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Foundations Requirement
Foundation courses are intended to give students skills and perspectives that are fundamental to undertaking higher
education. To promote student understanding of connections across fields of inquiry,
Foundations courses may be linked and require co-registration.
Students
must complete:
- Global & Multicultural Perspectives (FG) (6
credits/two courses)
Global and Multicultural Perspectives courses provide thematic
treatments of global processes and cross-cultural interactions from
a variety of perspectives. Students will gain a sense of human
development from pre-history to modern times through consideration
of narratives and artifacts of and from diverse cultures. At least
one component of each of these courses will involve the indigenous
cultures of Hawai'i, the Pacific, and Asia.
- Symbolic Reasoning (FS) (3 credits/1 course)
Courses fulfilling this requirement will expose students to the beauty and power of formal systems, as well as to their
clarity and precision; courses will not focus solely on computational skills. Students should understand the concept
of proof as a chain of inferences. They should be able to apply formal rules or algorithms. They should also be able
to engage in hypothetical reasoning. In addition, the course should aim to develop the ability of students to use
appropriate symbolic techniques in the context of problem solving, and in the presentation and critical evaluation of
evidence.
- Written Communication (FW) (3
credits/1 course)
Students will be introduced to the rhetorical, conceptual, and stylistic demands of writing at the college level; courses
give instruction in composing processes, search strategies, and composing from sources. This course also provides
students with experiences in the library and on the Internet and enhances their skills in accessing and using various
types of primary and secondary materials.
Hallmarks and Explanatory Notes
(Foundations
Board approved FG, 01/27/06; FW, 04/21/06; FS, 09/19/06)
Easy
print format-current Hallmarks (pdf file)
Previous Hallmarks
October
2001 draft
December 2001
(used to designate Fall 2002 courses)
Link to
student learning outcomes and assessment plans
for Foundations courses.
To satisfy the Global and Multicultural Perspectives
(FG) requirement, a course will (Hallmarks in
bold; Notes in italics):
1.
provide students with a large-scale
analysis of human development and change over time. (Note: the two
FG courses will together cover the whole time period from
pre-history to present.
2.
analyze the development of human
societies and their cultural traditions through time in different
regions (including Africa, the Americas, Asia, Europe, and Oceania)
and using multiple perspectives.
-
Students will
study multiple perspectives across time, space, and cultures. Some
of the cultural material studied should reflect cultural
differences.
-
The course should
not be solely about a people or a country; it needs to be a global
course.
-
Clear emphasis on
multiple ideologies and methodologies (e.g., capitalism vs.
socialism, individualism vs. communalism, globalism vs.
protectionism, or humanistic vs. scientific).
3.
offer a broad, integrated analysis
of cultural, economic, political, scientific, and/or social
development that recognizes the diversity of human societies and
their cultural traditions.
-
The course should
offer an integrative perspective on global change and diverse
cultural traditions.
-
The course should
identify common themes across multiple cultures.
-
The course should
recognize diversity (examples could include within and between
cultures and religions, subcultures within political units, or
socio-economic class differences).
4.
examine processes of cross-cultural
interaction and exchange that have linked the world's peoples
through time while recognizing diversity.
-
The course should
address how processes of interaction have shaped the world’s
cultural mosaic through time.
-
The course should
convey an understanding of how unique cultural traditions have
survived cross-cultural interactions as well as how cultures have
been changed through interaction.
-
The proposal
should clearly identify the parts of the course that are
cross-cultural, rather than isolating cultural groups or
characteristics.
-
Dimensions of
cross-cultural interaction such as religion should be examined as
well as modes of interaction, e.g., migration, conquest, and trade.
5. include at least one
component on Hawaiian, Pacific, or Asian societies and their
cultural traditions.
6.
engage students in the study and
analysis of writings, narratives, texts, artifacts, and/or practices
that represent the perspectives of different societies and cultural
traditions.
-
Students will gain
an appreciation of the multiplicity of sources; there should be some
balance between western and non-western sources of information
(e.g., documents and text, oral traditions and performances, art,
archaeological artifacts at different scales, paleontological
remains, paleoenvironmental materials, or cultural landscapes).
-
Students will
learn how to identify, assess, and analyze various sources of
information on cultural behaviors, to organize them into systems of
meaning, and to evaluate conclusions relative to the kinds of
information available.
-
Students will
learn how different materials can reveal different aspects of
contemporary and past human development.
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Courses in Symbolic
Reasoning (FS) should present symbolism as a means to facilitate
reasoning and not merely as a technique to represent course content.
They should engage students in the active use and application of
symbolic techniques, but should not present the use of symbolization
strategies and techniques in a strictly mechanical way. Rather, they
should focus on presenting concepts and tools of symbolic reasoning to
further understanding of the course material. The majority of a FS
course should address issues of symbolic reasoning, and impart an
appreciation of the power and clarity that such reasoning brings to our
thinking and understanding. Courses that apply for the FS designation
should meet all six hallmarks.
To satisfy the Symbolic Reasoning (FS)
requirement, a course:
1. expose students to the beauty,
power, clarity and precision of formal systems.
-
Students should
understand the impact of formal or symbolic reasoning in its application
to other disciplines and/or its historical place in civilization.
-
An objective of the FS
requirement is to enhance students’ appreciation of abstraction and
formal systems of analysis and to elevate their power of critical
thinking through logical analysis and use of evidence.
-
Students may be
exposed to the power, clarity and precision of formal systems by reading
and understanding proofs, derivations of formulae, or expositions of
applications. Students may also be exposed to the power, clarity and
precision of formal systems by constructing proofs (including symbolic
proofs of validity), deriving formulas of appreciable applicability, or
justifying the uses of applications in concrete context. In any of these
situations, formal reasoning and/or symbolism should play a significant
or essential role.
-
The exposure to the
beauty of formal systems can be provided by the presentation of elegant
proofs, tricky, i.e., creative, applications of formulae, or the
derivation of unexpected applications.
2. help students understand the
concept of proof as a chain of inferences.
-
A non-trivial
component of the course should be deductive proof.
-
Students should be
required to demonstrate an understanding of the difference between a
correct and incorrect proof.
-
Students should
understand the distinction between inductive and deductive, formal and
informal reasoning.
-
Students should be
familiar with all aspects of basic argumentation: (1) the recognition of
premises, given statements or hypothesis, (2) the recognition of the
conclusion as well as noticing that a proof has appropriately come to an
end since the conclusion has been justified, (3) the recognition of the
application of the principles of logic to the premises, earlier steps or
recognized truths to justify subsequent steps.
-
Students should be
able to construct formal arguments and be expected to justify most steps
of an argument.
3. teach students how to apply
formal rules or algorithms.
-
Students should be
able to correctly apply rules of a formal system.
-
Students should be
introduced to a process of applying formal rules, so that students will
understand the importance of paying attention to detail and why
precision is crucial, and how rule generation works in carrying out
mechanical, logical, and/or computational procedures.
4. require students to use
appropriate symbolic techniques in the context of problem solving, and
in the presentation and critical evaluation of evidence.
-
Students should be
able to recognize the elements, structure and standards of rigorous
arguments and distinguish between correct and incorrect argument.
-
Students should be
able to recognize appropriate and inappropriate use of words and
symbolism, statements as opposed to meaningless sentences, valid and
invalid arguments, as well as valid and invalid applications of symbolic
reasoning.
5. not focus solely on
computational skills.
-
Students should be
challenged to use symbolic trails of reasoning not only minimally but in
maximally efficient and elegant ways.
-
Students should not be
simply trained in mechanical, computational or formulaic techniques.
6. build a bridge from theory to
practice and show students how to traverse this bridge.
-
Students should be
able to abstract from a real-world situation to formal, symbolic
representation.
-
Students should be
able to translate word problems or arguments into an appropriate
symbolic formalism.
-
Students should see
the development of a “useful” application from a theoretical or formal
idea. In that development it should be made especially clear that the
use of symbolism facilitated the exposition that lead from theory to
practice.
-
Students will learn
that arguments and procedures expressed in ordinary language can be
checked with great precision by placing the reasoning patterns in
symbolic form and manipulated via symbolic rules of inference.
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To satisfy the
Written Communication (FW) requirement, a course will:
1. introduce students to different
forms of college-level writing, including, but not limited to, academic
discourse, and guide them in writing for different purposes and
audiences.
-
The primary goal of W
Foundations classes is learning to write. Course reading should serve as
a basis for writing rather than as a body of material to be mastered per
se.
-
The primary reading
focus should be on expository texts. The course should consider a
variety of college-level readings (e.g. summary/abstract, narrative,
analysis, argument).
2. provide students with guided
practice of writing processes–planning, drafting, critiquing, revising,
and editing–making effective use of written and oral feedback from the
faculty instructor and from peers.
-
There should be a
coherent sequence of various types of writing studied and assigned in
the course. Generally, such a sequence will move from presumably simpler
to more complex rhetorical tasks (e.g. from summary to
analysis/interpretation to argument, or from narrative/serialization to
comparative analysis to research-based inquiry).
-
Types of interaction
concerning student writing will vary and may include in-class
collaborative group work (including online or hybrid instruction),
instructor/student conferencing (in person and/or online),
student/student peer review, and tutorial feedback as available.
3. require at least 5000 words of
finished prose–equivalent to approximately 20 typewritten/printed pages.
-
“Finished prose” is
defined as writing which has received peer and/or instructor feedback,
has usually undergone student revision, and has been formally evaluated
by the instructor. Writing such as journal entries, e-mail letters,
pre-writing exercises, unrevised in-class writing, or feedback to peers
should not normally be considered “finished prose.”
4. help students develop
information literacy by teaching search strategies, critical evaluation
of information and sources, and effective selection of information for
specific purposes and audiences; teach appropriate ways to incorporate
such information, acknowledge sources and provide citations.
5. help students read texts and
make use of a variety of sources in expressing their own ideas,
perspectives, and/or opinions in writing.
Link to
student learning outcomes and assessment plans
for Foundations courses.
Proposal Form (UHM only)
To propose a course please
1) complete and submit the proposal form to
the General Education Office
Proposal Form--Microsoft Word or
Proposal Form--Adobe PDF
2) Complete the
UHM-1 or UHM-2
form. Check the box to "Request approval of the ___ Foundations
designation (FW, FS, or FG)." Submit the UHM-1 or -2 form as
required by your department.
General Information About Designations
1. Students must complete their Foundations requirement during their
first year. Thus, Foundations courses must be at the 100- or 200-level.
[NOTES: Lower-division
requirement approved January 2003; ECON 301 was approved prior to this
decision so its approval will continue through Spring 2008.]
2. All instructors of the course must agree to meet the
appropriate Foundations Hallmarks because all sections will have the
Foundations designation every time the course is offered.
3. A new course must be approved by the department and college prior
to submission of a proposal.
4. The course description in the upcoming Catalog must be
consistent with Foundations Hallmarks. In some cases, this will require
modifications to the official course description.
5. Once given a Foundations designation, the course cannot have a
Focus or Diversification designation. In addition, students who take a
Global & Multicultural Perspectives course from a department may
not fulfill their Diversification requirements with courses from that
department.
[Effective March 2007, students can take Foundations and
Diversification courses from the same department.]
6. Once approved, the designation will maintain for five years.
During the five-year period, the General Education Committee will assess
the course in light of the goals of the Foundations requirement. The
department will need to renew the designation each five years.
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Approved UHM Foundations Courses
Written Communication (FW) (3 credits)
Effective term=Fall 2002 unless otherwise noted.
- English 100
- English 100A
- English 101 + 101 Lab
- English Language Institute 100
Symbolic Reasoning (FS) (3 credits)
Effective term=Fall 2002 unless otherwise noted
- Business 250 [effective F03-]
- Economics 301 [FS effective F03-S08]
- Information Computer Science 141
- Information Computer Science 241
- Math 100
- Math 100A
- Math 111 [FS effective F03-SS05]
- Math 112 [effective F05-]
- Math 140
- Math 203
- Math 215
- Math 215A
- Math 241
- Math 241A
Math 251 [course no
longer offered]- Math 251A
- Natural Resources & Environmental Management 203
[effective F03-]
- Philosophy 110
- Philosophy 110A
- Philosophy 111 [effective F03-]
"A" courses are offered by the
Selected Studies/Honors Program
Global & Multicultural Perspectives (FG) (6 credits)
Courses taken must be from different groups. Effective
term=Fall 2002 unless otherwise noted.
Early (Group A)
-
Anthropology 151
-
Art 175
-
History 151
-
History 161A
-
WS 175 [effective F07-]
|
| Modern (Group B) |
Early to modern (Group C)
-
Art --number to be announced [effective F08-]
-
Botany 105 [effective
F07-]
-
Geography 151
-
Geography 151A [no longer
offered, FG effective F02-F06]
-
Languages, Linguistics, & Literature 150
[effective F04-]
-
Music 107
-
Religion 150
-
Religion 150A
[no longer
offered, FG effective F02-F06]
|
|
"A" courses are offered by the
Honors Program. |
External transfer students who transfer a Western
Civilization course to UHM may take one FG course to satisfy the FG requirement.
If the transfer course covered a particular time period, their FG course
must cover a different time period.
[This is a
change from the 2002-03 policy which stated that HIST 155 was an option for
students with a 2-semester sequence in Western Civilization.]
Effective March 2007, students may take
Diversification courses from the same department as their Foundations
Global & Multicultural courses. Please note that the 2007-08 Catalog is
incorrect. Students may take ANTH 175 and ART 176 to meet FG
requirements and take ANTH and ART to satisfy Diversification
requirements.
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