• Undergraduate Curriculum Committee

  • Hamline Plan Proposal - Disciplinary Breadth (F, H, N, S)

    Before you begin, please review the entire form to make sure you have all the necessary information. When you are finished, submit the form electronically by clicking the Submit button at the bottom of the form. Forms can only be accepted electronically. If a question does not pertain to your course, write N/A in the text box

    I. General Information

    Instructor First Name:

    Instructor Last Name:

    Instructor Email Address:

    Department:

    Course Title:

    Course Number:

    Course Credits:

    Maximum Class Size:

    Effective Term:

    Please note: once the term has started, Hamline Plan can no longer be added to a course.

                         

    Academic Year:

     

    II. Disciplinary Breadth Requirements 

    Which area of disciplinary breadth does this course address? 

        

    III. Course Information 

    Guiding Assumptions

    • Disciplinary Breadth courses should be designed so that even students with limited background in the field can meet course expectations with success.
    • What differentiates a Disciplinary Breadth course from a course with disciplinary-specific content is explicit attention to a discipline's approaches to that content.
    • "Approaches" in this context and in the questions below encompasses the perspectives, methods, theories, interpretive frameworks, tools, technologies, assumptions, and/or epistemologies of your discipline.

    1. Disciplinary Breadth courses should introduce students to approaches (see above) of the discipline. 
How will you make explicit to students the approaches of your discipline? (please give two or three specific examples)


    2. Disciplinary Breadth courses should encourage active learning and challenge students to apply the approaches of the discipline. Through what classroom strategies, exercises, and assignments will you challenge all students to apply the approaches of your discipline? (please give two or three specific examples)

     


    3. Disciplinary Breadth courses should provide students with some sense of how various disciplines interact.
How will you make students aware both of what distinguishes this discipline from others and of what borrowing and collaborations may take place between or among various disciplines? (please give two ore three specific examples)

     

    4. Disciplinary Breadth courses should encourage and facilitate life-long learning by confronting issues, exploring problems, or raising value questions.
    How will this course enable students, after course completion, to articulate approaches learned in the course and apply them to unfamiliar issues or problems? (please give two or three specific examples)

     

    IV. Approvals

    Department chair (First and Last Name):

    Department chair approval:

          

     

    Date of approval:  [None] Select a Date Delete the Date