The Woodbury University Academic Journey

The Woodbury University Academic Journey

Preface: How to Use this Book

At Woodbury University, we believe that our central purpose is to foster student learning and that the advancement of learning should be at the core of every University action and Communication. This book provides a handbook to learning that lays open the experiences and resources the University will bring to bear toward helping students learn. It is also a practical guide that informs processes—such as registration and conduct—and offers a glimpse of the community where Woodbury learning takes place.

The Purpose of Education: To Transform

When students learn at Woodbury, they acquire knowledge they can use to shape the world of the future. A Woodbury education is built on the idea of personal transformation that positively affects others. Our job is to help students make a difference in all they do—in class, on campus, and in their communities.

Academic Freedom

In conformance with higher education practices in use throughout the United States, Woodbury University faculty members have the right to express their understanding of the facts relating to the subject matter in a manner that instructors deem educationally effective and professionally appropriate. Instructors are encouraged to keep abreast of developments in their fields and to share this knowledge and understanding with their students.

It is expected that controversial matters will be treated with sensitivity, fairness, and good taste. Instructors should bear in mind that theirs may be the only viewpoint on a particular subject to which students are exposed, and they should avoid bias and aim for presentations that are factually sound and subject to documentation.

Faculty members have the opportunity to offer students a model of clear thinking and fair evaluation and should consider the responsibilities placed upon them by the fact that each student’s approach may come to mirror their teachers’ value judgments. Instructors at Woodbury University should recognize that, in demeanor and appearance, they set a standard for professionalism in the field.

Courses of Study:

The Heart of Your Transformative Experience

ACADEMIC PROGRAMS

Woodbury University comprises three schools—the School of Business, the School of Architecture, and the School of Media, Culture & Design—and one college, the College of Liberal Arts and Sciences, offering undergraduate degrees in Accounting, Marketing, Fashion Marketing, Management, Computer Information Systems, Architecture, Construction Management, Design Computation, Interior Design, Sustainable Practices, Animation, Applied Computer Science–Media Arts, Media Studies, Fashion Design, Game Art & Design, Graphic Design, Psychology, Filmmaking, Computer Science Data Analytics, Environmental Science, History, Interdisciplinary Studies, Political Science, Professional Writing, and Public Safety Administration; and graduate degrees in Business Administration, Architecture, and Interior Design. In addition to traditional modes of learning, Woodbury offers selectively chosen programs in non-traditional formats using cohorts and intensive methodologies.

Undergraduate Degree Programs

Woodbury University offers undergraduate curricula leading to the degrees of Bachelor of Arts (BA), Bachelor of Fine Arts (BFA), Bachelor of Science (BS), Bachelor of Architecture (BArch), and Bachelor of Business Administration (BBA). The BFA requires a minimum of 123–128 semester units of credit attainable in most majors in the School of Media, Culture & Design and in Interior Design. The BBA requires a minimum of 120 semester units of credit attainable in Accounting, Marketing, Fashion Marketing, and Management. The BA and BS require a minimum of 120 semester units of credit; the BA can be attained in Media Studies, Sustainable Practices, Interdisciplinary Studies, Political Science, History, Professional Writing, and Psychology; and the BS in Environmental Studies, Interdisciplinary Studies, Public Safety Administration, Applied Computer Science–Media Arts, Construction Management, Computer Information Systems, and Computer Science Data Analytics, Design Computation. The minimum requirement for the BArch degree is 160 semester units of credit. Most majors require an internship or other work experience. These are described in the sections pertaining to the individual degree programs.

Undergraduate Degrees Required Semester Units for Degree

BA, History 120 units

BA, Interdisciplinary Studies 120 units

BA, Media Studies 120 units

BA, Political Science 120 units

BA, Professional Writing 120 units

BA, Psychology 120 units

BA, Sustainable Practices 120 units

BArch, Architecture 160 units

BBA, Accounting 120 units

BBA, Marketing 120 units

BBA, Fashion Marketing 120 units

BBA, Management 120 units

BFA, Interior Design 128 units

BFA, Game Art & Design 125 units

BFA, Filmmaking 125 units

BFA, Fashion Design 126 units

BFA, Animation 125 units

BFA, Graphic Design 126 units

BS, Computer Information Systems 120 units

BS, Computer Science Data Analytics 124 units

BS, Construction Management 123 units

BS, Interdisciplinary Studies 120 units

BS, Applied Computer Science Media Arts 120 units

BS, Public Safety Administration 120 units

Graduate Degree Programs

The University offers graduate curricula leading to the degrees of Master of Architecture (MArch), Master of Arts (MA), Master of Business Administration (MBA), Master of Landscape Architecture (MLA), Master of Interior Design (MID), and Master of Science in Architecture (MSArch).

Undergraduate Degrees Required Semester Units for Degree

MArch 2-year track 63 units

MArch 3-year track 93 units

MSArch 36 units

MSArch, Real Estate Development 36 units

MID 2-year track 63 units

MID 3-year track 93 units

MBA 36 units

(up to 45 units if required to take all preparatory courses)

The Curricula

Woodbury instructors design classroom experiences to focus on students as individual learners with specific needs for personal growth. These experiences enable students to attain the skills and knowledge expected of all college graduates as well as information and abilities essential to their specific fields. Experiences that outfit each student to become a more independent and creative individual contribute to the varieties of knowledge.

Each individual curriculum and course has a set of student learning outcomes. As they progress toward graduation, students can see, in clear and measurable terms, the success of each experience through the assessment of each learning outcome completed. In this handbook, each program identifies a set of student learning outcomes to clearly define what students will be capable of upon graduation. Each program learning outcome is informed by four larger Institutional Learning Outcomes (ILOs).

INSTITUTIONAL LEARNING OUTCOMES

Woodbury University’s academic programs adhere to the four strategic principles that inform our Institutional Learning Outcomes (ILOs):

Design Thinking ILO

Demonstrates iterative processes to create impactful and innovative solutions.

Transdisciplinarity ILO

Integrates multiple perspectives and practices to develop broadly informed approaches.

Civic Engagement ILO

Able to apply critical knowledge, skills, and values to strengthen communities.

Entrepreneurship ILO

Transforms challenges into opportunities for growth and success.

In addition to the four Institutional Learning Outcomes, each program has developed Program Learning Outcomes to provide students with the requisite knowledge to succeed in their professions.

CURRICULUM MAP

The curriculum map identifies the required skills and knowledge necessary to move from one course to the next. The faculty uses the curriculum map to ensure that each course is relevant, both in terms of singular content as well as in the context of the overall curriculum. Curriculum maps in this handbook show where students will encounter and master the skills and knowledge needed to reach their goals.

ASSESSMENT PROCESS

The assessment process is used to confirm that students are prepared for their next steps, and allows faculty to address any areas requiring improvement in order for students to progress and finish successfully. That could mean adjusting the journey to fit individual needs. The assessment process also informs changes to the curriculum for future students, so that the experience is progressively beneficial. This handbook shows how students’ overall progress will be assessed to continually improve methods of getting them to their destination.

At the end of their journey—as well as along the way—students will see the development of what they know, what they can do, and what they can demonstrate to others. These developments are called the Program Learning Outcomes. These outcomes confirm that our students have what it takes to impact their professions, their lives, and their communities in eminently positive ways.

In addition, students will find courses as well as other experiences—such as study away, leadership opportunities, involvement in civic engagement encounters, and internships—that will help shape their transformative journey. Students will find the names and qualifications of their potential guides and mentors—our faculty members—who take an active interest in student success and continually work to find ways to support and improve learning.

In the final analysis, no one learns by or for only themselves. We learn for others, for those who accompany us, and for those who will come after us. What students learn and their process of learning not only changes the world, but also improves the journey for others. You will have an impact simply by blazing a trail of learning. It makes a difference that Woodbury University is where you are learning.

GENERAL EDUCATION: DISTRIBUTED INTEGRATIVE LEARNING MODEL

The General Education curriculum serves as both a foundation and an elaboration of all student learning at the University, defining the knowledge and abilities expected of every college graduate. Integrative learning refers to methods of constructing connections between different bodies of knowledge, so that learning in one area can be more easily applied in another. This helps students develop new ways of seeing and changing the world around them. Applied together, these two techniques enable students to acquire proficiencies that will allow them to be successful in a variety of endeavors.

A common educational experience based on the values and principles of Woodbury University emerges from the process of integrative knowledge. This common experience is built through courses in the humanities and the natural and social sciences, including ethics, environmental studies, art history, and interdisciplinary studies, creating a foundation of writing and speaking skills as well as mathematical and information literacy. General education is an integral part of all university degrees and addresses the need for all students to be skilled, creative, well-informed, and socially responsible members of the community and the world.

To achieve greater student success, the General Education curriculum applies an assessment-based approach to the design of student learning outcomes, drawing upon traditional forms of defining bodies of knowledge, core competencies, and institutional values to create collaborations across disciplines, schools, and programs. This task requires the collaboration of all elements within the University. As such, all three schools and the College of Liberal Arts and Sciences have a role in providing and sustaining the General Education curriculum, which comprises the general education courses, selected areas of study, as well as designated courses in each major.

General Education Program

Unrestricted General Education (Some majors specify this course requirement) 3 units

TOTAL BREADTH COURSE UNIT REQUIREMENT 21 units

Institutional Learning Outcome Courses

Students must take the following courses:

Civic Engagement PHIL 210 or Departmental Ethics 3 units

Entrepreneurship Major requirement 0 units

Design Thinking ARTH 204, 205, or ARTH Topics or

Departmental Design History (see list on page 16)  3 units

Transdisciplinarity INDS 3_ or TransdisciplinarySeminar 3 units

TOTAL INSTITUTIONAL LEARNINGCOURSE UNIT REQUIREMENT 9 units

Below is a partial list of the Woodbury University courses that fulfill liberal arts and sciences categories comprising the General Education Breadth coursework of Art History, Humanities, Social Sciences, Natural Sciences, and Mathematics. A faculty advisor or department chair can determine when a course from this list is required, what curricular requirement it would fulfill, and when it should be taken.

Art History

(Animation, Architecture, Art History, Media Studies, Fashion Design, Filmmaking, Game Art & Design, Graphic Design, Interior Design)

AVFX 240 History of Animation 1

AVFX 241 History of Animation 2

AVFX 245 Iconic Films: Essentials for Animators

ARTH 204 History of Modern Art

ARTH 205 History of Contemporary Art

ARTH 211 History of Latin American Art

MDST 222 Film Studies

FDES 260 History of Fashion 1

FDES 261 History of Fashion 2

FILM 101  Film History 1

FILM 102  Film History 2

GAME 224 History of Games: 20th Century

GDES 260 History of Graphic Design

IDES 164 Interior Design History I

IDES 265 Interior Design History II

Natural Sciences

(Biology, Physics)

BIOL 230 Biology (laboratory course)

BIOL 231 Human Biology (laboratory course)

BIOL 232  Botany (laboratory course)

PHYS 243 Physics for Architects (laboratory course)

Humanities

(Media Studies, Foreign Language, History, Interdisciplinary Studies, Literature, Philosophy, Political Science, Writing)

MDST 100 Introduction of Media Studies

MDST 115 Media Audiences and Methods

MDST 215 Media History

MDST 237 Media and Identity

-3'>INDS 101 Journeys

-3'>INDS 102 Natures

-3'>INDS 103 Conflicts

-3'>INDS 104 Knowledges

LITR 206 The Short Story

LITR 270 Topics in Literature

PHIL 201 Introduction to Philosophy

PHIL 210 Ethical Systems

PHIL 270 Topics in Philosophy

POHI 101 The State, the Economy, and the City

POHI 102 Wars, Gods, and Revolutions

WRIT 212 Rhetoric and Design

Social and Behavioral Sciences

(History, Interdisciplinary Studies, Sociology, Psychology, Media Studies, Political Science)

SOCI 210 Introduction to Sociology

ECON 200 Elementary Economics

ECON 203 Macroeconomics

ECON 204  Microeconomics

-3'>INDS 101 Journeys

-3'>INDS 102 Natures

-3'>INDS 103 Conflicts

-3'>INDS 104  Knowledges

POHI 101 The State, the Economy, and the City

POHI 102  Wars, Gods, and Revolutions

PSYC 200 Introduction to Psychology

PSYC 210 Developmental Psychology

PSYC 270  Topics in Psychology

URBS 100  Introduction to Urban Studies

NOTE: Politics and History courses are categorized as either Humanities or Social and Behavioral Sciences, depending upon course content. Categories of specific courses should be verified by academic advisors or the Registrar’s Office.

Lower-Division General Education Requirements

Lower-division courses provide an opportunity for students to investigate areas of interest to them from the above-mentioned Breadth courses. These allow students to study subject content outside their chosen discipline that they feel informs that discipline with knowledge tailored to each student’s interests. Students can choose one course within the Art History, Natural Sciences, Humanities, or Social and Behavioral Sciences selections partially listed above.

Upper-Division General Education Requirements

Upper-division courses develop the goals of an integrative learning curriculum at a higher level of complexity. Students are required to complete three advanced courses: 1. a deep study of a specific general education discipline; 2. a study based on one of the University’s four principles; and 3. a study that is either transdisciplinary or interdisciplinary in nature. The first two fulfill Breadth requirements. The one that is either trans- or interdisciplinary in nature fulfills a requirement for Institutional Learning Outcomes.

These courses are usually based on active-learning practices and a combination of short lectures to clarify information, plus seminar discussions for deeper critical analysis. They often include group projects, oral presentations, and written assignments (essay exams, book reviews, research papers, etc.). A minimum of three separate measures of student performance is required, but at this level, at least two of these must be written assignments involving critical thinking, and at least one opportunity to revise a written assignment must be provided.

On page 16 is a comprehensive list of courses meeting the first requirement for deep study of a general education discipline. For the second requirement— deeper study based on one of the University’s four principles—please refer to your particular major program worksheet or consult your faculty advisor as these courses are often offered by that program. The third requirement—a seminar that is trans- or interdisciplinary in nature—is designated each semester from courses offered by the College of Liberal Arts and Sciences from the above listing and new topics courses. In general, the School of Media, Culture & Design administers the programs in Media Studies, Filmmaking, Psychology, and Sociology; the College of Liberal Arts and Sciences administers all others.

ACADEMIC PROFICIENCIES AND PLACEMENT

Students are required to demonstrate or undertake coursework to achieve the following proficiencies:

Writing Proficiency and Placement

Beginning with the incoming class of fall 2020, Woodbury University will no longer require the Writing Placement Exam. Degree completion* will require passing or transferring credit for the following Writing courses:

Mathematics Proficiency and Placement

The level and knowledge of math needed for students to successfully progress through and complete their degrees helps determine if they need to take the placement exam. The chart below identifies whether a student needs to take the placement exam. All students must successfully complete one or more college-level mathematics classes, but these requirements vary by major. For incoming students, placement in the appropriate math course is determined first by major, then either by approved transfer credit or by taking the Math Placement Exam. The table below outlines requirements for taking the Math Placement Exam.

Freshmen or transfer students entering into their first year of university studies will take one of two courses that introduce students to the University, their courses of study, co-curricular opportunities, and the Strategic Principles that make the Woodbury University experience unique. These courses also provide students with the tools necessary to document and reflect upon their journey.

PASS 100 First-Year Seminar

PASS 200 Transfer Seminar

Woodbury Integrated Student Experience [WISE]

WISE is made up of four components that provide opportunities for students to engage in high- impact educational practices inside and outside the classroom, and earn up to two $1,000 tuition scholarships. These experiential learning opportunities allow students to gain meaningful knowledge and experience while helping with tuition costs. The four components are:

Different components have different requirements for approved recognition as experiences included in/applicable to the WISE tuition reimbursement program.

STUDY AWAY

Study-away experiences provide students with opportunities to learn in places of environmental, cultural, and social conditions different than their own, helping them gain a better understanding of themselves and their culture, and become more open and inclusive global citizens.

CIVIC ENGAGEMENT

Civic engagement experiences provide students with opportunities to collaboratively apply specified disciplinary knowledge to problem-based projects.

Thus, knowledge and skills are acquired via participation in activities of personal or public concern that are life-enriching for individuals as well as socially beneficial to the community. Pursuit of this knowledge and/or these skills can benefit specific communities, helping to fulfill their needs.

LEADERSHIP

Leadership experiences provide opportunities for students to learn how to organize and implement ideas among diverse groups, direct conflict resolution, and build interpersonal skills. They also require participation as part of a team charged with accomplishing a common goal through the modeling of inclusivity and a strong ethical belief system.

WISE Eligibility Requirements