I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into
this Cluster based on the Cluster's description. For your convenience, the overall description and
rationale for this component are included below.
Overall Description and Rationale for Thematic Transdisciplinary Cluster on
Ancient Thought & Culture
The study of ancient Western thought and culture is a critical part of the human
intellectual, cultural and historical heritage, both for Western countries formed by it and for all of
modern global culture that has been influenced by it.
The study of Western art, history, literature, philosophy and religion is highly appropriate
for integrative disciplinary studies, which can only enhance one another. The study of ancient
Athens is at once the study of the Parthenon, of Pericles and the history of the Peloponnesian
War, of Socratic dialogue, of tragic and comic drama, and of the beginning of scientific and
philosophical thought. The study of the Roman Empire and of medieval European culture is at
once a study of art, politics, literature, philosophy and religion that all interact and mutually
influence one another.
In content and in form, there are excellent reasons for encouraging students to study
ancient thought and culture as a unique historical period from the vantage point of different
humanities disciplines.
Brief Statement of Rationale for Course’s Inclusion in Ancient Thought & Culture Cluster
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for this Cluster and list
these Common SLOs along with course-specific SLOs in the model course syllabus (to be
attached). For each Common SLO, list the course SLOs that address the common SLO, describe
the opportunities which will be provided for students to learn the outcome (readings, class
discussion and/or activities, applied projects), and list the means of assessment (exams, papers,
projects, quizzes, etc.) that will be used to determine the level of student understanding.
TTC 1. Students will demonstrate an awareness of a body of factual and interpretive
cultural knowledge relevant to their discipline of study.
Course SLO(s) to Address TTC 1
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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TTC 2. Students demonstrate discipline appropriate methods to study and explain or
interpret those ideas, events, artifacts, and/or texts.
Course SLO(s) to Address TTC 2
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
3
TTC 3. Students evaluate critically important problems of interpretation or understanding
raised in relation to ancient Western thought and culture.
Course SLO(s) to Address TTC 3
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Submission instructions:
Please submit cover form, all component forms, a model syllabus, and College/School’s course
action form (if needed) to your department chair. Department chairs should then submit these
forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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