Keene State= College’s

Inte= grative Studies Program

Subm= itted to the Senate Executive Committee

Marc= h 29, 2006

Introduction &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; page 4

Conceptual Framework&n= bsp; = ; &n= bsp; = ; &n= bsp; = ; pages 4-5

Criteria for Program Development = &nb= sp; = &nb= sp; pages 5-6

Design Summary &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; page 7

Comparison of the Current General Education Curriculum= and the Integrative Studies Program = &nb= sp; = <= span style=3D'mso-tab-count:4'> &= nbsp; &nbs= p; &= nbsp; &nbs= p; pages 8-9

Complete Program Description &= nbsp; &= nbsp; &nbs= p; &= nbsp; pages 10-16

Integrative Studies Institutes = &nb= sp; = &nb= sp; = page 17

Transition Plan &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; pages 17-18

&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;

Implementation Cycle: Course Proposals &= nbsp; &= nbsp; &nbs= p; &= nbsp; page 18

&nbs= p; &= nbsp; &nbs= p; &= nbsp;

Implementation Cycle: Assessment = &nb= sp; = &nb= sp; page 19

General Education Principles = &nb= sp; = &nb= sp; = pages 19-20

Appendix 1 NEASC Standards &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; pages 21-22

Introduction

This proposal represents = the General Education Program Committee’s (GEPC) recommendation for a rev= ised general education program, the Integrative Studies Program. As part of this proposal, the GEPC requests that its name be changed to the Integrative Studies Program Commit= tee (ISPC). Several changes were = made to the draft proposal presented to the campus on February 16, 2006. These changes are based on the fee= dback that the committee received at a series of open campus forums, as well as in meetings with departments, schools and student organizations.

Move to 4-Credits

An essential criterion to= keep in mind as you review the proposal is the move to 4-credits and the full set of implications for our curriculum. The campus decision to move to 4-credits necessitated a reduction in= the number of courses students are required to take for graduation and therefor= e, by extension, the number of courses required for general education and major coursework. Currently, students are required to complete 14 general education courses (43 credits). The proposed program consists of eleven courses (44 credits). The reduction of three courses imp= acts both the requirements and the distribution of requirements. While the need = to revise our GE program may have been necessitated by the four-credit decisio= n, the decision presented our campus with an invaluable opportunity to reshape= our 34-year old program.

Program Expectations

Faculty have long used the development of course outcomes as a way to make explicit their expectations= for student learning, what knowledge they wanted students to gain and what skil= ls they expected them to use as they are engaged with course content. The Inte= grative Studies Program calls for faculty to extend that same kind of purposefulnes= s, intentionality, coherence and integration to courses in the Integrative Stu= dies Program through the application of = program requirements which have been designed to work in concert with course outcomes. A number of support structures will be put in place to help familiarize faculty and students with the program outcomes and expectations which are fundamental to this new program.

Conceptual Framework

The conceptual framework = for the proposal being shared by the GEPC is grounded in the AAC&U Greater Expectations report. This report emphasizes a call for = more attention to purposeful, intentional and transparent teaching and learning.= It also incorporates the concept of Integrative Learning for a liberal education/liberal arts education. The integrative teaching and learn= ing process approaches teaching and learning in intentionally connected ways.

Integrative learning is a process by which students:

connect knowledge and skills from multiple sources and experiences,
apply knowledge and skills in varied settings,
utilize diverse points of view, and
understand issues contextually.

Students are able to:

see connections in seemingly disparate informatio= n
adapt skills learned in one situation to problems encountered in another
demonstrate a breadth of outlook and an awareness= of complex interdependencies
judge/decide (synthesize)
take into account different dimensions of a probl= em, seeing it from different perspectives, making conceptual links
connect skills and knowledge from multiple sources and experiences
utilize diverse and contradictory points of view<= /li>
understand contextual frames

Knowledge in both individual and multiple disciplines is the foundation upon which integrative learning builds. Integrative learning often occurs as learners put theory into practi= ce, "making meaning" as they apply abstract concepts in practical settings. <= /p>

Opportunities to Participate in the Integrative Studies Program

Historically, many depart= ments have used their general education courses as a way to attract or introduce students to their discipline. The committee believes it is very impor= tant to maintain this pathway especially in light of the fact that students will= now be taking fewer courses and therefore have, potentially, fewer opportunitie= s to explore other disciplines. Th= is proposal, in fact, increases the number of opportunities that faculty have = to do outreach through courses in their discipline. Departments currently have one category opportunity (Arts and Humanities, Social Sciences, Science and Math) in which to engage non-major students. In the revised Integrative Studies= Program departments will have three categories (Thinking and Writing course, Quantitative Literacy course, and the disciplinary or interdisciplinary courses) in which to engage non-major students. Faculty who wish to te= ach courses in these new areas will find support through summer institutes and = by taking advantage of the findings from our pilot courses. The revised program will necessitate revising and, in some cases, creating new courses = for the different categories. The result of this work does present an exciting opportunity to engage our students differently in the various disciplinary = and interdisciplinary areas.

Criteria for Program Development

Three primary criteria have framed our work in identif= ying outcomes and in creating a design. Those criteria are the move to 4-credits which was adopted by the Se= nate in April, 2005, the General Education Program Principles adopted by the Sen= ate in May, 2005, and the NEASC standards related to General Education. Because of the move to 4-credits, = the total number of courses in the revised Program is eleven, rather than fourteen. The general educati= on principles Coherence, Inclusiveness and Intentionality guided the representative outcomes the committee has identified for content/breadth ar= eas and for the skill-sets. A valuable by-product of our focus on intentionality and the establishment of outcomes for the GE program is that we will be bet= ter positioned to assess our general education program. (See pages 19-20 for mo= re details).

The NEASC standards emphasize the need for the program= to be coherent and substantive and to provide criteria for its evaluation. The program must ensure adequate b= readth in what are traditionally referred to as the arts and humanities, the scien= ces, including mathematics and the social sciences. Graduates successfully completing = a NEASC based undergraduate program will demonstrate competence in written and oral communication in English; the ability for scientific and quantitative reasoning, for critical analysis and logical thinking; and the capability f= or continuing learning, including the skills of information literacy. They als= o will demonstrate knowledge and understanding of scientific, historical, and soci= al phenomena, and a knowledge and appreciation of the aesthetic and ethical dimensions of humankind. The equivalent of at least forty semester hours mu= st be completed in a bachelor’s program. (See Appendix 1 for details).

All documents referred to are available on the General Education Web-page.

Revised General Education Proposal Submitted to the Campus Communit= y

March 29, 2006

Keene State College’s Integrative Studies Program

Purpose Statement

The Integrative Studies P= rogram facilitates an integrative teaching and learning process in which connectio= ns can be and are made. Integrat= ive teaching and learning is teaching and learning that is purposeful, intentio= nal and transparent. The program provides sustained opportunities to deve= lop skills while engaging content, and to make connections across disciplines a= nd beyond the classroom (applying learning, connecting theory and practice). <= /p>

Program Outcomes

The Integrative Studies P= rogram has three sets of outcomes: disciplinary or interdisciplinary, skills, and = integrative outcomes. Course syllabi for = the Integrative Studies Program will include those disciplinary or interdiscipl= inary outcomes the faculty member has identified for the course, outcomes for tho= se skills the faculty member expects students to use as they engage the conten= t, and the integrative outcomes they will address in their course.

Summary Page

INTEGRATIVE STUDIES PROGRAM DESIGN

Every student= must complete a total of 44 credits as follows:

Foundations<= /b> two courses (8 credits)

*Thinking and Writing - one course - ITW101

*Q= uantitative Literacy – one course – IQL101

Developing Perspect= ives and Breadth of Knowledge - eight courses (32 credits)

Modes of Inqu= iry

Arts and Humanities– four courses from four different discipli= nes (16 Credits)

*Two courses in the Humanities – IH (dept) 100-4= 00

*One course in the Fine and Performing - Arts IA (dept) 100-400

*One additional course in the Arts or Humanities ̵= 1; IH (dept) or IA (dept) 100-400

Sciences R= 11; four courses from four different disciplines (16 Credits)

*Two courses in the Natural Sciences – IN (dept) 100-400

*Two courses in the Social Sciences – IS (dept) = 100-400

Making Con= nections - one course (4 Credits)

Integrating M= odes of Inquiry - Interdisciplinary Studies

*One course in Interdisciplinary Studies – II (d= ept) 100-400

Coding – all codes for courses in the Integrative Studies Program start with an I.

Specific coding     –      ITW - Think= ing and Writing course

= –      = IQL - Quantitative Literacy course

= –      = IA - a course in the Arts, the IA will be followed = by the traditional code for the department proposing the course, for example I= ATAD

= –      = IH - a course in the Humanities, the IH will be followed by the traditional code for the department proposing the course, f= or example IHPHIL

= –      = II – an Interdisciplinary Course, the II will= be followed by the codes for the department proposing the course, for example = IIWS

= –      = IN - a course in the Natural Sciences, the IN will = be followed by the traditional code for the department proposing the course, f= or example INPHYS

= –      = IS - a course in the Social Sciences, the IS will be followed by the traditional code for the department proposing the course, f= or example ISPOSC

Current 3-Credit General Education Curriculum

4-Credit Integrative Studies Progra= m

Courses=

14

11

=

Categories<= o:p>

=

=

ENG 101, Arts and Humanities, Social Science, and Sc= ience and Mathematics

Thinking and Writing, Quantitative Literacy, Arts, Humanities, Social Sciences, Natural Sciences, and Interdisciplinary

Coherence

=

=

None

Skills across the program, integrative outcomes acro= ss the program, upper and lower level courses.

Inclusivene= ss

=

=

Faculty in Arts and Humanities and Social and Natural Sciences teach courses.

Faculty in Arts and Humanities, Social and Natural Sciences and Professional Studies teach courses.

Curriculum = Outcomes

None

3 sets (disciplinary or interdisciplinary, skills, integrative)

Disciplinar= y or Interdisciplinary Outcomes

=

=

Identified by the faculty.

Identified by the faculty in line with the program outcomes. These skills will be mapped (identified in the program) to determine the extent to which students are being asked to meet these outcomes.

Skills=

=

=

=

=

=

=

=

=

Faculty teaching courses know what skills students w= ill be using in their courses. These may not be transparent to students. Faculty may or may not identify expectations for all skills students are expected to use.

Faculty teaching courses identify on the syllabus th= ose skills students will be using in their courses. These are transparent to students. Faculty will iden= tify expectations for all skills students are expected to use. These skills wi= ll be mapped (identified in the program) to determine the extent to which students are being asked to meet skills expectations.

Integrative Outcomes

=

=

=

=

None identified as part of the curriculum though fac= ulty may be addressing in individual courses.

Four specifically identified areas - faculty are ask= ed to address at least one in their courses.&n= bsp; These will be mapped (identified in the program) to determine the extent to which students are being asked to meet these outcomes.

Current 3-Credit General Education Curriculum

4-Credit Integrative Studies Progra= m

Assessment<= o:p>

=

=

=

=

None in regard to the curriculum, though faculty ass= ess student achievement in individual courses.

Formal process of assessing the extent to which stud= ents meet program outcomes. Rand= om samples of student work will be assessed each semester to determine the extent to which they meet outcomes of the TW and QL courses, and at the e= nd of each academic year for lower and upper level competencies in meeting program outcomes.

Advising

=

=

=

=

=

Take ENG 101, 1 F&P Arts, 1 Literature, 1 Histor= y, 2 others; 4 social sciences in 3 different disciplines; 1 BIO, 1 Physical Science, 2 others

Take Foundation Courses (TW, QL), 4 courses in A&= ;H (2 courses in the humanities, 1 in the fine and performing arts, and an additional course in either the humanities or the fine and performing art= s), each in a different discipline; 4 sciences (2 in the social sciences and = 2 in the natural sciences) each in a different discipline; take 1 interdisciplinary course.

Course Revi= ew Process

=

=

=

=

=

=

=

=

Individual courses are reviewed by the department, s= chool curriculum committees and perhaps the SCC.

Foundations and Interdisciplinary courses will be re= viewed by the Integrative Studies Program Committee and the Senate Curriculum Committee. Faculty wishing to offer a course within the Perspectives Area would first propose the course within his/her department; the proposal wo= uld then advance for review and approval by the designated School Curriculum Committee within the Perspectives Area; then to the Senate Curriculum Com= mittee. A member of the Integrative Stud= ies Committee will sit on the School and Senate Curriculum Committees.

Credentials= – expertise to teach

=

Faculty teaching courses must have appropriate exper= tise and credentials.

Faculty teaching courses must have appropriate exper= tise and credentials.

Resources

The College (academic departments) must provide enou= gh sections to assure 1250 students are able to meet the general education curriculum requirements

The College (academic departments) must provide enou= gh sections to assure 1250 students are able to meet the integrative studies program requirements.

Complete Program Description

INTEGRATIVE STUDIES PROGRAM DESIGN

Every Keene State College stude= nt will complete a total 44 credits of as follows:

I. Foundations (8 credits)

Essential Question: How do critical and creative thinking, research= ing, writing and evaluating quantitative information inform scholarly endeavors?=

<= /i>

Thinking and Writing (4 credits)

Students will be able to:=

demonstrate skills and ways of thinking that are essential for all students as they move through the academic curriculum.

write about an i= ssue of special interest to them by focusing on a creative and complex question, investigating the question with critical analysis of reading= s, research and data, and using appropriate research techniques in documentation.

Quantitative Literacy (4 credits)

Students will be able to:=

apply the basic methods of descriptive statistics, including both pictorial representations and numerical summary measure= s, to analyze data.

use appropriate software to create spreadsheets, tables, graphs and charts.

read and interpret visually represented data.

distinguish among various types of growth models (e.g., linear, exponential) and the types of situations for which the models are appropriate.

·        critically read and interpret a quantitative problem.

·        pose a question in the form of a mathematical model in order to solve the problem.

·        apply prior knowledge to solve a new problem= .

II. Developing Perspectives and Breadth of Knowledge (32 credits= )

Modes of Inquiry=

Perspectives Distribution

Four courses in the Arts and Humanities (16 credits) - Courses must= be taken in four different disciplines.

2 courses in the Humaniti= es

1 course in the Fine and Performing Arts

1 course in either the Hu= manities or the Fine and Performing Arts

Four courses in the Sciences (16 credits) - Courses must be taken in four different disciplines.

2 courses in the natural = sciences

2 courses in the social s= ciences

Essential Questions: How ar= e the arts and humanities constructed and defined and how do they change, shape, provoke, and represent our perceptions and our world? What assumptions, methodologies and theoretical constructs define today’s sciences and = how are they used to understand our world?

Perspectives Outcomes:

Students will be able to:=

articulate an understanding of representative theories in the natural and social sciences.

explore language use, linguistic forms, and language’s ability to change society and ourselves.

distinguish and assess the impact that knowledge = and methodology in the natural and social sciences have on our understandi= ng of self, society and environment.

critically and creatively engage in the aesthetic= and intellectual components of the fine and performing arts.

articulate the ways that the arts and humanities shape, change, provoke, and represent our world and our perception of = the world.

understand and interpret diverse evidence about p= ast societies and cultures.

understand how the scientific method differs from other modes of inquiry and ways of knowing.

evalu= ate diverse approaches to the study of history and their relationship to power, privilege and difference.

use and understand the power of mathematics, statistics, and qualitative analy= sis to represent and investigate ideas and evidence, as well as evaluate d= ata dependent arguments.

analyze= a creative text within its cultural, aesthetic, historical, and intellec= tual contexts. =

identify the values and concerns expressed in creative works.

&n= bsp;

III. Making Connec= tions (4 credits)

Integrating Modes of Inquir= y

One course in Interdisciplinary Studies (4 credits)<= /p>

Essential Question: How are= the skills, concepts, and values developed across disciplines applied to questi= ons fundamental to today’s interdependent world?

This category provides the faculty with an opportunity to collaborate across traditional disciplinary boundaries in designing and delivering challenging and innovative courses.<= span style=3D'mso-spacerun:yes'> The College supports having a percentage of these courses team developed and te= am taught the first time the course is offered. After the initial offering, facult= y will individually teach the course for a minimum of three semesters over a perio= d of three years.

Interdisciplinary Outcomes

  &nb= sp;   Students will be able to:

cross disciplinary boundaries to reveal new patte= rns and connections that reframe knowledge.

analyze the assumptions and actions of society fr= om multiple perspectives.

examine national and international issues through artistic, philosophical, cultural, scientific, technological, economic, social and political lenses.

assess their own roles and responsibilities as members of diverse communities.

The following polices apply to courses in the Integrative Studies Program.

1. Curriculum Review Process

Foundations and Interdisc= iplinary courses will be reviewed by the Integrative Studies Committee and the Senate Curriculum Committee. Faculty wishing to offer a course within the Perspect= ives Area would first propose the course within his/her department; the proposal would then advance for review and approval by the designated School Curricu= lum Committee within the Perspectives Area; then to the Senate Curriculum Committee. A member of the Integrative Studies Program Committee will sit on the School and Senate Curriculum Committees.

2. Prerequisites

100 level ISP courses hav= e no prerequisites

200 level ISP courses may= require one or both Foundations courses

Upper level (300 and 400)= ISP courses require that a minimum of 28 credits of IS 100 and 200 level courses be completed

400 level ISP courses may= require that certain perspectives courses be completed (for example, if a 400 level Geology course was offered, it might specify that the students must have completed at least one social science and one natural science course).

&nb= sp;

No admission to the major= , major content or major course prerequisites may be required for ISP courses.

Competency and skills expectations may be included in the course description for any ISP course.<= /p>

3. Double Counting

Courses in the Integrative Studies Program may meet major, minor and elective requirements.

4. Upper Level Courses

A minimum of two upper le= vel (300 or 400) ISP courses must be completed.&nbs= p; Students may enroll in upper level courses once they have completed a minimum of 28 credits of lower level IS courses.

Integrative Studies Institutes

These institutes will pro= vide faculty development opportunities for those interested in transforming their curriculum to offer integrative lea= rning experiences for their students as Keene State migrates to a four credit program and launches a new Integrative Studies Program. Our work will = be informed by the collective commitment to “provide and maintain an intellectual environment grounded in the liberal arts that fosters both the personal and professional growth of our students” (Davis Foundation Proposal).

The Davis Foundation will= provide two years of funding to support faculty development in the area of integrat= ive curriculum development, delivery and assessment in its new Integrative Stud= ies Program. Faculty members and external collaborators will work together to initiate, design, and lead institutes for colleagues across the campus.

Goals for the Institutes for Integrative Teaching and Learning at <= st1:place w:st=3D"on">Keene State College:

To develop new integrative disciplinary and interdisciplinary courses, revise existing courses, and think across disciplinary boundaries.
To cultivate new methods of collaboration and dev= elop new pedagogies.
To address the mission and values of the college.=
To assist faculty in preparing courses that are p= art of a coherent program with clearly stated and shared expectations that will enhance student learning.

Consistent with the expec= tations of the Davis Foundation, a subcommittee of the ISPC has been created with t= he primary task of coordinating two faculty development institutes for Summer 2006: Thinking and Writing Institute (May) and the Quantitative Literacy Institute (June). This subcommittee will solicit pro= posals from the faculty for future Institutes.

Transition

&n= bsp;

Six Year Transition for Students Entering in 2004 and Thereafter

Year Entering	Class Years Enrolled in= Old GE Program	Class Years Enrolled in= New Integrative Studies Program
2006	1, 2, 3, 4 (with approx= imately 350 FY students enrolled in the pilot TW course)
2007	2, 3, 4	1 (TW, QL, 100/200 leve= l)
2008	3, 4	1, 2
2009	4	1, 2, 3
2010		1, 2, 3, 4

In 2007-2008, we will nee= d to deliver those courses needed to meet current general education requirements= for students who entered in 2004, 2005, and 2006. We will also need to deliver cours= es for the Integrative Studies Program. In 2008-2009, we will need to deliver those courses needed to meet current gen= eral education requirements for students who entered in 2005 and 2006. We will also need to deliver cours= es for the Integrative Studies Program. In 2009-2010, we will need to deliver those courses needed to meet current gen= eral education requirements for students who entered in 2006. We will also need to deliver cours= es for the Integrative Studies Program.

Implementation Cycle for the Integrative Studies Program – Courses and Sections

Course Proposals

Summer and Fall 2006 - faculty create and revise courses (TW, Q= L, 100/200 level) to be offered in 2007-2008. Course proposals, reflecting ISP outcomes must be approved by the School Curriculum Committee (Perspectives = area courses) or the ISPC (Foundations and Interdisciplinary courses) and the Se= nate Curriculum Committee during the Fall 2006 semester.

Fall 2006, Spring 2007, Fall 2007 - faculty create and revise courses (TW, QL, 100/200 level) to be offered in 2008-2009. Course proposal= s, reflecting ISP outcomes must be approved by the School Curriculum Committee (Perspectives area courses) or the ISPC (Foundations and Interdisciplinary courses) and the Senate Curriculum Committee during the 2007 fall semester.=

Fall 2006, Spring 2007, Fall 2007, Spring 2008, Fall 2008 - fac= ulty create and revise courses (TW, QL, 100/200 level, 300/400 level) to be offe= red in 2009-2010. Course proposals, reflecting ISP outcomes must be approved by= the School Curriculum Committee (Perspectives area courses) or the ISPC (Foundations and Interdisciplinary courses) and the Senate Curriculum Commi= ttee during the 2008 fall semester

Course proposal forms will include a description of the course with some reference to the identified skills outcomes, identified disciplinary or interdisciplinary outcomes, and identified integrative outcomes.

Program Resources:<= /u> A sub-committee focused on the implementation issues presented by the transition to a revised GE program has been meeting since September 2005.&n= bsp; This group is charged with identifying and providing recommendations for the challenges that must be managed from 2007-2009 when some aspects of the old= and new program will be in place. This committee will address the particu= lars of the program and develop approaches that will address such factors as pro= gram evaluation, course transferability into and from KSC, and other issues that= may arise.

Implementa= tion Cycle – Assessment

Summer 2006= , Fall 2006, Spring 2007

Identify and/or create assessment methods to assess = the pilot TW and QL courses

December 2006 – assess the TW courses

May 2007 – assess the TW courses and QL course= s

Summer 2006= , Fall 2006, Spring 2007, Fall 2007, Spring 2008, Fall 2008

Identify and/or create assessment methods for assess= ing TW and QL courses and 100/200 level courses

December 2007 – assess TW and QL courses.

May 2008 – assess TW, QL and lower level cours= es (first year students)

December 2008 – assess TW and QL courses.

May 2009 – assess TW, QL and lower level cours= es (first and second year students)

Fall 2007, = Spring 2008, Fall 2008, Spring 2009, Fall 2009

Identify and/or create assessment methods for assess= ing upper level courses.

December 2009 – assess TW, QL upper level cour= ses.

May 2010 – assess TW, QL and lower and upper l= evel courses.

Principles and Standards

Approved General Education Principles (Senate 2005)<= /p>

a) Inclusiveness

Predicated on creative th= inking about general education in our public liberal arts college, the program will provide opportunities for all academic departments and programs to contribu= te to general education.

b) Coherence

The program will offer co= urses that

connect to each other thematically, sequentially,= or developmentally
are organized to span the entire college career
provide culminating and synthesizing experiences<= /li>

c) Intentionality

The program will have identifiable goals to develop skills and abilities in writing, reading, speaking, listening, critical and creative thinking, information literacy, quantitative reasoning, and technological fluency so that students

acquire existing knowledge, and create and disseminate new knowledge
understand the practices and the nat= ure of inquiry in a range of specific disciplines beyond the major as well= as in interdisciplinary studies
develop knowledge and understanding of a diverse world and multicultural perspectives

integrate, apply, and transfer knowledge and skil= ls to differing contexts

engage with their communities
reflect on the ethics and impact of their choices= and actions

APPENDIX 1

NEASC Standards - General Education

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4.15 The general education requirement is coherent and substantive. It embodies the institution's definition of an educated person= and prepares students for the world in which they will live. The requirement informs the design of all general education courses, and provides criteria = for its evaluation, including the assessment of what students learn.

&nbs= p; &= nbsp;

4.16 The general education requirement in each undergraduate program ensures adequate breadth for all degree-seeking stude= nts by showing a balanced regard for what are traditionally referred to as the = arts and humanities, the sciences including mathematics, and the social sciences. General education requirements include offerings that focus on the subject matter and methodologies of these three primary domains of knowledge as wel= l as on their relationships to one another.

&nbs= p; &= nbsp;

4.17 The institution ensures that all undergraduate students complete at least the equivalent of forty semester hours in a bachelor's degree program, or the equivalent of twenty semester hours in an associate's degree program in general education.

4.18 Graduates successful= ly completing an undergraduate program demonstrate competence in written and o= ral communication in English; the ability for scientific and quantitative reasoning, for critical analysis and logical thinking; and the capability f= or continuing learning, including the skills of information literacy. They also demonstrate knowledge and understanding of scientific, historical, and soci= al phenomena, and a knowledge and appreciation of the aesthetic and ethical dimensions of humankind.

Assessment of Student Lear= ning

&nbs= p; &= nbsp;

The institution implements= and supports a systematic and broad-based approach to the assessment of student learning focused on educational improvement through understanding what and = how students are learning through their academic program and, as appropriate, through experiences outside the classroom. This approach is based

on a clear statement or statements of what students are expected to gain, achieve, demonstrate, or = know by the time they complete their academic program. The approach provides use= ful information to help the institution understand what and how students are learning, improve the experiences provided for students, and assure that the level of student achievement is appropriate for the degree awarded. Institutional support is provided for these activities. <= /p>

4.45 The institution’= ;s approach to understanding student learning focuses on the course, program, = and institutional level. Data and other evidence generated through this approach are considered at the appropriate level of focus, with the results being a demonstrable factor in improving the learning opportunities and results for students.

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4.46 Expectations for stud= ent learning reflect both the mission and character of the institution and gene= ral expectations of the larger academic community for the level of degree award= ed and the field of study. These expectations include statements that are consistent with the institution’s mission in preparing students for further study and employment, as appropriate. (See also 1.4 and 2.6) <= /o:p>

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4.47 The institution’= ;s approach to understanding what and how students are learning and using the results for improvement has the support of the institution’s academic= and institutional leadership and the systematic involvement of faculty. (See al= so 3.10)

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4.48 The institution’= ;s system of periodic review of academic programs includes a focus on understanding what and how students learn as a result of the program. (See = also 2.5, 4.8 and 4.9)

4.49 The institution ensur= es that students have systematic, substantial, and sequential opportunities to learn important skills and understandings and actively engage in important problems of their discipline or profession and that they are provided with regular and constructive feedback designed to help them improve their achievement.

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4.50 The institution uses a variety of quantitative and qualitative methods to understand the experienc= es and learning outcomes of its students. Inquiry may focus on a variety of perspectives, including understanding the process of learning, being able to describe student experiences and learning outcomes in normative terms, and gaining feedback from alumni, employers, and others situated to help in the description and assessment of student learning. The institution devotes appropriate attention to ensuring that its methods of understanding student learning are trustworthy and provide information useful in the continuing improvement of programs and services for students.

Current 3-Credit General Education Curriculum	4-Credit Integrative Studies Progra= m
Courses=	14	11
= Categories<= o:p> = =	ENG 101, Arts and Humanities, Social Science, and Sc= ience and Mathematics	Thinking and Writing, Quantitative Literacy, Arts, Humanities, Social Sciences, Natural Sciences, and Interdisciplinary
Coherence = =	None	Skills across the program, integrative outcomes acro= ss the program, upper and lower level courses.
Inclusivene= ss = =	Faculty in Arts and Humanities and Social and Natural Sciences teach courses.	Faculty in Arts and Humanities, Social and Natural Sciences and Professional Studies teach courses.
Curriculum = Outcomes	None	3 sets (disciplinary or interdisciplinary, skills, integrative)
Disciplinar= y or Interdisciplinary Outcomes = =	Identified by the faculty.	Identified by the faculty in line with the program outcomes. These skills will be mapped (identified in the program) to determine the extent to which students are being asked to meet these outcomes.
Skills= = = = = = = = =	Faculty teaching courses know what skills students w= ill be using in their courses. These may not be transparent to students. Faculty may or may not identify expectations for all skills students are expected to use.	Faculty teaching courses identify on the syllabus th= ose skills students will be using in their courses. These are transparent to students. Faculty will iden= tify expectations for all skills students are expected to use. These skills wi= ll be mapped (identified in the program) to determine the extent to which students are being asked to meet skills expectations.
Integrative Outcomes = = = =	None identified as part of the curriculum though fac= ulty may be addressing in individual courses.	Four specifically identified areas - faculty are ask= ed to address at least one in their courses.&n= bsp; These will be mapped (identified in the program) to determine the extent to which students are being asked to meet these outcomes.

Current 3-Credit General Education Curriculum	4-Credit Integrative Studies Progra= m
Assessment<= o:p> = = = =	None in regard to the curriculum, though faculty ass= ess student achievement in individual courses.	Formal process of assessing the extent to which stud= ents meet program outcomes. Rand= om samples of student work will be assessed each semester to determine the extent to which they meet outcomes of the TW and QL courses, and at the e= nd of each academic year for lower and upper level competencies in meeting program outcomes.
Advising = = = = =	Take ENG 101, 1 F&P Arts, 1 Literature, 1 Histor= y, 2 others; 4 social sciences in 3 different disciplines; 1 BIO, 1 Physical Science, 2 others	Take Foundation Courses (TW, QL), 4 courses in A&= ;H (2 courses in the humanities, 1 in the fine and performing arts, and an additional course in either the humanities or the fine and performing art= s), each in a different discipline; 4 sciences (2 in the social sciences and = 2 in the natural sciences) each in a different discipline; take 1 interdisciplinary course.
Course Revi= ew Process = = = = = = = =	Individual courses are reviewed by the department, s= chool curriculum committees and perhaps the SCC.	Foundations and Interdisciplinary courses will be re= viewed by the Integrative Studies Program Committee and the Senate Curriculum Committee. Faculty wishing to offer a course within the Perspectives Area would first propose the course within his/her department; the proposal wo= uld then advance for review and approval by the designated School Curriculum Committee within the Perspectives Area; then to the Senate Curriculum Com= mittee. A member of the Integrative Stud= ies Committee will sit on the School and Senate Curriculum Committees.
Credentials= – expertise to teach =	Faculty teaching courses must have appropriate exper= tise and credentials.	Faculty teaching courses must have appropriate exper= tise and credentials.
Resources	The College (academic departments) must provide enou= gh sections to assure 1250 students are able to meet the general education curriculum requirements	The College (academic departments) must provide enou= gh sections to assure 1250 students are able to meet the integrative studies program requirements.

Foundations<= /b> two courses (8 credits)

*Q= uantitative Literacy – one course – IQL101

Developing Perspect= ives and Breadth of Knowledge - eight courses (32 credits)

Arts and Humanities– four courses from four different discipli= nes (16 Credits)