Advice for Departments Preparing Proposals for Science and Technology Perspective Courses
Courses certified for the Sci/Tech Perspectives requirement will mostly fall into one of the following categories:
1. Sci/Tech dedicated courses (2 units)
Any non-introductory-level course that one would naturally label as “a science course” or “a technology course” from reading the title and catalog description will probably fall in this category. Such a course may also be enriched (1 unit) in a foundational skill (written, oral, or mathematical/logical). It is natural to expect that most mathematically-intense “hard-science” courses, which require most students regularly to work quantitative problems in homework and exams, will be dedicated in Sci/Tech and enriched for 1 unit in Math/Logic. Alternatively, they could be enriched for 1 unit in Research. The Math/Logic and Research certifications are handled by the Gen Ed Council, however, and not by the Sci/Tech advisory committee. Introductory-level courses should be certified as Breadth-of-Knowledge courses.
2. Sci/Tech enriched courses (1 unit)
a. A Sci/Tech Breadth-of-Knowledge course may further be enriched for 1 unit in Sci/Tech Perspectives, if it exposes students, at the approximate 25% level specified in the Gen Ed guidelines, to an additional science or technology different from the one that is the central topic of the course. An example could be a physics or chemistry course which included a significant computer programming component, performance in which was reflected in the course grade.
b. Other courses enriched in Sci/Tech should include scientific and/or technological issues at such a level that students will learn something significant about scientific and technical principles, or about the broader effects and influences of specific science and technology in the world. Training in the use of a particular technology would not necessarily justify designation as an enriched course, especially if the technology is “public domain” or if it is used solely as a tool without deeper understanding (a “black box”). For example, requiring students to do a PowerPoint presentation would not constitute technological enrichment.