Drafting
Your Proposal – Proposing an Interdisciplinary Integrative Studies Course
After a thorough review of these guidelines, sponsors should log into the
Curriculum Proposals web site. Use the Sponsor
Tutorial to learn how to create, edit, and submit your proposal online.
When you create a proposal online, a Microsoft Word
document will be provided to help you write your proposal. You will need to
download this document, type your proposal, and upload the document back to the
web site before submitting your proposal online. The Microsoft Word document,
as provided, contains the following sections that must be completed:
Proposal Sponsor(s): Identify the
department and the person who should be contacted regarding the proposal.
Include phone number and e-mail address. This person is expected to attend
divisional and Senate Curriculum Committee meetings to discuss the proposal.
Proposed Action: Select the type
of action proposed.
Existing (Old) Data: If this course is
replacing an existing course, please identify what that course is. For example, GEOG 203 is being replaced by IIGEOG
252.
Proposed (New) Course: Provide the
proposed course description in its entirety and as it would appear in the KSC
Catalog. If this change affects other programs, please note all the places
(page numbers in the current catalog) where this change must be made.
Courses that offer multiple sections (such
as COMM 171), may be redirecting some of those sections to be offered as interdisciplinary
courses so a new course number might be
COMM 172
Proposed (New) Course Title: Limit the course
title to 30 characters, including spaces. If more characters are absolutely
necessary for clarity, the sponsor should submit an abbreviated title to assure
an intelligible abbreviated title of choice (for use in the student information
system, on transcripts, etc.).
Proposed (New) Course Description: Limit the Course
Description to 50 words, not including prerequisites (there are no prerequisites for 100 and 200
level interdisciplinary courses; to register for 300 or 400 level Integrative
Studies courses, students must have completed both foundation courses (ITW and
IQL) and a total of 28 ISP credits. Some
400 level courses may additionally require courses in certain Perspectives
areas (Fine and Performing Arts, Humanities, Social Sciences, Sciences), but,
not specific courses, in those areas, be completed.). Prerequisites
should be clear and specific, e.g., as courses (e.g., ENG 101) or number of
credits required. Finally, specify semester(s) the course will be offered.
Course Objectives: Identify the
knowledge and or skills the student will have an opportunity to gain as a
result of completing this course or program.
Learning Outcomes: State knowledge
and or skills students will be expected to demonstrate by completion of this
course or program of study. The ISP Outcome Expectations (ISP Chart) document is located
on the Integrative Studies Web Page (www.keene.edu/ISP
).
Interdisciplinary
Outcomes - For interdisciplinary courses, the faculty member will choose one or
more of the outcomes that she/he will be addressing.
Students will be able to:
Skills Outcomes – identify those skills that
will be given primacy (helping students further develop) in your course. Under
each skill you identify, identify your expectations. Please refer to the document “Summary of
Integrative Outcomes on the ISP web page (www.keene.edu/ISP
) for program expectations for the following skills.
7. Quantitative Reasoning
8. Creative Thinking
Integrative Outcomes – identify the one(s) that
you will be addressing in your course.
Please refer to the document “Summary of Integrative Outcomes on the ISP
web page (www.keene.edu/ISP ) for
program expectations for the following general outcomes.
Diversity
Ethics
Global Issues
Social and Environmental Engagement
Rationale: Explain why this change is being
made. Address the connection with institutional mission, and/or department,
program, and course objectives.
Resources: For course proposals, include the
name of the faculty member(s) who will be teaching this course. Indicate
whether additional staffing will be required. Review the adequacy of
facilities, equipment and library resources. Consult your department's library
liaison concerning library resources. Also, consider the long-term impact of
adding a course or adding or altering a program. When a proposal has staffing,
space, or monetary implications, the VPAA must be consulted and his or her
comments should be included in this section.
Advisory Opinions: List the names of
affected departments and include department responses. Advisory opinions are
required whenever a proposal affects the curricula of other programs. A
proposal must list all affected departments. An advisory opinion must be
solicited at least two weeks prior to delivery of the proposal to the
Divisional Curriculum Committee. Affected departments have two weeks to respond
to the request for an advisory opinion. Responses should be attached to the
proposal. In the event that affected departments do not respond, evidence of
the request for an advisory opinion from non-respondents must be provided. If a
proposal affects a curriculum in a division other than that of the sponsor,
each relevant department and the DCC in that division must review and approve
the proposal as well. (The electronic curriculum review process tracks votes
and comments as required at each stage of the review.)
Example
Proposal Sponsor(s): Geology,
Peter Nielsen (pnielsen@keene.edu 8-2553)
Proposed Action: Select the type
of action proposed.
Existing (Old) Data: : GEOL 440 EVOLUTION OF EARTH AND LIFE
The origin and evolution of the earth and its living inhabitants, emphasizing
the interrelationships of the planet and its biosphere. Topics will include the
origins of cellular and multicellular life and the causes and significance of
mass extinctions. Also listed as BIO 440. Prerequisites: BIO 151/152, 153/154,
and GEOL 201 or BIO 151/152, GEOL 201, and GEOL 202, or permission of
instructor. Spring, even years
Proposed (New) Course:
INTERDISCIPLINARY
- IIGEOL301 CO-EVOLUTION :EARTH AND LIFE
Proposed (New) Course Title: CO-EVOLUTION: EARTH AND LIFE
Proposed (New) Course: 4
credits
The origin of the earth, its atmosphere,
hydrosphere and biosphere, emphasizing the complex interaction between the
evolving earth and its biosphere. Topics include the origins of cellular and
multi-cellular life and the causes and significance of mass extinctions.
Course Objectives: Disciplinary
Outcomes:
By the end
of this course, you will: To
develop an understanding of the origin and evolution of the earth and its
biosphere, and an appreciation for the interactions among lithosphere,
atmosphere, hydrosphere and biosphere throughout the history of the
planet. Specific topics covered will
include changes in the atmosphere, oceans and continents; the influence of
plate tectonics on climate and the development of new environments for the
evolution of new life forms; the origin of organic compounds, living systems,
prokaryotic diversity, eukaryotic cells, the evolution of sex and multi-cellularity,
and the origin and evolution of plants and animals, including the colonization
of land and evolutionary exploitation of terrestrial environments, and the
causes and consequences of mass extinctions.
As much as possible, the course will be presented as a chronological
history of the earth and life, exploring the most significant changes occurring
during each time frame, from the formation of the planet to the present
day.
Learning Outcomes:
[INTERDISCIPLINARY OUTCOME: ] Cross
disciplinary boundaries to reveal new patterns and connections that reframe
knowledge.
Integrative Outcomes:
[INTEGRATIVE OUTCOME: DIVERSITY]
Apply
diverse perspectives and experiences to develop disciplinary arguments.
[INTEGRATIVE OUTCOME: SOCIAL AND
ENVIRONMENTAL ENGAGEMENT] Identify elements of
social and/or environmental structures: individual, group and system.
[SKILLS OUTCOMES] Achieve higher proficiency in the following
skills areas by practicing them throughout the semester through class
preparation and class participation:
(The bulleted items refer to the specific outcomes in the Integrative
Studies Program Proposal adopted by the KSC Senate).
Reading with purpose and
comprehension in order to be able to successfully complete the individual
chapter assignments,
§
Read
with an awareness of purpose
§
Ask
questions that lead to greater understanding of material
§
Demonstrate
the ability to summarize and identify key points
§
Demonstrate
an understanding and ability to relate discipline specific information to
theories presented in a course
Writing with clarity in responding
to the chapter assignments,
§
Organize,
state and develop ideas clearly
§
Write
with syntactical and grammatical competence
§
Understand
and value academic honesty
§
Ask
questions that lead to a richer product
§
Cultivate
disciplinary and interdisciplinary expertise necessary to question sources,
develop ideas, and offer interpretations
Quantitative Reasoning through analysis of both graphical
and tabulated data as presented in the assigned readings as well as
successfully completing class exercises,
§
Interpret
basic information
§
Analyze
the relationships between two variables
§
Read
and interpret graphs, charts and tables in discipline specific media
§
Critically
evaluate conclusions and inferences drawn by others based on data presented as
support
Critical and Creative Thinking,
and Critical Dialogue through participation in class discussion of the origin and evolution of
the earth, important questions related to energy and environmental issues, and
social policy related to geo-hazards (earthquakes, tsunami, floods).
Critical thinking
§
Analyze
and interpret evidence, conjectures, and alternative strategies related to a
given idea, problem, task, or goal
§
Synthesize
information, arguments, and perspectives in order to create new meaning,
insight, and understanding
§
Develop
analytical arguments
§
Apply
critical thinking to important ethical and societal issues and problems
Creative thinking
§
Confront
questions with multiple answers
§
Reframe
new ides (metaphors, analogies, use of models)
Critical dialogue
§
Speak
with purpose when conveying thoughts/ideas
§
Use
language appropriate for the audience or other discussion participants
§
Demonstrate
active listening in order to avoid
disengagement with the speaker
§
Demonstrate
appropriate nonverbal behaviors (attention, engagement)
§
Practice
mental engagement with the speaker in order to formulate thoughtful questions
based on conversations and presentations
§
Make
notes regarding key points in order to question or respond effectively
Rationale: Explain why this change is being
made. Address the connection with institutional mission, and/or department,
program, and course objectives. See program rationale
section
Resources: For course proposals, include the
name of the faculty member(s) who will be teaching this course. Indicate
whether additional staffing will be required. Review the adequacy of
facilities, equipment and library resources. Consult your department's library
liaison concerning library resources. Also, consider the long-term impact of
adding a course or adding or altering a program. When a proposal has staffing,
space, or monetary implications, the VPAA must be consulted and his or her
comments should be included in this section. The
course will be taught by Dr. Peter Nielsen.
No additional resources will be required.
Advisory Opinions: List the names of
affected departments and include department responses. Advisory opinions are
required whenever a proposal affects the curricula of other programs. A
proposal must list all affected departments. An advisory opinion must be
solicited at least two weeks prior to delivery of the proposal to the
Divisional Curriculum Committee. Affected departments have two weeks to respond
to the request for an advisory opinion. Responses should be attached to the
proposal. In the event that affected departments do not respond, evidence of
the request for an advisory opinion from non-respondents must be provided. If a
proposal affects a curriculum in a division other than that of the sponsor,
each relevant department and the DCC in that division must review and approve
the proposal as well. (The electronic curriculum review process tracks votes
and comments as required at each stage of the review.) This course is
strictly designed for the Integrative Studies Program as an interdisciplinary
course.