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Credit Hours: 3 Effective Term: Fall 2007 SUN#: None AGEC: |
Credit Breakdown: 3 lectures/ 3 recitations Times for Credit: 1 Grading Option: A/F Cross-Listed: |
| Measurable Student Learning Outcomes |
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| 1. Summarize, analyze, and evaluate sources of information.
2. Synthesize information from multiple sources. 3. Follow a proposal for completing an extended academic project. 4. Demonstrate successful selection strategies of gathered materials. 5. Make strategic decisions about when and how to use source materials. 6. Compose an extended academic research or creative project that demonstrates the gathering, interpretation and evaluation of evidence. 7. Compose written discourse, in the form of a final project, that reflects critical thinking and exhibits competency in research, composing skills, and the conventions of standard English and in accordance with an assigned style guide. 8. Develop a project presentation for a specific audience. 9. Identify and apply critical thinking skills. 10. Identify, plan and apply the process of successfully transferring to a four-year institution. 11. Demonstrate awareness of the scope and variety of works in the arts and demonstrate understanding of the arts as expressions of individual and human values within an historical and social context. 12. Analyze the artistic contributions of individuals or groups to significant historical movements, events and/or trends as they relate to social, religious, cultural dynamics of the period. 13. Apply the principles of experiential learning, discovery, investigation, and critical thinking to enrichment activities of cultural significance outside the classroom. |
| Internal/External Standards Accreditation |
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1.
a) Can condense main ideas of academic discourse. b) Can restate main ideas of academic discourse. c) Can identify theses and main ideas in academic discourse. d) Can differentiate between assertions, assumptions, and inferences in academic discourse. e) Can identify supporting evidence in academic discourse. f) Can identify and compare patterns in academic discourse. g) Can characterize academic discourse as credible, reliable, respectable, objective and accurate. h) Can state the opposite of or alternative to an idea. 2. a) Can identify and articulate relationships among multiple sources. b) Can combine distinct, separate ideas from multiple sources to form an original, coherent idea. 3. a) Can follow timeline identified in proposal. b) Can utilize the mentor effectively. 4. Can assess and utilize material from books, journal articles, reference material, and government documents in support of a thesis statement. 5. a) Can evaluate the accuracy and sufficiency of information relevant to the support of a thesis statement. b) Can situate that information in written discourse. c) Can cite the sources of that information in a conventional format. 6. In discursive sample of at least 4000 words: a) Describes the history and background of the project. b) Identifies the thesis or hypothesis of the project. c) Reviews influential literature on the project. . Identifies relevant evidence . Evaluates the usefulness of evidence d) Identifies methodology of the project. e) Produces an original library research, applied research, or creative project that results from using a process or combination of processes articulated in learning outcomes of HNR204. f) Revises written work based on peer review and/or instructor comments. g) Demonstrates improvement of the points covered above through multiple drafts. 7. In discursive sample of at least 4000 words: a) Meets all the standards of #6. b) Demonstrates the following competencies of written discourse: . Clear thesis relevant to the assignment . Clarity of thought . Paragraphs dedicated to a central idea . Organization within paragraphs and the paper as a whole . College-level punctuation and sentence structure c) Demonstrates improvement of the points covered above through multiple drafts. 8. a) Can develop an outline that organizes information and structures a speaking strategy, utilizing traditional outline style. b) Can articulate a clear thesis statement that reflects audience analysis and provides a purpose for a presentation. c) Can develop an introduction and a conclusion that encourages interest and provides both a psychological and logical orientation. 9. In written or oral discourse, can: a) Identify the choices made relative to a particular research problem's solution. b) Identify possible alternative choices. c) Evaluate the quality of the choices made. 10. Can perform the following: a) Identify appropriate courses. b) Identify graduation requirements. c) Solicit, fill out accurately and return promptly university application documents. d) Will articulate how to solicit, fill out accurately and determine when to return financial aid documents. 11. In written and oral discourse, can: a) Discuss the concept of man as creator from multiple perspectives. b) Discuss vocabulary, concepts, materials, techniques, and methods of intellectual inquiry within the arts. c) Discuss the creation of art, architecture and philosophy, and how these creations have shaped and reflected societies. 12. a) Given a set of reading assignments, students will analyze and discuss the artistic contributions of significant historical movements, events and/or trends. b) Writes clear, focused responses to reading assignments. 13. a) Attends the minimum number of enrichment activities. b) Writes and presents responses which demonstrate value added changes and critical thinking to field trips which are relevant to the readings and discussions in class (e.g. lectures; poetry or essay readings, etc.; demonstrations; dance and musical performances; museums for art and history and other specially housed collections; galleries, churches, temples, mosques and other religion-affiliated locations; libraries; theatres and art houses; scientific labs and facilities; etc.). |