UNDERGRADUATE Manning School Of Business - University Of Massachusetts .

Academic Catalog 2020 - 2021 / Undergraduate - General Informationthe natural and physical world. All courses in the natural andphysical sciences with accompanying laboratory work offeredby Biology; Chemistry; Earth, Environmental and AtmosphericSciences; and Physics, by definition, carry this perspective.To find upcoming courses that meet any of these requirements,scroll to the bottom of the Course cademics/classschedule/filters)to search Core Curriculum options.ELO Policies 1000-level courses may be designated with no more than11 ELO; 2000- and 3000-level courses may be designated02with no more than 2 ELOs; 4000-level courses may be -2designated with no more than 3 ELOs.Interdisciplinary courses may receive ELO designations aswell as a Breadth of Knowledge designation. A single course may introduce, reinforce and assess anELO. Alternatively, an ELO designation may be assigned tothe most advanced course in a series of coursesaddressing a particular ELO.Sample ELO Submission .pdf)talogArchiveInterdisciplinary or cross-disciplinary courses which do not fallneatly into the disciplines specified above may apply to theCore Curriculum Committee of the Faculty Senate for the SS,AH, SCL, STEM, or MATH designation. An interdisciplinaryor cross-disciplinary course may carry more than one BOKDesignation, but can be used by students to fulfill only oneBOK requirement.Essential Learning Outcomes (ELOs)Under UMass Lowells Core Curriculum, students must havethe opportunity to master each of seven Essential LearningOutcomes (ELOs). These ELOs may be met within the majoror through other courses, including courses that fulfill Breadthof Knowledge requirements. Consequently, all departmentsmay identify courses within their majors that allow students todemonstrate particular ELOs, and submit these courses forELO designation approval. Approved courses will be tagged inthe catalogin course listings and on Degree Pathwaysand onAdvisement Reports in SiS.The seven ELOs are:Pg. 4Written and Oral Communication (Emphasizing20Interdisciplinary and Cross-Disciplinary Courses SeekingBreadth of Knowledge DesignationsSocial Responsibility and Ethics (SRE) 20MATH - The Mathematics Perspective is characterized by thelogical analysis of quantity, structure, space, and change inapplied and theoretical contexts. All courses offered by theMathematical Sciences department, by definition, carry thisperspective.Quantitative Literacy (QL) Writing in the Discipline) (WOC)CW - The College Writing requirement helps students integratetheir learning across the BOK areas and prepares them to writeand research in their major discipline. College Writing I and IIand their equivalent courses fulfill this Breadth of Knowledgearea.Ca– ALLCOLLEGESUNDERGRADUATEGRADUATE/ MANNINGSCHOOLOF BUSINESSSTEM - The STEM Perspective removes traditional disciplinaryboundaries to integrate approaches to analysis and problemsolving, drawing from all fields of the sciences, technology,engineering and math. Science courses without labs, mathcourses, courses offered by Computer Science and Biomedicaland Nutritional Sciences, and courses offered by engineeringdepartments, by definition, carry this perspective. Applied and Integrative Learning (AIL) Critical Thinking and Problem Solving (CTPS) Diversity and Cultural Awareness (DCA) Information Literacy (IL)Applied and Integrative Learning (AIL)Synthesize knowledge and abilities in meaningful practice.AIL Syllabus StatementThis course meets the Core Curriculum Applied and IntegrativeLearning Essential Learning Outcome; it helps studentssynthesize their learning experiences, providing them with skillsand the disposition to build learning across the curriculum andco-curriculum, and to realize the benefits of experientiallearning opportunities in or beyond the classroom.Expectations for Student LearningCourses approved for the Applied and Integrative learningELO ask students to engage in activities or completeassignments that build competence in this area. They requirestudents to demonstrate knowledge of and/or skill in at leastthree of the following areas: Comparing life experiences and academic knowledge,identifying similarities and differences, and acknowledging

Academic Catalog 2020 - 2021 / Undergraduate - General InformationCTPS Syllabus Statementnew perspectives.Connecting examples, facts, or theories from more thanone field of study.Synthesizing current and past learning in an activity orexperience like co-op, internship, practicum orindependent research. Expectations for Student LearningIntegrating communication by choosing a format,language, or form of visual representation to connectcontent and form, demonstrating an awareness of purposeand audience. Courses approved for the Critical Thinking and ProblemSolving ELO ask students to engage in activities or completeassignments that build competence in this area. They requirestudents to demonstrate knowledge of and/or skill in at leastthree of the following areas:Articulating growth in and awareness of changes in theirfactors. world problems.Synthesizing current and past learning in an entrepreneurial endeavor.20information necessary for full understanding.20Write a paper that incorporates an aspect of your life ivesynthesis; thoroughly questioning viewpoints of experts. chto examine or measure course theories or topics.[Criterion 1](consequences and implications) that are logical andplace evidence and perspectives discussed in prioritygArreflect the students informed evaluation and ability tointegrates information from a history, economics, orlotaAddress a complex problem, examining ethical dilemmasorder. Caor social awareness in your field. [Criteria 2, 3] Give an oral presentation in a history class that isEvaluating a solution, considering the history of problem,logic/reasoning behind the solution, the feasibility of thegraphs, etc.) [Criterion 4]Create a paper, visual product, or performance that alsoProposing one or more solutions/ hypotheses thatindicate a deep comprehension of the problem. accompanied by a visual presentation (PowerPoint, video, Developing conclusions and related outcomesWrite a paper for a course in another discipline thatpolitical science course. [Criterion 2] Interpreting and evaluating information taken fromsources in order to develop a comprehensive analysis orexperiences in a reflective manner, using your experiences Stating, and describing comprehensively, an issue orproblem to be considered, delivering all relevantSample Activities or Assignments Using evidence and data to explain academic or/and real-02 UNDERGRADUATE / MANNING SCHOOL OF BUSINESSown learning, including the contribution of contextual1 This course meets the Core Curriculum Critical Thinking andProblem Solving Essential Learning Outcome; it providesstudents with the opportunity to practice fundamentalintellectual skills for approaching problems and evaluatingevidence in order to develop solutions and draw informedconclusions.-2 solution, and the impacts of the solution. Implementing a solution in a manner that addressesincludes a reflective component addressing your ability tothoroughly and deeply multiple contextual factors of theincrease future effectiveness. [Criterion 5]problem.AIL Course graduate.pdf)Sample Activities or Assignments write a report recommending specific actions andCritical Thinking and Problem Solving (CTPS)Evaluate ideas and evidence rationally to produce andimplement solutions.Given a portfolio of information about a social problem,clarifying costs, benefits and other implications. [Criteria 1,2, 3, 4, 5, 6] Given a problem, develop and compare technicalPg. 5

Academic Catalog 2020 - 2021 / Undergraduate - General Informationsolutions. [Criteria 2, 5, 6] what this tells us about and barriers to opportunities.Examine a case study for a clinical problem, and provide[Criteria 3, 4]and compare a range of solutions. [Criteria 1, 2, 3, 4, 5, 6] Maintain a Disabilities Awareness Journal. Consider howMake the case for adding funds for public highercultural norms influence your perspectives and whethereducation. [Criteria 1, 2, 3, 4, 5, 6]peoples with disabilities should be considered a uniqueImplement and evaluate a program that will address thecultural group. [Criteria 1, 2, 3]needs of a social agency. [Criteria 1 - 7] Participate in a cultural event or spend a period of time ina setting which is culturally distinct from your ownCTPS Course graduate.pdf)identity. Write about its impact on you by reflecting onBe a thoughtful, aware citizen of the global community.DCA Syllabus Statement20groups. [Criterion 4]ivech In a course that includes a study abroad experience,complete a reflective essay or journal demonstrating thedevelopment of your cultural awareness. [Criteria 1, 2]Each of these sample assignments can be tailored to meet anyone or combination of the four competencies.DCA Course graduate.pdf) talogArCourses approved for the Diversity and Cultural AwarenessELO ask students to engage in activities or completeassignments that build competence in this area. They requirestudents to demonstrate knowledge of and/or skill in at leasttwo of the following areas:Analyze a system (e.g., educational, health care,economic) in terms of access and barriers to diverse20This course meets the Core Curriculum Diversity and CulturalAwareness Essential Learning Outcome; it provides studentsthe opportunity to develop a set of cognitive, affective, andbehavioral skills and characteristics that support effective andappropriate interaction in various contexts involving diversecultural and social groups.-2multicultural or diverse clientele. [Criteria 1, 2, 3] Expectations for Student LearningDesign a sensitivity training for someone serving a02 14]Diversity and Cultural Awareness (DCA)Recognizing the commonality and diversity among peopleCa– ALLCOLLEGESUNDERGRADUATEGRADUATE/ MANNINGSCHOOLOF BUSINESSyour own preconceptions and insights gained. [Criteria 2,and cultures across the globe. values in relation to those of other cultures and diversesocial groups. Identifying and analyzing indicators of discrimination;demonstrating how discriminatory practices and attitudescan create barriers for some and opportunities for others. Information Literacy (IL)Identifying and analyzing ones own cultural norms andArticulating answers to complex questions about otherFind, evaluate, and synthesize information effectively andpersuasively.IL Syllabus StatementThis course meets the Core Curriculum Information LiteracyEssential Learning Outcome; it provides students with theopportunity to practice the skills needed to successfully locate,evaluate, and use data, a fundamental ability for scholars andcitizens operating in a complex, global information landscape.cultures and diverse groups, reflecting an awareness ofdiverse cultural and social group perspectives.Sample Activities or Assignments Pg. 6Apply theories of diversity to a film or book. Reflect onExpectations for Student LearningCourses approved for the Information Literacy ELO askstudents to engage in activities or complete assignments thatbuild competence in this area. They require students todemonstrate knowledge of and/or skill in the first two areas

Academic Catalog 2020 - 2021 / Undergraduate - General Informationbelow, and at least two additional areas noted: diabetes. [Criteria 1, 2, 3]Demonstrating in-depth knowledge of resources in theirGenerate a written report, oral presentation, or otherdiscipline and selecting the most appropriate informationrelevant project (e.g. video, poster, etc.) thatand resources for the task at hand (i.e. research question,communicates an original position based on thethesis, hypothesis, etc.). Identifying a wide range ofappropriate use and understanding of the informationappropriate sources of information and making critical,found through careful research. [Criteria 2, 3, 4, 5]These two assignments combined will demonstrate proficiencyin criteria 1 - 6.reflective, and strategic information decisions. Locating and accessing information; formulatingsophisticated, effective, targeted search strategies.Judging accurately the value of search results, adjustingIL Course graduate.pdf)1order to answer the question most effectively.02Quantitative Literacy (QL)Carrying out the inquiry process with a sophisticatedresearch, including: Peer reviewed and non-peer reviewedjournal articles, popular vs. scholarly sources, primaryiveand scholarly media sources.Synonyms, related terms,vocabularies, authority, and currency.chthesauri, indexes, abstracts, keyword and controlledOrganizing, managing, synthesizing and communicatingAr information effectively, applying a format (written, oral,lopurpose and audience.ggraphic, or visual) and tools appropriate for a specificAdhering scrupulously to the principles of the ethical andta QL Syllabus StatementThis course meets the Core Curriculum Quantitative LiteracyEssential Learning Outcome; it provides students with theopportunity to develop the competence and fluency withnumerical data that they need in order to understand andcreate sophisticated arguments supported by valid quantitativeevidence.20research materials, reviews of research, opinion papers,-2Be skilled in the many forms and varieties of numerical analysisapplication of concepts and terminology related to20 Calegal use of information; avoiding plagiarism and copyrightExpectations for Student LearningCourses approved for the Quantitative Literacy ELO askstudents to engage in activities or complete assignments thatbuild competence in this area. They require students todemonstrate knowledge of and/or skill in at least four of thefollowing areas: infringement; quoting and paraphrasing appropriately andaccurately; effectively employing citation styles and UNDERGRADUATE / MANNING SCHOOL OF BUSINESSstrategy as necessary, narrowing or broadening a topic inExplaining information presented in mathematical forms(e.g. equations, graphs, diagrams, tables). Representing relevant mathematical information byformats.converting it into various forms (e.g. equations, graphs,Analyzing their own and others assumptions anddiagrams, tables, words).evaluating the relevance of context when presenting a Solving problems using effective calculations.position. Making judgments and drawing appropriate conclusionsbased on quantitative analysis of data, while recognizingSample Activities or Assignmentsthe limits of this data and analysis. Generate a bibliography using a search focused on a specific target subject relevant to the course. For example,for a Biology course: Find two review papers and fiveprimary research papers published in the last five yearsIdentifying and making important assumptions thatunderlie quantitative analysis. Expressing quantitative evidence in support of theargument or purpose of the work (in terms of whatthat focus on stem cell-based therapy relating to treatingPg. 7

Academic Catalog 2020 - 2021 / Undergraduate - General Informationevidence is used and how it is formatted, presented, andorganizations that have made or attempted to bring aboutcontextualized).change for social good. Sample AssignmentsDesigning and implementing a project that addresses acommunity need, explaining and defending theSolve problem sets that require the ability to: accuratelyimportance of that project from a moral standpoint.explain data provided in charts, tables graphs,accurately their social context, showing an awareness of thesolve mathematical problems. [Criteria 1, 2, 3]competing values at stake and the implications of theMake an oral presentation utilizing graphs, diagrams,moral decision.tables, etc. E.g., in an economics course, use quantitative Identifying the diversity and commonality of moral values02 Characterize or interpret the relationship between-2across cultures.quantitative figures. E.g., in a science course, explain theSample Activities or Assignmentsthe implications for enzyme action. [Criteria 4, 6]20relationship between surface area and volume, and explain understanding of each side of the debate and thearguments defending each position, and an ability to makeivechWrite an essay addressing an important contemporarymoral issue. The essay should demonstrate an20QL Course graduate.pdf)Social Responsibility and Ethics (SRE)Identifying the various types of ethical theories and themethods of moral reasoning associated with them.particular city over the last ten years. [Criteria 1, 2, 4, 6]a reasoned defense of your conclusion. [Criteria 1, 2, 5, 6] Produce a tangible product (a piece of legislation or policy,a business, building, or civic infrastructure, water qualitySRE Syllabus Statementservice program or organization) that integrates yourArShape the world to improve life in your community andbeyond.logor scientific assessment, needs survey, research paper,academic work with community engagement. Show howtaThis course meets the Core Curriculum Social Responsibilityand Ethics Essential Learning Outcome; it provides studentsthe opportunity to reason about right and wrong conduct, toassess moral beliefs and practices, and to apply that knowledgeto make a positive difference in the community and the world.you engage community constituents and respond toCa– ALLCOLLEGESUNDERGRADUATEGRADUATE/ MANNINGSCHOOLOF BUSINESSdata to discuss trends in the real-estate market in a Applying moral reasoning to concrete ethical problems inconstruct equations from written material, and/or1 Expectations for Student LearningCourses approved for the Social Responsibility and Ethics ELOask students to engage in activities or complete assignmentsthat build competence in this area. They require students todemonstrate knowledge of and/or skill

Manning School of Business Zuckerberg College of Health Sciences UMass Lowell's Core Curriculum The Core Curriculum, adopted by the Faculty Senate in 2014 GRADUATE ALL COLLEGES UNDERGRADUATE / MANNING SCHOOL OF BUSINESS Pg. 2 Academic Catalog 2020 - 2021 / Undergraduate - General Information