Section IV – Global FKL Content

Beginning spring 2016, the General Education Council will utilize new Global FKL criteria to recertify FKL general education courses in key core areas. The new criteria will infuse the learning outcomes of the Global Citizens Project into the FKL Core Curriculum, thereby introducing students to global competencies and content.

The new Global FKL criteria apply to courses in the following core areas:

Social and Behavioral Sciences (CASB) Humanities (CAHU) Fine Arts (CAFA)

Human and Cultural Diversity in a Global Context (CAGC)

All other general education courses are encouraged, but not required, to meet the Global FKL criteria.

FKL General Education Recertification Instructions for Courses Addressing the Human and Cultural Diversity Dimension and/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 first Global Citizens Project (GCP) Learning Flowchart at the end of this document.)

For a general education course to be recertified following Global FKL criteria, the course objectives and content must incorporate two of the three GCP Objectives of the selected FKL dimension. (CAGC courses select two from a combined list of GCP Objectives representing both FKL dimensions. See the second GCP Learning Flowchart at the end of this document.) 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 and content. Course assignments and other activities might then require students to compare

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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.

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.

FKL DIMENSIONS

For courses certified in the core areas of Social/Behavioral Sciences (CASB), Humanities (CAHU), and Fine Arts (CAFA), please select EITHER Human and Cultural Diversity OR Global Context (or Both, if desired).

For courses certified in the core area of Human and Cultural Diversity in a Global Context (CAGC), please select BOTH Human and Cultural Diversity and Global Context.

1. Please indicate which dimension(s) this course addresses.

☐ Human and Cultural Diversity (complete questions 2 and 3)☐ Global Context (complete questions 4 and 5)

☐ Both Human and Cultural Diversity and Global Context (complete questions 6 and 7)

HUMAN AND CULTURAL DIVERSITY

GCP OBJECTIVES (blue on GCP Learning Flowchart)

2. 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.

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☐ 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)

3. 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,

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. (100 word limit)

ANALYSIS: Ability to analyze interrelationships and interdependencies of cultural systems and issues across place and time

Upon successful completion of this course, students will be able to:☐ 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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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. (100 word limit)

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

Upon successful completion of this course, students will be able to:☐ 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 ________ _________________________________________________________________________________.

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. (100 word limit)

_____________________________________________________________________________

GLOBAL CONTEXT

GCP Objectives (blue on GCP Learning Flowchart)

4. 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 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

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

GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)

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5. 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 global systems and issues and associated dimensions (e.g., historical, political, economic, social, cultural, environmental, technological)

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

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. (100 word limit)

ANALYSIS: Ability to analyze interrelationships and interdependencies of global systems and issues across place and time

Upon successful completion of this course, students will be able to:☐ explain the connections among dimensions of global systems ___________________________

_____________________________________________.☐ 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 _____

___________________________________________.

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. (100 word limit)

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

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

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. (100 word limit)

BOTH HUMAN AND CULTURAL DIVERSITY AND GLOBAL CONTEXT

GCP OBJECTIVES (blue on GCP Learning Flowchart)

6. 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 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

cultural issues or situations

GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)

7. 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.

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KNOWLEDGE: Knowledge of global and cultural systems and issues

Upon successful completion of this course, students will be able to:☐ identify and describe major global issues ___________________________________________.☐ describe multiple dimensions of global/cultural systems _______________________________

___________________________.☐ recognize that cultural systems experience historical and geopolitical processes differently ____ ____________________________________.☐ recognize that global issues and systems are experienced differently at local scales __________ ______________________________________.

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. (100 word limit)

ANALYSIS: Ability to analyze global and cultural interrelationships and interdependencies across place and time

Upon successful completion of this course, students will be able to:☐ analyze cultures as complex systems shaped by relations of power and interdependence _____ _____________________________________________.☐ analyze global issues and challenges, their histories, and impacts _________________________.☐ compare and contrast the impact of historical and geopolitical processes on cultural systems __ __________________________________________.☐ compare and contrast how global issues and systems are experienced at different scales _____ ___________________________________________.

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. (100 word limit)

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

Upon successful completion of this course, students will be able to:☐ synthesize different types and sources of information to assess global/cultural issues or situations __________________________________________________________________.

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☐ incorporate multiple perspectives into decision making when addressing global/cultural issues or situations __________________________________________________________.☐ assess local and/or global impacts of planned actions when addressing global/cultural issues or situations __________________________________________________________.☐ weigh options/planned actions and/or formulate possible solutions when addressing global/cultural issues or situations _____________________________________________.☐ communicate ideas and information to diverse audiences _______________________.

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. (100 word limit)

8. 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. Submit assignment instructions and requirements (that will be provided to students) to GenEdCouncil@usf.edu with this document.

Section V – Consistency and Assessment

9. Consistency Commitment:

☐ The department chair certifies that the course objectives and student learning outcomes of the proposed course will be consistent across all sections taught, regardless of instructor or mode of delivery. Upon recertification of the course, a PDF version of this proposal will be sent to the department chair with the expectation that it will be shared with current and future instructors of the course.

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

10. Assessment Commitment:

☐ The department chair certifies that the academic unit offering this course commits to assessing student learning in the context of the proposed course using FKL assessment methods, upon request by the General Education Council.

Section VII - Syllabus

11. Submit a representative sample of syllabi from the past two years that includes different types of instructors and modes of delivery, if applicable, to GenEdCouncil@usf.edu.

12. Submit a representative syllabus for future offerings of the proposed course to GenEdCouncil@usf.edu. All syllabi should include the following FKL 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 courses that have been certified for the Human and Cultural Diversity and/or Global Context dimensions under the Global FKL criteria 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 be NOT be used to fulfill partial requirements of the Global Citizen Awards.”

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For courses addressing EITHER Human and Cultural Diversity OR Global Context

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For courses addressing BOTH Human and Cultural Diversity AND Global Context

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