the Director of the ICC) for information purposes and distribution. 2. For substantially revised courses or new courses that are also applying for designation, the following process should be used: a. Complete the relevant APC paperwork (Revised Course or New Course form) and submit using School procedures. b. Once the revision or new course is approved by the School, follow the guidelines for existing courses above. Designations To receive an ICC Themes and Perspectives designation, proposers must present evidence that the course provides opportunities for students to achieve the learning outcomes for the Themes overall and for the specific Perspective(s) being addressed in the course. Themes and Perspectives courses may not fulfill requirements in the student s major or minor program. All Themes and Perspectives courses must be designated Liberal Arts (LA). Courses may be designated with a maximum of two Themes and a maximum of two Perspectives. A course with dual designations may be used by students to meet one or the other requirement, but not both. Keep in mind that a Themes and Perspectives course is more than an introduction to an academic subject or an introduction to skills and aptitudes used in a particular discipline. These courses must build on course content by explicitly addressing the focus of the perspective and the contributions of that perspective to exploring the Theme that the course aligns with.

2 THEMES A Theme in the Ithaca College Integrative Core Curriculum (ICC) is a topic, issue, problem area, or human challenge that invites interdisciplinary, critical, or analytical investigation through a focused set of inquiries. At the completion of a Theme, through a multi-perspective approach (HU, SS, NS, CA), students are able to: 1. Identify, formulate and/or evaluate significant questions for exploration within a Theme; 2. Communicate and advocate for their positions or conclusions; and 3. Propose new ideas, positions, solutions, or techniques in response to significant questions within a Theme The present set of Themes includes: a. Identities: Who are we and how do we distinguish ourselves from others? The theme of Identities encompasses topics and analyses that range in level from the individual to various types of groups to large collectivities. It includes issues such as race, ethnicity, social class, gender, sexuality, religion, and the body. Courses that align with this theme will lead students to explore and trace the causes for, and sources of individual and group values, beliefs, and behaviors. One can examine identities through multiple frameworks including those of nature, nurture, and the intersection of nature and nurture. Identities also can be explored in multiple cultures and at different historical times. Potential Inquiries: 1) How do communities and individuals form identities? 2) What is the political nature of collective identities? 3) What causes individual and collective identities to change over time? 4) How do individuals and groups express their identities? 5) How are people and groups with particular identities viewed and treated by others? b. Inquiry, Imagination, and Innovation: How do we know what we know? From scientists to artists, there are a variety of ways to explore the natural, social, and aesthetic worlds in which we live. Courses that align with this theme will give students the tools to discover, transform, interpret, integrate, and evaluate the varied ways of knowing the world. Students will learn both by looking at examples from the past, but also by actively using these tools themselves. Through this, students will come to realize how imagination plays a role in all of these endeavors. Ultimately, this theme is about discovering and using the truth, in all of its complexity, in one s own personal, professional, and civic life and as a global society. Potential Inquiries: 1) How is new knowledge discovered? How is it transformed into new technology and institutions?

3 2) How do artists discover and transform the world into creative works such as visual art, drama, or dance? 3) How do we interpret visual, sound, and other media [including graphs] in meaningful ways? 4) How can we integrate knowledge from different perspectives to create a more holistic and useful way of understanding our world? c. Mind, Body, Spirit: What does it mean to be a balanced person? The exploration of the mind, the body, and the spirit is a lifelong endeavor in understanding others and ourselves. Learning, becoming aware of, and understanding the interaction of these phenomena is a process that begins in infancy and continues throughout life. Striving for balance among them is integral in the construction and makeup of the healthy self and is a challenge that allows us to nurture and explore the potential for growth in all areas. Understanding their differences is essential as well. For example, when one thinks of the spirit, does one include the soul, and is the soul separate from the mind? Courses that align with this theme will address the role that the mind, the body and the spirit each play, individually and as an integrated whole, in our growth throughout life. Potential Inquiries 1) How does the mind work? How does one maintain a well-exercised mind? 2) How does the body work? 3) What is the spirit? Is it distinct from spirituality? How is it connected to other parts of life? 4) What are the challenges to creating healthy communities? And how do these challenges affect other social outcomes? 5) How does one or a community foster harmony among the mind, body, and the spirit? d. The Quest for a Sustainable Future: How do we sustain a growing population in a world of limited resources? According to most definitions, a sustainable future means that human communities meet the needs of the present without compromising the ability of future generations to meet their needs. Sustainability proponents argue that we need to better balance social needs, resource consumption, and economic growth. Courses that align with this theme will examine the idea of sustainability from many different perspectives from biological to political, physical to spiritual, human communities to biotic communities. This theme also encourages perspectives that call into question the very premises of sustainability both the idea itself and the goals of its adherents are contested. Potential Inquiries: 1) What does it mean to live sustainably? Is sustainability a meaningful goal? 2) How do we tell stories (in literature, in film, in media new and old) about consumerism, economic inequality and affluence, environmental change and degradation, and a host of other issues associated with sustainability? 3) In what ways will the quest for sustainability define the coming century? 4) How have values systems in different times and places shaped our economic, social, and ecological behavior and how can we borrow from others now? 5) What are some meaningful metrics for assessing sustainability? 6) To what extent is sustainability a scientific problem/issue?

4 e. A World of Systems: How do people make sense of and navigate complexity? Every aspect of our daily lives occurs within a host of systems: physical, political, economic, technological, social, and creative at both local and global levels. Some are visible, but most are not, at least not without prompts that bring them into focus. And once they come into focus, it often becomes clear that the boundaries of a system are in the eye of the beholder. There is no question, however, that becoming familiar with the many overlapping systems that define our existence is going to be crucially important for navigating the 21st century. Courses that align with this theme will explore systems and systems thinking through a variety of disciplinary perspectives, developing both an awareness of systems and the ability to recognize which systems most influence their personal and professional aspirations. Potential Inquiries 1) What is systems thinking and how is it relevant to every discipline at Ithaca College? 2) How have different systems of philosophical, literary, religious, and historical thought shaped the values we live by? 3) What are the key social, political, and economic systems that affect our lives and how do we recognize them? 4) How do our systems of communicating and organizing information affect our lives? 5) How do technology and the development of technology fit into the world of systems? 6) What are the key systems that support life on this planet? How have systems of scientific methodology, and the knowledge we have obtained by them, changed over time? f. Power and Justice: How are they related and how can they be balanced? The pursuit of justice often entails direct engagement with structures of power. Power plays a central role in our physical, cultural, and individual existence, governing our production of knowledge, social relations, institutions and distribution of material resources. Courses that align with this theme will examine power structures and issues of justice that are deeply connected to both conflict and resolution. These courses will encourage students to critically examine the world as we know it, and to imagine alternative modes of living. Potential inquiries 1) How have power and justice been theorized, described, and explained within different disciplines? 2) How is power generated, distributed, transformed and mobilized, be it physically, culturally, or psychologically? 3) How do sexualities, class, race, ethnicity, sustainability affect and reflect structures of power and notions of justice? 4) How does a historical understanding of power or fights for justice help us understand our contemporary conflicts? 5) How does cultural and aesthetic production manifest, mobilize, resist and/or subvert power? 6) How are struggles over energy production and environmental justice tied to structures of power? PERSPECTIVES Courses designated from each of the perspectives below focus on general ways humans interact with the world and provide students with multiple approaches to the thematic questions, which

5 facilitates integrative learning. For each perspective, the first student outcome listed focuses on the methods or processes used in the perspective, the second outcome addresses how examining the world from this perspective contributes to the student s own life or intellectual development, and the third outcome concerns how understanding the perspective contributes to an understanding of broader social, cultural, and/or historical issues. a. Humanities Perspective (HU) Courses taught from a Humanities perspective seek to understand the human experience through analysis, interpretation, and reflection, engaging students in the particulars of individual experiences, texts, or other artifacts. Upon completion of an HU course, students are able to: 1. Understand and analyze human expression (such as language, texts, or images) through the lens of the humanities; 2. Recognize and begin to appraise existing arguments and articulate arguments of their own; and 3. Describe and interpret the values, beliefs, and behaviors of self and others in the context of historical and/or contemporary cultural institutions. b. Social Sciences Perspective (SS) Courses taught from a Social Sciences perspective seek to understand how particular human experiences can be seen as general characteristics and patterns. The focus is on how social forces shape and determine human action. Courses in this perspective apply theoretical, analytical, and empirical tools in the study of individuals, groups, and institutions. Upon completion of an SS course, students are able to: 1. Understand how social science methods are used to analyze, investigate, or predict human individual or group behavior; 2. Articulate their own values, beliefs, and behaviors, and trace the possible forces that shape their values, beliefs, and behaviors; and 3. Explain how diverse cultures and institutions help shape, and in turn are shaped by, the lives and decisions of their members. c. Creative Arts Perspective (CA) Courses taught from a Creative Arts perspective focus on the methods and materials used to create performances, literary texts, visual works, or built forms and the understanding of the aesthetic conventions and theoretical, social, historical, political, or economic contexts surrounding these works. Upon completion of a CA course, students are able to: 1. Recognize and explain the forms, techniques, and processes used in at least one area of creative arts; 2. Analyze, in themselves and others, how performances or creative works stimulate emotions, provoke thoughts, or guide actions and beliefs; and 3. Articulate the role of the creative arts in the construction of historical and/or contemporary cultures. d. Natural Sciences Perspective (NS)

6 Courses taught from a Natural Sciences perspective focus on scientific theories that explain experimentally verifiable physical or biological phenomena and the methodological processes used to conduct these observations as epitomized by scientific methods. Upon completion of an NS course, students are able to: 1. Understand basic scientific principles and facts as well as the methods that natural scientists use to study the physical world; 2. Recognize the impact of natural science on self and society; and 3. Explain how humans interact with and understand the natural and physical world.

UPS 411.201 GENERAL EDUCATION: GOALS FOR STUDENT LEARNING

UPS 411.201 GENERAL EDUCATION: GOALS FOR STUDENT LEARNING University Policy Statement California State University, Fullerton GENERAL EDUCATION: GOALS FOR STUDENT LEARNING The Goals of General Education General education is central to a university education, and

More information

Curriculum Handbook. 7. General Education Requirements

Curriculum Handbook. 7. General Education Requirements Curriculum Handbook 7. General Education Requirements Overview This section outlines the standards for courses proposed to meet General Education Requirements for: Napa Valley College General Education

More information

BA Psychology (2014 2015)

BA Psychology (2014 2015) BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

Is the General Education program purpose congruent with the overall mission of the institution?

Is the General Education program purpose congruent with the overall mission of the institution? Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

MA Psychology (2013-2014)

MA Psychology (2013-2014) MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public university providing

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit and urban

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

The MiraCosta Community College District s programs are consistent with the college s mission, vision, and core values.

The MiraCosta Community College District s programs are consistent with the college s mission, vision, and core values. ADMINISTRATIVE PROCEDURE 4025: Philosophy and Criteria for Associate Degrees and General Education The MiraCosta Community College District s programs are consistent with the college s mission, vision,

More information

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES With Revisions as Proposed by the General Education Steering Committee [Extracts] A. RATIONALE

More information

College of Arts and Sciences

College of Arts and Sciences 2014-2015 Creighton University Catalog 1 College of Arts and Sciences Goals of a Liberal Education Creighton University s College of Arts and Sciences offers a liberal education whose primary goal is encouraging

More information

Appendix A: Assessment Plans

Appendix A: Assessment Plans Appendix A: Assessment s * Assessment for all programs is ongoing, but will not be reported until at least 5 students have graduated with minor. dates are blank for now, but will be changed once programs

More information

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core Curriculum

More information

Degree requirements 2016 2020

Degree requirements 2016 2020 Degree requirements 2016 2020 Master s Degree Programme in Dance Pedagogy (120 credits) The Master s Degree Programme in Dance Pedagogy is intended for graduates from a BA programme in dance or persons

More information

Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions

Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Kansas Board of Regents Precollege Curriculum Courses Approved for University Admissions Original Publication April 6, 2011 Revision Dates June 13, 2011 May 23, 2012 Kansas Board of Regents Precollege

More information

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015)

2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) 2014-15 College-wide Goal Assessment Plans (SoA&S Assessment Coordinator September 24, 2015) College-wide Goal 1: Intellectual Engagement PG1 Students will demonstrate the ability to think critically and

More information

Make a Major difference to your degree. Flexible Learning at Southampton

Make a Major difference to your degree. Flexible Learning at Southampton Make a Major difference to your degree. Flexible Learning at Southampton 2 Studying a Minor subject allows you to broaden your educational experience Make a Major difference to your degree by choosing

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

Guidelines for the Approval of State University General Education Requirement Courses

Guidelines for the Approval of State University General Education Requirement Courses Guidelines for the Approval of State University General Education Requirement Courses For each State University General Education Requirement (SUNY GER) category, the Task Forcedefined learning outcomes

More information

Indiana University East Faculty Senate

Indiana University East Faculty Senate Indiana University East Faculty Senate General Education Curriculum for Baccalaureate Degree Programs at Indiana University East The purpose of the General Education Curriculum is to ensure that every

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Community, Family and Child Studies Diploma Program

Community, Family and Child Studies Diploma Program School of Health and Human Services Community, Family and Child Studies Diploma Program 2011 Page 1 of 21 Program Philosophy We believe we have a collective responsibility to create a just society. We

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

A. The master of arts, educational studies program will allow students to do the following.

A. The master of arts, educational studies program will allow students to do the following. PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);

More information

Bioethics Program Program Goals and Learning Outcomes

Bioethics Program Program Goals and Learning Outcomes Bioethics Program Program Goals and Learning Outcomes Program Goals 1. Students will develop a solid knowledge base in areas of Biology including cell biology, evolution, genetics, and molecular biology.

More information

Quality for All and All for Quality

Quality for All and All for Quality Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses

More information

GENERAL EDUCATION AT SKYLINE COLLEGE. The Philosophy of General Education at Skyline College

GENERAL EDUCATION AT SKYLINE COLLEGE. The Philosophy of General Education at Skyline College GENERAL EDUCATION AT SKYLINE COLLEGE General Education at Skyline College provides students with a foundation of knowledge and abilities useful to all programs of study. General Education gives students

More information

Summary of General Education Program & Degree Types at UWSP

Summary of General Education Program & Degree Types at UWSP Mission Statement Summary of General Education Program & Degree Types at UWSP The General Education Program (GEP) provides the framework of a liberal education, equipping students with the knowledge and

More information

Forensic Psychology Major Learning Objectives (adapted from APA)

Forensic Psychology Major Learning Objectives (adapted from APA) Forensic Psychology (BA) Mission Statement & Learning Objectives The mission of the Forensic Psychology major is to enhance understanding of behavior, in terms of its biological, cognitive, social, emotional

More information

Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme

Educational Philosophy Instructional Methodology 1. High Academic Achievement: International Baccalaureate Middle Years Programme Educational Philosophy Direct explicit instruction and a standards based sequential curriculum will drive the educational philosophy of Prepa Tec. Instruction will be inquiry and investigation-based and

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES

SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE SOCIAL SCIENCES The following pages contain examples of learning outcomes from other educational institutions in the area of the social sciences.

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

Outcomes Matrix Master s Program Marriage and Family Counseling Revised 2012-13

Outcomes Matrix Master s Program Marriage and Family Counseling Revised 2012-13 Develop intelligence & moral Develop transformational leaders who serve and Communication in order to make a influence their communities. difference Creatively, intelligently, morally Socially Responsible

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

CURRICULUM OF THE MASTER S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (MArch)

CURRICULUM OF THE MASTER S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (MArch) Academy of Fine Arts Vienna Institute for Art and Architecture Curriculum Commission for Architecture CURRICULUM OF THE MASTER S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (MArch) Table

More information

Guide to the Focus in Mind, Brain, Behavior For History and Science Concentrators Science and Society Track Honors Eligible 2015-2016

Guide to the Focus in Mind, Brain, Behavior For History and Science Concentrators Science and Society Track Honors Eligible 2015-2016 Guide to the Focus in Mind, Brain, Behavior For History and Science Concentrators Science and Society Track Honors Eligible 2015-2016 Department of the History of Science Science Center 371 The Focus in

More information

PRESCHOOL. Curriculum for the Preschool Lpfö 98

PRESCHOOL. Curriculum for the Preschool Lpfö 98 PRESCHOOL Curriculum for the Preschool Lpfö 98 Revised 2010 Orders to: Fritzes kundservice SE-106 47 Stockholm Telephone: +46 (0)8 598 191 90 Fax: +46 (0)8 598 191 91 E-mail: order.fritzes@nj.se www.fritzes.se

More information

Running head: PROGRAM DESCRIPTION 1. Program Description. Bachelor of Science and Master of Science Degree Programs in Nursing

Running head: PROGRAM DESCRIPTION 1. Program Description. Bachelor of Science and Master of Science Degree Programs in Nursing Running head: PROGRAM DESCRIPTION 1 Program Description Bachelor of Science and Master of Science Degree Programs in Nursing Messiah College Department of Nursing Approved_11-3-15 PROGRAM DESCRIPTION 2

More information

Department of Religion Carleton College Learning Goals and Outcomes

Department of Religion Carleton College Learning Goals and Outcomes Department of Religion Carleton College Learning Goals and Outcomes Overview The study of religion, in the context of a liberal arts education, draws upon multiple disciplines in the humanities and the

More information

*Performance Expectations, Elements and Indicators

*Performance Expectations, Elements and Indicators C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900

More information

MN TRANSFER CURRICULUM

MN TRANSFER CURRICULUM MN TRANSFER CURRICULUM The Minnesota Transfer Curriculum (MnTC) is the format in which general education is accomplished within the public two- and four-year colleges and universities in Minnesota. The

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

SOCIOLOGY/ANTHROPOLOGY

SOCIOLOGY/ANTHROPOLOGY SOCIOLOGY/ANTHROPOLOGY Professor Capek Associate Professor Toth (chair) Visiting Assistant Professor Brown The Sociology/Anthropology department reflects the shared intellectual foundations and common

More information

ANOTHER GENERATION OF GENERAL EDUCATION

ANOTHER GENERATION OF GENERAL EDUCATION ANOTHER GENERATION OF GENERAL EDUCATION Peter K. Bol Charles H. Carswell Professor of East Asian Languages and Civilizations I was asked to set forth some personal reflections rather than to summarize

More information

UIL University for Integrative Learning A School of AIWP

UIL University for Integrative Learning A School of AIWP UIL University for Integrative Learning A School of AIWP Where learning is sacred and experience counts. Open to the experience of a university that deepens not dampens your dreams. Give yourself the opportunity

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

The Undergraduate Core Curriculum (General Education) Outcomes and Assessment. Newcomb-Tulane College

The Undergraduate Core Curriculum (General Education) Outcomes and Assessment. Newcomb-Tulane College The Undergraduate Core Curriculum (General Education) Outcomes and Assessment Newcomb-Tulane College Mission Statement The core curriculum and its general education requirements provide a common academic

More information

Teaching and Assessing Effective Communication. Fulfilling Standards 12 and 14 in a Liberal Arts College

Teaching and Assessing Effective Communication. Fulfilling Standards 12 and 14 in a Liberal Arts College Skidmore College Lisa Christenson Sarah Goodwin Katie Hauser Teaching and Assessing Effective Communication Fulfilling Standards 12 and 14 in a Liberal Arts College Standards 12 and 14 12. General Education

More information

ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION

ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION Allan Hancock College General Education Philosophy General education is a pattern of courses designed to develop in

More information

College of Arts & Sciences Goals

College of Arts & Sciences Goals College of Arts & Sciences Goals 1.) Demonstrated ability to engage in critical thinking appropriate to the discipline. 2.) Demonstrated ability to use the information literacy skills, including research

More information

Program Administrator Definition and Competencies

Program Administrator Definition and Competencies I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator

More information

B. Scholarly Activity

B. Scholarly Activity B. Scholarly Activity Scholarly Activity is an essential part of University life and development and encompasses the many pursuits that broaden and expand the learning communities in which faculty function

More information

RECOMMENDATION CONCERNING THE PROTECTION AND PROMOTION OF MUSEUMS AND COLLECTIONS, THEIR DIVERSITY AND THEIR ROLE IN SOCIETY

RECOMMENDATION CONCERNING THE PROTECTION AND PROMOTION OF MUSEUMS AND COLLECTIONS, THEIR DIVERSITY AND THEIR ROLE IN SOCIETY RECOMMENDATION CONCERNING THE PROTECTION AND PROMOTION OF MUSEUMS AND COLLECTIONS, THEIR DIVERSITY AND THEIR ROLE IN SOCIETY Paris, 20 November 2015 UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL

More information

Academic Affairs Strategic Plan 2012

Academic Affairs Strategic Plan 2012 Academic Affairs Strategic Plan 2012 The Academic Affairs Strategic Plan is a continually evolving plan, building on the university s Strategic Plan and its three pillars: learner-centered, discovery driven,

More information

Conceptual Framework for the Master of Arts in Teaching at Earlham College:

Conceptual Framework for the Master of Arts in Teaching at Earlham College: Conceptual Framework for the Master of Arts in Teaching at Earlham College: Awakening the Teacher Within It is worth acknowledging, in all humility, that, though there are many great, beautiful, noble

More information

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable):

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable): Department of Social Work Florida Gulf Coast University Generalist Practice Field Placement Learning Plan Student: Student Email: Agency: Agency Phone: Field Instructor: Faculty Liaison: Task Supervisor

More information

EDEC 455 Creative Expression and Play in Early Childhood 1

EDEC 455 Creative Expression and Play in Early Childhood 1 EDEC 455 Creative Expression and Play in Early Childhood 1 EDEC 455 002 (3 credits) 11412 CREATIVE EXPRESSION AND PLAY IN EARLY CHILDHOOD Fall Semester 2009 Monday and Wednesday 8:30 9:45 am McKee 0253

More information

700.B0. Dawson College. Liberal Arts

700.B0. Dawson College. Liberal Arts 5 700.B0 Dawson College Liberal Arts Dawson College P R O G RA M i n fo r m at I O N Liberal Arts is an Honours pre-university program based on the belief in disciplined learning. The curriculum is composed

More information

Religious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007)

Religious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007) Religious education Programme of study (non-statutory) for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority

More information

The IB Primary Years Programme. Education for a better world

The IB Primary Years Programme. Education for a better world The IB Primary Years Programme Education for a better world The Primary Years Programme: preparing students to be active participants in a lifelong journey of learning What is an IB education? The IB continuum

More information

The National Arts Education Standards: Curriculum Standards

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm> Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts

More information

Associate of Arts Degree in General Studies

Associate of Arts Degree in General Studies 1 Associate of Arts Degree in General Studies PROGRAM OUTCOMES AND COURSE DESCRIPTIONS PROGRAM OUTCOMES Oral and Written Communication - o Write and present research-based information in a clear and concise

More information

Social Service Worker- Gerontology Program Standard

Social Service Worker- Gerontology Program Standard Social Service Worker- Gerontology Program Standard The approved program standard for all Social Service Worker-Gerontology programs of instruction leading to an Ontario College Diploma delivered by Ontario

More information

Critical and Creative Thinking. University of Guelph Learning Objectives (1987)

Critical and Creative Thinking. University of Guelph Learning Objectives (1987) Alignment of the 2013 Learning Outcomes and Associated Skills with the 1987 Learning Outcomes and Ontario Council of Academic Vice-Presidents (OCAV) Graduate Degree Level Expectations (GUDLEs) March, 2013

More information

Interdisciplinary Studies Program

Interdisciplinary Studies Program Interdisciplinary Studies Program MAJOR: University Major (BA or BS) MINORS: American Culture Studies University Minor Women and Gender Studies Some degree programs or subject areas/topics may be more

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions

More information

COMMITTEE RECOMMENDATION: Final

COMMITTEE RECOMMENDATION: Final COMMITTEE RECOMMENDATION: Final SR-12-13-17-BAPC First, recommends approval of the revision (outlined below) to Marshall University s Core Domains of Critical. Second, recommends the adoption of the proposed

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)

Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader

More information

New York University Silver School of Social Work Field Learning and Community Partnerships

New York University Silver School of Social Work Field Learning and Community Partnerships New York University Silver School of Social Work Field Learning and ommunity Partnerships Field Learning Evaluation: Professional Foundation (First Year) MID-YEAR EVALUATION FINAL EVALUATION Student Name:

More information

Permission to Reproduce

Permission to Reproduce Business Human Resources Program Standard The approved program standard for Business Human Resources program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied

More information

College of Arts and Sciences: Social Science and Humanities Outcomes

College of Arts and Sciences: Social Science and Humanities Outcomes College of Arts and Sciences: Social Science and Humanities Outcomes Communication Information Mgt/ Quantitative Skills Valuing/Ethics/ Integrity Critical Thinking Content Knowledge Application/ Internship

More information

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA)

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) This document contains sample learning activities, designed to provide ideas for students as they complete their own

More information

Westminster Campus Nursing Program Curriculum Organizing Framework

Westminster Campus Nursing Program Curriculum Organizing Framework Westminster Campus Nursing Program Curriculum Organizing Framework The curriculum organizing framework describes the concepts, beliefs and philosophy upon which the nursing curriculum is organized and

More information

Leadership for Sustainable Change Certificate Personal to Planetary Transformation based on the principles of the Earth Charter

Leadership for Sustainable Change Certificate Personal to Planetary Transformation based on the principles of the Earth Charter Leadership for Sustainable Change Certificate Personal to Planetary Transformation based on the principles of the Earth Charter Vernice Solimar, PhD As the world becomes increasingly interdependent and

More information

... and. Uses data to help schools identify needs for prevention and intervention programs.

... and. Uses data to help schools identify needs for prevention and intervention programs. Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

More information

CURRICULUM OF THE BACHELOR S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (BArch)

CURRICULUM OF THE BACHELOR S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (BArch) Academy of Fine Arts Vienna - Institute for Art and Architecture Curriculum Commission for Architecture CURRICULUM OF THE BACHELOR S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (BArch) Table

More information

Graduation Requirements

Graduation Requirements Graduation Requirements PROGRAMS OF INSTRUCTION The Lone Star College System offers courses and programs to suit the needs of individual students. In keeping with the mission of a community college, the

More information

GENERAL EDUCATION HANDBOOK

GENERAL EDUCATION HANDBOOK GENERAL EDUCATION HANDBOOK Committee on Instruction Approved October 16, 2006 General Education is designed to introduce students to the variety of means through which people comprehend the modern world.

More information

COMMUNICATION STUDIES

COMMUNICATION STUDIES COMMUNICATION STUDIES Department Office: MUSIC 104 Phone (323) 343-4200 Fax (323) 343-6467 The Department of Communication Studies offers undergraduate programs leading to Bachelor of Arts degrees in TV,

More information

What is Undergraduate Education?

What is Undergraduate Education? Education as Degrees and Certificates What is Undergraduate Education? K. P. Mohanan For many people, being educated means attending educational institutions and receiving certificates or degrees. This

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

NSW Response to the Draft Shape of the Australian Curriculum: The Arts

NSW Response to the Draft Shape of the Australian Curriculum: The Arts NSW Response to the Draft Shape of the Australian Curriculum: The Arts Background The Office of the Board of Studies has conducted consultation on the draft Arts Shape paper in order to provide feedback

More information

Agenda Items I.1.a.(1) and I.1.a.(2)

Agenda Items I.1.a.(1) and I.1.a.(2) June, 2015 Agenda Items I.1.a.(1) and I.1.a.(2) REQUEST FOR AUTHORIZATION TO IMPLEMENT A DOCTORATE OF EDUCATION DEGREE IN STUDENT AFFAIRS ADMINISTRATION AND LEADERSHIP AT UW-LA CROSSE PREAPARED BY UW-LA

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples

Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples Introduction Social studies is the integrated study of the social

More information

RELIGION AND LIFE ATAR COURSE. Year 11 syllabus

RELIGION AND LIFE ATAR COURSE. Year 11 syllabus RELIGION AND LIFE ATAR COURSE Year 11 syllabus IMPORTANT INFORMATION This syllabus is effective from 1 January 2015. Users of this syllabus are responsible for checking its currency. Syllabuses are formally

More information

The Bennington College Plan Process

The Bennington College Plan Process The Bennington College Plan Process April 23, 2012 INTRODUCTION OF THE PLAN PROCESS Central to Bennington s founding vision was the belief that a dynamic, relevant education could best be achieved when

More information

SOCIAL STUDIES COURSE DESCRIPTIONS FRESHMAN COURSES

SOCIAL STUDIES COURSE DESCRIPTIONS FRESHMAN COURSES SOCIAL STUDIES COURSE DESCRIPTIONS A balanced and effective social studies program prepares students to be active, informed, and responsible citizens. Social studies increases students awareness of their

More information

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is

More information

Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences

Programme Specification. BA (Hons) Religion and Theology. Valid from: September 2012 Faculty of Humanities and Social Sciences Programme Specification BA (Hons) Religion and Valid from: September 2012 Faculty of Humanities and Social Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Pre-Primary Education ( PPE11 )

Pre-Primary Education ( PPE11 ) FACULTY OF EDUCATION Bachelor s Degree Programmes Pre-Primary Education ( PPE11 ) EDUC180 INTRODUCTION TO EDUCATION This course aims to help students understand the general law of the human education system.

More information

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official

More information

LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR

LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR Goal 1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

Key characteristics: Definition of single components (i.e. disciplines)

Key characteristics: Definition of single components (i.e. disciplines) Definition Humanities The Humanities are a group of disciplines including but not limited to History, English, Foreign Language, Music, Art, Classics, Philosophy, Religious Studies that examine the ways

More information