Viewing: Revision of language competency requirement

Last approved: Wed, 23 Jun 2021 15:54:25 GMT

Last edit: Mon, 12 Apr 2021 16:26:47 GMT

Changes proposed by: Becky Toly (btoly)
Faculty Petitioner(s)
Becky Toly
Is this a request for renewal?

Revision of language competency requirement
Humanities
Modern & Classical Languages
 
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Christ at the Core Learning Outcomes

For all Christ at the Core courses, use the chart below to provide information on the assignments you will use to report on student achievement of outcomes at the end of the course. While instructors may use multiple assignments to assess student achievement and progress throughout the course, only one or at most two assignments per outcome should be selected for this form. Please consult the guidelines on FYS shared and open assignments before completing this chart. Data from these particular assignments must be reported to RESL at the end of the course and will provide data for the Christ at the Core assessment plan.
Learning Outcome #1: Articulate how life in Christ shapes the way one addresses enduring questions (including "What is the good life?") in conversation with alternative approaches.Information
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Learning Outcome #2: Analyze significant factors that influence the development of character.
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Learning Outcome #3: Articulate the value of a Christian liberal arts education.
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Learning Outcome #4: Explain the Gospel in light of the biblical narrative using basic theological vocabulary.
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Learning Outcome #5: Critically engage the ideas of vocation as they concern God's general calling on all Christians, their calling as students, and the distinctive vocations each of them pursues.
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First Year Seminar Course Schedule Template

Weeks 1-2: What is the Good Life?

Core Themes
A. How do we know what the good life is?
B. Is the good life compatible with suffering?
C. How do you think your time at Wheaton will contribute to your pursuit of the good life?
Core Readings
Shusaku Endo, Silence, pp. 3-46
N.T. Wright, Simply Christian, pp. 3-103
Psalm 1, 22, 46, 145
Matthew 5-7

(143 pp. total/avg. 72 pp. weekly)
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i.e. Tolstoy's The Death of Ivan Illych (60 page) (# pages total)
Instructor's Choice Readings
The first two weeks will not include Instructor's Choice Readings.

Weeks 3-6: How Does My Understanding of Humanness and Identity Shape My Vision of the Good Life?

Core Themes
A. What marks me as human? What makes me an individual? Are these given or in some sense constructed or both?
B. How do features such as DNA, biology, sexuality, particular culture and traditions, and our religious faith, beliefs and experiences shape us as persons?
C. How is being a social being a part of my humanness and a contributor to the good life? How is the good life fostered by diverse communities?
Core Readings
Shusaku Endo, Silence, pp. 47-201
N.T. Wright, Simply Christianity, pp. 105-140
The Cape Town Commitment, pp. 1-32
Psalm 8, 51
Ephesians
Romans 5-6
Romans 8
MLK Jr., Letter from a Birmingham Jail (221 pp. total/avg. 74 pp. weekly)
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i.e. Dorothy Sayers, "Are Women Human" (14 pages) (# pages total)
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(# pages total, approximately 15 pg or less per week)Information

Weeks 7-9: Does the Good Life Depend on What Kind of Person You Are?

Core Themes
A. What character traits are necessary for the good life?
B. What does your behavior reveal about your character?
C. What spiritual disciplines are necessary for the good life?
D. How does God aid us in acquiring the traits necessary for the good life? How does God help us to avoid traits destructive of the good life?
Core Readings
Augustine, Confessions, pp. 3-169 (Books I-VIII)
N.T. Wright, Simply Christian, pp. 143-172
Christian Smith, "Moralistic Therapeutic Deism"
Psalm 119
James
(165 pp. total/avg. 55 pp. weekly)
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i.e. Rebecca Konyndyk DeYoung, Glittering Vices, (Introduction, Ch 7, Epilogue)
(# pages total)
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(# pages total, approximately 15 pg. or less per week)

Week 10: How Does My Understanding of the Good Life Contribute to my Sense of Vocation?

Core Themes
A. What is a vocation? Am I subject to multiple "callings"? What are they?
B. If God calls me to a vocation, how does he equip me for that vocation?
C. What if I don't know what I want to do or become? (God's general call on all humans, on Christians, on individuals)
D. What is the role of vocation in living the good life?
Core Readings
Augustine, The Confessions, pp. 170-196 (Book IX)
John 13
1 Corinthians 12
Romans 12
(26 pp. total)
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i.e. James Cone, "Bearing the Cross and Starting Down the Lynching Tree" in The Cross and the Lynching Tree: Martin Luther King, Jr.'s Struggle to Redeem the Soul of America
(# pages total)
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(# pages total, approximately 15 pg. or less per week)

Weeks 11-12: How Does Liberal Arts Education Contribute to Our Pursuit of the Good Life?

Core Themes
A. What are the liberal arts?
B. How does a liberal arts education differ from other approaches to education? Why study the liberal arts?
C. What is distinctive about the Christian Liberal Arts?
D. What does it mean to think in a distinctively Christian way, and how does it differ from alternative ways of making sense of the world?
E. What is the vocation of a student? How does studying the liberal arts prepare someone for life?
Core Readings
N.T. Wright, Simply Christian, pp. 173-237
Timothy George, "What We Mean When We Say Its True"
The Cape Town Commitment, pp. 33-72
Psalm 19, 104
Colossians
1 Corinthians 1:18-2:16
(128 pp. total/avg. 64 pp. weekly)
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i.e. Robert C. Bishop, "God and Methodological Naturalism in the Scientific Revolution and Beyond,"
Perspectives on Science and Christian Faith 65:1 (March 2013), 10-23.
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(# pages total, approximately 15 pg. or less per week)

Week 13

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Week 14

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Week 15

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Week 16

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Description of Shared and Instructor's Choice Assignments (Consult the FYS Advisory Document for Shared and Open Assignment Guidelines)

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The Department of Modern & Classical Languages is proposing three changes to the CATC Language Policy Advisory Doc. The attached file uses "track changes" to note the changes, per the request of Dr. Heather Whitney, Curriculum Committee Chair.
Erin Savidge (erin.savidge) (Mon, 12 Apr 2021 16:26:47 GMT): Thank you for submitting a Christ at the Core proposal to the Curriculum Committee. The committee approves the proposed changes to the language competency advisory document, noting they are approving pending adoption of the recommended edit to the footnote related to 300-level courses that do not meet competency. This amended language provides a solution to resolve accreditation, audit and assessment concerns related to the previous catalog language which did not indicate the need for petitions for 300-level courses. To avoid compliance issues, the catalog will state that 300-level language courses can satisfy competency by petition. The Language Resource Center Director will submit a blanket petition to the Registrar's Office and Academic Advising Office each term with a list of students who are recommended for meeting competency with 300-level courses. The committee thanks the MCL department and the Director of the Language Resource Center for their collaboration on this solution that meets the curricular needs of MCL, allows for customized course placement for advanced students, and provides a solution for academic staff in their student record keeping. For additional information about the Curriculum Committee review process, see the letter available at this URL: https://wheaton.box.com/s/45lku51q907lzj8i077pt22eepo3yr6j
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