ࡱ>  .+bjbj## 4Ao_Ao_#,$ $ 8aB|"""```````$d5ga""""""a-a2|$|$|$"^`|$"`|$|$jTY$]Y4n>#.2`岹<aB[gl#gd$]$]g]""|$"""""aa$|"""a""""g"""""""""$ X |: 춹Ƶ CUNY Common Core Course Submission FormUS Experience in its Diversity (USED) Please use one form per course proposal. All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common Core and must be 3 credits. STEM waiver courses do not need to be approved by the Common Core Course Review Committee. The form should not be used for STEM waiver courses. Instructions: 1. Please save this document with the following file name: __Proposal.doc for example: French_41_Proposal.doc 2. Please provide a sample syllabus (using the provided template) with the following file name: __Syllabus.doc for example: French_41_Syllabus.doc 3. Send the proposal and the syllabus as an email attachment to the Co-Chairs of the General Education Council, Christine Ramadhin (HYPERLINK "mailto:christine.ramadhin@qc.cuny.edu"Christine.Ramadhin@qc.cuny.edu) and Yan Sun ( HYPERLINK "mailto:Yan.Sun@qc.cuny.edu" Yan.Sun@qc.cuny.edu). Name and Email of Primary ContactCourse Prefix and Number (e.g., ANTH 101, if number not assigned, enter XXX)Course TitleDepartment(s)DisciplineCredits:Contact HoursPre-requisites (if none, enter N/A)Co-requisites (if none, enter N/A)Catalogue Description For What majors, if any, does this course satisfy a requirement?Note any interdisciplinary programs (e.g., Africana Studies, Women & Gender Studies, etc.) for which this course may satisfy a requirement.If this course is regularly co-listed, please indicate the course(s) here, and whether the other course(s) meet general education requirements. Sample Syllabus Syllabus Template Follows this form Indicate the status of this course being nominated:  FORMCHECKBOX  current course  FORMCHECKBOX  revision of current course  FORMCHECKBOX  a new course being proposed Check below if applicable:  FORMCHECKBOX  This is a Capstone Course  FORMCHECKBOX  This is a Synthesis course  FORMCHECKBOX  This is already a W course  FORMCHECKBOX  Seeking W designation Learning Outcomes In the left column explain the course assignments and activities that will address the learning outcomes in the right column.  B. U.S. Experience in its Diversity A Flexible Core course must meet the three learning outcomes in the right column. Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. A course in this area (II.B) must meet at least three of the additional learning outcomes in the right column. A student will: Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature. Analyze and explain one or more major themes of U.S. history from more than one informed perspective. Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States. Explain and evaluate the role of the United States in international relations. Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy. Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation.  syllabus TEMPLATe for a Common CORE USED Course Official Course Number: Course Name General Information: College Department Course section, Day and Time of Class Meetings Building and Room Number Instructor name and contact information (office phone and e-mail address, as well e-mail policy).  Course Description: *The syllabus should include the official course description. It might also include a brief statement of the instructors teaching philosophy and pedagogic approach. Textbook Information: *The syllabus should state the names of required textbooks and other materials, as well as recommended texts and materials, and how they can be obtained. If the course is partially or fully on-line, complete instructions on access and use of electronic resources should be provided in this section. Attendance Policy: *In general, attendance may not be used to evaluate students, except in special cases such as studio art or activity courses, laboratories, or practica. However, class participation is normally a valid criterion. Students who are absent cannot contribute to or benefit from class discussions, presentations, and other activities. The consequences of non-participation should be stated. Discipline/Course Specific Learning Objectives: List all discipline or course specific objectives that students can expect to learn in the course (these are not the general education learning objectives). It is recommended that learning objectives be numerically listed (e.g., LO1., LO2) CUNY FLEXIBLE CORE (do not modify the below statement this statement must be included on all QC WCGI courses) All Flexible CORE Courses must meet the following three learning outcomes: FC 1: Gather, interpret, and assess information from a variety of sources and points of view. FC 2: Evaluate evidence and arguments critically or analytically. FC 3: Produce well-reasoned written or oral arguments using evidence to support conclusions.  In Addition, all USED courses must satisfy at least three of the following learning outcomes: USED 1: Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature. USED 2: Analyze and explain one or more major themes of U.S. history from more than one informed perspective. USED 3: Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States. USED 4: Explain and evaluate the role of the United States in international relations. USED 5: Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy. USED 6: Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation.  Your sample syllabus should specify which of the USED learning outcomes this course satisfies. Those outcomes should be reflected in the course calendar. Description of Assignments & Exams (please ensure that the assignments and activities listed on the attached general education form are included in this section): *Assignments and due dates should be part of the syllabus. If late assignments will be accepted, this should be stated, including possible consequences, such as lower grades. *The syllabus should include dates and times of course examinations, including the final, if available. If there might be unannounced tests, this should be stated. State the policy on make-up exams. Course Grade: *A quantitative description of how students grades will be determined should be part of the syllabus (the tests and assignments required and the relative weight of each). For assignments that satisfy the learning objectives of the course, a grading rubric or description of how learning goals will be assessed should be provided. Course Calendar: Below is a suggested course calendar. While the format of the course calendar can vary from the one provided below, when submitting the course for general education requirement approval please be sure to include a column titled objectives/criteria met. This column should be used to identify which class activities/assignments satisfy each of the general education criteria identified under the 춹Ƶ General Education Statement and any of the course learning objectives identified on the syllabus under the Discipline/Course Specific Learning Objectives section. Class MeetingDay & DateTopicReadings/AssignmentsObjectives/ Criteria Met1Mon., Feb. X, 20XX2Wed., Feb X, 20XXFC 1, USED 334EXAM 15LO 2, USED 467LO1, USED 2 * These statements come directly from the Suggestions for an Effective Syllabus proposal which was passed by QCs Academic Senate on March 13, 2009.      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