Essential Studies Diverse Perspectives Course Approval

Learning Outcome and Criteria


Oregon Tech students will explore diverse perspectives.


Definition
As revised by the Diverse Perspectives ESLO Committee for use in Fall submission of 2016-17 Course Approval Forms.

Recognition of diverse perspectives requires the self-awareness, intellectual flexibility, and broad knowledge that enables perception of the world through the eyes of others. (i.e., from the perspectives of diverse cultures and personalities, with consideration of varied places, histories, and technologies). This includes but is not limited to the awareness and understanding of the customs, practices, methodologies, and viewpoints of varied cultures, individuals, and identities.

Criteria for Diverse Perspectives Assessment

The following are criteria used in the assessment of student work:

  • Recognize: Show awareness of one’s own perspectives.
  • Know: Demonstrate factual knowledge of the foundations of diverse perspectives.
  • Understand: Display understanding of others’ perspectives.
  • Apply: Apply factual knowledge and understanding of diverse perspectives to their interactions with others.

Required Information for Essential Studies Approval


During the current implementation phase of Essential Studies, we are seeking Essential Studies Course Approval applications for courses at the Foundation and Essential Practice levels (Processes for Program-Integrated Practice, ESSE, and Capstone courses may differ, and will be further defined as we move forward.)

In order to ease the transition to Essential Studies, and provide predictability for students, departments, and programs, GEAC is soliciting Foundation and Essential Practice course approval applications only from courses that fulfill requirements in the prior general education framework. In a few limited cases, to build out course lists, ESLO committees may reach out to invite particular faculty and departments to submit applications.

To submit a course, provide the following information:

  1. A CPC New Course Request or Course Change form, if needed. (Note: An existing course with no changes to course title, description, credits or prerequisites does not require submission to CPC; rather submit items 2-4 directly to GEAC, by emailing them to Nellie Stewart. If CPC changes are required, attached the documents below to your CPC submission.)
  2. A Essential Studies Course Approval Form (see link at right) with chair and dean signatures
  3. A detailed course syllabus that includes (a) course outcomes, (b) identification of appropriate ESLO pathway(s). (Note: Make sure that the activities of the course integrate the outcomes as listed in the syllabus.)
  4. An assignment requiring student work appropriate for proficiency assessment in the identified ESLO.

Following submission for Essential Studies approval, a course undergoes a review process involving GEAC and the associated ESLO committee.

Approval Criteria for Diverse Perspectives Courses


Foundation Courses

  • Should be taught by content area experts.
  • Exposing students to diverse perspectives should be a primary focus of the course.
  • All Foundational experiences should involve exposure to others’ perspectives and reflection on one’s own. This level should address both the “Recognize” and “Know” levels from the original DP ESLO text, so the student needs to acknowledge and think about their own perspective/worldview while also gathering factual information about others’.
  • These courses must expose students to Diverse Perspectives for intellectual reasons: to keep students from seeing the world from just one perspective, to help them understand identity (both their own and those of others), how we construct it and how it effects how we relate to others, to defend against provincialism, etc.

Essential Practice Courses

  • Should be taught by content area experts.
  • Requiring students to learn about and explore diverse perspectives should be a primary focus of the course.
  • All Practicing level experiences should require students to synthesize knowledge and practice. This level should address both the “Know” and “Understand” levels in the original DP ESLO text, so students are not only gaining factual knowledge about others’ perspectives, they’re using that knowledge to draw connections and a larger understanding about the ways that different perspectives affect peoples’ actions in the world (their own and those of others).
  • This course should require students to gather factual information about DP in different ways and bring them together in a cohesive manner to demonstrate their understanding. Exposure to theory should occur at this level as well, so that students are able to write and talk about Diverse Perspectives using common, explicable terminology.

Program-Integrated Practice Courses

  • Through the experience of this final level, all students should come to an understanding of how diverse perspectives impact their field and profession. This level should address the “Apply” level in the original DP ESLO text, so students should be applying their knowledge of DP to their program courses and beyond, toward their future professional lives.
  • For all potential learning experiences at this level, there should be a professionally-relevant experiential element, but the student should also be required to produce an artifact in response to this experience.
  • This level should be tied both to the program/major and to “real-world” experience. When possible, it should explicitly expose students to outside events/experiences that are related to issues that they’ll be required to deal with as part of the workforce in their chosen field.

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DP ESLO Committee


Ben Bunting, Chair
Sharon Beaudry
Barry Canaday
Dibyajyoti Deb
Veronica Koehn

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