Advice for Submitting EGI Courses
Courses that have the Identities in Context, Global Interdependence, or Dignity, Ethics, and a Just Society attributes fulfill the 'introduce,' 'develop,' and 'achieve' levels of the Core, therefore, your course submissions should be detailed and specific. You may submit your course for more than one of the sub-attributes listed above, but in that case you will need to submit more than one worksheet. Your submissions will be reviewed and recommended for UUCC approval by the Equity and Global Identities Subcommittee, which comprises faculty from several different disciplinary and professional backgrounds. To ensure that your responses on EGI worksheets are clear to faculty outside your discipline, it will be useful to provide:
1) Very direct responses to the prompt that describe in explicit terms how your course meets each Core component learning outcome (CLO) or essential criterion (EC) on the worksheet. Your responses, within each box, should not merely reproduce what is on your syllabus, but should directly address the specific prompt in question.
2) Concrete examples that describe what you do to ensure that "Students will do X (CLO). Useful examples are prompts from assignments that show the subcommittee specific vehicles you use to translate the objectives of your course into students assignments and activities. (Such illustrations are extremely useful for clarifying to faculty outside your discipline how your course meets learning outcomes. See link below for sample worksheets.)
3) The exact mandatory syllabus statement for the attribute your course is intended to satisfy should appear on the syllabus. These boilerplate statements can be found on the bottom of each worksheet.
4) The most common revision requested by the EGI subcommittee pertains to the final Essential Criterion listed on all worksheets, namely, providing an artifact or artifacts (assignments) that can be used to assess whether students meet the course-level student learning outcomes (CLO) for that attribute. For assessment purposes, faculty need to identify which specific artifact(s) measures which particular CLO. Keep in mind that no single artifact can measure all the CLOs so you may need to describe more than one artifact.
If a course has multiple sections taught by different instructors, it is important to include a template syllabus that applies to all sections of the course and that shows how the course is designed to meet relevant EGI learning outcomes regardless of who teaches it; also include a sample syllabus that illustrates one way the course may be delivered. An alternative is to include multiple syllabi for the course.
If a course has a generic title that does not reflect the content of the EGI attribute for which it is submitted, you will need to create a more specific title and a different course number for sections of that course that are to carry the attribute. For example, a course, such as, 'introduction to international politics,' or 'world history,' has a generic title that suggests the content of global interdependence; one could expect courses with that title that are taught by different instructors, or transferred courses, to have relevant GI content. However, that title does not reflect, and often would not include, content related to identities in context or dignity, ethics, and a just society. To be approved for one of the latter attributes, sections of the course with the relevant content would need a different or more specific title and a different number.
If you would like advice on your worksheet before you submit, please contact Joya Uraizee, joya.uraizee@slu.edu.