I

I. Framework for the Proposed Liberal Studies/General Education Program.

The program will be based on the categories and student competencies that comprise the Minnesota Transfer Curriculum: written and oral communication; critical thinking; natural sciences; mathematical/symbolic systems; history and the social and behavioral sciences; humanities—the arts, literature, and philosophy; human diversity; global perspective; ethical and civic responsibility; people and the environment.

Courses within the requirement will demonstrate that student learning outcomes enable students to make progress toward the MnTC student competencies, or University-approved modifications of them. Competencies will be defined in a manner that enables them to be assessed. As the Program continues to be developed, additional student competencies might be proposed for inclusion into the Program or developed as graduation requirements for students regardless of major program of study.

The Program will include at least 40 credits and will not be larger than the University’s current requirement. Courses within the Program will belong to one of the following Core levels:

· The Inner Core: Developing Foundational Competencies (12 credits)

At a minimum, these courses will begin to develop competency within written and oral communication and mathematics. [Additional competencies are under consideration for inclusion in the Inner Core. A final recommendation will be forthcoming from the Liberal Studies Task Force (LSTF) early fall semester 2005.]

· The Middle Core: Applying Foundational Competencies Across Multiple Disciplines (Approximately 60% of the remaining Program credits)

These courses integrate foundational skills within the context of the disciplines. These courses will build on the Inner Core competencies. Students will take a distribution of classes among several categories.

· The Outer Core: Integrating Skills and Knowledge to Form New Perspectives (Approximately 40% of the remaining Program credits)

Students will apply the foundational skills and disciplinary knowledge that they have learned as they examine vital questions related to being an educated person. These courses will build on the Inner Core competencies. Students will take a distribution of classes among several categories.

II. Composition of the Inner Core and Inner Core Competencies

The Inner Core will consist of four, three-credit courses, one each from the following areas:

Written Communication

Oral Communication

Mathematics

Additional area that will be finalized early fall semester 2005

Courses in the Inner Core will offer initial instruction these competencies. Students will achieve a minimal level of competence in these courses, with the recognition that these competencies will be further developed and assessed throughout the Program’s curriculum and within the student’s major course of study. To satisfy the Inner Core Requirement, students must earn a grade of C, i.e., C+, C, or C-, in each course.

A. Written Communication (3 credits, 100-level course)

The University’s defined set of competencies are in draft form and will be refined and submitted early fall semester 2005. The final version will consist of a collection of competencies that are assessable.

B. Oral Communication (3 credits, 100-level course)

· Determine an appropriate orientation to a speech, choose a topic, and create speech outcomes.

· Analyze particular audiences and select appropriate communication strategies.

· Create and present a variety of speeches, such as informative, persuasive, impromptu, and special occasion.

· Research the speech and practice critical thinking skills when selecting evidence and support for arguments.

· Identify a variety of organizational patterns and techniques and choose an appropriate pattern for particular speeches.

· Employ language appropriate to the audience and situation.

· Use a variety of delivery styles and effective delivery behaviors.

· Use visual aids to support a speech effectively.

· Use listening skills such as recognizing main ideas and supporting information and make critical judgment about information.

· Identify basic techniques for effective group and interpersonal interaction.

C. Mathematics (3 credits, 100-level)

The University’s defined set of competencies as proposed by the LSTF are being discussed with considerable intensity and it is premature to act on them at this time.

D. Additional Area(s) (3 credits, 100-level)

The fourth competency area(s) will be finalized fall semester 2005.

Both Items I. and II. passed APAC unanimously on May 10, 2005.

ORAL COMMUNICATION – (MNTC #1)

Goal: To develop speakers who can effectively communicate their ideas using

appropriate organization, delivery, and supporting information.

Student Competencies: MSUM students will be able to

§ Understand and clearly state the purpose and thesis of their speech;

§ Analyze particular audiences and select appropriate ethical communication strategies;

§ Identify, access, select, evaluate, and cite supporting information for a speech;

§ Present a clearly organized set of ideas;

§ Use clear and engaging language and delivery;

§ Understand critical listening and interpersonal communication techniques;

§ Plan, prepare and conduct an effective group presentation.

LSTF approved unanimously on 9/29/05

WRITTEN COMMUNICATION – (MnTC #1)

Goal: To develop students who use written language effectively and ethically—writing, reading, and thinking critically.

Student Competencies: MSUM students will be able to

§ Use a coherent writing process including invention, organization, drafting, revising, and editing to form an effective final written product.

§ Consult effectively and appropriately with others to produce quality written products.

§ Read, analyze, evaluate, synthesize, and integrate appropriately and ethically information and ideas from diverse sources and points of view in their writing.

§ Locate, use, and cite appropriately primary and secondary source materials from both print and electronic resources.

§ Create logical, engaging, effective written products appropriate for specific audiences and purposes.

§ Use correct grammar and mechanics in writing.

LSTF approved unanimously on 9/29/05

CRITICAL THINKING – (MnTC #2)

Goal: To develop thinkers who are able to unify factual, creative, rational, and value-sensitive modes of thought. Critical thinking will be taught and used throughout the general education curriculum in order to develop students’ awareness of their own thinking and problem-solving procedures. To integrate new skills into their customary ways of thinking, students must be actively engaged in practicing thinking skills and applying them to open-ended problems.

Student Competencies: MSUM students will be able to

§ Clearly define a problem and imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to the given situation or problem.

§ Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, ethical and conscious of possible bias in the information selected.

§ Identify, construct, and assess arguments; generate and evaluate implications that follow from them.

§ Analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim.

§ Recognize and articulate the value assumptions and cultural perspectives which underlie and affect decisions, interpretations, analyses, and evaluations made by ourselves and others.

LSTF approved unanimously on 10/06/05

MATHEMATICAL / SYMBOLIC SYSTEMS – (MnTC #4)

Goal: To increase students’ knowledge about mathematical and logical modes of thinking. This will enable students to appreciate the breadth of applications of mathematics, evaluate arguments, and detect fallacious reasoning. Students will learn how to apply mathematics, logic and statistics in making decisions concerning their lives and careers.

Note: Minnesota’s public higher education systems have agreed that developmental mathematics includes the first three years of a high school mathematics sequence through intermediate algebra.

Student Competencies: MSUM students will be able to

§ Solve real world problems using mathematics/logical systems

§ Express mathematical/logical ideas clearly in writing

§ Organize, display, analyze information, and understand methods of data collection

§ Explain what constitutes a valid mathematical/logical argument (proof)

§ Apply a variety of higher-order problem-solving and modeling strategies

§ Exhibit mastery of computational skills and the ability to make reasonable estimates.

LSTF approved unanimously on 10/20/05

Mathematics Course – 3 Credits

Student Learning Outcomes: Students will be able to

· Determine whether arguments are valid.

· Solve real-life problems by using the principles of set theory.

· Make decisions regarding the possible events that are governed at least in part by chance.

· Apply the basic concepts of statistics, such as collecting data; drawing graphs; finding measures of average, variation, and position; and solving problems using the standard normal distribution.

· Demonstrate understanding of selected concepts in logic, set theory, probability, and statistics by solving a real-life problem and communicating their work to the class orally and/or in writing.

LSTF approved unanimously 10//20/05

Mathematics department approved & will provide the LSTF with paired-course substitution options soon

Critical / Multicultural Thinking – 3 Credits

(Applied to diverse subject matters and offered by multiple departments. Variable course titles, for example: Critical Reading of the Media, Practical Reasoning, etc.)

This course will provide foundational skills for identifying, evaluating, and constructing arguments* in a multicultural context. Each student will be encouraged to develop analytical skills necessary for an open-minded understanding of issues from diverse perspectives.

Student Learning Outcomes: Students will be able to

Recognize and define the questions upon which a controversy depends.
Distinguish arguments from non-arguments.
Identify the implicit assumptions and practical implications of multiple perspectives so that arguments can be analyzed within their historic and cultural contexts.
Distinguish between fallacious and non-fallacious arguments.
Recognize stereotypes and critically assess cultural images.
Distinguish between and use inductive and deductive reasoning.
Formulate clearly and precisely a question or problem and generate alternative hypotheses or solutions to this problem, including solutions appropriate to the cultural context of the problem.
Construct sound or cogent arguments of their own supported by data that are clear, accurate, and relevant.
Credit properly ideas developed by others.

*Argument in this case being defined broadly to include logic, mathematical proofs, natural and social scientific reasoning, and media and other verbal and nonverbal messages.

LSTF approved unanimously 10//06/05