University Studies Requirements (traditional program

University Studies Program Requirements

Sequential University Studies Course Requirements & Learning Goals

Dr. Matt Olsen, Faculty Coordinator for IN140, University Seminar Dr. Julie Bates, Faculty Coordinator for IN180, University Writing, and IN 280, Writing in the Disciplines Dr. Dan Monroe, Faculty Coordinator for IN250/251, United States Cultural and Structural Studies Dr. Julio Enriquez-Ornelas, Faculty Coordinator for IN350, Global Issues

IN140. University Seminar* (3) First semester freshman year: This course is an introduction to academic inquiry at the college level. Seminar topics vary across sections. Each section engages students in critical and ethical reasoning, includes a service learning component, and addresses specific orientation topics.

The learning outcome goals for students taking IN140 are that students will be able to: 1. Use ethical reasoning to analyze and reflect on issues that impact their personal lives as well as their local, national, and/or global communities; 2. Reflect on the significance of contributions to community through service learning; and 3. Work collaboratively and creatively with diverse others. *This course is waived for Transfer students with 12 or more cr.

IN180. University Writing (3) University Writing builds on students’ existing knowledge of writing situations as they further develop their identities and abilities as writers. This course emphasizes the rhetorical, situated nature of writing and requires students to consider the needs of real audiences as they critique existing texts and compose their own texts in a variety of genres and modes. Students will study and intensively practice all aspects of the writing process including invention, research, drafting, revision, and reflection. Must be completed with a C or better.

The learning outcome goals for students taking IN180 are that students will be able to: 1. Read critically to comprehend, analyze, and evaluate texts; 2. Compose in multiple genres and modes to address specific rhetorical situations, with emphasis on audience, purpose, and context; 3. Practice all aspects of writing processes including invention, research, drafting, sharing with others, and revising; and 4. Reflect on writing processes, practices, beliefs, attitudes, and understandings.

IN280. Writing in the Disciplines (3) Writing in the Disciplines requires the advanced study and practice of writing, emphasizing writing as a means of thinking, a form of inquiry and research, and a method of communication. This course enables students to further develop their abilities to address the discursive conventions of genres in and beyond their disciplines through research and practice with a variety of rhetorical situations. Students will develop and carry out a semester-long, intensive research and writing project. Must be completed with a C or better. Pre-requisites: IN180 and sophomore status.

The learning outcome goals for students taking IN280 are that students will be able to: 1. Conduct in-depth primary and secondary research; 2. Evaluate sources for edibility, bias, quality of evidence, and quality of reasoning; 3. Develop arguments rooted in research in order to enter disciplinary and cross-disciplinary conversations; 4. Explain rhetorical choices they make in specific writing situations and how those choices are influenced by disciplinary conventions; and 5. Develop additional expertise in: Composing in multiple genres and modes to address specific rhetorical situations, with emphasis on audience, purpose, and context; practicing all aspects of writing processes including invention, research, drafting, sharing with others, and revising; and reflecting on writing processes, practices, beliefs, attitudes, and understandings.

United States Studies Courses (IN250 & IN251)

The two-course US Studies requirement, taken during the sophomore year, explores both cultural (IN 250) and social-structural (IN 251) aspects of the United States. Students will develop their understanding of democratic citizenship, with a focus on ethics and justice, as it relates to topics that affect the United States. These courses include a research component, are writing intensive, and require exploration of primary sources (e.g., texts, scores, performances, artifacts, etc.). A democratic society is a collaborative and participatory enterprise in which the legitimacy of public authority rests on the consent of the citizenry. Responsibilities of democratic citizenship include making informed decisions about voting, demonstrating knowledge about public affairs, engaging in civil discourse, understanding and actively participating in democratic political processes, being able to analyze and evaluate news and information, cultivating and effectively advocating opinions on matters of public policy, understanding and evaluating diverse opinions, supporting free speech, being involved in community service that addresses public problems, and recognizing that an individual’s actions affect the world.

IN250. United States Cultural Studies (3) Sophomore year. United States Cultural Studies courses explore the diversity of cultures in the United States, including historical perspectives that inform contemporary understandings of diversity issues. Culture refers to learned systems of meanings, and their representations, that people use to interact with the world around them, including language, values, beliefs, norms, traditions, customs, history, art, and artifacts. Students will build on their introduction to ethical thinking by considering ethical and social justice issues and their responsibilities for democratic citizenship. These courses include a significant research component, are writing intensive, and require exploration of primary sources (e.g., texts, scholarly research, music, artifacts, etc.)..). Pre-requisite: Sophomore standing.

The learning outcome goals for students taking a course that fulfills the United States Cultural Studies requirement are that students will be able to: 1. Analyze diverse cultures in the United States through the use of discipline-appropriate sources; 2. Use ethical reasoning to make a judgment about some aspect of the culture of the United States. 3. Reflect on your responsibilities as a democratic citizen in the United States.

IN251. United States Structural Studies (3) Sophomore year. United States Structural Studies courses explore the diversity of groups and institutions in the United States, including historical perspectives that inform contemporary understandings of diversity issues. Social structures refers to generally stable patterns of interactions, from the smallest units found in individual social relationships, through larger economic, political and social institutions in societies, to worldwide systems of relationships among nations. Students will build on their introduction to ethical thinking by considering ethical and social justice issues and their responsibilities for democratic citizenship. These courses include a significant research component, are writing intensive, and require exploration of primary sources (e.g., texts, scholarly research, music, artifacts, etc.)..). Pre-requisite: Sophomore standing.

The learning outcome goals for students taking a course that fulfills the United States Structural Studies requirement are that students will: 1. Analyze social structures within the United States through the use of discipline-appropriate sources. 2. Use ethical reasoning to make a judgment about some aspect of the structure of the United States. 3. Reflect on your responsibilities as a democratic citizen in the United States.

IN350. Global Issues (3) Junior year. Global Issues courses, taken during the junior year, explore a topic of global importance. Students will continue to develop their understanding of democratic citizenship with an intense focus on a particular issue of global importance and associated ethical and social justice issues. These courses include a significant research component, are writing intensive, and require exploration of primary sources (e.g., texts, music, artifacts, etc.). Prerequisite: Junior standing.

The learning outcome goals for students taking a course that fulfills the Global Issues requirement are that students will be able to: 1. Analyze a topic of global importance through the use of discipline-appropriate sources. 2. Use ethical reasoning to make a judgment about some aspect of a global issue. 3. Reflect on your responsibilities as a democratic citizen in a global environment.

Non-Sequential University Studies Course Requirements & Learning Goals

Creative Arts (3) Creative Arts courses such as courses in literature (e.g., fiction, poetry, drama), the arts (e.g., painting, sculpture, architecture, design, music, theatre and dance, film, photography, new media), and the history/philosophy of art examine mediums that explore and express the potential of human imagination and the value of human artistic production. In courses fulfilling this requirement, students will engage with issues involved in making, interpreting, analyzing, and evaluating written texts, musical works, visual and material culture, performing arts, and other media presentations in the context of the histories and cultures that have shaped and been shaped by their production. Students enrolled in these courses will increase their ability to understand themselves and others and will enhance their capacity to enjoy their own and others’ Creative processes and products.

The learning outcome goals for students taking a course that fulfills the creative arts requirement are that students will: 1. Investigate discipline-specific creative process; 2. Analyze the art using discipline-appropriate vocabulary; and 3. Evaluate how art relates to an individual life of meaning and value.

Natural Science with a Laboratory (4) In a natural science with a laboratory course, students utilize qualitative and quantitative reasoning and the scientific method as tools in decision making and creative problem solving. Examples include, but are not limited to, Biology 102, 125, 130, 204; Chemistry 114, Physics 100/104, 101/105; or any approved LabScience course. Note that the labs PY 104/105 can be taken independently of either lecture, PY 100/101, in separate semesters such that PY 100 with 104 OR 105 and PY 101 with 104 OR 105 will fulfill the NSLE requirement.

The learning outcome goals for students taking a natural science course with a lab are that students will be able to: 1. Use logic and the scientific method to analyze the natural world and solve problems. 2. Examine the global and personal importance of scientific issues. 3. Connect theories and descriptions found in lectures and textbooks with real-world phenomena in laboratory and field environments.

Oral Communication Studies (3) One three- course in oral communication is required. This requirement may be satisfied by taking Public Speaking, CO 200 or Business and Professional Communication, CO 242. Majors in the Tabor School of Business must take Business Conversations, BU 230. This requirement should be completed during the Freshman or Sophomore year.

Oral Communication Studies courses combine communication theory with the practice of oral communication skills. Students will develop effective and appropriate oral communication skills for diverse public contexts. Oral Communication Studies course: (1) develop awareness of the communication process; (2) provide intentional, organizational, and expressive strategies; (3) promote understanding of and adaptation to a variety of communication contexts; and (4) emphasize critical skills in listening, reading, thinking, and speaking.

The learning outcome goals for students taking an oral communication course are that students will be able to: 1. understand and demonstrate communication processes through invention, organization, drafting, revision, editing and presentation; 2. analyze, evaluate, and synthesize in a responsible manner material from diverse sources and points of view; 3. select appropriate communication choices for specific audiences; 4. use authority, point of view, and individual voice and style in communications; and 5. participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

Quantitative Reasoning (3 - 4) Quantitative reasoning courses teach students how to utilize qualitative and quantitative reasoning and the scientific method as tools in decision making and creative problem solving. The learning outcome goals for students taking an approved QR course are that students will be able to: 1. use deductive reasoning in a formal, symbolic, axiomatic system, and 2. apply the theorems of the system.

In order to satisfy the QR requirement, students must pass an approved QR course. Examples of approved QR courses are: • Any three or four mathematics course numbered above 098 • CS135 Introduction to Computer Science • PH113 (Logic & Critical Thinking) • SO/PS201 (Statistical Methods in the Behavioral Science) • BI240 (Analysis of Biological Data) • The two course sequence MT111/112 (Music Theory 1) • TH453 (Technical Direction) • FI340 (Intro to Financial Management) – taken Spring 2020 or after • IN102 Topics in Quantitative Reasoning

Prerequisites for these courses vary. Consult the departmental course listings. Below is the course description for IN102 Topics in Quantitative Reasoning.

IN102. Topics in Quantitative Reasoning (3)

A topical approach to quantitative reasoning for non-STEM majors. Basic concepts of quantitative reasoning will be covered with an emphasis on using deductive reasoning in a formal, symbolic, axiomatic system, and applying theorems of the system to solve appropriate problems relevant to today’s society. Topics may include sets, statistics, elementary probability, voting theory, financial mathematics, sports statistics, and mathematics for social justice. Topics may vary from section to section, depending on faculty selection. Fulfills MPSL quantitative reasoning requirement. This course is not a prerequisite for any mathematics or computer science course, and it does not count towards the distribution requirement for the Bachelor of Science degree.

Transfer students may meet the Quantitative Reasoning requirement with a qualified course transferred from a previous school or by completing the Associate of Arts or Science degree.

International Cultures and Structures (6 - 8) This two-course requirement focuses on cultures and social structures outside the United States. It may be satisfied by courses in modern language, internationally focused courses from a variety of disciplines, study abroad courses, or a combination of these. Culture refers to learned systems of meanings, and their representations, that people use to interact with the world around them, including language, values, beliefs, norms, traditions, customs, history, art, and artifacts. Social structures refers to generally stable patterns of interactions, from the smallest units found in individual social relationships, through larger economic, political and social institutions in societies, to worldwide systems of relationships among nations. Each course must address culture and/or social structure. Students in a major or minor that delivers a course in International Cultures and Structures may take it to fulfill both the non-sequential requirement and a requirement in the major or minor, depending on requirements of the major or minor.

The learning outcome goals for students taking a course that fulfills the ICS requirement are that students will: 1. analyze culturally diverse points of view through examination of primary sources; 2. comprehend cultures and/or social structures of countries outside the United States; and 3. compare cultural and/or social structures found in countries outside the United States to those found within the US.

A single course may be used to satisfy no more than two requirements of an Academic Degree, an Academic Major, an Academic Minor, an Academic Concentration, or Academic Certificate for a student’s Undergraduate or Graduate academic credentials.