Temple GenEd COURSE PROPOSAL PROCESS
~~~~~~~~~~Before you get started—something to keep in mind~~~~~~~
GenEd students are undergraduates who may or may not decide to take
another course in your discipline after taking the GenEd course you teach.
In contrast to the Core, GenEd classes are typically filled with a mix of
students from around the university. While we encourage you to challenge
and push them to learn, we also urge you to think carefully about how
such students will be capable of engaging with the material of the course.
So, as you write a proposal for GenEd, please consider how you will
teach, not just what you will teach—and make that evident to us.
These are the steps in the GenEd course proposal process.

Submit a preliminary proposal (see p. 11) to the appropriate Area Coordinator
(ACs p.10), who will then help you prepare your final proposal, and make contact
as needed with GenEd staff, Chairs, college curricular committees etc.
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Submit final course proposal (see p. 12) with sample syllabus to Area
Coordinator, who will forward it to the GenEd staff and review committee.
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A subcommittee composed of the Area Coordinator, GenEd staff and one GEEC
member reviews the proposal and makes a recommendation to GEEC.
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GEEC votes on the proposal.
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GenEd staff notifies the course initiating faculty, relevant Chair(s) and Area
Coordinator of the decision.
PRELIMINARY COURSE PROPOSAL
The Preliminary Course Proposal Form asks for:
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Name(s), department/collegial affiliation(s) of initiating faculty;
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potential course title;
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one/two paragraph course description for colleagues; and
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approx. 150-word course description for students. Please review some of the
course descriptions on our GenEd site to get a sense of how to write this.
What are some of the important questions/ issues/themes students will encounter
in the course? And what will students be doing as they take it?
After the Area Coordinator receives your preliminary Proposal s/he will get in touch and
begin assisting you.
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NOTE: Relationship with School/College Curricular Committee review process:
This will vary. SCT and Education require that all courses go through the normal
curricular review process before GenEd review. CLA’s curricular committee will review
before GenEd for basic feasibility concerns such as staffing and departmental fit before
allowing GenEd to determine approval on the merits. CST has been reviewing and
assessing courses after they have been approved by GenEd. Early in the process, please
check with your Area Coordinator about this, and be sure to respond to whatever
procedure your particular college or school requires.
We will work with you to make this as light on your nerves as possible!
FINAL COURSE PROPOSAL
Incorporating information from the preliminary proposal, and attaching a sample
syllabus, a final proposal will primarily consist of sections addressing:
A. GenEd Learning Goals
B. Course Design & Staffing
C. Assessment
A. LEARNING GOALS
This is a key section of a GenEd proposal. Describe how you plan to develop each
learning goal. (You must address all the “vital” goals; you may address as many of the
“desirable” goals as you wish—see below.)
Please provide examples of assignments or classroom exercises in this section. A
description of course content alone, no matter how interesting, will not suffice here.
Reviewers need to know how undergraduates will be led to care about it, grapple with it
and begin to understand it.
1. VITAL GOALS—these are required for each proposal:
 development of critical thinking and communication skills.
Thinking and learning skills might include critical analysis, identifying and solving
problems, analyzing and interpreting data, synthesizing, inventing, etc; communication
skills might include writing, speaking or creative expression. This goal is also concerned
with developing an ability to make informed judgments in the course subject matter.

development of skills in identifying, evaluating and using information (so-called
“information literacy.”)
Information can be textual, visual, aural, etc. Information literacy embraces media
literacy, graphical literacy, quantitative literacy and other capabilities that involve
finding, evaluating and productively making use of information.
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promotion of curiosity and life-long learning.
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2. DESIRABLE GOALS—these are encouraged but not required:
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ethical reflection, civic engagement, and awareness of current issues;
collaborative learning and teamwork skills;
recognition of and appreciation for Temple’s urban and regional setting;
understanding of issues related to globalization;
understanding issues related to sustainability; and
commitment to community-based learning.
3. AREA SPECIFIC GOALS
General Education groups courses into nine areas:
Gened AREAS
Required Courses
Arts
1 course, 3 or 4 credits
Human Behavior
1 course, 3 credits
World Society
1 course, 3 credits
U.S. Society
Race & Diversity
1 course, 3 credits
1 course, 3 credits
Science or Technology
2 courses, 3 credits each
Quantitative Literacy
1 course, 4 credits
Analytical Reading & Writing
1 course, 4 credits
Mosaic: Humanities Seminars
2 courses, 3 credits each
Each area of the program has its own specific goals, listed at the end of this document.
It is best to address through a synopsis of course content and describing the link between
content and learning goals.
B. COURSE DESIGN & STAFFING
GenEd welcomes innovative courses no matter what the model. Courses may be
generated by a cross-departmental team, a group of faculty from one department, or a
single person. Courses may be large classes with breakouts or small in size.
Proposals should describe the course design, including the primary mode of instruction
and class size, along with a rationale for these choices. In some cases, you may want to
address the scalability of the course; that is, discuss the potential for this course to be
offered to a broader audience.
If the course delivery model uses Teaching Assistants, please describe their roles and
responsibilities, and their preparation and/or training.
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C. STUDENT ASSESSMENT
Complete proposals establish a likely plan for student assessment, detailing the types and
frequency of assessment. Again, greater weight will be given to proposals explicitly
linking student assessment with GenEd learning goals.
GenEd AREA LEARNING GOALS
ARTS
GenEd Arts courses build skills which enable students to gain insight into works of art,
the creative process, and the role of the arts in social, cultural, or historical contexts.
Such insight is fundamental to the development of artistic literacy, which in turn can be
an invigorating element of lifelong learning.
Because our global, technological society provides ready access to myriad artistic
practices and forms of expression--past, present, and emerging--no single Arts course can
meet the needs and interests of all students. Student choice from an array of courses-diverse in content, structure, size, and pedagogy--is therefore essential, and faculty from a
wide-range of disciplinary perspectives are invited to propose Arts courses. Courses may
be centered on one of the arts (e.g. dance, fine arts, music), may be interdisciplinary in
nature (e.g. creative writing and theater, film and dance), or may address larger themes
(e.g. creativity, the arts and political statement, technology and the arts)--but all courses
should in some way make connections to other perspectives, disciplines, or subject areas,
making clear that art does not take place “in a vacuum.” GenEd invites proposals for
either 4-credit or 3-credit courses.
GOALS: Each course in the Arts should teach students to:
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Experience and respond to a work of art or creative process;
Recognize and interpret a work of art or creative process in a societal, historical
or cultural context;
Describe or evaluate a work of art or creative process using appropriate
terminology;
Demonstrate "appreciation" for the value of art in our lives and society; and
Function as a member of an audience.
HUMAN BEHAVIOR
GenEd Human Behavior courses address the relationships between individuals and
communities. Courses may focus on the relationship between individuals and
communities in general or may engage those relationships from specific perspectives
(such as art, music, education, religion, economics, politics or education), or look at them
within specific themes (such as food & eating, crime, crisis, sexuality, adolescence).
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Human Behavior courses should elucidate for students at least one disciplinary method
used to understand and explain social phenomena. Courses that compare individuals and
communities across different historical eras, socioeconomic categories, geographical
regions, or institutional settings are encouraged. Also encouraged are courses that present
differing conceptual, methodological, or ethical perspectives on their central themes.
Course proposals in this area may focus on the social sciences, but may also be oriented
towards the humanities and cross into any discipline.
GOALS: Each course in Human Behavior should teach students to:
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Understand relationships between individuals and communities;
Understand theories or explanations of human behavior used to describe social
phenomena;
Examine the development of individuals' beliefs, behaviors, and assumptions and
how these affect individuals and communities;
Apply one disciplinary method to understand human behavior or explain social
phenomena;
Access and analyze materials related to individuals, communities or social
phenomena; and
Compare and contrast social phenomena across individuals and communities.
RACE & DIVERSITY
Race & Diversity courses develop a sophisticated understanding of race and racism as
dynamic concepts, pointing to the ways in which race intersects with other group
identifications such as gender, class, ethnicity, religion, age, sexual orientation or
disability.
Classes should be small and intimate enough to allow for challenging but respectful
interaction. Ideally, each instructor will lead a small section of no more than 35 students.
Large lecture courses are acceptable, if somewhat less desirable, if and only if paired with
small discussion sections and given the TA support to make this possible. Large lectureonly classes are not recommended.
Course materials should be drawn from multiple media (written texts, visual media,
experiential learning), multiple disciplines, and multiple locales.
GOALS: Each course in Race & Diversity should teach students to:
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Recognize the ways in which race intersects with other group identifications or
ascriptions: gender, class, ethnicity, sexual orientation, religion, disability, age;
Understand the relationships among diversity, justice and power;
Explore what it means for individuals and institutions to exist in a multi-racial,
multi-cultural world;
Investigate the various forms race and racism has taken in different places and
times; and
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Discuss race matters with diverse others in relation to personal experience.
SCIENCE & TECHNOLOGY
The General Education program requires two, three-credit courses in Science &
Technology. The purpose of these courses is to help students understand the method of
scientific thinking and be exposed to ways in which the understanding of scientific
phenomena and/or technology affects human life. The intersections of ethics and science
should be illustrated in these courses.
Each course can be organized in large lectures supported by small sections to allow for
demonstrations, field trips, or basic experiments that elucidate the larger purpose of the
course; but it may be organized entirely in small sections that would facilitate its purpose.
It is anticipated that courses may be offered in physical science, life science, engineering
and the applications of science through technology, and that a variety of choices will be
available.
Students enrolled in GenEd Science & Technology courses will typically not be pursuing
science studies. They will come from a variety of backgrounds and have a variety of
expectations. Because the students’ backgrounds and interests are expected to be diverse,
courses may include both disciplinary and interdisciplinary courses in the sciences with
applications, or studies of how technology is developed and applied for societal benefit.
Whenever appropriate, courses should include a discussion of the impact of science and
technology on policy decisions and the ethics of science.
Content areas might include the basic sciences, studies of the environment, natural
phenomena, biotechnology; bioengineering; development of technology; science and
esthetics; and current science issues in healthcare or public policy.
An emphasis on the scientific method and research methodology should be included as
part of course design. Students should have the ability to understand basic science and
technology information such as that reported in the news related to health, environmental
concerns, etc. Students should understand the role and impact of technology on the
environment, society and public policy. Finally, the course should include material
pertaining to the reliability of scientific data.
GOALS: Each course in Science & Technology should teach students to:
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Understand and describe the scientific process;
Understand the sequential nature of science and technology;
Recognize, use and appreciate scientific or technological thinking for solving
problems that are part of everyday life;
Understand and communicate how technology encourages the process of
discovery in science and related disciplines; and
Retrieve, organize, and analyze data associated with a scientific or technological
model.
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Instruction and staffing
Instructors are encouraged to include experiential learning components. Experiential
learning includes but is not limited to laboratory experiences, demonstrations, and/or
participatory exercises. Courses may include both lecture and an experiential learning
component, and the experiential component of the course should be clearly described and
its purpose justified. To provide for the experiential component of learning, courses may
be organized as large lectures with small laboratory/discussion sections. There may be a
2/1 credit hour distribution between the lecture and laboratory/discussion sections. A
strategy for staffing of the laboratory/discussion sections must be included.
U.S. SOCIETY
GenEd U.S. Society courses strengthen students' understanding of the history, society,
culture and political systems of the United States. They should examine the diversity of
the people of the United States, and consider their varied experiences with respect to the
ideals and social and cultural institutions of the United States.
GOALS: Each course in U.S. Society should teach students to:
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Access and analyze historical, analytical, and cultural materials;
Develop observations and conclusions about selected themes in US society and
culture;
Construct interpretations using evidence and critical analysis;
Communicate and defend interpretations; and
Analyze the ways difference and heterogeneity have shaped the culture and
society of the United States.
WORLD SOCIETY
GenEd World Society courses should focus on one of two approaches:
(1) Societies other than the United States. Such courses may focus on a single nation
(e.g., China) or region (e.g., Sub-Saharan Africa). Political, social, historical, cultural,
artistic, literary, geographic, and/or economic themes may be emphasized. Courses may
be organized around institutions or experiences common across different nations or
regions (religion, theater, revolution);
(2) The interconnections and processes linking societies and nations together. The
primary emphasis here will be on globalization, including historic institutions such as
colonialism and imperialism, and current manifestations in, for example: Politics (e.g.,
conflict, terrorism, policy); Economics (e.g., trade, development, technology, crime);
Social change (e.g., civil society, democratization, migration, settlement patterns);
Environment (e.g., energy, resource depletion, climate change); Arts & culture (e.g.,
media, entertainment, gender relations).
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GOALS: Each course in World Society should teach students to:
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Understand the influences (e.g political, social, historical, cultural, artistic,
literary, geographic, economic) on world societies or processes (e.g.
globalization) linking world societies;
Access and analyze materials related to world societies and cultures;
Develop observations and conclusions about selected themes in world societies
and cultures;
Construct interpretations using evidence and critical analysis; and
Communicate and defend interpretations.
QUANTITATIVE LITERACY
GenEd QL courses are intended to help students think about phenomena in quantitative
terms and to understand the uses, limits, and abuses of quantification. The course should
allow students to think about quantitative statements in their role as citizens and lay
people, not as specialists. Quantitative literacy courses should not be primarily focused
on formulas or calculations or applied uses of numbers.
Ideally, there should be an underlying theme that motivates a QL course. The list of
topics and fields below is not meant to be exhaustive, but rather, representative of the
diversity of choices and innovation possible.
• The representation and analysis of data. The source and analysis of data viewed
spatially. Topics include GIS data, digital publishing, image processing, informatics,
and visualization.
• Mathematical models. The construction and analysis of mathematical models used to
represent such topics as growth, random behavior, shape, and social choice.
• Statistics. The analysis of statistical data drawn from a variety of fields including
economics, psychology, medical science, and social science.
• Discrete mathematics. The mathematics of the digital world and including topics such
as data encoding, non-linear data structures, methods for searching and sorting, and
the use of logic.
When a course is in multiple sections, all sections should use syllabus and final exams
with common elements.
Before taking a Quantitative Literacy course, all students should have math skills
necessary to place out of or pass Math 0045. (This competency will be determined for all
incoming students using the Math Placement Exam.)
GOALS: Each QL course should teach students how to:
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Understand quantitative models that describe real world phenomena and
recognize limitations of those models;
Perform simple mathematical computations associated with a quantitative model
and make conclusions based on the results;
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Recognize, use, and appreciate mathematical thinking for solving problems that
are part of everyday life;
Understand the various sources of uncertainty and error in empirical data;
Retrieve, organize, and analyze data associated with a quantitative model; and
Communicate logical arguments and their conclusions.
Instruction and Staffing
Quantitative literacy requires a four-credit course that may be taught in three large
lectures per week with one small discussion section per week or entirely in small
sections.
Course development in faculty teams is strongly encouraged. Preferably, such teams
should be multi-departmental. This would encourage a course to be interdisciplinary and
would allow for a more diverse curriculum. Alternatively, if developed by a single
individual, additional faculty could join later in development of the course concept or
design.
The development team is responsible for defining course competencies and benchmarks.
A webpage should be developed for each course. Materials for all courses should be
available electronically and updated annually.
Assessment
Each course should include two midterms and a common final. These exams should
count for 50 – 70 percent of the course grade. Additionally, the first midterm should be
timed so that it can be used as part of the fifth-week evaluation of each student’s
progress. For multi-section courses, the midterms should not be significantly different.
The midterms and final should be written under the guidance of the course developers.
The remaining portion of the grade can be derived from a mix of exams, short answer
quizzes, homework, class participation, and student papers. Regular assessment is
strongly encouraged.
Each course should include regular homework assignments and additional readings.
It is strongly encouraged that each course contains a student project, either individual or
group, which results in a written (possibly electronic) paper. This project could be
presented to either the class or recitation section.
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AREA COORDINATORS
ARTS
Edward (Ted) Latham
elatham@temple.edu
HUMAN BEHAVIOR
Tricia Jones
tricia.jones@temple.edu
QUANTITATIVE LITERACY/TECHNOLOGY
Tony Hughes
hughes@temple.edu
RACE & DIVERSITY
Tricia Jones
tricia.jones@temple.edu
SCIENCE
Sue Jansen Varnum
suebee@temple.edu
U.S. SOCIETY
Ralph Young
Ralph.Young@temple.edu
WORLD SOCIETY
Alistair Howard
alistair.howard@temple.edu
ANALYTICAL READING & WRITING
Eli Goldblatt
eli.goldblatt@temple.edu
INTELLECTUAL HERITAGE/ MOSAIC
Terry Rey
trey@temple.edu
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Temple University General Education
PRELIMINARY COURSE PROPOSAL FORM
Initiating Faculty:
Dept. & College/School:
E-mail:
Phone:
1.
2.
3.
4.
Course Title:
Gen Ed Area:
______________________________________________________________________
Course Description (For colleagues):
Course Description (For students):
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Temple University General Education
FINAL COURSE PROPOSAL COVER SHEET
Initiating Faculty:
Dept. /College/School:
E-mail:
Phone:
1.
2.
3.
4.
Course Title:
Gen Ed Area:
______________________________________
Area Coordinator:
______________________________
Course Description: (For colleagues):
Course Description (For Students):
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Checklist: Please check off the items that will be addressed within this proposal.
Section 1: Learning Goals
The proposal addresses these (required) goals:
develop students’ thinking, learning and communication skills;
develop skills in identifying, accessing and evaluating sources of information; and
promote curiosity and lifelong learning
The proposal addresses these (desirable, not required) items:
ethical reflection, civic engagement, and awareness of current issues;
collaborative learning and teamwork skills;
an understanding of and appreciation for Temple’s urban and regional setting;
an understanding of issue related to globalization;
an understanding of issues related to sustainability;
an understanding of community-based learning.
Section 2: Course Design.
The proposal addresses:
Class size
Structure of course delivery (lecture, lab, etc..)
Use of TA’s
Staff and/or instructor training/development
Section 3: Assessment.
The proposal addresses:
Types of student assessment
Frequency of student assessment
How assessment will support achievement of learning goals
Please explain the above checked items in your completed proposal and attach a sample
syllabus.
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