1999-2000 |
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| I. Communication Goal: Students shall record, analyze, interpret, and articulate facts and ideas orally and in writing. |
Background Knowledge Probe Concept Maps Minute Paper Focused Listing Directed Paraphrasing Defining Features Matrix |
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II. Personal Development Goal: Graduates shall possess skills and attitudes necessary for developing and achieving their personal and professional goals. |
Diagnostic Learning Logs
Course-related Self-Confidence Survey Productive Study Time Logs RSQC2 Analytic Memos Goal Ranking and Matching |
| III. Problem Solving and Decision-Making Goal: Individually and within a team, graduates shall use appropriate methods of inquiry and analysis to define and solve problems and to make effective decisions. |
Concept Maps Pro and Con Grid RSQC2 Documented Problem Solutions Approximate Analogies Problem Recognition Tasks Process Analysis |
| IV: Cultural Diversity and Social Adaptation Goal: Graduates shall effectively respond to diverse personal and professional stituations through an understanding of themselves and others within the context of changing local, regional, national, and world communities. |
Approximate Analogies Invented Dialogues Misconception/Preconception Checklist Everyday Ethical Dilemmas Pro and Con Grid What's the Principle? |
| V. Technological Literacy Goal: Graduates shall understand the role of technology in society and posssess the skills necessary to adapt to changing technology. |
Background Knowledge Probe Directed Paraphrasing Annotated Portfolios Electronic Mail Feedback Punctuated Lectures Application Cards Categorizing Grids |
| VI: Numerical Literacy Goal: Graduates shall possess mathematical and analytical skills that enhance their effectiveness in communicating, problem solving, and decision making. |
Content, Form, and Function Outlines Focused Listing Process Analysis RSQC2 Documented Problem Solutions |
| VII: Information Literacy Goal: Graduates shall independently gather historial and current information to aid them in making informed decisions. |
Categorizing Grid Pro and Con Grid Application Cards Analytic Memos Classroom Assessment Quality Circles |
