We strongly recommend that you read the guide relevant to the course you are proposing prior to entering the curriculum portal to enter your course proposal. It will also be valuable to have this guide at hand while entering your proposal to ensure that you have thoroughly addressed all the needed information. Proposals that do not include all of the required criteria will be returned for revision. If at any time you are not sure or have a question, you should contact the General Education office for assistance.


First Year Seminar

Download pdf copy of FYS proposal guide

Propose a First Year Seminar topic

First Year Seminar proposals are a special type of General Education proposal in which a faculty or staff member proposes to teach a particular topic in either a Writing-focused or Quantitative-focused seminar. The basic course structure already exists, the proposal is to describe how the particular topic or theme addresses all of the required elements of the course.

First Year Seminar topic proposals are due by the first Tuesday in November. Approved topics are included in the General Education program for three years, starting with the following academic year. For example, a topic proposal approved in fall term 2019 would be eligible to be taught during the 2020 – 21, 2021 – 22 and 2022 – 23 academic years.

First Year Seminar topic proposals originate with the faculty or staff member making the proposal and are directly reviewed by the General Education Committee. The topic proposals do not need approval at the department/program or division level and are not reviewed by the division or university Curriculum Committee.

Special Note: Scheduling of First Year Seminars:

Approved FYS sections should be included in your department’s or program’s course schedule. The General Education Program does not control scheduling of FYS sections. You will be free to choose days and times that work in the context of your department’s or program’s needs and preferences. The scheduling information provided here is for General Education planning and advising purposes. Staff members proposing FYS who would like assistance scheduling an FYS should contact the General Education Director for assistance.

First Year Seminar Focus

Prior to beginning a First Year Seminar topic proposal, identify whether you intend to propose a Writing-Focused topic (FYS 107) or a Quantitative-Focused topic (FYS 207). You will be required to articulate how your proposed topic section will require either writing or quantitative practice and the General Education Committee will recommend revision and resubmission of proposals in which the alignment is not clear.

Step by Step Proposal Instructions

Section Title:

Provide a title for inclusion in General Education advising materials. This is a critical part of your proposal. Your course will be listed alongside tens of other FYS 107 and FYS 207 offerings. Your title should let students know what kinds of topics they will address or inquire about in language that is evocative and as broadly appealing as possible. If your course will engage students in particular kinds of inquiry, or activity, try to convey that in your title as well

Examples:

  • A Paradise Built in Hell: Writing in a Changing Climate
  • What’s the Worst that Could Happen? Why we Love Dystopian Stories
  • Science or Snake Oil: What’s Real and What’s Not in Health Care
  • Do Scientists Create Natural Disasters?

Term(s) and Year(s) to be Offered:

First Year Seminar topics may be proposed for potential inclusion in the General Education program for three years before you need to reapply, although depending on the number of proposals, the General Education program may not be able to offer all seminars as many times as proposers suggest.  Identify in which term and academic year you would like to offer your section. You may select multiple terms. If you are interested and available to teach the section more than once, or have flexibility in which term you can teach, please note that in the comments field. If you are proposing a course that is to be taught by another instructor (e.g. a Division chair making a proposal on behalf of an NTT instructor), please also note that in the comments field.

Course Description (for catalog):

This is a brief (no more than one paragraph) description of the topic for inclusion in General Education advising materials. This description should provide a very brief overview for students of what they can expect from this topic section.

Examples:

Explores fresh perspectives on the significance of play. Hands-on experience, small group research, play design, and writing assignments will guide students through the interpretation, analysis, and application of multiple theories of play.

Relationships with parents are always changing and not always easy. Using a developmental and multidisciplinary approach, this course focuses on the relationships between parents and children as both age over time.

What does it mean to eat compassionately? This seminar examines plant-based living and its potential consequences on personal health and the world. Learning Community with FYS 207: Can Our Food Choices Help Save the World: Exploring the Data.

Special Course information

Some First Year Seminars provide unique opportunities for students or require special pedagogical features. You should check any of the common options available include seminars (bilingual, offered on Salem campus, includes lab or studio time, require reduced course caps or potential course fee) and provide additional information regarding the special information in the comment field.

Will the course be co-taught?

If you will be collaborating with another faculty or staff member to teach the course, please select yes. This includes topic sections in which instructors will each teach one of multiple sections, partially team-taught sections where faculty members are planning together but not regularly in the classroom together, and fully team-taught sections in which both instructors are in the classroom for all class sessions.

If applicable, supply the name(s) and contact information for other instructors:

You will need to include the full name, academic unit, and email contact for any collaborating instructors.

Opportunities to practice Foundational Skills.

First Year Seminars require that students practice all of the following Foundational Skills:

  • read and analyze for interpretation and comprehension
  • find, evaluate, and use credible information
  • think innovatively, use evidence and make connections to solve problems
  • appropriately select and responsibly use technology, with a particular emphasis on systems at WOU

You must describe how your topic section will offer students the opportunities to practice all of the above skills. Please ensure that you have provided either a detailed description or a concrete example of how students will engage in every Foundational Skill through the lens of the topic you have selected. The First Year Seminar Coordinator has provided a brief overview of a variety of ways in which all the Foundational Skills can be practiced at (moodle link). Proposals that do not include a clear connection to each Foundational skill will be returned for revision.

Alignment of topic focus to General Education Learning Outcomes

This overview should include an expanded description of the topic focus and a rationale for how this offering will be an appealing fit for a First Year Seminar topic. You must describe how your topic will align to the General Education Learning Outcomes. In this section of your proposal, you will identify and clearly describe how students will have the opportunity to practice and demonstrate General Education Learning Outcomes 1 (Intellectual Foundations and Breadth of Exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning) and 4 (Multidisciplinary Learning Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems). Both of these outcomes must be addressed in this section. It is necessary that you describe at least one way that you will provide students the opportunity to demonstrate each of the required Learning Outcomes. Proposals that do not clearly include a description of how students will engage in practice aligned to both learning outcomes will be returned for revision. Be aware that for assessment purposes, you will be developing and administering a signature assignment to document student achievement on each learning outcome.

You must describe how your topic section will align to the foundational skill that you selected by identifying how students will have the opportunity to practice and demonstrate the specific Foundational Knowledge skill identified by the Seminar focus (use either the Quantitative Literacy or Written Communication rubric). You may also choose to identify how students will engage in other Foundational Skills by using the Foundational Skills rubric.

You must also describe how your topic selection will provide the students to engage in the practice of integrating knowledge across multiple disciplines at the benchmark level using the Integrating Knowledge rubric.

Notes/Comments

This section is optional, but allows you to provide essential information regarding your proposal. If you require special scheduling arrangements (e.g. co-teaching, hybrid hour, studio or lab time, Salem campus) or have other needs to effectively offer your topic section, you should provide that information here.

Supporting Documents

This section is optional; it is not necessary to provide a syllabus when proposing a First Year Seminar topic section, although you will be expected to provide one to the General Education office by the time your topic section is offered. If you have any supporting documents (e.g. sample assignments, a draft syllabus or course outline) those can be provided. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

 

Foundations: Communication & Language

Download pdf copy of Foundations: Communication and Language proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by Step Proposal Instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following ways to develop the student’s ability to convey and receive ideas to others will be addressed in this course?

  • active practice and application of communication-centered knowledge
  • preparation for effective participation in academic and public dialogues, discussions, and exchanges
  • create and analyze messages appropriate to purpose and context
  • learn to negotiate meaning and express oneself in a variety of registers and in more than one cultural or linguistic context

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course, including specific examples of activities and course content.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage in the content criteria you have selected. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning. You must include all of the course goals, but it is only necessary to align one of them to GELO 1 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment to GELO 1 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 1 tends to align to the Undergraduate Learning Outcomes of Written Communication or Quantitative Literacy, but it is possible to align to other Undergraduate Learning Outcomes via the Foundational Skills rubric.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Foundational Skills

For this category, the Foundational Skills rubric is the only available rubric for use in assessment of this course for General Education purposes.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Foundational Skills rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of two. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Foundational Skill feature. Proposals that do not clearly explain how students will be assessed in Foundational Skills will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.


Foundations: Critical Thinking

Download pdf copy of Foundations: Critical Thinking proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New course

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by step proposal instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

A student’s ability to do which of the following will be addressed in this course?

  • use investigative and analytical thinking skills to clearly articulate issues, examine alternatives, explore complex questions, and solve challenging problems
  • identify and analyze how contexts, biases, and assumptions can affect a position
  • evaluate the logic and validity of arguments, and the relevance of data and information
  • synthesize information in order to arrive at reasoned conclusions
  • recognize and avoid common logical and rhetorical fallacies

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course, including specific examples of activities and course content.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage in the content criteria you have selected. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. You must include all of the course goals, but it is only necessary to align one of them to GELO 2 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment to GELO 2 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 2 tends to align to the Undergraduate Learning Outcome of Inquiry and Analysis.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Inquiry and Analysis

For this category, the Inquiry and Analysis rubric is the only available rubric for use in assessment of this course for General Education purposes.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Inquiry and Analysis rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of two. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Inquiry and Analysis features. Proposals that do not clearly explain how students will be assessed in Inquiry and Analysis will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

Foundations: Health Promotion

Download pdf copy of Foundations: Health Promotion proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by step proposal instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following will be addressed in this course?

  • genetic predispositions / heritable traits that impact health
  • assessment of health behaviors
  • impact of social determinants and environment on physical activity, nutrition, and mental health behaviors
  • application of physical activity in promoting health and preventing disease
  • application of healthy nutritional practices in promoting health and preventing disease
  • application of stress management in promoting health and preventing disease
  • goal setting and programming for behavior change relative to physical activity, nutrition and positive mental health behaviors

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course, including specific examples of how the course content is integrated into the physical activity lab.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage in with the content you selected. You must explicitly clarify the integration of criteria within a physical activity lab component of the course. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning and General Education learning outcome 2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. You must include all of the course goals, but it is only necessary to align one of them to GELO 1 and to GELO 2 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment both to GELO 1 and 2 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 1 tends to align to the Undergraduate Learning Outcomes of Written Communication or Quantitative Literacy, but it is possible to align to other ULOs via the Foundational Skills rubric. GELO 2 tends to align to the Undergraduate Learning Outcome of Inquiry and Analysis.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Foundational Skills
  • Inquiry and Analysis

For this category, both Inquiry and Analysis and Foundational Skills rubrics are the available rubrics for use in assessment of this course for General Education purposes. You must select at least one, and can select both.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of two. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Inquiry and Analysis or Foundational Skills features. Proposals that do not clearly explain how students will be assessed in Inquiry and Analysis or Foundational Skills will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

Exploring Knowledge: Literary & Aesthetic Perspectives

Download pdf copy of Foundations: Literary & Aesthetic Perspectives proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by step proposal instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following will be addressed in this course?

  • the human experience of artistic and/or literary forms
  • the value of aesthetic experience and the role of artistic/literary expression in the development of self and society
  • analytical and historical aspects of literary/aesthetic attitudes and judgments
  • creative processes and techniques

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course, including specific examples of activities and course content.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage with the content you selected. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning and General Education learning outcome 2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. You must include all of the course goals, but it is only necessary to align one of them to GELO 1 and to GELO 2 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment both to GELO 1 and 2 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 1 tends to align to the Undergraduate Learning Outcomes of Written Communication or Quantitative Literacy, but it is possible to align to other ULOs via the Foundational Skills rubric. GELO 2 tends to align to the Undergraduate Learning Outcome of Inquiry and Analysis.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Foundational Skills
  • Inquiry and Analysis

For this category, both Inquiry and Analysis and Foundational Skills rubrics are the available rubrics for use in assessment of this course for General Education purposes. You must select at least one, and can select both.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of two. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Inquiry and Analysis or Foundational Skills features. Proposals that do not clearly explain how students will be assessed in Inquiry and Analysis or Foundational Skills will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

Exploring Knowledge: Scientific Perspectives

Download pdf copy of Exploring Knowledge: Scientific Perspectives proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by step proposal instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following will be addressed in this course?

  • make observations and gathering evidence to describe, explain, and predict physical and/or social phenomena in the natural world
  • use experimental evidence, data collection techniques, and/or quantitative methods to build, describe, and test scientific models
  • design investigations, engaging in scientific reasoning, manipulating equipment, recording data, analyzing results, and communicating findings
  • analyze data from natural systems to study human impacts on the environment

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course, including specific examples of active learning strategies, laboratory components and course content.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage with the content you selected. For this category you must also make it very clear how students will be engaging in active-learning laboratory activities that provide opportunities for them to engage in scientific practice. The mere presence of a “lab” section is insufficient to demonstrate that students will engage in these strategies, nor is a dedicated “lab” section required for students to engage in these strategies. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning and General Education learning outcome 2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. You must include all of the course goals, but it is only necessary to align one of them to GELO 1 and to GELO 2 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment both to GELO 1 and 2 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 1 tends to align to the Undergraduate Learning Outcomes of Written Communication or Quantitative Literacy, but it is possible to align to other ULOs via the Foundational Skills rubric. GELO 2 tends to align to the Undergraduate Learning Outcome of Inquiry and Analysis.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Foundational Skills
  • Inquiry and Analysis

For this category, both Inquiry and Analysis and Foundational Skills rubrics are the available rubrics for use in assessment of this course for General Education purposes. You must select at least one, and can select both.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of two. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Inquiry and Analysis or Foundational Skills features. Proposals that do not clearly explain how students will be assessed in Inquiry and Analysis or Foundational Skills will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

Exploring Knowledge: Social, Historic & Civic Perspectives

Download pdf copy of Exploring Knowledge: Social, Historic & Civic Perspectives proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by Step proposal Instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following will be explored in this course?

  • social relationships, structures, and institutions
  • human thought, beliefs and value systems
  • political relationships, systems, and institutions
  • social and political change over time
  • articulations of social and political relations in cultural, economic and ideological forms
  • the interrelationships between natural forces, political systems, and social constructs that shape the world both within and across historical and geographic contexts

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course, including specific examples of activities and course content.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage with the content you selected. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 1: Intellectual foundations and breadth of exposure: Put into practice different and varied forms of knowledge, inquiry, and expression that frame academic and applied learning and General Education learning outcome 2: Demonstrate the ability to evaluate information and develop well-reasoned and evidence-based conclusions. You must include all of the course goals, but it is only necessary to align one of them to GELO 1 and to GELO 2 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment both to GELO 1 and 2 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 1 tends to align to the Undergraduate Learning Outcomes of Written Communication or Quantitative Literacy, but it is possible to align to other ULOs via the Foundational Skills rubric. GELO 2 tends to align to the Undergraduate Learning Outcome of Inquiry and Analysis.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Foundational Skills
  • Inquiry and Analysis

For this category, both Inquiry and Analysis and Foundational Skills rubrics are the available rubrics for use in assessment of this course for General Education purposes. You must select at least one, and can select both.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Inquiry and Analysis rubric or the Foundational Skills rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of two. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Inquiry and Analysis or Foundational Skills features. Proposals that do not clearly explain how students will be assessed in Inquiry and Analysis or Foundational Skills will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

Integrating Knowledge: Citizenship, Social Responsibility & Global Awareness

Download Integrating Knowledge: Citizenship, Social Responsibility & Global Awareness proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by step proposal instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following will be explored and interpreted in this course?

  • citizenship in a transnational and/or comparative context
  • practices of inclusion and exclusion from public life, particularly in the context of global and transnational issues such as the rights of stateless and undocumented persons
  • employing a comparative perspective to investigate questions of social responsibility
  • discerning connections across cultural contexts, whether modern or historical
  • developing a sense of identity and responsibility as a member of local and global communities

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage with the content you selected. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision. As the Integrating Knowledge category also emphasizes linkages between academic disciplines, a description of how this course will bring together content, skills, or disciplinary practice from more than one field is an essential element. Proposals that do not clearly identify inclusion of multiple disciplines to explore the selected content criteria will be returned for revision.

Describe how the high-impact practice(s) you selected will be addressed within the course students will encounter in this course and how these activities relate to the course content.

You must provide a detailed description of how you intend to effectively integrate the high impact practice you selected into the course. In preparing your description of how the course engages students in the high impact practice, you should make it clear that practice is well-integrated into the course and you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may meet the high impact practice. Proposals that do not clearly describe integration of a high impact practice with the course content will be returned for revision.

For reference, the High Impact Practices include:

Writing-Intensive Courses

Writing-Intensive Courses are courses where writing is used as the central mode of learning as well as the primary means of evaluating student performance in the class. In particular, these courses should combine both “writing to learn” and “writing in the disciplines” approaches. By this we mean, students are given a chance to learn about the nature and process of writing by writing often, in different genres, for different audiences (writing to learn), and they also learn to become strong communicators in specific fields of study (writing in the disciplines). At its foundation, a writing-intensive course intentionally integrates writing, formal and informal, throughout the entire term.

Collaborative Assignments and Projects

Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Courses that feature this High Impact Practice should integrate both of these goals intentionally and throughout the term.

Undergraduate Research

The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the opportunities to answer open-ended questions. Courses with this High Impact Practice should provide students with the opportunity to engage in and direct their own research practices to answer novel questions using the research strategies appropriate to the disciplines featured in the course and they should have the opportunity to build their practice throughout the term.

Service Learning, Community-Based Learning

Field-based “experiential learning” with community partners is a featured instructional strategy within the course. As a required part of the course, students should gain direct experience with issues they are studying in the curriculum along with ongoing efforts to address problems in the community. For this High Impact Practice, it should be apparent that students have to apply what they are learning in real-world settings and return to reflect in a classroom setting on their service.

Learning Communities

Learning Communities are an additional High Impact Practice that require collaboration between two courses. While not an option for individual Integrating Knowledge courses, if you are interested in further exploring opportunities to participate in a Learning Community, please contact Shaun Huston.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 3: Citizenship: Articulate the challenges, responsibilities, and privileges of belonging in a complex, diverse, interconnected world and General Education learning outcome 4: Multidisciplinary learning: Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems. You must include all of the course goals, but it is only necessary to align one of them to GELO 3 and to GELO 4 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment both to GELO 3 and 4 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 3 tends to align to the Undergraduate Learning Outcome of Diversity and Global Learning. GELO 4 tends to align to the Undergraduate Learning Outcome of Integrative Learning.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Diversity
  • Integrative Learning

For this category, both Diversity and Integrative Learning rubrics are the available rubrics for use in assessment of this course for General Education purposes. Both of these rubrics should be identified, although you may select additional rubrics for purposes of assessment.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Diversity and Global Learning rubric and the Integrative Learning rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of three. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Diversity and Global Learning and Integrative Learning features. These can be different assignments. Proposals that do not clearly explain how students will be assessed in Diversity and Integrative Learning will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.


Integrating Knowledge: Science, Technology & Society

Download Integrating Knowledge: Science, Technology & Society proposal guide

The Foundational Knowledge, Exploring Knowledge and Integrating Knowledge course categories require the proposers develop a course proposal that clearly articulates how the course aligns to the appropriate General Education Learning Outcomes (including a plan for assessment of those outcomes) and how the course content addresses the required General Education course content criteria.

Types of proposals

New courses

When a new course is developed and proposed for inclusion in the General Education program it must be reviewed by both the General Education Committee and the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

A new course that is not recommended for inclusion in the General Education program by the General Education Committee may still be approved as a new course by the Curriculum Committee.

Existing courses

When an existing course is proposed for inclusion in the General Education program it is reviewed by the General Education Committee only, provided there are only minor modifications required for General Education eligibility. These minor modifications include: changing the course title, changing the course description, changing a prerequisite. Multiple modifications to a course, and/or a change in credits must also be reviewed by the Curriculum Committee (make sure to refer to Curriculum Committee guidelines at https://wou.edu/facultysenate/committees/curriculum/curricular-guidelines/).

Modify a course that is already included in the General Education program

A course that is already identified as included in the General Education program is reviewed by the General Education Committee as part of any course revision review process. We recommend that programs making a change to a course that is included in the General Education program arrange a consultation with the General Education Director to discuss the proposed changes prior to submitting the proposal, in addition to discussions with any other program affected by the course changes.

Step by step proposal instructions

Are you proposing a new course or existing course?

In this section you should note whether or not you are proposing a new course or modifying an existing course. Your selection will affect the behavior of the curriculum system.

Is this part of a 400/500 or 600/700 (slash) course offering?

The majority of General Education courses are unlikely to be 400/500 offerings, although some Integrating Knowledge courses may fit this description. If you are proposing a slash course, you will also need to submit a separate course proposal for the graduate level component of the course to the Graduate Studies Committee.

Is this a General Education course?

You should select yes to ensure the course routes appropriately to the General Education Committee. If this course has already been approved for inclusion in General Education, it is a General Education course. If you are proposing the course for inclusion in General Education, it is also considered a General Education course for purposes of routing and review.

Which General Education Category applies to this course?

Select Foundations, Exploring Knowledge or Integrating Knowledge. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Which General Education Subcategory applies to this course?

Depending on the selected General Education category, you will be offered the choice of (Foundations): Mathematics, Writing, Communication and Language, Critical Thinking or Health Promotion; (Exploring Knowledge): Literary and Aesthetic Perspectives, Scientific Perspectives or Social, Historic and Civic Perspectives; or (Integrating Knowledge): Citizenship, Social Responsibility and Global Awareness or Science, Technology and Society. You should make sure you are very familiar with the content and assessment criteria for each category prior to submitting your proposal.

Is this curricular change driven by assessment data you have collected?

If the course is being proposed for inclusion in the General Education program, that can be indicated in subsequent rationale and it is appropriate to note the rationale for inclusion without having assessment data yet. It is expected that modification to courses already approved for General Education will be driven by assessment data (either qualitative, quantitative, or mixed methods).

Summary/Rationale

This section requires a clear and cogent explanation for why the proposer feels that this course belongs not only in the General Education program, but also in the specific proposed category. This rationale must go beyond noting the proposer wants to add the course to General Education. Proposals that do not include a rationale for why the proposer believes the course to be a good fit for General Education will be returned for revision. Inclusion in a previous iteration of General Education is not a sufficient rationale for inclusion in the current program.

What is being modified?

For courses being modified, select any option that is appropriate to your proposal. Proposers should carefully review specific credit and prerequisite requirements for their selected General Education category. Proposals that do not align to these requirements will be returned for revision.

Does this course include one or more High Impact Practice (HIP)?

Courses in the Integrating Knowledge category must include at least one high impact practice. Courses in the other General Education categories do not require high impact practices, but may include them if the proposer finds it appropriate. Please select only one high impact practice that represents the primary practice for the course. You may note additional use of others in the comments section of the proposal if necessary.

Please select the HIPs utilized in the course

Courses in Integrating Knowledge must select at least one of the identified high impact practices. You will be required to clearly and completely explain how the selected practice(s) are addressed by your course, so select carefully. Courses that identify high impact practices but do not describe how students will engage in those practices will be returned for revision.

Is the course associated with a program request that has also been submitted?

If the course is part of another program (non-General Education) that is being proposed or modified, then that should be indicated. Program proposals will be reviewed by the Curriculum Committee.

Course Information

For existing courses, this information is automatically generated using the information in the current WOU course catalog.

Modified course information

Depending upon which elements you selected in the “What is being modified?” section of the proposal, you will have the opportunity to update that information in this section.

*Special note: Exploring Knowledge: Scientific Perspectives requires that the course description includes indication that the course includes a significant component in which students will spend at least 40% of their course time engaged in laboratory activities.

Which of the following will be explored and interpreted in this course?

  • making meaningful connections between the various fields of science, technology, and mathematics and the arts, social sciences, and humanities
  • using scientific inquiry, quantitative analysis, and appropriate technologies to solve problems relevant to society
  • examining how scientific achievements and emerging technologies have shaped human societies and critically evaluating the impact on individuals, society, and the environment
  • studying current environmental issues with an emphasis on the relationship between

humans and the environment

  • exploring the ways in which sociocultural, ethical, political, and/or economic factors influence scientific and technological development
  • appreciating the mutual contributions of science, technology, mathematics, the arts, social sciences, and humanities to social well-being

These are the content criteria specific to this category. You must select one, but do not need to select more than one of these content criteria. You will be required to clearly and completely explain how the selected content criteria are addressed by your course, so select carefully. Courses that identify content criteria but do not describe how those criteria are addressed will be returned for revision.

Describe how the option(s) marked above will be addressed within the course.

You must describe how your topic section will offer students the opportunities to practice every one of the content criteria that you selected in the previous section. Please ensure that you have provided either a detailed description or a concrete example of how students will engage with the content you selected. In preparing your description of how the course meets content criteria you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may address the content criteria. Proposals that do not clearly describe alignment to all of the content criteria selected by the proposer will be returned for revision. As the Integrating Knowledge category also emphasizes linkages between academic disciplines, a description of how this course will bring together content, skills, or disciplinary practice from more than one field is an essential element. Proposals that do not clearly identify inclusion of multiple disciplines to explore the selected content criteria will be returned for revision.

Describe how the high-impact practice(s) you selected will be addressed within the course students will encounter in this course and how these activities relate to the course content.

You must provide a detailed description of how you intend to effectively integrate the high impact practice you selected into the course. In preparing your description of how the course engages students in the high impact practice, you should make it clear that practice is well-integrated into the course and you should plan to communicate with a broad disciplinary audience and not take for granted that reviewers may have specialized disciplinary knowledge needed to understand how specific content and concepts, activities, pedagogical techniques or theoretical frameworks may meet the high impact practice. Proposals that do not clearly describe integration of a high impact practice with the course content will be returned for revision.

For reference, the High Impact Practices include:

Writing-Intensive Courses

Writing-Intensive Courses are courses where writing is used as the central mode of learning as well as the primary means of evaluating student performance in the class. In particular, these courses should combine both “writing to learn” and “writing in the disciplines” approaches. By this we mean, students are given a chance to learn about the nature and process of writing by writing often, in different genres, for different audiences (writing to learn), and they also learn to become strong communicators in specific fields of study (writing in the disciplines). At its foundation, a writing-intensive course intentionally integrates writing, formal and informal, throughout the entire term.

Collaborative Assignments and Projects

Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Courses that feature this High Impact Practice should integrate both of these goals intentionally and throughout the term.

Undergraduate Research

The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the opportunities to answer open-ended questions. Courses with this High Impact Practice should provide students with the opportunity to engage in and direct their own research practices to answer novel questions using the research strategies appropriate to the disciplines featured in the course and they should have the opportunity to build their practice throughout the term.

Service Learning, Community-Based Learning

Field-based “experiential learning” with community partners is a featured instructional strategy within the course. As a required part of the course, students should gain direct experience with issues they are studying in the curriculum along with ongoing efforts to address problems in the community. For this High Impact Practice, it should be apparent that students have to apply what they are learning in real-world settings and return to reflect in a classroom setting on their service.

Learning Communities

Learning Communities are an additional High Impact Practice that require collaboration between two courses. While not an option for individual Integrating Knowledge courses, if you are interested in further exploring opportunities to participate in a Learning Community, please contact Shaun Huston.

What are the learning outcomes for this course? Please indicate their alignment to the GELOs.

This section of the proposal appears in the form of a table. You will need to write out each of the course goals and indicate their alignment to General Education learning outcome 3: Citizenship: Articulate the challenges, responsibilities, and privileges of belonging in a complex, diverse, interconnected world and General Education learning outcome 4: Multidisciplinary learning: Integrate knowledge, perspectives, and strategies across disciplines to answer questions and solve problems. You must include all of the course goals, but it is only necessary to align one of them to GELO 3 and to GELO 4 (although more than one course goal could align). If you indicate alignment to any other General Education Learning Outcomes that will not negatively impact your proposal, but proposals that do not indicate any alignment both to GELO 3 and 4 in this category will be returned for revision.

If you have aligned to General Education Learning Outcomes, you will also be in alignment to at least one Undergraduate Learning Outcome. Generally, GELO 3 tends to align to the Undergraduate Learning Outcomes of Diversity and Global Learning. GELO 4 tends to align to the Undergraduate Learning Outcome of Integrative Learning.

Which of the following rubrics will be used as part of the assessment of this course? (check all that apply)

  • Diversity
  • Integrative Learning

For this category, both Diversity and Integrative Learning rubrics are the available rubrics for use in assessment of this course for General Education purposes. Both of these rubrics should be identified, although you may select additional rubrics for purposes of assessment.

Describe your assessment plan for gathering information on student achievement of at least two features of the selected rubric(s).

You must indicate your willingness and ability to engage in General Education assessment by clearly identifying at least two features of the Diversity and Global Learning rubric and the Integrating Knowledge rubric for which you will provide students the opportunity to demonstrate achievement at a minimum level of three. You should clearly and completely describe an assignment (activity, project, exam or exam question(s), performance or other artifact) that will allow students to demonstrate the selected Diversity and Global Learning and Integrative Learning features. These can be different assignments. Proposals that do not clearly explain how students will be assessed in Diversity and Integrative Learning will be returned for revision.

Syllabus

You must attach a syllabus for the course that includes course goals clearly articulated with at least one goal aligned to the required General Education learning outcomes for the category. Proposals without syllabi attached, or with syllabi that do not include course goals and learning outcome alignment will be returned for revision. Please be aware that a syllabus is not a replacement for the required proposal information. You should not assume that the General Education Committee will hunt for required information regarding course content criteria or other required information in attached documents.

Programs affected/consulted

If this course is used in other programs or courses of study outside of General Education, you should clearly articulate how they will be affected, who you consulted with and when and the outcome of that consultation.

Faculty and Facilities Needed (Dean review only)

This section identifies resources needed to teach the course. If there are new resources needed should this course be offered, that should be noted here.

Notes/Comments

If there is additional information needed to convey information about your proposal, that should be included here. For example, if the course is part of a learning community or if you are teaching a 1 credit course that can be repeated for credit to meet the total number of credits required for the category that should be noted here.

Supporting Documents

You should provide a copy, or outline of your signature assignment for assessment as a supporting document. Please be aware that supporting documents do not replace the content required in the previous fields. You should not assume that the General Education Committee will hunt for required information regarding foundational skills or learning outcome alignment in attached documents.

Instructional videos for curriculum proposal entry:

 


General Education

CONTACT US

503-838-8348 | or e-mail: gened@wou.edu  | Location: AC 129