Writing-Enhanced Courses |
Writing-Enhanced Junior Seminar
Intercultural | Foreign
Language | Freshman Program
The projected outcomes of students' skills, habits, and attitudes, while
distinguishable, are not separable; they blend together to produce the ability
to write well and think critically. Cognition, writing process, and the written
product interact and mutually reinforce one another.
As a result of Writing-Enhanced Courses, students will:
- use writing as a mode of learning as well as a method of
communicating what was learned;
- be able to generate, organize, and communicate information
and ideas fully, clearly, and cogently;
- exhibit critical thinking such as the ability to analyze,
synthesize, evaluate, and reflect;
- show audience awareness;
- engage in deep revision, closely examining and further
developing the reasoning in the writing;
- assess their own writing to uncover strengths
and concerns, and be able to generate strategies for
- solicit external critiques of their writing to guide
- as a regular habit of their writing process, copy-edit their
own work for mechanics, style, and coherence;
- be able to write clear, coherent, and well organized prose
for a targeted audience;
- demonstrate a command of syntax, style, and tone appropriate
to the task; and
- exhibit mastery of punctuation, usage, and formatting
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"Education must prepare one for life in a complex world in which critical
ideas, issues, and decisions require more than a single mode of inquiry or
knowledge base. Increasingly, educated citizens must simultaneously apply a
range of understandings, skills, and attitudes. Indeed, one of the hallmarks of
a lifelong learner is the ability to draw upon the diversity of one's education
in addressing new situations." (Liberal Studies Program Proposal, 7)
Interdisciplinary study should offer a model of how connections can be made.
It should expose students to multiple ways of thinking about issues, problems,
and concepts. It should enable the simultaneous use of multiple modes of inquiry
and demonstrate that their source of power is synergistic rather than additive.
It should help students construct their own mental frameworks of retrievable
knowledge. And it should make possible an evaluation of competing and
complementary ways of knowing.
Upon completion of the Interdisciplinary, Writing-Enhanced Junior Seminar,
students will have engaged:
- intersections or tensions between two or more academic
disciplines with respect to applied methods or tools of inquiry;
- investigation of ways in which a given topic
or concept may be understood and questioned by two or more
different disciplines within a larger civic, cultural, or
professional context; or
- consideration of a problem in the student's "home" or major
discipline via the lens of another discipline's perspectives;
- and will have demonstrated:
- knowledge of, and reflection on, how advanced-level content
from two or more disciplines interacts; and
- integrated analysis and reflection informed by approaches or
methods from two or more disciplines.
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(Approved March 30, 2006)
An intercultural perspective is more than the observation of cultural
differences or a celebration of ‘exotic’ food and clothing styles. Rather,
a meaningful intercultural perspective arises from direct experiences with
cultural diversity and cultural interactions. In a rapidly changing world,
understanding cultural differences is important in fostering a perspective of
global concern and acceptance of a range of cultural responses. We learn
to thrive in diverse work and living environments. Our lives are enriched
by the presence of diverse people and ideas. We become aware of the
political and social significance of cultural differences. The exchange of
ideas becomes multifaceted and complex when two or more cultural perspectives
are engaged. A student who has successfully completed the intercultural
perspective should be prepared to approach intercultural interactions with
awareness and attentiveness.
Coursework and study abroad experiences can foster a student’s intercultural
perspective, as can service learning, internships, and other intensive
experiences designed to create an environment for intercultural interaction.
Students completing the Intercultural Perspective requirement will:
- have a greater knowledge and appreciation of cultural
diversity through the study of other cultures, as well as their
- be critical and self-reflective, developing an understanding
of how culture influences behavior, and in turn, how cultural
differences impact intercultural interactions.
- have an awareness of the political and social aspects
of culture and cultural diversity, and an awareness that
intercultural consideration allows one to transcend (but not
erase) cultural and ethnic differences.
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(Approved March 30, 2006)
The study of a foreign language opens the door to a new world of
understanding of people, customs, literature, history and information, and is,
therefore, a crucial element of the liberal arts. The ability to use a
foreign language and to understand the culture of its speakers will serve
students well as they confront a world increasingly aware of its
interdependency. Students who complete the foreign language requirement of
completion of the *second semester of an elementary language sequence
- achieve a command of certain basic grammatical structures,
- establish a minimal working vocabulary,
- develop initial pronunciation skills,
- acquire limited listening and conversational skills,
- develop the ability to read basic texts and to write simple
- become familiar with some key aspects of the culture
associated with the language and
- grow in their understanding of English through comparison
with another language.
- Students who have achieved these outcomes will:
- be both well prepared and motivated to continue
foreign language study. Such study might include more advanced
coursework in language, literature or culture; study of
additional languages; study-abroad experiences, including
internships; travel; or employment involving the languages and
*or a higher level if so placed.
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Each extended Freshman course will begin with an intensive Freshman Week
Experience which provides a supportive environment for the student's academic
and social transition to Truman.
By midterm of the first semester at Truman State University, each student
- Understand the level of work expected of a Truman student.
The student will have gained confidence and experience in how to
achieve excellence in what one undertakes.
- know campus procedures, campus facilities and services
available to them (registration, advising, add/drop, portfolio,
library, counseling, study skills, Writing Center, tutors, time
- be encouraged to participate in co-curricular activities.
- attend at least one cultural event.
By the end of the first semester, each student should:
- know and practice study and time management skills necessary
to succeed in classes at Truman.
- know a group of peers who can support each other through
academic and social situations.
- develop a sense of belonging within the Truman community and
will have established appropriate mentoring relationships with
the faculty member such that the student is comfortable
discussing career and educational topics beyond class-related
- have increased understanding and appreciation of the
characteristics of a liberal arts and sciences education.
- Have increased familiarity with why and how the university
assesses student learning.
- have been given opportunities to develop their writing,
speaking, and thinking skills.