Section five: part a introduction to the core a. Liberal arts education
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- POLICY, PROCEDURES AND FORMS
- Proposals for new courses, and all changes to existing courses, must be submitted to
- NEW PROGRAMS
- Part II: Procedures for Establishing a Course Fee
| SECTION FIVE: PART A
INTRODUCTION TO THE CORE A. LIBERAL ARTS EDUCATION An education in the liberal arts should do at least two essential things:
B. THE PARTS OF THE CORE The Liberal Arts Core Requirements are a set of principles that flexibly guide students in the selection of courses and serve to define the common structural core of a liberal arts education at Syracuse. They were devised and adopted by the Faculty of the College of Arts and Sciences. They assure that each student's course of study includes the most important features of an education in the liberal arts. There are three fundamental parts to the Liberal Arts Core requirements:
The Liberal Skills Requirement assures that each student further develops the fundamental intellectual skill of effective writing and gives the student a choice of whether to satisfy a competency requirement in quantitative skills or a second language. The Divisional Perspectives Requirement introduces students to something of the great range of liberal fields of inquiry. A liberal education is essentially an education from a diversity of viewpoints. An education is not "free" if it confines students to one or two viewpoints, one field of study, or focuses narrowly on a single professional objective. The disciplines and interdisciplinary studies that constitute the universe of the liberal arts and sciences both complement and compete with each other in the effort to gain the most informed, balanced and integrating perspectives on the world and human experience. Students need to get a sense of the range and power of liberal studies, and of the controversies and uncertainties that remain a challenge for these studies. In the course of surveying something of this range, they will also be put in a better position to make an informed choice regarding their majors and minors. The Critical Reflections on Ethical and Social Issues Requirement is designed to assure that students reflect upon the relevance of the liberal arts and sciences to ethical and social issues. Every liberal field of study has great ethical and social significance. The courses that satisfy this requirement build on that fundamental fact in order to highlight that significance and to develop in students critical and self-critical intellectual habits of thought. LIBERAL ARTS CORE CURRICULUM OUTLINE I. LIBERAL SKILLS
II. DIVISIONAL PERSPECTIVES
and
and
III. CRITICAL REFLECTIONS ON ETHICAL AND SOCIAL ISSUES
Note: Advanced placement credit and placement exams can reduce the number of courses and credit hours needed to satisfy the Liberal Arts Core requirement. OFFICIAL STATEMENT OF REQUIREMENTS THE LIBERAL ARTS CORE CURRICULUM I. LIBERAL SKILLS REQUIREMENTS A. WRITING SKILLS Students are required to complete the following:
B. OTHER LIBERAL SKILLS Students are required to complete either the Quantitative Skills or Language Skills requirements listed below. 1. Quantitative Skills First Course Students must complete one of the following, preferably prior to completion of the "Second Course" listed below (exemptions and advanced placements may apply): MAT 121 Probability and Statistics for the Liberal Arts I MAT 183 Elements of Modern Mathematics MAT 194 Precalculus MAT 221 Elementary Probability and Statistics I MAT 285 Life Sciences Calculus I, or MAT 295 Calculus I STT 101 Introduction to Statistics
Students must also complete one of the following: GEO 386 Quantitative Geographical Analysis MAT 122 Probability and Statistics for the Liberal Arts II MAT 222 Elementary Probability and Statistics II MAT 284 Business Calculus MAT 285 Life Sciences Calculus I, or MAT 295 Calculus I MAT 286 Life Sciences Calculus II, or MAT 296 Calculus II MAX 201 Quantitative Methods for the Social Sciences PSY 252 Statistical Methods II *SWK 361 Foundations of Social Work Research Exemptions and advanced placements may apply. *Apply as Non-Arts & Science Credit
1. A student must take four, 3- or 4-credit courses in each of the three curricular divisions of the College of Arts and Sciences ¾ that is, in the Humanities, the Natural Sciences and Mathematics, and the Social Sciences divisions. 2. In each division, two of the courses must constitute an approved sequence. Courses in a sequence may be taken in either order unless one is prerequisite to the other.* 3. Of the twelve courses used to satisfy the divisional requirement, no more than three courses may be taken from a single department or program (even if the courses of the department or program are in more than one division). 4. In each division, no more than one course may be selected from schools and colleges outside the College of Arts and Sciences. 5. In the Natural Science and Mathematics Division, at least one laboratory course must be included. III. CRITICAL REFLECTIONS ON SOCIAL AND ETHICAL ISSUES Students are required to take two three-credit courses that will engage them in critical reflections and inquiry into social and ethical issues. These courses will be drawn from a list of courses approved by the Curriculum Committee and the College faculty and must be chosen from two different departments or programs, including those from other schools and colleges. These courses may simultaneously fulfill divisional requirements and/or major requirements, depending upon the student's choices in meeting divisional and major requirements. GUIDELINES FOR WRITING-INTENSIVE COURSES The requirement for a writing-intensive course outside of the Writing Program is intended to familiarize students with the thought processes, structures, and styles associated with writing in the liberal arts. To be included in the pool of writing-intensive courses that fulfill this requirement, a course must meet the following guidelines:
GUIDELINES FOR QUANTITATIVE SKILLS COURSES RATIONALE An increasingly technological society demands quantitative skills which go well beyond symbolic manipulations learned by rote. Our students should have:
Courses which may partially satisfy the quantitative skills requirement of the Liberal Arts Core Curriculum, must be approved for that purpose by the Curriculum Committee and subsequently by the Faculty. The main criterion for approval shall be the extent to which a course fosters the development of quantitative skills, as broadly defined above. More specific guidelines follow. A. GUIDELINES FOR ASSIGNING COURSES TO THE APPROVED LISTS FOR COURSES TO SATISFY THE QUANTITATIVE SKILLS REQUIREMENT 1. THE LIST OF "FIRST COURSES" IN STATISTICS To ensure that courses proposed for first courses emphasize statistics, and to allow for some flexibility in design, the guideline requires that at least half of the course must be devoted to topics from the following core areas, including some topics from each:
The guideline further requires that these courses go beyond what is commonly covered in the secondary school curriculum, either by pursuing the core topics to greater depth or by devoting a substantial part of the course to further topics. Further topics may include: sampling distributions, hypothesis testing, design of experiments, exploratory data analysis, common abuses of statistics, use of statistical software, elementary logic, heuristics and problem solving, and combinatorics. Other topics than these may be included if, together with the core topics, they form a reasonably coherent course, are at the appropriate introductory level, and are not specific to a single discipline. Courses proposed for the list for a "First Course" in statistics must require competency roughly equivalent to successful completion of courses 1, 2, and 3 of the New York State high school curriculum. To allow for students lacking such competency, courses may be designed to allow for concurrent registration in remedial courses, or concurrent usage of other specified remedial materials. The authority for revising the list of further topics shall reside in the Curriculum Committee. 2. THE LIST OF "SECOND COURSES" Courses proposed for inclusion on the list of Second Courses that use quantitative skills in a substantial way will normally primarily emphasize the refinement, extension, or application of skills developed in one or more of the courses included under First Courses. These must be courses numbered 399 or lower. The specific skills developed must be at a sufficient level of generality for application in more than a single discipline of the liberal arts and sciences. Other courses which presuppose the level of maturity expected of students who have completed one of the courses under First Course may also be considered for inclusion provided they do not substantially overlap one of the courses listed under First Courses and otherwise satisfy the requirements of the overall guideline. B. SEQUENCES The Curriculum Committee shall establish and maintain a list of any pairings and prerequisites of courses from First Courses and Second Courses which may be taken in sequence for the purpose of satisfying the quantitative skills requirement. The second course in each unit must apply, extend, develop, illuminate, or complement the material of the first, so that the two form an intellectually coherent unit. C. COURSES FROM OTHER SCHOOLS AND COLLEGES Courses from schools and colleges at Syracuse University outside of the College of Arts and Sciences may be proposed for inclusion on either of the lists in First Courses or Second Courses. Such courses must be appropriate for general and liberal education and provide for reasonable enrollments of Arts and Sciences students. GUIDELINES FOR DIVISIONAL PERSPECTIVES COURSES GENERAL PURPOSES The requirement that students take four courses in each of the three curricular divisions Humanities, Social Sciences, Natural Sciences and Mathematics is designed to promote goals fundamental to a liberal education by:
DIVISIONAL DEFINITIONS The Faculty of the College of Arts and Sciences adopts the following definitions for purposes of guiding the formation, evaluation, and approval of divisional requirements within its Liberal Arts Core curriculum. While some departments or programs will contribute most of their courses to a single division, others, such as African American Studies and Women's Studies, are likely to contribute courses to more than one division. Courses will be assigned to a division on the basis of their content, not departmental origin. The Humanities Division encompasses the history, theory, analysis, and criticism of language, literature and other texts, religion, art, and music; and the examination of fundamental questions arising in the human search for values, knowledge, purpose, and meaning. These are central concerns of the departments of African American Studies, English, Foreign Languages and Literatures, Fine Arts, Philosophy, Religion, and the Women's Studies Program. Hence most courses satisfying the Humanities Divisional Requirements are likely to come from these departments and programs. The Social Sciences Division encompasses the history, theory, and investigation of societies, systems, regions, groups, and individuals. These are central concerns of the departments of African American Studies, Anthropology, Economics, Geography, History, Political Science, Public Affairs, Psychology, Sociology, and the International Relations and Women's Studies Programs. Hence most courses satisfying the Social Sciences Divisional Requirements are likely to come from these departments and programs. The Natural Sciences and Mathematics Division encompasses the investigation of natural phenomena, including the development of predictive explanatory systems, and includes the study of numerical and other abstract structures and relations. These are central concerns of the departments of Biology, Chemistry, Geology, Physics, and Mathematics. Hence most courses satisfying the Natural Sciences and Mathematics Divisional Requirements are likely to come from these departments and programs.
B. DEFINITION OF SOCIAL AND ETHICAL ISSUES For purposes of this requirement, "social and ethical issues" shall be understood to refer to issues that:
"Social and ethical issues" are matters about which there is controversy or uncertainty. They are issues that any reasonably alert persons would be likely to encounter, either directly in their own lives, or in their concern for the lives of others. Defining "issues" in this way is important, since one of the purposes of the requirement is to exhibit the relevance of academic studies to life outside the academy. Some such issues may have existed in other eras, but gain particular or distinct relevance in light of contemporary situations or concerns. Abortion, health care, homelessness, and violence in the media might be examples. Other issues are new and arise from scientific or technical developments that bring with them new social and ethical concerns, such as genetic engineering, communication via computers, nuclear power, and artificial organs. C. DEFINITION OF CRITICAL THINKING "Critical thinking" involves forms of intellectual engagement that are open, informed, logical and skeptical. For example, critical thinking may entail examination of how the assumptions and methods of a particular discipline shape the values and institutions of modern society or inhibit inquiry into particular questions. It may focus on the philosophical or historical roots of enduring human concerns, such as justice, community, or faith; or it may illuminate how different cultures address these concerns. It may use technical or scientific evidence to evaluate contemporary problems or their solutions in areas as diverse as public health, the environment, economic activity or international relations. It may focus on how social, political and economic processes and institutions create or resolve contemporary social or ethical conflict. D. DEFINITION OF A CRITICAL REFLECTION COURSE (CRC) The subject matter and the methodologies of CRCs will vary widely. To qualify as a CRC, however, a course must be offered regularly, and it must devote a significant portion of time to drawing out explicitly and reflecting upon the relevance of its main topic(s) to understanding and dealing with social and ethical issues. Both the content and the method of instruction will be important criteria in judging whether a course will qualify as a CRC. Both Arts and Sciences courses and courses offered by other schools and colleges of the University can qualify as CRCs. E. PROCESS FOR PROPOSING CRITICAL REFLECTION COURSES Proposals to offer a course as a CRC should be submitted by the department or program. The proposal must specify the following:
Proposals to have non-Arts and Sciences courses approved as CRCs should also:
F. JOINT SATISFACTION OF LIBERAL ARTS CORE REQUIREMENTS A given course can qualify both as a CRC and as satisfying a divisional requirement. A student may take such a course to satisfy both requirements simultaneously if it has been approved for both purposes. No course shall qualify as a CRC if its primary focus is the development of a skill and it has been approved as fulfilling a Liberal Arts Core Skill requirement. A course that satisfies the writing intensive course requirement may qualify as a CRC if its primary focus is on a specific subject matter in the liberal arts and the relevance of that subject matter to social and ethical issues. A student may take such a course to satisfy both the CRC and intensive writing course requirements simultaneously if it has been approved for both purposes. SECTION FIVE: PART B POLICY, PROCEDURES AND FORMSFOR NEW AND CHANGING COURSE AND PROGRAM PROPOSALSThe Office of the Associate Dean for Curriculum, Instruction and Programs,441 Hall of Languages oversees proposals for new and changing courses and programs.
Proposals for new courses, and all changes to existing courses, must be submitted to:Office of the Associate Dean for Curriculum, Instruction and Programs 441 Hall of Languages by October 1st each year. The Course Proposal Form is available on the web at: http://universitysenate.syr.edu/curricula/sourcebook-form.html Additional information on completing the Course Proposal Form can be obtained from the Senate Committee on Curricula’s website at: http://universitysenate.syr.edu/curricula/sourcebook.html New Courses Six hard copies and one electronic copy of the Course Proposal Form are required. Course Number When assigning a new course number make sure the number is not currently in use in your department and if previously used, has been dropped for at least the last five years. Please check the Course Catalog on Peoplesoft to make sure the number is not current.
Consultation with other departments or other schools may be necessary if proposing a course similar to that already offered. Submit the name of the person who was consulted and the date of the consultation. If there is consideration of cross-listing the course with another department, written approval from that department must accompany the proposal. Cross-Listing When cross-listing a course with another department or college, it is preferred that the cross-listing be submitted at the time the course is proposed. Written approval on the department’s letterhead must accompany the proposal. Double-Numbered Courses Double-numbered courses are regularly numbered courses that are listed in the course catalog with two numbers, one at the graduate level and one at the undergraduate level. Courses that “meets with” another course, or courses offered under a special topics number (300, 400., 500, 600) are not included in the definition of double-numbered courses.
Librarian Consultation When a new course is proposed, there must be a consultation with the appropriate subject librarian before the proposal is submitted. The Senate Committee on Curricula will withhold approval until such consultation has taken place. Outline and Bibliography All new course proposals must have appended a detailed syllabus of course content that contains, at minimum, the following: 1) Instructor contact information and contact hours, course title, number and prerequisites/co-requisites and description; 2) required textbooks, readings, supplies 3) learning outcomes; 4) proposed course "calendar" that includes topics/activities for each week/class meeting with due dates; 5) summary of course requirements with an explanation of how students will be evaluated/graded; 6) boilerplate* on University-wide policies on academic integrity and students with disabilities; and 7) course-specific policies pertaining to, for example, attendance, late work, make-up work and any special instructions on academic integrity expectations Approval for all new courses is required of:
For specifics on proposing a new course, call the Office of the Associate Dean for Curriculum, Instruction and Programs (443-2014). * Boilerplate statements for academic integrity and for students with disabilities can be found on the Senate Curriculum webpage, or by calling 443-2014.
Two hard copies and one electronic copy of the Course Proposal Form are required. Course Number When changing a course number make sure the new number is not currently in use in your department and if previously used, has been dropped for at least the last five years. Numbers ending in zero are generally reserved for courses that may be repeated. If you have any questions when assigning a number please call the Office of Curriculum, Instructions and Programs (443-2014). For specifics on proposing a course change, call the Office of the Associate Dean for Curriculum, Instruction and Programs (443-2014). B. PROGRAM CHANGES All major and minor program changes need to be submitted to 441 Hall of Languages by October 15th each year on the PROGRAM OF STUDY REQUIREMENTS CHANGE FORM. A copy is included in this manual and available in 441 Hall of Languages. Six copies are required. Additional information and supporting documents will be needed depending on whether the program change is a major change or a minor change. To determine this consult with:
The Office of Undergraduate Studies --- 443-1899 (Judith O’Rourke)
The Graduate School --- 443-4492 It is important to work with the Graduate School in making any graduate academic program changes. Every program that has undergone a major modification must be approved by NYSED before you can recruit or admit students. CHANGES TO EXISTING PROGRAMS CANNOT BE SUBMITTED FOR PRINT IN THE UNDERGRADUATE OR GRADUATE CATALOGS UNTIL THESE CHANGES ARE FULLY APPROVED BY THE UNIVERSITY AND NEW YORK STATE DEPARTMENT OF EDUCATION (if their approval for the change is necessary).
The format for writing proposals for new programs can be requested from the Senate Recorder’s Office. After departmental approval, it must be presented to the Office of Curriculum Instruction, and Programs, 441 Hall of Languages, for approval by the College of Arts and Sciences Curriculum Committee. Graduate programs must be approved by the Board of Graduate Studies before consideration by the Senate Committee on Curricula. Consult with the Graduate School when preparing a new graduate program. Graduate programs must be approved by the Board of Gradute Studies before consideration by the Senate Committee on Curricula. Consult with The Office of the Vice Chancellor of Academic Affairs when preparing a new undergraduate program. All new program proposals require the approval of:
New programs are processed with the New York State Department of Education by the Vice President for Undergraduate studies or the Dean of the Graduate School, who will notify departments when a letter of registration has been received from the New York State Department of Education. Every new program must be approved by NYSED before you can recruit or admit students. NEW PROGRAMS CANNOT BE SUMITTED FOR PRINT IN THE UNDERGRADUATE OR GRADUATE CATALOGS UNTIL FULLY APPROVED BY THE UNIVERSITY AND NEW YOUR STATE DEPARTMENT OF EDUCATION.
Notes: For currently existing courses, specific changes must be identified in order to request a change or additional course fee charge. Course fees will not be approved for expenses currently covered by a department’s base operating budget. Course fees should not be used to fund capital equipment purchases (i.e., equipment costing more than $500 or with a usable life of more than two years). When designing a course, great care should be given to avoid very small course fee charges out of consideration to the students’ and parents’ perception of frivolous charges. Each student must be notified of what the course fee is (a specific dollar amount) and a detailed listing of what the fee covers (i.e., special instruction, computers disks and papers, rental of video equipment, etc.). Part II: Procedures for Establishing a Course FeeAuthorization to charge special fees must be obtained in advance from the Office of Academic Affairs in accordance with the following procedures:
Academic Affairs Revised February 1998 g\fees\fee-policy.doc Section Five | Directory: administration administration -> Town of Nags Head Annual Report administration -> Ieee/iee electronic Library (iel) administration -> General information administration -> Honorary Degree Recipients December 2015 Graduation administration -> Division I women’s College Cup (soccer) administration -> Cacc director’s council may 24-25 2010 12 noon caesar’s, Atlantic City, nj administration -> Action Items dc meeting – 14 – Dominican College Download 103.37 Kb. Share with your friends:
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