IGE Rationale Template – to be submitted along with the MCO for the course to the Curriculum Standards Committee

Area of Literacy / Description of Literacy / Describe how the course will provide an opportunity for students to meet all of the objectives in the proposed literacy level. / Assessment - What student work, or data collected from student, will be available to assess student achievement of the IGE outcomes?
Foundation Level - – The primary purpose of a course designated at the foundation level must be the objectives defined in the literacy, although those objectives can be interpreted and framed in terms relevant to the subject matter of the course. Courses submitted at the foundation level must be grounded in the content areas primarily associated with that literacy.” For example, Quantitative Problem Solving must be math courses; Written Communication must be English courses; Social & Cultural Engagement must come from the social science and related areas; Responsibility & Expression must fulfill First Year Seminar expectations; and Analytical Reasoning & Scientific Inquiry must be Natural World Science-based courses.
Analytical Reasoning & Scientific Inquiry / Identify the scientific terms and concepts used to describe the natural world.
Identify connections between scientific research based concepts and problems, needs, or anticipated outcomes. (I).
Explain and follow the steps of scientific method (quantitative and/or qualitative) using the appropriate instruments accurately and precisely. (T)
Use detailed, accurate description to report observations.
Quantitative Problem Solving / Represent mathematical information symbolically, visually, numerically, and verbally.
Access data on a calculating instrument, computer, network, or system. (T)
Interpret models such as formulas, graphs, tables, and schematics to draw inferences.
Apply arithmetical, algebraic, geometric or statistical methods to solve problems.
Area of Literacy
Foundation Continued / Description of Literacy / Describe how the course will provide an opportunity for students to meet all of the objectives in the proposed literacy level. / Assessment - What student work, or data collected from student, will be available to assess student achievement of the IGE outcomes?
Written Communication / Develop clear, concise credible ideas in writing. (I)
Construct paragraphs, sentences and transitions that are coherent, unified, logical, and effective.
Locate information from a variety of sources utilizing library systems and internet search engines. (I) (T)
Support point of view with properly documented resources following a given style guide. (I)
Social & Cultural Engagement / Locate and retrieve data about human societies and systems using appropriate methods and technologies. (I) (T)
Describe how people function within society from contemporary and historic perspectives by interpreting credible data (I).
Identify issues of race, class, culture, gender, sexual orientation, or other institutionalized systems of inequality. (I)
Identify the characteristics needed to assume one's responsibility as community member.
Responsibility & Expression / Orally express creative and informed ideas in both discussion and presentation settings. (I).
Actively listen, interpret, and evaluate the creative and informed ideas expressed by others.
Respectfully explore diverse philosophical, ethical and aesthetic points of view. (I)
Set personal and community goals by identifying and assessing strengths, weaknesses and choices that affect personal and community well-being.
Area of Literacy / Description of Literacy / Describe how the course will provide an opportunity for students to meet all of the objectives in the proposed literacy level. / Assessment - What student work, or data collected from student, will be available to assess student achievement of the IGE outcomes?
The reinforcing /intermediate levelrefers to the student’s ability to apply knowledge in a meaningful way within (but not limited to) their chosen discipline. Objectives at this level build on the literacy foundation by reinforcing and expanding student understanding across the curriculum. Courses must be at the 100 or 200 level. Depending on the program outcomes, reinforcing experiences can be found in either program or Liberal Arts and Sciences courses. A reinforcing course can meet requirements in more than one literacy area. A student can count one course as meeting more than one reinforcing literacy experience. While a given course may meet both foundation and reinforcing objectives, that course cannot count for the student as both foundational and structural.
Analytical Reasoning & Scientific Inquiry / Apply scientific research-based theory to explain and predict a problem, need or anticipated outcome (I).
Define what is known about subject(s) through analysis of professional literature distinguishing subjective influences (personal, professional, and cultural interest) from objective influences.
Select and apply appropriate inquiry method(s) and instrument(s) to address a question or concern.
Quantitative Problem Solving / Use mathematical representation to estimate and check answers to problems to determine reasonableness, identify alternatives, and select optimal results.
Design and produce a spreadsheet that represents information gained from interpreting models and present that information in the form of a chart and/or graph. (T)
Apply mathematical methods to the solution of real-world problems.
Written Communication / Critically evaluate perspectives and information from a variety of written sources (I).
Summarize different points of view in writing.(I)
Develop and communicate a point of view clearly and concisely in writing.
Area of Literacy
Reinforcing
Continued / Description of Literacy / Describe how the course will provide an opportunity for students to meet all of the objectives in the proposed literacy level. / Assessment - What student work, or data collected from student, will be available to assess student achievement of the IGE outcomes?
Social & Cultural Engagement / Compare and contrast differences and commonalities of diverse social, cultural, economic, and/or ecological communities involving both change and continuity over time. (I).
Analyze a social/cultural problem in order to trace the origins of diverse cultural values, ethics, and perspectives of the given social problem (I).
Individually and collaboratively identify and address issues of public concern.
Responsibility & Expression / Orally communicate a central idea to diverse audiences in manner that reflects appropriate voice, physical presence, style, pacing and use of visual aids.
Compare and contrast one’s own philosophical, ethical and aesthetic point of view with that of others identifying the central role values play in the process of questioning and determining the meaning(s) of human experience. (I).
Critically analyze various forms of human expression. (I).
Area of Literacy / Description of Literacy / Describe how the course will provide an opportunity for students to meet all of the objectives in the proposed literacy level. / Assessment - What student work, or data collected from student, will be available to assess student achievement of the IGE outcomes?
The integrated/baccalaureate/advanced level refers to the student’s ability to synthesize and construct knowledge from the literacy into their chosen field in order to solve problems or answer questions out of the context in which they learned the concept/skill. An integrated course should be a discipline oriented program or program cluster requirement not an elective. An integrated course is a 300 level course or higher. A student can count one course as meeting more than one integrated literacy experience.
Analytical Reasoning & Scientific Inquiry / Design questions derived from critical review of multiple sources that enable the further study of a topic without prejudging the outcome.
Select and apply appropriate inquiry methods and measurements (quantitative or qualitative) to maximize validity and reduce alternative explanations. (T)
Quantitative Problem Solving / Integrate quantitative thought processes and actions with critical thinking skills to make persuasive arguments and/or draw conclusions in their discipline.
Critically interpret graphs, models, or written arguments to draw appropriate inferences and synthesize interpretation of data in order to draw conclusions (I).
Written Communication / Summarize, evaluate, synthesize and disseminate major principles, ideas and questions from a variety of written sources in field of study in writing. (I).
Defend a point of view clearly and concisely in the written form appropriate to the field of study.
Social & Cultural Engagement / Analyze the cultural, social, ethical, economic, or ecological impact of decisions made within a given discipline (I).
Responsibly collaborate with individuals who have diverse perspectives to develop a potential solution to a given problem.
Responsibility & Expression / Demonstrate oral presentation style appropriate to the discipline.
Through reflection assess one’s own philosophical, ethical and/or aesthetic point of view in relation to the discipline perspective and analyze personal choices and one’s decision making process.