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
Modeling
A model can be thought of as an abstract, non-unique, description of a natural system that
captures its features essential for addressing the modeling objectives.* Nearly every discipline
creates models that mimic the "real world" and enable scholars to make predictions and develop
understanding crucial to specific fields of study. Models often simplify to clarify, but students do
not often fully appreciate that they are using a model that contains simplifying assumptions.
Further, despite encountering models across disciplines, many students do not at first see the
connections between how different disciplines develop and define them. This cluster of courses
emphasizes the common aspects of models used in a variety of disciplines. By taking these
courses, students will demonstrate an understanding of the common elements, important
limitations, and powerful predictive properties that models provide. And students will compare
and contrast these models as a way to assess their applicability across a range of contexts.
*as adapted from B.C. Patten by Stuart Borrett
Brief Statement of Rationale for Course’s Inclusion in Modeling 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 understanding of how a scientist (or an economist,
historian, poet, etc.) models the (natural) world.
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 an appreciation of the abstraction process involved in
developing a model.
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 demonstrate the ability to distinguish between what is and is not
included in a given model, and to explain how the model is formally represented.
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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