INTERMEDIATE COLLEGE WRITING COURSE REVIEW FORM
(FORMERLY APPROVED WRITING) 4-15
Please attach/ submit additional documents as needed to fully complete each section of the form.
I. COURSE INFORMATION
Department: ANTHROPOLOGY
Course Title:
Course Number:
254
Archaeological Wonders of the World
Type of Request:
Rationale:
✔
New
One-time Only
Renew
Change
Remove
By highlighting engaging archaeological discoveries, this course helps students prepare for
upper division courses by using critical thought. Instructors have been experimenting with
weekly writing assignments for the past several semesters. Responses have been positive
and so we are seeking approval here to formally recognize this as a 200-level writing course.
II. ENDORSEMENT / APPROVALS
Digitally signed by Kelly Dixon
DN: cn=Kelly Dixon, o=University of Montana,
ou=Department of Anthropology,
email=kelly.dixon@mso.umt.edu, c=US
Date: 2015.10.02 12:29:47 -06'00'
2 Oct. 2015
Kelly Dixon
Signature _______________________
Date____________
* Instructor:
Marta Timmons/Kelly Dixon
mtimmons@earthlink.net; kelly.dixon@mso.umt.edu
Tully Thibeau
1 Oct. 2015
Program Chair: Tully Thibeau
Signature _______________________
Date____________
Phone / Email:
Digitally signed by Tully Thibeau
DN: cn=Tully Thibeau, o=University of Montana,
ou=Anthropology, email=tully.thibeau@umontana.edu,
c=US
Date: 2015.10.01 16:33:08 -06'00'
Dean:
Christopher Comer or Jenny McNulty
Digitally signed by Jenny McNulty
DN: cn=Jenny McNulty, o=Humanities and Sciences,
ou=College, email=mcnulty@mso.umt.edu, c=US
Date: 2015.10.01 19:50:52 -06'00'
Jenny McNulty
Signature _______________________
Date____________
*Form must be completed by the instructor who will be teaching the course. If the instructor of the course changes before the next
review, the new instructor must be provided with a copy of the form prior to teaching the course.
III. OVERVIEW OF THE COURSE PURPOSE / DESCRIPTION
Provide an introduction to the subject matter and course content:
This course highlights major archaeological discoveries on a worldwide scale, with an emphasis on the
history of the human condition over the past several millennia. Case studies providing historical insight
germane to navigating the modern world will be explored via lectures, class discussions, readings, and
documentaries. Students will use critical thought and a series of writing assignments to articulate how
such findings shed light on the dynamic timeline of the rise of complex societies. Students will be
encouraged to use interdisciplinary evidence by integrating knowledge from the humanities, social
sciences, and natural sciences in order to understand regional, continental, and transnational
approaches to managing and conserving the world’s cultural and natural heritage.
IV. LEARNING OUTCOMES
Provide examples of how the course will support students in achieving each learning outcome
•
Use writing to learn and synthesize new concepts.
✔ Yes If yes, how will student learning be supported?
Lectures, readings, discussion, in-class activities, writing assignments, and take-home quizzes will
encourage students to consider the ways in which archaeological discoveries have changed how we
perceive the past and how archaeological evidence cultivates an awareness of the diverse ways
humans structure their lives. Instructor feedback on writing assignments will ensure students have
guidance to improve writing skills over the course of the semester.
No
If no, course may not be eligible
•
Formulate and express written opinions and ideas that are developed, logical, and organized.
✔ Yes If yes, how will student learning be supported?
Through the bi-monthly writing projects, students will develop critical thinking skills while examining
research issues in text-aided fields, such as Egyptology and Classical Archaeology, and discuss the
ways in which anthropological methods, theory, and questions can be integrated with the scholarship
of these fields This, along keeping a journal documenting their scholarly research, and the final
writing/research project are expected to help students practice logically expressing opinions and ideas
and to prepare students them for higher level anthropological courses.
No
•
If no, course may not be eligible
Compose written documents that are appropriate for a given audience, purpose and context
✔ Yes If yes, how will student learning be supported?
Students will review the ways in which professionals have written about archaeology and cultural
heritage topics via assigned readings and will be required to respond to those readings and course
lectures/discussions by analyzing and comparing the different ways of writing about/reporting on
findings. Students will also be assigned readings that will require them to compare the ways in which
professional write for peer-reviewed/academic journals or for the public.
No
•
If no, course may not be eligible
Revise written work based on constructive comments from the instructor
✔ Yes If yes, how will student learning be supported?
Twice a month, students will be required to write brief essays that reflect on and critically analyze the
material presented in class and that will allow them to practice the ability to use critical thought, taking
into account historical, cultural, and Indigenous viewpoints. The instructor and teaching assistant(s)
will provide editorial feedback on these writing projects. Students will also prepare a final paper at the
end of the semester that will involve instructor/grader editorial review (rough and revised drafts).
No
•
If no, course may not be eligible
Find, evaluate, and use information effectively and ethically
( description of information literacy outcomes appropriate for each class level)
Subject librarians are available to assist you embed information literacy into your course
✔ Yes If yes, how will student learning be supported?
At the beginning of the semester, UM Mansfield Librarian Julie Edwards will provide students with an
overview of resources and will create a reference guide for this course so students can conduct key
word searches using scholarly search engines throughout the semester. Students will maintain a
notebook/journal that tracks keywords used, compares general versus specific search terms and
various information sources, and categorizes/identifies topics for the final writing project.
No
•
If no, course may not be eligible
Begin to use discipline-specific writing conventions
✔
Yes If yes, how will student learning be supported?
We will review various style guides and writing conventions in class, discussing them via assigned
readings and then practicing via bi-monthly writing assignments.
No
•
If no, course may not be eligible
Demonstrate appropriate English language usage
✔ Yes If yes, how will student learning be supported?
Bi-monthly writing assignments are intended to give students practice with composition, critical
thought, and defending their positions. Students will be given feedback on each of these assignments
and will be given a rubric to guide self-grading. The final writing project will include a formal review
process in which students will submit a draft for review several weeks before the final due date of the
writing project. We will also take class time to discuss general issues and writing "lessons learned."
No
If no, course may not be eligible
V. WRITING COURSE REQUIREMENTS
•
Enrollment is capped at 25 students.
Yes ✔ No
If no, list maximum course enrollment.
Explain how outcomes will be adequately met for this number of students.
This class has historically attracted between 50-70 students. Even so, we developed writing
components to the class to experiment (via weekly essays) with the efficacy of turning it into a writing
course. Since we changed the format of the class, instructors have seen improvements in writing
skills and critical thought between the first few weekly essays and the last.
Justify the request for variance.
Given the success of the writing experiment (above), we want to keep the class size at 50-70 students
IF WE CAN have at least one TA and one grader to support the extra work proposed here. We may
need to downsize the course to 25 students and visit the possibility to offer the class frequently to
meet demand; now it is offered every other Spring.
•
Which written assignments will include revision in response to instructor’s feedback?
Instructors/TAs/graders will review all writing assignments throughout the semester, providing
feedback on each so that the students can build on revisions from previous writing assignments.
Students will be required to submit formal revisions on a first draft of the final writing project; the due
date for drafts will be far enough in advance of the end of the semester to give students/instructors
ample to to review and revise.
VI. WRITING ASSIGNMENTS
Please describe course assignments. Students should be required to individually compose at least 16 pages of writing for
assessment. At least 50% of the course grade should be based on students’ performance on writing assignments. Clear expression,
quality, and accuracy of content are an integral part of the grade on any writing assignment.
•
Formal Graded Assignments
There are six (6) two-page writing assignments (bi-monthly) and one ten-page paper. In addition,
students will practice writing, documenting sources, and developing bibliographies in their source
journal.
•
N/A
Informal Ungraded Assignments
•
Attach a sample writing assignment. Include instructions / handouts provided to students.
VII. ASSESSMENT
I will participate in the University-wide Program-level Writing Assessment by requiring students in this course to upload a
sample paper to the designated Moodle location. Please clearly communicate the requirement to your students and include
language on your syllabus (sample below).
•
This course requires an electronic submission of an assignment stripped of your personal information to be used for
educational research and assessment of the writing program. Your paper will be stored in a database. A random selection
of student papers will be assessed by a group of faculty using a rubric developed from the following writing learning
outcomes.
•
•
•
•
•
•
•
Compose written documents that are appropriate for a given audience or purpose
Formulate and express opinions and ideas in writing
Use writing to learn and synthesize new concepts
Revise written work based on constructive feedback
Find, evaluate, and use information effectively
Begin to use discipline-specific writing conventions (largely style conventions like APA or MLA)
Demonstrate appropriate English language usage
The rubric score points are: (4) advanced, (3) proficient, (2) nearing proficiency, and (1) novices. This assessment in no way affects
either your grade or your progression at the university.
VIII. SYLLABUS
Attach syllabus and send digital copy with form to faculty.senate@mso.umt.edu.
The syllabus must include the list of Writing Course learning outcomes above.
SUBMISSION
After all signatures have been obtained, submit original, and an electronic file to the Faculty Senate Office, UH 221. An electronic
copy of the original signed form is acceptable.