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Curriculum proposal number 2008.24
Maui Community College
Curriculum Action Request (CAR) Form
Course
For Banner use:
___ SCACRSE
1. Author(s): Nancy Johnson
___ SCAPREQ
___ CAPPs
2. Department: Allied Health
___ WebCT-Detl
___ CoReq-Detl
___ Equiv-Detl
3. Date submitted to Curriculum Committee: 10/6/08
___ Old Inactivated
___ Crosslist done
4. Type of action:
Addition:
regular
other; specify:
___ Another prereq
Modification:
alpha/number
title
credits
description
5. Existing course:
Alpha:
Number:
pre-requisite
co-requisite
recommended prep
other; specify:
Title:
6. Proposed new/modified course:
Alpha: NURS Number: 360 Title: Health and Illness III
Credits: credits
Credits: 9
7. Reason for this curriculum action:
Statewide curriculum change
8. New course description (or year of catalog and page number of current course description, if
unchanged):
Builds on Health & Illness I & II, focusing on more complex and/or unstable client care situations
some of which require strong recognition skills and rapid decision-making. The evidence base
supporting appropriate focused assessment and effective, efficient nursing intervention is explored. Life
span and developmental factors, cultural variables, and legal aspects of care frame the ethical decisionmaking employed in client choices for treatment or palliative care within the acute care, psychiatric, and
home health settings. Case scenarios incorporate prioritizing care needs, delegation and supervision,
family & client teaching for discharge planning, home health care and/or end of life care.
9. Pre-requisite(s) – see Prerequisite Style Sheet for samples:
NURS 320 with C or better; or consent.
no
yes
10. Co-requisite(s):
11. Recommended preparation:
12. Cross listed:
no
yes; cite course alpha & number:
13. Student contact hours per week:
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1 hr. lecture
hr. lab
14. Grading: Letter grade only/No Audit
hr. lecture/lab
hr. other; explain:
Explain, if not Standard grading:
Licensure requirement
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15. Repeatable for credit:
no
yes; maximum is
credit or
unlimited.
(Most courses are not repeatable for additional credit; exceptions are courses such as internships and co-op courses.)
16. Special fees required:
no
yes; explain: Nursing Professional fee
17. Proposed term of first offering: Spring
semester of
2012 year.
18. List catalog used and then degrees, certificates, prerequisites, and catalog sections and their page
numbers affected by this proposal: 2008 p. 31, 126
19. Maximum enrollment: 40 Rationale, if less than 35:
20. Special resources (personnel, supplies, etc.) required:
faculty/student ratio
no
yes; explain: Clinical instruction 1:10
21. Course is restricted to particular room type:
no
yes; explain: Theory not restricted, clinical
component will require nursing lab, simulation lab, and clinical facility
22. Special scheduling considerations:
no
yes; explain: Clinical facility
23. Method(s) of delivery appropriate for this course: (check all that apply)
Traditional
HITS/Interactive TV
Cable TV
Online
Other, explain: Videostream, clinical facilities
Hybrid
24. Mark all college-wide general education SLOs this course supports.
Std 1 - Written Communications
Std 2 – Quantitative Reasoning
Std 3 - Information Retrieval and Technology
Std 4 - Oral Communication
Std 5 - Critical Reasoning
Std 6 – Creativity
Other General Education SLOs, such as Ethics, Scientific Inquiry, or Service Learning.
Explain:
25. List all program SLOs this course supports? (Explain, if necessary)
Program SLO 1: See attached program SLOs Explain:
Program SLO 2:
Explain:
Program SLO 3:
Explain:
Program SLO 4:
Explain:
Program SLO 5:
Explain:
26.
Course fulfils a requirement for the BAS ABIT degree:
Pre-ABIT (PA)
Business Core (BC)
Information Technology Core (IC)
Capstone Course (CC)
Other:
Course is a specialization elective for the BAS ABIT degree (SE):
Course fulfils the following general education elective for the BAS ABIT degree (GE):
Quantitative (QR)
English (EN)
Humanities (HU)
Social Science (SS)
Other:
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Course fulfils the natural science requirement for the BAS ABIT degree (NS)
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27.
28.
Course is a requirement for this CTE (Career Technical Education) program AS/AAS
degree or certificate (PR): AS Nursing
Course is a requirement for these additional CTE programs:
Course is a program elective for this CTE program AS/AAS degree or certificate (PE):
Course is a program elective for these additional CTE programs:
Course fulfills the following general education elective for CTE (Career Technical Education)
AS/AAS degrees:
Quantitative (QR)
English (EN)
Communication (CO)
Humanities (HU)
Natural Science (NS)
Social Science (SS)
Other:
Course satisfies the following category for the AA degree*:
Category I: Foundations/Skills: Foundations I
Written Communication in English (FW)
Global and Multicultural Perspectives (FG)
Symbolic Reasoning (FS)
Category I: Foundations/Skills: Foundations II
Computer/Information Processing and Retrieval (FI)
Numercy (FN)
Oral Communication in English (FO)
Category II Breadth of Understanding and Experience
Human Understanding
The Individual (IN)
The Community (CM)
Human Expression (HE)
Environmental Awareness (EA)
Asia/Pacific Perspective (AP)
Category III Focus/Specialization/Area of Interest
Area of Interest Requirement: Name/Alpha of Interest Area:
Elective (EL): Alpha of Elective
Other Graduation Requirements
Writing Intensive (is appropriate for WI)
Science Lab (SL)
Hawai’i Emphasis (HI)
* Submit the appropriate form(s) to have the course placed in the requested category (ies). Submit a course
outline, CAR, and appropriate forms to both the Curriculum Committee and the Foundations Board, if the
course satisfies Category I: Foundations/Skills: Foundations I or II.
29. Course
increases
decreases
makes no change to number of credits required for program(s)
affected by this action. Explain, if necessary:
30. Course is taught at another UH campus (see Sections 5 and 6 above):
no Explain why this course is proposed for MCC:
yes Specify college(s), course, alpha, and number where same or similar course is taught: Same on
Kauai, UHM
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31. Course is:
Not appropriate for articulation.
Appropriate* for articulation as a general education course at:
UHCC
UH Manoa UH Hilo UHWO
Previously articulated* as a general education course at:
UHCC UH Manoa UH Hilo UHWO
*Note: Submit Course Articulation Form if course is already articulated, or is appropriate for articulation,
as a general education (100-, 200-level) course.
Standardized and/or appropriate for articulation by PCC or other UH system agreement at:
UHCC
UH Manoa
UH Hilo
UHWO Explain:
Appropriate for articulation or has previously been articulated to a specific department or institution:
UHCC UH Manoa UH Hilo UHWO
Outside UH system Explain:
32. Additional Information (add additional pages if needed):
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Maui Community College
Curriculum Action Request (CAR) Signature Page
__________________________________________________________________________
Proposed by: Author or Program Coordinator
Date
__________________________________________________________________________
Checked by: Academic Subject Area Representative to Curriculum Committee Date
__________________________________________________________________________
Requested by Department: Department Chair
Date
__________________________________________________________________________
Recommended by: Curriculum Chair
Date
__________________________________________________________________________
Approved by Academic Senate: Academic Senate Chair
Date
__________________________________________________________________________
Endorsed by: Chief Academic Officer
Date
__________________________________________________________________________
Approved by: Chancellor
Date
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Maui Community College
Course Outline
1. Alpha
NURS Number
360
Course Title
Health & Illness III
Credits
9 credits
Department
Allied Health Author Doris Casey, Rosemary Perreira, Carol Petith-Zbiack
Date of Outline
9/20/08 Effective Date: Fall 2012
5-year Review Date: Fall 2017
2.
Course Description: Builds on Health & Illness I & II, focusing on more complex and/or
unstable client care situations some of which require strong recognition skills, and rapid decision-making.
The evidence base supporting appropriate focused assessment and effective, efficient nursing intervention
is explored. Life span and developmental factors, cultural variables, and legal aspects of care frame the
ethical decision-making employed in client choices for treatment or palliative care within the acute care,
psychiatric and home health settings. Case scenarios incorporate prioritizing care needs, delegation and
supervision, family & client teaching for discharge planning, home health care and/or end of life care.
Cross-list
Contact Hours/Type
3. Pre-requisites
3 lecture/18lab
Health and Illness II with C or better
Pre-requisite may be waived by consent
yes
no
Co-requisites
Recommended Preparation
4. Function/Designation
AA Category
Additional Category
AS Program
Category
List Additional Programs and Category:
AAS Program
Category
List Additional Programs and Category:
BAS Category
Developmental/Remedial
Other: Explain:
See Curriculum Action Request (CAR) form for the college-wide general education and/or
program SLOS this course supports.
This course outline is standardized and/or a result of a system-wide agreement.
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Responsible committee: Statewide Nursing
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5. Student Learning Outcomes (SLOs): List one to four inclusive SLOs.
For assessment, link these to #7. Recommended Course Content, and #9. Recommended Course
Requirements & Evaluation. Use roman numerals (I., II. III.) to designate SLOs
On successful completion of this course, students will be able to:
I. Analyze ethical and legal concerns that are experienced by clients, families, and nurses associated with
acute and chronic client care including the dying process.
II. Propose adjustments to plan of care after reflecting on clients’ level of comfort and ability to manage
symptoms and symptom of distress.
III. Incorporate evidence based interventions in providing care to groups of clients.
IV. Use management principles, strategies, and tools in caring for a group of clients in clinical settings
V. Collaborate with members of the health care team to plan individualized plans of care to meet the
needs of groups of clients.
VI. Assist clients to obtain available health resources within the community to expand treatment options.
VII. Advocate for the delivery of client centered care.
VIII. Demonstrate sensitivity and responsiveness in interactions with clients.
IX. Demonstrate clinical judgment in the delivery of safe care to clients across a wide range of settings.
6. Competencies/Concepts/Issues/Skills
For assessment, link these to #7. Recommended Course Content, and #9. Recommended Course
Requirements & Evaluation. Use lower case letters (a., b., c…n.)to designate
competencies/skills/issues
On successful completion of this course, students will be able to:
I. Analyze ethical and legal concerns that are experienced by clients, families, and nurses
associated with acute and chronic client care including the dying process.
a. Legal issues in working with mentally ill individuals: client rights, commitment laws, and duty to warn
b. Ethical / legal issues for end of life care, organ donation, unexpected death
c. Ethical & legal issues in critical care
d. Individual and family response to the critical care experience
e. Code of Ethics for nurses
f. Scope & Standards of Nursing Practice
g. Cultural awareness and cultural sensitivity
h. Healthy People 2010 goals into practice.
i. Evidence-based assessment and demonstrate competent performance of nursing skills and roles
including: use of the nursing process, prioritization, admission, treatments and discharge of clients,
delegation, standards of care, utilization of resources, client education, documentation, report,
medication calculations.
j. Health care systems issues by competent performance managing multiple clients, participating as a
team member, a team leader, and an interdisciplinary care team member; demonstration of
professionalism.
k. Clinical judgment/critical thinking: delivery of care of clients, maintaining safety, recognition of
potential and actual client complications, implementation of measures of prevention
l. Comprehensive understanding of complex clients
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m. Therapeutic communication including communication with distraught family members,
difficult, or violent clients
n. Differential diagnosis utilizing signs and symptoms of psychiatric illnesses
II. Propose adjustments to plan of care after reflecting on clients’ level of comfort
and ability to manage symptoms and symptom of distress.
a. Pharmacological & non pharmacological methods
b. Pain & discomfort
c. Airway management
d. Treatment of clients with various psychiatric disorders, substance abuse
disorders, emergency, cardiovascular complications, trauma, and end of life conditions
III. Incorporate evidence based interventions in providing care to groups of clients.
a. Differential diagnosis of the client’s signs and symptoms
b. Cardiovascular functioning (dysrhythmia)
c. Treatment of clients with hypoxia
d. Complications of the renal & gastrointestinal systems
e. Treatment of clients with psychotic, mood, anxiety, and substance abuse disorders
IV. Use management principles, strategies, and tools in caring for a group of clients in clinical settings
a. Activity and Rest
1.1 Concepts in ICU
1.2 Review of turning, skin care, position, technical innovations to promote
b. Circulation
1.1 Fluid & electrolyte balance
1.2 Acid base balance
1.3 Arrhythmia’s and treatments
1.4 Shock/Trauma treatment
c. Ego Integrity
1.1 Anger/ violence
1.2 Depression, delirium, dementia, psychoses
1.3 Mental health/psychiatric emotional crisis situations
1.4 Psychoparmaceuticals in the treatment of mental disorders
1.5 End of Life
1.6 Addictions—prevention of/recognition of substance abuse
d. Elimination needs
1,1 Shock: complications with acute renal failure
1.2 Bowel obstruction: treatment and complication
1.3 Urinary obstruction, benign prostatic hypertrophy
e. Food & Digestion
1.1 Nutrition for acute & complex clients
1.2 Hygiene associated with digestion
1.3 Enteral & parenteral nutrition
f. Neurosensory
1.1 Glasgow coma scale
1.2 CVA-hemorrhagic tx (changes seen with increasing intracranial pressure
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g. Pain/Discomfort
1.1 End of life pain control and other symptom management at end of life
1.2 Nonpharmacological control
1.3 Medication delivery systems
h. Respiration
1.1 Acid/base balance
1,2 Airway Management
1.3 Respiratory failure/Adult Respiratory Distress Syndrome
i. Safety
1.1 Homehealth: home safety assessment, safety in the critical care/emergency environment1.2 Crisis intervention
j. Sexuality/Sexual orientation
k. Social Interaction
1.1 Therapeutic communication at end of life and in crisis situations, communication with the
multidisciplinary team.
1.2 Hospice care
l. Teaching/Learning
1.1 Pre-op/post-op teaching clients from acute care to home (home visits)
1.2 Homehealth teaching
1.3 Teaching after myocardial infarction
1.4 Rehab teaching
V. Collaboration with members of the health care team to plan individualized plans of care to meet the
needs of groups of clients.
a. Health care systems issues including standards of care, priority setting
b. Managing multiple complex clients as a team leader
d. Delegation and interactions with other disciplines
e. Team member collaboration to maintain a safe nurse-client milieu
VI. Assist clients to obtain available health resources within the community to expand treatment options.
a. Education in a variety of settings: acute care, home health, psychosocial, vocational, community
clinics, and rehabilitative
b. Appropriate resources & referrals
VII. Advocate for the delivery of client centered care.
a. Demonstrates the ability to meet client/family needs
b. Effective client advocate during client treatment team meetings and discharge planning meetings
c. Involvement in community service learning projects
d. Professional response with clients with sexuality /gender identify issues
VIII. Demonstrate sensitivity and responsiveness in interactions with clients.
a. Therapeutic communication with difficult, distraught, anxious, or angry (including with those who are
potentially violent) and establish relationships with persons with psychiatric diagnoses.
b. Interactions with clients, family members, peers, and other disciplines
c. Crisis concepts and techniques with interacting with angry / violent individuals in acute or community
settings
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d. Cultural sensitivity with clients/family members
e. Therapeutic response with minimal cuing to persons with psychiatric diagnoses including: Psychotic
disorders, Anxiety disorders: including post traumatic stress syndrome, Mood disorders, substance abuse
(dual diagnosis)
f. Self reflection to enhance care
IX. Demonstrate clinical judgment in the delivery of safe care to clients across a wide range of settings.
a. Evidence-based assessment on all clients
b. Clinical judgment /critical thinking in the delivery of care to all clients
c. Client complications, implementation of prevention, response to complications
d. Complex clients
e. Assessment and maintenance of a safe environment for the client/family in
acute, outpatient, and community settings
f. Complex clinical skills including: providing comfort-end of life,IV starts,
managing blood products, Central lines (triple lumen, peripherally inserted central catheters, port-acath), total parenteral and partial parental nutrition, lipids, declotting lines, continuous bladder irrigation,
oral care for unconscious pt.,in-line suctioning, assist with mechanical ventilation, airway management,
endotracheal & trach tubes, nasopharyneal suctioning, carbon dioxide monitoring.
7. Suggested Course Content and Approximate Time Spent on Each Topic
Link to #5. Student Learning Outcomes and # 6 Competencies/Skills/Issues
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Legal & Ethical Acute, Chronic, and End of Life Issues-I-a-h, IV 1.5
Legal & Ethical Acute, Chronic Psychiatric Issues-I-a-h, IV c
Focused Client Care, Acute, Chronic and End of Life Issues-II-a-d
Focused Client Care, Acute, Chronic Psychiatric Disorders-II-a-d
Evidenced-Based Practice-III-a-e, IV
Clinical Judgment in the management - Complex Clients in Emergency and Acute Care
Settings with Airway, and Respiratory problems IV a, h
Clinical Judgment in the management- Complex Clients in Emergency and Acute Care
settings with Circulatory problems IV b
Clinical Judgment in the Management of Complex Clients in emergency and acute care
Settings neurosensory, endocrine, and hematologic problems IV f, d,
Clinical Judgment in the Management of Complex Clients in emergency and acute care
settings with oncologic, gastrointestinal, and immune problems IV e, g
Client knowledge of Community Services/Resources and client AdvocacyVI-a-d
Therapeutic Communication with Others-VIII-b,d
Crisis Concepts and Techniques-VIII-a,c
Clinical Judgment Acute and Chronic Illnesses-IX-a-e
Leadership in the Clinical Setting Va-e
Final Exam, Clinical Evaluation
8. Text and Materials, Reference Materials, and Auxiliary Materials
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently
available in the field. Examples include:
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Anderson, M.A. (2007). Caring for Older Adults Holistically. 4th ed. F.A.Davis.. ISBN–13: 978-0-80361679-0.
Bickley, L. & Szilagyi, P. (2007). Bates' Guide to Physical Examination and History w/CD, 9th ed.
LWW. ISBN-13: 978-0-7817-8519-8
Boyd, M. (2008). Psychiatric Nursing: Contemporary Practice (4th ed). Wolters Kluwer Health/Lippincott
Williams & Wilkins, Philadelphia
Curren, A. M. (2005). Math for meds. 9th ed. Delmar-Thomson.
ISBN: 1401831222
Deglin & Vallerand. (2009). Davis’s Drug Guide for Nurses with CD. 10th ed. F.A.Davis. ISBN: 0-80361454-3
Doenges. (2005). Nursing Diagnosis Manual: Planning, Individualizing, and Documenting care.
F.A.Davis. ISBN: 0-8036-1156-0
Gahart,
(2008) Intravenous Medications.
*HESI (2009) Evolve Reach Comprehensive Review for rhe, NCLEX-RN Examination, 2nd ed Elsevier/Mosby
978-1-4160-4774-2
ISBN:
*HESI Case Studies Evolve Reach ISBN# and price to be announced
Hill, Clara E. (2007). Helping Skills: Facilitating Exploration, Insight and Action( 2nd ed.) American
Psychological Association. Washington, DC.
Lewis, S., Heitkemper, M., Dirksen, S., O’Brien, P., Bucher, L. (2007) Medical Surgical Nursing
Assessment and Management of Clinical Problems. Mosby Elsevier. St Louis. ISBN 978-0-323-03690-0
Pagana & Pagana. (2007). Mosby’s Diagnostic and Laboratory Test Reference. 8th ed. Elsevier/Mosby.
ISBN-13: 978-0-323-04634-3 ISBN-10: 0-323-04634-7
Schulz,JM & Videbeck, Shiela L.(2004). Lippincott’s Manual of Psychiaric Nursing Care Plans( 7th ed.),
Wolters Kluwer Health/Lippincott Williams & Wilkins, Philadelphia.
Urden.L, Stacy, K., & Lough, M. (2006). Thelan's Critical Care Nursing w/CD. 5th ed. Elsevier ISBN-13:
978-0-3230-3248-3. ISBN-10: 0-3230-3248-3
*Vacarolis. (2006). Foundations of psych-mental health nursing with CD.
5th ed. Elsevier Saunders.
ISBN: 1-4160-0008-7
*Vacarolis (2005) Manual of Psychiatric Nursing Care Plans 3rd ed
ISBN: 978-1-4160-2916-8
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Appropriate reference materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Journals
Appropriate auxiliary materials will be chosen at the time the course is offered from those currently
available in the field. Examples include: Instructor generated materials, HESI Case Studies.
9. Suggested Course Requirements and Evaluation
Link to #5. Student Learning Outcomes (SLOs) and #6 Competencies/Skills/Issues
Specific course requirements are at the discretion of the instructor at the time the course is being
offered. Suggested requirements might include, but are not limited to:
Specific course requirements are at the discretion of the instructor at the time the course is being offered.
Suggested requirements might include, but are not limited to:
Develop a concept map that meets the individual needs of the client and family members. The map will
also address the cultural and spiritual needs of the family unit. I,II,II,IV,V,VI,VII,VII,IX
Weekly self-evaluation of student performance in labs and all clinical settings I, II,II,IV,V,VI,VII,VIII.IX
Evaluation of verbal and written skills from other members of the interdisciplinary team I,II,
III,IV,V,VI,VII,VIII,IX
Completion of self-reflective journal identifying areas of growth and areas that need continued
development I,II,III,IV,V,VI,VII,VIII,IX
Completion of a family, home, and community assessment II,III,IV,V,VI,VII,VIII,IX
Meets requirements of a service learning project V,VI,VII,VIII,IX
Meets weekly requirements in the clinical evaluation tool I,II,III,IV,V,VI,VII,VIII,IX
10. Methods of Instruction
Instructional methods will vary considerably by instructor. Specific methods are at the discretion of
the instructor teaching the course and might include, but are not limited to:
This course is designed to encourage active student participation. Students are expected to be responsible
for their own learning and come to class prepared to participate in learning activities such as case study
discussion, Inquiry Based Learning sessions, role playing, and simulation scenarios. To be prepared,
students must research the assigned module topic, synthesize the information and then apply this
information to the learning activities. Reflective analysis is an important component of this learning
process and reflection activities such as journal writing may be utilized. Written exams will be given over
the course of the semester with a comprehensive, cumulative final exam.
Metacases:
1. Medical and Trauma emergencies (include evolution from community to acute care
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a. hypovolemic -postpartum hemorrhage, trauma
b. cardiogenic
c. distributive- neurogenic, anaphylactic or septic
d. mega-code
2. Cancer complications
3. Psychiatric emergencies – schizophrenic/ schizoaffective disorders, bipolar disorder,
neuroleptic malignant, angry escalating client, personality disorders (borderline) drug overdose
4. Embolism (pregnancy – amniotic fluid, DVT leading to pulmonary emboli)
5. Altered Mental Status
6. Liver Failure
7. Personal and Community Violence
8. Shock leading to ARDS
Simulation experience for a maternal-newborn emergency situation (ie. Severe pre-eclampsia with
HELLP syndrome)
11. Assessment of Intended Student Learning Outcomes Standards Grid attached
Assessment of Intended Student Learning Outcomes Standards
Key:
3 = Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome
is the focus of the class.
2 = Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class
1 = Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this learner
outcome
0 = No Emphasis: The student does not address this learner outcome
COURSE
ALPHA
NUMBER
360
Standard 1 - Written Communication
Write effectively to convey ideas that meet the needs of specific audiences and purposes.
Outcome 1.1 - Use writing to discover and articulate ideas.
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication.
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences.
Outcome 1.4 - Gather information and document sources appropriately.
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement.
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content.
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics.
Outcome 1.8 - Demonstrate proficiency in revision and editing.
Outcome 1.9 - Develop a personal voice in written communication.
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3
3
3
3
3
3
3
3
1
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Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning
accurately and appropriately.
Outcome 2.1 - Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately.
Outcome 2.2 - Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate.
Outcome 2.3 - Communicate clearly and concisely the methods and results of quantitative problem solving.
Outcome 2.4 - Formulate and test hypotheses using numerical experimentation.
Outcome 2.5 - Define quantitative issues and problems, gather relevant information, analyze that information, and present results.
Outcome 2.6 - Assess the validity of statistical conclusions.
3
3
3
0
3
0
Standard 3 - Information Retrieval and Technology
Access, evaluate, and utilize information effectively, ethically, and responsibly.
Outcome 3.1 - Use print and electronic information technology ethically and responsibly.
Outcome 3.2 - Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology.
Outcome 3.3 - Recognize, identify, and define an information need.
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that
information.
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media.
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use.
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.
Outcome 4.1 - Identify and analyze the audience and purpose of any intended communication.
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication.
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion.
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion.
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed.
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions.
Standard 5 - Critical Thinking
Apply critical thinking skills to effectively address the challenges and solve problems.
3
2
3
3
1
1
3
3
3
3
3
3
3
3
Outcome 5.1 - Identify and state problems, issues, arguments, and questions contained in a body of information.
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem.
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses.
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis.
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and
biases through the use of appropriate evidence.
3
3
3
3
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others.
3
3
3
3
3
Standard 6 - Creativity
Program graduates are able to express originality through a variety of forms.
0
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence.
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions.
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning.
Revised 6/28/2016
CAR Form (4-93), page 17