Inquiry Course TEMPLATE PROPOSAL FORM – Cover Page
Instructions: Departments and course designers submitting courses for inclusion
within the CUE Inquiry sequence must complete three files:
1 The special CUE Inquiry course request (blue sheet cover) form
2 The course change request form (located on the Provost website:
http://www.bgsu.edu/offices/provost/curriculumModification.html)
3 This CUE Inquiry course proposal template form (copies located on the CUE
website: http://www.bgsu.edu/CUE ).
Submit these completed files to your department & College curriculum committees.
Please use the imbedded links to the accompanying Inquiry sequence course “toolkit”
to complete this template form. The BG Perspective general education office welcomes
your requests for assistance or questions (bgp@bgsu.edu or dnelson@bgsu.edu or 22623). We are here to help!
PART I
GENERAL INQUIRY COURSE INFORMATION
Inquiry course domain (choose 1) (Drop down menu box here…)
Inquiry course number & title (add drop down box)
Inquiry course prefix
Department/School/Program
Semester hours of credit
Frequency of offering
(spring, summer, fall, annually or
other)
Maximum number students per
section
Name, email, and telephone
contact information for course
designer completing this form
PART II
INQUIRY SEQUENCE COURSES
INTELLECTUAL SKILLS AND LEARNING OUTCOMES
Each INQUIRY course is primarily responsible for facilitating student achievement of inquiry
skills and learning outcomes through active learning pedagogies that explore disciplinary
course content unique to the course. Secondarily, each course must help students become
critical and constructive thinkers and effective communicators who are actively engaged with
others in their learning that directly relates to achieving BGSU’s University Learning Outcomes
(ULOs). See http://www.bgsu.edu/offices/assessment/page31434.html. “Coverage” of a
predetermined amount of disciplinary content should not be the primary purpose of an Inquiry
course, although some disciplines may need to include more disciplinary content to lay the
groundwork for the cultivation of inquiry skills.
INQUIRY LEARNING OUTCOMES FOR INQUIRY COURSES
Inquiry Course Proposal Template – Cover Page
Inquiry Course TEMPLATE PROPOSAL FORM
Please complete the following table, indicating how achievement of each inquiry learning
outcome is directly assessed using the domain-specific inquiry learning outcomes as
identified in the Toolkit.
Please be clear and specific about the direct assessments, including the type of electronic
portfolio artifact that the student will produce.
Inquiry Learning Outcomes
(or insert domain-specific outcomes)
Explain examples of direct assessments + portfolio
artifacts to be used (expand cell to describe completely)
Apply appropriate methods of inquiry to
question
Employ and synthesize background
information from relevant sources
Analyze discipline-appropriate
evidence and synthesize competing
evidence-based interpretations
Draw logical conclusions from inquiry
findings
If the course proposes to achieve cultural diversity in the U.S. learning outcomes, please explain
the degree to which students will achieve at least one of the following learning outcomes and how
learning outcome(s) will be directly assessed.
Cultural Diversity Learning Outcomes
Explain examples of direct assessments + proposed
artifacts to be used (expand cell to describe completely)
Understand social, historical, and
economic processes that shape
cultural diversity in U.S. including social
construction of race, gender, and other
differences
Analyze how individuals represent
cultural identities and respond to
diverse environments through written,
visual, and performative expression
Interrogate how knowledge about
diversity and differences is produced in
disciplinary contexts
Reflect upon places in society and
engage in contemporary debates about
the nature of multicultural societies
1
Inquiry Course Proposal Template
Inquiry Course TEMPLATE PROPOSAL FORM
PART III
UNIVERSITY LEARNING OUTCOMES ACHIEVED THROUGH INQUIRY COURSE
Complete the tables below to identify the degree to which the proposed Inquiry course
achieves one or more of the intellectual skills (a.k.a. student learning outcomes) within each
of the three major University Learning Outcome categories. If the course does not address a
specific intellectual skill, simply write N/A or Not Applicable in the Explain Examples of Direct
Assessment right hand column of that table. For approval, it is necessary for an inquiry course to
achieve only one intellectual skill in each learning outcome category. Any learning outcome that
is achieved in a course should be identified along with its assessment plan.
CRITICAL and CONSTRUCTIVE THINKING
Refer to the University Learning Outcomes for additional information on addressing at least one of
these outcomes.
University Learning Outcome/
Intellectual Skill
Explain examples of direct assessments + proposed artifacts to
be used (expand cell to describe completely)
Creative Problem Solving
Thinking Critically and Examining
Values
EFFECTIVE COMMUNICATION through Writing, Presenting, and Reading (describe at least one)
Refer to the University Learning Outcomes for additional information on addressing these outcomes.
University Learning Outcome/
Intellectual Skill
Explain examples of direct assessments + proposed artifacts to
be used (expand cell to describe completely)
Writing
Presenting
Reading
ENGAGING OTHERS IN ACTION through Participation and Leadership
Refer to the University Learning Outcomes for additional information on addressing at least one of
these two outcomes.
University Learning Outcome/
2
Explain examples of direct assessments + proposed artifacts to
Inquiry Course Proposal Template
Inquiry Course TEMPLATE PROPOSAL FORM
Intellectual Skill
be used (expand cell to describe completely)
Participation
Leadership
Other Direct Assessment Activities
If you choose to employ other valid assessments to assess the learning outcomes, use the following
expandable textbox to provide additional evidence describing types of direct assessment employed to
measure achievement of the Inquiry and University learning outcomes. Describe explicitly how one
knows the degree to which successful students achieve student learning outcomes.
PART IV
Exemplar Active Teaching-Learning Activities/Pedagogies
All C.U.E. courses must employ learner-centered pedagogies to ensure the active engagement
of students with the student learning outcomes and course content.
Use the following expandable textbox to describe in detail the active teaching-learning activities and
learner-centered pedagogies this proposed inquiry course uses to achieve the Inquiry and University
student learning outcomes as mapped previously.
To complete the Inquiry Course Template, please attach an accompanying
CUE Inquiry course request (blue cover sheet) plus a course change request
form to this template that will include a master course syllabus. Forms can be
downloaded from the Provost website
(http://www.bgsu.edu/offices/provost/curriculumModification.html ).
Upon completion, please route these forms through your appropriate
department and College curriculum committees who, upon approval, will
forward to the Provost Office and BG Perspective Committee for review.
3
Inquiry Course Proposal Template