Course Designators at
Appalachian State University
A course must require a substantial amount of writing to be considered for a writing designator.
Depending on the objectives of the course, different kinds of writing may be practiced. The instructor
will evaluate writing and students will be given the opportunity to demonstrate improvement based on
instructor feedback. Evaluation will be based on focus, development, and literacy in the subject area.
Writing submitted as part of a team project must be attributable to individually identifiable students in
order to meet the requirements of this designator.
The words "substantial amount" emphasize the importance of both the amount of writing and the
amount of course credit derived from that writing. Examples of writing tasks, any of which meet the
Writing (W) objective, include: (1) a series of short papers, with intervening correction/revision or
conferences with instructors, (2) a marked preliminary draft which is revised and submitted for a grade,
(3) papers on assigned materials to test mastery of classroom material, (4) reports on laboratory or field
experiments, (5) research or referential papers on content related to the course but not covered in class,
(6) summaries of class lecture/discussion in analytical essay, report, or narrative form, and (7) a variety
of
writing assignments appropriate to different audiences and course needs. As a guide, the amount of
course credit for writing considered to be substantial is about 50% for a 1 s.h. course, 25% for a 2 s.h.
course, 15% for a 3 s.h. course, and 10% for a 4 s.h. course. Writing (W) proposals and the
accompanying syllabi should specify how much and what kind of writing will be required. Assigned
writing should reflect course content.
In addition to two freshman English courses, students are required to complete four writing-intensive
courses, two of which must be in the major.
For a course to be considered for a speaking designator, it must require that a substantial amount of
graded work be in oral presentations prepared outside of class. The speeches will be carefully evaluated
by the instructor based on content, organization, literacy, delivery, and adaptation to audience. Students
will be given the opportunity to demonstrate improvement.
The words "substantial amount" are used to emphasize the importance of oral communication skills in S
courses. A substantial amount will consist of a minimum of two speaking exercises or presentations, the
first of which must be given a formative evaluation, and the latter of which must be graded (all may be
given both formative evaluations and grades). As a guide, oral assignments should represent about 5%
of the grade in a 4 s.h. course, 10% in a 3 s.h. course, 20% in a 2 s.h. course, and 30% of the grade in a 1
s.h. course.
"Opportunity for improvement" is satisfied by assisting students to understand and to correct their
problems in oral communication. Examples of assignments that provide this opportunity are (1) a series
of speeches; (2) a series of oral performances; (3) a series of oral reports; (4) any combination of
speaking assignments that constitutes a series such as teaching presentations, panel forums and group
presentations where presenters are evaluated individually, presentations to clients, and seminar
presentations. Normal routine classroom discussions would not meet the criteria; however,
extemporaneous responses to structured classroom discussions to assigned material or works would
meet the criteria. The instructor should respond to each presentation orally and/or in writing, specifically
addressing oral communication skills. Evaluations may be given in class and/or in private conferences
with the student.
A "Speaking" course is likely to be designed in one of two ways: (1) a traditional speech communication
or performance class that emphasizes, among other concepts, the development of skills in oral
communication or (2) a class or laboratory that integrates experiences in oral communication into the
syllabus of a course primarily designed to teach other skills and/or content. "Speaking" course proposals
must, however, specify an amount of speaking performance that is commensurate with the weight of
speaking in the final course grade. Any assigned oral work must be unified with the regular course
content rather than treated as an extraneous exercise.
All students must take at least one course in their major (courses required by the major, whether inside
or outside the major department) that requires formal speaking.
Numerical Data
The numerical data component must comprise a substantial portion of the course, either as a major unit
or (preferably) as material woven throughout the course. One or the other of these methods must be
reflected in the description, materials, and evaluation process for the course. To qualify for a numerical
data designator, a course must meet at least one of the following requirements:
• Generate numerical data through observations or experiments or obtain data through readings,
reviews, etc.
• Interpret numerical data
• Review mathematical models
• Analyze statistical design
The numerical data component must comprise a substantial portion of the course, either as a major unit
or (preferably) as material woven throughout the course. One or the other of these methods must be
reflected in the description, materials, and evaluation process for the course. The Core Curriculum
Council encourages departments to include in ND courses an examination of the role(s) of statistical
design in society.
All students are required to complete two numerical data courses.
Courses with a computing designator must require a substantial use of computers. Computer tasks in
these classes can include, but are not limited to:
• Use of discipline-specific software and services
• Design and implementation of computer programs
• Study of computer systems, networks, or architectural concepts
• Development of skills in using computers as learning tools
All students are required to complete two computing designated courses.
Any course may receive the MC designation if there is evidence that significant attention in the course is
focused on cultural patterns beyond the American mainstream. This must be reflected in the description,
materials, and evaluation process for the course. Courses that receive the multicultural designation must
address one or more of the following:
• Ethnic groups and/or cultures outside the United States
• Nations or geographic areas outside the United States
• A foreign language and its cultural context.
• Ethnic minorities, as well as regional groups and cultures within the United States.
• Gender issues
• A broad comparative study of peoples and cultures in which Americans are but one among many
All students must complete four multicultural designated courses.
The goal of cross-disciplinary courses is to integrate knowledge acquired and analytical methods applied
from two or more disciplines. Cross-disciplinary courses may be inquiry-based or may be organized
around a human problem which transcends the normal limits of any particular academic discipline.
Cross-disciplinary courses will:
• Explore topics from the perspective of two or more disciplines
• Incorporate readings, analyses, and evaluation measures that ensure a cross-disciplinary perspective.
When cross-disciplinary courses are team taught, the faculty must be from two or more disciplines.
All students must complete one cross-disciplinary course.