New Designations

The following information should guide faculty and departments in determining whether an existing course fits the new designations of Research, Immersion Experience and Writing Intensive. In some cases, adding the designation will involve altering the course to meet or better meet the defining features. In other cases, the course already includes the defining features. In this latter situation, we encourage faculty to review their course goals and the written materials explaining the course in light of the defining features. The New Course Proposal that goes to CPC will address these issues for new courses.

For Immersion Experiences, IPO will work with faculty leading a program in designating an off-­‐campus study program (e.g. semester abroad). IPO will work with the Registrar’s Office to add IE designations to experiences. Similarly, CIL will partner with faculty and students in non-­course based Immersion Experiences.

Research

Key Defining Features

  • Sophomore or Junior level recommended 
  • A student project as a substantial part of the course in terms of time/grade
  • Collaboration with a librarian
  • Review of previous work in the field
  • Students make decisions/choices about the research
  • Abundant feedback with opportunities to incorporate that feedback for an improved product
  • Presentation of work in a manner appropriate to the field
  • Addresses conventions within discipline
  • Additional clarity as needed on citation expectations and formats

 Examples of Courses that Could be Tweaked as Necessary to Meet the Above

  • Ford/Knight projects
  • Course-integrated projects
  • Methods courses

Immersion Experiences

Key Defining Features

  • Explicitly connects theoretical/professional knowledge, activities and skills
  • Encourages vocational exploration and discernment
  • Application of skills and knowledge to challenges (practical and/or scholarly)
  • Promotes a sense of personal responsibility, including but not limited to community engagement, civic responsibility, ethical behavior
  • Collaboration and team approaches to problem solving
  • Pre‐briefing that frames the experiences, explicates learning outcomes, and prompts reflection
  • Post‐experience critical reflection that helps students demonstrates how the learning connects to the goals

Examples of Courses that Could be Tweaked as Necessary to Meet the Above

  • May Term courses 
  • Community­‐based engagements
  • Internships, research experiences and other professional opportunities
  • Practicums

Writing Intensive

Key Defining Features

  • Sophomore or Junior level recommended
  • Reading and writing is a major focus of the course as reflected in the allocation for the course grade/time
  • Engagement with challenging texts (defined broadly) around a theme
  • Use of primary and secondary texts
  • Feedback with chances to incorporate feedback for an improved product
  • Includes multiple forms of written products and writing contexts
  • Strong disciplinary element in the writing
  • Writing is approached as a process (e.g. idea development, critical analysis, argument development) with feedback at multiple steps
  • Capped courses so that quick turn around of work is possible

Examples of Courses that Could be Tweaked as Necessary to Meet the Above

  • Courses with a previous designation of CP (Comparative Practices) or WI
  • Disciplinary courses with such features that were not previously designated CP or WI

 

 

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Earlham College, an independent, residential college, aspires to provide the highest-quality undergraduate education in the liberal arts, including the sciences, shaped by the distinctive perspectives of the Religious Society of Friends (Quakers).

Earlham College
801 National Road West
Richmond, Indiana
47374-4095
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