Core Curriculum Assignment Change Form

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1 Core Curriculum Assignment Change Form Course: EDUC 1300 Department: Learning Framework Check one or both: Additional Assignment Replacement Assignment (Remove Teamwork TJC; Revise Bias in the Media and Crunching the Numbers) Submit with this form: 1. Revised Foundational Component Area Student Learning Outcome Alignment Form. Highlight any changes 2. Revised Assignment Template. Highlight any changes 3. Summary of your justification for the changes 4. New Faculty Support Form (including signatures of all full time and adjunct faculty teaching this course) Department chair submits electronic copies of everything to the General Education Committee at (Date of approval by GEC) March 18, 2015

2 Core Curriculum College Student Learning Outcome Change Form Course: EDUC 1300 Department: Learning Framework College SLO you wish to remove: CS2, CS3, and TW1-2 College SLO you wish to assess: CT1, CS1, PR1, EQS2, and SR 3 Justification for Change: Currently students in EDUC 1300 are assessed on all six college SLOs, including all three forms of communication for a total of eight assessment criteria. The current assessment model in use within this course does not allow for the extent of formative assessment that should occur in a course prior to summative assessment. Reducing the number of assessment criteria from eight to four enables instructors to create and implement a truer assessment model. To fulfill the requirements for a course designed to complete the Component Area Option in Social and Behavioral Sciences, the course must include Critical Thinking Skills, Communication Skills, Empirical and Quantitative Skills, and Social Responsibility. Additionally, Personal Responsibility is a key component of this course as the course is designed to enable students to become effective and efficient learners. We have therefore included Personal Responsibility as an additional Core Objective. The college SLOs proposed for removal from assessment will continue to be introduced in the course, but not assessed. Making this change will result in the removal of the Teamwork TJC assignment as an assessment measure.

3 Department chair submits electronic copy of this form to the General Education Committee at Date of approval by GEC: If change is approved, submit: 1. Revised Foundational Component Area Student Learning Outcome Alignment Form 2. Revised Assignment Template 3. New Faculty Support Form (including signatures of all full time and adjunct faculty teaching this course)

4 SOCIAL AND BEHAVIORAL SCIENCES STUDENT LEARNING OUTCOME ALIGNMENT FORM Course Prefix/Number: EDUC 1300 Course Title: Learning Framework Core Objective College SLO Course SLO General Learning Activities Critical Thinking Skills To include creative thinking, innovation, inquiry and analysis, evaluation and syntheses of information CT1: Generate and communicate ideas by combining, changing or reapplying existing information. Use assessment instruments to construct a personal learning system. Select and use learning strategies appropriate to task. Identify and evaluate bias in media and develop an awareness of socially responsible attitudes. Attend lecture on bias in media. Participate in class discussions. Complete Learning Styles Assessment; identify and analyze personal learning style. Participate in class discussion. Practice note-taking strategies by applying learning style. Share results with class. Assessment Bias in the Media: Use knowledge of personal learning styles' note-taking strategies to identify examples of bias in a television show. Evaluate evidence of bias and discuss in an essay the effect such bias could have on society and strategies to build cultural competence. College Rubrics CTl, CS1, and

5 SR3 Communication Skills To include effective development, interpretation and expression of ideas through written, oral, and visual communication CS1: Develop, interpret, and express ideas through written communication. Use information technology and literacy to acquire information and develop effective oral, visual, and/or written communication. Attend lecture on bias in media. Participate in class discussions. Complete Learning Styles Assessment; identify and analyze personal learning style. Participate in class discussion. Practice note-taking strategies by applying learning style. Share results with class. Bias in the Media: Use knowledge of personal learning styles' note-taking strategies to identify examples of bias in a television show. Evaluate evidence of bias and discuss in an essay the effect such bias could have on society and strategies to build cultural competence. College Rubrics CTl, CSl, and SR3 Social Responsibility To include intercultural competence, knowledge of civic responsibility, and the SR 3: Engage in regional, national, and global communities. Identify and evaluate bias in media and develop an awareness of socially responsible attitudes. Attend lecture on bias in media. Participate in class discussions. Bias in the Media: Use knowledge of personal learning styles' note-taking

6 ability to engage effectively in regional, national, and global communities Complete Learning Styles Assessment; identify and analyze personal learning style. Participate in class discussion. Practice note-taking strategies by applying learning style. Share results with class. strategies to identify examples of bias in a television show. Evaluate evidence of bias and discuss in an essay the effect such bias could have on society and strategies to build cultural competence. College Rubrics CTl, CSl, and SR3 Empirical and Quantitative Skills To include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions EQS2: Manipulate and analyze observable facts and arrive at an informed conclusion Identify factors that impact one s financial future. Demonstrate methods for applying both qualitative and quantitative skills analytically and creatively to achieve academic, financial, and career success. Attend class lecture over financial literacy topics. Watch videos to gain understanding of financial literacy topics. Participate in class discussion of financial literacy topics. Attend campus-hosted Crunching the Numbers: A Budget for Financial Fitness: Generate a real life budget that reflects current income and current expenditures to analyze and manipulate personal numerical

7 financial literacy events. data. Draw conclusions about consequences of personal financial choices. College Rubric EQS2 and PR 1 Personal Responsibility To include the ability to connect choices, actions and consequences to ethical decisionmaking PR1: Evaluate choices and actions and relate consequences to decision-making. Identify factors that impact one s financial future. Demonstrate methods for applying both qualitative and quantitative skills analytically and creatively to achieve academic, financial, and career success. Attend class lecture over financial literacy topics. Watch videos to gain understanding of financial literacy topics. Participate in class discussion of financial literacy topics. Attend campus-hosted financial literacy events. Crunching the Numbers: A Budget for Financial Fitness: Generate a real life budget that reflects current income and current expenditures to analyze and manipulate personal numerical data. Draw conclusions about consequences of personal financial choices. College Rubric EQS 2 and PR 1

8 GENERAL EDUCATION CORE CURRICULUM ASSIGNMENT NOTE: This is the assignment that all professors teaching a course for consideration in the General Education Course List for TJC will agree upon to teach, assign, assess and document. I. TITLE & NUMBER OF COURSE: EDUC 1300: Learning Framework TITLE OF ASSIGNMENT: Bias in the Media II. GENERAL EDUCATION CORE OBJECTIVES TO BE ASSESSED WITH THIS ASSIGNMENT CTl: Generate and communicate ideas by combining, changing or reapplying existing information CSl: Develop, interpret and express ideas through written communication SR3: Engage in regional, national, and global communities Ill. DESCRIPTION OF ASSIGNMENT In order to evaluate a television show for bias and the effect that such discrimination could have on society, students will watch a 30 minute, current, primetime television show. While watching the show, students will incorporate their previously- identified individual learning style based upon educational research and learning theory and make notations of observed bias. Examples of bias can include race, gender, disability, region, religion, age, or sexual orientation. After viewing the show, students will review their notes and write a two-page, double-spaced paper, following MLA or APA guidelines for style and format. The paper will be evaluated by the professor based on the following criteria: content (identification of low, moderate, or high bias, a discussion of the effect that such discrimination could potentially have on society, and strategies to increase cultural competence, as well as organization/coherence, format, and grammar. IV. ASSESSMENTS

9 The paper will be 10% of the course grade. It will be assessed using the General Education Rubrics for CSLOs for CT1, CS1, and SR3.

10 GENERAL EDUCATION CORE COURSE ASSIGNMENT TEMPLATE NOTE: This is the assignment that all professors teaching a course for consideration in the General Education Course List for TJC will agree upon to teach, assign, assess and document. I. TITLE & NUMBER OF COURSE: EDUC 1300: Learning Framework TITLE OF ASSIGNMENT: Crunching the Numbers: A Budget for Financial Fitness II. GENERAL EDUCATION CORE OBJECTIVES TO BE ASSESSED WITH THIS ASSIGNMENT (list specific TJC Student learning Outcomes or SLOs): EQS2: Manipulate and analyze observable facts and arrive at an informed conclusion. PR1: Evaluate choices and actions and relate consequences to decision-making. Ill. DESCRIPTION OF ASSIGNMENT (As it would appear in your Syllabus or as it would be given out in class.): Students will gather all of the necessary paperwork (files, copies of bills, invoices, etc.) to create a list of all current incomes and all current expenditures. Students will transfer list of all incomes and expenditures to a budget ledger. Students will analyze budget ledger and draw conclusions about consequences of personal financial choices. Personal conclusions will be documented in a one-page personal journal reflection. Students will submit budget ledger and journal reflection to professor for evaluation. IV. ASSESSMENTS (Includes: How the assignment will be graded [Refer to and include specific rubrics to be used] and how much of the student's grade will come from this assignment, etc. The budget ledger and journal reflection will be 10% of the course grade. It will be assessed using the General Education Rubrics for CSLOs for EQS2 and PR1.

11 GENERAL EDUCATION CORE COURSE ASSIGNMENT TEMPLATE NOTE: This is the assignment that all professors teaching a course for consideration in the General Education Course List for TJC will agree upon to teach, assign, assess and document. I. TITLE & NUMBER OF COURSE: EDUC 1300: Learning Framework TITLE OF ASSIGNMENT: Teamwork TJC II. GENERAL EDUCATION CORE OBJECTIVES TO BE ASSESSED WITH THIS ASSIGNMENT (List specific TJC Student Learning Outcomes or SLOs): CS2: Develop, interpret, and express ideas through oral communication CS3: Develop, interpret, and express ideas through visual communication TWl: Integrate different viewpoints as a member of a team TW2: Work with others to support and accomplish a shared goal III. DESCRIPTION OF ASSIGNMENT (As it would appear in your Syllabus or as it would be given out in class.): Teams (3 to 5 students) will complete a research study of TJC-specific facilities, services, resources, policies and procedures, personnel, campus culture and history; each team will design and present to the class a visual presentation to illustrate its findings. Teams will research their chosen topic, gather information and find examples, using information and technological literacy skills. The results will be summarized and showcased in a team-generated, in-class or online, presentation to inform and educate the class regarding the chosen topic. Each team member will individually research one aspect of the group topic and present his/her findings to the team for further discussion and analysis. The team members should express their individual views, clearly explain and argue the merit of their positions, and integrate their research into the team project. While the team members individually express their various viewpoints, the team should work together to negotiate and agree upon information included in the final project/presentation. To give each student the opportunity to develop his or her presentation skills, all members are required to prepare and present a portion of the class presentation. The class

12 presentation will utilize digital presentation software. The content of the presentation should focus on information that the team explored.

13 Presentations will be evaluated by the professor based on the following criteria: content, presentation skills/appearance, visual aids, organization/coherence and response to audience questions. Some class time to be allocated for teamwork during face-to-face classes; however, all teams are expected to work outside of designated class times. Teams should select a facilitator to coordinate team activities. Each team member is expected to make his or her contributions in a timely manner and to collaborate on all aspects of the project. Teams will utilize collaboration software such as the college LMS, Google Docs, Windows Live, etc. to store and edit shared documents and to conduct virtual meetings. The use of collaborative tools and team working skills will be reviewed during the semester before the project is assigned. Team members will submit peer evaluations to provide an assessment of the contributions of each member (including self). Individual project scores will be influenced by the overall team score assigned by the professor and the team peer evaluations. IV. ASSESSMENTS (Includes: How the assignment will be graded [Refer to and include specific rubrics to be used] and how much of the student's grade will come from this assignment, etc. The teamwork project will be 10% of the course grade. It will not be used for assessment.

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