A. University Studies Component Form: Information Literacy
I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Information Literacy Courses
This component of the University Studies program is designed to foster the development of
students’ information literacy skills by requiring three information literacy intensive courses: The
First Year Experience and two additional information literacy intensive courses, with at least one in
the major field of study. The American Library Association has defined information literacy as “a
set of abilities requiring individuals to recognize when information is needed and have the ability to
locate, evaluate, and use effectively the needed information." Information literacy skills have
become crucial for any lifelong learner, in part, due to rapidly changing information technologies
and increased access to a variety of information resources. A student’s ability to make critical
choices about information is essential during his or her college career and beyond. Information
literacy is essential in all disciplines and achieving information literacy skills positions students for
academic, professional, and personal success.
Brief Statement of Rationale for Course's Inclusion in Information Literacy Courses
In MUS 285 (Conducting I), each student will write a 10-page research paper (Normal
Margins, 12 pt. Times New Roman Font, Double-spaced) on an approved conducting
topic (i.e., “A Brief History of Conducting”, “Comparing the Approach and Organization
of Two Conducting Texts”, “The Life and Training of a Specific Historical Figure in
Conducting”, etc…). Research and completion of this paper will require the student to
locate, evaluate, and effectively use relevant information and sources that relate to the
approved research topic. Students must also correctly cite their sources and produce
a bibliography for their paper. The results of this research will be presented to the
class in the form of a five (5) minute oral presentation with a hand-out or PowerPoint
slides.
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for the component, 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.
IL 1. Be able to determine the nature and extent of information needed to solve a problem.
Course SLO(s) to Address IL1
1. Student will be able to formulate a research topic based on available sources.
2. Student will be able to find relevant information to investigate their topic by
thoroughly searching a variety of sources; library, computer, audio and video
recordings, interviews, etc...
3. Student will present the results of their findings in a written paper and oral
presentation.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
1. Development of a research topic
2. Consultation with instructor for approval of the topic
3. General research to determine relevant information and sources of the topic
4. Presentation and discussion of research in class with instructor and peers
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
1. Outline for paper
2. Drafts of paper
3. Final paper with citations and bibliography
4. Presentation hand-out or PowerPoint slides.
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IL 2. Access information effectively and efficiently from a variety of sources.
Course SLO(s) to Address IL2
students will evaluate
Students will access library and internet
and other resources to find information that
the information
applies to their research topic. This will
include
written material, audio recordings,
needed for accuracy
video recordings, and possibly oral interviews
with professional musicians and
of the information
relevance togleaned for accuracy and
musicologist. Students will evaluate and
the for
information
their
theses.
develop will also develop an ability to
relevance in relation to their research
topic.
Students
an ability to, for ex,
synthesize information and to write a coherent paper addressing their research topic.
you can measure
Students will further synthesize information
forto.an oral presentation.
their ability
students synthasitze
information.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
1. Intensive research focused on the approved topic
2. Writing a coherent research paper with citations and bibliography
3. Presenting and discussing research with instructor and peers
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
1. Research paper
2. Oral presentation
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IL 3. Evaluate information critically and incorporate appropriate information into his or her
knowledge base.
Course SLO(s) to Address IL3
1. Students will successfully investigate their research topic and present appropriate
material from the information they have gathered
2. Students will share this information with their peers and discuss their findings.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
1. Research to find evidence of appropriate information on the topic
2. Reading, viewing, and hearing information that relates to their research topic
3. Review and discussion of information with teacher and peers
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
1. Drafts of paper
2. Final version of paper with appropriate footnotes and bibliography
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IL 4. Individually, or as a member of a group, use information effectively to accomplish a
specific purpose.
Course SLO(s) to Address IL4
1. To conduct research in order to produce an paper on an approved research topic.
2. To write a quality research paper complete with citations and a bibliography
3. To present their findings in an oral presentation to their peers
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
1. To thoroughly research a topic through a variety of resources (reading, viewing and
listening)
2. Write multiple drafts of the paper, revising each based on feed back from teacher
3. Review and discuss information gleaned with teacher and peers
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
1. Drafts of paper
2. Final version of paper
3. Oral presentation
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IL 5. Understand many of the economic, legal, and social issues surrounding the use of
information and access, and use information ethically and legally.
Course SLO(s) to Address IL5
Students will understand what plagiarism is and will understand ethics involved in
writing and the use of other people's words and ideas. They will understand that they
are bound by academic honesty and copyright law. A bibliography and proper citation
will be required for all sources and information presented in the research paper.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
1. Review of MLA style of documentation
2. Review of the university ethical code
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
1. Citations
2. Bibliography
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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