CI-M Proposal
Proposal to Designate a Communication Intensive Subject in an Undergraduate Major
For a subject to be designated as CI-M for an undergraduate major, the subject must be approved by
both the CUP Subcommittee on the Communication Requirement (SOCR) and the Committee on
Curricula (COC). This form (along with an updated syllabus) should be submitted to SOCR and is
intended for proposing designation of a new CI-M subject or revisions to the communication-intensive
components of a current CI-M; the standard COC proposal form must be submitted to that committee
as well. This form should not be used to propose a CI-H subject; please email commreq@mit.edu for
information on proposing CI-H subjects.
Subject number:
Subject name:
For which degree program(s) will this serve as CI-M?
Department:
Contact name:
Contact email:
Date submitted:
Completed CI-M proposal forms should be sent with an updated syllabus commreq@mit.edu. (If
formal learning objectives and measurable outcomes have been established for this subject, these may
also be included.) The due date for AY2016-17 CI-M proposals is December 4, 2015.
For more information:
CI-M proposal
process
Lauren Weitkamp, Staff to the Subcommittee on the Communication Requirement,
253-6309, commreq@mit.edu
Communication Requirement (http://web.mit.edu/commreq/)
Kathleen MacArthur, Associate Dean for Curriculum and Faculty Support, 253-2783,
commreq@mit.edu
Pedagogical Assistance (http://cmsw.mit.edu/wrap)
Suzanne Lane, Director of Writing, Rhetoric, and Professional Communication, 452-5009,
stlane@mit.edu
CI-M
Proposal for AY2016-17
The criteria for CI-M subjects may be found at: http://web.mit.edu/commreq/faculty ci-m.html

Communication Intensive subjects in the major (CI-M) must:
o integrate writing and speaking assignments that relate to the professional discourse in the
major field;
o require at least 5,000 words of writing including one mandatory revision, an equivalent
amount of oral communication, or an equivalent combination of the two;
o include substantial instruction and feedback on student work; and
o count communication-intensive activities as ≥ 25% of the final grade
General information
1. When do you expect students to take this subject? Check all that apply:
Sophomore
Junior
Senior
2. Units:
12 units
Other (please explain):
9 units
3. Other Institute Requirements satisfied by this subject. Check all that apply:
Lab
HASS Distribution
REST
HASS Elective
Category
4. Term(s) offered. Check all that apply:
Fall
Spring
IAP
Summer
5. What is the expected enrollment for this subject in each term?
Fall term:
Spring term:
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CI-M
Proposal for AY2016-17
Communication content of proposed CI-M subject
Desired outcomes for CI-M subjects:

Students develop the ability to create persuasive written, visual, and/or oral communication through a
focus on the central genres and discipline-specific language of their major field of study.

Students apply the conventions within particular disciplines for the proper use of ideas and language of
others.

Students apply principles of effective presentation of data and research (e.g., including how to integrate
text, video, equations, or images; how to create tables or figures).

Students demonstrate in their work how to analyze audience expectations and to adapt to the needs and
knowledge level of their audiences.
6. Please indicate whether the subject is new, modified, or existing and unmodified.
If new or modified, when will the subject first be offered in the format proposed for CI-M designation?
If modified, please describe the modifications as they relate to the communication-intensive activity:
7. Describe how the communication-intensive activities are integrated with the educational objectives
of this subject. How do these activities develop students’ skills within your particular field’s specific
conventions of communication?
8. Mode(s) of communication
Written
Oral
Other (please explain):
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CI-M
Proposal for AY2016-17
Recommended practices for communication instruction:

Students receive instruction in specific writing or speaking practices before preparing assignments, and
will receive timely and constructive feedback on work in progress to guide them in revision. Students
rehearse oral presentations and receive feedback in the form of specific strategies for further
development.

Assignments should be sequenced to move from simpler to more complex cognitive and communication
tasks; within this sequence, newer or more challenging elements will be supported with specific instruction
and feedback.

Students are given many opportunities to analyze the genre and language of discipline-specific
professional forms of communication.

Students engage in guided peer review in order to apply and demonstrate this central practice of academic
communication. These opportunities may include asking students to complete a rubric or checklist to guide
their feedback.

If collaborative writing or presentations are assigned, students will be guided in how to collaborate
effectively. All students will be involved in drafting and delivering the assignment.

Students receive training in central tasks relevant to the specific genre (e.g., how to do a literature search
or how to produce visual images).

Students learn beneficial practices for working with sources, such as planning the stages of a project,
taking accurate notes, keeping track of sources, and documenting and citing sources in a manner
appropriate to the relevant field.

Class discussion will introduce ways in which changing communication and publication practices shape
the intellectual and practical work of the field.
9. Describe the instruction in communication concepts and practices and who will provide it:
Students should receive explicit communication instruction before they complete written and oral
communication assignments. While feedback on communication assignments is invaluable, it
should not serve as the only form of communication instruction.
10. Please describe the number, type, and length of the communication assignments including when
they occur during the course of the semester. Normally, each CI-M subject should require a
minimum of 5,000 words of individual writing, the equivalent amount of individual oral
communication, or an equivalent combination of written and oral communication. (As a rule of
thumb, a minute of formal presentation is considered equivalent to approximately 100-120 words.)
Please also attach an updated syllabus for the subject. (If formal learning objectives and
measurable outcomes have been established for this subject, these may also be included.)
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Proposal for AY2016-17
11. If team or group assignments — written or oral — are involved, please describe how these
assignments are structured to ensure that each student contributes an appropriately substantial
component of the communication-intensive work and how that individual contribution is evaluated:
12. CI-M subjects must provide each student with the opportunity to revise a communication assignment
based on feedback. Please indicate which assignment(s) will be revised, and when during the term
the revision(s) will occur:
What kind of feedback will be provided and by whom?
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CI-M
Proposal for AY2016-17
13. Describe how the communication component of the subject will affect the grade given to students.
The communication portion of each CI-M subject should count significantly toward the overall grade,
i.e., at least 25% of the subject grade.
14. The Writing, Rhetoric, and Professional Communication Program can provide pedagogical
assistance in developing a CI-M subject. Are you interested in assistance in any of the following
areas: (i) integrating communication-intensive activities into your course design, (ii) assignment
development, (iii) communication instruction or (iv) evaluation of communication assignments?
Yes
No
If yes, please describe what type of assistance you are seeking:
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Resources to support communication-intensive activities
15. Writing, Rhetoric, and Professional Communication (WRAP) staff can help with designing
assignments and integrating communication instruction into your CI-M subject. More information on
available resources can be found here: http://cmsw.mit.edu/wrap. Describe the instructional
resources required for communication instruction and feedback including the use of WRAP staff,
additional TAs, or other instructional support.
Indicate whether these resources are new or existing.
New resources
Existing resources
Please note that SOCR evaluates requests for new resources and makes recommendations to the
Dean for Undergraduate Education. The Subcommittee cannot guarantee that all requests for
resources will be funded. Preliminary questions about resources may be addressed to Kathleen
MacArthur, Associate Dean for Curriculum and Faculty Support.
Additional remarks
If there is additional information that will aid SOCR in its review of the subject, or if you have a comment
on this proposal form, please include it here.
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