Faculty Application to Offer Beyond the Classroom(BTC)Experiential Learning Class/Course

Please submit to Campus Mail Code 4354(423)-425-5825

For the things we have to learn before we can do them, we learn by doing them. –Aristotle
Experiential learning is learning by doing. Critical thinking occurs during experiential learning.

Lead Faculty/Department Head Name(required for course-wide designation): Katie Hargrave

Department: ArtEmail Address:

First Semester the Course/Experience will be Offered: Fall 2017

How often do you plan to offer this course as a BTC course?

☐One time

☐Every semester

☐other(please describe) Every Fall

Please check one type of Course to be evaluated (please see Definitions and Additional Criteria Section below or contact with questions) :

☐Co-op/internship ☐Study abroad ☐Applied learning ☐Creative activity ☐Independent Study ☐Teacher education

☐Lab course ☐Undergraduate Research ☐Service Learning ☐Capstone ☐Other, please describe:

Course Number: Art 1000 Course Title: Introduction to Contemporary Art Practices

This application will be evaluated by a committee using the Guidelines found at of Applications for currently designated courses are also available at that site.

Required Elements of all Applications:

1.Please submit a current syllabus that contains descriptions of the work you outline in this application.

2.The experiential element of the course must constitute enough of the grade such that a student could not receive a grade of C or higher if the experiential element was not satisfactorily completed.

Please answer the following 4 questions:

  1. Describe the project that will be required to fulfill the BTC component and how this project will count for a significant portion of the student grade.

One of the four learning outcomes for the course is to “provide an introduction to the resources of the university, department, and community.” The course is divided into approximately 1/3 of the content using University resources (like the library, writing center, etc.), 1/3 engaging with the Art department, and 1/3 engaging in the broader community. Out of 16 class sessions, 37.5% of sessions include assignments that engage the students beyond a traditional lecture or exercise. We will meet Chattanooga-area artists, visit professional and artist-run exhibition spaces in Chattanooga, explore ephemeral and street art, examine the impact of contemporary art in Chattanooga, and explore the ways in which artists make a living and a life as an artist. These assignments would be worth 300 points of the class, meaning a student could not receive higher than a 70% if they did not complete these exercises and assignments.

  1. How will the learning outcomesand assessments in your syllabuscorrespond toat least 3 of the 5 ThinkAchieve critical thinking student learning outcomes regarding experience based understanding of the discipline?Examples of other applications can be found at

Student Learning Outcome / Corresponding Course Learning Outcome (at least3 of 5) / Corresponding Assessment
Identifies, evaluates, and interprets information by raising pertinent questions and identifying uncertainties / Click here to enter text.
Solves problems by determining limitations, making connections, and prioritizing the potential solution / Click here to enter text. /
Creates innovative solutions to problems through creative thinking / The final learning outcome of the course applies: 5) Develop several artworks throughout the semester. / Students create four artworks that are assessed throughout the semester. In addition they participate in in-class artmaking four times (these are not assessed). Because this course is designed to challenge the student’s expectations about contemporary art production, these exercises are more challenging because of their open-ended nature. This is distinct from the artwork they will be producing in their studio courses.
Communicates ideas and information effectively / Two learning outcomes from this course apply. 1) Provide an introduction to contemporary art methods through slide lectures, readings, and discussion and 4) Develop writing proficiency as it relates to being an artist. / Students are asked to respond to lectures and exercises in weekly writing responses. Each writing response corresponds to a type of writing that students will do beyond their time in school (artist statement, critical review, press release, etc.)
Integrates knowledge and skill through reflection on thinking and learning processes / Our second learning outcome relates: 2) Create a culture of collaboration and resiliency amongst the Foundations cohort through in-class exercises and discussion. / Students are expected to collaborate on several projects throughout the semester. Students will be presented with information in class, asked to explore that information in the art community of Chattanooga, and reflect upon their findings in writing and discussion. Students could not succeed in the course without integrating the information presented into their working process for the semester. They must put the knowledge into practice.
  1. Please complete the table below to describe how the syllabus directs students tocritically reflectbefore, during and after the experience, integrating theory with their practice. More information on Critical Reflection can be found at

Description of pre-experience reflection activities / On the first day of class we discuss what contemporary art is. In past semesters, less than 10% of students could identify a contemporary artist or understood what working in a contemporary mode meant. Students discuss their expectations for exercises before we begin, address their concerns, and discuss ways to work through challenges.
Description ofactivities for reflection occurring during the experience / Students are given a set of questions to reflect upon when they are going on excursions in preparation for their writing responses and reflections. Where possible, I encourage students to visit sites in groups so that they can discuss in groups.
Description of post-experience reflection activities / Writing reflection is the core of this course (50% of the evaluation). Students are given specific prompts to help with reflection.
  1. How will you incorporate the additional criteria for the type of course selected above? Additional Criteria for each type of course are listed on the following page.

This course is a “Creative Activity Course.” While the last two times this course was offered students’ writing responses were collected in electronic format, they were not publically available to the group. Instead they were collected in Blackboard. I will explore other options, including a more traditional blog for students to share their findings with the group. This would allow for an asynchronous conversation to occur between the students as well as a way to easily archive the creative activities.

Definitions and Additional Criteria for Types of BTC Courses

• Co-operative education/internship course – work experiences with businesses or nonprofit organizations that require discipline-based knowledge. Co-op and internship courses are approved through academic departments

  1. Co-op and internship supervisors must evaluate the student’s work.
  2. Students must complete a chronological log of activities using physical or electronic media such as a written log, series of photos with captions, text or video blog, series of podcasts, or website. Instructors may specify type of log or allow students to select any of the options listed.

• Study abroad course – Formal study abroad courses developed and led by UTC faculty. Other types of study abroad courses approved by the UTC International Programs Office and Academic Departments

  1. Students must complete a chronological log of activities using physical or electronic media such as a written log, series of photos with captions, text or video blog, series of podcasts, or website. Instructors may specify type of log or allow students to select any of the options listed.

• Applied learning course – application of discipline related knowledge through projects with businesses, civic government and non-profit organizations, other non-university entities, or ongoing university applications

  1. Courses/experiences must contain an engagement, rather than just observational, component.

Creative activity course- activity that is driven by the student’s imagination, curiosity, and/or inspiration that results in a tangible outcome such as works rendered in oral, visual, physical, written word, electronic media, and/or other forms. Performance and exhibition of creative works may also be included.

  1. The creative work must be captured in electronic form.
  2. Students must complete a chronological log of activities using physical or electronic media such as a written log, series of photos with captions, text or video blog, series of podcasts, or website. Instructors may specify type of log or allow students to select any of the options listed.

• Teacher Education course – applied learning courses designed specifically for teacher education programs

  1. Students must have a minimum of 20 hours of in-class experience for BTC credit.
  2. Courses must contain engagement and reflection, rather than just observation.

• Service Learning-a student centered teaching method that involves academic instruction in partnership with UTC and the larger community. The primary focus of service-learning is to enhance critical and reflective thinking and civic understanding. Service-learning programs involve students in organized community partnerships that address local needs while developing their academic skills.

  1. Service Learning takes place with organized community reflection and includes reflection before, during and after the experience.

• Lab course-an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NSTA-NRC2006, p.3)

  1. Lab Courses must contain an engagement and reflection component, rather than just documentation of observations.

•Undergraduate Research-An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline. (

  1. Must be heavily initiated by the student for a primarily independent research experience.
  2. Students will keep a reflective journal that will include a log of activities and will connect research activities with application/experience. (This may include special activities outside scheduled laboratory or field work times.)

•Independent Study-Project, reading, paper or other work for credit under supervision of a faculty member and primarily focused on the student’s independent interest and work.

  1. Must be heavily initiated by the student for a primarily independent experience.
  2. Students will keep a reflective journal that will include a log of activities and will connect project activities with application/experience. (This may include special activities outside scheduled laboratory or field work times.)

•Capstone- A class that the department or campus unit values for its ability to integrate all the essential elements of the discipline

Note: For the purposes of student recognition, a list of students adequately demonstrating 3 of the 5 SLO’s, or corresponding Course Learning Outcomes from the table above must be submitted to by the last day of the semester. The below rubric can be used as a guide. There is no need to submit the rubric below, or a class roll; only the names of the adequately participating students are required.
Student Learning Outcome / Does not demonstrate this attribute(0) / Demonstrates this attribute rarely(1) / Demonstrates this attribute adequately(2) / Demonstrates this attribute thoroughly(3)
Identifies, evaluates, and interprets information by raising pertinent questions and identifying uncertainties / Fails to state questions or uncertainties, misrepresents information / States pertinent question(s), but fails to identify how or why it is a question or problem. Identifies some information appropriately / States pertinent questions and elements of the question or problem. Articulates scope of question and accurately interprets and evaluates information / Precisely states understanding of questions and related uncertainties. Interprets information and limits thereof.
Solves problems by determining limitations, making connections, and prioritizing the potential solution / Fails to state limitations, but does not demonstrate gains in perspective on problem or solutions / States limitation(s), but finds few connections to a larger context or other ways of addressing the problem / Identifies multiple limitations and connections to similar problems appropriately integrated with discussion of solutions / Clearly distinguishes connections between limitations and similar problems and accurately prioritizes multiple solutions to particular problem
Creates innovative solutions to problems through creative thinking / Fails to demonstrate any interest in approaching problems from multiple perspectives / States problem, shows desire, and exhibits effort to introduce new solutions / Approaches problem and solutions iteratively from different and related perspectives not suggested by others / Demonstrates extensive comprehension of problem through multiple effective, original solutions
Communicates ideas and information effectively / Fails to state, and discuss ideas and information / Occasionally demonstrates ability to comprehend, state, and discuss information / Consistently and clearly states and discusses points / Consistently states, and discusses points with precision, identifies and corrects any discrepancy between sent and received messages
Integrates knowledge and skill through reflection on thinking and learning processes / Fails to show reflection; does not demonstrate understanding of importance of relationship between knowledge and skill / Reflects incompletely, demonstrating some acquisition of knowledge and skill through thinking and learning / States how reflection upon thinking and learning processes has increased understanding of the discipline, incorporating the relationship between theory and practice / Regularly and openly reflects on thinking, learning, and growth in the discipline through recognition of innate synergy between knowledge and skill
Adequate: 3 SLOs = minimum of 4.5 points, 4 SLOs = minimum of 6.0 points, 5 SLOs = minimum of 7.5 points / TOTAL POINTS

Department Head Signature(required for course wide designation)______Date:______

Lead Faculty Signature______Date:______

Modified source: MTSU QEP Document-2006

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