THE UNIVERSITY OF SCRANTON GENERAL EDUCATION LEARNING OUTCOMES AND ASSESSMENT STRUCTURE (1 August 2014)
|
|
- Basil Perry
- 6 years ago
- Views:
Transcription
1 THE UNIVERSITY OF SCRANTON GENERAL EDUCATION LEARNING OUTCOMES AND ASSESSMENT STRUCTURE (1 August 2014) Institutional Learning Objectives Learning Goals and Objectives for the GE Program Learning Outcomes for the GE Required Areas GE Area-Approved Courses Assessment Plans Assessment Reports Approved by the President s Cabinet Spring 2014 Develop and use the intellectual and practical skills that are the foundation of personal and professional development and lifelong learning. Approved by the Faculty Senate on 9 May 2014 Goal: Students will demonstrate analytic reasoning and critical thinking within and across disciplines. Students will apply inductive, deductive, and other systems of logical analysis to solving problems. Approved objectives for Curriculum 2000 (1997). EP objectives new on 9 May First-Year Seminar (FYS) With the completion of the FYS, students will be able to: - demonstrate critical thinking and reading skills. -participate in academic discussions. - articulate the components of the Ignatian identity and mission of The University of Scranton. - articulate the Habits of the Mind and describe their value in an intellectual life. From syllabi of courses which are approved for one or more GE designations. Specific learning outcomes from individual courses are mapped to the GE LO goals and LO goals of other programs as appropriate. First-Year Seminar (FYS) list of FYS-Approved All required courses and required course sequencess 1 have an assessment plan in place. Courses that are part of the distribution requirement 2 are being addressed in a variety of ways. 1 Required courses/sequences: EP-FYS, EP-FYW (including WRTG 107 or 105/106), EP-FYD (including C/IL 102 and C/IL 104), EP-FYO (including COMM 100), PHIL 120 and 140, T/RS 121 and requirements : W, Q, E, S, CH, CL, CF, CA, CI, D, P elective Collection of student writing from fall and spring seminar sections. Evaluation of a specific learning outcome by committee. Annually. Assessment Reports are referenced below. Report: First-Year Seminar Assessment, Fall 2014 [Dr. Brigid Frein] Submitted 20 June P a g e
2 Goal: Students will demonstrate proficiency in verbal (written and oral) communication within and across disciplines. Learning Objective. Students will communicate effectively in writing and orally, disseminating thoughts and ideas to persuade, defend, and/or inform audiences in discipline-specific and general venues. Learning Objective. Students will demonstrate clarity, coherence, rigor, scholarly tone, and stylistic control, which will be achieved by applying proofreading, editing and revising strategies to their work and the work of their peers. Students will develop general and disciplinespecific skills to deliver effective, audienceappropriate oral presentations using visual, auditory, and technological aids Learning Objective. Students will analyze, understand, and produce verbal language in a variety of forms, including works of fiction and nonfiction, dramatic and poetic texts, First-Year Writing (FYW) With completion of the FYW requirement the student will be able to: - employ flexible strategies for generating, organizing, revising, editing, and proofreading writing of varying lengths to improve development of ideas and appropriateness of expression. -find, gather, read, summarize, evaluate, analyze, and synthesize texts in a purposeful manner in order to generate and support writing. -write for different audiences, purposes, and contexts. -integrate their own ideas with those of others using accurate and appropriate documentation. -develop skills related to critical self-assessment and reflection on the process of writing. -write in standardized English using appropriate syntax, grammar, spelling, and punctuation. First-Year Oral Communication(FYO) With completion of the FYO requirement, the student will be able to : -structure and organize information according to purpose, audience and situation -develop and share ideas in both formal and informal WRTG , 107 First-Year Oral Communication (FYOapproved elective) or COMM 100 core course list of FYO-Approved Pre-test (placement)/post-test conducted each semester; final papers evaluated for chosen SLOs each semester. Evaluation by committee using rubrics developed within the Department of English and Theatre. Annually. For COMM 100: Collection of videos of student presentations, early in the semester and late in the semester. Evaluation by committee using rubrics developed within the Department of Communication. (Schedule and timeline: Annually, first report due 1 July 2014) For EP-FYO electives, assessment is performed at the course level. Report in September 2014 [Dr. Teresa Grettano] Report in July 2014 [Dr. Rebecca Mikesell] Report: BIOL 141L & 142L EP FYO and EP FYD Student Learning Objectives for Spring 2014 [Dr. Janice Voltzow] 2 P a g e
3 essays, speeches, every-day conversation, and digital communications. situations using verbal and nonverbal communication -create and maintain a relationship between the speaker and the audience -engage in effective listening and self-reflection Each EP-FYO approved course has its own assessment elements. (Schedule: Annually for pilot courses. Submitted 19 June 2014 Goal: Students will demonstrate technological and information literacy. Students will demonstrate competency in finding, evaluating, analyzing, and effectively using various sources of information. Students will competently identify and employ contextually appropriate technologies to support the acquisition and dissemination of new knowledge. First-Year Digital Technology (FYD) With completion of the FYD requirements, the student will be able to: -conduct effective search strategies to gather information suitable to the topic, audience, purpose, context and speaker -evaluate sources for credibility -use digital technology to analyze and process data and information -employ digital technology to deliver results in appropriate forms First-Year Digital Technology (FYD)- approved elective or C/IL 102 core course list of FYD-approved For C/IL 102: Pre- and post-testing done every semester. Evaluation by committee within the Department of Computing Sciences. (Annually) For EP-FYD electives, assessment is performed at the course level. Each EP-FYD approved course has its own assessment elements. (Schedule: Every time the course is offered for pilot courses.) Report: C/IL 102 and C/IL 102L Outcomes and Assessment [Dr. John Beidler] Submitted - 26 May 2014 Report: INTD 184 Eloquentia Perfecta Foundations. Fall 2013 and Spring 2014 [Dr. Y. Bi, Prof M B Holmes, Prof. P Jackowitz, Dr. R Mikesell, Prof B Moylan, Prof B Oldham, Dr. K Pavlick, Prof. R Plishka] Submitted 30 June 2014 Report: BUS 184 EP: Oral and Information Proficiency, Spring 2014 [Dr. Douglas Boyle] Submitted 30 June 2014 Students will recognize and demonstrate sensitivity to ethical issues regarding the use of technologies, especially communication technologies (e.g., privacy, information sharing). 3 P a g e
4 Possess broad knowledge of the human condition, understanding the world in its physical and natural aspects, as well as the philosophical and theological basis for modern thought, faith and belief. Goal: Students will demonstrate analytic reasoning and critical thinking within and across disciplines. Students will demonstrate familiarity with and differentiate among the objects, methods, ethics, and conclusions of natural and social-behavioral scientific inquiry. Students will comprehend fundamental scientific principles and arguments. Quantitative Reasoning (Q) -Students will construct statement about quantities, which are valid under the standards of logic and mathematics. -Students will be able to identify logical and mathematical flaws. -All students will use mathematics to communicate ideas. -All students will use mathematical, quantitative or statistical models (i.e. ones based on an axiomatic system) for concrete or abstract problem solving or decision making. Quantitative Reasoning (Q) list of Q- approved (Q) Course level assessment. Volunteers in Jan 2014 and spring Students will create, solve, interpret, formulate, and execute basic mathematical models and concepts. Students will communicate and represent quantitative information or results numerically, symbolically, orally, visually, or in writing. Natural Science (E) -Students will understand the empirical character of natural science and the role of theories and models in the interpretation and design of experiment. -Students will understand some of the historical and societal context of natural science. Social/ Behavioral Sciences (S) -Student will demonstrate an understanding of the factors that shape human behavior in terms of the history and current state of a social/behavioral science discipline or subject area -Students will acquire skills of inquiry, analysis, and Natural Science (E) list of E-approved Social/Behavioral (S) list of S-Approved (E) Course level assessment. Volunteers in Jan 2014 and spring BIO (E) Structure and Function of the Human Body. Assessment at department level. (S) Course level assessment. Volunteers in Jan 2014 and spring PSYCH 110 (S) Intro to Psychology. Assessment at department level ECO 153 (S) Princ of Microeconomics and ECO 154 (S) Princ of Macroeconomics. Assessment at department level Report: Assessment Activity Report BIOL Spring [Dr. Maria Squire, Prof. Tara Faye] Submitted 18 June P a g e
5 Communication relevant to a social/behavioral discipline or subject area. -Students will be able to integrate aspects of the social/behavioral science discipline or area of study with other fields and with the broader contemporary human experience. Goal: Students will develop historically, aesthetically, and socially grounded understanding of the humanities and expressive arts that encompass the variety of human cultural production. Students will analyze and interpret primary historical documents, works of art, literature, or performance; and historical, critical and theoretical texts concerned with history and culture. Students will demonstrate familiarity with and differentiate among a range of methods, objects, and conventions of disciplinary inquiry within the humanities. Humanities History (CH) -Students will demonstrate an understanding of the working methods historians use. -Students will demonstrate an understanding of the development of particular human societies through the study of the record of the past. Humanities Foreign Language (CF) Skills Acquisition: -Students will demonstrate a comprehension of the target language appropriate for their course level. Culture: -Students will identify major figures, works and movements which define the target culture. -Students will describe the dominant mores and characteristics of the target culture. Humanities-History (CH) list of CH-approved Humanities-Foreign Language (CF) list of CF-approved (CH) Course level assessment. Volunteers HIST (CH) History of the United States. Assessment at the department level. (CF) Course level assessment. Volunteers Students will recognize and appraise the value of literary, historical, and social thinking as modes of Humanities-Literature (CL) -Students will identify and use critical terms and tools employed by literary scholars. -Students will demonstrate an understanding of major literary Humanities-Literature (CL) list of CL-approved (CL) Course level assessment. Volunteers 5 P a g e
6 engaging the world and its inhabitants. Students will generate, interpret, and value multilingual or intercultural perspectives. Students will select and employ creative, imaginative, and collaborative techniques of artistic expression. figures, genres, and movements both past and present. Humanities-Art and Music (CA) -Students will demonstrate an understanding of the cultural products (art and music) of world societies, past and present. -Students will demonstrate the skills and methodologies of art history and/or music literature Humanities-Theatre (CA) -Students will demonstrate both comprehension and practical ability in the specific skill area (performance, design, technical production, dramatic criticism) that makes up the focus of a course. -Students will study the cultural context within which all theatre is created. -Students will consider the social political, economic, and artistic ramifications of the plays read and/or produced. -Students will enhance their own creative capacities through the practical application of various theatre skills. Humanities-Art and Music (CA- art and Music)) list of CA-Approved Humanities Theatre (CA-Theatre) list of CA-approved (CA) Course level assessment. Volunteers (CA) Course level assessment. Volunteers Humanities-Interdisciplinary (CI) -Students will meet all goals and objectives articulated in at least two of the five distinct Humanities areas listed above (CL,CH,CF and CA Art/Music and Theatre) Humanities- Interdisciplinary (CI) list of CI-approved (CI) Course level assessment. Volunteers 6 P a g e
7 -Students will read, view or listen to materials exploring the relationship(s) between the different Humanities disciplines included in the course. -Students will write about and/or take examinations covering the relationship(s) between the different Humanities disciplines included in the course. Goal: Students will develop historically informed and engaged understandings of God, world, and the human person that fosters a commitment to service, faith, and justice in the Jesuit and Catholic traditions. Students will develop a critical understanding of the nature of justice and the ability to apply ethical theories to contemporary issues and the capacity to utilize intellectual tools to promote justice. Students will evaluate arguments, questions, and Cultural Diversity (D) -Students will read, analyze, experience and/or discuss the different cultures and subcultures in the United States and/or throughout the world Philosophy and Theology/Religious Studies Introductory Sequences and the Philosophy and Theology/Religious Studies elective Philosophy -Students will be able to analyze and discuss the writings of past and present philosophers; -to explain the basic philosophical issues implicit in the experiences of self and the relation of self to others and to God; -to analyze and discuss the history of ethical theory and related moral issues in Cultural Diversity (D) list of D-approved PHIL 120/140 required sequence (D) Course level assessment. Volunteers in Jan 2014 and spring Other methods are being proposed. Common assignment provided in PHIL 140. Evaluation within the department and reported to CCC. Annually during alternate semesters. Report: Dept of Philosophy Assessment of GE s- Phil 120(P) Introduction to Phil and Phil 210 (P) Ethics (Spring 2014) [Dr. Patrick Tully] (Submitted 5 June 2014) 7 P a g e
8 issues central to classical and modern philosophy and theology. Students will demonstrate knowledge and awareness of the texts, thinkers, and theories that shaped historical debates about and inform contemporary conceptions of God, self, world, and the nature of right and wrong. Students will examine the Jesuit ideal of being men and women for others and understand how this ideal applies to social relationships. business, computing, health, science, technology, the law and the environment; -to reflect philosophically and ethically on their own personal, professional and civic lives. Theology/Religious Studies -Students will be able to explain how Christian scripture and tradition address fundamental questions regarding God, the meaning of human existence, the possibilities of human community, and the nature of truth and knowledge, justice and the good; -Students will achieve an understanding of faith which enables them to integrate it into their whole lives. T/RS 121/122 required sequence Common assignment provided in T/RS 122. Evaluation within the department and reported to CCC. Annually during alternate semesters. Report: Report on Assessment Project, Theology II, Fall 2013 [Dr. Brigid Frein] (Submitted 25 May 2014) Demonstrate competence in their chosen field of study, using the knowledge and ability to address the most significant questions, and advancing towards positions of leadership. Goal: Students will demonstrate analytic reasoning and critical thinking within and across disciplines. Goal: Students will demonstrate proficiency in verbal (written and oral) communication within and across disciplines Writing Intensive (W) -Students will write to demonstrate not only their knowledge of a particular subject matter, but also to deepen their understanding of both the subject and the discipline as a whole. -Students will use the various elements of the writing process to explore, to develop, and to organize the concepts and information presented in the course. Writing Intensive (W) list of W-approved (W) Course level assessment. Volunteers Other methods are being proposed. 8 P a g e
9 Employ their knowledge and intellect to address situations in ways that demonstrate a devotion to the spiritual and corporal welfare of other human beings and by a special commitment to the pursuit of social justice and the common good of the entire human community. Goal: Students will develop and articulate a cultural and global awareness and sensitivity that contributes to an integrated understanding of human diversity. Students will identify and explain the myriad forms that difference takes, such as differences in economic and social class, education, language, ethnicity, race, gender, ability, religion, and sexual orientation. Students will recognize how difference is historically and socially constituted, and how some kinds of difference have been transformed into structural injustices. Cultural Diversity (D) -Students will read, analyze, experience and/or discuss the different cultures and subcultures in the United States and/or throughout the world Cultural Diversity (D) list of D-approved (D) Course level assessment. Volunteers in Jan 2014 and spring Other methods are being proposed. Students will acknowledge and systematically engage perspectives other than their own. In the process, they will recognize the limits of their own perspectives and experiences and the value of inclusive communication in personal, professional, and civic relationships. 9 P a g e
10 Students will relate ideas about diversity to ideas about justice and community. They will formulate political, cultural, social, and economic positions grounded in an informed respect for diversity and a commitment to solidarity. Goal: Students will develop historically informed and engaged understandings of God, world, and the human person that fosters a commitment to service, faith, and justice in the Jesuit and Catholic traditions. Students will develop a critical understanding of the nature of justice and the ability to apply ethical theories to contemporary issues and the capacity to utilize intellectual tools to promote justice. Students will examine the Jesuit ideal of being men and women for others and understand how this ideal applies to social relationships. Philosophy and Theology/Religious Studies Advanced Electives (P) Philosophy -Students will be able to analyze and discuss the writings of past and present philosophers; -to explain the basic philosophical issues implicit in the experiences of self and the relation of self to others and to God; -to analyze and discuss the history of ethical theory and related moral issues in business, computing, health, science, technology, the law and the environment; -to reflect philosophically and ethically on their own personal, professional and civic lives. Theology/Religious Studies -Students will be able to explain how Christian scripture and tradition address fundamental questions regarding God, the meaning of human existence, the possibilities of human Philosophy Upper- Division Elective list of P-approved Philosophy Elective - Theology/Religious Studies Upper-Division Elective list of P-approved Theology/Religious (P) Course level assessment. Volunteers in Jan 2014 and spring Other methods are being proposed. 10 P a g e
11 community, and the nature of truth and knowledge, justice and the good; -Students will achieve an understanding of faith which enables them to integrate it into their whole lives. Studies Elective courses offered in P a g e
MYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationRefer to the MAP website (www.marian.edu/map) for specific textbook and lab kit requirements.
THL 216: Moral Issues Course Description: Moral Issues is the study of moral Theology in relationship to current moral issues with an emphasis on the dignity of the human person, formation of conscience,
More informationUC San Diego - WASC Exhibit 7.1 Inventory of Educational Effectiveness Indicators
What are these? Formal Skills A two-course requirement including any lower-division calculus, symbolic logic, computer programming and/or statistics from the following list: MATH 3C, 4C, 10A or 20A; 10B
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationMathematics Program Assessment Plan
Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review
More informationAPPLICATION PROCEDURES
UW-College to UW-Green Bay Transfer Guide CHEMISTRY MAJOR This transfer guide is advisory in nature and subject to change. You should always consult with an academic advisor for the most accurate information.
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationDegree Qualification Profiles Intellectual Skills
Degree Qualification Profiles Intellectual Skills Intellectual Skills: These are cross-cutting skills that should transcend disciplinary boundaries. Students need all of these Intellectual Skills to acquire
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationDublin City Schools Broadcast Video I Graded Course of Study GRADES 9-12
Philosophy The Broadcast and Video Production Satellite Program in the Dublin City School District is dedicated to developing students media production skills in an atmosphere that includes stateof-the-art
More informationUpdate on Standards and Educator Evaluation
Update on Standards and Educator Evaluation Briana Timmerman, Ph.D. Director Office of Instructional Practices and Evaluations Instructional Leaders Roundtable October 15, 2014 Instructional Practices
More informationA Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy
A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationFaculty of Social Sciences
Faculty of Social Sciences Programme Specification Programme title: BA (Hons) Sociology Academic Year: 017/18 Degree Awarding Body: Partner(s), delivery organisation or support provider (if appropriate):
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationPAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) MINNESOTA ACADEMIC STANDARDS FOR LANGUAGE ARTS GRADES 9 12
GRADES 9 12 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. Because Minnesota
More informationJohn Jay College of Criminal Justice, CUNY ASSESSMENT REPORT: SPRING Undergraduate Public Administration Major
John Jay College of Criminal Justice, CUNY ASSESSMENT REPORT: SPRING 203 Undergraduate Public Administration Major Maria J. D'Agostino 06.30.203 ANNUAL ASSESSMENT REPORT FALL 20 SPRING 202 2 I. ASSESSMENT
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationArts, Literature and Communication (500.A1)
Arts, Literature and Communication (500.A1) Pre-University Program College Education This document was produced by the Ministère de l Éducation et de l Enseignement supérieur. Coordination and content
More informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More informationSociology and Anthropology
Sociology and Anthropology Associate Professors Jacqueline Clark (Chair), Emily J. Margaretten (Anthropology); Assistant Professor Marc A. Eaton (Sociology) Adjunct Professor Krista-Lee M. Malone (Anthropology)
More informationKentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations
Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationMath Teacher. Job Outline: Jesuit High School is seeking a full-time high school math teacher for the school year.
is now accepting applications for: Math Teacher Our Mission Statement:, in its mission as a Catholic, Jesuit, Job Outline: is seeking a full-time high school math teacher for the 2016-17 school year. Minimum
More informationCourse Title: Health and Human Rights: an Interdisciplinary Approach; TSPH272/TPOS272
Course Title: Health and Human Rights: an Interdisciplinary Approach; TSPH272/TPOS272 Term: Spring, 2014 Day/Time: Wednesday, 5:45-8:35 pm Location: BA 210 Professor: Kamiar Alaei, MS, MD, MPH; and Arash
More informationABET Criteria for Accrediting Computer Science Programs
ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common
More informationDoctor of Philosophy in Theology
Doctor of Philosophy in Theology Handbook 09/20/2017 1 Villanova University Department of Theology and Religious Studies Contents 1 Summary... 3 2 The Handbook... 3 3 The Degree of Doctor of Philosophy
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationRL17501 Inventing Modern Literature: Dante, Petrarch, Boccaccio and XIV Century Florence 3 credits Spring 2014
RL17501 Inventing Modern Literature: Dante, Petrarch, Boccaccio and XIV Century Florence 3 credits Spring 2014 Instructor: Brian O Connor email: oconnobc@bc.edu Office: Lyons 204a Office Hours: MWF 12:00-1:00;
More informationeportfolio Guide Missouri State University
Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned
More informationCourse Syllabus Art History II ARTS 1304
Semester with Course Reference Number (CRN) Spring 2015 CRN 45135 Course Syllabus Art History II ARTS 1304 Instructor contact information Office Location and Hours Course Location/Times Course Semester
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationFashion Design Program Articulation
Memorandum of Understanding (206-207) Los Angeles City College This document is intended both as a memorandum of understanding for college counselors and as a guide for students transferring into Woodbury
More informationPROVIDENCE UNIVERSITY COLLEGE
BACHELOR OF BUSINESS ADMINISTRATION (BBA) WITH CO-OP (4 Year) Academic Staff Jeremy Funk, Ph.D., University of Manitoba, Program Coordinator Bruce Duggan, M.B.A., University of Manitoba Marcio Coelho,
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationMethods: Teaching Language Arts P-8 W EDU &.02. Dr. Jan LaBonty Ed. 309 Office hours: M 1:00-2:00 W 3:00-4:
Methods: Teaching Language Arts P-8 W EDU 397.01 &.02 Dr. Jan LaBonty Ed. 309 Office hours: M 1:00-2:00 W 3:00-4:00 243-5161 jan.labonty@mso.umt.edu Course Purpose: The language arts are not subjects within
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationLearning Disability Functional Capacity Evaluation. Dear Doctor,
Dear Doctor, I have been asked to formulate a vocational opinion regarding NAME s employability in light of his/her learning disability. To assist me with this evaluation I would appreciate if you can
More informationLinguistics. Undergraduate. Departmental Honors. Graduate. Faculty. Linguistics 1
Linguistics 1 Linguistics Matthew Gordon, Chair Interdepartmental Program in the College of Arts and Science 223 Tate Hall (573) 882-6421 gordonmj@missouri.edu Kibby Smith, Advisor Office of Multidisciplinary
More informationGERMAN STUDIES (GRMN)
Bucknell University 1 GERMAN STUDIES (GRMN) Faculty Professors: Katherine M. Faull, Peter Keitel (Director) Associate Professors: Bastian Heinsohn, Helen G. Morris-Keitel (Chair) German Studies provides
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More information- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )
DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION
More informationSyllabus: Introduction to Philosophy
Syllabus: Introduction to Philosophy Course number: PHI 2010 Meeting Times: Tuesdays and Thursdays days from 11:30-2:50 p.m. Location: Building 1, Room 115 Instructor: William Butchard, Ph.D. Email: Please
More informationInternational School of Kigali, Rwanda
International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationReading Project. Happy reading and have an excellent summer!
Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationFIRST-YEAR CONVERSATION PROGRAMS AND LEARNING COMMUNITIES
FIRST-YEAR CONVERSATION PROGRAMS AND LEARNING COMMUNITIES THE ART OF CONVERSATION Conversation and interdisciplinary inquiry are at the heart of a St. Olaf education. We want students to develop the ability
More informationObjective Research? Information Literacy Instruction Perspectives
Andrews University Digital Commons @ Andrews University Faculty Publications Library Faculty 3-4-2016 Objective Research? Information Literacy Instruction Perspectives Terry Dwain Robertson Andrews University,
More informationMonticello Community School District K 12th Grade. Spanish Standards and Benchmarks
Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards
More informationTUCSON CAMPUS SCHOOL OF BUSINESS SYLLABUS
TUCSON CAMPUS SCHOOL OF BUSINESS SYLLABUS 1. Mission Statement: Wayland Baptist University exists to educate students in an academically challenging, learningfocused and distinctively Christian environment
More informationColorado Academic. Drama & Theatre Arts. Drama & Theatre Arts
Colorado Academic S T A N D A R D S Drama & Theatre Arts Drama & Theatre Arts Colorado Academic Standards Drama and Theatre Arts The stage is not merely the meeting place of all the arts, but is also the
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationMBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.
MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses
More informationLIS 681 Books and Media for Children Spring 2009
LIS 681 Books and Media for Children Spring 2009 Spring 2009: Meets Mondays starting January, 5:00 7:40 p.m. in Post Instructor: Nälani Naluai, Adjunct Faculty Member Voicemail: 843-3445; Fax: 842-460
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationELA Grade 4 Literary Heroes Technology Integration Unit
ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word
More informationTHE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES
THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES Each student program of study must contain a minimum of 21 credit hours of course work in general education and must be chosen
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationSantiago Canyon College 8045 East Chapman Avenue, Orange, CA AGENDA CURRICULUM AND INSTRUCTION COUNCIL Monday, October 30, :30pm B-104
RANCHO SANTIAGO COMMUNITY COLLEGE DISTRICT Santiago Canyon College 8045 East Chapman Avenue, Orange, CA 92869 AGENDA CURRICULUM AND INSTRUCTION COUNCIL Monday, October 30, 2017 1:30pm B-104 I. APPROVAL
More informationSTUDENT LEARNING ASSESSMENT REPORT
STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The
More informationINTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families
INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization
More informationASSISTANT DIRECTOR OF SCHOOLS (K 12)
Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools
More informationGeneral Education Transfer Credit Agreement Catalog
San Jose ity ollege S A N J O S E, A L I F O R N I A General Education Transfer redit Agreement 2015-2016 atalog This articulation agreement describes how courses taken at San Jose ity ollege will transfer
More informationPredatory Reading, & Some Related Hints on Writing. I. Suggestions for Reading
Predatory Reading, & Some Related Hints on Writing I. Suggestions for Reading Reading scholarly work requires a different set of skills than you might use when reading, say, a novel for pleasure. Most
More informationEnglish Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00
English 0302.203 Policy Statement and Syllabus Fall 2017 Instructor: Patti Thompson Phone: (806) 716-2438 Email addresses: pthompson@southplainscollege.edu or pattit22@att.net (home) Office Hours: RC307B
More informationPennsylvania Common Core Standards English Language Arts Grade 11
A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading
More informationSYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017
College of Food, Agricultural, and Environmental Science School of Environment and Natural Resources SYLLABUS: RURAL SOCIOLOGY 1500 INTRODUCTION TO RURAL SOCIOLOGY SPRING 2017 Course overview Instructor
More informationB.S. in SCIENCE MAJOR REQUIREMENTS OPTION REQUIREMENTS SUPPORTING COURSES PRESCRIBED COURSES ADDITIONAL COURSES
Student Name: PENN STATE UNIVERSITY EBERLY COLLEGE OF SCIENCE Student ID: PROGRAM YEAR: 2016 B.S. in SCIENCE BIOLOGICAL SCIENCES AND HEALTH PROFESSIONS OPTION MAJOR REQUIREMENTS PRESCRIBED COURSES BIOL
More informationSubject: Opening the American West. What are you teaching? Explorations of Lewis and Clark
Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that
More informationRuggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman.
BSL 4080, Creative Thinking and Problem Solving Course Syllabus Course Description An in-depth study of creative thinking and problem solving techniques that are essential for organizational leaders. Causal,
More informationDANCE (DANC) Courses. Dance (DANC) 1
Dance (DANC) 1 DANCE (DANC) DANC Class Schedule (https://courses.illinois.edu/schedule/default/ DEFAULT/DANC) Courses DANC 100 Intro to Contemporary Dance credit: 3 Hours. Overview of major works, figures,
More informationSOC 175. Australian Society. Contents. S3 External Sociology
SOC 175 Australian Society S3 External 2014 Sociology Contents General Information 2 Learning Outcomes 2 General Assessment Information 3 Assessment Tasks 3 Delivery and Resources 6 Unit Schedule 6 Disclaimer
More informationNatural Sciences, B.S.
Natural Sciences, B.S. 1 Natural Sciences, B.S. The Bachelor of Science (B.S.) in Natural Sciences provides students more breadth than traditional science programs. Many exciting areas of scientific inquiry,
More informationInternational Baccalaureate Middle Years Programme. Curriculum Handbook 2014
International Baccalaureate Middle Years Programme Curriculum Handbook 2014 Contents... 1 Contents... 2 Introduction... 3 Background Information... 4 The Middle Years Programme... 4 The IB Learner Profile...
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More information2012 Transferable Courses BELLEVUE COLLEGE
2012 Transferable Courses COLLEGE Bellevue College courses that are similar to Puget Sound placement, transfer credit may be adjusted and a student HUMANISTIC APPROACHES (5 credits) courses numbered at
More informationJOURNALISM 250 Visual Communication Spring 2014
JOURNALISM 250 Visual Communication Spring 2014 8:00-9:40am Friday MZ361 Professor David Blumenkrantz Office hours T12-2 & F10-12 MZ326 david.blumenkrantz@csun.edu COURSE DESCRIPTION Visual Communication
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More informationFLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE
Form 2A, Page 1 FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: ENC 2301 COURSE TITLE: Advanced Writing PREREQUISITE(S): ENC 1102 or ENC 2210 COREQUISITE(S): None CREDIT
More informationRED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education
RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationProgramme Specification 1
Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code MA Film & Television Studies P390 P390-2000 2. Attendance Type: Full Time 2.1 SCQF Level: 10 2.2 Credits: 480 3. Awarding Institution:
More information