Department and Contact Information · Web viewBreak Down complex problems to examine, propose, and support potential solutions, even if those solutions deviate from acceptable, mainstream

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University of South Florida Course Change Proposal – Enhanced General Education Certification (effective Fall 2018)

This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a general education (effective Fall 2018) course proposal. To create a course proposal, login to the system is required.

Department and Contact Information

Department College Chartfield String

Proposer Name Phone Email

Current Course Information This information is pulled for course inventory and is not editable in the proposal.Prefix Number Type

Lab or Combined

Full title:

Abbreviated Title (30 characters maximum) (if full title is more than 30 characters, the abbreviated title will be used in Banner and Schedule Search)

Is the course title variable? Yes or No

Are the credit hours variable? Yes or No

Credit Hours (list min-max if variable)

Institution:

https://www.systemacademics.usf.edu/course-inventory/

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CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is 14.1001)

Course Description (255 characters maximum including spaces):

Section Type – Select One

Class Lecture, Directed Individual Study, Discussion, Graduate Dissertation, Graduate Thesis, Individual Performance, Internship, Laboratory, Medical Clinical Professional, Other, Supervised Research, Supervised Teaching

Grading Option

Continuing, Regular, S/U Only

How will the course be offered?

On Campus or Online

If an online or partially online course, what percentage of instruction (interaction between student and instructors and among students) is delivered via the internet (when students and instructors are not in the same place)? 100% – Full Distance Learning, Less than 50% – Primarily Classroom, 50%-79% – Hybrid, 80%-99% – Primarily Distance Learning

Repeatability: Not Repeatable, Maximum Hours Repeatable, Number of Times Repeatable

Number:

Co-requisites:

Prefix Number

Co-Prerequisites:

Prefix Number Level Minimum Grade

UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

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New Course Information (leave unchanged fields blank)New Prefix New Number New Type

Lab or Combined

New Full Title

New Abbreviated Title (30 characters maximum) (if full title is more than 30 characters, the abbreviated title will be used in Banner and Schedule Search)

Is the course title variable? Yes or No

Are the credit hours variable? Yes or No

New Credit Hours (list min-max if variable)

New CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is 14.1001)

New Course Description (255 characters maximum including spaces):

New Section Type – Select One

Class Lecture, Directed Individual Study, Discussion, Graduate Dissertation, Graduate Thesis, Individual Performance, Internship, Laboratory, Medical Clinical Professional, Other, Supervised Research, Supervised Teaching

New Grading Option Continuing, Regular, S/U Only

How will the course be offered?

On Campus or Online

If an online or partially online course, what percentage of instruction (interaction between student and instructors and among students) is delivered via the internet (when students and instructors are not in the same place)? 100% – Full Distance Learning, Less than 50% – Primarily Classroom, 50%-79% – Hybrid, 80%-99% – Primarily Distance Learning

New Repeatability: Not Repeatable, Maximum Hours Repeatable, Number of Times Repeatable

Number:

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New Co-requisites:

Prefix Number

New Co-Prerequisites:

Prefix Number Level Minimum Grade

UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

Course Restrictions Department

Include, Exclude, No Restriction

Field of Study: Major/Program


Field of Study: Concentration


Field of Study: Minor


Class


Level


Degree

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Campus


College


Online Justification

1. How do the student learning outcomes of the proposed online course compare to the traditional delivery of the course, or an identified, comparable course?

2. How does the academically engaged time of students in the proposed online course compare to the traditional delivery of the course, or an identified, comparable course?

3. Indicate a methodology for assessing and reporting on the comparability of the student learning outcomes for the proposed online course and the traditional course, or a comparable traditional course.

In accordance with USF System Policy 10-065 , this section is required for credit-bearing courses where greater than 50% of the instruction (interaction between students and instructors and among students) is delivered via the internet, and students and instructors are not in the same place. If greater than 50 percent of the instruction of the course will be delivered via the internet, please answer the following four questions. If this is not the case, please indicate “no” and answer the rationale question.

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4. Indicate a plan for use of assessment results as the basis for ongoing design of the proposed online course to ensure comparability with the traditional delivery of the course.

Please provide a rationale for why this course may not be taught as an online course. 250 word limit

List minimum qualifications for the instructor, using the following SACS language: "Doctorate or master's degree in [fill in the teaching discipline] or master's degree with a concentration in [fill in the teaching discipline] (a minimum of 18 graduate semester hours in the teaching discipline)." For graduate courses, a minimum of a doctorate (terminal degree) is required.

Other Course Information:

Course Objectives

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Learning Outcomes

Major Topics

Summary of change(s): Be specific. (Summarize all of the changes, i.e., change of objectives, course level, etc.)

General Education Effective Fall 2018, the University of South Florida is enhancing its general education curriculum. The General Education Council (GEC) is, therefore, inviting academic departments to submit undergraduate courses to be certified as part of the enhanced general education curriculum. Certified courses will receive the designated course attribute in Banner and can be used by students to fulfill general education graduation requirements. Departments can choose to submit major required courses general education curriculum certification providing they use the GEC approved Student Learning Outcomes.

The enhancement is designed to provide students with a more rigorous and robust general education curriculum that is relevant for the needs of today’s undergraduate students. There will

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be a phased implementation of the entire curriculum, with the first phase being intellectual and practical skill-based courses that focus on Creative Thinking, Information + Data Literacy, and Human & Cultural Diversity.

Courses wishing to certify in the enhanced general education curriculum for Fall 2018 must choose:

one skill area under which they will certify two approved student learning outcomes from that area

Courses wishing to certify in the enhanced general education curriculum for Fall 2018 must also clearly indicate how they will:

address Critical & Analytical Thinking and Problem Solving meet the state requirement for writing integrate the general education student learning outcomes throughout their course authentically assess the achievement of the student learning outcomes

Courses wishing to certify under the skill area of Human and Cultural Diversity are also required to select two global student learning outcomes from the Global Citizens Project.

What “type” of General Education course are you proposing? - SELECT ONE☐ Honors College (these are specific courses offered by the Honors College for their

students only) ☐ Major Requirement (these are major-required courses that are only allowed to be taken

by students in a particular major. These courses likely have pre-requisites)

If Major option is chosen please answer the following questions:Justification: 250 WORD LIMIT FOR EACH OF THE 5 QUESTIONS1. State the reasons why the change is necessary and how it will improve the course or

major.

2. Indicate where this course is in relation to other courses in the major.

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3. Does this change affect accreditation or certification?

4. Indicate how this course will strengthen the major.

5. What will be the effect of this change on the major and on the students?

☐ Open to All (these courses are open to any student needing General Education credits and may also serve as a major requirement)

If All is chosen, the following question pop up:Justification:

1. What other academic majors, concentrations, minors, and/or certificates would this course serve?

Capacity Commitment (only for Open to All courses)

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Please indicate how many seats you can comfortably guarantee to provide in the General Education curriculum. Please remember that all general education courses must only have 45 students for each grader (a grader can be a faculty member or a graduate assistant).

☐ We can commit to offering sections in Summer B.

Number of Sections Proposed Number of Students in Each Section

Fall Sections:

Spring Sections:

Summer Sections:

Average Number of Faculty who will Teach Course :

Textbook AffordabilityThe University of South Florida is committed to reducing the financial burden placed on students by high textbook costs (for more information on the Textbook Affordability Project see: tap.usf.edu). Courses wishing to certify in General Education are required to strongly consider textbook affordability as part of the proposal process:

Please indicate what type(s) of course readings are used: ☐ Textbook ☐ Collection of readings ☐ Both

Please provide information for the textbook being used for each section of the course: Textbook Citation:Textbook Cost:

Is your textbook more than $40.00 per credit hour (i.e., a 3 credit course should have a textbook that costs no more than $120.00) ☐ Yes ☐ No

Please indicate what other textbook resources you have investigated (e.g., ebooks, open access textbooks, using library course reserves). Please also indicate the necessity for the specific text you have chosen. 250 WORD LIMIT

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Please provide information on the course readings being used for each section of the course:List of Readings:How are they made available to students:

State Computation Requirement (formerly known as Gordon Rule Math) (i.e. USF Quantitative Reasoning)

Six (6) semester hours of mathematics coursework at the level of college algebra or higher. For the purposes of this rule, applied logic, statistics and other such computation coursework which may not be placed within a mathematics department may be used to fulfill three (3) hours of the six (6) hours required by this section.

Intellectual and Practical Skill AreaAn undergraduate student is required to complete nine (9) general education credit hours in the core areas of Creative Thinking, Information Literacy, and Human & Cultural Diversity.

Which requirement will this course fulfill?☐ Creative Thinking (TGEC)

☐ Information Literacy (TGEI)

☐ Human & Cultural Diversity (TGED) *also requires two global student learning outcomes

Required Student Learning OutcomesEach skill area in the General Education curriculum has a set of Student Learning Outcomes (SLOs) that have been approved the General Education Council. Please select the two SLOs you are going to address in your course.

Creative Thinking: Students will: - SELECT TWO☐ Demonstrate responsiveness within an established disciplinary context to new

information, experiences, and ideas through a process of re-evaluating the ideas and/or approaches.

☐ Create an original contribution within a specific discipline.

☐ Yes ☐ No

Does this course meet the State Computation Requirement? -

Note: If you selected "Yes", please be sure that the course syllabus includes information to illustrate how this requirement will be met.

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☐ Evaluate the limitations imposed on any new approach or solution within a discipline to propose original contributions to problems.

☐ Synthesize disparate or conflicting thoughts when evaluating questions/problems to form cohesive and collaborative solutions.

☐ Break Down complex problems to examine, propose, and support potential solutions, even if those solutions deviate from acceptable, mainstream solutions.

Please provide evidence in your uploaded course syllabus for how you will embed these student learning outcomes throughout the entire course.

Are you planning to add Global Citizens Project student learning outcomes?☐ Yes ☐ No

Information & Data Literacy: Students will: - SELECT TWO☐ Use research tools and indicators of authority to determine the credibility of sources,

while identifying any legal and ethical restrictions placed on the use of information.☐ Critically interpret quantitative evidence (such as graphs, tables, charts) in order to

identify false claims, incorrect use of evidence, or contradictory statements.☐ Contribute to scholarly conversations using discipline-appropriate communication in

different modalities, such as local online communities, guided discussions, undergraduate research journals, and conference presentations/poster sessions.

☐ Revise submitted coursework by integrating new sources of information and determining relevance of existing sources.

☐ Critically compare and contrast opposing claims regarding the same fact or hypothesis, when the various sides are credible according to discipline-specific indicators of authority.

☐ Summarize the key changes in scholarly perspective over time on a particular topic within a specific discipline.

☐ Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, data, then use the questions as a guide to organize information in meaningful ways.


Are you planning to add Global Citizens Project student learning outcomes?☐ Yes ☐ No

Human and Cultural Diversity*: Students will: - SELECT TWO☐ Demonstrate the ability to see issues from the perspective(s) of other groups/cultures by

describing the values and communication styles found in groups different from one’s own and the way in which those differences can affect styles of verbal and nonverbal communication.

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☐ Define personal values and beliefs using appropriate language and communication methods that consider others’ points of view and respect differences.

☐ Analyze how diversity affects interactions with major societal institutions (such as health care, criminal justice, education, employment, voting, military) from contemporary and/or historical perspectives.

☐ Weigh options/planned actions (such as policies and practices) to formulate possible solutions to reduce inequality and disparities in access and success in major societal institutions (such as health care, criminal justice, education, employment, voting, military).

☐ Analyze the ethical, social, and environmental challenges of global systems to formulate possible solutions regarding international cooperation and collaboration.


*Courses certifying under Human and Cultural Diversity are also required to select two global student learning outcomes (i.e., self-awareness, willingness, practice, knowledge, analysis, synthesis) and one bulleted item from each SLO.

Self-Awareness: Self-awareness with regard to values, beliefs, attitudes, and behaviors☐ define personal values and beliefs☐ explore how one’s worldview is shaped by personal values, identity, cultural rules, and

biases☐ evaluate congruency between values and actions☐ recognize differences in people’s values, beliefs, attitudes, and behaviors☐ recognize common human experiences

Willingness: Willingness to make individual choices that reflect concern for others☐ participate in community service that strengthens communities and improves lives☐ participate in research that strengthens communities and improves lives☐ participate in a study abroad program that strengthens communities and improves lives

Practice: Ability to put into action professed values, beliefs, and attitudes that express concern for others☐ evaluate the impact of individual choices on local and global communities☐ actively communicate to prevent or resolve conflict☐ use appropriate language and communication methods that consider others’ points of

view and respect differences☐ develop relationships with others from different cultural backgrounds

Knowledge: Knowledge of global and cultural systems and issues☐ identify and describe major global issues☐ describe multiple dimensions of global/cultural systems☐ recognize that cultural systems experience historical and geopolitical processes

differently

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☐ recognize that global issues and systems are experienced differently at local scales

Analysis: Ability to analyze global and cultural interrelationships and interdependencies across place and time☐ analyze cultures as complex systems shaped by relations of power and interdependence☐ analyze global issues and challenges, their histories, and impacts☐ compare and contrast the impact of historical and geopolitical processes on

cultural systems☐ compare and contrast how global issues and systems are experienced at different scales

Synthesis: Ability to develop and/or apply context-appropriate actions to address global and cultural issues or situations☐ synthesize different types and sources of information to assess global/cultural issues

or situations

☐ incorporate multiple perspectives into decision making when addressing global/cultural issues or situations

☐ assess local and/or global impacts of planned actions when addressing global/cultural issues or situations

☐ weigh options/planned actions and/or formulate possible solutions when addressing global/cultural issues or situations

☐ communicate ideas and information to diverse audiences


Required Written CommunicationEvery general education course in Intellectual & Practical Skills must include State Required Writing: … coursework in which the student is required to demonstrate college-level writing skills through multiple assignments. Please clearly describe how this course will address this element. (250 WORD LIMIT)

Required Critical & Analytical ThinkingEvery general education course is required to embed Critical & Analytical Thinking throughout the course. Please clearly describe how this course will address this element. (250 WORD LIMIT)

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Required Problem SolvingEvery general education course is required to embed Problem Solving throughout the course. Please clearly describe how this course will address this element. (250 WORD LIMIT)

Required Semester AssessmentEvery course is required to participate in assessing the general education curriculum. To this end, each course must identify two assignments that will be used to assess all required components of the general education curriculum. All general education courses certifying as Creative Thinking, Information Literacy, and Human & Cultural Diversity must assess:

The two general education skill areas student learning outcomes Critical & Analytical Thinking Problem Solving

Each assignment you use for general education assessment will need to be identified in Canvas by using the following tags: #GEA1 and #GEA2. These tags will need to be in the beginning of the assignment title on Canvas (e.g., #GEA1_Self-Reflection Journal). After students upload their assignments to Canvas, the General Education Council will be able to use the tags to download the assignments into their database, sample the assignments from all courses, and assess student learning outcome completion via a standardized rubric. Please provide information below on the two assignments you will use to assess the general education requirements.

Assignment #11. Assignment Title (including tag): #GEA1

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Assignment #2

1. Assignment Title (including tag): #GEA2

Creating Intentional LearnersAn important goal of the enhanced general education is to create intentional learners who understand their full undergraduate experience and how all of their courses are connected. To this end, it is important for general education courses in the Intellectual and Practical Skills tier to clearly articulate how they are building on skills acquired in the Knowledge Tier and how they are preparing students for upcoming courses in the Major.

Please describe how you see the proposed course “fitting” in the students’ overall undergraduate education and how you plan to inform the students of this fit. (250 WORD LIMIT)

Interdisciplinary TeachingThe University of South Florida and the General Education Council recognize the value in interdisciplinary teaching: courses that are designed and team-taught by faculty from different academic disciplines.

Is the proposed course interdisciplinary? ☐ Yes ☐ No

What academic disciplines are proposing this course? (100 WORD LIMIT)

Please provide a detailed description of how the course was designed by the academic disciplines. (500 WORD LIMIT)

Please provide a detailed description of how the course will be taught by the academic disciplines. (500 WORD LIMIT)

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CONSISTENCY COMMITMENT

Please confer with your department chair and then check the box below.

☐ As the proposer of the course, I confirm the department chair or director certifies that the course objectives and student learning outcomes of the course will be consistent across all sections taught, regardless of instructor or mode of delivery. Upon certification of the course, a PDF version of this proposal will be sent to the department chair or director with the expectation that it will be shared with current and future instructors of the course.

Name of chair/director:_________________________________________________________

Please explain the departmental plan for ensuring consistency across all sections. (800 word limit)

ASSESSMENT COMMITMENT

Please confer with your department chair and then check the box below.

☐ The department chair or director certifies that the academic unit offering this course commits to assessing student learning in the context of the proposed course, upon request by the General Education Council and/or the Global Citizens Project.

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STUDENT RATIO COMMITMENTPlease confer with your department chair and then check the box below.

☐ The department chair or director certifies that the academic unit offering this course commits to ensuring that this course will not have more than 45 students per grader in each section for which it is offered.

Syllabus Guidelines Syllabi for all general education courses should follow the USF System syllabus guidelines located under the Resources tab and include the following statement:

“This course is part of the University of South Florida's General Education Curriculum. It is certified for [Identify Core Area]. Students enrolled in this course will be asked to participate in the USF General Education assessment effort. This will involve submitting copies of writing assignments for review via Canvas.”

Supporting Documents The General Education Council requests that you provide the following documents as part of the proposal:

☐ A master syllabus of the proposed course you intend to offer. Please note: if any substantial variations are expected (i.e., different sections with varied content) please provide example course syllabi for those variations.

☐ Two assignments that will be used for General Education Assessment

Please limit the length of all file names to less than 40 characters (including all special characters such as underscores) and do not use any spaces (use an underscore if you need to separate words).

https://www.systemacademics.usf.edu/proposals/resources