Aligning and Integrating General Education and the Majors at a Large Public Research University. Anthony Ciccone William Keith Jeffrey Merrick University of Wisconsin-Milwaukee. Overview . History and Challenges at UWM Themes of the Change Process at UWM Structure of Current Proposal.
University of Wisconsin-Milwaukee
Foundations of Scientific Inquiry (6-7 credits) a Large Public Research University
Social and Cultural Analysis (3 credits)
Understanding Ethics, Values, and Human Behavior (3 credits)
Interpretating Texts and Media (3 credits)
Contemporary Global Perspectives (3 credits)
Creative Arts (3 credits)
Race, Ethnicity, ad Diversity in the U.S. (3 credits)
1. Participants defined critical thinking in their course by reviewing the definition and characteristics on the Value Rubrics.
2. Participants selected (from the rubric along the left side), or created new criteria that provided descriptors of this ELO. These were the markers of student learning of that ELO that they tried to assess.
5. Participants designed a way (assignment, activity, assessment instrument, etc) to measure student learning of the criteria selected. They looked to Level 4 in the critical thinking rubric to describe what mastery of these criteria would look like.
Definition Example: Critical Thinking
VALUE 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.
Jewish Studies: Critical Thinking for this course means the ability to question, challenge, investigate, and explore the issue of culture (specifically Jewish culture) in ways that highlight the complexity and multifaceted nature of the issue.
Criterion Example: Explanation of issues
VALUE: Issue/problem is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.
Conservation Studies: A student should be able to comprehensively explain an issue to be explored – the who, what, where, when, and why – and the influences the specific aspects may have on understanding the issue.
Example: (criterion = establishing a position)
Multicultural America: Describe your cultural identity and what you have learned about the diversity of Milwaukee in light of your experience of service, your understanding of course readings, and your insights from our class discussions. (Multimedia presentation/ePortfolio entry)
Assessment: Ability to organize and use multiple sources (earlier writing, answers to questions about identity, etc.) to develop a thoughtful and complex position.
What are the strengths you bring/have brought to ELO implementation?