Petition
for COURSE to provide credit toward the 2014 CORE 39 curriculum in
Category: BS
1. Petition Submitted by __________________
Name of Department
2. Discipline
Course Number
Academic Focus: Social Science
__________________________ _____________
faculty member preparing petition
Date
Course Title
Semester Hours:
3. Catalog Description and Prerequisites:
4. Attach an example course syllabus with this petition. The syllabus should include a list of the CORE 39 learning outcomes
that are addressed by this course.
5. In the table on page 2, provide a brief explanation that describes how this course fulfills the learning outcomes of this
category. You should also provide example assignments, sample test items, or other artifacts that will be used to
evaluate student performance of learning outcomes for this category of CORE 39.
6. Complete a course assessment plan as outlined on page 3. The course assessment plan should include:
 A scoring guide or rubric that addresses the outcomes for the category and specifies a minimum of three
proficiency levels: 1 = Unacceptable; 2 = Acceptable; 3 = Target Proficiency;
 An explanation of how often assessment data will be collected and how this information will be reported,
 Glossary (optional): Please provide an explanation of discipline specific terms and concepts.
----------------------------------------------------------------------------------------------------------------------------------------------------------Approved by the Originating Department/Program
_______________________
Date
Signature _______________________________________________
Chair/Director of department originating petition
Signature _______________________________________________
Dean of College originating petition
_______________________
Date
Approved by the Core 39 Council
_______________________
Date
Signature ________________________________________________
University Core Director
Petition to add course to CORE 39
Page 2
Course Characteristics
Core 39 Category
Learning Outcome:
Students should demonstrate
knowledge of major concepts,
theoretical perspectives,
empirical patterns, or
historical contexts within a
given social or behavioral
domain.
Students should understand
how individuals develop,
interact, and organize
themselves in political,
religious, social, and economic
spheres
Students should understand
the significance and vitality of
social organizations ranging
from groups to institutions.
Students should identify the
strengths and weaknesses of
contending interpretations for
social, behavioral, or historical
phenomena.
Students should demonstrate
basic literacy in social,
behavioral, or historical
research methods and
analyses.
Students will evaluate evidence
supporting conclusions about
the behavior of individuals,
groups, institutions, or
organizations.
Students will recognize the
extent and impact of diversity
among individuals, cultures, or
societies in contemporary or
historical contexts.
Students will identify examples
of how social, behavioral, or
historical knowledge informs
and can shape personal,
ethical, civic, or global
decisions and responsibilities.
Provide an explanation of how
the course will address each of
the learning objectives.
ASSESSMENT PLAN
Sample test items and/or example
assignments
Petition to add course to CORE 39
Page 3
Assessment Scoring Guide or Rubric for “Assessment Plan Indicators”
Core 39 Category
Learning Outcome:
Unacceptable
(1)
Acceptable
(2)
Target Proficiency
(3)
Students should demonstrate
knowledge of major concepts,
theoretical perspectives, empirical
patterns, or historical contexts
within a given social or behavioral
domain.
Students should understand how
individuals develop, interact, and
organize themselves in political,
religious, social, and economic
spheres
Students should understand the
significance and vitality of social
organizations ranging from groups
to institutions.
Students should identify the
strengths and weaknesses of
contending interpretations for
social, behavioral, or historical
phenomena.
Students should demonstrate basic
literacy in social, behavioral, or
historical research methods and
analyses.
Students will evaluate evidence
supporting conclusions about the
behavior of individuals, groups,
institutions, or organizations.
Students will recognize the extent
and impact of diversity among
individuals, cultures, or societies in
contemporary or historical
contexts.
Students will identify examples of
how social, behavioral, or historical
knowledge informs and can shape
personal, ethical, civic, or global
decisions and responsibilities.
Contact the Core 39 Director or Director of Core 39 Assessment for guidance or to propose an alternative
assessment strategy.