The document summarizes the learning outcomes defined by committees for the University of Maryland's new General Education program. It outlines the goals for 10 categories: Fundamental Studies (Academic Writing, Professional Writing, Oral Communication, Mathematics), Analytic Reasoning, I-Series, Distributive Studies (History and Social Sciences, Humanities, Natural Sciences), Scholarship in Practice, and Diversity (Understanding Plural Societies, Cultural Competence). For each category, 3-5 learning outcomes are provided that characterize the skills students will demonstrate upon completing courses in that category. Feedback on the learning outcomes can be provided to the Dean or Associate Dean for General Education.
This document discusses needs analysis for curriculum development. It defines needs analysis as collecting information about learners' needs to design educational programs. Needs can include present, potential, and unrecognized needs from different stakeholders' perspectives. The purposes of needs analysis vary but typically aim to understand learner language skills and gaps. Users of needs analysis include curriculum developers, teachers, learners, and others. The target population provides information and may include learners, employers, policymakers, and more. Proper identification of user needs and target populations is important for effective needs analysis.
This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
This course provides an introduction to educational research with a focus on qualitative approaches relevant to language teaching and learning. The course aims to enhance students' understanding of research concepts and their implications in Colombia. Students will learn about different research approaches and develop skills for critically analyzing issues in EFL classrooms to identify potential research topics. They will also have the opportunity to carry out their own research project or systematize a teaching practicum. Evaluation will include exams, assignments, presentations and a final research proposal or practicum project. The course uses various pedagogical models including content-based instruction, humanistic approaches, and socio-constructivism.
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
Linda Adler-Kassner: Threshold Concepts Presentationgeorgetownwriting
The document discusses threshold concepts in writing courses. It defines threshold concepts as concepts that are gateways to understanding a discipline and transform learners' perspectives. The document outlines several threshold concepts of composition, including that writing is situated within contexts, is never neutral, and qualities of good writing are site-specific. It also discusses threshold concepts of writing instruction, such as writing development being recursive and involving reflection and revision. The document provides examples of writing projects and goals for a Writing 2 course, including analyzing genres, applying knowledge to new contexts, and reflecting on learning.
This document discusses needs analysis for curriculum development. It defines needs analysis as collecting information about learners' needs to design educational programs. Needs can include present, potential, and unrecognized needs from different stakeholders' perspectives. The purposes of needs analysis vary but typically aim to understand learner language skills and gaps. Users of needs analysis include curriculum developers, teachers, learners, and others. The target population provides information and may include learners, employers, policymakers, and more. Proper identification of user needs and target populations is important for effective needs analysis.
This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
This course provides an introduction to educational research with a focus on qualitative approaches relevant to language teaching and learning. The course aims to enhance students' understanding of research concepts and their implications in Colombia. Students will learn about different research approaches and develop skills for critically analyzing issues in EFL classrooms to identify potential research topics. They will also have the opportunity to carry out their own research project or systematize a teaching practicum. Evaluation will include exams, assignments, presentations and a final research proposal or practicum project. The course uses various pedagogical models including content-based instruction, humanistic approaches, and socio-constructivism.
This document outlines the process and purpose of conducting a needs analysis for language learners. It discusses defining needs, the various focuses of needs analysis including target needs, learning needs, objective needs, and subjective needs. It provides examples of tools that can be used for needs analysis like questionnaires, interviews, observations. It also discusses evaluating needs analysis in terms of reliability, validity and practicality. Finally, it discusses some issues in needs analysis like determining common vs specialized language needs, and whether needs analysis can ever be truly objective.
Linda Adler-Kassner: Threshold Concepts Presentationgeorgetownwriting
The document discusses threshold concepts in writing courses. It defines threshold concepts as concepts that are gateways to understanding a discipline and transform learners' perspectives. The document outlines several threshold concepts of composition, including that writing is situated within contexts, is never neutral, and qualities of good writing are site-specific. It also discusses threshold concepts of writing instruction, such as writing development being recursive and involving reflection and revision. The document provides examples of writing projects and goals for a Writing 2 course, including analyzing genres, applying knowledge to new contexts, and reflecting on learning.
Language Curriculum Design (Chapter 4 Principles)Fidel Villalobos
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP C...Abdeslam Badre, PhD
This is a descriptive article about the definition, value, and operational procedures of the design and implementation of needs analysis in foreign language teaching institutions.
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
An efficient needs analysis for curriculum design should involve gathering data from primary, secondary, and tertiary stakeholders using questionnaires, interviews, and other techniques. Needs analysis is important for understanding the target situation and learning situation, and needs are neither universal nor permanent. A good needs analysis is systematic, uses triangulation of methods and sources, and favors integrating English for academic purposes courses with disciplinary programs.
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
This document discusses different types of needs that should be considered when developing an English for Specific Purposes course, including target needs, learning needs, and constraints. Target needs refer to the language requirements of learners' target situations and include necessities, lacks, and wants. Learning needs involve determining how learners will meet the target needs through considerations like course format, materials, and learner characteristics. Constraints refer to non-pedagogical limits on course planning, such as policies and budgets. A thorough needs analysis considers all of these factors to design a course that addresses learners' language requirements and learning process.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Planning goals and learning outcome (aims, goals, and Objectives)Didik Harianto
The document discusses 5 curriculum ideologies that shape language teaching: 1) Academic rationalism, 2) Social and economic efficiency, 3) Learner-centeredness, 4) Social reconstructionism, and 5) Cultural pluralism. It also discusses the differences between goals/aims and objectives in curriculum planning. Goals describe the general purposes of a curriculum, aims describe changes a program seeks to bring about, and objectives provide more specific descriptions of purposes in terms of observable and measurable learning outcomes. The document cautions that objectives can trivialize teaching and be product-oriented. It suggests competencies as an alternative, describing observable behaviors needed for real-world activities.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
Guideline for master's thesis evaluationSalman Khan
The document provides guidelines for evaluating master's theses at Helsinki University of Technology. It outlines the general objectives and requirements of a master's thesis. A thesis must demonstrate the student's skills and independent work. It will be evaluated based on how well it meets criteria in areas such as defining the research scope, commanding the topic, using appropriate methods, making an original contribution, and having a clear written presentation. Thesis supervisors are responsible for submitting evaluation reports. Five grades are defined - excellent, very good, good, satisfactory, and fail - based on the extent to which the thesis meets the basic evaluation criteria.
English for Specific Purposes and Syllabus Design - Niamy Barcelonaniamy barcelona
Munby's model from 1978 contains 9 components for analyzing learners' communicative needs for an English for Specific Purposes course, including the learners, purpose, setting, interaction style, language varieties, proficiency level, intended language tasks, and communication goals. Needs analysis is important for designing an effective syllabus that matches learners' target language needs, learning needs, attitudes, and preferred learning styles. Data is primarily collected through questionnaires, interviews, and assessments to understand objectives and appropriately structure the course. Ongoing needs analysis allows revision of objectives and teaching methods to best serve learners.
This document discusses needs analysis for language learning. It defines needs analysis as the systematic collection of information about learners' language needs and the contexts in which the language will be used. The document outlines the purpose of needs analysis, including determining appropriate curricula and identifying skills gaps. It discusses who conducts needs analysis and how, through methods like interviews, questionnaires, and collecting language samples. The conclusion emphasizes that good needs analysis uses multiple data collection tools from various perspectives to fully understand changing needs over time and inform course design.
My presentation on need analysis in second language curriculumRamshankar Yadav
Need analysis is an important stage in developing a second language curriculum. It involves conducting research through questionnaires or other methods to identify the needs, wants, motivations and aptitudes of language learners. Understanding learner needs helps determine curriculum objectives and allows teachers to design lessons that are relevant. Need analysis also aids in selecting and organizing the content and experiences included in the second language curriculum. Without properly analyzing learner needs, a curriculum may fail to achieve its goals.
1. The document discusses planning activities for language lessons. An activity involves learners using language to achieve a specific outcome.
2. Activities can involve individual work, pairwork, small group work, or whole class work. Pair and group work are common to provide opportunities for students to practice using language.
3. A basic route map for running an activity includes preparing materials, introducing the activity, setting up groups, monitoring the activity, providing feedback, and following up. Variations allow for checking answers or comparing responses in groups.
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...iosrjce
There is need to ensure the production of competent primary English teaching specialists. All
colleges of education in the country are running their programme for this purpose. But the minimum standard
seems lacking in essential ingredients that would guarantee the training of effective primary English teachers. It
is equally realised that effective teaching and learning of this nature constitute functions of a combination of
factors among which are the teacher, the material, learner and the learning situation. This paper focuses on
need analysis as a process and product orientation towards the production of competent primary English
teaching specialists.
The document discusses conducting a needs analysis for an ELT curriculum. It provides information on the purpose of needs analysis, who should be involved in the process, and what types of information should be gathered. Specifically, it outlines that needs analysis is meant to determine students' language needs, identify strengths and weaknesses, and check if existing courses adequately address needs. It discusses targeting the right groups, sampling techniques, and gathering information on problems, priorities, abilities, attitudes and potential solutions.
English for Specific Purposes (ESP) - Section 3 - ApplicationAyu Retno Aditya
This document discusses different types of syllabi including the evaluation syllabus, organizational syllabus, material syllabus, teacher syllabus, classroom syllabus, and learner syllabus. It also discusses criteria for organizing a syllabus including topic, structure, function, skills, situation, task, and discourse. Finally, it discusses the role a syllabus should play in course design including language-centered, skills-centered, and learning-centered approaches.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
Language Curriculum Design (Chapter 4 Principles)Fidel Villalobos
This document outlines principles for curriculum design and language teaching based on research and theory. It discusses ten key principles for determining content and sequencing, including focusing on high frequency language, training learners in self-directed study, spaced repetition of content, and accounting for factors like learners' existing knowledge and potential interference. It also covers two principles for monitoring and assessment: using ongoing analysis of learner needs and environment to guide material selection and presentation, and providing helpful feedback to allow learners to improve their language skills. The overall aim is to establish a sensible framework for teaching based on these principles that can be flexibly applied to different instructional contexts.
Needs Analysis: A Valuable Tool for Designing and Maintaining Effective ESP C...Abdeslam Badre, PhD
This is a descriptive article about the definition, value, and operational procedures of the design and implementation of needs analysis in foreign language teaching institutions.
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
An efficient needs analysis for curriculum design should involve gathering data from primary, secondary, and tertiary stakeholders using questionnaires, interviews, and other techniques. Needs analysis is important for understanding the target situation and learning situation, and needs are neither universal nor permanent. A good needs analysis is systematic, uses triangulation of methods and sources, and favors integrating English for academic purposes courses with disciplinary programs.
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
This document discusses different types of needs that should be considered when developing an English for Specific Purposes course, including target needs, learning needs, and constraints. Target needs refer to the language requirements of learners' target situations and include necessities, lacks, and wants. Learning needs involve determining how learners will meet the target needs through considerations like course format, materials, and learner characteristics. Constraints refer to non-pedagogical limits on course planning, such as policies and budgets. A thorough needs analysis considers all of these factors to design a course that addresses learners' language requirements and learning process.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Planning goals and learning outcome (aims, goals, and Objectives)Didik Harianto
The document discusses 5 curriculum ideologies that shape language teaching: 1) Academic rationalism, 2) Social and economic efficiency, 3) Learner-centeredness, 4) Social reconstructionism, and 5) Cultural pluralism. It also discusses the differences between goals/aims and objectives in curriculum planning. Goals describe the general purposes of a curriculum, aims describe changes a program seeks to bring about, and objectives provide more specific descriptions of purposes in terms of observable and measurable learning outcomes. The document cautions that objectives can trivialize teaching and be product-oriented. It suggests competencies as an alternative, describing observable behaviors needed for real-world activities.
This document summarizes efforts at East Carolina University to support teacher candidates in completing the edTPA assessment. It provides context on the increasing number of ECU programs implementing edTPA and shows data on elementary education candidates' edTPA scores improving over time. It then describes ECU's system for providing clinical support to candidates, which involves support from clinical teachers, university supervisors, and instructional coaches. It discusses challenges faced such as helping candidates see edTPA's relevance and gaining faculty buy-in, and solutions such as connecting edTPA to prior coursework. It also examines providing guidance and local evaluation of edTPA while maintaining score validity. The document aims to help others in unpacking edTPA tasks
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
Guideline for master's thesis evaluationSalman Khan
The document provides guidelines for evaluating master's theses at Helsinki University of Technology. It outlines the general objectives and requirements of a master's thesis. A thesis must demonstrate the student's skills and independent work. It will be evaluated based on how well it meets criteria in areas such as defining the research scope, commanding the topic, using appropriate methods, making an original contribution, and having a clear written presentation. Thesis supervisors are responsible for submitting evaluation reports. Five grades are defined - excellent, very good, good, satisfactory, and fail - based on the extent to which the thesis meets the basic evaluation criteria.
English for Specific Purposes and Syllabus Design - Niamy Barcelonaniamy barcelona
Munby's model from 1978 contains 9 components for analyzing learners' communicative needs for an English for Specific Purposes course, including the learners, purpose, setting, interaction style, language varieties, proficiency level, intended language tasks, and communication goals. Needs analysis is important for designing an effective syllabus that matches learners' target language needs, learning needs, attitudes, and preferred learning styles. Data is primarily collected through questionnaires, interviews, and assessments to understand objectives and appropriately structure the course. Ongoing needs analysis allows revision of objectives and teaching methods to best serve learners.
This document discusses needs analysis for language learning. It defines needs analysis as the systematic collection of information about learners' language needs and the contexts in which the language will be used. The document outlines the purpose of needs analysis, including determining appropriate curricula and identifying skills gaps. It discusses who conducts needs analysis and how, through methods like interviews, questionnaires, and collecting language samples. The conclusion emphasizes that good needs analysis uses multiple data collection tools from various perspectives to fully understand changing needs over time and inform course design.
My presentation on need analysis in second language curriculumRamshankar Yadav
Need analysis is an important stage in developing a second language curriculum. It involves conducting research through questionnaires or other methods to identify the needs, wants, motivations and aptitudes of language learners. Understanding learner needs helps determine curriculum objectives and allows teachers to design lessons that are relevant. Need analysis also aids in selecting and organizing the content and experiences included in the second language curriculum. Without properly analyzing learner needs, a curriculum may fail to achieve its goals.
1. The document discusses planning activities for language lessons. An activity involves learners using language to achieve a specific outcome.
2. Activities can involve individual work, pairwork, small group work, or whole class work. Pair and group work are common to provide opportunities for students to practice using language.
3. A basic route map for running an activity includes preparing materials, introducing the activity, setting up groups, monitoring the activity, providing feedback, and following up. Variations allow for checking answers or comparing responses in groups.
Needs Analysis of an English for Academic Purpose (Eap) Programme: English La...iosrjce
There is need to ensure the production of competent primary English teaching specialists. All
colleges of education in the country are running their programme for this purpose. But the minimum standard
seems lacking in essential ingredients that would guarantee the training of effective primary English teachers. It
is equally realised that effective teaching and learning of this nature constitute functions of a combination of
factors among which are the teacher, the material, learner and the learning situation. This paper focuses on
need analysis as a process and product orientation towards the production of competent primary English
teaching specialists.
The document discusses conducting a needs analysis for an ELT curriculum. It provides information on the purpose of needs analysis, who should be involved in the process, and what types of information should be gathered. Specifically, it outlines that needs analysis is meant to determine students' language needs, identify strengths and weaknesses, and check if existing courses adequately address needs. It discusses targeting the right groups, sampling techniques, and gathering information on problems, priorities, abilities, attitudes and potential solutions.
English for Specific Purposes (ESP) - Section 3 - ApplicationAyu Retno Aditya
This document discusses different types of syllabi including the evaluation syllabus, organizational syllabus, material syllabus, teacher syllabus, classroom syllabus, and learner syllabus. It also discusses criteria for organizing a syllabus including topic, structure, function, skills, situation, task, and discourse. Finally, it discusses the role a syllabus should play in course design including language-centered, skills-centered, and learning-centered approaches.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document discusses the importance of citing sources in scholarly work. It notes that citing shows thorough research and credibility, allows reinforcing or arguing against other ideas, and is important because ideas are intellectual property. It defines a citation as a reference or quotation from another work. The document also explains that articles provide citation information like the journal title, date, volume, issue, and page numbers and lists common citation styles manuals like APA, MLA, and Chicago for formatting citations.
This document outlines the processing steps involved in examining documents, including setting up matter, deduplicating documents, indexing and applying machine learning techniques. Quality checks are also performed to ensure proper processing.
El documento describe las reglas y estructura de la Copa Ciudad de La Plata. El principal requisito para participar es demostrar buena conducta. El torneo tiene un sistema para controlar la conducta de los equipos y espectadores, con veedores en cada cancha y la capacidad de amonestar capitanes por las acciones de terceros. El objetivo es garantizar un buen ambiente para que los equipos puedan jugar al fútbol sin conflictos.
El documento describe las reglas y estructura de la Copa Ciudad de La Plata. El principal requisito para participar es demostrar buena conducta. El torneo tiene un sistema para controlar la conducta de los equipos y espectadores, con veedores en cada cancha y la capacidad de amonestar capitanes por las acciones de terceros. El objetivo es garantizar un buen ambiente para que los equipos puedan jugar al fútbol sin conflictos.
Eric Grohe es un artista que pinta murales hiperrealistas de gran escala directamente sobre paredes. Sus obras maestras tridimensionales son tan detalladas que es difícil creer que están pintadas sobre superficies planas. Su atención al detalle y habilidad para crear ilusiones ópticas a través de la pintura lo convierten en un maestro del género trompe l'oeil.
This document provides instructions for setting up and using the A400E analog telephony card with DAHDI on Linux. It includes information on hardware setup such as power supply and module installation. It also covers software installation and configuration of the A400E card with Asterisk and DAHDI drivers. The document contains safety instructions, an overview of Asterisk and the A400E card features, and chapters on hardware setup, software installation and configuration, specifications, and pin assignments.
James W. Etherton Detroit Chapter 82nd abn div assn family picnic 2011 phibon
The 2011 family picnic brought together over 200 members, families, and friends of various military associations to share food, entertainment, stories, and fellowship. Skilled skydivers performed impressive jumps. Interactive robots were a hit with children and adults. Members renewed old friendships and shared memories from their service in World War II. Displays highlighted the history of different units. The event celebrated the chapter's origins and brought people together to appreciate their community and history.
El documento describe las reglas y estructura de la Copa Ciudad de La Plata. El principal requisito para participar es demostrar buena conducta. El torneo tiene un sistema para controlar la conducta de los equipos y espectadores, con veedores en cada cancha y la capacidad de amonestar capitanes por las acciones de terceros. El objetivo es garantizar un buen ambiente para que los equipos puedan jugar al fútbol sin conflictos.
The document discusses hemorrhage control and fluid resuscitation for trauma patients. It provides statistics on injury deaths in the US and discusses various methods for controlling bleeding, including tourniquets, wound packing, and hemostatic agents. It then discusses fluid resuscitation, noting that for non-TBI patients the goal is a systolic blood pressure of 90 (MAP of 65) and for TBI patients a systolic of 110 (MAP of 90). Studies found that a controlled resuscitation strategy giving less initial fluid (1L vs 2L) resulted in similar outcomes and lower mortality compared to standard resuscitation.
The child is exhibiting signs and symptoms consistent with epiglottitis including drooling, sitting in a tripod position and refusing to sit back, stridor, and warm appearance. Epiglottitis is a medical emergency caused by swelling of the epiglottis that can lead to complete airway obstruction. Treatment involves maintaining the airway with positive pressure ventilation if needed until definitive airway management in a hospital setting can be provided.
La encefalopatía hepática es una disfunción cerebral causada por insuficiencia hepática que causa alteraciones neurológicas y psiquiátricas. Se clasifica según la enfermedad subyacente (falla hepática aguda, bypass portosistémicos, cirrosis), la severidad de los síntomas, el curso de la enfermedad (episódico, recurrente, persistente), y los factores precipitantes. El tratamiento se enfoca en reducir la absorción de nitrógeno en el intestino y actuar sobre los factores precipitantes a
As schools move to common core standards, writing is increasingly important . This session examines how to teach writing in the common core that is meaningful to young adolescents leading to increased motivation, quality and ownership. Participants will learn strategies to teach the common core that are also developmentally responsive.
Writing competences/how to write competencesNelly Morales
The document discusses the writing process and describes it as a complex cognitive activity that involves various interconnected strategies and knowledge. It states that for writing to be productive, planning, preparation, drafting, review, and editing must occur simultaneously and recursively. It also discusses the skills and strategies needed for writing, such as discriminating relevant from irrelevant information, structuring information chronologically and coherently, using appropriate words and sentences, and applying linguistic markers and text properties like adequacy, coherence, and cohesion.
Syllabus –– Scientific WritingIntroduction and Course Descriptio.docxssuserf9c51d
This document provides an overview of a scientific writing course, including its goals and learning outcomes. The course aims to develop students' proficiency in communicating scientific information through common written forms like technical procedures, grant proposals, and research manuscripts. Key learning outcomes include selecting appropriate scientific styles for different audiences, clearly communicating within common scientific conventions, citing technical information to support writing, including figures and tables, and collaborating through an editing process to improve writing skills. All assignments must follow specific formatting guidelines.
Cambridge International AS Level English General Paper develops skills in comprehension, argument construction, presenting views, and writing coherently. It covers broad topics including economics, history, science, literature and more. Students answer one essay and complete a reading comprehension assessment. The essay evaluates a topic, while comprehension tests understanding of arguments, language use and inference. Both assess skills applicable to further education and employment.
This document discusses various factors to consider when designing a university course, including:
1. Gathering information on course content, students' background and interests, and disciplinary standards.
2. Planning course structure, goals, learning outcomes and assessment methods based on gathered information and considering theories of student development.
3. Developing a syllabus to communicate the course plan to students by including elements such as topics, assignments, and grading criteria.
This document provides an overview of curriculum concepts for junior secondary students. It defines curriculum as a framework for planned learning experiences including content, resources, and assessments. The key sections explain features of the Australian curriculum such as learning areas, strands, content descriptions and achievement standards. It also describes general capabilities, cross-curriculum priorities, and assessment tasks related to demonstrating understanding of curriculum frameworks.
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptxElieser Sheya
Curriculum planning is a process that defines learning outcomes, assessments, content, and teaching methods necessary for student success. It involves determining what students should learn, why, and how the learning process will be organized based on curriculum requirements and available resources. Effective curriculum planning requires collaboration between teachers, administrators, parents, and other stakeholders to develop coordinated programs that build students' knowledge and skills while meeting the needs of the community.
1. The document outlines goals for a meeting to share a draft guidebook on inquiry-based instruction and collaboration. It aims to elicit feedback and expand toolkits for these areas.
2. Several inclusion and collaboration activities are described, including setting norms, answering "Who am I?" and moving from "me-ness" to "we-ness."
3. Examples are provided for how to integrate career pathway projects into core instruction through assignments tied to real-world roles in different career fields.
RESEARCH INPUT, SCIENCE TEACHER AS A RESEARCHER, THRUST AREAS IN PHYSICAL SC...Parvathy V
This document discusses the role of the science teacher as a researcher and identifies several thrust areas for research in physical science. It outlines that teacher research has its roots in action research, with teacher-researchers working to better understand the relationship between teaching and learning. Key areas the document identifies for science teachers to research include their knowledge of content, instructional rigor and student engagement, instruction relevance, and creating a positive learning climate. It emphasizes the importance of informative assessment and using student data and feedback to reflect on and improve teaching practice.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
This course focuses on investigating the rhetorical nature of style and how style is associated with audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is for students to become adept at writing in different situations for various audiences. Over the semester, students will complete assignments building towards projects in various genres. A final portfolio including a revised project and reflective statement is required. Students will be evaluated on draft workshops, assignments, projects in different genres, and the final portfolio. The course aims to prepare students to effectively write for different audiences and purposes.
Reflective analysis helps you to make an evidence-based argument.docxcarlt3
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
Berkeley College has six college-wide learning objectives that.docxjasoninnes20
Berkeley College has six college-wide learning objectives that apply to all academic
programs:
Reading and Written Communication: Students will demonstrate competent writing
and reading throughout their programs of study.
Oral Communication: Students will demonstrate effective oral communication skills in
both general and major-specific contexts.
Critical Analysis and Reasoning: Students will use critical analysis and reasoning,
supported by knowledge and skills learned throughout their degree programs, to
enhance personal and professional decision-making:
• Quantitative analysis and reasoning
• Analysis and reasoning in the humanities, sciences, social sciences, and arts
• Ethical analysis and reasoning
• Reasoning in career-related contexts
Knowledge and Skills for Living in a Diverse Society: Students will consider multiple
perspectives (quantitative and qualitative, among individuals, from different cultural
contexts, etc.) when making decisions independently or as part of a team.
Information Literacy: Students will define and articulate their needs for information
and access this information effectively and efficiently.
Integration of Learning: Students will develop the ability to integrate their learning,
making connections within their major, between fields, between curricular and
cocurricular activities, and between academic knowledge and practice.
...
To enhance achievement in literacy and numeracy skills in an English subject....jonaesmalla2
This is in response to indicator #2 Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills in EAPP, Oral Com and Creative Writing subject
This document outlines how ePortfolios can be used to scaffold student learning. It provides tips for designing effective ePortfolio use, such as planning as a team, ensuring activities are applicable and timely, and providing formative feedback. An example skills framework shows how skills in areas like writing, presenting, and information literacy can develop across levels from basic to advanced. Small group activities have students design ePortfolio assessment items for different academic years. The document emphasizes that ePortfolios should be embedded in the curriculum to motivate students and lead to improved learning outcomes.
This document provides an overview and syllabus for an English 10: Accelerated Academic Literacy course at California State University, Fresno. The course aims to develop students' abilities as readers and writers to participate in academic and public conversations. It will focus on analytical thinking, reading methods, writing processes, and joining various literacy communities. Students will complete reading responses, four formal writing projects, and midterm and final portfolios. Class participation, online writing labs, assignments, and the final portfolio will determine grades. The course policies outline attendance, late work, academic integrity, and computer requirements.
This document outlines the syllabus for a First Year Seminar course at Marshall University. The course, taught by Dr. Harold Blanco, meets MWF and focuses on developing critical thinking skills through discussion, problem solving, writing and reflection. The theme of the course is "Learning to Think, Thinking to Learn" and will examine different domains of critical thinking. Students will complete activities involving attending cultural events on campus, a sporting event, and debates around technology and ethics. They will also write a research paper developing a question and proposal. Grades are determined on a standard A-F scale based on points earned. The attendance policy allows excused absences for university activities, illness, or family emergencies.
Similar to General education learning outcomes (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. General Education Learning Outcomes
Implementation of the new General Education program is scheduled for Fall 2011 and one
of the first steps in realizing this program is the definition of its learning outcome goals.
During the summer of 2010, 12 committees were convened and charged with, among
other things, defining the specific learning outcomes that will characterize courses fulfilling
the General Education categories. Sixty-seven members of the campus community agreed
to serve on these committees. What follows is the result of their work. We invite your
feedback to Donna Hamilton, Dean for Undergraduate Studies, or Douglas Roberts,
Associate Dean for General Education. This document is also posted at
http://www.ugst.umd.edu.
Fundamental Studies
Academic Writing
The Fundamental Studies Introduction to Writing requirement prepares students with a foundational
understanding of academic writing and the skills for success in further studies at Maryland and
beyond.
On completion of an Academic Writing course, students will be able to:
• Demonstrate understanding of writing as a series of tasks, including finding,
evaluating, analyzing, and synthesizing appropriate sources, and as a process that
involves composing, editing, and revising.
• Demonstrate critical reading and analytical skills, including understanding an
argument's major assertions and assumptions and how to evaluate its supporting
evidence.
• Demonstrate facility with the fundamentals of persuasion as these are adapted to a
variety of special situations and audiences in academic writing.
• Demonstrate research skills, integrate their own ideas with those of others, and
apply the conventions of attribution and citation correctly.
• Use Standard Written English and edit and revise their own writing for
appropriateness. Students should take responsibility for such features as format,
syntax, grammar, punctuation, and spelling.
• Demonstrate an understanding of the connection between writing and thinking
and use writing and reading for inquiry, learning, thinking, and communicating in
an academic setting.
Professional Writing
The Fundamental Studies Professional Writing requirement strengthens writing skills and prepares
students for the range of writing expected of them after graduation.
2. On completion of a Professional Writing course, students will be able to:
• Analyze a variety of professional rhetorical situations and produce appropriate texts
in response.
• Understand the stages required to produce competent, professional writing
through planning, drafting, revising, and editing.
• Identify and implement the appropriate research methods for each writing task.
• Practice the ethical use of sources and the conventions of citation appropriate to
each genre.
• Write for the intended readers of a text, and design or adapt texts to audiences who
may differ in their familiarity with the subject matter.
• Demonstrate competence in Standard Written English, including grammar,
sentence and paragraph structure, coherence, and document design (including the
use of the visual) and be able to use this knowledge to revise texts.
• Produce cogent arguments that identify arguable issues, reflect the degree of
available evidence, and take account of counter arguments.
Oral Communication
Human relationships, from the most formal to the most personal, rest in large measure on skilled
listening and effective speaking. Skillful listening and speaking support success in personal
relationships, educational undertakings, professional advancement, and civic engagement.
On completion of an Oral Communication course, students will be able to:
• Demonstrate an understanding of the role of oral communication in academic,
social, and professional endeavors.
• Demonstrate effectiveness in using verbal and nonverbal language appropriate to
the goal and the context of the communication.
• Demonstrate an ability to listen carefully.
• Demonstrate an enhanced awareness of one’s own communication style and
choices.
• Demonstrate an ability to communicate interpersonally and interculturally with
others in conversation, interview, and group discussion contexts.
• Demonstrate skill in asking and in responding to questions.
• Demonstrate competency in planning, preparing, and presenting effective oral
presentations.
• Use effective presentation techniques including presentation graphics.
• Demonstrate awareness of communication ethics in a global society.
Mathematics
The Fundamental Studies Mathematics requirement prepares students with the mathematical
understandings and skills for success in whatever majors they choose, as well as in everyday life.
On completion of a Mathematics course, students will be able to:
• Interpret mathematical models given verbally, or by formulas, graphs, tables, or
schematics, and draw inferences from them.
3. • Represent mathematical concepts verbally, and, where appropriate, symbolically,
visually, and numerically.
• Use arithmetic, algebraic, geometric, technological, or statistical methods to solve
problems.
• Use mathematical reasoning with appropriate technology to solve problems, test
conjectures, judge the validity of arguments, formulate valid arguments, check
answers to determine reasonableness, and communicate the reasoning and the
results.
• Recognize and use connections within mathematics and between mathematics and
other disciplines.
Analytic Reasoning
Courses in Analytic Reasoning will foster a student’s ability to use mathematical or formal methods or
structured protocols and patterns of reasoning to examine problems or issues by evaluating evidence,
examining proofs, analyzing relationships between variables, developing arguments, and drawing
conclusions appropriately. Courses in this category will also advance and build upon the skills that
students develop in Fundamental Mathematics. For most courses here, a course taken for the
Fundamental Mathematics requirement is a prerequisite.
On completion of an Analytic Reasoning course, students will be able to:
• Demonstrate proficient application of the skills required by the Mathematics
Fundamental Studies requirement, including the ability to communicate using
formal or mathematical tools.
• Distinguish between premises and conclusions, or between data and inferences
from data.
• Understand the differences among appropriate and inappropriate methods for
drawing conclusions.
• Apply appropriate methods to evaluate inferences and to reason about complex
information.
• Systematically evaluate evidence for accuracy, limitations, and relevance, and
identify alternative interpretations of evidence.
• Use formal, analytical, or computational techniques to address real-world problems.
The I-Series
As the centerpiece of the University’s new General Education program, I-Series courses will become
the intellectual and pedagogical marker for which the University of Maryland is known: broad,
analytical thinking about significant issues. In branding the University’s General Education
curriculum, the signature courses begin the process of defining what is unique about education at the
University of Maryland. Through these courses, students will be challenged from their first moments
on campus to master the intellectual tools needed to wrestle with matters of great weight and
consequence, the so-called Big Questions.
A signature course could take students inside a new field of study, where they may glimpse the utility,
elegance and beauty of disciplines that were previously unknown, unwanted, disparaged, or despised.
Students may be able to see how such areas of investigation could become a subject for extended study,
4. a major, or even a lifetime commitment. By addressing both contemporary problems and the enduring
issues of human existence, the signature courses will speak to the University’s historic role both as a
timeless repository of human knowledge and as a source of solutions to burning issues of the day. At
their best, the signature courses might do both. The I-Series offers extraordinary opportunities for
increasing the level of intellectual discourse on campus and for providing occasions where new
pedagogical methods may be introduced. The possibilities are large and exciting.
On completion of an I-Series course, student will be able to:
• Identify the major questions and issues in their I-series course topic.
• Describe the sources the experts on the topic would use to explore these issues and
questions.
• Demonstrate an understanding of basic terms, concepts, and approaches that
experts employ in dealing with these issues.
• Demonstrate an understanding of the political, social, economic, and ethical
dimensions involved in the course.
• Communicate major ideas and issues raised by the course through effective written
and/or oral presentations.
• Articulate how this course has invited them to think in new ways about their lives,
their place in the University and other communities, and/or issues central to their
major disciplines or other fields of interest.
Distributive Studies
History and Social Sciences
Courses in this area introduce students to history and to the social science disciplines and their
combination of qualitative and quantitative methods. It includes courses in criminology, economics,
history, psychology, sociology, and other social sciences.
On completion of a History and Social Sciences course, students will be able to:
• Demonstrate knowledge of fundamental concepts and ideas in a specific topical
area in history or the social sciences.
• Demonstrate understanding of the methods that produce knowledge in a specific
field in history or the social sciences.
• Demonstrate critical thinking in evaluating causal arguments in history or in the
social sciences, analyzing major assertions, background assumptions, and
explanatory evidence.
• Explain how culture, social structure, diversity, or other key elements of historical
context have an impact on individual perception, action, and values.
• Articulate how historical change shapes ideas and social and political structures.
• Explain how history or social science can be used to analyze contemporary issues
and to develop policies for social change.
• Use information technologies to conduct research and to communicate effectively
about social science and history.
5. Humanities
Courses in the foundational humanities disciplines study history and the genres of human creativity.
It includes courses in literatures in any language, art, art history, classics, history, music, and music
history as well as courses in the foundational disciplines of linguistics and philosophy.
On completion of a Humanities course, students will be able to:
• Demonstrate familiarity and facility with fundamental terminology and concepts in
a specific topical area in the humanities.
• Demonstrate understanding of the methods used by scholars in a specific field in
the humanities.
• Demonstrate critical thinking in the evaluation of sources and arguments in
scholarly works in the humanities.
• Describe how language use is related to ways of thinking, cultural heritage, and
cultural values.
• Conduct research on a topic in the humanities using a variety of sources and
technologies.
• Demonstrate the ability to formulate a thesis related to a specific topic in the
humanities and to support the thesis with evidence and argumentation.
Natural Sciences
Courses in the Natural Sciences introduce students to the concepts and methods of the disciplines
studying the natural world. It includes courses in the traditional physical and life sciences,
environmental science, animal and avian science, and plant science, among others. It also includes a
substantial, rigorous laboratory experience.
On completion of a Natural Sciences course, students will be able to:
• Demonstrate a broad understanding of scientific principles and the ways scientists
in a particular discipline conduct research.
• Apply quantitative, mathematical analyses to science problems.
• Solve complex problems requiring the application of several scientific concepts.
• Look at complex questions and identify the science and how it impacts and is
impacted by political, social, economic, or ethical dimensions.
• Critically evaluate scientific arguments and understand the limits of scientific
knowledge.
• Communicate scientific ideas effectively.
In addition to the Learning Outcomes above, on completion of a Natural Sciences course
with a laboratory experience students will be able to:
• Demonstrate proficiency in experimental science by: making observations,
understanding the fundamental elements of experiment design, generating and
analyzing data using appropriate quantitative tools, using abstract reasoning to
interpret data and relevant formulae, and testing hypotheses with scientific rigor.
6. Scholarship in Practice
Courses in Scholarship in Practice teach students how to assess and apply a body of knowledge to a
creative, scholarly, or practical purpose. The resulting application should reflect an understanding of
how underlying core disciplines can be brought to bear on the subject. It should go beyond the
traditional survey and interpretation culminating in, for example, a final research paper or activity,
often used in courses that are designed to be introductions to a specific topic or area of study.
While Scholarship in Practice courses will be evaluated for appropriateness through the learning
outcomes listed below, essentially every college on this campus has relevance to this area of
Distributive Studies. Examples include (but are not limited to) the following: courses in Business that
focus on the design of productive systems and enterprises, drawing upon knowledge from economics,
psychology, mathematics, and other disciplines; courses in Engineering that require students to design
environments, technologies, and systems by applying knowledge from the natural sciences and
mathematics; courses in Education, Journalism and Architecture that provide students with an
opportunity to engage in well defined professional practices; courses in Studio Art, Music
Performance, Dance, etc., that introduce students to creative skills and performance arts; applied
proficiency in a foreign language; extensive research experiences; and internships.
On completion of a Scholarship in Practice course, students will be able to:
• Demonstrate an ability to select, critically evaluate, and apply relevant areas of
scholarship.
• Articulate the processes required to bring about a successful outcome from
planning, modeling, and preparing, to critiquing, revising and perfecting.
• Demonstrate an ability to critique existing applications of scholarship, in order to
learn from past successes and failures.
• Demonstrate an ability to collaborate in order to bring about a successful outcome.
• Recognize how an application of scholarship impacts or is impacted by political,
social, cultural, economic or ethical dimensions.
• Produce an original analysis, project, creative work, performance or other scholarly
work that reflects a body of knowledge relevant to the course.
• Effectively communicate the application of scholarship through ancillary material
(written, oral, visual and/or all modes combined).
Diversity
Understanding Plural Societies
Life in a globally competitive society of the twenty-first century requires an ability to comprehend both
theoretical and practical dimensions of human difference. From that perspective, Understanding
Plural Societies is the centerpiece of the University’s Diversity requirement. Courses in this category
speak to both the foundations—cultural, material, psychological, historical, social, and biological—of
human difference and the operation or function of plural societies.
7. On completion of an Understanding Plural Societies course, students will be able to:
• Demonstrate understanding of the basis of human diversity: biological, cultural,
historical, social, economic, or ideological.
• Demonstrate understanding of fundamental concepts and methods that produce
knowledge about plural societies.
• Explicate the processes that create or fail to create just, productive, egalitarian, and
collaborative societies.
• Analyze forms and traditions of thought or expression in relation to cultural,
historical, political, and social contexts, as, for example, dance, foodways, literature,
music, and philosophical and religious traditions.
• Articulate how particular policies create or inhibit the formation and functioning
of plural societies.
• Use a comparative, intersectional, or relational framework to examine the
experiences, cultures, or histories of two or more social groups or constituencies
within a single society or across societies, and within a single historical timeframe
or across historical time.
• Use information technologies to access research and communicate effectively about
plural societies.
Cultural Competence
Cultural competence is the ability to demonstrate skills necessary to work with diverse individuals and
teams. More specifically, cultural competence covers the following: awareness of one's own culture;
knowledge of different cultural practices; and cross-cultural skills. Cultural competency contributes to
an individual’s ability to understand diversity, communicate effectively, and approach issues with a
global world view.
On completion of a Cultural Competency course, students will be able to:
• Describe the concept of culture.
• Explain how cultural beliefs influence behaviors and practices at the individual,
organizational, or societal levels.
• Analyze their own cultural beliefs with respect to attitudes or behaviors.
• Compare and contrast differences among two or more cultures.
• Effectively use skills to negotiate cross-cultural situations or conflicts.