Frequently Asked Questions: Stony Brook Curriculum
The questions below address questions about course certifications from academic departments, and general questions about the differences between the SBC and the DEC, Stony Brook's legacy general education program. All students who matriculated into Stony Brook in fall 2014 or later are required to complete the general education requirements as defined by the SBC.
Generally, advanced courses (demonstrated by course level and difficulty of subject
matter and assignments) will fulfill the "pursue deeper understanding" requirement.
Theoretically, however, a course can require advanced knowledge in one area but introductory knowledge in another. Such a course could be a candidate for multiple certification. Review Guidelines for double and triple certification.
In some cases, departments might consider revising existing upper division courses that currently satisfy upper division DEC requirements (e.g., DEC I, J, K) into 100 or 200 level courses, if the subject matter is predominantly introductory with regard to the new SBC categories.
Theoretically, however, a course can require advanced knowledge in one area but introductory knowledge in another. Such a course could be a candidate for multiple certification. Review Guidelines for double and triple certification.
In some cases, departments might consider revising existing upper division courses that currently satisfy upper division DEC requirements (e.g., DEC I, J, K) into 100 or 200 level courses, if the subject matter is predominantly introductory with regard to the new SBC categories.
If the course is general in nature and has no prerequisites, the department should
consider revising the course as an introductory level course, so that it may meet
one of the "demonstrate versatility" requirements.
Theoretically, however, a course can require advanced knowledge in one area but introductory knowledge in another. Such a course could be a candidate for multiple certification. Review Guidelines for double and triple certification.
Theoretically, however, a course can require advanced knowledge in one area but introductory knowledge in another. Such a course could be a candidate for multiple certification. Review Guidelines for double and triple certification.
The original computer mapping did map DEC I and J courses to GLO; however, as the
certification review process transpired, we noticed the majority of DEC I and J courses
are upper-level, have prerequsites, and are typically more appropriate for a "pursue
deeper understanding" category.
Theoretically, yes, as long as:
STAS courses are meant to satsify only the STAS requirement, and may not carry multiple certifications. By design, STAS courses are interdisciplinary, so double certification of STAS courses would imply that they are all double certified in some fashion. STAS courses, however, can be double certified to satisfy "prepare for life-long learning."
- the learning outcomes of each certification are distinct, and
- each set of learning outcomes are satisfied according to the standards of each distinct category.
STAS courses are meant to satsify only the STAS requirement, and may not carry multiple certifications. By design, STAS courses are interdisciplinary, so double certification of STAS courses would imply that they are all double certified in some fashion. STAS courses, however, can be double certified to satisfy "prepare for life-long learning."
Certification and assessment hinge on the inclusion of specified learning objectives
on the syllabus as well as evidence in the course outline and reading materials that
the department will deliver the stated learning objectives.
During the assessment process, courses will be reviewed to determind whether they are meeting the appropriate outcomes of the assigned category.
Course objectives must appear on the course syllabus as defined in the SLO requirements.
During the assessment process, courses will be reviewed to determind whether they are meeting the appropriate outcomes of the assigned category.
Course objectives must appear on the course syllabus as defined in the SLO requirements.
Departments must provide an enrollment mechanism (i.e., a scheduled course) for each
category that will enable the course to appear on the student transcript.
In some cases, the mechanism for students to satisfy the "prepare for life-long learning" requirements could be a zero credit course or a regular full-credit course. If students enroll in a zero-credit course, the department can propose A-F, ABC/U, or S/U grading.
Examples of Zero Credit Courses:
In some cases, the mechanism for students to satisfy the "prepare for life-long learning" requirements could be a zero credit course or a regular full-credit course. If students enroll in a zero-credit course, the department can propose A-F, ABC/U, or S/U grading.
Examples of Zero Credit Courses:
- WRTD as a revision to a paper generated in a selection of courses. For example, the music department may require to develop a paper produced from a selection of courses in the department. In a semester following the selected course, the student would enroll in MUS XXX. The department must propose said course to the SBC certification committee.
- SPK where only a subset of students in a larger lecture have signed up for SPK. For example, if the psychology department allows 20 students in PSY 103 to complete a public speaking project, the department may propose a zero-credit PSY 4XX for this purpose.
The learning objective for Writing in the Discipline (WRTD) is "collect the most pertinent
research, draw appropriate disciplinary inferences, organize effectively for one's
intended audience."
In most cases, the resulting project will be in English, but in some cases, the "intended audience" might accept another human language.
For example, papers for the majority of foreign languages could make a convincing argument that the intended audience would expect the language of the discipline.
In most cases, the resulting project will be in English, but in some cases, the "intended audience" might accept another human language.
For example, papers for the majority of foreign languages could make a convincing argument that the intended audience would expect the language of the discipline.
It actually doesn't require more credits than the DEC.
Note that the DEC is not perfect, and has hidden requirements, such as the foreign language requirement and the upper division writing requirement, that are not always noticed by students or faculty.
Various faculty committees over the past few years have worked very hard to design the SBC so that it is clear, flexible, and accessible for all students. For example, many of the SBC requirements are designed to overlap with the major, which should minimize the number of general education requirements that students have to take beyond the major.
Note that the DEC is not perfect, and has hidden requirements, such as the foreign language requirement and the upper division writing requirement, that are not always noticed by students or faculty.
Various faculty committees over the past few years have worked very hard to design the SBC so that it is clear, flexible, and accessible for all students. For example, many of the SBC requirements are designed to overlap with the major, which should minimize the number of general education requirements that students have to take beyond the major.