Global Miami Plan - Fall 2015 - Prepared by Stephanie Beck
5 MP Foundations:
1.
2.
3.
4.
5.
5 MP Advanced Learning
English Composition
Fine Arts, Humanity, Social Science
Global Perspectives
Natural Sciences
Mathematics, Formal Reasoning,
or Technology
1.
2.
3.
4.
5.
Intercultural Perspectives
Advanced Writing
Experiential Learning
Thematic Sequence
Senior Capstone
Academic Foundation (27-28 credits)
Each Foundation course incorporates written communication and advances critical thinking as well as at least two
additional competencies. The Foundation component enables students to gain a breadth of knowledge across
multiple domains of learning:
6.
English Composition (3 hours)
1.
ENG 109 College Composition for Second-Language Writers (4) or
ENG 111 Composition and Rhetoric (3)
7.
8.
9.
Fine Arts, Humanities & Social Science (9 hours)
1.
Arts (3 hours)
2.
Humanities (3 hours)
3.
Social Science (3 hours)
Global Perspectives (6 hours)
1.
Study Abroad (6 hours) OR
2.
Global Courses (6 hours)
Natural Sciences (6 hours) – including a laboratory experience (often an additional credit hour)
1.
Biological Science (3 hours)
2.
Physical Science (3 hours)
*NOTE: CAS BA Majors will be required to complete 10 credit hours
10. Mathematics, Formal Reasoning or Technology (3 hours)
Advanced Learning
Intercultural Perspectives (3 credits)
The Intercultural Perspectives requirement expands on the learning outcomes of the Global Miami Plan foundation
requirements. These courses prepare students for effective citizenship in a diverse multicultural society in the US or
beyond by helping students to recognize new perspectives about their own cultural rules and biases.
Intercultural Perspectives courses prepare students for effective citizenship in a diverse multicultural society in the
U.S. or beyond. In these courses, students will recognize new perspectives about their own cultural rules and biases
by:

Demonstrating an understanding of the ways marginalized and dominant groups define and express themselves, and
the contexts in which these definitions are constructed, and/or

Demonstrating an understanding of how such global forces as imperialism, colonialism, religion, globalization,
capitalism, and socialism have shaped ideas, groups, institutions, and/or the natural environment, and/or

Demonstrating an understanding of theories addressing notions of race, gender, sexuality, class, disability, ethnicity,
nationalism, and/or other socially constructed categories.
Advanced Writing Course (3 credits)
Advanced writing courses (200 or 300 level) are offered by instructors in disciplines, departments, and programs
across the university and feature student writing as the central focus, frequent opportunities to write with instructor
feedback on multiple drafts of major projects, and substantial writing projects.
Students are advised to take an advanced writing course in their second or third year. Advanced writing courses
feature:

Student writing as the central focus (with the majority of class time dedicated to instruction on and activities about
writing)

Frequent opportunities to write with ongoing instructor feedback on multiple drafts of major projects

Multiple, substantial writing projects (at least 7500 words over the course of the term)
These courses are ideally capped at 20 students to facilitate instructor feedback.
Experiential Learning (EL) Requirement (0 or more credits)
Experiential learning is the process of making meaning from direct experience in a real world or an “out of the
traditional classroom” context. It offers students the opportunity to initiate lifelong learning through the development
and application of academic knowledge and skills in new or different settings.
The EL requirement can be met through a Global Miami Plan course or course in the major (at the lower or upperdivision level) that has been approved for this requirement. Some of the approved courses include designated
service-learning courses, credit- and non-credit-bearing internships, independent studies (numbered 177, 277, 377 or
477) that involve significant independent work focusing on research and including a presentation, lab, or archive
component (carrying the “R” modifier), and student teaching.
In experiential learning, educators purposefully engage with learners in direct experience and written reflection in
order to increase knowledge, develop skills, and clarify perspectives or values. Experiential learning may fall into one
or more of the following categories:

Undergraduate Research enables students to engage in systematic inquiry that contributes to the discovery or
interpretation of knowledge significant to their field of study. Research can be applied, descriptive, experimental,
creative, inferential, observational, or theoretical. Examples can include: course that involves client-based project,
Undergraduate Summer Scholars Program, FYRE Program, honors thesis, or significant independent work focusing
on research and including a presentation, lab, or archive component.

Creative and Artistic Activities enable students to engage in various forms or creative expression to produce works
that reflect a synthesis of knowledge and skills. Examples include recitals, exhibitions, or other significant artistic
projects that would take significant training as well as the equivalent of at least a semester to propare.

Community/Civic Engagement enables students to interact with people from diverse backgrounds, to challenge
their understanding of community needs, and to explore ways of partnering with community members to address
problems or improve community life. Examples include: Service-Learning courses, semester-long community
engagement, or civic projects.

Career & Practical Experiences enable students to use skills and concepts learned in the classroom while engaging
in work-like settings that relate to their field of study.or possible career path. Examples include: internship, co-ops,
student teaching, Undergraduate Associates Program, tutoring experience, practica, or clinical experiences.
Criteria for Experiential Learning

Connection of academic ideas, concepts, and skills to a new and different context

Facilitated and guided practice

Sustained duration or immersion (the amount of time engaged should be the equivalent of at least one credit for at
least one academic term).

Opportunity for reflection on the learning goads and relation of experience to relevant liberal education competencies.
Thematic Sequence (9 credits)
A Thematic Sequence is a series of related courses (usually three) that focuses on a theme or subject in a
developmental way. Each course builds or expands upon knowledge or perspective gained from preceding courses,
and some sequences prepare students for Capstone experiences. The first course may be a Foundation course and
may count as hours in both Foundation and Thematic Sequence requirements. (Should the Thematic Sequence
contain more than one Foundation course, only one of those courses can be counted for both requirements.) In
interdepartmental Thematic Sequences, students must select those courses that are offered outside their department
of major. For example, English majors who enroll in a Thematic Sequence comprised of English and history courses
must register for the history courses.
Students who are completing the Global Miami Plan for Liberal Education must complete at least one Thematic
Sequence outside the department of their major. Exceptions to this requirement include either students with majors in
two different academic departments or students with minors outside their department of major. Students should
consult divisional requirements for further restrictions on Thematic Sequences.
Students who wish to meet the Thematic Sequence requirement through a double major or a minor must complete
the second major or minor outside their department of major. A student who uses a minor to complete the thematic
sequence requirement must have 9 hours in the minor outside the department/program of his/her major, and at least
6 hours of these courses at the 200 level or above.
Typically, you are expected to complete most of your Foundation courses before beginning a Thematic Sequence. To
enroll in a sequence, contact the department.
Students may propose self-designed sequences.
Capstone Course (3 credits)
The capstone course requirement is met by completing three hours in an approved capstone course during a
student’s senior year (minimum of 96 hours concurrently registered or earned). Capstone courses feature a
substantial written student-initiated project that encourages students to integrate knowledge gained throughout their
undergraduate experience. Each Capstone emphasizes sharing of ideas, synthesis, and critical, informed reflection
as significant precursors to action, and each includes student initiative in defining and investigating problems or
projects.
Capstones may be completed in or outside students' majors; in some departments, the Capstone Experience may be
a requirement of the major. All Capstones presume a significant scholarly background of specialized study in a major
as well as in liberal education course work. In other words, a Capstone does more than culminate years of
baccalaureate study: it culminates a student's liberal education.