Inquiry in the Humanities [HUM]
The humanities grapple with the human condition in its complexity through time and across space and cultures. The humanities include knowledge of history, philosophical traditions, major religions, diverse cultural legacies, and contested questions. As fields of study, the humanities emphasize analysis, interpretation, and reflection. They engage centrally with questions of meaning and purpose, which serve as bridges of relevance between past, present, and future.
Students choose one HUM course (3 credits) to satisfy part of the UCORE Inquiry: Ways of Knowing graduation requirements.
Student Learning Outcomes
Students, regardless of major, who successfully complete a [HUM] course should be able to:
- Recognize the role of evidence in the humanities, including what kinds of evidence are appropriate or possible in the context of a research question (information literacy).
- Identify claims based on interpretation of evidence in the humanities (critical thinking).
- Evaluate, at an appropriate level, claims or information in the humanities based on the sources and the methods used to generate it (information literacy).
- Communicate about the humanities in written forms appropriate to the discipline (written communication).
- Understand fundamental knowledge and concepts in the humanities as appropriate to the discipline (breadth of learning).
Revised outcomes approved Spring 2022.
Whether submitting a new course for approval for the first time or submitting an updated course as part of UCORE’s renewal process, faculty should submit a completed HUM Learning Outcomes Grid along with the course syllabus and supporting assignment prompts/activity descriptions. This grid should clearly demonstrate the relationship among UCORE designator learning outcomes, course learning outcomes, and activities and assignments that support those outcomes.
Faculty are not required to insert this learning outcomes grid into the body of the syllabus. However, per WSU syllabus policy, all syllabi must communicate the course’s student learning outcomes to students. If the course holds a UCORE designation, then that communication should occur with in the context of the UCORE designation’s required learning outcomes (e.g. critical thinking, quantitative reasoning, understanding diversity, etc.).
All UCORE-designated courses are required to include in the syllabus a statement of how the course fulfills the specific UCORE requirement.
Please adapt this HUM course description for use in your syllabus. If possible, integrate with course specific description.
XXXX XXX satisfies the HUM requirement for WSU’s University Common Requirements (UCORE), which is designed to help you acquire broad understanding, develop intellectual and civic competencies, and apply knowledge and skills in real world settings. Upon completion of UCORE, you will have the tools needed to seek out information, interpret it, share it, and make reasoned and ethical judgements on a wide array of issues. With these broader goals in mind, XXXX XXX, as a Humanities course, will help develop skills to analyze, interpret, and reflect on questions of meaning and purpose as they related to the human condition in all of its complexity.
Departments and schools should consider how UCORE student learning outcomes (skill development) map to course level (100, 200, 300, or 400) and design assignments and activities accordingly.
|Courses||Courses often taught at 100 & 200 level; some “shared” with other departments or UCORE, or community colleges (external context)||Courses generally at 300 and 400 level, often taught by the major department (or across depts, especially in interdisciplinary programs)|
|Introduce (I)||Practice (P)||Refine (R)||Competent (C)|
|Levels of Program Learning Outcomes: Content, Skills, and Complexity||Introduce skills and knowledge Practice basics (methods, skills, content knowledge)|
Beginner, collegiate level.
|Practice components to solidify foundational skills and knowledge, build comfort and proficiency (includes practice w/ feedback)||Additional development to refine skills & deepen knowledge; use in more complex, demanding contexts (includes practice w/ feedback)||Apply methods, skills, and knowledge in multiple contexts at an advanced, complex level; know when and where to apply; Graduating senior major level.|
Provost Office’s Teach page
Explore this content area of the Office of the Provost and Executive Vice President’s website, which contains resources, tips, tools, and techniques to support excellence and innovation in teaching.
Assignment Design Resources
Read guidance from the Office of Assessment for Curricular Effectiveness on developing powerful, clear assignments to impact teaching, learning, and assessment.
Required Learning Outcomes
Depending on the designation, your UCORE course will carry additional learning outcomes requirements.
View departmental responsibilities for class size, graduate student instructors, shared syllabi, and more.
Emphasize information literacy by scheduling with a librarian a session that is specifically tailored to your course.
Use this website to confirm required syllabus elements and recommended syllabus elements before teaching a course.