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Physical/Life Science (SF) Critiera

Mission Statement

Courses in the physical and life sciences acquaint students with fundamental concepts, theories, and methods of analysis used in the physical and life sciences by focusing on big questions, both contemporary and enduring. They introduce students to the scientific method by illustrating the interplay between observation, theory, experiment, deduction, and application. The connection between scientific and technological progress and the moral and ethical foundations of society are studied and students are given the opportunity to demonstrate their knowledge through the application of skills and responsibilities to new settings and complex problems.

Intellectual Explorations (IE) Requirement

Students must complete either two Physical/Life Science courses OR one Physical/Life Science course AND one Applied Science course.

Grading

A minimum grade of D- or CR in 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.

General Education 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 will be pertinent and thought provoking for students across disciplines, including those outside of the physical and life sciences.
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 the course introduces students to fundamental concepts, principles, and theories of the physical and life sciences.
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 the course introduces students to the primary methods of analysis used in the physical and life sciences.
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. Where possible, explain how the content of the course introduces students to tensions between scientific and technological progress and the moral and ethical foundations of society.
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