DOCSLIB.ORG

Magis Common Core Curriculum Plan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Magis Common Core Curriculum Plan Magis Common Core Curriculum Plan Creighton University Common Undergraduate Core Curriculum Task Force Proposed April 9, 2013 1 | P a g e TABLE OF CONTENTS CHAPTER 1: OVERVIEW .......................................................................................................................................... 4 SECTION 1.1 PREAMBLE ................................................................................................................................................................ 4 SECTION 1.2 FRAMEWORK ........................................................................................................................................................... 5 Subsection 1.2.a Development of the Magis Common Core Curriculum .......................................................... 5 Subsection 1.2.b Three-tier structure ............................................................................................................................ 7 Subsection 1.2.c Magis Common Core Curriculum requirements ....................................................................... 9 SECTION 1.3 OVERSIGHT ............................................................................................................................................................ 14 SECTION 1.4 ASSESSMENT PLAN .............................................................................................................................................. 15 Subsection 1.4.a Assessment and the mission of Jesuit higher education..................................................... 15 Subsection 1.4.b The nature and purpose of assessment .................................................................................... 16 Subsection 1.4.c Course assessment ............................................................................................................................ 18 Subsection 1.4.d Program assessment........................................................................................................................ 19 Subsection 1.4.e Assessment standards ..................................................................................................................... 21 SECTION 1.5 COURSE APPROVAL AND REVIEW ..................................................................................................................... 22 Subsection 1.5.a Course approval ................................................................................................................................ 22 Subsection 1.5.b. Course review .................................................................................................................................... 24 CHAPTER 2: COMPONENTS (13 COMPONENTS, 35 HOURS) ................................................................... 26 SECTION 2.1 INTRODUCTION ..................................................................................................................................................... 26 SECTION 2.2 FOUNDATIONS (6 COMPONENTS, 15 HOURS) ................................................................................................. 27 Subsection 2.2.a Contemporary Composition (3 hours) ...................................................................................... 27 Subsection 2.2.b Critical Issues in Human Inquiry (3 hours) ............................................................................ 29 Subsection 2.2.c Oral Communication (1 hour) ...................................................................................................... 32 Subsection 2.2.d Mathematical Reasoning (2 hours) ........................................................................................... 35 Subsection 2.2.e Philosophical Ideas (3 hours) ....................................................................................................... 37 Subsection 2.2.f The Christian Tradition (3 hours) .............................................................................................. 39 SECTION 2.3EXPLORATIONS (6 COMPONENTS, 17 HOURS) ................................................................................................. 41 Subsection 2.3.a Ethics (3 hours) ................................................................................................................................. 41 Subsection 2.3.b Global Perspectives in History (3 hours) ................................................................................. 44 Subsection 2.3.c Literature (3 hours) ......................................................................................................................... 46 Subsection 2.3.d The Biblical Tradition (3 hours) ................................................................................................. 48 Subsection 2.3.e Understanding Natural Science (2 hours) .............................................................................. 50 Subsection 2.3.f Understanding Social Science (3 hours) ................................................................................... 53 SECTION 2.4 INTEGRATION (1 COMONENTS, 3 HOURS) ....................................................................................................... 56 Subsection 2.4.a Intersections (3 hours) ................................................................................................................... 56 CHAPTER 3: DESIGNATED COURSES (5 COURSES, 0 ADDITIONAL HOURS) ...................................... 59 SECTION 3.1 INTRODUCTION ..................................................................................................................................................... 59 SECTION 3.2 DESIGNATED ETHICS ........................................................................................................................................... 60 SECTION 3.3 DESIGNATED ORAL COMMUNICATION.............................................................................................................. 63 SECTION 3.4 DESIGNATED STATISTICAL REASONING ........................................................................................................... 65 SECTION 3.5 DESIGNATED TECHNOLOGY ................................................................................................................................ 67 SECTION 3.6 DESIGNATED WRITTEN COMMUNICATION ...................................................................................................... 69 CHAPTER 4: ASSESSMENT RESOURCES .......................................................................................................... 72 SECTION 4.1 COMMON CORE CURRICULUM LEARNING OBJECTIVES .................................................................................. 72 SECTION 4.2 ASSESSMENT RUBRICS ........................................................................................................................................ 82 Subsection 4.2.a ULO 2: Thinking Critically ............................................................................................................. 82 Subsection 4.2.b ULO 3A: Ignatian Values: Theological Dimensions ............................................................. 87 Subsection 4.2.c ULO 3B: Ignatian Values: Philosophical Dimensions .......................................................... 90 Subsection 4.2.d ULO 3C: Ignatian Values: Humanistic Dimensions .............................................................. 92 2 | P a g e Subsection 4.2.e ULO 3D: Ignatian Values: Scientific Dimensions .................................................................. 95 Subsection 4.2.f ULO 3E: Ignatian Values: Service & Justice Dimensions ..................................................... 98 Subsection 4.2.g ULO 4: Communicating Clearly & Effectively ....................................................................... 101 Subsection 4.2.h ULO 5: Reflecting Deliberatively ............................................................................................... 105 Subsection 4.2.i ULO 6: Working Effectively across Diversity ......................................................................... 108 3 | P a g e CHAPTER 1. OVERVIEW 1.1 Preamble The Magis Common Core serves as the cornerstone of Creighton University education, laying a shared foundation for all undergraduate students in order to shape responsible citizens of the global community. In the Jesuit tradition, Magis is “the more”, aspiring toward excellence. As Catholic, the Magis Common Core provides a framework to challenge students to pursue truth in all forms through the living tradition of the Catholic Church. As Jesuit, the Magis Common Core is deeply rooted in Ignatian values and the Jesuit intellectual tradition, engaging students through intimate learning communities in critical dialogue about the ultimate questions of life. The components that constitute the Magis Common Core are intentionally selected to provide a congruous liberal educational experience for all undergraduate students. Students across all colleges and schools interact, challenge ideas, and gain a deeper appreciation for diverse perspectives and experiences, thus promoting a culture of inquiry and mutual respect. A variety of course delivery methods, including distance education, are designed to foster student engagement. The Magis Common Core promotes students’ ethical reasoning and critical thinking, and prepares students to respond to life’s challenges with discerning intelligence and thoughtful reflection. Committed to the inherent worth and dignity
Load more

Recommended publications
  • Course Catalog for 2021-2022
    Saint Ignatius High School 2021-2022 Course Catalog T ABLE OF CONTENTS I. Curriculum Overview II. General Information III. Typical Progressions IV. Course Registration Info V. Course Catalog: English Fine Arts Health/Physical Education History Languages Mathematics Science Theology 1 C URRICULUM OVERVIEW (return to Table of Contents) “A Saint Ignatius education does not exist to make you better than others; it exists to make you better for others.” This quote from our beloved friend Mr. Jim Skerl ‘74 sums up everything we do at ​ Saint Ignatius High School. As a Jesuit high school, we strive not only to meet the standards of the Ohio Department of Education or even the standards of the many excellent colleges and universities that we send our students to after their four years with us. We strive to educate the whole person, mind, body and soul, and to point that education towards the service of God’s people. We strive to teach our students to be “Men for Others”. The curriculum outlined in these pages is the primary way we form our students and is the only way that every single one of our students is guaranteed to experience. There are, of course, many wonderful extracurricular opportunities but it is our academic curriculum that binds us together as Ignatius men forever. It is the daily experience that each one of our students has during his four years here. As such, we treat each component of this curriculum with respect knowing that it all contributes to the formation of the graduate at graduation as a man who is open to growth, intellectually competent, religious, loving, and committed to doing justice.
    [Show full text]
  • Quintilian and the Jesuit Ratio Studiorum
    Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1939 Quintilian and the Jesuit Ratio Studiorum Joseph Robert Koch Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Koch, Joseph Robert, "Quintilian and the Jesuit Ratio Studiorum" (1939). Master's Theses. 471. https://ecommons.luc.edu/luc_theses/471 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1939 Joseph Robert Koch ~' ------------------------------------------------. QUINTILIAN AND THE JESUIT RATIO STUDIORUM J by ., Joseph Robert Koch, S.J. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Loyola University. 1939 21- TABLE OF CONTENTS Chapter I Introduction 1 Chapter II Quintilian's Influence on 11 the Renaissance Educators Chapter III Quintilian's Ideal Orator 19 and the Jesuit Eloquentia Perfecta J " Chapter IV The Prelection 28 Chapter V Composition and Imitation 40 Chapter VI Enru.lation 57 Chapter VII Conclusion 69 A' ~J VITA AUCTORIS Joseph Robert Koch, S.J. was born in Cincinnati, Ohio, April 13, 1913. After receiving his elementary education at the Ursuline Academy he entered St. Xavier' High School, CinCinnati, in September, 1926. He grad­ uated from St. Xavier in June, 1930 and entered the Society of Jesus at Milford, Ohio, in August of th' " same year.
    [Show full text]
  • Course Catalog
    Saint Ignatius High School 2020-2021 Course Catalog T ABLE OF CONTENTS I. Curriculum Overview II. General Information III. Typical Progressions IV. Course Registration Info V. Course Catalog: English Fine Arts Health/Physical Education History Languages Mathematics Science Theology 1 C URRICULUM OVERVIEW (return to Table of Contents) “A Saint Ignatius education does not exist to make you better than others; it exists to make you better for others.” This quote from our beloved friend Mr. Jim Skerl ‘74 sums up everything we do at ​ Saint Ignatius High School. As a Jesuit high school, we strive not only to meet the standards of the Ohio Department of Education or even the standards of the many excellent colleges and universities that we send our students to after their four years with us. We strive to educate the whole person, mind, body and soul, and to point that education towards the service of God’s people. We strive to teach our students to be “Men for Others”. The curriculum outlined in these pages is the primary way we form our students and is the only way that every single one of our students is guaranteed to experience. There are, of course, many wonderful extracurricular opportunities but it is our academic curriculum that binds us together as Ignatius men forever. It is the daily experience that each one of our students has during his four years here. As such, we treat each component of this curriculum with respect knowing that it all contributes to the formation of the graduate at graduation as a man who is open to growth, intellectually competent, religious, loving, and committed to doing justice.
    [Show full text]
  • Don Quixote and Catholicism: Rereading Cervantine Spirituality
    Purdue University Purdue e-Pubs Purdue University Press Book Previews Purdue University Press 8-2020 Don Quixote and Catholicism: Rereading Cervantine Spirituality Michael J. McGrath Follow this and additional works at: https://docs.lib.purdue.edu/purduepress_previews Part of the Religion Commons Recommended Citation McGrath, Michael J., "Don Quixote and Catholicism: Rereading Cervantine Spirituality" (2020). Purdue University Press Book Previews. 59. https://docs.lib.purdue.edu/purduepress_previews/59 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. DON QUIXOTE AND CATHOLICISM Purdue Studies in Romance Literatures Editorial Board Íñigo Sánchez Llama, Series Editors Deborah Houk Schocket Elena Coda Gwen Kirkpatrick Paul B. Dixon Allen G. Wood Patricia Hart Howard Mancing, Consulting Editor Floyd Merrell, Consulting Editor Joyce L. Detzner, Production Editor Associate Editors French Spanish and Spanish American Jeanette Beer Catherine Connor Paul Benhamou Ivy A. Corfis Willard Bohn Frederick A. de Armas Thomas Broden Edward Friedman Gerard J. Brault Charles Ganelin Mary Ann Caws David T. Gies Glyn P. Norton Allan H. Pasco Roberto González Echevarría Gerald Prince David K. Herzberger Roseann Runte Emily Hicks Ursula Tidd Djelal Kadir Italian Amy Kaminsky Fiora A. Bassanese Lucille Kerr Peter Carravetta Howard Mancing Benjamin Lawton Floyd Merrell Franco Masciandaro Alberto Moreiras Anthony Julian Tamburri Randolph D. Pope . Luso-Brazilian Elzbieta Skl-odowska Fred M. Clark Marcia Stephenson Marta Peixoto Mario Valdés Ricardo da Silveira Lobo Sternberg volume 79 DON QUIXOTE AND CATHOLICISM Rereading Cervantine Spirituality Michael J. McGrath Purdue University Press West Lafayette, Indiana Copyright ©2020 by Purdue University.
    [Show full text]
  • Jesuit Ideals & Pope Francis Bulletin Board
    For more than 450 years, the Society of Jesus has been a force for good in our world. Read more about SJU and the Jesuit mission to further your understanding of our Jesuit heritage and provide you with opportunities to make the tradition come to life in your heart so that we might, in the words of Saint Ignatius of Loyola, “Go Forth And Set The World On Fire!” MEN AND WOMEN WITH AND FOR OTHERS IN SERVICE TO AMDG THE LORD Ad Majorem Dei Gloriam, the Is a part of a 1973 speech by latin motto of the Society of Fr. Pedro Arruppe, S.J. to the Jesus is translated into English 10th International congress of as “For The Greater Glory of Jesuits on the subject of God.” This charge calls us to education for social justice and discern what is good in life and social action. Arrupe calls upon to further that work so we educators to prepare men and might bring about a more just women to work for justice and and loving world. live not for themselves but for God. FINDING GOD IN MAGIS ALL THINGS A core component of Jesuit An invitation to search for and philosophy which draws its find God’s presence in every inspiration from AMDG. Magis circumstance of life, not just in is a Latin word which means, “the more.” Through careful explicitly religious situations but daily reflection it is possible to in the tragedies and hardships of discern where God is present life. It implies that God is present in our lives, to see how we at all times and, while invisible, have responded to His call, and can be “found” in any an all to find what more we can do aspects of creation.
    [Show full text]
  • A Freirean-Jesuit Perspective
    John Carroll University Carroll Collected Masters Essays Master's Theses and Essays Spring 2020 REIMAGINING REFLECTION IN FIRST-YEAR COMPOSITION: A FREIREAN-JESUIT PERSPECTIVE Adrianna Deptula Follow this and additional works at: https://collected.jcu.edu/mastersessays Part of the Creative Writing Commons, and the English Language and Literature Commons REIMAGINING REFLECTION IN FIRST-YEAR COMPOSITION: A FREIREAN-JESUIT PERSPECTIVE An Essay Submitted to the Office of Graduate Studies College of Arts & Sciences of John Carroll University in Partial Fulfillment of the Requirements for the Degree of Master of Arts By Adrianna Deptula 2020 INTRODUCTION The ubiquitous bell tower at John Carroll University looms over every building, asserting itself from almost every spot on campus. Often associated with the school’s Jesuit heritage, the tower traditionally appears in prospective student brochures, alumni letters, public photography, and student shirts that are bought in the bookstore. One semester while teaching directly under the tower, in the only classroom on the third floor of the Administration Building, my class and I began every lesson after the bell marked the hour with its permeating chimes. The clock’s regular chiming informs the campus community of the time but also draws faculty, students, and staff together to recognize and center themselves within the present moment: an important skill that lies at the center of Jesuit education. At John Carroll University whose mission is to transform students into ethical and well-informed scholars who commit themselves to the common good, I began thinking about how I could further foster these Ignatian values and the subsequent focus on reflection in my composition course, EN 125, Seminar on Academic Writing.
    [Show full text]
  • MAGIS: on Pilgrimage to Discover the Deepest Expression of Ourselves
    MAGIS: on pilgrimage to discover the deepest expression of ourselves first year academic convocation september 16, 2010 with an address by daniel wolff go set the world aflame! 1 1outside front cover Statue of St. Ignatius of Loyola outside of Higgins Hall 2 the jesuit mission The early Jesuits struggled to describe what they called “our way of proceed- ing.” Their distinctive spirituality can be seen as a three-part process. It begins with paying attention to experience, moves to reflecting on its meaning, and ends in deciding how to act. Jesuit education, then, can be described in terms of three key movements: being attentive, being reflective, and being loving. It results in the kind of good decision-making that St. Ignatius of Loyola, the founder of the Society of Jesus, called discernment. Discernment enables each of us to seek the greater good before us. Having this deep interior knowledge of the heart is to communicate with God and trust that the hand of God is at work fortifying and directing us in our lives. One of the many goals of a Jesuit education is to produce men and women for whom discernment is a habit. We can think of discernment as the lifelong process of exploring our experi- ence, reflecting upon its meaning, and living in a way that translates this meaning into action that creates a harmonious community for us all. We can also think of this process as something that we focus on with special intensity at particular moments in our lives, for example, during the four years of college or when we have to make important decisions.
    [Show full text]
  • Following the Way of Ignatius, Francis Xavier and Peter Faber,Servants Of
    FOLLOWING THE WAY OF IGNATIUS, FRANCIS XAVIER AND PETER FABER, SERVANTS OF CHRIST’S MISSION* François-Xavier Dumortier, S.J. he theme of this meeting places us in the perspective of the jubilee year, which recalls to us the early beginnings of the Society of Jesus. What is the aim of thisT jubilee year? It is not a question simply of visiting the past as one does in a museum but of finding again at the origin of our history, that Divine strength which seized some men – those of yesterday and us today – to make them apostles. It is not even a question of stopping over our beginnings in Paris, in 1529, when Ignatius lodged in the same room with Peter Faber and Francis-Xavier: it is about contemplating and considering this unforeseeable and unexpected meeting where this group of companions, who became so bonded together by the love of Christ and for “the sake of souls”, was born by the grace of God. And finally it is not a question of reliving this period as if we were impelled solely by an intellectual curiosity, or by a concern to give an account of our history; it is about rediscovering through Ignatius, Francis-Xavier and Peter Faber this single yet multiple face of the Society, those paths that are so vibrantly personal and their common, resolute desire to become “companions of Jesus”, to be considered “servants” of The One who said, “I no longer call you servants… I call you friends” (Jn. 15,15) Let us look at these three men so very different in temperament that everything about them should have kept them apart one from another – but also so motivated by the same desire to “search and find God”.
    [Show full text]
  • The Modern Church Crisis: What Church Leaders Can Learn from Three Counter-Reformation Saints, a Managerial Analysis
    The Modern Church Crisis: What Church Leaders Can Learn from Three Counter- Reformation Saints, A Managerial Analysis BY PETER VISE ADVISOR • Dr. Roger Anderson EDITORIAL REVIEWER • Dr. Jim Segovis _________________________________________________________________________________________ Submitted in partial fulfillment of the requirements for graduation with honors in the Bryant University Honors Program APRIL 2020 The Modern Church Crisis: What Church Leaders Can Learn from Three Counter-Reformation Saints, A Managerial Analysis Bryant University Honors Program Honors Thesis Student’s Name: Peter Vise Faculty Sponsor: Dr. Roger Anderson Editorial Reviewer: Dr. Jim Segovis April 2020 The Modern Church Crisis: What Church Leaders Can Learn from Three Counter- Reformation Saints, A Managerial Analysis Honors Thesis for Peter Vise Table of Contents Abstract ....................................................................................................................................4 Introduction ..............................................................................................................................5 Informational Section ................................................................................................................7 Historical Setting: The Protestant Reformation .......................................................................7 The Saints ...........................................................................................................................15 Ignatius of Loyola ............................................................................................................15
    [Show full text]
  • A Glossary of Terms Used in Ignatian and Jesuit Circles * Indicates a Term That Is Explained in Its Own Separate Entry in This Glossary
    Do You Speak Ignatian? by George W. Traub, S.J. Zum Gedachtnis an "Onkel" Karl (Karl Rahner [1904-1984]) ©2002 by George W. Traub, S.J. All rights reserved For copies of this glossary in booklet form, contact: Carol Kelley Office of Mission & Ministry Xavier University 3800 Victory Parkway Cincinnati, OH 45207-2421 FAX: 513-745-2834 e-mail: [email protected] A Glossary of Terms Used in Ignatian and Jesuit Circles * Indicates a term that is explained in its own separate entry in this glossary. The term "God", which appears so often, is not asterisked. A.M.D.G.--Ad Majorem Dei Gloriam (Latin) - "For the greater glory of God." Motto of the Society of Jesus.* [See "magis."*] Apostle / apostolate / apostolic--Apostle is the role given to the inner circle of twelve whom Jesus "sent out" [on mission] and to a few others like St. Paul. Hence apostolate means a "mission endeavor or activity" and apostolic means "mission-like." Arrupe, Pedro (1907-1991)--As superior general of the Society of Jesus* for nearly 20 years, he was the central figure in the renewal of the Society after Vatican Council II,* paying attention both to the spirit of Ignatius* the founder and to the signs of our times. From the Basque country of northern Spain, he left medical school to join the Jesuits,* was expelled from Spain in 1932 with all the other Jesuits, studied theology in Holland, and received further training in spirituality and psychology in the U.S. Arrupe spent 27 years in Japan (where among many other things he cared for victims of the atomic bomb in Hiroshima) until his election in 1965 as superior general.
    [Show full text]
  • Georgetown at Two Hundred: Faculty Reflections on the University's Future
    GEORGETOWN AT Two HUNDRED Content made available by Georgetown University Press and Digital Georgetown Content made available by Georgetown University Press and Digital Georgetown GEORGETOWN AT Two HUNDRED Faculty Reflections on the University's Future William C. McFadden, Editor Georgetown University Press WASHINGTON, D.C. Content made available by Georgetown University Press and Digital Georgetown Copyright © 1990 by Georgetown University Press All Rights Reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Data Georgetown at two hundred : faculty reflections on the university's future / William C. McFadden, editor. p. cm. ISBN 0-87840-502-X. — ISBN 0-87840-503-8 (pbk.) 1. Georgetown University—History. 2. Georgetown University— Planning. I. McFadden, William C, 1930- LD1961.G52G45 1990 378.753—dc20 90-32745 CIP Content made available by Georgetown University Press and Digital Georgetown FOR THE GEORGETOWN FAMILY — STUDENTS, FACULTY, ADMINISTRATORS, STAFF, ALUMNI, AND BENEFACTORS, LET US PRAY TO THE LORD. Daily offertory prayer of Brian A. McGrath, SJ. (1913-88) Content made available by Georgetown University Press and Digital Georgetown Content made available by Georgetown University Press and Digital Georgetown Contents Foreword ix Introduction xi Past as Prologue R. EMMETT CURRAN, S J. Georgetown's Self-Image at Its Centenary 1 The Catholic Identity MONIKA K. HELLWIG Post-Vatican II Ecclesiology: New Context for a Catholic University 19 R. BRUCE DOUGLASS The Academic Revolution and the Idea of a Catholic University 39 WILLIAM V. O'BRIEN Georgetown and the Church's Teaching on International Relations 57 Georgetown's Curriculum DOROTHY M. BROWN Learning, Faith, Freedom, and Building a Curriculum: Two Hundred Years and Counting 79 JOHN B.
    [Show full text]
  • JR Dionne on Papal Magisterium and the Church
    Theological Studies Faculty Works Theological Studies 1988 Talking Back to Rome? J.R. Dionne on Papal Magisterium and the Church Thomas P. Rausch Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/theo_fac Part of the Catholic Studies Commons Recommended Citation Rausch, Thomas P. “Talking Back to Rome? J.R. Dionne on Papal Magisterium and the Church,” One in Christ 24 (1988) 180-189. This Article is brought to you for free and open access by the Theological Studies at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Theological Studies Faculty Works by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Talking Back to Rome? J. R. Dionne on Papal Magisterium and the Church In the last few years the controversy over authority and what in the United States is called - perhaps unfortunately - 'dissent' 1 has had wide reaching implications. It has focused attention, not just on the role of theologians vis-a-vis the magisterium, but on the nature of ecclcsial authority, and thus, on the nature of the Church itself. ls teaching authority fundament­ ally a hierarchical charism, that is, a charism which is possessed solely by those who have been sacramentally incorporated into what the Second Vatican Council described as that divine mission entrusted to the apostles and their successors 'in this hierarchically structured
    [Show full text]