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Call for Course Proposals, Engaging Social Systems and Values (ESSV) Courses, Foundations Tier

Deadlines: Sept. 25, 2017 – ESSV course proposals to CCIC

Submit all files as attachments to: – Indicate ESSV in subject line

Departments are invited to propose Engaging Social Systems and Values (ESSV) courses, to be taught as early as Fall 2018. The revised Marquette Core Curriculum contains two ESSV course requirements: a Foundations Tier ESSV course normally taken in the first year and an “upper-level” ESSV elective taken in the second or third year. This call for proposals is only for the Foundations Tier ESSV course. There will be a separate call at a later date for courses that will fulfill the “upper-level” ESSV requirement.

Description of Foundations Tier ESSV Requirement

The goal of the ESSV Marquette Core Curriculum requirement is to enable students to encounter diverse social systems and values structures and to develop the tools to participate in relevant debates and discussions. Learning experiences in ESSV courses should lead students towards recognizing their own positions in social systems and thinking about how they, personally, can contribute to the creation of conditions of equality and inclusivity. An important element of the skills obtained in the ESSV component of the Marquette Core Curriculum is reflection: reflection in these courses must be intentional and designed to develop students’ understanding of their own values and social contexts, as well as their capacity to engage social and values systems different from their own. ESSV courses serve as an important touchstone through which to develop and assess our students’ overall growth in intercultural competencies and engagement with the wide range of people, social structures and value systems that comprise their 21st century lives.

Guiding Principles and Assumptions

1.  ESSV courses are expected to develop students’ abilities to engage with others and must be focused on meeting the Marquette Core Curriculum Learning Outcomes.

2.  ESSV courses should be taught by current, full-time faculty or well-experienced instructors with a doctorate.

3.  Each section should be capped at 35 students.

4.  Writing should be the primary means for students to practice and communicate their abilities to engage ESSV knowledge, skills, and attitudes.

5.  Lectures should not be the only method of course content delivery. Discussions, guest speakers when appropriate, and student facilitated assignments/exercises should be thoroughly integrated into the course.

6.  Courses accepted into the Marquette Core Curriculum must be offered regularly (i.e., at least once every two years).

Marquette Core Curriculum Learning Outcomes and the Foundational ESSV Courses

While it is expected that the all courses in the Marquette Core Curriculum will address Core Curriculum outcomes, ESSV courses are specifically focused on the following outcome:

Collaborators Engaging Social Systems and Values

Marquette students will develop skills to engage with a spectrum of people, communities and systems of value. They will be able to analyze the sources and implications of inequity and take steps to create more inclusive and collaborative social and professional processes, acting as people with and for others.

Although all ESSV courses must meet the ESSV Marquette Core Curriculum Learning Outcome and help students reach the Benchmarks in the ESSV Rubric (below) in engaging social systems and values, it is important to note that all disciplines and methodologies are welcome. The central imperative is that course content, assignments, and assessment processes must be designed to lead students towards recognizing their own positions in social systems and thinking about how they, themselves, can contribute to creating the conditions of equality and inclusivity. These courses should also encourage the development of specific skills including students’ reflection on their own values and social contexts, as well as their capacity to engage social systems and values systems different from their own.

The course content should help students to:

  1. Identify their own cultural rules and biases in relation to other cultural systems.
  2. Demonstrate understanding of the complexity of elements important to members of other cultures.
  3. Analyze ways that human actions influence the natural and human worlds and evaluate the global impact of these human actions.
  4. Explain multiple perspectives (cultural, disciplinary, and ethical) when evaluating the global impact of human actions.
  5. Recognize the intellectual and emotional dimensions of more than one worldview and begin to negotiate a shared understanding based on differences between one’s own and other worldviews.
  6. Comparatively analyze two or more cultures historically or in contemporary contexts with some acknowledgment of power structures and their impacts on global equity.
  7. Examine the roles, interconnections, and differential effects of human organizations and actions on global systems.
  8. Formulate a range of actions, grounded in cultural, ethical, theological, social, scientific, and environmental (multiple disciplinary) perspectives, that offer contextually-appropriate solutions to global challenges.
  9. Express openness to interacting with those who are culturally different from one’s self; begin to initiate and develop these interactions, and suspend judgment in valuing these interactions.

In addition, Foundational ESSV courses should move students from benchmark-level competency to Milestones Two, or in some circumstances Three, as specified on the ESSV Rubric in the Appendices to the Marquette Marquette Core Curriculum Proposal (see below).

ESSV Rubric

For additional information on the ESSV requirement and the Marquette Core Curriculum as a whole, visit the Marquette Core Curriculum revision website: http://www.marquette.edu/common-studies-revision/.

Direct questions to Dr. Sarah Feldner, Director of the Marquette Core Curriculum, .

Engaging Social Systems and Values Course Proposal Form

Deadlines: Sept. 25th, 2017 –ESSV course proposals to CCIC

Submit all files as attachments to: - Indicate ESSV in subject line

[Note about this form: In all cases where possible, information should be provided and written in language as it will appear on a syllabus that will be given to students.]

Course Number and Title:

New or existing course:

Department offering course:

Marquette Core Curriculum Learning Outcomes & Foundation Course in Engaging Social Systems and Values

This course is part of the Marquette University Marquette Core Curriculum. This course introduces the following Marquette Core Curriculum Learning Outcome:

Collaborators Engaging Social Systems and Values

Marquette students will develop skills to engage with a spectrum of people, communities and systems of value. They will be able to analyze the sources and implications of inequity and take steps to create more inclusive and collaborative social and professional processes, acting as people with and for others.

[INSERT HERE BRIEF DESCRIPTION OF HOW THIS COURSE ADVANCES THE AIMS OF THE MARQUETTE CORE CURRICULUM AND THE ESSV OUTCOME. IN OTHER WORDS, PROVIDE A RATIONALE FOR THE DESIGN AND APPROACH OF THIS COURSE AS IT ADVANCES THE OUTCOMES AND GOALS OF THE MARQUETTE CORE CURRICULUM; WRITE IN LANGUAGE THAT WOULD APPEAR ON ALL SYLLABI.]

Course Learning Objectives: (Note these are the learning objectives of the course. Indicate any that are specifically tied to the goals of the ESSV requirement and the Marquette Core Curriculum Learning Outcomes.)

[LIST COURSE LEARNING OBJECTIVES AS THEY WOULD APPEAR ON THE SYLLABUS. THESE SHOULD SERVE THE ESSV MARQUETTE CORE CURRICULUM LEARNING OUTCOME (NO. 4), AND MAY BE DRAWN FROM THE RUBRIC IN THE APPENDIX TO THE MARQUETTE CORE CURRICULUM PROPOSAL, BUT THEY SHOULD BE SPECIFIC TO THE PROPOSED COURSE AND ITS CONTENT.]

Course Activities & Assignments

[LIST AND DESCRIBE THE ASSIGNMENTS AND ACTIVITIES THAT WILL BE ASSESSED ACCORDING TO THE ESSV RUBRIC. EXPLAIN HOW THESE ACTIVITIES EITHER A) DEVELOP IN STUDENTS THE SKILLS TO ENGAGE WITH A SPECTRUM OF PEOPLE, COMMUNITIES, AND SYSTEMS OF VALUE OR B) DEVELOP IN STUDENTS THE ABILITY TO ANALYZE THE SOURCES AND IMPLICATIONS OF INEQUALITY AND EXAMINE WAYS STUDENTS CAN HELP FOSTER INCLUSIVITY AND COLLABORATION.]

Additional information: Please respond to the following requests. These items will not necessarily be included on a course syllabus.

1. The ESSV course among other things should prepare students for the second level ESSV requirement. The second level course mandates a significant experiential learning component. Explain how this course will intentionally prepare students for this second level experiential requirement. Be specific; explain which assignments and activities will accomplish this goal.

2. Explain how this course will prepare students for courses in the Discovery Tier.

3. All course templates will be approved by the Core Curriculum Implementation Committee. In the case of courses which have multiple sections with different syllabi, each department will approve individual syllabi to ensure consistency and to provide oversight for the course. Please describe the process by which your department will review and approve individual syllabi (if applicable). Note all syllabi will be forwarded to the Core Curriculum Implementation Committee on an annual basis

4. Indicate how often this course will be offered and how many sections will be offered. Note that it is expected that courses included will be offered regularly (i.e., at least once every two years).

5. Include a note from the department chair indicating approval of the course and indicating the department’s ability to offer the course regularly if accepted for the Marquette Core Curriculum.

6. Attach a copy of the syllabus.