University Foundational Studies: Learning Outcomes and Category Learning Outcomes

Policies

The Freshman Composition requirement may be fulfilled by:

• ENG 101  and ENG 105  or ENG 107  or ENG 108  
• OR (for students whose first language is not English) ESL 103A , ESL 103B , and ENG 105  
• OR GH 101  and GH 201  (Honors students with Old SAT Critical Reading score of 650 or above, New SAT Evidence-Based Reading & Writing score of 700 or above, New SAT Reading Test score of 35 or above, or ACT English score of 29 or above) and completion of the Honors College curriculum

Requirements

Freshman Composition

A. ENG 101  and ENG 105  (Old SAT Critical Reading (CR) score below 510; New SAT Reading Test Score below 28; or ACT score below 20) or,

B. ENG 107  or ENG 108  (Old SAT Critical Reading (CR) score of 510 or above; New SAT Reading Test score of 38 or above; or ACT score of 20 or above).

Junior Composition

One upper-division course (select from BEIT 336 , ENG 305 , ENG 305T , ENG 307 , ENG 308 , ENG 313 , or HRD 340  )

Learning Objectives

• Demonstrate fluency in the writing process: planning, drafting, revising, editing, and preparing final papers.
• Demonstrate competence in the varied elements of writing: thesis, stance, content, organization, sentences, diction, and technical matters.
• Demonstrate awareness of rhetorical strategies in various forms of writing, with particular attention to audience.
• Assess the usefulness and reliability of sources, including Internet sources.
• Synthesize and critique material from a variety of sources with an emphasis on scholarly and professional publications; incorporate sources; document sources properly.
• Exhibit critical thinking as readers and as writers, and
• Understand the relevance of good writing to real-world situations.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

No special policies.

Requirements

One course (select from COMM 101  or COMM 202 )

Learning Objectives

• Apply basic theoretical concepts to the study of human communication.
• Apply concepts of small group communication in the development and execution of a small group presentation and the small group process.
• Employ concepts of public speaking in the preparation and delivery of informative and persuasive speeches.
• Find, use, and cite evidence to support assertions or arguments both orally and in writing, and
• Apply concepts of relational, interpersonal communication to the development of a fictional or actual human relationship.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

All courses approved for the Quantitative Literacy category have the following prerequisite:

B or better in high school Algebra II (Parts I & II), or appropriate placement score, or MATH 035  with a C or better.

Requirements

Select from the following:

AHS 240 , CHEM 106L /CHEM 106 , ENVI 240 , MATH 102 , MATH 105 , MATH 241 , PHYS 106 /PHYS 106L , or PHYS 116 /PHYS 116L  

Learning Objectives

1. Explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words, geometric figures), including appropriate critique of the information or conclusions provided.
2. Convert relevant quantitative information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words, geometric figures) and carry out mathematical procedures and processes fluently and accurately.
3. Make judgments and draw appropriate conclusions based on a quantitative analysis, while recognizing and describing the limits of this analysis.
4. Make and evaluate important assumptions in given situations in estimation, modeling, and data analysis.
5. Communicate the results of a quantitative argument, citing the representation of the math problem, explanation of the solution, and the interpretation of the solution.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

Students, who have completed armed military service basic training (including reservists), have met the Health and Wellness requirement.

Requirements

A. One approved course (select from AHS 111 , AHS 201  , PE 101 , or SOC 471 ) or,

B. Completion of U.S. armed military services basic training (reserves or enlisted).

Learning Objectives

• Describe how society benefits from healthy citizens.
• Explain how lifestyle choices affect individual and/or community health within two or more dimensions of wellness (e.g., emotional, physical, social, mental, spiritual, environmental health).
• Analyze values and behaviors that contribute to a healthy lifestyle.
• Engage in a process of healthy behavior change or health promotion.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental

Policies

A.  One Foundational Studies designated laboratory science course, select one pair from the following:

BIO 112  and BIO 112L , CHEM 100  and CHEM 100L , ENVI 110  and ENVI 110L , PHYS 101  and PHYS 101L , or SCED 100  and SCED 100L ; or

B.  Any 2 pairs non-foundational studies laboratory science courses (class + lab=4 courses)

Learning Objectives

Course

• Explain how a scientific hypothesis or theory is tested and evolves based on new scientific data.
• Locate and assess credible sources of scientific evidence related to real-world issues.
• Identify potential sources of bias and influence that can affect scientific research and/or the use or reporting of scientific information to the general public.

Laboratory

• Present scientific data in graphical or tabular format.
• Interpret and/or draw evidence-based conclusions from scientific data.
• Evaluate the usefulness or veracity of a hypothesis or theory using data and logic.
• Communicate the results of an analysis.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

None specific to category

Requirements

Select one course from the following:

AET 461 , ECON 100 ,  EPSY 202 , EPSY 221 , PSCI 130 , PSCI 305 , PSY 101 , or SOC 101  

or take both ECON 200  and ECON 201  

Learning Objectives

• Describe how individual factors, cultures, and/or social institutions affect human behavior or decision-making.
• Utilize discipline-specific content and/or methodology to explain or predict individual or social outcomes.
• Explain how the specific course content can be applied to a student’s life.
• Examine the impact of privilege and oppression based on structural inequalities, including race, on themselves and others.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

None specific to category

Requirements

Select one course from the following:

ENG 239 , ENG 338 , ENG 339 , ENG 346 , LAT 215 , or PHIL 321  

Learning Objectives

• Demonstrate aesthetic responsiveness and interpretive ability.
• Connect writings to their literary, cultural, and historical contexts.
• Employ literature to analyze issues and answer questions relating to human experience, systems, and the physical environment, and
• Reflect on themselves as products of and participants in traditions of literature and ideas.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

None specific to category

Requirements

Select one course from the following:

ART 151 , ARTE 390 , COMM 240 , COMM 336 , ENG 219 , IAD 110 , MUS 103  and MUS 250  , MUS 233 , MUS 236 , MUS 333 , THTR 150 , or THTR 174  

Learning Objectives

• Demonstrate aesthetic responsiveness and interpretive ability.
• Connect works of art to their literary, cultural, and historical contexts.
• Employ knowledge of the arts to analyze issues and answer questions relating to human experience, systems, and the physical environment, and
• Reflect on themselves as products of and participants in traditions of the fine and performing arts.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

Completion of ENG 105 , ENG 107 , or ENG 108 . 

Class size will be no larger than 30.

Requirements

One course (select from HIST 201 *, HIST 202 *, HIST 213  , HIST 313 , or LAT 311  , MUS 351 ).

* Option available only for transfer or dual credit courses

Learning Objectives

• Analyze the origins and consequences of historical events and developments.
• Understand ideas in their historical context and explore diverse interpretations of the past by critically assessing both primary and secondary historical sources.
• Evaluate historical arguments by analyzing major assertions, background assumptions, and explanatory evidence.
• Use an historical perspective to understand the world today and address contemporary issues.

• Use the methodologies from the discipline of history to investigate inequality and equality with respect to race, and at least one other intersectionality (such as socioeconomic status, gender, and other applicable categories).

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking and systems thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills; Must include an informational literacy exercise.
• Must incorporate opportunities for students to read critically and to analyze contextually a wide variety of sources and to write extensively.
• Must include a graded writing components.

Policies

There are two pathways to completing the Global Perspectives and Cultural Diversity requirement.  Which pathway a student takes is dictated by whether they have met Indiana State University’s Non-Native Language (NNL) requirement in high school.  Students who have completed the NNL requirement will take one officially designated Global Perspective and Cultural Diversity (GPCD) course.  Students who have not, will take two Non-Native Language courses to complete the requirement.

International students will take the designated Global Perspective and Cultural Diversity course.

Students on the Non-Native Language pathway, with a certified learning disability, must work with the Languages, Literatures, and Linguistic department and the Student Academic Services Center to meet the Global Perspectives and Cultural Diversity requirement.

Note:  Students who took non-native languages in high school, but did not take two years in a single language earning a C- or better are encouraged to take the language placement test at ISU to see if they can place into a non-native language class at a higher level. If they take the higher-level course and earn a C+ or better, they will have met the non-native language pathway.

Requirements

Students who have not met Indiana State University’s Non-Native Language requirement, must take the non-native language pathway:

• Two courses (6 credits) at ISU in a single or multiple non-native languages, (select from 101 and 101, or 101 and 102), or two courses (6 credits), from an accredited college or university, in a single language, including American Sign Language

International Students must successfully complete the ESL curriculum (ESL 103A  and ESL 103B  , or ESL 103B , and completion of ENG 105 ) and:

• One GPCD course (3 credits) as designated below

Students who have met the non-native language component in high school (two years in high school in a single non-native language, including American Sign Language, with a C- or better) must complete the Global Perspective and Cultural Diversity pathway:

• One GPCD course (3 credits) as designated below

AFRI 113 , AFRI 212 , AFRI 222 , ENG 340 , ENVI 130 , ECON 347 , EPSY 341 , FREN 201 , FREN 202 , GERM 201 , GERM 202 , GNDR 301 , HIST 101 , HIST 102 , HRD 335 , LAT 201 , LAT 202 , PSCI 105 , SOC 110 , SPAN 201 , or SPAN 202    

Learning Objectives

• Common Learning Objective 1 - Examine one’s own and global cultures through multiple lenses, such as race, ethnicity, gender, social class, environment, economics, target language and/or other social characteristics.
• Common Learning Objective 2 - Demonstrate an understanding of the socially constructed nature of culture.
• Common Learning Objective 3 - Analyze through the lens of race, as well as ethnicity, socioeconomic class, gender, sexual orientation, or other applicable categories, inequality and equality in the United States or globally.
• Cultural Diversity Learning Objective 1 - Critically examine how culture shapes one’s own and other worldviews.
• Cultural Diversity Learning Objective 2 - Demonstrate an understanding of the way in which cultures and/or languages are impacted by and adapting to globalizing influences.
• Global Perspectives Learning Objective 1 - Demonstrate an understanding of the contemporary and/or historical interaction between global human and natural systems (e.g., social, economic, political, or environmental) and various cultures and worldviews.
• Global Perspectives Learning Objective 2 - Analyze one or more global contemporary and/or historical issues using various cultures, worldviews, and/or global systems (e.g., social, economic, political, or environmental/natural, etc.).

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.

Policies

None specific to category. (Embedded within learning objectives.)

Requirements

Select one course from the following:

AFRI 323 , ATTR 413 , BUS 204 , CNST 401  , CRIM 100 , ECON 103 , ENVI 442 , ENVI 461  , ENVI 462 , HIST 334 , HRD 488 ,  MKTG 150 , MUS 418 , PHIL 201 , PHIL 303 , PKG 381 , PSCI 107 , or GNDR 200  

Learning Objectives

Common Learning Objective 

• Use independent thinking, critical analysis, and reasoned inquiry when assessing personal, professional, and societal issues

Ethics Pathway Learning Objectives

• Explain the historical and philosophical basis of ethical decision-making
• Demonstrate the ability to make personal and professional decisions by applying knowledge and skills obtained from the study of ethics
• ​​​​​​​Articulate how their ethical framework shapes their response to contemporary issues, including equality and inequality in the US

Social Responsibility Pathway

• Explain the historical and philosophical bases of social responsibility
• Demonstrate the ability to make personal and professional decisions by applying knowledge and skills obtained from an understanding of social responsibility
• Analyze through the lens of race and other intersectionalities (such as socioeconomic status, gender, or other applicable categories) the extent to which inequality and equality characterize the United States.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.
• Must give students the opportunity to apply what they are learning to real world scenarios.
• Must include opportunities for experiential learning or community engagement.
• Must give students the opportunity to identify and solve problems.
• Must incorporate opportunities for students to critically read and analyze text-based materials beyond textbooks (e.g., novels, classical literature, primary sources, science journals, poems, lyrics, blogs, etc.).

Policies

Prerequisite: Successful Completion of or Concurrent Enrollment in Junior Composition

Requirements

One upper-division, integrative elective course from Indiana State University.

List of Approved Courses: 

ACE 350 , AET 330 , AFRI 312  , AFRI 329 , AHS 305 , COUN 425 , CRIM 355 , ECON 302 , ECON 331 , ECON 353 , ECON 355 , ELED 457 , ENG 335 , ENG 484 , ENG 486 , ENG 487 , ENVI 310 , ENVI 360 /PHYS 360 , ENVI 361 , ENVI 376 , ENVI 419 , ENVI 423 , ENVI 426 , EPSY 401 , ET 421  , GNDR 402 , HIST 320 , HIST 336 , HIST 345 , HIST 350 , LLL 350 , MATH 492 , MUS 300 , MUS 329 , MUS 350 , NURC 317 , NURC 486 , NURS 486 , PE 333 , PHIL 313 , PHYS 360 , PSCI 479 , PSY 350 , PSY 485 , SOWK 450 , or SOWK 494  

Learning Objectives

• Use a thematic approach to a particular topic or issue that integrates multiple ways of knowing.
• Engage in a project or conduct research that makes use of multiple ways of knowing to address a particular topic or issue.
• Analyze and write at an advanced level.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills.
• Explicitly demonstrate how the curriculum will develop information literacy skills.
• Include a graded writing component, which whenever possible is developmental.
• Must incorporate opportunities for students to critically read and analyze sophisticated, complex text, and to write intensively.
• Must include assignments that apply information from within and across various “ways of knowing”.

Policies

None specific to category

Requirements

Select one course from the following:

ACE 330 , AHS 425  , AHS 448  , AHS 491 , ARTD 490  , ARTP 496  , ATTR 455  , BIO 399  , BUS 401 , CD 398  , CHEM 405 , CIMT 400  , COMM 482 , COMM 495 , CRIM 498  , ECON 495  , ECON 496  , ECON 397  , ECT 438 , ELED 400  , ENG 405  , ENG 485  ,  ENGR 499 , ENVI 451  , ENVI 460  , ENVI 499  , EPSY 410 , ET 499 , GNDR 450  , HIST 399  , HIST 400  , HIST 404 , HRD 351 , LLL 410  , LLL 411  , MATH 494  , MET 409 , MUS 495  , MUS 499  ,  NURC 484 , NURS 484 , PE 310  , PE 402  , PE 490 , PE 491 , PHYS 405 , PSCI 340  , PSCI 415  ,  PSY 484 , PSY 486 , SOC 302  , SOWK 498 , SPM 479 , or SPM 490  

Learning Objectives

• Integrate and apply multiple (foundational studies and disciplinary) ways of knowing to address a particular topic or issue.
• Adapt and apply skills, knowledge, experience and ethical reasoning gained in one situation to new situations/projects to solve difficult problems or explore complex issues.
• Demonstrate the ability to work collaboratively across or within a different cultural or disciplinary community context.

Skill Applied Learning Requirements

• Explicitly demonstrate how the curriculum will develop critical thinking skills
• Explicitly demonstrate how the curriculum will develop information literacy skills
• Demonstrate how the curriculum will give students the opportunity to apply what they are learning to real world scenarios (be they through applied experiences or in-depth research)
• Demonstrate how the curriculum will require a written student reflection 
• Demonstrate how the curriculum will give students the opportunity to identify and solve problems
• All internship and practical experiences must be in compliance with University policy (following the ISU Internship Handbook).