General Education Committee
Application to Change Knowledge Domain Course
Placement
Department:
Course name/title:
Course description:
Current Knowledge Domain:
Attach a current syllabus.
Is this course part
of a Pathway?
If this course is part of a
Pathway, does the
Pathway coordinator know
you are requesting a
different Knowledge
Domain for this course?
Yes
No
Yes
No
Please indicate your preferred area of study for this course to reside in. A course may reside in only a
Knowledge Domain:
Creativity &
Critical
Analysis
Nature &
Technology
Society &
Culture
Department Chair Signature:
Pathway Coordinator Signature if applicable:
1
COURSE RATIONALE
Please provide an appropriate rationale for moving the course to the selected Knowledge Domain and how that
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.
2
STUDENT LEARNING OUTCOMES (SLOS)
For each of the sections below, identify one of NIU’s 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
Quantitative
‹— Communication —›
Written
‹— Thinking —›
Creative
‹— Reasoning —›
Collaboration
Qualitative
Human/Natural World
Intercultural Competencies
Global Interconnections
Cross-Disciplinary Synthesis
Level of proficiency
addressed for SLO
#1:
Beginning
Developing
Proficient
Identify and describe a signature assignment given in this course that will be used to measure
student proficiency in the SLO you have indicated above for the particular course.
SLO #2 (check ONE:)
Oral
Critical
Quantitative
‹— Communication —›
Written
‹— Thinking —›
Creative
‹— Reasoning —›
Collaboration
Qualitative
Human/Natural World
Intercultural Competencies
Global Interconnections
Cross-Disciplinary Synthesis
Level of proficiency
addressed for SLO
#2:
Beginning
Developing
Proficient
Identify and describe a signature assignment given in this course that will be used to measure
student proficiency in the SLO you have indicated above for the particular course.
3
DRAFT RUBRIC FOR THE STUDENT LEARNING OUTCOMES
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
Organization
(Sequencing and transition)
Beginning
1
Developing
2
Proficient
3
While at NIU, you will In addition, you will have Finally, you will be able
learn and be asked to a chance to learn and to to expand your writing
demonstrate your demonstrate your ability
skills to include the
ability to:
to:
ability to:
1.1 Use organizational
patterns that are clear.
2.1 Use organizational patterns
that are clear and cohesive.
3.1. Use organizational
patterns that are clear,
cohesive, and skillful.
Content
1.2 Use appropriate and
2.2 Use appropriate, relevant,
relevant content for the
and compelling content for
task and audience to
the task and audience to
develop simple ideas in
explore ideas within the
some parts of the work.
context of the discipline to
shape the entire work.
3.2 Use appropriate, relevant,
and compelling content for
the task and audience to
demonstrate mastery of
the subject in shaping the
whole work.
Convention
1.3 Demonstrate
awareness of
conventions regarding
formatting,
presentation and style.
2.3 Demonstrate consistent
awareness of conventions
regarding formatting,
presentation and style.
3.3 Demonstrate mastery of
conventions regarding,
formatting, presentation,
and style.
1.4 Use sources to support
ideas that are
appropriate for the
discipline and genre of
the assignment.
2.4 Consistently use credible,
relevant sources to support
ideas that are appropriate
for the discipline and genre
of the assignment.
3.4 Skillfully use high-quality,
credible, relevant sources
to develop ideas that are
appropriate for the
discipline and genre of the
assignment.
1.5 Deliver in ways the
audience understands
most of what is
communicated.
2.5 Deliver with few errors so
the audience understands
all of what is
communicated.
3.5 Deliver in ways that
skillfully communicate
meaning to the audience
with clarity and fluency,
and is virtually error-free.
(Genre and Disciplinary )
Knowledge
(College level)
Delivery
(Control of standard edited English
syntax, and the mechanics of
speaking and presentation)
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Critical & Creative Thinking
A student proficient in
Beginning
critical and creative
1
thinking demonstrates
effective and balanced While at NIU, you will
interpretation, analysis,
learn and be
evaluation, and
asked to
innovation.
demonstrate
your ability to:
Developing
2
In addition, you will
have a chance to
learn and to
demonstrate
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
an issue or problem in
critical fashion.
2.1 Clarify an issue or
problem in critical
fashion, with nuanced
understanding and
clarity.
3.1
Comprehensively
describe and restate an
issue or problem in
critical fashion, with full
understanding and
clarity.
Evidence
1.2
Summarize a variety of
readings or evidence.
2.2 Undertake a coherent
comparative evaluation
by synthesizing and
interpreting different
lines of evidence.
3.2
Develop a
comprehensive analysis
or synthesis that
expresses and
questions multiple
viewpoints.
1.3
State a specific
position in simple and
obvious fashion.
2.3 Articulate a position that 3.3
acknowledges other
points of view and takes
into account the
complexities of an issue.
Argue a position in
imaginative ways by
objectively assessing
opposing views.
Connection
1.4
Recognize existing
connections among
ideas or solutions.
2.4 Connects ideas or
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 idea,
question, format, or
product.
2.6 Reformulate a novel or
unique idea, question,
format, or product.
Create a novel or
unique idea, question,
format, or product.
(Seeking and using
information)
Perspective
(Thesis/hypothesis)
3.4
3.6
5
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
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 thinking
skills to include
the ability to:
Criteria
Evaluation
1.1 Organize information to
be evaluated.
2.1 Assess information for
3.1 Present or apply
logic, bias, accuracy, and
summative findings.
credibility.
Inference
1.2 Make initial predictions
based on information.
2.2 Refine predictions by
connecting clues and
details that are not
overtly related.
Calculation
1.3 Apply mathematical and 2.3 Evaluate and interpret
numeracy skills to
different aspects of a
everyday problems.
problem.
Modeling
1.4. Identify and employ an
appropriate model to
solve a problem.
3.2 Extrapolate conclusions
and predictions based on
meanings, clues, and
details that are not
explicitly stated.
3.3 Synthesize the evaluative
results to solve a
problem.
2.4 Adapt a model to a
3.4 Validate a model to
particular problem by
assess its
draw reasoned
appropriateness,
inferences that are
efficacy, and utility to
consistent with collected
solve a problem.
information.
6
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
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 thinking
skills to include
the ability to:
Criteria
Communication
1.1 Effectively communicate 2.1 Actively listen and
ideas to other team
respect the ideas of
members.
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
3.3 Lead a team exercise
contribution and the
that effectively
contribution of others
contributes to the
toward achieving a team
achievement of the team
goal.
goal.
7
Interconnection of Human Life and the Natural World
A student aware of the
Beginning
interconnection
1
between human life
and the natural world
While at NIU, you will
acknowledges the
learn and be
impact of human action
asked to
on nature, and seeks to
demonstrate
understand the social,
your ability to:
economic,
technological, and
political strategies for
successful
environmental
management.
Developing
2
Proficient
3
In addition, you will
have a chance to
learn and to
demonstrate
your ability to:
Finally, you will be
able to expand
your thinking
skills to include
the ability to:
Criteria
Awareness
1.1 Demonstrate an
awareness of natural
systems.
2.1 Demonstrate an
3.2
awareness of the effects
of one’s own actions on
local natural systems.
Action
1.2 Identify the interests of
the natural systems.
2.2 Identify steps and
actions to balance one’s
individual interests with
those of the local
environment.
Demonstrate an
awareness of the impact
of human action on
large-scale natural
systems.
2.3 Identify steps and actions
to balance the interests
of humanity with those
of large-scale natural
systems.
8
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
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 thinking
skills to include
the ability to:
Criteria
Awareness
1.1 Identify your own
cultural rules and biases.
2.1 Recognize the intellectual 3.1
and emotional
dimensions of other
cultural groups.
Argue a contrasting
perspective to your own
and act to support other
cultural groups.
Action
1.2 Inquire about other
cultures.
2.2
Participate in activities
from other cultures.
Research other
cultures.
3.2
9
Global Interconnections
A student proficient in
Beginning
global interconnections
1
and interdependencies
is aware of
While at NIU, you will
international issues and
learn and be
the interdependence
asked to
global system around
demonstrate
us.
your ability to:
Developing
2
Proficient
3
In addition, you will
have a chance to
learn and to
demonstrate
your ability to:
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.
10
Synthesis
A student proficient in
synthesis applies
learned knowledge to
develop crossdisciplinary and
innovative solutions to
problems.
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 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.
3.1
Merge entire sets of
connections to create a
cohesive whole.
Innovation
1.2 Utilize an existing idea,
question, format, or
product.
2.2 Reformulate an existing
idea, question, format,
or product.
3.2
Create a novel or unique
idea, question, format,
or product.
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