APPENDIX VII
Course Blueprint
LAC 100 Profiles, Proficiencies, Portfolios
Course Description: In this entry phase course, students are introduced to the culture of LAC and the norms and expectations of its interdisciplinary, writing intensive, student-centered pedagogy. Students will explore how their college and professional lives can be linked to enable them to make informed career decisions. Orientation to processes for evaluation of prior learning will be provided. Students will engage in self-assessments of learning style, interests, and values clarification. An important part of this learning is to create and maintain a portfolio.
Prerequisites: none
Number of Credit Hours: 1
Course Type: variable
Ideal Class Size:
Addresses LAC General Education theme of ______
at a(n) ______level.
USM General Education Goal(s) 4 & 5
Student Abilities:
Students will be able to…
II.1 The student will articulate a personal method of decision-making that can be applied to complex career decisions. (Introductory)
II.2 The student will envision and create career options beyond the familiar or comfortable that match an awareness of self with work that will be satisfying and aspirational. (Developing)
II.3 The student will make educational choices that complement career options. (Developing)
V.17 The student will assess his/her own weaknesses and challenges in applying critical thinking skills (e.g. blind spots in critical thinking, resistance to creative thinking). (Introductory)
II The student will be able to articulate his/her personal characteristics and utilize this knowledge to make informed career decisions (Introductory).
Course Blueprint
LAC 110: Language & Literacies in a 21st Century
Course Description: This entry phase, first-tier writing instruction course, introduces all incoming students to the areas of critical inquiry and social responsibility informing LAC's general education curriculum. It incorporates or links to co-curricular activities related to One Book, One College, and provides a coordinated set of common readings addressing one or more of the general education themes. The course emphasizes reading and writing and the connections between them. Students will learn how thinking and the language that conveys it develop and change through a writer's process of drafting, revising, editing, and proofreading. The course also introduces students to the conventions of expository academic writing.
Prerequisites: None
Number of Credit Hours: 4
Course Type: Skill Intensive
Ideal Class Size:
Addresses LAC General Education theme(s) of ______
at a(n) ______level
USM General Education Goal(s): 1 & 3
Student Abilities:
Students will be able to…
I.1 The student will demonstrate an understanding of the concept of ‘the common good’ and explain the consequences of personal action at local and global levels. (introductory)
III.5 The student will demonstrate an awareness of the range of experiences that people different from themselves may have had within their cultures. (introductory)
III.9 The student will display open-mindedness, awareness and acceptance of differences in heterogeneous groups. (developing)
IV.2 The student will efficiently seek information through use of appropriate databases and search strategies. (introductory)
IV.3 The student will determine if an information source is scholarly or popular, reliable or unreliable.(introductory)
IV.4 The student will apply ethical use of information sources (such as citing, quoting, etc.) (introductory)
V.5 The student will identify the differences among the writer’s voice, the multiple perspectives within a writer’s argument, and the student’s unique voice. (introductory →developing)
VI.1 The student will recognize and communicate in standard English forms. (introductory)
VI.2 The student will write well and effectively. (introductory)
VI.6 The student will accurately summarize and critically assess sources. introductory)
VI.7 The student will accurately analyze and interpret information. (developing)
VI.11 The student will create work that demonstrates an active, distinctive voice. introductory)
VI.12 The student will demonstrate an awareness of the concept of audience. introductory)
Course Blueprint
LAC 130: The Biology of Human Health w/Lab
Course Description This entry phase course introduces/reviews natural scientific methods of inquiry as it applies this method to complex issues involving the creation and maintenance of human health. The course includes a discussion of what is “human” given new technological possibilities and acknowledges that “health” is a social construct. Further, the course explores the importance of factors ranging from socio-cultural practices to governmental policy in the maintenance of health and explores the interaction of science, culture, and politics.
Prerequisites: math proficiency
Number of Credit Hours: 4
Course Type: Lecture/Lab
Ideal Class Size:
Addresses LAC General Education theme(s) of ______
at a(n) ______level
USM General Education Goal(s): 1 & 5
Student Abilities:
Students will be able to…
I.6. The student will compare and contrast the judicial, legislative, and administrative procedures that contribute to social action. (developing)
I.8. The student will justify the collective responsibility to develop a just society, and identify personal actions that will move toward that end. (accomplished)
III.4 The student will analyze how identity groups are socially constructed, such as race, gender, ethnicity, including “Whites.” (introductory)
III. 5 The student will demonstrate an awareness of the range of experiences that people different from themselves may have had within their cultures. (introductory)
IV.1 The student will recognize and utilize multiple scholarly and other information resources (beyond Google). (introductory)
IV.3 The student will determine if an information source is scholarly or popular, reliable or unreliable. (introductory)
IV.10 The student will use information for citizen and community action. (accomplished)
V. 1 The student will identify, develop and articulate increasingly sophisticated questions. (introductory, developing and accomplished)
V. 3 The student will demonstrate an appreciation for the power of quantitative and qualitative analysis, and comprehend their appropriate use. (introductory)
V. 4 The student will demonstrate the ability to use quantitative and qualitative analysis in critical thought. (developing)
V. 7 The student will demonstrate the ability to recognize competing arguments in formulating his/her own argument. (INTRODUCTORY)
V. 13 The student will use evidence (data, “facts”) to construct multiple causes- effect relationships of a problem or issue, and develop several reasonable solutions . (developing)
The student will examine and analyze interrelationships within and among ecosystems and human communities. (introductory)
Course Blueprint
LAC 150: Statistics for Informed Decision Making
Course Description: This entry phase course introduces and applies quantitative analyses to address real world questions pertaining to the themes of general education. It applies descriptive statistics, sampling and significance testing, correlation, and regression analysis to issues related to general education themes and provides the opportunity to interpret and analyze statistical decision making. The course dispels confusion by clarifying data misconceptions, misuses, and outright lies from useful and appropriate applications
Prerequisites: Math proficiency
Number of Credit Hours: 3
Course Type: Skill Intensive
Ideal Class Size:
Addresses LAC General Education theme(s) of ______
at a(n) ______level
USM General Education Goal(s): 2 & 3
Student Abilities:
Students will be able to…
I.10. The student will extrapolate from his or her actions how any human activity will have ethical ramifications. (developing)
III.3 The student will apply basic sociological concepts to critically examine societies and history.
IV.1 The student will recognize and utilize multiple scholarly and other information resources (beyond Google). (introductory)
IV.2 The student will efficiently seek information through use of appropriate databases and search strategies. (introductory)
IV.3 The student will determine if an information source is scholarly or popular, reliable or unreliable.
IV.4 The student will apply ethical use of information sources (such as citing, quoting, etc.) (introductory)
IV.5 The student will generate multiple representations of data. (developing)
IV.6 The student will restate in his or her own words the arguments, claims, and implications of the writings of others.
IV.7 The student will compare and decide the worth and the relevance of varied information. (developing)
V. 1 The student will identify, develop and articulate increasingly sophisticated questions. (introductory, developing and accomplished)
V.3 The student will demonstrate an appreciation for the power of quantitative and qualitative analysis, and comprehend their appropriate use. (introductory)
V. 4 The student will demonstrate the ability to use quantitative and qualitative analysis in critical thought. (developing)
V. 11 The student will be able to present a case or an argument in a variety of formats. (developing→accomplished)
Course Blueprint
LAC 200: Creative Critical Inquiry Into Modern Life
Course Description: This entry phase, second-tier writing instruction course
introduces students to criteria for identifying and constructing well-reasoned arguments, fosters the discovery and use of student’s critical/analytical voice in their writing, and develops skills for incorporating and interpreting the views of others while positioning themselves regarding contested issues in popular culture and in society at large. It provides the opportunity to refine critical thinking abilities by analyzing everyday life experience, including how culture, in increasingly electronic and visual forms, shapes our sense of reality and ourselves. Students explore the analysis of different genres (e.g., how to understand a poem viz a scientific article, newspaper article, or Supreme Court decision). The course highlights the importance of generating good questions, integrating multiple perspectives, and tolerating ambiguity when seeking to understand complex issues. It incorporates or links to co-curricular activities related to One Book, One College, and provides a coordinated set of common readings addressing one or more of the general education themes
Prerequisites: None
Number of Credit Hours: 4
Course Type: Skill Intensive
Ideal Class Size:
Addresses LAC General Education theme(s) of ______
at a(n) ______level
USM General Education Goal(s): 2 & 4
Student Abilities:
Students will be able to…
I.1 The student will demonstrate an understanding of the concept of ‘the common good’ and explain the consequences of personal action at local and global levels. (entry)
III.1 The student will explain how cultural and class self-recognition, including the concept of privilege, is a prerequisite to recognizing one’s role in a stratified society. (entry)
III.2 The student will recognize key historical events and interpret how they shaped the present, discussing not only significant turning points, but also the socio-historical process. (middle)
III.3 The student will apply basic sociological concepts to critically examine societies and history.
III.4 The student will analyze how identity groups are socially constructed, such as race, gender, ethnicity, including “Whites.” (entry)
IV.3 The student will determine if an information source is scholarly or popular, reliable or unreliable.
IV.7 The student will compare and decide the worth and the relevance of varied information.
V.1 The student will identify, develop and articulate increasingly sophisticated questions. (E & M & C)
V.2 The student will interpret a range of forms of creative expression (e.g. art, music, science, philosophy). (E)
V.6 The student will appraise the soundness of an argument by classifying problems in critical thinking (e.g., ambiguity, fallacious reasoning, strong sense/weak sense, premature closure, propaganda). (E→C)
V.7 The student will demonstrate the ability to recognize competing arguments in formulating his/her own argument. (E)
V.14 The student will explain the risk inherent in creativity/innovation.(E)
V.17 The student will assess his/her own weaknesses and challenges in applying critical thinking skills (e.g. blind spots in critical thinking, resistance to creative thinking). (E)
VI.5 The student will assess and challenge his/her personal intuitions or beliefs. (E)
VI.8 The student will formulate and defend a compelling thesis-driven argument. (M)
VI.10 The student will integrate experience, thought, popular culture, and formal texts in defending a position or establishing an argument. (C)
Course Blueprint
LAC 220: U.S. Democracy: Origins and Development
Course Description: In this entry phase course, students consider the convergence of cultures, events, and ideas that led to the founding of the United States of America as a republic. The course delineates the basic structure of the American system of government and the primary political philosophies that compete for influence on and control of the government. Consideration is given to the way in which difference–combined with prejudice, ignorance, fear, indifference and greed–has often been an obstacle to the achievement of a true democracy in this country. The course also studies the efforts that have been (and are being) made to raise our national consciousness about injustices that run counter to the ideals of democracy and explores the characteristics of democratic leadership. The course also explores the premise that a sense of pride in one's country, in what the country stands for when true to its highest ideals and its most honorable past achievements, is essential if one is to work successfully for changes that improve one's country.
Prerequisites:
Number of Credit Hours: 3
Course Type: Variable
Ideal Class Size:
Addresses LAC General Education theme(s) of ______
at a(n) ______level
USM General Education Goal(s): 1 & 4
Student Abilities:
Students will be able to…
I.1 The student will demonstrate an understanding of the concept of ‘the common good’ and explain the consequences of personal action at local and global levels. (entry)
I.2 The student will compare the significant differences among peoples in the U.S. and world in terms of opportunities, choices, levels of security, comfort, and self-determination. (developing)
I.5 The student will explain the various roles of a citizen in a democracy. (entry)
I.7 The student will demonstrate how democracy requires ethical citizenship and social responsibility. (developing)
III.2 The student will recognize key historical events and interpret how they shaped the present, discussing not only significant turning points, but also the socio-historical process. (developing)
III.3 The student will apply basic sociological concepts to critically examine societies and history. (developing)
III.4 The student will analyze how identity groups are socially constructed, such as race, gender, ethnicity, including “Whites.” (entry)
III.5 The student will demonstrate an awareness of the range of experiences that people different from themselves may have had within their cultures. (entry)
III.9 The student will display open-mindedness, awareness and acceptance of differences in heterogeneous groups. (developing)
IV.7 The student will compare and decide the worth and the relevance of varied information. (developing)
IV.11 The student will demonstrate an understanding that one great mark of democracy is free and open access to information and that there is a need for vigilance in maintaining that access. (accomplished)
V.15 The student will defend intellectual arguments despite cultural pressures. (developing)