Statewide General Education Steering Committee

Tuesday, August2, 2016, 11:00 a.m.

B20 and B24 of the University Enrichment and Advisement Center

University of New Mexico Campus, Albuquerque, NM

  1. Essential Skill: CommunicationChuck Paine

AAC&U VALUE Rubric 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 andsensitive 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.

Draft of Communication Skills Aug 2 2016

Communication Skills – The ability to communicate effectively in written, oral, visual, and electronic mediums in situations that are both formal (e.g., argumentative essays, reports, proposals, presentations, etc.) and informal (e.g., e-mails, discussion boards, discussions, team meetings, etc.).

  1. Applying rhetorical knowledge. Chooses and applies strategies that are appropriate to the rhetorical situation (audience, purpose, context) to develop communications in a variety of genres and mediums (written, oral, visual, electronic).
  2. Collaborating: inclusion, teamwork, negotiation. Works with a team to generate, develop, revise, and finalize texts.
  3. Critical reception. Uses flexible reading or listening strategies to understand and evaluate a communication’s central message and construct meaning from it.
  4. Use of sources. Evaluate, apply, and ethically synthesize sources in support of a claim, following an appropriate documentation system.
  5. Second language competency.
  6. The student is familiar with the distribution of multiple languages in the world, understands the advantages of communicating in more than one language, and can identify some cultural reactions to different languages and registers. OR
  7. The student interacts and negotiates meaning in a second language through spoken, signed or written conversations to share and receive information, reactions, feelings and opinions.

Draft of Communication Skills and Content Rubric

Component Skill / Emerging / Developing / Mastery / Assessment
Applying Rhetorical Knowledge / Portfolio with reflective self-assessment
Collaborating
Critical Reception
Use of Sources
Second Language Competency
Team member / Email / Institution
Chuck Paine / / UNM
Mickey Marsee / / UNM-Los Alamos
Pierre Laroche / / ENMU-Ruidoso
Steve Simpson / / NMTech
Julia Deisler / / SFCC
Pamela Cheek / / UNM
Patti Wojahn / / NMSU
  1. Essential Skill: Critical ThinkingMark Walker

Mark Walker

comments welcome:

1.Proposed Model for NM Gen Ed Critical Thinking Learning Outcomes

Critical thinking is the skill of evaluating and providing cogent reasons for one’s thoughts, beliefs, values, and actions.

Components Skills for Assessing Arguments / Emerging / Developing / Mastering
Identifying Arguments / Able sometimes to distinguish arguments from other forms of communication, e.g., explanations, reports, descriptions, in short paragraphs. / Able consistently to distinguish arguments from other forms of communication, e.g., explanations, reports, descriptions, in short paragraphs. / Able consistently to distinguish arguments from other forms of communication spanning at least several pages.
Dissecting Arguments / Able sometimes to identify stated premises, subconclusions, conclusions and logical relationships between premises and conclusions in short paragraphs. / Able consistently to identify stated premises, subconclusions, conclusions and logical relationships between premises and conclusions in short paragraphs. / Able consistently to identify stated premises, subconclusions, conclusions and logical relationships between premises and conclusions in arguments spanning at least several pages.
Assessing the logical cogency of arguments / Able sometimes to assess an argument for relevance and sufficiency of premises for the truth, or probable truth of the conclusion in short paragraphs. / Able consistently to assess an argument for relevance and sufficiency of premises for the truth, or probable truth, of the conclusion in short paragraphs. / Able consistently to assess an argument for relevance and sufficiency of premises for the truth, or probable truth of the conclusion in arguments spanning at least several pages.
Assessing the acceptability of premises / Able sometimes to assess premises for acceptability in short paragraphs. / Able consistently to assess premises for acceptability in short paragraphs. / Able to assess premises for acceptability in arguments spanning at least several pages.
Identifying common fallacies / Able sometimes to identify common mistakes of reasoning, e.g. strawperson, ad hominem, hasty conclusion, begging the question, post hoc ergo propter hoc, in short paragraphs. / Able consistently to identify common mistakes of reasoning, e.g. strawperson, ad hominem, hasty conclusion, begging the question, post hoc ergo propter hoc, in short paragraphs. / Able consistently to identify common mistakes of reasoning, e.g. strawperson, ad hominem, hasty conclusion, begging the question, post hoc ergo propter hoc, in arguments spanning at least several pages.
Assessing definitions and concepts for acceptability / Able sometimes to assess definitions for necessary and sufficient conditions. / Able consistently to assess definitions for necessary and sufficient conditions. / Able to distinguish and assess reportative, stipulative, and persuasive definitions.

Definition: A dialectical argument is an argument that (i) provides support for a thesis, and (ii) considers and responds to at least one objection to the support for the thesis.

Component Skills for Producing Dialectical Arguments / Emerging / Developing / Mastering
Statement of Thesis / Somewhat clear. / Clear. / Very clear.
Support for Thesis: Logical cogency of argument / Somewhat persuasive. / Persuasive. / Very persuasive.
Support for Thesis: Acceptability of premises / Many premises are problematic. / Some premises are problematic. / Few or no premises are problematic.
Objections to Main Argument / No objection or weak objection to main argument. / Somewhat strong objections to the main argument. / Strong objections to the main argument.
Response to Objection / No response or weak response to the objections. / Somewhat strong response to the objections. / Strong response to the objections.

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Critical Thinking Skills / Emerging / Developing / Mastering / Assessment options
Evaluation & Interpretation / Able to determine audience and purpose of information provided in small chunks of information / Able to consistently determine audience, purpose, and validity of information provided in small chunks / Able to consistently determine audience, purpose, and validity of information provided in broad proposals, plans, and arguments / Written abstracts
Proposal acceptance/rejection letters
Debate analysis
Promotional campaign analysis
Business analysis
Multiple choice comprehension tests
Production and Support of Arguments / Able to determine audience and purpose in order to create communication providing needed information / Able to determine audience and purpose in order to create and support communication providing information needed to persuade / Able to determine audience and purpose in order to create supported, convincing communication to persuade resistant audiences / Argumentative essays
Business plans
Product analysis and comparison report
Lab reports
Problem solving / Able to identify the critical components of tasks/proposals and suggest responses / Able to identify the critical components of tasks/proposals and suggest actionable solutions / Able to identify the critical components of tasks/proposals and suggest solutions that demonstrate awareness of reasonable consequences / Argumentative essays
Business proposals
Reorganization plans
Product improvements

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  1. Essential Skill: Personal and Social ResponsibilityJulia Deisler

Personal and Social Responsibility Outcomes – DRAFT –

Category / Outcomes / Assessments
Intercultural reasoning
Intercultural competence
Ethical reasoning / [Recognize/describe] the complexities of diverse social identities within diverse contexts and develop strategies for working with one’s own and others’ positionality/ethnocentrism (adapted from WICHE "Human Society and the Individual" rubric with additions)
[Recognize/explain] the impact our actions have on the natural and human world (derived from WICHE Natural Sciences).
Analyze specific local and/or global issues and develop strategies for creating just, sustainable systems in the natural and human world
Civic knowledge and engagement – local andglobal / Identify a current significant local and/or global civic issue/problem, describes diverse positions on an issue of significance, and takes a position on it in relation to other positions. (DQP as source with group changes)
Demonstrate the ability to participate in civic discourse and dialogue that shares differing perspectives and brainstorms possible responses (from the Carnegie Foundation) (key to ethical reasoning as well.
Ethical use of research sources/data, sharing credit (These may end up in other skill or content areas like Communications and Natural and/or Social Sciences—but let’s keep them here for now so as not to lose track of them) / [Accurately use and report] scientificprocesses, data, andresults, and the proper sharing of credit among colleagues (derived from WICHE Natural Sciences outcome).
Evaluate, apply, and ethically synthesize sources in support of a claim, following an appropriate documentation system (WICHE Written Communication outcome).
Collaboration skills (Teamwork/Value systems from WICHE/slight re-phrasings) / Demonstrate personal/mutualaccountability within a group setting
Demonstrate shared ethical obligations and intercultural sensitivity as they relate to teamwork
Reflect on the impact and effectiveness of teamwork [with an eye toward applying what was learned to future collaborative efforts]
Foundations and skills for lifelong learning / Integrate previous learning and apply it to new situations; review and revise prior learning. (adapted from VALUE rubric)

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  1. Essential Skill: Information LiteracyMark Emmons

New Mexico General Education

Information Literacy team

Digital Literacy outcomes distinct from information literacy

The Information Literacy team determined that many digital literacy outcomes would fit nicely within the information literacy frames, but that some outcomes were distinct. Mark Emmons was charged with assembling distinct digital literacy outcomes to share with the team for feedback. Here is a draft:

Digital Literacy Outcomes

Communication (basic technical skills for hardware and software)

  • Student will apply basic information technology (IT) concepts and terminology to correctly describe the major functions of IT devices and systems typically utilized in the work place and while pursuing an education.
  • Student will employ a variety of digital devices.
  • Student will effectively use fundamental software and applications including e-mail and the full range of communication tools, web browsers, word processors, spreadsheets, presentation software, other?
  • Student will demonstrate professional etiquette, ethical judgment, and integrity while communicating.

Collaboration

  • Student will engage in online communities and collaborate with technology to communicate and to co-create.

Privacy and security

  • Student will protect devices from online risk.
  • Student will manage identity and protect self from online danger.

The team felt that information literacy outcomes already cover the following potential digital literacy outcomes:

  • Finding of information
  • Analysis and evaluation of information
  • Communication of information (some)
  • Management of information
  • Production of information in formats

On July 14, 2016, the New Mexico General Education Steering Committee charged a team with developing general education learning outcomes for information literacy based on the ACRL Framework for Information Literacy for Higher Education ( The team, whose members include Joel Dykstra, Mark Emmons (facilitator), David Hurley, Peg Johnson, Andrew Johnson, Alyssa Russo, Nathan Saline, Bill Stone, Lori Townsend, and Theresa Westbrock, drafted the following outcomes (submitted to Melody Munson-McGee by Mark Emmons, July 31, 2016).

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Authority Is Constructed and Contextual [Alternative name: Authority]

Component Skill / Emerging Milestones / Developing Milestones / Mastery Milestones (fluency) / Assessment
Student will determine the purpose and question the authority of information resources in order to differentiate between reliable and convenient information. / Understands that information is produced by someone who may or may not be reliable and who may or may not have a particular point of view. / Uses and understands established criteria and purpose for a variety of sources, such as peer-reviewed journals, popular publications, and primary sources, to determine the reliability of information. / Determines authority and reliability of information and its appropriateness for the information need. / Class discussion
Bibliography
Student will recognize that society and culture play a role in granting authority to certain types of information. / Understands that authority is granted or earned and not inherent, and begins to question standards. / Determines attributes of the authoritative information source and incorporates new perspectives and additional voices. / Distinguishes between types of authorities and seeks out new perspectives and alternative authoritative voices. / Class discussion
Annotated Bibliography
Student will select the most authoritative information based upon both the context of its creation and the appropriateness of its intended use. / Expresses a desire to find high-quality, truthful, and accurate resources. / Explains why the authority of a source matters and why it is important for a specific need. / Determines authority and reliability of information and views authority with an attitude of informed perspectives. / Class discussion
Class assignment or research paper

Information Creation as a Process [Alternative name: Format]

Component Skill / Emerging Milestones / Developing Milestones / Mastery Milestones (fluency) / Assessment
Student will recognize that information is created for a purpose and that the creation process shapes the format. / Recognizes formats / Articulates purpose, process, and characteristics of formats / Analyzes unfamiliar formats to detect the purpose and process / Apply rubric to assignments that require recognition, selection, use, and creation of formats such as: close reading of a format, comparing formats, identifying the purpose and characteristics or format, distinguishing between primary and secondary sources, making speeches, and writing in formats that might include essays, lab reports, web sites, blogs, news articles, critiques, business reports, and literature reviews and research papers
Student will recognize that scholarly discourse is communicated employing distinct formats. / Recognizes formats of academic discourse / Assesses capabilities of academic formats / Assesses constraints of academic formats
Student will select information formats that will best answer a question or solve a problem or provide evidence for an argument and that best serve the needs of audience, context, and purpose. / Selects relevant information sources / Selects information sources that provide evidence / Selects information sources that serve needs of audience, context, and purpose
Student will produce a variety formats. / Creates information products structured in an appropriate format / Creates information products in appropriate format that aligns with the purpose / Creates information products in appropriate format that serves
needs of audience, context, and purpose

Information Has Value [Alternative name: Value]

Component Skill / Emerging Milestones / Developing Milestones / Mastery Milestones (fluency) / Assessment
Student will give credit to the original ideas of others / Understands the importance of not plagiarizing; gives credit to traditionally published sources through proper attribution and citation. / Identifies and properly cites information from non-traditionally published sources. / Explains the purpose of citing the original ideas of others; recognizes that new knowledge builds upon existing knowledge. / Student will give credit to the original ideas of others
Student will recognize issues of access to information sources / Recognize that not all information is available via a Web search / Knows, because information is a commodity, that access to some of it is restricted to those who have subscriptions, which often includes those who have access to an academic library. / Navigates and uses a variety of information access points that are available to them, recognizing that there is likely more information about a given topic than they are able to find. / Student will recognize issues of access to information sources
Student will make informed choices regarding online actions / Recognize that their online actions are a commodity for data mining firms; recognize that privacy is unlikely in online activity. / Participates in discussions about privacy issues in the Information Age / Exhibits full awareness of issues related to privacy and the commodification of personal information, consistently making informed choices regarding online actions. / Student will make informed choices regarding online actions
Student will understand the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain / Recognizes the vocabulary associated with online information. / Identifies the distinguishing characteristics of copyright, fair use, open access, and the public domain / Fully understands the purpose of copyright, fair use, open access, and the public domain and their roles in the exchange of information, especially in higher education / Student will understand the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain

Research as Inquiry [Alternative name: Inquiry]

Component Skill / Emerging Milestones / Developing Milestones / Mastery Milestones (fluency) / Assessment
Student will determine an appropriate scope of investigation and appropriate research method based on context and need. / Recognizes research methodologies are dependent on information contexts and needs. / Understands scope of information need by breaking complex questions into simple ones. / Applies research methods that are appropriate for the need, context, and type of inquiry. / Assignment
Student will engage in open ended exploration of information asking increasingly meaningful questions throughout the research process. / Begins to develop research questions to engage in the research process. / Develops research question by narrowing and broadening inquiry based on research. / Formulates and reframes research question based on research available and gaps in information. / Thesis statement
Student will recognize that research is a creative, iterative, non-linear process that requires curiosity, reflection, critical thinking, and persistence, leading to new ideas and information. / Seeks library assistance to develop knowledge of and experience with the trial and error of the research process. / Reflects on and experiments with research strategies when seeking information resources. / Uses research and incorporates critical analysis to form own ideas. / Research paper

Scholarship as Conversation