General Education Committee
Application for New General Education Course Within a Pathway
This form must be completed for new General Education courses that are to be included in a Pathway.
Existing General Education courses that are to be included in a new Pathway do NOT need this application
form.
The General Education Committee (GEC) requests that faculty who teach the course, complete this form.
Each application must include the identification of two of NIU’s eight SLOs, the level of proficiency at which
the course addresses these SLOs, and a signature assignment(s) that will be used to measure student
proficiency in obtaining the SLOs. A signature assignment is an assignment, task, activity, project or exam
purposefully created or modified to collect evidence for a specific Student Learning Outcomes (SLO’s). Click
here to view the Baccalaureate Student Learning Outcomes (SLO).
Please note: The three proficiency levels (beginning, developing and proficient) do not represent a value
scale. That is, individual courses, by their design and intent, will address particular SLOs at different levels.
The level of proficiency indicated in no way reflects on the quality of the course.
Course name/title:
College:
Department:
Pathway:
Please indicate the proposed area of study for this course to reside in. A course may reside in a single Knowledge Domain:
Creativity &
Critical
Analysis
Nature &
Technology
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Society &
Culture
General Education Committee
Application for New General Education Course Within a Pathway
COURSE RATIONALE
Please provide an appropriate rationale regarding how the selected Knowledge Domain best fits
this course. Use the Domain description and criteria below to guide your rationale:
Creativity & Critical Analysis
Courses in Creativity & Critical Analysis will challenge students to develop the skills involved in critical
reflection and creative expression. Students will: (1) become acquainted with methods for analyzing
primary sources and critically evaluating the ideas, events, traditions, and belief systems that have shaped
human experience and expression; (2) explore fundamental modes of aesthetic and creative expression;
and (3) understand and evaluate the diversity of humanity’s most notable cultural achievements from
artistic, historical, linguistic, literary, and philosophical perspectives.
Nature & Technology
Courses in Nature & Technology will develop a student’s understanding of the role of science,
technology, engineering, and mathematics and their relevance to societal issues. This domain
encompasses human activities through which we observe, measure, model, and interpret the natural
world and physical universe. Courses will explore the process of scientific discovery and how the
resulting knowledge is applied to understand technological and societal change. Students will: (1) be
able to articulate society’s connections to, and responsibility towards, the natural world; and (2) learn
to apply the scientific method, including assessing empirical data, investigating the predictions of
existing theories, and developing experimentally testable hypotheses.
Society & Culture
Courses in Society & Culture will develop understanding of the methods of inquiry used to study
humanity, from individual behavior to how people organize and govern nations, societies, and cultures.
Student will: (1) learn the role, principles, and methods of social and behavioral science in
understanding individual and collective behavior in society; (2) hone the reasoning skills required to
understand theories of human behavior and social phenomena; and (3) develop the ability to
understand and evaluate the communication of results in the social and behavioral sciences.
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General Education Committee
Application for New General Education Course Within a Pathway
STUDENT LEARNING OUTCOMES (SLOS)
Identify two of our eight SLOs, the level of proficiency at which the course addresses these SLOs, and a signature
assignment for each SLO that will be used to measure student proficiency. Please see the attached draft rubrics for the
SLOs to guide you.
SLO #1 (check one)
Oral
Critical
‹— Communication —›
Written
‹— Thinking —›
Creative
Collaboration
Human/Natural World
Intercultural Competencies
Global Interconnections
Cross-Disciplinary Synthesis
Quantitative/Qualitative
Reasoning:
Level of proficiency
addressed for SLO #1:
Beginning
Developing
Proficient
SLO #2 (check one)
Oral
Critical
‹— Communication —›
Written
‹— Thinking —›
Creative
Collaboration
Human/Natural World
Intercultural Competencies
Global Interconnections
Cross-Disciplinary Synthesis
Quantitative/Qualitative
Reasoning:
Level of proficiency
addressed for SLO #2:
Beginning
Developing
3
Proficient
General Education Committee
Application for New General Education Course Within a Pathway
Identify and describe a signature assignment(s) given in this course that will be used to measure
student proficiency in the two SLOs you have indicated above. A signature assignment is an
assignment, task, activity, project or exam purposefully created or modified to collect evidence for a
specific Student Learning Outcomes (SLO’s).
Identify and describe a collaborative learning activity that will be a part of the course.
Briefly (no more than 100 words) describe how your course addresses the Pathway theme
and which of the large Pathway questions your course will primarily address.
Provide the catalog description of the course here. If the course is not in the catalog yet, you
may provide the proposed catalog description.
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General Education Committee
Application for New General Education Course Within a Pathway
These are the draft value rubrics (as of September 2014) for each of the baccalaureate student learning
outcomes. There are eight learning outcomes, three of which are parsed out into two categories (Written &
Oral Communication, Critical & Creative Thinking, Qualitative & Quantitative Reasoning)
These rubrics are meant to be shared with students to communicate the levels of proficiency expected for
each student learning outcome, and may be easily adapted and expanded to suit the needs of individual
courses or departments. They are intended as a guide in the student evaluation process.
Communication
A student proficient in
communication writes
and speaks skillfully with
a thorough awareness of
context, audience, and
purpose.
Criteria
Beginning
1
Developing
2
Proficient
3
While at NIU, you
will learn and be
asked to
demonstrate your
ability to:
In addition, you will
have a chance to learn
and to demonstrate
your ability to:
Finally, you will be
able to expand your
writing skills to
include the ability to:
Organization
1.1 Use organizational
2.1 Use organizational patterns 3.1. Use organizational
patterns that are clear.
that are clear and cohesive.
patterns that are clear,
cohesive, and skillful.
Content
1.2 Use appropriate and
relevant content for
the task and audience
to develop simple
ideas in some parts of
the work.
Convention
1.3 Demonstrate
2.3 Demonstrate consistent
awareness of
awareness of conventions
conventions regarding
regarding formatting,
formatting,
presentation and style.
presentation and style.
Knowledge
1.4 Use sources to support 2.4 Consistently use credible,
3.4 Skillfully use highideas that are
relevant sources to support
quality, credible, relevant
appropriate for the
ideas that are appropriate
sources to develop ideas
discipline and genre of
for the discipline and genre
that are appropriate for
the assignment.
of the assignment.
the discipline and genre
of the assignment.
Delivery
1.5 Deliver in ways the
audience understands
most of what is
communicated.
(Sequencing and transition)
(Genre and Disciplinary )
(College level)
(Control of standard edited
English syntax, and the mechanics
of speaking and presentation)
2.2 Use appropriate, relevant,
and compelling content for
the task and audience to
explore ideas within the
context of the discipline to
shape the entire work.
2.5 Deliver with few errors so
the audience understands
all of what is
communicated.
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3.2 Use appropriate,
relevant, and compelling
content for the task and
audience to demonstrate
mastery of the subject in
shaping the whole work.
3.3 Demonstrate mastery of
conventions regarding,
formatting, presentation,
and style.
3.5 Deliver in ways that
skillfully communicate
meaning to the audience
with clarity and fluency,
and is virtually errorfree.
General Education Committee
Application for New General Education Course Within a Pathway
Critical & Creative Thinking
A student proficient in
critical and creative
thinking demonstrates
effective and balanced
interpretation,
analysis, evaluation,
and innovation.
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your writing
skills to include
the ability to:
Criteria
Explanation
1.1
Describe and restate
2.1 Clarify an issue or
an issue or problem in
problem in critical
critical fashion.
fashion, with nuanced
understanding and
clarity.
Evidence
1.2
Summarize a variety
of readings or
evidence.
Perspective
1.3
State a specific
2.3 Articulate a position
position in simple and
that acknowledges
obvious fashion.
other points of view
and takes into account
the complexities of an
issue.
Connection
1.4
Recognize existing
connections among
ideas or solutions.
2.4 Connects ideas or
3.4
solutions in novel ways.
Transforms ideas or
solutions into entirely
new forms.
Exploration
1.5
Consider existing
directions or
approaches to solving
a problem or
completing an
assignment.
2.5 Identify new directions 3.5
or approaches to
solving a problem or
completing an
assignment.
Thoroughly explore
alternative
approaches to solving
a problem or
completing an
assignment.
Innovation
1.6
Utilize an existing
2.6 Reformulate a novel or
idea, question, format,
unique idea, question,
or product.
format, or product.
(Seeking and using
information)
(Thesis/hypothesis)
3.1
2.2 Undertake a coherent
3.2
comparative evaluation
by synthesizing and
interpreting different
lines of evidence.
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3.3
3.6
Comprehensively
describe and restate
an issue or problem in
critical fashion, with
full understanding and
clarity.
Develop a
comprehensive
analysis or synthesis
that expresses and
questions multiple
viewpoints.
Argue a position in
imaginative ways by
objectively assessing
opposing views.
Create a novel or
unique idea, question,
format, or product.
General Education Committee
Application for New General Education Course Within a Pathway
Qualitative and Quantitative Reasoning
A student proficient in
qualitative and
quantitative reasoning
demonstrates
competency in
evaluation, inference,
mathematical
computation, and
modeling.
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Criteria
Evaluation
1.1 Organize information to
be evaluated.
2.1 Assess information for
logic, bias, accuracy,
and credibility.
Inference
1.2 Make initial predictions 2.2 Refine predictions by
based on information.
connecting clues and
details that are not
overtly related.
3.2 Extrapolate conclusions
and predictions based
on meanings, clues, and
details that are not
explicitly stated.
Calculation
1.3 Apply mathematical
and numeracy skills to
everyday problems.
2.3 Evaluate and interpret
different aspects of a
problem.
3.3 Synthesize the
evaluative results to
solve a problem.
Modeling
1.4. Identify and employ an
appropriate model to
solve a problem.
2.4 Adapt a model to a
particular problem by
draw reasoned
inferences that are
consistent with
collected information.
3.4 Validate a model to
assess its
appropriateness,
efficacy, and utility to
solve a problem.
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3.1 Present or apply
summative findings.
General Education Committee
Application for New General Education Course Within a Pathway
Collaboration
A student who
collaborates well
interacts appropriately
with team members,
assesses the
contribution of team
members, and
discusses, plans, and
evaluates the steps
necessary to achieve a
common goal.
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Criteria
Communication
1.1 Effectively
communicate ideas to
other team members.
2.1 Actively listen and
respect the ideas of
other team members.
3.1 Balance communication
and active listening
within a debate to
achieve a team goal.
Management
1.2 Identify disagreements
among team members.
2.2 Articulate and assess
opposing views within
a team.
3.2 Channel team
disagreements into
positive contributions.
Assessment
1.4 Assess the value and
achievability of the
team goal.
2.3 Assess one’s own
contribution and the
contribution of others
toward achieving a
team goal.
3.3 Lead a team exercise
that effectively
contributes to the
achievement of the
team goal.
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General Education Committee
Application for New General Education Course Within a Pathway
Interconnection of Human Life and the Natural World
A student aware of the
interconnection
between human life
and the natural world
acknowledges the
impact of human
action on nature, and
seeks to understand
the social, economic,
technological, and
political strategies for
successful
environmental
management.
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Criteria
2.1 Demonstrate an
3.2
awareness of the
effects of one’s own
actions on local natural
systems.
Demonstrate an
awareness of the
impact of human action
on large-scale natural
systems.
Awareness
1.1 Demonstrate an
awareness of natural
systems.
Action
2.3 Identify steps and
1.2 Identify the interests of 2.2 Identify steps and
actions to balance one’s
actions to balance the
the natural systems.
individual interests
interests of humanity
with those of the local
with those of large-scale
environment.
natural systems.
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General Education Committee
Application for New General Education Course Within a Pathway
Intercultural Competencies
A student proficient in
intercultural
competencies exhibits
knowledge regarding
the rich complexity of
the human experience
and shows respect for,
and communicates
with, people of diverse
backgrounds and
perspectives.
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Criteria
Awareness
1.1 Identify your own
cultural rules and
biases.
2.1 Recognize the
intellectual and
emotional dimensions
of other cultural
groups.
3.1
Argue a contrasting
perspective to your
own and act to support
other cultural groups.
Action
1.2 Inquire about other
cultures.
2.2 Research other
cultures.
3.2
Participate in activities
from other cultures.
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General Education Committee
Application for New General Education Course Within a Pathway
Global Interconnections
A student proficient in
global
interconnections and
interdependencies is
aware of international
issues and the
interdependence
global system around
us.
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Criteria
Awareness
1.1 Identify your own
perspective as a local
citizen and place it a
broader global context.
2.1 Assess your own
perspective and
categorize it amid
various global
frameworks.
3.1 Articulate and respect
multiple global
perspectives.
Action
1.2 Develop a working
perspective of how
regional citizens adapt
to global change.
2.2 Develop an ethical
practice as a global
citizen that could
enhance society and
environment.
3.2 Use multiple global
perspectives to
formulate alternative
solutions to a major
issue.
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General Education Committee
Application for New General Education Course Within a Pathway
Synthesis
A student proficient in
synthesis applies
learned knowledge to
develop crossdisciplinary and
innovative solutions to
problems.
Criteria
Beginning
1
Developing
2
While at NIU, you
In addition, you will
will learn and be
have a chance to
asked to
learn and to
demonstrate
demonstrate
your ability to:
your ability to:
Proficient
3
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Connection
1.1 Categorize and
prioritize evidence and
knowledge collected
from more than one
field of study.
2.1 Extrapolate new links
from evidence and
knowledge collected
from more than one
field of study.
Innovation
1.2 Utilize an existing idea,
question, format, or
product.
2.2 Reformulate an
3.2
existing idea, question,
format, or product.
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3.1
Merge entire sets of
connections to create a
cohesive whole.
Create a novel or
unique idea, question,
format, or product.