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The goals, skill areas, institutional competencies, courses, credit hours, non-course experiences, and assessments for communication, higher-order thinking, and information management skills development in humanities courses. The matrix includes specific examples of courses like hum 125 and eng 225, and the skills students are expected to master in each area.
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HUM 125: 1-6 credits Students read articles about country studied. Students answer discussion questions aloud and respond to other’s ideas.
HUM 125: 1-6 credits Students must write formal essays and research papers. Students answer essay questions on exams.
HUM 125: 1-6 credits
Students write formal essays and research papers, answer essay questions on exams, give an oral presentation, and participate in classroom discussions.
HUM 125: 1-6 credits Students write formal essays and research papers, answer essay questions on exams, give an oral presentation, and participate in classroom discussions.
HUM 125: 1-6 credits Students write formal essays and research papers, answer essay questions on exams, give an oral presentation, and participate in classroom discussions.
HUM 125: 1-6 credits Students participate in classroom discussions.
To develop students' effective use of the English language and quantitative and other symbolic systems essential to their success in school and in the world. Students should be able to read and listen critically and to write and speak with thoughtfulness, clarity, coherence, and persuasiveness.
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State-Level Goals SKILL AREAS
Institutional Competencies Course(s) and Credit Hours
Non-Course Experiences
Associated Assessment(s)
Students draw conclusions about the country under study: politics, customs, philosophies, values, and so forth. They connect the foreign world view to their own.
To develop students’ ability to distinguish among opinions, facts, and inferences; to identify underlying or implicit assumptions; to make informed judgments; and to solve problems by applying evaluative standards.
HUM 125: 1-6 credits Students must find information from books, articles, electronic databases, and the internet for research project.
HUM 125: 1-6 credits Students must determine which books, articles, electronic databases, and internet sites are appropriate for their research projects.
HUM 125: 1-6 credits Students must organize information from books, articles, electronic databases, and the internet for research project.
ENG 225: 3 credits HUM 125: 1-6 credits
Students must assimilate and prepare information from a variety of sources for research project.
To develop students’ abilities to locate, organize, store, retrieve, evaluate, synthesize, and annotate information from print, electronic, and other sources in preparation for solving problems and making informed decisions.
HUM 125: 1-6 credits Students complete a formal research project.
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State-Level Goals KNOWLEDGE AREAS
Institutional Competencies Course(s) Non-Course Experiences
Associated Assessment(s)
A. explain social institutions, structures, and processes across a range of historical periods and cultures
B. develop and communicate hypothetical explanations for individual human behavior within the large-scale historical and social context
C. draw on history and the social sciences to evaluate contemporary problems
HUM 125: 1-6 credits Students discuss, research, and write about social problems and historical contexts for such. D. describe and analytically compare social, cultural, and historical settings and processes other than one’s own
HUM 125: 1-6 credits Students analyze and discuss cultural influences of country studied. E. articulate the interconnectedness of people and places around the globe
HUM 125: 1-6 credits Students compare American culture with that of the country being studied.
To develop students’ understanding of themselves and the world around them through study of content and the processes used by historians and social and behavioral scientists to discover, describe, explain, and predict human behavior and social systems. Students must understand the diversities and complexities of the cultural and social world, past and present, and come to an informed sense of self and others. (Students must fulfill the state statute requirements for the United States and Missouri constitutions.)
F. describe and explain the constitutions of the United States and Missouri
A. describe the scope and variety of works in the humanities and fine arts (e.g., fine and performing arts, literature, and speculative thought)
HUM 125: 1-6 credits Students examine representative works in country studied: art, cuisine, film, literature, etc. B. explain the historical, cultural, and social contexts of the humanities and fine arts
HUM 125: 1-6 credits Students discuss, research, and write about social problems and historical contexts for such. C. identify the aesthetic standards used to make critical judgments in various artistic fields
D. develop a plausible understanding of the differences and relationships between formal and popular culture
To develop students’ understanding of the ways in which humans have addressed their condition through imaginative work in the humanities and fine arts; to deepen their understanding of how that imaginative process is informed and limited by social, cultural, linguistic, and historical circumstances; and to appreciate the world of the creative imagination as a form of knowledge.
E. articulate a response based upon aesthetic standards to observance of works in the humanities and fine arts
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State-Level Goals KNOWLEDGE AREAS
Institutional Competencies Course(s) Non-Course Experiences
Associated Assessment(s)
To develop students’ understanding of fundamental mathematical concepts and their applications. Students should develop a level of quantitative literacy that would enable them to make decisions and solve problems and which could serve as a basis for continued learning. (The mathematics requirement for general education should have the same prerequisite(s) and level of rigor as college algebra.)
To develop students’ understanding of the principles and laboratory procedures of life and physical sciences and to cultivate their abilities to apply the empirical methods of scientific inquiry. Students should understand how scientific discovery changes theoretical views of the world, informs our imaginations, and shapes human history. Students should also understand that science is shaped by historical and social contexts.