university of south florida course change proposal ... 20… · university of south florida course...

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University of South Florida Course Change Proposal – Enhanced General Education Certification (effective Fall 2018)

This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a general education (effective Fall 2018) course proposal. To create a course proposal, login to the system is required.

Department and Contact Information

Department College Chartfield String

Proposer Name Phone Email

Current Course Information This information is pulled for course inventory and is not editable

in the proposal.

Prefix Number Type

Lab or Combined

Is the course title variable? Yes or No

Are the credit hours variable? Yes or No

Credit Hours (list min-max if variable)

Full title:

Abbreviated Title (30 characters maximum) (if full title is more than 30 characters,

the abbreviated title will be used in Banner and Schedule Search)

Institution:

https://www.systemacademics.usf.edu/course-inventory/

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CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is 14.1001)

Course Description (255 characters maximum including spaces):

Section

Type –

Select One

Class Lecture, Directed Individual Study, Discussion, Graduate

Dissertation, Graduate Thesis, Individual Performance, Internship,

Laboratory, Medical Clinical Professional, Other, Supervised Research,

Supervised Teaching

Grading

Option

Continuing, Regular, S/U Only

How will

the course

be offered?

On Campus

or Online

If an online or partially online course, what percentage of instruction

(interaction between student and instructors and among students) is

delivered via the internet (when students and instructors are not in the

same place)? 100% – Full Distance Learning, Less than 50% – Primarily

Classroom, 50%-79% – Hybrid, 80%-99% – Primarily Distance

Learning

Repeatability: Not Repeatable, Maximum Hours

Repeatable, Number of Times Repeatable

Number:

Co-requisites:

Prefix Number

Co-Prerequisites:

Prefix Number Level Minimum Grade

UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

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New Course Information (leave unchanged fields blank)

New Prefix New Number New Type

Lab or Combined

New Abbreviated Title (30 characters maximum) (if full title is more than 30 characters,

the abbreviated title will be used in Banner and Schedule Search)

Is the course title variable? Yes or No

Are the credit hours variable? Yes or No

New Credit Hours (list min-max if variable)

New CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is

14.1001)

New Course Description (255 characters maximum including spaces):

New Section

Type – Select

One

Class Lecture, Directed Individual Study, Discussion, Graduate

Dissertation, Graduate Thesis, Individual Performance, Internship,

Laboratory, Medical Clinical Professional, Other, Supervised Research,

Supervised Teaching

New Grading Option Continuing, Regular, S/U Only

How will the

course be

offered?

On Campus or

Online

If an online or partially online course, what percentage of instruction

(interaction between student and instructors and among students) is

delivered via the internet (when students and instructors are not in the

same place)? 100% – Full Distance Learning, Less than 50% – Primarily

Classroom, 50%-79% – Hybrid, 80%-99% – Primarily Distance

Learning

New Repeatability: Not Repeatable, Maximum

Hours Repeatable, Number of Times Repeatable

Number:

New Full Title

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New Co-requisites:

Prefix Number

New Co-Prerequisites:

Prefix Number Level Minimum Grade

UG, GR, ND, PR

UG, GR, ND, PR

UG, GR, ND, PR

Course Restrictions

Department

Include, Exclude, No Restriction

Field of Study: Major/Program


Field of Study: Concentration


Field of Study: Minor


Class


Level


Degree

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Campus


College


Online Justification

1. How do the student learning outcomes of the proposed online course compare to

the traditional delivery of the course, or an identified, comparable course?

2. How does the academically engaged time of students in the proposed online course

compare to the traditional delivery of the course, or an identified, comparable

course?

3. Indicate a methodology for assessing and reporting on the comparability of the

student learning outcomes for the proposed online course and the traditional course,

or a comparable traditional course.

In accordance with USF System Policy 10-065, this section is required for credit-bearing

courses where greater than 50% of the instruction (interaction between students and

instructors and among students) is delivered via the internet, and students and instructors

are not in the same place. If greater than 50 percent of the instruction of the course will be

delivered via the internet, please answer the following four questions. If this is not the case,

please indicate “no” and answer the rationale question.

http://regulationspolicies.usf.edu/policies-and-procedures/pdfs/policy-10-065.pdf

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4. Indicate a plan for use of assessment results as the basis for ongoing design of the

proposed online course to ensure comparability with the traditional delivery of the

course.

Please provide a rationale for why this course may not be taught as an online course. (2750

CHARACTER LIMIT)

List minimum qualifications for the instructor, using the following SACS language: "Doctorate

or master's degree in [fill in the teaching discipline] or master's degree with a concentration in

[fill in the teaching discipline] (a minimum of 18 graduate semester hours in the teaching

discipline)." For graduate courses, a minimum of a doctorate (terminal degree) is required.

Other Course Information:

Course Objectives

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Learning Outcomes

Major Topics

Summary of change(s): Be specific. (Summarize all of the changes, i.e., change of objectives,

course level, etc.)

General Education

Effective Fall 2018, the University of South Florida is enhancing its general education curriculum.

The General Education Council (GEC) is, therefore, inviting academic departments to submit

undergraduate courses to be certified as part of the Enhanced General Education curriculum.

Certified courses will receive the designated course attribute in Banner and can be used by

students to fulfill general education graduation requirements.

The enhancement is designed to provide students with a more rigorous and robust general

education curriculum that is relevant for the needs of today’s undergraduate students. There will

be a phased implementation of the entire curriculum, with the first phase being Intellectual and

Practical Skills courses that focus on Creative Thinking, Information + Data Literacy, and Human

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& Cultural Diversity. The second phase of implementation begins during Fall 2018 with the GEC

accepting course proposals in the area of Personal and Social Responsibility as well as Integrative

and Applied Learning.

General education courses are usually open to all students; however, departments can choose to

submit major required courses for general education curriculum certification providing they use

the GEC approved Student Learning Outcomes and other general education course requirements.

What “type” of General Education course are you proposing? - SELECT ONE

☐ Honors College (these are specific courses offered by the Honors College for their

students only)

☐ Major Requirement (these are major-required courses that are only allowed to be taken

by students in a particular major. These courses likely have pre-requisites)

☐ Open to All (these courses are open to any student needing General Education credits and

may also serve as a major requirement)

IF MAJOR OPTION IS CHOSEN please answer the following questions:

Justification: 2750 CHARACTER LIMIT FOR EACH OF THE 5 QUESTIONS

1. State the reasons why the change is necessary and how it will improve the course or

major.

2. Indicate where this course is in relation to other courses in the major.

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3. Does this change affect accreditation or certification?

4. Indicate how this course will strengthen the major.

5. What will be the effect of this change on the major and on the students?

IF ALL IS CHOSEN, THE FOLLOWING QUESTION POP UP:

Justification:

1. What other academic majors, concentrations, minors, and/or certificates would this

course serve?

Capacity Commitment (only for Open to All courses)

Please indicate how many seats you can comfortably guarantee to provide in the General

Education curriculum. Please remember that all general education courses must only have 45

students for each grader (a grader can be a faculty member or a graduate assistant).

☐ We can commit to offering sections in Summer B.

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Number of Sections Proposed Number of Students in

Each Section

Fall Sections:

Spring Sections:

Summer Sections:

Average Number of Faculty who will Teach Course :

General Education Tier

An undergraduate student is required to complete twenty one (21) general education credit

hours in Knowledge, nine (9) in Intellectual & Practical Skills, three (3) in Personal & Social

Responsibility, and three (3) hours in Integrative and Applied Learning

Under which tier are you wishing to certify?

☐ Intellectual & Practical Skills

☐ Personal & Social Responsibility

☐ Integrative & Applied Learning

IF CHOOSING INTELLECTUAL & PRACTICAL SKILLS

Courses wishing to certify in Intellectual & Practical Skills tier of the Enhanced General

Education curriculum must choose:

one skill area under which they will certify

two approved student learning outcomes from that area

They must also clearly indicate how they will:

address Critical & Analytical Thinking and Problem Solving

meet the state requirement for writing

meet the state requirement for computation (optional)

integrate the general education student learning outcomes throughout their course

authentically assess the achievement of the student learning outcomes

Courses wishing to certify under the skill area of Human and Cultural Diversity are also required

to select two global student learning outcomes from the Global Citizens Project.

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Under which skill area do you wish to certify?

☐ Creative Thinking (TGEC)

☐ Information & Data Literacy (TGEI)

☐ Human & Cultural Diversity (TGED) *also

requires two global student learning outcomes

Required Student Learning Outcomes

Each skill area in the General Education curriculum has a set of Student Learning Outcomes

(SLOs) that have been approved the General Education Council. Please select the two SLOs you

are going to address in your course.

Creative Thinking: Students will: - SELECT TWO

☐ Demonstrate responsiveness within an established disciplinary context to new

information, experiences, and ideas through a process of re-evaluating the ideas and/or

approaches.

☐ Create an original contribution within a specific discipline.

☐ Evaluate the limitations imposed on any new approach or solution within a discipline to

propose original contributions to problems.

☐ Synthesize disparate or conflicting thoughts when evaluating questions/problems to form

cohesive and collaborative solutions.

☐ Break Down complex problems to examine, propose, and support potential solutions,

even if those solutions deviate from acceptable, mainstream solutions.

Please provide evidence in your uploaded course syllabus for how you will embed these student

learning outcomes throughout the entire course.

Are you planning to add Global Citizens Project student learning outcomes?

☐ Yes ☐ No

Information & Data Literacy: Students will: - SELECT TWO

☐ Use research tools and indicators of authority to determine the credibility of sources,

while identifying any legal and ethical restrictions placed on the use of information.

☐ Critically interpret quantitative evidence (such as graphs, tables, charts) in order to

identify false claims, incorrect use of evidence, or contradictory statements.

☐ Contribute to scholarly conversations using discipline-appropriate communication in

different modalities, such as local online communities, guided discussions, undergraduate

research journals, and conference presentations/poster sessions.

☐ Revise submitted coursework by integrating new sources of information and determining

relevance of existing sources.

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☐ Critically compare and contrast opposing claims regarding the same fact or hypothesis,

when the various sides are credible according to discipline-specific indicators of

authority.

☐ Summarize the key changes in scholarly perspective over time on a particular topic

within a specific discipline.

☐ Formulate questions for research based on information gaps or on reexamination of

existing, possibly conflicting, data, then use the questions as a guide to organize

information in meaningful ways.



Are you planning to add Global Citizens Project student learning outcomes?

☐ Yes ☐ No

Human and Cultural Diversity*: Students will: - SELECT TWO

☐ Demonstrate the ability to see issues from the perspective(s) of other groups/cultures by

describing the values and communication styles found in groups different from one’s own

and the way in which those differences can affect styles of verbal and nonverbal

communication.

☐ Define personal values and beliefs using appropriate language and communication

methods that consider others’ points of view and respect differences.

☐ Analyze how diversity affects interactions with major societal institutions (such as health

care, criminal justice, education, employment, voting, military) from contemporary

and/or historical perspectives.

☐ Weigh options/planned actions (such as policies and practices) to formulate possible

solutions to reduce inequality and disparities in access and success in major societal

institutions (such as health care, criminal justice, education, employment, voting,

military).

☐ Analyze the ethical, social, and environmental challenges of global systems to formulate

possible solutions regarding international cooperation and collaboration.



*Courses certifying under Human and Cultural Diversity are also required to select two global

student learning outcomes (i.e., self-awareness, willingness, practice, knowledge, analysis,

synthesis) and one bulleted item from each SLO.

Self-Awareness: Self-awareness with regard to values, beliefs, attitudes, and behaviors

☐ define personal values and beliefs

☐ explore how one’s worldview is shaped by personal values, identity, cultural rules, and

biases

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☐ evaluate congruency between values and actions

☐ recognize differences in people’s values, beliefs, attitudes, and behaviors

☐ recognize common human experiences

Willingness: Willingness to make individual choices that reflect concern for others

☐ participate in community service that strengthens communities and improves lives

☐ participate in research that strengthens communities and improves lives

☐ participate in a study abroad program that strengthens communities and improves lives

Practice: Ability to put into action professed values, beliefs, and attitudes that express concern

for others

☐ evaluate the impact of individual choices on local and global communities

☐ actively communicate to prevent or resolve conflict

☐ use appropriate language and communication methods that consider others’ points of

view and respect differences

☐ develop relationships with others from different cultural backgrounds

Knowledge: Knowledge of global and cultural systems and issues

☐ identify and describe major global issues

☐ describe multiple dimensions of global/cultural systems

☐ recognize that cultural systems experience historical and geopolitical processes

differently

☐ recognize that global issues and systems are experienced differently at local scales

Analysis: Ability to analyze global and cultural interrelationships and interdependencies

across place and time

☐ analyze cultures as complex systems shaped by relations of power and interdependence

☐ analyze global issues and challenges, their histories, and impacts

☐ compare and contrast the impact of historical and geopolitical processes on

cultural systems

☐ compare and contrast how global issues and systems are experienced at different scales

Synthesis: Ability to develop and/or apply context-appropriate actions to address global

and cultural issues or situations

☐ synthesize different types and sources of information to assess global/cultural issues

or situations

☐ incorporate multiple perspectives into decision making when addressing

global/cultural issues or situations

☐ assess local and/or global impacts of planned actions when addressing

global/cultural issues or situations

☐ weigh options/planned actions and/or formulate possible solutions when

addressing global/cultural issues or situations

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☐ communicate ideas and information to diverse audiences



Required Written Communication

Every general education course in Intellectual & Practical Skills must include State Required

Writing: “… coursework in which the student is required to demonstrate college-level writing

skills through multiple assignments.” Please clearly describe how this course will address this

element. Be sure the course syllabus includes this information as well. (2750 CHARACTER

LIMIT)

IF YOU CHOOSE PERSONAL & SOCIAL RESPONSIBILITY

Courses in this tier of the Enhanced General Education will be in the area of Ethical Reasoning

and Civic Engagement (ERCE). The fundamental goal of ERCE courses is to help prepare

students for their public lives as citizens, members of communities, and professionals in society.

Among the basic requirements of the ERCE are for students to demonstrate an understanding of

their own values, an ability to articulate those values, and express their reasoning as to why they

hold these values. Students will also demonstrate awareness of – and respect for – competing

values. Moreover, students will express their values in action within our communities in a

process of positive civic engagement.

Student Learning Outcomes:

GCP Student Learning Outcomes (Required if course is not certifying (or already certified) as a

Global Citizens Project course)

1. Students will be able to evaluate the impact of individual choices on local and global

communities.

2. Students will be able to communicate ideas and information to diverse audiences.

☐ By checking this box, I indicate my understanding that I MUST include these two student

learning outcomes in my ERCE course and include them in the syllabus OR have my course

certified as a Global Citizens Project course.

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Ethical Reasoning and Civic Engagement: Students will: - SELECT THREE

☐ demonstrate the capacity to collect data within and apply explanatory and predictive

models to local communities.

☐ connect and extend knowledge (facts, theories, etc.) from their own academic fields of

study to civic engagement and their own participation in civic life, politics, and

government.

☐ demonstrate the ability to comprehend, express, and adapt to ideas based on others’

perspectives.

☐ work across and within community contexts to achieve a civic aim.

☐ independently and accurately apply ethical perspectives and concepts to ethical questions

or civic projects as appropriate and demonstrate the ability to consider the full

implications of this application.

☐ demonstrate an ability to recognize ethical and professional responsibilities.



Course Attributes:

All ERCE courses must include a High Impact Practice. Please indicate below which High

Impact Practice you are incorporating into your course: (you can only choose one)

☐ Internship (Office of Internships and Career Readiness)

☐ Community Engaged Learning (Office of Community Engagement & Partnerships)

☐ Undergraduate Research (Office of Undergraduate Research)

☐ Education Abroad (Education Abroad)

☐ Capstone (General Education Council)

☐ Collaborative Learning (General Education Council)

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Please provide information on how you will incorporate the High Impact Practice including

information on whether or not you have worked with any of the high impact offices (e.g., Office

of Undergraduate Research, Education Abroad, etc.) on this course proposal. (2750

CHARACTER LIMIT)

These courses should center on student engagement with global and national problems with

relevance to the Tampa Bay area (defined by the broad county boundaries whence USF draws

the majority of its student population: Hernando, Hillsborough, Manatee, Pasco, Pinellas, Polk,

and Sarasota counties). The GEC recommends that each course in the ERCE involve a

substantial portion (20% or more) of class time engaged with problems in the Tampa Bay area.

Please clearly describe how this course is relevant to the Tampa Bay Area (as defined above;

2750 CHARACTER LIMIT)

These courses should also have national and global significance as defined by the UN

Sustainable Development Goals. Please indicate the types of global and/or national problems the

course will focus on (please check all that apply):

☐ No Poverty

☐ Zero Hunger

☐ Good Health and Well-being

☐ Quality Education

☐ Gender Equality

☐ Clean Water and Sanitation

☐ Affordable and Clean Energy

☐ Decent Work and Economic Growth

☐ Industry, Innovation and Infrastructure

☐ Reduced Inequality

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☐ Sustainable Cities and Communities

☐ Responsible Consumption and Production

☐ Climate Action

☐ Life Below Water

☐ Life on Land

☐ Peace and Justice Strong Institutions

☐ Partnerships to Achieve the Goal

Each course in the ERCE requires that students demonstrate an understanding of their own

values, an ability to articulate those values, and express their reasoning as to why they hold these

values. Students also need to demonstrate awareness of – and respect for – competing values.

Please briefly describe the self-reflection assignment you will use to meet this requirement (you

must also indicate this assignment as one of your required General Education Assignments in the

Assessment portion of this proposal; 2750 CHARACTER LIMIT):

Each course should also require students to express their values in action within our communities

in a process of positive civic engagement. Please briefly describe the activitie(s) your course will

use to meet this requirement (2750 CHARACTER LIMIT):

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Each course in the ERCE area should be interdisciplinary. An interdisciplinary course, broadly defined,

addresses a question or a problem that is so broad or complex that it is best understood through the

perspectives of multiple disciplines. The goal of interdisciplinary courses is to integrate the contributions

of different academic disciplines or fields of study so that topics, problems, and phenomena under study

are better understood. Purely multidisciplinary inquiry, by contrast, presents information and analysis

from different disciplines without attempting to integrate the various viewpoints.

• Interdisciplinary should be fully integrated such that two or more instructors from different

disciplines plan, develop, and teach the course content and the delivery method(s).

Collaboration with instructors from different disciplines should be ongoing to ensure tightly-

integrated content alignment and intentional cross-disciplinary connections are effected by all

instructors during class sessions.

• Ongoing collaboration can be accomplished by including guest lecturers/professionals from the

different disciplines that are integrated in the course or by consulting with instructors/experts

from the different disciplines periodically (at least twice per semester) to ensure the

interdisciplinary course content is integrated appropriately.

• A course can alternately be designed and taught by an individual instructor who has an

extensive history of research and publication in an interdisciplinary field of study, post-

secondary degrees of an interdisciplinary nature, or possesses significant experience in the

interdisciplinary areas integrated in the course. An interdisciplinary course taught by an

individual instructor should be designed with extensive input from persons who possess

expertise in the disciplines that are integrated into the curriculum.

Is the proposed course interdisciplinary? ☐ Yes ☐ No

What academic disciplines are proposing this course? (2750 CHARACTER LIMIT)

Please provide a detailed description of how the course was designed by the academic

disciplines. (2750 CHARACTER LIMIT)

Please provide a detailed description of how the course will be taught by the academic


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The subcommittee recommends that each course in the ERCE be certified for the Global Citizens

Project (USF’s ongoing QEP). Does this course plan to be certified for the Global Citizens

Project?

☐ Yes ☐ No

Oral and Written Communication

As part of general education, all ERCE courses must address written and/or oral communication.

Please indicate what your course will address:

☐ Written Communication (complete written communication answer below)

☐ Oral Communication (complete oral communication answer below)

☐ Both Written and Oral Communication (complete both communication answers below) Written Communication

Please clearly describe how this course will address written communication. (2750

CHARACTER LIMIT)

Oral Communication

Please clearly describe how this course will address oral communication. (2750 CHARACTER

LIMIT)

IF YOU CHOSE THE INTEGRATIVE AND APPLIED LEARNING TIER

High Impact Practice (HIP) courses are those that include active learning practices that have

been shown to increase student engagement and retention. While there is a large list of HIPs

available from the American Association of Colleges & Universities (AAC&U), the General

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Education Council has decided to focus on six areas:

1. Internships

2. Community Engaged Learning

3. Undergraduate Research

4. Education Abroad

5. Capstones

6. Collaborative Learning

All HIP courses will be required to include the following standardized student learning

outcomes, in addition to course-specific student learning outcomes.

1. Students will engage in meaningful critical reflection in required coursework.

2. Under professional oversight, students will utilize contextually-appropriate behaviors,

tools, techniques and/or dispositions.

3. Students will integrate discipline-specific knowledge into the contextualized experience.

4. Students will synthesize discipline-appropriate learning via a culminating assignment.

☐ By checking this box, I indicate my understanding that I MUST include these four

student learning outcomes in my HIP course and include them in the syllabus.

Each type of HIP course will have different requirements, and courses certifying in HIP areas 1-4

will be required to go through the corresponding office for approval before going through the

GEC (the process is handled via this online proposal system). Therefore, faculty are strongly

encouraged to work with the appropriate office during course development. All capstone and

collaborative learning courses will only go through the GEC.

Under which HIP area do you wish to certify?

☐ Internship (Office of Internships and Career Readiness)

☐ Community Engaged Learning (Office of Community Engagement & Partnerships)

☐ Undergraduate Research (Office of Undergraduate Research)

☐ Education Abroad (Education Abroad)

☐ Capstone (General Education Council)

☐ Collaborative Learning (General Education Council)

IF INTERNSHIP IS CHOSEN

An Internship is a work or service experience related to a student’s major or career goal that

integrates the knowledge and theory learned in the classroom with practical application and skills

development in a professional setting under the supervision of a practicing professional.

Internships give students the opportunity to gain valuable applied experience and make

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connections in professional fields they are considering for career paths. A distinguishing factor

of internships, from a temporary job or volunteer position, is that internships have intentional

learning objectives, deliberate mentoring from a subject matter expert, and opportunity for

critical reflection. This definition also applies to Co-Op, Externship, Clinical Practicum,

Elevated On-campus Student Employment, and equivalent mentored signature work in the Arts

such as Senior Recitals, Art Exhibits, and Theater Performances.

Does this definition match the course you are proposing?

☐ Yes; I confirm that my course meets the above definition.

Required Student Learning Outcomes for Internships In addition to the four (4) Student Learning Outcomes required of all HIP courses, Internship

courses are required to also include the following two SLOs:

1. Students will apply classroom knowledge to critically consider and address issues.

2. Students will provide discipline appropriate evidence of their learning in the course via a

culminating assignment (e.g., essay, e-portfolio, performance, etc.)


learning outcomes in my Internship course and in the course syllabus.

Required Internship Curricular Components

Please check the following boxes to confirm that your course includes all of the following:

☐ Detailed Syllabus: this is your contract with the student while on their internship.

Include student requirements, guidelines, safety, rights and responsibilities, and what to

do in case of concern.

☐ Career-launching experience: internship experiences offered should align with

professional standards, should involve a suitable number of contact hours (verified by the

supervisor), and should be completed within settings, developing skills, and gaining

competencies, that will enable the student to advance their career goals.

☐ On-boarding/orientation and supervisory support: internship hosts should provide a

specific process for on-boarding interns that resembles if not matches the process used

for new hires; supervision should occur on a regularly scheduled basis.

☐ Assignments: to include, but not limited to, the following:

o Internship Learning Plan

o Signature work/project (should be one of the required General Education

Assignments)

o Critical Reflection (should be one of the required General Education Assignments)

o Student Evaluation by the internship supervisor

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Required Employer Internship Host/Site components

Please check the following boxes (and provide more information where requested) to confirm

that your course includes all of the following:

☐ Vetting process: through use of Handshake, or if internships are not posted, please

identify your process for vetting/checking the internship host below.

Please confer with your department chair and then check the box below:

☐ As the proposer of this course, I confirm the department chair or director certifies that an

Internship Agreement or MOU will be obtained for unpaid internships and Facility Contracts

will be obtained if students are serving patients or clients in a health or allied health capacity.

Name of chair/director:_________________________________________________________

☐ Qualified Supervision: Subject Matter Expert/professional in the field, carrying any

required licensure/certification/credentials.

☐ Documentation: the Supervisor provides supporting documentation including a

developmental assessment of intern progress as part of their support for the intern.

☐ Liability Coverage: assure that students are aware of liability considerations and that

they are properly covered under the internship host’s Workman’s Compensation (paid) or

similar (if unpaid).

☐ Paid/Unpaid: Compliance with the Department of Labor Fair Labor Standards Act

criteria for Intern Pay.

IF COMMUNITY ENGAGED LEARNING IS CHOSEN

Carnegie defines Community Engagement as follows: collaboration between institutions of

higher education and their larger communities (local, regional/state, national, global) for the

mutually beneficial exchange of knowledge and resources in a context of partnership and

reciprocity.

The purpose of community engagement is the partnership of college and university knowledge

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and resources with those of the public and private sectors to enrich scholarship, research and

creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens;

strengthen democratic values and civil responsibility; address critical societal issues; and

contribute to the public good.

Community Engaged Experience

Please describe the community engaged experience making sure to include who the community

partner is, what the actual experience will be for students, how it’s tied to a particular need in

that community, and how it’s tied to the course goals and objectives.

Required Student Learning Outcomes

All Community Engaged Learning courses should include at least one Student Learning

Outcome that addresses each of these questions:

1. What knowledge do you want student to acquire from the CEL experience?

2. What skills/abilities do you want students to develop from their CEL experience?


learning outcomes in my Community Engaged Learning course and include them in the

syllabus.

Below, please provide the two Student Learning Outcomes that will address those questions.

(2750 CHARACTER LIMIT)

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Other Required Components

Course assignments in CEL courses must link the community engagement experience to the

course content. Please provide two examples of course assignments and describe how they link

the community engagement experience to the course content. (2750 CHARACTER LIMIT)

To make certain that community engagement does not underachieve in its role as an instrument

of learning, careful thought must be given to learning activities that encourage the integration of

experiential and academic learning. These activities include: classroom discussions,

presentations, and journal and paper assignments that support analysis of community

engagement experiences in the context of the course’s academic and civic learning objectives.

Please provide an example of at least two activities you will use to maximize community

engaged learning experiences. (2750 CHARACTER LIMIT)

Please describe the grading component of the course, making sure to clarify how students earn

academic credit for the learning and not the “service” to the community. (2750 CHARACTER

LIMIT)

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All Community Engaged Learning Courses must have a self-reflection assignment that

encourages students to link what they are learning during the community engaged learning

experience to the course content. It should also all students to link what they are learning with

possible societal obligations they may have during their career and encourage them to reflect

upon how community engaged learning experiences can be beneficial. Please describe the self-

reflection assignment below. (This will also be one of your required GEA Assignments; 2750

CHARACTER LIMIT).

IF UNDERGRADUATE RESEARCH IS CHOSEN

The Council on Undergraduate Research (CUR) defines undergraduate research as follows: an

inquiry or investigation conducted by an undergraduate student that makes an original

intellectual or creative contribution to the discipline. CUR is national organization with a mission

of supporting and promoting high-quality undergraduate student-faculty collaborative research

and scholarship. In courses certified for undergraduate research, students will conduct a project

that enables them, individually or in groups, to pose or work from a defined research question,

apply methods of inquiry to generate findings, and share the findings with others through

presentation and/or publication. Experiences will incorporate learning outcomes centered on

deep engagement with the research process and course objectives which focus on skill

acquisition for life-long learning. Students who participate in an undergraduate research course

may select to co-enroll in a zero-credit research course to archive the research experience on

their transcript. Courses approved for undergraduate research should meet the following criteria:

1. Work individually or in groups to pose or work from a defined research question or framework

2. Apply methods of inquiry to generate findings

3. Share findings with others through presentation and publication.

Identify at least one unique assignment (or multiple followed with a comma) that will require

students to work individually or in groups to pose or work from a defined research question or

framework (2750 CHARACTER LIMIT):

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Enhanced General Education HIP opportunities, Education Abroad courses are not certified at

the catalog level but at the section level, as a course may be offered on-campus without meeting

the Education Abroad required learning outcomes. Therefore, the certification of a course as an

Education Abroad Enhanced General Education HIP only certifies it for future uses on an

international experience and not as a domestically offered General Education course.

In addition to academic content, faculty members must strive to ensure that best practices for an

education abroad program, as defined by the Forum on Education Abroad – Standards of Good

Practice, are met during their course and program itinerary. The USF World Education Abroad

Office is a key resource for departments when developing an itinerary for overseas travel and

should be called upon for support during the program proposal and eventual trip-planning

process.

The actual travel abroad portion of an Education Abroad course requires a program proposal

process through USF World to assist in planning logistics and itinerary (please see the faculty

section of the Education Abroad Office’s website for details and deadlines). The Enhanced

General Education HIP certification process for an Education Abroad approved course may be

started well in advance of planning the trip itself and Enhanced General Education certified

section of a course may be used by the department on multiple trips in the future. A detailed

itinerary of events is not required at the time of Enhanced General Education certification, but

similar elements, as described in this certification proposal, should be maintained across future

trips – this allows a department to utilize the same certified syllabus, but tailor it to location-

specific contexts.

While it is generally regarded that a longer experience provides a deeper experience and better

opportunity for engagement, there is no length requirement as a short intensive experience may

be just as rewarding as a longer one. However, the proposing department must show that a

substantial portion of the content is tied to the experience and that students have a chance to

meaningfully engage with the host location.

Course Information

Will the course be offered both domestically and internationally?

☐ Yes ☐ No

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If yes, please explain the department’s process for maintaining differentiation between the

domestic version of the course (which will not count towards general education requirements)

and the international version of the course (which is what you are certifying with this course

proposal; 2750 CHARACTER LIMIT).

Does your department plan to offer this course with multiple trips to varying locations?

☐ Yes ☐ No

If yes, please describe your plan for keeping all versions of the course similar (e.g., using an

approved master syllabus, intra-departmental review, etc.; 2750 CHARACTER LIMIT)

Has the department already started working on a program proposal with the Education Abroad

Office for a trip this academic year?

☐ Yes ☐ No

☐ By checking this box, I indicate that I MUST work with the Education Abroad Office to

submit a program proposal for each individual trip overseas. Depending on the location, this

may include additional logistical concerns.

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Required Student Learning Outcomes for Education Abroad

In addition to the Enhanced General Education student learning outcomes, please choose one of

the Education Abroad student learning outcomes that you will include in your course:

☐ Through critical reflection, students will compare differences between their own and host

contexts as related to the course subject.

☐ Through critical reflection, students will evaluate the unique learning opportunities offered by

the host context as related to the course subject.

Required Education Abroad Curricular Components

Please describe the study abroad experience and how it will be utilized to deliver the content.

Please make sure to include this information in your syllabus as well. (2750 CHARACTER

LIMIT)

In addition to syllabus specific learning outcomes, what other experiences do you envision being

part of this experience? How will these assist in bridging the academic content with the host

location? For example, cultural demonstrations, interaction with local community members,

guest lectures, special performances, etc. To allow greatest flexibility, these should be

transferable to different locations to allow the department to utilize the certified course for other

international trips. (2750 CHARACTER LIMIT)

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All Education Abroad courses are required to have a self-reflection assignment focused on one of

the required Education Abroad student learning outcomes. Please describe the self-reflection

assignment along with how it will be assessed. This should also be considered one of the

required General Education Assignments and should be a critical portion of the students’

assessment. (2750 CHARACTER LIMIT)

Education Abroad Consistency Statement

Not all Education Abroad experiences or student-related international travel need to be approved

as an Enhanced General Education HIP course. It is understood that departments and students

may engage in international programming and travel that does not meet or has not been approved

as a HIP for the Enhanced General Education.

Please confer with your department chair and then check the box below:

☐ As the proposer of the course, I confirm the department chair or director certifies that the

course objectives and student learning outcomes of the course will be consistent across all

sections taught through an Enhanced General Education certified Education Abroad course,

regardless of instructor or mode of delivery. Upon certification of the course, a PDF version of

this proposal will be sent to the department chair or director with the expectation that it will be

shared with the current and future instructors of the course.

Name of chair/director:

Please explain the departmental plan for ensuring consistency across all Education Abroad

sections. (2750 CHARACTER LIMIT)

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IF CAPSTONE IS CHOSEN

Capstones are “culminating experiences” that “require students nearing the end of their college

years to create a project of some sort that integrates and applies what they’ve learned” (AAC&U,

2018). The GEC strongly recommends that Capstone courses be within the major so students can

complete a culminating experience allowing them to reflect on course knowledge they have

acquired during their major and apply it to situations outside the classroom.

All Capstone courses are required to have a culminating experience that students will go through.

This should be culminating the students’ overall academic career and not just the course. Please

describe the culminating experience along with how it will be assessed. This should also be

considered one of the required General Education Assignments. (2750 CHARACTER LIMIT)

All Capstone courses are required to have a self-reflection assignment that ties to the required

HIP SLO: students will engage in meaningful critical reflection in required coursework. Please

describe the self-reflection assignment along with how it will be assessed. This should also be

considered one of the required General Education Assignments. (2750 CHARACTER LIMIT)

IF COLLABORATIVE LEARNING IS CHOSEN

The University of South Florida defines collaborative learning as learning that occurs by

working with others in an intellectual endeavor, during which the insights of various group

members are integrated in the common product.

Does this definition match the course you are proposing?

☐ Yes; I confirm that my course meets the above definition.

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Required Student Learning Outcomes for Collaborative Learning

In addition to the four (4) Student Learning Outcomes required of all HIP courses, Collaborative

Learning courses are required to also include the following SLO:

1. Students will utilize collaborative skills to plan and execute a rigorous project central to

the course learning outcomes, employing flexibility and internal conflict resolution as

necessary.

☐ By checking this box, I indicate my understanding that I MUST include this student learning

outcome in my Collaborative Learning course and in the course syllabus.

Nature of Collaboration

Select any of the following that describe graded elements of the collaborative learning in this

course (minimum two):

☐ Students offer alternative solutions or courses of action that build on the ideas of others.

☐ Students engage group members in ways that facilitate their contributions to meetings by

constructively building upon or synthesizing the contributions of others.

☐ Students identify, acknowledge, and manage conflict.

☐ Each student supports a constructive team climate by doing the following:

• Treats team members respectfully.

• Motivates teammates.

• Provides assistance and/or encouragement to team members.

Provide further detail about these graded elements so that reviewers can judge the rigor and

depth of the assignment(s). (2750 CHARACTER LIMIT)

Required Collaborative Learning Curricular Components

Please check each of the following boxes to confirm that your course includes all of the

following:

☐ Required student groups of 3-6 members: there should be no allowance for substituting

individual work as a replacement for group participation.

☐ Group assignment(s) that represent a minimum of 25% of the effort of the semester, which

may refer to duration or student work.

☐ Group assignment(s) that represents a minimum of 25% of the semester grade

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☐ In the semester grade category assigned to group assignment(s), a majority of the points must

be assigned as a group grade.

☐ Individually-assigned critical reflection of the group experience, appropriate for the discipline,

and not to exceed 5% of the semester total for this sub-assignment.

☐ Individual student completion of the Career Readiness “Teamwork” badge in Canvas, based

on the learning and experience gained through the HIP course’s collaborative group work

assignment(s).

If the course is not able to commit to every element above, provide a rationale, as well as details

about how the course will nonetheless meet every element of the Collaborative Learning SLO

with the necessary rigor. (2750 CHARACTER LIMIT)

Most Collaborative Learning HIP courses will be upper-level. Explain how this course builds

upon previously-established mastery of the discipline. How does it connect to previous

coursework? (2750 CHARACTER LIMIT)

FOR ALL INTEGRATIVE AND APPLIED LEARNING COURSES

Oral and Written Communication

As part of the general education curriculum, all HIP courses must address written and/or oral

communication. Please indicate what your course will address:

☐ Written Communication (complete written communication answer below)

☐ Oral Communication (complete oral communication answer below)

☐ Both Written and Oral Communication (complete both communication answers below)

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Written Communication

Please clearly describe how this course will address written communication. (2750

CHARACTER LIMIT)

Oral Communication

Please clearly describe how this course will address oral communication. (2750 CHARACTER

LIMIT)

THE REST OF THESE ITEMS ARE FOR ALL GENERAL EDUCATION COURSES

Required Critical & Analytical Thinking

Every general education course is required to embed Critical & Analytical Thinking

throughout the course. Please clearly describe how this course will address this element. (2750

CHARACTER LIMIT)

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Required Problem Solving

Every general education course is required to embed Problem Solving throughout the course.

Please clearly describe how this course will address this element. (2750 CHARACTER

LIMIT)

Textbook Affordability

The University of South Florida is committed to reducing the financial burden placed on students

by high textbook costs (for more information on the Textbook Affordability Project see:

tap.usf.edu). Courses wishing to certify in General Education are required to strongly consider

textbook affordability as part of the proposal process:

Please indicate what type(s) of course readings are used:

☐ Textbook ☐ Collection of readings ☐ Both

Please provide information for the textbook being used for each section of the course:

Textbook

Citation:

Textbook Cost:

Is your textbook more than $40.00 per credit hour (i.e., a 3 credit course should have a textbook

that costs no more than $120.00) ☐ Yes ☐ No

Please indicate what other textbook resources you have investigated (e.g., ebooks, open access

textbooks, using library course reserves). Please also indicate the necessity for the specific text

you have chosen. (2750 CHARACTER LIMIT)

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Please provide information on the course readings being used for each section of the course:

List of Readings:

How are they

made available to

students:

Required Semester Assessment

Every course is required to participate in assessing the general education curriculum. To this

end, each course must identify two assignments that will be used to assess all required

components of the general education curriculum. These assignments must assess:

Required student learning outcomes

Critical & Analytical Thinking

Problem Solving

Each assignment you use for general education assessment will need to be identified in

Canvas by using the following tags: #GEA1 and #GEA2. These tags will need to be in the

beginning of the assignment title on Canvas (e.g., #GEA1_Self-Reflection Journal). After

students upload their assignments to Canvas, the General Education Council will be able to

use the tags to download the assignments into their database, sample the assignments from all

courses, and assess student learning outcome completion via a standardized rubric.

Please provide information below on the two assignments you will use to assess the general

education requirements. For ERCE and HIP courses, please remember these assignments

should be those specifically identified by GEC (see proposal form).

Assignment #1

1. Assignment Title (including tag): #GEA1

Assignment #2

1. Assignment Title (including tag): #GEA2

Creating Intentional Learners An important goal of the enhanced general education is to create intentional learners who

understand their full undergraduate experience and how all of their courses are connected. To

this end, it is important for all general education courses to clearly articulate how they are

building on skills acquired in previous tiers (if applicable) and how they are preparing students

for upcoming courses in the students’ academic programs or for life after undergraduate studies.

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Please describe how you see the proposed course “fitting” in the students’ overall undergraduate

education and how you plan to inform the students of this fit. (2750 CHARACTER LIMIT)

Interdisciplinary Teaching (Not needed for Ethical Reasoning and Civic Engagement)

An interdisciplinary course, broadly defined, addresses a question or a problem that is so broad or

complex that it is best understood through the perspectives of multiple disciplines. The goal of

interdisciplinary courses is to integrate the contributions of different academic disciplines or fields of

study so that topics, problems, and phenomena under study are better understood. Purely

multidisciplinary inquiry, by contrast, presents information and analysis from different disciplines without

attempting to integrate the various viewpoints.

• Interdisciplinary should be fully integrated such that two or more instructors from different

disciplines plan, develop, and teach the course content and the delivery method(s).

Collaboration with instructors from different disciplines should be ongoing to ensure tightly-

integrated content alignment and intentional cross-disciplinary connections are effected by all

instructors during class sessions.

• Ongoing collaboration can be accomplished by including guest lecturers/professionals from the

different disciplines that are integrated in the course or by consulting with instructors/experts

from the different disciplines periodically (at least twice per semester) to ensure the

interdisciplinary course content is integrated appropriately.

• A course can alternately be designed and taught by an individual instructor who has an

extensive history of research and publication in an interdisciplinary field of study, post-

secondary degrees of an interdisciplinary nature, or possesses significant experience in the

interdisciplinary areas integrated in the course. An interdisciplinary course taught by an

individual instructor should be designed with extensive input from persons who possess

expertise in the disciplines that are integrated into the curriculum.

Is the proposed course interdisciplinary? ☐ Yes ☐ No

What academic disciplines are proposing this course? (2750 CHARACTER LIMIT)

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Please provide a detailed description of how the course was designed by the academic


Please provide a detailed description of how the course will be taught by the academic


CONSISTENCY COMMITMENT

Please confer with your department chair and then check the box below.

☐ As the proposer of the course, I confirm the department chair or director certifies that the

course objectives and student learning outcomes of the course will be consistent across all

sections taught, regardless of instructor or mode of delivery. Upon certification of the course, a

PDF version of this proposal will be sent to the department chair or director with the

expectation that it will be shared with current and future instructors of the course.

Name of chair/director:_________________________________________________________

Please explain the departmental plan for ensuring consistency across all sections. (2750

CHARACTER LIMIT)

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ASSESSMENT COMMITMENT

Please confer with your department chair and then check the box below.

☐ The department chair or director certifies that the academic unit offering this course commits

to assessing student learning in the context of the proposed course, upon request by the General

Education Council and/or the Global Citizens Project.

STUDENT RATIO COMMITMENT Please confer with your department chair and then check the box below.

☐ The department chair or director certifies that the academic unit offering this course commits

to ensuring that this course will not have more than 45 students per grader in each section for

which it is offered.

Syllabus Guidelines

Syllabi for all general education courses should follow the USF System syllabus guidelines

located under the Resources tab and include the following statement:

“This course is part of the University of South Florida's General Education Curriculum. It

is certified for [Identify Core Area]. Students enrolled in this course will be asked to

participate in the USF General Education assessment effort. This will involve submitting

copies of writing assignments for review via Canvas.”

Supporting Documents

The General Education Council requests that you provide the following documents as part of the

proposal:

☐ A master syllabus of the proposed course you intend to offer. Please note: if any

substantial variations are expected (i.e., different sections with varied content) please

provide example course syllabi for those variations.

☐ Two assignments that will be used for General Education Assessment along with rubrics

showing how each assignment will be assessed.

Please limit the length of all file names to less than 40 characters (including all

special characters such as underscores) and do not use any spaces (use an underscore

if you need to separate words).

**All general education courses also have the opportunity to choose if they want to certify

in the GCP program**

https://www.systemacademics.usf.edu/proposals/resources