BG PERSPECTIVE COURSE REVIEW FORM
Units seeking BG Perspective course approval must provide the following Course Review information. For further information
and directions, please refer to the appropriate tabs that provide explanations and supporting documents for the course review
process. If you need assistance, please contact BGP Director, Donna Nelson-Beene (dnelson@bgsu.edu or 419-372-4864).
GENERAL INFORMATION REGARDING THE COURSE
Please check the appropriate boxes and enter information where asked to do so.
Course prefix:
Course number:
Course title:
Credit hours:
Terms in which course
typically is taught:
Check all that apply.
Fall
Spring
Summer
Frequency of offering:
Course is offered every year.
Course is offered every other year.
Course is offered less frequently than every other year.
Anticipated annual
enrollments, by terms:
Fall:
Spring:
Section size(s):
Check all that apply.
Course characteristics:
Check all that apply.
Summer:
25 or fewer
25-60
60-125
More than 125
This course has a lab component.
This course has recitation sessions.
This course is taught in a face-to face environment.
This course is offered as distance learning.
This course is offered as a hybrid/blended course.
Current status of course to be
reviewed:
Contact information for person
completing this form:
This course is currently in the BGP Program and is being
submitted for review.
This is an existing university course which is not currently in
the BGP Program.
This is a recently-approved university course which has not yet
been taught.
Name:
Title:
Phone:
Email:
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COMPONENTS TO BE SUBMITTED FOR BG PERSPECTIVE COURSE REVIEW
A. Course description. Please provide the catalog description for the course.
B. Interactive Engagement Activities. Please provide an explanation of the in-class and out-of-class interactive engagement
activities which contribute to student learning in this course.
C.
Master Syllabus. Please attach a detailed master syllabus for this course. The master syllabus is the document that
provides the framework from which individual faculty members will build the syllabus for their own sections of the
course. Faculty should include the components of the master syllabus in their own course syllabus, but they are
encouraged to customize the document to their own instructional purposes. There should be one master syllabus for
each course, and it should contain the following components:
 Course aim
 Student course learning outcomes/BG Perspective student learning outcomes
 Topics covered
 Instructional strategies
 Student learning activities
 Methods used for determining grades
 An explanation of how each learning outcome will be assessed in the course
 Kinds of assignments and as much detail as possible about each of these assignments. If desired,
assignment sheets may be attached to the syllabus
 Examples of instructional materials such as textbooks, internet websites, electronic media, videos, films,
recordings, and/or exhibitions
 Example of a calendar showing the topics and activities to be covered in the course
 Course policy statements
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ASSESSMENT COMPONENT OF BG PERSPECTIVE COURSE REVIEW
Need for a Plan to Assess BGP Outcomes: The mission of the BG Perspective course review process is to ensure that each
BGP course will be taught with effective learning strategies; that pedagogical decisions will be guided by evidence of student
learning; and that each BGP course will contribute to providing students with an excellent foundation for moving into upperlevel courses.
To this end, it is essential for academic units to have a coherent and integrated plan in place for measuring student learning.
Careful alignment of course assignments with BGP outcomes—and a subsequent assessment process—will help units address
and assess BGP expectations for student learning in each BGP course they offer. During the course review process, the BGP
Committee will give serious attention to these plans.
BGP Assessment Data Submission: Ongoing, routine measurements of students’ success in achieving learning outcomes is
essential in today’s culture of assessment. Future re-accreditation evaluations, in fact, will require BGSU to submit evidence
regarding the quality of student learning in our general education courses to HLC (Higher Learning Commission). With this
mandate in mind, academic units will need to maintain—and provide upon request—concrete data regarding their BGP
assessment results.
Academic units will submit their assessment data to the Office of Academic Assessment (assessment@bgsu.edu), which has
been created to oversee assessment at BGSU as well as to provide assessment guidance and assistance to faculty and
academic units. Details about the process for data submission will be provided at a later date. Please note that in many cases
the assignments already being given in classes will be able to be used for these assessments.
Because the submission of assessment data regarding BGP’s Student Learning Outcomes has become so important, the timely
submission of requested data will be necessary for continued BGP course approval.
Learning Outcomes Charts: The “domain charts” which follow this section have been created to help units consider the
assignment(s) they will use for addressing the BGP Learning Outcomes and assessing the degree to which the outcomes are
met. Please provide the requested information within the chart(s) which apply to domain(s) of the course that is being
submitted for review. Note that one assignment may be used to address multiple outcomes.
BGP Outcomes that Must be Addressed: The expectation is for a course to address all of the BGP outcomes established for
the domain. However, on occasion an outcome may not be appropriate for a given course. If an established outcome is not
appropriate for the course being submitted for review, a rationale must be provided for eliminating it. No more than one
outcome may be eliminated from a domain, however.
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ENGLISH COMPOSITION AND ORAL COMMUNICATION
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the English
Composition and Oral Communication domain. Please provide the information that is requested for each BGP Student
Learning Outcome, taking care to provide as much detail as necessary to convey your meaning clearly; the textboxes are
expandable. Specifically, please provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
 Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
☐
☐
☐
☐
☐
Class activities/assignment(s) that address the
BGP outcome
Methods of assessment
ECOC1. Formulate effective
written and/or oral arguments
which are based upon
appropriate, credible research.
ECOC2. Construct materials
which respond effectively to the
needs of a variety of audiences,
with an emphasis upon
academic audiences.
ECOC3. Analyze how the
principles of rhetoric work
together to promote effective
communication.
ECOC4. Communicate effectively
when participating in small
groups and/or making formal
presentations.
ECOC5. Utilize rhetorical
strategies that are well-suited to
the rhetorical situation,
including appropriate voice,
tone, and levels of formality.
ECOC6. Demonstrate critical
thinking, reading, and writing
strategies when crafting
arguments that synthesize
multiple points of view.
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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QUANTITATIVE LITERACY
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the
Quantitative Literacy domain. Please provide the information that is requested for each BGP Student Learning Outcome,
taking care to provide as much detail as necessary to convey your meaning clearly; the textboxes are expandable.
Specifically, please provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
• Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
☐
☐
☐
☐
Class activities/assignment(s) that address the
BGP outcome
Methods for assessment
QL1. Interpret mathematical and
statistical models such as formulas,
graphs, tables, and schematics,
and draw inferences from them
QL2. Represent mathematical and
statistical information symbolically,
visually, numerically, and verbally
QL3. Use arithmetical, algebraic,
geometric and statistical methods
to solve problems
QL4. Estimate and check answers
to mathematical problems in order
to determine reasonableness,
identify alternatives, and select
optimal results
QL5. Recognize that mathematical
and statistical methods are based
on assumptions and have limits
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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HUMANITIES AND THE ARTS
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the
Humanities and the Arts domain. Please provide the information that is requested for each BGP Student Learning Outcome,
taking care to provide as much detail as necessary to convey your meaning clearly; the textboxes are expandable.
Specifically, please provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
• Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
☐
☐
☐
Class Activities/ assignments that address the
BGP outcome
Methods for assessment
H1. Apply humanistic modes of
inquiry and interpretation in the
illustration of the discipline’s
connection to human values.
HA2. Demonstrate a fundamental
critical understanding of the role of
arts, language, and/or media in
culture and society.
HA3. Examine how the social and
cultural contexts of creative
endeavors arise over a variety of
historical periods.
HA4. Illustrate the development of
verbal and non-verbal
communication in the humanities
and/or the arts.
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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SOCIAL AND BEHAVIORAL SCIENCES
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the Social
and Behavioral Sciences domain. Please provide the information that is requested for each BGP Student Learning Outcome,
taking care to provide as much detail as necessary to convey your meaning clearly; the textboxes are expandable.
Specifically, please provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
• Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
☐
☐
☐
☐
Class Activities/ assignments that address the
BGP outcome
Methods of assessment
SBS1. Describe significant social/
behavioral issues/questions using
appropriate theories and evidence.
SBS2. Articulate how the values of
the social/behavioral sciences
impact decision-making in
contemporary society.
SBS3. Deconstruct
social/behavioral arguments
critically, refuting logical and
reasoning flaws inherent in them.
SBS4. Compose written or oral
arguments related to issues or
questions in the social/behavioral
sciences.
SBS5. Evaluate evidence
supporting arguments and
conclusions on each side of major
social or behavioral issues.
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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NATURAL SCIENCES
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the Natural
Sciences domain. Please provide the information that is requested for each BGP Student Learning Outcome, taking care to
provide as much detail as necessary to convey your meaning clearly; the textboxes are expandable. Specifically, please
provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
• Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
NS2. Identify misconceptions
associated with the specific
scientific discipline.
☐
NS3. Explain simple quantitative
data and its limits relative to the
study of science.
☐
☐
Methods of assessment
NS1. Describe how natural
sciences can be used to explain
and/or predict natural
phenomena.
☐
☐
Class Activities/ assignments that address the
BGP outcome
NS4. Demonstrate the application
of simple quantitative and
qualitative data in the scientific
process.
NS5. Solve problems using one or
more of the logical approaches of
science.
NS6. Reflect on the relevance of
science to one’s everyday life.
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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INTERNATIONAL PERSPECTIVE
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the
International Perspective domain. Please provide the information that is requested for each BGP Student Learning Outcome,
taking care to provide as much detail as necessary to convey your meaning clearly; the textboxes are expandable.
Specifically, please provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
• Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
IP1. Explain how national cultures
affect world views or ways of
thinking.
☐
IP2. Explain how world issues and
international connections impact
people’s lives/ways of life.
☐
☐
Class Activities/ assignments that address the
BGP outcome
Methods for assessment
IP3. Analyze problems and
possibilities inherent in global
economic, geographic, ecological,
political, social, and/or
technological systems.
IP4. Demonstrate competency in
speaking, reading, and/or writing a
foreign language.
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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CULTURAL DIVERSITY IN THE UNITED STATES
A. Directions for Completing Assignment(s)/Assessment Chart: The chart below must be completed for courses in the Cultural
Diversity domain. Please provide the information that is requested for each BGP Student Learning Outcome, taking care to
provide as much detail as necessary to convey your meaning clearly; the textboxes are expandable. Specifically, please
provide information about the following:
• Assignment(s) used to help students achieve BGP’s student learning outcomes established for the domain.
(Note: It is possible for one assignment to address multiple outcomes.)
• Methods used to assess the outcomes (e.g., applying a rubric to a paper, a project, or e-portfolio artifacts;
creating a table of specifications/content analysis for quizzes and exams; administering a standardized
instrument; using calibrated peer review, etc.).
BGP Student Learning
Outcomes
☐
☐
☐
☐
Class Activities/ assignments that address the
BGP outcome
Methods for assessment
CDUS1. Recognize the ways in
which diverse cultures or
subcultures have shaped and
continue to shape American life.
CDUS2. Explain ways in which
diverse cultures or subcultures
have shaped and continue to
shape American life.
CDUS3. Examine issues and
challenges in cultural diversity
from the perspectives of diverse
cultures.
CDUS4. Compare values of their
own subculture(s) with those of
others.
B. Elimination of an Outcome: The expectation is for a course to address all of the outcomes established for the domain.
However, on occasion, one of the outcomes may not be appropriate for a given course. If one of the established outcomes is
not appropriate for your course, please provide your rationale for eliminating it. Please note that no more than one outcome
may be eliminated.
Outcome not addressed:
Rationale for eliminating it:
C.
Please attach the documents and tools which have been created for assessing the BGP outcomes for this domain (e.g.,
assignment materials with accompanying rubric, standardized instruments, reflection activities, pre-post tests, etc.).
D. Assessment Data Collection: Please explain how BGP outcome assessment data will be gathered and where it will be stored.
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