UNIVERSITY OF SOUTH FLORIDA General Education Council

November 19, 2018 General Education Council Meeting Minutes pg. 1

UNIVERSITY OF SOUTH FLORIDA

General Education Council

Minutes November 19, 2018

PRESENT: Andrew Berish (CAS), Scott Besley (Chair), Marie Bourgeois (COPH), Tapas Das (COEN), Bill Haley

(BCS), James Hatten (COED), Ivonne Hernandez (CON), Joni Jones (COB), Babu Joseph (COE), Matt Knight (LIB),

Alex Levine (CAS), Marc Powers (COTA), Joshua Rayman (CAS), Laura Runge (CAS), LeEtta Schmidt (LIB), Randy

Criss for Zhimin Shi (CAS), Barbara Shircliffe (COEDU), Wally Wilson (COTA)

ABSENT: Morgan Gresham (GEC-SP), Rebecca Lutz (CON), Jason Nethercut (CAS), Cynthia Patterson (CAS), Aurora

Sanchez-Anguiiano (PH), Razvan Teodorescu (CAS), Samantha Thomas (BCS), Phillip Wagner (GEC-SM)

GUESTS/EX-OFFICIO: Kyna Betancourt (UGS), Christopher Combie (ODS), Mazi Ferguson (OCEP), Sommer

Mitchell (GCP), Sandra Ruzycki (UGS), Catherine Williams (Honors), Phil Ventura (CSE), Benjamin Young (Honors)

The meeting was called to order at 3:00 p.m.

1. Approval of Minutes from November 19, 2018. Bill Haley provided revisions, and Council approved.

2. Announcements – Scott shared that a questions arose about the ability to edit the General Education

Council Course Proposal Reviews document. Scott consolidates all the reviews and provides via email

prior to the meeting. He will make it “universal” so others can edit this document. A second set of

reviews were provided hard copy at this meeting (see handout attached).

3. Old Business

1. Enhanced General Education Assessment Plan—rubric Scott reported that this is still a “work in

progress” per his conversation with Phillip.

4. New Business

1. Students with Disabilities Serves (SDS) substitute course to meet GenEd requirements.

i. Kyna provided Foreign Language Course Substitutions and Math Course Substitutions

handouts regarding this (see attached). She asked that Council members review and

discuss with their respective areas. This topic will carry-forward to the December 3rd

meeting.

1. Kyna researched the topic and could find no mention in past GEC minutes.

2. Council had question regarding the SDS statement “. . .contain cultural

perspectives.” Noted that Foreign Language is more than teaching “cultural

perspectives.”

3. Council had question about origin of lists (handouts). Kyna explained it came

from the Interim Dean of Undergraduate Studies in 2016.

4. Council members proposed not providing a list of substitute courses, and

promoting a conversation between SDS, student, advisor, UGS, etc.

5. The Math Course Substitutions list provides state-approved courses, some of

which are USF GenEd courses. Council suggests if a list is to be used, the list

needs to come from state.

6. The Foreign Language Course Substitutions list was briefly discussed. Council

members determined these were not a Gen Ed issue, and suggested UGS make the

decision on the path forward.

ii. ACTION – Kyna to continue to do research on this issue.

5. Course Reviews

1. ERCE proposals


Tabled Reviews EDF 3604 Schools and Society Berish, Teodorescu APPROVE

IDH 3600 Seminar in Applied Ethics Bourgeois, Berish REVISE & RESUBMIT

IDH 3400 Social and Behavioral Sciences Honors Bourgeois, Berish TABLE

CIS 4250 Ethical Issues and Professional Conduct Rayman, Shi REVISE & RESUBMIT

EIN 4890 Industrial Engineering Senior Design Project I Rayman, Shi REVISE & RESUBMIT

EGS 2070 Professional Formation of Engineers 1 Runge, Wilson TABLE



CGN 4122 Professional and Ethical Issues in Engineering Wilson, Haley APPROVE WITH REVISIONS

New Reviews MHS 4723 Professional Seminar in Behavioral Healthcare Levine, Shi APPROVE WITH REVISIONS

RCS 4452 Assessment, Diagnosis, and Treatment of Addictions Levine, Shi REVISE & RESUBMIT

TSL 4080 ESOL 1 - Curriculum and Pedagogy of ESOL Joseph, Knight REVISE & RESUBMIT

CIS 4253 Ethics for Information Technology Rayman, Besley REVISE & RESUBMIT

2. HIP proposals

ACG 4940 Accounting Internship Shircliffe, Powers TABLE

FIN 4940 Finance Internship Shircliffe, Powers TABLE

ISM 4940 Business Analytics & Information Systems Internship Shircliffe, Powers TABLE

MAN 4940 Management Internship Shircliffe, Powers TABLE

MAR 4940 Marketing Internship/Practicum Shircliffe, Powers TABLE

REE 4940C Real Estate Internship Shircliffe, Powers TABLE

CIS 4935 Senior Project in Information Technology Hatten, Bourgeois APPROVE WITH REVISIONS

IDS 3315 Global Issues, Challenges, and Perspectives Jones, Das REVISE & RESUBMIT

IDS 3315 Global Issues, Challenges, and Perspectives Jones, Das REVISE & RESUBMIT

EDG 3363 Positive Psychology in the Schools Schmidt, Hernandez APPROVE

MHS 4425 Field Experience in Behavioral Healthcare Bourgeois, Runge APPROVE WITH REVISIONS

PHC 4940 College Peer Health Education Knight, Wilson APPROVE WITH REVISIONS

IDS 4943 Outdoor Leadership Internship Teodorescu, Berish TABLE

LDR 4230 Global Leadership Lutz, Patterson TABLE

LDR 4951 Leadership Capstone Seminar Lutz, Patterson TABLE

6. Tabled

a. Innovative Gen Ed courses

Adjourned: 4:45 p.m. USF General Education Council – 2018/2019 Meeting Schedule MSC 3700 (Unless otherwise noted) 3:00 – 5:00 p.m.

Fall 2018 Spring 2019

Monday, August 20, 2018 Monday, January 7, 2019

Monday, September 10, 2018 Monday, February 4, 2019

Monday, October 1, 2018 Monday, February 18, 2019

Monday, October 15, 2018 (MSC 2702) Monday, March 4, 2019

Monday, November 5, 2018 Monday, March 18, 2019

Monday, November 19, 2018 Monday, April 1, 2019

Monday, December 3, 2018 Monday, April 15, 2019

Monday, May 6, 2019 (if necessary)

https://www.systemacademics.usf.edu/proposals/tracking/courses?p=1337





























General Education Council Course Proposal Reviews

November 19, 2018

ERCE Proposals

CIS 4250 Ethical Issues and Professional Conduct (ERCE—no HIP selected)

The course was well-designed originally as a writing-intensive course. In the revised syllabus, there is

significant addition of ethic and civic components. However, the integration of these components with the

key theme of the course, “computing-based project,” is not described very clearly. It is particularly unclear

how the students use computing-based methods to solve problems that involve different opinions, ethics,

and civic engagement.

The syllabus indicates that “community speakers would relate real ethical dilemmas in their careers.” But, it

is also written “if available,” which brings uncertainty as to how the course could be carried out in reality.

The proposal does not indicate the type of HIP attribute that will be incorporated in the course.

Also, in the end of topic worksheet, the several places where clear organization is asked for, the criteria for

clear organization should be expressed more precisely than "clearly explained everything, and answered

questions well."

Recommendation: Revise and resubmit.

EGS 2070 Professional Formation of Engineers 1 (ERCE—no HIP selected)

The proposal lists SLOs for GCP and ERCE #3, #5, and #6; no HIP attribute is selected.

Case study which leads to a group role-play on instructor designed fictional community-based problem.

Does include an assignment for self-reflection but not clear how this meets all the SLOs or which SLO’s it

meets. There is a question as to whether the assignment meets the GCP “diverse audiences” and the ERCE

“Independently” applied ethical judgment (the ethical work is in role play in groups).

GEAC 1 is the role play with the Ethics Risk Review Board. It is not clear what part constitutes the

summative assignment needed for GEC. The rubric suggests it is for the whole group oral role-play

combined with individual reflection. This is not clear. Also, the rubric does not address GEC SLO’s for

ERCE, and GCP, so it is not clear how this meets GEC outcomes.



There are no GEA assignments associated with this part.

The proposal for the patent based on community needs has not been submitted as a GEA; there is no rubric

for it. It is not clear how SLO’s are present in this part of the PFE sequence.



Rubric does not address GCP or ERCE SLO’s.

The same problem exists here as in PFE 1. The business plan is supposed to be the summative assignment

and the GEAC2 for the series. There is no assignment description. The rubric is a generic engineering

design for local community needs. It does not address a business plan or a GEC project. No SLOs are

considered.

Recommendation: Revise and resubmit?


CIS 4253 Ethics for Information Technology (ERCE—no HIP selected)

No HIP is selected.

There is a lack of critical thinking in the project assignments.

There should be formal papers for an ethics class, not just discussion board posts and answers to questions

from a meeting.

An ethics course with hardly any direct human interaction in person (course meets for Largo assignment and

end of term) and no lectures is problematic on its face in a way that other information technology courses

may not be, because they are not dealing with people in person and being forced to articulate positions and

values in person. They are not forming real connections that are crucial to ethics.

Recommendation: Revise and resubmit

RCS 4452 Introduction to Assessment and Treatment Approaches for Addictive Disorders (ERCE—HIP:

Community Engage Learning)

This course specifies neither prerequisites nor restrictions of any kind, which is perhaps a little unusual for a

4000-level course, but makes sense given the broad target audience of prospective counselling and rehab

professionals, social scientists, etc.

ERCE and GCP SLOs are clearly stated and integrated.

Of greater concern is the true significance of the community-engaged learning HIP asserted by the proposer.

While she has consulted ATLE and OCEP offices, both the syllabus and the one assignment appear to be

geared more toward community awareness than community engagement; students are expected to do

research (methodology unspecified) on one or another community group, but not to engage with

membership or constituency. It should be noted that this is also an online-only class, in which even student

engagement with instructor or peers may be attenuated; but the interaction is one-way only, and there is not

enough description about how the students actually get engaged with the community and how they get

feedback/assessment on their work/thoughts.

There is serious lack of clear description of the assessment policy of the student performance on the course.

Most of the assessment is described as word count, and it is unclear how the student’s essays and homework

will be evaluated in terms of the quality of their work, especially the solutions.

Not sure how the guest lectures would work as an online course.

The overall/average course performance of the class is controlled in comparison to the average passing rate

of the Florida certification board exam. This indicates that the evaluation standard can change significantly

if the class as a whole performs poorly, while there is no unambiguous definition of the expectation. Not

sure this sends the right message to the students who take this course.

It is difficult to envision an online course described in the current fashion to be suitable as a ERCE course.

Recommendation: Revise and resubmit following additional consultation with OCEP. Reject.

MHS 4723, Professional Seminar in Behavioral Healthcare (ERCE—HIP: Community Engaged

Learning)

Well-designed course.

Sample assignments do not provide rubrics related to SLO assessment.

Would like to see a more detailed description of the community engagement activities, especially how the

students’ efforts are evaluated from the community contributors.

Recommendation: Approve pending revisions.


TSL 4080 ESOL 1—Curriculum and Pedagogy of ESOL (ERCE—HIP: Undergraduate Research)

The second GCP SLO is missing.

SLOs are not adequately assessed in the uploaded assignments.

The primary issue is with assessment of ERCE rubrics. The uploaded assignments have rubrics, but it is not

clear how the ERCE outcomes are assessed. Recommend showing the ERCE outcomes that are being

assessed more clearly in the rubric itself.

The course looks excellent, and should have no issues adequately demonstrating that the ERCE outcomes

are properly assessed in GEA #1 and #2. The Tampa Bay area focus is attained.


HIP Proposals

EDG 3363 Positive Psychology in the Schools (HIP—Community Engaged Learning)-new course

This is a well-designed and rigorous course that meets all the guidelines outlined in the proposal process.

The course has a large number of student learning outcomes (10), some of which seem to be more specific

reiterations of the HIP required SLOs (ex. #5 and #6 seem to be examples of ‘Integrate discipline-specific

knowledge into contextualized experience’).

The link between the SLOs, the assignments, and the assessment of the assignments is strong. While SLOs

are not explicitly stated in the assignment prompt, they are clearly indicated in the rubrics that accompany

each assignment.

Oral and written communication requirements are well designed and described.

Recommendation: Approve

IDS 4943 Outdoor Leadership Internship (HIP—Internship)—new course

The proposal seems to contain all the required elements for courses in this category—the required SLOs, the

required written/oral communication components, and the assessment-mandated assignments. From this

point of view, one would normally recommend approval for such a proposal.

There is no major at USF under which this course (and, therefore, every discipline-specific course

component) can be mapped, which raises the puzzling question: Why would we have an HIP course for a

discipline that is not represented at all at USF?

Other related questions (just as relevant) can be asked: If there is no such major at USF, how can the

Council ensure that faculty with the required qualifications (at least a Master’s Degree in that discipline) can

be found at USF?

It is very strange to consider approving an HIP course (top of the pyramid) for a non-existent discipline (at

USF), and, absent specific information regarding the pool of qualified faculty who could ensure that such a

course would be offered on a permanent basis. This should be a sufficient reason to reject the proposal as

unsustainable.

Recommendation: Reject

LDR 4951 Leadership Capstone Seminar (HIP—Capstone)

Overall, This appears to be a solid capstone course for the LDR minor; wording of a “culminating

experience” for a student’s entire collegiate career – seems more narrowly focused as a capstone course for

the minor.

https://www.systemacademics.usf.edu/proposals/course/course-step1?p=1372


In-depth grading rubric as part of syllabus for GEA #1 and #2. Would like to see SLOs, Gen Ed attributes

included in each assignment. The scope of these assignments does not appear to extend beyond “leadership-

specific” coursework and co-curricular experiences, but it is not clear that these two assignments provide a

“culminating experience” for the entire collegiate career. Again, it appears to be the wording of culminating

for a minor.

Problem solving is not mentioned in the syllabus and this attribute is not assessed.

It is difficult to see how the group project meets the requirements of the Global Citizens Project: I see

nothing explicitly “global” or “intercultural” in the description of the project – rewording would make this

more evident.

The proposer selected “Major Requirement” as the course category, but no prerequisites are listed. And,

under “restrictions,” is there no limitation to students choosing the LDR minor. Shouldn’t one or more of

the other LDR courses for the minor be a prerequisite? Shouldn’t the class be the culminating course?

The SLOs and GenEd attributes are not clearly embedded in the assignments. A grading rubric is not

included with the assignments.

Recommendation: Approve with minor revisions

LDR 4230 Global Leadership (HIP—Education Abroad)

SLOs are not clearly embedded in the course.

No prerequisites are given for the course. Is this correct?

GEA #1 and #2: SLOs and GenEd attributes are neither embedded in the assignments nor mentioned in the

instructions.

General concern with conflicting wording, particularly with the different time periods the course is offered

(Maymester, 10-week semester and 16-week semester) and education abroad time.

o Learning outcomes and “academically engaged time” (Under the “Education Abroad” > “Course

Information” section) states that “The international section will incorporate the 6 pre-departure meetings

scheduled for this section only” and that the “Education Abroad assignments will be added” to the

international section. So, it would appear that the “academically engaged time” must NOT be the same if

the Education Abroad section requires additional pre-departure meetings and assignments.

o “Project Based Learning” (PBL) assignment described under the “Required Problem-Solving” section as

“embedded in an eight-week window” can then also be accomplished in a “Maymester” version of the

course.

o “Syllabus” states that course is “divided into 10 weekly modules” to accommodate the accelerated

summer schedule, so it is unclear how 10 modules will work in a regular 15-week spring or fall

semester, or in a “Maymester” version.

o Proposal states “10 modules” but “Syllabus” includes only 5 modules, intended to be taught over 15

weeks. It is unclear how this works with “Maymester” offering in particular.


CGN 4122 Professional and Ethical Issues in Engineering (ERCE--HIP

In general, this looks like an appropriate course, meeting ERCE and GCP requirements.

A HIP attribute was not selected.

The rubric for the writing assignments does not link closely with the attributes of the enhanced general

education program.



General Education Council Course Proposal Reviews (2)

November 19, 2018

IDH 3600 Seminar in Applied Ethics (ERCE—no HIP selected)

No HIP was selected (might be Collaborative Learning). Provide the required explanation.

The course is proposed as interdisciplinary. But, each individual course is pretty discipline specific, even if

the entirety of the offerings represent different disciplines. At the minimum, there should be some

justification that each individual course is interdisciplinary in some manner.

There does not seem to be any mechanism for feedback on the assignments. Also, how do the assignments

"fit together” so that students can improve their writing?

The two assignments in the sample classes seem disconnected.


PHC 4940 College Peer Health Education (HIP: Internship)

Assignments appear to have the SLOs and GenEd attributes embedded, but it is not clear in the rubric how

they will be assessed. If the SLOs could be better reflected in the assignments and the grading rubric, that

would be ideal.

Although the GenEd statement is included in the syllabus, it is not worded correctly.


IDS 3315 Global Issues, Challenges, and Perspectives (HIP: Community Engaged Learning)

SLOs are neither clearly embedded in the course nor adequately assessed in the assignments.

Community Engaged Learning SLOs are not included in the syllabus.

The course syllabus is well done, except that descriptions of #GEA1 and #GREA2 should be more specific.

#GEA1 makes sense, but I still think that there should be written component to the report. #GEA2 –I do not

see the connection of dream job with the Global Issues, Challenges and perspectives

Although it is mentioned in the syllabus, critical and analytical thinking is not assessed.

Communication is neither included in the syllabus nor assessed.

”Beginning in Week 5 (when students begin interacting with the community), every class period has a

discussion component in which students have the opportunity to share and discuss successes and challenges

they've encountered throughout their community engagement experience.” It is not clear what the nature of

the engagement is, with which segment of the community, where, at what times, under what context?

“Final Reflection Video: Students will complete a culminating reflection video reflecting on their

experiences in the course and connecting these experiences to their future career or professional goals.” It is

not clear what the content of the video should be, where are these videos taken, how it connects with the

career goals.

1) Students will complete assignments that a) develop presentation skills and b) foster critical and analytical

thinking skills. 2) Students will engage in class discussions on the connections and interactions of global

issues, the UN SDGs, and their disciplines. 4) Students will interview community members to identify their

needs, and communicate to them the resources and items of assistance with which they are presented. 5)

Students will film themselves articulating how the experiences from the semester are connected to their

future career or professional goals.” It is not clear how the critical and analytical thinking skills are

exercised.


Should students be required to write a report demonstrating critical thinking, communication, analysis skills

through a written report? Though filming sounds like fun, critical learning outcomes from a video report are

unclear.


IDS 3315 Global Issues, Challenges, and Perspectives (HIP: Education Abroad)

SLOs are neither clearly embedded in the course nor adequately assessed in the assignments.

Course does not indicate a HIP.

“Written Communication” component (only oral was selected in the proposal), yet the students are required

to write reflection papers. Seems like a good instructional opportunity.

Where (which country) will the 14-day visit take place, and what is the significance of the abroad location

to UN Sustainable Development Goals related learning, understanding, and reflection?

The proposal states that “Students are required to choose one UN SDG as the focus of their research project.

Through this project, students must define the issues associated with an SDG (e.g. #3 Good Health and

Well-Being), identify problems with meeting the goal, evaluate potential solutions, and present the

information to diverse audiences.” Who is the diverse audience to whom the students will present their

findings?

Both #GEA1 and #GEA2 are weak and do not appear to rise to the level of High Impact Practice. It is not

clear which SLOs the GEA1 and GEA2 are assessing and how the assignments address each.

It is not clear how the Proposed Course “Fitting” addresses where this course fits in the overall undergraduate

education; nor did the proposer indicate how the students would be informed

Global Citizens Assignment (#GEA1): “The purpose of this assignment is to synthesize your high-impact

practice experience. For this section, you will complete an SDG Photo Essay.” This seems to be a weak

requirement.


MHS 4425 Field Experience in Behavioral Healthcare (HIP: Capstone)

The SLOs and GenEd requirements are neither embedded in the assignments nor are they assessed.

Grading rubrics are not included with the assignments



FOREIGN LANGUAGE COURSE SUBSTITUTIONS Students with documented learning disabilities who are registered with USF Student Disability Services are allowed course substitutions. SDS will work with the student and academic advisor to determine if prior coursework is applicable. Students who do not have prior coursework must fulfill as substitution with USF courses. The following courses may be used as substitutions for the foreign language requirement for students with a documented learning disability in foreign languages. The courses contain cultural perspectives also found in foreign language courses. Some students, depending upon their learning challenge, may be able to successfully complete American Sign Language (ASL 2612C and 2613C). Grades must be C- or better in these courses. These courses may not be used to satisfy any other graduation requirement beyond the Upper Level requirement and the 120 credits necessary to earn a baccalaureate degree. AFA 4150 Africa and the United States: An examination of the historical and current political, economic, and cultural relations between the United States and Africa. (CAS-Africana Studies) AFS 2250 Culture and Society in Africa: Topics include: African religion, value systems, art and the aesthetics, family and life-cycle, impact of Islam and Christianity and conflict of cultures. (CAS-Africana Studies) AFS 3251 Environmental - Cultural Study in Africa: Study tour. A study of traditional African society and culture, the relationship between life and the environment, and the impact of modernization on the culture and the environment. (PR; CAS-Africana Studies) ANT 2000 Introduction to Anthropology: The cross-cultural study of the human species in biological and social perspective. Surveys the four major branches of anthropology: physical anthropology, archaeology, linguistic anthropology, and cultural anthropology. (CAS-Anthropology) ANT 3005 The Anthropological Perspective: Presents the basic concepts of anthropology as they are relevant to contemporary life. Aims at enabling the student to understand the anthropologist's cross-cultural view of the human species as adapting through biosocial means to life on this planet. (CAS-Anthropology) ANT 2410 Cultural Anthropology: Students are exposed to methods and concepts for cross cultural study of the world's peoples. Case studies demonstrate variations in human adaptation and encourage an understanding of and appreciation for diverse cultures and their values. (6ACT, TGED; CAS-Anthropology) GEA 2000 World Regional Geography: Comparative and analytical analysis of representative world regions with emphasis on cultural, political, economic, environmental and physical diversity. (6ACT, TGED; CAS-Geosciences) INR 1015 World Perspective: An interdisciplinary study of the international system, major world regions and problems. (CAS-Government & International Affairs) INR 3018 World Ideologies: A course which details and examines the ideologies of today's independent countries; analyzing them in their political, social, cultural and historical context. (CAS-Government & International Affairs) INR 3033 International Political Cultures: This course will explore ways in which culture influences the nature of government, economic success or failure, and constructive and destructive modes of self and social identification. (CAS-Government & International Affairs) INR 4083 Conflict in the World: An interdisciplinary course examining theories of conflict, conflict resolution processes and strategies, theories and peacemaking strategies, and the concept of Early Warning Systems related to the outburst of conflict. (CAS-Government & International Affairs)


ISS 3010 Introduction to the Social Sciences: Integrates the range of social science fields into a global interdisciplinary perspective. Views social institutions and issues from perspectives of changing paradigms. (GCPC; CAS-Interdisciplinary Social Sciences) LAH 2020 Latin American Civilization: This course introduces the principle historical events, trends, conflicts and outcomes that have shaped the Spanish and Portuguese Americas from the Pre-Columbian period (prior to 1492) to the present. (CAS-History) LAS 3116 Latin America Through Film: This course will use film, video, selected readings, and lectures to teach the interested student about Latin America. (CAS-Government & International Affairs) LIN 3010 Introduction to Linguistics: Introduction to the basic principles of linguistic science; phonological and grammatical analysis and description; language change and genetic relationships. (CAS-World Languages) LIT 3155 Twentieth-Century Literature: Examines major literary works of the 20th Century written in English and explores ways authors have expressed the age, its great issues and conflicts, in order to gain an historical perspective that will help relate the present to the recent past. Will not count toward the English major. (CAS-English) LIT 3383 The Image of Women in Literature: This course seeks to trace the origins of contemporary views about women, to analyze major Eastern and Western literary portrayals of women, to examine ideas about women's roles, and to compare and contrast cultural and racial images of women. Will not count toward the English major. (CAS-English) LIT 4386 British and American Literature by Women: Survey of women's literary tradition in England and America from the seventeenth century to the present. Thematic focus includes self, marriage, sexuality, madness, race and generations. Writing intensive. (CAS-English) MUH 2051 Folk And Traditional Music Of World Cultures: A comparative survey of the stylistic traits and functions of folk and traditional music, both sacred and secular, of diverse Western and non-Western cultures. For non-majors and music education majors; may be taken by applied music majors. (CAFA-Music/Music Education) REL 3363 Introduction to Islam: This course introduces the basic elements of Islamic belief and practice, placing the rise of Islam in its historical context in the Middle East, and stressing issues of diversity (including ethnicity and gender). (CAS-Religious Studies) SOW 4522 Multicultural America in a Global Society: This course is an introduction to the study of diverse cultures, abilities, and norms which comprise our global society. The content centers on the diverse client systems that practitioners will be called upon to interface with in their different roles.(GCPC; BCS-Social Work) SPT 3100 Masterpieces of Hispanic Literature: This course analyzes major literary works from Spain and Latin America. Through a selection of works from the medieval period to the present students will view the intellectual and cultural history of the Spanish speaking world. (CAS-World Languages) SYG 2010 Contemporary Social Problems: This course introduces students to a sociological understanding of “contemporary social problems.” Drawing on such concepts as culture, deviance and social institutions, we will analyze varying definitions, causes and solutions to these problems. (CAS-Sociology) SYG 3235 Latina Lives: An exploration of the experiences of Latinas and Latinos in the United States. Examines such sociological themes as oppression, migration, work, family, activism, spirituality, and sexuality through short stories, poetry, and scholarly research. (PR; CAS-Sociology)


*Additional courses containing cultural perspective components may be considered on a case by case basis. Students interested in this option should consult with SDS prior to registration for a course not listed here. ----------------------------------------------------------------------------------------- *Other suggestions (from Kyna reviewing course inventory): ASN 3012 Japan Today: Area study courses are multi-disciplinary in nature and deal with one or more countries of a region. Each course combines some measure of political, economic, historical, religious, geographic, anthropological, and sociological analysis in dealing with salient features and current problems. (CAS-Government & International Affairs) ASN 3014 China Today: Area study courses are multi-disciplinary in nature and deal with one or more countries of a region. Each course combines some measure of political, economic, historical, religious, geographic, anthropological, and sociological analysis in dealing with salient features and current problems. (CAS-Government & International Affairs) ASN 3030 The Middle East: Area study courses are multi-disciplinary in nature and deal with one or more countries of a region. Each course combines some measure of political, economic, historical, religious, geographic, anthropological, and sociological analysis in dealing with salient features and current problems. (CAS-Government & International Affairs) ASN 3201 East Asian Cinema: This survey course focuses primarily on recent masterpieces from Japan, mainland China, Hong Kong, Taiwan, and South Korea. We will look at directors, studios, genres, and film movements that leave a lasting mark on film history. (CAS-World Languages) ASN 4414 Introduction to East Asian Cultures: This course introduces major texts that have contributed to the cultural foundations of Chinese, Japanese and Korean civilizations. We will examine the transformation of East Asian civilizations and their critical importance in the contemporary world. (CAS-World Languages) CHT 3110 Traditional Chinese Literature in Translation: This course is a general survey of traditional Chinese literature from the beginnings to the Qing Dynasty (1911). Major genres including philosophical texts, poetry, fiction, drama, and prose are explored in English translation. (CAS-World Languages) CHT 3124 Modern Chinese Literature in Translation: An introductory survey of modern Chinese literature in translation. The course begins with the end of the Qing Dynasty (1644-1911) and extends into contemporary China. Taught in English and open to all majors. The course is not repeatable. (CAS-World Languages) CHT 3500 Introduction to Chinese Culture: An introductory survey of Chinese cultural traditions with an emphasis on themes important to successful interaction in contemporary Chinese society. The language of instruction is English. (CAS-World Languages) CHT 3512 Contemporary Chinese Language and Society: An introductory survey of modern Chinese

language and society taught in English and open to all majors. Course activities revolve around developing an

understanding of Chinese language and society in the Reform Era (1976-present). (CAS-World Languages)

CHT 3520 Chinese Film: A survey of Chinese film taught in English and open to all majors. This course traces the development of Chinese film and the Chinese film industry from its beginnings in the early 1900s through the contemporary period. (CAS-World Languages) FOT 4131 Understanding World Cultures: In “Understanding World Cultures” students will encounter and explore the characteristics and features of historical and contemporary cultures of the world through the critical analysis of aesthetic production. (CAS-World Languages)


FRT 3001 Great French Love Stories in Translation: A survey of the great love stories that French literature gave to the world from the Middle Ages to the 21st century and that contributed to the evolution of love, influencing not only other literatures but also other cultures throughout history. (PR ENC 1101 or 1102; CAS-World Languages) FRT 3140 French Literary Masterpieces in English Translation: A survey of the major literary works of France, tracing not only literary but also intellectual and cultural history from the Middle Ages to the present. (PR ENC 1101 or 1102; CAS-World Languages) GET 3103 German Literature in English Translation: Analysis and interpretation of selected major works of German literature, to be read in English, with regard to their thought content and relevance to out thoughts and actions. (CAS-World Languages) GET 3522 Fantastic Films of Early German Cinema: An overview of early 20th century German films with emphasis on horror, science fiction, and fantasy films. Course offers insights into Germany's artistic, intellectual, and social history, as well as general film history and criticism. Taught in English. (CAS-World Languages) GET 3524 German Popular Film: Overview of films with significant popular success at German box office from 1920s to present. Films will be discussed in the context of Germany’s artistic, intellectual, and social history as well as general film history and criticism. Taught in English. (CAS-World Languages) GET 4250 Dungeons Dragons & Dwarfs Germanic Myth & Pop Cult: This course explores historical, literary and visual (re)constructions and adaptations of Germanic mythology and history from antiquity to the present. (CAS-World Languages) GET 4523 New German Cinema to Present: An overview of post-1945 Ger films with emphasis on films from New Ger Cinema (1960s-early 80s) & its aftermath. Course offers insights into Germany’s artistic, intellectual, and social history, as well as general film history and criticism. Taught in Eng. (CAS-World Languages) HUM 3407 Ancient Near East Cultures: Material and intellectual culture of ancient Mesopotamia (Iraq) & Persia (Iran) from the fourth millennium BCE until the coming of Islam. Topics include the Sumerian and the Assyrian in Mesopotamia; and the Achaemenid, Parthian, and Sasanian in Persia. (CAS-Humanities & Cultural Studies) HUM 4464 Modern Latin American Culture: Analysis of selected Latin American works of art in their cultural context, with emphasis on the period since the time of independence. The course will focus on a particular historical, geographical, or thematic topic within that period. (CAS-Humanities & Cultural Studies) ITT 3504 Italian Culture Through Film: An overview of Italian culture from the Unification to the present. It aims at tracing the ways in which the concept of Italian culture has been defined according to different social, historical, and political perspectives. Taught in English (CAS-World Languages) ITT 4531 Italian Food in Film: This course explores Italian food represented in different cinematic texts and its connection to culture, economics, and politics in Italy and beyond. (GCPC; CAS-World Languages) LAH 3130 Colonial Latin America: A study of the Spanish and Portuguese Colonial empires in the New World from 1492-1830.(CAS-History) LAH 3200 Modern Latin America: A study of the emergence of the Latin American states. The course will examine developments in Latin America during the nineteenth and twentieth centuries. Special attention is given to the Third World character of the region. (GCPC; CAS- History)


LAH 3430 History of Mexico: Mexican history from pre-Columbian cultures to the twentieth century. Emphasis falls on the colonial political economy, social development, the wars of independence, development of the 19th century Mexican state and the Mexican revolution. (CAS-History) LAH 3470 History of the Caribbean: A thematic study of the circum-Caribbean from pre-Columbian cultures to the twentieth century, emphasizing the development of the Caribbean political economy with emphasis on monoculture, plantation society, and colonial/neo-colonial relationships. (CAS-History) LAH 3480 History of Cuba: Cuban history from pre-Columbian cultures to the Cuban Revolution. Emphasis on colonization, the sugar economy, the struggles for independence, the political economy of the Republic, and the 20th century revolutionary process. (CAS-History) LAH 3630 Modern Brazil: Political, economic and cultural history of Brazil from colonization to the present with emphasis on the twentieth century. Topics include colonization, slavery, independence, nation building, economic development, the Cold War, race, class and gender. (CAS-History) LAH 3743 Spanish America in the Age of Revolution: This course investigates the Age of Revolution in Spain's American colonies from 1750-1848 that followed a wave of revolutionary activity in Europe and the forced resignation of the Spanish monarch by Napoleon Bonaparte. (CAS-History) LAS 3002 Latin America: Area study courses are multi-disciplinary in nature and deal with one or more countries of a region. Each course combines some measure of political, economic, historical, religious, geographic, anthropological, and sociological analysis in dealing with salient features and current problems. (CAS-Government & International Affairs) LIN 4600 Sociolinguistics Language and Society: Comprehensive introduction to sociolinguistics, the study of language variation and change. (CAS-World Languages) LIT 3103 Great Literature of the World: A survey of world literature including samples from the ancient and modern era, Western and Eastern traditions, male and female writers, and various ethnic cultures. Focus on values/ethics, race, ethnicity and gender; thinking and writing skills. Will not count toward the English major. (CAS-English) SPN 3514 The Three Cultures of Medieval Spain: In this course students will have the opportunity to explore

the history and traditions of three of the world’s leading religions in the context of the Iberian Peninsula and its

Jewish, Christian, and Arabic past. (CAS-World Languages)

SPN 3564 Spain Today: Culture and Politics in the Media: This course teaches contemporary culture in Spain through a variety of media and cultural authentic materials. Course primarily discussion-based with short introductions of historical and cultural contexts. (CAS-World Languages) SPW 3512 Religion in Hispanic Literature and Film: This course studies the diverse representations of religions in the Hispanic world through close reading and close viewing of literary and critical texts and films. (GCPC; CAS-World Languages) SPW 4145 Sex and Subversion in Spanish Art, Lit, and Film: This course teaches Spanish culture and thought through a variety of artistic expressions related to the theme of sex and subversion, such as surrealism (art, film, poetry, theatre, essays) and the "new wave" of the 1980s (visual art, film), among others. (CAS-World Languages)


MATH COURSE SUBSTITUTIONS

Students with documented learning disabilities who are registered with USF Student Disability Services are allowed course substitutions. SDS will work with the student and academic advisor to determine if prior coursework is applicable. Students who do not have prior coursework must fulfill a substitution with USF courses. The following courses are recommended for math learning-disabled undergraduates attempting to meet USF's General Education Quantitative or Gordon Rule Computation requirements when it is inappropriate to expect such students to successfully complete either Statistics or Formal Logic. The courses have analytical or comparative components that involve the kind of mental transactions one is required to make during the course of meeting quantitative methods course requirements. In a few cases, one of these is also approved for another non-Math General Education area, but students can only count one course toward one General Education area. None of these has a prerequisite attached to it. Students who have disability substitutions recommended by a licensed professional cannot count these course substitutions for any but the General Education Quantitative, Gordon Rule Computation and upper level requirements and for the 120 credits necessary to earn a baccalaureate degree. Course substitutions for Gordon credit must have a grade of C- or better. The course substitutions are: ACG 2021 Principles of Financial Accounting: Study of basic accounting principles including the recording and reporting of financial activity. The preparation and interpretation of financial statements.(MCOB-Accounting) COM 3110 Communication For Business and the Professions: Identification of communication situations specific to business and the professions. Analysis of variables related to communication objectives and preparation of oral presentations in the form of informational reports, conference management, persuasive communications, interviews, and public hearings. (CAS-Communication) CPO 2002 Introduction to Comparative Politics: Comparison and analysis of representative European and non-Western political systems. (CAS-Government & International Affairs) ECO 1000 Basic Economics: Survey of economic principles and issues. Scarcity, choice, markets, prices, the monetary system, unemployment, inflation, international trade and finance. (No credit after completing ECO 2023 or 2013; CAS-Economics) ECO 2013 Macroeconomics: ECO 2013 introduces students to basic economic terminology, definitions and measurements of macroeconomic data, simple macroeconomic models, fiscal and monetary policy, and international macroeconomic linkages. (CAS-Economics) ECO 2023 Microeconomics: Introduction to the theory of price determination. How an economy decides what to produce, how to produce, and how to distribute goods and services. (6ACT, TGEC; CAS-Economics) FIN 2100 Personal Finance: This course provides general education in financial information and data literacy, along with practical experience in personal financial management to encourage critical thinking and informed financial decision making to improve well-being. (6ACT, TGEI; MCOB-Finance)

HSC 4624 Foundations of Global Health: This course introduces students to the principles of public health

from a global perspective. Emphasis will be placed on the impact of social, economic, political and

environmental factors that influence health and access to health care across the globe. (GCPC; COPH-Public

Health)


INR 2002 Introduction to International Relations: Concepts and analytical tools applied to events such as politics among nations, control of foreign policies, types of actors, war and peace. (CAS-Government & International Affairs) INR 3038 International Wealth and Power: Introduction to the relationship between politics and economics, emphasizing the analysis of government policies in response to both domestic and international economic problems. (CAS-Government & International Affairs) INR 3081 International Issues and Actors: An examination of the most important issues in international affairs. The course analyzes the behavior of major foreign policy actors in the international arena, including nation states, non-governmental and international organizations. (Majors Only; CAS-Government & International Affairs) INR 3102 American Foreign Policy: Analysis of the development and scope of United States foreign policy, emphasizing goals and objectives, policy formulation and implementation, themes and issues. (CAS-Government & International Affairs) PHI 1103 Critical Thinking: Critical thinking is the mind's faculty for catching its own (potential or actual) mistakes, and correcting its own misapprehensions. We will hone this faculty by practicing the critical evaluation of real-world decisions. (CAS-Philosophy) PHI 2101 Introduction to Formal Logic: This course is an introduction to the basic terms, concepts, and methods of formal logic. (6AMT; CAS-Philosophy) POS 2041 American National Government: This course is intended to introduce students to the theory, institutions, and processes of American government and politics. In addition to learning fundamental information about the American political system, this course is designed to help students think critically about American government and politics.(SCIV, SGES; CAS- Government & International Affairs) POS 2112 State and Local Government and Politics: Analysis of the structure and function of state and local governments, of the social and political influences that shape them, and of the dynamics of their administrative processes. (CAS- Government & International Affairs) POS 3697 Environmental Law: Examines some of the major issues involving environmental law. Specially, the course provides a survey and analysis of statutes, both state and federal, regulating water, air, soil pollution, and resource conservation and recovery. It will also address questions pertaining to problems of implementation, interpretation, enforcement, and development of environmental laws. (CAS- Government & International Affairs) SYD 4410 Urban Sociology: The social structure of the community in modern industrial societies. Analysis of community change. (CAS-Sociology) *Additional courses containing analytical or comparative components may be considered on a case by case basis. Students interested in this option should consult with SDS prior to registration for a course not listed here. -----------------------------------------------------------------------------------------


*Other suggestions (from Kyna reviewing course inventory): AST 2004 Stellar Astronomy and Cosmology: AST2004 is an introduction and overview of the Stellar astronomy and Cosmology. It is designed to complement AST2003 to give a comprehensive overview of the science of Astronomy. (CAS-Physics) AST 3044 Archaeoastronomy: Astronomical concepts and observational techniques used by prehistoric/ancient peoples for detecting change of seasons, constructing calendars, predicting eclipses, etc. Particular attention is given to Stonehenge, and to works of N.A. Indians, the Maya and Aztecs, and the Egyptians. Lec.-Lab. (CAS-Physics) CGS 1540 Introduction to Databases for Information Technology: An introduction to databases, their uses, design, and implementation with IT applications. Query languages, data organization, and modeling are covered. The course emphasizes standard practices for managing information. (COE-Computer Science and Engineering) CGS 2060 Introduction to Computers and Computer Programming: Introduction to computer programming using a modern high-level language and the application of computational methods to problem solving. Overview of computer systems and their application and role in society. (6AMT; COE-Computer Science and Engineering) EGN 1113 Introduction to Design Graphics: An introductory course covering the principles of technical drawing by employing traditional and Computer-Aided-Drafting (CAD) techniques using AutoCAD. Students will also learn to apply these concepts to civil design and engineering plans preparation. (COE-Interdisciplinary Engineering) EGN 2080 Light and the Arts: A Quantitative Approach: Physical and aesthetic aspects of light. Elementary physics of light sources, waves and photons, human vision. Color and intensity effects in well-known paintings, photographs, films. Theatrical lighting. Holography. (COE-Interdisciplinary Engineering) GIS 2010C Map Interpretation: Analysis and synthesis of various types of maps and map projections. (CAS-Geosciences)

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UNIVERSITY OF SOUTH FLORIDA General Education Council