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International (IR) Critiera

Mission Statement

The upper-division international requirement will give students a broad base of knowledge about global issues and perspectives in a comparative context by exploring big questions both contemporary and enduring. It will introduce students to international frames of reference so that they may think critically about long-standing and newly emerging international issues. These courses will help students accept and appreciate the interdependence of nations and the viewpoints of other nations and give them the ability to communicate with people across international borders.

Student Requirements

Participating in an approved learning abroad program is another way to fulfill the International Requirement. Contact the Learning Abroad office for assistance in selecting a learning abroad program.

Grading

A minimum grade of C- or CR in one of the approved courses is required to complete this requirement. Minimum grade does not apply to pre-requisites. Please check with the department first. If the course is a requirement for a major, it must be taken for a letter grade and CR/NC is not an option.

Bachelor Degree Requirement Course Review Rubric

A. Content Criteria

Each course must address all four questions:

  High (3) Medium (2) Low (1) None (0)
  1. Explain how the course has an international, transnational, or comparative focus that includes significant content from non-US perspectives.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how the course focuses on cross-border phenomena (borders conceived in the broadest sense such as language, cultural, economic, political, etc.).
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how the course focuses principally on contemporary issues or show how historical approaches are relevant to contemporary issues.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Explain how the content of this course is applicable to students in the major or discipline more generally.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.

B. Process Criteria (Student Learning Experience Criteria)

Each course should address at least two of the following criteria:

  High (3) Medium (2) Low (1) None (0)
  1. Describe, using evidence from the course syllabus, including assignments or other course materials, how instruction will engage students in highly interactive approaches to learning throughout the duration of the course.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Describe, using evidence from the course syllabus, perhaps describing specific assignments or practices, how instruction in the course will lead students toward applying course concepts, principles, theories, etc.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.
  1. Describe, using evidence from the course syllabus, how instruction in the course will give students the tools and experiences they need in order to engage in integrative or interdisciplinary thinking in the discipline.
Ample and concrete evidence is provided about how the course is designed specifically to meet this criterion. Specific evidence is provided that at least one dimension of the course design or assignment structure will meet this criterion. Some evidence is provided but it is vague and unattached to specific elements of the course. No evidence provided about how the course meets this criterion.

C. Learning Outcomes

Each course must address both critiera:

  High (3) Medium (2) Low (1) None (0)
  1. How does instruction in the course provide opportunities for developing at least two but not more than three of the Intellectual and Practical Skills Learning Outcomes?
Two learning outcomes are selected and ample and concrete evidence is provided about how students will have the opportunity to achieve those outcomes. One or two learning outcomes are selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome but not both. One or two learning outcomes are selected and some evidence is provided about how students will have the opportunity to achieve them but the evidence is vague and unattached to specific elements of the course. Two learning outcomes are not selected and no evidence is provided about how students will have the opportunity to achieve each learning outcome.
  1. How does instruction in the course provide opportunities for engagement with at least one but not more than two of the Personal and Social Responsibility Learning Outcomes?
One learning outcome is selected and ample and concrete evidence is provided about how students will have the opportunity to achieve it. One learning outcome is selected and specific evidence is provided about how students will have opportunities to achieve one learning outcome. One learning outcome is selected and some evidence is provided about how students will have the opportunity to achieve it but the evidence is vague and unattached to specific elements of the course. No learning outcomes are selected and no evidence is provided about how students will have the opportunity to achieve the learning outcome.

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Last Updated: 7/22/16