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
9/8 NM Statewide Gen Ed Steering Committee 2
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.
9/8 NM Statewide Gen Ed Steering Committee 3
ComponentKnowledge&/orSkill3
Emerging(Remember)
Developing(Understand)
Proficiency(Apply,analyze,evaluate,&
create)Assessment
ScientificReasoning Recallsthestepsinthescientificmethodandprovidesdefinitionsandexamplesofeach.
Contrastsscientificexplanationsfornaturalphenomenaversusthosethatinvokesupernaturalexplanations.Explainshowthescientificmethodisimplemented;formulatesquestionsaboutnatureandgenerateshypotheses.Explainsthatscientificunderstandingistentativeandsubjecttofalsification.
Appliesthescientificmethodbyformulatingquestionsaboutnature,generatinghypotheses,andtestinghypothesesusingexperimentsandcomparisons.Differentiatesbetweenatheoryandahypothesis.
• Writtenlecturesummaries
• Short-answerexams• Essayexams• Research/termpaper• Pre-labreports• Labnotebooks• Labreports• Presentations
ScientificProblemSolvingSkills
Recognizesthatobservation,measurement,andexperimentationplayrolesinthescientificapproachtoknowledge.
Explainstheimportanceofobservation,measurement,andexperimentationinthescientificmethod.
Createsandexecutesappropriateexperimentaldesigns.Generatesandanalyzesdata;usestheresultstoevaluatehypotheses.Createstheappropriatevisual/tabularrepresentationofdata.
• Writtenlecturesummaries
• Short-answerexams• Essayexams• Research/termpaper• Pre-labreports• Labnotebooks• Labreports• Presentations
Teammembers:DanHoward [email protected] NMSUStuMunson-McGee [email protected] NMSUMichaelOttinger [email protected] SJC
9/8 NM Statewide Gen Ed Steering Committee 4
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
Any:portfolio,Presentation,writingassignment,digitalassignment
3.ReceptionandResponseStrategies:Usesflexiblereading,listening(orsigning)strategiestounderstandandevaluateacommunication’smessage.
Canusemorethanonereceptionstrategyandunderstandscentralideainamessage
Canuseseveralreceptionstrategiesandcanevaluatemanymessagesandidentifycontext.
Canusearangeofreceptionstrategieseffectivelyandcanevaluatemessagesandcontexteffectively
Any:portfolio,Presentation,writingassignment,digitalassignment
4.CriticalReceptionandResponse:differentiatesbetweensupportedandunsupportedarguments,evaluatesauthorityofsourcesinreception,integratessourcescriticallyinresponsetoacommunication
Understandsthatthereisadifferencebetweensupportedandunsupportedarguments,canidentifydifferentsources
Identifiesandoftendevelopsasupportedargument,oftenevaluatessourcesandoftenintegratesthem
Identifiesanddevelopssupportedarguments,evaluatesandintegratessourcescritically
Any:portfolio,Presentation,writingassignment,digitalassignment
*.Secondlanguagecompetency:showsfamiliaritywithdistributionofmultiplelanguagesintheworld,understandstheadvantagesofcommunicatinginmorethanonelanguage,andcanidentifysomeculturalreactionstodifferentlanguagesandregisters.OR,interactsandnegotiatesmeaninginalanguageotherthanEnglishthroughspoken,writtenorsignedcommunication
CommitteeagreesthatSecondLanguageCompetencyisadistinguishingskillthatwillallowundergraduatesintheStateofNewMexicotoexcelandtodifferentiatethemselveswithrespecttootherundergraduatesnationally.DeterminationofappropriateplaceforSecondLanguageCompetencyintheGeneralEducationcurriculumischallenging(giventraditionaldisciplinaryorganizationsandthepredilectiontomaptheseonaone-to-onebasistoessentialskills).Yetthisdoesnotmeanthatweshouldexcludeaskillthatispartofourstateidentity,inwhichourstudentsarepredisposedtoachieve,andthatisfeaturedonnationalstandardssuchasLEAP.
9/8 NM Statewide Gen Ed Steering Committee 5
NOTE:AAC&UVALUERubricFramingLanguageThiswritingrubricisdesignedforuseinawidevarietyofeducationalinstitutions.Themostclearfindingtoemergefromdecadesofresearchonwritingassessmentisthatthebestwritingassessmentsarelocallydeterminedandsensitivetolocalcontextandmission.Usersofthisrubricshould,intheend,considermakingadaptationsandadditionsthatclearlylinkthelanguageoftherubrictoindividualcampuscontexts.
9/8 NM Statewide Gen Ed Steering Committee 6
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.
9/8 NM Statewide Gen Ed Steering Committee 7
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.
9/8 NM Statewide Gen Ed Steering Committee 8
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.
9/8 NM Statewide Gen Ed Steering Committee 9
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
9/8 NM Statewide Gen Ed Steering Committee 10
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
9/8 NM Statewide Gen Ed Steering Committee 11
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]).
9/8 NM Statewide Gen Ed Steering Committee 12
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.
Emerging skill description(s) plus
Solve equations using inverse
operations for powers/roots,
exponents/logarithms and other
arithmetic operations.
Emerging and Developing skill
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.
Emerging skill description(s) plus
Communicate mathematical
information using proper notation
and verbal explanations.
Emerging and Developing skill
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.
Emerging skill description(s) plus
Solve application problems
including those requiring
maximization or minimization of
quadratic functions and exponential
growth & decay problems.
Emerging and Developing skill
descriptions plus
Interpret the results of application
problems in terms of their real
world context.
9/8 NM Statewide Gen Ed Steering Committee 13
Area II: Liberal Arts Math Competencies
Core Competency Emerging Developing Proficient Assessment Suggestions
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.
Emerging and Developing skill
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
• Capstone project
• 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.
Emerging skill description(s)
plus
Solve equations within a
mathematical application.
Emerging and Developing skill
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.
Emerging skill description(s)
plus
Use basic mathematical skills to
solve problems.
Emerging and Developing skill
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.
Emerging skill description(s)
plus
Choose an effective strategy to
solve a problem.
Emerging and Developing skill
descriptions plus
Draw conclusions and
communicate the findings.
9/8 NM Statewide Gen Ed Steering Committee 14
Area II: Statistics Competencies
Core Competency Emerging Developing Proficient Assessment Suggestions
Construct and analyze graphs and/or data sets.
Emerging skill description(s) plus
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
• Capstone project
• 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.
Emerging skill description(s) plus
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.
Emerging skill description(s) plus
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.
Emerging skill description(s) plus
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.
9/8 NM Statewide Gen Ed Steering Committee 15
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
9/8 NM Statewide Gen Ed Steering Committee 16
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
9/8 NM Statewide Gen Ed Steering Committee 17
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
9/8 NM Statewide Gen Ed Steering Committee 18
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
9/8 NM Statewide Gen Ed Steering Committee 19
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.
9/8 NM Statewide Gen Ed Steering Committee 20
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.
9/8 NM Statewide Gen Ed Steering Committee 21
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
9/8 NM Statewide Gen Ed Steering Committee 22