Outcomes for Statewide General Education Steering ...provost.nmsu.edu/state-wide-gen-ed/wp-content/... · Jill Carlson [email protected] SFCC Page 18 Humanities: Annemarie Oldfield,

OutcomesforStatewideGeneralEducationSteeringCommitteeSkillsandContentTeams

September8,2016

Page3,4 LabScience:DanHoward,LeadTeammember Email InstitutionDanHoward [email protected] NMSUStuMunson-McGee [email protected] NMSUMichaelOttinger [email protected] SJC

Page5,6 Communication:ChuckPaine,LeadTeammember Email InstitutionChuckPaine [email protected] UNMMickeyMarsee [email protected] UNM-LosAlamosPierreLaroche [email protected] ENMU-RuidosoSteveSimpson [email protected] NMTechJuliaDeisler [email protected] SFCCPamelaCheek [email protected] UNMPattiWojahn [email protected] NMSU

Page7,8,9 InformationLiteracy:MarkEmmons,LeadTeammember Email InstitutionMarkEmmons [email protected] UNMTheresaWestbrock [email protected] NMSUPegJohnson [email protected] SFCCJoelDykstra [email protected] NMMINathanSaline [email protected] CNMLoriTownsend [email protected] UNMBillStone [email protected] NMTechJanetPeterson [email protected] SJC

Page10,11 CriticalThinking:MarkWalker,LeadTeammember Email InstitutionMarkWalker [email protected] NMSUAnnemarieOldfield [email protected] ENMU-RoswellJenniferNoonan [email protected] NMSUKevinWedeward [email protected] NMTech

Page12 QuantitativeSkills:DavidSmith,LeadTeammember Email InstitutionDavidValdes [email protected] CNMMichaelOttinger [email protected] SJCNicoleBenton [email protected] SIPILisaMajkowski [email protected] NMTechColleenLynch [email protected] SFCCDavidSmith [email protected] NMSU

9/8 NM Statewide Gen Ed Steering Committee 1

Page13,14,15 Mathematics:DavidValdes,LeadTeammember Email InstitutionDavidValdes [email protected] CNMAliciaO’Brien [email protected] SJCNicoleBenton [email protected] NMSUPatMorandi [email protected] NMSUBrianBorchers [email protected] NMTech

Page16,17 PersonalandSocialResponsibility:JulieDeislerLeadTeammember Email InstitutionJuliaDeisler [email protected] SFCCHermanGarcia [email protected] NMSUSuzanneBalch-Lindsay [email protected] ENMUReginaCarlow [email protected] UNMAndrewLovato [email protected] SFCCValMontoya [email protected] SIPIJillCarlson [email protected] SFCC

Page18 Humanities:AnnemarieOldfield,LeadTeammember Email InstitutionAnnemarieOldfield [email protected] ENMU-RoswellSuzanneBalch-Lindsay [email protected] ENMUEricaVolkers [email protected] CNMPamelaCheek [email protected] UNMJamieBronstein [email protected] NMSU

Page19 FineandCreativeArts:ReginaCarlow,LeadTeammember Email InstitutionReginaCarlow [email protected] UNMHermanGarcia [email protected] NMSUJoelDykstra [email protected] NMMIJohnBoyce [email protected] SFCC

Page20,21,22 HumanandBehavioralSciences:SuzanneBalch,LeadTeammember Email InstitutionSuzanneBalch-Lindsay [email protected] ENMUTimKetelaar [email protected] NMSUWilliamWalker [email protected] NMSU


DraftOutcomes,ContentArea:ScienceThetermsinparenthesisatthetopofeachcolumnarethelevelsoftherevisedBloom’scognitivedevelopment1,outcomeshavebeenwrittenusingthe“actionverbs”oftherevisedBloomtaxonomy2.

ComponentKnowledge&/orSkill3

Emerging(Remember)

Developing(Understand)

Proficiency(Apply,analyze,evaluate,&

create)Assessment

ScientificLiteracy4

Recognizesthedifferencebetweenscientificandnon-scientificconceptsandprocesses.Describesappropriateapplicationofthescientificmethodinarguments.

Interpretsscientificconceptsandprocessesrequiredforpersonaldecisionmaking,participationincivicandculturalaffairs,andeconomicproductivity.Readsarticlesaboutscienceinthepopularpressandengagesinsocialconversationaboutthevalidityoftheconclusions.

Asks,finds,ordeterminesvalidanswerstoscientificquestionsderivedfromcuriosityabouteverydayexperiences.Analyzesrelevantscientificissuesunderlyingnationalandlocaldecisionsandexpressespositionsthatarescientificallyandtechnologicallyinformed.Evaluatesthequalityofscientificinformationonthebasisofitssourceandthemethodsusedtogenerateit.Posesandevaluatesargumentsbasedonevidenceandappliesconclusionsfromsuchargumentsappropriately.

• Writtenlecturesummaries

• Short-answerexams• Essayexams• Research/termpaper• Pre-labreports• Labnotebooks• Labreports• Presentations

1DavidR.Krathwohl,“ARevisionofBloom'sTaxonomy:AnOverview,”TheoryIntoPractice,41(4),2002,Copyright©2002CollegeofEducation,TheOhioStateUniversity,fromhttp://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf,retrievedAugust3,2016.

2Takenfromhttp://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf,retrievedAugust3,2016.3Based,inpart,onthecategoriespresentedbyNormanHerr,CaliforniaStateUniversityNorthridge,https://www.csun.edu/science/ref/plans/learning-objectives.html,retrievedAugust3,2016.

4Adapted,inpart,fromhttp://www.literacynet.org/science/scientificliteracy.html.


ComponentKnowledge&/orSkill3

Emerging(Remember)

Developing(Understand)

Proficiency(Apply,analyze,evaluate,&

create)Assessment

ScientificReasoning Recallsthestepsinthescientificmethodandprovidesdefinitionsandexamplesofeach.

Contrastsscientificexplanationsfornaturalphenomenaversusthosethatinvokesupernaturalexplanations.Explainshowthescientificmethodisimplemented;formulatesquestionsaboutnatureandgenerateshypotheses.Explainsthatscientificunderstandingistentativeandsubjecttofalsification.

Appliesthescientificmethodbyformulatingquestionsaboutnature,generatinghypotheses,andtestinghypothesesusingexperimentsandcomparisons.Differentiatesbetweenatheoryandahypothesis.



ScientificProblemSolvingSkills

Recognizesthatobservation,measurement,andexperimentationplayrolesinthescientificapproachtoknowledge.

Explainstheimportanceofobservation,measurement,andexperimentationinthescientificmethod.

Createsandexecutesappropriateexperimentaldesigns.Generatesandanalyzesdata;usestheresultstoevaluatehypotheses.Createstheappropriatevisual/tabularrepresentationofdata.



Teammembers:DanHoward [email protected] NMSUStuMunson-McGee [email protected] NMSUMichaelOttinger [email protected] SJC


DraftOutcomes,EssentialSkill:CommunicationComponentSkill Emerging Developing Proficient Assessment1.Applicationofrhetoricalknowledge:Choosesandappliesoral(orsigned)andwrittenstrategiesthatareappropriatetoarhetoricalsituationattendingtoaudience,purpose,context

Showsawarenessofwhydifferentstrategieshavedifferenteffects

Canchooseamongstrategiesandcanusesomestrategieseffectively

Canusestrategieseffectivelyandappropriately

Any:portfolio,Presentation,writingassignment,digitalassignment

2.CommunicativeRange:Developscommunicationsinavarietyofgenresand/ormediums(written,oral(orsigned),visual,electronic)

Cancommunicateinmorethanonegenreand/ormedium

Cancommunicateinseveralgenresand/ormediumswithunderstandingofdifferenteffectsofthesecommunications

Cancommunicateeffectivelyinseveralgenresand/ormediumswithunderstandingofdifferenteffectsofthesecommunications


3.ReceptionandResponseStrategies:Usesflexiblereading,listening(orsigning)strategiestounderstandandevaluateacommunication’smessage.

Canusemorethanonereceptionstrategyandunderstandscentralideainamessage

Canuseseveralreceptionstrategiesandcanevaluatemanymessagesandidentifycontext.

Canusearangeofreceptionstrategieseffectivelyandcanevaluatemessagesandcontexteffectively


4.CriticalReceptionandResponse:differentiatesbetweensupportedandunsupportedarguments,evaluatesauthorityofsourcesinreception,integratessourcescriticallyinresponsetoacommunication

Understandsthatthereisadifferencebetweensupportedandunsupportedarguments,canidentifydifferentsources

Identifiesandoftendevelopsasupportedargument,oftenevaluatessourcesandoftenintegratesthem

Identifiesanddevelopssupportedarguments,evaluatesandintegratessourcescritically


*.Secondlanguagecompetency:showsfamiliaritywithdistributionofmultiplelanguagesintheworld,understandstheadvantagesofcommunicatinginmorethanonelanguage,andcanidentifysomeculturalreactionstodifferentlanguagesandregisters.OR,interactsandnegotiatesmeaninginalanguageotherthanEnglishthroughspoken,writtenorsignedcommunication

CommitteeagreesthatSecondLanguageCompetencyisadistinguishingskillthatwillallowundergraduatesintheStateofNewMexicotoexcelandtodifferentiatethemselveswithrespecttootherundergraduatesnationally.DeterminationofappropriateplaceforSecondLanguageCompetencyintheGeneralEducationcurriculumischallenging(giventraditionaldisciplinaryorganizationsandthepredilectiontomaptheseonaone-to-onebasistoessentialskills).Yetthisdoesnotmeanthatweshouldexcludeaskillthatispartofourstateidentity,inwhichourstudentsarepredisposedtoachieve,andthatisfeaturedonnationalstandardssuchasLEAP.


NOTE:AAC&UVALUERubricFramingLanguageThiswritingrubricisdesignedforuseinawidevarietyofeducationalinstitutions.Themostclearfindingtoemergefromdecadesofresearchonwritingassessmentisthatthebestwritingassessmentsarelocallydeterminedandsensitivetolocalcontextandmission.Usersofthisrubricshould,intheend,considermakingadaptationsandadditionsthatclearlylinkthelanguageoftherubrictoindividualcampuscontexts.


DraftOutcomes,EssentialSkill:InformationLiteracy

ComponentSkill Emerging Developing Proficiency AssessmentStudentwilldeterminethepurposeofinformationandselectthemostauthoritativesourcebaseduponboththecontextofitscreationandtheappropriatenessofitsintendeduse.

Recognizesthatinformationisproducedbysomeonewhomayormaynotbereliableandwhomayormaynothaveaparticularpointofview.

Usesestablishedcriteriaforavarietyofsourcesinordertodifferentiatebetweenreliableandconvenientinformation,andexplainswhytheauthorityofasourcemattersandwhyitisimportantforaspecificneed.

Evaluatestypesofauthoritiesandintegratesnewperspectivesandalternativeauthoritativevoices.

Applyrubrictoassignmentsthatrequirestudentstoselectandevaluateauthoritativesourcessuchas:identifyinganauthor’scredentials,analyzingtheauthorityofasource,citinganauthor’scredentialsinanannotatedbibliographyorresearchpaper,differentiatingbetweensourcesforauthorityandcontext,evaluatingandintegratingalternateauthoritiesintoinanannotatedbibliographyorresearchpaper.

Studentwillseekoutscholarlyconversationstakingplaceintheirresearchareaandcontributetotheconversationatappropriatelevel.

Identifiesavarietyofvenueswithinwhichongoingscholarlyconversationstakeplace.

Identifiesthevarietyofwaystoparticipate,asnewscholars,inongoingscholarlyconversations.

Findsandincorporatesinformationthatexistsinvariousrelevantvenuesandcontributestothescholarlyconversationatappropriatelevel.

Applyrubrictoassignmentsthatrequirestudentstoengagescholarlyconversationsuchas:findingevidencetosupporttheirideasforadebate,reviewingcriticalreceptionofawork,trackingcitedreferences,compilingareadinglistorananthology,examiningresearchtrendsinajournalordatabase,showingrelationshipsbetweenprimaryandsecondarysources,orproducingannotatedbibliographiesorliteraturereviewsthatspecificallyshowtheconnectionsbetweenscholars’work.


ComponentSkill Emerging Developing Proficiency AssessmentStudentwillrecognizethatresearchisacreative,iterative,non-linearprocessthatrequirescuriosity,reflection,criticalthinking,andpersistence,leadingtonewideasandinformation.

Definesanappropriatescopeofinvestigationthroughthetrialanderroroftheresearchprocess.

Formulatesandreframesresearchquestionsbasedonresearchavailableandgapsininformation.

Analyzesandsynthesizesresearchtoformownideas.

Applyrubrictoassignmentsthatrequirestudentstoformulateresearchstrategiesandtoanalyzeandsynthesizeresearchsuchas:formulatingaresearchquestionorathesisstatement,craftingasearchstatement,developingsearchvocabulary,drawingconceptmaps,mappingtheinformationcycle,identifyingsuitabilityofaninformationsource,analyzingsearchresults,readingcritically.Keepingaresearchjournalwhileformulatingresearchstrategiesisaparticularlyusefulpractice.

Studentwillrecognizethatinformationiscreatedforapurposeandiscommunicatedusingdistinctformatsthatreflectthecreationprocess.Studentwillselect,use,andproduceinformationformatsthatwillbestservetheneedsofaudience,context,andpurpose(e.g.,answeraquestion,solveaproblem,provideevidenceforanargument).

Recognizesformats,includingscholarlyformats.

Articulatespurpose,process,andcharacteristicsofformats.Selectsandusesrelevantinformationsourcesthatserveneedsofaudience,context,andpurpose

Assessesconstraintsofformats.Analyzesunfamiliarformatstodetectthepurposeandprocess.Createsinformationproductsinappropriateformatthatservesneedsofaudience,context,andpurpose.

Applyrubrictoassignmentsthatrequirestudentstorecognize,select,use,andcreateformatssuchas:closereadingofaformat,comparingformats,identifyingthepurposeandcharacteristicsorformat,distinguishingbetweenprimaryandsecondarysources,makingspeeches,andwritinginformatsthatmightincludeessays,labreports,websites,blogs,newsarticles,critiques,businessreports,andliteraturereviewsandresearchpapers.


ComponentSkill Emerging Developing Proficiency AssessmentStudentwillunderstandthatinformationisarrangedintocollectionsthatarestructuredintomeaningfulorganizingsystems.Studentwillefficientlyandeffectivelyretrieverelevantinformationfromthesesystems.

Recognizesthatsearchenginesareorganizingsystemswithboundedcollections.Distinguishesbetweenavarietyofinformationsourcesincludingscholarlycollections.

Selectsscholarlycollectionsthatbestmatchinformationneed.Useskeywords,controlledvocabulary,andsimplesearchstrategies.Recognizesthatinformationisidentifiedwithstructuredanddescriptivemetadata.

Formulatesiterativesearchstrategiesthattakefulladvantageofstructure,metadata,andlogicinordertoretrieveinformationthatmeetstheirneeds.Organizespersonalinformationforefficientretrievalandsharing.

Applyrubrictoassignmentsthatrequirestudentstorecognize,use,search,andcreateorganizingsystemssuchasbuildingasimplerelationaldatabase,comparingdatabasesandacademiccollections,selectingrelevantspecializedacademiccollections,andcreatingpersonalinformationsystemssuchasfilesystems,calendars,contacts,andcitationmanagementsystems.Keepingaresearchjournalwhilesearchingorganizingsystemsisaparticularlyusefulpractice.

Studentwillcreateanduseinformationwiththeunderstandingthatinformationhasmultifacetedvalue.

Understandstheimportanceofnotplagiarizingandgivescreditthroughproperattributionandcitation;recognizesthattheonlineenvironmentisnotprivate.

Identifiesandproperlycitesinformationfromnon-traditionallypublishedsources;participatesindiscussionsaboutprivacyissuesintheInformationAge.

Recognizesthatnewknowledgebuildsuponexistingknowledge;exhibitsfullawarenessofissuesrelatedtoprivacyandthecommodificationofpersonalinformation,consistentlymakinginformedchoicesregardingonlineactions.

Applyrubrictoassignmentsthatrequirestudentstociteresourcesandtomakedecisionsaboutprivacysuchas:constructingcitations,producingbibliographies,quoting,paraphrasing,andsummarizingtoavoidplagiarism,applyingfairuseinpresentations,investigatingtheprivacyofonlinesocialmedia,makingpersonalinformationprivate,

Teammembers:MarkEmmons(teamleader),JoelDykstra,DavidHurley,AndrewJohnson,PegJohnson,AlyssaRusso,NathanSaline,BillStone,LoriTownsend,TheresaWestbrockTheinformationliteracyskillsareadaptedfromtheAssociationofCollege&ResearchLibraries(ACRL)FrameworkforInformationLiteracyforHigherEducation–seehttp://www.ala.org/acrl/standards/ilframework.TheFrameworkconsistsofsixframesorinterrelatedideasthatwerebuiltonthresholdconcepts“thatorganizemanyotherconceptsandideasaboutinformation,research,andscholarshipintoacoherentwhole.”TheFrameworkdoesnotlistoutcomes,butinsteadlistsknowledgepracticesthatshowhowlearnerscandemonstrateunderstandinganddispositionsthatdescribetheaffectivedimensionsoflearning.TheInformationLiteracyteamusedeachofthesixframesasthebasistodeveloptheemerging,developing,andproficiencyoutcomesalongwithpossibleassignmentsonwhichtoapplytherubricasameansofassessment.


DraftOutcomes:EssentialSkills:CriticalThinkingVersion1CriticalThinkingSkills

Emerging Developing Mastering Assessmentoptions

Evaluation&Interpretation

Abletodetermineaudienceandpurposeofinformationprovidedinsmallchunksofinformation

Abletoconsistentlydetermineaudience,purpose,andvalidityofinformationprovidedinsmallchunks

Abletoconsistentlydetermineaudience,purpose,andvalidityofinformationprovidedinbroadproposals,plans,andarguments

WrittenabstractsProposalacceptance/rejectionlettersDebateanalysisPromotionalcampaignanalysisBusinessanalysisMultiplechoicecomprehensiontests

ProductionandSupportofArguments

Abletodetermineaudienceandpurposeinordertocreatecommunicationprovidingneededinformation

Abletodetermineaudienceandpurposeinordertocreateandsupportcommunicationprovidinginformationneededtopersuade

Abletodetermineaudienceandpurposeinordertocreatesupported,convincingcommunicationtopersuaderesistantaudiences

ArgumentativeessaysBusinessplansProductanalysisandcomparisonreportLabreports

Problemsolving Abletoidentifythecriticalcomponentsoftasks/proposalsandsuggestresponses

Abletoidentifythecriticalcomponentsoftasks/proposalsandsuggestactionablesolutions

Abletoidentifythecriticalcomponentsoftasks/proposalsandsuggestsolutionsthatdemonstrateawarenessofreasonableconsequences

ArgumentativeessaysBusinessproposalsReorganizationplansProductimprovements


DraftOutcomes:EssentialSkills:CriticalThinkingVersion2Criticalthinkingistheskillofevaluatingandprovidingcogentreasonsforone’sthoughts,beliefs,values,andactions.

ComponentsSkillsforAssessingArguments

Emerging Developing Mastering Assessment

DissectingArguments

Ablesometimestoidentifystatedpremises,subconclusions,conclusionsandlogicalrelationshipsbetweenpremisesandconclusionsinshortparagraphs.

Ableconsistentlytoidentifystatedpremises,subconclusions,conclusionsandlogicalrelationshipsbetweenpremisesandconclusionsinshortparagraphs.

Ableconsistentlytoidentifystatedpremises,subconclusions,conclusionsandlogicalrelationshipsbetweenpremisesandconclusionsinargumentsspanningatleastseveralpages.

CornellCTTestCaliforniaCriticalThinkingSkillsTest

Assessingthelogicalcogencyofarguments,andidentifyingcommonfallacies

Ablesometimestoassessanargumentforrelevanceandsufficiencyofpremisesforthetruth,orprobabletruthoftheconclusioninshortparagraphs.

Ableconsistentlytoassessanargumentforrelevanceandsufficiencyofpremisesforthetruth,orprobabletruthoftheconclusioninshortparagraphs.

Ableconsistentlytoassessanargumentforrelevanceandsufficiencyofpremisesforthetruth,orprobabletruthoftheconclusioninargumentsspanningatleastseveralpages.

CornellCTTest

CaliforniaCriticalThinkingSkillsTest

Assessingtheacceptabilityofpremises

Ablesometimestoassesspremisesforacceptabilityinshortparagraphs.

Ableconsistentlytoassesspremisesforacceptabilityinshortparagraphs

Abletoassesspremisesforacceptabilityinargumentsspanningatleastseveralpages.

CornellCTTestCaliforniaCriticalThinkingSkillsTest

Definition:Adialecticalargumentisanargumentthat(i)providessupportforathesis,and(ii)considersandrespondstoatleastoneobjectiontothesupportforthethesis.

ComponentSkillsforProducingDialecticalArguments

Emerging

Developing Mastering Assessment

SupportforThesis:Logicalcogencyofargument

Somewhatpersuasive. Persuasive. Verypersuasive. ArgumentativeEssay

SupportforThesis:Acceptabilityofpremises

Manypremisesareproblematic.

Somepremisesareproblematic.

Fewornopremisesareproblematic.

ArgumentativeEssay

ObjectionsandresponsestoMainArgument

Noobjectionorweakobjectionstomainargument.Noresponseorweekresponsetotheobjections.

Somewhatstrongobjectionstothemainargument.Somewhatstrongresponsetotheobjections.

Strongobjectionstothemainargument.Strongresponsetotheobjections.

ArgumentativeEssay


DraftOutcomes,EssentialSkill:QuantitativeSkillsThisQuantitativeSkillsrubricdefinessuccessforeachphaseofthegrowthofthestudent.ComponentSkill Emerging(BasicSkills) Developing(IntermediateSkills) Proficiency

(CapstoneSkills)Suggested

AssessmentsComputationalSkillsandMathematicalProcesses.Designandfollowamulti-stepmathematicalprocessthroughtoalogicalconclusionandcriticallyevaluatethereasonablenessoftheresult.

*Translatethetermsofcontextualproblemsintonumbersandalgebraicsymbols.*Evaluatenumericoperations.*Useestimationtoassessreasonablenessofresults.

*Translatecontextualproblemsintomathematicalrelations,suchasinequalities,equations,andgraphs.*Solveequationsusinganappropriatemathematicaltechnique.*Useestimationtoassessreasonablenessofresults.

*Translatecontextualproblemsintomathematicalrelations,suchasinequalities,equations,andgraphs.*Solveequationsusinganappropriatemathematicaltechnique.*Checksolutionswiththeoriginalmathematicalconstructorstatementoftheproblem.

ExamProject

CommunicationofQuantitativeArgumentsExpressquantitativeinformationsymbolically,graphically,andinwrittenororallanguage.

*Explainthemeaningofgraphics,numbers,andalgebraicsymbolsinagivencontext.

*Translatemathematicalgraphicsandsymbolismintowrittenandorallanguage.*Translatewrittenandorallanguageintomathematicalsymbolsandgraphics.

*Integratewrittenandsymbolicmathematicalconstructsindescribingparticularcontexts,suchastheeffectsofwatercontaminationonalocalpopulation.

ReportArticleProjectExam

AnalysisofQuantitativeArgumentsSelectanduseappropriatenumeric,symbolic,graphicalandstatisticalreasoningtointerpret,analyzeandcritiqueinformationoralineofreasoningpresentedbyothers.

*Summarizequantitativeargumentspresentedbyothers.

*Differentiateanddescribethepartsofaquantitativeargumentpresentedbyothers.*Comparetheresultsofaquantitativeargumentwithotherreliablesources.

*Evaluateeachcomponentofanoverallargumentformathematicalvalidity.*Showthatquantitativeargumentsarevalid,invalid,orquestionableusinganappropriatetechniqueofmathematicalprooforstatisticalanalysis.

ReportProjectExam

FormulationofQuantitativeArgumentsRecognize,evaluate,andusequantitativeinformation,quantitativereasoningandtechnologytosupportapositionorlineofreasoning.

*Identifymathematicalorstatisticaltermsandprocedurestoaddresscontextualproblems.

*Identifymathematicalorstatisticaltermsandprocedurestoaddresscontextualproblems.*Showtheresultsofsolvingmathematicalrelationsorcarryingoutoperations/procedures.

*Identifymathematicalorstatisticaltermsandprocedurestoaddresscontextualproblems.*Showtheresultsofsolvingmathematicalrelationsorcarryingoutoperations.*Assessthereliabilityoftheresults,andusetheresultstosupportaconclusion.

LetterArticleProjectExam

QuantitativeModelsCreate,analyzeandapplyappropriatequantitativemodelstosolvequantitativetheoreticalandreal-worldproblems.

*Useaquantitativemodeltogeneratenumericpredictions.

*Chooseanappropriatequantitativemodelforaspecificcontextanduseittogeneratenumericpredictions.*Identifyunreasonableresultsobtainedfromaquantitativemodel.

*Createanappropriatequantitativemodelforaspecificcontextanduseittogeneratenumericpredictions.*Identifyandcorrectunreasonableresultsobtainedfromaquantitativemodel.*Analyzeandinterprettheresultsofaquantitativemodel.

ReportProjectExam

QSTeam:DavidSmith(Lead,NMSU,[email protected]),DavidValdes(CNM,[email protected]),MichaelOttinger(SJC,[email protected]),ColleenLynch(SFCC,[email protected]),NicoleBenton(SIPI,[email protected]),LisaMajkowski(NMTech,[email protected]).


Area II: College Algebra Competencies

Core Competency Emerging Developing Proficient Assessment Suggestions

Construct and analyze graphs

and/or data sets.

Sketch the graphs of linear,

quadratic, higher-order

polynomial, rational, absolute

value, exponential, logarithmic,

and radical functions.

Emerging skill description(s) plus

Determine the key features a

function such as domain/range,

intercepts, and asymptotes.

Emerging and Developing skill

descriptions plus

Construct graphs using a variety

of techniques including plotting

points, using properties of basic

transformations of functions, and

by using key characteristics of

functions such as end behavior,

intercepts and asymptotes.

• Pre/post test

• Test/quiz questions

• Routine use of an

accepted Classroom

Assessment Technique

(CAT)

• Oral presentation by

student

• Written presentation by

student

• Student-created

portfolio

• Capstone project

• Peer review

• Student self-assessment

• Group research and

presentation on a real-life

problem analyzed/solved

by using algebra

Use and solve various kinds of

equations. Solve quadratic equations

using techniques such as

factoring, completing the

square and the square root

method, and the quadratic

formula.

Solve equations

algebraically to answer

questions about graphs, and

use graphs to estimate

solutions to equations.


Solve equations using inverse

operations for powers/roots,

exponents/logarithms and other

arithmetic operations.


descriptions plus

Use the equation of a function to

determine its domain, to perform

function operations, and to find

the inverse of a function.

Understand and write

mathematical explanations using

appropriate definitions and

symbols.


Communicate mathematical

information using proper notation

and verbal explanations.


descriptions plus

Describe the implications of key

features of a function with respect

to its graph and/or in relation to

its real world context.

Demonstrate problem solving

skills within the context of

mathematical applications.

Apply the knowledge of

functions to identify an

appropriate type of function

to solve application

problems.

Solve contextual problems

by identifying the

appropriate type of function

given the context and

creating a formula based on

the information given.


Solve application problems

including those requiring

maximization or minimization of

quadratic functions and exponential

growth & decay problems.


descriptions plus

Interpret the results of application

problems in terms of their real

world context.


Area II: Liberal Arts Math Competencies


Construct and analyze graphs

and/or data sets. Gather and organize

information.

Understand the purpose and

use of various graphical

representations such as tables,

line graphs, tilings, networks,

bar graphs, etc.

Emerging skill description(s)

plus

Interpret results through graphs,

lists, tables, sequences, etc.


descriptions plus

Draw conclusions from data or

various graphical representations.

• Test/quiz questions

• Routine use of an accepted

Classroom Assessment

Technique (CAT)

• Oral presentation by

student

• Written presentation by

student

• Student-created portfolio


• Peer review

• Student self-assessment

• Group research and

presentation on a real-life

problem analyzed/solved by

using mathematics

• Student journal

• Individual or group

projects

• Cooperative learning

activities

• Pre/post test

Use and solve various kinds of

equations.

Understand the purpose of and use

appropriate formulas within a

mathematical application.


plus

Solve equations within a

mathematical application.


descriptions plus

Check answers to problems and

determine the reasonableness of

results.

Understand and write

mathematical explanations using

appropriate definitions and

symbols.

Translate mathematical

information into symbolic form.


plus

Use basic mathematical skills to

solve problems.


descriptions plus

Define mathematical concepts in

the student’s own words.

Demonstrate problem solving

skills within the context of

mathematical applications.

Show an understanding of a

mathematical application both

orally and in writing.

Gather and organize relevant

information for a given

application.


plus

Choose an effective strategy to

solve a problem.


descriptions plus

Draw conclusions and

communicate the findings.


Area II: Statistics Competencies


Construct and analyze graphs and/or data sets.


Organize data and display in frequency

distribution and find percentile points and ranks for the distribution.

Emerging and Developing skill descriptions plus

Graph data distributions using the correct format for graphs, to include: histograms,

frequency polygons, box plots and scatter

plots and draw appropriate inferences.

• Pre/post test • Test/quiz questions

• Routine use of an accepted

Classroom Assessment Technique (CAT)

• Oral presentation by student

• Written presentation by student • Student-created portfolio


• Peer review • Student self-assessment

• Group research and presentation

on a real-life problem

analyzed/solved by using statistics

Use and solve various kinds of equations.

Compute mean, median, mode, and standard deviation.

Determine basic probabilities and probabilities associated with the

standard normal curve.


Calculate and interpret the least squares regression equation and the

linear correlation coefficient.

Compute sampling distributions of

sample means.

Compute the mean and standard deviation of sample means.

Calculate test statistics.

Calculate probabilities using the

standard normal distribution and relate them to areas under the curve.

Emerging and Developing skill descriptions plus

Calculate probabilities using compound probability rules and the binomial

distribution and its properties.

Calculate margin of error given sample

size and sample size given margin of error.

Construct confidence intervals for population means and proportions.

Understand and write mathematical

explanations using appropriate

definitions and symbols.

Use Z-scores appropriately.

Construct probability distributions.

Write confidence intervals.

Define parameters and statistic.

Distinguish between population and samples, and parameters and

statistics.

Use statistical vocabulary appropriately.

Distinguish between qualitative and quantitative data.

Give examples of independent and dependent variables.

Explain the difference between

correlation and causation.


Understand the Central Limit Theorem and when to apply it.

Write null and alternate hypotheses.

Understand the concept of

significance level and P values.

Explain and evaluate statistics used

in the real world (from a news article, research project, etc.)

Distinguish between descriptive and inferential statistics.

Emerging and Developing skill descriptions

plus

Apply the steps for inference/hypothesis

testing.

Describe the basic elements of sampling

and experimental design.

Describe the relationship between the

sampling distribution and the population

distribution.

Use the Central Limit Theorem to

approximate the probability distribution and calculate probabilities.

Explain why a test can lead us to reject the null hypothesis.

Demonstrate problem solving skills

within the context of mathematical

applications.

Determine appropriate methods to

display data.

Compare measures using Z-scores.

Identify and analyze outliers.

Determine whether a statistical test is

appropriate under stated conditions.


Use least-square regression equations to predict values.

Select appropriate sampling techniques.

Interpret basic probabilities.

Identify null and alternative

hypothesis.

Interpret the meaning of the

coefficient of determination.

Emerging and Developing skill descriptions

plus

Determine if random variables are

continuous or discrete.

Choose and construct appropriate

hypothesis tests for population means

and proportions.

Determine if the binomial distribution

can be approximated with the normal distribution.

Perform and interpret statistical tests and determine whether data is

statistically significant.


DraftOutcomes,EssentialSkills:PersonalandSocialResponsibility

PersonalandSocialResponsibilityGroup:JuliaDeisler(lead)withValerieMontoya,HermánGarcía,ColleenLynch,DavidSicko,EmilyStern,JillCarlson,SuzanneBalch,ReginaCarlow,andAndyLovato

ORIGINALNOTES(attributingsources)Interculturalreasoning/interculturalcompetenceLevel1:Recognize/describethecomplexitiesandvalueofdiversesocialidentitieswithindiversecontextsLevel2:Developstrategiesforworkingwithone’sownandothers’positionality/ethnocentrism(derivedfromWICHE"HumanSocietyandtheIndividual")Level3:Evaluatepersonalandsocialjusticeissuesastheyrelatetospecificcontextsandcompare/contrastpossiblesolutionsthatreflectthevalueoffairandjustrelationshipsbetweenindividualsandthesocietyinwhichtheyliveandparticipateSustainabilityandthenaturalandhumanworldsLevel1:Describe/definetherelationshipbetweenthenaturalandhumanworldsrelativeto…differenthumanandnaturalcommunities

ComponentSkill Emerging Developing Proficient AssessmentInterculturalreasoning/interculturalcompetence

Recognize/describethecomplexitiesandvalueofdiversesocialidentitieswithindiversecontexts

Developstrategiesforworkingwithone’sownandothers’positionality/ethnocentrism

Evaluatepersonalandsocialjusticeissuesastheyrelatetospecificcontextsandcompare/contrastpossiblesolutionsthatreflectthevalueoffairandjustrelationshipsbetweenindividualsandthesocietyinwhichtheyliveandparticipate

Sustainabilityandthenaturalandhumanworlds

Describe/definetherelationshipbetweenthenaturalandhumanworldsrelativedifferenthumanandnaturalcommunities/ecosystems

Explaintheimpactouractionshaveonthenaturalandhumanworldanddiscusstherelationshipamongenvironmental,socio-cultural,political,andeconomicsystemsastheyinteractwithandaffectthenaturalandhumanworlds

Analyzespecificlocaland/orglobalissuesanddevelopstrategiesforcreatingjust,sustainablesystemsinthenaturalandhumanworld

Ethicalreasoning

Describetherelationshipbetweenethics/ethicalsystemsandmoralnormsandrecognizeethicalissuesinspecificcontexts,includingtheethicaluseofoutsidesources

Explainavarietyofethicaltheoriesandplacetheminspecificcontexts

Applyethicalperspectivestoanethicalsituation

CollaborationskillsTeamwork/Valuesystems

Demonstratepersonal/mutualaccountabilityandmakeuseofindividualstrengthsinmeetinggroupobjectives

Demonstratesharedethicalobligationsandinterculturalsensitivityastheyrelatetoteamwork

Reflectontheimpactandeffectivenessofteamworkwithaneyetowardapplyingwhatwaslearnedtofuturecollaborativeefforts

CivicDiscourse/Civicknowledgeandengagement–localandglobal

Describeone’sowncivicandculturalbackground,includingitsoriginsanddevelopment,assumptionsandpredispositions

Explaindiversepositionsonissues,values,orpracticesandpresentone’sownpositiononaspecificprobleminwhichoneormoreoftheissues,values,orpracticesisinvolved

Demonstratetheabilitytoparticipateinrespectfulcivicdiscourseanddialoguethatsharesdifferingperspectivesandrecognizesthattherearemultiplevalidrealities/solutionstolocalandglobalissues


DraftOutcomes,EssentialSkills:PersonalandSocialResponsibility

PersonalandSocialResponsibilityGroup:JuliaDeisler(lead)withValerieMontoya,HermánGarcía,ColleenLynch,DavidSicko,EmilyStern,JillCarlson,SuzanneBalch,ReginaCarlow,andAndyLovato

Level2:Explaintheimpactouractionshaveonthenaturalandhumanworldanddiscusstherelationshipamongenvironmental,socio-cultural,political,andeconomicsystemsastheyinteractwithandaffectthenaturalandhumanworlds(derivedfromWICHENaturalSciences).Level3:Analyzespecificlocaland/orglobalissuesanddevelopstrategiesforcreatingjust,sustainablesystemsinthenaturalandhumanworldEthicalreasoningLevel1:Describetherelationshipbetweenethics/ethicalsystemsandmoralnormsandrecognizeethicalissuesinspecificcontexts,includingtheethicaluseofoutsidesourcesLevel2:ExplainavarietyofethicaltheoriesandplacetheminspecificcontextsLevel3:ApplyethicalperspectivestoanethicalsituationCollaborationskills(Teamwork/ValuesystemsderivedfromWICHE)Level1:Demonstratepersonal/mutualaccountabilityandmakeuseofindividualstrengthsinmeetinggroupobjectivesLevel2:DemonstratesharedethicalobligationsandinterculturalsensitivityastheyrelatetoteamworkLevel3:ReflectontheimpactandeffectivenessofteamworkwithaneyetowardapplyingwhatwaslearnedtofuturecollaborativeeffortsCivicDiscourse/Civicknowledgeandengagement–localandglobalLevel1:Describeone’sowncivicandculturalbackground,includingitsoriginsanddevelopment,assumptionsandpredispositions(fromDQP)Level2:Explaindiversepositionsonissues,values,orpracticesandpresentone’sownpositiononaspecificprobleminwhichoneormoreoftheissues,values,orpracticesisinvolved(fromDQP)Level3:Demonstratetheabilitytoparticipaterespectfullyincivicdiscourseanddialoguethatsharesdifferingperspectives(fromCarnegieFoundation)andrecognizesthattherearemultiplevalidrealities/solutionstolocalandglobalissues


DraftOutcomes,ContentArea:Humanities

HumanitiesContentKnowledge

Emerging Developing Proficient Assessments

knowledgeofhowsomepractices,beliefsandculturalworkshavecontributedtodistinctiveculturalidentities,torelationsbetweencultures,andtodistributionsofpower

Thestudentscanrecall,recognize,classifyandexplainhowpractices,beliefsandculturalworkshavecontributedtodistinctiveculturalidentities,torelationsbetweencultures,andtodistributionsofpower.

Thestudentcanquestionexamine,andcomparehowpractices,beliefsandculturalworkshavecontributedtodistinctiveculturalidentities,torelationsbetweencultures,andtodistributionsofpower

Thestudentcanjustify,appraise,analyze,defendand/orcritiquehowpractices,beliefsandculturalworkshavecontributedtodistinctiveculturalidentities,torelationsbetweencultures,andtodistributionsofpower

Broadknowledgeofhistoricalchronologyandgeographicspecificityenablingplacementofsomediverseculturalpractices,beliefs,andworksintocomparativehistoricalandgeographiccontext

Thestudentscanrecall,recognize,classifyandexplainhistoricalchronologyandgeographicspecificityinordertoplacediverseculturalpractices,beliefs,andworksintocomparativehistoricalandgeographiccontext

Thestudentcanquestionexamine,andcomparehistoricalchronologyandgeographicspecificityinordertoplacediverseculturalpractices,beliefs,andworksintocomparativehistoricalandgeographiccontext

Thestudentcanjustify,appraise,analyze,defendand/orcritiquehistoricalchronologyandgeographicspecificityinordertoplacediverseculturalpractices,beliefs,andworksintocomparativehistoricalandgeographiccontext

knowledgeofhowsomeculturalpractices,beliefs,andworksshapeindividualandcollectiveexperience,producemeaning,andinfluenceinterpretationofsocietiesinthepastandpresent

Thestudentscanrecall,recognize,classifyandexplainhowculturalpractices,beliefs,andworksshapeindividualandcollectiveexperience,producemeaning,andinfluenceinterpretationofsocietiesinthepastandpresent

Thestudentcanquestionexamine,andcomparehowculturalpractices,beliefs,andworksshapeindividualandcollectiveexperience,producemeaning,andinfluenceinterpretationofsocietiesinthepastandpresent

Thestudentcanjustify,appraise,analyze,defendand/orcritiquehowculturalpractices,beliefs,andworksshapeindividualandcollectiveexperience,producemeaning,andinfluenceinterpretationofsocietiesinthepastandpresent


DraftOutcomes,ContentArea:CreativeandFineArtsComponentSkill Emerging Developing Proficiency Assessment

1. Studentswillemploybestpracticesandmediumappropriatetechniquestocreateaworkofart

Studentwilldemonstrateandinsomecasesemployabasicunderstandingofbestpractices,andtheuseofappropriatetechniques.

Studentswillparticipateinpeerteaching/editingandinsomecasescritiquetodemonstratecomprehensionoftechniquesandbestpractice

Studentwillproduceaworkofarteitherinagrouporasanindividual.Intheformofaperformance,areading,oranexhibition

Peerandinstructorcritiquesofworks,thecriticalreadingofnotebooksandjournals,andrevuesofperformances

2. Studentswilllearntheuseof,empathy,andrespectforthediversityofvalues,beliefs,ideas,andpracticesembodiedinthevariedhumanconditionastheymaypertaintotheviewing,critiquing,andcreatingofworksofart.

Thestudentwilllearntorecognizethattheirownframeofreferenceinthecreationofartisgender,race,economic,andculturespecific.

Thestudentwilllearntoinvestigateotherframesofreferenceandattempttogainareasonabledegreeofunderstandingoftheeffectsofothergender,race,economicstatus,andcultureupontheirproductionofart.

Thestudentwillcreateworksofartthatshowanawarenessoftheeffectsofthegender,race,economic,andculturalframeupontheirworkandtheeffectofthediversityofpositionofthevieweruponitsreception.

Instructorandpeerevaluationoftheworkcreatedasitpertainstotheunderstandingofdiversesocialpositionsexpressedtherein.

3. Studentswilldemonstratetheirunderstandingofthecultural,economic,andhistoricbasesthroughanongoingcycleofcreation,recreationandreimagininginthearts,throughwrittenexpression,performance,orvisualarts.

Studentswillusekeyterminologyandprinciplesinresearch,writinganddiscussioninwritingaboutacreativeworkorperformance

Studentswillusetheproductsoftheirresearchanddiscussionstocritiquethework

Students,eitherasagroup,orasindividuals,willusetheircriticalresearchasthebasisoftheproductionofaperformance,writtenwork,orvisualartpiecethatwillhighlightsocialrelationshipsortheculturalimpactofthefineartsexperience

Theevaluationofwrittenresearch,Critiqueparticipation,andcreativeworks;intermsofthesocialconsciousnessexpressedThroughthem.

Teammembers::JohnBoyce,ReginaCarlow,JoelDykstra


DraftOutcomes,Content:Human(Social)andBehavioralSciencesComponentSkill:Studentswill

Rationale:Studentsshould

ContentAreaSuggestions:

Emerging Developing Proficiency AssessmentSuggestions:

Identify,describeandexplainhumanandsocialbehaviorsandhowtheyareinfluencedbysocialstructures,institutions,andprocesseswithinthecontextsofcomplexanddiversecommunities.EssentialSkillsmeasuredmayinclude:Comm,Quant,CriticalAnalysis/Thinking,Personal/SocialResponsibility,InfoLiteracy

Developanunderstandingofselfandtheworldbyexaminingthecontentandprocessesusedbysocialandbehavioralsciencestodiscover,describe,explain,andpredicthumanbehaviorandsocialsystems.

ANTHGEOGECONSOCPSYPSCIStudies(regional,ethnic,gender)CJHIST*(currentlyinAreaVbasHUM)

Demonstratesabilitytoidentifyanddescribehumanandsocialbehaviorsandtoidentifytheappropriatetheoreticalbasesthatinformthefieldofstudy.Primarilydescriptive,butstudentrecognizesrelationshipbetweentheoryandanalyticalconsiderations.

Demonstratesabilitytodescribeandexplainhumanandsocialbehaviorsandtoidentify,define,andapplytheoreticalmodelsthatinformthefieldofstudy.Analysisreferencesrelevanttheoreticalandmethodologicalconstructs,displayingaworkingunderstandingoftheirapplicationsinthefieldofstudy.

Demonstratesabilitytodescribeandexplainhumanandsocialbehaviors,basedonathoroughunderstandingoftheoreticalissuesinformingthefieldofstudy.Analysisisgroundedinrelevanttheoreticalandmethodologicalconstructs,displayingathoroughunderstandingofrelevantliteratureandmethodologiestosupportconclusionsasappropriatetothediscipline.

Essays,examinationsrequiringanalysisofinformation,problem-basedapplications,qualitative/quantitativeresearchprojects,experiments;Oralpresentations,groupcollaborativeprojects(stressinginterrelatedcommunication,skill).VALUERubrics,adaptedforcoreandinstitutionalrequirements.

Articulatehowbeliefs,assumptions,andvaluesareinfluencedbyfactorssuchaspolitics,

Enhancetheirknowledgeofsocialandculturalinstitutionsandthevaluesoftheirsocietyandothersocietiesand

Seeabove Demonstratesabilitytoidentifyandexplaininterconnectedrelationshipsbetweenhumanandsocial

Demonstratesabilitytodescribeandexplaininterconnectedrelationshipsbetweenhumanandsocialbehavior

Demonstratesabilitytodescribeandexplaininterconnectedrelationshipsbetweenhumanandsocial

Comparative&problem-basedessays,examinationsrequiringanalysisofinformation,researchprojects.


geography,economics,culture,biology,history,andsocialinstitutionsinthecontextoftheself,society,andculturalandphysicalenvironmentsinwhichhumansfunction.EssentialSkillsmeasuredmayinclude:Comm,Quant,CriticalAnalysis/Thinking,Personal/SocialResponsibility,InfoLiteracy

culturesintheworld.Thisknowledgeisbasedonunderstandingtheinterdependentnatureoftheindividual,family/socialgroup,andsocietyinshapinghumanbehavioranddeterminingqualityoflife

behaviorandtheinfluencesofthecommunitiesinwhichthosebehaviorsdevelop.Primarilydescriptive,butstudentcanaccuratelyidentifyanddiscusslikelysourcesofsocialandculturalintersectionality.

andtheinfluencesofthecommunitiesinwhichthosebehaviorsdevelop.Appliestheoreticalmodelsthatinformthefieldofstudy.Analysisreferencesrelevanttheoreticalandmethodologicalconstructsappropriately,displayingaworkingunderstandingoftheirapplicationsinthefieldofstudy.

behaviorandtheinfluencesofthecommunitiesinwhichthosebehaviorsdevelop.Analysisisgroundedinrelevanttheoreticalandmethodologicalconstructs,displayingathoroughunderstandingofrelevantliteratureandmethodologiestosupportconclusionsasappropriatetothediscipline.

Applytheknowledgebaseofthesocialandbehavioralsciencestoidentify,describe,explain,andcriticallyevaluaterelevantissues,ethicaldilemmas,andarguments.EssentialSkillsmeasuredmayinclude:Comm,

Articulateindividual’sroleinasocial,culturalandglobalcontexttodevelopaconceptofglobalcitizenshipfoundedwithinaframeworkofunderstandingandrespect.

Seeabove Demonstratesabilitytoconstructabasicanalysisofarelevantissue,dilemma,orargument,identifyingmethodologiesandtheoriesthatinformthefieldofstudy.Primarilydescriptive,butstudentcanaccurately

Demonstratesabilitytoconstructasoundanalysisofarelevantissue,dilemma,orargument,identifyinganddescribinguseofrelevantmethodologiesandtheoriesthatinformthefieldofstudy.Analysisreferencesrelevant

Demonstratesabilitytoconstructasophisticatedanalysisofarelevantissue,dilemmaorargument,groundedinsoundandresponsibleapplicationoftheoreticalandmethodologicalconstructs,

Problem-basedprojects,researchprojects,essays,examinationsrequiringanalysisofinformation,fieldwork.


Quant,CriticalAnalysis/Thinking,Personal/SocialResponsibility,InfoLiteracy

identifyanddiscussbasesofanalysisappropriatetotopicsunderconsideration.

theoreticalandmethodologicalconstructs,displayingaworkingunderstandingoftheirapplicationsinthefieldofstudy.

displayingathoroughunderstandingofrelevantliteratureandmethodologiestosupportconclusionsasappropriatetothediscipline.

Adaptedfromhttp://www.hed.state.nm.us/uploads/files/Policy%20and%20Programs/HED%20Gen%20Ed%20Competencies-All%20Areas.pdfPotentialResources:TheNMHEDCore(datedAugust2014)listingofapprovedtransferablecoursesfromNMinstitutions:http://www.hed.state.nm.us/uploads/files/Policy%20and%20Programs/Transfer%20Curriculum/HED_Area_IV_12-05-2012_.pdfLEAPEssentialLearningOutcomes:https://www.aacu.org/leap/essential-learning-outcomes

LEAPValueRubrics:https://www.aacu.org/value/rubricsGEMSProject:https://www.aacu.org/gemsOther:http://www.wiche.edu/passport/passport-frameworkhttp://statecore.its.txstate.edu/http://www.aztransfer.com/generaleducation/http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html

Teammembers:HumanandBehavioralSciences:SuzanneBalch,LeadTeammember Email InstitutionSuzanneBalch-Lindsay [email protected] ENMUTimKetelaar [email protected] NMSUWilliamWalker [email protected] NMSU


Outcomes for Statewide General Education Steering ...provost.nmsu.edu/state-wide-gen-ed/wp-content/... · Jill Carlson [email protected] SFCC Page 18 Humanities: Annemarie Oldfield,

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