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USF Course Change Proposal – General Education
1
Department and Contact Information
Institution
Department College Chartfield String
Proposer Name Phone Email
Current Course Information
Prefix Number Type
Lab or Combined
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)
Is the course title variable? Yes or No
Are the credit hours variable? Yes or No
Credit Hours (list min-max if variable)
CIP Code (use CIP for the appropriate discipline, ex. Electrical Engineering CIP is 14.1001)
Course Description (255 characters maximum including spaces)
This printable form is provided as a resource only for use when collaborating with colleagues or to view the fields required to submit a course proposal. To create a course proposal, login to the system is required.
USF Course Change Proposal – General Education
2
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:
Prerequisites:
Prefix Number Level Minimum Grade
UG, GR, ND, PR
UG, GR, ND, PR
UG, GR, ND, PR
Corequisites:
Prefix Number
Co-Prerequisites:
Prefix Number Level Minimum Grade
UG, GR, ND, PR
UG, GR, ND, PR
USF Course Change Proposal – General Education
3
UG, GR, ND, PR
New Course Information (leave unchanged fields blank)
New Prefix New Number New Type
Lab or Combined
New Full Title
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
USF Course Change Proposal – General Education
4
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 Prerequisites:
Prefix Number Level Minimum Grade
UG, GR, ND, PR
UG, GR, ND, PR
UG, GR, ND, PR
New Corequisites:
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
USF Course Change Proposal – General Education
Field of Study: Major/Program
Include, Exclude, No Restriction
Field of Study: Concentration
Include, Exclude, No Restriction
Field of Study: Minor
Include, Exclude, No Restriction
Class
Include, Exclude, No Restriction
Level
Include, Exclude, No Restriction
Degree
Include, Exclude, No Restriction
Campus
Include, Exclude, No Restriction
College
Include, Exclude, No Restriction
USF Course Change Proposal – General Education
6
Online Justification
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.
You may skip this section if the proposed course is offered Primarily Classroom or if the
percentage of instruction delivered via the internet is 50% or less.
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.
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.
Justification
This section is critical since the Council members will make their decision based on the
information provided here.
USF Course Change Proposal – General Education
7
A. Summary of change(s): Be specific. (Summarize all of the changes, i.e., change of
objectives, course level, etc.)
B. State the reasons why the change is necessary and how it will improve the course or
program.
C. Indicate where this course is in relation to other courses in the Program.
D. How will the change impact the enrollment for this course?
E. Does this change affect accreditation or certification?
F. Indicate how this course will strengthen the Program.
G. What specific area of knowledge is covered by this change that is not covered by courses
currently listed?
USF Course Change Proposal – General Education
8
H. What is the need or demand for this course?
I. What other academic majors, concentrations, minors, and/or certificates would this course
serve?
J. What will be the effect of this change on the program and on the students?
K. If prerequisites are being added to this course, how will this impact time to degree?
L. Do you plan to drop a course if this change is made?
M. 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.
USF Course Change Proposal – General Education
9
Other Course Information - Required for submission to the Statewide Course Numbering
System. *Note: This should be the same information listed in the course syllabus.*
General Education
Course Sections
Number of Sections Number of Students in Each Section
Course Objectives
Learning Outcomes
Major Topics
Textbooks and Other Resources (If the course does not use a textbook, please indicate why.)
USF Course Change Proposal – General Education
10
Fall Sections:
Spring Sections:
Summer Sections:
Average Number of Students in Each Section :
Additional Sections to be Added (If None Type 0):
Gordon Rule
Does this course meet the writing requirement of the Gordon Rule?
Yes or No
Does this course meet the computation portion of the Gordon Rule?
Yes or No
Note: If you selected "Yes" for any of the Gordon Rule questions above, please be sure that
the course syllabus includes information to illustrate how this requirement will be met.
Core Areas and Dimensions
An undergraduate student is required to complete 36 general education credit hours in the core
areas of knowledge and inquiry. An undergraduate student is also required to complete six
Capstone Learning Experience credit hours.
Which requirement will this course fulfill?
☐ FKL General Education ☐ FKL Capstone Learning Experience
[If FKL Capstone Learning Experience is selected, jump down to the FKL Capstone Learning
Experience section on Page 29.]
Indicate below the core area for the course you are proposing. A course may only be assigned to
one core area of knowledge and inquiry.
☐ English Composition (CAEC) ☐ Quantitative Reasoning (CAQR)
☐ Fine Arts (CAFA) ☐ Natural Sciences (Life Science) (CANL)
USF Course Change Proposal – General Education
11
☐ Human and Cultural Diversity in a Global
Context (CAGC)
☐ Natural Sciences (Physical Science
(CANP)
☐ Humanities (CAHU) ☐ Social and Behavioral Sciences (CASB)
☐ Mathematics (CAMA)
Dimensions
Every FKL course must include the dimensions, Critical Thinking and Inquiry-Based Learning.
For each of these dimensions, please respond to the following questions. If your course
includes students in both face-to-face and online delivery methods, please provide descriptions
and examples for both delivery methods.
Dimension: Critical Thinking
Critical Thinking is a required dimension for every FKL course proposal.
1. Which student learning outcomes for the course relate to this dimension?
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
USF Course Change Proposal – General Education
12
Dimension: Inquiry-Based Learning
Inquiry-Based Learning is a required dimension for every FKL course proposal.
1. Which student learning outcomes for the course relate to this dimension?
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
Every general education course must also include two additional dimensions. As part of the
Global Citizens Project (GCP), general education courses in the core areas of Social and
Behavioral Sciences (CASB), Humanities (CAHU), and Fine Arts (CAFA) must address either
the Human and Cultural Diversity dimension or the Global Context dimension. General
education courses in the core area of Human and Cultural Diversity in a Global Context (CAGC)
must address both the Human and Cultural Diversity and the Global Context dimensions. All
other general education courses are encouraged, but not required, to address these dimensions.
USF Course Change Proposal – General Education
13
Note: Although a general education course may meet the requirements for the Global Citizens
Project or address a Global Citizens Project dimension, these courses will not have the Global
Citizens Project Course (GCPC) attribute in Banner or Course Inventory.
Please indicate which dimensions the course addresses:
Approaches to Knowledge
☐ Scientific Processes ☐ Creative and Interpretive Processes and
Experiences
Perspectives (Contexts)
☐ Global Context (GLC) (GCP dimension) ☐ Human Historical Context and Process
☐ Environmental Perspectives ☐ Human and Cultural Diversity (HCD)
(GCP dimension)
☐ Ethical Perspectives ☐ Inter-Relationships among Disciplines
Competencies
☐ Written Language ☐ Oral Language
☐ Information Literacy ☐ Quantitative Literacy
[If either HCD or GLC was selected above, then skip one of the dimension questions here and
jump down to “Instructions for Courses Addressing EITHER HCD or GLC” on Page 15.]
[If both HCD and GLC were selected above, then skip this and the next sections and jump down
to “Instructions for Courses Addressing BOTH HCD and GLC” on Page 23.]
For each dimension selected, please respond to the following questions. If the course includes
students in both face-to-face and online delivery methods, please provide descriptions and
examples for both delivery methods.
Dimension #3: ______________________________________
1. Which student learning outcomes for the course relate to this dimension?
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
USF Course Change Proposal – General Education
14
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
Dimension #4: ______________________________________
1. Which student learning outcomes for the course relate to this dimension?
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
USF Course Change Proposal – General Education
15
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
Upon completion of this section, if neither HCD nor GLC is selected, then jump to Consistency
Commitment section below.
[If either HCD or GLC is selected, please answer the following questions:]
**It is strongly recommended that you consult with the GCP Professional Development
Specialists (find contact information under Resources tab) before completing this section.
Instructions for Courses Addressing EITHER the Human and Cultural Diversity
Dimension or the Global Context Dimension
The dimensions Human and Cultural Diversity and Global Context each address three learning
objectives of the Global Citizens Project (GCP): KNOWLEDGE, ANALYSIS, and
SYNTHESIS. For each GCP Objective, a list of specific behavioral indicators has been defined.
(see the Global Citizens Project (GCP) Learning Flowchart (General Education) under the
Resources tab)
For a general education course to be certified for Human and Cultural Diversity or Global
Context, the course objectives and content must incorporate two of the three GCP Objectives of
the selected FKL dimension. The GCP Objectives should be included in the syllabus as course
objectives.
Course assignments and other activities must incorporate at least one behavioral indicator from
each of the selected GCP Objectives (that is, assignments should require students to perform the
behavioral indicators). The selected behavioral indicators should be converted into student
learning outcomes for the course by adding course-specific language explaining the context in
which the behavioral indicator will be addressed. The course-specific segment can be a
rewording of an existing course learning outcome or something new. The complete statement
should then be included as a student learning outcome in the course syllabus.
For example, a course on environmental anthropology might address the Human and Cultural
Diversity dimension and therefore incorporate the GCP Objective ANALYSIS (ability to analyze
cultural interrelationships and interdependencies across place and time) into course objectives
USF Course Change Proposal – General Education
16
and content. Course assignments and other activities might then require students to compare and
contrast the impact of historical and geopolitical processes on cultural systems (a GCP
behavioral indicator). This behavioral indicator is converted into a student learning outcome for
the course that 1) copies the language of the behavioral indicator, and 2) adds course-specific
language explaining the context in which the behavioral indicator will be addressed. In this case,
the course-specific segment (underlined below) is a rewording of an existing learning outcome
for the course.
Upon successful completion of this course, students will be able to compare and contrast the
impact of historical and geopolitical processes on cultural systems by considering the social,
political, and economic impact of environmental problems on select cultural systems.
This complete statement is then included as a student learning outcome in the course syllabus.
HUMAN AND CULTURAL DIVERSITY
GCP OBJECTIVES (blue on GCP Learning Flowchart)
Please indicate which GCP Objectives are incorporated into the proposed course. (Select at least
two.) The selected GCP Objectives should be included in the syllabus as course objectives.
☐ Knowledge: Knowledge of diverse cultures and associated ideologies, languages, histories,
geographies, technologies, and artistic/cultural expressions.
☐ Analysis: Ability to analyze cultural interrelationships and interdependencies across place
and time
☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address cultural
issues or situations
GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)
For each GCP Objective selected above, please indicate, by checking the box(es) in the list
below, which GCP behavioral indicator(s) is incorporated into course assignments and other
activities. Then convert the GCP behavioral indicator into a student learning outcome for the
course by adding course-specific language explaining the context in which the behavioral
indicator will be addressed. The complete statement should be included as a student learning
outcome in the course syllabus.
KNOWLEDGE: Knowledge of diverse cultures and associated ideologies, languages,
histories, geographies, technologies, and artistic/cultural expressions.
Upon successful completion of this course, students will be able to:
☐ describe multiple dimensions of cultures (e.g., environmental, ideological, linguistic,
USF Course Change Proposal – General Education
17
communicative, historical, geographic, technological, and/or artistic)
___________________________________________________________________________
__________________________________________________________________________.
☐ recognize that cultural systems experience historical and geopolitical processes differently
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
ANALYSIS: Ability to analyze interrelationships and interdependencies of cultural systems
and issues across place and time
Upon successful completion of this course, students will be able to:
☐ explain the connections among dimensions of cultures
___________________________________________________________________________
__________________________________________________________________________.
☐ analyze cultures as complex systems shaped by relations of power and interdependence
___________________________________________________________________________
__________________________________________________________________________.
☐ compare and contrast how cultural systems structure basic social categories (e.g., sex,
gender, sexuality, age, class, disability, nationality, race, ethnicity, immigration status)
___________________________________________________________________________
__________________________________________________________________________.
☐ compare and contrast the impact of historical and geopolitical processes on cultural
systems
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
USF Course Change Proposal – General Education
18
SYNTHESIS: Ability to develop and/or apply context-appropriate actions to address cultural
issues or situations
Upon successful completion of this course, students will be able to:
☐ synthesize different types and sources of information to assess cultural issues or situations
___________________________________________________________________________
__________________________________________________________________________.
☐ incorporate multiple perspectives into decision making when addressing cultural issues or
situations
___________________________________________________________________________
__________________________________________________________________________.
☐ communicate ideas and information to diverse audiences
___________________________________________________________________________
__________________________________________________________________________.
☐ differentiate patterns in human behavior, beliefs, norms, perceptions, and aspirations
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
GLOBAL CONTEXT
GCP OBJECTIVES (blue on GCP Learning Flowchart)
Please indicate which GCP Objectives are incorporated into the proposed course. (Select at least
two.) The selected GCP Objectives should be included in the syllabus as course objectives.
☐ Knowledge: Knowledge of global systems and issues and associated dimensions (e.g.,
historical, political, economic, social, cultural, environmental, technological)
☐ Analysis: Ability to analyze global interrelationships and interdependencies across place and
time
USF Course Change Proposal – General Education
19
☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address global
issues
GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)
For each GCP Objective selected above, please indicate, by checking the box(es) in the list
below, which GCP behavioral indicator(s) is incorporated into course assignments and other
activities. Then convert the GCP behavioral indicator into a student learning outcome for the
course by adding course-specific language explaining the context in which the behavioral
indicator will be addressed. The complete statement should be included as a student learning
outcome in the course syllabus.
KNOWLEDGE: Knowledge of global systems and issues and associated dimensions (e.g.,
historical, political, economic, social, cultural, environmental, technological)
Upon successful completion of this course, students will be able to:
☐ identify and describe major global issues
___________________________________________________________________________
__________________________________________________________________________.
☐ describe multiple dimensions of global systems (e.g., historical, political, economic,
ethical, social, cultural, environmental, and/or technological)
___________________________________________________________________________
__________________________________________________________________________.
☐ recognize that global issues and systems are experienced differently at local scales
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
ANALYSIS: Ability to analyze interrelationships and interdependencies of global systems
and issues across place and time
Upon successful completion of this course, students will be able to:
☐ explain the connections among dimensions of global systems
___________________________________________________________________________
USF Course Change Proposal – General Education
20
__________________________________________________________________________.
☐ analyze global issues and challenges, their histories, and impacts
___________________________________________________________________________
__________________________________________________________________________.
☐ analyze the ethical, social, and environmental challenges of global systems
___________________________________________________________________________
__________________________________________________________________________.
☐ compare and contrast how global issues and systems are experienced at different scales
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
SYNTHESIS: Ability to develop and/or apply context-appropriate actions to address global
issues
Upon successful completion of this course, students will be able to:
☐ synthesize different types and sources of information to assess global issues
___________________________________________________________________________
__________________________________________________________________________.
☐ incorporate multiple perspectives into decision making when addressing global issues
___________________________________________________________________________
__________________________________________________________________________.
☐ assess local and/or global impacts of planned actions when addressing global issues
___________________________________________________________________________
__________________________________________________________________________.
☐ weigh options/planned actions and/or formulate possible solutions when addressing global
issues
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
USF Course Change Proposal – General Education
21
Global Citizens Assignment: Every section of every FKL course certified for the dimensions of
Human and Cultural Diversity and/or Global Context must have a graded, problem-based
assignment(s) that requires students to perform the student learning outcomes defined above.
The assignment(s) must be labeled Global Citizens Assignment in the syllabus. Below please
describe a representative problem-based assignment and explain how it requires students to
perform the student learning outcomes defined above for this course. (2000 character limit)
Please upload assignment instructions and requirements (that will be provided to students) in the
Additional Supporting Documents section of this form.
The Global Citizens Project is using the United Nations Sustainable Development Goals as one
way to identify the global nature of the various experiences USF offers students. Does the course
address any of the following issues identified as priorities by the UN? (Refer to UN Sustainable
Development Goals under the Resources tab for detailed information on each goal.)
☐ Yes. Please indicate which issue(s) by checking the appropriate box(es) below.
☐ No
☐ 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
☐ Reduce Inequalities
USF Course Change Proposal – General Education
22
☐ Sustainable Cities and Communities
☐ Responsible Consumption and Production
☐ Climate Action
☐ Life Below Water
☐ Life on Land
☐ Peace, Justice, and Strong Institutions
☐ Partnerships for the Goals
If not, what global issue(s) does the course address?
The Global Citizens Project is also using UN-defined regions of the world (see link under
Resources tab) as a way to identify the global nature of the various experiences USF offers
students. Does the course focus on any of the following regions?
☐ Yes. Please indicate which region(s) by checking the appropriate box(es) below.
☐ No. Please explain.
☐ Africa
☐ Eastern Africa
☐ Middle Africa
☐ Northern Africa
☐ Southern Africa
☐ Western Africa
☐ Latin America and the Caribbean
☐ Caribbean
☐ Central America
☐ South America
☐ Northern America
☐ Asia
☐ Central Asia
USF Course Change Proposal – General Education
23
☐ Eastern Asia
☐ Southern Asia
☐ South-Eastern Asia
☐ Western Asia
☐ Europe
☐ Eastern Europe
☐ Northern Europe
☐ Southern Europe
☐ Western Europe
☐ Oceania
☐ Australia and New Zealand
☐ Melanesia
☐ Micronesia
☐ Polynesia
Narrative: Please provide a brief justification, with examples, that global components are
significantly integrated into the course. (1400 character limit)
[Upon completion of this section, jump to Consistency Commitment section.]
[If both HCD and GLC are selected, please answer the following questions.]
**It is strongly recommended that you consult with the GCP Professional Development
Specialists (SEE RESOURES PAGE) before completing this section.
Instructions for Courses Addressing BOTH the Human and Cultural Diversity Dimension
and the Global Context Dimension
The dimensions Human and Cultural Diversity and Global Context address three learning
objectives of the Global Citizens Project (GCP): KNOWLEDGE, ANALYSIS, and
SYNTHESIS. For each GCP Objective, a list of specific behavioral indicators has been defined.
(see the Global Citizens Project (GCP) Learning Flowchart under the Resources tab)
For a course to be certified for both the Human and Cultural Diversity and Global Context
USF Course Change Proposal – General Education
24
dimensions, the course objectives and content must incorporate two of the three GCP Objectives.
The GCP Objectives should be included in the syllabus as course objectives.
Course assignments and other activities must incorporate at least one behavioral indicator from
each of the selected GCP Objectives (that is, assignments should require students to perform the
behavioral indicators). The selected behavioral indicators should be converted into student
learning outcomes for the course by adding course-specific language explaining the context in
which the behavioral indicator will be addressed. The course-specific segment can be a
rewording of an existing course learning outcome or something new. The complete statement
should then be included as a student learning outcome in the course syllabus.
For example, a course on environmental anthropology might incorporate the GCP Objective
ANALYSIS (ability to analyze cultural interrelationships and interdependencies across place and
time) into course objectives and content. Course assignments and other activities might then
require students to compare and contrast the impact of historical and geopolitical processes on
cultural systems (a GCP behavioral indicator). This behavioral indicator is converted into a
student learning outcome for the course that 1) copies the language of the behavioral indicator,
and 2) adds course-specific language explaining the context in which the behavioral indicator
will be addressed. In this case, the course-specific segment (underlined below) is a rewording of
an existing learning outcome for the course.
Upon successful completion of this course, students will be able to compare and contrast the
impact of historical and geopolitical processes on cultural systems by considering the social,
political, and economic impact of environmental problems on select cultural systems.
This complete statement is then included as a student learning outcome in the course syllabus.
GCP OBJECTIVES (blue on GCP Learning Flowchart)
Please indicate which GCP Objectives are incorporated into the course. (Select at least two.) The
selected GCP Objectives should be included in the syllabus as course objectives.
☐ Knowledge: Knowledge of global systems and issues and associated dimensions (e.g.,
historical, political, economic, social, cultural, environmental, technological)
☐ Analysis: Ability to analyze global interrelationships and interdependencies across place and
time
☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address global
issues situations
GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)
For each GCP Objective selected above, please indicate, by checking the box(es) in the list
below, which GCP behavioral indicator(s) is incorporated into course assignments and other
USF Course Change Proposal – General Education
25
activities. Then convert the GCP behavioral indicator into a student learning outcome for the
course by adding course-specific language explaining the context in which the behavioral
indicator will be addressed. The complete statement should be included as a student learning
outcome in the course syllabus.
KNOWLEDGE: Knowledge of global and cultural systems and issues
Upon successful completion of this course, students will be able to:
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
ANALYSIS: Ability to analyze global and cultural interrelationships and interdependencies
across place and time
Upon successful completion of this course, students will be able to:
☐ analyze cultures as complex systems shaped by relations of power and interdependence
___________________________________________________________________________
__________________________________________________________________________.
☐ analyze global issues and challenges, their histories, and impacts
___________________________________________________________________________
USF Course Change Proposal – General Education
26
__________________________________________________________________________.
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
SYNTHESIS: Ability to develop and/or apply context-appropriate actions to address global and
cultural issues or situations
Upon successful completion of this course, students will be able to:
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
☐ communicate ideas and information to diverse audiences
___________________________________________________________________________
__________________________________________________________________________.
USF Course Change Proposal – General Education
27
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to learn and/or practice the
desired knowledge and skills. (700 character limit)
Global Citizens Assignment: Every section of every FKL course certified for the dimensions of
Human and Cultural Diversity and/or Global Context must have a graded, problem-based
assignment(s) that requires students to perform the student learning outcomes defined above.
The assignment(s) must be labeled Global Citizens Assignment in the syllabus. Below please
describe a representative problem-based assignment and explain how it requires students to
perform the student learning outcomes defined above for this course. (2000 character limit)
Please upload assignment instructions and requirements (that will be provided to students) in the
Additional Supporting Documents section of this form.
The Global Citizens Project is using the United Nations Sustainable Development Goals as one
way to identify the global nature of the various experiences USF offers students. Does the course
address any of the following issues identified as priorities by the UN? (Refer to UN Sustainable
Development Goals under the Resources tab for detailed information on each goal.)
☐ Yes. Please indicate which issue(s) by checking the appropriate box(es) below.
☐ No
☐ No Poverty
☐ Zero Hunger
☐ Good Health and Well-being
☐ Quality Education
☐ Gender Equality
☐ Clean Water and Sanitation
USF Course Change Proposal – General Education
28
☐ Affordable and Clean Energy
☐ Decent Work and Economic Growth
☐ Industry, Innovation, and Infrastructure
☐ Reduce Inequalities
☐ Sustainable Cities and Communities
☐ Responsible Consumption and Production
☐ Climate Action
☐ Life Below Water
☐ Life on Land
☐ Peace, Justice, and Strong Institutions
☐ Partnerships for the Goals
If not, what global issue(s) does the course address?
The Global Citizens Project is also using UN-defined regions of the world (see link under
Resources tab) as a way to identify the global nature of the various experiences USF offers
students. Does the course focus on any of the following regions?
☐ Yes. Please indicate which region(s) by checking the appropriate box(es) below.
☐ No. Please explain.
☐ Africa
☐ Eastern Africa
☐ Middle Africa
☐ Northern Africa
☐ Southern Africa
☐ Western Africa
☐ Latin America and the Caribbean
☐ Caribbean
☐ Central America
☐ South America
USF Course Change Proposal – General Education
29
☐ Northern America
☐ Asia
☐ Central Asia
☐ Eastern Asia
☐ Southern Asia
☐ South-Eastern Asia
☐ Western Asia
☐ Europe
☐ Eastern Europe
☐ Northern Europe
☐ Southern Europe
☐ Western Europe
☐ Oceania
☐ Australia and New Zealand
☐ Melanesia
☐ Micronesia
☐ Polynesia
[Upon completion of this section, jump to Consistency Commitment section.]
FKL Capstone Learning Experience
The FKL Capstone Learning Experience consists of three credits of a Writing-Intensive course
and three credits of a Capstone Course.
Which FKL Capstone Learning Experience requirement does the course meet? If you feel that
your course should meet both of the requirements below, please confer with the GEC chair
during the submission process.
☐ Writing-Intensive (WRIN) ☐ Capstone (CPST)
If Writing Intensive (WRIN) is selected, please answer the following question:
Please explain how the course incorporates process writing, which involves opportunities for
students to revise writing assignments in response to feedback from the instructor or graders
assigned to the course, as stated in the description of the Writing Intensive course found at
http://www.ugs.usf.edu/gec/fklcc.htm#exit.
USF Course Change Proposal – General Education
30
If Capstone (CPST) is selected, please answer the following question:
Please explain how the course provides students with a culminating educational experience and
integrates multiple areas of knowledge and dimensions, as stated in the description of the
Capstone course found in the link under the Resources tab.
Dimensions
Every FKL course must include the dimensions, Critical Thinking and Inquiry-Based Learning.
For each of these dimensions, please respond to the following questions. If your course includes
students in both face-to-face and online delivery methods, please provide descriptions and
examples for both delivery methods.
Dimension: Critical Thinking
Critical Thinking is a required dimension for every FKL course proposal.
1. Which student learning outcomes for the course relate to this dimension?
USF Course Change Proposal – General Education
31
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
Dimension: Inquiry-Based Learning
Inquiry-based Learning is a required dimension for every FKL course proposal.
1. Which student learning outcomes for the course relate to this dimension?
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
USF Course Change Proposal – General Education
32
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
Every FKL Capstone Learning Experience course must also address one additional dimension.
Please indicate which dimension this course addresses:
Approaches to Knowledge
☐ Scientific Processes ☐ Creative and Interpretive Processes and
Experiences
Perspectives (Contexts)
☐ Global Context (GLC) (GCP dimension) ☐ Human Historical Context and Process
☐ Environmental Perspectives ☐ Human and Cultural Diversity (HCD)
(GCP dimension)
☐ Ethical Perspectives ☐ Inter-Relationships among Disciplines
Competencies
☐ Written Language ☐ Oral Language
☐ Information Literacy ☐ Quantitative Literacy
For the dimension selected above, please respond to the following questions. If the course
includes students in both face-to-face and online delivery methods, please provide descriptions
and examples for both delivery methods.
1. Which student learning outcomes for the course relate to this dimension?
USF Course Change Proposal – General Education
33
2. What general active teaching strategies will you use to develop students’ skills in this
dimension, as described in the Foundations of Knowledge and Learning Core
Curriculum? Please also provide two examples of specific activities or specific assignments
and explain how these strategies are reflected in the syllabus.
3. What assessment techniques will you use to determine whether or not your students are
developing their skills in this dimension? Please provide two examples of specific
assessments, such as quizzes, exams, writing assignments or other types of assessments. For
instance, if one of your techniques is quizzes, please give examples of quiz questions that
assess aspects of this dimension.
Global Citizens Course Certification Criteria
*ONLY complete this section if certifying FKL Capstone Learning Experience course as GCP*
The Global Citizens Project invites academic departments to certify FKL Capstone and Writing
Intensive courses as meeting the goals of the Global Citizens Project. Certified courses will
receive the Global Citizens course attribute in Banner and can be used by students to fulfill
partial requirements for the Global Citizen Awards.
The Global Citizens certification criteria are designed to infuse the learning objectives of the
Global Citizens Project (GCP) into the undergraduate curriculum, thereby providing students
with opportunities to practice and apply global competencies.
For all courses certified as Global Citizens courses, it is expected that:
the global components are significantly integrated into the course,
the global course objectives and student learning outcomes are consistent across all
sections of the course, regardless of instructor or mode of delivery,
USF Course Change Proposal – General Education
34
the academic department offering the proposed course will assess student learning in the
context of the course using GCP assessment methods, upon request by the Global
Citizens Project,
all versions of the course syllabus identify the course as a Global Citizens course using
the following statement, “[insert course prefix and number] is certified as a Global
Citizens course and may be used to fulfill partial requirements of the Global Citizen
Awards upon successful completion of the course (final grade of B or higher).”
Do you with to certify the course as a Global Citizens course?
☐ Yes [if selected, then continue.] ☐ No [if selected, then skip to Consistency Commitment]
Certification Criteria
The Global Citizens Project (GCP) addresses six learning objectives: SELF-AWARENESS,
WILLINGNESS, PRACTICE, KNOWLEDGE, ANALYSIS, and SYNTHESIS. For each GCP
Objective, a list of specific behavioral indicators has been defined. (see the Global Citizens
Project (GCP) Learning Flowchart under the Resources tab)
For a course to be certified as a Global Citizens course, the course objectives and content must
incorporate at least two of the six GCP Objectives. The selected GCP Objectives should be
represented in the syllabus as course objectives.
Course assignments and other activities must incorporate at least one behavioral indicator from
each of the two (or more) GCP Objectives (that is, assignments should require students to
perform the behavioral indicators). The selected behavioral indicators should be converted into
student learning outcomes for the course by adding course-specific language explaining the
context in which the behavioral indicator will be addressed. The course-specific segment can be
a rewording of an existing course learning outcome or something new. The complete statement
should then be included as a student learning outcome in the course syllabus.
For example, a course on environmental anthropology might incorporate the GCP Objective
ANALYSIS (ability to analyze global and cultural interrelationships and interdependencies
across place and time) into course objectives and content. Course assignments and other
activities might then require students to compare and contrast the impact of historical and
geopolitical processes on cultural systems (a GCP behavioral indicator). This behavioral
indicator is converted into a student learning outcome that (1) copies the language of the
behavioral indicator, and (2) adds course-specific language explaining the context in which the
behavioral indicator will be addressed. In this case, the course-specific segment (underlined
below) is a rewording of an existing learning outcome for the course.
Upon successful completion of this course, students will be able to compare and contrast the
impact of historical and geopolitical processes on cultural systems by considering the social,
political, and economic impact of environmental problems on select cultural systems.
USF Course Change Proposal – General Education
35
This complete statement is then included as a student learning outcome in the course syllabus.
GCP OBJECTIVES (blue on GCP Learning Flowchart)
Please indicate which GCP Objectives are incorporated into the proposed course. (Select at least
two.) The selected GCP Objectives should be included in the syllabus as course objectives.
☐ Self-Awareness: Self-awareness with regard to values, beliefs, attitudes, and behaviors
☐ Willingness: Willingness to make individual choices that reflect concern for others
☐ Practice: Ability to put into action professed values, beliefs, and attitudes that express
concern for others
☐ Knowledge: Knowledge of global and cultural systems and issues
☐ Analysis: Ability to analyze global and cultural interrelationships and interdependencies
across place and time
☐ Synthesis: Ability to develop and/or apply context-appropriate actions to address global and
cultural issues or situations
GCP BEHAVIORAL INDICATORS (green on GCP Learning Flowchart)
For each GCP Objective selected above, please indicate, by checking the box(es) in the list
below, which GCP behavioral indicator(s) is incorporated into course assignments and other
activities. (Select at least one behavioral indicator per GCP Objective.) Then convert the GCP
behavioral indicator into a student learning outcome for the course by adding course-specific
language explaining the context in which the behavioral indicator will be addressed. The
complete statement should be included as a student learning outcome in the course syllabus.
Self-Awareness: Self-awareness with regard to values, beliefs, attitudes, and behaviors
Upon successful completion of this course, students will be able to:
☐ define personal values and beliefs
___________________________________________________________________________
__________________________________________________________________________.
☐ explore how one’s worldview is shaped by personal values, identity, cultural rules, and
biases
___________________________________________________________________________
__________________________________________________________________________.
☐ evaluate congruency between values and actions
___________________________________________________________________________
__________________________________________________________________________.
☐ recognize differences in people’s values, beliefs, attitudes, and behaviors
___________________________________________________________________________
__________________________________________________________________________.
USF Course Change Proposal – General Education
36
☐ recognize common human experiences
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to practice and/or apply the
desired knowledge and skills. (700 character limit)
Willingness: Willingness to make individual choices that reflect concern for others
Upon successful completion of this course, students will be able to:
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to practice and/or apply the
desired knowledge and skills. (700 character limit)
Practice: Ability to put into action professed values, beliefs, and attitudes that express concern
for others
Upon successful completion of this course, students will be able to:
☐ evaluate the impact of individual choices on local and global communities
___________________________________________________________________________
__________________________________________________________________________.
USF Course Change Proposal – General Education
37
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to practice and/or apply the
desired knowledge and skills. (700 character limit)
Knowledge: Knowledge of global and cultural systems and issues
Upon successful completion of this course, students will be able to:
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to practice and/or apply the
desired knowledge and skills. (700 character limit)
USF Course Change Proposal – General Education
38
Analysis: Ability to analyze global and cultural interrelationships and interdependencies across
place and time
Upon successful completion of this course, students will be able to:
☐ 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
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to practice and/or apply the
desired knowledge and skills. (700 character limit)
Synthesis: Ability to develop and/or apply context-appropriate actions to address global and
cultural issues or situations
Upon successful completion of this course, students will be able to:
☐ 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
USF Course Change Proposal – General Education
39
issues or situations
___________________________________________________________________________
__________________________________________________________________________.
☐ weigh options/planned actions and/or formulate possible solutions when addressing
global/cultural issues or situations
___________________________________________________________________________
__________________________________________________________________________.
☐ communicate ideas and information to diverse audiences
___________________________________________________________________________
__________________________________________________________________________.
Give specific examples of course or classroom activities (e.g., readings, discussions, experiences,
assignments, etc.) that will provide students with opportunities to practice and/or apply the
desired knowledge and skills. (700 character limit)
What is the expected Level of Instruction in relation to the global learning outcomes?
Introduced: Students are not expected to be familiar with the global knowledge, skills,
and/or competencies addressed in the course.
Reinforced: Students are expected to possess a foundation in the global knowledge,
skills, and/or competencies addressed in the course, i.e., course activities build on
previous knowledge, skills, and/or competencies.
Advanced: Students are expected to possess a strong foundation in the global
knowledge, skills, and/or competencies addressed in the course, i.e., course activities
build on global knowledge, skills, and/or competencies in multiple contexts and levels of
complexity.
GLOBAL CITIZENS ASSIGNMENT
Every section of every course certified as a Global Citizens course must have a graded, problem-
based assignment(s) that requires students to perform the student learning outcomes defined
above. The assignment(s) must be labeled Global Citizens Assignment in the syllabus. Please
describe a representative problem-based assignment and explain how it requires students to
perform the student learning outcomes defined above for the course. (2000 character limit)
USF Course Change Proposal – General Education
40
Please upload assignment instructions and requirements that will be provided to students in the
Additional Supporting Documents section of this form.
The Global Citizens Project is using the United Nations Sustainable Development Goals as one
way to identify the global nature of the various experiences USF offers students. Does the course
address any of the following issues identified as priorities by the UN? (Refer to UN Sustainable
Development Goals under the Resources tab for detailed information on each goal.)
☐ Yes. Please indicate which issue(s) by checking the appropriate box(es) below.
☐ No
☐ 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
☐ Reduce Inequalities
☐ Sustainable Cities and Communities
☐ Responsible Consumption and Production
☐ Climate Action
☐ Life Below Water
☐ Life on Land
☐ Peace, Justice, and Strong Institutions
☐ Partnerships for the Goals
If not, what global issue(s) does the course address?
USF Course Change Proposal – General Education
41
The Global Citizens Project is also using UN-defined regions of the world (see link under
Resources tab) as a way to identify the global nature of the various experiences USF offers
students. Does the course focus on any of the following regions?
☐ Yes. Please indicate which region(s) by checking the appropriate box(es) below.
☐ No. Please explain.
☐ Africa
☐ Eastern Africa
☐ Middle Africa
☐ Northern Africa
☐ Southern Africa
☐ Western Africa
☐ Latin America and the Caribbean
☐ Caribbean
☐ Central America
☐ South America
☐ Northern America
☐ Asia
☐ Central Asia
☐ Eastern Asia
☐ Southern Asia
☐ South-Eastern Asia
☐ Western Asia
☐ Europe
☐ Eastern Europe
☐ Northern Europe
☐ Southern Europe
☐ Western Europe
☐ Oceania
☐ Australia and New Zealand
☐ Melanesia
USF Course Change Proposal – General Education
42
☐ Micronesia
☐ Polynesia
Narrative: Please provide a brief justification, with examples, that global components are
significantly integrated into the course. (1400 character limit)
CONSISTENCY COMMITMENT
Please confer with your department chair and then check the box below.
☐ 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.
Please explain the departmental plan for ensuring consistency across all sections. (800 character
limit)
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.
Syllabus Guidelines
USF Course Change Proposal – General Education
43
Syllabi for all FKL 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 Foundations of Knowledge and
Learning (FKL) Core Curriculum. It is certified for [Identify Core Area(s)] and for the
following dimensions: [List approved dimensions.] Students enrolled in this course will be
asked to participate in the USF General Education assessment effort. This might involve
submitting copies of writing assignments for review, responding to surveys, or participating in
other measurements designed to assess the FKL Core Curriculum learning outcomes.”
Syllabi for FKL General Education courses that have been certified for the Human and Cultural
Diversity and/or Global Context dimensions should also include the following statement:
“[insert course prefix and number] is certified as meeting the goals of the Global Citizens
Project. However, as an FKL General Education course, it may NOT be used to fulfill partial
requirements of the Global Citizen Awards.”
Syllabi for FKL Capstone or Writing Intensive courses that have been certified as a Global
Citizens course should also include the following statement:
“[insert course prefix and number] is certified as a Global Citizens course and may be used
to fulfill partial requirements of the Global Citizen Award upon successful completion of the
course (final grade of B or higher).”
Secondary Syllabus
If a particular course is delivered in multiple formats, such as Blended or Online, it is strongly
recommended that a secondary syllabus be provided to the General Education Council for
consideration for each delivery format. These syllabi will not be sent to Tallahassee. Instead,
they will be used for certification of a general education course.
Please limit the length of your secondary syllabus file name 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).
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