Miami Plan Course Proposals

Please note, that as of October 2017, all GMP courses, with the exception of the Thematic Sequence and Advanced Writing are now embedded within the Universal Course Proposal. You may use the form to propose designations for existing or new GMP courses.

Submit Universal Course Proposal

Submit Thematic Sequence Proposal

Submit Advanced Writing Proposal

View additional information on the new Course Proposal Process.

If you have questions, feel free to contact Shelly Jarrett Bromberg.

From 2012-2014, the university devoted considerable energy and time to revising its Global Miami Plan requirements. The Liberal Education Council (LEC), comprising representatives from student affairs, student government, the library and university senate, regional campuses, and faculty from each of the five divisions, cordially invites proposals for the revised Global Miami Plan.

Faculty interested in proposing courses are encouraged to review the “General Information” and to view the assessment and program review tools relating to the aims of liberal education. Assessment tools are also available on the CTE website.

The course must go through the curriculum approval process with the Registrar's Office before departments complete the Global Miami Plan proposal form for the Office of Liberal Education.

Support for incorporating writing and writing instruction into GMP courses is available at the Howe Center for Writing Excellence in King Library.

In addition, faculty are encouraged to speak with the University Director of Liberal Education, Shelly Jarrett Bromberg (jarretam@MiamiOH.edu), who can provide feedback on course proposal drafts prior to LEC review and indicate additional resources regarding liberal education. Liberal Education Council is also interested in any insights you can provide as to how we might continue to enhance liberal education at Miami University.

General Information for Faculty Proposing GMP Courses

GMP Foundation Courses are designed to be entry level, introductory or general courses that prepare students for higher level studies in a variety of areas.  Courses at the foundation level are often at the 100 or 200 level, occasionally at the 300 level, but rarely above that level.

Grounded in the “Liberal Education & America’s Promise (LEAP)” framework developed by the Association of American Colleges & Universities (AAC&U), the signature feature of the revised Global Miami Plan is its emphasis on Critical Thinking and Written Communication which are embedded in all components of the plan (see GMP Rubrics below).

Courses and learning opportunities within the revised Global Miami Plan will advance various additional competencies which are listed and defined below:

  • Civic Knowledge and Engagement: encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.
  • Creative Thinking: the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.
  • Ethical Reasoning: reasoning about appropriate and inappropriate human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative actions.
  • Global Learning: critical analysis of and an engagement with complex, interdependent global systems and legacies and their implications for people’s lives and the earth’s sustainability.
  • Intercultural Knowledge & Competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
  • Integrative Learning: an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex  situations within and beyond the campus.
  • Information Literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
  • Inquiry & Analysis: systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.
  • Lifelong Learning: all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competence.
  • Oral Communication: a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
  • Problem-Solving: the process of designing, evaluating, and implementing a strategy to answer an open-ended question or achieve a desired goal.
  • Quantitative Literacy: a "habit of mind," competency, and comfort in working with numerical data.
  • Teamwork: behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)

Rubrics for GMP Course Proposals

GMP Critical Thinking and Written Communication Rubrics

GMP Additional Rubrics