Core Course Review Documentation

Foundational Component Area: SOCIAL & BEHAVIORAL SCIENCES

Proposed Course: ECON2333, Principles of Macroeconomics Credit Hours: 3 hours Proposed by: Economics, Finance, and Legal Studies Date: September 26, 2012

Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.)

Content: Courses in this category focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human.

 The critical role of economic institutions and government policies in economic well-being of the members of the society.  The study of human behavior related to making choices and measuring trade-off among alternatives.  The application of the scientific method for understanding basic economic issues.  The empirical basis of economics requires an understanding of research design, specific methods of data collection, and the interpretation of empirical results.  The development of mathematical models describing macroeconomic relationship.  The study of human behavior related to motivations, incentives, and productivity in production, distribution, and business organizations in the society.  Understanding the role of property rights, economic structure and the role of the market system in efficient resource allocations.  An analysis of inequality in employment opportunities, income distribution, and wealth by socioeconomic classifications.  The empirical study and theoretical explanations of unemployment, inflation, government budget, and economic welfare.  The empirical study and theoretical explanations of government finance, expenditures, and public choice issues facing society.  The empirical study and theoretical explanations of economic growth and development.  The empirical study and theoretical explanations for and measurement of gains from international trade and globalization.  Application of economic understanding in the political process of voting processes in the democratic society.

SKILLS: Courses involve the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on the individual, society, and culture.

Students in Macroeconomic Principles develop the following skills:

 Critical thinking skills to interpret and analyze incentives, motivations, and productivity in multiple media messages at the local, national, and global levels. Example activities: 1. Students will examine the current economic issues discussed in the local newspaper. 2. Students will learn from the local business leaders how market competition affect their businesses. 3. Students will assess the impact of inflation on their family budget. 4. Students will examine the film, “the Great Depression”, to learn the social impact of an economic depression. 5. Students will examine what motivated commercial banks to loan to finance subprime mortgages in the 2007-2009 recession.

 The use of empirical and quantitative skills to analyze and interpret economic data and to make informed decisions on economic issues. Example activities: 1. Students will develop mathematical equations describing macroeconomic relation. 2. Students will obtain Consumer Price Index (CPI) data available online from the Bureau of Labor Statistics to calculate and interpret the inflation rate and how inflation affects the wellbeing of consumers. 3. Students will obtain labor force related data available online from the Bureau of Labor Statistics to calculate and interpret the unemployment rate. 4. An economist from the Dallas office of the Bureau of Labor Statistics will be invited to the class to discuss how employment data are collected in the North Texas area. 5. Students will obtain GDP data available online from the Bureau of Economic Analysis to analyze economic growth and changes in the standards of living of the people. 6. Students will obtain money supply and interest rate data available online from the Federal Reserve Bank to assess the change in the money supply.

 The use of economic reasoning in making choices in personal matters, in work environment, and in social and political issues, leading to ethical and responsible decision-making. Example activities: 1. Students will check the accuracy of the statements made by political leaders using economic data. 2. Students will find examples of governments setting social policies using economic theories, for example, the city raising parking fees to reduce congestion in downtown area. 3. Students will learn how to prepare his/her budget and how the local government budget is prepared from the finance director of the local community. 4. A representative from the local chapter of the public credit counseling will speak to the students to learn sound personal financial decision-making. 5. A representative from the local chapter of the Better Business Bureau will speak to the students on the ethical business practices.

 The use of economic reasoning and knowledge to assume social responsibility in political choice, in work environment with others, and in understanding of global economic changes that influence the welfare of the society. Example activities: 1. Students will learn how to determine the change in the purchasing power of the currency and how it affects the well-being of the people. 2. Students participate in the economic discussions by a local economic development specialist. 3. Students will examine the film, “the Great Depression”, to learn the social impact of an economic depression. 4. Students will examine what motivated commercial banks to loan to finance subprime mortgages in the 2007-2009 recession.

 The ability to understand economic issues and communicate well with others in a regional, national, and global community. Example activities: 1. Students will keep a weekly blog using D2L to write about one economic event per week relevant to course material being covered. 2. Students will participate in the economic discussions by a representative of the Federal Reserve Bank, the Congressman’s office, and/or the Business Editor of the local newspaper. 3. Students will participate in the economic discussions by a local economic development specialist. 4. Students will participate in the presentation by numerous national and international business leaders. 5. Students will participate in the Streich Family Lectureship, an annual event featuring a well- known business leader and/or economist.

ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct. The following four Core Objectives must be addressed in each course approved to fulfill this category requirement:

The students in this class will be given a pre-test and a post-test to measure the value added of the course, beginning the spring semester 2013. The exam score from the end-of-semester final exam will be a part of the course grade for the students. The exam is made up of 30 multiple choice questions covering all the topics in the course. Some sample questions are listed in the different areas of assessment, as shown in Econ2333, Macroeconomic Principles Attachments A, B, D and E.

Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

Student proficiency in critical thinking skills will be assessed by the use of embedded multiple-choice questions, such as those given in Attachment A as a sample. Those questions are designed to assess the students’ ability in critical analysis and synthesis of information. Those questions make up the exam to evaluate and assure the student’s learning.

The criteria used in selecting the multiple choice questions are:

1. Does the question help the student improve in thinking? (AACU Critical Thinking VALUE Rubric: Explanation of issues) (See Attachment AA) 2. Does the answer require economic reasoning? (AACU Critical Thinking VALUE Rubric: Evidence) (See Attachment AA) 3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE Rubric: Conclusions and related outcome) (See Attachment AA)

Communication Skills - to include effective development, interpretation and expression of ideas through written, oral, and visual communication

Student proficiency in written communication will be assessed by evaluating problems and short essay questions on the exams, such as those given in Attachment B as a sample. The short essay/problem questions will be selected based on the following criteria: 1. Does the question require the understanding of economic reasoning? 2. Can the answer be evaluated based on the DCOBA undergraduate writing Rubric (Econ2333) (Content/Information, Language, and Grammar/mechanics)?

Attachment C is a copy of the modified DCOBA undergraduate writing Rubric (Econ2333) to be used for assessment. This Rubric, adopted from AACU Written Communication VALUE Rubric, is used for AACSBI and SACS accreditation purposes. See also Attachment BB for AACU Written Communication VALUE Rubric.

Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions

The successful learning of economics requires empirical and quantitative skills of the student. The student proficiency in this area will be assessed by the use of embedded multiple-choice questions, such as those given in Attachment D as a sample. The concepts assessed in this area relate to the analysis of economic data, the application of some basic statistical methodologies, and the critical interpretation and evaluation of the data. The students will then apply the results in making informed decision on economic issues.

The questions will be selected based on the following criteria that align with the AACU Quantitative Literacy VALUE Rubric:

1. The question is selected based on one of AACU Quantitative Literacy VALUE Rubric (Interpretation, Representation, Calculation, and/or communication). See Attachment CC. 2. Does the answer to the question require economic reasoning?

Social Responsibility - to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities

Student proficiency in social responsibility will be assessed by the use of embedded multiple-choice questions, such as those given in Attachment E as a sample. Those questions are designed to assess the students’ ability in intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Those questions make up the exam to evaluate and assure the student’s learning.

The following criteria are applied in the selection of the questions:

1. Is the question related to national economic issues related to different social groups (gender, ethnicity, or age)? (AACU Intercultural Knowledge and Competence VALUE Rubric: Skills-Empathy) (See Attachment DD) 2. Is the question related to the better understanding of the different culture and social backgrounds? (AACU Intercultural Knowledge and Competence VALUE Rubric: Attitudes-Openness) (See Attachment DD) 3. Would the question promote the student’s understanding of international or global issues? (AACU Intercultural Knowledge and Competence VALUE Rubric: Knowledge-Knowledge of cultural worldview frameworks) (See Attachment DD)

ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion in the core (optional). PLEASE ATTACH THE FOLLOWING 1. Syllabus 2. Assessment for Critical Thinking Skills 3. Assessment for Communication Skills 4. Assessment for Empirical & Quantitative Skills 5. Assessment for Social Responsibility ECON2333, Macroeconomic Principles

Attachment A

Sample Multiple-choice Questions for the Assessment of Critical Thinking Skills

Criteria: 1. Does the question help the student improve in thinking? (AACU Critical Thinking VALUE Rubric: Explanation of issues) 2. Does the answer require economic reasoning? (AACU Critical Thinking VALUE Rubric: Evidence) 3. Doses the answer solve the given problem? (AACU Critical Thinking VALUE Rubric: Conclusions and related outcome)

Sample Multiple-choice Questions:

1. Ceteris paribus, a decrease in the number of kids who play basketball will cause the equilibrium price of basketballs to: a. Rise and equilibrium quantity to fall. b. Fall and equilibrium quantity to fall. c. Fall and equilibrium quantity to rise. d. Rise and equilibrium quantity to rise. e. Remains the same and equilibrium quantity to rise.

2. If the multiplier is 5 and a change in government spending leads to a cumulative $500 billion decrease in aggregate spending in the economy, then initially: a. Government spending decreased by $500 billion. b. Taxes increased by $500 billion. c. Taxes decreased by $100 billion. d. Government spending decreased by $100billion. e. Both government spending and taxes increase by $100 billion.

3. Which explanation best describe the feedback effects of an easy money policy? The increase in GDP resulting from the policy will: a. Decrease the demand for money, and partially offset the interest-reducing effect of the policy. b. Increase the demand for money, and partially offset the interest-increasing effect of the policy. c. Increase the demand for money, and partially offset the interest-reducing effect of the policy. d. Decrease the demand for money, and partially offset the interest-increasing effect of the policy. e. None of the above.

4. Suppose the United States pursued a contractionary fiscal policy to reduce the level of inflation. The net export effect suggests that next exports would: a. Decrease, thus decreasing aggregate demand and partially reinforcing the fiscal policy. b. Decrease, thus increasing aggregate demand and partially reinforcing the fiscal policy. c. Increase, thus decreasing aggregate demand and partially reinforcing the fiscal policy. d. Increase, thus increasing aggregate demand and partially reinforcing the fiscal policy. e. None of the above. ECON2333, Macroeconomic Principles

Attachment B

Sample Questions for the Assessment of Written Communication Skills

Criteria:

1. Does the question require the understanding of economic reasoning? 2. Can the answer be evaluated based on the DCOBA undergraduate writing Rubric (Econ2333) (Content/Information, Language, and Grammar/mechanics)?

Problems/Short Essay Questions:

1. Explain in detail two (2) appropriate ways to address each of the following types of externality problems?

a. Noise pollution from a neighbor who insists on mowing his lawn at 6:30 Sunday morning. b. Overcrowding on a public beach at the Lake Arrowhead.

2. a. Explain in detail the two major differences between a private good and a pure public good using an example.

b. Classify the following according to a private good (PG), a natural monopoly (NM), a common resource (CR), and a pure public good (PP). (You must choose only one for each.)

i. A textbook a student buys ii. National defense iii. Fish in the ocean (in international territory) iv. Cable TV v. Interstate 635 going through North Dallas (not toll way)

3. Suppose you are a member of the Board of Governors of the Federal Reserve System. The economy is experiencing a deep and prolonged recessionary trend. What changes in monetary policy using i) the reserve ratio, ii) the discount rate, and iii) open-market operations would you recommend? Explain how the change you advocate would affect aggregate demand, and thus the economy. (Trace the cause-effect chain.)

4. Explain in detail how each of the following changes (events) will affect demand (D), supply (S), equilibrium price (pe), and equilibrium quantity (qe) in a competitive market: that is, do demand, supply, equilibrium price and equilibrium quantity rise fall, or remain unchanged, or are the answers indeterminate, depending upon the magnitude of the shifts in demand and supply? In each case, you should rely on a demand and supply diagram to verify your answers.

a. MARKET EVENT Corn The price of fertilizer increases. b. MARKET EVENT Beef A dreadful news of the “Mad Cow” disease has sprung up and the unusual dry weather increases the price of hay bales. DCOBA Undergraduate Writing Rubric (ECON2333) Criteria/Scale 3 2 1 0 Exceeds Expectations Meets Expectations Needs Improvement Inadequate Content/Information  Central idea is well  Central idea and clarity  The central idea is expressed  Central idea and clarity of  Clarity of purpose developed and clarity of of purpose are generally though it may be vague or purpose are absent or  Critical and original thought purpose is exhibited evident throughout the too broad; Some sense of incompletely expressed throughout the paper essay purpose is maintained and maintained  Abundance of  Evidence of critical, throughout the essay  Little or no evidence of evidence of critical, careful thought and  Some evidence of critical, critical, careful thought or careful thought and analysis and/or insight careful thought and analysis analysis and/or insight analysis and/or insight and/or insight

Language  Vocabulary is  Vocabulary is varied,  Vocabulary is used properly  Vocabulary is  Vocabulary; use of sophisticated and correct specific and appropriate though sentences may be unsophisticated, not used vocabulary as are sentences which  Frequently uses subject simple properly in very simple vary in structure and specific vocabulary  Infrequently uses subject sentences length correctly specific vocabulary correctly  Uses subject specific  Uses and manipulates vocabulary too sparingly subject specific vocabulary for effect

Grammar/mechanics  Manipulates complex  Uses complex  Uses compound sentences  Uses simple sentences  Sentence Structure sentences for sentences  Too many punctuation and/or  Punctuation/ effect/impact  Few punctuation or mechanical errors mechanics  No punctuation or mechanical errors mechanical errors ECON2333, Macroeconomic Principles

Attachment D

Sample Multiple-choice Questions for the Assessment for Empirical and Quantitative Skills

Selection Criteria: 1. The question is selected based on one of AACU Quantitative Literacy VALUE Rubric (Interpretation, Representation, Calculation, and/or communication) 2. Does the answer to the question requires economic reasoning?

Sample Multiple-choice Questions:

1. Assume the U.S. population is 300 million. If the working age population is 240 million, 150 million are employed, and 6 million are unemployed, what is the size of the labor force? a. 300 million. b. 240 million. c. 156 million. d. 150 million. e. 144 million.

2. Real GDP is $9 trillion in the current year and $8.6 trillion in the previous year. The economic growth rate between these years has been: a. 10.31 percent. b. 4.65 percent. c. 5.67 percent. d. 7.67 percent. e. $0.4 trillion.

3. If $200 is saved for 2 years at an interest rate of 5 percent, after two years the sum has grown to: a. $210.00. b. $220.00. c. $220.50. d. $240.00. e. None of the above answers are correct.

4. Since 1854, the NBER has identified: a. 83 complete business cycles. b. 34 expansions and 25 recessions. c. 34 complete business cycles. d. 25 expansions and 34 recessions. e. 18 complete business cycles. ECON2333, Macroeconomic Principles

Attachment E

Sample Multiple-choice Questions for the Assessment for Social Responsibility Criteria:

1. Is the question related to national economic issues related to different social groups (gender, ethnicity, or age)? (AACU Intercultural Knowledge and Competence VALUE Rubric: Skills-Empathy) 2. Is the question related to the better understanding of the different culture and social backgrounds? (AACU Intercultural Knowledge and Competence VALUE Rubric: Attitudes-Openness) 3. Would the question promote the student’s understanding of international or global issues? (AACU Intercultural Knowledge and Competence VALUE Rubric: Knowledge-Knowledge of cultural worldview frameworks)

Sample Multiple-choice Questions:

1. In the United States, the highest unemployment rates occur among: a. White teenagers. b. Black teenagers. c. White females aged 20 and over. d. Black males aged 20 and over. e. White males aged 20 and over.

2. Which of the following group of people would most likely be hurt by unexpected inflation? a. The lenders. b. The borrowers. c. The government. d. The variable income earners. e. The recipients of the Social security benefits with the COLA (cost-of-living adjustments).

3. The NAFTA has benefited: a. U.S. and Mexico, but not Canada. b. U.S. and Canada, but not Mexico. c. Canada and Mexico, but not U.S. d. All of the countries involved. e. None of the countries involved.

4. If a student from Midwestern State University travels to Germany, the money spent on hotels and sight-seeing in Germany is counted as services ___America and ___ Germany. a. Exported to; imported from. b. Imported from; imported from. c. Imported from; exported to. d. Exported to; exported to. e. Neither exported to nor imported from; imported from. Dillard College of Business Administration

SYLLABUS: Macroeconomic Principles Econ 2333, Section 201 Spring Semester 2013 TR 08:00-09:20 Dillard Building 121

Contact Information:

Instructor: Office: Office hours: Phone: Fax: E-mail:

Course Materials:

1. Campbell R McConnell, Stanley L Brue, and Sean Masaki Flynn, Macroeconomics, 19th ed. McGraw- Hill, New York, NY, 2012. ISBN:978-0-07-733772-8 (MBF) (Required) 2. Business week, The Wall Street Journal (Recommended)

Course Description:

This course deals with the scope and methodology of economics and the development of principles useful for understanding the aggregate economy and for choosing policy to resolve problems such as unemployment, inflation, recession, economic stagnation and international trade imbalance.

This course is one of the nine courses comprising the Business Core in the Dillard College of Business Administration. The students must earn an overall GPA of 2.20 or higher in the Business Core in order to be admitted to the Dillard College of Business Administration.

Course Prerequisite:

None

Learning Goals:

The main objective of the course is to provide the student with an understanding of economics as a part of everyday life and introduce some basic macroeconomic concepts to help the student better understand the economy of the United States and the world.

A. General Learning Goals:

1. Critical Thinking and problem solving through critical analysis, evaluation, and interpretation of business information. The students will demonstrate their abilities in critical thinking and problem solving and decision-making abilities by applying economic concepts to the problem/short essay section of homework, quizzes and examinations.

2. Empirical and Quantitative Skills. The student will demonstrate their competency in analyzing and interpreting economic data to make informed decisions on economic issues.

3. Communication skills. The students will demonstrate their abilities in effective and efficient skills in writing by applying economic concepts to the problem/short essay section of homework, quizzes, and examinations.

4. Social Responsibilities. The students will demonstrate their abilities in intercultural competency, civic knowledge, and the abilities to engage effectively in regional, national, and global economic issues.

5. Personal Responsibilities. The students will demonstrate their abilities in connecting choices, actions, and consequences to economic reasoning and ethical decision-making.

These general learning goals represent or are similar to those established by the Dillard College of Business Administration. The goals represent the skills that graduates will carry with them into their careers. While assessing student performance in obtaining these general learning goals, the College hopes to assess its programs. The assessments will assist us as we improve our curriculum and curriculum delivery.

B. Course Specific Learning Goals:

 Gain basic ideas behind economic science  Understand the demand and supply model  Learn basic roles of government in market  Understand Macroeconomic measurements  Understand the effect of inflation, unemployment, business cycles, and growth  Learn basic concepts of the monetary system  Understand basic macroeconomic policies, fiscal and monetary policies  Become aware of open-economy macroeconomics  Gain basic knowledge of international trade/finance and globalization

Course Policies:

A. Attendance Policy:

Students are expected to attend all class meetings for this course, following the university attendance policy. (See Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012), p. 78. Each meeting of the class will run as scheduled. So as not to disturb the class, you are not to walk in and out of the classroom during the class hour except for an emergency. The students who fail to meet any of these policies may be dropped from the class with a grade of “F” by the instructor.

B. Other Related Policies:

If a student misses a regularly scheduled exam, the student must immediately notify the instructor of his/her intention to schedule a make-up exam and secure the instructor’s approval. A make-up exam consists of five problem/short essay questions is given during the final week. There is no other recourse available for a missed exam in the class. The exam dates are tentative and subject to change. There is absolutely no make-up for missed quizzes.

Grading and Evaluation:

Grades will be determined on the basis of the total points earned on three 100-point exams and ten 10-point quizzes. The final exam is available only to those who miss regularly scheduled exam and who has secured the instructor’s approval for a make-up. Letter grades will be given, with only minor adjustments, according to the following scale:

Examination #1 100 points Examination #2 100 points Final Examination 100 points Quizzes 100 points Total 400 points

A 360 - 400 points (90-100%) D 240 - 279 points (60-69%) B 320 - 359 points (80-89%) F below 240 points (below 60%) C 280 - 319 points (70-79%)

The examination will cover the assigned chapters, in-class lectures, and any other assigned readings. Students are responsible for all assigned textbook material, even if it is not directly discussed in class. The final comprehensive exam is given during the final week. Each examination will have the following components:

Definitions 20 points Problems/Short Essays 20 points Multiple Choices 60 points Total 100 points

In addition to the definitions and the problems/short essay questions, the examination will have 30 multiple choice questions, each worth 2 points. Please bring a Scantron sheet (Form No. 882-E, 4¼” x 11’) and some #2 pencils for the exam.

You are also required to take ten (10) unannounced quizzes. Each quiz will worth 10 points. The quizzes are based on handouts and at-the-end-of- chapter problems. A plain calculator, but not a telephone calculator, may be allowed for the exams and quizzes. You will be assigned a randomly selected 4-digit ID number for record keeping in this class when Quiz #1 is returned to you. Please record your number for future reference.

Keep all the exams and quizzes until the end of the semester to verify any discrepancy in records. If you happen to be absent on the day the quizzes or exams are returned in the class, you must come to my office to pick them up. The results of your exams and quizzes will be posted periodically.

Course Content and Outline:

A. Reading Assignments:

Topic Reading Introduction to Economics MBF, Ch. 1 1. Mathematical Review MBF, Ch. 1, Appendix

The Market Economy

1. The Market System MBF, Ch. 2 2. Individual Markets: Demand and Supply MBF, Ch. 3 3. Elasticity MBF, Ch. 4 4. Market Failures MBF, Ch. 5

EXAMINATION #1:

Macroeconomics

1. Introduction to Macroeconomics MBF, Ch. 6 2. Macroeconomic Measurement GDP MBF, Ch. 7 3. Economic Growth MBF, Ch. 8 4. Business Cycles: Inflation Unemployment MBF, Ch. 9

5. Macroeconomic Model: Keynesian Cross MBF, Ch 10, 11 6. Macroeconomic Model: Agg D and Agg S MBF, Ch. 12 7. Fiscal Policy, Deficits, and Debt MBF, Ch. 13

EXAMINATION #2:

Macroeconomics (Continued)

8. Money and Banking MBF, Ch. 14, 15 9. Monetary Policy MBF, Ch. 16 10. Financial Economics MBF, Ch. 17

Macroeconomic Issues and International Economics

1. The Phillips Curve MBF, Ch. 18 2. Current Issues in Macroeconomics MBF, Ch. 19 3. International Economics MBF, Ch. 20, 21

FINAL COMPREHENSIVE EXAMINATION:

Academic Integrity:

With regard to academic honesty, students are referred to the “Student Honor Creed” on p. 19 of Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012).

Americans with Disability Act:

This class follows the guidelines suggested by the Center for Counseling and Disabilities Services for those students who qualify for disability services. Please notify the instructor of your special needs during the first week of classes. See Midwestern State University Undergraduate Catalog, Vol. LXXVIII, No. 1 (2010-2012), p. 21. Dillard Building Classroom Policy:

 No food or drink is allowed in the classroom.  Keep cell phones dormant in the classroom.

Syllabus Change Policy:

This syllabus is a guide for the course and is subject to change.

Attachment AA CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected] The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.

Definition Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Framing Language This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life. This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be especially illuminating.

Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. • Ambiguity: Information that may be interpreted in more than one way. • Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or accepted as true without proof." (quoted from www.dictionary.reference.com/browse/assumptions) • Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, ideas, artifacts, and events. • Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy" would be interpreted to mean that her skin was green. • Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, "she was green with envy" is intended to convey an intensity of emotion, not a skin color. CRITICAL THINKING VALUE RUBRIC for more information, please contact [email protected]

Definition Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones 4 3 Explanation of issues Issue/problem to be considered critically is Issue/problem to be considered critically is Issue/problem stated clearly and described stated, described, and clarified so that stated but description leaves some terms comprehensively, delivering all relevant understanding is not seriously impeded by undefined, ambiguities unexplored, information necessary for full omissions. boundaries undetermined, and/or understanding. backgrounds unknown. Evidence Information is taken from source(s) with Information is taken from source(s) with Information is taken from source(s) with Selecting and using information to enough interpretation/evaluation to develop enough interpretation/evaluation to develop some interpretation/evaluation, but not investigate a point of view or conclusion a comprehensive analysis or synthesis. a coherent analysis or synthesis. enough to develop a coherent analysis or Viewpoints of experts are questioned Viewpoints of experts are subject to synthesis. thoroughly. questioning. Viewpoints of experts are taken as mostly fact, with little questioning. Influence of context and assumptions Thoroughly (systematically and Identifies own and others' assumptions and Questions some assumptions. Identifies methodically) analyzes own and others' several relevant contexts when presenting a several relevant contexts when presenting a assumptions and carefully evaluates the position. position. May be more aware of others' relevance of contexts when presenting a assumptions than one's own (or vice versa). position. Student's position (perspective, Specific position (perspective, Specific position (perspective, Specific position (perspective, thesis/hypothesis) thesis/hypothesis) is imaginative, taking thesis/hypothesis) takes into account the thesis/hypothesis) acknowledges different into account the complexities of an issue. complexities of an issue. sides of an issue. Limits of position (perspective, Others' points of view are acknowledged thesis/hypothesis) are acknowledged. within position (perspective, Others' points of view are synthesized thesis/hypothesis). within position (perspective, thesis/hypothesis). Conclusions and related outcomes Conclusions and related outcomes Conclusion is logically tied to a range of Conclusion is logically tied to information (implications and consequences) (consequences and implications) are logical information, including opposing (because information is chosen to fit the and reflect student’s informed evaluation viewpoints; related outcomes desired conclusion); some related outcomes and ability to place evidence and (consequences and implications) are (consequences and implications) are perspectives discussed in priority order. identified clearly. identified clearly.

Attachment BB WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]

The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.

Definition Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.

Framing Language This writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the best writing assessments are locally determined and sensitive to local context and mission. Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts. This rubric focuses assessment on how specific written work samples or collectios of work respond to specific contexts. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers' work. Also recommended is including reflective work samples of collections of work that address such questions as: What decisions did the writer make about audience, purpose, and genre as s/he compiled the work in the portfolio? How are those choices evident in the writing -- in the content, organization and structure, reasoning, evidence, mechanical and surface conventions, and citational systems used in the writing? This will enable evaluators to have a clear sense of how writers understand the assignments and take it into consideration as they evaluate The first section of this rubric addresses the context and purpose for writing. A work sample or collections of work can convey the context and purpose for the writing tasks it showcases by including the writing assignments associated with work samples. But writers may also convey the context and purpose for their writing within the texts. It is important for faculty and institutions to include directions for students about how they should represent their writing contexts and purposes. Faculty interested in the research on writing assessment that has guided our work here can consult the National Council of Teachers of English/Council of Writing Program Administrators' White Paper on Writing Assessment (2008; www.wpacouncil.org/whitepaper) and the Conference on College Composition and Communication's Writing Assessment: A Position Statement (2008; www.ncte.org/cccc/resources/positions/123784.htm)

Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. • Content Development: The ways in which the text explores and represents its topic in relation to its audience and purpose. • Context of and purpose for writing: The context of writing is the situation surrounding a text: who is reading it? who is writing it? Under what circumstances will the text be shared or circulated? What social or political factors might affect how the text is composed or interpreted? The purpose for writing is the writer's intended effect on an audience. Writers might want to persuade or inform; they might want to report or summarize information; they might want to work through complexity or confusion; they might want to argue with other writers, or connect with other writers; they might want to convey urgency or amuse; they might write for themselves or for an assignment or to remember. • Disciplinary conventions: Formal and informal rules that constitute what is seen generally as appropriate within different academic fields, e.g. introductory strategies, use of passive voice or first person point of view, expectations for thesis or hypothesis, expectations for kinds of evidence and support that are appropriate to the task at hand, use of primary and secondary sources to provide evidence and support arguments and to document critical perspectives on the topic. Writers will incorporate sources according to disciplinary and genre conventions, according to the writer's purpose for the text. Through increasingly sophisticated use of sources, writers develop an ability to differentiate between their own ideas and the ideas of others, credit and build upon work already accomplished in the field or issue they are addressing, and provide meaningful examples to readers. • Evidence: Source material that is used to extend, in purposeful ways, writers' ideas in a text. • Genre conventions: Formal and informal rules for particular kinds of texts and/or media that guide formatting, organization, and stylistic choices, e.g. lab reports, academic papers, poetry, webpages, or personal essays. • Sources: Texts (written, oral, behavioral, visual, or other) that writers draw on as they work for a variety of purposes -- to extend, argue with, develop, define, or shape their ideas, for example. WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones 4 3 2 Context of and Purpose for Writing Demonstrates a thorough understanding Demonstrates adequate consideration of Demonstrates awareness of context, Includes considerations of audience, of context, audience, and purpose that is context, audience, and purpose and a audience, purpose, and to the assigned purpose, and the circumstances responsive to the assigned task(s) and clear focus on the assigned task(s) (e.g., tasks(s) (e.g., begins to show awareness surrounding the writing task(s). focuses all elements of the work. the task aligns with audience, purpose, of audience's perceptions and and context). assumptions). Content Development Uses appropriate, relevant, and Uses appropriate, relevant, and Uses appropriate and relevant content to compelling content to illustrate mastery compelling content to explore ideas develop and explore ideas through most of the subject, conveying the writer's within the context of the discipline and of the work. understanding, and shaping the whole shape the whole work. work. Genre and Disciplinary Conventions Demonstrates detailed attention to and Demonstrates consistent use of important Follows expectations appropriate to a Formal and informal rules inherent in the successful execution of a wide range of conventions particular to a specific specific discipline and/or writing task(s) expectations for writing in particular conventions particular to a specific discipline and/or writing task(s), for basic organization, content, and forms and/or academic fields (please see discipline and/or writing task (s) including organization, content, presentation glossary). including organization, content, presentation, and stylistic choices presentation, formatting, and stylistic choices Sources and Evidence Demonstrates skillful use of high-quality, Demonstrates consistent use of credible, Demonstrates an attempt to use credible credible, relevant sources to develop relevant sources to support ideas that are and/or relevant sources to support ideas ideas that are appropriate for the situated within the discipline and genre of that are appropriate for the discipline and discipline and genre of the writing the writing. genre of the writing. Control of Syntax and Mechanics Uses graceful language that skillfully Uses straightforward language that Uses language that generally conveys communicates meaning to readers with generally conveys meaning to readers. meaning to readers with clarity, although clarity and fluency, and is virtually error- The language in the portfolio has few writing may include some errors. free. errors.

Attachment CC QUANTITATIVE LITERACY VALUE RUBRIC for more information, please contact [email protected]

Definition Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).

Quantitative Literacy Across the Disciplines Current trends in general education reform demonstrate that faculty are recognizing the steadily growing importance of Quantitative Literacy (QL) in an increasingly quantitative and data-dense world. AAC&U’s recent survey showed that concerns about QL skills are shared by employers, who recognize that many of today’s students will need a wide range of high level quantitative skills to complete their work responsibilities. Virtually all of today’s students, regardless of career choice, will need basic QL skills such as the ability to draw information from charts, graphs, and geometric figures, and the ability to accurately complete straightforward estimations and calculations. Preliminary efforts to find student work products which demonstrate QL skills proved a challenge in this rubric creation process. It’s possible to find pages of mathematical problems, but what those problem sets don’t demonstrate is whether the student was able to think about and understand the meaning of her work. It’s possible to find research papers that include quantitative information, but those papers often don’t provide evidence that allows the evaluator to see how much of the thinking was done by the original source (often carefully cited in the paper) and how much was done by the student herself, or whether conclusions drawn from analysis of the source material are even accurate. Given widespread agreement about the importance of QL, it becomes incumbent on faculty to develop new kinds of assignments which give students substantive, contextualized experience in using such skills as analyzing quantitative information, representing quantitative information in appropriate forms, completing calculations to answer meaningful questions, making judgments based on quantitative data and communicating the results of that work for various purposes and audiences. As students gain experience with those skills, faculty must develop assignments that require students to create work products which reveal their thought processes and demonstrate the range of their QL skills. This rubric provides for faculty a definition for QL and a rubric describing four levels of QL achievement which might be observed in work products within work samples or collections of work. Members of AAC&U’s rubric development team for QL hope that these materials will aid in the assessment of QL – but, equally important, we hope that they will help institutions and individuals in the effort to more thoroughly embed QL across the curriculum of colleges and universities.

Framing Language This rubric has been designed for the evaluation of work that addresses quantitative literacy (QL) in a substantive way. QL is not just computation, not just the citing of someone else’s data. QL is a habit of mind, a way of thinking about the world that relies on data and on the mathematical analysis of data to make connections and draw conclusions. Teaching QL requires us to design assignments that address authentic, data-based problems. Such assignments may call for the traditional written paper, but we can imagine other alternatives: a video of a PowerPoint presentation, perhaps, or a well designed series of web pages. In any case, a successful demonstration of QL will place the mathematical work in the context of a full and robust discussion of the underlying issues addressed by the assignment. Finally, QL skills can be applied to a wide array of problems of varying difficulty, confounding the use of this rubric. For example, the same student might demonstrate high levels of QL achievement when working on a simplistic problem and low levels of QL achievement when working on a very complex problem. Thus, to accurately assess a students QL achievement it may be necessary to measure QL achievement within the context of problem complexity, much as is done in diving competitions where two scores are given, one for the difficulty of the dive, and the other for the skill in accomplishing the dive. In this context, that would mean giving one score for the complexity of the problem and another score for the QL achievement in solving the problem. QUANTITATIVE LITERACY VALUE RUBRIC for more information, please contact [email protected]

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones 4 3 Interpretation Provides accurate explanations of information Provides accurate explanations of information Provides somewhat accurate explanations of Ability to explain information presented in presented in mathematical forms. Makes presented in mathematical forms. For instance, information presented in mathematical forms, mathematical forms (e.g., equations, graphs, appropriate inferences based on that accurately explains the trend data shown in a but occasionally makes minor errors related to diagrams, tables, words) information. For example, accurately explains graph. computations or units. the trend data shown in a graph and makes explain reasonable predictions regarding what the data miscalculate the slope of the trend line. suggest about future events. Representation Skillfully converts relevant information into an Competently converts relevant information into Completes conversion of information but Ability to convert relevant information into insightful mathematical portrayal in a way that an appropriate and desired mathematical resulting mathematical portrayal is only partially various mathematical forms (e.g., equations, contributes to a further or deeper understanding. portrayal. appropriate or accurate. graphs, diagrams, tables, words) Calculation Calculations attempted are essentially all Calculations attempted are essentially all Calculations attempted are either unsuccessful successful and sufficiently comprehensive to successful and sufficiently comprehensive to or solve the problem. Calculations are also solve the problem. represent only a portion of the calculations presented elegantly (clearly, concisely, etc.) required to comprehensively solve the problem. Application / Analysis Uses the quantitative analysis of data as the Uses the quantitative analysis of data as the Uses the quantitative analysis of data as the Ability to make judgments and draw appropriate basis for deep and thoughtful judgments, basis for competent judgments, drawing basis for workmanlike (without inspiration or conclusions based on the quantitative analysis drawing insightful, carefully qualified reasonable and appropriately qualified nuance, ordinary) judgments, drawing plausible of data, while recognizing the limits of this conclusions from this work. conclusions from this work. conclusions from this work. analysis Assumptions Explicitly describes assumptions and provides Explicitly describes assumptions and provides Explicitly describes assumptions. Ability to make and evaluate important compelling rationale for why each assumption is compelling rationale for why assumptions are assumptions in estimation, modeling, and data appropriate. Shows awareness that confidence appropriate. analysis in final conclusions is limited by the accuracy of the assumptions. Communication Uses quantitative information in connection with Uses quantitative information in connection with Uses quantitative information, but does not Expressing quantitative evidence in support of the argument or purpose of the work, presents it the argument or purpose of the work, though effectively connect it to the argument or purpose the argument or purpose of the work (in terms of in an effective format, and explicates it with data may be presented in a less than completely of the work. what evidence is used and how it is formatted, consistently high quality. effective format or some parts of the explication presented, and contextualized) may be uneven.

Attachment DD INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC for more information, please contact [email protected]

Definition Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)

Framing Language The call to integrate intercultural knowledge and competence into the heart of education is an imperative born of seeing ourselves as members of a world community, knowing that we share the future with others. Beyond mere exposure to culturally different others, the campus community requires the capacity to: meaningfully engage those others, place social justice in historical and political context, and put culture at the core of transformative learning. The intercultural knowledge and competence rubric suggests a systematic way to measure our capacity to identify our own cultural patterns, compare and contrast them with others, and adapt empathically and flexibly to unfamiliar ways of being. The levels of this rubric are informed in part by M. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, M.J. 1993. Towards ethnorelativism: A developmental model of intercultural sensitity. In Education for the intercultural experience, ed. R. M. Paige, 22-71. Yarmouth, ME: Intercultural Press). In addition, the criteria in this rubric are informed in part by D.K. Deardorff's intercultural framework which is the first research- based consensus model of intercultural competence (Deardorff, D.K. 2006. The identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education 10(3): 241-266). It is also important to understand that intercultural knowledge and competence is more complex than what is reflected in this rubric. This rubric identifies six of the key components of intercultural knowledge and competence, but there are other components as identified in the Deardorff model and in other research.

Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. • Culture: All knowledge and values shared by a group. • Cultural rules and biases: Boundaries within which an individual operates in order to feel a sense of belonging to a society or group, based on the values shared by that society or group. • Empathy: "Empathy is the imaginary participation in another person’s experience, including emotional and intellectual dimensions, by imagining his or her perspective (not by assuming the person’s position)". Bennett, J. 1998. Transition shock: Putting culture shock in perspective. In Basic concepts of intercultural communication, ed. M. Bennett, 215-224. Yarmouth, ME: Intercultural Press. • Intercultural experience: The experience of an interaction with an individual or groups of people whose culture is different from your own. • Intercultural/cultural differences: The differences in rules, behaviors, communication and biases, based on cultural values that are different from one's own culture. • Suspends judgment in valuing their interactions with culturally different others: Postpones assessment or evaluation (positive or negative) of interactions with people culturally different from one self. Disconnecting from the process of automatic judgment and taking time to reflect on possibly multiple meanings. • Worldview: Worldview is the cognitive and affective lens through which people construe their experiences and make sense of the world around them. INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC for more information, please contact [email protected]

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

Capstone Milestones 4 3 Knowledge Articulates insights into own cultural rules and Recognizes new perspectives about own cultural Identifies own cultural rules and biases (e.g. with a Cultural self- awareness biases (e.g. seeking complexity; aware of how rules and biases (e.g. not looking for sameness; strong preference for those rules shared with own her/his experiences have shaped these rules, and comfortable with the complexities that new cultural group and seeks the same in others.) how to recognize and respond to cultural biases, perspectives offer.) resulting in a shift in self-description.) Knowledge Demonstrates sophisticated understanding of the Demonstrates adequate understanding of the Demonstrates partial understanding of the Knowledge of cultural worldview frameworks complexity of elements important to members of complexity of elements important to members of complexity of elements important to members of another culture in relation to its history, values, another culture in relation to its history, values, another culture in relation to its history, values, politics, communication styles, economy, or beliefs politics, communication styles, economy, or beliefs politics, communication styles, economy, or beliefs and practices. and practices. and practices. Skills Interprets intercultural experience from the Recognizes intellectual and emotional dimensions Identifies components of other cultural Empathy perspectives of own and more than one worldview of more than one worldview and sometimes uses perspectives but responds in all situations with own and demonstrates ability to act in a supportive more than one worldview in interactions. worldview manner that recognizes the feelings of another cultural group. Skills Articulates a complex understanding of cultural Recognizes and participates in cultural differences Identifies some cultural differences in verbal and Verbal and nonverbal communication differences in verbal and nonverbal communication in verbal and nonverbal communication and begins nonverbal communication and is aware that (e.g., demonstrates understanding of the degree to to negotiate a shared understanding based on those misunderstandings can occur based on those which people use physical contact while differences. differences but is still unable to negotiate a shared communicating in different cultures or use understanding. direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. Attitudes Asks complex questions about other cultures, seeks Asks deeper questions about other cultures and Asks simple or surface questions about other Curiosity out and articulates answers to these questions that seeks out answers to these questions. cultures reflect multiple cultural perspectives. Attitudes Initiates and develops interactions with culturally Begins to initiate and develop interactions with Expresses openness to most Openness different others. Suspends judgment in valuing culturally different others. Begins to suspend with culturally different others. Has difficulty her/his interactions with culturally different others. judgment in valuing her/his interactions with suspending any judgment in her/his interactions culturally different others. with culturally different others, and is aware of own judgment and expresses a willingness to change.