Flag Request Form

Revised –October 2013

GENERAL EDUCATION PROGRAM FLAG REQUEST - REVIEW FORM
Instructions: Indicate the desired flag below and answer questions 1-5. Answer the questions justifying the
requested flag on a separate sheet. Return this form with a copy of the syllabus for the proposed course that includes
statements that support the request to your representative on the Council on General Education. For any clarification
of flag definitions, see General Education Requirements found at www.clarion.edu/26632.pdf.
Course Name/Catalogue Number:
Flag requested: W

Q

V

S

_______________________________________________
I (Circle one)

W = writing intensive Q = quantitative reasoning V = first year values S = second values
I = information literacy, advanced level
Note 1: a V flagged course must be a course in General Education. All other flags may apply to a course inside or
outside General Education.
1. College:_______________________________ 2. Department:_______________________________
3. Faculty Contact(s): Name(s) ___________________ Department Chair: _____________________(sign.)
Phone: ________________________ E-Mail:_________________________
4. Catalogue Description:

5. Does this course already have a flag(s) associated with it? Yes
No
If yes, which flag(s)? ___________
Note 2: General Education Requirements state that a course can have a maximum of two (2) flags

Required Information for specific flags
First Year Values (V) flag in General Education. Answer the following questions:
1.
2.

How does this course focus on the intellectual and cultural context in which values are formed? b) How
does this course examine culture and society?
How will students actively engage in thinking about and discussing their own values, the values of others,
and the values of human society?

The rationale for the First Year Values (V) flag should be incorporated into the course syllabus and the
assessment plan should be explained and a rubric attached.

Second Values (S) flag either in General Education or in the major. Answer the following questions:
1.
2.
3.

How will students focus on the historical development and application of values specific to the discipline?
How will students focus on ethical issues in the academic disciplines and/or the profession as well as those
raised by the responsibilities of citizenship in the world?
What techniques will be used in this course to emphasize values inquiry?

See the General Education document, page 10 and pages 16-17 for specific information pertaining to first and
second level values: http://www.clarion.edu/26632.pdf
The rationale for the Second Values (S) flag should be incorporated into the course syllabus and the
assessment plan should be explained and a rubric attached.
Quantitative Reasoning (Q) flag. Describe how the course fosters learning from data, formulating quantitative
expressions, and arguing from evidence and assertions, and how it aids students in developing quantitative
intuitions:
Learning from data refers to the skills associated with collecting and analyzing data. Quantitative
expression is the ability to use and comprehend quantitative language in a variety of contexts. Facility with
evidence and assertions allows one to comprehend which conclusions may be reasonably drawn from a
body of evidence. (See pages 8-9 of the General Education document for specifics:
www.clarion.edu/26632.pdf)
The rationale for the Quantitative Reasoning (Q) flag should be incorporated into the course syllabus and the
assessment plan should be explained and a rubric attached.
Writing Intensive (W) flag. Courses within General Education or beyond General Education within the major or in
support of the major may this flag Indicate in what ways students use writing to engage in higher order reasoning, as
well as the communication modes of specific disciplines. In addition, indicate how the guidelines set forth in the
General Education Requirements Document will be followed in the course (see page 8 and Appendix E:
www.clarion.edu/26632.pdf).
The rationale for the Writing (W) flag should be incorporated into the course syllabus and the assessment
plan should be explained or rubric attached.
Information Literacy (I) flag. In accordance with the approved I flag proposal (October 2010), the I flag
indicates advanced skills and knowledge and is to be applied to upper level (junior/senior) courses only.
Information Literacy skills are defined by Middle States Commission on Higher Education using the Information
Literacy Competency Standards for Higher Education (ALA, 2000). (Found online:
http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf). Describe how the course addresses a-g as listed
below.
The information-literate student
a)
b)
c)
d)
e)
f)

determines the nature and extent of needed information;
accesses information effectively and efficiently;
evaluates critically the sources and content of information;
incorporates selected information in the learner’s knowledge base;
uses information effectively to accomplish a specific purpose;
observes laws, regulations, and institutional policies related to the access and use of information.

The rationale for the Information Literacy (I) flag should be incorporated into the course syllabus and the
assessment plan should be explained and a rubric attached.