I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
X
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Political Science
Course #
TBD
Course Title
Prerequisite
”Why?”
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
Phone / Email
Abhishek Chatterjee
X4704/abhishek.chatterjee@umontana.
edu
Program Chair Ramona Grey
Dean
Christopher Comer
III. Type of request
New X
One-time Only
Renew
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Creativity, questioning and critical analysis of tangible and abstract concepts are
interconnected, fundamental skills common that foster productivity in one’s academic pursuits,
and in one’s life as members of comminutes in a democratic society. The course titled “Why?”
aims to present these concepts from the perspectives of both physical and social sciences, and
provides students an opportunity to their own critical/creative thought skills.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. systematically study individuals, groups, or
social institutions;
The course, among other things, examines
how both social and natural scientists as a
group go about practicing their profession. It
also studies whether and/or to what extent
their location in society (class, nationality,
race) has an effect on their scientific
practice. This is in addition to subjectspecific readings that examine social science
topics ranging from the measurement of
poverty, to the definition of democracy (see
below).
2. analyze individuals, groups, or social
The course has several readings on social
problems and structures; and/or
science topics that examine social problems.
One of these happens to concern the
measurement of poverty, and how alternative
measurements have implications for
arguments and hypotheses for causes of the
same; this in turn has real-world implications
for probable poverty-alleviation policy
measures. In addition the course also
encourages students to formulate concepts in
order to pursue social science questions such
as the causes of democracy.
3. give considerable attention to ways in which Considerable portion of the course is taken
conclusions and generalizations are developed
up with this particular criterion. So the
and justified as well as the methods of data
course is largely about the extent to which
collection and analysis.
both the “natural” and the “social” sciences,
despite their apparently somewhat different
methodological practices, face similar
dilemmas, or deal with similar issues in the
identification, formulation, and finally,
investigation of questions. As such, part of it
will be taken up with the differences
between generalizing from controlled
experiments, as generally in the natural
sciences, and observational data (as is
overwhelmingly the case in the social
sciences). We will therefore think quite a bit
about the special challenges facing social
scientists when they try to interpret purely
observational data.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1.Describe the nature, structure, and historical
development of human behavior, organizations,
social phenomena, and/or relationships;
2. use theory in explaining these individual,
group, or social phenomena; and/or
3. understand, assess, and evaluate how
conclusions and generalizations are justified
based on data.
Students will be asked to critically examine
social science concepts—even as they try to
formulate their own—in order to answer
such questions as the causes and
consequences of poverty and deprivation, to
how or whether biology and social
hierarchies (race, class, gender) interact to
explain various forms of inequality.
This criterion is inseparable from the
criterion 1.
The focus of this course is not any specific
scientific methodology per se, but rather the
general principle of “questioning” as the
beginning point for any endeavor. In this
sense the formulation and refining of
questions, and the consideration of the
testability of questions will be presented to
students as a “method.” This, as was noted
earlier, will include a consideration of
differences (in addition to similarities) in
how conclusions are justified in the social
sciences (as opposed to the natural
sciences).
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.