ORIGINAL
SUBMISSION DATE: mm / / yyyy
REVISED
RE-SUBMISSION DATE: mm / / yyyy
Academic Affairs use only
TRACKING #
SALEM STATE UNIVERSITY version 1516.1 - effective 9/2015-8/2016
Note: this form can be used ONLY for certifying a course in the indicated general education category.
The course description can be changed via this form only if the change is directly related to certifying the course in the indicated general education category.
All other aspects of a course change must be dealt with via a C HANGE IN C OURSE form.
Personal Growth and Responsibility Category Description: Courses in this category will provide students with the opportunity to demonstrate increased ethical understanding of how their physical, spiritual, emotional, social, environmental, intellectual, financial and/or occupational habits and behaviors impact their personal well-being and their community throughout their life-cycle.
A COMPLETED P ERSONAL G ROWTH AND R ESPONSIBILITY COURSE INFORMATION DOCUMENT (CID) IS INCLUDED ( NOTE THAT A
C OURSE I NFORMATION D OCUMENT IS NOT THE SAME AS A COURSE SYLLABUS .) T HE CID MUST EXPLICITLY DOCUMENT HOW EACH OF
THE FOLLOWING CRITERIA ARE ADDRESSED .
CRITERIA FOR GENERAL EDUCATION CATEGORY
Details and supplementary information regarding this General
Education Category and its criteria can be found at http://www.salemstate.edu/26049.php. Note that ALL criteria must be addressed.
CRITERION 1: C OURSES MUST PROVIDE THE OPPORTUNITY FOR STUDENTS TO ARTICULATE AND REFLECT ON ANY THREE OF THE
EIGHT DIMENSIONS OF PERSONAL GROWTH AND WELLNESS INCLUDED IN THE CATEGORY DESCRIPTION ( ETHICAL UNDERSTANDING
OF HOW THEIR PHYSICAL , SPIRITUAL , EMOTIONAL , SOCIAL , ENVIRONMENTAL , INTELLECTUAL , FINANCIAL AND / OR OCCUPATIONAL
HABITS AND BEHAVIORS IMPACT THEIR PERSONAL WELL BEING AND THEIR COMMUNITY THROUGHOUT THEIR LIFE CYCLE )
CRITERION 2: C OURSES MUST PROVIDE THE OPPORTUNITY FOR STUDENTS TO ASSESS HOW THEIR ETHICAL VALUES AND PERSONAL
BEHAVIORS IMPACTS THEM AND OTHERS AROUND THEM .
CRITERION 3: C OURSES MUST PROVIDE THE OPPORTUNITY FOR STUDENTS TO IDENTIFY , LOCATE , EVALUATE , AND EFFECTIVELY
AND RESPONSIBLY USE AND SHARE INFORMATION .
DEPARTMENT:
COURSE PREFIX AND NUMBER:
SEMESTER/YEAR IN WHICH CERTIFICATION WILL TAKE EFFECT: select semester select year
FULL TITLE: CREDITS: cr.
OTHER CERTIFICATIONS FOR THIS COURSE: (FYS|QR|OC|PGR|CEA|WC|HP|CS|SR|W-I|W-II|W-III)
COURSE DESCRIPTION ( F OR AN EXISTING COURSE , DESCRIPTION EXACTLY AS IT CURRENTLY APPEARS IN THE SSU CATALOG ; FOR A NEW COURSE ,
DESCRIPTION EXACTLY AS PROPOSED ON THE N EW C OURSE CURRICULUM FORM ).
SAMPLE: This course introduces discipline X. It will provide foundational material and allow for future study in this discipline. Three lecture hours per week. Excessive work outside of class will be required.
COURSE DESCRIPTION IS BEING CHANGED. Note: any changes to the existing course description must be directly related to one or more aspects of certifying the course for one or more general education categories. Changes not related to certification for general education categories require use of the Change in Course form.

REVISED COURSE DESCRIPTION
EXACTLY AS IT IS TO APPEAR IN THE SSU CATALOG
N OTES ( NOT FOR INCLUSION IN CATALOG ):
SUBMITTED BY: Department
(name of department chairperson)
(name of sponsor / contact person only if other than department chairperson )

department name Department department website URL
PREFIX nnn Course Title n cr. PRG
Catalog description:
Course description. Focus on the course goals in developing the description; do not incorporate implementation details unless they are directly related to course goals. [n lecture hours [and m hours of scheduled laboratory per week] [plus work outside of class].]
Prerequisites: list all prerequisites (delete this line if there are no prerequisites)
Course Narrative:
Provide a reasonable (two to four paragraph) narrative that goes beyond the course description in articulating the pedagogical and disciplinary mission and scope of the course. Think of this narrative as a means of connecting the dots between the course description and course goals and outcomes.
Your narrative must include a separate description of how the criteria for certifying the course for the Personal Growth &
Responsibility general education category are addressed.
Course Goals:
(The wording of course goals may be phrased to meet disciplinary standards.)
This course will {introduce | explain | examine | …} :
G1: general goal (not necessarily directly measureable);
G2: general goal;
G3: general goal; (insert additional goals as needed; try for no more than 3-5 goals)
Course Outcomes (Objectives):
(The wording of course outcomes may be phrased to meet disciplinary standards but outcomes must be assessable / measurable.)
Upon successful completion of the course, a student will be able to {demonstrate | explain | demonstrate | identify | …} :
O1: specific (measurable!) objective (stated as something that the student did during the course);
O2: specific (measurable!) objective;
O3: specific (measurable!) objective; (insert additional objectives as needed; try for no more than 4-8 objectives)
Topics:
(Note: for special topics courses, provide appropriate separate topic outlines for two different special topics.)
 topic one
 sub-topic
 sub-sub-topic
 topic two
 sub-topic
 sub-sub-topic
Student Experiences: Describe the various type(s) of student experiences that will be used to assess student learning vis-à-vis stated course objectives, e.g. presentations, tests, lab reports, writing projects, discussions, performances, etc. For each type, briefly describe what the activity entails and provide an example or two of a typical assignment. Note that these examples are not meant to be prescriptive.

Student Experiences by Course Outcome (Objective) matrix:
(Eliminate or add columns and/or rows as necessary; each row represents a student experience (similar experiences should be grouped if appropriate - this is NOT meant to be a list of every student experience); each column relates a student experience type to the relevant course outcomes (objectives). Insert a check mark (

) in any cell where a given course objective is assessed via a specific student experience.) student outcome / experience
(e.g. presentations, tests, lab reports, writing projects, discussions, performances, etc.)
O1 O2 O3 O4 O5 O6
P ERSONAL G ROWTH & R ESPONSIBILITY C RITERIA AND WHERE / HOW THEY ARE ADDRESSED IN THIS C OURSE
CRITERIA FOR GENERAL EDUCATION
CATEGORY PGR: PERSONAL GROWTH &
RESPONSIBILITY
D ETAILS AND SUPPLEMENTARY INFORMATION REGARDING THIS G ENERAL
E DUCATION C ATEGORY AND ITS CRITERIA CAN BE FOUND AT http://www.salemstate.edu/26049.php
.
N OTE THAT ALL CRITERIA MUST BE
ADDRESSED .
PERSONAL GROWTH
RESPONSIBILITY C
&
RITERIA
Course outcome(s)
(objective(s)) that address a criteria
(e.g. O3, O6)
For each Personal Growth a& Responsibility criterion, locate and identify CID elements aside from course outcomes, particularly student experiences , which are directly related to that criterion.
CRITERION 1: C OURSES MUST PROVIDE THE
OPPORTUNITY FOR STUDENTS TO ARTICULATE
AND REFLECT ON ANY THREE OF THE EIGHT
DIMENSIONS OF PERSONAL GROWTH AND
WELLNESS INCLUDED IN THE CATEGORY
DESCRIPTION ( ETHICAL UNDERSTANDING OF
HOW THEIR PHYSICAL , SPIRITUAL ,
EMOTIONAL , SOCIAL , ENVIRONMENTAL ,
INTELLECTUAL , FINANCIAL AND / OR
OCCUPATIONAL HABITS AND BEHAVIORS
IMPACT THEIR PERSONAL WELL BEING AND
THEIR COMMUNITY THROUGHOUT THEIR LIFE -
CYCLE )
CRITERION 2: C OURSES MUST PROVIDE THE
OPPORTUNITY FOR STUDENTS TO ASSESS HOW
THEIR ETHICAL VALUES AND PERSONAL
BEHAVIORS IMPACTS THEM AND OTHERS
AROUND THEM .
CRITERION 3: C OURSES MUST PROVIDE THE
OPPORTUNITY FOR STUDENTS TO IDENTIFY ,
LOCATE , EVALUATE , AND EFFECTIVELY AND
RESPONSIBLY USE AND SHARE INFORMATION .
Sample Bibliography: (required for new courses only) ( format as appropriate for your discipline; representative resources, not required to be exhaustive)
(Note: for special topics courses, provide representative sample bibliographies for two different special topics.)
(examples)
Booch, Grady; Rumbaugh, James; Jacobson, Ivar. The Unified Modeling Language User Guide. Second Edition.
Addison-
Wesley, 2005.

Gamma, Erich; Helm, Richard; Johnson, Ralph; Vlissides, John. Design Patterns: Elements of Reusable Object-Oriented
Software . Addison-Wesley, 1995.
Hwang, K.; Fox, G.; Dongarra, J. Distributed and Cloud Computing: From Parallel Processing to the Internet of Things.
Morgan Kaufmann, 2012.
(General Notes: anything in red must be deleted or replaced (and changed to black). Anything in red and in parentheses (like this note) is an advisory comment and must be deleted. Note that while additional components may be inserted if appropriate, listed components must be included. For examples, visit http://www.salemstate.edu/26049.php
.)