Workshop Resources
Completing Approvals Documents
This page is an amalgamation of the information previously provided on the Submit a Course page of the handbook and the more recent “Core Curriculum Course Approvals Workshop” first hosted on 3 September, 2024
Overview of the CSU Core Curriculum Approval Documents & Approval Process
For a new or existing course to be included in the Inquiry Core Curriculum, a proposal must be submitted in Curriculog and include, at least, the following attached documentation:
- The appropriate Inquiry Core Curriculum Approval Document
- A syllabus for the course that meaningfully evidences the Inquiry Orientation of the course and includes the Core Curriculum Syllabus Statement, suitably completed.
- An overview of each Signature Assignment (minimum of 1) included in the course. This should be the overview/instructions you would provide students. It should especially emphasize how student work will be evaluated to determine achievement of the Core Competency learning outcomes associated with the Signature Assignment.
The information below will predominantly focus on completing the Approval Document, and in particular the following four elements which are present in all documents:
- OT-36 Learning Outcome Mapping
- Inquiry Orientation
- Core Competency Learning Outcome Mapping
- Signature Assignment Details
OT-36 Learning Outcome Mapping
Overview
- The Goal of this section is to illustrate how the course both develops and assesses the disciplinary learning outcomes dictated by the Ohio Department of Higher Education
- This section is Used by the committee to ensure all required OT-36 learning outcomes are embedded in the course and that the documentation of the outcome mapping is likely to satisfy the ODHE panels
Completing the OT-36 Learning Outcome Mapping
For most requirements, the approval document already contains a table that lists the required learning outcomes in the left-most column and then provides three additional columns to be completed. The guidance the ODHE provides for completion is the following:
- In Column [A] you should indicate what course materials and activities relate to the outcome
- In Column [B] you should indicate how instructors determine the degree to which students have met the outcome
- In Column [C] you should indicate where, in the other attached documents, we can find evidence of [A] and [B]
Some Examples
The following examples have been taken directly from the ODHE’s Guidance Document for Arts & Humanities submissions. You can find guidance documents, which include what the ODHE deems exemplary answers for each learning outcome, on the OT-36 Learning Outcome website (Each category lists a “Guidance Document” as the last document in the section).
| OT36 Outcome | (a) Course Embed | (b) Assessment of Outcome | (c) Evidence of (a) and (b) |
| Basic Knowledge. Employ principles, terminology, and methods from disciplines in the arts and humanities | Addressed via CLO1 and 2: “Utilize basic music vocabulary” and “Analyze basic elements of music”. Students apply arts/humanities methods of inquiry through studying musical concepts and examples outside of class (via textbook and accompanying activities) and through discussions, quizzes, and papers.
|
Discussion 1 and Quiz 1, both of which cover musical concepts related to melody, rhythm, harmony, texture, and dynamics. Paper #1 also requires application of musical concepts to analyze a specific song. Specifically, there is a focus on types of meter, major/minor harmonies, conjunct/disjunct melodies, and homophony/polyphony. | First 2 modules on the syllabus outline specific topics covered in Discussion 1 and Quiz 1.
Page 15 of syllabus also includes a detailed terminological starter that includes a compiled list of musical terms.
“Exploring Music Paper 1 specs” provides overview of Paper 1 assignment. |
| Textual Analysis. Analyze, interpret, and/or evaluate primary works that are products of the human imagination and critical thought. | CLO’s 3 & 5: “Apply literary and analytical principles, terminology, and methods to identify and discuss features of intercultural texts” and “Analyze, interpret, and/or evaluate intercultural texts to articulate insights about their own cultural rules and biases and develop approaches to mitigate them.” | Blackboard posts and analytic essays. Blackboard posts involve analysis of specific literary works, using short quotes from the readings as support. Essay 1 asks students to analyze a literary work from the Harlem Renaissance as an example of the experience of intersectionality. Essay 2 asks students to analyze and novel by Achebe or Dangarembga to explore the questions of how imperialism has impacted African cultures. Successful completion of these assignments requires that students consider the cultural significance of these works’ patterns of imagery, characters, and settings. | “Blackboard Discussion Posts” attachment has topics and grading standards for the posts.
“Essay 1 Assignment Sheet” and “Essay 2 Assignment Sheet” attachments include instructions and rubrics for those assignments. |
Tips for Completion
Most of the tips below come directly from the ODHE, or from experience with feedback on proposals from the ODHE.
- Focus on what students are required to do, not (simply) the topics the course covers
- Emphasize specific course content, activities, and assessment tools, particularly in columns [A] and/or [B]
- Be sure not to repeat answers across multiple outcomes. Even if multiple outcomes are assessed through the same assignments, give more individualized information about what students will be required to do to demonstrate achievement of the outcome.
- For instance, if you assess several outcomes via the same exam, give an example of a different question for each learning outcome
- Be brief and don’t copy material that is available elsewhere in the proposal (i.e., the syllabus or assignment documents). Regard the table as an “executive summary” for the ODHE faculty panel
- Point to multiple pieces of evidence whenever possible, as the ODHE believes this evidences the centrality of the outcome to the course
Inquiry Orientation
Overview
- The Goal of this section is to guide faculty in (re-)designing their course to engage students in inquiry, emphasizing big questions/problems and active learning. This also helps to ensure the course involves relevant skill development as dictated by OT-36.
- Importantly, this section is primary used by the faculty completing it. The core curriculum committee reviews it and provides feedback, but more importantly wants to see that the answers provided are carried over to the syllabus so that students will be able to see the inquiry orientation of the course.
- In completing the document, you should be focused on two main things:
- Identifying 1-3 big questions/problems that orient and structure the course. You may also identify smaller sub-questions, but it is the bigger ones that are more important.
- Identifying specific activities you will use to engage students in to investigate the problems/questions
An Example
| What are the major problems/questions that frame the course? |
| The overarching question is “What does the free and just society look like?” Every unit, topic, and sub-question relates back to this guiding question.
Other sub-questions include: •“Why does the government get to tell us what to do?”
•“Can we promote both freedom and equality in society?”
•“Democracy: What is it good for?”
|
| How will students be engaged in the inquiry process? |
| Topic Identification & question formation are modeled by the instructor and then students work together, in teams and through structured guidance, to identify a topic and question for their final group presentation.
Resources are mostly gathered by the instructor. Students will also be instructed in how to use PhilPapers to search for sources for their final group presentation and will complete an individual activity to contribute resources to the team. Most of the student inquiry is analysis, evaluation, and synthesis: Students are guided, in teams, by structured worksheets aimed at charitably interpreting arguments and putting different works in conversation with one another. |
Tips for Completion
- When drawing up the major questions/problems, consider the following sorts of things:
- What questions or problems motivate you in your research and/or your academic field more generally?
- What sorts of questions or problems should students be better able to engage with because of the course?
- Why should students learn the content of the course? What value will it have to them?
- In thinking about inquiry activities, it is better to focus on engaging students deeply and regularly in some of the stages of inquiry rather than shallowly covering all
- Use the general Inquiry Framework provided in the Designing for Inquiry page for thinking about this step
- Be sure to revise your syllabus to substantially and meaningfully highlight the inquiry framing and orientation of the course to students
- Revise your course overview/description to highlight the questions/problems
- Emphasize the active nature of the course
- Revise the course schedule to emphasize smaller questions/problems rather than topics for specific class sessions or units
Core Competency Mapping
Overview
- The Goal of this section is to ensure the course is meaningfully contributing to the Core Curriculum promise that all students will develop key durable skills (i.e., the core competencies)
- The Core Curriculum Committees use this section to ensure the learning outcomes are meaningfully integrated and, most importantly, that students are given the opportunity to develop the skills prior to (major) assessment of them.
- In completing this section, you must do the following
- Identify 2 learning outcomes for each required core competency that you will most focus on developing, from the lists provided on the CSU Core Competencies page.
- Indicate the sorts of instruction and practice students will be given to develop the core competencies. Importantly, since the core competencies must be assessed through the signature assignment(s), you do not need to discuss assessment in this section.
Examples
| Core Competency 1: Critical Thinking
|
|
| Core Competency Learning Outcome | How outcome is taught, practiced, and developed in
the course? |
| LO2: Use information from sources with enough interpretation and evaluation to develop a comprehensive analysis or synthesis | “Political Party Position” activities engage student teams in deep analysis of specific texts with a focus on charitable interpretation and putting multiple positions in conversation to formulate a complex and nuanced overview of an issue, such as the nature of social freedom |
| LO5: State conclusions and related outcomes (consequences and implications) logically and in a priority order | Many of the “Political Party Position” activities engage student teams in arguing for a specific position by reconstructing arguments, helping to emphasize logical priority of presentation.
The “My Free & Just Society” essay will similarly require individuals to be specific about their position and then engage them in drafting and reviewing the defense of their position to emphasize order of presentation |
Tips for Completion
- Consult the CSU Core Competencies page for the lists of outcomes to choose from, as well as rubrics for assessing the competencies
- Look for synergies between the OT-36 learning outcomes and the core competency outcomes
- For example, one of the Arts & Humanities outcomes emphasizes interpretation and analysis of source material. Since I must already do that for OT-36, it makes sense to choose Critical Thinking outcome 2, which is a similar outcome
- Ensure you have exactly 2 learning outcomes for each core competency
- Emphasize instruction and student practice, rather than (major) assessment
Signature Assignments
Overview
- The Goal of this section is to prompt faculty to develop authentic demonstrations of learning and then to prompt students to reflect in ways that help them make meaning of their learning. Student signature assignment work will also be used for Core Curriculum program assessment.
- The core curriculum committee uses this section to ensure there is at least one signature assignment, that all core competency outcomes are assessed via one or more signature assignments, and that a robust and meaningful reflection assignment is incorporated into the course.
- In completing this section, you will do the following:
- Name the signature assignment(s) and briefly describe how it is an authentic demonstration of learning. How does it mirror what happens in your discipline? In a profession? Or something that an engaged member of a democratic society may be expected to do?
- Identify the core competency learning outcome(s) that the signature assignment will assess and briefly indicate how the signature assignment will assess each outcome
- Describe the nature of the Reflection Assignment
Example
Note, for this example, “CT” refers to Critical Thinking and “WC” refers to Written Communication.
| Signature Assignment Name/Description | Assessed Core Competency Learning Outcomes | Reflection Assignment |
| The “My Free & Just Society” essay engages students in authentic philosophical work by stating an original position and defending it through the construction of philosophical argumentation.
It is also authentic qua member of a free and democratic society. Students are prompted to think deeply about their own political philosophical views, recognize the complexities of the issues, and thus come to a better understanding of the nature of politics and political difference. |
Essays are evaluated with a list of “specifications” students must meet, which track both critical thinking and written communication outcomes:
•CT2: “Multiple positions are charitably interpreted and considered”
•CT5: “Essay is meaningfully structured to present a strong argument, with each step clearly contributing to the overall purpose”
•WC1: “Essay is accessible to a generally intelligent reader unfamiliar with the course or materials”
•WC5: “Essay is well composed, emphasizing fluency and clear communication with a minimum of writing errors
|
At the end of the semester, students will be prompted to gather their earlier (informal) essays, along with their returned “My Free & Just Society” essay into a portfolio.
They will then be asked to construct a 2-3-page “Philosophical Journey” reflection, where they will use their portfolio materials as illustration/evidence in engaging the following reflection question: “How have you developed as a political philosopher throughout this course?”
Additional guidance is provided (see assignment attachment), but includes breaking down the question for them: “How has your ability to see an issue from multiple perspectives and charitably interpret others’ positions developed?” “How has your ability to provide reasons for your views developed?” “What views of your own have you changed or critically examined throughout this course?” |
Tips for Completion
- Design an authentic demonstration of learning: The signature assignments should engage students in something disciplinary experts, professionals, or engaged citizens actually do (or close to it). Avoid artificial demonstrations (i.e., the sorts of things one only does in school such as exams)
- Treat the reflection assignment as a companion assignment, rather than simply ‘part of’ the authentic demonstration of learning. Consider when it will be done relative to the signature assignment (and course as a whole) and craft the assignment with sufficient detail that a student could meaningfully complete it. Simply listing a prompt for students is insufficient.
- Consult the provided Core Competency Rubrics to assist in designing methods of assessment for the signature assignment, and be sure to include evaluation criteria in the signature assignment overview document
