3/23/16 Working Groups* •
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General Educa1on Implementa1on Update 3/23/2015 •
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Objec1ves and Outcomes •
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First Year Seminar –Mark Caselli, RoseLa D’Angelo, Yve$e Kisor, Dennis Ng CRWT102 – Patricia Ard, Todd Barnes, Hugh Sheehy, Lisa Williams Social Science Inquiry – Eileen Klein, Sangha Padhy, Jeremy Teigen, Leah Warner Quan1ta1ve Reasoning – Amanda Beecher, Jackie Braun, James Gillespie, Tim Haase Historical Perspec1ves – John Gronbeck-­‐Tedesco, Howard Horowitz, Cathy Hajo, Sam Mustafa Scien1fic Reasoning – Sarah Carberry, Emma Rainforth, Chris Reich, Bernard Roy Global Awareness – Rebecca Root, Natalia Santamaria-­‐Laorden, Ruma Sen, Mia Serban, Gladys Torres-­‐Baumgarten (Quianay Bennet-­‐Lang) Studies in Arts & Humani1es – Val Flenga, Renata Gangemi, Monika Giacoppe, Ed Shannon Experien1al – Karen Booth, Desi Budeva, Neel ScoL Mid-­‐career reflec1on – Shaziela Ishak, LaQuan Norman, Nick Salter, Malavika Sundararajan Senior Presenta1on – Sco$ Frees, David Oh, Jim Woodley Distribu1on Categories – Patricia Ard, Lisa Cassidy, Dean Chen, (Michelle Johnson), Rick Nunez, Tammi Redd, Michael Unger, Ashwani Vasishth *Facilitators in bold, staff consultants in ( ) Objec1ve Group Facilitators (1) !
Write effec1vely in scholarly and crea1ve contexts Shaziela Ishak (sishak@) Use technology to communicate informa1on, manage informa1on, or solve problems Amanda Beecher (abeecher@) Speak effec1vely in scholarly and crea1ve contexts Jim Woodley (jwoodley@) Ques1on assump1ons about individual and group iden1ty Eileen Klein (eklein1@) Apply methods of scien1fic inquiry effec1vely Emma Rainforth (erainfor@) Apply disciplinary and interdisciplinary knowledge and skills to address complex problems ScoL Frees (sfrees@) Understand diverse communi1es on local, na1onal, and/or global levels Desi Budeva (dbudeva@) Analyze ethical implica1ons of the global distribu1on of power and resources Jeremy Teigen (jteigen@) Cri1cally interpret history and society Sam Mustafa (smustafa@) Develop the skills necessary to locate, evaluate, and employ Patricia Ard (pard@) informa1on effec1vely 1 3/23/16 Objec1ve Group Facilitators (2) Prac1ce reflec1ve inter/intra-­‐personal skills Todd Barnes (tbarnes1@) Demonstrate intercultural understanding required to effec1vely nego1ate a diverse global society Rebecca Root (rroot@) Demonstrate logic and reasoning skills Hugh Sheehy (hsheehy@) Apply mathema1cal concepts effec1vely Leah Warner (lwarner@) Cri1cally engage with the products of culture through interpreta1on or crea1ve expression Ruma Sen (rsen@) First Year Seminar •  Speak effec1vely in scholarly and crea1ve contexts. 1.  Deliver oral presenta1ons in an engaging manner 2.  Language choices are appropriate for the audience and the subject •  Develop the skills necessary to locate, evaluate, and employ informa1on effec1vely. 1.  Locate informa1on effec1vely •  Use technology to communicate, manage, or solve problems. 1.  Use technology to communicate informa1on 2.  Use technology to manage informa1on •  Understand diverse communi1es on local, na1onal, and/or global levels. 1.  Demonstrate understanding of the intersec1ons of issues that affect diverse communi1es in their local, na1onal, and/or global context. 2.  Apply diverse perspec1ves when analyzing topics related to local, na1onal, and/or local communi1es. Facilitator: YveLe Kisor, ykisor@ramapo.edu Cri1cal Reading and Wri1ng 102 •  Demonstrate logic and reasoning skills. Studies in the Arts and Humani1es •  Write effec1vely in scholarly and crea1ve contexts –  Op1on 1: •  Students should be able to write effec1ve in crea1ve contexts or •  Students should be able to write effec1vely in scholarly contexts –  Op1on 2 1.  Students should produce wri1ng that is free of gramma1cal errors 2.  Students should produce wri1ng that demonstrates fluidity 1.  Recognize logical inconsistencies 2.  Use logic and reasoning skills to formulate an outcome •  Write effec1vely in scholarly and crea1ve contexts. –  Op1on 1: •  Students should be able to write effec1ve in crea1ve contexts or •  Students should be able to write effec1vely in scholarly contexts –  Op1on 2 1.  Students should produce wri1ng that is free of gramma1cal errors 2.  Students should produce wri1ng that demonstrates fluidity •  Develop the skills necessary to locate, evaluate, and employ informa1on effec1vely. 1.  Employ informa1on effec1vely to accomplish a specific purpose •  Prac1ce reflec1ve inter/intra-­‐personal skills. 1.  Prac1ce reflec1ve inter personal skills 2.  Prac1ce reflec1ve intra personal skills Facilitator: Todd Barnes, tbarnes1@ramapo.edu •  Cri1cally engage with the products of culture, through interpreta1on or crea1ve expression. 1.
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Perform or create a cultural product Demonstrate ability to cri1cally interpret or engage with a cultural product Apply disciplinary and interdisciplinary knowledge and skills to address complex knowledge. 1.
2.
Apply disciplinary and interdisciplinary knowledge to iden1fy key steps required to solve a complex problem U1lize disciplinary or interdisciplinary skills to execute key steps appropriately 1.
Evaluate informa1on and its sources cri1cally •  Develop the skills necessary to locate, evaluate, and employ informa1on effec1vely. Facilitator: Monika Giacoppe, mgiacopp@ramapo.edu 2 3/23/16 Historical Perspec1ves (Category) •  Cri1cally interpret history and society. 1.  Understand the difference between primary, secondary, and ter1ary sources. 2.  Analyze the content and veracity of sources in the context of their crea7on. 3.  Understand historiography and its implica7ons for the use of sources •  Analyze ethical implica1ons of the global distribu1on of power and resources. 1.
2.
3.
[Compare and ar1culate] [Ar1culate an understanding of] contrasts in the distribu1on of power and resources within and across na1ons. Summarize ethical perspec1ves in understanding inequi1es in distribu1on of power and resources. Or Effec1vely discuss ethical perspec1ves in the context of explaining inequi1es in distribu1on of power and resources. Or Examine the distribu1on of power and resources [Analyze] [Ar1culate] instances [and impacts] of the inequi1es in distribu1on of power and resources [and their impacts] at the local, na1onal, and interna1onal levels. •  Ques1on assump1ons about individual and group iden1ty. 1.
2.
Ar1culate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. Evaluate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. •  Understand diverse communi1es on local, na1onal, and/or global levels. 1.
2.
Demonstrate understanding of the intersec1ons of issues that affect diverse communi1es in their local, na1onal, and/or global context. Apply diverse perspec1ves when analyzing topics related to local, na1onal, and/or local communi1es. Global Awareness (Category) •  Demonstrate intercultural understanding required to effec1vely nego1ate a diverse global society. 1.  Ar1culate insights into the rules and biases of one’s own culture(s) and at least one other culture 2.  Demonstrate skills helpful in effec1vely nego1a1ng a diverse global society •  Cri1cally engage with the products of culture, through interpreta1on or crea1ve expression 1.  Demonstrate ability to cri1cally interpret or engage with a cultural product •  Understand diverse communi1es on local, na1onal, and/or global levels. 1.  Demonstrate understanding of the intersec1ons of issues that affect diverse communi1es in their local, na1onal, and/or global context. 2.  Apply diverse perspec1ves when analyzing topics related to local, na1onal, and/or local communi1es. Facilitator: Rebecca Root, rroot@ramapo.edu Facilitator: Sam Mustafa, smustafa@ramapo.edu Social Science Inquiry •  Cri1cally interpret history and society. 1.
Understand the difference between primary, secondary, and ter1ary sources 1.
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Ability to effec1vely communicate quan1ta1ve evidence in support of an argument Ability to explain informa1on in mathema1cal forms (e.g., equa1ons, graphs, diagrams, tables, words) •  Apply mathema1cal concepts effec1vely. •  Analyze ethical implica1ons of the global distribu1on of power and resources. 1.
2.
3.
[Compare and ar1culate] [Ar1culate an understanding of] contrasts in the distribu1on of power and resources within and across na1ons. Summarize ethical perspec1ves in understanding inequi1es in distribu1on of power and resources. Or Effec1vely discuss ethical perspec1ves in the context of explaining inequi1es in distribu1on of power and resources. Or Examine the distribu1on of power and resources [Analyze] [Ar1culate] instances [and impacts] of the inequi1es in distribu1on of power and resources [and their impacts] at the local, na1onal, and interna1onal levels. •  Ques1on assump1ons about individual and society. 1.
2.
Ar1culate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. Evaluate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. Facilitator: Leah Warner, lwarner@ramapo.edu Quan1ta1ve Reasoning (Category) •  Apply mathema1cal concepts effec1vely. 1.  Ability to effec1vely communicate quan1ta1ve evidence in support of an argument 2.  Ability to explain informa1on in mathema1cal forms (e.g., equa1ons, graphs, diagrams, tables, words) 3.  Use appropriate computa1onal method(s) to solve a problem •  Demonstrate logic and reasoning skills. 1.  Recognize logical inconsistencies 2.  Use logic and reasoning skills to formulate an outcome •  Use technology to communicate, manage, or solve problems. 1.  Use technology to communicate informa1on 2.  Use technology to solve problems •  Apply disciplinary and interdisciplinary knowledge and skills to address complex knowledge. 1.  Apply disciplinary and interdisciplinary knowledge to iden1fy key steps required to solve a complex problem 2.  U1lize disciplinary or interdisciplinary skills to execute key steps appropriately Facilitator: Amanda Beecher, abeecher@ramapo.edu 3 3/23/16 Scien1fic Reasoning (Category) •  Apply methods of scien1fic inquiry effec1vely. 1.
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Understand the scope and philosophy of scien1fic inquiry. Use scien1fic methodology to address and/or solve a problem. Using knowledge of scien1fic methods, analyze a scien1fic study to determine if the conclusions are appropriate Mid-­‐Career Experience •  Prac1ce reflec1ve inter/intra-­‐personal skills. 1.  Prac1ce reflec1ve inter personal skills 2.  Prac1ce reflec1ve intra personal skills •  Write effec1vely in scholarly and crea1ve contexts. –  Op1on 1: •  Students should be able to write effec1ve in crea1ve contexts or •  Students should be able to write effec1vely in scholarly contexts –  Op1on 2 1.  Students should produce wri1ng that is free of gramma1cal errors 2.  Students should produce wri1ng that demonstrates fluidity •  Demonstrate logic and reasoning skills. 1.  Recognize logical inconsistencies 2.  Use logic and reasoning skills to formulate an outcome •  Apply disciplinary and interdisciplinary knowledge and skills to address complex knowledge. 1.  Apply disciplinary and interdisciplinary knowledge to iden1fy key steps required to solve a complex problem 2.  U1lize disciplinary or interdisciplinary skills to execute key steps appropriately Facilitator: Sarah Carberry, sbolton@ramapo.edu •  Speak effec1vely in scholarly and crea1ve contexts. 1.  Deliver oral presenta1ons in an engaging manner 2.  Language choices are appropriate for the audience and the subject Facilitator: Shaziela Ishak, sizak@ramapo.edu Experien1al Component •  Prac1ce reflec1ve inter/intra-­‐personal skills. 1.  Prac1ce reflec1ve inter personal skills 2.  Prac1ce reflec1ve intra personal skills •  Understand diverse communi1es on local, na1onal, and/or global levels. 1.  Demonstrate understanding of the intersec1ons of issues that affect diverse communi1es in their local, na1onal, and/or global context. 2.  Apply diverse perspec1ves when analyzing topics related to local, na1onal, and/or local communi1es. Facilitator: Desislava Budeva, dbudeva@ramapo.edu Distribu1on Categories: Culture & Crea1vity •  Cri1cally engage with the products of culture, through interpreta1on or crea1ve expression. 1.
Perform or create a cultural product 2.  Demonstrate ability to cri1cally interpret or engage with a cultural product •  Cri1cally interpret history and society. 1.
Understand the difference between primary, secondary, and ter1ary sources •  Ques1on assump1ons about individual and group iden1ty. 1.
2.
Ar1culate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. Evaluate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. •  Demonstrate logic and reasoning skills. 1.
2.
Recognize logical inconsistencies Use logic and reasoning skills to formulate an outcome. Facilitator: Michael Unger, unger@ramapo.edu 4 3/23/16 Distribu1on Categories: Values & Ethics •  Analyze ethical implica1ons of the global distribu1on of power and resources. 1.
2.
3.
[Compare and ar1culate] [Ar1culate an understanding of] contrasts in the distribu1on of power and resources within and across na1ons. Summarize ethical perspec1ves in understanding inequi1es in distribu1on of power and resources. Or Effec1vely discuss ethical perspec1ves in the context of explaining inequi1es in distribu1on of power and resources. Or Examine the distribu1on of power and resources [Analyze] [Ar1culate] instances [and impacts] of the inequi1es in distribu1on of power and resources [and their impacts] at the local, na1onal, and interna1onal levels. •  Ques1on assump1ons about individual and group iden1ty. 1.
2.
Ar1culate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. Evaluate the assump1ons that have shaped concep1ons of iden1ty in the past and/or present. •  Prac1ce reflec1ve inter/intra-­‐personal skills. 1.
2.
Prac1ce reflec1ve inter personal skills Prac1ce reflec1ve intra personal skills 1.
2.
Recognize logical inconsistencies Use logic and reasoning skills to formulate an outcome •  Demonstrate logic and reasoning skills. Facilitator: Michael Unger, unger@ramapo.edu Distribu1on Categories: Systems, Sustainability, & Society •  Apply methods of scien1fic [social science or science] inquiry effec1vely. 1.
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Understand the scope and philosophy of scien1fic inquiry. Use scien1fic methodology to address and/or solve a problem. (SR only / op1onal this category?) Using knowledge of scien1fic methods, analyze a scien1fic study to determine if the conclusions are appropriate •  Analyze ethical implica1ons of the global distribu1on of power and resources. 1.
2.
3.
[Compare and ar1culate] [Ar1culate an understanding of] contrasts in the distribu1on of power and resources within and across na1ons. Summarize ethical perspec1ves in understanding inequi1es in distribu1on of power and resources. Or Effec1vely discuss ethical perspec1ves in the context of explaining inequi1es in distribu1on of power and resources. Or Examine the distribu1on of power and resources [Analyze] [Ar1culate] instances [and impacts] of the inequi1es in distribu1on of power and resources [and their impacts] at the local, na1onal, and interna1onal levels. •  Demonstrate logic and reasoning skills. 1.
2.
Recognize logical inconsistencies Use logic and reasoning skills to formulate an outcome Facilitator: Michael Unger, unger@ramapo.edu 5