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
Human Behavior
The purpose of this cluster on "Human Behavior" is to help students recognize multiple
competing and complementary theoretical perspectives on human behavior from the different
academic disciplines. By examining research and theories developed in each diverse field,
students will recognize that these different approaches, methods of analysis, and theories give
them different insights into why people behave the way they do, what gets classified as "normal"
versus "aberrant" behaviors, and how students can best approach the many individual and social
challenges facing them in the world.
Whether focusing on individuals' bodies and psyches, or on more comprehensive analyses of
group communication, organizational structures, and social and cultural systems, or on the
intersection of these different system levels, diverse disciplines in the social sciences,
humanities, and professional programs have developed tools and approaches to conduct research
to predict human behavior and design interventions to address individual and social needs. This
cluster will prepare students for a critical, thoughtful engagement with the challenges that face
individuals, families, communities, organizations, and larger social structures.
Brief Statement of Rationale for Course’s Inclusion in Human Behavior 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 analyze and compare how different disciplines explain human
behavior, including how they define and categorize behaviors.
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 apply different disciplinary approaches to researching human
behavior using micro-, mezzo-, and macro-levels of analysis.
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 apply these diverse theoretical perspectives and concepts to social
issues and problems found in larger society.
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.)
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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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