Drafting
Your Proposal – Proposing a Perspectives 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, SOC 101 is now ISSOC 101.
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 such as SOC 101
that offer multiple sections, may be redirecting some of the sections to be
offered as Integrative Studies courses so a new course number might be
ISSOC 102
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 perspectives 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
).
Perspectives
Outcomes - For perspectives
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 100 PERSPECTIVES OF THE EARTH
A survey of the earth sciences; Earth's setting in space; atmosphere and
matter; oceans; materials and processes of the solid earth; origin and history
of the earth. (Not open for credit toward a major program in science.) Fall,
Spring
Proposed (New) Course: GEOL 100 PERSPECTIVES OF THE EARTH
4 credits
Survey of the earth sciences; origin and history of the earth; its materials
and internal and external processes; its atmosphere and hydrosphere. Includes
an integrated lab emphasizing earth materials and landforms. (Not open for
credit toward a major program in science) Fall, Spring
Natural Sciences - INGEOL 100
Proposed (New) Course Title:
PERSPECTIVES OF THE EARTH
Proposed (New) Course:
Course
Objectives: By the end of this course, you will: Develop an understanding of the solid earth, earth
materials, including rocks and minerals, the processes that shape the earth's
surface, and the position of the earth in the universe.
Learning Outcomes:
For the Integrative
Studies Program:
[PERSPECTIVES - SCIENCE
OUTCOME: SCIENTIFIC METHOD, THEORIES] Understand how the scientific
method led to the Theory of Plate Tectonics, a major paradigm shift that
revolutionized our understanding of the earth, its history and the
environmental hazards associate with both internal and surface processes.
Integrative Outcomes:
[INTEGRATIVE OUTCOMES: ETHICS] Examine the ethical and socio-economic implications
and consequences associated with a range of issues where human’s attempt to
control dynamic environments – including flood-plains and shorelines
[INTEGRATIVE OUTCOME: SOCIAL AND ENVIRONMENTAL ENGAGEMENT] Recognize the importance of
geology to human activities and demonstrate an understanding of the strong
feedback loops involving earth processes and human actions (i.e. social policy related to
geo-hazards).
Skills you will be using and
expectations for those skills:
[SKILLS OUTCOMES] Achieve higher proficiency in the following
skills areas by practicing them throughout the semester through class
preparation and class participation:
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-or interdiscipline specific
information to theories presented in a course
Writing with clarity in responding
to the chapter assignments,
§
Write
with purpose
§
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, and
§
to
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
§
Organize
what one wishes to convey
§
Speak
with purpose when conveying thoughts/ideas
§
Avoid
“fillers” (uh, you know, like) when conveying thoughts/ideas
§
Project
voice so all can hear
§
Use
language appropriate for the audience or other discussion participants
§
Demonstrate
active listening in order to avoid
disengagement with the speaker
§
Maintain
focus on the content of the presentation, regardless of the speaker’s style of
delivery
§
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 section on rationale for move to 4 credits
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.
No new faculty lines are required to
accommodate the proposed changes, unless the demand for this course is
unchanged. Sections currently average 40
students, and the Geology Department recommends that section limits be set at
24 to accommodate the integrated lab component.
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 mot required of any major, it
has always been a General Education or elective course.