New Criteria for Introduction to Humanities (HUMA 1100)
1. HUMA 1100 has just been through the college curriculum process
a. Focus on student learning outcomes
b. All sections of the course on campus and in high schools must
demonstrate, statistically, that they are measuring these outcomes and
using the results to strengthen the course
c. The learning outcomes for this course have been determined as the
following:
Course Objectives/Student Outcomes
1. Students will demonstrate the ability to
think independently, analytically, critically, and
creatively about the products of culture and the
information they contain
students will demonstrate the ability to identify,
analyze and evaluate arguments as they occur in
their own and others’ work
students will demonstrate the ability to evaluate
the effects of geography, economics, politics,
religion, philosophy and/or science on the values
of a culture and the stylistic features of the arts;
includes ability to analyze similarities and
differences among values of diverse cultures,
eras, and artistic products
Assessments
1. Written work (paragraphs, essays, or short
answer questions) that requires a
demonstration of critical thinking skills
Critiques of cultural activities
Critical thinking questionnaires on specific texts
Web activity critiques
Participation in classroom discussions
Reflective Journals which identify strengths and
weaknesses in thinking skills and then specific
attention paid to developing new skills and
strengthening weak ones. Reflective journals also
2. students will demonstrate the ability to
relate another's culture to their own; and students
will demonstrate a tolerance for the different
answers to major questions about the human
condition that exist as a result of the myriad of
cultures, ideas, and artistic products in the world
and the United States
2. International/minority film critique
Museum critique
Critical examination through reflective journals or
response essays of course readings from different
cultures, periods, genres around the world and in
the United States
3. students will read a variety of humanities
texts—poems, plays, stories, speeches, etc.—and
demonstrate improved facility in
comprehension, interpretation, and argument.
3. Classroom discussion of texts
Quizzes on texts
Critical thinking questionnaires on specific texts
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Instructors must use the required textbook and website for assignments. No materials
outside of what is provided are permitted without advance permission from the lead
instructor.
All instructors must do 2 Required Themes: “Sacred ‘Texts,’ Spirituality, and Moral Life in
an American Context”; & "Marginalized Voices: Considerations of Race, Gender, and
Ethnicity"
All instructors must complete 2 Optional themes from among the remaining list (for a total
of 4 themes per semester)
Each of the themes covered should help students understand the relationship between
diversity and society, including challenges faced by different groups, and how the art and
culture of particular groups is used to negotiate those challenges
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All students must attend 3 cultural activities consisting of a required museum visit; a
required international film; and one additional required activity related to the arts.
Students must use critical thinking assessments/critiques of these activities that are
provided on the course website.
All students must complete a reflective journal focused on the materials of the course.
Studies show that for new information to make sense to students, it must be related or
connected to other things they already know. People construct knowledge, using
previous knowledge as a foundation. At the same time, that previous knowledge often
has to be reworked and remodeled to fit new ideas. That is, people must often challenge
their preconceived notions or concepts. A reflection journal helps students reflect on their
own thinking process, which in turn helps them to reflect on the thinking process behind
cultural works.
All students must complete written assessments of their learning, either in the form of a
critical thinking papers consisting at least partially of the scripted questions provided in
the introduction to the text, or of essay examinations on the themes discussed
Instruction should be heavily based on classroom interaction and discussion that
promotes critical and in-depth thinking about the materials. Student participation in
discussions should account for a substantial portion of the student’s grade.
2. As a result, in order to be renewed for subsequent semesters, each semester all
sections must now comply with the following:
a. A full syllabus and list of assignments must be provided to the Division of
Humanities within 1 week of the start of class. The list of assignments can
be provisional, but must not undergo radical alteration over the course of
the semester
i. Syllabus and assignments must show use of auditory and visual
materials that supplement, enrich, and reflect upon the written
texts. Such materials should include, but are not limited to, the
course website outlined in the introduction to the text, the included
CD-ROM, slideshows, and so forth.
ii. No extra course materials are permitted without a written statement
to the lead instructor regarding the item to be included, then length,
the place in the curriculum, and the rationale for inclusion,
including evidence that it supports the learning outcomes. Written
permission from the lead instructor is required to proceed.
b. A pre-test of student abilities must be given at the start of the course with
a follow up test given at the end that attempts to examine the development
of students’ critical thinking skills. Results must be forwarded to the CE
liaison at the end of the semester
c. There must be more emphasis on tying everything to the development of
critical thinking skills
i. Instructors should slow down and concentrate more time on
individual pieces and less on in-depth coverage of themes or topics
ii. a new lecture on critical thinking skills is available
iii. a new lecture on Versions of Truth and Rules of Interpretation
d. Classroom structure should reflect the goals of the course. It is not
conducive to critical thinking or the development of
discussion/argumentation skills for students to sit in rows all facing the
instructor who lectures to the students from a podium as the authority
figure. All the voices go forward, meaning students in the rear of the
classrooms hear little of the discussion. Noise levels need to be cut in the
rooms through the closing of doors whenever possible. Having sat in the
backs of many of your classrooms I can attest to the fact that students in
these areas can hear very little of what is discussed in other parts of the
room.
e. Students should be encouraged to use the books, marking them up and
taking ownership of them and the ideas in them following the suggestions
in the appendix. Alternatively students should be shown how to take notes
in other forms about their reading.
f. Instructors need to insure that they are thoroughly familiar with the
content they are presenting. I hear frequent errors of fact concerning the
ideas and individuals studied in this course.
g. Instructors themselves need to insure they are demonstrating critical
thinking skills to students by constantly questioning their own
assumptions and biases.
3. All instructors should by this time, in accordance with instructions distributed in
December 2006, have adopted the 4th edition of the text. Any instructor who has
not done so must do so by January 2008 to be renewed.
4. Other announcements:
a. Podcasts of my lectures will soon be available on iTunes University for
download