Course proposals for the Environment Theme should describe how your course fits within the Theme, and how this Theme is situated within the purpose and values of liberal education.
Components of your proposal
Your proposal will include both a narrative description and a syllabus.
As you develop your proposal, you should not assume that the goals of your courses are obvious. It may be helpful to remember that the members of the Council on Liberal Education, like students in liberal education courses, come from units across the University. The council's aim is to ensure that liberal education courses meet the University's goals and that these goals are clear to students and to faculty members.
Your narrative proposal should explain how the course meets:
- the general requirements of liberal education;
- the common goals for all Core courses; and
- the specific goals for the Environment Theme.
Effective proposals will provide concrete examples from the course that illustrate how the course meets these goals, e.g., from the course syllabus, detailed outlines, course assignments, laboratory material, student projects, or other instructional materials or methods.
Your proposal should also include two brief statements that address:
- how your course addresses one or more of the University's Student Learning Outcomes; and
- how the learning associated with this outcome will be assessed.
Because it is written for students, your syllabus should contain the following elements.
Language to help students understand what liberal education is and how this course fulfills its mission as a liberal education course. A course description at the head of the syllabus followed by a paragraph describing the precise aims according to the guidelines is one efficient way of doing this.
A clear explanation of how the particular course fulfills the Environment Theme, so that students are aware of how and why the course meets LE requirements. This can be done through the stated course objectives, course topics, writing assignments, and required readings. You may also include supporting materials, such as lab manuals, sample assignments, or handouts, or descriptions of small group discussions, debates, revision workshops, and so on, that will be employed in the course.
A brief paragraph describing the Student Learning Outcome(s) the course addresses, how it addresses these outcomes, and how the learning that is associated with the outcome will be assessed.
Additional syllabus guidelines:
- For existing courses, the syllabus must be for a term within the past two years.
- For courses under development, the syllabus may be provisional but still must document how the course will meet the LE requirement(s), as indicated above. A list of lecture topics or discussion topics should be included, with the understanding that dates, schedules, and readings may be tentative.
- The syllabus needs to conform to the University Senate Syllabi Policy, approved December 6, 2001. It should be in English, or with an English translation provided.
- Formatting is often lost when material is copied and pasted into the system. Try to keep formatting simple.