Department of Philosophy
Student Handbook
2006-07
The Faculty:
The Philosophy Department at Oklahoma City University is made up of two, full-time
faculty members and two adjunct (part-time) faculty.
Dr. Leo G. Werneke is Professor of Philosophy and Chair of the Department. He
received his B.A. in philosophy in 1964 from Oklahoma City University, the M.A. in
philosophy in 1966 from Northwestern University (Evanston, IL), and the Ph.D. from
Queens College, Dundee University in 1984. Dr. Werneke’s primary interests are ethics,
philosophy of religion, political philosophy, history of modern philosophy, phenomenology and existentialism.
Dr. Scott Davidson is Assistant Professor of Philosophy. Dr. Davidson received his
B.A. from Kansas State University and his M.A. and Ph.D. from Duquesne University in
Pittsburgh, PA. His interests include ethics, political philosophy, ancient and medieval
philosophy, and contemporary continental philosophy.
Dr. Mark Davies, formerly Associate Professor of Philosophy, is currently Dean of the
Wimberly School of Religion. He now serves as an adjunct in philosophy. Dr. Davies
received his B.A. from Oklahoma City University, M.Div. from Candler School of
Theology, Emory University, and his Ph.D. from Boston University. Dr. Davies is
interested in ethics (particularly applied ethics), contemporary political theory,
philosophy of religion, process philosophy and theology, and personalism.
Prof. Dann May is Adjunct Assistant Professor of Philosophy. Prof. May holds the
M.A. in philosophy from the University of North Texas. Prof. May teaches courses in
business ethics, environmental ethics, and Eastern philosophy and religion.
Department Goals:
The formal study of philosophy at Oklahoma City University is designed to train persons
to be philosophers. That is, it is designed to train people who are capable of acting most
2.
responsibly, because they have the clearest conception of their goals, the most comprehensive understanding of the world in which these goals are to be realized, and the most
realistic assessment of the available means toward these goals. To accomplish this end,
the philosophy major requires each student to refine his/her ideas in relation and response
to the history of philosophical activity—in the form of three, four-hour courses in the
History of Philosophy. This is in preparation for undertaking an original work in philosophy, the Senior Thesis. Additional, elective courses are offered in the traditional ares of
philosophy (e.g. ethics, political philosophy, philosophy of religion, metaphysics, epistemology, etc.) from which students select a minimum of four to complete the 27 credit
hours required for the major in philosophy. This relatively low number of hours required
for the philosophy major is by design and allows students to major in a second discipline.
The department actively encourages this.
The philosophy major provides the necessary foundation for successful graduate study in
philosophy as well as advanced, professional training in law and the ministry. Indeed,
philosophy is the ideal major for any student who contemplates a career that places a
premium on the ability to think critically, systematically, and creatively.
Structure of the Philosophy Major:
The philosophy major consists of a 15 credit hour core of required courses. These
courses are:
PHIL 3114: History of Philosophy I (Ancient/Medieval) . . . . 4 hours
PHIL 3214: History of Philosophy II (Modern) . . . . . . . . . . . 4 hours
PHIL 3314: History of Philosophy III (Contemporary). . . . . . 4 hours
PHIL 4893: Senior Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 hours
An additional twelve hours of elective courses in philosophy, including one course at
the 3000 or 4000 level. The total of required and elective courses is 27 credit hours.
In keeping with its departmental goals, the faculty emphasizes the use of primary texts
in all philosophy courses. Also, the department makes extensive use of essay examinations and other written modes of evaluation (e.g. reflection papers and research papers).
There are no multiple-choice, true/false, or short-answer examinations given in any
philosophy course.
Instructional/Learning Objectives:
All philosophy majors will be periodically assessed (at least once per year) in terms of
their demonstrated proficiency in regard to the following objectives.
3.
Objective
Statement of Objective
1
Ability to communicate clearly, concisely, and forcefully in written English,
including a college-level mastery of the conventions of formal correctness.
Specifically, a demonstrated ability to write philosophical essays involving
the construction of sound arguments in which technical terms are used in
appropriate ways.
2
Ability to communicate clearly, concisely, and forcefully in oral English,
including a college-level mastery of the conventions of formal correctness.
Specifically, a demonstrated ability to present and organize ideas into sound
arguments in which technical terms are used in appropriate ways.
3
Ability to read, comprehend and analyze philosophical texts written in or
translated into English. Specifically, a demonstrated ability to identify,
analyze, and critically assess the soundness of arguments and the appropriate use of technical terms.
4
Acquisition of a body of content knowledge in philosophy, providing a
sufficient foundation for further graduate study in the discipline.
Specifically, a demonstrated knowledge of the major figures from the
history of philosophy and at least two areas of philosophy (e.g. ethics,
philosophy of religion, political philosophy, etc.).
5
Ability to synthesize ideas drawn from diverse sources. Specifically, the
ability to relate concepts, ideas, and issues to the broader history of
philosophy.
6
Ability to think creatively and develop original ideas.
Instructional/Learning Process for Satisfaction of Objectives:
Objective
1
Description of Process
Essay examinations, written reports, and term papers are employed as the
primary tools for teaching students to construct philosophical arguments and
use technical terms in correct ways. In the introductory-level courses, a
“developmental writing” format is employed. (See Appendix A for sample
Developmental Writing format syllabi.) All written work is given a
thorough written critique by the course instructor including specific suggestions for improvement. In the introductory-level courses, students are
encouraged to undertake revisions of the first two essays to improve their
4.
writing and raise their grades.
2
Each of the three required History of Philosophy courses has, as a course requirement, one oral presentation by each student. Additionally, philosophy
majors are expected to make regular contributions to the class discussions
and to respond to questions. Yearly assessment meetings with the students’
academic advisers offer an opportunity for the faculty to offer a formal
critique of each student’s progress in developing the ability to present their
ideas in well-structured oral arguments in which technical terms are used in
correct ways.
3
Each course in the Philosophy Department curriculum is taught as a course
in textual exegesis. Primary texts are taught exclusively in all courses. The
instructor illustrates in class the processes of reading, interpreting, and
critically analyzing arguments. All the topics for essays examinations have
an exegetical component requiring students to practice the appropriate skills
of argument identification, interpretation, and critical analysis. These essays
receive extensive written critiques by the course instructors.
4
The required History of Philosophy sequence is organized around the major
figures from the ancient/medieval, modern, and contemporary periods of
philosophy. The introductory-level courses expose students to major
alternative approaches to areas of philosophy (e.g. ethics, political philosophy, philosophy of religion, epistemology, etc.) or major figures in different philosophical movements (e.g. idealism, empiricism, phenomenology,
existentialism, process philosophy, personalism, etc.), or issues in practical
ethics (e.g. environmental ethics, ethics of the media, medical ethics, business ethics, etc.). The examinations and term papers in these courses are
designed to text, in part, for the acquisition of content knowledge.
5
All upper-division courses present course content in relation to the thought
of major figures in the history of philosophy. Students are increasingly
encouraged to draw relationships and connections among the philosophers
they have studied and term paper topics require students to go beyond the
content of the specific course in developing a thesis that is synthetic as well
as critically analytic. This process culminates in the production of the
Senior Thesis. This assignment requires the student to draw on the works of
at least three philosophers in the production of an original solution to a
philosophical problem or issue.
6
Creative thinking is encouraged throughout the philosophy major. All essay
topics invite students to integrate their own ideas into the essay responses.
Several introductory-level courses have a final, creative assignment: e.g. a
5.
personal ethics paper (Introduction to Moral and Social Philosophy), a
personal credo paper (Philosophy of Religion), or an ideal state paper
(Political Philosophy). This process culminates in the Senior Thesis, an
original solution to a philosophical problem or issue.
Student Assessment:
Introduction—Assessment and Course Performance Evaluations:
Philosophy majors will undergo periodic assessment by the faculty of the department.
This will occur at least one each year until the student graduates. The yearly assessment
takes place on “Dead Day” of each spring semester. Student assessment takes place with
regard to each of the six Instructional/Learning Objectives noted above and in accordance
with numerical criteria established for each Objective. These criteria are found in the
next section. While students receive grades and extensive comments on the essays and
papers they write for their individual courses and while this same coursework constitutes
the primary source for assessment, assessment is not the same as course performance
evaluations. Course performance evaluations (grades) reflect a relative assessment of
performance in relation to other students’ performances in the class. The yearly assessment involves an evaluation of students’ performances in relation to same objective
criteria and measure only the students’ own current performances in relation to their past
and future performances. While course grades reflect students’ performances in individual courses, the assessment represents a progressive evaluation of the students’ growing
skills and capacities over their four-year career.
Finally, while the assessment levels may factor into faculty letters of recommendation,
the yearly assessment have no impact on graduation. The central value of the periodic
assessment of students is to provide data to help determine the effectiveness of various
courses in the department’s curriculum in meeting the stated program objectives.
Assessment Criteria and Achievement Levels:
The following are the Assessment Criteria and Achievement Levels that the faculty employ in conducting their annual student assessment of philosophy majors. Each assessment is based on specific examples of the student’s work produced for various courses.
The faculty is instructed to provide examples from the student’s work to illustrate and
help explain the specific Achievement Level assigned.
When more than one faculty member is involved in the assessment of the student’s work,
which is usually the case, the Achievements levels recorded on the Assessment Form will
be the mean scores of those recorded by all faculty engaged in the assessment.
In addition to explaining the Achievement Levels assigned, the faculty will offer com-
6.
ments designed to assist students in improving the specific capacities and skills the
demonstrations or performances of which are being assessed.
The completed Assessment Form will be discussed with the student on “Assessment
Day,” which is scheduled for the last Friday before Finals Week of the spring semester
each academic year.
The student is given an opportunity and a space on the assessment form to comment on
the assessment given by the faculty members before signing the form.
7.
Instructional/Learning Objective One—Written Communication:
--Has the student mastered the conventions of formal correctness at a college level?
--How clear and precise is the language used by the student in his/her essays and
papers?
--In his/her written work, has the student demonstrated an ability to construct
sound arguments?
--To what extent does the student use technical terms in appropriate ways in his/her
written work?
Achievement
Level
0
The student has not reached level 1.
1
The student expresses some basic ideas but it is not always clear what
the argument is trying to convey. The use of language, especially the
technical terms, is not appropriate to philosophy.
2
The student expresses some basic ideas in an organized manner.
There is some clarity of expression, but the argument cannot always
be followed. The use of language, especially technical terms, is not
always appropriate to philosophy.
3
The student presents ideas in an organized way and the development
of the argument can be easily followed. The use of language, especially technical terms, is appropriate to philosophy.
4
The student presents ideas in a clear and coherent way with insights
clearly articulated. The use of language, especially technical terms, is
effective and appropriate to philosophy.
5
The student presents ideas in a coherent and incisive way, insights are
clearly articulated and the argument is focused and sustained. The use
of language, especially the technical terms, is precise and fully appropriate to philosophy.
8.
Instructional/Learning Objective Two—Oral Communication:
--Has the student mastered the conventions of formal correctness at a college level?
--How clear and precise is the student’s language in the context of oral, philosophical discussions, discourses, and presentations?
--Has the student demonstrated an ability to construct sound arguments in oral,
philosophical discussions, discourses, and presentations?
--Are technical terms used in appropriate ways by the student in his/her oral, philophical discussions, discourses, and presentations?
Achievement
Level
0
The student has not reached level 1.
1
The student expresses some basic ideas, but it is not always clear
what the argument is trying to convey. The use of language,
especially the technical terms, is not always appropriate to
philosophy.
2
The student expresses some basic ideas in an organized manner.
There is some clarity of expression, but the argument cannot always
be followed. The use of language, especially technical terms, is not
always appropriate to philosophy.
3
The student presents ideas in an organized way and the development
of the argument can be easily followed. The use of language, especially technical terms, is appropriate to philosophy.
4
The student presents ideas in a clear and coherent way and insights
clearly articulated. The use of language, especially technical terms,
is effective and appropriate to philosophy.
5
The student presents ideas in a coherent and incisive way, insights are
clearly articulated and the argument is focused and sustained. The
use of language, especially technical terms, is precise and fully
appropriate to philosophy.
9.
Instructional/Learning Objective Three—Textual Exegesis:
--Has the student developed the capacity to read and comprehend philosophical
texts written in or translated into English?
--To what extent can the student identify, accurately summarize, and critically
evaluate the soundness of arguments encountered in philosophy texts?
--Can the student identify and evaluate the appropriate uses of technical terms
encountered in philosophy texts?
Achievement
Level
0
The student has not reached level 1.
1
The student evidences some basic comprehension of philosophical
texts, but the arguments are not always clearly summarized. The
student rarely shows recognition of technical terms and their proper
uses.
2
The student evidences a basic comprehension of philosophical texts,
the arguments are clearly summarized but not fully explained. The
student frequently shows recognition of technical terms and their
proper uses.
3
The student evidences a good comprehension of philosophical texts,
the arguments are clearly summarized, fully explained and some
some attempt is made to relate the arguments to contemporary issues
and problems. The student nearly always shows recognition of
technical terms and their proper use.
4
The student evidences a good comprehension of philosophical texts,
the arguments are clearly summarized, and fully explained. The
arguments are related to contemporary problems and issues and a
critical assessment is undertaken. The student consistently shows
recognition of technical terms and their proper use.
5
The students evidences a superior comprehension of philosophical
texts, the arguments are clearly summarized, and fully explained.
The arguments are related to contemporary problems and issues and a
consistent and coherent critical assessment is completed. The student
consistently shows recognition of technical terms and their proper us
10.
Instructional/Learning Objective Four—Content Knowledge:
--To what extent has the student demonstrated a foundation of knowledge of
the major figures in the History of Philosophy?
--To what extent has the student demonstrated a foundation of knowledge of
major areas of philosophy (e.g. ethics, political philosophy, epistemology,
philosophy of religion, etc.)?
--To what extent has the student demonstrated a foundation of knowledge of
philosophical movements (idealism, empiricism, phenomenology, existentialism, process philosophy, etc.)
Achievement
Levels
0
The student has not reached level 1.
1
The student has demonstrated a basic knowledge of some (two-three)
major figures in the history of philosophy and a basic knowledge of
one area of philosophy or philosophical movement.
2
The student has demonstrated a basic knowledge of several (fourfive) major figures in the history of philosophy and a basic knowledge of two areas of philosophy, two philosophical movements or
one area and one movement.
3
The student has demonstrated a basic knowledge of many (six-eight)
and an adequate knowledge of some (two-three) major figures in the
history of philosophy and a basic knowledge of one and an adequate
knowledge of another area of philosophy and/or philosophical
movement.
4
The student has demonstrated an adequate knowledge of many (sixeight) and some other (two-three) major figures in the history of
philosophy and an adequate knowledge of two areas of philosophy or
two philosophical movements or one area and one movement.
5
The student has demonstrated a good knowledge of many (six-eight)
and an adequate knowledge of some other (two-three) major figures
in the history of philosophy and a good knowledge of two areas of
philosophy or two philosophical movements or one area and one
movement.
11.
Instructional/Learning Objective Five—Integrative Synthesis
--To what extent can the student relate concepts, ideas, and issues to the
major figures in the history of philosophy—e.g. can the student recognize a
particular idea or concept as being Platonic or Kantian in origin?
--Has the student developed the capacity to draw comparisons and contrasts
between the positions of two or more philosophers on a philosophical problem or issue?
--To what extent can the student recognize and articulate continuities of
development of concepts, ideas, and answers to philosophical problems
and issues within philosophical movements?
Achievement
Level
0
The student has not reached level 1.
1
The student has an elementary capacity to identify the origin of
concepts and ideas within the history of philosophy and can draw
basic comparisons and contrasts, although these are rarely complete.
2
The student frequently identifies with clarity the origin of concepts
and ideas within the history of philosophy, draws comparisons and
contrasts that are reasonably complete.
3
The student almost always identifies with clarity the origin of
concepts and ideas within the history of philosophy, draws complete
comparisons and contrasts and shows some sensitivity to the
development of these concepts and ideas within the history of
philosophical movements.
4
The student almost always identifies with clarity the origin of
concepts and ideas within the history of philosophy, draws complete
comparisons and contrasts and can articulate the development of
these concepts and ideas within the history of philosophical movements.
5
The student consistently identifies with clarity the origin of concepts
and ideas within the history of philosophy, draws clear and thorough
comparisons and contrasts, and can articulate and critically assess
the development of these concepts and ideas within the history of
philosophical movements.
12.
Instructional/Learning Objective Six—Creativity/Originality
--To what extent can the student develop original yet plausible interpretations of philosophical texts?
--Can the student develop his/her ideas into sound arguments that constitute
an original answer to a philosophical problem or issue that can be defended
against external criticism?
--To what extent can the student situate his/her original ideas within the concontext of the history of philosophy?
Achievement
Level
0
The student has not reached level 1.
1
The student ventures occasional original interpretations of
philosophical texts but the interpretations are rarely developed
2
The student sometimes ventures original interpretations of philosophical texts and the interpretations are occasionally developed.
Occasionally, the student offers original ideas in response to philosophical problems and issues, but these are rarely developed.
3
The student frequently offers original interpretations of philosophical texts and these are usually developed. Sometimes the student
offers original ideas in response to philosophical problems and issues
and these are occasionally developed but these ideas are not brought
into critical/dialectical relationship with major figures in the history
of philosophy.
4
The student frequently offers original interpretations of philosophical texts and these are always developed. Frequently the student
offers original ideas in response to philosophical problems and issues
and these are usually developed and these ideas are occasionally
brought into critical/dialectical relationship with major figures in the
history of philosophy.
5
The student frequently offers original interpretations of philosophical texts and these are always developed. Frequently the student
offers original ideas in response to philosophical problems and issues
and these are almost always developed and usually brought into
critical/dialectical relationship with major figures in the history of
philosophy
13.
Personal Goals:
Students major in philosophy for a variety of reasons. Most philosophy majors are preparing for a career in teaching philosophy at the college or university level, a career in the
ordained ministry, or a career in law. In all three cases, additional, graduate or professsional education is required. A minority of students are aiming for careers in businesses
where critical thinking, clarity of expression, and integrative and creative synthesis are
valuable skills. Your academic adviser in conjunction with the yearly, formal assessment
of your academic work will help you interpret your personal development in the philosophy major in relation your progress toward your career goal(s).
Achievement Levels in Relation to Personal Goals:
As explained above (Assessment and Course Performance Evaluations), the yearly
assessment of your work will not affect the grades you have already received on the
course work a particular assessment cycle is based on or the grades in the courses from
which that work is selected for assessment. Although course work is the primary vehicle
for the development of the department’s Instructional/Learning Objectives, the assessment level you are assigned represents a broader based evaluation of your skills and
abilities with respect to the activities central to the discipline of philosophy. It also
reflects your achievement level in relation to fixed, objective criteria that ignores any
course relative factors. While one would assume that the assessment levels students
achieve as they progress from the freshman through the senior year will generally coincide with past course performance evaluations and may even serve as predictors for
future course grades, the real value of the yearly assessments is to help students determine whether they are making progress in learning the skills and acquiring the capacities
at a sufficiently advanced level that their success in graduate and professional school can
be reasonably assured.
The Student Portfolio:
The Student Portfolio contains a record of the assessment of the progress toward the
acquisition of the skills and capacities identified in the Instructional/Learning Objectives.
By the end of the student’s undergraduate career, his/her portfolio will contain the following items.
1. A copy of the completed “Philosophy Major Check Sheet” form that is the basis for the
initial interview between the student and his/her academic advisor. This form follows the
structure of the Student Assessment Handbook.
2. One essay selected by the student from a 2000-level philosophy class
14.
3. The final essay from the History of Philosophy I class
4. The final essay from the History of Philosophy II class
5. The final essay from the History of Philosophy III class
6. The Senior Thesis
7. Completed copies of the yearly Assessment forms
8. The student’s final, written evaluation of the philosophy major, including an evaluation
of the curriculum, teaching, advising, learning environment, and an overall assessment of
the University. (This is submitted after the student has graduated.)
The Assessment Form:
Copies of the Student Assessment Form will be completed by the faculty of the Philosophy Department on each philosophy major at the end of each academic year documenting
the student’s progress in mastering the competencies outlined in the six Instructional/
Learning Objectives. A copy of each year’s assessment will be given to the student and a
copy will be entered into his/her Assessment Portfolio. The official copy of the student’s
Assessment Portfolio is kept in the office of the Chair of the Philosophy Department.
15.
Department of Philosophy
Student Assessment Form
Student__________________________ SID__________________ Date___________
Instructional/Learning Objective One: Written Communication
Achievement Level_____
Comments:______________________________________________________________
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Instructional/Learning Objective Two: Oral Communication
Achievement Level_____
Comments:______________________________________________________________
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Instructional/Learning Objective Three: Textual Exegesis
Achievement Level_____
Comments:______________________________________________________________
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Instructional/Learning Objective Four: Content Knowledge
Achievement Level_____
Comments:______________________________________________________________
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Instructional/Learning Objective Five: Integrative Synthesis
Achievement Level_____
Comments:______________________________________________________________
________________________________________________________________________
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Instructional/Learning Objective Six: Creativity/Original Ideas
Achievement Level_____
16.
Comments:______________________________________________________________
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Summary Comments:_____________________________________________________
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Assessor(s)________________________________ Date(s)______________________
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Student
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Comments:______________________________________________________________
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(a separate sheet may be attached if preferred)
DEPARTMENT OF PHILOSOPHY
Student Assessment Handbook
2006-07
Faculty:
Dr. Leo G. Werneke, Chair
Dr. Scott Davidson
Dr. Mark Davies
Prof. Dann May
17.
Department of Philosophy
Check Sheet for Philosophy Major
Student Information
Name_______________________________ SID _______________ Date____________
Second Major:_________________________________
Permanent Address:_____________________________ Home Phone:______________
______________________________
______________________________
School Address:
______________________________ School Phone:______________
______________________________ E-mail:___________________
______________________________ Work Phone:______________
Classification at Entry into Major________ #OCU Hrs._______ #Trans. Hrs._______
Advisor Information
Advisor:_____________________________ Office_______ Office Phone:___________
Home Phone__________ E-mail_________
Student Statement of Personal and Career Goals
(To be reviewed and updated each year)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Student Signature
______________________
Date
_____________________________________
Advisor Signature
______________________
Date
18.
Academic Plan
(To be reviewed and updated each year)
________________________________________________________________________
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Student Signature
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Date
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Advisor Signature
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Date
Academic Progress
Philosophy Major:
Required Courses (15 hours):
PHIL 3114: History of Philosophy I (Ancient/Medieval)
PHIL 3214: History of Philosophy II (Modern)
PHIL 3314: History of Philosophy III (Contemporary)
PHIL 4893: Senior Thesis
Sem.
Trans.
_____ ___________________
_____ ___________________
_____ ___________________
_____
Elective Courses (Minimum of 12 hours):
Sem.
PHIL_____: __________________________________
PHIL_____: __________________________________
PHIL_____: __________________________________
PHIL_____: __________________________________
PHIL_____: __________________________________
PHIL_____: __________________________________
_____
_____
_____
_____
_____
_____
Trans.
____________________
____________________
____________________
____________________
____________________
____________________
Total Hours in Major _____ GPA in Major _____ Advisor’s Initials _____ Date _____
19.
GENERAL EDUCATION
Student____________________ SID______________ Advisor___________________
Required Courses (15 hrs.)
Cr. Hrs.
Sem.
Completed
Transfer Course/Univ.
____
____
__________________
__________________
____
__________________
____
__________________
____
__________________
3
____
___________________
3
____
___________________
3-4
____
___________________
4
3
____
____
___________________
___________________
3
____
___________________
3
____
___________________
2
1
3
____
____
____
____________________
____________________
____________________
Composition I (ENGL 1113 or 1113I)
3
Science Technology & Society
3
(BIOL/CHEM/PHYS 1003)
U.S. History (HIST 1003 or 1103) or
3
Survey U.S. History (HIST 1013—Int’l)
Governance in America (POLS 1003) or 3
Comp. Politics (POLS 1013—Int’l)
Intro. Bibl. Lit. (REL 1003 or 1003I)
3
Required Areas (28-29 hrs.)
Reasoning and Rhetoric: Writing
Composition II (ENGL 1213 or 1213I)
Reasoning and Rhetoric: Speaking
Public Speaking (PHOR 1103 or 1103I)
Mathematics
College Algebra (MATH 1503) or
Statistics (PSYC 2304)
Laboratory Science
Social Science
Economics/Quality of Life (ECON 2003)
Intro. to Psychology (PSYC 1113 or 1113I)
Intro. to Sociology (SOC 2013)
Literature
West. Lit. Ancient/Ren. (ENGL 2103)
West. Lit Neo-Class/Modern (ENGL 2203)
or 2103I or 2203I—Int’l
The Arts
Arts and Hum. Val. (INDP 1013)
Music Survey (MUS. 1133)
Wellness
KES Activity (any KES 1161 or 1261)
Values and Culture
(ENGL 2713, 2913; ENGL/REL 2803, 2903;
PHIL/REL 2163, 2213, 2313, 2413; PHIL/
MGMT 2223; REL/PHIL 2703; REL 2033,
2043 2103; 2203, 2503, 2513, 2603, 2813)
20.
Competencies (may not require additional courses)
Foreign Language
______________
6 hours in a single language: Chinese, French, German, or Spanish;
4 years (8 semesters) of a single language in high school; equivalent
competency as determined by the Modern Languages Department;
or, for international students, a TOEFL score of 550 or above. (For
B.A. and B.F.A. degrees in the Petree College, an additional 6 hours
of credit in the same language is require for a total of 12.)
Computer Skills
_______________
Passed competency test by end of sophomore year or
passed CSCI 1113: Computer Concepts and Applications
Additional Areas (may not require additional courses)
Cross-Cultural Study
HIST 1203: World Civilization to 1500;
HIST 1303: World Civilization since 1500
REL 2513: Introduction to World Religions
POLS 1013: Comparative Politics
(International students fulfill this requirement by taking POLS 1013
instead of POLS 1003)
_________________
Service Learning
________________
Selected from a list of approved courses provided by the General
Education Committee
Evaluation Date
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Advisor
_______
Student
_______
_____________
_______
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Graduation Date*
_____________
*ATTACH UNOFFICIAL COPY OF TRANSCRIPT