General Education Course Inclusion Proposal Effective Communication



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GEC approval date | 8/28/14


General Education Course Inclusion Proposal

Effective Communication

This proposal form is intended for departments proposing a course for inclusion in the Northern Michigan University General Education Program. Courses in a component satisfy both the Critical Thinking and the component learning outcomes. Departments should complete this form and submit it electronically through the General Education SHARE site.

Course Name and Number: EN 111, College Composition I

Home Department: English

Department Chair Name and Contact Information (phone, email): Dr. Michael Broadway, 227.2712, mbroadwa@nmu.edu

Expected frequency of Offering of the course (e.g. every semester, every fall): Every Semester

Official Course Status: Has this course been approved by CUP and Senate? YES IN PROGRESS

Courses that have not yet been approved by CUP must be submitted to CUP prior to review by GEC. Note that GEC is able to review courses that are in the process of approval; however, inclusion in the General Education Program is dependent upon Senate and Academic Affairs approval of the course into the overall curriculum.

Overview of course (please attach a current syllabus as well): Please limit the overview to two pages (not including the syllabus)

A. Overview of the course content

According to the NMU University Bulletin, EN 111, “This course develops students’ abilities to write, read, and discuss paragraphs and short essays about significant subjects. During the semester, each student will generate a minimum of 5000 words of college-level writing.” Furthermore, the “Prerequisites for EN 111 include appropriate standardized scores or successful completion of EN 090 or EN 109. Students who are part of the honors program should consult with the honors program director.” Please note that a grade of “C” or better is required to enroll in EN 211.

The core principles, concepts, and outcomes for EN 111 include the following:

Core Principles

Concepts

EN 111 Outcomes

Rhetoric  

Understanding Rhetorical Situations

Students will have identified rhetorical qualities essential to composing situations.

Composing Process

Exploring Writing Processes

Students will have created specific evidence of a writing process.

Conventions

Identifying Genre Conventions

Students will have developed an understanding of genre conventions.

Research

Engaging in Inquiry and Analysis

Students will have engaged in intellectual inquiry and critical analysis.  

Multimodality

Developing Multimodal Knowledge

Students will have gained awareness of multi-literacies in the creation of a multimodal project.

Oral Expression

Practicing Delivery Techniques

Students will have practiced giving short, informal presentations.  

Reflection

Participating in Metacognitive Reflection

Students will have engaged in self-reflection to understand themselves as readers, thinkers, writers, and presenters.  

B. Explain why this course satisfies the Component specified and significantly addresses both learning outcomes

Critical Thinking

All of the writing, reading, and oral presentation assignments students engage in for EN 111 are designed to promote students’ development of critical thinking; to do so, students will compose several, multi-draft textual, oral, and multimodal assignments.



  • In order to satisfy the Evidence learning outcome dimension, students will learn to use primary and secondary sources as well as practice locating, summarizing, and incorporating outside research into compositions and presentations.

  • For the Integration learning outcome dimension, students will read texts strategically, consider multiple perspectives, and incorporate gained information to develop main ideas and support them with evidence.

  • For the Evaluate learning outcome dimension, students will engage in critical analysis and draw reasoned conclusions.

Effective Communication

The major focus of EN 111 is on exploration; students in this course learn about the writing process and use it not only to produce well-written and delivered assignments but also to use writing as a tool for learning. To that end, students in EN 111 will complete multiple drafts of a variety of textual and multimodal essays/projects that address the following:



  • In order to satisfy the Central Message and Structure learning outcome dimension, students will produce three, multi-draft written/oral/multimodal projects (narrative, persuasive, and expository) that will adhere to commonly accepted conventions (formatting, organization, citation, etc.). In doing so, they will identify the rhetorical qualities (i.e. audience, language, purpose) essential in composing and delivery situations.

  • To address the Substantiation learning outcome dimension, students will learn to differentiate between primary and secondary sources, read texts actively for key information, determine the appropriateness of materials, integrate information gathered in a minimum of one major assignment (persuasive or expository), and practice using a standard professional system of citation and formatting (i.e. MLA, APA).

  • To meet the Delivery-written learning outcome dimension, students will practice invention, drafting, revising, and editing, as well as employ appropriate conventions (grammar, usage, mechanics, formatting, etc.) in projects and presentations.

  • To satisfy the Delivery-oral learning outcome dimension, students will give multiple, evaluated presentations in which they consider how specific rhetorical situations impact delivery, including audio and/or visual choices.

C. Describe the target audience (level, student groups, etc.)

The target audience for EN 111 is primarily for freshmen or recent transfer students, many of whom are concurrently enrolled in a First-Year Experience (FYE) block. Students pursuing associate and bachelor degree programs at NMU complete EN 111 or its approved equivalent.



D. Give information on other roles this course may serve (e.g. University Requirement, required for a major(s), etc.)

With an earned grade of “C” or higher in EN 111, students are able to enroll in EN 211 or its approved equivalent; successful completion of EN 211, or its approved equivalent, with a “C” or higher will satisfy the University’s First Year Composition for Written English Competency.

E. Provide any other information that may be relevant to the review of the course by GEC.

In any given semester, there are between 40 (fall) and 20 (winter) sections of EN 111 offered by professors, contingents, adjuncts, and teaching assistants in both face-to-face as well as online formats. The work the Composition Committee has put into revising the core principles, concepts, and outcomes will help to ensure that all students in EN 111 have a common set of outcomes.



PLAN FOR LEARNING OUTCOMES
CRITICAL THINKING


Attainment of the CRITICAL THINKING Learning Outcome is required for courses in this component. There are several dimensions to this learning outcome. Please complete the following Plan for Assessment with information regarding course assignments (type, frequency, importance) that will be used by the department to assess the attainment of students in each of the dimensions of the learning outcome.

Type refers to the types of assignments used for assessment such as written work, presentations, etc.

Frequency refers to the number of assignments included such as a single paper or multiple papers.

Importance refers to the relative emphasis or weight of the assignment to the entire course.

For each dimension, please specify the expected success rate for students completing the course that meet the proficiency level and explain your reasoning. Please refer to the Critical Thinking Rubric for more information on student performance/proficiency in this area. Note that courses are expected to meaningfully address all dimensions of the learning outcome.

DIMENSION

WHAT IS BEING ASSESSED

PLAN FOR ASSESSMENT in EN 111


Evidence

Assesses quality of information that may be integrated into an argument

Task Type: Students will create a multi-draft persuasive essay/project. Evidence dimension is assessed through an assignment-based rubric.

Frequency: a minimum of once per semester

Overall Grading Weight: 35%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.


Integrate

Integrates insight and or reasoning with existing understanding to reach informed conclusions and/or understanding

Task Type: Students will develop a multi-draft expository essay/project. Integrate dimension is assessed through an assignment-based rubric.

Frequency: a minimum of once per semester

Overall Grading Weight: 30%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.

Evaluate

Evaluates information, ideas, and activities according to established principles and guidelines

Task Type: Students will search for information and compose a multi-draft narrative essay/project. Evaluate dimension is assessed through an assignment-based rubric.

Frequency: a minimum of once per semester

Overall Grading Weight: 35%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.

PLAN FOR LEARNING OUTCOMES
EFFECTIVE COMMUNICATION


Attainment of the EFFECTIVE COMMUNICATION Learning Outcome is required for courses in this component. There are several dimensions to this learning outcome. Please complete the following Plan for Assessment with information regarding course assignments (type, frequency, importance) that will be used by the department to assess the attainment of students in each of the dimensions of the learning outcome. Type refers to the types of assignments used for assessment such as written work, presentations, etc. Frequency refers to the number of assignments included such as a single paper or multiple papers. Importance refers to the relative emphasis or weight of the assignment to the entire course. For each dimension, please specify the expected success rate for students completing the course that meet the proficiency level and explain your reasoning. Please refer to the Rubric for more information on student performance/proficiency in this learning outcome. Note that courses are expected to meaningfully address all dimensions of the learning outcome.

DIMENSION

WHAT IS BEING ASSESSED

PLAN FOR ASSESSMENT

Central Message and Structure

Central message is the primary focus (main idea or thesis) of the work. Structure is the arrangement of the parts or elements of the work that aids in understanding which includes being coherent, logical, and complete.

Task Type: Students will create multiple major essays/projects (i.e. narrative, persuasive, expository). Central message and structure dimension will be assessed via specific sections on assignment-specific rubrics.

Frequency: a minimum of three times per semester

Overall Grading Weight: 25%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.

Substantiation

Substantiation includes solid reasoning and valid evidence supports conclusions; sources are documented in accordance with disciplinary conventions

Task Type: Students will create multiple major essays/projects (i.e. persuasive, expository). Substantiation dimension will be assessed via specific sections on assignment-specific rubrics.

Frequency: a minimum of twice per semester

Overall Grading Weight: 25%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.

Delivery-Written

Text (clear, readable, consistent with disciplinary conventions and standard written conventions including proofreading and proper syntax etc.) appropriate to the purpose and audience.

Task Type: Students will create multiple major essays/projects (narrative, persuasive, expository). Delivery-written dimension will be assessed via specific sections on assignment-specific rubrics.

Frequency: a minimum of three times per semester

Overall Grading Weight: 25%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.

Delivery-Oral

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) and audio/visual aids appropriate to the purpose and audience.

Task Type: Students will deliver multiple oral presentations that include audio/visual aids. Delivery-oral dimension will be assessed using specific oral delivery rubrics.

Frequency: a minimum of twice per semester

Overall Grading Weight: 25%

Expected Proficiency Rate: For those who have completed the course, the criterion rate level for proficiency is at 70% because EN 111 is typically taken by first-semester semester freshmen, many of whom are admitted into the Freshman Probation (FP) or College Transitions Program (CTP) blocks.







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