Course Structure
| Criteria | Approved | Developing | Limited |
|---|---|---|---|
| Course alignment with GE content area | Course fully incorporates the knowledge, theories, and core questions of the content area and explicitly integrates foundational concepts. | Course incorporates the knowledge, theories, and core questions of the content area but lacks depth or clear integration of concepts in some areas. | Course has some relevance to the content area but does not adequately incorporate the knowledge, theories, or core questions of the content area or lacks coherent integration of foundational concepts. |
| Course description | Course description gives students an idea of the transferable skills they will acquire in the course. | Course description addresses content but does not clearly articulate transferable skills in a way that students can easily relate to. | Course description makes no mention of skill development. |
| Course outline | The proposal contains a clear course outline that lists the content and concepts associated with the GE area. | Course outline is missing elements that convincingly demonstrate alignment with GE area. | Course outline is missing or incomplete. |
| Instructional strategies | The course effectively employs content-specific methodologies and integrates them throughout learning activities in a meaningful and rigorous manner. | The course incorporates appropriate content-area methods but may lack depth, consistency, or thorough application across learning experiences. | The course includes some relevant methodologies but applies them inconsistently or with limited depth, reducing their impact on student learning. |
| Course syllabus | Syllabus contains GE SLOs and well-aligned material that sufficiently supports student development of the learning outcomes. | Syllabus contains GE SLOs and some material that supports student development of learning outcomes. | Syllabus does not adequately reflect orientation toward GE area outcomes. |
Assessment Methods
| Criteria | Approved | Developing | Limited |
|---|---|---|---|
| Formative assessment | The course deliberately integrates the relevant fundamental skills expressed in the SLOs in ways that promote multiple cycles of feedback, practice, and application. | The course integrates the relevant fundamental skills into activities and assessments, with some opportunities for meaningful application and actionable feedback | The course does not integrate the skill clearly and consistently, and includes limited practice, feedback, or application. |
| Summative assessment | Assessments are appropriate, well aligned with course SLOs and adequate in scope to cover the learning goals. | Assessment methods align to some extent with learning outcomes and are adequate but incomplete in scope. | Assessment methods are weakly aligned with learning outcomes or limited in scope. |