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Writing I courses shall:
Effective writing is essential both in education and professional pursuits. Furthermore, writing provides considerable pleasure throughout life as a means of exploring and clarifying ideas and communicating with others. Writing is challenging as well as rewarding. Effective writing in a variety of situations requires well planned instruction and continued practice.
Students in Writing II courses shall:
Writing II courses shall:
The Writing II area provides supervised practice in written communication skills and extends the focus to professional communication concerns. To accommodate the needs of various undergraduate programs and diverse interests of students, a variety of writing options should be offered.
Students in Speech courses shall:
Courses in Speech shall:
The Speech area provides supervised practice in oral and interpersonal communication skills and extends the focus to professional communication concerns. To accommodate the needs of various undergraduate programs and diverse interests of students, a variety of speech options should be offered.
Students in Mathematics courses shall:
The Bacc Core requirement in mathematics may be met by one of the following:
Mathematics courses shall:
Everyone needs to manipulate numbers, evaluate variability and bias in data (as in advertising claims), and interpret data presented both in numerical and graphical form. Mathematics provides the basis for understanding and analyzing problems of this kind. Mathematics requires careful organization and precise reasoning. It helps develop and strengthen critical thinking skills.
Students in Fitness courses shall:
Fitness courses shall:
Physical fitness and positive health behaviors are recognized as central to wellness. Students should understand the relationship between diseases and behavior. In order to achieve wellness, students need to assume personal responsibility for a physically active and healthy lifestyle.
Biological and Physical Sciences
Students in these courses shall:
Science courses shall:
Science seeks to develop a fundamental description and understanding of the natural world, from elementary particles to the cosmos, including the realm of living systems. Students should have the opportunity to explore the insights of science, to view science as a human achievement, and to participate in scientific inquiry. This experience includes the challenge of drawing conclusions based on observation, analysis, and synthesis. To ensure a broad perspective, the science requirement consists of two parts: physical science (including earth science) and biological science.
Students in Western Culture courses shall:
Western Culture courses shall:
Knowledge, understanding, and appreciation of Western culture are essential to a liberal education. Contemporary U.S. society in all its institutional, social, and cultural complexity is largely a product of Western culture. Understanding of Western culture and knowledge of its origin and evolution enable students to develop greater awareness of its past, present, and future.
Cultural Diversity courses shall:
Knowledge, understanding, and appreciation of diverse cultures are essential parts of a liberal education. Not only is the world a multicultural one, but most of its cultures contrast sharply with traditional Western culture. The U.S. is itself a multicultural society. Awareness of the contrasts and similarities between other cultures and traditional Western culture enables students to develop a greater understanding of both.
Literature and the Arts
Students in Literature and the Arts courses shall:
Literature and the Arts courses shall:
Literature and the other arts provide examples of ways individuals find pattern and meaning in their experience. Study of these art forms gives students expertise and sophistication not only in recognizing the methods by which pattern and meaning are found, but also in critiquing those methods. Through literature and the arts, students engage their own and other cultures, examine their values, and discover sources of lifelong pleasure.
Social Processes and Institutions
Students in Social Processes and Institutions courses shall:
Social Processes and Institutions courses shall:
Human beings are inevitably social, influencing and being influenced by social groups. The social sciences study social institutions and processes and deal with the human behaviors and values that form and change them, and are essential for an understanding of contemporary society.
Difference, Power and Discrimination
Students in Difference, Power and Discrimination courses shall:
Difference, Power and Discrimination courses shall:
The unequal distribution of social, economic, and political power in the United States and in other countries is sustained through a variety of individual beliefs and institutional practices. These beliefs and practices have tended to obscure the origins and operations of social discrimination such that this unequal power distribution is often viewed as the natural order. The DPD requirement engages students in the intellectual examination of the complexity of the structures, systems, and ideologies that sustain discrimination and the unequal distribution of power and resources in society. Such examination will enhance meaningful democratic participation in our diverse university community and our increasingly multicultural U.S. society.
Contemporary Global Issues
Students in Contemporary Global Issues courses shall:
Contemporary Global Issues courses shall:
Our world has become increasingly interdependent. Social, economic, political, environmental, and other issues and problems originating in one part of the world often have far-reaching ramifications in other parts of the world. These issues and problems not only transcend geographical boundaries but also cross academic disciplines. Therefore, if students are to acquire understanding of and to discover effective responses to such issues and problems, they must acquire both global and multidisciplinary perspectives. (Students are encouraged to complete their baccalaureate core perspective requirements before taking the Contemporary Global Issues course.)
*Evidence based writing is an essential component of the Synthesis categories and the exclusively “upper-division” general education academic experience they offer to students. The Baccalaureate Core Committee and the Writing Advisory Board recommend the following to Schools/Departments/Faculty offering Synthesis courses to help students achieve the writing–related criteria and outcome in Contemporary Global Issues:
Science, Technology, and Society
Students in Science, Technology, and Society courses shall:
Science, Technology, and Society courses shall:
Given the immense impact that science and technology have had on all facets of modern civilization, a disciplined study of the interaction of science and technology with society is a necessary part of general education. Students should understand the political and economic dimensions of scientific or technological change, the nature of the scientific enterprise and its relationship to technology, and the complexity of major revolutions in science and technology. (Students are encouraged to complete their baccalaureate core perspective requirements before taking the Science, Technology, and Society course.)
*Evidence based writing is an essential component of the Synthesis categories and the exclusively “upper-division” general education academic experience they offer to students. The Baccalaureate Core Committee and the Writing Advisory Board recommend the following to Schools/Departments/Faculty offering Synthesis courses to help students achieve the writing –related criteria and outcome in Science, Technology, and Society:
Writing Intensive Courses (WIC)
Students in Writing Intensive Courses shall:
The guidelines below explain the five WIC criteria adopted by the OSU Faculty Senate as part of the Baccalaureate Core.
To meet this criterion, courses shall:
Ungraded writing could include course journals; in-class writing focusing on a particular problem, concept, or reading; short (one page or less) summaries of readings; short lists of questions or answers to questions, and the like. Whatever their form, such short (and usually) unrevised assignments ask students to write about what they read and about what they hear in class. This writing could be simply recorded as turned in (or not), or it could be graded quickly on some sort of + (top quality), or 0 (acceptable), - (incomplete) scale. Graded writing could include academic essays, position papers, microthemes, responses to cases, and the like. Students should expect to revise graded writing based on feedback and criticism.
Grades for papers should form at least 30% of the overall grade, with at least 25% of the overall course grade based on evaluation of individually written papers. Collaborative writing projects are appropriate in WIC courses, but individually written papers which have been revised after feedback must also be a significant part of the grade. Writing intensive courses may also use various tests or quizzes which do not involve writing.
A writing intensive course should be a course, or sequence of courses, in the discipline and integral to the degree program. The course should have a structured syllabus with disciplinary content and an enrollment of students who interact with each other and with their professor on a regular term schedule. Part of the learning in a WIC course occurs when students share, discuss, and respond to each others' written work in the context of the common course content over a period of time. Writing intensive courses are not English courses or grammar and punctuation courses; they are discipline courses which use writing tasks to help students learn.
In determining the course content for a writing intensive course, instructors should also include some discussion of how writing is used by graduate/professionals in that particular discipline. Thus a writing intensive course in engineering should include discussion of the writing done by working engineers, and discussion of what makes that writing effective or convincing. In some fields, this discussion might apply to the kinds of writing done in graduate school.
The WIC requirement must total 3 or more credit hours. In the case of a department whose WIC requirement is satisfied by a series of courses, WIC credit will be awarded upon satisfactory completion of the entire sequence.
Ideally, WIC courses are restricted to 20 students. If anticipated enrollment is greater than the ideal maximum number of students, please explain how faculty will manage the work load.
Beyond the writing skills and practice gained in WR I and WR II courses, students need to learn to write as members of the discipline or disciplines in which they have chosen to major. Writing Intensive courses, which are taken in the major, typically in the junior or senior year, introduce students to the genres, purposes, audiences, content, and conventions of writing in the major. Student writers gain experience with the resources used in their field and the formats and documentation style used to communicate knowledge. Through inquiry-based writing in the discipline, students gain understanding and knowledge of disciplinary goals and concepts. Students are encouraged to complete Writing I and Writing II requirements before enrolling in their WIC course.