SECTION TWO

ASSOCIATE DEGREE CURRICULUM

Associate majors lead to the following degrees: Associate in Arts, Associate in Engineering Technology, or Associate in Science. (SR:9/13/88)

Procedures for preparing proposals to add, change, or drop associate degree majors, options, and minors, are the same as those for baccalaureate programs (see Section One, Item I. Baccalaureate Degree Curriculum).

In the Bulletin listing for associate degree majors, the offering unit must indicate a minimum of 9 credits that require a grade of C or better, as specified in Senate Policy 82-44.

 

A. Intercultural and International Competence Requirement

On March 20, 1990, the University Faculty Senate established a Cultural Diversity graduation requirement effective Summer Session 1991 for all students entering the University as baccalaureate degree candidates. Students had to take either 3 credits of Diversity Focused (DF) courses or 12 credits of Diversity Enhanced (DE) courses. The legislation was modified on April 26, 1994, eliminating the Diversity enhanced requirement. This action became effective Summer Session 1994. On December 2, 1997, the University Faculty Senate recommended an enlargement in the scope of this part of the student's education and named it the "Intercultural and International Competence Requirement". Courses fulfilling this requirement have a GI suffix. Students may satisfy the Intercultural and International Competence requirement with experiential learning, including University-approved study abroad, specific and structured internships, Peace Corps experiences, and their equivalents. Petitions for all experiential learning intended to satisfy the Intercultural and International Competence Requirement must be submitted to SCCA for review.

The goal of Cultural Diversity courses was to encourage students through their studies in many disciplines to (a) consider the various historical backgrounds, cultural and scientific contributions, economic, psychological, and political situations of a wide range of diverse peoples; and (b) appreciate the impact of the developing global community on American society (SR:3/20/90). The report of December 1997 accepted this view but asked to sharpen the focus of the requirement and to include courses or experiences (study abroad, in-service work, etc.) that pertain to what students come to know and learn to do.

1. Objectives for Intercultural and International Competence Courses

The criteria for the approval of Intercultural and International Competence courses have been derived from the previously stated goals of the Cultural Diversity requirement and expanded by the goals of the December 2, 1997 report. The guidelines for the implementation accompanying this legislation asked that courses fulfilling this requirement require students to make comparisons, particularly with their own realm of experience, and to emphasize student engagement and active learning. Each course must meet the objectives stated below for Intercultural Competence, International Competence, or both.

  1. Gaining "Intercultural Competence" in this context means to develop an understanding of the relationships between and among cultures through focused studies of particular forms or stages of civilization, such as that of certain nations or periods. It also means to increase the comprehension of the behaviors and beliefs characteristic of particular social groups within a pluralistic society distinguished by characteristics related to their culture, ethnicity, race, class, religion, gender, physical/mental disability, and/or sexual orientation. Gaining competence refers to the acquisition of skills needed to deal constructively with questions which arise between cultures and within a society consisting of diverse cultural groups. Courses emphasizing development of intercultural competence of students should provide a study of one or more of the following elements:

    1. The nature of relationships among cultures, their change over time, and impact on the global society;
    2. The interrelations between dominant and non-dominant cultures, either in the United States or elsewhere.
    3. Significant cultural experiences and/or achievements of individuals (identified by ethnicity, race, class, religion, gender, physical/mental disability, or sexual orientation) and the relationship between the individual experiences, the group's culture, and other cultures.

  2. Gaining "International Competence" in this context means to acquire a global perspective through study of the impact of other countries and their peoples on society and to develop skills which enable a student to function effectively in a complex and increasingly interdependent global community. Courses emphasizing development of the student's international competence should provide a study of the philosophy, history, culture, work, organization, economy, science, and technology of societies as they impact on the developing global community.

 

2. Procedures for Submitting Intercultural and International
Competence (GI) Course Proposals

  1. Course proposals must follow the appropriate course proposal form format for new or changed courses. A GI course proposal must be consistent with the objectives of the Intercultural and International Competence requirement. Specifically, each proposal must:


    1. State whether the course meets the definition of 1) an intercultural course, 2) an international course, or 3) both an intercultural and international course.

    2. Include a complete course outline including a statement of course objectives that reflect the GI content, and a listing of major topics with an approximate length of time for their discussion.

    3. Include pertinent information on the GI aspects of the course in the long course description (Item B.3. on Course Add proposal form).

    4. Describe how the course encourages students to develop understanding of the historical backgrounds, cultural and scientific contributions, economic, social, psychological, and political circumstances of the group being studied. While no one course or section is expected to achieve every criterion, each course proposal must clearly specify which criteria it proposes to meet. Thus the proposal should explain how students, within the context of the course, will be encouraged to do or achieve several of the following:

      1. see nations and cultures not in isolation, but in relation to each other;

      2. cultivate their awareness of the pluralism and diversity within international cultures;

      3. convey consideration for different cultural values, traditions, beliefs and customs;

      4. appreciate the diversity that exists among persons who share a particular social identity;

      5. increase their knowledge about the range of cultural achievements and human conditions through time;

      6. recognize and be sensitive to the different ways social identities have been valued;

      7. re-examine their beliefs and behaviors about social identities (ethnicity, race, class, religion, gender, physical/mental disability, or sexual orientation);

      8. be more sophisticated in their understanding of the nature of stereotypes and biases;

      9. be able to interact successfully with representatives of other nations;

      10. be able to interact effectively with persons of different social groups;

      11. increase their ability to locate and evaluate information, and to gain knowledge, about other peoples of the world.

    5. Explain which of the core competencies, activities, and strategies for enhanced learning (Recommendation #7, Senate Report, December 2, 1997) will be integrated into the course and how the students will be engaged, through active learning, to develop their Intercultural and International Competence.

    6. Include a statement that explains how the achievement of the GI educational objectives will be assessed.

    7. Identify and explain any intended linkages, thematic or sequential, between the proposed course and other courses.

    8. Indicate what size student audience will be addressed and whether there will be specific limits set for enrollment in the course. If the course includes discussion or lab sections their enrollment limits should be given.

  2. The sequence of action on GI proposals is:

    1. The proposal is submitted to the University Curriculum Coordinator at the Senate Office using the Course Proposal Form and following the standard procedures.

    2. The Intercultural/International Subcommittee (and the appropriate subcommittee for General Education or Writing Intensive proposals, if necessary) reviews the proposal and makes recommendations to the Senate Committee on Curricular Affairs.

    3. The Senate Committee on Curricular Affairs acts on the proposal and publishes the results in a subsequent issue of the Senate Curriculum Report.

     

    3. Procedures for Submitting One-Semester Intercultural and
    International Competence (GI) Course Proposals

    1. Course proposals should be submitted 6 weeks prior to the deadline for submitting courses for inclusion in the Schedule of Courses.
      2. Fall Semester - first week of January
      Spring Semester - mid-November
      Summer Session - first week of April
    2. The faculty member submits a GI proposal to the University Subcommittee on Intercultural and International Competence via the Curriculum Coordinator at the Senate Office, simultaneously forwarding informational copies to her/his department head, director of academic affairs (if located at a Commonwealth Campus), and the college dean for undergraduate instruction. If the course is to be offered with a special topics number, the proposal must be approved and forwarded by the department head.
    3. Any one of the three informed groups can put a hold on the proposal by informing the University Subcommittee on Intercultural and International Competence. The hold would require discussion and possible revision. A need for substantial revisions would probably postpone the potential GI listing until the next semester in which the proposer is scheduled to teach the course.

     

    B. General Education

    On April 28, 1987, the University Faculty Senate established a General Education program for associate degree students to become effective Summer Session 1988. On April 26, 1994, the legislation was modified eliminating references to the Breadth and Depth categories. This action became effective Summer Session 1994. In addition, the University Faculty Senate, at its meeting on December 2, 1997, mandated an integration of key competencies and emphasis on active learning (writing, speaking, quantitative skills, information and computer literacy, problem solving and critical thinking, team-work, and intercultural and international competence), as appropriate, in all General Education courses. For additional information on General Education refer to see Section 1, Item F--General Education Component.

    The Associate Degree General Education Program consists of 21 credits:

    Skills (6 credits)

    WRITING/SPEAKING (3 credits) Courses designated with the suffix GWS satisfy this component.

    QUANTIFICATION (3 credits) Courses designated with the suffix GQ satisfy this component.

    Knowledge Domains (12 credits)

    NATURAL SCIENCES (3 credits) Courses designated with the suffix GN satisfy this component.

    ARTS (3 credits) Courses designated with the suffix GA satisfy this component. HUMANITIES (3 credits) Courses designated with the suffix GH satisfy this component.

    SOCIAL AND BEHAVIORAL SCIENCES (3 credits) Courses designated with the suffix GS satisfy this component.

    Additional 3 credits in any General Education area.

     

    C. Writing Across The Curriculum

    On April 18, 1989, the University Faculty Senate established a Writing Across the Curriculum graduation requirement. Effective Summer Session 1992, all students entering the University as associate degree candidates must complete at least 3 credits of writing intensive (W) courses offered within General Education or the major.

    Refer to Section One, Item H "Writing Across the Curriculum," of the Guide for additional information on the writing requirement.