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
Evolution
The concept of evolution is foundational to many fields of science, including
anthropology, biology, geology, paleontology, and psychology. Evolution is a scientific concept,
which means it addresses questions about the natural world through a process of testing
hypotheses with empirical evidence. But, because science is limited to explaining natural
phenomena using empirical evidence, it cannot provide religious, philosophical, or ultimate
explanations for life. Humanities-based views on evolution will allow students to consider
cultural/societal implications of evolution, address moral and ethical dimensions of their
decisions, and explore questions of ultimate purpose and meaning that are beyond the scope of
science. This cluster will allow students to study the evolution of life from the perspective of
different scientific disciplines, as well as to think about its significance in relation to human life
and culture, including our philosophical, religious, historical, artistic and literary modes of
reflection. An evolution cluster of courses can be expected to stimulate students’ abilities to
recognize multiple viewpoints concerning evolution and to consider how and to what extent
these perspectives complement or compete with one another.
Brief Statement of Rationale for Course’s Inclusion in Evolution 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 understanding of evolution, including the evidence for it
and the processes by which it occurs.
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 will demonstrate the ability to distinguish between scientific perspectives
of evolution and perspectives from other fields that address questions of origins
(philosophy, religion, etc.).
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.)
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TTC 3. Students will articulate the implications of evolution for views of humanity and our
role in nature.
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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