Jan 25, 2022  
2012-13 Vincennes University Catalog 
    
2012-13 Vincennes University Catalog [ARCHIVED CATALOG]

University Core Curriculum



The University Core Curriculum is an integral component of the learning process at Vincennes University. Successful completion of the curriculum, prepares our students for future careers and educational pursuits. The Core encompasses competencies that the faculty of Vincennes University have established as a minimum expectation of students graduating from Vincennes University. Some competencies (marked with an asterisk*) will be measured by basic skills assessment instruments at the conclusion of a student’s program of study while others are to serve as guidelines for faculty and student as the student progresses through his/her program.

  1. Reading
    The student should:
    1. summarize material accurately and concisely;
    2. interpret subject matter literally and inferentially;*
    3. seek and acquire vocabulary through reading;*
    4. seek and understand subject matter pertinent to his/her career.
  2. Writing
    The student should:
    1. write a document showing a clear purpose, effective organization, adequate supporting details, and using a mechanically correct style;
    2. critically analyze and evaluate his/her own and others’ writing;*
    3. appropriately incorporate ideas from outside sources into his/her own words with proper credit given;
    4. be able to write a personal resume.
  3. Oral Communication Skills
    The student should:
    1. express himself/herself clearly, using appropriate speaking styles that suit the message, purpose, and context;
    2. use nonverbal cues which are appropriate to the verbal message;
    3. actively listen to and critically evaluate oral communication;
  4. Critical Thinking/Problem Solving
    The student should:
    1. use reasoning skills based on accuracy, clarity, solid evidence, depth and fairness;*
    2. define the problem;*
    3. analyze the problem for possible causes;*
    4. develop possible strategies for solutions;*
    5. select and implement strategies for solutions;*
    6. evaluate the effects of the strategy(ies) for solutions.
  5. Mathematics
    The student should:
    1. apply a combination of arithmetic and algebraic skills appropriate to his/her major;*
    2. apply geometric spatial skills appropriate to his/her major;*
    3. solve problems using the appropriate skills identified above in both rote exercises and novel situations appropriate to his/her major.
  6. Science Skills
    The student should:
    1. apply the use of observation and/or measurements to propose, analyze, test, and refine explanations for various physical or biological phenomena, appropriate to his/her major;
    2. express, in written or verbal mode, the level of knowledge and understanding of the current scientific explanations of the physical and/or biological phenomena, appropriate for his/her major;
    3. apply the proper use of English and metric systems of weights and measures.
  7. Computer Skills
    The student should:
    1. have the ability to start up and move into a word processing program, complete the mechanical requirements of good writing (i.e., margins, spacing, font sizes, tabbing, centering, headers), editing (including cutting and pasting), spell checking, and printing.
    2. have the ability to find, evaluate, and select Internet sources to incorporate in their writing. Students will also be able to document these properly.
    3. have the ability to save files to hard drives and disks, and they should be able to retrieve them.
  8. Health and Physical Education Skills
    The student should:
    1. demonstrate knowledge and understanding of the positive effects of physical activity and exercise upon the quality of individual health related fitness by:
      1. identifying the essential components of physical fitness and their specific positive effects upon individual health related fitness goals;
      2. identifying and applying safe principles of fitness conditioning for development of an effective personal exercise and physical activity program;
      3. demonstrating skills in assessing personal fitness levels and needs for the purpose of planning and initiating lifelong fitness activity;
    2. recognize positive lifestyle choices and take responsibility for his/her well-being in making decisions regarding nutrition, body composition, stress management, personal safety, drugs, alcohol, tobacco, consumer health care, and other areas of life which influence personal wellness;
    3. gain basic knowledge and skill in appreciation for a variety of exercise and physical activity skills useful in the pursuit of lifelong fitness.
  9. Library and Research Skills
    The student should:
    1. use the library as a source for lifelong learning, for leisure, personal, and professional needs;
    2. select and evaluate basic library reference tools and information sources, including professional journals which pertain to a student’s particular field of study, and understand appropriate techniques for recording and organizing needed information;
    3. use basic computerized systems for accessing library resources;
  10. Cultural and Historical Awareness
    To develop into a positive contributing member of society, the student should:
    1. express verbally and in writing the effects of historical and political forces on their chosen career;
    2. have knowledge of historical events, cultural diversity, geography, and various political and economic systems of the world;
    3. have increased self-awareness of the psychological and social forces which shape and contribute to their behavior;
    4. have an awareness of literature and the arts.
  11. Socialization
    The student should:
    1. respond to others in a polite, courteous manner;
    2. demonstrate respect for other people’s values;
    3. demonstrate responsible behavior by accepting accountability for his/her own actions;
    4. present a positive attitude about learning and studying by attending class and completing assignments;
    5. learn to balance extra-curricular activities with academic activities and efforts.

University Core Curriculum Models


The University Core Curriculum includes courses designed to develop a common set of competencies for all students pursuing a baccalaureate or associate degree. Students are required to demonstrate competence in all of the core areas as a condition of fulfilling the requirements for the A.A. or A.S. and the B.A. or B.S. degrees. Students are not exempt from University Core requirements based on national standardized aptitude test scores (SAT, ACT) or placement exam scores, such as CPT, COMPASS, or ASSET.

  AS-Career/Tech
AS-Transfer
AA
BS
BA
           
  24 Credit Hours
-majority from UCC List of Courses

30 Credit Hours
-all from UCC List of Courses

38 Hours
-all from UCC List of Courses
45 Hours
-all from UCC List of Courses
53 Hours
-all from UCC List of Courses
Composition
 
3 3 3 3

Math
 

3 3 3 3
Speech
 
3 3 3 3
Lab Science 4 4 4

7

(Must include one Physical Science and one Biological Science)

Social Science
 
3 3 6

9

(Must include one HIST)

Humanities
 
0 3 6

9

(Must include PHIL 111, 212, or 313)

Writing
 
0 3 3 3
Foreign Language
 
0 0 8 0 8

Social Science
Math
Science
Humanities
Writing
Fitness/Wellness*
*(AS-Career Tech only)

8 8 2 2
Diverse Cultures/Global Perspectives
 
0 0 0 3
Senior Capstone
 
0 0 0 3

Human Issues and Dilemmas Course Requirement


Human Issues and Dilemmas Courses are 300-level Humanities and Values; Social Sciences and History; or Biological and Physical Sciences courses intended to advance students’ abilities to understand and address the complexities of human life. The courses will actively engage students in discussion and treatment of the dilemmas that arise when issues are considered from multidisciplinary perspectives. The courses will empower students to create knowledge and meaning by identifying issues, synthesizing various perspectives, and determining solutions to dilemmas through both individual evaluation of problems and collaborative efforts with others. As such, these courses will enhance students’ critical thinking, information management, writing, speaking, and collaboration skills.

Capstone Experience Requirement


The Capstone Experience (XXXX 490, Capstone Experience) is a three-credit hour course intended to synthesize and integrate the knowledge and skills of the major course work and the University Core Curriculum course work. Students will be required to complete a major research project aimed at addressing a philosophic, social, political, economic, or historical problem connected to their major field of study. Activities in the course will include a major research paper and an oral presentation based on significant research and project results. These activities will be opportunities for students to display the content knowledge, research skills, critical thinking, affective learning, and presentation skills needed to be life-long learners.

University Core Course Lists


Mathematics


AS-Career/Tech


  • 100-level or higher MATH or MATT course

AS-Transfer and AA


  • 100-level or higher MATH course

BS and BA


Laboratory Sciences


Human Issues and Dilemmas Course List


Reading, Writing, and Speaking Intensive Requirements


All B.A., B.S., A.A., and A.S. programs at Vincennes University include reading, writing, and speaking intensive courses. They are indicated within the course description by R, W, and S superscripts. The reading, writing, and speaking intensive requirements for graduation are met under the following conditions:

  • the student must receive a C or better in ENGL 101 or ENGL 112 prior to taking a reading or writing intensive course;
  • the student must receive a C or better in SPCH 143 or SPCH 148 prior to taking a speaking intensive course; and,
  • the student must complete all intensive course assignments and receive a C or better in an intensive course
  1. READING
    1. In order to demonstrate college level proficiency in reading, the student should:
      1. summarize material accurately and concisely;
      2. interpret subject matter literally and inferentially;
      3. seek and acquire vocabulary through reading; and
      4. seek and understand subject matter pertinent to his or her career.
    2. Criteria for Demonstrating Achievement in Reading for the A.A., A.S.:
      1. Each student who is a candidate for the A.A., A.S., or A.A.S. degree must demonstrate achievement in reading by satisfying the conditions of either Criterion No. 1, or Criterion No. 2.
      2. The conditions of Criterion No. 1 are:
        1. Placement scores require no developmental/remedial reading upon initial matriculation; and
        2. Earn a C or better in at least one Reading Intensive course.
      3. The conditions of Criterion No. 2 are:
        1. Placement scores require developmental/remedial reading upon initial placement; and
        2. Earn a C or better in READ 009 , READ 011 , READ 103 , OR READ 104  and demonstrate college level reading on a standardized reading test; and
        3. Complete and earn a C or better in at least one Reading Intensive course subsequent to completion of the requirements of 3b.
      4. If and only if, the student has attempted and failed to satisfy the conditions of Criterion No. 1 or No. 2, and student chooses not to repeat those steps, he or she may satisfy the Reading Intensive requirement by achieving a CPT Reading score of 93 or higher prior to graduation.
  2. WRITING
    1.  In order to demonstrate college-level proficiency in writing, the student should:
      1. write a document showing a clear purpose, effective organization, adequate supporting details, and using a mechanically correct style;
      2. critically analyze and evaluate his or her own and others’ writing;
      3. appropriately incorporate ideas from outside sources into his or her own words with proper credit given;
      4. be able to write a personal resume.
    2. Criteria for Demonstrating Achievement in Writing for the A.A. and A.S. Transfer Core:
      1. Each student who is a candidate for either the A.A. or A.S. degree must demonstrate achievement in writing by satisfying the conditions of Criterion No. 1. If the student fails to meet these conditions, he/she may then attempt to meet the conditions of Criterion No. 2.
      2. The conditions of Criterion No. 1 are:
        1. Earn a C or better in ENGL 101  and
        2. Earn a passing grade in one of the following: ENGL 102 , ENGL 107 , ENGL 108 , ENGL 109 , or ENGL 205  and
        3. Earn a C or better in a course approved and designated as a Writing Intensive course.
          - or -
        4. Earn a C or better in ENGL 112  and
        5. Earn a C or better in a course approved and designated as a Writing Intensive course.
      3. The conditions of Criterion No. 2 may be met if and only if a student has attempted, but not completed Criterion No. 1 successfully. Criterion No. 2 is as follows: If the student has failed to earn a C or better in any of the approved Writing Intensive courses in his or her major or in the liberal education core and chooses not to repeat that approach, then, prior to graduation, the student must pass a writing test administered by the English Department.
    3. Criteria for Demonstrating Achievement in Writing for the A.S. Career/Tech Core:
      1. Each student who is a candidate for the A.A.S. degree must demonstrate achievement in writing by meeting the following criteria:
        1. Earn a C or better in ENGL 101  or ENGL 112 , and
        2. Earn a C or better in an approved Writing Intensive course either in his or her major or the liberal education core, or
        3. If the student fails to earn a C or better in an approved Writing Intensive course and chooses not to attempt that approach again, then the student must, prior to graduation, pass a writing test administered by the English Department.
  3. ORAL COMMUNICATION
    1. In order to demonstrate college-level proficiency in oral communication, the student should:
      1. Express him- or herself clearly, using appropriate styles that suit the message, purpose, and context;
      2. Use non-verbal cues which are appropriate to the verbal language;
      3. Actively listen and critically evaluate oral communication;
      4. Seek and acquire vocabulary through speaking and listening.
    2. Criteria for Demonstrating Achievement in Oral communication for the A.A., A.S.:
      1. Each student who is a candidate for the A.A., A.S., or A.A.S. degree must demonstrate achievement in oral communication by satisfying the conditions of Criterion No. 1 and Criterion No. 2.
      2. The conditions of Criterion No. 1 are: Earn a C or better in SPCH 143  or SPCH 148 
      3. The conditions of Criterion No. 2 are: Earn a C or better in an approved Speaking Intensive course either in the student’s major or on the Liberal Education Core list.
      4. If, and only if, the student has attempted and failed to meet the conditions of Criterion 2 and chooses not to attempt that approach again, then prior to graduation, the student must pass at a seventy percent level, the Personal Report of Communication Apprehension (PRCA) and Speech Comprehension tests administered by the Speech Department.
  4. MATHEMATICS
    1. In order to demonstrate Mathematics proficiency, the student should be able to:
      1. apply a combination of fundamental arithmetic and algebra skills,
      2. apply fundamental geometric spatial skills, and
      3. solve problems using the appropriate skills identified above in both rote and novel situations.
    2. Criteria for Demonstrating Achievement in Mathematics for the A.A. or A.S. Transfer Degrees:
      Each student who is a candidate for either the A.A. or A.S. degree must demonstrate achievement in mathematics by earning a C or better in one 100-level or higher MATH course.
    3. Criteria for Demonstrating Achievement in Mathematics for the A.S. Career/Tech Degree:
      Each student who is a candidate for the A.A.S. degree must demonstrate achievement in mathematics by earning a C or better in one 100-level or higher MATH or MATT course, or earning a C or better in MATA 104, 105, and 106.