2012-2014 UndergraduateCatalog.pdf - Greenville College

GENERAL EDUCATION
Philosophy
All students except those entering with an A.A., A.S., or A.A.T. degree must complete the
philosophy requirement. They may do so by taking any three-credit course in philosophy.
All philosophy courses are designated by the prefix PHL. Typically, students will take PHL
201 Major Issues in Philosophy.
Psychology
All students except those entering with an A.A., A.S., or A.A.T. degree must complete the
psychology requirement. They may do so by taking any three credit psychology course
except PSY 202 Statistics. Often students take either PSY 101 General Psychology or PSY
220 Psychology for Living to complete this requirement. Education majors should take
either PSY 205 Child Development or PSY 206 Adolescent Development depending on
their area of specialization.
Sociology
Students completing a B.A. or B.S degree in an area other than early childhood, special,
or secondary education must fulfill the sociology requirement unless they enter Greenville
College with an A.A., A.S., or A.A.T. degree. This requirement can be fulfilled by the
successful completion of any three credit sociology course except SOC 202 Statistics.
Students typically take SOC 101 Principles of Sociology, SOC 103 Social Problems, or
SOC 112 Introduction to Anthropology to complete this requirement.
Upper Division Writing Intensive Course within a Major
All students must complete an upper division writing intensive (WI) course within their
major field of study. These courses fulfill the general education requirement for a Writing
Intensive course, but because they fulfill major requirements as well, do not increase the
required credit hours for general education.
In order for a course to be designated a WI course, the course must possess the following
characteristics:
1. Students write to learn. The course uses writing to promote the learning of course
materials. Instructors assign formal and informal writing, both in class and out, to increase
students’ understanding of course material as well as to improve writing skills.
2. The course should distribute writing throughout the semester rather than concentrate
the writing assignments at the end. If writing is being used as a mode of instruction, then
it is clearly not appropriate to have written assignments concentrated at the end of the
semester. The best WI courses tend to contain a series of short papers distributed through
the semester rather than one or two major projects.
3. The course provides interaction between teacher and students while students do
assigned writing; in effect, the instructor acts as an expert and the student as an apprentice
in a community of writers. Types of interaction will vary. For example, a professor who
requires the completion of one long project may review sections of the project, write
comments on drafts, and be available for conferences. The professor who requires several
short papers may demonstrate techniques for drafting and revising in the classroom, give
guidance during the composition of the papers, and consult with students after they
complete their papers.
4. Writing contributes significantly to each student’s course grade.
5. The course requires students to do a substantial amount of writing--a minimum of
5000 words, or about 20 pages. This may include informal writing. Depending on the
course content, students may write analytic essays, critical reviews, journals, lab reports,
research reports, or reaction papers, etc.
6. To allow for meaningful professor-student interaction on each student’s writing, the
class is restricted to 20 students. (Any larger enrollments must be justified by other factors
related to the instructor’s and the department’s overall teaching responsibilities.)
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