Science / Engineering / Technology (SET) Course Approval Form
For courses proposed to satisfy the SET requirement of the
Union College General EducationProgram
(rev 9/15/2009)
Instructions. This cover sheet explains the basis on which the General Education Board will
evaluate the attached application form.
Basis of Evaluation: In the Gen Ed Program that was approved on March 31, 2005, students are
required to take 3 courses in quantitative and mathematical reasoning (QMR), natural and
applied science, engineering, and the impact of science and technology on society. In addition to
one course in QMR, students must take two science / technology courses, as follows:


one course in natural sciences (Bio, Chem, Geo, Physics, and selected Psych), with lab
(designated SCLB)
one course selected from the following categories:
i. another course in natural sciences (with or without lab)
ii. a course in engineering or computer science
iii. a team-taught ID course (including at least one faculty member from Center 2), with
significant science or engineering content, about the impact of science and/or technology on the
human world.
This application is ONLY required for category iii above. Any course in this category should
describe an area of science or technology, using fundamental concepts about the physical/natural
world, and acquaint students with past successes and current unresolved questions/problems in
the field. The primary goals of a course with “significant science or engineering content” or a
course designed to “foster understanding of technology” are:
1. promote critical thinking, to enable students to evaluate evidence, results, and claims related
to the natural sciences or technology and their impact on broader human or societal issues.
2. demonstrate problem-solving methods used in science and technology. This should involve
classroom activities, homeworks, and/or projects in which students must demonstrate logical
reasoning through quantitative analysis (e.g., calculations, programming, graphical analysis).
3. Science courses should demonstrate scientific methodology through which an understanding
of the natural and physical world is achieved. The scientific process should be clearly illustrated,
particularly the development and modification of theory based on observations.
4. In technology courses, there may be an emphasis on an application of scientific knowledge,
but the empirical or theoretical underpinnings of this knowledge should be covered as
well. Technology courses can also be constructed so that students gain an appreciation of
engineering principles and issues (e.g., design tradeoffs, maintainability, manufacturability,
profitability) through the process of design and analysis of why things work (reverse
engineering).
5. In team-taught ID courses, fundamental science and engineering concepts should be related in
an integral way to the broader human or societal issue under consideration. In these courses the
science/engineering content should make up at least 50% of the covered material, of the
assignments, and of the exams and other projects.
The attached form asks for:
A. A course description and core topics which will be covered in all sections of the course.
B. A list of goals (from the above four) addressed by the course, each with a paragraph of
explanation – in what way does the course address that particular goal? This explanation should
make any additional points that are NOT addressed in part C.
C. A description of some sample problems, labs, or other assignments (typically, 2 or 3) taken
from the course. Accompany each with an analysis of how the activity addresses one or more of
the goals, followed by the solution itself (or a discussion of the type of material that would be
turned in). Together, your samples should address 3 of the goals claimed in Part B (1, 2, and one
of the remaining depending on the type of course).
What is part C about? It is the view of the Gen Ed Board that for a SET course to meet any of the
goals above, it should require that students engage in activities that promote critical thinking and
involve students with the appropriate science and technology concepts. If a proposal is for an
already existing course, then sample activities should be chosen from ones that have actually
been assigned to students, or that have appeared on tests or quizzes. If proposal is for a new
course, then sample activities should be ones that realistically will be assigned.
When you explain the ways in which a course activity embodies one of the goals, please appeal
as directly as possible to the specific language of that goal. When you present the solution itself,
feel free to use the same technical terms that you would employ in explaining that solution to a
student. In other words, strive to be technical where appropriate, without unnecessarily jargon.
=========================================================
Science / Engineering / Technology (SET) Gen Ed Application Form
DIRECTIONS: Please provide the information below. Using the template given below,
provide several examples of activities that will be assigned to students in the course. These
can include exam questions, homework questions, or lab assignments, or other forms of
assignments. The samples should exemplify all the SET goals addressed by the course.
Department/Program:
Date:
Frequency at which the course will be offered:
Course number and title:
Course description, including core topics which will be covered in all sections of this
course:
List each SET goal addressed by the course, with a brief (one paragraph) explanation of
how the course addresses that goal.
Do you want to apply for Science-Lab credit (SCLB)? If your course contains a laboratory
component (either separate lab, or studio-lab course), and covers material from one or
more of: Astronomy, Biology, Chemistry, Geosciences, Neuroscience, Physics, then attach a
separate sheet explaining the laboratory components. In general a course should have 15
hours or more of laboratory content in one of the aforementioned disciplines to be
approved for Gen Ed SCLB credit.
====================================================================
============
Science / Engineering / Technology (SET) Course Approval
Sample Problem
Course:
Problem:
Analysis of solution or student activity and its relationship to SET goals:
Solution Method: