The text of the proposal for the liberal education requirements, including
the writing intensive (WI) requirement, should be entered onto the Electronic
Course Authorization system (ECAS) under the Liberal Education/Writing Intensive
section. A printed copy of the current course syllabus must
be included with all proposals, including the writing intensive requirement. The
syllabus needs to be for a term within the past two years, in English or with an
English translation provided. For courses under development, the syllabus may be
provisional but still needs to document how the course will meet the LE
requirement. A list of lecture topics or discussion topics should be included,
with the understanding that dates, schedules, and readings may be
tentative.
The syllabus is a critical part of the proposal and may be the
determining factor in whether a course is approved for the liberal education
requirements. The syllabus needs to conform to the University Senate Syllabi
Policy, approved December 6, 2001. (The complete policy is on the University
Senate website at
http://www1.umn.edu/usenate/policies/syllabipol.html.)
The syllabus must document explicitly how the course meets the LE criteria
through the stated course objectives, course topics dealt with during class
meetings, writing assignments, and required readings so students are aware of
the course goals and expectations. Supporting materials may be included. For
courses proposed for the designated themes, the syllabus needs to document that
the theme is an integral part of the course. Proposals for the writing intensive
requirement must clearly state how the WI criteria will be met and will be
required of all students in the class. For example, all students are required to
revise and resubmit at least one writing assignment after feedback by the
instructor or graduate TA. Phrases such as students 'are encouraged’ or
‘will have opportunities’ to revise assignments imply that the
revision and resubmission component may be optional for some students and will
result in the proposal being returned.
Courses in the liberal
education curriculum should be of high quality, offered frequently and
predictably, and of sufficient number to facilitate the timely academic progress
of undergraduate students.
Instruction by regular faculty members and the
availability of small group or individual learning opportunities in large
classes contribute to a high quality education. We urge that, in the long term,
all courses in the liberal education curriculum have both of these
characteristics.
Course proposals from all instructional units on the
Twin Cities campus, including those in professional schools or colleges that
traditionally were not expected to contribute to liberal education, are strongly
encouraged.
The liberal education requirements include a diversified core
in which the number of approved courses is limited. The limited number of
approved courses allows students to experience a common curriculum. The Council
intends to maintain the reduced size of the diversified core but invites faculty
participation from across the Twin Cities Campus. In its review of proposals the
Council will pay attention to the criteria, the willingness of the unit to offer
the course at least once a year, and the size and mission of the instructional
unit.
Courses at several instructional levels are necessary and
encouraged. Many of the courses admitted to the diversified core will be at the
"lower division" (1xxx and 2xxx) level. However, the Task Force on Liberal
Education in its report urged that about one-third of the diversified core be
taken after a student has reached the "upper division" stage. Thus, 3xxx level
courses with characteristics of diversified core courses should be proposed.
Some multiple level (1xxx, 2xxx, and 3xxx) courses may be appropriate, but such
dual-listed courses should include a clear differentiation in assignments,
expectations, and instruction (e.g., separate discussion or laboratory sections)
between the levels. The Council does not expect that many 4xxx/5xxx courses
will be admitted to the diversified core.
Designated theme courses should
include opportunities at the 1xxx, 2xxx, 3xxx, and 4xxx/5xxx levels. Students
will satisfy this requirement with a combination of courses in the diversified
core, the major, and electives.
An approved course may count for a
diversified core requirement and a designated theme requirement, or two
designated theme requirements, plus the writing intensive requirement.
III. Descriptions of Diversified Core and Designated Theme
Categories
GENERAL CRITERIA FOR COURSES IN THE DIVERSIFIED
CORE
Courses in the diversified core curriculum promote students' educational
breadth across academic disciplines and interdisciplinary fields. They also
foster in students a range of capacities characteristic of liberal learning.
Characteristics of liberal learning include habits of disciplined learning,
intellectual curiosity, and independent thinking; critical thinking and
expression; esthetic sensitivity; and essential skills such as writing,
speaking, analysis, and problem-solving.
All courses shall promote
educational breadth by considering all of the following in the discipline or
interdisciplinary field under study:
- Ways of Knowing. Introduce
students to the "ways of knowing" in the discipline or field of knowledge-the
kinds of questions asked, kinds of experiences explored, kinds of skills
utilized; the types of theories employed; and the ways in which insight,
knowledge, and data are acquired and used. Describe how the central ideas and/or
expressive forms of the discipline or field of knowledge have changed with time
and cultural context, demonstrating that "knowing" is an active, ongoing
process.
- Disciplinary content. Set forth at a basic level the
factual information and theoretical and/or artistic constructs that form the
foundation of the discipline or field of knowledge, and describe how those facts
and constructs were acquired.
- Writing. Include a writing component
as appropriate to the discipline (e.g., a final paper, essay examinations, or
other graded writing assignments), even if the course is not intended to meet
the separate writing intensive requirement.
To accomplish the goals of
the core, courses should illustrate the field or discipline's relationship to
other fields; show ways in which this field of knowledge relates to and is of
value to other fields of knowledge and to the development of ideas and values in
human society in general; and show an awareness of how contemporary life has
been shaped by the student's culture and other cultures. The course proposal and
course syllabus should document explicitly, both in the stated course objectives
and course activities, how the course meets the criteria for the liberal
education requirement.
SPECIFIC CRITERIA FOR COURSES IN THE DIVERSIFIED
CORE
Physical and Biological Sciences. Comprehension of the
hierarchical nature of scientific ideas from fundamental principles to detailed
applications; understanding of the important interrelationship between theory
and experimental observation; appreciation that scientific theories are human
constructs with well-defined rules of evidence that lead to testable theories
through the construction of experiments and the analysis of data; comprehension
of the relationships between simple and complex systems; and consideration of
the personal and social implications of scientific perspectives.
All
courses should have a unified theme and consistently address the questions: How
do we know? What is the evidence? Why are we convinced? Courses must include a
strong element of analytical problem solving that could be either qualitative or
quantitative. Courses must highlight the experimental and observational nature
of science. Laboratories or field experiences should be integral to the courses,
engaging students in ongoing learning experiences of at least 26 hours per
semester that supplement or complement the course content. During this
experience, students must be engaged in hands-on activity emphasizing techniques
of scientific inquiry as accepted by the discipline, so that students can test
their ideas against the behavior of the real world. Laboratories or field
experiences must engage students in
- the testing of scientific questions;
- the collection, analysis and interpretation of data; and
- the critique of alternative explanations and knowledge claims using the
accepted criteria of the discipline.
Social Sciences.
Courses admitted to the Social Sciences Core must address the following
issues:
(1) How social scientists describe and analyze human experiences and behavior;
(2) The interrelationships among individuals, institutions, structures, events
and ideas; and
(3) The roles that individuals play in their cultural, social, economic, and
political worlds.
Arts and Humanities. Understanding
the human condition in historical and contemporary contexts both through
creative expressions by artists and the study of ideas and artistic expressions
by humanistic scholars; knowledge of how visual and performing artists work and
how scholars who study philosophy, the arts, and cultural expressions work;
ability to critique and interpret these cultural expressions, to analyze how
such interpretations are produced and change over time, and to articulate such
critical analysis in appropriate formats and forums.
To meet the
criteria listed above, course proposals for the Art/Humanities core requirement
should indicate how the course will address some or all of the following
questions:
--How and why do writers, filmmakers, studio artists, actors,
dancers, musicians, and other creative artists interpret the human condition
through their activities?
--How and why do scholars interpret the human
condition through their study of philosophy, the arts, and cultural
expressions?
--What are the historical and contemporary contexts in which
these artists and scholars comment on the human condition?
--What
comparisons can they and their audiences make across national, cultural,
regional, genre, or other "boundaries" in the process of studying and/or
producing art and culture?
--What are the tools, perspectives, and
methods of the arts and humanities? How and why have these changed over time,
and how might they change in the future?
Historical Perspectives.
Courses admitted to the Historical Perspective core both examine the human past,
studying the beliefs, practices, and relationships that have shaped human
experience over time, and introduce students to sources, methods, and conceptual
frameworks with which historians interpret the past.
In their application
of historical methods of study to particular topics, Historical Perspective
courses must focus on methods and concepts of historical inquiry, considering
how the questions we ask shape the knowledge we make; and on sources from which
historians construct
interpretations of the past, reflecting on what we can
and cannot learn from different kinds of evidence (oral, written, visual, and
material; primary and secondary; public and private).
Mathematical
Thinking. The goals of the mathematical thinking core requirement are
acquisition of mathematical modes of thinking; ability to evaluate arguments,
detect fallacious reasoning, and evaluate complex reasoning chains; and
appreciation of the breadth of applications of mathematics and its foundations.
Courses that satisfy the mathematical thinking requirement can be from a variety
of disciplines that introduce and emphasize mathematical modes of thinking
rather than computational skills. Courses are encouraged that pique
intellectual curiosity and are rooted in clear
applications.
CRITERIA FOR COURSES IN THE DESIGNATED
THEMES
A theme should be approximately a third of the course. The syllabus should
document, both in the stated course objectives and the course activities
including the readings and assignments, that the theme is an integral part of
the course.
Cultural Diversity. The purpose of these courses is
to increase students' awareness of the cultural origins and rich diversity of
traditions and values represented in contemporary American society and to
enhance their understanding of how gender, race, ethnicity, and socioeconomic
class structure the human experience.
To qualify for designation, a
course must:
a. focus on historical and /or contemporary manifestations of
social and cultural diversity with an emphasis on issues such as gender, race,
ethnicity, age, socioeconomic status, affectional orientation or religious
belief; and
b. offer students an opportunity to critically examine issues of
social and cultural diversity through instructional methods that foster
interpersonal interactions.
Courses meeting this requirement would
examine the lived experience of a particular group within the larger U.S.
society. Examples might include African Americans, Latinos, single parents,
Native Americans or disabled veterans, and so on. Alternatively, a course might
explore issues of race, class, gender or social class in a comparative
framework, identifying the relationship between these factors and beliefs and
practices. In general, courses that emphasize issues of race, gender, class or
ethnicity in a broader sociopolitical context will qualify for the Cultural
Diversity designated theme.
International Perspectives.
The purpose of these courses is to increase students' understanding of their
role in a rapidly changing global environment.
To qualify, a course must
explicitly compare, across national boundaries, important interdependencies,
similarities, and differences of people, ideas, cultures, or institutions in
today's world. The perspective of the people of each of the nations involved
must be explicitly addressed. Attention to the historical background of the
interdependencies, similarities, or differences being studied is welcome, as
long as the main focus remains on the relevance of that history to today's
world.
Citizenship and Public Ethics. Liberal education has, from
its inception, gone beyond academic inquiry and professional training to prepare
students for responsible citizenship. The requirement in Citizenship and Public
Ethics enables students to reflect upon and determine a clearer sense of their
present and future civic roles and their obligations to the community.
Responsible citizenship includes among other things the capacity to discuss,
deliberate, and participate in public affairs as well as reflect upon the
ethical dimensions of public and professional life and one’s involvement
in it.
To meet the Citizenship and Public Ethics requirement approved
courses will have the following components:
- A consideration of issues and themes of citizenship, public affairs, and
public ethics in the abstract, as these relate to the discipline or field of
knowledge in question, including professional ethics. The course readings and
lectures present general theoretical frameworks to help define and analyze
citizenship or public ethics.
- An application of these general or theoretical frameworks to concrete
instances; and
- The inclusion of class discussions, writing components, or other pedagogies
that would help students develop their own civic judgment, skills, and
capacities for civic and ethical deliberation.
To meet the
criteria listed above, course proposals for the Citizenship and Public Ethics
requirement should indicate the course materials that will present the general
or theoretical frameworks used to consider the issues and themes of citizenship
or public ethics in the abstract. Course themes might include past and present
meanings of citizenship or the many different types of criteria used to evaluate
whether or not an action is ethical. These general frameworks can then be used
to evaluate concrete cases and instances discussed in the class. Courses should
be structured to include a wide spectrum of views that encourage students to
develop their own positions. Finally, course proposals need to identify the
specific class discussions and writing components that are designed to help
students develop their own civic and ethical skills and judgment in relation to
their profession, their community, the political process, or the national or
international public world.
Environment. The relationship
between humans and the natural environment is an interaction of biophysical and
social systems. A key element in the preparation of the liberally educated
individual is an acknowledgement of this interaction and an acceptance of
responsibility for the planetary consequences of human endeavor. Environmental
issues are well suited to intercollegiate cooperation and interdisciplinary
examination. The Council on Liberal Education encourages the development of a
diverse set of courses at both the introductory and advanced preparation levels
that will challenge students to become engaged with environmental issues of
enduring importance. The fundamental idea underlying this call is that humans
and the natural environment are inextricably interdependent.
Courses
proposed to satisfy the environmental education theme must:
a. focus on the
interdependency of humans and the natural environment and use critical issues of
this interaction for illustrative and explanatory purposes,
b. consider the
regenerative capacity of the biosphere, and
c. consider both the cultural
and social implications of human intervention in biophysical planetary
processes.
Note that mere demonstration of interdependence between the
human and biophysical world is not sufficient to meet the criteria above.
Courses in the natural and social sciences and in the humanities can all be
considered for this theme if they satisfy all three of the criteria above.
Examples might include courses in natural resource management, the environmental
implications of agricultural and industrial activities, use of models in land
use planning, theoretical, philosophical, and artistic treatment of issues in
development and conservation, or the emergence of indigenous knowledge as a
cultural expression of human interactions with the environment.
Courses with a practicum. Courses that include a practicum
(e.g., applied field research, clinical work, internship, service learning,
study abroad) provide a valuable learning experience for students. The Council
encourages submission of such courses to satisfy the thematic
requirements.
IV. Description of the UMTC Writing
Requirement
FIRST-YEAR WRITING REQUIREMENT
Students need to complete one to two first-year writing courses,
depending on their college of enrollment or English composition placement index.
First-year writing courses are offered in the Departments of English and
Rhetoric, and the General College.
WRITING INTENSIVE REQUIREMENT
In the past, the English Department, Rhetoric Department, and General
College had the primary responsibility for teaching writing. As of fall 1999,
all undergraduate departments are sharing in that responsibility. Writing is a
way for students to further their understanding of disciplinary goals and
concepts. In writing-intensive courses, writing is integrated with the course
content. The course grade is tied directly to the quality of the student's
writing as well as to knowledge of the subject matter; students who do not meet
minimal standards of writing competence cannot pass the courses. To meet the
writing intensive requirements, courses must meet the following
standards:
- Writing is an integral part of the course. The Council looks for
evidence that writing assignments and grading criteria are tied to course
objectives and content, and that writing is assigned and discussed throughout a
term.
- Students complete at least ten to fifteen pages of polished writing, beyond
informal writing and in-class examinations and exclusive of charts, graphs, etc.
This page minimum applies to final drafts only and can be broken into several
shorter assignments.
- Writing instruction is part of the course. The Council looks for
evidence of writing instruction in syllabi and course descriptions. Examples of
writing instruction activities that are tied to specific assignments include
discussion of models, disciplinary formats, informal writing activities, and
patterns of common errors, as well as peer response
workshops.
- At least one writing assignment must be revised and resubmitted by the
students after feedback by the instructor. The Council strongly recommends that
the revision and resubmission take place early in the course so students benefit
from writing instruction. Although including peer response activities in WI
classes is often extremely useful, feedback on at least one assignment must be
offered by the instructor or graduate teaching
assistant.
- Writing assignments must count for at least one-third of students’
final course grade.
More than one writing intensive course
per major is encouraged, especially in the case of majors with few electives.
Writing assignments may be of various kinds and have various purposes, as
appropriate to the discipline. Examples of formal writing include creative
writing, essays, research papers, formal lab reports, mathematical proofs, etc.
The overall course grade must be dependent to a significant extent on the
quality and level of the writing.
WI courses must include writing
instruction as a part of the course. The revision/resubmission component with
feedback by the instructor is required of all students in the course. Although
peer review of writing assignments is a valuable teaching tool and may be used
in writing intensive courses, it does not replace the instructor and/or graduate
TA review. Reading assignments or textbooks on writing can be used, both as
teaching aids and as a way to help with the workload. For example, instead of
writing out comments on grammar or style when grading papers, instructors might
refer students to the appropriate section of a writing text. Writing consultants
in the Center for Writing work with students who need additional help on writing
beyond what the instructor or TA can provide.
The Center for Writing
has a number of materials on developing and teaching WI courses on its website
at
http://writing.umn.edu/sws/. The
Center for Writing also provides support for instructors and TAs including
training sessions and workshops on topics such as developing WI courses,
handling the paper load, dealing with plagiarism, creating writing assignments,
grading issues, etc. The Center can be contacted at writing@umn.edu or
612-626-7579.