Download Education Report Matrix: Communication, Higher-Order Thinking, Info Management, Valuing, S and more Exams Physics in PDF only on Docsity!
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Draft General Education Reporting Matrix
State-Level Goals
SKILL AREAS
Institutional Competencies Course(s) and
Credit Hours
Non-Course
Experiences
Associated
Assessment(s)
Communicating
A. analyze and evaluate their own and
others' speaking and writing
B. conceive of writing as a recursive process
that involves many strategies, including
generating material, evaluating sources
when used, drafting, revising, and editing
C. make formal written and oral
presentations employing correct diction,
syntax, usage, grammar, and mechanics
PHY 101: Survey of Physical Science (5)
Students’ laboratory reports are reviewed twice a week by a faculty member.
D. focus on a purpose (e.g., explaining,
problem solving, argument) and vary
approaches to writing and speaking based
on that purpose
E. respond to the needs of different venues
and audiences and choose words for
appropriateness and effect
F. communicate effectively in groups by
listening, reflecting, and responding
appropriately and in context
PHY 101 (5) Students participate in open classroom discussions regarding situational posers and historical retrospectives.
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.
G. use mathematical, statistical models,
standard quantitative symbols, and various
graphical tactics to present information with
clarity, accuracy, and precision
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State-Level Goals SKILL AREAS
Institutional Competencies Course(s) and Credit Hours
Non-Course Experiences
Associated Assessment(s)
Higher-Order Thinking
A. recognize the problematic elements of
presentations of information and argument
and to formulate diagnostic questions for
resolving issues and solving problems
PHY 101 (5) Students participate in open classroom discussions regarding situational posers.
B. use linguistic, mathematical or other
symbolic approaches to describe problems,
identify alternative solutions, and make
reasoned choices among those solutions
C. analyze and synthesize information from
a variety of sources and apply the results to
resolving complex situations and problems
D. defend conclusions using relevant
evidence and reasoned argument
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.
E. reflect on and evaluate their critical-
thinking processes
Managing Information
A. access and/or generate information from
a variety of sources, including the most
contemporary technological information
services
PHY 101 (5) Students’ laboratory reports are reviewed twice a week by a faculty member.
B. evaluate information for its currency,
usefulness, truthfulness, and accuracy
PHY 101 (5) Students participate in open classroom discussions regarding historical retrospectives.
C. organize, store, and retrieve information
efficiently
PHY 101 (5) Students answer multiple situational questions which require an understanding of terms and the application of the scientific method.
D. reorganize information for an intended
purpose, such as research projects
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.
E. present information clearly and
concisely, using traditional and
contemporary technologies
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Humanities & Fine Arts
A. describe the scope and variety of works in the humanities and fine arts (e.g., fine and performing arts, literature, and speculative thought)
B. explain the historical, cultural, and social contexts of the humanities and fine arts
C. identify the aesthetic standards used to make critical judgments in various artistic fields
D. develop a plausible understanding of the differences and relationships between formal and popular culture
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.
E. articulate a response based upon aesthetic standards to observance of works in the humanities and fine arts
State-Level Goals KNOWLEDGE AREAS
Institutional Competencies Course(s) Non-Course Experiences
Associated Assessment(s)
Mathematics
A. describe contributions to society from
the discipline of mathematics
B. recognize and use connections within
mathematics and between mathematics
and other disciplines
C. read, interpret, analyze, and synthesize
quantitative data (e.g., graphs, tables,
statistics, and survey data) and make
reasoned estimates
PHY 101 (5) Students’ laboratory reports are reviewed twice a week by a faculty member.
D. formulate and use generalizations based
upon pattern recognition
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.)
E. apply and use mathematical models
(e.g., algebraic, geometric, statistical) to
solve problems
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Life & Physical Sciences
A. explain how to use the scientific method
and how to develop and test hypotheses in
order to draw defensible conclusions
PHY 101 (5) Students participate in open classroom discussions regarding situational posers and historical retrospectives. Students answer multiple situational questions which require an understanding of terms and the application of the scientific method.
B. evaluate scientific evidence and
argument
PHY 101 (5) Students participate in open classroom discussions regarding situational posers. Students’ laboratory reports are reviewed twice a week by a faculty member.
C. describe the basic principles of the
physical universe
PHY 101 (5) Students answer multiple situational questions which require an understanding of terms and the application of the scientific method.
D. describe concepts of the nature,
organization, and evolution of living
systems
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.
E. explain how human choices affect the
earth and living systems
PHY 101 (5) Students participate in open classroom discussions regarding situational posers and historical retrospectives.
