University Studies Program Integrated Cultural Context (C) (October 3, 2002) (updated January 9, 2003) Definition: Courses that provide an integrated cultural context bring together elements of the humanities, the social sciences, and the arts. As humanities courses, they address ideas we have about our nature, our place in the world, and the ethical dimensions of our action. As social science courses, they examine human social experience, belief systems, and cultural practices from both contemporary and historical perspectives. Finally, as arts courses they use the language of images, symbols, gestures, and sounds to delve into those expressive activities that mark our role as makers and/or performers. In light of this definition, participation in the creation, design, and implementation of C courses is invited from and between all departments, programs, and colleges in the university. Rationale: Courses in the Integrated Cultural Context category encourage the habits of mind of a life-long learner. They introduce students to interdisciplinary perspectives as a means of examining the breadth of human social experience. By offering an integration of the humanities, social sciences, and arts, they break down some of the barriers between intuitive insight and deductive reasoning. This expands each learner’s capacity for knowing. Criteria for Approval of University Studies Courses: Courses approved to fulfill the C requirement of the core curriculum will include elements of at least two of the three traditional cultural context categories--the humanities, the social sciences, and the arts. They should introduce students to a number of academic disciplines and interdisciplinary fields and reveal the relationships between these areas. C courses will offer students the opportunity to develop an understanding of the multiplicity of values, attitudes, and interpretations human beings bring to experience. These courses will also help students to become aware of how values are shaped by culture and to critically examine personal values and attitudes. Finally, C courses will provide both a contemporary and historical look at human activity. Fulfilling the Requirement: Integrated Cultural Context (C) courses may be taken to fulfill the USP requirement in cultural context. The cultural context category asks students to complete nine hours of coursework--three hours of humanities (CH), three of social science (CS), and three of arts (CA). Students who complete three hours of C coursework may fulfill the cultural context requirement by completing two of the remaining three categories (CH, CS, or CA). Students who complete six hours of C coursework may fulfill the requirement by completing one of the remaining three categories. Students who complete nine hours of C coursework have fulfilled the cultural context requirement. Program Assessment: The University Studies Program encourages a variety of assessment techniques. Students may be asked to keep portfolios and/or journals, to write critical papers or reviews, to design projects based on the course subject, to engage in service learning that links the course material to community needs, or to present the results of their learning to class members and/or to groups outside the class or outside the university. Whatever the form of assessment in an individual course, it should be based on the goals of the course and on the mission of the university. It should ascertain that students have understood course content, can assess and analyze this material, and can present clearly and cogently the results of the work done in the course. Assessment techniques are dependent on the discipline and the instructor, and they may change over time. Recommendations: 1. C courses reflect USP’s commitment to faculty professional development. This means that faculty members are encouraged to expand their fields of interest and expertise in the design of C courses. 2. C courses make use of teams of faculty members to develop course syllabi and structure. 3. C courses be designed to encourage team teaching. 4. C courses may address both the second writing (WB) criteria of the USP embedded components and either the Global Awareness (G) or Diversity in the United States (D) embedded components. When C courses are certified to fulfill three USP requirements, such courses would normally be offered for four credit hours or more. 5. C courses make use of broad thematic perspectives as a means to examine several aspects of experience. 6. C courses may be offered in traditional humanities, social sciences, and arts programs and departments as well as in disciplines and interdisciplinary programs throughout the university. Process: Using the University Studies Program criteria and outcomes, a sub-committee of three selected from the membership of the University Studies Committee will evaluate each course submitted for credit within the Integrated Cultural Context category (C) and will make recommendations to the full committee. University Studies Program Criteria Review Sheet Integrated Cultural Context (C) Integrated cultural context (C) courses respond to the philosophy of the University Studies program. In bringing together the humanities, the social sciences, and the arts, they try to serve an array of related purposes. Among these, they: 1. encourage the habits of mind of life-long learners; 2. examine issues human beings face in society whether those societies are relatively homogeneous or wildly diverse; 3. address the traditions and practices of contemporary and/or historical political, social, and economic systems; 4. encourage a culture of learning that breaks down barriers—academic, personal, social—and so builds collegiality in many aspects of university life. C courses call both for analyzing ideas, and for creative participation in the world of ideas—making things whether those things are concepts, sounds, objects, or texts. At the completion of a C course, students should have a clear sense of the nature of and relationships between at least two of the traditional cultural context categories. For more information on these, please see the USP program descriptions and criteria review sheets for the humanities (CH), social sciences (CS), and arts (CA). While there is no requirement that students take coursework in the C category, students may use C courses in the fulfillment of one or more of the cultural context categories— CH, CS, CA. Students who complete three hours of C coursework may fulfill the cultural context requirement by completing two of the remaining three categories. Students who complete six hours of C coursework may fulfill the requirement by completing one of the remaining three categories. Students who complete nine hours of C coursework have fulfilled the cultural context requirement. Course Prefix & Number: Credit Hours: Course Title: Please attach a detailed course syllabus that includes the objectives or outcomes for the course and the means to assess the extent that students reach them. List any prerequisites: 1. What cultural context disciplines or subject areas are addressed in this course? 2. How does this course fit the integrated cultural context definition for C? 3. Using information from the syllabus, please describe how this course meets the learning goals and criteria for the C category. A. How does the course help students to address the relationships between the two or three cultural context categories the course addresses? B. How will students present their ideas and analyses in ways that encourage both intuitive and deductive/inductive modes of thought? C. How will the course design and size allow for substantial student interaction? D. How does the course encourage students to actively shape their relationship to the material (are there student directed projects, collaborative projects, vehicles for student input into the work done in the course)? E. How does this course address other learning goals listed in the individual cultural context categories—humanities, social sciences, arts? 4. Explain how the assessment method(s) used for this course demonstrate student achievement given the definition and rationale for the C category. Explain how this assessment might provide information that can be used to improve student learning in this category. 5. Does this course include an embedded USP component? If yes, which embeddable component is included, and how are the outcomes of the embedded component appropriately addressed in the course proposal? 6. What other factors should the committee consider?