Resources for Faculty
Information about Portfolio Writing Assessment
- First-Stage Writing Porfolio FAQ for Faculty Members (PDF)
- Complete instructions for the first-stage writing portfolio (PDF)
Information about Core Requirements: Adopted Definitions
U.S. Diversity (CPUD)
These courses allow students to gain a greater appreciation of the myriad of perspectives found in a multicultural society and an understanding of the forces that create, contest, or maintain power, identity and difference. Courses satisfying this requirement study difference in the U.S.,with a focus on race, religion, ethnicity, class, gender, and/or sexuality; and use frameworks from different academic fields (such as but not limited to ethnic studies, gender studies, and religious studies) to explore how U.S. identity and experience have been shaped by a diverse array of intellectual and cultural influences and traditions. (Adopted by faculty vote on November 13, 2012.)
Global Connections (CPGC)
These courses provide students with an understanding of the interconnectedness of cultural, socioeconomic, and political systems on a global level. Courses satisfying this requirement have a global or transnational perspective and a comparative framework, exploring at least two nations or regions and their global interactions; and address in their content at least two interconnected systems (literary, artistic, religious, philological, economic, ecological, ideological, political, social,intellectual, scientific, etc.). (Adopted by faculty vote on November 13, 2012.)
Regional Focus (CPRF)
These courses enhance global literacy by providing students with an in-depth contextual understanding of a geographical, national, or cultural region of the world. Courses satisfying this requirement concentrate on a global region outside of the United States; and provide students with an understanding of institutions, culture, intellectual traditions, history, physical environment, and/or other significant aspects of a region outside the U.S. (Adopted by faculty vote on November 13, 2012.)
The purpose of the pre-1800 requirement is to demonstrate to students the importance of the past. Across a wide range of disciplinary and interdisciplinary approaches including those of the Humanities, Arts, and Humanistic Social Sciences the study of the past broadens our awareness of human conditions and experience, enables us to situate the present in an historical trajectory, and provides us with resources for crafting our future.
In courses meeting this requirement, at least 50% of the course topics and materials are drawn from before 1800 CE.
Courses satisfying this requirement develop in students two or more of the following outcomes:
1. A critical awareness of how the past informs the present, providing an understanding of the conditions that made possible the break with or the persistence of social structures, organizational hierarchies, artistic productions, or patterns of thought.
2. A critical awareness of artistic productions, social structures, organizational hierarchies, political economies, or patterns of thought and practices that characterize historical communities and the experiences of peoples of the past.
3. A critical awareness of the past as a resource for imagining new ways of thinking, acting, organizing society, and forming community.
4. The critical skills of impartially, reasonably, accurately, and fairly understanding and representing a variety of ways of thinking and acting and of engaging with unfamiliar worldviews, ideas, and practices, in turn enabling students to responsibly navigate the pluralistic world of the present.
(Adopted by faculty vote on September 25, 2018.)