Texas Higher Coordinating Board Institutionally Designated Component

1. Every institution of higher education will adopt a core curriculum. . .
2. . . . a core curriculum should contain courses that establish multiple perspectives on the individual and the world in which he or she lives. . .

An institution may wish to include in its core curriculum courses that address exemplary educational objectives not covered in the preceding broad discipline categories. Such courses may include computer literacy, kinesiology, health/wellness, interdisciplinary or linked courses, or other courses that address a specific institutional role and mission.

Texas State University-San Marcos Component

Definitions

The Texas State component includes two perspectives: an integrative perspective and a physical fitness perspective.

University Seminar exposes learners to university life, in addition to the skills necessary for success in life after college. Through active discussions, hands-on projects and opportunities for outside learning, students will explore the multiple tasks and responsibilities of a college student, as well as gain a better appreciation for the benefits of a university education.

The mission of the physical fitness perspective is to offer to Texas State students a variety of activities promoting wellness with emphasis on physical fitness and/or lifetime sports. The courses provide an opportunity for an individual to explore and appreciate the recreational and physical benefits of activities intended to promote a healthy lifestyle while gaining knowledge and skills in various available activities.

Defining Characteristics

Integrative Perspective

- small class size.

- individual interaction and participation in group discussions.

- application of learning skills related to success in college and life.

- inclusion of issues relevant across disciplines.

- evaluative exploration of self and/or issues related to society.

Physical Fitness Perspective

- application of fitness and/or physical skills to being a healthy

college student.

- application of fitness and/or physical skills to the promotion of

lifelong health and wellness.

Requirements

All students will complete three courses within this component:

Integrative Course(1 course)

US 1100—University Seminar

Physical Fitness Courses(2 courses)

Choose two courses from:

PFW 1101-1139, 1150-1164, 1166-1225; DAN 1160-62, 1170,

1180-1182, 1190-1192

OR

Take one course from the above and one from:

PFW 1140, 1149, 1165, MUSE 3120 (Marching Band)

Objectives

Integrative Perspective

- to facilitate students’ adjustment to the challenges of life and learning at Texas State .

- to expand students’ understanding of the nature and purposes of a university.

- to identify practical learning skills and concepts that will promote students’ academic success.

- to encourage students to explore the connection between university study and life enrichment, life-long learning and civic responsibility.

- to promote respect for diversity issues and concepts.

Physical Fitness Perspective

- to instill in students a knowledge of health, physical fitness and wellness.

- to encourage positive lifestyle behaviors regarding personal health, physical fitness and wellness.

- to educate students about the physiological benefits derived from a physically active lifestyle.

- to encourage students to achieve and/or maintain physical fitness

- to provide students the opportunity to participate in lifetime activities.

- to encourage social interaction among students through participation in physical fitness activities.

- to educate students about the stress reducing benefits of physical activity.

- to educate students in regard to the prevention and care of activity-related injuries.

- to provide opportunities for students to improve their skill level and confidence in physical activities.

- to provide physical activities and instruction for students who are physically challenged.

- to provide students the ability to design and carry out personal fitness and wellness programs.

Assessment

Integrative Perspective

To evaluate the success of the course in helping students meet the stated objectives, the following measures will be used:

- student evaluations that probe for the students’ own view of the

impact of the course.

- other periodic and longitudinal studies to help determine the effectiveness of the course.

To help determine course and instructor effectiveness:

- group meetings of faculty teaching the course, providing the occasion for continual self-assessment of their effectiveness in delivering the objectives of the course.

- annual sessions held by the program director with the orientation leaders to discuss the impact of their experience in the University Seminar class. 

Physical Fitness Perspective

To evaluate students’ success in meeting the objectives of the physical fitness perspective, faculty will rely on a variety of assessment methods that would include at least one of the following:

- objective and/or essay exams.

- skills tests examining the competency of skill level students have achieved.

- manuals, logs, or journals indicating students’ daily/weekly physical fitness activities and/or activity participation.

- class participation in the form of tournaments and competition which gives the instructor opportunities to observe students’ skill abilities and social interaction.

- manuals or journals containing cognitive information obtained outside of class from sources such as the library, newspaper or internet including information about physical fitness perspective topics.

To help determine course and instructor effectiveness:

- end of course faculty evaluations by students, peer review of syllabi, tests and examinations, and mid-course assessment of cognitive and skill knowledge.

-surveys of former students examining the students’ actual use of the skills and information after leaving class.