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GL Course Proposal Form

Global Engagement Learning Outcome

Students develop their awareness of their own and other cultures from outside the U.S. through experiences and develop strategies for adapting effectively and appropriately to intercultural situations.

General Course Description

In fulfilling the global engagement (GL) requirement for the Integrations Curriculum, students will exercise responsibility, initiative, and judgment as they apply their knowledge and skills within intercultural situations in meaningfully adaptive ways. Through structured reflection, students will be challenged to move beyond the performance of the global engagement task to discover and internalize knowledge about themselves and the world around them in a way that is cyclical (think-act-reflect, repeat) and meaningful. A summative reflection, as determined by the course instructor, will become an artifact in the students’ Integrated Portfolios.

The GL requirement for the Integrations Curriculum may be met through approved academic courses, co-curricular experiences, or student-designed experiences.

All proposals, including student-designed experiences, must be approved prior to commencement of the experience. Each GL-designated experience must be moderated by a CSB/SJU faculty or staff member.

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In the Integrations Curriculum a course can be designated as either:

A Way of Thinking, AND/OR
A Thematic Encounter or Thematic Focus
CSD: Identity (CI) or CSD: Systems (CS), OR
INTG 100: Learning Foundations (LF), INTG 205: Transfer Seminar, or INTG 300: Learning Integrations (LI), OR
Theological Explorations (TE) or Theological Integrations (TI)

Any course carrying one of the above designations may also have one engagement^ (except for TE, CSD:I, LF, and LI, which cannot carry engagements):

Artistic engagement (AR)
Experiential engagement (EX)
Global engagement (GL)*

Any course may satisfy the Quantitative Reasoning (QR) skill requirement.

Any course (except courses that fulfill Theological Explorations, Theological Integrations, Learning Foundations, or any course with a THEO course number) may also satisfy the Benedictine Raven (BN).

Any course except INTG 100 Learning Foundations, CSD:I, INTG 105 College Success, and INTG 300 Learning Integrations may satisfy the WR designation.**

^Semester-length study abroad courses may carry both GLO and EXP.

*Classes entering the Fall of 2020 and 2021 are waived from the GL and BN requirements.
**For classes entering in Fall 2022 onward.

Application Date

MM/DD/YYYY

Effective Term

Effective Term Year

YYYY

Basic Course Information

Department or program:

Instructor

When you click submit, a copy of your submission will be automatically emailed to you. Please include your full email address here:

Please enter your department chair's email here:

Course number:

Course title (as listed in the official catalog). If a topics course, please list the specific title this request applies to:

Abbreviated course title for the class schedule (30 characters or less including parenthesis & designation)

Number of credits:

Grading type

	Standard (A-F or S/U)
	A-F only
	S/U only

Prerequisites (if any):

MOST RECENT Official course description from the Academic Catalog. If this is a topics course, please list description for this specific topic:

Please note:

A. The committee understands that some courses may still be in development. Prompts that ask for examples of assignments seek information about the spirit of what students will do and instructors are not bound to the specific details (e.g. writing prompts) provided.

B. The committee includes faculty from a variety of disciplines. Please remember to briefly explain disciplinary terms, contexts, and/or texts to allow all the members of the committee to best understand how your responses address the question.

C. As you are answering these questions, please keep in mind that students will need to produce work to assess their fulfillment of the related learning outcomes if applicable.

Best Practices in Experiential Learning

Each of the following questions is designed to help the GL Advisory Board and the GECC understand how the GL goal will be met in your course or co-curricular experience. The questions are grounded in the four criteria for best practices adopted by the faculty in the Integrations Curriculum. The four criteria are: Intention, Preparedness and Planning, Authenticity, and Reflection.

In addition to providing evidence that the four criteria for best practices in experiential learning have been met by the proposed experience, the course proposal must provide evidence that the intensity and duration of the experience is sufficient to enable the student to 1) develop awareness of their own culture, 2) develop awareness of other cultures from outside the U.S., and 3) develop strategies for adapting effectively and appropriately to intercultural situations.

Go to the Integrations Curriculum - Faculty Resources course to review resources, such as:

Teaching Guidelines,
Reflection Prompts and Rubrics, and
Sample Assignments & Activities.

Course Proposal Questions

The GL requirement for the Integrations Curriculum may be met through approved academic courses, co-curricular experiences, or student-designed experiences.

1.a. Where and how will the learning take place, including the real-world experience (inside and/or outside the classroom) as defined in the teaching guideline?

1.b. What is the duration and the structure of this experience?

2. How will students gain a sufficient foundation to develop an awareness of their own culture and other cultures from outside the U.S. prior to the experience?

3. The following questions ask you to address why this experience is the chosen approach.

3.a. How will this experience help students develop an awareness of their own culture during and after the experience?

3.b. How will this experience help students develop an awareness of other cultures from outside the U.S. during and after the experience? Please also discuss the depth and nature of the interaction of individual students with members of another culture in this answer.

3.c. How will this experience help students develop strategies for adapting effectively and appropriately in intercultural situations?

4. Students are expected to apply their knowledge and skills in intercultural situations in ways that demonstrate initiative, responsibility, and judgment. Describe below an activity, assignment, or encounter in which students do this is an substantive way.

5. The course requires structured, written reflections from students.

5.a. How will student reflection be embedded into the phases of the experience (pre-, during, and post-) to support the think-apply-reflect-repeat model?

5.b. Please provide an example of a prompt or prompts that will ask students to reflect on how this experience challenged them to discover and internalize knowledge about themselves and the world around them. (Please see teaching guidelines for Reflection.)

5.c. Students will complete the GL DEAL reflection to demonstrate they have met this objective.

Please initial here to acknowledge the required reflection assignments

(Optional) Additional information (is there anything else that you would like the GECC to know about this course or application?):