glenda o. barron - collin collegeinside.collin.edu/tl/pdfs/compliance_pdfs/institutional... ·...

November 26, 2004 Glenda O. Barron Assistant Commissioner Texas Higher Education Coordinating Board Community and Technical Colleges Division P. O. Box 12788 Austin, Texas 78711 Dear Dr. Barron: Three years ago Collin County Community College District began a systematic review of its core curriculum for AA/AS and AAS degree programs. We created the General Education Outcomes (GEO) Forum to accomplish this goal. This faculty-led process resulted in a series of recommendations, which were then reviewed by our Curriculum Advisory Board, the Faculty Senate, the Academic Deans and our Executive Leadership Team. These review processes served to further focus our proposed revisions to the core curricula. (Appendix 1) Our recommendations for the AA/AS core curriculum have already been adopted, as they did not include a change in credit hours or category, but rather minor revisions to the existing core. The recommendations for the AAS core curriculum involve a change in credit hours (a reduction from 22 to 16). We are in the process of submitting the proposed revisions to the AAS core to the THECB for approval. When we embarked on the review of our core it was with the purpose of ensuring that our core curriculum embodies our statement of purpose for CCCCD’s general education core curriculum; provides students with as much flexibility as possible in meeting their general education requirements while maintaining rigor and quality within the core; gives faculty members the dominant voice in determining which courses are most appropriate in the core; that academic administrators were included in the discussions with faculty members; and that it complies with external criteria mandated by SACS and the THECB. We believe that not every core course can or should address every competency and educational objective. Rather, students should have addressed all competencies and educational objectives by the time they complete the entire CCCCD core. These competencies and learning objectives form the basis for assessing general education learning outcomes. In Appendix 2, you will find the core competencies and core area exemplary educational objectives specified for each course being recommended for either continuation in our core or for addition to our core. Each of the courses listed uses the TCCNS course number. Our Institutional Core Curriculum Evaluation Report immediately follows. Sincerely, Thom D. Chesney, Ph.D. Interim Vice President of Academic Affairs Collin County Community College District

CCCCD Core Evaluation p. 2 of 6

CCCCD Institutional Core Curriculum Evaluation Report

1. A table that compares the institution's core curriculum with the core component areas and exemplary educational objectives of the core curriculum recommended by the Board. The table should also indicate which courses are included in the Texas Common Course Numbering System matrix. Three years ago Collin County Community College District began a systematic review of its core curriculum for AA/AS and AAS degree programs. We created the General Education Outcomes (GEO) Forum to accomplish this goal. This faculty led process resulted in a series of recommendations, which were then reviewed by our faculty led Curriculum Advisory Board (CAB), the Faculty Senate, the Academic Deans and our Executive Leadership Team. These review processes served to further focus our proposed revisions to the core curricula. (See Appendix 1) Our recommendations for the AA/AS core curriculum have already been adopted, as they did not include a change in credit hours or category, but rather minor revisions to the existing core. The recommendations for the AAS core curriculum involve a change in credit hours (a reduction from 22 to 16). We are in the process of submitting the proposed revisions to the AAS core to the THECB for approval. When we embarked on the review of our core it was with the purpose of ensuring that our core curriculum embodies our statement of purpose for CCCCD’s general education core curriculum; provides students with as much flexibility as possible in meeting their general education requirements while maintaining rigor and quality within the core; gives faculty members the dominant voice in determining which courses are most appropriate in the core; that deans were included in the discussions with faculty members; and that it complies with external criteria mandated by SACS and the THECB. We believe that not every core course can or should address every competency and educational objective. Rather, students should have addressed all competencies and educational objectives by the time they complete the entire CCCCD core. These competencies and learning objectives form the basis for assessing general education learning outcomes. In Appendix 2, you will find detailed, the core competencies and core area exemplary educational objectives specified for each course being recommended for either continuation in our core or for addition to our core. Each of the courses listed uses the TCCNS course number.

2. A brief description of the purpose and substance of the institution's core curriculum.

Purpose Statement for CCCCD General Education Core Curriculum The role of general education at Collin County Community College District is to cultivate within students

1. a common core of knowledge in the liberal arts tradition, 2. high-level cognitive skills, and 3. an educational foundation that facilitates and encourages life-long learning.


Appendix 1 contains the revised AA/AS cores and the proposed revisions to our AAS core in an outline format.

3. An analysis of how the institution’s core curriculum is addressing the required perspectives and intellectual competencies. We believe that not every core course can or should address every competency and educational objective. Rather, students should have addressed all competencies and educational objectives by the time they complete the entire CCCCD core. These competencies and learning objectives will, in turn, form the basis for assessing general education learning outcomes. In this document you will find detailed, the core competencies and core area exemplary general objectives specified for each course being recommended for either continuation in our core or for addition to our core. (See Appendix 2)

4. A description of the processes and procedures used to evaluate the institution's core curriculum.

Phase I of the GEO Forum’s assignment was to conduct a thorough review of Collin County Community College District’s general education core curriculum and to make recommendations for revision. That task was completed in spring 2003. GEO Forum’s final report and recommendations for phase I were completed on May 13, 2003. The report was subsequently presented to the Academic Deans and CAB (see Appendix 2) during summer 2003 and the Executive Leadership Team thereafter. Our recommendations for the AA/AS core curriculum have already been adopted, as they did not include a change in credit hours or category, but rather minor revisions to the existing core. The recommendations for the AAS core curriculum involve a change in credit hours (a reduction from 22 to 16). We are in the process of submitting the proposed revisions to the AAS core to the THECB for approval. Phase II of the GEO Forum’s assignment was to develop recommendations for measuring and documenting student learning outcomes in the general education core curriculum. The group began work on phase II near the end of spring semester 2003. To provide a framework for subsequent discussion, a member of the group prepared a discussion paper (see Appendix 3) that summarizes four general approaches to the measurement of student learning outcomes. After extensive discussion of the four models within the GEO Forum, members took the discussion to their faculty peers. After discussions with their peers, members of the GEO forum reached a consensus on a recommended approach to measuring and documenting student learning in the general education core curriculum.

The GEO Forum had four primary objectives in phase II. (1) One objective was to develop a set of recommendations for measuring and documenting student outcomes that comply with the expectations of the THECB and the SACS. (2) Another objective was to minimize the burden on the institution and on faculty members in particular. The primary responsibility of CCCCD’s faculty is and should remain to teach students. No matter how seemingly important or well intended, anything that distracts faculty members from that responsibility must not be permitted to significantly intrude on that primary role. (3) The third objective was to approach the assessment of student learning outcomes in the general education core curriculum from more than one perspective to provide for some


means of verifying strengths and weaknesses in the core curriculum. (4) The final, and most important, objective was to develop recommendations that would lead to a system of measuring student learning in the general education core curriculum that will document the degree to which students benefit from their general education learning experiences and that will give faculty and administrators information they need to ensure continued or improved educational quality.

Having completed an institutional review of the core curriculum, we are putting into place a process for evaluation of proposed courses for core inclusion. At present, after new courses that are flagged for core inclusion pass through the CAB (monthly) and are approved through that group and the VPAA, the courses are reviewed again by the GEO Forum for core competencies, and then continue through the regular approval path. In addition, because we are currently awaiting a compliance response from SACS, which is related to this set of processes, we recognize that they may need to be altered.

5. A description of the ways in which the evaluation results are utilized to improve the core curriculum at the institution.

Through the aforementioned processes, we identified many courses in our inventory that met core competencies; as a result, we have expanded our core options to better serve our students. Appendix 2 includes the core competency matrices as they apply to each course in our inventory.

6. Either a description of the institution’s plan for evaluating student outcomes of the

core curriculum between 2004-2009, or a description of the results of an evaluation of outcomes that has already been completed.

The Phase II report of the GEO forum led to the following set of recommendations related to evaluating student outcomes of the core curriculum and are intended as an initial step towards identifying and implementing a long-term and continual plan for evaluation and assessment. The recommendations are currently under review, and we expect them to be further developed with information from the SACS reaffirmation review.

Recommendation 1 First, the GEO Forum recommends that CCCCD’s expectations in each general education course be clearly articulated to students at the beginning of the course by including all six Basic Intellectual Competencies in the Core Curriculum and all appropriate Core Area Exemplary Learning Objectives in the generic syllabi for each general education course. By making expectations clear at the beginning of each general education course, faculty members lay the foundation for subsequent assessment of learning outcomes in those courses.

Recommendation 2 The GEO Forum recommends a standard format for documenting methods used in general education courses for assessing each Core Area Exemplary Learning Objective. (See Appendix 3: A) This documentation will be provided for each general education course. If more detailed information is needed about how individual faculty members


assess student learning relative to expectations, this information is available in the instructors’ syllabi. The GEO Forum recommends that the assessment of student learning outcomes in the general education core curriculum focus on the Core Area Exemplary Learning Objectives. Recommendation 3 The GEO Forum recommends that elements of the Macro Measurement Model (see Appendix 3:A) be used to measure student learning outcomes in the general education core curriculum from the perspective of student perceptions. Specifically, CCCCD has for several years administered the Community College Student Experiences Questionnaire (CCSEQ) to degree and certificate recipients. Furthermore, the GEO Forum recommends that administration of the CCSEQ be expanded to include core curriculum completers in addition to degree and certificate recipients.

The CCSEQ includes items that elicit students’ perceptions of their own learning gains in specific areas such as the arts, literature, writing, oral communication and presentation, computer literacy, philosophy, cultural awareness, mathematics, science, history, politics, geography, wellness, social relationships, and high-level cognitive skills. This information should be used to assess the effectiveness of CCCCD’s general education program.

Recommendation 4 The GEO Forum recommends that elements of the Subsequent Outcomes Model (see Appendix 3:A) be used to measure student learning outcomes in the general education core curriculum. Specifically, CCCCD should use feedback from universities to determine whether students successfully transfer to universities, whether students who transfer earn the baccalaureate degree, and whether or not completion of CCCCD’s core curriculum contributes to any differential effects on these two outcomes. Summary The GEO Forum engaged in extensive and impassioned discussion about the viability of including a recommendation about course-level assessment of student learning outcomes in general education courses. In the end, the group agreed that while assessment of course-level learning outcomes is important, the logistics and politics of the process would make it unwieldy at best. Though it may be possible to resolve the logistical and political issues given enough time, in the interest of moving this process to its conclusion members agreed that the phase II report should go forward without a recommendation related to course-level assessment of student learning outcomes. We have discussed institution-wide the relative value of, need for course-level assessment of general education learning outcomes. If the administration and faculty conclude that this is something that should be undertaken, then the academic divisions will be assigned the responsibility for implementation, monitoring and reporting.

These recommendations of the GEO Forum incorporate elements of two different approaches to measuring and documenting student learning outcomes in the general education core curriculum. This two-pronged approach uses students’ perceptions of their own learning gains and students’ subsequent outcomes at four-year colleges and universities following their completion of CCCCD’s general education core curriculum.


The recommendations also accomplish the GEO Forum’s four objectives by providing a systematic institutional approach to measuring and documenting student learning outcomes that should satisfy the expectations of any oversight or accrediting body; minimizing the burden on faculty and the institution by capitalizing on and systematizing processes that are essentially already in place; using both student perceptions of their own learning and objective outcomes subsequent to completion of CCCCD’s general education core curriculum for assessing learning outcomes; and providing faculty and administrators information they can use to monitor and improve the quality of instruction in CCCCD’s general education core curriculum.

Appendix 1

Recently Revised Associate of Arts and Associate of Science Cores Proposed Associate of Applied Science Core

ASSOCIATE OF ARTS CORE CURRICULUM1

Communications 9 credit hours English 6 credit hours ENGL 1301 and 1302 Speech – Select one course: 3 credit hours SPCH 1311, 1315, or 1321

Humanities 3 credit hours Select one course:

ANTH 2346 or 2351 ENGL 2322, 2323, 2327, 2328, 2332, 2333, 2342, or 2343 FREN 2303 or 2304 HUMA 1301 PHIL 1301, 1304, 2303, 2306, 2307, or 2321 SPAN 2321 or 2322

Mathematics 3 credit hours Select one course:

MATH 1314, 1316, 1324, 1325, 13322, 1342, 1350, 1351, 1414, 2305, 2318 2320, 2412, 2413, 2414, 2415, 2417, or 2419

Natural Sciences 8 credit hours Select two courses (course sequence recommended):

BIOL 1406, 1407, 1408, 1409, 1411, 2401, 2402, 2404, 2406, 2416, 2421, or 2428 CHEM 1405, 1407, 1411, 1412, 1419, 2401, 2423, or 2425 ENVR 1401 or 1402 GEOL 1401, 1402, 1403, 1404, 1405, 1445, or 1447 PHYS 1401, 1402, 1405, 1411, 1415, 2425, or 2426

Social/Behavioral Sciences 3 credit hours Select one course:

ECON 2301 or 2302 PSYC 2301 SOCI 1301

Social Sciences 12 credit hours Legislative Mandate – Students must take BOTH of the following courses:

GOVT 2301 (Texas) and GOVT 2302 (U.S.) Legislative Mandate – Students must take TWO of the following courses:

HIST 1301, 1302, or 2301 Visual/Performing Arts 3 credit hours Select one course:

ARTS 1301, 1303, or 1304 DANC 2303 DRAM 1310, 2361, or 2362 MUSI 1306 or 1307

Institutional Options 4 credit hours Students must select one course in each of the following areas:

COSC 1300 or BCIS 1305 (or higher level computer transfer course as determined by student’s area of emphasis) Any PHED/DANC Activity Course (1 credit hour) or PHED 1338

AA Core Curriculum 45 credit hours AA Graduation Requirement* 3 credit hours Electives/Areas of Emphasis3 12 credit hours minimum Total 60 credit hours minimum NOTES: 1 Some courses in the core curriculum may require prerequisites. Please check course descriptions in the back of this catalog. 2 Check with academic advising regarding transferability. Some majors or institutions may require a higher-level mathematics

course. 3 In order to complete an area of emphasis, students must complete 12 credit hours of recommended electives. To complete an Associate of Arts degree: * One sophomore Literature course (3 credit hours) is required for graduation.

ASSOCIATE OF SCIENCE CORE CURRICULUM1

Communications 9 credit hours English 6 credit hours ENGL 1301 and 1302 Speech – Select one course: 3 credit hours SPCH 1311, 1315, or 1321

Humanities 3 credit hours Select one course:

ANTH 2346 or 2351 ENGL 2322, 2323, 2327, 2328, 2332, 2333, 2342, or 2343 FREN 2303 or 2304 HUMA 1301 PHIL 1301, 1304, 2303, 2306, 2307, or 2321 SPAN 2321 or 2322

Mathematics 3 credit hours Select one course:

MATH 1314, 1316, 1342, 1414, 2305, 2318 2320, 2412, 2413, 2414, 2415, 2417, or 2419 Natural Sciences 8 credit hours Select two courses (course sequence recommended):

BIOL 1406, 1407, 1411, 2401, 2402, 2406, 2416, 2421, or 2428 CHEM 1411, 1412, 2401, 2423, or 2425 ENVR 1401 or 1402 GEOL 1403 or 1404 PHYS 1401, 1402, 2425, or 2426

Social/Behavioral Sciences 3 credit hours Select one course:

ECON 2301 or 2302 PSYC 2301 SOCI 1301

Social Sciences 12 credit hours Legislative Mandate – Students must take BOTH of the following courses:

GOVT 2301 (Texas) and GOVT 2302 (U.S.) Legislative Mandate – Students must take TWO of the following courses:

HIST 1301, 1302, or 2301 Visual/Performing Arts 3 credit hours Select one course:

ARTS 1301, 1303, or 1304 DANC 2303 DRAM 1310, 2361, or 2362 MUSI 1306 or 1307

Institutional Options 4 credit hours Students must select one course in each of the following areas:

COSC 1300 or BCIS 1305 (or higher level computer transfer course as determined by student’s area of emphasis) Any PHED/DANC Activity Course (1 credit hour) or PHED 1338

AS Core Curriculum 45 credit hours AS Graduation Requirement* 3 credit hours Electives/Areas of Emphasis2 12 credit hours minimum Total 60 credit hours minimum NOTES: 1 Some courses in the core curriculum may require prerequisites. Please check course descriptions in the back of this catalog. 2 In order to complete an area of emphasis, students must complete 12 credit hours of recommended electives. To complete an Associate of Science degree: * One additional Mathematics course (3 credit hours) is required for graduation.

PROPOSED REVISION TO THE AAS CORE CURRICULUM (Notable Changes: The computer science requirement is now incorporated in each AAS degree*, the separate economics requirement has now been combined with the behavioral science requirement. Therefore the AAS Core credit hours have been reduced to 16 hours from 22.) English 3 credit hours Select one course: ENGL 1301 Composition/Rhetoric I ENGL 1302 Composition/Rhetoric II Speech Communications 3 credit hours Select one course: SPCH 1311 Fundamentals of Speech Communication SPCH 1315 Public Speaking I SPCH 1321 Business and Professional Speaking Mathematics 3 credit hours Select one course: MATH 1xxx College-level mathematics course MATH 2xxx College-level mathematics course Math requirements may vary from the core curriculum. Check each degree plan. Humanities/Fine Arts 3 credit hours Select one course: ANTH 2351 Cultural Anthropology ARTS 1301 Art Appreciation ARTS 1303 Art History I ARTS 1304 Art History II DANC 2303 Dance Appreciation DRAM 1310 Introduction to Theatre DRAM 2361 History of Theater I DRAM 2362 History of Theater II ENGL 2322 British Literature I ENGL 2323 British Literature II ENGL 2327 American Literature I ENGL 2328 American Literature II ENGL 2332 World Literature I ENGL 2333 World Literature II ENGL 2342 Introduction to Literature I ENGL 2343 Introduction to Literature II FREN 2303 French Literature I FREN 2304 French Literature II HUMA 1301 Introduction to the Humanities MUSI 1306 Music Appreciation MUSI 1307 Introduction to Music Literature PHIL 1301 Introduction to Philosophy PHIL 1304 Comparative Religion PHIL 2303 Introduction to Logic PHIL 2306 Introduction to Ethics PHIL 2307 Introduction to Social and Political Philosophy PHIL 2321 Philosophy of Religion SPAN 2321 Spanish Literature I SPAN 2322 Spanish Literature II

Social / Behavioral Science 3 credit hours Select one course: ECON 1301 Introduction to Economics ECON 2301 Principles of Macroeconomics ECON 2302 Principles of Microeconomics GOVT 2301 American Government I GOVT 2302 American Government II HIST 1301 US History I HIST 1302 US History II HIST 2301 History of Texas PSYC 2301 General Psychology PSYC 2302 Applied Psychology SOCI 1301 Introduction to Sociology Physical Education/Dance 1 credit hour minimum Select one course: PHED/DANC Any activity course PHED 1338 Concepts of Physical Fitness and Wellness AAS Core Curriculum 16 credit hours *Note: The computer literacy requirement is met through each AAS degree, either by integrating the competencies throughout the program’s curriculum or by requiring a separate computer science course in the program’s curriculum.

Appendix 2

Collin County Community College District: Associate of Arts, Associate of Science and Associate of Applied Science

Proposed and Recently Adopted General Education Core Curriculum Revisions, Basic Intellectual Competencies in the Core Curriculum,

Core Area Exemplary Educational Objectives

Collin County Community College District:Associate of Arts, Associate of Science and Associate of Applied Science

Proposed and Recently Adopted General Education Core Curriculum Revisions,Basic Intellectual Competencies in the Core Curriculum,


Prepared by theGeneral Education Outcomes (GEO) Forum

Curriculum Advisory Board (CAB)Faculty Senate

Academic DeansExecutive Leadership Team

October 1, 2004

Veronica Chavez, M.P.A. Business & Computer Science DivisionChip Galloway, M.S. Mathematics & Natural Sciences DivisionJean Helgeson, M.A. Mathematics & Natural Sciences DivisionJoan Jenkins, Ph.D. Social Sciences, Health & Public Services DivisionJoan Kennedy, Ph.D. Communications & Humanities DivisionRalph Long, M.S. Communications & Humanities DivisionSherry Schumann, M.Ed. Mathematics & Natural Sciences DivisionBetty Siber, M.A. Fine Arts DivisionBill Slater, M.S. Business & Computer Science DivisionDebra St. John, Ph.D. Social Sciences, Health & Public Services Division

Pam Gaiter, M.A. (Co-Chair) Social Sciences, Health & Public Services DivisionTom Martin, Ph.D. (Co-Chair) Instructional Administration

Tom Chesney, Ph.D. Communications & Humanities DivisionGaye Cooksey, B.F.A. Fine Arts DivisionGary Hodge, M.A. Social Sciences, Health & Public Services DivisionCameron Neal, Ph.D. Mathematics & Natural Sciences DivisionBill Blitt, M.S. Business & Computer Science Division

Craig Leverette, M.S. (Chair) Physical Education and AthleticsElizabeth Pannell, Ph.D. Business and Computer ScienceSirous Malek, Ph.D. Math and Natural SciencesJoanne Stevens, Ph.D. Communications and HumanitiesArlene Bakner, M.A.T. Developmental EducationSerena Butler, M.S. Engineering TechnologyKim Washington, R.N., M.S.N. Social Sciences, Health, and Public ServicesKathy Morgan, M.M. Fine ArtsKyle Wilkison, Ph.D. Social Sciences, Health, and Public ServicesLeslie A. Cannon, M.S. (Advisory Member) Academic Affairs + Transfer Programs

GEO Forum Members

Deans with Core Curriculum Oversight Responsibility

Curriculum Advisory Board Members

Purpose Statement for CCCCD General Education Core Curriculum

The role of general education at Collin County Community College District is to cultivate within students 1. a common core of knowledge in the liberal arts tradition, 2. high-level cognitive skills, and 3. an educational foundation that facilitates and encourages life-long learning.

Introduction to the Core Recommendations

Two years ago Collin County Community College District began a systematic review of the existing core curriculum for AA/AS and AAS degree programs. We created the General Education Outcomes (GEO) Forum in order to accomplish this goal. This faculty led process resulted in a series of recommendations, which were then reviewed by our faculty led Curriculum Advisory Board, the Faculty Senate, the Academic Deans and our Executive Leadership Team. This review process served to further focus our proposed new cores.

When we embarked on the review, it was with the purpose of ensuring that our core curriculum embodies the statement of purpose for CCCCD’s general education core curriculum; that it provides students with as much flexibility as possible in meeting their general education requirements while maintaining rigor and quality within the core; that it gives faculty members the dominant voice in determining which courses are most appropriate in the core; that deans were included in the discussions with faculty members; and that it complies with external criteria mandated by SACS and the THECB.

We believe that not every core course can or should address every competency and educational objective. Rather, students should have addressed all competencies and educational objectives by the time they complete the entire CCCCD core. These competencies and learning objectives will, in turn, form the basis for assessing general education learning outcomes. In this document you will find detailed, the core competencies and core area exemplary general objectives specified for each course being recommended for either continuation in our core or for addition to our core. Our recommendations for the AA/AS core curriculum have already been adopted, as they did not include a change in credit hours. The recommendations for the AAS core curriculum involve a change in credit hours. The computer science requirement is now either incorporated in each AAS degree througout the major courses or as a separate course if the major courses are not appropriate; the separate economics requirement has now been combined with the behavioral science requirement. Therefore the AAS Core credit hours have been reduced to 16 hours from 22.

Note: On the following pages, red text identifies (1) additions to CCCCD current core curriculum, (2) adoption of core area exemplary educational objectives in addition to those prescribed by the Texas Higher Education Coordinating Board or (3) alternatives to wording in prescribed core area exemplary learning objectives that raise the expectations placed on CCCCD students beyond those prescribed. Blue text identifies core options specific to the AA degree . Green text identifies core options specific to the AS degree . Orange text identifies core options specific to the AAS degree. Courses in the listings that are followed by no blue, green, or orange text identify core options available to any degree-seeking student.

1 2 3 4 5 6x x x x x x ANTH 2351 Cultural Anthropology x x x x x x ARTS 1301 Art Appreciationx x x x x x ARTS 1303 Art History Ix x x x x x ARTS 1304 Art History IIx x x x x BCIS 1305 Business Computer Applications x x x x x BCIS 1332 COBOL I x x x x x BCIS 2332 COBOL II x x x x x BCIS 2390 Systems Analysis and Design x x x x x x BIOL 1406 General Biology I x x x x x x BIOL 1407 General Biology II x x x x x x BIOL 1408 Introduction to Biology I (AA)x x x x x x BIOL 1409 Introduction to Biology II (AA)x x x x x x BIOL 1411 General Botany x x x x x x BIOL 2401 Anatomy and Physiology I x x x x x x BIOL 2402 Anatomy and Physiology II x x x x x x BIOL 2404 Human Anatomy and Physiology Basics (AA)x x x x x x BIOL 2406 West Texas Natural History x x x x x x BIOL 2416 Genetics x x x x x x BIOL 2421 Microbiology x x x x x x BIOL 2428 Comparative Vertebrate Anatomy x x x x x x CHEM 1405 Introduction to Chemistry I (AA)x x x x x x CHEM 1407 Introduction to Chemistry II (AA)x x x x x x CHEM 1411 General Chemistry I x x x x x x CHEM 1412 General Chemistry II x x x x x x CHEM 1419 Introduction to Organic/Biochemistry (AA)x x x x x x CHEM 2401 Analytical Chemistry x x x x x x CHEM 2423 Organic Chemistry I x x x x x x CHEM 2425 Organic Chemistry II x x x x x COSC 1300 Computer Essentials x x x x x COSC 1337 Programming Fundamentals II - Javax x x x x COSC 1436 Programming Fundamentals I - C++ x x x x x COSC 1437 Programming Fundamentals II - C++

Course ID Course Title

Basic Intellectual Competencies in the Core Curriculum The competencies defined below are predicated on the judgment that a series of basic intellectual competencies--reading, writing, speaking, listening, critical thinking, and computer literacy--are essential to the learning process in any discipline and thus should inform any core curriculum. Although students can be expected to come to the college with some experience in exercising these competencies, they often need further instruction and practice to meet college standards and, later, to succeed in both their major field of academic study and their chosen careers or professions.

COURSES RECOMMENDED FOR CORE CURRICULUM WITH ASSOCIATED BASIC INTELLECTUAL COMPETENCIESCompetencies

Intellectual Competencies Page 4

1 2 3 4 5 6 Course ID Course Title



x x x x x COSC 2336 Programming Fundamentals III - C++x x x x x COSC 2325 Computer Organization and Machine Languagex x x x x COSC 2436 Programming Fundamentals III - Java x x x x x DANC 1101 Improvisationx x x x x DANC 1110 Tap Technique Ix x x x x DANC 1111 Tap Technique IIx x x x x DANC 1122 Folk Dancex x x x x DANC 1141 Ballet Technique Ix x x x x DANC 1142 Ballet Technique IIx x x x x DANC 1145 Modern Dance Technique Ix x x x x DANC 1146 Modern Dance Technique IIx x x x x DANC 1147 Jazz Dance Technique Ix x x x x DANC 1148 Jazz Dance Technique IIx x x x x DANC 1151 Dance Performance Ix x x x x DANC 1152 Dance Performance IIx x x x x DANC 2141 Ballet Technique IIIx x x x x DANC 2142 Ballet Technique IVx x x x x DANC 2145 Modern Dance Technique IIIx x x x x DANC 2146 Modern Dance Technique IVx x x x x DANC 2147 Jazz Dance Technique IIIx x x x x DANC 2148 Jazz Dance Technique IVx x x x x DANC 2151 Dance Performance IIIx x x x x DANC 2152 Dance Performance IVx x x x x DANC 2303 Dance Appreciationx x x x x DRAM 1310 Introduction to Theatrex x x x x DRAM 2361 History of Theater Ix x x x x DRAM 2362 History of Theater IIx x x x x ECON 1301 Introduction to Economics (AAS)x x x x x ECON 2301 Principles of Macroeconomicsx x x x x ECON 2302 Principles of Microeconomicsx x x x x x ENGL 1301 Composition/Rhetoric Ix x x x x x ENGL 1302 Composition/Rhetoric II





x x x x x x ENGL 2322 British Literature I x x x x x x ENGL 2323 British Literature II x x x x x x ENGL 2327 American Literature I x x x x x x ENGL 2328 American Literature II x x x x x x ENGL 2332 World Literature I x x x x x x ENGL 2333 World Literature II x x x x x x ENGL 2342 Introduction to Literature I x x x x x x ENGL 2343 Introduction to Literature II x x x x x x ENVR 1401 Environmental Science I x x x x x x ENVR 1402 Environmental Science II x x x x x FREN 2303 French Literature I x x x x x FREN 2304 French Literature II x x x x x x GEOL 1401 Earth Science (AA)x x x x x x GEOL 1402 Dinosaurs! (AA) x x x x x x GEOL 1403 Physical Geology x x x x x x GEOL 1404 Historical Geology x x x x x x GEOL 1405 Earth Habitat (AA)x x x x x x GEOL 1445 Oceanography (AA)x x x x x x GEOL 1447 Introduction to Meteorology (AA)x x x x x GOVT 2301 American Government I x x x x x GOVT 2302 American Government II x x x x x HIST 1301 US History I x x x x x HIST 1302 US History II x x x x x HIST 2301 History of Texas x x x x x x HUMA 1301 Introduction to the Humanitiesx x x x x x MATH 1314 College Algebrax x x x x x MATH 1316 Trigonometryx x x x x x MATH 1324 Pre-Calculus for Business and Economics (AA/AAS)x x x x x x MATH 1325 Calculus for Business and Economics I (AA/AAS)x x x x x x MATH 1332 Contemporary Mathematics (AA/AAS)x x x x x x MATH 1342 Statisticsx x x x x x MATH 1350 Fundamentals of Mathematics I (AA/AAS)





x x x x x x MATH 1351 Fundamentals of Mathematics II (AA/AAS)x x x x x x MATH 1414 College Algebrax x x x x x MATH 2305 Discrete Mathematics x x x x x x MATH 2318 Linear Algebra x x x x x x MATH 2320 Differential Equations x x x x x x MATH 2412 Pre-Calculus for Mathematics and Science x x x x x x MATH 2413 Calculus I x x x x x x MATH 2414 Calculus II x x x x x x MATH 2415 Calculus III x x x x x x MATH 2417 Accelerated Calculus I x x x x x x MATH 2419 Accelerated Calculus II x x x x x x MUSI 1306 Music Appreciationx x x x x x MUSI 1307 Introduction to Music Literaturex x x x x x PHED 1100 Beginning Weight Trainingx x x x x x PHED 1102 Intermediate Weight Trainingx x x x x x PHED 1104 Beginning Jogging and Fitnessx x x x x x PHED 1106 Walking and Fitnessx x x x x PHED 1111 Basketballx x x x x PHED 1112 Soccerx x x x x PHED 1113 Softballx x x x x PHED 1114 Volleyballx x x x x PHED 1115 Archeryx x x x x PHED 1116 Badmintonx x x x x PHED 1117 Beginning Tennisx x x x x PHED 1118 Intermediate Tennisx x x x x PHED 1120 Beginning Racquetballx x x x x PHED 1121 Intermediate Racquetballx x x x x PHED 1123 Beginning Golfx x x x x PHED 1124 Intermediate Golfx x x x x PHED 1125 Bowlingx x x x x PHED 1126 Self-Defensex x x x x PHED 1127 Beginning Karate





x x x x x PHED 1128 Intermediate Karatex x x x x PHED 1129 Introduction to Hatha Yogax x x x x PHED 1130 Intermediate Hatha Yogax x x x x PHED 1131 Beginning Swimmingx x x x x PHED 1132 Intermediate Swimmingx x x x x PHED 1133 Introduction to Racquet Sportsx x x x x x PHED 1136 Water Aerobicsx x x x x x PHED 1137 Swimming Conditioningx x x x x x PHED 1140 Beginning Aerobic Dancex x x x x x PHED 1141 Intermediate Aerobic Dancex x x x x PHED 1146 Popular Social Dancex x x x x PHED 1147 Beginning Aerobic Kickboxing/Karatex x x x x PHED 1251 Beginning Scubax x x x x PHED 1252 Advanced Open Water Scubax x x x x x PHED 1338 Concepts of Physical Fitness and Wellnessx x x x x PHED 2147 Intermediate Aerobic Kickboxingx x x x x PHIL 1301 Introduction to Philosophyx x x x x PHIL 1304 Comparative Religionx x x x x PHIL 2303 Introduction to Logicx x x x x PHIL 2306 Introduction to Ethicsx x x x x PHIL 2307 Introduction to Social and Political Philosophyx x x x x PHIL 2321 Philosophy of Religion (AAS)x x x x x x PHYS 1401 General Physics I x x x x x x PHYS 1402 General Physics II x x x x x x PHYS 1405 Conceptual Physics (AA)x x x x x x PHYS 1411 Elementary Astronomy (AA)x x x x x x PHYS 1415 Physical Science I (AA)x x x x x x PHYS 2425 University Physics I x x x x x x PHYS 2426 University Physics II x x x x x x PSYC 2301 General Psychology x x x x x x SOCI 1301 Introduction to Sociology x x x x x SPAN 2321 Spanish Literature I





x x x x x SPAN 2322 Spanish Literature II x x x x x x SPCH 1311 Fundamentals of Speech Communicationx x x x x x SPCH 1315 Public Speaking Ix x x x x x SPCH 1321 Business and Professional Speaking

3 - SPEAKING: The ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience [above 12th grade].

2 - WRITING: The ability to produce clear, correct, and coherent prose adapted to purpose, occasion, audience [above 12th grade level].

COMPETENCY DEFINITIONS6 - COMPUTER LITERACY: The ability to use computer based technology in communicating, solving problems, acquiring information; an understanding of the relationships between technology and society; and the tools to evaluate and learn new technologies as they become available.

4 - LISTENING: The ability to analyze and interpret various forms of spoken communication [above 12th grade].

1 - READING: The ability to analyze and interpret a variety of printed materials - books, documents, and articles [above 12th grade level].

5 - CRITICAL THINKING: The ability to apply both qualitative and quantitative skills analytically and creatively to subject matter in order to solve problems, evaluate arguments, and construct alternate strategies.


1 2 3 4 5 6 7x x x x x ENGL 1301 Composition/Rhetoric Ix x x x x x x ENGL 1302 Composition/Rhetoric II x x x x x x x SPCH 1311 Fundamentals of Speech Communicationx x x x x x x SPCH 1315 Public Speaking Ix x x x x x x SPCH 1321 Business and Professional Speaking

7 - DEVELOP an awareness and understanding of cultural diversity.

Core Area Exemplary Educational ObjectivesCORE AREA: Communication, Composition, Speech, and Modern LanguageThe objective of the communication, composition, speech, and modern language component of CCCCD's core curriculum is to enable the student to communicate effectively in clear and correct prose in a style appropriate to the subject, occasion, and audience.

EXEMPLARY EDUCATIONAL OBJECTIVES: STUDENTS WILL . . .

COURSES RECOMMENDED FOR CORE AREA WITH ASSOCIATED EXEMPLARY LEARNING OBJECTIVES

Course ID Course TitleCompetencies

1 - UNDERSTAND and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.

5 - UNDERSTAND and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.4 - PARTICIPATE effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

3 - UNDERSTAND and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.

2 - UNDERSTAND the importance of specifying audience and purpose and to select appropriate communication choices.

6 - DEVELOP the ability to research and write a documented paper and/or to give an oral presentation.

Communication Page 10

1 2 3 4 5 6 7x x x x x x x BCIS 1305 Business Computer Applications x x x x x x x BCIS 1332 COBOL I x x x x x x x BCIS 2332 COBOL II x x x x x x x BCIS 2390 Systems Analysis and Designx x x x x x x COSC 1300 Computer Essentials x x x x x x x COSC 1337 Programming Fundamentals II - Javax x x x x x x COSC 1436 Programming Fundamentals I - C++x x x x x x x COSC 1437 Programming Fundamentals II - C++x x x x x x x COSC 2336 Programming Fundamentals III - C++x x x x x x x COSC 2325 Computer Organization and Machine Languagex x x x x x x COSC 2420 Introduction to Object-Oriented Programming with C++ x x x x x x x COSC 2436 Programming Fundamentals III - Java

Core Area Exemplary Educational ObjectivesCORE AREA: Computer ScienceThe objective of the computer science component of CCCCD's core curriculum is to give students an understanding of how computers, and information technology in general, affect our society. Students will engage in learning how to use computers to perform various tasks and will learn the advantages and limitations of information technology in various activities.

COURSES RECOMMENDED FOR CORE AREA WITH ASSOCIATED EXEMPLARY LEARNING OBJECTIVESCompetencies


EXEMPLARY EDUCATIONAL OBJECTIVES: STUDENTS WILL . . .7 - IDENTIFY and UNDERSTAND issues related to information technology and society.

6 - DEMONSTRATE knowledge of computer communications including using local networks and the Internet.

1 - DEMONSTRATE competency in general computer concepts.

5 - DEMONSTRATE the formal logic and problem solving processes that are used in the development of computer software.4 - DEMONSTRATE general knowledge of computer software, data storage and retrieval, and mathematical calculations.

3 - DEMONSTRATE general knowledge of operating systems/utility software and usage.2 - DEMONSTRATE general knowledge of computer hardware and how computers function (including capabilities and limitations).

Computer Literacy Page 11

1 2 3 4 5 6 7x x x x x x x ANTH 2351 Cultural Anthropology x x x x x x x ARTS 1301 Art Appreciationx x x x x x x ARTS 1303 Art History Ix x x x x x x ARTS 1304 Art History IIx x x x x x x DANC 2303 Dance Appreciationx x x x x x x DRAM 1310 Introduction to Theatrex x x x x x x DRAM 2361 History of Theater Ix x x x x x x DRAM 2362 History of Theater IIx x x x x x x ENGL 2322 British Literature I x x x x x x x ENGL 2323 British Literature II x x x x x x x ENGL 2327 American Literature I x x x x x x x ENGL 2328 American Literature II x x x x x x x ENGL 2332 World Literature I x x x x x x x ENGL 2333 World Literature II x x x x x x x ENGL 2342 Introduction to Literature I x x x x x x x ENGL 2343 Introduction to Literature II x x x x x x x FREN 2303 French Literature I x x x x x x x FREN 2304 French Literature II x x x x x x x HUMA 1301 Introduction to the Humanitiesx x x x x x x MUSI 1306 Music Appreciationx x x x x x x MUSI 1307 Introduction to Music Literaturex x x x x x PHIL 1301 Introduction to Philosophyx x x x x x PHIL 1304 Comparative Religionx x x x x x PHIL 2303 Introduction to Logicx x x x x x PHIL 2306 Introduction to Ethicsx x x x x x PHIL 2307 Introduction to Social and Political Philosophyx x x x x x PHIL 2321 Philosophy of Religion (AAS)x x x x x x x SPAN 2321 Spanish Literature I

Core Area Exemplary Educational ObjectivesCORE AREA: Humanities and Visual and Performing ArtsThe objective of the humanities and visual and performing arts component of CCCCD's core curriculum is to expand students' knowledge of the human condition and human cultures, especially in relation to behaviors, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature, philosophy, and the visual and performing arts, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Students should have experiences in both the arts and humanities.



Humanities Page 12

1 2 3 4 5 6 7

Core Area Exemplary Educational ObjectivesCORE AREA: Humanities and Visual and Performing ArtsThe objective of the humanities and visual and performing arts component of CCCCD's core curriculum is to expand students' knowledge of the human condition and human cultures, especially in relation to behaviors, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature, philosophy, and the visual and performing arts, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Students should have experiences in both the arts and humanities.


Course ID Course Titlex x x x x x x SPAN 2322 Spanish Literature II

6 - DEVELOP an appreciation for the aesthetic principles that guide or govern the humanities and arts.

EXEMPLARY EDUCATIONAL OBJECTIVES: STUDENTS WILL . . .7. DEMONSTRATE knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences.

1 - DEMONSTRATE awareness of the scope and variety of works in the arts and humanities.

5 - ARTICULATE an informed personal reaction to works in the arts and humanities.4 - ENGAGE in the creative process of interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.

3 - RESPOND critically to works in the arts and humanities.2 - UNDERSTAND those works as expressions of individual and human values within an historical and social context.

Humanities Page 13

1A 2 3 4 5 6A 7x x x x x x x MATH 1314 College Algebrax x x x x x x MATH 1316 Trigonometryx x x x x x x MATH 1324 Pre-Calculus for Business and Economics (AA/AAS)x x x x x x x MATH 1325 Calculus for Business and Economics I (AA/AAS)x x x x x x x MATH 1332 Contemporary Mathematics (AA/AAS)x x x x x x x MATH 1342 Statisticsx x x x x x x MATH 1350 Fundamentals of Mathematics I (AA/AAS)x x x x x x x MATH 1351 Fundamentals of Mathematics II (AA/AAS)x x x x x x x MATH 1414 College Algebrax x x x x x x MATH 2305 Discrete Mathematics x x x x x x x MATH 2318 Linear Algebra x x x x x x x MATH 2320 Differential Equations x x x x x x x MATH 2412 Pre-Calculus for Mathematics and Science x x x x x x x MATH 2413 Calculus I x x x x x x x MATH 2414 Calculus II x x x x x x x MATH 2415 Calculus III x x x x x x x MATH 2417 Accelerated Calculus I x x x x x x x MATH 2419 Accelerated Calculus II




CORE AREA: MathematicsThe objective of the mathematics component of CCCCD's core curriculum is to develop a quantitatively literate college graduate. Every college graduate should be able to apply basic mathematical tools in the solution of real-world problems.

2 - REPRESENT and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.

AThe seven core area exemplary educational objectives for mathematics are mandated by the Texas Higher Education Coordinating Board (THECB). Consequently, CCCCD is not at liberty to alter them. All CCCCD mathematics courses address objectives 2, 3, 4, 5, and 7 in their entireties. All CCCCD mathematics courses address parts of objectives 1 and 6. Only MATH 1342 (Statistics) addresses objectives 1 and 6 in their entirety, because only this course specifically addresses statistical methods and models. However, it became clear from discussions with THECB officials that the phrase "and statistical methods" in objective 1 and the phrase "and statistical models" in objective 6 must be construed as "or statistical methods" and "or statistical models" respectively since nonstatistical mathematics courses cannot be expected to address statistical methods and models.

3 - EXPAND mathematical reasoning skills and formal logic to develop convincing mathematical arguments.

1 - APPLY arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.


4 - USE appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.

6 - RECOGNIZE the limitations of mathematical and statistical models.

7. DEVELOP the view that mathematics is an evolving discipline interrelated with human culture and will understand its connections to other disciplines.

5 - INTERPRET mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.

Mathematics Page 14

1 2 3 4 5 6x x x x x x BIOL 1406 General Biology I x x x x x x BIOL 1407 General Biology II x x x x x x BIOL 1408 Introduction to Biology I (AA)x x x x x x BIOL 1409 Introduction to Biology II (AA)x x x x x x BIOL 1411 General Botany x x x x x x BIOL 2401 Anatomy and Physiology I x x x x x x BIOL 2402 Anatomy and Physiology II x x x x x x BIOL 2404 Human Anatomy and Physiology Basics (AA)x x x x x x BIOL 2406 West Texas Natural History x x x x x x BIOL 2416 Genetics x x x x x x BIOL 2421 Microbiology x x x x x x BIOL 2428 Comparative Vertebrate Anatomy x x x x x x CHEM 1405 Introduction to Chemistry I (AA)x x x x x x CHEM 1407 Introduction to Chemistry II (AA)x x x x x x CHEM 1411 General Chemistry I x x x x x x CHEM 1412 General Chemistry II x x x x x x CHEM 1419 Introduction to Organic/Biochemistry (AA)x x x x x x CHEM 2401 Analytical Chemistry x x x x x x CHEM 2423 Organic Chemistry I x x x x x x CHEM 2425 Organic Chemistry II x x x x x x ENVR 1401 Environmental Science I x x x x x x ENVR 1402 Environmental Science II x x x x x x GEOL 1401 Earth Science (AA)x x x x x x GEOL 1402 Dinosaurs! (AA) x x x x x x GEOL 1403 Physical Geology x x x x x x GEOL 1404 Historical Geology x x x x x x GEOL 1405 Earth Habitat (AA)x x x x x x GEOL 1445 Oceanography (AA)x x x x x x GEOL 1447 Introduction to Meteorology (AA)x x x x x x PHYS 1401 General Physics I

Core Area Exemplary Educational ObjectivesCORE AREA: Natural SciencesThe objective of the natural sciences component of CCCCD's core curriculum is to enable the student to understand, construct, and evaluate relationships in the natural sciences, and to enable the student to understand the bases for building and testing theories.



Natural Sciences Page 15

1 2 3 4 5 6

Core Area Exemplary Educational ObjectivesCORE AREA: Natural SciencesThe objective of the natural sciences component of CCCCD's core curriculum is to enable the student to understand, construct, and evaluate relationships in the natural sciences, and to enable the student to understand the bases for building and testing theories.


Course ID Course Titlex x x x x x PHYS 1402 General Physics II x x x x x x PHYS 1405 Conceptual Physics (AA)x x x x x x PHYS 1411 Elementary Astronomy (AA)x x x x x x PHYS 1415 Physical Science I (AA)x x x x x x PHYS 2425 University Physics I x x x x x x PHYS 2426 University Physics II

1 - UNDERSTAND and apply methods and appropriate technologies to the study of the natural sciences.

6 - DEMONSTRATE proficiency in laboratory procedures involving the collection, analysis and interpretation of data.EXEMPLARY EDUCATIONAL OBJECTIVES: STUDENTS WILL . . .

2. RECOGNIZE scientific and quantitative methods and the differences between these approaches and the other methods of inquiry and to communicate findings, analysis, and interpretation both orally and in writing.

5 - DEMONSTRATE knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.4 - DEMONSTRATE knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.

3 - IDENTIFY and recognize the differences among competing scientific theories.

Natural Sciences Page 16

1 2 3 4 5x x x x x DANC 1101 Improvisationx x x x x DANC 1110 Tap Technique Ix x x x x DANC 1111 Tap Technique IIx x x x x DANC 1122 Folk Dancex x x x x DANC 1141 Ballet Technique Ix x x x x DANC 1142 Ballet Technique IIx x x x x DANC 1145 Modern Dance Technique Ix x x x x DANC 1146 Modern Dance Technique IIx x x x x DANC 1147 Jazz Dance Technique Ix x x x x DANC 1148 Jazz Dance Technique IIx x x x x DANC 1151 Dance Performance Ix x x x x DANC 1152 Dance Performance IIx x x x x DANC 2141 Ballet Technique IIIx x x x x DANC 2142 Ballet Technique IVx x x x x DANC 2145 Modern Dance Technique IIIx x x x x DANC 2146 Modern Dance Technique IVx x x x x DANC 2147 Jazz Dance Technique IIIx x x x x DANC 2148 Jazz Dance Technique IVx x x x x DANC 2151 Dance Performance IIIx x x x x DANC 2152 Dance Performance IVx x x x x PHED 1100 Beginning Weight Trainingx x x x x PHED 1102 Intermediate Weight Trainingx x x x x PHED 1104 Beginning Jogging and Fitnessx x x x x PHED 1106 Walking and Fitnessx x x x x PHED 1111 Basketballx x x x x PHED 1112 Soccerx x x x x PHED 1113 Softballx x x x x PHED 1114 Volleyballx x x x x PHED 1115 Archeryx x x x x PHED 1116 Badmintonx x x x x PHED 1117 Beginning Tennisx x x x x PHED 1118 Intermediate Tennisx x x x x PHED 1120 Beginning Racquetball

Core Area Exemplary Educational ObjectivesCORE AREA: Physical EducationThe objective of the physical education component of CCCCD's core curriculum is to create a foundation of skill and knowledge essential for lifetime health and wellness. The curriculum provides opportunities for students to engage in a variety of movement experiences that contribute to the motor and fitness development of the individual and provide an understanding of the scientific basis for movement, health, fitness, and wellness.



Physical Education Page 17

1 2 3 4 5

Core Area Exemplary Educational ObjectivesCORE AREA: Physical EducationThe objective of the physical education component of CCCCD's core curriculum is to create a foundation of skill and knowledge essential for lifetime health and wellness. The curriculum provides opportunities for students to engage in a variety of movement experiences that contribute to the motor and fitness development of the individual and provide an understanding of the scientific basis for movement, health, fitness, and wellness.


Course ID Course Titlex x x x x PHED 1121 Intermediate Racquetballx x x x x PHED 1123 Beginning Golfx x x x x PHED 1124 Intermediate Golfx x x x x PHED 1125 Bowlingx x x x x PHED 1126 Self-Defensex x x x x PHED 1127 Beginning Karatex x x x x PHED 1128 Intermediate Karatex x x x x PHED 1129 Introduction to Hatha Yogax x x x x PHED 1130 Intermediate Hatha Yogax x x x x PHED 1131 Beginning Swimmingx x x x x PHED 1132 Intermediate Swimmingx x x x x PHED 1133 Introduction to Racquet Sportsx x x x x PHED 1136 Water Aerobicsx x x x x PHED 1137 Swimming Conditioningx x x x x PHED 1140 Beginning Aerobic Dancex x x x x PHED 1141 Intermediate Aerobic Dancex x x x x PHED 1146 Popular Social Dancex x x x x PHED 1147 Beginning Aerobic Kickboxing/Karatex x x x x PHED 1251 Beginning Scubax x x x x PHED 1252 Advanced Open Water Scubax x x x x PHED 1338 Concepts of Physical Fitness and Wellnessx x x x x PHED 2147 Intermediate Aerobic Kickboxing

EXEMPLARY EDUCATIONAL OBJECTIVES: STUDENTS WILL . . .5 - DEVELOP the kinesthetic sense in the process of acquiring movement skills.

1 - DEMONSTRATE sport and fitness-related skills and apply the use of these skills in lifetime activity in the promotion of health and wellness.

4 - DEMONSTRATE the biomechanics of fundamental movements and skills.3 - RECOGNIZE the importance of the relationship between lifetime activity and the quality of life.

2 - DEMONSTRATE knowledge of nutrition and its implications for sport performance, physical fitness, and wellness.

Physical Education Page 18

1 2 3 4 5 6 7 8 9 10 11 12x x x x x x x x x x x ECON 1301 Introduction to Economics (AAS)x x x x x x x x x x x ECON 2301 Principles of Macroeconomicsx x x x x x x x x x x ECON 2302 Principles of Microeconomicsx x x x x x x x GOVT 2301 American Government I x x x x x x x x x x GOVT 2302 American Government II x x x x x x x x x x HIST 1301 US History I x x x x x x x x x x HIST 1302 US History II x x x x x x x x x x x HIST 2301 History of Texas x x x x x x x PSYC 2301 General Psychology x x x x x x x PSYC 2302 Applied Psychology (AAS)x x x x x x x x x x x SOCI 1301 Introduction to Sociology

CompetenciesCourse ID

7. TO UNDERSTAND the evolution and current role of the U.S. in the world.6 - TO COMPREHEND the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.

Course Title

11. TO RECOGNIZE and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy.


8. TO DIFFERENTIATE and analyze historical evidence (documentary and statistical) and differing points of view.

Core Area Exemplary Educational ObjectivesCORE AREA: Social and Behavioral SciencesThe objective of the social and behavioral sciences component of CCCCD's core curriculum is to increase students' knowledge of how social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity.

COURSES RECOMMENDED FOR CORE AREA WITH ASSOCIATED EXEMPLARY LEARNING OBJECTIVES

1 - TO EMPLOY the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.

5 - TO ANALYZE the effects of historical, social, political, economic, cultural, and global forces on the area under study.4 - TO DEVELOP and communicate alternative explanations or solutions for contemporary social issues.

2 - TO EXAMINE social institutions and processes across a range of historical periods, social structures, and cultures.

12. TO IDENTIFY and understand differences and commonalties within diverse cultures.

3 - TO USE and critique alternative explanatory systems or theories.

10. TO ANALYZE, critically assess, and develop creative solutions to public policy problems.9. TO RECOGNIZE and apply reasonable criteria for the acceptability of historical evidence and social research.

Social and Behavioral Sciences Page 19

Additional Recommendations

Additional Recommendation 1: Eliminate the distinct economics requirement from the A.A.S. general education core curriculum; add ECON 1301 (Introduction to Economics), ECON 2301 (Principles of Macroeconomics), and ECON 2302 (Principles of Microeconomics) as options in the social/behavioral sciences core for the A.A.S.; and add ECON 2301 and ECON 2302 as options in the social/behavioral sciences core for the A.A./A.S. (Note: ECON 1301 is not being recommended for addition to the A.A./A.S. core because it was designed to support workforce education programs and students sometimes have trouble transferring the course.)

Rationale: We found no justification for a distinct economics requirement in the current A.A.S. general education core curriculum. The A.A.S. core currently consists of 22 semester hours while the less restrictive 45 semester hour A.A./A.S. core has no economics requirement. The THECB limits A.A.S. programs to 72 semester hours and some A.A.S. programs struggle to balance effective workforce preparation with general education requirements within the 72 hour limit. Elimination of a distinct economics requirement while making economics an option under social/behavioral sciences frees up three semester hours giving those programs increased flexibility in meeting the demands of effective workforce preparation. Furthermore, investigation of general education requirements at universities suggests that economics is commonly included in the general education curriculum as an option for meeting social/behavioral sciences requirements. CCCCD students currently are limited to selecting from only two courses to meet their social/behavioral sciences obligation. Thus, adding the recommended courses to the social/behavioral sciences core significantly expands students' flexibility.

Additional Recommendation 2: Eliminate the computer science requirement from the A.A.S. general education core curriculum, but hold A.A.S. students to the same standards required of A.A./A.S. students with regards to demonstrating attainment of basic intellectual competencies and core area exemplary learning objectives related to computer literacy.

Rationale: As mentioned in Additional Recommendation 1, above, some programs struggle to comply with the dual demands of workforce preparation and general education within the THECB's 72 semester hour limit. Anything that can be done should be done to allow those programs greater flexibility in preparing CCCCD students for the workplace while maintaining the integrity of CCCCD's core and while complying with all SACS and THECB expectations. Since CCCCD's workforce education programs include significant information technology components specifically geared toward the careers in which students are interested, faculty members contend that A.A.S. students obtain the computer skills and knowledge they need to function in today's information society without completing a separate computer course. To ensure that A.A.S. students are receiving a comparable computer education to other degree-seeking students, workforce education faculty should integrate the same computer-related competencies and learning objectives into their syllabi and courses that are taught the computer science core and A.A.S. students should be required to demonstrate the same level of learning outcomes as other degree-seeking students. Furthermore, a crosswalk indicating how the competencies are being met across the curriculum will be filled with the AVPAA's Office. In some cases, faculty members in an A.A.S. program may be unable to effectively integrate all computer science learning objectives into the program's curriculum. In other cases, students in an A.A.S. program may fail to demonstrate the same level of computer science learning as degree-seeking students in other majors who complete the computer science requirement. In such cases, the GEO Forum recommends that A.A.S. programs add the computer science core requirement back into the core curriculum.

Additional Recommendations 20

Appendix 3

Measuring Student Learning Outcomes in the General Education Core: Phase II Report and Recommendations

Measuring Student Learning Outcomes in the General Education Core:

Phase II Report and Recommendations

Prepared by the

GEO Forum

June 25, 2004

Dedicated to the memory of

Veronica Chavez,

who distinguished herself in service to

Collin County Community College District

through her contributions to the GEO Forum

and whose contributions reflected her sense of

the importance of the GEO Forum’s work to ensuring

the highest quality education for our students.

GEO Forum Members

Veronica Chavez, M.P.A. Chip Galloway, M.S. Jean Helgeson, M.A. Joan Jenkins, Ph.D.

Joan Kennedy, Ph.D. Ralph Long, M.S. Betty Siber, M.A. Bill Slater, M.S.

Debra St. John, Ph.D.

Pam Gaiter, M.A. (Co-Chair) Thomas K. Martin, Ph.D. (Co-Chair)

Deans with Core Curriculum Oversight Responsibility

Bill Blitt, M.S. Tom Chesney, Ph.D.

Gaye Cooksey, B.F.A. Gary Hodge, M.A.

Cameron Neal, Ph.D.

Recommended Purpose Statement for CCCCD General Education Core Curriculum

The role of general education at Collin County Community College District is to

cultivate within students 1. a common core of knowledge in the liberal arts tradition,

2. high-level cognitive skills, and 3. an educational foundation that facilitates and encourages life-long learning.

Measuring Student Learning Outcomes in the General Education Core:

Phase II Report and Recommendations

Phase I of the General Education Outcomes (GEO) Forum’s assignment was to

conduct a thorough review Collin County Community College District’s general education core curriculum and to make recommendations for revision. That task was completed in spring 2003. GEO Forum’s final report and recommendations for phase I were completed on May 13, 2003. The report was subsequently presented to the Academic Deans and Curriculum Advisory Board during summer 2003. The report and recommendations are currently under review by those two groups prior to their submission to CCCCD’s Leadership Team for final consideration and implementation.

Phase II of the GEO Forum’s assignment was to develop recommendations for measuring and documenting student learning outcomes in the general education core curriculum. The group began work on phase II near the end of spring semester 2003. To provide a framework for subsequent discussion, a member of the group prepared a discussion paper (see Appendix A) that summarizes four general approaches to the measurement of student learning outcomes. After extensive discussion of the four models within the GEO Forum, members took the discussion to their faculty peers. After discussions with their peers, members of the GEO forum reached a consensus on a recommended approach to measuring and documenting student learning in the general education core curriculum.

The GEO Forum had four primary objectives in phase II. (1) One objective was to develop a set of recommendations for measuring and documenting student outcomes that comply with the expectations of the Texas Higher Education Coordinating Board and the Southern Association of Colleges and Schools. (2) Another objective was to minimize the burden on the institution and on faculty members in particular. The primary responsibility of CCCCD’s faculty is and should remain to teach students. No matter how seemingly important or well intended, anything that distracts faculty members from that responsibility must not be permitted to significantly intrude on that primary role. (3) The third objective was to approach the assessment of student learning outcomes in the general education core curriculum from more than one perspective to provide for some means of verifying strengths and weaknesses in the core curriculum. (4) The final, and most important, objective was to develop recommendations that would lead to a system of measuring student learning in the general education core curriculum that will document the degree to which students

benefit from their general education learning experiences and that will give faculty and administrators information they need to ensure continued or improved educational quality.

Recommendation 1

First, the GEO Forum recommends that CCCCD’s expectations in each general education course be clearly articulated to students at the beginning of the course by including all six Basic Intellectual Competencies in the Core Curriculum and all appropriate Core Area Exemplary Learning Objectives in the generic syllabi for each general education course. By making expectations clear at the beginning of each general education course, faculty members lay the foundation for subsequent assessment of learning outcomes in those courses.

Recommendation 2

The GEO Forum recommends a standard format for documenting methods used in general education courses for assessing each Core Area Exemplary Learning Objective (See Appendix B). This documentation will be provided for each general education course. If more detailed information is needed about how individual faculty members assess student learning relative to expectations, this information is available in the instructors’ syllabi.

The GEO Forum concludes that the Basic Intellectual Competencies in the Core Curriculum as mandated by the THECB are, in fact, so basic that students should arrive from high school already possessing them or, when they do not possess them, should address them through developmental rather than college-level general education. Thus, the GEO Forum concludes that these competencies are prerequisites to rather than outcomes of students’ successful completion of the general education core curriculum and recommends that the assessment of student learning outcomes in the general education core curriculum focus on the Core Area Exemplary Learning Objectives.

Recommendation 3

The GEO Forum recommends that elements of the Macro Measurement Model (see Appendix A) be used to measure student learning outcomes in the general education core curriculum from the perspective of student perceptions. Specifically, CCCCD has for several years administered the Community College Student Experiences Questionnaire (CCSEQ) to degree and certificate recipients. Furthermore, the GEO Forum recommends that administration of the CCSEQ be expanded to include core curriculum completers in addition to degree and certificate recipients.

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The CCSEQ includes items that elicit students’ perceptions of their own learning gains in specific areas such as the arts, literature, writing, oral communication and presentation, computer literacy, philosophy, cultural awareness, mathematics, science, history, politics, geography, wellness, social relationships, and high-level cognitive skills. This information should be used to assess the effectiveness of CCCCD’s general education program.

Recommendation 4

The GEO Forum recommends that elements of the Subsequent Outcomes Model (see Appendix A) be used to measure student learning outcomes in the general education core curriculum. Specifically, CCCCD should use feedback from universities to determine whether students successfully transfer to universities, whether students who transfer earn the baccalaureate degree, and whether or not completion of CCCCD’s core curriculum contributes to any differential effects on these two outcomes.

Recommendation 5

GEO Forum recommends that during fall 2004 IRO develop a two-part format for annually reporting on the state of CCCCD’s general education. The format should be reviewed and approved by CAB and the Leadership Team to ensure that it meets the needs of decision makers.

Beginning in fall 2004 and each fall semester thereafter, the Institutional Research Office (IRO) should prepare an annual report on the state of general education at CCCCD for delivery to the Curriculum Advisory Board (CAB) at the beginning of each subsequent spring semester. Part I of the report should provide the most recent data available from relevant portions of the CCSEQ. Part II of the report should provide the most recent data available from IRO’s efforts to track CCCCD students to their four-year transfer destinations including, to the degree data are available, a summary of student performance at transfer destination universities and baccalaureate attainment.

Suggestion

The GEO Forum engaged in extensive and impassioned discussion about the viability of including a recommendation about course-level assessment of student learning outcomes in general education courses. In the end, the group agreed that while assessment of course-level learning outcomes is important, the logistics and politics of the process would make it unwieldy at best. Though it may be possible to resolve the logistical and political issues given enough time, in the interest of moving this process to its conclusion members agreed that the phase II report should go forward without a recommendation related to course-level assessment of student learning outcomes. It is, however, suggested that the administration discuss the relative value of, need for, and institutional commitment to the concept of course-level assessment of general


education learning outcomes. If the administration and faculty conclude that this is something that should be undertaken, then GEO Forum or some other group—new or existing—should be assigned the task of picking up where the GEO Forum left this issue.

Summary

The five recommendations of the GEO Forum incorporate elements of two different approaches to measuring and documenting student learning outcomes in the general education core curriculum. This two-pronged approach uses students’ perceptions of their own learning gains and students’ subsequent outcomes at four-year colleges and universities following their completion of CCCCD’s general education core curriculum. The recommendations also accomplish the GEO Forum’s four objectives by providing a systematic institutional approach to measuring and documenting student learning outcomes that should satisfy the expectations of any oversight or accrediting body; minimizing the burden on faculty and the institution by capitalizing on and systematizing processes that are essentially already in place; using both student perceptions of their own learning and objective outcomes subsequent to completion of CCCCD’s general education core curriculum for assessing learning outcomes; and providing faculty and administrators information they can use to monitor and improve the quality of instruction in CCCCD’s general education core curriculum.


Appendix A

GEO Forum Discussion Paper:

Four Models for Assessing Learning Outcomes

in the General Education Core Curriculum


Discussion Paper: Four Models for Assessing Learning Outcomes in the General Education Core Curriculum

Prepared for the GEO Forum June 12, 2003

Introduction The purpose of this paper is to provide members of the GEO Forum with a summary of four approaches to the assessment of student learning outcomes in the general education core curriculum. Effective pedagogical practice as well as mandates from both the Southern Association of Colleges and Schools and the Texas Higher Education Coordinating Board call for Collin County Community College’s faculty to document, in some fashion, how students benefit from the general education requirements imposed on them. The GEO Forum has defined the mission of the general education core curriculum as cultivating “within students (1) a common core of knowledge in the liberal arts tradition, (2) high-level cognitive skills, and (3) an educational foundation that facilitates and encourages life-long learning.” In addition, the GEO Forum has recommended the adoption of specific competencies and learning objectives in the general education core curriculum. The question becomes, how do we document that we have accomplished the mission, competencies, and objectives for students who complete CCCCD’s core curriculum? The following sections provide summary definitions of four measurement models for assessing student learning outcomes in the general education core curriculum. Lists of strengths and weaknesses follow each summary. The lists are intended to be representative rather than exhaustive. Any approach to assessing learning outcomes in the general education core curriculum presumes that faculty members clearly articulate what competencies and learning objectives are covered in the course. Thus, at a minimum, each core course must include in its syllabus the basic competencies in the core curriculum and the exemplary learning outcomes mandated by the institution. The GEO Forum has briefly discussed the first three of these models in recent meetings. In subsequent meetings we must decide which one of these models, or what combination of these models, or which other model best documents how students benefit from their experiences in our general education core curriculum. We must complete this task and make our recommendations by the end of fall 2003 so our recommendations can be reviewed and processes can be put in place for fall 2004.


Macro Measurement Model Summary A nationally normed test of general learning is administered to students as they complete the core curriculum to measure their overall mastery of “knowledge in the liberal arts tradition” and their “high-level cognitive skills.” Examples of such tests are ACT’s Collegiate Assessment of Academic Proficiency (CAAP), ETS’ Academic Profile, or the Assessment Resource Center’s College BASE. CCCCD’s faculty would need to establish criteria in the form of cut scores that distinguish between students who have or have not attained the knowledge and skills alluded to in the mission of the general education core curriculum. Ideally, in order to document learning gains, this type of assessment would be administered twice: once when a student first enrolls at the college and again when the student completes the core curriculum. In addition to the objective macro level measurement tools described above, there are more subjective forms of macro level measurement. Instruments like the Community College Student Experiences Questionnaire (CCSEQ) or the Community College Survey of Student Engagement (CCSSE) include subscales that measure students’ subjective self-assessments of their own learning gains. While these measures are subjective, some research literature suggests that these measures correlate reasonably well with student performance as measured by grades. Strengths • Consistency of measurement across students. • Measurements are taken after students have been exposed to the entire treatment

program. • The concept of a general measure of learning corresponds to the concept of

general education. • Completed tests are scored by the testing agencies, simplifying manpower

demands on CCCCD. • Results of the measurements are easy to tabulate and compare. • Professionally normed tests are widely used and have credibility with the public,

accrediting bodies, state bureaucrats and legislators. • Requires no special effort on the part of faculty to reach consensus as to how

learning should be assessed. • If pre- and post- assessments are administered, this can be an effective means of

documenting learning gains across the core curriculum. Weaknesses • The effective administration of an overall assessment of general learning requires a

captive audience, a situation no community college enjoys.


o In a university, all students who desire a baccalaureate degree can be required to take a test in some kind of capstone course in which this type of assessment could be administered.

o Community college students demonstrate a countless variations in their patterns of attendance: some take one or two core classes and transfer, some take one or two core courses before stopping out for a while and returning at some indeterminate time, some complete most of the core, some complete the entire core.

o Some students seeking an associate’s degree who were told they must first take this type of test would opt not to receive the degree.

o In a telephone conversation, an ACT official agreed that virtually no community college could effectively use tools like CAAP or Academic Profile to assess general learning because of their inability to capture students at a common exit point.

o While some community colleges have experimented with the concept of an “assessment day” in an attempt to create an optimal opportunity for administering this type of assessment of general learning—and some give enthusiastic testimonials of the effort—when one probes, one finds that results are dismal.

• Nationally normed tests may not address the competencies and learning objectives the faculty deem as important.

• Students’ subjective self-assessments of their own learning may not be consistent with what they actually learned.

Micro Measurement Model Summary Faculty members within a core discipline work together to develop a common set of tools to assess student learning relative to the general education competencies and objectives prescribed for each general education course offered by the discipline. Those tools could include written tests (objective or subjective), demonstrations, portfolios, etc. The same faculty members determine at what level(s) of performance a student demonstrates mastery on those assessments. Ideally, in order to document learning gains within the course, an assessment would be made at the beginning and at the end of each course. Strengths • Assessments focus on the competencies and learning objectives the faculty deem

as important rather than on what a testing agency deems as important.


• Since it operates within courses, there is no need to “capture” students outside the framework of students’ normal attendance patterns. Consequently, this approach is a better fit for community colleges.

• Gives faculty members the responsibility for determining how to measure student learning.

• Using a common set of tools for assessment in all sections of the same general education course ensures that a common core of knowledge and skills will be covered and all students will be assessed consistently regardless of which faculty members teach a given course.

• If pre and post assessments are administered, this can be an effective means of documenting learning gains within a general education course.

Weaknesses • Faculty members sometimes have difficulty in reaching consensus about how

learning should be assessed. • Some faculty members object to the concept of common assessments across

courses. • Unless the assessments are eventually normed, this model lacks some of the

credibility of the Macro Model for external constituencies. • May require classroom to administer the pre-assessment(s).

Professional Measurement Model Summary This is essentially the model faculty members now use to document student performance in the classroom. At the beginning of a course, faculty members articulate what they expect of students and at the end of the course faculty members make professional judgments of students relative to those initial criteria and award grades as measures of student performance. Strengths • Easy to implement because it places few demands on faculty members beyond

what they already do. Weaknesses • Subject to the same criticisms of grade inflation and grading as an unreliable

measure of student learning which have stoked the fires of the accountability movement among politicians, accrediting agencies, and the public.

• Fails to document measurable learning gains.


Subsequent Outcomes Model Summary Uses student data from transfer institutions to document performance of CCCCD degree completers and core curriculum completers as opposed to students who did not complete the core curriculum after the students leave CCCCD. Conceptually, this model assumes that students who have completed CCCCD’s core curriculum are better prepared for university education than students who did not complete CCCCD’s core. Consequently, one could expect core completers to demonstrate higher grades and rates of baccalaureate attainment than do non-core completers. Since this model presents the least complete picture of student learning outcomes among the four models presented, it may be most effective in combination with one of the other models. Strengths • Easy to implement because it places no demands on faculty members beyond what

they already do. • If the assumptions are supported, this model documents long-term benefits to

students who complete CCCCD’s general education core curriculum. • This is a more holistic model that could be used to fill gaps in our understanding of

the overall effects of general education in the micro-level and professional measurement models.

Weaknesses • Legal restrictions related to student privacy make it difficult to get individual student

performance data from universities. • Fails to document specific student outcomes relative to the institution’s stated

expectations as articulated in the basic general core competencies and exemplary learning objectives.

• Makes some assumptions about the relationship between completing the core curriculum and subsequent outcomes that require substantiation.

Prepared by Thomas K. Martin, Ph.D. Collin County Community College District


Appendix B

Proposed Template and Example for Documenting

Methods Used to Assess Student Learning in General Education Courses


Template: Recommended Format for Documenting Methods Used to Assess Student Learning in General Education Courses

General Education Core Curriculum

Student Learning Outcomes Assessment Methods Summary Course: Division: Core Area: Date Completed: Core Area Exemplary Educational Objectives1

Objective Assessment Method

1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - More detailed information about how individual instructors assess learning in relationship to the Basic Intellectual Competencies in the Core Curriculum or the Core Area Exemplary Educational Objectives is available in the instructors’ syllabi.2

1Note regarding template: Not all core areas include 12 Core Area Exemplary Educational Objectives. Courses would use only the number appropriate for the core area. Courses in the Physical Education Core Area have five Core Area Exemplary Learning Objectives they must address. Courses in the Natural Sciences Core Area have six Core Area Exemplary Learning Objectives they must address. Courses in the Communication, Composition, Speech, and Modern Language Core Area; the Computer Science Core Area; the Humanities and Visual and Performing Arts Core Area; the Mathematics Core Area each have seven Core Area Exemplary Educational Objectives. Courses in the Social and Behavioral Sciences Core Area have twelve Core Area Exemplary Learning Objectives they must address. Those who fill out the form would simply type in the appropriate Core Area Exemplary Learning Objectives and delete any unneeded rows from the Core Area Exemplary Education Objectives section of the form. 2This short paragraph is part of the template should appear on each form.


Example of Recommended Format Using SPCH1321

SAMPLE General Education Core Curriculum SAMPLE Student Learning Outcomes Assessment Methods Summary

Course: SPCH1321 (Business and Professional Communication) Core Area: Communication, Composition, Speech, and Modern Language Date Completed:11/6/2003

Objective Assessment Method 1 - Understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing, and presentation.

Students complete two written assignments, four individual presentations, and one group presentation, all of which must demonstrate effective organization, editing, and presentation.

2 - Understand the importance of specifying audience and purpose and to select appropriate communication choices.

The evaluation of four individual presentations and one group presentation is based, among other things, on the student’s ability to demonstrate appropriate specification of audience and purpose.

3 - Understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific, and self-expressive, in written, visual, and oral communication.

The evaluation of four individual presentations, one group presentation, and two written papers is based, among other things, on the student’s ability to demonstrate understanding and expression in a variety of modes.

4 - Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

Students are required to participate in one major group presentation. The ability of students to listen and contribute to the group process is evaluated by the instructor and by students in the group.

5 - Understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument.

Students must make a persuasive presentation that requires them to demonstrate effective critical thinking, problem solving, and argument. In addition, a written assignment in which students are required to critically evaluate a printed speech on a contemporary issue by a prominent speaker requires them to demonstrate effective critical thinking, problem solving, exposition, and argument.

6 - Develop the ability to research and write a documented paper and/or to give an oral presentation.

Students are required to write one paper that involves citation of both printed and electronic sources. Students are also required to make four individual presentations and one group presentation.

7 - Develop an awareness and understanding of cultural diversity.

One segment of the course focuses on intercultural communication. Students must demonstrate their understanding of the topic in a chapter quiz and in class discussion.

More detailed information about how individual instructors assess learning in relationship to the Basic Intellectual Competencies in the Core Curriculum or the Core Area Exemplary Educational Objectives is available in the instructors’ syllabi.


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