Petition for Substitution

Name First Last
Student ID: *
Email
Major *
Total Number of Credit Hours Transferred in (NOTE: Students with 45 or more transfer credit qualify for an abbreviated general education requirement. Please consult with your academic advisor prior to applying for additional substitutions): *
Title and Course Number of Transferred Course (e.g., CSCI 100 Computer Literacy): *
University/College where course was completed (e.g., Purdue University): *
Have you discussed this petition with your academic advisor?
(NOTE: If you have not consulted with your academic advisor, STOP. First consult with your academic advisor, review the campus requirements for the course you plan to petition, gather the necessary documentation (e.g., syllabus, etc.) and then RESUME this application.) Yes No
If so, provide the name of your academic advisor; if not, STOP and schedule an appointment with your advisor. First Last
Your Advisor's Email: *
General Education Requirement for which you are requesting consideration:

Note: Changes were made to the general education curriculum in Fall 2021 which are reflected here; students under the previous requirements should make their selection based upon requirement name, even if the requirement has been recategorized, while further noting that what was previously called "Non-Western Cultures" is now "Global Cultures."
(Please select from the list of Fundamental Literacies (FL), Common Core (CC), Contemporary Social Values (CSV), Extended Literacies (EL) or Additional Requirements (AR) below): *
To be exempted from taking (FL) Writing the transfer course must meet the following criteria (Select all that apply to the course you took): Course includes practice in the detailed interpretation of complex academic texts from several disciplines Course requires skill in the formulation and defense of an original interpretive thesis Course includes extensive practice in the techniques of argumentative writing Course requires extensive experience with manuscript revision Course includes practice in the fundamental skills of research writing Student should be able to Develop a thesis that establishes a position in relation to sources, goes beyond common knowledge, can be debated, and provides control, direction, and purpose to the paper; Student should be able to Incorporate concrete examples in most body paragraphs to develop the thesis; Student should be able to Incorporate an organizational structure that presents paragraphs in a meaningful progression; Student should be able to Demonstrate control over grammar errors while maintaining the sentence-level flexibility to clearly articulate ideas; Student should be able to Demonstrate sustained engagement with evidence (i.e. quotations) using appropriate citation form. Student should be able to Engage in writing as a social process that includes multiple drafts, collaboration and reflection.
To be exempted from taking (FL) Oral Communication the transfer course must meet the following criteria (Select all that apply to the course you took): Course provides training in thought processes necessary to organize speech content Course requires students to analyze components of effective delivery and language imparts understanding of ways in which oral communication is amplified or inhibited by non-verbal forms of communication Course requires students to demonstrate ability to communicate information and ideas effectively to groups or in one-on-one conversation Student should be able to Create messages appropriate for the intended audience(s); Student should be able to Use appropriate supporting materials to communicate credibility and explain complex concepts to audiences; Student should be able to Organize messages to support a purpose, following an organizational pattern; Student should be able to Demonstrate an understanding of ethics and authenticity in communication with others.
To be exempted from taking (FL) Quantitative Reasoning the transfer course must meet the following criteria (Select all that apply to the course you took): Course includes instruction in mathematical concepts Course requires the application of mathematical concepts to practical problems Course requires students to develop and present quantitative arguments Explain information presented in mathematical forms (e.g. equations, graphs, diagrams, tables, words). Student should be able to convert relevant information into various mathematical forms (e.g. equations, graphs, diagrams, tables, words). Student should be able to perform mathematical calculations. Student should be able to communicate quantitative evidence in support of an argument for various purposes and audiences (including general audiences).
To be exempted from taking (FL) Critical Thinking the transfer course must meet the following criteria (Select all that apply to the course you took): Course should provide instruction in identifying and differentiating questions, problems, and arguments Course should teach students how to evaluate the appropriateness of various methods of reasoning and verification Course should teach students how to identify and assess stated and unstated assumptions, and critically compare different points of view Course should introduce techniques for evaluating the quality of evidence and reasoning Course should require students to formulate questions and problems, construct and develop cogent arguments, and articulate reasoned judgments Student should be able to express ideas clearly and precisely, and to identify and clarify vagueness and ambiguity that impedes effective reasoning Student should be able to identify an argument, i.e., a set of statements in which evidence or reasons are given to support a claim, and to distinguish between arguing for a claim and merely expressing or articulating it Student should be able to determine if an argument is complete, and to articulate any hidden assumptions made by those arguments that are incomplete Student should be able to analyze an argument in terms of its structure, and to recognize similar structures and patterns in arguments about completely different subjects Student should be able to recognize the most common mistaken reasoning patterns (typically referred to as “informal fallacies” in Critical Thinking textbooks), such as ad hominem attacks, and the fallacies of the straw man, red herring, slippery slope, etc. Student should be able to assess both (a) when reasons, if true, would support a claim, and (b) when evidence or reasons are cogent or credible (that is, how to tell when information is reliable or trustworthy, when to believe or to be skeptical about sources of information, etc.) Student should be able to distinguish between different basic categories of reasoning (inductive and deductive), and to apply the general rules that determine good reasoning for the various types of arguments within these categories, in a manner useful to a wide range of disciplines and contexts.
Specifically, the core content of the Critical Thinking course would include the following skills: How to express ideas clearly and precisely, and to identify and clarify vagueness and ambiguity that impedes effective reasoning How to identify an argument, i.e., a set of statements in which evidence or reasons are given to support a claim, and to distinguish between arguing for a claim and merely expressing or articulating it How to determine if an argument is complete, and to articulate any hidden assumptions made by those arguments that are incomplete How to analyze an argument in terms of its structure, and to recognize similar structures and patterns in arguments about completely different subjects How to recognize the most common mistaken reasoning patterns (typically referred to as “informal fallacies” in Critical Thinking textbooks), such as ad hominem attacks, and the fallacies of the straw man, red herring, slippery slope, etc. How to assess both (a) when reasons, if true, would support a claim, and (b) when evidence or reasons are cogent or credible (that is, how to tell when information is reliable or trustworthy, when to believe or to be skeptical about sources of information, etc.) How to distinguish between different basic categories of reasoning (inductive and deductive), and to apply the general rules that determine good reasoning for the various types of arguments within these categories, in a manner useful to a wide range of disciplines and contexts.
To be exempted from taking (AR) Information Literacy the transfer course must meet the following criteria (Select all that apply to the course you took): Course should provide the student with an understanding of the organization of knowledge and information, including terminology and types of resources available. Course should teach students how to construct a research question and form a research strategy, including the selection of appropriate research tools. Course should provide the student with the theory, skills and technique required to be an effective online database searcher. Course should apply knowledge gained about types of resources, search strategy and the organization of information to the critical evaluation and use of materials. Course should introduce students to issues regarding the ethical and legal use of information. Course should encourage students to develop research skills and habits that will contribute to their success as students and future professionals.
To be exempted from taking (EL) Computer Literacy the transfer course must meet the following criteria (Select all that apply to the course you took): Course should introduce knowledge of the basic terminology of computer hardware and software. Course should introduce ability to perform essential file manipulation functions using one or more modern computer operating systems. Course should introduce ability to utilized basic features of common packaged software programs, including word processors, spreadsheets, databases, web browsers, and presentation software. Student should be able to use computational thinking, create basic steps for solving problems Student should be able to identify basic computational tools (e.g. hardware, software) in various domains Levels will increase based on sophistication and complexity of the description Student should be able to use productivity software for data analysis, presentation, and reporting Student should be able to identify examples of interactions among technology, humans, and society
To be exempted from taking (EL) Visual Literacy the transfer course must meet the following criteria (Select all that apply to the course you took): Course should provide a foundation for a historical understanding of visual conventions, including both western and non-western cultures. Course should introduce the grammar and expressive potential of visual forms, applies rigorous methodologies developed by social sciences, sciences, and humanities for the study of perception and interpretation of the visual world. Course should require students to be makers as well as interpreters, i.e. through the fabrication of visual essays and statements using new or traditional media. Prepares the student to view and understand information presented in modes used in a variety of disciplines and areas. Student should be able to critically analyze or produce visual media and their roles in the presentation of ideas and/or concepts (such as photographs, sculpture, video, film, new media, or presentations, or papers) Student should be able to identify cultural, historical, and social contexts pertinent to the visual artifact Student should be able to identify appropriate visual literacy vocabulary/terminology as it relates to course media
To be exempted from taking (CSV) Global Cultures the transfer course must meet the following criteria (Select all that apply to the course you took): Course should acquaint students with the culture, society, and values of a non-Western people, or explores knowledge traditions grounded in non-Western cultural paradigms Course should provide a framework for understanding and appreciating ideas and values of cultures different from those that we commonly identify as “Western” Course should focus on a particular dimension of a culture or culture-area (e.g., social institutions, artistic productions, religious beliefs, historical experiences) as an organizing principle, but that dimension must be placed in reference to others that also significantly shape the culture. When comparative and cross-cultural in nature, Course should include in-depth study of at least two non-Western cultures or culture-areas Course should include an examination of the concept and practices of colonialism and its impact on contemporary cultures, including post-colonial and global economic dynamics
To be exempted from taking (EL) Health and Wellness the transfer course must meet the following criteria (Select all that apply to the course you took): Course should lead students to a demonstration of skills and knowledge of physical fitness concepts through the performance of activities that will enhance lifelong commitment to personal fitness and wellness Course should impart an understanding of holistic health concepts in a manner that invokes personal responsibility for health and wellness Course should encourage and directs students to lifestyle changes geared toward the maintenance of healthy living and the prevention of disease and illness Students should be able to demonstrate skills and knowledge of physical fitness concepts (sports, exercise, dance, etc). The skills and knowledge may be demonstrated partly through physical performance; but the course must also include some academic instructional elements that ensure that these concepts become a familiar part of the students’ thinking, thereby heightening their awareness of the benefits of a lifelong commitment to personal fitness and wellness. Students should develop an understanding of holistic health concepts in a manner that promotes personal responsibility for health and wellness. The course must include academic instructional elements that ensure the students’ command of these concepts. Students should learn the means of making lifestyle changes geared toward the maintenance of healthy living and the prevention of disease and illness. The course must include academic instructional elements that direct and encourage students in the understanding and accomplishment of these goals. Students should learn the means of making lifestyle changes geared toward the maintenance of healthy living and the prevention of disease and illness. The course must include academic instructional elements that direct and encourage students in the understanding and accomplishment of these goals.
To be exempted from taking (CSV) Diversity in United States Society the transfer course must meet the following criteria (Select all that apply to the course you took):

A course will include five general approaches to understanding diversity explained below: Definitional: The course will impart an awareness of the ways multiple factors such as race/ethnicity, class, gender, religion, disability, and sexual orientation shape individual lives, how they are embedded in and have shaped our social institutions, and how they produce markedly different outcomes and opportunities for individuals and groups. Personal: The course will develop an awareness of students’ own potential biases regarding diversity, the origins of those biases, and their implications for social, economic, and political interactions. Social: The course will lead students to an awareness of their own position within a privilege-oppression continuum, and enable them to explore the implications of that position for their lives and for their responsibilities as citizens of a multicultural democracy. The course will develop an appreciation of the culturally constructed nature of distinctions based on several important diversity categories, such as race/ethnicity, class, disability, gender, religion, and sexual orientation, and of how they have varied historically. Historical: The course will develop an appreciation of the culturally constructed nature of distinctions based on several important diversity categories, such as race/ethnicity, class, disability, gender, religion, and sexual orientation, and of how they have varied historically. Global: Although the course may focus on a specific American minority culture, the course will impart an awareness of how United States culture has been, and continues to be, influenced by diverse Asian, African, Middle Eastern, Oceanic, and Central- and South- American cultures, both historical and contemporary.
To be exempted from taking (CC) The Natural World the transfer course must meet ALL the following criteria (Select all that apply to the course you took): Course should introduce students to the nature of inquiry in the particular discipline Course should have some interdisciplinary component Course should address ethical issues that arise in the context of course material Course should include instruction in one of the fundamental literacies (writing, speaking, critical thinking, quantitative reasoning, computer literacy, information literacy, visual literacy) Student should be able to demonstrate scientific literacy through an understanding of concepts, terminology, and fundamental theories, from at least one area of the natural sciences Student should be able to experience an experiment or observation or data analysis Student should be able to use information or data from primary literature to evaluate scientific arguments Student should be able to recognize a scientific approach to problem solving
To be exempted from taking (CC) Human Behavior and Social Institutions the transfer course must meet ALL the following criteria (Select all that apply to the course you took): Course should introduce students to the nature of inquiry in the particular discipline Course should have some interdisciplinary component Course should address ethical issues that arise in the context of course material Course should include instruction in one of the fundamental literacies (writing, speaking, critical thinking, quantitative reasoning, computer literacy, information literacy, visual literacy) Student should be able to demonstrate an understanding of how individuals and institutions influence each other Student should be able to identify institutional and/or social power imbalances, such as injustice, inequality, disparities--and how these impact individuals, and/or institutions Student should be able to identify various approaches to understanding Human Behavior and Social Institutions
To be exempted from taking (CC) Literary and Intellectual Traditions the transfer course must meet ALL the following criteria (Select all that apply to the course you took): Course should introduce students to the nature of inquiry in the particular discipline Course should have some interdisciplinary component Course should address ethical issues that arise in the context of course material Course should include instruction in one of the fundamental literacies (writing, speaking, critical thinking, quantitative reasoning, computer literacy, information literacy, visual literacy) Student should be able to construct an interpretation or argument based on texts from literary, historical, or philosophical traditions Student should be able to analyze or evaluate texts in their cultural, intellectual, and/or historical contexts Student should be able to apply general concepts, terms, and/or methods of analysis to the particular course topic Student should be able to analyze or evaluate primary and secondary sources
To be exempted from taking (CC) Art, Aesthetics, and Creativity the transfer course must meet ALL the following criteria (Select all that apply to the course you took): Course should introduce students to the nature of inquiry in the particular discipline Course should have some interdisciplinary component Course should address ethical issues that arise in the context of course material Course should include instruction in one of the fundamental literacies (writing, speaking, critical thinking, quantitative reasoning, computer literacy, information literacy, visual literacy) Student should be able to practice making art within artistic disciplines Student should be able to engage with and critique works of art Student should be able to demonstrate knowledge of cultural contexts of artistic disciplines (e.g. aesthetics, ethics, movements) Student should be able to demonstrate knowledge of artistic terminology, techniques, and/or materials Student should be able to reflect on the creative process and its implications for personal, communal, academic, and/or professional pursuits.
Supporting Documentation
Identify what documents are being attached to support your petition (Select all that apply): Course description (attach below) Detailed Syllabus showing the list of topics covered in the course, weekly schedule of lecture material, assignments, university name, instructor's name, Course title, credits, etc. (attach below) Optional letter of support from faculty/professional advisor (attach below) Other documentation (attach below)
(NOTE: Without detailed and relevant supporting documentation the committee is not able to review your petition and your petition will likely be denied.)

Attach Files
Additional comments you would like to share with the General Education Committee members: