usf course change proposal general education · 2016-08-22 · usf course change proposal –...

USF Course Change Proposal – General Education

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Department and Contact Information

Institution

Department College Chartfield String

Proposer Name Phone Email

Current Course Information

Prefix Number Type

Lab or Combined

Full Title

Abbreviated Title (30 characters maximum) (if full title is more than 30 characters, the

abbreviated title will be used in Banner and Schedule Search)

Is the course title variable? Yes or No

Are the credit hours variable? Yes or No

Credit Hours (list min-max if variable)

CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is 14.1001)

Course Description (255 characters maximum including spaces)

This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a course proposal. To create a course proposal, login to the system is required.


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Section

Type –

Select One

Class Lecture, Directed Individual Study, Discussion, Graduate Dissertation,

Graduate Thesis, Individual Performance, Internship, Laboratory, Medical

Clinical Professional, Other, Supervised Research, Supervised Teaching

Grading Option Continuing, Regular, S/U Only

How will the course be

offered?

On Campus or Online

If an online or partially online course, what percentage of instruction

(interaction between student and instructors and among students) is

delivered via the internet (when students and instructors are not in

the same place)? 100% – Full Distance Learning, Less than 50% –

Primarily Classroom, 50%-79% – Hybrid, 80%-99% – Primarily

Distance Learning

Repeatability: Not Repeatable, Maximum Hours Repeatable,

Number of Times Repeatable Number:

Prerequisites:

Prefix Number Level Minimum Grade

UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

Corequisites:

Prefix Number

Co-Prerequisites:


UG, GR, ND, PR

UG, GR, ND, PR


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UG, GR, ND, PR

New Course Information (leave unchanged fields blank)

New Prefix New Number New Type

Lab or Combined

New Full Title

New Abbreviated Title (30 characters maximum) (if full title is more than 30 characters, the

abbreviated title will be used in Banner and Schedule Search)

Is the course title variable? Yes or No

Are the credit hours variable? Yes or No

New Credit Hours (list min-max if variable)

New CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is

14.1001)

New Course Description (255 characters maximum including spaces)

New Section

Type –

Select One

Class Lecture, Directed Individual Study, Discussion, Graduate Dissertation,

Graduate Thesis, Individual Performance, Internship, Laboratory, Medical

Clinical Professional, Other, Supervised Research, Supervised Teaching

New Grading Option Continuing, Regular, S/U Only


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How will the course be

offered?

On Campus or Online

If an online or partially online course, what percentage of instruction

(interaction between student and instructors and among students) is

delivered via the internet (when students and instructors are not in

the same place)? 100% – Full Distance Learning, Less than 50% –

Primarily Classroom, 50%-79% – Hybrid, 80%-99% – Primarily

Distance Learning

New Repeatability: Not Repeatable, Maximum Hours Repeatable,

Number of Times Repeatable Number:

New Prerequisites:


UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

New Corequisites:

Prefix Number

New Co-Prerequisites:


UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

Course Restrictions

Department

Include, Exclude, No Restriction


Field of Study: Major/Program


Field of Study: Concentration


Field of Study: Minor


Class


Level


Degree


Campus


College



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Online Justification

In accordance with USF System Policy 10-065, this section is required for credit-bearing

courses where greater than 50% of the instruction (interaction between students and

instructors and among students) is delivered via the internet, and students and instructors

are not in the same place.

You may skip this section if the proposed course is offered Primarily Classroom or if the

percentage of instruction delivered via the internet is 50% or less.

1. How do the student learning outcomes of the proposed online course compare to the

traditional delivery of the course, or an identified, comparable course?

2. How does the academically engaged time of students in the proposed online course

compare to the traditional delivery of the course, or an identified, comparable course?

3. Indicate a methodology for assessing and reporting on the comparability of the student

learning outcomes for the proposed online course and the traditional course, or a

comparable traditional course.

4. Indicate a plan for use of assessment results as the basis for ongoing design of the

proposed online course to ensure comparability with the traditional delivery of the course.

Justification

This section is critical since the Council members will make their decision based on the

information provided here.

http://regulationspolicies.usf.edu/policies-and-procedures/pdfs/policy-10-065.pdf


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A. Summary of change(s): Be specific. (Summarize all of the changes, i.e., change of

objectives, course level, etc.)

B. State the reasons why the change is necessary and how it will improve the course or

program.

C. Indicate where this course is in relation to other courses in the Program.

D. How will the change impact the enrollment for this course?

E. Does this change affect accreditation or certification?

F. Indicate how this course will strengthen the Program.

G. What specific area of knowledge is covered by this change that is not covered by courses

currently listed?


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H. What is the need or demand for this course?

I. What other academic majors, concentrations, minors, and/or certificates would this course

serve?

J. What will be the effect of this change on the program and on the students?

K. If prerequisites are being added to this course, how will this impact time to degree?

L. Do you plan to drop a course if this change is made?

M. List minimum qualifications for the instructor, using the following SACS language:

"Doctorate or master's degree in [fill in the teaching discipline] or master's degree with a

concentration in [fill in the teaching discipline] (a minimum of 18 graduate semester hours

in the teaching discipline)." For graduate courses, a minimum of a doctorate (terminal

degree) is required.


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Other Course Information - Required for submission to the Statewide Course Numbering

System. *Note: This should be the same information listed in the course syllabus.*

General Education

Course Sections

Number of Sections Number of Students in Each Section

Course Objectives

Learning Outcomes

Major Topics

Textbooks and Other Resources (If the course does not use a textbook, please indicate why.)


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Fall Sections:

Spring Sections:

Summer Sections:

Average Number of Students in Each Section :

Additional Sections to be Added (If None Type 0):

Gordon Rule

Does this course meet the writing requirement of the Gordon Rule?

Yes or No

Does this course meet the computation portion of the Gordon Rule?

Yes or No

Note: If you selected "Yes" for any of the Gordon Rule questions above, please be sure that

the course syllabus includes information to illustrate how this requirement will be met.

Core Areas and Dimensions

An undergraduate student is required to complete 36 general education credit hours in the core

areas of knowledge and inquiry. An undergraduate student is also required to complete six

Capstone Learning Experience credit hours.

Which requirement will this course fulfill?

☐ FKL General Education ☐ FKL Capstone Learning Experience

[If FKL Capstone Learning Experience is selected, jump down to the FKL Capstone Learning

Experience section on Page 29.]

Indicate below the core area for the course you are proposing. A course may only be assigned to

one core area of knowledge and inquiry.

☐ English Composition (CAEC) ☐ Quantitative Reasoning (CAQR)

☐ Fine Arts (CAFA) ☐ Natural Sciences (Life Science) (CANL)


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☐ Human and Cultural Diversity in a Global

Context (CAGC)

☐ Natural Sciences (Physical Science

(CANP)

☐ Humanities (CAHU) ☐ Social and Behavioral Sciences (CASB)

☐ Mathematics (CAMA)

Dimensions

Every FKL course must include the dimensions, Critical Thinking and Inquiry-Based Learning.

For each of these dimensions, please respond to the following questions. If your course

includes students in both face-to-face and online delivery methods, please provide descriptions

and examples for both delivery methods.

Dimension: Critical Thinking

Critical Thinking is a required dimension for every FKL course proposal.

1. Which student learning outcomes for the course relate to this dimension?

2. What general active teaching strategies will you use to develop students’ skills in this

dimension, as described in the Foundations of Knowledge and Learning Core

Curriculum? Please also provide two examples of specific activities or specific assignments

and explain how these strategies are reflected in the syllabus.

3. What assessment techniques will you use to determine whether or not your students are

developing their skills in this dimension? Please provide two examples of specific

assessments, such as quizzes, exams, writing assignments or other types of assessments. For

instance, if one of your techniques is quizzes, please give examples of quiz questions that

assess aspects of this dimension.


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Dimension: Inquiry-Based Learning

Inquiry-Based Learning is a required dimension for every FKL course proposal.











Every general education course must also include two additional dimensions. As part of the

Global Citizens Project (GCP), general education courses in the core areas of Social and

Behavioral Sciences (CASB), Humanities (CAHU), and Fine Arts (CAFA) must address either

the Human and Cultural Diversity dimension or the Global Context dimension. General

education courses in the core area of Human and Cultural Diversity in a Global Context (CAGC)

must address both the Human and Cultural Diversity and the Global Context dimensions. All

other general education courses are encouraged, but not required, to address these dimensions.


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Note: Although a general education course may meet the requirements for the Global Citizens

Project or address a Global Citizens Project dimension, these courses will not have the Global

Citizens Project Course (GCPC) attribute in Banner or Course Inventory.

Please indicate which dimensions the course addresses:

Approaches to Knowledge

☐ Scientific Processes ☐ Creative and Interpretive Processes and

Experiences

Perspectives (Contexts)

☐ Global Context (GLC) (GCP dimension) ☐ Human Historical Context and Process

☐ Environmental Perspectives ☐ Human and Cultural Diversity (HCD)

(GCP dimension)

☐ Ethical Perspectives ☐ Inter-Relationships among Disciplines

Competencies

☐ Written Language ☐ Oral Language

☐ Information Literacy ☐ Quantitative Literacy

[If either HCD or GLC was selected above, then skip one of the dimension questions here and

jump down to “Instructions for Courses Addressing EITHER HCD or GLC” on Page 15.]

[If both HCD and GLC were selected above, then skip this and the next sections and jump down

to “Instructions for Courses Addressing BOTH HCD and GLC” on Page 23.]

For each dimension selected, please respond to the following questions. If the course includes

students in both face-to-face and online delivery methods, please provide descriptions and

examples for both delivery methods.

Dimension #3: ______________________________________





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Dimension #4: ______________________________________









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Upon completion of this section, if neither HCD nor GLC is selected, then jump to Consistency

Commitment section below.

[If either HCD or GLC is selected, please answer the following questions:]

**It is strongly recommended that you consult with the GCP Professional Development

Specialists (find contact information under Resources tab) before completing this section.

Instructions for Courses Addressing EITHER the Human and Cultural Diversity

Dimension or the Global Context Dimension

The dimensions Human and Cultural Diversity and Global Context each address three learning

objectives of the Global Citizens Project (GCP): KNOWLEDGE, ANALYSIS, and

SYNTHESIS. For each GCP Objective, a list of specific behavioral indicators has been defined.

(see the Global Citizens Project (GCP) Learning Flowchart (General Education) under the

Resources tab)

For a general education course to be certified for Human and Cultural Diversity or Global

Context, the course objectives and content must incorporate two of the three GCP Objectives of

the selected FKL dimension. The GCP Objectives should be included in the syllabus as course

objectives.

Course assignments and other activities must incorporate at least one behavioral indicator from

each of the selected GCP Objectives (that is, assignments should require students to perform the

behavioral indicators). The selected behavioral indicators should be converted into student

learning outcomes for the course by adding course-specific language explaining the context in

which the behavioral indicator will be addressed. The course-specific segment can be a

rewording of an existing course learning outcome or something new. The complete statement

should then be included as a student learning outcome in the course syllabus.

For example, a course on environmental anthropology might address the Human and Cultural

Diversity dimension and therefore incorporate the GCP Objective ANALYSIS (ability to analyze

cultural interrelationships and interdependencies across place and time) into course objectives


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and content. Course assignments and other activities might then require students to compare and

contrast the impact of historical and geopolitical processes on cultural systems (a GCP

behavioral indicator). This behavioral indicator is converted into a student learning outcome for

the course that 1) copies the language of the behavioral indicator, and 2) adds course-specific

language explaining the context in which the behavioral indicator will be addressed. In this case,

the course-specific segment (underlined below) is a rewording of an existing learning outcome

for the course.

Upon successful completion of this course, students will be able to compare and contrast the

impact of historical and geopolitical processes on cultural systems by considering the social,

political, and economic impact of environmental problems on select cultural systems.

This complete statement is then included as a student learning outcome in the course syllabus.

HUMAN AND CULTURAL DIVERSITY

GCP OBJECTIVES (blue on GCP Learning Flowchart)

Please indicate which GCP Objectives are incorporated into the proposed course. (Select at least

two.) The selected GCP Objectives should be included in the syllabus as course objectives.

☐ Knowledge: Knowledge of diverse cultures and associated ideologies, languages, histories,

geographies, technologies, and artistic/cultural expressions.

☐ Analysis: Ability to analyze cultural interrelationships and interdependencies across place

and time

☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address cultural

issues or situations

GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)

For each GCP Objective selected above, please indicate, by checking the box(es) in the list

below, which GCP behavioral indicator(s) is incorporated into course assignments and other

activities. Then convert the GCP behavioral indicator into a student learning outcome for the

course by adding course-specific language explaining the context in which the behavioral

indicator will be addressed. The complete statement should be included as a student learning

outcome in the course syllabus.

KNOWLEDGE: Knowledge of diverse cultures and associated ideologies, languages,

histories, geographies, technologies, and artistic/cultural expressions.

Upon successful completion of this course, students will be able to:

☐ describe multiple dimensions of cultures (e.g., environmental, ideological, linguistic,


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communicative, historical, geographic, technological, and/or artistic)

___________________________________________________________________________

__________________________________________________________________________.

☐ recognize that cultural systems experience historical and geopolitical processes differently

___________________________________________________________________________

__________________________________________________________________________.

Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,

assignments, etc.) that will provide students with opportunities to learn and/or practice the

desired knowledge and skills. (700 character limit)

ANALYSIS: Ability to analyze interrelationships and interdependencies of cultural systems

and issues across place and time


☐ explain the connections among dimensions of cultures

___________________________________________________________________________

__________________________________________________________________________.

☐ analyze cultures as complex systems shaped by relations of power and interdependence

___________________________________________________________________________

__________________________________________________________________________.

☐ compare and contrast how cultural systems structure basic social categories (e.g., sex,

gender, sexuality, age, class, disability, nationality, race, ethnicity, immigration status)

___________________________________________________________________________

__________________________________________________________________________.

☐ compare and contrast the impact of historical and geopolitical processes on cultural

systems

___________________________________________________________________________

__________________________________________________________________________.





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SYNTHESIS: Ability to develop and/or apply context-appropriate actions to address cultural



☐ synthesize different types and sources of information to assess cultural issues or situations

___________________________________________________________________________

__________________________________________________________________________.

☐ incorporate multiple perspectives into decision making when addressing cultural issues or

situations

___________________________________________________________________________

__________________________________________________________________________.

☐ communicate ideas and information to diverse audiences

___________________________________________________________________________

__________________________________________________________________________.

☐ differentiate patterns in human behavior, beliefs, norms, perceptions, and aspirations

___________________________________________________________________________

__________________________________________________________________________.




GLOBAL CONTEXT




☐ Knowledge: Knowledge of global systems and issues and associated dimensions (e.g.,

historical, political, economic, social, cultural, environmental, technological)

☐ Analysis: Ability to analyze global interrelationships and interdependencies across place and

time


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☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address global

issues








KNOWLEDGE: Knowledge of global systems and issues and associated dimensions (e.g.,



☐ identify and describe major global issues

___________________________________________________________________________

__________________________________________________________________________.

☐ describe multiple dimensions of global systems (e.g., historical, political, economic,

ethical, social, cultural, environmental, and/or technological)

___________________________________________________________________________

__________________________________________________________________________.

☐ recognize that global issues and systems are experienced differently at local scales

___________________________________________________________________________

__________________________________________________________________________.




ANALYSIS: Ability to analyze interrelationships and interdependencies of global systems

and issues across place and time


☐ explain the connections among dimensions of global systems

___________________________________________________________________________


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__________________________________________________________________________.

☐ analyze global issues and challenges, their histories, and impacts

___________________________________________________________________________

__________________________________________________________________________.

☐ analyze the ethical, social, and environmental challenges of global systems

___________________________________________________________________________

__________________________________________________________________________.

☐ compare and contrast how global issues and systems are experienced at different scales

___________________________________________________________________________

__________________________________________________________________________.




SYNTHESIS: Ability to develop and/or apply context-appropriate actions to address global

issues


☐ synthesize different types and sources of information to assess global issues

___________________________________________________________________________

__________________________________________________________________________.

☐ incorporate multiple perspectives into decision making when addressing global issues

___________________________________________________________________________

__________________________________________________________________________.

☐ assess local and/or global impacts of planned actions when addressing global issues

___________________________________________________________________________

__________________________________________________________________________.

☐ weigh options/planned actions and/or formulate possible solutions when addressing global

issues

___________________________________________________________________________

__________________________________________________________________________.





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Global Citizens Assignment: Every section of every FKL course certified for the dimensions of

Human and Cultural Diversity and/or Global Context must have a graded, problem-based

assignment(s) that requires students to perform the student learning outcomes defined above.

The assignment(s) must be labeled Global Citizens Assignment in the syllabus. Below please

describe a representative problem-based assignment and explain how it requires students to

perform the student learning outcomes defined above for this course. (2000 character limit)

Please upload assignment instructions and requirements (that will be provided to students) in the

Additional Supporting Documents section of this form.

The Global Citizens Project is using the United Nations Sustainable Development Goals as one

way to identify the global nature of the various experiences USF offers students. Does the course

address any of the following issues identified as priorities by the UN? (Refer to UN Sustainable

Development Goals under the Resources tab for detailed information on each goal.)

☐ Yes. Please indicate which issue(s) by checking the appropriate box(es) below.

☐ No

☐ No Poverty

☐ Zero Hunger

☐ Good Health and Well-being

☐ Quality Education

☐ Gender Equality

☐ Clean Water and Sanitation

☐ Affordable and Clean Energy

☐ Decent Work and Economic Growth

☐ Industry, Innovation, and Infrastructure

☐ Reduce Inequalities


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☐ Sustainable Cities and Communities

☐ Responsible Consumption and Production

☐ Climate Action

☐ Life Below Water

☐ Life on Land

☐ Peace, Justice, and Strong Institutions

☐ Partnerships for the Goals

If not, what global issue(s) does the course address?

The Global Citizens Project is also using UN-defined regions of the world (see link under

Resources tab) as a way to identify the global nature of the various experiences USF offers

students. Does the course focus on any of the following regions?

☐ Yes. Please indicate which region(s) by checking the appropriate box(es) below.

☐ No. Please explain.

☐ Africa

☐ Eastern Africa

☐ Middle Africa

☐ Northern Africa

☐ Southern Africa

☐ Western Africa

☐ Latin America and the Caribbean

☐ Caribbean

☐ Central America

☐ South America

☐ Northern America

☐ Asia

☐ Central Asia


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☐ Eastern Asia

☐ Southern Asia

☐ South-Eastern Asia

☐ Western Asia

☐ Europe

☐ Eastern Europe

☐ Northern Europe

☐ Southern Europe

☐ Western Europe

☐ Oceania

☐ Australia and New Zealand

☐ Melanesia

☐ Micronesia

☐ Polynesia

Narrative: Please provide a brief justification, with examples, that global components are

significantly integrated into the course. (1400 character limit)

[Upon completion of this section, jump to Consistency Commitment section.]

[If both HCD and GLC are selected, please answer the following questions.]

**It is strongly recommended that you consult with the GCP Professional Development

Specialists (SEE RESOURES PAGE) before completing this section.

Instructions for Courses Addressing BOTH the Human and Cultural Diversity Dimension

and the Global Context Dimension

The dimensions Human and Cultural Diversity and Global Context address three learning

objectives of the Global Citizens Project (GCP): KNOWLEDGE, ANALYSIS, and

SYNTHESIS. For each GCP Objective, a list of specific behavioral indicators has been defined.

(see the Global Citizens Project (GCP) Learning Flowchart under the Resources tab)

For a course to be certified for both the Human and Cultural Diversity and Global Context

mailto:[email protected]

mailto:[email protected]


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dimensions, the course objectives and content must incorporate two of the three GCP Objectives.

The GCP Objectives should be included in the syllabus as course objectives.


each of the selected GCP Objectives (that is, assignments should require students to perform the

behavioral indicators). The selected behavioral indicators should be converted into student

learning outcomes for the course by adding course-specific language explaining the context in

which the behavioral indicator will be addressed. The course-specific segment can be a

rewording of an existing course learning outcome or something new. The complete statement


For example, a course on environmental anthropology might incorporate the GCP Objective

ANALYSIS (ability to analyze cultural interrelationships and interdependencies across place and

time) into course objectives and content. Course assignments and other activities might then

require students to compare and contrast the impact of historical and geopolitical processes on

cultural systems (a GCP behavioral indicator). This behavioral indicator is converted into a

student learning outcome for the course that 1) copies the language of the behavioral indicator,

and 2) adds course-specific language explaining the context in which the behavioral indicator

will be addressed. In this case, the course-specific segment (underlined below) is a rewording of

an existing learning outcome for the course.






Please indicate which GCP Objectives are incorporated into the course. (Select at least two.) The

selected GCP Objectives should be included in the syllabus as course objectives.

☐ Knowledge: Knowledge of global systems and issues and associated dimensions (e.g.,


☐ Analysis: Ability to analyze global interrelationships and interdependencies across place and

time

☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address global

issues situations





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KNOWLEDGE: Knowledge of global and cultural systems and issues



___________________________________________________________________________

__________________________________________________________________________.

☐ describe multiple dimensions of global/cultural systems

___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.




ANALYSIS: Ability to analyze global and cultural interrelationships and interdependencies

across place and time



___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________


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__________________________________________________________________________.


systems

___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.




SYNTHESIS: Ability to develop and/or apply context-appropriate actions to address global and

cultural issues or situations


☐ synthesize different types and sources of information to assess global/cultural issues or

situations

___________________________________________________________________________

__________________________________________________________________________.

☐ incorporate multiple perspectives into decision making when addressing global/cultural


___________________________________________________________________________

__________________________________________________________________________.

☐ assess local and/or global impacts of planned actions when addressing global/cultural


___________________________________________________________________________

__________________________________________________________________________.

☐ weigh options/planned actions and/or formulate possible solutions when addressing

global/cultural issues or situations

___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.


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Global Citizens Assignment: Every section of every FKL course certified for the dimensions of

Human and Cultural Diversity and/or Global Context must have a graded, problem-based

assignment(s) that requires students to perform the student learning outcomes defined above.

The assignment(s) must be labeled Global Citizens Assignment in the syllabus. Below please


perform the student learning outcomes defined above for this course. (2000 character limit)

Please upload assignment instructions and requirements (that will be provided to students) in the







☐ No

☐ No Poverty

☐ Zero Hunger



☐ Gender Equality



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☐ Climate Action


☐ Life on Land









☐ Africa

☐ Eastern Africa

☐ Middle Africa

☐ Northern Africa

☐ Southern Africa

☐ Western Africa


☐ Caribbean

☐ Central America

☐ South America


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☐ Asia

☐ Central Asia

☐ Eastern Asia

☐ Southern Asia


☐ Western Asia

☐ Europe

☐ Eastern Europe

☐ Northern Europe

☐ Southern Europe

☐ Western Europe

☐ Oceania


☐ Melanesia

☐ Micronesia

☐ Polynesia

[Upon completion of this section, jump to Consistency Commitment section.]

FKL Capstone Learning Experience

The FKL Capstone Learning Experience consists of three credits of a Writing-Intensive course

and three credits of a Capstone Course.

Which FKL Capstone Learning Experience requirement does the course meet? If you feel that

your course should meet both of the requirements below, please confer with the GEC chair

during the submission process.

☐ Writing-Intensive (WRIN) ☐ Capstone (CPST)

If Writing Intensive (WRIN) is selected, please answer the following question:

Please explain how the course incorporates process writing, which involves opportunities for

students to revise writing assignments in response to feedback from the instructor or graders

assigned to the course, as stated in the description of the Writing Intensive course found at

http://www.ugs.usf.edu/gec/fklcc.htm#exit.

http://www.ugs.usf.edu/gec/fklcc.htm#exit


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If Capstone (CPST) is selected, please answer the following question:

Please explain how the course provides students with a culminating educational experience and

integrates multiple areas of knowledge and dimensions, as stated in the description of the

Capstone course found in the link under the Resources tab.

Dimensions

Every FKL course must include the dimensions, Critical Thinking and Inquiry-Based Learning.

For each of these dimensions, please respond to the following questions. If your course includes

students in both face-to-face and online delivery methods, please provide descriptions and

examples for both delivery methods.

Dimension: Critical Thinking

Critical Thinking is a required dimension for every FKL course proposal.



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Dimension: Inquiry-Based Learning

Inquiry-based Learning is a required dimension for every FKL course proposal.







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Every FKL Capstone Learning Experience course must also address one additional dimension.

Please indicate which dimension this course addresses:

Approaches to Knowledge

☐ Scientific Processes ☐ Creative and Interpretive Processes and

Experiences

Perspectives (Contexts)

☐ Global Context (GLC) (GCP dimension) ☐ Human Historical Context and Process

☐ Environmental Perspectives ☐ Human and Cultural Diversity (HCD)

(GCP dimension)

☐ Ethical Perspectives ☐ Inter-Relationships among Disciplines

Competencies

☐ Written Language ☐ Oral Language

☐ Information Literacy ☐ Quantitative Literacy

For the dimension selected above, please respond to the following questions. If the course

includes students in both face-to-face and online delivery methods, please provide descriptions

and examples for both delivery methods.



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Global Citizens Course Certification Criteria

*ONLY complete this section if certifying FKL Capstone Learning Experience course as GCP*

The Global Citizens Project invites academic departments to certify FKL Capstone and Writing

Intensive courses as meeting the goals of the Global Citizens Project. Certified courses will

receive the Global Citizens course attribute in Banner and can be used by students to fulfill

partial requirements for the Global Citizen Awards.

The Global Citizens certification criteria are designed to infuse the learning objectives of the

Global Citizens Project (GCP) into the undergraduate curriculum, thereby providing students

with opportunities to practice and apply global competencies.

For all courses certified as Global Citizens courses, it is expected that:

the global components are significantly integrated into the course,

the global course objectives and student learning outcomes are consistent across all

sections of the course, regardless of instructor or mode of delivery,


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the academic department offering the proposed course will assess student learning in the

context of the course using GCP assessment methods, upon request by the Global

Citizens Project,

all versions of the course syllabus identify the course as a Global Citizens course using

the following statement, “[insert course prefix and number] is certified as a Global

Citizens course and may be used to fulfill partial requirements of the Global Citizen

Awards upon successful completion of the course (final grade of B or higher).”

Do you with to certify the course as a Global Citizens course?

☐ Yes [if selected, then continue.] ☐ No [if selected, then skip to Consistency Commitment]

Certification Criteria

The Global Citizens Project (GCP) addresses six learning objectives: SELF-AWARENESS,

WILLINGNESS, PRACTICE, KNOWLEDGE, ANALYSIS, and SYNTHESIS. For each GCP

Objective, a list of specific behavioral indicators has been defined. (see the Global Citizens

Project (GCP) Learning Flowchart under the Resources tab)

For a course to be certified as a Global Citizens course, the course objectives and content must

incorporate at least two of the six GCP Objectives. The selected GCP Objectives should be

represented in the syllabus as course objectives.


each of the two (or more) GCP Objectives (that is, assignments should require students to

perform the behavioral indicators). The selected behavioral indicators should be converted into

student learning outcomes for the course by adding course-specific language explaining the

context in which the behavioral indicator will be addressed. The course-specific segment can be

a rewording of an existing course learning outcome or something new. The complete statement


For example, a course on environmental anthropology might incorporate the GCP Objective

ANALYSIS (ability to analyze global and cultural interrelationships and interdependencies

across place and time) into course objectives and content. Course assignments and other

activities might then require students to compare and contrast the impact of historical and

geopolitical processes on cultural systems (a GCP behavioral indicator). This behavioral

indicator is converted into a student learning outcome that (1) copies the language of the

behavioral indicator, and (2) adds course-specific language explaining the context in which the

behavioral indicator will be addressed. In this case, the course-specific segment (underlined

below) is a rewording of an existing learning outcome for the course.





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☐ Self-Awareness: Self-awareness with regard to values, beliefs, attitudes, and behaviors

☐ Willingness: Willingness to make individual choices that reflect concern for others

☐ Practice: Ability to put into action professed values, beliefs, and attitudes that express

concern for others

☐ Knowledge: Knowledge of global and cultural systems and issues

☐ Analysis: Ability to analyze global and cultural interrelationships and interdependencies

across place and time

☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address global and





activities. (Select at least one behavioral indicator per GCP Objective.) Then convert the GCP

behavioral indicator into a student learning outcome for the course by adding course-specific

language explaining the context in which the behavioral indicator will be addressed. The

complete statement should be included as a student learning outcome in the course syllabus.

Self-Awareness: Self-awareness with regard to values, beliefs, attitudes, and behaviors


☐ define personal values and beliefs

___________________________________________________________________________

__________________________________________________________________________.

☐ explore how one’s worldview is shaped by personal values, identity, cultural rules, and

biases

___________________________________________________________________________

__________________________________________________________________________.

☐ evaluate congruency between values and actions

___________________________________________________________________________

__________________________________________________________________________.

☐ recognize differences in people’s values, beliefs, attitudes, and behaviors

___________________________________________________________________________

__________________________________________________________________________.


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☐ recognize common human experiences

___________________________________________________________________________

__________________________________________________________________________.


assignments, etc.) that will provide students with opportunities to practice and/or apply the


Willingness: Willingness to make individual choices that reflect concern for others


☐ participate in community service that strengthens communities and improves lives

___________________________________________________________________________

__________________________________________________________________________.

☐ participate in research that strengthens communities and improves lives

___________________________________________________________________________

__________________________________________________________________________.

☐ participate in a study abroad program that strengthens communities and improves lives

___________________________________________________________________________

__________________________________________________________________________.




Practice: Ability to put into action professed values, beliefs, and attitudes that express concern

for others


☐ evaluate the impact of individual choices on local and global communities

___________________________________________________________________________

__________________________________________________________________________.


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☐ actively communicate to prevent or resolve conflict

___________________________________________________________________________

__________________________________________________________________________.

☐ use appropriate language and communication methods that consider others’ points of view

and respect differences

___________________________________________________________________________

__________________________________________________________________________.

☐ develop relationships with others from different cultural backgrounds

___________________________________________________________________________

__________________________________________________________________________.




Knowledge: Knowledge of global and cultural systems and issues



___________________________________________________________________________

__________________________________________________________________________.

☐ describe multiple dimensions of global/cultural systems

___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.





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Analysis: Ability to analyze global and cultural interrelationships and interdependencies across

place and time



___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.


systems

___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.




Synthesis: Ability to develop and/or apply context-appropriate actions to address global and



☐ synthesize different types and sources of information to assess global/cultural issues or

situations

___________________________________________________________________________

__________________________________________________________________________.

☐ incorporate multiple perspectives into decision making when addressing global/cultural


___________________________________________________________________________

__________________________________________________________________________.

☐ assess local and/or global impacts of planned actions when addressing global/cultural


39


___________________________________________________________________________

__________________________________________________________________________.

☐ weigh options/planned actions and/or formulate possible solutions when addressing

global/cultural issues or situations

___________________________________________________________________________

__________________________________________________________________________.


___________________________________________________________________________

__________________________________________________________________________.




What is the expected Level of Instruction in relation to the global learning outcomes?

Introduced: Students are not expected to be familiar with the global knowledge, skills,

and/or competencies addressed in the course.

Reinforced: Students are expected to possess a foundation in the global knowledge,

skills, and/or competencies addressed in the course, i.e., course activities build on

previous knowledge, skills, and/or competencies.

Advanced: Students are expected to possess a strong foundation in the global

knowledge, skills, and/or competencies addressed in the course, i.e., course activities

build on global knowledge, skills, and/or competencies in multiple contexts and levels of

complexity.

GLOBAL CITIZENS ASSIGNMENT

Every section of every course certified as a Global Citizens course must have a graded, problem-

based assignment(s) that requires students to perform the student learning outcomes defined

above. The assignment(s) must be labeled Global Citizens Assignment in the syllabus. Please


perform the student learning outcomes defined above for the course. (2000 character limit)


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Please upload assignment instructions and requirements that will be provided to students in the







☐ No

☐ No Poverty

☐ Zero Hunger



☐ Gender Equality








☐ Climate Action


☐ Life on Land





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☐ Africa

☐ Eastern Africa

☐ Middle Africa

☐ Northern Africa

☐ Southern Africa

☐ Western Africa


☐ Caribbean

☐ Central America

☐ South America


☐ Asia

☐ Central Asia

☐ Eastern Asia

☐ Southern Asia


☐ Western Asia

☐ Europe

☐ Eastern Europe

☐ Northern Europe

☐ Southern Europe

☐ Western Europe

☐ Oceania


☐ Melanesia


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☐ Micronesia

☐ Polynesia

Narrative: Please provide a brief justification, with examples, that global components are

significantly integrated into the course. (1400 character limit)

CONSISTENCY COMMITMENT

Please confer with your department chair and then check the box below.

☐ The department chair or director certifies that the course objectives and student learning

outcomes of the course will be consistent across all sections taught, regardless of instructor or

mode of delivery. Upon certification of the course, a PDF version of this proposal will be sent to

the department chair or director with the expectation that it will be shared with current and future

instructors of the course.

Please explain the departmental plan for ensuring consistency across all sections. (800 character

limit)

ASSESSMENT COMMITMENT

Please confer with your department chair and then check the box below.

☐ The department chair or director certifies that the academic unit offering this course commits

to assessing student learning in the context of the proposed course, upon request by the General

Education Council and/or the Global Citizens Project.

Syllabus Guidelines


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Syllabi for all FKL courses should follow the USF System syllabus guidelines located under the

Resources tab and include the following statement:

“This course is part of the University of South Florida's Foundations of Knowledge and

Learning (FKL) Core Curriculum. It is certified for [Identify Core Area(s)] and for the

following dimensions: [List approved dimensions.] Students enrolled in this course will be

asked to participate in the USF General Education assessment effort. This might involve

submitting copies of writing assignments for review, responding to surveys, or participating in

other measurements designed to assess the FKL Core Curriculum learning outcomes.”

Syllabi for FKL General Education courses that have been certified for the Human and Cultural

Diversity and/or Global Context dimensions should also include the following statement:

“[insert course prefix and number] is certified as meeting the goals of the Global Citizens

Project. However, as an FKL General Education course, it may NOT be used to fulfill partial

requirements of the Global Citizen Awards.”

Syllabi for FKL Capstone or Writing Intensive courses that have been certified as a Global

Citizens course should also include the following statement:

“[insert course prefix and number] is certified as a Global Citizens course and may be used

to fulfill partial requirements of the Global Citizen Award upon successful completion of the

course (final grade of B or higher).”

Secondary Syllabus

If a particular course is delivered in multiple formats, such as Blended or Online, it is strongly

recommended that a secondary syllabus be provided to the General Education Council for

consideration for each delivery format. These syllabi will not be sent to Tallahassee. Instead,

they will be used for certification of a general education course.

Please limit the length of your secondary syllabus file name to less than 40 characters

(including all special characters such as underscores) and do not use any spaces (use an

underscore if you need to separate words).