The Baccalaureate Core
Click on the category for criteria and rationale. Click
on the subcategory for appropriate baccalaureate core proposal questions.
Example of a Well Prepared Baccalaureate Core Request
*Note about Bacc Core Courses
See the current Bacc Core List
Baccalaureate Core Criteria and Rationale
Writing I
Writing I courses shall:
- Be lower division and at least 3 credits;
- Emphasize elements of critical thinking;
- Focus on the writing process, invention strategies, drafting and revision
techniques, and the forms and conventions of writing;
- Emphasize the ability to analyze content and reader response;
- Require significant student practice coupled with evaluation;
- Encourage appreciation and understanding of language, form and style; and
- Develop increasingly sophisticated and efficient writing strategies.
Effective writing is essential both in education and professional pursuits.
Furthermore, writing provides considerable pleasure throughout life as
a means of exploring and clarifying ideas and communicating with others.
Writing is challenging as well as rewarding. Effective writing in a variety
of situations requires wellplanned instruction and continued practice.
Writing II and Writing III/Speech
Writing II and Writing III/Speech courses shall:
- Be at least 3 credits;
- Emphasize elements of critical thinking;
- Focus on relevant theory, concepts, and techniques for understanding the
form of communication involved and for improving skills;
- Provide concepts and guidelines for determining effective communication
within a specific area or discipline, including conventions of that field;
- Require significant student practice or performance coupled with evaluation;
and
- Encourage appreciation and understanding of language, form, and style.
The Writing II and Writing III/Speech area provides supervised practice
in communication skills and extends the focus to professional communication
concerns. To accommodate the needs of various undergraduate programs and
diverse interests of students, a variety of writing and speech options
should be offered.
Mathematics
The Bacc Core requirement in mathematics may be met by one of the following:
- A satisfactory score on an appropriate placement test; or
- Mathematics 105 or any higher-numbered mathematics course that meets the
following criteria.
Mathematics courses shall:
- Be at least 3 credits;
- Emphasize elements of critical thinking;
- Develop problem solving strategies; and
- Include at least one significant mathematical model.
Everyone needs to manipulate numbers, evaluate variability and bias in
data (as in advertising claims), and interpret data presented both in numerical
and graphical form. Mathematics provides the basis for understanding and
analyzing problems of this kind. Mathematics requires careful organization
and precise reasoning. It helps develop and strengthen critical thinking
skills.
Fitness
Fitness courses shall:
- Be lower division and consist of a lecture component of at least 2 credits
and an activity-based component of at least 1 credit (these components
are graded independently and can be taken in different terms)
- Emphasize critical thinking in approaches to principles of health and fitness;
- Provide information and experiences in the safe and effective means to
initiate and maintain healthful behavior change and a physically active
lifestyle
- Have a fitness lecture component that will:
- Focus on an understanding of the scientific principles of physical fitness
and positive health behaviors;
- Expose students to concepts related to physical fitness and health, such
as stress management nutrition, and risk avoidance behaviors;
- Provide practice in the development of personal fitness and health programming;
- Have a fitness activity component that will:
- provide techniques and opportunities to assess, evaluate, and practice
physical fitness and associated health behaviors;
- lead to the development of an appropriate fitness program based on assessments
and in-class experiences in physical activity
Physical fitness and positive health behaviors are recognized as central
to wellness. Students should understand the relationship between diseases
and behavior. In order to achieve wellness, students need to assume personal
responsibility for a physically active and healthy lifestyle.
Science
Science courses shall:
- Be lower division, at least 4 credits, and include a laboratory;
- Emphasize elements of critical thinking;
- Focus on the meaning of the fundamental concepts and theories that broadly
characterize basic (rather than applied) physical or biological science;
- Illustrate, demonstrate, and analyze natural phenomena and systems;
- Provide historical perspectives and context on the evolution of major theories
and ideas;
- Demonstrate interrelationships or connections with other subject areas;
and
- Examine the nature, value, and limitations of scientific methods and the
interaction of science with society.
Science seeks to develop a fundamental description and understanding of
the natural world, from elementary particles to the cosmos, including the
realm of living systems. Students should have opportunity to explore the
insights of science, to view science as a human achievement, and to participate
in scientific inquiry. This experience includes the challenge of drawing
conclusions based on observation, analysis, and synthesis. To ensure a
broad perspective, the science requirement consists of two parts: physical
science (including earth science) and biological science.
Western Culture
Western Culture courses shall:
- Be lower division and at least 3 credits;
- Emphasize elements of critical thinking;
- Focus on a broad subject area and time period;
- Study, from a historical perspective, the origins and evolution of important
features of Western culture;
- Examine events, movements, ideas or artistic achievements of Western culture
in a broad context, including the significance they have for contemporary
U.S. culture and institutions; and
- Demonstrate interrelationships or connections with other subject areas.
Knowledge, understanding, and appreciation of Western culture are essential
to a liberal education. Contemporary U.S. society in all its institutional,
social, and cultural complexity is largely a product of Western culture.
Understanding of Western culture and knowledge of its origin and evolution
enable students to develop greater awareness of its past, present, and
future.
Cultural Diversity
Cultural Diversity courses shall:
- Be at least 3 credits;
- Emphasize elements of critical thinking;
- Focus on a broad subject area and time period;
- Study, from a historical perspective, the origins, evolution, and/or contemporary
state of civilizations and cultures that are either non-Western in
origin or have evolved within Western culture in opposition to or in forms
clearly distinct from the tradition;
- Promote a culturally diverse perspective; and
- Demonstrate interrelationships or connections with other subject areas.
Knowledge, understanding, and appreciation of diverse cultures are essential
parts of a liberal education. Not only is the world a multicultural
one, but most of its cultures contrast sharply with traditional Western
culture. The U.S. is itself a multicultural society. Awareness of
the contrasts and similarities between other cultures and traditional Western
culture enables students to develop a greater understanding of both.
Literature and the Arts
Literature and the Arts courses shall:
- Be lower division and at least 3 credits;
- Emphasize elements of critical thinking;
- Place the subject(s) in historical context;
- Demonstrate interrelationships or connections with other subject areas;
- Focus primarily on literature or the arts;
- Actively engage students in significant works of literature or art;
- Explore the conventions and techniques of the form(s) under consideration;
- Address the role of literature or art in society; and
- Encourage appreciation and understanding of the form(s) under consideration.
Literature and the other arts provide examples of ways individuals find pattern
and meaning in their experience. Study of these art forms gives students expertise
and sophistication not only in recognizing the methods by which pattern and
meaning are found, but also in critiquing those methods. Through literature
and the arts, students engage their own and other cultures, examine their values,
and discover sources of lifelong pleasure.
Social Processes and Institutions
Social Processes and Institutions courses shall:
- Be lower division and at least 3 credits;
- Emphasize elements of critical thinking;
- Place the subject(s) in historical context;
- Demonstrate interrelationships or connections with other subject areas;
- Focus on methods, concepts, and theories for understanding the structure
and change of major social institutions, and for understanding individual
behavior as part of a social dynamic;
- Examine the nature, value, and limitations of the basic methods of the
social sciences, and discuss the interaction of the social sciences and
society; and
- Provide a perspective on the evolution of the theories and ideas emphasized
in the course.
Human beings are inevitably social, influencing and being influenced by social
groups. The social sciences study social institutions and processes and deal
with the human behaviors and values that form and change them, and are essential
for an understanding of contemporary society.
Difference, Power and Discrimination courses shall:
- Be at least 3 credits;
- Emphasize elements of critical thinking;
- Have as their central focus the study of the unequal distribution of power
within the framework of particular disciplines and course content;
- Focus primarily on the United States, although global contexts are encouraged;
- Provide illustrations of ways in which structural, institutional, and ideological
discrimination arise from socially defined meanings attributed to difference;
- Provide historical and contemporary examples of difference, power, and
discrimination across cultural, economic, social, and political institutions
in the United States;
- Provide illustrations of ways in which the interactions of social categories,
such as race, ethnicity, social class, gender, religion, sexual orientation,
disability, and age, are related to difference, power, and discrimination
in the United States;
- Provide a multidisciplinary perspective on issues of difference, power,
and discrimination;
- Incorporate interactive learning activities (e.g., ungraded, in-class writing
exercise; classroom discussion; peer-review of written material; web-based
discussion group); and
- Be regularly numbered departmental offerings rather than x99 or blanket
number courses.
The unequal distribution of social, economic, and political power in the
United States and in other countries is sustained through a variety of
individual beliefs and institutional practices. These beliefs and practices
have tended to obscure the origins and operations of social discrimination
such that this unequal power distribution is often viewed as the natural
order. The DPD requirement engages students in the intellectual examination
of the complexity of the structures, systems, and ideologies that sustain
discrimination and the unequal distribution of power and resources in society.
Such examination will enhance meaningful democratic participation in our
diverse university community and our increasingly multicultural U.S. society.
Contemporary Global Issues
Contemporary Global Issues courses shall:
- Be upper division and at least 3 credits;
- Emphasize elements of critical thinking;
- Focus, from a historical perspective, on the origin and nature of critical
issues and problems that have global significance;
- Emphasize the interdependence of the global community;
- Use a multidisciplinary approach and be suitable for students from
diverse fields; and
- Include written composition.
Our world has become increasingly interdependent. Social, economic, political,
environmental, and other issues and problems originating in one part of
the world often have far-reaching ramifications in other parts of the
world. These issues and problems not only transcend geographical boundaries
but also cross academic disciplines. Therefore, if students are to acquire
understanding of and to discover effective responses to such issues and
problems, they must acquire both global and multidisciplinary perspectives.
(Students are encouraged to complete their baccalaureate core perspective
requirements before taking the Contemporary Global Issues course.)
Science, Technology, and Society
Science, Technology, and Society courses shall:
- Be upper division and at least 3 credits;
- Emphasize elements of critical thinking;
- Emphasize the interactions of science and/or technology and society (in
general, or through significant examples of that interaction);
- Place the subject in historical context;
- Demonstrate interrelationships or connections with other subject areas;
- Provide a perspective on the scientific or technological approach to understanding
and manipulating the world by relating that perspective to its social context;
- Use a multidisciplinary approach and be suitable for students from
diverse fields; and
- Include written composition.
Given the immense impact that science and technology have had on all facets
of modern civilization, a disciplined study of the interaction of science
and technology with society is a necessary part of general education. Students
should understand the political and economic dimensions of scientific or
technological change, the nature of the scientific enterprise and its relationship
to technology, and the complexity of major revolutions in science and technology.
(Students are encouraged to complete their baccalaureate core perspective
requirements before taking the Science, Technology, and Society course.)
The guidelines below explain the five WIC criteria adopted by the OSU Faculty Senate as part of the Baccalaureate Core.
Criterion 1: Writing intensive courses shall use student writing as a significant
approach to learning.
To meet this criterion, courses shall:
- Give students regular and frequent opportunities to write, including both graded and ungraded writing;
- Include at least one paper that addresses a controversial question and that asks students to integrate information from more than one source;
- Require at least 5,000 words (including drafts, in-class writing, informal papers, and polished papers); 2,000 words of this total should be in polished papers which students
have revised after receiving feedback and criticism;
- Restrict enrollments to manageable size (ideally no more than 20 students).
Ungraded writing could include course journals; in-class
writing focusing on a particular problem, concept, or reading;
short (one page or less) summaries of readings; short lists of
questions or answers to questions, and the like. Whatever their
form, such short (and usually) unrevised assignments ask students
to write about what they read and about what they hear in class.
This writing could be simply recorded as turned in (or not), or
it could be graded quickly on some sort of + (top quality), or
0 (acceptable), - (incomplete) scale. Graded writing could include
academic essays, position papers, microthemes, responses to cases,
and the like. Students should expect to revise graded writing
based on feedback and criticism.
Criterion 2: Writing intensive courses shall base a significant part of
the grade on evaluation of writing.
Grades for papers should form at least 30% of the overall grade, with at least 25% of the overall course grade based on evaluation of individually written papers. Collaborative writing projects are appropriate in WIC courses, but individually written papers which have been revised after feedback must also be a significant part of the grade. Writing intensive courses may also use various tests or quizzes which do not involve writing.
Criterion 3: Writing-intensive courses shall focus on content related
to the major disciplines and be taught by faculty knowledgeable about that discipline.
A writing intensive course should be a course, or sequence of courses, in the discipline and integral to the degree program. The course should have a structured syllabus with disciplinary content and an enrollment of students who interact with each other and with their professor on a regular term schedule. Part of the learning in a WIC course occurs when students share, discuss, and respond to each others' written work in the context of the common course content over a period of time. Writing intensive courses are
not English courses or grammar and punctuation courses; they are
discipline courses which use writing tasks to help students learn.
Criterion 4: Writing intensive courses shall discuss writing issues pertinent
to that discipline, as such issues apply both academically and professionally.
In determining the course content for a writing intensive
course, instructors should also include some discussion of how
writing is used by graduate/professionals in that particular discipline.
Thus a writing intensive course in engineering should include
discussion of the writing done by working engineers, and discussion
of what makes that writing effective or convincing. In some fields,
this discussion might apply to the kinds of writing done in graduate
school.
Criterion 5: Writing intensive courses shall be upper division.
The WIC requirement must total 3 or more credit hours. In the case of a department whose WIC requirement is satisfied by a series of courses, WIC credit will be awarded upon satisfactory completion of the entire sequence.
Electronic WIC Proposal
Please attach the answers to these five questions in your electronic proposal.
You also will need to submit a
syllabus,
as well as assignment sheets explaining formal writing assignments.
- What kinds of UNGRADED or minimally graded writing will students be asked to do in this course? How will these writing activities help students learn the course material? How frequently will students be doing such writing?
- What formal GRADED writing will be asked of students in this class? (Attach samples of the assignment handouts students will receive.) In what ways does this writing reflect the writing done by professionals/graduates in your field?
- How will students working on formal, graded writing be guided through the writing process-brainstorming, drafting, and revising? How will they receive useful response in order to revise effectively? At least 2,000 words must be revised after feedback.
- How will students satisfy the requirement to write:
- a) 2,000 words that have been revised after feedback, and,
- b) 5,000 words total. Be specific.
- Ideally, WIC courses are restricted to 20 students. If anticipated enrollment is greater than the ideal maximum number of students, please explain how faculty will manage the work load.
Proposal to include TA 147 (Intro to Theatre) in Bac Core
The Theatre area of the Department of Speech is proposing
that TA 147, Introduction to the Theatre be included in catalog
listings as a course that fulfills the requirements of the Baccalaureate
Core for the Literature and Arts segment of Perspectives. Intro
to Theatre is a course of study that provides a general background
to theatre arts for students of all disciplines. The course work
covers the history of the development of Western theatre and examines
the relationship of theatre to other arts and to the societies
of which it is a part. Students are exposed to the collaborative
effort that creates theatre, to the many aspects of performance
and to the literature of the theatre. They are given the tools
to help them become critical observers and participants in the
theatre event and they investigate the role the arts play in a
healthy and progressive culture.
How does TA 147:
Emphasize elements of critical thinking?
Introduction to Theatre is a course designed to develop
students' abilities to read, view, and intelligently critique
works of drama. The course gives an overview of theatre history
and a demonstration of the theatre artists' responsibilities.
Successful students learn to understand and appreciate the elements
of drama and to appropriately judge the ideas expressed by the
artists and the manner in which they are expressed. Students are
pushed to evaluate their personal response to play scripts, performances
and productions and to express their opinions in informed and
objective terms. The course also provides insight to the artistic
process, the collaborative nature of theatre, and the relationship
to theatre to the society in which it exists.
Place the subject in a historical context?
Theatre history and an understanding of the evolution
of the art and its place in Western civilization is an integral
part of this class. Through lectures and film we cover theatres
of the Greek, Roman, Medieval, Renaissance, Restoration, and other
periods and examine the ways in which those theatres embody the
spirit and philosophy of their times. The course also touches
on other theatre forms of the world, especially those of the Far East.
Demonstrate interrelationships and connections with other subject areas?
In TA 147 theatre arts are shown to be inextricablylinked to the political,
philosophical, psychological, and technological state of the society in which
the arts exist. Interrelationships are highlighted between theatre and religion,
between theatre and class structure, and between theatre and politics.
Include written composition?
Students must write up their response to a number of theatrical productions
and express themselves using the terminology of the art. They are required to
complete a written project that theoretically places each student in the position
of the theatre artist. The examinations for the course include questions that
require critical written discourse. There is also an option to substitute a research
paper for the required practical theatre experience.
As a course in literature and the arts how does TA 147:
Focus on literature on the arts?
Obviously TA 147 focuses on the art of drama in both its literature and performance
aspects. The course also uses the visual arts and music to reinforce the concept of the arts as
an expression of ideas and social self-concept. Students are exposed to the theatrical
literature of many different times and peoples and read at least one full modern play. They are
taught to evaluate the various forms of dramatic literature and to follow the development
of a play's dramatic action.
Engage students in significant works of literature or art?
Students in TA 147 are given the option to work with whatever mainstage production the
University Theatre is mounting. The theatre department brings examples of many types of drama
to the university community and through this class students are given the opportunity to become
involved with the production of major works of drama. The course also focuses on at least one
superior example of modern dramatic writing. In the history portion of the class great works of
visual and musical art are used to show how the arts express the ideals and concerns of a society.
Explore the conventions and techniques of the form under consideration?
Over the quarter each of the theatre artists on the theatre faculty provides for the class an
overview of their contribution to the art of theatre. The designer's, actor's, and director's
responsibilities are explained and demonstrated. By working behind the scenes students are exposed
to the process that creates theatre. By evaluating the expectations and role of the audience in the
creation of theatre students gain an understanding of the conventions of the art form and the evolution
of these conventions.
Address the role and nature of literature or art in society?
Introduction to Theatre is a course that constantly questions the role of theatre in a culture.
From the outset theatre is exhibited as a phenomenon that addresses a variety of needs for its participants.
Students see that as the needs of the participants change, the theatre experience changes. A critical evaluation
of theatre forms can provide a telling guide to the important ideas and questions of a particular audience or society.
Encourage appreciation and understanding of the form under consideration?
The ultimate goal of this course is to create informed and critical theatre goers. Students learn the
components of theatrical art and how to evaluate and appreciate those components. The theory
content of the course allows students to develop an understanding of how the art of theatre works and
to critically compare the many forms of drama and the many productions that we hope they will enjoy in their lifetime.
Please be aware of the following provisions from the
Academic Regulations:
- No more than two courses from any one department may be used by a student to satisfy the Perspectives category
of the Core.
- No single course may be used by a student to satisfy more than one subject area of the Bacc Core even though some courses have been approved in more than one area, and
- Both Synthesis courses may not be taken in the same department.
Last updated 3/14/05
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