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: Moral and Ethical Reasoning
__________________________ _____________
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 all of the University Core Curriculum
learning outcomes that are addressed by this course.
5. In the table on page 2 of this petition, provide example assignments or sample test items that will be used to evaluate
student performance of learning outcomes for this category of the University Core Curriculum.
6. Complete a course assessment plan as outlined on page 3.
----------------------------------------------------------------------------------------------------------------------------------------------------------Signature _______________________________________________
Chair/Director, department originating petition
_______________________
Date
Signature _______________________________________________
Dean, College originating petition
_______________________
Date
Approved by the University Core Curriculum Council
_______________________
Date
Signature ________________________________________________
University Core Director
Petition to add course to USI New UCC
New (2014) UCC
Learning Outcome:
Page 2
ASSESSMENT PLAN
Sample test items and/or example assignments
Students should understand one’s
ethical obligations to others and one's
responsibility to contribute to the
common good.
Students should be able to apply
ethical theories, such as utilitarianism
and Kantianism, to contemporary
ethical problems and issues..
Students should articulate important
ethical issues and identify alternative
positions on those issues - including
the grounds for those positions.
Students should be able to articulate
their own ethical viewpoints and
effectively defend them.
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 at least
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 understand one’s ethical
obligations to others and one's
responsibility to contribute to the
common good.
Students should be able to apply ethical
theories, such as utilitarianism and
Kantianism, to contemporary ethical
problems and issues..
Students should articulate important
ethical issues and identify alternative
positions on those issues - including the
grounds for those positions.
Students should be able to articulate their
own ethical viewpoints and effectively
defend them.
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 one of the
learning outcomes.
ASSESSMENT PLAN
provide example assignment, test
item, etc.
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.