Approved Integrative Studies Requirements
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The Integrative Studies Taxonomy
The academic departments and the Integrative Studies Department have
completed a taxonony for each of the integrative studies requirements.
A taxonomy provides the following information for each requirement:
The name of the requirement and the number of credit hours
Objectives (what each student should be able to do upon successful
completion of the requirement)
Sequencing (the course level; information on any prerequisites
or special ordering of courses; when the requirement should be completed)
Course approval pathway (the way in which new courses can be
developed and approved to fulfill the requirement)
Exceptions to requirement (any students for whom this is not
a requirement [e.g. all B.Mus. majors, all science majors, etc.]; conditions
under which one may test out of, be exempted from, or receive credit
for this requirement)
Approved courses (a listing of all courses or programs that
can be used to fulfill the requirement)
Approved requirements
 Biblical
Foundation: Biblical Survey (3hours)
Objectives:
1. A minimal knowledge of the Bible's contents.
2. An awareness of the place that the Bible has among the sacred writings
of the world, past and present.
3. An understanding of textual criticism and the translation process,
allowing the student to appreciate the text that is in hand.
4. A knowledge of tools and resources available for continued study
of the scripture.
5. An understanding of hermeneutics--proper methods of interpretation
and application.
6. An ability to read carefully and objectively, to think critically,
weighing evidence that is contradictory.
Sequence:
100 level; Taken during the first or second semester of freshman year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives and level designations subject to approval
by the Religion and Philosophy Department, the Integrative Studies Collegium,
the Curriculum Review Committee, and the Houghton Faculty.
Approved course:
BIBL101 Biblical Literature (3)
Biblical
Foundation: Advanced Bible (3 hours)
Objectives:
1. A significant knowledge of the book or corpus that is being studied,
enabling the student to recognize its role and place in the Biblical
canon.
2. An awareness of the exegetical and hermeneutical differences and
possibilities, hopefully causing the student to assess the data and
to arrive at an intelligent position which avoiding arrogant dogmatism.
3. A knowledge of tools and resources which will allow for an expanded
study of the involved book or corpus.
4. An ability to apply appropriately the teachings of the book or corpus
to contemporary problems and issues. (Examples: Job - problem of undeserved
suffering; Jeremiah - tension between patriotism and faithfulness to
God; Pentateuch - role of commandments in contemporary moral climate).
5. An appreciation of the literary value of the book or corpus.
6. An ability to read carefully and objectively; to think critically,
weighing evidence that is contradictory, and to relate reason, tradition,
and experience along with Scripture to his or her faith.
Sequence:
200 level or higher; taken after the Biblical Survey requirement usually
during the sophomore year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives and level designations subject to approval
by the Religion and Philosophy Department, the Integrative Studies Collegium,
the Curriculum Review Committee, and the Houghton Faculty.
Exceptions to requirement:
B.Mus. students fulfill either the advanced Bible or
the Christian Theology requirement.
Approved courses:
BIBL221 Biblical Interpretation; BIBL231 Pentateuch; BIBL233 Life of
Christ; BIBL303 Old Testament Historical Books; BIBL310 Old Testament
Prophets I; BIBL312 Old Testament Prophets II; BIBL321 Poetic Books;
BIBL331 Early Pauline Epistles; BIBL333 Later Pauline Epistles; BIBL335
General Epistles; BIBL337 Gospel and Epistles of John; BIBL351 Daniel/Revelation;
BIBL361 Job; BIBL363 Dead Sea Scrolls; BIBL371 Book of Acts; BIBL410
Isaiah; BIBL412 Jeremiah; BIBL453 I Corinthians
Some BIBL395 Special Topics in Bible courses may count for this requirement.
Consult with the chair of Bible or Integrative Studies.
BIBL 251, 261, 341; Theology courses; Ministry courses; and Missions
courses DO NOT meet the Advanced Bible requirement.
Christian
Theology (3 hours)
Objectives:
1. Mastery of the main tenets of Christian Theology, and the main events
in the history of Christianity.
2. Knowledge of main Christian practices, their theological basis,
historical development, and various expressions.
3. Familiarity with the main figure, documents, and institutions which
epitomize the Christian faith.
4. An understanding of the historical roots and distinctive aspects
of various Christian traditions, including the contributions of the
Wesleyan tradition.
5. An understanding of the process of the formation of Christian beliefs
and practices.
6. A knowledge of the historical and theological tools available for
continued study and reflection.
7. An ability to read carefully, to think critically, to express him/her
self coherently, and to integrate the contents of this study with his/her
faith and practice.
Sequence:
200 level; Taken after the Biblical Survey requirement usually during
the sophomore year.
Course approval pathway:
Any faculty member may propose a course or courses appropriate to the
above-listed objectives and level designations subject to approval by
the Religion and Philosophy Department, the Integrative Studies Collegium,
the Curriculum Review Committee, and the Houghton Faculty.
Exceptions to requirement:
B.Mus. students fulfill either the Advanced Bible or
the Christian Theology requirement.
Approved course:
THEL209 Introduction to Christianity
College
Orientation Requirement (1 hour)
Objectives:
1. To enhance the sense of belonging and connectedness of first year
students to a community of scholar servants.
2. To introduce our institutional mission, philosophy, and vision,
providing students with initial direction for integrating Christian
faith with learning and living.
3. To assist students with knowledge of what is meant by the liberal
arts, what liberal arts endeavors to provide, and how students acquire
liberal skills and thinking. To describe the value of liberal arts for
continuing education and employment.
4. To guide the early socialization process of first year students
through the leadership of upper class student leaders and faculty mentors,
so that students experience strong support for a priority commitment
to academic work.
5. To provide a foundation for accepting and celebrating diversity
of experience and thought with respect to race, gender, ethnicity, denominations,
political persuasion, and learning styles.
6. To foster discussion of community life and responsibilities with
respect to honoring God, neighbor, and self. To provide positive standards
and actions that enable students to develop a spiritual walk in an intellectual
setting, to treat one another with compassion and civility, to uphold
commitments and act with integrity, and to pursue excellence in work
and service.
7. To introduce college policies and behavioral expectations (e.g.
the Statement of Community Responsibilities, inclusive language, policies
on sexual assault and sexual harassment - mandated by law, use of technology,
etc.).
8. To provide opportunities for increased self understanding and effective
decision-making with respect to academic life, lifestyle, health, relationships,
career choice.
9. To build connections for students between the curriculum and cocurriculum
by: a. using faculty of multiple disciplines and services to serve as
presenters of course content and as mentors. b. introducing student
services in advising, counseling, career development, library, study
skills, health, campus security, Christian life, student organizations,
and college administration within the context of the course content.
Sequence:
100 level; All full-time, Houghton students who are first-time students
in any college.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives and level designations subject to approval
by the Integrative Studies Collegium in consultation with Student Development
faculty, and approval by the Curriculum Review Committee, and the Houghton
faculty.
Course approved to fulfill requirement:
CLLS 101 FYI (First Year Introduction)
Fine
Arts Requirement
Art and music are central in the lives of human beings. Throughout the
ages, music and art have been integral elements of all civilizations.
Great art and music are among the highest human achievements; they are
cornerstones and reference points for the development of civilization.
Culture is defined in large part by what is seen and heard, beyond what
is written. Students should be given opportunity to explore means of nonverbal
communication that make possible the investigation of areas of the human
condition not susceptible to verbal analysis. As well as a passion for
words, we should instill in our students a lifelong fascination for the
mysteries of life and aspects of our human nature, some of which cannot,
and perhaps should not be explained, only expressed.
RATIONALE FOR INCLUSION OF THE VISUAL ARTS IN INTEGRATIVE STUDIES
Historically speaking, the visual arts have not been part of the liberal
arts tradition. Prehistoric cave paintings, ancient ritual vessels,
and even cathedral sculptures were more closely aligned to the practical
and spiritual needs of life than with ideas or aesthetics as we think
about them today. Most authorities believe that ancient Greece is the
culture which first referred to the visual arts by the name that modern
intellectuals understand "art" to mean. In medieval Europe, the intense
nature of the training involved in becoming an artisan required long
apprenticeships with guilds. This, along with the association of the
various crafts such as painting and sculpture with handwork, meant exclusion
from the liberal arts.
Today, the identification of western academic institutions with the
artistic and philosophical ideals of the Greeks is as obvious as the
facade of Wesley Chapel. Art has evolved into a discipline that is more
about observation and ideas than technique and survival. Thus, it is
only in relatively recent years that the western academic community
has determined that art should be included in the liberal arts. The
primary explanation for this shift in status is the inherently interdisciplinary
nature of the visual arts.
Artistic media have properties and tools associated with them that
require a practical understanding of other disciplines. Artists must
learn about the chemistry of minerals, pigments, and solvents. They
must have a working knowledge of physical changes which occur in their
materials as a result of heat, tension, pressure or light. The dependence
upon the sciences of media such as photography and computer graphics
practically makes them relatives.
More importantly, the images explored by artists narrate the entire
spectrum of human experience. There is no object that has not been drawn.
Artists study anatomy, are inspired by history, reflect upon philosophy,
and design advertisements based upon an understanding of sociology and
psychology.
RATIONALE FOR INCLUSION OF MUSIC IN INTEGRATIVE STUDIES
Anthropologists have found music in all cultures. The earliest extant
musical example is a Sumerian popular song preserved upon a clay tablet
some 3,400 years old. We can trace the fundamental place of music in
the liberal arts back to the fifth century A.D. The trivium and quadrivium
comprised Medieval study. The quadrivium consisted of arithmetic, geometry
(which included geography and natural history), astronomy, and music.
Aristotle, Boethius, Plato and Pythagoras believed music reflected in
microcosm the laws of harmony that rule the universe. Further, they
believed music directly influences human thoughts and action.
Recent scientific studies indicate the Greek philosophers' conclusions
have scientific underpinning. Research suggests listening to music engages
the entire brain in a unique way, particularly music that demands processing
of complex structural, rhythmic, harmonic, and melodic material. Researchers
speculate that listening to music utilizes a common "internal neural
language" throughout the brain cortex in a sophisticated way, enhancing
the brain's ability to perform abstract operations. Research also suggests
that making music has direct effect on the brain, enhancing higher brain
functions.
The understanding of music sharpens perception, cultivates intellect,
develops intuition and sensitizes emotion. We refer to the development
of individuals with these attributes as the goal of liberal education.
Furthermore, we must ask how the aesthetic and commercial values of
television, rock videos, newspapers, movies, etc., relate to the values
of Christian liberal arts education. If we leave the development of
cultural values to chance, the cultural vacuum in all human beings will
fill with current popular cultural values--values that are in many ways
tearing at the basic fabric of our society.
FINE ARTS EXPERIENCE (3 HOURS)
In keeping with one of the tenets of the Integrative Studies program,
we affirm that a student's fine arts experience should include both
theory and praxis. While the mechanism of this balance will differ with
the chosen discipline and individual ability and interest, we believe
that all of our students should be involved with both abstract study
of artistic materials and constructions and active participation in
the artistic process. Part of the theoretical aspect will typically
involve some historical perspective on the fine arts, both collectively
and specifically. The development of aesthetic standards will also normally
occupy some of the student's study.
The question of what constitutes active participation in art or music
is a complex one. Certainly, the creation of original art works or compositions
and the presentation of carefully prepared musical works qualify as
appropriate participation in the artistic process. However, thoughtful
listening and/or viewing with appropriately sophisticated preparation
and response may also constitute a quality fine-arts experience.
OBJECTIVES:
1. Understand the basic elements and theories of art and/or music,
as well as how those elements and theories have been and/or can be used
to create actual art works.
2. Interact with a body of historically significant works of art and/or
music; concurrent and/or subsequent refinement of aesthetic sensibilities,
based on such interaction.
3. Understand the place of fine arts in the development and reflection
of human cultures, with emphasis on art and/or music as an expression
of humankind's spirituality, and including discussion of the issue of
human creativity as related to the original creativity of God.
4. Participate actively in the artistic process through at least one
of the following: a) thoughtful listening and/or viewing with appropriately
sophisticated response; b) creating original art works; c) presenting
a carefully prepared performance.
5. Demonstrate ability to respond critically to artistic experiences
and works of art.
SEQUENCE: 100 level or higher.
EXEMPTIONS: Bachelor of Music and Art majors.
COURSE APPROVAL PATHWAY: Any faculty member or department may
propose a course or courses appropriate to the above-listed objectives
and level designations subject to approval by the Integrative Studies
Collegium in consultation with music and/or art faculty, and approval
by the Curriculum Review Committee and the Houghton faculty.
APPROVED COURSES:
ART131 Introduction to Visual Arts
ART132 Art and Architecture in Context in Europe
ART211 Drawing I
ART221 Painting I
ART230 Art in Europe since the Renaissance
ART231 Ancient Art History
ART232 Renaissance Art History
ART233 Art for Grade School Teachers (only for Child..Ed. majors)
ART234 Art and Architecture in Europe
ART237 Modern Art History
ART241 Two-Dimensional Design I
ART242 Three Dimensional Design
ART245 Graphic Design I
ART251 Sculpture I
ART261 Printmaking I
ART271 Ceramics I
ART281 Foundations of Photography
ART284 Introduction to Digital Imaging
ART295 Special Topics: Introduction to Watercolor Painting
ART295 Special Topics: Imaging the Landscape
ART295 Special Topics: Portraying Place
ART314 Art and History of Film
ART322 Contemporary Art and Critical Theory
ART395 Special Topics: Landscape Painting
ART395 Special Topics: Portraying Place
MCHU416 Intro to Hymnology (ministerial program only)
MCHU451 Music and Worship
MHS222 Intro to Film Music
MHS254 Music of World Cultures
MLT113 Masterworks of Sight and Sound
MLT211 Intro to Music & Listening
MUS 137 Symphonic Winds
MUS 143 Philharmonia Orchestra
MUS 144 Men's Choir
MUS 145 Women's Choir
MUS 147 Chapel Choir
MUS149 College Choir
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FOREIGN LANGUAGE REQUIREMENT [3-4 hours]
Rationale
Developmental Imperative: It has long been considered essential
to the traditional liberal arts curriculum to equip students with proficiency
in a foreign language. There are many reasons why this has been and should
remain so. Learning a second language provides the student with an opportunity
to deepen his or her knowledge of the architecture of language, enriching
their fund of words and images as well as developing their understanding
of syntax. From a cognitive perspective, learning a foreign language is
ideal in that it develops the student's thought processing abilities by
moving them out of their comfort zone, forcing them to embrace and manipulate
a paradigm 'foreign' to them. The student ultimately is brought back to
a reevaluation of both the rules and culture of their native language,
promoting further cognitive development.
The Christian Imperative: If part of the student's mission is
to communicate God's word to the world, foreign language facilitates that
communication, either by enabling the student to achieve a deeper understanding
of Scripture read in its original text or by enabling the student to communicate
with other cultures in their idiom. Furthermore, foreign language makes
the student understand the full extent of the difficulty in interpreting
and transmitting the full richness of God's word.
The National/International Motivation: It is widely recognized
in the "global village" of the late 20th century that foreign language
study, with its strong emphasis on "cross-cultural communication," is
an important area of study and preparation for college graduates who envision
a career in international relations and/or foreign trade. Vocational experts
concerned with the preparation of students for careers that are related
to the national interest claim that foreign language learning can double
the future college graduate's chances of getting the job they want.
MODERN FOREIGN LANGUAGE REQUIREMENT
Revised Integrative Studies Taxonomy
Objectives
Objectives:
I. Communication:
Students will achieve the ability to communicate in the target language (TL)
by:
1. Listening: Demonstrate
general comprehension of a native speaker, speaking at a moderate rate on
familiar topics, using basic vocabulary and sentence structures.
2. Speaking: Use proper syntax
and pronunciation combined with basic vocabulary to communicate basic
information on familiar topics. This enables students to converse with TL
speakers in everyday situations using moderately complex structures.
3. Reading: Demonstrate the
ability to understand narrative texts of moderate difficulty in various
forms, such as short stories, magazine articles, New Testament readings, and
TL websites without needing recourse to a translation.
4. Writing: Demonstrate the
ability to handle correctly previously covered grammar structures and
vocabulary through a 1-1 ½ page composition on selected topics.
II. Content:
Students will obtain a comprehension of the TL that includes the ability to
recognize, identify and produce appropriate grammatical structures in
context (see grammar-specific lists). Students will develop a base
vocabulary of approximately 1,000 words.
III. Cultures:
Through readings and images, students will be exposed, in the target
language, to cultural comparisons and contrasts between TL-speaking
countries and the USA. Throughout the course, students will be expected to
demonstrate an understanding of various cultural phenomena including a basic
knowledge and appreciation of the heritages and cultures of the TL speaking
world. This will include the ability to explain the importance of foreign
language from an international Christian perspective.
IV. Connections:
Students will be encouraged to explore relationships between TL language and
cultures and other academic disciplines.
V. Comparisons:
Students will be able to contrast and compare the nature and syntax of the
TL to their native language.
VI. Communities:
Students will be made aware of the location of TL-speaking communities in
the area as well as opportunities for service and fellowship as they arise.
Appropriate
Spanish Grammar and Constructs:
The following moods and tenses:
Ø
present
Ø
imperfect
Ø
preterit
Ø
present progressive
Ø
future
Ø
simple future
Ø
future perfect
Ø
conditional
Ø
conditional perfect
Ø
present perfect
Ø
past perfect
Ø
present subjunctive
Ø
present perfect subjunctive
Ø
past subjunctive
Ø
past perfect subjunctive
Ø
imperative
The following grammatical constructs:
infinitive constructions
pronoun constructions
interrogatory constructions
impersonal constructions
'if' constructions
possessive adjectives
demonstrative adjectives
comparative and superlative
constructions
constructs of negation
Appropriate French Grammar and
Constructs:
The following moods and tenses:
Ø
indicative
Ø
conditional
Ø
imperative
Ø
infinitive
Ø
present
Ø
past (imparfait, passé composé,
plus-que-parfait)
Ø
future
Ø
SI clauses
The following grammatical constructs:
nouns (gender, number)
articles (definite,
indefinite, « partitif »)
adjectives in agreement
with the nouns, and their comparison
pronominal adjectives
(possessive, demonstrative)
personal pronouns (direct
object, indirect object)
adverbial pronouns (en, y)
negation
interrogation
Appropriate German Grammar and
Constructs:
The following moods and tenses:
Ø
indicative
Ø
imperative
Ø
subjunctive II
Ø
present
Ø
imperfect
Ø
perfect
Ø
plusquamperfect
Ø
future
The following cases:
v
nominative
v
accusative
v
dative
v
genitive
The following grammatical constructs:
coordinating and
subordinating conjunctions
relative clauses
possessive adjectives
adjective strings
simple and compound
interrogatives
modal, reflexive and
separable-prefix verbs
negation
the comparative
the superlative
passive voice
variable and invariable
prepositions
There are two primary ways to fulfill the Foreign Language
requirement. In each case up to six hours of Beginning Foreign Language
may be required as a prerequisite.
I. Intermediate (level 103) Foreign Language [3 hours]
II. Immersive Cross-Cultural Experience [3-4 hours].
IA. MODERN FOREIGN LANGUAGE [3 hours]
To meet the set of objectives noted above, in this first track there
will be a particular focus on the active manipulation of language, encouraging
oral proficiency as well as written skills. Grammar will be studied and
shorter text pages read to better their reading skills. There will also
be a focus on the culture(s) of the target language and how Christianity
is understood in those cultures.
Prerequisites
Students who are not judged to be at the competence level of intermediate
foreign language may need to fulfill the prerequisite requirements of
Beginning Foreign Language 101 and 102.
FL 101 Beginning Modern Foreign Language [3 hours]
Objectives: Students will be able to:
1. Specifically learn: definite vs. Indefinite articles; present tense;
negation; nouns (gender and number); adjectives and adverbs; cardinal
and ordinal numbers; imperative; prepositions and their constructs;
200-250 new vocabulary words.
2. Converse in simple conversations with speakers of the target language
in everyday situations.
3. Develop an awareness of essential similarities and differences between
the relevant foreign countries and their own.
4. Write simple sentences on topics presented.
5. Understand the foreign language if spoken carefully at a moderate
rate of speed using (primarily) vocabulary studied.
6. Describe the importance of a foreign language in the their role
as Christians in the world.
FL 102 Beginning Modern Foreign Language [3 hours]
Objectives: Students will be able to:
1. Learn specifically: imperfect vs. passe compose or preterit distinction;
pluperfect tense, reflexive verbs, question formation; comparative and
superlative constructs; direct and indirect object pronouns; 150-200
new vocabulary words.
2. Converse in simple to moderately complex conversations with speakers
of the target language in everyday situations.
3. Expand their knowledge of the cultures and heritages of the countries
where the foreign language is spoken and develop an awareness of essential
similarities and differences between these countries and their own.
4. Write simple to moderately complex sentences on topics presented.
5. Understand the foreign language if spoken at a moderate rate of
speed on a topic addressed in class.
6. Understand the importance of a foreign language in their role as
Christians in the world.
Sequencing
FL 101 must be taken before beginning FL 102; similarly FL 101 and FL
102 must be successfully completed before beginning FL 103; a cross-cultural
alternative must follow successful completion or fulfillment of FL 101
and FL 102, and the sequence must be completed in the same language.
Approved Modern Foreign Language Courses
French 103, German 103, Spanish 103
IB. CLASSICAL FOREIGN LANGUAGE [3 hours]
To meet the set of objectives noted above, in the Classical Foreign Language
track there will be a particular focus on translation and word etymology.
Grammar and its terminology will be studied and shorter text pages read
to better reading skills. There will also be a focus on the culture(s)
of the target language and Christianity's place in the relevant culture.
Prerequisites
Students who are not judged to be at the competence level of Intermediate
Classical Foreign Language may need to fulfill the prerequisite requirements
of Beginning Classical Foreign Language 101 and 102.
Classical FL 101 & 102 (Greek, Hebrew, or Latin):
Objectives: Students will be able to:
1. Demonstrate a familiarity with traditional grammatical terminology
(e.g., parts of speech--nouns, verbs, pronouns, adjectives, adverbs,
prepositions, conjunctions and interjections).
2. Analyze and identify ("parse") the various inflected forms of nouns
("declensions") and verbs ("conjugations").
3. Master the most basic and common vocabulary, so as to recognize
both root meaning and the various inflected forms as they are encountered
in context
4. Translate easy to moderately difficult sentences and passages from
the ancient language into English.
5. Pronounce the language with reasonable accuracy when called upon
to read a sentence aloud.
6. Develop an appreciation of how a knowledge of Greek and Latin contributes
to an expanded English vocabulary.
Sequencing
Classical Foreign Language 101 must be taken before Classical Foreign
Language 102; similarly Classical Foreign Language 101 and 102 must be
successfully completed before beginning the Classical Foreign Language
Intermediate Level; a cross-cultural alternative must follow successful
completion or fulfillment of Classical Foreign Language 101and Classical
Foreign Language 102.
Approved Classical Language Courses
Intermediate Greek, Hebrew, Latin
II. Immersive Cross-cultural Experience
Rationale
The fundamental aim of the Foreign Language requirement is for the student
to achieve a working and active ability in a foreign language and a knowledge
and appreciation of its culture(s). More immediate contact with a language's
culture(s) and people through studies conducted in a country where the
language is natively spoken is an optimal way to achieve these ends. This
is in large part due to the fact that the opportunities to communicate
in the foreign language are increased and motivation is significantly
enhanced by the immediate and constant need to communicate in the target
language. These immersive courses also provide students with the opportunity
for more immediate exposure to the art, music, literature, history and
personality of the country, and appreciation for these cultural aspects
is central to the goals of the Foreign Language Requirement. In terms
of the student's cognitive development, living in a foreign country also
moves them significantly more away from their cultural and linguistic
comfort zone, forcing them to address and respect systems and customs
that are not their own. In the end, students have advanced their cognition
through acquisition of the target foreign language and its culture(s),
while also gaining perspective on their own culture and language system.
To ensure that the objectives for the Foreign Language Requirement
will be met, students will: a) engage in daily dialogue of at least thirty
minutes with native speakers and/or a designated partner; b) compose written
work in the target language through daily entries averaging at least a
half page in length per entry in a journal; c) attend daily lectures addressing
some aspect of the country's culture and/or history, some of which will
be conducted in the target language.
Approved cross-cultural courses
(no courses approved to date)
Course Approval Pathway
Any faculty member or department may propose a course appropriate to
the above-listed objectives and level designations subject to approval
by the Integrative Studies Collegium in consultation with appropriate
disciplinary faculty and approval by the Curriculum Review Committee and
the Houghton Faculty.
Exceptions to requirement
Placement exam: Placement exams are offered at the beginning of each
semester and several times over the summer. All students who wish to satisfy
their language requirement at the school are required to take the placement
exam to determine the level that is appropriate for them. The cut off
score for each level of modern foreign languages is as follows:
Placement test score
0 to 34. Student enters at 101
35 to 37 Student has option of 102 or 101
38 to 46 Student enters at 102.
47 to 50. Student has option of 201 or 102.
51 to 89. Student enters at 201.
90+ Student tests out or enters at 301.
While there is no Greek placement exam, the cut off scores for Latin
are as follows:
0-40 Latin 101 41-79 Latin 221 80+ Test Out
Bachelor of Music Majors: The minimum requirement for Music Education
and Theor/Composition majors is four hours of beginning foreign language
(FL101). For Music Education - Voice majors, the language must be either
French or German. The minimum requirement for Instrumental Performance
majors is eight hours of foreign language (FL101 and 102), normally either
French or German. The minimum requirement for Vocal Performance majors
is eight hours of beginning language (FL101and 102) in either French or
German, and four hours of beginning language (FL101) in the other language
(i.e. German or French). Music majors may satisfy these requirements via
placement exam, CLEP, or AP exam. The School of Music may advise additional
foreign language study for some BMus students.
Childhood education majors: take 8 hours or foreign language or
FL201.
CLEP: College-level examination program tests for advanced placement
and/or credit may be taken at Houghton College at regularly scheduled
testing dates. Students may test for credit by CLEP provided the credit
pertains to a foreign language course which the student has not yet finished
or a lower level of foreign language course than one already completed
in the same language. Scores are listed below:
One receives 3, 6 or 9 hours of credit respectively for Spanish scores
of 45, 49, 53; French scores of 39, 44, and 49; and German scores of 40,
47, and 53. No CLEP exams are offered for Classic Language credit.
Advanced Placement (AP) Exams:
Students with a mark of 4 or 5 on an AP Modern Foreign Language exam
will receive 3 hours of intermediate (103) modern foreign language credit for
that language; students with a mark of 4 or 5 on an AP Greek or Latin
Exam will receive 6 hours of classical language credit for that language.
Students with a mark of 4 or 5 on an AP Foreign Literature exam will
receive 3 hours of credit in foreign language literature for the same
language.
The Integrative Studies requirement in foreign language may also be met
by completing the beginning level of coursework in each of two ancient
languages: Greek, Hebrew, or Latin. Beginning level of coursework is understood
to mean 101 and 102.
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Math
(3 hours)
Objectives:
1. To examine and appreciate the classical math problems and to be
able to solve them with both classical and modern techniques.
2. To examine real-life problems, to be able to express them in mathematical
terms and to formulate various approaches to a solution. This should
include both closed and open-ended problems.
3. To work effectively with a peer group to analyze, solve, and present
solutions for a variety of specific problems.
4. To work effectively with a team to produce a major discussion of
a more intricate real-life problem in a clear, concise written form
complete with tables, diagrams, and appendices as needed.
5. To appreciate the significance of the development of classical mathematics
in the context of history as well as know some of the biographical data
related to the great mathematicians. This should be presented so as
to develop an appetite for further search into the history of mathematics.
6. To easily connect the problem discussed in prose style to its formulation
in terms of mathematical symbols, graphs, and/or tables. To be able
to explain results obtained from mathematical symbols, graphs, and/or
tables in a clear, concise prose style.
7. To be competent in using 'state of the art' calculator or computer
hardware and software as means for following conceptually the solutions
of formerly complex problems of classical mathematics in different,
often easier, ways.
8. To be capable of performing mathematical operations of polynomial
or trigonometric or transcendental functions.
Sequence:
100 or 200 level. Taken in the first or second year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives subject to approval by the Integrative
Studies Collegium in consultation with appropriate disciplinary faculty,
and approval by the Curriculum Review Committee, and the Houghton Faculty.
Exceptions to requirement:
Students who receive a 4 or 5 on an AP Calculum exam or a score of
44 on the CLEP Calculus I exam or a score of 52 on the CLEP Algebra
and Trig exam will be considered as having fulfilled the requirement.
Approved courses:
MATH107 Pre Calculus; MATH221 Calculus I; MATH222 Calculus II; MATH361
Linear Algebra
Natural
Laboratory Science (4 hours)
Rationale:
Students live in a world increasingly dominated by science and technology.
Modern society now requires a much larger fraction of its citizens to
have functional technological expertise. This requirement emphasizes
the need to provide our students with successful training in scientific
and technological thinking skills. The understanding of a natural science
is so intimately tied to the practice of that science that a laboratory
experience is required for a meaningful introduction to any of the experimental
natural sciences.
Such an introduction will include an appreciation for the methods involved
and an understanding of the core content of one particular natural science
from a Christian perspective. This course will equip students to engage
in dialogue concerning the interactions between science and faith. Through
examination of core paradigms and content within a specific natural
science, students will acquire a basic literacy germane to that science.
Students will engage in contemporary experimental investigations and
explore unanswered questions within that science. Through interaction
with faculty who themselves have conducted contemporary experimental
research, the student will learn about the frustrations and excitement
involved in the very human task of "doing" experimental natural science.
Objectives: Students will be able to:
1. Identify aspects of nature which illustrate the intricacy of God's
creation.
2. Demonstrate understanding of the materials, principles, and the
basic content of one of the natural sciences.
3. Use discipline-specific skills and techniques demonstrated in the
natural science laboratory to solve problems and verify universal principles.
4. Identify specific facts of the natural science, recognize the basis
for these facts, and interpret them.
5. Demonstrate basic current scientific literacy and language of the
natural science.
Sequence: 100 or 200 level. Taken in the first, second, or third
year.
Course approval pathway
Any facuty member or department may propose a course or courses appropriate
to the above-listed objectives subject to approval of the Integrative
Studies Collegium in consultation with natural science faculty, and
approval by the Curriculum Review Committee, and the Houghton Faculty.
Exceptions to requirement
Students who receive a 4 on an AP biology, physics, or chemistry exam
will be considered as having fulfilled this IS requiement (not prerequisites
for major or minor requirements) and will receive 4 credits in that
science.
The CLEP test can be used to fulfill the requirement. The Chemistry
Department also administers the ACS General Chemistry Examination to
students wishing to test our of CHEM 151.
Science majors automatically fulfill the requirement.
All B. Mus. majors are exempt from the requirement.
Approved courses: BIOL 103 Fundamentals
of Biology: BIOL 151 or BIOL 152 General Biology; CHEM 113 Elements
of Biochemistry; CHEM 151& 152 General Chemistry; CHEM 207 Nutrition
and CHEM208 Nutrition Lab, both required
ESCI 101 Physical Geology; ESCI 102 General Astronomy; ESCI 224 Atmospheric
Science; PHYS 151 General Physics
Oral Communication Requirement
Taxonomy (2-3 hours)
Rationale: Why should every Houghton student have to take a communication
course?
Communication is a fundamental human activity. The study of communication
helps us understand how individuals make sense of the world in which they
operate. Our efforts to create shared meaning with others extend to every
area of life: in our families, with our friends, in the workplace, in
the local community, in our churches, and in the broader culture. The
Houghton College Mission Statement and Philosophy affirms the importance
of communication. It states: "the scholar-servant must develop effective
skills in listening, reading, written and spoken communication, computation,
problem-solving, logical reasoning, and value discrimination." With the
possible exception of "computation," oral communication is closely connected
to all of these core skills.
The importance of communication is suggested by the amount of time we
spend engaged in it. Several studies indicate that as much as 75 percent
of a person's day is spent communicating: speaking, listening, reading,
or writing. About three quarters of this communication time is spent in
oral communication --speaking and listening. Because oral communication
skills can be learned, it makes sense that we must help students develop
the skills they need to be effective in an activity in which they will
spend so much time.
Oral communication is and should remain a vital part of Houghton's Integrated
Studies curriculum for five important reasons:
1) The study of effective communication has, since ancient times, been
a key component of a liberal arts education. The study of rhetoric "formed
the original core of the traditional seven liberal arts" (Skillen). This
makes the study of communication compatible with Houghton's liberal arts
focus. Theodore Gross, Dean of Humanities at New York City College, argues
that because communication is "the subject of our time and of the future,"
it "should be a course of study as important to a young person's education
as sociology or political science or foreign languages and should be integrated
into the liberal arts curriculum" (qtd. in Friedrich 127).
2) The value of communication study goes far beyond the development of
any expertise within the communication discipline itself. Training in
communication enhances a student's learning and performance in other areas
of life. For example, the experienced communicator who can analyze and
evaluate logical arguments can apply those skills in listening to other
speakers, in critiquing a news broadcast or political advertisement, or
in assessing a persuasive appeal by a sales person. Skill in communication
also enhances our personal relationships as we learn how to listen and
to more effectively present messages to create shared meaning. In this
way, the development of skills in communication enhances our personal
growth and development.
3) The study of communication is perhaps the most interdisciplinary of
all areas of academic pursuit. Because spoken language permeates all human
behavior, sociologists, psychologists, anthropologists, philosophers,
linguists, journalists, and political scientists, among others, all study
questions that deal with how human beings work together to create a sense
of shared meaning. If we wish to include more integration in our Integrated
Studies curriculum, we cannot ignore the study of oral communication.
Students in a speech class may, for example, give speeches on a wide range
of topics. As they listen to their peers, students learn about issues
that bridge disciplinary boundaries. In this way a general education oral
communication class is often a model of the kind of integration we wish
to develop in our curriculum.
4) The study and mastery of oral communication empowers people by enabling
them to participate more fully in public life. If we fail to teach oral
communication skills to all of our students, we reinforce the gap that
exists between the privileged who have control over information and those
who have been excluded from participating in decision making processes.
In our media-saturated society, it is more important than ever that our
students are able to assess the quality of the messages that they receive
and to produce messages that reflect sound thinking, high ethical standards,
and appropriateness for the intended audience. Certainly this is consistent
with the college mission statement, which calls for the equipping of leaders
and for the development of scholar-servants who can "communicate Christianity
effectively to others."
5) A final benefit of oral communication study is that the skills developed
by such study are critical for our students' professional success after
college. Consistent with the goals of a liberal education, the abilities
developed in a general education oral communication course are critical
to all areas of work, not confined to one narrow career field. Numerous
studies consistently rank interpersonal skills and effective oral and
written communication as critical to job success. Our own Wilson Greatbatch
once asserted, "In my plant there are many good minds that must remain
at the bottom rung of the ladder because they cannot write and cannot
speak effectively" (qtd. in Wing).
We must continue to provide training in communication in our Integrated
Studies curriculum. "The student who is denied study and experience in
speech communication and in its subject matter of spoken language is essentially
denied the essence of a liberal education. Speech communication, the study
of spoken language, is one of the foundations of a liberal education and
is a basic requirement of all programs which intend to produce a liberally
educated human and humane being" (Dance 331).
Objectives: What each student should be able to do upon completion
of the oral communication requirement?
(Based on recommendations from the Speech Communication Association "Essential
College Sophomore Speaking and Listening Competencies" and Aitken and
Neer.)
Note: The outcomes listed under A are the primary objectives to be met
by the oral communication requirement. These outcomes are to be met primarily
through extensive practice and oral performance.
A. Oral Communication Competence
1. determine the purpose of an oral message
2. choose a topic and restrict it according to the purpose, audience,
and context
3. formulate a clear thesis statement
4. select materials and develop a message appropriate to a particular
audience; demonstrate rhetorical sensitivity
5. provide adequate support material (evidence) in order to advance a
particular point of view
6. select a suitable organizational pattern
7. express ideas clearly
8. demonstrate careful choice of words
9. provide effective transitions between ideas
10. employ vocal variety in rate, pitch, and intensity
11. employ the level of American English appropriate to the designated
audience
12. demonstrate nonverbal behavior that supports the verbal message
Note: The outcomes listed under B, C, and D should be a part of any course
that satisfies the Integrative Studies Oral Communication Requirement,
but they are obviously reinforced in other areas of the Integrated Studies
core. Thus, these competencies are not intended to be met in the oral
communication requirement alone. Rather, these objectives are listed here
to reinforce the interdisciplinary nature of communication.
B. Critical Thinking Competence. (Note that many of these skills
relate to the task of listening as well as to the process of preparing
a message to send.)
1. recognize one's personal biases and perspectives as they influence
communication
2. analyze and evaluate premises and conclusions in research sources
and as listeners
3. recognize fallacious reasoning
4. develop the ability to see various sides of an issue, to be open-minded
to alternative points of view, and to engage in the type of exchange that
encourages active civic participation.
5. recognize persuasive language
6. determine important questions to ask in response to a message
C. Language Competence
1. demonstrate and explain orally or in writing the process of communication,
including the encoding and decoding of messages
2. recognize the power of language to shape perceptions of reality
D. Research Competence
1. recognize appropriate methods of research for the task at hand
2. conduct personal research to discover facts to test ideas
Pedagogy: teaching methods
Learning in the oral communication integrated studies requirement is
measured by the evaluation of a student's performance in applying course
content in various oral communication activities, focusing especially
on (but not limited to) in-class speeches and oral presentations. Thus,
oral performance is an essential element of any course that satisfies
the communication requirement.
The basic communication course should include a combination of lecture,
class discussion, small group activity, and public presentations. Students
engaged in small group discussions and as the audience for speeches and
presentations play an active role as listeners. Students who actively
listen reinforce the important concept that communication is not something
that we do to each other, but rather is a process in which sender/receivers
attempt to create shared meaning.
Sequencing: when the requirement should be completed
Because skill development in oral communication will help students in
subsequent coursework, students shall complete their oral communication
requirement before the end of the sophomore year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives subject to approval by the Integrated Studies
Collegium in consultation with the communication faculty, and approval
by the Curriculum Review Committee, and the Houghton Faculty.
Works Cited
Aitken, Joan E. and Michael Neer. "A Faculty Program of Assessment for
a College Level Competency-Based Communication Core Curriculum." Communication
Education 41 (1992): 270-286.
Dance, Frank X. "Speech Communication as a Liberal Arts Discipline."
Communication Education 29 (1980): 328-331.
Friedrich, Gustav. "Essentials of Speech Communication." In NCA Communication
Programs Rationale and Review Kit 1997. Annandale, VA: National Comm.
Assoc., 1997. 125-128.
Skillen, John. "Why Does Gordon Need a Communication Arts Major?" Stillpoint
11.3 (1996): 6-7. Speech Communication Association. Communication is Life:
Essential College Sophomore Speaking and Listening Competencies. Annandale,
VA: SCA, 1990.
Wing, Richard. From oral histories collected for the on-going Houghton
history project.
Philosophical
Foundation: Knowledge and Reality (2 hours)
Objectives:
1. Awareness of the basic architecture of a world and life view, as
well as awareness of the fundamental presuppositions of major worldview
traditions (theism, naturalism, and pantheism), methods of assessment
(e.g. fideism, foundationalism, evidentialism, postmodern perspectivalism),
and the distinctives of Christian theism (e.g. the God-creation distinction
and relationship).
2. Basic philosophical (i.e. analytical and conceptual) skills: isolating
general concepts and ideas, identifying and clarifying presuppositions,
tracing implications, making distinctions, sorting through complexities,
clarifying (and in some cases learning to tolerate) ambiguity, constructing
and evaluating arguments (validity and soundness).
3. Familiarity with basic metaphysical problems, concepts, and distinctions,
including for example: (a) the "mind-body problem": dualisms (Platonism
and emergentism) and monisms (materialism and idealism); (b) personal
survival and the afterlife; (c) human freedom (libertarianism, determinism,
and compatibilism); (d) the existence of God.
4. Understanding of basic epistemological problems, concepts, and distinctions,
including for example: (a) epistemic desiderata (e.g. completeness,
informativeness, simplicity, coherence, correspondence and the like);
(b) objectivity, subjectivity, and truty; (c) relativism; (d) the sources
of knowledge, i.e. how we know: the question of epistemic authority
(faith, reason, tradition, and experience); (e) the possibility of knowledge,
i.e. that we know: skepticism and responses to skepticism.
Sequence:
200 level; Taken in either the first or second semester of the sophomore
year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives subject to approval by the Integrative
Studies Collegium in consultation with appropriate disciplinary faculty,
and approval by the Curriculum Review Committee, and the Houghton Faculty.
Exceptions to requirement:
Not required for B.Mus. students.
Approved courses:
PHIL200 Knowledge and Reality
PHIL 202 Metaphysics, Morality, and Mind
Philosophical
Foundation: Values (2 hours)
Objectives:
1. Basic philosophical (i.e. analytical and conceptual) skills; isolating
general concepts and ideas, identifying and clarifying presuppositions,
tracing implications, making distinctions, sorting through complexities,
clarifying (and in some cases learning to tolerate) ambiguity, constructing
and evaluating arguments (validity and soundness).
2. A theoretically informed and historically sensitive grasp of the
process of applying human values to human action (in terms of alternative
normative systems), as well as of the nature and sources (i.e. ontological
basis) of values (including and especially meta-issues such as the universality
and objectivity of values and the challenge of relativism).
3. Personal reflection on one's choice of ontological position, value
premises, and action principles.
Sequence:
200 level; Taken in either the first or second semester of the sophomore
year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives subject to approval by the Integrative
Studies Collegium in consultation with appropriate disciplinary faculty,
and approval by the Curriculum Review Committee, and the Houghton Faculty.
Exceptions to requirement:
Not required for B.Mus. students
Approved courses:
PHIL201 Ethics
PHIL 202 Metaphysics, Morality, and Mind
Research
(0 hours)
Objectives:
To learn basic information research skills through a series of library
sessions with the following specific outcomes:
a. Be somewhat familiar with general principles of knowledge organization.
b. Understand the organization of knowledge and information in libraries,
and demonstrate a working knowledge of standard library arrangement
and access systems (e.g. Library of Congress classification and subject
headings).
c. Be able to apply effective strategies in searching for information,
developing and implementing research strategies that are systematic,
logical, and defensible.
d. Be familiar with the variety of reference tools available and
have practical experience in using some of them.
e. Be familiar with a variety of periodical location tools and be
able to locate periodical articles in several.
f. Be familiar with the collections, facilities, and services of
the Houghton College library.
g. Be aware of library resources available beyond the Houghton College
library collections and have at least a minimal knowledge of how to
access them.
h. Be able to identify appropriate source materials and to analyze
sources' quality and reliability as well as aptness for the research
topic and scope.
Sequence:
The research requirement must be met in the first year.
Course approval pathway:
Any faculty member may propose a course or courses subject to approval
by the Integrative Studies Department in consultation with the library
faculty.
Exceptions to requirement:
A student who believes that s/he has already mastered the objectives
listed above may submit a petition (obtainable from the Records Office)
to the Chair of the Department of Integrative Studies. If the chair
and the library faculty jointly certify the student as having fulfilled
the requirement, it will be waived.
Approved courses:
INTS 75 Library Research
WELLNESS and ACTIVITIES REQUIREMENTS
Lifetime Wellness Requirement
(1 hour)
Rationale:
It is crucial that our students understand the concept of and have
the ability to develop a healthy lifestyle if they are to attain their
God-given potential. What is taught in this requirement impacts our
students throughout their lifespans. Our college mission statement professes
that Houghton College "...equips them to lead and labor as scholar-servants
in a changing world." Unless our students are taught healthy habits
to maintain healthy bodies, their potential to be scholar-servants will
be severely hampered. To be effective scholar-servants, our students
must have healthy minds, spirits, and bodies; i.e. a holistic approach.
The Lifetime Wellness Requirement is an opportunity to convey this knowledge
to our students.
Objectives:
The purpose of the lifetime wellness requirement is for our students
to learn and apply principles for a healthy lifestyle; disease prevention;
and improved physical, emotional, social, and spiritual well being.
We have established the following objectives for this requirement.
The student will:
1. Understand and apply the concept of wellness and how to promote
physical fitness through the selection of activities for immediate and
future physical needs.
2. Understand accepted nutritional principles for wellness.
3. Learn how to assess body composition and practice weight control.
4. Learn how to accurately assess cardiovascular endurance (through
the use of field tests), promote cardiovascular exercise, and prevent
cardiovascular disease.
5. Understand and measure the factors which promote muscular strength,
endurance, and flexibility.
6. Learn how to manage stress and reduce cancer risks.
7. Enhance understanding of one's choices as a medical consumer.
Courses intended to fulfill requirement: (Specific courses are
approved following approval of the taxonomy (i.e. rationale, objectives,
etc. Courses are listed at this phase for illustration.)
PHED101 Lifetime Wellness
PHED237 Holistic Health
Sequencing:
The wellness requirement should be fulfilled in the first year.
Exemptions:
Students will disabling factors are not exempted from the wellness
requirement. They should present to the course instructor a statement
from a physician indicating what accommodations need to be made for
them.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives and level designations subject to approval
by the Integrative Studies Collegium in consultation with Physical Education
faculty, and approval by the Curriculum Review Committee and the Houghton
faculty.
Activities Requirement
(1 hour)
Rationale:
The activities requirement is important because it provides an opportunity
for practical application of many of the principles for healthy living
that were learned while fulfilling the wellness requirement. The activity
courses are taught with the idea of equipping students with physical
skills that they can use to help them maintain a healthy lifestyle.
Thus, the activities that are offered are activities in which our students
can participate throughout their lifetime. These courses are taught
with a "value-added" approach; i.e., students are required to take courses
to acquire new skills rather than to take courses in which they already
have proficiency. These courses also allow for interaction in a social
setting with students from different majors.
Objectives: Students will:
1. learn the skills, rules, strategies, and etiquette of a new activity.
2. learn the skill, knowledge, use, and care of related equipment.
3. integrate key concepts and principles of wellness with a new activity.
4. learn and practice good stewardship of their bodies.
Courses intended to fulfill this requirement:
HRSM 113 Horsemanship I
PHED 102 Physical Education
PHED 220 Adventure Sports
PHED 244 Instructor's Course in Red Cross Water Safety
REC 102A Initiatives
REC 102B Backpacking
REC109 Highlander Adventure Program
REC 211 Ecotour in Honduras
REC 212 Eco-Tourism in Africa
REC 218 Winter Ski Outing
REC 228 Trip Experience
Sequencing:
The wellness requirement is prerequisite to the activities requirement.
Wellness should be taken in the first year.
Exemptions:
1) Those who are seriously disabled upon receipt of a statement from
the Houghton College physician.
2) B.Mus. majors
3) Exemptions are not granted solely on the basis of age.
Course Approval Pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives and level designations subject to approval
by the Integrative Studies Collegium in consultation with Physical Education
faculty, and approval by the Curriculum Review Committee and the Houghton
faculty.
FIRST YEAR REQUIREMENT
IN WESTERN CULTURE
Foundations of Western Culture (4 hours)
Rationale:
The requirement in Western Culture is designed to give students a framework
of Western development, providing them with basic knowledge onto which
their advanced courses will build. Taught as a connected narrative,
this foundation is required in the first year so that all Houghton students
share a common background for upper level work. Because so much of the
college's coursework revolves around Western tradition, and because
of the small size of the requirement, this foundation centers on Western
culture, including the openness of the West to non-Western influence.
This requirement also provides a strong foundation for further studies
reflecting the varieties of human experience.
Objectives:
1. Development of the student’s self-awareness as a cultural being
connected to the course of civilization in the West.
2. A basic knowledge of the chronological narrative of cultural formation
from ancient Greece through the 20th century. Cultural formation involves
complex interactions between political economy, ideas, the arts, the
natural sciences, and religion.
3. An acquaintance with significant people, movements, and events from
ancient Greece through the 20th century.
4. An introduction to critical analysis of culture by:
a. examining multiple interpretations of selected
events;
b. considering the provisional and incomplete nature
of the knowledge of culture;
c. understanding the construction of historical patterns.
Sequence:
100 level; 2 hours taken each semester during the first year.
Course approval pathway:
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives and level designations subject to approval
by the Integrative Studies Collegium in consultation with the History
faculty, and approval by the Curriculum Review Committee and the Houghton
faculty.
Approved courses:
Western Civilization I (2
hours).
Western Civilization II (2 hours).
Exemptions:
Transfer students who have completed a Western Civilization course
before enrolling at Houghton College may be considered for partial or
full exemption by the Chair of the History and Political Science Department.
The Writing
Requirement for Integrative Studies
Writing is a form of thinking. It is the manipulation of language for
the purposes of discovering, recording, and communicating facts, ideas,
and the relationships among them.
The teaching of writing is a long-term, on-going, shared responsibility;
moreover, teaching writing is fundamentally different from using writing
to help students comprehend subject matter and to write well in a particular
discipline. In the writing class student writing is the objective, not
the means to some other end.
Students need to see their writing as a valid and essential intellectual
activity. Instructors communicate the importance of writing by taking
student writing seriously and by modeling for students the writing process.
Like writing itself, the teaching of writing is a labor-intensive task.
Writing teachers must provide information about conventions, rhetorical
strategies, problem-solving techniques, and revising and editing practices.
They must motivate students to actively apply these skills in editing
their own work and in critiquing others' work. They must respond effectively
to student writing, reading with sensitivity toward language and content.
Finally, writing instructors must be alert for evidence of students'
development as writers and should encourage continued growth.
Rationale for including writing in integrative studies
Writing is a learnable skill, but it may be more accurately described
as a tool for the intellect and as a catalyst for the complex and often
difficult task of forming ideas, solving problems, identifying causes
or results, articulating positions, exploring issues, etc. It is part
of a whole that includes its sister language skills of reading, speaking,
listening, and thinking. (It is said that good writing is clear thinking
made visible.) The ability to write well is achieved through sustained,
structured, guided experiences in which students employ an array of
strategies to communicate effectively with different audiences for a
variety of purposes. Without question, writing well is a foundational
ability for success in college.
Initial Houghton Writing Experiences (3 hours)
Each student should achieve or confirm within the first college year
the degree of writing competence reflected in the objectives.
Objectives
As a result of the initial Houghton writing experience, students should
be able to
1. understand and use the writing process (prewriting, writing, and
revising) as a tool for thinking and for creating texts for an audience.
2. understand and use the writing process as a tool for examining and
interpreting life narratives.
3. choose a topic, narrow it sufficiently, and formulate a clear thesis
statement.
4. select and acquire adequate material in support of the thesis.
5. shape the text according to purpose, audience, and context, organizing
ideas using appropriate expository patterns, including description,
process analysis, comparison and contrast, narration, and persuasion.
6. write effective sentences and coherent paragraphs that embrace standard
English grammar, spelling, punctuation, and word choice.
7. edit and revise their writing to correct flaws, attain smoothness,
and achieve clarity and conciseness.
Sequencing
Students benefit most when they experience a course in writing in their
first year of college and when this experience is reinforced as they
are required to write and revise regularly throughout their college
years.
Course approval pathway
Any faculty member or department may propose a course or courses appropriate
to the above-listed objectives subject to approval by the Integrated
Studies Collegium in consultation with the writing faculty, and approval
by the Curriculum Review Committee, and the Houghton Faculty.
The proposing faculty member or department is invited to work closely
with the writing faculty, allowing the course proposal to move forward
with joint endorsement. The writing faculty is defined as those members
of the English and Communication Department whose main responsibility
is providing instruction in the area of composition.
Approved courses or methods for meeting the initial writing requirement
1. Successful completion of the course in Principles of Writing, an
advanced writing course approved as a POW substitute, or of an Integrative
Studies course carrying POW credit.
2. Completion of an advanced placement course in written English with
a grade of 4 or 5.
3. Completion of an equivalent course at another institution.
4. Passing the CLEP test of Freshman English with a grade of B- or
above.
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