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Faculty Core Guidelines by Category

III. CAO, Option A: Math/Reasoning



The objective of a communication component of a core curriculum is to enable the student to communicate effectively in clear and correct prose in a style appropriate to the subject, occasion, and audience.

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  1. New courses approved for the core curriculum must be non-advanced courses except for substantiated reasons justified and approved on a course by course basis.
  2. The request must show how the course intends to meet the exemplary educational objectives, as set forth by the Coordinating Board. This shall be done by including a syllabus that addresses the appropriate objectives.
  3. To meet Coordinating Board requirements that core courses be evaluated, requests for new core courses must present processes and procedures for evaluating course effectiveness in regard to appropriate objectives and must delineate how the evaluations will be employed in course development.

    Relevant guidelines derived from the CB's Criteria for Evaluation of Core Curricula appear below:
    1. How is the course consistent with the appropriate elements of the core curriculum component areas, intellectual competencies, and perspectives as expressed in "Core Curriculum: Assumptions and Defining Characteristics" adopted by the Board?
    2. How are the institution's educational goals and the exemplary educational objectives of the core curriculum recommended by the Board being achieved?
    3. What processes and procedures are being used to evaluate the course and its contribution to the core curriculum?
    4. How will the evaluation results be utilized to improve the course and its contribution to the core curriculum?

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  1. To apply structured, sequential thinking to modeling and analyzing real-world problems.
  2. To represent and evaluate basic logical, sequential, statistical, and/or mathematical information verbally, numerically, graphically, and/or symbolically.
  3. To expand reasoning skills and formal logic to develop convincing logical arguments.
  4. To use appropriate technology to enhance structured sequential thinking and understanding and to solve problems and judge the reasonableness of the results.
  5. To interpret mathematical or quasi-mathematical models such as formulas, graphs, tables, schematics, or systems of notation, and draw inferences from them.
  6. To recognize the limitations of mathematical, statistical, and logical models.

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