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Draft General Education Reporting Matrix
State-Level Goals
SKILL AREAS
Institutional Competencies Course(s) and
Credit Hours
Non-Course
Experiences
Associated
Assessment(s)
Communicating
A. analyze and evaluate their own and
others' speaking and writing
HUM 125: 1-6 credits Students read articles about country studied. Students answer discussion questions aloud and respond to other’s ideas.
B. conceive of writing as a recursive process
that involves many strategies, including
generating material, evaluating sources
when used, drafting, revising, and editing
HUM 125: 1-6 credits Students must write formal essays and research papers. Students answer essay questions on exams.
C. make formal written and oral
presentations employing correct diction,
syntax, usage, grammar, and mechanics
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.
D. focus on a purpose (e.g., explaining,
problem solving, argument) and vary
approaches to writing and speaking based
on that purpose
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.
E. respond to the needs of different venues
and audiences and choose words for
appropriateness and effect
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.
F. communicate effectively in groups by
listening, reflecting, and responding
appropriately and in context
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.
G. use mathematical, statistical models,
standard quantitative symbols, and various
graphical tactics to present information with
clarity, accuracy, and precision
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State-Level Goals SKILL AREAS
Institutional Competencies Course(s) and Credit Hours
Non-Course Experiences
Associated Assessment(s)
Higher-Order Thinking
A. recognize the problematic elements of
presentations of information and argument
and to formulate diagnostic questions for
resolving issues and solving problems
B. use linguistic, mathematical or other
symbolic approaches to describe problems,
identify alternative solutions, and make
reasoned choices among those solutions
C. analyze and synthesize information from
a variety of sources and apply the results to
resolving complex situations and problems
D. defend conclusions using relevant
evidence and reasoned argument HUM 125: 1-6 credits
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.
E. reflect on and evaluate their critical-
thinking processes
Managing Information
A. access and/or generate information from
a variety of sources, including the most
contemporary technological information
services
HUM 125: 1-6 credits Students must find information from books, articles, electronic databases, and the internet for research project.
B. evaluate information for its currency,
usefulness, truthfulness, and accuracy
HUM 125: 1-6 credits Students must determine which books, articles, electronic databases, and internet sites are appropriate for their research projects.
C. organize, store, and retrieve information
efficiently
HUM 125: 1-6 credits Students must organize information from books, articles, electronic databases, and the internet for research project.
D. reorganize information for an intended
purpose, such as research projects
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.
E. present information clearly and
concisely, using traditional and
contemporary technologies
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)
Social & Behavior Sciences
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
Humanities & Fine Arts
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)
Mathematics
A. describe contributions to society from
the discipline of mathematics
B. recognize and use connections within
mathematics and between mathematics
and other disciplines
C. read, interpret, analyze, and synthesize
quantitative data (e.g., graphs, tables,
statistics, and survey data) and make
reasoned estimates
D. formulate and use generalizations based
upon pattern recognition
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.)
E. apply and use mathematical models
(e.g., algebraic, geometric, statistical) to
solve problems
Life & Physical Sciences
A. explain how to use the scientific method
and how to develop and test hypotheses in
order to draw defensible conclusions
B. evaluate scientific evidence and
argument
C. describe the basic principles of the
physical universe
D. describe concepts of the nature,
organization, and evolution of living
systems
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.
E. explain how human choices affect the
earth and living systems
