Core Competencies Curriculum Matrix

CURRICULUM ALIGNMENT FOR STUDENT ACHIEVEMENT Core Competencies Curriculum Matrix

SEMESTER: CORE COMPETENCIES WRITTEN COMMUNICATION: INFORMATION SCIENTIFIC QUANTITATIVE REASONING: CRITICAL THINKING: Student has the ORAL COMMUNICATION: Student is Student is able to produce texts TECHNOLOGY REASONING: Student is able to (1) Student is able to solve (1) Numeric or skills, and/or disposition to analyze, considered to have oral communication SCHOOL: appropriate for their purposes and LITERACY: Student is able to (1) Use Propose relationship between observed arithmetic contexts; (2) Conceptual criticize, synthesize and advocate competency if he or she is able to audiences as reflected in: (a) Form ; and apply computers, software phenomena; (2) Design experiments contexts; (3) Geometric contexts; (4) ideas; to reason holistically in an express him or herself in a structured, (b) Organization; (c) Content applications, and other resources to which test hypotheses concerning Data representation and chance inductive and deductive manner; and to meaningful, and productive manner. development; (d) Language usage achieve a wide variety of academic, proposed relationships; (3) Predict element contexts reach factual or judgmental conclusions The student must also be able to DEPT: and style (syntax, vocabulary, professional, and personal goals; (2) logical consequences of observed based on sound inferences drawn from convey his/her intentions or ideas in grammar, and mechanics) Use a set of abilities to solve problems, phenomena and determine possible integrated and diverse frames of messages crafted to introduce, inform, collect data, manage information, alternative outcomes; (4) Judge the reference (including, scientific, or persuade the listener. communicate with others, create degree to which a particular conclusion mathematical, historical, sociological, LEGEND DEGREE: effective presentations, and use is justified based on the empirical economic, moral, and philosophical information to make informed decisions evidence related to observed methods) in an attempt to respond to a : [I] OUTCOME STATEMENT: phenomena variety of issues.

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[II] LEVEL OF CONTENT DELIVERY: (I) INTRODUCES - Students are not expected to be familiar with the content or skill at the collegiate or graduate level. Instruction and learning activities focus on basic knowledge, skills, and/or competencies and entry-level complexity. (E) EMPHASIZES - Students are expected to possess a basic level of knowledge and familiarity with the content or skills at the collegiate or graduate level. Instruction and learning activities concentrate on enhancing and strengthening knowledge, skills, and expanding complexity.

(R) REINFORCES - Students are expected to possess a strong foundation in the knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities continue to build upon previous competencies and increased complexity.

(A) APPLIES - Students are expected to possess an advanced level of knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities focus on the use of the content or skills in multiple contexts and at multiple levels of complexity.

[III] DEMONSTRATION OF LEARNING: (X) Students are asked to demonstrate their learning on the outcome through homework, projects, tests, etc. and are provided formal feedback.