for COURSE to provide credit toward the NEW (2014) UNIVERSITY CORE CURRICULUM in
Core Category: Ways of Knowing
1. Petition Submitted by __________________
Name of Department
2. Discipline
Course Number
Academic Focus: Historical inquiry
__________________________ _____________
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 NEW UNIVERSITY CORE
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 the NEW UNIVERSITY CORE .
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.
----------------------------------------------------------------------------------------------------------------------------------------------------------Signature _______________________________________________
Chair/Director of department originating petition
_______________________
Date
Signature _______________________________________________
Dean of College originating petition
_______________________
Date
Approved by the University Core Curriculum Council
_______________________
Date
Signature ________________________________________________
University Core Director
Petition to add course to USI New UCC
Page 2
ASSESSMENT PLAN
New (2014) UCC
Learning Outcome:
Sample test items and/or example assignments
Students
should
develop
an
understanding of the uses of historical
documents and artifacts as a method
and means of viewing the human
experience.
Students
should
examine
the
significance of continuity and change.
Students should relate events, ideas,
and achievements to the context of
their times.
1. Students should assess the roles of
individuals, institutions, and social
processes.
This ASSESSMENT PLAN GUIDELINE will require a scoring guide/rubric linked to the NUCC category
outcomes. The scoring guide/rubric will address ALL of the indicators for the category and will specify three
proficiency levels: 1 = Unacceptable; 2 = Acceptable; 3 = Target Proficiency;
Glossary: This is an optional, but highly recommended, glossary of discipline specific terms and concepts. The
glossary allows one to explain discipline-specific jargon, e.g., in business, “Stakeholder Theory” is the discussion of
ethics and social concerns. It is helpful in the review process to have definitions and explanations or examples of
key terms and concepts.
Assessment Scoring Guide or Rubric for “Assessment Plan Indicators”
New (2014) UCC Category
Learning Outcome:
Unacceptable
(1)
Acceptable
(2)
Target Proficiency
(3)
Students
should
develop
an
understanding of the uses of historical
documents and artifacts as a method and
means of viewing the human experience.
Students should examine the significance
of continuity and change.
Students should relate events, ideas, and
achievements to the context of their times.
2.
Students should assess the roles of individuals,
institutions, and social processes.
Contact NUCC Director or Assessment Coordinator for guidance or to propose an alternative assessment strategy.
Petition to add course to USI New UCC
Page 3
WAYS of KNOWING ASSESSMENT: Ways of knowing courses will be distinctive in that they will
meaningfully and explicitly incorporate consideration of how a particular discipline contributes to the creation of
knowledge. Each Ways of Knowing course in the New University Core Curriculum will address at least one of the
following learning outcomes:
New (2014) UCC
Learning Outcome:
Provide an explanation of how
the course will address the
learning outcomes.
ASSESSMENT PLAN
provide an example assignment, test item,
etc. for one of the learning outcomes.
Students will be able to utilize
problem solving, the process of
designing, evaluating, and
implementing a strategy or strategies
to answer an open-ended question
or achieve a desired goal, as defined
by the way of knowing
Students will be able to apply
methods of inquiry and analysis, the
systematic process of exploring
issues/objects/works through the
collection and process of breaking
complex topics or issues into parts
to gain a better understanding of
them that result in informed
conclusions/judgments, as identified
by the way of knowing.
The student will demonstrate the
ability to know when there is a need
for information, be able to identify,
locate, evaluate, and effectively and
responsibly use and share that
information for the problem at
hand.
The student will design and execute
a performance of the way of
knowing. A performance is defined as:
A dynamic and sustained act that
brings together knowing and doing
(creating a painting, solving an
experimental design problem,
developing a public relations strategy
for a business, etc.); performance
makes learning observable.
Petitions for courses to be included in any one of the six Civic and Cultural Awareness (Ways of Knowing)
categories must demonstrate how the course addresses the Ways of Knowing Goals and Learning Outcomes as
well as the specific learning outcomes of the particular category in which a course will be included. Ways of
Knowing courses will be assessed according to how well they meet both the Ways of Knowing outcome(s) and
the outcomes of the specific category.
Petition to add course to USI New UCC
Assessment Scoring Guide or Rubric for “Assessment Plan Indicators”
New (2014) UCC Category
Learning Outcome:
Students will be able to utilize
problem solving, the process of
designing, evaluating, and
implementing a strategy or strategies
to answer an open-ended question or
achieve a desired goal, as defined by
the way of knowing
Students will be able to apply
methods of inquiry and analysis, the
systematic process of exploring
issues/objects/works through the
collection and process of breaking
complex topics or issues into parts to
gain a better understanding of them
that result in informed
conclusions/judgments, as identified
by the way of knowing.
The student will demonstrate the
ability to know when there is a need
for information, be able to identify,
locate, evaluate, and effectively and
responsibly use and share that
information for the problem at hand.
The student will design and execute a
performance of the way of knowing.
A performance is defined as: A
dynamic and sustained act that brings
together knowing and doing (creating
a painting, solving an experimental
design problem, developing a public
relations strategy for a business, etc.);
performance makes learning
observable.
Unacceptable
(1)
Acceptable
(2)
Page 4
Target Proficiency
(3)