ࡱ> 241 bjbjVV .$<<IIIII]]]]q$]ppp$IpppppIIHHHpIIHpHHH]Hp0H_ (_H_IH(ppHpppppHppppppp_ppppppppp : Application for Area of Knowledge Core Credit Submit to Alfred Ward, Psychology, PNY Chairperson, Dyson Curriculum Committee Area of Knowledge Desired (e.g., Western Heritage):_____________________________________ (note: please submit a separate application sheet and syllabus for each AOK desired; they are reviewed by different committees) Number of Course (e.g., HIS 113)__________ Title:________________________________________ Submitted by:____________________________________ Date:___________________ 1. How does this course fulfill/meet the definitions and criteria for this particular Area of Knowledge? Please refer to the Dyson Curriculum Committee sheet for this Area of Knowledge. 2. How does this course foster 1) Communication, and 2) Analysis, as defined in the Core Document: Learning Outcomes of a Strong General Education Program? 3. How does this course foster a significant number of additional Core Learning Outcomes? Please refer to the Learning Outcomes document, and describe particular outcomes by name. 3a. How will you know the outcomes if you saw them? What will students know or be able to do? How will students achieve the outcomes? 4. What is the assessment plan for this course, and, specifically, where can it be found in the syllabus? Approval by Dept Chair or Chair of Dept Curriculum Committee:____________________________ A COMPLETE SYLLABUS MUST BE ATTACHED TO THIS APPLICATION. LEARNING OUTCOMES OF A STRONG GENERAL EDUCATION PROGRAM All Core courses must foster Communication and Analysis: Communication-Learn to express ideas clearly and effectively. Analysis-Think clearly and critically. Fuse experience, reason and training into considered judgment. Comprehend, interpret and analyze texts, processes, and media. Core courses will explicitly and comprehensively incorporate and integrate a significant number of the general principles. Specific learning objectives relevant to each of these competencies will be evaluated on an on-going basis, and will be incorporated into the Assessment plan. Intellectual depth, breadth, integration and application Examine, organize and use disciplinary ways of knowing and apply them to specific issues and problems in intellectual, professional, and community life. Effective citizenship-Be involved and responsible in the community. Act with informed awareness of contemporary issues in their historical contexts. Develop leadership abilities. Understand and value diversity within American culture. Integrate service and learning. Social Interaction-Know how to get things done in committees, team projects and other group efforts. Listen to and understand the views of others and help reach conclusions. Global, National, and International Perspectives- Become familiar with traditions that shape our world and nation. Read and discuss texts from diverse traditions and perspectives. Understand the cultural, economic, social, and biological interdependence of global and national life. Valuing-Recognize different value systems. Understand ones own self and ones own values, and the values of others. Read important texts that foster humanistic values. Problem solving-Figure out what the problem is and what is causing it. With others or alone, form strategies that work in different situations; then get done what needs to be done, evaluating effectiveness. Aesthetic response- Study important works of the human imagination in order to develop esthetic and literary sensibility. Make and defend judgments about the quality of artistic expressions. Information Literacy and Research-Locate, evaluate and make efficient and ethical use of information resources. Scientific and quantitative reasoning- Understand the workings of the natural world. Develop problem-solving strategies using scientific and quantitative reasoning. Technological Fluency - Make efficient use of technology for personal and professional needs. Use graphics, electronic media, computers and quantified data. .8CEOTU}W X j w  #&3em ()a"기vlhh -h -CJOJQJh -6CJOJQJ h -CJ h -5CJheOJQJh -CJOJQJh -CJOJQJ h -CJh -OJQJh -5CJOJQJ(hshs5B*CJOJQJaJph"hP5B*CJOJQJaJphhsh -5CJOJQJaJ h -5$.U}W X ^ _ ` a b c d e f    $a$  ! 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