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UCC Review of Foundational Studies Curriculum

After the General Education Committee reviews your initial Foundational Studies  course proposal questionnaire, approved Foundational Studies courses will be reviewed by the University Curriculum Committee (UCC).

The UCC reviews all undergraduate curriculum, including new Foundational Studies Courses (DL, CID, and FF) as well as modifications to existing courses.

Proposals for the UCC are to be submitted on the standard University Curriculum Committee documents.  The resources below will assist you in filling out the Foundational Studies section of a UCC proposal:

Example Syllabus Statement

Boise State’s Foundations Program provides undergraduates with a broad-based education that spans the entire university experience. CJ 103 Introduction to Law and Justice satisfies 3 credits of the Foundation Program’s Disciplinary Lens-Social Science (DL-S) requirement. It supports the following University Learning Outcomes, along with a variety of other course-specific goals.

#11 – Apply knowledge and the methods of inquiry characteristic of the social sciences to explain and evaluate human behavior and systems

CJ 103 Intro to Law and Justice is designed to encourage students to understand the philosophies and practices of law and justice and to be critical of systems of justice and practices of law. This course helps to achieve the goals of the Foundations program by focusing on the following course learning outcomes. After successful completion of this course, you will be able to:
• Identify and describe the ideologies and perspectives of law and justice.
• Identify impacts of law and justice on racial/ethnic minority groups and women
• Identify and describe constitutional framework of law and justice in America
• Recognize and evaluate social justice and social change in one’s community at the granular and global level.
• Organize and articulate arguments about the costs and benefits of different systems of justice – including the American system of justice.
• Differentiate and analyze traditional legal practices and new current legal trends.

Example “Design for Accessibility” Statements

All posted pdf reading assignments will be checked for readability by a screen reader. (The department will ask Academic Technologies to help with a review of these electronic materials.) Whenever available, videos chosen for use in the course will be those that have been close-captioned by the content producer to provide access to students with hearing impairment. PowerPoint presentations used in class lectures, insofar as they contain graphs or other visual representations of content, will be verbally described to students on an as-needed basis. We will add textual descriptions accessible by screen readers to images used on the course web site. Extra time on tests, oral examinations, or other accommodations will be provided to students as needed per the policies of the Disability Resource Center.

Online sections will include narrated lectures combining PowerPoint presentations with the instructor’s voice. Instructors will be encouraged to provide PowerPoint files with a textual transcript of the lecture in the notes section of each slide. Images used in the Blackboard site will have appropriate textual descriptions that can be read by screen reader software. In all sections, students will be able to submit assignments in a variety of formats, including written papers and podcasts.  Extra time on tests and other accommodations will be provided to students as needed per the policies of the Disability Resource Center.