Avila University
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Undergraduate Catalog 2004 - 2005                       
The Avila University Curriculum
An Avila University education prepares graduates for responsible life-long contributions to the contemporary world. The curriculum has well-defined outcomes and is designed to involve the student in the learning process. Through coursework and campus activities, the Avila student learns to communicate effectively, to employ higher level thinking skills, to acquire knowledge in the liberal arts and a field of specialization and to develop personally, spiritually and socially. In order to participate in an education that has both breadth and depth, all students complete a Core curriculum and a major curriculum. Each course of study is designed so that clearly identified objectives are built upon and reinforced.
COMMUNICATION SKILLS
In the Core and major curricula, certain courses are designated as Communication Intensive courses. These courses incorporate assignments, activities and assessment focused on developing skills in listening, reading, writing, public speaking and group process. Avila students are expected to complete a specific number of these Communication Intensive courses in addition to English Composition and Fundamentals of Communication with a grade of “C” or better.
First-year students must complete English Composition and Fundamentals of Communication within the first thirty semester hours. To graduate, they must also complete five Communication Intensive (CI) courses. Of the five courses, one CI course must be a course in the Core curriculum, one must be a course in the major numbered 310 or above and one must be the capstone course in the major. At least two (2) CI courses must be completed by the end of sixty semester hours of credit.
Transfer students must complete the Writing and Communication requirements within the first thirty hours at Avila University. The number of Communication Intensive courses a transfer student must complete prior to graduation is determined by the number of transfer credits accepted by Avila University at the time of admission to the university.
- Less than 32 transfer credits: Same requirements as first-year students
- 32-63 transfer credits: Three CI courses including the capstone course in the major
- 64-95 transfer credits: Two CI courses including the capstone course in the major
- Greater than 95 transfer credits: The capstone course in the major
The course description in the catalog indicates if the course is a Communication Intensive course in the major and the capstone course in the major.
HIGHER LEVEL THINKING SKILLS
Throughout the curriculum, higher level thinking skills are addressed by focusing in each course on one or more of five modes of thinking. In this manner, students are provided multiple opportunities to practice and develop their critical thinking abilities within the context of various academic disciplines so that upon graduation they may be able to:
 - identify a problem and using the steps involved in problem solving processes, develop viable solutions
 - employ skeptical, evaluative and logical approaches in processing information and drawing conclusions
- make and evaluate decisions based on appropriate criteria and projected consequences
 - generate new images, concepts, possibilities and/or interpretations and connect apparently disparate ideas
 - analyze one’s own thinking processes, including how one’s experiences, feelings, ideas and intuition affect thinking
MATHEMATICAL COMPETENCY
Avila graduates are required to demonstrate college-level competency in mathematics. To meet this requirement all students must complete their mathematics Core requirement within their first forty-eight (48) credit hours at Avila. Students who need to take Foundation of College Mathematics I and/or II must complete these courses in their first thirty (30) credit hours at Avila University. All students beginning a college-level mathematics class in Fall, 2000 or beyond must earn a grade of “C” or better to meet the Core requirement.
FUNCTIONAL COMPUTER LITERACY
Avila graduates are also required to demonstrate a functional level of computer literacy which includes operation of a computer using a library of software programs, knowledge of the various social and ethical issues relating to computer use, and utilization of computers to problem-solve and to access current information technologies. The faculty in each academic major has determined the coursework to meet this requirement. These courses are listed in the description of course requirements for the major.
UNIVERSITY-WIDE EDUCATIONAL OUTCOMES
Personal, Spiritual, and Social Development Intended Learning Outcomes
The Avila graduate will be able to:
• Clarify and articulate a personal value system as a framework for ethical decision-making and behavior
• Cultivate and articulate one’s aesthetic response
• Demonstrate self-motivation, intellectual curiosity and openness to differing perspectives
• Demonstrate sensitivity to socio-cultural diversity
• Address issues of social justice
• Take responsibility for one’s own well-being
• Participate in group interaction to achieve an identified goal
• Demonstrate civic, social, and ecological responsibility
Communication Intended Learning Outcomes
The Avila graduate will be able to:
• Employ active listening techniques, including summarizing, paraphrasing, questioning, and nonverbal response
• Read a document and demonstrate an understanding of its written and quantitative content
• Make a clear, well-organized verbal presentation
• Write a clear, well-organized paper, using documentation and quantitative tools, when appropriate
• Use group process skills
Higher Level Thinking Intended Learning Outcomes
The Avila graduate will be able to:
• Identify a problem and using the steps involved in problem-solving processes, develop viable solutions
• Employ skeptical, evaluative and logical approaches in processing information and drawing conclusions
• Make and evaluate decisions based on appropriate criteria and projected consequences
• Generate new images, concepts, possibilities and/or interpretations and connect apparently disparate ideas
• Analyze one’s own thinking processes, including how one’s experiences, feelings, ideas, and intuition affect thinking
Knowledge Intended Learning Outcomes
The Avila graduate will have knowledge of:
• Mathematics as an art, a science and a language
• The common methods of representing numerical, statistical and symbolic relationships
• Arts, literature and language through experiential and intellectual understanding of their elements and principles
• Philosophers, theologians, writers, artists and other great thinkers and their influence upon the development of civilization
• Major ethical theories
• The Judeo-Christian tradition
• The theories which describe or explain individual and group behavior
• The key social problems facing the contemporary world
• Diverse political, social and economic systems
• The function, structure and interrelationships of the political, social and economic systems of the United States
• Western and non-Western experience in historical perspective
• Cultural diversity in the United States and throughout the world
• Physical, economic and social geography
• United States history
• The nature and limitations of science
• The physical laws of nature
• The atomic and molecular basis of all matter
• Concepts that characterize and govern living systems
• The structures and uses of information systems
AVILA UNIVERSITY CORE CURRICULUM
The Core curriculum is divided into three levels and is designed to be completed over the period of time needed to meet the requirements for the baccalaureate degree. Level I-Foundations provides the basic skills essential for effective participation in other classes as well as the professional world. Level II-Heritage, the Contemporary World and Self addresses the breadth of knowledge expected of a liberal arts education. Level III-Application and Integration challenges the student to integrate prior knowledge and create new ideas through interdisciplinary coursework. Level III classes are open only to students who have completed Level I and fifteen hours of coursework in Level II.
LEVEL I - FOUNDATIONS
Intended Learning Outcomes
 - Employ active listening techniques
 - Read a document and demonstrate an understanding of its written and quantitative content
 - Make a clear, well-organized verbal presentation
 - Write a clear, well-organized paper, using documentation and quantitative tools, when appropriate
 - Use group process skills
 - Know mathematics as an art, a science and a language
 - Understand and use information systems
Coursework
 CO 110 Fundamentals of Communication (3 hr)
 EN 111  OR 112 Composition I or II (3 hr)
 FS 101 First-Year Seminar (First-year students only) (1 hr)
 MA 115 Finite Mathematics OR
MA 120 College Algebra or
 MA 241 Calculus and Analytic Geometry I (3-5 hrs)
 Computer competency as determined by major
   TOTAL: 10-12 hrs.
LEVEL II - HERITAGE, THE CONTEMPORARY WORLD AND SELF
Intended Learning Outcomes: History
Knowledge of:
 - Western and non-western experience from a historical perspective
 - Physical, economic and social geography
 - Cultural diversity in U.S. and world
 - U.S. history
Coursework (3 hr)
 HI 111 World Civilizations I
 HI 112 World Civilizations II
 HI 121 The American Experience I
 HI 122 The American Experience II
Intended Learning Outcomes: Literature
Knowledge of:
 - Cultural diversity in U.S. and world
 - Western and non-western experience from a historical perspective
 - U.S. history and literature

 - Literature and language through experiential and intellectual understanding of elements and principles
 - Writers and their influence on the development of civilization
Coursework (3 hr)
 EN 261 Short Story
 EN 263 The Novel
 EN 271 African-American Literature
 EN/WS 275 Women and Literature
Intended Learning Outcomes: Religious Studies and Philosophy
Knowledge of:
 - Major ethical theories
 - The Judeo-Christian tradition
 - Philosophers, theologians and other great thinkers and their influence on the development of civilization
 - A personal value system as a framework for ethical decision making and behavior
Coursework (9 hr in 2 areas)
 PL 111 Introduction to World Philosophies
 PL 255 Ethics
 RS 111 Introduction to Religious Studies
 RS 113 Intro to the New Testament
 RS 117 World Religions
 RS 225 Catholicism
 RS 227 The Historical Jesus
 RS 233 American Religious History or
 Level III Course in Religious Studies/Philosophy
Only one Level III course may be used to meet the Level II Religious Studies/Philosophy requirement.
Intended Learning Outcomes: Art, Music, Theatre
Knowledge of:
 - The arts through experiential and intellectual understanding of their elements and principles
 - Articulated responses to aesthetic experiences
Coursework (3 hr)
 AR 110 Introduction to Art
 AR 181 Survey of Art I
 AR 183 Survey of Art II
 MU 110 Music Appreciation
 MU 281 Classical Gold (Romanticism)
 TR 110 Theatre Appreciation
 TR 223 History and Literature of Theatre
Intended Learning Outcomes: Natural Science
Knowledge of:
 - The nature and limits of science
 - Atomic and molecular basis of all matter
 - Physical laws of nature or
 - Concepts that characterize and govern living systems
Coursework (4 hr)
 BI 110 Principles of Biology
 BI 111 General Biology
 CH 115 Molecules That Matter
 CH 131 General Chemistry I
 NS 101 Physical Science
 NS 103 Earth and Space Science
 NS 211 Environmental Science
 NS 221 Physical Geology
 NS 231 Descriptive Meteorology
 NS  250 Astronomy
 PH 117 Physics Concepts
 PH 232 General Physics II
Intended Learning Outcomes: Social institutions
Knowledge of:
 - Diverse political, social and economic systems
 - Function, structure and interrelationships of political, social and economic systems of the U.S.
 - Ways to demonstrate civic responsibility
Coursework (3 hr)
 BU 230 Personal Financial Management
 BU 305 Legal Aspects of Business I
 EC 195 Survey of Economics
 EC 201 Principles of Macroeconomics
 PS 120 American National Government
 SO 101 Introduction to Sociology*
Intended Learning Outcomes: Self and Society
Knowledge of:
 - Theories which describe or explain individual and group behavior
 - Cultural diversity in U.S. and world
 - Key social problems
 - Ways to demonstrate social responsibility
Coursework (3 hr)
 AN 122 Introduction to Cultural Anthropology
 CO 212 Conflict Resolution
 CO 225 Mass Media and Society
 PY 101 Introduction to Psychology
 PY 224 Human Relations in Organizations
 PY/WS 312 Psychology of Women
 SO 101 Introduction to Sociology*
*If Sociology is taken in one area, it may not be taken in the other area.
    TOTAL 25-28 hrs.
LEVEL III - APPLICATIONS AND INTEGRATION
Level III Courses are Interdisciplinary courses that cross disciplines from any two or more areas of the university and are taught at the 310 level or above. They reflect the unique talents and interests of the faculty, use primary sources, address university outcomes and emphasize higher level thinking skills. Students may register for Level III courses only after completing Level I requirements and 15 credit hours of Level II. Only one Level III course may be used to meet the Level II Religious Studies/Philosophy requirement. See Interdisciplinary Studies-IS.
 TOTAL 6 hrs.
MAJOR CURRICULUM
Each student chooses an academic area to study in-depth and must complete the requirements for that program in order to graduate. The curriculum for each of Avila’s major programs provides a well-developed set of courses to meet the identified outcomes of each program as well as opportunities for independent work, practica, internships and senior projects.
Assessment Program
Avila University is committed to evaluating the performance of the university as well as the academic achievement of the students. Assessment at Avila is a multidimensional, ongoing process of gathering, interpreting and sharing information about the learning and development of Avila’s students. This information is used to determine student achievement; to evaluate the effectiveness of the curriculum; to guide the revision of programs, courses and instruction; and to serve as a catalyst to aid students in self-evaluation and goal setting. Assessment at the undergraduate level addresses the learning outcomes for the Core Curriculum as well as the major. Graduate assessment focuses on the educational outcomes associated with each of the graduate programs. Students participate in assessment activities throughout their time at the university and after graduation as alumni. These activities include surveys, standardized examinations, in-class assessments, portfolios and final projects or theses.