AY23-24 Prompt in CIM-C:  

“Describe the means by which the Communication Skills goal will be achieved:”  
“Indicate those who will teach the course and describe procedures for training & supervising teaching assistants:” 

New Prompts in CIM-C: 

Describe the means by which the Communication Skills goal will be achieved. Please add relevant information from the syllabus indicating how this requirement is being met: 
Courses approved for general education are expected to have as an integral part of their design means that promote the development of students’ communication skills relevant to the area, its data, and methods. Briefly describe the means (e.g., written exams, papers, oral reports, projects) that address this goal. Courses designed to meet the Advanced Composition requirement should provide appropriately structured instructional support that will ensure students’ ability to draft, revise, and consult with the instructor(s) about their writing. Large lecture courses are not appropriate for the Advanced Composition requirement, nor are courses with higher than a 1:24 faculty-student ratio. 

GEOL 115 

Scientific writing is critical to communicate what scientists know. We assess scientific writing in several ways and on several scales. Each week there will be several written assignments that will be graded by the instructors. There will be at least one question in each homework assignment that will ask students to explain large-scale concepts for the week. For example, a written question for the week on severe storms could be, how does the concept of latent heat relate to the formation of a thunderstorm? These sorts of questions may reappear as short answer questions during in-class quizzes. These will be done in groups to facilitate both the oral and written communication goals as students discuss and write a response to the question together. This also gives students practice answering big picture questions multiple times. Some of these questions will reappear again in the exams. By this time students should have been introduced to the concept and practiced communicating that idea several times. Each week students will also assess the scientific accuracy of a portion of the week’s movie on the movie worksheet or synthesize the ideas from that week. For example, in ‘San Andreas’ we might ask students to respond to the prompt: ‘Los Angeles is on a transform plate boundary. How might the movie change if the setting were moved to Seattle, Washington?’. Students will also respond to gender stereotypes on the movie worksheets and assess how well the movie follows the three principles of the STEM Depiction1 framework. Both questions will be discussed in small groups in class. Throughout the class we will use small group discussions to facilitate student oral communication. These questions will range from concrete answers (what are the mechanisms of plate tectonics?) to more subjective topics (how could the portrayal of women in ‘The Core’ been improved?). Some activities will focus on the communication of scientific data, such as the Volcanic Hazards lesson where students will simulate an eruption of Mt. Rainer and will try to communicate the scientific uncertainty surrounding their data. 

AIS 275 

The course involves reading historical and theoretical texts and primary sources and asks students to formulate an analytic response to these texts/ sources. Communication includes classroom discussions, panel presentations, and written papers, while pushing toward a multi-modal engagement with these issues. There are low-stake visual “found objects” assignments that ask students to think outside of traditional forms of communication and that highlight a multi-dimensional approach to communication that most students engage in daily without realizing. This class encourages them to recognize these engagements as complex forms of communication, while also highlighting the importance of being able to translate those engagements into more traditional forms such as written expression. This class is effectively structured around intensive class discussion both as a whole and in small group activities, as well as in the Perusall annotation activities that accompany the readings. As such, in-class screenings are used to engage students in the topics and/or questions relevant to what the class is covering. They are essentially a starting point for the in-class critical thinking that students engage in during discussion. In summary, class discussion and various writing assignments are the primary means of developing communication skills in AIS 275. Also, assessment of student writing/communication occurs at many stages throughout the course. Teaching or developing communication and writing skills starts with clear pedagogical assignments and learning goals for the writing tasks. 

GRKM 260 

The instructor models communication practices and inquiry for students to adopt in their own project presentations, discussions, exams, and writing assignments. In addition to writing up responses to questions individually and in groups, students formulate their own questions about critical and poetic readings. Through these activities and assignments students practice transferring their knowledge and skills between different modalities (oral and interpersonal, written, and stylistic). To actively promote the development of students’ written and oral communication skills relevant to the poetry and scholarship of Cavafy the instructor posts specific questions weekly that relate to the week’s readings and conversation for students to respond to and interact with each other (Discussions). Students receive written feedback for their weekly discussions and for their analysis of poetry in the two main exams (midterm and final). 

MUSE 250 

The in-class conversations and online assignments are designed to promote a range of communication skills. Students’ participation in conversations is monitored by the instructor, who takes subtle actions to remediate over- and under-participation by given students. Additionally, over the course of the semester, each student collects and synthesizes data from museums to generate six technical reports; combines findings from the reports with literature and course-based information to write a comparative paper; and shares their museums data and findings within a small group to collectively produce a team presentation. Questions posed in class are designed to drive structured conversations that move progressively from self-focused narrative, to expressing literature- and data-based arguments, to outlining methods and identifying resources to answer specific research questions, and to analyzing and critically evaluating research findings. The temporal shift in assessment modalities – from quizzes to reports to paper to in-class group presentation – mirrors this same structure. The course is thus designed to move through different aspects of critical scholarship and communication: self-awareness/connections, constructive argument, planning, and comparative analysis. The in-class conversations also provide fewer formal channels to enable students to develop their oral communication skills. 

MACS 211 

The course asks students to communicate through a variety of channels: in classroom discussion, breakout groups, long-answer/short-essay sections on the final exam, and most extensively, in the four major writing assignments. The three 1000-word short papers invite students to engage deeply with specific examples of African American cinema while conducting historical, formal, and cultural analysis. The final Contemporary Media research project gives them the option of communicating their ideas in a variety of forms, either by writing a traditional research paper or creating a work of new media (an audio podcast, explainer video, etc.) that offers an original argument about how a contemporary media text interfaces meaningfully with the history of Black cinema in America. The course is not a composition course, but class time will be set aside in advance of each short paper to discuss strategies for organization and drafting. 

MACS 264 

The course asks students to communicate across a range of contexts and modalities: in classroom discussion (whether in small groups or all together); in classroom writing exercises; in long-answer/short-essay group quizzes and exams; in a collaborative homework assignment, coming together in a 3-4pp paper and an in-class oral presentation with question-and-answer; and in a final research project (as a default, most students write a 7–10pp paper, but they have the option of pitching alternative projects, like video essays or podcasts). Though the course is not a composition course, it emphasizes care in communication (especially in out-of-class writing), and offers tools for remembering and honing writing skills—e.g., in guidelines for “Things to think about when writing a final paper (or anything else)” and in in-class discussions of research and writing process (including but not limited to a dedicated workshop day). 

SLCL 110 

This course will promote the development of written skills by 10 short response essays (low-stakes) and critical thinking skills by two open-book quizzes. The short response essays develop their written communication skills and ensure their comprehension of the weekly topics. They are low stake writing assignments that ensure students stay on task but also react to the readings, sharing their interpretation. These assignments will be graded by rubric so students can assess areas of improvement like content, expression, and so on depending on the grade they receive. We envision enrollment to be around 20-25 students and therefore are committed to helping students develop their writing skills based on their rubric feedback. Furthermore, to foster creative communication skills, students will be creating infographics (template provided) that would help educate others about a specific component of intercultural competency. The course also has a strong professional development component to help students articulate their new knowledge set for both post-graduate and professional opportunities. There are two large assignments: CV/Resume and Cover Letter, that are scaffolded to help students first think of what they want to communicate, then how they want to get that across. The course will utilize the LAS Career Services Center to help structure how students draft, edit, and assess these documents. We believe that these exercises are great ways to foster more written communication skills as students will be evaluated on clarity over multiple drafts. 

HIST 209 

Students will have many opportunities to practice and develop their verbal and written communication skills through participating in class discussions, papers, reflections, and quick writing exercises. Discussions are structured around specific debates and problems from the lecture presentations and readings. Students will be asked to respond to oftentimes challenging texts and develop their own arguments. The instructor will emphasize to students that historical interpretation is a process and encourage students to take risks by providing their own interpretations of the course readings and content. Students will also develop communications skills by close-reading texts and listening carefully to lectures, figuring out in the process how to distill the most important points for note-taking purposes. 

HDFS 225 

Students will have multiple opportunities to develop oral and written communication skills. Throughout the semester, students will complete several assignments designed for them to communicate scientific knowledge translated for lay audiences through designing and developing podcasts and video presentations with other students and developing a fact sheet on a selected topic. Frequent “think-pair-share” activities also encourage students to think critically about course material and discuss with peers. 

HDFS 290 

Students will have multiple opportunities to develop, and practice written and oral communication skills. Throughout the semester, students will complete lab activities and homework assignments designed for them to effectively communicate in written format. These writing assignments are designed to reflect students’ knowledge gained about research methods and their critical thinking in critiquing and analyzing existing empirical studies and/or media information about research. Students will give an oral presentation of their observation or survey project at the end of the semester and write a final paper on their project. Students will also provide written feedback on a draft of another group’s final paper. Students will be provided with instructions and rubrics for how to provide peer feedback. 

GWS 100 

The required weekly discussion sections provide structured opportunities for students to develop verbal communication skills focused on course concepts. Depending on the instructor, the course assignments may include video- and/or text-based discussion posts that further support students’ interactions with one another and with course materials; essays, short informal writing exercises, and/or exams designed to enhance students’ academic writing skills and written communication more broadly; and/or creative projects through which students may communicate about course concepts and topics through a variety of written, verbal, or artistic means. 

ARAB 150 

Students have ample writing assignments like their weekly discussion forums and periodic critical reviews. These allow students to present their understanding of the readings, reflect on the content, ask questions, reply to other students, and engage in deeper conversations. Although we expect students to provide some descriptive details about the topic of discussion, we emphasize the analytical aspect in their submissions. Students are required to discuss the content by sharing their knowledge, providing analyses, debating topics, etc. The students are provided those opportunities to speak in front of the class but are also required to work in pairs and/or groups, depending on the nature of the task. Oral communication skills are assessed and developed through a required 15-minute PowerPoint presentation. 

GLBL 100 

Each class meeting students will have to respond to a prompt related to assigned readings in an online forum. They are asked to consider the reading’s application to concrete examples or to identify a meaningful quote from it and expand on it. Students also write several Position Papers in which they use course materials to demonstrate their understanding of a global issue and build evidence-based arguments. Discussion is a central part of the course, with extensive debate and exploration of current as well as historical applications of course content. Students complete a multi-part Country and Region Analysis Project throughout the semester. Each student completes a weekly assignment to collect data on an assigned country. Students work in groups to combine their country data into regional reports that they post online and present orally in class. They complete this project with a comparative analysis paper that examines a global issue using data from three different countries in three different regions. 

AY23-24 Prompt in CIM-C:  

“Describe the instructional format and provide special justification, if necessary”  

New Prompts in CIM-C: 

Describe the instructional format and provide special justification, if necessary. 
Departments are responsible for developing appropriate instructional formats for courses proposed for general education. The course format should not only be appropriate to the discipline and course content, but also should be consistent with the aims of general education. In most instances the goals of general education as set forth in the campus guidelines will not be met by instruction in mass lectures without discussion or laboratory sections. 
What is the instructor-to-student ratio for the course? If the course utilizes multiple section types (e.g., has a lecture and discussion sections), please provide this ratio for each section type. 

ARAB 150 

The class is lecture/discussion based and has a hybrid format that meets in-person and synchronously online. There are also recorded lectures that were recently developed with the help from ATLAS (for recording) that the students need to watch asynchronously and reflect on in their discussion forums when they write their posts. The hybrid format tailors to all students’ learning styles and preferences, generates better responses from students depending on activity type (see the syllabus for various activities that are administered in the different modalities), and exposes them to the best of both worlds. The face-to-face meetings allow the instructor and students to meet in a traditional setting to go over the readings, share ideas and main points, and provide a collaborative learning environment where students work in pairs and groups. While the online format provides similar opportunities, it is utilized for further discussion of class content, student presentations, playing games (such as Kahoot, Quizlet, Quizizz, Jeopardy, etc. to assess understanding and reinforce learning of content), hosting guest speakers (such as refugees through the online platform NaTakallam). The class utilizes the Zoom platform which has many useful features such as Polls (e.g., running a poll to gauge students’ knowledge about whether they think the Arab world is the same as the Middle East or not) and breakout rooms. The course enrollment will be conducted for 20 students as this seems reasonable for one instructor and an 8-week course.  

GEOL 115 

The course will meet for two, 80-minute lectures on Tuesday and Thursday with an optional screening to view the movies one night per week. Students who want to access the movies outside of the screening can stream or rent them. Lectures consist of a mix of instruction, questions, and activities. Activities are usually based on a ‘Think, Pair, Share’ approach using some form of geological dataset. For example, during our discussion of the volcanic disaster movie Dante’s Peak, students will simulate an eruption of Mt. Rainier. They will act as USGS scientists and make decisions on how to inform the public about an uncertain disaster. The nuance of how scientific data is transformed into public action is often misunderstood – assignments like these are designed to help students learn to interpret and communicate those data. We will also use real data to help students understand what we know about the Earth. Another assignment will ask students to calculate the speed of earthquake waves through a homogenous Earth and compare that model to actual data. They will find that the data cannot fit unless the shallow layers of the Earth are slower than the deeper layers, indicating the Earth must have layers. Formative assessment will be made using clicker questions and written responses. This class will produce a lot of written work that must be graded with feedback. The teaching assistants will be responsible for grading the written work with rubrics will be included with the assignment and will explicitly link to the learning goals. For example, a rubric criterion for the question above on plate tectonics could be, 

Plate Tectonics:  

1. Students can identify the hypotheses Plate Tectonics was built on, 

2. recall the name(s) of important scientist(s) who developed these hypotheses,  

3. and show how several pieces of evidence support these hypotheses. 

We will use the service Gradescope, already purchased by the university, to help grade the material. Gradescope allows users to upload rubrics, group students, and write and reuse comments. I have used this software in many of my classes and it substantially decreases grading time, increases the consistency of grading, and improves the quality of feedback. 

GWS 100 

GWS 100 is structured as a large lecture course with weekly small discussion sections. The lecture portion provides additional context for the assigned materials as well as guidance for better understanding the nuances of theoretical and methodological concepts throughout the course, while the small group discussion sections (with enrollment capped at 25 students) offer students opportunities to think more deeply amongst themselves in moderated discussion and to apply the theoretical concepts to concrete examples. In both lecture and discussion section, the course utilizes a variety of materials that may include popular media, documentaries, ethnographic accounts, podcast episodes, news media, community advocacy projects, and historical records in addition to scholarly books and articles, making the course approachable and engaging for a diverse range of students. 

MUSE 250 

The course is delivered following a conversational lecture format (combined lecture-discussion), with increasing amounts of in-class discussion and/ or student contributions to discussion as the semester progresses. The course site on Canvas (current LMS) is used to support and prompt in-class activity through weekly overviews and objectives; to deliver additional content in the form of assigned readings, lessons, and relevant links to online sources; for completion and submission of quizzes and other individual and team assignments; and for communication with the instructor, teams, and peers. Open-book online quizzes are used only during the first half of the course to reinforce concepts and theories presented and discussed in class and in assigned readings. During the second half of the semester, class sessions include some break-out discussions and team meetings as well as conversational lectures, and student knowledge and skills development is assessed via discussions, brief written reports, and a short paper. 

HDFS 290 

This course will utilize direct, indirect, interactive, experiential, and independent instructional methods. Direct and interactive instruction will be provided through lectures (e.g., PowerPoint) and two lab sections with interactive activities for students to apply their knowledge. The two lab sections allow for more individualized attention for students with a designated teaching assistant who serves as the lab instructor. Example activities include, having students evaluate how journalists should critique polls (e.g., consider construct validity of poll questions, sampling, and external validity), identifying the components of a research article (e.g., where to the research question and hypothesis or participant information), and constructing their own survey. Independent instructional methods include homework assignments where students apply assigned reading and course content. Example assignments include applying ethics concepts to past research studies and addressing how researchers should take appropriate action to meet ethical standards, and evaluating survey results (e.g., multiple validities) collected by the class. These lab activities and homework assignments lead up to experiential and interactive instructional methods in which students design and implement their own research project (an observational or survey project), which is informed by course material, as well as empirical journal articles, review articles, or book chapters. Students, working independently or in pairs, will write up a final paper for their observational or survey project that includes all components of a research article (e.g., abstract to discussion). 

HDFS 225 

This course will utilize direct, indirect, interactive, experiential, and independent instructional methods. This course is designed as a flipped classroom where indirect instructional methods include pre-recorded lectures and slides, and where direct and interactive instruction are provided through class meetings with interactive activities such as writing prompts, group activities, and debates to apply knowledge. The flipped classroom allows for more individualized attention for students because the prerecorded lecture is completed ahead of the class meeting to allow for more discussion and engagement with course material during the class meeting time. Experiential and independent instructional methods in class include several course assignments that require students to create and present scientifically informed podcasts, video presentations, and infographics on course topics. For each of these assignments, students will work independently or in groups to identify relevant scientific material and review and incorporate scientific material in the course assignments. 

SLCL 110 

The course will adopt a two-day, weekly lecture and discussion format. Each session introduces a specific cultural component of study helping students define concepts and answer questions like: “What is ethnic identity?”; “What are subcultures?”; “What is linguistic identity?”; “What is cultural conflict?”; “How do we develop intercultural awareness?”. These sessions are also combined with a case study, drawn from the humanities like excerpts from a film or book, to help students witness the concept in action. This instructional format allows students to participate in various ways of learning: passively by learning how to define topics and discovering their cultural impact; but also, actively but engaging in a discussion about their interpretation of a cultural testimony and/or their own cultural identity and journey. This comparatist approach helps prioritize achieving the student learning outcomes of: Social Awareness and Cultural Understanding; and Global Consciousness. Furthermore, it helps students develop competency in interculturality by encouraging learning that moves them from consciously incompetent in a specific topic, to consciously competent. 

RST 100 

RST in Modern Society is taught primarily as a lecture, although in class discussion regularly occurs to spur critical thinking about presented topics. Lectures are complemented by short videos, readings, and a required textbook. Students take weekly online quizzes and complete writing assignments. To allow for student engagement, the course has two instructors of record and a teaching assistant assigned to help with grading written assignments. 

HIST 209 

The course will be delivered face to face. Discussion and lecture will be intertwined, with the course meeting twice a week, 80 minutes per meeting. Depending on enrollments and demonstrated student interest, we hope to sectionalize the course in later iterations starting with one Teaching Assistant (3 sections) and growing the course in the future if so, merited by enrollment numbers and student demand.

GLBL 100 

The course is taught in lecture-discussion format during two 1hr 20min sessions per week in person in fall and spring, and online in winter and summer. There are a maximum of 30 students in each classroom, allowing for high levels of student-teacher and student-student interaction. Debates and discussions are central parts of every class session. Students receive regular feedback from instructors on their coursework and participation. 

Examples of Responses about Contact Hours:

CS 124 

This course has three hours of lecture material and one hour of discussion section per week. The discussion sections are capped at 40 students. The course will be taught as three 50-minute lectures per week, one weekly discussion section, and one weekly quiz in the Computer-Based Testing Facility. 

CS 128 

This course has three hours of lecture material and one hour of discussion section per week. The discussion sections are capped at 40 students. The course will be taught as three 50-minute lectures per week, one weekly discussion section, and one weekly quiz in the Computer-Based Testing Facility. 

AY23-24 Prompt in CIM-C:  

“Describe how evaluation and adherence to General Education guidelines will be monitored:” 

New Prompts in CIM-C: 

Describe how evaluation and adherence to General Education guidelines will be monitored 
Please indicate the timeline for such evaluations. Departments offering courses for general education credit are responsible for assuring that the courses are taught in line with the guidelines for general education courses including syllabus requirements and that the courses and instruction are regularly evaluated by discipline-appropriate methods. 
Indicate those who will teach the course and describe procedures for training & supervising teaching assistants: 
All general education courses should be taught by faculty or under the direct responsibility of a tenure-track, tenured, or specialized faculty member. Where teaching assistants are utilized, appropriate means for preparing, supervising, and providing guidance to teaching assistants should be provided by an appropriate staff member. Undergraduate students should under no circumstances provide evaluation of enrolled students’ work, nor should they be hired as teaching assistants without significant and ongoing supervision by a full faculty member also involved in teaching the course. 

GLBL 100 

Annual syllabus reviews are undertaken to ensure that content continues to be relevant and up to date. Student evaluations are used to review student learning outcomes, as are paper assignments to ensure that students are achieving these goals. Instructors teaching the course conduct peer evaluations each semester by reviewing and critiquing course content and making any necessary revisions to ensure that it remains in line with general education guidelines. All course instructors review their student evaluations with supervisors each semester. Instructors also meet weekly to ensure consistency across sections. 

Multiple sections are offered in fall and spring semesters to ensure student access and small class sizes. Faculty regularly teaching GLBL 100 are Tim Wedig, David Schrag, Charles Fogelman, Valeria Bonatti, and graduate teaching assistants. All sections use the same syllabus and content, and we often guest lecture across sections to provide instructional variety and coverage as needed. Some sections (2-3 in fall and spring) of the course are covered by Teaching Assistants who are advanced graduate students at the University of Illinois with successful teaching experience. TAs are selected through a rigorous application process and trained by the instructors before starting the course. The TAs meet weekly with the faculty teaching team for guidance and supervision throughout the semester. 

AIS 275 

The American Indian Studies program requires all instructors to submit their course syllabi to the program each semester. The Director reviews the General Education course syllabi to ensure the guidelines are observed. Such reviews will occur every semester. 

Tenure-stream faculty who hold the rank of at least Assistant Professor primarily will be teaching this course. Faculty, especially Assistant Professors, will be assigned a mentor and evaluated by a senior faculty member. This process, of course, is key to tenure review. Program associates or teaching assistants may teach this course under the close and regular supervision of an appropriate faculty member. Teaching assistants will also participate in the Graduate Academy for Teaching offered by the Center for Innovation in Teaching & Learning. 

HDFS 290 

To assure that this course continues to meet general education guidelines, as well as includes subject matter, methods, and activities appropriate and accessible for majors and non-majors, the course syllabus will be reviewed annually by the department’s undergraduate committee, which oversees courses and curriculum. Further, any instructors for this course will be sent the general education requirements for the advanced composition category annually to ensure that the course meets these criteria. 

Dr. Brian Ogolsky will serve as the primary instructor of the course and will be responsible for training and supervising two teaching assistants per semester who will lead the lab sections. This will involve weekly meetings and one and one mentoring. More advanced graduate students with strong writing skills and methodological background and training will be selected to serve as teaching assistants for this course. The teaching assistants will be encouraged to participate in teaching and professional development training (e.g., through Writers Workshop, CITL, and other campus programs) to provide students with the best educational experience possible. Dr. Kelly Tu is also prepared to teach the course as needed. 

MUSE 250 

Adherence of this course to general education guidelines and to departmental standards for instruction will be monitored following the Department of Anthropology course review and evaluation practices currently in place, overseen in part by the departmental courses and curriculum committee and the director of undergraduate studies. 

The course will continue be taught by Susan Frankenberg, the Coordinator for the Museum Studies program. Dr. Frankenberg is an academic professional with a Ph.D. in Anthropology (Northwestern University 1990), and a member of the Graduate Faculty of UIUC. She has taught both undergraduate and graduate courses at UIUC since arriving in 2007, and previously at University of Tennessee for eleven years. This course utilizes one or more part-time assistants/graders (TAs) when course enrollment exceeds 30 students. The TA(s) are responsible for grading and providing feedback on the six museum reports, holding office hours to field student questions and requests for help, and assisting with break-out group discussions during class time. The training of assistants will be conducted by the lead instructor, and will consist of a thorough review of course material, workshops on software and discussion goals, and written agendas and lesson plans for specific activities. Supervision and guidance also will be provided by the lead instructor via regular planning meetings, periodic observation, and electronic communication. 

SLCL 110 

Each year, before offering the course, the instructors will present the course objectives and instructional materials to the SLCL Initiatives Committee to solicit their feedback. Members of the committee, chaired by the associate director of the school, will be invited to provide feedback on content and can also visit class sessions to advise instructors on course structure. Instructional Guidelines for general education, as outlined by the Provost, will be communicated to members of the committee in advanced, and the results of the review will be discussed at a subsequent SLCL Curricular Committee meeting and shared with SLCL EOs during the semester when the course is taught: Gen Ed Policies

The course will be taught and supervised by rotating faculty in SLCL but will initially be administered by Daniel Maroun of the Department of French and Italian. Additional tenure-line faculty with similar cultural training will aid in instruction as various SLCL units have expressed interest in sharing instruction. The school has around 2-3 additional faculty who have expressed interest in rotating. This ensures that there are always instructors available to teach and allows the school to offer this foundational course every two semesters. With expected enrollment around 20-25, there will be no TA grader assigned. The school will monitor enrollment and, should the interest in the course be large, raise the cap to 40 and provide a TA-grader to work with the instructor. 

RST 100 

Assessment and monitoring of the course and adherence to general education guidelines falls under the RST undergraduate director’s responsibility. Typically, the person holding this role is also the instructor of record for this course to ensure regular monitoring. This is currently the case and will be for the near future. However, I will also make copies of the general education guidelines and materials available to any other instructors who may teach the course in the future. 

Currently I am the only faculty member teaching RST 100, however, if needed there are several other faculty members in our department who are qualified to teach it including Dr. Monika Stodolska, Dr. Sara Agate and Dr. Jacob Fredericks. The course is often co-instructed by an advanced doctoral student, along with being assigned TA(s) and grader for written assignments, depending on workload to keep the student/instructor ratio between 40-50. Weekly quizzes and final exams are automatically graded on Canvas. In addition to the teaching training received by all Teaching Assistants, those assigned to RST 100 receive a copy of the gen ed social science learning objectives and meet prior to the beginning of the semester to review the syllabus carefully for adherence to gen ed goals as well as quality of grading rubrics, assignments, and quizzes, etc. TAs meet with instructors regularly to discuss issues related to student learning, consistency of grading, etc. 

HIST 209 

The History Department’s Director and Associate Director of Undergraduate Studies will monitor the class’s adherence to general education guidelines, evaluating its adherence most carefully whenever there is a substantial change in the syllabus or form of instruction. The Undergraduate Studies Committee will also be consulted as a key stakeholder in these evaluations. 

James Brennan, Stefan Djordjevic, Peter Fritzsche, and Marco Jaimes have all expressed an interest in teaching the course. The first iteration of the course (whose syllabus is included in this submission) has been co-designed by James Brennan and Stefan Djordjevic and will serve as the basis for future iterations. The instructor will provide the TAs with grading rubrics and read a sample of graded assignments (in discussion with TAs) before they are returned to students. Teaching assistants are trained in the departmental pedagogical program for new TAs, with ongoing support provided by departmental teaching workshops, CITL programs, and required instructor observation of at least one TA-led section. 

CS 124 

This course will be reviewed by the Computer Science department annually for the first two years and then once every three years, as a part of the review of all courses in the core of the Computer Science programs. This review will include a check on the continued compliance with General Education requirements. 

Every course core to the CS-ENG BS program is reviewed by the department for meeting its learning goals and other requirements every three years. This course will be reviewed for General Education guidelines in each of these reviews. 

The instructor will be reminded of the GenEd criteria and the procedure for fulfilling those requirements as laid out in this proposal at course scheduling time when the instructor for the course is finalized. 

The instructor for CS 124 will always be a faculty member of the Computer Science department, and will rank as one of a tenure-track, tenured, or specialized faculty member. 

TAs are trained in CS 591 TA. Beyond their training in CS 591 TA, supervision of TAs for this course will be done by the course instructor. Undergraduate hourly course staff (course aides) will be trained in CS 199 CA, and supervised by a hierarchy of TAs and the instructor. 

The Department of Computer Science assigns teaching assistants to courses in general, and to this course in particular, at a ratio of 50 to 1 or less. There are also a large number of course aides for this course and other first-year courses to bring the ratio of course students to staff down to below 17 to 1. 

Geoffrey Challen will teach the course with Wade Fagen-Ulmschneider and G. Carl Evans as backup. TAs are trained in CS 591 TA. Beyond their training in CS 591 TA, supervision of TAs for this course will be done by the course instructor. Undergraduate hourly course staff will be trained in CS 199 CA, and supervised by a hierarchy of TAs and the instructor. 

GEOL 115 

The Dept. of Earth Science and Environmental Change requires faculty to submit a copy of their syllabus before the beginning of each semester. Course syllabi are reviewed by the Associate Head and the Geology Courses & Curriculum committee to ensure that general education guidelines are followed. Course observations also ensure those guidelines are followed. 

Dr. Max Christie is the instructor for this course. Dr. Christie has a PhD and MS in Geology and has taught many of the introductory courses in the Department of Earth Science and Environmental Change. Dr. Christie will supervise all the teaching assistants for this course and will meet weekly with them to review the material and answer questions before they meet with students or grade assignments. TAs will be given an answer key and rubric to grade any written work. We expect two teaching assistants from the ESEC department to be assigned to help grade this course. TAs will be responsible for grading the written assignments in the homework, movie worksheets, and exams (with guidance from the instructor), scheduling conflict quizzes and exams, answering questions during office hours, and helping during the movie screening. 

GWS 100 

Gender and Women’s Studies has an active curriculum committee that regularly reviews departmental course offerings. The committee will ensure that faculty members teaching this course are apprised of the GE guidelines and that appropriate methods are followed. 

This course will be taught by faculty members in or formally affiliated with the department of Gender and Women’s Studies. At present, it is mostly taught by Mahruq Khan, Emma Velez, Toby Beauchamp, and Teresa Barnes. Teaching assistants participate in a department-led orientation session prior to the semester’s start, meet regularly with the faculty member in charge of the course, participate in grade-norming sessions with the faculty member, and have their teaching observed by the faculty member at least once during the semester. 

ARAB 150 

The Director of Undergraduate Studies and Head collect syllabi to monitor and ensure that those adhere to the General Education guidelines. Aside from this, evaluations will be carried out regularly by Faculty by administering student evaluations. These are in the forms of teaching evaluations, which include the Informal Early Feedback (IEF) and ICES forms. Faculty uses the polling feature via Zoom during the online lectures. 

Prof. Eman Saadah will teach the course. She has extensive experience in teaching. She periodically attends training and professional development workshops that focus on teaching advancement.  

HDFS 225 

Course syllabi for all general education courses offered by the department are reviewed annually to assure they continue to include subject matter, methods, and activities appropriate for majors in human development and family studies yet accessible for non-majors who might be approaching the subject matter for the first time. In addition, Dr. Ogolsky obtains student feedback on midterm and end of semester course evaluations. 

Dr. Brian Ogolsky is the primary instructor of the course and will be responsible for training and supervising the teaching assistant. This will involve weekly meetings and one and one mentoring. The teaching assistant will be encouraged to participate in teaching and professional development training (e.g., through CITL and other campus programs) to provide students with the best educational experience possible. Dr. Jen Hardesty is also prepared to teach the course as needed. 

MACS 211 

The MACS Courses and Curriculum committee will review the course every two years to ensure the guidelines are being followed. 

Cinema studies faculty: Derek Long, Angela Aguayo, Julie Turnock, Jenny Oyallon-Koloski. The course will typically not employ teaching assistants.