Please direct comments and feedback to Dr. Frank
Veeman, Deans of Arts and Sciences: fveeman@mail.nwmissouri.edu
This document was last revised and posted on: rev. October 1, 2002
Rationale for General Education
The 42 credit hour General
Education Curriculum
Skill Area Goals
·
Valuing
Knowledge Area Goals
This document describes Northwest Missouri State University’s 42 credit
hour general education block. Some
assessment activities are embedded within specific courses and some are
external to courses. Locally developed assessments follow a process
to ensure that they are properly validated.
The nationally normed Educational Testing Service Academic Profile
has been identified as an external assessment device that aligns with many of
our stated competencies.
Northwest Missouri State University
General Education Rationale Statement
General
education is the curricular foundation at Northwest Missouri State
University. It encourages students to
acquire and use the intellectual tools, knowledge, and creative capabilities
necessary to study the world as it is, as it has been understood, and as it
might be imagined. It also furnishes
them with skills that enable them to deepen their understanding and to
communicate it to others. Through
general education, Northwest equips students for success in their specialized
areas of study and for fulfilled lives as educated persons, as active citizens,
and as effective contributors to their own prosperity and to the general
welfare.
Knowledge is
ever changing; therefore, general education must alert students to the
connections and the potential for interaction among all branches of knowing,
ordering, and imagining. General
education should inform students that the world is understood in different ways
and should provide them with the means to come to terms, intelligently and
humanely, with diversity. As a result
of their general education, students should acquire appropriate investigative,
interpretative, and communicative competencies.
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Skill Areas
Communicating - To develop students' effective use of the English
language and quantitative and other symbolic systems essential to their success
in school and in the world. Students should be able to read and listen
critically and to write and speak with thoughtfulness, clarity, coherence, and
persuasiveness.
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students
will analyze their own and others’ speaking and writing. COMM 102: ·
Critique sample oral performances by assessing content,
organization, and delivery. ENG COMP 111, 112 & 115: ·
Self-evaluation and peer review of others’ writing by
looking at organization, development and language. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) 10-111 English Composition (3 cr) 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
None specified at this time. |
Students conduct peer
evaluations of oral presentations. Students reflect and
respond to their own and their peers’ writing. |
|
B. Students
will conceive of writing as a recursive process that involves many
strategies, including generating material, evaluating sources when used,
drafting, revising and editing. ENG COMP 111, 112 & 115: ·
Generate researched writings that develop and organize a
valuable central idea. ·
Use writing process to successfully invent, plan, draft,
revise and edit. |
This
competency is met in the following courses: 10-111 English Composition (3 cr) 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
Library Tutorial online with a pre-test and post-test;
then two-three days of library orientation on how to locate materials and how
to evaluate sources for a research paper. Writing Center tutoring available M-F for students. |
|
|
C. Students
will make formal written and oral presentations employing correct diction,
syntax, usage, grammar, and mechanics. COMM 102: ·
Deliver public speeches and group presentations
employing linguistic techniques appropriately and properly. ENG COMP: 111, 112 & 115: ·
Write papers using correct diction, syntax, usage,
grammar, and mechanics. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) 10-111 English Composition (3 cr) 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
Writing Center tutoring available M-F for students. |
Faculty prepare written
evaluations of vocal and linguistic quality in oral presentations. |
|
D. Students
will focus on a purpose (e.g., explaining, problem solving, argument) and
vary approaches to writing and speaking based on that purpose. COMM 102: ·
Deliver public speeches with a specific objective in at
least two genres: informative and persuasive. ENG COMP 111, 112 & 115: ·
Write expository, persuasive, problem solving, and
argument essays. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) 10-111 English Composition (3 cr) 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
Writing Center tutoring available M-F for students. |
|
|
E. Students
will respond to the needs of different venues and audiences and choose words
for appropriateness and effect. COMM 102: ·
Explicitly account for and adapt to target audiences in
public speeches. ·
Display sensitivity toward and adaptation to others
during interviews and interpersonal interactions. ENG COMP 111, 112 & 115: ·
Write essays with rhetorical awareness of audience,
purpose, content, genre, tone and authorial stance. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) 10-111 English Composition (3 cr) 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
Writing Center tutoring available M-F for students. |
Faculty incorporate
audience adaptation into evaluation rubrics for public presentations. |
|
F. Students
will communicate effectively in groups by listening, reflecting, and
responding appropriately and in context. COMM 102: ·
Engage in formal team deliberations and presentations in
problem-solving and/or developmental groups. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) |
None specified at this time. |
Formal group
communication assignments include evaluation of leadership collaborative
skills. |
|
G. Students
will interpret quantitative and/or graphical models. |
This
competency is met in the following courses: 03-130 Plant Science (4 cr) 04-102/103 General Biology & Lab (4 cr) 04-112/113 General Botany & Lab (4 cr) 04-114/115 General Zoology & Lab (4 cr) |
None specified at this time. |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Skill Areas
Higher-Order Thinking - To develop students’ ability to distinguish among
opinions, facts, and inferences; to identify underlying or implicit
assumptions; to make informed judgments; and to solve problems by applying
evaluative standards.
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students will identify problems, construct
alternative solutions recognizing the implicit and explicit assumptions made
and advocate a reasoned choice after examining potential conflicts resulting
from differing sets of presumptions. |
This
competency is met in the following courses: Social Sciences group |
None specified at this time. |
Educational Testing Service Academic Profile. |
|
B. Student will reflect on and evaluate their
critical-thinking processes. |
This
competency is met in the following courses: Behavioral Sciences group |
None specified at this time. |
Educational Testing Service Academic Profile. |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Skill Areas
Managing Information - To develop students’ abilities to
locate, organize, store, retrieve, evaluate, synthesize, and annotate
information from print, electronic, and other sources in preparation for
solving problems and making informed decisions.
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students
will access and/or generate information from a variety of sources, including
the most contemporary technological information. ·
Access periodical articles via a Web-based periodical
index using basic keyword search strategies and Web pages via a search engine
using a menu driven search interface. ·
Access periodical articles via a Web-based periodical
index, a library catalog, and the Web using advanced keyword search
strategies. ·
Access Web pages about a selected topic employing
advanced search strategies within Web search engines. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) |
None specified at this time. |
Students prepare a
speech on the topic that is evaluated by the instructor and/or
peer-evaluated. |
|
B. Students
will evaluate information for its currency, usefulness, truthfulness, and
accuracy ·
Evaluate the authority, bias, and currency of a Web
source. ·
Evaluate periodical articles, library catalog book
records, and Web sources considering the validity of the author’s
credentials, documentation, and appropriateness of the date (for the topic). ·
Compare and contrast scholarly and popular periodical
literature. ·
Evaluate the authority, design, accuracy, purpose, and
target (audience) of Web sources. |
This
competency is met in the following courses: 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
None specified at this time. |
Students write a paper on
the topic that is evaluated by the instructor. |
|
C. Students
will organize, store, and retrieve information efficiently. ·
Cite a full-text periodical article retrieved from a
Web-based periodical index and a Web page retrieved via a search engine. ·
Cite sources (periodical articles, books, and Web pages)
retrieved from a Web-based periodical index, a library catalog, and a search
engine. ·
Report analysis of the criteria (authority, design,
accuracy, purpose, target) employed in evaluating Web sites. |
This
competency is met in the following courses: 29-102 Fund Oral Comm (3 cr) |
None specified at this time. |
Students prepare a
speech on the topic that is evaluated by the instructor and/or
peer-evaluated. |
|
D. Students
will reorganize information for an intended purpose, such as research
projects. ·
Cite an article and a Web site chosen for a specific
topic. ·
Create a “Works Cited” page listing sources retrieved
about a specific topic. ·
Organize full-text periodical articles within an e-mail
interface using subject lines. The
subject lines help shape the thesis and argument, as well as the design of
the paper or project. ·
Write a paper that includes research and a “Works Cited”
page. ·
Synthesize analysis of the authority, design, accuracy,
purpose, and target of several Web sources in an essay. |
This
competency is met in the following courses: 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) |
None specified at this time. |
Students write a paper on
the topic that is evaluated by the instructor. |
|
E. Students
will present information clearly and concisely, using traditional and
contemporary technologies. ·
Produce a hand-written synthesis of how they would use a
specific Web source in their speech or presentation. ·
Use a word processor to produce a researched paper
synthesizing information gleaned from research. ·
Use courseware to submit a paper evaluating five Web
sources. |
This
competency is met in the following courses: 10-112 English Composition (3 cr) 10-115 Honors Composition (6 cr) 29-102 Fund Oral Comm (3 cr) |
None specified at this time. |
Students write a paper on
the topic that is evaluated by the instructor. Students prepare a
speech on the topic that is evaluated by the instructor and/or
peer-evaluated. |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Skill Areas
Valuing - To develop students’ abilities to understand the
moral and ethical values of a diverse society and to understand that many
courses of action are guided by value judgments about the way things ought to
be. Students should be able to make informed decisions through identifying
personal values and the values of others and through understanding how such
values develop. They should be able to analyze the ethical implications of
choices made on the basis of these values.
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students
will recognize the values (especially moral and ethical) of a diverse
society. |
This
competency is met in the following courses: Freshman Seminar (1 cr) |
None specified at this time. |
|
|
B. Students
will identify personal values and the values of others. |
This
competency is met in the following courses: Freshman Seminar (1 cr) |
None specified at this time. |
|
|
C. Students
will analyze choices based on values (especially moral and ethical). |
This
competency is met in the following courses: Freshman Seminar (1 cr) |
None specified at this time. |
|
|
D. Students
will analyze the implications of moral and ethical choices in a diverse
society. |
This
competency is met in the following courses: Freshman Seminar (1 cr) |
None specified at this time. |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Knowledge Areas
Social & Behavior Sciences - To develop students’
understanding of themselves and the world around them through study of content
and the processes used by historians and social and behavioral scientists to
discover, describe, explain, and predict human behavior and social
systems. Students must understand the
diversities and complexities of the cultural and social world, past and
present, and come to an informed sense of self and others. (Students must
fulfill the state statute requirements for the United States and Missouri
constitutions.)
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students
will understand the foundation of human behavior. |
This
competency is met in the following courses: Behavioral Science group |
None specified at this time. |
Educational Testing Service Academic Profile. |
|
B. Students
will understand the structures and decision making processes which contribute
to the development of human culture and society. |
This
competency is met in the following courses: Social Science group |
None specified at this time. |
Educational Testing Service Academic Profile:
Social Science subscore. |
|
C. Students
will understand the United States and Missouri governments and constitutions. |
This
competency is met in the following courses: 34-102 American Government (3 cr) |
None specified at this time. |
Educational Testing Service Academic Profile. |
|
D. Students
will draw on an understanding of American history to evaluate contemporary
problems. |
This
competency is met in the following courses: 33-155 American History (3 cr) |
None specified at this time. |
Educational Testing Service Academic Profile. |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Knowledge Areas
Humanities & Fine Arts - To develop students’
understanding of the ways in which humans have addressed their condition
through imaginative work in the humanities and fine arts; to deepen their
understanding of how that imaginative process is informed and limited by
social, cultural, linguistic, and historical circumstances; and to appreciate
the world of the creative imagination as a form of knowledge.
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students will
demonstrate the ability to describe the scope and variety of works in the
fine arts. |
This
competency is met in the following courses: Fine Arts group |
None specified at this time. |
|
|
B. Students will
demonstrate the ability to explain the historical, cultural, social,
intellectual, linguistic and/or ethical dimensions of the humanities. |
This
competency is met in the following courses: Humanities/Philosophy
group |
None specified at this time. |
|
|
C. Students will
demonstrate the ability to identify the formal elements which inform critical
analysis, interpretation and judgment of works in the fine arts. |
This
competency is met in the following courses: Fine Arts group |
None specified at this time. |
|
|
D. Students will demonstrate the ability to recognize
cultural diversity in the historical, cultural, social, intellectual,
linguistic and/or ethical dimensions of the humanities. |
This
competency is met in the following courses: Humanities/Philosophy
group |
None specified at this time. |
|
|
E. Students will demonstrate the ability to articulate a
response based upon formal standards to works in the humanistic studies. |
This
competency is met in the following courses: 10-220 Intro to Literature (3 cr) |
None specified at this time. |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Knowledge Areas
Mathematics - To develop students’ understanding of fundamental
mathematical concepts and their applications. Students should develop a level
of quantitative literacy that would enable them to make decisions and solve
problems and which could serve as a basis for continued learning. (The
mathematics requirement for general education should have the same
prerequisite(s) and level of rigor as college algebra.)
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students will
apply appropriate analytic, geometric and/or statistical skills. |
This
competency is met in the following courses: Mathematics group |
None specified at this time. |
Educational Testing Service Academic Profile: Mathematics norm- referenced
score Mathematics criterion- referenced
score |
|
B. Students will
use formula, data analysis, information, events, and/or graphic
representation to make decisions or solve other problems with numerical
answers. |
This
competency is met in the following courses: Mathematics group |
None specified at this time. |
Educational Testing Service Academic Profile: Mathematics norm- referenced
score Mathematics criterion- referenced
score |
General
Education Reporting Matrix - Northwest Missouri State
State-Level Goals: Knowledge Areas
Life & Physical Sciences - To develop students’
understanding of the principles and laboratory procedures of life and physical
sciences and to cultivate their abilities to apply the empirical methods of
scientific inquiry. Students should understand how scientific discovery changes
theoretical views of the world, informs our imaginations, and shapes human
history. Students should also understand that science is shaped by historical
and social contexts.
Institutional
Competencies
|
Primary Course(s) and
Credit Hours |
Secondary Experiences |
Associated Assessment(s) |
|
A. Students will
evaluate scientific conclusions, explanations, and models using logic,
evidence, and supporting data. |
This
competency is met in the following courses: Physical Sciences group |
None specified at this time. |
|
|
B. Students will
utilize learned knowledge to make informed decisions. |
This
competency is met in the following courses: Life Sciences group |
None specified at this time. |
|
|
C. Students will
interpret experimental and/or raw scientific data. |
This
competency is met in the following courses: Physical Sciences group |
None specified at this time. |
|
|
D. Students will
identify the impact of science and technology on society. |
This
competency is met in the following courses: Life Sciences group |
None specified at this time. |
|
|
E. Students will
describe the concepts of the nature, organization, and evolution of living
systems. |
This
competency is met in the following courses: Life Sciences group |
None specified at this time. |
|
|
F. Students will
describe the basic principles of the physical universe. |
This
competency is met in the following courses: Physical Sciences group |
None specified at this time. |
29-102 Fundamentals Oral Communication
Communication Competency
A.
Students
will analyze their own and others' speaking and writing.
C.
Students
will make formal written and oral presentations employing correct
diction,
syntax, usage, grammar, and mechanics.
D.
Students
will focus on a purpose (e.g. explaining, problem solving, argument) and
vary
approaches to writing and speaking based upon that purpose.
E.
Students
will respond to the needs of different venues and audiences and choose
words for
appropriateness and effect.
Competencies A, C, D, and E are
evaluated as part of our assessment of the two major public speeches. Our
evaluation rubrics are attached. These
templates (point values will vary depending on the assignment) are based on the
Competent Communicator evaluation rubric developed by the National
Communication Association. We will be conducting reliability tests at least
once annually with these instruments, which will be adjusted accordingly. All
instructors will use the same template.
[Link to informative rubric] [Link to persuasive rubric]
F. Students
will communicate effectively in groups by listening, reflecting, and
responding appropriately and in
context.
For competency F, we are in the
process of refining our group project rubric for implementation in Fall 2002.
Attached is a draft, which provides you with an idea of where that project is
heading. We will be conducting the same reliability tests with this rubric as
with our public speaking assessments. All instructors will use the same
template. [Link
to group project rubric] [Link to group project
grade definitions]
Managing
Information
A.
Students will access and/or generate information
from a variety of sources,
including
the most contemporary technological information.
C. Students will organize, store, and
retrieve information efficiently.
E.
Students
will present information clearly and concisely, using traditional and
contemporary technologies.
Competencies
A and C are met using the Library Research Skills multimedia tutorial developed
in collaboration with Owens Library.
That tutorial is located at:
http://www.nwmissouri.edu/library/courses/communication/INDIANA/SCUBA/BLITZHOME.HTM
To
assess student learning from this module, we will be administering pre-tests
and post-tests co-developed with the Owens Library staff. The multimedia tutorial includes internal
mastery learning components that allow the student to advance in the tutorial
only after giving the correct response to several questions. Competency E is assessed within the public speaking
rubrics within the Presentational Aid section.
At least one speech requires the use of a presentational aid.
29-102 GRADING FORM:
INFORMATIVE PRESENTATION
revised 02/20/03
_____INTRODUCTION
(5-15 points)
Gets
attention - /
OK / +
States
thesis - / OK
/ +
Topic
relevant to audience - / OK / +
Establishes
credibility - / OK / +
Previews
main points - / OK / +
Orients
audience - / OK / +
________________________________________________________________________________________
_____ORGANIZATION
(10-25 points)
Outline
prepared as instructed - / OK / +
Defines
key terms - / OK / +
Uses
logical development - / OK / +
Uses
internal previews & summaries used - / OK / +
Labels
main ideas - / OK / +
Develops
points sufficiently - / OK / +
Makes
smooth transitions between points - / OK / +
Gives
clear purpose for each main idea - / OK / +
Covers
main points in proper proportion - / OK / +
Relates
all main points to thesis - / OK / +
________________________________________________________________________________________
______REASONING
AND EVIDENCE (10-25 points)
Supports
opinions with evidence - / OK / +
Cites
sufficient number of sources (minimum 3)
#1
#2
#3
Variety
of supporting material - / OK / +
Uses
quality evidence:
Qualified - / OK / +
Objective - / OK / +
Recent - / OK / +
Adapts
ideas & evidence to audience - / OK / +
Avoids
serious inaccuracies - / OK / +
________________________________________________________________________________________
_____PRESENTATIONAL
AID(S) (0-10 points)
Handled
smoothly - /
OK / +
Integrated
into presentation - / OK / +
Comprehensible
to audience -
/ OK / +
Illustrate
key ideas - /
OK / +
________________________________________________________________________________________
______VOICE
AND LANGUAGE (5-15 points)
Enthusiasm - / OK / +
Concise,
appropriate wording - / OK / +
Proper
grammar & pronunciation - / OK / +
Volume - / OK / +
Vocal
variety - / OK
/ +
Rate
(speed) slow / OK / fast
Extemporaneous - / OK / +
________________________________________________________________________________________
______PHYSICAL
DELIVERY (5-15 points)
Eye
contact with audience - / OK / +
Facial
expressions -
/ OK / +
Body
movements & gestures - / OK / +
Posture - / OK / +
________________________________________________________________________________________
______CONCLUSION
(5-15 points)
Signals
ending - / OK
/ +
Reviews
main points -
/ OK / +
Emphasizes
impact of speech - / OK / +
Challenges
or calls audience to action - / OK / +
Establishes
closure - / OK
/ +
29-102 GRADING FORM:
PERSUASIVE PRESENTATION
revised 02/20/03
_____INTRODUCTION
(5-15 points)
Gets
attention - /
OK / +
States
thesis - / OK
/ +
Topic
relevant to audience - / OK / +
Establishes
credibility - / OK / +
Previews
main points - / OK / +
Orients
audience - / OK / +
________________________________________________________________________________________
_____ORGANIZATION
(10-25 points)
Outline
prepared as instructed - / OK / +
Defines
key terms - / OK / +
Uses
logical development - / OK / +
Uses
internal previews & summaries used - / OK / +
Labels
main ideas - / OK / +
Develops
points sufficiently - / OK / +
Makes
smooth transitions between points - / OK / +
Gives
clear purpose for each main idea - / OK / +
Covers
main points in proper proportion - / OK / +
Relates
all main points to thesis - / OK / +
________________________________________________________________________________________
______REASONING
AND EVIDENCE (10-25 points)
Supports
opinions with evidence - / OK / +
Cites
sufficient number of sources (minimum 3)
#1
#2
#3
Variety
of supporting material - / OK / +
Specifies
and qualifies claims - / OK / +
Uses
quality evidence:
Qualified - / OK / +
Objective - / OK / +
Recent - / OK / +
Adapts
ideas & evidence to audience - / OK / +
Avoids
serious logical flaws - / OK / +
Refutes
opposing arguments - / OK / +
________________________________________________________________________________________
_____PRESENTATIONAL
AID(S) (0-10 points)
Handled
smoothly - /
OK / +
Integrated
into presentation - / OK / +
Comprehensible
to audience -
/ OK / +
Illustrate
key ideas - /
OK / +
________________________________________________________________________________________
______VOICE
AND LANGUAGE (5-15 points)
Enthusiasm - / OK / +
Concise,
appropriate wording - / OK / +
Proper
grammar & pronunciation - / OK / +
Volume - / OK / +
Vocal
variety - / OK
/ +
Rate
(speed) slow / OK / fast
Extemporaneous - / OK / +
________________________________________________________________________________________
______PHYSICAL
DELIVERY (5-15 points)
Eye
contact with audience - / OK / +
Facial
expressions -
/ OK / +
Body
movements & gestures - / OK / +
Posture - / OK / +
________________________________________________________________________________________
______CONCLUSION (5-15 points)
Signals
ending - / OK
/ +
Reviews
main points -
/ OK / +
Emphasizes
impact of speech - / OK / +
Challenges
or calls audience to action - / OK / +
Establishes
closure - / OK
/ +
_______________________________________________________________________________
Problem
considered thoroughly, not restated from assignment
History
of problem
Identification
of stakeholders (who is affected)
Extent
of problem (duration, harms)
Time
frame for solution
_______________________________________________________________________________
Budget,
time, or other constraints
Resources
& personnel available
Responsibility
for implementation
Impartial,
objective criteria (not just hunches or personal preferences)
_______________________________________________________________________________
Several
diverse solutions
Feasible
solutions
Original
solutions
_______________________________________________________________________________
Advantages
& disadvantages weighed for each possible solution
Short-term
& long-term effects considered
Tangible
(money, hardware, etc.) & intangible (time, money) costs & benefits
recognized
Precedents
for success or failure of similar solutions
All
relevant stakeholders considered
_______________________________________________________________________________
Clear
decision-making method
Minority
or dissenting views acknowledged
Combined
or revised solutions considered
Selection
tied to criteria
_______________________________________________________________________________
Stakeholder
reactions
Specific
standards for success & failure
Contingency
plans
Method
to monitor solutions
Frequency
for monitoring solutions
_______________________________________________________________________________
_____ Group
Discussion Board Postings (20 points)
Made
frequent, positive contributions
Assumed
healthy task and maintenance roles
Avoided
aggression, blocking, recognition-seeking, dominating
Stayed
on task and topic
Avoided
groupthink
_______________________________________________________________________________
_____ Oral
Report (30 points)
Thoroughly
explores the problem-solving step(s)
Details
why and how decisions were reached at each step
Specifies
actual research conducted
Verbal
fluency, proper grammar
Smooth,
professional delivery
_______________________________________________________________________________
_____ points (140 possible) Letter Grade Equivalent _____
-_____ penalties Reason:
Grading Criteria
|
A |
projects will have the following
characteristics:
· Problem stated clearly. Underlying problems such as conflict of values, rights or interests are identified. Problem placed in historical or other developmental context.
· Four or more solutions proposed.
· Feasibility of solutions proven by researching similar or analogous solutions that have been implemented.
· Anticipated consequences or outcomes are identified as desirable or undesirable for four or more proposed solutions.
· A clear outline plan made, listing any resources needed, to implement a solution. Measures are given by which outcomes can be determined and evaluated to reach a conclusion about the adequacy of the solution to the problem.
|
B |
projects will have the following characteristics:
· Problem stated clearly. Underlying problems such as conflict of values, rights or interests are identified.
· Two or three solutions proposed.
· Feasibility of solutions explained with reasoning.
· Outcomes identified and evaluated for 2 or 3 solutions.
· The plan and measures are adequate to make a conclusion.
|
C |
projects will have the following characteristics:
· Problem(s) identified adequately.
· One solution proposed.
· Feasibility of solution not considered or asserted.
· Consequences unclear as to their desirability.
· Components of plan or measures are ambiguous.
|
D |
projects will have the following characteristics:
· Problem and/or underlying issues poorly stated.
· Solutions are not clearly connected to the problem.
· Outcomes not connected to the proposed solution.
· Significant information is missing from either the plan, or method of measuring consequences, to make a conclusion.
|
F |
projects will have the following characteristics:
· Problem not identified or its underlying issues missing.
· Solutions do not address the problem or underlying issues.
· Outcomes missing.
· The plan or measures used are not connected or missing.
|
In general the writer demonstrates a consistent understanding of, but has not completely mastered, the skills necessary to produce an academic research paper. Thesis There is a discernable, if general, thesis that suggests an understanding of the purpose of the research project and an understanding of an appropriate audience. Development The paper’s development might be somewhat uneven and might sometimes shows logical leaps, but more than not it presents appropriate evidence and explanations using the student’s own words and accurately cited quotations drawn from research sources; paragraphs show overall cohesion but may stray from a single topic sentence. Organization The paper should demonstrate a mastery of the fundamentals of paragraphing and organization and should be free of any confusing passages. Language The paper should present a clear understanding of the academic expectations for Standard Written English and should be virtually free of grammatical and mechanical errors, including spelling and punctuation errors. Documentation In-text and bibliographic citations follow MLA style rules, without significant inconsistencies. |
Faculty Information Sheet
Purpose
This project is driven
by the CBHE’s requirement of having Valuing as part of the General Education
Program at all Missouri Institutions. GEDAG (General Education Advisory Group,
a sub-committee of the Senate’s Curriculum Committee) decided to have this
competency fulfilled in Freshman Seminar, a decision subsequently approved by
the Faculty Senate. A Valuing Team,
under the guidance of the Freshman Seminar Staff, was assembled during the summer
and a pilot program was constructed.
Delivery Choices
It was decided by GEDAG that this component be constructed for online
delivery for a variety of reasons among which was the desire to minimize the
impact on the teaching staff. We were
fully aware of the historical problem of ‘dumping’ new things into Freshman
Seminar, and see the Values Component as core principle of unity to the course.
The decision was made to utilize eCompanion (rather than CourseInfo) given
Northwest’s transition to that delivery system for all in-house course delivery
needs. The decision to do this on-line
was first developed in GEDAG and approved by that committee and subsequent
authoritative bodies. The online modules can offer consistent content while
minimizing the preparation demands on the instructional staff.
Goals of Value
Component
After much discussion on content and style of the valuing material, the
Valuing Team decided on the following:
1) the valuing component would have academic credibility
2) the valuing component would integrate the academic aspects with the entirety of the living-learning experience.
Structure of Value
Component
Given these goals, the value component consists of two parts: a)
didactic and b) application/practical.
Thus, the ten units of the valuing component of freshman seminar are divided
into these two parts. The first five
are didactic in character and introduce the student to the study of
values. The second five are
application scenarios.
The Didactic Part
The didactic part consists of the following:
Unit I: Introduction to Values
Unit II: Classification of Values
Unit III: Formal Classification of Values
Unit IV: Critically Thinking about Values
Unit V: Values and Northwest
Each of these units will have similar structure in terms of the material presented.
Unit I: Introduction
to Values
Purpose: The purpose of this unit is to introduce the student to the issue
of values. The scope includes questions
about the multiplicity of values at play in a complex culture, and to Axiology,
the study of values. The underlying
goal is to inculcate in the student an appreciation of the importance of rationally thinking or critically thinking about values.
Content:
A) A Tegrity (PowerPoint with narrating video) presentation concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Two students are
discussing the recent admission of one of them to Northwest, and the confusion
of values that he is experiencing.
Themes discussed:
a.
What are values
b.
Where do they come from
c.
Why they are sometimes in conflict
d.
Why rationally thinking or critically thinking about values is
important
e.
Axiology – the science of values
f.
The meaning of ‘science’ as rational inquiry; and its
connection to university
g.
How different sciences utilize different rules or criteria
h.
The key criteria for doing ‘rational discourse,’ doing
‘science’
i.
Consistency, coherency, adequacy, applicability,
communicability;
ii.
Rules for evidence, rules for truth-finding
i.
The difference between knowledge and opinion and the role of
the university as a place where we seek knowledge;
j.
Axiology as the science of values, now understood in light of
the criteria
C)
Tegrity Review: These key elements are then highlighted in a
review; the PowerPoint becomes a tool to reinforce the key concepts.
D)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
E)
Assessment: An objective assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since this is
done totally online, there is no actual grading by the instructor or by the
peer advisor.
Key Concepts:
This unit attempts to facilitate a conversation about values, and how one of the chief tasks of the university centers on values. One of the underlying myths that it tries to explode is that ‘science’ is value neutral. Not only can there be a science of values, every science operates within a value framework. Science is not just about facts that we memorize, but also about ideas and concepts that are valued. The second myth is that “it’s just all a matter of opinion.” Using classic distinctions between knowledge and opinion, the rational project of a science becomes the tool by which these two cousins (knowledge and opinion) can be sorted out. A primary task of university is to assist the student understand how we distinguish between knowledge claims and opinions. Thus, the science of Axiology becomes understood as the rational conversation about values (the science of values). The third myth that the unit begins to tackle is the classic fact-value distinction, which is often formulated as “science is just about facts, and values judgments are formulated elsewhere.” The unit lays the foundation for understanding that value judgments are involved in all rational inquiry. Academic disciplines are not value-neutral, and the critically thinking student should be asking questions about the underlying values in each course they take.
Unit II: Classification of Values
Purpose: The purpose of this unit is to informally introduce the student to
the organization of values: first, by grouping them according to various
sources: family, peers, society, religion, etc. The varieties of sources can give rise to conflicts in values and
the resultant need for a rational discourse
concerning values. The student is
introduced to the problem of relativism of values, and the search for universal values.
Content:
A) A Tegrity (PowerPoint with narrating video) presentation concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Two students are
discussing a movie that presented value issues. Themes discussed:
a.
Continuation of source of values from previous video
b.
Family, peer, societal, etc. values are discussed
c.
Why they are sometimes in conflict
d.
Relativism of values: ‘All values are in the eye of the
beholder’
e.
The search for universal
values and its connection to the project of the university
f.
How the search for universal
returns to rational inquiry about
values - Axiology
C)
Tegrity Review: These keep elements are then highlighted in a
review; the PowerPoint becomes a tool to reinforce the key concepts.
D)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
E)
Assessment: An objective assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since this is
done totally online, there is no actual grading by the instructor or by the
peer advisor.
Key Concepts:
This unit attempts to facilitate a conversation about the source of values. Do all families value the same things? Should all families value the same things? How do certain peer originating values come into conflict with family originating values, and so forth? The key myth that is being addressed here is ‘Everyone’s values should be like mine.’ Or, ‘if someone else’s values are different from mine, theirs are wrong.’ This diversity of values immediately raises the possibility that all values are relative---merely dependent upon the individual or social group. The student is then introduced to the classic problem---which has become a dominant cultural perspective today: ‘Everything is relative.’ Using ethical/moral examples, the student is introduced to the importance of ‘escaping relativism.’ Again rational inquiry into values becomes the door by which the quest for universal values is perused. If relativism is to be overcome (if it can be), then participation in the rational discourse about values is the only way short of dogmatisms. Again the university is a place where that rational discourse (science) is fostered. It is important that the student recognize that a universal value is not one that in fact everyone assents to, but is ideally one to which all rational persons would assent, if they understood the meaning of the value.
Unit III: Formal Classification of Values
Purpose: The purpose of this unit is to expand on the classification
process of the last video, but now in a more technical manner. It is recommended that the student read the
textbook chapter on values. Using
classic terminology, values are classified into epistemic, ethical, and
aesthetic values. Each of these are, in
turn, explored in light of the issue of relativism of values---and how the task
of the university is involved with
the search for universal values. This is followed by additional distinctions
between intrinsic and instrumental values and performance values.
Content:
A) A Tegrity (PowerPoint with narrating video) presentation concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Three students,
one of which is currently enrolled in Freshman Seminar, are discussing the
various classifications of values.
Themes discussed:
a.
Epistemic Values – knowledge and opinion, truth and falsity
b.
The role of science and epistemic values and why certain
beliefs may not fit into a particular science
c.
The difference between regional
epistemic values and universal epistemic
values
d.
Ethical values – the important distinction between mores,
moral values and ethical values
e.
The role of the science of ethics in the rational discourse
about moral values
f. Aesthetic values – judgments about beauty, ugliness
g. The role of the science of Aesthetics in determining universals
h. Intrinsic vs. instrumental values; ends and means, and the ethical principle that ends do not justify the means.
i. Performance values – evaluation of how achieves particular value-goals
C)
Tegrity Review: These keep elements are then highlighted in a
review; the PowerPoint becomes a tool to reinforce the key concepts.
D)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
E)
Assessment: An objective assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since this is
done totally online, there is no actual grading by the instructor or by the
peer advisor.
Key Concepts:
This unit is a keystone in the unity of values, linking ‘the
true’ (epistemic), ‘the good’ (ethical), and ‘the beautiful’ (aesthetic). These three arenas highlight the fundamental
values of the academic aspect of university life---the search for the true, the
good and the beautiful. Each arena addresses the problem of relativism. For example, why is it that certain valued
beliefs that arise from religious communities do not qualify as epistemic
values in the science of biology? Or:
why is it that my moral beliefs, or those of my group, might not be ethically
binding on all persons? Or: how can my
art teacher make judgment about my art, is not ‘beauty in the eye of the
beholder?’ The underlying theme is to
help the student realize that the academic project of the university is to rise above their own personal or regional
judgments about what is true, good and beautiful and participate in a university conversation about universal values. This is then followed by the distinction
between intrinsic and instrumental values (means and ends). The fundamental question becomes ‘are the
people and things in my world merely means (instruments) for my own valued ends?’
Unit IV: Critically Thinking about Values
Purpose: Given the varieties of values that envelop a person, it becomes
important to grasp certain tools to analyze these values---to critically think
about values. Critically thinking about
values is essential to making rational choices
about values. This unit exposes the
student to the basics of critical
thinking. Since the overarching goal is critically thinking about values,
the student is first introduced to the distinction between normative and
descriptive sciences. This becomes
essential to understand this critical
distinction between types of values.
The normative sciences attempt to elucidate values that are universalizable. The descriptive
sciences attempt to articulate modes of explanation about things. In the process of critically thinking about values, one must distinguish between
values that lay normative claim on a rational person from those that are
descriptive of some state of affairs.
Content:
A) A Tegrity (PowerPoint with narrating video) presentation concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Three students
are discussing the course related material that presented value issues. Themes discussed:
a.
Normative vs. Descriptive Science ---the difference between
“what is the case” and “what ought to be the case”
b.
The traditional importance of ethical values and the principle
of supercession of values; when values are in conflict, how one value may
supersede over another value;
c.
Difference between thinking
and critically thinking
d.
Critically thinking and analysis of presuppositions and
consequences
C)
Tegrity Review: These keep elements are then highlighted in a
review; the PowerPoint becomes a tool to reinforce the key concepts.
D)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
E)
Assessment: An objective assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since this is
done totally online, there is no actual grading by the instructor or by the
peer advisor.
Key Concepts:
This unit begins to prepare the student for the critical
evaluation of the applications in Part II of the values component. All values are not equal (again the
relativism theme challenged). Some
values have their origin in personal preferences; some values have a more
universal character. For example, there
is no obligation for me to like ‘eating a big Mac.’ However, there may be an epistemic obligation to believe that
2+2=4, if I am a rational person who understands the meaning of “2+2=4.” In a similar fashion, ethical values are
those that have normative obligation and which have a rationally higher status
than non-ethical values. The trick here
is to get the students to realize that there may not be a definite list of ethical values, but that what is
important is participating in the rational
discourse about moral values. It is
in participating in this rational
discourse that the discernment about values, the critically thinking about
values takes place. It is in this
context then that the exploration of the presuppositions and consequences of
the values one holds occurs. The
critical thinker about values (the critical thinker about anything) explores the “hidden values” that lie behind a given
value, as well as the outcomes of the value.
Going back to a theme in Unit One, all of one’s values have impact on
our behavior and on our various other beliefs and values. The critical thinker explores those
presuppositions and consequences.
Unit V: Values and Northwest
Purpose: Beginning the transition to the more practical dimensions, the
fundamental values of Northwest, of a university, are explored. Building on the previous concepts the student
is reminded that Northwest is a community
and the life-blood of a community is communication. As a university
community, Northwest is concerned with ‘verging towards unity’ (the meaning
of university, universal). This
‘verging towards unity’ is articulated in to key ways: the unity of integral
personhood or formation of holistic character, and unity of disciplines and
pursuit of “the true, the good, the beautiful.”
Content:
A) A Tegrity (PowerPoint with narrating video) presentation concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Three students
are discussing the course related material that presented value issues. Themes discussed:
a.
Community and Communication: to fortify together
b.
Living-learning environment---holistic approach
c.
The metaphor of university as ‘temple of learning’ rather than
a ‘marketplace’
d.
Key values:
i.
Civility of discourse
ii.
Respect for Facility
iii.
Contribution to Community
iv.
Know Thyself
e.
Unity of Knowledge – General Education as Core
f.
The Freshman Seminar Covenant
C)
Tegrity Review: These keep elements are then highlighted in a
review; the PowerPoint becomes a tool to reinforce the key concepts.
D)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
E)
Assessment: An objective assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since this is
done totally online, there is no actual grading by the instructor or by the
peer advisor.
Key Concepts:
Integration, connections, community, communication, unity. The various aspects of life at Northwest form an integrated whole. The underlying concept is that Northwest is a community of persons engaged in mutual character formation---hence the essential role of communication and fostering communication. The Covenant becomes the sign of commitment by all parties to that community.
General Comment: In each of the application videos, some aspect of student life is captured on video, usually in the format of students discussing their behavior or the behavior of their peers. The ultimate task here will be for the students to apply distinctions and thought processes from the didactic component to these scenarios.
The application/practical part consist of the following:
Application I: Relationships
Application II: Alcohol
Application III: Cultural Diversity
Application IV: Plagiarism
Application V: Sexual Orientation
Each of these units will have similar structure in terms of
the material presented.
Application I: Relationships
Purpose: To facilitate a critical value analysis concerning relationships. The various characters articulate multiple values. Some value “cheap sex”, others “meaningful relationships.” What is the value of each? What are the presuppositions of the characters, what are the consequences of their values? Are there epistemic, ethical/moral, aesthetic values articulated? Intrinsic, instrumental, performance values? How does one go about critically deciding about values of this type? How do the values of the characters related to the values of Northwest?
Content:
A)
A Tegrity (PowerPoint with narrating video) presentation
concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Two groups of
three students are discussing the previous evenings party and a one-night stand
that occurred.
C)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
D)
Assessment: A short answer assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since these
are short answers, the committee decided that the peer advisor using a provided
testing key could assess these answers.
Key Concepts:
Identification of values; examination of various values as
to their presuppositions and consequences.
No attempt is made to suggest which character ‘has the right
values.’ Is ‘having cheap sex’
something that people value? Absolutely.
Is ‘having committed relationships’ something that people value?
Absolutely. The task is to encourage
the students to critically think about
those values. Why would a person have
this value or that value? This posture
is adopted throughout.
Application II: Alcohol
Purpose: To facilitate a critical value analysis concerning alcohol. We find our characters in various stages of alcohol usage. The various characters articulate multiple values. Some value “the bottle is my only friend”, others “staying sober.” What is the value of each? What are the presuppositions of the characters? What are the consequences of their values? Are there epistemic, ethical/moral, aesthetic values articulated? Intrinsic, instrumental, performance values? How does one go about critically deciding about values of this type? How do the values of the characters related to the values of Northwest?
Content:
A)
A Tegrity (PowerPoint with narrating video) presentation
concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Six friends at a
party after a full evening of drinking; this video runs sequentially backwards
to earlier parts of the day
C) Threaded Discussions – some threaded discussion topics have been provided; these TD’s can be used in classroom discussions or on-line;
D) Assessment: A short answer assessment package is provided. Freshman seminar instructors can adapt it to their own use by adding questions, deleting questions, etc. Since these are short answers, the committee decided that the assessment of these answers could be made by the peer advisor using a provided testing key.
Key Concepts:
Identification of values; examination of various values as to their presuppositions and consequences.
Application III: Cultural Diversity
Purpose: To facilitate a critical value analysis concerning cultural values and diversity. We find our characters engaged in a conversation about cultural identity---being an American. One character brings home two new international friends and discussions follow about cultural differences.
Content:
A)
A Tegrity (PowerPoint with narrating video) presentation
concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Three friends
and two international students;
C)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
D)
Assessment: A short answer assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since these
are short answers, the committee decided that the peer advisor using a provided
testing key could make the assessment of these answers.
Key Concepts:
Identification of values; examination of various values as to their presuppositions and consequences
Application IV: Academic Honesty
Purpose: To facilitate a critical value analysis concerning academic honesty and honor violations. We find our characters engaged in the production of group assignment and find the opportunity to copy a work written by someone else. A conversation about academic honesty ensues.
Content:
A)
A Tegrity (PowerPoint with narrating video) presentation
concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Four friends
working on a group project;
C)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
D)
Assessment: A short answer assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since these are short answers, the committee decided
that the assessment of these answers could be made by the peer advisor using a
provided testing key.
Key Concepts:
Identification of values; examination of various values as to their presuppositions and consequences
Application V: Sexual Orientation
Purpose: To facilitate a critical value analysis concerning sexual orientation and differences. This video is a montage of internal dialogues by our six characters, reflecting on sexual orientation issues and relationships. They explore various feelings and perspectives on these issues.
Content:
A)
A Tegrity (PowerPoint with narrating video) presentation
concerning the unit and the information provided in the unit;
B)
Student Video: (two possible viewing formats) Three friends
and two international students;
C)
Threaded Discussions – some threaded discussion topics have
been provided; these TD’s can be used in classroom discussions or on-line;
E)
Assessment: A short answer assessment package is provided.
Freshman seminar instructors can adapt it to their own use by adding questions,
deleting questions, etc. Since these
are short answers, the committee decided that the peer advisor using a provided
testing key could make the assessment of these answers.
Key Concepts:
Identification of values; examination of various values as to their presuppositions and consequences
Summative Observation: The entire values component for Freshman Seminar is get the student to realize that values are surrounding us in all aspects of our life. The key to learning how to navigate in this sometimes-overwhelming sea of values is actively participating in the rational discourse about values. In other words: Keep the Conversation Going. This is what university is all about.