ÐÏࡱá>þÿ *,þÿÿÿ)ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á€ ð¿ÊbjbjëÈëÈ 4‰¢‰¢Êÿÿÿÿÿÿ·ÜÜÿÿÿÿ3333 ? 3o0KKKKK&&&Ÿ¢An&&&&&KKÛ)ÚÚÚ&"KKÚ&ÚÚÚKÿÿÿÿÒ„´JðÊ3HLÚþ?0oÚ¯”F¯Ú¯Ú$&&Ú&&&&&Ú&&&o&&&&ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ¯&&&&&&&&&Ü å: Labeling Courses – “What makes a course 100, 200 or 300 level?” The Curriculum Committee has been discussing the criteria that various departments have for labeling a course 100, 200, or 300 level.  Most departments have very few 100 level courses and relatively few 300 level, so that the 200 level courses are asked to serve many audiences.  In most departments in the humanities and social sciences, students who wish to simply explore a new discipline may take most or all of the 200 level courses.  While some of the offerings may be more appropriate for a first year student than others, that is not necessarily apparent from the description.  Prerequisites are often missing.  This allows students a lot of choice, and it enables departments to use the same course to meet the needs of majors and non-majors.  There are, however, two downsides to this practice.  First, students who know they have no background may be intimidated by a 200 level course, and they may be even more put off when they realize that many of the students in the class are majors who have already taken multiple courses in the discipline.  Second, the majors and other students who are seriously interested in the subject often feel that they are ready, after two or more 200 level classes, to begin to have more sophisticated and focused discussions.  They find it frustrating to have "beginners" in virtually every course, since their presence means that the discussion must reach out to and include them.  They are ready to be more challenged, and sometimes find the level of discussion disappointing.  To some, the curriculum seems to be dumbed down in order to make most courses open to all.  If more courses were called 100 level, it would feel as if more of the curriculum was intended for students who want to explore unfamiliar subjects, and if more 200 level courses had prerequisites, it would allow students to have some sense of courses progressing in difficulty as they move through the major.   The Curriculum Committee would be interested in having departments consider these issues, and perhaps sacrifice some of the choice they now offer students in order to give them more appropriate and satisfying courses. 2009 ?@¤¥Ê÷ðìèäh8 |hHhà,• hà,•hà,•hà,•hà,•5�A¥¦§¨©ª«¬­®¯°±²³´µ¶·¸¹º»Ê÷îîîîîîîîîîîîîîîîîîîîîîîî„Ð`„Ðgdà,•$a$gdà,•21�h:pH°Ð/ 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