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TRANSCRIPT
Statewide General Education Steering CommitteeTuesday, August 2, 2016, 11:00 a.m.
B20 and B24 of the University Enrichment and Advisement CenterUniversity of New Mexico Campus, Albuquerque, NM
1. Essential Skill: Communication Chuck Paine
AAC&U VALUE Rubric Framing LanguageThis writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the best writing assessments are locally determined and sensitive to local context and mission. Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.
Draft of Communication Skills Aug 2 2016Communication Skills – The ability to communicate effectively in written, oral, visual, and electronic mediums in situations that are both formal (e.g., argumentative essays, reports, proposals, presentations, etc.) and informal (e.g., e-mails, discussion boards, discussions, team meetings, etc.).
1. Applying rhetorical knowledge. Chooses and applies strategies that are appropriate to the rhetorical situation (audience, purpose, context) to develop communications in a variety of genres and mediums (written, oral, visual, electronic).
2. Collaborating: inclusion, teamwork, negotiation. Works with a team to generate, develop, revise, and finalize texts.
3. Critical reception. Uses flexible reading or listening strategies to understand and evaluate a communication’s central message and construct meaning from it.
4. Use of sources. Evaluate, apply, and ethically synthesize sources in support of a claim, following an appropriate documentation system.
5. Second language competency. a. The student is familiar with the distribution of multiple languages in the world,
understands the advantages of communicating in more than one language, and can identify some cultural reactions to different languages and registers. OR
b. The student interacts and negotiates meaning in a second language through spoken, signed or written conversations to share and receive information, reactions, feelings and opinions.
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Draft of Communication Skills and Content Rubric
Component Skill Emerging Developing Mastery Assessment
Applying Rhetorical Knowledge
Portfolio with reflective self-assessment
Collaborating
Critical Reception
Use of Sources
Second Language Competency
Team member Email InstitutionChuck Paine [email protected] UNMMickey Marsee [email protected] UNM-Los AlamosPierre Laroche [email protected] ENMU-RuidosoSteve Simpson [email protected] NMTechJulia Deisler [email protected] SFCCPamela Cheek [email protected] UNMPatti Wojahn [email protected] NMSU
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2. Essential Skill: Critical Thinking Mark Walker
Mark Walker comments welcome: [email protected]
1. Proposed Model for NM Gen Ed Critical Thinking Learning Outcomes Critical thinking is the skill of evaluating and providing cogent reasons for one’s thoughts, beliefs, values, and actions. Components
Skills for Assessing
Arguments
Emerging Developing Mastering
Identifying Arguments
Able sometimes to distinguish arguments from other forms of communication, e.g., explanations, reports, descriptions, in short paragraphs.
Able consistently to distinguish arguments from other forms of communication, e.g., explanations, reports, descriptions, in short paragraphs.
Able consistently to distinguish arguments from other forms of communication spanning at least several pages.
Dissecting Arguments
Able sometimes to identify stated premises, subconclusions, conclusions and logical relationships between premises and conclusions in short paragraphs.
Able consistently to identify stated premises, subconclusions, conclusions and logical relationships between premises and conclusions in short paragraphs.
Able consistently to identify stated premises, subconclusions, conclusions and logical relationships between premises and conclusions in arguments spanning at least several pages.
Assessing the logical cogency of arguments
Able sometimes to assess an argument for relevance and sufficiency of premises for the truth, or probable truth of the conclusion in short paragraphs.
Able consistently to assess an argument for relevance and sufficiency of premises for the truth, or probable truth, of the conclusion in short paragraphs.
Able consistently to assess an argument for relevance and sufficiency of premises for the truth, or probable truth of the conclusion in arguments spanning at least several pages.
Assessing the acceptability of premises
Able sometimes to assess premises for acceptability in short paragraphs.
Able consistently to assess premises for acceptability in short paragraphs.
Able to assess premises for acceptability in arguments spanning at least several pages.
Identifying common fallacies
Able sometimes to identify common mistakes of reasoning, e.g. strawperson, ad hominem, hasty conclusion, begging the question, post hoc ergo propter hoc, in short paragraphs.
Able consistently to identify common mistakes of reasoning, e.g. strawperson, ad hominem, hasty conclusion, begging the question, post hoc ergo propter hoc, in short paragraphs.
Able consistently to identify common mistakes of reasoning, e.g. strawperson, ad hominem, hasty conclusion, begging the question, post hoc ergo propter hoc, in
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arguments spanning at least several pages.
Assessing definitions and concepts for acceptability
Able sometimes to assess definitions for necessary and sufficient conditions.
Able consistently to assess definitions for necessary and sufficient conditions.
Able to distinguish and assess reportative, stipulative, and persuasive definitions.
Definition: A dialectical argument is an argument that (i) provides support for a thesis, and (ii) considers and responds to at least one objection to the support for the thesis. Component Skills
for Producing Dialectical Arguments
Emerging Developing Mastering
Statement of Thesis
Somewhat clear. Clear. Very clear.
Support for Thesis: Logical cogency of argument
Somewhat persuasive. Persuasive. Very persuasive.
Support for Thesis: Acceptability of premises
Many premises are problematic.
Some premises are problematic.
Few or no premises are problematic.
Objections to Main Argument
No objection or weak objection to main argument.
Somewhat strong objections to the main argument.
Strong objections to the main argument.
Response to Objection
No response or weak response to the objections.
Somewhat strong response to the objections.
Strong response to the objections.
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Critical Thinking Skills
Emerging Developing Mastering Assessment options
Evaluation & Interpretation
Able to determine audience and purpose of information provided in small chunks of information
Able to consistently determine audience, purpose, and validity of information provided in small chunks
Able to consistently determine audience, purpose, and validity of information provided in broad proposals, plans, and arguments
Written abstractsProposal acceptance/rejection lettersDebate analysisPromotional campaign analysisBusiness analysisMultiple choice comprehension tests
Production and Support of Arguments
Able to determine audience and purpose in order to create communication providing needed information
Able to determine audience and purpose in order to create and support communication providing information needed to persuade
Able to determine audience and purpose in order to create supported, convincing communication to persuade resistant audiences
Argumentative essaysBusiness plansProduct analysis and comparison reportLab reports
Problem solving
Able to identify the critical components of tasks/proposals and suggest responses
Able to identify the critical components of tasks/proposals and suggest actionable solutions
Able to identify the critical components of tasks/proposals and suggest solutions that demonstrate awareness of reasonable consequences
Argumentative essaysBusiness proposalsReorganization plansProduct improvements
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3. Essential Skill: Personal and Social Responsibility Julia Deisler
Personal and Social Responsibility Outcomes – DRAFT –
Category Outcomes AssessmentsIntercultural reasoningIntercultural competenceEthical reasoning
[Recognize/describe] the complexities of diverse social identities within diverse contexts and develop strategies for working with one’s own and others’ positionality/ethnocentrism (adapted from WICHE "Human Society and the Individual" rubric with additions)
[Recognize/explain] the impact our actions have on the natural and human world (derived from WICHE Natural Sciences).
Analyze specific local and/or global issues and develop strategies for creating just, sustainable systems in the natural and human world
Civic knowledge and engagement – local and global
Identify a current significant local and/or global civic issue/problem, describes diverse positions on an issue of significance, and takes a position on it in relation to other positions. (DQP as source with group changes)
Demonstrate the ability to participate in civic discourse and dialogue that shares differing perspectives and brainstorms possible responses (from the Carnegie Foundation) (key to ethical reasoning as well.
Ethical use of research sources/data, sharing credit (These may end up in other skill or content areas like Communications and Natural
[Accurately use and report] scientific processes, data, and results, and the proper sharing of credit among colleagues (derived from WICHE Natural Sciences outcome).Evaluate, apply, and ethically synthesize sources in support of a claim, following an appropriate documentation system
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and/or Social Sciences—but let’s keep them here for now so as not to lose track of them)
(WICHE Written Communication outcome).
Collaboration skills (Teamwork/Value systems from WICHE/slight re-phrasings)
Demonstrate personal/mutual accountability within a group setting
Demonstrate shared ethical obligations and intercultural sensitivity as they relate to teamworkReflect on the impact and effectiveness of teamwork [with an eye toward applying what was learned to future collaborative efforts]
Foundations and skills for lifelong learning
Integrate previous learning and apply it to new situations; review and revise prior learning. (adapted from VALUE rubric)
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4. Essential Skill: Information Literacy Mark Emmons
New Mexico General EducationInformation Literacy team
Digital Literacy outcomes distinct from information literacyThe Information Literacy team determined that many digital literacy outcomes would fit nicely within the information literacy frames, but that some outcomes were distinct. Mark Emmons was charged with assembling distinct digital literacy outcomes to share with the team for feedback. Here is a draft:
Digital Literacy Outcomes
Communication (basic technical skills for hardware and software) Student will apply basic information technology (IT) concepts and terminology to correctly
describe the major functions of IT devices and systems typically utilized in the work place and while pursuing an education.
Student will employ a variety of digital devices. Student will effectively use fundamental software and applications including e-mail and the full
range of communication tools, web browsers, word processors, spreadsheets, presentation software, other?
Student will demonstrate professional etiquette, ethical judgment, and integrity while communicating.
Collaboration Student will engage in online communities and collaborate with technology to communicate and
to co-create.
Privacy and security Student will protect devices from online risk. Student will manage identity and protect self from online danger.
The team felt that information literacy outcomes already cover the following potential digital literacy outcomes:
Finding of information Analysis and evaluation of information Communication of information (some) Management of information Production of information in formats
On July 14, 2016, the New Mexico General Education Steering Committee charged a team with developing general education learning outcomes for information literacy based on the ACRL Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework). The team, whose members include Joel Dykstra, Mark Emmons (facilitator), David Hurley, Peg Johnson, Andrew Johnson, Alyssa Russo, Nathan Saline, Bill Stone, Lori Townsend, and Theresa Westbrock, drafted the following outcomes (submitted to Melody Munson-McGee by Mark Emmons, July 31, 2016).
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Authority Is Constructed and Contextual [Alternative name: Authority]Component Skill Emerging
MilestonesDeveloping Milestones Mastery Milestones (fluency) Assessment
Student will determine the purpose and question the authority of information resources in order to differentiate between reliable and convenient information.
Understands that information is produced by someone who may or may not be reliable and who may or may not have a particular point of view.
Uses and understands established criteria and purpose for a variety of sources, such as peer-reviewed journals, popular publications, and primary sources, to determine the reliability of information.
Determines authority and reliability of information and its appropriateness for the information need.
Class discussionBibliography
Student will recognize that society and culture play a role in granting authority to certain types of information.
Understands that authority is granted or earned and not inherent, and begins to question standards.
Determines attributes of the authoritative information source and incorporates new perspectives and additional voices.
Distinguishes between types of authorities and seeks out new perspectives and alternative authoritative voices.
Class discussionAnnotated Bibliography
Student will select the most authoritative information based upon both the context of its creation and the appropriateness of its intended use.
Expresses a desire to find high-quality, truthful, and accurate resources.
Explains why the authority of a source matters and why it is important for a specific need.
Determines authority and reliability of information and views authority with an attitude of informed perspectives.
Class discussionClass assignment or research paper
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Information Creation as a Process [Alternative name: Format]Component Skill Emerging
MilestonesDeveloping Milestones Mastery Milestones (fluency) Assessment
Student will recognize that information is created for a purpose and that the creation process shapes the format.
Recognizes formats Articulates purpose, process, and characteristics of formats
Analyzes unfamiliar formats to detect the purpose and process
Apply rubric to assignments that require recognition, selection, use, and creation of formats such as: close reading of a format, comparing formats, identifying the purpose and characteristics or format, distinguishing between primary and secondary sources, making speeches, and writing in formats that might include essays, lab reports, web sites, blogs, news articles, critiques, business reports, and literature reviews and research papers
Student will recognize that scholarly discourse is communicated employing distinct formats.
Recognizes formats of academic discourse
Assesses capabilities of academic formats
Assesses constraints of academic formats
Student will select information formats that will best answer a question or solve a problem or provide evidence for an argument and that best serve the needs of audience, context, and purpose.
Selects relevant information sources
Selects information sources that provide evidence
Selects information sources that serve needs of audience, context, and purpose
Student will produce a variety formats.
Creates information products structured in an appropriate format
Creates information products in appropriate format that aligns with the purpose
Creates information products in appropriate format that servesneeds of audience, context, and purpose
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Information Has Value [Alternative name: Value]Component Skill Emerging Milestones Developing Milestones Mastery Milestones (fluency) Assessment
Student will give credit to the original ideas of others
Understands the importance of not plagiarizing; gives credit to traditionally published sources through proper attribution and citation.
Identifies and properly cites information from non-traditionally published sources.
Explains the purpose of citing the original ideas of others; recognizes that new knowledge builds upon existing knowledge.
Student will give credit to the original ideas of others
Student will recognize issues of access to information sources
Recognize that not all information is available via a Web search
Knows, because information is a commodity, that access to some of it is restricted to those who have subscriptions, which often includes those who have access to an academic library.
Navigates and uses a variety of information access points that are available to them, recognizing that there is likely more information about a given topic than they are able to find.
Student will recognize issues of access to information sources
Student will make informed choices regarding online actions
Recognize that their online actions are a commodity for data mining firms; recognize that privacy is unlikely in online activity.
Participates in discussions about privacy issues in the Information Age
Exhibits full awareness of issues related to privacy and the commodification of personal information, consistently making informed choices regarding online actions.
Student will make informed choices regarding online actions
Student will understand the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
Recognizes the vocabulary associated with online information.
Identifies the distinguishing characteristics of copyright, fair use, open access, and the public domain
Fully understands the purpose of copyright, fair use, open access, and the public domain and their roles in the exchange of information, especially in higher education
Student will understand the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
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Research as Inquiry [Alternative name: Inquiry]Component Skill Emerging
MilestonesDeveloping Milestones
Mastery Milestones (fluency)
Assessment
Student will determine an appropriate scope of investigation and appropriate research method based on context and need.
Recognizes research methodologies are dependent on information contexts and needs.
Understands scope of information need by breaking complex questions into simple ones.
Applies research methods that are appropriate for the need, context, and type of inquiry.
Assignment
Student will engage in open ended exploration of information asking increasingly meaningful questions throughout the research process.
Begins to develop research questions to engage in the research process.
Develops research question by narrowing and broadening inquiry based on research.
Formulates and reframes research question based on research available and gaps in information.
Thesis statement
Student will recognize that research is a creative, iterative, non-linear process that requires curiosity, reflection, critical thinking, and persistence, leading to new ideas and information.
Seeks library assistance to develop knowledge of and experience with the trial and error of the research process.
Reflects on and experiments with research strategies when seeking information resources.
Uses research and incorporates critical analysis to form own ideas.
Research paper
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Scholarship as Conversation
Component Skill Emerging Milestones
Developing Milestones
Mastery Milestones (fluency)
Assessment
Student will understand the variety of research methods used in different fields and disciplines
Recognizes the characteristics of different research methodologies, specific quantitative qualitative.
Identifies the research methodologies that are associated with different fields and subject areas.
Finds and uses information that reports on research that uses methodologies appropriate to the field or subject area.
Annotated bibliography in a subject-area course
Student will seek out conversations taking place in their research area
Identifies a variety of venues within which scholarly conversations take place.
Explains the differences and purpose for this variety in venues for scholarly conversations.
Finds and incorporates information that exists in the various venues in a particular subject area
Annotated bibliography in a subject-area course
Student will contribute to the scholarly conversation at appropriate level
Recognizes that scholarly conversations are ongoing, and that new voices, such as their own, should join existing conversations
Identifies the variety of ways in which they can participate, as new scholars, in ongoing scholarly conversations.
Contributes to the scholarly conversation at appropriate level
Student work
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Searching as Strategic Exploration [Alternative name: Organizing Systems]Component Skill Emerging
MilestonesDeveloping Milestones
Mastery Milestones (fluency)
Assessment
Student will understand that information is arranged into collections that are structured into meaningful organizing systems.
Recognizes that search engines are organizing systems with bounded collections
Recognizes that specialized collections might serve their information need
Recognizes that information is identified with structured and descriptive metadata
Apply rubric to assignments that require students to recognize, use, search, and create organizing systems such as building a simple relational database, comparing databases and academic collections, selecting relevant specialized academic collections, and creating personal information systems such as file systems, calendars, contacts, and citation management systems. Keeping aresearch journal while searching organizing systems is a particularly useful practice.
Student will recognize that academic literature can be accessed through specialized academic sources. Student will search collections appropriate to their information needs.
Recognizes a variety of information sources other than search engines
Selects relevant specialized academic collection
Selects multiple specialized academic collections that best match information need
Student will formulate iterative search strategies that take full advantage of structure, metadata, and logic in order to retrieve information that meets their needs.
Uses relevant keywords
Uses controlled vocabulary and simple search strategies
Uses controlled vocabulary and complex search strategies
Student will create personal information management systems to organize, maintain, retrieve, and use their information, and to allow others to find information they wish to share.
Stores information Organizes information
Implements personal information management systems
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5. Essential Skill: Quantitative Skills David Smith
Computational SkillsStudents demonstrate proficiency with arithmetic and algebraic computation skills. Communication of Quantitative ArgumentsStudents correctly and appropriately convert problems and conclusions from words to mathematical notation and graphics and the reverse. Analysis of Quantitative ArgumentsStudents read material that use basic statistics or mathematical models (such as a newspaper story) and draw appropriate conclusions about the veracity or generalizability of the conclusions presented. Formulation of Quantitative ArgumentsStudents recognize, evaluate and use quantitative information and quantitative reasoning at the appropriate level to support a position or line of reasoning. Mathematical ProcessStudents design and follow a multi-step quantitative process through to a logical conclusion and critically evaluate the reasonableness of the answer or result. Quantitative ModelsStudents create, analyze, and apply appropriate quantitative models to solve theoretical and real-world problems.
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6. Content Area: Mathematics David Valdes
Recommendations for General Education Curriculum Area II: Mathematics
1. Require 3-4 credit hours (fulfilled by one class, as opposed to one class and a lab).
2. The level of the course taken to fulfill this requirement shall remain under 300.
3. Students should complete a mathematics pathway appropriate for their meta-major.
4. The mathematics pathways should be based on the courses as articulated by the common course numbering group.
5. The pathways should be developed in conjunction with the development of the meta-majors and not before.
Note: If students need to take lower level courses to achieve the requisite level of the general education course specified by a particular pathway then they might end up taking additional credit hours that "don't count" towards a 130 credit hour bachelor's degree.
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7. Content Area: Human and Behavioral Science Suzanne BalchTemplate for Essential Skills and Content: Human (Social) and Behavioral Sciences
Essential Skill or Content Area:Component Skill: Students will
Rationale: Students should
Content Area Suggestions:
Emerging Developing Mastery Assessment Suggestions:
Identify, describe and explain human behaviors and how they are influenced by social structures, institutions, and processes within the contexts of complex and diverse communities.
Develop an understanding of self and the world by examining the content and processes used by social and behavioral sciences to discover, describe, explain, and predict human behavior and social systems.
ANTHGEOGECONSOCPSYPSCIStudies (regional, ethnic, gender)CJHIST* (currently in Area Vb as HUM)
Appropriate for General Education
Appropriate for General Education
Appropriate for Major Programassessment
Essays, examinations requiring analysis of information, problem- based applications, qualitative/quantitative research projects, experiments; Oral presentations, group collaborative projects (stressing interrelated communication, skill).
VALUE Rubrics, adapted for core and institutional requirements.
Essential Skills measured: Comm, Quant, Critical Analysis/Thinking, Personal/Social Responsibility, Info Literacy
Articulate how beliefs, assumptions, and values are
Enhance their knowledge of social and cultural institutions and the
See above Comparative & problem- based essays, examinations requiring analysis of information,
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influenced by factors such as politics, geography, economics, culture, biology, history, and social institutions
values of their society and other societies and cultures in the world.
research projects.
Essential Skills measured: Comm, Quant, Critical Analysis/Thinking, Personal/Social Responsibility, Info Literacy
Describe ongoing reciprocal interactions among self, society, and the environment.
Understand the interdependent nature of the individual, family/social group, and society in shaping human behavior and determining quality of life.
See above Comparative & problem- based essays, portfolios, research projects, laboratory experiments, fieldwork.Essential Skills measured: Comm, Quant, Critical Analysis/Thinking, Personal/Social Responsibility, Info Literacy
Apply the knowledge base of the social and behavioral sciences to identify, describe, explain, and critically evaluate relevant issues, ethical dilemmas, and arguments.
Articulate their role in a global context and develop an awareness and appreciation for diverse value systems in order to understand how to be good citizens who can critically examine and work toward quality of life within a framework of understanding and
See above Problem- based projects, research projects, essays, examinations requiring analysis of information, fieldwork.Essential Skills measured: Comm, Quant, Critical Analysis/Thinking, Personal/Social Responsibility, Info Literacy
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justice.
KEY: Red text is drawn directly from current HED NM Core Competencies available at http://www.hed.state.nm.us/uploads/files/Policy%20and%20Programs/HED%20Gen%20Ed%20Competencies-All%20Areas.pdfPotential Resources:
The NM HED Core (dated August 2014) listing of approved transferable courses from NM institutions: http://www.hed.state.nm.us/uploads/files/Policy%20and%20Programs/Transfer%20Curriculum/HED_Area_IV_12-05-2012_.pdf
LEAP Essential Learning Outcomes: https://www.aacu.org/leap/essential-learning-outcomes
LEAP Value Rubrics: https://www.aacu.org/value/rubrics
GEMS Project: https://www.aacu.org/gems
Other:
http://www.wiche.edu/passport/passport-framework
http://statecore.its.txstate.edu/
http://www.aztransfer.com/generaleducation/
http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html
Team members: Human and Behavioral Sciences: Suzanne Balch, LeadTeam member Email InstitutionSuzanne Balch-Lindsay [email protected] ENMUTim Ketelaar [email protected] NMSUWilliam Walker [email protected] NMSU
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8. Content Area: Lab Science Stuart Munson-McGee
DRAFT – Outcomes Rubric for Science
Team members:Dan Howard [email protected] NMSUStu Munson-McGee [email protected] NMSUMichael Ottinger [email protected] SJC
Outcomes Rubric for Science (w/lab?)(In some or all of these, could “Science” be replaced by the discipline, e.g. “Biology”?)Transferable Skill areas (color coded): Communication, Quantitative Analysis, Critical ThinkingThe terms in parenthesis at the top of each column are the levels of Bloom’s cognitive development, outcomes have been written using the cognitive dimensions of Bloom.
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Component Knowledge &/or Skill
Emerging(Remember)
Developing(Understand)
Mastery(Apply, analyze, evaluate,
& create)Assessment
Scientific Literacy1 Recognizes the difference between scientific and non-scientific concepts and processes.
Identifies appropriate application of the scientific method in arguments.
Understands the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.
Reads with understanding articles about science in the popular press and engages in social conversation about the validity of the conclusions.
Asks, finds, or determines answers to questions derived from curiosity about everyday experiences.
Identifies scientific issues underlying national and local decisions and expresses positions that are scientifically and technologically informed.
Evaluates the quality of scientific information on the basis of its source and the methods used to generate it.
Poses and evaluates arguments based on evidence and applies conclusions from such arguments appropriately.
Written lecture summaries
Short-answer exams Essay exams Research/term paper Pre-lab reports Lab notebooks Lab reports Presentations
1 Adapted, in part, from http://www.literacynet.org/science/scientificliteracy.html
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Component Knowledge &/or Skill
Emerging(Remember)
Developing(Understand)
Mastery(Apply, analyze, evaluate,
& create)Assessment
Scientific Reasoning Recalls the steps in the scientific method and provides definitions and examples of each.
Understands that science provides an explanation for natural phenomena without invoking supernatural explanations.
Understands how the scientific method is implemented; can formulate questions about nature and generate hypotheses.
Understands that scientific understanding is tentative and subject to falsification.
Applies the scientific method by formulating questions about nature, generating hypotheses, and testing hypotheses using experiments and comparisons.
Can differentiate between a theory and a hypothesis.
Written lecture summaries
Short-answer exams Essay exams Research/term paper Pre-lab reports Lab notebooks Lab reports Presentations
Scientific Problem Solving Skills
Describes the role that observation, measurement, and experimentation plays in the scientific approach to knowledge.
Explains the importance of observation, measurement, and experimentation in the scientific method.
Creates and executes appropriate experimental designs.
Generates and analyzes data; uses the results to evaluate hypotheses.
Creates the appropriate visual/tabular representation of data.
Written lecture summaries
Short-answer exams Essay exams Research/term paper Pre-lab reports Lab notebooks Lab reports Presentations
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9. Content Area: Fine and Creative Arts Regina Carlow
Rough Draft of Essential Skills and Content for Creative and Fine Arts
Outcomes:
1. Students will employ fundamental discipline-specific principles, terminology, skills, technology, and methods in the creative and fine arts.
2. Students will identify, explain and/or demonstrate through creation and performance, relationships among societal, cultural, and historical contexts present in works of art and will demonstrate knowledge of and empathy for a diversity of creative and artistic values, beliefs, ideas, and arts practices from a range of cultures
3. Students will engage in an artistic process through observation, experimentation, reflection, and revision
4. Students will use appropriate methods and tools to analyze, interpret and critique creative processes, works, and/or presentations
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1. Students will employ fundamental discipline-specific principles, terminology, skills, technology and methods in the creative and fine arts
Component Skill Emerging Developing Mastery AssessmentStudents will employ discipline specific principles and fundamental terminology
Demonstrate conceptual knowledge in creative expression using key terminology and principles in response to, concerts, theatrical presentations, exhibitions, dance performances, film screenings, or literary readings.
Employ introductory knowledge of technical skills in achosen creative area through the successful completion ofpractical assignments;for example,create program notes for a concert or design a mock up of a stage set..
Final PaperExam
Students will employ fundamental technology
Demonstrate ability to utilize specific technologies; forexample, shooting and editing avideo using industrystandard equipment and software; create an online portfolio or web site or blog
Final ProjectPortfolio
Students will employ fundamental methods
Demonstrate disciplinespecific abilities such as performingbasic dance steps, constructing a musical scale, or drawingusing perspective
Participate, onstage or backstage,in a theatrical play, vocal, instrumental ensemble, or danceconcert or show present artwork in a show/gallery
Students will have sufficient mastery of one or more media to complete the technical and formal challenges pertinent to a body of original work.
Final Composition or Work
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2. Students will identify, explain and/or demonstrate relationships among societal, cultural, and historical contexts present in works of art and will demonstrate knowledge of and empathy for a diversity of creative and artistic values, beliefs, ideas, and arts practices from a range of cultures
Component Skill Emerging Developing Mastery AssessmentStudents will identify, explain and demonstrate relationships among societal, cultural and historical contexts present in works of art
Students will engage in an arts experience from an other culture and reflect in a paper or presentation
Students will create an original work of art based on fundamental contexts of a certain culture
Final PaperIn Class PresentationFinal Project
Students will demonstrate knowledge of an empathy for a diversity of creative and artistic values, beliefs, ideas an arts practices from a range of cultures
In a paper or exam, compare and contrast the different values,beliefs, and tensionsdisplayed in works of art with another culture.
Final PaperIn Class PresentationFinal Project
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3. Students will engage in a creative process through observation, experimentation, reflection, and revision
Component Skill Emerging Developing Mastery AssessmentStudents will engage in or critique a creative process through experimentation
Construct and revise a work of art, abiding by discipline specific creative processes.
Student will participate in a culminating project (art show, film, recital, concert, opera)
Student PerformanceStudent Composition /Choreography
Students will reflect on engagement in a creative process
Reflect and report on the process.
Student will participate in a culminating project a culminating project (art show, film, recital, concert, opera) and write a reflection of the process
Final Project, composition or choreography
Students will demonstrate the ability to revise and transform based on reflection and experimentation
Student will revise a culminating project after reflection
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4. Students will use appropriate methods and tools to analyze, interpret and critique the creative processes, artistic works, and/or performances
Component Skill Emerging Developing Mastery AssessmentStudents will analyze, interpret and critique
Engage in peerto peer critique toidentify strengths,improvements orenhancements in a creative work of art
Write an analysis of a creative work that may include, a dance,play, an opera, a literary work, a musical composition, video game, film, or visual art.
Publish a critique of a work of art
Peer To Peer EditingFinal Paper
TEAM: Regina Carlow, Leader, John Boyce, Joel Dykstra, Herman Garcia
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Below is my list of outcomes for studio and performing arts (more studio than performing), it is derived extensively from Ms. Carlow’s more generalized outcomes, my reason for trying out a specific set of outcomes for studio and performing arts is based on a concern that the outcomes be most useful for those applications, and that studio and performing arts not be set aside, not be replaced with art history and survey courses.
Outcomes:
1. Students will be able to employ fundamental discipline-specific principles and techniques to engage in an artistic process through creation, observation, reflection, and revision.
2. Students will be able to identify, explain, and demonstrate through creative or performance practices, the varied relationships among societal, cultural, and historical contexts used in the creation of works of art.
3. Students will demonstrate knowledge of, empathy, and respect for the diversity of values,
beliefs, ideas, and practices embodied in the varied human condition as they may pertain to the making, performing and critiquing of works of art.
4. Students will use appropriate methods and tools to analyze, interpret, and critique creative
works, and understand how this information can be used as a tool in their own creative process.
I would also like to address the question of the significance of broad based active creation and performance in New Mexico culture. And the need to not exclude the act of creation and performance from the state core curriculum out of consideration for cultural diversity as it is expressed in the relationship between the creative individual and the greater community.
It was not so long ago that Bishop Lamy collected all of the Santeros that he could gather from his parishioners and burned them. Substituting mass produced plaster saints in their place.
New Mexico needs to be sensitive that the creative individual has a different role in society from that of the passive consumer of culture. Whole families for many generations have been involved in the creative arts in New Mexico, I believe this is important.
At SFCC we teach Pueblo Pottery, Santeros, Micaceous Pottery, and Traditional New Mexico Tin Work. But a non-art major is, for all intent and purpose, forbidden to take even one of these classes as an option. I fear there is something of the Bishop in a system that would not allow even the option of these studies as part of the state core curriculum.
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10. Content Area: Humanities Annemarie Oldfield
Template for Essential Skills and Content
Essential Skill or Content Area:Component Skill Emerging Developing Mastery Suggested Course
AreasAssessment
Analyze and critically interpret significant human modes of expression, including primary and secondary texts, artifacts, and/or works of art (this could include fine art, literature, music, theatre, dance, & film) with awareness of the historical and cultural context in which they were produced.
See note below in GREEN
HistoryHumanitiesLiteratureLanguagesPhilosophyAesthetics/Creative Expression coursework
*Critical essays* research projects• Pre-/post- tests • Journals • Portfolios • Public Debates • Essays • Visual / Audio Identification • Videos • Documentation of service learning • Presentations: Performance, time-based • On-line Discussions • Graphic Productions (charts, diagrams, timelines, etc.) • Peer review/self-review.
Compare and contrast art forms, human modes of thought and expression, and processes across a range of
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historical periods and/or structures (such as political, geographic, economic, social, cultural, religious, and intellectual).
Assess the key processes of identity formation, boundary construction and cultural interchange that have shaped diverse societies across time and place.
See above
Draw on historical and/or cultural perspectives to evaluate any or all of the following in a global context: contemporary problems/issues, contemporary modes of expression, and contemporary thought.
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Rationale: The student should demonstrate an understanding of the present that is informed by an awareness of past heritages in human history, arts, philosophy, religion, and literature, including the complex and interdependent relationships among cultures. The student should apply critical skills of analysis and interpretation to this developing understanding, and be able to communicate his or her analysis in clear, focused prose or oral presentation. For general education program assessment, students should be expected to have progressed from introductory to developing levels of progress in any assessment of their general/essential skills. “Mastery” is meant to represent a student’s skills at the end of their baccalaureate careers.
For assessment purposes, VALUE and/or other nationally-developed rubrics could be used to adopt standards that would assess “emerging” and “developing” skill levels tied to NM general education essential skills/outcomes for use at our institutions. A minimum “state approved” rubric, which allow institutions to add other elements that align to their specific mission and to institutional requirements would provide a strong base for state-wide assessment, and support institutional assessment of gen ed.
Note: For the purposes of the Humanities and Fine Arts requirement, courses will come from the areas of History, Philosophy, Literature, Art, Dance, Music, Theatre, World Languages and those offerings from other disciplines that also include, among other criteria, analytical study of primary texts, artifacts, and/or other media (works of art, creative expression through dance, music, film, literature, etc.) as forms of cultural and creative expression. This requirement does not include work in areas such as studio and performance courses or courses that are primarily skills-oriented. The requirements must be fulfilled by courses from two different disciplines.
Resources:
current HED NM Core Competencies available at http://www.hed.state.nm.us/uploads/files/Policy%20and%20Programs/HED%20Gen%20Ed%20Competencies-All%20Areas.pdfPotential Resources:
The NM HED Core (dated August 2014) listing of approved transferable courses from NM institutions: http://www.hed.state.nm.us/uploads/files/Policy%20and%20Programs/Transfer%20Curriculum/HED_Area_IV_12-05-2012_.pdf
LEAP Essential Learning Outcomes: https://www.aacu.org/leap/essential-learning-outcomes
LEAP Value Rubrics: https://www.aacu.org/value/rubrics
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GEMS Project: https://www.aacu.org/gems
Other:
http://www.wiche.edu/passport/passport-framework
http://statecore.its.txstate.edu/
http://www.aztransfer.com/generaleducation/
http://highered.colorado.gov/academics/transfers/gtpathways/curriculum.html
Team members:
Humanities: Annemarie Oldfield, LeadTeam member Email InstitutionAnnemarie Oldfield [email protected] ENMU-RoswellSuzanne Balch-Lindsay [email protected] ENMUErica Volkers [email protected] CNMPamela Cheek [email protected] UNMJamie Bronstein [email protected] NMSU
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