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:
Course Title:
Native American Studies Course Number:
Native American Studies Research Theories and Methods
NASX280
Type of Request: New One-time Only Renew Change Remove
Rationale:
For many years, this course has been important to our major as meeting both core requirements and the intermediate writing general education requirement. More than any other course we teach, it helps our students develop a wide range of writing skills.
II. ENDORSEMENT / APPROVALS
Digitally signed by Wade Davies
Wade Davies
DN: cn=Wade Davies, o=Native American Studies
10/5/2015
Phone / Email:
243-5835 wade.davies@mso.umt.edu
Digitally signed by Wade Davies
Wade Davies
DN: cn=Wade Davies, o=Native American Studies 10/5/2015
*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 class is designed to provide students with the tools, information and perspectives necessary to be successful students and future researchers in Native American Studies. Students should leave the class as better overall critical readers, researchers and writers, whether in NAS or other pursuits.
There are three major components to the course. First, we discuss particular ethical considerations and research and writing trends in Native American Studies and related disciplines. Second, we focus on research methods, with the aim of learning how to be more efficient, comprehensive and focused researchers. Finally, we work on strategies for becoming stronger writers.
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?
Students write a 9-10 page original research paper using both secondary and primary sources. They synthesize these sources to support a central thesis statement on Native American topics. Through a variety of smaller assignments, individual meetings with the professor, and the submission of drafts, the students receive feedback that helps them develop their critical analysis skills, both in terms of evaluating and presenting evidence.
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?
Not only do students learn to support a central thesis statement, they provide evidence of critical analysis of the source material throughout the paper. The class works as a group to help each student formulate opinions and provide sufficient evidence. Students are encouraged to be creative and self-confident, but also factual, thorough, and to use appropriate academic writing and citation styles.
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?
Through class discussion, group work and component assignments, students learn to craft their arguments primarily for an academic audience. We also discuss techniques for writing for both indigenous communities and a broader general audience.
✔
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?
Feedback is given through the smaller assignments, group work with other students who read each others’ work, and a minimum of at least one complete written draft submitted to the professor prior to the final due date. Students also receive feedback on their research notebooks during individual meetings with the professor.
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?
Through meetings with librarians, the professor and readings, students learn basic proficiency searching for the following types of sources: secondary published sources; personal interviews (we discuss interview techniques and protocol and learn about IRB and other ethical/legal requirements); published government documents; archival resources; and legal resources. We also have multiple class discussions about the special ethics involved in doing research in Indian country
•
No If no, course may not be eligible
Begin to use discipline-specific writing conventions
✔
Yes If yes, how will student learning be supported?
All the writing is academic, but as NAS is a multi-disciplinary field, students choose to write papers using conventions appropriate for either History, Law, Political Science, Anthropology, etc. They learn multiple citation styles (especially Chicago and MLA) and demonstrate this knowledge in their assignments, but they are free to choose the most appropriate style for their final paper. Students writing history papers, for example, are encouraged to use Chicago style.

•
No If no, course may not be eligible
Demonstrate appropriate English language usage
✔ Yes If yes, how will student learning be supported?
Students must demonstrate proper grammar and appropriate style in their assignments and final paper. We focus both on the mechanics of writing and writing style. I also encourage students to work with the UM writing center in areas where they could most benefit.
No If no, course may not be eligible
V. WRITING COURSE REQUIREMENTS
• ✔
If no, list maximum course enrollment.
Explain how outcomes will be adequately met for this number of students.
The course usually enrolls about 15 students, which is very manageable and allows both the professor and the faculty/librarians who assist with the class to meet with them numerous times on an individual basis. The multiple writing and group assignments also allow the professor ample opportunities to assess their skill-levels and progress.
Justify the request for variance.
• Which written assignments will include revision in response to instructor’s feedback?
With the exception of the two bibliographies, all of the assignments include extensive written components that are assessed for both content and the quality of their writing. They are allowed to do voluntary revisions of all of these assignments using feedback the professor provides through Moodle
(with the exception of the quizzes). The final paper must be submitted as a complete draft at least once (and they can voluntarily do more drafts) before turning in the final draft.
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
As stated above, with the exception of the two bibliographies, all of the assignments include extensive written components that are assessed for both content and the quality of their writing. Collectively, these written assignments are worth more than 70% of their final grade.
• Informal Ungraded Assignments
There are no informal written assignments, other than their topic statements and any ungraded drafts they choose to show the professor before they are due. When they do submit these voluntarily drafts, the professor provides them with detailed feedback.

• 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.