Course Proposal Forms
Courses wanting to be considered for the ILC program will choose a primary proficiency and complete the corresponding course proposal form. All completed proposals and supporting documents should be emailed to Integrative Learning Core. Incomplete proposals will not be accepted. Before submitting an ILC course proposal, please ensure all components in the checklist are complete. This includes a justification for any approved general education course that has not been taught within two academic years. Incomplete proposals will not be accepted.
Current General Education courses will still carry General Education credit though Summer 2022 (Fa21/Sp22/Su22) – regardless of ILC approval.
Current General Education courses must submit the ILC course proposal by December 31, 2021 and be approved by February 15, 2022 to still carry General Education credit for Fall 2022 and be entered into the 2022-23 Course Catalog.
Any current General Education courses not approved by February 15, 2022 will be dropped as a General Education option from the course catalog and will not count as meeting a General Education requirement on degree audits for the 2022-2023 program year.
ILC Open Office Hours
Faculty are welcome to attend ILC open office hours hosted by Acting Vice Provost for Academic Programs and Support Services Dr. Jacqueline Bach. Office hours will occur every Monday from 9am-11am beginning June 28, 2021 and continue through December 20, 2021.
Zoom Meeting Room ID 258 610 3999
In-person 156 Thomas Boyd Hall
Email Integrative Learning Core to request ILC consultation outside office hours
ILC Course Proposal Forms by Proficiency
- Civic Engagement file
- Ethical Reasoning
- Global Learning
- Inquiry and Analysis
- Intercultural Knowledge and Competence
- Oral Communication
- Problem Solving
- Quantitative and Formal Reasoning
- Written Communication
ILC Instrument(s) Choices and Assessment Guidance
Each ILC course will include a course-specific assessment plan. This plan details how each instructor for a given ILC course will collect and analyze data that assesses the primary proficiency and corresponding dimension(s) that are addressed in the course. Assessment data are collected by section and aggregated to the course-level according to the assessment process identified in the course proposal. Instructors have two choices as they develop this plan.
Option A: Instructors may select one or more of the proficiencies default dimensions to be addressed in the course.
Option B: Alternatively, if the instructor prefers not to assess at least one of the default dimensions, the instructor(s) have the discretion to identify at least one alternative dimension to assess the proficiency. These alternative dimensions and assessment protocols must be approved at the department level, either by the department head, an assessment committee, or an individual designated as assessment coordinator. The Department Level Approved Assessment Plan will then be submitted to the ILC committee for approval.
ILC Instrument(s) Choices and Assessment options include: essay, extended response questions(s), lab report, multiple choice questions, performance, presentation, reflection paper, short answer question(s), or other.
Departments need only assess a majority of sections annually for each course. However, it is important that these sections be as representative as possible of all sections (and modalities) of the course, including those taught in the summer or intersession terms.
A common standard for sampling is work from 10% of the students, or 10 students, whichever is greater, but this may be problematic for large classes, depending on the assessment instrument chosen. You do not need to sample; if you prefer to submit data from your entire class (the entire population), you are free to do so [see sampling guidelines].